SCU Undergrad Bulletin 2008-2009

Santa Clara University Undergraduate Bulletin 2008-2009 Academic Year PREFACE

The Undergraduate Bulletin contains the academic and administrative policies and regulations that govern enrollment of undergraduate students at Santa Clara University. Students are responsible for knowing all academic and administrative policies and regulations affecting their program of study and for abiding by all such policies and regulations during their period of enrollment at the University. Continued enrollment is subject to compliance with the academic and administrative policies and regulations as described herein and otherwise published by the University. Failure to understand the policies and regulations does not relieve a student of his or her responsibility for adhering to the policies and regulations. Students are governed by the applicable degree requirements of the University and the Santa Clara Core Curriculum in the Undergraduate Bulletin in effect in their entry year as freshman students. Transfer students may choose between the degree requirements in the Undergraduate Bulletin in effect at the time of their initial enrollment at the University or the Undergraduate Bulletin of their class cohort as determined by the number of transfer units accepted toward the Santa Clara degree upon admission. All students must fulfill the departmental or program major and minor degree requirements in effect when they declare their major or minor program of study. Santa Clara University reserves the right to make changes to degree program requirements, academic and administrative policies and regulations, and course offerings published in the Undergraduate Bulletin at any time without prior notice. The University strives to assure the accuracy of the information in the Undergraduate Bulletin at the time of publication. However, the University reserves the right to make corrections as necessary to the Bulletin. The 2008-09 Undergraduate Bulletin was printed in June 2008 by the Office of the Provost and covers policies and regulations in effect as of that date. The Undergraduate Bulletin and other information about Santa Clara University can be found on the University’s Web site at www.scu.edu.

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Academic Departments and Programs ...... 20 Anthropology ...... 20 Art and Art History ...... 27 Biology ...... 39 Table of Contents Chemistry...... 48 Classics...... 54 Combined Sciences...... 62 Inside Front Cover: ...... Academic Calendar Communication ...... 63 Economics...... 75 English ...... 79 Preface ...... i Environmental Studies...... 91 Ethnic Studies...... 100 History ...... 105 Chapter 1. Santa Clara University ...... 1 Individual Studies...... 118 University Vision, Mission, and Fundamental Values ...... 2 Liberal Studies ...... 119 Academic Programs...... 3 Mathematics and Computer Science...... 121 Centers of Distinction ...... 4 Modern Languages and Literatures ...... 131 Faculty...... 5 Music ...... 150 Student Body ...... 5 Philosophy...... 158 Alumni...... 5 Physics...... 166 Campus...... 5 Political Science ...... 172 Psychology...... 181 Religious Studies...... 187 Chapter 2. The Santa Clara Undergraduate Program...... 7 Sociology...... 204 The Santa Clara Core Curriculum...... 8 Theatre and Dance ...... 210 Residential Learning Communities...... 11 Women’s and Gender Studies...... 224 University Honors Program...... 12 International Programs ...... 12 Domestic Public Sector Study Programs ...... 13 Chapter 4. Leavey School of Business...... 229 Undergraduate Degrees ...... 229 Bachelor of Science in Commerce...... 229 Chapter 3. College of Arts and Sciences ...... 14 Minors in the Leavey School of Business...... 232 Undergraduate Degrees ...... 15 General Business Courses ...... 233 Bachelor of Arts...... 15 Centers, Institutes, and Special Programs...... 235 Bachelor of Science...... 17 Accelerated Cooperative Education...... 235 Minors in the College of Arts and Sciences...... 19 Global Women’s Leadership Program...... 235 Centers, Institutes, and Special Programs...... 19 Leavey Scholars Program ...... 235 Center of Performing Arts ...... 19 Center for Innovation and Entrepreneurship ...... 235 Environmental Studies Institute...... 19 Civil Society Institute ...... 235 Office of College Special Programs ...... 19 Food and Agribusiness Institute...... 235 Retail Management Institute...... 236

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Academic Departments and Programs ...... 236 Military Science...... 324 Accounting ...... 236 Musical Theatre...... 328 Economics...... 240 Pre-Health Sciences ...... 328 Finance...... 244 Pre-Law ...... 329 Management...... 246 Pre-Teaching...... 330 Marketing...... 249 Operations and Management Information Systems ...... 252 Chapter 7. Admission of Undergraduate Students ...... 333 Admission of Entering Freshmen...... 333 Chapter 5. School of Engineering ...... 257 Admission of Transfer Students...... 334 Undergraduate Degrees ...... 257 Admission of International Students...... 336 Bachelor of Science...... 258 Minors in the School of Engineering ...... 259 Centers, Institutes, and Special Programs...... 259 Chapter 8. Academic and Administrative Policies and Regulations...... 338 Cooperative Education Program ...... 259 Student Responsibility...... 338 Engineering Design Center...... 260 Academic Policies and Regulations ...... 338 Center for Nanostructures ...... 260 Degree Requirements...... 338 Academic Departments and Programs ...... 260 Academic Program Policies and Regulations ...... 340 Applied Mathematics...... 260 Registration Policies and Regulations...... 342 Civil Engineering...... 261 Grading Policies and Regulations...... 345 Computer Engineering ...... 267 Academic Standing and Student Classification...... 348 Electrical Engineering...... 276 Academic Credit Evaluation ...... 349 General Engineering...... 284 Non-Degree Students ...... 352 Mechanical Engineering ...... 289 Academic Integrity...... 353 Administrative Policies and Regulations...... 355 Clery Act ...... 355 Chapter 6. Interdisciplinary Minors and Other Programs of Study ...... 295 Communication by the University to Undergraduate Students ...... 355 Interdisciplinary Minors ...... 295 Consensual Relations between Employees and Students ...... 356 Arabic, Islamic, and Middle Eastern Studies ...... 295 Drug-Free Policies ...... 356 Asian Studies ...... 297 Medical Leave and Re-entry Policy ...... 356 Biomedical Engineering...... 299 Student Records and Release of Information...... 356 Biotechnology...... 300 Nondiscrimination Policy ...... 357 Catholic Studies...... 301 Student Conduct Code...... 358 Medieval and Renaissance Studies...... 302 Retail Studies...... 305 Science, Technology, and Society ...... 307 Chapter 9. Tuition, Fees, and Financial Aid ...... 359 Urban Education ...... 308 Financial Responsibility...... 359 Other Programs of Study...... 308 Tuition...... 359 Aerospace Studies ...... 308 Santa Clara University Campus Programs...... 359 Gerontology Certificate Program...... 309 Study Abroad and Domestic Study Programs...... 362 University Honors Program ...... 310 Room and Board Charges...... 363 International Programs ...... 311

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Financial Aid ...... 364 Appendices Santa Clara Grants and Scholarships...... 364 Accreditations and Memberships ...... 399 Federal and California Grants...... 368 Board of Trustees...... 400 Other Grants and Scholarships ...... 369 Board of Regents ...... 402 Student Employment...... 369 University Administration...... 404 Loans...... 370 Faculty...... 407 Financial Aid Eligibility ...... 370 Cancellation of Financial Aid and Return of Funds ...... 372 Index ...... 435 Student Verification of Information...... 373 Campus Map ...... 442 Billing and Payment Procedures ...... 373 Student Accounts and Billing...... 373 Inside Back Cover ...... Academic Department and Program Abbreviations Payment Methods...... 374 Extended Payment Options ...... 374 Delinquent Payments ...... 374 Billing Disputes ...... 375 Refund Payments...... 375 Tuition Insurance Protection ...... 375 Educational Tax Credits...... 375

Chapter 10. University Honor Societies and Awards...... 376 Honor Societies ...... 376 University Awards...... 381 College of Arts and Sciences Awards...... 382 Leavey School of Business Awards ...... 390 School of Engineering Awards ...... 391

Chapter 11. Student Life ...... 393 Campus Ministry ...... 393 Campus Recreation ...... 393 Career Center...... 393 Center for Student Leadership...... 394 Chartered Student Organizations ...... 394 Computing Services ...... 395 Counseling and Psychological Services...... 396 Cowell Student Health Center...... 396 Drahmann Academic Advising and Learning Resources Center...... 397 Housing and Residence Life ...... 398 Intercollegiate Athletics ...... 398 Kids on Campus...... 398 Office for Multicultural Learning ...... 398 1 Santa Clara University

Santa Clara University is a comprehensive Jesuit, Catholic university located in the heart of Silicon Valley with approximately 8,500 students. Founded in 1851 by the Society of Jesus, California’s oldest operating higher education institution offers a rigorous undergraduate curriculum in arts and sciences, business, and engineering, plus nationally recognized graduate and professional programs in business, education, engineering, counseling psychology, law, and pastoral ministries. The University boasts a diverse community of scholars characterized by small classes and a values-oriented curriculum and is dedicated to educating students for competence, conscience, and compassion. The traditions of Jesuit education—educating the whole person for a life of service—run deep in all of its curricular and co-curricular programs. Santa Clara University is perennially ranked among the top comprehensive universities by U.S. News & World Report. SCU has one of the highest graduation rates for undergraduate students among all comprehensive universities. The University has a national reputation for its undergraduate program that features a distinctive core curriculum, an integrated learning environment, and research opportunities for undergraduate students. The MBA program in the Leavey School of Business is annually ranked in the top 20 among the nation’s part-time programs and in the top five in California. The School of Law is ranked in the top 100 of the nation’s law schools with its intellectual property program recognized among the top 10 of such programs in the country. The University was established as Santa Clara College on the site of the Mission Santa Clara de Asís, the eighth of the original 21 California missions. The college originally operated as a preparatory school and did not offer courses of collegiate rank until 1853. Following the Civil War, enrollment increased, and by 1875 the size of the student body was 275. One-third of the students were enrolled in the collegiate division; the remainder attended the college’s preparatory and high school departments. Santa Clara experienced slow and steady growth during its first 60 years, becoming the University of Santa Clara in 1912, when the schools of engineering and law were added. In 1925, the high school was separated from the University and took the name of Bellarmine College Preparatory in 1928. The Leavey School of Business began in 1926 and, within a decade, became one of the first business schools in the country to receive national accreditation. For 110 years, Santa Clara was an all-male school. In the fall of 1961, women were accepted as undergraduates, and Santa Clara became the first coeducational Catholic university in California. The decision resulted in an admissions explosion—from 1,500 students to more than 5,000. The size of the faculty tripled, and the University began the largest building program in school history, building eight residence halls, a student union, and an athletic stadium. In the early 1970s, the Board of Trustees voted to limit the size of the undergraduate population, an action that was intended to preserve the character and ensure the quality of the University for generations to come. In 1985, the University adopted “Santa Clara University” as its official name.

1 2 SANTA CLARA UNIVERSITY ACADEMIC PROGRAMS 3

UNIVERSITY VISION, MISSION, AND FUNDAMENTAL VALUES Commitment to Students. As teachers and scholars, mentors and facilitators, we nurture and challenge students as we help them become independent learners and responsible Santa Clara University has adopted three directional statements to describe the kind of leaders in society. university that it aspires to become (Strategic Vision), its core purpose and the constituencies Service to Others. We promote throughout the University a culture of service—service not it serves (University Mission), and the beliefs that guide its actions (Fundamental Values). only to those who study and work at Santa Clara but also to society in general and to its Strategic Vision most disadvantaged members. Community and Diversity. We cherish our diverse community and the roots that must sus- Santa Clara University will excel in educating men and women to be leaders of compe- tain it: shared values amidst diversity, close personal relationships, effective communication, tence, conscience, and compassion. By combining teaching and scholarship of high quality, respect for others, and an engaged concern for the common good of the campus, the local an integrated education in the Jesuit tradition, and a commitment to students as persons, we community, and the global society. will prepare them for professional excellence, responsible citizenship, and service to society, Jesuit Distinctiveness. We preserve and renew the Jesuit tradition that incorporates all of especially on behalf of those in greatest need. these core values. Our tradition is an expression of Christian humanism in which faith and reason together animate the most fundamental human quest: the pursuit of truth and good- University Mission ness. This pursuit challenges us to counter inhumanity with humanity, to act ethically, and Santa Clara University is a Catholic and Jesuit institution that makes student learning its to promote justice with faith. We also take part in the broader Catholic tradition to which central focus, promotes faculty and staff learning in its various forms, and exhibits organiza- Jesuits have made a major contribution. tional learning as it deals with the challenges facing it. Student learning takes place at the undergraduate and graduate level in an educational ACADEMIC PROGRAMS environment that integrates rigorous inquiry and scholarship, creative imagination, reflective engagement with society, and a commitment to fashioning a more humane and just world. Santa Clara University offers undergraduate degrees leading to the Bachelor of Arts, As an academic community, we expand the boundaries of knowledge and insight through Bachelor of Science, and Bachelor of Science in Commerce. The College of Arts and teaching, research, artistic expression, and other forms of scholarship. It is primarily through Sciences offers the Bachelor of Arts degree with majors in 20 fields, and the Bachelor of discovering, communicating, and applying knowledge that we exercise our institutional Science degree in 15 fields. The Leavey School of Business offers the Bachelor of Science responsibility as a voice of reason and conscience in society. degree with majors in six disciplines. The School of Engineering offers a Bachelor of Science We offer challenging academic programs and demonstrate a commitment to the degree with majors in five fields. A variety of interdisciplinary minors and discipline-based development of: minors are also offered in the undergraduate program. The School of Law offers programs leading to the degrees of Juris Doctor and Master of • Undergraduate students who seek an education with a strong humanistic Laws. Concentration areas include business and commercial law; civil dispute resolution; orientation in a primarily residential setting computer, high technology, and intellectual property law; constitutional law; criminal law • Graduate students, many of them working professionals in Silicon Valley, who seek and procedure; environmental law; estate planning and other family wealth transfers; advanced degree programs that prepare them to make significant contributions to family law; international law; labor law; personal injury law; public interest law; real prop- their fields erty; social justice; and taxation. In addition to these core programs, we also provide a variety of continuing education and The Leavey School of Business offers a graduate program leading to the MBA degree professional development opportunities for nonmatriculated students. with coursework in accounting, economics, finance, management, marketing, and operations and management information systems. The Executive MBA program is an intensive Fundamental Values 17-month program designed for seasoned professionals. The business school offers a grad- We hold ourselves responsible for living out these core values, which are critical for car- uate program leading to the Master of Science in Information Systems designed to prepare rying out our mission in pursuit of our vision: students for advancement in the information systems management field. In conjunction Academic Quality. We seek an uncompromising standard of excellence in teaching, learn- with the law school, the business school also offers a joint degree program leading to a ing, and scholarship. All three elements are essential to academic quality at Santa Clara. We Master of Business Administration and a Juris Doctor. prize original scholarship for its own sake and for the contribution it makes to teaching and The School of Engineering offers graduate programs leading to the Master of Science to the betterment of society. Our commitment to academic freedom is unwavering. degree in applied mathematics, civil engineering, computer engineering, electrical engi- Integrated Learning. While valuing the integrity of established disciplines, we endeavor to neering, engineering management, mechanical engineering, and software engineering integrate different forms of knowledge, to educate the whole person, and to foster moral and and the Engineer’s Degree in computer engineering, electrical engineering, and mechan- spiritual development. By promoting learning in everything we do, we foster a lifelong ical engineering. The engineering school also offers the Doctor of Philosophy degree in passion for learning. computer engineering, electrical engineering, and mechanical engineering. The School of Education, Counseling Psychology, and Pastoral Ministries offers graduate programs leading to the Master of Arts degree in special education, interdisciplinary education, educational administration, counseling psychology, and counseling. Through the

4 SANTA CLARA UNIVERSITY CAMPUS 5

Pastoral Ministries program, the School offers the Master of Arts degree in catechetics, pas- faculty, staff, students, community leaders, and the public to address ethical issues more toral liturgy, spirituality, and liturgical music. The Department of Education offers teacher effectively in teaching, research, and action. The Ethics Center’s focus areas are business, credential programs for single-subject and multiple-subject teaching, mild/moderate special- health care and biotechnology, character education, government, global leadership, technol- ists, early childhood special educators, and administrative services. Certification is also ogy, and emerging issues in ethics. Articles, cases, briefings, and dialogue in all fields of offered in reading, reading language arts specialist, alternative and correctional education, applied ethics are available through the Ethics Center. Catholic school leadership, gifted and talented education, and school business management. FACULTY CENTERS OF DISTINCTION Santa Clara University’s emphasis on a community of scholars and integrated education Santa Clara University has three Centers of Distinction that serve as major points of attracts faculty members who are as committed to students’ intellectual and moral develop- interaction between the University and society. Each center focuses on a theme that is ment as they are to pursuing their own scholarship. The University’s more than 400 full-time central to Santa Clara’s distinctive mission as a Jesuit university offering an educational faculty members include Fulbright professors, nationally recognized authors and poets, environment that integrates rigorous inquiry and scholarship, creative imagination, reflec- groundbreaking scientists, and distinguished economic theorists. tive engagement with society, and a commitment to fashioning a more humane and just world. Each center engages faculty and students from different disciplines, as well as experts STUDENT BODY and leaders from the community through speakers, conferences, workshops, and experiential learning opportunities. Santa Clara University has a student population of approximately 8,500, with about 5,000 undergraduate students and 3,500 graduate students. The undergraduate population Center for Science, Technology, and Society has a male/female ratio of 45 percent to 55 percent, and about 35 percent of undergraduate The Center for Science, Technology, and Society (CSTS) promotes the use of science and students identify themselves as persons of color. About 55 percent of undergraduates are technology for the common good. The CSTS unites a range of stakeholders to enhance from California, with the others coming from throughout the United States and more than civic understanding, business decisions, and public policy on the social impacts of innova- a dozen foreign countries. Seventy percent of undergraduate students receive some kind of tion through selected programming including workshops, forums, international financial aid—scholarships, grants, or loans. conferences and awards, and educational programs. With strong partnerships in the Silicon More than half of the undergraduate population lives in University housing, with 95 per- Valley, the CSTS also conducts and sponsors cross-disciplinary research and curriculum de- cent of freshmen and 75 percent of sophomores living on campus. Students experience an av- velopment that addresses the societal and organizational consequences of technological erage class size of 25, with one-third of classes having 20 or fewer students and only 3 percent advances. Complementing this outreach, the CSTS also seeks to shape well-rounded classes having 50 or more students. The student to faculty ratio is 12 to 1 at the University. citizens of tomorrow through an interdisciplinary minor that analyzes the social, political, The University’s commitment to learning is expressed in the fact that 92 percent of fresh- and environmental consequences of innovation. man students advance to the sophomore year, and the percentage of Santa Clara students who graduate is among the highest in the country. The four-year graduation rate for entering Ignation Center for Jesuit Education freshmen is about 80 percent, with a five-year graduation rate of 83 percent and a six-year graduation rate of 85 percent. The Ignatian Center for Jesuit Education is dedicated to preserving and enhancing the Jesuit and Catholic mission and identity of Santa Clara University through the exploration of the Ignatian vision, the educational and spiritual legacy of St. Ignatius of Loyola, founder ALUMNI of the Society of Jesus. Following the Jesuit ideal of being “contemplatives in action,” the Ig- Santa Clara University has more than 70,000 alumni living in all 50 states and several natian Center seeks to integrate faith and justice in a scholarly way and combine Ignatian re- foreign countries. More than half of the alumni live in the San Francisco Bay Area, where flection with active community engagement. The Pedro Arrupe, S.J., Partnerships for many of them are leaders in business, law, engineering, academia, and public service. Community-Based Learning educate students and the University as a whole in the realities of the lives of the marginalized and the poor through community placements in Santa Clara County. The Bannan Institute for Jesuit Educational Mission assists the University in keep- CAMPUS ing its Catholic and Jesuit character at the center of the educational enterprise by encourag- The University is located on a 106-acre campus in the city of Santa Clara near the south- ing all members of the campus community to reflect on, discuss, and creatively explore ern end of the San Francisco Bay in one of the world’s great cultural centers and in the heart Catholic and Jesuit ideals. The Peter-Hans Kolvenbach, S.J., Solidarity Program offers stu- of the Silicon Valley. At the campus center is the Mission Church, restored in 1928 and sur- dents, faculty, staff, and alumni immersion experiences in the reality of our globalizing world. rounded by the roses and palm and olive trees of the historic Mission Gardens. The adjacent Markkula Center for Applied Ethics Adobe Lodge is the oldest building on campus, having been restored in 1981 to its 1822 decor. The more than 50 buildings on campus include 15 student residences, two libraries, The Markkula Center for Applied Ethics is one of the pre-eminent centers for research a student center, the de Saisset Museum, the Center of Performing Arts, extensive athletic and dialogue on ethical issues in critical areas of American life. The Ethics Center works with facilities, and a recreation and fitness center. Computer and telecommunications technology

6 SANTA CLARA UNIVERSITY 2 is an integral part of the life and learning at Santa Clara University. All residence hall rooms and most classrooms are connected to high-speed Internet access and campus e-mail, and most of the campus is covered by a wireless network. The University library provides library and information services in support of the University’s undergraduate and graduate programs. Beginning in fall 2008, the library will The Santa Clara be located in the new Learning Commons, Technology Center, and Library facility, which will combine the services, resources, and staffs of the University library, information technol- Undergraduate Program ogy, and media services. The library’s collection includes more than 790,000 books and bound periodicals, almost 600,000 government documents, and more than 850,000 micro- form units. The library subscribes to more than 4,000 current serials, including more than 500 titles in electronic format, and is a depository for United States and California government documents. In addition, the library provides access to many other information Santa Clara University is committed to the education of the whole person in the Jesuit resources through the Internet and other electronic services. and Catholic tradition with a vision of developing men and women to be leaders of com- The Benson Memorial Center is the University center and serves as the hub of campus petence, conscience, and compassion. The Santa Clara undergraduate program is designed life. The Benson Center is the home for a variety of services for students, faculty, staff, alumni, for students who seek an integrated education with a strong humanistic orientation in a and guests of the University and provides an environment for the education of the whole primarily residential setting. An integrated education is one that encourages students to seek person that continues outside the classroom. Services available in the Benson Center include connections between differing ways of knowing and being in the world, between different dining services, the campus bookstore, meeting rooms, assistance with event planning, and forms of knowledge within established disciplines, and between new knowledge and that the campus post office. Offices of undergraduate student government, student publications, which preceded it. the student programming board, student volunteer service, and various other student organ- Santa Clara’s concept of the “whole person” inevitably embraces our social nature. When izations are located in the Benson Center. The Bronco is the primary venue for entertainment he inaugurated Santa Clara’s sesquicentennial year, Father Peter-Hans Kolvenbach, superior and late-night activities featuring food and beverages, Internet connections, television, general of the Society of Jesus, noted that “Tomorrow’s ‘whole person’ cannot be whole billiards, and nightly entertainment. without an educated awareness of society and culture with which to contribute socially, The de Saisset Museum on the Santa Clara campus serves as caretaker of the University’s generously, in the real world.” Calling for a new Jesuit educational standard, “to educate the California History Collection, which is on permanent view. The museum presents between whole person of solidarity in the real world,” he explained: “Students, in the course of their six and 12 temporary exhibitions every year that showcase the diversity of art and history, formation, must let the gritty reality of this world into their lives, so they can learn to feel exploring the work of local contemporary artists, providing enriching experiences, and it, think about it critically, respond to its suffering, and engage in it constructively. They addressing issues of contemporary society. Opportunities are available for undergraduate should learn to perceive, think, judge, choose, and act for the rights of others, especially the students to serve as museum docents. disadvantaged and the oppressed.” The Center of Performing Arts includes the Louis B. Mayer Theatre, the Fess Parker The Santa Clara undergraduate program offers a curriculum and other learning experi- Studio Theatre, and the Recital Hall. The 500-seat Mayer Theatre is a state-of-the-art ences whose content and pattern combine the acquisition and creation of knowledge with performance facility based on a flexible proscenium/thrust stage. The Fess Parker Studio the quest for meaning and purpose. The learning environment encourages students to make Theatre has no fixed stage or seating and with its black-box design, complete with movable connections across the Core Curriculum, the academic major, and elective courses. It helps catwalks, provides superb flexibility in an experimental setting. The 250-seat Recital Hall students relate their classroom learning with out-of-classroom learning through community- provides a contemporary setting where students, faculty, and guest artists offer a variety of based education, Residential Learning Communities, student organizations, athletics and performances. recreation, and other experiences. In a more general way, the undergraduate program The Pat Malley Fitness and Recreation Center features a 9,500-square-foot weight nurtures students’ ability to knit the intellectual, social, moral, spiritual, creative, and training and cardiovascular exercise room, three basketball courts, a swimming pool, and behavioral aspects of life into a coherent and meaningful whole. other facilities to support the recreational and fitness needs of the campus community. The Santa Clara University offers undergraduate degrees leading to the Bachelor of Arts, University’s intercollegiate athletic teams compete in the Leavey Center, Schott Baseball Bachelor of Science, and Bachelor of Science in Commerce with majors in 48 fields. The Stadium, Buck Shaw Stadium, Degheri Tennis Center, and Marsalli Park. College of Arts and Sciences offers majors in ancient studies, anthropology, art history, biology, biochemistry, chemistry, classical studies, combined sciences, communication, computer science, economics, engineering physics, English, environmental science, environmental studies, French and Francophone studies, German studies, Greek, history, individual studies, Italian studies, Latin, Latin and Greek, liberal studies, mathematics, music, philosophy, physics, political science, psychology, religious studies, sociology, Spanish studies, studio art, theatre arts, and women’s and gender studies. The Leavey School of Business offers majors in accounting, accounting and information systems, economics, finance, management, marketing, and operations and management information systems.

8 THE SANTA CLARA UNDERGRADUATE PROGRAM THE SANTA CLARA CORE CURRICULUM 9

The School of Engineering offers majors in civil engineering, computer engineering, electri- Laying Foundations cal engineering, engineering, and mechanical engineering. A wide range of departmental and school minors, emphases in majors, and concentrations in degree programs are available to The first cluster of Core courses prepares the foundations for the competence and excel- enhance the major field of study for students. Consistent with the commitment to an inte- lence that the University hopes will mark all of its graduates. The traditional building blocks grated educational experience, interdisciplinary minors are offered in Arabic, Islamic, and of liberal education—language, culture, and mathematics—challenge students to reflect Middle Eastern studies; Asian studies; biomedical engineering; biotechnology; Catholic upon the diverse communities they have experienced in their own lives and to begin to studies; ethnic studies; information technology and society; Medieval and Renaissance sharpen the analytical tools they will need in whatever paths they choose. studies; retail studies; urban education; international business; and international studies. Reaching Out The Santa Clara Core Curriculum is the anchor of the undergraduate program for developing the knowledge, skills, and sensitivities intended for every student educated in The second cluster of Core courses expands students’ perspectives in two ways. First, Santa Clara’s distinctive tradition. Theme-based Residential Learning Communities foster students are immersed in the methods of inquiry that a citizen of the 21st century requires an integrated educational experience by bringing together students with a wide range of to participate in a civic dialogue that is increasingly global in scope. This participation talents and gifts from a variety of disciplines. The University Honors Program provides entails an ability to understand an expanding range of complex topics, including political, opportunities to enhance the learning experience for students of exceptional academic religious, scientific, ethical, and social concerns. Second, students are challenged to begin to talent and imagination. The International Programs Office coordinates a wide range of understand the diverse cultures and societies with whom they share this fragile planet. The study abroad opportunities designed to provide first-hand experience with education in the expansion of horizons in these ways is intended to encourage the continuing development era of globalization. of intellectually grounded moral compassion in the Santa Clara graduate. Integrating for Leadership THE SANTA CLARA CORE CURRICULUM The third cluster of Core courses represents transition courses that straddle both the A university expresses its most basic values in its core curriculum, that part of an under- Core and the focused areas of study that comprise students’ majors, minors, and other graduate education required of all students. The Santa Clara Core Curriculum combines academic and co-curricular programs. They seek to complement these other areas of study traditional core strengths with a new emphasis on curricular integration, world cultures, by encouraging disciplined reflection on the moral stance those who have earned Santa and technology. It stems from the University Mission, which states “Santa Clara University Clara degrees will adopt in their lives as a result of their engagement with this University’s is a Catholic and Jesuit institution that makes student learning its central focus.” learning environment. Graduates will leave the University as lifelong learners with con- Within this framework, the Santa Clara Strategic Vision declares the University’s inten- sciences that are at once both critically formed and always in the process of being critically tion “to excel in educating men and women of competence, conscience, and compassion.” re-formed. In pursuit of this aim, the University emphasizes the Catholic and Jesuit traditions of spirituality, intellectual excellence, study of Western and world cultures, internationalism, University Core Curriculum Requirements the promotion of faith and justice, and leadership as service to others. The University Core The courses the University prescribes to realize these themes vary slightly among the Curriculum seeks to further these values by fostering the strengths of a liberal education, College of Arts and Sciences and the Schools of Business and Engineering and among their including religious studies and ethics. various degree and disciplinary programs. A college or school may impose a specification on Accordingly, the Core seeks to create a university learning environment that enables the more general University requirements for a certain type of course. In many cases, because students to achieve intellectual excellence, live as responsible citizens, and seek to be of of the importance of one of these themes to the school’s fields of study, the school also constant service in creating a more just, humane, and sustainable society. The Core imposes a supplementary requirement in that area by requiring students to take more of encompasses three thematic clusters: Laying Foundations, Reaching Out, and Integrating these courses. For example, while most students are required to take only two courses in for Leadership. Western culture, the College of Arts and Sciences requires its students in the humanities and The progression of these clusters is not strictly chronological, nor will all students study arts to take a third course in the same sequence because a deeper historical understanding Core courses in exactly the same sequence. They will, however, study the same courses based of Western culture is vital for study in these disciplines. upon the same sets of criteria for inclusion in the Core. It is hoped students will not just Each particular school also requires other distinctive courses that reflect additional experience Core requirements as individual courses but as related educational experiences educational objectives beyond those described in the themes of the University Core that help structure the students’ whole university study. The Santa Clara Core Curriculum Curriculum. For example, the School of Business requires all of its students to take a two- expresses the psychological dynamics of building on the foundation of one’s developing course sequence in accounting to prepare them for the business environment, and the Col- identity (Who am I?), then moving out to encounter new realities (What is the world like?), lege of Arts and Sciences requires its students to take courses in ethnic studies and in fine and then returning to oneself to integrate these new realities into one’s world view as a basis arts. Some students—for example international students, students in the University for serving others (What is my relationship to the world? How should I act?). All of these Honors Program, and students majoring in certain disciplines—satisfy the University Core stages, of course, take place every day for all learners. Thus, while each cluster has a primary Curriculum or school requirements by taking special sections of the Core courses, special theme, all three themes ought ultimately to find expression in each cluster. Senior capstones, equivalent courses, or special courses in their major. departmental majors and minors, and University interdepartmental programs are other important ways of assisting students to integrate their complete university experience.

10 THE SANTA CLARA UNDERGRADUATE PROGRAM RESIDENTIAL LEARNING COMMUNITIES 11

The requirements of the University Core Curriculum, including their specification and Leavey School of Business Supplemental Degree Requirements supplementation within each college or school, are outlined below. • Two courses in Economics Theme 1: Laying Foundations • One course: Contemporary American Business • Two courses in English Composition • One course: Introduction to Business Computing • One introductory course in Religious Studies • Four units in Leadership Competency • One course in United States • Two courses in Accounting • Two courses in Western Culture • Two courses in Data Analysis • One course in Mathematics • One course in Information Systems • One course in a Second Language or equivalent (excluding Engineering majors) • Five courses in the Business Core Theme 2: Reaching Out • Second Language: Proficiency through the 002 level or equivalent • One area studies course in World Cultures and Societies School of Engineering Supplemental Degree Requirements • One intermediate course in Religious Studies • Seven courses in Mathematics and Natural Science • One course in Social Science • At least 37 total units in the Humanities and Social Sciences, not including the • One course in Technology third English writing course Transfer students who enter the University with less than 44 units must take all three • One Mathematics course and one laboratory course in Natural Science or two Religious Studies courses in the required sequence. Those who enter with 44 or more units courses in Natural Science, one of which must be a laboratory course may take any two Religious Studies courses. Theme 3: Integrating for Leadership New Undergraduate Core Curriculum • One course in Ethics A new undergraduate Core Curriculum, building on the strengths of the current Core • One advanced course in Religious Studies Curriculum, will begin in fall 2009. The new Core Curriculum will emphasize student learning in three areas: knowledge, habits of mind and heart, and engagement in the world. • One course in English writing It will prepare students to be leaders of competence, conscience, and compassion for a 21st- century globalizing world. College of Arts and Sciences Supplemental Degree Requirements • One course in Ethnic Studies or Women’s and Gender Studies RESIDENTIAL LEARNING COMMUNITIES • Four units of Fine Arts The Residential Learning Communities were established to further the goal of • One additional course in World Cultures and Societies fostering integrated education within a community of scholars. By creating a culture in • Second Language: Proficiency through the 002 level or equivalent for mathematics which it is natural for students to connect their academic experiences with their and natural science majors; proficiency through the 003 level or equivalent for social and residential ones, the learning communities enhance the education of the whole all other majors person and deepen the connection between learning and living as responsible members of a community. • One additional course in Western Culture for the Bachelor of Arts degree All entering freshmen become a member of one of nine theme-based Residential Learn- • One additional course in Mathematics or Natural Science for a total of two each ing Communities, whether or not they live on campus. Non-resident freshman students are in Mathematics and Natural Science for the Bachelor of Science degree given access to the residence hall in which their learning community is located so that they can participate fully in its programs. Students take some courses in common with others in their learning community, which enriches coursework and promotes the formation of natural study groups. Students also interact more directly with faculty and staff, and participate in theme-based co-curricular and extracurricular activities both on and off campus. The Residential Learning Communities are primarily two-year communities, but several offer the opportunity for students to remain throughout their undergraduate careers.

12 THE SANTA CLARA UNDERGRADUATE PROGRAM DOMESTIC PUBLIC SECTOR STUDY PROGRAMS 13

UNIVERSITY HONORS PROGRAM in the community, and in service to others. International Programs appreciates that intercultural competence and knowledge of the global environment should not be limited to the The University Honors Program provides a learning experience appropriate to students humanities or social sciences, but is relevant to business, engineering, and the natural of exceptional academic talent and imagination. The program offers small seminar-style sciences as well. While International Programs’ mission is informed by a variety of disciplines classes, especially in courses fulfilling the University Core Curriculum requirements. Admis- and viewpoints, it is inspired by the challenge offered by martyred Salvadorian Jesuit sion to the University Honors Program is by invitation or application and considers the Ignacio Ellacuria: student’s academic record, standardized test scores, recommendations, and any other information the student might provide about interests, goals, or experiences. We, as an intellectual community, must analyze causes; The program is organized as two distinct but related levels open to undergraduate use imagination and creativity together to discover remedies; students from Arts and Sciences, Business, and Engineering. Level I of the program accepts communicate to our public a consciousness that inspires the first-year students for a curriculum organized around courses that satisfy University Core freedom of self-determination; educate professionals with a Curriculum requirements applying to students in every field. Level I requires that partici- conscience, who will be immediate instruments of transfor- pants maintain a cumulative grade point average of 3.3 or higher and successfully complete mation; and continually hone an educational institution that a minimum of six program courses within the first six quarters of enrollment. Most partic- is academically excellent and ethically oriented. ipants complete the Level I program during their first year. Unless exempted by the direc- Undergraduate students can choose from a variety of study abroad programs in almost tor, Level I participants must fulfill specific Core Curriculum courses—first and second 100 locations, including Santa Clara’s own programs, several direct exchange programs, and writing, first-level religious studies, and Western culture—through special class sections a number of programs affiliated with other universities and study centers. Credits earned arranged by the program. Participants are also strongly urged to satisfy mathematics, ethics, from all approved study abroad programs are accepted as degree credit at Santa Clara, and social sciences, natural sciences, third writing, and advanced religious studies Core Curricu- some coursework can fulfill University Core Curriculum, major, and minor requirements lum requirements with Honors Program sections. subject to appropriate approval. Participants in Level I normally continue to Level II, in which they complete a minimum Courses offered through International Programs can be found in Chapter 6 under of four additional program courses including a senior thesis or project. Students who have Interdisciplinary Minors and Other Programs of Study. completed 32 or more units but not more than 88 units at Santa Clara may apply to enter Level II by contacting the Honors Program Office. Students joining the program at Level DOMESTIC PUBLIC SECTOR STUDY PROGRAMS II complete six program courses including the thesis or senior project. Some Level II courses, while not limited to program participants, offer academic opportunities especially suitable Through the Public Sector Studies program of the Department of Political Science, for them. For both continuing and new participants, the thesis usually grows out of a students have the opportunity to participate in public sector internships, the Washing- regular or independent study course taken in conjunction with the participant’s major. ton semester program, and the Panetta Institute program. These programs offer prepara- Successful completion of the program at Level II becomes part of a student’s permanent tion and training for students who are interested in working at the city, county, state, or record and appears on academic transcripts issued by the University. federal level of government, or in a public agency or nonprofit organization. They also Honors Program students have the opportunity to participate in the Honors Advisory provide an excellent foundation for those who would like to pursue graduate studies in Council. The University Honors Program is allied with the Office of Student Fellowships, public policy or public administration and an alternative perspective for students who which helps prepare students to compete for nationally competitive graduate fellowships, wish to pursue public law. such as Rhodes, Marshall, Fulbright, and Gates Cambridge. A competitive annual award Placements in the public sector internships range from the mayor’s office of San Jose permits one Honors Program student to spend his or her junior year at Mansfield College, to the White House and have included the public affairs departments of high-tech Oxford University. corporations, public law offices, political campaigns, and nonprofit organizations. In the Courses offered through the University Honors Program can be found in Chapter 6 Washington semester program, students live, study, and work at internships in Washing- under Interdisciplinary Minors and Other Programs of Study. ton, D.C. for one semester along with other students from throughout the country. Students work at a public sector internship and participate in classes and other programs INTERNATIONAL PROGRAMS at American University. The Panetta Institute at California State University–Monterey Bay conducts a fall leadership program each year, which includes studies at the Panetta Santa Clara University aspires to create a learning community that promotes competence, Institute in Monterey and in Washington, D.C. One fully subsidized position in this conscience, and compassion among students with a mandate to pursue scholarly under- program is reserved each year for an exceptional Santa Clara University student. standing and constructive engagement with the world. As the principal University-wide organization focusing on international, intercultural, and global subjects, International Programs provides a variety of academic settings and learning opportunities around the world through study abroad offerings. Academically the approach is both interdisciplinary and multi-disciplinary and recognizes that learning takes place in the classroom, in the field, REQUIREMENTS FOR THE BACHELOR OF ARTS 15 3 UNDERGRADUATE DEGREES The College of Arts and Sciences confers the degree of Bachelor of Arts in Ancient Studies, Art History, Chemistry, Classical Studies, Communication, English, French and College of Arts Francophone Studies, German Studies, Greek, History, Individual Studies, Italian Studies, Latin, Latin and Greek, Music, Philosophy, Religious Studies, Spanish Studies, Studio Art, and Sciences and Theatre Arts. The College also confers the Bachelor of Science in Anthropology, Biochemistry, Biology, Chemistry, Combined Sciences, Computer Science, Economics, Engineering Physics, Environmental Science, Individual Studies, Liberal Studies, Mathemat- ics, Physics, Political Science, Psychology, and Sociology. In addition, companion majors are available in Environmental Studies and in Women’s and Gender Studies. Dean: W. Atom Yee Senior Associate Dean: Paul Fitzgerald, S.J. REQUIREMENTS FOR THE BACHELOR OF ARTS Associate Deans: Gregory P. Corning, Stephen C. Lee Senior Assistant Dean: Kathleen Villarruel Schneider To qualify for the Bachelor of Arts degree, students must complete a minimum of 175 Assistant Dean: Rafael Ulate quarter units of credit and satisfy the requirements of the University Core Curriculum, the College of Arts and Sciences, and the departmental major. The goal of the College of Arts and Sciences is to foster a learning community committed to addressing the fundamental problems of society with a spirit of inquiry, mutual University Core Curriculum respect, and intellectual excitement and to prepare students to understand and appreciate a broad range of peoples and cultures so they may exercise moral leadership in a pluralistic English world. In this way, the College is central to Santa Clara’s Jesuit, liberal education. Two courses in composition With more than 1,500 courses in the humanities, arts, social sciences, and natural sciences, the College offers an inclusive and welcoming academic environment, providing: • ENGL 1 and 2 or equivalent • a common educational experience for all undergraduate students at Santa Clara One course emphasizing writing from the list of approved courses through the University’s Core Curriculum; Religious Studies • majors in 38 subject areas; Three courses in religious studies or from the list of other approved courses • departmental and interdisciplinary minor programs; and • One course each at the introductory, intermediate, and advanced level taken in • opportunities for advanced study in a student’s particular area of interest. sequence All undergraduate students at the University explore the sciences and liberal arts through • The introductory-level course normally is taken during the freshman year the University’s Core Curriculum that challenges them to develop open and critical thinking, to communicate effectively, to work with complex methods of inquiry, to understand • The advanced-level course must be taken after completing 88 quarter units diverse cultures and peoples, and to appreciate the demands of ethical decision making. Those who select majors or minors in the College have the opportunity to develop special- United States ized knowledge and skills in areas of concentration that reflect their personal interests and One course from the list of approved courses talents. Students are encouraged to use elective courses to pursue particular interests beyond their chosen major. In addition to selecting individual courses, students have the opportu- Western Culture nity to organize their electives around minors and emphases in many departmental and Three courses in one of the following sequences: interdisciplinary programs throughout the College. The College of Arts and Sciences offers a variety of student-faculty research opportuni- • ARTH 11, 12, 13 ties and ongoing mentoring relationships in which students work closely with faculty • ENGL 11, 12, 13 members in the creation of knowledge or original artistic works. These opportunities include research assistantships throughout the College in the arts, humanities, and natural and • HIST 11, 12, 13 social sciences. • HNRS 11, 12, 13 • MUSC 11, 12, 13 • PHIL 11, 12, 13 • THTR 11, 12, 13

14 16 COLLEGE OF ARTS AND SCIENCES REQUIREMENTS FOR THE BACHELOR OF SCIENCE 17

World Cultures and Societies REQUIREMENTS FOR THE BACHELOR OF SCIENCE Two courses from the list of approved courses with at least one area studies/ To qualify for the Bachelor of Science degree, students must complete a minimum regional course of 175 quarter units of credit and satisfy the requirements of the University Core Social Sciences Curriculum, the College of Arts and Sciences, and the departmental major. One course from the list of approved courses English Mathematics and Natural Sciences Two courses in composition • ENGL 1 and 2, or equivalent Three courses: • One course in mathematics One course emphasizing writing from the list of approved courses • One laboratory course in natural science Religious Studies • One additional course in either mathematics or natural science (MATH 3, 9, 10, Three courses in religious studies or from the list of other approved courses: 44, 45, or 61 cannot be used to satisfy this requirement) • One course each at the introductory, intermediate, and advanced level taken in Second Language sequence • The introductory-level course normally is taken during the freshman year Native English-speaking students fulfill this requirement in one of three ways: • The advanced-level course must be taken after completing 88 quarter units • Successful completion of the third course of the first-year, college-level sequence in a classical or modern foreign language United States • Demonstration of an equivalent level of proficiency by passing a language One course from the list of approved courses proficiency examination supervised by the departments of Classics or Modern Western Culture Languages and Literatures Two courses in one of the following sequences: • A minimum score of 4 on the Advanced Placement Examination in a classical or modern foreign language • ARTH 11, 12, 13 Students for whom English is not their native language may satisfy this requirement • ENGL 11, 12, 13 by submitting a petition to the chair of the Department of Modern Languages and • HIST 11, 12, 13 Literatures and the chair of the University Core Curriculum Committee with professionally recognized documentation of proficiency in a language other than English. • HNRS 11, 12, 13 Technology • MUSC 11, 12, 13 • PHIL 11, 12, 13 One course from the list of approved courses • THTR 11, 12, 13 Ethics One course from the list of approved courses World Cultures and Societies Two courses from the list of approved courses with at least one area studies/ College of Arts and Sciences Requirements regional course Fine Arts Social Sciences A minimum of 4 quarter units from the list of approved courses One course from the list of approved courses Ethnic Studies/Women’s and Gender Studies One ethnic studies or women’s and gender studies course from the list of approved courses 18 COLLEGE OF ARTS AND SCIENCES CENTERS, INSTITUTES, AND SPECIAL PROGRAMS 19

Mathematics and Natural Sciences MINORS IN THE COLLEGE OF ARTS AND SCIENCES Four courses: The College of Arts and Sciences offers departmental and program minors in ancient • A minimum of two courses in mathematics (MATH 3, 9, 10, 44, 45, or 61 studies, anthropology, art history, biology, chemistry, classical languages and literatures (Latin cannot be used to satisfy this requirement) or Greek), classical studies, communication, computer science, creative writing, dance, economics, English, environmental science, environmental studies, ethnic studies, French and • A minimum of two courses in natural sciences, including at least one laboratory Francophone studies, German studies, history, Italian studies, Japanese studies, mathemat- science course ics, music, philosophy, physics, political science, religious studies, sociology, Spanish stud- Second Language ies, studio art, theatre, and women’s and gender studies. Descriptions of the departmental and program minors and associated requirements can be found in the appropriate depart- Majors in Social Sciences: ment or program section of this chapter. • Successful completion of the third course of the first-year, college-level sequence In addition, the College administers interdisciplinary minors in Arabic, Islamic and Mid- in a classical or modern foreign language dle Eastern studies; Asian studies; biochemistry; biotechnology; Catholic studies; Medieval and Renaissance studies; musical theatre; and urban education. Descriptions of the inter- • Demonstration of an equivalent level of proficiency by passing a language disciplinary minors and the associated requirements can be found in Chapter 6, Interdisci- proficiency examination supervised by the departments of Classics or Modern plinary Minors and Other Programs of Study. Languages and Literatures • A minimum score of 4 on the Advanced Placement Examination in a classical CENTERS, INSTITUTES, AND SPECIAL PROGRAMS or modern foreign language Majors in Mathematics and Natural Sciences: Center of Performing Arts • Successful completion of the second course of the first-year, college-level The Center of Performing Arts consists of Santa Clara University students, faculty, and sequence in a classical or modern foreign language staff working in theatre and dance who, with the resources of their academic departments, • Demonstration of an equivalent level of proficiency by passing a language serve the University and local community by providing a rich season of performance events. proficiency examination supervised by the departments of Classics or Modern Promoting the performing arts through a variety of programs, the Center encourages the Languages and Literatures interdisciplinary exploration of performance as a way of encountering, knowing, and acting in the world. The Center also encourages and supports the creative expression of Sili- • A minimum score of 4 on the Advanced Placement Examination in a classical con Valley artists by providing performance space for local arts organizations. or modern foreign language Students for whom English is not their native language may satisfy this requirement by Environmental Studies Institute submitting a petition to the chair of the Department of Modern Languages and Literatures The Environmental Studies Institute is an interdisciplinary community of scholars— and the chair of the University Core Curriculum Committee with professionally recognized composed of faculty, staff, and students—dedicated to understanding the interactions documentation of proficiency in a language other than English. between humans and the natural world. The Institute serves local and global communi- Technology ties by addressing environmental issues through education, research, and leadership. The One course from the list of approved courses Institute’s faculty members involve undergraduates in interdisciplinary research, give lectures to enhance public understanding of environmental issues, and serve as experts on Ethics environmental advisory panels. The bachelor-level degrees in Environmental Science and One course from the list of approved courses Environmental Studies challenge undergraduates to integrate knowledge and research in the natural and social sciences with ethics, service, and leadership to promote a sustain- College of Arts and Sciences Requirements able world. The Institute provides a variety of campus and community programs including seminars, internships, and opportunities for research, service, and study abroad. Fine Arts Office of College Special Programs A minimum of 4 quarter units from the list of approved courses The Office of College Special Programs works with students from traditionally under- Ethnic Studies/Women’s and Gender Studies represented groups through innovative outreach and support programs. The One ethnic studies or women’s and gender studies course from the list of approved relationship with students begins with high school students in the Eastside Union High courses School District and extends through college and beyond with the goal of developing leaders who will make an immediate impact on their communities. Managed through the 20 COLLEGE OF ARTS AND SCIENCES ANTHROPOLOGY 21

Liberal Studies Program, programs include the Eastside Future Teachers Project, High The emphasis in archaeology focuses on a deeper understanding of the human past and School Scholars Academy, SAT Workshop, Math Masters, Urban Educators Forum, and how it is studied. This is a possible course of study for majors with an interest in employ- Teachers Who Inspire Excellence. ment in cultural resource management or graduate study in archaeology.

DEPARTMENT OF ANTHROPOLOGY REQUIREMENTS FOR THE MINOR Professor: George D. Westermark Students must fulfill the following requirements for a minor in anthropology: Associate Professors: Luis Calero, S.J., Mary Elaine Hegland, Lisa Kealhofer (Department Chair), Russell K. Skowronek • ANTH 1 or 2 Assistant Professors: Michelle Bezanson, Gregory Gullette • ANTH 3 • One additional lower-division anthropology course The Department of Anthropology offers a degree program leading to the Bachelor of Science in Anthropology. A solid undergraduate foundation in anthropology secures • ANTH 110 the analytical skills needed to undertake professional degrees in anthropology, busi- • Two approved upper-division anthropology courses ness, law, or social services or provides a foundation for embarking on a number of other professional careers. A minor in anthropology is also available. Special emphasis LOWER-DIVISION COURSES programs and honors thesis options are offered to qualified majors. 1. Introduction to Biological organizations, philosophy, and world- REQUIREMENTS FOR THE MAJOR Anthropology view), and selected issues of social concern: In addition to fulfilling the University Core Curriculum and College of Arts and Sciences This course examines past and present rela- racism, cultural determinism, cultural rel- requirements for the Bachelor of Science degree, students majoring in anthropology must tionships between human biology and ativity. (4 units) complete the following departmental requirements: behavioral diversity. Using an anthropolog- 4. Vanished People and Lost • ANTH 1, 2, 3 ical and evolutionary framework, we look Civilizations at how human variation is measured, our • SOCI 1 and ANTH 50 or POLI 50 place in nature, human genetics, human Examination of “popular anthropology.” • ANTH 110, 112, 114 and nonhuman primate biology and behav- Humans and their culture, human origins, ior, the human fossil record, and the origin and the development and understanding of • Five additional approved upper-division courses in anthropology, including at and meaning of human biological and be- human behavior. Evaluation of theories and least one selected from each of the following four groups: biological (ANTH havioral variation. (4 units) assumptions in the popular literature in 130–139), archaeological (ANTH 140–149), cultural (ANTH 150–179), and light of current anthropological knowledge. regional (ANTH 180–189) 2. Introduction to Archaeology (4 units) • ANTH 198 or an alternate experience approved by the department chair How do archaeologists understand the past? 5. Popular Culture and • An introductory statistics course Examination of the methods archaeologists Bioanthropology use to study the past and interpret ancient From King Kong to Clan of the Cave Bear, Emphasis Programs in Anthropology cultures. Selective survey of the evolution of human culture during the prehistoric period students examine popular culture interpre- Anthropology majors have the option of completing a special emphasis program to in different regions of the world. (4 units) tations of biological anthropology. After complement their majors. The emphasis is not a narrow specialization but reflects compe- reviewing the history of biological anthro- tence in the applied fields of the discipline. Completion of special emphasis programs will 3. Introduction to Social and pology, we analyze popular avenues (film, be noted on student transcripts with the approval of the department chair. Cultural Anthropology cartoons, newspapers, fiction) through The emphasis in applied anthropology prepares students to use anthropological knowl- Concept of culture, the development and which the public has been informed about edge to address pressing human problems in careers outside the University. Through course- evolution of social and cultural analyses of human variation, the human fossil record, work and related internships, students will gain a better understanding of how the major subsystems of culture (eco- primate behavior, and human genetics. anthropological knowledge and skills can be used practically in occupations related to health nomic, ethnological, social and political (4 units) and medicine, international development, environment, government, business, education, immigration, and poverty. 22 COLLEGE OF ARTS AND SCIENCES ANTHROPOLOGY 23

11A. and 12A. Cultures and Ideas 88. Women and Gender in the 114. Senior Project 134. Health, Disease, and Culture A two-course sequence focusing on a major Middle East An in-depth senior seminar in one of the Emphasizes the study of health and dis- theme in human experience and culture Examination through monographs, novels, four subfields of anthropology. Topic will ease in ecological perspective; the influ- over a significant period of time. Courses guest speakers, and films of the situations change annually. Required for majors in ence of culture on the ways people explain emphasize either broad global interconnec- and activities of Middle Eastern women in anthropology. Prerequisite: ANTH 112 and treat illness, stress, and healing; and tions or the construction of Western culture a variety of geographical and class settings. with a grade of C– or better, or special per- the complexities of health care delivery in in its global context. Courses may address Women in economic and political process, mission of the department chair. (5 units) pluralistic societies. (5 units) measuring humanity and other topics. family and kinship, war, and revolution. (4 units each quarter) Women and gender symbolism as related to 130. Primate Behavioral Ecology 135. Human Development politics, development, social change, and Fundamental concepts related to the study and Sexuality 50. World Geography religious resurgence. (4 units) of primate behavior and ecology. Course Examination of evolutionary, biological, Introduction to the geographical perspec- focuses on the theoretical frameworks that and sociocultural aspects of human tive—a spatial viewpoint—in the study of 90. Cross-Cultural Study of guide primate behavioral studies, includ- growth, development, and sexuality the locations and distributions of physical Women and Gender ing in-depth empirical exploration of throughout the life cycle. Special empha- and human phenomena on the earth’s sur- Cross-cultural examination of the roles, sta- adaptation, comparative primate behavior, sis on prenatal development, pregnancy face. Major global social, political, and eco- tuses, and gender constructions of females ecology, field studies, and classification. and birth, infancy and young childhood, nomic problems discussed. (4 units) and males through monographs, films, and ‘How do we know what we think we adolescence, and old age in a range of guest speakers. Exploration of factors affect- know?’ Critical evaluation of core con- societies. (5 units) 56. Anthropology of Religion ing the lives of women and men, such as do- cepts in primate behavioral ecology as well Relationship between religion to culture, mestic and public realms of activities, as data collection, presentation, and inter- 136. Forensic Anthropology personality, and social organization. Theo- political and economic factors, social pretation in primate field studies. (5 units) Using physical remains to learn what we ries on the functioning of myth, ritual, and change, religion, family, and socialization. can about the age, gender, and other char- symbolism. Religious leaders, interpreta- (4 units) 132. Paleoanthropology acteristics of deceased people, including tions of death and afterlife, traditional cur- How do we know what we think we know their nutrition, exposure to diseases, expe- ing, and religious movements and cults. 91. Lower-Division Seminar about human evolution? Students explore rience with serious accidents, and causes (4 units) in Anthropology this question by reading primary litera- of death. (5 units) Seminar for freshmen and sophomores on ture, examining fossil and comparative 86. Native American Cultures selected issues in anthropology. By permis- data, and exploring current technology for 140. Food, Culture, and Study of the range of variation in Native sion of the instructor only. (4 units) interpreting hominin evolution. Class re- the Environment American cultures. Examination of changes views evolutionary theory and the varying Exploration of the history and impact that in recent history as well as contemporary levels with which paleoanthropological food choices have made on human soci- issues. (4 units) analysis can be applied to understanding eties. Several foods that have become sta- past and present variation. (5 units) ples in the world today, like sugar, pepper, UPPER-DIVISION COURSES and various grains, have significantly af- 133. Human Nutrition and Culture fected the environment, patterns of land 110. Anthropological Theory 112. Anthropological Methods Study of the interactions of biology and use, economy (both local and global), cui- culture in shaping the dietary patterns and sine, and the meaning of meals and food In-depth treatment of innovations and de- Logic of research procedures and theoret- nutritional status of human beings. Dis- sharing. Class topics illustrate how food velopments in anthropological thought. ical issues associated with anthropological cussion of the evolution of the human diet choices shape cultural groups and interac- Emphasis on explaining what is essential practice. Skills and methods of designing and nutritional requirements; the basic tion, as well as how they shape environ- about particular theoretical frameworks and analyzing research explored in read- principles of human nutrition and nutri- mental change. (5 units) and their integration across anthropolog- ings and exercises. Required for majors in tional assessment; and the social, eco- ical subdisciplines. Required for majors and anthropology. Prerequisites: ANTH 1, 2, 3, nomic, and political factors that influence minors in anthropology. (5 units) with grades of C– or better, or special per- the nutritional health of human societies mission of the department chair. (5 units) today. (5 units)

