1 2001–2002 Bulletin of Information University of Notre Dame The Graduate School

2 Officers of Administration Centers, Institutes, and Laboratories The Division of Humanities 2 The Graduate Council 26 Alliance for Catholic Education 66 Art, Art History, and Design 26 Center for Applied Mathematics 71 Classics The Graduate School 26 Center for Astrophysics 73 Early Christian Studies 3 The Graduate School 27 Center for Environmental Science and 74 East Asian Languages 4 Graduate Degrees Granted Technology and Literatures 4 Areas and Fields of Study 27 Center for Molecularly Engineered 75 English 6 Academic Policies of the Materials 80 German Language and Literature Graduate School 29 Center for Nano Science and Technology 84 History 6 Admission to the Graduate School 30 Center for Philosophy of Religion 89 History and Philosophy of Science 8 Postdoctoral Scholars 30 Center for Tropical Disease Research and 96 Medieval Studies 8 Enrollment in the University Training 105 Music 10 Academic Integrity 31 Charles and Margaret Hall Cushwa 108 Ph.D. Program in Literature 11 Academic Counselor Center for the Study of American 110 Philosophy 11 Requirements for the Master’s Degree Catholicism 117 Romance Languages and Literatures 12 Requirements for the Doctor of 32 Erasmus Institute 122 Theology Philosophy Degree 32 Hessert Center for Aerospace Research 13 One-of-a Kind (OAK) Ph.D. Program 32 Institute for Church Life The Division of Science 14 Academic Resources 34 Institute for Educational Initiatives 136 Biological Sciences 16 Research Opportunities 35 Institute for Latino Studies 141 Chemistry and Biochemistry and Support 35 Kaneb Center for Teaching and Learning 144 Mathematics 17 Graduate Student Awards 35 W.M. Keck Center for Transgene 150 Physics 17 Graduate Student Government Research 162 Interdisciplinary Programs 17 Graduate Student Career Services 36 Kellogg Institute for International Studies 18 Other Facilities and Services 37 Keough Institute for Irish Studies The Division of Social Sciences 38 Joan B. Kroc Institute for 20 Policies on Harassment and Other 167 Economics International Peace Studies Aspects of Student Life 171 Government and 38 Laboratory for Social Research 20 The Spirit of Inclusion at Notre Dame International Studies 39 Medieval Institute 20 Tuition and Expenses 180 Peace Studies 39 Nanovic Institute for European Studies 22 Financial Support 184 Psychology 40 Radiation Laboratory 23 Other Sources of Financial Support 193 Sociology 40 John J. Reilly Center for Science, 24 Employment and Loans 200 Master of Education (M.Ed.) Technology, and Values Program 42 South Bend Center for Medical Education Teaching and Research Faculty Bulletin of Information 42 Walther Cancer Research Center (USPS 0074-280) The School of Architecture 214 Academic Calendar 216 Campus Map The Bulletin of Information of the Univer- 218 Area Map sity of Notre Dame is published five times The Division of Engineering 218 Index a year, once in February, three times in July, 47 Aerospace and Mechanical Engineering 221 GRE Subject Test Requirements and once in August by the University of 51 Chemical Engineering 222 Correspondence Notre Dame. Publication postage paid at 54 Civil Engineering and Geological Notre Dame IN 46556. POSTMASTER: Sciences Send address changes to: Bulletin of 58 Computer Science and Engineering Information, University of Notre Dame, 61 Electrical Engineering Notre Dame IN 46556. 65 Engineering and Law Dual Degree Program Vol. 97, No. 3, August 2001

This Bulletin was printed on recycled paper. 2

Officers of Administration Associate Dean of the Graduate School JAMES H. POWELL, Ph.D. DIANE R. WILSON, M.S.A. Associate Dean of the Graduate School In the University Assistant Dean of the Graduate School and Director of the Summer Session REV. EDWARD A. MALLOY, C.S.C., Ph.D. BARBARA M. TURPIN, Ph.D. President of the University RICHARD A. HILLIARD, Ph.D. Director of Research Compliance Associate Dean of the Graduate School NATHAN O. HATCH, Ph.D. Provost PAMELA A. KRAUSER, M.B.A. Director, Electronic Research Administration, Elected Members REV. TIMOTHY SCULLY, C.S.C., Ph.D. Office of Research ANI APRAHAMIAN, Ph.D. Executive Vice President Professor of Physics ELLEN D. ROGERS, M.B.A. CAROL ANN MOONEY, J.D. Director, Sponsored Programs, Office of Research PETER BURNS, Ph.D. Vice President and Associate Provost Associate Professor of Cicil Engineering MICHAEL T. EDWARDS, M.S.A. REV. JOHN I. JENKINS, C.S.C., D.Phil. Associate Director for Research Development JULIA V. DOUTHWAITE, Ph.D. Vice President and Associate Provost Associate Dean of Arts and Letters and DOUGLAS A. FRANSON, M.B.A. Associate Professor of Romance Languages and JOHN F. AFFLECK-GRAVES, Ph.D. Assistant Director, Sponsored Programs, Office of Vice President and Associate Provost Research Literatures UMESH GARG, Ph.D. REV. MARK L. POORMAN, C.S.C., Ph.D. KAREN M. PACE, B.S. Vice President for Student Affairs Preaward Specialist, Office of Research Professor of Physics LEE J. KRAJEWSKI, Ph.D. JEFFREY C. KANTOR, Ph.D. ANDREW B. DELIYANNIDES, Ph.D. Vice President for Graduate Studies and Manager, Technical Support, Office of Research William R. and F. Cassie Daley Professor of Research Manufacturing Strategy WILLIAM P. SEXTON, Ph.D. BLAKE LEYERLE, Ph.D. Vice President for University Relations The Graduate Council Associate Professor of Theology LOUIS M. NANNI, M.A. Following is the Graduate Council mem- SAMUEL PAOLUCCI, Ph.D. Vice President for Public Affairs and bership for the 2001-2002 academic year. Professor of Aerospace and Mechanical Engineering Communication JOHN E. RENAUD, Ph.D. CAROL C. KAESEBIER, J.D. Ex Officio Members Associate Professor of Aerospace and Mechanical Vice President and General Counsel JEFFREY C. KANTOR, Ph.D. Engineering Vice President for Graduate Studies and LYNETTE SPILLMAN, Ph.D. JAMES J. LYPHOUT, M.B.A. Research, Dean of the Graduate School Vice President for Business Operations Associate Professor of Sociology ANTHONY K. HYDER, Ph.D. SCOTT C. MALPASS, M.B.A. JAMES C. TURNER, Ph.D. Associate Vice President for Graduate Director of the Erasmus Institute and Professor of Vice President for Finance and Chief Investment Studies and Research Officer History FRANCIS J. CASTELLINO, Ph.D. PAUL WEITHMAN, Ph.D. Dean of the College of Science and Associate Professor of Philosophy In the Graduate School Kleiderer-Pezold Professor of Biochemistry JEFFREY C. KANTOR, Ph.D. FRANK P. INCROPERA, Ph.D. Appointed Members Vice President for Graduate Studies and Matthew H. McCloskey Dean of Engineering Five new members to be appointed in fall Research and Dean of the Graduate School and H. Clifford and Evelyn A. Brosey Professor 2001. ANTHONY K. HYDER, Ph.D. of Engineering (Mechanical) Graduate Student Representatives Associate Vice President for Graduate MARK W. ROCHE, Ph.D. GABRIELA BURGOS (Chemical Engi- Studies and Research George N. Shuster Dean of the College of Arts neering) HOWARD T. HANSON, M.S. and Letters and Rev. Edmund P. Joyce, C.S.C., President of the Graduate Student Union Assistant Vice President for Research and Professor of German Language and Literature KISHORI DESHPANDE (Chemical Engineering) Director, Office of Research CAROLYN WOO, Ph.D. Vice President of the Graduate Student Union TERRENCE J. AKAI, Ph.D. Martin J. Gillen Dean of the Mendoza College Associate Dean of the Graduate School of Business and Raymond and Milann Siegfried Professor of Entrepreneurial Studies PETER DIFFLEY, Ph.D. The University of Notre Dame does not Associate Dean of the Graduate School JENNIFER A. YOUNGER, Ph.D. discriminate on the basis of race, color, JANICE M. POORMAN, Ph.D. Director of University Libraries national or ethnic origin, sex, disability, Associate Dean of the Graduate School TERRENCE J. AKAI, Ph.D. veteran status, or age in the administration of any of its educational programs, JAMES H. POWELL, Ph.D. Associate Dean of the Graduate School admissions policies, scholarship and loan Associate Dean of the Graduate School and PETER DIFFLEY, Ph.D. programs, athletic and other school- Director of the Summer Session Associate Dean of the Graduate School administered programs, or in employment. BARBARA M. TURPIN, Ph.D. The Graduate School 3

The Graduate School

As a Catholic research university, the legislature of the State of Indiana. Combin- University of Notre Dame offers first-rate ing the style of the French “college” and the The University’s total student population of academic training in an environment that seminary in which Father Sorin and his more than 10,000 includes about 1,400 addresses questions of value and meaning. associates were educated, Notre Dame graduate students and 1,000 professional We are committed to making quality the began as both a secondary school and a students. Approximately 800 graduate and hallmark of a small but superb Graduate four-year college offering the baccalaureate professional degrees are awarded annually. School, well focused in its mission. Our degree in the liberal arts. It soon adapted to intent is to allow faculty to invest in the the style and structure of the typical 19th- Catholic Character lives of a few gifted graduate students, century American university, introducing a Father Edward Malloy, Notre Dame’s equipping them to pass on a vision of science curriculum in 1865, the first president since 1987, has used these words inquiry, scholarship, teaching, and service. American Catholic Law School in 1869, an to describe the University’s Catholic Engineering College in 1873, a graduate character: Over the last two decades, Notre Dame has program in 1918, and a College of Business made dramatic advances in building a in 1921. The University was first accredited “From its founding in 1842 until the distinguished faculty. Ongoing investment by the North Central Association in 1913. present Notre Dame has self-consciously in facilities also invigorates the University’s and proudly proclaimed itself to be a graduate programs. For more than a decade Administration Catholic university. In one sense, this major construction projects have added new From 1918 to the present, the University’s distinguishes it from other colleges and campus buildings to provide classrooms, Graduate School has developed into four universities which are secular or nonde- faculty offices, and research facilities in the divisions—humanities, social sciences, nominational in origin and/or present sciences, engineering, humanities, and social science, and engineering—and the School institutional identity. This reference to sciences. of Architecture, and includes thirty Catholicity builds on a historical connection departments and programs offering master’s to the Roman Catholic Church and its Notre Dame has a pivotal role to play as a and/or Ph.D. degrees in most of the major cultivation of the great transcendental Catholic center of learning, a place that humanistic, scientific, and engineering values of truth, beauty, and goodness. It welcomes the intellectual ferment of a disciplines. presupposes that a life given over to learning university while encouraging its faculty—in and scholarship can be a valid route to God. a variety of disciplines and from diverse Administered originally by a graduate perspectives—to address ultimate questions, committee of faculty members, the “In another sense, Notre Dame’s Catholic religious foundations, and ethical dilemmas. Graduate School was organized formally in character is a call to be a welcoming place, a 1944 with a graduate dean and Graduate kind of extended family where individuals History Council. In 1971, the newly created from all backgrounds and of every faith can Located north of the city of South Bend, position of vice president for advanced both feel at home and be prized for the Indiana, the University of Notre Dame, a studies underlined the University’s intense special contribution that they make. It is a Holy Cross institution, was founded in focus on building quality in the graduate call to cultivate a spirit of honest and open 1842 by the Rev. Edward F. Sorin, a priest programs. Since 1990, the Graduate School exchange, always in a valuing context. of the Congregation of Holy Cross. In 1844 has been administered by a vice president it was chartered by a special act of the for graduate studies and research, assisted by “Notre Dame . . . tries to attend to the several associate and assistant deans and the whole person—intellectual, moral, and Graduate Council. spiritual.” 4

Chemistry Computational Fluid Mechanics Graduate Degrees Granted Civil Engineering and Detonation Theory Geological Sciences Droplet Sprays Master of Architecture Computer Science and Engineering Fire Research Master of Arts in the following fields: Economics Fluid/Structure Interaction Art History, Design, and Studio Art Electrical Engineering Flow Control Early Christian Studies English Food Processing Technology Economics Government and International Studies Hydrodynamic Stability English History Hydronics French and Francophone Studies History and Philosophy of Science Industrial Energy Conservation German Language and Literature Literature Microfluid Mechanics Government and International Studies Mathematics Molecular Dynamics History Medieval Studies Multiphase and Buoyant Flows History and Philosophy of Science Philosophy Reacting Flows Iberian and Latin American Studies Physics Solidification of Liquid Metals Italian Studies Psychology Turbulent Flows Literature Sociology Architecture* Music Theology Architectural Design Peace Studies Classical Theory in Architecture Philosophy Areas and Fields of Study and Urbanism Psychology History and Theory Sociology The University of Notre Dame offers Urban Theory and Design Theology graduate programs leading to master’s and/ Art, Art History, and Design Master of Divinity or doctoral degrees in the following areas Studio Art+ Master of Education (only for students in and fields of study: Ceramics the Alliance for Catholic Education Painting program) Aerospace and Mechanical Engineering Photography Master of Engineering (only with J.D.) Aerospace Sciences Printmaking Master of Engineering in Mechanical Aeroacoustics Sculpture Engineering Aero-optics Art History* Master of Fine Arts in the following fields: Aerospace Structural Design American Creative Writing Aerospace Systems Design Ancient Design High-Lift Aerodynamics Contemporary Studio Art Low Reynolds- Medieval Master of Medieval Studies Number Aerodynamics Modern European Master of Music Low Speed Aerodynamics Renaissance and Baroque Master of Science: Particle Dynamics Design+ Aerospace Engineering Transonic, Supersonic, Graphic Design Applied Mathematics Hypersonic Flows Industrial Design Bioengineering Vortex Aerodynamics Biological Sciences Chemical Engineering Mechanical Systems and Design Animal Behavior Civil Engineering Computer Aided Design Aquatic Biology Computer Science and Engineering and Manufacturing Biotechnology Electrical Engineering Design for Manufacturing Cell and Molecular Biology Environmental Engineering Design Optimization Developmental Biology Mechanical Engineering Dynamic and Control Systems Ecology Master of Science in the following fields: Mechanism and Machine Theory Environmental Biology Biochemistry Robotics Evolutionary and Systematic Biology Biological Sciences Tribology Genetics Biophysics Solid Mechanics Medical Entomology Chemistry Biomechanics Microbial Physiology Geological Sciences Composite Materials Neural Biology Mathematics Environmental Assisted Cracking Parasitology Physics Fatigue Physiology Master of Theological Studies Fluid/Structure Interaction Vector Biology Doctor of Philosophy in the following Fracture Mechanics Chemical Engineering fields: Manufacturing Processes Applied Mathematics Aerospace and Mechanical Engineering Mechanics of Porous Media Bioseparations Biochemistry Plasticity Catalysis and Surface Science Biological Sciences Structural Stability Ceramics Biophysics Thermal and Fluid Sciences Chemical Reaction Engineering Chemical Engineering Boundary Layer Phenomena Combustion Synthesis of Materials Chaos in Fluid Systems Ecological Modeling Areas and Fields of Study 5

Environmentally Conscious Design Systems and Networks and Medicine Fluid Mechanics Economics History and Philosophy of Economics Gas-Liquid Flows Development and Philosophy of Mind and Neuroscience Materials Science International Economics Social History of Medicine Molecular Modeling and Simulation Economic Theory, Economic Thought, and Technology Molecular Theory of Transport and Methodology History and Philosophy of Mathematics Nonlinear Dynamics Institutions (labor, financial, Intellectual History of Parallel Computing industrial, and public) Science 1600 to 1950 Phase Equilibria Electrical Engineering Scientific Revolution Studies Physiological Dynamics Communication Systems Science and Literature Pollution Prevention Control Systems Literature Polymer Rheology Nanoelectronics Mathematics Process Dynamics and Control Optoelectronics Algebra Process Optimization and Design Semiconductor Materials and Devices Algebraic Geometry Process Simulation Signal and Image Processing Applied Mathematics Statistical Mechanics Solid-State Integrated Circuits Complex Analysis Superconducting Materials English Differential Geometry Supercritical Fluids Old and Middle English Logic Suspension Rheology Renaissance Partial Differential Equations Transport in Porous Media Restoration and 18th Century Topology Waste Minimization Romantic and Victorian Medieval Studies Chemistry and Biochemistry Modern British Art Biochemistry American to 1900 Comparative Literature Bioinorganic Chemistry Modern American Medieval History Bio-organic Chemistry African American Medieval Literatures Inorganic Chemistry Irish Studies Music Materials Chemistry Drama Philosophy Molecular Biology Novel Theology Organic Chemistry Poetry Music* Organometallic Chemistry Prose Fiction Music Theory Physical Chemistry Literary Theory Musicology Radiation Sciences Creative Writing++ Performance and Literature Theoretical and German Language and Literature* Peace Studies* Computational Chemistry The Medieval Period The Role of International Norms and Civil Engineering and Geological Sciences Reformation and Humanism Institutions in Peacemaking Aquatic Chemistry German Classical Literature The Impact of Religious, Philosophical, Bioengineering Goethe and His Age and Cultural Influences on Peace Biological Treatment of 19th-century Drama and Prose The Dynamics of Inter-Group Conflict Hazardous Waste Contemporary German Prose and Conflict Transformation Dynamics of Offshore Structures Modern Lyric Poetry The Promotion of Social, Economic, Earthquake Engineering Aesthetics and Ethics and Environmental Justice Environmental Engineering Philosophy and Literature Philosophy Environmental Mineralogy Drama and the Theory of Drama Ancient Philosophy Finite Element Modeling Intellectual History Contemporary European Philosophy Groundwater Hydrology Government and International Studies Epistemology High and Low American Government and Politics Ethics Temperature Geochemistry (including public law) Logic Mantle Petrology Comparative Politics Medieval Philosophy Multiphase Flows International Relations Metaphysics Natural and Man-made Political Theory Modern Philosophy Hazard Reduction History Philosophy of Language Paleontology Medieval History Philosophy of Mathematics Structural Mechanics and Design Modern European History Philosophy of Mind Structural Reliability United States History Philosophy of Religion Wind Engineering History and Philosophy of Science Philosophy of Science Computer Science and Engineering History of the Philosophy of Science Political Philosophy Algorithms and Theory of Computations Analytic Philosophy of Physics Computationally Intensive Applications Science and Epistemology Astrophysics Parallel Computer Architecture History and Philosophy of Atomic Physics Computer Systems Design Biology 1700 to 1980 Condensed Matter Physics Logic and VLSI Design Philosophy of Contemporary Physics Elementary Particle Physics Programming and Systems Software History of Astronomy and Physics Nuclear Physics Medieval Natural Philosophy Pattern Formation/Biophysics 6

Theoretical Physics Psychology Academic Policies of the It should also be understood that admission Cognitive Psychology—Educational Graduate School to the master’s program does not automati- Applications, Memory, cally mean admission to the doctoral Problem-Solving Please note: The University reserves the right program upon completion of the master’s Counseling Psychology to change its admission, registration, and program. A separate decision is required for Developmental Psychology–Cognitive graduation requirements as necessary. continuation in the doctoral program. Development, Socioemotional Development, Developmental The following represents the minimum An applicant for admission to a degree Psychopathology standards established by the Graduate School. program is required to submit: Quantitative Psychology Individual departments may require higher 1. one completed “Application for Admis- Romance Languages and Literatures* standards. Students are expected to be fully sion and Financial Aid” form or an online Comparative Literatures cognizant of their department’s requirements. application; French and Francophone Studies— 2. one completed “Statistical Information Middle Ages, Renaissance, 17th- No exceptions to the following policies and and Application Fee” form (paper applica- century Classical, 18th-century procedures will be valid without the formal tion) or Signature Page (online application); Enlightenment, 19th Century, written approval of the Graduate School. 3. two official transcripts from each 20th Century postsecondary institution attended (If the Italian Studies—Italian Literature: The course offerings and requirements of the student has attended an institution in which Medieval, Renaissance, Modern; University of Notre Dame are continually the primary language of instruction has not Art History; Architectural History; under examination and revisions are expected. been English, an official translation of the Film Studies; Translation; History; This Bulletin of Information is not a transcript and diploma is required in Philosophy; Music contract; it merely presents the offerings and addition to the official transcripts. When Iberian and Latin American Studies— requirements in effect at the time of publica- possible, transcripts should be sent directly Medieval, Golden Age, Colonial tion and in no way guarantees that the to the Graduate School by the institution.); Spanish-American, Modern Spanish offerings and requirements will remain the 4. scores in the General Test (verbal, Peninsular, Modern Spanish- same. Every effort will be made to provide quantitative, and analytical) of the Graduate American Periods; Gender Studies advance information of any changes. Record Examination; Sociology 5. scores in the appropriate Subject Test of Comparative Historical Sociology Admission to the Graduate School the Graduate Record Examination, if the Family Admission to the Graduate School is highly department requires it; Organizations competitive. An applicant for admission to 6. two copies each of three letters of Political Sociology the Graduate School must hold a bachelor’s recommendation and signed waiver forms Race and Ethnicity degree or its equivalent from an accredited from former undergraduate or graduate Research Methods and Statistics American college or university or from a teachers particularly qualified to attest to Social Psychology foreign institution of acceptable standing. the applicant’s qualification for graduate Social Theory Applicants are admitted on the presumption study; Sociology of Culture that they will hold the bachelor’s degree by 7. two copies of a personal Statement of Sociology of Education the time of graduate matriculation. If at that Intent detailing graduate study plans and Sociology of Religion time they do not hold a bachelor’s degree, expectations; Theology the Graduate School admission is void. The 8. scores from the TOEFL (Test of English Biblical Studies* applicant should have earned at least a B as a Foreign Language) if English is not the Christianity and Judaism in Antiquity— average in his or her undergraduate major applicant’s native language or was not the Hebrew Bible and Judaica, New courses and should meet the level of language of instruction for the applicant’s Testament and Early Church academic achievement that implies a baccalaureate degree; and Early Christian Studies* developed ability for advanced study and 9. the application fee. History of Christianity—Early Church, independent scholarship. Medieval Studies, Reformation Students seeking admission to more than Studies, Modern Studies An applicant may seek admission in either one department, but who plan to enroll in Liturgical Studies degree or nondegree status. A degree only one, must submit separate applications Moral Theology/Christian Ethics applicant may seek admission to either a for each department. Only one application Systematic Theology master’s or doctoral program. Only degree fee is necessary. Professional Studies students may be candidates for a degree at (Master of Divinity Program) Notre Dame. Beyond these Graduate School admission Theological Studies* requirements for all graduate departments It should be understood that admission to a and programs, particular programs may * Master’s programs only graduate degree program is not equivalent require personal interviews and/or submis- + Master’s program and M.F.A. in studio to admission to candidacy for the degree. sion of special materials. art and design (See “Admission to Candidacy,” under ++ M.F.A. in creative writing master’s and Ph.D. degree requirements.) The Graduate Record Examination (GRE) is offered several times each year at sites in the United States and abroad. The annual Admission to the Graduate School 7 schedules and other information about the student may register for one to 12 credit GRE can be obtained from Educational The application fee must accompany the hours in any graduate courses for which he Testing Service (ETS), Graduate Record application. This fee is nonrefundable. The or she meets the course prerequisites. Examination, Box 6000, Princeton NJ fee is $50 for all applications submitted after However, no student initially admitted to 08541–6000, USA. If you need to call December 1 for admission to the following nondegree status will be admitted to degree about the GRE, telephone the Educational fall semester. For applications submitted by status until all admission requirements have Testing Service at (609) 771–7670. December 1 for admission to the following been satisfied. No more than 12 credit fall semester, the application fee is $35. Fees hours earned by a student while in a The Test of English as a Foreign Language must be paid by check or money order. nondegree status may be counted toward a (TOEFL) is offered several times each year degree program. Admission as a departmen- at sites in the United States and abroad. Unless otherwise specified, the application tal nondegree student does not guarantee Foreign students, except those noted above, deadline is February 1 for admission and later admission as a degree-seeking student. must submit TOEFL scores as part of their financial aid for the fall semester, and application to demonstrate a sufficient November 1 for the spring semester, though An unclassified student is one who is command of English to meet the require- some departments have earlier deadlines. admitted to the Graduate School in a ments of their field. If not available locally, Only a few departments offer spring nondegree status, but who is not a member the annual schedules and other information admission; therefore, applicants who wish to of a particular department. Such a student about the TOEFL can be obtained from begin in the spring are advised to consult may, with the approval of the Graduate Educational Testing Service (ETS), the department. School, take courses in any graduate TOEFL, Box 6151, Princeton NJ 08541– department, subject to approval by the 6151, USA. If you need to call about the Acceptance department. This category is usually open to TOEFL, telephone the Educational Testing Official acceptance to the Graduate School nondegree students who wish to take Service at (609) 771–7100. in the academic year is granted only by the courses in more than one department or associate dean. Applicants will be informed students who have completed their degree Admission to Multiple Degree Programs officially of the results of their application programs, but wish to continue in the An applicant who seeks admission to more by a letter from the associate dean for University in graduate student status. No than one master’s degree program in the graduate admissions. Applicants who intend more than 12 credit hours earned by a Graduate School in order to earn two to accept offers of admission are required to student while in a nondegree status may be degrees, or an applicant who seeks admis- confirm their acceptance by returning the counted toward a degree program. Admis- sion to a degree program in the Graduate appropriately completed form that is sion as an unclassified nondegree student School concurrently with a degree program supplied with an offer of admission. does not guarantee later admission as a in another school in the University (i.e., degree-seeking student. Law School or College of Business) must A student whose degree program begins or submit a separate and complete application continues in the summer must complete a A visiting student is normally a degree for each program. The applicant must also summer session course selection form. student in another university who enrolls be accepted by each of the cooperating for credit in selected courses at Notre departments. The Graduate School will An applicant for admission to a nondegree Dame. Unless otherwise arranged by the consider only applicants whose past program is required to submit one com- home university and Notre Dame, the academic performance indicates the pleted Graduate School application and two visiting student is considered a nondegree potential for success in each of the pro- official transcripts from each postsecondary student at Notre Dame and follows the grams. In consultation with the appropriate institution attended. (When possible, same application and enrollment procedures advisers from each unit, the applicant will transcripts should be sent directly to the as a nondegree student. select a plan of study acceptable to all units. Graduate School by the institution.) The Graduate School must approve the Particular departments may require personal An auditor is a nondegree student who written plan of study before the student statements detailing the applicant’s graduate meets the course prerequisites but receives may begin the program. No more than nine plans and expectations. no academic credit. With the permission of credit hours of classes may be counted the instructor and the department chair, a toward both degrees. A nondegree applicant may seek admission degree student also may audit courses. as a departmental nondegree student or as Audited courses may be recorded on a student’s permanent record only if the Admission to Joint Degree Programs an unclassified, visiting, or auditing student student requests the instructor to record it It is possible for a student to pursue a in the Graduate School. at the beginning of the semester and if he or program of study combining two programs she attends the course throughout the entire and leading to a joint degree. An applicant A departmental nondegree student is one semester. A recorded audit is graded V. who seeks to earn a joint degree, either who has been admitted to a department but Incomplete audits are not recorded. The master’s or Ph.D., must submit a separate does not seek an advanced degree from the audit grade of V cannot be changed to a and complete application to each program University. An applicant with degree intent credit grade. and be accepted by both. The relevant who lacks one or more admission require- departments must agree upon a plan of ments may be admitted temporarily to In the academic year, full-time graduate study defining what will constitute the joint nondegree status at the discretion of the students may audit courses without charge. degree program, and the approved written department and with the approval of the Part-time graduate students who audit plan must be on file with the Graduate associate dean for graduate admissions. The courses will be charged the normal audit fee School before the student may begin the of one-half the current credit hour fee. program. 8

research students occasionally receive a A student must be in academic good In the summer session, there is no free stipend; they pay no tuition unless they standing to be eligible for new or continued audited course. Any course taken or audited enroll in courses. Application should be financial support. in the summer session will be charged the made directly to the faculty member the full price. student wishes to consult, or to the chair of Continuous Enrollment the appropriate department. All students must enroll each semester in Postdoctoral Scholars the academic year and register for at least one credit hour per semester to maintain Postdoctoral Research Associates Enrollment in the University student status. Continuous enrollment is Appointments to non-faculty research met normally by both enrollment in the Once admitted, all degree and nondegree positions with the title Senior Research University and registration in a graduate- graduate students must enroll before each Associate, Postdoctoral Research Associate, level course relevant to the student’s semester at the times and locations or Research Associate are made by the program. A student who is concurrently announced by the University Registrar. Graduate School in departments, institutes, pursuing degrees in the Graduate School Enrollment dates are published in the and centers throughout the University. The and in another school in the University Graduate School calendar (see end of this length of appointment varies but is meets the continuous enrollment require- Bulletin). normally for one year; renewal is upon ment by registering for a course in either mutual agreement between the appointee program. Any exception to this rule, Any admitted student who fails to enroll for and the faculty advisor. Research associates including a leave of absence, must be one semester or more must apply for receive salary and substantial benefits. approved by the Graduate School. (See readmission upon return. (See “Continuous Application should be made directly to the “Leave of Absence,” below.) Degree Enrollment,” below.) faculty member with whom the applicant students who have completed the course wishes to pursue studies. work requirement for their degree must Full-time and Part-time Status register for at least one credit hour per Visiting Scholars A full-time student is one who is working semester, including the final semester or Appointments to non-faculty research full time toward his or her degree objective. summer session in which they receive their positions with the title Visiting Scholar are The student’s department is responsible for degree. These students may be considered made by the Graduate School in depart- determining who is a full-time student, and full-time students whether or not they are in ments, institutes, and centers throughout who is otherwise a part-time student. residence. Students not in residence and the University. The length of appointment taking one credit hour pursuant to continu- varies but is normally for a semester or a A nondegree student, however, must ous enrollment requirements are charged a year; renewal is upon mutual agreement register for at least nine credit hours per special registration fee. between the appointee and the chair/ semester, or six in the summer session, to director of the appointing unit. Visiting claim full-time status. A student who fails to enroll and register scholars receive no salary and only limited for one semester or more must apply for benefits. Application should be made All degree-seeking students are expected to readmission upon return. directly to the chair/director of the maintain full-time status and to devote full appropriate unit. time to graduate study. No degree student Continuing students (i.e., degree-seeking may hold a job, on or off campus, without students who are eligible to continue their the express permission of his or her Teaching Scholars studies in the fall semester) may have access department and the Graduate School. Appointments to non-faculty teaching to University facilities and services from positions with the title Teaching Scholar are May through August without enrolling and made by the Graduate School in depart- Academic Good Standing registering for academic credit in the ments throughout the University. The Continuation in a graduate degree program, summer session. length of appointment is normally for one admission to degree candidacy, and year; renewal may be for up to three years graduation require maintenance of at least a Leave of Absence upon mutual agreement between the 3.0 (B) cumulative grade point average For exceptional reasons and on the appointee and the department chair. (G.P.A.). A student may be dismissed from recommendation of the department, a Teaching scholars receive salary and the department or program if the G.P.A. in student in good academic standing may substantial benefits. Application should be any one semester is below 2.5 or if the request a leave of absence for a maximum of made directly to the chair of the appropriate G.P.A. is below 3.0 for two consecutive two consecutive semesters. A request for a department. semesters. Some departments require higher leave of absence must be made before the averages for enrollment and support semester in which the leave is taken, and all continuance. Visiting Research Students leaves of absence must be approved by the The Graduate School appoints students Graduate School. If, for some urgent An adequate G.P.A. is only one factor taken enrolled in Ph.D. programs at other reason, a student is allowed to leave the into consideration in determining a student’s institutions to research positions with the University after the beginning of the qualifications for an advanced degree. Degree title Visiting Research Student for the semester, the withdrawal procedure below students should be aware of their department’s purpose of using University libraries or must be followed. If at the end of the leave performance criteria. The department and the consulting with a faculty member. The of absence period the student does not Graduate School annually evaluate each length of appointment varies but is return, the student is considered termi- graduate student’s overall performance on the normally for a semester or a year. Visiting nated. Application for readmission is basis of these criteria. Enrollment in the University 9 required if the student wishes to return. Departments may place additional con- G.P.A. computation takes into account only straints on the use of 400–level courses to those grades earned in Notre Dame In the case of a medical leave of absence, meet their degree requirements. graduate courses by students with graduate clearance from the University Health status at Notre Dame. For courses taken in Center is required prior to readmission. No graduate credit is allowed for courses a department or college in the University below the 400 level. but outside the Graduate School, or taken Withdrawal from the Program outside the University, the grade will not be To withdraw from the University before the Changes in Student Class Schedule included in the G.P.A. computation. end of the semester, a student must inform A student may add courses only during the the department and the Graduate School as first seven class days of the semester. A The grades of C- and D are not awarded in well as complete the notice of withdrawal in student may add courses after this time only the Graduate School. the Office of the Registrar, 105 Main on recommendation of the department and Building. For information on refunds, refer with approval of the Graduate School. A student receives the temporary grade of I to “Tuition and Expenses.” when, for acceptable reasons, he or she has A student may drop courses during the first not completed the requirements for a 500- Upon approval of the withdrawal, the seven class days of the semester. To drop a or higher-level graduate course within the University enters a grade of W for each course after this period and up to the mid- semester or summer session. No grade of I course in which the student was registered. semester point (see the Graduate School can be given for courses below the 500 level If a student drops out of the University calendar for the exact date), a student must or to graduating students in the final without following the procedure described have the approval of the chair of the semester or final summer session. above, a grade of F is recorded for each department offering the course, of his or her course. adviser, and of the Graduate School; The student then must complete the course however, no tuition adjustment will be work for a grade prior to the beginning of The credit for any course or examination made after the seventh class day of the the final examination period of the next will be forfeited if the student interrupts his semester. A course may be dropped after the semester in which the student is enrolled. If or her program of study for five years or midsemester point only in cases of serious a student receives an I for a summer session more. physical or mental illness. Courses dropped course, he or she must complete the course after this date will be posted on the work for a grade before the final examina- The University reserves the right to require student’s permanent record with the grade tion period begins for the next semester or the withdrawal of any student when of W. summer session (whichever comes first) in academic performance, health status, or which the student is enrolled. general conduct may be judged clearly A course taken for credit can be changed to detrimental to the best interests of either the an audit course after the midsemester point The University temporarily computes this student or the University community. only in cases of serious physical or mental grade as the equivalent of an F in calculat- illness. ing the G.P.A. When the student fulfills the above requirements, the I is replaced by the Maximal Registration new grade. Should the student not complete During each semester of the academic year, Graduate Grades the course work as required, the I remains a graduate student should not register for Listed below are graduate grades and the on the academic record and is computed in more than 12 credit hours of graduate corresponding number of quality points per the G.P.A. as equivalent to an F. courses, i.e., the 500–, 600– and 700–level credit hour. courses. In the summer session, a graduate A4 The department and the Graduate School student should not register for more than A- 3.667 will review a student who receives more 10 credit hours. B+ 3.333 than one I in a semester or an I in two or B3 more consecutive semesters, to determine B- 2.667 Course Numbers his or her eligibility for continued support C+ 2.333 Courses numbered 500 through 599 are and enrollment. first-level graduate courses into which C2 F0 qualified advanced undergraduates may be The grades of S and U are used in courses I 0 (Until Incomplete is removed) admitted with the permission of the without semester credit hours, as well as in NR Not reported instructor and the approval of the chair. research courses, departmental seminars, S None Satisfactory Courses numbered 600 and above are colloquia, workshops, directed studies, field U None Unsatisfactory advanced graduate courses open only to education, and skills courses. These courses, V None Auditor (graduate those who have completed the undergradu- if given the grade of S, do figure in a students only) ate and graduate prerequisites. student’s earned semester credit-hour total W None Discontinued with but do not figure in the computation of the permission The advanced undergraduate courses G.P.A. A grade of U will not count toward numbered 400 through 499 may, with the the student’s earned semester credit-hour Quality point values are used to compute approval of the department chair and the total, nor will it figure in the computation the student’s G.P.A. The G.P.A. is the ratio Graduate School, be taken to satisfy up to of the G.P.A. 10 hours of graduate credit requirements. of accumulated earned quality points to the accumulated earned semester credit hours. 10

The grade of V has neither quality-point Occasionally, a student may need to do data, differences in opinions involving nor credit-hour value. It is the only grade dissertation research at another institution. interpretation, or conduct unrelated to the available to the registered auditor who Normally, the student would register for the research process. Misconduct includes requests at the beginning of the semester appropriate number of credit hours of practices that materially and adversely affect that it be made part of his or her permanent research at Notre Dame. If the student does the integrity of scholarship and research. record and who attends the course through- not enroll at Notre Dame and expects to out the entire semester. The grade of V count research hours earned elsewhere Any person who has reason to believe that a cannot be changed to a credit-earning toward the Notre Dame degree, the student violation of this policy has occurred shall grade. must have the approval of the department discuss it on a confidential basis with the and the Graduate School in advance. The department chair or director of the The grade of W is given for a course that a University requires similar prior approval appropriate institute. If a perceived conflict student is allowed to drop after the for formal courses taken elsewhere and of interest exists between the chair/director midsemester point. applied to the degree program. Twenty-four and the accused, the next highest academic credit hours, including research credit officer shall be notified of the charge. The Transfer Credits hours, is the maximum acceptable for chair/director shall evaluate the allegation A department may accept course work transfer into a Notre Dame doctoral promptly. If it is determined that there is no completed at another accredited university program. substantial basis for the charge, then the toward meeting its degree requirements. A matter may be dismissed with the fact of student may transfer credits earned at No grades of transferred courses are dismissal being made known to the another accredited university only if: (1) the included in the student’s G.P.A. complainant and to the accused if he or she student is in degree status at Notre Dame; is aware of the accusation. A written (2) the courses taken are graduate courses Examinations summary of charges, findings, and actions appropriate to the Notre Dame graduate Unexcused absence from a scheduled shall be forwarded to the vice president for program and the student had graduate final examination results in an F. An graduate studies and research as a matter of student status when he or she took these absence excused in advance results in an I documentation. Otherwise, the chair will courses; (3) the courses were completed (incomplete). select an impartial panel consisting of three within a five-year period prior to admission members, one of whom may be a graduate to a graduate degree program at Notre Academic Integrity student, to investigate the matter. The chair Dame or while enrolled in a graduate degree will inform the accused of the charges. The program at Notre Dame; (4) grades of B Integrity in scholarship and research is an panel will determine initially whether to (3.0 on 4.0 scale) or better were achieved; essential characteristic of our academic life proceed directly to a hearing to further and (5) the transfer is recommended by the and social structure in the University. Any investigate the case, or to dismiss the department chair and approved by the activity that compromises the pursuit of charges. If the panel decides to proceed Graduate School. truth and the advancement of knowledge directly to a hearing, the hearing will be besmirches the intellectual effort and may held within 10 days of the original notifica- These five requirements also apply to the undermine confidence in the academic tion. If the panel decides that further transfer of credits earned in another enterprise. A commitment to honesty is investigation is necessary, it shall immedi- program at Notre Dame. expected in all academic endeavors, and this ately notify the chair. If it decides that a should be continuously emphasized to hearing is not warranted, all information The University considers a request for credit students, research assistants, associates, and gathered for this investigation will be transfer only after a student has completed colleagues by mentors and academic leaders. destroyed. The utmost care will be taken to one semester in a Notre Dame graduate minimize any negative consequence to the degree program and before the semester in The procedures for ensuring academic accused. which the graduate degree is conferred. The integrity in the Graduate School are distinct university of origin must submit two from those in the Undergraduate Code of The accused party must be given the transcripts directly to the Notre Dame Honor. opportunity to respond to any and all Graduate School. Credits not earned on the allegations and supporting evidence at the semester system, such as trimester and Violations of academic integrity may occur hearing. The response will be made to the quarter-hour credits, will be transferred on a in classroom work and related academic appointed panel. The panel will make a pro rata basis. functions or in research/scholarship endeav- final judgment, recommend appropriate ors. Classroom-type misconduct includes disciplinary action, and report to the chair A student transferring from an unfinished the use of information obtained from in writing. The report will include all of the master’s program may not transfer more another student’s paper during an examina- pertinent documentation and will be than six semester credit hours into either a tion, plagiarism, submission of work written presented within 30 days after meeting with Notre Dame master’s or Ph.D. program. by someone else, falsification of data, etc. the accused. Copies of the report are to be Violation of integrity in research/scholar- made available to the accused, the chair, and If the student has completed a master’s or ship is deliberate fabrication, falsification, or the vice president. If a violation is judged to Ph.D. program, he or she may transfer up plagiarism in proposing, performing, or have occurred, this might be grounds for to nine semester credit hours to a Notre reporting research or other deliberate dismissal from the University; research/ Dame master’s program and up to 24 misrepresentation in proposing, conducting, scholarship violations might be reported to semester-credit hours to a Notre Dame reporting, or reviewing research. Miscon- the sponsor of the research effort (e.g., NSF, Ph.D. program. duct does not include errors of judgment, NIH, Lilly Foundation, etc.), if appropriate. errors in recording, selection, or analysis of Requirements for the Master’s Degree 11

If the student chooses to appeal, he or she Degree Eligibility course work required by the department for must address the appeal in writing to the Failure to complete all requirements for the the master’s degree and (b) all written parts vice president for graduate studies and master’s degree within five years results in of the doctoral candidacy or Ph.D. research within 10 days. The student has forfeiture of degree eligibility. qualifying examination. Departments may the right to appear before the vice president have additional criteria or may choose not or his or her delegate. The vice president A master’s program that is pursued during to offer a master’s degree in this manner; may decide to appoint an ad hoc committee the summer and the academic year must students should consult the departmental to handle this appeal, if deemed necessary. also be completed within five years. guidelines.

Violations of academic integrity by A student attending summer session only Admission to Candidacy individuals who are not students are must complete all requirements within To qualify for admission to candidacy, a governed by different rules; students who seven years. student must be in a master’s degree are working on externally sponsored program. He or she must have been programs may also be covered by sponsor- Advisers and Thesis Directors enrolled in the program without interrup- mandated rules. Contact Dr. Richard A. Each student is assigned an adviser from the tion and must maintain a minimum Hilliard, director of research compliance, time of enrollment. This may initially be cumulative G.P.A. of 3.0 in approved (219) 631–5386, for further information. the director of graduate studies, but an course work. A student who seeks admission individual adviser or thesis director will be to candidacy in a research master’s program Academic Counselor chosen as soon as practicable, following the must also demonstrate research capability department’s policies. and receive departmental approval of his or The vice president for graduate studies and her thesis proposal. research has appointed an academic Advisers and thesis directors are normally counselor in the Graduate School to be chosen from the teaching and research Admission to candidacy is a prerequisite to available to graduate students who want to faculty of the student’s department. There receiving any graduate degree. It is the confidentially discuss problems they are also may be one codirector chosen from the student’s responsibility to apply for admission having in their programs. The counselor can faculty outside (or within) the student’s by submitting the appropriate form to the help a student decide how to resolve the department. In exceptional cases, a Graduate School office through the depart- problem. The Graduate School’s academic department may choose a thesis director ment chair. The applicable deadline is counselor is Dr. Barbara M. Turpin, from the Notre Dame teaching and research published in the Graduate School calendar. associate dean. faculty outside the student’s department. Requirements for the Master’s Arrangements for extra-departmental Thesis Requirement Degree directors or codirectors must be consistent The thesis is the distinctive requirement of with departmental policies and must be the research master’s program. With the In addition to the following Graduate School approved by the Graduate School. approval of his or her adviser, the student requirements, individual departments may proposes a thesis topic for departmental have higher standards. Students are expected Master’s Examination approval. The approved topic is researched to know their departmental requirements. By the end of the term following comple- and the results presented under the tion of the course work required by the supervision of a thesis director. Credit Hours department, the degree candidate must have The number of semester credit hours taken an oral and/or written master’s The thesis director indicates final approval of course work for the master’s degree examination demonstrating mastery in his of the thesis and its readiness for the readers is specified by the student’s department. or her field. Failure in either one or both by signing the thesis. The candidate then Students in a research program must parts of the examination results in auto- delivers the number of signed copies of the also complete the research requirements matic forfeiture of degree eligibility, unless completed thesis required by the depart- of their department. (See also “Transfer the department recommends a retake. If a ment to the department chair. These copies Credits,” above.) retake is recommended, it must be com- are distributed to the two official readers pleted by the end of the following semester. appointed by the department. Readers are Residency The Graduate School allows only one retake appointed from among the regular teaching The minimum residency requirement for of the master’s examination. and research faculty of the student’s the master’s degree is registration in full- department. The appointment of a reader time status for one semester during the Some departments have an equivalent from outside the student’s department must academic year or for one summer session. requirement in lieu of the master’s examina- have the Graduate School’s prior approval. tion. Students are advised to be cognizant of The thesis director may not be one of the their respective departmental requirements official readers. Each reader must uncondi- Foreign Language Requirement with regard to the master’s examination or tionally approve the thesis and the depart- The Graduate School does not require its substitute. ment should promptly report the results to foreign language reading proficiency for the the Graduate School. master’s degree. However, some depart- A doctoral student may receive the master’s ments do have this requirement. Students degree without taking the master’s examina- Submitting the Thesis should consult their departments concern- tion on the recommendation of the ing this requirement. The format of the thesis should follow the department and completion of (a) the guidelines published in the Graduate 12

School’s Guide for Formatting and Submit- Residency Candidacy Examination ting Dissertations and Theses, available at the The minimum residency requirement for The candidacy examination consists of two Graduate School office and on the Graduate the Ph.D. degree is full-time status for four parts: a written component and an oral School Web site at www.nd.edu/~gradsch/ consecutive semesters (may include the component. The written part of the currentstudent/DissGuide/DissGuide.html. summer session). examination normally precedes the oral part. It is designed, scheduled, and When the thesis is given to the readers, the Foreign Language Requirement administered by the department. The oral candidate should also give a complete copy This requirement varies from department part of the examination is normally taken to the Graduate School office for a prelimi- to department, in both the choice of after the completion of the course work nary review of the format. language and the degree of proficiency requirement, but no later than one calendar required. Students should consult their year prior to defense of the dissertation. The After the readers approve the thesis and any department concerning this requirement. oral part, among other things, tests the necessary changes have been made, the student’s readiness for advanced research in candidate must then present two clean the more specialized area(s) of his or her Award of Master’s Degree copies, signed by the thesis director, to the field. In total, the examination should be to Doctoral Students Graduate School for final approval and comprehensive. Successful passage indicates A doctoral student may receive the master’s submission on or before the date specified that, in the judgment of the faculty, the degree without taking the master’s examina- in the Graduate School calendar. Students student has an adequate knowledge of the tion on the recommendation of the should be cognizant of deadlines for gradu- basic literature, problems, and methods of department and completion of: (a) the ation established by the Graduate School his or her field. course work required by the department for and the department. The student pays the the master’s degree and (b) all written parts binding costs for the two official copies A board of at least four voting members of the doctoral candidacy or Ph.D. required by the Graduate School and for nominated by the department and ap- qualifying examination. Departments may any additional copies required by the pointed by the Graduate School administers have additional criteria, or may choose not department or for personal use. the oral part of the examination. Normally, to offer a master’s degree in this manner; this board has the same membership as the students should consult the departmental In addition to fulfilling these Graduate student’s dissertation committee. Board guidelines. School requirements, students must check members are chosen from the teaching and with their departments for any additional research faculty of the student’s department. requirements. Degree Eligibility The Graduate School should be consulted The student must fulfill all doctoral before the department or the student invites Should a student and adviser decide to requirements, including the dissertation and a faculty member outside the student’s microfilm a thesis, information concerning its defense, within eight years from the time department to be a board member. the ProQuest Information and Learning of matriculation. Failure to complete any of (formerly Bell & Howell, UMI) Master’s the Graduate School or departmental A faculty member appointed by the Publishing Program may be obtained from requirements within the prescribed period Graduate School from a department other the Graduate School office. results in forfeiture of degree eligibility. than the candidate’s department chairs the examination board. This chair represents Requirements for the Doctor of Advisers and Dissertation Directors the Graduate School and does not vote. Philosophy Degree Each student is assigned an adviser from the After completion of the examination, the time of enrollment. This may initially be chair calls for a discussion followed by a The goal of the University in its Ph.D. the director of graduate studies, but an vote of the examiners. On a board of four, programs is to develop productive scholar- individual adviser or dissertation director three votes are required to pass. If a ship and professional competence in its will be chosen as soon as practicable, department chooses to have five members, students. In addition to a broad acquain- following the department’s policies. four votes are required to pass. The chair tance with the historical and contemporary should, before the examination begins, ask state of learning, the University encourages Advisers and dissertation directors are the candidate’s adviser to confirm depart- its students and faculty to make contribu- normally chosen from the teaching and mental regulations for conduct of the tions to the advancement of their respective research faculty of the student’s department. examination and voting procedures. The fields. There also may be one codirector chosen chair sends a written report of the overall from the faculty outside (or within) the quality of the oral examination and the In addition to the following Graduate School student’s department. In exceptional cases, a results of the voting immediately to the requirements, individual departments may department may choose a dissertation Graduate School. require higher standards. Students are expected director from the Notre Dame teaching and to know their departmental requirements. research faculty outside the student’s In case of failure in either or both parts of department. Arrangements for extra- the doctoral candidacy examination, the Credit Hours departmental directors or codirectors must department chair, on the recommendation The number of semester credit hours of be consistent with departmental policies of a majority of the examiners, may formal courses, directed studies, and and must be approved by the Graduate authorize a retake of the examination if this research is specified by the student’s School. is permitted by departmental regulations. department. (See also, “Transfer Credits,” An authorization for retake must be above.) One-of-a Kind (OAK) Ph.D. Program 13 approved by the Graduate School. A second Even though the dissertation has been To be accepted by the Graduate School, the failure results in forfeiture of degree approved for defense, revisions may be dissertation should be prepared according to eligibility and is recorded on the candidate’s required. If defects in the dissertation come the formatting guidelines published in the permanent record. to light at the defense, the candidate may be Graduate School’s Guide for Formatting and asked to revise the dissertation before it is Submitting Dissertations and Theses, even if Admission to Candidacy accepted by the Graduate School and the the candidate has previously published the Admission to candidacy is a prerequisite to degree is conferred. In that case, it will be substance of the dissertation in scholarly receiving any graduate degree. To qualify the responsibility of the dissertation journals. The Guide is available at the for admission to doctoral candidacy, a director, or such person as the committee Graduate School office and on the Graduate student must: may appoint, to report to the Graduate School Web site at www.nd.edu/~gradsch/ 1. be in a doctoral program; School that such revisions have been currentstudent/DissGuide/DissGuide.html. 2. have been continuously enrolled in the completed satisfactorily. program without withdrawal; When the dissertation is given to the 3. complete the departmental course work Defense of the Dissertation readers, the candidate should also give a requirement with a cumulative average of In defending the dissertation, the doctoral complete copy to the Graduate School 3.0 or better; candidate supports its claims, procedures, where it will be reviewed for compliance 4. pass the written and oral parts of the and results. The defense is the traditional with the style manual. After successfully doctoral candidacy examination. instrument that enables the candidate to defending the dissertation and making any explore with the dissertation committee the necessary changes, the candidate must then It is the responsibility of the student to dissertation’s substantive and methodologi- present two clean copies, signed by the apply for candidacy admission by submit- cal force. In this way, the candidate and the dissertation director, to the Graduate ting the appropriate form to the Graduate committee confirm the candidate’s scholarly School for final approval and submission. School office through the department chair. grasp of the chosen research area. The candidate pays the binding costs for the Consult the Graduate School calendar for two official copies required by the Graduate the appropriate deadline. The format of the defense is determined by School and for any additional copies the department with the Graduate School’s required by the department or for personal use. The Graduate Council requires that all The Dissertation approval. The defense is chaired by a faculty doctoral dissertations be microfilmed by In continuing consultation with the member who is appointed by the Graduate ProQuest Information and Learning dissertation director, the student explores School from a department other than the (formerly Bell & Howell, UMI). Microfilm- research areas in his or her field to formulate candidate’s department. This chair ing costs are also paid at the Graduate a dissertation proposal. The methods of represents the Graduate School and does School office, which handles this publica- approval of the dissertation proposal are not vote. After the examination is com- tion requirement for the candidate. determined by the individual departments. pleted, the chair calls for a discussion followed by a vote of the dissertation One-of-a Kind (OAK) Ph.D. Program The department chair or director of committee. At least three votes out of four will be required to pass a candidate. The graduate studies will appoint a dissertation It is possible at Notre Dame for an chair sends a written report of the overall committee consisting of the dissertation exceptional student to pursue a Ph.D. quality of the defense and the voting results director and three readers. Normally, the program with a particular faculty member immediately to the Graduate School. committee is drawn from the membership in a department that does not offer the of the student’s oral candidacy board. The doctoral degree. Admission to such a In case of failure of the defense, on the Graduate School must be consulted before program is rare and is reserved only for the recommendation of a majority of the the department invites a committee member most exceptional students. from outside the teaching and research examiners, another opportunity to defend may be authorized if this is permitted by faculty of the student’s department. The One-of-a-Kind (OAK) Ph.D. is departmental regulations. An authorization conferred in the field of study agreed to by for a second defense must be approved by The candidate delivers typed copies of the the student, the mentor, the chair of the the Graduate School. A second failure finished dissertation, signed by the director, home department, the dean of the college, results in forfeiture of degree eligibility and to the department chair for distribution to the dean of the Graduate School, and the is recorded on the candidate's permanent the three readers. Readers normally have final dissertation committee. The name record. two to four weeks to read the dissertation, given to the field of study may not overlap decide whether it is ready to be defended, with a field already covered by an existing and so indicate on the appropriate form to Submitting the Dissertation Ph.D. program at the University without the Graduate School. Reader approval of To receive the degree at the next com- approval from that department’s chair. the dissertation for defense does not imply mencement, the doctoral student who has reader agreement or support; it implies successfully defended his or her dissertation Program of Study reader acknowledgment that the dissertation must submit it to the Graduate School on As with other Ph.D. programs, an OAK is an academically sound and defensible or before the deadline published in the program includes course work, exam scholarly product. Only a dissertation that Graduate School calendar. Students should preparation culminating in a qualifying has been unanimously approved for defense be cognizant of deadlines for graduation examination, and research culminating in a by the three readers may be defended. established by the Graduate School and the dissertation. department. 14

Courses within the home department catalog, an array of electronic periodical The Chemistry/Physics Library, located in usually include an additional directed indexes and full-text documents, and 231 Nieuwland Science Hall, maintains a studies component. An OAK student also professionally developed subject guides to collection of some 46,039 volumes and gains experience as a teaching apprentice in local and Internet-based resources. From currently receives over 399 paper journals at least one advanced undergraduate class or their computers, users may request and 383 e-journals in all fields of chemistry as an independent instructor. individualized reference assistance, place and physics. It can provide database Interlibrary Loan requests, suggest titles for searches and bibliographic instruction. Primary responsibility for advising rests purchase, and recall or renew charged with the designated faculty adviser, who is materials. The Engineering Library, located on the responsible for organizing a program of first floor of the Cushing Hall of Engineer- study and the appropriate examination and The Theodore M. Hesburgh Library, a 14– ing, has a collection of 43,570 volumes and dissertation committees. The dissertation story structure, serves as the main library approximately 25,000 microform units and committee will include at least two and its collections are of primary interest to receives over 859 paper journals and about members from Ph.D.-granting departments the students and faculty of the College of 500 e-journals related to engineering. The in neighboring fields at Notre Dame. Arts and Letters and the Mendoza College facility provides database searches as well as of Business. The tower also contains the bibliographic instruction. Admission University Archives, the Medieval Institute Admission requires a master’s degree and is Library with the Frank M. Folsom The Life Sciences Library, located on the based on an evaluation of the following: Ambrosiana Microfilm and Photographic first floor of the Paul V. Galvin Life –undergraduate and graduate G.P.A. Collection and the Mary K. Davis Drawings Sciences Center, houses an estimated –GRE scores Collection, and the Jacques Maritain 27,000 volumes and receives approximately –letters of recommendation Center. 602 journals in the field of biological –appropriate language skills sciences. It offers database searching and –a detailed statement of purpose Orientation sessions are presented by the bibliographic instruction. –a well-defined program of study library staff at the start of each semester and –compatibility of intentions with potential the summer session and are available to The Mathematics Library, located in 001 mentors and resources at Notre Dame interested students and faculty. Hayes-Healey Center, has a collection –compatibility of intentions with the estimated at 33,900 volumes and subscribes research profile and academic record of A limited number of closed carrels are to over 267 paper journals and 145 e- the faculty mentor available to advanced graduate students journals, which deal with all areas of pure –the likelihood of eventual placement in the upon application to their academic mathematics. field departments. Lokmobiles, a type of locker on wheels, also are available to graduate The Radiation Chemistry Reading Room, Admission standards are exceptionally high, students upon application to the Circula- located in 105 Radiation Research Building, and a prospective OAK student must be tion Desk. has a collection of approximately 4,800 approved, in turn, by the department chair volumes and receives 27 journals in in consultation with his/her colleagues; the The Business Information Center, located radiation chemistry. It serves many of the college dean in consultation with a college in the Mendoza College of Business information service needs of the radiation OAK advisory committee; and the dean of complex, is an innovative, all-electronic chemical community throughout the the Graduate School in consultation with a facility supporting existing and emerging United States and abroad. Graduate School OAK advisory committee. programs and research. This state-of-the-art facility is equipped with 30 individual The Kellogg/KROC Information Center is Academic Resources workstations and two group learning areas located in 318 Hesburgh Center for with six workstations each, and provides International Studies and supports its work University Libraries access to and instruction and assistance in in international studies. (www.nd.edu/~ndlibs) the use of a broad range of bibliographic, The University library system consists of 10 numerical, full-text, and graphic databases The Kresge Library, located in the Law libraries, which house most of the books, in business and related disciplines. School, is available for use by all students, journals, manuscripts, and other non-book faculty, and staff although it is not adminis- library materials available on the campus. The remaining eight libraries were estab- tratively a part of the regular library system. Currently, the collections contain nearly lished to meet the teaching and research It has a collection of over 527,585 volumes three million volumes, more than three needs of the College of Engineering, the of law and law-related materials. million microform units, and over 18,180 College of Science, the School of Architec- audiovisual items to support the teaching ture, and the Law School. These libraries The University, along with more than 208 and research programs. In the past year, the generally contain the more recent literature major universities, colleges, and research libraries added over 62,563 print volumes in and the Hesburgh Library retains the older libraries, maintains a membership in the addition to those in other formats and materials. Center for Research Libraries, which has received about 23,000 serial titles. access to over 3.5 million volumes of The Architecture Library, located in Bond materials and 1.5 million microforms Through the Notre Dame Web site and the Hall, has a collection of over 24,358 important to research. The University NT/Windows network, users have immedi- volumes and over 110 currently received Libraries were elected to the Association of ate access to the University Libraries’ journals pertaining to various aspects of Research Libraries in 1962. architecture. Academic Resources 15

For further information about library a.m. to 5:00 p.m. See www.nd.edu/~ndoit/ Anyone using Notre Dame computers and facilities, call (219) 631–6258. helpdesk for more information about the networking resources is responsible for Help Desk. observing the policies set forth in the Information Technologies document G0001 Responsible Use of (www.nd.edu/~ndoit) OIT Education Services offers computer- Information Technologies at Notre Dame. The Office of Information Technologies related, noncredit daytime courses to staff, The full text of this policy is available from (OIT) supports 13 public-access computer faculty, and the students of the Notre the Help Desk or online at the Web page: clusters around the campus, plus one in the Dame, Saint Mary’s, and Holy Cross www.nd.edu/~doc/G0001.html. Hesburgh Library for the exclusive use of communities. The classes cover a wide range graduate students. These clusters provide of applications in both Windows and For more information about the many access to almost 600 computers, running Macintosh, and are free of charge. For more services the OIT offers the Notre Dame Macintosh, Windows, and UNIX operating information on these and other Education community, go to www.nd.edu/~ndoit. systems, and high-quality printers for all Services programs, see www.nd.edu/~ndoit/ students, faculty, and staff. Five clusters are training. The Snite Museum of Art usually open 24 hours every day. The OIT (www.nd.edu/~sniteart) employs student consultants to help support The OIT maintains a High Performance The Museum features collections that place these facilities. For more information about Computing Cluster (HPCC) to provide a it among the finest university art museums the Notre Dame computer clusters, go to parallel computing environment for in the nation. www.nd.edu/~ndoit/clusters/hours.shtml computationally intensive work and research. Some primary users of the HPCC The Mesoamerican collection highlight The clusters, academic and most adminis- include Chemistry, the Radiation Lab, is the comprehensive, exceptional holdings trative buildings, and the residence halls are Center for Applied Mathematics, Computer of Olmec works, the earliest Mexican linked to a fiber-based campus network that Science and Engineering, and the Theoreti- civilization. provides access to a number of Notre Dame cal Solid State Electrophysics Research resources, as well as the Internet. Standard Group. The University community also has The Kress Study Collection has been the services include access to electronic mail and access to national supercomputing and data foundation for developing Italian Renais- the World Wide Web. Notre Dame resource facilities. sance art, which includes a rare Ghirlandaio provides direct ethernet connections to the altarpiece panel. The Baroque collection campus network to graduate students in OIT’s Knowledge Management division highlights works by Bloemaert, Coypel, and Fischer and O’Hara-Grace graduate student provides ad hoc reporting services to the van Ruisdael. Selections from the Feddersen residences. Ethernet connections are campus. These reports may be against Collection of 70, notable Rembrandt van available in Hesburgh Library carrels by internal or external data as long as the user Rijn etchings are exhibited frequently; and, request and a cluster of networked comput- has obtained permission to access the data. the 18th-century collection includes such ers is available in the married student Knowledge Management also builds data masters as Boucher, Vigeé-Lebrun, housing community center. In addition to and document repositories for easier self- Reynolds, Conca, and de Mura. the locations listed above, all students have service access by end users across the access to ResNet connections in LaFortune campus. Our Information Engineer also The critically acclaimed John D. Reilly Student Center, DeBartolo Interactionary provides logical data modeling services for Collection of Old Master to 19th-century Area, and the second floor of the Hesburgh database projects. If interested, please drawings includes examples by Tintoretto, Library. contact Patrick Miller, Director, Tiepolo, Oudry, Fragonard, Ingres, (219) 631–6909. The Media Resource Géricault, Millet, and Degas. The Noah Many support services are provided by the Library in DeBartolo Hall is a library service and Muriel Butkin Collection of 19th- OIT. Computers can be purchased in the of Knowledge Management, which includes Century French Art is the foundation of OIT Solutions Center on the first floor of many video and other multimedia items for one of the Museum’s major strengths, the Computing Center/Math Building. use in classes. The Media library also assists featuring paintings and drawings by Corot, Students, faculty, and staff can purchase in locating and ordering new titles. The Boudin, Couture, Courbet, and Gérome. computers and printers at educational Media Resource Library is located on the discounts. The Solutions Center also first floor of DeBartolo Hall in Room 115. The Decorative and Design Arts Gallery provides a variety of software at educational Please contact Roberta McMahon at spans the 18th through 20th centuries and discount prices. CDs of Microsoft and (219) 631–5515. exhibits early porcelains from Sèvres and Corel software are currently available to the Meissen. Exceptional ceramics, furniture, Notre Dame community for a substantial DeBartolo Hall, the University’s high- glass, and silver pieces represent both the savings through an annual license fee. See technology classroom building, has 42 Arts and Crafts and Art Nouveau styles of www.nd.edu/~solution for more informa- permanent computers on podia for class the 19th century in addition to the Art tion about the OIT Solutions Center. presentations. Two classrooms have a Deco and Bauhaus modern movements. computer on each student desk for Twentieth-century-designed pieces by The OIT Help Desk is located in Room collaborative work. Media-On-Call, a fiber- Wright, Stickley, Tiffany, and Hoffman are 111 of the Computing Center/Math optic video delivery system, provides media also on view. Building. The Help Desk provides answers to all classrooms in DeBartolo and the to usage questions, diagnosis of problems, Mendoza College of Business complex. In The Janos Scholz Collection of 19th- and problem resolution. The Help Desk is addition to the shared facilities of the OIT, Century European Photography contains open Monday through Friday from 8:00 specific colleges have their own facilities. 16 some 5,500 images of persons and places Other institutes, centers and similar Those centers with particular relevance for taken during the first 40 years of camera entities include: graduate education are described in the use. Alliance for Catholic Education “Centers, Institutes, and Laboratories” Center for Advanced Food Processing section of this Bulletin. Native American art focuses on early 19th- Center for Applied Mathematics century-Plains Indian-painted war records Center for Asian Studies Research Opportunities and costumes; it also features Mimbres and Center for Astrophysics and Support Anasazi painted ceramics from the prehis- Center for Catalysis and Reaction Engineering toric Southwest. Center for Civil and Human Rights University policies on research and other Center for Continuing Education sponsored programs are maintained on the The developing American collection has Center for Environmental Science Web site of the Office of Research at 19th-century landscapes by Durand and and Technology www.nd.edu/~research/Pol_Proc/toc.html. Inness and portraits by Eakins, Sargent, and Center for Ethics and Culture Chase. Among highlights of the West and Center for Ethics and Religious Values in Oak Ridge Associated Universities the Southwest regions are paintings by Business Since 1992, students and faculty of the Higgins, Ufer, Russell, and Remington. Center for Molecularly Engineered University of Notre Dame have benefited Materials from its membership in Oak Ridge Traditional works of African art such as Center for Nano Science and Technology Associated Universities (ORAU). ORAU is textiles, masks, and sculptures are in the Center for Philosophy of Religion a consortium of 85 colleges and universities collection as well. Center for Research in Banking and a contractor for the U.S. Department of Center for Tropical Disease Research and Energy (DOE) located in Oak Ridge, Twentieth-century styles and movements Training Tennessee. ORAU works with its member are seen in paintings by Miro, O’Keeffe, Center for U.S.-Japanese Business Studies institutions to help their students and Avery, Glackens, Pearlstein, and Scully. Center for Zebrafish Research faculty gain access to federal research Modern sculptures by Barlach, Zorach, Cushwa Center for the Study of American facilities throughout the country; to keep its Cornell, Calder, and Rickey complement Catholicism members informed about opportunities for the paintings and drawings. Ecumenical Institute (Jerusalem) fellowship, scholarship, and research Engineering Learning Center appointments; and to organize research Croatian-American sculptor Ivan Mestrovic, Environmental Research Center (UNDERC) alliances among its members. who taught at Notre Dame from 1955 until Erasmus Institute his death in 1962, created many works that Fanning Center for Business Communication Through the Oak Ridge Institute for remain on campus. Major pieces can be Freimann Life Science Center Science and Education (ORISE), the DOE seen in the Museum, at the Eck Visitor Gigot Center for Entrepreneurial Studies facility that ORAU operates, undergradu- Center, and the Basilica of the Sacred Hessert Center for Aerospace Research ates, graduates, postgraduates, as well as Heart. Higgins Labor Research Center faculty enjoy access to a multitude of Industrial Assessment Center opportunities for study and research. Loan exhibitions from major museums and Institute for Church Life, embracing Students can participate in programs private collections, in addition to exhibi- Center for Pastoral Liturgy covering a wide variety of disciplines tions mounted by the Snite, are offered Center for Social Concerns including business, earth sciences, epidemi- periodically in the O’Shaughnessy Galleries, Retreats International ology, engineering, physics, geological as is the annual exhibition of student art by Institute for Educational Initiatives sciences, pharmacology, ocean sciences, candidates for M.F.A. and B.F.A. degrees. Institute for Latino Studies biomedical sciences, nuclear chemistry, and Special events and programs include Institute for Scholarship in the Liberal Arts mathematics. Appointment and program lectures, recitals, films, and symposia held in Kaneb Center for Teaching and Learning length range from one month to four years. the 304–seat Annenberg Auditorium and in Keck Center for Transgene Research Many of these programs are especially the galleries. Keough Institute for Irish Studies designed to increase the numbers of Laboratory for Social Research underrepresented minor students pursuing Interdisciplinary and Specialized Lizzadro Magnetic Resonance Research degrees in science- and engineering-related Research Institutes Center disciplines. A comprehensive listing of these Lobund Laboratory programs and other opportunities, their In pursuance of its public service commit- Maritain Center disciplines, and details on locations and ment, the University, assisted by various Marital Therapy and Research Clinic benefits can be found in the ORISE Catalog private foundations and federal agencies, Mendelson Center for Sports, of Education and Training Programs, which maintains several interdisciplinary and Character, and Culture is available at http://www.orau.gov/orise/ specialized research institutes. Nanovic Institute for European Studies resgd.htm, or by calling either of the Philosophic Institute contacts below. The University institutes include: Reilly Center for Science, Technology Kellogg Institute for International Studies and Values ORAU’s Office of Partnership Develop- Kroc Institute for International South Bend Center for Medical Education ment seeks opportunities for partnerships Peace Studies Walther Cancer Research Center and alliances among ORAU’s members, Medieval Institute White Center for Law and Government private industry, and major federal facilities. Radiation Laboratory Activities include faculty development Graduate Student Career Services 17 programs, such as the Ralph E. Powe Junior to Notre Dame, the members are Loyola Graduate Student Awards Faculty Enhancement Awards, the Visiting University of Chicago, Marquette Univer- Industrial Scholars Program, consortium sity, and Saint Louis University. The Eli and Helen Shaheen Graduate research funding initiatives, faculty research, School Award recognizes the top graduating and support programs, as well as services to A degree-seeking graduate student at an Ph.D. recipients in engineering, the chief research officers. MCGS university, after initiating a program humanities, science, and social sciences. of studies at the “home university,” may Nominated by their departments, the four For more information about ORAU and its with appropriate approvals take course work Shaheen Award winners are chosen for their programs, contact Anthony K. Hyder, or pursue research at one of the other three superior ability as exhibited by grades, associate vice president for Graduate Studies institutions (“host universities”) as a visiting research and publication records, fellow- and Research at Notre Dame and ORAU student. Procedures have been introduced ships, and other awards received during the council member at (219) 631–8591, or to facilitate such visits. The student registers course of study at Notre Dame, and Monnie E. Champion, ORAU corporate at both the home and the host universities. teaching ability. Each year, the winners’ secretary, at (865) 576–3306; or visit the Tuition is assessed at the home university at names are added to a permanent Shaheen ORAU home page (http://www.orau.org). its rate. Registration entries and final grades Award plaque displayed in the Graduate are forwarded from the host to the home School, and they also receive a personal plaque and a cash award. Institute for Scholarship in the Liberal university for listing on the student’s permanent record. Arts Graduate Student Government The goal of the Institute for Scholarship in the Liberal Arts (ISLA) is to help build, Inter-university visitation makes it possible Through a council of elected officers, sustain, and renew a distinguished faculty in for students to take advantage of courses or appointed officers, and representatives from the arts, humanities, and social sciences, and research opportunities offered by the other the departments of its constituent colleges, to enhance the intellectual life on campus. three institutions that might not be readily the Graduate Student Union (GSU) ISLA does this in several ways. available at the home university. Thus, the provides a variety of services and represents program expands the choices available to its membership on various University Internal Grants: ISLA provides grants for MCGS students for shaping a degree councils and committees. In particular, it faculty research, travel to international program. subsidizes graduate student travel to present conferences, curriculum development, original research, publishes the quarterly honoraria for visiting scholars (through the Interested students should review the GSU newsletter, provides biweekly listserv Henkels Lecture Series), publication graduate bulletins and class schedules of the updates, conducts a graduate orientation subvention, and miscellaneous research host universities and consult with their program, and sponsors teaching and expenses. advisers and major-field directors. professionalization workshops, in addition to providing various social, cultural, and External Grant Support: The institute is To participate, a student must complete an intellectual activities. The GSU is the the college’s clearinghouse for information, “Application for Inter-university Visitation” graduate students’ official liaison with the advice and assistance in finding and and secure the necessary approvals from the University administration and the Office of obtaining grant funds for any academic home institution. Then the graduate dean Student Activities. purpose. Institute staff assist faculty in of the host university must approve the several ways: advising faculty regarding the visitation. Finally, an “Intra-MCGS The Graduate Student Union finances its content of grant proposals; assisting in the Enrollment Form” must be completed operations and Conference Presentation preparation of proposal budgets; critiquing for each course to be taken at the host Grant (formerly known as the Robert draft proposals; and ushering proposals institution. Gordon Travel Grant) through a yearly, through the administrative review process. mandatory activity fee assessed on all In support of this effort, ISLA maintains a Participation is restricted to those fields of graduate students through the Office of grant reference library that includes study that are under the academic jurisdic- Student Accounts. The Graduate Student computerized grant search databases, and tion of the graduate deans at both the home Union maintains offices in the LaFortune hosts several grant proposal workshops and the host institutions. A degree-seeking Student Center at the Mezzanine location during the year. student must first have completed at least (219) 631–6963. Send any e-mail inquiries the equivalent of one full semester at the to [email protected]. Special Programs: The institute offers a home university. No more than nine credit variety of other faculty development semester hours of courses from host Graduate Student Career Services activities, such as workshops on academic institutions can form part of a degree writing and publishing with an academic program at the home institution. Interested (www.nd.edu/~ndcps) press. ISLA also coordinates various student students may obtain further information The increasingly diverse needs of a dynamic scholarship and fellowship programs. and application forms from the Graduate labor market have resulted in new chal- School, 502 Main Building. Nondegree or lenges for graduate students. Traditional transient students at the home institution Inter-University Visitation Program academic options are no longer as plentiful, may not participate in inter-university The Midwest Catholic Graduate Schools and the competition for openings is intense. visitation. These developments warrant a more (MCGS) is a consortium of the Catholic comprehensive approach to identifying and universities of the Midwest that have pursuing faculty appointments. They also significant doctoral programs. In addition challenge graduate students to investigate 18 academic opportunities beyond the scope of with daily and Sunday Masses and opportu- Parking traditional colleges and universities. nities for sacramental reconciliation. (www.nd.edu/~ndspd/parking.html) Fortunately, while the academic market- Information about traffic and parking place tightens, alternative careers in business Campus Ministry offers programs in regulations and vehicle registration is and industry are beginning to evolve. marriage preparation and family life, available from the Parking Service office, Emerging technologies and processes are retreats, faith sharing, sacramental prepara- 117 Campus Security Building or by calling resulting in new initiatives in the corporate tion, and pastoral counseling. It coordinates (219) 631–5053. Students must register sector, particularly in the areas of research liturgies in the Basilica of the Sacred Heart vehicles operated or parked on campus. and development, marketing, human and in the residence hall chapels. Graduate resources, and management. students are welcome to participate in these Counseling Services celebrations and to serve as Eucharistic (www.nd.edu/~ucc) These same dynamics have supported the ministers, lectors, or members of the Notre The University Counseling Center, located trend toward alignments between corporate Dame liturgical choirs and music groups. on the third floor of the University Health research interests and graduate student Campus Ministry prepares a listing of all Center, offers professional services to all employment, especially in the fields of Catholic Masses offered each week at the graduate students. The center is devoted to science and engineering. It is increasingly Basilica of the Sacred Heart and in the meeting the students’ needs and assisting important that proactive steps be taken to residence halls. In addition to this, lists of them with their problems and concerns. cultivate internships, sponsored research local Protestant churches, as well as These concerns might include personal initiatives, and other opportunities that will synagogues and mosques, are mailed to growth and self-enhancement, vocational enhance the prospects for graduate students all graduate students at the beginning of issues and academic anxieties, interpersonal in these disciplines. the academic year with times of services relationships and social difficulties, and telephone numbers to call for depression, substance abuse and addiction, The Office of Graduate Student Career transportation. and a number of more severe emotional and Services (GSCS) was established in order to psychological problems. monitor these and other rapidly changing Campus Ministry offices are located at dimensions of the employment market and 103 Hesburgh Library Concourse The center is staffed by licensed clinical to promote the career interests of our [(219) 631–7800] and in the Coleman- psychologists, counseling psychologists, an graduate students. Individuals who wish to Morse Center. addiction specialist, doctoral interns, and investigate alternative careers or who desire students who are supervised by professional assistance with various aspects of the search Campus Security—Safety Information psychologists, a consulting psychiatrist, and process are encouraged to contact Lee Svete, from Notre Dame Security/Police a consulting nutritionist. The center Director of Graduate Student Career Services, (www.nd.edu/~ndspd) operates under an ethical code of strict 248 Flanner Hall; (219) 631–5200; e-mail: The security of all members of the campus confidentiality. [email protected]. community is of paramount concern to the University of Notre Dame. Each year the Professional services are usually by appoint- University publishes an annual report ment and can be arranged either in person Other Facilities and Services outlining security and safety information or by telephone, but provision is always and crime statistics for campus. This made for an emergency. Services are offered Campus Ministry document provides suggestions regarding at a minimal fee of $4 per session. There is (www.nd.edu/~ministry) crime prevention strategies and important no charge for the initial appointment. Notre Dame is a Catholic institution, which policy information about emergency extends a welcome and our desire to be of procedures, reporting of crimes, law For information or an appointment, contact service to students of all denominations and enforcement services on campus, and the Counseling Center, (219) 631–7336. faith traditions. information about support services for Twenty-four hour emergency service is victims of sexual assault. The brochure also available by calling (219) 631–7336. Through the programs offered by Campus contains information about the University’s Further information about the Counseling Ministry, we hope to provide the opportu- policy on alcohol and other drugs, the Center can also be found on the World nities for students to deepen their faith, to SafeWalk program, and the campus shuttle Wide Web. develop a spirituality that will serve them service. You may view the document on the well as adult believers, and to discuss the Web at www.nd.edu/~ndspd/safebroc.html. Health Services religious and ethical aspects of questions A printed copy of this brochure is available that are essential for all of us. (www.nd.edu/~uhs/uhs.html) by sending an e-mail request to The University Health Center provides [email protected] or by writing to: Office of Pastoral needs of graduate students are met comprehensive treatment of illness and the Director, University Security/Police, injuries to all students enrolled at the in a variety of ways. Liturgies, prayer 101 Campus Security Building, Notre services, retreats, and spiritual counseling University. The services provided include an Dame, IN 46556 or by calling the depart- ambulatory clinic, pharmacy, laboratory, X- are available through personnel at Univer- ment at (219) 631–8338. sity Village and at the Fischer-O’Hara- ray facilities, and an inpatient unit. Grace Graduate Residences as well as A variety of safety and security information through the offices of Campus Ministry. There is no fee to see the University is available from the security/police Web physicians or nurses. Students must pay for There is a chapel at Fischer Graduate site: www.nd.edu/~ndspd. Residences for the use of graduate students prescriptions, over-the-counter medications, Other Facilities and Services 19 supplies, and specially prescribed treat- and athletic facilities other than the golf Many of the services and programs that ments/procedures. A statement of the course and the ice rink, on which a nominal enhance international educational exchange charges for services rendered will be mailed fee is assessed. are offered through International Student to students, enabling them to file for Services & Activities (ISSA). This office personal insurance reimbursement. Most Multicultural Student strives to create a supportive atmosphere charges are covered under the University- Programs and Services where students can live and learn effectively. sponsored student insurance plan, and the Telephone: (219) 631–6841 The office also promotes international Health Center clerical staff files those E-mail: [email protected] programs as a means of stimulating cross- claims. (www.nd.edu/~msps) cultural understanding and interest within The Multicultural Student Programs and the campus and community. The ambulatory clinic services are available Services office encourages and supports on a walk-in or scheduled basis. Allergy traditionally underrepresented students in Services and programs offered include the shots must be scheduled. Emergencies are using all academic and leadership opportu- International Orientation Program, Family seen immediately. Referrals are made to nities at the University. The office focuses Friendship Program, International Resource local physicians and dentists for consulta- on student leadership development skills, Bureau, annual International Week, tion and treatment of special cases. provides networks for internships and international club advising, community summer research positions, and offers outreach, general advising, counseling, and Inpatient beds are available for students diversity and multicultural educational referral. when prescribed by a University physician. programming for the entire campus. While Registered nurses provide 24–hour-per-day working with 17 ethnic organizations, Since many international graduate students care. There are no inpatient room and Multicultural Student Programs and bring their families with them to Notre board fees for on-campus students. Off- Services collaborates with other academic Dame, ISSA tries to meet their needs as campus students pay a nominal inpatient and Student Affairs departments, Student well. For example, English As A Second room and board fee. All inpatient students Union Board, and Student Government to Language classes are offered to spouses of pay for their laboratory tests, medications, ensure representation of the total student international students, and an International and treatments. body in programming efforts. Women’s Club offers support and activities to the wives of international students Laboratory services are provided on site In conjunction with Student Affairs, the throughout the year. through a satellite facility of the South Bend office sponsors an annual fine arts/lecture Medical Foundation, a large local laboratory series, which addresses various issues International Student Services & Activities that also serves the local hospitals. impacting people of color. This series serves is located in Room 204A, LaFortune as a medium to begin dialogue on common- Student Center. A separate office, Interna- In case of emergency, the University alties, differences, and interest. Another tional Relations and Student Visas, is Security Department provides for transpor- initiative, MSPS Building Bridges Program, located at 201B Security Building and tation of students to local hospitals. Local provides first-year students with mentors provides immigration advice to interna- ambulance services are readily available. who are faculty, administrators, upper-class tional students. Transportation to local physicians’ offices MSPS scholars, and upperclassmen. The for care that is not an emergency is provided participants are exposed to career and Office for Students with Disabilities by Health Services if a University physician graduate school initiatives, scholarships, and The Office for Students with Disabilities has referred the patient. Hours of transpor- University awards. Another major program- (OSD) provides a variety of services to tation are limited to 12:15 p.m. to 5 p.m., ming effort is the First Friday lunch ensure that qualified students with disabili- Monday through Friday, during the program held to permit faculty, administra- ties have access to the programs and academic year when the University is in tors, and undergraduate and graduate facilities of the University. Services do not session. students an opportunity to interact in an lower course standards or alter essential informal atmosphere. For further informa- degree requirements, but instead give All student health records are kept confi- tion, contact the office in the Intercultural students the opportunity to demonstrate dential. No information is released to Center, 210 LaFortune Student Center. their academic abilities. Students can anyone, including parents and University initiate a request for services by registering authorities, without the student’s prior International Student Services and with the OSD and providing information permission. In the event of emergency Activities that documents their disability. requiring hospitalization, where it is (www.nd.edu/~issa) impossible to obtain a student’s permission, The University of Notre Dame’s interna- While the services or accommodations a University physician or the hospital will tional student body is made up of nearly provided depend on the student’s disability notify a parent or legal guardian. 800 students from 100 countries. The and their course or program, some of the campus community benefits from this services that have been used include Further information may be obtained diversity through opportunities to learn extended time on exams and/or separate from the University Health Center, about other cultures, the sharing of testing rooms; textbooks on cassette tape, (219) 631–7497/7567. experiences, the promotion of intercultural large print, in Braille, or on computer disk; understanding, and the chance to practice readers, note takers, and academic aides; Library and Athletic Facilities other languages. screening and referral for diagnostic testing In addition to the cost of instruction, for a learning disability or attention deficit tuition charges cover the use of the library 20 disorder; housing modifications; and One of the essential tests of social justice out the exact costs at the time of application hearing amplification equipment. OSD also within any Christian community is its or registration. has a room in the library with CCTV, abiding spirit of inclusion. Scriptural Arkenstone Reader, and Braille printer for accounts of Jesus provide a constant witness Tuition student use. of this inclusiveness. Jesus sought out and For the full-time graduate student, the welcomed all people into the Kingdom of tuition for the academic year 2001–2002 is For more information on services or to God—the gentile as well as the Jew, women $24,220. Tuition for the part-time student receive a copy of the University of Notre as well as men, the poor as well as the is $1,346 per semester credit hour. Dame Policies and Procedures for Students wealthy, the slave as well as the free, the and Applicants with Disabilities, please infirm as well as the healthy. The social In the academic year, the normal charge for contact: Coordinator, Office for Students teachings of the Catholic Church promote a an audited course is one half the current with Disabilities, 109 Badin Hall, (219) society founded on justice and love, in credit hour fee. However, a full-time 631–7141 (voice), (219) 631–7173 (TTY). which all persons possess inherent dignity as graduate student may audit a course, or children of God. The individual and courses, without charge. The Graduate Policies on Harassment and Other collective experiences of Christians have also School determines the definition of full Aspects of Student Life provided strong warrants for the inclusion time. of all persons of good will in their commu- Sexual and discriminatory harassment and nal living. Christians have found their life In the summer session, there is no free harassment in general are prohibited by the together enriched by the different qualities audited course. Any course taken or audited University. Definitions and policies of their many members, and they have in the summer session will be charged the regarding all forms of harassment and other sought to increase this richness by welcom- full price. aspects of student life and behavior are ing others who bring additional gifts, described in duLac: A Guide to Student Life, talents, and backgrounds to the community. which is the University’s description of Fees Nonrefundable application fee: $50 ($35 if student life policies and procedures. The The spirit of inclusion at Notre Dame flows submitted by December 1 for admission to codes, rules, regulations, and policies that from our character as a community of the following fall semester) establish the official parameters for student scholarship, teaching, learning, and service * Technology Fee: $100 life at Notre Dame are contained in duLac. founded upon Jesus Christ. As the Word Graduate Student Activity Fee: $55 Unless otherwise noted, the policies and through whom all things were made, Christ procedures in duLac apply to all students, is the source of the order of all creation and * The technology fee provides partial undergraduate, graduate, or professional, of the moral law which is written in our funding for the University’s enterprise-wide whether the behavior occurs on or off hearts. As the incarnate Word, Christ technology infrastructure. Through this campus. Copies of duLac are provided to all taught the law of love of God and sent the infrastructure, all students are given access students at the time of their enrollment and Holy Spirit that we might live lives of love to the Internet, e-mail, courseware, may also be obtained from the Office of and receive the gift of eternal life. For Notre institutional file space, and a wide array of Residence Life and Housing, located in the Dame, Christ is the law by which all other software. The infrastructure also provides Main Building. laws are to be judged. As a Catholic access to these products and services institution of higher learning, in the through various means, including campus The Spirit of Inclusion at Notre Dame governance of our common life we look to clusters and ResNet, and from remote the teaching of Christ, which is proclaimed “Strangers and sojourners no longer. . .” locations through direct dial-in. The $100 in Sacred Scripture and tradition, authorita- (Ephesians 2:19) fee will be assessed at $50 per semester. tively interpreted by church teaching, articulated in normative understandings of The University of Notre Dame strives for a NOTE: The University no longer charges the human person, and continually spirit of inclusion among the members of for copies of transcripts of record. this community for distinct reasons deepened by the wisdom born of inquiry and experience. The rich heritage of the articulated in our Christian tradition. We Financial Arrangements prize the uniqueness of all persons as God’s Catholic faith informs and transforms our search for truth and our understanding Tuition and fees, as well as any required creatures. We welcome all people, regardless deposits, are payable in advance at the of color, gender, religion, ethnicity, sexual of contemporary challenges in higher education. beginning of each semester. Please note that orientation, social or economic class, and Notre Dame does not accept credit cards for nationality, for example, precisely because payment of tuition and fees. Tuition and/or of Christ’s calling to treat others as we This statement was adopted by the officers of the University on August 27, 1997, in fees not covered by scholarship are the desire to be treated. We value gay and responsibility of the student. lesbian members of this community as we conjunction with an Open Letter to the Notre Dame Community. value all members of this community. We A student may not register for a new condemn harassment of any kind, and Tuition and Expenses semester or receive transcripts, certificates, University policies proscribe it. We diploma, or any information regarding his consciously create an environment of Please note: The following tuition fees, or her academic record until all prior mutual respect, hospitality, and warmth in housing and living costs are for the accounts have been settled in full. which none are strangers and all may academic year 2001–2002. Prospective flourish. applicants and students are urged to find Tuition and Expenses 21

Withdrawal Regulation Credit Calculation, both of which may be variety of options is available in 2001–2002 Any graduate, law, MBA, * or undergradu- obtained from the Executive MBA Program. ranging from $200 per semester to $1,785 ate student who at any time within the per semester. Information on the variety of school year wishes to withdraw from the Housing and Meals options may be obtained directly from the University should contact the Office of the University housing for both married and Card Services Office at the South Dining Registrar. To avoid failure in all classes for single students is available on or adjacent to Hall, (219) 631–7814. the semester and in order to receive any the campus. financial adjustment, the withdrawing Accident and Sickness Insurance student must obtain the appropriate Accommodations for married students are Notre Dame requires all international and clearance from the dean of his or her college available in University Village, a complex of degree-seeking graduate students to have and from the assistant vice president for 107 two-bedroom apartments renting for health insurance coverage. residence life. $326 per month. The Cripe Street Apart- ments, 24 one-bedroom units, are available At the beginning of each academic year, the On the first day of classes, a full tuition from $423 to $446 per month. A $300 opportunity is provided to show proof of credit will be made. Following the first day deposit is required. Address inquiries personal health insurance coverage. In the of classes, the tuition fee is subject to a about University Village to the Office of event such proof is not presented, the prorated adjustment/credit if the student: Student Residences, 305 Main Building, student will be automatically enrolled in the (1) withdraws voluntarily for any reason on Notre Dame IN 46556, or phone University-sponsored plan, and the charge or before the last day for course discontinu- (219) 631–5878. for the premium will be placed on the ance at the University; or (2) is suspended, student’s account. The last date a graduate dismissed, or involuntarily withdrawn by Accommodations for approximately 150 or international student may be waived the University, for any reason, on or before full-time, degree-seeking single graduate from the University Student Insurance Plan the last day for course discontinuance at the men and women are available in the 36-unit is September 15, 2001. University; or (3) is later obliged to O’Hara-Grace Graduate Residence adjacent withdraw because of protracted illness; or to the campus. Each apartment has kitchen, Information regarding the University- (4) withdraws involuntarily at any time one-and-one-half baths, living, and bed- sponsored plan is mailed to the student’s because of military service, provided no room accommodations for four students. home address in July. Additional informa- credit is received for the classes from which Many general and departmental activities tion is available in University Health the student is forced to withdraw. are held in Wilson Commons, a center for Services by contacting the Office of graduate students located next to the Insurance and Accounts at (219) 631–6114. Upon return of the student forced to townhouses. The student must take out an withdraw for military service, the University individual nine-month lease for $2,489 plus The cost of the premium for the 2001– will allow him or her credit for that portion $608 for utilities. The Fischer Graduate 2002 academic year (effective August 15, of tuition charged for the semester in which Housing apartment complex offers two- 2001, to August 15, 2002) is (depending on he or she withdrew and did not receive bedroom apartments for single students. the plan): academic credit. The student must take out an individual nine-month lease for $3,210 plus $526 for Option 1 Room and board charges will be adjusted/ utilities. A deposit of $300 is required for Single $ 588.00 credited on a prorated basis throughout the either of these graduate-housing options. Spouse $2,667.00 entire semester. Housing charges are due and payable by the One Child $1,032.00 semester; however, payroll deductions may All Children $1,909.00 Students receiving University and/or be set up for any student receiving a Family $4,058.00 Federal Title IV financial assistance who stipend. This is handled at the Office of withdraw from the University within the Student Accounts, 100 Main Building, Option 2 first sixty percent (60%) of the semester are (219) 631–7113. Address inquiries about Spouse $1,545.00 not entitled to the use or benefit of University housing facilities to the Office of One Child $ 850.00 University and/or Federal Title IV funds Residence Life and Housing, 305 Main Family $2,108.00 beyond their withdraw date. Such funds Building. shall be returned promptly to the entity that The Office of Student Accounts will offer issued them, on a pro rata basis, and will be Rates for off-campus apartments and houses students receiving a stipend from the reflected on the student’s University range from $300 to $1,500 per month. University the option of paying the account. Listings of available off-campus accommo- premium through deductions from the dations may be obtained directly from the academic year salary checks. This withdrawal regulation may change Off-Campus Housing Office, 305 Main subject to federal regulations. Examples of Building, (219) 631–5583. Child Care the application of the tuition credit An on-campus child-care center for the calculation are available from the Office of Food Services children of faculty, staff, and students was Student Accounts upon request. (www.nd.edu/~ndfood) opened at Notre Dame in 1994. The Early All graduate students, whether they live on Childhood Development Center (ECDC) * Executive MBA students are subject to a campus or off campus, may purchase meal provides a play-oriented learning curricu- different Withdrawal Regulation and Tuition plans for the University dining halls. A lum that fosters a child’s understanding of 22 self, others, the world, and problem solving. In accordance with a resolution passed by First and Dissertation Year Fellowships. Literature, creative dramatics, music, play, the Council of Graduate Schools in the Several departments offer one-year fellow- and art are integrated into the daily United States, the following policy is in ships for full-time graduate studies and schedule. The six-classroom center is staffed effect: research toward the doctoral degree. by 20 full-time employees, including six By accepting an offer of financial aid (such lead teachers who hold at least a bachelor’s as a graduate scholarship, fellowship, trainee- In addition to the prize fellowships named degree. Notre Dame and Saint Mary’s ship, or assistantship) for the next academic above, talented students from College students serve as part-time year, the enrolled or prospective graduate underrepresented groups, including African teacher-assistants. student completes an agreement that both the Americans, Asian Americans, Hispanics, student and graduate school expect to honor. and Native Americans, also may be The program serves children ages two to six When a student accepts an offer before April nominated for a variety of two-year during the school year and two to nine in 15 and subsequently desires to withdraw, the fellowships, among them the Coca Cola the summer. A number of full- and part- student may submit a written resignation for Company, McGuire, Liberal Arts, and time schedules are offered to meet varying the appointment at any time through April University Endowed Fellowships. U.S. family needs, and the weekly cost of the 15. However, an acceptance given or left in citizenship is required. For the McGuire program is tied to family income. ECDC force after April 15 commits the student not to Fellowships, provided by the contributions also has operated a child-care program at accept another offer without first obtaining a of Mr. and Mrs. Thomas M. McGuire, nearby Saint Mary’s for 28 years. written release from the institution to which a special consideration is given to African commitment has been made. Similarly, an American students studying for a master’s For more information or to get on the offer made by an institution after April 15 is degree. Highly qualified African American, waiting list, call (219) 631–3344. conditional on presentation by the student of a Asian American, Native American, and written release from any previously accepted Hispanic students accepted to any pro- offer. It is further agreed by the institutions gram in the humanities or social sciences Financial Support and organizations subscribing to this are eligible for University Endowed resolution that a copy of the resolution should Fellowships. Exact amounts for the following aid will vary accompany every scholarship, fellowship, with the type of support and the department. traineeship, and assistantship offer. Contributed and Endowed Fellowships Exact figures can be obtained from the Several fellowships funded by private particular department. Initiation and Categories of Support contributions and income from endow- continuation of financial support depends on The University offers three types of support: ments are awarded annually by individual the student’s maintaining good academic fellowships, assistantships, and tuition academic departments. standing. Initiation and continuation of the scholarships. Students may receive one type Abrams Fellowship. This fellowship was following support programs require no specific of support or a combination of types. begun in 1994 to fund a graduate student application to either the department or the in the humanities or social sciences. Graduate School. Fellowships The Michael J. Birck Fellowship in Fellowships provide a tuition scholarship Electrical Engineering. Established in Application and a stipend for full-time study by students 1982 by Michael J. Birck of Lisle, Illinois, First-time applicants who indicate a need admitted to doctoral programs. Applicants the income from this fund provides for financial support on the application for for admission are automatically considered assistance to graduate students in the field admission will be considered by the by their academic department for all of the of telecommunications. departmental admissions committee. following University, endowed, and The Bond-Montedonico Graduate Fellow- contributed fellowships. The department ships in Architecture. The earnings from To ensure consideration for support, a first- provides tuition and stipend support for the this fund, begun in 1985, are available for time applicant must submit a completed student in good standing once the fellow- assistance to graduate students in application, including letters of recommen- ship expires. architecture. dation, transcripts, and Graduate Record The Wendell F. Bueche Fellowships support Examination (verbal, quantitative, and University Fellowships graduate students in engineering. analytical) score and Subject Test score (if Presidential Fellowships are 12-month, The Joseph Z. Burgee and Joseph Z. Burgee the department requires it), by February 1 four-year fellowships awarded by the Jr. Memorial Fellowship. Initiated by John preceding the fall for which the applicant Graduate School to highly qualified first- H. Burgee in 1984, this fellowship provides seeks admission. Any international applicant time applicants, who may be nominated for a stipend for an exceptional graduate must also submit a score from the Test of the awards by departmental admissions student in the master’s program in the English as a Foreign Language (TOEFL). committees. Teaching assistance may be School of Architecture. required in the second and third years of the The Joseph and Virginia Corasaniti Only full-time, degree-seeking students in fellowship. Fellowship. This fellowship was begun in residence at the University are eligible for The Clare Boothe Luce Fellowships for 1988 by Mr. Martin G. Knott and provides support. Recipients of financial support women and the Arthur J. Schmitt Presiden- a stipend to a graduate student in architec- such as assistantships or fellowships usually tial Fellowships are four-year fellowships ture. Special consideration is given to female may not accept additional appointments. awarded to graduate students entering a applicants of Italian descent. Rare exceptions are made only on the program in science or engineering. Luce The Donald K. Dorini Fellowships provide recommendation of the respective and Schmitt Fellowships require U.S. 12-month stipends to graduate students in department. citizenship. Other Sources of Financial Support 23 mechanical engineering who are studying The Latin American Scholarship Program Research Support hydronics. of American Universities (LASPAU) offers The Joseph F. Downes Memorial Fund. The Fitzpatrick Fellowship. Endowed by scholarships for U.S. graduate study to This fund was established in 1973 to assist Edward B. Fitzpatrick in 1987, this promising Latin American and Caribbean graduate students with costs associated with fellowship supports the studies of a graduate students and faculty. attendance at workshops and seminars. student in engineering. The Farabaugh Fund. This fund, estab- The Raymond Jones Fellowship supports Non-University Fellowships lished in 1990, provides funds for graduate graduate students in philosophy. Graduate students have been quite success- research in alcohol and drug abuse. The Walter W. and Margaret C. Jones ful in earning National Science Foundation, Retirement Research Foundation Thomas Fellowship supports students in engineering. Mellon, Compton, Fulbright, and other Kirby Memorial Grant. Supports student The Roy and Joan Laughlin Fellowship is highly competitive extramural awards. An research in aging and retirement. unrestricted in its support of graduate online, searchable database is available to The Albert Zahm Research Travel Fund. students at Notre Dame since 1989. access many graduate and postdoctoral Awards from the fund will subsidize, in The Rev. J. David Max Memorial Fund, fellowships and grants. part, travel expenses incurred by graduate since 1978, has supported clerics who are students for purposes directly related to studying liturgy in the Department of Fellowship programs in the departments of their research. First priority will be accorded Theology. biological sciences and psychology are doctoral students who have been admitted The McCloskey Fellowships, endowed by supported by the National Institutes of to candidacy and whose research is the basis Thomas D. McCloskey, fund two graduate Health; in the Center for Environmental for their dissertation. Research master’s students in the Joan B. Kroc Institute for Science and Technology by the Department degree students who have completed all International Peace Studies. of Education; and in the departments of requirements except the thesis will receive The Bayer Predoctoral and Postdoctoral biological sciences and civil engineering and second priority. Fellowships, contributed by Klaus H. Risse, geological sciences by the National Science chief executive officer of Bayer Inc., fund Foundation. The Army ROTC Two-year Program researchers in the Center for Environmental Graduate students who have two years of Science and Technology. Assistantships education remaining may apply for the two- The Navari Fellowship, endowed by Rudolf Graduate Assistantships year contract program in the Army ROTC M. Navari, M.D., supports a graduate Graduate assistantships are available for program. Graduate students are also eligible student in biological sciences. qualified students in all doctoral programs. for scholarship benefits in some cases. The Nolen Fellowship, endowed by James A. Nolen III in 1983, provides stipends for Research Assistantships Administered by the Department of graduate students in the School of Architec- Research assistantships provide support to Military Science of the University of Notre ture. qualified recipients under research programs Dame, this program requires successful The Warner-Lambert Fellowships support sponsored by government, industry, or completion of the two-year undergraduate graduate students in the College of Science. private agencies. ROTC basic course or the equivalent six- The George M. Wolf Graduate Fellowships, week summer camp at Fort Knox, Ken- installed in 1989, support graduate students Tuition Scholarships tucky. Travel to and from summer camp is in the Department of Chemistry and The University offers full or partial tuition paid for by the Army and the student is paid Biochemistry. scholarships to students qualifying on the while at camp. Advanced placement may Bernard and Helen Voll Fellowship funds basis of merit. also be awarded to qualifying veterans. This graduate students who are studying ethics. is then followed by two years of advanced International Tuition Scholarships. course ROTC. While participating in the Fellowship Consortia Established by the University in 1985, these program a student will receive a personal The University is an active institutional tuition scholarships are available to eligible expense allowance. Upon completion, the member of the following fellowship international students for graduate study. student is awarded a commission in the programs: United States Army and serves from three Dorothy Danforth Compton Fellowships Other Sources of Financial Support months to four years of active duty support minority students who study according to the needs of the service and the international relations. Graduate Student Union student’s desires. Options also are available National Consortium for Graduate Degrees Conference Presentation Program for commissioned service in the Army for Minorities in Engineering and Science Awards from the Graduate Student Union Reserve or the Army National Guard (GEM), the central office of which is will subsidize, in part, expenses incurred by requiring minimal service on active duty. located at the University of Notre Dame, graduate students for presenting the results Application for entrance into the program offers financial aid and paid summer of research at professional conferences. This should be made to the military science internships to assist minority students in program was formerly known as the Travel department. obtaining a master’s degree in engineering. Grant Program. All graduate students who National Physical Science Consortium are dues paying members of the Graduate For additional information, contact the provides multi-year fellowships to graduate Student Union are eligible. This grant is to chair of the Department of Military students in physics, chemistry, and be used as supplemental, last resort funding. Science, (219) 631–6986 or (219) 631– engineering. 6265 or call (800) UND–ARMY. 24

Employment and Loans during enrollment and later capitalized be available and are posted on the job board (added to the principal) at the time at www.nd.edu/~finaid/job_board.htm. Office of Financial Aid repayment begins. The in-school interest Students interested in this type of employ- (www.nd.edu/~finaid) rate (variable, based on the 91-day T-bill ment should submit a written request In addition to the student support plus 1.7 percent) through June 30, 2001, is directly to the Office of Financial Aid for programs described above, students may 7.59 percent. employment consideration. apply for federal financial aid opportuni- ties, which include student loans and The following is a list of additional terms of The Notre Dame Loan campus employment. The Office of the Subsidized and Unsubsidized Stafford The University of Notre Dame is pleased to Financial Aid, located in 115 Main Loan, subject to revision by federal law: offer a privately financed student loan Building, administers all loan and three percent origination fee and up to one program. The University, in cooperation employment eligibility. Please note that percent insurance fee; variable interest rate with Citibank and its Student Loan while the Office of Financial Aid adminis- during repayment not to exceed 8.25 Corporation (SLC), one of our country’s ters employment opportunities, graduate percent; repayment begins six months after foremost long-term providers of higher student employment is also subject to the student ceases to be enrolled in school education financing programs, is making approval by the Graduate School. on at least a half-time basis and generally available a very competitively priced extends over a 10-year period; annual alternative loan program for Notre Dame In order to be eligible for federal student Subsidized borrowing limit is $8,500; graduate, law, and graduate business assistance, a student must be a U.S. citizen, annual Unsubsidized borrowing limit is students. permanent resident, or eligible noncitizen. $18,500 minus Subsidized eligibility; In general, students must be classified as aggregate Subsidized/Unsubsidized Students considering both the Stafford degree seeking to participate in the federal borrowing limit is $138,500. Loan (subsidized or unsubsidized) and the aid programs and be enrolled at least half- Notre Dame Loan are strongly encouraged time. The Free Application for Federal The amount a student may borrow from the to also consider using Citibank as their Student Aid (FAFSA) is the annual Stafford Loan Program may be limited by Stafford Loan lender, assuming that they application that must be completed and other financial assistance received by the have not previously borrowed from another forwarded to the processing center, listing student. Financial assistance includes, but is lender. For ease during the repayment Notre Dame (Federal School Code not limited to, the following: fellowships, period, provisions have been made for such 001840) in the appropriate section. assistantships, University scholarships, borrowers to have one billing statement sent Priority processing consideration will occur tuition remissions, all types of grants, by Citibank’s Student Loan Corporation, for those applicants submitting the FAFSA residence hall appointments, campus thus providing one monthly repayment by February 28 for the following fall employment, and any loan received under process for both loans. semester. Applicants should be prepared to the auspices of the Higher Education Act as submit a signed photocopy of their federal amended. Should a student’s eligibility be The Notre Dame Loan is a sensible income tax returns and W-2 forms directly impacted at any time during the loan borrowing solution. This alternative loan to the Financial Aid Office upon request. period, the Stafford Loan will be subject to can help finance your education funding adjustment. All eligibility changes will be needs. While you invest in your education, Federal Stafford Loan reported to the student’s lender. your loan will also help you establish a The terms of the need-based Subsidized positive credit history. Benefits of this loan Federal Stafford Loan Program require Federal Perkins Loan program include: that the student borrower repay, with The Federal Perkins Loan is a need-based interest, this source of financial assistance. loan made by the University to assist Low Interest Rate. Variable interest rate, This program is referred to as “subsidized” graduate students experiencing financial adjusted quarterly, based upon the 91-day because of the interest subsidy being paid hardship. The Perkins Loan Program T-bill plus 2.5 percent. by the federal government to the lender requires that the student borrower repay, while the student is enrolled in school as with interest, this source of financial No Loan Fees. “No loan fees” means you well as during the six-month grace period assistance. The following are some addi- get 100 percent of the money you borrow. following enrollment. tional terms, subject to revision by federal There are no origination or insurance fees— law, of the Perkins Loan: no origination or fees other student loans typically charge. The terms of the non-need-based insurance fee; five percent interest rate; Unsubsidized Federal Stafford Loan interest and repayment begin nine months Cosigner Option. Graduate, law, and Program require that the borrower repay, after the student ceases to be enrolled in graduate business students who have with interest, this source of financial school on at least a half-time basis and established a sufficient positive credit assistance. This program is referred to as generally extends over a 10-year period; history may apply without a creditworthy “unsubsidized” because the federal annual borrowing limit is $6,000; aggregate cosigner. Students with no credit history government is not paying the in-school borrowing limit is $40,000. will need to have a creditworthy cosigner in interest to the lender while the student is order to apply. International students (who enrolled in school. Interest on Student Employment are not U.S. citizens or permanent resi- Unsubsidized Stafford Loans begins to Many graduate students working on dents) must apply with a creditworthy U.S. accrue after disbursement of the loan campus are employed on assistantship cosigner. funds; however, the student may choose to agreements directly with their academic have the payment of the interest deferred departments. Other campus jobs may also Employment and Loans 25

No Payment While in School. Repayment of accrued interest and principal begins six months after the student ceases to be enrolled in school, not to exceed seven years from the first disbursement of the first loan, and generally extends up to 15 years.

Loan Limits. Eligible students may borrow up to the total cost of attendance less any other financial aid that is awarded.

Additional information and an application for the Notre Dame Loan for graduate, law, and graduate business students may be obtained at www.nd.edu/~finaid/ notre_dame_loan.htm or from the Office of Financial Aid.

Standards of Progress Recipients of federal financial aid must comply with the standards of progress set by their respective departments for their particular programs of study. When failure to maintain progress results in the possible loss of federal aid eligibility, the Office of Financial Aid will notify students in writing. Appeals indicating any mitigating circumstances must be made in writing to the Associate Director of Financial Aid.

Further Information For additional information on financial aid programs and services offered, please contact the Financial Aid Office by telephone at (219) 631–6436; by fax at (219) 631–6899; or by e-mail at [email protected]. 26 Centers, Institutes, and Laboratories Centers, Institutes, and Laboratories

Alliance for Catholic Education

Director: parochial schools of the South to serve as The primary activities of the center are as John Staud, Ph.D., Assistant Professional full-time teachers during the regular school follows: specialist year. In addition to the support of mentor- 1. Sponsor lecture series and seminars for teachers in the parochial schools where they faculty and graduate students. The Alliance for Catholic Education (ACE) teach, all ACE teachers are brought together 2. Sponsor short and long term faculty seeks to develop a corps of highly motivated once during the school year in a retreat visitors working in interdisciplinary research and committed young educators to meet the setting to deepen and enhance their projects in applied mathematics. needs of our country’s most underserved commitment to becoming professional 3. Support student research by providing elementary and secondary schools. educators. Upon completion of two years in fellowships to a limited number of graduate the ACE program, participants will have students designated as center fellows; also by Begun in 1994 by Rev. Timothy R. Scully, fulfilled the requirements for a Master of providing summer fellowships to a limited C.S.C., and Sean D. McGraw, C.S.C., ACE Education degree and will have provided an number of graduate and undergraduate currently has over 150 recent graduates urgently needed presence in the lives of our students. from the University of Notre Dame and nation’s most needy school children. 4. Sponsor an annual research workshop for Saint Mary’s College, as well as a number of graduate students. other select colleges and universities. These In addition to a fully funded graduate 5. Promote interdisciplinary research groups graduates teach in over 90 parochial schools program, ACE participants receive a modest and help secure funding for research. throughout the urban and rural Southern monthly stipend, medical insurance, travel 6. Give institutional recognition to United States. reimbursement, and an annual educational members of the Notre Dame faculty doing award of $4,725 from the Corporation for research in applied mathematics. To carry out its core teaching mission, ACE National Service. recruits talented graduates from a broad Inquiries about the activities of the center variety of undergraduate disciplines, For more information, contact: should be addressed to University of Notre representing a diverse set of backgrounds Alliance for Catholic Education, University Dame, Director, Center for Applied and experiences, and provides an intensive of Notre Dame, Notre Dame, IN 46556 Mathematics, 262 Hurley Hall, Notre two-year service experience encompassing Telephone: (219) 631–7052 Dame, IN 46556 professional development, community life, E-mail: [email protected] Telephone: (219) 631–7245 and spiritual growth. These three compo- (www.nd.edu/~ace) nents are at the heart of the ACE initiative. Center for Astrophysics They aim to provide excellence in education Center for Applied Mathematics and to maximize opportunities for personal Director: and professional growth for program Director: Grant J. Mathews, Professor of Physics participants. Panos Antsaklis, Professor of Electrical Associate Director: Engineering Terrence Rettig, Professor of Physics ACE teachers undergo an intensive teacher (www.nd.edu/~cam) education in Notre Dame’s master of The Center for Astrophysics at the Univer- education program under the direction of The Center for Applied Mathematics was sity of Notre Dame (CANDU) provides a Michael Pressley. The ACE professional established to enhance interdisciplinary use synergistic focal point for various faculty training spans two years and integrates of applied mathematics and to provide research interests under the common theme graduate-level course work with an support for faculty and student research. of “astrophysical and cosmological origins” immersion experience in teaching. Over the The center promotes interaction and and encourages collaborations both within first two summers after admission to the cooperation among the Notre Dame and beyond the University community. program, ACE teachers live and study researchers using mathematics in a variety of together at the University of Notre Dame. disciplines spanning engineering and science The national and international visibility of The summer sessions combine an innova- and including business and social sciences. Notre Dame within the astrophysics tive teaching curriculum taught by seasoned It also helps in faculty development by community has steadily increased in recent practitioners and select faculty from the acting as a University source of information years. We have world-renowned programs University of Notre Dame with supervised on new mathematical concepts and methods in theoretical/observational cosmology, field experience in both the public and essential for developing and carrying out nuclear astrophysics, cosmic-ray physics, Catholic elementary schools of South Bend, innovative and timely interdisciplinary dark matter searches, solar-system forma- Indiana, and in the Upward Bound research at Notre Dame. The center works tion, and extra-solar planet searches. In Program at Notre Dame. closely with the interested departments to addition, Notre Dame has recently made a formulate, establish, and help coordinate commitment to the Large Binocular Tele- At the completion of the summer training the applied mathematics courses at the scope (LBT) international collaboration. component, ACE teachers travel to needy University. Center for Molecularly Engineered Materials 27

Research activities of the center focus on a lensing technique. This would be a space- grounded in sound scientific principles for cross-disciplinary effort to explore outstand- based program, but follow-up LBT application to environmental problems. ing scientific questions concerning the observations would be critical for character- 4. Develop interdisciplinary teams to apply origin and evolution of astrophysical izing the properties of the planetary systems cutting-edge technologies to real world phenomena. In addition to the specific that are discovered. problems in many areas of national and scientific missions outlined below, CANDU international concern. acts as a cross-disciplinary focal point for In addition to the LBT, other significant interactions among scholars with related University facilities provide access to the The center formalizes a multidisciplinary interests in other departments such as Vatican Telescope; telescope facilities at Mt. research effort that has taken place between mathematics, history, philosophy, and the Stromlo, Australia, and in South Africa; the the College of Science and the College of Program of Liberal Studies. Two specific Notre Dame nuclear accelerator laboratory; Engineering during the past three decades. areas of research/collaboration targeted by and the Notre Dame Project GRAND The goals of the center are (1) to establish CANDU fall under the headings of cosmic air shower array. scientific study of pollution problems as an astrophysical and cosmological origins. attractive career option for young scientists Core Faculty Members and engineers, (2) to develop a truly Cosmological origins includes topics such Although many faculty members from comprehensive research and educational as the origin and structure of the universe, various disciplines actively participate in the program, and (3) to ensure the existence of the big bang, primordial nucleosynthesis, center, the research and proposal initiatives basic scientific knowledge needed to address cosmic background radiation studies, will largely be the result of a core of physics current and future pollution control measurements of cosmological expansion faculty members. problems. rate, age, and matter content, the origin and evolution of galaxies, space-time geometry, Grant Mathews, CANDU Director and Students connected with the center are historical, philosophical, and theological Professor of Physics enrolled in one of the participating foundations. departments’ (e.g., biological sciences, Terrence Rettig, CANDU Associate Director chemical engineering, chemistry and Astrophysical origins is concerned with the and Professor of Physics biochemistry, civil engineering and origin of stars and the formation of extra- John Poirier, Professor of Physics geological sciences, mathematics, physics, solar planetary systems, origin and evolution Fridolin Weber, Visiting Professor of Physics or anthropology) regular degree programs of the elements in stars and supernovae, or are visiting students. The center sup- origin of cosmic rays, gamma-ray bursts, Peter Garnavich, Assistant Professor of Physics ports students through the Bayer endow- astrophysical neutrinos, and gravity waves. Christopher Kolda, Assistant Professor of Physics ment for predoctoral and postdoctoral fellowships, in addition to various intern- The center encompasses a broad range of David Bennett, Research Associate Professor of ship opportunities. academic interests and is a focal point for Physics undergraduate and graduate research Inquiries about the activities of the center projects. It provides fellowship support for Center for Environmental Science should be addressed to University of Notre both undergraduate and graduate students, and Technology Dame, Charles F. Kulpa Jr., Director, and it also acts as a forum for public Center for Environmental Science and outreach and invited lecture series. The Director: Technology, 152A Fitzpatrick Hall of visiting scholars to be supported by the Charles F. Kulpa Jr., Professor of Biological Engineering, Notre Dame, IN 46556. center will include some historians, Sciences philosophers, and theologians among the E-mail: [email protected] Center for Molecularly Engineered astrophysics researchers, providing a unique (www.nd.edu/~cest) Materials academic environment for intellectual progress in these areas. The Center for Environmental Science and Director: Technology (formerly Center for Bioengi- Arvind Varma, Arthur J. Schmitt Professor of International visibility and prospects for neering and Pollution Control), established Chemical Engineering research funding in the Notre Dame during the summer of 1987, conducts basic Associate Director: astrophysics program have made a major scientific and engineering research that Paul J. McGinn, Professor of Chemical step forward through the acquisition of involves faculty from all divisions of the Engineering observing time on the LBT. When graduate school. The center serves as a focal completed, the LBT will be the largest point for the promotion and encourage- Materials engineered at the molecular level telescope in the world on a single mount. It ment of the following activities: offer tremendous potential for new will provide image resolution as much as ten 1. Conduct basic research in pollution technological applications, especially in key times better than the Hubble Space control that combines microbiology, industries such as aerospace, automotive, Telescope. biochemistry, physical chemistry, math- biomaterials, chemicals, defense, electronics, ematics, and physics with engineering. energy, metals, and telecommunications. Notre Dame researchers have already taken 2. Educate undergraduate and graduate steps to expand on the LBT investment by science and engineering students to the The Center for Molecularly Engineered proposing to NASA a new approach to need for and methods of science-based Materials actively explores multidisciplinary detect Earth-mass planets orbiting other environmental research. fundamental concepts in materials science stars through an innovative gravitational 3. Develop innovative technologies and engineering, with emphasis on the study of materials at the molecular level. At 28 Centers, Institutes, and Laboratories

Notre Dame, it is the primary interdiscipli- Interdisciplinary Research Groups nanoparticles, functionalized mesoporous nary unit dedicated to the molecular-level silicas, and nanostructured membranes. design, synthesis, characterization, and IRG 1: Catalysis and Reaction Processes Areas of application include adsorption, development of advanced materials. This group focuses on steady state and separations, fuel cells, encapsulation, dynamic aspects of adsorption and reaction biocatalytic membranes, nonlinear optics, The center’s objective is to utilize molecu- processes occurring primarily on heteroge- sensing technology, self-assembled films, lar-level engineering of materials to explore neous catalytic surfaces. This includes nanomagnetics, and environmental promising technological applications in a synthesis and characterization of new remediation. These technologies are critical variety of fields ranging from catalysts, materials with potential for applications in in the chemical processing, pharmaceutical, adsorbents, and sensors to fuel cells, heterogeneous catalysis, including co- automotive, energy storage/conversion, and biomaterials, and nanomagnetics. An valently bound cluster arrays, microporous petroleum industries. important focus of the center is integrating transition-metal phosphates, and porous (Kamat, Lieberman, Maginn (IRG Leader), materials engineering over length scales amorphous materials. Applications include Meisel, Miller, Ostafin, Sevov, Varma, from the molecular up to macroscopic catalyst design for reactivity and selectivity; Wolf) dimensions so as to have maximum utility. design and operation of single and A key goal is to serve as a national resource multiphase reactors; photochemical IRG 4: Advanced Processing Techniques for exploring long-range molecular-level reactions carried out by fast pulsed lasers; This group is concerned with various materials engineering concepts for applica- and strategies for reaction mixture, catalyst, advanced processing techniques for tions that would otherwise not be possible and reactor design for environmental materials, including combustion synthesis, due to the near-term focus of the commer- applications. The customer base includes ceramics processing, crystal growth, powder cial sector. chemical, petroleum, utility, and manufac- metallurgy, tribology, microfluidics, and turing industries that require chemical polymer rheology. Special attention is paid The aim is to develop materials and systems transformations for either production or to establishing the relationship between whose structure and components exhibit environmental protection reasons. processing, microstructure, and properties novel and significantly improved physical, (Brennecke, Brown, Chang, Fehlner, of materials. Manufacturing issues related to chemical, and biological properties, Leighton, McCready, McGinn, Sevov, shaping and forming and to solidification- phenomena, and processes, due to their Strieder, Varma, Wolf (IRG Leader)) casting also are addressed. molecular-scale design and engineering. (Bunker, Chang, Hill, Leighton, Maginn, Included among the areas of emphasis are IRG 2: Electrochemical Interfaces and McGinn (IRG Leader), Miller, Ovaert, the synthesis and characterization of new Processes Paolucci, Sevov, Stadtherr, Varma) materials with features on the molecular The focus of this effort is the experimental scale, experimental studies and mathemati- study and mathematical modeling of Associated Faculty cal modeling, and advanced processing chemical reactions and their physical techniques. For example, molecular-level patterns that occur at interfaces when placed Department of Aerospace and Mechanical synthesis and assembly methods will result in electrolytes with or without electric fields. Engineering in chemical/biological sensors with Applications include the design of passive Samuel Paolucci, Professor improved accuracy and sensitivity that can layers that resist corrosion by pitting; Timothy Ovaert, Professor rapidly test large quantities of food for environmentally benign general corrosion bacterial contaminants or airborne toxins; inhibitor design; electrolyte and electrode Department of Chemical Engineering novel catalyst structures that provide both design for the production of nanoscale Joan Brennecke, Professor an ideal chemical environment on the patterning for electronic, magnetic, optical, Hsueh-Chia Chang, Bayer Corporation molecular scale and the optimal macrostruc- and membrane use; semiconductor Professor of Chemical Engineering ture for efficient high-volume chemical, interfaces for solar energy conversion; Davide Hill, Associate Professor petroleum, and pharmaceutical processing; spatial manipulation of objects on the David Leighton, Professor significant improvements in semiconductor nanometer scale; surface patterning via Edward Maginn, Associate Professor interfaces for solar energy conversion; microcontact printing; and scanning probe Mark McCready, Professor and Department environmentally benign corrosion inhibi- lithography. The user base is extensive and Chair tors; and better sensors and controls to includes all metal producers and users as Paul McGinn, Professor increase efficiency in manufacturing. well as chemical, petroleum, and electronics Alice Ostafin, Assistant Professor industries. Mark Stadtherr, Professor The center integrates interdisciplinary (Chang, Kamat, Lieberman, Meisel, Miller William Strieder, Professor research groups in catalysis and reaction (IRG Leader), Strieder) Arvind Varma, Schmitt Professor of Chemical processes, electrochemical interfaces and Engineering processes, nanostructured materials, and IRG 3: Nanostructured Materials Eduardo Wolf, Professor advanced processing techniques, and The focus of this area is on developing includes researchers from the Department novel materials having characteristic features Department of Chemistry and Biochemistry of Chemical Engineering, the Department in the nanometer range that uniquely define Seth Brown, Assistant Professor of Chemistry and Biochemistry, and the their properties. The nanostructured Thomas Fehlner, Grace-Rupley Professor of Radiation Laboratory. The thrust activities materials that are synthesized and studied Chemistry and Biochemistry are synergistically planned, coordinated, and include self-assembled layers, main-group Marya Lieberman, Assistant Professor executed so as to provide a coherent clusters, metal and semiconductor Marvin Miller, Clark Professor of Chemistry approach to targeted and evolving concepts. and Biochemistry Center for Nano Science and Technology 29

Department of Physics marketplace, the center also allows faculty coupler, surface profiler, and 4-point probe. Bruce Bunker, Department Chair and to conduct avant-garde research and pro- Nanolithography is by a 50 kV SEM/EBL. Professor vides industry leaders with a forum, a Advanced measurement capabilities include Slavi Sevov, Associate Professor “think tank,” to explore long-range ideas. HP 4145B SPA, Tek 20-GHz network Involvement with industrial technologists analyzer, Hall Effect, DLTS and Keithley I- Radiation Laboratory also benefits students by providing experi- V and C-V systems. Prashant Kamat, Professional Specialist ence in working with the commercial sector. Dan Meisel, Director of the Laboratory and (www.nd.edu/~ndnano/research.htm) Professor of Chemistry and Biochemistry Keck Foundation Initiative The W.M. Keck Foundation Initiative on The Optoelectronics Laboratory “Integrated Nanoelectronics: Information (Hall) Center for Nano Science and Processing at the Molecular Level” is a Extensive equipment dedicated to com- Technology major research program within the Center pound semiconductor processing and opto- for Nano Science and Technology. electronic materials and device characteriza- Director: tion includes a 10-watt Argonion laser, cw Wolfgang Porod, Professor of Electrical This initiative explores the use of Titanium Sapphire laser, diode lasers, Engineering nanoelectronics in developing radically related detector and optical systems for Associate Director: different approaches to information photoluminescence and waveguide analysis, Alan C. Seabaugh, Professor of Electrical processing. The research aims to combine an optical spectrum analyzer, and an optical Engineering novel device concepts with both fundamen- fiber fusion splicer. (www.nd.edu/~ndnano) tal fabrication issues in physics and chemistry and higher-level integration issues The Cryogenic Characterization Laboratory Research conducted in the Center for Nano of systems, architectures, and algorithms. (Snider, Bernstein) Science and Technology entails the study of This initiative builds on the notion of In this laboratory, electrical measurements small device structures and device-related Quantum-Dot Cellular Automata (QCA), a of devices can be performed anywhere phenomena on a spatial scale of less than concept developed at Notre Dame, which is between room temperature and 10 mK, and one-tenth of a micron—that is, one based on encoding binary information in magnetic fields up to 11T. Several cryo- thousandth the diameter of a human hair. through the charge configuration of genic systems are available, including a 300 The center integrates research thrusts in quantum-dot cells. molecular- and semiconductor-based nano- mK Helium cryostat and a dilution refrige- structures, device concepts and modeling, rator. This facility specializes in low noise Facilities nanofabrication, electrical and optical measurements, especially useful for the The center has excellent on-site research characterization, and integrated systems- nanoelectronics effort. facilities and capabilities including nano- level design to address common application lithography and scanning tunneling micro- goals. The Nano-Optics Laboratory scopy; nanodevice and circuit fabrication; (Merz) nano-optical characterization including The center comprises a multidisciplinary This laboratory includes a 15-watt Argon- femtosecond optics and near-field scanning collaboration of faculty from the depart- ion laser, a tunable mode-locked Titanium optical microscopy; electrical characteriza- ments of electrical engineering, computer Sapphire laser delivering femtosecond tion at helium temperatures and in 10 T science and engineering, chemistry and pulses, a near-field scanning optical magnetic fields; 50 GHz high-speed circuit biochemistry, and physics who are exploring microscope (NSOM), several Helium analysis; and device and circuit simulation fundamental concepts and issues in nano cryostats, and spectrometers. This facility and modeling. In recent years, federal grants science and developing unique engineering provides unique capabilities for ultra-high received to support research in nano science applications using principles of nano spatial, temporal, and spectral resolution and technology total approximately $10 science. The center was established on a measurements from cryogenic to room million, including two major grants from base of 15 years of faculty research and temperatures, and with magnetic field DARPA, the ULTRA MOLECTRONICS educational development at Notre Dame in strengths of up to 12 Tesla. A Digital programs, and several other awards from nano science and technology. Instruments Atomic Force Microscope is NSF, ARO, and ONR. also available. At present, center faculty are engaged in The Integrated Circuit Laboratory such initiatives as quantum-based devices The High-Speed Circuits and (Bernstein, Fay, Hall, Kosel, Merz, Minniti, and architectures; high-speed resonant- Devices Laboratory Snider) tunneling devices and circuits; photonic (Fay, Bernstein) This laboratory allows fabrication of ICs integrated circuits; the interaction of The High-Speed Circuits laboratory houses and devices with geometries to 0.02mi- biological systems with nanostructures; and a state-of-the-art MMIC design and crons. In clean room areas are a photomask the design and fabrication of microelectro- characterization facility, which includes a generator, contact mask aligners, wafer mechanical systems. Cascade microwave probe station, a 40 stepper, furnace tubes, plasma etcher, GHz vector network analyzer, 50 GHz LPCVD, PECVD, RIE, RTA, wire bond- In addition to training students for immedi- synthesized source, 50 GHz spectrum ers, and several evaporators. Inspection ate participation in nano science and tech- analyzer, 50 GHz digital storage oscillo- includes a JEOL SEM and Hitachi S-4500 nology and preparing them to be productive scope, and a 12.5 Gb/s digital pulse pattern and extremely competitive in the future FESEM, JEOL TEM, ellipsometer, prism 30 Centers, Institutes, and Laboratories generator, with extended capability for Center for Philosophy of Religion include genetics, genomics, reproductive optoelectronic characterization of high- physiology, vector competence and immu- speed detector and photoreceiver Director: nity, insecticide resistance, bionomics, subsystems. Alvin Plantinga, John A. O’Brien population genetics, and systematics. The (www.nd.edu/~micro) Professor of Philosophy major vector groups studied include mosquito vectors of malaria parasites, filarial The Center for Philosophy of Religion was The Device Simulation Laboratory worms, and arboviruses as well as tick vec- established at the University of Notre Dame (Porod, Lent) tors of the causative agents of Lyme disease in the fall of 1976. Although operating in This laboratory has a state-of-the-art cluster and erlichiosis. This center’s laboratories close association with the Department of of Sun Workstations, with graphics house the World Health Organization’s Philosophy, it is not a degree-granting capability and ready access to Aedes Reference Center, a large reference institution. Its aim is to advance the supercomputers. collections of Anopheles species and genetic understanding of religion and religious strains, and an extensive set of genomic and belief and to promote and advance a Faculty cDNA libraries from the malaria vector specifically Christian and theistic approach Department of Electrical Engineering Anopheles gambiae and the yellow fever to some of the main topics and problems of Gary Bernstein, Professor vector Aedes aegypti. philosophy. (Thrust Leader) Patrick Fay, Assistant Professor The research interests of the parasitologists In pursuit of these goals, the center sponsors Douglas Hall, Associate Professor include comparative biochemistry, immu- several different sorts of activities. First, it Yih-Fang Huang, Professor nology, pharmacology, cell biology, gene- offers stipendiary fellowships on a competi- Thomas Kosel, Associate Professor tics, genomics, and vaccine development. tive basis to scholars who then come to Craig Lent, Professor The major parasitic organisms studied Notre Dame to work on projects in (Thrust Leader) include malaria parasites, Leishmania, philosophy of religion and Christian James Merz, Freimann Professor of Electrical Toxoplasma, Mycobacteria, filarial philosophy. It also extends nonstipendiary Engineering nematodes, and Erlichia. Ongoing research resident fellowships to scholars who are on Wolfgang Porod, Professor projects involve functional assays of sabbatical leave and would like to come to (Director) recombinant proteins, population genetics Notre Dame to work on a topic in Chris- Alan Seabaugh, Professor and transmission of malaria parasites, gene tian philosophy or philosophy of religion; (Associate Director) expression and protein trafficking in para- such fellows receive guest faculty status and Gregory Snider, Associate Professor sitic protozoa, isolation of mycobacterial secretarial services. virulence factors, signal transduction in Department of Computer Science mycobacterial-infected cells, and Plasmo- The center periodically sponsors confer- and Engineering dium genomics. ences and lectureships on selected issues. Peter Kogge, McCourtney Professor of Electrical Engineering Excellent facilities exist for studies involving The center also publishes a series of volumes (Thrust Leader) parasite biochemistry, molecular biology, that includes conference proceedings and Jay Brockman, Associate Professor cell biology, electron and confocal micros- monographs. The center will address its Jesus A. Izaguirre, Assistant Professor copy, large scale DNA and cDNA sequenc- subject from within a posture that is ing, microarray and quantitative gene committed and Christian; its perspective Department of Chemical Engineering expression analysis, and animal models (though not necessarily that of its fellows Agnes E. Ostafin, Assistant Professor (including work with nonhuman primates). and lecturers) is that of the committed Most of the faculty in this program study believer, rather than one of artificial Department of Physics not only vectors and pathogens of impor- neutrality. Jacek Furdyna, Marquez Professor of Physics tance in the United States but also tropical (Thrust Leader) parasites and their vectors in several loca- Inquiries about the activities of the center Malgorzata Dobrowolska-Furdyna, Professor tions in Africa, Papua New Guinea, the should be addressed to University of Notre Boldizar Janko, Assistant Professor Caribbean, and South America. Research Dame, Prof. Alvin Plantinga, Director, projects also utilize the University of Notre Center for Philosophy of Religion, Notre Department of Chemistry and Biochemistry Dame’s Environmental Research Center Dame, IN 46556. Thomas Fehlner, Grace-Rupley Professor of (UNDERC) in Michigan’s Upper Penin- E-mail: [email protected] Chemistry and Biochemistry sula. Excellent facilities exist for genomic (www.nd.edu/~cprelig) (Thrust Leader) and postgenomic studies through the de- Holly V. Goodson, Assistant Professor partment’s involvement with the Indiana Center for Tropical Disease Center for Insect Genomics, a significant Gregory Hartland, Associate Professor Research and Training Paul Huber, Associate Professor part of which is located on the Notre Dame Marya Lieberman, Assistant Professor campus. Olaf Wiest, Associate Professor This world renowned research group includes faculty whose interests center on Faculty in the Center for Tropical Disease human parasites and their arthropod vectors Research and Training receive support from as well as the host response to infection. major federal funding agencies such as the The vector biologists’ research interests NIH, NSF, and USDA, from private foun- dations like the John D. and Catherine T. Cushwa Center for the Study of American Catholicism 31