24 COLLEGE OF ARTS AND SCIENCES ANTHROPOLOGY 25

142. Environmental Archaeology 148. Historical Archaeology present human populations. Emphasis on 159. Critiquing Cultural Development How archaeologists use environmental Introduction to the discipline of historical the relationship between the natural envi- Examines issues of change in “developing” data to understand past human societies. archaeology. Its emergence and develop- ronment and human cultural systems. countries. Emphasis on exploring and Discussion topics include issues of human ment, including controversies regarding its Current approaches to the impact of glob- discussing issues related to student study- evolution, complexity, symbolism, social relationships with the larger fields of his- alization on indigenous cultures. (5 units) abroad and immersion experiences in interaction, and technology. Discussion of tory and anthropology. Introduction to 155. Conflict Resolution regional, national, and global contacts. the data and arguments offered for the role the variety of data sources used by histor- (5 units) of environments in creating and shaping ical archaeologists to aid in interpretation Examines sources and responses to con- cultures—how environments and people of the historical past. (5 units) flict in varied social and cultural contexts. 172. Anthropology of Aging shape each other. (5 units) Emphasis on application of negotiation, Examination of aging and the elderly in a 150. Religion in Culture and Society mediation, and arbitration in different range of human societies. Emphasis on so- 145. Historical Ecology Cross-cultural examination of religions in fields. (5 units) cial change, gender, and social and geo- Historical ecology investigates the histor- a range of human societies. Emphasis on 156. Anthropology of Muslim Peoples graphic mobility, as well as social, political, ical relationships between cultures and religious pluralism, religious movements, and Practices and cultural differences in understanding their environments. Students will use var- and secularism in the contemporary how the elderly adapt to, and cope with, ious types of data, including historical world. (5 units) Examination of the variety of religious ex- the modern world. (5 units) documents, maps, and land use informa- periences, activities, and interpretations, tion, to learn how to reconstruct the his- 151. Law and Society and the place of Islam in current social 180. Study of Selected Cultures torical ecology of the Santa Clara Valley. Current issues in the study of law and and political life such as community or- Examination of the social life, culture, and (5 units) society. Exploration of legal systems at var- ganization, local-level politics, govern- institutions of geographic areas and cul- ious levels of societal complexity to under- ments and political resistance, women’s ture zones not otherwise covered in 146. Perspectives on the Spanish and stand the basis for social control in all roles and gender, and contact with the ANTH 181–188 regional studies course Native American Experience human societies. Courts, legal professions, West. Discussion about underlying rea- series. (5 units) Examines the Spanish penetration and and politics from a cross-cultural perspec- sons for the resurgence of Islam and effects conquest of the New World. Considers tive. (5 units) for Muslim peoples and societies. (5 units) 181. Pacific Island Societies changes that influenced both the Native 157. Family and Kinship Examination of the societies of the three Americans and European immigrant pop- 152. Political Anthropology culture areas of the Pacific: Melanesia, Mi- ulations to form new ethnic groupings. Cross-cultural examination of political be- Ways in which kinship and family life can cronesia, and Polynesia. Comparison of Ethnohistorical, documentary, and ar- havior in a range of human societies and be organized. Causes and consequences of archaeological evidence, traditional eco- chaeological records applied to explore rel- the effects of social, cultural, and environ- different family patterns. How families logical adaptations, social organization, evant topics. (5 units) mental factors on political organization. differ across cultures, over time, and and belief systems. Colonialism, economic Religion and politics, the role of women among different groups in the United change, migration, and political inde- 147. Archaeology of Complex Societies in politics, ethnic competition, secret soci- States. (5 units) pendence. (5 units) The world and people have changed rad- eties, political ritual and ceremony, and 158. Applied Anthropology ically in the last 10,000 years with the do- the effects of colonialism and economic 185. Peoples of Latin America mestication of plants and animals and the change. Special emphasis on the relation- Application of anthropological knowledge Examines the diversity of Latin America, a development of cities and states. We ex- ship between local communities and na- to contemporary human problems. Top- continent of great physical, archaeologi- amine the archaeological evidence in dif- tional governments. (5 units) ics range from the introduction of new cal, cultural, and socioeconomic contrasts; ferent regions of the world (after 12,000 crops in agricultural development to mis- the mix of races and cultural traditions; B.C.) to understand how and why these 154. Environmental Anthropology communication in international business. human adaptation to the natural environ- transformations occurred. (5 units) Survey of the theories, methods, and Concerns of education, health, and volun- ment; economic and social inequalities; applications of the environmental perspec- teer services. Implications of ethical prob- and the common heritage of Latin Amer- tive to the cultural attributes of past and lems and theories of social change. ican peoples. (5 units) (5 units)

26 COLLEGE OF ARTS AND SCIENCES ART AND ART HISTORY 27

186. Mesoamerican Prehistory 196. Archaeological Method DEPARTMENT OF ART AND ART HISTORY and Theory A survey of the prehistoric cultures of R. Kelly Detweiler ( ), Samuel R. Hernandez Mesoamerica from earliest human occu- Introduction to the techniques of discov- Professors: Department Chair pation to European colonization. Exam- ery and analysis that archaeologists have Associate Professors: Susan Felter, Kathleen Maxwell, Andrea Pappas ines the origins of agriculture, village life, found useful in research. Special attention Assistant Professors: Katherine Aoki, Blake de Maria, Don Fritz, and the rise and fall of state-level societies to sampling techniques in survey and Katherine L. Morris through the work of archaeologists and excavation. Classification techniques for Senior Lecturer: Gerald P. Sullivan, S.J. epigraphists. Consideration given to the measuring parameters of prehistoric ecological adaptations, social organization, demography, diet, craft specialization, and The Department of Art and Art History offers a degree program leading to the and belief systems of the Aztecs, Toltecs, exchange. (5 units) Bachelor of Arts in two undergraduate majors, art history and studio art, with courses in Maya, and the inhabitants of Teotihuacan. both disciplines fostering a thorough understanding of both the history and practice of art. (5 units) 197. Field Course in Anthropological Method Department faculty encourage interdisciplinary connections with the Santa Clara community through course offerings that fulfill a wide range of College and University Core 188. People, Culture, and Change On-site anthropological field research in in the Middle East Curriculum requirements, as well as courses through the Residential Learning Communi- any of the subfields of anthropology. ties and the University Honors Program. Examination of people’s lives, social or- Practical experience in the basic tech- ganization, and change in the Middle East niques of observation and field analyses. through archaeological evidence, ethno- By permission of the chair and instructor ART HISTORY graphies, film, and novels. Emphasis on only. (5 units) The art history major at Santa Clara is distinguished by excellent teaching and political culture, the fate of tribal peoples 198. Internship mentoring, challenging coursework, as well as opportunities for study abroad, peer and peasants under modernizing nations, educating, and student internships at local and Bay Area institutions. Moreover, we women in society and gender symbolism, Opportunity for students to work and support, in conjunction with our fully accredited campus museum, Explore with Me, contact with the West, Islam and religious conduct anthropological analyses in com- a docent-training program for our students. Advanced art history majors are encour- resurgence, and revolution. (5 units) munity agencies, museums, government aged to participate in our annual Art History Symposium and the Art History agencies, and political or industrial organ- 189. North American Prehistory Research Paper Competition. The art history major features numerous opportunities izations. May be repeated for credit with for personal and professional growth to understand better the meanings and purposes Survey of the prehistoric cultures of North approval of the chair. Required for majors of the visual arts, including their historic development, their roles in society, and their America and Northern Mexico from in anthropology. Must receive approval of the relationships to other fields in the humanities. Students learn to think critically and earliest human occupation to European internship coordinator prior to registration. communicate clearly about works of art. The art history major develops the follow- colonization. (5 units) Internships must be completed prior to win- ing skills: knowledge acquisition, critical thinking, analysis of visual and textual ter quarter of senior year. Seniors must enroll sources, advanced research and writing skills, and sophisticated oral presentations. 193. Advanced Seminar in in an internship class (after or during the in- Anthropology These intellectual skills enable art history majors to pursue a diversity of interests in ternship) during the fall of their senior year. a wide spectrum of fields and professions, including graduate work in art history. Seminars for juniors and seniors on (5 units) selected topics in anthropology. By permission of the instructor only. (5 units) 199. Directed Reading/Directed STUDIO ART Research Studio art majors develop comprehensive skills that help prepare them for gradu- Intensive reading in areas not emphasized ate study or careers in either the fine or commercial arts. Faculty members emphasize by the department. Independent research the development of conceptual and technical competence, as well as critical analysis on specific topics not fully covered in de- of the student’s own work and that of others. By graduation, every student develops partmental courses. May be repeated for a body of original artwork to be exhibited in a senior show in the department gallery. credit with approval of the chair. Written Students are required to articulate an artist’s statement reflecting their own engagement departmental approval necessary prior to with the creative process, in conjunction with their senior show. registration. (5 units) Studio art majors take all three sections of the Western culture art history sequence and are encouraged to continue with one or more courses in 20th-century or contemporary art. The studio seminar is highly recommended for all studio art majors and should be taken in the third year when possible. At the end of each year, students are encouraged to submit their work to the Annual Student Art Exhibit, which is judged

28 COLLEGE OF ARTS AND SCIENCES ART AND ART HISTORY 29 by an outside professional in the field of art. The department also oversees merit-based of the upper-division courses must be taken at Santa Clara. Only 4 units of Art scholarships, which are usually given to outstanding students with junior status. History 98/198 may count toward the minor. Studio art majors may continue to develop their skills in graduate school, or may choose to move directly into art-oriented jobs. Minor in Studio Art Students must fulfill the following requirements for a minor in studio art: REQUIREMENTS FOR THE MAJORS • One course from ARTS 30–57 or approved upper-division equivalent In addition to fulfilling the University Core Curriculum and the College of Arts and Sci- • One course from ARTS 63, 64, 163, 164 ences requirements for the Bachelor of Arts degree, students majoring in art history or studio art must complete the following departmental requirements: • Three additional approved studio art courses, except ARTS 70; upper-division preferred Major in Art History • One course from ARTH 11, 12, 13 • ARTH 11, 12, and 13 • One additional art history course • Two approved studio art courses, except ARTS 70 • ARTH 190 LOWER-DIVISION COURSES: ART HISTORY • Eight additional courses from ARTH 14–198, only two of which can be lower- division courses. ARTH 199 may be substituted for one of these courses. The 11. Western Culture: Art History I 13. Western Culture: Art History III six upper-division courses must equal 30 units. Only 4 units of Art History Interdisciplinary introduction to the art, ar- Interdisciplinary introduction to the art, ar- 98/198 may count toward the major. chitecture, and culture of the West, from the chitecture, and culture of modern Europe ancient Mediterranean through Medieval and the United States from the 18th cen- • One additional approved upper-division art history or studio art course Europe. Topics may include the relationship tury to the present. Topics may include Ro- Major in Studio Art between Greek art and politics, daily life in manticism, Neoclassicism, Impressionism, ancient Rome, Pompeian wall painting, and the development of modern art • One course from ARTS 30–57, or approved equivalent upper-division course early Christian art, the origins of Islam, and through the mid-20th century. (4 units) • One course from ARTS 63, 64, 163, or 164 the function and culture of pilgrimage in the Middle Ages. (4 units) 46. Introduction to African • ARTH 11, 12, 13 American Art • Six additional approved studio art courses, except ARTS 70; upper-division 11A. and 12B. Cultures and Ideas Investigation of the history and aesthetics of preferred A two-course sequence focusing on a major African American art with an emphasis on • One course from ARTH 100–199 theme in human experience and culture the politics of cultural representation. Use over a significant period of time. Courses of course readings and class discussion as the • Two additional approved art history or studio art courses emphasize either broad global interconnec- primary means of visual analysis. Also listed Studio art or art history courses taken during a term of study abroad normally may be tions or the construction of Western culture as ETHN 31. (4 units) applied to no more than half of the requirements, including no more than half of the upper- in its global context. Courses may address division units, for a major or minor in studio art or art history. Students who wish to receive art, politics and propaganda, and other top- 48. Native Arts of the Americas credit toward a major or minor for studio art courses taken at affiliated study abroad programs ics. (4 units each quarter) Introduction to the indigenous arts and ar- must be able to document their work for review by members of the department’s faculty. chitecture of North, South, and Central 12. Western Culture: Art History II America. Focus may include cultures of an- REQUIREMENTS FOR THE MINORS Interdisciplinary introduction to the art, ar- cient Mexico, the Great Plains, and the chitecture, and culture of Western Europe American Southwest. Classroom lecture Minor in Art History from approximately 1200–1700 C.E. Top- and discussion, plus a visit to a local mu- ics may include Medieval manuscript illu- seum. (4 units) Students must fulfill the following requirements for a minor in art history: mination, artistic and cultural reactions to 97. Special Topics • Two courses from ARTH 11, 12, 13 the plague, the rise in the status of the artist and the cities of Florence, Rome, Venice, Occasional courses in selected art historical • One approved studio art course, except ARTS 70 and Paris, the Protestant Reformation, and topics. May be repeated for credit. (4 units) • Four additional courses from ARTH 14–198, only one of which may be lower the nude in early modern painting. (4 units) division. The three upper-division courses must equal 15 units, and at least two

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98. Internship/Practicum not count toward the major. Prerequisite: Prerequisite: Upper-division status or consent relationship between politics and art, shift- Individual projects in conjunction with pro- Written proposal must be approved by on-site of instructor. (5 units) ing class structures, and the increasing supervisor, art history faculty member, and de- importance of the industrial revolution. fessional visual arts agencies. May be re- 122. The Art of Early Modern Rome peated for credit, but ARTH 98 units will partment chair. (2–5 units) Painting, sculpture, architecture, and other In-depth examination of the painting, media will be covered. (5 units) UPPER-DIVISION COURSES: ART HISTORY sculpture, and architecture in the Papal States during the 15th and 16th centuries. 137. Modern Art in Europe: 104. Greek Art and Architecture 114. Early Medieval Art Special attention will be placed upon the 1880–1940 Examination of Greek art from the Archaic Art and architecture in Western Europe decoration of the Vatican, the careers of The emergence of Modernism in Europe through the Hellenistic periods. Develop- from the early Middle Ages to circa A.D Michelangelo and Raphael, and the artistic from the 1880s to World War II. The major ments in architecture, sculpture, vase paint- 1000. Hiberno-Saxon, Carolingian, and reaction to the Sack of Rome. (5 units) movements of Expressionism, Cubism, and ing, and wall painting will be addressed in Ottonian art discussed in their respective Surrealism will be studied in the larger con- 123. Architecture in Early Modern text of political, social, and economic their cultural context. (5 units) political, intellectual, and cultural contexts. Europe (5 units) change. Painting, sculpture, architecture, 106. Art and Architecture of Survey of European built environment from and other media will be covered. (5 units) the Roman Republic and 116. Romanesque and Gothic Art 1350–1700 C.E. Issues to be discussed the Early Empire include palace construction, the domestic 141. Native American Art: California Study of religious art and architecture in and the Pacific Northwest Chronological survey of artistic develop- Western Europe from the 11th through the interior, engineering developments, the ment in Republican and Imperial Rome. 14th centuries. Comprehensive survey of relationship between emerging religious Visual culture of the native peoples of Related issues include the influence of the high Middle Ages that considers struc- ideologies and church architecture, California and the Pacific Northwest, from Greek and Etruscan art, the relationship be- tural form, technique, sculptural programs, ephemeral architecture, urban planning, prehistory to the present. Emphasis on the tween political ideology and public art pro- and related minor arts. (5 units) garden design, the rise of the professional ar- role of the artist in society and on artistic grams, and the impact of improved chitect, Palladian villas, and English country responses to political and cultural change. materials on building design. (5 units) 120. 15th-Century Florentine Art houses. (5 units) (5 units) Concentration on painting and sculpture 110. Early Christian and 128. 17th-Century Italian Painting 142. Native American Art: produced in 15th-century Florence. Works and Sculpture Special Topics Byzantine Art will be examined from a cultural and social Christian art and architecture from the cat- context. Topics of discussion include the rise In addition to the visual agenda of the Sustained analysis of specific time period or acombs in Rome through the early 14th of the Medici family; civic patronage; the re- counter-reformation, topics for discussion genre of Native American art. Emphasis on century in Byzantium. Highlights include lationship between art, science and religion; include Caravaggio’s homoerotic works, 20th-century/contemporary art. Topics may the Constantinian monuments of Rome, the visual construction of gender identity; Artemisia Gentileschi and feminist art histo- include: tourism/market forces, land and Justinianic Ravenna and Constantinople, domestic art; perceptions of the nude figure riography, theatricality in the work and writ- cultural preservation, post-colonialism, gen- iconoclasm, and the Macedonian “Renais- in religious paintings; and the early career ings of Gian Lorenzo Bernini, and the der identity. Research paper will be required. sance.” (5 units) of Leonardo da Vinci. (5 units) influence of Galileo upon the visual arts. (5 units) (5 units) 112. The Art of the Book 121. Venice and the Other in 144. 18th and 19th-Century Renaissance 133. History of Design in Britain: American Art and Visual Culture Covers select developments in the illustrated 1750–2000 book between the 5th and 15th centuries Concentrates on the art and culture of the Visual and material arts from the Colonial C.E. Topics for discussion may include the Venetian Republic c. 1400–1650 C.E., Overview of the history of design in Britain period to the Gilded Age (c. 1880s). Issues earliest preserved classical and religious specifically the visual culture produced by from the Industrial Revolution to the pres- examined may include the relationship be- codices, Anglo-Saxon manuscripts, Carolin- and/or associated with ethnic and social ent. Examination of fashion, interior design, tween art and politics, self-fashioning gian and Ottonian manuscript illumina- groups excluded from the highest echelons transport design, and personal items. Of- through portraiture and the West. Ameri- tion, Romanesque and Gothic manuscript of Venetian society. Areas of inquiry include fered only through SCU in London, Foun- can national identity at home and abroad, illumination, and Byzantine manuscript il- Muslim merchants living in the city, con- dation for International Education. (5 units) landscape painting, photography, representations of democracy, citizenship, the Revo- lumination. (5 units) struction of the Jewish ghetto, Ethiopian 135. European Art: 1780–1880 servant community, courtesan culture, lutionary and Civil Wars, and the creation convent life, the material culture of Analysis of the culture and art of Europe of an audience for art in the United States. exorcism, witchcraft, and dwarfism. from the era of the French Revolution to the ARTH 13 recommended. (5 units) end of the 19th century. We will address the 32 COLLEGE OF ARTS AND SCIENCES ART AND ART HISTORY 33

145. 20th-Century American Art above, the course will focus on MesoAmer- 188. Women in the Visual Arts Recent challenges and expansions to the and Visual Culture ican concepts of time and space, the ritual Historical and theoretical approaches to discipline, such as the study of visual and Visual culture in the United States from the calendar, warfare, blood sacrifice, shaman- women in the visual arts, 18th century to material culture, may be considered. Focus Gilded Age (1880s) to circa 1985. Issues ex- ism, and the ballgame. (5 units) the present. Issues examined may include of the seminar will vary with instructor. Rec- ommended for all art history majors in their amined may include the relationship to Eu- 164. Islamic Art, 600–1350 C.E. the training and status of women artists, ropean modernism; art, politics and dealers, patrons and collectors, images of junior or senior year. Course requirements American national identity; the government Study of the art and architecture of the Is- women, and the impact of women’s studies will include one or more writing projects as patron for the visual arts, and the found- lamic world with an emphasis on Jerusalem, and feminism on the study of the visual arts. entailing multiple drafts. (5 units) Baghdad, Cairo, and Spain. Topics of dis- ing of major visual arts institutions. Other ARTH 12 and 13 recommended or WGST 197. Special Topics issues that may be examined include the cussion include the origin of Islam, mosque 50, or permission of instructor. (5 units) Harlem Renaissance, “regional” arts includ- design and ornament, desert palaces, the Occasional courses in selected art historical ing California, and the solidifying of an art Muslim reaction to classical antiquity, 1001 190. Art History Proseminar topics. May be repeated for credit. (5 units) Arabian Nights, the transmission of Arab audience in the United States. ARTH 13 Origins of the discipline and its current 198. Internship/Practicum recommended. (5 units) science and medicine to the West, manu- methodologies. Techniques for effective re- script illumination, and the decorative arts. search, analysis, writing, and oral presenta- Individual projects in conjunction with pro- 147. African American Women Prerequisite: Upper-division status, ARTH 11, tion. Open to all students; required for all fessional visual arts agencies. May be re- in the Visual Arts or consent of instructor. (5 units) art history majors, preferably during their peated for credit, but only four credits of ARTH 198 will count toward the major. Exploration of the history of visual art 183. Contemporary Art sophomore year. Prerequisites: ARTH 11, created by African American women from 12, and 13. (5 units) Prerequisite: Written proposal must be ap- the 18th century to the present in a variety Case-study driven course examining devel- proved by on-site supervisor, art history faculty of media including textiles, painting, sculp- opments in the visual arts of the last 20 195. Art History Thesis member, and department chair. (2–5 units) ture, photography, and installation. Empha- years, primarily in the United States. Em- Students with a GPA of 3.5 or better in the phasis on critical tools and methods for ap- 199. Directed Reading/Directed sis is placed on African American women’s major may petition to write a thesis, typi- Research experiences, perspectives, and strategies for preciating, analyzing and researching cally in their senior year. The thesis will be self-representation in the visual arts. First- traditional and contemporary art forms based on a research paper written for a pre- Individual guided reading, research, and/or year students subject to administrative with- such as performance, installation, and video. vious upper-division course with the same writing on selected art historical topics. May drawal. (5 units) Recent art controversies and landmark exhi- instructor. Prerequisites: Senior standing, be repeated for credit but no more than 5 bitions will be addressed, along with the demonstrated excellence in the major field, units will count toward the major. Prerequi- 148. African Americans and impact of consumer culture, feminism, and and permission of the instructor. (5 units) site: Course outline, reading list, and schedule Photography multiculturalism in the visual arts today. of instructor/student meetings must be ap- Examination of the history of photography Prerequisite: Upper-division standing and two 196. Art History Seminar proved by art history faculty member and de- in relationship to African American culture art history courses or consent of instructor. Advanced topics in the history, theory, and partment chair 10 days prior to registration. through a variety of media from early da- (5 units) methods of art history as a discipline. (1–5 units) guerreotype processes to digital imagery. 186. History of Photography Emphasis is placed on African American photographers’ experiences, perspectives, Examination of the social, political, and aes- LOWER-DIVISION COURSES: STUDIO ART and strategies for representation in visual thetic aspects of photography from its in- culture. First-year students subject to admin- ception in the 1830s to the present, 30. Basic Drawing 34. Drawing From Nature istrative withdrawal. (5 units) primarily in the United States. Issues examined may include the creation and growth Introduction to various drawing media and Introduction to techniques and media for 152. Pre-Columbian Art: of popular and elite audiences for photogra- techniques. Covers the use of line and con- drawing wildlife in the field. Covers the use From Olmec to Aztec phy; journalistic, ethnographic, fashion and tour, light and shadow, three-dimensional of line and contour, light and shadow, three- art photography; the role of photography in perspective and composition. Includes the dimensional perspective and composition. Survey of the arts of the MesoAmerican concept of self-expression in traditional and Also covers the visual anatomy of birds. region, from the Olmec to the Aztec. The discourses of race, gender, and class; and photography in relation to modernism, contemporary drawing. Recommended as Scheduled only during Department of Mayan civilization will be discussed at a foundation course, to be taken prior to Biology summer travel programs offered length; Peru and the Andes will not be cov- postmodernism, and consumer culture. ARTH 13 strongly recommended. (5 units) other studio art courses. (4 units) through SCU International Programs. ered. In addition to surveying the important Prerequisite: BIOL 157. (4 units) sites and monuments of the cultures listed

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35. Basic Printmaking included, but students will learn how to get 70. Art in the Computer Age original imagery. Exploration of both fine art Fundamentals of printmaking as an art the best results from low-cost printing serv- Taught using a combination of lecture, dis- and commercial uses of digital media. form. Exploration of different media, such ices. Concepts and shooting assignments cussion, and hands-on computer art prac- Recommended as a foundation course, to be as linoleum and wood block carving, and provide a foundation in both black-and- tices, this course explores the societal impact taken prior to other computer art courses. the painterly medium of mono printing. white and color photography. (2 units) of the digital revolution in the arts. Presen- (4 units) (4 units) 53. Introduction to B/W and tations provide an overview of the ideas and 75. Basic Graphic Design Color Photography technologies that contribute to “new media” 43. Basic Painting art forms today. Hands-on activities include Hands-on computer course in the fundamen- Introduction to painting, primarily with Immersion in the fundamentals of creativity an introduction to art-making computer tals of graphic design for the lower-division water-based acrylic paints. Through guided and craft in photography, for B/W and technology and XHTML coding. Does not student. Projects lead students through page projects, students will develop a language of color, digital and film cameras. Darkroom satisfy the College of Arts and Sciences Fine layout, creative use of type, effective commu- lines, shapes, colors, and composition to work is not included, but students will learn Arts requirement. (4 units) nication, and other design issues. Emphasis express their ideas visually. (4 units) how to get good results from low-cost film on mastering desktop publishing software, and digital printing services. Includes shoot- 71. Digital Print Making with some use of raster and vector drawing 46. Basic Watercolor ing and printing assignments, as well as Taught using a combination of lecture, dis- software. Exploration of both fine art and Introduction to visual expression in the readings and discussion of photography as it cussion, hands-on computer and traditional commercial uses of digital media. Prerequisite: classic medium of transparent watercolor. relates to contemporary and historical the- art practices, this course explores the socie- ARTS 74 or 174, or consent of the instructor. Assignments will emphasize basic elements ory and practice. No prerequisite. (4 units) tal impact of technology on the arts from (4 units) of shape, color, light, shadow, and compo- 57. Digital Photography the first printing press to computer output. 97. Special Projects sition. Previous experience in drawing Activities include an introduction to art- recommended. (4 units) For beginning and intermediate photo stu- making computer technology and digital For lower-division students who wish to dents wanting to develop creativity and printmaking techniques. (4 units) pursue an art project not covered in the Bul- 50. Basic B/W Camera and technique with their digital cameras. Assign- letin, under the direction of a studio art fac- Darkroom ments will lead students through visual 74. Basic Computer Imaging ulty member. Group meetings with the Fundamentals of black-and-white photogra- awareness, shooting, and printing. Discus- Hands-on introduction to computer imaging instructor to discuss progress. May be re- phy as an art form, especially for the lower-di- sion of camera types and computer software for the lower-division student. Fundamental peated for credit. Open to majors and non- vision student. Includes basic camera vision will be linked with assignments. Commer- instruction in raster and vector drawing soft- majors with consent of instructor. (4 units) and technique, and black-and-white dark- cial light-jet services will be used, and ink-jet ware to manipulate photographs and create room work. Assignments attempt to stimu- printers will be discussed. Includes discus- late visual awareness and individual creativity. sion of photography as it relates to contem- Camera with manual shutter speeds and porary fine art theory and practice. Students UPPER-DIVISION COURSES: STUDIO ART aperture capabilities required. (4 units) should have their own cameras. (4 units) 100. Art for Teachers 131. Life Drawing 51. Exploring Society Through 63. Basic Ceramic Sculpture Photography Fundamentals of visual expression in clay, Designed for liberal studies majors and oth- Theory and practice of figure drawing. Em- ers who plan to teach at the K-5 level. In- phasis on understanding the anatomy of the Beginning to intermediate-level photogra- primarily through making ceramic sculpture. Especially suitable for the lower-division stu- cludes introduction to human visual human form as a resource for visual expres- phy. Emphasis on black-and-white film and perception, art-making fundamentals, and sion. May be repeated for credit. darkroom work. Includes the use of natural dent. Guided exploration of various hand- Prerequi- building techniques and materials, including the educational use of historical and cultural site: ARTS 30 or consent of the instructor. and artificial light in planned and semi- art works. Through hands-on art exercises, (5 units) planned scenes of people and related sub- firing and glazing. May also include other techniques. (4 units) students will learn how to guide the child’s jects. Final projects appropriate to the natural tendency to create and respond to 133. Advanced Drawing interests and abilities of each student. In- 64. Basic Sculpture imagery. Does not include actual teaching cludes discussion of photography as it re- Continuation of ARTS 30 with an empha- Fundamentals of making art in three-di- experience with K-5 children, but satisfies sis on the study of perspective and the lates to contemporary fine art theory and the Domain 4: Visual Art Standard for the practice. (4 units) mensional form, especially suitable for the anatomy of light and shadow as they relate lower-division student. Creative exploration Multiple Subject waiver program. Suggested to drawing three-dimensional forms. 52. Snapshot Photography of selected materials and techniques. Reduc- prerequisite: Any art or art history course is rec- Prerequisite: ARTS 30 or consent of the ommended. (5 units) (5 units) The fundamentals of creative and technical tive, manipulative, and additive methods instructor. camera operation. Darkroom work is not will be used as needed. Media varies each quarter at instructor’s discretion. (4 units)

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135. Printmaking speeds and aperture capabilities required. Includes discussion of photography as it re- 163. Ceramic Sculpture Continuation and extension of ARTS 35. May be repeated for credit by consent of the lates to contemporary fine art theory and Continuation and extension of ARTS 63. Elaboration and refinement of printmaking. instructor only. (5 units) practice. Projects appropriate to the inter- Fundamentals of visual expression in clay, Also appropriate for the upper-division stu- ests and abilities of students. May be re- primarily through making ceramic sculp- 151. Exploring Society Through peated for credit. Prerequisite: ARTS 50 or dent who wants to learn the fundamentals Photography ture. Also appropriate for the upper-division of printmaking as an art form. May be re- 150 or consent of the instructor. (5 units) student who wishes to explore various hand- For beginning to intermediate-level photo peated for credit. (5 units) 155. Photography on Location building techniques and materials, includ- students interested in exploring social issues ing firing and glazing. May also include 143. Painting through photography. Emphasis on black- Designed for intermediate students with other techniques. May be repeated for Continuation and extension of ARTS 43. and-white photography and darkroom film or digital cameras, who are interested credit. (5 units) Further study of various styles, techniques, work. Includes the use of natural and artifi- in exploring the social and physical world and media in painting. Also appropriate for cial light in planned and semi-planned in which we live. Includes both collabora- 164. Sculpture the upper-division student who wants to scenes of people and related subjects. In- tive and individual shooting and printing Continuation and extension of ARTS 64. learn the fundamentals of painting as an art cludes a volunteering element and field projects, with field trips off campus to shoot Also appropriate for the upper-division stu- form. May be repeated for credit. (5 units) trips, as well as discussion of photography on location, as well as visits to museums and dent who wants to learn the fundamentals as it relates to contemporary fine art theory related sites. Includes intermediate-level of sculpture as an art form. Creative explo- 144. Advanced Painting and practice. Final projects appropriate to printing. Assignments consider the interests ration of selected materials and techniques. Designed for the intermediate to advanced- the interests and abilities of each student. and abilities of each student. Includes dis- Reductive, manipulative, and additive level painting student. Assignments help May be repeated for credit. (5 units) cussion of contemporary photographic con- methods will be used as needed. Media cepts and practice. May be repeated for students develop conceptual and formal 152. Snapshot Photography varies each quarter at instructor’s discretion. strategies to create a series of related works credit. Prerequisite: Any previous photography May be repeated for credit. (5 units) that revolve around each student’s individ- Covers the fundamentals of technical and course, or consent of the instructor. (5 units) creative camera operation. Darkroom work 165. Advanced Ceramics ual artistic interests. Painting form and tech- 156. Photography and Mixed Media nique, as well as conceptual content and is not included, but students will learn how Suitable for the intermediate and advanced meaning, will be explored in depth, through to get the best results from low-cost printing Provides intermediate and advanced stu- student. In-depth exploration of various practice and discussion. Prerequisite: ARTS services. Concepts and shooting assign- dents an opportunity to learn alternative hand-building techniques for creating ce- 43 or 143, or consent of the instructor. ments will provide students a foundation in photography processes, such as cyanotypes, ramic sculpture, and related work. Includes (5 units) both black-and-white and color photogra- van dyke printing, and emulsion transfers. discussion of aesthetic issues in contempo- phy. (2 units) Students will also be able to use photogra- rary ceramic art. Emphasis will be on the 148. Mixed Media Painting phy with textiles and other surfaces, hand development of each student’s artistic and 153. Introduction to B/W and made books, assemblage and sculpture. Pre- An intermediate-level course exploring the Color Photography technical interests and abilities, toward the theory and practice of combining painting requisite: Any previous photography course, or goal of creating an individual collection of with other artistic elements to create prima- Immersion in the fundamentals of creativity consent of the instructor. (5 units) works. May be repeated for credit. Prerequi- and craft in photography, for B/W and rily two-dimensional works. With the in- 157. Digital Photography site: ARTS 63 or 163, or consent of instructor. structor’s supervision, projects may color, digital and film cameras. Darkroom (5 units) incorporate unusual surfaces, small objects, work is not included, but students will learn For beginning and intermediate photo stu- fragments of other artwork, or text. May be how to get good results from low-cost film dents wanting to develop creativity and 174. Computer Imaging repeated for credit. Prerequisite: Any other and digital printing services. Includes shoot- technique with their digital cameras. Assign- Hands-on course in the fundamentals of ARTS course. (5 units) ing and printing assignments, as well as ments will lead students through visual computer imaging for the upper-division readings and discussion of photography as it awareness, shooting, and printing. Discus- student. Introduction to the use of raster 150. Basic B/W Camera and relates to contemporary and historical the- sion of camera types and computer software and vector drawing software to manipulate Darkroom ory and practice. No prerequisite. (5 units) will be linked with assignments. Commer- photographs and create original imagery. cial light-jet services will be used, and ink-jet Fundamentals of black-and-white photog- 154. Intermediate Photography Exploration of both fine art and commercial raphy as an art form, especially for the printers will be discussed. Includes discus- uses of digital media through comprehen- upper-division student. Includes basic cam- The art and craft of black-and-white pho- sion of photography as it relates to contem- sive assignments. May be repeated for credit era vision and technique, as well as black- tography beyond the basic level. Covers the porary fine art theory and practice. Students by consent of the instructor only. (5 units) and-white darkroom work. Assignments use of fiber-based papers and archival print should have their own cameras. May be re- stimulate visual awareness and individual processing in the darkroom. Students will peated for credit. (5 units) creativity. Camera with manual shutter also learn basic studio lighting techniques.

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175. Graphic Design 179. Multimedia/Interactive Projects DEPARTMENT OF BIOLOGY Hands-on computer course in the funda- In-depth exploration of animation, digital : Thomas N. Fast, John S. Mooring mentals of graphic design for the upper-di- storytelling, and interactivity. Students cre- Professors Emeriti vision student. Projects lead students ate storyboards, flipbooks, and vector/raster Professors: Janice Edgerly-Rooks (Department Chair), William R. Eisinger, through page layout, creative use of type, ef- based animation. Sound and interface de- Dennis R. Parnell, S.J. fective communication, and other design is- sign will be explored to create interactive ex- Associate Professors: Elizabeth P. Dahlhoff, James L. Grainger, Ángel L. Islas, sues. Emphasis on mastering desktop periences on the computer. May be repeated Michelle A. Marvier, Leilani M. Miller, Craig M. Stephens, David L. Tauck publishing software, with some use of raster for credit. Prerequisites: Arts 74 or 174 and Assistant Professor: Justen Whittal and vector drawing software. Exploration of Arts 75 or 175, or consent of the instructor. commercial and artistic uses of digital media (5 units) through comprehensive assignments. May The Department of Biology offers a program leading to the Bachelor of Science de- be repeated for credit. Prerequisite: ARTS 74 196. Studio Art Seminar gree. The major provides students a broad background in biology, while allowing the or 174, or consent of the instructor. (5 units) Exploration of and preparation for prima- opportunity to explore particular areas of biology in greater depth. The biology major rily academic post-graduate options in stu- serves as a strong foundation for graduate, medical, or professional studies, as well as 176. Advanced Computer Imaging dio art. Includes portfolio and presentation for careers in teaching, research, and business. Most courses emphasize laboratory or Designed for the intermediate-to-advanced development, artist statements and résumé field work, and students are also encouraged to work with faculty on research projects. level digital imaging student. Assignments writing, and photographing artwork. Also Minor degrees in biology and related disciplines (biotechnology, biomedical engineer- help students develop conceptual and formal includes field trips to studios of artists, de- ing, and environmental studies) are available. The Biology Department also offers strategies to create a series of related works signers, and graduate schools. (5 units) courses that satisfy the natural science requirement of the University Core Curriculum, that center around each student’s individual which are available to all University students who are curious about the nature of life. artistic interests. Raster- and vector-based im- 197. Special Projects Numerous study abroad opportunities in the life sciences, both for biology majors aging technique, as well as conceptual con- For advanced students who wish to pursue and nonmajors, are available through the International Programs office. Students are tent and meaning, will be explored in depth an art project not covered by courses in this encouraged to participate in original research as part of their undergraduate training. through practice and discussion. Prerequisites: Bulletin, under the direction of a studio art Most faculty involve students in their research programs; opportunities also exist at ARTS 74 or 174 and ARTS 75 or 175, or con- faculty member. Group meetings to discuss neighboring institutions. Qualified students can obtain course credit for research by sent of the instructor. (5 units) progress with one another and with faculty enrolling in BIOL 198. member. May be repeated for credit. Open 177. Constructing Web Sites to majors; nonmajors need consent of instruc- REQUIREMENTS FOR THE MAJOR An intermediate- to advanced-level course tor. (1–5 units) in designing Web sites. Theoretical discus- In addition to fulfilling the University Core Curriculum and College of Arts and sions and practical application of Web de- 198. Internship/Practicum Sciences requirements for the Bachelor of Science degree, students majoring in biol- sign, through the creation of multiple Web Individual projects in conjunction with a ogy must complete the following departmental requirements: sites through both hand-coding and Web professional visual arts organization. Vari- • BIOL 21, 22, 23, 24, 25 page layout applications. Prerequisites: ARTS able units. May be repeated for credit. Pre- • CHEM 11, 12, 13, 31, and 32 (CHEM 33 also suggested) 70 and one course from ARTS 74, 75, 174, requisite: Written proposal must be approved 175, or consent of the instructor. (5 units) by supervisory studio art faculty member and • PHYS 11, 12, 13 or PHYS 31, 32, 33 department chair. (5 units) • MATH 11, 12 (MATH 9 is a suitable introduction to MATH 11 for students 178. Advanced Graphic Design preparing for calculus) In-depth exploration of graphic design 199. Directed Research/Creative through advanced projects. Students will Project • A minimum of seven approved upper-division biology courses, including five concentrate on the use of professional tem- Tutorial work in studio art. May be repeated with a laboratory. plates and guidelines to explore both the fine for credit, but no more than 5 units will Five of the seven upper-division courses must be from one of three areas of emphasis: bio- art and commercial uses of digital media count toward the major. Prerequisite: Course medical sciences, cellular and molecular biology, or ecology and evolution. Students who de- within graphic design. Experimentation and outline and schedule of instructor/student sire to approach their upper-division studies in a manner that is not well represented by creative play through advanced applications meetings must be approved by studio art fac- these emphases may develop an integrative biology plan for upper-division coursework by and practices. May be repeated for credit. Pre- ulty member and department chair 10 days organizing a coherent series of courses in consultation with their advisor. Integrative biol- requisites: ARTS 74 or 174 and ARTS 75 or prior to registration. (1–5 units) ogy plans must be approved by the department chair and must be submitted no later than 175, or consent of the instructor. (5 units) the junior year.

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REQUIREMENTS FOR THE MINORS 4. Light and Life L&L is damaged and either repaired or mutated; how several mutations in a cell can give rise Students must fulfill the following requirements for a minor in biology: Focus on the importance of plants and photosynthesis for the future of life on to a benign tumor; how a benign tumor • Three upper-division biology courses, including two with a laboratory component earth. Issues addressed include food pro- becomes malignant; and how it ultimately duction, plants as renewable energy invades other tissues and spreads through- Minors in Related Areas sources, “greenhouse effect,” and other out the body. The course will also present Biotechnology Minor is designed for students interested in gaining insight into the sci- ecological interactions involving plants. information on how doctors fight this ence underlying biotechnology, exploring its potential for the future, and obtaining practi- In the laboratory, students design exper- multi-step disease. Laboratory 15 hours. cal experience in laboratory techniques used in biotechnology research and its applications. iments to examine the effects of environ- (4 units) See Chapter 6, Interdisciplinary Minors and Other Programs of Study for details. mental changes on plants. Laboratory 15 15. The Human Embryo L&L hours. (4 units) Environmental Studies Minor provides an opportunity for students to focus on envi- Exploration of two major themes: a basic ronmental issues through a variety of academic approaches in the humanities, social and nat- 5. Endangered Ecosystems L&L understanding of the biology of human ural sciences, engineering, and law. See Environmental Studies in this chapter for details. An overview of earth’s ecosystems and the reproduction and development; how our major factors contributing to the loss of basic knowledge of human reproduction Biomedical Engineering Minor is designed primarily for science majors in the College biodiversity. Three major themes: (1) is being used by medical science to assist of Arts and Sciences. This minor could be a valuable asset for science majors interested in general ecological principles, especially in reproductive processes and correct de- biomedical research and/or health-related careers, including those completing prerequisites focused on the structure and function of velopmental errors. Case-based discus- for medical school and other health-related professional schools. See Chapter 5, School of ecosystems; (2) factors contributing to sions will focus on topics that include Engineering, for details. the endangerment of ecosystems; and (3) genetic screening, stem cell research, in the conservation of ecosystems and bio- vitro fertilization, and environmental PREPARATION IN BIOLOGY FOR ADMISSION TO diversity. Global environmental prob- toxins and their effects on embryo devel- TEACHER TRAINING CREDENTIAL PROGRAMS lems, including several lectures opment. Laboratory experiments will be highlighting current environmental and linked to the case studies to illustrate the The State of California requires that students seeking a credential to teach biology in Cal- conservation issues here in California and techniques and issues raised by these top- ifornia secondary schools must pass the California Subject Examination for Teachers within the San Francisco Bay Area. Lab- ics. Laboratory 15 hours. (4 units) (CSET), a subject area competency examination. Students who are contemplating second- oratory 15 hours. (4 units) ary school teaching in biology should consult with the coordinator in the Department of 18. Exploring Biotechnology L&L Biology as early as possible. The secondary teaching credential requires the completion of 6. Oceans L&L Exploration of contemporary biotechnol- an approved credential program that can be completed as a fifth year of study and student Examination of major ocean ecosystems ogy and the underlying science—how teaching, or internship. and their inhabitants, with special atten- DNA, genes, and cells work. Laboratory tion paid to issues of governmental pol- experiments focus on DNA in a variety of LOWER-DIVISION COURSES icy, sustainability, and human impacts on contexts. Laboratory 15 hours. (4 units) marine ecosystems. Laboratory and field 19. Biology for Teachers L&L 2. Human Health and Disease 3. Fitness Physiology L&L activities will emphasize hands-on explo- Examination of human health and dis- Survey of how the human body functions ration of local marine habitats. Labora- Specifically designed for candidates for ease. Topics include what constitutes to maintain a state of wellness. Explo- tory 15 hours. (4 units) Multiple Subject Teaching Credentials. health, the nature of disease, how disease ration of the short-term responses to ex- Provides an overview of the life sciences, is studied, health promotion and life suc- ercise and discussion of how the body 9. Cancer L&L focusing on physiology and cell biology, cess strategies. Emphasis on homeostasis, responds to long-term training programs. If present trends continue, 40 percent of ecology, genetics, and evolution. In addi- human immunologic and systemic re- At the end of the course, students should the people in the United States will be tion, laboratory experiences introduce sponse to infectious and noninfectious be able to examine the design of exercise diagnosed with some form of invasive can- students to the scientific method, exper- diseases. Related discussions of important physiology experiments, as well as under- cer during their lifetime, and two out of imental design, data collection and analy- human infections, heart disease, cancer, stand and interpret reports of health and every three households in the United States sis, and communication. Laboratory 15 health impact of nutrition, reproductive exercise news in the popular press. Labo- will have someone affected by cancer. hours. (4 units) health, human genetics and community ratory 15 hours. (4 units) What is cancer? How does it arise? How is health issues. (4 units) it stopped? This course is designed to present the basic biology of cancer: how DNA

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21. Introduction to Physiology transcription, and translation. Prerequi- UPPER-DIVISION COURSES Introduction to general principles under- sites: BIOL 21 and completion of or con- lying homeostasis, and the relationship current enrollment in CHEM 31. (4 units) 100. Hot Topics in Biology emphasis on methodology used to recover, of anatomical form to biological func- A forum for the discussion of contemporary characterize and identify important human 25. Investigations in Cellular and bacterial pathogens using biochemical, tion. The course will introduce students Molecular Biology L&L issues in the life sciences. The general theme to the organization and function of cells, for the course changes each year. Biology morphologic, and genetic identification cellular metabolism, energy, nutrition, An introduction to experimental meth- faculty discuss topics of intense current sci- techniques. Laboratory 30 hours. Prerequi- regulation, communication, gas ex- ods for studying the cellular and molec- entific interest, and often social relevance, site: BIOL 25. Recommended: BIOL 113. change, circulation, and osmoregulation. ular basis of life. Builds on the concepts highlighting recent research. Students may (5 units) Prerequisite: Completion of or concurrent covered in BIOL 24. Topics include en- take the course more than once for credit, 113. Microbiology L&L enrollment in CHEM 11. (4 units) zyme function and kinetics, cell repro- but BIOL 100 does not count as one of the duction, Mendelian and molecular seven upper-division biology courses re- An introduction to the biology of microor- 22. Introduction to Evolution genetics, and molecular biology. The top- quired for the major. (Pass/no pass, 2 units) ganisms, with emphasis on the molecular and Ecology ics are explored through laboratory work, and cellular biology of bacteria, the diver- Introduction to key concepts in evolution with emphasis placed on the analysis, in- 104. Human Anatomy L&L sity of microbial life, and the roles of mi- and ecology, including Mendelian and terpretation, and presentation of experi- An exploration of the structure, organiza- croorganisms in human health and disease. population genetics, natural selection and mental data. Laboratory 30 hours. tion, and functional relationships of human Laboratory 30 hours. Prerequisite: BIOL 25. adaptation, phylogenetics and biodiver- Prerequisites: BIOL 24 and completion of anatomical systems. (Laboratory dissections (5 units) sity, demography, and interactions among or concurrent enrollment in CHEM 32. use alternative vertebrates.) Laboratory 30 114. Immunology organisms and their environments. (5 units) hours. Prerequisite: BIOL 25. (5 units) Prerequisite: BIOL 21. (4 units) Principles, mechanisms, and techniques of 28. Human Sexuality 110. Genetics L&L humoral and cellular aspects of the immune 23. Investigations in Evolution This course will examine the biological Basic principles governing inheritance and response. Immediate and delayed hypersen- and Ecology L&L foundations of human sexuality. The gene expression in viruses, prokaryotes, and sitivity, tissue transplantation, tumor im- Introduction to experimental and statisti- objective of this course is to provide eukaryotes. Emphasis on molecular aspects. munology, and immunodeficient states in cal approaches used in modern ecological current and accurate information about Laboratory 30 hours. Prerequisite: BIOL 25. humans. Prerequisite: BIOL 25. (5 units) and evolutionary studies, with an empha- the biological, psychological and social (5 units) sis on experimental design, data analysis, aspects of human sexuality. This will 115. Human Reproduction interpretation and presentation. Builds on include the anatomy, physiology and 111. Parasitology and Development concepts presented in BIOL 22. Field- neurobiology of sex, gender and sexual A lecture and demonstration course cover- Detailed study of the development and work and laboratory exercises (30 hours) orientation. Among the topics discussed ing the microbiology of parasites. Emphasis function of the male and female reproduc- will take advantage of the diversity of local will be sexually transmitted infections placed on the biology of parasites, the spective systems, gametogenesis, fertilization and terrestrial and marine ecosystems. (including HIV/AIDS), conception and trum of symbiotic relationships among or- implantation, and the anatomy of the heart, Prerequisite: BIOL 22. (5 units) pregnancy, contraception and abortion ganisms, salient features that all parasitic circulatory, nervous, and skeletal systems and sexual dysfunctions. (4 units) diseases have in common, emerging trends during embryogenesis. Where appropriate 24. Introduction to Cellular the molecular mechanisms controlling the 99. Special Topics in epidemiology, the complex nature of and Molecular Biology human interactions with microorganisms, determination of these developing systems An introduction to the cell and molecu- Investigation of a specific area or topic in and impacts of human behavior and socio- will be examined. Prerequisite: BIOL 24. lar fundamentals necessary for life. Top- the biological sciences. Open to majors economic factors on the prevalence of par- (5 units) ics include macromolecular structure, and nonmajors. Prerequisite: Approval of asitic diseases. Prerequisite: BIOL 25. 120. Animal Physiology L&L enzyme function, membrane structure department chair. (4 units) (5 units) and physiology, metabolism, bioenerget- Examination of physiological systems in ics, the cell cycle, and DNA replication, 112. Pathogenic Microbiology L&L animals, focusing on contrasting strategies Study of disease-producing pathogens. for maintaining homeostasis during stress, Lecture emphasis on pathogen biology, host exercise, starvation, and life in extreme immune response, cellular pathogenesis, environments. Laboratory 30 hours. Pre- epidemiology, clinical disease and commu- requisite: BIOL 25. (5 units) nity control of infection. Laboratory

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122. Neurobiology L&L including organic farming, agroforestry, and computer exercises using data for endan- 158. Biology of Insects L&L Study of the molecular basis of neurobiol- applications of agricultural biotechnology. gered species. Laboratory and field work 30 An introduction to basic and applied aspects ogy: how the nervous system is structured, The special problems of agriculture in the hours. Prerequisite: BIOL 23. (5 units) of insect biology, with emphasis on evolu- developing world are discussed. Laboratory how neurons form connections and relay 151. Restoration Ecology L& L tion, morphology, physiology, and behavior information between each other, and finally 30 hours. Prerequisite: BIOL 24. (5 units) of insects and related arthropods. Also in- how specific components of the nervous sys- The science and practice of restoring de- cludes a review of important agricultural, 133. Ecology of California Plant graded ecosystems, with an emphasis on tem function together to perceive the envi- Communities L&L medical, forestry, and veterinary pests. Lab- ronment around us. Laboratory 30 hours. plant ecology. Through fieldwork in restora- oratory and field work 30 hours. Prerequi- Prerequisite: BIOL 25. (5 units) This course focuses on the factors control- tion experiments and examination of litera- site: BIOL 24. (5 units) ling plant community composition in Cal- ture case studies, students will grapple with 124. Human Physiology L&L ifornia, with emphasis on the basic question basic questions: How do we decide what to 160. Biostatistics L&L Examining the physical and chemical basis of plant ecology: Why are these plants here? restore? How do we restore it? And how do A course in applied statistics for biologists of human life, this course focuses on the Field trips highlight the astounding diver- we know if we’re finished? Emphasis on read- and environmental scientists planning to neural and endocrine control of physiologic sity of the California floristic province, em- ing and writing scientific papers, working conduct manipulative experiments. Stu- processes to maintain homeostasis. Labora- phasizing identification of plant species and with data, and critically judging the success of dents gain training in experimental design, tory 30 hours. Prerequisite: BIOL 25. sampling methods for ecological studies. restoration projects in meeting goals of biodi- quantitative analysis, and hypothesis testing. (5 units) Laboratory and field work 30 hours. Prereq- versity and ecosystem function. Laboratory Theory and concepts are covered in lectures uisite: BIOL 23. (5 units) and field work 30 hours. Also listed as ENVS and readings. Laboratory sessions provide 125. Plant Physiology L&L 151. Prerequisite: BIOL 23. (5 units) 134. California Plant Diversity L&L practical experience in computing statistical Physiological processes of plants, with 156. General Ecology L& L procedures by hand and with statistical soft- emphasis on current research in the field. This course surveys the major angiosperm ware. Examples used in lectures and lab as- Laboratory 30 hours. Prerequisite: BIOL families in California, relies heavily on using Quantitative study of the interrelationships signments are derived from medical 25. (5 units) taxonomic keys to identify California plants of organisms with their biotic and abiotic research, physiology, genetics, ecology, and to species, and investigates evolutionary pat- environments. Emphasis on population dy- environmental risk assessment. Laboratory 127. Drugs and Toxins in terns characteristic of the California flora namics, interspecific relationships, commu- 30 hours. Also listed as ENVS 110. Prerequi- Human Biology through a combination of lab and substan- nity structure, and ecosystem processes. site: BIOL 23. (5 units) Pharmacology is the study of how therapeu- tial field experiences. Lab and field work 30 Laboratory and field work 30 hours, includ- tic drugs work, while toxicology, a closely hours. Prerequisite: BIOL 23. (5 units) ing one weekend field trip. Also listed as 165. Animal Behavior L&L ENVS 156. Prerequisites: BIOL 23 and related field, deals with the problems toxins 145. Virology Examination of the behavior of animals in produce. General principles of drug and MATH 11. (5 units) nature using an organizational scheme that toxin uptake, metabolism, distribution, and Biology of viruses: their structure, evolution- recognizes proximate, or immediate, causes ary origins, classification, genetics, labora- 157. Environmental Biology elimination will be covered, as will the in the Tropics of behavior and evolutionary bases for behav- major groups of therapeutic drugs. Impor- tory propagation and diagnostic methods, ior. Topics include physiological correlates of tant sources of toxins, and their effects on viral pathogenesis, response of host cells to Summer course that examines tropical behavior, perception of natural stimuli (light, humans, will also be discussed. Prerequisite: viral infection and salient aspects of the epi- biology and ecology and their relationship sound, chemicals), and behavioral ecology of BIOL 25. (5 units) demiology of viral diseases. The focus will to issues of sustainable development. foraging, mating systems, parent-offspring re- be on viruses that infect eukaryotic cells, Coursework on campus is followed by a lationships, and social behavior. Laboratory 128. Plant Development L&L emphasizing important viral groups that in- field excursion to a study abroad site, last- 30 hours. Prerequisite: BIOL 24. (5 units) Developmental processes of plants, with fect humans. Prerequisite: BIOL 25. ing about three weeks. Timing varies each emphasis on current research and experi- (5 units) year. Topics include ecotourism and its im- 171. Ethical Issues in Biotechnology pact on local habitats and communities, and Genetics mental approaches. Laboratory 30 hours. 150. Conservation Biology L&L Prerequisite: BIOL 25. (5 units) ecology of tropical fauna and flora, and en- An interdisciplinary consideration of con- Explores the applications of ecological and vironmental problems specific to tropical temporary biotechnology, and the ethical 131. Agroecology L&L genetic principles to the conservation of bi- nations. This course is taught in conjunc- implications inherent in the development The goal of agroecology is to reduce the ological diversity. Emphasis on quantitative tion with other SCU courses, such as polit- and use of such technology. Topics include negative environmental impact of farming, tools, including trend analysis, population ical science, which are required of all human cloning, stem cell research, human while meeting the food needs of the world. viability analysis, and population genetics. participants. Enrollment by application via genome project, genetic testing, gene Course examines current agricultural Laboratory and fieldwork involve exercises International Programs. Also listed as ENVS therapy, genetically modified organisms, practices and evaluates alternative methods, with local plants and animals, as well as 141. Prerequisite: BIOL 23. (5 units) personalized medicine, clinical trials, and

46 COLLEGE OF ARTS AND SCIENCES BIOLOGY 47

public policy. BIOL 171 satisfies a biotech- discuss the scientific basis for the lab meth- Laboratory uses molecular and cytogenic well as to society in general. Prerequisites nology minor requirement but NOT the ods, and their application in biomedical re- tools important in cancer diagnosis. Prereq- will be specified according to topic. (5 units) ethics requirement. When taken concur- search and the biotechnology industry. uisite: BIOL 25. (5 units) NCX rently with Bio 189, it satisfies an upper- Laboratory 60 hours. Prerequisites: BIOL 25 division biology major requirement. It also and at least one upper-division biology labora- 180. Marine Biology L&L 192. Topics in Conservation Biology fulfills the third Religious Studies require- tory course. (Does not include field courses.) Examines principles of oceanography, biol- Seminar focusing on current journal articles ment. Prerequisite: BIOL 24 or permission of BIOL 175 recommended. (5 units) ogy and ecology of the oceans, focusing on in the field of conservation biology. Students instructor. BIOL 25 is strongly recommended. investigation of the diversity of marine or- are required to lead discussions and partici- (5 units) 177. Biotechnology Lab - Gene ganisms and ecosystems of California. Lab- pate in the critical analysis of these articles. Expression and Protein oratory and field work 30 hours. Prerequisites: Completion of or concurrent en- 173. Evolution L&L Purification L&L Prerequisite: BIOL 24. (5 units) rollment in BIOL 150, BIOL 156, or BIOL Examination of the concepts and critical Explores principles and techniques for ex- 155, or consent of instructor. (5 units) issues concerning organic evolution, includ- pression and purification of recombinant 187. Biology of Aging ing the origins and maintenance of biologi- proteins. Laboratory meets twice each week Analysis of the human aging process. The 198. Internship and cal diversity, punctuated equilibrium theory, and will use techniques such as column biological, medical, social, and ethical issues Undergraduate Research sociobiology, and molecular evolution. Lab- chromatography, mammalian tissue culture, associated with aging in America. Topics in- Students wishing to take either 198A or oratory 30 hours. Prerequisite: BIOL 24. Rec- and various gene expression systems. Lec- clude theories of aging, cancer, osteoporo- 198B should have a GPA of 3.0 or better in ommended: BIOL 110. (5 units) tures discuss the theory behind the meth- sis, sexuality, health-care costs, and death. biology and must present an outline of their ods used in lab, as well as their application Open to all students. Does NOT count to- projected research to the chair not later than 174. Cell Biology L&L in basic and applied research. Laboratory 60 ward a major or minor in biology. (5 units) the fifth week of the term preceding the start Study of the function of cellular organelles hours. Prerequisites: BIOL 25 and at least one of the project. Prerequisite: Departmental and the signaling pathways that control cell upper-division biology laboratory course. (Does 189. Topics in Cell and Molecular and University permission. (1–5 units) NCX reproduction. Topics include a detailed dis- not include field courses.) BIOL 175 recom- Biology cussion of the structure of cell membranes, mended. (5 units) Seminar dealing with contemporary re- 198A. Internship nuclear and chromosome structure, DNA search in cellular and molecular biology and Research in off-campus programs under the replication, the microtubule and microfila- 178. Bioinformatics biotechnology. Students are required to lead direct guidance of cooperating research ment cytoskeleton, mitosis, mechanisms of Bioinformatics tools are important for stor- discussions and participate in critical analy- scientists and faculty advisors. cell motility, cell cycle regulation, and apop- ing, searching, and analyzing macromolec- sis of recently published research articles. tosis. Laboratory experiments focus on cell ular sequences and structures. This course Does NOT count as an upper-division 198B. Research cycle regulation and cell differentiation. in applied bioinformatics provides an intro- course toward a major or minor in biology, Supervised laboratory research culminating Laboratory 30 hours. Prerequisite: BIOL 25. duction to the main public domain tools of but allows BIOL 171 to count as an upper- in a written report suitable for publication. (5 units) bioinformatics. We will examine databases division biology course for the biology Sustained for one year with credit given for such as GenBank and PDB, and a variety major or minor when BIOL 189 and BIOL one term. 175. Molecular Biology L&L of software tools for functional and evolu- 171 are taken during the same quarter. An introduction to the maintenance and tionary analysis of nucleic acids and BIOL 189 may be taken up to two times 199. Directed Reading and Research flow of genetic information at the level of proteins. The course will emphasize appli- for credit. Prerequisites: Completion or con- Detailed investigation of a specific topic in protein-nucleic acid interactions. Lectures cations and the needs of biologists using current enrollment in Genetics, Cell Biology, biology under the close direction of a fac- focus on basic molecular biology concepts these tools and databases, rather than com- Microbiology, or Molecular Biology. Students ulty member. Students wishing to take this and recombinant DNA technology. Lab- plex algorithm development. Prerequisite: who have completed BIOL 25 are welcome to course should have a GPA of 3.0 or better in oratory 30 hours. Prerequisite: BIOL 25. BIOL 25. BIOL 175 recommended. (5 units) attend and participate in the discussion of these biology and must present an outline of their (5 units) topics but may not take the course for credit projected research to the department chair 179. Cancer Biology L&L until they have completed one of the prerequi- not later than the fifth week of the term pre- 176. Biotechnology Lab - Recombinant Introduction to the molecular and cellular sites. (3 units) ceding the start of the project, which will DNA Technology L&L basis of cancer. Introduction to the pathol- continue for one term only. Prerequisite: Explores techniques for the analysis of ogy of cancer. How basic processes such as 190A and 190B. Contemporary Departmental and University permission. DNA, and the construction and manipula- cell growth, cell cycle control, and cell death Issues in Biology (1-5 units) NCX tion of recombinant DNA molecules. are affected by molecular changes in Specialized treatment of some aspect of bi- Laboratory meets twice each week. Lectures oncogenes and tumor-suppressor genes. ology of current interest to the biologist as