MacArthur Foundation, the Gates Founda- David W. Severson, Associate Professor country are invited to present papers at the tion, and the Wellcome Trust, from (Quantitative and Population Genetics of seminar, which is held at the University international funding bodies like the World Mosquito Vectors and Aedes aegypti several times a year. Published in a working Health Organization, and from the Genomics) paper format, these papers are available to University of Notre Dame. The program the public for the cost of mailing. has had an NIH Training Grant for almost Thomas Streit, Assistant Research Professor 30 continuous years that has supported (Field Epidemiology of Filariasis and Dengue The center also sponsors the Notre Dame graduate students and postdoctoral fellows. Transmission) Seminar in American Religion, a gathering of Genome projects for two species of mos- selected historians of American religion, as quitoes, Anopheles gambiae and Aedes (www.science.nd.edu/biology/programs/ well as major conferences. aegypti, and a number of other insects are parasitology.html) coordinated through grants to center In conjunction with the University of Notre faculty. These faculty also direct and partici- Charles and Margaret Hall Cushwa Dame Press, the Cushwa Center sponsors a pate in the Indiana Center for Insect Center for the Study of American publication series, Notre Dame Studies in Genomics, a collaborative network of Catholicism American Catholicism. Each year a competi- Indiana academic and biotechnology insti- tion is held to select the best book-length tutions that conducts genomic research with Director: manuscript in the field of American insects of both medical and agricultural Scott Appleby Catholic studies. The author of the winning importance. Associate Director: manuscript receives a $500 prize and the Kathleen Sprows Cummings award-winning book is published by the Faculty in the Center for Tropical Disease Associate Director: University of Notre Dame Press. Research and Training Christopher Shannon John H. Adams, Associate Professor The center awards research travel grants to (Molecular and Cell Biology and Parasitic Background assist scholars who wish to use the Protozoa) In 1976 the University established the University’s library and archival collection Center for the Study of American Catholi- of Catholic Americana. Nora J. Besansky, Associate Professor cism to promote and encourage the (Molecular Evolutionary Genetics of scholarly study of the American Catholic The center also administers a program of Mosquitoes) tradition. lectures, fellowships, and conferences related Frank H. Collins, George and Winifred Clark to the Irish-American experience. In Professor, Director of the Centers for Tropical In 1980 Mrs. Margaret Hall Cushwa of addition, it sponsors a publication series, Disease Research and Training, and Director of Youngstown, Ohio, widow of Charles The Irish in America. Manuscripts for this the Indiana Center for Insect Genomics Cushwa, a 1931 alumnus of Notre Dame, series are selected in an annual competition. (Genetics and Genomics of Arthropod Vectors made a generous gift to endow the work of These activities are funded by an endow- of Human Pathogens) the center, which was formally dedicated in ment from the Ancient Order of Hibernians 1981. Thus it was that the Charles and and its Ladies Auxiliary. Michael T. Ferdig, Assistant Professor Margaret Hall Cushwa Center for the Study (Integrated Genomic Approaches to Identify of American Catholicism was given official The center has sponsored research projects Genes Underlying Complex Phenotypes in the status and permanence. that have examined the history of American Malaria Parasite Plasmodium falciparum) Catholic theological education, the Catholic Malcolm J. Fraser Jr., Associate Professor Activities parish in the United States, and the relationship between the parish and (Molecular Biology and Genetics of Viruses) The activities of the Cushwa Center embrace four areas: instruction, research, ministry in the American Catholic commu- Paul R. Grimstad, Associate Professor publication, and collection of materials nity. It recently completed a historical study (Vector-Borne Disease Ecology and pertinent to the study of American of Hispanic Catholics in 20th-century Epidemiology) Catholicism. In each of these areas the United States. Kristin M. Hager, Assistant Professor center pursues a multidisciplinary approach, The center, with a generous grant from the (Cell Biology and Genetics of Apicomplexan not limiting its activities or programs to any one particular methodology or discipline. Lilly Endowment and additional support Protein Secretion) from the University of Notre Dame, is Ronald A. Hellenthal, Professor, Gillen Director At present the center publishes the semi- currently engaged in a new program of of UNDERC annual American Catholic Studies Newsletter. research, “Catholicism in Twentieth- (Systematics of Ectoparasites) This publication reports on the latest Century America.” The project seeks to integrate the experiences and contributions Mary Ann McDowell, Assistant Professor scholarship taking place in American Catholic studies, features personal news of Catholics more fully into the narratives (Immunology of Leishmania-Host/Parasite of American history, to enhance collabora- Interactions) items, provides information on major archival holdings in the United States, and tion between historians of Catholicism and Jeffrey S. Schorey, Assistant Professor publishes essays on dissertation research. other American historians and social (Immunology and Cell Biology of Mycobacte- scientists, and to promote the study of rium-Host Cell Interactions) The center sponsors the American Catholic Catholicism by graduate students and by Studies Seminar. Scholars from across the established scholars working outside the field. The project completed its initial three- 32 Centers, Institutes, and Laboratories year period of fellowship funding in the original research on a specific problem in houses a variety of specialized experimental spring of 2000. The center is currently the humanities, social sciences, or arts research facilities, graduate students, and engaged in guiding the individual research (broadly defined to include professional faculty. The center is primarily used by projects funded to date through to publica- fields such as law and management), and it faculty and students in the Department of tion as monographs in a series, “Cushwa must draw substantially in addressing this Aerospace and Mechanical Engineering, but Center Studies of Catholicism in problem on Christian, Jewish, or Islamic a number of collaborative research projects Twentieth-Century America,” to be intellectual traditions. “Traditions” are with faculty and students from other published by Cornell University Press under understood to include their contemporary University departments also utilize the the general editorship of Scott Appleby. expressions as well as older ones, ranging center’s facilities. from the Hebrew Bible to present-day Erasmus Institute theology. But it does not suffice simply to The Main Laboratory in the center contains study these religions or their intellectual a wide variety of research wind tunnels. Director: traditions for their own intrinsic interest. These include indraft subsonic tunnels, James Turner, Rev. John J. Cavanaugh, indraft and blowdown transonic and C.S.C., Professor of the Humanities and By encouraging work of this sort, the supersonic tunnels, an anechoic wind Professor of History institute hopes, on the one hand, to enrich tunnel, an atmospheric wind tunnel, and a Senior Associate Director: our common academic efforts with closed circuit water tunnel. These wind Rev. Robert E. Sullivan, Associate Professor of neglected assets and, on the other, to tunnel facilities are supported by data History strengthen ties between the church’s acquisition and instrumentation including Assistant Director: intellectual life and that of the academy. In laser doppler anemometry, particle image Kathleen L. Sobieralski so doing, the institute seeks to promote velocimetry, hot-wire anemometry, and Fellowship Administrator: scholarship of high quality, reflecting a force balance capabilities for both subsonic Terri O’Reilly broad array of interests, without aligning and supersonic flows. These facilities are itself with any ideological perspective. currently being used to perform research in The Erasmus Institute was founded to foster areas of flow stability and transition, high research grounded in Catholic intellectual International in the scope of its mission, the angle of attack and high lift aerodynamics, traditions and focused on significant issues Erasmus Institute offers residential fel- bluff body flows, aero-acoustics, and fluid- in contemporary scholarship. Its mission is lowships at its center on the campus of the structure interactions. not to advance study of the church or University of Notre Dame. These include theology as such, but rather to bring faculty, postdoctoral, and dissertation The center also contains a number of resources from two millennia of Catholic fellowships. It also organizes conferences specialized laboratories including those for thought to bear on problems in the and colloquia on campuses in this country the study of the dynamics of solid and humanities, social sciences, and arts. An and abroad, sponsors a publication liquid particles and the development of exemplary case is the use by Sara Maitland program, and arranges summer seminars for aero-optic measurement techniques. The of theological perspectives to illuminate the graduate students and faculty. Hessert Center is used for a variety of structure and limits of the modern novel: a graduate and undergraduate educational contribution to literary understanding The Erasmus Institute is generously programs including experimental measure- significant to all scholars in the field, supported by The Pew Charitable Trusts ments. All of the research and educational regardless of religious belief. Another is Jean and by the bequest of William J. Carey. For facilities are supported by electronics and Bethke Elshtain’s work on just-war theory further program information or for machine shops. in political science: a discourse drawing fellowship or summer-seminar application heavily on Catholic thinkers, especially materials, please visit our Web site or (www.nd.edu/~amewww/Hessert.html) Augustine, but as important to secular- contact minded political theorists as to Christian Institute for Church Life ones. One can imagine analogous research The Erasmus Institute involving notions of the body in gender 1124 Flanner Hall Executive Director: studies, conceptions of authority in Notre Dame, IN 46556–5611 John Cavadini, Ph.D., Chair of the Theology sociology, or historical studies of religious Department and Associate Professor of sources of apparently secular institutions or Telephone: (219) 631-9346 Theology modes of thinking. The institute favors Fax: (219) 631–3585 Administrative Director: first-order scholarship over policy-oriented E-mail: [email protected] Rev. Joseph E. Weiss, S.J., Ph.D., Profes- or applied investigations. Though con- (www.nd.edu/~erasmus) sional Specialist and Concurrent Associate cerned primarily with the Catholic Professor of Theology intellectual heritage, the institute supports Hessert Center for Aerospace complementary research deriving from Research The Institute for Church Life (ICL) of the other Christian intellectual traditions as well University of Notre Dame exists as an as from Jewish and Islamic ones. It invites Director: integral component of the University’s the participation of scholars without regard Patrick F. Dunn, Professor of Aerospace larger mission of teaching, research, and to religious belief. and Mechanical Engineering service to society and to the Church. Through its resources, projects, and affiliate In order to qualify for support, a project The Hessert Center for Aerospace Research centers the institute reaches out to the must meet only two criteria: it must involve is a building dedicated in 1991, which whole spectrum of Church leaders—its Institute for Church Life 33 bishops, clergy, religious, and laity—to by the bishops in the United States as an Retreats International provide training and service as well as official liturgical center. It is concerned Executive Director: opportunities for spiritual rejuvenation and primarily with the pastoral dimensions of Anne Luther, Ph.D. personal growth. the reform of liturgy that express and shape the religious experience of people. Bringing Retreats International (RI) is another In this work, the institute seeks to embody together a variety of resources, the center’s component of the Institute for Church Life the spirit and mandate of the Second staff provides educational programs on the and is headquartered at the University in Vatican Council, to implement a mission of liturgy and pastoral life to assist parishes and the Hesburgh Library building. transforming the Church and society in dioceses with renewal of worship. light of the Gospel, and to renew the An international organization serving the theological, ministerial, pastoral, The center also sponsors an annual larger retreat movement, Retreats Interna- catechetical, and liturgical traditions of the conference at Notre Dame as well as tional currently has some 360 member Church. In part the institute’s efforts are regional conferences, and publishes a retreat centers and houses of prayer. It is realized through its ongoing collaboration newsletter, Assembly, and books on various estimated that almost three million people with the Center for Pastoral Liturgy, the aspects of worship. The center sponsors two participate in retreats and other programs of Center for Social Concerns,Vocare (the organizations for liturgists: Liturgy Network spiritual renewal annually. RI is a profes- Notre Dame Vocation Initiative) Retreats and Liturgy Re/Sources. The center is a part sional organization, the responsibility of International, the Satellite Theological of the Institute for Church Life and which is to encourage ongoing formation Education Program, and the academic collaborates with the Department of and development. RI provides the structure departments and schools of the University Theology’s liturgical studies program. and format for networking and collabora- of Notre Dame, especially the Department tion among its members, gathers and of Theology. Center for Social Concerns publishes significant data pertinent to Executive Director: retreat/renewal ministry, and publishes For more than 25 years, ICL has provided Rev. Don McNeill, C.S.C., Professional various monographs on topics of interest to distinguished leadership through its Specialist and Concurrent Associate Professor those involved. publications, training sessions, service to of Theology episcopal and national organizations, Retreats International is administered by a involvement in social concerns, research, The Center for Social Concerns is part of a board of trustees elected from its member- and educational programs. Guided by its creative partnership with the Institute for ship in consultation with a council of area Executive Committee, ICL is expanding its Church Life through common pastoral representatives. This council is composed of programs and initiatives for the special planning, collaborative efforts, and a individuals elected from the 21 areas into needs of a Church at the beginning of the common advisory council. which RI is divided. new millennium. The center offers programs aimed at raising Retreats International conducts a Summer As a bridge between the University and the the consciousness of students, faculty, staff, Institute on the University campus that Church, ICL links programs and personnel and alumni to social, cultural, and justice attracts more than 600 persons involved in on campus with Church leaders, University issues in our society. Experiences in the many church ministries. The Summer graduates, and others who are concerned South Bend area, throughout the United Institute’s purpose is ongoing formation of with the development of vital communities States, and internationally are developed for retreat personnel and theological and of faith. Further, with the assistance of the participating students and enhanced with spiritual renewal and updating for others Advisory Council, ICL hopes to serve as a course work, readings, and discussion. The representing a wide range of ministries and catalyst for cooperation among a variety of staff also works with faculty to assist them geographic areas. In this way the Summer entities within the University and within in incorporating into their courses informa- Institute reaches out to those who have the Church. tion about justice issues, as well as experien- completed their academic work and offers tial and community-based service learning them further opportunities for adult faith The institute is additionally challenged by models appropriate to their courses. By development. staying conversant with the major currents providing opportunities for students, of research on the Church and for initiating faculty, administrators, and alumni to Satellite Theological Education Program appropriate new research to enable the increase their social awareness, the center Director: responsible development of the Church’s staff hopes to promote social concern Thomas C. Cummings, M.Div. intellectual and pastoral life. among the University community and constituencies on and off the campus. The STEP provides quality theological educa- The Components of the Institute for center staff invites the discussion of self- tion to pastoral ministers and other adult Church Life initiated social justice, service, and leader- Catholics across the country. Now in its ship opportunities with interested graduate third year STEP will offer six certificate Center for Pastoral Liturgy students. eCourses beginning in the fall semester of Director: the academic year 2001-2002. These TBA (centerforsocialconcerns.nd.edu) courses are the beginning of what will become multiple-course components in Established in 1971, the Notre Dame different theological subjects that students Center for Pastoral Liturgy was designated may use as continuing education for their 34 Centers, Institutes, and Laboratories ministry or as adult education for their youth and the other to Notre Dame young Alfred J. Stashis, Jr., M.A.T., Senior Associate edification and faith development. alumni/ae. The latter is intended as a Director follow-up to helping our own ND graduates Mary Jo Adams, M.A.T., Associate Director Institute Days are another primary as they make the transitions into careers. educational service of STEP. Institute Days The other outreach, to high-school-age Christian M. Dallavis, M.A.T., Associate are single-day events conducted simulta- youth, will make the resources of the Director neously in various dioceses. Each day University available to a wider public. G. Michael Pressley, Ph.D., Director of the consists of opening and closing prayer, a Master of Education Program, Notre Dame videotape lecture on the day’s topic, and a Institute for Educational Initiatives Professor of Catholic Education, Professor of video conference that connects downlink sites with the expert presenter on the Director: Psychology videotape. Groups across the country gain Rev. Timothy R. Scully, C.S.C. Patrick D. Daunt, Ph.D., Coordinator of Field not only from being able to ask the expert Executive Vice President of the University, Supervision questions about the material, but also by Professor of Government and International Rachel S. Moreno, Ed.D., Clinical Supervisor hearing questions from Catholic students in Studies dioceses far from their own who share John L. Watzke, Ph.D., Clinical Supervisor similar concerns. Institute Days are Executive Committee John G. Borkowski, McKenna Professor of Joyce V. Johnstone, Ph.D., Director of wonderful learning events for parish staff, Educational Outreach study groups, and Catholic educators. Five Psychology events will be offered during the 2001-2002 Anthony S. Bryk, Director, Center for School John R. Eriksen, M.A.T., Associate Director for academic year. Improvement and Consortium on Chicago Educational Outreach School Research; Marshall Field Professor of John A. Schoenig, M.Ed., Special Projects Vocare, the Notre Dame Vocation Initiative Sociology, University of Chicago Associate Director: Joseph Conaty, Office of Elementary and Stephen H. Camilleri Secondary Education, U.S. Department of Mendelson Center for Sport, Character, and Culture Vocare, the Notre Dame Vocation Education Brenda Light Bredemeier, Ph.D., Codirector Initiative, was established to help students Adam Gamoran, Professor of Sociology, “understand their future work in light of University of Wisconsin David Light Shields, Ph.D., Codirector their faith commitments and provide F. Clark Power, Ed.D., Associate Director; talented young people with opportunities to Maureen Hallinan, Director, Program on the Social Organization of Schools Professor and Chair, Program of Liberal Studies; explore ministry, either lay or ordained, as Concurrent Professor of Psychology their life’s work.” It enhances the University Joyce V. Johnstone, Director of Educational of Notre Dame and specifically the Institute Outreach, Alliance for Catholic Education Matthew L. Davidson, Ph.D., Research for Church Life’s “capacity to draw on the Associate G. Michael Pressley, Academic Director, resources of its mission, heritage, and Alliance for Catholic Education religious tradition in preparing a new Mission Statement generation of leaders for church and Rev. Timothy Scully, C.S.C., Director, The Institute for Educational Initiatives society.” Institute for Educational Initiatives (IEI), established in 1997, aims to improve John J. Staud, Director of Administration and the education of all youth, particularly the Vocare intends to foster a sense of vocation Pastoral Formation, Alliance for Catholic disadvantaged. To achieve this end, the in a broad range of youth, from high-school Education institute conducts three programs designed students to young adults who have gradu- to address specific educational goals. These ated from college. It has three component Program on the Social Organization of are the Program on the Social Organization programs. The first component program is a Schools of Schools, the Alliance for Catholic series of initiatives directed to Notre Dame Director: Education (ACE), and the Mendelson students and faculty. This program provides Maureen T. Hallinan, Ph.D., Director, Center for Sport, Character and Culture. incentives and structures for faculty Program on the Social Organization of Schools; Through the research and teaching of these fellowships, curricular revisions, speakers, White Professor of Sociology programs, the institute seeks to contribute and learning experiences outside the David Sikkink, Ph.D., Associate Professor of to the revitalization of American education classroom. These initiatives have the direct Sociology and, consistent with Notre Dame’s mission effect of influencing students to think of as a Catholic university, to benefit parochial their life choices in terms of a sense of Warren Kubitschek, M.A., Research Associate education in a special way. vocation, and to have the indirect effect of Elizabeth McEneaney, Ph.D., Postdoctoral shaping university culture so that vocation Fellow The Program on the Social Organization of becomes a customary category of reflection Schools conducts basic and applied research and conversation on campus. Alliance for Catholic Education on school and the learning process. John Staud, Ph.D., Director of Administration Researchers study the formal and informal Following on this initiative directed to and Pastoral Formation, Concurrent Assistant organization of schools, the curriculum, students and faculty are two outreach Professor of English teacher practices, and student social component projects, one to high-school relationships in an effort to determine how W.M. Keck Center for Transgene Research 35 these factors interact with student back- conference to report recent research findings Kaneb Center for Teaching and ground and ability to affect student on schools. IEI also sponsors workshops and Learning learning. Special attention is given to the symposia, initiates and coordinates research study of Catholic schools, particularly in projects among faculty, supports the Director: reference to the education of at-risk publication of an annual edited volume on Barbara E. Walvoord, Concurrent Professor students. contemporary educational research and of English practice, and sponsors faculty exchanges, The Alliance for Catholic Education seeks postdoctoral fellowships, and graduate The John A. Kaneb Center for Teaching to develop a corps of highly motivated and training in areas related to the institute’s and Learning provides the means for faculty committed young educators to meet the mission. Thus, the primary goal is to make and graduate teaching assistants to hone the needs of our country’s most underserved significant contributions toward attaining art of teaching that has characterized a elementary and secondary schools. ACE educational excellence and equity in Notre Dame education over the years. teachers undergo an intensive teacher American education. Located in DeBartolo Hall, the Kaneb education program that spans two years and Center assists faculty members to evaluate integrates graduate-level course work with Institute for Latino Studies and improve their teaching as well as use an immersion experience in teaching. This new technology, and graduate students to program provides rigorous and innovative Director: develop teaching skills and function training to graduate students from a wide Gilberto Cárdenas, Assistant Provost and effectively in their teaching roles through a variety of disciplinary backgrounds who are Julián Samora Professor of Latino Studies series of five or more TA workshops on interested in teaching. At the completion of teaching provided each semester. Graduate- their training, students receive a Master of The Institute for Latino Studies was student instructors, upon completion of five Education degree, and qualify for licensing established in 1999 to advance teaching and workshops, receive a “Striving for Excel- in various states. ACE teachers live together research on the Latino population from lence in Teaching” certificate. in supportive communities designed to both interdisciplinary and comparative nurture their professional and spiritual approaches. It is founded upon the In collaboration with departments, colleges, growth and become part of the local outstanding intellectual tradition established and other University units, the center, on parochial and neighborhood school by Julián Samora (1920–1996), an request, provides analysis and critiques of communities, as they prepare to become esteemed Notre Dame professor in the classroom instruction, assistance with reflective professional educators and people Department of Sociology from 1959 to departmental and college planning, of faith. 1985, and its primary aim is to further the assistance in developing teaching tech- understanding of the history, culture, niques, and University-wide stimulation for The ACE Program also seeks to influence literature, and sociopolitical position of reflection on teaching and learning. and support Catholic education through Latinos in the United States. educational outreach. Outreach activities (www.nd.edu/~kaneb) include support for mentoring and tutoring The institute offers courses cross-listed with in the South Bend area schools, summer departments in a wide range of areas. In W.M. Keck Center for Transgene institutes for Catholic school superinten- recognition of the strong Catholic founda- Research tion of the Latino community and the rich dents, assistance for foundations interested Director: in educational issues, and partnerships with Catholic heritage of Notre Dame, the institute also provides academic and service Francis J. Castellino, Dean of the College of teacher-service programs at other colleges Science and Kleiderer-Pezold Professor of and universities. programs that promote a greater awareness of Latino theological and pastoral concerns. Biochemistry Its Galería América@ND offers exhibitions Associate Directors: The Mendelson Center for Sport, Character Victoria A. Ploplis, Research Associate Professor and Culture encourages sport participants, and special programs focusing on Latino art, and the Julián Samora Library Room Elliot D. Rosen, Research Associate Professor sport organizations, and educational Assistant Director: institutions to embody values and behaviors provides students, faculty, and visitors with a scholarly and visitor-friendly environment Melanie E. DeFord, Associate Professional that promote social justice, such as valuing Specialist diversity, creating equal opportunity, and for study and reflection. advocating for the disadvantaged. In The W.M. Keck Center for Transgene recognition of the importance of sport in Notre Dame’s Institute for Latino Studies also houses the headquarters of the Inter- Research employs innovative genetic tech- contemporary society, the center seeks to nology to study human diseases that involve offer critical analyses of the relationship University Program for Latino Research, a nationwide consortium of 16 university- blood-clotting and clot-dissolving proteins, between sport and broader culture, such as heart disease, atherosclerosis, and exploring both the possibilities and the based Latino research centers. The goal of IUPLR is to increase the intellectual cancer. Established in 1997, the center is limitations of sport’s contributions to a directed by Francis J. Castellino, dean of the more just and compassionate world. presence of Latino scholars, enlarge the capacity of Latino research centers, and College of Science and Kleiderer-Pezold Professor of Biochemistry, whose own To foster the intellectual life of IEI and the expand the availability and dissemination of policy-relevant materials. laboratory is considered among the fore- Notre Dame community, the institute holds most worldwide conducting basic biochemi- an annual lecture series to address contem- (www.nd.edu/~latino) cal research on blood-clotting mechanisms. porary issues in education and an annual The W.M. Keck Center for Transgene 36 Centers, Institutes, and Laboratories

Research brings together research in trans- community of scholarship, through various nonprofit organizations. genic manipulations with other laboratories activities. Each year, Kellogg brings to around the world that possess special campus about eight residential visiting 4. Religion and the Catholic Church. How expertise in characterizing the genetically fellows from the United States and abroad. does religion shape public life? Dealing altered animals. The institute also comprises some 50 mainly but not exclusively with Latin Kellogg fellows, all of whom are Notre America, this theme focuses on past and In establishing this very sophisticated Dame faculty members, coming from 10 present trends in Catholicism and other cutting-edge technology at Notre Dame, departments, and it awards individual religious traditions, on the role of religion in this center hopes to better understand how support to faculty, graduate students, and popular culture, and on the influence of certain blood-clotting and clot-dissolving undergraduates for international research or churches and religious belief upon political, proteins work in a living organism, in this internships. In support of intellectual social, and cultural change. case mouse models of disease. In transgene exchange, Kellogg schedules a twice-weekly research, scientists alter genetic material in a series of speakers on international topics, as 5. Social Movements and Organized Civil very precise manner in an animal’s embryo, well as international conferences, topical Society. What fosters a vigorous civil society? either by adding, deleting, or exchanging round table discussions of world affairs, and Researchers working on this theme study certain genes in the few cells of the newly cultural events. The institute also publishes the formation and activity of social groups, formed embryo. This changes the animal in working papers and a book series to including women’s movements, labor every cell in its body, for its entire life span, disseminate research. Through these unions, peasant organizations, religious and the changes will be handed down to program activities, the Kellogg Institute communities, nongovernmental develop- future generations. fosters interdisciplinary research on ment organizations, and other grassroots contemporary political, economic, social, associations. These studies aim to elucidate By breeding animals with differently altered and religious issues. the way politics and society include or genes, Notre Dame researchers expect to get exclude groups, focusing on conceptions of a clearer view of the complex interplay of all In pursuit of academic excellence, the citizenship, characteristics of labor markets, genes involved in particular diseases. They institute emphasizes five major themes: patterns of economic development, and are attempting to determine how these types of political regimes. coagulation proteins function in a living 1. Democratization and the Quality of organism; if the cells have some backup Democracy. What are the prospects for new The institute endeavors to promote research mechanism for clotting and clot dissolving; democracies? Research on this theme studies that is germane to major issues in the and if there are other processes within the the founding, institutionalization, and contemporary world. The institute’s animal, such as inflammation, atherogenesis quality of democratic political regimes, research on democracy, for example, has (production of degenerative changes in primarily in Latin America but also in attracted worldwide attention. Similarly, arterial walls), tumorigenesis (production of Europe, Asia, and Africa. It seeks to Kellogg’s research on public policies has tumors), and metastasis (the spread of understand conditions that enhance sought to influence not only academic malignant tumors), for example, that are democratic governability, the rule of law, debates but also public policy discussions. affected as well. accountability, the expansion and consolida- Several past Kellogg visiting fellows have tion of human rights, and the quality of served as government ministers in Brazil Kellogg Institute for public life. and Chile. The institute has sought to International Studies attract fellows with such potential and to 2. Paths to Development. What are the encourage research relevant to pressing Director: opportunities for economic growth in policy questions. Scott Mainwaring, Eugene and Helen Conley developing countries? This theme traces the Professor of Government and International processes of national and regional economic Kellogg researchers place special emphasis Studies growth in the context of a globalizing world on Latin America, reflecting both the Associate Director: economy, with special attention to the region’s importance to the United States Christopher Welna, Concurrent Assistant constraints imposed by other goals, such as and Notre Dame’s long-standing ties there. Professor of Government and International social equity and the preservation or insti- When the institute began, its founding Studies tutionalization of democratic rule. It aims to leaders recognized that Notre Dame could promote an interdisciplinary understanding not initially excel across the board in The Institute and Its Research Agenda of economic policy outcomes. international studies and focused first on The Helen Kellogg Institute for Interna- Latin America, demonstrating that Kellogg tional Studies aims to advance investigation 3. Public Policies for Social Justice. How can could quickly establish itself as a major in comparative international studies. government policy foster social well-being? center for contemporary research on this Named to honor the woman who donated Research on this theme examines the way region. the initial endowment for it, the institute is policies, market activities, and social change a research center at the University of Notre combine to affect social equity. It seeks to Despite its prominence on the institute’s Dame. illuminate designs for public policies that research agenda, however, Latin America improve equity without undermining does not command exclusive attention. The Kellogg Institute promotes interna- economic growth or democracy and ways to Over time, Kellogg has fostered more tional research by attracting faculty, foster innovative interfaces between research on other regions of the world while students, and visitors to Notre Dame and government and the private sector, it has retained the Latin American emphasis by providing them with a supportive including business, interest groups, and for which it is best known. Researchers at Keough Institute for Irish Studies 37 the institute seek thematic comparisons Poland, ethnic conflict in Sri Lanka and Brendan Bradshaw, initiator of the debate with Europe, Asia, and Africa. Malaysia, and contemporary party politics over revisionism in Ireland, David Lloyd, in Chile. Clair Wills, Terry Eagleton, and John From the outset, the institute has attempted Hume, a major contributor to ongoing to build bridges in innovative ways between For more information about Dissertation peace efforts in Northern Ireland. The the United States and Latin America and Fellowships and Seed Money grants for institute has also hosted a commemorative other regions, actively seeking a balance Notre Dame graduate students, please lecture series on the Irish Famine and its among its participants between U.S. and contact Academic Coordinator Jean Olson impact on America and an international foreign scholars. The institute collaborates at (219) 631–6023 or meeting on the Great Irish Rebellion of with foreign social science centers in joint [email protected]. 1798. Both were cosponsored by the Irish research projects and sponsors a continual government. interchange of ideas with scholars from Library and Computer Resources Latin America and elsewhere. Researchers at the institute have easy access The University’s Hesburgh Library offers to journals, monographs, primary docu- major resources for Irish studies, including Kellogg Educational Activities for ments, and other holdings in Notre Dame’s rare special collections, among these the Graduate Students nearly three-million-volume library William B. Todd Collection of the Works At its best, research generates activities and (www.nd.edu/~ndlibs) and to other U.S. of Edmund Burke, the A.A. Luce Bishop results that help train new generations of research libraries through the Kellogg Berkeley Collection, the 1798 Irish students to understand contemporary Information Center (www.nd.edu/~kic), Rebellion and Union Pamphlet Collection, problems and imagine their solutions. located in the Hesburgh Center. This center the O’Neill Collection of Irish Music, the Without awarding degrees itself, Kellogg also maintains a small collection focused on David J. Butler Collection of Irish Maps plays an active role in support of graduate current events, including Latin American with its rare, illuminated maps dating to the training. newspapers, working papers, newsletters, 16th century, collections relating to Yeats’ and reference sources. Access to numerous Abbey Theatre and the Cuala Press, and the The Kellogg Institute places great impor- electronic resources, including indices and massive Herbert Allen-Keough Eighteenth- tance on helping academic departments at full-text databases, is also available through Century Microfilm Collection of some Notre Dame provide world-class graduate the center. 200,000 18th-century books, broadsides, training in international studies for and other printed materials. The collection outstanding students. Toward that end, the Keough Institute for Irish Studies includes all editions of the works of institute fosters interaction between its Edmund Burke and Jonathan Swift, among fellows’ research and teaching activities and Director: others. The Notre Dame Medieval Institute provides some direct support for graduate Christopher B. Fox, Professor of English also offers major Irish holdings. students on a competitive basis. The Keough Institute was established in The core faculty in the Irish studies Graduate students have played an integral 1993 and is directed by Chris Fox. The program includes Seamus Deane, a member part in the institute’s activities and mission. Keough Professor of Irish Studies is Seamus of the Royal Irish Academy, a founding The institute encourages graduate student Deane, generally acknowledged to be the director of the Field Day Theatre, the involvement in research projects and in its world’s foremost scholar of Irish literature general editor of the Penguin Joyce, and the seminars and lectures. Many graduate and culture. The institute hosts invited author of several books; Peter Smith, students work as teaching assistants to lectures, supports graduate studies in Irish assistant professor of Irish language, who professors who teach undergraduate courses. literature and culture, and expands Notre holds a Ph.D. in Celtic languages from Regular interaction with Kellogg fellows Dame’s research capabilities in Irish studies. Oxford; Peter McQuillan, assistant and visiting fellows keeps students abreast of professor of Irish language, who holds a international developments and the latest Students in the graduate program in Irish Ph.D. in Celtic languages and literatures analyses. studies pursue the Ph.D. in English or from Harvard; Jim Smyth, associate history. They are encouraged to study the professor of history, who has written Through its emphasis on Latin America, the Irish language, which is offered regularly, extensively on 17th- and 18th-century institute supports field concentration on and there are funded opportunities to study Ireland; Susan Harris, assistant professor of this region in economics, government, Irish abroad through a joint program with Irish literature, who holds her degree from sociology, and Romance languages. the University of Galway. Texas; Aideen O’Leary, assistant professor of Irish history, who holds her degree from The institute also provides some direct The institute has supported a variety of Cambridge; and Luke Gibbons, visiting graduate assistance. Each year, several speakers and major events, including a professor of English. Visiting professors graduate students receive Kellogg Institute conference on the northern crisis, “Path- have included Margaret O’Callaghan of Dissertation Fellowships and Seed Money ways to Settlement: Prospects for Peace,” Queen’s University; Terry Eagleton of St. grants to support various stages of field held in Dublin, and “Ireland: History and Catherine’s College-Oxford; John Kelly of research or the writing of the doctoral Narrative,” a conference that brought to Jesus College-Oxford; Thomas Bartlett of dissertation. The seven winners of these campus Nobel Prize winner Seamus Heaney University College Dublin; Joseph McMinn competitive awards in 2000 include and other major speakers including Declan of University of Ulster; Breandán doctoral candidates working on topics such Kiberd, author of Inventing Ireland: Ó’Buachalla (Emeritus Professor of Irish, as the office of the ombudsman in Peru, Literature of the Modern Nation. Other University College Dublin); Joseph Cleary religious nationalism in post-Communist recent lecturers have included historian (Ph.D., Columbia University); and 38 Centers, Institutes, and Laboratories

Breandán MacSuibhne (Ph.D., Carnegie and conflict studies, the Kroc Institute is a policymaking circles. Approximately half of Mellon University). leader in addressing the political, cultural, the institute’s graduates pursue further religious, social, and economic factors that graduate education, either in their home The Keough Institute also sponsors various lay the foundation for positive peace. countries or in doctoral or professional publications including the book series under programs in the United States, before the general editorship of Seamus Deane, The institute pursues its mission through accepting employment in intergovernmental Critical Conditions: Field Day Monographs, innovative, interdisciplinary educational and nongovernmental organizations or published by the University of Notre Dame programs on the graduate and undergradu- conducting peace research and education in Press, in conjunction with Field Day. The ate levels. To foster research on peace, the academic institutions at home or world- Keough Institute is also the home of Bullán: institute sponsors visiting fellows, working wide. Graduates have also taken leadership An Irish Studies Journal. groups, conferences, and guest lectures by roles in government agencies, church- scholars, policymakers, and peace practitio- sponsored international development and Joan B. Kroc Institute for ners. The institute publishes a semiannual humanitarian projects, research institutes, International Peace Studies newsletter (the Report), a series of occasional and other peacemaking efforts around the papers, and policy briefs on current issues. globe. Director R. Scott Appleby, John M. Regan Jr. Director Themes For a description of the master of arts of the Joan B. Kroc Institute for The Kroc Institute’s educational and program in peace studies, please refer to the International Peace Studies research programs are organized around Division of Social Sciences section of this Origin four themes: Bulletin. Established in 1986 through a generous 1. The role of international norms and donation from Joan B. Kroc, the Kroc institutions in peacemaking. Institute faculty (www.nd.edu/~krocinst) Institute emerged from the need felt by and students search for ways (a) to make faculty and students for a more imaginative intergovernmental organizations and other Laboratory for Social Research and ethical response to the nuclear arms international institutions more effective and Director: buildup and the chronic problem of war. In representative and (b) to increase compli- Felicia B. LeClere, Associate Professor of addition to offering an innovative under- ance with fundamental norms of peace and Sociology graduate interdisciplinary minor in peace human rights. Associate Director: studies, the institute established one of the 2. The impact of religious, philosophical, and Kajal Mukhopadhay, Concurrent Assistant nation’s first graduate programs in peace cultural influences on peace. Through Research Professor of Economics studies. Inspired by the Rev. Theodore M. teaching and research, the institute explores Assistant Director: Hesburgh, C.S.C., then president of the the ethics of the use of force, the ways in Marlyn T. Ritchie, Associate Professional University, the program attracted students which the world’s religious traditions Specialist and visiting scholars from around the world foment violence or encourage peace, the Consultants: to study peacemaking while building cross- practice of nonviolence, the importance of Mary Lee, Assistant Professional Specialist, cultural understanding among themselves. philosophies of global justice, and the Data Services Although the end of the Cold War has led ingredients of cultures of peace. Ke Hai Yuan, Associate Professor of Psychology to significant changes in world affairs, 3. The dynamics of intergroup conflict and Mitchell Sanders, Assistant Professor of concerns about collective violence, the conflict transformation. Students and faculty Government and International Studies desire to nurture international peacemakers, explore multidisciplinary understanding of and support for pathbreaking peace research the conditions that give rise to violent The Laboratory for Social Research (LSR) is continue to animate the work of the conflicts in order to identify local and an interdisciplinary training and service institute. international responses able to transform facility. conflicts and encourage peacebuilding. All Mission of the institute’s conflict studies incorporate Service The institute is founded on the belief that cross-cultural examination of key issues. The LSR provides data-processing and test- peace is inseparable from the resolution of 4. The promotion of social, economic, and grading services through its software and violent conflicts and the promotion of social environmental justice. Students and faculty optical scanner. Additionally, services are justice and equitable development. This interested in social change examine the role provided in questionnaire development, comprehensive understanding of peace is of individuals, nongovernmental organiza- programming, and consultation in all rooted in the Catholic social tradition, a tions, commercial enterprises, and states, in phases of research (design, sampling, broadly ecumenical tradition of moral sustainable economic development and analysis, and evaluation). wisdom that stresses the necessity for justice respect for human rights, and conflict in bringing about peace. transformation. Research The LSR offers research services to both The institute’s mission embraces both the With more than 300 alumni from 70 students and faculty, including consultative prevention of violence or war, sometimes countries around the world, the Kroc services regarding the formulation of called “negative peace,” and the building of network of Notre Dame peacemakers is research strategies, the development and cooperative, just relations between people, beginning to exert a truly uplifting implementation of statistical procedures, the or “positive peace.” Among the many influence in many local communities, in construction of research-oriented classroom college and university programs in peace transnational civil society, and in learning experiences, and technical Nanovic Institute for European Studies 39 assistance for quantitative data. The center in North America. Recently, the institute there are many guest lectures and several provides access to a large number of data has enlarged its focus to include vernacular compact seminars. sets that cover a wide range of substantive and Latin literatures, musicology, liturgy, topics. These data sets are acquired through medieval Judaism and Islam, and art For a description of the Master of Medieval the University’s membership in the history. Microfilms of more than 3,000 Studies and Doctor of Philosophy programs interuniversity Consortium for Political and medieval manuscripts from European in medieval studies, please refer to the Social Research and through other outside libraries and a collection of more than 200 Division of Humanities section of this services. facsimiles of medieval seals supplement this Bulletin. collection. Over the years, the institute has Teaching accumulated a valuable collection of Nanovic Institute for European The LSR is the departmental center for the medieval manuscripts, incunabula, and Studies arts and letters second major in computer other manuscripts and rare books that are applications. This 25-hour major gives preserved in the Department of Special Director: students basic knowledge and practical Collections. Also found there is the John J. Robert Wegs, Professor of History experience with both mainframe and Augustus Zahm, C.S.C., Dante Collection microcomputer programming. Our faculty containing early and rare editions and an Founded in 1993, the Robert and Elizabeth also teach advanced quantitative methods extensive and valuable set of literary studies Nanovic Institute for European Studies classes in the economics, government, of the Divine Comedy from the 19th and enriches scholarly and intellectual life for psychology, and sociology departments as early 20th centuries. those at the University of Notre Dame well as an interdisciplinary training course interested in European affairs. By nature for first year graduate students. The LSR What sets Notre Dame’s institute apart is its interdisciplinary, European studies provides also provides undergraduate and graduate convenient gathering in one place of most a structured way to bring together knowl- assistance in using SPSS, SAS, Systat, Stata, of the printed materials essential to edge, resources, and methodologies that etc. medieval studies. The Reading Room holds have traditionally been divided among major dictionaries, bibliographical guides, academic departments. The facilities of LSR are located on the reference works, and primary source ninth floor of Flanner Hall. collections. The Astrik L. Gabriel Universi- European studies reflect the crucial place of ties Collection in a separate room offers Europe in the world. Many of the develop- Medieval Institute remarkable resources, both published and ments, ideas, and ideologies that have unpublished, about the history of medieval shaped the last five centuries have had roots Director: universities. Another room, equipped with in Europe: imperialism and anti-imperial- Thomas F.X. Noble, Robert M. Conway faculty and study carrels, holds a large ism, democracy and Christian democracy, Director of the Medieval Institute and collection of manuscript catalogs and socialism, nationalism, industrialization, the Professor of History materials pertinent to paleography, world wars, post-modernism. But Europe is diplomatics, and early printed books. not just the Old World; it is also a World of The Medieval Institute, established in the New. It is impossible to understand the 1946 and located on the seventh floor of Research in the institute is also supported present without taking account of Europe, the Hesburgh Library, is a center of research by the University’s Milton V. Anastos European power, and the dramatic changes and advanced instruction in the civilization Collection in Byzantine Studies, which has occurring on the European subcontinent. of the Middle Ages, with particular extraordinary holdings in the intellectual The European Union represents an strengths in religious and intellectual history of the Byzantine Empire. innovative challenge to old political history, Mediterranean civilization, Old and assumptions about nations and states. It also Middle English, Medieval Latin, theology The Frank M. Folsom Ambrosiana has propelled Europe into a leading role and philosophy, Dante studies, medieval Microfilm and Photographic Collection among states. Dramatically new possibilities musicology, and liturgy. The graduate consists of positive and negative microfilms inhere in Europe’s growing social and studies curriculum combines programmatic of the 12,000 medieval and Renaissance cultural diversity; Europe’s economic interdisciplinary course work, training in manuscripts held in the Biblioteca dynamism and complex role in interna- the technical skills of medieval studies, and Ambrosiana in Milan. The collection also tional relations are part of the contemporary linguistic preparation. contains about 50,000 photographs and world for which we seek to prepare our negatives of miniatures and illuminated students. Europe today reveals powerful The institute’s library contains nearly initials from the manuscripts, supplemented tensions between the old and the new, 90,000 volumes and various collections of by some 15,000 color slides. The Mary between core and periphery. Developments pamphlets, reprints, and photographic Davis Drawings Collection contains in the new Europe—including societies on materials. The reference collection contains photographs, negatives, and color slides of the outside as well as those on the inside of major primary source collections, biblio- the 8,000 drawings in the Ambrosiana. The the process of integration—will continue to graphic and reference materials, catalogs, institute purchases all volumes related to the have important repercussions all over the journals, and indexes. Ambrosiana materials and maintains a world. bibliography of all citations to Ambrosiana The institute’s library has long held manuscripts. Through lectures, symposia, scholarly extensive collections relevant to the Latin exchanges, visiting scholars, conferences, culture of the Middle Ages. Holdings in the The institute sponsors conferences, film series, and research grants, the institute history of medieval education are unrivalled colloquia, and research seminars. Each year, provides both faculty and students with 40 Centers, Institutes, and Laboratories opportunities to grow intellectually through by students of all levels, postdoctoral programs in theoretical chemistry and the study of significant questions. The fellows, and visiting scholars from around kinetic modeling. The laboratory operates institute supports the visiting Italian the world. Several members of the labora- its own glass, electronics, graphics, and Fulbright scholar and the Warsaw Scholar tory faculty are also professors in academic machine shops. Program, and began its own visiting scholar departments. Scientists at the Rad Lab program in the 1998–99 school year. In conduct research in collaboration with The Radiation Laboratory is home to the 2001–02, the number of Nanovic visiting faculty members. Graduate students are Radiation Chemistry Data Center, which scholars will be increased to three. accepted as members of the laboratory on provides the international scientific, recommendation by their faculty and engineering, and industrial communities Recent issues discussed in Nanovic lectures Radiation Laboratory research advisers. with bibliographic and numeric databases highlight the international dimension of our Graduate students frequently are supported on topics of importance to the fundamen- activities: nationalism, citizenship, ethnicity, financially by Radiation Laboratory research tals of energy generation and environmental immigration, religion and politics, and the fellowships during the development of their management. place of Europe in international processes. doctoral dissertations. The Radiation Conferences devoted to German unification Laboratory operates from its own building John J. Reilly Center for Science, (1992), the European Union (1996), the that houses many special facilities developed Technology, and Values immigrant question in Europe (1998), and for the study of the effects of light and Christian Democracy (1999) have brought radiation. Three electron accelerators are Director: faculty from Europe and the United States housed in underground vaults adjacent to Vaughn McKim, Associate Professor of together in a mutually stimulating environ- the main laboratory building. These Philosophy ment for Notre Dame faculty and students. accelerators include: a) An eight-million- electron-volt (MeV) linear accelerator used The University’s John J. Reilly Center for Through research grants to faculty, graduate to study chemical and physical processes Science, Technology, and Values was students, and undergraduates, the institute occurring at nanosecond or longer times, b) established in 1985. It is named for the has made European research much more a two MeV Van de Graaff accelerator used father of an alumnus whose gift created the possible for the Notre Dame community. in studies of Raman spectroscopy of short- initial endowment for the center. The Beginning with a few faculty travel grants in lived radicals and electronically excited center’s first academic initiative, an 1993, the institute expanded to four molecules and, c) a three MeV Van de undergraduate minor Program in Science, undergraduate, three graduate, and three Graaff dedicated to studies of electron spin Technology, and Values, was launched in faculty grants in the 1999–2000 school resonance of intermediates produced during 1986 with the aid of a three-year start-up year. Also added was a full-year graduate radiation chemical processes. In addition, grant from the National Endowment for the fellowship beginning in the year 2000. the laboratory has three cobalt sources Humanities. Further information can be obtained in the (60Co) for irradiation rated at twenty-four, office of the Nanovic Institute, 419 Flanner six, and one kilocuries. The center is committed to advancing the Hall, telephone (219) 631–5253. understanding of (a) science and technology Studies with visible and ultraviolet light are as human, knowledge-producing endeavors, Radiation Laboratory being carried out using many different types and (b) the variety of ways these rapidly of optical sources. These include several changing institutions impact upon and are Director: nitrogen lasers, dye lasers, excimer lasers, affected by society at large. Dan Meisel, Professor of Chemistry and and high-intensity YAG lasers capable of Biochemistry producing light pulses as short as 10-11 sec, In keeping with the University’s mission as for irradiation in the visible and ultraviolet a preeminent Catholic university, the center The Radiation Laboratory is a University regions. Facilities are available for study of seeks to make a distinctive contribution to institute and a government-owned facility radiation processes at high pressures and the humanistic understanding of science of the U.S. Department of Energy, a very low temperatures. Analytical facilities and technology. It supports outstanding member of the network of National include various types of spectrophotom- scholarship in the fields of science and Laboratories spread across the country. The eters, electron-spin-resonance spectrom- technology studies. And through confer- mission of the laboratory is to study eters, a Raman spectrograph for time ences and publications emphasizing the chemical reactions initiated by light or resolved studies, spectrofluorimeter and complementary roles of scientific, techno- ionizing radiation. Such studies provide the fluorescence lifetime apparatus, gas and logical, ethical, and theological perspectives, fundamental underpinnings for energy liquid chromatographs, capillary electro- it facilitates broad public dissemination of science and technology development in phoresis, an ion chromatograph, a mass outstanding work reflecting these view- areas such as solar energy conversion and spectrometer, a differential scanning points. Within the Notre Dame community environmental management. Because of its calorimeter, a Fourier-transform infrared as well, the center endeavors to foster a broad applicability, research in the labora- spectrometer, light-scattering and electro- greater awareness of the significance and tory is frequently the subject of interdiscipli- chemical apparatus, and other similar types complexity of interactions among science, nary projects involving faculty and students of equipment. State-of-the-art Atomic Force technology, and society. in various areas of science and engineering. Microscope operates in the laboratory to characterize materials on the nanometer Activities pursued by the center fall under The Radiation Laboratory’s research scale and near-field-scanning microscopy the headings of academic programs and programs are principally conducted by capabilities are currently under develop- research (including support of conferences members of the University’s faculty aided ment. Computer facilities support research and publications). John J. Reilly Center for Science Technology and Values 41

Academic Programs receive the designation of Reilly Scholar, and international conference, “Controlling Our are recognized for their achievements at Destinies,” on the ethical, legal, historical, The Reilly Center provides administrative graduation. and philosophical implications of the support and a campus “home base” for Human Genome Project. This was followed three very different educational programs: Research: Conferences, Lectures, and in the spring of 1997 by a cosponsored Publications conference, “The Need for a New Econom- The Graduate Program in History and ics of Science,” examining the changing Philosophy of Science (HPS), established in The center regularly brings to campus economic relations of science and funded 1989, offers courses of study leading to both distinguished speakers to lecture on topics research. the M.A. and Ph.D. degrees. It provides relevant to the interests of students and advanced training primarily for students faculty involved in all of its academic In addition, smaller “mini-conferences” are intent on a career of teaching and scholar- programs. This includes a major speaker sponsored on an occasional basis. The ship at the college and university level. The series in the History and Philosophy of center has hosted the international meeting program relies on the expertise of 22 faculty Science (HPS), bringing to campus eight or of the History of Astronomy Working representing seven University departments, more well-known scholars every year. The Group at Notre Dame on three occasions, making it one of the larger research groups center also sponsors activities and lectures and sponsored the mini-conference “Dissent in this field in the United States. specifically devoted to applied science and and Orthodoxy in Quantum Mechanics” in technology and to their social and ethical the fall of 1997. In the spring of 1998 it The undergraduate Minor Program in implications. Issues pertaining to risk hosted the second meeting of the Interna- Science, Technology, and Values (STV) is assessment, the environmental crisis, current tional Working Group in the History of available to all undergraduates at the issues in biotechnology, medical ethics, and Philosophy of Science (HOPOS). Proceed- University regardless of their major field of science and religion have each been the ings of major conferences are made available study. This 15-credit-hour program permits subject of lectures or panel discussions as volumes in the series, Studies in Science students in any of the University’s colleges recently, as have computer ethics and and the Humanities from the Reilly Center, to take a coherent cluster of cross-listed nuclear weapons control. Throughout the published through the University of Notre STV courses organized around such themes academic year events such as debates and Dame Press. as Technology and Public Policy; History films highlighting science/technology and and Philosophy of Medicine; Science and society issues have been sponsored by the Visiting Fellow Opportunities Religion; Environmental Science and center for the entire academic community. Ethics; Biotechnology and Society; and The center encourages inquiries from Medical Ethics. Currently nearly 30 faculty On a regular basis, the center also sponsors scholars who would like to spend a period from different colleges of the University major academic conferences on campus, of time at the University engaged in offer cross-listed courses in the program. involving 50 to 75 scholars, to explore in research as visiting fellows of the center. The STV program maintains close relation- depth a particular topic in science studies. Although the center does not supply ships with Notre Dame’s Center for fellowship funds for such appointments, an Environmental Science and Technology and Over the past nine years, the Reilly Center office, and full access to the University is involved in the ongoing development of and HPS Program have cosponsored six libraries and state-of-the-art computer collaborative instructional programs at the major research conferences. “Natural support can be presumed. Visiting fellows Biosphere in Arizona, where Notre Dame Images in Economics,” a conference on the are invited to participate in research students have the opportunity to study roles of physics and biology as providers of seminars, reading groups, and all other environmental problems in this unique models for theory construction in econom- center-sponsored activities. facility. ics, was held in September 1991. In March 1992, a conference “Neurobiology and The center maintains offices at 346 The Five-Year, Double Degree Program in Narrative: Explanation in Neurobiology, O’Shaughnessy Hall and is directed by Prof. Arts and Letters/Engineering enables students Psychiatry and Psychology” brought Vaughn McKim (philosophy). Prof. Don to earn two undergraduate degrees in ten together a distinguished group of scholars in Howard (philosophy) serves as director of semesters of course work. It provides a select cognitive science with philosophers and the Graduate Program in History and group of students with the opportunity to historians of the human sciences. Philosophy of Science, and Prof. Phillip combine the value of a liberal arts education Sloan (Program of Liberal Studies) is the with their professional training in engineer- In April 1993, a major conference on director of the Science, Technology, and ing. To encourage students to take advan- science and religion was cosponsored with Values academic minor program. A Center tage of the Five-year Program, a scholarship Notre Dame’s Center for Philosophy of Advisory Board, comprised of distinguished fund administered jointly by the center and Religion. “Causality in Crisis? Statistical alumni, scholars, and individuals in public the financial aid office has been established. Methods and the Search for Causal life, assists the center with long-range It provides some scholarship support for Knowledge in the Social Sciences” provided planning. A group of elected faculty fellows financially needy juniors and seniors the theme for a conference held in October is responsible for oversight of all center enrolled in the program, as well as substan- 1993 at which prominent social science programs. tial financial assistance for those in their methodologists and philosophers of science fifth, and final, year of study. The most debated the significance of recent advances outstanding members of each fifth-year class in statistical methodology. In the fall of 1995, the center was cosponsor of a major 42 Centers, Institutes, and Laboratories

South Bend Center for Medical admitted simultaneously to the Indiana proliferation, cell death, invasion, and Education University School of Medicine and the migration is carried out with an emphasis University of Notre Dame Graduate on the biology of breast and prostate cancer, Acting Director: School. The M.D./Ph.D. program is experimental therapeutics, and hormone John F. O’Malley, Ph.D., Adjunct Associate described in the Division of Science section resistance. Professor of Biological Sciences of this Bulletin. Adjunct Professors: The drug design and development program Kenneth R. Olson, Ph.D. (biological Students interested in this program should investigates the synthesis and the structural sciences); William C. Hamlett (biological contact the Office of the Director, South details of various potential chemotherapeu- sciences) Bend Center for Medical Education. Other tic agents as well as their interaction with Adjunct Associate Professors: graduate students may take courses in the biological receptors at the molecular level. Daryl D. Christ, Ph.D. (biological sciences); center subject to approval of the course The structural characterization is accom- Edward E. McKee (biological sciences); instructor, the center director, and the plished using high field nuclear magnetic John F. O’Malley, Ph.D. (biological home department of the student, and resonance mass spectroscopy and X-ray sciences); Robert E. Kingsley, Ph.D. subject to the availability of space in the crystallographic techniques. (biological sciences) desired course. Adjunct Assistant Professors: The ethics-in-oncology program studies the Nancy L. Cole, Ph.D. (biological sciences); Walther Cancer Research Center doctor-patient relationship with the goal of Gary A. Fromm, M.D. (clinical) (biological improving communication in the areas of sciences); Faye L. Magneson, M.D. Director: truth telling, confidentiality, informed (clinical) (biological sciences); Diane S. Rudolph M. Navari, M.D., Ph.D., consent, informed refusal, decision making, Musgrave, M.D. (clinical) (biological Professional Specialist end-of-life care, clinical trials, and spiritual- sciences); Mark N. Walsh, M.D. (clinical) ity in medicine with specific emphasis on (biological sciences); Joseph A. Prahlow, The Walther Cancer Research Center is a patients with a cancer diagnosis. Instru- M.D. (clinical) (biological sciences) collaboration between the University of ments, techniques, and interventions will be Notre Dame and the Walther Cancer developed to investigate and improve the The South Bend Center for Medical Institute, a private nonprofit research levels of knowledge of patients and Education, located in Haggar Hall, is one of organization affiliated with major universi- physicians in these various areas. eight centers for medical education in the ties and medical institutions. The Walther Indiana University Medical School system. Cancer Institute’s activities include a wide The faculty in the Walther Cancer Center The center offers the first- and second-year variety of specific areas including cell and their research interests are listed below. program in medicine and participates in biology, biochemistry, drug design, clinical programs leading to a master’s and a oncology, and patient care. The institute Cell Biology/Cell Signaling Group doctoral degree in biomedically oriented emphasizes collaboration and communica- Crislyn D’Souza-Schorey, Walther Cancer sciences in conjunction with the Notre tion among its members in order to Institute Assistant Professor. Membrane traf- Dame Graduate School. maximize the transfer of information ficking and cytoskeletal remodeling in rela- between the laboratory and the clinic. tion to cell transformation and metastasis. Although all students in the center’s programs are registered in the University of The specific objectives of the research center Frederick W. Goetz, Professor of Biological Notre Dame, admission to the medical at the University involve four major areas of Sciences. program is a function of the Indiana investigation: molecular biology and gene Holly V. Goodson, Assistant Professor of University Medical School, and applications targeting program, cell biology and cell Chemistry and Biochemistry. should be directed to its admissions office. signaling program, drug design and Admission to biomedical graduate programs development, and ethics in oncology. Paul W. Huber, Associate Professor of Biochem- is a joint function of the center and the istry. RNA-protein interactions, localization of several cooperating departments of the The molecular biology and gene targeting mRNA during development. Graduate School. Application for these program utilizes transgene technology to Alan L. Johnson, Professor of Biological programs should be made to the Office of develop mice with either delayed expression Sciences. Ovarian follicle differentiation, Graduate Admissions. or expression of mutated forms of proteins. apoptosis, ovarian cancer. These technologies permit the study of the At present, biomedically oriented graduate relative contribution of components of the Joseph O’Tousa, Professor of Biological Sciences. programs in which the center plays a coagulation and fibrinolytic systems in Molecular components and signaling pathways conspicuous role are offered in the areas of various stages of cancer and methods to underlying the execution of programmed cell human anatomy, human physiology, and potentially identify new therapeutic death. neuroscience. The student’s major adviser regimens. for these programs is chosen from the center Morris Pollard, Coleman Professor Emeritus of faculty, and the student’s committee is The cell biology and cell signaling program Biological Sciences. Model systems for prostate composed of faculty from the center and the studies the mechanisms and regulation of cancer. appropriate graduate departments. cell proliferation, cell motility, angiogenesis, Jeff S. Schorey, Assistant Professor of Biological apoptosis, and transformation. Using a Sciences. Mycobacteria, bladder cancer. A unique M.D./Ph.D. program is available variety of cancer cell culture systems and to outstanding students. These students are techniques, an in vitro assessment of cell Walther Cancer Research Center 43

Neil F. Shay, Associate Professor of Biological Ethics in Oncology Group Sciences. Nutrition and metabolism; metabolic James K. Foster, M.D., C.S.C., Assistant effects of natural plant products; interactions Professional Specialist. Clinical medical ethics, between dietary supplements and pharmaco- history of medicine. logical treatments. Rudolph M. Navari, M.D., Ph.D., Professional Martin P.R. Tenniswood, Coleman Professor of Specialist. The doctor-patient relationship in Biological Sciences. Identification of genes cancer care, palliative care, supportive care in related to apoptosis and their relationships to oncology. the invasive phenotypes of tumor cells, breast and prostate cancer. Kevin Vaughan, Assistant Professor of Biological Sciences. Dynactin and cytoplasmic dynein- mediated motility. JoEllen Welsh, Professor of Biological Sciences. Mechanisms of inhibition of breast cancer cell growth by vitamin D analogues.

Gene Targeting Group Francis J. Castellino, Kleiderer-Pezold Professor of Biochemistry, Dean. The biological role of the cancer procoagulant gene. The relation- ship between hemostasis and cancer. Linda S. Gutierrez, Assistant Professional Specialist. Tumor growth and metastasis. Victoria A. Ploplis, Research Associate Professor of Chemistry and Biochemistry. Fibrinolysis, metalloproteinases, cancer. Elliot D. Rosen, Research Associate Professor of Chemistry and Biochemistry. Cancer procoagulant, thrombosis, cancer. Alexis A. Schulman, Associate Professional Specialist. Angiogenesis.

Drug Design Group Paul Helquist, Professor of Chemistry and Biochemistry. Synthesis, structural characteriza- tion, and biological mechanisms of action of new antitumor drugs. Marvin J. Miller, George and Winifred Clark Professor of Chemistry and Biochemistry. Synthetic bioorganic chemistry. Bradley D. Smith, Professor of Chemistry and Biochemistry. Bioorganic chemistry, molecular recognition, membrane transport, switchable binding. Richard E. Taylor, Associate Professor of Chemistry and Biochemistry. Conformational libraries: modulation of the biological activity of complex natural products. Olaf Wiest, Associate Professor of Chemistry and Biochemistry. DNA mutagenesis and repair by light. The School of Architecture Degree44 ProgramThe School of Architecture The School of Architecture

Chair: Carroll William Westfall Director of Graduate Studies: interests coincide with the candidate’s Norman Crowe The goal of the postprofessional degree is proposal. Approval of all thesis proposals is Telephone: (219) 631-6137 to develop design and critical thinking skills made by the graduate studies committee. E-mail: [email protected] to address architecturally the problems confronting contemporary cities. The In both concentrations, selection of The Program of Studies theoretical direction of this concentration is specific courses is tailored to each candidate based on the paradigms of traditional The School of Architecture offers a graduate in response to the candidate’s interests and European and American cities. The student program for a master of architecture degree. undergraduate experience. is compelled to address design strategies There are two available areas of concentra- based on an awareness of the complexity of tion: an N.A.A.B. accredited professional scales and contexts within which the city’s Application degree and a postprofessional degree, both historical developments unfold. The issues In addition to the Graduate School’s of which are four semesters in duration. range from environmental concerns and the requirements for application, the following size of a city, to the city’s composition documents are to be submitted with the Traditional and Classical Architecture: consisting of quarters, squares, streets, and regular application material: Professional Degree blocks, to the balance of the architecture of This concentration is intended for students the public and private realms. • Letters of Recommendation — for those entering the University of Notre Dame applicants with practice experience in with a four-year preprofessional degree in Course work begins with an intensive study architecture, a minimum of one letter of architecture and seeking a professional of the traditional city’s morphology and recommendation from a registered practic- graduate degree. It is also open to students architecture. The second semester is spent ing architect is required in addition to the who hold a five-year degree and wish to in residence at the University of Notre references required by the Graduate School. study within the classical discipline. Dame’s Rome Studies Center in the centro storico, engaging in design, urban history, • Portfolio — all applicants must submit The theoretical direction of the curriculum and theory. Paralleling the first concentra- a portfolio of their work from academic is rooted in a worldview based on the tion, three studios are offered. These experience, from independent projects, principles of classical architecture. The provide the student with opportunities to and/or from practice. The portfolio size intent is to foster an orientation to design design in a variety of scales and contexts in should be a maximum 11 x 14 inches that is based on tradition, classical in spirit which contemporary issues of architecture and should include only reproductions, and form, and responsive to the exigencies and the city are explored. The course of not originals. of contemporary practice. studies culminates in a thesis that synthe- sizes the student’s design experience. A visit to the campus and a personal Course work begins with an intensive study interview are encouraged. The School of of design, theory, and elements of classical Architecture’s graduate studies committee Degree Requirements architecture. The second semester is spent conducts interviews. Degree requirements include three course in residence at the University of Notre components that are applicable to both Dame’s Rome Studies Center in the centro Completed applications and all admission concentrations: advanced architectural storico, where the student engages in design, requirements except the portfolio should be design, theory classes and approved history, and theory courses focused on the directed to the Office of Graduate Admis- electives, and thesis preparation and Rome context. The final two semesters are sions. Portfolios only (with self-addressed direction, for a total of 39 credit hours. spent on the Notre Dame campus. Three return package and sufficient return postage (Total number of credit hours for the studios are offered, providing the student if return of portfolio is desired) should be professional degree varies, depending on the with opportunities to design in a variety of directed to: University of Notre Dame, candidate’s undergraduate degree.) scales and contexts in which contemporary School of Architecture, 110 Bond Hall, Advanced architectural design consists of architectural issues are explored. The course Graduate Studies Committee, Notre Dame two six-credit-hour studios. Theory classes of studies culminates in a thesis that IN 46556-5652. consist of four three-credit-hour seminars. synthesizes the student’s design experience. Thesis preparation and direction consists of a thesis preparation course and a six-credit- Financial Support Urban Design: Postprofessional Degree hour studio where candidates explore special Candidates in the program receive financial This concentration is intended for students areas of design and research within the support in the form of full tuition scholar- entering the University of Notre Dame with framework of the program. The thesis is ships and stipends in the form of graduate a professional degree in architecture. developed under the direction of a specific assistantships and fellowships including the faculty member whose expertise and Bond-Montedonico Fellowship program, The Program of Studies 45 the Joseph Z. Burgee and Joseph Z. Burgee 647. Thesis Prep II pluralism, architecture and language, and Jr. Fellowship program, the James A. Nolen (3-0-3) Crowe nature and the man-made. (Spring) Jr. Fellowship, and the Joseph M. and Fundamentals of design thesis, including Virginia L. Corasaniti Architecture organization of material, research methods 698A. Special Studies (Rome) Fellowship. Teaching or research require- and procedures, and formation of theoreti- (V-V-V) Younés ments for students receiving stipends cal argument and relationship to the design The graduate studies seminar in Rome comprise a minimum of three out of four process. (Fall) concerns topics in theory and history that semesters, 15 hours per week, during the pertain to Rome’s urbanism and architec- academic semester. 692. Roman Urbanism and Architecture II ture. Topics are either chosen by the (Rome) student in consultation with the faculty, or Further Information (3-0-3) Staff assigned by the faculty. Students are For further information regarding the The urban and architectural history of encouraged to choose topics not usually graduate program in the School of Architec- Rome within the context of the social covered in studio and other seminars. The ture, please contact: and political factors that brought it about. requirements are a notebook and term Prof. Norman Crowe (Spring) paper. (Spring) Director of Graduate Studies School of Architecture 693. Architectural Theory I Faculty 110 Bond Hall (3-0-3) Westfall ROBERT L. AMICO, Professor. B.Arch., University of Notre Dame This course reviews, through lectures, Univ. of Illinois, 1961; M.Arch., Harvard Notre Dame, IN 46556-5652 discussions, analysis of assigned texts, and Univ., 1965. (1978) (219) 631-6137 the writing of research papers, the intersec- E-mail: [email protected] tion of the religious, civil, architectural, and ROBERT BRANDT, Professional Specialist. urban characteristics of the built world B.S., Univ. of Southern Indiana, 1986; within the Western tradition. (Fall) M.F.A., Indiana State Univ., 1989. (1992) Course Descriptions Each course listing includes: REV. RICHARD S. BULLENE, C.S.C., 694. Architectural Theory II — Course Number Assistant Professor. B.S., Univ. of Notre Dame, (3-0-3) Deupi — Title 1976; M.S., Univ. of Pennsylvania, 1992; This seminar explores the philosophical, — (Lecture hours per week– Ph.D., ibid., 1994. (1993) historical, and literary background of laboratory or tutorial hours per week– traditional architecture by probing within NORMAN A. CROWE, Professor and credits per semester) the curious domain of architectural theory Director of Graduate Studies. B.Arch., Univ. of — Instructor through a careful reading of primary — Course Description Oregon, 1964; M.Arch., Cornell Univ., 1970. sources, in their original languages and in — (Semester normally offered) (1974) translation, of Vitruvius, Abbot Suger, Alberti, Serlio, Palladio, Vignola, Claude ALAN DEFREES, Professional Specialist. B.S., Required Courses Perrault, etc. (Fall) Univ. of Notre Dame, 1974. (1996) VICTOR DEUPI, Assistant Professor. B.S., 643. Advanced Architectural Design I 690. Architectural Theory III Arch., Univ. of Virginia, 1986; M.Arch., Yale (0-8-6) Economakis (3-0-3) Economakis Univ., 1989; Ph.D.Arch., Univ. of Pennsylva- (Fall) A survey of contemporary traditional nia, 1999. (1999) architecture and urbanism, including works 644. Advanced Architectural Design II by Raymond Erith, Hasan Fathy, Pierre DENNIS P. DOORDAN, Associate Professor (Rome) Barbe, Demetri Pikionis, Leon Krier, and of Architecture and Concurrent Associate (0-8-6) Staff Demetri Porphyrios, and concluding with Professor of Art, Art History, and Design. B.A., (Spring) the most recent events, building, and urban Stanford Univ., 1973; M.A., Columbia Univ., developments. Emphasis will be given to 1976; M.Phil., ibid., 1978; Ph.D., ibid., 645. Thesis Preparation and Design works that exemplify the urban, construc- 1983. (1990) (3-0-6) Staff tional, and formal principles of contempo- RICHARD ECONOMAKIS, Assistant Preparatory analyses, precedents, and data rary traditional architecture. (Spring) required to begin design thesis. (Fall) Professor. B.Arch., Cornell Univ., 1983; M.Arch., ibid., 1996. (1996) 696. Architectural Theory IV (Rome) 646. Design Thesis (3-0-3) Younés BARBARA KENDA, Assistant Professor. (6-0-6) Staff The purpose of this seminar is to reflect on B.Arch, Univ. of Ljubljana, 1989; M.Arch., Culminating design studio in the master’s some of the most distinctive issues in Cornell Univ., 1992; M.S., Univ. of Pennsyl- program. Students individually select their architectural theory needed by contempo- vania, 1995; Ph.D.Arch., ibid., 1998. (2000) thesis and thesis director. Thesis is defended rary classicists. The selected topics will cover MICHAEL N. LYKOUDIS, Associate and presented to faculty and student body the following: the reading of history, in a final review. (Spring) architecture and ontology, architecture and Professor. B.Arch., Cornell Univ., 1979; technique, aesthetics of architecture, M.Arch., Univ. of Illinois, 1983. (1991) imitation and invention, character and style, DINO MARCANTONIO, Assistant Professor. politics and the polis, classicism and B.A., Univ. of Toronto, 1990; M.Arch., Univ. of Virginia, 1993. (1999) 46 The School of Architecture

PALOMA PAJARES, Associate Professor. T.deA., Politécnica de Madrid, 1987; M.Arch., Yale, 1989; Ph.D., Politécnica de Madrid, 1997. (2000) THOMAS GORDON SMITH, Professor. B.A., Univ. of California, Berkeley, 1970; M.Arch., ibid., 1975. (1989) JOHN STAMPER, Associate Professor and Director of Undergraduate Studies. B.S., Univ. of Illinois, 1973; M.A., ibid., 1975; M.A., Williams College, 1977; Ph.D., Northwestern Univ., 1985. (1984) DUNCAN G. STROIK, Associate Professor. B.S.Arch., Univ. of Virginia, 1984; M.Arch., Yale Univ., 1987. (1990) CARROLL WILLIAM WESTFALL, Chair and Frank Montana Professor. B.A., Univ of California, Berkeley, 1961; M.A., Univ. of Manchester, England, 1963; Ph.D., Columbia Univ., 1967. (1998) SAMIR YOUNÉS, Director of the Rome Studies Center and Associate Professor. B.Arch., Univ. of Texas, 1981; M.Arch., ibid., 1984. (1991) 47

The Division of Engineering

Five departments in the Division of Engineering offer program opportunities to qualified graduate students for advanced instruction and research leading to the degrees of master of science and doctor of philosophy. The graduate program strikes a balance between basic science and engineering application, theory, and experiment and scholarly achievement and professional development. The division has attracted scholars with interests encompassing a wide range of modern engineering theory and practice.

Through its program of sponsored research, the division enhances the opportunities available to its faculty and graduate students to conduct research in their areas of interest. Responding to the requirements of an increasingly complex and interrelated social context, the division has developed several interdisciplinary programs of advanced teaching and research. Some of these programs are in collaboration with faculty members of other divisions and institutes within the University, while others involve cooperative efforts with professional colleagues from outside organizations. (www.nd.edu/~engineer/graduate/grad.html)

Every degree-seeking student is required to inelastic buckling, interface fracture Aerospace and Mechanical participate in the academic programs of the mechanics, modeling of composite and Engineering department by performing a teaching- fused deposition polymeric materials, and Chair: related assignment. structural stability. Robert C. Nelson Associate Chair: Current research efforts are within the areas The Thermal and Fluid Sciences Program Steven B. Skaar of aerospace sciences, mechanical systems Experimental and theoretical research in Telephone: (219) 631–5430 and design, solid mechanics, and thermal this program is conducted in boundary layer Fax: (219) 631–8341 and fluid sciences. phenomena, chaos in fluid systems, E-mail: [email protected] computational fluid mechanics, detonation (www.nd.edu/~ame) The Aerospace Sciences Program theory, droplet sprays, fire research, fluid- The aerospace sciences program emphasizes structure interaction, flow control, food both the theoretical and the experimental processing technology, hydronics, hydrody- The Program of Studies aspects of aeroacoustics, aero-optics, namic stability, industrial energy conserva- The Department of Aerospace and aerospace systems design, high-lift aerody- tion, microfluid mechanics, molecular Mechanical Engineering offers graduate namics, low Reynolds-number aerodynam- dynamics, multiphase and buoyant flows, programs of study and research leading to ics, low speed aerodynamics, particle reacting flows, turbulent flows, and the degrees of master of science in aerospace dynamics, flow control, transonic, super- solidification of liquid metals. engineering and master of science in sonic and hypersonic flows, and vortex mechanical engineering, as well as doctor of aerodynamics. In cooperation with the Department of philosophy. Civil Engineering and Geological Sciences, The Mechanical Systems and Design the Department of Aerospace and Mechani- For those students seeking a master’s degree, Program cal Engineering offers an interdisciplinary the programs aim at proficiency and creative Research in this program is in both the program of study and research in the areas talent in the application of basic and theoretical and the experimental aspects of of solid, continuum, structural mechanics, engineering sciences to relevant problems in computer-aided design and manufacturing, and biomechanics. Courses in these subject the two engineering disciplines. The design for manufacturing, design optimiza- areas listed by each department are cross- doctoral program strives to prepare students tion, dynamic and control systems, listed and are offered jointly. for creative and productive scholarship. It is mechanism and machine theory, robotics, designed to suit each student’s interests and and tribology. gives students the opportunity to conduct Course Descriptions individual theoretical and/or experimental Each course listing includes: The Solid Mechanics Program research under the supervision of the – Course Number Research in this program area focuses on the department faculty. – Title theoretical, experimental, and computa- – (Lecture hours per week– tional aspects of: coupled field phenomena Students in either the master’s degree or the laboratory or tutorial hours per week– in continuum mechanics, cyclic plasticity, doctoral degree programs must satisfy credits per semester) damage mechanics, dynamic deformation departmental and University course – Instructor and fracture, fatigue crack initiation, requirements along with the residence – Course Description fracture analysis of aircraft structures, high requirement. – (Semester normally offered) temperature fatigue of engineering alloys, 48 The Division of Engineering

520. Introduction to Aeroelasticity 544. Optimum Design of Mechanical sound and noise production, transmission, (3-0-3) Batill Elements and measurement. Theoretical, experimen- Prerequisite: Consent of instructor. (3-0-3) Renaud tal, environmental, and legislative topics. Aerodynamic loadings, steady state aero- Introduction to basic optimization tech- (Alternate years) elastic problems, flutter analysis under niques for mechanical design problems. various flow conditions, analytical methods Current applications. (Every spring) 554. Analytical Dynamics in aeroelasticity demonstrated by selected (3-0-3) Skaar problems. (As needed) 545. Intermediate Heat Transfer Fundamental principles and analytical (3-0-3) Staff methods in dynamics with applications to 521. Numerical Methods Fundamentals of heat convection and machine design, robot analysis, and (3-0-3) Paolucci radiation, scalings and heat transfer analysis spacecraft control. (Every spring) Interpolation, differentiation, integration, in external and internal flows, turbulent initial value and boundary value problems heat transfer, thermal radiation properties of 558. Elasticity for ordinary differential equations, solution ideal and real surfaces, radiative transfer in (3-0-3) Mason methods for parabolic, hyperbolic, and black and gray enclosures, introduction to The fundamental theories and techniques in elliptic partial differential equations; radiative transfer with participating media. elasticity are covered. Variational methods applications to classical and current research (Every spring) and complex variable techniques are problems in engineering and science. (Every included, and applications are demonstrated fall) 550. Advanced Control Systems by selected problems. (Every spring) (3-0-3) Goodwine, Skaar 530. Physical Gas Dynamics Prerequisite: ME 437. 559. Advanced Mechanics of Solids (3-0-3) Jumper The application of techniques such as the (3-0-3) Staff An introduction to quantum mechanics, phase-plane method, Lyapunov method, The course covers fundamental principles internal structure, and quantum energy vector-format method, the z-transform and techniques in stress analysis of trusses, states of monatomic and diatomic gases. method, and statistical methods to the beams, rigid frame, and thin-walled Application to chemical reactions, dissociat- design of control systems. (Alternate years) structures. Emphasis is placed on energy ing gases, and ionized gases. High tempera- methods associated with calculus of ture properties of air. (Alternate spring 551. Advanced Vehicle Dynamics variations. (Every fall) semesters) (3-0-3) Nelson Prerequisites: AERO 444 or ME 335, ME 560. Finite Element Methods in Structural 538. Intermediate Fluid Mechanics 437 or equivalent. Mechanics (3-0-3) Atassi, Powers, Sen The equations of motion of a rigid airplane (3-0-3) Staff Prerequisites: Elementary fluid mechanics, are developed and analyzed. The relation- Prerequisite: Consent of instructor. differential equations. ship between aerodynamic stability Finite element methods for static and Derivation of governing equations of mass, derivatives, vehicle motion, and handling dynamic analysis of structural and con- momentum, and energy for a viscous, qualities is presented. Also classical and tinuum systems. Displacement approach for compressible fluid; general survey of vortex modern control theory is applied to the two- and three-dimensional solids along dynamics, potential flow, viscous flow, and design of automatic flight control systems. with beams, plates, and shells. Material and compressible flow. (Every fall) (Alternate years) geometric nonlinearities. (As needed)

541. Advanced Kinematics 552. Mathematical Theory of Robotic 561. Mathematical Methods I (3-0-3) Stanisic Manipulation (3-0-3) Atassi, Powers, Sen An in-depth study of the curvature theory (3-0-3) Goodwine Prerequisite: Consent of instructor. of planar one and two degree-of-freedom Prerequisite: AME 469 or equivalent. Multidimensional calculus, linear analysis, motions. Applications to synthesis of Homogeneous representation of rigid linear operators, vector algebra, ordinary mechanisms and control of manipulators. motion in R3, exponential coordinates for differential equations. (Every fall) Introduction to spatial kinematics and screw rigid motions, twists and screws, spatial and theory. (Every spring) body velocities, and adjoint representation 562. Mathematical Methods II for coordinate transformations. Manipula- (3-0-3) Atassi 542. Advanced Mechanical Behavior of tor kinematics via the product of Continuation of AME 561. Materials exponentials formulation, inverse kinemat- Partial differential equations, characteristics, (3-0-3) Staff ics, Jacobians, singularities, and manipula- separation of variables, similarity and Prerequisite: Consent of instructor. bility. Multifingered hand kinematics transform solutions, complex variable Description of the mechanical behavior of including contact models, the grasp map, theory, singular integral equations, integral metals, polymers, composites, ceramics, and force closure, grasp planning, grasp trans-forms. (Every spring) glass, and characterization of the relation- constraints, and rolling contact kinematics. ships between macroscopic deformation and 563. Finite Elements in Engineering fracture behavior of solids and meso/micro- 553. Introduction to Acoustics and Noise (3-0-3) Staff and atomic-level mechanisms and models. (2-2-3) Atassi, Brach Prerequisite: Consent of instructor. Prerequisite: Consent of instructor. Fundamental aspects of the finite element A course that treats the fundamentals of method are developed and applied to the Aerospace and Mechanical Engineering 49 solution of PDEs encountered in science 600. Nonresident Thesis Research 612. Unsteady Aerodynamics and and engineering. Solution strategies for (0-0-1) Staff Aeroacoustics parabolic, elliptic, and hyperbolic equations For master’s degree students. (As needed) (3-0-3) Atassi are explored. (Spring) Prerequisites: Fluid mechanics, ideal 601. Viscous Flow Theory I aerodynamics. 565. Tribology (3-0-3) Gad-el-Hak, Powers, Szewczyk Unsteady flows, unsteady aerodynamics of (3-0-3) Schmid Prerequisite: AME 538. airfoils, cascades, and finite wings, acoustics Fundamentals of the nature of surface Properties and solutions of the Navier- in moving media, aerodynamic sound, contact. Regimes of fluid film lubrication, Stokes equations, high and low Reynolds Lighthill’s analogy, far field conditions, friction and wear models, and surface number approximations for steady and Kirchhoff’s method, numerical methods in characteristics are analyzed and applied to unsteady flows. (Every spring) aeroacoustics. (Alternate fall semesters) machine elements and manufacturing processes. (As needed) 602. Viscous Flow Theory II 620. Computational Fluid Mechanics (3-0-3) Gad-el-Hak, Szewczyk (3-0-3) Paolucci 569. Structural Dynamics Prerequisite: AME 601 or consent of Prerequisite: AME 521, AME 538 (3-0-3) Staff instructor. Generalized coordinate transformation, grid Prerequisite: Consent of instructor. Approximate methods in solving the generation, and computational methods for Examines problems in the vibration of boundary layer equations. Properties and inviscid flow, viscous incompressible flow, continuous linear elastic structures, solutions of viscous compressible flows. and viscous compressible flow. (Alternate including strings, rods, beams, membranes, Introduction to equations of motion in years) and plates; Hamilton’s principle; solution turbulent shear flows. (As needed) by separation of variables, integral equation 621. Thermal Radiation and transform methods; variational 603. Turbulence (3-0-3) Staff methods of approximation including the (3-0-3) Gad-el-Hak, F.O. Thomas Prerequisite: Consent of instructor. finite element method; computational Prerequisite: Consent of instructor. Basic concepts and laws of thermal methods. (As needed) Experimental facts, measurements, theory, radiation. Radiative properties of gases and correlations, simple approximations. surfaces. Radiative exchange between 570. Advanced Measurements Laboratory Homogeneous turbulence, spectra, direct surfaces. Gaseous radiation interaction. (2-1-3) Corona, Dunn, F.O. Thomas interaction, numerical models, theory of (Alternate fall semesters) A graduate short course designed to give Kraichnan, meteorology, diffusion. students laboratory experience in the use of (Alternate spring semesters) 623. Thermal Convection modern measurements and the design of (3-0-3) Gad-el-Hak experiments for specific problems. (Every 604. Hydrodynamic Stability Prerequisite: AME 601. fall) (3-0-3) Szewczyk Forced convection in ducts; Graetz solution Prerequisite: Consent of instructor. and extensions; free or forced flow bound- 598. Advanced Studies Introduction of the major fundamental ary layer heat transfer; turbulent heat (V-V-V) Staff ideas, methods, and results of the theory of transfer; combined forced and free convec- Individual or small group study under the hydrodynamic stability. Examples of major tion; heat transfer including phase change. direction of a faculty member in a graduate applications are presented. (Alternate fall (Alternate fall semesters) subject not currently covered by any semesters) University course. (As needed) 641. Spatial Kinematics 610. Flow Control (3-0-3) Stanisic 598C. Vibrations (3-0-3) Gad-el-Hak Prerequisite: Kinematic Synthesis, Linear (V-V-V) Staff Prerequisite: AME 538 Algebra and AME 541. Individual or small group studies under the Passive, active, and reactive flow manage- A study of the finite and instantaneous direction of a faculty member in a graduate ment strategies to achieve transition delay/ kinematics of rigid body systems including subject not currently covered by any advance, separation control, mixing closed and open loop systems with up to University course. augmentation, drag reduction, lift enhance- five degrees-of-freedom. Position analysis ment, and noise suppression. Unified via coordinate transformations. Develop- 598G. System Design Project framework for flow control. Futuristic ment of Screw Theory with applications to (V-V-V) Staff reactive methods using MEMS devices, soft dimensional synthesis of mechanisms and Individual or small group studies under the computing tools, and dynamical systems path tracking control of manipulators. direction of a faculty member in a graduate theory. subject not currently covered by any 650. Advanced Topics in Solid Mechanics University course. 611. Dynamics of Compressible Fluids (3-0-3) Corona, Mason (3-0-3) Dunn, Jumper, Mueller Prerequisite: Consent of instructor. 599. Thesis Direction Prerequisite: Consent of instructor. Topics in solid mechanics normally not (V-V-V) Staff Theoretical gas dynamics, including covered in elementary graduate courses. This course is reserved for the six-credit- properties of compressible real fluids and Topics covered may vary. (As needed) hour thesis requirement of the research fundamental relations for subsonic and master’s degree. (Every semester) supersonic flows. (As needed) 50 The Division of Engineering

651. Fracture of Materials constitutive models; variational founda- In addition to the courses listed above, 400- (3-0-3) Staff tions; topics of special interest. (Alternate series courses for advanced undergraduates Prerequisite: AME 559 or equivalent. years) may be taken for graduate credit, subject to Concepts of fracture of brittle and ductile approval of the Department of Aerospace materials. Methods for determination of 666. Stability Theory of Structural Systems and Mechanical Engineering. For informa- stress intensity factors, crack open displace- (3-0-3) Staff tion on these courses, refer to the College of ments, and energy release rates under static Prerequisite: AME 559 or consent of Engineering section of the Bulletin of and dynamic conditions. (Alternate years) instructor. Information, Undergraduate Programs. The general principle of stability of 652. Mechanics of Irreversible Deformation structural systems. Euler buckling and post- Faculty (3-0-3) Corona buckling behavior of discrete and continu- HAFIZ ATASSI, Viola D. Hank Professor. Prerequisite: Linear elasticity, AME 658 and ous systems are presented. (As needed) Engineer, Ecole Centrale de Paris; Licence, AME 559 Mechanics of Solids or consent of Univ. of Paris, 1963; Ph.D., ibid., 1966. instructor. 667. Theory of Plates and Shells (1969) Introduction to inelastic deformation of (3-0-3) Staff solids. Basic concepts and applications of Prerequisite: AME 559 or consent of STEPHEN M. BATILL, Associate Dean and classical plasticity, viscoelasticity, and instructor. Professor. B.S., Univ. of Notre Dame, 1969; viscoplasticity. Differential geometry of surface in tensor M.S., ibid., 1970; Ph.D., ibid., 1972. (1978) form, stress resultants and stress couples, ALAN P. BOWLING, Assistant Professor. B.S., 653. Mechanics and Failure of Composites equations of equilibrium, principle of Univ. of Texas, 1983; Ph.D., Stanford Univ., (3-0-3) Mason virtual work, Sanders-Koiter nonlinear shell Prerequisites: AME 558 Elasticity, AME theories, compatibility relations, linear shell 1998. (2001) 561, and AME 562, Mathematical Methods theories, static-geometric duality, stability of RAYMOND M. BRACH, Professor. B.S., I and II. shells, applications to shells of various Illinois Institute of Technology, 1958; M.S., An introduction to the mechanics and geometries. ibid., 1962; Ph.D., Univ. of Wisconsin, 1965. failure of composites. Concepts in static and (1965) dynamic anistropic elasticity are covered as 697. Directed Readings—Fluid Mechanics are basic concepts in viscoelasticity and (V-V-V) Staff THOMAS C. CORKE, Clark Chair and hygrothermal behavior. These topics lead For specialized and/or experimental Professor. B.S., Illinois Institute of Technology, into a discussion of laminate theory, failure graduate courses. Content, credit, and 1974; M.S., ibid., 1976; Ph.D., ibid., 1981. theories, shear lag theory, and micro- instructor will be announced by the (1999) mechanics of composites. department. (As needed.) EDMUNDO CORONA, Associate Professor. B.S.A.E., Univ. of Texas, Austin, 1983; M.S., 654. Geometric Nonlinear Control Theory 698. Advanced Topics ibid., 1986; Ph.D., ibid., 1990. (1991) (3-0-3) Goodwine (V-V-V) Staff Prerequisite: Consent of instructor. This number is reserved for specialized and/ PATRICK F. DUNN, Director of Hessert Review of state space linear dynamical or experimental graduate courses. Content, Center for Aerospace Research and Professor. control systems, basic Lyapunov theory, and credit, and instructor will be announced by B.S., Purdue Univ., 1970; M.S., ibid., 1971; bifurcation theory. Basic concepts and the department. (As needed) Ph.D., ibid., 1974. (1985) methods from differential geometry MOHAMED GAD-EL-HAK, Professor. B.Sc., including manifolds, tangent spaces, vector 699. Research and Dissertation Ain-Shams Univ., 1966; Ph.D., Johns fields, distributions, Frobenius’ Theorem, (V-V-V) Staff Hopkins Univ., 1973. (1986) and matrix groups and their application to Required for candidates for the advanced nonlinear control including I/O and full degree in the research program. (Every J. WILLIAM GOODWINE, Assistant state linearization via state feedback, semester) Professor. B.S., Univ. of Notre Dame, 1988; controllability and observability, trajectory J.D., Harvard Law School, 1991; M.S., generation for nonlinear systems, and 700. Nonresident Dissertation Research California Institute of Technology, 1993; applications to stratified systems such as (0-0-1) Staff Ph.D., ibid., 1998. (1998) legged robotic locomotion and robotic This course is reserved to provide the JAMES E. HOUGHTON, Assistant Professor manipulation. required continuing minimal registration of one credit hour per academic semester for Emeritus. B.S.E.E., Univ. of Notre Dame, 657. Continuum Mechanics nonresident graduate students who wish to 1949; M.S., ibid., 1962. (1952) (3-0-3) Staff retain their degree status. (As needed) ROBERT A. HOWLAND JR., Associate Prerequisite: AME 558 or AME 538 or Professor. B.A., Yale Univ., 1965; M.S., ibid., consent of instructor. 701. Graduate Seminar 1966; Ph.D., North Carolina State Univ., Deformation and motion of continua and (2-0-0) Staff 1974. (1981) singular surfaces; general balance equations; Required for all aerospace graduate stress principle; balance laws for mass, students. Discussion of current topics in NAI-CHIEN HUANG, Professor Emeritus. momentum, and energy; thermodynamics research and engineering by guest lecturers B.S., National Taiwan Univ., 1953; M.S., of continua; entropy balance; constitutive and staff members. (Every semester) Brown Univ., 1958; Ph.D., Harvard Univ., relationships; material symmetry and 1963. (1969) invariance theory; linear and nonlinear Chemical Engineering 51

FRANK INCROPERA, Matthew H. JOSEPH M. POWERS, Associate Professor. of philosophy. The aim of the graduate pro- McCloskey Dean of the College of Engineering B.S., Univ. of Illinois, 1983; M.S., ibid., gram is to prepare qualified candidates for and H. Clifford and Evelyn A. Brosey Professor 1985; Ph.D., ibid., 1988. (1989) research, development, teaching, and other of Mechanical Engineering. S.B., Massachusetts professional careers in chemical engineering. FRANCIS H. RAVEN, Professor Emeritus. Thus, the Ph.D. program is emphasized. Institute of Technology, 1961; M.S., B.S., Pennsylvania State Univ., 1950; M.S., Stanford, 1962; Ph.D., ibid., 1966. (1998) ibid., 1951; Ph.D., Cornell Univ., 1958. The objective of the doctoral program is to EDWARD W. JERGER, Professor Emeritus. (1958) superimpose upon a broad education the B.S., Marquette Univ., 1946; M.S., Univ. of JOHN E. RENAUD, Associate Professor. B.S., ability to think independently in new fields, Wisconsin, 1947; Ph.D., Iowa State Univ., Univ. of Maine, 1982; M.S., Rensselaer to coordinate technical ideas at an advanced 1951. (1955) Polytechnic Institute, 1989; Ph.D., ibid., level, and to make a systematic approach to ERIC J. JUMPER, Professor. B.S.M.E., Univ. 1992. (1992) the solution of new problems. of New Mexico, 1968; M.S.M.E., Univ. of RYAN K. ROEDER, Assistant Professor, B.S., The course work is chosen in consultation Wyoming, 1969; Ph.D., Air Force Institute of Purdue University, 1994; Ph.D., Purdue with department faculty and the dissertation Technology, 1975. (1989) University, 1999. (2001) research adviser according to procedures FRANCIS M. KOBAYASHI, Professor STEVEN R. SCHMID, Associate Professor. outlined in A Guide to Graduate Studies in Emeritus. B.S., Univ. of Notre Dame, 1947; B.S., Illinois Institute of Technology, 1986; Chemical Engineering. M.S., ibid., 1948; Sc.D., ibid., 1953. (1948) M.S., Northwestern Univ., 1989; Ph.D., ibid., The master’s degree program consists of at LAWRENCE H.N. LEE, Professor Emeritus. 1993. (1993) least 15 credit hours of course work, plus 15 B.S., Utopia Univ., 1945; M.S., Univ. of MIHIR SEN, Professor. B.Tech., Indian credit hours of thesis research and graduate Minnesota, 1947; Ph.D., ibid., 1950. (1950) Institute of Technology, 1968; Sc.D., seminar. For the Ph.D. degree, a minimum JOHN W. LUCEY, Associate Professor. B.S., Massachusetts Institute of Technology, 1975. of 30 credit hours of course work is Univ. of Notre Dame, 1957; S.M., Massachu- (1986) required, in addition to 42 credit hours of dissertation research and graduate seminar. setts Institute of Technology, 1963; Ph.D., STEVEN B. SKAAR, Associate Chair and ibid., 1965. (1965) There are required courses in the areas of Professor. A.B., Cornell Univ., 1975; M.S., thermodynamics, reaction engineering, JAMES J. MASON, Associate Professor. B.S., Virginia Polytechnic Institute and State Univ., transport phenomena, and mathematical Univ. of California, 1986; M.S., ibid., 1988; 1978; Ph.D., ibid., 1982. (1989) methods. Ph.D., California Institute of Technology, MICHAEL M. STANISIC, Associate Professor. 1993. (1993) B.S., Purdue Univ., 1980; M.S., ibid., 1982; After the second semester of residence, each STUART T. McCOMAS, Professor Emeritus. Ph.D., ibid., 1986. (1988) Ph.D. student presents written and oral B.S.M.E., Marquette Univ., 1956; M.S., reports based on thesis research or project ALBIN A. SZEWCZYK, Professor. B.S.M.E., work. These reports, along with perfor- Univ. of Minnesota, 1960; Ph.D., ibid., 1964. Univ. of Notre Dame, 1956; M.S.M.E., ibid., (1963) mance in courses, in research, and in 1958; Ph.D., Univ. of Maryland, 1961. teaching assistantship duties, constitute the THOMAS J. MUELLER, Roth-Gibson (1962) comprehensive evaluation in chemical Professor of Aerospace Engineering. B.S., Illinois FLINT O. THOMAS, Professor. B.S., Indiana engineering. This allows the faculty to Institute of Technology, 1956; M.S., Univ. of State Univ., 1977; M.S.M.E., Purdue Univ., evaluate the student’s grasp of chemical Illinois, 1958; Ph.D., ibid., 1961. (1965) 1980; Ph.D., ibid., 1983. (1988) engineering fundamentals and his or her ability to perform original, independent VICTOR W. NEE, Professor Emeritus. B.S., KWANG-TZU YANG, Viola D. Hank research. Students who pass the comprehen- National Taiwan Univ., 1957; Ph.D., Johns Professor Emeritus of Aerospace and Mechanical sive evaluation may continue on to the Hopkins Univ., 1967. (1965) Engineering. B.S., Illinois Institute of Ph.D. program. ROBERT C. NELSON, Chair and Professor. Technology, 1951; M.S., ibid., 1952; Ph.D., B.S., Univ. of Notre Dame, 1964; M.S., ibid., ibid., 1955. (1955) Ph.D. students generally take the oral 1966; Ph.D., Pennsylvania State Univ., 1974. candidacy examination before the end of (1975) Chemical Engineering the fifth semester in residence. This examination focuses on the progress GLEN NIEBUR, Assistant Professor, B.S., Chair: achieved in thesis-related work and on the University of Minnesota, 1986; M.S.M.E., Mark J. McCready proposed future research. University of Minnesota, 1995; Ph.D., Director of Graduate Studies: University of California at Berkeley, 2000. Mark A. Stadtherr The departmental faculty believes that all (2001) Telephone: (219) 631–5580 students seeking advanced degrees in TIMOTHY C. OVAERT, Professor. B.S., E-mail: [email protected] chemical engineering should have some Univ. of Illinois, 1981; M.S., Northwestern (www.nd.edu/~chegdept) experience related to the instruction of Univ., 1985; Ph.D., ibid., 1989. (2000) others. Therefore, all first- and second-year graduate students are assigned teaching SAMUEL PAOLUCCI, Professor. B.S., Drexel The Program of Studies The department offers programs leading to assistant duties. These duties consist of Univ., 1975; Ph.D., Cornell Univ., 1979. the degrees of master of science and doctor conducting recitation sections for lecture (1989) 52 The Division of Engineering courses, supervising laboratory courses, or 510. Advanced Thermodynamics 556. Polymer Engineering grading homework. (3-0-3) Strieder (3-0-3) Hill Prerequisite: CHEG 327 or equivalent. Prerequisite: Senior or graduate student Full-time students normally complete the An advanced treatment of physical and standing in science or engineering. Ph.D. degree requirements in about four to chemical thermodynamics for engineers. A course for seniors and graduate students four-and-a-half years beyond the bachelor’s in science and engineering who are inte- degree. Requirements for the master’s 538. Introduction to Statistical Thermody- rested in applications of engineering to degree can normally be completed in two namics for Engineers polymer science and technology. Topics years of full-time study. (3-0-3) Strieder include polymerization reactions and the Prerequisite: CHEG 327 or equivalent. structure, properties, processing, and New graduate students in chemical Development of the fundamentals of production of polymers. (Every year) engineering select their research area and statistical mechanics and thermodynamics. director during their first semester in Applications to monatomic gases and solids, 567. Heterogeneous Catalysis residence at Notre Dame. Areas of current diatomic and polyatomic gases, chemical (3-0-3) Wolf research include catalysis and surface equilibrium, dense gases, solids, and liquids. Prerequisite: Consent of instructor. science; chemical reaction engineering; Introduction to solid state and surface chemical vapor deposition; heat and mass 542. Mathematical Methods in Engineering I chemistry, adsorption, reaction of gases on transport in porous media; ionic liquids; (3-0-3) Hill solid surfaces, experimental techniques in enzyme encapsulation; biological photonic Prerequisite: Consent of instructor. catalysis, catalyst preparation, and industrial devices; biomolecular probes; waste Rigorous development of tools of math- catalytic processes. minimization; environmentally conscious ematical analysis and application of these to process design; ecological modeling; solve engineering problems. Topics include 598. Special Studies supercritical fluids; discrete-event systems; matrices, linear and nonlinear ordinary (V-V-V) Staff dynamical systems; fluid mechanics; gas- differential equations, special functions, and Prerequisite: Consent of instructor. liquid flows; nonlinear dynamics; phase modeling. (Fall) Individual or small group study under the equilibria; bioseparations; polymer physics direction of a faculty member in a graduate and rheology; molecular theory of transport 544. Transport Phenomena I subject not concurrently covered by any processes; process dynamics and control; (3-0-3) Chang University course. (Every semester) process simulation and optimization; Differential balance equations that govern applied mathematics; computational transport processes are derived and used to 598A. Phase Transformations in Solids methods; parallel computing; statistical solve problems that demonstrate the (3-0-3) McGinn mechanics; suspension rheology; physiologi- physical insight necessary to apply these This course covers a range of common cal dynamics; ceramics, superconductivity, equations to original situations. The empha- phase transformations found in a wide and materials. sis in this course is on fluid mechanics. range of materials. Topics covered include (Every year) phase diagrams, diffusion, interfaces in More detailed descriptions of the research solids, solidification phenomena, and interests of individual faculty members may 545. Transport Phenomena II diffusional and diffusionless phase transfor- be found in the brochure, Chemical (3-0-3) Leighton mations. Nucleation, precipitate growth, Engineering, University of Notre Dame, and The differential equations that govern ordering, and martensitic transformations at the departmental Web site at transport phenomena are applied to the are all discussed. The level is aimed at www.nd.edu/~chegdept. solution of various heat and mass transfer advanced undergraduate and first-year problems. graduate students. In addition to graduate assistantships and Peter C. Reilly Fellowships, several 546. Advanced Chemical Reaction 598C. Electrochemistry and Corrosion industrial fellowships also are available for Engineering (3-0-3) Miller highly qualified students. (3-0-3) Varma A study of some of the major concepts of Prerequisite: Undergraduate course in electrochemistry and materials science that Course Descriptions chemical reaction engineering. provides the student with a foundation for Each course listing includes: Analyses and mathematical modeling of understanding, at a conceptual level, some – Course Number chemical reactors with emphasis on of the important corrosion processes, as well – Title heterogeneous reaction systems. (Every year) as the methods of their control as practiced – (Lecture hours per week– today in various industrial environments. laboratory or tutorial hours per week– 552. Mathematical Methods in credits per semester) Engineering II 598D. Structure of Solids – Instructor (3-0-3) Chang (3-0-3) McGinn – Course Description Prerequisite: CHEG 542 or consent of This class will deal with the crystallo- – (Semester normally offered) instructor. graphic structure of solids, primarily as Continuation of 542, which covers found in metals, alloys, and ceramics. treatment of partial differential equations, Imperfections in the arrangements of atoms transform methods, perturbation methods, will be emphasized, especially as regards and approximation methods, including their impact on properties. The study of methods of weighted residuals and varia- structure through X-ray diffraction will be a tional method. (Spring) recurring theme. Chemical Engineering 53

598E. Ceramic Materials biological macromolecules. These macro- 698D. Molecular Theory (3-0-3) Miller molecules can perform many important (3-0-3) Maginn An introduction to the principles that functions, such as information transfer, Prerequisite: Consent of instructor. govern the synthesis, processing, structure, catalysis, energy acquisition, transport An introduction to statistical mechanical and performance of modern ceramic regulation, and energy generation. This theories and molecular simulation materials. Emphasis is on the use of these course focuses on the unique characteristics techniques used to calculate properties of principles to understand and solve engineer- of macromolecules and how they can interest to chemical engineers. ing problems with ceramics. contribute in the area of engineering, such as in developing nanoscale devices, 699. Research and Dissertation 598F. Chemical Process Simulation and innovative materials, information storage (V-V-V) Staff Optimization devices, energy capture and storage, and Research and dissertation for resident (3-0-3) Stadtherr many other applications. doctoral students. This course will provide an overview of the computational methodologies used for 599. Thesis Direction 700. Nonresident Dissertation Research chemical process simulation and optimiza- (V-V-V) Staff (0-0-1) Staff tion. Topics will include: (1) how to Research to satisfy the six credit hours Required of nonresident graduate students formulate process models; (2) how to solve required for the master’s degree. who are completing their dissertations in process models (linear and nonlinear absentia and who wish to retain their degree equation solving, etc.); and (3) how to 600. Nonresident Thesis Research status. optimize using process models (linear and (0-0-1) Staff nonlinear programming, global optimiza- Required of nonresident graduate students Faculty tion, etc.). who are completing their theses in absentia JOAN F. BRENNECKE, Professor. B.S., and who wish to retain their degree status. Univ. of Texas, 1984; M.S., Univ. of Illinois, 598G. Principles of Materials Selection 1987; Ph.D., ibid., 1989. (1990) (3-0-3) Miller 653. Heterogeneous Phase Equilibrium One of the most important tasks that an (3-0-3) Brennecke HSUEH-CHIA CHANG, Bayer Corporation engineer may be called upon to perform is Prerequisite: Consent of instructor. Professor of Chemical Engineering. B.S., that of materials selection with regard to Applied phase equilibria. The theoretical California Institute of Technology, 1976; component design. It is essential that the and empirical principles for understanding Ph.D., Princeton Univ., 1980. (1987) engineering student become familiar with complex multiphase behavior in multicom- DANIEL E.E. HAYES, Visiting Research and versed in the procedures and protocols ponent chemical systems are developed. Professor. BSMD, Oklahoma State Univ., that are normally employed in this process. This course will discuss materials selection 669, 679. Graduate Seminar 1968; M.S., Air Force Institute of Technol- issues in several contexts and from various (1-0-1) (1-0-1) Staff ogy, 1971; M.S., Univ. of Dayton, 1981. perspectives. A case study method will be Staff members, guest speakers, and doctoral (2001) used to frame real-life engineering problems students discuss current research problems. DAVIDE A. HILL, Associate Professor. so that they can be carefully analyzed in (Every semester) Dottore in Ingegneria Chimica, Univ. di detail so that the student may observe the Napoli, Italy, 1983; Ph.D., Univ. of Califor- procedures and rationale that are involved 698. Special Studies in Chemical Engineering nia, Berkeley, 1989. (1990) in the materials selection decision-making (V-V-V) Staff process. Mechanical, IC packaging and This number is reserved for specialized and/ ALEXANDRA INDEIKINA, Assistant corrosion case studies, in addition to others, or experimental graduate courses. Content, Research Professor. Ph.D., Univ. of Notre will be used. credit, and instructor will be announced by Dame, 1999. (2001) department. (Every year) JEFFREY C. KANTOR, Vice President for 598J. Sel.Topic./Materials Processing Graduate Studies and Research, Dean of the (3-0-3) McGinn 698A. Ceramics Graduate School, and Professor of Chemical This course covers a limited number of (3-0-3) Miller Engineering. B.S., Univ. of Minnesota, 1976; materials processing techniques used by The theoretical and empirical principles of M.A., Princeton Univ., 1977; Ph.D., ibid., materials researchers as well as industrial ceramic materials. manufacturers. The primary areas to be 1981. (1981) covered include thin film processing, fine 698B. Nonlinear Dynamics and Pattern JAMES P. KOHN, Professor Emeritus. B.S., (“nano-scale”) particle processing, crystal Formation Univ. of Notre Dame, 1951; M.S., Univ. of growth, and a few selected ceramics (3-0-3) Chang Michigan, 1952; Ph.D., Univ. of Kansas, processing techniques. Within each of these This course reviews some classical pattern 1956. (1955) area various techniques will be discussed, formation dynamics in extended domains. with both the theoretical and practical Specific topics include Rayleigh-Benard DAVID T. LEIGHTON JR., Professor. B.S., aspects being described. convection, Hamiltonian dynamics, wave Princeton Univ., 1980; M.S., Stanford Univ., phenomena, solidification, Turing patterns, 1981; Ph.D., ibid., 1985. (1986) 598M. Macromolecular Bioengineering etc. Analytical and numerical tools will be EDWARD J. MAGINN, Associate Professor. (3-0-3) Ostafin introduced to reduce the model dimension B.S., Iowa State Univ., 1987; Ph.D., Univ. of Recent advances in molecular biology have and to classify the pattern dynamics. California, Berkeley, 1995. (1995) made it possible to thoroughly study 54 The Division of Engineering

MARK J. McCREADY, Chair and Professor. Civil Engineering and Geological offerings represent a cooperative interdisci- B.Ch.E., Univ. of Delaware, 1979; M.S., Sciences plinary effort between the departments of Univ. of Illinois, 1981; Ph.D., ibid., 1984. aerospace and mechanical engineering, Chair: (1984) electrical engineering, and civil engineering Ahsan Kareem and geological sciences. PAUL J. McGINN, Professor. B.S., Univ. of Director of Graduate Studies: Notre Dame, 1980; M.S., ibid., 1983; Ph.D., Peter C. Burns The geological sciences program emphasizes ibid., 1984. (1987) Telephone: (219) 631–5380 environmental geology and an interdiscipli- E-mail: [email protected] ALBERT E. MILLER, Professor. B.Met.E., nary view of global evolution. Research (www.nd.edu/~cegeos) Colorado School of Mines, 1960; Ph.D., Iowa topics include planetary differentiation, State Univ., 1964. (1967) mantle petrology, nuclear waste disposal, The Program of Studies biogeochemistry, environmental geochemis- ALEX S. MOUKASIAN, Research Professor. The graduate program in civil engineering try, environmental mineralogy, analytical M.S., Moscow Physical Engineering Institute, and geological sciences provides an geochemistry, and mass extinctions. 1980; Ph.D., Institute of Chemical Physics, interdisciplinary atmosphere conducive to Students are encouraged to explore related USSR Academy of Sciences, 1986; D.Sc., preparation of qualified candidates for courses in other departments to foster Institute of Structural Macrokinetics, Russian careers in structural engineering, environ- interdisciplinary thinking in their research Academy of Sciences, 1994. (1997) mental engineering, bioengineering, and and beyond. geological sciences. KENNETH R. OLSON, Adjunct Professor Many synergies exist between the respective (South Bend Center for Medical Education). Advanced study in civil engineering and research programs; earthquake engineers B.S., Univ. of Wisconsin-LaCrosse, 1969; geological sciences includes research and and seismologists, water chemists and M.S., Michigan State Univ., 1970; Ph.D., professional specialization in the following geochemists, groundwater hydrologists and ibid., 1972. (1975) fields: biological treatment of hazardous hydrogeologists all work together to develop AGNES E. OSTAFIN, Assistant Professor. wastes; earthquake and wind engineering; unique new insights to their respective B.S., Wayne State Univ., 1989; Ph.D., Univ. environmental chemistry; groundwater research endeavors. Moreover, the depart- of Minnesota, 1994. (1999) hydrology; hydraulics and water resources; ment is strongly allied with the Center for structural mechanics and design; structural Environmental Science and Technology, ANDRE F. PALMER, Assistant Professor. B.S., reliability; mantle petrology and planetary which involves faculty from seven science Howard Univ., 1995; Ph.D., The Johns differentiation; sedimentology; environmen- and engineering departments in basic Hopkins Univ., 1998. (2001) tal mineralogy; paleontology; low-tempera- scientific research in pollution control. ROGER A. SCHMITZ, Keating-Crawford ture geochemistry; biogeochemistry. Professor of Chemical Engineering. B.S., Univ. The programs of study offered by the of Illinois, 1959; Ph.D., Univ. of Minnesota, The bioengineering program integrates department lead to the master of science 1962. (1979) principles of engineering, microbiology, degree and the doctor of philosophy degree. chemistry, and biochemistry to address The department requires a minimum MARK A. STADTHERR, Director of problems of fermentation engineering, cumulative grade point average of 3.0 for Graduate Studies and Professor. B.Ch.E., Univ. biological treatment of hazardous wastes, graduation from its degree programs. of Minnesota, 1972; Ph.D., Univ. of and naturally induced genetic changes in Wisconsin, 1976. (1996) mixed culture systems. An emphasis of Although both research and nonresearch WILLIAM C. STRIEDER, Professor. B.S., study is the use of forcing functions to select options are available to students seeking the for appropriate population distributions in master’s degree, the research option is the Pennsylvania State Univ., 1959; Ph.D., Case industrial and municipal treatment facilities. preferred and normal route. The Institute of Technology, 1963. (1966) nonresearch option is allowed only in PAVLO V. TAKHISTOV, Research Associate The environmental engineering program exceptional circumstances. In the research Professor. Ph.D., Academy of Science of the emphasizes water chemistry, hydrology, option, 30 credit hours are required with six USSR, 1992. (2001) water supply, wastewater treatment, and to 12 of these credits devoted to thesis water pollution control. Research topics research, depending on the program of ARVIND VARMA, Arthur J. Schmitt Professor include numerical modeling in surface and study developed in conjunction with the of Chemical Engineering. B.S., Punjab Univ., subsurface hydrology, and experimental department. The research option requires a 1966; M.S., Univ. of New Brunswick, 1968; methods in surface and subsurface completed thesis and an oral defense of that Ph.D., Univ. of Minnesota, 1972. (1975) hydrology. thesis. The master’s research is commonly EDUARDO E. WOLF, Professor. B.S., Univ. completed by the end of the fourth semester of Chile, 1969; M.S., Univ. of California, The structural engineering program of enrollment. Davis, 1972; Ph.D., Univ. of California, provides a modern, progressive curriculum Berkeley, 1975. (1975) that emphasizes theory and application Requirements for the doctor of philosophy along with classical and modern numerical degree include approximately one academic solution procedures. Areas of research year of course work (24 credits) beyond the emphasis include civil infrastructure master’s degree, approximately one year of development, wind/wave/earthquake doctoral research, and successful completion engineering, structural design, structural of the candidacy and dissertation behavior, and structural reliability. Course examinations. Civil Engineering and Geological Sciences 55

Programs of study and research are arranged complex formation, and oxidation reduc- 557. Continuum Mechanics to suit the specific background and interests tion equilibria to water supply, wastewater (3-0-3) Staff of the individual student, with guidance and treatment, and natural environmental Prerequisite: Consent of instructor. approval of the faculty of the department systems. (Fall) Tensor analysis, general kinematics, and in conformity with the general equilibrium conditions, and thermodynam- requirements of the Graduate School. 531. Introduction to Bioengineering ics of continuous media, constitutive (3-0-3) Irvine equations. Extensions and applications in Regardless of funding source, all students Prerequisite: Consent of instructor. the theory of elasticity, fluid dynamics, participate in the educational mission of the Biological systems, including those involved thermoelasticity, viscoelasticity, and department by serving as teaching assistants in the fermentation industry and biological thermoviscoelasticity. for eight hours per week during their first wastewater treatment, are discussed. An year, four hours per week during their introduction to microbiology and biochem- 558. Elasticity second year, and four hours per week istry is provided. (Fall) (3-0-3) Staff during one additional semester. The fundamental theories and techniques in 534. Design of Biological Waste Treatment elasticity are covered. Variational methods Students in all the graduate programs are Systems and complex variable techniques are encouraged to include courses from other (3-0-3) Irvine included, and applications are demonstrated departments and colleges within the Prerequisite: CE 531 or consent of instructor. by selected problems. University to expand their understanding of In-depth discussion of biological waste today’s complex technological-social- treatment. Review of pilot and full-scale 559. Advanced Mechanics of Solids economic problems. In the past, students treatment systems from bench scale studies (3-0-3) Staff have shown particular interest in extra- for both domestic and industrial wastes. Prerequisite: Consent of instructor. departmental courses in biological sciences, Heavy emphasis on literature reviews, Advanced topics in mechanics of solids chemical engineering, chemistry, econom- designs, and discussions. (Alternate spring) including elasticity, torsion, stability, energy ics, electrical engineering, mathematics, and principles, and inelastic materials. mechanical engineering. 539. Advanced Hydraulics (3-0-3) Westerink 560. Finite Elements in Structural Mechanics Admission to graduate study in the Application of the basic principles of fluid (3-0-3) Kirkner Department of Civil Engineering and mechanics. Study of laminar flow, turbulent Prerequisite: CE 356 or consent of instructor. Geological Sciences is not limited to flow, and dispersion processes with Finite element methods for static and undergraduate majors in civil engineering emphasis on conduit and open channel dynamic analysis of structural and con- and/or geology. Those with undergraduate flow. (Fall) tinuum systems. Analysis of two- and three- majors in other fields of engineering or the dimensional solids as well as plates and physical sciences are encouraged to apply. 544. Advanced Groundwater shells. Introduction to nonlinear analysis. (3-0-3) Silliman Course Descriptions Prerequisite: CE 444 or consent of instructor. 563. Finite Elements in Engineering Each course listing includes: The equations of flow and transport are (3-0-3) Westerink – Course Number derived for porous media and fractured Prerequisite: CE 441 or consent of instructor. – Title rocks. Additional topics include well test Fundamental aspects of the finite element – (Lecture hours per week– analysis, advanced transport theory, and method are developed and applied to the laboratory or tutorial hours per week– state-of-the-art field methods. (Fall) solution of PDEs encountered in science credits per semester) and engineering. Solution strategies for – Instructor 550. Advanced Control Systems parabolic, elliptic, and hyperbolic equations – Course Description (3-0-3) Staff are explored. (Spring) – (Semester normally offered) Prerequisite: EE 337. The application of techniques such as the 569. Structural Dynamics Civil Engineering phase-plane method, Lyapunov method, (3-0-3) Kirkner 525. Advanced Geostatistics vector-format method, the z-transform Prerequisite: Consent of instructor. (3-0-3) Silliman method, and statistical methods to the Vibration of single-degree, multi-degree, Prerequisite: CE 331 or consent of instructor. design of control systems. and continuous linear viscoelastic systems. Introduction to modern geostatistical Dynamic analysis of structural systems in techniques including principal component 554. Analytical Mechanics both frequency and time-domain. Also analysis, factor analysis, kriging, and 3-D (3-0-3) Staff study of nonlinear and nonclassical damped simulation. The focus is on application to Prerequisite: ME 356. systems with applications to earthquake/ field data and analysis. Substantial com- Introduction to advanced methods in wind engineering. (Fall) puter programming required. (Every other analytical mechanics. A study of year) nonholonomic systems, stability of motion, 571. Structural Reliability and Probabilistic and variation principles in classical and Bases of Design 530. Environmental Chemistry continuum mechanics. (3-0-3) Spencer (3-0-3) Staff Prerequisite: CE 331 or consent of instructor. Prerequisite: Consent of instructor. Identification and modeling of non- Applications of acid-base, solubility, deterministic problems in the context of 56 The Division of Engineering engineering design and decision making; porous media is developed. Averaged 669. Earthquake Engineering stochastic concepts and simulation models. conservation equations are developed that (3-0-3) Staff (Fall) model phases, interfaces, and common lines Prerequisite: CE 569 or consent of instructor. in multiphase flow. Closure conditions are Analysis of structures and other constructed 573. Environmental Engineering Design developed using the constrained entropy facilities under earthquake loads. Modeling (3-0-3) Ketchum inequality. of earthquake-induced ground motion and Prerequisite: Consent of instructor. seismic design input. Principles of earth- Application of physical, chemical, and 598K. Physiocochemical Processes Affecting the quake resistant design. (Alternate spring) biological unit operations and processes to Treatment of Organic Compounds the functional designs of municipal water (3-0-3) Talley 671. Wind Engineering pollution control facilities. (Fall) Prerequisites: Environmental Chemistry or (3-0-3) Kareem equivalent upper division course. Prerequisite: CE 569 or consent of instructor. 576. Design of Structures to Resist Natural Examination of the major physical and Analysis of structural response due to wind Hazards chemical processes affecting the fate and loading. Modeling of wind-induced forces. (3-0-3) Kareem treatment of organic compounds in soils Principles of design to resist damage due to Prerequisite: CE 486 or consent of instructor. and sediments. The emphasis is on high wind loads. (Alternate fall) Natural hazards and associated load effects anthropogenic organic compounds. This on structures. Analysis of damage caused by course will review some concepts from 698. Special Studies wind storms, earthquakes, and ocean waves. physical organic chemistry, and examine the (V-V-V) Staff Design provisions to resist damage from relationships between chemical structure, This number is reserved for specialized and/ natural hazards. (Spring) properties, and environmental behavior of or experimental graduate courses. Content, organic compounds. Chemical processes credit, and instructor will be announced by 581. Experimental Methods in Structural and properties important to the fate, the department. Dynamics treatment, and biotransformation of specific (3-0-3) Spencer organic compounds are addressed. Includes 699. Research and Dissertation Prerequisite: CE 569 or consent of instructor. one laboratory and one case study/project. (V-V-V) Staff Experimental methods in the behavior of Research and dissertation for resident structures under dynamic loading. Prin- 599. Thesis Direction doctoral students. ciples of vibration measurement and digital (V-V-V) Staff signal processing. Modal analysis, system Research to satisfy the six credit hours 700. Nonresident Dissertation Research identification, and control. (Alternate required for the research master’s degree. (0-0-1) Staff spring) Required of nonresident graduate students 600. Nonresident Thesis Research who are completing their dissertations in 598. Special Studies (0-0-1) Staff absentia and who wish to retain their degree (V-V-V) Staff Required of nonresident graduate students status. Individual or small group study under the who are completing their theses in absentia direction of a faculty member in a graduate and who wish to retain their degree status. Upper-level Undergraduate Courses subject not concurrently covered by any In addition to the CE courses listed above, University course. 661. Random Vibration of Mechanical and the following courses offered within the Structural Systems department for advanced undergraduates 598A. Environmental and Technological (3-0-3) Spencer may be taken for graduate credit (to a total Aspects of Minerals Prerequisite: CE 569 or consent of instructor. of 10 credit hours). (3-0-3) Burns Random vibration analysis of linear and 441. Numerical Methods in Engineering Prerequisite: Consent of instructor. nonlinear systems. Analytical and simula- 442. Water Distribution and Wastewater This course explores the chemistry and tion methods are used to determine system Collection structures of minerals with emphasis on performance and reliability. Applications are 443. Wastewater Disposal environmental and technological issues. emphasized. (Alternate spring) 444. Groundwater Hydrology Topics of environmental significance 445. Introduction to Geotechnical include the disposal of spent nuclear fuel, 663. Advanced Finite Element Methods in Engineering contamination of soils with heavy metals, Structural Mechanics 452. Introduction to Water Chemistry and and the remediation of mine tailings. (3-0-3) Kirkner Treatment Emphasis will be on the mineralogy of Prerequisite: CE 563 or equivalent. 453. Waste Disposal Management uranium, lead, mercury, iodine, selenium, Finite element methods for static and 466. Structural Steel Design and tellurium. Technological aspects of dynamic analysis of structural and con- 470. Construction Management minerals, such as the use of zeolites and clay tinuum systems. Displacement approach for 486. Reinforced Concrete Design minerals as molecular sieves and as waste two- and three-dimensional solids along containment vessels, will be addressed. with beams, plates, and shells. Material and Geological Sciences geometric nonlinearities. 503. Geochemistry 598J. Multiphase Flow/Porous Media (3-0-3) Fein (3-0-3) Gray Prerequisites: GEOS 347 and CHEM 321 Thermodynamically Constrained Averaging or consent of instructor. Theory Approach to multiphase flow in An introduction to chemical processes in Civil Engineering and Geological Sciences 57 igneous, metamorphic, sedimentary, and examined by applying principles from heat 600. Nonresident Thesis Research aqueous systems. Topics include thermody- transfer, faulting, and fluid mechanics. (0-0-1) Staff namics, kinetics, organic and environmental Required of nonresident graduate students geochemistry, and geomicrobiology. 562. ICP-MS Analytical Techniques who are completing their theses in absentia (2-1-3) Neal and who wish to retain their degree status. 519. Surface and Subsurface Geophysics Prerequisite: Consent of instructor. (3-0-3 ) Rigert Students are introduced to the analytical 634. Paleoecology Prerequisite: GEOS 458 or equivalent. techniques of inductively coupled plasma- (3-0-3) Rigby Study of seismic waves, magnetic and mass spectrometry (ICP-MS). The first half Prerequisite: GEOS 459 or equivalent. electromagnetic probes, and gravitational of the course covers the theory of ICP-MS This course covers pre- and postmortem and heat flow quantization. Special as well as specialized sample introduction ecology of ancient organisms, their attention is given to exploration with shear techniques. Three weeks are spent in the lab depositional environments, behavior, and waves, heat flow due to climatic fluctua- learning machine tuning/setup techniques, relationship to environmental conditions as tions, and induced polarization for ICP-MS software, and sample preparation/ interpreted from the rock record. detection of contaminated soils. calibration protocols. The last third of the course is spent conducting independent 635. High-Temperature Geochemistry 528. Environmental Analysis projects. Graduate students are strongly (3-0-3) Neal (3-0-3) Staff advised to make this project related to their Prerequisites: CHEM 321, GEOS 403/503 Prerequisite: Consent of instructor. research, and senior undergraduates are or equivalent. This course focuses on analytical techniques encouraged to choose a project that will Study of magma generations and evolution and instrumentation used in environmental help in the workplace or in graduate school. from a geochemical and thermodynamic research. Topics include: sample prepara- standpoint. Recognition of igneous tion and extraction methods, 568. Environmental Isotope Chemistry processes will result in the formulation of potentiometry, spectroscopy (elemental and (3-0-3) Neal petrogenetic models using actual data sets. molecular), chromatography (gas, high Prerequisite: Consent of instructor. These models will be tested using thermo- performance, liquid, and ion), mass The course focuses on radioactive and stable dynamic approaches. spectrometry, and data acquisition and isotopes, both natural and man-made, in analysis. the environment. Specific topics include: 698. Special Studies age dating, identification of geological (V-V-V) Staff 542. Surficial Processes reservoirs, and radioactive waste disposal. This number is reserved for specialized and/ (2-3-3) Rigert or experimental graduate courses. Content, Prerequisite: GEOS 342 or consent of 598. Special Studies credit, and instructor will be announced by instructor. (V-V-V) Staff the department. A quantitative study of natural chemical Individual or small group study under the and physical processes (e.g., weathering) direction of a faculty member in a graduate 699. Research and Dissertation that produce both erosional and deposi- subject not concurrently covered by any (V-V-V) Staff tional landforms. One-day field trip is University course. Research and dissertation for resident required. doctoral students. 598C. Environmental and Technological 545. Microbes in Fluid-Rock Systems Aspects of Minerals 700. Nonresident Dissertation Research (3-0-3) Fein (3-0-3) Burns (0-0-1) Staff Prerequisites: CE 430/530, GEOS 403/503 Prerequisite: Consent of instructor. Required of nonresident graduate students or equivalent. This course explores the chemistry and who are completing their dissertations in This course explores current research structures of minerals with emphasis on absentia and who wish to retain their degree involving the interaction between microbes environmental and technological issues. status. and geologic systems, focussing on the Topics of environmental significance ability of microbes to affect mass transport include the disposal of spent nuclear fuel, Upper-level Undergraduate Courses in fluid-rock systems. Readings concentrate contamination of soils with heavy metals, In addition to the geological sciences on laboratory, field, and modeling studies of and the remediation of mine tailings. courses listed above, the following courses environmental and/or geologic interest. Emphasis will be on the mineralogy of offered within the department for advanced uranium, lead, mercury, iodine, selenium, undergraduates may be taken for graduate 547. Geodynamics and tellurium. Technological aspects of credit (to a total of 10 credit hours). (3-0-3) Staff minerals, such as the use of zeolites and clay Prerequisite: Consent of instructor. minerals as molecular sieves and as waste 454. Marine Geology This course applies continuum physics to containment vessels, will be addressed. 458. Geophysics geological problems, beginning with plate 459. Paleontology tectonics, progressing into the study of 599. Thesis Direction stress and strain in geologic strata from (V-V-V) Staff Faculty earth processes. Large scale problems Research to satisfy the six credit hours PETER C. BURNS, Henry J. Massman, Jr. (frictional heating on faults, flow through required for a research master’s degree. Associate Professor of Civil Engineering and volcanic pipes, mantle convection) are Geological Sciences, Director of Graduate 58 The Division of Engineering

Studies. B.Sc., Univ. of New Brunswick, 1988; BILLIE F. SPENCER JR., Leo E. and Patti acceptance of the thesis, successfully pass an M.Sc., Univ. of Western Ontario, 1990; Ruth Linbeck Professor of Civil Engineering. oral thesis defense examination. Ph.D., Univ. of Manitoba, 1994. (1997) B.S., Univ. of Missouri-Rolla, 1981; M.S., Those students who show potential for the JEREMY B. FEIN, Associate Professor. B.A., Univ. of Illinois at Urbana-Champaign, 1983; Ph.D., ibid., 1985. (1985) doctoral level work may be admitted to the Univ. of Chicago, 1983; M.S., Northwestern Ph.D. program directly but are expected to Univ., 1986; Ph.D., ibid., 1989. (1996) JAMES I. TAYLOR, Professor. B.S.C.E., Case complete the master’s degree requirements WILLIAM G. GRAY, Henry J. Massman, Jr. Institute of Technology, 1956; M.S.C.E., first. Students who complete the master’s Professor of Civil Engineering. B.S., Univ. of ibid., 1962; Ph.D., Ohio State Univ., 1965. program may also apply for admission to California, Davis, 1969; M.A., Princeton (1976) the doctoral program during their final Univ., 1971; Ph.D., ibid., 1974. (1984) JOANNES J. WESTERINK, Associate semester of master’s work. Doctoral students are normally required to accumu- ROBERT L. IRVINE, Professor. B.S., Tufts Professor. B.S., State Univ. of New York at Buffalo, 1979; M.S., ibid., 1981; Ph.D., late a minimum of 36 credit hours of Univ., 1964; M.S., ibid., 1965; Ph.D., Rice satisfactory course work beyond the Massachusetts Institute of Technology, 1984. Univ., 1969. (1974) bachelor’s degree, plus a dissertation. (1990) AHSAN KAREEM, Chair and Robert M. Moran Professor of Civil Engineering. B.S., W. The doctoral program normally requires Pakistan Univ. of Engineering and Technol- four years of full-time work. The require- Computer Science and Engineering ogy, 1968; M.S., Univ. of Hawaii, 1975; ments include successful completion of the Ph.D. qualifying and candidacy examina- Ph.D., Colorado State Univ., 1978. (1990) Acting Chair: tions, a dissertation, and the oral disserta- SYDNEY KELSEY, Professor Emeritus. B.Sc., Peter M. Kogge tion defense examination. Students are Univ. of Leeds, 1946. (1967) Telephone: (219) 631–8320 encouraged to pursue course work outside E-mail: [email protected] LLOYD H. KETCHUM JR., Associate the department, especially in mathematics, Fax: (219) 631–9260 whenever such studies support their Professor. B.S.C.E., Michigan State Univ., (www.cse.nd.edu) program in the major field. 1960; M.S.E., Univ. of Michigan, 1964; M.Ph., ibid., 1964; Ph.D., ibid., 1972. (1973) The Program of Studies The Ph.D. qualifying examination is both DAVID J. KIRKNER, Associate Professor. The graduate program in the Department written and oral and is normally taken in B.E.C.E, Youngstown State Univ., 1971; of Computer Science and Engineering the second spring semester after entering the Ph.D., Case Western Reserve Univ., 1979. covers the major disciplines of computer program with a bachelor’s degree. Those (1979) science and computer engineering. The admitted with a master’s degree are required program is designed to prepare students to take the Ph.D. qualifying examination YAHYA C. KURAMA, Assistant Professor. for careers in these high technology areas, the first spring after entering the program. B.Sc., Bogazici Univ., 1990; M.Sc., Lehigh including university teaching and research The Ph.D. candidacy requirement, which Univ., 1993; Ph.D., ibid., 1997. (1998) as well as industrial or governmental consists of a written and an oral part, is KENNETH R. LAUER, Professor Emeritus. research and advanced development. administered to determine if the student has B.S., Univ. of Alberta, 1947; M.Sc., ibid., identified a viable dissertation topic. The 1948; M.C.E., Cornell Univ., 1952; Ph.D., To achieve this goal, the Department of candidacy consists of a written topic pro- Purdue Univ., 1960. (1956) Computer Science and Engineering offers posal followed by an oral examination. After programs of study and research leading to passing the Ph.D. candidacy, which typi- JERRY J. MARLEY, Associate Professor. B.S., the degrees of master of science in computer cally takes place after the completion of the Univ. of Notre Dame, 1957; M.S., Iowa State science and engineering and the doctor of formal course work, the student devotes Univ., 1962; Ph.D., ibid., 1969. (1969) philosophy. Current research emphasizes essentially all efforts to completing his or CLIVE R. NEAL, Associate Professor. B.Sc., four distinct areas: computing systems in her dissertation research. At the dissertation Univ. of Leicester, 1982; Ph.D., Univ. of emergent technologies, algorithms and the defense, the student defends the dissertation theory of computation, prototyping Leeds, 1985. (1990) before an oral examining board. In recent computationally demanding applications, years, students have completed the Ph.D. J. KEITH RIGBY JR., Associate Professor. and systems and networks software. New degree requirements in about four to five B.Sc., Brigham Young Univ., 1971; M.Phil., investigative thrusts highlighting nontradi- years. Columbia Univ., 1974; Ph.D., ibid., 1977. tional and interdisciplinary projects, such as (1982) e-technologies, are in the planning stages. Finally, both M.S. and Ph.D. candidates are REV. JAMES A. RIGERT, C.S.C., Associate required to complete a teaching apprentice- Some graduate students are admitted to the ship that involves teaching duties of one Professor. B.S., Univ. of Portland, 1957; M.S., master’s program. This program requires a semester for M.S. candidates and two Cornell Univ., 1960; Ph.D., Univ. of Illinois, minimum of 24 credit hours of course work semesters for Ph.D. candidates. 1972; Ph.D., Texas A&M, 1980. (1973) beyond the bachelor’s degree and a master’s STEPHEN E. SILLIMAN, Professor. B.S.E., thesis. A full-time student can complete Research Facilities Princeton Univ., 1979; M.S., Univ. of these requirements in three regular Notre Dame’s College of Engineering Arizona, 1981; Ph.D., ibid., 1985. (1986) academic semesters plus the summer, maintains a cluster of 99 Sun MicroSystems although the majority of students take four Inc. Ultra Sparc 30 workstations with 3D semesters. The student must, upon the Computer Science and Engineering 59 graphics display capability. The cluster also A specialized College of Engineering languages. These include (1) function-based contains 15 iMacs, several Dell Optiplex research library holds more than 50,000 languages such as Lisp, Scheme, SASL, ML; GXPRO 180 workstations, six Hewlett- volumes. The Engineering Library aug- (2) logic-based languages such as Prolog, Packard 5SiMX laser printers, and a ments the University’s Theodore M. Parlog, Strand, OPS; and (3) object- Hewlett-Packard 4500N color printer, Hesburgh Library, which contains more oriented languages such as Smalltalk and which are available to students and than three million volumes and receives 625 C++. (Fall, even-numbered years) researchers. journals related to engineering. The Hesburgh Library also provides database 532. Software Engineering The University’s computing center supports searches and bibliographic instruction. (3-0-3) Staff AFS file service with 20 UltraSparc Enter- A comprehensive course about the method- prise fileservers. These fileservers provide Course Descriptions ologies required to control the complexity over four Terabytes of RAID (0+1) Each course listing includes: involved in the development of large mirrored/striped file storage space for the — Course Number software systems. Students are given the campus community. The computing center — Title opportunity to practically apply software also supports a cluster of IBM RS/6000s, a — (Lecture hours per week– engineering techniques taught in this course 16-processor IBM SP-1, an eight-processor laboratory or tutorial hours per week– through several medium-sized programming IBM SP-2 array and two Silicon Graphics credits per semester) problems and one large-scale development computer/servers. The campus is currently — Instructor project. Emphasis is on the use of require- connected to the VbNS Internet-II — Course Description ments and prototyping for design and back-bone via a 155 million bit-per-second — (Semester normally offered) software reliability, reuse, and development connection. management. (Fall, odd-numbered years) 511. Complexity and Algorithms In addition to the cluster sponsored by the (3-0-3) Chen 533. Object-Oriented Computing College of Engineering, the department A study of theoretical foundations of (3-0-3) Freeh maintains a 32-node, 64 processor Sun computer science and a selection of Introduction to object-oriented computing UltraSPARC array, three eight-node Ultra- important algorithm techniques. Topics and its application. Topics include: abstract SPARC 1 arrays, a 10-node 20-CPU Linux include the classes of P and NP, the theory data types, encapsulation, inheritance, cluster, a two node 4 processor IBM SP-2 of NP-completeness, linear programming, classes and instances, C++ programming array, and three Compaq NT fileservers. advanced graph algorithms, parallel language, object implementation technolo- The department also provides 85 Ultra- algorithms, approximation algorithms, and gies, and example systems. (Spring, odd- SPARC workstations, 25 Windows work- randomized algorithms. (Spring) numbered years) stations, 25 Linux systems, and 12 Apple Macintosh G3/G4 systems, A research 513. Numerical Methods and Computation 542. Operating System Design ATM network, a research Myrinet gigabit (3-0-3) Izaguirre (3-0-3) Freeh network, a wireless 802.11 network, a scan- Introduction to analysis and implementa- Computer operating system design for ner, color printer, 20 laser printers, and a tion of numerical methods for scientific resource management, communication, and large-bed plotter are also available to computation. Topics include computer security in a multiprogramming environ- students. arithmetic, solution of linear and nonlinear ment. Students will create modules for an equations, approximation, numerical existing operating system. (Fall) The System and Network Administration integration and differentiation, numerical lab contains two Compaq DL380 NT solution of ordinary and partial differential 554. Computer Communication Networks fileservers, each containing 50 GB of RAID equations, and applications of all of these. (3-0-3) Staff disk storage, a Sun UltraSPARC 60 file- (Fall) The analysis of computer communication server, eight Compaq Windows 2000 work- protocols. The course focuses on existing stations and eight Sun UltraSPARC 5 work- 521. Computer Architecture communications protocols; local area stations. In addition, the lab contains a (3-0-3) Uhran networks; routing; queuing analysis; Cisco 4500 router, two Cisco 2924 Classic computer architectures are consid- congestion control mechanisms; and Ethernet switches, an IBM 8285 ATM ered along with standard parameters for analysis of high level applications. (Spring, network, an IBM 8271 ATM to Ethernet their evaluation. Characteristics that odd-numbered years) bridge, a Hewlett Packard Internet Advisor improve performance are introduced. network analysis system, and various other Various forms of parallel processing with 563. Advanced VLSI pieces of network equipment. specific implementation examples are given. (3-0-3) Hu More recent architectural approaches to An introduction to most aspects of large- Additional equipment is available by indi- improve performance are discussed, such as scale, handcrafted CMOS integrated circuit vidual research group to support specific RISC, Fault Tolerance, and others. (Spring) design including: device fabrication; research projects. Specialized laboratories artwork rules; useful circuit building blocks; that include this equipment are the 531. Programming Languages and system design and layout consider- Distributed Computer Lab, the Laboratory (3-0-3) Kogge ations. System design considerations will of Computational Life Sciences, the Lab for An introduction to modern programming include power supply level fluctuations, VLSI, and the Robotics Lab. concepts and computational models as high-speed clocking methods, estimating embodied in a number of different classes of interconnection delay, and design for testability. Chip system floor planning will 60 The Division of Engineering also be treated in depth. All circuits and 599. Thesis Direction control/data path in the algorithmic and systems will be digital and will be consid- (V-V-V) Staff architectural levels. Topics include method- ered in the context of CMOS technology. Research to satisfy the six credit hours ologies of mapping algorithms onto Homework will require the use of existing required for the master’s degree. (Every processor arrays, partitioning, scheduling, Mentor IC mask artwork software. (Spring, semester) resource binding, algorithm transforma- odd-numbered years) tions, and fault tolerance. (Fall, even- 600. Nonresident Thesis Research numbered years) 571. Artificial Intelligence (0-0-1) Staff (3-0-3) Scheutz Required of nonresident master’s degree 697. Directed Readings This course is intended as a base for further students who are completing their theses in (V-V-V) Staff study in the fields encompassed by artificial absentia and who wish to retain their degree Topics will vary from semester to semester intelligence. The focus is on representations, status. (Every semester) and will be announced in advance. Possible strategies, and mathematical formulation topics might include: computer-aided with some applications. (Fall, odd- 611. Parallel Algorithms design, numerical analysis and computation, numbered years) (3-0-3) Chen distributed computing, computational Introduction to parallel computational geometry, special VLSI architectures, and 597. Directed Readings models (e.g., PRAM, fine-grain networks, others of interest to students and faculty. (V-V-V) Staff and coarse-grain networks); relationship and Topics will vary from semester to semester simulation between different models. 698. Special Studies and will be announced in advance. Possible Parallel algorithm techniques and their (V-V-V) Staff topics might include: computer-aided implementation in various models for This number is reserved for specialized and/ design, numerical analysis and computation, sorting, searching, message routing, data or experimental graduate courses. Content, distributed computing, computational structures, graph problems, geometric credit, and instructor will be announced by geometry, special VLSI architectures, and problems, the FFT and matrix operations. department. (Offered if necessary) others of interest to students and faculty. Layout techniques and their relationship to VLSI layout systems. Lower bound results 699. Research and Dissertation 598. Special Studies on communication complexity. Inherently (V-V-V) Staff (V-V-V) Staff sequential problems and P-completeness. Research and dissertation for resident This number is reserved for specialized and/ (Spring, odd-numbered years) doctoral students. (Every semester) or experimental graduate courses. Content, credit, and instructor will be announced by 643. Principles of Parallel Computing 700. Nonresident Dissertation Research department. (Offered if necessary) (3-0-3) Staff (0-0-1) Staff A comprehensive study of the fundamentals Required of nonresident doctoral students 598D. Computer System Modeling and research frontiers of parallel computing. who are completing their dissertations in (3-0-3) Byrkett Topics include new computing paradigm of absentia and who wish to retain their degree A survey of analytic and simulation shared-memory, distributed-memory, data- status. (Every semester) modeling techniques for studying queues parallel and data-flow models; techniques to that occur in computer systems. The improve parallelism, scheduling theory, Upper-level Undergraduate Courses analytic topics include reliability models, algorithms for parallel machines, and The following undergraduate courses, birth-death queuing models, priority interconnection networks. (Fall, odd- described in the Bulletin of Information, queuing models, and queuing networks. numbered years) Undergraduate Programs, may be taken for The simulation topics include simulation graduate credit: programming using CSIM, random number 644. Distributed Systems 411. Automata generation, and random variate generation. (3-0-3) Staff 413. Algorithms Projects and assignments will involve Study of recent trends in the design of 422. Computer System Design modeling computer systems at various levels distributed operating systems. It examines 439. Computer Simulation of abstraction including the system level, the role of network operating systems as 443. Compilers the process level, and the hardware level. distinct from distributed operating systems 444. Introduction to System Administration communication, and interprocess commu- 456. Data Networks 598E. Computational Methods in nication issues, and questions of synchroni- 458. Network Management Biomolecular Modeling zation. Distributed naming, process 462. VLSI Circuit Design (3-0-3) Izaguirre management, and migration and resource 466. Computer Graphics Study of algorithmic and computational allocation are also covered. Communication 471. Introduction to Artificial Intelligence issues in biomolecular modeling: multiple and security are reviewed and important 472. Introduction to Neural Networks scale solvers for molecular dynamics, experimental systems are explored. (Spring, 498C. High Performance Scientific Computing performance of several serial and parallel even-numbered years) implementations, software engineering for Faculty scientific computing, and requirements for 655. Specialized Parallel Architectures STEVEN C. BASS, Professor Emeritus. B.S., interactive modeling. (3-0-3) Staff A comprehensive study of the fundamental Purdue Univ., 1966; M.S., ibid., 1968; Ph.D., issues and recent developments of designing ibid., 1971. (1991) parallel and pipelined array processors and Electrical Engineering 61