48 COLLEGE OF ARTS AND SCIENCES CHEMISTRY 49

DEPARTMENT OF CHEMISTRY REQUIREMENTS FOR THE MAJOR Professors Emeriti: Lawrence C. Nathan, Robert J. Pfeiffer, Michael A. Sweeney In addition to fulfilling University Core Curriculum and College of Arts and Sciences Professors: John C. Gilbert (Department Chair), Patrick E. Hoggard (Fletcher requirements for the Bachelor of Science or Bachelor of Arts degrees, students majoring in chemistry must complete the following departmental requirements for each degree option: Jones Professor), W. Atom Yee Associate Professors: Linda S. Brunauer, Michael R. Carrasco, Brian J. McNelis, Bachelor of Science in Chemistry Amy M. Shachter • CHEM 11, 12, 13, 15, 31, 32, 33 Assistant Professors: Thorsteinn Adalsteinsson, Amelia Fuller (Clare Boothe Luce Professor), Ram Subramaniam, Steven W. Suljak • CHEM 102, 111, 141, 151, 152, 154 Senior Lecturer: Steven L. Fedder • Three upper-division chemistry electives • Four quarters of CHEM 115 The Department of Chemistry offers three baccalaureate degrees: the Bachelor of • MATH 11, 12, 13 Science in Chemistry, the Bachelor of Science in Biochemistry, and the Bachelor of Arts in Chemistry. The curriculum is accredited by the American Chemical Society, the profes- • PHYS 31, 32, 33; or PHYS 11, 12, 13 sional organization for chemistry. The program prepares students for further work in chemistry, either in graduate school or as professional chemists. In addition, a chemistry degree Bachelor of Science in Chemistry – ACS Certified is excellent preparation for careers in medicine, dentistry, law, engineering, business, and • CHEM 11, 12, 13, 15, 31, 32, 33 teaching. A minor in chemistry is also available. All Bachelor of Science degrees provide graduates with the background necessary to • CHEM 102, 111, 141, 150, 151, 152, 154 begin a career in chemistry at industrial and governmental laboratories, for admission to • CHEM 183, 184 institutions offering graduate degrees in chemistry and biochemistry, and to medical and dental schools as well as other professional programs in the health professions. The chem- • Two upper-division chemistry electives istry major provides equal training in all the disciplines in chemistry, and the biochemistry • Four quarters of CHEM 115 major combines training in chemistry with additional coursework in cell and molecular • MATH 11, 12, 13 biology. The Bachelor of Science-ACS certified degrees meet all recommended standards for chemists and biochemists as mandated by the American Chemical Society. • PHYS 31, 32, 33 The Bachelor of Arts degree allows students the most freedom in choosing electives, and therefore is an excellent program for pre-medical or pre-teaching students. Students with a Bachelor of Science in Biochemistry strong interest in the liberal arts or who wish to pursue subjects outside the standard science • CHEM 11, 12, 13, 15, 31, 32, 33 curriculum will benefit from this degree. The Bachelor of Arts degree can be effectively combined with a pre-law or business curriculum to provide excellent preparation for law or • CHEM 101, 111, 141, 142, 143, 150, 151 or 152 business careers in the technology sector. • Two additional upper-division chemistry electives; BIOL 110, 113, 174, or 176 Undergraduate research is a critical component of our degrees and most of our majors may be taken to satisfy one of these two electives conduct research in collaboration with chemistry faculty mentors. Research in the department has been funded by the National Institutes of Health, the National Science Founda- • Four quarters of CHEM 115 tion, the Howard Hughes Medical Institute, the American Chemical Society Petroleum • MATH 11, 12, 13 Research Fund, and the Research Corporation. Majors in chemistry, biology, and combined • PHYS 31, 32, 33; or PHYS 11, 12, 13 sciences participate in faculty research projects through CHEM 182, 183, and 184. In addition, advanced students have opportunities for part-time employment assisting faculty • BIOL 21, 24, 25, 175 in laboratory and related teaching activities. The chemistry and biochemistry curricula are designed to be flexible in the sequence of Bachelor of Science in Biochemistry – ACS Certified upper-division coursework so as to allow students to participate in study-abroad programs. • CHEM 11, 12, 13, 15, 31, 32, 33 Students interested in study abroad should meet with a faculty advisor to plan the junior and senior year courses as early as possible in their academic careers. • CHEM 101, 111, 141, 142, 143, 150, 151 or 152, 154 • CHEM 183, 184

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• Two additional upper-division chemistry electives; BIOL 110, 113, 174, or 176 LOWER-DIVISION COURSES may be taken to satisfy one of these two electives Note: No course offered by the Department 12. General Chemistry II • Four quarters of CHEM 115 of Chemistry is subject to challenge, i.e., to Subjects include properties of solids, liq- • MATH 11, 12, 13 fulfillment by a special examination. uids, and gases, properties of solutions, • PHYS 31, 32, 33 1. Chemistry and the Environment chemical kinetics, properties of acids and bases, and an introduction to chemical • BIOL 21, 24, 25, 175 A survey of the role of chemistry in major equilibria. Several lectures deal with spe- environmental issues such as global Bachelor of Arts in Chemistry cial topics chosen at the discretion of the warming, acid rain, ozone depletion, instructor. Laboratory 3 hours per week. • CHEM 11, 12, 13, 15, 31, 32, 33 photochemical smog, persistent organic Prerequisite: CHEM 11 with a grade of pollutants, fossil fuel, nuclear and renew- C– or better. (5 units) • CHEM 101 or 102, 111, 141, 150 or 151 or 152 able energy, recycling and environmental • Two additional upper-division chemistry electives fate of pollutants. Laboratory 3 hours 12H. General Chemistry II Honors every other week. (4 units) • Upper-division lab requirement: 30 hours, which can be satisfied by CHEM Accelerated treatment of CHEM 12 ma- 102, 143, 154, or one unit of CHEM 182 2. Chemistry in the Modern World terial plus an introduction to molecular symmetry, the chemistry of free radicals, • Four quarters of CHEM 115 Some of the most fundamental principles and other subjects not normally covered • MATH 11, 12, 13 of chemistry are presented along with in general chemistry. Laboratory 3 hours many examples of the role of chemistry per week. • PHYS 31, 32, 33; or PHYS 11, 12, 13 Prerequisite: Strong performance in consumer, environmental, and human in CHEM 11H or CHEM 11 and permis- Chemistry electives for all degrees can be fulfilled by taking any upper-division chem- health applications. (4 units) sion of instructor or participation in Uni- istry class of three units or more, including CHEM 183 and 184. 5. Chemistry: An Experimental versity Honors Program. (5 units) REQUIREMENTS FOR THE MINOR Science 13. General Chemistry III A survey of modern chemical applica- Topics include aqueous equilibrium, acid- Students must fulfill the following requirements for a minor in chemistry: tions, including applications to health, base chemistry, chemical thermodynamics, • CHEM 11, 12, 13, 31, 32, and 33 the environment, and consumer issues, electrochemistry, spectroscopy, and statisti- and an introduction to the scientific • Twelve units of upper-division chemistry courses cal tools required for data analysis. The lab- method of inquiry. Laboratory 3 hours oratory introduces quantitative analysis every other week. (4 units) methods such as titration, spectroscopy, PREPARATION IN CHEMISTRY FOR ADMISSION TO 11. General Chemistry I and electrochemistry. Laboratory 4 hours TEACHER TRAINING CREDENTIAL PROGRAMS per week. Prerequisite: CHEM 12 with a Topics include chemical properties and grade of C– or better. (5 units) The State of California requires that students seeking a credential to teach chem- reactions, thermochemistry, stoichiome- istry in California secondary schools must pass the California Subject Examination for try, quantitative problem-solving, and an 15. Introduction to Research Teachers (CSET), a subject area competency examination. The secondary teaching introduction to ionic and covalent chem- credential requires the completion of an approved credential program that can be This course introduces students to op- ical bonding. Laboratory 3 hours per portunities for undergraduate research in completed as a fifth year of study and student teaching, or through an undergraduate week. (5 units) summer program and internship. Students who are contemplating secondary school the department. Departmental faculty teaching in chemistry should consult with the coordinator in the Department of 11H. General Chemistry I Honors present their current research. Also, an Chemistry as early as possible. overview of typical tools used in pursu- Accelerated treatment of CHEM 11 ma- ing scientific research projects is pro- terial and presentation of other topics not vided. Students interested in the normally covered in general chemistry. chemistry major/minor should ordinar- Laboratory 3 hours per week. Prerequi- ily take this course before the end of their site: Grade of at least “3” on the Chemistry sophomore year. (1 unit) advanced placement test and permission of instructor or participation in University Honors Program. (5 units) 52 COLLEGE OF ARTS AND SCIENCES CHEMISTRY 53

19. Chemistry for Teachers 32. Organic Chemistry II 131. Bioorganic Chemistry 151. Spectroscopy This laboratory-based course is designed Topics include spectroscopy and the Chemical synthesis of carbohydrates, nu- Fundamentals of quantum mechanics, to teach the fundamental concepts of chemistry of alkynes, ethers, alcohols, cleic acids, peptides, proteins, and reac- including wave functions and probabil- chemistry and is geared toward students and carbonyl compounds. Laboratory 3 tion mechanisms of biological cofactors. ity; rotational, vibrational, and electronic who are interested in becoming elemen- hours per week. Prerequisite: CHEM 31 Offered in alternate years. Prerequisite: transitions; atomic and molecular elec- tary or middle school teachers. The with a grade of C- or better. (5 units) CHEM 33. (5 units) tronic structure; and magnetic resonance. course focuses on the following concepts: Prerequisites: MATH 13 and CHEM 33. nature of matter, atomic structure, chem- 33. Organic Chemistry III 141. Biochemistry I (5 units) ical bonding, and chemical reactions. Topics include carbonyl condensation re- An introduction to structure/function re- While learning these core concepts, stu- actions, aromatic substitutions, amines, lationships of biologically important 152. Chemical Thermodynamics dents will experience what it means to do carbohydrates, and peptide and protein molecules, enzymology, membrane bio- Fundamental laws of thermodynamics, science by developing their experimenta- synthesis. Other advanced topics may in- chemistry, and selected aspects of the in- and applications to ideal and real gas tion skills as they participate in a class- clude pericyclic reactions and natural termediary metabolism of carbohydrates. equations of state, ideal and real solu- room scientific community. Laboratory product synthesis. Laboratory 3 hours Co-requisite: CHEM 33. (5 units) tions, phase equilibria, and electrochem- 3 hours per week. (4 units) per week. Prerequisite: CHEM 32 with a istry. Prerequisites: MATH 13 and grade of C- or better. (5 units) 142. Biochemistry II CHEM 33. (5 units) 31. Organic Chemistry I Includes a study of various aspects of the Topics include organic structure and con- 99. Independent Laboratory intermediary metabolism of carbohy- 154. Physical Chemistry Laboratory formations, stereochemistry, structure-re- Laboratory course, primarily for transfer drates, lipids, and amino acids as well as Experimental applications of thermody- activity relationships, and the chemistry of students to make up lower-division labo- nucleic acid structure and function, pro- namics, kinetics, spectroscopy, and other alkyl halides and alkenes. Special empha- ratory as needed for equivalency with tein synthesis and subcellular sorting, aspects of physical chemistry. Laboratory sis is placed on understanding reaction CHEM 11, 12, 13, 31, 32, and/or 33. and more advanced molecular physiol- 8 hours per week. Prerequisite: Must be mechanisms. Laboratory 3 hours per week. Prerequisite: Approval of department chair. ogy, including membrane biochemistry, enrolled in, or have completed, CHEM Prerequisite: CHEM 13 with a grade of C- (1 unit) signal transduction, and hormone action. 151 or CHEM 152. (3 units) or better. (5 units) Prerequisite: CHEM 141. (5 units) 182. Undergraduate Research UPPER-DIVISION COURSES 143. Biochemical Techniques Experimental research project supervised A laboratory course emphasizing funda- by chemistry faculty. Each unit requires a Note: No course offered by the Department separations. Laboratory 4 hours per week. mental theory and practice in biochemi- minimum of 30 hours of laboratory of Chemistry is subject to challenge, i.e., to Prerequisite: CHEM 13. Co-requisite: cal laboratory techniques, including work. May be repeated for credit. Prereq- fulfillment by a special examination. CHEM 32. (5 units) preparation and handling of reagents; uisite: Consent of instructor. (1–3 units) 101. Bioinorganic Chemistry 115. Chemistry Seminar isolation, purification, and characterization of biomolecules; enzyme kinetics; 183. Senior Research Experience Structure, properties, and reactivity of Active areas of research in university, in- spectrophotometric assays; and elec- Individual research under the supervision metal complexes and the function of dustrial, and government laboratories, trophoretic and immunological tech- of chemistry faculty, culminating in a metal ions in biological processes. Prereq- presented by guest speakers. May be re- niques. Laboratory 8 hours per week. comprehensive progress report. Labora- uisite: CHEM 32. (5 units) peated for credit. P/NP. (0.5 units) Prerequisites: CHEM 141 and consent of tory at least 9 hours per week. Prerequi- 102. Inorganic Chemistry 130. Organic Syntheses instructor. (3 units) sites: Senior standing in chemistry and consent of instructor. (3 units) Introduction to inorganic chemistry with Modern synthetic methods applied to the 150. Biophysical Chemistry emphasis on the nonmetals. Laboratory preparation of structurally complex tar- Introduction to the physical behavior of 184. Capstone Research Experience 3 hours per week. Prerequisite: CHEM get compounds, such as bioactive natu- biomolecules. Topics include transport Continuation of individual research 13. (5 units) ral products and pharmaceuticals. properties, reaction kinetics, sedimenta- under the supervision of a chemistry fac- Extensive discussion of synthetic plan- 111. Instrumental Analysis tion, binding dynamics, molecular mo- ulty mentor, culminating in a thesis and ning, known as retrosynthetic analysis, tion, and electron transfer. Prerequisites: oral presentation. Laboratory at least 9 Principles and use of instrumentation. emphasizing the standard bond-forming MATH 13 and CHEM 33 or consent of hours per week. Prerequisite: CHEM 182 Focus on electronics, spectroscopic meth- methods learned in CHEM 31–33. instructor. (5 units) or CHEM 183 and consent of instructor. ods, mass spectrometry, and chemical Offered in alternate years. Prerequisite: (3 units) CHEM 33. (5 units)

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190. Special Topics in Chemistry course meetings per quarter and the • CLAS 62 or HIST 11 Special Topics courses may be offered as course workload. Possible topics are or- • Two additional lower-division courses (one of which must be ARTH 11, PHIL 2–5 unit courses covering advanced top- ganic mechanisms, transition metals in 11, or MUSC/THTR 11) from ARTH 11; CLAS 65, 67, 68, 69, 75; ics in any of the five areas of study in organic synthesis, materials, nanotech- MUSC/THTR 11; PHIL 11; various courses in religious studies from an chemistry. These courses may be offered nology, photochemistry, bioanalytical approved list as once-a-week seminars or follow more chemistry, electrochemistry, molecular traditional course schedules. The course physiology, and membrane biochemistry. • Seven upper-division courses from perspectives that include language and liter- units will vary based on the number of This course may be repeated for credit if ature; philosophy and religious studies; art history, music/theatre and dance; the topics vary. (2–5 units) and history and political science; at least one course must be taken in each of three of the four disciplinary perspectives, and three courses must be taken within one of these perspectives): CLAS 141, 175, 181, 182, 184; ENGL 161; CLAS 112, 114, 177; PHIL 131; various courses in religious studies (consult DEPARTMENT OF CLASSICS with department chair); ARTH 104, 106, 110; CLAS 181, 182; CLAS 108, Professors: William S. Greenwalt, John R. Heath (Department Chair) 109, 110, 111, 176, 183, 185, 186, 187; HIST 107, 112; POLI 111 Associate Professors: Scott LaBarge, Helen E. Moritz • CLAS 198A and CLAS 198B Assistant Professor: Michael McCarthy, S.J. Senior Lecturer: John R. Dunlap Bachelor of Arts in Classical Languages and Literatures

Classics in the broad sense is the study of all aspects of the life and culture of ancient Major in Latin or Greek Greece and Rome. The Department of Classics offers courses that explore the most impor- • Nine upper-division courses in the language of concentration and a capstone tant areas of these ancient civilizations and their Mediterranean context: language (ancient project (CLAS 198A and CLAS 198B) Greek and Latin), literature, history, philosophy, mythology, religion, and art. Most courses in the department are open to any interested student. Classics courses, Major in Latin and Greek such as Mythology, Classical Tragedy, Ancient Greek Religion, and Women in Antiquity, require no knowledge of an ancient language. Latin or Greek may be taken to satisfy the sec- • Nine upper-division courses in the ancient languages, with at least six of these ondary language requirement. Because of the multidisciplinary nature of the field, classics in a single language, and a capstone project (CLAS 198A and CLAS 198B) provides an ideal liberal arts curriculum that is an excellent background for careers in many areas. Bachelor of Arts in Classical Studies Majors and minors are available in several programs in the Department of Classics: ancient studies, classical studies, and classical languages and literatures (Latin or Greek). There • Five courses in Latin or Greek, which may include the elementary sequence. is a major, but no minor, in Latin and Greek. Because course offerings in any one term are Students entering with prior study of Latin or Greek may substitute up to two limited, students wishing a classics major are encouraged to plan their curriculum in con- courses in classical literature with advance approval of the department chair. sultation with a faculty advisor at the earliest possible date. • CLAS 65 Students may fulfill their foreign language Core Curriculum requirement by success- • CLAS 61/ENGL 11 fully completing a proficiency examination in Latin or Greek at the level required for their program of study. Contact the department chair to make arrangements. • CLAS 62/HIST 11 • One course from: CLAS 60, 67, 68, 69, 75, PHIL 11, ARTH 11 REQUIREMENTS FOR THE MAJORS • One course from: CLAS 141, 175, 181, 182, 184 In addition to fulfilling University Core Curriculum and College of Arts and Sciences • One course from the CLAS 120-, 130-, 150-, and 160-series requirements for the Bachelor of Arts degree, students majoring in classics must complete • Two courses from CLAS 108, 109, 110, 111, 112, 114, 176, 183 the following departmental requirements for each degree option: • One course from CLAS 177, 178, 185, 186, 187; POLI 111; ARTH 104, 106, Bachelor of Arts in Ancient Studies 110; PHIL 131 • CLAS 60 • CLAS 198A and CLAS 198B • CLAS 61 or ENGL 11 56 COLLEGE OF ARTS AND SCIENCES CLASSICS 57

REQUIREMENTS FOR THE MINORS 123. Roman Comedy 132. Horace Students must fulfill the following requirements for a minor in each degree option: One or more plays by Plautus or Terence. Selections from the odes and epodes. At- Origins and nature of Roman comedy. tention to the adaptation of Greek lyric Minor in Ancient Studies (5 units) forms and rhythms to the Latin language. (5 units) • CLAS 60 124. Ovid 133. Livy • CLAS 62 or HIST 11 Selections from the major works, which include love poems, Amores; a handbook Selections from the Ab Urbe Condita—the • Any one additional approved lower-division course of the student’s choice for amatory success, Ars Amatoria; and the history of Rome from its semimythical • Four approved upper-division courses of the student’s choice, with at least two epic compendium of mythology, the founding through monarchy, early coming from different perspectives, which include language and literature; Metamorphoses. (5 units) Republic, and Punic Wars. (5 units) philosophy and religious studies; art history, music/theatre and dance; and history and political science 125. Cicero: Philosophical Works 134. Roman Satire Consideration of Cicero’s eclectic philoso- Representative selections from among the Minor in Classical Languages and Literatures phy through a careful reading of one or works of Horace, Juvenal, and others. Ori- more of his philosophical dialogues. gins and development of the satiric mode • Completion of 20 upper-division units in either Latin or Greek (5 units) in Latin literature. (5 units) Minor in Classical Studies 126. Cicero: Oratory and Rhetoric 135. Medieval Latin • Fulfillment of the second language requirement for the Bachelor of Arts in Latin One or more exemplars of Cicero’s rhetor- Major works of prose and poetry from the or Greek ical style or rhetorical theory. Considera- fourth century to the Renaissance. St. tion of rhetorical form, figures, and topoi. Augustine’s Confessions; the histories of • CLAS 61 or ENGL 11 (5 units) Gregory of Tours, Bede, and Einhard; • CLAS 62 or HIST 11 or one upper-division course in ancient history Latin fables; popular songs such as the 127. Vergil: Aeneid • Two upper-division courses in classical literature, in the original or in translation Carmina Burana; and the humanistic The epic poem on the effort of founding writings of Dante and Petrarch. (5 units) • One upper-division course in ancient literature, history, philosophy, or art Rome and the cost of its greatness. Con- sideration of the traditional and innova- 137. Special Topics: Poetry LOWER-DIVISION COURSES: LATIN tive features of Vergil’s epic style and Occasional courses in selected authors or purpose. Attention to epic meter. (5 units) genres for advanced students. Possible top- 1. Elementary Latin I 2. Elementary Latin II ics: Lucretius or elegy. (5 units) Introduction to vocabulary, forms, and Continuation of Latin I. (4 units) 131. Vergil: Eclogues and Georgics grammar of classical Latin. Development Vergil’s earlier works: pastoral poems set 138. Special Topics: Prose of the reading skills with supporting ex- 3. Elementary Latin III in an idealized landscape and the didactic Occasional courses in selected authors or ercises in writing. No language labora- Completion of elementary Latin. poem on the agriculture and countryside genres for advanced students. Possible top- tory. (4 units) (4 units) of his native Italy. (5 units) ics: Cicero’s letters, Tacitus, or other Roman historians. (5 units) UPPER-DIVISION COURSES: LATIN LOWER-DIVISION COURSES: GREEK 101. Intermediate Latin 121. Caesar A course for students who have finished Representative selections from the Com- 21. Elementary Greek I 22. Elementary Greek II basic Latin grammar. Students will review mentarii on the Gallic War and/or Bellum Introduction to vocabulary, forms, and Continuation of Greek I. (4 units) Latin forms and syntax while reading Civile. Consideration of the adaptation of grammar of Attic Greek. Development prose and poetry of increasing complexity. history to political ends. (5 units) of reading skills with supporting exercises 23. Elementary Greek III Students will be prepared to enroll in 122. Catullus in writing. No language laboratory. Completion of Greek grammar. Intro- Latin reading courses covering individual (4 units) duction to reading Greek literature. authors and genres. Offered in fall quar- Lyric poems, short epigrams, and longer (4 units) ter only. (5 units) mythological poems by the late Republi- can poet of personal love and sophisticated society. (5 units) 58 COLLEGE OF ARTS AND SCIENCES CLASSICS 59

UPPER-DIVISION COURSES: GREEK LOWER-DIVISION COURSES: CLASSICS 105. Advanced Greek theological implications of the vocabulary. 60. Introduction to Ancient Studies variety of literary, historical, philosophical, Selected aspects of Greek grammar in the Introduction to primary research tools. An exploration of the nature of political and and epigraphical texts. Also listed as HIST context of reading excerpts from Greek (5 units) religious authority; that is, the relationship 16. (4 units) prose and poetry. Prerequisite: CLAS 23 or 161. Homer: Iliad between the individual, the state, and the 68. Ancient Roman Religion equivalent. (5 units) divine—in three different ancient civiliza- Selected passages illustrating the course and tions. The primary “texts” for this investiga- Examination of religious practices, institu- 151. Lucian consequences of the wrath of Achilles and tion are the representative monuments of tions, and beliefs of the ancient Romans. Selections from the author’s satirical treat- the nature of the hero. Consideration of epic each culture: the pyramids of Egypt (partic- Special consideration of interconnections in ments of mythology, history, philosophy, meter and conventions. (5 units) ularly the Old Kingdom), the Temple of Roman religiosity between the acts/beliefs of individuals and the concerns of the state. and rhetoric and/or from the fantasy called 162. Sophocles Solomon in Jerusalem in the united monar- A True Story. Lucian’s place in the Second chy, and the Parthenon of 5th-century Concludes with philosophic mysticism, Sophistic. (5 units) A complete tragic drama. Attention to char- Athens. (4 units) magic, mystery religions, and Christianity. acterization, dramatic structure, and poetry, Also listed as HIST 17. (4 units) 152. Homer: Odyssey and to the author’s particular contributions 61. Survey of Classical Literature 69. History of Early Christianity Selected passages demonstrating the fusion to the development of the tragic form. Met- Also listed as ENGL 11. For course descrip- of the heroic and the romantic in an epic of rical reading of the text. (5 units) tion see ENGL 11. (4 units) Exploration of how and why the church evolved from a marginal Jewish apocalyptic peacetime. Consideration of epic meter and 163. Aeschylus conventions. (5 units) 62. Western Civilization: Ancient sect in the tumultuous world of first-cen- A complete tragic drama. Attention to char- Also listed as HIST 11. For course descrip- tury Judaea to become the official religion of 153. Euripides acterization, dramatic structure, and poetry, tion see HIST 11. (4 units) the previously pagan Roman Empire. De- A complete tragic drama. Attention to char- and to the author’s particular contributions velopment of a greater appreciation for the acterization, dramatic structure, and poetry, to the development of the tragic form. Met- 65. Classical Mythology rich tapestry of religious, social, and politi- and to Euripides’ place in the history of rical reading of the text. (5 units) Principal gods and heroes of Greek and cal events during the Roman Empire that contributed to the rise of Christianity. Also tragedy. Metrical reading of dialogue. 164. Oratory Roman antiquity: their stories, significance, (5 units) and pictorial representations. Implications listed as RSOC 65. (4 units) Selections from a representative Greek ora- of myth in society and possible origins of 75. Classics in Cinema 154. Herodotus tor such as Demosthenes or Lysias. Consid- myth. Important background for European Selections from the Persian Wars. eration of classical rhetorical forms and and English literature. (4 units) A survey of the classical world through se- Herodotus’ achievements and limitations as topoi. (5 units) lected dramatic films illustrating sequen- 67. Ancient Greek Religion tially the cultural and political history of the “Father of History.” Peculiarities of the 165. Lyric Poetry Ionic dialect. (5 units) Consideration of the differing attitudes ancient Greece and Rome. Close viewings Fragments of Alcaeus, Archilochus, Sappho, and expectations of polytheisms and of popular films, with comparative reference 155. Plato Simonides, and others. Development of monotheisms, and of religious expression to sources and practice in the techniques of Careful reading from one or more dia- elegiac, iambic, and melic forms. (5 units) in the context of classical Greek cult and film criticism. (4 units) logues such as Apology, Crito, Phaedo, and 167. Special Topics: Poetry ritual. Readings are drawn from a wide Republic. Detailed study of dialogue mode of discourse; overview of Plato’s Occasional courses in selected authors or UPPER-DIVISION COURSES: CLASSICS philosophy. (5 units) genres for advanced students. Possible topics: Hesiod or Pindar. (5 units) 156. Greek New Testament 108. Ancient Greece 109. The Hellenistic Age 168. Special Topics: Prose Readings selected from the Koine Greek A survey of Hellenic history from the A cultural, social, and political review of text of the New Testament with a concen- Occasional courses in selected authors or Bronze Age to Alexander the Great. Em- Alexander the Great’s conquests and their tration on the gospels, John, or the epistles. genres for advanced students. Possible phasis on the rise and fall of the polis as Hellenistic ramifications through the Close reading of the text with a view to topics: Thucydides or Xenophon. (5 units) an independent social, cultural, and po- reign of Egypt’s Cleopatra VII. Also listed litical community. Also listed as HIST as HIST 109. (5 units) 108. (5 units)

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110. Roman Republic 141. Love and Relationships in performance. At the discretion of the legal and documentary texts, and from art. A political, military, social, and cultural re- Classical Antiquity instructor, may include satyr drama and/or Significance of the status of and views about view of the rise and fall of the most success- An examination of the many forms of lov- the Roman tragedy of Seneca. Also listed as women in the ancient contexts and for ful state the West has ever known. Also listed ing and erotic relationships as they pertained ENGL 110 and THTR 181. (5 units) NCX modern times. Also listed as ENGL 186A. (5 units) as HIST 110. (5 units) to the Greek and Roman quest for the best 182. Classical Comedy human life. Readings in Euripides, Sappho, 186. Women in Ancient Rome 111. Roman Empire Ovid, Plato, Aristotle, and many others An exploration of various styles of and ap- A political, social, and cultural survey of the from genres of poetry, essays, letters, tragedy, proaches to humor in the ancient Greek and Investigation into the representation and the Roman Empire beginning with Augustus and philosophy. (5 units) Roman world, chiefly as seen through the reality of women’s lives in ancient Rome, and tracing changes in Rome from the de- genres of satyr drama, Greek Old and New from mythistoric times of the founding of velopment of the Roman Empire as a world 146. Age of Socrates comedy, and Roman comedy. At the discre- Rome to the advent of Christianity, from state to the development of Christianity as A study of Socrates as both historical and tion of the instructor, may include satire, the evidence of literature, history, philoso- a world religion. Also listed as HIST 111. literary figure, with special attention to his spoof literature, and invective. Also listed as phy, and religion, from legal and documen- (5 units) political and cultural context, and to our ENGL 111 and THTR 182. (5 units) NCX tary texts, and from art. Significance of the three chief sources on him and his philo- status of and views about women in the an- 112. World of Augustine 183. Greek and Roman cient contexts and for modern times. Also sophical activities: Aristophanes, Plato, and Historiography In his life and writings, St. Augustine marks Xenophon. (5 units) listed as ENGL 186B. (5 units) A survey of the origin and development of the point of transition from the ancient to 187. Family in Antiquity the Medieval world. Augustine’s personal 175. Topics in Classical Literature historical prose from Herodotus through odyssey, culminating in his conversion to Occasional courses or seminars in special- Ammianus Marcellinus. Consideration of A survey of family social, economic, politi- Christianity, in The Confessions; in the City ized topics. Consult current course descrip- history as an artistic genre; special attention cal, and religious roles in various ancient of God and excerpts from other treatises, ex- tions for details. (5 units) to the authors’ various political and ideolog- Greek states and in Republican and Imper- amination of the three principal controver- ical purposes. (5 units) ial Rome. Also listed as HIST 113. (5 units) 176. Topics in Ancient History sies to which Augustine directed his 184. Classical Mythology in the 198A. Senior Thesis I intellectual energy: the Manichaean, the Occasional courses or seminars in special- Western Tradition Donatist, and the Pelagian. Also includes an ized topics. Consult current course descrip- Identification of a coherent topic, develop- overview of late antiquity: major figures, key tions for details. (5 units) An exploration of some of the ways authors ment of a detailed outline, and preparation movements, and decisive events amid the from the classical period through the 20th of an annotated bibliography, conducted dissolution of the Western empire. (5 units) 177. Topics in Ancient Philosophy century have manipulated Greek myths for under the active direction of a member of Occasional courses or seminars in special- their own poetic and political purposes. the Classics faculty. Prerequisites: For senior 114. Imperialism and Religion: ized topics. Consult current course descrip- Focus is on the legends surrounding the fall classics majors only; advance permission of in- Roman Britain tions for details. (5 units) of Troy, with particular attention paid to the structor and department chair required. Focus on Roman Britain in order to illus- shifting character of perhaps the two most (3 units) 178. Topics in Classical Culture protean figures in Greek mythology, trate how imperialistic powers manipulate 198B. Senior Thesis II the religions of the peoples who come under Occasional courses or seminars in special- Odysseus and Helen. Texts include selec- their sway both to foster pacification in ized topics. Consult current course descriptions from Homer’s Iliad, Virgil’s Aeneid, Supervised completion of the final draft, newly won territories and to redirect the po- tions for details. (5 units) and Dante’s Inferno, and unexcerpted works public oral presentation, and defense of the litical loyalties of new subjects. Course com- by Homer, Sophocles, Euripides, Gorgias senior thesis. Prerequisites: CLAS 198A; for pares and contrasts the religious traditions 180. Classical Epic and Isocrates, Ovid, Seneca, Dictys and senior classics majors only; advance permission of the Romans and the Celts and notes how The Iliad and Odyssey, Argonautica, and Dares, Shakespeare, Tennyson, Giraudoux, of instructor and department chair required. religious policy in Britain was not histori- Aeneid in translation. Characteristics and modern Greek poets, and the Coen broth- (3 units) ers. Also listed as ENGL 187. (5 units) cally unique; cross-cultural comparisons will historical development of epic genre and 199. Directed Reading/Research be made using more modern comparisons epic hero. (5 units) 185. Women in Ancient Greece and contrasts. Also listed as HIST 114. Individually designed programs of reading (5 units) 181. Classical Tragedy Investigation into the representation and the or research, in Latin, Greek, or classics (i.e., Representative works of the principal Greek reality of women’s lives in ancient Greece, literature in translation or culture). Available tragic playwrights: Aeschylus, Sophocles, from mythistoric times through the Hel- to advanced students. Written permission of and Euripides. Features of the tragic genre, lenistic period, from the evidence of litera- the instructor and department chair required its origins, and the conventions of its ture, history, philosophy, and religions, from in advance of registration. (5 units)

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COMBINED SCIENCES PROGRAM DEPARTMENT OF COMMUNICATION Director: Craig M. Stephens (Biology) Professors: Geoffrey Bowker (Regis and Diane McKenna Professor), Don C. Dodson, Sally Lehrman (Knight Ridder/Mercury News Professor), Emile G. McAnany The College of Arts and Sciences offers a Bachelor of Science in Combined Sci- (Walter E. Schmidt, S.J., Professor), Paul A. Soukup, S.J. (Department Chair) ences for students who have an interdisciplinary interest in the sciences. This degree Associate Professors: Christine M. Bachen, Laura Ellingson, Stephen C. Lee, provides breadth of basic natural science training along with meaningful exposure to Yahia Mahamdi, Charles H. Raphael, Sunwolf analytical frameworks used in the social sciences. The combined sciences major nour- Assistant Professors: Hsin-I Cheng, Rohit Chopra, Michael Whalen ishes intellectual flexibility by fostering awareness of the multiplicity of forces that Senior Lecturer: Barbara Kelley shape our world. This major offers good preparation for times of dramatic change by Renewable Term Lecturer: Gordon Young encouraging students to think about interconnections among processes other sciences may examine in isolation. The Department of Communication offers a program of studies leading to a Bachelor of Arts in Communication. The major prepares students for various graduate REQUIREMENTS FOR THE MAJOR and professional studies and for careers in the communication industry. An academic minor also is available. Communication majors focus on the communication process in In addition to fulfilling University Core Curriculum and College of Arts and Sciences interpersonal, mass media, and computer-based contexts. They explore the theory, requirements for the Bachelor of Science degree, students majoring in combined sciences research methodologies, responsibilities, institutional structures, and effects of mass and must complete the following departmental requirements: interpersonal communication. The department gives special consideration to new and • MATH 11, 12 developing communication technologies. The major also integrates theory with practice. It allows students to apply their • BIOL 21, 22, 24 knowledge of the communication process to the study and creation of communication • BIOL 23 or 25 products (speeches, television programs, newspaper stories, Web sites, etc.). Particular • CHEM 11, 12, 13, 31, 32 attention is given to developing students’ concerns for ethics and the common good. Because the communication field requires students to have a broad liberal arts • PHYS 11, 12, 13 or PHYS 31, 32, 33 education, students work closely with a department faculty advisor to plan a cohesive • ENVS 11 or 12 or CHEM 1 academic program that combines courses in the Department of Communication with • POLI 1 or SOCI 1 courses in other departments. Often students complete a minor or take a number of courses in related disciplines, such as marketing, theatre arts, psychology, or political • ANTH 3 or POLI 2 science. • PSYC 1 or PSYC 2 or PSYC 150 or SOCI 127 The communication curriculum provides nonmajors with the opportunity to acquire a critical understanding of the communication process and contemporary media, • BIOL 187 or SOCI 138 or ECON 101 to improve oral and written skills, and to heighten visual awareness. • SOCI 148, 149, 165 or 172 All students are encouraged to participate in one of the student-run campus media. • Five other approved upper-division courses, two of which must be selected from Special credit practica for such work may be included in the student’s academic the natural sciences (biology, chemistry, or physics) program. All junior and senior students are encouraged to complete an internship at an off-campus media organization or other communication-related institution. The department maintains a list of potential internships that may be completed for credit as PREPARATION IN COMBINED SCIENCES FOR ADMISSION COMM 198. TO TEACHER TRAINING CREDENTIAL PROGRAMS The Department of Communication will accept no more than two study abroad courses (lower-division, upper-division, or a combination) toward completion of the The State of California requires that students seeking a credential to teach science in communication course requirements. Courses taken abroad will be accepted on a case- California secondary schools must pass the California Subject Examination for Teachers by-case basis as completing specific communication lower-division requirements. Upper- (CSET), a subject area competency examination. The secondary teaching credential re- division courses taken abroad will be accepted only as communication upper-division quires the completion of an approved credential program that can be completed as a fifth elective credit. Courses taken abroad will not be accepted as completing the required List year of study and student teaching, or internship. Students who are contemplating second- A, List B, research methods, or thesis/capstone requirements. Whenever possible the ary school teaching in science should consult with the coordinator in the Department of chair of the department will determine equivalency credit based upon the course Chemistry as early as possible. 64 COLLEGE OF ARTS AND SCIENCES COMMUNICATION 65 description in the literature from the foreign university. Study abroad programs run by LOWER-DIVISION COURSES Santa Clara may fulfill some communication requirements subject to approval by the chair of the department. 1. Introduction to Interpersonal nonacademic settings. Each student will also One of the oldest forensic programs in continuous operation on the West Coast, Communication learn to analyze, criticize, and evaluate the Santa Clara Debate provides a challenging and rigorous co-curricular activity designed An overview of the communication process, speaking of others. (4 units) to develop public speaking skills, critical thinking, and public policy analysis. The issues, and theories explaining behaviors in 30. Visual Communication program is open to all majors and years regardless of previous speech or debate experi- human relationships, with an emphasis on ence. The schedule offers national level competition in both policy team debate and in linking our perceptions, thoughts, and feel- An introduction to the basic grammar and parliamentary team debate along with numerous on-campus activities related to com- ings to those of our communication part- principles of visual communication, inte- petitive speech, including hosting high school invitationals. Students may receive aca- ners. Topics typically include the power of grating theory and practice. The theory part demic credit, and policy debate participants are eligible to apply for merit scholarships. language, nonverbal communication, de- provides students with the tools needed to ception, persuasive communication, gender understand visual language and the role of REQUIREMENTS FOR THE MAJOR differences in communication, small group image-based media in contemporary cul- communication, and intercultural commu- ture. The application part introduces stu- In addition to fulfilling University Core Curriculum and College of Arts and Sciences nication. Arrupe Center participation re- dents to the principles and processes of requirements for the Bachelor of Arts degree, students majoring in communication must quired. (4 units) media production using still photography, complete the following departmental requirements: video cameras and computer editing. In ad- • COMM 1 2. Introduction to Mass dition to attendance at class, all students are Communication required to attend production labs. Concur- • COMM 2 An examination of mass communication rent enrollment in lab required. Preference • COMM 12 and society, focusing on media industries, given to declared communication majors and minors. (4 units) • COMM 20 the production of content, and audiences. Considers different types of media; theoret- 31. Video Production 1 • COMM 30 or COMM 31 ical perspectives related to the role of media • COMM 40 in society; and ethical and regulatory issues An introduction to the basics of video pro- pertaining to media practice. (4 units) duction in both field and studio environ- • Two upper-division communication theory courses (signified by the letter “A” ments. Through a combination of lectures, in the course number) 12. Technology and Communication labs, field exercises, and basic studio opera- • One upper-division communication applied course (signified by the letter “B” Examination of the relationship between tions, students will learn the techniques, in the course number) communication technology and society, in concepts, and processes involved in single camera and studio television production. In • Two additional approved elective upper-division communication courses the past, present, and future. Hands-on introduction to the basic functions of the addition to attendance at class, all students • COMM 110 computer and Internet as tools for research are required to attend production labs. Con- • COMM 111 and communication. (4 units) current enrollment in lab required. (5 units) • COMM 112 or COMM 113–116 20. Public Speaking 40. Introduction to Journalism This course is designed to provide students Introduction to the theory and practice of REQUIREMENTS FOR THE MINOR with basic theories and skills that are essen- journalism, including field work in news tial to effective public speaking. Topics in- gathering, interviewing and writing tech- Students must fulfill the following requirements for a minor in communication: clude audience analysis, organization, niques as well as study of news values, ethics • COMM 1 or COMM 2 persuasion, credibility, and delivery. Ideally, and objectivity. Primary emphasis on writ- • Two approved upper-division communication courses students should be able to apply these skills ing for newspapers. Includes weekly lab. in a variety of public speaking situations, (4 units) • Three additional approved communication courses (any combination of upper whether in future college courses or in division or lower division)

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UPPER-DIVISION COURSES 105B. Oral Storytelling 109A. Friendships and Romances Note: Theory courses are designated of persuasive communication will typically The art of telling stories offers a powerful This seminar-style course will examine the- with the letter A and application courses include: theories for altering attitudes and connection between people: as entertain- ories, concepts, and research that explain the with the letter B. behaviors, the persuasion process, the use of ment, teaching, and persuasion. In this relational dynamics in our friendships and persuasion in applied contexts (advertising, course, the emphasis will be on the creative romances. Using a communication focus 100A. Advanced Interpersonal public relations, personal relationships, process and performance of oral stories: and examining published studies and theo- Communication courtrooms, health care settings). Prerequi- ghostly tales, urban legends, fairy tales, folk- ries, topics will include childhood and adult Analysis of theories and research on the site: Any one of the following: COMM 1, tales, trickster tales, and wisdom stories. friendships, cliques, toxic friends, women practice of communication in social and in- PSYC 1, PSYC 2, or SOCI 1. (5 units) Each student will be involved in and men as platonic friends, flirting, dating, timate relationships. Special topics will be learning/telling/finding powerful ancient courting, maintaining intimacy, emotional offered, which may include: families, ro- 103A. Communication and Conflict multicultural tales. We will expand the class- communication, the bio-neurology of love, mantic relationships, miscommunication, A review of theories, perspectives, and re- room to the community, performing in a rejection, and relational endings (losing, leav- nonverbal communication, or symbolic research on communication and conflict in variety of settings, as we learn how a single ing, and letting go). (Counts as a University lational communication, to name a few. various contexts (families, friendships, ro- story is always interpreted differently by Honors Program course, but enrollment is Course is designed to allow students to in- mances, business relationships). Specific each teller and each listener. Students will not limited to Honors program students.) crease understanding of the processes of in- topics will include getting what you want, learn to develop a personal creative voice Prerequisite: Any one of the following: COMM terpersonal communication, become saving face, realigning power imbalances, and style, to deeply appreciate listening to 1, PSYC 1, PSYC 2, or SOCI 1. (5 units) the tales of others, to appreciate folktales as familiar with a variety of theoretical ap- miscommunication, styles and tactics, ne- 110. Quantitative Research Methods proaches to specific relationships, as well as gotiation, third-party interventions, and rich multicultural bridges, and learn tale- offer specific skills and strategies for building transforming conflicts. Development of telling skills that can be applied to enrich Introduction to the social scientific study of more satisfying relationships. Check topic communication skills for managing conflict the lives of other people. (5 units) communication. Students will learn about research design and specific methods for an- offered for specific description. May be re- productively in interpersonal, organiza- 107A. Intercultural Communication peated for different topics. Prerequisite: tional, and intercultural contexts. Prerequi- alyzing interpersonal communication be- COMM 1. (5 units) site: Any one of the following: COMM 1, An analysis and comparison of communica- havior and media content and behavior, PSYC 1, PSYC 2, or SOCI 1. (5 units) tion styles and forms within and among cul- such as surveys, experiments, and content 101B. Interviewing tural groups in the United States. Particular analysis. Students learn about and apply Fundamental principles and techniques of 104A. Group Communication attention given to the communicative be- data analysis and statistics. Prerequisites: interpersonal interviewing. Collecting nar- Theories and research about the communi- havior of co-cultures such as Blacks, Asians, COMM 1 and COMM 2. (5 units) Chicanos, Gays, Women, the Aging and ratives from people about their experiences cation dynamics in a variety of relational 111. Qualitative Research Methods and ways they make sense of events in their groups. Topics include childhood groups, Disabled. An examination of differences in relationships with other people. Advanced gaining entry to groups, being excluded communicative forms, content, and defen- Provides students with an understanding of principles of gathering scholarly data from groups, group hate, social loafing, sive behavior. The significance of such dif- qualitative methods used in communication through face-to-face interviews, using a va- leadership styles, facilitating groups, task ferences in style/behavior as the result of research on messages, contexts, and impacts. riety of interviewing formats and tools. Su- versus social goals, communication roles of increasing contacts between cultures/co-cul- Explores qualitative methods such as audi- pervised field work, developing interview members, effects of gender and diversity, tures. Fulfills the ethnic studies requirement. ence ethnography, participant observation, protocols, interviewing real world popula- moral values of members, and the resolu- Prerequisite: Any one of the following: COMM focus groups, textual analysis, in-depth in- tions, recording and collecting responses, tion of group conflicts. Specific groups will 1, PSYC 1, PSYC 2, or SOCI 1. (5 units) terviewing and institutional analysis. Stu- dents do exercises on design and application and organizing data. Emphasis on compas- include social peer groups, cliques, juries, 108A. Communication and Gender sionate listening skills. Topics will vary. Pre- gangs, small work groups, super-task of qualitative methods and analyze the data requisite: COMM 111. (5 units) groups, problem-solving groups, teams, and Explores gendered patterns of socialization, gathered. Prerequisites: COMM 1 and decision-making groups (including juries). interaction, and language. The course goes COMM 2. (5 units) 102A. Persuasion beyond stereotyping female and male In addition to theory, practical skills for han- 112. Senior Capstone Analysis and synthesis of current persuasion dling group challenges and member conflict modes of communicating to consider ways theory and research to understand how will be offered. Prerequisite: Any one of the in which masculinity, femininity, ethnicity, Senior Capstone serves as a culminating ex- messages influence attitudes and behaviors. following: COMM 1, PSYC 1, PSYC 2, or class, age, sexuality, and disability intersect perience for the communication major, How are persuasive messages crafted and SOCI 1. (5 units) in interpersonal, family, organizational, and bringing together the student’s previous what impact do they have? Specific domains public communication, as well as in femi- coursework in communication theory, re- nist and men’s movements. Prerequisite: search methods and applied communica- COMM 1 or consent of instructor. (5 units) tion. The course is offered in several forms

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to better meet the needs and interests of the projected reporting strategy, perform a com- minority, how different groups historically these questions, looking at a variety of media students and faculty. Some sections concen- prehensive literature search, and thoroughly have been marginalized in public represen- and media content (e.g., news and entertain- trate on students designing and conducting research the story via interviews, archival tation and how these images have been, and ment content of books, film, TV, Internet) original research while other sections oper- research and first-hand observation. Students are being, challenged. Course requirements and do so with different characteristics of au- ate as advanced seminars on a particular will be required to edit their peer’s work include research into specific public images, diences in mind. We shall see, for example, topic or concentrate on community-based throughout the quarter as well as submit fieldwork, and a final class presentation. Ful- how audience responses are shaped by fac- learning experiences. Applied capstone ex- multiple drafts of the final project. Prerequi- fills the ethnic studies requirement. (5 units) tors such as ethnicity, gender, age, or by the periences in video (COMM 113), journal- sites: COMM 1, COMM 2, COMM 12, context in which the medium and its mes- ism (COMM 114), and public relations COMM 20, COMM 31, COMM 40, one 123A. Media and Youth sage is experienced. Prerequisite: COMM 2 (COMM 116) are options for students who A-list course related to journalism or media This course considers the youth media cul- or permission of instructor. (5 units) qualify. Prerequisites: COMM 1, COMM 2, criticism, COMM 141, and at least two of the ture that has become a pivotal part of the ex- COMM 12, COMM 20, COMM 30 or following journalism B-list courses: COMM perience of childhood and adolescence. 126A. Critical Media Theory COMM 31, and COMM 40. Particular cap- 142 or 144, 143, 146, 148. (5 units) Students examine the content of popular A survey course to introduce major theoret- stone sections may also require additional, spe- media aimed at young people and the media ical approaches used to study media. The cific upper-division communication courses in 116. Senior Capstone in industries that produce this content. Also ex- goal is to provide students with the philo- research methods and communication theory. Public Relations plored are patterns of media usage through- sophical and historical background and the- (5 units) This capstone focuses on the application of out childhood and adolescence, the ways oretical concepts needed to analyze the communication and business theories to the that media are integrated into family life, and institutions, forms, and content of the 113. Senior Capstone in Video practical aspects of business, corporate com- how educational and entertainment media media from a critical perspective. Prerequi- Students enrolled in video capstone work in munications, and public relations including content shapes children’s knowledge, atti- site: COMM 2. (5 units) small production teams to produce 20-30 the planning/execution process and the roles tudes, behaviors, and identities. Topics in- minute video projects. The type or style of of the various functions that compose pub- clude educational media effects, media 130B. Screenwriting these projects (dramatic, documentary, or lic relations within a corporate or business violence, gender and racial/ethnic stereotyp- Creation of proposals, drafts, and final studio-based productions) is determined by entity. Topics include integrated marketing ing, advertising effects, and media literacy ef- scripts for dramatic fictional narratives. which intermediate video production communications, branding, marketing forts. Prerequisite: COMM 2 or permission of Analysis of published short screen plays, and courses the team members have taken. mainstream media and citizen’s journalism. instructor. (5 units) how the translation of these scripts to the Heavy emphasis on preproduction planning, Prerequisites: All lower-division courses screen affects the story. Fulfills the third script development, audience assessment, required for communication majors plus 124B. Information Campaigns writing requirement. Prerequisite: ENGL 1 division of labor, budgets, and building a col- COMM 110, COMM 111, one upper- Examines the principles of design, imple- and ENGL 2. (5 units) laborative vision for the project. Students division communication theory (List A) course mentation, and evaluation of information also write an extended essay that integrates and COMM 150B. (5 units) campaigns created to produce social change 131B. Intermediate Dramatic their production practices with film/video in such areas as health, the environment, or Production theory. Weekly laboratory. Prerequisites: 120A. Environmental Communication civic education. Emphasized are problem Principles and techniques of dramatic, film COMM 1, COMM 2, COMM 12, This course introduces students to tools for analysis, audience analysis, message design, style television production. The role of the COMM 20, COMM 31, COMM 40, one analyzing and engaging in public discourse and evaluation. Students examine actual auteur is explored along with advanced tel- A-list course related to journalism or media about the environment. Students draw on campaigns (e.g., anti-smoking efforts, teen evision aesthetics and narrative design, criticism, COMM 141, and at least two of the communication theory and research to pregnancy or drug campaigns) and design working with performers, and directing for- following B-list courses: COMM 142 or 144, understand rhetorical strategies used in their own campaigns focusing on a relevant mats. Advanced camera operation/videog- 143, 146, 148. (5 units) contemporary environmental debates and social problem. Prerequisite: COMM 2 or raphy, editing and digital video effects are participate in those debates. Special atten- permission of instructor. (5 units) also explored. All students are required to 114. Senior Capstone in Journalism tion is given to how mass media news and attend a production lab. Prerequisite: The goal of the journalism capstone project entertainment can represent environmental 125A. Media Audience Studies COMM 30 or COMM 31. (5 units) is to produce a 3500-word magazine piece issues responsibly. Counts for the environ- The audience plays a critical role in our un- of publishable quality on a significant com- mental studies major and minor. (5 units) derstanding of mass communication. How 132B. Intermediate Documentary munity issue. (Students may choose to do media scholars and practitioners concep- Production produce their finished piece in video or radio 121A. Minorities and the Media tualize and study media audiences? How do Explores the technical, aesthetic, and ethi- format, by permission of instructor.) Stu- The theory and practice of minority media individuals and groups use media, interpret cal issues surrounding documentary pro- dents will submit a written story proposal, production, representation, and use. Exam- media messages, and integrate media experi- duction. The documentary form is including a preliminary list of sources and ination of the classification of a group as a ences into their lives? The course will address examined as a cultural and historical

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artifact, as a site where traditional expecta- 138A. Popular Culture Studies publication. Primary emphasis on improv- animate the stories about those subjects, and tions about journalism and personal expres- Examines a broad array of historical and ing journalistic skills, as well as basic train- the products of those stories. Emphasis will sion collide. While emphasis is placed upon emerging popular culture forms. Drawing ing in digital audio recording, editing and be on journalistic reporting and writing, single camera, film-style documentary pro- on communication, anthropology, and his- production; podcasting; and various online media critique, and oral history. Prerequi- duction, other documentary styles are also torical approaches to cultural production, formats. Prerequisite: COMM 40. (5 units) site: COMM 40. (5 units) examined. Clearances, copyright and other the course examines the implications and ef- 143B. Special Topics in Journalism 149A. Political News fundamental production issues are explored. fects of popular culture forms such as comic Students produce a short documentary for books, video games, and interactive media. Sports, features, lifestyle, science, editorial Focused primarily on analysis of ongoing the course. All students are required to at- May be repeated as topics vary. All students writing, etc. Course focus shifts as instructor campaign coverage, the course will also extend a production lab and outside are required to attend outside film/video and topics change each quarter. Students amine historical and comparative aspects of film/video screenings. Prerequisite: COMM screenings. Prerequisite: COMM 2. (5 units) may repeat course for credit. Prerequisite: politics in the media. Regular consumption 30 or COMM 31. (5 units) COMM 40. (5 units) of media coverage of politics required. 139A. Comparative Analysis of (5 units) 134B. Intermediate Studio Production Film Systems 144B. Television Journalism Multiple camera, studio-based video pro- Students research, write, shoot, edit, and 150B. Public Relations and Corporate This course investigates the ways in which Communication duction. Dramatic production, music, and films and television programs are conceived report radio and television news. Students other studio-based program styles are exam- and produced within particular national produce news packages and larger news pro- The Internet and technology have changed ined. Students produce 20-30 minute pro- film and television industries. The course grams. At times the course mimics a news public relations and how companies and or- ductions for the course. Digital video effects, examines how the worldwide ascendancy of day, from production planning to the actual ganizations communicate, collaborate, in- still store, character generator, and advanced Hollywood styles of filmmaking and dom- newscast. At other times the course repli- teract, and influence outcomes with audio elements are explored. All students are inance of the global distribution of films has cates the television magazine model of stakeholders and targeted publics. This required to attend a production lab and out- compelled many filmmakers to adopt new production. All students are required to course explores the theories and practices of side film/video screenings. Preference given filmmaking strategies meant to counter attend a weekly production lab. Prerequi- public relations today, including program to communication majors and minors. May American mainstream cinema. In compar- sites: COMM 31 and COMM 40. (5 units) planning, development, execution, and be repeated as topics vary. Prerequisite: measurement of media relations, traditional ing Hollywood to other world film tradi- 146B. Magazine Journalism COMM 31. (5 units) tions, the course addresses the different PR tactics, and new, online channels and Includes story development, market analy- tools. Writing, business planning, effective 136A. Film/Video Narrative Strategies conceptions of film, which is perceived primarily as a commodity by Hollywood pro- sis, investigative reporting techniques, query presentation, critical thinking, integrated Why do movies and television shows look ducers and more as a cultural artifact whose efforts and sophisticated writing approaches marketing communications, fundamentals and sound the way they do? Why do we tell role is crucial in shaping national cultures for magazines, culminating in a long-form of business, business ethics, and business stories in these media in these ways? This by the rest of the world. Prerequisite: journalism project. Includes readings in nar- practices are emphasized. Guest lecturers course examines the historical roots and COMM 2. (5 units) rative and literary journalism. Prerequisite: from corporate America and business prac- broad cultural implications of telling stories COMM 40. (5 units) tice exercises provide real-world experience with moving pictures. Film/television theory 141B. Advanced Journalism in applying theories and concepts. Prereq- 147A. The News Media and criticism is used as a means of examining Advanced news reporting and writing. Em- uisites: COMM 2 and COMM 40. (5 units) our assumptions and preconceived notions Introduction to mass media news in the phasis on strategies for public affairs report- 151A. Organizational Communication about visual narrative styles. All students are ing, beat coverage, media ethics, and source U.S. Analysis of forces that shape journal- required to attend outside film/video screen- development. Includes weekly beat assign- ism today and how to identify their influ- Examines the major communication and ings. Prerequisite: COMM 2. (5 units) ments, an enterprise feature, and an immer- ence. Theories of journalism’s role in the organizational theories that form a founda- democratic process. Ethical dilemmas posed tion for the study of organizational commu- 137A. Film/TV History sion journalism project. Arrupe Partnerships participation required. Prerequisite: COMM by contemporary news. Prerequisite: nication. Considers organizations as active Explores the development of the film and 40. (5 units) COMM 40 or permission of instructor. systems, and will focus on the role and effect television industries, styles, and audiences. (5 units) of communication in organizational func- The impact of the forms is examined in the 142B Online Journalism tions, culture, structure, and characteristics. 148B. Multicultural Journalism context of political, economic, and cultural This course is an introduction to the fun- We will consider carefully the role of com- changes of the past century. May be re- damentals of online journalism. Students This course involves learning about and in- munication professionals in organizations. peated as topics vary. All students are re- will plan, report, write, and produce news, teracting with multicultural audiences, the Prerequisite: COMM 1 or COMM 2. quired to attend outside film/video arts, sports, and feature segments for online subjects of interest to them, the sources who (5 units) screenings. Prerequisite: COMM 2. (5 units)

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156A. Health Communication 162A. Communication Technology development and ethical communication 181A. Global Media Industries This course explores how health and illness and Policy leadership; development of moral sensitivity, Examination of how media industries have are experienced and communicated by indi- Current issues and debates over technology judgment, commitment, and courage to be been transformed into global businesses and viduals, organizations, and the media. We policy in the United States. Special atten- “at our best” in communication settings. how technologies of distribution by cable, will examine the history of the U. S. med- tion to how new communication technolo- Exploration of moral imagination, reflec- satellites, and the Internet have brought al- ical establishment, the intersections of race, gies raise issues of privacy, access, political tion styles, and ethical community/cultures most all people into a global symbolic space; class, gender, age, and sexuality with com- and cultural diversity, and democratic par- by engaging students in the process of theories of political economy and audience munication in health care organizations, the ticipation. Evaluation of policy options, “doing ethics” and critical reflection in a reception are applied. Exploration of how cultural specificity of health beliefs, and the drawing on communication research and community setting. Development of skills groups and governments have responded to ways in which media messages influence ethical reasoning. Examines regulation of in perspective-taking, values/virtues identi- the phenomenon and what they do to pro- perceptions of health and risk. Prerequisite: video, voice and data delivery through tele- fication, and applied ethical decision-mak- tect their cultural and political sovereignty. Any one of the following: COMM 1, PSYC 1, phone, cable, wireless, broadcasting and In- ing. Case construction and other research Prerequisite: COMM 2. (5 units) PSYC 2, or SOCI 1. (5 units) ternet. Concludes with a student policy methodologies to explore practical ways to conference. Prerequisite: COMM 2. (5 units) build character, develop virtues, and remove 182A. Global News Issues 160A. Silicon Valley Communication stumbling blocks to ethical action. Prerequi- Explores the changes that have taken place Technologies 165B. Edit and Design for site: Completion of University Core ethics in news coverage on a global basis in the last History and theory of computer and digital Journalism and New Media course. (5 units) decade, especially television and Internet technologies. Silicon Valley as a case study of Fundamentals of copy editing and design- 175A. Communication and Theology news; how government policies of control the growth and social impact of the Infor- ing print presentation formats. Emphasis on of information have changed in reaction to mation Age. Emphasis on the changing role concise, logical, explanatory, and attention- Do the practices of communication have new technologies of information distribu- of institutions (universities, government, getting presentation of words, graphics, and any consequences for theology? We know tion; and how internal politics may be af- corporations) that shape the development photographs. Prerequisites: COMM 12 and that St. Paul claims that “faith comes from fected by international media attention. of communication technology. Attention to COMM 40. (5 units) hearing” and that Christian theology has Prerequisite: COMM 2. (5 units) the Information Age’s impact on the envi- taken communicative expression seriously ronment, workplace, and home. Prerequi- 169A. Special Topics in throughout the centuries. This course exam- 183A. Communication, Development, site: Core technology class. (5 units) Communication Technology ines how theology has used communication, and Social Change This course focuses on the intersection of how it has evaluated communication, how How does communication content and 161B. Communication Media and communication theory/research and issues communication contributes to theology, and technology solve problems of global poverty Technology in Education of technology. May be repeated for credit as how new communication technologies have and social change? This course addresses the In North America, we tend to associate topic varies. Prerequisite: Permission of in- a contemporary impact on theological and theories, policies and practices that help ex- communication media with entertainment structor. (5 units) religious practices. Examines a variety of plain the success or failure of new commu- or business. This course explores alternative communication expressions (art, music, po- nication technologies in helping the uses of communication, particularly as ap- 170A. Communication Law etry, television programs, films, Web sites) as disenfranchised achieve a better life for plied to education. Examines theory and and Responsibility religious expressions; students will create themselves. Hands-on work with real cases practice in distance education (radio An introduction to mass media law covering their own theological expression using some will give students a chance to think through schools, satellite service), instructional tele- First Amendment protections for journal- contemporary medium. (5 units) the complicated process of social change. vision (ITFS in local schools), and interac- ists and other communicators, as well as 180A. Global Audiences Prerequisite: COMM 2. (5 units) tive video computer-assisted education. areas of law such as defamation, privacy, Examination of current implementations of copyright, and harm to the public. Students Explores how the globalization of TV and 190. News Radio Practicum the technologies. Class project will consist gain experience in applying the law by Internet news and entertainment and film A 1-unit course in which students plan, of designing and implementing (as far as preparing and delivering legal arguments. have impacted audiences in different cul- report, and produce news programming possible) some educational use of commu- (5 units) tures. Examines the available research and at KSCU, the University radio station. nication (for example, an instructional show theory on audience exposure and impact May be repeated for credit. (1 unit) or a Web application). Prerequisite: Core 172A. Communication Ethics from a cultural, value and social perspective technology class. (5 units) This course will explore the application of and how cultural and political movements ethical standards and virtues to real-world and /or government policy grow in reaction challenges facing communicators in inter- to invasion of a culture’s symbolic space by personal, organizational, and new media global media messages. Prerequisite: settings; theories and models of moral COMM 2. (5 units)

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192. Yearbook Practicum reporting, and techniques of design and DEPARTMENT OF ECONOMICS A 1-unit course for editors and principal production. Requirements: Class members meet once a week and are expected to spend Professors: Mario L. Belotti (W. M. Keck Foundation Professor), William F. staff members of the University’s yearbook, Donnelly, S.J., Alexander J. Field (Michel and Mary Orradre Professor), The Redwood. Principles of photojournal- at least three hours a week in newspaper work. (1 unit) John M. Heineke, William A. Sundstrom, Thaddeus J. Whalen Jr. ism, magazine graphic design, and book Associate Professors: Henry Demmert, Carolyn L. Evans, Linda Kamas, production. Redwood staff members assist in 197. Communication Practicum Michael Kevane (Department Chair), Kris J. Mitchener, Helen Popper, teaching skills of reporting, writing, produc- A 1- to 5-unit course for participants in de- Thomas R. Russell, Dongsoo Shin tion, and design. Class members meet once Assistant Professor: Homa Zarghamee a week and are expected to spend at least partment activities. Includes teaching assistants, crew members, actors, researchers, three hours a week in yearbook work. As one of the social sciences, economics studies how the choices we make as individuals— (1 unit) script writers, and others as approved by instructor. Prerequisite: Permission of instructor as consumers and producers, as savers and investors, as managers and employees, as 193. Photojournalism Practicum or chair. (1–5 units) citizens and voters—combine to determine how society uses its scarce resources to produce and distribute goods and services. This practical, useful discipline provides insights into A practicum for photo staff of The Santa 198. Internship important issues such as the determinants of wealth and poverty; unemployment, inflation, Clara (newspaper) and The Redwood (year- Students work an average of 10-20 hours international trade, and economic growth; and success and failure in the marketplace. The book). Shooting, processing, and printing rigorous, systematic analysis that the study of economics brings to bear on these and other regular assignments for student publica- per week at an approved communication- related internship site outside the Univer- real-world issues provides excellent preparation for careers in both the private and the pub- tions. Advisors are working photojournal- lic sectors, as well as for graduate study in economics, business, public policy, and law. ists with diverse backgrounds. The class sity. Students must be available to meet as a group once a week to discuss and analyze Economics graduates pursue varied careers in business, law, banking and finance, govern- meets one hour a week to discuss photo ment service, education, and private consulting. Students considering graduate study in techniques and review students’ work. The their internship. Students write several papers and complete a minimum number of economics leading to a master’s or doctoral degree are strongly encouraged to meet with their course features regular guest speakers from advisor as early as possible to plan an appropriate course of study. Bay Area newspapers. Basic knowledge of hours based on units awarded. Course may photography and darkroom techniques re- be taken twice for credit, but only once to quired. This course may be repeated for satisfy a communication upper-division REQUIREMENTS FOR THE MAJOR credit. (1 unit) elective requirement. Prerequisite: Consent of instructor one week prior to start of the In addition to fulfilling University Core Curriculum and College of Arts and Sciences 194. Forensics Practicum quarter. (1–5 units) requirements for the Bachelor of Science degree, students majoring in economics must complete the following departmental requirements: Supervised activity in forensics. Includes 199. Independent Study competition in debate and various speaking • ECON 1 or 1E, 2, and 3 events: persuasive, expository, extemporane- Students arrange to work with a faculty • MATH 11 and 12, or MATH 30 and 31 member for a directed reading in commu- ous, impromptu speaking, and oral inter- • OMIS 40 and 41, or MATH 122 and 123 pretation. Field trips required. (1 unit) nication theory, research, ethics, etc. Cre- ative projects may also be arranged in • ECON 113, 114, 115, and 181 or 182 195. Journalism Practicum television, print, or another applied area. • Five upper-division economics electives, at least two of which must be This 1-unit course is for writers and editors Written proposal, course meeting schedule, completed after ECON 113 and 115 of The Santa Clara. Students review the and readings must be approved by instruc- student newspaper and offer practical advice tor and chair prior to registration. Written REQUIREMENTS FOR THE MINOR and experience in journalism. Santa Clara proposal must be approved by instructor staff members assist in teaching skills of and chair one week prior to registration. (1–5 units) Students with a minor in economics through the College of Arts and Sciences must news, sports, and feature writing and complete the following requirements: • ECON 1, 2, 3, 113, 115 • Two additional approved upper-division economics courses • MATH 11 or 30

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LOWER-DIVISION COURSES policymaking, including fiscal and monetary between economic growth and the coun- policy. Additional prerequisite: Math 11 or tries’ social, political, and economic struc- 1. Principles of Microeconomics 2. Principles of Macroeconomics 30. (5 units) tures. (5 units) Introduction to microeconomics and its ap- Determinants of national income and prod- plications to business decisions and public uct in the long run and short run; inflation, 120. Economics of the Public Sector 135. Gender Issues in the policy. Topics include supply, demand, and unemployment, and business cycles; mon- Microeconomic analysis of the role of gov- Developing World the coordinating role of prices in a market etary and fiscal policies; and economic ernment in the market economy. Supply of Explores the gendered nature of poverty in economy; the behavior of business firms, growth. Prerequisite: ECON 1. (4 units) public goods and services, government’s role the developing world, with special focus on including output and pricing decisions; in controlling externalities and regulating sub-Saharan Africa, using applied statistical competition and monopoly; government 3. International Economics, private industry, and the economics of the analysis and economic theory. (5 units) policies and regulations affecting markets. Development, and Growth political process. (5 units) (4 units) Analysis of international trade theory and 136. 20th-Century Economic History policy, balance-of-payments adjustments 122. Money and Banking The development of the U.S. economy dur- 1E. Principles of Microeconomics and exchange-rate regimes, and economic Theoretical, institutional, and historical ap- ing the 20th century. Topics include the Special section of ECON 1 emphasizing development. Prerequisite: ECON 1 and 2. proach to the study of money and banking, causes and consequences of economic environmental applications of economics. (4 units) with particular emphasis on the relationship growth, the Great Depression, the rise of Introduction to microeconomics and its ap- between the monetary and banking system government regulation, the changing role of plications to business decisions and public 3H. International Economics, and the rest of the economy. (5 units) women in the workforce, and the increas- policy. Topics include supply, demand, and Development, and Growth ing internationalization of markets during the coordinating role of prices in a market Honors section. Analysis of international 126. Economics and Law the postwar period. Additional prerequisite: economy; the behavior of business firms, in- trade theory and policy, balance-of-payments Economic analysis of law and legal institu- ECON 115. (5 units) cluding output and pricing decisions; com- adjustments and exchange-rate regimes, and tions focusing on the common law areas of petition and monopoly; and government economic development. Must be in the Uni- property, contracts, and torts. (5 units) 137. World Economic History policies and regulations affecting markets. versity Honors or Leavey Scholars Program, Development of Western and non-Western (4 units) or have permission of instructor. Prerequi- 127. Public Finance: Taxation economies since the late 19th century. Top- sites: ECON 1 and 2. (4 units) Analysis of various tax policies and their ef- ics include globalization and economic inte- fect on the economy. Individual income gration, convergence and divergence in UPPER-DIVISION COURSES taxes, corporate income taxes, consumption economic growth across countries, interna- taxes, payroll taxes, state and local taxes, and tional monetary systems, and the impact of Prerequisites: Unless otherwise noted, 113. Intermediate Microeconomics I other alternative forms of taxation. (5 units) alternative policies and institutional regimes ECON 1, 2 and 3 are required for all Theory of rational individual choice and its on economic performance. (5 units) upper-division economics courses. applications to decision making, consumer 129. Economic Development 138. History of Economic Thought 101. Resources, Food, and the demand, and social welfare; theory of the Causes and consequences of economic Environment firm; production and costs. Additional pre- growth and poverty in less developed coun- Origins and evolution of modern economic requisite: Math 11 or 30. (5 units) tries; analysis of the role of government poli- ideas in their historical and philosophical Exploration of relationship among food cies in economic development. (5 units) context. Emphasis on the theories of Adam production, resource use, and the environ- 114. Intermediate Microeconomics II Smith, David Ricardo, and Karl Marx, as ment. Topics include biotechnology, the Determination of price and quality by 130. Latin American Economic well as the emergence of modern microeco- green revolution, resource depletion, envi- profit-maximizing firms under different Development nomics and macroeconomics in the 19th ronmental degradation, and food safety. No market structures; strategic behavior; gen- Examination of the economic development and 20th centuries. (5 units) prerequisites. (5 units) eral equilibrium; market failure and govern- of Latin American countries, with particu- 139. American Economic History 111. Economics of the Environment ment policies. Additional prerequisite: lar emphasis on the relationships between ECON 113. (5 units) economic growth and their social, political, Study of growth and institutional change in Economic analysis of environmental issues and economic structures. (5 units) the U.S. economy since colonial times. and government policies for environmental 115. Aggregate Economic Theory Topics include early industrialization, the protection. Applications to important envi- Macroeconomic analysis, emphasizing mod- 134. African Economic Development economics of slavery, and the rise of large ronmental issues, such as global climate ern macroeconomic models for explaining Examination of the economic development business enterprises and labor unions. change, water and air pollution, hazardous output, employment, and inflation in the of sub-Saharan African countries, with (5 units) wastes, biodiversity, and endangered species. short run and long run. Macroeconomic particular emphasis on the relationships Prerequisite: ECON 1. (5 units)

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150. Labor Economics 172. Game Theory 188. Economics Seminar Independent studies are normally permit- Study of labor productivity, incomes, and Study of multi-person decision problems. Seminar on contemporary economic theo- ted only under special circumstances. Pre- employment, and how these are affected by Topics include solution concepts for games, ries and problems. Admission by invitation requisite: Written proposal must be approved labor organizations and labor legislation. strategic behavior, commitment, coopera- only. (5 units) by instructor and chair at least one week prior Additional prerequisites: ECON 113 and tion, and incentives. Games of complete to registration. (1–5 units) OMIS 41. (5 units) and incomplete information. Emphasis on 199. Independent Study applications to real-world economic behav- Independent projects undertaken by upper- 155. Economics of Immigration ior. Additional prerequisites: ECON 113 or division students with a faculty sponsor. Examines economic impacts of post-1967 ECON 114, and MATH 12 or 31. (5 units) immigration to the United States. Topics include determinants of the migration deci- 173. Econometrics DEPARTMENT OF ENGLISH sion, extent of “assimilation” of immigrants Statistical methods to analyze economic into the U.S. educational system and econ- data. Estimation and hypothesis testing Professors Emeriti: James P. Degnan, Francis X. Duggan, Christiaan T. Lievestro, omy, and economic impacts of immigration using multiple regression; time series and Elizabeth J. Moran on natives. Additional prerequisite: OMIS cross-section data. Additional prerequisites: Professors: Terry L. Beers, Michelle Burnham, Diane E. Dreher, Ronald T. Hansen 41. (5 units) MATH 12 or 31, and OMIS 41. (5 units) (Gerard Manley Hopkins, S.J., Professor), John C. Hawley (Department Chair) Associate Professors: Marc Bousquet, Phyllis R. Brown, Juliana Chang, Mary Judith 156. Real Estate Economics 181. International Trade Dunbar, Marilyn J. Edelstein, Eileen Razzari Elrod, Linda Garber, Charles T. Economic analysis of real estate markets, in- Analysis of the theories of international Phipps, S.J., Juan Velasco, Fred D. White cluding supply of and demand for land and trade and strategic interactions; assessment Assistant Professors: Andrew J. Garavel, S.J., Myisha Priest, Theodore J. Rynes, S.J. improvements, legal aspects of real estate of the empirical patterns of trade; analysis Senior Lecturers: Simone J. Billings, Sherry Booth, Susan Frisbie, Jill Goodman ownership and transactions, government of the political economy of protection, and Gould, Claudia Mon Pere McIsaac, Cory Wade, Jeffrey L. Zorn regulation and taxation of real estate, and applications to policies guiding interna- Renewable Term Lecturers: Rebecca Black, Stephen Carroll, Kirk Glaser, Heather real estate markets in urban and regional tional competition. (5 units) Julien, Dolores LaGuardia, Cynthia Mahamdi, Sharon Merritt, Robert Michalski, Roseanne Quinn, Donald Riccomini, Jeremy Townley, Megan Williams economies. Additional prerequisite: OMIS 41. (5 units) 182. International Finance and Open Economy Macroeconomics The Department of English affords students a thorough undergraduate education in the liberal arts centered on the history, theory, and aesthetics of literature and the 160. The Economics of Poverty Analysis of the monetary aspects of interna- and Inequality art of writing. The knowledge and skills developed in English courses provide excel- tional economics, including the balance of lent preparation for careers in law, government, business, communications, and Examines theories and evidence regarding payments, exchange rates and foreign education, as well as for graduate study in literature, rhetoric, or creative writing. The poverty and economic inequality in the exchange markets, speculative attacks and Department of English also offers the Preparation in English for Admission to United States. Evaluates alternative public currency crises, and the implications of Teaching Credential Program for students interested in teaching English in policies aimed at combating poverty. international trade and capital flows for California secondary schools. (5 units) macroeconomic activity and policy. (5 units) The Department established the Canterbury Program in 1997 to support under- 170. Mathematical Economics 185. Economics of Technological graduate research by English majors. The program of competitively awarded grants and Optimization Change provides resources for students to undertake significant independent research and/or writing projects in collaboration with department faculty; travel related to a student's Generalization and reformulation of many The economic determinants and conse- project can also be funded. Canterbury Scholars are selected from students nominated familiar micro- and macroeconomic models quences of technological change. Topics in- in April from among the junior class. Scholars will work on their research and writ- as mathematical systems. Focus on explor- clude research and development, joint ing during their senior year with the supervision or collaboration of a Department of ing the properties of these models using ventures, patents and other intellectual prop- English faculty sponsor. In addition to the Canterbury research and writing awards, mathematical techniques. Additional prereq- erty, university-industry and government- Canterbury travel grants may also be awarded to a limited number of English majors uisites: MATH 12 or 31, ECON 114, and industry collaboration, and the relationship to allow them to visit special collections or to travel to conferences to attend special 115 or permission of instructor. (5 units) between antitrust and other regulatory poli- sessions or to present papers. cies and technological advances. (5 units)

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REQUIREMENTS FOR THE MAJOR PREPARATION IN ENGLISH FOR ADMISSION TO TEACHER TRAINING CREDENTIAL PROGRAMS In addition to fulfilling University Core Curriculum and College of Arts and Sciences requirements for the Bachelor of Arts degree, students majoring in English must complete The State of California requires that students seeking a credential to teach English the following departmental requirements: in California secondary schools must pass a subject-area examination in English. The • ENGL 20 and ENGL 21 teaching credential itself requires the completion of an approved credential program, which can be completed as a fifth year with student teaching, or through a summer • One Medieval; one Renaissance or 17th-century; one Enlightenment, Restoration, program and internship in conjunction with the undergraduate preteaching program. or 18th-century; one 19th-century Romantic course Students who are contemplating secondary school teaching in English should con- • One additional historically grounded course (e.g., a survey course, a 20th- sult with the coordinator in the Department of English as early as possible. century course, etc.) Of the above historically grounded courses, at least one must be British and one must LOWER-DIVISION COURSES be American. Students write primarily expository prose, • One upper-division writing/rhetoric/language course Note: Authors and topics listed in the following course descriptions are typical occasionally researched. (4 units) NCX • One upper-division theory/methodology course rather than definitive. They are not neces- sarily included in a specific course every 2H. Composition and Rhetoric II– • Three upper-division courses in the student’s desired area of specialization, to be Honors decided upon in consultation with the student’s advisor. One of these courses time it is offered, and others not listed here may be taken outside the English Department with the chair’s approval, and may be included. Some courses are offered A course in which students work inten- one may be lower division every year; all, ordinarily, are offered at sively on their writing as they study and least once every two years. analyze long works of nonfiction and fic- • Two English electives, one of which may be lower division tion. Students write both expository and • ENGL 188, the Senior Seminar 1. Composition and Rhetoric argumentative prose and hone those (Of the above 15 required English courses, one course must be in the area of gender/sex- Study and practice of academic discourse skills pertinent to university research pa- uality and one must be in the area of ethnic/global.) emphasizing rhetorical knowledge and pers. Prerequisite: ENGL IH. (4 units) the composing processes, with special NCX focus on critical contexts for thinking, REQUIREMENTS FOR THE MINOR reading, and writing. Attention to the 11, 12, 13. Western Culture: rhetorical relationship of writer, subject, Literature I, II, III Minor in English purpose, and audience and the recursive Chronological surveys of Western civi- Students must fulfill the following requirements for a minor in English: nature of the writing process, including lization’s canonical literary texts from • ENGL 20 and 21 drafting, responding to feedback, and re- Mesopotamia in the third millennium vising. (4 units) NCX B.C.E. to the 20th century, these courses • Five English electives, four of which must be upper-division courses explore the historical, social, religious, 2. Composition and Rhetoric II and intellectual heritage of the West as it Minor in Creative Writing A continuation of Composition and is expressed in literature. ENGL 11 also Students must fulfill the following requirements for a minor in creative writing: Rhetoric I topics in critical thinking, listed as CLAS 61. (4 units) • Two introductory courses: ENGL 71 and 72 reading, and writing with focus on increasingly complex rhetorical tasks, in- 11A. and 12A. Cultures and Ideas • Two practicum courses: ENGL 90 and 190 cluding attention to such issues as genre, A two-course sequence focusing on a • Three electives from ENGL 73, 126, 127, 170, 171, 172, 173, 175 multiple audiences and authorial voices, major theme in human experience and • One additional advanced course from ENGL 171 and 172 and collaborative work. Prerequisite: culture over a significant period of time. ENGL 1. (4 units) NCX Courses emphasize either broad global interconnections or the construction of 1H. Composition and Rhetoric I– Western culture in its global context. Honors Courses may address cross-cultural con- A course in which students work inten- tact, nature and imagination, and other sively on their writing as they study and an- topics. (4 units each quarter) alyze short works of nonfiction and fiction.

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20. Introduction to Literary Study 39. Multicultural Literature 71. Fiction Writing content, format, interactivity, and graph- The foundation course of the English of the United States Introduction to the writing of fiction. ics. Recommended for business majors, major program, ENGL 20 introduces Short stories, film, autobiography, and (4 units) NCX technical writers. Prerequisites: ENGL 1 students to the discursive and critical poetry from many cultural communities and 2. (4 units) NCX 72. Poetry Writing skills required for the study of literature, in the United States. (4 units) 79. Writing about Literature emphasizing critical reading and writing, Introduction to the writing of poetry. and Culture and requires practice in using various 41, 42, 43. Survey of English (4 units) NCX techniques of literary research. Required Literature I, II, III Instruction and practice in writing criti- of all English majors and minors. Re- Chronological survey of English litera- 73. Life Writing cally about selected literary and cultural stricted to English majors and minors ture from Beowulf to the present. Introduction to reading contemporary texts. Topics vary from section to section. and creative writing minors only. Prereq- (4 units) models of life writing and writing mem- Combines writing instruction with a uisites: ENGL 1 and 2. (4 units) NCX oir, autobiography, and dramatic nonfic- close reading of texts, which serve as sub- 54. Shakespeare tion in a workshop setting. (4 units) jects and stimuli for writing. Prerequi- 21. Introduction to Poetry Readings in selected major plays. Com- NCX sites: ENGL 1 and 2. (4 units) NCX An introduction to the study of poetry bines writing instruction with a close 90. Practicum through close reading and various kinds reading of literary texts to serve as sub- 77. Business Communication in of writing, this course works toward a jects and stimuli for writing. Prerequi- Online Environments Supervised practical application of previ- better understanding of the complex ef- sites: ENGL 1 and 2. (4 units) NCX Instruction and practice in adapting clas- ously studied subject matter. May be re- fects of poetry and the challenging work sical writing techniques to the require- lated to the California Legacy Project or of literary criticism and theory. The main 66. Radical Imagination ments of the online world, with an to the Santa Clara Review. Students are goals—greater understanding, apprecia- Survey of the fiction, poetry, speeches, emphasis on defining and understanding graded P/NP only. May be repeated for tion, and enjoyment of poetry—will be songs, drama, and film belonging to the usability requirements for audience, credit. (variable units) achieved through the practice of critical large and often neglected tradition of analysis. (4 units) NCX political radicalism in the United States. (4 units) UPPER-DIVISION COURSES 31, 32. Survey of American Literature I, II 67. U.S. Gay and Lesbian Literature 100. Literature and Democracy 103. History of the English Language Historical survey of American literature Development of gay and lesbian litera- Studies of selected authors, works, and gen- Origin, structure, and development of the from its beginnings to the present. ture in the United States from the mid- res associated with the effort to extend English language. Special attention to the (4 units) 19th century to the present. Texts may political, social, and economic democracy. morphology and syntax of Old English. include novels, short stories, poetry, and Possible major authors include Langston (5 units) 35. African American Literature drama. (4 units) Hughes, Michael Gold, Meridel LeSueur, Introduction to African American litera- Tillie Olsen, Kenneth Fearing, Upton 104. Teaching English as a tures. (4 units) 68. Literature and Women Sinclair, Emma Goldman, Frank Norris, Second Language Introduction to the study of literature by Nelson Algren, Richard Wright, Dorothy Introduction to theories of instruction; 36. Chicano Literature and about women, with special attention Allison, Thomas King, and others. (5 units) survey of methods and materials used in the Introduction to Mexican American oral teaching of English to speakers of other to questions of gender in their social and 101. Linguistics and written traditions. (4 units) historical contexts. (4 units) languages. (5 units) General survey of the science of linguistics: 37. Native American Literature 69. Literature by Women phonology, morphology, syntax, grammar, 105. Literacy and Social Justice Introduction to the study of Native Writers of Color and usage. (5 units) This course examines how people learn to American oral and written traditions, in- read and write in a variety of multicultural A study of U.S. women of color writing 102. Theories of Modern Grammar cluding contemporary works. (4 units) in the context of their respective cultural contexts. It explores theories about literacy and social histories. Analysis of the inter- Analysis of the basic problems of describing and cultural identity, and literacy and social 38. Asian American Literature play of racial images. (4 units) grammatical structure: traditional, struc- inequality. Readings include studies of Introduction to Asian American litera- tural, and transformational-generative workplace literacy, literacy variation across tures. (4 units) grammars. (5 units) cultures in the U.S., and gender and literacy. (5 units)

84 COLLEGE OF ARTS AND SCIENCES ENGLISH 85

110. Classical Tragedy 119. Modern American Theatre 125. Feminist Literary Theory and 131. Studies in Early American Also listed as CLAS 181 and THTR 181. History (1915–Present) Criticism Literature For course description see CLAS 181. Also listed as THTR 119. For course Study of 20th-century feminist literary the- Study of selected works from the beginnings (5 units) NCX description, see THTR 119. (5 units) ory and criticism. Examination of influences of American literary history up to the 19th of gender on reading and writing literature. century. Writers, genres, and topics vary 111. Classical Comedy 120. Reading Film (5 units) each term. Works may include journals, po- Also listed as CLAS 182 and THTR 182. Introduction to key texts and concepts in etry, slave narratives, sermons, letters, leg- For course description see CLAS 182. the study of film, including prominent 126. Writing and Performing Poetry ends, autobiographies, essays, and early (5 units) NCX movements and figures in cinema, the lan- Students will explore poetry and perform- fiction. May focus on periods and issues guage of film form, essential terms and con- ance by reading, writing, workshopping, such as the literature of cultural contact and 112. Topics in Theatre and Drama cepts in film history and criticism, and the and performing poems composed in this European settlement, Puritanism, the En- Also listed as THTR 112 or 113. For course technological, economic, and institutional course. Student poems will range from spo- lightenment, and the American Revolution. description see THTR 112 or 113. (5 units) history of the film industry. (5 units) ken word to dramatic monologues to chil- May be taken more than once when topics dren’s poetry. Attention will be given to differ. (5 units) 113. British Drama 121. Studies in American Film gestures, tone, pacing, and facial expression Study of British drama. Authors vary each Study of selected American films. May focus so that poetry performances give voice to a 132. Studies in 19th-Century term. May focus on periods, movements, on periods, movements, and issues such as full range of human responses. Also listed as American Literature themes or issues. May be taken more than surrealism in film, the American city in film, THTR 159. (5 units) Study of selected American works from the once when topics differ. (5 units) utopias and dystopias in film. (5 units) 19th century. Writers, genres, and topics 127. Writing Fantasy and vary each term. May focus on periods, 116. Shakespeare’s Tragedies 122. Film, Gender, and Sexuality Science Fiction movements, and issues such as American ro- An exploration of the great tragedies of Interdisciplinary study of film with a focus Instruction and practice in planning and manticism, transcendentalism, realism and Shakespeare’s maturity: Hamlet, Othello, of gender and sexuality. Topics may include, drafting short works of fantasy or science naturalism, regionalism, magazine writing, Macbeth, and King Lear, with special atten- but are not limited to, feminist and queer fiction for an adult or young-adult (but not the rise of women writers, and literature of tion to the theatrical, religious, moral, film theory; women filmmakers; lesbian/gay juvenile) audience. (5 units) NCX social protest (abolition and suffrage). May gender, and political dimensions of Shake- cinema; constructions of gender in popular include fiction (short stories, novels, and speare’s tragedies. Also listed as THTR 116. film. May be taken more than once when 128. Studies in the Literature of the sketches), plays, poetry, essays, slave narra- (5 units) topics differ. (5 units) Middle Eastern and Islamic World tives, and autobiographies. May be taken Exploration of selected texts of the Middle more than once when topics differ. (5 units) 117. Shakespeare’s Comedies 123. Studies in the History of Eastern and Islamic world. Authors could An exploration of a selected number of Literary Theory include Elias Khoury, Laila Lalami, Liana 133. Studies in Modern American Shakespeare’s comedies from his early, mid- Exploration of some major ideas and Badr, Leila Abouleta, Orhan Pamuk, Amos Literature dle, and late periods, with particular atten- debates in literary theory and criticism, as Oz, and others. (5 units) Study of selected American works from the tion to the social and sexual roles of men these have developed over time, e.g., early part of the 20th century. Writers and and women. Also listed as THTR 117. whether and how literature is good for indi- 129. California Literature genres vary each term. May focus on peri- (5 units) viduals and/or society, how writers create Literature written by Californians and/or ods, movements, and issues such as Ameri- their works and readers read them. (5 units) about California. Authors may include can expatriate literature, novels of social 118. Shakespeare Studies Steinbeck, Jeffers, Ginsberg, Didion, and conscience, the modern poetic sequence, An exploration of a selection of Shakespeare’s 124. Studies in Contemporary Snyder. (5 units) the Harlem Renaissance, modernism, mag- plays with particular attention to an impor- Literary and Cultural Theory azine fiction, or regional poetry. Works may tant topic chosen for focus and specified in Exploration of one or more major move- 130. Studies in African American include fiction (short stories, novels, the course description subtitle—for exam- ments in recent literary and cultural theory, Literature sketches), plays, poetry, essays, and autobi- ple, Shakespeare and Classical Traditions, such as Marxism, feminism, deconstruc- Study of selected works in African Ameri- ographies. May be taken more than once Shakespeare and Gender, Shakespeare and tion, reader response, New Historicism, cul- can literature. May be taken more than once when topics differ. (5 units) Justice, Shakespeare’s Histories, Shakespeare’s tural studies, postcolonial theory, narrative when topics differ. (5 units) Tragicomedies, Shakespeare and Film. May theory. (5 units) be taken more than once when topics differ. Also listed as THTR 118. (5 units)

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134. Studies in Contemporary 141. Medieval Literature 149. Modern British Literature 156. Gay and Lesbian American Literature Medieval literature in its political, religious, Twentieth-century poetry and prose. Cultural Studies Study of selected works by contemporary historical, social, and cultural contexts. Authors may include Owen, Hardy, Con- Interdisciplinary study of gay and lesbian American writers. Writers, genres, and top- (5 units) rad, Yeats, Joyce, Lawrence, Eliot, and cultures and critical theory. May be taken ics vary each term. May focus on periods, Woolf. (5 units) more than once when topics differ. movements, and themes such as multi- 142. Chaucer (5 units) ethnic literatures, contemporary women Study of The Canterbury Tales in the con- 150. Contemporary Literature novelists, postmodernism, the Beat genera- text of Medieval literature and culture. Em- British, American, and world poetry, fiction, 157. Postcolonial and Commonwealth tion, literature and politics, literature of the phasis on Chaucer’s language and style. and drama since World War II. Authors Literature and Theory 1960s, or experiments in poetic and narra- (5 units) may include Cheever, Leavitt, Amis, Duong Literature written with a postcolonial em- tive form. Genres may include poetry, nov- Thu Huong, Carey, and Kincaid. (5 units) phasis since 1945 in former European els, short stories, essays, plays, and/or 143. Renaissance Literature colonies (e.g., India, Nigeria, Jamaica, Aus- autobiographies. May be taken more than Comparative literature of the Renaissance. 151. Studies in British Fiction tralia, Morocco, Egypt, Brazil, Colombia). once when topics differ. (5 units) Authors may include Pico della Mirandola, The study of selected British fiction. Some writings from postcolonial theorists, Castiglione, Machiavelli, More, Sidney, Authors vary each term. May focus on pe- such as Frantz Fanon and Edward Said. 135. Studies in American Fiction Spenser, Labé, de la Cruz, Colonna, and riods, movements, themes, or issues. May (5 units) Study of selected American fiction. Shakespeare. (5 units) be taken more than once when topics differ. Authors vary each term. May focus on pe- (5 units) 158. Studies in Native American riods, movements, themes, or issues. May 144. Seventeenth Century Literature Literature be taken more than once when topics differ. The literature of England from 1603 to 152. Women, Literature, and Theory Study of selected works in Native American (5 units) 1660. Authors may include Donne, Lanyer, Study of literatures by and about women in literature. Course may focus on particular au- Wroth, Philips, Marvell, Bacon, Browne, explicitly theoretical contexts. May be re- thors (Leslie Marmon Silko, Louise Erdrich, 137. Studies in American Poetry Burton, Jonson, Herrick, and Herbert. peated for credit when topics differ. (5 units) James Welch), particular tribal or regional lit- Study of selected American poetry. (5 units) eratures, genres (autobiography, poetry, Authors vary each term. May focus on pe- 153. Asian Gay and Lesbian Cultures novel), or topics (trickster discourse, land- riods, movements, themes, or issues. May 145. Milton Exploration of cultural aspects of same-sex scape, historical representation). (5 units) be taken more than once when topics differ. A study of Milton’s major poetry and prose love and cross-gender behavior in historical (5 units) in the light of recent criticism. (5 units) and contemporary India, China, Japan, and 159. Indian Subcontinental and the impact of globalization on international Diasporic Literature 138. Internet Culture and 146. Neoclassical Literature and regional discourses of gender and sexual Readings in the literatures of India, Information Society The literature of England and Ireland from identities. (5 units) Pakistan, Bangladesh, Sri Lanka, and of In- Introduction to major issues raised by 1660 to 1798, excluding the novel. Authors dians/Pakistanis in the United Kingdom, Internet-mediated community and sociabil- may include Congreve, Dryden, Swift, 154. Latin American Gay and the United States, and elsewhere. ity, including the proliferation of subcul- Pope, Finch, Montagu, Johnson, Boswell, Lesbian Cultures (5 units) tures and countercultures. (5 units) and Wollstonecraft. (5 units) Exploration of cultural aspects of same-sex love and cross-gender behavior in historical 160. Children’s Literature 139. Special Topics in American 147. Romantic Movement and contemporary Latin American and Study of the theory and practice of children’s Literature The literature of England from 1798 to Latino diasporic communities. The impact literature with special attention to the his- Advanced study of an issue, theme, or genre 1832. Authors may include Blake, Burns, of globalization on international and re- tory of children’s literature, the debate over in American literature that crosses historical Wordsworth, Coleridge, Byron, the gional discourses of gender and sexual iden- the kinds of texts best suited for teaching periods. Topics change each term. May be Shelleys, and Keats. (5 units) tities is a major theme of the course. reading, and multiculturalism. (5 units) taken more than once when topics differ. (5 units) (5 units) NCX 148. Victorian Literature 161. The Bible as Literature The literature of England from 1833 to 155. Studies in Asian American Literary genres of the Bible (myth, history, 140. Studies in Chicano Literature 1902. Authors may include Carlyle, the Literature wisdom, prophecy, gospel) studied in trans- Studies in Chicano literary traditions. Brontés, Tennyson, the Brownings, Study of selected works in Asian American lations from the Hebrew and Greek against (5 units) Newman, Ruskin, Arnold, and Hopkins. literature. (5 units) the background of Mesopotamian, Baby- (5 units) lonian, Egyptian, Hellenistic, and Roman cultures. (5 units)

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162. Comparative Humanism 169. Non-English Literature nonfiction, such as landscape writing, pop- 182. Engineering Communications: Comparative readings in early modern liter- in Translation ular culture, literary journalism, profile, and Practical Writing and Presentation ature by men and women in the Western Non-English literature in translation. Areas memoir. (5 units) NCX Skills for Engineers tradition, with special attention to issues of and topics vary from year to year. (5 units) 176. Intensive Writing Focus is on effective written and oral com- literacy, education, and humanistic atti- munication specifically targeted for engi- tudes. (5 units) 170. Writing for Children and Extension of instruction in explanatory and neers in the industrial environment. Major Young Adults exploratory academic writing principles in- topics include audience analysis, document 163. Readings in Comparative Workshop in writing and illustrating chil- troduced in prior courses. Activities include design, revision, the design and use of Literature dren’s and young adults’ books. (5 units) readings and intensive writing in a variety graphics, ethical issues in communications, Comparative readings in various chronolog- NCX of topics across the curriculum with empha- and oral presentation techniques. Open ical periods of Western literature, for exam- sis on revision of student writing through only to junior and senior engineering ma- ple, Medieval, Renaissance, romantic, 171. Advanced Fiction Writing drafts, peer, and instructor review. Prerequi- jors. Prerequisites: ENGL 1 and 2. (5 units) modern, or contemporary. May be repeated Writing fiction, with emphasis on the short sites: ENGL 1 and 2. (5 units) NCX NCX for credit. (5 units) story. May be repeated for credit. Prerequi- 177. Argumentation site: ENGL 71. (5 units) NCX 183. Writing for Business 164. Themes in Comparative Argumentative and persuasive writing, ideal A course in applied business rhetoric in Literature 172. Advanced Poetry Writing for students planning careers in business, which, individually and collaboratively, stu- A comparative exploration of literary Workshop in the writing of poetry. May be politics, or law. Prerequisites: ENGL 1 and 2. dents will produce the kind of writing they themes developed by men and women in repeated for credit. Prerequisite: ENGL 72. (5 units) NCX can expect to encounter in the workplace, the Western tradition, with special (5 units) NCX 178. Technical Writing from résumés and e-mail, to quantitative emphasis on changes in form, character, and and qualitative analyses, collaterals and exec- myth over time. May be repeated for credit. 173. Screenwriting Instruction in the writing of formal utive summaries, formal reports and evalu- (5 units) An introduction to the fundamentals and reports, procedures, proposals, and journal- ations, etc., culminating in the development format of screenplay writing. Critical analy- istic pieces, such as brochures and and delivery of an actual community service 165. African Literature sis of characterization and narrative struc- feature articles. Attention given to tech- project designed to further Santa Clara’s Readings in the contemporary literature of ture in contemporary movies, as well as niques of information gathering (including mission. Prerequisites: ENGL 1 and 2. Pri- Africa, including the entire continent: liter- workshops in the writing of film treatments, conducting interviews and surveys), docu- ority given to juniors and seniors. Sophomores ature in English and in translation. (5 units) outlines, and scripts. May be repeated for ment design, and editing. Open to students by permission of instructor. (5 units) NCX credit. Also listed as THTR 173. Prerequi- of all majors. Ideal for those planning ca- 166. Pan-African Literature site: ENGL 71 or permission of the instructor. reers in health care, the sciences, or industry. 184. Special Topics Readings in the literature of the black dias- (5 units) NCX Prerequisites: ENGL 1 and 2. (5 units) NCX Major authors, genres, literary or theoretical pora. Writers from Africa, the Caribbean, 179. Practical Business Rhetoric movements, or themes. May be repeated for and the United States. (5 units) 174. Nonfiction Writing credit when topics differ. (5 units) Study of and extensive practice in reading Instruction in various strategies for crafting 167. Modern Fiction and writing nonfiction. Stress on analysis an appropriate and attractive business per- 185. Grants, Proposals, and Reports Selected works of continental, English, and and rhetorical reading and writing skills, as sonality through résumés and cover letters, Study of and practice in the professional American fiction that are peculiarly modern well as the process of revising students’ own job interviews, informal public speaking, e- writing of grants, proposals, and reports. in sensibility or style. (5 units) writing. Readings and writing will be organ- mail, and other correspondence. Prerequi- Analysis of subject matter, length, purpose, ized around a topic, such as travel writing, sites: ENGL 1 and 2. (5 units) NCX information sources, number and kind of 168. Women and Literature nature writing, or science and the environ- 180. Writing for Teachers readers, and the circumstances that lead to Studies in literature by and about women. ment. May be repeated for credit. Prerequi- preparation. Prerequisites: ENGL 1 and 2. Authors, genres, historical periods, and sites: ENGL 1 and 2. (5 units) NCX Prepares prospective teachers at all school (5 units) NCX themes change from year to year. May be re- levels for their responsibilities in the instruc- peated for credit by permission of depart- 175. Creative Nonfiction tion of writing. One method employed will 186. Women in Antiquity ment chair. (5 units) Development of skills in the elements of be close, intensive work with each student’s Investigation into the representation and the creative nonfiction, such as narration, char- own expository prose. A second method will reality of women’s lives in ancient Greece or acter development, persona, and voice. be to investigate controversies in English ed- Rome. Focus varies from year to year. May Focus is on one or more modes of creative ucation and composition studies. Prerequi- be repeated for credit when topics differ. sites: ENGL 1 and 2. (5 units) NCX Also listed as CLAS 185 or 186. (5 units)

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187. Classical Mythology in the 194. Peer Educator in English ENVIRONMENTAL STUDIES PROGRAM Western Tradition Peer educators are invited by faculty to work Professor: Geoffrey Bowker (Regis and Diane McKenna Professor) Also listed as CLAS 184. For course descrip- closely with them, facilitating learning in a Associate Professors: Leslie Gray (Executive Director), Lisa Kealhofer, tion see CLAS 184. (5 units) lower-division course. May be repeated for Michelle Marvier credit by permission of the instructor. Assistant Professor: Iris Stewart-Frey (Clare Boothe Luce Professor) 188. Senior Seminar (2 units) Special topics in English, American, or comparative literature for senior English majors. 195. Dramaturgy The Environmental Studies Institute offers interdisciplinary programs of study Enrollment by permission of instructor. Also listed as THTR 185. For course descrip- leading to either a Bachelor of Science in Environmental Science or a companion (5 units) NCX tion see THTR 185. (5 units) major in Environmental Studies. The companion major in environmental studies is offered as a secondary major; students majoring in environmental studies also must 189. Literature and Religion 196. Writing in the Community complete the requirements for a primary major. The environmental studies major Exploration and analysis of central connec- In this class, fiction writers and poets works well with a wide variety of primary majors, including anthropology, commu- tions between religious and ethical ques- facilitate creative writing workshops at nication, political science, and economics. A minor in environmental studies and a tions, concerns, topics, and movements and placements and agencies served by the Ar- special version of the environmental studies minor for engineering majors also are their literary expressions in different social, rupe Center. Permission of instructor re- available. Both the environmental studies and environmental science programs pro- cultural, individual, historical, geographical, quired. (5 units) NCX vide students with the intellectual and ethical foundations they will need in address- and/or political contexts. May be repeated ing crucial environmental challenges of the 21st century: e.g., human population for credit when topics differ. (5 units) 197. Practicum in Tutoring growth, urban sprawl, deforestation, global climate change, waste disposal, ozone Composition depletion, air and water pollution, and loss of biodiversity. 190. Practicum Training in the tutoring of writing. Open Environmental studies programs are enriched by colloquia, including bi-weekly Supervised practical application of previ- to students of all majors who have strong seminars, featuring presentations on environmental subjects by journalists, politicians, ously studied subject matter. May be related writing skills and who enjoy helping fellow businesspeople, scientists, and other scholars. Majors in environmental science and to the California Legacy Project or to the students improve their work. Tutors are environmental studies are expected to apply their knowledge outside the classroom by Santa Clara Literary review. Students are paired with freshman composition students, completing an approved internship or research experience, culminating in ENVS 198 graded P/NP only. May be repeated for prepare reports of their tutorials, and write Environmental Proseminar. credit. (variable units) analytical papers about the tutoring experi- Environmental studies students are encouraged to study abroad in programs ap- ence. (5 units) proved by the department. Courses such as Natural History of Baja include one week 191. Literature and Performance of immersion travel during University breaks. Environmental studies faculty occa- Also listed as THTR 160. For course descrip- 198. Writing Internship sionally offer summer courses in Costa Rica or in Trinidad and Tobago. In addition, tion see THTR 160. (5 units) Work-study program for students of supe- both summer and academic year courses taken through the International Programs rior writing ability who gain course credit Office readily transfer for credit toward environmental studies majors and minors. 192. American Theatre from by supervised writing on newspapers, mag- Each student works with an environmental studies faculty advisor, who helps in- Black Perspective azines, or for government or private agen- tegrate the classroom curriculum with the student’s plans for future study and/or work Also listed as THTR 161. For course descrip- cies. Enrollment is by permission or invitation in environmental fields. tion see THTR 161. (5 units) of the instructor and department chair. May be repeated once for credit. Students are REQUIREMENTS FOR THE MAJORS 193W. Playwriting graded P/NP only. (5 units) NCX Also listed as THTR 170 (Playwriting). Major in Environmental Science For course description see THTR 170. 199. Directed Reading/ Directed May be repeated for credit when topics Research In addition to fulfilling University Core Curriculum and College of Arts and Sciences differ. (5 units) NCX In special circumstances and with permis- requirements for the Bachelor of Science degree, students majoring in environmental sion of the department chair, a student may science must complete the following departmental requirements: 193. Advanced Playwriting request a course in directed reading or writ- • ENVS 11, 12, 13 Also listed as THTR 171 (Advanced ing from an instructor. May not be taken in • CHEM 11, 12, 13 Playwriting). For course description see a subject listed in this bulletin. (5 units) THTR 171. May be repeated for credit NCX • BIOL 21, 22, 23 when topics differ. (5 units) NCX • MATH 11, 12 • ECON 1 92 COLLEGE OF ARTS AND SCIENCES ENVIRONMENTAL STUDIES 93

• PHIL 9 or ENVS 160 Environmental Policy and Law Concentration • One course from ANTH 50, ENVS 50, ENVS 79, HIST 85, POLI 50, SOCI 50 • Three courses from ENVS 120, ENVS 122, ENVS 162, ENVS 163, ENVS • ENVS 101 185, ENVS 188, ETHN 156, POLI 130, POLI 146, POLI 167 • ENVS 198 • One course from ECON 101, ECON 111, ECON 120, ECON 129, ECON 130, ECON 134, ENVS 189 • One course from BIOL 160, CENG 160, ENVS 110, ENVS 115 • Four courses from ANTH 130, ANTH 142, ANTH 145, BIOL 120, BIOL Sustainable Development Concentration 121, BIOL 131, BIOL 133/ENVS 133, BIOL 150, BIOL 151/ENVS 151, • Three courses from ANTH 140, ENVS 141, ENVS 144, ENVS 145, ENVS BIOL 156/ENVS 156, BIOL 157/ENVS 141, BIOL 158, BIOL 165, BIOL 146, ENVS 147, ENVS 158/PSYC 158, ENVS 161, ENVS 184, ENVS 186, 173, BIOL 180, CENG 140, CENG 143, CENG 163, ENVS 144, ENVS 145, ENVS 189, SOCI 138 ENVS 151, ENVS 170–189, ENVS 197 • One course from ECON 101, ECON 111, ECON 120, ECON 129, ECON • Two courses from ANTH 140, ANTH 144, ANTH 155, COMM 120, ECON 130, ECON 134, ENVS 120, ENVS 122, ENVS 162, ENVS 163, ENVS 185, 101, ECON 111, ECON 129, ECON 130, ECON 134, ENGL 185, ENVS ENVS 188, ETHN 156, POLI 130, POLI 146, POLI 167 120, ENVS 122, ENVS 131, ENVS 142, ENVS 146, ENVS 147, ENVS 158/PSYC 158, ENVS 161, ENVS 162, ENVS 163, ENVS 170–189, ENVS 196, ETHN 156, HIST 184, POLI 130, POLI 167, SOCI 138, TESP 173 REQUIREMENTS FOR THE MINORS • Attend six environmental studies colloquia or complete ENVS 98 Minor in Environmental Studies Companion Major in Environmental Studies Students must fulfill the following requirements for a minor in environmental In addition to fulfilling University Core Curriculum and the requirements of their studies: primary major, students with a companion major in environmental studies must complete • ENVS 11, 12, 13 the following requirements: • One statistics course from BIOL 160, BUSN 40, COMM 110, ENVS 110, • ENVS 11, 12, 13 POLI 170–174, PSYC 40, SOCI 120 • ECON 1 • One ethical or spiritual issues course from ENVS 160, ENVS 161, ENVS 162, • PHIL 9 or ENVS 160 ENVS 163, PHIL 9, TESP 173 • HIST 85 or ENVS 79 • Two economic dimensions courses: ECON 1 and ECON 111 • One course from ANTH 50, ENVS 50, POLI 50, SOCI 50 • One political and legal dimensions course from COMM 120, ENVS 120, ENVS 122, ENVS 140, ETHN 156, POLI 130 • ENVS 101 • One elective course from any courses listed above or ANTH 145, BIOL 131, • ENVS 198 BIOL 133/ENVS 133, BIOL 150, BIOL 156/ENVS 156, CENG 143, CENG • One course from BUSN 40, COMM 110, ENVS 110, POLI 170–174, PSYC 160, CENG 163, ECON 101, ECON 111, ENVS 10, ENVS 20, ENVS 79, 40, SOCI 120 ENVS 115, ENVS 130, ENVS 131, ENVS 141, EVNS 142, EVNS 144–147, • One course from ANTH 145, ANTH 155, COMM 120, ENGL 185, ENVS EVNS 151, ENVS 158/PSYC 158, ENVS 196–199 115, ENVS 130, ENVS 131, ENVS 142 • Attend six environmental studies colloquia or complete ENVS 98 • Attend six environmental studies colloquia or complete ENVS 98 Minor in Environmental Studies for Engineers Students pursuing a companion major in environmental studies choose from three concentrations. Students majoring in engineering must fulfill the following requirements for a minor in environmental studies: Environmental Economics Concentration • ENVS 11 or 13 • Three courses from ECON 101, ECON 111, ECON 120, ECON 129, ECON • Two social, political, and legal dimensions courses from ENVS 120, ENVS 122, 130, ECON 134, ENVS 189 ENVS 144, ENVS 146, ENVS 147, HIST 85 • One course from ENVS 120, ENVS 122, ENVS 162, ENVS 163, ENVS 185, • One ethical and spiritual dimensions course from ENVS 160, ENVS 161, ENVS 188, ETHN 156, POLI 130, POLI 146, POLI 167 ENVS 162, ENVS 163, PHIL 9, TESP 173

94 COLLEGE OF ARTS AND SCIENCES ENVIRONMENTAL STUDIES 95

• CENG 121, CENG 140, CENG 143 and govern changes in the environment are development. Special emphasis on world • Two courses from CENG 123, CENG 139, CENG 142, CENG 144, CENG discussed. We will address questions regard- hunger and the roots of third-world poverty. 160, CENG 162 ing the continents, landscapes, oceans, Also listed as POLI 50. (4 units) freshwater reservoirs, and the atmosphere. • CENG 192A and CENG 193; Senior design project must have an environmental How did they form? Which processes are 79. Environmental Literature focus and is subject to approval by the environmental studies director taking place to change them? How are they of California • Attend six environmental studies colloquia or complete ENVS 98 affected by human action? Understanding This course surveys the diverse literature cel- of the concepts will be deepened by labora- ebrating the California landscape. A broad tory activities and field trips. Laboratory and range of genres and literatures will be exam- LOWER-DIVISION COURSES: ENVIRONMENTAL STUDIES field work 15 hours. (4 units) ined, including such authors as Charles Fre- 2. Energy and the Environment and obstacles to tackling environmental is- mont, John Muir, Mary Austin, Robinson 20. The Water Wars of California L&L Jeffers, Richard Brautigan, Gary Snyder, Energy has been a top news story over the sues in developed vs. developing countries. In-class and independent research assign- In California, the average person uses about Gretel Ehrlich, and William Saroyan. Stu- past years. In this course, we explore the ba- 230 gallons of water a day while most of the dents will engage in a program of ecocritical sics of energy production, alternative ways ments will help students to develop critical thinking skills needed to analyze and pres- population is concentrated in areas that writing designed to develop advanced writ- of producing energy and alternative energy receive less than 20 inches of rainfall per ing skills while promoting ecological liter- sources including natural gas, nuclear, bio- ent information pertaining to environmental issues. (4 units) year. This course will use the history of water acy. Also listed as ENGL 79. Prerequisites: mass, wind, solar, hydropower, and fuel resource use and abuse in the state of Cali- ENGL 1 and 2. (4 units) NCX cells. Students will gain an understanding of 12. Introduction to Environmental fornia as a backdrop for investigating the in- the environmental impacts of energy pro- Studies terplay of hydrology, climate, and human 95. Sustainable Living duction, our present energy crisis, and population growth. Students will examine Undergraduate Research Project prospects for the future. (4 units) Human degradation of the global environ- (SLURP) ment is an overarching concern for contem- factors that affect the supply, distribution, 10. The Joy of Garbage porary and future societies. The field of demand, and quality of freshwater in the This course, jointly sponsored by the Envi- state of California. The important roles of ronmental Studies Institute and the CyPhi What happens to the things we don’t want? environmental studies is a relatively new, interdisciplinary field that draws heavily from climatic processes, variability, and global cli- Residential Learning Community, is de- This class follows the path of our waste mate change will be highlighted, and pop- signed to promote a culture of sustainability products as they are burnt, decomposed, the social sciences to propose ways society can develop environmental solutions. This ulation pressures on water resources will be within the residential communities of the landfilled, treated, recycled, reused, dumped analyzed. Concepts will be reinforced by modern university. Students will engage in on minority communities, or shipped is a survey course that will enable students to understand the composition and evolution field projects and through comparative case intensive research over the course of the ac- abroad. Building on basic chemical and bi- studies from California and beyond. Labo- ademic year and will compile and present ological principles, and using the scientific of environmental studies as a field, and provide them tools to analyze environmental ratory 15 hours. (4 units) their results during the spring quarter. En- method to guide us, we will explore the fates rollment is limited to residents of the of organic and nonorganic detritus, and problems and solutions on a local, national, 39. Drawing from Nature and global scale. This course will introduce SLURP floor in the CyPhi RLC. (4 units) search for sustainable solutions to waste Development of basic drawing skills using NCX problems. (4 units) students to: 1. the major environmental problems facing human societies; 2. the key natural subjects to encourage interest in future self-motivated drawing. Projects in- 98. Outdoor Leadership Experience 11. Introduction to Environmental social science disciplines and their contribu- (OLE) Science tions to the field of environmental studies; clude drawing from nature using pencils, 3. the methodologies used by these disci- pen, and ink; drawing perspective, seeing This course uses instruction in wilderness This course offers a broad introduction to proportions, line drawing, and shading safety, outdoor technical skills and low-im- the major environmental threats facing the plines and the way they shape understanding of nature/society relations; and 4. the techniques; drawing birds, trees, rocks, pact camping to develop leadership skills world, as well as the key questions or policy water, and clouds. (4 units) NCX and an appreciation of the natural world. debates surrounding our response to these importance of ethics and leadership in developing environmental solutions. (4 units) An online application is required prior to threats. Problems such as habitat destruc- 50. World Geography instructor approval. Application forms will tion, over-harvesting, invasive species, 13. Soil, Water, and Air L&L Provides an understanding of world geog- be made available at the beginning of the emerging diseases, and global warming can- This course focuses on the contributions of raphy through an appreciation of contem- quarter prior to the course offering. Stu- not be addressed without considering the porary global problems. Problems include dents are graded P/NP only. (2 units) NCX diversity of cultures and socioeconomic the geological and physical sciences to environmental science. The basic physical and the environmental crisis, international rela- conditions in the global community. Lec- tions, demographic trends, and economic tures will deliberately contrast the means geological processes that shape the Earth