JAY B. BROCKMAN, Associate Professor. Purdue Univ., 1963; Ph.D., ibid., 1966. whenever such studies support their pro- Sc.B., Brown Univ., 1982; M.S.E.E., Carnegie (1966) gram in the major field. Mellon Univ., 1988; Ph.D., ibid., 1992. (1992) Electrical Engineering The qualifying examination is normally taken at the end of the second semester after DANNY Z. CHEN, Phillip B. Rooney Chair: entering the program and covers material Associate Professor. B.S., Univ. of San Yih-Fang Huang the student is expected to have covered as Francisco, 1985; M.S., Purdue Univ., 1988; Associate Chair: an undergraduate and/or first year graduate Ph.D., ibid., 1991. (1992) Gary H. Bernstein student. The candidacy examination, which PATRICK J. FLYNN, Associate Professor. Director of Graduate Studies: consists of a written dissertation proposal B.S.E.C.E., Michigan State Univ., 1985; Thomas Fuja and an oral examination administered by an M.S.C.S., ibid., 1986; Ph.D., ibid., 1990. Telephone: (219) 631–5480 examination board, is administered to deter- (2001) E-mail: [email protected] mine if the student has depth in his or her (www.nd.edu/~ee) research area and has identified a viable dis- VINCENT W. FREEH, Assistant Professor. sertation topic. After passing the candidacy B.A., Univ. of Arizona, 1983; M.S., ibid., examination, which typically takes place The Program of Studies 1989; Ph.D., ibid., 1996. (1996) after the completion of all formal course The Department of Electrical Engineering work, the student devotes essentially all his JOSEPH CURTIS FREELAND, Assistant offers programs of study and research or her efforts to completing the dissertation Professional Specialist. B.S.E., Purdue Univ., opportunities leading to the degrees of research. At the oral dissertation defense, 1985. (1995) master of science in electrical engineering the student defends the dissertation before and doctor of philosophy. The programs are EUGENE W. HENRY, Professor Emeritus. an examining board. designed to prepare students for careers in B.S.E.E., Univ. of Notre Dame, 1954; industrial or governmental research and M.S.E.E., ibid., 1955; Ph.D., Stanford Univ., advanced development, as well as university Research Facilities 1960. (1960) teaching and research. Areas of specializa- Several major research laboratories exist in XIAOBO (SHARON) HU, Associate Professor. tion include communication systems, the department to support the study of elec- B.S., Tianjin Univ., 1982; M.S., Polytechnic control systems, signal and image process- tronic and photonic materials and devices, Institute of New York, 1984; Ph.D., Purdue ing, solid-state integrated circuits, nano- and the analysis and design of communica- Univ., 1989. (1996) electronics, optoelectronics, and semicon- tion systems, control systems, and signal ductor materials and devices. and image processing. JESÚS A. IZAGUIRRE, Assistant Professor. B.A., ITESM-Mexico, 1991; M.S., Univ. of The department offers two M.S. degree The Microelectronics Laboratory allows Illinois at Urbana-Champaign, 1996; Ph.D., options: research option and nonresearch fabrication of ICs and devices with ibid., 1999. (1999) option, both of which require a minimum geometries to 0.02 microns. In cleanroom areas are a photomask generator, contact PETER M. KOGGE, Acting Chair and Ted of 30 credits and which can be completed mask aligners, wafer stepper, 16 furnace H. McCourtney Professor of Computer Science by a full-time student in three semesters. Of tubes, plasma etcher, PECVD, RIE, RTA, and Engineering. B.S.E.E., Univ. of Notre the 30 required credits, the research M.S. program requires a minimum of 18 course and six evaporators, one of which is a six- Dame, 1968; M.S., Syracuse Univ., 1970; credits and a minimum of six thesis research source e-beam system. Inspection systems Ph.D., Stanford Univ., 1972. (1994) credits; in addition, the research M.S. include a JEOL SEM and Hitachi S-4500 ANDREW LUMSDAINE, Associate Professor. requires successful completion of an M.S. FESEM, prism coupler, interferometer, B.S., Massachusetts Institute of Technology., thesis. The nonresearch program requires ellipsometer, surface profiler, and a four- 1984; M.S., ibid., 1989; Ph.D., ibid., 1992. that all 30 credits be course credits. All point probe. Nano-lithography is accom- (1992) students must pass the qualifying examina- plished by a 50 kV SEM/EBL. tion at the M.S. level to be conferred an GREGORY R. MADEY, Professional Specialist M.S.E.E. degree; this examination is norm- Advanced measurement facilities include and Concurrent Associate Professor. M.S., ally administered at the end of the second low-temperature equipment such as a 3He Cleveland State Univ., 1975; M.S., Case semester. cryostat capable of 300 mK and magnetic Western Reserve Univ., 1979; Ph.D., ibid., field of 11T and a dilution refrigerator 1984. (2000) The doctoral program normally requires capable of 10 mK with fields of up to 11T. MATTHIAS SCHEUTZ, Assistant Professor. four to five years of full-time work beyond Facilities are also available for low-noise, low-signal electrical measurements. M.A., Univ. of Vienna, 1989; M.S., Univ of the bachelor’s degree. The requirements Vienna, 1993; M.S.E.E., Vienna Univ. of include a minimum of 36 course credits The High-Speed Circuits and Devices Technology, 1993; M.S., Indiana Univ., beyond the bachelor’s degree, passing both the qualifying exam and the candidacy Laboratory houses a state-of-the-art micro- 1996; Ph.D, ibid., 1996. (1999) examination, completion of a dissertation, wave and high-speed digital device and JOHN J. UHRAN JR., Senior Associate Dean and passing the oral dissertation defense circuits characterization facility. Full on- for Academic Affairs in the College of Engineer- examination. In addition, there is a three- wafer testing capability, including analog ing, Professor of Computer Science and year residency requirement. During the characterization to 50 GHz and digital Engineering and Professor of Electrical Engineer- course of study, students are encouraged to testing to 12.5 Gb/s, allow for comprehen- ing. B.S., Manhattan College, 1957; M.S., pursue course work outside the department sive characterization of both analog and 62 The Division of Engineering digital high-speed microelectronic circuits. Geological Sciences. Central to the facility is matrix fraction descriptions of linear, time- In addition, facilities for high-speed opto- a slip table capable of two-inch displace- invariant systems. (Fall) electronic characterization of detectors and ment, velocity of 35 inches/second, and photoreceiver subsystems for fiber-optics acceleration of +4gs for a 1,000-pound test 551. Mathematical Programming telecommunications are available. State-of- load over a frequency range of 0–50 Hz. (3-0-3) Antsaklis the-art microwave CAD, data collection, Theory of constrained optimization comple- and data analysis facilities are also in place The Communication Systems Research mented by comprehensive computing for rapid circuit design and characterization. Laboratory has a full complement of RF exercises. Linear programming and convexity. measurement equipment, wide-band Simplex algorithm. Optimality conditions for The Device and Circuit Simulation digitizers, and connections to roof antennas, nonlinear optimization. Convergence of Laboratory has a cluster of state-of-the-art as well as a full complement of supporting algorithms. Interior point methods in linear workstations and is linked to campus workstations. programming. (Alternate spring) mainframe computers. The department has its own electronics 553. Advanced Digital Communications The Semiconductor Optics Lab includes a shop run by a full-time technician, and the (3-0-3) Collins 15-watt Argon-ion laser, a tunable, mode- Solid-State Laboratories are overseen by a Prerequisite: EE 563 or equivalent. locked Ti:sapphire laser delivering full-time professional specialist and a full- Review of the signal space approach to femtosecond pulses, an He-Cd laser, and time technician. Another full-time profes- communication theory and the derivation of He cryostats with high spatial resolution sional specialist manages the department’s optimum receiver principles. Intersymbol and magnetic fields up to 12 Tesla. undergraduate laboratories. interference and equalization. Modulation and coding for fading and wireless channels. The Optoelectronics Lab has a 10-watt Course Descriptions Introduction to spread spectrum communica- Argon-ion laser and CW Ti:sapphire laser, Each course listing includes: tion and digital cellular systems. (Spring) diode lasers, spectrometers, device process- – Course Number ing and probe test systems, a vibration- – Title 554. Computer Communication Networks isolated optical table, and related precision – (Lecture hours per week– (3-0-3) Schafer / Kenney positioning and optical imaging compo- laboratory or tutorial hours per week– Introduction to queuing systems. Network nents and hardware. credits per semester) design for centralized and distributed – Instructor networks. Routing and flow control algo- The Laboratory for Image and Signal – Course Description rithms. Polling and random access protocols. Analysis (LISA) features a dozen state-of- – (Semester normally offered) Packet radio, satellite networks, and local area the-art Sun workstations for development networks. (Alternate spring) and analysis of digital signal, image, and 546, 546L. IC Fabrication and Laboratory video processing algorithms, equipment for (3-0-3) Snider 555. Multivariable Control Systems the acquisition, processing, and real-time This course introduces students to the (3-3-4) Sain display of HDTV sequences, cameras, frame principles of integrated circuit fabrication. Prerequisite: EE 455 or equivalent. ° grabbers, a flat-bed scanner, several high- Topics covered in the lectures include Linear Quadratic Gaussian (LQG) and H definition 24-bit color monitors, and photlithography, impurity deposition and control methods. The principal topics include specialized printers. diffusion, oxidation, thin-film deposition, signal/system spaces, singular value loci, and dry etching, as well as advanced internal stability, robust stability/perfor- The Control Systems Research Laboratory fabrication techniques such as chemical- mance, bounded real lemma, small gain is used to study real-time and computer mechanical polishing (CMP) and dual- theorem, Riccati equations, linear fractional controlled systems. The laboratory has damascene. In the laboratory, students will transformations, LQR/LQG synthesis, ° several Sun Ultra workstations running in a apply these methods to fabricate a Kalman filter, H controller and filter real-time Unix operating system. These polysilicon gate CMOS integrated circuit. synthesis, and model reduction methods. workstations are networked to a set of The circuits fabricated, such as a sound chip (Spring) dSpace miniboxes (microcontrollers) and a playing the Notre Dame fight song, typi- network of personal computers (PCs) cally contain more than 5,000 transistors. 556. Fundamentals of Semiconductor Physics running QNX (a real-time version of (3-0-3) Porod UNIX). The dSpace miniboxes and PC 550. Linear Systems Prerequisite: EE 476 or equivalent. network are connected to a variety of (3-0-3) Antsaklis Treatment of the basic principles of solids. Quanser servo systems. The lab provides a Prerequisite: EE 354 or equivalent. Topics include periodic structures, lattice flexible computing environment for the State variable descriptions of linear waves, electron states, static and dynamic empirical study of real-time networked dynamical systems. Solution of state properties of solids, electron-electron control systems. Research work in this equations for continuous-time and discrete- interaction transport, and optical properties. laboratory has been sponsored by the Army time systems. Input-output descriptions: (Fall) Research Office and General Motors. impulse response and transfer function. Controllability, observability, canonical 558. Microwave Theory The department also operates the Structural forms, stability. Realizations of input- (3-0-3) Staff Dynamics and Control/Earthquake output descriptions. State feedback and Prerequisite: EE 568. Engineering Laboratory jointly with the state observers. Polynomial matrix and Field theory of guided waves in linear Department of Civil Engineering and isotropic media. Mode theory and circuit Electrical Engineering 63 theoretic representation. Cavity resonators. suppression for emerging communication 598. Special Studies (Spring) technologies such as wireless multiuser (V-V-V) Staff communications. (Spring) Individual or small group study under the 561. Multi-Dimensional Signal Processing direction of a faculty member in a graduate (3-0-3) Bauer 576. Submicron Fabrication Techniques subject not currently covered by any An introduction to the analysis and design (3-0-3) Bernstein University course. (Fall and spring) of systems that process multidimensional Prerequisite: EE 486 or equivalent. signals. Emphasis is placed on the study of Physics of quantum devices, epitaxial 598F. Analog CMOS Design m-D digital filters and m-D signals. Specific growth techniques, electron optics, and (3-0-3) Seabaugh topics include m-D sampling, m-D electron microscopy. Also, optical, x-ray, This course covers complementary metal transforms, analysis and design of FIR and ion-beam, and electron-beam lithography, oxide semiconductor (CMOS) amplifier IIR m-D filters, stability, quantization and resist fundamentals, including spinning, design, including frequency response, noise, effects, inverse problems, etc. (Alternate exposure, development, and multilayer feedback, stability, and compensation. spring) systems. (Alternate spring) Operational amplifiers, bandgap reference circuits, oscillators, and phase lock loops are 563. Random Variables and Stochastic 580. Nonlinear Control Systems analyzed. Both analytic and SPICE circuit Processes (3-0-3) Sain design methods are developed. (3-0-3) Sauer Prerequisite: EE 555 or equivalent. Prerequisites: MATH 323 and EE 354. Geometric methods in the control of 598G. Robust Stability of Linear Systems This is an introduction to probability, nonlinear systems. Manifolds, Lie algebras, (3-0-3) Bauer random variables, and distribution func- distributions, and co-distributions. Local Prerequisite: A good background in linear tions, including random sequences and system decompositions and their relation- systems. probabilistic convergence. It also covers ship to controllability/observability. Specific This course provides a graduate-level basic concepts of stochastic processes such classes of problems: feedback linearization, coverage of recent results in robust stability as stationarity, time average and ergodicity, disturbance decoupling, input-output of dynamical systems under structured second order statistics, Gaussian process, decoupling. Lyapunov stability theory, uncertainties. Since the content is based on Markov process, and linear systems center manifold theory, and zero dynamics. various recent publications, there is no responses to stochastic processes. (Fall) (Alternate fall) textbook required. Topics will include stability of continuous and discrete domain 566. Solid-State Devices 581. Digital Image Processing polynomials, continuous and discrete state (3-0-3) Snider (3-0-3) Stevenson space systems, and time-variant/nonlinear Prerequisite: EE 556 or equivalent. Prerequisite: EE 563. systems. Fundamental tools such as the In-depth analysis of electronic devices with An introduction to the manipulation and principle of argument and the Hermite- an emphasis on both homojunction and analysis of digital images, intended as a Biehler Theorem will be covered early in the heterojunction devices. Operation of p-n foundation for research in such fields as course. junctions is analyzed, along with BJTs, visual communications, medical imaging, MOSFETs, and heterojunction devices such and image analysis. Specific topics include 598H. Applied Networking Theory as HBTs and MODFETs. (Spring) human visual effects, filtering, compression, (3-0-3) Haenggi restoration, and reconstruction. (Alternate Networking theory and applications, with 568. Electromagnetic Theory fall) emphasis on wireless and ad hoc networks. (3-0-3) Iafrate Network calculus, Markov chains, queuing Prerequisite: EE 348 or equivalent. 587. Quantum Mechanics for Electrical theory, flow control, media access schemes, The fundamental laws of Ampere, Gauss, Engineers and routing algorithms. Design philosophy and Faraday leading to Maxwell’s equations. (3-0-3) Lent of existing protocols and technologies such Solutions of boundary value problems in The course focuses on those aspects of as Bluetooth, GSM, and 802.11. Modeling various coordinates. (Fall) quantum theory that are of particular of networks and network traffic. relevance to electrical engineering. It is 571. Statistical Signal Processing intended to give seniors and first-year 599. Thesis Direction (3-0-3) Huang graduate students a working knowledge of (V-V-V) Staff Prerequisite: EE 563 or equivalent. quantum mechanics at a level sufficient to Research to satisfy the six credit hours This course covers essential statistical illuminate the operation of standard and required for the research master’s degree. concepts for signal and image processing. advanced quantum devices. Topics include (Fall and spring) The topics include Bayesian estimation classical mechanics versus quantum methods such as MMSE and MAP as well mechanics, early quantum theory, 600. Nonresident Thesis Research as MLE; optimality theory of estimation Schrödinger formulation, time-dependent (0-0-1) Staff that includes concepts of sufficiency, and time-independent Schrödinger Required of nonresident master’s students consistency, and efficiency; Fisher’s equation, Dirac formulation, Bloch who are completing their theses in absentia information; confidence intervals and basic theorem, magnetic effects, open quantum and who wish to retain their degree status. hypothesis testing; classical Fourier-analysis systems, density matrices, and coherence (Fall and spring) based spectral analysis methods and modern vector formalism. eigen-decomposition based methods such as MUSIC and ESPRIT; interference 64 The Division of Engineering

650. Advanced Linear Systems Design that operate by the principles of quantum 446. IC Fabrication Laboratory (3-0-3) Sain interference or wave-function engineering. 453. Communication Systems Prerequisite: EE 550 or consent of instructor. These include VMTs, RTDs, optical 455. Control Systems Applications of modern algebra to problems modulators and switches utilizing the 456. Data Networks of complicated linear system design. quantum-confined Stark effect or Franz- 458. Engineering Electromagnetics Quotients and state variable design; Keldysh effect, Aharonov-Bohm devices, 464. Introduction to Neural Networks freedom and system-matrix design; tensors BlochFETs, and quantum-diffraction 466. Topics in Electronic Transport Theory and multilinear design. (Alternate fall) devices. Other topics include introduction 468. Modern Photonics to “wave guide-electronics” and treatment 471. Digital Signal Processing 653. Information Theory of quantum fluctuation phenomena in 472. Analysis of A-C Power Systems (3-0-3) Costello mesoscopic devices. (Spring) 476. Electronic Properties of Materials Prerequisite: EE 563 or equivalent. 477. Photovoltaics A study of Shannon’s measure of informa- 671. Detection and Estimation 486. Analog Integrated Circuit Design tion to include: mutual information, (3-0-3) Liu 496. Digital Integrated Circuits entropy, and channel capacity; the noiseless Prerequisite: EE 563 or equivalent. source coding theorem; the noisy channel Hypothesis testing, optimization criteria Faculty coding theorem; rate distortion theory and (Bayes, minimax, Neyman-Pearson, etc.), PANOS J. ANTSAKLIS, Professor. Dipl., data compression; channel coding and likelihood ratios, detection of known National Technical Univ. of Athens, 1972; random coding bounds. (Alternate fall) signals, matched filters, Fredholm integral Sc.M., Brown Univ., 1974; Ph.D., ibid., equation, detection of signals with un- 1977. (1980) 654. Coding Theory known parameters, sequential probability (3-0-3) Costello ratio test, nonparametric detection, PETER H. BAUER, Professor. Diplom Prerequisite: EE 563 or equivalent. estimation of signal parameters, MLE, Engineer in Electrical Engineering, Error control coding techniques for digital optimum receivers. (Alternate fall) Technische Universitaet Muenchen, 1984; transmission and storage systems. Linear Ph.D., Univ. of Miami, 1987. (1988) block codes, cyclic codes, and Reed- 675. Stochastic Control Theory GARY H. BERNSTEIN, Associate Chair and Solomon codes. Convolutional codes, (3-0-3) Sain Viterbi decoding, MAP decoding, and Prerequisite: EE 555, 563 or equivalent. Professor. B.S.E.E., Univ. of Connecticut, sequential decoding. Block and trellis coded Control in the presence of uncertainties 1979; M.S., Purdue Univ., 1981; Ph.D., modulation. Concatenated coding and described as random variables and processes. Arizona State Univ., 1987. (1988) turbo codes. Applications to computer Topics in stochastic calculus and equations, WILLIAM B. BERRY, Professor. B.S.E.E., memories, space and satellite transmission, estimation, optimization, and stability. Univ. of Notre Dame, 1953; M.S.E.E., ibid., data modems. (Alternate fall) (Alternate fall) 1957; Ph.D., Purdue Univ., 1964. (1963)

655. Digital Control Systems 698. Special Studies OLIVER M. COLLINS, Professor. B.S., (3-0-3) Antsaklis (V-V-V) Staff California Institute of Technology, 1986; Prerequisite: EE 455 and 550 or equivalent. This number is reserved for specialized and/ M.S.E.E., ibid., 1987; Ph.D., ibid., 1989. Analysis and design of discrete-time and or experimental graduate courses. Content, (1995) sampled-data control systems. State space credit, and instructor will be announced by DANIEL J. COSTELLO, Leonard Bettex descriptions and transfer function descrip- department. (Offered as necessary) Professor of Electrical Engineering. B.S.E.E., tions using the z-transform. Control design Seattle Univ., 1964; M.S.E.E., Univ. of Notre using classical (root-locus, Bode, Nyquist), 699. Research and Dissertation Dame, 1966; Ph.D., ibid., 1969. (1985) state space, and polynomial techniques. (V-V-V) Staff (Alternate spring) Research and dissertation for resident PATRICK J. FAY, Assistant Professor. doctoral students. (Fall and spring) B.S.E.E., Univ. of Notre Dame, 1991; 656. Advanced Semiconductor Theory M.S.E.E., Univ. of Illinois at Urbana- (3-0-3) Lent 700. Nonresident Dissertation Research Champaign, 1993; Ph.D., ibid., 1996. (1997) Prerequisite: EE 556. (0-0-1) Staff THOMAS E. FUJA, Director of Graduate Treatment of quantum processes in Required of nonresident doctoral students Studies and Professor. B.S.E.E., Univ. of semiconductors. Topics include the who are completing their dissertations in electronic structure in semiconductors, absentia and who wish to retain their degree Michigan, 1981; M.S.E.E., Cornell Univ., lattice scattering, impurity scattering, and status. (Fall and spring) 1983; Ph.D., ibid., 1987. (1998) radiative and nonradiative processes. (Fall) GARABET J. GABRIEL, Associate Professor Upper-level Undergraduate Courses Emeritus. B.S., St. Louis Univ., 1956; M.S., 666. Advanced Quantum Devices Up to six credits at the 400-499 level may Illinois Institute of Technology, 1960; Ph.D., (3-0-3) Iafrate be applied toward the M.S. degree, and up Northwestern Univ., 1964. (1965) Treatment of advanced quantum transport to twelve credits at the 400-499 level may formalisms such as density matrix formal- be applied to the Ph.D. The following MARTIN HAENGGI, Associate Professor. ism, Wigner functions, and Green’s undergraduate courses, described in the M.S.E.E., Swiss Federal Institute of Technol- functions. Also, detailed analysis of Bulletin of Information, Undergraduate ogy, 1995; Ph.D., ibid., 1999 (2000) nanostructure devices (“quantum devices”) Programs, are available for graduate credit: Engineering and Law Dual Degree Program 65

DOUGLAS C. HALL, Associate Professor. JOHN OTT, Assistant Professional Specialist. concentration in one of the engineering B.S., Miami Univ., 1985; M.S., Univ. of B.S.E.E., Tri-State College, 1980; M.S.E.E., disciplines offered in Notre Dame’s Illinois at Urbana-Champaign, 1988; Ph.D., Univ. of Notre Dame, 1998. (1998) Division of Engineering. The course work- ibid., 1991. (1994) only master’s program requires the comple- WOLFGANG POROD, Professor. M.S., tion of 24 credit hours of engineering, EUGENE W. HENRY, Professor Emeritus. Univ. of Graz, 1979; Ph.D., ibid., 1981. mathematics, or science courses acceptable B.S.E.E., Univ. of Notre Dame, 1954; (1986) to the appropriate engineering department; M.S.E.E., ibid., 1955; Ph.D., Stanford Univ., MICHAEL K. SAIN, Frank M. Freimann six credit hours of appropriate law courses; 1960. (1960) Professor of Electrical Engineering. B.S., St. and a master’s examination. Courses for the JOSEPH C. HOGAN, Dean Emeritus of the Louis Univ., 1959; M.S., ibid., 1962; Ph.D., M.Eng. will be chosen in consultation with College of Engineering and Professor Emeritus. Univ. of Illinois, 1965. (1965) an adviser in the student’s engineering department. The recommended distribution B.S.E.E., Washington Univ., 1943; M.S.E.E., KEN D. SAUER, Director of Undergraduate Univ. of Missouri, 1949; Ph.D., Univ. of of engineering courses in the Law School Studies and Associate Professor. B.S.E.E., curriculum is one each semester during the Wisconsin, 1953. (1967) Purdue Univ., 1984; M.S.E.E., ibid., 1985; first and third years of study and two each YIH-FANG HUANG, Chair and Professor. M.A., Princeton Univ., 1987; Ph.D., ibid., semester during the second year. B.S.E.E., National Taiwan Univ., 1976; 1989. (1989) M.S.E.E., Univ. of Notre Dame, 1979; Ph.D., R. MICHAEL SCHAFER, Adjunct Associate Admission Princeton Univ., 1982. (1982) Professor. B.S.E.E., Univ. of Notre Dame, Admission to the program requires a GERALD J. IAFRATE, Associate Dean for 1975; M.S., ibid., 1977; Ph.D., ibid., 1980. separate application to each school. Research in the College of Engineering and (1980, 1986) Admissions decisions will be made indepen- Professor. B.S., Long Island Univ., 1963; M.S., dently by the Law School and by the ALAN C. SEABAUGH, Professor. B.S.E.E., Graduate School. Fordham Univ., 1965; Ph.D., Polytechnic Univ. of Virginia, 1977; M.S., ibid., 1979; Institute of Brooklyn, 1970. (1997) Ph.D., ibid., 1985. (1999) Law School applications may be obtained JOHN B. KENNEY, Adjunct Assistant GREGORY SNIDER, Associate Professor. from the Director of Admissions, P.O. Box Professor. B.S.E.E., Univ. of Notre Dame, B.S.E.E., California State Polytechnic Univ., 959, University of Notre Dame, Notre 1982; M.S.E.E., ibid., 1983; Ph.D., bid, 1983; M.S.E.E., Univ. of California, Santa Dame, IN 46556–0959, telephone (219) 1989. (1989) Barbara, 1987; Ph.D., ibid., 1991. (1994) 631–6626. THOMAS H. KOSEL, Associate Professor. ROBERT L. STEVENSON, Associate For further information about the engineer- B.S., Univ. of California, 1967; M.S., ibid., Professor. B.E.E., Univ. of Delaware, 1986; ing program, contact the Office of Graduate 1970; Ph.D., ibid., 1975. (1978) Ph.D., Purdue Univ., 1990. (1990) Admissions. MICHAEL D. LEMMON, Associate Professor. JOHN J. UHRAN JR., Senior Associate Dean B.S.E.E., Stanford Univ., 1979; M.S.E.E., for Academic Affairs in the College of Engineer- Univ. of California, 1987; Ph.D., Carnegie ing, Professor of Computer Science and Mellon Univ., 1990. (1990) Engineering, and Professor of Electrical CRAIG S. LENT, Professor. A.B., Univ. of Engineering. B.S., Manhattan College, 1957; California, Berkeley, 1978; Ph.D., Univ. of M.S., Purdue Univ., 1963; Ph.D., ibid., 1966. Minnesota, 1984. (1986) (1966) RUEY-WEN LIU, Frank M. Freimann Professor Emeritus of Electrical Engineering. Engineering and Law Dual Degree B.S., Univ. of Illinois, 1954; M.S., ibid., Program 1955; Ph.D., ibid., 1960. (1960) The dual degree program in engineering JAMES L. MERZ, Frank M. Freimann and law is designed for law students who are Professor of Electrical Engineering. B.S., Univ. interested in pursuing careers in areas such of Notre Dame, 1959; M.S., Harvard Univ., as patent, environmental, telecommunica- 1961; Ph.D., ibid., 1967. (1994) tions, or similar law specialties. To be eligible for the master of engineering degree, ANTHONY N. MICHEL, Dean Emeritus the candidate must also be a candidate for and Frank M. Freimann Professor of Engineer- the juris doctor degree in the Notre Dame ing. B.S.E.E., Marquette Univ., 1958; M.S., Law School. The master’s program is not ibid., 1964; Ph.D., ibid., 1968; D.Sc., Tech. available as an individual degree program. Univ., Graz, 1973. (1984) ROBERT J. MINNITI, Professional Specialist. To be awarded both degrees, the candidate B.S.E.E., Purdue Univ., 1970; M.S.E.E., must complete a minimum of 99 credit ibid., 1971. (1989) hours, 75 in law and 24 in the engineering program. The engineering degree awarded will be the master of engineering with a 66 The Division of Humanities

The Division of Humanities

The Division of Humanities offers graduate programs in most departments, extending to the doctoral level in English, history, history and philosophy of science, literature, medieval studies, philosophy, and theology. The division also offers master’s degree programs in art, creative writing, early Christian studies, music, and German and romance languages and literatures.

All of these programs are directed toward preparing students for teaching and scholarship in the special areas of the humanities. These programs share the purpose of interpreting both old and new humanistic creations and in deepening the understanding and appreciation of the meaning of these creations. Using methods as old as scholarly contemplation and as new as computer analysis, the humanistic disciplines study all that pertains to human culture and to the capacity for intellectual and moral development.

Some centers and institutes provide a framework for multidisciplinary approaches to issues in the humanities. The Medieval Institute, founded in 1947, is a comprehensive teaching and research institution dedicated to the study of European culture and history between the fifth and the fifteenth centuries. The institute also sponsors conferences, colloquia, and visiting lectures and publishes a series of monographs.

The Nanovic Institute seeks to enhance European studies at Notre Dame by providing a forum for the discussion of key issues in Europe across all fields and by stimulating faculty and student research with research grants. The institute pursues these objectives through scholarly exchanges, lectures, conferences, and seminars dealing with such problems as nationalism, citizenship, ethnicity, immigration, and the place of Europe in broader international processes.

The Erasmus Institute was founded to foster research grounded in Catholic intellectual traditions and focus on significant issues in contempo- rary scholarship. Its mission is not to advance study of the Church or theology as such, but rather to bring resources from two millennia of Catholic thought to bear on problems in the humanities, social sciences, and arts.

The Center for Philosophy of Religion was established in the fall of 1976 in order to promote, support, and disseminate scholarly work in philosophy of religion and Christian philosophy. The center hopes to promote work concerned with the traditional topics and questions that fall under the rubric of the philosophy of religion: the theistic proofs, the rationality of belief in God, the problem of evil, the nature of religious language, and the like.

The Notre Dame Center for Ethics and Culture is dedicated to coordinating, focusing, and amplifying the rich resources in ethics provided by Notre Dame as the world’s premier Catholic university. The center’s goal is not simply to provide another response from the academy to apparently intractable cultural debates. Rather, it proposes as an alternative an approach rooted in the Christian, Augustinian, and Thomist intellectual tradition defined by Christian, and especially Catholic, religious and social practices.

Art, Art History, and Design The aim of the graduate program is to The Master of Fine Arts Degree Chair: educate qualified, promising students in The master of fine arts degree (M.F.A.) at Austin Collins, C.S.C. various aspects of creative activity and art Notre Dame is for artists and designers with Director of Graduate Studies: history. Studio and design students may exceptional talent and strong academic Richard L. Gray concentrate in ceramics, design, painting, skills. The program combines studio work Telephone: (219) 631-7602 photography, printmaking, and sculpture, with academic studies in art history and E-mail: [email protected] or in a combination of these disciplines. Art criticism. The College Art Association and (www.nd.edu/~art) history students select from a range of most other professional institutions of course offerings to fulfill their professional higher education recognize the M.F.A. as The Program of Studies interests. In addition to specific courses, the terminal degree for artists and designers. The Department of Art, Art History, and graduate students may pursue an area of This degree has become the standard Design offers the master of fine arts interest through a system of independent prerequisite for those who intend to teach at (M.F.A.) degree in studio art and design study with a faculty adviser and a graduate the college level. It is also appropriate for and the master of arts (M.A.) degree in art committee selected by the student. Students individuals seeking to further develop their history. In studio art and design, the are expected to develop a personal direction professional careers as artists and designers. department also awards the M.A. degree, that culminates in a professional exhibition but only to students who are not accepted of visual work or a research project in art The M.F.A. degree is a studio and research to degree candidacy in the M.F.A. program. history. degree that requires three years or six semesters of study and 60 graduate credit hours with a B (3.0) or better average, Art, Art History, and Design 67 including nine credit hours of art history, The M.A. in art history requires the The Master of Arts Degree: three credit hours in ARHI 681 (Graduate completion of 36 credit hours of graduate Studio Art and Design Seminar) and 10 credit hours of ARST 697 study, including six credit hours of thesis The nonresearch master of arts degree (Thesis Direction). Additional requirements research, with a B (3.0) or better average. A (M.A.) program in studio art and design is include: normal course load is from nine to 12 credit granted to M.F.A. students who either are • Successful completion of ARST 595 hours per semester. Students are required to not admitted to M.F.A. candidacy or (Teaching Methods) each year. take at least one course or seminar from choose to leave the M.F.A. program with an • Admission to the third year of the M.F.A. each regular art history faculty member. M.A. degree. The department does not program (M.F.A. candidacy). The successful completion of at least one regularly admit students to this program. • The successful completion of a written seminar in each of the four areas represented The nonresearch M.A. degree requires 40 thesis approved by the student’s thesis by the faculty (Ancient, Medieval, Renais- graduate credits, including six credit hours committee. sance and Baroque, and Modern) and in art history and three credit hours in • The completion of a thesis project, an ARHI 596 (Art History Methods) is also ARHI 681 (Graduate Seminar). Students exhibition of creative work that is approved required. Additional requirements include: who are not in residence but still in the by the entire art and design faculty. • The successful completion of a compre- process of finishing an M.A. degree must be hensive examination. This examination is enrolled for a minimum of one credit hour Students who are not in residence but still taken at the beginning of the fall semester of of ARST 600 (Nonresident Thesis Direc- in the process of finishing an M.F.A. degree the second year of study. tion) each semester. must be enrolled for a minimum of one • The successful completion of a written credit hour of ARST 600 (Nonresident thesis. The student will be expected to select Course Descriptions Thesis Research) each semester. a thesis topic and adviser by the end of the Graduate instruction in studio and design is first year of study. The finished thesis must done primarily on an independent study Admission be read and approved by the adviser and basis. Students meet regularly with faculty Art and design majors are evaluated two other readers. and other graduate students for critiques primarily on the basis of a portfolio of 20 • Evidence of reading ability in one foreign and seminars. Course listings in studio and slides and three letters of recommendation. language, either German, French, or design reflect the various media areas in All applicants must write a statement of another language approved by the graduate which a student can take credits. intent indicating their goals for the M.F.A. adviser. Reading ability is normally degree and their expectations for graduate demonstrated by obtaining a passing grade Each course listing includes: studies. on the appropriate Graduate Reading – Course Number Examination administered by the Univer- – Title Prerequisites for admission ordinarily sity. This requirement must be fulfilled – (Lecture hours per week– include the B.F.A. degree in studio art or during the first year of graduate study. laboratory or tutorial hours per week– design, including courses in art and art credits per semester) history. However, students of exceptional Students who are not in residence but still – Instructor merit who have earned the B.A. or B.S. in the process of finishing an M.A. degree – Course Description degree in studio art or design or the must be enrolled for a minimum of one – (Semester normally offered) equivalent will be considered. All applicants credit hour of ARHI 600 (Nonresident must have a B (3.0) or better average in Thesis Research) each semester. Studio Art Program Courses undergraduate major courses. Graduate 509S, 510S. Ceramics Studio Record Examination (GRE) scores are not Admission (0-V-V) (0-V-V) Staff required for admission. Admission to the art history program is Studio projects and research in ceramics. based on Graduate Record Examination (Every semester) To be considered for tuition and stipend scores, evaluation of undergraduate scholarships, applications should be received transcripts, a writing sample, and letters of 511S, 512S. Ceramic Sculpture by February 1. recommendation. Successful applicants are (0-V-V) (0-V-V) Staff normally expected to hold a B.A. in art Clay is the primary medium for this The Master of Arts Degree: Art History history or its equivalent (20 to 30 credit advanced course in sculpture. (Every The M.A. prepares the student for more hours in art history). Students with semester) advanced graduate work by providing him insufficient undergraduate art history or her with the opportunity to solidify credits may be provisionally admitted to 533S, 534S. Painting Studio general and specialized art historical the program with the stipulation that they (0-V-V) (0-V-V) Staff knowledge and to hone research skills. The make up any deficiencies before being Studio projects and research in painting. degree may also serve as a foundation for admitted to regular candidacy. Undergradu- (Every semester) employment or further study in fields such ate courses taken to rectify deficiencies will as museology, visual image management, not count toward the 36-credit-hour degree 541S, 542S. Sculpture Studio and art dealing and investment. requirement. (0-V-V) (0-V-V) Staff Studio projects and research in three- The M.A. in art history is not a terminal To be considered for tuition and stipend dimensional media. (Every semester) degree. A doctorate is normally required to scholarships, applications should be received teach at the college level. by February 1. 68 The Division of Humanities

545A. Sculpture/Ceramics Seminar student research. This course is required of problems that define it will be traced from (0-V-1) (0-V-1) Sculpture/Ceramics Staff all design candidates each semester leading the eighth through the second centuries A team-taught seminar/critique that brings to and including the M.F.A. thesis year. B.C.E., from the late Geometric through together all the ceramics and sculpture the Archaic, Classical, and Hellenistic faculty and graduate students in a weekly 582S. Digital Studies periods. Among themes to be treated are the dialogue focusing on issues in contemporary (0-V-V) Staff relationship between the landscape and art as they relate to student research. This Prerequisite: Permission of instructor. religious architecture, the humanization of course is required of all ceramic and An advanced computer course to give the temple divinities, the architectural expres- sculpture candidates each semester leading design student the opportunity to pursue sion of religious tradition and even specific to and including the M.F.A. thesis year. research and development in digital image history, architectural procession and hieratic making. (Every semester) direction, emblem and narration in 545B. Photography Seminar architectural sculpture, symbolism and (0-V-1) (0-V-1) Photography Staff 591S. Advanced Design Research allusion through architectural order, A team-taught seminar/critique that brings (0-V-V) Staff religious revival and archaism, and the together all the photography faculty and An advanced course in the conceptual breaking of the architectural and religious graduate students in a weekly dialogue development and implementation of canon. (Alternate spring) focusing on issues in contemporary art as professional level graphic or industrial they relate to student research. This course design problems. Design graduate students 524. Etruscan and Roman Art and Architecture is required of all photography candidates only. (Every semester) (3-0-3) Rhodes each semester leading to and including the Roman art of the Republic and the Empire M.F.A. thesis year. Art History Program Courses is one focus of this course, but other early 503. Anthropology of Art cultures of the Italian peninsula and their 545C. Painting/Printmaking Seminar (3-0-3) Bellis rich artistic productions are also considered. (0-V-1) (0-V-1) Painting/Printmaking Staff This course is an examination of art as a In particular, the arts of the Villanovans and A team-taught seminar/critique that brings functional part of culture from the anthro- the Etruscans are examined and evaluated together all the painting and printmaking pological point of view. Attention will be both as unique expressions of discrete faculty and graduate students in a weekly given to both the evolution of art as part of cultures and as ancestors of and influences dialogue focusing on issues in contemporary human culture and to the evolution of the on Rome. The origins and development of art as they relate to student research. This study of art by anthropologists. monumental architecture, painting, course is required of all painting and portraiture, and historical relief sculpture printmaking candidates each semester 521. Classical Greek Art are isolated and traced from the early first leading to and including the M.F.A. thesis (3-0-3) Rhodes millennium B.C.E. through the early fourth year. This course analyzes and traces the century of the modern era. development of Greek architecture, 585S, 586S. Photography Studio painting, and sculpture from the beginning 525. Roman Architecture (0-V-V) (0-V-V) Staff of the fifth century B.C.E. through the (3-0-3) Rhodes Studio projects and research in photogra- death of Alexander the Great in 323 B.C.E. The content of this course spans 11 phy. (Every semester) Particular emphasis is placed upon the centuries, from the eighth century B.C.E. to monumental arts, their historical and the fourth century of the modern era, and 593S, 594S. Printmaking Studio cultural contexts, and how they reflect traces the development of Roman architec- (0-V-V) (0-V-V) Staff changing attitudes toward the gods, human ture from its origins in Iron Age huts on the Studio projects and research in achievement, and the relationship between Palatine Hill and Etruscan temples and printmaking. (Every semester) the divine and the human. tombs; through the Roman colonization of the Italian peninsula and the establishment Design Program Courses 522. Hellenistic Art of basic tenets of town planning; through 515S, 516S. Graphic Design Research (3-0-3) Rhodes the conquest of Greece and the consequent (0-V-V) (0-V-V) Staff This course examines the complex artistic hellenization of Rome; through the Special projects in visual communications production of the Greek world in the three invention of Roman concrete and the for students of graphic design. (Every centuries following the death of Alexander gradual exploitation of its practical semester) the Great in 323 B.C.E. and the division of properties and its potential for spatial the immense empire into separately manipulation; through the architectural 517S, 518S. Product Design Research administered kingdoms. The relationship of expression of propaganda and ideal in the (0-V-V) (0-V-V) Staff Hellenistic art and culture to their classical great building programs of the emperors; to Special projects in product and systems forebears, the development of an artistic and the creation of a specifically Christian design. (Every semester) cultural koine in the Hellenistic world, and architecture from the combined architec- the hellenization of Republican Rome will tural forms and spirit of Greece and Rome. 545D. Design Seminar be considered. (0-V-1) (0-V-1) Design Staff 533. Byzantine Art A team-taught seminar/critique that brings 523. Greek Architecture (3-0-3) Barber together all the design faculty and graduate (3-0-3) Rhodes Byzantine art has often been opposed to the students in a weekly dialogue focusing on In this course the development of Greek traditions of western naturalism, and as issues in contemporary art as they relate to monumental architecture and the major such has been an undervalued or little Art, Art History, and Design 69 known adjunct to the story of medieval art. conscious of the special wedding of nature, and printmaking not only became a In order to develop a more sophisticated art, and spirituality that defines the domestic commodity sold in a more understanding of this material we will achievement of the Northern Renaissance. modern-looking marketplace, it also examine the art produced in Byzantium in (Alternate fall) continued to serve its traditional political, the period from the ninth to the 12th moral, and spiritual functions. This course century, a period that marks the high point 544. The High Renaissance in Rome and will concentrate on paintings and prints of Byzantine artistic production and Florence produced in Flanders, Spain, and the Dutch influence. Stress will be placed upon the It was Leonardo’s synthetic achievement Republics during the 17th century, an era of function of this art within the broader that changed the course of history painting, extraordinary invention. The work of artists setting of this society. Art theory, the and Bramante who adapted and made such as Rubens, vanDyck, Valázquez, notions of empire and holiness, the burdens universal ancient Roman monumental Zurbarán, Leyster, Hals, and Rembrandt of the past and the realities of contemporary architecture for a new generation of princely will be considered in the context of a praxis will be brought to bear upon our patrons. The vocabulary of this new modern number of interrelated themes including the various analyses of material from all media. style became the visual language of the business of art, the status of the artist, art in How we, as art historians, can write the fledgling Florentine Republic, the “impe- service of the state, the rise of genre, gender history of this rich culture will be a central rial” Rome of Pope Julius II, and the stereotypes, allegory, and art, religion, and issue of this course. humanistic court of Pope Leo X. This spirituality. (Alternate fall) course will investigate the formulation of 541. Trecento: Giotto to the Duomo the High Renaissance in Milan and Central 549. Eighteenth-Century European Art (3-0-3) Gill Italy as begun by Leonardo and Bramante, (3-0-3) Coleman Beginning with Giotto’s Scrovegni Chapel and its formulation in the hands of a Profound and universal inquiry into all in Padua, we examine the arts in Italy in the younger generation of artists, most notably, aspects of knowledge marked the history of 1400s, concluding with Brunelleschi’s Michelangelo, Raphael, Fra Bartolommeo, the century of the Enlightenment and the revolutionary design for the dome of and Andrea del Sarto. Grand Tour. The rise of the collective idea Florence Cathedral of 1436. We consider of nature; the study and instrumentality of the regional traditions of the city-states, 546. Venetian and Northern Italian the antique; the foundations of religion, the including Siena, Venice, Florence, and Pisa, Renaissance Art state, morality and reason; the relationship as well as Rome, and as expressed in (3-0-3) Coleman of the arts to the state; and the philosophy narrative fresco programs, altarpieces, This course focuses on significant artistic of aesthetic—these were all critically sculpture, and architecture. Among our developments of the 16th century in analyzed and questioned. subjects are the royal tombs in Naples and Venice, with brief excursions into Lom- Milan, the evolution of the equestrian bardy and Piedmont. Giorgione, Titian, This course investigates various stylistic monument, St. Mark’s in Venice, the and Palladio, the formulators of the High trends in 18th-century art in Italy, France, character of Gothic expression in Italy, and Renaissance style in Venice, and subsequent and England with a focus on the institu- the impact of the Black Death. artists such as Tintoretto and Veronese are tionalization of art through the academies. examined. An investigation of the art Discussion also centers on classical art 542. 15th-Century Italian Renaissance Art produced in important provincial and urban theory and its relationship to the academies (3-0-3) Rosenberg centers such as Brescia, Cremona, Milan, in light of the social, political, and religious This course investigates the century most Parma, Varallo, and Vercelli also provide climate of the period. We will also consider fully identified with the Early Renaissance insight into the unique traditions of the the aesthetical, art historical, and social in Italy. Individual works by artists such as local schools and their patronage. (Alternate consequences of the writings of Kant, Brunelleschi, Donatello, Ghiberti, fall) Burke, and Winckelmann. The course Botticelli, and Alberti are set into their begins with the late baroque paintings of social, political, and religious contexts. 547. Italian Baroque Art Carlo Maratti and his followers, and then Special attention is paid to topics such as (3-0-3) Coleman, Rosenberg moves to subsequent stylistic trends as the origins of art theory, art and audience, The focus of this course is on Roman art of neoclassicism, Egyptian revival, and the portraiture and the definition of self, the 17th century. The evolution of the style rococco. Attention is also given to the Medician patronage, and art for the and content of painting, sculpture, and vedute painters and such diverse personali- Renaissance courts of northern Italy and architecture in Baroque Italy is considered ties as Piranesi, Mengs, Kauffmann, Naples. (Alternate fall) in light of the social, political, and religious Tiepolo, Watteau, and Chardin. (Alternate climate of the period. Among the artists spring) 543. Northern Renaissance Art considered are Caravaggio, the Bolognese (3-0-3) Rosenberg Carracci, and their followers, Guercino, 551. American Art This course traces the development of Artemisia Gentileschi, Bernini, Borromini, (3-0-3) Pyne painting in Northern Europe (France, and the French expatriates Poussin and This course treats American painting, Germany, and Flanders) from approxi- Claude Lorrain. (Alternate spring) architecture, and sculpture from the Puritan mately 1300 to 1500. Special attention is culture through the advent of early 20th- given to the art of Jan van Eyck, 548. The Age of Rembrandt: Northern century Modernism. It examines the Heironymus Bosch, Albrecht Dürer, and Baroque Painting development of a cultural tradition that was Rogier VanderWeyden. In tracing the (3-0-3) Rosenberg produced by the northeastern Anglo- evolution of manuscript and oil painting Epitomized by the self-conscious art of American élite classes. Among the major and the graphic media, students become Rembrandt, Northern Baroque painting themes of the course are: the struggle for an 70 The Division of Humanities

American identity; Protestant and Catholic industrial, product and graphic design in 581. Seminar in Greek and/or Roman Art forms in American art; nature and American the 19th and 20th centuries. More than the (3-0-3) Staff identity; the ambivalent relationship of aesthetic styling of products, design Seminar on specific subjects in Greek and/ American artists to European art; the mediates the intersection of technology and or Roman art. (Alternate spring) impact of evolutionary thought on Ameri- cultural values in the modern era. The role can art; the representation of race and of the modern designer as both a facilitator 582. Seminar in Byzantine Art gender; imperialist agendas in American art; and a critic of industrial technology will be (3-0-3) Barber and the experimentation of American artists examined. Open to all students. (Alternate Prerequisite: Permission required. and architects with artistic Modernism. fall) Seminar on specific subjects in Byzantine art. (Alternate fall) 552. British Art 571. Topics in Greek and/or Roman Art (3-0-3) Pyne (3-0-3) Staff 583. Seminar in Renaissance Art This course focuses on the crucial period, Topics course on special areas of Greek (3-0-3) Staff from 1760 to 1870, in which a modern and/or Roman art. Seminar on specific subjects in Renaissance national identity was formed in England. art. (Alternate fall) The course explores the ways in which 572. Topics in Byzantine Art artists and architects responded to the (3-0-3) Barber 584. Seminar in Baroque Art baffling social problems created by the Prerequisite: A 200- or 300-level Art History (3-0-3) Staff Industrial Revolution, and the various course or permission. Seminar on specific subjects in baroque art. routes of engagement and escape these The content of this course will change (Alternate spring) artists took in confronting modern England. from year to year. Intended for senior The themes to emerge throughout the undergraduates and graduate students, it 585. Seminar in American Art course are: science, industrialism, and the will examine narrow themes. Readings (3-0-3) Staff development of landscape painting; and discussion will be central to this class. Seminar on specific subjects in American representations of the rural and urban poor; Topics that might be addressed include: art. (Alternate spring) landscape and the sublime; the “gothick” gender and sexuality, court culture, imagination and the cult of sensibility; the monasticism and spirituality, and 586. Seminar in British Art revival of medievalism; the image of the colonialism. (3-0-3) Staff modern industrial city; the regulation of Seminar on specific subjects in British art. sexuality in domestic genre painting; the 573. Topics in Renaissance Art (Alternate fall) problem of femininity in Pre-Raphaelite (3-0-3) Staff painting; evolutionary science and nature; Topics course on special areas of Renais- 587. Seminar in Modern European Art and William Morris, design, and socialism. sance art. (Alternate fall) (3-0-3) Staff Seminar on specific subjects in 19th-century 553. 19th-Century European Art 574. Topics in Baroque Art and 20th-century European art. (3-0-3) Pyne (3-0-3) Staff (Alternate spring) This survey of 19th-century painting treats Topics course on special areas of baroque the major figures of the period within the art. (Alternate spring) 588. Seminar in Contemporary Art context of the social, political, and intellec- (3-0-3) Staff tual ferment that shaped the culture— 575. Topics in American Art Seminar on specific subjects in contempo- primarily, the numerous political revolu- (3-0-3) Staff rary art. (Alternate spring) tions and the rise of industrial capitalism Topics course on special areas of American and the middle class in France, England, art. (Alternate spring) 596. Art History Methods and Germany. Among the artistic move- (3-0-3) Rosenberg ments discussed are neoclassicism, romanti- 576. Topics of British Art A survey of the historiography of art history cism, realism, pre-Raphaelitism, impression- (3-0-3) Staff with special attention paid to the various ism, and symbolism. Some of the major Topics course on special areas of British art. types of methodology that have been themes addressed are the relationships (Alternate fall) applied to the analysis of art. Special between tradition and innovation, between attention is given to 19th-century and 20th- the artist and public, and between gender 577. Topics in Modern European Art century art historical methods. Required of and representation, as well as the multiple (3-0-3) Staff all art history graduate students. (Fall) meanings of “modern” and “modernism.” Topics course on special areas of 19th- The class will visit the Snite Museum of Art century and 20th-century European art. 681. Graduate Seminar on occasion to discuss special exhibitions (Alternate spring) (3-0-3) Haywood, Pyne related to topics in the course. (Alternate Discussions in this course center on spring) 578. Topics in Contemporary Art contemporary movements, styles, artists, (3-0-3) Staff aesthetic philosophies, and critical theories. 563. History of Design: Form, Values, Topics course on special areas of contempo- Required of all studio/design and art history and Technology rary art. (Alternate spring) graduate students. (Fall) (3-0-3) Doordan This course will provide a historical perspective on the development of Classics 71

Special Courses REV. JAMES F. FLANIGAN, C.S.C., Classics For students with advanced standing in art, Associate Professor. A.B., Univ. of Notre Dame, Chair: W. Martin Bloomer art history, and design. 1958; M.A., ibid., 1962; M.F.A., George Telephone: (219) 631-7195 Washington Univ., 1965. (1965) 595. Teaching Methods E-mail: [email protected] (0-0-1) Gray MEREDITH GILL, Assistant Professor. B.A., Univ. of Melbourne, 1981; M.A., Princeton The Department of Classics offers instruc- 598. Special Studies Univ., 1986; Ph.D., ibid., 1992. (1999) tion in classical studies and is the adminis- trative home to the programs in Arabic and (V-V-V) Staff RICHARD L. GRAY, Director of Graduate Irish. The department cosponsors a master’s Studies and Associate Professor. B.S., Illinois 599. Thesis Direction degree program in early Christian studies State Univ., 1976; M.F.A., Rochester Institute with the Department of Theology. The (V-V-V) Staff of Technology, 1982. (1982) Independent research and writing on an following courses are available to graduate approved subject under the direction of a ROBERT HAYWOOD, Assistant Professor. students. Graduate students who intend to faculty member. Required of candidates for B.A., Univ. of South Carolina, 1981; M.A., begin or renew their study of Greek, Latin, the research M.A. in art history and for the Univ. of Michigan, 1988; Ph.D., ibid., 1993. Arabic, Syriac, or Irish are invited to contact M.F.A. (1995) the department for advice. DOUGLAS KINSEY, Professor Emeritus. Course Descriptions 600. Nonresident Thesis Research B.A., Oberlin College, 1957; M.F.A., Univ. of (0-0-1) Staff Each course listing includes: Minnesota, 1960. (1968) Required of all nonresident graduate — Course Number students who are completing their theses in WILLIAM JAMES KREMER JR., Professor. — Title absentia and who wish to retain their degree B.F.A., Univ. of Wisconsin–Superior, 1969; — (Lecture hours per week– status. M.S., Univ. of Wisconsin–Milwaukee, 1971; laboratory or tutorial hours per week– M.F.A., ibid., 1971. (1973) credits per semester) Faculty — Instructor MARTINA LOPEZ, Associate Professor. CHARLES E. BARBER, Associate Professor. — Course Description B.F.A., Univ. of Washington, 1985; M.F.A., Ph.D., Courtauld Institute of Art, London, — (Semester normally offered) The School of the Art Institute of Chicago, 1989. (1996) 1990. (1993) Classical Languages FREDERICK S. BECKMAN, Professor MARTIN L. NGUYEN, C.S.C., Assistant Emeritus. B.F.A., Univ. of Notre Dame, 1942; Professor. B.A., Univ. of Portland, 1982; 582. Medieval Art Seminar: Art and Worship M.A., Columbia Univ., 1949. (1946) M.F.A., Univ. of California, Berkeley, 1995. (3-0-3) Barber JOHN CARUSO, Assistant Professor. B.F.A., (1995) This seminar will examine the history, Center for Creative Studies, 1987; M.F.A., function, theory, and meaning of the DEAN A. PORTER, Director Emeritus of the Univ. of Illinois-Chicago, 1996. (1999) Byzantine icon. Snite Museum of Art and Professor. B.A., ROBERT R. COLEMAN, Associate Professor. Harpur College, 1961; M.A., State Univ. of 697. Directed Readings B.A., State Univ. College at New Paltz, 1970; New York at Binghamton, 1966; Ph.D., ibid., (V-V-V) Staff M.A., Univ. of Chicago, 1973; Ph.D., ibid., 1974. (1966) 1988. (1982, 1990) KATHLEEN A. PYNE, Associate Professor. Greek Language and Literature REV. AUSTIN I. COLLINS, C.S.C., Chair B.A., Univ. of Michigan, 1971; M.A., ibid., 501, 502. Graduate Greek I/II and Associate Professor. B.A., Univ. of Notre 1975; Ph.D., ibid., 1988. (1988) Dame, 1977; M.Div., Graduate Theological (3-0-3) (3-0-3) Staff ROBIN F. RHODES, Associate Professor. The course presupposes no prior knowledge Union, 1981; M.F.A., Claremont Graduate Ph.D., Univ. of North Carolina, 1984. (1996) of Greek. It is the equivalent of the first two School, 1985. (1985) CHARLES M. ROSENBERG, Professor. B.A., semesters of Greek. JEAN A. DIBBLE, Associate Professor. B.S., Swarthmore College, 1967; M.A., Univ. of Univ. of Wisconsin, 1979; M.A., Univ. of 503. Intermediate Greek Michigan, 1969; Ph.D., ibid., 1974. (1980) New Mexico, 1981; M.F.A., Univ. of (3-0-3) Vacca Wisconsin, 1988. (1989) ROBERT SEDLACK, Assistant Professor. Intermediate Greek combines a thorough B.F.A., Univ. of Notre Dame, 1989; M.F.A., review of the first year’s work with extensive DENNIS P. DOORDAN, Associate Professor Indiana Univ. Bloomington, 1993. (1998) reading of the unabridged text of a classical of Architecture and Concurrent Associate author. This course is also offered in the JOHN F. SHERMAN, Associate Professional Professor of Art, Art History, and Design. B.A., summer. Stanford Univ., 1973; M.A., Columbia Univ., Specialist. B.S., Ball State Univ., 1979; 1976; M.Phil., ibid., 1978; Ph.D., ibid., M.F.A., Indiana Univ., 1981. (1986) 505. Intensive Greek 1983. (1990) MARIA TOMASULA, Associate Professor. (3-0-3) Vacca PAUL A. DOWN, Associate Professor. B.S., B.F.A., Univ. of Illinois at Chicago, 1987; A beginning course that presumes no Andrews Univ., 1969; M.F.A., Univ. of Notre M.F.A., Northwestern Univ., 1989. (1994) previous knowledge of Greek. This course is Dame, 1982. (1983) the equivalent of two semesters of Greek. (Summer only) 72 The Division of Humanities

510. Greek Historians history of the late republic and early Empire 511. Arabic for Scholars: Introduction to (3-0-3) Ladouceur to provide a context for the writings. Koranic/Classical Arabic Readings in the histories of Herodotus and (3-0-0) Guo Thucydides. Discussion of the origins of the 511. Intensive Latin Identical to 505 but carries no credit. literary form, techniques of characterization, (3-0-0) Ladouceur (Summers only) principles of causality. Careful analyses of Identical to 505 but carries no credit. This the original text aided by modern secondary course is the equivalent of two semesters’ 515. Advanced Arabic II scholarship. Translation, imitative composi- study. (Summer only) (3-0-3) Staff tion, and two papers required. Continuation of advanced study of literary 513. Intermediate Latin Arabic. 511. Intensive Greek (3-0-0) Siegel (3-0-0) Vacca Identical to 505 but carries no credit. Syriac Identical to 505 but carries no credit. (Summer only) (Summer only) 500. Introduction to Syriac Grammar 574. The Vulgate and Related Texts (3-0-0) Amar 513. Intermediate Greek (3-0-3) Bower Introduction to the Syriac language. (3-0-0) O’Connor Readings and critical discussion of the (Summer only) Identical to 503 but carries no credit. various layers of texts in the Vulgate Bible. (Summer only) 500A. Introduction to Syriac Literature 579. Seminar: Latin Wit and Wisdom (3-0-0) Amar 568. Readings in Byzantine Greek (3-0-3) Bloomer Beginning readings in Syriac literature. (0-0-1) O’Connor A seminar examining the collections and use (Summer only) Ongoing weekly reading group of Byzantine of senteniae in classical and medieval Greek. Readings are focused on short but schooling and literature. 500B. Intermediate Syriac Reading complete texts in hopes of producing and (3-0-0) Amar making accessible workable translations. This is a new offering designed as a Middle Eastern Languages “refresher course.” Emphasis will be on Latin Language and Literature reading a variety of prose and poetic texts Arabic drawn mainly from the writings of St. 475. Medieval Latin Ephrem as the basis for review of grammar (3-0-3) Gersh, Sheerin 501, 502. Beginning Arabic I/II and basic structures. (Summer only) An introduction to medieval Latin, its (3-0-3) (3-0-3) Staff philology, and literary history, and to the An introduction to modern standard 535. Historical Survey of Syriac instrumenta for study and research in the Arabic. Christianity in English field. (Cross-listed as MI 557.) (3-0-3) Amar 503. Continuing Arabic (Summer only) 501, 502. Graduate Latin I/II (3-0-3) Afsaruddin (3-0-3) (3-0-3) Staff The third (intermediate) course in standard Middle Egyptian Beginning Latin. Graduate students have a Arabic. number of options for beginning study of 505. Intensive Ancient Egyptian Hieroglyphs Latin; please contact the department for 504. Continuing Arabic (3-0-3) Vinson advice. (3-0-3) Guo This course will offer students an intensive This course is a continuation of third introduction to Middle Egyptian, the 503. Intermediate Latin semester Arabic. Emphasis will be on the classical language of Ancient Egypt, and the (3-0-3) Ladouceur acquisition of reading, writing, and hieroglyphic script used to write it. The This course introduces all the fundamentals speaking skills. course presumes no previous knowledge of of Latin grammar necessary for reading Middle Egyptian. (Summer only) classical Latin of medium difficulty. This 505. Arabic for Scholars: Introduction to course is also offered in the summer. Koranic/Classical Arabic 511. Intensive Ancient Egyptian Hieroglyphs (3-0-3) Guo (3-0-0) Vinson 505. Intensive Latin An introduction to classical Arabic, this Identical to 505 but carries no credit. (3-0-3) Ladouceur eight-week intensive course deals with all (Summer only) This course introduces all the fundamentals the fundamentals of Arabic grammar of Latin grammar necessary for reading necessary for reading the Koran and Hebrew classical Latin of medium difficulty. medieval Arabic scholarly texts. (Summer (Summer only) only) 481, 482. Elementary Biblical Hebrew I/II (3-0-3) Staff 510. Roman Historians 510. Advanced Arabic I This is a two-semester introductory course (3-0-3) Bradley (3-0-3) Staff in biblical Hebrew; under normal circum- An introduction to Latin historiography Commences study of formal Arabic literary stances, the student must complete the first with particular emphasis on Sallust and texts with additional emphasis on classroom in order to enroll in the second. Livy. The course will also briefly survey the discussion in Arabic. Early Christian Studies 73

Irish Language 597. Directed Readings Early Christian Studies (V-V-V) Staff 501, 502. Beginning Irish I/II Director of Graduate Studies: Blake Leyerle (3-0-3) (3-0-3) McQuillan Faculty An introduction to modern spoken and Telephone: (219) 631-7090 ASMA AFSARUDDIN, Assistant Professor. E-mail: [email protected] written Irish: basic principles of grammar A.B., Oberlin College, 1982; M.A., The Johns and sentence structure, as well as core Hopkins Univ., 1985; Ph.D., ibid., 1993. vocabulary. Emphasis is placed on the The two-year interdisciplinary M.A. (1996) application of these principles in everyday program in early Christian studies is situations. Students learn how to conduct JOSEPH P. AMAR, Associate Professor. B.A., sponsored jointly by the Departments of simple conversations: talking about oneself Catholic Univ. of America, 1970; S.T.B., Classics and Theology, with the participa- and asking information of others; talking ibid., 1973; S.T.L., ibid., 1974; M.A., ibid., tion of faculty in several other departments about family and home; describing the 1983; Ph.D., ibid., 1988. (1988) (see listing below). It offers beginning weather and daily activities. At least one graduate students basic training in philol- W. MARTIN BLOOMER, Chair and class per week meets in the Language ogy, theology, history, liturgy, art history, Resource Center to enable students to work Associate Professor. B.A., Yale Univ., 1982; and philosophy. Each student develops a on their pronunciation and communicative M.A., ibid., 1983; M.Phil., ibid., 1984; curriculum to meet individual needs in fluency. Second semester of instruction in Ph.D., ibid., 1987. (1998) consultation with a committee of faculty the Irish Language is a continuation of 501. KEITH R. BRADLEY, Eli J. Shaheen Professor advisers. But all curricula are designed to ensure that students are equipped with the More emphasis will be placed on reading of Classics. B.A., M.A., Sheffield Univ., 1968; necessary language skills (at least two simple texts in Irish. B. Litt., Oxford Univ., 1970; Litt. D., ancient Christian languages and literatures Sheffield Univ., 1997. (2001) 503. Intermediate Irish [Latin and/or Greek and/or Syriac] and one (3-0-3) McQuillan STEPHEN ELLIS GERSH, Professor of or more contemporary research languages) A continuation of Irish 501 and 502 with Medieval Studies. B.A., Cambridge Univ., and with a sturdy grasp of the intellectual, increased emphasis on the ability to read 1969; M.A., ibid., 1973. (1977) historical, and social contexts of the early church and the methods and resources for 20th century literary works in the original LI GUO, Assistant Professor. B.A., Shanghai studying them. Irish. International Studies Univ., China, 1979; Certificate, Univ. of San’a, Yemen, 1979; New disciplinary and critical approaches to 505. Introduction to Old Irish M.A. course work, Alexandria Univ., Egypt, (3-0-3) McQuillan late antiquity have made early Christian 1984; Ph.D., Yale Univ., 1994. (1999) This course is intended for absolute studies a vibrant and rapidly expanding beginners. It will introduce the basic DAVID J. LADOUCEUR, Associate Professor. field. Traditional expertise in philology, elements of the grammar and phonology of A.B., Cornell Univ., 1970; Ph.D., Brown history, and theology remains fundamental, Old Irish, mostly through the medium of Univ., 1976. (1976) but these skills must now be supplemented the original literature, in particular narrative by a broad range of interdisciplinary PETER T.G. McQUILLAN, Assistant prose texts (sagas) and lyric poetry. An approaches. An unusually strong faculty Professor. B.A., Univ. College, Dublin, 1981; opportunity may arise to look at some legal presence makes Notre Dame the ideal place and didactic material as well. (Summer M.A., ibid., 1983; Ph.D., Harvard Univ., for pursuing this area. Students who come only) 1991. (1994) with a keen interest in the field, but limited DAVID K. O’CONNOR, Assciate Professor of formal training in it, may acquire the basic 507. Introduction to Old Irish Theology and Concurrent Associate Professor of skills and knowledge necessary for advanced study. Those already adequately prepared in (3-0-0) McQuillan Classics. B.A., Univ. of Notre Dame, 1980; the basics can broaden their competency by Identical to 505 but carries no credit. Ph.D., Stanford Univ., 1985. (1985) (Summer only) studying the language and culture of Middle DANIEL J. SHEERIN, Professor. B.A., St. Eastern, Egyptian, and Byzantine Christian- 598. Special Studies Louis Univ., 1965; Ph.D., Univ. of North ity, and of Rabbinic Judaism and early (V-V-V) Staff Carolina, 1969. (1985) Islam. ROBERT A. VACCA, Assistant Professor. This is a demanding, extended (two Middle Eastern Literature in Translation A.B., Marquette Univ., 1962; Ph.D., Univ. of academic years plus summers) M.A. Chicago, 1973. (1969) program that prepares students to enter the 560. Canon and Literature of Islam STEVEN M. VINSON, Visiting Assistant best doctoral programs in theology, (3-0-3) Afsaruddin Professor, B.A. University of Texas at Austin; religious studies, history, art history, and This course is an introduction to the literary studies, already up to speed in religious literature of the Arab-Islamic M.A. Texas A&M University, 1987; Ph.D. language study and basic training in the world. Emphasis is on works from the Johns Hopkins University, 1995. (2001) multiple fields of Early Christian Studies. classical and medieval periods of Islam, roughly from the seventh to the 14th A limited number of tuition scholarships century of the Common Era. and stipends are available. 74 The Division of Humanities

Contributing Faculty: DAVID K. O’CONNOR, Associate Professor Chinese, using traditional characters. Equal JOSEPH P. AMAR, Associate Professor of of Philosophy emphasis on the basic skills of speaking, Classics Classical Philosophy listening, reading, and writing. Students Syriac and Arabic Christian Literature may expect to master a spoken vocabulary GRETCHEN J. REYDAMS-SCHILS, of about 1,000 words and a written CHARLES E. BARBER, Assistant Professor of Associate Professor in the Program of Liberal vocabulary of 500 characters. Art, Art History, and Design Studies Early Christian and Byzantine Art Late Antique Philosophy 211, 212. Second Year Chinese I and II JOHN C. CAVADINI, Associate Professor of MICHAEL A. SIGNER, Abrams Professor of (5-0-0) (5-0-0) Yin Theology Jewish Thought and Culture, Department of Prerequisite: 112 or instructor’s permission. Patristic Theology Theology Grammar review and training in the four Rabbinic Judaism basic skills to higher levels of sophistication: BRIAN E. DALEY S.J., Huisking Professor of oral-aural skills for fluency in communica- Theology GREGORY E. STERLING, Associate Professor tion, reading for critical understanding, and Patristic Theology of Theology the ability to write simple compositions. BLAKE LEYERLE, Associate Professor of Biblical and Post-biblical Greek Theology 311, 312. Third Year Chinese I and II Social History of Early Christianity East Asian Languages (3-0-0) (3-0-0) Yin and Literatures Prerequisite: 212 or instructor’s permission. DANIEL J. SHEERIN, Professor of Classics Development of advanced conversational, Christian Latin Literature (on leave 2002) Chair: reading, and writing skills, using a wide Lionel M. Jensen range of authentic materials, including Associated Faculty: Telephone: (219) 631-8874 material from news media. ASMA AFSARUDDIN, Assistant Professor of Classics The University of Notre Dame does not 411, 412. Fourth Year Chinese I and II Islam offer a graduate degree in Chinese or (3-0-0) (3-0-0) Wan DAVID E. AUNE, Professor of Theology Japanese. Graduate students who wish to Prerequisite: 312 or instructor’s permission. New Testament audit a Chinese or Japanese language class Practice in advanced conversational, must receive permission from the instructor. reading, and writing skills, using newspa- W. MARTIN BLOOMER, Associate Professor pers, short fiction, videotapes, and other of Classics authentic materials. Classics, Ancient Education Course Descriptions Each course listing includes: PAUL M. COBB, Assistant Professor of History – Course Number Japanese Language Courses Islamic History – Title 101, 102, 103. Beginning Japanese I, MARY ROSE D’ANGELO, Associate Professor – (Lecture hours per week– laboratory or tutorial hours per week– II, and III of Theology (3-0-0) (3-0-0) (3-0-0) Hanabusa/Shiga Gender in Early Christianity credits per semester) – Instructor A three-semester sequence of three-credit STEPHEN E. GERSH, Professor of Medieval – Course Description courses covering the same material as 111- Studies – (Semester normally offered) 112 and designed to prepare students to Late Antique Philosophy enter 211, 101, and 103 are offered only in Chinese Language Courses the spring semester, 102 only in the fall. DAVID T. JENKINS, Assistant Librarian Introduction to the fundamentals of Byzantine Librarian 101, 102, 103. Beginning Chinese I, II, modern Japanese. Equal emphasis on MAXWELL E. JOHNSON, Associate Professor and III speaking, listening, reading, and writing. of Theology (3-0-0) (3-0-0) (3-0-0) Yin Introduction of the hiragana and katakana Early Christian Liturgy For students with no background in syllabaries, and 200 kanji. Chinese. A three-semester sequence of MARY M. KEYS, Assistant Professor of 111, 112. First Year Japanese I and II Government and International Studies three-credit courses covering the same material as 111-112 and designed to prepare (5-0-0) (5-0-0) Hanabusa Early Christian Political Thought students to enter 211. 101 and 103 are Introduction to the fundamentals of JOHN P. MEIER, Professor of Theology offered only in the spring semester, 102 Japanese. Equal emphasis on the four skills: New Testament only in the fall. Equal emphasis on the basic speaking, listening, reading, and writing. skills of listening, speaking, reading, and Introduction of the hiragana and katakana HINDY NAJMAN, Assistant Professor of syllabaries, and 200 kanji. Theology writing. Students may expect to master a spoken vocabulary of about 1,000 words Rabbinics and a written vocabulary of 500 characters. 211, 212. Second Year Japanese I and II JEROME H. NEYREY, S.J., Professor of (5-0-0) (5-0-0) Shiga Theology 111, 112. First Year Chinese I and II Prerequisite: 112 or instructor’s permission. Biblical/Literary Studies (5-0-0) (5-0-0) Ge Continued training in the fundamentals of For students with no background in the modern language. Equal emphasis on Chinese. Introduction to Mandarin the four skills: speaking, listening, reading, English 75 and writing. Introduction to approximately SETSUKO SHIGA, Assistant Professional Admission 200 kanji. Specialist. B.A., Nanzan Univ., Japan, 1987; Applicants to both the M.A. and the Ph.D. M.A., Univ. of Iowa, 1992. (1997) programs are expected to have completed 311, 312. Third Year Japanese I and II eight or more upper-division English (3-0-3) (3-0-3) Hanabusa MARGARET WAN, Concurrent Assistant courses. They must also take the Graduate Prerequisite: 212 or instructor’s permission. Professor. B.A., Univ. of Kansas, 1991; Ph.D., Record Examination general and subject The first in a sequence of intermediate Harvard Univ., 2000. (2000) tests. In addition to other materials required courses offered for those students who did XIAOSHAN YANG, Assistant Professor. B.A., by the Graduate School, the applicant not participate in the Year-in-Japan Anhui Univ., China, 1982; M.A., Peking should submit a writing sample, preferably a Program. Development of oral-aural skills Univ., China. 1985; Ph.D. Harvard Univ., critical literary essay of 10-15 pages. Special with an emphasis on typical conversational 1994. (1997) conditions apply for applicants to the situations. Improvement of reading and creative writing M.F.A. program. Creative writing skills. CHENGXU YIN, Assistant Professional writing applicants need not take the GRE Specialist. B.A., Peking Univ., 1984; M.A., subject test and they need not have taken 411, 412. Fourth Year Japanese I and II Univ. of Massachusetts, 1990. (2000) eight English courses. As a writing sample, (3-0-3) (3-0-3) Shiga they should provide 40 pages of fiction, 20 Prerequisite: 312 or instructor’s permission. English pages of poetry or an equivalent amount of The second in a sequence of intermediate other appropriate writing. courses for those students who did not Chair: participate in the Year-in-Japan Program. Chris R. Vanden Bossche Master’s Program Aimed at achieving a high proficiency in the Director of Graduate Studies: four skills: speaking, listening, reading, and Greg P. Kucich English and American Literature writing. Director of Creative Writing: This is a 30-credit-hour program, requiring Sonia Gernes either 30 credit hours of course work or 24 498. Special Studies Telephone: (219) 631-6618 credit hours of course work and six credit (3-0-0) Selden hours of thesis research. Students must take Prerequisite: Instructor’s permission, based The Program of Studies one course in literary criticism or theory. on student’s performance on a placement The Department of English at the Univer- Those seeking the research degree must also exam and oral interview at the beginning of sity of Notre Dame is distinguished by demonstrate proficiency in a language the semester. its extraordinary diversity. In addition to appropriate to their area of research. Near Basic command of Japanese grammar is study in the traditional fields of medieval, the conclusion of the program, the student assumed. This course takes students beyond Renaissance, Restoration and 18th-century, takes a written examination covering three textbook Japanese by introducing original Romantic, Victorian, early American, major literary texts and selected criticism; materials created for Japanese audiences modern British, and modern American this examination is designed to test the (literature, current events, and video literature, it offers opportunities to work student’s capacity for critical study. materials, etc.) Emphasis is on grammar and in interdisciplinary fields and programs such syntax, vocabulary building, speaking, as Irish studies, literature and philosophy, Master’s Program in English and Law reading, and writing. religion and literature, the history of This is a program open only to students science, gender studies, and the Medieval already admitted to the Notre Dame Law Faculty Institute. The intellectual life of the School who also wish to obtain an M.A. in MICHAEL C. BROWNSTEIN, Associate department is further enlivened by sponsor- English. A student would typically take 18 Professor. B.A., California State Univ., ship of conferences, colloquia, and lectures, hours of English courses and 12 hours of Northridge, 1972; B.A., Monterey Institute of most notably the annual Ward Phillips and law courses. The course on “Law and International Studies, 1973; M.A., Columbia Philosophy and Literature lectures which Literature,” offered in the Law School, can Univ., 1978; Ph.D., ibid., 1981. (1982) have brought a series of distinguished be counted towards the 18 hours of English. literary critics to our campus. The graduate LIANGYAN GE, Assistant Professor. B.A., Students would normally pursue the programs in English seek to combine a nonresearch degree; those wishing to Hefei Polytechnic, China, 1982; M.A., formal course of study with encouragement complete the research degree would need to Nanjing Univ., China, 1984; Ph.D., Indiana to develop intellectual independence. complete an additional six hours of thesis Univ., 1995. (1995) Students in the Ph.D. program, for research. Admission is through the normal NORIKO HANABUSA, Associate Professional example, begin with intensive course work procedures of the Graduate School and the Specialist. B.A., Keio Univ., 1988; M.A., and move toward independent and Department of English. Univ. of Wisconsin, Madison, 1994. (1994) specialized study. We also seek to train students not only in the history of literature M.F.A. in Creative Writing LIONEL M. JENSEN, Chair and Associate but also in the traditions of critical inquiry, This is a 36-credit-hour program, the Professor. B.A., Williams College, 1976; M.A., and we have made the study of literary credit hours divided among writing Washington Univ., 1980; Ph.D., Univ. of theory as well as literary history an integral seminars, tutorials, and literature courses. California, Berkeley, 1992.(2000) part of the program. Throughout the two-year program, the LILI I. SELDEN, Assistant Professor. B.A., student works closely with a member of the Ithaca College, 1989; M.A., Univ. of creative writing faculty on a thesis project Michigan, 1993; Ph.D., ibid., 2000. (1999) that consists of a volume of the student’s 76 The Division of Humanities work in a state acceptable for publication, dissertation director. The dissertation is cal approach, chosen in consultation with usually a novel, a collection of short stories, intended to demonstrate the student’s his or her director. Dissertation projects a volume of poetry, or a work of literary readiness to participate fully in the profes- will normally require joint direction. nonfiction. Completion of this program sion as a scholar and literary critic. Students will complete the traditional normally takes two years. See above for course sequence. In addition, students will admission requirements. Further information about financial aid take at least four other courses from the opportunities, the department’s many seventh to the 17th century, based on close Ph.D. Program programs and activities and the faculty is consultation and advising with the faculty contained in a brochure, obtainable by members in these fields. With the permis- Course Requirements writing to the Graduate School. sion of the graduate director and the The Ph.D. program requires 48 credit student’s adviser, students may take hours of course work. Students must take Concentrations up to three courses outside the English the Introduction to Graduate Study, a Literature and Continental Philosophy department. When the student begins historical distribution of courses, and at The special field of studies in literature and dissertation work, he or she will participate least one course in literary theory. In continental thought is designed to take in a dissertation seminar devoted specifically keeping with its policy of encouraging advantage of the interdisciplinary resources to work in early studies. interdisciplinary study, the program permits in continental thought existing at Notre the student to take up to 12 credit hours of Dame. In addition to the resources of the Irish Studies course work in a field other than English. English department, this specialty track The concentration in Irish studies draws draws upon other areas in the humanities upon the existing resources in the Keough Foreign Language Requirement that have been influenced by continental Institute for Irish studies, the English The student must demonstrate proficiency thought: philosophy, government, sociol- department, the Medieval Institute, Notre in one language verifiably appropriate to the ogy, and theology. In many of these areas Dame’s Dublin Program, the Irish Summer student’s area of research by the end of the researchers at Notre Dame have achieved Seminar in Dublin, and other Notre Dame second year of full-time residency. national and international recognition for departments, such as History, actively their scholarly work. The setting of this participating in Irish Studies. The ongoing Three-Field Examination program provides students with a unique development of Irish Studies at Notre The student takes examinations in one opportunity to pursue a Ph.D. in English Dame provides a unique opportunity for historical period selected from among old specializing in the area of literature and students to specialize in this area. Students English, medieval, Renaissance, Restoration continental philosophy. must take three courses in Irish language and 18th century, 19th-century British, and literature, as follows: 101, 102, and 103 20th-century British, early American The following rules apply to students or, in place of 103, a course in Irish literature (to 1865), middle American pursuing studies in the field of literature literature translation. Students will complete literature from the Civil War to 1930, and and continental thought: Students will the traditional course sequence. post-1930 American literature ; either a complete the traditional course sequence, In addition, students must take four courses second historical period or a genre (poetry, Introduction to Graduate Study, and all in Irish studies with the English depart- fiction, drama, nonfiction prose); and one course distribution requirements. Students ment; two of those courses taken from the examination in literary criticism and theory. will take a minimum of four courses in the Irish studies offerings in any one or One of these three fields, ordinarily the field area of literature and continental philoso- combination of the following departments: in which the student intends to write his or phy, chosen in consultation with their history, government and politics, Irish her dissertation, is designated the major adviser, for a combined total of at least six language or literature. field. These examinations are intended to courses in the special field of study. With determine whether the student possesses the the permission of the graduate director, Publications theoretical skills and specialized knowledge up to three courses could be taken outside The Department of English publishes two necessary for writing a dissertation and for of the English department. scholarly journals, Religion and Literature teaching in his or her field. Special reading and Nineteenth-Century Contexts, and a lite- courses enable students to dedicate the Early Studies rary quarterly, The Notre Dame Review. All majority of their last two semesters of course The concentration in early studies makes it three publications provide graduate students work to preparation for these examinations. possible for the student to draw on the with the opportunity to learn about the department’s strengths in English literature process of editing and production. Candidacy Examination before 1700 and in contemporary theory. The student is examined on a dissertation A concentration in early studies comple- Financial Assistance and Funding for proposal prepared in consultation with the ments the disciplinary and intellectual Professional Activity dissertation director. At this time, the challenges specific to the student’s area of The full range of financial assistance, student is expected to demonstrate that the specialization (old English, middle English, including fellowships (University Presiden- proposal is viable and he or she is suitably or Renaissance literature). Characteristic tial Fellowships, first-year fellowships, prepared to complete the proposed project. questions include problematizing traditional ethnic minority fellowships, and others), models of literary history and period teaching assistantships, and tuition Dissertation boundaries, or foregrounding the construc- scholarships, described in the general Upon receiving approval of the proposal, tion of subjectivity across those boundaries. Graduate Studies brochure, is available to the student proceeds with the dissertation For this reason, the concentration requires students in the English programs. All under continuing supervision of the the student to develop a particular theoreti- students admitted into the Ph.D. program English 77 receive full funding, which continues to be 502. Graduate Poetry Writing Workshop 530. Old English Language and Readings provided throughout course work and (V-V-V) Staff (3-0-3) Lapidge, O’Brien-O’Keeffe dissertation work. The English department Grammar and literary readings in old is also committed to supporting students’ 503. Graduate Fiction Writing Workshop English, designed to give the student an involvement in professional activities. (3-0-3) Gernes, O’Rourke, Sayers adequate knowledge of the language for Funding is provided for research travel and A workshop in advanced fiction writing. more advanced study of old English participation in academic conferences. literature. Please note that the request to be considered 504. Graduate Poetry Writing Workshop for financial support is made on the (3-0-3) Gernes, Matthias 530B. Old English Biblical Verse application for admission. No separate A workshop in advanced poetry writing. (3-0-3) Lapidge application is needed. A study of biblical poems from the Junius 505. English for Non-native Speakers manuscript in the context of medieval Preparation for the Profession: Teaching (3-0-3) Deane-Moran biblical exegesis. and Scholarship A course designed to improve spoken The English department offers all graduate English of non-native speakers, at the 530C. Latin Literature of Anglo-Saxon students a variety of teaching opportunities intermediate level, with a specific goal of England and professional preparation activities, all increasing communication skills for (3-0-3) Lapidge designed to provide students with impor- teaching, research, and discussion purposes. A close study of the principal Anglo-Latin tant professional experience and to place authors and texts. them in a highly competitive position for 506. Introduction to Graduate Study entering the job market. All beginning (3-0-3) Staff 530F. Old Norse students enroll in a semester workshop on Introduces students to research techniques, (3-0-3) Lapidge “Teaching Literature and Writing,” literary theory, and the scholarly profession A study of the surviving Norse and followed by two intensive orientation of literature. Frequent guest lectures by the Icelandic literature, both in prose and verse, meetings on teaching First-Year Writing. English faculty will enable students to through the medium of the old Norse Students then typically teach four semesters become acquainted with research activities language. of First-Year Writing, never more than one taking place in the department. class a semester and with class enrollments 531. Beowulf kept to 17. More advanced students have 508. Current Issues in Critical Theory (3-0-3) O’Brien-O’Keeffe opportunities to teach upper-level literature (3-0-3) Bruns, Buttigieg, E. Ziarek, An intensive study of the epic, in its original courses. We also have instituted a K. Ziarek language, and its place in English literature. predoctoral teaching fellowship that enables An examination of a major critical issue or students to teach literature at a neighboring area of critical theory such as structuralism/ 533A. English Religious Writing university, such as the University of Illinois- poststructuralism, semiotics, Marxism, or (3-0-3) Nolan Chicago. Postdoctoral teaching fellowships feminism. A course on the tradition of religious are also available. Students entering the writing in middle English, beginning with dissertation phase of the program all 510. Introduction to Critical Theory Richard Rolle and ending with the religious participate in a semester workshop on (3-0-3) Bruns, Buttigieg, Hendler, controversies of the 15th century. producing a dissertation proposal in a E. Ziarek, K. Ziarek timely fashion. Students enroll later in a Investigation of the principal figures and 538A. Chaucer and Langland “Preparing for the Profession” seminar, approaches to literary criticism that (3-0-3) Frese, Mann which concentrates on preparing papers for developed in the modern era. A thorough study of Chaucer’s works academic conferences, submitting essays for with special attention to the major works publication to academic journals, and 513A. Feminist Critical Theory in the canon. developing strategies for entering the job (3-0-3) Baldwin market. Our job placement apparatus An introduction to major theorists 538C. What Happened before Chaucer? consists of practice job interviews and and schools of feminism. (3-0-3) Mann facilitates students generally in their searches An examination of the fascinating variety of for academic employment. 513B. Theories of Postmodern Culture early middle English literature, taking in (3-0-3) Collins romances, lyrics, medieval religious prose Course Descriptions An examination of theories of the cultural for women, and more. Course offerings are designed for a two- production of literature, art, and mass year sequence so that most courses will be media. 539A. Studies in Middle English Literature offered every other year. (3-0-3) Frese, Mann, Nolan Each course listing includes: 515B. The Ancient Novel An in-depth study of works in the ori- — Course Number (3-0-3) Doody ginal middle English language. Previous — Title A study of the novel in late antiquity and its study of ME language or literature is not — (Lecture hours per week– relation to the modern fiction of Cervantes a prerequisite. laboratory or tutorial hours per week– and Richardson. credits per semester) — Instructor — Course Description 78 The Division of Humanities

539B. Arthurian Literature 554A. Psychology and Literature in 570. Modern British Poetry (3-0-3) Frese the 18th Century (3-0-3) Matthias A study of the Arthurian tradition (3-0-3) Fox A study of the major British poets of the from Mallory to Tennyson. A examination of the development of 18th- 20th century. century British psychological writing and its 541. Sixteenth-Century Drama relation to the literature of the period. 571E. Contemporary British Drama (3-0-3) Lander (3-0-3) Harris A study of drama from the Tudor period 559. Burke and the Idea of Revolution An investigation of the major authors, through early Shakespeare. (3-0-3) Deane developments, and crises that emerge in A study of the writings of Edmund Burke British drama throughout the 20th century. 544. Shakespeare in the context of Irish history and the (3-0-3) Bruns, Lander French Revolution. 573A. Modern British Novel A study of the plays and their literary (3-0-3) Buttigieg, Green relationships. 559B. Reading the French Revolution A study of the major fiction writers of (3-0-3) Deane the modern period. 545. Studies in 16th-Century An analysis of the ways in which readings of British Literature the French Revolution in the period from 573C. History of Modern America (3-0-3) Hammill, T. Krier, Lander 1790-1830 helped to produce early versions (3-0-3) E. Ziarek Specialized studies in the various genres of of modernity and of the aesthetic practices A study of the history of aesthetics from the sixteenth-century British literature and their that accompanied it. 18th to the 20th century, this course traces historical contexts. Readings in poetry, the genealogy of the main debates about the drama, fiction, and nonfictional prose of the 560. Romanticism and History social functions of art in modernity. period. (3-0-3) Kucich A study of romanticism and the construc- 574. Studies in Modern British Literature 546. Studies in 17th-Century tion of cultural history. (3-0-3) Bruns, Buttigieg, Green, E. Ziarek British Literature A study of British poetry, drama, and (3-0-3) Hammill, T. Krier, Lander 562A. Romanticism, Gender, and fiction of the 20th century. Specialized studies in the major dramatic Colonialism works of the seventeenth century by (3-0-3) Kucich 576. Irish Literary Modernism Shakespeare and others, as well as detailed A study of the interplay of gender and (3-0-3) Deane readings in lyric poetry, and religious and colonial culture in romantic-era writing. A study of Irish revival literature political writings. (1880 to 1930). 564. 19th-Century British Novel 547. Milton (3-0-3) Vanden Bossche 577A. Anglo-Irish “Gothic” (3-0-3) Fallon A study of major British nineteenth-century (3-0-3) Walton A detailed analysis of Milton’s writings, novels in relation to changing class, gender, An attempt to interpret the uses of the with special focus on the religious and and social relations during the Victorian uncanny and the supernatural in Anglo- political contexts of his work. period. Irish fiction of the 19th century.

548A. Books, Authors, and Reading in Early 565. Victorian Poetry and Poetics 577B. Representing Ireland Modern England (3-0-3) Sniegowski (3-0-3) Gibbons (3-0-3) Lander A study of the major Victorian poets A study of the politics of representation in A study of important recent work on and Victorian poetic theory. Irish culture in terms of contemporary authorship, the history of the book, and the theories of romanticism, modernity, and history of reading in early modern England. 566B. Victorian Women Prose Writers post colonialism. (3-0-3) Staff 550. Studies in 18th -Century Literature Criticism, biography, autobiography, and 579A. African Literature (3-0-3) Doody, Fox, Gibbons, Jemielity, history by Victorian women authors. (3-0-3) Sniegowski Walton Introduction to the field of African A study of the poetic tradition in Britain 567. Gender and Power in Victorian literature with a special focus on the issues stretching from Dryden to Johnson. Literature of independence and nation building as well (3-0-3) Psomiades as the relationship between race and gender. 553. Aesthetic Theory and the Enlightenment A historical analysis of forms of power (3-0-3) Doody in Victorian literature. 579B. Postcolonial Literature An examination of the rise of the British (3-0-3) Johnson-Roullier novel in the 18th century and its important 568. 19th-Century Novel An introduction to the literary and historical roots in earlier periods. (3-0-3) Vanden Bossche theoretical developments brought about A study of the major fiction writers of by the decline of the period of European the 19th century. imperial domination. English 79

579C. Modern Geographies tionships structure the discourse of black Literature, one of the English department’s (3-0-3) Johnson-Roullier women writers since the 1970s. scholarly journals. A study of recent theoretical approaches to modernism, including feminist theory, 596A. Afro-American Literature: Major Faculty postcolonial theory, cultural studies, and Works and Periods KATE BALDWIN, Assistant Professor. B.A., black cultural theory. (3-0-3) Brogan, Irving Amherst College, 1988; M.A., Yale Univ., A chronological examination of the most 1992; Ph.D., ibid., 1995. (1997) 581A. Early American Literature significant periods, writers, themes, and (3-0-3) Gustafson forms of Afro-American literature. REV. PAUL E. BEICHNER, C.S.C., Professor A study of the texts and contexts of Emeritus. A.B., Univ. of Notre Dame, 1935; literature written in America between 1500 596C. Poetics: Modern and Contemporary M.A., ibid., 1941; Ph.D., Yale Univ., and 1800. (3-0-3) Fredman and Bruns 1944. (1945) A study of some of the major texts in JOSEPH X. BRENNAN, Professor Emeritus. 584A. American Romanticism modern and contemporary European and A.B., Providence College, 1945; M.A., Brown (3-0-3) Dougherty North American poetry and poetics. Univ., 1949; Ph.D., Univ. of Illinois, 1953. Study of American authors in the context of British romanticism. 598. Special Studies (1955) (3-0-3) Staff JACQUELINE V. BROGAN, Professor. B.A., 584B. Puritan Imagination in Southern Methodist Univ., 1974; M.A., ibid., American Literature 599. Thesis Direction 1975; Ph.D., Univ. of Texas, 1982. (1986) (3-0-3) Werge (V-V-V) Staff GERALD L. BRUNS, William P. and Hazel The Puritan tradition in the writings of Research and writing on an approved Emerson, Hawthorne, Melville, Dickinson, subject under the direction of a faculty B. White Professor of English. B.A., Marquette and Stowe. member. Univ., 1960; M.A., ibid., 1962; Ph.D., Univ. of Virginia, 1966. (1984) 585. Performing American Identities 600. Nonresident Thesis Research JOSEPH A. BUTTIGIEG, William R. Kenan (3-0-3) Gustafson (0-0-1) Staff Jr. Professor of English. B.A., Univ. of Malta, Special studies in 18th- and early Required of nonresident graduate students 1968; Ph.D., State Univ. of New York at 19th-century American literature. who are completing their theses in absentia Binghamton, 1976. (1980) and who wish to retain their degree status. 586. Fictions of the Public Sphere JAMES M. COLLINS, Associate Professor of (3-0-3) Hendler 603. Small Press Literature and Publishing Film, Television, and Theatre and Concurrent The relation between private and public (V-V-V) Staff Associate Professor of English. B.A., Univ. of spheres in American fiction of the late 19th Iowa, 1975; Centres des Etudes and early 20th centuries. 697. Directed Readings Cinematographique, France, 1977; Ph.D., (3-0-3) Staff Univ. of Iowa, 1984. (1985) 588. Some Strains in 20th-Century American Directed readings for examinations DONALD P. COSTELLO, Professor Fiction in the doctoral program. Emeritus. A.B., DePaul Univ., 1955; (3-0-3) Brogan A study of the interconnections among six 699. Research and Dissertation M.A., Univ. of Chicago, 1956; Ph.D., of our best fiction writers in this century. (V-V-V) Staff ibid., 1962. (1960) Independent research and writing on an SEAMUS DEANE, Donald and Marilyn 590. Poetics and Politics in Early approved subject under the direction of a Keough Professor of Irish Studies. B.A., Queen’s 20th-Century Poetry faculty member. Univ., Belfast, 1961; M.A., ibid., 1963; (3-0-3) Brogan Ph.D., Cambridge Univ., 1968. (1993) A study of Wallace Stevens and his 700. Nonresident Dissertation Research contemporaries. (0-0-1) Staff MARGARET DOODY, John and Barbara Required of nonresident graduate students Glynn Family Professor of Literature. B.A., 590A. Postmodern American Poetry who are completing their theses in absentia Dalhousie Univ., 1960; B.A., Oxford Univ., (3-0-3) Fredman and who wish to retain their degree status. 1962; M.A., ibid., 1967; D.Phil., ibid., 1968. Study of major schools and trends (2000) in American poetry after WW II. 701A, 701B. Teaching Seminar JAMES P. DOUGHERTY, Professor. A.B., St. (1-0-1) (1-0-1) Greene, Kucich Louis Univ., 1959; M.A., Univ. of Pennsylva- 594. American Film and Culture Classroom techniques and methodology nia, 1960; Ph.D., ibid., 1962. (1966) (3-0-3) W. Krier for teaching composition and literature. A study of film in relation to American An analysis of teacher preparation, class- JOHN DUFFY, Assistant Professor. B.A., popular culture. room presentation, and student consulta- Boston College, 1975; M.A., University tion and work. College, Dublin, 1979; M.A., Columbia 594A. Black Feminist Criticism Univ., 1982; Ph.D., Univ. of Wisconsin, (3-0-3) Irving 702A. Scholarly Publication Practicum 2000. (2000) An examination of the ways in which race, (1-0-1) Dougherty, Werge STEPHEN M. FALLON, Concurrent gender, and sexuality and their interrela- For students working with Religion and Associate Professor. A.B., Princeton Univ., 80 The Division of Humanities

1976; M.A., McGill Univ., 1978; Ph.D., Univ., 1966. (1966) M.A., Marquette Univ., 1961; Ph.D., Univ. Univ. of Virginia, 1985. (1985) THERESA M. KRIER, Associate Professor. of Wisconsin, 1966. (1965) CHRISTOPHER B. FOX, Professor. B.A., B.A., Western Michigan Univ., 1977; M.A., VALERIE SAYERS, Professor. B.A., Fordham Cleveland State Univ., 1971; M.A., State Univ. of Michigan, 1978; Ph.D., ibid., Univ., 1973; M.F.A., Columbia Univ., Univ. of New York at Binghamton, 1974; 1983. (1985) 1976. (1993) Ph.D., ibid., 1978. (1986) WILLIAM J. KRIER, Associate Professor. B.A., DONALD C. SNIEGOWSKI, Associate STEPHEN A. FREDMAN, Professor. B.F.A., Univ. of Notre Dame, 1965; M.A., Univ. of Professor. B.A., Univ. of Notre Dame, 1956; California Institute of the Arts, 1971; M.A., Michigan, 1966; Ph.D., Indiana Univ., B.A., Oxford Univ., 1958; M.A., Yale Univ., California State College, 1976; Ph.D., 1973. (1969) 1960; Ph.D., ibid., 1966. (1961) Stanford Univ., 1980. (1980) GREG P. KUCICH, Associate Professor. B.A., CHRIS R. VANDEN BOSSCHE, Chair and DOLORES WARWICK FRESE, Professor. San Francisco State Univ., 1978; M.A., Univ. Professor. A.B., Univ. of Notre Dame, 1972; B.A., College of Notre Dame of Maryland, of Michigan, 1979; Ph.D., ibid., 1983. (1983) Ph.D., Univ. of California, Santa Cruz, 1982. 1958; M.A., Univ. of Iowa, 1961; Ph.D., JESSE M. LANDER, Assistant Professor. B.A., (1984) ibid., 1972. (1973) Columbia College, 1988; B.A., Oxford Univ., EDWARD VASTA, Professor Emeritus. B.A., SONIA G. GERNES, Professor. B.A., St. 1991; M.A., Columbia Univ., 1992; M. Phil., Univ. of Notre Dame, 1952; M.A., Univ. of Teresa College, 1966; M.A., Univ. of ibid., 1994, Ph.D., ibid., 1998. (1999) Michigan, 1954; Ph.D., Stanford Univ., Washington, 1971; Ph.D., ibid., 1975. (1975) MICHAEL LAPIDGE, Notre Dame Professor 1963. (1958) LUKE GIBBONS, Professor. B.A., University of English. B.A., Univ. of Calgary, 1964; M.A., JAMES H. WALTON, Professor. A.B., Univ. College, Galway, 1972; M.A., ibid., 1976; Univ. of Alberta, 1965; Ph.D., Univ of of Notre Dame, 1959; M.A., Northwestern Ph.D., Trinity College, Dublin, 1979. (2000) Toronto, 1971. (1999) Univ., 1960; Ph.D., ibid., 1966. (1963) BARBARA J. GREEN, Associate Professor. ROBERT J. LORDI, Professor Emeritus. A.B., THOMAS A. WERGE, Professor. B.A., Hope B.A., Univ. of Chicago, 1983; M.A., Univ. of Holy Cross College, 1950; M.A., Boston College, 1963; M.A., Cornell Univ., 1964; Virginia, 1985; Ph.D., ibid., 1991. (1991) College, 1955; Ph.D., Univ. of Illinois, 1958. Ph.D., ibid., 1967. (1967) STUART GREENE, Associate Professor. B.A., (1958) EWA ZIAREK, Associate Professor. B.A., State Univ. of New York at Binghamton, JILL MANN, Notre Dame Professor of English. Warsaw Univ., 1984; M.A., State Univ. of 1978; M.A., ibid., 1980; Ph.D., Carnegie B.A., Oxford Univ., 1964; Ph.D., Cambridge New York at Buffalo, 1988; Ph.D., ibid., Mellon Univ., 1990. (1997) Univ., 1971. (1999) 1989. (1989) SANDRA GUSTAFSON, Associate Professor. JOHN E. MATTHIAS, Professor. B.A., Ohio KRZYSZTOF ZIAREK, Associate Professor. B.A., Cornell Univ., 1985; Ph.D., Univ. of State Univ., 1963; M.A., Stanford Univ., B.A., Warsaw Univ., 1985; M.A., State Univ. California, Berkeley, 1993. (1993) 1966. (1967) of New York at Buffalo, 1988; Ph.D., ibid., GRAHAM HAMMILL, Associate Professor. ORLANDO MENES, Assistant Professor. 1990. (1990) B.A., Louisiana State Univ., 1986; Ph.D., B.A., Univ. of Florida, 1980; M.A., ibid., Duke Univ., 1992. (1995) 1982; Ph.D., Univ. of Illinois at Chicago, German Language and Literature 1998. (2000) SUSAN CANNON HARRIS, Assistant Chair: Professor. B.A., Yale Univ., 1991; M.A., Univ. LEWIS E. NICHOLSON, Associate Professor Robert E. Norton of North Carolina; Ph.D., Univ. of Texas, Emeritus. B.A., Univ. of Iowa, 1947; M.A., Director of Graduate Studies: 1998. (1998) ibid., 1948; M.A., Harvard Univ., 1951; Albert K. Wimmer GLENN HENDLER, Associate Professor. B.A., Ph.D., ibid., 1958. (1958) Telephone: (219) 631-5572 E-mail: [email protected] Brown Univ., 1984; Ph.D., Northwestern MAURA BRIDGET NOLAN, Assistant (www.nd.edu/~grl) Univ., 1991. (1994) Professor. A.B., Dartmouth College, 1988; ANTONETTE K. IRVING, Assistant A.M., Duke Univ., 1992; Ph.D., ibid., 1996. (1996) The Program of Studies Professor. B.A., Univ. of Virginia, 1992; M.A., The Department of German and Russian Univ. of Kent, 1996; Ph.D., New York Univ., KATHERINE O’BRIEN-O’KEEFFE, Notre Languages and Literatures offers an M.A. 2000. (2000) Dame Professor. A.B. Fordham College, 1970; degree in German. The primary aim of the THOMAS J. JEMIELITY, Professor. M.A., Ph.D., Univ. of Pennsylvania, 1975. (1992) master’s program is to provide students with John Carroll Univ., 1958; Ph.D., Cornell WILLIAM A. O’ROURKE, Professor. A.B., a comprehensive background in the literary Univ., 1965. (1963) Univ. of Missouri, Kansas City, 1968; M.F.A., and cultural achievements of the German- speaking countries. The courses of study Columbia Univ., 1970. (1981) CYRAINA JOHNSON-ROULLIER, provided will, in most instances, lead to a Associate Professor. B.S.J., Ohio Univ., 1982; KATHY A. PSOMIADES, Associate Professor. career in teaching and scholarship, but they M.A., Ohio State Univ., 1985; M.A., State A.B., Bryn Mawr College, 1983; M.A., Yale may also serve as fundamental training for Univ. of New York at Buffalo, 1990; Ph.D., Univ., 1984; M.Phil., ibid., 1987; Ph.D., those who plan to enter professions based ibid., 1992. (1992) ibid., 1990. (1990) on international relations or where an advanced knowledge of German plays an EDWARD A. KLINE, Professor. A.B., PAUL A. RATHBURN, Associate Professor auxiliary role. Muhlenberg College, 1961; Ph.D., St. Louis Emeritus. B.A., Holy Cross College, 1956; German Language and Literature 81

General Requirements researching and composing the thesis 502. Technology in Foreign Language Teaching Graduate study in German assumes a prior required of all research students. (1.5-0-1.5) Williams undergraduate major in German or its There is no question that technology has equivalent. The graduate adviser, in con- Course Descriptions affected teaching. For foreign language junction with the department chair, will Each course listing includes: teaching, with its unique characteristics and help to determine the individual course of – Course Number needs, technology has great potential study for each student once on campus. All – Title indeed. But technology is not a method or a candidates for the M.A. degree in German – (Lecture hours per week– curriculum. It is a tool that can be used to are expected to take a minimum of 30 credit laboratory or tutorial hours per week– enhance the development of all four skills in hours in their specialized area or related credits per semester) language learning, no matter which fields. The master’s program combines in- – Instructor methodology is in place. In this course tensive literary studies with advanced cours- – Course Description students will learn to use various forms of es in related areas of other disciplines, such – (Semester normally offered) technology, including the language lab as other foreign languages, art, English, Not all courses are offered every year. classroom, computers, CALL (computer- government, history, international studies, assisted language learning) software, music, philosophy, psychology, and theol- Graduate Reading Courses multimedia packages, satellite transmissions, ogy. The goal of advanced studies in the and the World Wide Web. Hands-on department is the critical understanding and 500. German Graduate Reading training will enable students to become articulation of the culture of other nations (3-0-3) Liontas, Weber familiar with a variety of equipment, and as reflected primarily in their literatures. It Intended as review for graduate students reading and discussion will help students is assumed that applicants for admission to who wish to take the Graduate Reading develop a critical approach to any technol- the M.A. program in German are already Examination in German. The final ogy they might consider using in teaching. fluent in the language, especially if they also examination of the course, if passed, fulfills Students will develop skills in evaluating apply for a teaching assistantship. the requirements of the Graduate Reading technology and in integrating it into the Examination. foreign language curriculum. Upon their arrival on campus, graduate students will be advised of their course of 501. SLA Theory and Practice: Understand- Courses in German Literature studies and given detailed instruction on ing the Profession how to plan their four semesters of graduate (3-0-3) Liontas 515. Medieval German Literature work. Besides taking advanced courses, the This methodology course for pre- and in- (3-0-3) Wimmer student is also responsible for the reading service secondary teachers and graduate A survey of the developments in literature list that covers the various periods of teaching assistants recognizes the vital need and art of the Middle Ages. (Fall) German literature. During the first year of for second language learning in the study, an oral proficiency examination in curriculum of the future, pursues new 520. Love and Violence in Medieval German German will determine candidacy for the directions in second language acquisition Literature master’s degree. Furthermore, incoming (SLA) research, and develops creative ways (3-0-3) Christensen (in German) graduate students are required to attend a to enhance teaching, learning, and testing in This course will investigate the interplay of weeklong orientation prior to the beginning the classroom. Participants are challenged to love and violence in a fascinating variety of of classes, enroll in GE 501 (SLA Theory ask new questions that research efforts have secular and religious texts by both women and Practice: Understanding the Profes- only begun to address and to make their and men from the German Middle Ages. sion), and work closely with a member of own theories and hypotheses of how SLA Knowledge of Middle High German is not the German faculty on departmental occurs explicit. The goal is for participants required, but, where available, students will matters of teaching, learning, and profi- to understand, clarify, and articulate their read modern German with facing medieval ciency testing. (GE 501 does not count beliefs and practices about language text. toward the 30 credit hours required for the teaching and learning, including various M.A.) The master’s program is concluded theoretical and practical insights into what 526. The Baroque Period by a comprehensive written examination it means to be proficient in a language. It is (3-0-3) Staff designed to test satisfactory knowledge of also hoped that participants will gain a new A survey of the development of baroque two areas of concentration and sufficient perspective on how adult learners develop forms in literature and art during the 17th competency in four other fields of the proficiency in a second language (from century. (Offered as Directed Readings) German literary tradition. The precise areas empiricist to rationalist views), become of concentration on the examination will be familiar with past and current methodologi- 530. The Age of Enlightenment determined by the graduate adviser, in cal approaches and practices, reexamine (3-0-3) Staff consultation with the department chair, and current assumptions and language teaching A study of the impact of the new physical is based on the interests of the individual practices, and achieve an integrated sciences and rationalistic philosophy upon student. To the extent possible, graduate perspective of the issues surrounding the life and belles lettres of 18th-century students will be given the opportunity to contextualization of the four skills and England, France, Germany, Spain, and participate in the elementary language culture, proficiency-oriented classroom Italy. (Offered as Directed Readings) teaching of the department. Students in the testing, lesson and curriculum planning, master’s research program may earn up to and, finally, use of authentic materials and six of their required 30 credit hours in emerging digital technologies for second language learning. 82 The Division of Humanities

541. Goethe and His Age directors such as Hitchcock, Renoir, Ford, tions: How can the (re-)presentation of evil (3-0-3) Norton Capra, Curtiz, Hawks, Chaplin, and on stage or screen become meaningful—or An intensive study of Goethe’s major works Kurosawa. is such an endeavor beyond the limits of of poetry, prose, and drama within the (re-)presentation? What are the respective cultural framework of his times. 566. 19th-Century German Literature weaknesses and strengths of theatre and (3-0-3) Norton (in German) cinema when confronted with this challeng- 550. The Nazi Past in Postwar German Film The 70 years that separate the death of ing topic? How do German and Austrian (3-0-3) Hagens Goethe in 1832 and the end of the 19th plays and films about the Holocaust differ How have German films since 1945 been century are rich in examples of literary and from the ones produced in other countries? trying to deal with the Nazi past? How do cultural achievement. This diversity and Germans picture their memories of the complexity has given rise to a variety of 578. Kaspar Hauser Third Reich? How do they define them- epochal designations—Biedermeyer, (3-0-3) Schmitz-Emans (in German) selves within and against their country’s “Vormärz,” Realism, Naturalism, Symbol- The historical Kaspar Hauser emerged in history? And how do they live with their ism, to name the most prominent—which 1828 in Nürnberg: a 16 or 17-year-old boy remembrances now? Primarily, this class have served to categorize each successive who could hardly speak and had apparently aims at issues in the realm of ethics— generation’s literary, political, and social been kept in isolated captivity since his perpetrators, victims, and passive accom- agenda. In this course, we will consider the earliest childhood before he was turned out plices; stereotypes; courage and cowardice; main outlines of 19th-century German by an unknown person. Kaspar Hauser’s personal and national guilt; revisionism, literature (including in Austria and identity remained mysterious, as did the coming-to-terms and productive memory; Switzerland) by studying representative reasons for his later murder. Kaspar Hauser responsibility and the (im)possibility of works of all major genres—prose, poetry, has become a symbol of modern conscious- reconciliation. Some central questions about drama—and by some of the greatest writers ness. He is a metaphor for the homelessness German history during the Third Reich and of their day: Mörike, Heine, Grillparzer, of human beings in the world, for the the postwar era will be considered. The Hebbel, Keller, Meyer, Raabe, Fontane, and problematic relationship between the course will also develop basic categories of George. individual and society, for the connection film analysis and ask questions about the between the ability to use and understand special capacity of film to help a nation 570. Modern Lyric Poetry language, self-consciousness, and identity. work through its past. Films subtitled, (3-0-3) Profit Modernist poets above all have recognized dubbed, or English language. A close reading and analysis of 19th- and themselves in him and have taken his case as 20th-century German poetry with particular the starting point of their own reflections 555. German Drama 1750 to the Present emphasis on George, Rilke, Brecht, on the difficulties of literary existence. Even (3-0-3) Hagens (in German) Lehmann, Krolow, and Piontek. (Every two today Kaspar Hauser remains an attractive We will read and discuss some of the years) theme in literature and the formative arts as greatest plays in the German dramatic well as in film. In this course we will follow tradition, by authors such as Lessing, 575. The World as Theater this theme in the works of Jacob Wasser- Goethe, Schiller, Kleist, Grillparzer, (3-0-3) Hagens mann, Paul Verlaine, Georg Trakl, Peter Nestroy, Freitag, Hauptmann, “All the world’s a stage”—this insight has Handke, Wim Wenders, and Paul Auster. Hofmannsthal, Brecht, and Werfel. This been dramatized by many playwrights. semester we will focus on the so-called While the core of this idea seems to have 579. Aesthetics, Aestheticism, Aestheticization “drama of reconciliation,” a newly rediscov- remained the same (namely, the world is (3-0-3) Norton ered genre, where the conflict is serious but like a theater, human existence like a play, One of the persistent clichés of modern ends harmoniously. By interpreting classic and we are like actors), the form of the idea German culture was that Germany was the German-language plays in the original, you has gone through many telling variations. land of “poets and thinkers,” with politics will (1) learn how to approach drama By observing these changes, we will not largely falling outside the equation. analysis, and you will (2) develop a sense for only learn about the history of drama and Obviously, this disregard for politics is itself the history of drama throughout the past theater over the past 350 years, but also a deeply political gesture, with potentially— 250 years. In addition, we will study a few about the relation between a stage play and and in Germany’s case, verifiably— short, and often English-language, texts in the rest of reality; and most importantly, we disastrous consequences. In this class, we the theory of drama (Aristotle, Schelling, will find out what the foremost dramatists explore the relationship between art, Carriere, and Cavell, as well as our advocated our proper role in life should be. theories of art, and politics, with an department’s own Hösle and Roche), which We will read, discuss, and write about some emphasis on the peculiarly German desire will (3) allow you to differentiate between of the greatest dramas in the German- to envision a political utopia based on the basic genres of drama (tragedy, comedy, language tradition by authors such as: aesthetic principles. Spanning nearly two and drama of reconciliation), and you will Weise, Tieck, Hofmannsthal, Brecht, centuries, the texts we study trace a (4) understand better the nature of conflict Weiss, Handke, Duerrenmatt, and Tabori. development that began in the Enlighten- and reconciliation. Students interested in ment and reached a conclusion during the other national literatures will have the 577. The Holocaust in German Theater and Film middle of the last century. Readings may opportunity to draw comparisons with plays (3-0-3) Hagens (in German) include works by Herder, Schiller, Hegel, by authors such as Aeschylus, Sophocles, We will study German, Austrian, and Swiss Heine, Marx, Nietzsche, Thomas Mann, Shakespeare, Calderón, Corneille, Racine, stage plays and films that have the Holo- Walter Benjamin, Heidegger, Georg and Ibsen; and those interested in film may caust for their central issue. Our close Lukacs, and Adorno. branch out into analyzing works by analyses will be framed by broader ques- German Language and Literature 83

582. The Literature of Unified Germany 591. Evil and the Lie Nietzsche’s arguments for this break in the (1989–2000) (3-0-3) Profit tradition are not convincing. (3-0-3) Christensen (in German) By closely examining (among others) such How has German identity changed since works as Dürrenmatt’s Der Verdacht, 597. Directed Readings 1989? In what ways has the status quo of Wilde’s The Picture of Dorian Gray, and (V-V-V) Staff divided Germany been maintained, even Gide’s The Immoralist, this seminar will An individual reading or research course for fortified, by unification? Is the literature hope to come to an understanding of the German language degree candidates only. written in Germany since 1989 merely nature of evil and its relationship to lying, reflecting or is it influencing societal, to self-esteem, and to self-love, among other Faculty cultural, or political change? Or is it indeed aspects. KIRSTEN M. CHRISTENSEN, Assistant independent of such changes? In order to Professor. B.A., Arizona State Univ., 1984; begin to answer these questions, we will 592. Schopenhauer M.A., Brigham Young Univ., 1991; Ph.D., read a variety of texts written in Germany (3-0-3) Hösle Univ of Texas, Austin, 1998. (1999) since late 1989. To facilitate deep explora- Schopenhauer’s philosophy signifies a great tion and discussion, we will read a relatively break in the history of Western philosophy: JAN-LÜDER HAGENS, Assistant Professor. small number of texts that will nonetheless no longer Reason, but the Will becomes the M.A., Univ. of Virginia, 1983; Staatsexamen, represent a wide range of genres (novel, grounding principle; Schopenhauer claims Universität Tübingen, 1988; M.A., Princeton, short story, drama, poetry, and reportage). furthermore to integrate in a productive 1989; Ph.D., ibid., 1993. (1997) Authors will likely include Christa Wolf, way Buddhism into his pessimistic VITTORIO HÖSLE, Paul Kimball Professor Günther Grass, Dürs Grünbein, Holger worldview. His influence on the philoso- Teschke, Ingo Schulze, Luise Endlich, and phy, and also on the arts of the 19th and of Arts and Letters. Ph.D., Tübingen, 1982; Dorris Dörrie. To illuminate the literary 20th centuries, has been enormous, not Dr.Habil., Tübingen, 1985. (1999) works we will read, we will also read and least of all because of his original aesthetics. JOHN I. LIONTAS, Assistant Professor and debate what some German authors have We will read his main work, The World as Second Language Acquisition Specialist. B.A., written and are writing about their own Will and Representation. Univ. of Siegen, Germany, 1984; M.Ed., social and historical role—and the role of Univ. of South Carolina, 1989; Ph.D. Univ. their writings—in Germany today. The 594. Thomas Mann of Arizona, 1999. (2000) course will include a number of films (3-0-3) Hösle (documentary and dramatic) produced since Thomas Mann is certainly the most ROBERT E. NORTON, Chair, German and 1989. Students will also regularly read (on influential German novelist of this century. Russian Languages and Literatures and Professor the Web) and report on news of Germany, Rooted in the Bildungsbürgertum of the of German. B.A., Univ. of California at Santa especially as it relates to the German literary 19th century, influenced by Richard Barbara, 1982; M.A., Princeton Univ., 1985; and cultural scene. Wagner and the philosophies of Arthur Ph.D., ibid., 1988. (1998) Schopenhauer and Friedrich Nietzsche, he VERA B. PROFIT, Professor. B.A., Alverno 585. Religious Themes in Modern German is at the same time a profoundly modern College, 1967; M.A., Univ. of Rochester, Literature and Thought writer with remarkable innovations in 1969; Ph.D., ibid., 1974. (1975) (3-0-3) Roche narrative techniques. We shall read three of This course addresses a variety of religious his novels that deal with general cultural MARK W. ROCHE, I.A. O’Shaughnessy Dean issues, ranging from 18th-century secular- (and sometimes also very specific German) of the College of Arts and Letters and Rev. ization and discussions of the theodicy to issues—the humanizing power of myth Edmund P. Joyce, C.S.C., Professor of German the 19th century’s various critiques of (Joseph and his Brothers), the greatness of an Language and Literature. B.A., Williams religion and 20th-century discussions of outstanding individual and its unhealthy College, 1978; M.A., Eberhard-Karls- religion and intellectuals and of the impact on his environment (Lotte in Universität, Tübingen, 1980; M.A., Princeton responsibility of the Church. The course Weimar), and the development of modern Univ., 1982; Ph.D., ibid., 1984. (1996) addresses both the literary embodiment of art at the price of the dissolution of its religious themes and essayistic analyses of bonds with morality and its political MONIKA SCHMITZ-EMANS, Max Kade religious issues. Authors to be read and consequences (Doktor Faustus). Distinguished Visiting Professor. Ph.D. Bonn, discussed include Lessing, Novalis, 1984; Dr.Habil., Bonn, 1992. (2002) Hölderlin, Büchner, Grillparzer, Feuerbach, 595. Nietzsche ALBERT K. WIMMER, Director of Graduate Marx, Nietzsche, Freud, and Hochhuth. (3-0-3) Hösle Studies and Associate Professor. B.A., Univ. of Nietzsche’s philosophy represents one of the Munich; M.A., Univ. of Notre Dame, 1964; 586. The Development of German Drama greatest interruptive moments in the history M.A., ibid., 1967; Ph.D., Indiana Univ., (3-0-3) Roche of philosophy: no one has destroyed as 1975. (1964) Outstanding dramas from the Enlighten- many assumptions as radically as Nietzsche. ment to the present will be read. Among At the same time, his work represents a others, works by Schiller, Kleist, Büchner, challenge to the literary mind in as much as Schnitzler, and Hofmannsthal will be Nietzsche discovered new forms of considered. Among the genres and expression for philosophical thought. subgenres to be studied are tragedy, Everyone interested in German intellectual comedy, the drama of reconciliation, and history as well as in the philosophy of the the documentary drama. 20th century should study his work, even if he or she comes to the conclusion that 84 The Division of Humanities

Notre Dame the preceding summer should approved dissertation proposal (see History meet fall application requirements and also procedures outlined below). Within eight summer session admissions requirements years of enrollment into the history Chair: stipulated in Notre Dame’s Summer Session graduate program, students must complete Thomas A. Kselman Bulletin of Information. a satisfactory doctoral dissertation or risk Director of Graduate Studies: the loss of their candidacy status. A student Olivia Remie Constable General Requirements may appeal to the Graduate School for Telephone: (219) 631-7266 Before completing their doctorates, students extension of candidacy status; granting of Department E-mail: [email protected] must satisfy the departmental requirements extensions may occur for compelling Chair E-mail: [email protected] for the master’s degree. Doctoral students reasons but in no case may that candidacy (www.nd.edu/~history) receive their master’s after completing 30 be extended beyond seven years following credit hours of study including one passage of the candidacy examination. The Program of Studies graduate-level seminar in history and 24 The graduate programs in history permit credit hours of graduate-level work Language Requirement students to deepen their knowledge and (seminars, colloquia, directed readings, One basic requirement for all candidates for understanding of selected historical supplemental research, and readings) in the doctorate in history is a reading specializations and to nourish the historical history or related disciplines. The master’s knowledge of one modern foreign language. perspective that marks the educated citizen. degree demands satisfactory completion of In each field additional languages or an Advanced work in history may prepare course work with a GPA of no less than 3.0; appropriate skill are prescribed as the faculty students for careers in scholarship and for students in modern European history, it in that field consider necessary. The teaching, for certain public service careers, also demands passage of an oral master’s following provisions are in force. Candi- or for careers in research. examination. In order to enter the doctoral dates in the field of medieval history must program, students must satisfy the foreign demonstrate competence in Latin and two The history programs accept only students language requirement and receive the modern foreign languages, one of which planning to pursue the Ph.D. degree. These approval of the departmental faculty. must be French or German. Competence in students are normally awarded a master’s Students entering Notre Dame with a Latin is demonstrated by a student’s passing degree in the course of pursuing their master’s degree in history from another by the end of his or her third year the doctorates. institution normally have the same course examination in medieval Latin administered work, writing, and examination require- by the Medieval Institute. Candidates in Admission ments as those entering without such a continental European history must An applicant ordinarily should have degree, but holders of the master’s degree demonstrate competence in reading two completed at least 24 credit hours of may be able to transfer as many as 24 credits foreign languages, one of which must be undergraduate work in history. Although into the history Ph.D. program, upon French or German. Candidates in American the history department grants an M.A. approval of the director of graduate studies. history must demonstrate competence in degree, it admits only students interested in one modern foreign language. Language pursuing a doctorate. Language preparation In order to receive a Ph.D., a student must and skill requirements must have been is highly desirable; prospective medievalists complete a total of 72 credit hours of study, completed by the student before the student must know Latin, and both medievalists including at least three graduate-level will be permitted to take general Ph.D. and those pursuing studies in other fields seminars in history (two for students in examinations. will be required to demonstrate proficiency American history). Work must be in in reading relevant foreign languages. graduate-level courses (seminars, colloquia, To receive the M.A., doctoral students must directed readings, supplemental research demonstrate a reading knowledge of one Incoming graduate students in the history and reading, dissertation research) in history modern foreign language. Students must programs begin studies in the fall semester. or related disciplines. demonstrate their knowledge of this Students applying to enter in the fall should language by the end of their third semester have complete dossiers (application, In addition to completing prescribed course in residence. transcripts, writing sample, recommenda- work, doctoral students must also pass tions, and GRE scores—verbal, quantita- Ph.D. candidacy examinations in their Examinations tive, and analytical) on file with Notre specialties. The candidacy examination will Master’s examinations in modern European Dame’s Office of Graduate Admissions no normally be taken sometime in the student’s history are oral examinations administered later than the preceding January 15. The third year of residence. Students wishing to near the end of the student’s second “Statement of Intent” accompanying the take candidacy examinations earlier than the semester of residence. The master’s application should describe the student’s third year of residence may do so with the examination board will consist, whenever areas of interest as explicitly as possible and consent of their academic advisers and the possible, of three faculty members who have should list the departmental faculty with director of graduate studies. To be eligible worked with the student during the year. whom they wish to study. (Please note that to take the candidacy examination, students Each faculty member may pose questions professors designated “emeritus” are must satisfy the foreign language require- based on student course work during the retired.) The writing sample should ment and complete the required course year. The master’s examination must be no demonstrate the applicant’s skills in writing, work in their specialization. less than 90 minutes and no more than two analysis, and (if possible) historical research. hours in length. Before being advanced to Ph.D. candidacy, Fall applicants who wish to begin studies at students must submit to the department an Students in American history will normally History 85 take their master’s examination at the same tion, which the department understands to time that they take the written part of their be a substantial piece of research based on United States Ph.D. candidacy examinations. In order to primary sources that makes an original Colonial/Revolutionary (1600 to 1800) receive the master’s degree earlier, a student, contribution to historical knowledge. National Period/Civil War and upon completion of at least a year of course Departmental procedures for approval of Reconstruction (1800 to 1877) work, may take and must pass a written the dissertation are as follows: Gilded Age/Progressive Era two-hour examination, administered by 1. The dissertation must be read and (1877 to 1920) three history professors, normally with approved by the student’s adviser. Recent America (1920 to the present) whom the student has taken course work. 2. The student then furnishes the depart- History of American Religion Students in medieval history follow the ment with three copies of the thesis. These American Intellectual History same procedures as their Americanist copies are to be read and approved within U.S. Diplomatic History counterparts. 30 days by three readers from the graduate African American History faculty. Students are responsible for Native American History Ph.D. candidacy boards will consist of four incorporating into the dissertation whatever Woman’s History/Gender or five faculty members named by the changes the readers find necessary. At this History of Science and Technology director of graduate studies. The written time, the student submits a complete copy exam shall consist of four or five two-hour of the dissertation to the Graduate School Modern European essays on topics selected by the examination for a preliminary formatting review. Renaissance/Reformation/ board within fields chosen by the student; 3. Normally the student defends the Counter Reformation the oral exam shall involve questioning by doctoral dissertation by delivering a lecture England (17th and 18th centuries) the board for not less than 90 minutes and that any member of the graduate faculty England (19th and 20th centuries) not more than three hours. may attend. The academic adviser, three Ireland (18th to 20th century) readers, and an outside chair appointed by France (1789 to 1914) Students who fail a Ph.D. candidacy the Graduate School must also attend. After Germany and Austria (1815 to 1914) examination may appeal to the director of the lecture and a period for questions and Germany and Austria (1914 to the present) graduate studies to retake the failed portion discussion, the committee must vote as to East-Central Europe (19th and one time. whether the dissertation defense has been 20th centuries) satisfactory. Russia (19th century) Advancement to Candidacy for the Ph.D. 4. Two clean, corrected, unbound copies of Russia and Soviet Union (20th century) While preparing for the Ph.D. candidacy the dissertation must be delivered to the European Intellectual History (19th and examinations, all students should take a Graduate School by the appropriate due 20th centuries) one-semester directed reading course with date. European Social History (19th and their academic adviser on a prospective 20th centuries) dissertation topic. After successfully passing Distribution Fields European Religious History (19th and the written and oral candidacy exam, the Students in American and modern Euro- 20th centuries) student will consult with the director of pean history will be required to take Ph.D. European Diplomatic History (19th and graduate studies about a thesis director and candidacy examinations in four or five 20th centuries) other members of a dissertation committee. fields, at least three of which will be in their The director of graduate studies, after major area of concentration (e.g., American Medieval consulting with those colleagues, will create or modern European). One of the fields Early Middle Ages (500 to 1050) that committee. The student will then chosen must be from an area other than that High Middle Ages (1050 to 1300) present a dissertation proposal to the of the student’s area of concentration. It Later Middle Ages (1300 to 1500) committee. The proposal should include a might be taken either within the history Medieval Social and Economic History statement of the subject to be addressed; a department, or from another department Medieval Intellectual and Cultural History survey of the relevant sources, where they (e.g., government or theology). Medieval Ecclesiastical and are located, and how the student expects to Religious History get to them; how this dissertation would Students in medieval history will be Medieval Islam contribute significantly to knowledge in the required to take examinations in four or five Medieval Judaism field; what languages or quantitative skills fields. These fields must include one History of Science are required and how the student proposes medieval chronological field, one medieval History of Gender to gain them; and the timetable and subject field, one field specifically focused Dissertation field (required) financial resources required. The committee on the area of the dissertation, and one may accept, reject, or modify the proposal. outside field. Other If and when a proposal is accepted, the Latin America committee will notify the director of The following fields serve as guidelines. A Modern East Asia (China and Japan) graduate studies who will, in turn, nominate field might be modified after appropriate Africa the student to the Graduate School as a consultation between a faculty examiner Ph.D. candidate. and student. Additional fields might be Specialization arranged by a student with faculty members The department offers three fields of study: Writing and Defense of the Dissertation with the approval of the director of graduate United States History, Medieval History, After advancement to Ph.D. candidacy, studies. and Modern European History. Incoming students must complete a doctoral disserta- 86 The Division of Humanities students must select one of these fields at choose religious history as an area of Course Descriptions the time of admission. The faculty pre- concentration while fulfilling the normal Each course listing includes: scribes course requirements in each field. In requirements of one of the three degree – Course Number the first year of study a student must write a fields. Requirements for a religious history – Title substantial original paper, which will figure concentration are as follows: – (Lecture hours per week– in the department’s screening of the student 1. Completion of graduate-level courses in laboratory or tutorial hours per week– for the Ph.D. program. At present the two distinct fields of religious history (for credits per semester) following requirements exist: example, medieval and modern European). – Instructor 2. Compilation of a reading list on religious – Course Description A. United States History history with the assistance of a faculty – (Semester normally offered) By the time a student takes the Ph.D. member in the student’s specialization. This candidacy examination, the student should reading list would serve as a basis of Except in the case of “required” courses for have completed the following: questioning on one portion of the doctoral students in certain degree programs, courses 1. At least six graduate-level colloquia/ examination. offered for historians by other University directed readings in United States history. departments are not shown. The colloquia must include a one-semester Once accepted in the doctoral program, introduction to historical methods to be students will write dissertations in their Graduate Lecture Courses taken in the first semester of residence and respective areas of specialization, but the 500. Reference Bibliography Workshop the following three courses: America to topics they choose may be in religious (3-0-0) Library Staff 1790, U.S. 1790 to 1890, and U.S Since 1890. history. An introduction to research resources for 2. A minimum of two colloquia in fields of historians at Notre Dame. Required for history other than United States history. Financial Aid and Other Information first-year students in United States and 3. At least two research seminars, one of Financial aid is allocated to the department modern European history; optional for which must be taken in the first year. by the University each spring. A portion of other students. (12 to 14 sessions). (Annual) this aid is available for incoming first-year B. Medieval History graduate students and is assigned on the 501, 502. Introduction to Medieval The requirements for medieval specialists basis of merit after review of application Studies I, II are as follows: dossiers. Students already in residence are (1-0-1) (1-0-1) History and Medieval 1. Students must take a total of eight assigned aid by faculty vote, after an annual Institute Staff graduate colloquia/directed readings courses general review of student performance. All An introduction to the substance, research plus three research seminars, one of which available aid is reassigned annually for the materials, and methodologies of medieval must be taken in the first year. The term of one academic year. Students whose studies. Required of all first-year students in colloquia/directed readings must include performance falls below University minima medieval history. (Annual) two proseminars in medieval history and a stipulated in the general regulations of this two-semester sequence in paleography and Bulletin or who do not satisfy other 505, 506, 507. Colloquia in American History: diplomatics. published requirements for aid will have to 1790, 1790 to 1890, since 1890 2. First-year students must also take at least their aid withdrawn. Graduate assistantships (V-V-V) (V-V-V) History Staff one course with extensive reading in Latin are ordinarily reserved for students who Introductions to the substance and sources, and the two-semester Introduction have already completed a year of graduate bibliography of British Colonial and United to Medieval Studies. work. States history. All three are required. (Rotating series) C. Modern European History For general information concerning Course requirements for modern admissions procedures, course and hour 511, 512. Proseminars in the Early and Late Europeanists are as follows: requirements, grades, financial aid, Middle Ages 1. Before taking their candidacy examina- procedures pertaining to graduate research, (3-0-3) (3-0-3) Staff tions, students must take a total of three and other matters, consult the Graduate A chronological proseminar in substance research seminars and at least eight other School regulations that introduce this and bibliography required of all students in graduate colloquia/directed readings Bulletin. Note that certain departmental medieval history. (Rotating series) courses. As many as two of the colloquia/ degree requirements (for instance, foreign directed readings courses may be taken language proficiency) are more demanding 514. Diplomatics outside the History department. than the Graduate School’s general rules. (3-0-3) Staff 2. First-year students must complete at least Further information concerning the history one seminar using sources in a modern department’s graduate degree programs may 517. Paleography European language other than English. be obtained by writing the University of (3-0-3) Staff First-year students must also take whatever Notre Dame, Director of Graduate Studies, prescribed introductory courses in their Department of History, 219 O’Shaughnessy 518, 520. Other Courses in Medieval chosen field the department may offer that Hall, Notre Dame, IN 46556. Application Methodology year. forms and information concerning non- (3-0-3) (3-0-3) History and Medieval curricular aspects of graduate study at Notre Institute Staff Concentration in Religious History Dame may be obtained by writing the There is no formal degree program in University of Notre Dame, Graduate religious history; however, students may Admissions, 502 Main Building, Notre Dame, IN 46556. History 87

successfully complete at least three history 531–539. Courses in American History seminars. Specific themes, topics, and/or 634. Protestant and Catholic Reformation (3-0-3) Staff periods addressed by each seminar are (3-0-3) Louthan Variable themes in the history of the determined from semester to semester by Americas. (Occasional) participating faculty and by student needs. 636. Gender in Modern European History Seminars frequently build upon work done (3-0-3) Bergen 541–549, 588. Variable Courses in Medieval in related colloquia. Seminars in medieval, History modern European, and United States 637. Europe between the Two World Wars (3-0-3) Medieval History Staff history are listed according to the following (3-0-3) Bergen numbering scheme. Occasional seminars in 551. Readings in African American History other fields are suitable for Ph.D. “minor” 639. Seminar: Fin de Siècle Europe (3-0-3) Pierce course work. Seminars are all (3-0-3) and (3-0-3) Wegs taught by the staff. 554, 568, 569, 570, 574. Courses in United 640. Soviet Russia States History The Colloquium Series (3-0-3) Hamburg (3-0-3) U.S. History Staff The bulk of elective graduate course work Variable themes in United States history. in history at Notre Dame is accomplished 641. Sources and Resources in Polish History (Occasional) in colloquia. Colloquia provide intensive (3-0-3) Crago reviews of the substance and bibliography 566. History of Modern Astronomy pertinent to various historical periods, 642. Sources and Resources for Irish History (3-0-3) Crowe regions, topics, and/or themes. They (3-0-3) Whelan This course will treat a number of topics in comprise readings in, reports on, and the history of astronomy in the period from discussion of the scholarly literature, classic 643. Religion and Society in Europe 1700 to the present. Half the course will be historiographical issues, interpretive trends, (3-0-3) Kselman devoted to the development and galactic methods, etc. Many colloquia are scheduled and extragalactic astronomy from the according to a repeating cycle; a few occur 644. Religious Conversion as a Historical creation of the “island universe” theory in frequently and others are taught occasion- Problem the 18th century to the expanding universe ally. Some colloquia are followed by related (3-0-3) Kselman theory of the present century. Another topic seminars. In some cases, a professor will that will definitely be treated, although on a permit a student to write a research paper 645. Historiography: Problem of Evil more limited scale, is ideas of extraterrestrial (equal to a seminar paper) in the context of (3-0-3) Bergen life. Other areas that may be included are the colloquium. the rise of astrophyics, planetary discoveries 646. Nineteenth and Twentieth Century from Uranus to Pluto, astronomical 601. Medieval Research Seminar European Intellectual History instruments and observatories, radio (3-0-3) Staff (3-0-3) Hamburg astronomy, American astronomy, and Southern Hemisphere astronomy. Special 602. Canon Law in High Middle Ages 647. Cultures in Contact attention will be given to philosophically (3-0-3) Van Engen (3-0-3) Constable and religiously significant aspects of the history of astronomy. Persons interested in 604. History in the Contact Zone 648. Late Imperial Russia philosophy of science, history of science, (3-0-3) Biddick (3-0-3) Hamburg astronomy, physics, or the relations of astronomy to religion and literature may 605. Commercial Revolution of the Middle Ages 650. Problems and Themes in History find this course of value. No specific (3-0-3) Constable of Technology background is assumed. Instructor’s (3-0-3) Hamlin permission required for undergraduates 606. Medieval Cities wishing to enroll. (3-0-3) Constable 651. Late Medieval Reform Councils (3-0-3) Van Engen 597. Directed Readings 609. Merovingian Franks 450-750 (3-0-3) Staff (3-0-3) Noble 653. Seminar: Church and Society Around Independent study of special topics under 1200 the direction of a faculty member. Agree- 617. History of Conservative Thought (3-0-3) Van Engen ment by the faculty member and approval (3-0-3) Sullivan by the director of graduate studies required. 658. American Cultural History, (Annual) 623. Early Modern Europe 1895 to Present (3-0-3) Louthan (3-0-3) Bederman The Seminar Series Graduate work culminates in the produc- 625. Hildegard of Bingen 663. Seminar: American Puritan Thought tion of original scholarship. Seminars (3-0-3) Van Engen and Culture ordinarily are offered each semester in (3-0-3) Marsden United States, modern European, and 626. Devotion and Dissent in the late Middle medieval history. All doctoral students must Ages 664. Seminar: Comparative Religious (3-0-3) Van Engen Fundamentalisms (3-0-3) Appleby 88 The Division of Humanities