96 COLLEGE OF ARTS AND SCIENCES ENVIRONMENTAL STUDIES 97

UPPER-DIVISION COURSES: ENVIRONMENTAL STUDIES students write brief papers on current ecolog- 141. Environmental Biology ical challenges and then work in small groups in the Tropics 101. Capstone Seminar software. Possible topics include land use to create conceptually based installations This summer course examines tropical bi- Capstone is a guided group and individual change, pollution, and population growth (site-specific sculptures) on campus that re- issues. Each student will propose and carry ology and ecology and their relationship to research course that each year is aimed at a late to these issues. Students learn techniques issues of sustainable development. One different environmental topic of global sig- out a GIS project with an environmental for creative thinking, transforming ideas into application. Laboratory 30 hours. (5 units) week of instruction at SCU and three weeks nificance. Past topics have included the reg- art, and basic art skills. (5 units) NCX of field study in Costa Rica. Particular em- ulation of biotechnology, using ecosystem 120. Introduction to Environmental 131. Environmental Education phasis on primate biology, reforestation and services to create financial incentives for Law and Regulation in the restoration ecology, mangrove conservation, conservation, the social equity and biologi- United States Environmental Education plays a funda- sustainable agriculture and fair trade, and cal effectiveness of private land conservation, mental role in our attempts to make human Introduction to the U.S. legal system’s ap- ecotourism. Taught in conjunction with and the national choices facing China with systems more sustainable. This course is an ENVS 39. Enrollment by application via respect to agricultural policy. The course be- proach to environmental protection. Topics introduction to the study and practice of include the roles of legislatures and environ- International Programs. Also listed as BIOL gins with lectures so that students gain a Environmental Education. It surveys 141. Prerequisite: BIOL 23. (5 units) NCX foundational background for the quarter’s mental agencies at the federal, state, and philosophies, theories, and methods of En- research topic. Students write individual pa- local levels; the independent role of the vironmental Education with a special em- 142. Environmental and pers, group papers, give oral presentations, judiciary in establishing environmental law; phasis on techniques for engaging K-12 Nature Writing and develop project management skills. and specific statutes, such as the Clean Air students in outdoor settings to maximize Act. Students evaluate questions of federal- Students in this course will compose a fin- Some students pursue their research after learning of environmental concepts and to ished article for publication in a magazine the course, even to the point of publication. ism, uses of economic incentives, and improve the students’ understanding of relationships between environmental pro- or journal after having engaged in market (5 units) NCX their personal connections to nature. The research, analysis of submission guidelines tection and economic growth. (5 units) course will introduce creative ways that we 110. Statistics for Environmental for select periodicals, discourse analysis, and 122. U.S. Environmental Policy — as current or future teachers, parents, or correspondence with editors. Students may Science L&L mentors — can use active study of and in- This course will focus on U.S. environmen- choose to participate in either discourse, A course in applied statistics for biologists teractions with the outdoor environment to that of environmental writing or that of na- and environmental scientists planning to tal policy between 1960 and the present, engage young people in the study of envi- highlighting the Endangered Species Act, ture writing, and may elect to write for ei- conduct manipulative experiments. Stu- ronmental systems and basic biological, ther a general or scholarly audience. dents gain training in experimental design, Clean Water Act, Clean Air Act, and policy chemical, and physical sciences. A portion responses to global warming. Through Students will mail a manuscript to an editor quantitative analysis, and hypothesis testing. of the course will be taught in field-based on the final day of class. Also listed as ENGL Theory and concepts are covered in lectures these four foci, we will gain an understand- settings. Students will participate in service ing of how policy is formulated, how one 174. Prerequisites: ENGL 1 and 2. (5 units) and readings. Laboratory sessions provide learning projects that will give them practi- NCX practical experience in computing statistical might measure its consequences, and the cal experience planning and leading envi- procedures by hand and with statistical soft- role of communication and politics in ronmental education lessons. This course is 144. Natural History of Baja ware. Examples used in lectures and lab as- moving policy forward (or blocking policy especially valuable for future teachers. advances). We will focus on how the vari- Baja California is a land of extremes, of great signments are derived from medical (5 units) NCX beauty, and of incredible biological diversity. research, physiology, genetics, ecology, and ous environmental acts mentioned above came to be and the ongoing policy debates 133. Ecology of California Plant Humans have inhabited Baja for many thou- environmental risk assessment. Laboratory sands of years but have only recently begun to 30 hours. Also listed as BIOL 160. Prerequi- surrounding their administration and Communities L&L implementation. (5 units) transform it. This course will examine the site: BIOL 23 or permission of instructor. This course focuses on the factors control- challenges of sustainable development in a re- (5 units) 130. Environmental Art: ling plant community composition in Cal- source-rich but ecologically fragile environ- ifornia, with emphasis on the basic question 115. GIS in Environmental Science Theory and Practice ment. Students will study the natural history of plant ecology: Why are these plant species of Baja with an emphasis on Espiritu Santo L&L Contemporary environmental artists seek to found here? Field trips highlight the as- preserve and restore the natural world by cre- Island, where we will spend several days sea A working knowledge of Geographic Infor- tounding diversity of the California floristic kayaking and studying the local flora, fauna, mation Systems (GIS) is essential for many ating artworks that address ecological chal- province, emphasizing identification of lenges and point toward positive solutions to geology, and marine ecology over spring careers in environmental science. This class plant species and sampling methods for eco- break. Enrollment by application only. Ad- and laboratory will focus on methods of gen- these problems. In this course students work logical studies. Laboratory and field work and study with an environmental artist. After ditional travel fees required. Prerequisite: erating, querying, analyzing, and displaying 30 hours. Also listed as BIOL 133. Prerequi- ENVS 1 or ENVS 11. (5 units) NCX GIS data utilizing industry standard a review of contemporary environmental art, site: BIOL 23. (5 units)

98 COLLEGE OF ARTS AND SCIENCES ENVIRONMENTAL STUDIES 99

145. Environmental Technology choices, and external interventions. Discus- 160. Spirituality and Sustainability religio-ethical analysis and response by A survey course covering a variety of envi- sion of how some states have collapsed into Investigation of the challenge of integrating major faith traditions in light of the green- ronmentally conscious technologies. Course warlordism, civil war, and genocide and how ecological consciousness and environmen- ing of religion. Examines the role that ethics addresses “bleeding edge” as well as more others are creating democratic movements tal leadership with the practice of spiritual- can play in articulating conservation initia- traditional technologies that enhance both to reverse a history of economic decline. Also ity. Examines the diversity of religious tives. (5 units) listed as POLI 146. (5 units) human welfare and environmental quality responses to the global sustainability crisis, 195. Sustainable Living in both the developed and developing coun- 151. Restoration Ecology L&L and the potential of consciousness to Undergraduate Research Project tries. We will concentrate on environmen- facilitate social transformation in light of (SLURP) tally conscious technologies used in the The science and practice of restoring de- Christian, Buddhist, and Hindu spiritual general areas of air quality, biotic systems, graded ecosystems, with an emphasis on traditions. (5 units) This course, jointly sponsored by the Envi- climate, energy, land, population, trans- plant ecology. Through fieldwork in restora- ronmental Studies Institute and the CyPhi portation, waste, and water. (5 units) tion experiments and examination of case 161. The Moral Vision of Cesar Chavez: Residential Learning Community, is de- studies from the literature, students will Agriculture, Food, and Environ- signed to promote a culture of sustainability 146. Agriculture, Environment, and grapple with basic questions: How do we ment in Catholic Social Teaching within the residential communities of the Development: Latin America decide what to restore? How do we restore Introduction to Catholic perspectives on modern university. Students will engage in This course offers a cross-disciplinary exam- it? And how do we know if we’re finished? agriculture, the food system, the environ- intensive research over the course of the ination of the prospects for “sustainable de- Emphasis on reading and writing scientific ment and sustainability. Uses the moral vi- academic year and will compile and present velopment” in rural areas of Latin America. papers, working with data, and critically sion of the most prominent Mexican their results during the spring quarter. We will use diverse points of view to look at judging the success of restoration projects in American in history as a vehicle for under- Enrollment is limited to residents of the interactions between poverty, development, meeting goals of biodiversity and ecosystem standing the ethical dilemmas in the mod- SLURP floor in the CyPhi RLC. (5 units) and environmental degradation. While function. Laboratory and field work 30 ern agrofood system. Investigates the role of NCX there is no single, universally accepted defi- hours. Also listed as BIOL 151. Prerequisite: race and class in perpetuating injustices BIOL 23. (5 units) 196. Special Topics in nition of sustainable development, a central against farmworkers. Discusses how Chavez Environmental Studies goal of this course is that each student come 156. General Ecology L&L was inspired by Catholic social teaching to away with the ability to understand the key engage in solidarity with poor communities Course content and topics vary depending elements that distinguish different dis- Quantitative study of the interrelationships of color, and how he carried forward its on the professor. (2 or 5 units) NCX courses on this subject. (5 units) of organisms with their biotic and abiotic message of justice. (5 units) environments. Emphasis on population dy- 197. Special Topics in 147. International Environment namics, interspecific relationships, commu- 162. Environmental Justice Environmental Science and Development nity structure, and ecosystem processes. Practicum: The Central Valley Course content and topics vary depending This course examines the intersection of en- Laboratory and field work 30 hours, typi- Investigation of the social, political, and on the professor. (2 or 5 units) NCX cally including one weekend field trip. Also vironment and development in the develop- religious meanings of environmental justice, 198. Environmental Proseminar ing world. Students will explore meanings listed as BIOL 156. Prerequisites: BIOL 23 i.e., the intersection of social justice and and measures of development as well as inter- and MATH 11. (5 units) environmental protection. Describes the A seminar course for graduating seniors, intended to permit reflection on an internship national institutions that influence develop- 158. Conservation Psychology role that race and class have played in envi- ment and environmental policy. Conceptual ronmental degradation in rural California. or research experience and foster the further frameworks for addressing human-environ- Many environmental problems (e.g., global Examines social and political structures that development of professional skills. Prior to mental relationships, including globalization, warming, pollution, biodiversity loss, and re- perpetuate conditions of injustice for low- enrolling, students must complete 100 famine and hunger, sustainable development, source depletion) are caused by human be- income, communities of color in rural hours of work in one of the following population-poverty interactions and gender havior, and changing this behavior is California. Coursework will contribute to options: 1) an approved off-campus will be explored. Specific topics to be covered necessary in order to solve them. Topics in- the Diocese of Stockton’s multi-year environmental internship (see ESI executive include deforestation, water use, conservation clude psychological reasons (emotions, Environmental Justice Education Project. director for approval before initiating the in- and development, oil extraction, and urban- thoughts, values, motivations, social context) (5 units) ternship), 2) approved environmental re- ization. (5 units) why people behave in environmentally search with SCU faculty (ENVS 195, sustainable or unsustainable ways, and how 163. Faith, Ethics, and the ENVS 199A, or 199B) or as part of a study 149. Politics of African Development psychology can be used to develop policies Biodiversity Crisis abroad program, or 3) the Environmental Examines why Africa is the poorest region of and other interventions to help promote Survey of the global collapse of biological Vocation Internship (ENVS 199C). Unit the world, focusing on legacies of colonial- sustainable behavior. Also listed as PSYC diversity. Religious implications of this credit dependent on prior credits granted ism, failed political systems, poor economic 158. Prerequisites: PSYC 1, 2, 40, 43, or per- environmental crisis, and a survey of the for internship or research work. Students are mission of the instructor. (5 units) 100 COLLEGE OF ARTS AND SCIENCES ETHNIC STUDIES 101

graded P/NP only. Prerequisites: Completion 199B. Directed Environmental REQUIREMENTS FOR THE MINOR of 100 hours of internship or research and sen- Research Students must fulfill the following requirements for a minor in ethnic studies: ior class standing. (1–5 units) NCX Supervised laboratory, field, or other re- • ETHN 5 199. Directed Reading, Research, search under the guidance of a faculty mem- or Internship ber. The goal should be a written report • Two courses from ETHN 10, 20, 30, 40 suitable for publication. Prerequisite: Permis- Students wishing to enroll in 199A, 199B, • Three upper-division courses in an area of specialization (i.e., African American sion of ESI executive director and instructor studies, Asian American studies, Chicana/Chicano studies, or comparative or 199C should meet with the faculty su- before registration. (1–5 units) NCX pervisor no later than the fifth week of the ethnic studies) term preceding the start of the project. For 199C. Environmental Vocation • ETHN 199 199A and 199B a written description of the Internship proposed project must be presented to the A two-quarter sequence facilitating environ- Departmental Courses Applicable to the Minor ESI executive director for approval. mental education and research in local faith (1–5 units) NCX Note: For descriptions, see the listings of the relevant departments. Students should consult with communities. Interns will create customized the director of the Ethnic Studies Program to determine the applicability of courses taken at other 199A. Directed Reading in educational projects and models while gath- institutions or in study abroad programs. Environmental Science or ering information about social attitudes to- • ANTH 86, 90, 146 Environmental Studies ward religion and the environment. Environmental vocation and leadership are • ARTH 46, 141 Detailed investigation based on directed emphasized. Students are graded P/NP • COMM 107A, 121A, 127A readings on advanced environmental top- only. Prerequisites: Permission of instructor ics, under the close supervision of a faculty before registration. (1–5 units) NCX • ECON 155 member. Prerequisite: Permission of ESI exec- • EDUC 106 utive director and instructor before registration. (1–5 units) NCX • ENGL 35, 36, 37, 38, 39, 69, 130, 134G, 139, 140, 155, 158, 166 • HIST 81, 104, 180 ETHNIC STUDIES PROGRAM • MUSC 71, 20 Associate Professors: Ramón D. Chacón, Linda Garber, James Lai (Program Director) • SPAN 133 Assistant Professors: Perlita Dichochea, Robin Hayes • POLI 153, 185 The Ethnic Studies Program provides a critical analysis of historical and contempo- • PSYC 189 rary formations of race, ethnicity, class, and gender. In the pursuit of social justice, it chal- • RSOC 91, 164, 184 lenges dominant views of racial and ethnic groups that lead to inequalities. Ethnic studies focuses on the roles and experiences of African Americans, Asian/Pacific Islander Amer- • SOCI 132, 150, 153, 175, 190 icans, Latinas/Latinos, Native Americans, and other racialized peoples within the frame- • THTR 14, 15, 65, 161, 189 work of the United States and within transnational frameworks. As an academic program, ethnic studies fosters interdisciplinary inquiry. The faculty comprise a community of scholars of critical race and ethnic studies, while serving as LOWER-DIVISION COURSES teachers, mentors, and role models for undergraduate students. Ethnic studies strives to make connections between University learning, racial and ethnic communities, and so- 5. Introduction to the Study of Race have opportunity to develop a solid inter- cial change and encourages a reflective engagement with society and a commitment to and Ethnicity in the United States cultural foundation to the understanding of fashioning a more humane and just world. The Ethnic Studies Program serves as a re- Focuses on immigration and intercultural race and cultural diversity in United States. source for students, faculty, and staff across the University who are interested in issues race relations for the major cultures of color Course is a basis for classes offered by all fac- of race and ethnicity. The program offers a minor in ethnic studies. in the United States: African American, ulty in the Ethnic Studies Program particu- The ethnic studies minor complements a student’s major by broadening the field of Asian American, Latina/o, and Native larly the introductory level courses. The study to include an academic focus on race/ethnicity. It enhances a student’s employment American. Discussion of each group histor- course also serves as an introduction to the opportunities in business, education, law, medicine, social work, and government. The ically in relationship to each other and the minor in the Ethnic Studies Program. minor provides a foundation for graduate studies for students who plan to become uni- dominant culture. Through critical read- (4 units) versity professors and researchers with a specialization in ethnic studies. ings, class discussion, and film, students will 102 COLLEGE OF ARTS AND SCIENCES ETHNIC STUDIES 103

10. Introduction to Native 50. Introduction to UPPER-DIVISION COURSES American Studies Filipino American Studies 112. Native Peoples of the United 125. Latinas/os in the United States Multidisciplinary course addressing key Mainstream representations of the Filipino States and Mexico issues regarding identity and definition American community. Twentieth-century Examination of the experience of Latinas/os among indigenous peoples in the United works written by and about Filipino Amer- Examination of the national policies, ide- in the United States, focusing on people of States. How members of each group view icans, with an emphasis on four relevant ologies, and attitudes that have shaped the Mexican, Central American (El Salvador, themselves; how they are defined by others; themes: the legacy of Spanish Colonialism lives of indigenous peoples living along the Guatemala, and Nicaragua), and Caribbean how interactions between the different cul- and American Imperialism; U.S. politics U.S.-Mexico border. Issues include cultural (Puerto Rico, Cuba, and the Dominican tures influence one another. (4 units) and the history of Filipino American survival, cultural change, national and indi- Republic) descent. The countries of origin, activism and resistance; problems of iden- vidual identity, gender relations, legal and immigration, settlement patterns, compar- 20. Introduction to tity as it relates to class, gender/sexuality, political problems, and intercultural rela- ative issues, and the condition of Latinas/os Chicana/Chicano Studies mixed heritages, and generational differ- tions. (5 units) in the United States will be explained. Survey course in Chicana/Chicano studies ences; and Filipino Americans and popular Course content addresses both historical culture. (4 units) 120. Mexican Immigration and contemporary issues. (5 units) addressing key issues in Chicana/o commu- to the United States nities in the United States. Focuses on such 134. Black Social Movements issues as immigration, culture, family, fam- 55. Cross-Racial Electoral Politics Examination of the process of Mexican im- ily and kinship, identity, gender roles, reli- Examination of the historical and contem- migration to the United States since 1910 An examination of the historical and con- gion, education, politics, and labor force porary political movements among the major with a focus on the role of Mexican immi- temporary issues concerning African Amer- participation. (4 units) minority groups in the United States since grant labor in California agribusiness. An ican involvement in North American social the 1960s. The origins and goals of the Black analysis of reasons for Mexican immigration movements. Focuses on an overview of the 30. Introduction to Power movement, the Chicano/a movement, and the responses of the United States to major questions, dominant theoretical per- African American Studies the Asian American movement, and the Na- such immigration. Special focus on Mexi- spectives, and empirical studies related to Multidisciplinary survey of African Ameri- tive American movement will be focused on can farm laborers, the various movements black social movements, such as black na- can culture. African cultural heritage and during the quarter. Each of these movements to organize them, and on Cesar Chavez and tionalism, the Civil Rights movement, and African survivals. World views and values, embodies similar and different trails with re- the UFW. (5 units) the Black Power movement. (5 units) religious beliefs, family and kinship, gard to their respective group’s quest for political power and elected representation. Due 121. Chicana/Chicano Families and 139. African American Psychology language. Contemporary community issues Gender Roles of identity, sex roles and stereotyping, hous- to contemporary immigration trends, Also listed as PSYC 189. For course descrip- ing, employment, and education. (4 units) Latinos and Asian Americans have chal- An examination of Chicana/Chicano fam- tion see PSYC 189. (5 units) lenged the black-white paradigm that has ilies in the United States. Addresses two gen- 31. Introduction to traditionally defined U.S. racial politics in eral areas in family research: (1) the 141. Asian American Women African American Art local and state level politics. The result, in historical development of Mexican immi- An examination of Asian American women Also listed as ARTH 46. For course descrip- some instances, has been interracial competi- grant families and subsequent generations from a historical and contemporary frame- tion see ARTH 46. (4 units) tion and conflict at these levels. The neces- of communities and families of Mexican work within U.S. society. Focuses on the sary elements needed to build and to sustain Americans, and (2) a life-cycle analysis of struggle for identity and adjustment in the 40. Introduction to multiracial coalitions along with what the families with a specialized focus on gender first generation and the conflicts with subse- Asian American Studies political future holds for these minority roles and relations. (5 units) quent generations of Asian American women. groups will be addressed. (4 units) Analyzes two major themes: (1) the interplay Multidisciplinary survey of Asian Ameri- 122. Chicana/Chicano Communities cans. Asian cultural heritage, immigration, of gender identity formation and conflict, and the formation of Asian American com- 96. Race, Class, and Culture Examination of the development of the both in the family and in the paid labor force, munities. World views and values, religious Through Film social, cultural, political, and economic and (2) the development of individual and beliefs, family and kinship, language. Con- Using film as a medium, the course will ex- structures that shape Chicana/Chicano collective survival strategies. (5 units) amine the issues of race, class, and culture communities in the United States. Themes temporary community issues of identity, sex 142. Asian American Communities roles, stereotyping, employment, and educa- as they relate to four racial minority groups: include the evolution of barrios, the histor- tion. (4 units) African Americans, Native Americans, Chi- ical and contemporary impact of Mexican An examination of selected topics affecting canos, and Asian Americans. The themes of land grants, ghettoization, education, gangs, Asian Americans in the United States. Issues race, class, and culture are viewed both his- employment, and the political economy. include the changing nature of communi- torically and contemporarily. (4 units) (5 units) ties, community institutions, anti-Asian violence, occupational glass ceilings, higher

104 COLLEGE OF ARTS AND SCIENCES HISTORY 105 education, political mobilization, gender re- dimensions (prejudice, stereotypes, discrimi- DEPARTMENT OF HISTORY lations, identity formation, and the new pat- nation); and its place in the U.S. political terns of Asian immigration. (5 units) economy. Emphasis on African Americans, Professors Emeriti: Dorothea French, Mary McDougall Gordon, Peter O’M. but includes discussion of Native Americans, Pierson, Sita Anantha Raman 150. Racial/Ethnic Writers in Chicanos/as, and Asian Americans. (5 units) Professors: Steven M. Gelber, Jo Burr Margadant (Lee and Seymour Graff Professor), Comparative Perspective Gerald McKevitt, S.J. (Ignacio Ellacuria, S.J., University Professorship for Jesuit An examination of the expression of race 156. Race, Gender, and Studies), Barbara Molony (Department Chair), Timothy J. O’Keefe, Robert and ethnicity in the writings of African Environmental Justice M. Senkewicz, David E. Skinner Americans, Asian Americans, Native Amer- This course will examine the relationships Associate Professors: Ramón D. Chacón, George F. Giacomini Jr., Arthur F. icans, and Chicanas/os. Themes include the between racial formation, gender, and class Liebscher, S.J., Thomas Turley, Nancy Unger racial/ethnic/gender/class representation of within the context of environmental prob- Assistant Professors: Fabio López-Lázaro, Pedro Machado, Amy E. Randall self, identity, culture, and community in lems and the distribution of resources. The U.S. society. Focus on the interrelationship course will also consider activities that may History provides an understanding of all aspects of the human past. By synthesiz- between literature and literary criticism and lead to a more equitable distribution of the ing the humanities and social sciences, the study of history imparts the ability to re- the sociohistorical context within which it costs and benefits of economic develop- search, analyze, and communicate the reasons humanity has developed in particular is produced. (5 units) ment, more sustainable forms of produc- ways. Knowledge and skills developed in history are excellent preparation for gradu- tion, and economic dynamics that influence ate study and careers in education, communications, government, law, and business. 151. Educating Linguistic and public health discrepancies by gender and Cultural Minority Students race. While this course focuses on commu- REQUIREMENTS FOR THE MAJOR This course will prepare students who are nities of color in the U.S., it also addresses interested in teaching to work with cultural binational and global instances of environ- In addition to fulfilling University Core Curriculum and College of Arts and Sciences and linguistic minority students. We will mental injustice. (5 units) requirements for the Bachelor of Arts degree, students majoring in history must complete consider the ways in which different groups the following departmental requirements: socialize children for learning and how 159. Historical Perspectives in • One history course in each of five geographical areas: Africa/Middle East, Asia, learning patterns acquired in the home can Hip Hop Culture Europe, Latin America, and United States conflict with the culture of school. Students This course will examine the history and de- • Four lower-division courses in three of the five geographical areas mentioned will consider instructional approaches for velopment of hip-hop culture, paying spe- above, at least one of which must be in the student’s area of projected individual working with diverse populations in their cial attention to its social, cultural, racial, specialization classrooms. (5 units) and political dimensions. We will probe the origins of hip-hop culture, deliberate its • Nine approved upper-division courses, four of which must be in the student’s 154. Women of Color in the U.S. political crisis and racial conflict, and chart individual area of specialization This course will explore the historical and its evolution as a form of collective self- • HIST 100 and HIST 101, which may be counted among the four lower- present-day issues for women of color in the expression among urban youth. The course division or nine upper-division courses U.S. inclusive but not limited to key topics will explore four fundamental elements: rap • HIST 198 such as sexuality, family, work, media, and music, politics, gender, and globalization. activism. We will examine the impact of (5 units) racism, sexism, and classism on African REQUIREMENTS FOR THE MINOR American, Asian American, Latina, Native, 190. Special Topics in Ethnic Studies and white American women in the U.S. (1–5 units) Students must fulfill the following requirements for a minor in history: Using an interdisciplinary approach, we will • Seven history courses, including four upper-division courses also investigate their shared experiences as 199. Directed Readings/Research or Internship well as their differences. (5 units) PREPARATION IN SOCIAL SCIENCES FOR ADMISSION A Capstone senior project representing a TO TEACHER TRAINING CREDENTIAL PROGRAMS 155. Racism in the United States student’s specialization in ethnic studies. Multidisciplinary study of racism in the Prerequisite: Written approval by the director The State of California requires that persons seeking a credential to teach history in United States. Its historical manifestations of the Ethnic Studies Program prior to California schools hold a single-subject teaching credential in social science authoriz- from the arrival of Europeans in North Amer- registration. (2–5 units) ing them to teach history and social science classes in departmentalized settings. Stu- ica to contemporary times; its psychological dents wishing to enroll in a credential program must pass a subject-area examination in social science. The teaching credential program itself requires the completion of an

106 COLLEGE OF ARTS AND SCIENCES HISTORY 107 approved credential program, which can be completed as a fifth year of study with LOWER-DIVISION COURSES: WORLD AND COMPARATIVE HISTORY student teaching, or through a summer program and internship in conjunction with the undergraduate pre-teaching program. 4. World Geography until 1492 5. World Geography after 1492 The Department of History offers a program that prepares students for the subject- An overview of the great civilizations of the An overview of world historical develop- area examination and admission to a credential program. Requirements of the prepa- world prior to the Columbian Exchange, ment since the Columbian Exchange, ration program are: focusing on the geographical, cultural, eco- noting the distinct cultural foundations of • Six lower-division history courses: HIST 7, 8, 9, 11, 12, and 13 nomic, and political features of the complex the major regions of the world (East Asia, societies in East Asia, Southeast Asia, South Southeast Asia, South Asia, Africa, the • Eight upper-division history courses: HIST 100, 101, 184, 186, 190, and three Asia, Africa, the Middle East, Europe, the Middle East, Europe, the Americas, and courses in world history Americas, and Oceania. Survey of the foun- Oceania). Examination of globalization as a • Seven social science courses: ANTH 50 or POLI 50, ECON 1 and 2, EDUC dations of each region. Patterns of connec- system of increasing economic interdepend- 198, POLI 1, POLI 2 or an upper-division political science course, and an tion and interdependence in world history. ence and cultural, demographic, and tech- upper-division course in anthropology, psychology, or sociology (4 units) nological exchange. (4 units) Students are encouraged to minor in urban education. Students who are contemplating secondary school teaching in Social Science should consult with the coordinator in the UPPER-DIVISION COURSES: WORLD AND COMPARATIVE HISTORY Department of History as early as possible. 103. History of the Jesuits 106. You Are What You Eat: Interdisciplinary course that examines the A Global History of Foods, LOWER-DIVISION COURSES: GENERAL HISTORY evolution of the Society of Jesus (the Jesuits) Drugs, and Medicines 11A. and 12A. Cultures and Ideas in its global context. Courses may address from the order’s founding at the close of the An analysis of the human use of plants as Middle Ages to the present. Selected themes sustenance, mood enhancers, and health A two-course sequence focusing on a major civilization and the city; explorations, mi- grations, and nations; empires and rights; include: the defining features of Ignatian agents with particular attention to the Ne- theme in human experience and culture spirituality, the development of the order’s olithic invention of agriculture, its spread over a significant period of time. Courses slavery and unfreedom; and other topics. (4 units each quarter) educational system, the Jesuit role in the en- through monumental civilizations, and the emphasize either broad global interconnec- counter between European cultures and the capitalistic globalization of food cultures tions or the construction of Western culture cultures of Asia and the Americas, and the since 1500 caused by imperialism and in- new orientations of the order that have dustrialization (e.g., fast food and national UPPER-DIVISION COURSES: GENERAL HISTORY emerged in reaction to changes in Catholi- cuisines). Specific theories to be examined 100. Historical Interpretation program in social sciences or to liberal stud- cism and in the world at large in the late include J. Diamond’s interpretation of agri- 20th century. (5 units) culture as an element in the differential evo- An investigation of the diverse methods his- ies majors with a minor in history. Designed for students who contemplate a career in the lution of human societies, historians’ torians use to examine the past. Required of 104. African Americans and Africa emphasis on the role sugar played in the de- all majors. (Satisfies a European requirement teaching profession. As a capstone course, it integrates the subject matter from courses Historical examination of the roots of velopment of African slavery, and contem- for the major.) For history majors and minors African American culture and politics: the porary concerns about the ecological and or with permission of the instructor. (5 units) in the social sciences, including history, economics, geography, political science, and ed- impact of the Atlantic slave trade and the health shortcomings of agribusiness. 101. Historical Writing ucation. (5 units) continuity of African culture in the West- (5 units) ern hemisphere. (5 units) Researching and writing history papers. Re- 198. Capstone Seminar 191. Cross Area Studies quired of all majors as a prerequisite for 105. Modern World History A topical course designed to give seniors the Original research and group discussion of HIST 198. (Satisfies a United States re- Examination of the significant events, rela- selected problems and periods. (5 units) quirement for the major.) For history majors opportunity to write an in-depth original research paper under the guidance of the tionships, and ideas that have shaped the de- and minors only. Recommended to be taken velopment of a transformed international 199. Directed Reading/ in the sophomore or junior year. (5 units) seminar instructor and a faculty specialist Directed Research chosen by the student. For senior history ma- system during the past 300 years. Focus is 190. Capstone Seminar in jors only. Prerequisite: HIST 101. (5 units) on a few themes, rather than a chronological Directed reading and research in source ma- Social Sciences survey of different regions or cultures. Major terials and secondary works dealing with se- themes include the scientific and industrial lected historical problems in world and This seminar is open only to students revolutions, new technologies, nationalism comparative history. Prerequisite: Permission enrolled in the subject matter preparation and imperialism, effects of new technologies, of department chair and instructor. (5 units) anticolonialism and neo-imperialism, the new world (dis)order. (5 units) 108 COLLEGE OF ARTS AND SCIENCES HISTORY 109

LOWER-DIVISION COURSES: UNITED STATES HISTORY 175. 20th-Century United States 181. American Women Since 1900 Diplomatic History 7. United States: Colonies and 81. Chicanos in the Southwest Examination of the rich history of the Constitution Critical study of U.S. international relations. changing social, economic, political, and in- Survey of the Chicanos in California and Economic, political, social, and public opin- tellectual life of American women from Introductory survey of U.S. history from the Southwest. Emphasis on the period ion forces influencing the development of 1900. Issues of gender, race, class, geo- first European settlement through the Con- since 1848, and on Texas, New Mexico, and U.S. policy. (5 units) graphic setting, and ethnicity will merit ap- stitutional Convention. Political, economic, California. (4 units) propriate attention. Primary and secondary social, and intellectual aspects of America’s 177. Gays and Lesbians in sources used to examine women’s self-con- first 200 years. (4 units) 84. Women in American Society United States History ceptions and self-identifications, as well as Examination of the rich history of the gender constructs and prescribed roles. 8. United States: The 19th Century Examination of the significance of gay men changing social, economic, political, and in- and lesbians across the broad sweep of Women’s role in the Gilded Age, the Pro- Introductory survey of U.S. history from tellectual life of women in the United States. American history, beginning with pre- gressive Era, WWI, the Depression, and the Constitutional Convention to the Span- Focuses on issues of gender, race, class, Columbian Native Americans and conclud- WWII will be followed by extensive cover- ish American War. Political, economic, so- geographic setting, and ethnicity. Primary ing with the modern era. Religious, age of the transitions created/endured by cial, and intellectual aspects of the century and secondary sources will be used to exam- intellectual, economic, political, and social American women from the post-war period that saw the nation evolve from an infant ine women’s self-conceptions and self- ramifications will all be examined. (5 units) to today including the rise of feminism and state to an industrial world power. (4 units) identifications, as well as gender constructs its ongoing challenges. (5 units) and prescribed roles. (4 units) 178. Leisure and Sports in America 9. United States: The 20th Century Exploration of the development and mean- 182. Sex and Family in Introductory survey of U.S. history from 85. Introduction to United States American History Environmental History ing of leisure activities and sports in Amer- the Spanish American War to the year 2000. ica beginning in the colonial period and History of sex and the family from the 17th Political, economic, social, and intellectual Study of American environmental history ending in the recent past. Examination of to the 20th century. Impact of social and aspects of America in an era of international from the pre-Columbian period to the pres- the relationship between leisure and the economic change on sexuality, courtship, involvement and domestic change. (4 units) ent. Examines the interactions in history broader culture, looking at the impact of marriage, and child rearing. Cultural con- between the physical environment and eco- economics, technology, and social values on struction of gender roles and sexual roles. nomics, politics, gender, race, ethnicity, and what Americans have done in their non- (5 units) religions. (4 units) work time. (5 units) 183. American Capitalism UPPER-DIVISION COURSES: UNITED STATES HISTORY 179. Special Topics in Early Analysis of the philosophy and social im- United States History pact of the capitalist idea as it developed in 170. Revolution, Confederation, war, the role of the free African American, Courses offered occasionally on subjects America from the colonial period to the Constitution constitutional readjustment, and the rise of outside the standard curriculum in early 20th century. Explores the meaning of the Intensive study of the origins, progress, and the new South. (5 units) United States history. (5 units) work ethic, ideas of economic reform, and culmination of the American Revolution to 173. The Modern Era: 1920–1960 ideology of business leaders, among other 1800. (5 units) 180. Native Americans topics. (5 units) The end of the Republican ascendance in of the United States 171. The New Nation the 1920s and the rise of the New Deal Native American history from colonial 184. American Historical Geography Social and political reforms, expansion, and coalition. America at war again and the times to the present from the perspective of Introduction to the physical and cultural ge- changes, sectional and national politics of Cold War at home and abroad. (5 units) native peoples. The focus is on selected In- ography of the United States with a special the United States between 1800 and 1850. 174. America in the 1960s dian peoples in each historical period with emphasis on California. Texts, maps, and (5 units) an emphasis on native responses to chang- discussions used to explore how America’s Little Rock to Watergate: social, political, ing historical circumstances, the continuity geography is not just the stage for American 172. The Union in Crisis and foreign policy upheavals of the 1960s. of Native American cultures, and Indian re- history but an integral player in that history. A study of the major aspects of the antebel- Civil rights movement, student and antiwar lations with the U.S. government in the (5 units) lum period, the Civil War, and the problems movements, hippies, and others. Kennedy 19th and 20th centuries. Topics include of Reconstruction: the abolitionists, the rise and Johnson, end of the Cold War and colonialism, Native Americans and environ- of the Republican Party, the conduct of the the Vietnam War, Nixon and Watergate. ments, regional and tribal histories. (5 units) (5 units)

110 COLLEGE OF ARTS AND SCIENCES HISTORY 111

186. California 189. Special Topics in Modern 113. Family in Antiquity 121. Interpreting the Survey of the state’s history: its Native United States History Also listed as CLAS 187. For course descrip- English Reformation American origins, Spanish invasion and Courses offered occasionally on subjects tion see CLAS 187. (5 units) A study of the religious changes in 16th- missionization, Mexican period, U.S. con- outside the standard curriculum in modern century England from the accession of quest, gold rush, and development to the United States history. (5 units) 114. Imperialism and Religion: Henry VIII to the Gunpowder Plot. present. (5 units) Roman Britain Evaluation of traditional Medieval patterns 197. Seminar in United Also listed as CLAS 114. For course descrip- of belief and worship, Tudor dynastic neces- 187. The American West States History tion see CLAS 114. (5 units) sities and political ambitions and factions, A study of the American West as frontier Original research and group discussions of the influence of continental theological ref- and region in transit from the Atlantic selected problems and periods. (5 units) 117. State and Church in the ormation, and popular acceptance or rejec- seaboard to the Pacific coast from the 17th Middle Ages, 1000–1450 tion of religious innovations. (5 units) century to the present with an emphasis on 199. Directed Reading/ The struggles between state and church that the 19th-century trans-Mississippi frontier. Directed Research formed modern Western political institu- 122. Pirates of the Mediterranean, Topics include European invasions of the Directed reading and research in source mations. The rise of royal and papal theocracy, Pirates of the Caribbean: Contact aboriginal world; exploration; the fur trade; terials and secondary works dealing with se- the emergence of the idea of limited govern- across Cultural Boundaries, mining and farming frontier; ethnicity and lected historical problems in U.S. history. ment, the foundation of representative in- 1300-1800 gender in multicultural regions; the West in Prerequisite: Permission of department chair stitutions and modern legal institutions, the An examination of the history of piracy in film, fiction, and art; contemporary mean- and instructor. (5 units) origins of the modern state. (5 units) the late Medieval Mediterranean and early ing of the West. (5 units) modern Atlantic contexts. Original narra- 119. Sex, Family, and Crime tives, including eyewitness accounts, and re- LOWER-DIVISION COURSES: EUROPEAN HISTORY in Mediterranean Europe, cent scholarship are placed within a larger 1300-1800 context of how societies in these regions 11. Western Civilization: Ancient 13. Western Civilization: Modern An exploration of how law intersected with have communicated and clashed with each Interdisciplinary survey of the develop- Interdisciplinary survey of the develop- sex, gender, and family in continental West- other. Discussions focus on examining ment of Western culture from the Near ment of Western culture from the 17th ern societies from 1300 to 1800. Close atten- Mediterranean piracy in relation to Christ- Eastern origins of Western civilization century to the present. (4 units) tion is paid to the early modern state’s ian and Muslim interaction and delineating through the collapse of the Roman Em- authority in “policing” behavior, the real his- Atlantic piracy’s affiliation with the birth of pire. Also listed as CLAS 62. (4 units) 16. Ancient Greek Religion tory of rights, and alternative visions of Me- global Western imperialism and the devel- Also listed as CLAS 67. For course dieval, Renaissance, and Baroque Christian opment of an early modern “alternative pi- 12. Western Civilization: description see CLAS 67. (4 units) morality, including Foucault’s theory of mod- rate society.” (5 units) Medieval and Early Modern ern capital punishment. Concrete cases are Interdisciplinary survey of the develop- 17. Ancient Roman Religion taken from original Inquisition sources, the 124. Diplomacy and War: Europe 1870-1939 ment of Western culture from the fall of Also listed as CLAS 68. For course prosecution of witchcraft, and eyewitness ac- the Roman Empire through the 17th description see CLAS 68. (4 units) counts. The focus is on Spanish, French, and Relations of major European powers since century. (4 units) Italian cases, but Anglo American legal exam- 1870. Emphasis on economic, political, and ples offer a comparative prospective. (5 units) social forces that influenced these relations. (5 units) UPPER-DIVISION COURSES: EUROPEAN HISTORY 120. Churchill’s England 108. Ancient Greece 110. Roman Republic A study of modern English history through 126. Conflicts in Medieval Christianity Also listed as CLAS 108. For course descrip- Also listed as CLAS 110. For course descrip- the extraordinary career of Winston An examination of the religious tensions tion see CLAS 108. (5 units) tion see CLAS 110. (5 units) Churchill. Britain’s imperial zenith, the Eng- and conflicts that helped form later Me- lish suffragettes, international rivalries and dieval Christianity. Treats heresies, develop- 109. The Hellenistic Age 111. Roman Empire World War I, the Anglo-Irish conflict, ing notions of orthodoxy and authority, the Also listed as CLAS 109. For course descrip- Also listed as CLAS 111. For course descrip- British inter-war appeasement of Nazi warrior Christianity of the Crusades, men- tion see CLAS 109. (5 units) tion see CLAS 111. (5 units) Germany, World War II, the formation of dicancy and urban attitudes toward Christ- the English welfare state. (5 units) ian perfection, the new monasticism, the development of a personal religion, lay tensions with the clergy, the inquisition, the climate of reformation. (5 units)

112 COLLEGE OF ARTS AND SCIENCES HISTORY 113

127. Seminar: The World of St. Francis Dynasty in 1917. Themes include state 137. The Soviet Experiment 139. Special Topics in Modern Europe The seminar examines the religious, social, building and modernization; peasant rebel- An examination of the Soviet experiment to Courses offered occasionally on subjects and economic background that produced lion and the institution of serfdom; the build the first self-proclaimed socialist gov- outside the standard curriculum in modern Francis of Assisi, one of the most revolution- nobility and its discontents; imperial expan- ernment in history. Emphasis on political Europe. (5 units) ary figures of the late Middle Ages. It will sion and the multiethnic Empire; the and economic policies, cultural practices, focus on shifts in religious perception and Orthodox Church and popular religion; everyday life, and the evolution of social 192. Seminar in European History new notions of religious perfection gaining aristocratic revolt and the Russian revolu- identities and roles, taking into account gen- Original research and group discussions of popularity in Francis’ time, Francis’ personal tionary intelligentsia; Alexander II and the der, regional, and national differences. selected problems and periods. (5 units) motivations, and the struggle the Medieval Great Reforms; the growth of radicalism; in- (5 units) church experienced attempting to integrate dustrialization and social change; the Revo- 199. Directed Reading/ Francis and his followers into its structure. lution of 1905; and the crisis of the Old 138. Second World War Directed Research (5 units) Regime. (5 units) An intensive investigation of the interna- Directed reading and research in source ma- tional military conflict of 1939-1945. Ex- terials and secondary works dealing with se- 129. Special Topics in Ancient and 135. Women and Gender in Modern Europe amination of the causes of the war and the lected historical problems in European Medieval European History major campaigns in Europe, North Africa, history. Prerequisite: Permission of depart- Courses offered occasionally on subjects An exploration of the history of modern Eu- and the Pacific. The domestic consequences ment chair and instructor. (5 units) outside the standard curriculum in ancient rope through the lens of gender. Focus on of the war, and the impact of the conflict on and Medieval history. (5 units) how changing ideas about gender and sex- the lives of subject populations, soldiers, and uality shaped gender roles, cultural practices, ordinary civilians. (5 units) 131. Ireland economic systems, and politics from the Irish history since the Reformation. Empha- French Revolution to the end of the Cold War. Also considers the ways in which gen- sis on the formation of modern Irish nation- LOWER-DIVISION COURSES: AFRICAN/MIDDLE EASTERN HISTORY alism, the revolutionary movements of the der interacted with class, ethnicity, national- 19th and 20th centuries, and the Northern ity, sexual identity, and race in the everyday 45. Introduction to African in the 20th century. Focus on selected civi- Irish conflict. (5 units) lives of men and women. (5 units) History and Cultures lizations and societies. Patterns of African social, economic, and political life. (4 units) 133. History of Sexuality 136. Gender/Race/Class in Historical survey of the origins and devel- 20th-Century Europe opment of African cultures from ancient Study of the history of sexuality in modern times to the onset of European colonialism Europe. Examination of topics such as the An exploration of the ways that social anxi- politics of prostitution, abortion, and eties and ideas about gender, race, nationality, class, and sexuality shaped political, pornography; changing sexual norms and UPPER-DIVISION COURSES: AFRICAN/MIDDLE EASTERN HISTORY practices; the invention of homosexuality economic, social, and cultural developments and heterosexuality; the social construction in Europe from 1900 to the present. Topics 107. Ancient Egypt 142. Modern Middle East include: challenges to bourgeois society in of sexual identities; professional and state in- An historical survey of the social, political, and North Africa volvement in the supervision and regulation pre-war Europe; World War I; gender and sexual “disorder” in the 1920s; fascism and religious, and cultural achievements of an- European imperialism and the development of sexualities; intersections of sexuality with cient Egypt, emphasizing especially the pe- of Arab nationalism. Problems of economic gender, ethnicity and race, nationality, class, sexuality; WWII and the Holocaust; cultural constructions of the Cold War; the riod of Egypt’s unification through Egypt’s development, political stability, and military and religion; connections between sexuality conquest by Alexander the Great. (4 units) conflict. (5 units) and imperialism, nationalism, economics, intersections of class, gender, and consump- politics, and culture; sexual communities tion; the politics of decolonization; the 1968 141. Independent Africa 143. Seminar: Women in and movements. (5 units) revolutions in Western Europe and Eastern Political Revolutions Europe; the women’s movements in the African economic, social, and political prob- 134. Reformers and Revolutionaries 1970s; masculine identity in a post-indus- lems after independence. Major ideologies Focus is on the various roles of women in in Tsarist Russia trial world; the gendering of Communism; and international conflict. (5 units) conceiving, organizing, and pursuing revo- “new Europeans,” European unity, and na- lutionary processes. Set in a comparative Examination of politics, society, and culture framework, and the revolutions will be se- in the Russian Empire from the reign of tionalism in post-colonial, post-Communist Europe. (5 units) lected from many distinctive cultural milieu. Peter the Great to the fall of the Romanov Most of them may be described as patriar- chal, and we will be interested in evaluating

114 COLLEGE OF ARTS AND SCIENCES HISTORY 115

the changing roles of women in relation to Islam and its development in the modern 57. Rajas and Sultans 58. Modern India existing patterns of gender expectations. world. Main focus will be on Islam’s interac- in Medieval India India after Portuguese arrival in 1498 to the (5 units) tion with different cultures, emphasizing History of Medieval India with a specific present. Themes include: economic impe- political implications of the rise of revival- 144. Women in African Societies focus on ideas of kingship in Hindu and rialism, Hindu socioreligious reform and its ism. (5 units) Muslim states between A.D. 600–1700. Ex- relevance for women and the caste system; Comparative analysis of the legal position amines specific Hindu dynasties, the Indi- Muslim awakening and modernization; In- of women and their social, economic, and 193. Seminar in Africa and Middle East anization of Afghani, Turkish, and Mughal dian revolts and nationalism; constitutional political roles in different African cultural rulers who followed Islam, and the interac- developments; Gandhi, Nehru, Jinnah; settings. (5 units) Original research and group discussion of tion between Hindus and Muslims in this post-independence issues concerning selected problems and periods. (5 units) 149. Special Topics in African History era. (4 units) democracy, women, society, economic de- 199. Directed Reading/ velopment and environment, national co- Courses offered occasionally on subjects hesion, and communalism. (4 units) outside the standard curriculum in African Directed Research history. (5 units) Directed reading and research in source ma- UPPER-DIVISION COURSES: ASIAN HISTORY terials and secondary works dealing with se- 158. Islam in the Modern World lected historical problems in African history. 146A. Medieval and Early Modern 147B. Modern China Comparative study of contemporary Islam. Prerequisite: Permission of department chair Japan The study of origins and basic doctrines of and instructor. (5 units) Social, political, economic, and cultural From prehistoric times to the mid-19th development from the 17th to the 20th century. Japan’s adaptation of Chinese civ- centuries. State formation from monarchy LOWER-DIVISION COURSES: ASIAN HISTORY ilization, cultural and literary history, polit- to socialism, cultural history from Confu- 50. Introduction to East Asian Studies 19th-century modernization, imperialism. ical effects of socioeconomic changes from cianism to individualism, issues of poverty the classical period through feudalism to and population. Intellectual and cultural A study of the emergence of modern na- War in the 20th century. Postwar social and economic successes. (4 units) interaction with the West, ideological changes and the roles of the West. Indige- tions from the rich and diverse cultures of developments and response to Western nous forces shaping China’s modern evolu- the Pacific and the mutual transformations 54. Introduction to South Asia encroachment. (5 units) tion. May be taken without first taking of East Asia, Europe, and America in the 147A. (5 units) past century. An examination of the link- A 5,000-year survey of the dynamic devel- 146B. Modern Japan opment of India, Pakistan, Bangladesh, ages within the region and with other re- Major themes in Japanese modern history 148. U.S.-Japan Relations gions using concepts borrowed from Nepal, and Sri Lanka from the Indus Valley to postmodern times. Using multidiscipli- since 1868. Japan’s 19th-century “eco- The two Pacific powers: their initial gun- anthropology, economics, and political sci- nomic miracle”; problems faced by a rap- boat encounter in 1853; the rise of impe- ence. (4 units) nary concepts, the study will focus on the subcontinent’s rich and unique mosaic of idly modernizing agrarian economy; rialism; rivalry for influence in East Asia. 51. Introduction to social, religious, cultural, intellectual, eco- nationalism and imperialism and their The Pacific War and its aftermath. Con- Chinese Civilization nomic, and environmental systems set effects on foreign policy; adaptation of temporary trade and security issues. Western ideals and institutions; social and (5 units) History and culture from the dawn of civi- against the backdrop of dramatic political events. (4 units) political movements in the 20th century, lization to the post-Maoist present. Ancient especially the suffrage and labor move- 150. Women in East Asia philosophies. Confucianism, traditional po- 55. Introduction to Southeast Asia ments; postwar reconstruction. May be Gender as a historical category in analyzing litical institutions, urbanization, the impact taken without first taking 146A. (5 units) the impact of change in East Asia from an- of the West, 20th-century reform, and rev- Historical survey of the civilizations of Malaysia, Indonesia, Burma, Thailand, tiquity to the modern period. Changing olution. Modern society, politics, and eco- 147A. Premodern China roles and status of women under industri- nomics. (4 units) Cambodia, Laos, Vietnam, and the Philip- pines from their origins to the present day. Chinese civilization from the earliest times alization, intellectual development, and 52. Introduction to The focus will be on societies, cultures, reli- to the Western intrusion. Dominant his- legal reform. (5 units) torical and cultural patterns; evolution of Japanese Civilization gions, colonialism, nationalism, and post- 151. Imperialism in East Asia modern socioeconomic issues. (4 units) Confucianism, Taoism, and Buddhism; Two thousand years of Japanese history development of political institutions; Examination of the cultural, social, politi- and culture. Age of classical civilization, analysis of preindustrial economic experi- cal, and economic effects of imperialism in feudalism and shogunal government, ence; state-society relations. (5 units) four countries in East Asia: China, Korea, the Philippines, and Vietnam. Imperialism 116 COLLEGE OF ARTS AND SCIENCES HISTORY 117 took varied forms, depending on the inter- 154B. State, Religion, and Gender Westernization, missionaries, moderniza- 194. Seminar in South Asian History ests of the imperialist country and the con- in Medieval India tion, and nationalism; Asian responses to Original research and group discussion of ditions in the country under imperialism. India after the arrival of Islam with a focus the imperial presence. (5 units) selected problems and periods. (5 units) Readings will include both literary and his- on Hindu and Muslim models of kingship 157. Art and Religion of India torical sources and will illuminate cultural and the state; royalty and religious art; 195. Seminar in East Asian History as well as political changes. (5 units) Hindu devotional movement (bhakti); Hindu, Buddhist, and Jain beliefs and Original research and group discussion of practices as depicted in ancient and Me- 152. Colonialism and Nationhood in Islam as a religious and political force in selected problems and periods. (5 units) India; Sufism; social and religious syn- dieval Indian sculpture, architecture, and Southeast Asia: Contemporary painting. Study of the evolution of iconic 199. Directed Reading/ Philippines, 1898-1986 cretisms; Sikhism; gender in Hindu and Muslim societies in India. May be taken representation in India; sacred geography Directed Research An overview of contemporary Philippine without first taking 154A. (5 units) and image worship; the artistic, religious, Directed reading and research in source history that places the Philippine and the and social implications of the Buddhist materials and secondary works dealing Filipino experience within the larger con- 154C. Colonial India stupa and chaitya; Puranic Hinduism, with selected historical problems in Asian text of colonialism and nationhood in India after Portuguese arrival in 1498 to bhakti devotional saints; and the evolution history. Prerequisite: Permission of depart- Southeast Asia. The course will cover the the present. Themes include economic im- of the Hindu temple and its role in the ment chair and instructor. (5 units) American occupation of the Philippines perialism, Hindu socioreligious reform and Medieval state. (5 units) (1898-1946) and the postwar independ- its relevance for women and the caste sys- 159. Special Topics in Asian History ent Republic until the end of the martial tem; Muslim awakening and moderniza- law regime of Ferdinand Marcos (1946- tion; Indian revolts and nationalism; Courses offered occasionally on subjects 1986). (5 units) constitutional developments; Gandhi, outside the standard curriculum in Asian history. (5 units) 153. Philippines Under Spain: Nehru, Jinnah; post independence issues 1565-1898 concerning democracy, women, society, economic development and environment, LOWER-DIVISION COURSES: LATIN AMERICAN HISTORY An overview of the history of the Philip- national cohesion, and communalism. pine Islands as a colony of Spain, from the May be taken without first taking 154 A or 61. Latin American Origins 64. Central America late 16th century up until the Philippine B. (5 units) Introduction to Latin American culture Survey of Central America from inde- revolution against Spain in the late 19th and civilization from the Native Ameri- pendence to the present. Focus on three century. It will explore how a colony 155. Women in South Asia can empires, through the Iberian con- Central American countries: Nicaragua, evolved into an emerging nation over three The history of women in South Asia from quest, to the independence of Latin Guatemala, and El Salvador. Emphasis and a half centuries and will highlight the the earliest times to the present using mul- American nations. (4 units) on recent developments; social, eco- contributions of Jose Rizal, the Philippine tidisciplinary methods and data; tribal and nomic, and political problems (mili- national hero, in forming the modern Dravidian matriarchies, Aryan patriarchy; 62. Modern Latin America tarism, dictatorship); and the nature of Filipino nation. (5 units) women in Hinduism, Buddhism, Jainism; Introduction to Latin American history U.S. policy vis-à-vis Central America. gender, caste, class as analytical categories; focusing on the political, social, and eco- (4 units) 154A. Ancient and Classical India social change for Hindu and Muslim nomic experience of the major nations women in the 19th and 20th centuries; from the end of the 19th through the India from its prehistoric roots to about feminism and nationalism in India and 20th century. (4 units) A.D. 1000 with a focus on these sacred Pakistan. (5 units) and secular themes: the development of Hinduism, Buddhism, Jainism; religious 156. Imperialism in South and UPPER-DIVISION COURSES: LATIN AMERICAN HISTORY and philosophical texts, beliefs, and prac- Southeast Asia tices; social stratification through caste 160. Mexico: Colonial and Early 161. Modern Mexico Portuguese, Dutch, French, and English National Periods (varna-jati), gender, and ethnicity; king- trade and mercantilism in South and Mexico since the Benito Juárez regime to ship and the state; trade and cultural ex- Southeast Asian colonies; political hege- Mexico from the Mayas and Aztecs to the the present. Emphasis on the Porfiriato, the pansion to Asia; religious art and classical mony and administration, and the impli- Benito Juárez era in the 1870s. The Indian 1910 Revolution and its institutionaliza- literature. (5 units) cations for local states, elites, peoples; past, the Spanish conquest, and independ- tion, and the development of the modern laissez faire and economic imperialism; ence to Juárez’s La Reforma. (5 units) state. (5 units)

118 COLLEGE OF ARTS AND SCIENCES LIBERAL STUDIES 119

162. Argentina background, theological perspectives, and • A plan of study listing courses, seminars, internships, etc., that meet the The political and economic development of contemporary sociopolitical questions con- student’s educational objectives and fulfill the requirements of the University this southern South American nation from cerning the Catholic Church in Latin Core Curriculum the late 18th century to the present, with America. (5 units) emphasis on 19th-century gaucho leaders 169. Special Topics in LIBERAL STUDIES PROGRAM and liberalism, and also on 20th-century Latin American History democracy, militarism, and Peronism. Professors: Timothy C. Urdan, Janice Chavez (Program Director) (5 units) Courses offered occasionally on subjects Associate Professor: Carol Giancarlo Gittens outside the standard curriculum in Latin Assistant Professor: Brett Johnson Solomon 163. Cuba and the Caribbean American history. (5 units) Senior Lecturer: Nedra Shunk A survey from the colonial period to the 196. Seminar in Latin The Liberal Studies Program offers a degree program leading to the Bachelor of Science present of three Caribbean nations: Cuba, American History the Dominican Republic, and Puerto Rico. in Liberal Studies. The liberal studies major is designed for undergraduates interested in a Emphasis on 20th century developments; Original research and group discussion of career in elementary school teaching or students seeking a broad background in the liberal social, economic, and political issues (dicta- selected problems and periods. (5 units) arts and sciences. Completion of the liberal studies major prepares students broadly in the torship, revolution, social stratification); and Arts and Sciences and provides background in subject matter taught in the elementary 199. Directed Reading/ grades. The teaching credential itself requires the completion of an approved credential the role of U.S. policy vis-à-vis Cuba and Directed Research the Caribbean. (5 units) program, which can be completed as a fifth year of study. Information about the teacher Directed reading and research in source ma- credentialing process and preteaching advising is available to all Santa Clara students through 164. Seminar: The Catholic Church terials and secondary works dealing with se- the Liberal Studies Program Office. in Latin America lected historical problems in world and The Liberal Studies Program was developed by a faculty committee representing the Seminar course emphasizing reading, dis- comparative history. Prerequisites: Permission social sciences, mathematics, natural sciences, and the humanities in consultation with cussion, and the preparation of a research of department chair and instructor. (5 units) faculty from the Department of Education. The curriculum encourages critical thinking, paper; class material focuses on historical sensitivity to human values and ethical principles, and a respect for and appreciation of diverse cultures. By learning how to learn and how to teach others, students in the Liberal Studies Program help prepare themselves and future generations to understand and cope INDIVIDUAL STUDIES PROGRAM with a challenging and ever-changing world. Director: Jean J. Pedersen REQUIREMENTS FOR THE MAJOR The individual studies major has been established to meet the needs of students In addition to fulfilling University Core Curriculum and College of Arts and Sciences who wish to design a course of studies with a multidisciplinary perspective. requirements for the Bachelor of Science degree, students majoring in liberal studies must complete the following departmental requirements: REQUIREMENTS FOR THE MAJOR • ENGL 160 In addition to fulfilling University Core Curriculum and College of Arts and Sciences • EDUC 184 requirements for the Bachelor of Arts or Bachelor of Science degrees, students majoring in • MATH 44 and 45 individual studies must complete the following departmental requirements: • PHYS 19 • Be a full-time student at Santa Clara for at least one year • BIOL 19 • Have fewer than 111 quarter units of academic work completed at the time of application • CHEM 19 • Have a minimum 3.0 grade point average • HIST 4, 5, 7 or 8, 184 • Submit a Petition for Admission to the Individual Studies Program director for • ANTH 3 or SOCI 1 review and approval. The petition should include: • POLI 1 • A clear, logical, and conceptually refined description of the proposed program • Four units of music, theatre, or dance courses • A well-developed argument, supported by appropriate evidence, showing that no • ARTS 100 existing academic major can meet the student’s educational objectives

120 COLLEGE OF ARTS AND SCIENCES MATHEMATICS AND COMPUTER SCIENCE 121

• PSYC 2, 134, 185 EDUC 198A. Elementary Teaching study of learning and teaching. Such topics • LBST 70, 75, 197 Practicum and Social include: cognitive development and lan- Foundations guage; personal, moral, and social develop- • EDUC 70, 106, 138, 198 Seminar and directed readings address field- ment; learner differences and learner needs; related problems and issues, classroom dy- culture and community; behavioral views of LOWER-DIVISION COURSES namics and curriculum. Required: 32 hours learning; motivation in learning and teach- as a volunteer teacher aide in an elementary ing; creating learning environments; and EDUC 70. Community Health academic subjects. Exploration of develop- classroom. (5 units) evaluation, measurement, and success. Stu- Education mentally appropriate themes and activities dents in this course will gain their knowl- Seminar addresses current health issues, re- that foster the interaction of physical, social, EDUC 198B. Secondary Teaching edge in several contexts including readings, views a variety of health education instruc- cognitive, and motor learning and will learn Practicum and Social community-based learning, lecture, discus- tional materials, and includes group movement analysis techniques. Teaching Foundations sion, and group work. (5 units) activities to enhance knowledge of health is- simulations and working with children. Seminar and directed readings address field- LBST 197. Senior Seminar sues. Designed to clear multiple and single- Movement lab included. (4 units) related problems and issues, classroom dy- Integration of methodological and episte- subject basic teaching credentials. (4 units) LBST 75. Technology and Learning namics and curriculum. Required: 32 hours as a volunteer teacher aide in a secondary mological features distinctive to the human- LBST 70. Movement Education Examination of the relationship between classroom. (5 units) ities, social sciences, and physical sciences Learn the movement concepts and skill learning and technology to acquire and de- using collaborative research methods. Ex- themes central to any physical education velop lifelong learning skills. Hands-on in- LBST 134./PSYC 134. Psychology of amination of an issue of concern to U.S. el- program for children. Develop sound introduction to the computer, multimedia Education ementary and secondary education. Open structional approaches for teaching physical stations, and the Internet as learning tools The role of educational psychology is to un- only to senior liberal studies majors, senior education, dance, and athletics and for cre- and analysis of the impact of technology on derstand and improve educational practice EFTP students, or senior urban education mi- ating kinesthetic lesson plans to teach all society and learning. (4 units) through the study of learning and teaching. nors. Students enrolled in LBST 197 must Students enrolled in this course will be ex- have completed or be enrolled concurrently in UPPER-DIVISION COURSES posed to a variety of topics that relate to the EDUC 198A. (5 units) EDUC 106. Urban Education and disorders, hearing impairments, physical Multiculturalism and health impairments, severe handicaps, DEPARTMENT OF MATHEMATICS AND COMPUTER SCIENCE This course will survey some of the histori- and the gifted and talented. The impact of Professors: Gerald L. Alexanderson (Michael and Elizabeth Valeriote Professor), cal, cultural, economic, educational, moral, these differences in comparison with nor- José Barría, Jean J. Pedersen, Edward F. Schaefer, Dennis C. Smolarski, S.J. and political forces, which confront urban mal development. Visits to institutions that (Department Chair) educators with a view toward understand- serve these children. (5 units) Associate Professors: Glenn Appleby, Robert A. Bekes, Frank A. Farris, Leonard F. ing the impact of these forces on teaching EDUC 184. Introduction to Reading Klosinski, Tamsen McGinley, Daniel N. Ostrov, Richard A. Scott, Nicholas and learning. Students in this course will be Q. Tran, Byron L. Walden exposed to academic and community re- This course provides an introduction to the Assistant Professor: Aaron A. Diaz sources. They will be given an opportunity developmental and learning processes in- Senior Lecturers: Laurie Poe, Peter Ross, Nedra Shunk to become active members of an urban volved when children become readers. community, study theories of urban prac- Students will learn to develop and demon- The Department of Mathematics and Computer Science offers major programs lead- tice, and reflect on both. This course is de- strate instructional strategies which foster a ing to the Bachelor of Science in Mathematics or the Bachelor of Science in Computer signed for undergraduates who have holistic view of learning to read and write— Science (Mathematics), as well as required and elective courses for students majoring in sophomore standing or higher and are con- to emphasize connections among all areas other fields. Either major may be pursued with any of three principal goals: preparation for sidering a career in teaching or a related of the curriculum and the interrelatedness graduate studies leading to advanced degrees in mathematics, computer science, statistics, field. Requires Arrupe placement. (5 units) of knowledge and the mutually reinforcing operations research, or other fields; preparation for secondary school teaching of mathe- skills of reading, writing, listening, speak- matics or computer science; or preparation for a research career in business, industry, or EDUC 138. Exceptional Child ing, viewing, and representing visually. government. The major in mathematics may be taken with an emphasis in applied math- Introduction to childhood mental retarda- (5 units) ematics or actuarial mathematics. Minors in mathematics or computer science are also avail- tion, learning disabilities, behavior disor- able. Students interested in careers in secondary education in mathematics should consult ders, communication (speech and language) with the department chair early in their academic program. The Department of Mathematics and Computer Science maintains a program for the discovery, encouragement, and development of mathematical talent among undergraduates.

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This program includes special sections, seminars, individual conferences, and directed study • CSCI 10, 60, 61 guided by selected faculty members. Students are also encouraged to participate actively in • PHYS 31 and 32 with the associated laboratory section for PHYS 32 research projects directed by faculty. • COEN 20, COEN (or ELEN) 21 and 21L REQUIREMENTS FOR THE MAJOR • CSCI 163 and one course from CSCI 161, 166, or 167 In addition to fulfilling University Core Curriculum and College of Arts and Sciences • Two upper-division courses from the following list and two approved upper- requirements for the Bachelor of Science degree, students majoring in mathematics and division courses not on the list: MATH 144, 176, 177; CSCI 161, 162, 164, computer science (mathematics) must complete the following departmental requirements 165, 166, 167, 168, 169, 196. Computer science majors may not take CSCI for the respective degree: 165 or 166 as MATH 165 or 166. (Although not required, MATH 122 is highly recommended.) Major in Mathematics • COEN 177 and one approved COEN upper-division course • CSCI 10 (or demonstrated equivalent proficiency in computer programming) • One additional approved upper-division course from COEN, CSCI or MATH • MATH 11, 12, 13, 21, 22, 51, 52, and 53 144, 176 or 177 Students are encouraged to select one of the following areas of focus to guide their choices • PHYS 31 and 32, with the associated laboratory section for PHYS 32. Students with of upper-division courses: a special interest in the application of mathematics in the social sciences or economics may substitute ECON 170, 171, or 173 for PHYS 32. Students planning to teach • Foundations: CSCI 161, MATH 176 and 177, COEN 173 in secondary schools may substitute, with approval of the department chair, PHYS • Numerical Computation: MATH 144, CSCI 165 and 166, COEN 145 20 and 21 for PHYS 31 and 32 • Software: CSCI 161 and 169, COEN 174, COEN 176 or 178 • Seven approved upper-division courses in mathematics or computer science, two of • Graduate School Preparation: CSCI 166, MATH 176 and 177, COEN 175 which must be MATH 102 and either MATH 111 or 176 or both. MATH 111 should be taken by students planning to do graduate work in mathematics. MATH • Another area of focus developed in conjunction with the department 176 is more suitable for students planning work in computer science or other applied areas. Emphasis in Cryptography and Security Students planning to undertake graduate studies in pure mathematics should plan to take Complete the requirements for a Bachelor of Science in Computer Science (Math- MATH 105, 112, 113, and 154 in addition to MATH 102 and 111. Students planning to ematics) with the following specifications: undertake graduate studies in applied mathematics should complete the emphasis in applied • MATH 178 mathematics and take MATH 105, 144, 154, and 155. • CSCI 181 Emphasis in Applied Mathematics • COEN 150 and either COEN 146 or 152 Complete the requirements for a Bachelor of Science in Mathematics with the follow- • MATH 122 and CSCI 182 are highly recommended ing specifications: For the major in either mathematics or computer science (mathematics), at least four of • MATH 102, 122, 123, 166, 176 the required upper-division courses in the major must be taken at Santa Clara. A single • Two courses from MATH 144, 155, 165, 178, CSCI 164, or an approved upper-division course in the Department of Mathematics and Computer Science may not alternative upper-division mathematics (but not computer science) course be used to satisfy requirements for two majors or minors.

Emphasis in Actuarial Mathematics REQUIREMENTS FOR THE MINORS Complete the requirements for a Bachelor of Science degree in Mathematics with an emphasis in applied mathematics with the following specifications and additions: Minor in Mathematics • CSCI 164 Students must fulfill the following requirements for a minor in mathematics: • OMIS 40 and 41 • MATH 11, 12, 13, 21; 52 or 53 • ECON 1, 2, 3 recommended • Three approved upper-division mathematics courses with no more than one course selected from MATH 165 and 166. In place of MATH 165 or 166, a Major in Computer Science (Mathematics) student may select an upper-division computer science course. • MATH 11, 12, 13, 21, 51, 52, 53 124 COLLEGE OF ARTS AND SCIENCES MATHEMATICS AND COMPUTER SCIENCE 125

Minor in Computer Science 13. Calculus and mathematical modeling, the formulation of Students must fulfill the following requirements for a minor in computer science: Analytic Geometry III practical problems in mathematical terms. Only one of MATH 12 or 31 may be taken • CSCI 10, 60 and 61 Polar coordinates, parametric equations, vector functions, partial derivatives. Prereq- for credit. Prerequisite: MATH 30 or equiv- • MATH 12 or 51 uisite: MATH 12 or equivalent. A grade of alent. A grade of C- or higher in MATH 30 • COEN 20 and 21 C- or higher in MATH 12 is strongly recom- is strongly recommended before taking MATH mended before taking MATH 13. (4 units) 31. (4 units) • Three approved upper-division computer science courses. In place of an upper- division computer science course, a student may select from MATH 144, 176, 21. Calculus and 32. Mathematical Logic or 177. Analytic Geometry IV Informal and formal methods in elementary Infinite series, multiple integrals, line inte- logic. Arithmetical representations of state- PREPARATION IN MATHEMATICS FOR ADMISSION TO TEACHER grals, Green’s theorem. Prerequisite: MATH ment calculus. Boolean algebras of sets, TRAINING CREDENTIAL PROGRAMS 13 or equivalent. A grade of C- or higher in statements, and electrical switches. For stu- MATH 13 is strongly recommended before dents in computer science and/or students The State of California requires that students seeking a credential to teach mathemat- taking MATH 21. (4 units) planning to pursue further work in logic ics or computer science in California secondary schools must pass the California Sub- and foundations. Recommended prerequisite ject Examination for Teachers (CSET), a subject area competency examination. The 22. Differential Equations for MATH 133. (4 units) secondary teaching credential additionally requires the completion of an approved cre- Use of series, numerical, and Laplace trans- 41. The Nature of Mathematics dential program, which can be completed as a fifth year of study and student teaching, form methods in solving differential equa- or through an undergraduate summer program internship. Students who are contem- tions. Applications. Only one of MATH 22 For liberal arts students. Topics chosen from plating secondary school teaching in mathematics or computer science should consult and AMTH 106 may be taken for credit. the theory of numbers, combinatorics, with the coordinator in the Department of Mathematics as early as possible. Prerequisite: MATH 21. (4 units) geometry, and other suitable areas. Mater- ial will generally be presented in a historical LOWER-DIVISION COURSES: MATHEMATICS 30. Calculus for Business I setting that allows students to participate in Differentiation and its applications to busi- the discovery and development of impor- 6. Finite Mathematics for Social fulfill the University Core Curriculum re- ness, including marginal cost and profit, tant mathematical ideas. Emphasis on Science quirement in mathematics. (4 units) maximization of revenue, profit, utility, and problem solving and doing mathematics. (4 units) Introduction to finite mathematics with ap- 11. Calculus and Analytic Geometry I cost minimization. Natural logarithms and plications to the social sciences. Sets, logic, exponential functions and their applica- combinatorial problems, probability, vec- Differentiation and applications, introduc- 44. Mathematics for tions, including compound interest and Elementary Teachers I tors, and matrices. (4 units) tion to integration. Ordinarily, only one of elasticity of demand. Study of the theory of MATH 7, 11, or 30 may be taken for the derivative normally included in MATH Problem solving and logical thinking ap- 7. Calculus for Social Science credit. Prerequisite: Four years of high school 11, except trigonometric functions not in- proach to whole numbers: their nature, Introduction to differential and integral cal- mathematics (including trigonometry) or cluded here. Ordinarily, only one of MATH counting, place value, computational oper- culus with applications to the social sciences. satisfactory grade in MATH 9. If MATH 9 is 7, 11, or 30 may be taken for credit. Note: ations, properties, and patterns. Intuitive Ordinarily, only one of MATH 7, 11, or 30 taken, a grade of C- or higher is strongly MATH 30 is not a suitable prerequisite for two-dimensional geometry and measure- may be taken for credit. (4 units) recommended before taking MATH 11. MATH 12. Prerequisite: Three years of high ment, especially metric. Arrupe Center par- (4 units) school mathematics (excluding trigonometry) ticipation required. (4 units) NCX 8. Introduction to Statistics 12. Calculus and or MATH 9. If MATH 9 is taken, a grade of Elementary topics in statistics chosen from 45. Mathematics for Analytic Geometry II C- or higher is strongly recommended before Elementary Teachers II descriptive statistics, probability, random taking MATH 30. (4 units) variables and distributions, sampling, esti- Continuation of 11. Methods and applica- Problem solving and logical thinking mation, hypothesis testing, regression, and tions of integration, transcendental func- 31. Calculus for Business II approach to fractional numbers, integers, correlation. (4 units) tions. Only one of MATH 12 or 31 may be Integration and its applications to business, rational numbers, and real numbers: their na- taken for credit. Prerequisite: MATH 11 or including consumer surplus and present ture, computational operations, properties, 9. Precalculus equivalent. A grade of C- or higher in MATH value of future income. Functions of several and patterns. Intuitive three-dimensional College algebra and trigonometry for stu- 11 is strongly recommended before taking variables and their derivatives; Lagrange geometry and measurement, especially met- dents intending to take calculus. Does not MATH 12. (4 units) multipliers and constrained optimization. ric. Functions, relations, and graphs. Prereq- Emphasis throughout the sequence on uisite: MATH 44. (4 units) NCX 126 COLLEGE OF ARTS AND SCIENCES MATHEMATICS AND COMPUTER SCIENCE 127

51. Discrete Mathematics 53. Linear Algebra 113. Topology equations. Offered in alternate years. Prereq- Relations and operations on sets, orderings, Vector spaces, linear transformations, alge- Topological spaces and continuous func- uisite: MATH 21. Recommended: MATH 22 elementary combinatorial analysis, recur- bra of matrices, eigenvalues and eigenvec- tions. Separability and compactness. Intro- or AMTH 106. (5 units) sion, algebraic structures, logic, and meth- tors, and inner products. Prerequisite: duction to covering spaces or combinatorial 153. Intermediate Analysis I ods of proof. Also listed as COEN 19. MATH 13. (4 units) topology. Offered in alternate years. Prereq- (4 units) uisite: MATH 52, 53, or 102. (5 units) Rigorous investigation of the real number 90. Lower-Division Seminars system. Concepts of limit, continuity, 52. Introduction to Abstract Algebra Basic techniques of problem solving. Top- 122. Probability and Statistics I differentiability of functions of one real vari- Groups, homomorphisms, isomorphisms, ics in algebra, geometry, and analysis. Kolmogorov’s axioms; conditional probabil- able, uniform convergence, and theorems of quotient groups, fields, integral domains; (1–4 units) ity; independence; random variables; dis- differential and integral calculus. Offered in applications to number theory. Prerequisite: crete and continuous probability alternate years. Prerequisite: MATH 102. MATH 51 or permission of the instructor. distributions; expectation; moment-gener- (5 units) (4 units) ating functions; weak law of large numbers; 154. Intermediate Analysis II central limit theorem. Prerequisite: MATH UPPER-DIVISION COURSES: MATHEMATICS 21. (5 units) Continuation of MATH 153. Offered in alternate years. Prerequisite: MATH 153. Note: Although CSCI 10 is not explicitly Offered in alternate years. (5 units) 123. Probability and Statistics II (5 units) listed as a formal prerequisite, some upper-di- 102. Advanced Calculus Estimation and hypothesis testing. Maxi- 155. Ordinary Differential Equations vision courses suggested for computer science mum likelihood estimation, likelihood ratio (mathematics) majors may presuppose the Vector calculus, functions of several vari- tests, and sampling from the normal distri- Solutions to systems of linear differential ability to write computer programs in some ables, elliptic integrals, line integrals, Stokes’s bution. Applications. Prerequisite: MATH equations. Behavior of nonlinear autonomous language. A number of upper-division courses theorem, and the divergence theorem. Pre- 53 or permission of instructor and MATH two-dimensional systems. Uniqueness and ex- do not have specific prerequisites. Students requisites: MATH 21 and 53. (5 units) 122. (5 units) istence of solutions. Offered in alternate years. planning to enroll should be aware, however, Prerequisite: MATH 102. (5 units) that all upper-division courses in mathematics 103. Linear Algebra II 133. Logic and Foundations 165. Linear Programming require some level of maturity in mathematics. Abstract vector spaces, dimensionality, linear Deductive theories. Theories and models. Those without a reasonable background in transformations, isomorphisms, matrix al- Consistency, completeness, decidability. Algebraic background. Transportation prob- lower-division courses are advised to check gebra, Eigenspaces and diagonalization, Theory of models. Cardinality of models. lem. General simplex methods. Linear pro- with instructors before enrolling. Cayley-Hamilton Theorem, canonical Some related topics of metamathematics gramming and theory of games. Numerical forms, unitary and Hermitian operators, ap- and foundations. Open to upper-division methods. Offered in alternate years. Also 100. Writing in the Mathematical plications. Prerequisite: MATH 53. (5 units) listed as CSCI 165. (5 units) Sciences science and mathematics students and to philosophy majors having sufficient logical An introduction to writing and research in 105. Theory of Functions of a 166. Numerical Analysis Complex Variable background. Offered in alternate years. Pre- mathematics. Techniques in formulating re- requisite: MATH 32 or equivalent. (5 units) Numerical algorithms and techniques for search problems, standard proof methods, Analytic functions. Cauchy integral theo- solving mathematical problems. Linear sys- and proof writing. Practice in mathematical rems, power series, conformal mapping. 134. Set Theory tems, integration, approximation of func- exposition for a variety of audiences. Riemann surfaces. Offered in alternate Naive set theory. Cardinal and ordinal arith- tions, solution of nonlinear equations. Strongly recommended for mathematics years. (5 units) metic. Axiom of choice and continuum hy- Analysis of errors involved in the various and computer science majors beginning methods. Direct methods and iterative 111. Abstract Algebra I pothesis. Axiomatic set theory. Offered in their upper-division coursework. MATH alternate years. (5 units) methods. Prerequisites: (1) The ability to pro- 100 may not be taken to fulfill any mathe- Topics from the theory of groups. Offered gram in some scientific language, (2) MATH matics or computer science upper-division in alternate years. Prerequisites: MATH 52 144. Partial Differential Equations 53 or permission of the instructor. Also listed as requirements for students majoring or mi- and 53. (5 units) Linear partial differential equations with ap- CSCI 166. (5 units) noring in mathematics or computer science. 112. Abstract Algebra II plications in physics and engineering, in- 170. Development of Mathematics (5 units) cluding wave (hyperbolic), heat (parabolic), Rings and ideals, algebraic extensions of A selection of mathematical concepts with 101. A Survey of Geometry and Laplace (elliptic) equations. Solutions fields, and the Galois theory. Offered in al- on bounded and unbounded domains using their historical context. Offered in alternate Topics from projective, advanced Euclidean, ternate years. Prerequisite: MATH 111. Fourier series and Fourier transforms. Intro- years. Prerequisite: Upper-division standing and non-Euclidean geometries. Symmetry. (5 units) duction to nonlinear partial differential in a science major. (5 units) 128 COLLEGE OF ARTS AND SCIENCES MATHEMATICS AND COMPUTER SCIENCE 129

172. Problem Solving 178. Cryptography 60. Object-oriented Programming 61. Data Structures Use of induction, analogy, and other tech- History, classical cryptosystems, stream ci- Object-oriented programming techniques Specification, implementations, and analy- niques in solving mathematical problems. phers, AES, RSA, discrete log over finite using C++: abstract data types and objects; sis of basic data structures (stacks, queues, Offered in alternate years. (5 units) fields and elliptic curves, stream ciphers, and encapsulation; inheritance; polymorphism; graphs, hash tables, binary trees) and their signatures. (5 units) the Standard Template Library; the five applications in sorting and searching algo- 174. Differential Geometry phases of software development (specifica- rithms. Prerequisite: CSCI 60. CSCI 61 and Introduction to curves and surfaces. Frenet- 190. Upper-Division Seminars tion, design, implementation, analysis, and COEN 12 cannot both be taken for credit. Serret formulas, Gauss’ Theorema Advanced topics in algebra, geometry, or testing). Prerequisites: CSCI 10 or an equiv- (4 units) Egregium, Gauss-Bonnet theorem. Offered analysis. Research projects. May be repeated alent introductory course in a scientific lan- in alternate years. Prerequisite: MATH 53. for credit. (1–5 units) guage. (4 units) 90. Lower-Division Seminars (5 units) Basic techniques of problem solving. Top- 196. Advanced Topics ics in computer science. (1–4 units) 175. Theory of Numbers Offered each year in an advanced area of Fundamental theorems on divisibility, mathematics not ordinarily covered in the UPPER-DIVISION COURSES: COMPUTER SCIENCE primes, congruences. Number theoretic regularly offered courses. Often an area of functions. Diophantine equations. Qua- current interest. May be repeated for credit. Note: Although CSCI 10 is not explicitly 162. Theory of Automata dratic residues. Partitions. Offered in alter- (5 units) listed as a formal prerequisite, some upper- and Languages II nate years. Prerequisite: MATH 52. (5 units) 198. Internship/Practicum division courses suggested for computer sci- Continuation of CSCI 161. Offered in ence (mathematics) majors may presuppose 176. Combinatorics Guided study related to off-campus practi- alternate years. Prerequisite: CSCI 161. the ability to write computer programs in (5 units) Permutations and combinations, generating cal work experience in mathematics or sta- some language. A number of upper-division functions, recursion relations, inclusion-ex- tistics. Enrollment restricted to majors or courses do not have specific prerequisites. Stu- 163. Theory of Algorithms clusion, Pólya counting theorem, and a se- minors of the department. Prerequisite: Ap- dents planning to enroll should be aware, lection of topics from combinatorial proval of a faculty sponsor. (1–5 units) Introduction to techniques of design and however, that all upper-division courses in analysis of algorithms: asymptotic notations geometry, graph enumeration, and algebraic computer science require some level of ma- combinatorics. (5 units) 199. Independent Study and running times of recursive algorithms; turity in computer science and mathematics. design strategies: brute-force, divide and Reading and investigation for superior stu- Those without a reasonable background in 177. Graph Theory dents under the direction of a staff member. conquer, decrease and conquer, transform lower-division courses are advised to check and conquer, dynamic programming, Selected topics from planarity, connected- This can be used only to extend, not to du- with instructors before enrolling. ness, trees (enumeration), digraphs, graph plicate, the content of other courses. May greedy technique. Intractability: P and NP, algorithms, and networks. Offered in alter- be repeated for credit. (1–5 units) 161. Theory of Automata approximation algorithms. Also listed as nate years. (5 units) and Languages I COEN 179. Prerequisites: MATH 51 or 52, or equivalent, and CSCI 61 or equivalent. Classification of automata, formal lan- (5 units) LOWER-DIVISION COURSES: COMPUTER SCIENCE guages, and grammars. Chomsky hierarchy. Representation of automata and grammars, 164. Computer Simulation 3. Introduction to Computing and 10. Introduction to Computer Science BNF. Deterministic and nondeterministic Applications Techniques for generation of probability Introduction to computer science and pro- finite state automata. Regular expressions distributions. Computer models of queue- An overview of the history, uses, limitations, gramming: overview of hardware and soft- and languages. Push-down automata. Con- and social and ethical implications of coming in inventory and scheduling. Simulation ware organization; structured programming text-free languages. Context-sensitive gram- of economic systems. Monte Carlo meth- puters, including the Internet and the techniques using C++; elementary algo- mars and linear bounded automata. World Wide Web. Students will solve prob- ods for physical systems. Offered in alter- rithms and data structures; abstract data Recursively enumerable languages. Turing nate years. Prerequisite: MATH 122 and the lems by organizing a set of steps necessary types; the ethical and societal dimensions of machines; normal forms; undecidability. for a solution and deciding how to proceed ability to program in some scientific language. computers and technology. Primarily (but Offered in alternate years. Prerequisites: (5 units) NCX at each step. Computer laboratory activities not exclusively) for majors in computer sci- MATH 52 and CSCI 61 or equivalent. enable students to practice what they study ence, mathematics, and physical sciences. (5 units) and to learn to use technology well. Discus- CSCI 10 may not be taken for credit if the sions, readings, and writing assignments en- student has received credit for a course in courage students to think critically about C++ or Java. Prerequisite: MATH 11 (may be issues related to technology. (4 units) taken concurrently). (4 units)

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165. Linear Programming task. Programs written in several languages DEPARTMENT OF MODERN LANGUAGES AND LITERATURES Algebraic background. Transportation prob- (e.g., LISP, FORTRAN-2003, C, C++, MPI). Offered in alternate years. (5 units) Professors: Rose Marie Beebe, Francisco Jiménez (Fay Boyle Professor), lem. General simplex methods. Linear pro- Catherine R. Montfort, Victor B. Vari (Harold and Edythe Toso Professor) gramming and theory of games. Numerical 181. Applied Cryptography Associate Professors: Josef Hellebrandt (Department Chair), Jill Pellettieri, methods. Offered in alternate years. Also Tonia Caterina Riviello, Gudrun Tabbert-Jones, Juan Velasco listed as MATH 165. (5 units) Key management, hash functions, stream ciphers, web of trust, time stamping, secret Senior Lecturers: Elsa Li, Lucía Varona 166. Numerical Analysis sharing, quantum cryptography, running Renewable Term Lecturers: Maria Bauluz, Irene Bubula-Phillips, Lucille Couplan-Cashman, Nina Tanti Numerical algorithms and techniques for time analysis, cryptanalytic techniques. Pre- requisite: MATH 178. (5 units) solving mathematical problems. Linear sys- The Department of Modern Languages and Literatures offers a degree program leading tems, integration, approximation of func- 182. Digital Steganography to the Bachelor of Arts in French and Francophone Studies, German Studies, tions, solution of nonlinear equations. Italian Studies, or Spanish Studies. Honors programs are available for French and Analysis of errors involved in the various History and applications; Techniques: sub- stitution, transform domain, distortion, sta- German majors. The department offers courses in Arabic, Chinese, French, German, methods. Direct methods and iterative Italian, Japanese, and Spanish. The courses are designed to help students achieve proficiency methods. Also listed as MATH 166. Prereq- tistical, cover; Evaluation: benchmarking, statistical analysis; Attacks: distortion, coun- in both the oral and written language and to provide them with an understanding of the uisites: (1) The ability to program in some sci- experiences, values, and traditions of those peoples whose languages are studied. Courses entific language, (2) MATH 53 or permission terfeiting, detection; Theory: perfect and computational security. (5 units) range from beginning language to linguistics, from an introduction to literary texts to of the instructor. (5 units) advanced courses in literature and culture. All courses are open to any student with the 167. Switching Theory 190. Upper-Division Seminars requisite preparation. and Boolean Algebra Advanced topics in computer science. Re- A few courses in literature and culture offered by the department are taught in English and are open to any student. Some of these courses may be used as credit toward a major Switching algebra and Boolean algebra. search projects. May be repeated for credit. (1–5 units) or minor in French and Francophone studies, a major or minor in German studies, or a Minimization via Karnaugh maps and minor in Japanese studies. However, these courses in English will not fulfill the University Quine-McCluskey, state compatibility, and 196. Advanced Topics Core Curriculum foreign language requirement. Students may fulfill their second language equivalence. Machine minimization. Faults. Core Curriculum requirement by successfully completing a proficiency examination in a State identification, finite memory, definite- Offered each year in an advanced area of computer science not ordinarily covered in modern foreign language at the level for their program of study. ness, information losslessness. Offered in Students who have never studied the language in which they wish to enroll, or who have alternate years. (5 units) the regularly offered courses. Often an area of current interest. May be repeated for studied that language for one year in high school, should register for Language 1. Those who 168. Computer Graphics credit. (5 units) wish to continue in a language that they have studied for two years in high school should enter Language 2. Students with three or more years of study in a single language, those who Systematic and comprehensive overview of 198. Internship/Practicum wish to continue language study beyond the second language requirement, or those who feel interactive computer graphics, such as Guided study related to off-campus practi- following the formula would place them in a higher or lower level course than their back- mathematical techniques for picture trans- ground warrants should consult a member of the appropriate language faculty for placement formations and curve and surface approxi- cal work experience in computer science. Enrollment restricted to majors or minors advice. Students having the necessary proficiency, as demonstrated by an interview with a mations. Prerequisite: The ability to program member of the language faculty, may enroll in higher-numbered courses than those of the in some scientific language. MATH 53 recom- of the department. Prerequisite: Approval of a faculty sponsor. (1–5 units) placement formula. Once proficiency has been established, lower-division students may en- mended but not required. (5 units) roll in upper-division courses with the permission of the instructor. Such courses will be 169. Programming Languages 199. Independent Study counted as fulfilling major or minor requirements. Reading and investigation for superior Courses numbered 1 through 102 are not open to challenge; for courses numbered Comparative study of major classes of pro- above 102, consult the individual listing. gramming languages. Introduction to theo- students under the direction of a staff member. This can be used only to extend, not to Study abroad is a valuable enhancement of the undergraduate experience and is partic- retical definitions of languages and run-time ularly recommended for students pursuing a major or minor in a foreign language. concerns, with emphasis on good points duplicate, the content of other courses. May be repeated for credit. (1–5 units) Students should consult with both the Office of International Programs and the student’s and deficiencies of various languages and on foreign language advisor to ensure appropriate integration of the work done abroad into the using the appropriate language for a given student’s program of study. 132 COLLEGE OF ARTS AND SCIENCES MODERN LANGUAGES AND LITERATURES 133

REQUIREMENTS FOR THE MAJORS • Additional electives to total at least 19 quarter units of upper-division work in French. At least 10 of these units must be taken at SCU or taught by SCU faculty. In addition to fulfilling University Core Curriculum and College of Arts and Sciences requirements for the Bachelor of Arts degree, students majoring in modern languages and Minor in German Studies literatures must complete the following departmental requirements for their specific major: • GERM 100 and 101 or department-approved substitutes Major in French and Francophone Studies • Additional electives to total at least 19 quarter units of upper-division work in • FREN 100 and 101 or department-approved substitutes German. At least 10 of these units must be taken at SCU or taught by SCU faculty. • At least one course in French or Francophone literature Minor in Italian Studies • Additional electives in French or Francophone studies to total 40 quarter upper- division units chosen with the approval of the student’s major advisor. At least • ITAL 100 and 101 or department-approved substitutes 20 of these units must be taken at SCU or taught by SCU faculty. • Additional electives to total at least 19 quarter units of upper-division work in Italian. At least 10 of these units must be taken at SCU or taught by SCU faculty. Major in German Studies Minor in Japanese Studies • GERM 100 and 101 or department-approved substitutes • Additional electives in German language, literature, and culture to total 40 • JAPN 100, 101, and 102 or department-approved substitutes quarter upper-division units. At least 20 of these units must be taken at SCU or • Additional electives to total at least 19 quarter units of upper-division work in Japan- taught by SCU faculty. ese. At least 10 of these units must be taken at SCU or taught by SCU faculty. Major in Italian Studies Minor in Spanish Studies • ITAL 100 and 101 or department-approved substitutes • SPAN 100 and 101 or department-approved substitutes • Additional electives in Italian language and literature to total 40 quarter upper- • At least one course in Hispanic literature or culture division units, chosen with the student’s faculty advisor. At least 20 of these units must be taken at SCU or taught by SCU faculty. • Additional electives to total at least 19 quarter units of upper-division work in Spanish. At least 10 of these units must be taken at SCU or taught by SCU faculty. Major in Spanish Studies PREPARATION IN SPANISH FOR ADMISSION TO TEACHER • SPAN 100 and 101 or department-approved substitutes TRAINING CREDENTIAL PROGRAMS • SPAN 175 The State of California requires that students seeking a credential to teach Spanish in • At least one survey course (but not more than three) from: SPAN 120, 121, California secondary schools either pass a subject-area examination or successfully complete 130, 131 the state-approved subject-matter preparation program in the language to be taught. The • One course in Latin-American literature or culture teaching credential itself requires the completion of an approved credential program, which can be completed as a fifth year of study with student teaching, or through a summer pro- • One course in Spanish peninsular literature or culture gram and internship in conjunction with the undergraduate pre-teaching program. The • Additional electives in Spanish language, literature and culture to total 40 quarter subject-matter preparation program in Spanish is valid through 2010; to be eligible for the units of upper-division work, chosen with the approval of the Spanish advisor. At Waiver Program, students must be graduating no later than 2010. Students interested in this least 20 of these units must be taken at SCU or taught by SCU faculty. program should consult with one of the coordinators.

REQUIREMENTS FOR THE MINORS LOWER-DIVISION COURSES: ARABIC STUDIES Students must fulfill the following requirements for the specific minor in modern 1. Elementary Arabic I students will acquire basic knowledge and languages and literatures: This course introduces students to Modern understanding in the writing system; sounds Standard Arabic (MSA) and the cultures of and pronunciation of Arabic letters; Arabic Minor in French and Francophone Studies the Arabic-speaking world. Through the grammar; writing and reading basic sen- tences; and building a list of vocabulary in • FREN 100 and 101 or department-approved substitutes four basic skills of listening, speaking, reading, writing, as well as cultural knowledge, MSA and Colloquial Arabic. (4 units) • At least one course in French or Francophone literature 134 COLLEGE OF ARTS AND SCIENCES MODERN LANGUAGES AND LITERATURES 135

2. Elementary Arabic II 22. Intermediate Arabic II UPPER-DIVISION COURSES: ARABIC STUDIES A continuation of Arabic 1 designed for Continuation of Intermediate Arabic 137. Arabic Culture and Identity 164. The Art of Arabic Calligraphy students to acquire additional vocabulary, with focus on building additional vocab- the rules of Arabic grammar, and reading ulary, using Arabic-English dictionary, This course will introduce the students Arabic calligraphy is a genuine Arabic more complex materials. Modern Standard reading and discussion of Arabic texts to the major aspects of Arabic and Is- and Islamic art form that links the liter- Arabic (MSA) through Al-Kitaab series dealing with the literature, arts, geogra- lamic culture in the context of the com- ary heritage of the Arabic language with textbooks will be used to allow students to phy, history, and culture of the Arabic- plex history of the Arabic world. It will the religion of Islam. Calligraphy means acquire additional knowledge and under- speaking world. The teaching/learning include coverage of religious and ethnic “beautiful handwriting,” and in Arabic it standing in many areas of the Arabic lan- process in this level is proficiency-ori- diversity, language, the Arabic family also means “the geometry of the spirit.” guage. Students in this course are exposed ented where emphasis is placed on the structure, values traditions, and customs. This course will combine theory with to authentic reading and listening materi- functional usage of Arabic. Prerequisite: Arabic literatures and poetry from the practice and through hands-on projects; als that are of more depth and length than Arabic 21 or equivalent. (4 units) classical period to the present will be in- it will introduce students to the Arabic those used in Arabic 1. Prerequisite: Arabic troduced. The Arabic visual and per- writing system and the art of Arabic 1 or equivalent. (4 units) 23. Intermediate Arabic III forming arts, music, food, and clothing calligraphy. (5 units) will be covered. This course is open to all Continuation of Intermediate Arabic 199. Directed Reading 3. Elementary Arabic III with focus on grammatical and linguistic upper-division students who are inter- A continuation of elementary Arabic in structure in texts dealing with the litera- ested in learning about Arabs and their Individually designed programs of which students will acquire additional ture, arts, geography, history, and culture culture. This course is taught in English; advanced readings. Written permission of vocabulary, a more advanced understand- of the Arabic-speaking world. The teach- knowledge of Arabic is desirable but not the instructor and department chair is ing of Arabic grammar, and will write ing/learning process in this level is profi- required. Course does not fulfill Univer- required in advance of registration. and read more complex materials with ciency-oriented where emphasis is placed sity Core foreign language requirement. (1–5 units) comprehension of case system and sen- on the functional usage of Arabic. Prereq- (5 units) tence structure. Modern Standard Arabic uisite: Arabic 22 or equivalent. (4 units) (MSA) through Al-Kitaab series text- 50. Intermediate Arabic Conversation books will be used to allow students to LOWER-DIVISION COURSES: CHINESE STUDIES acquire additional knowledge and under- This course focuses on the spoken Arabic standing in the structure of the Arabic dialect of the Levant (Lebanon, Syria, 1. Elementary Chinese I Mandarin Chinese. Progressive readings language. Students in this course are ex- Jordan, and Palestine) as one of the major Designed for those having no previous and exercises in conversation and composi- posed to authentic reading and listening Arabic dialects spoken and understood in study of Mandarin Chinese. A proficiency- tion. Development of an understanding of materials through lectures, discussions, the Arab world. The course is a combina- based course emphasizing communicative Chinese culture. Prerequisite: CHIN 3 or exercises and communicative language tion of lecture, discussion, exercises and language skills (understanding, speaking, equivalent. (4 units) activities. Prerequisite: Arabic 2 or equiv- communicative language activities. It reading, and writing). Development of an 22. Intermediate Chinese II alent. (4 units) aims to develop conversational skills understanding of Chinese culture. (4 units) focusing on the use of topic-structured Continuation of the review of Chinese 21. Intermediate Arabic I drills and activities that are appropriate to 2. Elementary Chinese II structure, together with progressive devel- Focuses on reading and discussion of texts the context in which the language will be Continuation of CHIN 1. (4 units) opment of all Chinese skills. Broadening ap- dealing with the literature, arts, geogra- spoken. Representative examples of collo- preciation of Chinese culture through phy, history, and culture of the Arabic- quial literature, plays, songs, and TV se- 3. Elementary Chinese III reading and discussion. Prerequisite: CHIN speaking world. Review of the linguistic ries will be introduced. Colloquial Arabic Completion of elementary Chinese. 21 or equivalent. (4 units) functions and grammar structures of first- will be the primary language of instruc- (4 units) year Arabic. The teaching/learning tion. (4 units) 23. Intermediate Chinese III process in this level is proficiency-oriented 21. Intermediate Chinese I Completion of intermediate Chinese. Pre- where emphasis is placed on the func- The first course in a three-part review of the requisite: CHIN 22 or equivalent. (4 units) tional usage of Arabic. Prerequisite: fundamentals of spoken and written Arabic 3 or equivalent. (4 units)

136 COLLEGE OF ARTS AND SCIENCES MODERN LANGUAGES AND LITERATURES 137

UPPER-DIVISION COURSES: CHINESE STUDIES course follows the text Deux Mondes and re- Further appreciation of French and Fran- quires active performance in class as well as cophone cultures through readings and 100. Advanced Chinese I (fiction and other reading matter), popular in scheduled multimedia sessions. Prerequi- discussions. Prerequisite: FREN 21 or This course is aimed at expanding the stu- music, and film. This course will also give site: FREN 2 or equivalent. (4 units) equivalent. (4 units) dent’s vocabulary in written and spoken attention to business etiquette and culture Chinese, and developing the ability to com- in China. All readings are in English. No 21. Intermediate French I 50. Intermediate French Conversation prehend and use complex grammatical Chinese language is required, though stu- The first of two courses reviewing the fun- A course concentrating on development of structures with ease. Course conducted in dents with Chinese language background damentals of spoken and written French. a student’s ability to speak and understand Chinese. Prerequisite: CHIN 23 or equiva- are encouraged to work with Chinese Readings in original prose. Appreciation of various French accents. Recommended for lent. (5 units) sources if they wish. This course does not French and Francophone cultures (readings students going abroad. Course includes fulfill the University Core foreign language and discussions). Prerequisite: FREN 3 or French-speaking field trips and, when pos- 101. Advanced Chinese II requirement. Prerequisite: None. (5 units) equivalent. (4 units) sible, discussions with French visitors. No The second in a series of three courses, 198. Directed Study auditors. Prerequisite: FREN 22 or equiva- CHIN 101 is aimed at expanding vocabu- 22. Intermediate French II lent. (4 units) lary in written and spoken Chinese, and de- Individually designed programs of advanced Continuation of the review of the funda- veloping the ability to comprehend and use study. Restricted to seniors who find them- mentals of spoken and written French. complex grammatical structures with ease. selves in special circumstances (i.e., Asian Course conducted in Chinese. Prerequisite: Studies or International Studies minors). UPPER-DIVISION COURSES: FRENCH CHIN 100 or equivalent. (5 units) May be taken only once. Courses exempted AND FRANCOPHONE STUDIES from challenge may not be taken as directed 102. Advanced Chinese III study. Written course outline must be ap- 100. Advanced French I 103. Advanced French Composition This course completes the advanced Chi- proved by instructor and department chair in Emphasis on spoken French. Use of Inter- Development of concrete writing skills for a nese series and is aimed at expanding the vo- advance of registration. (1–3 units) net resources to broaden appreciation of variety of writing tasks, such as “explication French and Francophone culture. Readings de textes,” “compte-rendu critique,” and cabulary in written and spoken Chinese and 199. Directed Reading developing an ability to comprehend and include a novel and a play. Required of all “essai argumentatif .” The correct use of syn- use complex grammatical structures with Individually designed programs of advanced majors and minors. An essential course for tax and lexicon, as well as the progression of ease. Course conducted in Chinese. Prereq- readings. Written permission of the instructor studying abroad. Prerequisite: FREN 22 or ideas will be stressed. Continuous writing uisite: CHIN 101 or equivalent. (5 units) and department chair is required in advance equivalent. (5 units) NCX assignments based on readings and a final of registration. (1–5 units) essay are required. Prerequisite: FREN 100 137. Modern Chinese Culture 101. Advanced French II or equivalent. (3 units) Introduction to literary analysis in poetry, This course introduces students to the cul- 106. Advanced French Conversation ture in modern China through literature prose, and drama. Required of all majors and minors. (May be taken concurrently and Composition LOWER-DIVISION COURSES: with certain other upper-division courses.) Intensive work in French conversation and FRENCH AND FRANCOPHONE STUDIES Prerequisite: FREN 100 or equivalent. composition, focusing on everyday situa- (5 units) tions. No auditors. Prerequisite: FREN 100 1. Elementary French I communicative language skills and cultural or equivalent. (5 units) NCX The first in a series of three courses, FREN understanding acquired in FREN I. This 102. Advanced French Conversation 1 is intended for students who have had no proficiency-based course follows the text Recommended for students who will study 108. French Business Culture prior experience with French. It emphasizes Deux Mondes (chapter 4–7) and requires ac- or work in France. Intensive oral work stress- and Institutions the development of communicative lan- tive participation in class. Offered only in ing self-expression and discussion skills. Top- Basic French business terminology and guage skills and cultural understanding. winter. Prerequisite: FREN 1, or two years of ics will be chosen from contemporary practices. Business letter writing empha- This proficiency-based course follows the high school French, or equivalent. (4 units) readings and cross-cultural comparisons will sized. Examination of French business insti- be made with American society. No audi- tutions (agriculture, finance, advertising, text Deux Mondes and requires active per- 3. Elementary French III formance in class. (4 units) tors. Prerequisite: FREN 100 or equivalent transportation, etc.). Special emphasis on This course completes the elementary and permission of the instructor. Prospective understanding the underlying cultural 2. Elementary French II French series. Like its preceding courses, students must arrange an interview with the mores that make French business different The second in a series of three courses, FREN 3 emphasizes the development of instructor to receive a permission number. Lim- from U.S. business. (5 units) FREN 2 continues the development of communicative language skills and cultural ited to the first 12 students approved. (2 units) understanding. This proficiency-based 138 COLLEGE OF ARTS AND SCIENCES MODERN LANGUAGES AND LITERATURES 139

110. Introduction to French 120. Moyen Age 171. 20th Century II: 183. 20th-Century French Culture and Civilization Epic, lyric, and courtly literature of Me- The Existentialist Hero Women Writers Cultural, political, economic, artistic, educa- dieval France: Roland, l’amour courtois and The engagée literature, the Anti-theatre, the The varied literary contributions of French tional, and social aspects of France. (5 units) the Troubadours, Chrétien de Troyes, Tris- New Novel, and current directions and Francophone writers such as Colette, tan et Iseut, Artur, the early theatre. (5 units) (Anouilh, Sartre, Camus, Ionesco, Robbe- Simone de Beauvoir, Marguerite Duras, 111. Introduction to Francophone Grillet, Tournier, etc.). (5 units) Elisabeth Badinter, Gabrielle Roy, Mariama Studies: From the Caribbean 130. Humanism and the Renaissance Bâ; their differing perceptions of the tradi- to Vietnam La Renaissance: readings in Rabelais, the 172. Cinéma tional stereotypes of women and perspec- Cultural, political, economic, educational, Pléiade poets, and Montaigne. (5 units) An examination of the evolution of style tives related to social class. Consideration of and social aspects of Francophone countries. and theme in French cinema from its birth whether feminine literature has unique Exploration through literary works and 140. Le Grand Siècle: Theatre in 1895 to the present. Study of films by qualities. (5 units) films of issues involving nationalism, race, in the Age of Louis XIV major directors (Renoir, Pagnol, Cocteau, gender, identity, and alienation. Geographic Stress on classical tragedy and comedy in Truffaut, Malle, Beineix, Diane Kurys). 185. French Applied Linguistics areas include the Caribbean, North Africa, France, with special emphasis on the social Main themes of French culture illustrated Aspects of modern French linguistics sub-Saharan Africa, Quebec, and Vietnam. and political context in which these genres in the films. (5 units) (phonology, phonetics, morphology, syn- May be taken independently of FREN 110. were produced. Additional materials will be tax). Contrastive analysis. (5 units) NCX (5 units) drawn from other writers of the 17th cen- 180. Seminars tury such as Descartes, Pascal, Mme de La Variable topics in culture, literature, and 198. Directed Study 113. Francophone Culture and Fayette, and La Fontaine. (5 units) NCX film. May be retaken for credit. (5 units) Individually designed programs of advanced Civilization: Black African NCX study. Normally restricted to seniors who Women Writers 150. The French Enlightenment are declared French and Francophone stud- An introduction to literature written by Exploration of the major philosophical, lit- 182. Women in French Literature: ies majors or minors and who find them- black African women writers. Through literary, and artistic movements in France be- Authors and Characters selves in special circumstances. May be erature (interviews, personal testimonies, tween the years 1715 (Louis XIV’s death) Literary analysis of the woman question, taken only once. Courses exempted from novels, autobiography) and film (documen- and 1789 (the French Revolution), with an formulated through the works of major challenge may not be taken as directed taries, movies), students will witness the emphasis on their uneasy relationship to the French writers, both female and male, such study. Written course outline must be ap- changing faces of black Africa, from colo- social, political, and religious institutions of as Marie de France, Mme de Lafayette, proved by instructor and department chair in nial times to the present, as seen through the pre-revolutionary France. Texts by Mon- Choderlos de Laclos, Maupassant, Colette, advance of registration. (1–3 units) eyes of women. (5 units) tesquieu, Voltaire, Mme de Charrière, Mme Marguerite Duras, and Simone de Beauvoir. de Graffigny, Rousseau, and others. Readings set against the backdrop of the 199. Directed Reading 115. Major Works of French (5 units) Monarchy, the French Revolution of 1789, Individually designed programs of advanced Literature I and the Napoleonic regime emphasize an readings. Written permission of the instructor Readings in French literature from its be- 160. 19th Century I: emerging feminist awareness that found ex- and department chair is required in advance ginnings in the Moyen Age to the end of Romantic and Romantique pression not only through political activism of registration. (1–5 units) the 18th century. Rotated topics include the Romantic literature: prose and poetry but also through literature. (5 units) theme of love, the comic, the writer’s rela- (Chateaubriand, Stendhal, Lamartine, tionship to societies, the emerging genre of Hugo, Balzac, Vigny, etc.). (5 units) the theatre, etc. (5 units) 161. 19th Century II: LITERATURE AND CULTURE IN TRANSLATION 116. Major Works of French Le réel et le symbolique Literature II Realist, Naturalist, and Symbolist literature Note: The following three courses are lit- 112. Francophone Culture and Readings in French literature of the 19th (Baudelaire, Flaubert, Mallarmé, etc.). erature and culture in translation courses Civilization: Africa and the and 20th centuries. Rotated topics include (5 units) taught in English and cannot be used to Caribbean drama, the novel, literature and the arts, ex- fulfill the University Core Curriculum sec- A study of the political, social, and liter- perimentation (literary and dramatic), etc. 170. 20th Century I: ond language requirement. One course may Mémoires et Souvenirs ary history of French-speaking Africa and May be taken independently of FREN 115. be counted toward the French and Fran- the Caribbean (with a focus on (5 units) Writings of la belle époque and entre deux cophone studies major or minor. Guadaloupe and Martinique). Explores guerres (Proust, Gide, Apollinaire, Dada, the issues of identity crisis and cultural Surrealism, etc.). (5 units) 140 COLLEGE OF ARTS AND SCIENCES MODERN LANGUAGES AND LITERATURES 141 alienation in the works of leading writ- that distinguish them from the masculine 106. Advanced German Conversation 150. 20th-Century Novel ers. Conducted in English but contains a tradition. Conducted in English but con- Advanced work stressing the development Works by Kafka, Hesse, Thomas Mann, French component for French and Fran- tains a French component for French and of self-expression in German. Prerequisite: Christa Wolf, Böll, and others. (5 units) cophone studies majors and minors. Francophone studies majors and minors. GERM 22 or equivalent. (5 units) (5 units) (5 units) 151. 20th-Century Drama 108. German Business Culture Plays by Brecht, Borchert, Frisch, and 174. French Novels and Films: 184. 20th-Century French Women and Institutions Culture, Gender, and Writers in Translation Dürrenmatt and Brecht’s theoretical Social Classes Introduction to the language of business writings. (5 units) The varied literary contributions of German. Insights into Germany’s place Analysis of classic French novels, ranging French and Francophone writers. Read- in the global economy. The topics, lan- 160. The German Novelle from Diderot’s The Nun to Duras’ The ings selected mainly from writers of the guage, and skill-building exercises offer Characteristic features of the Novelle as Lover, and films based on the same texts. second half of the 20th century. Consid- an excellent preparation for students opposed to Roman and Erzählung. Ex- Discussion of the adaptation of the nov- eration of whether feminine literature has who, after two years of college-level Ger- amples from Theodor Storm to Thomas els to film and the characteristics of the unique qualities. Conducted in English man, plan to pursue careers in interna- Mann. (5 units) novelist’s world highlighted or ignored in but contains a French component for tional companies and institutions. At the the corresponding film. Of special inter- French and Francophone studies majors same time, the materials are appropriate 161. Survey of Lyric Poetry est is the question of whether feminine and minors. (5 units) for German majors or minors who want Introduction to the analysis of poetry. literature and films have unique qualities to gain insight into contemporary Ger- Numerous examples from all German man culture and civilization. (5 units) literary periods beginning with 1600. LOWER-DIVISION COURSES: GERMAN STUDIES (5 units) 110. History of German Civilization 1. Elementary German I 5. German for Reading Knowledge Cultural history of the German-speaking 174. German Novels and Films Designed for those having no previous Alternate to GERM 3 leading to the countries from earliest times to 1945. Various topics will be covered. (5 units) study of German. A proficiency-based reading of scholarly articles in various Prerequisite: GERM 100 or equivalent. course emphasizing communicative lan- fields of study. Prerequisite: GERM 2 or (5 units) 180. Special Topics guage skills (understanding, speaking, equivalent. (4 units) Variable topics in culture and literature. reading, and writing). Cultural informa- 111. Contemporary German May be retaken for credit. (5 units) NCX tion on German-speaking countries. 21. Intermediate German I Civilization (4 units) Review of German grammar, short stories, Geography, culture, education, politics, 182. Women in German Literature: or essays on culture and civilization. Pro- and the economy in the German-speak- Authors and Characters 2. Elementary German II gressive exercises in conversation. Prereq- ing countries since 1945. Prerequisite: Works by and about German women. Continuation of GERM 1. (4 units) uisite: GERM 3 or 5 or equivalent. (4 units) GERM 100 or equivalent. (5 units) Authors studied include Droste-Hulshof, Böll, Wolf, Handke, Kaschnitz, Wander, 3. Elementary German III 22. Intermediate German II 130. The Classical Age and others. (5 units) Completion of elementary German. Continuation of GERM 21. Accelerated Major works by Goethe and Schiller. (4 units) readings, conversation, and writing. (5 units) 183. 20th-Century German Women (4 units) Authors and Artists 140. 19th-Century Romanticism A selection from contributions by UPPER-DIVISION COURSES: GERMAN STUDIES Philosophy of the Romantics. German German women writers and film produc- fairy tale. Selected works by Kleist, ers from the second half of the 20th 100. Advanced German I 101. Advanced German II Eichendorff, Heine, and Wagner. century. (5 units) Advanced reading, composition, and Reading of literary texts, composition, (5 units) conversation. Emphasis on conversation and discussion. Required of all minors. 198. Directed Study and career-oriented language. Required Completion or equivalent knowledge ad- 141. 19th-Century Realism Individually designed programs of ad- of all minors. Prerequisite: GERM 22 or mits students to higher-numbered Works by Büchner, Hebbel, Fontane, vanced study. Normally restricted to sen- equivalent. (5 units) courses. Prerequisite: GERM 100 or Marx, and Hauptmann. (5 units) iors who are declared German studies equivalent. (5 units) majors or minors and who find themselves in special circumstances. May be

142 COLLEGE OF ARTS AND SCIENCES MODERN LANGUAGES AND LITERATURES 143 taken only once. Courses exempted from Literature in Translation UPPER-DIVISION COURSES: ITALIAN STUDIES challenge may not be taken as directed study. Note: Literature in translation courses are Written course outline must be ap- taught in English and cannot be used to fulfill 100. Advanced Italian I 120. Survey of Italian Literature I proved by instructor and department chair Composition, reading, and conversation. From its origin to the Seicento. (5 units) (1–3 units) the second language requirement. One course in advance of registration. may be counted toward the German studies Required of all majors and minors. Pre- 121. Survey of Italian Literature II 199. Directed Reading minor. requisite: ITAL 22. (5 units) From the Settecento to the present. Individually designed programs of ad- 115. German Literature in 101. Advanced Italian II (5 units) vanced readings. Written permission of the English Translation Continuation of ITAL 100. Required of instructor and department chair is required Reading and analysis of masterpieces of all majors and minors. Prerequisite: ITAL 125. Colloquium: Italian in advance of registration. (1–5 units) German literature written between 1750 100 or equivalent. (5 units) Literature and Culture NCX and 1970. Selection dependent upon Topic varies. Study and discussion of available translations. (5 units) NCX 106. Advanced Italian Conversation selected themes in Italian literature and cul- Advanced work stressing the develop- ture. May be retaken for credit. (5 units) ment of self-expression in Italian. Prereq- NCX uisites: ITAL 101 or equivalent and LOWER-DIVISION COURSES: ITALIAN STUDIES permission of the instructor. (5 units) NCX 130. Dante, La Divina Commedia I Inferno and Purgatorio. (5 units) 1. Elementary Italian I 21. Intermediate Italian I 110. Italian Civilization I Designed for those having no previous Review of fundamentals of spoken and Fundamental aspects of Italian history, 131. Dante, La Divina Commedia II study of Italian. A proficiency-based written Italian. Progressive readings re- art, and culture from their origins to the Purgatorio and Paradiso. (5 units) course emphasizing the development of flecting Italian culture and values. Pro- Seicento. (5 units) NCX communicative language skills (under- gressive exercises in conversation and 140. Duecento, Trecento standing, speaking, reading, and writ- composition. Prerequisite: ITAL 3 or 111. Italian Civilization II Emphasis on Dante’s minor works, Pe- ing). Development of an understanding equivalent. (4 units) Continuation of ITAL 110. May be trarch’s poetry, and Boccaccio’s De- of Italian culture. (4 units) taken independently. From the Sette- cameron. (5 units) 22. Intermediate Italian II cento to the present. (5 units) 2. Elementary Italian II Continuation of ITAL 21. Prerequisite: 150. Quattrocento, Cinquecento Continuation of ITAL 1. (4 units) ITAL 21 or equivalent. (4 units) 112. Survey of Italian Culture (Rinascimento) and Civilization Important trends in the literary master- 3. Elementary Italian III 62. Survey of Italian Culture Highlights of Italian history, geography, pieces of the Renaissance. Significant Completion of elementary Italian. and Civilization art, music, and culture from their origins works of Ariosto, Tasso, Leonardo, (4 units) Highlights of Italian history, geography, to the present. Summer course; offered Machiavelli, Lorenzo de Medici, art, music, and culture from their origins only in Assisi, Italy. Prerequisite: ITAL Poliziano, Castiglione. (5 units) 15. Italian Conversation and to the present. Summer course; offered 100 or equivalent. (5 units) Composition only in Assisi, Italy. (4 units) 160. Settecento Intensive work stressing the skills of spo- 113. Cinema e Cultura Salient works of Vico, Goldoni, Parini, ken and written Italian in everyday situ- A cultural portrait of modern Italy as re- and Alfieri. (5 units) ations. Summer course; offered only in flected in its cinema. Films by Roberto Assisi, Italy. No prerequisite. (4 units) Rossellini, Luchino Visconti, Vittorio De 170. Ottocento, I Promessi Sposi Sica, Michelangelo Antonioni, Federico Discussion of the works of Foscolo, Fellini, Francesco Rosi, Bernardo Bertolucci, Leopardi, Manzoni’s poetry. Carducci, Massimo Troisi, Ettore Scola, Mario Moni- Pascoli, and Verga. (5 units) celli, and Marco Bellocchio illustrate cultural and intellectual change in the 20th century. 180. Novecento Italian Literature Prerequisite: ITAL 100 or equivalent. (5 units) of the 20th Century Main trends in poetry, drama, and the novel from Pirandello to the present. (5 units) 144 COLLEGE OF ARTS AND SCIENCES MODERN LANGUAGES AND LITERATURES 145