Medieval Institute and Concurrent Associate 665. Seminar/Colloquia: American Evangeli- 701. Graduate Teaching Practicum Professor of History. B.A., Univ. of Toronto, calism and Fundamentalism (3-0-3) Director of Graduate Studies 1969; M.A., Univ. of Pennsylvania, 1970; (3-0-3) Marsden Study, discussion, and exercises in teaching Ph.D., ibid., 1978; D.Phil., Univ. of Oxford, history. Required of students in their first 1976. (1990) 667. Christianity, Thought, and Culture in year of graduate assistantship regardless of the US years in residence; optional for other ROBERT E. BURNS, Professor Emeritus. (3-0-3) Marsden graduate students. (Annual) B.A., Northeastern Univ., 1951; A.M., Harvard Univ., 1953; Ph.D., ibid., 1961. 668. Colloquium in Anglo-American Additional Courses (1957) Intellectual History I 1. Doctoral students are automatically PAUL COBB, Assistant Professor. B.A., Univ. (3-0-3) Turner authorized to enroll for nine graduate of Massachusetts, 1989; M.A., Univ. of credits (500- or 600-level) in ancillary or Chicago, 1991; Ph.D., ibid., 1997. (1999) 669. Colloquium in Anglo-American “minor” courses offered by other graduate Intellectual History II departments in the divisions of humanities OLIVIA R. CONSTABLE, Director of (3-0-3) Turner and social sciences. Graduate Studies and Associate Professor. B.A., 2. Doctoral students may enroll for Yale Univ., 1983; Ph.D., Princeton Univ., 670. Seminar in Anglo-American Intellectual graduate credit in other divisions and 1989. (1995) History schools of the University in accordance with LAURA A. CRAGO, Assistant Professor. B.A., (3-0-3) Turner University regulations and with prior Wesleyan Univ., 1983; M.A., Yale Univ., approval of the director of graduate studies. Doctoral Program Service Courses 3. All graduate students may earn degree 1990; Ph.D., ibid., 1993. (1991) 690. Supplemental Research and Reading credit during the Notre Dame summer MICHAEL J. CROWE, Rev. John J. (0-3-3) Staff session, in accordance with provisions of the Cavanaugh, C.S.C., Professor of the Humanities Independent study under the direction of current Summer Session Bulletin of and Concurrent Professor of History. B.A., Univ. the student’s graduate adviser. May be taken Information. of Notre Dame, 1958; Ph.D., Univ. of each semester. 4. Graduate students may take up to two Wisconsin, 1965. (1961) 400-level history lecture courses for degree 695. Candidacy Semester Readings credit. VINCENT P. DeSANTIS, Professor Emeritus. (V-V-V) Staff B.S., West Chester Univ., 1941; Ph.D., Johns Hopkins Univ., 1952. (1949) A special reading course in which the Faculty student may enroll only in the semester in R. SCOTT APPLEBY, John M. Regan Jr. JAY P. DOLAN, Professor. A.B., St. John’s which he or she takes the Ph.D. candidacy Director of the Joan B. Kroc Institute for Seminary, 1958; S.T.L., Gregorian Univ., examination. It permits the student to International Peace Studies and Professor. B.A., 1962; M.A., Univ. of Chicago, 1968; Ph.D., devote full time to preparation for the Univ. of Notre Dame, 1978; M.A., Univ. of ibid., 1970. (1971) examination and, after its completion, to Chicago, 1979; Ph.D., ibid., 1985. (1993) write a dissertation proposal. Regular GREGORY E. DOWD, Associate Dean of the graduate course work may also be pursued EDWARD N. BEATTY, Assistant Professor. College of Arts and Letters, and Associate during the candidacy semester. (Annual) B.A., Princeton University, 1983; M.A., Univ. Professor. B.A., Univ. of Connecticut, 1978; of New Mexico, 1992; Ph.D., Stanford Univ., M.A., Princeton Univ., 1982; Ph.D., ibid., 696. Examination Preparation 1996. (2000) 1986. (1987) (V-V-V) Staff GAIL BEDERMAN, Associate Professor. PHILIP GLEASON, Professor Emeritus. B.S., Univ. of Dayton, 1951; M.A., Univ. of Notre 697. Directed Readings B.F.A., New York Univ., 1978; M.A., Brown (0-3-3) Staff Univ., 1984; Ph.D., ibid., 1993. (1992) Dame, 1955; Ph.D., ibid., 1960. (1959) Independent study of special topics under DORIS BERGEN, Associate Professor (on leave GARY M. HAMBURG, Professor. A.B., direction of a faculty member. Agreement fall 2001). B.A., Univ. of Saskatchewan, 1982; Stanford Univ., 1972; A.M., ibid., 1974; by the faculty member and approval by the M.A., Univ. of Alberta, 1984; Ph.D., Univ. of Ph.D., ibid., 1978. (1979) director of graduate studies required. North Carolina, Chapel Hill, 1991. (1996) CHRISTOPHER S. HAMLIN, Professor. (Annual) KATHLEEN A. BIDDICK, Professor. A.B., B.A., Antioch College, 1974; M.A., Univ. of 699. Research and Dissertation Barnard College, 1971; M.A., Univ. of Wisconsin, 1977; Ph.D., ibid., 1982. (1985) (V-V-V) Staff Toronto, 1973; Ph.D., ibid., 1982. (1983) DAVID HARLEY, Research Associate. B.A., Individual conferences and consultation REV. THOMAS E. BLANTZ, C.S.C., Lancaster Univ., 1979. (1999) between the doctoral student writing the Director of Undergraduate Studies and Professor. NATHAN O. HATCH, Provost of the dissertation and the dissertation director. A.B., Univ. of Notre Dame, 1957; S.T.L., University and Andrew V. Tackes Professor of Required of students pursuing dissertation Gregorian Univ., Rome, 1961; M.A., Univ. of research in residence. (Annual) History. B.A., Wheaton College, 1968; M.A., Notre Dame, 1963; Ph.D., Columbia Univ., Washington Univ., 1972; Ph.D., ibid., 1974. 1968. (1968) 700. Nonresident Dissertation Research (1975) (0-0-1) Staff D’ARCY JONATHAN DACRE IVÁN A. JAKSIC, Professor. B.A., Univ. de Continuing registration for the doctorate BOULTON, Professional Specialist in the Chile, 1975; M.A., State Univ. of New York beyond 72 credits; required of students not in residence. (Annual) History and Philosophy of Science 89 at Buffalo, 1978; Ph.D., ibid., 1981. (1994) Stanford Univ., 2000. (2001) History and Philosophy of Science REV. ROBERT LEE KERBY, Associate RICHARD B. PIERCE, Carl E. Koch Assistant Professor Emeritus. A.B., Univ. of Notre Dame, Professor. B.A., Valparaiso Univ., 1985; M.A., Program Director: 1955; M.A., ibid., 1956; Ph.D., Columbia Univ. of Wisconsin, Milwaukee, 1988; Ph.D., Don A. Howard Univ., 1969. (1972) Indiana Univ., Bloomington, 1996. (1996) Telephone: (219) 631-5015 / (800) 813- THOMAS A. KSELMAN, Chair and THOMAS J. SCHLERETH, Professor of 2304 Professor. B.A., St. Joseph College, 1970; American Studies and Concurrent Professor of Fax: (219) 631-3985 E-mail: [email protected] M.A., Univ. of Michigan, 1972; Ph.D., ibid., History. B.A., Univ. of Notre Dame, 1963; (www.nd.edu/~hps/) 1978. (1979) M.A., Univ. of Wisconsin, 1965; Ph.D., Univ. of Iowa, 1969. (1972) HOWARD LOUTHAN, Assistant Professor. The Program of Studies B.A., Emory Univ., 1986; M.A., ibid., 1986; THOMAS P. SLAUGHTER, Andrew V. The Program in the History and Philosophy Ph.D., Princeton Univ., 1994. (1995) Tackes Professor. B.A., Univ. of Maryland, of Science (HPS) at the University of Notre SEMION LYANDRES, Assistant Professor. College Park, 1976; M.A., ibid., 1978; M.A., Dame is one of a handful of programs in B.A., St. Petersburg State Pedagogical Univ., Princeton Univ., 1980; Ph.D., ibid., 1983. the United States that offers graduate-level 1980; M.A., Boston Univ., 1987; Ph.D., (2001) instruction up to the Ph.D. in the field of Stanford Univ., 1992. (2000) PHILLIP R. SLOAN, Professor in the Program the history and philosophy of science. The organization of the Notre Dame HPS of Liberal Studies and Concurrent Professor of GEORGE M. MARSDEN, Francis A. program is that of an interdepartmental History. B.S., Univ. of Utah, 1960; M.S., McAnaney Professor of History. B.A., Haverford “committee,” leading to a degree satisfying a College, 1959; B.D., Westminster Theological Scripps Institute of Oceanography, 1964; combination of requirements determined Seminary, 1963; M.A., Ph.D., Yale Univ., M.A., Univ. of California, San Diego, 1967; jointly by the HPS program and the 1965. (1992) Ph.D., ibid., 1970. (1974) relevant disciplinary departmental graduate program, either philosophy or history. JOHN McGREEVY, Rev. John A. O’Brien JAMES SMYTH, Associate Professor. B.A., Associate Professor of History. B.A., Univ. of Trinity College, Dublin, 1985; Ph.D., Cambridge Univ., 1989. (1995) Because the Ph.D. in HPS incorporates the Notre Dame, 1986; M.A., Stanford Univ., requirements for a doctorate in a standard 1987; Ph.D., ibid., 1992. (1997) ROBERT E. SULLIVAN, Associate Director of disciplinary department, the HPS degree REV. WILSON D. MISCAMBLE, C.S.C., the Erasmus Institute and Concurrent Associate program leads to a doctoral degree inclusive Associate Professor. B.A., Univ. of Queensland, Professor. B.A., Oakland Univ., 1968; M.Div., of, but broader in scope than, the depart- 1973; M.A., ibid., 1976; M.A., Univ. of St. John’s Seminary, 1980; Ph.D., Harvard mental degree. For this reason it is defined Notre Dame, 1978; Ph.D., ibid., 1980. (1986) Univ., 1977. (1998) as a five-year program, rather than the normal four. Thus students who take the DIAN HECHTNER MURRAY, Professor. JULIA THOMAS, Associate Professor. A.B., Princeton Univ., 1981; M.A., Univ. of doctoral degree in the HPS program can B.A., Cornell College, 1971; M.A., Cornell claim to have satisfied both the disciplinary Chicago, 1984; Ph.D., ibid., 1993. (2001) Univ., 1974; Ph.D., ibid., 1979. (1984) degree requirements and also those of an THOMAS F.X. NOBLE, Robert M. Conway JAMES TURNER, Director of the Erasmus HPS degree. This allows Notre Dame Director of the Medieval Institute and Professor. Institute and Rev. John J. Cavanaugh, C.S.C., graduates to situate their work within B.A., Ohio Univ, 1969; M.A., Michigan State Professor of the Humanities. B.A., Harvard traditional disciplinary contexts and enables Univ., 1971; Ph.D.; ibid., 1974. (2000) Univ., 1968; A.M., ibid., 1971; Ph.D., ibid., them to qualify for academic positions in 1975. (1995) regular disciplinary departments. BERNARD P. NORLING, Andrew V. Tackes JOHN H. VAN ENGEN, Andrew V. Tackes Professor Emeritus. B.A., Gonzaga Univ., 1948; All designated HPS faculty members with M.A., Univ. of Notre Dame, 1949; Ph.D., Professor of History. A.B., Calvin College, appointments to the graduate faculty may ibid., 1955. (1952) 1969; Ph.D., Univ. of California, Los Angeles, serve as graduate student advisers, take part 1976. (1977) WALTER NUGENT, Professor Emeritus. in examination committees, and act as the primary directors of dissertation research. A.B., St. Benedict’s College, 1954; M.A., DAVID WALDSTREICHER, Associate Georgetown Univ., 1956; Ph.D., Univ. of Professor (on leave 2001-2002). B.A., Univ. of Courses are offered over a wide range of Chicago, 1961. (1984) Virginia, 1988; M.A., Yale Univ., 1990; Ph.D., ibid., 1994. (1999) topics in the history of science, from REV. MARVIN R. O’CONNELL, Professor medieval natural philosophy to the physics, Emeritus. B.A., St. Paul Seminary, 1952; ANDRZEJ S. WALICKI, Professor Emeritus. biology, medicine, and technology of the M.A., ibid., 1955; Ph.D., Univ. of Notre M.S., Univ. of Warsaw, 1953; Ph.D., Polish 19th and 20th centuries. Particular Dame, 1959. (1972) Academy of Sciences, 1958. (1986) emphases can be pursued in medieval J. ROBERT WEGS, Director of the Nanovic natural philosophy and medicine, the AIDEEN O’LEARY, Assistant Professor. B.A., Scientific Revolution of the 17th century, Trinity College–Dublin, 1985; M.A., ibid., Institute for European Studies and Professor. B.A., Western Illinois Univ., 1963; M.A., the history of astronomy, physics, and 1992; Ph.D., Univ. of Cambridge, 1996. mathematics, 19th-century European and Northern Illinois Univ., 1966; Ph.D., Univ. (2000) American science, technology and medicine, of Illinois, 1970. (1977) EMILY L. OSBORN, Assistant Professor. B.A., the history and philosophy of economic Univ. of California-Berkeley, 1993; Ph.D., thought, and the history of life and physical science in the 20th century. 90 The Division of Humanities

a student will depend on the area of their doctoral studies. Students whose Course work in the philosophy of science doctoral research chosen. Someone who primary enrollment is in HPS will be draws upon the resources of the University’s elects to specialize in ancient or medieval entitled to receive a master’s degree once departmental strengths in philosophy of natural philosophy will require other special they have completed the written and oral science, ethics, the history of philosophy, skills (in language, for example) but need examination for Ph.D. candidacy. In and analytic philosophy. The field itself not have the kind of competence in a addition, in the event that an admitted HPS tends to divide into four parts, all of which science expected of a student intent on student decides to leave the program or is are dealt with at Notre Dame. The first is studying the philosophy of quantum subsequently discontinued by the HPS concerned with such themes as explanation, mechanics. Sufficient preparation is program or the disciplinary department, the theory-evaluation, theory-change and expected in a humanistic discipline, student may pursue a research (or thesis) rationality, and recent continental ap- typically history or philosophy, to permit terminal M.A. degree. proaches to the philosophy of science. The the disciplinary department to make a second considers the philosophical issues judgment concerning admission at the time The nonresearch HPS M.A. degree requires raised by developments in specific fields of of application. Admission to the doctoral the completion of 36 credit hours of course science, such as quantum mechanics, program thus requires a joint admission work. Three courses in history of science relativity, space and time, evolutionary decision by the HPS program and the and three courses in philosophy of science biology, cognitive neuroscience, sociology of disciplinary department. form the core of this requirement. The scientific knowledge, and the methodology student, in consultation with the HPS of economics. The third concerns the Since financial support is given by the HPS program director, selects the remaining history of the philosophy of science. The program, initial application materials should courses. To be eligible for HPS credit, these fourth considers the ethics of science and be directed to HPS and not to the disciplin- courses must bear in significant ways on the technology. The program offers a broad ary department unless an applicant wishes concerns of history and philosophy of covering in its courses and seminars in more to be considered independently for science. Students taking the nonresearch specialized topics. admission to some other program of the HPS M.A. concurrently with a Ph.D. in University. another Notre Dame program may count An important feature of the program is its up to nine hours of course work toward attention to the broader relationships Financial Aid both degree programs, subject to approval between science and culture; science, The Notre Dame program offers a limited by the director of HPS and the DGS in the technology, and values; and the interrela- number of fellowship-assistantships to other program. Reading knowledge in one tions of science and religion. The ability to entering students each year that include foreign language (ordinarily French or conduct historical and philosophical full-tuition scholarships. These provide a German) will be required. A one-hour oral examination of these issues in the Notre duty-free fellowship for the first year, with examination, based on course work, will Dame program forms an important feature services expected for stipend continuation in complete the requirements for the of the course of instruction. the second, third, and fourth years. A fifth- nonresearch degree. Students taking the year dissertation fellowship is awarded to terminal HPS research M.A. will prepare an Through a regular faculty-student reading students making satisfactory progress extended research paper or formal M.A. and discussion seminar held each semester, toward the degree. Duties will normally thesis under the direction of a faculty coupled with a visiting speaker series, the include teaching assistantship work in the member, for which six hours of thesis credit discussions of the broad range of current selected disciplinary department (history or will be awarded. A one-hour oral compre- issues in the history, sociology, and philosophy); in the undergraduate Science, hensive examination completes the philosophy of science are actively pursued Technology, and Values concentration; or requirements for this research M.A. degree. by the combined group. in the undergraduate Program of Liberal Studies. Doctoral Program The program draws upon the resources of HPS students pursue the Ph.D. degree in three important research centers at the Applicants are urged to apply for the either a philosophy track or a history track. University of Notre Dame: the Reilly competitive NSF and Andrew Mellon Center for Science, Technology, and predoctoral fellowships in the history and Philosophy Track Values; the Center for Philosophy of philosophy of science. Deadlines for these Those who elect the philosophy track Religion; and the Medieval Institute, all of applications are in November of the year toward the Ph.D. in history and philosophy which organize regular seminars, speaker preceding admission but may also be of science must satisfy the following course series, and major conferences on current applied for in the first year of the program. distribution requirements. In HPS, they will topics. take a minimum of three courses in the Master’s Program general area of philosophy of science and Admissions Because HPS is a doctoral program, four courses in history of science, plus the There are no “standard” requirements for applicants interested only in receiving a HPS 560 Proseminar. Courses in the students entering a field as diverse as history terminal M.A. degree will not be accepted. history of science will be selected from and philosophy of science. Ideally students However, this rule does not apply to offerings designated as satisfying the will have had dual training in a relevant individuals concurrently enrolled in other examination fields for the history of science humanistic academic discipline and in some doctoral graduate programs of the Univer- M.A. comprehensive. In addition, students area of science. The extent of the back- sity who seek to earn a nonresearch HPS will satisfy a slightly modified form of the ground preparation in a science expected of master’s degree in order to complement philosophy graduate program’s require- History and Philosophy of Science 91 ments, namely, the philosophy proseminar comprehensive examination in history of and a minimum of one course in each of the Once Ph.D. candidacy requirements have science. This will include examinations in following areas: logic, history of ancient been completed, the student will begin the four following areas in the history of philosophy, history of medieval philosophy preparation of a dissertation proposal under science: (1) ancient, medieval, and early- or science, and history of modern philoso- the guidance of a research director of his or modern natural philosophy; (2) history of phy, and in two of the following three areas: her choice. The proposal will be presented physical science 1700 to 1910; (3) history of ethics, metaphysics, and epistemology. to a thesis evaluation committee, consisting life science, 1700 to present; (4) science, Students may also be advised to take some of five faculty chosen jointly by the HPS technology, and society (including history extra work in one of the sciences, if this program director and the director of of medicine and technology). This will seems necessary for the specialized research graduate studies in philosophy. The replace the long paper and examination they are planning. The language require- committee can approve, reject, or request requirements normally expected for certain ment for Ph.D. candidates in the philoso- modifications in the candidate’s proposal. tracks within the history department phy track is a reading knowledge of two When the proposal is approved, the student (medieval, modern European) (see history foreign languages. will work under the direction of his or her doctoral requirements). In the spring of the thesis director to prepare a dissertation that third year, the student will prepare for the Ethics of Science and Technology must be approved by the director and three Ph.D. candidacy examination, taken in the Concentration. readers appointed by the HPS program late summer. This will consist of two parts, Students on the philosophy track who elect director. Readers are normally drawn from written and oral. The examination board the ethics of science and technology the committee that approved the original will consist of five faculty members concentration will satisfy the philosophy- proposal, but one outside member of the appointed jointly by the HPS program track course requirements, but with the committee may be substituted if deemed director and the director of graduate studies following exceptions: (1) the student will desirable for expert judgment of the in history. Each examiner will set a two- take at least four courses in ethics or science dissertation. If the readers accept the hour written examination in one of five and ethics; (2) PHI 569 (20th Century dissertation, the HPS program director fields, two of which will be in specialized Ethics) will be taken as one of the three arranges for a dissertation defense. The areas in the history of science and technol- required philosophy core courses; (3) one of defense committee is composed of at least ogy, two in other history fields, and one in the four required history of science courses the dissertation director, the three disserta- the philosophy of science. The oral will be selected from a specified list of tion readers, and an outside chairperson examination will be given shortly after the courses in the area of science, technology, appointed by the Graduate School. After written and will involve the same five and values; and (4) an additional course in the defense and ensuing discussion, the examiners. ethics will be chosen from a specified list of committee decides by majority vote whether philosophy courses. the defense of the dissertation project has Once Ph.D. candidacy requirements have been satisfactory and determines whether been completed, the student will begin In late summer after his or her second year, any revisions of the dissertation are required preparation of a dissertation proposal under the student will take a written qualifying as a result of weaknesses revealed in the oral the guidance of a research director of his or examination in the history of philosophy defense. her choice. The proposal will be presented administered by the philosophy department. to a thesis evaluation committee, consisting In the late summer after the third year, the History Track of three faculty chosen by the HPS program student will take a written M.A. compre- Those who elect the history track toward director and the director of graduate studies hensive examination in history of science. the Ph.D. in history and philosophy of in history, plus the student’s research This will include examinations in the four science will take a minimum of four courses director. The committee can approve, following areas in the history of science: (1) in history of science, plus the HPS 560 reject, or request modifications in the ancient, medieval, and early-modern natural Proseminar, and three courses in the general candidate’s proposal. When the proposal is philosophy; (2) history of physical science area of philosophy of science. In addition, a approved, the student will work under the 1700 to 1910; (3) history of life science student will take at least eight more courses direction of his or her thesis director to 1700 to present; (4) science, technology, (three of which must be research seminars) prepare a dissertation that must be approved and society (including history of medicine in two of these fields: American, Modern by the director and three readers appointed and technology). Students will also be European, or Medieval History. These eight by the HPS program director, normally expected to turn in at the end of the courses can include the history of science drawn from the committee that approved summer an advanced paper in philosophy and technology. the original proposal. Substitution of one normally expected of philosophy majors outside expert may be elected if deemed after the second year (see philosophy The basic language requirement for Ph.D. necessary for the student’s dissertation doctoral requirements). In the first semester candidates on the history track is a reading work. If the readers accept the dissertation, of the fourth year, the student will take an knowledge of one modern foreign language. the program director arranges for a oral qualifying examination in the philoso- In addition, competence has to be shown dissertation defense. The defense committee phy of science, with a special focus on the either in a second language or in a technical is composed of at least the dissertation problem area in which he or she intends to discipline bearing on the student’s research director, the three dissertation readers, and write a dissertation. The five members of work, such as one of the natural sciences. an outside chairperson appointed by the the examination board will be appointed Graduate School. After the defense and jointly by the HPS program director and In the late summer after the second year, ensuing discussion, the committee decides the director of graduate studies in philosophy. the student will take a written M.A. by majority vote whether the defense of the dissertation project has been satisfactory and 92 The Division of Humanities determines whether any revisions of the (transcendental idealism). The Critique as approach to the revolution created by the dissertation are required as a result of seen from this perspective will be contrasted work of Charles Darwin. The course deals weaknesses revealed in the oral defense. with the Critique as it is understood by with the origins of Darwinism; the 19th- some contemporary philosophers. century debate over evolution; the subse- Course Descriptions quent development of mathematical and Each course listing includes: 550. Plato’s Timaeus as Cultural Icon genetic approaches to natural selection – Course Number (3-0-3) Reydams-Schils theory; and the formulation of neosynthetic – Title This course will deal with the reception of evolutionary theory. The course will close – (Lecture hours per week– Plato’s Timaeus, both as a hermeneutical with consideration of more recent develop- laboratory or tutorial hours per week– strategy for a richer understanding of the ments connected to developmental genetics, credits per semester) text itself, and as a study of the process of punctuated equilibrium theory, and chaos- – Instructor cultural assimilation. We will use the theoretical approaches to evolution. – Course Description Timaeus also as a window to “survey” Students will be introduced to the historical The listing includes courses that were topics, such as the history of Neoplatonism and philosophical literature of current offered in the past three academic years. and its impact on the Medieval tradition. interest. (Satisfies core history requirement) (1999-2000) (2000-2001) 500. HPS Colloquium (1-0-1) Staff 560. Introduction to History and Philosophy 570. The Molecular Revolution in Biology Discussion of a prominent recent work in of Science (3-0-3) Sloan the field of HPS, and research presentations (1-0-1) Staff This course offers a historical and philo- by visiting scholars. Required course for An introduction to the research methods sophical analysis of the origins and develop- HPS students in the first and second years and the varied areas of specialization in the ment of the molecular revolution in biology of the program. (Every semester) history and philosophy of science. This that broke into full public view in the early course also functions as an introduction to 1950s with dramatic discoveries of the 521. Einstein’s Philosophy of Science the graduate HPS program. Required of all molecular structure of DNA and the (3-0-3) Howard entering HPS students. (Every fall) biophysical mechanism of the action A survey of the historical development of potential in the nervous system. The course Albert Einstein’s philosophy of science, 565. The Scientific Revolution will approach this with an analysis of the paying special attention to the contempo- (3-0-3) Crowe, Harley development of the chemistry and physics rary intellectual and philosophical context. This course studies selected developments in of living materials from Lavoisier and the Topics covered include the influence upon science during the period from 1500 to the German biophysical school (Helmholtz), Einstein of such movements or schools as death of Newton in 1727. The focus will be through the remarkable advances in Machian positivism, Marburg neo- on such major figures as Copernicus, physiology of the French school (Bernard) Kantianism, conventionalism, and Vienna Kepler, Galileo, Huygens, and Newton. and the development of genetics. The Circle logical empiricism, as well as Ein- Philosophical, religious, and historiographi- course will terminate in the examination of stein’s influence on the further development cal issues will receive some attention. molecular approaches in contemporary of the philosophy of science in the 20th (Satisfies core history requirement) (1999– work in human genetics (the Human century, with special emphasis on issues 2000) Genome Project). (Satisfies core history such as the structure and interpretation of requirement) (1999-2000) theories and the realism-instrumentalism 566. History of Modern Astronomy debate. The nature and significance of (3-0-3) Crowe 572. Science, Medicine and Social Reform, interactions between science and philosophy Traces the development of astronomy and 1750 to 1950 are also considered. Note: No background cosmology from the late 17th century to the (3-0-3) Hamlin in physics or mathematics is assumed. 1930s. Attention is given to the interactions The development of the idea that health (1998–99) of astronomy with other areas of science and care is a responsibility of government, with philosophical, religious, and social involving the interrelations of developments 532. Leibniz, Newton and Kant’s Critique factors. (Satisfies core history requirement) in the medical sciences, the social structure (3-0-3) Franks (1999-2000) of the medical profession, and changing A close examination of central aspects of ideas about public responsibility for social Kant’s Critique of Pure Reason, considered as 568. Topics in the History of Physical Science welfare. Topics include Enlightenment an attempt to resolve tensions between the 1600 to 1900 concepts of medical policy; the public model of intelligibility exemplified by (3-0-3) Crowe health movement; changing ideas of the Newton’s physics and the model of This course treats selected developments in hospital; developments in etiology, intelligibility articulated in Leibniz’s the history of physical science, especially in pathology, bacteriology, and therapeutics; metaphysics. We will investigate some the period from 1600 to 1900. Interactions and the politics and ideologies of social conflicts between Leibniz and Newton with with the main philosophical, social, and reform movements. (Satisfies core history respect to space, time, causality, and religious currents are included. (Satisfies requirement) freedom, and we will critically study both core history requirement) (1998-1999) the methods adopted by Kant to resolve 573. The Social Uses of Science, 1800 to the these conflicts (transcendental arguments) 569. The Darwinian Revolution Present and the results supposedly achieved thereby (3-0-3) Sloan (3-0-3) Hamlin A combined historical and philosophical Considers the impact of science, both History and Philosophy of Science 93 intentional and unintentional, on society involvement in this curious project. A basic Historicist critiques of neo-positivism, during the past two centuries. Topics knowledge of economics (including chiefly Kuhn’s, will be studied next, include major technological applications of introductory economics and preferably followed by a consideration of the realism- the biological and physical sciences, intermediate economics) will be presumed. instrumentalism debate. The course ideological uses of scientific theories and (1999-2000) concludes with a brief look at new perspec- concepts, the elevation of science to the tives, such as social constructivism and position of a central cultural norm, the 578. Philosophy and the Human Sciences feminist philosophy of science. (Satisfies growing emphasis on science in the (3-0-3) Bordogna core philosophy requirement) (Every fall) academic curriculum, and the employment This course examines the complex and of scientific expertise in public decision multifaceted process that resulted in the 582. Explanation, Causation, and Scientific making. (Satisfies core history requirement) clear separation of what we would now call Laws (1998-1999) philosophy from the human sciences. That (3-0-3) McKim process included the transformation and Can there be causal relatedness without 574. Problems and Themes in the History of emergence of a number of more specific laws? Are scientific explanations always Technology fields, including psychology, anthropology, causal? Are there really any laws of nature? (3-0-3) Hamlin and sociology, from a more general realm of How could we know? The triad of concepts Examines concerns of the modern historiog- largely philosophical investigation. We will mentioned in the course title are deeply raphy of technology. These include trace the history of the human sciences as rooted in scientific practice and have problems closely related to issues in the they differentiated from older philosophical provided central themes for philosophical history and philosophy of science—the inquiry and defined themselves, mainly reflection about science and the world relation of science to technology, contexts through some form of affiliation or science seeks to understand. Yet each of inventiveness, technological diffusion, opposition to philosophy, on the one hand, remains highly controversial. This course relation of technology to ideology and and the exact sciences, on the other. explores some of the best current thinking rational reconstruction in the history of Particular emphasis will be placed on late- about how these notions and their interrela- technology. Also considers problems closely nineteenth-century debates about epistemo- tionships should be understood. (1997– related to issues of social, economic, and logical and methodological issues, and their 1998) political history—incentives to technical interconnection to debates concerning the change, effects of technologies, relation of institutional and academic location of the 583. Philosophy of Biology technological controversy to political human sciences. (1999-2000) (3-0-3) Moss process, technological determinism as a An examination of major problems in the historical explanation, and the place of 579. Colloquium in Anglo-American philosophy of biology and recent work on technology in the new social history. Intellectual History those problems. The course begins with a (Satisfies core history requirement) (1998- (3-0-3) Turner comparison between traditional “biological 1999) A readings course in selected topics in philosophy” and “philosophy of biology” Anglo-American intellectual history from proper, an expression that emerged in the 576. Nature, Economy, and Society the late 17th century through the late 19th 1970s in the context of Anglo-American (3-0-3) Mirowski century. “Anglo-American,” as used here, philosophy of science. A significant array of Explores the way the understanding of comprises those discourses common to issues and key figures in this modern nature in both its generic and specific senses Britain and anglophone North America. subdiscipline will be presented critically, has informed the evolution of economic This does not preclude occasional French or more particularly: (1) The problem of the thought. We start with an examination of German voices. Examples might include autonomy (vs. provincialism) of biological various economists who have written on the sensationalist psychology, evangelical sciences and the related debates over role of natural images in economics: Mill, Calvinism, Newtonian physics, republican- physical-chemical reductionism and Marx, Veblen, and Hayek. This serves as a ism, Scottish common-sense philosophy, teleology. (2) Problems raised by specific prelude to some specific historical contro- liberalism, and Darwinism. biological theories and concepts: systemat- versies in the history of economics, such as: ics, cell theory, evolutionary theory, and the relative importance of histories of 581. Philosophy of Science genetics. These theories will be examined physics and biology in economics, the (3-0-3) Howard, McKim from three points of view: their claim to impact of mathematical formalization upon A survey of major problems, movements, unify the biological sciences, their structure the content of economics, the struggle to and thinkers in 20th-century philosophy of and explanatory power, and the specific define legitimate experimentation in science. The course begins with a look at problems of definition raised by certain economics, the response to sociobiology and the historical background to logical theoretical concepts (concepts of the cell, of psychology, and other related topics. empiricism, its rise to prominence, and its selection and fitness, of species, of categories early critics, such as Popper. After a study of and taxa, of the gene). (3) Two problems in 577. History of Economic Thought major problems in the neo-positivist the epistemology of medicine will be (3-0-3) Mirowski, Sent tradition, such as confirmation, explanation, analyzed: definitions of disease and notion This is a course that intends to ask how it is and reductionism, we will pause to note as of a ‘cause’ of a disease. (4) Finally two that we have arrived at this curious well a few major problems in the founda- ethical problems involving major epistemo- configuration of doctrines called “econom- tions of the special sciences, including logical issues will be discussed: eugenics and ics”; and more importantly, how differing indeterminacy and complementarity in race. (1998-1999) modes of historical discourse tend to ratify quantum mechanics, and the conventional- us in our prejudices about our own ity of the metric in relativity theory. 94 The Division of Humanities

584. Philosophy of Social Science 586. Philosophical Problems in Physics 590. Economics and Philosophy (3-0-3) McKim (3-0-3) Cushing (3-0-3) Mirowski, Sent An inquiry into the central forms of This is a course for graduate students in the Covers a range of discrete topics located at explanation employed in the social sciences: history and/or philosophy of science who the intersection of philosophy and econom- rational choice, intentional, functional, are not specializing in foundational ics, including: how economists have reacted structural, and interpretive. One emphasis problems in physics but who wish to to the evolution of the philosophy of science will be on understanding the ways in which examine in some reasonable detail a in the 20th century; how conceptions of the these approaches conform to or differ from selection of fundamental philosophical natural and the social shape their beliefs; the explanatory strategies in the natural issues associated with major technical role and content of mathematical discourse sciences. A second emphasis will be on the advances in the history of physics, begin- in economics; implications of different microfoundations of social theory: What ning from Galileo and Newton, and ending theories of probability for both theoretical assumptions about human nature and social with quantum mechanics. and empirical (econometric) practice; the life are presupposed in adopting a particular recent attempt to reclaim ground from explanatory strategy? (1998-1999) 587. History of the Philosophy of Science up to moral and political philosophy; and the 1750 looming importance of cognitive science 585. Feminist Philosophy of Science (3-0-3) McMullin and artificial intelligence. (3-0-3) Kourany The classical authors in theory of science: In recent years feminists have offered rather Plato, Aristotle, Bacon, Descartes, Locke, 591. Methodological Issues in Economics sharp critiques of modern Western science: Newton, and Hume. The connections (3-0-3) Mirowski, Sent for example, that it has been controlled by between epistemology and theory of science Contemporary work in the philosophy of men right from the start, with women will be emphasized. (Satisfies core philoso- science on issues such as explanation, excluded from its most important activities; phy of science requirement) verification, and prediction is employed in that it has sought from the start to domi- the critical examination of economic nate nature with a method characterized by 588. History of the Philosophy of Science theorizing in the neoclassical, Keynesian, such so-called masculine traits as disinterest- 1750 to 1900 and Marxist traditions. (1997-1998) edness and emotional detachment, and (at (3-0-3) McMullin, Howard least in recent times) aggressiveness and The second half of the history of “classical” 592. Topics in Economic Theory competitiveness; and that it has tended to philosophy of science. Themes: the (3-0-3) Mirowski leave women largely invisible in its knowl- epistemic status of scientific knowledge- This course will analyze the promises and edge and research, or portrayed in negative claims; the presuppositions, techniques, and problems of alternative economic theories of terms, and has thereby justified such things modes of inference appropriate to natural the behavior of scientists and comparisons as inferior educational and athletic opportu- science; the ontological status of scientific of science to a market. It will provide a nities for women, inferior medical treatment constructs. We shall begin with Reid and comprehensive survey of the existing for women, and inferior positions for Kant, go on to Comte, Whewell and Mill, literature and then review the capacity of women in the workplace, the family, and and end with Mach and Poincaré. (Satisfies economic language and theories to elucidate every institution of human life. At the same core philosophy of science requirement) the structures of science. It will further open time, feminists have drawn our attention to (1999-2000) up an inquiry into the effect of economics a number of recent cases of scientific upon the actual conduct and content of research that they have considered exem- 589. Science and Religion science. Particular topics that will be plary—not subject to the above kinds of (3-0-3) Ashley covered are: the intellectual history of critique, and indeed, pointing us toward a Science and religion are complex phenom- theories of an economics of science, much better (more useful, more objective, ena that can be analyzed in terms (at least) evolving formats of university/government truer, etc.) science, and they have put of their epistemological, existential, and and university/industry relations, labor forward various theories to explain and social dimensions. Both science and religion economics views on science, the economics justify such an evaluation. In this course we generate justified beliefs. The criteria and of the dissemination and validation of shall explore this terrain of so-called spheres of justification for these beliefs findings, the conception that science is a “feminist philosophy of science”—these overlap and interrelate in extremely public good, the economics of fraud in critiques and cases of exemplary scientific complicated ways that have led both to science, the causes and consequences of the research and justificatory theories—paying conflict and to mutual enrichment. This is division of labor in science, and the particular attention to articulating and an upper-division undergraduate- or economics of intellectual property rights. assessing the theories. We shall also explore introductory graduate-level review of these the relation between this feminist philoso- complicated interrelations. There will be 599. Thesis Direction phy of science and so-called “mainstream two major divisions to the course. In the (V-V-V) Staff philosophy of science.” Such exploration first we will take up methodological issues, Research and writing on an approved will lead us to an interesting vantage point considering different approaches to subject under the direction of a faculty from which to reflect on what philosophy of correlating science and religion. In the member. science (neither “feminist” nor “main- second part of the course we will deal in stream”) can and should be like. (1998- depth with the correlations between 600. Nonresident Thesis Research 1999) scientific cosmologies and Christian (0-0-1) Staff doctrines of creation and God’s providential Required of nonresident graduate students governance of creation. (1999-2000) who are completing their theses in absentia and who wish to retain their degree status. History and Philosophy of Science 95

more important contemporary problems in Weston School of Theology, 1988; Ph.D., 674. The Question of Laws in Scientific and the philosophy of space and time, both Univ. of Chicago, Divinity School, 1993. Ethical Thought from the point of view of conceptual (1993) (3-0-3) Joy problems in the foundations of physics and The concept of laws of nature in modern from the point of view of systematic FRANCESCA MARIA BORDOGNA, science not only shapes our thinking about metaphysics and epistemology. The seminar Assistant Professor in the Program of Liberal nature, but also structures important will start with a nontechnical, but rigorous Studies. Laurea Univ. degli Studi di Milano, inquiries in ethics and metaphysics. But ever introduction to current physical concep- 1989; Ph.D., Univ. of Chicago, 1998. (1999) since Newton, the concept of laws of nature tions of space and time (both special and MICHAEL J. CROWE, Rev. John J. has been defined in radically different ways, general relativity). We will then turn our Cavanaugh, C.S.C., Professor of the Humanities. and the very existence of such laws has been attention to various specific topics, such as: B.S., Univ. of Notre Dame, 1958; B.A., ibid., questioned. This seminar will begin by conventionalism and the structure of space- 1958; Ph.D., Univ. of Wisconsin, 1965. considering several influential accounts of time; the “hole” argument in general (1961) laws of nature, including earlier treatments relativity; causality and spacetime; spacetime (those of Newton, Hume, Kant) and 20th- substantivalism; space, time, and individua- JAMES T. CUSHING, Professor of Physics. century treatments (those of Lewis, tion; temporal becoming; black holes and B.S., Loyola Univ., 1959; M.S., Northwestern Armstrong, and critics of laws, Cartwright spacetime singularities. Univ., 1960; Ph.D., State Univ. of Iowa, and Van Fraassen). It will then investigate 1963. (1966) what issues are at stake in a commitment to 687. Interpretive Problems in Quantum CHRISTOPHER B. FOX, Professor of English the coherence and existence of laws of Mechanics and Director, Keough Institute. B.A., Cleveland nature. These issues concern the scientific (3-0-3) Cushing study of nature, ethical inquiry regarding Intended for graduate students in physics State Univ., 1971; M.A., State Univ. of New moral responsibility, and the metaphysical and in the history and/or philosophy of York at Binghamton, 1974; Ph.D., ibid., disagreements about the compatibility of science who wish to examine in some 1978. (1986) human freedom and causal determinism. reasonable detail the roots, both historical GARY M. GUTTING, Professor of Philosophy. and philosophical, of quantum mechanics A.B., St. Louis Univ., 1964; Ph.D., ibid., 680. Scientific Realism and Anti-Realism and the profound conceptual problems to 1968. (1969) (3-0-3) McMullin which that theory has given rise. The main The controversy regarding scientific realism vehicle for this will be a study of original CHRISTOPHER S. HAMLIN, Professor of has been one of the two or three focal issues seminal papers in the field (e.g., those by History. B.A., Antioch College, 1974; M.A., in the philosophy of science over recent Planck, Bohr, Heisenberg, Schödinger, Univ. of Wisconsin, 1977; Ph.D., ibid., 1982. decades. After a brief look at the historical Born, Einstein, Podolsky, Rosen, von (1985) origins of the controversy in early as- Neumann, Bell, Bohm) and of related DAVID HARLEY, Visiting Instructor in tronomy and in Newtonian mechanics, we papers in the foundations of physics History. B.A., Lancaster Univ., 1978; Ph.D., shall go on to examine the criticisms, literature. Some background in physics, Oxford Univ., 2000. (1999) defenses, and explications of realism in the especially in the formalism of quantum writings of van Fraassen, Laudan, Putnam, mechanics, is desirable. However, the DON A. HOWARD, Director and Professor of Boyd, Hacking, and others. (1999-2000) relevant physics and philosophy will be Philosophy. B.Sc., Michigan State Univ., 1971; presented in the course itself. A.M., Boston Univ., 1973; Ph.D., ibid., 1979. 684. Philosophy of Cognitive Science (1997) (3-0-3) Ramsey 697. Directed Readings HOWARD P. LOUTHAN, Assistant Professor In this course, we will begin by examining (V-0-V) Staff of History. B.A., Emory Univ., 1986; M.A., the philosophical underpinnings of cogni- Readings and discussion of chosen texts ibid., 1986; Ph.D., Princeton Univ., 1994. tive science. We will then look at some of under the personal supervision of a member the implications of cognitive research for a of the faculty. (1994) number of traditional philosophical issues A. EDWARD MANIER, Professor of and debates. Questions to be addressed 699. Research and Dissertation Philosophy. B.S., Univ. of Notre Dame, 1953; include: Is the mind separate from the (V-V-V) Staff A.M., St. Louis Univ., 1956; Ph.D., ibid., brain? Could we ever make a machine that Independent research and writing on an 1961. (1959) feels pain? Are humans systematically approved subject under the direction of a irrational? Do we have innate knowledge? faculty member. VAUGHN R. McKIM, Director of the Reilly Center for Science, Technology, and Values and 685. Continental Philosophy of Science 700. Nonresident Dissertation Research Associate Professor of Philosophy. B.A., Oberlin (3-0-3) Gutting (0-0-1) Staff College, 1962; M.A., Yale Univ., 1964; A survey of recent French and German Required of nonresident graduate students Ph.D., ibid., 1966. (1966) work in philosophy of science. Figures who are completing their theses in absentia REV. ERNAN McMULLIN, John Cardinal discussed might include Bachelard, and who wish to retain their degree status. O’Hara Professor Emeritus of Philosophy. B.Sc., Canguilhem, Foucault, and Habermas. National Univ. of Ireland, 1945; B.D., Faculty Maynooth College, 1948; Ph.D., Univ. of 686. Philosophy of Space and Time J. MATTHEW ASHLEY, Associate Professor, Louvain, 1954. (1954) (3-0-3) Howard Theology. B.S., St. Louis Univ., 1982; M.T.S., This seminar will address several of the PHILIP E. MIROWSKI, Carl E. Koch 96 The Division of Humanities

Professor of Economics. B.A., Michigan State linguistic preparation. contains about 50,000 photographs and Univ., 1973; M.A., Univ. of Michigan, 1976; negatives of miniatures and illuminated Ph.D., ibid., 1979. (1990) The institute’s library contains nearly initials from the manuscripts, supplemented 90,000 volumes and various collections of by some 15,000 color slides. The Mary LENNY MOSS, Assistant Professor of pamphlets, reprints, and photographic Davis Drawings Collection contains Philosophy. B.A., San Francisco State Univ., materials. The reference collection contains photographs, negatives, and color slides of 1981; Ph.D., Univ. of California, 1989; major primary source collections, biblio- the 8,000 drawings in the Ambrosiana. The Ph.D., Northwestern Univ., 1998. (1999) graphic and reference materials, catalogs, institute purchases all volumes related to the PHILIP L. QUINN, John A. O’Brien Professor journals, and indexes. Ambrosiana materials and maintains a of Philosophy. B.A., Georgetown Univ., 1962; bibliography of all citations to Ambrosiana M.S., Univ. of Delaware, 1966; Ph.D., Univ. The institute’s library has long held manuscripts. of Pittsburgh, 1969. (1985) extensive collections relevant to the Latin culture of the Middle Ages. Holdings in the The institute regularly sponsors major WILLIAM M. RAMSEY, Associate Professor of history of medieval education are unrivalled conferences and hosts several guest lectures Philosophy. B.S., Univ. of Oregon, 1982; in North America. Recently, the institute and seminars every year. Ph.D., Univ. of California, San Diego, 1989. has enlarged its focus to include vernacular (1989) and Latin literatures, musicology, liturgy, The Program of Studies ESTHER-MIRJAM SENT, Associate Professor medieval Judaism and Islam, and art The institute admits graduate students of Economics. Doctorandus, Univ. of history. Microfilms of more than 3,000 interested in pursuing the M.M.S. and medieval manuscripts from European Amsterdam, 1989; Ph.D., Stanford Univ., Ph.D. in an interdisciplinary program. The libraries and a collection of more than 200 1994. (1994) student must pass a Latin competency test facsimiles of medieval seals supplement this by the fourth semester of course work and KRISTIN SHRADER-FRECHETTE, F.J. collection. Over the years the institute has formally demonstrate a reading knowledge and H.M. O’Neill Professor of Philosophy and accumulated a valuable collection of of two modern European languages. One Concurrent Professor of Biological Sciences. medieval manuscripts, incunabula, and should be completed before the end of the B.Sc., Xavier Univ., 1967; Ph.D., Univ. of other manuscripts, and rare books that are first year and the other before the end of the Notre Dame, 1972. (1998) preserved in the Department of Special second year. Collections. Also found there is the John PHILLIP R. SLOAN, Professor in the Program Augustus Zahm, C.S.C., Dante Collection The Master of Medieval Studies Degree of Liberal Studies and Concurrent Professor of containing early and rare editions and an History. B.S., Univ. of Utah, 1960; M.S., extensive and valuable set of literary studies Course Requirements Scripps Institution of Oceanography, 1964; of the Divine Comedy from the 19th and To receive the M.M.S. degree, students M.A., Univ. of California, San Diego, 1967; early 20th centuries. Ph.D., ibid., 1970. (1974) must take: 1. Introduction to Medieval Studies (MI What sets Notre Dame’s institute apart is its JAMES C. TURNER, Director of the Erasmus 501, MI 502, each one credit hour); convenient gathering in one place of most Institute, Rev. John J. Cavanaugh, C.S.C., 2. Medieval Latin II (MI 576); of the printed materials essential to Professor of the Humanities and Professor of 3. Paleography (MI 517); medieval studies. The Reading Room holds History. B.A. Harvard Univ., 1968; M.A., 4. one graduate-level course in medieval major dictionaries, bibliographical guides, history, preferably one of the proseminars ibid., 1971; Ph.D., ibid., 1975. (1995) reference works, and primary source offered incoming graduate students in collections. The Astrik L. Gabriel Universi- medieval history; Medieval Studies ties Collection in a separate room offers 5. one graduate-level course in medieval remarkable resources, both published and literature, either the medieval vernaculars or Director: unpublished, for the history of medieval medieval Latin, wherein the literature is Thomas F.X. Noble universities. Another room, equipped with read in the medieval language; Telephone: (219) 631-6603 faculty and study carrels, holds a large 6. one graduate-level introductory course in collection of manuscript catalogs and medieval philosophy or theology; and The Medieval Institute materials pertinent to paleography, 7. one graduate-level course in medieval The Medieval Institute, established in 1946 diplomatics, and early printed books. music or medieval art. and located on the seventh floor of the Hesburgh Library, is a center of research Research in the institute is also supported Students must choose four fields from and advanced instruction in the civilization by the University’s Milton V. Anastos among 26 offered by the institute, master of the Middle Ages, with particular Collection in Byzantine studies, which has the appropriate reading lists, and pass an strengths in religious and intellectual extraordinary holdings in the history of the oral examination with four professors. history, Mediterranean civilization, old and Byzantine empire. Students must have completed 34 credit middle English, medieval Latin, theology hours and passed the examination in and philosophy, Dante studies, medieval The Frank M. Folsom Ambrosiana medieval Latin to receive the M.M.S. musicology, and liturgy. The graduate Microfilm and Photographic Collection degree. studies curriculum combines programmatic consists of positive and negative microfilms interdisciplinary course work, training in of the 12,000 medieval and Renaissance the technical skills of medieval studies, and manuscripts held in the Biblioteca The Doctoral Degree Ambrosiana in Milan. The collection also All students, both those entering with a Medieval Studies 97

B.A. and those entering with an M.A., will readers of the dissertation. readings. take the aforementioned M.M.S. program. Students with the appropriate master’s or Applications for admission to the program 511. Proseminar in Medieval History I equivalent degree may apply for credit are made by letter to the secretary of the (3-0-3) Noble transfer in accordance with Graduate Joint Program Committee. A historiographical introduction to School requirements, but also will be medieval history between the years 500 and required to take one year of course work in Concentration in Medieval Comparative 1100. The purpose of the course is to the M.M.S. program. After successful Literature acquaint students with important debates completion of this additional year of course Students seeking a degree in medieval on the whole range of historical topics in work in the M.M.S. program, students may studies may also concentrate in the area of this era, major historical monographs, and seek admission to the doctoral program. comparative literature. M.M.S. students the approaches of major contemporary must add to the standard five-course historians. Students admitted to the Ph.D. program distribution requirement three courses in must take one additional year of course medieval or Renaissance vernacular 512. Proseminar in Medieval History II work and prepare two additional fields, one literature and two graduate-level seminars in (3-0-3) Biddick, Constable, Van Engen of their own choosing and one in the area of medieval or Renaissance comparative An introduction to the main topics, their dissertation research. The Ph.D. literature. Ph.D. students must complete an interpretations, and themes of the study of written examination consists of five written additional year of course work, and pass oral the high and later Middle Ages, 1100 to exams, given by professors in five chosen and written examinations in five fields. 1500. We will read primary sources each fields. The oral examination, which follows week, but the emphasis will be on the if at least four written exams are passed, will interpretations made by historians and Course Descriptions pursue questions in the chosen fields, and medievalists over the centuries (but Each course listing includes: focus upon the field of the dissertation. especially during the late 20th century) of – Course Number the culture, economy, society, religion, and – Title After successful completion of both written politics of this period. Attention will be – (Lecture hours per week– and oral examinations, the candidate, in paid in each of the seminars to “new laboratory or tutorial hours per week– consultation with the director and the approaches” to the study of the culture of credits per semester) student’s adviser, prepares a dissertation the Middle Ages—in other words, the – Instructor proposal for committee approval. The theory and assumptions underlying – Course Description adviser and the three readers of the interpretations, the selection of questions dissertation proposal must approve it. asked and to be asked of the sources, and Relevant courses in other departments are the choice of sources on which to base those cross-listed in the Medieval Institute and interpretations. Joint Program in Medieval Philosophy vice versa. Students admitted to the institute with a 514. Diplomatics special interest in philosophical authors or 501,502. Introduction to Medieval Studies (3-0-3) D.J. Boulton topics may be admitted to the joint program (1-0-1) (1-0-1) Noble and faculty Gives students practical experience in in medieval philosophy. Administered A one-credit-hour course designed to locating, reading, and understanding jointly with the Department of Philosophy, introduce students to the basic bibliogra- documents from England, France, the the program modifies the standard doctoral phies, handbooks, and research tools in Empire, Italy, and Spain. All such material program for medieval studies in the medieval studies. Professors from various will be placed in its cultural, scholarly, following ways: disciplines will participate. 1. Four courses are taken in the Department institutional, and human setting. of Philosophy, not counting courses cross- 503A. Medieval Spanish Literature: From 516. Introduction to Medieval Music listed in the institute. Typically, the Reconquest to Renaissance (3-0-3) Bower philosophy courses include work in ancient (3-0-3) Seidenspinner-Núñez An introduction to the theoretical and and modern philosophy as well as thematic The defining feature of medieval Spain is practical facets of the discipline of music seminars in the area of a student’s special the Reconquest, the fluctuating repossession during the Middle Ages. Readings in interest. For students with little prior of lands conquered by Muslim invaders in Boethius, Musica Enchiriadis, Guido of preparation in recent philosophy, the course 711 that continued for more than 700 Arezzo, and Johannis Afflighemensis; an “Analytic Philosophy” may be required as a years. This course will survey the master- introduction to musical paleography and fifth course. works of the Spanish Middle Ages within the study of neumes; an introduction to the 2. A special manuscript studies course in the the ideological, sociocultural, and political grammar of liturgical melodies; readings in transmission and redaction of university context of reconquest Spain and will early theory of polyphone/organum and texts is taken in the institute. include the kharjas, Poema de mio Cid, examination of some early practical 3. At least one section of the comprehensive romancero, Los milagros de nuestra Senora by examples. Students are expected to have a examinations is taken in an area of philoso- Gonzalo de Berceo, Conde Lucanor by Don working knowledge of Latin. phy outside the medieval period, with a Juan Manuel, Libro de buen amor by Juan member of the Department of Philosophy Ruiz, Arcipreste de Talavera by Alfonso 517. Paleography serving as examiner. Martinez de Toledo, Carcel de amor by (3-0-3) M. Boulton 4. Where appropriate, a member of the Diego de San Pedro, Celestina by Fernando An introduction to Latin paleography from philosophy department serves as one of the de Rojas, and miscellaneous selections. the beginnings of Latin writings to about Primary texts will be supplemented with critical, scholarly, cultural, and theoretical 98 The Division of Humanities

1500. Seminars will cover the developments most important theologians of the 13th and de la Rose, Remede de Fortune), to the of handwriting over the course of this early 14th centuries. While considerable tendency of lyric cycles to recount stories period and practical exercises in reading attention will be given to doctrinal (Christine de Pizan’s Cent Ballades). In various hands. Special emphasis will be development and intellectual disagreement, these works and others, the confrontation of given to the technique of describing cultural as well as literary questions will also lyric and narrative tendencies, the combina- medieval manuscripts, to the nature of receive their due. To what extent did tions of song and speech, and the paleographical research, and to the implica- institutional and educational changes intertextual implications of hybrid works tions of paleography for other forms of stimulate theological progress? Why did will be of particular interest. research. Students are expected to have a theologians employ such a broad range of working knowledge of Latin. genres? And are different genres better 525A. Topics in Early Christianity suited to certain theological tasks? How do (3-0-3) Cavadini 519A. Medieval Theory of the Will earlier writings, both Christian (scriptural, (3-0-3) Staff patristic, and early medieval) and non- 526. Editing Scholastic Texts The concept of the will as a distinct faculty Christian (especially, but not exclusively, (3-0-3) Emery of rational desire is arguably one of the Aristotelian), figure in the high medieval Takes students through the steps of editing genuinely original and most influential theological enterprise? a medieval scholastic text, from the developments of medieval philosophy. This beginning search for manuscripts through course will trace the origin and evolution of 523. Early Medieval Philosophy their comparison and construction of the will from Anselm of Canterbury to (3-0-3) Gersh apparatus. Duns Scotus, focusing in particular on the An introduction to medieval philosophy in emergence of voluntarism at the end of the the pre-scholastic period based on readings 528A. Jews and Christians throughout History 13th century, according to which the will of primary sources. The course will be (3-0-3) Signer became a completely self-determining, divided into three roughly equal segments: In the closing days of the II Vatican rational power. The consequences of this for (1) analysis of fundamental concepts in Council Nostra Aetate (Declaration on Non- other aspects of medieval ethical theory, Platonism and Aristotelianism and of their Christian Religions) reversed a negative such as virtues and natural law, will also be transformation in late ancient and patristic attitude of the Catholic Church toward examined. authors (Calchidius, Macrobius, Martianus Judaism and the Jewish people. This Capella, Augustine, Boethius, pseudo- remarkable change promoted “dialogue” 521. Early Christianity Dionysius); (2) philosophy of Iohannes with Jews, and positive changes in the ways (3-0-3) Daley Scottus Eriugena; (3) evolution of doctrine in which Judaism was presented in Liturgy This course will consider the origins of from Gerbert of Aurillac to the “School of and Catechesis. Reactions from the Jewish Christian non-biblical theological literature, Chartes” via Anselm of Canterbury and communities were diverse: from rejection to from the time of the New Testament until Peter Abelard. welcome. Origen, in the middle of the third century. By reading a wide selection of complete 524. Later Medieval Mystical Theology This course will explore a number of issues texts in translation from the period, we will (3-0-3) Emery that emerge from the history of Christian try to develop a sense of how Christian In the Latin world, the term mystical thought and theology: How did a negative thinkers, in the first two centuries of the theology was largely a by-product of the image of Judaism develop within Christian- Church’s history, expressed their emerging widespread reception of the writings of ity? In what ways did these unfavorable sense of the community’s distinctive faith pseudo-Dionysius the Aeropagite in the teachings contribute toward violence against and form of life, in tension and dialogue later Middle Ages. Like other medieval arts the Jews? What is the relationship between with Judaism, Gnostic religion, and and sciences, the subject of mystical Christian anti-Jewish teachings and Hellenistic culture, and how the outlines of theology was defined by a corpus of Antisemitism? Is there any correspondence the tradition of orthodox Christian theology authoritative texts, topics, questions, etc. to Christian hostility within Judaism? In first emerged in this process. Readings will Moreover, as Dionysius himself taught, what ways have Jewish authors reacted to include early Christian poetry and Biblical mystical theology was conceived to be Christian tradition? apocrypha, letters of pastoral admonition, reciprocally related to “intelligible” or martyr-acts, apologetic literature, and scholastic theology. In this course, we shall We shall also want to construct a more selections from the more theologically- read a series of texts that were included in positive theology for the future. How can ambitious works of Irenaeus, Clement of the historically actual library of mystical Jews and Christians develop religious Alexandria, and Origen. theology. responses to modernity? In what senses can a study of Judaism by Christians, or 522. Medieval Theology 525. Lyric and Narrative in Medieval French Christianity by Jews, help either community (3-0-3) Wawrykow Literature to understand itself better? How can The High Middle Ages witnessed tremen- (3-0-3) M. Boulton Christians and Jews develop a theology of dous creativity in theology, and the writings Examines the ideology of troubadour poetry “the other” that is not triumphalist, but of theologians as diverse as Thomas Aquinas and its influence on French literature of the empathic? and Mechthild of Magdeburg have proven 12th, 13th, and 14th centuries. We will to be of enduring significance. This course trace this influence from the narrative 530. Introduction to Old English examines the high medieval achievement in response to lyric poetry in the romances of (3-0-3) O’Brien-O’Keeffe theology, both scholastic and spiritual, Lancelot and Guillaume de Dole, through This introduction to the study of old through close study of selections from the the erotic pseudo-autobiographies (Roman English will focus on the elements of the Medieval Studies 99 language preparatory to reading and examinations of city and performance. envisioned text-world. analyzing a variety of prose and verse texts. Issues for discussion and study will include: 533C. English Religious Writing 538C. What Happened Before Chaucer? current and past constructions of philology, (3-0-3) Nolan Literature 1066 to 1350 the canon, the politics of editing, issues in This course will explore the tradition of (3-0-3) Mann translation, interpretative strategies, subject religious writing in middle English, The Norman Conquest radically altered formation, issues in period construction, beginning with Richard Rolle and ending literature in English but also gave it a new research tools, and possibilities for future with the religious controversies of the 15th lease on life by linking it more closely with work. No prior experience with old or century. We will pose a series of related French forms. This course will explore the middle English is necessary. questions: why do writers begin to produce fascinating variety of early middle English devotional material in English in the 14th literature, taking in The Owl and the 530F. Old Norse century? What are the implications of Nightingale, medieval religious prose for (3-0-3) Lapidge writing about sacred matters and sacred women, Layamon’s Brut, romances, lyrics, The Icelandic sagas of the 13th and 14th texts in the vernacular? What are the major Reynard the Fox, Dame Sirith, and more. centuries represent one of the great corpora theological questions at issue in these texts? Part of the time will be devoted to transla- of narrative literature in the world; and old How can heresy be distinguished from tion and close study of the texts, but we Norse literature is also characterized by a orthodoxy? What is the emerging definition shall also consider their wider literary highly-individual corpus of poetry. This of the “orthodox” to be found in the context by reading (in translation) some of course will aim to acquire familiarity with repressive legislation of the early 15th their close relatives in French and Latin, some of the surviving Norse and Icelandic century? We will be particularly concerned both insular and continental, and think literature, both in prose and verse, through to read “religious” and “literary” texts in about their historical functions and the medium of the old Norse language tandem, placing Chaucer’s saints’ lives next influence. (although there will also be opportunity to to Julian of Norwich’s “shewings,” for read some of the literature in translation). A example. The course will also consider the 539C. First Aid in Middle English knowledge of old Norse language opens the critical tradition, exploring historical, (1-0-1) Mann gateway to a wonderful and extensive theoretical, materialist, literary, feminist, Middle English without pain! This compact literature; but the course should only be and other ways of thinking about the seminar will meet twice weekly for three attempted by those who have linguistic skill sacred, the vernacular, and the heretical. weeks in the spring term. It will provide a and are dedicated students of medieval grounding in middle English grammar and vernacular literature. 534B. Love Poetry of the Renaissance syntax by working through a specially- (3-0-3) Della Neva prepared booklet, and also practice in 531C. Constructing Subjects in Anglo-Saxon In fall, 2001, this course will focus on the translating middle English texts. The course England love poetry of the most prominent poet in is strongly recommended for any graduate (3-0-3) O’Brien-O’Keeffe 16th-century France, Ronsard. Some student planning to take a middle English This course addresses the question of the attention will also be given to the poetry of course in the academic year 2002-2003, very existence of the subject in the early the “satellites” surrounding this Pléiade whether or not middle English is their Middle Ages. To frame the question, poet, especially Du Bellay and Baïf. Special major field. participants in the course will read some attention will be given to the role of contemporary theorists of subjectivity as Petrarchism (including selected readings 539E. Problems in Textual Criticism well as some patristic writers on the self. from Petrarch’s Italian poems in transla- (1-0-1) Lapidge The rest of the course will investigate tion). Topics for discussion will include the Textual criticism is the art and science of constructions of subjectivity in mainly prose development of the sonnet, the concept of evaluating evidence of manuscript-readings texts written in England before approxi- the canzoniere genre, rhetoric, literary in the process of establishing a text, and mately 1100. commonplaces, mythology, imitative involves understanding of the vagaries of techniques, intertextuality, and feminist medieval manuscript transmission. This 533B. Middle English Drama literary criticism. compact spring seminar will offer an (3-0-3) Nolan opportunity to discuss the problems that are This course will cover the origin, develop- 538. Chaucer: Canterbury Tales posed by the transmissional histories of texts ment, and performance of middle English (3-0-3) Frese composed (in Latin and old English) during drama in the 14th and 15th centuries. We A study of the Canterbury Tales read in the the Anglo-Saxon period, but comparative will begin with the emergence of the drama original middle English. Chaucer’s comic material from earlier (classical and biblical) from the quem quaeritis trope in the Easter genius will shape the approach to the text, and later texts will also be brought into liturgy, and examine carefully the claim that which has been carefully constituted by its play. In particular, attention will be given to the secular dramas of the later Middle Ages author as a virtual anthology of medieval ways of adjudicating the apparatus criticus moved from the altar to the church steps to fictional forms—everything from bawdy that accompanies “critical” editions, and to the streets. Each of the four major Corpus stories to saints’ lives engaged Chaucer’s the different sorts of problems that are Christi cycles will be discussed, along with most mature imaginative energies in this, posed by texts transmitted in single saints’ plays and morality plays. We will also his last great work. The class will work its manuscripts, in autograph or idiograph survey the major critical approaches to the way toward an appreciation of the kaleido- manuscripts, or in multiple copies, and the drama, from formalist accounts of typology scopic subtleties involved in his poetic ways of determining the genealogical and genre to cultural materialist notions of shaping of this wide, deep, and humanely relationship (and representing it in a stemma ritual, allegory, and symbol, to historicist codicum) between individual manuscripts in cases where a work is preserved in more 100 The Division of Humanities than one manuscript. longer paper on a topic to be determined in Renaissance. consultation with the instructor. 540. Classics of the Italian Renaissance 559. Early Medieval Art: The Illuminated Book (3-0-3) Cachey 547. Dante I (3-0-3) Barber Five literary classics and the critical (3-0-3) Cachey, Moevs This course will investigate the art produced discourse surrounding them, including Many have considered Dante’s Comedy to in Western Europe between the seventh and Polizianos Stanze per la giostra, Sannazaros be the greatest poetic achievement in 11th centuries. Often characterized as a Arcadia, Machiavelli’s Il Principe, Western literature. It is also perhaps the Dark Age, this period in fact demonstrates a Castiglione’s Cortegiano, and Ariosto’s most perfect synthesis of medieval culture fertile, fluid, and inventive response to the Orlando furioso. and the most powerful expression of what legacy of Late Antique Christianity. The even today remains the foundation of the course will focus on the production and 542. Italian Dialect Literature Catholic understanding of human nature, reception of illuminated manuscripts, using (1-0-1) Haller the world, and God. This course is an in- facsimiles of these works as a basis for In this mini-course taught by guest depth study, over two semesters, of the teaching. Students will become familiar professor Hermann Haller, we will discuss entire Comedy, in its historical, philosophi- with art-historical methods for the examina- aspects of Italy’s literary tradition in dialect cal, and literary context, with selected tion of such works and will be invited to across time, space, and genres. Following a readings from the minor works (e.g., Vita contemplate the interplay of word and brief introduction to Italy’s dialect varieties, Nuova, Convivio, De vulgari eloquentia). image that these books propose. Categories we will consider some major poets who of material discussed include: Insular art, wrote in Milanese, Roman, and Neapolitan 548. Dante II the Carolingian scriptoria, Ottonian dialect. We will also address the plurilingual (3-0-3) Cachey, Moevs imperial image making, Anglo-Saxon art, theatrical tradition in dialect, centered Many have considered Dante’s Comedy to Spanish Apocalypses, and Italian Exultets. primarily around Naples and Venice. be the greatest poetic achievement in Against the backdrop of Italy’s Western literature. It is also perhaps the 565. St. Augustine’s Confessions sociolinguistic panorama in the last two most perfect synthesis of medieval culture (3-0-3) Sheerin decades we will analyze the nature and and the most powerful expression of what This course provides an introduction to St. function of dialects in the present revival of even today remains the foundation of the Augustine’s Confessions, through reading of poetic dialects as well as in Italian narrative Catholic understanding of human nature, extensive selections from the Latin text, a prose. the world, and God. Dante I and Dante II careful reading of the entire work in English are a close study, over two semesters, of the translation, and the application of a variety 543. Seminar: Medieval Spain entire Comedy, in its cultural (historical, of critical approaches, old and new. (3-0-3) Constable literary, artistic, and philosophical) context. This course examines the history and Dante II focuses on the Purgatorio and the 566. Trecento: Giotto to the Duomo historiography of medieval Spain from the Paradiso, with some discussion also of the (3-0-3) Gill eighth to the 15th century. Readings Monarchia. Beginning with Giotto’s Scrovegni Chapel concentrate on the economic, social, and in Padua, we will examine the arts in Italy political development of the peninsula and 557. Early Renaissance Italy in the 1300s, concluding with the cross-cultural exchange between its (3-0-3) Rosenberg Brunelleschi’s revolutionary design for the peoples. Particular emphasis will be placed The development of Italian painting, dome of the Florence Cathedral of 1436. on the Muslim-Christian encounter and the sculpture, and architecture from 1280 to We will consider the regional traditions of ways in which this relationship has shaped 1480. Works by such artists as Giotto, the city-states, including Siena, Venice, the field of Spanish medieval history. Masaccio, Brunelleschi, Donatello, Alberti, Florence and Pisa, as well as Rome, and as and Botticelli will be considered in the expressed in narrative fresco programs, 545. Virtue and Sin in the Christian context of the period that gave birth to the altarpieces, sculpture, and architecture. Tradition modern language of art and witnessed the Among our subjects are the royal tombs in (3-0-3) Porter revival of the centrality of man as the Naples and Milan, the evolution of the There has been considerable interest greatest of God’s creatures. equestrian monument, St. Mark’s in recently in recovering traditions of reflec- Venice, the character of Gothic expression tion on the virtues as a resource for 558. Northern Renaissance Painting in Italy, and impact of the Black Death. Christian ethics. In this course, we will (3-0-3) Rosenberg explore this tradition through an examina- The development of painting in northern 568. Readings in Byzantine Greek tion of three of its key figures, namely, Europe (France, Germany, Flanders, and (1-0-1) Jenkins Augustine, Aquinas, and Jonathan Edwards. Holland) from approximately 1300 to Ongoing weekly reading group of Byzantine Through a close reading of primary texts (in 1500. Special attention will be given to the Greek. Readings are focused on short but English) and contemporary writings on art of Jan van Eyck, Hieronymus Bosch, complete texts in hopes of producing and these texts, we will reflect on what these Albrecht Dürer, and Pieter Brueghel. In making accessible workable translations. authors understood by virtue, how their tracing the evolution of manuscript and oil Intermediate knowledge of classical or New theories of virtue both interpret a past painting and the graphic media, the student Testament Greek is required. tradition and influence their successors, and will become conscious of the special how those theories might be relevant to wedding of nature, art, and spirit that 569. History of the Italian Language Christian ethics today. Course requirements defines the achievement of the Northern (3-0-3) Cachey will include several short papers and a This course presents an introduction to Medieval Studies 101 essential texts and topics surrounding the tive verse composition, as well as to the own in this area. Italian “questione della lingua” with a focus literary models on which Bede drew, on the Medieval and Renaissance periods, including Christian Latin poets such as 579. Latin Wit and Wisdom: The collection from the origini and Dante’s De vulgari Caelius Sedulius, Dracontius, and Arator. A and use of the sententiae eloquentia (c. 1305) to Pietro Bembo’s Prose competent reading knowledge of Latin will (3-0-3) Bloomer della volgar lingua (1525) and the linguistic be expected of those who enroll for the This seminar will examine the long debates of the High Renaissance. A post course; but it will also provide opportunities tradition of collection of sententiae, the Renaissance perspective on the language for those who have a working knowledge of Latin aphorisms that were an integral part question will be integrated through Latin grammar to develop their reading of ancient and medieval schooling, moral participation in Prof. Hermann Haller’s skills. formation, and learning. We shall begin compact seminar on dialect literature of with a brief overview of the gnome and Italy during the course of the semester. 573. Latin for Medieval Philosophy proverb as species of sapiential literature, Besides regular seminar presentations (3-0-3) Gersh but as a working practice we shall focus in addressing course readings, students will be The aims of the course will be both the main on the history of some of the great required to develop research projects linguistic and philosophical. Via the reading collections (Publilius Syrus, aka Seneca examining the impact of the language of 25-30 short extracts, we shall on the one Philosphus; the Distichs of Cato). Reading question on the development of Italian hand study the evolution of Latin style and a text for its sententiae is both a scribal act literary history utilizing primary source technical vocabulary through patristic, and a hermeneutic process—in brief, a good materials from Renaissance holdings in the Carolingian, 12th-century scholastic and way to examine a very different sort of Department of Special Collections, humanistic writings, and on the other reading and writing from the modern. Far Hesburgh Library. consider the manner and extent to which from being museum items, collections of philosophical thought itself has been verbal lore are meant to be used, embel- 571. The Vulgate and Related Texts influenced by the language in which it is lished, and imitated. Another major focus (3-0-3) Bower presented and articulated. The course is thus will be on new collections (Alcuin, Readings and critical discussion of the aimed at philosophers wishing to prepare Othlo, Egberts, perhaps a final week on the various layers of texts in the Vulgate Bible: themselves for the study of primary sources apex of the tradition, Erasmus’ Adagia). 1) the old, essentially unrevised layer (Acts, in Latin and philologists wishing to acquire Epistles, Apocalypse); 2) Jerome’s revised some understanding of this specialized and 580. Seminar in Medieval Art: Art and Psalter (Galican); 3) Jerome’s revised important type of literature. Although Worship in Byzantium Gospels; 4) Jerome’s translations from the grammar and syntax will be explained by (3-0-3) Barber Hebrew (Canonical Books of the Old the instructor whenever necessary, a An exploration of the many ways in which Testament , included the Psalter iuxta knowledge of basic Latin will be assumed. art and worship interacted in Byzantium. Hebraicum). Some of Jerome’s introductory The core of the seminar will be on the 11th material will also be read, along with several 574. Introduction to Plotinus and 12th centuries. This period has been passages from Augustine’s de doctrina (3-0-3) Gersh defined as the moment during which christiana. An elementary knowledge of The course will be divided into two parts: iconographies deployed in liturgical Latin is prerequisite; students will be (1) A general survey of Plotinus’ philosophy contexts began to respond to these liturgical expected to translate in class. based on writings of his early and middle texts, producing innovative formulae that periods; (2) A close study of Plotinus’ firmly embedded the visual in this function- 572. Bede’s Latin Poetry longest treatise (divided into four parts by alist and performative setting. The task of (3-0-3) Lapidge Porphyry): Enneads III.8, V.8, V.5, II.9. In this seminar will be to examine the grounds The Latin poetry of Bede (d. 735) was both parts of the course, our aim will be not for this correlation. Building upon the work widely studied in the early and central only to understand Plotinian thought as a of Demus, Mathews, and Walter, we will Middle Ages, both for its technical system of emanative monism but also to consider the interplay of visual and verbal excellence and for its poetic style (Bede evaluate the expository and argumentative forms, investigate the question of influence, knew as much about verse composition as techniques by which this thought is test a variety of methods for using function any early medieval author, and his treatise organized into verbal discourse. as a category for visual analysis, and set on metrics, De arte metrica, served as the these changes within the wider context of standard introduction to the subject up 575A, 576. Medieval Latin Byzantine worship and culture. The until the 16th century). Oddly, however, (3-0-3) Sheerin material introduced for discussion will his Latin verse has been neglected: it has This will be a survey of the varieties of include homilies, liturgies, hymns, and never been collected together, and has never medieval Latin literary texts. Keith Sidwell’s commentaries, monumental art, manu- been translated. This course will attempt to Reading Medieval Latin will serve as the base scripts, and icons. study the entire corpus of Bede’s Latin text, with occasional supplements especially poetry: to assemble his scattered for the period after the 12th century. Goals 581. Medieval German Literature Epigrammata, to study his hymns in the for the course are enhancement of reading (3-0-3) Wimmer light of the Ambrosian tradition of hymn skills and experience of an overview of A survey of German literature from its composition; and to read carefully through medieval Latin literature, with acquisition beginnings during Germanic times until the his Vita metrica S. Cuthbert, one of the most of bibliographical knowledge that will allow 17th century. Ideas, issues, and topics are difficult but elegant poems of the Latin the student to continue working in her/his discussed in such a way that their continuity Middle Ages. The course will serve as an can be seen throughout the centuries. introduction to the technique of quantita- 102 The Division of Humanities

Readings include modern German selec- church. In addition, students will learn to and the Mediterranean world from late tions from major medieval authors and use and to read the extensive glossating and antiquity to the later Middle Ages through a works such as Hildebrandslied, Rolandslied, commentary literature that grew up around discussion of primary texts, secondary Nibelungenlied, Iwein, Parzival, Tristan, these authoritative texts. To focus the historical studies, and works on modern courtly lyric poetry, the German mystics, students’ historical approach, the Fall 2001 urban theory. secular and religious medieval drama, Der semester will focus on teachings about Ackermann aus Böhmen, and the beast epic custom, arguably the most omnipresent and 609. Merovingian Franks, 450 to 750 Reineke Fuchs. socially significant form of law in the (3-0-3) Noble Middle Ages: its status in law, its authority This course will survey and analyze key 582. The Medieval Book over against positive legislation or court literature and sources on the establishment, (3-0-3) Bower decisions, and quite particularly the venues development, and eventual collapse of the A historical survey of the medieval book as a and practices in the church where custom Merovingian Frankish kingdom. Central cultural, archeological, artistic, and was presumed to prevail. issues will include: the nature, origins, and commercial object from about A.D. 300 to audiences of the major sources; Frankish 1500. General outline: (1) the early Middle 603. Seminar: Story and History in ethnicity; Frankish kingship; central and Ages: from scroll to codex, the Bible in the 13th-century Europe local institutions in the Frankish kingdoms; early Middle Ages, insular gospel books, (3-0-3) Van Engen the economy of Merovingian Francia; the continental book production; (2) the This course explores the place of “stories” in Merovingian church; academic and Carolingian Renaissance and its heritage: the making of medieval culture, and the intellectual institutions; problems of spiritual and pedagogical foundations of degree to which we can draw “history” from language and communications; and book culture, deluxe products, critical texts, them. It will touch upon some of the same Merovingian relations with their neighbors. authors and their manuscripts, the glossed conceptual problems raised recently in Student responsibilities will include: book, and the monastic scriptoria of the discussions of the distinction between substantial weekly reading assignments 10th to the 12th centuries; (3) the later fiction and history. The course will focus on (most but not all sources will be read in Middle Ages: the university book trade, examples from three key areas of story- translation; scholarly works in French and popular spirituality and the book trade (i.e., telling: the exempla, which became so German will be assigned); periodic oral and Book of Hours). crucial to sermons and moral instruction; written reports; and two or three synthetic chronicles (such as Salimbene’s), which essays. 590. Byzantine Art became ever more story-like in their (3-0-3) Barber construction; and hagiography. 621. Early Christianity Seminar: Augustine Byzantine art has often been opposed to the (3-0-3) Cavadini traditions of Western naturalism, and as 605. Colloquium: Commercial Revolution in Many disciplines lay claim to the study of such has been an undervalued or little the Middle Ages Augustine, for he is a figure whose influence known adjunct to the story of medieval art. (3-0-3) Constable upon Western culture is difficult to In order to develop a more sophisticated The theory of a commercial revolution in overestimate. This course seeks to accom- understanding of this material we will Europe and the rise of so-called “European modate the needs of students who come to examine the art produced in Byzantium in hegemony” provides a focus for looking at a the study of Augustine with a variety of the period from the ninth to the 12th broad spectrum of issues and documents interests. There will be a continuing century, a period that marks the high point relevant to the rise of agrarian, commercial emphasis on access to materials, both of Byzantine artistic production and and urban institutions in medieval Europe. primary and secondary, so that students will influence. Stress will be placed upon the This course will concentrate on the be able to develop their own research function of this art within the broader problems of the shifting balance of power in interests with facility. Special attention will setting of this society. Art theory, the the Mediterranean world in the Middle be given to the development of Augustine’s notions of empire and holiness, the burdens Ages. Although it is easy to see a shift from thought. We will rely in part on the Letters of the past and the realities of contemporary Muslim to Christian hegemony in this to provide a continuous historical backdrop praxis will be brought to bear upon our period, it is much harder to find an for the reading and interpretation of the various analyses of material from all media. explanation for this change. Theories range other texts. Thus the class will have a How we, as art historians can write the from crude cultural superiority to subtler strongly textual, rather than thematic, history of this rich culture will be a central explanations involving differential technol- principle of organization, emphasizing the issue of this course. ogy, mercantile, and agrarian development; reading in their entirety of works from the political and military structure; different periods of Augustine’s life. 598. Special Studies monetarization and metallic balance; or (V-V-V) Staff demographic shifts in reaction to the Black 622. Early Christianity Seminar Death. This colloquium will consider these (3-0-3) Leyerle 602. Canon Law in the High Middle Ages changes, and their possible explanations, in (3-0-3) Van Engen light of both primary texts and secondary 633. Medieval Exegesis Seminar This course will introduce students to the interpretations. (3-0-3) Signer study of canon law in the high Middle Ages. Our focus during the semester will be on It will teach them the structure and usage of 606. Colloquium: Medieval Cities the relationship between biblical interpreta- Gratian’s Decretum, the university textbook, (3-0-3) Constable tion and the polemical literature written by and of the papal Decretales (1234), the only This colloquium examines the development Jewish and Christian authors from 1050 to truly authorized lawbook of the medieval and structure of urban centers in Europe 1200. Students will read the recent accounts Medieval Studies 103 of this literature by Gavin Langmuir, Anna natural law in the context of relevant texts Offers students a possibility, normally in Sapir Abulafia, Gilbert Dahan, and Jeremy from selected 12th- and 13th-century their second or third year, to work closely Cohen. Excerpts from medieval Christian authors, including Abelard, Gratian, with a professor in preparing a topic authors such as Abelard, Gilbert Crispin, William of Auxerre, Bonaventure, and mutually agreed upon. Student and Guibert of Nogent, Bernard of Clairvaux, Albert the Great. All texts will be made professor must sign a form that records the Peter the Venerable, Petrus Alfonsi, and available in translation, although students readings. Alan of Lille. Passages from Jewish authors who wish to read them in Latin will be such as Rashi, Rabbi Joseph Kara, Rabbi given the opportunity to do so. Course 699. Research and Dissertation Samuel ben Meier, and Rabbi Joseph of requirements will include several short (V-V-V) Staff Orleans will also be studied. Students will papers and a longer paper on a topic to be Independent research and writing on an be expected to make an oral presentation determined in consultation with the approved subject under the direction of a and write a paper that provides an explica- instructor. faculty member. tion of the arguments in a polemical work. 673. Medieval Liturgy 700. Nonresident Dissertation Research 634. Medieval Theology Seminar: Christology (3-0-3) Driscoll (0-0-1) Staff of Aquinas The purpose of this seminar is to examine Required of nonresident graduate students (3-0-3) Wawrykow the various sacramental rites in the Middle who are completing their theses in absentia Thomas Aquinas offered sustained reflec- Ages, especially the Eucharistic liturgy, and and who wish to retain their degree status. tions on Jesus Christ in a wide variety of his to attempt to reconstruct them within the works and, throughout his career, Thomas’s context of liturgical enactment, architectural Faculty Christology played a central role in his space, artistic and musical decoration, etc. ABBOT ASTRIK L. GABRIEL, Director of entire theology, providing a distinctive cast The seminar must necessarily deal with the Frank M. Folsom Ambrosiana Microfilm to his understanding of God and the human liturgical texts, but this is only a first step and Photographic Collection and Professor person. This course examines the Thomistic for understanding the broader dimensions Emeritus. Ph.D., Univ. of Budapest, 1936; accomplishment in Christology, paying of the liturgy. Architectural, artistic, and Privatdozent, ibid., 1941; Ecole des Chartes; particularly close attention to the different musical components will be taken into ways in which Thomas organized his consideration. Numerous commentaries on Hautes Etudes, Paris, 1932–36; Correspond- various discussions of Christ and to the the liturgy are also an important source for ing Fellow, Institut de France, 1962; principal developments in his depiction of garnering the medieval understanding of the Corresponding Fellow, Bavarian Academy of Christ. liturgy, especially in its allegorical interpre- Sciences, 1971; Honorary Member, Hungar- tation. A tangential but key element for the ian Academy of Sciences, 1983. (1948) 647. Cultures in Contact understanding is the devotional and STEPHEN ELLIS GERSH, Professor. B.A., (3-0-3) Constable spiritual practices that grew up alongside Cambridge Univ., 1969; M.A., ibid., 1973. This colloquium will consider the the official liturgy. Therefore, some (1977) cross-cultural history of the western attention will be given to these dimensions, Mediterranean, including North Africa, including liturgical drama. LOUIS E. JORDAN, Librarian. B.A., Univ. southern Italy, and France, Sicily, and the of Massachusetts, 1973; M.A., Univ. of Iberian Peninsula from the eighth to the 688. Medieval Legal History Chicago, 1974; Ph.D., Univ. of Notre Dame, 15th century. Special attention will be (3-0-3) Rodes 1980; M.L.S., Indiana Univ., 1981. (1981) devoted to political, social, economic, and Studies the formative period of the Anglo- RALPH M. McINERNY, Michael P. Grace cultural contacts between Jews, Christians, American legal system using 14th-century Professor of Medieval Studies. B.A., St. Paul and Muslims in this region. The course will Year Books and other materials from the Seminary, 1951; M.A., Univ. of Minnesota, focus primarily, but not exclusively, on same period. Students are graded on secondary monographs and articles. individual presentations and papers. Topics 1952; Ph.L., Univ. Laval, 1953; Ph.D., ibid., Students may write either a research paper are flexible, as long as they involve the use 1954. (1955) or a historiographical essay. of primary source material involving THOMAS F.X. NOBLE, Robert M. Conway England from about 1250 to 1350. Director of the Medieval Institute and Professor 652. Moral Theology: Thomas Aquinas and of History. B.A., Ohio Univ., 1969; M.A., his Interlocutors 696. Field Examination Preparation Michigan State Univ., 1971; Ph.D., ibid., (3-0-3) Porter (3-0-3) Director 1974. (2001) In recent years there has been a resurgence Offers students a possibility, normally in of interest in Aquinas' ethical thought, but their second or third year, to work closely MARINA B. SMYTH, Librarian. B.S., without attention to the context from which with a professor in preparing for one of National Univ. of Ireland, 1963; M.M.S., it emerged. Yet Aquinas' moral thought their field examinations. Univ. of Notre Dame, 1977; Ph.D., ibid. and cannot be fully understood or appreciated Univ. College Dublin, 1984. (1990, 1993) unless it is placed in relationship to his 696A. Dissertation Proposal Preparation Associated Faculty interlocutors. Furthermore, the study of his (V-V-V) Director ASMA AFSARUDDIN, Assistant Professor of moral thought in this way enables us to see Offers students the opportunity to work Classics. A.B., Oberlin College, 1982; M.A., how moral concepts develop over time and with their adviser in preparing their Johns Hopkins Univ. 1985; Ph.D., ibid., how they are shaped by social and cultural, dissertation proposal. 1993. (1996) as well as intellectual factors. In this course we will examine Aquinas' writings on the 697. Directed Readings JOSEPH P. AMAR, Associate Professor of (V-V-V) Director Classics. B.A., Catholic Univ. of America, 104 The Division of Humanities

1970; S.T.B., ibid., 1973; S.T.L., ibid., 1974; B.A., Univ. of Massachusetts, 1989; M.A., Government and International Studies. B.A., M.A., ibid., 1983; Ph.D. ibid., 1988. (1988) Univ. of Chicago, 1991; Ph.D., ibid., 1997. Boston College, 1988; M.A., Univ. of CHARLES E. BARBER, Associate Professor of (1999) Toronto, 1989; Ph.D., ibid., 1998. (1994; Art, Art History, and Design. B.A., Courtauld ROBERT R. COLEMAN, Associate Professor 1996) Institute of Art, 1985; Ph.D., ibid., 1989. of Art, Art History, and Design. B.A., State MICHAEL LAPIDGE, Notre Dame Professor (1996) Univ. College of New York, New Paltz, 1970; of English. B.A., Univ. of Calgary, 1964; M.A., KATHLEEN A. BIDDICK, Professor of M.A., Univ. of Chicago, 1973; Ph.D., ibid., Univ. of Alberta, 1965; Ph.D., Univ. or History. A.B., Barnard College, 1971; M.A., 1988. (1982, 1990) Toronto, 1971. (1999) Univ. of Toronto, 1973; Ph.D., ibid., 1982. OLIVIA R. CONSTABLE, Director of BLAKE LEYERLE, Associate Professor of (1983) Graduate Studies and Associate Professor of Theology. B.A., Yale Univ., 1982; M.A., Duke ALEXANDER BLACHLY, Acting Chair of History. B.A., Yale Univ., 1983; Ph.D., Univ., 1988; Ph.D., ibid., 1991. (1990) Music, Professor of Music. B.A., Haverford Princeton Univ., 1989. (1995) HOWARD LOUTHAN, Assistant Professor of College, 1967; M.A., Columbia Univ., 1972; REV. BRIAN DALEY, S.J., Catherine F. History. B.A., Emory Univ., 1986; M.A., ibid., Ph.D., ibid., 1995. (1993) Huisking Professor of Theology. B.A., Fordham 1986; Ph.D., Princeton Univ., 1994. (1995) W. MARTIN BLOOMER, Chair and University, 1961; B.A., Oxford Univ., 1964; JILL MANN, Notre Dame Professor of English. Associate Professor of Classics. B.A. Yale Univ., M.A., ibid., 1967; Ph.D., Loyola Seminary, B.A., Oxford Univ., 1964; Ph.D., Cambridge 1982; M.A. ibid., 1983; M.Phil., ibid., 1984; 1966; Lic. Theo., Hochschule Sankt Georgen, Univ., 1971. (1999) 1972; D. Phil., Oxford Univ., 1978. (1996) Ph.D., ibid., 1987 (1998) JULIA MARVIN, Assistant Professor in the D’ARCY JONATHAN DACRE MICHAEL S. DRISCOLL, Associate Professor Program of Liberal Studies. B.A., Princeton BOULTON, Professional Specialist and of Theology. B.A., Carroll College, 1973; Univ., 1988; M.A., ibid., 1992; Ph.D., ibid., Concurrent Associate Professor of History. B.A., S.T.B., Gregorian Univ., 1977; S.T.L., San 1997. (1997) Anselmo, 1980; S.T.D., Institut Catholique Univ. of Toronto, 1969; M.A., Univ. of CHRISTIAN R. MOEVS, Associate Professor Pennsylvania, 1970; Ph.D., ibid., 1978; de Paris, 1986; Ph.D., Sorbonne, Paris, 1986. (1994) of Italian Language and Literature. B.A., D.Phil., Oxford Univ., 1976. (1990) Harvard Univ., 1980; M.A., Columbia Univ., MAUREEN B. McCANN BOULTON, KENT EMERY JR., Professor in the Program 1989; Ph.D., ibid., 1994. (1994) of Liberal Studies. B.A., Univ. of Virginia, Professor of French Language and Literature. MAURA BRIDGET NOLAN, Assistant B.A., College of New Rochelle, 1970; M.A., 1966; M.A., Univ. of Toronto, 1968; Ph.D., ibid., 1976. (1985) Professor of English. A.B., Dartmouth College, Univ. of Pennsylvania, 1972; Ph.D., ibid., 1988; A.M., Duke Univ., 1992; Ph.D., ibid., 1976; M.Litt., Oxford Univ., 1980. (1985) ALFRED J. FREDDOSO, Professor of 1996. (1996) Philosophy. B.A., St. John Vianney Seminary, CALVIN M. BOWER, Professor of Music. KATHERINE O’BRIEN O’KEEFFE, Notre B.Mus., Univ. of Southwestern Louisiana, 1968; Ph.D., Univ. of Notre Dame, 1976. (1976, 1979) Dame Professor of English. A.B., Fordham 1960; M.M., George Peabody College, College, 1970; Ph.D., Univ. of Pennsylvania, Vanderbilt Univ., 1963; Ph.D., ibid., 1967. DOLORES WARWICK FRESE, Professor of 1975. (1992) (1981) English. B.A., College of Notre Dame of AIDEEN O’LEARY, Assistant Professor of REV. DAVID B. BURRELL, C.S.C., Rev. Maryland, 1958; M.A., Univ. of Iowa, 1961; Ph.D., ibid., 1972. (1973) History. B.A., Trinity College, Dublin, 1989; Theodore M. Hesburgh, C.S.C., Professor of Arts M.Litt., ibid., 1992; Ph.D., Cambridge Univ., and Letters. A.B., Univ. of Notre Dame, 1954; MEREDITH J. GILL, Assistant Professor of 1997. (2000) S.T.L., Gregorian Univ., 1960; Ph.D., Yale Art, Art History, and Design. B.A., Univ. of Univ., 1965. (1964) Melbourne, 1981; M.A., Princeton Univ., MARK C. PILKINTON, Professor of Film, 1986; Ph.D., ibid., 1992. (1998) Television, and Theatre. B.S., Memphis State THEODORE J. CACHEY JR., Professor of Univ., 1969; M.A., Univ. of Virginia, 1971; Italian Language and Literature. B.A., LI GUO, Assistant Professor of Classics. B.A., Ph.D., Univ. of Bristol, England, 1975. Northwestern Univ., 1974; M.A., Univ. of Shanghai International Studies Univ., 1979; (1984) California, Los Angeles, 1982; Ph.D., ibid., M.A., Alexandria Univ., 1984; Ph.D., Yale 1986. (1990) Univ., 1994 (1999) JEAN PORTER, Director of Graduate Studies and John A. O’Brien Professor of Theology. B.A., JOHN C. CAVADINI, Chair and Associate PAULA M. HIGGINS, Professor of Music. Univ. of Texas at Austin, 1976; M.Div., Professor of Theology. B.A., Wesleyan Univ., B.A., Mt. Holyoke College, 1976; M.F.A., Weston School of Theology, 1980; M.A., Yale 1975; M.A., Marquette Univ., 1979; M.A., Princeton, 1978; Ph.D., ibid., 1987. (1990) Univ., 1981; Ph.D., ibid., 1984. (1990) Yale Univ., 1980; M.Phil., ibid., 1983; Ph.D., REV. JOHN I. JENKINS, C.S.C., Vice ibid., 1988. (1990) THOMAS PRUEGL, Assistant Professor of President and Associate Provost of the University Theology. Lic. Theo., Univ. of Munich, 1988; KIRSTEN M. CHRISTENSEN, Assistant and Associate Professor of Philosophy. B.A., Th.D., ibid., 1994. (2001) Professor of German Language and Literature. Univ. of Notre Dame, 1976; M.A., ibid., B.A., Arizona State Univ., 1984; M.A., 1978; M.Div., S.T.L., Jesuit School of GRETCHEN J. REYDAMS-SCHILS, Brigham Young Univ., 1991; Ph.D., Univ of Theology at Berkeley, 1988; B.Phil., Oxford Associate Professor in the Program of Liberal Texas, Austin, 1998. (1999) Univ., 1987; D.Phil., ibid., 1989. (1990) Studies. B.A., Catholic Univ. of Leuven, 1987; M.A., Univ. of Cincinnati, 1989; Ph.D., PAUL M. COBB, Assistant Professor of History. MARY M. KEYS, Assistant Professor of Univ. of California, Berkeley, 1994. (1994) Music 105

ROBERT E. RODES, Paul J. Schierl/Fort leading to two degrees: master of music (in The master of music in performance is a Howard Corporation Professor of Legal Ethics performance and literature or performance) degree designed to give intensive training to and Professor of Law. A.B., Brown Univ. 1947; and master of arts (in musicology or a student who has finished a master’s degree LL.B., Harvard Univ., 1952 (1956) theory). elsewhere and who wants further training in his or her instrument (but does not wish to CHARLES M. ROSENBERG, Professor of All applicants must fulfill the general pursue a doctorate). This program is Art, Art History, and Design. B.A., Swarthmore requirements for admission into the designed for highly advanced students who College, 1967; M.A., Univ. of Michigan, Graduate School. Applicants for the are preparing to enter the professional ranks 1969; Ph.D., ibid., 1974. (1980) performance degree programs should come of performing musicians. The program is CONSTANTINA SCOURTIS, Assistant to campus for an audition if possible. If a designed to place maximum emphasis on Professor of Theology. B.A., Univ. of California, personal audition is not possible, applicants the study of the student’s principal Los Angeles, 1990; M.A., ibid., 1995; C. may submit a video or cassette tape instrument. Two full-length recitals are Phil., ibid., 1997. (2001) recording with their application. Applicants required (eight recitals as accompanists for for the M.A. programs must submit an pianists wishing to specialize in accompany- DAYLE SEIDENSPINNER-NUÑEZ, Chair undergraduate paper or other example of ing). Extensive repertoire will be covered of Romance Languages and Literatures and their writing. during this two-year program, giving the Professor of Spanish Language and Literature. students direct practical experience with a B.A., Univ. of California, Berkeley, 1968; The master’s programs normally require wide range of the most challenging works M.A., ibid., 1971; Ph.D., Stanford Univ., two years for completion. All master’s written for the instrument: solo, orchestral, 1977. (1977) degree programs require 36 credit hours. and chamber. Specific details of each degree program vary DANIEL J. SHEERIN, Professor of Classics. substantially, depending on the student’s The master of arts degrees in musicology B.A., St. Louis Univ., 1965; Ph.D., Univ. of specialty or instrument. Therefore, students and theory provide the student with North Carolina at Chapel Hill, 1969. (1985) should obtain a copy of the department’s intensive professional training in the SUSAN GUISE SHERIDAN, Associate official Bulletin of Information, which scholarship of music, concentrating either in Professor of Anthropology. B.A., Univ. of contains detailed information on each of the theory or musicology. These programs are Maryland, 1984; M.A., ibid., 1986; Ph.D., department’s programs and its require- designed to enable the students, upon Univ. of Colorado, 1992. (1992) ments. A sketch of each program follows: graduation, to enter a top-level doctoral program at another university. Students in RABBI MICHAEL A. SIGNER, Abrams The master of music degree in performance the M.A. programs must pass a reading Professor of Jewish Studies (Theology). B.A., and literature provides an intensive program examination in French, Latin, or German, Univ. of California, Los Angeles, 1966; M.A., of graduate studies for the student with a must submit a master’s thesis to the Hebrew Union College-JIR, 1970; Ph.D., proven ability in performance and an graduate committee, and must pass a final Univ. of Toronto, 1978. (1992) interest in the literature of his or her written comprehensive examination. JOHN VAN ENGEN, Andrew V. Tackes instrument. All students in this degree Students whose interests are in medieval Professor of History. A.B., Calvin College, program must present two full recitals: a music will benefit from the exceptional qualifying recital during the first year of resources of the Medieval Institute. 1969; Ph.D., Univ. of California, Los Angeles, study and a degree recital in the second 1976. (1977) year. (Students in the piano-accompanying Course Descriptions JOSEPH WAWRYKOW, Associate Professor of concentration perform in two chamber Each course listing includes: Theology. B.A., Univ. of Manitoba, 1978; music recitals and serve as accompanists for – Course Number M.A., ibid., 1980; M.A., Yale Univ., 1981; six recitals.) – Title M.Phil., ibid., 1984; Ph.D., ibid., 1987. – (Lecture hours per week– (1986) The courses of study vary from instrument laboratory or tutorial hours per week– to instrument, given their different needs credits per semester) ALBERT K. WIMMER, Director of Graduate and possibilities. In general, all students in Studies and Associate Professor of German – Instructor the M.M. in performance and literature – Course Description Language and Literature. M.A., Univ. of Notre take 12 credit hours in their principal – (Semester normally offered) Dame, 1964; M.A., ibid., 1967; Ph.D., instrument and an additional 12 credit Course numbering does not indicate level of Indiana Univ., 1975. (1964) hours in a core of courses in music history student achievement. Repetition of the and theory (six credit hours in each). The course numbering on a transcript indicates Music remaining 12 credit hours are taken in further studies. courses in literature, chamber music, opera Acting Chair: workshop, orchestral excerpts, and so forth, Applied Music Alexander Blachly as appropriate. All students in this degree All are normally offered each semester. Director of Graduate Studies: program must pass a competency examina- Karen Buranskas tion in basic music theory and history 501. String Performance Techniques Telephone: (219) 631-6211 before they graduate. This examination (1-0-1) Buranskas, Plummer E-mail: [email protected] covers the standard theoretical and historical Performance class/master class format (www.nd.edu/~music) issues included in a typical undergraduate designed to give string students opportuni- music program. ties in which to perform. The Program of Studies The Department of Music offers programs 501A. Orchestra 106 The Division of Humanities

(V-0-1) Stowe 532. 20th-Century Analysis An ensemble devoted to preparation and 515A. Violin (3-0-3) Haimo, Johnson performance of orchestral music of the 18th (V-0-V) Plummer Techniques of composition employed by to 20th centuries. Individual instruction. composers of the 20th century.

502. Vocal Performance Techniques 515B. Viola 533. Schenkerian Analysis (1-0-1) Resick (V-0-V) Staff (3-0-3) Smith Development of interpretation skills pertain- Individual instruction. Intensive analysis of musical composition ing to songs and operatic literature. utilizing the Schenkerian method. 516. Cello 503. Diction I—German (V-0-V) Buranskas 534. Tonal Forms (1-0-1) Resick Individual instruction. (3-0-3) Haimo Elements and expressive techniques of Ger- Topics relating to the problems of form in man diction, utilizing the International Pho- 517. Brass tonal music. netic Alphabet. (V-0-V) Wiskirchen Individual instruction. Arrangements possible 535. Opera 504. Diction II—English, Italian with members of Chicago Symphony with (3-0-3) Youens (1-0-1) Resick chair’s permission. Topics relating to the history of opera. Elements and expressive techniques of English and Italian diction, utilizing the International 518. Woodwinds 536. Chamber Music Genre Phonetic Alphabet. (V-0-V) Dye (3-0-3) Youens Individual instruction. Arrangements possible Topics relating to the history of chamber 505. Diction III—French with members of Chicago Symphony with music. (1-0-1) Resick chair’s permission. Elements and expressive techniques of French 537. Church Music diction, utilizing the International Phonetic 519. Percussion (3-0-3) Bower, Frandsen, Higgins Alphabet. (V-0-V) Staff Topics relating to the history of church music. Individual instruction. 506. Piano Performance Class 538. Symphonic Music (1-0-1) Stäblein 525, 526. Advanced Conducting I and II (3-0-3) Bower Master class format designed to give piano (2-0-2) Blachly, Dye Topics relating to the history of symphonic students opportunities in which to perform. Study and practice of advanced skills in con- music. ducting. Score analysis for conductors; re- 508. Orchestral Excerpts hearsal techniques; principles of stylistic integ- The Studies Series (1-0-1) Buranskas, Plummer rity in performance. The following series of courses treats problems Excerpts from the standard orchestral litera- in historical periods and general areas of musi- ture encompassing styles from the 18th cen- 528. Opera Workshop cal research. They will be listed in schedules tury through the 20th century. Instructed by (V-0-V) Resick for each semester with further descriptions individual members of the faculty. Prerequisite: vocal training. indicating the focus for that semester. The Musical and stage preparation of an opera range of approach to these courses is broad; 509. Chamber Music production culminating in public perfor- they may be general surveys of a period or an (V-0-V) Buranskas, Plummer, Resick, Stäblein mance. Admission by audition only. area or they may center around a specific topic Intensive study and performance of chamber within a period or area or even a specific music for advanced performers. 529. Vocal Coaching composer. Recent offerings have included (1-0-1) Resick courses on Handel and the German Lied. Also 510. Piano Development of interpretation skills pertain- satisfies Core History requirements. (V-0-V) Stäblein ing to songs and operatic literature. Individual instruction. 542, 543. Studies in Medieval Music Core of Courses in Music History and (3-0-3) (3-0-3) Bower, Higgins 511. Organ Theory An examination of the music from the fifth (V-0-V) Cramer This core of courses provides a basic curricu- through 15th centuries. Individual instruction. lum required of all students in the perfor- mance and literature and musicology/theory 544, 545. Studies in Renaissance Music 512. Harpsichord programs. Each student must take 12 credit (3-0-3) (3-0-3) Blachly, Higgins (V-0-V) Catello hours from the core, six in theory and six in An examination of the music from 1430 to Individual instruction. history. 1600.

514. Voice 531. Analytic Topics 546. Handel’s Operas and Oratorios (V-0-V) Ginter, Resick (3-0-3) Johnson, Smith (3-0-3) Frandsen Individual instruction. Detailed analysis of selected works. Music 107

An examination of Handel’s operas (including 581, 582. Piano Literature (1993) Rinaldo, Julius Caesar, and Xerxes) and orato- (2-0-2) (2-0-2) Stäblein CALVIN M. BOWER, Professor. B.Mus., rios (including Esther, Israel in Egypt, and Concentrated study of the principal literature Univ. of Southwestern Louisiana, 1960; Jephtha), with a particular focus on Handel’s written for the keyboard. M.M., George Peabody College, Vanderbilt approach to drama and musical characteriza- Univ., 1963; Ph.D., ibid., 1967. (1981) tion in each genre, and his appropriation and 583, 584. Organ Literature redefinition of operatic conventions in the (3-0-3) (3-0-3) Cramer KAREN L. BURANSKAS, Director of context of the English theatrical oratorio. Concentrated study of the principal literature Graduate Studies and Associate Professor. written for the organ. B.Mus., Indiana Univ., 1973; M.M., Yale 548, 549. Studies in Classical Music Univ., 1977. (1979) (3-0-3) (3-0-3) Higgins, Youen 587. Advanced Violin Literature DARLENE CATELLO, Adjunct Instructor. An examination of the music from 1700 to (3-0-3) Plummer B.A. Denison Univ., 1959; M.Mus., Univ. of 1820. Extensive study of violin repertoire with an Notre Dame, 1976; M.Mus., Univ. of emphasis on sonatas, concertos, and solo Michigan, 1987. (1987) 550. Studies in Lied works from the Baroque period to the 20th WILLIAM CERNY, Professor Emeritus. B.A., (3-0-3) Youens century. Yale Univ., 1951; B.Mus., ibid., 1952; The study of selected German art-sons for solo M.Mus., ibid., 1954. (1972) voice and piano by the masters of the genre. 588. Advanced Cello Literature (3-0-3) Buranskas CRAIG J. CRAMER, Professor. B.Mus., Other Courses in Music Extensive study of cello repertoire with an Westminster Choir College, 1976; M.Mus., 540. Bibliography of Music emphasis on sonatas, concertos, and solo Eastman School of Music, 1977; Performer’s This course has five main objectives: works from the Baroque period to the 20th Certificate, ibid., 1978; D.M.A., ibid., 1983. 1. To learn about music in libraries, its control century. (1981) and organization, and to develop a sense of KEN DYE, Director of Bands and Professor. comfort with library collections of music. 590. Qualifying Recital B.M., Univ. of Southern California, 1974; 2. To study standard reference works in (0-0-0) Johnson M.A., California State Univ., Long Beach, music—both print and electronic sources— For first-year students. 1980; M.B.A., Univ. of Houston, 1985; and understand their value, deficiencies, and Ed.D., ibid., 1983. (1998) potential uses. Other Graduate Courses MARY E. FRANDSEN, Assistant Professor. 3. To develop an ability to evaluate new refer- 591. Graduate Recital B.M., SUNY at Potsdam, 1980; M.A., ence sources and to choose works that will be (0-0-0) Staff Eastman School of Music, 1985; Ph.D., ibid., of the greatest value to any particular project. Formal registration for final project in 1997. (1997) 4. To develop a sense of the state of musical performance. documentation in general. WALTER R. GINTER, Adjunct Associate 5. To demonstrate this knowledge and these 596. Qualifying Recital Professor. B.Mus., Westminster Choir College, abilities by performing the preliminary work (0-0-0) Staff 1956; M.Mus., ibid., 1957. (1975) Formal registration for qualifying recital for for a major research project. ETHAN T. HAIMO, Professor. B.A., Univ. of students in performance and literature. Chicago, 1972; M.F.A., Princeton Univ., 563, 564. Composition 1974; Ph.D., ibid., 1978. (1976) (V-0-V) (V-0-V) Haimo, Johnson 598. Special Studies Private instruction in composition. (V-V-V) Staff PAULA M. HIGGINS, Professor. B.A., Individual study under personal direction of a Mount Holyoke College, 1976; M.F.A., 565. Band Arranging faculty member. Princeton Univ., 1978; Ph.D., ibid., 1987. (3-0-3) Dye (1990) 599. Thesis Direction PAUL G. JOHNSON, Associate Professor. 575. String Literature (V-V-V) Staff B.Mus., Northwestern Univ., 1976; M.F.A., (3-0-3) Buranskas, Plummer Planning and developing the master’s thesis Princeton Univ., 1980; Ph.D., ibid., 1981. Concentrated study of the principal literature for M.A. students. (1981) written for the string instruments. 600. Nonresident Thesis Research EUGENE J. LEAHY, Professor Emeritus. B.Mus., Univ. of Notre Dame, 1947; A.B., 579. Wind Literature (0-0-1) Staff ibid., 1951; M.Mus., DePaul Univ., 1949; (3-0-3) Staff Required of nonresident graduate students M.A., ibid., 1952; D.F.A., Chicago Musical An exploration of the history of the literature who are completing their theses in absentia College, 1952. (1952) for winds from the works of Giovanni and and who wish to retain their degree status. Andrea Gabrieli to the present century. REV. PATRICK H. MALONEY, C.S.C., Faculty Associate Professor Emeritus. A.B., Univ. of ALEXANDER BLACHLY, Chair, Professor. Notre Dame, 1950; M.Mus., Catholic Univ. B.A., Haverford College, 1967; M.A., of America, 1956. (1956) Columbia Univ., 1972; Ph.D., ibid., 1995. JAMES S. PHILLIPS, Assistant Professor 108 The Division of Humanities

Emeritus. B.A., Univ. of Notre Dame, 1956; student, the Ph.D. Program in Literature course work, including a minimum of six M.A., ibid., 1961. (1965) requires both depth and breadth of language courses in his or her primary field of study, and literature coverage while offering the five in the primary field and/or related CAROLYN R. PLUMMER, Associate individual student ground-breaking fields, and five specially designed seminars Professor. B.Mus., Indiana Univ., 1970; curricular freedom in the design of his or in literature. During the first two years of M.Mus., New England Conservatory, 1973. her degree. study, the student must complete the (1989) program’s specially designed course in GEORGINE RESICK, Associate Professor. Intellectual strength and support. Notre literary theory, as well as a team-taught B.M., American Univ., 1973; Artist Diploma, Dame is well known as an intellectual course in world literature that focuses Peabody Conservatory, 1975. (1990) center for the study of the ancient world, attention on multiple regions, periods, and religion and literature, medieval life and languages within and beyond the borders of PETER H. SMITH, Associate Professor. B.M., culture, Irish literature and culture, the Europe and the Americas. Before the end of Juilliard School, 1986; M.M., ibid., 1986; Renaissance, and modernism. The admitted the second year of course work, the student M.A., Yale Univ., 1987; M.Phil., ibid., 1989; student will enjoy the company of his or her must complete at least one course each in Ph.D., ibid., 1992. (1991) peers and a close association with a diverse philosophy and in theology so as to better MARIA STÄBLEIN, Visiting Assistant and lively group of faculty from the understand the historical disciplines that Professor. Diplom in Musikerziehung, departments listed above and other have shaped the ways we talk and think Hochschule für Musik und Theater departments and institutes at Notre Dame, about literature. Hannover, Germany, 1990; Diplom der such as the departments of English, philosophy, theology, and the Medieval künstlerischen Ausbildungsklasse, ibid., 1990; Courses Institute, to name a few. Each student will Konaertexamen, ibid. 1996. (1999) primary field* 6 courses 18 credit hours be welcomed and expected to be a valued primary and/or DANIEL C. STOWE, Associate Professional and contributing member of this commu- related fields 5 courses 15 credit hours Specialist. A.B., Univ. of California, Davis, nity of scholars. literature seminars 5 courses 15 credit hours 1984; M.M., Univ. of Southern California, philosophy 1 course 3 credit hours 1986; M.A., Cornell Univ., 1990. (1993) Institutional support. The student in the theology 1 course 3 credit hours Ph.D. Program in Literature will enjoy the REV. GEORGE WISKIRCHEN, C.S.C., on-campus presence of the Erasmus * Primary field and related fields may be Associate Professional Specialist. A.B., Univ. of Institute, the Kellogg Institute for Interna- Notre Dame, 1951; M.Mus.Ed., Northwest- organized around periods (e.g., late antiquity, tional Studies, the Keough Institute for Irish medieval, Renaissance, enlightenment, fin de ern Univ., 1960. (1975, 1977) Studies, and the Medieval Institute, among siècle, etc.); around genres (e.g., epic, tragedy, SUSAN L. YOUENS, Professor. B.Mus., others. These institutes, like the University comedy, the ancient and/or modern novel, Southwestern Univ., 1969; M.A., Harvard departments, bring distinguished scholars as etc.); around literary movements (e.g., Univ., 1971; Ph.D., ibid., 1975. (1984) visiting speakers to campus and hold modernism, symbolism, the avant-garde, etc.); conferences of international repute. or around languages (e.g., ancient Greek, Ph.D. Program in Literature Latin, French, Spanish, German, Italian, Notre Dame’s Theodore M. Hesburgh etc.). Program Director and Library houses some three million volumes Director of Graduate Studies: and subscribes to over 23,000 serial publi- Languages. Each doctoral candidate in the Margaret Anne Doody cations. In additional to the library’s general program must obtain facility with three Associate Director: holdings, it also has world-renowned special languages, one of which may be his or her Collin Meissner collections in Dante, the Byzantine world, native tongue. The student will be required Telephone: (219) 631–9723 the Spanish Inquisition, and Irish literature. to demonstrate native or near-native E-mail: [email protected], The University also enjoys the presence of proficiency in his or her primary field [email protected] the Snite Museum of Art, recognized as one language and scholarly reading knowledge (www.nd.edu/~litprog) of the top university art museums in the of one additional relevant language. The country. program is designed to ensure that the The Program of Studies student’s language proficiency will qualify Financial support. Each admitted doctoral him or her as a competitive candidate in The Ph.D. in Literature at Notre Dame is student will be completely funded through an interdisciplinary program, which focuses traditional language departments. Language full tuition wavers and one or a combina- competency must be certified by the pro- on the study of literature from a trans- tion of teaching, research, and graduate national and intercultural perspective. The gram’s administrative board and must be fellowships. The most promising students demonstrated by successful completion of program combines the outstanding faculty will be offered two-year duty-free fellow- and resources of a number of departments advanced course work, research in the ships of $18,000 per year with an accompa- language, or certified by examination. and programs, such as Classics, East Asian nying one-time $2,000 travel account. Studies, German, Irish Studies, Romance Language and basic skills requirements must Languages, enabling doctoral students to be completed by the end of the third semes- study literature both within traditional General Requirements ter of residence. The advanced students will disciplines and from across disciplinary and The student in the program is required to also be expected to pursue a year of study global perspectives. complete a minimum of 54 credit hours of abroad through programs such as the study (18 courses) during three years of Fulbright Foundation and other fellowship Intellectual opportunity. Designed for the opportunities (e.g., Chateaubriand intellectually ambitious and creative Ph.D. Program in Literature 109

Fellowships, residential fellowships at the semester 2002. The student applying to JULIA V. DOUTHWAITE, Director of the Geothe Institute, the Ecole de Chartes, enter in the fall of 2002 should have a Institute for Scholarship in the Liberal Arts, etc.). complete dossier (application, transcripts, Associate Professor of Romance Languages and writing sample, letters of recommendation, Literatures, and Fellow of the Nanovic Institute Examinations. Successful completion of the and GRE scores) on file with Notre Dame’s for European Studies. B.A., Univ. of Washing- master’s examination permits the student to Office of Graduate Admissions no later ton, 1981; M.A., ibid., 1984; Ph.D., proceed with his or her scholarship in the than the preceding January 15. The Princeton Univ., 1990. (1991) program. The exam is administered in statement of intent accompanying the January of the second year in residence. The application should describe the student’s CHISTOPHER R. FOX, Professor of English, oral examination must be no less than areas of interest as explicitly as possible and Co-Founder of the Keough Institute for Irish 90 minutes and no more than two hours in ideally should list the prospective faculty Studies, and Fellow of the Reilly Center for the length. The examination for the student in with whom he or she wishes to study. The History and Philosophy of Science. B.A., Classics fields typically includes an exercise writing sample should demonstrate the Cleveland State Univ., 1971; M.A., State in translation; this portion of the written applicant’s skills in writing, analysis, and Univ. of New York, Binghamton, 1974; examination may be administered at the literary research. Proficiency in language Ph.D., ibid., 1978. (1986) end of the second year. ought to be demonstrated at this time. LUKE GIBBONS, Professor of English and Fellow of the Keough Institute for Irish Studies. The Ph.D. candidacy examination, consist- Participating Faculty ing of a written and an oral component, B.A., Univ. College, Galway, 1972; H.Dip., Ed. National University of Ireland, normally takes place at the end of August in The following is a partial list of Notre the student’s third year of residence. The Dame faculty who came together to develop Maynooth, 1976; M.A., Univ. College, written portion of the exam is comprised of the Ph.D. Program in Literature. They form Galway, 1976; Ph.D., Trinity College, four or five two-hour essays on topics a core group of outstanding scholars who Dublin, 1979. (2001) (derived from course work and relevant will be joined by numerous other faculty VITTORIO HÖSLE, Paul Kimball Professor reading lists) selected by the examination whose interests and expertise enable of Arts and Letters and Fellow of the Nanovic board in areas pre-selected by the student students to craft doctoral degrees responsive Institute for European Studies. Habilitation, and in consultation with the faculty. One to their own particular interests in world Univ. of Tubingen, 1985; Ph.D., ibid., 1982. take-home exam, focused on a special literatures. reading list created by the student and his or (1999) her advisors, functions as a bridge to the MARTIN BLOOMER, Associate Professor and LIONEL M. JENSEN, Associate Professor and dissertation proposal. The oral examination Chair of Classics. B.A., Yale Univ., 1982; Chair of East Asian Languages and Literatures. involves questioning by the board for no M.A., ibid., 1983; M.Phil., ibid., 1984; B.A., Williams College, 1976; M.A., less than ninety minutes and no more than Ph.D., ibid., 1987. (1998) Washington Univ., 1980; Ph.D., Univ. of three hours. Successful completion of both California, Berkeley, 1992. (2000) examination components is required for JOSEPH A. BUTTIGIEG, William R. Keenan advancement to the dissertation-writing Jr. Professor of English and Fellow of the PETER. T.G. MCQUILLAN, Assistant stage of the Ph.D. Students who fail the Nanovic Institute for European Studies. B.A., Professor of Irish Language and Literature. B.A., examination may appeal one time to the Univ. of Malta, 1968; B.Phil., Univ. of Univ. College, Dublin, 1981; M.A., ibid., director to retake the failed portion. Oxford, Heythrop College, 1970; M.A., Univ. 1983; Ph.D., Harvard Univ., 1991. (1994) of Malta, 1974; Ph.D., State Univ. of New ROBERT E. NORTON, Professor and Chair Admissions. To qualify for the program, an York, Binghamton, 1976. (1980) of German and Russian Languages and applicant must have completed an under- Literatures and Fellow of the Nanovic Institute graduate degree, ordinarily in a relevant THEODORE J. CACHEY JR., Professor of for European Studies. B.A., Univ. of California, literary field. While some departments and Romance Languages and Literatures and programs at Notre Dame grant the M.A., Director of the Devers Program in Dante Santa Barbara, 1982; M.A., Princeton Univ., the Program in Literature admits only Studies. B.A., Northwestern Univ., 1978; 1985; Ph.D., ibid., 1988. (1998) students intending to pursue the doctorate. M.A., Univ. of California, Los Angeles, 1982; MARK W. ROCHE, I.A. O’Shaughnessy Dean Students who have already completed the Ph.D., ibid., 1986. (1990) of the College of Arts and Letters and the Rev. master’s degree in a relevant literary field or SEAMUS DEANE, Donald and Marilyn Edmund P. Joyce, C.S.C. Professor of German in a related non-literary field (such as Keough Professor of Irish Studies, Director of the Language and Literature. B.A., Williams anthropology, history, theology, philoso- Keough Institute for Irish Studies, and Professor College, 1978; M.A., Eberhard-Karls phy, etc.) are encouraged to apply. Work of English. B.A., Queen’s Univ., Belfast, 1961; Universität, Tübingen, 1980; M.A., Princeton completed at another institution may, upon Univ., 1982; Ph.D. ibid., 1984. (1996) determination by the program’s administra- M.A., ibid., 1963; Ph.D., Cambridge Univ., tive board, be credited toward the Ph.D. An 1966. (1993) DAYLE SEIDENSPINNER-NUÑEZ, Chair advanced level of preparation in the MARGARET ANNE DOODY, John and of Romance Languages and Literatures and languages relevant to a student’s proposed Barbara Glynn Family Professor of Literature. Professor of Spanish. B.A., Univ. of California, course of study is requisite for applicants B.A., Dalhousie Univ., Halifax, 1960; B.A., Berkeley; M.A., ibid., 1971; Ph.D., Stanford and indispensable for students in the Oxford Univ., 1962; M.A., ibid., 1967; Univ., 1977. (1997) program. Ph.D., ibid., 1967. (2000) ALAIN TOUMAYAN, Associate Professor of Incoming students begin studies in the fall Romance Languages and Literatures. B.A., 110 The Division of Humanities

Univ. of Pennsylvania, 1976; M.A., Yale specializing in philosophy of science have Univ., 1978; M.Phil., ibid., 1980; Ph.D., In the structure of the program there is a the opportunity to incorporate a master’s ibid., 1982. (1995) strong emphasis on the history of philoso- degree from this program into their phy. The major historical periods (ancient, program of doctoral studies in philosophy. ALBERT K. WIMMER, Director of Graduate medieval, and modern) are treated in depth Students may also apply for admission to Studies and Associate Professor of German. B.A., both with regard to the general contours of the special HPS philosophy track Ph.D. Univ. of Munich; M.A., University of Notre these historical periods and in terms of the Dame, 1964; M.A., ibid., 1967; Ph.D., Indiana particular themes and tenets of the major In addition to a wide range of graduate Univ., Bloomington, 1975. (1964) philosophers within each. In practice the courses (about 30 are offered each year), the Philosophy former is handled as a function of the latter: department provides many other aids to the inasmuch as our students are expected to students’ philosophical development. The Chair: have had surveys of these periods as annual Ernan McMullin Perspectives in Stephen H. Watson undergraduates, the graduate seminars on Philosophy series brings three or four Director of Graduate Studies: specific figures or themes are designed to prominent philosophers to campus. Each Leopold Stubenberg develop and deepen an appreciation for gives a public lecture and a conference is Telephone: (219) 631-6471 historical context and for the philosophical held on his or her work. In addition, there E-mail: [email protected] issues that emerge. The role of the history are many visiting lecturers in philosophy (www.nd.edu/~ndphilo/) courses is twofold. One aim of the courses from other universities. Within the offered in the history of philosophy is to department, there is also a continuing series The Program of Studies enhance the students’ knowledge and of weekly colloquia, where each Friday The graduate program in philosophy at appreciation of the basic works that have afternoon a faculty member or graduate Notre Dame provides intensive professional shaped our philosophical traditions so that student presents a paper in an informal training in philosophy. It is a doctoral their subsequent research and teaching will setting with discussion following. program, although students may choose to have a historical foundation as rich as terminate at the master’s level. In recent possible. Of equal importance, however, is Finally, our students, with departmental years, an average of six Ph.D.s in philosophy the development of these classical historical support and outside funding, regularly visit has been awarded each year and fellowship areas as foci of genuine research fields in distinguished philosophy departments both aid has been forthcoming from a variety of their own right. Given its tradition and in the United States and abroad to under- sources. At present there are 65 doctoral scope, the department is able to have a take further study. Notre Dame graduate students in residence and 42 graduate considerable number of people doing students have recently visited at Arizona, faculty. serious scholarly work in each of these Brown, Cambridge, Oxford, Louvain, historical periods. In addition it can draw Göttingen, Tuebingen, and Münster. The department is one in which all major on the resources of the Medieval Institute, philosophical viewpoints and approaches are the classics department, and the history There are six specialized institutes, the work respected and given serious attention. The department to supplement its efforts. of which is associated with that of the typical Notre Dame philosopher (whether department. Kenneth M. Sayre directs the student or faculty) is someone who Though the primary goal of the graduate interdisciplinary Philosophic Institute, combines a particular specialized compe- program has always been to produce which has been supported by the National tence with a willingness and ability to broadly educated philosophers, the size of Science Foundation. The Medieval Institute interact with and learn from other ap- the department has also facilitated the has rich resources of medieval manuscripts, proaches to philosophy. The department is development of a number of areas of special including a microfilm collection of the one in which the interaction of diverse areas strength in research and teaching. At the holdings of the famous Ambrosiana Library and styles of philosophy is an important present time, the department offers students in Milan. Students may take specialized influence on each member’s work. This with particular interests in any of the courses in paleography and medieval history model of interactive pluralism has enabled following fields unusual opportunities to offered by the institute. Ralph McInerny the department to become a major presence work with a strong group of scholars in directs the Jacques Maritain Center, from in the mainstream of the American their area of specialization: philosophy of which comes much of the work in English philosophical profession while preserving religion, medieval philosophy, philosophy on Maritain. The Center for Philosophy of and enhancing its distinctive character as of science, ethics, continental philosophy, Religion, under the direction of Alvin part of a Catholic university. Faculty and metaphysics, and philosophy of math and Plantinga, hosts visiting fellows, sponsors students with interests in almost any major logic. The fields of philosophy of mind, conferences and symposia, and publishes a area of philosophy find the resources for epistemology, logic, and contemporary monograph series. The Reilly Center for serious and thorough exploration of their analytic philosophy are also strongly Science, Technology, and Values, under the interests and for profitable encounters with represented. Special concentrations in direction of Vaughn McKim, sponsors alternative approaches. Those concerned medieval philosophy and in continental research, visiting lectures, and periodic with issues and projects arising from their philosophy are available through the conferences on value-related issues in interest in or commitment to Christian (and department. A joint Ph.D. in logic between science and technology. Finally, the Notre especially Catholic) traditions have an the mathematics and philosophy depart- Dame Center for Ethics and Culture, unequalled opportunity to pursue these ments is also possible. Graduate-level work headed by David Solomon, fosters research concerns while maintaining fruitful in the history of science is available through and teaching inspired by the ethical and connections with the entire range of the University’s graduate program in the political ideals embodied in Catholic social contemporary philosophical activity. history and philosophy of science. Students teaching. Philosophy 111

submit a dissertation proposal, typically no The candidacy examination for the Ph.D. A journal of international reputation is later than the end of the fourth year. If the consists of two parts: (1) a written examina- associated with the department, the Notre faculty judge at any stage that a student’s tion in the history of philosophy, and (2) an Dame Journal of Formal Logic (edited by progress is unsatisfactory, the student may oral examination in the student’s chosen Michael Detlefsen). be required to terminate his or her graduate area of concentration. studies with an M.A. A student may receive Requirements for the Ph.D. in Philosophy a nonresearch M.A. degree in philosophy The written examination is taken near the Entering students are expected to have the after finishing 30 credit hours of graduate end of the summer following the first year equivalent of an undergraduate major in course work and passing a special M.A. oral of course work. Each student takes a six- philosophy. If their major has been in candidacy examination. The research M.A. hour examination in the history of another field they may still be admitted, but is a 30-hour degree program requiring the philosophy (three hours covering ancient in such cases deficiencies may have to be preparation of a master’s thesis. A student and medieval and three hours covering made up on a noncredit basis at Notre may complete six of the 30 credit hours in modern). Dame. Each applicant for graduate research courses. (Continuing students may admission to the department is required to receive a nonresearch M.A. upon successful The second part of the candidacy examina- furnish, in addition to the materials completion of the written Ph.D. candidacy tion consists of a one-and-one-half-hour requested by the Graduate School, a sample examinations and 30 credit hours of oral examination by a board of five faculty of the applicant’s written work in philoso- graduate course work.) examiners taken during a student’s third phy (approximately 10 to 15 pages in year of residence. This examination must be length). Course Requirements taken no later than one year following the All doctoral students are expected to meet completion of the research paper require- For the doctorate a student must complete a the following general course distribution ment. The purpose of the oral examination 70 semester-credit-hour residency require- requirements during their first two years of is to confirm a candidate’s readiness to ment (46 credit hours of graduate course course work. (Each semester course is worth begin significant research in his or her work over two years and 24 credit hours, three credit hours.) chosen area of concentration. Areas of i.e., one full year, of dissertation research). 1. History of Philosophy concentration available in the department Students who enter the doctoral program (a) Ancient Philosophy for the oral examination and for subsequent with an M.A. are normally excused from six (b) Medieval Philosophy dissertation research include: to 12 credit hours of graduate course work. (c) Modern Philosophy ancient philosophy Any philosophy graduate student is 2. Metaphysics medieval philosophy permitted to take up to six credit hours of 3. Epistemology modern philosophy approved undergraduate course work in 4. Ethics ethics philosophy and up to six credit hours of 5. Philosophy of Science political philosophy course work in related fields to satisfy the 46 6. Symbolic Logic philosophy of science credit hours. Those who choose to concen- philosophy of religion trate in such specialized fields as logic and Course requirements in history of philoso- contemporary European philosophy philosophy of science may be required to phy may be satisfied by taking any of a metaphysics take courses in other departments in number of graduate courses offered in a epistemology support of their specialization. Students are historical area, though no course may be philosophy of mind expected to maintain a minimum B average used to satisfy more than one general area philosophy of language in all of their course work. requirement. Passing the Intermediate formal logic Symbolic Logic course (PHIL 513) satisfies philosophy of mathematics The faculty as a whole formally evaluates the department’s graduate requirement in the progress of graduate students at the end formal logic. Taking the core course in Language Requirement of their first and second summers in the metaphysics, epistemology, ethics, and Acquiring the doctoral degree involves program. The first-year evaluation focuses philosophy of science fulfills the require- passing Graduate Reading Examinations in on the students’ performance in courses and ments in those areas. Beginning students are two foreign languages. At least one of these on the comprehensive exam in the history encouraged to complete the requirements as examinations must be completed before the of philosophy, which is taken at the end of early as feasible, consistent with their oral candidacy examination is taken. the first summer. The second-year evalua- academic backgrounds and in consultation Though German, French, Greek, and Latin tion focuses on the students’ performance in with the director of graduate studies. In are the standard choices, with the concur- courses, as teaching assistants, and on the addition to the courses listed above, rence of the director of graduate studies, second-year research paper, which is graduate students are required to take a some other language may be substituted completed by the end of the second proseminar in philosophy (PHIL 501) where the candidate’s dissertation is likely to summer. Students who have successfully during their first semester, the colloquium require the use of the alternate language. completed the research paper then begin to seminar (PHIL 601 and 602) during their prepare for an oral candidacy exam in an first year, and a practical seminar on Dissertation advanced field of philosophy, with the exam teaching (PHIL 701) during their third After completing the candidacy require- typically scheduled no later than the year. ments and under the guidance of their beginning of the first semester of the fourth chosen faculty advisers, doctoral candidates year. After passing the oral exam, students Candidacy Examination begin preparation of a written thesis 112 The Division of Humanities proposal and representative bibliography for metaphysics. Aristotelian doctrines will be presentation to the thesis evaluation examined against the background of 616. The Moral Doctrine of Thomas Aquinas committee. This committee is an ad hoc Platonic and pre-Socratic thought. (3-0-3) McInerny board of five graduate faculty members A lecture course in which the main features appointed by the director of graduate 517. Aristotle’s Philosophical Anthropology of the moral teaching of Thomas Aquinas studies to review the candidate’s proposal. A (3-0-3) Loux will be systematically discussed. The Summa doctoral candidate is expected to incorpo- An examination of Aristotle’s views on theologiae, prima secundae, and Thomas’s rate into the proposal those committee problems in what we call the philosophy of Commentary on the Nichomachean Ethics members’ recommendations that, in their mind and the theory of action. Texts to be will be the principal sources. view, render it a viable and acceptable thesis read include Books I and II of the Physics, project. This proposal is to be submitted the De Anima, and large chunks of the Area Three: Modern Philosophy and approved as soon as possible following Nicomachean Ethics, along with snippets completion of written and oral candidacy from the Parva Naturalia. 531. Descartes exams. (3-0-3) David 525. Plato A close reading of Descartes’s major Having completed the doctoral candidacy (3-0-3) Sayre philosophical works: Rules for the Direction requirements in the third year of residence A textual study of selected middle and late of the Mind, Discourse on Method, Medita- and formulated an acceptable doctoral thesis dialogues, with concentration on the tions on First Philosophy, and The Passions of proposal, the candidate is expected to Theatetus, the Sophist, the Parmenides, and the Soul. complete and present a doctoral dissertation Philebus. during the fourth or fifth year of residence. 532. Leibniz, Newton, and Kant’s First Area Two: Medieval Philosophy Critique Further information about financial aid (See also Medieval Institute offerings) (3-0-3) Franks opportunities, the department’s many A close examination of central aspects of programs and activities and its faculty is 519. The Medieval Theory of the Will Kant’s Critique of Pure Reason, considered as contained in the brochure Graduate Studies (3-0-3) an attempt to resolve tensions between the in Philosophy at Notre Dame, available by This course will trace the origin and model of intelligibility exemplified by writing directly to the department. evolution of the concept of the will from Newton’s physics and the model of Anselm of Canterbury to Duns Scotus, intelligibility articulated in Leibniz’s Course Descriptions focusing in particular on the emergence of metaphysics. Each course listing includes: voluntarism at the end of the 13th century, – Course Number according to which the will became a 533. Hume – Title completely self-determining, rational power. (3-0-3) Delaney – (Lecture hours per week– A careful reading of the Treatise of Human laboratory or tutorial hours per week– 522. Introduction to Plotinus Nature. credits per semester) (3-0-3) Gersh – Instructor A general survey of Plotinus’ philosophy 536. Kant’s First Critique – Course Description based on writings of his early and middle (3-0-3) Ameriks – (Semester normally offered) periods, and a close study of Plotinus’ An introduction to Kant’s philosophy with longest treatise (divided into four parts by primary emphasis on the Critique of Pure These courses are representative of offerings Porphyry): Enneads III. 8, V. 8, V. 5, II.9. Reason. in the program over a two-year period. 523. Early Medieval Philosophy Area Four: 19th- and 20th-Century 501. Proseminar (3-0-3) Gersh Philosophy (1-0-1) Stubenberg An introduction to medieval philosophy in Required of all first-year students. An the pre-scholastic period based on the 538. Hegel introduction to the methods of graduate reading of primary sources. (3-0-3) Ameriks research in philosophy. (Fall) A close study of the Phenomenology of Spirit, 572. The Ethics of Thomas Aquinas with special emphasis on Hegel’s epistemol- 601, 602. Colloquium Seminar (3-0-3) Freddoso ogy and social theory. (1-0-1) Staff An examination of the relation among the A one-hour seminar each semester tied to main elements of St. Thomas’s general 543. Frege the talks given in the department’s ongoing moral theory as laid out in the First Part of (3-0-3) Blanchette, Kremer colloquium series. Required of all first-year the Second Part of the Summa Theologiae, A study of Frege’s views about logic and students. viz., the treatises on happiness, action, language. Readings will consist primarily of passion, habit, virtue, sin, law, and grace, Frege’s own writings on the subject, from Area One: Ancient Philosophy and an exploration in more detail of certain his first presentation of his logical system in specific aspects of these treatises. the Begriffschrift of 1879, to his last 516. Aristotle attempts to write a logic textbook in 1918. (3-0-3) Loux The study of Frege’s work will also be used An investigation of the central concepts of to introduce fundamental themes and topics Aristotle’s philosophy with emphasis on his Philosophy 113 in the philosophy of language. course will explore the challenge to the (3-0-3) Plantinga modernism of analytic philosophy by How, if at all, does Christian belief bear on 545. Phenomenology Richard Rorty, Alasdair MacIntyre, Bernard the traditional concerns of philosophers? Is (3-0-3) Watson Williams, and Charles Taylor. there such a thing as Christian philosophy? Husserl’s development of transcendental After considering the bearing of some phenomenology and Merleau-Ponty’s 646. Theories of Modernity common views of faith and reason on these reformation of it. Primary emphasis on (3-0-3) Dallmayr questions, we turn to more specific Husserl through close reading of critical An attempt to chart a course through the questions in epistemology, ethics, and texts. debates about the concept of “modernity.” philosophical anthropology. Beginning with a survey of some social 547. Heidegger science literature on modernity and 652. Topics in Philosophy of Religion (3-0-3) Watson modernization, the seminar turns to Jurgen (3-0-3) Quinn A close reading of Heidegger’s seminal work Habermas’s defense of modernity (as an An examine of central topics in contempo- Being and Time. “unfinished project”) and to Charles rary philosophy of religion and Christian Taylor’s qualified defense. Discussion then philosophical theology. 548. Contemporary Continental Philosophy shifts to critics of modernity, from Strauss, (3-0-3) Gutting, Watson Voegelin, and MacIntyre to Adorno and 659. Divine Providence An examination of structuralist and post- Derrida. Some attention will also be given (3-0-3) Flint structuralist developments in contemporary to non-Western critics of “Western” The view of providence offered the French philosophy. modernity. proponents of middle knowledge, and the objections raised against this Molinist view 549. Recent French Philosophy 647. Heidegger and Husserl: 1934 to 1938 by both Thomists and contemporary (3-0-3) Gutting (3-0-3) Watson analytic philosophers. Topics include: Sartre’s existentialism; A seminar focusing on the task of evaluating Merleau-Ponty, especially as critic of Sartre the developments of both thinkers in the Area Six: Metaphysics, Philosophy of Mind and herald of Structuralism; a survey of the middle thirties in light of their respective structuralist ideas of Saussure, Lévi-Strauss, alterations of their prior accounts and the 550. Metaphysics Barthes, and Lucan; fairly comprehensive mutual theoretical conflicts that result. The (3-0-3) Loux, Plantinga, van Inwagen, looks at Foucault and Derrida; possibly bulk of the seminar will cover the works of Zimmerman some attention to Lyotard, Deleuze, and Husserl’s “Crisis” period and Heidegger’s A survey of some of the main topics of French feminism. search for ‘a new beginning’ that culmi- metaphysics. Topics to be covered include nated in the Beitrage (Contributions to the metaphysics of modality, mind-body 557. Wittgenstien: Tractatus Philosophy). problem, antirealism, and the nature of (3-0-3) Kremer natural laws. This is the core course for A careful reading of Wittgenstein’s Area Five: Philosophy of Religion metaphysics. (Each academic year) Tractatus Logico-Philosophicus. 558. Warranted Christian Belief 649. Realism and Anti-Realism 578. Nature and Modern Democracy (3-0-3) Plantinga (3-0-3) Loux (3-0-3) Nicgorski A consideration of the grounds of theistic An examination of the debate at the A seminar-style course focusing on the and specifically Christian belief, and the intersection of metaphysics and the reading and discussion of Yves Simon’s faculties or belief-producing processes that philosophy of language between realists and Philosophy of Democratic Government, Leo produce them. Other topics considered anti-realists. The course will focus on the Strauss’s Natural Right and History, and Eric include the problem of evil (the probabilis- work of four important Anglo-American Voegelin’s The New Science of Politics. tic argument from evil) and the question of philosophers: Dummett, Quine, Putnam, Special attention is given to the concepts of religious pluralism. and McDowell. history, science, nature, modernity, and democracy itself as they appear in the three 559. Kant’s Philosophy of Religion 653. Being works and related writings. (3-0-3) Quinn (3-0-3) van Inwagen An attempt to cover in some depth and A seminar on the topic of ontology or the 631. Kierkegaard detail major themes in Kant’s philosophy of philosophy of being. Questions to be (3-0-3) McInerny religion including: the concept of God, considered are the nature and meaning of An examination of Kierkegaard with divine attributes, proofs for the existence of existence and being, the interpretation of particular reference to the works attributed God, the moral argument for freedom, the the so-called existential quantifier, non- to his pseudonym Johannes Climacus. postulates of immortality and God’s being, the ontology of fiction, the distinc- existence, original sin and radical evil, tion between the abstract and the concrete, 643. Postmodern Analytic Philosophy atonement and divine grace, saving faith nominalism and realism, the metaphysics of (3-0-3) Gutting and the remarkable antimony, and possibility and necessity, the nature of Distinctive forms of foundationalism, ecclesiology. composite and enduring objects, the logocentrism, and ahistoricism have concept of ousia or substance, and the characterized modern philosophy from 570. Philosophy and Christian Theism question why there should be anything at Descartes through Kant and on to the all. positivists and phenomenologists. This 660. Metaphysics of Creation 114 The Division of Humanities

(3-0-3) Burrell excluded from political debate on certain 662. Intellectual Virtues The philosophical significance of creation issues. (3-0-3) DePaul and the proper manner of speaking of the An examination of the growing literature on relation between creator and creatures. 666. Consent and Ethical Theory virtue epistemology. (3-0-3) Shrader-Frechette 664. Topics in Philosophy of Mind An analysis of the role that free, informed Area Nine: Philosophy of Science (3-0-3) Ramsey, Stubenberg consent plays in classical and contemporary Study of selected issues of contemporary social-contract theories of ethics. The course (See also listings for History and Philosophy interest in the field. investigates: (1) the three main conditions of Science) for free informed consent (no coercion, 667. The Metaphysics of Free Will knowledge, and competence); (2) the degree 581. Philosophy of Science (3-0-3) van Inwagen, Warfield to which (and the conditions under which) (3-0-3) Gutting, Howard, McKim An examination of the metaphysical consent is necessary or sufficient for altering An analysis of the distinctive character of implications of the thesis that human beings moral boundaries among people; (3) the science as a complex mode of inquiry. have free will. ethical relationships among consent, Competing views on the nature of scientific paternalism, and exploitation. explanation and the ontological import of Area Seven: Ethics, Political Philosophy, scientific theory will be discussed in the and Aesthetics 670. Consequentialism context of classical and contemporary (3-0-3) Warfield literature. (Each academic year) 520. Locke’s Moral Philosophy A consideration of whether there is any (3-0-3) Shrader-Frechette limit at all on what morality can legiti- 583. Philosophy of Biology A careful, evaluative reading of Locke’s mately demand of an individual. Significant (3-0-3) Moss Letter Concerning Toleration, his Second attention will be given to the claim that Central issues in the philosophy of science Treatise on Civil Government, and his consequentialism permits too much in its from the perspective of the life sciences with Questions Concerning the Law of Nature, as pursuit of overall goodness. particular emphasis upon topics in evolu- well as a more cursory look at his Some tion theory and sociobiology and upon the Thoughts Concerning Education. 677. Reason and Action: Thomism and its topic of intertheoretical integration in the Rivals life sciences (from organic chemistry to 569. 20th-Century Ethics (3-0-3) MacIntyre cognitive neuroscience). Topics to be (3-0-3) Solomon, Sterba What part do reason and desire play in the covered include: teleology, reductionism A survey of a number of central positions genesis of action? This course compares the and supervenience, the biological basis of and issues in contemporary ethical theory. answers given by modern decision theory, cognition, explanation, scientific realism, The course will begin with an examination by Thomist Aristotelianism and by Lacan’s theory change, and the critical appraisal of of the main metaethical positions developed psychoanalytic theory. alternate research strategies. from 1903 to 1970—intuitionism, emotivism, prescriptivism, and the various Area Eight: Epistemology 584. Philosophy of the Human Sciences forms of ethical naturalism. This will (3-0-3) McKim provide a background for a discussion of 562. Epistemology An inquiry into the tensions implicit in two issues arising from the more recent revival (3-0-3) David, DePaul, Stubenberg, competing models of social inquiry: that of of classical normative theory. This is the Warfield the logical empiricists derived from core course for ethics. (Each academic year) The aim of this course is to survey and reflection on the natural sciences and that of evaluate the major approaches to under- the humanistically oriented conception of 575. Kant’s Ethics standing epistemic value, viz., internalist historical studies that culminates in the (3-0-3) Solomon theories such as coherentism and notion of a Geisteswissenschaft. Detailed analysis of Kant’s ethical theory foundationalism, and externalist theories emphasizing close reading of the text and such as reliabilism. This is the core course 585. Feminist Philosophy of Science the exploration of recent critical literature. for epistemology. (Each academic year) (3-0-3) Kourany An exploration of the terrain of so-called 576. The Ethics of Virtue 642. Metaphilosophy “feminist philosophy of science” paying (3-0-3) Solomon (3-0-3) Warfield particular attention to articulating and An examination of the distinctive character An exploration of metaphilosophical assessing the theories. The course also of an ethics of virtue in contrast to its questions such as: Can objectivity be explores the relation between this feminist deontological and consequentialist alterna- defended from relativism in various areas of philosophy of science and so-called “main- tives and a consideration and response to inquiry? in ethics? in logic? in science? What stream philosophy of science.” attacks against it by some contemporary role should “conceptual analysis” play in moral philosophers. philosophy? in Metaphysics? in ethics? in 587. History of the Philosophy of Science philosophy of mind? Is philosophy just too (3-0-3) McMullin 577. Political Liberalism and Religion hard for creatures like us? If so, what should Focus on Aristotle, Bacon, Descartes, (3-0-3) Quinn, Weithman we do? Galileo, Newton, Vico, Whewell, and A consideration, from the point of view of Poincaré. The connections between theory philosophy and legal theory, of the question of science and epistemology will be of whether religious arguments ought to be emphasized, as will the influence of Philosophy 115 metaphysics upon the origins of science. 686. Philosophy of Space and Time: Kant, 592. Formal Semantics Einstein (3-0-3) Shin 588. History of the Philosophy of Science (3-0-3) Howard An examination of the analysis of meaning 1750 to 1900 An introduction to contemporary meta- by applying logical theories to natural (3-0-3) McMullin physics and its relation to the philosophy of language. Starting with extensional The second half of the history of “classical” science. Three topics to be covered in depth semantics, we will move on to the inten- philosophy of science. Themes: the are: special relativity, the debate over sional semantics and type theory. Next we epistemic status of scientific knowledge- relative and absolute space, and Kant’s views will take up Montague Semantics as an claims; the presuppositions, techniques, and on space. intensional theory of types. modes of inference appropriate to natural science; the ontological status of scientific 687. Interpretative Problems in Quantum 690. Workshop in Philosophy of Mathematics constructs. We shall begin with Reid and Mechanics (3-0-3) Bays Kant, go on to Comte, Whewell and Mill, (3-0-3) Cushing An ongoing research seminar in philosophi- and end with Mach and Poincaré. Intended for graduate students in physics cal logic and the philosophy of mathemat- and in the history and/or philosophy of ics. Topics likely to be covered include 589. Religion and Science: Conflict or science who wish to examine in some logicist accounts of arithmetic and analysis, Concord reasonable detail the roots, both historical the role of set theory in mathematics, the (3-0-3) Plantinga and philosophical, of quantum mechanics notion of a “foundation” for mathematics, A look at one of the most interesting and and the profound conceptual problems to and the nature of “logic.” important topics of the last 500 years, the which that theory has given rise. relation of the newly emerging modern 692. Truth, Relativism, and Idealism science to religious belief—in particular Area Ten: Logic and Philosophy of Language (3-0-3) David Christianity. Beginning with an introduction to theories 513. Intermediate Logic of truth, the course will turn to a consider- 674. The Question of Laws in Scientific and (3-0-3) Bays, Detlefsen, Kremer, Shin ation of Alethic Relativism, the view that Ethical Thought An introduction to the basic principles of truth is relative, and to the argument that (3-0-3) Joy formal logic. The course includes a study of says, very roughly, that truth cannot consist A consideration of several influential inference, formal systems for propositional in a correspondence of thought with reality, accounts of laws of nature, including earlier and predicate logic, and some of the for, it did, we couldn’t possibly know treatments (those of Newton, Hume, Kant) properties of these systems. The course will anything because we cannot access mind- and 20th-century treatments (those of concentrate on proving some of the major independent reality. Lewis, Armstrong, and critics of laws results of modern logic, e.g., the complete- Cartwright and Van Fraassen). The course ness of first-order logic, the undecidability 694. Logic in Metaphysics and Metaphysics in will then investigate what issues are at stake of first-order logic, the Lowenheim-Skolem Logic in a commitment to the coherence and theorems, and Gödel’s incompleteness (3-0-3) Blanchette existence of laws of nature. These issues theorems. (Spring) An introduction to some of the central concern the scientific study of nature, logical techniques, theories, and claims ethical inquiry regarding moral responsibil- 541. The Origins of Analytic Philosophy frequently made use of by metaphysicians, ity, and metaphysical disagreements about (3-0-3) Kremer and to some of the metaphysical issues that the compatibility of human freedom and An examination of the origins of analytic arise in the pursuit of logic. causal determinism. philosophy focusing on the period roughly from 1890 to 1920. Emphasis will be on Other Graduate Courses 680. Scientific Realism the development of characteristic analytic 599. Thesis Direction (3-0-3) McMullin themes—the centrality of language and (V-V-V) Staff A consideration of the historical origins of logic to philosophy, the resolution of For students doing thesis work for a the debate over scientific realism in early philosophical problems through conceptual research master’s degree. astronomy, in Newton’s mechanics, and in analysis, conflicts between atomistic and 19th-century philosophy of science. An holistic tendencies, and the status of 600. Nonresident Thesis Research examination of some of the major chal- philosophy itself as doctrine and/or activity. (0-0-1) Staff lenges to traditional realist assumptions For master’s degree students working in issuing from recent physics, from philoso- 591. Gödel’s Theorems absentia. phy of language, from Kuhnian theories of (3-0-3) Detlefsen scientific change, and from sociology of A thorough examination of the technical 601, 602. Colloquium Seminar science. Finally, a look at some recent background and proofs of Gödel’s theorems (1-0-1) Stubenberg formulations of a realist thesis that attempts and related results. Application of this A seminar meeting once a week to read and to meet these challenges, and a consider- material to issues in philosophy of mind, discuss materials coordinated with the ation of where the balance may best be set philosophy of mathematics, and epistemol- department’s weekly colloquium series. between realism and antirealism. ogy will also be considered. (Every semester)

697. Directed Readings 116 The Division of Humanities

(V-0-V) Staff REV. DAVID B. BURRELL, C.S.C., Rev. ibid., 1982. (1988, 2000) Readings and discussion of chosen philo- Theodore M. Hesburgh, C.S.C., Professor of Arts JAEGWON KIM, Visiting McMahon/Hank sophical texts under the personal supervi- and Letters. A.B., Univ. of Notre Dame, 1954; Professor of Philosophy. A.B., Dartmouth sion of a member of the graduate faculty. S.T.L., Gregorian Univ., 1960; Ph.D., Yale College, 1958; M.A., Princeton Univ., 1960; Univ., 1965. (1964) 699. Research and Dissertation Ph.D., ibid., 1962. (1999) (V-V-V) Staff JAMES T. CUSHING, Professor of Physics and JANET KOURANY, Associate Professor, B.S., Required of students in residence engaged Professor of Philosophy. B.S., Loyola Univ., Columbia Univ., 1965; Ph.D., ibid., 1977. in full-time dissertation research. 1959; M.S., Northwestern Univ., 1960; (2001) Ph.D., Iowa State Univ., 1963. (1966) MICHAEL J. KREMER, Associate Professor. 700. Nonresident Dissertation Research FRED R. DALLMAYR, Packey J. Dee (0-0-1) Staff B.A., Univ. of Toronto, 1980; M.A., Univ. of Professor of Government and International Pittsburgh, 1983; M.A., ibid., 1986; Ph.D., For doctoral candidates not in residence Studies and Professor of Philosophy. LL.B., while working on the dissertation. Required ibid., 1986. (1986) Univ. of Munich, 1955; M.A. Southern to maintain degree candidacy. Illinois Univ., 1956; Ph.D., Duke Univ. 1960. MICHAEL J. LOUX, I.A. O’Shaughnessy (1978) Professor of Philosophy. B.A., College of St. 701. Graduate Seminar Thomas, 1964; M.A., Univ. of Chicago, (1-0-1) Staff MARIAN A. DAVID, Associate Professor. 1965; Ph.D., ibid., 1968. (1968) Seminar for third-year students on peda- Magister Philosophiae, Karl-Franzens Univ., gogical and substantive issues bearing on the 1985; M.A., Univ. of Arizona, 1989; Ph.D., ALASDAIR MACINTYRE, Senior Research teaching of philosophy. (Spring) ibid., 1990. (1989) Professor. B.A. Queen Mary College, 1949; M.A., Manchester University, 1951. (1988, Upper-level Undergraduate Courses CORNELIUS F. DELANEY, Professor. B.A., 2000) St. John’s Seminary, 1961; M.A., Boston In addition to the courses listed above, A. EDWARD MANIER, Professor. B.S., Univ. certain courses offered in the department’s College, 1962; Ph.D., St. Louis Univ., 1967. of Notre Dame, 1953; A.M., St. Louis Univ., undergraduate major program are open to (1967) 1956; Ph.D., ibid., 1961. (1959) graduate students for credit or audit. Such MICHAEL R. DePAUL, Professor (on leave courses may be recommended to students 2001-2002). B.A., Univ. of Notre Dame, RALPH M. McINERNY, Michael P. Grace whose undergraduate backgrounds are 1976; M.A., Ohio State Univ., 1979; Ph.D., Professor of Medieval Studies. B.A., St. Paul lacking in certain respects. The courses Brown Univ., 1983. (1982, 1990) Seminary, 1951; M.A., Univ. of Minnesota, available are: 1952; Ph.L., Univ. Laval, 1953; Ph.D., ibid., 301. Ancient and Medieval Philosophy MICHAEL DETLEFSEN, Professor. A.B., 1954. (1955) 302. Modern Philosophy Wheaton College, 1971; Ph.D., Johns 303. 19th- and 20th-Century Philosophy Hopkins Univ., 1976. (1983) VAUGHN R. McKIM, Associate Professor. 313. Formal Logic B.A., Oberlin College, 1962; M.A., Yale THOMAS P. FLINT, Professor. B.A., St. Univ., 1964; Ph.D., ibid., 1966. (1966) 422. Epistemology Ambrose College, 1975; Ph.D., Univ. of 423. Ethical Theory Notre Dame, 1980. (1982) REV. ERNAN McMULLIN, John Cardinal 443. Analytic Philosophy O’Hara Professor Emeritus of Philosophy. B.Sc., 445. Introduction to Phenomenology PAUL FRANKS, Associate Professor. B.A., National Univ. of Ireland, 1945; B.D., Oxford Univ., 1986; M.A., Harvard Univ., Maynooth College, 1948; Ph.D., Univ. of Faculty 1990; Ph.D., ibid., 1993. (2000) Louvain, 1954. (1954) KARL AMERIKS, McMahon-Hank Professor ALFRED J. FREDDOSO, Professor. B.A., St. LENNY MOSS, Assistant Professor. B.A., San of Philosophy. B.A., Yale Univ., 1969; Ph.D., John Vianney Seminary, 1968; Ph.D., Univ. Francisco State Univ., 1981; Ph.D., Univ. of ibid., 1973. (1973) of Notre Dame, 1976. (1976, 1979) California, Berkeley, 1989; Ph.D., Northwest- TIMOTHY BAYS, Assistant Professor. B.A., GARY M. GUTTING, Professor. A.B., St. ern Univ., 1998. (1999) Northwestern Univ., 1988; Ph.D., U.C.L.A., Louis Univ., 1964; Ph.D., ibid., 1968. (1969) DAVID K. O’CONNOR, Associate Professor . 1995; Ph.D., ibid., 1999. (1999) DON A. HOWARD. Professor. B.Sc., B.A., Univ. of Notre Dame, 1980; Ph.D., PATRICIA A. BLANCHETTE, Associate Michigan State Univ., 1971; A.M., Boston Stanford Univ., 1985. (1985) Professor. B.A., Univ. of California, San Diego, Univ., 1973; Ph.D., ibid., 1979. (1997) ALVIN PLANTINGA, Director of the Center 1983; Ph.D., Stanford Univ., 1990. (1993) REV. JOHN I. JENKINS, C.S.C., Vice for Philosophy of Religion and John A. O’Brien JOSEPH BOBIK, Professor. B.A., St. President and Associate Provost of the University Professor of Philosophy (on leave 2001-2002). Bernard’s College and Seminary, 1947; M.A., and Associate Professor. B.A., Univ. of Notre B.A., Calvin College, 1954; M.A., Univ. of Univ. of Notre Dame, 1951; Ph.D., ibid., Dame, 1976; M.A., ibid., 1978; M.Div., Michigan, 1955; Ph.D., Yale Univ., 1958. 1953. (1955) S.T.L., Jesuit School of Theology at Berkeley, (1974, 1981) SHEILAH BRENNAN, Associate Professor 1988; B.Phil., Oxford Univ., 1987; D.Phil., PHILIP L. QUINN, John A. O’Brien Professor Emerita. B.A., Laval Univ., 1950; M.A., ibid., ibid., 1989. (1990) of Philosophy. B.A., Georgetown Univ., 1962; 1951; L.Ph., ibid., 1952; Ph.D., ibid., 1954. LYNN JOY, Professor. A.B., Radcliffe College, M.S., Univ. of Delaware, 1966; Ph.D., Univ. (1971) 1971; A.M., Harvard University, 1981; Ph.D., of Pittsburgh, 1969. (1985) Romance Languages and Literatures 117

WILLIAM M. RAMSEY, Associate Professor. REV. CHARLES WEIHER, C.S.C., Assistant native language or language of instruction, B.S., Univ. of Oregon, 1982; Ph.D., Univ. of Professor Emeritus. B.S., Univ. of Notre Dame, the applicants must also submit TOEFL California, San Diego, 1989. (1989) 1942; M.A., ibid., 1956; Ph.D., ibid., 1960. scores. In addition to the materials required (1956) by the Graduate School, the applicant REV. HERMAN REITH, C.S.C., Associate should submit a writing sample and an Professor Emeritus. Ph.B., Gregorian Univ., PAUL J. WEITHMAN, Associate Professor. audiocassette tape to demonstrate the 1938; St.B., ibid., 1940; M.A., Univ. of Notre B.A., Univ. of Notre Dame, 1981; M.A., applicant’s ability in the target language; if Dame, 1944; Ph.D., Laval Univ., 1945. Harvard Univ., 1986; Ph.D., ibid., 1988. the applicant is a non-native speaker of (1987, 1989) (1991) English, an audiocassette tape in English JOHN H. ROBINSON, Director of the should be forwarded as well. Thomas J. White Center for Law and Govern- Romance Languages and ment, Associate Fellow in the Law School and Literatures General Requirements Concurrent Assistant Professor of Law and The master’s programs encourage the Chair: student to work closely with his/her adviser Philosophy. B.A., Boston College, 1967; M.A., Dayle Seidenspinner-Nuñez Univ. of Notre Dame, 1972; Ph.D., ibid., to design a course of study to suit individual Director of Graduate Studies: needs, interests and future goals. All 1975; J.D., Univ. of California, Berkeley, Theodore Cachey 1979. (1981) candidates for an advanced degree are Telephone: (219) 631-6886 expected to take a minimum of 30 credit FRED RUSH, Assistant Professor. B.A., E-mail: [email protected] hours of courses in their field of specializa- Washington and Lee Univ., 1978; Ph.D., (www.nd.edu/~romlang) tion, including LLRO 510 (Introduction to Columbia Univ., 1996. (2001) Literary Criticism) and a graduate course in KENNETH M. SAYRE, Professor. A.B., The Program of Studies comparative romance literature. The Department of Romance Languages Grinnell College, 1952; M.A., Harvard Univ., and Literatures offers an M.A. degree in During the second semester of the first year 1954; Ph.D., ibid., 1958. (1958) French and Francophone Studies, Italian of graduate study, the student must pass an SUN-JOO SHIN, Professor (on leave 2001- Studies, and Iberian and Latin American oral qualifying examination. The master’s 2002). B.A., Seoul National Univ., 1979; Studies. The primary aim of the master’s candidate will choose from a selection of M.A., ibid., 1981; Ph.D., Stanford Univ., program is to provide students with a texts and must demonstrate competency in 1991. (1991) comprehensive background in the literary analyzing a literary text in the target and cultural achievements of French-, language before the graduate faculty. At this KRISTIN SHRADER-FRECHETTE, F.J. Italian-, and Spanish-speaking countries, time, faculty members will discuss and and H.M. O’Neill Professor of Science, both separately and in relation to each evaluate the student’s performance in the Technology, and Values. B.A., Edgecliff other. Additionally, the master’s program master’s program. College, Xavier Univ., 1967; Ph.D., Univ. of may, with the permission of the depart- Notre Dame, 1971. (1998) ment, include advanced courses in related Before taking the comprehensive written WILLIAM D. SOLOMON, Associate areas of other disciplines, such as art, examination at the end of the second year, Professor. B.A., Baylor Univ., 1964; Ph.D., English, government, history, international the student must demonstrate competency Univ. of Texas at Austin, 1972. (1968, 1977) studies, music, philosophy, psychology, and in a second foreign language by passing the theology. Indeed, in the Italian studies Graduate Reading Examination. All JAMES P. STERBA, Professor (on leave 2001- program, such allied courses are considered students are encouraged to fulfill the 2002) B.A., LaSalle College, 1966; M.A., an integral component of the student’s departmental language requirement by Univ. of Pittsburgh, 1972; Ph.D., ibid., 1973. preparation. This interdisciplinary and studying a second romance language. (1973) comparative approach to the romance LEOPOLD STUBENBERG, Director of literatures is a hallmark of the master’s Students preparing for a career in teaching Graduate Studies and Associate Professor. B.A., program. The various courses of study have the opportunity to teach several provided will, in most instances, lead to a Karl-Franzens Univ., 1984; M.A., Univ. of language courses before completion of the career in teaching and scholarship, but they master’s degree. A preliminary workshop, Arizona, 1988; Ph.D., ibid., 1991. (1990) may also serve as fundamental training for LLRO 501 (Methods of Foreign Language PETER VAN INWAGEN, John Cardinal those candidates who plan to enter Teaching) and LLRO 501L (Practicum in O’Hara Professor of Philosophy. (on leave 2001- professions where a knowledge of romance Teaching) are required of all graduate 2002) B.S., Rensselaer Polytechnic Institute, languages plays an auxiliary role. teaching assistants. 1965; Ph.D., Univ. of Rochester, 1969. (1995) Admissions Program in French and Francophone TED A. WARFIELD, Associate Professor. B.A., Graduate study in French and Francophone Studies Univ. of Arkansas, 1991; Ph.D., Rutgers Studies, Italian Studies, or Iberian and Latin Course requirements. All candidates for a American Studies assumes a prior under- Univ., 1995. (1995) master’s degree in French and Francophone graduate major or its equivalent in the Studies are required to take a minimum of STEPHEN H. WATSON, Chair and respective field. All applicants are required 30 credit hours or ten courses. LLRO 510 Professor. B.A., Carroll College, 1972; M.A., to take the Graduate Record Exam; in (Introduction to Literary Criticism), Duquesne Univ., 1975; Ph.D., ibid., 1979. addition, if English is neither the applicant’s required of all students, is taken during the (1983) first semester of residence. In addition, the minimum of ten courses includes at least six 118 The Division of Humanities courses in French and Francophone literature (two of these courses may be taken degrees. During their senior year, partici- literature and one course in comparative at the 400-level) and one course in Com- pants in this program complete two romance literature. Two courses may be in a parative Romance Literature. The remain- graduate courses, take the qualifying exam second national literature or in an allied ing credit hours will be fulfilled through given to all first-year graduate students, and field; students taking both courses in the Italian studies courses in history, art history, apply to the Graduate School for admission same national literature or in comparative philosophy, music, architecture, and during the spring semester. B.A./M.A. literature will be designated as having comparative literature. students are eligible for a teaching fellow- fulfilled a minor in that field. Occasionally, ship during their fifth year that includes a at the invitation of the program faculty, Comprehensive Master’s Examination. The tuition waiver and a generous teaching these two courses may instead be fulfilled by written master’s examination is four hours stipend. Well-qualified students who are writing a master’s thesis under the direction in length and covers the following areas: interested in this program should contact of a faculty member in the department. Medieval, Renaissance, 17th and 18th the Director of Graduate Studies and/or the Two of the ten courses may be at the 400 centuries, 19th century and 20th century. graduate liaison in Spanish at the beginning level. The exam tests the candidate’s knowledge of of their junior year. two areas of concentration and competency Comprehensive Master’s Examination. For in the remaining fields. Course Descriptions the final written examination, the student Each course listing includes: chooses five of seven fields (medieval, Program in Iberian and Latin American – Course Number renaissance, 17th century, 18th century, Studies – Title 19th century, 20th century, Francophone) Course requirements. All candidates for a – (Lecture hours per week– in which to be examined. Each area will be master’s degree in Iberian and Latin laboratory or tutorial hours per week– tested for a total of one hour. American Studies are required to take a credits per semester) minimum of 30 credit hours or ten courses. – Instructor Combined B.A./M.A. Program in French and LLRO 510 (Introduction to Literary – Course Description Francophone Studies. The Department of Criticism), required of all students, is taken – (Semester normally offered) Romance Languages and Literatures offers during the first semester in residence. The its majors in French the opportunity to minimum of ten courses includes at least six The Department of Romance Languages participate in its graduate program through courses in Iberian and Latin American and Literatures offers courses in a three-year a combination B.A.–M.A. degree in French. literature and one course in Comparative cycle. While an individual course may not This program requires students to take 30 Romance Literature; when appropriate, a be offered each year, courses that cover the credit hours at the 200-level or above course in art, history, philosophy or another area of specialization are offered within the during the normal four-year undergraduate allied field may substitute for the Compara- two years that it takes to complete the period, followed by a total of 30 credit tive Romance Literature course with degree requirements. hours of graduate courses taken during the permission. Two of the ten courses may be fourth and fifth years in residence. Six credit at the 400 level. Romance Literatures hours will be counted toward both the 501. Foreign Language Acquisition and undergraduate and the graduate degrees. Comprehensive Master’s Examination. The Instruction During their senior year, participants in this final written examination is eight hours in (1.5-0-1.5) Farley program complete two graduate courses, length and administered in four two-hour An introduction to theories of foreign take the qualifying exam given to all first- sessions over two days. The examination language acquisition and methods of foreign year graduate students, and apply to the comprises the following eight fields: language instruction related to them, Graduate School for admission during the medieval, Golden Age, 18th- and 19th- including the direct, cognitive, communica- spring semester. B.A./M.A. students are century peninsular, 20th-century peninsu- tive, and input (natural) approaches. eligible for a teaching fellowship during lar; colonial Latin American, 19th-century Required of teaching assistants in the their fifth year that includes a tuition waiver Latin American, Latin American literature department. and a generous teaching stipend. Well- 1880-1950, and 1950 to the present. qualified students who are interested in this 501L. Practicum in Teaching program should contact the Director of Combined B.A./M.A. Program in Iberian and (1.5-0-1.5) Farley, Fisher-McPeak, Ryan- Graduate Studies or the Graduate Coordi- Latin American Studies. The Department of Scheutz nator in French at the beginning of their Romance Languages and Literatures offers Lab session for 501 for the practice of junior year. its majors in Spanish the opportunity to strategies taught in 501 and their imple- participate in its graduate program through mentation in courses taught by teaching Program in Italian Studies a combination B.A./M.A. degree in assistants. Open only to teaching assistants Course requirements. All candidates for a Spanish. This program requires students to in the department. master’s degree in Italian Studies are take 30 credit hours at the 200-level or required to take a minimum of 30 credit above during the normal four-year under- 510. Introduction to Literary Criticism hours or ten courses. LLRO 510 Introduc- graduate period, followed by a total of 30 (3-0-3) Douthwaite, Heller, Toumayan tion to Literary Criticism), required of all credit hours of graduate courses taken Various trends of modern literary criticism students, is taken during the first semester during the fourth and fifth years in as they relate to the study of romance of residence. The minimum of ten courses residence. Six credit hours can be counted literatures. Required for all M.A. students in includes four to six courses in Italian toward both undergraduate and graduate romance languages and literatures. Romance Languages and Literatures 119

(3-0-3) Welle (3-0-3) MacKenzie 519. Literature and History of Travel The historical development of modern An in-depth investigation of the scientific, (3-0-3) Cachey Italian poetry and an introduction to polemical, and apologetic works of Blaise An exploration of the role of travel in the translation studies. Pascal. construction of Western European identity and of the interactions of travel and liter- French Studies 552. Metamorphoses in Prose: 17th to 19th ature in forming that identity. The 505. History and Fiction, Scudéry to Centuries discussion of travel ranges from Gilgamesh Tocqueville (3-0-3) Douthwaite to global tourism and considers exemplary (3-0-3) Douthwaite The diverse origins and developments in texts of the medieval period as well as from This course studies two textual traditions, French narrative fiction from the 17th to national literatures during the Renaissance, fiction and historiography, as interrelated the early 19th century. Pertinent aspects of baroque, Enlightenment, and post- genres in the period 1654 to 1856. French social, cultural, and political history Enlightenment periods. Theoretical readings in intellectual, social, will be examined along with literary texts, and cultural history will orient literary by authors such as d’Urfé, Lafayette, 520. Paleography discussions. Authors studied include Graffigny, Diderot, and Hugo. (3-0-3) Boulton Bossuet, Mme de la Guette, Prévost, An introduction to Latin paleography from Perrault, and Michelet. 562. Literature of the Fin-de-Siècle and the the beginnings of Latin writing to about Belle Epoque A.D. 1500. Classes will consist of lectures 522. Readings in Old French (3-0-3) Perry on the developments of handwriting over (3-0-3) Boulton Prose and poetry by Huysmans, Verlaine, the course of this period and special An introduction to the language and Rachilde, Mallarmé, Barrès, Gide, Proust, emphasis will be given to practical exercises literature of medieval France. We will read a Anna de Noailles, Valéry, and Colette. in reading various hands and to the variety of texts in verse and prose composed technique of describing medieval manu- in the 12th, 13th, and 14th centuries. 564. Flaubert scripts. (3-0-3) Toumayan 523. Lyric and Narrative in Medieval French A study of all of Flaubert’s published prose 521. The Medieval Romance Literature works. We will also consider selections from (3-0-3) Boulton (3-0-3) Boulton his Carnets, his Voyage en Egypte, and his By examining representative English, A study of narrative transformations of the correspondence. Special attention will be French, German, and Italian romances of themes of the courtly lyric in the 13th and given to problems of literary history, the 12th and 13th centuries and a selection 14th centuries. narrative genre, and style. of critical works, the course will attempt to define the characteristics and the narrative 528. Medieval Romance: Chrétien de Troyes 565. Baudelaire and the Symbolists techniques of the medieval romance. (3-0-3) Boulton (3-0-3) Toumayan An examination of Chrétien’s evolution as a A study of the poetry of French symbolists 531. Lyric Poetry of the Renaissance writer, his treatment of the Arthurian with special attention to the works of (3-0-3) Della Neva legend, and the conventions he established Baudelaire, Mallarmé, Rimbaud, and A study of Petrarch’s Rime sparse, Maurice for the genre. Verlaine. Scève’s Délie, and Shakespeare’s Sonnets. 530. Love Poetry of the Renaissance 571. Modern French Poetry from Symbolism 551. Dialogues Across the Channel: French, (3-0-3) Della Neva through Surrealism English and Irish Women Writers, 16th An in-depth reading of the love lyrics of (3-0-3) Perry through 19th Century Ronsard, Du Bellay, and Maurice Scève, The modern development of the notion of (3-0-3) Douthwaite particularly as they relate to the Italian the poet as visionary writer, as reflected in Using the tools of literary history, feminist Petrarchist tradition. verse and prose poetry from Baudelaire to theory, and women’s social history, students the surrealists and beyond. will analyze the works of French, English, 541. Racine et la Critique Moderne and Irish women writing in the period 1654 (3-0-3) MacKenzie 578. Proust: A World Lost and Regained to 1846 and chart the exchange of literary Racine’s tragedies as seen through the optic (3-0-3) Perry themes and ideas between national of the critical methods espoused, for exam- Proust not only recovered a world through traditions. Authors include Lafayette, ple, by Barthes (structuralism), Goldmann his creative exploration of memory but he Burney, Morgan, Shelly, and Sand. (Marxism), and Mauron (psychoanalysis). also established a new type of novel, in which poetic prose alternates with the criticism of 570. Film and Literary Interactions 542. Autour/Auteurs de Port-Royal art, history, society, politics, and psychology. (3-0-3) Welle (3-0-3) MacKenzie The semester is dedicated to reading several The historical interactions of film and In this seminar we will examine the works volumes from Proust’s monumental work, A literature in Western Europe including of writers who either literally or by la Recherche du temps perdu. Expressionism, Dadaism, Futurism, and association espoused a Jansenist viewpoint. Surrealism. Authors include Pascal, La Bruyere, Lafayette, and Racine. 585. Modern Italian Poetry and Translation Studies 543. Pascal 120 The Division of Humanities

591. Politics and Literature in Francophone and mastering poetic texts, and to acquaint A close reading of the Promessi Sposi in its sub-Saharan Africa them with the greatest poetic voices of historical and cultural context, with special (3-0-3) Italian literature. attention focused on its artistic and social The relationship between politics and aims as a novel at once historical, political, literature in Francophone sub-Saharan Africa 520. Topics in Medieval and Renaissance and self-consciously Catholic. from the 1920s to the present, the manner in Literature which literary texts have reflected historical (3-0-3) Cachey, Moevs 570. 20th-Century Italian Women Writers and political changes, and their role in A study of the genres, movements, and (3-0-3) Ryan perpetuating, exposing or undermining the major writers of the medieval and Renais- This course examines the development of colonial or postcolonial political elite. sance periods. The course varies from year female discourse in novels of this century, to year but past topics have included starting with a text by Nobel Prize winner 592. The Black Mediterranean: Maghreb and Boccaccio, lyric poetry, Dante’s Paradiso, Grazia Deledda and ending with best-selling Beur Literature Petrarch, Machiavelli, and Ariosto. contemporary author Susanna Tamaro. We (3-0-3) will trace and identify the subtleties and A study of French colonial contact with 525. Dante variations among women’s voices that are North Africa, of writings by Algerian, (3-0-3) Cachey, Moevs slowly establishing more prominent Moroccan, and Tunisian authors, and of the A focus on three overarching themes: (1) positions within the Italian literary canon. emergence of works produced by the Dante’s poetics, (2) Dante’s “minor” works descendants of North African immigrants in and (3) Dante’s reception, especially Class discussions, presentation, and writing France. Authors include: Ben Jelloun, contemporary critical reception in North assignments will examine themes such as Djebar, Boudjedra, Begag, Charef, and America. childhood, adolescence, and motherhood; Belghoul. feminist movements in Italy and gender 531. Petrarch and Boccaccio roles within certain historical contexts; and 599. Thesis Direction (3-0-3) Cachey, Moevs the varied nature of relationships between (V-V-V) Staff An extensive and intensive reading of the women and men, or women and other For students doing thesis work for a Canzoniere and the Decameron, together women. research master’s degree. with lesser works of the masters. 580. What Is Popular Literature? 600. Nonresident Thesis Research 535. La letteratura di viaggio: storia e critica (3-0-3) Welle (0-0-1) Staff (3-0-3) Cachey A historical examination of modern and For master’s degree students working in The problematic place of travel within the post-modern literary forms in Italy from the absentia. context of Italian literary history and the beginning of the 19th to the end of the relationship of travel to the category of the 20th century. Emphasis on the historical 697. Directed Readings literary itself is studied in primary source novel, melodrama, and the feuilletton; (V-V-V) Staff texts of the medieval, Renaissance, and crime, detective, and mystery novels; modern periods. romances, the film-novel, the foto-romanzo, Italian Studies the fumetto, and the e-zine. 501. Italian Language Acquisition 536. Classics of the Italian Renaissance (3-0-3) Ryan (3-0-3) 581. The Emergence of Cinema An overview of current thinking about Five literary classics and the critical (3-0-3) Welle second-language acquisition theories and discourse surrounding them, including This course represents a historical analysis methods, with particular emphasis on their Poliziano’s “Stanze per la giostra,” of the emergence of cinema in France, Italy, application in the Italian language classroom. Sannazaro’s Arcadia, Machiavelli’s Il and the United States before 1920. Lectures Principe, Castiglione’s Cortegiano, and will emphasize the development of film 503. The Italian “Questione della Lingua” Ariosto’s Orlando Furioso. genres, modes of production, institutions, and the Renaissance History of the Book styles, film culture, and cinema and society. (3-0-3) Cachey 549. Age of Cassanova: 18th-Century Europe An advanced introduction to the history of (V-V-V) Staff 582. History of Italian Cinema I: 1895 to the Italian language from Le origini to the 1943 High Renaissance with special emphasis on 550. Alfieri, Foscolo, and Leopardi (3-0-3) Welle Dante, Petrarch, and Boccaccio during the (3-0-3) Moevs Traces the development of silent film, the medieval period and Bembo, Castiglione, A study of selected works from the three transition to sound, and film under fascism, and Machiavelli for the Renaissance. greatest poets of the neoclassical and early with particular emphasis on film’s relation- romantic period, with particular attention ship to theater, literature, spectacle, and 509. The Italian Lyric paid to the tension and fusion in their social and cultural history. (3-0-3) Moevs (in Italian) thought between enlightenment and A close textual analysis of selected lyric romantic conceptions of self, humanity, and 585. Modern Italian Poetry and Translation masterpieces from the breadth of the Italian nature. Studies tradition, from Cavalcanti to Montale. The (3-0-3) course is designed to deepen the students’ 560. Manzoni The historical development of modern appreciation of poetry and poetic craft, to (3-0-3) Moevs Italian poetry and an introduction to develop their confidence in approaching translation studies. Romance Languages and Literatures 121

novel from the 1840s to the 1880s: the analyzes how these works establish an 587. History of Italian Cinema II: 1945 to romantic-melodramatic and the realist- intertextual dialogue to create images of the Present naturalist form. nation and woman. (3-0-3) Welle A close analysis of genres, spectatorship, 540. Avant Garde Literature in Spain 574. Topics in Southern Cone Literature directors, movements, and theoretical issues (3-0-3) Jerez-Farrán (3-0-3) Olivera-Williams from neorealism to Italian television in the The aesthetics and poetics of movements A study of representative movements and 1990s. such as cubism, expressionism, dadaism, authors of 20th-century Southern Cone surrealism, and futurism studied in relation (Argentina, Chile, and Uruguay) literature 597. Directed Readings to the most representative literary works of through an examination of their aesthetic (V-V-V) Staff the first three decades in Spain. tendencies and sociohistorical contexts.

The following courses in Italian studies are 543. 20th-century Spanish Novel 583. Modern Spanish American Novel cross-listed from participating departments: (3-0-3) Jerez-Farrán (3-0-3) Ibsen 505. Family and Sentiment in Medieval Society A study of the development of the novel as Studies, through representative works, the 524. Ancient Italian Art and Architecture an artistic genre in 20th-century Spain, modern aesthetic, cultural, and historical 533. Italian High Renaissance and Mannerist from the Spanish-American War of 1898 to tendencies that characterize the 20th- Art modern Spain examined within the context century Spanish American novel. 542. 15th-Century Italian Art of the social, political, aesthetic, and 544. High Renaissance and Mannerist Art intellectual crisis of the times in which they 585. Towards a New Spanish American 545. Italian Baroque were written. Theater 549. 18th-Century European Art (3-0-3) Olivera-Williams 571. 20th-Century Italian Architecture and 545. Federico García Lorca: Prose, Theatre, An in-depth study, with the support of Design Poetry, and Drawings theories about drama, of plays written and 583. Urban Space of Italy (3-0-3) Jerez-Farrán produced in Latin America during the last 584. Politics and Culture An in-depth study of Spain’s preeminent 20 years of the 20th century. Ideally, the 586. Culture in Italian Cities poet and playwright García Lorca that result of this seminar will produce certain includes the rural tragedies, the avant-garde hypotheses about the present state of 599. Thesis Direction experimentations of his New York literary dramatic practice in the continent. (V-V-V) Staff output, together with his drawings and their For students doing thesis work for a interrelation with his literary works. 587. Topics in Mexican Literature research master’s degree. (3-0-3) Ibsen 546. Generation of 1927: Theatre and Poetry A study of representative movements and 600. Nonresident Thesis Research (3-0-3) Jerez-Farrán authors of 20th-century Mexican literature (0-0-1) Staff The course includes a study of the theatre through an examination of their aesthetic For master’s degree students working in (mainly that of Lorca) and the poetry of the tendencies and sociohistorical contexts. absentia. most representative poets of the so-called generation of 1927, with especial emphasis 588. Spanish-American Short Story Spanish on the metaphorical experiments of these (3-0-3) Ibsen 503. Topics in Medieval Spanish Literature poets, their stylistic development, thematic An overview of the principal tendencies of (3-0-3) Seidenspinner-Nuñez preoccupations, and personal aesthetic short narrative in 20th-century Spanish The literature of medieval Spain in light of credos. These aspects will be studied against America, as well as major trends in narrato- recent developments in critical theory. the cultural, historical, and social back- logical theory. Among the authors discussed ground of their time and country. are Horacio Quiroga, Jorge Luis Borges, 513. The Picaresque Novel Julio Cortázar, Rosario Ferré, Antonio (3-0-3) Juárez 570. Spanish American “Modernismo” and Skármeta, and Luis Valenzuela. The evolution of the picaresque novel in the Modernization of Spanish America Europe from two points of view: as a first- (3-0-3) Olivera-Williams 590. 20th-century Literature of the Hispanic person narrative that deals thematically with Studies, through representative works, the Caribbean the urban poor. Five major works will be aesthetic sensibility in the Spanish American (3-0-3) Anderson studied: Lazarillo de Tormes, Guzmán de world during the 1880s to the 1910s, a This course offers a comprehensive overview Alfarache, El Buscón, Gil Blas, and Moll period in which the new Latin American of contemporary Cuba, Puerto Rico, and Flanders. nations were experiencing a process of the Dominican Republic. Special attention modernization. is given to questions of national identity 515. Cervantes and His Time and to the themes of moral, social, and (3-0-3) 571. Creating a Nation / Creating a Woman political decay. Critical and theoretical An in-depth study of the Quijote as an (3-0-3) Olivera-Williams works accompany the reading of primary expression of baroque art in novelistic form. An in-depth study of the most representa- texts on a number of related topics. Authors tive works by male and female authors of studied in this course include Gabriel 531. 19th-Century Spanish Novel the 19th-century Spanish American García Márquez, Luis Rafael Sánchez, (3-0-3) literature. The main focus of the seminar Two forms of literary representation in the 122 The Division of Humanities Theology

Guillermo Cabrera Infante, Reinaldo JULIA V. DOUTHWAITE, Associate (1993) Arenas, Rosario Ferré, Juan Bosch, and Professor of French Language and Literature. COLLEEN RYAN-SCHEUTZ, Assistant others. B.A., Univ. of Washington, 1981; M.A., ibid., Professor of Italian. B.A., Univ. of Notre 1984; Ph.D., Princeton Univ., 1990. (1991) 593. Studies in Colonial Literature Dame, 1990; M.A., Middlebury College, (3-0-3) Anadón ANDREW FARLEY, Director of the Spanish 1993; Ph.D., Indiana Univ., 1997. (1999) The development of narrative forms in Language Program and Assistant Professor of DAYLE SEIDENSPINNER-NÚÑEZ, Chair Latin America. Examples of different prose Spanish Language and Literature. B.A., and Professor of Spanish Language and works are studied: chronicles, humanistic Furman Univ., 1994; M.A., Univ. of Georgia, Literature. B.A., Univ. of California, Berkeley; histories, and letters. Special attention is 1996; Ph.D., Univ. of Illinois at Urbana- 1968; M.A., ibid., 1971; Ph.D., Stanford given to the emergence of the novel. Champaign, 2000. (2001) Univ., 1977. (1997) ISABEL FERREIRA, Instructor of Portuguese ALAIN P. TOUMAYAN, Associate Professor of 596. The Historical Novel in Latin America and Brazilian Studies. B.A., Rhode Island (3-0-3) Anadón French Language and Literature. B.A., Univ. of College, 1994; M.A., Brown Univ., 1997. The concepts of “history” and “fiction” are Pennsylvania, 1976; M.A., Yale Univ., 1978; (2001) examined in relation to Latin American M.Phil., ibid., 1980; Ph.D., ibid., 1982. historical novels. The Tragicomedia de don JANET FISHER-McPEAK, Assistant (1989) Enrique de Castro, considered to be the Professional Specialist. B.A., Colorado JOHN P. WELLE, Associate Professor of Italian earliest example of this genre, is studied Women’s College, 1975; M.A., Middlebury Language and Literature. B.A., St. John’s first, but the main emphasis is placed on College, 1976; M.A., ibid., 1979. (1989) Univ., 1974; M.A.T., St. Thomas College, more recent texts. BEN A. HELLER, Associate Professor of 1975; M.A., Indiana Univ., 1980; Ph.D., Spanish Language and Literature. B.A., Univ. ibid., 1983. (1983) Faculty of Pennsylvania, 1981; M.A., Washington JOSÉ ANADÓN, Professor of Spanish Univ.; Ph.D., ibid., 1990. Language and Literature. B.A., Albion College, Theology KRISTINE L. IBSEN, Associate Professor of 1968; M.A., Univ. of Michigan, 1970; Ph.D., Chair: Spanish Language and Literature. B.A., ibid., 1974. (1975) John C. Cavadini California State Univ., Fullerton, 1983; M.A., THOMAS ANDERSON, Assistant Professor of Director of Graduate Studies: Univ. of California, Los Angeles, 1984; Ph.D., Spanish Language and Literature. B.A., Jean Porter ibid., 1991. (1992) Bowdoin College, 1992; M.A., Univ. of Director of M.A./M.T.S. Programs: Pennsylvania, 1994; Ph.D., ibid., 1998. CARLOS JEREZ-FARRÁN, Associate Randall Zachman (1998) Professor of Spanish Language and Literature. Director of M.Div. Program: B.A., Univ. of Sheffield, 1980; M.A., Univ. of Rev. Michael E. Connors, C.S.C. PAUL F. BOSCO, Associate Professor Emeritus Massachusetts at Amherst, 1983; Ph.D., ibid., Telephone: (219) 631-7811 of Italian Language and Literature. A.B., 1987. (1986) E-mail: [email protected] Wayne Univ., 1934; M.A., Harvard Univ., (www.nd.edu/~theo) 1935; Ph.D., ibid., 1942. (1947) ENCARNACIÓN JUÁREZ, Assistant Professor of Spanish Language and Literature. MAUREEN B. McCANN BOULTON, The Master of Arts Program Licenciatura, Univ. Barcelona, 1977; M.A., Professor of French Language and Literature. The master of arts in theology is designed to Univ. of California, Berkeley, 1981; Ph.D., B.A., College of New Rochelle, 1970; M.A., provide graduate-level training in theology ibid., 1987. (1995) Univ. of Pennsylvania, 1972; Ph.D., ibid., through one of several areas of study within 1976; M. Litt., Oxford Univ., 1980. (1985) LOUIS A. MacKENZIE JR., Associate the department. It offers a well-defined and Professor of French Language and Literature. yet flexible educational program that allows THEODORE J. CACHEY JR., Director of B.A., Univ. of Notre Dame, 1969; M.A., for a diversity of goals of individual Graduate Studies and Professor of Italian Middlebury College, 1972; Ph.D., Cornell students. It is also sensitive to the profes- Language and Literature. B.A., Northwestern sional and pastoral context of the educa- Univ., 1977. (1983) Univ., 1978; M.A., Univ. of California, Los tional interests of the candidates. Angeles, 1982; Ph.D., ibid., 1986. (1990) CHRISTIAN R. MOEVS, Associate Professor of Italian Language and Literature. B.A., The M.A. in theology is designed to serve AYO ABIÉTOU COLY, Instructor of French Harvard Univ., 1980; M.A., Columbia Univ., the following constituencies: Language and Literature. B.A., Université 1989; Ph.D., ibid., 1994. (1994) Cheikh Anta Diop (Sénégal), 1994; M.A., —those seeking to teach theology at the MARIA ROSA OLIVERA-WILLIAMS, ibid., 1996. (2001) high school level; Associate Professor of Spanish Language and JOANN DELLA NEVA, Associate Professor of —those seeking to serve the church or Literature. B.A.S., Univ. of Toledo, 1976; French and Comparative Literature. A.B., Bryn diocese in an enhanced capacity; M.A., Ohio State Univ., 1978; Ph.D., ibid., Mawr College, 1976; M.A., Univ. of —those seeking theological training to 1983. (1982) Pennsylvania, 1978; M.A., Princeton Univ., augment their work in other professional 1980; Ph.D., ibid., 1982. (1982) CATHERINE PERRY, Assistant Professor of contexts (i.e., hospitals, social work, etc.). French Language and Literature. B.A., Indiana BERNARD E. DOERING, Professor Emeritus Univ., 1987; M.A., ibid., 1989; M.A., Those seeking to go on for doctoral work in of French Language and Literature. B.S., Univ. Princeton Univ., 1991; Ph.D., ibid., 1995. of Dayton, 1944; M.A., Washington Univ., 1955; Ph.D., Univ. of Colorado, 1967. (1965) Theology 123 theology should apply to the M.T.S. study and to develop integrative skills the forty-minute oral exam on Wednesday program. regarding the five areas of theological or Thursday of the same week. During the investigation. A faculty member and a oral exams, questions not answered by the Applicants must have GRE scores of 1500 student lead each colloquium from one of student on the written exam may be or better and at least six courses for credit in the five areas, presenting a topic of interest addressed, as may books on the bibliogra- theology or religious studies on their official to the colloquium and leading the ensuing phy and courses taken by the student. transcripts. seminar discussion. Attendance is manda- Evaluation of the student’s performance will tory for all M.A. students. be made on the basis of both the written Program Description: and oral exams. The M.A. in theology is a 30 credit-hour Comprehensive Exams degree, consisting either of two classes in In the last semester of course work, students The Master of Theological Studies Program the summer session and eight courses should prepare five questions that they The Master of Theological Studies (M.T.S.) during the academic year; or of classes in would like to explore in the comprehensive is specifically designed to train graduate consecutive summer sessions. exams. These questions will guide both the students for future doctoral work in the student and the adviser in the construction various disciplines within the study of There are six areas of concentration for the of exam bibliographies. The student should theology. The M.T.S. is a 48-credit-hour M.A. in theology: biblical studies, history of then meet with the area adviser to refine degree, designed to give students exposure Christianity, liturgical studies, moral these questions and construct her/his to the full range of theological studies, while theology, spirituality (summers only), and bibliography, drawing from the five also allowing them to develop competence systematic theology. annotated bibliographies provided by each in an area of concentration. Along with two area. A bibliography should be made up of years of full-time course work, the M.T.S. Apart from liturgical studies, an area of 20 books, with 12 books from the bibliogra- also includes participation in the master’s concentration is normally constituted by: phy in the area of concentration and two colloquium, competency in one modern books from each of the other four areas. language, and a comprehensive oral exam to —five courses in the area of concentration; The bibliography should also contain five be given at the end of the second year of —one course each in four other areas; recent journal articles, so that students course work. Biblical studies and history of —one free elective. become acquainted with the journals in Christianity also have ancient language their field of study. The bibliographies must requirements. Liturgical Studies be approved both by the area adviser and Basic Requirements (21 credits) liturgical the M.A. director no later than one month In order to introduce every M.T.S. student history, liturgical theology, ritual studies, before the student hopes to take exams. to the full range of theological education, eucharist, Christian initiation, liturgical M.A. exams are given in the first week of every M.T.S. student must take at least six prayer, liturgical year November, April, and July. Students must credit hours in biblical studies, six in the Electives (nine credits) be enrolled and registered for a thesis history of Christianity, three in liturgical research class during the semester they plan studies, three in moral theology, and three Only one course in the area of concentra- to take their exam. in systematic theology. There are five areas tion should be taken in the summer for of concentration. Students must take at academic year M.A. students. There are no The exam board, to be chosen by the M.A. least 15 credit hours in the area of their required courses for any of the areas of director in consultation with the area concentration. concentration except for liturgical studies. adviser, will be made up of two faculty from However, those planning to teach in high the area of concentration, and one faculty Areas of Concentration school should take THEO 557: Educating from another area. Students pursuing the Biblical Studies in Faith: Catechesis in Catholic Schools, general M.A. degree may have an exam The concentration in biblical studies during their summer course work. board chosen from three different areas. involves 15 credit hours in biblical studies, The student may confidentially choose the six in history of Christianity, three in Those needing a more general and flexible inclusion of one member of the board liturgical studies, three in moral theology, program of studies may pursue a general (subject to availability), and the exclusion of and three in systematic theology. In place of M.A., in which the course of study is one faculty member. Each member of the electives, biblical Studies students will take worked out in consultation the director of exam board will submit three questions, nine credit hours in one ancient language the M.A. program, with the sole require- framed in light of the five questions (Greek, Hebrew, or Latin) and nine credit ment being at least one course in each area proposed by the student, to the area adviser, hours in another ancient language. of study. This may be of particular interest who will then formulate five questions, and to those teaching theology in high school submit them to the M.A. director for final History of Christianity who wish to use the M.A. to enhance their approval. The concentration in history of Christianity effectiveness in teaching in a number of involves 15 credit hours in history of different areas. The comprehensive exams themselves are Christianity (with the possibility of three to made up of written and oral exams. The be taken outside the department), six in Master’s Colloquium student will be asked to answer three of the biblical studies, six in systematic theology, The master’s colloquium is designed both to five questions during the four-hour written and three in liturgical studies, and three in familiarize M.A. students with the methods exams, given on the Monday of exam week. moral theology. Six credit hours will and content of the five areas of theological These written answers will then be distrib- normally be devoted to the study of ancient uted to the board, and will form the basis of languages. Nine credit hours will be electives, distributed according to the interests of the students, and may include 124 The Division of Humanities Theology courses outside the Department of Theol- German during their time in the M.T.S. prepare students for learned and effective ogy (e.g., Philosophy, Medieval Institute, program may petition the M.T.S. director ministry in the Roman Catholic Church. History, Art History, etc.), with the prior for a substitution, based entirely on their The studies of scripture, the history of approval of history of Christianity faculty future research interests. This language may Christian tradition, systematic theology, and the M.A./M.T.S. director. not be one they already know upon liturgy, and Christian ethics are joined to admission to the program, as the point of field experience and training in pastoral Liturgical Studies this requirement is to continue to acquire skills to form a comprehensive ministerial The concentration in liturgical studies will language skills while in the M.T.S. curriculum. involve 15 credit hours in liturgical studies, program. six in Biblical Studies, six in history of The University of Notre Dame is a special Christianity, six in systematic theology, Comprehensive Exams setting for an M.Div. program. The three in moral theology, and 12 in electives. The comprehensive exams are administered intellectual opportunities and challenges of toward the end of the final semester of a major teaching and research university are Moral Theology course work. M.T.S. students are asked to appropriate backdrops for pastoral studies. The concentration in moral theology will submit two research papers written in their Notre Dame is a crossroads for people and involve 15 credit hours in moral theology, second year of courses that indicate the programs touching church life, as it attracts nine in a second area, nine in a third area, nature and direction of their studies. A representative figures from dioceses and six in a fourth area, and six in a fifth area. In board of three faculty, appointed by the religious movements in all parts of the the fourth semester of course work, students M.T.S. director on the basis of course work United States. There is an extensive, well- in the area will be required to take a taken by the student, administers a 60- conceived campus ministry program with its research seminar, prepare a research paper minute oral exam, which explores the spectrum of liturgical and pastoral opportu- and present it in a public format, similar to student’s competency in the area of nities. The Institute for Church Life offers a scholarly conference, in preparation for concentration and the student’s ability to programs in continuing education for future work in the academy. think creatively and synthetically. bishops, priests, and religious leaders, as well as national programs in liturgy Systematic Theology Prerequisites training. The Center for Social Concerns The concentration in systematic theology – A bachelor’s degree sponsors many educational initiatives in will consist of 15 credit hours in systematic – At least 18 hours of course work in social justice and direct service to the poor. theology, six in biblical studies, six in theology or religious studies, philosophy, or Because of the size of the Department of history of Christianity, six in liturgical cognate fields Theology at Notre Dame and the signifi- studies, six in moral theology, and nine in – Graduate Record Examination scores, cant number of visiting professors, a wide electives, including three credit hours in with an aggregate score of at least 1800 offering of courses is available in all areas of Judaism. theology. Tuition Scholarships Master’s Colloquium Students admitted to the academic year The M.Div. program includes a variety of The master’s colloquium is designed both to M.A. program or the M.T.S. program students: members of the Congregation of familiarize M.T.S. students with the normally receive full-tuition scholarships for Holy Cross studying for the priesthood, methods and content of the five areas of the duration of their program. laywomen and laymen, and members of theological study and to develop integrative religious congregations. With this commu- skills regarding the five areas of theological Applications nity of students, the University furthers the investigation. A faculty member and a Applications to the M.A. or M.T.S. expansion and diversification of ministry student lead each colloquium from one of program must include an application form, and fosters a realistic and helpful context for the five areas, presenting a topic of interest a statement of intent, transcripts of degrees ministerial education. to the colloquium and leading the ensuing and course work, three letters of recommen- seminar discussion. Attendance is manda- dation, and GRE scores. Applications are The Program of Studies tory for all M.T.S. students. due February 1. To receive more informa- The program of studies leading to the tion about the M.A. or the M.T.S. Master of Divinity degree normally extends Research Language Requirement program, please contact: over six semesters and encompasses 76 All M.T.S. students must pass a Graduate hours. Students may use additional Reading exam in either German or French, Director of the M.A./M.T.S. Programs semesters to acquire further theological hopefully by the end of their third semester, 330 O’Shaughnessy Hall depth. Credit requirements are usually in order to graduate. Students who already Department of Theology allocated in the following way: know one of these languages upon admis- University of Notre Dame biblical studies 12 hours sion to the program should take the Notre Dame, IN 46556-5639 historical studies 6 hours Graduate Reading exam in that language in Telephone: (219) 631-4254, (219) 631- systematic theology 12 hours their first semester, and acquire a second 7811 Christian ethics 6 hours language during their time in the program, E-mail: [email protected] canon law 3 hours in order to pass an exam in that language as (www.nd.edu/~masttheo) liturgy 6 hours well. The University offers intensive field education 10 hours language courses in German and French, The Master of Divinity Program (M.Div.) pastoral studies 13 hours free of tuition, every summer, with exams at The Master of Divinity (M.Div.) is a electives 6 hours the end of the course. Students who wish to professional theological degree designed to synthesis seminar 2 hours acquire a language other than French or Theology 125

theological studies at Notre Dame. The E-mail: [email protected] Field Education Congregation of Holy Cross offers a one- (www.nd.edu/~mdiv) Contemporary life is a source of theology as year candidate program at Moreau Semi- well as the milieu of ministry. The field nary for college graduates who qualify and Applicants are admitted to the M.Div. education program provides an initial who have a strong interest and desire in program according to the norms and joining of service with theological reflection. taking a step toward investigating a vocation procedures of the University’s Graduate to priesthood or brotherhood in Holy School. Continuance in the program is To facilitate theological integration and Cross. based on the student’s cumulative grade personal appropriation, the field education point average, performance in field program consists of: (1) weekly work in Prerequisites education and skills courses, and the annual parishes, hospitals, and social agencies; (2) –the completion of a bachelor’s degree; academic review by the theology faculty, regular individual supervision with a –evidence of a capacity for independent and the Graduate School’s regulations. competent authority at this place of work; study and scholarship; such evidence is and (3) weekly seminars at the University in offered by: Vocation Discernment which students analyze case studies based on —GRE scores of at least 500 in both verbal For information regarding discernment of a their work and discuss issues of importance and analytical test; vocation with the Congregation of Holy relative to active ministry in the Church —a transcript of study for the bachelor’s Cross, please write or call: today. This threefold process unites with and any graduate degree; the students’ concurrent studies in scripture, —recommendations from three instructors Director of Vocations history, and systematic theology to enable or professor; Moreau Seminary them to develop a professional identity in –at least 18 credit hours in philosophy or Notre Dame, IN 46556 ministry. the equivalent, and 12 credit hours in Telephone: (219) 631-6385 theology or religious studies; E-Mail: [email protected] John S. Marten Program in Homiletics and –evidence of a mature personality capable of (www.nd.edu/~vocation) Liturgics ministering to others; to this end, one Inaugurated in 1985 through an endow- recommendation supporting the candidate’s Ph.D. Program ment by the John S. Marten family, this ability for ministerial leadership is to be Doctoral studies at Notre Dame provide the program annually offers courses in both submitted; opportunity for advanced study in theology homiletics and liturgical celebration for –at least one year of full-time service work through specialization in one of five areas. students whose ministry will involve the in ministry in the Catholic Church; preaching of God’s word and leadership in –an autobiography written according to a Christianity and Judaism in Antiquity covers worship. Through the Marten program, form specified by the M.Div. director; four disciplines: the Hebrew scriptures; M.Div. students benefit from symposia and –a letter of intent specific to the M.Div. Judaism, especially second temple and early workshops on preaching in contemporary program that sets forth, first, the goals of rabbinic Judaism; the New Testament and society, and the program occasionally hosts the candidate for the Christian ministry, Graeco-Roman world; and other Christian a visiting professor to offer additional and second, a view of how the M.Div. sources to the early medieval period. These courses in those areas. The vision and program will assist the candidate in are frequently studied in isolation from one generosity of the Marten family ensure the attaining his or her goals; another; in CJA they are studied together continuance of deep spiritual renewal of –a personal interview held at the University, for their mutually illuminating interrela- local faith communities—a major thrust of with representatives of the M.Div. program. tionships. At the same time, the integrity of Vatican II—and adds a significant dimen- each discipline is respected. Judaism is sion to theological education at Notre Tuition Scholarships explored in its own right as well as in its Dame. Students admitted to the M.Div. program relationship to Christianity. Christianity is are eligible for full-tuition scholarships, explored by itself as well as in its depen- Lay Ministry and Seminary Formation which are renewable for the duration of the dence upon Judaism and its conscious The Lay Ministry Formation Program is a three-year program. emerging distinction from Judaism. Both critical part of the comprehensive curricu- are explored within the larger contexts of lum of the M.Div. degree. Students Application the ancient near East and the Greco-Roman preparing for lay ministry participate in In order to receive an application to the world, which are also studied in their own weekly prayer, celebration of the Eucharist, Graduate School (due February 1), right. and monthly meetings that focus on topics prospective applicants for the M.Div. pertaining to the personal, professional, program must file a preapplication form History of Christianity explores the study of spiritual, and professional development of directly with the M.Div. program. To the history of Christianity in all its rich the aspiring lay minister. The program also receive more information and the complexity. The program focuses on four fosters a sense of community among the preapplication form, please contact: major periods: ancient, medieval, the students. Reformation, and modern (the 19th and Director, Master of Divinity Program, 20th centuries). The University has Moreau Seminary, located on the Notre Department of Theology particularly strong library holdings and Dame campus, under the direction of the 331 O’Shaughnessy Hall faculty resources in the ancient and Congregation of Holy Cross, serves as the University of Notre Dame medieval periods. religious formation house for the Notre Dame, IN 46556-5639 congregation’s seminarians pursuing their Telephone: (219) 631-5682. (219) 631-4256 126 The Division of Humanities

Liturgical Studies advances the study and required to pass examinations in three committee and forms the basis for candi- understanding of the worship life of the languages, Greek or Latin, French, and dacy examinations. Christian church in its various traditions. German. The level of competence required The program is inspired by the conviction is the ability to read standard theological 3. Candidacy Examinations that liturgy, in its several and diverse sources pertinent to the area of study with Offered only twice a year, in October and manifestations, is the key to the church’s the aid of a dictionary. Students in the March, the examinations are usually taken identity, ethos, and orientation toward God history of Christianity program must know in the second semester after the two-year and the world. It integrates three subdisci- the ancient language at an advanced level. residency. The exams consist of three days plines: liturgical history, liturgical theology, Students in liturgical studies are required to of written examinations and a 90-minute and ritual studies. know four languages, all at the basic level. oral examination. Successful completion of Students in Christianity and Judaism in the written examinations is required for Moral Theology/Christian Ethics studies a antiquity are required to pass examinations admission to the oral examination. number of subdisciplines including in five languages: one ancient at an foundational, medical, and social ethics. advanced level, one ancient at an intermedi- 4. Dissertation Proposal The program encourages interaction with ate level, one ancient at a beginning level, The dissertation proposal is to be submitted philosophical ethics. While the program and two modern languages. The language by the beginning of the semester following concentrates on the Roman Catholic requirement should be fulfilled as soon as oral candidacy examinations. tradition, it engages and is open to a variety possible and must be fulfilled by the end of of traditions. the second summer of residence. 5. Dissertation The completed dissertation must be Systematic Theology engages in the disci- Advising. When a student enters the submitted within eight years from matricu- plined and critical inquiry into the major program, the faculty member who serves as lation into the program. After approval by a tenets of Christian faith, especially as the coordinator for the area of studies will committee composed of the dissertation understood within Catholicism. The function as a preliminary adviser. During adviser and three other readers, the program addresses a wide range of concerns the second semester in residency, each dissertation is defended orally. including the historical development of student, after appropriate consultation, theology, constructive issues, and compara- selects an adviser in his or her area of Prerequisites: tive theology. research interest. – a bachelor’s degree; – a master’s degree or the equivalent with a Course of Studies Evaluations. At the end of each semester the concentration in the proposed field of 1. Residency entire graduate faculty of the department study; The period of “residency” normally consists will evaluate the progress of students. These – GRE scores, with an aggregate score of at of two years of course work for those who evaluations are designed to facilitate the least 1800; have a master’s degree in theology. In the progress of students through the program – facility in some of the languages required rare case of a student admitted without and to identify both strengths and weak- for study in the program: Greek, Latin, master’s-level work, the period of residency nesses. Area coordinators write letters to the Hebrew, French, and German. is three years. students reporting the conclusions of the evaluation. These provide more specific The graduate programs are open to all Major Fields. Within the program areas, commendations and recommendations than qualified students regardless of religious students concentrate their course work in a course grades. If there is serious doubt affiliation. major field. These major fields are defined about the student’s ability to complete the as follows: Ph.D. degree, he or she may be asked to Scholarships Christianity and Judaism in Antiquity leave the program. The doctoral program requires a full-time – Hebrew Bible and Judaica commitment. For this and other reasons, – New Testament and Early Church 2. Independent Study each doctoral student receives full funding. History of Christianity After the period of course work, students The funding may come from the University – Early Church spend a period of time, normally nine or an outside source. Funding is full tuition – Medieval Studies months, of independent study organized plus a stipend for five years. The University – Reformation Studies around a series of topics. These topics are provides three funding programs: depart- – Modern Studies meant to expand the students’ intellectual ment fellowships, minority fellowships, and Liturgical Studies breadth and skills and involve matters of presidential fellowships. In addition, Moral Theology/Christian Ethics inquiry that extend beyond their course students receive some benefits for travel to Systematic Theology work. After consultation with the adviser, professional conferences and summer the student will propose a series of 10 dissertation support. Course Requirements. Students are expected topics, seven in the major field of study and to take 14 courses during residency: eight of three outside the major field. At least one of Applications these must be in the major field of study; the topics in the major field will deal with Applications to the Ph.D. program must three must be outside the major fields; and the subject on which the student intends to include an application form, a statement of three are electives. write a dissertation. The program of intent, transcripts of degrees and course- independent study is approved by a work, three letters of recommendation, and Language Requirements. Students are Theology 127

GRE scores. Applications are due January Judaism inclusive of early Christianity. Our As time permits, we will also read selections 15. Applicants are accepted for matricula- method of work combines survey by means from Old Aramaic monumental inscrip- tion in the fall semester only. For more of set readings and “close readings” of tions, Imperial or Achemenid Aramaic (e.g. information please contact: selected prophetic texts. Attention will be Elephantine papyri), and Jewish literary given to comparative material in ancient Aramaic from the later period (e.g. Genesis The Director of Graduate Studies and other cultures and to the sociological Apocryphon). (Alternate spring, odd- 340 O’Shaughnessy Hall coordinates of prophetic phenomena, numbered years) Department of Theology including ecstasy. Participants will be University of Notre Dame invited to reflect on the theological 509C. Coptic Telephone: (219) 631-5732, (219) 631-7811 significance of prophetic mediation and the (3-0-3) Sterling Email: [email protected] place of prophecy in Christian life today. This is an intensive introduction to the (www.nd.edu/~theo) (Alternate spring) grammar and syntax of Sahidic Coptic. The final weeks are devoted to reading selections Course Descriptions 505. Wisdom of early Christian texts in Sahidic. (Alter- Each course listing includes: (3-0-3) Page, Ulrich, VanderKam nate spring, even-numbered years) – Course Number Wisdom literature without and within – Title Israel; Hebrew poetry; selected passages 511. Synoptic Gospels and Acts – (Lecture hours per week– illustrative of the late theological develop- (3-0-3) Aune, D’Angelo, Meier, Neyrey, laboratory or tutorial hours per week– ments in the Old Testament period. Sterling credits per semester) (Alternate spring) Introduction to the synoptic Gospels and – Instructor Acts of the Apostles in light of source, form, – Course Description 507A, 507B. Elementary Biblical Hebrew I, II redaction, and literary criticism. The course – (Semester normally offered) (3-0-3) (3-0-3) Najman covers the content and theologies of these The courses are offered regularly by the An introduction to the Hebrew language, early Christian gospels. (Spring) department in the course of any two-year principally biblical Hebrew—grammar, period. They are divided into three morphology, vocabulary, and syntax. We 512. Gospel of John categories: (1) master’s and doctoral courses; will work through a standard textbook of (3-0-3) Aune, D’Angelo, Meier, Neyrey, (2) courses specifically for M.Div. students; biblical Hebrew, incorporating some work Sterling and (3) advanced or doctoral courses. in Mishnaic and modern Hebrew. No The course will seek to improve exegetical previous knowledge of Hebrew is assumed. skills, to grasp the structure of the gospel of Master’s and Doctoral Courses This is a two-semester course in the John, and to explore John’s relationship to 500. M.A. Colloquium language. (Summer, each fall, and spring) the letters and its function and history in (3-0-0) Zachman the community and milieu in which it was Required for all M.A. students. (Every 507H. Intermediate Hebrew written. The course will consider issues of semester) (3-0-3) Ulrich genre, context, and theology, including the The primary focus of this course is on wisdom traditions from the gospel’s 503. Pentateuch reading the text of the Hebrew Bible, at first christology, its understanding of commu- (3-0-3) Page, Ulrich, VanderKam prose narratives, then poetic sections and nity that affirms the autonomy of the Intended primarily for M.A., M.T.S., and consonantal (unpointed) texts. There will believer, the significance of prophecy in M.Div. students, this course promotes close be a review of the grammar of Biblical Christology and community life, the ways and critical reading of biblical texts and Hebrew, as well as development of vocabu- the women and men participated in the disciplined theological reflection on them. lary and skills in using lexicons and community, the community’s combination Participants will be expected to read the concordances of the Hebrew Bible. There of resentment toward and relatedness to Pentateuch in its entirety and have a sound will be quizzes, a mid-term, and a final “the Jews,” and their rejection of the idea of its contents and structure. Much of exam. Elementary Hebrew is required. Roman imperial order. (Alternate fall) the basic information needed will be Readings: Biblia Hebraica Stuttgartensia; C.L. acquired through reading; class meetings Seow, A Grammar of Biblical Hebrew; F. 513. Pauline Writings will concentrate on theological issues arising Brown, S. Driver, and C. Briggs, Hebrew and (3-0-3) Aune, Neyrey, Sterling out of the biblical and secondary reading. English Lexicon An exploration of the historical Paul and his Topics include the following: doctrine of reception in the early church. The course creation; holiness and sin; biblical law and 508A. Elementary Greek I has four basic units. First, we will recon- Christian ethics; covenant: grace and (3-0-3) Staff struct Paul’s life and explore the significance obligation; Exodus, Passover, liberation; of specific events for his thought. Second, wilderness themes: providence, guidance, we will work through the uncontested institutions; community models. (Every fall) 509A. Aramaic letters highlighting crucial issues. Third, we (3-0-3) VanderKam will attempt to explore Paul’s thought 504. Prophets One year of Hebrew or Syriac is a prerequi- systematically. Finally, we will consider the (3-0-3) Page, Ulrich, VanderKam site for this course. In addition to covering reception of Paul by the early church in the We expect to cover the historical develop- the grammar and syntax, the principal goal first two centuries. We will use his ancient ment of prophecy in Israel and early will be to read the biblical texts in Aramaic Receptionsgeschichte to raise the issue of his (Ezra 4:8-6:18; 7:12-26; Daniel 2:4b-7:28). contemporary reception. The course also serves to introduce students to the critical 128 The Division of Humanities study of ancient texts at a graduate level. An examination of the theology of such include the definition and understanding of This will entail the introduction and use of major Protestant figures as Luther, Zwingli, faith, the possibility and form of revelation numerous contemporary methodologies. Calvin, Melanchthon, Simons, and in general and in particular (Scripture), the (Alternate fall) Cranmer in the context of competing sources of theology (experience, Scripture, Catholic visions of reform. (Alternate tradition, the magisterium and so on), and 514. Prayer, Worship, Priesthood, and spring) method in theology. As an introduction to Temple the study of theology at the graduate level, (3-0-3) Neyrey 525. Topics in Early Christianity its goal is to familiarize students with these This course will necessarily give special (3-0-3) Cavadini, Daley, Leyerle themes and problems in such a way as to attention to the Letter to the Hebrews prepare the students to encounter them in because of its concern to define Jesus as 526. Topics in Medieval Theology more specific form in subsequent courses in priest and victim who enters a new temple (3-0-3) Wawrykow systematic theology (Christology, ecclesi- to offer the perfect sacrifice. Yet it will take ology, and so on). Requirements: short up a social-science model of prayer and use 528. The Christian-Jewish Encounter: From analytical papers on readings, an exam, and it as the lens for the reading of OT and NT Disputation to Dialogue a final. (Fall) prayer texts; special attention to the various (3-0-3) Signer prayers of Jesus, both in the Garden and on In the closing days of Vatican II in the 532. Christology the Cross. Moreover, notions of fixed holy document Nostra aetate (Declaration on (3-0-3) Krieg space (temple) and sacrifice will be ad- Non-Christian Religions), the Catholic This course examines the Christologies of dressed through the lens of the social Church reversed its negative attitude toward Karl Rahner, Edward Schillebeeckx, Brian sciences. Finally, attention will be given to Judaism. This remarkable change promoted McDermott, and Jon Sobrino. In each case, “sacrifice,” especially the sacrifice of praise “dialogue” with Jews and new approaches to a primary text is studied in itself and also in celebrated in the New Testament. teaching about the nature of Judaism. relation to a recurring issue in the church’s Reactions from the Jewish communities understanding of Jesus Christ. The course 520. Women and the Origins of Christianity were diverse: from rejection to welcoming. requires four essay tests based on lectures (3-0-3) D’Angelo This course will explore a number of painful and readings. (Fall) The course will examine the origins of issues that emerge from the past: What is Christianity and the documents of the New the relationship between the negative image 533. Ecclesiology Testament from a feminist perspective, of Jews in the New Testament, Christian (3-0-3) McBrien analyzing New Testament texts and other theological writings and anti-Semitism? Examination of the classical problems of sources of early Christianity in order to How have Jews and Judaism been under- ecclesiology, as well as an attempt to remember the participation of women in stood in Christian theologies of history? formulate a contemporary doctrine of the the early Christian movement and to What responsibility does Christian anti- church. (Spring) describe the theological stance of each work Jewish teaching bear for the success of and author in relation to the inclusion of National Socialism in Germany and the 534. The Mystery of God women in the gospel. It will also look at the success of its policy of annihilation of Jews (3-0-3) O’Regan ways these texts affect the lives of women during World War II? How have Jewish The understanding of God in tradition and today, attempting to be alert to issues of authors reacted to this negative Christian contemporary theology. (Spring) class and race as well as of gender. tradition? However, there will be occasion to investigate theological ideas for the 536. Theologians of Grace 521. Early Christianity: An Introduction future: How can Jews and Christians (3-0-3) Hilkert (3-0-3) Cavadini, Daley, Leyerle develop religious responses to modernity? In Grace, the foundation for Christian faith History of Christianity from its beginning what sense can areas of emphasis in either and life, is both unavoidable and intangible. to the sixth century. Development of tradition help Jews or Christians understand The context for grace is freedom; its institutions, beliefs, and practices. themselves more completely within their opposite is sin; its concretization, charism. own community? How can Christians and The course looks briefly at this reality 522. Historical Theology: Medieval Jews develop a theology of “other” that is described by some writings of the New (3-0-3) Wawrykow not triumphalist, but empathetic? This Testament, then at the controversial history Development of Christian theology in course will include reading of original texts of grace and free will and at major theolo- medieval Western Europe up to the 12th from Jews and Christians (in translation) gians of grace: Augustine, Aquinas, Luther, century. Medieval theologians from from the past; the writings of modern and Rahner. The extent of grace and Boethius to Ockham. Themes include Catholic and Protestant theologians; and realizations of grace in art are touched monastic, scholastic, apocalyptic theology; Jewish theologians and historians. Students upon. (Fall) “authorities” (e.g., Aristotle, Augustine, will be expected to keep a journal of Pseudo-Dionysius); and reading of the personal reflection, write a term paper, and 541. Contemplation and Action Bible. (Alternate fall) take midterm and final examinations. (3-0-3) Ashley This course will examine the interaction 523. Historical Theology: Reformation 530. Fundamentals of Systematic Theology between Christian spirituality and theology. (3-0-3) Zachman (3-0-3) Doak We will do this by considering articulations This course is an introduction to some of the relationship between contemplation fundamental themes and problems that and action in certain Reformation spirituali- structure the theological enterprise. These ties (particularly that of Ignatius of Loyola), which then had an impact on the develop- Theology 129 ment of Latin American liberation theolo- (3-0-3) Ashley will include several short papers and a gies, with their distinctive emphasis on Science and religion are complex phenom- longer paper on a topic to be determined in action (praxis) for justice. We will begin ena that can be analyzed in terms (at least) consultation with the instructor. with a careful analysis of the background of their epistemological, existential, and and content of Ignatian spirituality; then we social dimensions. Both science and religion 554. Christian Ethics and Pastoral Practice will consider those Latin American theolo- generate justified beliefs. The criteria and (3-0-3) Poorman gians (including Juan Luis Segundo, Jon spheres of justification for these beliefs The relationship between Christian ethics Sobrino, and Gustavo Gutiérrez) who have overlap and interrelate in extremely and the contemporary ministry in the been influenced by Ignatian spirituality and complicated ways that have led both to church. Following a general review of have attempted to produce both a theology conflict and to mutual enrichment. This is themes in Christian ethics, including and a spirituality of liberation. Require- an upper-division undergraduate- or conscience, sin, Scripture and the moral life, ments: midterm, final, and research paper. introductory graduate-level review of these natural law and the authority of church complicated interrelations. There will be teaching, we will consider ethical issues that 544. Myth and Story two major divisions to the course. In the have pastoral dimensions. We will focus on (3-0-3) Dunne first we will take up methodological issues, effective pastoral translation of church An interpretation of myth starting from the considering different approaches to teaching and moral theology in the areas of question “What kind of story are we in?” correlating science and religion. In the bioethics, sexuality, and social justice. We and “What kind of story am I in?” and second part of the course we will deal in will also study the professional ethics of dealing with (a) the life story, (b) the depth with the correlations between pastoral leadership. (Fall) spiritual adventure, and (c) the journey with scientific cosmologies and Christian God in time. (Spring) doctrines of creation and of God’s provi- 560. Liturgical History dential governance of creation. Require- (3-0-3) Staff 545. Selected Themes in Comparative ments: participation in small reading groups A rapid survey of the whole history of Theology outside of class, midterm, final exam, and liturgical development in the West from (3-0-3) Malkovsky research paper. New Testament times to the present. The The metaphysical system of the Hindu reading is from major classics of liturgical monk Shankara (ca. 700 C.E.), which is 550. Foundations of Moral Theology studies. Required for incoming M.A. known as Advaita Vedanta, offers a non- (3-0-3) Ryan students in liturgy. (Fall) dualistic interpretation of reality based on A theoretical and practical introduction to the revealed Upanishads. This system is the theory of morality, with a special 561. Christian Initiation important today, not only because Shankara emphasis on Catholic moral theology. (3-0-3) Johnson represents the pinnacle of Hindu philo- Topics will include the foundations of An investigation of the historical develop- sophical theology, but also because his morality; the conditions of voluntariness; ment of the rites of Christian initiation and thought is the most widely accepted among and moral norms and possible exceptions to their theological interpretations in the East Hindu theologians today, and further, them. Course requirements will include a and West from the New Testament to the because Advaita presents a challenging midterm and a final examination. (Spring) modern period of ecumenical convergence. alternative to the theism of the Semitic In light of this investigation some modern religions. Our course will pursue a twofold 551. Social Ethics forms of these rites (e.g., the Rite of goal. First, we will examine some of (3-0-3) Whitmore Christian Initiation of Adults) are critically Shankara’s writings in translation to Analysis of basic issues and alternatives in considered. determine the essence of his teaching, but Christian social ethics. The nature of the also to uncover the reasons why quite church as moral decision-maker, relation 562. Eucharist variant interpretations of his thought have between church and society, place of social (3-0-3) Driscoll been given, especially in recent decades, science for social ethics. The church makes the Eucharist and the both by Hindus and by adherents to other Eucharist makes the church. A biblical, faiths. Second, we will compare Shankara’s 553. Virtue and Sin in the Christian Tradition historical, systematic, and liturgical thought with Christian theology on (3-0-3) Porter treatment of the Eucharist, emphasizing foundational issues, giving special attention There has been considerable interest pastoral considerations. (Spring) to the teaching of Aquinas. We shall recently in recovering traditions of reflec- examine such themes as theological method, tion on the virtues as a resource for 565. Liturgical Theology doctrine of the Absolute, ontology, Christian ethics. In this course, we will (3-0-3) Staff anthropology, and soteriology. We will ask explore this tradition through an examina- This course introduces the student to the three questions throughout the course: Just tion of three of its key figures, namely, larger theological, historical, and interdisci- what is, finally, non-duality? What Augustine, Aquinas, and Jonathan Edwards. plinary issues in any liturgical celebration, significance might the teaching of non- Through a close reading of primary texts (in following the axiom, lex orandi lex credendi. duality have for Christian faith and English) and contemporary writings on (Variable spring) reflection? How does a specifically Christian these texts, we will reflect on what these interpretation of Shankara’s Advaita authors understood by virtue, how their 566. Pastoral Rites compare with the assessments of others? theories of virtue both interpret a past (3-0-3) Staff (Alternate fall) tradition and influence their successors, and The historical, theological, and pastoral how those theories might be relevant to dimensions of the occasional offices that 548. Religion and Science Christian ethics today. Course requirements 130 The Division of Humanities minister to life’s journeys and passages: first-year students. (Fall) reconciliation, ministry to the sick, 579B. Grief and Loss Counseling Workshop Christian marriage, ordination, and 577B. Health Care Chaplaincy (1-0-.5) Connors Christian burial. An ecumenical approach (1-0-.5) Bowman This workshop will address issues concern- will be taken but with emphasis on the An introduction to ministry in a hospital ing terminal illness, death, and loss. reformed rites of the Roman Catholic setting. (Spring) (Spring) Church. (Spring) 577C. Adult Education 579C. Campus Ministry Workshop 571. The Vulgate and Related Texts (1-0-.5) Connors (1-0-.5) Staff (3-0-3) Bower A basic introduction to the fundamentals of Introduction and analysis of the challenges Readings in the Latin of the Vulgate, texts adult education, especially in a parish of ministry in a higher-education setting. by Jerome associated with his translation setting. (Spring) (Spring) and readings from Augustine (de doctrina christiana) concerning how scriptures 577D. Liturgical Music 579D. Spiritual Direction should be read. Latin readings will be at an (1-0-.5) Connors (1-0-.5) Staff intermediate level, and some review of A basic introduction to the fundamentals of This workshop will provide an introduction grammar will be offered. liturgical music, especially in a parish to the general principles of spiritual setting. (Spring) direction. The content will be designed to 572. Ritual Studies address the needs of those in ministry (3-0-3) Melloh 577E. Ministry to the Poor situations who may be working with others The pastoral liturgist is one who fosters (1-0-.5) Ercoline as a spiritual director. The format used will critical praxis in the liturgical life of a local The poor knock at the doors of the Church. include presentations, demonstrations, church. This course is designed to introduce Now more than ever, impoverished people group and individual exercise, and sharing. students to ritual studies through a turn to church and religious nonprofit treatment of ritual, symbol, language, myth institutions for help in obtaining basic 581. Visions and Goals of Ministry and story, time and space, music, and art. needs. Almost every Catholic school, parish, (1-0-1) Staff Students will discuss and employ a method hospital, and college has outreach programs Through supervision and seminars, the for analysis of worship events. for the poor. This course will address tools of field education will be developed. practical issues of direct service to the poor Focus on diagnosing skills, clarifying goals, 597. Directed Readings with topics such as: hospitality, screening, concretizing objectives, identifying methods (V-V-V) Staff referral and advocacy, volunteer manage- of learning, and understanding theology Research and writing on an approved ment, public relations, fund-raising, project implied. subject under the direction of a faculty management, and integrating direct service member. projects with classroom learning, evangeliza- 582. Service: Secular or Christian tion, catechesis, faith reflection and prayer. (2-0-2) Staff 599. Thesis Direction All topics will be presented with the Directed fieldwork and seminars with (V-V-V) Staff underlying conviction that what we do for emphasis on the methods of reporting and Required of nonresident master’s degree the least of our sisters and brothers we do understanding the experience. (Spring) students who are completing their theses in for Christ. It is Jesus who knocks at the absentia and who wish to retain their degree door. (Spring) 583. Models of Ministry status. (2-0-2) Connors 578A. Hispanic Ministry Workshop In conjunction with supervised ministerial 600. Nonresident Thesis Research (1-0-.5) Zapata placement, students examine operative (0-0-1) Staff An introduction to the practical fundamen- ecclesiologies, pastoral strategies, and Required of nonresident master’s degree tals of Christian ministry among Hispanic practical theologies of ministry. students who are completing their theses in populations. (Fall) absentia and who wish to retain their degree 584. Images of Christian Ministry status. 578B. Youth Ministry Workshop (2-0-2) Connors (1-0-.5) Staff Through selected reading, supervised 400-Level Courses Open to Graduate The development and implementation of fieldwork and theological reflection in a Students youth ministry programs. (Fall) seminar, students examine contemporary For a complete listing of 400-level course images of Christian ministry. Reading descriptions please refer to the theology 578C. Marriage Preparation materials will continue to come from the section in the Bulletin of Information, (V-V-V) Dillon first semester bibliography. (Spring) Undergraduate Programs. This course addresses practical approaches to the ministry of preparing couples for the 585. Authority and Leadership in Ministry Courses Specifically for M.Div. Students sacrament of marriage. (Spring) (2-0-2) Staff 500B, 500C. Faith and Traditions I, II Through supervised field experience and (3-0-3) (3-0-3) Miscamble 578D. Social Justice Workshop seminars, students treat issues inherent in Required of all C.S.C. candidates. (V-V-V) Clark their exercise of authority. In particular they This workshop addresses the theory and analyze the theology displayed by their 576. Foundations of Pastoral Care practice of the Church’s social justice actions. Students are required to write a (1-0-1) Vachon ministries, especially in the parish. (Fall) Self-assessment of skills for ministry. For Theology 131 contract, case study, two-page book review, Studies of selected patristic texts and early weekly journal, and end-of-year report of 596. Synthesis Seminar Christian history. (Offered with varying field placement. The course also requires (2-0-2) Connors, Staff topic each spring) four to six hours weekly at placement site, In this seminar, students will articulate the weekly supervisory sessions of 30 minutes, theology that has emerged in their super- 634. Historical Seminar: Medieval weekly field education seminars, and three vised fieldwork during their semesters in the (3-0-3) Signer, Wawrykow interviews with instructor. (Fall) M.Div. program. (Spring) Seminar on a selected theological topic in the medieval period. 588. Pastoral Administration Advanced or Doctoral Courses (1-0-.5) Vachon 634A. Medieval Exegesis A basic introduction to the administrative 603. Hebrew Bible Seminar (3-0-3) Signer dimensions of pastoral ministry, including (3-0-3) Page, Ulrich, VanderKam Various topics in the history of exegesis in staff development, planning, programming, Investigation of historical, literary, and the medieval world. Topic for fall 2001: and finances. A required skills course for theological aspects of the Hebrew Bible. Our focus during the semester will be on second-year M.Div. students. (Fall) (Offered with varying topic each fall) the relationship between biblical interpreta- tion and the polemical literature written by 591. Canon Law 604. Hebrew Bible Seminar Jewish and Christian authors from 1050- (3-0-3) Lahey, Staff (3-0-3) Page, Ulrich, VanderKam 1200. Students will read the recent accounts Provides students studying for ministry with Investigation of historical, literary, and of this literature by Gavin Langmuir, Anna an introduction to the law of the Roman theological aspects of the Hebrew Bible. Sapir Abulafia, Gilbert Dahan, and Jeremy Catholic Church. General principles for the (Offered with varying topic each spring) Cohen. Excerpts from medieval Christian interpretation of canon law as well as its authors such as Abelard, Gilbert Crispin, history, and its relationship to theology and 605. Judaica Seminar: Biblical Interpretation Guibert of Nogent, Bernard of Clairvaux, pastoral praxis are discussed. Although of the Rabbis Peter the Venerable, Petrus Alfonsi, and attention is given to the laws and canonical (3-0-3) Najman, Signer Alan of Lille. Passages from Jewish authors jurisprudence concerning marriage, other Study of selected texts and problems in such as Rashi, Rabbi Joseph Kara, Rabbi selected canonical topics of value to those in ancient Judaism. (Offered with varying Samuel ben Meier, and Rabbi Joseph of ministry are considered as well. (Fall) topic) Orleans will also be studied. Students will be expected to make an oral presentation 592A. Liturgical Celebration and Ministry I 610A. Advanced Greek and write a paper that provides an explica- (1-0-1) Melloh (3-0-3) Aune, D’Angelo, Sterling tion of the arguments in a polemical work. A study of the structure of the eucharistic For Ph.D. candidates who require Greek as rite and the Liturgy of the Hours with a major research language. Others should 635. Historical Theology: Reformation emphasis on ministerial roles. (Fall) consult instructor before registering. (Fall) (3-0-3) Zachman Seminar on a selected theological topic in 592B. Liturgical Celebration and Ministry II 610B. Advanced Hebrew the Reformation and Renaissance periods. (1-0-1) Melloh (3-0-3) Najman, Page, Ulrich, VanderKam Theory and practice of presiding at baptism, For Ph.D. candidates who require Hebrew 637. Modern Theology and the Emergence of marriage, anointing the sick, and funerals. as a major research language. Others should the Secular (Spring) consult instructor before registering. (Fall) (3-0-3) Herdt

593A. Preaching I 611. New Testament Seminar 641. Systematic Theology Seminar: (1-0-2) Melloh (3-0-3) Aune, D’Angelo, Meier, Neyrey, Postmodern Theology An introduction to homiletics. (Fall) Sterling (3-0-3) O’Regan Investigation of historical, literary, and Topic for fall 2001: This seminar explores a 593B. Preaching II theological aspects of the New Testament. variety of contemporary ‘theologies’ that (1-0-2) Melloh (Offered with varying topic each semester) understand themselves to be postmodern in A continuation of Preaching I, this course the sense (1) that the grounds of much of treats exegesis for preaching, methods of 612. New Testament Seminar modern theological reflection, whether homily preparation and delivery. (Fall) (3-0-3) Aune, D’Angelo, Meier, Neyrey, reason, experience, society, or culture, have Sterling proved baseless, and the modern enterprise 593C. Preaching III Investigation of historical, literary, and of securing belief is illusory; (2) that a (2-0-3) Melloh theological aspects of the New Testament. theological alternative that is not simply Practice and supervision of preaching. (Offered with varying topic each semester) post in a chronological sense, but which is (Spring) radically other and deeper is a necessity. 621. Early Christianity Seminar The seminar will deal with three types of 594. Reconciliation Ministry (3-0-3) Cavadini, Daley, Leyerle postmodern theology with different (1-0-1) Weiss Studies of selected patristic texts and early commitments to the premodern theological, Guided practice in encountering and Christian history. (Offered with varying and with different understandings of the responding to select personal problems topic each fall). use-value of philosophy and other non- through the sacrament of reconciliation. theological discourses. The first type is the (Fall) 622. Early Christianity Seminar deconstructionist type. For purposes of the (3-0-3) Cavadini, Daley, Leyerle 132 The Division of Humanities seminar this type will be exhibited by the Theology in the history of theological social theory and work of Jacques Derrida (especially the later (3-0-3) Cunningham to ask how the theological, ethical, and social work) and John Caputo. The second type is Seminar on selected sources and theologies claims are related by the writer(s) in question. that of radical orthodoxy. John Milbank about systematic theology Tentative schedule of texts: Christian scripture and Catherine Pickstock represent this (Luke-Acts), early church fathers (Augustine et particular postmodern dispensation. The 647. Systematic Seminar: Theological al.), Benedict’s Rule, Aquinas (parts of Summa third type is represented by the work of Anthropology and On Kingship), Vitoria, Luther (On Whe- Jean-Luc Marion, who brings together (3-0-3) Hilkert ther Soldiers Too Can Be Saved, etc.), Calvin classical negative theology with post- This seminar treats the Christian understand- (selections from Institutes and Commentaries), Heideggerian phenomenology. The second ing of human life in relation to the triune Anabaptists (Schleitheim Confession), and and third types of postmodern theology are God. It delves into the themes of creation, sin, Locke (Second Treatise on Government). characterized by greater respect for the grace, and the coming of God’s new creation. theological tradition than that evinced by 659. Seminar in Theological Ethics the representatives of the first type, and by 651. Ethics Seminar: Methods (3-0-3) Baxter their view of the possibility for positive (3-0-3) Baxter, Porter, Ryan, Whitmore A study of the emergence and development conversation between premodern theology A selection of American, European, and of the Americanist tradition in Catholic and postmodern philosophy. In this they Latin American authors, with emphasis on social theory from World War I to the oppose the first type, which in principle at ecumenical interaction and consensus- present. The leading emphases will be the least points to a postmodern form of formation within the discipline. (Topic institutional settings and theoretical religiosity that is qualitatively different not changes each fall.) only from modern but premodern forms. paradigms that have shaped the discourse of what is now called “Catholic Social Ethics.” Aims for the course include the gaining of 652. Ethics Seminar: History Texts will be read genealogically in an effort literacy in the complex and sometimes (3-0-3) Baxter, Porter, Ryan, Whitmore to discover how the central terms and dense discourse of postmodern theology, Topic for spring, 2002 (Porter): Aquinas categories in Catholic social theory have critically assessing the critique of modernity and His Interlocutors. In recent years, there shifted over time. And the readings will be and modern theology, and evaluating the has been a resurgence of interest in Aquinas’ interdisciplinary in nature, so as to explore moves of retrieval that are made within the ethical thought, but so far retrievals of his how Catholic social theory has been shaped auspices of at least two of the varieties of ethics have neglected context out of which it by theology, philosophy, political theory, postmodern theology. emerged. Yet Aquinas’ moral thought that economic theory, legal theory, and history. cannot be fully understood or appreciated Authors to be studied include John A. 642. Systematic Seminar: God unless it is placed in the context of his Ryan, Moorhouse F.X. Millar, Jacques (3-0-3) O’Regan interlocutors. Furthermore, the study of his Maritain, Yves Simon, John Courtney Seminar on selected sources and theologies moral thought in this context enables us to Murray, John Tracy Ellis, Bryan Hehir, about God. see how moral concepts develop over time, David Hollenbach, John Coleman, Dennis and how they are shaped by social and McCann, Michael and Kenneth Himes, 643. Systematic Seminar: Christ cultural, as well as intellectual factors. (3-0-3) Krieg George Weigel, Michael Novak, and Richard John Neuhaus. By virtue of the Seminar on selected topics concerning Jesus. In this course, we will accordingly examine material, special attention will be paid to Aquinas’ writings on natural law in the the writings of John Courtney Murray and 644. Systematic Seminar: Grace context of relevant texts from selected 12th- the strengths and weaknesses of the so- (3-0-3) Hilkert and 13th-century authors, including called “Murray Project.” Themes to be Seminar on selected topics and theologians Abelard, Gratian, William of Auxerre, examined include nature and grace, faith concerning sin, grace, and salvation. Bonaventure, and Albert the Great. All texts and reason, church-state relations, the will be made available in translation, nature of law, the character of the modern 645. Systematic Seminar: The Church although students who wish to read them in state, the problem of religious pluralism and (3-0-3) McBrien Latin will be given the opportunity to do so. freedom, and the possibility of finding Seminar on selected topics concerning Course requirements will include several resources for an alternative or counter- church, ministry, sacraments. In the fall of short papers and a longer paper on a topic tradition to the Americanist tradition. 2001 the course will examine the principal to be determined in consultation with the ecclesiological themes articulated in the instructor. documents of the Second Vatican Council, 660. Mercy and Justice (3-0-3) Kaveny e.g., sacramentality, community, authority, 653, 654, 655, 656. Ethics Seminar: Themes This course will explore the meaning of collegiality, servanthood, and ecumenicity. (3-0-3) Baxter, Porter, Ryan, Whitmore mercy, particularly in its relationship to The conciliar ecclesiology will be situated in Study of salient aspects of ethics in light of justice. It will have four major topics: (1) its wider historical and theological contexts, Christian faith: conscience, freedom, law, Mercy in its relation to retributive justice. taking particular note of the pre-conciliar grace, sacrifice, individual and community, Here we will look at the role of mercy (i.e., ecclesiologies of the various Christian character, etc. traditions and of developments generated by clemency) in the case of criminal sentenc- ing, as well as broader questions of retribu- the council. 658. History of Theology/Ethics/Social Order tion and wrongdoing. Issues arising here (3-0-3) 646. Systematic Seminar: Topics in Systematic include whether there can or should be The aim of this course is to do close readings criteria for the exercise of mercy, whether Theology 133 one can exercise mercy unjustly, and the paper that considers a different theologian especially the eucharistic liturgy, and to relationship of forgiveness to mercy. (2) of the student’s choice. attempt to reconstruct them within the Mercy in its relation to distributive justice. context of liturgical enactment, architectural The focus here will be the corporal works of 666. Systematic Seminar: Eschatology space, artistic and musical decoration, etc. mercy; issues include the relationship (3-0-3) Doak The seminar must necessarily deal with between justice and “private charity” (i.e., Eschatology, often defined as the study in liturgical texts, but this is only a first step whether in a truly just distributive scheme Christian theology of “the last things,” can for understanding the broader dimensions there would be no place for some or all of also be understood as the study of Christian of the liturgy. Architectural, artistic, and the works of mercy). (3) Mercy in its hope. To what extent is Christian redemp- musical components will be taken into relationship to social justice. The main tion experienced as a promise rather than a consideration. Numerous commentaries on focus here will be on the role of solidarity; is realization? What is this as yet not fully the liturgy are also an important source for it an aspect of social justice or is it the social realized hope? The revival of interest in garnering the medieval understanding of the face of mercy? (4) Divine mercy. Here the eschatology in the 20th century has focused liturgy, especially in its allegorical interpre- focus will be the various ways theologians on Christian hopes for history. This course tation. A tangential but key element for the have attempted to reconcile divine mercy examines current eschatological debates understanding is the devotional and and divine justice. Readings for the class through a focus on contemporary spiritual practices that grew up alongside will be interdisciplinary; they will include eschatological theologies and their hopes for the official liturgy. Therefore, some materials from legal, philosophical, and history, considered critically and in relation attention will be given to these dimensions, theological sources. to the history of Christian eschatological including liturgical drama and mysticism. thought. 661. Philosophical Theology 679. Reformation Liturgy Seminar (3-0-3) Burrell 667. Comparative Theology Seminar (3-0-3) Staff (3-0-3) Burrell, Malkovsky 662. Theological Method Seminar on selected texts and topics in non- 680. Modern Liturgies Seminar (3-0-3) Ashley Christian religions. Topic changes each (3-0-3) Mitchell A study of the forms of theological alternate spring. The purpose of this Selected topics in Roman Catholic worship investigation, including dialectical theology, seminar is to introduce students of system- from Trent to today. Representative topics transcendental Thomism, correlationist atic theology to recent developments in the will be examined in such areas as popular methods, and feminist theologies. In the fall theological dialogue between Christianity devotions, liturgical music, visual arts, the of 2001 this seminar will explore central and other religions, and to deepen their Enlightenment, the liturgical pioneers, the methodological issues underlying the theological understanding of God, recent revision of rites, and shifts in the diversity and pluralism within contempo- christology, grace, eschatology, and religious theological foundations of worship. rary theology. It will be divided into three experience through the encounter with In the fall of 2001 the purpose of this major units. The first and second parts of three specific faiths: Hinduism, Buddhism course is to introduce students to the the seminar will focus on two fundamental and Islam. This course presupposes no movements, documents, issues, and issues that have organized the “turn” to previous knowledge of other religions; it is personalities that gradually coalesced to method in modern theology: the interpreta- designed to provide the student with a solid form what is commonly called (in Europe tion of classic texts and events from the past theological foundation for further scholarly and North America) “the Modern Liturgical (hermeneutics), and the insistence on praxis research or for incorporation in the Movement.” The period covered stretches as a broader category contextualizing classroom. from ca. 1650 to 2000 C.E., and deals with theoretical reflection (liberation theologies). historical developments in both post- For each of these we will (1) read philo- 671. Early Liturgies Reformation Europe and North America– sophical sources (e.g., work in philosophical (3-0-3) Bradshaw, Johnson and among both Roman Catholic and hermeneutics or critical theory), (2) analyze An introduction to the liturgical sources, Protestant churches. in detail the particular way that these ancillary documents, and methodologies for sources are deployed by one or two the study of Christian liturgy in the During the course of the semester, each representative theologians in order to craft a churches of the first four centuries of the student will be asked to write six short theological discourse that is responsive to a Christian era. The course concentrates on papers (each roughly eight to 10 pages in particular challenge to theology posed by the Eucharist and its anaphora, the rites of length, including footnotes/endnotes and late modernity, and (3) investigate how Christian initiation, the origins and early bibliography) on topics drawn from the these methodological decisions shape the evolution of the Liturgical Year, and the syllabus . Two papers will focus on the approach to a particular topic in systematic Liturgy of the Hours. historical periods themselves, as outlined in theology (for fall of 2001, Christology). In the syllabus; two papers will focus on issues the final weeks of the seminar we will 672. Eastern Liturgies and documents that contributed to evaluate critiques of the “turn to method” (3-0-3) Staff liturgical reform or renewal; and two papers in each of the prior two categories. The will focus on personalities who worked primary figures to be considered are Hans 673. Medieval Liturgies during one of the historical periods studied. Georg Gadamer, Paul Ricouer, David (3-0-3) Driscoll There is no mid-semester or final exam in Tracy, Jon Sobrino, Gustavo Gutiérrez, and The development of the liturgy of the Latin this course. Students will be evaluated on Ignacio Ellacuría. Course requirements: rites through the 15th century. The purpose the basis of their papers and their participa- close reading of assigned texts, active of this seminar is to examine the various tion in the seminar meetings. seminar participation, and a final research sacramental rites in the Middle Ages, 681, 684. Liturgical Theology 134 The Division of Humanities

(3-0-3) Driscoll, Johnson Univ., 1961; B.A., Oxford Univ., 1964; M.A., Topics vary from year to year. In the fall of 700. Nonresident Dissertation Research ibid., 1967; Ph.D., Loyola Seminary, 1966; 2001 this course will examine the origins, (0-0-1) Staff Lic. Theo., Hochschule Sankt Georgen, evolution, variant structures, and theologies Required of nonresident graduate students Frankford, 1972; D.Phil., Oxford Univ., of the Anaphora, Prosphora, Canon, or who are completing their dissertations in 1978. (1996) Eucharistic Prayer, the central prayer of the absentia and who wish to retain their degree central act of liturgical worship within the status. MARY ROSE D’ANGELO, Associate Christian community. The primary focus of Professor. B.A., Fordham Univ., 1969; M.Phil., Yale Univ., 1972; Ph.D., ibid., 1976. this course is the study of the classic Faculty liturgical sources of Christian antiquity, J. M.A.TTHEW ASHLEY, Associate Professor. (1994) although some current official liturgical B.S., St. Louis Univ., 1982; M.T.S., Weston MARY DOAK, Assistant Professor. B.A., texts may also be examined critically. School of Theology, 1988; Ph.D., Univ. of Loyola Univ. of Chicago, 1987; M.A., Univ. Chicago Divinity School, 1993. (1993) of Chicago, 1988; Ph.D., ibid., 1999. (1999) 682. Ritual Studies (3-0-3) Melloh DAVID AUNE, Professor. B.A., Wheaton REV. MICHAEL S. DRISCOLL, Associate Analysis of the levels of meaning to be College, 1961; M.A., ibid., 1963; M.A., Univ. Professor. B.A., Carroll College, 1973; S.T.B., found in an observed rite in light of selected of Minnesota, 1965; Ph.D., Univ. of Chicago, Gregorian Univ., 1977; S.T.L., San Anselmo, ritual theorists. 1970. (1999) 1980; S.T.D., Institut Catholique de Paris, REV. MICHAEL BAXTER, C.S.C., Assistant 1986; Ph.D., Sorbonne, Paris, 1986. (1994) 683. Sacramental Theology REV. JOHN S. DUNNE, C.S.C., John A. (3-0-3) Staff Professor. B.A., Allegheny College, 1977; M.Div., Univ. of Notre Dame, 1983; Ph.D., O’Brien Professor of Catholic Theology (on leave 685. Liturgical Theology Duke Univ, 1996. (1999) 2001-2002). A.B., Univ. of Notre Dame, (3-0-3) Amar JOSEPH BLENKINSOPP, John A. O’Brien 1951; S.T.D., Gregorian Univ., 1957. (1957) Topics vary from year to year. Professor Emeritus of Old Testament Studies. KEITH J. EGAN, Adjunct Professor. Ph.B., In the fall of 2001 the seminar will B.A., Univ. of London, 1948; S.T.L., Mt. Carmel College, 1952; M.A., Catholic investigate topics related to Syriac, Arme- International Theological Institute, Turin, Univ. of America, 1959; Ph.D., Cambridge nian, and Egyptian liturgical traditions. 1956; D.Phil., Oxford Univ., 1967. (1970) Univ., 1965. (1983) Emphasis will be given to the history, ritual, and, when possible, theology of each of four REV. PAUL F. BRADSHAW, Professor and REV. VIRGILIO ELIZONDO, Visiting topics: Coordinator, Undergraduate London Program. Professor. B.S., St. Mary’s Univ., 1957; M.A., B.A., Cambridge Univ., 1966; M.A., ibid., Ateneo Univ., Manila, 1969; S.T.D./Ph.D., 1. The Liturgical Year 1970; Ph.D., Kings College, Univ. of London, Institut Catholique, 1978. 2. Feasts of the Mother of God 1971; D.D., Oxford Univ., 1994. (1985) JOSEPHINE MASSYNGBAERDE FORD, 3. Liturgy of the Hours REV. DAVID B. BURRELL, C.S.C., Rev. Professor Emerita. B.A., Univ. of Nottingham, 4. Penitential Rites Theodore M. Hesburgh, C.S.C., Professor in Arts 1957; B.Div., King’s College, Univ. of and Letters. A.B., Univ. of Notre Dame, 1954; London, 1963; Ph.D., Nottingham Univ., No knowledge of the specific liturgical 1965. (1965) languages is expected. However, readings S.T.L., Gregorian Univ., 1960; Ph.D., Yale drawn from French and German sources Univ., 1965. (1964) REV. CHARLES GORDON, C.S.C., will be included in the bibliography. JOHN C. CAVADINI, Chair and Associate Assistant Professor. B.A., Univ. of Notre Dame, Professor. B.A., Wesleyan Univ., 1975; M.A., 1977; M.Div., ibid., 1986; Ph.D., Cambridge Participants will make in-class presentations Marquette Univ., 1979; M.A., Yale Univ., Univ., 1998. (1996) followed by discussion. Rather than a single 1981; M.Phil, ibid., 1983; Ph.D., ibid., 1988. REV. EUGENE GORSKI, C.S.C., Profes- major paper based on the work of the entire (1990) semester, a shorter paper will be required sional Specialist. Ph.D., Univ. of Notre Dame, following the treatment of each topic. REV. MICHAEL E. CONNORS, C.S.C., 1953; M.M., ibid., 1955; S.T.L., Gregorian Director of M.Div. Program and Assistant Univ, Rome, 1961; S.T.D., Institut 689. Dissertation Research Seminar Professor. B.A., Illinois College, 1977; M.Div., Catholique de Paris, 1971. (1999) (3-0-3) Staff Univ. of Notre Dame, 1983; Th.D., Regis GUSTAVO GUTIÉRREZ, John Cardinal For students in final semester of course College, Toronto School of Theology, 1997. O’Hara Professor of Theology. Lic.Theo., 1959, work to begin collegially the basic research (1997) Catholic University of Leon; Th.D., 1985, for their dissertation topics. Required for LAWRENCE S. CUNNINGHAM, John M. ibid. (2001) liturgy students; elective for others. (Spring) O’Brien Professor of Theology. A.B., St. Bernard JENNIFER HERDT, Assistant Professor. B.A., Other Graduate Courses College, 1957; S.T.L., Gregorian Univ., 1961; Oberlin College, 1989; M.A., Princeton 697. Directed Readings M.A., Florida State Univ., 1963; Ph.D., ibid., Univ., 1991; Ph.D., ibid., 1994. (1999) 1968. (1988) (0-0-V) M. CATHERINE HILKERT, Associate REV. BRIAN DALEY, S.J., Catherine F. Professor. B.A., Univ. of Dayton, 1971; M.A., 699. Research and Dissertation Huisking Professor of Theology. B.A., Fordham Catholic Univ. of America, 1979; Ph.D., ibid., (V-V-V) Staff 1984. (1996) Theology 135

MAXWELL JOHNSON, Associate Professor. Univ. of Fribourg, 1961. (1961) Ph.D., Graduate Theological Union, Berkeley, B.A., Augustana College, 1974; M. Div., HINDY NAJMAN, Assistant Professor (on 1990. (1989) Wartburg Seminary, 1978; M.A., St. John’s leave spring 2002). B.A., Stern College, EUGENE C. ULRICH, Rev. John. A. O’Brien Univ., 1982; M.A., Univ. of Notre Dame, Yeshiva Univ., 1989; Ph.D., Harvard Univ., Professor (on leave spring 2002). Litt.B., Xavier 1989; Ph.D., ibid., 1992. (1997) 1998 (1998) Univ., 1961; Ph.L., Loyola Univ., 1964; ROBERT A. KRIEG, Professor (on leave REV. JEROME NEYREY, S.J., Professor (on M.Div., Woodstock College, 1970; M.A., 2001-2002). B.A., Stonehill College, 1969; leave 2001-2002). B.A., St. Louis Univ., Harvard Univ., 1967; Ph.D., ibid., 1975. Ph.D., Univ. of Notre Dame, 1976. (1977) 1963; M.A., ibid., 1964; M.Div., Regis (1973) REV. JOHN LAHEY, C.S.C., Assistant College, 1972; M.Th., ibid., 1972; M.A., Yale JAMES C. VANDERKAM, John A. O’Brien Professional Specialist. A.B., Univ. of Notre Univ., 1975; Ph.D., ibid., 1977; S.T.L., Professor (on leave fall 2001). A.B., Calvin Dame, 1966; M.Th., ibid., 1969; D.Min., Weston School of Theology, 1987. (1992) College, 1968; B.D., Calvin Theological Andover-Newton, 1974; J.C.B., Catholic REV. THOMAS F. O’MEARA, O.P., Seminary, 1971; Ph.D., Harvard Univ., 1976. Univ. of America, 1979; J.C.L., ibid. 1981; William K. Warren Professor of Theology. Bacc. (1991) J.C.D., ibid., 1988. (1982) Phil., St. Thomas College, 1958; Lic.Phil., JOSEPH P. WAWRYKOW, Associate BLAKE LEYERLE, Associate Professor. B.A., ibid., 1959; M.A., Aquinas Inst., 1963; Professor. B.A., Univ. of Manitoba, 1978; Yale Univ., 1982; M.A., Duke Univ., 1988; M.Div.Theol., ibid., 1963; Ph.D. Theology, M.A., ibid., 1980; M.A., Yale Univ., 1981; Ph.D., ibid., 1991. (1990) Ludw. Max. Univ., Munich, 1967. (1981) M.Phil., ibid., 1984; Ph.D., ibid., 1987. BRADLEY J. MALKOVSKY, Associate CYRIL O’REGAN, Associate Professor. B.A., (1986) Professor. B.A., St. John’s Univ., 1975; M.A., Univ. College Dublin, Ireland, 1974; M.A., REV. JAMES F. WHITE, Professor Emeritus. Univ. of Tübingen, 1983; Ph.D., ibid., 1992. ibid., 1978; M.A., Yale Univ., 1983; M.Phil., A.B., Harvard Univ., 1953; B.D., Union (1992) ibid., 1984; Ph.D., ibid., 1989. (1999) Theological Seminary, 1956; Ph.D., Duke REV. EDWARD A. MALLOY, C.S.C., REV. HUGH ROWLAND PAGE JR., Univ., 1960. (1980) President of the University and Professor of Associate Professor. B.A., Hampton Inst., 1977; TODD D. WHITMORE, Associate Professor. Theology. B.A., Univ. of Notre Dame, 1963; M.Div., Pittsburgh Theological Seminary, B.A., Wabash College, 1979; M.Div., Harvard M.A., ibid., 1967; M.Th., ibid., 1969; Ph.D., 1980; S.T.M., General Theological Seminary, Divinity School, 1985; Ph.D., Univ. of Vanderbilt Univ., 1975. (1974) 1983; A.M., Harvard Univ., 1988; Ph.D., Chicago Divinity School, 1990. (1990) TIMOTHY MATOVINA, Associate Professor ibid., 1990. (1992) RANDALL C. ZACHMAN, Director of M.A./ (on leave 2001-2002). B.A., Indiana Univ., REV. MARK POORMAN, C.S.C., Vice M.T.S. Program and Associate Professor. B.A., 1978; M.Div., Toronto School of Theology, President for Student Affairs and Associate Colgate Univ., 1975; M.Div., Yale Divinity St. Michael’s College, 1983; Ph.D., Catholic Professor. B.A., Univ. of Illinois, 1976; School, 1980; Ph.D., Univ. of Chicago, 1990. Univ. of America, 1993. (2000) M.Div., Univ. of Notre Dame, 1980; Ph.D., (1991) REV. RICHARD P. McBRIEN, Crowley- Graduate Theological Union, Berkeley, 1990. O’Brien-Walter Professor of Theology. A.B., St. (1990) Thomas Seminary, Conn., 1958; M.A., St. JEAN PORTER, Director of Graduate Studies John Seminary, Mass., 1962; S.T.L., and John A. O’Brien Professor. B.A., Univ. of Gregorian Univ., 1964; S.T.D., ibid., 1967. Texas at Austin, 1976; M.Div., Weston (1980) School of Theology, 1980; M.A., Yale Univ., GERALD MCKENNY, Associate Professor. 1981; Ph.D., ibid., 1984. (1990) B.A., Wheaton College, 1979; M.Div., THOMAS PRUEGL, Assistant Professor. Princeton Theological Seminary, 1982; Ph.D., Lic.Theo., 1988, University of Munich, University of Chicago, 1989. (2001) Germany; Th.D., 1994, ibid (2001) JOHN MEIER, Professor (on leave spring MAURA A. RYAN, Associate Professor. B.A., 2002). B.A., St. Joseph’s Seminary, 1964; St. Bonaventure Univ., 1979; M.A., Boston S.T.L., Gregorian Univ., 1968; S.S.D., College, 1987; M.Phil., Yale Univ., 1990; Biblical Institute, Rome, 1976. (1999) Ph.D., ibid., 1993. (1992) REV. JOHN ALLYN MELLOH, S.M., RABBI MICHAEL A. SIGNER, Abrams Coordinator of the John S. Marten Program in Professor of Jewish Studies. B.A., Univ. of Homiletics and Liturgics and Professional California, Los Angeles, 1966; M.A., Hebrew Specialist. B.A., Univ. of Dayton, 1965; B.S., Union College-JIR, 1970; Ph.D., Univ. of Ed., ibid., 1966; M.A., Univ. of Notre Dame, Toronto, 1978. (1992) 1972; Ph.D., St. Louis Univ., 1974. (1978) GREGORY E. STERLING, Professor. A.A., REV. LEON MERTENSOTTO, C.S.C., Florida College, 1974; B.A., Houston Baptist Associate Professor. B.A., Univ. of Notre Dame, Univ., 1978; M.A., Pepperdine Univ., 1980; 1953; S.T.L., Gregorian Univ., 1957; S.T.D., M.A., Univ. of California, Davis, 1982; 136 The Division of Science

The Division of Science

In the Division of Science, programs in graduate study leading to the degree of doctor of philosophy are offered in the fields of biological sciences, biochemistry, chemistry, mathematics, and physics. Programs leading to the degree of master of science are also available in these departments.

In its programs of research and instruction, the Division of Science proposes: (1) to educate ethically grounded scientists of disciplined intelli- gence who can participate fruitfully in the affairs of human society; (2) to conduct research dedicated to the discovery and integration of truth and to train additional scientists with comparable skills and ideals; and (3) to interpret the principles and discoveries of science, with their implications and significance, by lectures, research, articles, and books.

Graduate students in the Division of Science are encouraged to cross departmental lines of instruction and to participate in interdisciplinary programs to broaden their outlook and promote the integration of the sciences in areas of overlap.