182. 20th-Century Italian directors whose work may give a contrast- UPPER-DIVISION COURSES: JAPANESE STUDIES Women Writers ing vision of globalization and its enabling Critical analysis of major works by leading and challenging aspects. (5 units) 100. Advanced Japanese I exempted from challenge may not be taken Continued practice in using complex gram- as directed study. Written course outline must women writers and the changing role of 198. Directed Study women in 20th-century Italian society: matical structures. Reading and discussion be approved by instructor and department Grazia Deledda, Sibilla Aleramo, Elsa Individually designed programs of of topics taken from a variety of sources. chair in advance of registration. (1–3 units) advanced study. Normally restricted to sen- Morante, Natalia Ginzburg, Maria Bellonci, Prerequisite: JAPN 23 or equivalent. (5 units) 199. Directed Reading Laudomia Bonanni, Lalla Romano, Milena iors who are declared Italian studies majors Milani, Francesca Sanvitale, Romana Petri, or minors and who find themselves in spe- 101. Advanced Japanese II Individually designed programs of advanced Isabella Bossi Fedrigotti, and Gina Lagorio. cial circumstances. May be taken only once. Continuation of JAPN 100. Prerequisite: readings. Written permission of instructor and (5 units) Courses exempted from challenge may not JAPN 100 or equivalent. (5 units) department chair required in advance of reg- be taken as directed study. Written course istration. (1–5 units) NCX 183. Women in Italian Cinema: outline must be approved by instructor and de- 102. Advanced Japanese III The Impact of Globalization partment chair in advance of registration. Literature and Culture Completion of advanced Japanese. Prereq- Taught in English Focus is on the films with a global viewpoint (1–3 units) uisite: JAPN 101 or equivalent. (5 units) Note: The following course is a literature of numerous Italian film directors. Exami- 199. Directed Reading nation of Italian masterpieces (even the 113. Readings in Japanese I and culture course taught in English and can- black-and-white films of the 40s and 50s) Individually designed programs of advanced Readings and discussions in Japanese of not be used to fulfill the University Core Cur- with special focus on the changing aspects of readings. Written permission of the instructor selected sociological, literary, and journalis- riculum second language requirement. One global society and their impact on individ- and department chair is required in advance tic texts. Prerequisite: JAPN 102 or equiva- course (5 units) may be counted toward the uals, especially women. Films by women of registration. (1–5 units) lent. (5 units) Japanese studies minor. LOWER-DIVISION COURSES: JAPANESE STUDIES 114. Readings in Japanese II 137. Japanese Culture Continuation of JAPN 113. Prerequisite: An introduction to Japanese customs, val- 1. Elementary Japanese I 3. Elementary Japanese III JAPN 113 or equivalent. (5 units) ues, and communication styles. Japanese Designed for those having no previous This class continues instruction in basic customs will include basic protocol for get- study of Japanese. A proficiency-based communication skills in Japanese. An oral 115. Readings in Japanese III ting to know Japanese people, the tea cere- course emphasizing the development of teaching approach is taken to develop pro- Completion of readings in Japanese. Prereq- mony, flower arrangement, and Japanese communicative language skills (understand- ficiency in comprehending and using ele- uisite: JAPN 114 or equivalent. (5 units) cooking. Japanese values will concentrate on ing, speaking, reading, and writing). Devel- mentary vocabulary and grammatical such key concepts as seniority rules, the opment of an understanding of Japanese structures. New Chinese characters con- 198. Directed Study virtue of modesty, private vs. public stance, culture. (4 units) tinue to be introduced, and reading and Individually designed programs of advanced Bushido (the way of the warrior), arranged writing practiced. Prerequisite: JAPN 2 or study. Normally restricted to seniors who marriage, and child-rearing practices. Japan- 2. Elementary Japanese II equivalent. (4 units) are declared Japanese studies minors and ese communication will focus on ambiguity, Continuation of JAPN 1. An oral teaching who find themselves in special circum- silence, dual meanings of inner and outer approach is taken to further develop profi- 21. Intermediate Japanese I stances. May be taken only once. Courses groups, and calligraphy. Prerequisite: None. ciency in comprehending and using ele- New grammatical structures and additional (5 units) mentary vocabulary and grammatical written characters. Progressive exercises to structures. Some ability to write Hiragana develop facility in conversation, reading, LOWER-DIVISION COURSES: SPANISH STUDIES and Katakan is expected. Students will and composition. Prerequisite: JAPN 3 or begin reading texts in Japanese and learning equivalent. (4 units) 1. Elementary Spanish I 2. Elementary Spanish II Chinese characters (kanji). We will learn 56 Designed for those having no previous Continuation of SPAN 1. (4 units) new kanji. Pertinent aspects of Japanese cul- 22. Intermediate Japanese II study of Spanish. A proficiency-based ture are also discussed. Prerequisite: JAPN 1 Continuation of JAPN 21. Prerequisite: course emphasizing the development of 3. Elementary Spanish III or equivalent. (4 units) JAPN 21 or equivalent. (4 units) communicative language skills (understand- Completion of elementary Spanish. ing, speaking, reading, and writing). Devel- (4 units) 23. Intermediate Japanese III opment of an understanding of Hispanic Completion of intermediate Japanese. Pre- culture. (4 units) requisite: JAPN 22 or equivalent. (4 units) 146 COLLEGE OF ARTS AND SCIENCES MODERN LANGUAGES AND LITERATURES 147

21. Intermediate Spanish I in Spanish. Prerequisite: SPAN 21 or equiv- 108. Spanish for Spanish Speakers 123. Siglo de Oro Drama The first course in a three-part review of the alent. (4 units) Development of the native Spanish speaker’s A study of the Spanish comedia of the Siglo fundamentals of spoken and written Span- 23. Intermediate Spanish III writing and reading skills. Prerequisite: At de Oro. Particular emphasis on the impact of ish. Progressive readings and exercises in least four years of high school Spanish or com- Lope de Vega and the creation of a national conversation and composition. Develop- Spanish 23 completes the intermediate se- pletion of Intermediate Spanish at the Uni- theatre. Literary analysis of the comedias of ment of an understanding of Hispanic cul- quence. Students will develop further all the versity level. (5 units) NCX the most representative Spanish dramatists ture. All sections of SPAN 21 contain an skills of Spanish, including listening, speak- of the period: Calderón de la Barca, Rojas integrated, reflective community-based ing, reading, and writing. Special attention is 110. Advanced Spanish Conversation Zorilla, Tirso de Molina, Ruiz de Alarcón, learning component. All students enrolled given to developing an appreciation of His- Advanced work stressing the development Guillén de Castro, and Lope de Vega. in SPAN 21 will be automatically enrolled panic values and civilization along with mak- of self-expression in Spanish. Prerequisite: (5 units) in SPAN 97 (Community-Based Learning ing continued progress in the language. All SPAN 101 or equivalent. (5 units) NCX Practicum) at the end of the first week of sections of SPAN 23 contain an integrated, 124. Realism in the 19th-Century class. Course conducted in Spanish. Prereq- reflective community-based learning com- 112. Mexican Culture Spanish Novel uisite: SPAN 3 or three years of high school ponent. All students enrolled in SPAN 23 Mexican literature, fine arts, history, and so- A study of the decline of Romanticism and Spanish. (4 units) will be automatically enrolled in SPAN 97 cial developments, with particular attention the evolution of the Realist movement in (Community-Based Learning Practicum) at to cultural values. (5 units) 19th-century Spain. Special emphasis on 22. Intermediate Spanish II the end of the first week of class. Course con- the novels of Fernán Caballero, Alarcón, A continuation of Spanish 21, this course ducted in Spanish. Prerequisite: SPAN 22, 113. The Revolution in Galdós, and Valera. (5 units) further develops oral and written commu- or four years of high school Spanish, or equiv- Mexican Culture nication skills through the study of culture, alent. (4 units) Readings and analysis of the works of Mex- 125. Colloquium: Spanish Literature and Culture grammar, vocabulary, and authentic litera- 97. Community-Based ican writers and artists that interpret the ture and media. Authentic communicative Learning Practicum Mexican Revolution of 1910 and reflect Topic varies. Study and discussion of se- activities are emphasized inside the class- Mexican culture. (5 units) lected themes in Spanish Peninsular litera- room and through community based learn- For students enrolled in SPAN 21, 22, or ture and culture. May be retaken for credit. ing outside of the classroom. All sections of 23 who have an integrated, reflective, com- 120. Major Works of Spanish (5 units) NCX SPAN 22 contain an integrated, reflective munity-based learning component as part Literature I community-based learning component. All of the coursework. Includes eight weeks of Readings in Spanish literature from the early 130. Survey of Latin American students enrolled in SPAN 22 will be auto- participatory work in a community agency. forms of Spanish literature to the end of the Literature I matically enrolled in SPAN 97 (Commu- Requirements: two hours per week at 17th century. (5 units) Latin American literature from the pre- nity-Based Learning Practicum) at the end agency site over course of the placement. Columbian period to 1888. (5 units) of the first week of class. Course conducted (1 unit) 121. Major Works of Spanish Literature II 131. Survey of Latin American UPPER-DIVISION COURSES: SPANISH STUDIES Readings in Spanish literature of the 18th Literature II Latin American literature from 1888 to 100. Advanced Spanish I and 19th centuries. Continuation of SPAN Prerequisites: Completion of SPAN 100 and 120. May be taken separately. (5 units) present. (5 units) NCX Continued development of all Spanish skills 101 or evidence of equivalent preparation will at an advanced level. Special attention to admit students to higher-numbered courses. 122. The Spanish Picaresque Novel 133. Mexican American Literature composition. Systematic introduction to lit- 107. Advanced Spanish Composition A study of the development of the Spanish Reading, analysis, and discussion of Mexi- erary analysis. Required of all majors and picaresque novel and its influence on other can American literature in its historical con- minors. Prerequisite: SPAN 23 or equivalent. Intensive systematic development of the European literatures. Key works, analyzed text. Emphasis on the novel and short story. (5 units) forms of discourse in Spanish. Prerequisites: from a socio-historical perspective, include (5 units) NCX SPAN 100 and 101 or equivalent. (5 units) 101. Advanced Spanish II NCX Lazarillo de Tormes (1554), El Guzmán de Alfarache (1599), and El Buscón (1626). 135. Colloquium: Latin American Continued development of all Spanish skills (5 units) Literature and Culture and completion of the introduction to Topic varies. Reading and discussion of se- literary analysis begun in SPAN 100. lected themes in Latin American literature Required of all majors and minors. Prereq- and culture. May be retaken for credit. uisite: SPAN 100 or equivalent. (5 units) (5 units) NCX

148 COLLEGE OF ARTS AND SCIENCES MODERN LANGUAGES AND LITERATURES 149

136. Contemporary Latin American 147. Cinema and the Novel in 176. Spanish Applied Linguistics II be accepted once toward the Spanish stud- Short Story Contemporary Latin America Detailed scientific analysis of the morphol- ies major or minor. Prerequisite: SPAN 101 Examination of the Latin American short Analysis of novels by major 20th-century ogy and syntax of modern Spanish. Con- and permission of the instructor. (5 units) story from Quiroga to the present. Repre- Latin American writers and their represen- trastive analysis within the Spanish structure NCX sentative works reflecting the diverse cul- tation in films. The impact of moderniza- system and between the Spanish and Eng- 196. Spanish Translation II tural backgrounds and ideologies of the tion, industrialization, and nationalistic and lish structure systems. Required of all authors. (5 units) populist thought on the emergence of a dis- prospective teachers of Spanish. Prerequisite: In this course, a continuation of SPAN 195, tinctive film style, thematic trends, and lit- SPAN 175. (5 units) students will be translating, analyzing, and 137. Latin American erary genre conventions. (5 units) preparing for publication hitherto un-trans- Cultures and Civilizations 178. Teaching Methods in Spanish lated documents dealing with 19th-century Exploration of the basic factors that have 148. 20th-Century Latin American Practical and theoretical insights into the dy- Mexican California. These documents are molded and continue to shape the diverse Women Writers namics of teaching and learning Spanish at housed at the History San Jose archives. lives and institutions of contemporary Span- Reading, analysis, and discussion of novels the secondary and post-secondary level. (5 units) ish-speaking peoples of the Americas. and short fiction by major Latin American (5 units) NCX 198. Directed Study (5 units) women writers of the 20th century (e.g., Bombal, Garro, Poniatowska, Allende, 179. Technology for Teaching and Individually designed programs of advanced 140. Modern Latin American Valenzuela, and others). (5 units) Learning Spanish study. Normally restricted to seniors who Literature I Preparation for the prospective Spanish are declared Spanish studies majors or mi- Reading, analysis, and discussion of the 150. 20th-Century Spanish teacher in the design, use, and evaluation of nors and who find themselves in special cir- works of major Latin American writers of Literature I traditional and current technologies for cumstances. May be taken only once. the early 20th century (e.g., Gallegos, Bar- Major writers of Spain from 1898 to 1936. teaching Spanish language and cultures. Courses exempted from challenge may not rios, Prado, and Romero). (5 units) Particular emphasis on the Generation of (5 units) NCX be taken as directed study. Written course 1898. (5 units) outline must be approved by instructor and de- 141. Modern Latin American 195. Spanish Translation I partment chair in advance of registration. Literature II 151. 20th-Century Spanish Skills and strategies involved in the art of (1–3 units) Literature II Reading, analysis, and discussion of the translation. A variety of texts (general, his- 199. Directed Reading works of major Latin American writers of A look at some of the best expressions of lit- torical, cultural, technical, etc.) illustrate the the late 19th and early 20th centuries. Em- erary protest during the Franco regime. different modes and nuances of translation. Individually designed programs of advanced phasis on the novel. (5 units) Reading, analysis, and discussion of works Students assigned special translation proj- readings. Written permission of the instructor by Camilo José Cela, Ana María Matute, ects. May be retaken for credit but will only and department chair is required in advance 145. Mid-20th-Century Ramón Sender, and Alfonso Sastre. (5 units) of registration. (1–5 units) NCX Latin American Literature Reading, analysis, and discussion of the 165. Cervantes: Don Quijote works of major Latin American writers from Cervantes’ masterpiece, as a reflection of UPPER-DIVISION COURSES: MODERN LITERATURE 1946 to 1962. Carpentier, Yáñez, Fuentes, Spanish society during the Spanish Empire, AND CULTURE and others. (5 units) an exemplar of Baroque art, and a synthesis Note: Knowledge of a foreign language 180. International Cinema and culmination of narrative prose. (5 units) 146. Contemporary Latin is not necessary for the following compara- An interdisciplinary course treating film as American Literature 175. History of the Spanish Language tive course. It cannot be used to fulfill a a medium of cultural expression in China, major or minor requirement in a foreign Reading, analysis, and discussion of the A study of the evolution of the Spanish lan- England (or Australia or Canada), France, language or to fulfill the second language Germany, Italy, Japan, Latin America, works of major contemporary Latin Amer- guage from its roots on the Iberian Penin- requirement. ican writers—García Márquez, Vargas sula to its spread throughout the world. Russia, and Spain. (5 units) Llosa, and others. (5 units) Special attention will be paid to social and political factors that have helped to shape the language in its modern forms. Taught in English. (5 units)

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DEPARTMENT OF MUSIC • MUSC 33 or private piano instruction (as available) until the keyboard proficiency exam is passed Professor Emeritus: Lynn R. Shurtleff Professor: Hans C. Boepple, Teresa McCollough • MUSC 38 until the departmental technology proficiency requirement is met Associate Professors: Nancy Wait-Kromm (Department Chair) • One quarter of MUSC 113 Senior Lecturer: Robert Bozina • MUSC 118 The Department of Music offers a degree program leading to the Bachelor of Arts in Music as well as a minor in music. A minor in musical theatre is available in conjunction REQUIREMENTS FOR THE MINOR with the Department of Theater and Dance. The Department of Music is committed to the education of the whole person: intellectual, emotional, physical, and spiritual. The goal of Students must fulfill the following requirements for a minor in music: the department is to provide an intellectual and stimulating artistic environment that fos- • MUSC 1-4 ters individual expression and creativity through the study of music and performance. Music • MUSC 1A-4A is a fundamental characteristic of the human experience and an important component of the liberal arts education within the context of a Jesuit university. The Department of Music’s • One course from MUSC 20, 21, 22, or 26/126 curriculum is designed to provide students of diverse backgrounds with the skills necessary • Two courses from MUSC 101-104 to comprehend, perform, and appreciate music’s role in human history and its potential • One course from MUSC 5, 6, 9, 110, 111 114, 115, or another elective power to enhance the lives of all people. approved by the department Students who wish to pursue the honors program in music should declare their intention by the beginning of the spring quarter of their sophomore year. Designed as a rigorous • Two years or the equivalent of six quarters enrolled in private instruction course of study for students who wish to attain a higher level of achievement, the honors • Two years or the equivalent of six quarters in an approved departmental ensemble sequence can be taken in performance, composition, theory, or music history, and presup- poses academic as well as musical excellence. A minimum grade point average of 3.0 over- • MUSC 33 or private piano instruction until the keyboard proficiency exam all and 3.5 in all music courses, including applied lessons, is required. is passed Because individual study and performance is essential to the expression and acquisition • MUSC 38 until the departmental technology proficiency requirement is met of music as a language and art form, private instruction is available to all Santa Clara stu- • One quarter of MUSC 113 dents in the areas of composition, instrumental, and vocal studies.

REQUIREMENTS FOR THE MAJOR LOWER-DIVISION COURSES In addition to fulfilling University Core Curriculum and College of Arts and Sciences 1. Music Theory I with extensive theoretical and/or instrumen- requirements for the Bachelor of Arts degree, students majoring in music must complete the Beginning course in a comprehensive the- tal or vocal training are recommended to take following departmental requirements: ory sequence intended for music majors and the Aural Skills Placement Exam. Students • MUSC 1-6 minors, or students considering a degree in with no keyboard experience are encouraged music; covers notation, scales, intervals, to take Keyboard Proficiency (MUSC 33). • MUSC 1A-6A, chords, rhythm, and meter. Prerequisite: (4 units) • MUSC 110 or 111 None. Majors and minors with extensive the- 2. Music Theory II • One course from MUSC 20, 21, 22, or 26/126 ory background are recommended to take the Musicianship Placement Exam. Students with Continuation of Music Theory Sequence. • MUSC 101-104 no keyboard experience are encouraged to take Introduction to basic common practice har- • One course from MUSC 9, MUSC 110 (if not chosen as a requirement) or Keyboard Proficiency (MUSC 33). (4 units) monic progressions: triad relationships, part 111, (if not chosen as a requirement) or MUSC 114, 115, or another elective writing, figured bass, harmonic dictation. approved by the department 1A. Aural Skills I Prerequisite: MUSC 1 or permission of in- Entry-level course to be taken in conjunc- structor. Students are encouraged to take Key- • Three years or the equivalent of nine quarters enrolled in private instruction tion with MUSC 1 to develop aural skills board Proficiency (MUSC 33) if they have no • Three years or the equivalent of nine quarters in an approved departmental through solfège and rhythmic training, key- keyboard background. (4 units) ensemble with experience in at least two different ensembles board musicianship, improvisation, and dictation. Prerequisite: None. Majors and minors

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2A. Aural Skills II tation. Prerequisite: MUSC 3A or permission signatures, intervals, and chords) and begin- 20. Music in American Culture I Continuing course to be taken in conjunc- of instructor. (4 units) ning aural skills (solfège, rhythmic training, A survey of music generated by America’s tion with MUSC 2 to develop aural skills keyboard musicianship, and improvisation). diverse populations, including Latino, 5. Music Theory V / Prerequisite: None. Offered in the spring quar- through solfège and rhythmic training, key- Form and Analysis African American, Native American, Cajun, board musicianship, improvisation, and dic- ter only. (5 units) Appalachian, and Asian. (4 units) Continuation of Music Theory Sequence. tation. Prerequisite: MUSC 1A or permission 8. Introduction to Music of instructor. Students are encouraged to take Study of the relationship in Western music 21. Music in American Culture II Keyboard Proficiency (MUSC 33) if they have between shape/form/structure and har- Exploration of musical genres, styles, forms, A historical survey of rock and roll, jazz, and no keyboard background. (4 units) monic/melodic/thematic content. Music and techniques through lecture, listening, bluegrass, focusing on the varieties of music from 1650-1950 will be analyzed in order and performance. Designed for nonmajors. generated by America’s patchwork culture. 3. Music Theory III to achieve this goal, focusing on the primary (4 units) (4 units) structures used throughout and since the Continuation of Music Theory Sequence. 9. Music in Pop Culture Further instruction in common practice Common Practice Period. Prerequisite: 22. Music of the Caribbean harmony: figured bass and part-writing; MUSC 4 or permission of instructor. (4 units) Offered as an elective course covering a va- Introduction to music of the Caribbean Is- riety of genres and styles of music in main- dominant and diminished seventh chords 5A. Aural Skills V lands (Rumba, Salsa, Reggae, Zouk, etc.) and resolutions; harmonic dictation and stream culture. Previous courses have through historical, stylistic, and cultural sur- some score analysis. Prerequisite: MUSC 2 Continuing course to be taken in conjunc- included “The Beatles” and “History of vey. Spanish, French, and English or permission of instructor. Students are en- tion with MUSC 5, to develop aural skills Rock and Roll,” etc. Intended for majors Caribbean are central with special emphasis couraged to take Keyboard Proficiency through solfège and rhythmic training, key- and nonmajors. (4 units) on Cuba. Students have the opportunity to board musicianship, improvisation, and dic- (MUSC 33) if they have no keyboard back- 11. Performance and Culture I learn basic percussion (maracas, clave, guiro, ground. (4 units) tation. Prerequisite: MUSC 4A or permission bongo). (4 units) of instructor; keyboard proficiency required. Interdisciplinary study of Western culture 3A. Aural Skills III (4 units) through the arts of music, theatre, and 23. History of the Blues Continuing course to be taken in conjunc- dance. Ancient cultures with an emphasis Examination of the music, lyrics, people, 6. Music Theory VI / on Greece and Rome and the Medieval era tion with MUSC 3 to develop aural skills 20th-Century Theory places, and social/cultural conditions that through solfège and rhythmic training, key- are the focus in this first of a series of three have created the Blues tradition; from its board musicianship, improvisation, and dic- Continuation of Music Theory sequence. courses. (4 units) roots in Africa to its development in the Study of structures and systems used from tation. Prerequisite: MUSC 2A or permission 12. Performance and Culture II United States. (4 units) of instructor. Students are encouraged to take the late-19th century through mid-20th Keyboard Proficiency (MUSC 33) if they have century including atonality and serialism. Continuation of MUSC 11. The Renais- 26. La Musica y Cultura Cubana no keyboard background. (4 units) Prerequisite: MUSC 5 or permission of in- sance in Europe through the Enlighten- Held in the Republic of Cuba at the Con- structor. (4 units) ment. (4 units) servatorio Esteban Salas in Santiago de 4. Music Theory IV / 6A. Aural Skills VI 13. Performance and Culture III Cuba and the Centro Nacional de Escuelas Advanced Harmonic Language de Arte in Havana, this course is presented Continuation of Music Theory Sequence. Continuing course to be taken in conjunc- Continuation of MUSC 12. 19th- and in collaboration with SCU International Introduction to chromatic harmony: section with MUSC 6, to develop aural skills 20th-century Romanticism, modern and Programs and offers an intensive and com- ondary dominant chords, altered chords; through solfège and rhythmic training, key- contemporary eras. (4 units) plete immersion in Cuban music, dance, board musicianship, improvisation, and dic- tonicizing and modulation, score analysis, 16/116. Music at Noon and culture. (4 units) harmonic dictation, and creative application tation. Prerequisite: MUSC 5A, or permission of four-part writing using nonharmonic of instructor; keyboard proficiency required. This class is organized around the Music at 30. Beginning Piano Class tones. Prerequisite: MUSC 3 or permission of (4 units) Noon series of concerts and performances. Introductory instruction in piano in a class- The weekly series brings the opportunity to instructor. (4 units) 7. Music Fundamentals room setting. Class limited to 16 students. experience live performances of music from (4 units) 4A. Aural Skills IV Intended for nonmajors, musical theatre all parts of the world by artists of local, na- Continuing course to be taken in conjunc- minors, or students with no theoretical tional, and international renown. Students 31. Intermediate Piano Class tion with MUSC 4 to develop aural skills background as a prerequisite to MUSC 1. are required to attend all performances and Intermediate classroom piano instruction. through solfège and rhythmic training, key- Introductory course offering both rudimen- write a reflective paper that summarizes Class limited to 16 students. Prerequisite: board musicianship, improvisation, and dic- tary music theory (notation, scales, key their individual experience. (1 unit) MUSC 30 or permission of instructor. (4 units) 154 COLLEGE OF ARTS AND SCIENCES MUSIC 155

33. Keyboard Proficiency Class 36. Beginning Guitar Class 112. Writing about Music 120. Junior Recital Group class designed to prepare students for Examination of essential elements required Provides students with instruction and ex- Intended for music majors and minors; 30- the Keyboard Proficiency Examination. to play guitar in the classical style, includ- perience in writing about the lively art of 45 minute performance of solo repertoire in Designed for music majors, minors, and ing fundamental principles of technique, music. Through original essays, reviews, a variety of styles. Must be sponsored by stu- musical theatre minors. May be repeated for sight-reading, pedagogic repertoire, history, synopses, program notes, presentations and dent’s SCU private instructor, approved by credit. (1 unit) and literature. May be repeated for credit. research papers, students work to develop the department, and preceded by a recital (4 units) better communication skills through the hearing. (5 units) 34. Beginning Voice Class written and spoken word. Fulfills the third Study and application of basic vocal tech- 38. Technology Proficiency Class writing Core requirement. (5 units) 120A. Honors Junior Recital niques to develop singing facility. Practical Practicum course in which students work A Junior Recital requiring more advanced experience in performing. May be repeated with an assigned faculty member to learn 113. Conducting Lab achievement with regard to difficulty of lit- for credit. (4 units) the current technologies available for pro- Required lab taught to develop beginning erature and mastery of execution and inter- fessional musicians. Subjects covered in the conducting skills. Focus on basic posture, pretation; 45-60 minutes in length. Must 35. Intermediate Voice Class practicum include the historical framework patterns, and gestures as well as an introduc- be sponsored by student’s SCU private in- Continuation of MUSC 34, focusing on of technology and music as well as hands-on tion to choral score and conductor score structor, approved by the department, and more advanced approaches to vocal tech- experience using the computer as a tool for reading. Prerequisite: MUSC 4 or permission preceded by a recital hearing. Enrollment nique, repertoire, and performance. May be notation and composition. May be repeated of instructor. Intended for music majors and limited to music majors only. (5 units) repeated for credit. Prerequisite: MUSC 34 for credit. (1 unit) minors; offered every other year. (2 units) or permission of instructor. (4 units) 121. Senior Recital 114. Music Composition Seminar Intended for music majors and minors; 45- A seminar to encourage, educate, and in- 60 minute performance of solo repertoire in UPPER-DIVISION COURSES spire the production of new musical com- a variety of styles. Must be sponsored by stu- 101. Music History I: MUSC 4 or permission of instructor. (5 units) positions. Development of musical skills, dent’s SCU private instructor, approved by Antiquity Through Renaissance analysis, and discussion of music from the the department, and preceded by a recital 109. Lyric Diction 1940s to the present will be covered. Pre- hearing. (5 units) Study of the historical development of requisite: MUSC 4 or permission of instructor. Western music from the Middle Ages This course provides singers and actors with 121A. Honors Senior Recital a vital introduction to the fundamentals of (5 units) through the Renaissance. Prerequisite: A Senior Recital requiring more advanced MUSC 4 or permission of instructor. (5 units) accurate pronunciation in English, French, 115. Special Topics in Music German, Latin, and Italian language, with achievement with regard to difficulty of 102. Music History II: an emphasis on lyric (sung) diction. Elective for all music majors and minors or- literature and mastery of execution and Baroque and Classical Pronunciation and comprehension of the ganized around various topics and issues of interpretation; 60-75 minutes in length. interest to the faculty and students ranging Enrollment limited to music majors only. Continuation of Western music survey: International Phonetic Alphabet is taught. (5 units) from performance and composition to cul- (5 units) Baroque and Classical periods from Floren- tural and historical studies. Previous topics tine Camerata to early Beethoven. Prereq- 110. Instrumentation/Arranging have included Art of the Song, Mozart, 123. Honors Thesis in Music Theory uisite: MUSC 4 or permission of instructor. Stravinsky, Beethoven, Women in Music, The scope and quality must surpass those (5 units) An exploration of orchestration and arranging for all instruments. Prerequisite: MUSC and other topical studies. Open to nonmajors of a senior level essay, demonstrating signif- 103. Music History III: Romantic 4 or permission of instructor. (5 units) with permission of instructor only. (5 units) icant research, arguments cogently articulated, and conclusions formulated with Continuation of Western music survey 111. Counterpoint 118. Directed Study in Pedagogy clarity and elegance. Prerequisite: MUSC 6, from mid-Beethoven to the foundations of Detailed study and creation of 2-part con- A teaching practicum in which junior or or permission of department chair. (5 units) 20th-century music. Prerequisite: MUSC 4 senior music majors work with a music fac- or permission of instructor. (5 units) trapuntal music in the 16th-century Renais- 124. Honors Thesis in Music History sance and 18th-century Baroque styles. ulty member in a classroom, studio, or en- 104. Music History IV: Modern Prerequisite: MUSC 4 or permission of in- semble framework to assist in the planning The scope and quality must surpass those structor. (5 units) and execution of a course. Music majors only. of a senior level essay, demonstrating signif- Continuation of Western music survey (1 unit) icant research, arguments cogently articu- from Debussy to the present. Prerequisite: lated, and conclusions formulated with clarity and elegance. Prerequisite: MUSC 101–104. (5 units)

156 COLLEGE OF ARTS AND SCIENCES MUSIC 157

125. Honors Thesis in Composition 126. La Musica y Cultura Cubana repertoire. Students are encouraged to 51/151. Opera Studio* Must demonstrate an advanced level of Held in the Republic of Cuba at the Con- form their own small ensembles (strings, Study and preparation of the coursework compositional technique, be of suitable servatorio Esteban Salas in Santiago de winds, brass, etc.) and seek weekly coach- for Opera Theatre in a workshop setting. length and complexity, and demonstrate so- Cuba and the Centro Nacional de Escuelas ing from an approved faculty member. By audition only. (2 units) phisticated handling of musical materials de Arte in Havana, this course is presented By permission of instructor only. (1 unit) 52/152. World Percussion Ensemble* and skillful instrumentation. Prerequisite: in collaboration with SCU International 49/149. Son Santa Clara* Six quarters of private composition lessons and Programs and offers an intensive and com- African and/or African influenced per- MUSC 6, or permission of department chair. plete immersion in Cuban music, dance, Combining the musical cultures of Africa cussion and rhythms applied to tradi- (5 units) and culture. (5 units) and Spain, Son Santa Clara is dedicated tional and nontraditional instruments, to the performance and practice of the movement, and voice in an ensemble set- PERFORMING ENSEMBLE COURSES music of Cuba’s eastern provinces. Nen- ting. Open to all students. (1 unit) gon, Quiriba, and Rumba round out the Note: All ensembles may be repeated for 44/144. Choral Proficiency musical forms that this ensemble re- 53/153. World Music Lab credit. Students should enroll with appro- Designed as an introductory/fundamen- hearses. Many students involved with Students enroll in this course to rehearse priate lower- or upper-division course num- tals course for students with no previous Son Santa Clara have participated in various world music styles and study ber, depending on status. Ensembles marked choral singing experience. Focus is on Santa Clara’s International Cuba pro- nonorchestral instruments. Students are with an asterisk (*) meet the ensemble re- four areas: basic music theory (including gram. Admission by permission of instruc- encouraged to form their own small en- quirement for music majors and minors. terminology, notational and choral score tor only. (2 units) sembles dedicated to a particular region 40/140. University Orchestra* reading), sight singing, vocal production, 50/150. Opera Theatre* or style of music such as Latin America and vocal/choral diction. Course is (samba, tango, mariachi), the Caribbean Preparation and concert performance of taught in five 30-minute individual pri- Instruction in operatic technique and lit- (son, steel pan, calypso), Asia (taiko, major works of orchestral literature. Per- vate sessions arranged with the instruc- erature; performance, score-reading, and guzheng, gamelan), rural America (blue- forming Arts Grants are available to qual- tor. Can be taken in conjunction with solo/ensemble work in preparation of a grass, blues), Europe (celtic), etc. Stu- ified students. By audition only. (2 units) concert choir, but enrollment in concert major performance. By audition only. dents receive weekly coaching from an (3 units) 42/142. Concert Choir* choir is not required. Enrollment is lim- approved faculty member. By permission ited to 8 students per quarter. By permis- of instructor only. (1 unit) A 52–60 voice mixed ensemble of select sion of instructor only. (1 unit) singers that perform a wide variety of a cappella and accompanied secular and 45/145. Jazz Ensemble* PRIVATE INSTRUCTION sacred choral music from every period in Preparation and performance of jazz lit- The Music Department offers private instruction lessons in the following areas: music history through the present day. erature for large ensemble. By audition Emphasis is on a comprehensive survey only. (1 unit) Voice Viola of choral literature through performance, as well as development of choral tone, 46/146. Jazz Combo Workshop* Musical Theater Voice Violoncello blend, diction, and sight singing skills. Focus on jazz improvisation, techniques, Performing Arts Grants are available to and theory in small group performance. Piano String Bass qualified students. By audition only. By audition only. (0.5 units) (2 units) Jazz Piano Guitar 47/147. Guitar Ensemble* 43/143. Chamber Singers* Preparation and performance of ensem- Organ Jazz Guitar An 18–24 voice mixed ensemble of ble literature for classical and jazz guitar. highly select advanced singers. Repertoire Open to selected students with instructor Harp Electric Bass Guitar includes a variety of sophisticated cham- permission. (2 units) ber choral music from the Renaissance to Harpsichord Flute the present day. Performing Arts Grants 48/148. Chamber Music Ensemble are available to qualified students. By Preparation and performance of instru- Piano Accompanying Oboe audition only. (2 units) mental chamber music from the standard Violin Clarinet

158 COLLEGE OF ARTS AND SCIENCES PHILOSOPHY 159

Bassoon World Music Instruction REQUIREMENTS FOR THE MAJOR

Saxophone World Percussion In addition to fulfilling University Core Curriculum and College of Arts and Sciences requirements for the Bachelor of Arts degree, students majoring in philosophy must com- French Horn Composition plete the following departmental requirements: • PHIL 11, 12, 13, 25 or 27, 50 Trombone Electronic Composition • Two courses from different historical periods: PHIL 131 (ancient), PHIL 132 (Medieval), PHIL 133 (modern), and PHIL 135, 136, 137 (contemporary) Tuba/Euphonium Instrumental Conducting • One course from PHIL 120 - 129 Trumpet Choral Conducting • One course from PHIL 125 or 140 - 149 • Four additional upper-division courses from PHIL 109 – 199 Percussion Recording Engineering Emphasis in Pre-Law Note: Private instrumental, composition, and vocal lessons are available to all Santa Clara students. Students may enroll in 1 hour, 45-minute, or 30-minute lessons depend- The pre-law emphasis in philosophy is intended to provide the skills of analytic reasoning upon their status as a major, minor, or elective student. A full description of the ing and conceptual investigation necessary for law. Philosophical research hones the tech- private instruction protocols is available in the Music Department Student Handbook. niques of careful argumentation and logically disciplined reasoning essential to the legal Nine private lessons are given each quarter. All students taking lessons are required to analysis of cases and statutes. Also, emphasis on ethics courses will help prepare students for participate in a jury. Private lessons may be repeated for credit and are open to nonmajors the study and analysis of normative issues. The pre-law emphasis may be taken as part of a by audition only and on a space-available basis. Priority registration is given to music philosophy major or minor, or the courses may be taken alone. Requirements for the pre- majors, minors, musical theatre minors, and students enrolled in departmental ensembles law emphasis include: or preparing for a junior or senior recital. • One course from PHIL 25, 27, 29, or 152 • One course from PHIL 111, 113, or 154 • One course from PHIL 2, 3, 4, 5, 6, 7, 8, 9, 10, 109, 110, 112, 115, 117, 118, 119, 120, 121, 122, 123, 124, 125, 129, 136, or 142 DEPARTMENT OF PHILOSOPHY • Two additional courses from those in the three lists above Professor Emeritus: James W. Felt, S.J. Professors: Philip J. Kain (Department Chair), Michael Meyer, William J. Prior, Elizabeth S. Radcliffe REQUIREMENTS FOR THE MINOR Associate Professors: Christopher B. Kulp, Scott LaBarge, William A. Parent, Students must fulfill the following requirements for a minor in philosophy: Mark A. Ravizza, S.J. Assistant Professor: Shannon Vallor • PHIL 11 and 12; 25 or 27 Senior Lecturer: Lawrence Nelson • Four approved upper-division courses; PHIL 13 may be substituted for one upper-division course The Department of Philosophy offers a degree program leading to the Bachelor of Arts in Philosophy. Philosophy inquires directly into the relation of human beings to the world: what we are, how we know, what values are, how we live. Worth pursuing LOWER-DIVISION COURSES: ETHICS for its own sake, philosophical inquiry also promotes analytical thinking and precise expression and, thus, is excellent undergraduate preparation for a number of professional 2. Introduction to Ethics 3. Ethical Issues in Computing careers, such as law, government, writing, social work, and computer programming. To Consideration of the traditional theoretical Normative inquiry into the use of comput- qualify for honors in philosophy, the major ordinarily must have a 3.5 grade point av- questions posed in moral philosophy: stan- ers. Topics may include information privacy, erage in philosophy courses and complete PHIL 198 with a grade of A- or better. dards that determine the morality of an ac- peer-to-peer file sharing, end-user copying, tion, the motives and consequences of an software as intellectual property, hacking, act, the good life. Authors studied may in- online communities, safety-critical software, clude Plato, Aristotle, Aquinas, Bentham, verification, and encryption. (4 units) Mill, Kant. (4 units) 160 COLLEGE OF ARTS AND SCIENCES PHILOSOPHY 161

4A. Ethics and Gender 6. Ethical Issues in Business 10. Ethical Issues in the Law picketing, the exclusionary rule, the insanity Formal inquiry into normative ethics. Em- Formal inquiry into normative ethics. Spe- Formal inquiry into normative ethics. Em- defense, and the legalization of drugs. Dis- phasis on ethical principles and theories, as cial attention to general ethical principles phasis on moral issues and concepts in con- cussion of moral dilemmas confronting well as the application of these to issues es- and the application of these principles to temporary legal debates on issues such as criminal lawyers, including the practice of sentially intertwined with concepts of sex current moral issues in business. Topics may hate speech and freedom of speech, the right knowingly allowing false testimony from and gender as they apply to both men and include truth in advertising, corporate so- to die, homosexual parenting, abortion their clients. (4 units) women. Special attention to gender theory cial responsibility, affirmative action, capi- and feminism. Topics studied may include talism, government regulation, quality of pornography, sexuality, heterosexual/homo- work-life, environmental and resource is- LOWER-DIVISION COURSES: HISTORY OF PHILOSOPHY sexual marriage and family life, domestic vi- sues, and ethical codes of conduct. (4 units) 11. Western Culture: Philosophy I, 12. Western Culture: Philosophy II, olence and rape, abortion and reproduction, Classical and Medieval Early Modern fashion and appearance, gender discrimina- 7. Ethical Issues in Medicine tion, sex-based affirmative action, and sexual Formal inquiry into normative ethics. Spe- Beginnings of Western philosophy. Repre- Principal fashioners of the modern mind. harassment. (4 units) cial attention to general ethical principles sentative writers of the Greek and Medieval 17th- and 18th-century philosophers stud- and the application of these principles to traditions, with attention to their historical ied in the historical and literary context of 4B. Ethics and Gender in Film current moral issues in medicine and the and literary milieu and their relevance to their times with attention to their impact Formal inquiry into normative ethics. Em- health sciences. Topics may include the def- contemporary thought. (4 units) on the present. (4 units) phasis on ethical principles and theories as inition of death, informed consent, distri- 11A. and 12A. Cultures and Ideas 13. Western Culture: Philosophy III, they relate to concepts of gender and sex ap- bution of health care, euthanasia, genetic Modern and Contemporary plicable to both males and females. In addi- manipulation, artificial conception, prolon- A two-course sequence focusing on a major tion to written texts about ethics and gation of life, and organ transplants. theme in human experience and culture Introduction to the closer roots of modern gender, both dramatic and documentary (4 units) over a significant period of time. Courses thinking, from the critical revolution of films will be studied to illustrate how gender emphasize either broad global interconnec- Kant to some of the dominant currents of is both experienced by men and women and 8. Ethical Issues in Politics tions or the construction of Western culture the 20th century. Prerequisite: PHIL 12 portrayed in the lived world. Topics studied Formal inquiry into normative ethics. Em- in its global context. Courses may address strongly recommended. (4 units) may include sexuality and sexual orienta- phasis on moral issues in political theory. autonomy, personhood and community; tion, male and female gender roles, hetero- Possible topics include the concepts of concepts of justice and the just society; and sexual/homosexual marriage and family life, rights, justice, dignity, equality, personhood, other topics. (4 units each quarter) sexual violence, transsexuality, abortion and desert, retributivism, and utility. Issues dis- reproduction, and gender discrimination. cussed may include alienation, individual- LOWER-DIVISION COURSES: LOGIC AND REASONING Films studied may include Southern Com- ism, community, discrimination, capital fort, Boys Don’t Cry, daddy and papa, Sliding punishment, sexual equality, civil disobedi- 25. Informal Logic that commonly appear in American Law. Ex- Doors, The Brandon Teena Story, If These ence, revolution, and world hunger. Introduction to the art of logical reasoning. amination of arguments; deduction and in- Walls Could Talk, The Laramie Project, and (4 units) Emphasis on the ability to recognize com- duction; varieties of meaning; definitions and thirteen. (4 units) mon fallacies of argumentation. (4 units) their purposes; informal fallacies; categorical 9. Ethical Issues and the Environment syllogisms; ordinary language arguments; en- 5. Ethical Issues in Society Formal inquiry into normative ethics. Em- 27. Introduction to Formal Logic thymemes; analogy in legal and moral rea- Formal inquiry into normative ethics. Spe- phasis on moral issues and the environment. Introduction to the study of deductive soning; causality; probability; statistical cial attention to general ethical principles Topics include animal rights, anthropocen- inference, including traditional and mod- reasoning; authority; causality; precedent and and to the practical application of these trism, cost-benefit analysis, human rights, ern techniques. (4 units) stare decision; interpretations and reasoning principles to current ethical issues in society. interspecies justice, land (use and value), from statutory rules; reasoning from case law; Topics may include the concepts of free- population control, rights (of future gener- 29. Reasoning and Interpretation nature and legitimacy of judicial adjudica- dom, obligation, value, rights, justice, ations and natural objects), values (moral in Law tion; methods for analyzing cases; explana- virtue, and moral responsibility, as applied and aesthetic) and preferences, wildlife pro- Introduction to basic concepts in logic and tory and justifying reasons; conflict and legal to issues like abortion, punishment, eco- tection, wilderness. (4 units) augmentation as well as to methods of rules. (4 units) nomic distribution, racial and sexual dis- reasoning, argumentation, and interpretation crimination, sexuality, political obligation, nuclear war, and pornography. (4 units)

162 COLLEGE OF ARTS AND SCIENCES PHILOSOPHY 163

LOWER-DIVISION COURSE: METAPHYSICS AND EPISTEMOLOGY and seizure, obscenity and pornography, worth, pornography, sexuality, reproductive equal protection, gender discrimination, technologies, maternal-fetal relations, rape 50. Knowledge and Reality knowledge, and the relation between lan- freedom of speech, freedom of association, and domestic violence, female body image, Introduces two central areas of philoso- guage and reality. Required of all philoso- free exercise of religion, State establishment cosmetic surgery, “alternative” families, mil- phy—epistemology and metaphysics— phy majors and normally taken during the of religion, discrimination against gays and itarism, and environmentalism. (5 units) sophomore year. (4 units) lesbians, privacy and personal autonomy, through the study of several fundamental 117. Science, Technology, and Society problems in those areas. Problems that may Note: The normal prerequisite for all privacy and reproductive freedom, and sub- be studied include the existence of God, the philosophy upper-division courses is upper- stantive due process. Readings typically con- Investigation of the religious and ethical sig- relation between mind and body, freedom division standing. sist of Supreme Court cases. Satisfies Ethics nificance of the impact of technology on so- of the will, the nature and possibility of requirement for the bachelor’s degree in all ciety. (5 units) undergraduate colleges except the Business 118. Ethics and Warfare UPPER-DIVISION COURSES: ETHICS School. (5 units) Historical and contemporary approaches to 109. Ethics and the Environment of death, informed consent, the physician- 115. Feminism and Ethics the ethical issues that arise in warfare. Formal inquiry into normative ethics. In- patient relationship, euthanasia /assisted sui- Exploration of theories of feminism, patri- (5 units) cide and the law of criminal homicide, archy, and gender, and of ethics as applied to vestigation of environmental issues from the 119. Special Topics in Applied Ethics point of view of classical ethical perspectives advance directives for health care, confiden- the contemporary experience and social sit- and consideration of how questions about tiality, involuntary civil commitment for uation of women. Topics may include Selected philosophical problems in applied the moral value of the environment provide mental illness, regulation of research involv- equality, affirmative action, comparable ethics studied at an advanced level. (5 units) new challenges to such classical theories. ing human subjects, the use of nonhuman Topics may include animal rights, human animals in biomedical research, the legal and UPPER-DIVISION COURSES: ETHICAL THEORY rights, the rights of future generations, the moral status of prenatal humans, parental rights of nature, anthropocentrism, inter- control over the medical care of minor chil- 120. Ethical Theory 123. Marx and Ethics specific justice, land (use and value), wilder- dren, tort law and medical practice, and Examination of major philosophers or is- Examination of Marx’s ethical thought in ness, and values and preferences. (5 units) state licensure of health care professionals. sues in moral and social philosophy. Topics the context of traditional ethical theory (5 units) may include dignity, moral rights and obli- (Aristotle, Kant) and in relationship to his 110. Ethics in the Health Professions 112. Ethics in Management gations, justice, moral relativism, virtue, the political views and philosophy of history. Formal inquiry into applied ethics. Empha- good, and happiness. (5 units) Topics may include alienation, the human sis on moral issues encountered by members Formal inquiry into applied ethics. Empha- essence, the individual, community, needs, of the health professions. Topics may in- sis on moral issues encountered by man- 121. Classic Issues in Ethics freedom, equality, rights, and justice. clude the formulation of professional ethical agers. Topics may include the role of ethical Exploration of the fundamental questions (5 units) standards and the examination of moral principles in business and ethical dilemmas of ethics through close study of some of the dilemmas in medicine, psychological coun- raised by the management and administra- great works of moral philosophy, such as 124. Virtue Ethics seling, and other areas of health care. tion of business organizations, such as con- Plato’s Republic, Aristotle’s Nicomachean Exploration of various basic issues in ethics, (5 units) flicts of interest, organizational politics, Ethics, Kant’s Groundwork, and Mill’s such as friendship, courage, or compassion, commercial bribery, whistle-blowing, labor- Utilitarianism. (5 units) from the point of view of virtues or (moral) 111. Bioethics and the Law management conflicts, and consumerism. character. Close study of classic authors— Bioethics (normative ethics as applied to (5 units) 122. Political Philosophy and Ethics for example, Aristotle—as well as contem- medicine and the health care professions, 113. Ethics and Constitutional Law Moral issues in political philosophy, espe- porary writers on virtue ethics. (5 units) the life sciences, and biotechnology) is par- cially traditional ethical justifications for po- tially constituted by legal norms and values. Exploration of how the constitutional rights litical authority. Topics may include theories 125. Moral Epistemology Exploration of the evolving relationship be- and interests of individuals and groups of of political authorization and contract the- An investigation into the foundations of tween law and bioethics, as well as the sub- individuals can be understood and justified ory, rights, liberty, equality, justice, commu- ethics: principally concerned with (1) the stantive law and ethics of selected topics by by moral and social/political philosophy. nity, revolution, civil disobedience, and nature of ethics, and (2) the nature and pos- studying course cases and bioethical texts. Particular constitutional subjects to be stud- others. Specific variations include 122A sibility of moral knowledge. Issues to be dis- Topics studied may include the definition ied may include 4th Amendment search (Classical and Modern), 122B (Contempo- cussed may include cognitivism and rary). (5 units)

164 COLLEGE OF ARTS AND SCIENCES PHILOSOPHY 165 noncognitivism in ethics, moral relativism, 129. Special Topics in Ethical Theory UPPER-DIVISION COURSES: METAPHYSICS AND EPISTEMOLOGY moral realism, and moral skepticism. Pre- Selected philosophical problems in ethical 140. Philosophy and Science 143. Analytic Metaphysics requisites: PHIL 50 and one ethics course, or theory studied at an advanced level. permission of department chair. (5 units) (5 units) Exploration of selected philosophic ques- Philosophical investigation of the free-will tions that arise in contemporary science, es- problem. Discussion of concepts of free- pecially physics. Topics include the nature dom, fate, causation, and God. Prerequisites: UPPER-DIVISION COURSES: HISTORY OF PHILOSOPHY of scientific knowing, the replacement of PHIL 50 or permission of department chair. theories, paradoxes of relativity and quan- (5 units) 131. Ancient Philosophy Hume, and Wittgenstein. Prerequisite: tum theory, and the sense in which scien- Study of one major philosopher or philo- PHIL 11 or 12 or permission of department tific objects are “real.” Prerequisite: PHIL 50 144. Philosophy of Mind sophical issue (such as substance, causation, chair. (5 units) or permission of the department chair. Examination of issues relating to the exis- or virtue) from the ancient period. Specific 135. Existentialism (5 units) tence and nature of mind and its relation to variations include 131A (Socrates), 131B body. Prerequisite: PHIL 50 or permission of (Plato), 131C (Aristotle), and 131D (Love General introduction to existentialism in its 141. Metaphysics department chair. (5 units) and Relationship in Classical Antiquity). analysis of the basic structures of human ex- Examination of major issues in metaphysics. Prerequisite: PHIL 11 or permission of istence, particularly freedom, and in its Topics may include the nature and possibil- 145. Wittgenstein department chair. (5 units) major thinkers. Prerequisite: PHIL 12 or per- ity of metaphysics, free will and determin- A study of the philosophy of the 20th-cen- mission of department chair. (5 units) 132. Medieval Philosophy ism, the mind/body problem, personal tury philosopher Ludwig Wittgenstein, fo- 136. Analytic Philosophy identity, and metaphysical issues arising in cusing on his logical theory, metaphysics Study of one major philosopher or philo- science. Prerequisites: PHIL 25 or 27 and 50 and epistemology, from his Tractatus sophical issue (such as universals, existence Examination of the major currents in 20th- or permission of department chair. (5 units) Logico-Philosophius to his Philosophical and the nature of God, or free will) from the century Anglo-American philosophy. Investigations. Prerequisite: Philosophy 50, Medieval period. Specific variations include Philosophers studied may include Frege, 142. Theory of Knowledge or permission of department chair. (5 units) 132A (Augustine) and 132B (Aquinas). Russell, Carnap, Moore, Wittgenstein, and Examination of major issues in the theory Prerequisite: PHIL 11 or permission of de- Austin; movements may include logical pos- of knowledge. Topics may include justifica- 149. Special Topics in Metaphysics partment chair. (5 units) itivism and ordinary-language philosophy. tion of belief, a priori knowledge, percep- and Epistemology Prerequisites: PHIL 50, PHIL 27 recom- 133. Modern Philosophy tion, and theories of truth. Prerequisites: Selected philosophical problems in meta- mended; or permission of department chair. PHIL 50, PHIL 27 recommended; or permis- physics and/or epistemology studied at an Study of one major philosopher or issue (5 units) sion of the department chair. (5 units) advanced level. Prerequisite: PHIL 50 or per- (such as mind and body, skepticism and mission of department chair. (5 units) knowledge, or causation) from the modern 137. Contemporary European period. Specific variations include 133A Philosophy (Hume), 133B (Kant), 133C (Hegel), and Selected topics from 20th-century UPPER-DIVISION COURSES: OTHER 133D (Nietzsche). Prerequisite: PHIL 12 for European philosophy: movements such as 133A; PHIL 13 for 133B-D or permission of phenomenology and structuralism; philoso- 150. Philosophy of Religion What makes a good film, screen play, or department chair. (5 units) phers such as Husserl, Heidegger, Merleau- Philosophical inquiry, based on both classi- novel, “good”? This will include discussion Ponty, Sartre. (5 units) cal and contemporary views, as to whether of the aesthetic and ethical values that con- 134. Skepticism the existence of God can be rationally tribute to the quality of film and literature. Study of the problem of skepticism from its 139. Special Topics in the demonstrated, whether it is compatible with What is the role of artistic intention in un- origin in ancient Greece to the present day. History of Philosophy evil, how human beings relate to God, the derstanding and evaluating film (including Considers both skeptical positions and Selected philosophical problems in history nature of faith, and the nature of religious the “auteur theory” account of cinematic views critical of skepticism. Readings may of philosophy studied at an advanced level. language. (5 units) creation and the “intentional fallacy”). What include Sextus Empiricus, Descartes, (5 units) role do various types of interpretation and 151. Philosophical Topics in genre play in understanding and evaluating Literature and Film the quality of film and literature? What, if This course focuses on the aesthetic and eth- any, is the proper place of various types of ical dimensions of English language films, censorship, from the “production code” of from the silent era to the present. We will the 1930s to the MPAA rating system in discuss at least some of the following topics: place today? (5 units)

166 COLLEGE OF ARTS AND SCIENCES PHYSICS 167

152. Symbolic Logic 198. Senior Research Thesis REQUIREMENTS FOR THE MAJOR Study of various topics in modern symbolic Creation of a carefully researched and schol- In addition to fulfilling University Core Curriculum and College of Arts and Sciences logic. Prerequisite: PHIL 27 or permission of arly paper, under the active direction of a se- requirements for the Bachelor of Science degree in Physics, students majoring in physics or department chair. (5 units) lected member of the department’s staff. Of engineering physics must complete the following departmental requirements: particular value to senior students who in- 154. Philosophy of Law tend to pursue graduate studies. Prerequi- Major in Physics Proper limits and uses of the criminal law sites: Previous arrangement with instructor in regulating human behavior. (5 units) and department chair. (5 units) • CHEM 11 and 12 • MATH 11, 12, 13, 21, 22 155. Aesthetics 199. Directed Research Philosophical examination of the historical Tutorial work with demanding requirements • CSCI 10 development of the concepts of taste and for advanced students in particular problem • PHYS 31, 32, 33, 34, and associated labs beauty. (5 units) areas not otherwise accessible through courses. • PHYS 70, 103, 104, 111, 112, 113, 116, 120, 121, 122, 141, and 151 Prerequisite: Previous arrangement with the instructor and department chair. (5 units) Major in Engineering Physics • CHEM 11 and 12 DEPARTMENT OF PHYSICS • MATH 11, 12, 13, and 21 Professors Emeriti: William T. Duffy Jr., Carl H. Hayn, S.J. • AMTH 106 or MATH 22 Professor: Betty A. Young • One course from CSCI 10, COEN 10, COEN 11, or COEN 44 Associate Professors: Richard P. Barber Jr. (Department Chair), Philip R. Kesten, John T. Birmingham • PHYS 31, 32, 33, 34 (and associated labs), 70, 103, 111, 112, 121 Assistant Professors: Guy Ramon, Christopher Weber • One upper-division physics elective chosen from PHYS 104, 113, 116, 122, 141, or 151 The Department of Physics offers major programs of lecture and laboratory instruction leading to the Bachelor of Science in Physics and the Bachelor of Science in • PHYS 120 or MECH 121 Engineering Physics. The department also provides an academic minor in physics and • At least four courses from these options: MECH 15, ELEN 110, ELEN 115, required and elective courses for students majoring in other fields. MECH 143, COEN 21, MECH 122 or 132 or 266 The usual career goal of a physics major is professional scientific employment in • A cluster of five technical courses in one of several special emphasis areas industry or government, by a university, or in secondary schools teaching physical sci- including computational, electronics, materials science, solid state, mechanical ence. The undergraduate major program in physics is appropriate preparation for graduate study in physics, astronomy and astrophysics, biophysics, environmental sci- Physics 116 is taught as a capstone and, although not required, is highly recommended ence, geological science and geophysics, medical physics and medicine, patent law, for engineering physics majors. physical science teaching, and oceanography. The engineering physics major is particularly appropriate for the applied science REQUIREMENTS FOR THE MINOR student who intends to do research and development and/or attend graduate school Students must fulfill the following requirements for a minor in physics: in physics, applied physics or various engineering disciplines. The engineering physics major covers a broad spectrum of courses in mathematics, engineering, and physics. • PHYS 31, 32, 33, and 34 (and associated laboratories) This program emphasizes, to a greater extent than the traditional engineering major, • Four approved upper-division courses, excluding PHYS 198 and 199 the physics fundamentals that are applicable to new technologies as well as to the more established ones. Research in the department currently is funded by the National Science Founda- tion, NASA, and Research Corporation. Majors in physics, engineering, and engineering physics participate in faculty research projects through PHYS 198 (Undergraduate Physics Research) and PHYS 199 (Directed Readings in Physics). Advanced students also have opportunities for part-time employment assisting faculty in laboratory and related teaching activities. 168 COLLEGE OF ARTS AND SCIENCES PHYSICS 169