Biological Sciences controlled environment rooms, photo- institute for high-energy radiation studies, Chair: graphic facilities and an optical facility and the Center for Environmental Science John G. Duman (scanning and high-resolution transmission and Technology also provide facilities for Assistant Chairs: electron microscopes, plus confocal imaging biological research. In addition, the Paul R. Grimstad system), radioisotope rooms with specialized University maintains a Bioscience Core Ronald A. Hellenthal equipment, ultracentrifuges, centralized Facility to provide basic biochemical Rev. James J. McGrath, C.S.C. automated sequencing and imaging systems, support for cellular and molecular biology. Director of Graduate Studies: sterile transfer rooms, computing equip- The University publishes the journal, The Frederick W. Goetz Jr. ment, facilities for behavioral and electro- American Midland Naturalist. Telephone: (219) 631-6552 physiological research, and the World E-mail: [email protected] Health Organization’s Aedes Reference Because there are many opportunities for (www.bio.nd.edu/biology) Center. The recently completed Hank fruitful research in areas that tend to bridge Center for Environmental Science adds gaps between subdisciplines of biology or The Program of Studies more than 20,000 square feet of state-of- between biology and other disciplines, the The graduate program in biological sciences the-art research space for aquatic and areas of concentration are not rigidly is designed to provide students with depth environmental biology that includes defined. There are special programs in of knowledge and insight into their greenhouses, wet laboratories, a field sample aquatic ecology, evolution and environmen- particular areas of interest and a broad processing room, and a fully equipped shop. tal biology, cellular and molecular biology, background in the whole area of biology. developmental biology, microbiology, Special efforts are made to place the In addition, the Freimann Life Science parasitology, physiology, vector biology, students’ areas of interest into proper Center provides a modern animal care and wastewater treatment, but even within perspective with the other areas of biology facility for research and teaching. Two lakes each of these programs there is considerable and with cognate sciences. The goal is to on campus, several nearby natural areas, and flexibility in the choice of courses. Students train the students to be professional the University’s 7,500-acre environmental are expected to plan, with their advisory biologists in every good sense of the word research center in northern Wisconsin and committee, a program of courses and “professional.” the upper peninsula of Michigan offer a research appropriate to their individual wide variety of habitats for ecological, needs. To achieve this goal, all students are limnological, and entomological field encouraged to take appropriate courses in studies. In addition to the University-wide require- other departments as well as in biological ments of the Graduate School, applicants sciences. Formally structured interdiscipli- A specialized teaching and research library is for admission to graduate studies in this nary programs are available in biochemistry housed in the Life Sciences Center as a department should be adequately prepared and biophysics (see program description in branch of the campus library. The depart- in general biology, physics, organic this Bulletin), with the Department of Civil ment maintains and operates a PC-based chemistry, mathematics through calculus, Engineering and Geological Sciences. Local Area Network (LAN) and a and one or more areas of the life sciences. Macintosh LAN. The LANs are connected Course deficiencies in these certain areas The Department of Biological Sciences is to University-wide networks. The and prerequisites for advanced graduate housed in the Galvin Life Sciences Center. department’s Greene-Nieuwland Her- courses may be made up at Notre Dame. The facilities are excellent for most types of barium contains about 250,000 specimens. laboratory research in biology. They include The Radiation Laboratory, a University Biological Sciences 137

The master’s degree is a 24-credit-hour tuition scholarships. Students may receive 511. Protozoology program requiring the satisfactory comple- one type of support or a combination of (3-3-4) Staff tion of a minimum of 18 credit hours of several types. A number of fellowships for Prerequisite: A parasitology course (BIOS course work, passing a research proposal women and minorities are available. To be 415) or equivalent. review, and completing a suitable master’s considered, Biological Sciences requires that Emphasis on developmental biology and thesis. A student must include six of the 24 all application materials must be received by evolutionary trends, analysis of mechanisms credit hours in thesis research. the Graduate Admissions Office by involved in host-parasite relations and February 1. disease, and epidemiology of parasitic For the degree of doctor of philosophy, the protozoa. (On demand) student is expected to complete a 72-credit- Most graduate students in Biological hour requirement. This is composed of at Sciences are awarded full tuition scholar- 514. Field Parasitology least 24 credit hours of course work and the ships and are supported as teaching or (2-1-3) Adams remainder as thesis research. The student research assistants (TAs or RAs). A student Prerequisites: BIOS 241, 250 and 415, 415L must pass a comprehensive examination supported by a teaching assistantship or equivalent and consent of instructor. consisting of both an oral and a written typically works 10 to 12 hours per week. This is a course using current and classical examination, write and officially have Typical duties include teaching in an methods of identification of parasites in approved a dissertation on research undergraduate laboratory section, setting up natural populations. Field collection will be conducted under the direction of an adviser the laboratory, and grading papers. The done during fall break at UNDERC for and committee, and pass a defense of the student also takes classes and is expected to subsequent molecular and morphological dissertation. carry on thesis research. TA appointments laboratory analysis. Special attention will be are for nine months and are generally given to applying modern approaches to Students in the doctoral degree program supplemented with a two- or three-month studying the common symbiotic relation- must also fulfill a one-year teaching summer stipend from individual faculty ships of fish, amphibians, and mollusks at requirement that usually involves assisting research grants and/or departmental funds. UNDERC. The UNDERC participation is in the instruction of undergraduate or A student supported by a research assistant- mandatory to take this course. (Fall: on graduate laboratory courses. This require- ship registers for some classes and carries demand) ment may be automatically fulfilled if the out thesis research under a faculty research student has a graduate assistantship for adviser. RA support comes from govern- 515. Vector Genetics financial aid. ment, industrial, or private grant funds. RA (3-0-3) Besansky and Severson appointments are generally for 12 months. Prerequisite: A course in genetics (BIOS 250 Incoming graduate students may be or 303) or equivalent. assigned an interim faculty adviser by the Course Descriptions The principles of genetics as they apply to director of graduate studies. These assign- Each course listing includes: arthropod vectors of disease agents. (Fall: on ments are made with consideration of the – Course Number demand) specific academic interests of the student. It – Title is the responsibility of the interim adviser to – (Lecture hours per week– 516. Physiological Chemistry of Animal guide the student’s program until a research laboratory or tutorial hours per week– Parasites adviser is selected. By the end of the first credits per semester) (2-3-3) Staff semester of the second year of residence the – Instructor Prerequisites: Biochemistry (CHEM 420 or Ph.D. student must have chosen a faculty – Course Description equivalent) and consent of instructor. member as a research adviser and have – (Semester normally offered) Biochemistry and comparative biochemistry begun a research program. The master’s of animal parasites. Emphasis on intermedi- student should choose an adviser by the end 504. Developmental Genetics ary metabolism, enzymology, antiparasitic of the first year of residence. The student, in (3-3-4) Staff agents, and host-parasite relationships. (On consultation with his or her adviser, selects Prerequisite: An introductory genetics demand) an advisory committee. The members of (BIOS 250 or BIOS 303) or equivalent. this committee will contribute guidance, Selected topics in developmental genetics 518. Cell Variation and Growth expertise, and stimulation to the student in dealing with mechanisms of gene action. (3-3-4) Staff his or her graduate program and will serve Consideration of the role of genes in the Prerequisite: Cell biology (BIOS 241 or as the examining committee for the embryology, morphology, physiology, and 341) or equivalent. candidacy examinations and for the final behavior of organisms. (On demand) A comparison of developmental processes, defense. e.g., growth and differentiation in single-cell 508. Population Genetics and metazoan animals at the cell and cell Financial Assistance (3-0-3) Feder organelle levels of organization. Systems Students are offered financial assistance on a Prerequisite: An introductory genetics analyzed are embryonic, regenerative, competitive basis, with consideration given (BIOS 250 or BIOS 303) or equivalent. normal, and neoplastic. Laboratory: tissue to grades, GRE examination scores, This course will describe and mathemati- culture; organ culture; cell reaggregation; recommendations, and other factors. The cally analyze the processes responsible for microscopy; bright-field cytochemistry; University offers three types of support to genetic change within populations. (Fall: on phase; fluorescence. (On demand) full-time graduate students: fellowships, demand) graduate and research assistantships, and 138 The Division of Science

520. Arbovirology higher organisms, and with human affairs. 536. Advanced Virology (2-0-2) Grimstad (Spring; on demand) (3-0-3) Fraser Prerequisite: Consent of instructor. Prerequisite: Consent of instructor. A study of the methods and mechanisms of 530. Immunobiology of Infectious Disease Current molecular aspects of virology transmission of viruses by arthropod vectors (3-0-3) Adams and Schorey including diagnosis, prevention, therapy, and of the life histories of the vectors as they Prerequisite: BIOS 462, 415, 435, or and genetic manipulation. (On demand) pertain to viral transmission. (Spring: on permission of instructor. demand) This course provides a critical overview of 538. Neurobiology various infectious organisms and how they (3-0-3) Staff 520L. Arbovirology Laboratory interact with their host. Examples will Prerequisite: A physiology course. (0-3-1) Grimstad include intracellular and extracellular Objectives: Morphology and function of the Prerequisite: BIOS 520 or concurrent. pathogens, generation of toxins, molecular different nervous systems found in animals. Laboratory studies on arthropod-borne mechanisms of invasion, and immune The role of receptors and effectors shall be viruses. (Spring: on demand) activation and protection. Students will be discussed. Special attention will be given to expected to give oral presentations based on questions of neuronal control of behavior 524. Ichthyology critical review of primary literature as well as patterns. (On demand) (3-3-4) Goetz written reports. (Fall: on demand) Prerequisite: Consent of instructor. 539. Advanced Cell Biology The evolution, taxonomic classification, 531. Molecular Biology I (3-0-3) Shay anatomy, physiology, aquaculture, and (3-0-3) Huber Advanced Cell Biology is an upper-level zoogeography of fishes, with an examination Prerequisite: BIOS 156, 202, CHEM 224, course directed at graduate students and of the life history of selected species. (Fall: 248, or equivalent. advanced undergraduates with previous on demand) The first of a two-semester sequence that background in cell and molecular biology. will provide an introduction to molecular The course focuses on the molecular basis 524L. Ichthyology Laboratory biology, molecular genetics, and nucleic and regulation of cell structure and (0-3-1) Goetz acid biochemistry. Lecture topics include: function, covering key topics that include Corequisite: BIOS 524 and consent of physical chemistry of nucleic acids, bacterial membrane structure, function, and instructor. genetics, principles of cloning, DNA transport, cellular energetics, organelle An examination of fish species reflecting replication and recombination, prokaryotic biogenesis, protein trafficking, vesicular lecture topics. (Fall: on demand) and eukaryotic transcription, and RNA transport, signaling, and cytoskeletal processing and translation. Listed also as function. (On demand) 525. Community Ecology CHEM 531. (Fall) (3-0-3) Lodge 554. Biological Research Applications of Prerequisite: General Ecology (BIOS 312) or 532. Molecular Biology II Computers equivalent. (3-0-3) O’Tousa (3-2-4) Hellenthal Community ecology concepts, historical Prerequisite: BIOS 531 Prerequisite: Consent of instructor. development, philosophical, and method- The second semester of the sequence. Data processing techniques that have direct ological approaches. Emphasis is on Lecture topics include: transposable application to biological research and competition, predation, temporal, and elements, yeast genetics, gene families, teaching. Emphasis is on the use of spatial variability, exotic species, and food molecular aspects of development, animal computers for the solution of specific webs. (On demand) viruses, and computer-assisted analysis of biological data handling and analysis of nucleic acids and proteins. Listed also as problems. (Spring: on demand) 527. Stream Ecology CHEM 532. (Spring) (3-0-3) Lamberti 556. Histology Prerequisite: General Ecology (BIOS 312) or 533. Proteins and Nucleic Acids (3-3-4) Staff equivalent. (3-0-3) Staff Prerequisite: Consent of instructor. This course explores the interaction of The structure, stability, and interactions of An in-depth examination of the normal biological, chemical, and physical features of proteins and nucleic acids will be discussed. structure of vertebrate animal tissues and streams and rivers. Quantitative analysis of The chemical rules by which these biologi- cells. Histological techniques (fixation, stream biota and periodic physical features cal macromolecules operate will be embedding, staining) will be taught in the is conducted during field laboratory examined. (On demand) laboratory. (On demand) sessions. Human impacts on flowing waters are explored, along with current theory of 535. Comparative Endocrinology 558. Biological Electron Microscopy stream ecology. (Fall: on demand) (3-0-3) Boyd (3-3-4) Staff A systematic comparative analysis of Prerequisite: Consent of instructor. 528. Environmental Microbiology chemical mediation in biological systems Characteristics and biological applications (2-0-2) Kulpa with special emphasis on vertebrate species. of transmission and scanning electron Prerequisite: Permission of instructor. A study of the structure and function of microscopy. Current methods in ultrastruc- A characterization of the roles of microbes endocrine tissues, the biochemistry of tural preparation and analysis. (On in natural and man-made environments; hormones and their effects on the physiol- demand) their interrelations with each other, with ogy and behavior of organisms. (On demand) Biological Sciences 139

560. Environmental Physiology and Biochemistry experience at the University’s environmental 576. Topics in Biocomputing (3-0-3) Duman research facility located in northern (V-V-1) Staff Prerequisite: A course in physiology. Wisconsin and the upper peninsula of Prerequisite: Consent of instructor. A course concentrating on physiological and Michigan. Course includes an independent A specific area concerning the use of biochemical adaptations that enable research project. (Summer) computers in biology will be covered each organisms to exist under extremes of such time the course is given. Lectures, demon- environmental variables as temperature, 570. Topics in Cell Biology strations, and laboratory are variable, oxygen concentration, osmotic concentra- (V-V-V) Staff depending upon the subject treated. tion, pressure, water availability, pH, etc. Prerequisite: Consent of instructor. (Spring: on demand) (Fall: on demand) A course offered when demand warrants it. Subject matter changes depending on 577. Topics in Genetics/Molecular Biology 561. Advanced Aquatic Ecology students’ needs. Prospective subjects include (V-V-V) Staff (3-3-4) Lodge bioisotopes or chemistry of cell organelles. Prerequisites: BIOS 501 and CHEM 623. Prerequisite: An ecology course. (On demand) Selected topics in molecular biology as Population interactions, community reflected by the current literature. Students analysis, biogeochemical cycles, and 571. Topics in Physiology will be expected to present one-third of the ecosystem structure and functioning in (V-V-V) Staff lecture material and will not be accepted streams, lakes, and oceans. (On demand) Prerequisite: Consent of instructor. unless the prerequisites are met. In special Subject matter changes depending on cases they may be admitted at the discretion 562. Aquatic Insects students’ needs. Prospective subjects include of the instructor. (On demand) (3-3-4) Hellenthal invertebrate and vertebrate physiology. (On Prerequisite: A course in entomology, demand) 578. Scientific Writing invertebrate zoology, or ecology. (3-0-3) Boyd The taxonomy and ecology of insects having 571A. Physiology Practicum Students are instructed in the skills needed aquatic stages in their life cycles. (Spring: on (V-V-V) Staff to write publication-quality manuscripts. demand) (On demand) 572. Topics in Botany 563. Wetland Ecology (V-V-V) Staff 579. Topics in Parasitology and Vector (3-0-3) Bridgham Prerequisite: Consent of instructor. Biology Prerequisites: BIOS 312, 312L, or equiva- Subject matter changes depending on (V-V-V) Staff lent and consent of instructor. students’ needs. Prospective subjects include Prerequisite: Consent of instructor. Cycling of nutrients and carbon, plant plant taxonomy or biology of lower plants. Subject matter changes depending on communities, hydrology, successional (On demand) students’ needs. Prospective topics include development, and management in wetland specific diseases (e.g., Malaria, dengue), ecosystems will be explored. Several 573. Topics in Ecology molecular genetics of vectors, bioinfor- Saturday field trips are mandatory. (On (V-V-V) Staff matics, and others. (On demand). demand) Prerequisite: Consent of instructor. Subject matter changes depending on 580. Seminars 564. Behavioral Ecology students’ needs. Prospective subjects include (1-0-1) Staff (3-0-3) Lodge systems analysis in ecology or biogeography. Advanced level, current topics in the areas Prerequisite: An ecology course. (On demand) listed below. An introductory course in the Emphasis is placed on the behavioral area or consent of the instructor is usually components of species interactions and their 574. Topics in Evolutionary and Systematic required. importance in natural selection and Biology A. Ecology population regulation. Topics include: (V-V-V) Staff B. Developmental Biology adaptations and natural selection, group and Prerequisite: Consent of instructor. C. Physiology/Neurobiology/Behavior kin selection, sociality and cooperations, Subject matter changes depending on D. Genetics/Molecular Biology sexuality and mating systems, predator and students’ needs. Prospective subjects include E. Parasitology/Vector Biology prey behavior, behavior of competitors, numerical taxonomy and population F. Cell Biology/Microbiology territoriality, coevolutionary arms races, genetics. (On demand) signals, thermoregulation, and habitat 599. Thesis Direction selection. (On demand) 575. Topics in Developmental Biology (V-V-V) Staff (V-V-V) Staff (Every semester) 568. Introduction to UNDERC Prerequisite: Consent of instructor. (1-0-1) Hellenthal Subject matter changes depending on 600. Nonresident Thesis Research Open only to students previously accepted students’ needs. Prospective subjects include (0-0-1) Staff into the UNDERC program. (Spring) developmental physiology, determination Students away from campus register for one and differentiation, extracellular matrix, and credit hour each semester during regular 569. Practicum in Aquatic Biology invertebrate development. (On demand) academic year only. (Every semester) (V-V-6) Staff Practical training in aquatic and environ- mental biology through lecture and field 140 The Division of Science

611. Experimental Parasitology 517. Biological Microtechniques MALCOLM J. FRASER JR., Associate (3-3-4) Staff 523. Practicum in Environmental Biology Professor. B.S., Wheeling College, 1975; M.S., Prerequisite: Consent of instructor. 526. Invertebrate Pathology Ohio State Univ., 1979; Ph.D., ibid., 1981. A seminar and laboratory on current 534. Plant Physiology (1983) methods used in parasitological research. 537. Microbial Genetics Protozoan, helminth, and arthropod 541. Physical Chemistry for Biologists FREDERICK W. GOETZ JR., Director of parasites will be considered. (On demand) 565. Nutrition Graduate Studies and Professor. B.A., Colgate 590. Seminar in Microbial Genetics Univ., 1972; Ph.D., Univ. of Wyoming, 622. Advanced Immunology 681. Special Problems in Microbiology 1976. (1977) (3-0-3) Adams PAUL R. GRIMSTAD, Director of Under- Prerequisites: Principles of Microbiology, Faculty graduate Studies, Assistant Chair and Associate immunology, biochemistry. JOHN H. ADAMS, Associate Professor. B.A., Professor. B.A., Concordia College, 1967; A course concerned with the immunochem- Hendrix College, 1978; M.Sc., Univ. of M.S., Univ. of Wisconsin, 1972; Ph.D., ibid., istry of antigens, antibodies, and their Illinois, 1983; Ph.D., ibid., 1986. (1991) 1973. (1976) interaction. Antibody biosynthesis and the cellular aspects of the immune response are GARY E. BELOVSKY, Gillen Director of KRISTIN M. HAGER. Assistant Professor. also considered. (On demand) UNDERC and Professor. B.B.A., University of B.Sc., University of Illinois, 1989; Ph.D., Notre Dame, 1972; M.F.S., Yale University, University of Alabama, Birmingham, 1996. 663, 664, 665. Methods in Cellular and 1972; Ph.D., Harvard University, 1977. (2000) Molecular Biology (2001) RONALD A. HELLENTHAL, Assistant (V-V-V) Staff HARVEY A. BENDER, Professor. B.A., Chair and Professor. A.A., Los Angeles Valley Prerequisite: Permission of instructor. Western Reserve Univ., 1954; M.S., North- Laboratory instruction in biochemical, College, 1965; B.A., California State Univ., western Univ., 1957; Ph.D., ibid., 1959. Northridge, 1967; Ph.D., Univ. of Minnesota, molecular biological, and immunological (1960) techniques. The course is divided into three 1977. (1977) nine-week sections: protein purification and NORA J. BESANSKY, Associate Professor. EDWARD H. HINCHCLIFFE, Assistant modification, gene cloning and expression, B.S., Oberlin College, 1982; M.S., M.Phil., Professor. B.Sc., Univ. of Dayton, 1989; immunochemistry and cellular immunol- Yale Univ., 1987; Ph.D., ibid., 1990. (1997) Ph.D., Univ. of Minnesota, 1995. (2001) ogy. Students will learn a wide range of SUNNY K. BOYD, Associate Professor. A.B., HOPE HOLLOCHER, Luce Associate methodologies intended to prepare them for Princeton Univ., 1981; M.S., Oregon State research. (Fall and spring: on demand) Professor. B.A., University of Pennsylvania, Univ., 1984; Ph.D., ibid., 1987. (1987) 1982; Ph.D., Washington University, 1991. 671. Special Problems SCOTT D. BRIDGHAM, Associate Professor. (2000) (V-V-V) Staff B.A., Univ. of Maine, 1980; B.A., ibid., 1982; DAVID R. HYDE, Professor. B.S., Michigan Special topics in the field of interest of M.S., Univ. of Minnesota, 1986; Ph.D., Duke State Univ., 1980; Ph.D., Pennsylvania State individual graduate students. (Every Univ., 1991. (1994) Univ., 1985. (1988) semester) FRANK H. COLLINS, George and Winifred ALAN L. JOHNSON, Professor. B.A., Univ. 680. MBP Seminar Clark Professor of Biological Sciences. A.B., of Vermont, 1972; M.S., ibid., 1975; Ph.D., (V-V-V) Staff Johns Hopkins Univ., 1966; M.A., Univ. of Cornell Univ., 1979. (1993) Special seminar series for MPB participants. East Anglia, 1973; M.S., Univ. of California, Davis, 1980; Ph.D., ibid., 1981. (1997) CHARLES F. KULPA JR., Director of the Center for Environmental Science and Technol- 699. Research and Dissertation CRISLYN D’SOUZA-SCHOREY, Walther ogy and Professor. B.S., Univ. of Michigan, (V-V-V) Staff Cancer Institute Assistant Professor. B.Sc., Univ. (Every semester) 1966; M.S., ibid., 1968; Ph.D., ibid., 1970. of Bombay, India, 1986; M.Sc., ibid., 1988; (1972) Ph.D., Univ. of Texas, San Antonio, 1992. 700. Nonresident Dissertation Research (1998) GARY A. LAMBERTI, Professor. B.S., Univ. (0-0-1) Staff of California, Berkeley, 1975; Ph.D., Univ. of Students away from campus register for one JOHN G. DUMAN, Chair and Martin J. California, Davis, 1983. (1990) credit hour each semester during regular Gillen Professor. B.S., Pennsylvania State academic year only. (Every semester) Univ., 1968; Ph.D., Univ. of California, San DAVID M. LODGE, Professor. B.S., Univ. of Diego, Scripps Institute of Oceanography, the South, 1979; D.Phil., Oxford Univ., Other graduate courses taught on an 1974. (1974) England, 1982. (1985) irregular basis: JEFFREY FEDER, Associate Professor. B.A., MARY ANN McDOWELL, Assistant Pomona College, 1980; Ph.D., Michigan State Professor. B.S., University of Nebraska, 501. Advanced Molecular Genetics Lincoln, 1988; M.S., ibid., 1990; Ph.D., 502. Genetics of Lower Eukaryotes Univ., 1989; Postdoc., Princeton Univ., 1991. (1993) University of Wisconsin, Madison, 1995. 503. Advanced Microbial Physiology (2001) 506. Cytogenetics MICHAEL T. FERDIG, Assistant Professor. 509. Plant Anatomy B.S., University of Nebraska, Lincoln, 1987; REV. JAMES J. McGRATH, C.S.C., Assistant 510. Experimental Parasitology M.S., ibid., 1990; Ph.D., University of Chair and Associate Professor. A.B., Univ. of 512. Helminthology Wisconsin, Madison, 1997. (2001) Notre Dame, 1955; M.A., Univ. of California, 1963; Ph.D., ibid., 1966. (1965) Chemistry and Biochemistry 141

KENNETH R. OLSON, Adjunct Professor. toward the master’s and Ph.D. degrees. specialty journals are available in the B.S., Univ. of Wisconsin, LaCrosse, 1969; Applications are taken from students Chemistry-Physics Research Library located M.S., Michigan State Univ., 1970; Ph.D., seeking either degree in either chemistry or in Nieuwland Science Hall. Other relevant ibid., 1972. (1975) biochemistry. holdings are found in the Life Sciences Library located in Galvin Life Sciences JOSEPH E. O’TOUSA, Director of the The Ph.D. program is designed to prepare Center. The Radiation Research Labora- Program in Molecular Biosciences and Professor. the student for a career in research or tory, which is operated by the U.S. B.S., Univ. of California, Irvine, 1976; Ph.D., college-level teaching in chemistry, Department of Energy, is one of the world’s Univ. of Wisconsin, 1980. (1985) biochemistry, and related fields. Advanced leading research centers in radiation JEANNE ROMERO-SEVERSON, Adjunct courses in several areas of chemistry and chemistry and draws scientists from all over Assistant Professor. B.S., Univ. of Wisconsin, biochemistry are available (see list below) the world to the Notre Dame campus. The Madison, 1974; M.S., ibid., 1975; Ph.D., along with regular seminars and special laboratory has a staff of approximately 20 ibid., 1984. (1997) topics courses. Students usually begin active research scientists, two of whom have joint research during the first summer of their appointments in the Department of JEFFREY S. SCHOREY, Assistant Professor. graduate program. Admission to candidacy Chemistry and Biochemistry (see Radiation B.Sc., Southeast Missouri State Univ., 1985; for the doctoral degree occurs after Laboratory in this Bulletin). Ph.D., Univ. of Texas Health Science Center, completion of written and oral examina- San Antonio, 1991. (1998) tions in the area of specialization. Currently, there are over 100 graduate DAVID W. SEVERSON, Professor. A.A., students and approximately 25 postdoctoral The department considers teaching investigators in the department. Visiting Rochester Community College, 1970; B.A. an integral part of the education of a scientists from the United States and Winona State Univ., 1975; M.Sc., Univ. of graduate student. Teaching performance, foreign countries are often in residence. Wisconsin, LaCrosse, 1978; Ph.D., Univ. of therefore, is considered as part of the Wisconsin, Madison, 1983. (1997) semiannual graduate student evaluations. A Course Descriptions NEIL F. SHAY, Associate Professor. B.S., Univ. minimum of one year of teaching experi- Each course listing includes: Massachusetts, Amherst, 1976; M.A.T., Univ. ence is required of all advanced degree- — Course Number Massachusetts, 1979; Ph.D., Univ. Florida, seeking students. — Title 1990. (2000) — (Lecture hours per week– Both the Ph.D. and master’s degrees require JENNIFER L. TANK. Galla Assistant laboratory or tutorial hours per week– a dissertation based upon experimental and/ credits per semester) Professor. B.S., Michigan State University, or theoretical research performed in one of — Instructor 1988; M.S., Virginia Polytechnic Institute and the four major areas: physical chemistry, — Course Description State University, 1992; Ph.D., ibid., 1996. organic chemistry, inorganic chemistry, or — (Semester normally offered) (2000) biochemistry. The department participates MARTIN P. TENNISWOOD, Coleman in interdisciplinary programs involving the 420. Principles of Biochemistry Professor of Life Sciences. B.Sc., Trent Univ., departments of biological sciences, physics, (3-0-3) Biochemistry Staff and engineering. (See particularly “Molecu- Ontario, 1973; Ph.D., Queen’s Univ., 1979. A general treatment of the various areas of lar Biosciences Program” under Interdisci- (1998) modern biochemistry; intermediary plinary Programs in this Bulletin.) A student metabolism, bioenergetics, molecular basis KEVIN T. VAUGHAN, Assistant Professor. normally selects his or her area of research of genetic and developmental processes, and B.A., Hamilton College, 1984; M.S., State by the end of the first semester. cellular mechanisms. (Fall and spring) Univ. New York, Buffalo, 1986; Ph.D., Cornell Medical College, 1992. (1998) The Department of Chemistry and 443. Inorganic Chemistry Biochemistry has excellent facilities for JOELLEN J. WELSH, Professor. B.A., Rutgers (3-0-3) Sevov research, including most modern instru- Group Theory, Molecular Orbital Theory, Univ., 1975; Ph.D., Cornell Univ., 1980. ments for investigations in the major areas (1998) structure, and spectroscopy are used as of chemistry and biochemistry. In addition vehicles for the introduction of molecules to equipment found in the research from inorganic, organometallic, solid state, Chemistry and Biochemistry laboratories of individual faculty members, and organic chemistry. (Fall) department facilities include the Lizzadro Chair: Magnetic Resonance Research Center, the 521. Fundamentals of Biochemistry A. Graham Lappin College of Science Biosciences Core (3-0-3) Nowak Director of Graduate Studies: Facility, the Center for Transgene Research, The chemical properties of biological Bradley D. Smith Walther Cancer Institute Center of molecules such as amino acids, proteins, Telephone: (219) 631-7058 Excellence in Cancer Research, the nucleotides, carbohydrates, lipids, and E-mail: [email protected] Molecular Structure and Mass Spectrometry enzymes. Physical and chemical principles (www.science.nd.edu/chemistry) Facilities, and the Surface Science Labora- are utilized to understand biological tory. The latter is maintained jointly by the processes. (Fall) The Program of Studies departments of chemistry and biochemistry The graduate programs in chemistry and and electrical engineering. In addition to biochemistry at Notre Dame are directed holdings in Hesburgh Library, all the major chemical, biochemical, and biophysical 142 The Division of Science

522. Intermediary Metabolism 611, 612. Seminar in Inorganic Chemistry 627, 628. Special Topics in Biochemistry (3-0-3) Goodson, Basu (1-0-1) (1-0-1) Inorganic Chemistry Staff (V-0-V) (V-0-V) Biochemistry Staff Prerequisite: CHEM 521. Prerequisite: Permission of instructor. A study of the chemical reactions character- 615. Inorganic Mechanisms Recent offerings have included: istic of living systems: mechanisms, (3-0-3) Brown, Fehlner Glycoconjugates; Spectroscopy in Biochem- regulation, and energetics of metabolism. A general treatment of the mechanisms of istry; Chemistry and Biology (Spring) inorganic reactions, including an examina- of RNA. tion of the sources of mechanistic data. 531. Molecular Biology I (Every other fall) 631, 632. Advanced Organic Chemistry I, II (3-0-3) Huber (3-0-3) (3-0-3) Wiest, Miller The first of a two-semester sequence 616. Solid State and Cluster Chemistry The theoretical basis of organic reaction that provides an introduction to molecular (3-0-3) Sevov, Fehlner mechanisms and a detailed study of the biology, molecular genetics, and nucleic A survey of synthesis, structure (geometric preparation and reactions of organic acid biochemistry. Topics include: physical and electronic), spectroscopic, dynamic functional groups. (Fall and spring) chemistry of nucleic acids, bacterial properties, and reactivity of solid state and genetics, principles of cloning, DNA molecular cluster compounds of the main 634. Structure Elucidation replication and recombination, prokaryotic group and transition metal elements. (3-0-3) Organic and Inorganic Staff and eukaryotic transcription, and RNA (Spring) The interpretation of data from NMR, IR, processing and translation. Listed also as MS, UV, X-ray methods with an emphasis BIOS 531. (Fall) 617, 618. Special Topics in Inorganic on the practical as opposed to the theoreti- Chemistry cal point of view. (Spring) 532. Molecular Biology II (V-0-V) (V-0-V) Inorganic Chemistry Staff (3-0-3) Biochemistry Staff Recent offerings have included: Advanced 635, 636. Seminar in Organic Chemistry The second semester of the sequence. Laboratory Techniques in Inorganic (1-0-1) (1-0-1) Organic and Chemistry Lecture topics include: yeast genetics and Chemistry; MO’s in Organometallics X-ray Staff molecular biology; retroviruses and Crystallography. transposable elements; transgenic mice; and 637, 638. Special Topics in Organic Chemistry special topics covering cell cycle regulation, 620. Bioinorganic Chemistry (V-0-0) (V-0-0) Organic Chemistry Staff oncogenes, development in Drosophila, (3-0-3) Scheidt Recent offerings have included: Advanced signal transduction, and cloning of human The role of metals in biological systems. Physical Organic Chemistry; Computers in disease genes. (Spring) (Every other spring) Chemistry; Enzymes in Organic Synthesis; Chemical Basis of Gene Expression. 535. Medicinal Chemistry 621, 622. Seminar in Biochemistry (3-0-3) Organic Chemistry Staff (1-0-1) (1-0-1) Staff 639. Synthetic Organic Chemistry Prerequisite: CHEM 224 or equivalent. (3-0-3) Taylor The chemical, biological, and medical 623. Enzyme Chemistry Prerequisite: CHEM 632. aspects of medicinal agents. The course will (3-0-3) Nowak A systematic and critical study of the include CNS depressants, CNS stimulants, Prerequisite: CHEM 522. synthetic methods of modern organic benzodiazepines, cardiovascular agents, Physical and chemical properties and chemistry including the development of analgesics, cascades (arachidonic acid, renin, mechanism of action of enzymes and their multistage syntheses. (Fall) peptides) antibiotics, cancer, transmitters, role in metabolic processes. (Every other teratogens, metabolism, drug design, spring) 641. Statistical Mechanics I cholesterol, anti-inflammatory agents, (3-0-3) Gezelter antiulcer agents, Alzheimer’s and 624. Advanced Biochemical Techniques Foundations of statistical mechanics; Parkinson’s diseases. (Every other fall) (2-6-4) Biochemistry Staff canonical, microcanonical, and grand Prerequisite: Permission of instructor. canonical ensembles; thermodynamic 599. Thesis Direction Advanced laboratory in biochemical properties of chemical substances in terms (V-V-V) Staff techniques with emphasis on protein of partition functions; chemical equilib- M.S. research. purification, enzyme kinetics, carbohydrate rium; thermal radiation; quantum statistics; analysis, and DNA cloning and sequencing. chemical kinetics and the approach to 601, 602. Seminar in Chemistry (Spring) equilibrium. (Spring) (V-0-0) (V-0-0) Staff Prerequisite: Registration as graduate 626. NMR Spectroscopy in Chemistry and 642. Chemical Kinetics student in chemistry. Biochemistry (3-0-3) Thomas Lectures by invited speakers. (3-0-3) Serianni Rates and mechanisms of chemical reactions A survey of modern NMR methods used to in the condensed phase; formalisms, theory. 610. Organometallic Chemistry determine molecular structure and confor- (Fall) (3-0-3) Brown mation, study chemical and biochemical Structure and reactions of organometallic reactivity, and probe metabolic processes in 643, 644. Seminar in Physical Chemistry compounds and applications to synthetic biological systems. 1D, 2D and 3D (1-0-1) (1-0-1) Physical Chemistry Staff and catalytic reactions. (Every other fall) spectroscopy and MRI/MRS are treated. (Every other year) Chemistry and Biochemistry 143

645, 646. Seminar in Radiation Chemistry which atoms and molecules react. Topics XAVIER CREARY, Charles L. Huisking Sr. (1-0-1) (1-0-1) Staff include potential energy surfaces, impact Professor of Chemistry. B.S., Seton Hall Univ., A continuing informal discussion of areas in parameters, energy consumption and 1968; Ph.D., Ohio State Univ., 1973. (1974) radiation chemistry currently active either at disposal, classical trajectory simulations, Notre Dame or elsewhere. and quantum scattering methods. THOMAS P. FEHLNER, Grace-Rupley (Every other year) Professor of Chemistry. B.S., Siena College, 647, 648. Special Topics in Physical 1959; M.A., Johns Hopkins Univ., 1961; Chemistry 680. Seminar in Biochemistry, Ph.D., ibid., 1963. (1964) (V-0-V) (V-0-V) Staff Biophysics and Molecular Biology J. DANIEL GEZELTER, Assistant Professor. Current topics of modern theoretical and (1-0-1) Staff B.S., Duke University, 1989; CPS, Univ. of experimental physical chemistry. A recent Cambridge 1990; Ph.D., University of offering is: Computer Simulation of 697. Directed Readings California at Berkeley, 1995 (1999) Organic and Biological Molecules. (V-V-V) Staff HOLLY V. GOODSON, Assistant Professor. 649. Quantum Mechanics 699. Research and Dissertation A.B., Princeton Univ., 1988; Ph.D., Stanford (3-0-3) Gezelter (V-V-V) Staff Univ., 1995 A chemically oriented survey of quantum Research and dissertation for resident GREGORY V. HARTLAND, Associate mechanics at an intermediate level; wave doctoral students. Professor. B.S., Univ. of Melbourne, 1985; packets, commutator relations, angular Ph.D., Univ. of California, Los Angeles, 1991. momentum, central field problems, 699Z. Visiting Student Research (1994) harmonic oscillators, and approximation (V-V-V) Staff methods. Some relevant mathematical ROBERT G. HAYES, Professor. B.S., Univ. of concepts are developed: matrix algebra 700. Nonresident Dissertation Research Pittsburgh, 1958; Ph.D., Univ. of California, orthogonal functions. (Every other fall) (0-0-1) Staff Berkeley, 1961. (1961) Required of nonresident graduate students PAUL HELQUIST, Professor. B.A., Univ. of 650, 651. Computational Chemistry I, II who are completing their dissertations in Minnesota, 1969; M.S., Cornell Univ., 1971; (3-0-3) (3-0-3) Gezelter, Wiest absentia and who wish to retain their degree An overview of the fundamental theory, status. Ph.D., ibid., 1972. (1984) methodology, and applications of computa- PAUL W. HUBER, Associate Professor. B.S., tional chemistry. Topics include simulation Faculty Boston College, 1973; Ph.D., Purdue Univ., techniques such as molecular dynamics and KLAUS-DIETER ASMUS, Professor. 1978. (1985) Monte Carlo as well as a wide range of Vordiplom, Technical Univ., Berlin, 1960; DENNIS C. JACOBS, Professor. B.S., Univ. quantum chemistry methods. Applications Diplom, ibid., 1963; Ph.D., ibid., 1965. of California, Irvine, 1982; Ph.D., Stanford center on organic molecules and biological (1995) systems such as proteins and DNA. Hands- Univ., 1988. (1988) BRIAN BAKER, Assistant Professor. B.S., New on computer experience is an integral part ALEX KANDEL, Assistant Professor. B.S., Yale Mexico State Univ., 1992; Ph.D., Univ. of of these courses. (Fall and spring) Univ., 1993; Ph.D., Stanford Univ., 1999. Iowa, 1997. (2001) (2001) 652. Molecular Spectroscopy SUBHASH CHANDRA BASU, Professor. A. GRAHAM LAPPIN, Chair and Professor. (3-0-3) Hartland B.S., Calcutta Univ., 1958; M.S., ibid., 1960; B.Sc., Univ. of Glasgow, 1972; Ph.D., ibid., Prerequisite: CHEM 649 or permission Ph.D., Univ. of Michigan, 1966; D.Sc., Univ. 1975. (1982) of instructor. of Calcutta, 1976. (1970) A study of the interaction of light with MARYA LIEBERMAN, Assistant Professor. matter, at the single- and multi-photon RUDOLPH S. BOTTEI, Professor. A.B., B.S., Massachusetts Institute of Technology, level. Topics include group theory, Wilkes College, 1950; M.S., Cornell Univ., 1989; Ph.D., Univ. of Washington, 1994. molecular vibrational analysis, non- 1952; Ph.D., Princeton Univ., 1955. (1955) (1996) separability of electronic, vibrational, and SETH N. BROWN, Assistant Professor. B.S., DAN MEISEL, Professor and Director of the rotational motion, angular momenta Massachusetts Institute of Technology, 1988; Radiation Laboratory. B.S., Hebrew Univ. in coupling, and time-independent and time- Ph.D., Univ. of Washington, 1994. (1996) dependent perturbation theory. (Every Jerusalem, 1967; Ph. D., ibid., 1974. (1998) FRANCIS J. CASTELLINO, Dean of the other year) MARVIN J. MILLER, George and Winifred College of Science and Kleiderer-Pezold Professor Clark Professor of Chemistry. B.S., North of Biochemistry. B.S., Univ. of Scranton, 1964; 653. Surface Chemistry Dakota State Univ., 1971; M.S., Cornell (2-0-2) Jacobs, Lieberman, Thomas M.S., Univ. of Iowa, 1966; Ph.D., ibid., Univ., 1974; Ph.D., ibid., 1976. (1977) The chemistry and physics of surfaces 1968. (1970) and interfaces. THOMAS L. NOWAK, Professor. B.S., Case BAKSHY A. CHIBBER, Research Assistant Institute of Technology, 1964; Ph.D., Univ. 655. Chemical Reaction Dynamics Professor. B.Sc., Indian Institute of Technol- of Kansas, 1969. (1972) ogy, 1968; Ph.D., Univ. of Waterloo, 1972. (3-0-3) Jacobs VICTORIA A. PLOPLIS, Research Associate Prerequisite: CHEM 649 or permission (1986) Professor. B. A., The Dominican University, of instructor. PATRICIA CLARK, Luce Assistant Professor. 1975; Ph. D., University of Notre Dame, An overview of experiments and theories B.S., Georgia Institute of Technology, 1991; 1981. (1998) that examine the detailed mechanisms by Ph.D., Univ. of Texas, 1997. (2001) 144 The Division of Science

MARY PROROK. Research Assistant Professor years of thesis work in close association with data are lost. A good example is the genetic B. S., State Univ. of New York at Buffalo, a member of the faculty. Limited enroll- code stored in a DNA molecule or the 1982; Ph.D., ibid., 1990. (1998) ment and the presence of active groups of ISBN numbers used by book publishers. strong mathematicians provide excellent Coding theory is widely applied in data ELLIOT D. ROSEN, Research Associate opportunities for research in algebra, communication and mathematically it is Professor. B.A., Columbia College, 1969; complex analysis, partial differential interconnected with algebraic geometry on Ph.D., Univ. of Iowa, 1980. (1984) equations, logic, algebraic geometry, the algebraic side and with information W. ROBERT SCHEIDT, William K. Warren differential geometry, topology and applied theory on the analytic side. Professor. B.S., Univ. of Missouri, 1964; M.S., mathematics. Most students complete the Univ. of Michigan, 1966; Ph.D., ibid., 1968. program within five years; some finish in Algebraic Geometry (1970) four years; a few in three. At its heart, algebraic geometry studies the geometry of the solution sets of systems of ANTHONY S. SERIANNI, Professor. B.S., Students are supported by fellowships and polynomials. Such sets include parabolas, Albright College, 1975; Ph.D., Michigan State teaching assistantships. Students’ teaching spheres, Euclidean space, projective spaces, Univ., 1980. (1982) responsibilities are integrated into their and a vast array of beautiful and intricate SLAVI C. SEVOV, Associate Professor. B.S., professional development as mathemati- concrete curves, surfaces, and higher Univ of Sofia, 1983; M.Sc., ibid., 1985; cians. dimensional sets. In the Department of Ph.D., Iowa State Univ., 1993. (1995) Mathematics there is research in many parts First-year students have no teaching duties of this subject, including adjunction theory, BRADLEY D. SMITH, Director of Graduate and usually devote their full time to courses. Castelnuovo theory, curve theory, various Studies and Professor. B.S., Univ. of The oral candidacy examination is taken aspects of the projective classification of Melbourne, 1982; Ph.D., Pennsylvania State during the second year. A reading knowl- varieties, the study of group actions, liaison Univ., 1988. (1991) edge of one approved language, in addition theory, and the numerical analysis of RICHARD E. TAYLOR, Associate Professor. to English, is required. polynomial systems. There is also activity in nearby areas dealing with coding theory and B.S., State Univ. of New York, Oswego, 1987; The Department of Mathematics has its with nonlinear partial differential equations. Ph.D., Rensselaer Polytechnical Institute, own building with good computer facilities 1992. (1995) and a comprehensive research library of Differential Geometry J. KERRY THOMAS, Julius A. Nieuwland nearly 27,000 volumes that subscribes to The striking feature of modern differential Professor of Science. B.Sc., Univ. of Manches- 275 current journals. Graduate students are geometry is its breadth, which touches so ter, 1954; Ph.D., ibid., 1957; Sc.D., ibid., provided with comfortable office space and much of mathematics and theoretical 1969. (1970) are assured a stimulating and challenging physics, and the wide array of techniques it intellectual experience. uses from areas as diverse as ordinary and REV. JOSEPH WALTER, C.S.C., Chair of partial differential equations, complex and Preprofessional Studies and Associate Professor. Areas of Research harmonic analysis, operator theory, B.S., Duquesne Univ., 1951; Ph.D., Univ. of topology, ergodic theory, Lie groups, non- Pittsburgh, 1955. (1961) Applied Mathematics linear analysis, and dynamical systems. OLAF GUENTER WIEST, Associate The Department of Mathematics has over Research at Notre Dame covers the follow- Professor. Vordiplom, Univ. of Bonn, 1987; half-a-dozen faculty members actively ing areas at the forefront of current work in M.S., ibid., 1991; Ph.D., ibid., 1993. (1995) involved in a variety of areas of mathematics geometric analysis and its applications. and its applications to physics, engineering, and problems arising from industry. The 1. Geodesics, minimal surfaces, and constant mean curvature surfaces Mathematics research disciplines they are pursuing, often in conjunction with members of other The global structure of a space may be Chair: departments at Notre Dame, include the investigated by the extensive use of Steven A. Buechler following: dynamical systems and partial geodesics, minimal surfaces, and surfaces of Director of Graduate Studies: differential equations, control theory constant mean curvature; such surfaces are Frederico Xavier (design, optimal, and stochastic), geometric themselves of physical interest (membranes, Telephone: (219) 631-7245 mechanics, optimization theory, interior soap films, and soap bubbles). An important E-mail: [email protected] point algorithms, coding theory, numerical problem in the area is the determination of (www.science.nd.edu/math) analysis of polynomial systems, and conditions on a compact Riemannian space stochastic analysis (nonlinear filtering). that ensure the existence of infinitely many geometrically-distinct closed geodesics. We The Program of Studies As an example, in collaboration with several have proved this for compact Riemannian The purpose of the doctoral program in spaces with positively pinched curvature mathematics is to assist students in faculty in the electrical engineering department we investigate the algebraic and in another direction established that if developing into educated, creative, and two compact surfaces of negative curvature articulate mathematicians. The program properties of block codes and convolutional codes. Coding theory is concerned with the and finite area have the same length data for consists of basic courses in the fundamentals marked closed geodesics, then the two of algebra, analysis, geometry, logic, and storage and transmission of information and the ability to recover the information as surfaces must be isometric. Our research on topology; more advanced topics and minimal surfaces has produced a series of seminars; and approximately two to three completely as possible even if some of the Mathematics 145 outstanding results on what have long been the last decades has been made via the use of been interested in the study of metrics of recognized as crucial problems for the deep analytic techniques on non-compact positive scalar curvature on certain compact theory. These include the first breakthrough manifolds. The central object of study is the manifolds such as exotic spheres. It has also to finiteness in the extension of the classical Laplace operator, acting on functions and been found that the topological K-theory is Bernstein Theorem, the recent proof of the on differential forms. Our work on the closely related to the study of manifolds uniqueness of the helicoid as the only non- spectral theory of the Laplacian uses with non-positive sectional curvature. flat complete embedded simply-connected techniques from quantum mechanical minimal surface in three-space, and the first scattering theory. A recent example has been Algebra solution of the free boundary problem for one proof that the Laplacian of the four- Lie Representation Theory polyhedral surfaces, the prototype for Jost’s dimensional hyperbolic space is rigid, in the The Lie representation theory group at Theorem. Our far-reaching generalization Hilbert space sense. Probabilistic methods, Notre Dame studies the representation of the classical work of Delaunay classified coming from the theory of Brownian theory of a variety of important mathemati- all complete constant mean curvature motion, have also been used with success in cal structures including Lie groups and Lie surfaces admitting a one-parameter group of our discovery of a new family of Liouville algebras, finite and algebraic groups, and isometries; the new infinite families of such manifolds having a positive lower bound for quantum groups by means of a range of surfaces generated by this work are currently the Laplacian spectrum; these manifolds algebraic, combinatorial, and geometric of interest in other areas of surface theory. provided counter-examples to a conjecture tools. In addition to research in problems of Schoen and Yau on Liouville manifolds. involving the detailed structure of specific 2. Classical surface theory Another recent accomplishment in the representations (problems such as construct- Classical surface theory is the study of study of Laplace operators has been a ing and parametrizing representations, and isometric immersions of surfaces into vanishing theorem for L2 co-homology and studying their dimensions, tensor products, Euclidean three-space. In this study the its applications, via index theory, to the extensions, etc.), the group is also undertak- umbilic points have a special significance Euler number of non-positively curved ing research into global properties of (both topologically and geometrically) and compact Kaehler manifolds. representation categories (e.g., their the Caratheodory conjecture of 80 years’ relationships with one another and with standing is one of the most resistant of 4. Geometric analysis via Gromov’s methods categories arising naturally in geometry or problems in this area. Beginning with a Over the last 30 years Gromov has made combinatorics). generic geometric solution to this conjecture important contributions to diverse areas of and the establishing of a remarkable mathematics and pioneered new directions 1. Structure of Lie representation categories connection with the theory of compressible in mathematics such as filling Riemannian The Weyl group and its root system play an plane fluid flow, we have made profound geometry, almost flat manifolds, word- important role in the structure and contributions to our understanding of this hyperbolic groups, Carnot geometry, and representation theory of many objects of Lie phenomenon, so that these purely math- applications to the rigidity of symmetric type, including semisimple Lie groups and ematical results are now being applied to the spaces, to name but a few. Our work on Lie algebras, finite groups of Lie type, solution of fundamental problems in the geometric analysis via Gromov’s approaches algebraic groups, Kac-Moody Lie algebras theory of relativity. Our work is an integral includes an affirmative solution to and groups, and quantum groups. In these part of Rozoy’s celebrated solution of the Gromov’s minimal volume gap conjecture contexts, the Weyl group is a finite (or in Lichnerowicz Conjecture that a static stellar for compact manifolds of non-positive general, discrete) reflection group acting on model of a (topological) ball of perfect fluid curvature, isoperimetric inequalities on a free abelian group (i.e., a crystallographic in an otherwise vacuous universe must be singular spaces of non-positive curvature, Coxeter group). Striking similarities have spherically symmetric; this includes, as a and the study of harmonic functions on been observed between certain categories of special case, Israel’s theorem that static non-compact spaces with Gromov’s infinite dimensional representations over vacuum black-hole solutions of Einstein’s hyperbolicity. several of these objects; for instance, equations are spherically symmetric, i.e., character formula often can be expressed in Schwarzschild solutions. 5. Spaces of positive scalar curvature terms of Kazhdan-Lusztig polynomials, that In the past 10 years it has been observed may be defined combinatorially for an 3. Complex geometry and analysis on non- that there are profound connections arbitrary, possibly non-crystallographic compact manifolds between the existence of metrics with Coxeter group. Our work in complex geometry includes the positive scalar curvature on a given compact affirmative solution of the Bochner space and the topological structure of the Stimulated initially by combinatorial Conjecture on the Euler number of ample space. An outstanding problem in this area questions concerning Kazhdan-Lusztig Kaehler manifolds, a solution of Bloch’s is the existence of metrics of positive scalar polynomials, we have initiated the study of Conjecture (on the degeneracy of curvature on compact spin manifolds. a number of representation categories that holomorphic curves in subvarieties of Gromov-Lawson conjectured that any are naturally associated to arbitrary Coxeter abelian varieties) and the classification of compact simply-connected spin manifold groups. A first goal of this research is to complex surfaces of positive bi-sectional with vanishing A-genus must admit metric establish in general several basic series of curvature. Our current research on this area of positive scalar curvature. The expert in conjectures (standard conjectures) on these focuses on complex manifolds with non- this area at Notre Dame successfully solved categories. One set of conjectures would positive curvature, exhibiting various this important problem by a detailed study give very precise information on the manifestations of hyperbolicity and of positive scalar curvature metrics on characters of principal series modules in parabolicity. Much of the progress in quaternionic fibrations over compact terms of analogues of certain data arising in Riemannian geometry that took place over manifolds. In addition, our researchers have combinatorics (shellings of posets). A 146 The Division of Science second set would imply that certain vector unknown at present if there is a more direct these studies, the properties of quadratic spaces arising in the theory are naturally connection. forms and related algebras, e.g., the Clifford equipped with structure analogous to that algebra, often play a very informative role. on the intersection cohomology space of a 3. Algebraic and finite groups of Lie type complex projective variety. A third set of Classically, Lie theory originated from the Partial Differential Equations conjectures involve Koszulity of certain study of Lie groups–i.e., groups with Partial differential equations is a many- standard modules arising in the theory, and topological and geometric structure. The faceted subject. Our understanding of the Koszul duality of certain pairs of these compact Lie groups were classified and fundamental processes of the natural world representation categories. placed into families. It was ultimately is based to a large extent on partial differen- noticed, however, that many of the tial equations. Examples are the vibrations A second part of the research is directed constructions of these families of groups of solids, the flow of fluids, the diffusion of towards establishing relationships (e.g., a could be imitated over other fields of chemicals, the spread of heat, the interac- number of conjectured category equiva- definition, including fields of positive tions of photons and electrons, and the lences) between the representation theories characteristic. More significantly, the radiation of electromagnetic waves. Today associated to crystallographic Coxeter resulting groups turned out to be of more partial differential equations have developed groups, and various categories (e.g. highest than passing interest; when the field of into a vast subject that interacts with many weight categories, categories of perverse definition was taken to be finite, the other branches of mathematics such as sheaves on flag varieties) of representation- resulting groups were either simple groups, complex analysis, differential geometry, theoretic or geometric interest arising in Lie or groups obtained from simple groups in harmonic analysis, probability, and theory. The strongest evidence for the fairly straightforward ways. One of the mathematical physics. existence of such connections comes from triumphs of modern group theory has been the case of finite Weyl groups, when they to show that, essentially, the simple groups The Laplace equation and its solutions, the are explicitly known. Proofs of the standard resulting from Lie theory account for “the harmonic functions, form a link between conjectures together with these equivalences bulk” of the finite simple groups. In partial differential equations and complex in general would provide, for instance, a particular, all non-Abelian simple groups, analysis, since analytic functions are the detailed understanding of many parts of Lie with the exception of the alternating groups solutions to the Cauchy-Riemann equa- representation theory that are apparently and a handful of so-called sporadic groups, tions. Boundary behavior of analytic “controlled” by the associated Weyl group. arise in this way. These finite groups of Lie functions on a domain is studied through More generally, the standard conjectures for type can be uniformly regarded as arising as the Neumann problem, which is a bound- the Coxeter group representation theories fixed points of automorphisms of algebraic ary value problem for an elliptic (Laplace provide a prototype for formulating similar groups, i.e., the groups analogous to Lie like) operator. Furthermore, nonelliptic conjectures that seem likely to hold in a groups, but defined over algebraically closed equations appear as natural objects in the variety of important characteristic zero fields of positive characteristic. The study of manifolds that are boundaries of representation theories associated to root algebraic groups have geometric structure domains. These equations are similar to the systems more generally. that in some cases enable one to study them degenerate elliptic equations arising in sub- by employing techniques from the classical Riemannian geometry and diffusion 2. Representation categories from theory of Lie groups. Due to their close processes. Solvability and regularity of polyhedral cones relationship with the finite Lie type groups, solutions to such equations form an active Remarkably, representation categories the study of these groups has been of some direction of research. The methods involved qualitatively very similar to the Lie-type interest in mathematics. For example, the include subelliptic estimates and microlocal ones associated to Coxeter groups are also study of the representation theory of the analysis. naturally associated to (possibly non- finite groups of Lie type, hence of most rational) fans of polyhedral cones in non-abelian simple groups, has relied Another direction of research is devoted to Euclidean spaces, and the study of analogies heavily on various aspects of the corre- nonlinear elliptic partial differential between these situations has been very sponding algebraic groups. For example, l- equations with emphasis on second order fruitful. The standard conjectures for the adic cohomology on certain homogenous equations. Differential geometry provides a categories associated to fans have interesting varieties associated to the algebraic groups rich source of such equations. Examples are applications. For instance, the conjectured has proven crucial to the ordinary and cross- the minimal surface equation and the Koszul duality of the representation theory characteristic representations, and the Monge-Ampere equation. One important from a cone with the one from its dual cone rational representation theory of the property studied by researchers in this field is a beautiful deepening of the well known algebraic groups plays a controlling role in is the regularity of solutions, in particular fact that the face lattices of these cones are the defining characteristic representations of the impact of regularity of coefficients and opposite posets, and the conjectures on finite Lie type groups In light of their boundary values on that of solutions. An principal series modules have applications to importance as indicated above, the algebra active area is the study of properties of the combinatorial study of simplicial and group at Notre Dame in part studies the geometric objects associated to solutions, polyhedral complexes (e.g. to the study of rational representation theory of algebraic e.g., level sets of solutions. Studies are the number of faces in each dimension of groups. focused on the geometric structure of these polytopes). There is a close analogy between sets and methods are from geometric parts of these representation theories and Another line of research considers the measure theory. parts of the theory of toric varieties classical groups over various coefficients and associated to rational fans, and it is investigates their structure, generators, and Yet another direction involves the study of relations, and their isomorphism theory. In nonlinear evolution equations arising in Mathematics 147 mathematical physics such as the Euler Well-known theorems may pose interesting Topology equations of hydrodynamics or various problems in computability. This is true, in There is a large topology group at Notre infinite dimensional analogues of com- particular, for Ramsey’s theorem, on which Dame, and the research of its members pletely integrable Hamiltonian systems like there is recent work. There has been quite a covers a wide area of currently active areas. the Korteweg-de Vries equation. A large lot of work on computability and complex- For a more detailed view of our current amount of work is devoted to the study of ity in familiar kinds of mathematical research one can consult the departmental the corresponding Cauchy problem for such structures—groups, linear orderings, Web page and its information about equations. Recent developments in the area Boolean algebras, etc. Much of this work individual faculty members. involve the use of harmonic analysis tech- has involved connections between niques to establish existence and uniqueness definability and complexity. There has also Basic algebraic topology is one active area of of solutions under low regularity initial data. been work on complexity of models of research here. Research continues on various arithmetic. The standard model, consisting types of homotopy theory, both stable and In fact, there is a very close connection of the natural numbers with addition and unstable, often from an axiomatic point of between partial differential equations and multiplication, is computable; i.e., the view. One area of application is to the study harmonic analysis. Starting with Fourier operations are computable. Tennenbaum of Lie groups by homotopy theoretic series and the heat equation and continuing showed that no non-standard model can be methods. Other problems in homotopy with fundamental solutions, the construc- computable. A recent result says that for any theory under active consideration are tion of inverses to elliptic equations and non-standard model there is an isomorphic problems that elucidate the influence of pseudodifferential equations, the solution to copy of strictly lower Turing degree. topology on differential geometry. A wave equations and Fourier integral opera- particular interest is in questions of which tors, to spectral analysis, and asymptotic The other broad area of active work is manifolds support metrics, the curvature of techniques methods. Harmonic analysis model theory, particularly classification which is positive in various senses and of techniques form a major part of the modern theory and o-minimality. In recent years, how many such metrics there are. theory of linear and nonlinear Partial methods developed in the context of Differential Equations. stability theory have been used to analyze Controlled topology is an another area of structures such as pseudofinite fields, active research. On direction concerns The research of the partial differential pseudoalgebraically closed fields, difference various aspects of rigidity, which loosely equations group also includes the study of fields, and quadratic forms over finite fields. means describing the ways that a discrete free boundary problems, reaction-diffusion This research has yielded applications to group can act on Euclidean space. This equations, variational inequalities, homog- arithmetic number theory. Model-theorists problem is a rich source of inspiration and enization problems, and other equations now have a good understanding of how has lead to groundbreaking work on arising from industrial applications. these dependence relations fit in a general stratified spaces by many people, not just at framework. Ongoing work generalizes Notre Dame. Work on various foundational Logic techniques from the geometrical stability issues in controlled topology leads to the The research in mathematical logic at Notre theory of superstable theories to this broader study of stratified spaces. Dame is mainly in two broad areas: class. This research is likely to give insight computability theory and model theory. into the model-theoretic properties of Basic geometric topology is an area that Computability theory concerns computabil- bilinear forms and groups definable in overlaps some of the above. Work not ity and complexity, often measured by structures such as those mentioned above. previously mentioned includes work on Turing degree. A set is computable if there is how algebraic invariants of a manifold affect a program for computing its characteristic The standard example of an o-minimal the homotopy type of its group of topologi- function on an ideal computer that never structure is the field of real numbers. In the cal or differentiable symmetries. This leads crashes. Set A is Turing reducible to set B if early 1980s, it was noticed that many to further problems in algebraic topology there is a program for computing the char- properties of semialgebraic sets (sets and in algebra. There is also research on the acteristic function of A on a computer definable in the field of reals) can be derived classification of various geometrically equipped with a CD-ROM giving the from a very few axioms, essentially the interesting manifolds. characteristic function of B. Turing reduci- axioms defining o-minimal structures. After bility is a partial ordering on the set of sub- Wilkie proved that the exponential field of Algebraic K-theory is an active area of sets of the natural numbers, and the Turing real numbers is o-minimal, the subject has research as well. Ongoing research investi- degrees are the equivalence classes of the cor- grown rapidly. From a model-theoretic gates the link between algebra and topology responding equivalence relation. A set is point of view, these structures resemble that lies at the center of K-theory and much computably enumerable if it is the range of a strongly-minimal structures, and many tools of Williams’s work uses K-theory to get at computable function, or, equivalently, the and methods of classification theory can be the symmetries of a manifold. Contribu- domain of a partial computable function. adapted to o-minimal structures. This tions have been made to the study of L- The set e of all computably enumerable remarkable combination of tools from theory, the quadratic analogue of K-theory subsets of the natural numbers forms a stability theory and methods of semi- that figures prominently in applications of lattice under the operations of union and algebraic and subanalytic geometry provides topology to the study of manifolds and intersection. Soare showed that the col- elegant and surprisingly efficient applica- stratified spaces. lection of “maximal” sets is a definable orbit tions not only in real algebraic and real in e. There is ongoing work on analytic geometry, but also in analytic- Research in-low dimensional manifolds is automorphisms and the relation between geometric categories (e.g., groups of Lie yet another area represented at Notre complexity and structural properties, type) over arbitrary real closed fields. Dame. Research in gauge theory is applied definable in the lattice. 148 The Division of Science to the study of four dimensional manifolds differential equations. Second semester 611. Geometric Methods for Dynamical as well as more traditional techniques these tools are used to study problems in Systems applied to the algebraic topology of four applied mathematics, such as free boundary (3-0-3) Mark Alber manifolds, their topological classification problems and variational inequalities. This class reviews the linear and nonlinear and their differentiable classification. There dynamical systems, such as Duffing’s, Van is also research in three manifolds and the 597. Directed Readings der Pol’s and Lorentz equations, geometry four manifolds they bound using gauge (V-V-V) Staff of the phase space, symplectic structures, theory, especially the invariants based on variational methods, nonlinear Hamiltonian the Sieberg-Witten equations. 600. Differentiable Manifolds systems, integrable systems, quasiperiodic (3-0-3) Staff motion, averaging method, discrete Interdisciplinary Degree in Applied This is a new graduate course that will be dynamical systems, and the logistic Mathematics offered every year. The topics covered will function. The department also offers an interdiscipli- include: differentiable manifolds, vector nary master of science in applied mathemat- fields, differential forms, and tensor We also cover bifurcation phenomena and ics (MSAM) degree program. A description analysis; inverse and implicit function transition to chaos and theory of patterns. of the program may be found under theorems, transversality, Sard’s theorem, These include Hamiltonian vector fields, “Interdisciplinary Programs” near the end of Morse theory, integration on manifolds, normal forms, stable and unstable mani- the Division of Science section of this Stokes Theorem, de Rham cohomology. folds, structural stability, Poincare maps, Bulletin. Liapunov exponents, power spectra, Hopf 601, 602. Basic Algebra bifurcation, Smale diffeomorphism, Course Descriptions (3-0-3) (3-0-3) Staff perturbations of nonlinear systems, the The following course descriptions give the Standard results in group theory and ring geometric structure of the perturbed phase number and title of each course. Basic theory; modules, linear algebra, multilinear space, chaos and nonintegrability in sequences 601–610, seminars 671–686, and algebra; Galois theory; Wedderburn theory; Hamiltonian systems, KAM theory, reading and research courses 698–700 are elements of homological algebra; introduc- perturbation of homoclinic orbits, Poincare- offered every year. The courses numbered tion to an advanced topic in algebra. Melnikov method; for example, Arnold 512–522 and 621–666 are topics courses. diffusion, symbolic dynamics, hyperbolic Each year topics courses are offered in 603, 604. Basic Real Analysis sets, strange attractors, numerical route to algebraic geometry, differential geometry, (3-0-3) (3-0-3) Staff chaos. Theory of patterns include fractals, algebra, partial differential equations, Rigorous review of the calculus of several the Julia and Mandelbrot sets, lattice-based complex analysis, topology, logic, and variables; measure and integration on the models, pattern dynamics in physics and applied mathematics. The particular topics real line and in general measure spaces; biology, pattern inference, pattern recogni- change (probably never repeating), and the Haar measure; Banach spaces; Fourier tion, and metric pattern theory. instructors rotate within groups. Thus, series. students are exposed to a variety of topics in 621, 622. Topics in Algebraic Geometry which various members of the faculty have 605, 606. Basic Complex Analysis (3-0-3) (3-0-3) Sommese interest and expertise. The list below (3-0-3) (3-0-3) Staff Topics from recent years include geometry includes the courses offered every year, plus Analytic functions; Cauchy’s theorem; of compact complex surfaces, complex a typical selection of topics courses. Each Taylor and Laurent series; singularities, adjunction theory, intersection theory of course listing includes: residue theory; complex manifolds; analytic algebraic schemes. continuation; conformal mappings; entire — Course Number functions; meromorphic functions. 647, 648. Differential Geometry — Title (3-0-3) Staff — (Lecture hours per week– 607, 608. Basic Topology This course provides an introduction to laboratory or tutorial hours per week– (3-0-3) (3-0-3) Staff Modern Differential Geometry. Topics credits per semester) Topological spaces and metric spaces; the include: Riemannian manifolds, connec- — Instructor fundamental group and covering spaces; tions, parallel translation, geodesics, the — Course Description homology theory; basic theorems in exponential map, the torsion and curvature, — (Semester normally offered) algebraic topology. Jacobi fields, first and second variation of arc length, cut loci and conjugate locus, and 513. Coding Theory 609, 610. Basic Modern Logic elementary comparison theorem. (3-0-3) Migliore, Rosenthal (3-0-3) (3-0-3) Staff An introductory seminar with the ultimate Propositional calculus and predicate logic, 651, 652. Topics in Algebra goal being the recent developments in completeness, compactness, omitting types (3-0-3) (3-0-3) Dyer algebraic coding theory involving the theorems, results on countable models; Basic properties of polytopes and polyhedra interconnection between algebraic curves recursive and recursively enumerable sets, with an emphasis on counting the numbers over finite fields and Goppa codes. Turing degrees, the Friedberg-Muchnik of faces using techniques from commutative theorem, minimal degrees; axioms of ZFC, algebra and representation theory. 521, 522. PDE and Applied Mathematics ordinals and cardinals, constructible sets. (3-0-3) (3-0-3) Hu Basic estimates, fixed point theorems, and the theory of elliptic second order partial Mathematics 149

653, 654. PDE Methods in Complex Analysis 665. Elements of Symplectic Geometry and Faculty (3-0-3) (3-0-3) Shaw Nonlinear Integrable Problems Methods of solving partial differential (3-0-3) Alber Algebra equations in complex analysis. Central Methods of symplectic geometry; those that KATRINA D. BARRON, Assistant Professor. questions: solutions of Cauchy-Riemann use interesting examples from the applica- A.B., Univ. of Chicago, 1987; Ph.D., Rutgers equations in several variables, regularity of tions of analysis and those that serve as links Univ., 1996. (2001) solutions up to the boundary, and solvabil- between geometry and modern analysis; ity and estimates for tangential Cauchy- unexpected results in both pure and applied MATTHEW J. DYER, Associate Professor. Riemann equations on the boundaries. mathematics via the application of such B.Sc., Sydney Univ., 1983; M.Sc., ibid., 1985; methods to nonlinear Hamiltonian systems. Ph.D., ibid., 1988. (1989) 655, 656. Topics in Complex Analysis SAMUEL EVENS, Associate Professor. P.A. (3-0-3) (3-0-3) Stanton 666. Topics in Differential Geometry and B.A., Haverford College, 1984; Ph.D., Complex manifolds. Hermitian and Kahler (3-0-3) Staff Massachusetts Institute of Technology, 1988. manifolds. Connections, curvature, Chern This is an adanced topics course in (1999) classes on holomorphic vector bundles, Differential Geometry. The following topics Hodge theorem. Sheaf Theory. Kodaira were taught in previous years: geometry of ALEXANDER J. HAHN, Professor. B.S., Embedding Theorem. submanifolds; minimal surfaces; manifolds Loyola Univ., Los Angeles, 1965; M.S., Univ. of non-positive curvature; analysis on of Notre Dame, 1968; Ph.D., ibid., 1970. 657. Topics in Topology symmetric spaces; sympletic geometry; and (1972) (3-0-3) Dwyer complex differential geometry and spectral GEORGE McNINCH, Assistant Professor. Emphasizes homotopy theory. Dual geometry. B.S., Samford Univ., 1990; Ph.D., Univ. of purpose: to impart to the student a certain Oregon, 1996. (1996) amount of basic information (fibre bundles, 671, 672. Seminar in Algebra spectral sequences, cohomology operations, (V-0-V) (V-0-V) Staff TIMOTHY O’MEARA, Provost Emeritus of etc.) and to teach the student how to the University and Rev. Howard J. Kenna, grapple with the existing and extensive 673, 674. Seminar in Analysis C.S.C., Professor Emeritus of Mathematics. advanced material in an inquiring but (V-0-V) (V-0-V) Staff B.Sc., Univ. of Capetown, 1947; M.S., ibid., skeptical way. 1948; Ph.D., Princeton Univ., 1953. (1962) 675, 676. Seminar in Complex Analysis RICHARD OTTER, Associate Professor 658. Ends of Manifolds and Maps (V-0-V) (V-0-V) Staff (3-0-3) Connolly Emeritus. A.B., Dartmouth College, 1941; The initial solutions of the question as to 677, 678. Seminar in Topology Ph.D., Indiana Univ., 1946. (1947) when a manifold is the interior of a (3-0-3) (3-0-3) Staff BARTH POLLAK, Professor Emeritus. B.S., compact manifold with boundary (by Illinois Institute of Technology, 1950; M.S., Browder-Livesay, Levine, and Siebenman); 681, 682. Seminar in Mathematical Logic ibid., 1951; Ph.D., Princeton Univ., 1957. the recasting of this theory by Quinn with (V-0-V) (V-0-V) Staff (1963) its far-reaching consequences. 683, 684. Seminar in Number Theory WARREN J. WONG, Professor. B.S., Univ. 661. Topics in Logic: Computable Structures (V-0-V) (V-0-V) Staff of Otago, 1954; M.S., ibid., 1955; Ph.D., and the Hyperarithmetical Hierarchy Harvard Univ., 1959. (1964) (3-0-3) Knight 685, 686. Seminar in Geometry Results connect definability in computable (V-0-V) (V-0-V) Staff Algebraic Geometry structures with bounds on complexity. The The actual topics studied in courses MARIO BORELLI, Associate Professor. B.S., results apply to familiar kinds of math- numbered 671 through 686 will appear on Scuola Normale di Pisa, 1956; Ph.D., Indiana ematical structures (vector spaces, orderings, the student’s transcript when possible. Univ., 1961. (1965) Boolean algebras). The proofs involve KAREN CHANDLER, Assistant Professor. priority constructions, arbitrarily nested, Other Graduate Courses B.S., Dalhousie Univ., 1987; Ph.D., Harvard and forcing. 697. Directed Readings (V-0-V) Staff Univ., 1992. (1995) 662. Topics in Logic—Finite Model Theory ALAN HOWARD, Professor. B.A., Rutgers (3-0-3) Buechler 699. Research and Dissertation Univ., 1953; Ph.D., Brown Univ., 1965. An overview of the model theory of classes (V-V-V) Staff (1968) of finite structures. 0-1 laws, Fagin’s Research and dissertation for resident JUAN C. MIGLIORE, Professor. B.A., Theorem, Ehrenfeucht games and ultra- graduate students. products of finite structures. Generic Haverford College, 1978; Ph.D., Brown structures and limits of finite structures are 700. Nonresident Dissertation Research Univ., 1983. (1989) discussed. (0-0-1) Staff CLAUDIA POLINI, Assistant Professor. B.S., Required of nonresident graduate students Universita degli Studi di Padova, 1990; Ph.D., who are completing their dissertations in Rutgers Univ., 1995. (2001) absentia and who wish to retain their degree status. 150 The Division of Science

DENNIS M. SNOW, Professor. B.S., Differential Equations Topology Merrimack College, 1975; M.S., Univ. of QING HAN, Assistant Professor. B.S., Beijing FRANCIS X. CONNOLLY, Professor. B.S., Notre Dame, 1977; Ph.D., ibid., 1979. Univ., 1986; M.S., Courant Institute, 1991; Fordham Univ., 1961; M.S., Univ. of (1982) Ph.D., ibid., 1993. (1994) Rochester, 1963; Ph.D., ibid., 1965. (1971) ANDREW J. SOMMESE, Vincent J. Duncan A. ALEXANDROU HIMONAS, Professor. JOHN E. DERWENT, Associate Professor. and Annamarie Micus Duncan Professor. B.A., B.S., Patras Univ., 1976; M.S., Purdue Univ., B.S., Univ. of Notre Dame, 1955; Ph.D., Fordham Univ., 1969; Ph.D., Princeton 1982; Ph.D., ibid., 1985. (1989) ibid., 1960. (1960) Univ., 1973. (1979) MEI-CHI SHAW, Professor. B.S., National WILLIAM G. DWYER, William J. Hank Taiwan Univ., 1977; M.S., Princeton Univ., Family Professor of Mathematics. B.A., Boston Applied Mathematics 1978; Ph.D., ibid., 1981. (1987) College, 1969; Ph.D., Massachusetts Institute MARK S. ALBER, Professor. M.S., Moscow NANCY K. STANTON, Professor. B.S., of Technology, 1973. (1980) Institute of Technology, 1983; Ph.D., Univ. Stanford Univ., 1969; Ph.D., Massachusetts RICHARD HIND, Assistant Professor. B.A., of Pennsylvania, 1990. (1990) Institute of Technology, 1973. (1981) Cambridge Univ. U.K., 1993; Ph.D., LEONID FAYBUSOVICH, Professor. M.S., Stanford Univ., 1997. (2000) Leningrad Polytechnic Institute, 1971; Ph.D., Differential Geometry LIVIU NICOLAESCU, Assistant Professor. Harvard Univ., 1991. (1991) JIANGUO CAO, Professor. B.S., Nanjing B.S., Univ. Al. I Cuza, Iasi, Romania, 1987; MICHAEL GEKHTMAN, Assistant Professor. Univ., 1982; M.S., ibid., 1985; Ph.D., Univ. Ph.D., Michigan State Univ., 1994. (1998) of Pennsylvania, 1989. (1996) B.S., M.S., Kiev State Univ., 1985; Ph.D., STEPHAN A. STOLZ, Rev. John A. Zahm, Ukrainian Academy of Science, 1990. (1999) XIAOBO LIU, Associate Professor. B.S., C.S.C., Professor of Mathematics. B.S., Univ. of BRIAN HALL, Associate Professor. B.A. and Tsinghua Univ., P.R. China, 1987; Ph.D., Bielefeld, 1975; M.S., Univ. of Bonn, 1979; B.S., Cornell Univ., 1988; Ph.D., ibid., 1993. Univ. of Pennsylvania, 1994. (1999) Ph.D., Univ. of Mainz, 1984. (1988) (1999) BRIAN SMYTH, Professor. B.S., National LAURENCE R. TAYLOR, Professor. B.A., BEI HU, Professor. B.S., East China Normal Univ. of Ireland, 1961; M.S., ibid., 1962; Princeton Univ., 1967; Ph.D., Univ. of Univ., 1982; M.S., ibid., 1984; Ph.D., Univ. Ph.D., Brown Univ., 1966. (1966) California, Berkeley, 1971. (1973) of Minnesota, 1990. (1990) FREDERICO J. XAVIER, Director of E. BRUCE WILLIAMS, Professor. B.S., CECIL B. MAST, Associate Professor Emeritus. Graduate Studies and Professor. B.S., Univ. Massachusetts Institute of Technology, 1967; B.S., DePaul Univ., 1950; Ph.D., Univ. of Federal De Pernambuco, 1971; M.S., ibid., Ph.D., ibid., 1972. (1975) Notre Dame, 1956. (1959) 1973; Ph.D., Univ. of Rochester, 1977. GERARD K. MISIOLEK, Associate Professor. (1985) Physics M.S., Warsaw Univ., 1987; Ph.D., State Chair: Univ. of New York, Stony Brook, 1992. Logic Bruce A. Bunker (1993) STEVEN A. BUECHLER, Chair and Professor. B.A., B.S., Eastern Illinois Univ., Director of Graduate Studies: DAVID P. NICHOLLS, Assistant Professor. H. Gordon Berry 1975; M.A., Univ. of Maryland, 1977; Ph.D., B.S., Univ. of Illinois, Urbana, 1993; Sc.M., Telephone: (219) 631-6386 ibid., 1981. (1987) Ph.D., Brown Univ., 1998. (2001) E-mail: [email protected] PETER CHOLAK, John and Margaret (www.science.nd.edu/physics/index.htm) JOACHIM J. ROSENTHAL, Professor. McAndrews Associate Professor. B.A., Union Vordiplom, Univ. Basel, 1983; Diplom, ibid., College, 1984; M.A., Univ. of Wisconsin, 1986; Ph.D., Arizona State Univ., 1990. The Program of Studies 1988; Ph.D., ibid., 1991. (1994) (1990) The graduate program in physics is a ABRAHAM GOETZ, Associate Professor combination of course work and research Emeritus. M.S., Univ. of Wroclaw, 1949; designed to prepare the student for a career Complex Analysis Ph.D., ibid., 1957. (1964) in university, industrial or governmental JEFFREY DILLER, Assistant Professor. B.S., research or in college or university teaching. Univ. of Dayton, 1988; Ph.D., Univ. of JULIA F. KNIGHT, Charles L. Huisking There is a sequence of basic courses in the Michigan, 1993. (1998) Professor of Mathematics. B.A., Utah State fundamental areas of physics. In addition, WILHELM F. STOLL, Vincent J. Duncan Univ., 1964; Ph.D., Univ. of California, the student will take advanced courses and and Annamarie Micus Duncan Professor Berkeley, 1972. (1977) seminars in specialized areas. The research work of the student is emphasized and he or Emeritus of Mathematics. Ph.D., Univ. of SERGEI STARCHENKO, Associate Professor. she is required to join in a physics research Tubingen, 1953. (1960) M.S., Univ. of Novosibirsk, 1983; Ph.D., program of the department within the first ibid., 1987. (1997) PIT-MANN WONG, Professor. B.Sc., year. National Taiwan Univ., 1971; Ph.D., Univ. of VLADETA VUCKOVIC, Associate Professor Notre Dame, 1976. (1980) Emeritus. M.S., Univ. of Belgrade, 1949; The graduate program is primarily a Ph.D., ibid., 1953. (1963) doctoral program, leading to the degree of doctor of philosophy, and the department ordinarily will not accept students who Physics 151 intend to complete only the master’s degree. universe driven by vacuum energy. We Some changes affect the evolution of the However, two programs leading to the study models of inflation and how these explosion and the neutrino signal. This degree of master of science are available, one models are tested by observations of probes physical properties of matter at high with thesis research and one without thesis fluctuations in the cosmic microwave temperature and density. After the collapse, research. background radiation. We also study the we study the cooling and neutrino emission formation of inhomogeneities in the early from the proto-neutron star. These The master of science research program universe as it passes through various phase neutrinos provide important extra energy to requires 24 credit hours of course work and transitions such as the electroweak transi- the explosion and an environment in which six credit hours for an acceptable thesis tion and the QCD transition. By quantify- heavy elements can be synthesized. based upon research; the nonresearch ing how such inhomogeneities might have program requires 30 credit hours of affected the later formation of light We also study hydrodynamic models for the approved course work. Each program of elements during the epoch of primordial evolution of nova outbursts and X-ray course work is chosen in consultation with a nucleosynthesis, we can constrain the bursters with extensive nuclear reaction faculty adviser. physical conditions occurring during the big networks. bang. We also study the possible imprint of Interdisciplinary programs between physics cosmic phase transitions directly on the Observational Astronomy and Astrophysics and chemistry or biology are also available microwave background. (see the MBP program). Cosmic Rays Moving from the early to the adolescent A recently completed extensive air shower All incoming graduate students are given universe, we study the formation and (EAS) array allows the experimental study interviews to determine their preparation evolution of galaxies. We are developing of cosmic rays. The particle energies studied for and to assist in planning their course detailed simulations that describe how stars are from 30 to 300 GeV with a single muon work. Courses 503, 505, 506, 507, 508, form and re-emit heated enriched gas while trigger and ultra high energies(UHE) from 510, 601, 602, 603, and three from among the galaxy collapses into a halo and disk. 100 TeV (100 Trillion electron Volts) to a 605, 607, 609, 613, and 617 (or their Such studies probe the galaxy formation 100,000 TeV with a shower trigger. The equivalents) are required for admission to process and can be used to derive more spectrum and composition of cosmic rays at Ph.D. candidacy. In addition, students reliable estimates of the age of the universe. UHE is an area of intense interest. The must pass a qualifying examination on We also are investigating the nature and unique use of proportional wire chamber undergraduate physics, which is given early origin of the dark matter that makes up detectors together with absorbers allows the in the fall and spring terms, prior to being most of the mass of the universe. We have measurement of the angle of each secondary invited to take the candidacy examination. ongoing studies of neutrino dark matter, as track and its identification as a muon or The candidacy examination is normally well as the formation and evolution of electron, thus distinguishing the shower as taken at the end of the fourth or beginning stellar remnants, which may provide the gamma (muon poor) or hadronic. The of the fifth semester. There is no foreign source for the microlensing objects observed tracking chambers provide unparalleled language required for a Ph.D. in physics. by the MACHO collaboration (see below) angular resolution; together with the muon Students are required to begin research in and other groups. identification, they allow a sensitive search their second semester. for stellar point sources of UHE gamma Numerical Relativity rays. Extrapolating muon trajectories The major areas of research are as follows: We investigate Einstein’s general relativity backward reveals their height-of-origin; this through computer simulations of the full height is sensitive to the nature of the Astrophysics, Cosmology, and Astronomy (3+1) dimensional relativistic equations. cosmic ray primary and thus enables a Specifically, we model the merger of a measurement of the atomic composition of The Notre Dame program in astrophysics, binary pair of neutron stars, the system that primary cosmic rays. The single muon cosmology, and astronomy combines should provide the strongest signal for trigger allows a high statistics study of observational and theoretical tools to gravity wave detectors soon to come on line. cosmic ray anisotropies (Compton-Getting investigate the origin and evolution of These highly energetic merger events may effect) and space and angle correlations with matter in the universe. Active areas of also provide a means to explain the gamma ray bursts detected by satellite research run the gamut from the first occurrence of cosmological gamma ray experiments. instants of cosmic expansion, through the bursts. birth and development of the solar system, Supernovae and Cosmology to the present complex interactions of stars Nucleosynthesis in Stellar Explosions and The history and content of the universe is and gas in galaxies. Stellar Evolution one of the most pressing questions in We study the evolution of a massive star as astrophysics. We are part of a team using Theoretical Astrophysics its core collapses to form a type II super- supernovae to probe the expansion history nova. Just before collapse the critical mass of the universe and we have recently found Cosmology of the core is determined by numerous weak evidence of a new form of energy that is We investigate the origin of the physical nuclear decays that decrease the electron causing the expansion to accelerate. Some universe, with an eye to understanding how pressure and remove energy in the form of types of supernovae make precise distance events early in the big bang may have left neutrinos. We calculate these rates. As the indicators, and their brightness means they observable relics today. An example of such collapse ensues, we study the effects of can be seen at early epochs when the an event is cosmological inflation, the changes in the nuclear equation of state, expansion was different than its current extremely rapid expansion of the very early such as a transition to quark-gluon plasma. rate. We are also studying the variations in 152 The Division of Science properties of nearby supernovae to under- The Search for Gravitational Microlensing are important to the analysis of data from stand their limitations as cosmological We are actively participating in the many fields and provide fundamental probes. MACHO Project survey of the Large atomic structure information. Scientists in Magellanic Cloud. This survey is one of the astrophysics, geophysics, and plasma fusion Solar System Formation and first that can detect “dark matter” in the depend on lifetime measurements as means the Physical Structure of Comets form of massive compact objects (otherwise for calibrating relative values of oscillator The ongoing formation of stars and planets invisible) via “gravitational microlensing,” strengths. From a theoretical point of view, throughout the universe always begins with the general relativistic amplification of alkali-like atoms provide the simplest open condensation and accretion of ices and background starlight. The analysis of this shell systems for detailed comparisons small dust particles in the very coldest data set of more than eight million stellar between experiment and theory. In regions of interstellar space. In our research light curves has evidenced many addition, the interpretation of parity involving the origin of these young stellar microlensing events with an average nonconservation experiments requires systems, we use the infrared spectra of pre- timescale of about 2.5 months. This single accurate knowledge of the atomic structure planetary disks around T Tauri stars to data set comprises more observations of including radial matrix elements. Through examine the formation processes and an individual stars than have been made during initial experiments in cesium, we have abundance of ices such as CO, XCN, and the entire history of astronomy prior to this developed an apparatus for measuring

H2O. These T Tauri protostars are survey. The simplest interpretation of these atomic lifetimes by laser excitation of a fast important because they represent a poorly results is that a previously unknown atomic beam. This technique is extremely understood early stage of disk and planetary population of objects that comprise about versatile and can be applied to a wide formation. During this step the cold shell 50 percent of the total mass of the galactic variety of atomic systems. The experiments around a forming star collapses to a halo causes the microlensing. The typical are carried out at the Atomic Physics preplanetary disk of dirty ices. Over the mass of these objects is roughly half a solar Accelerator Laboratory (APAL) at Notre next million years or so, these ices condense mass, suggest-ing that they may be pre- Dame. The delayed photon coincidence to make comets and perhaps initiate planet dominantly white dwarfs. These results are technique is also being investigated as an formation. Our studies of the abundance of the first positive detection of dark matter in alternative approach for measuring atomic these ices provide important information our galaxy and provide important con- lifetimes. concerning the amount of thermal and straints on cosmology (see above) as well as chemical processing of icy grains in new insight into galactic structure and Measurements of Forbidden Transition circumstellar disks that occurs during the dynamics. Amplitudes early phase of disk evolution and provides The occurrence of PNC in atoms provides a clues as to how comets formed during the We are also using this gravitational mechanism for testing the Standard Model early history of our solar system. This microlensing technique to search for planets of electroweak interactions at energies research also involves a search for evidence orbiting stars located toward the galactic inaccessible to high-energy accelerators. The of planet formation in disks of more evolved center. detailed interpretation of PNC experiments T Tauri stars. As larger protoplanets form in requires accurate knowledge of atomic T Tauri disks they will “clean or sweep Atomic Physics structure. This program focuses on away” the nearby dust and ices and produce measurements of atomic transition an annular gap in the disk that might be Atomic physics research at Notre Dame amplitudes that are important to the observable with very high resolution involves the experimental and theoretical interpretation of PNC experiments. interferometric techniques. Future research study of atomic structure as it relates to the Measurements of the magnetic dipole and plans include a search for evidence of these understanding of electroweak, quantum electric field induced amplitudes in the 2 2 features in circumstellar disks to better electrodynamic (QED), and relativistic cesium 6s S1/2-7s S1/2 transition provide understand the early phases and physical many-body interactions. Experimental direct calibrations of PNC experiments. constraints of planetary formation. measurements in high Z ionic systems are The measurement techniques developed for motivated by the desire to test QED cesium will be extended to other atoms of How comets are built in young planetary corrections in atomic theory. Precision interest for testing the Standard Model and systems is also poorly understood. Are measurements of forbidden transition atomic theory. comets loose “rubble piles” of planetesimals strengths, hyperfine structures, and atomic or are comets uniform chunks of ices and lifetimes test many-body calculations Forbidden Transitions in Helium dirt like very large “dirty snowballs”? In our important to the interpretation of parity Following our theoretical results, which studies of comets, we have used the high nonconservation (PNC) in atoms and show a dependence of magnetic dipole resolution imaging capabilities of the atomic structure in general. The similarity transitions (M1) on the negative energy Hubble Space Telescope to investigate the of our interests strongly enhances the states of the relativistic atomic system, we structure of the “cores” of tidally frag- interaction between the theoretical and are attempting excitation of the 2s3S-3s3S mented comet Shoemaker-Levy 9. Under- experimental atomic physics groups at transition at 427 nm. In addition, the two- standing the structure of these comets will Notre Dame. photon transition rate between the same provide a better understanding of how two states will be measured. These measure- comets formed and of the initial accretion Lifetimes in alkali-like systems ments and other forbidden transition rate conditions that were present in the early This research program focuses on measure- measurements provide sensitive tests of solar nebula. ments of excited state lifetimes in neutral many-electron relativistic atomic theory, alkali and alkali-like charged systems. such as the work of the theoretical group at Precision measurements of atomic lifetimes Notre Dame. Physics 153

Buckyball collisions with multicharged spectroscopy permits measurements of both choices. We aim to design clean, simple, heavy ions allowed and “forbidden” transition rates in quantitative experiments that distinguish A “buckyball” molecule is made up of 60 highly charged ions. Our recent study of individual physical mechanisms. Examples carbon atoms in a spherical shell, with the highly charged krypton ions has yielded of current research include cell sorting and structure of a “soccer ball,” and is the most lifetimes for allowed and forbidden neural networks. stable molecule known. When colliding transitions in Kr31+,32+,33+ions ranging in with multicharged heavy ions, many value from 10 ps to threens. In an experi- Cell Sorting electrons are transferred from target to ment on the He-like P13+ ion, we have Cell-type dependent surface adhesion projectile, and other electrons are scattered measured the effect of the hyperfine molecules (e.g., cadherins) participate in away. We continue a collaborative work interaction on the fine structure state many cellular processes from gastrulation to with a group in Lyon, France to study the lifetimes. cancer metastasis. The contact energy dynamic processes involved. Of particular between cells depends on these molecules, interest is the stability of the carbon-cage Rydberg Spectroscopy of Few and because cells diffuse, mixtures of once it is ionized—for example up to five Electron Ions different cell types rearrange to minimize times ionized C60 can be stable with suffi- The atomic structures of high angular their boundary energies. This reorganization ciently low internal energy. The stability of momentum Rydberg states in highly is one of the mechanisms by which cells these associated molecules depends sensi- charged ions are sensitive to long-range migrate long distances during embryonic tively on the internal energy, which is typi- electron-ion interactions for these highly development and wound healing. cally supplied in the multicharged ion excited states that are not seen in normal collision. These experiments, which detect atomic structures. Our spectroscopic The interaction between two cells during all fragments and electrons in each collision, measurements of Be-like Si10+,S12+, and Cl13+ sorting is determined only by their surface can help develop and test theories of ion- ions have provided Rydberg state structures adhesion and membrane fluctuations. We molecule interactions. The collisions are up to principal quantum numbers n>10. A use the Potts model computer simulation to also used to search for photon decays from new measurement of the Be-like N3+ analyze simple, random cell aggregates. the fragments of the collisions. Rydberg structures has been performed Over short times, cells behave almost as using laser-stimulated recombination ideal molecules, performing biased random Hyperfine Structure Measurements spectroscopy at the heavy-ion storage ring walks in a rough energy landscape. Studies of hyperfine structures in neutral (TSR) in Heidelberg, Germany. Extensions and ionized atoms are made in a Doppler- of these measurements to more highly Neural Networks free geometry of laser induced fluorescence excited states in heavier ions are planned. Despite recent advances in the application studies of atoms accelerated in the APAL of electronic neural networks, we under- facility. Initial studies in the rare gas Theoretical Atomic Physics stand little about the way the brain actually isoelectronic sequence include measure- Relativistic and correlation effects in heavy performs computations. Certain areas of the ments in the singly charged alkali atoms atoms are studied using various methods, brain have well-defined specialized func- where configuration interaction in low-lying including relativistic Hartree-Fock theory, tions, others seem able to perform several metastable levels is considerable. Studies are relativistic many-body perturbation theory, different types of computation in overlap- also beginning in several rare-earth systems configuration interaction methods, and ping regions. How does this segregation of as part of an investigation of PNC in atoms. iterative all-order methods. Applications are information occur? Does the connection made to predict accurate energies, transition pattern allow different numbers of neurons Atomic Structure of Highly Charged Ions rates, and hyperfine constants for low-lying to perform the same computation? Spectroscopic measurements of fine levels of atoms and ions with one, two, and structure transition energies in highly three valance electrons. Specialties of the The dynamics of fractally coupled map charged ions are performed to test our group include atomic structure calculations lattices (a simplified model of neural understanding of relativistic atomic done in support of experiments on viola- networks) have different spatial patterns structures in few-body systems. Experiments tions of fundamental symmetries in atoms. from those of either locally or globally are performed at heavy-ion facilities: the Radiative corrections to energy levels of connected lattices, suggesting that fractal Tandem Laboratory at Notre Dame, the simple systems, including higher-order connectivity allows the brain to use the ATLAS facility at Argonne National QED corrections in neutral helium, are also same region of association cortex for several Laboratory, and the GSI facility in Ger- among current research topics. different tasks. In collaboration with the many. Our recent measurements of n=2 biological sciences department, we distin- state energies in Ar16+ using beam-foil Biological Physics/Biophysics guish, experimentally, essential characteris- spectroscopy have provided sensitivity to tics from accidental. In amphibians, the high-order QED terms in helium-like ions Biological physics applies the quantitative number of neurons in the brain varies which have not yet been calculated. methodology of physics to study complex inversely with the polyploid number. Experiments are under,way for precise fine biological processes. Research in the During development the brain compensates structure measurements in heavier He-like Department of Physics includes experiment, for differences in the number of neurons, and Li-like ions. theory and computer simulation. We also possibly by increasing the number of collaborate and share facilities with the synapses per neuron. Measuring the three-d Lifetimes in Highly Charged Ions Department of Biological Sciences. Students connection patterns in Xenopus has shown Spectroscopic measurements of excited state with an interest in biological physics are that the neurons of the regions in the frog’s lifetimes provide tests of theoretical atomic eligible for the Molecular Biosciences brain that integrate multiple sensory inputs transition probabilities. Accelerator-based Program, which provides additional fall into classes of differing shapes and fellowship support and broader course 154 The Division of Science connectivity described by fractal scaling Magnetism include investigations of the response of exponents as predicted by simulations. Magnetic materials are examined by a high-temperature superconductor thin-film variety of techniques to understand the systems to ultra-short duration, far-infrared Understanding the dynamics of lung fundamental nature of many-body magne- light to evaluate potential applications for inflation is an important problem with tism and to investigate the possibility of and the intrinsic electronic properties of applications in respiratory physiology. applications. Examples include colossal these novel materials. Theoretical work Lungs are branching structures in which the magnetoresistance compounds that change includes studies of two-dimensional dynamics of air motion is rather complex resistance by orders of magnitude when antiferromagnets, their relationship to high and often irregular. We develop statistical placed in a magnetic field, dilute magnetic temperature superconductors, and the mechanics models to describe the closure semiconductors, and geometrically degree to which this potential relationship and opening of airways and the respiratory frustrated antiferromagnets. may be tested by experiments such as patterns associated with these processes. photoemission and tunneling. The tools Also, ongoing research addresses the Mesoscopic Physics employed in this area include finite- breathing patterns of preterm infants, the Few-atom clusters, fullerenes, and other temperature field theory, with functional goal being to develop theoretical models to exotic systems probe the basic mechanisms integrals and Feynman diagrams providing capture the irregularity of the infant of systems of few atoms. Single-electron systematic approximation methods. breathing cycle. charging effects and related phenomena are explored. Additional theoretical research Facilities In addition to the research discussed above, The Department of Physics has sterile cell Semiconductor Physics theoretical condensed matter physics culture capability, video microscopy, and Thin-film II-VI semiconductor samples are research includes the following areas: The neuron tracing equipment. Shared facilities prepared by molecular beam epitaxy, basic properties of non-equilibrium systems with the Department of Biological Sciences including heterostructures and quantum are investigated with application to surface include a complete animal care facility, wells. These, as well as bulk samples, are and growth phenomena. Tools include Fluorescent Scanning Confocal Microscopy, studied by a variety of experimental continuum stochastic equations, Electron Microscopy, general histology, techniques including laser spectroscopy, renormalization group, and numerical intracellular recording, and voltage sensitive X-ray and neutron scattering, and electron simulation. Theories of fluids and liquid- dye imaging. transport. Work on heterostructures solid phase transitions and classical density includes the development of blue-light functional theory are also being pursued. Condensed Matter Physics semiconducting lasers. Theoretical efforts involve the analysis of strain distributions High Energy Physics Condensed matter research at Notre Dame and stability of heterostructures and alloys. involves the experimental and theoretical In addition, Monte Carlo simulations are Notre Dame has a substantial presence in study of novel materials systems. These used to investigate the dynamics and both experimental and theoretical high- serve both as models for understanding morphology of surface growth by MBE, energy physics, as detailed below. It should fundamental condensed matter physics and phase diagrams of semiconductor alloy be noted that the research of the theoretical as prototype materials for technical systems, and the interplay between elastic and experimental group members shows applications. Close collaborations exist interactions and ordering/phase separation parallel interests in several areas, such as between the experimental and theoretical of lattice-mismatched alloys. heavy quark and Higgs physics and groups in this effort. Work involves the supersymmetry. This leads to a more preparation and analysis of these systems Structural Studies cohesive interaction between theory and both on and off campus, and includes close X-ray absorption fine structure (XAFS) and experiment at Notre Dame. In addition, we collaborations with faculty in other X-ray scattering are used to study the have an extensive effort in education and departments such as electrical engineering surfaces and internal interfaces of solids and outreach through QuarkNet. QuarkNet is a and chemical engineering at Notre Dame. liquids, phase transformations and ordering collaboration of particle physics research An element characteristic of experimental phenomena in condensed-matter systems, groups located at 60 U.S. universities and condensed matter research is the ability of a the atomic-scale structure of semiconduc- laboratories. This program partners students student to personally conduct his or her tors, and through collaborations, the and teachers with experiments at the world’s own experiment through all stages with the structure of metalloproteins, catalysts, and most powerful accelerators, located at help of an adviser: including sample environmentally-relevant systems. Because CERN in Switzerland and Fermilab in preparation, experiment, and analysis. of the unique advantages of synchrotron Illinois. Specific areas of interest are discussed radiation, these experiments are conducted below: at the MRCAT beamlines at the Advanced Experimental High Energy Physics Photon Source at Argonne National Fluid Dynamics and Foams Laboratory, where Notre Dame is a major Experimental research in high energy In collaboration with researchers at participant. physics at Notre Dame centers on a number Tohoku University, Sendai, Japan, strong of projects. Notre Dame is involved in the turbulence and magneto-hydrodynamic Superconductivity study of weak vector bosons and heavy turbulence are investigated in liquid Hg. High-temperature superconductors are quarks at the Fermilab Tevatron collider, a Also, the structure and evolution of liquid studied from the perspective of microwave search for exotic mesons at Brookhaven, the and solid foams are studied with magnetic absorption and other techniques with a view search for the Higgs boson and super- resonance imaging as part of a broad effort to probing fundamental mechanisms. These symmetry at the CERN LHC and the study to understand cellular materials. Physics 155 of CP violation in B meson decay at mesons. Notre Dame is involved in the replication. One predicts with considerable Stanford Linear Accelerator Center (SLAC). calorimetry and tracking reconstruction for confidence that the decays of beauty mesons Recently completed projects have included BaBar. will exhibit truly large T asymmetries. The the study of charm photoproduction at phenomenology of beauty and charm Fermilab, the search for quark gluon plasma Detector development at Notre Dame hadrons is extended with the goal of at the Fermilab Tevatron collider, and includes the study of the use of optical determining the size of the fundamental studies of grand unified theories and fibers as particle detectors. Several of our weak-interaction parameters and arriving at neutrino physics in deep underground experiments have used optical fiber predictions for T asymmetries with as much detectors. Modern high-energy physics technology for tracking or for calorimetry. quantitative precision as possible. This detector development is also an important The need to read out these devices accu- involves extracting the fundamental quark part of the program. rately and quickly has led to a number of dynamics from the observable hadron advances in fast scintillators and in visible- dynamics. Novel field-theoretic methods The study of weak vector bosons, heavy light photon detectors. The Notre Dame based on heavy-quark expansions have been quarks, and QCD phenomena at the group has pioneered developments in these developed for this task; they are continually Fermilab Tevatron collider is carried out detector technologies, and was proposer and refined. with the DØ detector. A major upgrade to coleader of the construction effort for the the detector has recently been completed. Central Fiber Tracker (CFT) for the DØ One broad area of research at Notre Dame The upgrade improves the detector’s ability experiment at Fermilab. is supersymmetry (SUSY), a symmetry to study top and beauty quarks by provid- relating bosons and fermions that could ing magnetic tracking in addition to the Education and Outreach explain many puzzles, such as the origin of detector’s outstanding calorimetry. The DØ QuarkNet is a federally funded National fundamental interactions or the longevity of group was a co-discoverer of the top quark program partnering high school teachers our universe. While many compelling and will now take advantage of the with particle physicists working on high- arguments suggest that nature is, at some Tevatron’s unique capabilities as the world’s energy colliding beam experiments at level, supersymmetric, there are as yet no current sole source of top quarks. The Fermilab and at CERN. Notre Dame is complete and convincing supersymmetric collider is also one of the few facilities in directly involved in the management of the standard models. Different assumptions which the W boson, responsible for the National QuarkNet Program and also about the mechanism by which SUSY is well-known charged weak interactions, can operates the Notre Dame QuarkNet Center broken lead to different ways of meeting be produced and studied. located adjacent to the campus where high present experimental constraints and school teachers and students can participate generate rich phenomenologies for future The study of electroweak symmetry “hands-on” in construction of state-of-the- experiments. Some applications of SUSY breakings and a search for new phenomena art particle physics detectors. under study at Notre Dame are unified is in preparation, utilizing the Large Hadron theories of the strong and electroweak Collider(LHC)under construction at Theoretical High Energy Physics forces; flavor symmetries that can explain CERN, near Geneva, Switzerland. A the observed quark and lepton mass consortium of U.S. and foreign physicists is Theoretical high energy physics at the hierarchies and predict new effects such as building two large multipurpose detectors, University of Notre Dame runs the gamut rare decays and neutrino oscillations, and and Notre Dame is involved with one of from the very phenomenological to the very novel signatures in Higgs boson interac- these called CMS. CMS is specialized to abstract. The research areas of particular tions. Testing the various theories, either study the massive Higgs boson, an essential interest include violations of discrete directly at high-energy colliders or indirectly part of the standard model responsible for symmetries, rare decays, particle-antiparticle using rare phenomena and precise predic- mass generation, and the spectra of super- oscillations, quantum field theoretic tions of low-energy parameters, is of great symmetric particles that may populate the problems, supersymmetry and grand interest to theorists and experimentalists mass region above the top quark. Notre unification, astroparticle physics and alike. Dame is an active member of the hadronic cosmology, symmetry groups and algebras, calorimetry subgroup of CMS. and topological questions. While the Another active area of study is the overlap of methods used and the systems studied vary particle physics with astrophysics and The study of CP violation in B meson decay considerably, the goals in the end are cosmology. When new theories are is being done with the BaBar detector at the similar: explaining what really makes our formulated to explain experimental PEP II storage ring currently under con- universe tick and understanding at a deep observations or the origin of existing struction at SLAC. Our understanding of level the theories that allow such an theories, inevitably new and exotic particles CP violation, which has to date been only explanation. and interactions are predicted; these can observed in the decay of the neutral K radically change the early evolution of the meson, implies that CP violating effects A violation of time reversal (T) invariance universe, the behavior of stellar objects, or should be found in the decay of B mesons, has been observed in the decays of neutral even the vacuum itself. Astrophysical and the effect should be large. CP violation kaons. Its role as a fundamental element of observations can, in turn, dramatically is a subtle effect in which nature distin- nature’s grand design has been fully constrain such theories, often bounding guishes between matter and antimatter and appreciated, yet we lack a real theoretical their parameters far more stringently than such an effect is needed to understand the understanding of it—not surprisingly, since terrestrial experiments. Properties of massive prevalence of matter over antimatter in our T violation is connected with central neutrinos, of supersymmetric particles, and world. The studies demand precision mysteries of the Standard Model, namely of more exotic relics such as quintessence, measurements of very large samples of B the problem of mass generation and family which may explain the mysterious dark 156 The Division of Science energy observed by astronomers, are some “FN-Tandem” machine capable of that has been proposed to have a quite examples of current research. achieving 10 MV terminal potential, and a exotic “proton-halo” structure. smaller three MV accelerator that can On a more mathematical, abstract level, produce the very high particle currents 3. The development of a new rabbit system research is in progress on various aspects of necessary for the study of nuclear astrophys- for the study of the(bn)correlations in 8B b symmetries and their applications. The role ics phenomena. A third one MV accelerator decay in searching for G-parity violation of symmetries in physics cannot be is presently being installed for the astro- resulting from u and d quark mass differ- overstated; indeed, all of high-energy physics program. ences. physics is founded on symmetry principles of various sorts. Two examples, CP and The FN accelerator has two types of ion Nuclear Astrophysics supersymmetry, were mentioned above. sources: a SNICS and an HIS. Some unique The research activities of the nuclear Another area of active study is infinite- capabilities at Notre Dame include the Blue astrophysics group are focused on measure- dimensional Lie algebras, in particular Kac- Giant detector consisting of 32 ion- ments of reaction and decay processes that Moody, Virasoro, and W-algebras appli- implanted Si detectors that can cover a large are important for the understanding of cable to conformal field theories and angular range in one of the general purpose hydrogen, helium, and carbon burning integrable systems, and the algebras scattering chambers, and the Twinsol phases during stellar evolution, and in corresponding to the group of maps from Facility of dual superconducting magnetic explosive stellar events such as novae, spheres and tori to compact simple Lie spectrometer for the production of supernovae, and X-ray bursts. In addition to groups. The cohomology of these groups radioactive ion beams. Twinsol was the first the experimental work, large network and the Lie algebras, and their connection U.S. low-energy radioactive ion beam simulations of nucleosynthesis in these with the problem of anomalies in current facility. Others include, a moving tape stable-burning and explosive scenarios are algebras, are being examined. Relativity system with a superconducting solenoid for carried out. A few examples of the studies groups (Galilean and Poincare) in < 4 weak interactions work, an array of Ge- being presently carried out are: dimensions and their projective unitary detectors (3-55% and 2-Clover type) for g- representations and physical applications is spectroscopy measurements, and a state-of- 1. New experimental techniques and another area of interest. Finally, the the-art RDM device for lifetime measure- methods have been developed to success- topology of a space, and not just its ments. fully measure the 12C(a,g)16O reaction rate symmetry properties, determines its physics. that is crucial for understanding the fate of One topic of current research is the role that Interdisciplinary programs that utilize high- late stars and the ignition of supernovae. topology plays in determining the relation- current particle beams to study phenomena These techniques are now applied for ship between a particle’s spin and the of interest in atomic and condensed-matter determining the stellar neutron sources for quantum statisticsit obeys. physics, and in the engineering of solid-state the s-process in the Red Giant and Asymp- devices, are also being pursued. A brief totic Giant phase of stellar evolution. Nuclear Physics summary of the most important research work of our faculty and staff is given below. 2. To simulate the origin of lead in our The nucleus is a unique many-body universe, s-process measurements on Ni and quantum system of fermions (neutrons and Radioactive Nuclear Beams Pb isotopes have been initiated at the new protons) interacting under the strong, One of our major research programs is n-TOF facility at CERN/Geneva. The electromagnetic, and weak interactions. It is directed toward the study of reactions results will be implemented into nucleosyn- therefore an excellent laboratory for the induced by short-lived radioactive nuclear thesis simulations of stellar evolution. study of the fundamental forces as exhibited beams. This is an area that was pioneered in in various nuclear properties. Research in the Nuclear Structure Laboratory at Notre 3. The 19F(p,g) and 20Ne(p, g) reactions nuclear physics at Notre Dame is built Dame, where the world’s first usable beams determine the origin and fate of fluorine around a broad program in low energy of radioactive nuclei at non-relativistic and neon in hydrogen-shell burning of experimental nuclear science that overlaps energies were developed in 1987. The deeply convective massive stars. The with the highest-priority scientific objectives research encompasses studies of reactions observed elemental abundances at the in modern nuclear physics. Work is induced by short-lived nuclei that are surface of these stars are inconsistent with typically carried out at the accelerator important for the understanding of the accepted rates for this reaction. We have facilities in our own laboratory as well as a astrophysical and cosmological processes, as re-measured the rates using new detector variety of accelerators in locations through- well as investigations of the structure of techniques and found results that differ out the world. Our main research areas exotic nuclear species at the limits of nuclear considerably from previous work. include Radioactive Ion Beams, Nuclear stability. Some of the future initiatives Astrophysics, Nuclear Structure, Funda- include: 4. A strong experimental program has mental symmetries, and Weak Interactions. focused on the study of ignition and end- 1. The development of Twinsol as a point of the so-called “rp” process in X-ray Nuclear Structure Laboratory momentum separator to study explosive bursts to determine the temperature, The Nuclear Structure Laboratory of the stellar hydrogen and helium burning. density, and time scale for X-ray burst University of Notre Dame is one of only modeling. Complementary to that, large- three medium-scale accelerator laboratories 2. Sub-Coulomb dissociation of 8B, which scale nucleosynthesis modeling has been in the United States funded by the National is important both as it relates to the performed to simulate the associated Science Foundation. At present, we main- problem of “missing” solar neutrinos and luminosity and nucleosynthesis conditions tain two accelerators in our laboratory—an because 8B is a “proton-dripline” nucleus at the surface of neutron stars. Physics 157

Fundamental Interactions in interesting and novel phenomena like 2. Mass measurements of neutron rich and Weak Decays “wobbling motion” (akin to that of a nuclei Ag, Sn, and Cd. The primary goal of this research effort is to wobbling top) and breakdown of chiral use the atomic nucleus as a laboratory to symmetry (the nuclei demonstrating left- The main expertise of the Nuclear Structure probe for new physics beyond the “Standard and right-handedness). Another topic of groups lies in ray spectroscopy measure- Model” of elementary-particle interactions. investigation is the so-called “anti-magnetic ments using multi detector arrays, electron We are also actively working on under- rotation” which is a novel form of nuclear spectroscopy, and in the determination of standing nuclear structure issues that are motion: a symmetric rotation of nucleonic the lifetimes of nuclear states using critical for determining the efficiency of currents, leading to regular rotational bands techniques capable of covering a wide range solar neutrino detectors. Some examples of of nuclei. of intervals, from a femtosecond to several the work being done are: hundred picoseconds. Vibrational dynamics in nuclei are not yet 1. The very small electron-capture branch in well understood. Schematically, vibrations Research Experiences for Teachers (RET) the decay of 116In has recently been can be described as multipole distortions measured. This decay rate is a test of nuclear spanning the range from monopole to high Notre Dame operates a Research Experience structure calculations that are being used to multipole oscillations around an equilib- for Teachers (RET) program; which pairs translate observed double b-decay rates into rium shape. Research is focused on isoscalar high school teachers from the North upper limits for parameters that characterize dipole oscillations (which are directly Central Indiana/Southwest Michigan region physics beyond the Standard Model. related to the nuclear incompressibility), as with physics faculty in the department. well as on quadrupole and octupole modes Teachers in RET participate in a paid eight- 2. We have recently measured the electron- resulting in low-lying collective excitations week program of summer research and neutrino correlation in a Fermi nuclear beta superimposed onto the underlying rota- receive academic graduate research credit. decay with unprecedented precision. Our tional structure. Nuclear incompressibility is measurement allows us to put the most a fundamental property of nuclear matter In principle, research is possible in any area stringent constraints possible on scalar and is crucial to our understanding of the of physics depending upon the mutual contributions to the weak interaction. phenomena of stellar collapse, supernovae, interest of the teacher and faculty mentor. and collective flow in high-energy heavy-ion Eight high school teachers were supported 3. We are currently working on preparing collisions. The only way to experimentally in this program in the summer of 2000, and an experiment that will search for Time- determine this quantity is via the monopole we intend to expand the program to Reversal-Symmetry Violation in the decay and isoscalar dipole vibrations in nuclei. accommodate 12 participants per summer. of neutrons. Our experiment has already produced the most sensitive probe of this The mass of a nucleus is one of its most Graduate Facilities in Physics observable and an upcoming run will fundamental properties. Experimental further improve our precision. nuclear masses and various mass models The Department of Physics, located in typically show excellent agreement near Nieuwland Science Hall, has excellent 4. We are working on a high-precision stability. Far from stability where there is research facilities both on and off campus. determination of the electron-neutrino very little or no information known, mass Astronomy/astrophysics research facilities correlation in the nuclear beta decay of 8B models diverge widely. Nuclear masses play include 20 nights a year at the 1.8 meter and 8Li, which should allow us to make the a particularly crucial role in nucleosynthesis Vatican Advanced Technology Telescope most accurate measurements of G-parity processes that take place in stellar explo- (VATT) and 10 nights a year at the soon- breaking, and could allow determination of sions. For example, the rp-process (rapid to-be-completed 2x 8.5 meter Large the up-down quark mass difference. proton capture) is thought to occur on the Binocular Telescope (LBT). Current accretion disks of x-ray bursting binary research is also conducted using a variety of Nuclear Structure neutron star systems. The r-process (rapid telescopes, including the Hubble Space The focus of this work is on studies of the neutron capture) is responsible for the Telescope (HST), the Keck Telescope, the fundamental modes of motion in nuclei. synthesis of the heavy elements in cataclys- NASA Infrared Telescope (IRTF), and the The dynamics of many-body quantum mic stellar scenarios. Both processes involve Steward and Cerro-Telolo Observatories. systems, including nuclei, relies heavily on the creation of nuclei far from stability. Our An air-shower array located next to the fluctuations around an equilibrium shape. current research interests are both in theory campus is used to study high- (30-300GeV) For many nuclei the equilibrium shape is and experiment. and ultrahigh-energy (greater than 100TeV) non-spherical, resulting in a spectrum that cosmic rays, utilizing position-sensitive is dominated by rotational structure. Of In theory, we are developing a reliable proportional wire detectors for precision particular interest in studies of rotational structure based mass model. In experiment, angle measurements and particle identifica- dynamics are the characterizations of we have a research program for the tion. Facilities for accelerator-based atomic “super-deformed” structures and the search measurement of nuclear masses along both physics research include vacuum ultraviolet for “hyper-deformation,” which involves processes. Some examples are given below. monochromators, high-resolution position- highly elongated nuclear shapes. sensitive photon detectors, and heavy-ion 1. Mass measurements of the N=Z waiting accelerators. Experiments are also carried An interesting new twist to rotational point nuclei 68Se, 80Zr, and 84Mo of the rp- out at Argonne National Laboratory (ANL) motion is the concept of “tilted axis process. and at GSI-Darmstadt, Germany. Precision rotation” whereby the nuclear rotation may measurements in atomic Cs, necessary for occur about more than one axis. This results interpretation of parity nonconservation 158 The Division of Science experiments, are carried out using Ti- The department also has a well-equipped Bell’s inequality; Bose-Einstein and Fermi- sapphire, dye, and diode lasers. In biophys- research library. A well-equipped machine Dirac statistics; elementary approximation ics, cell culture and neurobiology facilities shop and a capable staff of technicians serve methods; scattering theory. (Every year) are available. The 300-Mhz magnetic the needs of the experimental research resonance imager (MRI) is a vertical groups. 510. Methods of Experimental Physics superwide bore seven Tesla magnet with (2-2-3) Staff exchangeable probes (up to 64 mm in Course Descriptions A lecture and laboratory course on methods diameter) and gradient sets (up to 100 Each course listing includes: of modern experimental physics. The course Gauss/cm) for imaging microscopy and — Course Number is designed to expose first-year graduate biological applications. The facility is — Title students to all aspects of experimental equipped for in vivo study of small animals. — (Lecture hours per week– physics from instrumentation and data Condensed-matter physics facilities are laboratory or tutorial hours per week– acquisition to statistical treatment of data. available for molecular-beam epitaxy (MBE) credits per semester) Computer-related equipment includes of semiconductor films, superlattices, and — Instructor LABVIEW data-acquisition software, microstructures and for bulk crystal growth; — Course Description Pentium MMX personal computers, and low-temperature electron tunneling; — (Semester normally offered) Ultrasparc workstations. Instrumentation microwave, optical, and infrared includes state-of-the-art detectors from photoresponse studies of superconductors; 500. Physics Colloquium inorganic scintillators to solid state resonance studies in ferromagnetic and (1-0-0) Bunker detectors, lasers, X-ray sources, and NMR paramagnetic materials; surface physics; X- A discussion of current topics in physics by and ESR magnets. The course is designed ray and fluorescence characterization of guest lecturers and members of the faculty. around 10 experiments in astrophysics, solids; low-temperature thermodynamic (Every year) atomic, condensed matter, high energy, and studies; and optical and far-infrared studies nuclear physics. An important part of the of semiconductors. XAFS and X- 503. Methods of Theoretical Physics I course is equipment design, familiarity with ray‹scattering experiments are also carried (3-0-3) Staff various detection systems, electronic pulse- out at the ANL, and neutron diffraction A study of the methods of mathematical processing, and in-depth knowledge of studies are performed at the National physics. Topics include linear vector spaces, computer to equipment interfaces. Institute of Standards and Technology. matrices, group theory, complex variable (Every year) High-energy elementary particle physics theory, infinite series, special functions, and research is carried out at the Tevatron differential equations. (Every year) 531, 532, 533. Current Topics in Physics Collider at Fermi National Accelerator (3-0-1) (3-0-1) (3-0-1) Staff Laboratory (FNAL), Brookhaven National 505. Theoretical Mechanics Discussion of topics of current interest in Laboratory (BNL), Stanford Linear (3-0-3) Staff physics. (Offered as needed) Accelerator (SLAC), and the Large Hadron Lectures and problems dealing with the Collider at the CERN Laboratory in mechanics of a particle, systems of particles, 587. Interpretive Problems in Geneva, Switzerland. On-campus facilities and rigid bodies. The Lagrangian and Quantum Mechanics are used for the development of new particle Hamiltonian formulations of classical (3-0-3) Cushing detection systems, including scintillating mechanics; theory of small oscillations. This course is intended for graduate fiber tracking and tile-fiber calorimeter Introduction to special relativity. Introduc- students in physics and in the history and/ detectors, and for detector development and tion to nonlinear dynamics and chaos; or philosophy of science who wish to instruction for the QuarkNet education and bifurcation theory. (Every year) examine in some reasonable detail the roots, outreach project. Research facilities include both historical and philosophical, of 1-MV, 4-MV, and 9-MV Van de Graaff 506. Electromagnetism quantum mechanics and the profound nuclear accelerators; a 1-meter magnetic (3-0-3) Staff conceptual problems to which that theory spectrograph; a multidetector array for Electrostatics; Laplace’s and Poisson’s has given rise. The main vehicle for this will gamma-ray spectroscopy; and a dual equations; Legendre’s and Bessel’s equa- be a study of original seminal papers in the superconducting solenoid system for tions; Green’s functions; static multipole field (e.g., those by Planck, Bohr, radioactive beam studies. Nuclear physics expansions; magnetostatics; magnetic vector Heisenberg, Schrödinger, Born, Einstein, programs are also under way at ANL, the and scalar potentials; Maxwell’s equations; Podolsky and Rosen, von Neumann, Bell, National Superconducting Cyclotron plane waves. (Every year) Bohm) and of related papers in the Laboratory, and Thomas Jefferson National foundations of physics literature. Some Laboratory, among others. Computing 507, 508. Quantum Mechanics I and II background in physics, especially in the facilities include the University’s SGI (3-0-3) (3-0-3) Staff formalism of quantum mechanics, is Origin 2000 supercomputer, plus Univer- General Hilbert Space formulation of desirable. However, the relevant physics and sity and departmental computer clusters Quantum Mechanics; Schroedinger vs. philosophy will be presented in the course that include PCs and Macintoshes, and Heisenberg picture; symmetries and itself. (Offered as needed) UNIX workstations that include Suns, conservation laws; Feynman path integrals; IBMs, SGIs, and Linux PCs. High-speed harmonic oscillator; the Coulomb problem; 598A. Directed Research in Atomic Physics Ethernet connections are available in all the Bohm-Aharonov effect; the theory of (V-V-V) Berry University offices, laboratories, and angular momentum; EPR correlations and This course is for high school teachers residences, with outside network access participating in atomic physics research in available through the NSF’s vBNS project. the physics department, for example as Physics 159 participants in the RET (Research Experi- partner high school teachers with nuclear 602. Statistical Thermodynamics ence for Teachers), or similar programs that physicists. Participants will be introduced to (3-0-3) Staff partner high school teachers with atomic nuclear physics in informal lectures with Review of basic elements of phenomeno- physicists. Participants will be introduced to faculty, with course notes and reference logical thermodynamics; kinetic theory and atomic physics in informal lectures with texts available. Additionally, they will transport equation; dilute gases in equilib- faculty, with course notes and reference participate in directed research associated rium; classical statistical mechanics; texts available. Additionally, they will with current nuclear physics experiments microcanonical, canonical and grand participate in directed research associated being carried out by department faculty. canonical ensembles; quantum statistical with current atomic physics experiments Students maintain a research logbook and mechanics; the renormalization group, being carried out by department faculty. submit a written research summary at the critical phenomena and phase transitions. Students maintain a research logbook and conclusion of the research period. (Every year) submit a written research summary at the conclusion of the research period. 598R. Directed Research in Particle Physics 603. Quantum Mechanics III (V-V-V) Ruchti (3-0-3) Staff 598B. Directed Research in Biophysics This course is for high school teachers Advanced topics in nonrelativistic quantum (V-V-V) Glazier participating in particle physics research in mechanics: advanced approximation This course is for high school teachers the physics department, for example as methods, partial wave expansions, and the participating in biophysics research in the participants in the QuarkNet, or similar optical theorem, Berry’s phase; relativistic physics department, for example as programs that partner high school teachers quantum mechanics; the Dirac equation, participants in the RET (Research Experi- with particle physicists. Participants will be the electromagnetic interactions of the ence for Teachers), or similar programs that introduced to particle physics in informal Dirac particle, the fine structure of atoms, partner high school teachers with biophysi- lectures with faculty, with course notes and Klein’s paradox; basic elements of quantum cists. Participants will be introduced to reference texts available. Additionally, they field theory: Lagrangian and Hamiltonian biophysics in informal lectures with faculty, will participate in directed research formulation, the existence of antiparticles, with course notes and reference texts associated with current particle physics the Feynman rules with elementary available. Additionally, they will participate experiments being carried out by depart- applications; one-loop renormalization and in directed research associated with current ment faculty. This activity can include the renormalization group. (Every year) biophysics experiments being carried out by detector design, construction and operation, department faculty. Students maintain a as well as data recording, data reduction and 604. Quantum Field Theory research logbook and submit a written physics analyses. Students maintain a (3-0-3) Staff research summary at the conclusion of the research logbook and submit a written General formulation of quantum field research period. research summary at the conclusion of the theories; the spin-statistics theorem; CPT research period. invariance and its tests; local gauge theories; 598C. Directed Research in Condensed symmetries, conservation laws, Ward Matter Physics 598S. Directed Research in Astrophysics identities and anomalies; Feynman path (V-V-V) Bunker (V-V-V) Mathews integrals; Feynman rules for abelian and This course is for high school teachers This course is for high school teachers nonabelian gauge theories; ghosts; the participating in condensed matter physics participating in astrophysics research in the general renormalization program for gauge research in the physics department, for physics department, for example as theories and the renormalization group; example as participants in the RET participants in the RET (Research Experi- asymptotic freedom and slavery; spontane- (Research Experience for Teachers), or ence for Teachers), or similar programs that ous realization of symmetries and the Higgs similar programs that partner high school partner high school teachers with astro- mechanism; Grand Unification. (Offered as teachers with condensed matter physicists. physicists. Participants will be introduced to needed) Participants will be introduced to con- astrophysics in informal lectures with densed matter physics in informal lectures faculty, with course notes and reference 605. Astrophysics with faculty, with course notes and texts available. Additionally, they will (3-0-3) Staff reference texts available. Additionally, they participate in directed research associated An introductory course in astrophysics will participate in directed research with current astrophysics experiments being covering such topics as spectral and color associated with current condensed matter carried out by department faculty. Students indices, photometry, variable stars, mass physics experiments being carried out by maintain a research logbook and submit a functions, theoretical stellar models, department faculty. Students maintain a written research summary at the conclusion synthesis of elements, white dwarfs, neutron research logbook and submit a written of the research period. stars, supernova, cosmic rays, galaxies and research summary at the conclusion of the cosmology. (Every year) research period. 601. Electrodynamics (3-0-3) Staff 606. Many Body Theory 598N. Directed Research in Nuclear Physics Scattering and diffraction; special relativity; (3-0-3) Staff (V-V-V) Kolata covariant formulation; radiation from Second quantization; density matrix; This course is for high school teachers charges; multipole expansions; radiation double-time Green’s functions; temperature participating in nuclear physics research in damping. (Every year) Green’s functions; static and time-depen- the physics department, for example as dent properties of a system of electrons in participants in the RET (Research Experi- the normal state; superconductivity; ence for Teachers), or similar programs that Goldstone theorems; phase transitions in 160 The Division of Science one and two dimensions. (Offered as dilution refrigerators; XAFS, ESR, X-ray, evolution of galactic and extragalactic needed) and neutron scattering. (Offered as needed) cosmic radiation. The origin, radiation transport, and structure of the cosmic 607, 608. Atomic Physics 617, 618. Elementary Particle Physics microwave background radiation and other (3-0-3) (3-0-3) Staff (3-0-3) (3-0-3) Staff diffuse backgrounds. Inflationary cosmol- Atomic structure and properties. Spectros- Relativistic transformations and kinematics; ogy, cosmic phase transitions, primordial copy of simple and complex atomic systems, symmetries and conservation laws; selection nucleosynthesis. (Offered as needed) the Schroedinger and Dirac equations, rules; basic elements of group theory; the Hartree-Fock methods, allowed and quark model and fundamental interactions 621. General Relativity forbidden radiative transitions, and in nature; abelian and nonabelian gauge (3-0-3) Staff hyperfine splitting. Further topics that may theories; the Standard Model of High Physical principles of General Relativity, be covered are laser-atom interactions, laser Energy Physics, its Feynman rules and tensor algebra, Einstein field equations. The cooling and trapping, photoionization, renormalization; the Higgs mechanism; the Schwarzschild solution and applications, atomic collisions, many-body perturbation CKM matrix; Supersymmetry and including terrestrial and near-terrestrial theory, quantum electrodynamics,(2-0-2)(2-0-2) Staff and Supergravity; Grand Unification; empirical experiments, and (non-rotating) black holes. atomic parity nonconservation.Discussion of (Theresearch first and currentfoundations: literature inaccelerators, astrophysics. detectors (Every andyear) Stellar structure, white dwarves, and semester is offered every year; the second experimental techniques; crucial experi- neutron stars. Standard cosmology and the semester is offered as needed.) ments. (The first semester is offered every Friedman solutions, the early universe, relict year; the second semester is offered as background radiation, and the cosmological 609, 610. Nuclear Physics needed.) helium abundance. (Offered as needed) (3-0-3) (3-0-3) Staff The nucleus as a Fermi gas; the Von 619. Stars and Stellar Evolution 623, 624. Topics in Contemporary Physics Weizsäcker mass formula; tensor algebra (3-0-3) Staff (3-0-3) (3-0-3) Staff and the Wigner-Eckart theorem; isospin; Stars and stellar evolution. Observables A study in depth of selected topics of independent-particle motion; the many- of stellar astronomy and star classification, current interest. (Offered as needed) body problem in nuclear physics; the astrophysical hydrodynamics, stellar Hartree-Fock self-consistent field; the shell interiors, hydrostatic equilibrium, energy 625, 626. Special Topics in Physics model; collective nuclear motion; rotations transport, stellar opacities, equation of state, (3-0-3) (3-0-3) Staff and vibrations; pairing forces; nuclear thermonuclear reaction rates, nucleosynthe- Discussions of topical concepts in physics. reaction theory; electromagnetic and weak sis. The evolution of main sequence and (Offered as needed) interactions; fundamental symmetries and post main sequence stars along the searches for “new physics” in the context of Hertzsprung-Russell diagram, stages of 651, 652. Topics in Nuclear Physics the nucleus; nuclear astrophysics; the solar thermonuclear burning. Stellar pulsations (2-0-2) (2-0-2) Staff neutrino problem; use of electron scattering and transients. Basic theory of star forma- Discussions of research and current as a tool to investigate the structure of the tion and gravitational collapse. Formation literature in nuclear physics. (Every year) nucleon and the nucleus; quarks and gluons and evolution of planetary systems. in relativistic heavy ion collisions. (The first Relativistic hydrodynamics including white 653, 654. Topics in Atomic Physics semester is offered every year; the second dwarfs, neutron stars, black holes, accretion (2-0-2) (2-0-2) Staff semester is offered as needed.) discs and X-ray transients. Binary star Discussion of research and current literature evolution. Stellar collapse and supernovae. in atomic physics. (Every year) 613. Solid-State Physics (Offered as needed) (3-0-3) Staff 655, 656. Topics in Elementary Particle Free electron theories of solids; Drude and 620. Galactic Dynamics and Theoretical Physics Sommerfeld theory; crystal and reciprocal Cosmology (2-0-2) (2-0-2) Staff lattices; diffraction; Bloch electrons; band (3-0-3) Staff Discussion of research and current literature structure and the Fermi surface; cohesive A course on stellar systems, galaxies, and the in elementary particle physics. (Every year) energy; classical and quantum theory of the large-scale structure of the universe and harmonic crystal, phonons; dielectric microwave background. Observational 657, 658. Topics in Theoretical Physics properties of insulators; semiconductors; properties of galaxies and galactic clusters. (2-0-2) (2-0-2) Staff paramagnetism and diamagnetism, Galaxy morphology. Galaxy models Discussion of research and current problems magnetic ordering; superconductivity. including: gravitational collapse and star in theoretical physics. (Every year) (Every year) formation, galactic halos, galactic chemical evolution, potential theory, stellar orbits 659, 660. Topics in Solid-State Physics 614. Solid-State Physics and the theory of the equilibrium configura- (2-0-2) (2-0-2) Staff (3-0-3) Staff tions of stellar systems. The theory of spiral Discussion of research and current literature Advanced topics in condensed matter structure, collisions and encounters between in solid-state physics. (Every year) physics chosen from such areas as: critical stellar systems, and two-body relaxation in phenomena; high-temperature supercon- the approach to equilibrium. Dark matter 661. Astrophysics Seminar ductivity; quantum fluids; spin glasses; content of galaxies, clusters and the (2-0-2)(2-0-2) Staff quantum wells and quantum dots; quantum intergalactic medium. Models of large-scale Discussion of research and current literature Hall effect; “soft” condensed-matter structure including: cold, hot, and mixed- in astrophysics. (Every year) systems. Survey of modern experimental dark matter models. The formation and techniques such as molecular-beam epitaxy; Physics 161

671. Early Universe Seminar SAMIR K. BOSE, Professor. B.S., Delhi Univ., BOLDIZSÁR JANKÓ, Assistant Professor. (2-0-2) Staff 1956; M.S., ibid., 1958; Ph.D., Univ. of Univ. Dipl., Eötvös University, Budapest, Application of particle and nuclear physics Rochester, 1962. (1966) Hungary, 1991; Ph.D., Cornell Univ., 1996. to the early universe. Subjects covered will (2000) include: isotropy and homogeneity of the BRUCE A. BUNKER, Chair and Professor. universe, microwave background radiation, B.Sc., Univ. of Washington, 1974; Ph.D., HAWOONG JEONG, Research Assistant “Big Bang” cosmology, inflation models, ibid., 1980. (1983) Professor. B.S., Seoul Nat’l Univ., 1991; M.S., the “standard model” of high energy NEAL M. CASON, Professor. A.B., Ripon ibid., 1993; Ph.D., ibid., 1998. (2001) physics, baryosynthesis and “Grand College, 1959; M.S., Univ. of Wisconsin, WALTER R. JOHNSON, Frank M. Unified” theories, nucleosynthesis, cosmic 1961; Ph.D., ibid., 1964. (1965) Freimann Professor of Physics. B.S.E., Univ. of strings, and “dark” matter. (Every year) JAMES T. CUSHING, Professor. B.S., Loyola Michigan, 1952; M.S., ibid., 1953; Ph.D., ibid., 1957. (1958) 699. Research and Dissertation Univ., 1959; M.S., Northwestern Univ., (V-V-V) Staff 1960; Ph.D., State Univ. of Iowa, 1963. GERALD L. JONES, Professor. B.S., Univ. of Research and dissertation for resident (1966) Kansas, 1956; Ph.D., ibid., 1960. (1963) graduate students. MALGORZATA DOBROWOLSKA- JAMES J. KOLATA, Professor. B.S., FURDYNA, Professor. M.S., Warsaw Univ., Marquette Univ., 1964; M.S., Michigan State 700. Nonresident Dissertation Research 1972; Ph.D., Polish Academy of Sciences, Univ., 1966; Ph.D., ibid., 1969. (1977) (0-0-1) Staff 1980. (1988) Required of nonresident graduate students CHRISTOPHER F. KOLDA, Assistant who are completing their dissertations in STEFAN G. FRAUENDORF, Professor. Professor. B.A., Johns Hopkins Univ., 1990; absentia and who wish to retain their degree M.S., Technical Univ. of Dresden, 1968; Ph.D., Univ. of Michigan, 1995. (2000) status. Ph.D., ibid., 1971. (1998) LARRY O. LAMM, Research Associate JACEK K. FURDYNA, Aurora and Tom Professor. B.S., East Carolina Univ., 1978; In addition to the foregoing, certain Marquez Professor of Physics. B.S., Loyola M.S., ibid., 1983; Ph.D., Univ. of Notre advanced undergraduate courses may be Univ., Chicago, 1955; Ph.D., Northwestern Dame, 1989. (1994) taken for graduate credit. Univ., 1960. (1986) A. EUGENE LIVINGSTON, Professor. B.Sc., Faculty ALEJANDRO GARCÍA, Grace-Rupley Univ. of Alberta, 1969; M.Sc., ibid., 1970; ANI APRAHAMIAN, Professor. B.A., Clark Professor of Physics. B.S., Univ. Nacional de Ph.D., ibid., 1974. (1978) Univ., 1980; Ph.D., ibid., 1986. (1989) Tucuman, 1984; M.S., Univ. of Washington, JOHN M. LoSECCO, Professor. B.S., Cooper 1987; Ph.D., ibid., 1991. (1994) GERALD B. ARNOLD, Professor. B.A., Union, 1972; A.M., Harvard Univ., 1973; Northwestern Univ., 1969; M.S., Univ. of UMESH GARG, Professor. B.S., Birla Ph.D., ibid., 1976. (1985) California, Los Angeles, 1972; Ph.D., ibid., Institute of Technology, Pilani, India, 1972; MONICA LYNKER, Guest Assistant Professor 1977. (1978) M.S., ibid., 1974; M.A., State Univ. of New and Assistant Professor at Indiana University York, Stony Brook, 1975; Ph.D., ibid., 1978. ALBERT-LÁSZLÓ BARABÁSI, Emil T. South Bend. Vordiplom, G.H. Siegen, 1984; (1982) Hofman Professor of Physics. B.A., Univ. of Ph.D., UT Austin, 1990. (2000) Bucharest, 1989; M.A., Univ. of Budapest, PETER M. GARNAVICH, Assistant Professor. EUGENE R. MARSHALEK, Professor. B.S., 1991; Ph.D., Boston Univ., 1994. (1995) B.S., Univ. of Maryland, 1980; M.S., Queens College, 1957; Ph.D., Univ. of Massachusetts Inst. of Technology, 1983; DAVID P. BENNETT, Research Associate California, Berkeley, 1962. (1965) Ph.D., Univ. of Washington, 1991. (2000) Professor. B.S., Case Western Reserve Univ., GRANT J. MATHEWS, Professor. B.S., 1981; Ph.D., Stanford Univ., 1986. (1996) ULRICH GIESEN, Research Assistant Michigan State Univ., 1972; Ph.D., Univ. of Professor. B.S., Univ. Münster, Germany, H. GORDON BERRY, Director of Graduate Maryland, 1977. (1994) 1984; M.S., ibid., 1987; Ph.D., Univ. of Studies and Professor. B.A., Oxford Univ., Notre Dame, 1992. (1998) PATRICK J. MOONEY, Visiting Research 1962; M.S., Univ. of Wisconsin, 1963; Ph.D., Assistant Professor. B.S., Univ. of Notre Dame, ibid., 1967. (1994) JAMES A. GLAZIER, Associate Professor. B.A., 1978; Ph.D., ibid., 1986. (1998) Harvard Univ., 1984; M.A., Univ. of IKAROS I. BIGI, Professor. M.Sc., Univ. Chicago, 1987; Ph.D., ibid., 1989. (1992) KATHIE E. NEWMAN, Associate Dean in the Muenchen, 1973; Ph.D., ibid., 1976. (1988) College of Science and Professor. B.Sc., JOACHIM GÖERRES, Research Professor. JAMES M. BISHOP, Research Professor. A.B., Michigan State Univ., 1974; Ph.D., Univ. of B.S., Univ. of Munster, 1974; Diplom., ibid., Kansas State Teachers College, 1958; M.S., Washington, 1981. (1983) 1979; Ph.D., ibid., 1983. (1989) Univ. of Wisconsin, 1960; Ph.D., ibid., 1967. TERRENCE W. RETTIG, Associate Professor. (1972) MICHAEL D. HILDRETH, Assistant B.A., Defiance College, 1968; M.S., Ball State Professor. A.B., Princeton Univ., 1988; Ph.D., HOWARD A. BLACKSTEAD, Professor. Univ., 1970; M.A., Indiana Univ., 1972; Stanford Univ., 1995. (2000) B.S., North Dakota State, 1962; M.A., Ph.D., ibid., 1976. (1983) Dartmouth College, 1964; Ph.D., Rice Univ., ANTHONY K. HYDER, Associate Vice RANDAL C. RUCHTI, Professor. B.S., Univ. 1967. (1969) President for Graduate Studies and Research and of Wisconsin, 1968; M.S., Univ. of Illinois, Professor. B.S., Univ. of Notre Dame, 1962; 1970; Ph.D., Michigan State Univ., 1973. Ph.D., Air Force Institute of Technology, (1977) 1971. (1991) 162 The Division of Science

STEVEN T. RUGGIERO, Associate Professor. established mathematical paradigms in their adviser’s direction. If written and defended B.S., Rensselaer Polytechnic Institute, 1975; particular areas of interest. in accordance with the standard procedures M.S., Stanford Univ., 1977; Ph.D., ibid., of the Graduate School, the thesis satisfies 1981. (1983) The mathematics background of a success- six of these credit hours. A second way in ful applicant to the M.S.A.M. degree which the student can complete the SHAFA D. J. AL SADDAWI, Adjunct program is expected to include a four- requirements of the interdisciplinary Assistant Professor. B.Sc., Baghdad Univ., semester calculus sequence and two component is with a meaningful interdisci- 1969; M.Sc., Warsaw Univ., 1985; Ph.D., additional courses of substantial mathemati- plinary project carried out under the ibid., 1989. (1999) cal content such as linear algebra and adviser’s supervision. The written exposition JONATHAN R. SAPIRSTEIN, Professor. differential equations. of the project requires the approval of the B.S., Stanford Univ., 1973; Ph.D., ibid., adviser and the director of Graduate Studies 1979. (1984) After a student is accepted into the of the Department of Mathematics. program, he/she must present a proposal for PAUL E. SHANLEY, Associate Professor. B.S., a plan of study leading to the M.S.A.M. Northeastern Univ., 1960; M.S., ibid., 1962; that should aim both to expand the For additional information, contact Ph.D., ibid., 1966. (1968) student’s mathematical horizons and to the Department of Mathematics at (219) 631-7245. WILLIAM D. SHEPHARD, Professor. B.A., develop his/her expertise in the intended Wesleyan Univ., 1954; M.S., Univ. of area of application. The graduate committee The Molecular Biosciences Program Wisconsin, 1955; Ph.D., ibid., 1962. (1963) of the mathematics department will evaluate the student’s proposal in close consultation STEVEN N. SHORE, Adjunct Professor of with appropriate faculty members from Director: Physics and Professor and Chair at Indiana other departments, a process that also serves Joseph E. O’Tousa, Professor of University South Bend. M.Sc., SUNY-Stony the purpose of facilitating the selection of Biological Sciences Brook, 1974; Ph.D., Univ. of Toronto, 1978. the student’s official adviser who may come E-mail: [email protected] (1995) from either the mathematics department or (www.science.nd.edu/MBP/MBP.html) a collaborating department. The student’s CAROL E. TANNER, Associate Professor. proposed plan of study, including the Current research probing the molecular B.S., Univ. of Illinois, Urbana-Champaign, mathematical content of the courses of the details of the biological sciences requires 1980; M.S., Univ. of California, Berkeley, interdisciplinary component (see below), simultaneous application of genetic, 1982; Ph.D., ibid., 1985. (1990) requires the approval of both the graduate biochemical, and molecular biological VANCE D. VANDERBURG, Adjunct committee of the mathematics department principles and expertise. The Molecular Professor. B.S., Syracuse Univ., 1960; Ph.D., and the student’s adviser. Once approved, Biosciences Program (M.B.P.) provides a Purdue Univ., 1965. (2000) the proposed plan of study becomes the broad range of training opportunities for student’s official plan of study. students seeking careers within this active JADWIGA WARCHOL, Research Professor. research field. Faculty participants of the B.Sc., Univ. of Warsaw, 1962; M.Sc., ibid., The program of study for the M.S.A.M. Department of Biological Sciences and the 1963; Ph.D., ibid., 1969. (1984) consists of a core mathematics component Department of Chemistry and Biochemistry MITCHELL R. WAYNE, Professor. B.S., and an interdisciplinary component for a administer the M.B.P. within the College of Univ. of California, Los Angeles, 1977; M.S., total course requirement of 24 credit hours. Science. Students interested in the M.B. program should apply for admission to the ibid., 1980; Ph.D., ibid., 1985. (1991) The core component of mathematics Department of Biological Sciences or FRIDOLIN WEBER, Visiting Professor of contains either nine or 12 credit hours, Chemistry and Biochemistry depending on Physics. M.S., Univ. of Munich, 1982; Ph.D., depending on both the background and the their research interests. ibid., 1985; Ph.D., ibid, 1992. (2000) interests of the student. It consists of a JAMES R. WILSON, Adjunct Professor and numerical methods course that features a Research Facilities Associate in Astrophysics at Lawrence Livermore thorough discussion of the mathematical The Department of Biological Sciences, National Laboratory. B.S., Univ. of California, foundations of numerical analysis and such housed in the modern Galvin Life Sciences concepts as ill-conditioning, numerical Berkeley, 1943; Ph.D., ibid., 1952. (1996) complex, has excellent facilities for all stability and error analysis; at least one laboratory research in molecular biology. course in basic graduate mathematics, which Facilities and training opportunities are Interdisciplinary Programs can be chosen in an area that parallels the available in genetics, molecular and cell student’s field of interest; and a choice of biology, and developmental biology. The Applied Mathematics topics in applied mathematics. Department of Chemistry and Biochemistry has training opportunities in the fields of The Department of Mathematics at the The interdisciplinary component accounts gene expression, protein structure and University of Notre Dame offers an for the additional 12 to 15 credit hours. enzyme kinetics. Many M.B.P. faculty have interdisciplinary master of science in applied These can be met by an appropriate research activities within the newly mathematics (M.A.S.M.). The goal of the selection of courses in any graduate established Walther Cancer Center and M.S.A.M. is to produce skilled and creative discipline at Notre Dame that makes serious Keck Transgene Center. scholars who will be able to use sophisti- use of mathematics. With the approval of cated mathematical techniques in their the adviser, the student may pursue an professional activities and go beyond the interdisciplinary master’s thesis under the Interdisciplinary Programs 163

The University maintains modern research All M.B.P. students must pass both oral and programmed cell death (apoptosis), and the facilities in support of the Molecular written comprehensive examinations. relationship to mechanisms of disease Biosciences Program. The Biosciences Core Students will conduct original research and leading to carcinogenesis, aging. Facility maintains instrumentation for write an approved dissertation on this work. DNA, RNA, and peptide synthesis, amino The work is conducted under the direction Immunobiology of Infectious Diseases acid and carbohydrate analysis, and protein of an adviser participating in the M.B.P. Course focuses on the cellular and molecu- and peptide sequencing. The Department Students in the program also must complete lar mechanisms behind human diseases. of Biological Sciences houses an optics a one-year teaching requirement that usually Specifically, the design and effects of drug facility for confocal microscopy and involves assisting in the instruction of treatments on microbial and cellular scanning and transmission electron laboratory courses within their discipline. processes and the development and microscopy and a new flow cytometry All students participate in the seminar implementation of vaccines. facility equipped with a Coulter Epics XL activities of the program. flow cytometer and a Coulter ALTRA flow Topics in Tumor Biology sorter. The College of Science NMR Course Descriptions Course examines the cell and molecular Facility contains state-of-the-art high field Both required and elective courses of the basis of tumor genesis and development in spectrometers that support both chemical Molecular Biosciences Program are specific cancer cell types. and biological nuclear magnetic resonance categorized according to the department research. The Mass Spectrometry Facility is offering the course. Please refer to the Chemistry and Biochemistry equipped to analyze high mass biomolecules section on degree requirements for more Fundamentals of Biochemistry and determine exact masses of low and information. Chemistry of carbohydrates, amino acids, medium size molecules. The Freimann Life proteins, nucleotides, nucleic acids, lipids, Science Center provides a modern animal Biological Sciences and enzymes. care facility. The staff of certified veterinary Developmental Genetics technicians ensures proper care and use of Analysis of the cellular and molecular Intermediary Metabolism laboratory research animals. Several science genetic mechanisms underlying animal A study of the chemical reactions character- libraries are found on campus in Nieuwland development, with emphasis on major istic of living systems. Science Hall, the Radiation Laboratory, and vertebrate and invertebrate model systems. the Galvin Life Sciences Building. Addi- Molecular Biology I tional resources are available in the main Immunology Physical chemistry of nucleic acids, bacterial campus Hesburgh Library. An introductory course emphasizing the genetics, principles of cloning, DNA cells and tissues of the immune system and replication and recombination, prokaryotic Degree Requirements the nature and function of antigens and and eukaryotic transcription, RNA Students participating in the Molecular antibodies. processing and translation. Listed also as Biosciences Program must complete the BIOS 531. degree requirements of either the Depart- Molecular Biology I ment of Biological Sciences or the Depart- Physical chemistry of nucleic acids, bacterial Molecular Biology II ment of Chemistry and Biochemistry. genetics, principles of cloning, DNA Yeast genetics and molecular biology; Several courses are designed for all M.B.P. replication and recombination, prokaryotic retroviruses and transposable elements; students, and are usually taken during the and eukaryotic transcription, RNA recombinant DNA: tools and applications first year of graduate school. There are processing and translation. Listed also as in Drosophila, yeast, and mice. Listed also additional elective courses in each depart- CHEM 531. as BIOS 532. ment to allow for specialization within the M.B.P. Students in the Biological Sciences Molecular Biology II Enzyme Chemistry are required to take Molecular Biology I Yeast genetics and molecular biology; Physical and chemical properties and and II, Fundamentals of Biochemistry, and retroviruses and transposable elements; mechanism of action of enzymes and their five elective courses. These are minimum recombinant DNA: tools and applications role in metabolic processes. requirements. The student’s research advisor in Drosophila, yeast, and mice. Listed also and committee may require additional as CHEM 532. NMR Spectroscopy in Chemistry and courses based on the background and Biochemistry research interests of the student. In the Advanced Cell Biology I A survey of modern NMR methods used to Department of Chemistry and Biochemistry The basic biochemical, structural, and determine molecular structure and confor- there are specific requirements depending biophysical properties of key systems mation, study chemical and biochemical on the focus of the study. A student in involved in membrane transport, protein reactivity, and probe metabolic processes in Biochemistry is required to take Fundamen- trafficking, bioenergetics, cell signaling, biological systems. tals of Biochemistry, Intermediary Metabo- vesicular transport, organelle biogenesis, and lism, Molecular Biology I, and Advanced cytoskeletal functions. Chemical Basis of Gene Expression Biochemical Techniques. In Organic Emphasis is placed on eukaryotic gene Chemistry, a student is required to take Advanced Cell Biology II structure, replication, transcription, and Advanced Organic Chemistry I, Advanced The biochemical, structural, and biophysi- translation. Organic Chemistry II, and Synthetic cal properties of key systems involved in Organic Chemistry, with an additional nine cellular adhesion, cell cycle regulation, Advanced Organic Chemistry I and II credit hours of courses. The theoretical basis of organic chemistry 164 The Division of Science and a detailed study of the preparation and try. Information about these tests can be FRANCIS J. CASTELLINO, in vivo and in reactions of organic compounds. obtained from: vitro structure-function relationships of blood GRE ETS coagulation and fibrinolysis proteins. Synthetic Organic Chemistry P.O. Box 600 A systematic and critical study of the Princeton, NJ 08541-6000 HOLLY V. GOODSON, dynamics of synthetic methods of modern organic microtubule assembly, regulation of chemistry, including the development of Faculty and Research cytoskeletal structure. multistage syntheses. Biological Sciences PAUL HELQUIST, design, synthesis, and JOHN H. ADAMS, molecular interactions of mechanism of antibiotics and anticancer Teaching, Research Fellowships malaria merozoites with host erythrocytes and agents. genetic/antigenic variation of Plasmodium. Financial support is available to all students. PAUL W. HUBER, RNA-protein interac- The Molecular Biosciences Program CRISLYN D’SOUZA-SCHOREY, Small tions, RNA localization, regulation of nominates outstanding applicants for GTPases in cell signaling and membrane transcription. University-wide fellowships, some of which trafficking. are specific for female and minority MARVIN J. MILLER, synthetic and candidates. The M.B.P. also administers JOHN G. DUMAN, Physiological and bioorganic chemistry, microbial iron transport program-specific fellowships that support biochemical adaptations to subzero tempera- agents, amino acids, peptides and ß-lactam incoming and matriculating students. tures, especially (1) structure and function of antibiotics. Research assistantships are available in many antifreeze proteins and ice nucleating proteins, THOMAS L. NOWAK, mechanisms of of the research laboratories, and teaching and (2) studies of transgenic plants expressing enzyme activation and catalysis, carbohydrate assistantships are available to all students. insect antifreeze proteins. Teaching assistantships typically involve 10 metabolism, biochemical applications of to 12 hours of work per week teaching MALCOLM J. FRASER JR., baculovirus NMR spectroscopy. molecular genetics, transposons, transgenic within an undergraduate laboratory course. ANTHONY S. SERIANNI, biomolecular engineering of insects. All M.B.P. students are awarded full-tuition structure determination via isotope-edited scholarships. FREDERICK W. GOETZ JR., cellular NMR methods. regulation of ovulation. BRADLEY D. SMITH, biomimetic chemis- Application and Admission DAVID R. HYDE, molecular genetics of try, biomembrane fusion, phospholipid flip- Students interested in the Molecular Drosophila vision, molecular genetics of eye flop, antimicrobial agents. Biosciences Program must apply for development and retinal degeneration in admission to one of the departments OLAF G. WIEST, physical and computa- zebrafish, mechanisms of neuronal regenera- involved in the program, Biological Sciences tional organic chemistry protein-ligand tion in zebrafish. or Chemistry and Biochemistry. Applicants interactions, rational drug design. should choose the department that best ALAN L. JOHNSON, ovarian follicular serves their training goals. Each department growth, differentiation, and atresia; apoptosis. has different degree requirements, as Further Information JOSEPH E. O’TOUSA, maturation, described above. Usually the research For additional information about the structure, and function of rhodopsin, adviser will be in the same department as Molecular Biosciences Program, write: the student, although this is not a necessity. molecular genetics of retinal degeneration, control of cell death proceses. Dr. Joseph E. O’Tousa To apply to this program, please submit a JEFFREY S. SCHOREY, molecular and Director, Molecular Biosciences Program completed Graduate School application cellular processes of mycobacterium-host cell Dept. of Biological Science University of Notre Dame form. On this application, you must specify interactions. to which of the host departments (Biologi- Notre Dame, IN 46556 cal Sciences or Chemistry and Biochemis- NEIL F. SHAY, molecular, cellular, and Telephone: (219) 631-6093 try) you are applying, and specify that your physiological aspects of nutrition and nutrient E-mail: [email protected] area of interest or specialization will be the deficiencies. Molecular Biosciences Program. Transcripts MARTIN P.R. TENNISWOOD, Tumor For information specific to the departments involved in the Molecular Biosciences of all previous academic credits, three Biology, apoptosis in hormone dependent Program, please write the corresponding recommendation forms from undergraduate cancers. instructors aware of your qualifications, and graduate director: a statement of purpose are also required. KEVIN T. VAUGHAN, dynactin complex, dynein-mediated organelle transport. Biological Sciences: Dr. F.R. Goetz Graduate Record Exam (GRE) scores must JOELLEN J. WELSH, breast cancer, Director, Graduate Studies also be submitted for the Verbal, Quantita- apoptotic mechanisms. tive, and Analytical exams and your choice Dept. of Biological Science of one Advanced Study Examination. The University of Notre Dame GRE advanced test is required for consider- Chemistry and Biochemistry Notre Dame, IN 46556 ation within the Department of Biological SUBHASH C. BASU, regulation of Telephone: (219) 631-6552 Sciences and is highly recommended for the glycosyltransferases during development, E-mail: [email protected] Department of Chemistry and Biochemis- DNA polymerase-, associated lectin in eukaryotic DNA replication. Interdisciplinary Programs 165

Chemistry and Biochemistry: School and the Indiana medical school. The SBCM 505. Histology/Embryology Dr. Brad Smith Graduate School will accept MCAT scores (2.5-3.5-5) Hamlett Director, Graduate Studies in place of the GRE scores required of all The study of microscopic anatomy of Dept. of Chemistry and Biochemistry applicants. The parallel applications will be normal human tissues. Light microscopy University of Notre Dame coordinated and tracked by the South Bend receives the major emphasis, but electron Notre Dame, IN 46556 Center for Medical Education, which serves microscopic structure is included in areas of Telephone: (219) 631-5759/6705 as the central office for the combined degree special interest. Two lecture hours per week E-mail: [email protected] program. Representatives from Notre Dame are devoted to the fundamentals of and the I.U. School of Medicine monitor embryology. M.D./Ph.D. Joint Degree Program and oversee the program. SBCM 512. Behavioral Science Acting Director: Application to the joint degree program will (2-0-2) Macri John F. O’Malley, Ph.D. not jeopardize a student’s application to This course focuses on the emotional, Telephone: (219) 631-5574 either the Graduate School or the School of intellectual, and social development of the E-mail: [email protected] Medicine. The student may be admitted to human being. Every attempt is made to (www.nd.edu/~sbcme/md_phd.html) either school independently. Students help medical students understand their own admitted into the joint degree program will personalities and to begin the process of The Program of Studies receive both tuition and stipend assistance. using themselves as therapeutic agents. The University of Notre Dame and Indiana University School of Medicine offer a joint For information and application materials, SBCM 556. Medical Microbiology M.D./Ph.D. degree for exceptional students interested students should contact the (3.5-5-7) Cole interested in academic medicine. This Office of the Director, South Bend Center A diversity of microbiology and related unusual partnership between a private for Medical Education, B22 Haggar Hall, subtopics are studied within this course, Catholic university and a state-supported Notre Dame, IN 46556, telephone (219) including immunology, virology, bacteriol- medical school was formed in 1995. The 631-5574. ogy, parasitology, mycology, and aspects of program draws on the strengths of the infectious disease. While primary emphasis medical faculty and the research excellence Course Descriptions is on the biology and pathogenic mecha- of the graduate program faculty to train The following courses offered in the center nisms of individual organisms, microbe scientists who can bridge the gap between and the University are central to center relationships are discussed extensively clinical medicine and basic life sciences. programs. Each course listing includes: throughout the course. – Course Number The South Bend Center for Medical – Title SBCM 600. Introduction to Clinical Education (I.U. School of Medicine) has – (Lecture hours per week– Medicine I: The Patient-Doctor announced plans to build a new Medical laboratory or tutorial hours per week– Relationship Education facility that will also house the credits per semester) (2-0-2) Staff Notre Dame Transgene Center. – Instructor A multidepartmental interdisciplinary – Course Description course designed to introduce students to the General Requirements – (Semester normally offered) patient-doctor relationship through To earn the joint degree, students will interactions with faculty and patients in a complete the first two years of medical SBCM 501. Gross Anatomy variety of settings. In small groups facili- school at the South Bend Center for (3-9-8) O’Malley tated by primary care and behavioral science Medical Education (SBCME), located on An intensive study of the gross structure of faculty, students direct their learning toward the Notre Dame campus, and continue at the human body, accomplished through the complexity of the context from which a Notre Dame for three more years to pursue maximum student participation in the patient seeks medical care. In order to the University’s doctoral degree through the dissection of the human cadaver together achieve this, students examine normal Graduate School. The last two years of with formal lectures and assigned readings. human behavior and development through- medical school then will be completed at out the life cycle. Issues addressed include the Indiana medical school’s main campus SBCM 503. Neuroscience preventive health care, sexuality, cultural in Indianapolis. (3.5-3.5-5) Kingsley diversity, minority health issues, religion An integrated course that canvasses the and spirituality, family dynamics, the eco- Program descriptions and requirements, as biophysics, biochemistry, anatomy, nomics of health care, and death and dying. well as course and faculty listings for all of physiology, and pathology of the human Notre Dame’s doctoral programs, may be nervous system and its vasculature. SBCM 605. Medical Genetics found elsewhere in this Bulletin. Students in (2-0-2) McKee the M.D./Ph.D. program may pursue the SBCM 504. Human Physiology A survey course of lectures and discussions doctoral degree in any of these disciplines. (3-3.5-8) Olson dealing with the mechanisms and patterns Course and faculty listings specific to the The study of the physiology of the cardio- of inheritance. Emphasis on human genetic medical training may be found below. vascular, respiratory, renal, endocrine, and disorders. Students may also participate in gastrointestinal systems. Emphasis is placed the Memorial Hospital Regional Genetic Admission on medical aspects of human physiology. Counseling Clinic, where they will be Admission to the program requires separate Student participation laboratories are used introduced to genetic diagnosis, manage- applications to the Notre Dame Graduate to demonstrate classic physiologic principles ment and counseling of patients with and current bioanalytic techniques. genetic diseases. 166 The Division of Science

SBCM 651. Introduction to Medicine NANCY L. COLE, Adjunct Assistant Professor (19-0-19) Magneson (biological sciences). B.A., St. Olaf College, A multidepartmental course designed to 1976; Ph.D., Univ. of Texas, 1982. (1985) introduce clinical medicine. Includes medical history taking and physical GARY B. FROMM, Adjunct Assistant Professor examination skills learned at the bedside (clinical) (biological sciences). B.S., Indiana with direct patient contact. Clinical Univ., M.D., Indiana Univ. 1982. (1984) medicine is surveyed concurrently with LUIS N. GALUP, Adjunct Associate Professor emphasis on pathophysiology and diagnosis. (clinical) (biological sciences). B.M., Univ. Problem-solving skills are stressed, in- Nac. Mayor de San Marcos, 1963; M.D., cluding synthesis and interpretation of ibid., 1963. (1980) medical data. WILLIAM C. HAMLETT, Adjunct Professor SBCM 652. Biostatistics (biological sciences). B.S., Univ. of South (1-0-1) Christ Carolina, 1970; M.S., ibid., 1973; Ph.D. Biostatistics for medical students. Clemson Univ., 1983. (1991) ROBERT E. KINGSLEY, Adjunct Associate SBCM 653. General Pathology Professor (biological sciences). B.A., Univ. of (3-1-4) Prahlow Michigan, 1965; Ph.D., Indiana Univ., 1971. The study of diseases that affect human (1974) tissues. Emphasis is placed on the principles of inflammation, necrosis, repair, growth FAYE L. MAGNESON, Adjunct Assistant disturbances, and hemodynamic and Professor (clinical) (biological sciences). B.S., metabolic disorders. Students participate in Univ. of Northern Colorado, 1975; M.D., laboratory exercises, which are constructed Bowman Gray Medical School, 1979. (1993) for problem case analysis. EDWARD E. MCKEE, Adjunct Associate SBCM 654. Pharmacology Professor (chemistry and biochemistry). B.S., (5-2-7) Christ Pennsylvania State Univ., 1972; Ph.D., ibid., A systematic study of the mechanism of 1977. (1991) action, disposition, and fate of drugs in DIANE S. MUSGRAVE, Adjunct Assistant living systems with emphasis on drugs of Professor (clinical) (biological sciences). B.A., medical importance. Wellesley College, 1971; M.D., Univ. of Cincinnati, 1977. (1994) SBCM 654. Systemic Pathology (8-0-8) Prahlow KENNETH R. OLSON, Adjunct Professor The study of disease and its relationship to (biological sciences). B.S., Univ. of Wisconsin, structural and functional abnormalities of LaCrosse, 1969; M.S., Michigan State Univ., specific organ systems. Emphasis is placed 1970; Ph.D., ibid., 1972. (1975) on both pathologic anatomy and clinical JOHN F. O’MALLEY, Acting Director of the manifestations of disease. South Bend Center for Medical Education and Adjunct Associate Professor (biological sciences). CHEM 667M. Biological Chemistry B.S., Holy Cross College, 1952; M.S., (5-0-5) McKee The lecture sequence provides an analysis of Worcester State, 1957; Ph.D., Creighton current biochemical topics and an introduc- Univ., 1971. (1971) tion to those areas of biochemistry that are JOSEPH A. PRAHLOW, Guest Associate especially relevant in medicine. Emphasis is Professor (clinical) (biological sciences). B.S. placed on metabolic pathways, endocrine Valparaiso Univ., 1986; M.D., Indiana Univ. control, and related clinical problems. School of Medicine.

Additional programs in biomedically related MARK M. WALSH, Adjunct Assistant sciences appear elsewhere in the Bulletin in Professor (clinical) (biological sciences). B.A., the departments of biological sciences (para- Univ. of Notre Dame, 1969; M.D., Univ. of sitology, vector biology, virology, bacteriol- Bologna, 1976. (1994) ogy, and chemistry and biochemistry.

Faculty DARYL D. CHRIST, Adjunct Associate Professor (biological sciences). B.S., Univ. of Iowa, 1964; Ph.D., Loyola Univ. of Chicago, 1969. (1983) 167

The Division of Social Sciences

In the Division of Social Sciences, programs of graduate study are offered by the departments of economics, government and international studies, psychology, and sociology leading to the degree of doctor of philosophy. Programs leading to the degree of master of arts are also available, including an interdisciplinary master’s degree in peace studies, as well as a master of education degree.

The primary concern of the Division of Social Sciences is the professional development of the graduate student. This is accomplished as follows: (1) through course offerings, workshops, and seminar programs that provide a thorough analysis of the current theoretical developments of the various disciplines; (2) by employment of and training in modern research techniques; (3) by close, personal contact with the faculty and the faculty’s current research interests and efforts; and (4) through an appropriate program tailored to the professional needs and interests of the student.

The Laboratory for Social Research supports programs of investigation through statistical consulting, survey design, and management of databases. Centers and institutes provide a framework for multidisciplinary approaches to issues in the social sciences. The Helen Kellogg Institute for International Studies emphasizes the issues and problems of development and emerging democracy in the Third World, with primary attention to Latin America. The Joan B. Kroc Institute for International Peace Studies emphasizes innovative approaches to conflict resolution.

Economics the development of urban centers, backward cluster requirement; successful completion regions, and underdeveloped countries. of comprehensive examinations in macro- Chair: 3. Full use of the variety of methodologies, economic theory, microeconomic theory, Richard A. Jensen including neoclassical, post-Keynesian, neo- and political economy; a written disserta- Director of Graduate Studies: Marxian, and institutionalist, available for tion; and fulfillment of University require- Kali Rath the study of economic relations and events. ments with respect to grade point average Director of Graduate Admissions and and residency. The typical doctoral program Placement: The graduate doctoral program consists of takes four years, although it can be Martin H. Wolfson four major elements: (1) graduate core accomplished in less time, especially if the Telephone: (219) 631-6335 courses required of all Ph.D. students, (2) student has had some previous graduate E-mail: [email protected] field and other elective courses, (3) work. Normally, students complete their (www.nd.edu/~economic) workshops, and (4) dissertation work. In course work within two years, write their addition to the core courses, doctoral comprehensive examinations at the end of The Program of Studies students take a minimum of nine other the first year, participate in workshops, and The goal of the Department of Economics courses, including three courses in a field of in the third year develop and present a is to graduate students who have the specialization. The graduate economics dissertation proposal. After a director and expertise to assist in the solution of the program offers three fields of specialization: three readers have agreed to serve on the economic problems facing humanity. development and international economics; student’s dissertation committee, the Graduates in economics from the University economic theory, history of economic student carries out the proposed research of Notre Dame will be distinctive for their thought, and methodology; and institutions with their advice and guidance. combination of technical competence, (such as labor, financial, industrial, and familiarity with alternative approaches, and public institutions). Students are alterna- Master of Arts concern for values in economics. tively allowed to tailor their own field Both a research and a nonresearch M.A. clusters. Each of the field clusters offers a degree are available. The basic requirements The program in economics, designed to unique approach to the field that distin- for each are Economics 500, 501, 502, 508, fulfill the above goals, rests on the following guishes the Notre Dame program from and 591, a total of 30 credit hours, and principal elements: others. It is expected that after completing successful completion of the M.A. compre- 1. A solid foundation in micro- and the course work, students will do their hensive examinations covering macroeco- macroeconomic theory, statistics and advanced study and research in one of the nomic theory, microeconomic theory, and econometrics, political economy, history of fields where Notre Dame and the faculty political economy. For the research M.A., a economic thought, and methodology. excel. thesis (which counts six credits toward a 30- 2. Training in the analysis of the creation credit-hour total) is required. The non- and distribution of wealth, the causes of Doctor of Philosophy research M.A. entails 30 credit hours of poverty and inequality, and the formulation The requirements for the Ph.D. are a regular course work, but no thesis of policies to alleviate poverty and promote minimum of 16 graduate courses, including requirement. seven core courses and a three-course field 168 The Division of Social Sciences

Special Features models of consumer behavior, behavior of 604. Microeconomic Theory II the firm, and analysis of markets under (3-0-3), Rath The economics program is flexible enough perfect and imperfect competition. Analysis Prerequisite: ECON 502 or equivalent. to accommodate the needs and background of market failures, choice under uncertainty, General equilibrium analysis, welfare of the individual student so that courses in a and the economics of information. economics, and game theory. Issues in number of other areas can be added easily applied microeconomics. Discussion of and logically. 506. History of Economic Thought and alternative approaches to microeconomics. Methodology In addition to regular seminars and (3-0-3) Mirowski, Sent II. Elective Graduate Courses workshops, the economics department Introduction to the history of economic sponsors lectures, seminars, round table thought and methodological issues in 513. The Computer as Social Phenomenon discussions, and conferences with guest economics. Survey of preclassical, classical, (3-0-3) Mirowski economists from around the world. Marxian, marginalist, and other approaches. This course takes the perspective of “science Issues in the philosophy of science concern- studies” and applies it to issues that do not Other features of the program include a ing explanation, verification, and fit easily into either computer science or high faculty-student ratio, Macintosh prediction. economics. These include: Does the computers, IBM PCs, and computer computer have a well-defined existence? terminals throughout the campus area, and 508. Political Economy How has the computer influenced our opportunities to utilize the services of the (3-0-3) Mason, Ruccio, Wolfson theories of human nature? Is the “new Laboratory for Social Research. Alternative approaches to political information economy” a real phenomenon? economy, including classical, Marxian (both It also deals with some emerging issues in For further information about graduate classical and contemporary), post- Internet commerce. study in economics, please write to the Keynesian, institutional, feminist, and Director of Graduate Admissions, Depart- neoclassical approaches. Methods of analysis 515. Economic Methodology ment of Economics. in these approaches are illustrated by (3-0-3) Mirowski, Ruccio, Sent examining the basic concepts of political Philosophy of science issues of explanation, Course Descriptions economy such as class, state, gender, race, verification, and prediction are used to Each course listing includes: power, institutions, crisis, and development critique neoclassical, Keynesian, Marxian, – Course Number as well as concrete historical and contempo- and other heterodox economic theories. – Title rary issues. – (Lecture hours per week– 516. Problems in Political Economy laboratory or tutorial hours per week– 591. Statistics (3-0-3) Dutt, Wolfson credits per semester) (3-0-3) Lee, Marsh Alternative theories (institutionalist, – Instructor Exposition of statistical techniques with Marxist, and post-Keynesian) and their – Course Description applications in development, labor theory, application to researchable problems. Major and public policy economics. Testing emphasis on preparation for writing a I. Required Graduate Courses hypotheses in economic theory and dissertation using an alternative methodol- estimating behavioral relationships in ogy. 500. Mathematics for Economists economics. (3-0-3) Lee, Mukhopadhyay 517. Growth and Distribution Theory Prerequisite: ECON 301, ECON 302, or 592. Econometrics I (3-0-3) Dutt equivalents, or permission of instructor. (3-0-3) Lee, Marsh Alternative theories of growth, income Mathematical methods used in economic Prerequisite: ECON 591, ECON 303, or distribution, and prices from a theoretical theory and analysis. Major topics include equivalent statistics course. point of view. It first considers simple differential and integral calculus and matrix Properties of estimators, methods of macroeconomic theories of growth and algebra. estimation, general linear regression model, income distribution. It then systematically maximum likelihood estimation, nonlinear examines money and inflation, technologi- 501. Macroeconomic Theory I regression models, Karnaugh maps, cal change, sector issues, government (3-0-3) Dutt, Ros hypotheses testing with likelihood ratio, activity, and open economy issues in terms Prerequisite: ECON 302 or equivalent. Wald, Rao tests, ANOVA, and spline of the alternative theoretical approaches. An overview of alternative static macro regression methods. Students will be required to write a paper. models (such as Keynesian, monetarist, new classical, new Keynesian, and post- 603. Macroeconomic Theory II 521. Monetary Economics Keynesian models); microeconomic (3-0-3) Dutt, Ros (3-0-3) Bonello, Wolfson foundations of macroeconomics; an Prerequisite: ECON 501 or equivalent. Major theoretical and empirical studies on introduction to business cycles, growth, and Analysis of recent contributions and the demand for and the supply of money, open economy issues. controversies in macroeconomic theory the impact of money in alternative macro- emphasizing alternative approaches such as economic models, and major topics in 502. Microeconomic Theory I new classical, new Keynesian, and post- monetary policy. (3-0-3) Jensen, Mui, Rakowski Keynesian approaches. Macroeconomic Prerequisite: ECON 301 or equivalent. dynamics involving the analysis of growth Mathematical presentation of neoclassical distribution and cycles. Economics 169

522. Financial Institutions, Markets, and 565. International Political Economy economic performance. Competing theories Instability (3-0-3) Mosley of the determinants of structure at the level (3-0-3) Wolfson This seminar explores the interaction of individual industries and sectors and the An examination of the workings of the between politics and economics in the role of structure in the competitiveness of financial system. Topics include financial international system, with an emphasis on firms in the regional, national, and global crises and the business cycle, institutional the theoretical development of the subfield economy. Role of competitive forces in and structural change affecting financial of international political economy. We will relatively unregulated environments and markets and institutions, the global investigate the balance between cooperation role of regulation and industrial policy in financial system, financial fragility, and conflict, the effect of international creating successful industries. regulatory policy and financial restructur- institutions on economic relations, and the ing, the political economy of central mutual impact of domestic and interna- 593. Econometrics II banking, and money and credit in the tional politics. Throughout the course, we (3-0-3) Lee, Marsh, Mukhopadhyay economy. will consider how well models developed in Prerequisite: ECON 592. other fields of political science or economics A survey course in practical, applied 531. Theory of Public Finance can be applied to international political econometric techniques. Students learn how (3-0-3) Betson economy. We will also attempt to identify to make effective use of such techniques as The effects of public expenditure and the “state of the art” in the study of spline regression, switching regressions, taxation policies on resource allocation and international political economy. disequilibrium models, robust regression, income distribution. nonlinear estimation, logit, probit, tobit, 571. International Trade censoring, truncation, and event history 541. Labor Institutions (3-0-3) Dutt, Kim analysis. Extensive computer applications. (3-0-3) Ghilarducci Theoretical models and empirical analysis of Wage and benefit determination under international trade and factor movements. 594. Mathematical Economics collective bargaining and the decline of Alternative approaches to trade theory, (3-0-3) Marsh, Rath union bargaining power, and labor market including Hekscher-Ohlin, models of Linear algebra and the theory of linear segmentation including dual labor market imperfect competition, and nonorthodox programming; applications to the theory of analysis and the labor process debate. approaches. Discussion of welfare issues, the firm, production, and demand theory. commercial policy, and regional integration. Queuing theory; game theory, dynamic 542. Labor Economic Theory programming; and decision making under (3-0-3) Ghilarducci 572. Open Economy Macroeconomics uncertainty. Three paradigms in labor economic theory: (3-0-3) Ros neoclassical, radical, and institutional. Macroeconomic theory and policy in open 595. Topics in Applied Econometrics Theories of time use, household formation, economies. Balance of payments account- (3-0-3) Mukhopadhyay women’s employment, wage determination, ing, basic theory of fiscal and monetary Applications of econometric techniques to efficiency wages, labor market dynamics, policy under alternative exchange rate economic problems in the fields of micro, and unemployment are among the areas regimes, and recent developments in the macro, and international economics. covered. area of exchange rate economics. Implica- tions of the social issues for current policy 596. Computing for Social Sciences 561. Development Economics issues in the areas of stabilization policies (0-1-1) Mukhopadhyay (3-0-3) Dutt, Ros, Ruccio and international borrowing. A once-a-week lab course familiarizing A general introduction to the field of students with statistical programs useful for development economics, with concentration 578. Political Economy Postindustrial social scientists. initially on questions of a macrostrategic Societies nature. The final topic is macroanalysis of (3-0-3) Messina 596A. Computing for Social Science Research country development programs, examining This course investigates the nexus between (0-1-1) Staff country studies, and macro models. politics and economics in the postindustrial A lab course designed to introduce basic societies. After a brief discussion of the statistical techniques. 562. Research Methods and Policies of theoretical principles of economic liberal- Development ism, the course focuses on the impact of 598. Special Studies (3-0-3) Kim economic actors and conditions on politics (V-V-V) Staff Research and planning methods applicable and the political and economic conse- Prerequisites: written consent of instructor. to development problems including project quences of the organization of the world Independent study under the direction of a appraisal and computable development economy along free market principles. It faculty member. Course requirements may modeling. Case studies in Third World concludes by scrutinizing the relationship include substantial writing as determined by development. between domestic politics and the project the director. They will disenroll a student for deeper economic integration in the case early for failure to meet course require- 564. International Finance of the European Union. ments. Students who have been disenrolled (3-0-3) Kim, Lee or who have failed at the end of the first Empirically based examination of exchange 5581. Industrial Organization semester are disqualified for Special Studies rate and balance of payments issues and the (3-0-3) Staff in the following term. debt problem. Introduction to the study of industrial structures and their relationship to 170 The Division of Social Sciences

III. Graduate Seminars 645, 646. Workshops in Institutions 702. Graduate Practicum (1-0-1) (1-0-1) Staff (V-V-V) Staff 612. Seminar in Methodology and the History A forum for students to present their This course is designed to provide practical of Economic Thought current research in institutional economics teaching advice and experiences for those (3-0-3) Mirowski, Ruccio, Sent (concerning labor, financial, industrial, and graduate students who plan to teach at the Special topics in economic methodology public institutions) and to discuss various university level, either after they complete and history of economic thought. Subject papers and research of interest to the their degree or as a teaching assistant here at matter to vary from year to year. participants. the University. The issues covered in this course include: establishing explicit teaching 614. Game Theory and Applications 665, 666. Workshops in Development and objectives, preparing a course syllabus, (3-0-3) Rath International Economics teaching in various classroom settings— The objective is to develop the basic (1-0-1) (1-0-1) Staff small lecture courses to large or even jumbo- concepts of game theory and to apply them A forum for students to present their sized lecture courses, seminars, reading to understand strategic interactions in both current research in development and courses, and independent research/study— market and nonmarket environments. international economics and to discuss adjusting to special student needs, assessing Specific topics include subgame perfect various papers and research of interest to the student learning, gender/ethnic concerns, equilibrium in repeated games, folk participants. using educational technologies, out-of- theorems, stick and carrot strategies, classroom student contact, and balancing bargaining, incentive and mechanism 675. Dissertation Workshop research and teaching demands. design, signaling games, and strategic (V-V-V) Staff voting. Each class participant will be expected to V. Other Graduate Courses develop a course syllabus, prepare some 619. Seminar in Economic Theory student assessment instruments, draft (3-0-3) Dutt, Rath 599. Thesis Direction lecture material, and conduct a minimum of Special topics in economic theory. Subject (V-V-V) Staff three live lecture/discussions that will be matter to vary from year to year. video taped and evaluated. The video taped 695. Special Topics sessions will be the centerpiece of this 633. Seminar in Public Sector Economics (3-0-3) Staff seminar. There will be no text, but each (3-0-3) Betson, Warlick By arrangement with individual instructors. participant will be expected to purchase at Special topics in public sector economics. Regular letter grading with fixed 3.0 credit least three high-quality videotapes. (Educa- Subject matter to vary from year to year. hours only. tional Media of the Office of Information Technology will determine the tape 643. Seminar in Labor Economics 697. Directed Readings specifications.) These tapes will remain the (3-0-3) Ghilarducci (V-V-V) Staff property of the seminar participant. Special topics in labor economics. Subject By arrangement with individual instructors. matter to vary from year to year. Satisfactory/unsatisfactory grading with All graduate students who currently serve as variable number of credit hours. teaching assistants, or plan to serve as 663. Seminar in Development Economics teaching assistants in the near future, are (3-0-3) Dutt, Kim, Ros, Ruccio 699. Research and Dissertation expected to enroll in this seminar one time. Special topics in development economics. (V-V-V) Staff Subject matter to vary from year to year. Research and dissertation for resident VI. Upper-Level Undergraduate Courses doctoral students. and Graduate Courses in Other Depart- 673. Seminar in International Economics ments (3-0-3) Dutt, Kim, Ros 700. Nonresident Dissertation Research Special topics in international trade and (0-0-1) Staff In addition to the regular graduate courses open economy macroeconomics. Subject Required of nonresident graduate students listed above, certain undergraduate matter to vary from year to year. who are completing their dissertations in economics courses are available to graduate absentia and who wish to retain their degree students. Up to 10 such credit hours may be IV. Workshops status. counted for the M.A. or for the Ph.D. These are courses at the 400 level and 615, 616. Workshops in Economic Theory, 701. Graduate Seminar require the permission of the student’s History of Economic Thought and (V-V-V) Staff adviser and the Director of Graduate Methodology The objectives of the seminar are to Studies to qualify for graduate credit. (1-0-1) (1-0-1) Staff acquaint future economics teachers with the Similar approval is needed for graduate-level A forum for students to present their growing literature in economics education; courses offered by other departments. current research in economic theory, history with the essential elements of educational of economic thought, and methodology, theory that are applicable to economic Faculty and to discuss various papers and research of instruction; and with the opportunity to REV. ERNEST J. BARTELL, C.S.C., interest to the participants. improve their teaching technique. Professor. Ph.D, Univ. of Notre Dame, 1953; A.M., Univ. of Chicago, 1954; M.A., Holy Cross College, 1961; Ph.D., Princeton Univ., 1966. (1961, 1966, 1980) Government and International Studies 171

DAVID M. BETSON, Associate Professor. VAI-LAM MUI, Associate Professor. B. SOC. to train qualified candidates for research and B.A., Kalamazoo College, 1972; M.A., Univ. SC., Chinese Univ. of Hong Kong, 1984; teaching. Some students also plan to do of Wisconsin, 1975; Ph.D., ibid., 1980. Ph.D., Univ. of California at Berkeley, 1992. administrative work in domestic and (1982) (1999) international politics. The department offers M.A. and Ph.D. degrees. It has four major FRANK J. BONELLO, Associate Professor. KAJAL MUKHOPADHYAY, Concurrent subfields: B.S., Univ. of Detroit, 1961; M.A., ibid., Assistant Research Professor. B.A., Indian (1) political theory; 1963; Ph.D., Michigan State Univ., 1968. Statistical Institute, 1987; Ph.D. Indiana (2) comparative politics; (1968) Univ., Bloomington, 1996. (3) international relations; CHARLES CRAYPO, Professor Emeritus. JAMES J. RAKOWSKI, Associate Professor. (4) American government and politics B.A., Michigan State Univ., 1959; M.A., ibid., B.A., Creighton Univ., 1963; Ph.D., Univ. of (including public law). 1961; Ph.D., ibid., 1966. (1978) Minnesota, 1968. (1967) The department has faculty with a wide JOHN T. CROTEAU, Professor Emeritus. KALI P. RATH, Director of Graduate Studies range of interests. Its particular strengths A.B., Holy Cross College, 1931; M.A., Clark and Associate Professor. B.A., Utkal Univ., include political theory; democratic Univ., 1932; Ph.D., ibid., 1935; LL.D., St. 1978; M.A., ibid., 1980; M.A., Johns institutions; ethnicity, religion, and Joseph’s Univ., Canada, 1956; Honorary Hopkins Univ., 1988; Ph.D., ibid., 1991. nationalism; political economy; interna- LL.D., Univ. of Prince Edward Island, 1976. (1990) tional humanitarian issues, and peace (1953) JAIME ROS, Professor. B.A., Univ. of Paris studies; Latin American politics; , regime change; political participation; politics and AMITAVA K. DUTT, Professor. B.A., Univ. XII, 1971; M.A., National Univ. of Mexico literature; and constitutional studies. The of Calcutta, 1975; M.A., ibid., 1977; Ph.D., (UNAM), 1974; Diploma in Econ., Cam- highly selective student body is drawn from Massachusetts Institute of Technology, 1983. bridge Univ., 1978. (1990) a large pool of applicants from many (1988) DAVID F. RUCCIO, Associate Professor. B.A., countries; in 2001 we had 220 applicants REV. MARK J. FITZGERALD, C.S.C., Bowdoin College, 1976; Ph.D., Univ. of for 13 openings. The department’s Professor Emeritus. A.B., Univ. of Notre Dame, Massachusetts at Amherst, 1984. (1982) community of graduate students is marked by a diversity of interests, backgrounds, and 1928; M.B.A., Harvard Univ., 1931; Ph.D., ESTHER-MIRJAM SENT, Associate Professor. Univ. of Chicago, 1950. (1940) nationalities. The small size of the graduate Doctorandus, Univ. of Amsterdam, 1989; program facilitates close interaction between TERESA GHILARDUCCI, Associate Ph.D., Stanford Univ., 1994. (1994) faculty and students and allows us to offer Professor. A.B., Univ. of California, Berkeley, ROGER B. SKURSKI, Professor. B.S., Cornell financial assistance to virtually all students 1978; Ph.D., ibid., 1984. (1983) Univ., 1964; M.S., Univ. of Wisconsin, 1967; whom we admit. DENIS A. GOULET, William and Dorothy Ph.D., ibid., 1970. (1968) O’Neill Professor in Education for Justice and In recent years, 80 percent of Notre Dame THOMAS R. SWARTZ, Professor. B.A., Ph.D. recipients in government have been Professor of Economics. B.A., St. Paul’s College, LaSalle College, 1960; M.A., Ohio Univ., 1954; M.A., ibid., 1956; Ph.D., Univ. of Sao appointed to full-time teaching and research 1962; Ph.D., Indiana Univ., 1965. (1965) positions. Recent appointments of Notre Paulo, 1963. (1979) JENNIFER L. WARLICK, Associate Professor. Dame Ph.D.s in government include RICHARD A. JENSEN, Chair and Professor. B.A., Duke Univ., 1972; M.A., Univ. of tenure-track positions at research universi- B.A., University of Kansas, 1971; Ph.D., Wisconsin, 1975; Ph.D., ibid., 1979. (1982) ties (e.g., the University of Pennsylvania, Northwestern University, 1980. (2000) the University of Pittsburgh, Florida State, CHARLES K. WILBER, Professor Emeritus. Purdue, Florida International University, KWAN SUK KIM, Professor. B.A., Seoul B.A., Univ. of Portland, 1957; M.S., ibid., Oklahoma, Louisiana State University, National Univ., 1959; M.A., Univ. of 1960; Ph.D., Univ. of Maryland, 1966. Pepperdine, SUNY-Stony Brook) and at Minnesota, 1961; Ph.D., ibid., 1967. (1967) (1975) renowned liberal arts colleges (e.g., WILLIAM H. LEAHY, Professor. B.A., Univ. Bowdoin, Connecticut College, Bates, of Notre Dame, 1959; M.A., ibid., 1960; Government and Whittier). Students in the department have Ph.D., ibid., 1966. (1963) International Studies fared well in winning prestigious fellowships and prizes, including the Edwin Corwin BYUNG-JOO LEE, Associate Professor. B.S., Chair: Award of the American Political Science Seoul National Univ., 1982; M.A., Pennsylva- A. James McAdams Association for the best dissertation in nia State Univ., 1984; M.S., Univ. of Director of Graduate Studies: public law and the Leo Strauss Award for Wisconsin, 1986; Ph.D., ibid., 1988. (1996) Michael Coppedge the best dissertation in political theory. LAWRENCE C. MARSH, Associate Professor. Telephone: (219) 631-4270 B.A., College of Wooster, 1967; M.A., Fax: (219) 631-4268 The faculty is strong, and it is growing and Michigan State Univ., 1969; Ph.D., ibid., E-mail: [email protected] changing. The department currently has 39 1976. (1975) (www.nd.edu/~governme) faculty members, including scholars of national and international recognition. PHILIP E. MIROWSKI, Carl E. Koch The Program of Studies Professor of Economics. B.A., Michigan State, The primary aim of the graduate program M.A. students must complete a minimum 1973; M.A., Univ. of Michigan, 1976; Ph.D., in government and international studies is of 30 hours in course credits and must pass ibid., 1979. (1990) a comprehensive written examination in 172 The Division of Social Sciences their major field. A minimum of 12 hours grants to initiate dissertations, dissertation- theoretical approaches. Third, the course of course work is required in the major year fellowships, and ongoing research serves as an introduction to both (a) field, and a minimum of nine in a second projects of the institutes. deductive modeling and (b) the logic of field. However, M.A. students are not empirical research. eligible for funding, and we rarely offer The department also makes substantial use admission to those seeking only the M.A. of the Laboratory for Social Research. The 605. Advanced Quantitative Methods lab provides consulting in statistical analysis (3-0-3) Sanders Doctoral Program and computer applications and serves as the Quantitative methods are often used to Ph.D. students must complete the following repository for data from the Inter-Univer- understand the behavior and interactions of requirements: sity Consortium for Political and Social individuals, governments, and nations. This 1. A total of 60 credit hours of courses, Research and other archives. course is designed to provide students with including at least 48 credit hours of an understanding of the quantitative tools substantive courses; Course Descriptions that are useful for doing quantitative 2. At least 12 hours of courses and compre- The following list includes courses offered political research. We will begin by hensive written exams in two of the during the last three academic years by reviewing the basics of statistical inference department’s four subfields (American current faculty members. Some courses are and the linear regression model, with a government, comparative politics, interna- offered on an annual basis, and many others thorough discussion of the problems that tional relations, and political theory); are offered less frequently. Because this list arise in regression analysis and the solutions 3. At least nine hours of course credits in an is restricted to the past three academic years, to those problems. The bulk of the course area of specialization; it is not exhaustive. Students should also will be devoted to the following topics: 4. A proseminar and a quantitative methods consult the list of courses in other • extensions to the basic regression model: course; departments. simultaneous equations and time-series/ 5. A reading exam in one foreign language; cross-sectional models. 6. A master’s paper; Each course listing includes: • maximum-likelihood techniques for 7. An oral examination, based on the – Course Number modeling categorical dependent student’s dissertation proposal; – Title variables: logit/probit, ordered logit/ 8. A Ph.D. dissertation and its successful – (Lecture hours per week– probit, multinomial logit/probit, oral defense. laboratory or tutorial hours per week– and count models credits per semester) • models for dealing with sample Students in the department are advised to – Instructor selection bias: tobit and Heckman consult the listing of courses in other – Course Description models. departments, particularly in sociology, – (Semester normally offered) • techniques for modeling time-series economics, history, philosophy, and data. theology. Courses in other departments selected in consultation with the student’s Throughout, we will focus on understand- adviser are counted toward a degree. 501. Introduction to Quantitative Methods ing the theoretical underpinnings of the (3-0-3) Wolbrecht model and developing and evaluating Institutes This course is an introduction to the use of applications of the models to substantive Two major research institutes at Notre statistical methodology in the social problems in political science. Students will Dame are closely related to the department: sciences; it is not a course on statistics. The be asked to do data-analysis exercises, to the Kellogg Institute for International class emphasizes the role of statistics as a evaluate published research relying on Studies and the Kroc Institute for Interna- tool, rather than an end in itself. While we quantitative techniques, and to do a tional Peace Studies. The Kellogg Institute learn a variety of statistical techniques, the research project on a topic of their own was established to promote advanced study, focus is upon the logic of these techniques choosing. teaching, and research on international rather than their mathematical intricacies. problems, especially of developing coun- There will be a series of exercises and exams, American tries. Research questions of Kellogg are coupled with a major project in which 513. Religion and the Constitution generally grounded in the democratization students will be required to gather and (3-0-3) Barber and development experiences of Latin analyze data on an empirical problem of Does constitutionalism in America American countries, but related research on their choice. Graduate students only. presuppose a supreme being? Does the other regions is also welcome. The Kroc maintenance of constitutional institutions Institute conducts research, teaching, and 502. Proseminar depend on the prevalence of religious or public education on war prevention and (3-0-3) Coppedge, Gould specifically Christian faith and morals? To global security, the promotion of human This course has several diverse objectives. what extent can or should constitutional rights and justice, and international First, it serves as an introduction to political government accommodate religious beliefs, protection of the ecosystem. It also offers a science as a profession. Second, it addresses institutions, and practices? Is constitutional- multidisciplinary master’s degree in peace the nature of political science as a discipline, ism in America on a collision course with studies. examining its history and prospects. Under the religious commitments of a substantial this rubric we survey the scope of the portion of the American people? This Many of the department’s faculty are also discipline, examining both (a) the several seminar will explore these and related issues. fellows of the institutes. Graduate students substantive fields and, more importantly, Readings include classical writers such as benefit from seminars, visiting scholars, (b) comparing theoretical and meta- Locke and Jefferson, contemporary scholars Government and International Studies 173 and social critics such as Stanley Fish and 542. The Presidency: Institution and politics. The assumption and approach Richard John Neuhaus, and leading Performance taken is that state and local governments in decisions of the U.S. Supreme Court. (3-0-3) Arnold the United States are important in and of Courses are open to graduate students and This course develops a two-part perspective themselves, but they are also critical in how law students. Space may be available to a on the U.S. presidency, examining its they shape national politics and governance few seniors who have instructors’ permis- institutional development while assessing through their own political and policy sion. Course grade will be based on a term the leadership behavior of incumbents patterns and in their implementation of paper, class participation, and assigned oral within it. Readings will survey conceptual “national” domestic policies. Three bodies reports. strategies for understanding institutional of literature will be the focus of analysis: development and leadership performance. U.S. federalism and intergovernmental 514. Political Parties and Interest Groups Students will write brief, critical essays on relations; state governance, politics and (3-0-3) Wolbrecht readings that will focus class discussion. public policy; and urban/local politics (with In the United States, as in most democra- Additionally, students will prepare research the most extensive attention given to the cies, political parties and interest groups are papers using a case or data-base to assess the second of the three). central mediating institutions linking utility of one conceptual approach for citizens and the political decision makers understanding presidential leadership. In general, the approach will be comparative who govern them. In an effort to under- while at the same time giving close attention stand the role of political parties and 553. Completing the Constitution: The Post- to historical and contemporary theoretical interest organizations in the American Civil War Amendments and analytical debates in the field. More- political system, we will examine issues of (3-0-3) M. Zuckert over, there will be considerable attention to historical development, membership, This seminar will explore the thesis that the the significance of subnational politics for organization, tactics, competition, and post-Civil War amendments to the understanding the U.S. political system in representation, among others. While the Constitution (the 13th, 14th, and 15th) are general, as well as the approaches to primary focus is the American case, the best understood as efforts to “complete the studying that system. questions and concepts addressed in this Constitution,” that is, to carry through the course are applicable to other democratic logic of the original founders where they 615. Field Seminar in American Politics systems. stopped short for various reasons. The (3-0-3) Wolbrecht center of the seminar are the Congressional This is the “core” seminar in American 520. Congress and Foreign Policy debates on the various amendments and politics, designed to provide a survey of the (3-0-3) Roos related civil rights legislation. Each student most important literature in the field. The This course will have two goals: to give the will prepare a research paper exploring a seminar is intended to present the student student a working knowledge of the U.S. theme related to the course materials. with a broad, eclectic view of the current Congress and the basic literatures surround- state of the literature in American politics. ing it, and to then examine in depth the 554. Seminar on the Supreme Court The readings attempt to provide a sampling history and scholarship of its involvement (3-0-3) Kommers of classic and recent theory and substance in with foreign policy. The first half of the This seminar examines the politics and the hope of suggesting where scholars stand, course will concentrate on the Congress process of decision making in the United and where they seem to be headed, with generally, looking at such authors as States Supreme Court. It covers the Court’s respect to some major topics in the Mayhew, Fenno, Lowi, and Sundquist. The organization, jurisdiction, and procedures, American subfield. second half will look at a number of the nomination and confirmation of particular topics in foreign policy such as justices, the role of law clerks and advocates, Comparative international organizations, intelligence and outside influences on the Court’s 506. State Building and Regime Change oversight, foreign aid, nuclear policy, Latin personnel. The seminar also includes major (3-0-3) Gould America, and Africa. units on the Court’s exercise of its discre- In this seminar we will discuss classic and tionary jurisdiction, the setting of the contemporary works on questions of state- 539. The American Founding Court’s agenda, oral argument and the building and regime change in the modern (3-0-3) M. Zuckert opinion-writing process, the impact of world. State-building and regime change This seminar centers on James Madison’s Supreme Court decisions, and judicial- constitute two distinct yet interrelated Notes of the proceedings in the constitu- legislative relationships. Lastly, and outcomes that are perennially at the top of tional convention, but attempts to view the importantly, the seminar explores various research agendas in political science and thoughts and deeds of the delegates in the methods and approaches to the study of sociology. Why and how do bureaucracies broader context of the American Revolution judicial decision making. Grades will be develop? What are the differences in the and the American experience in the decade based on a term paper, class participation, organizational infrastructure of various between the start of the revolution and the and oral reports. states and why do these differences emerge? drafting of the Constitution on the one Why do different political regimes emerge? hand, and of broader developments in 557. American Subnational Politics and What accounts for transitions from one type political philosophy (e.g., the all-important Government of regime to another? While there are many thought of Montesquieu) on the other. (3-0-3) Hero possible ways of structuring a look at the Each student will prepare a research paper The purpose of this seminar is to provide a broad body of research seeking to answer explaining a theme related to the course careful and extensive overview of the these questions, this course adopts a materials. scholarly issues and literature concerning threefold division in its presentation: we American “subnational,” especially state, will examine, in turn, explanations that 174 The Division of Social Sciences focus on rationality, culture, and structure. political scientists have dealt with the major constitutionalism. Leading American We will also examine renewed attention to issues of research design; lectures will constitutional cases in topical areas such as modernization theories and to political- provide user-friendly introductions to a church-state relations, freedom of speech, economy. variety of analytic techniques; and research right to life issues (abortion, death penalty, assignments will encourage hands-on and assisted suicide), political representa- 536, 635. Theoretical Approaches in experience with data collection, measure- tion, gender and racial discrimination, and Comparative Politics ment, and statistical analysis. Graduate social and economic rights will be compared (3-0-3) (3-0-3) Hagopian, Mainwaring students only. with similar cases handed down by This course has two objectives. First and Canada’s Supreme Court, Germany’s foremost, it provides an overview of major 578. The Political Economy of Postindustrial Federal Constitutional Court, and the theoretical approaches to comparative Societies European Court of Human Rights. Selected politics. We will examine structural (3-0-3) Messina cases are also drawn from the Hungarian, approaches, contingent action arguments, This course investigates the nexus between Indian, and South African Constitutional institutionalism, rational choice, political politics and economics in the postindustrial Courts. The seminar’s task is threefold: to culture, and eclectic approaches. We will societies. After a brief discussion of the identify the similarities and differences in also spend one week discussing international theoretical principles of economic liberal- the reasoning and outcomes of the cases, to influences on domestic politics. ism, the course focuses on the impact of explain these differences and similarities, economic actors and conditions on politics and then to discuss aspects of American An important secondary objective is to and the political and economic conse- constitutional law in the light of the foreign provide some awareness of comparative quences of the organization of the world materials. In addition, the seminar will methods in political science. Toward this economy along free market principles. It consider and identify the uses that particular objective, we will begin the semester with concludes by scrutinizing the relationship courts have made of comparative analysis in some readings on methods in comparative between domestic politics and the project deciding questions arising under their politics, and we will discuss methods of for deeper economic integration in the case respective constitutions. Graduate students inquiry throughout the semester. of the European Union. with a background in political theory, comparative government, or constitutional 568. Democracy and Markets in Latin 579. Comparing Democracies law should find the seminar informative and America (3-0-3) Coppedge intellectually challenging. Grades are based (3-0-3) Hagopian This is a seminar on the nature and on oral reports, general participation, and a This course examines the two most consequences of democracy. It is a compan- term paper that assesses some aspect of significant changes in Latin American ion course to GOVT 575, “Comparative American constitutional law in the light of politics in the latter part of the 20th Research on Democratization,” which foreign constitutional developments. century: the consolidation of democratic examines causes of democracy. However, political regimes and the transition to an neither seminar is a prerequisite for the 632. Politics of Nation and Community economic order in which market forces play other. “Comparing Democracies” is a (3-0-3) Merritt a predominant role in the allocation of semester-long workshop devoted to This course combines readings in compara- resources. It begins by introducing contend- establishing rigorous criteria for evaluating tive politics and political theory in order to ing theoretical perspectives on the ways in how democratic “democracies” are and what consider political community, nationalism, which these political and economic difference it makes. We will read and and alternatives to the nation-state. Possible transitions take place and the extent to discuss selected theoretical works that meanings and applications of “internation- which they are mutually reinforcing or propose definitions of and justifications for alism” receive critical examination. constraining. It then analyzes the roles of democracy. We will break down the Readings range from Charles Taylor to Eric various political and social actors and concepts into measurable components and Hobsbawn to Michel Foucault, all the while institutions in the processes of democratiza- function as a research team to produce probing approaches to national identity and tion and economic liberalization. Specifi- qualitative and quantitative indicators of the modern dilemmas of governance. Students cally, the focus is on the changing founda- quality of democracy. Students will also keep a journal, write one short paper, and tions of citizen association and participa- present and critique their own research on work for the latter half of the semester on a tion, channels of political representation, the consequences of these qualities of major research paper, the latter combining a and political institutions that shape and democracy for regime stability, social case study with the theoretical literature constrain the trajectories of democratic equity, or other outcomes. The seminar discussed in class. consolidation and state- and market- includes practical instruction on concept oriented reform. formation, measurement theory, dimen- 641. Comparative Parties and Party Systems sional analysis, and other methodological (3-0-3) Mainwaring 575. Comparative Research on Democratization tools that would be useful for analyzing This course will focus on comparative (3-0-3) Coppedge, Mainwaring many complex political phenomena besides parties and party systems. The major Prerequisite: GOVT 500 or 501. democracy. purpose is to acquaint students with some This course is both a survey of major works of the most important theoretical and seeking to explain the birth and survival of 630. Comparative Constitutional Law comparative literature on one of the major democracy, and a research seminar that (3-0-3) Kommers themes in political science. allows students to explore these topics on This seminar introduces graduate students their own and as members of a research and law students to the developing field of The course has three main units. We will team. Discussions will examine how leading comparative constitutional law and begin with some general reflections on why Government and International Studies 175 parties matter. In Part I, we will also two written reports on selected readings per the “state of the art” in the study of examine the literature on the decline of each student, and an option between a international political economy. parties and the rise of other vehicles of research paper or a take-home exam will be representation. expected. This course is intended to prepare students for the IPE component of the preliminary In Part II, we will discuss three leading International Relations exams in international relations, and to lay theoretical approaches to the analysis of why 545, 667. American Foreign Policy the groundwork for future research in the different party systems emerge in different (3-0-3) (3-0-3) Lindley fields of international political economy, nations. In particular, we will discuss This course examines in detail theories international relations, and comparative authors who emphasize social cleavages, about American foreign policy ranging from political economy. The course also is open voters’ preferences (the spatial model), and structural, state-level policy process, to (with the instructor’s permission) to electoral systems as factors shaping party decision making theories. We will also undergraduate students who would like a systems. review the history of American foreign more theoretically oriented exploration of policy and assess several prominent policy international political economy. Part III of the course focuses on parties problems currently facing decision makers. rather than party systems as the unit of We will work extensively on formulating, 565. The International Political Economy of analysis. A fundamental question is the way critiquing, and testing theories, with a focus Money and Finance parties function internally. To what extent on case-study methodology. Book/article (3-0-3) Mosley can parties be seen as rational actors as reviews and a major research paper are This seminar examines recent theoretical opposed to organizations with logics that required. Students will lead class at times, issues and empirical research in the areas of may not follow the normal dictates of will present their own work, and will international financial and monetary rationality? More broadly, what shapes how participate in debates. Qualified under- relations. We explore the political determi- parties compete and function? graduates may take the course with nants and implications of international permission. financial flows as well as institutions that 654. The Politics of Tropical and Southern regulate the international financial system. Africa 546. Classic Theory and Contemporary We also investigate the historical develop- (3-0-3) Walshe Trends in International Politics ment and political foundations of monetary At first the course will concentrate on (3-0-3) Dowty arrangements including the Gold Standard, tropical Africa: traditional political systems, This course covers in some depth “classic” the Bretton Woods system, and the current the impact of colonialism, the rise of theories of international politics, from pre- regime of flexible exchange rates. This African nationalism, political independence modern thinkers through realism and more course also is open to advanced undergradu- and its aftermath—the phenomenon of recent approaches. The emphasis is on the ates who have taken GOVT 330 (IPE) and military/bureaucratic states and the search content of these theories rather than on would like to spend more time exploring for legitimate forms of government. The methodological issues or empirical research; the issues of money and finance. focus shifts for the second half of the classic and contemporary theory will be semester: the rise of Afrikaner nationalism, examined in its treatment of current issues 574, 669. International Relations of Latin the consolidation of the apartheid state, such as increased interdependence and the America black protests and the liberation movement, development of international norms and (3-0-3) (3-0-3) Francis the Frontline States, and the U.S. policy enforcement. Readings include such The semester will begin with a historical towards the region. There will be two thinkers as Thucydides, Rousseau, Kant, review of 20th-century international examinations. Students who wish to write a Carr, Morgenthau, Waltz, Gilpin, and relations within the hemisphere. A number research paper should think in terms of Keohane, as well as more recent “classics,” of specific topics will be analyzed such as signing up for “Special Studies” in a with focus on works represented in the the impact of the growth of democracy, subsequent semester. reading list for the international relations pressures toward free market economics and comprehensive examination. the significance of this trend, the progress of 668. Political Culture and Political Change various economic integration experiments, (3-0-3) Moody 552. International Political Economy the role of sanctions and intervention, and This seminar will examine ways in which (3-0-3) Mosley the importance of such issues as drugs and the concepts of culture and political culture This seminar explores the interaction immigration. Various theoretical approaches have been used in the study of politics, with between politics and economics in the to understanding the workings of the a view toward seeing whether the concepts international system, with an emphasis on hemispheric international system will be are useful and give insights. It will examine the theoretical development of the subfield discussed. Each student will be expected to various criticisms of the concepts and the of international political economy. We will do two short class presentations accompa- ways they have been used. investigate the balance between cooperation nied by short papers and a longer study of and conflict, the effect of international the foreign policy of a particular Latin 681. Democracy and Democratic Theory institutions on economic relations, and the American country. (3-0-3) O’Donnell mutual impact of domestic and interna- This seminar will explore and discuss what tional politics. Throughout the course, we 582. Peace and World Order I to my mind are the main meanings, will consider how well models developed in (3-0-3) Johansen conundrums, and predicaments of demo- other fields of political science or economics This course examines various ways of cratic theory and practice since its origins can be applied to international political understanding the causes and dynamics of until today. Active participation in class, economy. We also will attempt to identify inequality and collective violence in 176 The Division of Social Sciences contemporary international relations. For Students explore opportunities for and 660. Theories of International Relations this purpose special attention is paid to the impediments to implementing their own (3-0-3) Lieber following explanations: power rivalries and preferred visions of future world order. This course provides a survey of major international anarchy, the acquisition and theoretical traditions and their applications proliferation of military capabilities, global 585. International Organization in the study of international relations. The socioeconomic inequities, and ideological (3-0-3) Staff course explores recent changes in and and cultural differences as well as the International organizations (IOs) and debates on the key theoretical approaches; deterioration of the environmental security. institutions are pervasive in international especially neorealism, liberal institutional- In addition to providing a critical descrip- relations. IOs can facilitate cooperation as ism, and structural theories. A main tion and explanation of the causes of well as institutionalize competition and objective of the course is to clarify and assess violence, the course also considers key conflict, including warfare. This course will various methodological commitments, methodological issues and examines the examine the origins, roles, and prospects for ranging from empiricism to constructivism, efforts of peace and conflict studies to better IOs, with an emphasis on understanding that are built in these theoretical ideas and understand and mitigate the problems of change in intergovernmental organizations their consequences for the design and violence. such as the UN system and regional conduct of research. The course does not organizations. Each student will present a dwell upon the practice of international 583. War, Human Rights, and Peacebuilding briefing on a selected IO and write a relations, but it makes an effort to link up (3-0-3) Johansen research paper on some aspect of IO theories and methods surveyed with the real The course considers: a) global peace issues: politics. world. This happens by tracing the long- the workings of the balance of power system term developments in security (war, peace, and nationalism; arms trade and arms 588. The United Nations and the Mainte- and deterrence) and economic (protection- control; economic sanctions; approaches to nance of International Peace and ism, free trade, and globalization) strategies international tension reduction; implement- Security by state and non-state actors. In this ing fundamental norms of peace; b) global (3-0-3) Johansen context, there will be a special focus on the human rights issues: the Universal Declara- Students will examine (1) the theory and international political and economic orders tion and Covenants; rights of women and practice of United Nations peacemaking, and their historical transitions. The students children; collective rights; gross violations of peacekeeping, and enforcement; (2) are expected to read carefully the assigned human rights as correlates of violence and proposals for strengthening UN capabilities material, participate actively in the class war; efforts to hold individuals accountable in these areas; and (3) the prospects for discussions, write a publishable book to prohibitions of crimes against humanity, employing the UN more effectively to review, develop a research design, and war crimes; fundamental norms of human reduce the role of military power in the complete a final examination. rights; issues of identity as they affect world system. exercise of state sovereignty; and compliance 665. International Organizations and with human rights norms; c) multilateral 589/671. Arab/Israeli Conflict Humanitarian Issues responses: the work of the UN and its (3-0-3) Dowty (3-0-3) Staff agencies in peacebuilding as well as in This course will focus on the historical In the more than 50 years since 1945 reducing violence and helping those development of the Arab-Israeli conflict and international organizations have played an victimized by it; attention to regional current issues of that conflict on both the important role in providing humanitarian international organizations; examination of Israeli-Palestinian and interstate (Israeli- aid and assisting refugees and war victims as the recommendations of high-profile Arab) dimensions. Class participation will well as in developing an array of interna- international commissions on issues of be emphasized; course requirements include tional norms and mechanisms in an attempt security and human rights; the politics of a take-home exam over background material to stem human rights violations and resolve implementing their recommendations, and a substantial research paper. conflicts. The specific focus of this course including the role of nongovernmental will be an evaluation of the capabilities and organizations; d) peace research findings 642. The Political Economy of International limitations of international organizations for and research methods in the areas of peace Institutions solving these problems and an appraisal of and human rights; similarities and differ- (3-0-3) Mosley the types of problems that are most likely to ences between world order/peace studies This seminar addresses the formation and be dealt with or not, and the reasons why. scholarship and political realism. functioning of international institutions In addition, this course will examine a from a rational-choice perspective. We variety of relevant actors, including 584. Peace and World Order II consider the ways in which theories governments, intergovernmental institu- (3-0-3) Johansen developed in other branches of political tions, and nongovernmental organizations This course examines alternative approaches economy—including collective action and and non-state actors. to achieving a peaceful, just, and environ- path dependence—can be employed to mentally healthy world order. Students will understand international institutions. This is a graduate research seminar. The explore efforts by governments and citizens’ Under what conditions do international first half of the course will consist of groups to improve international institutions institutions influence state behavior? What readings and discussions on humanitarian, and to implement world order reforms such are the conditions that facilitate change in security, and political issues and how as suggested in the reports of the Palme, international institutions? What is the international organizations respond to these Brandt, Brundtland, and South Commis- relationship between ideas and interests in problems. The second half of the course will sions; the Commission on Global Gover- international relations theory? consist of research, writing, and discussion nance; and subsequent international efforts. about internal conflicts and humanitarian Government and International Studies 177 emergencies in the developing countries and democracy itself as they appear in the three interpretive study as well as a critique of a in Europe and how these issues are dealt works and in related writings. recent critical work. with by organizations. 531. Cicero and the Romans 534. Aristotle Theory (3-0-3) Nicgorski (3-0-3) Goerner 521. Medieval Political Theory This course offers the opportunity to study A basic introduction to Aristotle’s “human (3-0-3) Roos major issues in political theory, moral philosophy” (ta anthropina philosophia) by This course is aimed at introducing students philosophy, and jurisprudence as they reading the Nicomachean Ethics and the to some of the main elements of political appear in the writings of Cicero and in the Politics. The aim of the course: obtain a theory in the Middle Ages. It will use one teachings of the philosophical schools of critical understanding of the main substan- survey book, but its main concentration will ancient Rome. Lucretius is also read. Topics tive structure of Aristotle’s theory of be a more intensive investigation of the considered include the relation of practice excellence in personal and political practice thoughts of Thomas Aquinas and August- and theory, the virtues and expediency, the as well as of the method used in presenting ine. The course will pay special attention to basis of right and law, and the natures of the theory. The course will be conducted in the conception of nature in Aquinas, and republican and mixed constitutions. Above seminar style: participants will be expected the relationship between nature and grace, all the course provides an opportunity for to take turns presenting short, tightly politics and salvation, contemplation and reading and discussing some of Cicero’s argued introductions to key passages with a action, and virtue and law. most significant writings. Cicero’s skepti- view to focusing discussion on the principal cism and his metaphysical and theological interpretive and theoretical questions posed 521. Medieval Political Theory: Thomas views come to attention in certain of the by the particular text under discussion. Each Aquinas readings. Cicero, a leading statesman of the seminar participant is also expected to write (3-0-3) Keys late Roman Republic, endeavored to a critical research paper adjudicating a This seminar in medieval thought will focus mediate between the work of Greek disagreement in the relevant, current, on the politically relevant writings of theorists and Roman practice; in time, his scholarly literature (usually two articles) on Thomas Aquinas. Special attention will be writings became among the most important some issue in Aristotle’s ethico-political given to the interplay between faith and sources on ancient moral and political theory. reason, and between ethics and politics, in thought for the Christian tradition. His his work. Our aim will not be solely to gain acknowledged influence on American 535. Hegel a historical grasp of one of the great thinkers founders such as Thomas Jefferson was (3-0-3) Staff of the past, but also and especially to much greater than that of Plato or Aristotle. The seminar examines the political examine what relevance the problems he philosophy of Hegel. As a critic of both the tackled and the approaches he proposed 532. Plato’s Laws modern liberal state and the 18th- and might have for us today. We will read (3-0-3) C. Zuckert 19th-century romantic reactions to it, Hegel selections from Aquinas’s commentaries on In his last and longest dialogue, Plato attempted to construct a political philoso- Aristotle’s Nicomachean Ethics and Politics; explored the nature and limitations of the phy which could make sense of these the Summa Theologiae on political authority rule of law. What are its sources—intellec- competing models of the state and ulti- and government, justice, prudence, and law; tual and emotional? Must the laws have or mately posit the beginnings of their and the De Regno (On Kingship). Students at least be believed to have a divine overcoming and synthesis. We will study will also gain familiarity with contemporary foundation? How can people be persuaded Hegel’s theories of the state, politics, secondary literature and debate regarding freely to obey? What set of laws and society, and history with attention to their aspects of Aquinas’s ethical and political institutions would be best and why? Plato’s development from his early writings to his thought. Laws contains the first explication and mature work. Students will be expected to analysis of the “mixed regime” that is write one substantial paper on some aspect 522. Nature and Modern Democracy transformed by later, modern theorists into of Hegel’s thought and will be responsible (3-0-3) Nicgorski the “separation of powers” and “checks and for critical presentations of the readings. From 1951 to 1953, the University of balances” of the American Constitution. Chicago Press published three sets of the Plato himself seems to think that a regime 537. Social Contract Walgreen Lectures dealing with the that attempts to form the character of its (3-0-3) Goerner intellectual basis of various 20th-century citizens would be preferable. We will The seminar reads one or more works by a challenges to democracy. These three investigate the reasons why. Students will be major social contact theorist. (In recent books—Yves Simon’s Philosophy of required to lead a discussion of part of the years the seminar has treated one of the Democratic Government, Leo Strauss’s text and to write a long seminar paper. following: Hobbes, Locke, Rousseau, and Natural Right and History, and Eric Rawls). The aim is to achieve a critical Voegelin’s The New Science of Politics—have 533. Plato’s Trilogy understanding of the theorist’s teaching on functioned to outline three highly influen- (3-0-3) C. Zuckert the relationships of individual, social, and tial and overlapping approaches to defining In this seminar we will explore the signifi- political life. Participants are expected to the crises of modern democracy and to cance of the differences in the philosophical take turns presenting short, tightly argued restoring viable democratic foundations. positions, political teachings, and pedagogi- introductions to key passages with a view to This seminar-style course focuses on the cal styles Plato presents in Socrates (espe- focusing discussion on the principle reading and discussion of these books. cially the Theaetetus) and the Eleatic interpretive and theoretical questions posed Special attention is given to the concepts of Stranger (in the Sophist and Statesman). by the particular text under discussion. Each history, science, nature, modernity, and Students will be asked to write a major seminar participant is also expected to write 178 The Division of Social Sciences a critical research paper adjudicating a modernity as deficient but salvageable, or against hegemonic superpowers oppressively disagreement in the relevant scholarly else as exhausted and obsolete (to be intervening in other societies? Can they be literature (usually two articles) on some replaced by postmodernity). In our age or marshalled against multinational conglom- issue. globalization, modernity also plays a crucial erates and the effects of global capital role in debates about Western colonialism speculation? And what about the destruc- 552. Rawls and hegemony. The seminar seeks to chart a tion of natural resources (such as (3-0-3) M. Zuckert course through these debates. Beginning rainforests) and the survival rights of native John Rawls has undoubtedly been the most with a survey of some social science communities? Students are expected to significant theorist of the liberal tradition in literature on modernity and modernization, participate actively in class discussions, to the late 20th century, and this seminar will the seminar turns to Jurgen Habermas’s present a number of oral reports, and to explore the body of his work, including his defense of modernity (as an “unfinished write a research paper related to the topic of early doctoral dissertation, through his A project”) and to Charles Taylor’s qualified the seminar. Theory of Justice and his late Political defense. Discussion then shifts to critics of Liberalism. The guiding questions will be: modernity, from Strauss, Voegelin, and 594. Nature, Grace, History (1) that of Rawls’s development—how are MacIntyre to Adorno and Derrida. Some (3-0-3) Roos we to understand the various phases of his attention will also be given to non-Western This seminar will explore several interre- thought; (2) that of Rawls as a philosopher critics of “Western” modernity. Some texts lated themes concerning the relationship of liberalism—does Rawls present a for the seminar are: Jurgen Habermas, The between religious belief and politics. It will plausible and attractive version of liberalism; Philosophical Discourse of Modernity; M. critically compare several authors on a and (3) that of the inherent truth and value Passerin d’Entreves and Seyla Benhabib, variety of questions including the status of of Rawls’s theory. Habermas and the Unfinished Project of politics, its natural versus conventional Modernity; Charles Taylor, A Catholic status, whether religion is understood as 566. Democratic Theory and Modernity?; Anthony Giddens, The natural theology or divine particular Multiculturalism Consequences of Modernity; and Gary providence, whether reason and revelation (3-0-3) Dallmayr Gutting, Pragmatic Liberalism and The can conflict, toleration of other religions, We live increasingly in a multicultural Critique of Modernity. Selective reference and what claims are made about the role of world. But is this trend compatible with will also be made to Agnes Heller, A Theory revealed religion in establishing political democracy? In recent decades, democratic of Modernity; Eric Voegelin, Modernity obligation. Readings will include parts of theory has been a battle field between Without Restraint; Alasdair MacIntyre, After Plato’s Laws, Augustine’s City of God, “liberals” and “communitarians.” In both Virtue; Hans Blumenberg, The Legitimacy of Aquina’s Summa Theologica, Maimonides camps, multiculturalism is problematic. the Modern Age; and Scott Lasch, Another Guide of the Perplexed, Alfarabi’s Plato’s Liberals give primacy to autonomous Modernity. Laws, John Calvin’s Institutes of the individuals, outside cultural contexts. Christian Religion, and selections from Communitarians stress community values, 587. Global Human Rights Martin Luther. Requirements will include neglecting the multiplicity of cultural and (3-0-3) Dallmayr two five-page seminar papers, four one-page religious values. The seminar explores the We live in an age of rapid globalization. commentaries, and a 20-page term paper possibility of a multicultural democracy, Part of this globalizing process is the due at the end of the semester. beyond liberal detachment and extension of the idea of “human rights” to communitarian parochialism. Starting from societies around the globe. Rooted in 596. Machiavelli and Shakespeare the liberal-communitarian debate, the modern Protestant and Enlightenment (3-0-3) M. Zuckert seminar proceeds to a discussion of principles, the idea of human rights forms This seminar will explore the relations multicultural democracy both on the part not only of globalization, but also of between these two great writers; the central domestic level and on that of “cosmopolitan the worldwide drive toward democratization hypothesis is that Shakespeare was a deeply democracy.” Some of the texts used are and human emancipation. Although political artist, akin to, if not quite a Charles Taylor’s Multiculturalism, Bhikhu enjoying widespread and deserved popular- political philosopher, whose works reveal an Parekh’s Rethinking Multiculturalism, Iris ity, human rights discourse is also enmeshed almost obsessive concern with the texts and M. Young’s Inclusion and Democracy, Seyla in difficult theoretical or philosophical themes of Machiavelli. We will proceed by Benhabib’s Democracy and Difference, and quandaries. The seminar will review three reading texts that seem to be in dialogue David Held and Archibugi’s Cosmopolitan main question areas. (1) Question of with each other; examples include The Democracy. grounding: What is the source of human Prince on founders along with A Midsum- rights? To what extent can rights be mer Night’s Dream; Machiavelli’s comedy, 567. Theories of Modernity justified, or what is the “rightness” of Mandragola along with Shakespeare’s The (3-0-3) Dallmayr human rights? (2) Question of universality: Rape of Lucrece, both versions of the story of “Modernity” today is a contested concept, Is the idea of human rights peculiarly the Roman matron Lucretia; Machiavelli’s embroiled in multiple and often conflicting Western (tied to Western modernity)? How Discourses on Livy and Shakespeare’s interpretations. For some, modernity is the can the idea be defended against charges of Coriolanus and Julius Caesar on the early highway to social progress, the advancement ethnocentrism and such counter-ideas a and late days of the Roman republic; of knowledge, and human liberation. For “Asian” or “Islamic” values? (3) Question of Machiavelli on the conquest of Fortuna, others, modernity is an aberration, a application: If one admits the universality of along with Macbeth. deviation from the path charted in ancient human rights, can such rights only be and medieval times—an aberration manifest exercised by subjects against their own in the “crisis of modernity.” Still others view government, or can they also be pressed Government and International Studies 179

599. Thesis Direction to intense dispute. The seminar focuses on EDWARD A. GOERNER, Professor Emeritus. (0-0-1) Staff recent formulations of “deliberative A.B., Univ. of Notre Dame, 1952; M.A., Research and writing on an approved democracy” and also on Michael Sandel’s Univ. of Chicago, 1957; Ph.D., ibid., 1959. subject under the direction of a faculty Democracy’s Discontent. (1960) member. 697. Directed Readings ANDREW C. GOULD, Associate Professor. 600. Nonresident Thesis Research (V-V-V) Staff A.B., Harvard Univ., 1985; M.A., Univ. of (V-V-V) Staff California, Berkeley, 1986; Ph.D., ibid., 1992. Required of nonresident graduate students 699. Research and Dissertation (1993) who are completing their theses in absentia (V-V-V) Director of Graduate Studies FRANCES HAGOPIAN, Associate Professor. and who wish to retain their degree status. Independent research and writing on an B.A., Brandeis Univ., 1974; Ph.D., Massachu- approved subject under the direction of the setts Institute of Technology, 1986. (1999) 612. Heidegger and Politics director of graduate studies. (3-0-3) Dallmayr RODNEY E. HERO, Packey J. Dee Professor In recent years there has been much debate 700. Nonresident Dissertation Research of American Democracy. B.S., Florida State concerning Heidegger’s politics; heated (0-0-1) Director of Graduate Studies Univ., 1975; M.A., Purdue Univ., 1976; controversy surrounds his involvement with Required of nonresident graduate students Ph.D., ibid., 1980. (2000) fascism during the 1930s. According to who are completing their theses in absentia EILEEN HUNT, Assistant Professor. B.A., some, this involvement completely tarnishes and who wish to retain their degree status. Bowdoin College, 1993; B.A., Cambridge and invalidates his philosophical work; Univ., 1995; M.A., Yale Univ., 1997; M. according to others, his philosophy can be Faculty completely separated from his politics. Phil., ibid., 1998; M.A., Cambridge Univ., PERI E. ARNOLD, Professor and Director of 1999; Ph.D., Yale Univ., 2001. (2001) Behind this controversy, larger more basic Hesburgh Program in Public Service. B.A., issues loom: what is the relation between Roosevelt Univ., 1964; M.A., Univ. of ROBERT C. JOHANSEN, Professor. B.A., philosophy (including political philosophy) Chicago, 1967; Ph.D., ibid., 1972. (1971) Manchester College, 1962; M.A., Columbia and politics, between theory and practice? Univ., 1963; Ph.D., ibid., 1968. (1987) Can philosophy provide guidelines or LOUIS J. AYALA, Assistant Professor. B.A., blueprints for public policy? Does theory Princeton Univ., 1995; Ph.D., Stanford MARY M. KEYS, Assistant Professor. B.A., furnish a storehouse of formulas awaiting Univ., expected 2001. (2001) Boston College, 1988; M.A., Univ. of Toronto, 1989; Ph.D., ibid., 1998. (1994; practical application and implementation? SOTIRIOS A. BARBER, Professor. B.A., Or does philosophy involve an exodus from 1996) Univ. of Illinois, 1964; M.A., Univ. of practice, a retreat into an esoteric haven of Chicago, 1966; Ph.D., ibid., 1973. (1986) DONALD P. KOMMERS, Joseph and contemplation aloof from public concerns? Elizabeth Robbie Professor of Government and How can political theory and political KATHLEEN A. COLLINS, Asssistant International Studies and Professor of Law. practice enter into a relationship which is Professor. B.A., Univ. of Notre Dame, 1993; B.A., Catholic Univ. of America, 1954; M.A., mutually enriching while preserving their M.A., Stanford Univ., 1995; Ph.D., ibid., Univ. of Wisconsin, 1957; Ph.D., ibid., 1962. respective integrity? The seminar explores 2000. (2001) (1963) these broader questions as they surface and are illustrated in the so-called “Heidegger BARBARA CONNOLLY, Assistant Professor. DAVID C. LEEGE, Professor. B.A., affair.” Attention will be given to both his B.A., Brown Univ., 1988; M.A., Univ. of Valparaiso Univ., 1959; Ph.D., Indiana Univ., philosophy and his politics in their California, Berkeley, 1990; Ph.D., ibid., 1997. 1965. (1976) interrelation as well as their possible (2001) KEIR LIEBER, Assistant Professor. B.A., Univ. divergence. MICHAEL COPPEDGE, Director of of Wisconsin-Madison, 1992; M.A., Univ. of Graduate Studies and Associate Professor. B.S., Chicago, 1996; Ph.D., ibid., 2000. (2001) 617. Democratic Theory Randolph-Macon College, 1979; M.A., Yale (3-0-3) Dallmayr Univ., 1982; Ph.D., ibid., 1988. (1995) DANIEL A. LINDLEY, Assistant Professor. Despite the suspicion of “meta-narratives,” B.A., Tufts Univ., 1983; Ph.D., ibid., 1998. our age seems to be pervaded worldwide by FRED R. DALLMAYR, Packey J. Dee (1999) a dominant idea: the idea of “democracy” or Professor of Government and International GEORGE LOPEZ, Senior Fellow in the Joan at least the aspiration of “democratization.” Studies. LL.B., Univ. of Munich, 1955; M.A., Despite the great diversity of social and Southern Illinois Univ., 1956; Ph.D., Duke B. Kroc Institute for International Peace Studies cultural traditions, humankind thus seems Univ., 1960. (1978) and Professor. B.A., Saint John Fisher College, 1972; Ph.D., Syracuse Univ., 1975. (1986) agreed on a common political goal—whose ALAN K. DOWTY, Professor. B.A., Shimer meaning, however, is unclear and subject to College, 1959; M.A., Univ. of Chicago, 1960; SCOTT P. MAINWARING, Director of the considerable contestation. Some neat Ph.D., ibid., 1963. (1975) Kellogg Institute for International Studies and distinctions made in the past—such as those Eugene and Helen Conley Professor of Govern- between liberal democracy, people’s MICHAEL J. FRANCIS, Assistant Provost for ment and International Studies. B.A., Yale democracy, and Third World democracy— International Studies, Director of the Latin Univ., 1976; M.A., ibid., 1976; Ph.D., have largely disappeared with the collapse of America Area Studies Program, and Professor. Stanford Univ., 1983. (1983) the Soviet Union. By and large, liberal B.A., Fort Hays State Univ., 1960; Ph.D., democracy appears today triumphant; but Univ. of Virginia, 1963. (1966) A. JAMES McADAMS, Chair and Professor. again, its meaning is ambivalent and subject B.A., Earlham College, 1976; M.A., Univ. of 180 The Division of Social Sciences

California, Berkeley, 1977; Ph.D., ibid., 1983. Oxford Univ., 1959; D.Phil., ibid., 1968. prepares peace studies students for careers in (1992) (1966) scholarly research, teaching, public service, religious leadership, political organizing, or MARTHA L. MERRITT, Assistant Professor. CHRISTOPHER J. WELNA, Associate social action. Students specialize in one of B.A., Pomona College, 1983; M.A., Indiana Director of the Kellogg Institute for International the following themes while attaining some Univ., 1986; D.Phil., Oxford Univ., 1993. Studies and Concurrent Assistant Professor. B.A., proficiency in all four areas: (1994) Carleton College, 1978; M.A., Princeton ANTHONY M. MESSINA, Associate Univ., 1982; Ph.D., Duke Univ., 1997. The role of international norms and Professor. B.A., Assumption College, 1975; (1998) institutions in peacemaking: Institute M.A., Drew Univ., 1977; Ph.D., Massachu- CHRISTINA WOLBRECHT, Assistant faculty and students search for ways (a) to setts Institute of Technology, 1984. (1999) Professor. B.A., Pacific Lutheran Univ., 1992; make intergovernmental organizations and other international institutions more PETER R. MOODY JR., Director of the Asian M.A., Washington Univ., 1994; Ph.D., ibid., 1997 (1997). effective and representative and (b) to Studies Program and Professor. A.B., Vanderbilt increase compliance with fundamental Univ., 1965; M.A., Yale Univ., 1967; Ph.D., CATHERINE ZUCKERT, Nancy Reeves norms of peace and human rights. ibid., 1971. (1971) Dreux Professor of Government and Interna- LAYNA MOSLEY, Assistant Professor. B.A., tional Studies. B.A., Cornell Univ., 1964; The impact of religious, philosophical, and Rollins College, 1993; M.A., Duke Univ., M.A., Univ. of Chicago, 1967; Ph.D., ibid., cultural influences on peace: Through 1996; Ph.D., ibid., 1999. (1999) 1970. (1998) teaching and research, the institute explores the ethics of the use of force, the ways in MICHAEL ZUCKERT, Nancy Reeves Dreux WALTER J. NICGORSKI, Professor in the which the world’s religious traditions Program of Liberal Studies and Concurrent Professor of Government and International foment violence or encourage peace, the Professor. A.B., Georgetown Univ., 1960; Studies. B.A., Cornell Univ., 1964; M.A., practice of nonviolence, the importance of M.A., Univ. of Chicago, 1962; Ph.D., ibid., Univ. of Chicago, 1967; Ph.D., ibid., 1974. philosophies of global justice, and the 1966. (1964) (1998) ingredients of cultures of peace. GUILLERMO O’DONNELL, Helen Kellogg Peace Studies The dynamics of intergroup conflict and Professor of Government and International conflict transformation: Students and Studies. LL.B., National Univ. of Buenos Director: faculty enhance multidisciplinary under- Aires, 1957; M.Phil., Yale Univ., 1971; Ph.D., R. Scott Appleby standing of the conditions that give rise to ibid., 1987. (1982) Director of Graduate Studies: violent conflicts in order to identify local DANIEL PHILPOTT, Assistant Professor. Robert C. Johansen and international responses able to trans- B.A., Univ. of Virginia, 1989; Ph.D., Harvard Telephone: (219) 631-6970 form conflicts and encourage peacebuilding. Fax: (219) 631-6973 Univ., 1996. (2001) All of the institute’s conflict studies E-mail: [email protected] incorporate cross-cultural examination of L. JOHN ROOS, Professor. B.A., Univ. of key issues. Notre Dame, 1965; M.A., Univ. of Chicago, The Program of Studies 1968; Ph.D., ibid., 1971. (1969) The Joan B. Kroc Institute for International The promotion of social, economic, and MITCHELL SANDERS, Assistant Professor. Peace Studies offers an interdisciplinary environmental justice: Students and faculty B.A., Duke Univ., 1991; Ph.D., Univ. of master’s degree in peace studies and a field interested in social change examine the role Rochester, 1997. (2001) of concentration within doctoral programs of nongovernmental organizations and in traditional disciplines. Graduate work in commercial enterprises, and states, in REV. TIMOTHY R. SCULLY, C.S.C., peace studies at the institute is highly sustainable economic development, respect Executive Vice President of the University and international in character and designed to for human rights, and conflict transforma- Professor. B.A., Univ. of Notre Dame, 1976; equip students with both theoretical tion. M.Div., ibid., 1979; M.A., Univ. of Califor- understanding and practical skills. The nia, Berkeley, 1985; Ph.D., ibid., 1989. master’s program attracts highly qualified To earn the M.A. degree, students must (1990) students from all continents and major demonstrate proficiency in one foreign language and successfully complete 30 ALVIN R. TILLERY JR., Assistant Professor. cultural regions of the world, with three- fourths of the students coming from outside hours of credit and a comprehensive exam. B.A., Morehouse College, 1993; Ph.D., the United States. In a highly selective Harvard Univ., 2000. (2000) process, the institute accepts 20 students Requirements of the program include the RAIMO VÄYRYNEN, Fellow in the Joan B. annually in its 11-month Master of Arts following core seminars and courses: Kroc Institute for International Peace Studies program. The institute particularly seeks IIPS 502. Origins of Violence and Cultures of and Professor. Cand.Soc.Sci., Univ. of students from war-torn areas or regions Peace Tampere, 1968; Lic.Soc.Sci., ibid., 1970, where violence could erupt, and actively IIPS 505-506. Peacemaking Praxis and Dr.Soc.Sci., ibid., 1973. (1993) seeks to ensure cultural, religious, and Professional Development socioeconomic diversity among participants. IIPS 521. War, Human Rights, and A. PETER WALSHE, Director of the African Peace studies students engage in building Peacebuilding Studies Program, Fellow in the Kroc Institute for community as they share their diverse IIPS 522. International Political Economy International Peace Studies, and Professor. B.A., perspectives on the problems of peace and and Sustainable Development Wadham College, Oxford Univ., 1956; M.A., justice facing the world. The program IIPS 530. Peace Studies Laboratory Peace Studies 181

IIPS 556-557. Conflict Transformation and the student for the practical aspects of between public perceptions and research Peacebuilding. peacemaking. These include the application findings. Differences between Mexico and In addition to elective courses in a variety of of theory in the field, the ability to identify the United States’ migration policies, and disciplines, students may obtain credit and discuss possible solutions for problems its social and economic implications, are through “Engaged Scholarship” opportuni- facing one’s nation or homeland, the discussed. The recent developments within ties, including internships in the local technical aspects of peace research, and the context of the United Nations Commis- community. Students are required to spend preparation for entry into the job market or sion for Human Rights on the relationship 10 hours a week working in the institute: six Ph.D. studies. These goals will be met in a between migration and human rights are hours of teaching or research assistance and variety of ways, tailored (as far as possible) also covered. (Every spring) four hours of community building. to the specific needs of the individual student. (Every fall and spring) 521A. War, Human Rights, and The group of 45 fellows supporting the Peacebuilding institute is drawn from 14 departments in 513. Exploring Identities (3-0-3) Robert Johansen the social sciences and humanities and the (3-0-3) Pingle This required course examines major global schools of law and business at the University How do we define ourselves? What are the issues and multilateral responses to them in of Notre Dame. various components of one’s identity and the areas of human rights and war preven- how do we begin to understand these issues tion. The course, which emphasizes peace Course Descriptions sociologically? These themes form the research methods and findings, includes The following list includes courses offered outlines of this course. We will explore study of the theory and practice of on a regular basis. Many, although not all, identities, their formation, and their peacebuilding in its broadest sense of are offered on an annual basis. consequences: in post-colonial and in nurturing social integration and promoting Each course listing includes: western societies, in peaceful and in societies justice as the work of peace. Discussion of – Course Number experiencing ethnic/racial conflict, among human rights issues will include the – Title women and men, and in developed and in Universal Declaration and Covenants; the – (Lecture hours per week– developing countries. Drawing on novels, rights of women and children; efforts to laboratory or tutorial hours per week– films, autobiographies, and sociological hold individuals accountable to prohibitions credits per semester) arguments we will piece together a frame- of war crimes and crimes against humanity; – Instructor work for understanding the identity and questions of identity as they affect – Course Description landscapes of which we are a part. (Every sovereignty and compliance with human – (Semester normally offered) fall or spring) rights norms. Discussion of war/peace issues will include debates among peace research- 502. Origins of Violence and Cultures of 515E. Images of War and Peace in Literature ers, feminists, and political realists on causes Peace (3-0-3) Ruthann Johansen of violence and conditions of peace; arms (3-0-3) Mahmood Using English language novels and poetry of control and disarmament; intergroup In this core graduate course we look at the 20th century, this course will (1) tension reduction; and efforts by interna- peace and violence in the broadest geo- examine the metaphors and themes that tional commissions, the United Nations, graphic and chronological contexts. We unmask the realities of war and disclose the and nongovernmental organizations to begin with a review of the anthropology aspirations and struggles for peace, and (2) implement humanitarian norms of peace literature on human aggression, from explore the ways literary works themselves and human rights and gradually replace the evolutionary origins through ethnographic — through language, rhythms, and images rule of force with the rule of law in variation. From biology we move on to —become battlegrounds on which the international relations. (Every fall) consider the social and political functions of human imagination creates an individual’s violence and its ritual and spiritual interpre- sense of self and constructs and deconstructs 522A. International Political Economy and tations across the world’s cultures. We look cultural ideologies. Literature translated into Sustainable Development at nonviolent societies and investigate their English from other languages may be the (3-0-3) Väyrynen distinguishing features. Finally, we explore focus of independent research projects This required course focuses on the global how the cultural contexts of violence and within the course. (Every spring) economic and environmental problems and nonviolence intersect with today’s global the multilateral responses to cope with political order and contemporary theories of 517. International Migration and Human them. Its vantage point is that economic war and peace. Ethical and methodological Rights globalization is a complex phenomenon; it questions play a central role in our delibera- (3-0-3) Bustamante has both positive and negative consequences tions throughout the course, with the This course is an extension from the that vary from one society and social group ultimate aim of bringing our information “minicourse” with a wider coverage of to another. The course deals, in particular, and understandings to bear on practical international migration experiences in the with the impact of globalization on action toward peacemaking today. (Every world with an emphasis on human rights. It sustainable development, social equity, fall) starts with a historical approach to various labor, health, and environment. It also immigration waves to the United States, discusses the political aspects of globaliza- 505, 506. Peacebuilding Praxis and Profes- from the years of the “industrial revolution” tion that are, among other things, related to sional Development to the present. It focuses on the current the democratic and governance deficits in (3-0-3) Hayner, Johansen debate on the impact of the undocumented international relations. Democratic This is a required course running the length immigration from Mexico and Central governance of global economic and of the academic year, designed to prepare America, with a discussion of the gap environmental relations requires the reform 182 The Division of Social Sciences of the existing international institutions and economy. We also will attempt to identify religious values. The seminar explores the the development of new ones. Particularly the “state of the art” in the study of possibility of a multicultural democracy, important are the contributions of non-state international political economy. (Every fall) beyond liberal detachment and actors, especially NGOs, in initiating, communitarian parochialism. Starting from implementing, monitoring, and enforcing 566. Nonviolent Social Change the liberal-communitarian debate, the international rules. This aspect of globaliza- (3-0-3) Cortright seminar proceeds to a discussion of tion harks back to the emergence of new, This course will examine strategies of multicultural democracy both on the autonomous transnational spaces and nonviolent social change as reflected in the domestic level and on that of “cosmopolitan networks that become arenas of global civil writings of Dr. Martin Luther King Jr., democracy.” (Every fall) politics and culture promoting new ethical Mohandas K. Gandhi, Gene Sharp, and standards, participation, transparency, and Latin American advocates of liberation 578. Political Economics Postindustrial accountability. (Every spring) theology. These will be contrasted and Societies compared with very different traditions of (3-0-3) Messina 530. Peace Studies Laboratory social change advocacy in the work of Saul This course investigates the nexus between (3-0-3) Staff Alinsky and Malcolm X. The course will politics and economics in the postindustrial This required course is a study and also look at historical examples of nonvio- societies. After a brief discussion of the application of alternative approaches to lent social change and explore the factors theoretical principles of economic liberal- global value realization and world order accounting for the success or failure of ism, the course focuses on the impact of change. Course purposes are (1) to learn various social change movements, includ- economic actors and conditions on politics how people who think about the future ing: the U.S. civil rights movement, the and the poligical and economic conse- formulate their policy recommendations for 1989 democratic revolutions in Central and quences of the organization of the world ensuring human survival and enhancing Eastern Europe and the U.S. peace economy along free market principles. It human dignity; (2) to learn modeling movement. The main part of the course will concludes by scrutinizing the relationship application skills; (3) to identify criteria for be an examination of the practical methods between domestic politics and the project assessing the extent to which governments of nonviolent social change. The techniques for deeper economic integration in the case implement policies aimed at securing the of nonviolent action will be thoroughly of the European Union. (Every fall) values of human dignity; and (4) to develop assessed. Specific methods to be studied realistic policy recommendations for include: power analysis, coalition building, 580. Ethnic Conflict and Peace Processes implementing selected aspects, described in media communications, fund raising, (3-0-3) Darby, Mahmood a joint statement, of the most peaceful and grassroots organizing, and lobbying. (Every This team-taught course focuses on the just “preferred world” on which the class spring) ethnic conflicts that are found across the can agree. (Every summer session) world today, and considers the special issues 573. International Migrations and Human of peacebuilding where ethnicity is 556,557. Conflict Transformation and Rights: Research and Policy Making implicated. A review of theories of ethnicity Peacebuilding (3-0-3) Bustamante is followed by in-depth consideration of the (3-0-3)Lederach This seminar focuses on research reports on following cases: Kashmir, Punjab, Cyprus, This year-long required course ensures that U.S. immigration from Mexico for a Northern Ireland, Israel/Palestine, South students learn the elicitive method of critique of research methods and basic Africa, Sri Lanka, and Spain (Basques). conflict transformation, know how to differences in the interpretation of data. A Students work in teams to develop plans conduct constructive roles for third parties review of the literature is discussed with an toward peacebuilding in these and other in disputes, and apply learning to real world emphasis on policymaking on immigration areas of their choosing. What works and conflicts where they will be working after in the United States and Mexico. A what doesn’t work where racial, religious, graduation. Students will interact with and comparison is made between the debate on linguistic, and other “primordial” affilia- apply a framework for strategic migrants’ human rights in various parts of tions entangle with political conflict? We peacebuilding in settings of protracted the world. A critique on scientific theories review successes and failures and propose conflict. (Fall, spring, summer) focusing on the relationship between possible new approaches. (Every fall) international migrations and human rights 565. International Political Economy is also included. (Every fall) 611. Globalization and Multinational (3-0-3) Mosley Corporate Responsibility This seminar explores the interaction 575. Democratic Theory and (1.5-0-1.5) Tavis between politics and economics in the Multiculturalism Globalization is galloping across our world international system, with an emphasis on (3-0-3) Dallmayr at a dramatic pace—enhancing global the theoretical development of the sub-field We live increasingly in a multicultural productivity but leaving many people of international political economy. We will world. But is this trend compatible with behind in the process. As the key integrating investigate the balance between cooperation democracy? In recent decades, democratic institutions, multinational enterprises and conflict, the effect of international theory has been a battlefield between deserve much of the credit for the produc- institutions on economic relations, and the “liberals” and “communitarians.” In both tivity, but are also inextricably involved in mutual impact of domestic and interna- camps, multiculturalism is problematic. the associated social destruction. The tional politics. Throughout the course, we Liberals give primacy to autonomous objective of this course is to enhance the will consider how well models developed in individuals, outside cultural contexts. awareness and understanding of future other fields of political science or economics Communitarians stress community values, business executives, governmental officials, can be applied to international political neglecting the multiplicity of cultural and Peace Studies 183 or managers of nongovernmental organiza- positive international law; evaluates the Upper-level Undergraduate Courses tions about the evolving role of the effectiveness and weaknesses of existing legal In addition to the courses listed above, the multinational enterprise, and how that role institutions; and assesses endeavors to realize following 400-level courses may be taken should be managed. human rights in an international commu- for graduate credit in accordance with the nity of sovereign states, whose policies restrictions established by the Graduate 633. International Law reflect differing social backgrounds and School and with the consent of the director (3-0-3) Carozza or Shelton varying national interests. (Every spring) of graduate studies. This course uses a problem-oriented 419. Self, Society, and Environment approach to introduce students to interna- 679A. Dispute Resolution 433. International Humanitarian Issues tional law, not as a body of static rules, but (3-0-3) Fick 451. Politics of Tropical Africa rather as a decision making process that This course considers the theory and 456. Tradition and Modernization in includes a structure of decision makers as procedure of different legal methods for China and Japan well as a body of highly flexible prescrip- resolving disputes with an emphasis on 474. Conflict Resolution: Theory and tions. International law is seen as a process negotiation, mediation, and arbitration. It Practice of continuous interaction, of continuous consists of readings, analysis of disputes demand and response. The Nuremberg (both real and hypothetical) and methods Core Faculty Trials are used as a means of developing an for resolving them, and simulation prob- R. SCOTT APPLEBY, John M. Regan Jr. understanding of the international legal lems. Students who have taken the Legal Director of the Kroc Institute and Professor of process. Using problems pertaining to Negotiation course may only receive two History. environmental protection, economic well- credit hours for this course. (Every spring) being, human rights, and war prevention, ROBERT C. JOHANSEN, Senior Fellow and students engage in analysis of international 694A. Universal Protection of Human Rights Director of Graduate Studies of the Kroc institutions, procedures, and prescriptions. (3-0-3) Mendez Institute and Professor of Government and Finally, an examination is made of the Prerequisite: International Law or equiva- International Studies. potential contribution of international law lent. GEORGE A. LOPEZ, Senior Fellow and to a sustainable future. (Every fall) A foundational course in international Director of Policy Studies of the Institute and human rights law. Focuses primarily on 660. Theories of International Relations examples from United Nations-related Professor of Government and International (3-0-3) Lieber human rights regimes and examines: the Studies. This course provides first- and second-year historical and jurisprudential bases of CYNTHIA K. MAHMOOD, Director of graduate students with an in-depth international human rights law; the Undergraduate Studies of the Kroc Institute and investigation of the major theories which normative frameworks of the principal Associate Professor of Anthropology. have guided Western scholarship and universal human rights treaties and of policy-making in international relations in customary international law; and the Fellows the post-1945 world. In this course we are institutional mechanisms for interpreting, ASMA AFSARUDDIN, Assistant Professor of not as much concerned with learning about monitoring compliance with, and enforcing Classics. the world as much as we are concerned those norms. REV. MICHAEL J. BAXTER, C.S.C., about learning how scholars and Assistant Professor of Theology. policymakers learn about the world. In Other Graduate Courses particular, we will be examining those 597. Directed Readings DORIS L. BERGEN, Associate Professor of frameworks and methods that modern (V-V-V) Staff History. social science employs in describing, JEFFREY H. BERGSTRAND, Associate explaining, and predicting international 599. Thesis Direction Professor of Finance and Business Economics. events. The rationale underlying this (V-V-V) Staff approach is that these frameworks are the Research and writing on an approved REV. DAVID B. BURRELL, C.S.C., Rev. “real world” upon which policymakers base subject under the direction of a faculty Theodore M. Hesburgh, C.S.C., Professor of Arts much of their judgment. (Every fall) member. and Letters (Philosophy and Theology). PAOLO G. CAROZZA, Associate Professor of 671. International Human Rights Law 600. Nonresident Thesis Research Law. (3-0-3) Mendez (0-0-1) Staff This course examines human rights as Required of nonresident graduate students DAVID B. CORTRIGHT, Research Fellow legally protected rights in international law, who are completing their theses in absentia and President, Fourth Freedom Forum. with reference to the practice of states in and who wish to retain their degree status. E. MARK CUMMINGS, Professor of general, including the United States; reviews Psychology. the wider recognition of substantive human 697. Directed Readings rights in a growing number of international (V-V-V) Staff FRED R. DALLMAYR, Packey J. Dee instruments; appraises future prospects of Professor of Government and International further progress as well as inherent obstacles 702. Peace Studies Practicum Studies. and possibility of overcoming prejudices (V-V-V) Staff JOHN DARBY, Research Fellow and Senior and discrimination; examines the extent to Research Fellow, INCORE (Initiative on which human rights have become part of Conflict Resolution and Ethnicity), Northern Ireland. 184 The Division of Social Sciences

ALAN K. DOWTY, Professor of Government JAMES P. STERBA, Professor of Philosophy. I. Cognitive Doctoral candidates in cognitive psychology and International Studies. LEE A. TAVIS, C.R. Smith Professor of can acquire knowledge in several areas of BARBARA J. FICK, Associate Professor of Law. Business Administration (Finance) and Director cognition, including human memory, MICHAEL J. FRANCIS, Assistant Provost for of the Program on Multinational Managers and attention, psycholinguistics, perception, International Studies and Professor of Govern- Developing Country Concerns. sensation, neuropsychology, and higher ment and International Studies. RAIMO VÄYRYNEN, Professor of Govern- order processes, as well as expertise in experimental methods and quantitative REV. PATRICK D. GAFFNEY, C.S.C., ment and International Studies. analysis. Research in these substantive areas Associate Professor of Anthropology. A. PETER WALSHE, Director of the African stresses issues in memory retrieval, spatial THERESA GHILARDUCCI, Associate Studies Program and Professor of Government cognition, language production and Professor of Economics and International Studies. comprehension, music cognition, visual and DENIS A. GOULET, William and Dorothy ANDREW J. WEIGERT, Professor of auditory processing, attention, and aging. A sophisticated array of methodologies are O’Neill Professor in Education for Justice and Sociology. used, including eye tracking, event related Professor of Economics. TODD D. WHITMORE, Associate Professor potentials, and psychophysical scaling. This GEORGE S. HOWARD, Professor of of Theology and Director of the Program in combination of experiences prepares Psychology. Catholic Social Tradition. students for postdoctoral careers in RUTHANN K. JOHANSEN, Concurrent CHARLES K. WILBER, Emeritus Professor of university, industry, and government settings. Associate Professor in the College of Arts and Economics. Letters and Associate Professional Specialist and REV. OLIVER F. WILLIAMS, C.S.C., II. Counseling Assistant Director in the College of Arts and Associate Professor of Management and The Notre Dame doctoral program in Letters Core Course. Academic Director of the Center for Ethics and counseling psychology is built upon a JOHN PAUL LEDERACH, Research Fellow Religious Values in Business. scientist-practitioner model of training and and Professor of Conflict Studies, Eastern has a strong developmental orientation. It Mennonite University, Harrisonburg, Virginia Psychology capitalizes on the traditional strengths of both counseling and clinical psychology in DANIEL LINDLEY, Assistant Professor of Chair: understanding adolescent and adult Government and International Studies. Jeanne D. Day developmental problems as well as the DAVID M. LODGE, Professor of Biological Director of Graduate Studies: emergence of behavioral disorders in Sciences. Naomi M. Meara children. Although the program prepares Telephone: (219) 631-6650 students for individual assessment and SCOTT P. MAINWARING, Eugene and E-mail: [email protected] treatment across the life span, it emphasizes Helen Conley Professor of Government and (www.nd.edu/~psych) prevention of problems that are theoretically International Studies and Director of the Helen sound and practically relevant. Faculty Kellogg Institute for International Studies. The Program of Studies research programs with children and A. JAMES McADAMS, Chair and Professor of The graduate program seeks an individual- adolescents include parent-infant attach- Government and International Studies. ized balance between training in basic ment and emotional development, pre- research and the learning of skills in applied school prevention programs and early JUAN MÉNDEZ, Profesor of Law and behavioral science. The basic training intervention efforts, early cognitive delays Director of the Center for Civil and Human program rests on the assumption that there and mild retardation, reading and language, Rights. is a common core of knowledge required for the effects of family conflict on children, MARTHA L. MERRITT, Assistant Professor of effective action in either sphere. It consists teenage parenting, and marital relationships. Government and International Studies. of mastery of the general areas in psychol- Research efforts involving college students ogy (such as cognition, perception, and and young adults focus on the development LAYNA MOSLEY, Assistant Professor of social) and of basic methods (such as of healthy lifestyles, the relations between Government and International Studies. inferential statistics, research design, and the gender and achievement, and the effects of VAI-LAM MUI, Associate Professor of skills of scientific writing). Solid training in self-presentation and self-disclosure on Economics. this core prepares the student to make an everyday interactions and the counseling active contribution to scholarly research as process. Still other research programs DANIEL J. MYERS, Assistant Professor of academics or to solve problems in various emphasize later life transitions and adapta- Sociology. community, clinical, or other nonacademic tions such as marriage and marital satisfac- CAROLYN R. NORDSTROM, Associate settings. The student becomes an active tion, managing serious health problems, and Professor of Anthropology. pursuer of knowledge and is trained to put successful aging. The University Counseling knowledge already acquired to use in Center and local community mental health VICTORIA D. L. SANFORD, Assistant practical settings. agencies provide the settings for practicum Professor of Anthropology. experiences. The program produces DINAH L. SHELTON, Professor of Law. Graduate programs exist at the doctoral academically oriented psychologists who appreciate how science and practice inform KRISTIN SHRADER-FRECHETTE, level in cognitive, counseling, developmen- tal, and quantitative psychology. each other and how both are indispensable O’Neill Professor of Philosophy and Concurrent in the advancement of the discipline. Professor of Biological Sciences. Psychology 185

III. Developmental ologies, also assesses genetic and environ- research thesis. During their first year, Doctoral candidates in the developmental mental influences on individual differences students are expected to take PSY 507 and program study development of individuals, in many of these attributes. 508. Upon completion of first-stage families, and how the two interrelate. A life- requirements, a student is eligible to receive span perspective is emphasized for both the Developmental Psychopathology a master’s degree by completing the individual (infancy to old age) and the Researchers in this area focus on dysfunc- additional requirements of the Graduate family (formation to dissolution). Typical as tional development in families and School and their particular program. well as atypical development, normative individuals across the life span, including transitions, and the impact of nonnormative evaluating children for behavioral and The second stage of the program ordinarily events are examined. The methodology of emotional disorders, mental retardation, involves two more years of course work, developmental research is stressed, and and learning disabilities. Research on topics research activity, practicum (where effort is made to generate knowledge and such as the impact of marital conflict on appropriate), and preparation for the theory that have potential for application to children’s emotions; child neglect; impor- doctoral preliminary examinations, followed social issues related to the development of tant transitions during the teen years; and by an additional year of work on the individuals across the life span. Areas of the causes of developmental delays in the dissertation and internship (in the counsel- specialization emphasize theoretical children of adolescent mothers is underway. ing program). To fulfill the doctoral degree frameworks that view the individual from a Results are sometimes used to formulate requirements, students must take Advanced systems perspective, methodology to assess and evaluate intervention programs for Research Methods (PSY 610) or Psychologi- family interaction and patterns of change, remediating dysfunctional behavior. Of cal Measurement (PSY 609), one additional and intervention techniques to facilitate related interest is the identification of not statistics course; at least four graduate-level human development. The emphasis is on only the risks and vulnerabilities associated seminars and achieve a total of 72 or more developing substantive knowledge bases with development, but the protective credit hours. In the second stage, the necessary for careers in research and mechanisms that promote more optimal written preliminary examinations and the scholarship, in teaching, and in interven- outcomes as well. oral dissertation proposal defense are tion. Concentrations in developmental ordinarily completed during the third year. psychology vary according to the specific IV. Quantitative The awarding of the doctor of philosophy interests of students and fit into three Doctoral candidates in the quantitative degree requires: (1) satisfactory performance categories: cognitive development, program receive advanced training in on the departmental preliminary examina- socioemotional development, and develop- statistical methods and quantitative models tions; (2) completion of course require- mental psychopathology. applicable to psychology. The quantitative ments with a B average; and (3) submission area emphasizes a wide range of topics, of an approved dissertation to the Graduate Cognitive Development including traditional analysis of variance School. This area stresses research in various and regression, categorical data analysis, specialty areas in cognition, including structural equation modeling, and dynami- Special Facilities memory and cognitive changes during cal systems modeling. Quantitative students Haggar Hall contains faculty offices, a childhood, cognitive styles, and will typically apply these methods to a topic variety of research laboratories, a faculty- metacognition. Also included in this area is in a substantive area of psychology, such as student lounge, and classrooms. In addition, an opportunity to interface with our cognitive, counseling, or developmental. the University Counseling Center is developing emphasis in educational The extent of the substantive training above available as a training facility for doctoral psychology and our cognitive program. and beyond the quantitative training will students in the counseling psychology Developmental research emanating from depend on the interests of the individual program, and the Laboratory for Social the cognitive program focuses on the effects student. Research provides a number of interdiscipli- of age on the neural architecture supporting nary training and research services. executive control and prospective memory, The quantitative program faculty train as well as the representation and processing students to have expertise in a variety of Application of information in situational models. analytical tools and to advance methodology In order to be considered for admission in through novel research on statistical August, applications and supporting Socioemotional Development applications and creative use of existing materials must be received by January 2 of Research in this area of developmental techniques. Areas of expertise within the that year (the University’s deadline is psychology focuses on social and emotional program include math modeling and February 1). No applicants are considered development in infancy, early childhood, statistics. As in all of our programs, there is for January admission. The program is adolescence, and later life. Particular areas great flexibility of curriculum, and students oriented to students who plan to attend on of emphasis are attachment, parenting may work with a variety of faculty, both a full-time basis. Applicants will be expected behaviors, friendships, and social support. within and between programs. to have completed undergraduate courses in The interface between personal characteris- general and experimental psychology and tics (such as personality, gender, or Curriculum statistics. Applicants must take the Graduate temperament) and contextual factors (such The graduate program in psychology is Record Examination. Advanced subject test as family environment, marital conflict, or primarily oriented toward the doctoral in psychology is preferred, but not required. parental adjustment to the teen’s transition degree and consists of two stages. The first into adolescence) is highlighted. Faculty requires a minimum of 24 hours of course- research, using behavioral genetic method- work and completing and defending a 186 The Division of Social Sciences

Course Descriptions formed experimentally. The course begins differences in behavioral development. This Each course listing includes: by developing principles for assessing the course covers the genetic principles, – Course Number validity of various types of experimental and methods (including family, twin, and – Title non-experimental approaches for investigat- adoption designs), and analytical techniques – (Lecture hours per week– ing psychological phenomena. This (e.g., intraclass correlations and model- laboratory or tutorial hours per week– semester continues the model comparison fitting analyses) necessary for understanding credits per semester) theme developed in the first semester by hereditary and environmental influences on – Instructor showing how questions of mean differences behavior. The use of multivariate and – Course Description can be conceptualized in terms of various longitudinal models is stressed. – (Semester normally offered) statistical models. Special emphasis is placed on repeated measures designs, including the 607. Multivariate Analysis I. Quantitative Methods Courses multivariate approach to data analysis. (3-0-3) Boker, Maxwell, Schuster 507. Quantitative Methods in Psychology I (Spring) Prerequisite: PSY 508. (3-0-3) Maxwell, Schuster Multivariate analysis provides the funda- Prerequisite: Elementary Statistics or its 509. Exploratory and Graphical Data Analysis mental basis for psychometric measurement equivalent. (3-0-3) Boker and the identification of underlying All first-year psychology graduate students The process by which psychological common factors associated with behavior. at Notre Dame are required to take a two- knowledge advances involves a cycle of This course begins with a review of linear semester statistics sequence. The first theory development, experimental design algebra and provides the student with a semester begins with an introduction to and hypothesis testing. But after the background in multivariate regression, descriptive statistics, probability theory, and hypothesis test either does or doesn’t reject a multivariate analysis of variance and statistical inference. Well-known one- and null hypothesis, where does the idea for the covariance, factor analysis, canonical two-sample tests will be presented. In next experiment come from? Exploratory correlation, and discriminant function addition the course introduces students to data analysis completes this research cycle analysis. This course provides the founda- regression analysis for analyzing the by helping to form and change new tions for more advanced methods for dependence of a continuous variable onto theories. After the planned hypothesis longitudinal modeling. (Fall) one or more other variables. Emphasis is testing for an experiment is finished, given to an adequate specification of the exploratory data analysis can look for 608A. Structural Equation Modeling regression model by including polynomial patterns in these data that may have been (3-0-3) Boker and interaction terms in the regression missed by the original hypothesis tests. Prerequisite: PSY 508. functions and to the evaluation of the Successful exploratory analyses help the Structural equation modeling has become regression model by means of model researcher modify theories and modify or one of the most powerful tools available for comparison and residual analysis. (Fall) design novel experiments with focused the analysis of experimental and epidemio- hypothesis tests. A second use of exploratory logical data arising in gerontological 506. Formal Representations of Psychological data analysis is in diagnostics for hypothesis research. This course presents a variety of Hypotheses tests. There are many reasons why a models in the context of practical theory in (3-0-3) Wenger hypothesis test might fail. There are even order to develop the student’s ability to This course would serve as an introduction times when a hypothesis test will reject the translate competing theories into testable to methods for representing hypotheses null for an unexpected reason. By becoming alternative structural models. (Spring) regarding psychological processes and familiar with data through exploratory phenomena as mathematical and/or methods, the informed researcher can 608B. Advanced Structural Equation computational models. Emphasis is placed understand what went wrong (or what went Modeling on stochastic process models, and analytic right for the wrong reason). (3-0-3) Boker and computational tools for constructing This course builds on the practical approach and exploring such models, in the context 510. Seminar in Quantitative Psychology used in PSY 608A by introducing a general of particular psychological phenomena, will (3-0-3) Boker, Maxwell, Schuster algebraic method for calculating covariance be introduced. Issues of model identifiabil- This seminar is designed to facilitate the and means expectations. Multigroup ity and testability will be emphasized. acquisition of a minor in quantitative structural modeling with means are Students will be responsible for constructing psychology and to assist quantitative introduced and models from twin studies, and exploring the predictions of a formal students in the development of their early growth curve analysis models, and missing representation of a hypothesis in their own research projects. Methodological and data models are used as examples. area of expertise and interest. analytical tools will be highlighted and discussed, the procedures for doing research 609. Psychological Measurement 508. Quantitative Methods in Psychology II on quantitative issues will be examined, and (3-0-3) Bergeman, Maxwell (3-0-3) Maxwell direction on how to write up the results will Prerequisite: PSY 507. Prerequisite: PSY 507. be provided. This course introduces concepts from The second semester of the required classical test theory, generalizability theory, sequence focuses on experimental design 565. Quantitative Genetics and item response theory. Students review and analysis of variance as a method for (3-0-3) Bergeman the foundations of test instruments investigating mean differences among Quantitative genetic research provides a construction from these three perspectives groups, whether or not the groups are powerful tool for studying both genetic and in creating self-report, standardized, and environmental influences on individual observation/interview measures. The course Psychology 187 also highlights issues of equality across 618A. Formal Representations of Psychological II. Cognitive Area groups, assessing change versus measure- Hypotheses 1 514. Cognitive Psychology ment error, criterion-referenced tests, and (3-0-3) Wenger (3-0-3) Carlson clinical versus statistical prediction. (Every Prerequisite: Permission of instructor. A general overview of the field of cognitive other spring) This course serves as an introduction to psychology, including issues in perception, methods for representing hypotheses attention, memory, language, problem 610. Advanced Research Methods regarding psychological processes and solving, reasoning, cognitive neuropsychol- (3-0-3) Carlson, Day phenomena as mathematical and/or ogy, and cognitive science. This course offers students an overview of computational models. Emphasis is placed philosophy of science, study design, threats on stochastic models, and analytic and 515, 516. Instructional Systems Design to internal and external validity, measure- computational tools for constructing and (3-0-3) (3-0-3) Crowell ment, qualitative research methods, and exploring such models in the context of This course provides an introduction to the research ethics. Techniques of scientific particular psychological phenomena will be field of instructional technology with writing and journal editing are described introduced. Issues of model indentifiability particular emphasis on computer-based and practiced. (Spring) and testability will be emphasized. Students learning. Topics for consideration include will be responsible for constructing and instructional design and measurement, 611. Dynamical Systems Data Analysis exploring the predictions of a formal computer hardware components/require- (3-0-3) Boker representation of a hypothesis in their own ments and approaches to instructional Questions posed by researchers in psychol- area of expertise. programming. A project requirement will ogy require studying evolving behavior over enable students to get practical experience time. Dynamical systems methods were 618B. Formal Representations of Psychological in the development of educational developed to study just such evolving Hypotheses II courseware. systems and can be helpful in both experi- (3-0-3) Wenger mental design as well as analysis of resulting Prerequisite: Permission of instructor. 518. Memory data. This course presents methods that can This course extends the methods introduced (3-0-3) Carlson be used to analyze intra-individual variabil- in PSY 618A by considering particular A specialized course covering basic issues in ity from a dynamical systems perspective. forms of stochastic models in psychology. human memory, including models of Recently developed techniques such as Course content will vary by semester and memory, forms of memory representation, mutual information, state-space embedding, will include one-dimensional and multidi- basic memory phenomena, developmental fractal dimension, and surrogate data tests mensional signal detection theory (as an changes in memory performance, and are presented along with more traditional approach to both modeling and measure- current research. time series and linear statistical methods. ment), deterministic and stochastic linear dynamic systems theory as methods for 519. Learning 613. Longitudinal Data Analysis modeling phenomena, and simple neural (3-0-3) Crowell (3-0-3) Maxwell networks and learning models. In all cases, A study of the methods, theories, and facts The first reading in this course is a book issues of model identifiability and testability associated with the investigation of the basic chapter by John Nesselroade describing two will be considered. Students will be processes in learning. Emphasized areas fundamentally different ways of conceptual- responsible for constructing and exploring include classical conditioning, instrumental izing change: change in individual differ- the predictions of a formal representation of learning, and operant training. The various ences or individual differences in change. a hypothesis in their own area of expertise. research paradigms used in these areas will The former can be studied by such be closely examined. Some attention also is techniques as multiple regression and 692C. Introduction to Categorical Data given to basic motivation theory. (Every standard longitudinal applications of Analysis other fall) structural equation modeling, but the latter (3-0-3) Schuster requires a different approach. In particular, The course provides an introduction to 520. Psycholinguistics this course focuses on multilevel models analyzing categorical data by means of log- (3-0-3) Eberhard (i.e., hierarchical linear modeling, or HLM) linear models. The log-linear model This course focuses on the major theoretical as a methodology for studying individual approach is very well suited to analyze the issues motivating research in each of the growth and individual differences in joint distribution of categorical variables three primary areas of psycholinguistics: change. Although students learn to use and the association among categorical language acquisition, comprehension, and multilevel modeling software, the primary variables, as well as the dependence of production. Topics that will be covered types of questions are addressed by categorical variables upon other variables. include the debate over whether the unconditional models of change (such as Hence, research questions pertaining to the mechanisms of language and acquisition are the models implicit in HLM) as compared joint distribution, the association, and/or innate, past and present theoretical to more traditional conditional models of the dependence of categorical variables can perspectives on the interaction between change. be answered using log-linear models. linguistic and discourse processes during Participants of the course are expected to language comprehension, and the pragmatic 617. Seminar in Quantitative Psychology have a basic understanding of statistical and linguistic factors involved in communi- (3-0-3) Boker, Maxwell, Schuster inference (hypothesis testing and parameter cating thoughts through speech. Discussion-oriented course focusing on estimation) and regression analysis. special topics in quantitative psychology. 188 The Division of Social Sciences

521. Perception and Attention 615B. Seminar in Cognition: Learning 502. Professional Psychology Seminar (3-0-3) Gibson, Wenger (3-0-3) Crowell (3-0-3) Staff A specialized course covering basic founda- This seminar focuses in depth on specific tions and recent theories of perceptual 615C. Seminar in Cognition: Perception topics within professional psychology, such processing attention. (3-0-3) Dawson, Gibson as preschool prevention programs, the causes of childhood depression and early 522. Human Reasoning and Problem Solving 615D. Seminar in Cognition: Language cognitive delays, the effects of family (3-0-3) Carlson (3-0-3) Staff conflict on children, teenage parenting, A specialized course covering issues of how managing life-threatening health problems, people perform tasks that require logical 615E. Seminar in Cognition: Attention successful aging, and the relations between reasoning. Also covered are topics on how (3-0-3) Staff gender and achievement. The course is people solve problems that confront them intended to help students to develop in the world, including issues of analogical 615F. Seminar in Cognition: Language expertise in a content area and hone their reasoning. Emphasis will be on current (3-0-3) Carlson critical thinking skills. (Spring) issues in human reasoning and problem solving. 615G. Seminar in Cognition: Spatial 531. Personality Cognition (3-0-3) Kelly, Meara, Merluzzi 525. Cognitive Methods (3-0-3) Staff This course considers the history and (3-0-3) Carlson background of the study of personality as This course will focus on methodology 619. Seminar in Psychophysiology well as the influence that heredity, culture, specific to studies in cognitive psychology (3-0-3) Staff learning, and motivation have on the and cognitive science. The goal is to equip The research, theories, and methodologies development of personality throughout the the student with the necessary skills to set employed in the electrophysiological study life span. It also deals with personality up and run a lab. To that end, topics will of the thinking, feeling, and behaving abnormality, perceptual-cognitive influences include basic programming (enough to get organism are discussed. Particular emphasis on personality, creativity, and other topics. an experiment up and running in Basic, C, is placed on the interrelationships among (Spring) and Pascal), basic electronics (enough to the cognitive, affective, and neurologic enable interface of peripherals to a com- processes and the manner in which these 532. Professional Psychology: Methods and puter), use of various test equipment components relate and contribute to the Practice (oscilloscope, function generator), exposure total functioning system. (3-0-3) Kelly, Merluzzi to more sophisticated equipment (scleral Students will be introduced to the key reflectance eye tracker, purkinje eye tracker, 620. Seminar in Psychophysics research methods, empirical findings, and head mounted eye tracker, ERP system), (3-0-3) Dawson theories from the clinical/counseling data manipulation, trimming, and analysis. A study of the relations between physical psychology literature. Prospects for variables and their psychological effects. developing and testing new theories of 529. Neuropsychology Topics will vary with the interests of the psychotherapy will be discussed. Students (3-0-3) Gibson, West students and the instructor. will be encouraged to begin conceptualizing This course investigates the relationship research projects and developing their own between mind and brain from the perspec- 621. Research Projects in Learning integrated theoretical approaches to treating tives of cognitive psychology, neuroscience, (0-0-3) Crowell, Whitman clients. (Fall) and computer science. Major topics include Supervised research in learning. brain imaging techniques (e.g., PET, MRI, 533. Adult Psychopathology fMRI, and ERP), hemispheric specializa- 622. Research Projects in Perception (3-0-3) Staff tion, motor control, object recognition, (0-0-3) Carlson, Dawson, Gibson, Wenger DSM IV classification of mental illness. spatial processing, attention, language, Supervised research in perception. Theoretical and research approaches to an memory, executive functions, and con- understanding of the etiology of personality sciousness. The major objective of the 623. Research Projects in Cognitive Processes disturbances. (Spring) course is to show how each of these mental (0-0-3) Borkowski processes can be linked to neuroanatomical Supervised research in cognitive processes. 534. Group Dynamics and Consultation substrates. (3-0-3) Merluzzi III. Counseling Area The course will cover the theoretical 563. Cognitive Development 501A–H. Science/Practice Seminar foundations of small group behavior. See course description under the develop- (2-0-1) Smith Research on interpersonal behavior, mental area course offerings. Classic and contemporary topics in the communication, and small group dynamics science and practice of counseling psychol- will be used as the basis for laboratory 612. Language and Thought ogy. Topics rotating by semester. Typical experiences in which these processes can be See course description under the develop- topics would be ideographic versus observed and coded. The theory and mental area course offerings. nomothetic research, clinical versus actuarial research on interpersonal behavior, prediction, evidence based practice, and communication, and small group dynamics 615A. Seminar in Cognition: Memory manualized treatment. will be applied to group therapy and family (3-0-3) Carlson therapy through a series of laboratory Psychology 189 classes. Finally, the information on group 631A. Adult Individual Psychological 561. Theories of Development Across the Life dynamics will be applied to the consultation Assessment Span process. Models of consulting will be (2-4-3) Corning, Smith (3-0-3) Bergeman, Braungart, Day reviewed ranging from clinical supervision An examination of the theoretical founda- A survey of the issues, theories, and research to consulting in commercial business and tions and practical applications of individual relevant to human psychological change health care. (Spring) intelligence tests and projective techniques. across the life span. ($10 fee) (Fall) 535. Developmental Psychopathology 562. Socio-Emotional Development I (3-0-3) Cummings 631B. Adult Individual Psychological (3-0-3) Braungart This course articulates principles for a life- Assessment – Lab Current research and theory in social and span perspective on the origins and (2-3-3) Staff emotional development in infancy and early development of individual patterns of Supervised experience in using psychologi- childhood are reviewed. Some of the topics adaption and maladaption. (Spring) cal assessment instruments with adults. covered include: attachment, temperament, (Spring) emotion regulation, parenting and family 536. Diversity Issues: Gender, Race, Sexuality issues, and peer relationships. (3-0-3) Meara, Pope-Davis 633. Supervised Counseling Practicum This course provides students with theory, (1-6-3) Staff 563. Cognitive Development knowledge, and skills in diversity issues Supervised counseling experiences with (3-0-3) Day, West pertaining to clinical and counseling various types of clients. Major theories in cognitive development psychology. (Spring) a. University Counseling Center and data relevant to those theories are b. University Counseling Center reviewed. Mechanisms that might account 537. History and Systems/Ethics c & d. community placements for observed developmental changes across (3-0-3) Meara e & f. advanced practicum the life span (e.g., processing speed) are Overview of historical trends and influential (Fall, spring, summer) discussed. theorists in psychology. Also addresses ethical issues involved in psychological 637, 638, 639. Supervised Internship in 564. Psychology of Aging research and practice. (Fall) Counseling Psychology (3-0-3) Bergeman (0-0-1) (0-0-1) (0-0-1) Staff A broad survey of topics relevant to the 538. Preventive Intervention and Program Work with clients individually, in groups, psychology of aging including social and Evaluation and in field setting as a full-time counseling biological aspects, personality, maladjust- (3-0-3) Staff trainee. (Every year) ment and psychopathology, psychological This course covers preventive practices as correlates of aging, and special problems well as evaluating the effectiveness of such 642A. Psychological Assessment of Children related to the psychological and physical practices. (Spring) (3-0-3) Staff well-being of the elderly. This course is designed to provide (1) an 539. Clinical Skills and Interventions I overview of the procedures available for the 565. Behavioral Genetics (3-0-1) Staff psychological assessment of children and (2) (3-0-3) Bergeman Prerequisite to practicum courses. Prepares supervised experience in the utilization of Behavioral genetic research provides a doctoral students in core communications these procedures. (Fall) powerful tool for studying both genetic and conditions of counseling, active listening environmental influences on individual skills, and various counseling techniques. 642B. Psychological Assessment of Children— differences in development. The course will (Fall) Lab cover the genetic principles and methods (2-3-3) Staff necessary for understanding hereditary 540. Clinical Skills and Interventions II Supervised experience in using psychologi- influences on behavior and will overview (3-0-1) Staff cal assessments with children. (Spring) genetic and environmental influences on Prerequisite to practicum courses. Prepares behavioral, biomedical, and biobehavioral doctoral counseling students in understand- 644. Supervision of Counseling attributes. ing dimensions of the counseling process, (3-0-3) Pope-Davis learning how to conduct intake interviews, An examination of strategies for supervising 566. Socio-Emotional Development II and address clinical case management issues. counseling as well as practice at being a (3-0-3) Gondoli (Spring) supervisor of counseling activities. This course focuses on socio-emotional (Fall) development from adolescence to late 542. Neuropsychological Assessment adulthood. Topics include the life-span (3-0-3) Staff IV. Developmental Area view of attachment, developmental changes This course covers brain physiology and A. General Courses in the nature and importance of friendship normal and abnormal neuropsychological 535. Developmental Psychopathology and social support, and autonomy and functioning. In addition, procedures for See course description under the counseling connection in family and peer relationships. assessing the integrity of neuropsychological area course offerings. functioning are described. 612. Language and Thought (3-0-3) Staff The psychology of language is approached from a number of different perspectives, 190 The Division of Social Sciences drawing on research from linguistics, 646A. Children/Families in Conflict differences, such as special aptitudes, may cognitive psychology, language acquisition, (3-0-3) Cummings influence learning in the classroom. developmental psychology, and philosophy. Current trends and findings pertaining to Issues covered include: the production and conflict within families and the effects of 664. Personality, Psychopathology, and Aging understanding of speech, children’s conflicts within families on children will be (3-0-3) Bergeman acquisition of their first language, the considered. A focus will be on interrelations The personality development and psycho- development and structure of concepts and between family systems (marital, parent- pathological problems of the elderly are categories, and the relations between child, and sibling) and methodologies for considered in connection with biological, cognition and language. studying these questions. A particular social, and personal factors that relate to concern will be how positive and negative changes beyond young adulthood. Etiolo- 632. Adult Personality Assessment conflict processes in the marital relationship gies of mental health disorders and (3-0-3) Staff affect children. The role of interparental therapeutic interventions are covered. This course is a continuation of PSY 630 conflict in various family contexts (divorce, and focuses on more complex issues in parental depression, violence and abuse, 665. Motivation and Academic Learning psychological assessment of adults. Topics custody, and physical illness or disability) (3-0-3) Turner include projective testing, neuropsychologi- and relations between family and commu- The course examines student motivation for cal screening, learning disabilities, assess- nity conflict and violence, will be examined. learning as a function of both individual ment responses to specific questions (i.e., The positive side of family conflict will also differences and classroom environments. potential for violence, dementia vs. be considered, including the elements of We study the major theories of achievement depression), and an introduction to forensic constructive marital and family conflict and motivation and will discuss them from assessment issues (i.e., parenting, compe- strategies for promoting for constructive theoretical, empirical, and developmental tency). This course assumes prior under- conflict processes within families. points of view. Formulating motivational standing of basic assessment techniques implications for teaching and learning in K such as intelligence and achievement 646B. Marital Therapy Seminar through 12 and college classrooms is an testing, self-report personality inventories, (3-0-3) Smith integral part of the course. and basic report writing skills. This didactic course covering the principles and practice of couples therapy prepares 666. Seminar: Theory and Research in Aging 635. Laboratory II and III trainees for the companion practicum (3-0-3) Bergeman (3-0-3) Staff (646C), through which they will subse- This course covers contemporary research Supervised clinical practicum for second- quently carry cases at the Marital Therapy topics in gerontological research, theoretical year doctoral students in counseling and Research Clinic. Sample topics include approaches to these issues, and types of psychology. communication, problem-solving, domestic research designs used in the study of the violence, parenting, and sex/intimacy. aged. 636A. Practicum IV and V (3-0-3) Staff 646C. Marital Therapy Practicum B. Mental Retardation Courses Supervised clinical practicum for third-year (V-V-V) Smith 667. Seminar: Experimental Analysis of doctoral students in counseling psychology. Trainees who have successfully completed Behavior the Marital Therapy Seminar (646B) (3-0-3) Whitman 645. Marriage, Children, and the Family register for this supervised practicum every The basic principles governing human (3-0-3) Cummings semester. They carry cases at the Marital behavior within the framework of social, This course focuses on current trends and Therapy and Research Clinic. operant, and respondent learning. The findings in several major areas of research technology derived from these principles is on family relationships and their implica- 661. Seminar in Developmental Psychology surveyed with special attention to the tions for human development, including (3-0-3) Bergeman, Borkowski, Day analysis of behavior and application of marital relationships, parent-child relation- Contemporary topics will be offered from change procedures within educational, ships, marital relationships and children, either the child development or the life span home, and institutional settings. sibling relationships, the role of extended development area. family in family functioning, and 668. Seminar: Mental Retardation intergenerational transmission of family 662. Research Projects in Developmental (3-0-3) Borkowski, Whitman patterns. Themes include a family systems Psychology A general descriptive, theoretical, and perspective, that is, an assumption that (3-0-3) Staff empirical overview of the area of mental relationships are bidirectional, or more Supervised research in developmental retardation with special emphasis on the complex, the relevance of research to psychology. etiology and modification of retardation understanding adjustment, and research within a learning-developmental design and methodology for the study of 663. Teaching and the Development of framework. family. Thought (3-0-3) Day 669. Seminar: Comparative Approaches to 646. Seminar in Family Therapy An examination of current research in Cognition and Intelligence See course description under counseling cognition and instruction. The focus is on (3-0-3) Borkowski area course offerings. how cognitive processes can be enhanced Methods, data, and theory relating to through education. Also included are cognitive changes in normal and handi- readings and discussions on how individual capped children, adults, and the aged are Psychology 191 considered. The content focus is on the use 695A. Research/Special Topics 595A, B. Seminar in Behavioral Techniques of theories of intelligence and cognition to (V-V-V) Staff in Business understand the performance of “special” (3-0-3) (3-0-3) Staff children. 695B. Reading/Special Topics An ongoing seminar on the principles of (V-V-V) Staff behavioral techniques and their application 670. Developmental Issues in Mental to ongoing organizational and work Retardation V. Additional Course Offerings settings. (3-0-3) Borkowski, Whitman 585. Attitude Theory and Research Effect of early experience upon the (3-0-3) Staff 596A, B. Practicum in Behavior Management incidence and development of mental A study of the theoretical and empirical (V-V-V) (V-V-V) Crowell retardation is examined. Special attention is literature on attitude formation and change. Supervised internship in practice of given to the defect vs. difference theories Some previous acquaintance with attitude behavior management. and the controversies surrounding the issue research is desirable but not absolutely of intelligence. necessary. 599. Thesis Direction (V-V-V) Staff 671. Sociocultural Aspects of Mental 586. Applied Social Psychology For students doing work for a research Retardation (3-0-3) Staff master’s degree, maximum of six hours (3-0-3) Borkowski, Whitman An overview of applications of basic allowed. An examination of the reciprocal effects of research to areas such as health, environ- the mentally retarded and society upon each ment, and law. 600. Nonresident Thesis Research other. The effects of the family, institution- (0-0-1) Staff alization, and normalized community 587. Social Cognition For master’s degree students. programs upon the retarded and their (3-0-3) Staff ethical implications are examined within a This seminar focuses on the investigation of 647. Seminar: Computer Programming and psychological and sociological perspective. how individuals’ thought processes, Applications emotions, and motivations influence the (3-0-3) Staff 672. Research and Theory in Mental ways they understand both themselves and An introduction to computer programming Retardation others. Student participation includes for psychologists. (3-0-3) Borkowski, Whitman presentation of empirical research, discus- Current research literature in mental sion of theories, and the development of a 695. Seminar: Special Topics retardation with emphasis devoted to the research proposal within the domain of (3-0-3) Staff types of theories and methodologies being social cognition. Sample topics include Topics and prerequisites to be specified by employed. affect and cognition, the self, attribution the instructor. theories, social inference, self-fulfilling 673. Mental Retardation: Learning, Memory, prophecies, and stereotypic change. 696. Seminar: Instrumentation in Psychology and Cognition (3-0-3) Staff (3-0-3) Borkowski, Whitman 588. Interpersonal Influence and Social Practical training in the use of instruments Current research in learning, memory, and Relationships and types of equipment often employed in cognition in both normal and retarded (3-0-3) Staff psychological research. children. Focus is on theories and tech- This course covers several areas of interper- niques that yield behavioral generalization sonal influence and social relationships from 699. Research and Dissertation across time and settings. a social psychological viewpoint. Topics (V-V-V) Staff include symbolic interactionist approaches For resident graduate students who have 675, 676. Practicum: Behavioral Assessment to self-concept development, expectancy completed all course requirements for the and Programming with the Mentally effects, group dynamics, attraction, and Ph.D.; maximum of 12 hours allowed. Retarded intimate relationships. (3-0-3) (3-0-3) Borkowski, Whitman 700. Nonresident Dissertation Research A practicum providing the student with the 685. Seminar in Social Psychology (0-0-1) Staff opportunity to develop, use, and assess the (3-0-3) Staff For doctoral students. effects of behavior modification procedures Contemporary topics in social psychology. in institutional, school, and other commu- Student participation includes presenting 701A. Graduate Seminar: Introduction to nity settings. research results and experimental proposals Teaching and leading discussions. Sample topics (1-0-1) Searle 677A, B. Research Projects in Mental include social cognition, person perception, Designed to be taken concurrently with the Retardation attitudes, and stereotypes. first two semesters of a student’s teaching (0-0-V) (0-0-V) Borkowski, Whitman assistantship, ordinarily in years one, two, or Students are supervised during the VII. Research and Unspecified Courses three. It will meet five times (approximately conceptualization, conduct, data analysis, 593, 594. Seminar: Special Topics every third week) per semester for 1-1/2 and formal written presentation of projects (3-0-3) (3-0-3) Staff hours. The primary goals of the course are using mentally retarded subjects. Topics and prerequisites to be specified by to orient students to the profession of the instructor. teaching, assist them in their assigned tasks as TAs, and practice the skills of observing 192 The Division of Social Sciences and reflecting on their experiences in the improve teaching skills through the GEORGE S. HOWARD, Professor. B.A., classroom setting. An additional five hours integration of constructive feedback. Marist College, 1970; M.A., Southern Illinois of observing/interviewing in other depart- Grading is S/U. (Offered fall and spring Univ., 1972; Ph.D., ibid., 1975. (1981) ments of the University and in local semesters). schools/colleges/universities will be ANITA E. KELLY, Associate Professor. B.S., required. The courses will be graded 702C. Graduate Practicum Northwestern Univ., 1986; M.S., Univ. of Satisfactory or Unsatisfactory. (V-V-V) (V-V-V) Staff Florida, 1988; Ph.D., ibid., 1991. (1994). Supervised teaching in the classroom or SHERIDAN P. McCABE, Associate Professor N.B. Those who are assigned teaching laboratory for first year composition or Emeritus. A.B., St. Mary’s Seminary, 1952; assistantships, but who do not plan to take other departmental courses. May be elected S.T.B., ibid., 1954; M.A., Catholic Univ. of the above course for credit, would be for a maximum of two semesters. America, 1956; Ph.D., ibid., 1958. (1967) welcome to participate as fully as they wish NAOMI M. MEARA, Director of Graduate in the meetings, especially the processing of Faculty their experience as TAs, but they would not Studies and Nancy Reeves Dreux Professor of be responsible for any materials or activities Cognitive Area Psychology. B.A., Ohio State Univ., 1958; outside these meetings. D. CHRIS ANDERSON, Professor Emeritus. B.Sc., ibid., 1960; M.A., Syracuse Univ., B.S., Univ. of Portland, 1955; M.A., ibid., 1962; Ph.D., Ohio State Univ., 1967. (1986) 701B. Graduate Seminar: Theories and 1957; Ph.D., ibid., 1966. (1967) THOMAS V. MERLUZZI, Associate Methods Professor. A.A., St. Thomas Seminary, 1966; (3-0-3) Day LAURA A. CARLSON, Associate Professor. M.A., Ohio State Univ., 1971; Ph.D., ibid., Recent theory and research on students’ B.A., Dartmouth College, 1987; M.A., learning is reviewed, particularly as such Michigan State Univ., 1991; Ph.D., Univ. of 1975. (1974) learning occurs in institutions of higher Illinois, 1994. (1994) DONALD POPE-DAVIS, Professor, B.A., education. Models of effective instruction CHARLES R. CROWELL, Associate Professor. Illinois Benedictine College, 1976; M.S.c., are described. Other topics include writing B.A., Univ. of Notre Dame, 1969; M.A., Indiana University, 1978; Ph.D., Stanford lesson plans, developing a teaching University, 1989. (2000) philosophy, testing, and grading. (Offered Univ. of Iowa, 1972; Ph.D., ibid., 1973. every other fall for students in their second (1974) DAVID A. SMITH, Associate Professor. B.A., year or beyond.) WILLIAM E. DAWSON, Associate Professor. Univ. of Minnesota, 1983; M.A., ibid., 1986; B.S., Wayne State Univ., 1961; M.A., ibid., Ph.D., State Univ. of New York, Stony Brook, 702A. Graduate Practicum: Course Planning 1963; Ph.D., Harvard Univ., 1968. (1969) 1991. (1997) (3-0-3) Searle KATHLEEN M. EBERHARD, Assistant WILLIAM F. TAGESON, Associate Professor Students will meet on a regular basis to as Emeritus. B.A., San Luis Rey College, 1948; they prepare to be the instructor of record Professor. B.A., Univ. of Rochester, 1987; M.A., Michigan State Univ., 1991; Ph.D., M.A., Catholic Univ. of America, 1955; in an Intro or Stats/Methods or 300-level Ph.D., ibid., 1960. (1969) content course (e.g., abnormal, develop- ibid., 1993. (1996) mental, cognitive, etc.). Ordinarily, students BRADLEY S. GIBSON, Associate Professor. Developmental Area will have their teaching assignment for the B.S., Colorado State Univ., 1982; Ph.D., CINDY S. BERGEMAN, Associate Professor. following year by this point and can focus Univ. of Arizona, 1992. (1994) on a specific preparation. They will write B.S., Univ. of Idaho, 1979; M.S., Pennsylva- objective, create syllabi, critique planned GABRIEL A. RADVANSKY, Associate nia State Univ., 1987; Ph.D., ibid., 1989. assignments, design tests, discuss grading, Professor. B.A., Cleveland State Univ., 1987; (1990) M.A., Michigan State Univ., 1989; Ph.D., etc. In conjunction with the current JOHN G. BORKOWSKI, McKenna Family instructor of record, they may be respon- ibid., 1992. (1993) Professor of Psychology. A.B., St. Benedict’s sible for giving a lecture/presenting a unit in MICHAEL J. WENGER, Assistant Professor. College, 1960; M.A., Ohio Univ., 1962; the instructor’s class. Grading is S/U. B.S., Univ. of Washington, 1982; M.S., ibid., Ph.D., Univ. of Iowa, 1964. (1967) (Offered every spring for students in their 1989; Ph.D., Binghamton Univ., 1994. second year or beyond.) JULIA M. BRAUNGART-RIEKER, Associate (1999) Professor. B.S., Syracuse Univ., 1987; M.S., 702B. Graduate Practicum: Course Delivery ROBERT L. WEST, Assistant Professor. B.A., Pennsylvania State Univ., 1990; Ph.D., ibid., and Evaluation Western Kentucky Univ., 1991; M.A., ibid., 1992. (1992) (1-0-1) Searle 1993; Ph.D., Univ. of South Carolina, 1996. E. MARK CUMMINGS, Notre Dame (May be elected for a maximum of two (1999) semesters.) Graduate students who are new Professor. B.A., Johns Hopkins Univ., 1972; instructors of record, ordinarily in their M.A., Univ. of California, Los Angeles, 1973; Counseling Area fourth or fifth years, will meet throughout Ph.D., ibid., 1977. (1996) WILLIS E. BARTLETT, Associate Professor the semester to reflect on their experience of JEANNE D. DAY, Chair and Professor. B.A., teaching, engage in group problem solving, Emeritus. B.S., Ohio State Univ., 1960; M.A., ibid., 1962; Ph.D., ibid., 1967. (1968) Univ. of California, San Diego, 1974; M.A., and revise their syllabi. A central compo- Univ. of Illinois, 1977; Ph.D., ibid., nent of this level of the teaching practicum ALEXANDRA CORNING, Assistant 1980. (1980) is being observed by other class members as Professor. B.S., University of Florida, 1988; well as the supervisor, and learning to M.S., Loyola University, 1990; Ph.D., Ohio State University, 1994. (1998) Sociology 193

DAWN M. GONDOLI, Assistant Professor. Sociology Several basic courses are required of all B.A., State Univ. of New York at Buffalo, students who enter with only a bachelor’s Chair: 1986; M.S., Univ. of Arizona, 1991; Ph.D., degree; in addition, they are required of Michael R. Welch ibid., 1994. (1996) other students who cannot demonstrate Chair of Admissions Committee: previous equivalent work at the graduate DARCIA NARVAEZ, Associate Professor, Maureen T. Hallinan level. These courses include: one semester of B.A., University of Northern Colorado, 1976; Director of Graduate Studies: classical sociological theory, for three credit M. Div., Luther Northwestern Seminary, David M. Klein hours; a one-semester overview of sociologi- 1984; Ph.D., University of Minnesota, 1993. Telephone: (219) 631-6463 cal methods, for three credit hours; one (2000) E-mail: [email protected] semester of advanced social statistics (SOC (www.nd.edu/~soc) MICHAEL PRESSLEY, Notre Dame Professor 593), for three credit hours (the student of Catholic Education. B.A., Northwestern must have taken a more elementary statistics The Program of Studies Univ., 1973; Ph.D., Univ. of Minnesota, course as a prerequisite, or have received the The Department of Sociology offers permission of the instructor); a proseminar, 1977. (1997) training leading to the conferral of two extending across two semesters for a total of JOHN FRANCISCO DOS SANTOS, graduate degrees: the master of arts (M.A.) three credit hours (includes an introduction Professor Emeritus. B.S., Tulane Univ., 1948; and the doctor of philosophy (Ph.D.). to faculty and facilities at the University and M.S., ibid., 1952; Ph.D., ibid., 1958. (1965) Although the M.A. degree is available to sessions on professional skills such as graduate students, admission is given to JULIANNE C. TURNER, Concurrent computing); and one semester of participa- applicants whose goal is the doctorate. tion in a research practicum for a total of Assistant Professor. B.A., College of New three credit hours. Rochelle, 1968; M.Ed., Boston College, 1975; The principal aims of this graduate training Ph.D., University of Michigan, 1992. (1995) are to educate students in the theory and Students are required to take at least four THOMAS L. WHITMAN, Professor. B.S., St. methods of social science, and to develop in seminars, including at least one from each Norbert College, 1962; M.A., Univ. of them a competence as professionals in of the following two divisions: (1) advanced Illinois, 1965; Ph.D., ibid., 1967. (1967) specific fields of sociology. A mastery of seminars in sociological theory and (2) sociology in general and a strong back- advanced seminars in sociological methods ground in the techniques that are used in or social statistics. Quantitative Area scholarship and teaching in the discipline STEVEN M. BOKER, Assistant Professor. will enhance the potential of graduates for Beyond these, students may choose their B.S., Univ. of Denver, 1972; M.A., Univ. of employment as academic and applied areas of specialization in sociology, but the Virginia, 1994; Ph.D., ibid., 1996. (1996) researchers, as instructors in colleges and department is particularly strong in meth- REV. WILLIAM A. BOTZUM, C.S.C., universities, and as practitioners in govern- odology and statistics, theory, organizations, Professor Emeritus. B.A., Univ. of Notre Dame, ment and the private sector. social psychology, family, sociology of 1938; Ph.D., Univ. of Chicago, 1950. (1948– religion, comparative historical, political 51, 1966) Preference for admission to the graduate sociology, race and ethnicity, sociology of program in sociology is given to students education, and sociology of culture. SCOTT E. MAXWELL, Matthew A. who have taken social science at the Fitzsimons Professor of Psychology. B.S., Duke undergraduate level. A course in elementary If the emphasis and needs of the student’s Univ., 1972; M.A., Univ. of North Carolina, statistics is also preferred. If a student does interests require course work in other 1974; Ph.D., ibid., 1977. (1982) not have this course, it may be made up departments, the student may undertake CRISTOF SCHUSTER, Assistant Professor. while in graduate school. such courses with the approval of his or her B.A., Technical Univ. of Berlin, 1987; M.S., adviser and the director of graduate studies. The M.A. degree requires 30 hours of It is also possible for the student to ibid., 1992; Ph.D., ibid., 1997. (1999) credit, of which six credit hours may be construct specialty areas provided faculty KE-HAI YUAN. Associate Professor, B.S., earned for the master’s thesis. All students specialization is available. Beijing Institute of Technology; M.A., Beijing must complete and defend a research thesis Institute of Technology; Ph.D., UCLA. for the master’s degree. To fulfill the training and research require- (2001) ments, each candidate must select two The doctoral program normally occupies specialty areas and pass a comprehensive four years of full-time work for students examination in each. Dissertation research Social Area with the bachelor’s degree. Core require- must be undertaken in at least one of the ANRE VENTER, Associate Professional ments must be fulfilled in the first two years specialty areas. Specialist. B.A., Univ. of Cape Town, 1980; according to scheduled sequencing. M.A., Univ. of Notre Dame, 1994; Ph.D., Intensive independent study in the student’s Faculty members in sociology are affiliated ibid., 1996. (1996) field of specialization is generally initiated in with various institutes and centers providing the second year. It is expected that the additional opportunities for graduate student will have completed all but the studies: the Institute for Educational dissertation requirement by the conclusion Initiatives, the Helen Kellogg Institute for of the third or fourth year of graduate International Studies, the Erasmus Institute, study. and the Institute for Latino Studies. 194 The Division of Social Sciences

Teaching and research assistantships, 504. Exploring Identities 516. Visual Sociology: Exploring Society fellowships for applicants from minority (3-0-3) Pinglé Photographically groups, dissertation-year fellowships, and How do we define ourselves? What are the (3-0-3) Cárdenas tuition scholarships are available. various components of one’s identity and This course examines the uses of photogra- how do we begin to understand these issues phy and film in sociology and explores the For a more detailed description of the sociologically? These themes form the impact of visual expression on society. This graduate program requirements, the student outlines of this course. We will explore includes introductory work in documentary is urged to send for a copy of the identities, their formation, and their photography and film, gender advertising, department’s special bulletin. consequences; in post-colonial and in ethnographic film, political cinema, Western societies, in peaceful, and in muralism, and social protest art. This is a Course Descriptions societies experiencing ethnic/racial conflict, sociology course and emphasizes the study Each course listing includes: among women and men, and in developed of societal aspects of photography, film, and – Course Number and in developing countries. Drawing on artistic expression, rather than technique, – Title novels, films, autobiographies, and without ignoring the relationship between – (Lecture hours per week– sociological arguments we will piece the two aspects. The course does not laboratory or tutorial hours per week– together a framework for understanding the emphasize the technical/lab training in credits per semester) identity landscapes of which we are a part. photography. This course, while broad in – Instructor scope, relies on content that is very heavily – Course Description 510. Contemporary Social Theory grounded on a social problem context as is – (Semester normally offered) (3-0-3) Valenzuela found in the U.S., the American Southwest, This course examines, among others, neo- Mexico, and Latin America. 502. Population Dynamics Marxist, functionalist, phenomenological, (3-0-3) Williams ethnomethodological, exchange, dramatur- 517. International Migrations and Human Demography, the science of population, is gical, and rational choice approaches in Rights concerned with virtually everything that 20th-century sociological theory. The basic (3-0-3) Bustamante influences, or can be influenced by, questions guiding this exploration are what This seminar focuses on research reports on population size, distribution, processes, conceptions these perspectives have of the U.S. immigration from Mexico and structure, or characteristics. This course social structure and how they view the critiques research methods and basic pays particular attention to the causes and relationship between the individual and differences in the interpretation of data. A consequences of population change. society. review of the literature is discussed with an Changes in fertility, mortality, migration, emphasis on policy making on immigration technology, lifestyle, and culture have 511. Classical Social Theory in the U.S. and Mexico. A comparison is dramatically affected the United States and (3-0-3) Halton, Valenzuela, Weigert made between the debate concerning the other nations of the world. These An examination of the characteristics of the migrants’ human rights in various parts of changes have implications for a number of 19th-century episteme in knowledge and the world. A critique of scientific theories areas: hunger, the spread of illness and the space occupied by the human sciences. focusing on the relationship between disease, environmental degradation, health Specific theorists are discussed. (Fall) international migrations and human rights services, household formation, the labor is also included. force, marriage and divorce, care for the 513. Research Methods elderly, birth control, poverty, urbanization, (3-0-3) LeClere, Williams 519. Social Stratification in American Society business marketing strategies, and political Introduction to the philosophy of science, (3-0-3) Carbonaro power. An understanding of these is theory construction, research design, This course is designed to give students an important as business, government, and measurement, and sampling as they apply to overview of the major theories and empiri- individuals attempt to deal with the sociological research. (Spring) cal research that describe and explain social demands of the changing population. and economic inequality in American 515. Political Sociology society. In the course, we will cover the 503. The Information Society (3-0-3) Fishman, Valenzuela following topics: social mobility across (3-0-3) Hachen A survey of the major theoretical traditions generations; gender and racial inequalities in This seminar explores the social, political, in the field, followed by a special focus on status and income; the role of labor markets economic, cultural, and organizational issues such as the process of state formation, in creating inequality; studies of the impacts of the information technology sequences and forms of political develop- “underclass” (or urban poor); and the role revolution. Among the topics examined are ment, the social bases of parties and their of social policy in ameliorating the social globalization, networked enterprises, formation, the characteristics of party problem of poverty. Special attention will transformation of work and employment, systems, the origins of democracies, the be given to the role of education as a mass communication, conceptions of time breakdown of democracies, the characteris- mechanism of stratification in each of the and space, new social movements, the role tics of authoritarian regimes, etc. Examples topics covered. of the nation state, and the crisis of and case studies will be drawn from Europe democracy. Attention is also given to and the Americas. 520. Organizations assessing the adequacy of existing sociologi- (3-0-3) Hachen cal theories for understanding the changes This seminar is an in-depth introduction to that are occurring as the result of the theories of and research on organization. information technology revolution. Sociology 195

Theoretical perspectives on social organiza- We read important classical and contempo- dimensions of the way we live as selves in tion examined include functionalism, rary texts with concrete illustrations. relationship to others and social organiza- systems theory, contingency models, action tions. Students are responsible for discus- frameworks, and both Marxian and 527. Culture and Power sions and a term paper. Weberian approaches. The utility of (3-0-3) Spillman theoretical perspectives is assessed by How do norms, values, symbols, and rituals 533. Women and Work examining organizational dynamics. Among operate to dominate or empower? In this (3-0-3) Cassirer the topics investigated are goals and class we will examine a number of impor- This seminar provides a survey of the strategies, technologies, decision making, tant classical and contemporary texts that central research topic in the area of gender conflict, power, legitimation processes, offer answers to this question, which has and paid work. Students read and analyze forms of control, and organization- been a theme of recent work in a variety of recent research on a number of specific environment relations. fields in sociology. At the same time we will topics that have received considerable examine concrete cases, selected from academic attention, including theoretical 521. Social Stratification studies of development, deviance, gender, approaches to the study of gender and work; (3-0-3) Hachen mass communications, organizations, social the construction and reproduction of In alternating years, focuses on social class movements, and stratification. gender on the job; sex segregation; sex and labor markets. The seminar on social inequality in pay, promotions, and class examines theories of and research on 528. Social Ties, Social Networks, Social authority; and sex differences in the class structure, class formation, and social Capital relationship between paid work and family inequalities. Special attention is given to (3-0-3) Fishman roles and responsibilities. Students read issues concerning the nature of the “middle This course examines three fundamental work by sociologists, economists, historians, class,” historical changes in class structures, and interrelated sociological concepts, each and business scholars. Students develop the relation between class and income, of which offers us an approach to the study their own original research proposal early in intergenerational mobility, and debates of social connections and their impact on the semester and work on data collection/ about the emergence of new social classes. the human experience. Social ties, social preparation analysis and a report of the The seminar on labor markets focuses on networks, and social capital overlap findings throughout the semester, with the economic and sociological approaches to substantially in their scholarly usage but the ultimate goal of moving toward publication understanding labor market processes and concepts are far from identical. We will or submission of a master’s thesis or structures. After examining economic review theoretical and methodological dissertation proposal. analyses of supply and demand in labor literature on all three concepts as well as markets, various sociological perspectives major empirical studies that examine the 534. The Schooled Society: How Schools are discussed, including segmentation world through one or more of these Shape Who We Are and How Society theories, discussions of internal labor perspectives. We will explore both theoreti- Works markets, research on job mobility, and cal and practical arguments for the selection (3-0-3) Carbonaro, Sikkink models of employment relations. Historical, of one or more of these conceptual Everyone knows schools teach students the case study, quantitative, and comparative approaches as the basis for studying how “three Rs” (reading, ‘riting, and ‘rithmetic). research is surveyed. social connections shape the human However, few people think about the fourth experience. The course is intended to “R” that schools teach us: our roles in 524. Cultural Studies: Art and Cultural stimulate a critical reading of recent society. In this course, we will examine how Critique literature on contemporary society and to our experiences in school affect who we are (3-0-3) Halton assist students who wish to use one or more as individuals. How do schools influence Cultural studies is a catchall term describing of these concepts in their work. the way in which we play our many roles in a wide array of writings in the social sciences life? Do schools have a “hidden curriculum” and humanities the common concern of 530. Crime and Deviance in Ideological to make us good workers, conscientious which involves a concept of culture and a Perspective citizens, responsible family members, etc.? sense that the borders between disciplines (3-0-3) Welch What stake do various actors in society have are either unnecessary or, at the least, highly This seminar course examines selected issues in the people we become? We will examine permeable. Although the term “culture” has in the study of crime and deviance such as both functionalist and conflict interpreta- come into the foreground in the social white collar crime, gang violence, and tions of how schools reproduce social sciences, literary criticism, and philosophy, pornography. Issues will change each time relations and who benefits from such social it often signifies a highly contested terrain the course is offered. We compare responses arrangements. with widely diverse understandings of what made by those representing the left and constitutes a culture. The seminar will right in American society and critique the 535. World Families explore the ways the arts relate to cultural adequacy of these responses from a (3-0-3) Aldous, Klein critique, both as expression of new modes of sociological viewpoint. World Families is a course designed to feeling and understanding and as a source examine families across space and through for a critical perspective. 531. Social Interaction time. The families to be studied come from (3-0-3) Weigert a number of societies other than the United 525. Sociology of Culture This course develops a symbolic States. Also considered will be families in (3-0-3) Spillman interactionist perspective within social the United States as they existed in earlier Examines thinking about values, norms, psychology. Readings focus on theoretical periods to give another basis for comparison symbols, and rituals in sociological analysis. and empirical aspects of the interactional among families today. 196 The Division of Social Sciences

538. Race Relations in the United States psychology of small groups, the sociology of 551. Sociology of Religion I (3-0-3) Cassirer formal organizations, and research and (3-0-3) Christiano, Welch This course focuses on race and ethnic theory directly concerned with family Classical and contemporary theories in the relations in the United States. The course problem solving. sociology of religion. Culture, stratification, begins by discussing basic concepts, issues, ideology, and determinations of experience and theories of race and ethnic relations and 547. Designing Research Projects: Practical are some of the key issues related to societal stratification. We then examine the extent Problems and Theoretical Issues and personal formulations of religion. of race and ethnic inequality in the United (3-0-3) Fishman Classical authors such as Durkheim, Marx, States, with some attention toward The course is intended to familiarize and Weber are considered. similarities and differences in the experi- students with practical problems and ences of race and ethnic groups. We discuss options—as well as some underlying 553. Building Democratic Institutions in contemporary racial tensions in the United theoretical issues—encountered by social Latin America and European First Wave States and their expressions in racial scientists in the course of qualitative or field Democracies attitudes, beliefs, and behavior. Finally, the research. Themes covered include consider- (3-0-3) Valenzuela course addresses remedies for race and ation of the relationship between broad Elements of democratic regimes emerged ethnic inequality. interpretive categories and specific empirical long before the regimes as such can be observations as well as the delineation of a identified as being minimally in place. 541. Family Policy Seminar research problem. Research strategies Beginning with a brief discussion of the (3-0-3) Aldous discussed include comparative historical essential features of democracies, the course The seminar covers family policy in the work, historical case studies, observation, examines how and why such institutions United States and in other countries, with a survey research, and qualitative interview- emerged, and the critical moments in which concentration in the United States. There ing. Students are asked to formulate a the actual transitions to the new democratic are comparisons of the background, research proposal and to carry out practical regimes occurred. The course focuses on content, and consequences of policies in the exercises involving the use of several democratizations that took place before the various countries. Such provocative topics as research strategies. Second World War, and will examine key welfare policy, parental leave, and child care European and Latin American cases. are discussed. The relation between families 549. Sociology of Masculinity and the work setting or families and (3-0-3) Gunty 560. Research in Sociology of Education government will also be addressed. A This seminar explores the social construc- (3-0-3) Hallinan discussion format is used. Students write a tion of masculinity its many forms, both This seminar is a research practicum in the term paper on some aspect of family policy. traditional and emerging, through readings, sociology of education. It will address movies, discussions, and writing assign- theoretical, empirical, and policy-related 542. Labor Movement Formation and Politics ments. Members of the seminar will seek a issues in education from a sociological (3-0-3) Valenzuela better understanding of shifting roles, perspective. Ongoing reserach and analysis There have been two important changes in identities, and social structures that of major longitudinal surveys will be the position of workers within national influence the way both males and females discussed. Students will have the opportu- societies since their early “heroic” period of develop the meaning of masculinity. Topics nity to participate in the analyses of these protest. First, workers have won the right to include socialization, role conflicts, gender data. The seminar would be useful to organize into unions, and second, organized violence, sexuality, the impact of fathering, students beginning research on a master’s workers have created new political parties or and men’s movements. The course draws thesis or doctoral dissertation in the established privileged links to existing ones. attention to the often unnoticed existence of sociology of education. The course focuses on this dual process of multiple masculinities in the United States change by examining various theoretical and around the world. This course is 565. Religion in Postwar America perspectives. intended to complement the study of (3-0-3) Yamane gender in other disciplines. This course surveys the major developments 545. Family I in religious life in the United States since (3-0-3) Aldous, Klein 550. Sociology of Development: Theories and the 1950s through an in-depth examination Covers current theoretical developments in Issues of several of the most important recent the area of the family as well as particular (3-0-3) Bustamante, Valenzuela books on the subject, such as: Wade Clark data collection methods. Contemporary and First part examines critically major Roof’s Spiritual Marketplace, Tom continuing issues that family scholars have theoretical statements, classical and Beaudoin’s, Virtual Faith, Christian Smith’s addressed are covered in the context of contemporary, that inform the field. American Evangelicalism, and Helen theory and research. Application of family Readings are from Smith, Marx, Durkheim, Berger’s A Community of Witches. With research findings to policy, therapy, and Weber, and present-day modernization and these works as the backdrop, each student other service-oriented fields is also covered. dependence perspective authors. Second will research and write her family’s religious (Typically offered in the fall) part discusses specific issues of Third World history across three generations. development. Topics vary but generally 546. Family Problem Solving include trends in urbanization, impact of 566. Sociology of Consumption (3-0-3) Klein multinational corporations on host (3-0-3) Halton This course provides an in-depth analysis of countries, political authoritarianism or Consumption touches on themes that were processes families use to solve the problems democracy, equity versus growth, etc. not only crucial to the founders of sociol- they face. Material is drawn from the social ogy, but that reach from the sources of Sociology 197 identity and small-scale processes to the 571. Protests, Riots, and Movements 577. Families and their Interrelations with problems of the emerging global economy (3-0-3) Myers Gender and culture. Consumption studies are This course is concerned with how people (3-0-3) Aldous becoming increasingly prominent through- act together to pursue collective political A consideration of the part gender plays in out the social sciences. aims via extrainstitutional forms of family processes like the couple formation behavior: When and why do people go through cohabitation and/or marriage, Today’s consumer societies offer the outside the conventional political structure having and rearing children, division of promises of affluence, of conveniences, of to address social issues important to them? labor, and the post-children era. “the good life.” Yet it is by no means clear During the course, we examine political that the massive technological advances and behavior ranging from the relatively mild 578. PSOS Seminar material gains in advanced industrial (like a letter writing campaign) to the severe (3-0-3) Hallinan societies have contributed to a better way of (like rioting, looting, and killing). We also Most sessions of the PSOS Seminar feature life—many would say increased meaning- discuss aspects of collective behavior that are a presentation of educational research by an lessness is the actual result; a “goods life” less political in nature (like panics and fads). invited speaker from off campus or by a instead of the good life. This seminar will Some of the social movements we discuss Notre Dame faculty member or graduate consider some of the central issues and include the civil rights movement, the student. The content of the presentation is works in the emerging field of consumption women’s movement, the anti-war move- discussed and students write a brief studies. ment, the gay and lesbian movement, pro- reaction. Other sessions are devoted to a life and pro-choice movements, and the discussion of chapters in the Handbook on 567. Schools in Society environmental movement (among many the Sociology of Education. The seminar runs (3-0-3) Hallinan others). In the end, we try to explain how for both semesters during the academic year This seminar examines and discusses major grievances, resources, the political environ- and students receive three credits for the contemporary issues about schools and the ment, repression, individuals, decision entire year. schooling process. Topics include the role of making, and movement tactics all contrib- schools in society; the political, economic, ute to the success and failure of protest 579. Comparing Democracies and social dimensions of schooling; movements, their impact on social change, (V-V-V) Staff education reform and its underpinnings; the and the future of activism. social and organizational structure of 580. Qualitative Methodology schools; and the transformation of higher 574. Society and Identity (3-0-3) Cárdenas education. Invited speakers from off and (3-0-3) Weigert The seminar covers the general topic, with on campus lead or participate in the This course looks at sources, dynamics, and particular attention to ethnography and discussions. consequences of identity in contemporary field work, visual methods, archival society. Identity is conceived as definitions research, and related strategies. Heavy 569. School Organization and Community of an individual that self and others use as a emphasis is placed on cross-cultural research (3-0-3) Hallinan basis for interacting with one another. in minority communities in the United This course will provide students with Significant outcomes of the way we are States. knowledge about the current state of defined are the life chances, evaluations, and educational practice in the United States. emotional meanings we experience. The 582. Social Demography of Minorities Contemporary educational issues will be course format is a discussion seminar. (3-0-3) Garcia analyzed from the perspective of sociological Grades are based on participation, an essay This course focuses on the demographic theory and research. The seminar will have examination, and a 15-page research paper. status of ethnic minorities in the United two components. First, students will read States. Some of the major topics include and critique studies published in sociology 575A, B. Research Practicum (M.A.) population size and projections, geographi- and education journals. Second, students (3-0-3) (3-0-3) Fishman, Hachen, Hallinan cal distribution, and residential patterns. will make progress on their own research The aim of this research practicum is to Other issues are educational attainment, projects in sociology of education, make assist second-year graduate students in occupational status, and personal and family presentations of this work in class, and sub- writing their master’s theses. income. The course covers the basics of mit a final paper as a course requirement. demographic methods and techniques. 576. Social Breakdown in American Society 570. School Organization in Public Policy (3-0-3) Welch 585. Materials and Methods of Demographic (3-0-3) Hallinan This course examines the apparent weaken- Analysis In this seminar students employ sociological ing of the fabric of social life in America (3-0-3) LeClere theory and research to examine current that has occurred within the past half- This course is a survey course in techniques educational issues and policies. Topics may century. It investigates the past influences of widely used in demographic analysis. These include school organization, student both the market economy and the political techniques include those that describe achievement, national assessment, school welfare state on several central societal population structure, analyze demographic choice, school integration, student net- problems, such as the deterioration of dynamics, and evaluate demographic data. works, and school financing. interpersonal trust, the erosion of social In addition, many of the analytic skills and obligations and informal social control, and techniques stressed throughout the course the lessening of altruistic concern for others. have more general applicability in social Students will discuss the significance of science research. The aim of the course is to these problems, as well as potential acquaint students with the nature and solutions. 198 The Division of Social Sciences structure of a variety of techniques and to basic computational and statistical tech- humanities. This seminar will be geared provide students with the experience in niques used in social science quantitative toward coming to terms with some of the applying those techniques. research. The main goal of the course is to principal issues and controversies animating show students how to build and access a contemporary theory, particularly the 586. Primary Data Collection and Survey data set for analysis. As such, it is comple- nature of signification and interpretation, Methodology mentary to the core statistical and econo- and will reveal how much in the sociological (3-0-3) LeClere metrics course offered in the social sciences. tradition figures into these contemporary This course is offered to graduate students Students will be exposed to the different debates. We will explore the traditions of in sociology and other social sciences who operating sys-tems available at Notre Dame, interpretation that form the basis for much have an interest in the design, implementa- and to a variety of statistical software contemporary social theory, including tion, and use of social surveys and databases applications. Topics treated include: reading semiotics and semiology, phenomenology, in social science research. The course data in different formats and checking it for pragmatism, and interpretive sociology. examines all practical aspects of survey errors, carrying out exploratory analyses, design including sample design and recoding and creation of new variables, Topics will include: What is the place of the selection, questionnaire design, measure- merging data sets, performing extracts, and act and of action/practice as a basis for ment, mode of administration, field moving a data set between different interpretation? Are there natural bases for methods, data editing, and database operating signification and social construction? What development. We also cover theoretical environments. are the varieties of ways in which the self developments in survey methodology, can be seen as a complex of signs, relativism, including research on cognitive process and 604. Seminar in the Family and objective interpretation? questionnaire response, the role of social (3-0-3) Aldous, Klein theory in questionnaire design, and other This seminar is directed to the advanced 618. Meaning, Materialism, and Modern Life specialized topics. This course will prove students interested in specific topics and (3-0-3) Halton useful for both conducting primary data research developments in the family area. In the 20th century the problem of meaning collection and interpreting data from The students are encouraged to plan their has come to the forefront of modern secondary sources. own research and theory projects or to work civilization, animating revolutionary on their thesis proposals. Offered to movements in art, forming the basis of a 591. Proseminar students specializing in family. variety of philosophies and social theories, (2-0-2) Hachen, Myers, Williams looming as the silent spectre behind mass Designed to acquaint first-year graduate 610. Seminar in Theory and Social Psychology society and its drama of consumption. Yet students with the resources available in the (3-0-3) Halton, Klein, Weigert despite its obsession with meaning—or department and at the University to assist A discussion of current theoretical ap- perhaps because of it—the 20th century as a them with their research. The key compo- proaches in sociological social psychology. whole might be said to avoid the central nent of the seminar is a series of presenta- Attention is paid to the interrelationship questions of the purpose of life: Why are we tions by faculty on their current research. between macrosociological processes and here? Where are we going? the formation of self-identity. Application is 592. Statistics I made to contemporary interpretations of By exploring the rise of the modernist world (3-0-3) Cassirer, Myers, Sikkink, Williams American culture. view, key expressions of 20th-century Prerequisite: Prior course in statistics. modern culture and recent criticisms of This course reviews basic descriptive 613. Contemporary American Theory modernity and “post-”culture, we will statistics and probability, then concentrates (3-0-3) Halton attempt to achieve a new understanding of on inferential hypothesis testing (analysis of A survey of current developments including the problem of meaning and the possibili- variance, linear regression, dummy social Darwinism, pragmatism, structural ties of a transformed civilization. Key topics variables, standardized coefficients, chi- functionalism, and Chicago school. to be taken up in the course include the square tests and basic contingency table problem of meaning, the rise of modern analysis). (Fall) 615. Advanced Theory Construction materialism, the modern metropolis, artistic (3-0-3) Klein modernism and postmodernism, and the 593. Statistics II Techniques of formalized theory building prospects of epochal transformation. (3-0-3) Cassirer, Myers, Sikkink, Williams are covered, including axiomatic systems, The second course in the graduate sequence causal models, and cybernetic systems. The 619. Seminar in Social Theory focuses on the general linear model in all its course is based on principles in the (3-0-3), Halton, Klein, Weigert forms: special topics in multiple regression philosophy of science and gives students Content specified by agreement among (multicollinearity, autocorrelation, experience in shaping the structural and faculty, students, and the committee for heteroscedasticity), nonlinear models, causal linguistic features of the theories to be used graduate studies. May be directed to the modeling (recursive and nonrecursive in their dissertation research. analysis and research of topics such as issues systems), structural equations, logit on the epistemology of the social sciences, equations, and probit models. (Spring) 617. Advanced Theory Seminar: Interpretation specific orientations in contemporary (3-0-3) Halton sociological theory, the theoretical contribu- 596. Computing for Social Science Research Social theory, formerly more the province of tions of particular individuals, etc. Offered (1-0-1) LeClere sociologists, has come to the forefront of to students specializing in social theory. This is a laboratory course designed to contemporary intellectual life for philoso- introduce first-year graduate students to the phers, literary critics, and others in the Sociology 199

620. Advanced Quantitative Seminar science research informing these issues will 702. Graduate Teaching Practicum (3-0-3) Hachen, Johnson, Williams be highlighted. The focus is on stratification (3-0-3) Christiano, Klein This course covers advanced statistical and equity in elementary and secondary Supervised experience for graduate students techniques used in social research. The schools, rather than higher educational in the teaching of undergraduate sociology. specific content of the course will vary institutions. Enrollment normally is limited to those somewhat depending on the use of statistics students who have taught one course on in the discipline, but will usually include 675A, B. Research Practicum (Ph.D.) their own or who will be teaching such a topics of structural equation modeling, log- (3-0-3)(3-0-3) Fishman, Hachen, Hallinan course. The purpose is to contribute to the linear models, and event history analysis. The aim of the research practicum is to professional development of students. assist graduate students in writing their 622. Event History Analysis dissertation proposals. Upper-level Undergraduate Courses (3-0-3) Hachen, LeClere A sampling of all possible 400-level courses This course provides an in-depth introduc- 680. Writing for Academic Journals to fulfill noncredit prerequisites or to fill up tion to event history analysis methods for (3-0-3) Welch to 10 credit hours of the credit-hour analyzing change in discrete dependent This seminar is intended for advanced requirement: variables. The course draws on method- (post-M.A.) graduate students in sociology. 414. Minorities in America ological and empirical research from the It requires students to develop and submit a 419. Self, Society, and Environment social sciences. Special attention is given to paper to an appropriate academic journal. 423. Race, Ethnicity, Identities the relationship between theories of social The course takes students through the 425 Ethnicity in America change, life-cycle processes, and dynamic following steps: (1) final preparation of a 431. The Fifties models. The course begins by examining manuscript, (2) pre-submission review, (3) 432. Blues in American Culture nonparametric discrete-time life table selecting an appropriate journal, (4) 442. Family Careers (Family Development) models and then turns to continuous-time submitting the paper, (5) reviewing process, 463. Health and Sickness discrete-state models for the analysis of (6) interpreting reviewers’ and editors’ 466. Sex Inequality in the Workplace hazard rates. Parametric and partially comments, (7) revising the paper, and (8) 467. Global Food Systems parametric models which allow for re-submission. dependency of rates both on explanatory Faculty factors and time are introduced. Problems 697A, B. Directed Readings JOAN ALDOUS, William R. Kenan Jr. concerning censored data and competing (V-V-V) Staff Professor of Sociology. B.S., Kansas State Univ., risks are also addressed. Prerequisite: Departmental permission. 1948; M.A., Univ. of Texas, 1949; Ph.D., Reading and research on highly-specialized Univ. of Minnesota, 1963. (1976) 646. Family II topics that are immediately relevant to the (3-0-3) Aldous, Klein student’s interests and that are not routinely JORGE A. BUSTAMANTE, Eugene Conley Focuses on a critical analysis of current covered in the regular curriculum. Professor of Arts and Letters. LL.B., Centro issues in the family. Such topics as work- Univ. Mexico, 1954; M.A., Univ. of Notre family relations, changing gender roles, and 699. Research and Dissertation Dame, 1970; Ph.D., ibid., 1975. (1986) historical studies are included. Other issues (V-V-V) Staff WILLIAM CARBONARO, Assistant Professor. of particular interest to participating For resident graduate students who have students and faculty are explored. (Typically completed all course requirements for the B.A., Washington Univ. in St. Louis, 1990; offered in the spring) Ph.D. M.A., ibid., 1991; M.A., Univ. of Wisconsin- Madison, 1996; Ph.D., ibid., 2000. (2000) 652. Sociology of Religion II 700. Nonresident Dissertation Research GILBERTO CÁRDENAS, Director of Center (3-0-3) Christiano, Welch (0-0-1) Staff for Latino Studies and Julian Samora Professor Contemporary empirical studies in the For doctoral students. of Latino Studies. A.A., East Los Angeles sociology of religion are examined. Current College, 1967; B.A., California State Univ., developments and movements of religious 701. Graduate Seminar Los Angeles, 1969; M.A., Univ. of Notre behavior are related to such issues as (3-0-3) Christiano Dame, 1973; Ph.D., ibid., 1977. (1999) political action, family structure, economic The purpose of this course is to prepare actions, and leisure. graduate students in sociology for a career NAOMI CASSIRER, Assistant Professor. B.A., in teaching at colleges and universities. Univ. of Washington, 1987; M.A., Ohio State 659. Sociology of Education Course content includes treatment of Univ., 1992; Ph.D., ibid., 1997. (1997) (3-0-3) Hallinan, Sikkink practical concerns of teachers such as KEVIN J. CHRISTIANO, Associate Professor. This seminar examines in depth the various construction of a syllabus, selection of B.A., College of William and Mary, 1977; ways schools and classrooms are organized readings, composition of lectures, and M.A., Princeton Univ., 1980; Ph.D., ibid., for instruction and the consequences of that grading of student performance. In 1983. (1983) organization for students’ cognitive and addition, seminar time is devoted to social development. Of particular concern discussion of larger issues, including the role LEONARD F. CHROBOT, Adjunct are issues of equity and organization. More of sociology in the liberal arts curriculum, Professor. B.A., St. Mary’s College, Orchard general topics related to equity issues in the mission of teachers in the American Lake, Mich., 1960; M.Div., SS. Cyril and education are also discussed, including professoriate, and the state of the academic Methodius Seminary, 1964; M.A., Purdue school desegregation plans, public versus labor market. A term project is required of Univ., 1967; Ph.D., Wayne State Univ., private schools, and school funding. Social all participants. 1975. (1989) 200 The Division of Social Sciences

FABIO B. DASILVA, Professor Emeritus. B.A., Notre Dame, 1993; Ph.D., Univ. of Notre education), early adolescence (middle Univ. of Sao Paulo, 1957; M.A., ibid., 1960; Dame, 1999. (2000) school), adolescence and young adulthood (high school), English language arts, social Ph.D., Univ. of Florida, 1963. (1967) DAVID SIKKINK, Assistant Professor. B.A., studies, science, mathematics, and foreign ROBERT M. FISHMAN, Associate Professor. Bethel College, 1985; M.A., Univ. of North languages. Like most teacher accreditation B.A., Yale College, 1977; M.A., Yale Univ., Carolina, 1994; Ph.D., ibid., 1998. (1999) programs at the master's level, content-area 1979; M. Phil., ibid., 1980; Ph.D., ibid., LYNETTE P. SPILLMAN, Associate Professor. courses must be completed before entering 1985. (1992) B.A., Australian National Univ., 1982; M.A., the master's program, which provides DAVID S. HACHEN JR., Associate Professor. Univ. of California, Berkeley, 1984; Ph.D., education course work only. B.A., Lake Forest College, 1974; M.A., Univ. ibid., 1991. (1992) A total of 43 credit hours of course work of Wisconsin, 1978; Ph.D., ibid., 1983. J. SAMUEL VALENZUELA, Professor. Lic., (1987) and teaching experience are required, with Univ. de Concepcion, 1970; Ph.D., Columbia an overall grade point of at least 3.0. Half of MAUREEN T. HALLINAN, Chair of Univ., 1979. (1986) the course work will occur in two summer Graduate Admissions and William P. and Hazel ROBERT H. VASOLI, Associate Professor sessions, with 10 credits (i.e., three three- B. White Professor of Arts and Letters. B.A., Emeritus. A.B., LaSalle College, 1952; M.A., credit courses and one one-credit seminar) Marymount College, 1961; M.S., Univ. of Univ. of Notre Dame, 1953; Ph.D., ibid., earned in each. The faculty who teach in the Notre Dame, 1968; Ph.D., Univ. of Chicago, 1964. (1957) M.Ed. program are drawn from a variety of 1972. (1984) disciplines and colleges within and, in some ANDREW J. WEIGERT, Professor. B.A., St. cases, from outside the University. EUGENE W. HALTON, Professor. A.B., Louis Univ., 1958; M.A., ibid., 1960; B.A., Princeton Univ., 1972; Ph.D., Univ. of Woodstock College, 1964; Ph.D., Univ. of The first summer also includes practice Chicago, 1979. (1982) Minnesota, 1968. (1968) teaching in South Bend-area elementary REV. C. LINCOLN JOHNSON, Associate MICHAEL R. WELCH, Chair and Associate and secondary schools as well as 10 credit hours of course work. During the first Professor. B.A., Univ. of Arkansas, 1963; B.D., Professor. B.A., LeMoyne College, 1972; M.A., school year, students take three credits of a Southern Methodist Univ., 1966; M.A., New Univ. of North Carolina, 1975; Ph.D., ibid., distance learning seminar, and three credits School for Social Research, 1968; Ph.D., 1980. (1981) Univ. of Kansas, 1973. (1971) of supervised teaching experience at an RICHARD A. WILLIAMS, Associate Professor. assigned Catholic school in the southern DAVID M. KLEIN, Director of Graduate B.A., Creighton Univ., 1977; M.S., Univ. of United States. In the second summer, Studies and Associate Professor. B.A., Univ. of Wisconsin, 1981; Ph.D., ibid., 1986. (1986) students again take 10 credit hours of Washington, 1967; Ph.D., Univ. of Minne- course work. During the second school year, DAVID YAMANE, Assistant Professor. A.B., sota, 1978. (1976) students once again participate in a three- Univ. of California, Berkeley, 1991; M.S., RICHARD A. LAMANNA, Associate Professor credit distance learning seminar and a three- Univ. of Wisconsin, 1991; Ph.D., ibid., 1998. credit supervised teaching experience in Emeritus. B.S., Fordham Univ., 1954; M.A., (1998) ibid., 1961; Ph.D., Univ. of North Carolina, their assigned school, but they also earn three credits organizing a teaching portfolio, 1964. (1964) which will document their progress in FELICIA B. LECLERE, Director of the Master of Education (M.Ed.) developing as a teacher. A two-credit special Laboratory for Social Research and Associate Program methods course which begins in the Professor of Sociology. A.B., Mount Holyoke summer and continues throughout the year College, 1980; M.A., Univ. of Minnesota, Director: can be taken either year. 1985; M.S., Pennsylvania State Univ., 1987; Michael Pressley Ph.D., ibid., 1990. (1997) Telephone: (219) 631-6650 In addition to the credit-hour and GPA E-mail: [email protected] requirements, students must complete two DANIEL J. MYERS, Assistant Professor. B.A., years of service in teaching with supervised Ohio State Univ., 1988; M.A., ibid., 1991; The Program of Studies teaching grades of not less than 3.0. The M.S., Univ. of Wisconsin, 1995; Ph.D., ibid., The M.Ed program is housed in the teaching portfolio must also be formally 1997. (1998) Institute for Educational Initiatives, which accepted by a committee of three faculty. GUILLERMO O’DONNELL, Helen Kellogg provides research leadership in education Like a master's thesis committee, the Professor of Government and International and fosters efforts in education that are membership will be faculty who have Studies. LL.B., National Univ. of Buenos informed by social science research. The worked with the student throughout the Aires, 1957; M.Phil., Yale Univ., 1971; Ph.D., only clients for this master’s program program. In the case of a deficient portfolio, the student will be provided specific ibid., 1987. (1982) are students enrolled in the Alliance for Catholic Education. (The ACE program feedback about how to improve it. VIBHA PINGLÉ, Assistant Professor. B.A., is described in the “Centers, Institutes, and Delhi Univ,, 1988, M.A., Brown Univ., 1990; Laboratories” section of this Bulletin.) During the summer sessions, students live Ph.D., Brown Univ. 1996. (2000) in community in Notre Dame residence ANNMARIE POWER. Visiting Assistant Students in this program work toward halls, participating in presentations and programs aimed at stimulating their Professor, B.A., Westchester Univ., 1974; licensure, consistent with the standards in the state of Indiana, in each of the following academic understanding of education, M.Ed., Boston Univ., 1977; M.A., Univ. of areas: middle childhood (i.e., elementary especially as it relates to community and spiritual development. Master of Education (M.Ed.) Program 201

Admission Requirements 2. First school year (nine to 11 credits) zero credit, and a letter grade is entered for The M.Ed. program seeks to admit two to three credits in the spring. individuals who have the competence and Directed Readings (three credits). Internet commitment to be outstanding teachers delivery. Readings related to teaching Education Courses and who are willing to serve for two years content area and/or developmental level: as teachers in cooperating Catholic schools. EDU 512, 522, 524, 525, 526, 527, or 528 502. Introduction to Teaching Competence for admission is assessed depending on specialization. Alternates with (3-0-3) Staff through evaluation of written essays, Moral Development and Education. An introduction to the meaning of interviews, grade point average (at least a contemporary teaching, including classroom 3.0 in the major), standardized test scores, Extended Curriculum Course: EDU 556, organization and management, the and letters of recommendation. Commit- 557, 558, 559. May be taken either year technologically modern classroom environ- ment to the community and spiritual ideals (2/3 credits) ment, and contemporary Catholic schools. of the program is necessary. (First summer session course) EDU 595 Supervised Teaching (three Admission is a two-stage process. A credits each semester) 503. Introductory Teaching Practicum selection committee composed of Notre (2-0-2) Staff Dame faculty, administrators, and staff 3. Second summer (10 to13 credits) An intense practicum experience in the assesses the candidates, identifying approxi- South Bend-area schools during the mately 80 who will be asked to join the EDU 510 Child Development and summer. The experience will include program. These 80 students will then be Education (three credits) or approximately five to six weeks of closely invited to apply to the Graduate School EDU 520 Development and Education in supervised teaching experience as well as for admission. From this point on, the Early Adolescence or reflections on that experience. Extensive admissions process is identical to that EDU 530 Development and Education in planning of instruction is required. (First of every other master’s program at Adolescence summer session course) the University. EDU 540 Exceptionality in Childhood or 505. Cognition, Instruction, and Assessment Course Sequence EDU 541 Exceptionality in Early Adoles- (3-0-3) Staff All ACE students are placed in one of three cence or Coverage of the psychological theory and developmental-level curricular tracks: EDU 542 Exceptionality in Adolescence research related to cognition and instruc- elementary, middle school, or high school, tion, cognition and learning, motivation, depending on their ACE placement. Those Seminar in Content Area (three credits) individual differences in behavior, and in the middle-school and high-school tracks EDU 513, 534, 535, 536, 537 or 538, assessment. Separate and targeted sections are then placed in a content area: math, depending on specialization. Alternates with for each content area. (Alternates every science, social studies, English/language arts, EDU 505 (see first summer). other summer) or foreign language. The particular methods and content courses will depend on the EDU 555 Catechesis in Catholic Schools 510. Child Development and Education developmental-level track. (three credits). May be taken to meet (3-0-3) Staff extended curriculum course requirement. Coverage of cognitive, social, biological, and 1. First summer (10 credits) personality development relating to EDU 550 Integrative Seminar (one credit) education, with an emphasis on childhood. EDU 502 Introduction to Teaching (Second summer session course) (one credit) 4. Second school year (12 to 14 credits) 511. Teaching of Reading and Writing EDU 503 Introductory Teaching Practicum EDU 554 Moral Development and (V-V-V) Staff (two credits) Education “Internet Seminar” (three An introduction to the development of credits). Alternates with Directed Readings literacy in the elementary grades. Coverage EDU 505 Cognition, Instruction, and (see first school year). will include the theory and practice relative Assessment (three credits) to preceding abilities, word recognition and Alternates with content seminars (see EDU 595 Supervised Teaching fluency, and comprehension processes. The second summer) (three credits each semester) development of writing competencies as they occur throughout the elementary EDU 511 Teaching of Reading and EDU 596 Summative Portfolio school years will be studied in relation to Writing (for elementary grades) Development (three credits) the development of reading skills. The (three credits) or theory and practice relative to spelling, EDU 521 Introduction to High School Extended Curriculum Course EDU 556, handwriting, grammar, oral language, and Teaching (three credits) or 557, 558, 559 may be taken either year (2/3 listening will also be introduced. (First EDU 523 Introduction to Middle School credits) summer session course) Teaching (three credits) Note: Students register for year-long Internet EDU 550 Integrative Seminar (one credit) courses in both the fall and the spring. A grade of S or U is entered on transcript in the fall for 202 The Division of Social Sciences

512. Directed Readings in Elementary education. Readings will be selected from performances have changed as a function of Education the publications of the National Science the readings. (Course taken during the first (3-0-3) Staff Teachers Association. Participants must or second year of supervised teaching) Participants will develop a program of relate readings to their teaching, in reading covering elementary-level reading particular, documenting how their teaching 530. Development and Education in Adolescence and writing, mathematics, social performances have changed as a function of (3-0-3) Staff studies, and science. Readings will be the readings. (Course taken during the first Coverage of cognitive, social, biological, and selected from the publications of the major or second year of supervised teaching) personality development relating to professional associations in elementary education, with an emphasis on adoles- curriculum (i.e., International Reading 525. Directed Readings in Language Arts cence. (Second summer session course) Association, National Council of Teachers Education of English, National Council of Teachers of (3-0-3) Staff 534. Seminar in Science Education Mathematics, National Council for the Participants will develop a program of (3-0-3) Staff Social Studies, National Science Teachers reading covering high school language arts Participants will determine topics in middle Association). Participants must relate education. Readings will be selected from and high school science education that will readings to their teaching, in particular, the publications of the International be the focus of the course, doing in-depth documenting how their teaching perfor- Reading Association and the National reading as part of planning changes in their mances have changed as a function of the Council of Teachers of English. Participants instruction and assessment during the readings. (Course taken during the first or must relate readings to their teaching, in second year of teaching in the M.Ed. second year of supervised teaching) particular, documenting how their teaching program. Professional portfolio planning performances have changed as a function of and development will be a prominent 513. Seminar in Elementary Education the readings. (Course taken during the first consideration in the course. (Alternates (3-0-3) Staff or second year of supervised teaching) every other summer) Participants determine topics in elementary education that will be the focus of the 526. Directed Readings in Social Studies 535. Seminar in Language Arts Education course, doing in-depth reading as part of Education (3-0-3) Staff planning changes in their instruction and (3-0-3) Staff Participants will determine topics in middle assessment during the second year of Participants will develop a program of and high school language arts education teaching in the M.Ed. program. Profes- reading covering high school social studies that will be the focus of the course, doing sional portfolio planning and development education. Readings will be selected from in-depth reading as part of planning will be a prominent consideration in the the publications of the National Council for changes in their instruction and assessment course. (Alternates every other summer) the Social Studies. Participants must relate during the second year of teaching in the readings to their teaching, in particular, M.Ed. program. Professional portfolio 520. Development and Education in Early documenting how their teaching perfor- planning and development will be a Adolescence mances have changed as a function of the prominent consideration in the course. (3-0-3) Staff readings. (Course taken during the first or (Alternates every other summer) Coverage of cognitive, social, biological, second year of supervised teaching) and personality development relating to 536. Seminar in Social Studies Education educa-tion, with an emphasis on early 527. Directed Readings in Mathematics (3-0-3) Staff adolescence. (Second summer session Education Participants will determine topics in middle course) (3-0-3) Staff and high school social studies education Participants will develop a program of that will be the focus of the course, doing 521. Introduction to High School readings covering high school mathematics in-depth reading as part of planning (3-0-3) Staff education. Readings will be selected from changes in their instruction and assessment An integrative survey of the issues relating the publications of the National Council of during the second year of teaching in the to the planning of instruction in high Teachers of Mathematics. Participants must M.Ed. program. Professional portfolio school, including the assessment of student relate readings to their teaching, in planning and development will be a progress in high school. (First summer particular, documenting how their teaching prominent consideration in the course. session course) performances have changed as a function of (Alternates every other summer) the readings. (Course taken during the first 522. Introduction to Middle School or second year of supervised teaching) 537. Seminar in Mathematics Education (3-0-3) Staff (3-0-3) Staff An integrative survey of the issues relating 528. Directed Readings in Foreign Language Participants will determine topics in middle to the planning of instruction in the middle Education and high school mathematics education that school including the assessment of student (3-0-3) Staff will be the focus of the course, doing in- progress in the middle school. (First Participants will develop a program of depth reading as part of planning changes in summer session course) readings covering high school foreign their instruction and assessment during the language education. Readings will be second year of teaching in the M.Ed. 524. Directed Readings in Science Education selected from the publications of the program. Professional portfolio planning (3-0-3) Staff professional associations. Participants must and development will be a prominent Participants will develop a program of relate readings to their teaching, in consideration in the course. (Alternates readings covering high school science particular, documenting how their teaching every other summer) Master of Education (M.Ed.) Program 203

538. Seminar in Foreign Language Education engage in active listening as well as inter- registration required in a summer session (3-0-3) Staff active and collaborative learning exercises, and subsequent fall and spring semesters. Participants will determine topics in middle so as to integrate more fully these pillars of school and high school foreign language ACE within their lives of professional 558. Contemporary Educational Technology education that will be the focus of the service as educators in Catholic Schools. (2-0-2) Staff course, doing in-depth reading as part of (Taken for one credit during each summer) Integrates computing skills and critical planning changes in their instruction and thinking strategies required to use modern assessment during the second year of 554. Moral Development and Education technology for enhanced teaching and teaching in the M.Ed. program. Profes- (3-0-3) Staff learning. Credit awarded during spring sional portfolio planning and development This course will examine the theoretical and semester, with registration required in a will be a prominent consideration in the research bases of moral development and summer session and subsequent fall and course. (Alternates every other summer) education. Topics will vary by sections but spring semesters. will include: community, behavior, and 540. Exceptionality in Childhood discipline; civic engagement and social 559. Coaching and Youth (3-0-3) Staff responsibility; sports and character; (2-0-2) Staff A survey in exceptionality with emphasis on character education; teacher’s roles and Covers social scientific research on coaching the elementary-aged child is followed by in- responsibility; challenges of race and strategies that promote the social develop- depth study of the common learning culture; coaching, community, and ment of youth through sport; applications problems in the elementary grades, character; and spirituality and education. of research findings are emphasized. Credit especially reading, writing, and mathematics Participants will develop aspects of their awarded during spring semester, with disabilities. Both teaching strategies and professional portfolio through experience in registration required in a summer and assessment are considered. (Second summer the course. Credit awarded in spring subsequent fall and spring semester. session course) semester with registration required in a summer and subsequent fall and spring 561. Children’s Literature 541. Exceptionality in Early Adolescence semester. (2-0-2) Staff (3-0-3) Staff Introduction to the use of children’s A survey in exceptionality with emphasis on 555. Educating in Faith: Catechesis in literature in elementary and middle school the middle-grades child will be followed by Catholic Schools classrooms. Credit awarded during the in-depth study of the common learning (3-0-3) Staff spring semester, with registration required disabilities in the middle school, especially This course is designed to assist current or in a summer and subsequent spring reading, writing, and mathematics disabili- prospective teachers of theology at the semester. ties. Both assessment and teaching strategies secondary level in the catechesis of young will be considered. (Second summer session adults in Catholic schools. Participants will 595. Supervised Teaching course) explore both theoretical and practical (12-12-12) Staff dimensions of catechesis within class Participants teach in Catholic schools with 542. Exceptionality in Adolescence sessions designed to be highly dialogical and supervision by M.Ed., Alliance for Catholic (3-0-3) Staff interactive. Education, and school-based personnel. A survey in exceptionality with emphasis on Professional portfolio development is the high-school-age youth will be followed 556. Liturgical Music for Catholic Education emphasized as part of the experience. by in-depth study of the common learning (2-0-2) Staff (Taken for three credits for each of four disabilities in the high school, especially Introduction to folk liturgical music and its semesters of teaching) reading, writing, and mathematics disabili- appropriate use in K through 12 Catholic ties. Both assessment and teaching strategies education. During the summer, students’ 596. Summative Portfolio Development will be considered. (Second summer session work in the folk liturgy can be used (3-0-3) Staff course) appropriately with respect to all sacraments The professional portfolio entries developed and occasions for celebration in Catholic throughout a participant’s experiences in 550. Integrative Seminar schools. Credit awarded during spring the program are integrated into a coherent (2-0-2) Staff semester, with registration required in a narrative presentation. The portfolio will This course is designed to assist participants summer session and the subsequent fall and document how the participant has grown in their ongoing integration of professional, spring semesters. An additional one credit is with respect to each of the INTASC communal, and spiritual dimensions of available for a second summer of participa- principles, state standards, and to the three their lives as participants in the M.Ed. tion. conceptual pillars of the M.Ed. program: program of the Alliance for Catholic academic development, increased under- Education. The course is thus structured by 557. Art Instruction Across the Curriculum standing of how to promote community in the central objectives of the ACE M.Ed. (2-0-2) Staff education, and spiritual development that experience: professional training, life in A selection of practical methods and translates into effective spiritual and ethical community, and spiritual/ethical develop- discussion topics to enable teachers to development of students. (Taken during the ment. In this course, these objectives are integrate art while teaching such subjects as second year of supervised teaching, with articulated as the pillars of ACE: “to teach English, writing, reading, drama, social completion expected by the end of the as Jesus did, to live and love in small faith studies, language arts, math, and chemistry second year of teaching and not later than communities, and to foster spiritual at the elementary and high school level. one year following the completion of the growth.” Overall, participants agree to Credit awarded in spring semester, with second year of teaching). 204 Teaching and Research Faculty

Teaching and Research Faculty

The following list represents the Teaching and Research Faculty in the academic year 2001–2002.

JOHN H. ADAMS, Associate Professor of SOTIRIOS A. BARBER, Professor of KATHLEEN A. BIDDICK, Professor of Biological Sciences Government and International Studies History JOHN AFFLECK-GRAVES, Vice KATRINA D. BARRON, Assistant Professor IKAROS BIGI, Professor of Physics President, Associate Provost, and Notre Dame of Mathematics JAMES M. BISHOP, Research Professor of Professor of Finance WILLIS E. BARTLETT, Associate Professor Physics ASMA AFSARUDDIN, Assistant Professor Emeritus of Psychology ALEXANDER BLACHLY, Professor of of Classics and Fellow of Joan B. Kroc STEVEN C. BASS, Professor Emeritus of Music Institute for International Peace Studies Computer Science and Engineering HOWARD A. BLACKSTEAD, Professor of MARK S. ALBER, Professor of Mathematics SUBHASH C. BASU, Professor of Chemistry Physics JOAN ALDOUS, William R. Kenan Jr. and Biochemistry PATRICIA BLANCHETTE, Associate Professor of Sociology STEPHEN M. BATILL, Professor of Professor of Philosophy JOSEPH P. AMAR, Concurrent Associate Aerospace and Mechanical Engineering, and REV. THOMAS E. BLANTZ, C.S.C., Professor of Theology Associate Dean for Educational Programs, Professor of History KARL AMERIKS, McMahon-Hank College of Engineering JOSEPH BLENKINSOPP, John A. O’Brien Professor of Philosophy PETER H. BAUER, Professor of Electrical Professor Emeritus of Old Testament Studies, ROBERT L. AMICO, Professor of Architecture Engineering Department of Theology SILVIA R. ANADÓN, Assistant Professional REV. MICHAEL J. BAXTER, C.S.C., W. MARTIN BLOOMER, Chairperson Specialist and Concurrent Lecturer in Assistant Professor of Theology and Associate Professor of Classics Romance Languages and Literatures TIMOTHY J. BAYS, Assistant Professor of JOSEPH BOBIK, Professor of Philosophy D. CHRIS ANDERSON, Professor Philosophy STEVEN M. BOKER, Assistant Professor of Emeritus of Psychology EDWARD N. BEATTY, Assistant Professor Psychology THOMAS F. ANDERSON, Assistant of History; Fellow, Kellogg Institute for FRANCESCA BORDOGNA, Assistant Professor of Romance Languages and International Studies Professor of Liberal Studies Literatures and Fellow, Helen Kellogg FREDERICK S. BECKMAN, Professor MARIO BORELLI, Associate Professor of Institute for International Studies Emeritus of Art, Art History, and Design Mathematics and Director of Special PANAGIOTIS J. ANTSAKLIS, Professor of GAIL BEDERMAN, Associate Professor of Instructional Projects and Activities Electrical Engineering, and Director, Center History JOHN G. BORKOWSKI, Andrew J. for Applied Mathematics REV. PAUL E. BEICHNER, C.S.C., McKenna Family Professor of Psychology R. SCOTT APPLEBY, John M. Regan Jr. Professor Emeritus of English PAUL F. BOSCO, Associate Professor Director of the Joan B. Kroc Institute for GARY E. BELOVSKY, Gillen director of Emeritus of Romance Languages and International Peace Studies; Fellow, Helen UNDERC and Professor of Biological Sciences Literatures Kellogg Institute for International Studies HARVEY A. BENDER, Professor of SAMIR K. BOSE, Professor of Physics ANI APRAHAMIAN, Professor of Physics Biological Sciences RUDOLPH S. BOTTEI, Assistant Chairper- ADAM S. ARNOLD, Associate Professor DAVID P. BENNETT, Research Associate son and Professor of Chemistry and Biochemistry Emeritus of Finance and Business Economics Professor of Physics REV. WILLIAM A. BOTZUM, C.S.C., PERI E. ARNOLD, Director of the CINDY BERGEMAN, Associate Professor of Professor Emeritus of Psychology Washington, D.C., Program, and Professor of Psychology, Associate Dean of Research and D’ARCY J.D. BOULTON, Professional Government and International Studies Director of the Institute for Scholarship in the Specialist and Concurrent Associate Professor JAMES MATTHEW ASHLEY, Associate Liberal Arts of History Professor of Theology DORIS BERGEN, Associate Professor of MAUREEN B. MCCANN BOULTON, KLAUS-DIETER ASMUS, Professor of History and Fellow, Joan B. Kroc Institute for Professor of Romance Languages and Chemistry and Biochemistry International Peace Studies Literatures HAFIZ M. ATASSI, Viola D. Hank JEFFREY H. BERGSTRAND, Associate CALVIN M. BOWER, Professor of Music Professor of Mechanical Engineering, Dept. of Professor of Finance and Business Economics, ALAN P. BOWLING, Assistant Professor of Aerospace and Mechanical Engineering Fellow in the Helen Kellogg Institute for Aerospace and Chemical Engineering DAVID E. AUNE, Professor of Theology International Studies, and Fellow in the Joan SUNNY K. BOYD, Associate Professor of BRIAN M. BAKER, Assistant Professor of B. Kroc Institute for International Peace Biological Sciences Chemistry and Biochemistry Studies RAYMOND M. BRACH, Professor of KATE ANDERSON BALDWIN, Assistant GARY H. BERNSTEIN, Professor of Aerospace and Mechanical Engineering Professor of English Electrical Engineering GERARD V. BRADLEY, Professor of Law ALBERT-LÁSZLÓ BARABÁSI, Emil T. H. GORDON BERRY, Professor of Physics KEITH R. BRADLEY, Eli J. Shaheen Hofman Professor of Physics WILLIAM B. BERRY, Professor of Electrical Professor of Classics CHARLES E. BARBER, Associate Professor Engineering REV. PAUL F. BRADSHAW, Professor of of Art, Art History, and Design NORA J. BESANSKY, Associate Professor of Theology Biological Sciences ROBERT J. BRANDT, Professional Specialist in Architecture 205

JULIA M. BRAUNGART-RIEKER, FRANCIS J. CASTELLINO, Dean of MICHAEL COPPEDGE, Associate Associate Professor of Psychology Science, Kleiderer-Pezold Professor of Professor of Government and International JOSEPH X. BRENNAN, Professor Emeritus Chemistry, Biochemistry, and Director of the Studies and Fellow, Helen Kellogg Institute for of English Center for Transgene Research International Studies SHEILAH BRENNAN, Associate Professor DARLENE CATELLO, Adjunct Instructor THOMAS C. CORKE, Professor of Emerita of Philosophy in Music Aerospace and Mechanical Engineering JOAN F. BRENNECKE, Professor of JOHN C. CAVADINI, Chairperson and ALEXANDRA CORNING, Assistant Chemical Engineering Associate Professor of Theology and Director, Professor of Psychology SCOTT D. BRIDGHAM, Associate Institute for Church Life EDMUNDO CORONA, Associate Professor Professor of Biological Sciences WILLIAM CERNY, Professor Emeritus of of Aerospace and Mechanical Engineering JAY B. BROCKMAN, Associate Professor of Music DAVID B. CORTRIGHT, Visiting Fellow Computer Science and Engineering KAREN CHANDLER, Assistant Professor of in the Joan B. Kroc Institute for International JACQUELINE VAUGHT BROGAN, Mathematics Peace Studies Professor of English HSUEH-CHIA CHANG, Bayer Corpora- DANIEL J. COSTELLO JR., Leonard SETH N. BROWN, Assistant Professor of tion Professor of Chemical Engineering Bettex Professor of Electrical Engineering Chemistry and Biochemistry DANNY Z. CHEN, Phillip B. Rooney DONALD P. COSTELLO, Professor MICHAEL C. BROWNSTEIN, Chairper- Associate Professor of Computer Science and Emeritus of English son and Associate Professor of East Asian Engineering LAURA A. CRAGO, Assistant Professor of Languages and Literatures BAKSHY A. CHIBBER, Research Assistant History GERALD L. BRUNS, William P. and Professor and Concurrent Assistant Professor of CRAIG J. CRAMER, Professor of Music Hazel B. White Professor of English Chemistry and Biochemistry XAVIER CREARY, Charles L. Huisking Sr. STEVEN A. BUECHLER, Department PETER CHOLAK, John and Margaret Professor of Chemistry and Biochemistry Chair and Professor of Mathematics McAndrews Associate Professor of Mathematics NORMAN A. CROWE, Professor of REV. RICHARD S. BULLENE, C.S.C., DARYL D. CHRIST, Adjunct Associate Architecture Associate Professional Specialist in Architecture Professor of Biological Sciences CHARLES R. CROWELL, Associate BRUCE A. BUNKER, Chairperson and KIRSTEN MARIE CHRISTENSEN, Professor of Psychology and Director of the Professor of Physics Assistant Professor of German and Russian Computer Applications Program KAREN L. BURANSKAS, Associate Languages and Literatures E. MARK CUMMINGS, Notre Dame Professor of Music KEVIN J. CHRISTIANO, Associate Professor of Psychology and Fellow, Joan B. PETER C. BURNS, Henry J. Massman Jr. Professor of Sociology Kroc Institute for International Peace Studies Associate Professor of Civil Engineering and PATRICIA L. CLARK, Clare Boothe Luce KATHLEEN SPROWS CUMMINGS, Geological Sciences Assistant Professor of Chemistry Associate Director of the Cushwa Center for ROBERT E. BURNS, Professor Emeritus of PAUL M. COBB, Assistant Professor of the Study of American Catholicism History History LAWRENCE S. CUNNINGHAM, John REV. DAVID B. BURRELL, C.S.C., NANCY L. COLE, Adjunct Assistant A. O’Brien Professor of Theology Theodore M. Hesburgh, C.S.C. Professor of Professor of Biological Sciences JAMES T. CUSHING, Professor, Dept. of Arts and Letters, Professor of Theology and ROBERT R. COLEMAN, Associate Physics and Philosophy Philosophy, and Fellow in the Joan B. Kroc Professor of Art, Art History and Design and REV. BRIAN E. DALEY, S.J., Catherine F. Institute for International Peace Studies Research Specialist in the Medieval Institute Huisking Professor of Theology JORGE A. BUSTAMANTE, Eugene and REV. AUSTIN I. COLLINS, C.S.C., FRED R. DALLMAYR, Packey J. Dee Helen Conley Professor of Sociology and Chairperson and Associate Professor of Art, Art Professor of Government and International Fellow, Helen Kellogg Institute for Interna- History and Design Studies, Fellow in the Joan B. Kroc Institute tional Studies FRANK H. COLLINS, Professor of for International Peace Studies, and Fellow in JOSEPH A. BUTTIGIEG, William R. Biological Sciences the Helen Kellogg Institute for International Kenan Jr. Chair in English JAMES M. COLLINS, Associate Professor of Studies THEODORE J. CACHEY JR., Associate Film, Television, and Theatre, and Concur- MARY R. D’ANGELO, Associate Professor Professor of Romance Languages and rent Associate Professor of English of Theology Literatures and Director of the Devers KATHLEEN A. COLLINS, Assistant JOHN DARBY, Professional Specialist in the Program in Dante Studies Professor Kroc Institute for International Peace Studies JIANGUO CAO, Professor of Mathematics OLIVER COLLINS, Professor of Electrical FABIO B. DASILVA, Professor Emeritus of WILLIAM J. CARBONARO, Assistant Engineering Sociology Professor of Sociology AYO ABIÉTOU COLY, Instructor of MARIAN A. DAVID, Associate Professor of GILBERTO CÁRDENAS, Assistant Provost French Language and Literature Philosophy and Director, Institute for Latino Studies, and BARBARA M. CONNOLLY, Assistant WILLIAM E. DAWSON, Associate Fellow, Helen Kellogg Institute for Interna- Professor of Government and International Professor of Psychology tional Studies Studies JEANNE D. DAY, Chairperson and LAURA A. CARLSON, Associate Professor FRANCIS X. CONNOLLY, Professor of Professor of Psychology of Psychology Mathematics VINCENT P. DE SANTIS, Part-time PAOLO G WRIGHT CAROZZA, REV. MICHAEL E. CONNORS, C.S.C., Professor Emeritus of History Associate Professor of Law and Fellow, Joan B. Assistant Professor of Theology SEAMUS F. DEANE, Donald and Marilyn Kroc Institute for International Peace Studies OLIVIA REMIE CONSTABLE, Associate Keough Professor of Irish Studies JOHN K. CARUSO, Assistant Professor of Professor of History MELANIE E. DEFORD, Associate Art, Art History and Design Professional Specialist in Chemistry and NEAL M. CASON, Professor of Physics Biochemistry NAOMI R. CASSIRER, Assistant Professor ALAN R. DEFREES, Associate Professional of Sociology Specialist, School of Architecture 206 Teaching and Research Faculty

CORNELIUS F. DELANEY, Professor of MATTHEW J. DYER, Associate Professor of MICHAEL J. FRANCIS, Professor of Philosophy Mathematics Government and International Studies, JOANN DELLA NEVA, Associate Professor KATHLEEN EBERHARD, Assistant Fellow in the Joan B. Kroc Institute for of Romance Languages and Literatures Professor of Psychology International Peace Studies, and Fellow in the MICHAEL R. DEPAUL, Professor of RICHARD M. ECONOMAKIS, Assistant Helen Kellogg Institute for International Philosophy Professor of Architecture Studies JOHN E. DERWENT, Associate Chairper- KEITH J. EGAN, Adjunct Professor of MARY E. FRANDSEN, Assistant Professor son and Associate Professor of Mathematics Theology and Chairperson of Religious Studies of Music MICHAEL DETLEFSEN, Professor of at Saint Mary’s College PAUL WALTER FRANKS, Assistant Philosophy REV. VIRGILIO P. ELIZONDO, Visiting Professor of Philosophy VICTOR L. DEUPI, Assistant Professor of Professor of Theology, Associate Director of MALCOLM J. FRASER JR., Associate Architecture Latino Theology and Pastoral Concerns, and Professor of Biological Sciences JEAN A. DIBBLE, Associate Professor of Art, Fellow, Helen Kellogg Institute for Interna- STEFAN G. FRAUENDORF, Professor of Art History and Design tional Studies Physics JEFFREY A. DILLER, Assistant Professor of KENT EMERY JR., Professor of Liberal ALFRED J. FREDDOSO, Professor of Mathematics Studies Philosophy MARY CATHERINE DOAK, Assistant SAMUEL R. EVENS, Associate Professor of STEPHEN A. FREDMAN, Professor of Professor of Theology Mathematics English MALGORZATA DOBROWOLSKA- STEPHEN M. FALLON, Associate Professor VINCENT W. FREEH, Assistant Professor FURDYNA, Professor of Physics of Liberal Studies and Concurrent Associate of Computer Science and Engineering BERNARD E. DOERING, Professor Professor of English JOSEPH C. FREELAND, Assistant Emeritus of Romance Languages and ANDREW PRATHER FARLEY, Director Professional Specialist in Computer Science Literatures of the Spanish Language Program Assistant and Engineering JAY P. DOLAN, Professor of History Professor of Romance Languages and DOLORES WARWICK FRESE, Professor MARGARET ANNE DOODY, John and Literatures of English Barbara Glynn Family Professor of Literature PATRICK J. FAY, Assistant Professor of GARY B. FROMM, Adjunct Assistant DENNIS P. DOORDAN, Associate Electrical Engineering Professor of Biological Sciences Professor of Architecture and Concurrent LEONID FAYBUSOVICH, Professor of THOMAS E. FUJA, Professor of Electrical Associate Professor of Art, Art History, and Mathematics Engineering Design JEFFREY L. FEDER, Associate Professor of JACEK K. FURDYNA, Aurora and Tom JAMES P. DOUGHERTY, Professor of Biological Sciences Marquez Professor of Physics English THOMAS P. FEHLNER, Grace-Rupley ABBOT ASTRIK L. GABRIEL, Director JULIA V. DOUTHWAITE, Associate Professor of Chemistry and Professor Emeritus in the Medieval Dean, College of Arts and Letters, Director of JEREMY B. FEIN, Associate Professor of Institute and Director of the Frank M. Folsom the Institute for Scholarship in the Liberal Arts Civil Engineering and Geological Sciences Ambrosiana Microfilm and Photographic and Associate Professor in Romance Languages MICHAEL T. FERDIG, Assistant Professor Collection and Literatures of Biological Sciences GARABET J. GABRIEL, Associate Professor GREGORY E. DOWD, Associate Professor ISABEL A. FERREIRA, Instructor in Emeritus of Electrical Engineering of History and Associate Dean of Undergradu- Portuguese and Brazilian Studies MOHAMED GAD-EL-HAK, Professor of ate Studies BARBARA J. FICK, Associate Professor of Aerospace and Mechanical Engineering PAUL A. DOWN, Associate Professor of Art, Law and Fellow in the Joan B. Kroc Institute REV. PATRICK D. GAFFNEY, C.S.C., Art History and Design for International Peace Studies Acting Director of Mediterranean/Middle East ALAN DOWTY, Professor of Government JANET FISHER-MCPEAK, Assistant Studies Program, Associate Professor of and International Studies and Fellow in the Professional Specialist and Concurrent Anthropology, Fellow in the Helen Kellogg Joan B. Kroc Institute for International Peace Lecturer in Romance Languages and Institute for International Studies, and Fellow Studies Literatures in the Joan B. Kroc Institute for International REV. MICHAEL S. DRISCOLL, Associate ROBERT M. FISHMAN, Associate Peace Studies Professor of Theology Professor of Sociology and Fellow in the Helen LUIS N. GALUP, Adjunct Associate CRISLYN D’SOUZA-SCHOREY, Walther Kellogg Institute for International Studies Professor of Biological Sciences Cancer Institute Assistant Professor of REV. JAMES F. FLANIGAN, C.S.C., ALEJANDRO GARCÍA, Grace-Rupley Biological Sciences Associate Professor of Art, Art History and Professor of Physics JOHN M. DUFFY, Assistant Professor of Design UMESH GARG, Professor of Physics English THOMAS P. FLINT, Professor of Philosophy PETER M. GARNAVICH, Assistant JOHN G. DUMAN, Chairperson and PATRICK J. FLYNN, Assistant Professor of Professor of Physics Martin J. Gillen Professor of Biological Computer Science and Engineering LIANGYAN GE, Assistant Professor of East Sciences JOSEPHINE MASSYNGBAERDE Asian Languages and Literatures PATRICK F. DUNN, Director of the FORD, Professor Emerita of Theology MICHAEL GEKHTMAN, Associate Hessert Center for Aerospace Research and REV. JAMES K. FOSTER, C.S.C., Professor of Mathematics Professor of Aerospace and Mechanical Assistant Professional Specialist in SONIA G. GERNES, Professor of English Engineering Preprofessional Studies STEPHEN E. GERSH, Professor of REV. JOHN S. DUNNE, C.S.C., John A. CHRISTOPHER B. FOX, Professor of Medieval Studies O’Brien Professor of Catholic Theology English and Director of Keough Institute for J. DANIEL GEZELTER, Assistant Professor WILLIAM G. DWYER, William J. Hank Irish Studies of Chemistry Family Professor of Mathematics KENNETH W. DYE, Director of Bands and Professor of Music 207

TERESA GHILARDUCCI, Associate GARY M. GUTTING, Professor of RODNEY E. HERO, Packey J. Dee Professor of Economics and Fellow, Joan B. Philosophy Professor of American Democracy Kroc Institute for International Studies DAVID S. HACHEN JR., Associate PAULA M. HIGGINS, Professor of Music LUKE C. GIBBONS, Visiting Professor of Professor of Sociology MICHAEL DOUGLAS HILDRETH, English MARTIN HAENGGI, Assistant Professor of Assistant Professor of Physics BRADLEY S. GIBSON, Associate Professor Electrical Engineering M. CATHERINE HILKERT, Associate of Psychology JAN LÜDER HAGENS, Assistant Professor Professor of Theology ULRICH GIESEN, Research Assistant of German and Russian Languages and DAVIDE A. HILL, Associate Professor of Professor of Physics Literatures Chemical Engineering MEREDITH J. GILL, Assistant Professor of KRISTIN MARGARET HAGER, Assistant A. ALEXANDROU HIMONAS, Professor Art, Art History and Design Professor of Biological Sciences of Mathematics WALTER R. GINTER, Adjunct Associate FRANCES HAGOPIAN, Associate Professor EDWARD H. HINCHCLIFFE, Assistant Professor of Music of Government and Fellow, Helen Kellogg Professor of Biological Science JAMES A. GLAZIER, Associate Professor of Institute for International Studies RICHARD KEITH HIND, Assistant Physics ALEXANDER J. HAHN, Chairperson and Professor of Mathematics J. PHILIP GLEASON, Professor Emeritus of Professor of Mathematics JOSEPH C. HOGAN, Dean Emeritus of the History ETHAN T. HAIMO, Professor of Music College of Engineering and Professor Emeritus EDWARD A. GOERNER, Professor BRIAN C. HALL, Associate Professor of of Electrical Engineering Emeritus of Government and International Mathematics HOPE HOLLOCHER, Associate Professor Studies DOUGLAS C. HALL, Associate Professor of of Biological Sciences JOACHIM GÖERRES, Research Professor Electrical Engineering VITTORIO G. HÖSLE, Paul G. Kimble of Physics MAUREEN T. HALLINAN, Director, Professor of Arts and Letters ABRAHAM GOETZ, Associate Professor Program on the Social Organization of JAMES E. HOUGHTON, Assistant Emeritus of Mathematics Schools, and William P. and Hazel B. White Professor Emeritus FREDERICK W. GOETZ JR., Professor of Professor of Sociology ALAN HOWARD, Associate Chairperson Biological Sciences EUGENE W. HALTON, Professor of and Professor of Mathematics DAWN M. GONDOLI, Assistant Professor Sociology DON A. HOWARD, Professor of Philosophy of Psychology GARY M. HAMBURG, Professor of History GEORGE S. HOWARD, Professor of HOLLY V. GOODSON, Assistant Professor WILLIAM C. HAMLETT, Adjunct Psychology and Fellow in the Joan B. Kroc of Chemistry Professor of Biological Sciences Institute for International Peace Studies JOHN W. GOODWINE, Assistant CHRISTOPHER S. HAMLIN, Professor of ROBERT A. HOWLAND JR., Associate Professor of Aerospace and Mechanical History Professor of Aerospace and Mechanical Engineering GRAHAM L. HAMMILL, Associate Engineering REV. CHARLES B. GORDON, C.S.C., Professor of English BEI HU, Professor of Mathematics Assistant Professor of Theology QING HAN, Associate Professor of XIAOBO SHARON HU, Associate Professor REV. EUGENE F. GORSKI, C.S.C., Mathematics of Computer Science and Engineering Assistant Professional Specialist in Theology NORIKO HANABUSA, Associate Profes- NAI-CHIEN HUANG, Professor Emeritus ANDREW C. GOULD, Associate Professor sional Specialist in East Asian Languages and of Aerospace and Mechanical Engineering of Government and International Studies and Literatures YIH-FANG HUANG, Chairperson and Fellow in the Helen Kellogg Institute for DAVID NICHOLAS HARLEY, Instructor Professor of Electrical Engineering International Studies in History PAUL W. HUBER, Associate Professor of DENIS A. GOULET, William J. and SUSAN C. HARRIS, Assistant Professor of Chemistry and Biochemistry Dorothy O’Neill Professor in Education for English EILEEN M. HUNT, Assistant Professor of Justice, Department of Economics, Fellow in GREGORY V. HARTLAND, Associate Government and International Studies the Helen Kellogg Institute for International Professor of Chemistry and Biochemistry DAVID R. HYDE, Professor of Biological Studies, and Fellow in the Joan B. Kroc NATHAN O. HATCH, Provost and Sciences and The Navari Faily Director of the Institute for International Peace Studies Andrew V. Tackes Professor of History Center for Zebrafish Research RICHARD L. GRAY, Associate Professor of DANIEL E.E. HAYES, Visiting Research ANTHONY K. HYDER, Associate Vice Art, Art History and Design Professor of Chemical Engineering President for Graduate Studies and Research, WILLIAM G. GRAY, Massman Professor of ROBERT G. HAYES, Professor of Chemistry Professor of Aerospace and Mechanical Civil Engineering and Geological Sciences and Biochemistry Engineering,and Professor of Physics BARBARA J. GREEN, Associate Professor of ROBERT HAYWOOD, Assistant Professor KRISTINE L. IBSEN, Associate Professor of English of Art, Art History and Design Romance Languages and Literatures and STUART GREENE, O’Malley Director of RONALD A. HELLENTHAL, Assistant Fellow, Kellogg Institute for International the First Year Composition Program and Chairperson and Professor of Biological Studies Associate Professor of English Sciences FRANK P. INCROPERA, Matthew H. PAUL R. GRIMSTAD, Assistant Chairper- BEN A. HELLER, Associate Professor of McCloskey Dean of the College of Engineering son and Associate Professor of Biological Romance Languages and Literatures and H. Clifford and Evelyn A. Brosey Sciences PAUL M. HELQUIST, Professor of Professor of Mechanical Engineering LI GUO, Assistant Professor of Classics Chemistry and Biochemistry ALEXANDRA E. INDEIKINA, Assistant SANDRA GUSTAFSON, Associate GLENN S. HENDLER, Associate Professor Research Professor of Chemical Engineering Professor of English of English ROBERT L. IRVINE, Professor of Civil GUSTAVO GUTIÉRREZ, John Cardinal EUGENE W. HENRY, Professor of Engineering and Geological Sciences O’Hara Professor of Theology Computer Science and Engineering and ANTONETTE IRVING, Assistant Professor LINDA GUTIERREZ M.D., Assistant Professor of Electrical Engineering of English Professional Specialist in College of Science, JENNIFER A. HERDT, Assistant Professor JESUS A. IZAGUIRRE, Assistant Professor Center for Transgene Research of Theology of Computer Science and Engineering 208 Teaching and Research Faculty

DENNIS C. JACOBS, Associate Professor of BARBARA KENDA, Assistant Professor of RICHARD A. LAMANNA, Associate Chemistry and Biochemistry Architecture Professor Emeritus of Sociology IVAN A. JAKSIC, Professor of History JOHN B. KENNEY, Adjunct Assistant GARY A. LAMBERTI, Professor of BOLDIZSÁR JANKÓ, Assistant Professor of Professor of Computer Science and Engineering Biological Sciences Physics REV. ROBERT L. KERBY, Associate LARRY O. LAMM, Research Associate THOMAS J. JEMIELITY, Professor of Professor Emeritus of History Professor of Physics English LLOYD H. KETCHUM JR., Associate JESSE M. LANDER, Assistant Professor of DAVID T. JENKINS, Assistant Librarian, Professor of Civil Engineering and Geological English University Libraries Sciences and Fellow in the Helen Kellogg MICHAEL LAPIDGE, Notre Dame REV. JOHN I. JENKINS, C.S.C., Vice Institute for International Studies Professor of English President and Associate Provost, Associate MARY M. KEYS, Assistant Professor of A. GRAHAM LAPPIN, Chairperson and Professor of Philosophy Government and International Studies Professor of Chemistry and Biochemistry LIONEL JENSEN, Associate Professor of JAEGWON KIM, Visiting McMahon/Hank KENNETH R. LAUER, Professor Emeritus East Asian Languages and Literatures Professor of Philosophy of Civil Engineering and Geological Sciences RICHARD A. JENSEN, Chair and DOUGLAS KINSEY, Professor Emeritus, EUGENE J. LEAHY, Professor Emeritus of Professor of Economics and Concurrent Art Music Professor of Finance and Business Economics DAVID J. KIRKNER, Associate Professor of FELICIA B. LECLERE, Associate Professor HAWOONG JEONG, Research Assistant Civil Engineering and Geological Sciences of Sociology Professor of Physics DAVID M. KLEIN, Associate Professor of JOHN PAUL LEDERACH, Professional CARLOS JEREZ-FARRÁN, Associate Sociology Specialist, Joan B. Kroc Institute for Interna- Professor of Romance Languages and EDWARD A. KLINE, Professor Emeritus of tional Peace Studies Literatures English LAWRENCE H.N. LEE, Professor Emeritus EDWARD W. JERGER, Professor Emeritus JULIA F. KNIGHT, Charles L. Huisking of Aerospace and Mechanical Engineering of Aerospace and Mechanical Engineering Professor of Mathematics MARY J. LEE, Assistant Professional ROBERT C. JOHANSEN, Professor of FRANCIS M. KOBAYASHI, Assistant Vice Specialist, Laboratory for Social Research Government and International Studies President Emeritus for Research and Professor DAVID C. LEEGE, Professor of Government RUTHANN K. JOHANSEN, Professional Emeritus of Aerospace and Mechanical and International Studies Specialist and Concurrent Professor in the Arts Engineering DAVID T. LEIGHTON JR., Associate and Letters Core Course, and Fellow in the PETER M. KOGGE, Chair, Computer Professor of Chemical Engineering Joan B. Kroc Institute for International Peace Sicence and Engineering, Ted H. McCourtney MICHAEL D. LEMMON, Associate Studies Professor of Computer Science and Engineering Professor of Electrical Engineering ALAN L. JOHNSON, Professor of Biological JAMES P. KOHN, Professor Emeritus of CRAIG S. LENT, Professor of Electrical Sciences Chemical Engineering Engineering REV. C. LINCOLN JOHNSON, Director, JAMES J. KOLATA, Professor of Physics S. BLAKE LEYERLE, Associate Professor of CAPP Program and Associate Professor of CHRISTOPHER KOLDA, Assistant Theology Sociology Professor of Physics KEIR A. LIEBER, Assistant Professor of MAXWELL E. JOHNSON, Associate DONALD P. KOMMERS, Joseph and Government and International Studies Professor of Theology Elizabeth Robbie Professor of Government and MARYA LIEBERMAN, Assistant Professor PAUL G. JOHNSON, Chairperson and International Studies and Concurrent of Chemistry and Biochemistry Associate Professor of Music Professor of Law DANIEL A. LINDLEY III, Assistant WALTER R. JOHNSON, Frank M. THOMAS H. KOSEL, Associate Professor of Professor of Government and International Freimann Professor of Physics Electrical Engineering Studies CYRAINA E. JOHNSON-ROULLIER, JANET KOURANY, Associate Professor JOHN I. LIONTAS, Assistant Professor of Associate Professor of English MICHAEL J. KREMER, Associate Professor German and Russian Languages and GERALD L. JONES, Director of the of Philosophy Literature Chemical Physics Program and Professor of WILLIAM J. KREMER JR., Professor of RUEY-WEN LIU, Frank M. Freimann Physics Art, Art History and Design Professor Emeritus of Electrical Engineering LOUIS E. JORDAN, Librarian, University ROBERT A. KRIEG, Professor of Theology XIAOBO LIU, Associate Professor of Libraries THERESA M. KRIER, Associate Professor of Mathematics LYNN SUMIDA JOY, Professor of English A. EUGENE LIVINGSTON, Professor of Philosophy WILLIAM J. KRIER, Associate Professor of Physics ENCARNACIÓN JUÁREZ, Assistant English DAVID M. LODGE, Professor of Biological Professor of Romance Languages and THOMAS A. KSELMAN, Chair and Sciences and Fellow, Joan B. Kroc Institute for Literatures Professor of History International Studies ERIC J. JUMPER, Professor of Aerospace GREG P. KUCICH, Associate Professor of GEORGE A. LOPEZ, Professor of Govern- and Mechanical Engineering English ment and InternationalStudies, Senior Fellow S. ALEX KANDEL, Assistant Professor of CHARLES F. KULPA JR., Director of the and Director of Policy Studies in the Joan B. Chemistry and Biochemistry Center for Bioengineering and Pollution Kroc Institute for International Studies, and JEFFREY C. KANTOR, Vice President for Control and Professor of Biological Sciences Fellow in the Helen Kellogg Institute for Graduate Studies and Research, Dean of the YAHYA C. KURAMA, Assistant Professor of International Studies Graduate School, and Professor of Chemical Civil Engineering and Geological Sciences MARTINA LOPEZ, Associate Professor of Engineering DAVID J. LADOUCEUR, Associate Art, Art History and Design AHSAN KAREEM, Robert M. Moran Professor of Classics ROBERT J. LORDI, Professor Emeritus of Professor of Civil Engineering REV. JOHN F. LAHEY, C.S.C., Associate English ANITA E. KELLY, Associate Professor of Professional Specialist in Theology JOHN M. LOSECCO, Professor of Physics Psychology SYDNEY KELSEY, Professor Emeritus of Civil Engineering 209

HOWARD P. LOUTHAN, Assistant A. JAMES MCADAMS, Chairperson and MARTHA L. MERRITT, Assistant Professor Professor of History Professor of Government and International of Government and International Studies, MICHAEL J. LOUX, George N. Shuster Studies, Fellow in the Joan B. Kroc Institute Fellow in Helen Kellogg Institute for Professor of Philosophy for International Peace Studies, and Fellow in International Studies, and Fellow, Joan B. JOHN W. LUCEY, Associate Professor of the Helen Kellogg Institute for International Kroc Institute for International Peace Studies Aerospace and Mechanical Engineering Studies REV. LEON J. MERTENSOTTO, ANDREW LUMSDAINE, Associate REV. RICHARD P. MCBRIEN, Crowley- C.S.C., Associate Professor of Theology Professor of Computer Science and Engineering O’Brien-Walter Professor of Theology JAMES L. MERZ, Vice President for SEMION LYANDRES, Assistant Professor SHERIDAN P. MCCABE, Associate Graduate Studies and Research, Frank M. of History Professor Emeritus of Psychology Freimann Professor of Electrical Engineering MICHAEL N. LYKOUDIS, Associate STUART T. MCCOMAS, Professor and Dean of the Graduate School Chairperson and Associate Professor of Emeritus of Aerospace and Mechanical ANTHONY MESSINA, Associate Professor Architecture Engineering of Government and Fellow, Helen Kellogg MONIKA LYNKER, Guest Assistant MARK J. MCCREADY, Chairperson and Institute for International Studies Professor of Physics Professor of Chemical Engineering ANTHONY N. MICHEL, Frank M. ALASDAIR C. MACINTYRE, Research MARY ANN MCDOWELL, Assistant Freimann Professor of Engineering Professor of Philosophy Professor of Biological Sciences JUAN C. MIGLIORE, Professor of LOUIS A. MACKENZIE JR., Associate PAUL J. MCGINN, Professor of Chemical Mathematics Professor of Romance Languages and Engineering ALBERT E. MILLER, Professor of Chemical Literatures REV. JAMES J. MCGRATH, C.S.C., Engineering GREGORY RICHARD MADEY, Assistant Chairperson and Associate Professor MARVIN J. MILLER, George and Winifred Professional Specialist in Computer Science of Biological Sciences Clark Professor of Chemistry and Biochemistry and Engineering JOHN T. MCGREEVY, Associate Professor ROBERT J. MINNITI JR., Professional EDWARD J. MAGINN, Associate Professor of History Specialist in Electrical Engineering of Chemical Engineering RALPH M. MCINERNY, Michael P. Grace PHILIP E. MIROWSKI, Carl E. Koch FAYE L. MAGNESON, Adjunct Assistant Professor of Medieval Studies, Director of the Professor of Economics Professor of Biological Sciences Jacques Maritain Center and Professor of REV. WILSON D. MISCAMBLE, C.S.C., CYNTHIA K. MAHMOOD, Associate Philosophy Associate Professor of History Professor of Anthropology EDWARD E. MCKEE, Adjunct Associate GERARD K. MISIOLEK, Associate SCOTT P. MAINWARING, Director of Professor of Chemistry and Biochemistry Professor of Mathematics the Helen Kellogg Institute for International GERALD P. MCKENNY, Associate CHRISTIAN R. MOEVS, Associate Studies, Fellow, Joan B. Kroc Institute for Professor of Theology Professor of Romance Languages and International Peace Studies, and Eugene and VAUGHN R. MCKIM, Associate Professor Literatures Helen Conley Professor of Government and of Philosophy PETER R. MOODY JR., Professor of International Studies REV. ERNAN MCMULLIN, John Government and International Studies BRADLEY J. MALKOVSKY, Associate Cardinal O’Hara Professor Emeritus of PATRICK JOHN MOONEY, Visiting Professor of Theology Philosophy Assistant Research Professor of Physics REV. EDWARD A. MALLOY, C.S.C., REV. DONALD PAUL MCNEILL, MARIA ELAYNA MOSLEY, Assistant President of the University; Professor of C.S.C., Professional Specialist, Director of the Professor of Government and International Theology Center for Social Concerns, and Concurrent Studies and Fellow of the Helen Kellogg REV. PATRICK H. MALONEY, C.S.C., Associate Professor of Theology Institute for International Studies Associate Professor Emeritus of Music GEORGE J. MCNINCH, Assistant LENNY MOSS, Assistant Professor of EDWARD MANIER, Professor of Philosophy Professor of Mathematics Philosophy JILL MANN, Notre Dame Professor of PETER T.G. MCQUILLAN, Assistant ALEXANDER S. MOUKASIAN, Research English Professor of Classics Professor of Chemical Engineering DINO VITO MARCANTONIO, Assistant NAOMI M. MEARA, Nancy R. Dreux THOMAS J. MUELLER, Roth-Gibson Professor of Architecture Professor of Psychology Professor of Aerospace Engineering JERRY J. MARLEY, Associate Professor of REV. JOHN P. MEIER, Professor of VAI-LAM MUI, Associate Professor of Civil Engineering and Geological Sciences Theology Economics LUCIE MARSDEN, Assistant Professional DAN MEISEL, Director of the Radiation KAJAL MUKHOPADHYAY, Research Specialist, Pew Scholars Program Laboratory and Professor of Chemistry and Assistant Professor and Associate Director in EUGENE R. MARSHALEK, Professor of Biochemistry the Laboratory for Social Research and Physics REV. JOHN ALLYN MELLOH, S.M., Concurrent Assistant Professor of Economics JULIA J. MARVIN, Assistant Professor of Coordinator of the John S. Marten Program DIAN HECHTNER MURRAY, Associate Liberal Studies in Homiletics and Liturgics and Professional Dean of Arts and Letters and Professor of JAMES J. MASON, Associate Professor of Specialist in Theology History Aerospace and Mechanical Engineering JUAN E. MÉNDEZ, Professor of Law and DIANE S. MUSGRAVE, Adjunct Assistant CECIL B. MAST, Associate Professor Director of the Center for Civil and Human Professor of Biological Sciences Emeritus of Mathematics Rights DANIEL MYERS, Associate Professor of GRANT J. MATHEWS, Professor of Physics ORLANDO RICARDO MENES, Assistant Sociology TIMOTHY MATOVINA, Associate Professor of English HINDY NAJMAN, The Jordon Kapson Professor of Theology THOMAS V. MERLUZZI, Associate Chair in Jewish Studies JOHN E. MATTHIAS, Professor of English Professor of Psychology DARCIA FE NARVAEZ, Associate Professor SCOTT E. MAXWELL, Matthew A. of Psychology Fitzsimons Professor of Psychology RUDOLPH M. NAVARI M.D., Associate Dean, College of Science, and Professional Specialist in Pre-Professional Studies 210 Teaching and Research Faculty

CLIVE R. NEAL, Associate Professor of Civil TIMOTHY O’MEARA, Provost Emeritus JOSEPH A. PRAHLOW, Guest Associate Engineering and Geological Sciences and Howard J. Kenna Professor of Mathematics Professor of Biological Sciences VICTOR W. NEE, Professor Emeritus of CYRIL J. O’REGAN, Associate Professor of GEORGE MICHAEL PRESSLEY, Notre Aerospace and Mechanical Engineering Theology Dame Professor of Catholic Education, ROBERT C. NELSON, Chairperson and WILLIAM A. O’ROURKE, Professor of Director of the Master of Education Program Professor of Aerospace and Mechanical English and Professor of Psychology Engineering EMILY OSBORN, Assistant Professor of VERA B. PROFIT, Professor of German and KATHIE E. NEWMAN, Associate Dean of History Russian Languages and Literatures Science and Professor of Physics AGNES E. OSTAFIN, Assistant Professor of MARYFRANCES E. PROROK, Research REV. JEROME H. NEYREY, S.J., Professor Chemical Engineering Assistant Professor of Chemistry and Biochemistry of Theology JOSEPH E O’TOUSA, Professor of THOMAS PRUEGL, Assistant Professorof WALTER J. NICGORSKI, Professor of Biological Sciences Theology Liberal Studies and Concurrent Professor of JOHN L. OTT, Assistant Professional KATHY A. PSOMIADES, Associate Government Specialist in Electrical Engineering Professor of English DAVID P. NICHOLLS, Assistant Professor RICHARD R. OTTER, Professor Emeritus KATHLEEN A. PYNE, Director of the of Mathematics of Mathematics Program in Gender Studies and Associate LEWIS E. NICHOLSON, Associate TIMOTHY C. OVAERT, Professor of Professor of Art, Art History, and Design Professor Emeritus of English Aerospace and Mechanical Engineering PHILIP L. QUINN, John A. O’Brien LIVIU NICOLAESCU, Assistant Professor REV. HUGH R. PAGE JR., Director of the Professor of Philosophy of Mathematics Program of African and African-American GABRIEL A. RADVANSKY, Associate GLEN L. NIEBUR, Assistant Professor of Studies and Associate Professor of Theology Professor of Psychology Aerospace and Mechanical Engineering PALOMA PAJARES, Associate Professor of WILLIAM M. RAMSEY, Associate Professor THOMAS F.X. NOBLE, Robert M. Architecture of Philosophy Conway Director of Medieval Institute and ANDRE F. PALMER, Assistant Professor of KALI PRASAD RATH, Director of Professor of History Chemical Engineering Graduate Studies and Associate Professor of MAURA B. NOLAN, Assistant Professor of SAMUEL PAOLUCCI, Professor of Economics English Aerospace and Mechanical Engineering PAUL A. RATHBURN, Associate Professor CAROLYN R. NORDSTROM, Associate CATHERINE PERRY, Assistant Professor of of English and Shakespeare Initiatives Professor of Anthropology, Fellow in the Helen Romance Languages and Literature FRANCIS H. RAVEN, Professor Emeritus Kellogg Institute for International Studies, and JAMES S. PHILLIPS, Assistant Professor REV. HERMAN REITH, C.S.C., Associate Fellow in the Joan B. Kroc Institute for Emeritus of Music Professor Emeritus of Philosophy International Peace Studies RICHARD B. PIERCE II, Assistant JOHN E. RENAUD, Associate Professor of BERNARD P. NORLING, Professor Professor of History Aerospace and Mechanical Engineering Emeritus of History MARK C. PILKINTON, Professor of Film, GEORGINE RESICK, Associate Professor of ROBERT NORTON, Chairperson and Television, and Theatre Music Professor of German and Russian Languages VIBHA PINGLÉ, Assistant Professor of TERRENCE W. RETTIG, Professor of and Literatures Sociology Physics THOMAS L. NOWAK, Professor of ALVIN PLANTINGA, John A. O’Brien GRETCHEN J. REYDAMS-SCHILS, Chemistry and Biochemistry Professor of Philosophy Associate Professor of Liberal Studies WALTER NUGENT, Andrew V. Tackes VICTORIA PLOPLIS, Research Associate ROBIN F. RHODES, Associate Professor of Professor Emeritus of History Professor of Chemistry and Biochemistry Art, Art History and Design and concurrent KATHERINE O’BRIEN-O’KEEFFE, CAROLYN R. PLUMMER, Associate professor of Classics Notre Dame Professor of English Professor of Music J. KEITH RIGBY JR., Associate Professor of REV. MARVIN R. O’CONNELL, CLAUDIA POLINI, Assistant Professor of Civil Engineering and Geological Sciences Professor Emeritus of History Mathematics REV. JAMES A. RIGERT, C.S.C., DAVID K. O’CONNOR, Associate BARTH POLLAK, Professor Emeritus of Associate Professor of Civil Engineering and Professor of Philosophy Mathematics Geological Sciences GUILLERMO A. O’DONNELL, Professor MORRIS POLLARD, Coleman Director of MARLYN T. RITCHIE, Associate Profes- of Government and International Studies, the Lobund Laboratory and Professor sional Specialist in the Center for the Study of Fellow in Helen Kellogg Institute for Emeritus of Biological Sciences Contemporary Society International Studies REV. MARK POORMAN, C.S.C., Vice JOHN H. ROBINSON, Associate Professor TIMOTHY JOHN O’LEARY, Adjunct President for Student Affairs, Executive of Law Instructor in Management Assistant to the President and Associate MARK W. ROCHE, I.A. O’Shaughnessy MARIA ROSA OLIVERA-WILLIAMS, Professor of Theology Dean of the College of Arts and Letters and Associate Professor of Romance Languages and DONALD B. POPE-DAVIS, Professor of Rev. Edmund P. Joyce, C.S.C. Concurrent Literatures and Fellow in the Helen Kellogg Psychology. Professor of German and Russian Languages Institute for International Studies WOLFGANG POROD, Professor of and Literatures KENNETH R. OLSON, Adjunct Professor Electrical Engineering and Director, Center ROBERT E. RODES JR., Paul J. Schierl/ of Biological Sciences, South Bend Center for for Nano Science and Technology Fort Howard Corporation Professor of Legal Medical Education DEAN A. PORTER, Concurrent Professor of Ethics and Professor of Law JOHN F. O’MALLEY, Acting Director of Art, Art History and Design RYAN ROEDER, Assistant Professor of the South Bend Center for Medical Education JEAN PORTER, John A. O’Brien Professor Aerospace and Mechanical Engineering and Adjunct Associate Professor of Biological of Theology JEANNE ROMERO-SEVERSON, Adjunct Sciences ANN MARIE POWER, Visiting Assistant Assistant Professor of Biological Sciences REV. THOMAS O’MEARA, O.P., Professor of Sociology L. JOHN ROOS, Professor of Government William K. Warren Professor of Theology JOSEPH M. POWERS, Associate Professor and International Studies of Aerospace and Mechanical Engineering 211

ELLIOT D. ROSEN, Research Associate REV. TIMOTHY R. SCULLY, C.S.C., STEVEN B. SKAAR, Professor of Aerospace Professor of Chemistry and Biochemistry Executive Vice President, Professor of and Mechanical Engineering CHARLES M. ROSENBERG, Professor of Government and International Studies, and THOMAS P. SLAUGHTER, Andrew V. Art, Art History and Design Senior Fellow in the Helen Kellogg Institute Tackes Professor of History JOACHIM J. ROSENTHAL, Professor of for International Studies PHILLIP R. SLOAN, Acting Director of Mathematics and Concurrent Professor of ALAN CARTER SEABAUGH, Professor of Reilly Center for Science, Technology and Electrical Engineering Electrical Engineering Values, and Professor of Liberal Studies RANDAL C. RUCHTI, Professor of Physics ROBERT P. SEDLACK, Visiting Assistant BRADLEY D. SMITH, Professor of STEVEN T. RUGGIERO, Associate Professor of Art, Art History and Design Chemistry and Biochemistry Professor of Physics DAYLE SEIDENSPINNER-NUÑEZ, DAVID A. SMITH, Associate Professor of FRED RUSH JR, Assistant Professor of Chairperson and Professor in Romance Psychology Philosophy Languages and Literatures PETER SMITH, Assistant Professor of MAURA A. RYAN, Associate Professor of LILI IRIYE SELDEN, Assistant Professor of Classics Theology East Asian Languages and Literatures THOMAS GORDON SMITH, Professor of COLLEEN M. RYAN-SCHEUTZ, MIHIR SEN, Professor of Aerospace and Architecture Assistant Professor in Romance Languages and Mechanical Engineering BRIAN B. SMYTH, Professor of Mathematics Literatures ESTHER-MIRJAM SENT, Associate JAMES SMYTH, Associate Professor of SHAFA SADDAWI, Adjunct Assistant Professor of Economics History and Acting Director of the Keough Professor of Physics ANTHONY S. SERIANNI, Professor of Institute for Irish Studies MICHAEL K. SAIN, Frank M. Freimann Chemistry MARINA B. SMYTH, Librarian, Univer- Professor of Electrical Engineering DAVID W. SEVERSON, Professor of sity Libraries MITCHELL S. SANDERS, Assistant Biological Sciences GREGORY L. SNIDER, Associate Professor Professor of Government and International SLAVI C. SEVOV, Associate Professor of of Electrical Engineering Studies Chemistry and Biochemistry DONALD C. SNIEGOWSKI, Associate VICTORIA D.L. SANFORD, Assistant PAUL E. SHANLEY, Associate Professor of Professor of English Professor of Anthropology, Fellow in Helen Physics DENNIS M. SNOW, Professor of Math- Kellogg Institute for International Studies, and CHRISTOPHER SHANNON, Professional ematics Fellow in Joan B. Kroc Institute for Interna- Specialist and Associate Director of the KATHLEEN L. SOBIERALSKI, Concur- tional Peace Studies Cushwa Center for the Study of American rent Instructor in Accountancy JOHN F. SANTOS, Professor Emeritus of Catholocism WILLIAM D. SOLOMON, Associate Psychology MEI-CHI SHAW, Professor of Mathematics Professor of Philosophy and Director of the JONATHAN R. SAPIRSTEIN, Professor of NEIL F. SHAY, Associate Professor of Center for Ethics and Culture Physics Biological Sciences ANDREW J. SOMMESE, Vincent J. KEN D. SAUER, Associate Professor of DANIEL J. SHEERIN, Acting Director of Duncan and Annamarie Micus Duncan Electrical Engineering the Medieval Institute and Concurrent Professor of Mathematics VALERIE SAYERS, Professor of English Professor of Theology BILLIE F. SPENCER JR., Leo E. and Patti KENNETH M. SAYRE, Professor of DINAH L. SHELTON, Professor of Law, Ruth Linbeck Professor of Civil Engineering Philosophy Fellow in the Helen Kellogg Institute for LYNETTE P. SPILLMAN, Associate R. MICHAEL SCHAFER, Adjunct International Studies, and Fellow, Joan B. Professor of Sociology and Fellow, Helen Associate Professor Kroc Institute for International Peace Studies Kellogg Institute for International Studies W. ROBERT SCHEIDT, William K. WILLIAM D. SHEPHARD, Professor of MARIA STÄBLEIN, Visiting Assistant Warren Professor of Chemistry and Biochemistry Physics Professor of Music MATTHIAS J. SCHEUTZ, Assistant SUSAN GUISE SHERIDAN, Associate MARK A. STADTHERR, Professor of Professor of Computer Science Professor of Anthropology Chemical Engineering. THOMAS J. SCHLERETH, Professor of JOHN F. SHERMAN, Associate Professional JOHN W. STAMPER, Associate Professor of American Studies and Concurrent Professor of Specialist in Art, Art History and Design Architecture History SETSUKO SHIGA, Assistant Professional MICHAEL M. STANISIC, Associate STEVEN R. SCHMID, Associate Professor Specialist in East Asian Languages and Professor of Aerospace and Mechanical of Aerospace and Mechanical Engineering Literatures Engineering ROGER A. SCHMITZ, Keating-Crawford SUN-JOO SHIN, Professor of Philosophy NANCY K. STANTON, Professor of Professor of Chemical Engineering STEVEN N. SHORE, Adjunct Associate Mathematics MONIKA SCHMITZ-EMANS, Max Kade Professor of Physics SERGEI STARCHENKO, Associate Distinguished Visiting Professor KRISTIN SHRADER-FRECHETTE, F. J. Professor of Mathematics JEFFREY SCHOREY, Assistant Professor of and H. M. O’Neill Professor of International JOHN J. STAUD, Assistant Professional Biological Sciences Studies in the Department of Philosophy, Specialist in the Master of Arts in Teaching ALEXIS A. SCHULMAN, Associate Concurrent Professor of Biological Sciences, Program and Director of Alliance for Catholic Professional Specialist in the College of Science and Fellow, Joan B. Kroc Institute for Education and Associate Professional Specialist in the International Peace Studies JAMES P. STERBA, Professor of Philosophy Keck Center for Transgene Research RABBI MICHAEL A. SIGNER, Abrams and Fellow in the Joan B. Kroc Institute for CHRISTOF SCHUSTER, Assistant Professor of Jewish Thought and Culture, International Peace Studies Professor of Psychology Department of Theology GREGORY E. STERLING, Professor of CONSTANTINA SCOURTIS, Assistant DAVID H. SIKKINK, Assistant Professor of Theology and Associate Dean of the Faculty, Professor of Theology Sociology and Fellow, Institute for Educa- College of Arts and Letters tional Initiatives ROBERT L. STEVENSON, Associate STEPHEN E. SILLIMAN, Professor of Civil Professor of Electrical Engineering Engineering and Geological Sciences 212 Teaching and Research Faculty

WILHELM F. STOLL, Vincent J. Duncan ROBERT A. VACCA, Assistant Professor of JOSEPH P. WAWRYKOW, Associate and Annamarie Micus Duncan Professor Classics Professor of Theology Emeritus of Mathematics J. SAMUEL VALENZUELA, Professor of MITCHELL R. WAYNE, Assistant STEPHAN A. STOLZ, John A. Zahm, Sociology and Fellow in the Helen Kellogg Chairperson and Professor of Physics C.S.C. Professor of Mathematics Institute for International Studies FRIDOLIN WEBER, Visiting Professor DANIEL C. STOWE, Associate Professional JOHN H. VAN ENGEN, Andrew V. of Physics Specialist in Music Tackes Professor of History J. ROBERT WEGS, Professor of History, REV. THOMAS G. STREIT, C.S.C., PETER VAN INWAGEN, John Cardinal Director of the Nanovic Institute for European Research Assistant Professor of Biological O’Hara Professor of Philosophy Studies, and Fellow in the Helen Kellogg Sciences CHRIS R. VANDEN BOSSCHE, Institute for International Studies WILLIAM C. STRIEDER, Professor of Chairperson and Professor of English ANDREW J. WEIGERT, Professor of Chemical Engineering VANCE D. VANDERBURG, Adjunct Sociology and Fellow in the Joan B. Kroc DUNCAN G. STROIK, Associate Professor Professor of Physics Institute for International Peace Studies of Architecture JAMES C. VANDERKAM, Rev. John A. REV. CHARLES WEIHER, C.S.C., LEOPOLD STUBENBERG, Associate O’Brien Professor of Theology Assistant Professor Emeritus of Philosophy Professor of Philosophy JOY VANN-HAMILTON, Assistant REV. JOSEPH E. WEISS, S.J., Associate REV. ROBERT E. SULLIVAN, Adjunct Professional Specialist - Assistant Provost Professional Specialist and Acting Administra- Professor of History ARVIND VARMA, Director, Center for tive Director, Institute for Church Life, and ALBIN A. SZEWCZYK, Professor of Molecularly Engineered Materials, and Arthur Concurrent Associate Professional Specialist in Aerospace and Mechanical Engineering J. Schmitt Professor of Chemical Engineering Theology WILLIAM F. TAGESON, Associate ROBERT H. VASOLI, Associate Professor PAUL J. WEITHMAN, Associate Professor Professor Emeritus of Psychology Emeritus of Philosophy PAVLO TAKHISTOV, Research Associate EDWARD VASTA, Professor Emeritus of MICHAEL R. WELCH, Chairperson and Professor of Chemical Engineering English Associate Professor of Sociology JENNIFER LEAH TANK, Galla Assistant KEVIN T. VAUGHAN, Assistant Professor JOHN P. WELLE, Associate Professor of Professor of Biological Sciences of Biological Sciences Romance Languages and Literatures CAROL E. TANNER, Associate Professor of RAIMO VÄYRYNEN, Professor of CHRISTOPHER J. WELNA, Associate Physics Government and International Studies and Director and Professional Specialist in the LEE A. TAVIS, The C. R. Smith Professor of Senior Fellow of the Joan B. Kroc Institute for Kellogg Institute for International Studies and Finance, Fellow in the Joan B. Kroc Institute International Peace Studies Concurrent Assistant Professor of Government for International Peace Studies, and Fellow in ANRE VENTER, Associate Professional and International Studies the Helen Kellogg Institute for International Specialist in Psychology JOELLEN JONES WELSH, Professor of Studies STEVEN M. VINSON, Visiting Assistant Biological Sciences JAMES I. TAYLOR, Professor of Civil Professor MICHAEL J. WENGER, Assistant Professor Engineering and Geological Sciences VLADETA VUCKOVIC, Associate of Psychology LAURENCE R. TAYLOR, Professor of Professor Emeritus of Mathematics THOMAS A. WERGE, Professor of English Mathematics DAVID L. WALDSTREICHER, Associate and Concurrent Professor in Master of RICHARD E. TAYLOR, Associate Professor Professor of Government and International Education Program of Chemistry and Biochemistry Studies ROBERT L. WEST, Assistant Professor of MARTIN TENNISWOOD, Coleman ANDRZEJ WALICKI, Professor Emeritus of Psychology Professor of Life Sciences in the Department of History JOANNES J. WESTERINK, Associate Biological Sciences MARK M. WALSH, Adjunct Assistant Professor of Civil Engineering and Geological FLINT O. THOMAS, Professor of Aerospace Professor of Biological Sciences Sciences and Mechanical Engineering A. PETER WALSHE, Professor of Govern- C. WILLIAM WESTFALL, Chairperson J. KERRY THOMAS, Julius A. Nieuwland ment and International Studies and Fellow in and Francesco Montana Professor of Architec- Professor of Science, Department of Chemistry the Joan B. Kroc Institute for International ture and Biochemistry Peace Studies REV. JAMES F. WHITE, Professor JULIA A. THOMAS, Associate Professor of REV. JOSEPH L. WALTER, C.S.C., Emeritus of Theology History Chairperson of Preprofessional Studies and THOMAS L. WHITMAN, Professor of ALVIN B. TILLERY JR., Assistant Professor Associate Professor of Chemistry and Biochem- Psychology of Government and International Studies istry TODD D. WHITMORE, Associate MARIA C. TOMASULA, Associate Professor JAMES H. WALTON, Professor of English Professor of Theology and Fellow in the Joan of Art, Art History and Design BARBARA E. WALVOORD, Director and B. Kroc Institute for International Peace ALAIN P. TOUMAYAN, Associate Professor Professional Specialist in the John A. Kaneb Studies of Romance Languages and Literatures Center for Teaching and Learning and OLAF G. WIEST, Associate Professor of JAMES C. TURNER, Director of the Concurrent Professor of English Chemistry and Biochemistry Erasmus Institute and Rev. John J. MARGARET B. WAN, Visiting Assistant CHARLES K. WILBER, Professor Emeritus Cavanaugh, C.S.C. Professor of Humanities Professor of East Asian Languages and and Director of Graduate Studies, Joan B. JULIANNE C. TURNER, Associate Literatures Kroc Institute for International Peace Studies Professor, Institute for Educational Initiatives JADWIGA WARCHOL, Research Professor E. BRUCE WILLIAMS, Professor of and Concurrent Associate Professor, Master of of Physics Mathematics Education Program TED A. WARFIELD, Associate Professor of REV. OLIVER F. WILLIAMS, C.S.C., JOHN J. UHRAN JR., Senior Associate Philosophy Associate Professor of Management and Fellow Dean for Academic Affairs, College of STEPHEN H. WATSON, Chairperson and in the Joan B. Kroc Institute for International Engineering Professor of Computer Science Professor of Philosophy Peace Studies and Engineering RICHARD A. WILLIAMS, Associate EUGENE C. ULRICH, Rev. John A. Professor of Sociology O’Brien Professor of Theology 213

JAMES R. WILSON, Adjunct Professor of Physics ALBERT K. WIMMER, Associate Professor of German and Russian Languages and Literatures REV. GEORGE WISKIRCHEN, C.S.C., Assistant Professor of Music and Associate Professional Specialist in Music CHRISTINA WOLBRECHT, Assistant Professor of Government and International Studies EDUARDO E. WOLF, Professor of Chemical Engineering MARTIN H. WOLFSON, Associate Professor of Economics PIT-MANN WONG, Professor of Math- ematics WARREN J. WONG, Professor of Math- ematics FREDERICO J. XAVIER, Professor of Mathematics DAVID A. YAMANE, Assistant Professor of Sociology KWANG-TZU YANG, Viola D. Hank Professor Emeritus of Aerospace and Mechani- cal Engineering XIAOSHAN YANG, Assistant Professor of East Asian Languages and Literatures CHENGXU YIN, Assistant Professional Specialist in East Asian Languages and Literatures SAMIR YOUNÉS, Associate Professor of Architecture and Director of the School of Architecture Rome Studies Program KE-HAI YUAN, Associate Professor of Psychology RANDALL C. ZACHMAN, Associate Professor of Theology EWA ZIAREK, Associate Professor of English KRZYSZTOF ZIAREK, Associate Professor of English CATHERINE ZUCKERT, Nancy Reeves Dreux Professor of Government and Interna- tional Studies MICHAEL P. ZUCKERT, Acting Chair and Nancy Reeves Dreux Professor of Government and International Studies 214 Academic Calendar Academic Calendar

Academic Calendar 2001–2002

Fall Semester 2001 Spring Semester 2002

Aug. 24 Enrollment and registration for new students Jan. 14 Enrollment, orientation, and registration for new and continuing students Aug. 27 Enrollment for continuing students Jan. 15 Classes begin Aug. 28 Classes begin Feb. 1 Deadline for applying to the Graduate School for fall Aug. 28 Mass—formal opening of school year semester 2002 admission and financial aid Oct. 20–28 Midsemester break Mar. 9–17 Midsemester break Oct. 29 Classes resume Mar. 18 Classes resume Nov. 1 Application deadline for admission to the Mar. 22 Last day for course discontinuance Graduate School for spring semester 2002 Apr. 12 Last day for application for admission to candidacy for Nov. 2 Last day for course discontinuance the doctor’s or master’s degree in May or August 2002 Nov. 14– Last day for master’s examinations and Ph.D. Dec. 7 Registration for spring semester 2002 dissertation defenses for graduation in May 2002 Nov. 22–25 Thanksgiving holiday Mar. 29– Nov. 26 Classes resume Apr. 1 Easter holiday Apr. 2 Classes resume Nov. 30 Last day for application for admission to candidacy for the doctor’s or master’s Apr. 8–23 Registration for fall semester 2002 degree in January 2002 Apr. 19 Last day for presenting completed theses Last day for master’s examinations and and dissertations in the Graduate School Ph.D. dissertation defenses for graduation office for graduation in May 2002 in January 2002 May 1 Last class day Dec. 7 Last day for presenting completed theses and dissertations in the Graduate School May 2–5 Study days office for graduation in January 2002 May 6–10 Final examinations Dec. 11 Last class day May 14 All grades due in Registrar's office by 3:00 p.m. Dec. 12–13, May 17 Graduate School reception for Ph.D. 16 Study days and master’s degree candidates and their guests Dec. 14–15, Final examinations May 17–19 Commencement weekend 17-19 Summer Session 2002 Dec. 22 All grades due in Registrar's office by 3:00 p.m. Jan. 6 January graduation date (no ceremony) June 17 Enrollment June 18 Classes begin July 5 Last day for master’s examinations and Ph.D. dissertation defenses for graduation in August 2002 July 12 Last day for presenting completed theses and dissertations in the Graduate School office for graduation in August 2002 Aug. 1 Last class day Aug. 2 Final examinations Aug. 7 August graduation date (no ceremony) 215

Academic Calendar 2002–2003

Fall Semester 2002 Spring Semester 2003

Aug. 25 Enrollment and registration for new students Jan. 13 Enrollment, orientation, and registration for new and continuing students Aug. 26 Enrollment for continuing students Jan. 14 Classes begin Aug. 27 Classes begin Feb. 1 Deadline for applying to the Graduate School for fall Aug. 27 Mass—formal opening of school year semester 2003 admission and financial aid Oct. 19–27 Midsemester break Mar. 8–16 Midsemester break Oct. 28 Classes resume Mar. 17 Classes resume Nov. 1 Application deadline for admission to the Mar. 21 Last day for course discontinuance Graduate School for spring semester 2003 Apr. 7–24 Registration for fall semester 2003 Nov. 1 Last day for course discontinuance Nov. 13– Apr. 11 Last day for application for admission to candidacy for Dec. 6 Registration for spring semester 2003 the doctor’s or master’s degree in May or August 2003 Nov. 27 Last day for application for admission Last day for master’s examinations and Ph.D. to candidacy for the doctor’s or master’s dissertation defenses for graduation in May 2003 degree in January 2003 Apr. 17 Last day for presenting completed theses Last day for master’s examinations and and dissertations in the Graduate School Ph.D. dissertation defenses for graduation office for graduation in May 2003 in January 2003 Apr. 18–21 Easter holiday Nov. 28– Dec. 1 Thanksgiving holiday Apr. 22 Classes resume Dec. 2 Classes resume Apr. 30 Last class day Dec. 6 Last day for presenting completed theses and dissertations in the Graduate School May 1–4 Study days office for graduation in January 2003 May 5-9 Final examinations Dec. 11 Last class day May 13 All grades due in Registrar's office by 3:00 p.m. Dec. 12–15 Study days May 16 Graduate School reception for Ph.D. Dec. 16–20 Final examinations and master’s degree candidates and their guests Dec. 23 All grades due in Registrar's office by 3:45 p.m. May 16–18 Commencement weekend Jan. 5 January graduation date (no ceremony) Summer Session 2003

June 16 Enrollment June 17 Classes begin June 27 Last day for master’s examinations and Ph.D. dissertation defenses for graduation in August 2003 July 3 Last day for presenting completed theses and dissertations in the Graduate School office for graduation in August 2003 July 31 Last class day Aug. 1 Final examinations Aug. 6 August graduation date (no ceremony) 216 Campus Map 217

ALPHABETICAL LISTING OF CAMPUS BUILDINGS

Admissions (Main Building) 36 Football Stadium 73 O’Neill Hall 511 Alumni Association 520 Freimann Life Science Center 84 O’Shaughnessy Hall 56 Alumni Hall 23 Galvin Life Science Center 84 Pangborn Hall 7 Alumni-Senior Club 91 Golf Courses 302, 450 Paris House (Marital Therapy Architecture 14 Burke Memorial Golf Course 302 and Research Clinic) 408 Art Gallery 54 Warren Golf Course 450 Pasquerilla Center (ROTC) 211 Athletic and Convocation Center Grace Hall 90 Pasquerilla Hall East 64 (Joyce Center) 79 Grotto of Our Lady of Lourdes 300 Pasquerilla Hall West 76 Ave Maria Press 410 Haggar Fitness Complex 309 Post Office 24 Badin Hall 18 Haggar Hall 61 Power Plant 63 Band Building 210 Hammes Notre Dame Bookstore 521 Presbytery 35 Basilica of the Sacred Heart 29 Hank Family Center for Province Archives Center 99 Bond Hall (Architecture) 14 Environmental Sciences 86 Radiation Research Building 71 (Hammes Notre Dame) Bookstore 521 Hayes-Healy Center 88 Reckers/Public Cafeteria 17 Breen-Phillips Hall 58 Hesburgh Center for International Reyniers Life Annex 105 Brownson Hall 94 Studies 156 Reyniers Life Building 68 Burke Memorial Golf Course 302 Hesburgh Library 72 Riley Hall of Art and Design 53 Campus Security Building 5 Hessert Aerospace Research Center 66 Rockne Memorial 6 Carroll Hall 1 Holy Cross House 47 Rolfs Aquatic Center 79 Cartier Field 303 Howard Hall 15 Rolfs Sports Recreation Center 75 Cavanaugh Hall 51 Huddle 43 ROTC (Pasquerilla Center) 211 Center for Continuing Education Hurley Hall 41 (Basilica of the) Sacred Heart 29 (McKenna Hall) 81 Isis Gallery (Riley Hall of Art and Sacred Heart Parish Center Center for Social Concerns 70 Design) 53 (St. Joseph Hall) 31 Clarke Memorial Fountain 301 Joyce Center (Joyce Athletic and Security Office 5 Coleman-Morse Center 28 Convocation Center) 79 Sesquicentennial Common 299 Columba Hall 30 Keenan Hall 49 Shaheen Mestrovic Memorial 307 Computing Center and Mathematics Keough Hall 510 Siegfried Hall 209 Building 74 Knights of Columbus Council Hall 85 Snite Museum of Art 54 Corby Hall 27 Knott Hall 65 Solitude of St. Joseph (Columba Hall) 30 Courtney Tennis Center 304 Krause Stadium 303 Sorin Hall 26 (Notre Dame) Credit Union 106 LaFortune Student Center 43 South Dining Hall 17 Crowley Hall of Music 42 (St. Michael’s) Laundry 401 St. Edward’s Hall 45 Cushing Hall of Engineering 40 Laundry Pick-up Center 96 St. Michael’s Laundry 401 DeBartolo Hall 150 Law School 37 (Football) Stadium 73 Decio Faculty Hall 83 Lewis Hall 80 Stanford Hall 48 Dillon Hall 20 (Hesburgh) Library 72 Stepan Center 69 Early Childhood Development Center 100 Loftus Sports Center 309 Stepan Chemistry Hall 16 Earth Sciences Building 77 Log Chapel 12 Student Center 43 East Gate 206 Lyons Hall 8 Tennis Courts 304 Eck Baseball Stadium 204 Mail Distribution Center 96 University Club 78 Eck Center 520/521 Main Building 36 University Health Services 46 Eck Tennis Pavilion 208 Main Gate 205 University Village 4 Edison House 110 Malloy Hall 82 (Eck) Visitors’ Center 520 Facilities Building 310 Mason Support Services Center 402 Walsh Hall 25 Facilities/Maintenance Center 67 McGlinn Hall 513 Warren Golf Club House 452 Farley Hall 59 McKenna Hall (Center for Continuing Warren Golf Course 450 Fatima Retreat House and Shrine 3 Education) 81 Washington Hall 44 Fieldhouse Mall 301 Mendoza College of Business 152 Water Tower 308 Fire Station 62 Meyo Field 309 Welsh Hall 512 First Year of Studies 28 Moreau Seminary 32 Wilson Commons 98 Fischer Graduate Community Center FG35 Morris Inn 21 WNDU Radio and Television 22 Fischer Graduate Residences FG01-FG33 Morrissey Hall 10 Zahm Hall 50 Fisher Hall 9 Nieuwland Science Hall 52 Fitzpatrick Hall of Engineering 39 North Dining Hall 60 Flanner Hall 89 Notre Dame Credit Union 106 Food Services Support Facility 407 O’Hara-Grace Graduate Residences 97 AreaIndex Map 218 Area Map

The Michiana Regional Transportation Center provides from one location services for travel by air, train, bus and rental car, including the South Shore Railroad, an electric commuter train to Chicago. South Bend is also served by Amtrak. The city lies about 90 miles east of Chicago, Illi- nois, 140 miles north of Indianapolis, Indiana, and 200 miles west of Detroit, Michigan. Index

A Absence, Leaves of ...... 8 Architecture ...... 44 Center for Social Concerns ...... 33 Academic Counselor ...... 11 Areas and Fields of Study ...... 4 Center for Teaching and Learning, Kaneb35 Academic Good Standing ...... 8 Army ROTC ...... 23 Center for Tropical Disease Research and Academic Integrity ...... 10 Art, Training...... 30 Academic Policies...... 6 Snite Museum of ...... 15 Chemical Engineering ...... 51 Academic Resources ...... 14 Art, Art History and Design ...... 66 Chemistry and Biochemistry ...... 141 Acceptance ...... 7 Assistantships, Graduate ...... 22 Child Care ...... 21–22 Accident and Sickness Insurance . . 20, 21 Assistantships, Research ...... 23 Christian Studies ACE...... 26 Athletic Facilities ...... 19 Early ...... 73 Admission Auditor (Student) ...... 7–8 Civil Engineering and Geological Sciences to a Degree Program ...... 6 Award of Master’s Degree to Doctoral 54 to Joint Degree Programs ...... 7 Students ...... 12 Class Schedule to Multiple Degree Programs ...... 7 Awards, Graduate Student ...... 17 Changes in...... 9 to Nondegree Status...... 7 Classics ...... 71 Admission to Candidacy B Comprehensive Examination ...... 11 in Doctoral Programs...... 13 Biochemistry, Chemistry and ...... 141 Computer Science and Engineering . . . . 58 in Master’s Programs ...... 11 Biological Sciences ...... 136 Computing Services ...... 15 Admission to Graduate School ...... 6 Continuous Enrollment ...... 8 Advisers and Directors C Contributed and Endowed Fellowships . 23 in Doctoral Programs...... 12 Campus Ministry ...... 18 Correspondence ...... 226 in Master’s Programs ...... 11 Campus Security ...... 18 Counseling Services ...... 18 Aerospace and Mechanical Engineering . 47 Cancer Research Center Counselor, Academic ...... 11 Aerospace Research, Hessert Center for . 32 Walther ...... 42 Course Numbers ...... 9 Alliance for Catholic Education ...... 26 Candidacy, Admission to Credit-hour Requirements Application in Doctoral Programs...... 13 in Doctoral Programs...... 12 Deadline ...... 7 in Master’s Programs ...... 11 in Master’s Programs ...... 11 Deadlines...... 6–7 Candidacy Examination ...... 12 Credits, Transfer...... 10 Fee ...... 6–7, 7 Career Services ...... 17 Cushwa Center for the Study of American for Financial Support ...... 22 Center for Applied Mathematics . . 26, 30 Catholicis ...... 31 Applied Mathematics ...... 162 Center for Environmental Science and Applied Mathematics, Center for ...... 26 Technology ...... 27 D Applying for Admission Center for Nanoscience and Technology 29 Defense of the Dissertation ...... 13 to a Degree Program ...... 6–7 Center for Pastoral Liturgy ...... 33 to Nondegree Status...... 7–8 Center for Philosophy of Religion . . . . . 30 Index 219

Degree Eligibility Financial Arrangements ...... 20 Keough Institute for Irish Studies . . . . . 37 in Doctoral Programs...... 12 Financial Support ...... 22 Kroc Institute for International Peace in Master’s Programs ...... 11 Applications for ...... 22 Studies...... 38 Degree Requirements ...... 11 Food Services ...... 21 in Doctoral Programs...... 12 Foreign Language L in Master's Programs ...... 11 Degree Programs ...... 117 Laboratories Degrees Granted ...... 4 Requirement ...... 12 Radiation ...... 40 Directors Foreign Language Requirement Laboratory for Social Research ...... 38 in Doctoral Programs...... 12 in Doctoral Programs...... 12 Language, Foreign in Master's Programs ...... 11 in Master's Programs ...... 11 Degree Programs ...... 117 Disabilities, Office for Students with . . . 19 Full-time and Part-time Status ...... 8 Degree Requirements...... 12 Dissertation ...... 13 Latino Studies Defense ...... 13 G Institute for ...... 35 Directors ...... 12 Geological Sciences, Law (and Engineering) Dual Degree Microfilming ...... 13 Civil Engineering and ...... 54 Program ...... 65 Submitting ...... 13 German Language and Literature ...... 80 Leaves of Absence ...... 8 Doctor of Philosophy Degree ...... 12 Government and International Studies 171 Libraries, University ...... 14 Dual Degree Program Grades ...... 9 Loans ...... 24 Engineering and Law ...... 65 Graduate Council ...... 2 Graduate Degrees Granted ...... 4 M E Graduate Record Examination (GRE) . . . 6 Master of Education Program ...... 200 Early Christian Studies...... 73 Graduate Student Career Services . . . . . 17 Master’s Examination ...... 11 East Asian Languages and Literatures . . . 74 Graduate Student Government ...... 17 Mathematics ...... 144 Economics ...... 167, 193 Maximal Registration ...... 9 Education (M.Ed.) ...... 200 H Mechanical Engineering Electrical Engineering ...... 61 Harassment. Aerospace and ...... 47 Eligibility, Degree ...... 11, 12 Policies on ...... 20 Medical Education Employment ...... 24 Health Services ...... 18 South Bend Center for...... 42 Employment (Student) and Loans . . . . . 24 Hessert Center for Aerospace Research. . 32 Medieval Studies ...... 96 Endowed Fellowships ...... 22 History ...... 84 Mendelson Center for Sport, Character & Engineering, History and Philosophy of Science . . . . . 89 Character...... 34 Aerospace and Mechanical ...... 47 History of Notre Dame ...... 3 Microfilming of Dissertation ...... 13 Chemical ...... 51 Housing and Meals ...... 21 Minority Fellowships ...... 22 Computer Science and ...... 58 Humanities ...... 66 Electrical ...... 61 N Engineering and Geological Sciences, I Nanoscience and Technology Civil ...... 54 Information Technologies ...... 15 Center for ...... 29 Engineering and Law Dual Degree Program Institute for Church Life ...... 32 Nanovic Institute for European Studies . 39 65 Institute for Educational Initiatives . . . . 34 Non-University Fellowships ...... 23 Engineering, Division of ...... 47 Institute for Latino Studies ...... 35 Notre Dame Loan ...... 24 English...... 75 Institute for Scholarship in theLiberal Arts Enrollment ...... 8 17 O Environmental Science and Technology . 27 Insurance Oak Ridge Associated Universities . . . . . 16 European Studies Accident and Sickness ...... 21 Office for Students with Disabilities . . . 19 Nanovic Institute for ...... 39 Insurance, Accident and Sickness ...... 20 Office of Financial Aid ...... 24 Examinations (see also, Candidacy, Inter-University Visitation Program . . . . 17 Office of Information Technologies . . . . 15 Comprehensive) ...... 10 Interdisciplinary and Specialized Research Office of International Student Affairs . . 19 Institu ...... 16 Officers of Administration ...... 2 F Interdisciplinary Programs ...... 162 One-of-a Kind (OAK) Ph.D. Program . . 13 Facilities and Services ...... 18 International Peace Studies One-of-a-Kind (OAK) Ph.D. Federal Perkins Loan ...... 24 Kroc Institute for ...... 38 Program of Study ...... 13 Federal Stafford Loan ...... 24 International Student Affairs ...... 19 One-of-a-Kind (OAK) Ph.D. Program Fees ...... 20 International Studies Admission ...... 14 Fellowships ...... 22 Kellogg Institute for ...... 36 Contributed...... 22 Irish Studies P Endowed ...... 22 Keough Institute for ...... 37 Parking ...... 18 Fellowship Consortia ...... 23 Italian Studies ...... 119, 120 Pastoral Care Services ...... 18 Non-University ...... 23 Pastoral Liturgy University ...... 22 K Center for ...... 33 Fields of Study, Areas and ...... 4 Kaneb Center for Teaching and Learning 35 Peace Studies Financial Aid Keck Center for Transgene Research . . . 35 Kroc Institute for International . . . . . 38 Office of ...... 24 Kellogg Institute for International Studies36 Peace Studies (Degree Program) ...... 180 220 Index

Philosophy of Religion, Center for . . . . . 30 Transgene Research Physics ...... 150 Keck Center for ...... 35 Policies Tropical Disease Research and Training on Harassment and Other Aspects of Center for ...... 30 Student Life...... 20 Tuition ...... 20 Postdoctoral Research Associates ...... 8 Tuition Scholarships ...... 23 Psychological Counseling Services . . . . . 18 Psychology ...... 184 U Unclassified Student ...... 7 R University Counseling Center ...... 18 Radiation Laboratory ...... 40 University Fellowships ...... 22 Reilly Center for Science, Technology and University Libraries ...... 14 Values ...... 40 Requirements V for Doctoral Programs ...... 12 Visiting Research Students ...... 8 for Master's Programs ...... 11 Visiting Scholars ...... 8 Research Assistantships ...... 23 Visiting Student ...... 7 Research Opportunities and Support . . . 16 Vocare, The Notre Dame Vocation Initiative Research Support ...... 23 34 Reserve Office Training Corps (ROTC), Army ...... 23 W Residency Requirements Walther Cancer Research Center ...... 42 for Doctoral Programs ...... 12 Withdrawal ...... 9 for Master’s Programs ...... 11 Withdrawal Regulation ...... 21 Retreats International...... 33 Romance Languages and Literatures . . 117 S Satellite Theological Education Program 33 Scholarships, Tuition ...... 23 Science, Division of...... 136 History and Philosophy of ...... 89 Snite Museum of Art ...... 15 Social Concerns, Center for ...... 33 Social Research Laboratory for ...... 38 Social Sciences, Division of ...... 167 Sociology ...... 193 South Bend Center for Medical Education 42 Spanish ...... 121 Spirit of Inclusion at Notre Dame . . . . . 20 Student Employment ...... 24 Submission of the Doctoral Dissertation ...... 13 of the Master's Thesis ...... 11 Support, Other Sources of ...... 23 T Teaching (see Master of Education) . . . 200 Teaching and Learning, Kaneb Center for35 Teaching and Research Faculty ...... 204 Teaching Scholars ...... 8 Test of English as a Foreign Language (TOEFL) ...... 7 Theology ...... 124 Thesis Directors ...... 11 Requirements ...... 11 Transfer Credits ...... 10 GRE Subject Test Requirements

GRE Subject Test Requirements 221

GRE Subject Test Requirements The following is a list of the graduate programs at the University and the graduate degrees conferred. Please note that the University requires all applicants to take the GRE. Many programs also require the GRE Subject Test.

Degrees Subject Test Subject Test Subject Test Not Required Program Offered Required Not Required But Strongly Recommmended Aerospace and Mechanical Engineering M.S., Ph.D. ■ Applied Mathematics M.S.A.M. ■ Architecture M.Arch. ■ Art, Art History, and Design M.A., M.F.A. ■ Biochemistry Ph.D. ■ Biological Sciences M.S., Ph.D. ■ Chemical Engineering M.S., Ph.D. ■ Chemistry Ph.D. ■ Civil Engineering and Geological Sciences† M.S., Ph.D. ■ Computer Science and Engineering M.S., Ph.D. ■ Creative Writing M.F.A. ■ Early Christian Studies M.A. ■ Economics M.A., Ph.D. ■ Education (ACE participants only) M.Ed. ■ Electrical Engineering M.S., Ph.D. ■ English M.A., Ph.D. ■ German Language and Literature M.A. ■ Government and International Studies Ph.D. ■ History Ph.D. ■ History and Philosophy of Science Ph.D. ■ Mathematics M.S.A.M., Ph.D. ■ Medieval Studies M.M.S., Ph.D. ■ Music M.A./Mmusic ■ Peace Studies† † M.A. ■ Ph.D. Program in Literature Ph.D. ■ Philosophy Ph.D. ■ Physics Ph.D. ■ Psychology Ph.D. ■ Romance Languages and Literatures M.A. ■ Sociology Ph.D. ■ Theology M.A., M.T.S., M.Div., Ph.D. ■

† Includes Bioengineering and Environmental Engineering † † Separate application required. Contact the Joan B. Kroc Institute for International Peace Studies, Box 639, Notre Dame, IN 46556

Where to write for GRE and TOEFL information: GRE•ETS TOEFL GRE and TOEFL application booklets generally are available at U.S. P.O. Box 6000 P.O. Box 6151 colleges and universities and at U.S. consulates and U.S. Information Princeton, NJ 08541-6000 Princeton, NJ 08541-6151 Services offices abroad. Check with these sources before writing to U.S.A. U.S.A. Princeton. 222 Correspondence Correspondence

Correspondence

The University’s address is Student Accounts: 100 Main 5482 Electrical Engineering 6471 Philosophy University of Notre Dame, Building (631–7113) [email protected] [email protected] Notre Dame IN 46556. [email protected] 6618 English 7339 Philosophy of Religion, The area code for all telephone calls is Student Activities: 315 LaFortune [email protected] Center for Student Center (631–9314) [email protected] 219. The University’s main number 5572 German and Russian is 631–5000. The Graduate School’s [email protected] Languages and Literatures 6386 Physics FAX number is 631–4183 and e-mail Student Affairs: 316 Main Building [email protected] [email protected] is [email protected]. (631–5550) 9017 Government and 6650 Psychology Admissions (Graduate): 502 Main Summer Session: 510 Main Building International Studies [email protected] Building (631–7706) [email protected] (631–7282) [email protected] [email protected] 6163 Radiation Laboratory Graduate Studies and Research, Departments 7266 History [email protected] Office of: Vice President for The following represent the tele- [email protected] 6886 Romance Languages and Graduate Studies and Research and phone numbers of the departments, 5015 History and Philosophy Literatures Dean of the Graduate School, 416 centers, and institutes affiliated with of Science [email protected] Main Building (631–6291) the Graduate School [email protected] 5293 Social Concerns, Center for [email protected] (Prefix: 631). 8294 Institute for Educational [email protected] Campus Ministry: 103 Hesburgh 5430 Aerospace and Mechanical Initiatives 7458 Social Research, Laboratory for Library (631–7800) Engineering [email protected] [email protected] [email protected] [email protected] 6580 Kellogg Institute for 6463 Sociology Career Development: 248 Flanner 7997 Applied Mathematics, International Studies Hall (631–5200) [email protected] Center for [email protected] [email protected] [email protected] 5574 South Bend Center for 3555 Keough Institute for Irish Medical Education Center for Social Concerns: Center 6137 Architecture Studies [email protected] for Social Concerns [email protected] [email protected] (631–5293 or 5319) 4254 Theology—M.A. and M.T.S. 7602 Art, Art History, and Design [email protected] 6970 Kroc Institute for Program [email protected] International Peace Studies Counseling Center: University [email protected] 6552 Biological Sciences [email protected] Health Center (631–7336) 5682 Theology—M.Div. Program [email protected] 5825 Maritain Center, Jacques Financial Aid: 115 Main Building [email protected] 7366 Center for Tropical Disease [email protected] (631–6436) [email protected] 5732 Theology—Ph.D. Program Research and Training 7245 Mathematics [email protected] Graduate School Office: 502 Main [email protected] [email protected] Building (631–6291) www.science.nd.edu/biology/ 6603 Medieval Institute WWW ND Home Page [email protected] programs/parasitology.html [email protected] You can find complete information Graduate Student Union: LaFortune 5580 Chemical Engineering about all of Notre Dame’s graduate Student Center (631–6963) 6093 Molecular Biosciences [email protected] programs online. The URL for the [email protected] Program 7058 Chemistry and Biochemistry [email protected] Graduate School’s site on the World Health Services: University Health chem-biochem.orgchem.1@ Wide Web is www.nd.edu/~gradsch. 6211 Music Center (631–7497 or 7567) nd.edu [email protected] To request an application, submit Housing: Student Residences, 305 5510 Church Life, Institute for the online inquiry form or send an Main Building 5600 Office of Information e-mail message to [email protected]. on-campus housing (631–5878) 5380 Civil Engineering and Technologies off-campus housing (631–5583) Geological Sciences [email protected] For More Information University Village (631–9145) [email protected] www.nd.edu/~ndoit For further admissions information, contact: Insurance: Accounts and Insurance, 8320 Computer Science and 6841 Office of Multicultural Engineering Student Programs and University of Notre Dame 109 University Health Center Office of Graduate Admissions (631–6114) [email protected] Services [email protected] 502 Main Building International Student Services and 5441 Cushwa Center for the Study Notre Dame IN 46556–5602 Activities (ISSA): 204 LaFortune of American Catholicism 7157 Office for Students with 631–7706 Student Center (631–3825) [email protected] Disabilities [email protected] Business and Law 7090 Early Christian Studies Library: Director, 221 Hesburgh Information concerning business and law 5435 Pastoral Liturgy, Notre Dame Library (631–5252) [email protected] degrees is obtained by writing or calling: Center for Registrar: 105 Main Building 8873 East Asian Languages and [email protected] Mendoza College of Business (631–7043) [email protected] Literatures Graduate Division, 9723 Ph.D. Program in Literature Security: Security Office [email protected] 631–8488 [email protected] (631–5555) 6335 Economics [email protected] Notre Dame Law School [email protected] [email protected] Office of Admissions, 631–6626