LOWER-DIVISION COURSES 12. General Physics II 31. Physics for Scientists and Engineers I 1. Hands-On Physics! 4. The Physics of Dance Temperature scales. Thermal expansion of solids and liquids. Thermal energy. Heat Measurement. Vectors. Straight-line kine- How do scientists know what they “know?” An exploration of the connection between transfer. Specific heat. Mechanical equiva- matics. Kinematics in two dimensions. Notions of scientific theory and experimen- the art of dance and the science of motion lent of heat. Work and heat. Laws of ther- Laws of inertia, mass conservation, and mo- tation are reviewed. Error analysis and in- with both lecture/discussion sessions and modynamics. Kinetic theory of gases. Ideal mentum conservation. Center-of-mass and strumentation are emphasized. Includes movement laboratories. Topics include: gas law. Entropy. Vibration and wave mo- reference frames. Force. Newtonian me- student-designed, peer-reviewed group proj- mass, force, equilibrium, acceleration, en- tion. Hooke’s law. Electric fields and poten- chanics and its applications. Work and ki- ects. (4 units) ergy, momentum, torque, rotation, and an- tial. Ohm’s law. Potential difference. Electric netic energy. Potential energy and energy gular momentum. Movement laboratory potential. Energy stored in capacitors. Elec- conservation. Rotational dynamics. Statics. 2. Introduction to Astronomy: combines personal experience of movement tric current. Resistance and resistivity. Elec- Prerequisite: MATH 11. (MATH 11 may be The Solar System with scientific measurements and analysis, tric energy and power. Kirchhoff ’s Rules. taken concurrently.) The PHYS 31/32/33 se- An introduction to astronomy with a partic- in other words: “dance it” and “measure it.” RC circuits. Lab. Prerequisite: PHYS 11. The quence and the PHYS 11/12/13 sequence ular focus on the origin and evolution of the This is a lab science, not a dance technique PHYS 31/32/33 sequence and the PHYS cannot both be taken for credit. (4 units) solar system, and planets and their satellites. course. Also listed as DANC 4. (4 units) 11/12/13 sequence cannot both be taken for NCX Topics include a brief history of the science credit. (5 units) NCX of astronomy, telescopes and observational 8. Introduction to Space Sciences 32. Physics for Scientists methods, gravitation, spectra and the sun, An introduction to space exploration and 13. General Physics III and Engineers II asteroids, comets, astrobiology, and searches how observations from space have influ- Magnetism. Magnetic force on a current Simple harmonic motion. Gravitation. Ke- for new planetary bodies and extraterrestrial enced our knowledge of Earth and of the carrying conductor. Torque on a current pler’s Laws. Fluids. Waves, sound. Interfer- life. Special emphasis is given to the Earth as other planets in our solar system. This is loop. Motion of a charged particle in a mag- ence, diffraction, and polarization. a planet, with comparisons to Mars and synthesized within the context of the field netic field. Ampere’s Law. Magnetic field of Thermodynamics. Prerequisites: MATH 12 Venus. Fall and spring quarters. Students of astrobiology, an interdisciplinary study of a solenoid. Induced EMF. Faraday’s Law of and PHYS 31. (MATH 12 may be taken should be familiar with arithmetic and basic the origin of the Universe and the evolution Induction. Lenz’s Law. Self inductance. concurrently.) The PHYS 31/32/33 sequence algebra. Observational lab meets five times and future of life on Earth. (4 units) RCL series circuit. Power in an AC circuit. and the PHYS 11/12/13 sequence cannot during the quarter. (4 units) Resonance. Transformers. Optics: reflection, both be taken for credit. PHYS 32L (lab) is 9. Introduction to Earth Science refraction, mirrors, and lenses. Total inter- usually taken concurrently. (4 units) NCX 3. Introduction to Astronomy: Overview of geology and its significance to nal reflection. Diffraction. Young’s double The Universe man. Earthquakes, volcanism, plate tecton- slit interference. Polarization. Optical In- 32L. Physics for Scientists An introduction to astronomy with a partic- ics and continental drift, rocks and minerals, struments. Relativity. Wave-particle duality. and Engineers II Laboratory ular focus on the origin and evolution of the geologic hazards, mineral resources. Empha- Photoelectric effect. X-rays. Pair production Measurement theory. Statistical reduction universe, galaxies and stars. Topics include a sis on basic geologic principles and the role and annihilation. Bohr Atom. Spectra. Un- of data. Computer graphing techniques. Ex- brief history of the science of astronomy, tel- of geology in today’s world. (4 units) certainty principle. Quantum numbers. Ra- periments directly related to Newton’s Laws escopes and observational methods, gravi- dioactivity. Nuclear particles and reactions. and to conservation laws. Experiments in tation, spectra and the sun, black holes, 11. General Physics I Lab. Prerequisite: PHYS 12. The PHYS periodic motion. Mechanical equivalent of nebulae, the big bang, and the expansion Vectors. Newtonian law of motion. Law of 31/32/33 sequence and the PHYS 11/12/13 heat. Use of oscilloscope. Geometrical op- and ultimate fate of the universe. Special gravitation. Work. Kinetic and potential en- sequence cannot both be taken for credit. tics and computer ray tracing. Lab quizzes. emphasis is given to theories of the cosmos ergy. Momentum and impulse. Rotational (5 units) NCX Prerequisite: PHYS 32 (usually taken concur- from Stonehenge to the present. Fall and energy and momentum. Kepler’s Laws. rently). (1 unit) NCX spring quarters. Students should be familiar Torque. Equilibrium. Elastic deformation 19. General Physics for Teachers with arithmetic and basic algebra. Observa- of solids. Density and pressure of fluids. A general physics course designed for future 33. Physics for Scientists tional lab meets five times during the quar- Bernoulli’s principle. Buoyant forces. Sur- teachers. Topics covered include mechanics, and Engineers III ter. (4 units) face tension. Prerequisites: MATH 11 or per- properties of matter, heat, sound, electricity Electrostatics. Gauss’s Law. Potential. Ca- mission of the instructor. The PHYS 31/32/33 and magnetism, light, atomic and nuclear pacitance. Electric current. Resistance. sequence and the PHYS 11/12/13 sequence physics, and astronomy. (4 units) Kirchhoff’s rules. DC circuits. AC circuits. cannot both be taken for credit. (4 units) Magnetic force. Electromagnetic induction. NCX 170 COLLEGE OF ARTS AND SCIENCES PHYSICS 171

Prerequisite: PHYS 32. The PHYS 31/32/33 Heisenberg uncertainty principle. Quan- 113. Advanced Electromagnetism advanced topics, such as quantum informa- sequence and the PHYS 11/12/13 sequence tum waves and particles. Schrödinger equa- and Optics tion and computation. Physics 122 is taught cannot both be taken for credit. PHYS 33L tion. Nuclear structure and decay. Particle Advanced topics in electromagnetic theory, as a capstone course. Prerequisite: PHYS (lab) is usually taken concurrently. (4 units) physics. Semiconductors. Includes weekly classical optics and introductory quantum 121. (5 units) NCX laboratory. Prerequisite: PHYS 33. (5 units) optics. Prerequisites: PHYS 112 and PHYS 141. Modern Topics in Physics NCX 122. (5 units) 33L. Physics for Scientists A selection of current topics in physics re- and Engineers III Laboratory 70. Electronic Circuits for Scientists 116. Physics of Solids search. (5 units) Experiments with simple circuits involving Linear electric circuits. DC analysis, net- Crystal structure. Phonons. Free electron 151. Advanced Laboratory capacitors and resistors. Experiments in work theorems, phasor AC analysis. Diode theory of metals. Band theory of solids. magnetism and circuits involving inductors. circuits. Physics of p-n junction. Junction Semiconductors. Electrical and thermal Laboratory-based experiments in the areas Lasers. Lab quizzes. Prerequisite: PHYS 33 diodes, field-effect devices, bipolar junction transport properties of materials. Magnet- of atomic, nuclear, and quantum physics. (usually taken concurrently). (1 unit) NCX transistors. Elementary amplifiers. Small- ism. Superconductivity. Topics from current Emphasis on in-depth understanding of un- signal device models. Logic gates, digital in- research literature. Physics 116 is taught as derlying physics, laboratory techniques, data 34. Physics for Scientists tegrated circuits, Boolean algebra, registers, analysis, and dissemination of results. and Engineers IV a capstone course. Prerequisites: PHYS 120, counters, memories. Operational amplifier PHYS 121, and senior standing. (5 units) Design and implementation of independ- Special relativity. Historical development of circuits. Linear amplifier bias circuits. In- ent table-top project. Introduction to modern physics: black body radiation, pho- cludes weekly laboratory. Prerequisite: PHYS 120. Thermal Physics LabVIEW™. Written and oral presentations. toelectric effect, Compton scattering, X- 33. (5 units) Laws of thermodynamics with applications Prerequisite: Senior standing. (6 units) rays, Bohr atom, DeBroglie wavelength, to ideal and nonideal systems. Elementary 195. Senior Seminar kinetic theory of gases. Entropy. Classical Advanced topics in selected areas of physics. UPPER-DIVISION COURSES and quantum statistical mechanics. Selected topics from magnetism and low-tempera- Enrollment by permission of instructor. 103. Analytical and Numerical 111. Electromagnetic Theory I ture physics. Prerequisites: PHYS 34 and (2 units) Methods in Physics Review of vector calculus. Dirace delta func- PHYS 103. Recommended: PHYS 121. 198. Undergraduate Physics Research (5 units) Review of linear algebra and matrix theory. tion. Electrostatic fields. Work and energy. Departmental work under close professorial Basic elements of programming in MAT- Laplace’s and Poisson’s equations. Separation 121. Quantum Mechanics I direction on research in progress. Permission LAB. Linear systems of equations: coupled of variables. Fourier’s trick. Legendre equa- of the professor directing the research must be harmonic oscillators. Special functions. Nu- tion. Multipole expansion. Computational The Schrödinger equation. The wave-function and its interpretation. Hilbert space, secured before registering for this course. Re- merical integration. Ordinary and partial problems. Prerequisite: PHYS 33. Co-requi- stricted to physics majors, engineering physics differential equations. Spectral analysis (dis- site: PHYS 103. (5 units) observables, operators and Dirac notation. Square potentials. Harmonic oscillator. The majors, and honors students with a 3.0 or crete Fourier transform). Selected applica- higher grade point average. (1–5 units) tions. Prerequisite: MATH 22 or AMTH 112. Electromagnetic Theory II Hydrogen atom. Angular momentum and 106. (5 units) Magnetostatics. Induced electromotive spin. Prerequisites: PHYS 34 and PHYS 104. 199. Directed Reading in Physics forces. Maxwell’s equations. Energy and (5 units) 104. Analytical Mechanics Detailed investigation of some area or topic momentum in electrodynamics. Electro- 122. Quantum Mechanics II in physics not covered in the regular courses; Calculus of variations. Hamilton’s principle. magnetic stress tensor. Electromagnetic supervised by a faculty member. Permission Lagrangian and Hamiltonian approaches to waves. Potential formulation. Computa- Identical particles. Time-independent per- turbation theory. Variational principles. of the professor directing the study must be se- classical dynamics. Central force motion. tional problems. Dipole radiation. Prereq- cured before registering for this course. Re- Noninertial reference frames. Dynamics of uisite: PHYS 111. (5 units) WKB approximation. Time-dependent per- turbation theory. Scattering theory. Other stricted to students with a 3.0 or higher grade rigid bodies. Selected topics in classical dy- point average. (1–5 units) namics. Prerequisite: PHYS 103. (5 units)

172 COLLEGE OF ARTS AND SCIENCES POLITICAL SCIENCE 173

DEPARTMENT OF POLITICAL SCIENCE REQUIREMENTS FOR THE MAJOR Professors: Jane L. Curry, Janet A. Flammang (Department Chair), Dennis R. In addition to fulfilling University Core Curriculum and College of Arts and Sciences Gordon, Eric O. Hanson (Patrick A. Donohoe, S.J., Professor), Timothy J. requirements for the Bachelor of Science degree, students majoring in political science must Lukes, William J. Stover complete the following departmental requirements: Associate Professors: Gregory P. Corning, James S. Lai, Peter I. Minowitz, • Two Core Curriculum mathematics requirements from MATH 6 and 7, MATH Terri L. Peretti 6 and 8, MATH 6 and 11, MATH 8 and 11, MATH 11 and 12, or MATH 30 Assistant Professors: Elsa Y. Chen, James B. Cottrill and 31 Acting Assistant Professor: Farid Senzai • POLI 1, 2, 25, 30 The Department of Political Science offers a degree program leading to the Bach- • Seven upper-division courses in political science, including one lecture course elor of Science in Political Science. The department introduces students to the analy- from each of five areas: United States politics, comparative politics, international sis of political behavior, values, institutions, and governments. It also offers preparation relations, political philosophy, and applied quantitative methods; a sixth upper- for various graduate and professional studies and for careers in public service. division course from any of these sub-fields; and a seventh upper-division course The department makes available opportunities to participate in a variety of pro- consisting of a political science seminar taken during the senior year grams that combine practical field experience and academic credit. It assists students Political science majors may select a pre-law or public sector emphasis, which will be in arranging academic credit for internships in local politics. Students may work for noted on the student’s transcript. Recommended courses for completing the two emphasis government agencies, legislative or judicial bodies, political parties, or politically re- options are available from the department office. lated groups. The department regularly offers courses that combine local internships with classroom work. On the national level, Santa Clara is a member school of Amer- REQUIREMENTS FOR THE MINOR ican University’s Washington, D.C., program, in which students receive credit for internships and intensive seminars at the nation’s capital. On the international level, the Students must fulfill the following requirements for a minor in political science: department encourages student participation in the numerous University-operated • Any three lower-division political science courses and -approved study abroad programs, especially those with internships. The political science honors program enhances the regular major by providing a more special- • Three approved upper-division courses ized course of study to prepare highly qualified students for graduate study. All majors • One additional approved upper-or lower-division course who are not seniors and who have completed at least two of the lower-division sequence of courses (1, 2, 25, 30) with a grade point average of 3.0 or better are eligi- LOWER-DIVISION COURSES ble to apply. A maximum of 15 students from each class are admitted. Admission is determined on the basis of coursework, recommendations, and a personal interview 1. Introduction to U.S. Politics 25. Introduction to with the faculty director. Honors students are expected to participate in various de- Critical analysis of U.S. political values, in- International Relations partment-sponsored events, and a representative from the program has full voting sta- stitutions, and processes. America’s political Conceptual models used to analyze interna- tus in the deliberations of the department faculty. Participants in the program must tradition, the Constitution, the presidency, tional relations, contemporary problems of complete a senior thesis, fulfill one of three supplemental curriculum requirements (a Congress, the bureaucracy, Supreme Court, world politics, and the methods states em- minor or a second major, Economics 1 and 2, language 21 and 22), and take a highly elections, political parties, interest groups, ploy to provide peace and security. Some active role in department affairs. mass media, political opinion and partici- sections include an interactive computer pation, domestic policies, and foreign pol- simulation to apply conflict resolution prin- icy. (4 units) ciples. (4 units) 2. Introduction to Comparative Politics 30. Introduction to Political Philosophy Government and politics in several modern An exploration of some of the principal states. Emphasis on the development of an- themes and questions of political philoso- alytical abilities and critical skills in the eval- phy through the writings of authors such as uation of political culture, processes, and Plato, Machiavelli, Marx, and Mill. Promi- institutions. (4 units) nent themes include theory and practice, individual liberty, morality and politics, freedom, obligation, and justice. (4 units) 174 COLLEGE OF ARTS AND SCIENCES POLITICAL SCIENCE 175

45. Criminal Justice System porary global problems. Problems include 120. Mass Media, Information armed conflict is changing. Discussion of Basic understanding of the U.S. criminal the environmental crisis, international rela- Technology, and International the international community’s adjust- justice system: police, courts, probation, im- tions, demographic trends, and economic Politics ment to the evolving nature of sover- prisonment, parole, relations with other development. Special emphasis on world Use of computer-based simulations and eignty, increasing globalization, and governmental agencies. Goals, successes, hunger and the roots of Third World multimedia sources to understand international defense. (5 units) poverty. (4 units) and failures of the system, and possible national negotiation and foreign policy 125. International Law remedies. (4 units) Note: Upper-division courses in each area decision making. (5 units) below have required prerequisites as noted in Sources, nature, and function of interna- 50. World Geography each section. In special cases, the instructor of 121. International Political Economy tional law in world politics. Special atten- Provides an understanding of world geog- a particular course may make an exception to An introduction to the politics and insti- tion to the subjects of international law, raphy through an appreciation of contem- the requirements. tutions of the world economy. Topics in- international transactions, and the rules clude: competing theories of IPE; of war. Viewpoints presented from West- regionalism and globalization; the inter- ern and non-Western perspectives. (5 units) UPPER-DIVISION COURSES: POLITICAL PHILOSOPHY national trading and financial systems; multinational corporations; development 126. International Organization and debt. (5 units) Note: POLI 30 is a required prerequisite and Aristotle through the work of Aquinas. International organization in world af- for upper-division political philosophy courses. (5 units) 122. East Asian International fairs. Political, economic, and social role 100. Special Topics in Political 112. History of Political Philosophy II: Relations of the United Nations, regional organi- Philosophy Liberalism and Its Roots An overview of the political, economic zations, specialized agencies, and non- state transnational actors. (5 units) Selected topics in political philosophy. Western political thought from Machiavelli and security dimensions of international (5 units) through the origins of liberalism in the writ- relations in Northeast Asia with a focus 127. Special Topics in International ings of Hobbes, Locke, and Rousseau. on the foreign policies of China, Japan, Relations 107. American Political Thought and the United States. Prerequisites: (5 units) Selected topics in international relations. Selected topics and themes in the history of POLI 2 or 25. (5 units) 113. History of Political Philosophy III: (5 units) American political thought. (5 units) 124. Law, Security, and Force Post-Liberal Theories 128. U.S. Foreign Policy 111. History of Political Philosophy I: Writers and themes in 19th- and 20th-cen- An examination of traditional interna- Greek and Christian tional legal principles involving the use Aims, formulation, and implementation tury political thought including Marx, Ni- of U.S. foreign policy since World War Development of Western political thought etzsche, Freud, and Lenin. (5 units) of force in self-defense with case studies to understand how the justification of II, focusing on diplomacy, war, security, from its Greek origins in the work of Plato and trade. (5 units)

UPPER-DIVISION COURSES: COMPARATIVE POLITICS UPPER-DIVISION COURSES: INTERNATIONAL RELATIONS Note: POLI 2 is a required prerequisite 133. Political Parties, Elections Note: POLI 25 is a required prerequi- 119. The European Union for upper-division comparative politics and Policy site for upper-division international rela- Evolution of European political, social, courses. An examination of how parties and tions courses. and economic integration in the post-war 131. The Military and Politics elections mobilize people, what determines 118. The Cold War period. Emphasis on the institutions and election victories, and how parties and elec- politics of the European Union since the Case study of wars in Vietnam to under- tions affect state and national government Case study of the critical conflict of the Maastrict treaty, and current issues of Eu- stand civil-military relations, the causes of policies. A focus on American politics in 20th century, to understand the interac- ropean integration, such as the addition military intervention, legitimacy-building contrast to the processes in democracies in tion of foreign and domestic politics, the of new members, monetary union, and efforts, and withdrawal from politics. Western and Eastern Europe. Students will development of current international internal democratization. (5 units) (5 units) be engaged in an on-campus simulation of politics, and the ways in which political an election. (5 units) ideology and conflict influence people and nations. (5 units)

176 COLLEGE OF ARTS AND SCIENCES POLITICAL SCIENCE 177

134. Race and Ethnicity in the current political influence of traditional Students will work with their peers from party system and bureaucratic power; one- Politics of Developed States organization and belief. (5 units) these countries. (5 units) party dominance and corruption under the An examination of the role of and attempts 1955 System; the progress of political reform 140. Politics in Less-Developed 146. Politics of African Development since 1993; and the rise and fall of the Japan- to deal with racial/ethnic identity and con- Countries flict in the politics of the United States, Examines why Africa is the poorest region ese economic miracle. (5 units) Multidisciplinary study of the problems and of the world, focusing on legacies of colo- South Africa, the former Soviet Union, Yu- 148. Politics in China goslavia, and Western Europe. (5 units) politics of political development in Latin nialism, failed political systems, poor eco- America, Africa, and/or Asia. Case studies nomic choices, and external interventions. Origins of revolution in modern China, the 136. Politics in Central America and of communist and capitalist approaches to Discussion of how some states have col- politics of social and economic moderniza- the Caribbean political development. Impact of interna- lapsed into warlordism, civil war, and geno- tion in China since 1949, the problems of Political cultures, processes, and institutional politics on internal development. cide and how others are creating democratic bureaucratization, political participation, tions of selected Central American and (5 units) movements to reverse a history of economic and the succession to Deng Xiaoping. decline. (5 units) (5 units) Caribbean states. Governmental organi- 142. Politics in the Middle East zation, dependency, development, and 147. Politics in Japan 149. Special Topics in political violence. (5 units) Designed to give students an understanding of the complexities of Middle East politics, An overview of politics and political econ- Comparative Politics 136A. The Political Structures the importance of the region to the world, omy in modern Japan. Emphasis on the role Selected topics in comparative politics. and Processes in El Salvador and the role history and religion have played of history and culture in shaping the postwar (5 units) and Central America in the political and social development of Examines the governmental institutions and the various countries in the region. (5 units) UPPER-DIVISION COURSES: UNITED STATES POLITICS political processes in Central America. Top- 143. Democracy and Democracy ics include forms of government, the role of Building Note: POLI 1 is a required prerequisite 153. Minority Politics in the political parties, electoral systems, and local for upper-division U.S. politics courses. United States Designed to give students an understanding government. Offered through the Casa de la Survey course with a focus on the historical Solidaridad in El Salvador. Taught in Span- of theories of democracy and how democra- 150. The Presidency cies are built out of military defeat (Ger- and contemporary struggles of minority ish. (5 units) Analysis of the presidency as it has evolved groups in the United States. The minority many and Iraq) and internal change either throughout U.S. history. Comparison of 137. Politics in Latin America by leaders relinquishing power or popular groups analyzed comparatively within a po- presidential powers with those of Congress, litical and institutional context are African An overview of politics in selected Latin uprising. Course includes reports of partic- the courts, the bureaucracy, the press, polit- ipants about decision making in democra- Americans, Latinos, Asian Americans, Na- American countries. Case studies will focus ical parties, and the public. (5 units) tive Americans, minority women, gays, and on historical legacy, citizen participation, tizing processes. (5 units) 151. The Congress the physically disabled. Various issues in- political party systems, democratic gover- 144. European Politics clude theories of race, ethnicity, gender, and nance, and economic development. History, structure, and policies of Congress. class to understand how these variables serve (5 units) An examination of European politics in the Congressional elections and theories of rep- post-war era through political parties and as a basis for identification and political mo- resentation, the committee system and con- bilization in American politics. (5 units) 138. Politics in Mexico and Brazil institutions. Evaluation of current chal- gressional norms, lobbying, congressional A comparison of politics in these two coun- lenges facing European governments such ethics and reforms, and the power of Con- 154. Women and Politics tries will provide the context to examine the as immigration, changing welfare states, re- gress relative to the president and the bu- gional diversity and an expanding EU using A consideration of the various ways women impact of authoritarian legacies, the institu- reaucracy. (5 units) have changed “politics as usual.” Examina- tionalization of democratic processes, the national comparisons. (5 units) 152. Political Participation tion of the status of women today, varieties role of civil society, and the process of state 145. Politics of Former of feminist thought, women as voters and reform. (5 units) Communist States An examination of who participates in U.S. as an interest group, women in public of- politics and the various forms of political fice, and public policy issues. (5 units) 139. Religion and Politics An examination of transitions of the diverse participation. Elections, political parties, in- in the Developing World states of the former Soviet Union and East terest groups, community organizing, and 156. Politics and Mass Media A comparison of the relationships between Europe, with a focus on differences in tran- political protest. (5 units) sitions, progress toward democracy, and the An examination of the politics of the mass religion and politics in Asia, Latin America, media, interactions between politicians and and the Middle East. Emphasis on the impact on people’s attitudes and lives.

178 COLLEGE OF ARTS AND SCIENCES POLITICAL SCIENCE 179 the media, the effects of mass media on po- financing, and issues such as education, wel- UPPER-DIVISION COURSES: APPLIED QUANTITATIVE METHODS litical life and public opinion, concerns of fare, criminal justice, transportation, hous- racial and ethnic minorities, and the ethics ing, and urban growth. (5 units) Note: POLI 1, 2, and 25 are required the social sciences. Attention is also given of media work. (5 units) prerequisites for upper-division applied to the epistemological issues relevant to 165. Public Administration quantitative methods courses. employing scientific methodology in the 160. The Constitution and Equality Administration of public policies in terms social sciences. (5 units) Constitutional law doctrines and decisions of broad questions of democratic theory. 170. Research Methods in Political regarding the 14th Amendment’s guarantee Organizational theory, public employees, Science of equal protection. Topics include race dis- budget making, policy evaluation, and pub- An introduction to statistical techniques crimination (particularly school desegrega- lic finance. (5 units) that are especially relevant to data from tion and affirmative action), sex discrimination, discrimination against the 166. California Politics poor, and discrimination based on sexual An examination of the structures and UPPER-DIVISION COURSES: SENIOR COURSEWORK orientation. (5 units) processes of California politics: the state’s constitution, legislature, governor, courts Note: For senior coursework, at least one 190. Seminar in Research Methods 161. Law and Politics in the and executive agencies. Special attention to upper-division lecture course from the cor- Plan and conduct political science United States democratic dilemmas of citizen participa- responding area is required. research on selected topics, such as polit- Examination of the U.S. legal system. Top- tion (elections, ballot initiatives), legislative 180. Honors Research Projects ical communication and socialization. ics include legal culture, the adversary sys- gridlock (redistricting, budget), and crucial (5 units) tem and its alternatives, system participants policies (education, health and welfare, Independent research and writing on a (litigants, lawyers, and judges), judicial se- immigration, criminal justice, energy and selected topic or problem. Limited to 191. Seminar in Political Philosophy lection, and legal versus political influences environment). (5 units) members of the Political Science Honors An examination of Frank Herbert’s Dune on judicial decision making. Special atten- Program. (5 units) series and other science fiction classics, 167. Making Public Policy tion to the question of the capacity of courts 183. Seminar in Comparative Politics focusing on politics, war, religion, jihad, to serve as agents of social change. (5 units) An examination of the nature of U.S. pub- multiculturalism, and ecology. (5 units) lic policy and policy analysis through the use Selected topics in comparative politics in 162. Urban Politics of texts and case studies. Stages of policy various states and regions. (5 units) 193. Seminar in Political Philosophy Examination of political processes in the development (how an idea becomes a pol- 184. Seminar in Women and Politics Selected topics in political philosophy. U.S. city. Special attention to the structures icy, agenda-setting, implementation, analy- (5 units) and institutions of urban political power sis, and evaluation). Ethical issues in public Selected topics in women and politics. and the changing forms of political action. policy. (5 units) (5 units) 196. Seminar in International Discussion of the historical development of Relations 185. Seminar in U.S. Politics urban social life, political cultures, 168. Special Topics in Public Policy Selected aspects of international political racial/ethnic and class communities, politi- Substantive in-depth study of selected issues Selected topics in U.S. politics. (5 units) behavior. (5 units) cal economy, and urban planning. (5 units) in U. S. public policy, such as health care, criminal justice, housing, and homelessness. 163. State and Local Politics Emphasis on the intersection of policy areas. LOWER-DIVISION COURSES: PUBLIC SECTOR STUDIES A consideration of the politics and processes Arrupe placement required. (5 units) of state and local governments, with partic- 45. Criminal Justice System other governmental agencies. Goals, suc- ular attention given to California state, 169. Special Topics in U.S. Politics Basic understanding of the U.S. criminal cesses, and failures of the system, and county, and municipal politics. Topics in- Selected topics in U.S. politics. (5 units) justice system: police, courts, probation, possible remedies. (5 units) clude federalism, executives, legislatures, imprisonment, parole, relations with courts, interest groups, parties, elections, 180 COLLEGE OF ARTS AND SCIENCES PSYCHOLOGY 181

UPPER-DIVISION COURSES: PUBLIC SECTOR STUDIES DEPARTMENT OF PSYCHOLOGY 164. Studies in Public Policy 197A. Public Sector Study Professors Emeriti: Roland C. Lowe, Marvin L. Schroth Selected topics and problems in public and Internship Professors: Jerry M. Burger, Lucia Albino Gilbert, Robert Numan, Thomas G. policy viewed from a “political insider’s” Directed internship in local government Plante, Timothy C. Urdan (Department Chair), Eleanor W. Willemsen perspective. Taught by a political practi- agencies, legislative bodies, political par- Associate Professors: Matthew C. Bell, Tracey L. Kahan, Gerdenio M. Manuel, S.J., tioner. (2 units) ties, interest groups, public or govern- Patricia M. Simone, Kieran T. Sullivan ment affairs departments of corporations, Assistant Professors: Katerina Bezrukova, Amara T. Brook, Brett Johnson Solomon 167. Making Public Policy or nonprofit organizations, integrated An examination of the nature of U.S. with classroom analyses of professions in The Department of Psychology offers a degree program leading to the Bachelor of public policy and policy analysis through public sector, frequent guest speakers, Science in Psychology. Psychology is the study of behavior, emotion, and thought the use of texts and case studies. Stages of and research project. Open to qualified using techniques modeled on the scientific method. At the undergraduate level, the policy development (how an idea be- juniors and seniors. (variable units) study of psychology is part of a liberal education. A major in psychology lays the comes a policy, agenda-setting, imple- groundwork for various advanced studies, including the pursuit of graduate degrees mentation, analysis, and evaluation). 197B. Public Sector Study needed for the professional practice of psychology. Ethical issues in public policy. (5 units) and Internship Directed internship in local government REQUIREMENTS FOR THE MAJOR 168. Special Topics in Public Policy agencies, legislative bodies, political par- Substantive in-depth study of selected is- ties, interest groups, public or govern- In addition to fulfilling University Core Curriculum and College of Arts and sues in U. S. public policy, such as health ment affairs departments of corporations, Sciences requirements for the Bachelor of Science degree, students majoring in care, criminal justice, housing, and or nonprofit organizations, integrated psychology must complete the following departmental requirements: homelessness. Emphasis on the intersec- with classroom analyses of professions in • PSYC 1, 2, 40, 43 tion of policy areas. Arrupe placement republic sector, frequent guest speakers, • MATH 6 and 7 or MATH 11 and 12 quired. (5 units) and research project. Open to qualified juniors and seniors. (variable units) • One course from PSYC 165, 166, 167 181. Silicon Valley Politics • One course from PSYC 172, 185, 196 198. Public Service Internships Focus is on the politics of the Silicon Val- • One course from PSYC 115, 117, 157 ley region within the context of Califor- Directed internship in government agen- nia state politics. The major case studies cies, legislative bodies, political parties, • One course from PSYC 150, 160 address the challenges facing local gov- or interest groups, public or government • One course from PSYC 120, 130, 131 ernments, particularly in the areas of affairs departments of corporations, or housing, environment, technology, and nonprofit organizations. Open to quali- • One course from PSYC 118, 144, 168, 170, 195 transportation policies. (2 units) fied juniors or seniors with permission of • Two additional approved upper-division psychology courses the instructor. (variable units) Emphasis in Psychobiology In addition to the Bachelor of Science and departmental requirements, students UPPER-DIVISION COURSES: SPECIAL COURSES who wish to study neuroscience may elect the psychobiology concentration, which requires completing the following courses in addition to requirements for the major: 199. Directed Reading course, with required form and all neces- • MATH 11, 12 Independent study. Intensive work in sary signatures, must be submitted at least areas not fully covered in upper-division one week prior to registration. (1–5 units) • CHEM 11, 12, 13, 31, 32 courses. Written outline of the proposed • BIOL 21, 22, 23, 24, 25 Emphasis in Gerontology In addition to the Bachelor of Science and departmental requirements, students who wish to study the process of aging should inquire about the gerontology certificate program.

182 COLLEGE OF ARTS,AND SCIENCES PSYCHOLOGY 183

LOWER-DIVISION COURSES 112. Motivation and Emotion behavior in understanding how the mind and body interact in health and disease. 1. General Psychology I 40. Statistical Data Analysis Scientific study of the various motivational emotional processes of people and higher Topics include health promotion and pri- The scientific study of behavior. Topics An introduction to statistical methods used animals. Biological drives, psychological sur- mary prevention of illness, health enhanc- include the physiological basis of behav- in psychological research. Prerequisites: vival needs, altered states of consciousness, ing and health damaging behaviors, ior, sensation and perception, condition- Declared psychology major and MATH 6 or social motives, and theories of emotion. Pre- psychosomatic illness, stress and coping, ing and learning, memory, motivation, 11. (4 units) requisites: PSYC 1, 2, 40, and 43. (5 units) pain management, and a variety of specific and emotion. Other topics may include behavior-related medical illnesses (e.g., heart language, problem solving, sleep and 43. Research Methods in Psychology 114. Ethics in Psychology disease, eating disorders, cancer, and AIDS). dreaming, and consciousness. (4 units) Investigation of methods of psychological The role of ethical behavior and decision Prerequisites: PSYC 1, 2, 40, and 43. (5 research and issues involved in the collec- units) 2. General Psychology II making in the field of psychology and tion of data. Exercises require designing related behavioral, medical, and social sci- The scientific study of behavior. Topics research projects, collecting data, and 118. Advanced Topics in ences. Topics include approaches to moral Clinical/Abnormal Psychology include human development, personal- writing professional reports. Prerequisites: issues and related to competence; integrity; ity, abnormal psychology, clinical inter- PSYC 1 or 2 and 40. (4 units) professional, scientific, and social responsi- The discipline and principles of clinical psy- vention, and social psychology. Other bility; respect for others’ rights and dignity; chology in understanding the etiology, na- topics may include psychological assess- 65. Foundations of Behavioral and concern for others’ welfare. Prerequi- ture, development, and treatment of ment, cross-cultural psychology, and psy- Neuroscience sites: PSYC 1, 2, 40, and 43. (5 units) behavioral, emotional, and relational prob- chological adjustment. (4 units) A basic introduction to brain structure lems. Topics include the history of clinical and function. The course has standard 115. Abnormal Psychology psychology, theoretical models, assessment 1H. Honors Colloquium lecture hours, but integrates hands-on The study of psychology and human behav- and intervention approaches, specialization, Restricted to students in the University laboratory experiential exercises during ior in understanding the etiology, nature, ethics, and current trends. Meets Capstone Honors Program. The honors version of the class sessions. (4 units) development, and treatment of mental dis- requirement. Prerequisite: PSYC 115. PSYC 1. (4 units) orders. Topics include models of abnormal Restricted to senior psychology majors only. behavior, research, diagnosis, assessment, (5 units) 2H. Honors Colloquium and treatment of emotional and behavioral Restricted to students in the University 119. Psychology of Death, disorders, such as affective disorders, person- Dying, and Loss Honors Program. The honors version of ality disorders, sexual disorders, substance PSYC 2. (4 units) abuse disorders, and childhood disorders. An introduction to theory, research, and Prerequisites: PSYC 1, 2, 40, and 43. practice on the psychology of death and (5 units) dying. Students explore the implications of UPPER-DIVISION COURSES death, dying, and loss in their lives. Topics Note: Prerequisites for all upper-divi- and evaluate support for hypotheses. Other 116. Psychosomatic Medicine include death in today’s health care system, sion courses, in addition to those listed for assignments will require students to synthe- Psychosomatic medicine involves the role of the psychology of grieving and coping with specific courses, are 1, 2, 40, and 43, or size findings from several published studies psychological functioning and human be- loss, life-threatening illness, caregiving, as permission of instructor. Nonmajors are en- and draw conclusions about a body of re- havior in the development and maintenance well as social, cultural, and ethical issues re- couraged to seek permission of instructor. search. Prerequisites: ENGL 1 and ENGL 2, of illnesses and medical problems. Topics in- lated to death in contemporary society. Pre- PSYC 1, 2, 40, and 43. (5 units) clude the history and perspectives of psy- requisites: PSYC 1, 2, 40, 43 or permission 102. Writing in Psychology chosomatic medicine, as well as a wide from instructor. (5 units) 105. Statistics and Experimental Development of writing, reading, critical variety of psychosomatic disorders, such as 120. Perception thinking, and literature search skills within Design II eating, panic, irritable bowel, ulcer, traditional formats for communicating Advanced topics in theory and methods of conversion, trichotillomania, somatoform, A theoretical and empirical investigation of scholarship in psychology. Covers the use of statistical analysis and experimental design. Munchausen’s syndrome, and others. Pre- human perceptual processes, with an em- APA style for experimental reports and liter- Complex analysis of variance and multiple requisites: PSYC 1, 2, 40, and 43. (5 units) phasis on visual perception. Topics include ature reviews. In addition to developing correlation and regression are typically cov- psychophysiology of vision; perceiving vi- communication skills, assignments empha- ered. Prerequisite: Permission of the instruc- 117. Health Psychology sual space (shape, contrast, orientation, dis- size how to interpret experimental findings tor is mandatory. (5 units) Health psychology involves the discipline tance, depth, motion); color perception; and principles of psychology and human perceptual illusions; imagining vs. perceiving; effects of knowledge on perception; 184 COLLEGE OF ARTS AND SCIENCES PSYCHOLOGY 185 perception in “novel” environments. Prereq- 144. Psychological Assessment Prerequisites: PSYC 1, 2, 40, and 43. those that are culturally specific. The course uisites: PSYC 1, 2, 40, and 43. (5 units) Principles and issues related to testing and (5 units) looks at the extent to which American re- measurement in psychology. Topics include search findings apply to other societies. Also 130. Psychology of Learning 157. Industrial/Organizational examines issues that arise in cross-cultural test construction, reliability, validity, and the Psychology The scientific investigation of learning and professional and ethical use of psychologi- encounters. Prerequisites: PSYC 1, 2, 40, behavior. Both experimental and theoretical tests and test scores. Meets Capstone re- An introduction to the broad field of and 43. (5 units) cal developments are considered, as well as Industrial/Organizational (I/O) Psychology, quirement. Prerequisites: PSYC 1, 2, 40, and 165. Physiological Psychology the application of the principles of learning. 43. Restricted to senior psychology majors only. which includes science and practice related Topics include Pavlovian and operant (5 units) to personnel selection and placement, train- Emphasis on the neuroanatomical, neuro- conditioning, stimulus control, schedules of ing and development; organizational devel- chemical, and neurophysiological correlates reinforcement, choice, and punishment. 150. Social Psychology opment; occupational health and safety; of motivation, emotion, learning, and Prerequisites: PSYC 1, 2, 40, and 43. The scientific investigation of how people work motivation; and various other areas memory. Neural regulation of sleep and (5 units) influence each other. Students will learn so- concerned with human behavior in organi- arousal, mechanisms of drug action, and zational contexts. Prerequisites: PSYC 1, 2, neuropathology are also reviewed. (5 units) 131. Cognitive Psychology cial psychological theories about the causes of human behavior, as well as how these the- 40, and 43. (5 units) A theoretical, empirical, and experiential in- 166. Human Neuropsychology ories can be scientifically tested and applied 158. Conservation Psychology vestigation of human information process- to solve real world problems. Topics include Study of human brain function from an ex- ing. Topics include the history of the social cognition, the self, attitude change, Many environmental problems (e.g., global perimental perspective. Addresses questions discipline and the following research areas: conformity, compliance, group processes, warming, pollution, biodiversity loss, and such as: What are the brain mechanisms pattern perception, attention, working helping, stereotyping, prejudice, discrimi- resource depletion), are caused by human that lie at the basis of perception and mem- memory, long-term memory, memory dis- nation, intergroup relations, aggression, and behavior, and changing this behavior is nec- ory, of speech and thought, of movement tortions, imagery, language processes, and attraction. Prerequisites: PSYC 1, 2, 40, and essary in order to solve them. Topics include and action? What happens to these problem solving. Emphasis on contempo- 43. (5 units) psychological reasons (emotions, thoughts, processes when individual parts of the brain rary theory and research, including recent values, motivations, social context) why are destroyed by disease? Prerequisites: PSYC developments in neurocognition. Prerequi- 153. Psychology of Close Relationships people behave in environmentally sustain- 1, 2, 40, and 43. (5 units) sites: PSYC 1, 2, 40, and 43. (5 units) The scientific investigation of close relation- able or unsustainable ways, and how psychology can be used to develop policies and 167. Psychopharmacology 134. Psychology of Education ships, drawing from clinical psychology and social psychology. Topics include research other interventions to help promote sustain- Examination of the effects of various drugs, Also listed as LBST 134. For course descrip- methodologies for studying close relation- able behavior. Also listed as ENVS 158. Pre- such as nicotine and alcohol, and abnormal tion, see LBST 134. (5 units) ships; theories of attraction, love and mar- requisites: PSYC 1, 2, 40, 43. (5 units) neurochemical states, such as schizophrenia riage; the developmental process of and depression, on mental functioning and 135. Psychology of Sleep 159. Religion in the Theories of behavior. Topics include the effects of vari- and Dreaming relationships; and interventions for dis- Freud and Jung tressed relationships. Prerequisites: PSYC 1, ous drugs on the brain and the biochemical A theoretical, empirical, and experiential ex- 2, 40, and 43. (5 units) Also listed as RSOC 180. For course descrip- basis of human neurosis and psychosis. Pre- ploration of sleep, sleep disorders, and tion see RSOC 180. (5 units) requisites: PSYC 1, 2, 40, and 43. (5 units) dreaming. Emphasis on physiological, cog- 154. Psychology of Women 160. Personality 168. Advanced Topics in Neuroscience nitive, neurocognitive, and functional ap- An introduction to psychological concepts proaches. Topics include: psychophysiology and theories as they apply to women. Dis- The study of individual differences and per- An integration from various subdisciplines of sleep and dreaming; the purported func- cussion of thinking and behavior as they sonality processes. Discussion of major the- in psychology with an emphasis on the tions of sleep and dreaming; personal and apply to women. Prerequisites: PSYC 1, 2, ories of personality. Presentation of current brain and behavior. Topics include neural public health consequences of sleep disor- 40, and 43. (5 units) research topics in personality and methods development from fetus to early childhood, ders, sleep deprivation, and sleep debt; con- for assessing individual differences and other neural basis of psychopathologies (e.g., tinuity in mental processes across the 155. Psychology and Law personality constructs. Prerequisites: PSYC schizophrenia and depression), cognitive sleep/wake cycle; memory for dreams; ap- Explores relevance for law of psychological 1, 2, 40, and 43. (5 units) functions (memory, attention, and learn- proaches to working with dreams; con- ing), and personality and related disorders. principles and findings, as well as laws per- 162. Cross-Cultural Psychology sciousness and dreaming, including lucid taining to practice. Topics include eyewit- Meets Capstone requirement. Prerequisites: dreaming. Prerequisites: PSYC 1, 2, 40, and ness testimony, legal insanity, jury dynamics, Study of psychology from various cultural Two upper-division psychology courses and is 43. (5 units) expert testimony, and family law issues. perspectives with a view to identifying pat- restricted to senior psychology majors only. terns of behavior that are universal and (5 units)

186 COLLEGE OF ARTS AND SCIENCES RELIGIOUS STUDIES 187

170. History and Systems of Psychology 186. Developmental Psychology II cognition, perceptual, and social changes in approved by the sponsoring faculty mem- Origin and development of modern psy- Building on concepts from PSYC 185, a aging; (3) mental health issues in the eld- ber and the department chair. The proposal chological approaches. Psychoanalysis, be- more in-depth examination of topics in erly; and (4) abnormal aging, such as must be submitted before the end of the haviorism, Gestalt, humanism, and child development. Special emphasis on re- Alzheimer’s disease. Prerequisites: PSYC 1, 2, previous quarter and must meet University existentialism. Emphasis on conceptual is- lation between theory and practice. Prereq- 40, and 43. (5 units) requirements for independent study credit. (1–5 units) sues. Focuses on selected topics viewed from uisite: PSYC 185. (5 units) 198. Internship/Practicum the multiple conceptual frameworks and 188. Adult Development Clinical experience in community agencies. 199C. Directed Reading/ sub-disciplinary perspectives that character- Directed Research ize psychology’s history. Meets Capstone re- Young adulthood through middle age. Selected readings. Open to upper-division quirement. Prerequisites: PSYC 1, 2, 40, and Stages and transitions in adult life, the con- students with an average GPA of 3.0 or Capstone independent projects undertaken 43; restricted to senior psychology majors only. cept of life crisis, and the interplay of situa- higher who have received permission of a by upper-division students with a faculty (5 units) tions and personality. Prerequisites: PSYC 1, faculty sponsor. (2–5 units) sponsor. To receive course credit, the student 2, 40, and 43. (5 units) must submit a formal written proposal and 172. Adolescent Development 199. Directed Reading/ have it approved by the sponsoring faculty Directed Research A focus on development during the second 189. African American Psychology member and the department chair. The decade of life, from puberty through early and Identity Development Independent projects undertaken by upper- proposal must be submitted before the end adulthood. Topics include physical, intellec- This course provides an overview of African division students with a faculty sponsor. To of the previous quarter and must meet Uni- tual, and social development; identity; sex- American psychology. It does so by exam- receive course credit, the student must sub- versity requirements for independent study uality; changing social contexts; and life ining the multi-dimensional nature of iden- mit a formal written proposal and have it credit and requirements for a psychology transitions. Prerequisite: PSYC 1 or 2. tity development of African Americans and capstone course. (5 units) (5 units) the ways in which racism and class impact identity formation. This course approaches 175. Humanistic Psychology psychological development from an African DEPARTMENT OF RELIGIOUS STUDIES Historical and conceptual roots of human- American perspective and reviews current ism. Implication of the “third force” for issues in contemporary African American Professors Emeriti: Catherine M. Bell, Joseph A. Grassi, Anne Marie Mongoven, O.P. therapy, community living, education, and psychology. The course also examines re- Professors: Michael J. Buckley, S.J.(Augustine Cardinal Bea, S.J. University research. Special attention to humanistic search methodologies and historical trends Professor), Denise L. Carmody (Jesuit Community Professor), Paul G. Crowley, psychotherapies and the application of hu- that have impacted the way we understand S.J. (Department Chair), Diane E. Jonte-Pace, Gary A. Macy (John Nobili, S.J. manistic principles to education. Three the world in general and African Americans Professor), Frederick J. Parrella, John David Pleins hours per week of community volunteer specifically. Prerequisites: PSYC 1 or 2. Associate Professors: James B. Bennett, Paul J. Fitzgerald, S.J., Teresia Hinga, work required. Prerequisites: PSYC 1, 2, 40, (5 units) Catherine M. Murphy, David J. Pinault, Ana Maria Pineda, R.S.M., James W. and 43. (5 units) Reites, S.J., Philip Boo Riley, Francis R. Smith, S.J. 195. Research Practicum Assistant Professors: Thomas M. Beaudoin, Robert J. Brancatelli, Michael T. 185. Developmental Psychology I Advanced methodological issues taught pri- Castori, S.J., David B. Gray, Michael C. McCarthy, S.J. First course in a sequence of courses that ex- marily through direct involvement in an ex- Senior Lecturers: Margaret R. McLean, Salvatore A. Tassone, S.J. plores the development of individuals dur- perimental research project. Activities ing the life cycle. Topics for the sequence include reviewing the literature, formulat- The Department of Religious Studies offers a degree program leading to the Bachelor include: (1) principles and theories of devel- ing a research question, developing a design of Arts in Religious Studies. The department offers courses as part of the University Core opment; (2) perceptual, cognitive, social, and procedure, collecting and analyzing Curriculum as well as a minor program for those who wish to concentrate in the study of and personality development; (3) family, data, and writing a professional research re- religion and theology. The aim of the program is to foster an engaged, critical, and integrated school, and other societal influences on de- port. Meets Capstone requirement. Prereq- understanding of religion in the University’s tradition of Jesuit liberal education. Because of velopment; and (4) applied issues in child uisites: Two upper-division psychology courses; the University’s commitment to examine diverse religious traditions, the Department of rearing, education, and other socialization restricted to senior psychology majors only. Religious Studies offers a wide breadth of courses. Because of the University’s commitment practices. Students have an opportunity to (5 units) to the Catholic tradition, the department also offers a special opportunity for students to clarify their own values about having and examine Catholicism in depth in an academic context. raising children and about the responsibili- 196. Psychology of Aging The department offers courses in three areas: scripture and tradition; theology, ethics, and ties of society in general to children. Prereq- Development in later life. Topics include: spirituality; and religions and society. Students can take their Core Curriculum courses in uisites: PSYC 1 or 2. (5 units) (1) theories of aging and development; (2) any area they wish, but the three courses must be in proper sequence: introductory (course

188 COLLEGE OF ARTS AND SCIENCES RELIGIOUS STUDIES 189 numbers 1–19); intermediate (course numbers 20–99); and advanced (course numbers 23. Christ in the Four Gospels the New Testament writings and the overall 100–199). The advanced course must be taken after completing 88 quarter units. Transfer Deals with the historical ministry of Jesus, meaning of the individual books. (4 units) students entering with 44 or more units are exempt from the three-course sequence, but are his resurrection, and how his disciples and 33. Narratives of Christian Scripture required to take two courses at any level. the church of the New Testament period interpreted Jesus’ teaching and developed their Exploration of the stories that emerged with REQUIREMENTS FOR THE MAJOR beliefs about Christ. Concentrates on the the Jesus event, their historicity, and their Gospel portrayal of Jesus Christ. (4 units) role in forming the early Christian commu- In addition to fulfilling University Core Curriculum and College of Arts and Sci- nities. No previous knowledge of Christian- ences requirements for the Bachelor of Arts degree, students majoring in religious 24. Christian Origins: Luke/Acts ity is needed. (4 units) studies must complete the following departmental requirements: The story of Jesus is told in four different • Four lower-division courses, one from each of three areas (scripture and 35. Science vs. the Bible: Gospels by the four evangelists. Yet only The Genesis Debates tradition; theology, ethics, and spirituality; and religion and society) and an Luke added a second volume about the first additional course from any area generation of Christians, called the Acts of Exploration of the continuing debate over • Eight approved upper-division courses after reaching junior status, including the Apostles. This intermediate-level course the biblical stories of creation and the flood four designated religious studies seminars, with one in each of the three areas and investigates the historical origins of Chris- in relation to the sciences of human evolu- an additional one in any area tianity, especially as recorded in Luke’s two- tion, geology, and mythology. One focus is volume contribution to the New Testament. on historical developments in America and • Senior portfolio: a critical compendium of the seminar papers submitted to the (4 units) England in the 17th-19th centuries. The faculty for evaluation role of fundamentalist Christianity in the 26. Gender in Early Christianity public school system today. (4 units) REQUIREMENTS FOR THE MINOR The history of early Christianity is often 41. Biblical Hebrew I portrayed as a history of, by, and about men, Students must fulfill the following requirements for a minor in religious studies: despite clear indications that women played Introduction to the vocabulary and gram- • One introductory-level religious studies course (1–19) a prominent role in the early church. Intro- matical forms of Biblical Hebrew. (4 units) • Two intermediate-level courses (20–99) duces the construction of gender in antiq- 42. Biblical Hebrew II uity, Jewish and Greco-Roman laws and • Four approved advanced-level courses (100–199), one of which must be a customs, the biblical canon and other Completion of the grammatical forms of religious studies seminar. Of the seven courses, at least one must be in each of Christian texts. Contemporary feminist per- Biblical Hebrew. (4 units) the following areas: scripture and tradition; theology, ethics, and spirituality; spectives will inform the discussion. 43. Biblical Hebrew III and religion and society. (4 units) Introduction to the readings of various gen- LOWER-DIVISION COURSES: SCRIPTURE AND TRADITION (SCTR) 27. Historical Jesus res of Biblical Hebrew literature and ancient A study of the sources, problems, and meth- Hebrew inscriptions. (4 units) 11. Origins of Western Religion their development in history. Focuses on ods in the various “quests” for Jesus of 48. Jesus the Jew An introduction to the study of religion developing appropriate tools for the study Nazareth. Each phase of the quest in the through an inquiry into the origins of West- of religions. (4 units) 19th and 20th centuries, from Reimarus to In the New Testament, Jesus of Nazareth is the Jesus Seminar. Students will assess his- called “rabbi”; he argues in Pharisaic terms ern religion. Surveys the principal themes 22. The Synoptic Gospels and issues of the formative period of the torical-critical criteria and apply these crite- with Jewish Pharisees; quotes the Jewish Judeo-Christian tradition and its historical A survey of the Gospels of Mark, Matthew, ria to the sources in a term paper in order to Bible repeatedly; is recognized by some as a development to the fifth century. (4 units) and Luke in light of the findings of modern construct their own versions of a “life” of Jewish messiah; and is eventually executed as scholarship. Special attention given to the Jesus. (4 units) a Judean rebel. Explores the Jewishness of 19. Religions of the Book relationships among the Gospels, the par- the earliest Jesus movement and its tradi- 30. New Testament Examines the history and religious tradi- ticular situations of the churches in which tions, and considers how a small, first- tions of the Hebrew Bible, giving attention they were written, and the special intentions Explores the historical and religious back- century Jewish sect ultimately becomes a to geography, politics, and belief systems and considerations of the authors. (4 units) ground of the New Testament period and world power largely ignorant of—and often of Judaism, Christianity, and Islam, and concentrates on the origin and purpose of hostile—to Jews and Judaism. (4 units)

190 COLLEGE OF ARTS AND SCIENCES RELIGIOUS STUDIES 191

UPPER-DIVISION COURSES: SCRIPTURE AND TRADITION (SCTR) functions both in constructing the identity 141. Advanced Hebrew I of a religious community and in shaping Advanced grammar review and reading of 100. Biblical Poetry and Ancient Myth 108. The Impact of the that community’s encounter with larger so- Dead Sea Scrolls select biblical narratives and poetic texts. Comparative study of the poetry and myths ciety is explored. (5 units) (5 units) of ancient Israel and the ancient world. Fo- The Dead Sea Scrolls, over 800 manuscripts cuses on the Psalms, the Song of Songs, and (250 B.C.E. to 68 C.E.) were discovered in 125. Quran Interpretation 142. Advanced Hebrew II the Book of Job. Examines a number of 1947-1956, one of the greatest manuscript Course comprises a close reading of Islamic Extended reading of biblical Hebrew narra- Mesopotamian, Canaanite, and Egyptian finds of the 20th century. This course be- scripture and various forms of scriptural ex- tives and poetic texts. (5 units) myths. Discusses the methodological prob- gins by exploring the manuscripts and egesis. Also the historical context surround- lem of mythic interpretation. (5 units) archeological evidence of Qumran, then the ing Qur’anic revelations, diverse forms of 143. Advanced Hebrew III impact of the scrolls on understanding Ju- Qur’anic interpretation in premodern and 101. Reading the Bible Today Continuation of extended reading of bibli- daisms and Christianities, both ancient and contemporary eras, including issues relating cal Hebrew narratives and poetic texts. Explores contemporary dilemmas related to modern. (5 units) to traditionalism and modernity, women, (5 units) the changing interpretation of the Bible in human rights, and mystical experience. No the postmodern, global context. Areas of in- 110. Gods, Heroes, and Monsters: previous coursework in Islam is required. 144. Aramaic Grammar Myth and Bible vestigation include the feminist/liberation (5 units) Introduction to Aramaic grammar. Reading interpretation, historical criticism, post- Explores the debates about the meaning of 126. Sufi Mysticism of biblical Aramaic texts and selections from colonial interpretations, and emerging gen- myth in relation to the Bible and other an- the Targums. (5 units) der questions. (5 units) cient texts, with special attention to diverg- Examination of the mystical tradition in ing theories of myth, role of the male hero, Islam. Includes the discussion of personal 158. Postcolonial Perspectives 105. Decoding the Bible violence, feminist interpretations, problem piety, as well as institutional manifestations on the New Testament An exploration of the Gospels using various of suffering, the relation of religion and sci- of mysticism, such as the tariqas or Sufi or- This course introduces students to postcolo- avenues of interpretation, including ence, etc. (5 units) ders. Attention given to mystical dimen- nial critical theory and uses it to explore the narrative, liberationist, feminist, and post- sions of the Qur’an, as well as the dialectic 117. Eve, Adam, the Serpent, political contexts of New Testament texts, colonial methods. (5 units) between Sufi masters and legal authorities. raising new questions about the ethical im- and the Rest of the Story (5 units) 106. Person of Christ in the plications of how we read these texts today. How do interpretations of creation stories (5 units) New Testament inform contemporary cultural understand- 128. Human Suffering Deals with Jesus’ understanding of himself ings of right and wrong, sex and gender, Explores issues of human suffering, justice, 165. Gender and Sex in and his mission as well as the New power and privilege, human and divine? and belief in light of the biblical book of Biblical Interpretations Testament interpretation given to them. Close readings of ancient texts paired with a Job. Best for students interested in the cre- This course opens the Bible to critical read- Different Christologies of the New Testa- wide array of modern interpretations and ative arts, fiction writing, or community ings from feminist and queer theory. It ex- ment studied in order to show the unity and commentary (in a range of media: poetry, service. (5 units) amines the original contexts of contested diversity in their interpretation of Christ. film, midrash, essays, and comics, among 132. Apocalypse Now passages (creation, the destruction of (5 units) others), will provide the basis for our stud- Sodom, the role of women in early Chris- ies. (5 units) Exploration of characteristic themes in 107. Scripture and the Moral Life tianity) as well as subsequent interpretation, apocalyptic literature, theories about the and exposes the insights and ethical chal- Investigates the role of Scripture in the 119. Law in Judaism, Christianity, social origins of the apocalyptic movements and Islam lenges that gender studies pose to these clas- moral life of Christians with attention to the of ancient Judaism and Christianity, and sic texts. (5 units) experience of discipleship, how the early Examines how experiences and concepts of motifs and themes in the popular media. Christians adapted the example of Jesus, God within the monotheistic traditions (5 units) 198. Practicum how Christians in different cultural contexts have determined norms of human conduct. (1–5 units) learn from Scripture. Considers liberation Considers the place of “the Written and 134. Living the Exodus theology, social scientific approaches, Oral Torah” in Judaism, the diversity of Explores the ongoing religious, social and 199. Directed Readings and Research feminist criticism, and the role of the imag- Christian interpretations and formulations political significance of the Exodus, as well For religious studies majors only. (1–5 units) ination. (5 units) of “the Law” from the time of the New as the potential and risks that a shared tra- Testament to the present, and the centrality dition holds for interfaith relations. (5 units) of Sharia, “the Path,” in Islam. How law 192 COLLEGE OF ARTS AND SCIENCES RELIGIOUS STUDIES 193

LOWER-DIVISION COURSES: THEOLOGY, ETHICS, 53. Religious Imagination general theological/religious frameworks. A AND SPIRITUALITY (TESP) Attempts to stimulate the imagination and helpful link between intro and advanced theological courses. (4 units) 4. The Christian Tradition thoughtful study is a form of prayer, ques- clarify its relation to religion through reflection, written essays, and discussions of A theological examination of the Christian tioning is a gesture of faith, and everyday 71. Mysticism in Catholicism activities are occasions for blessing. (4 units) selected pieces of literature, films, and art. tradition covering such topics as religious (4 units) An introduction to mysticism in the experience and the meaning of God; Jesus 43. Catholic Social Thought Catholic tradition and its relationship to in the Gospels; the development and his- 54. Meditation both theology and spirituality. Special atten- Focuses on the evolution of Catholic social tory of the Christian churches; the relevance Intensive study and practice of meditation. tion to the origins of the term within of Christianity in the 21st century global thought, methodologies being applied to Catholicism, issues of gender, the relation- address social questions in the modern Daily meditation required. No lectures. Class world. (4 units) discussion, weekly brief essays. (4 units) ship between hierarchy and a personal rela- world, formation of the public conscience, tionship with God, and historical 25. Christian Conversion: responsibility toward the common good, 55. Spirituality and Literature controversies and discussions surrounding Changing Self and Christian engagement in the process of the possibility of union with God. (4 units) social transformation. (4 units) Uses literature (mostly modern) to discover A creative exploration of the psychic dimen- and analyze the way spiritual themes are sions of change in the individual and how 72. Comparative Mysticism 45. Christian Ethics expressed and appreciated in this medium. in World Religions these relate to methods in theology and cat- (4 units) echesis. (4 units) Focus on the moral implications of the Focuses on the mystical traditions in Bud- Christian commitment, formulation of the 60. Hispanic Popular Religion dhism, Islam, Judaism, and Catholicism. 31. The Christ: Mystery and Meaning principles of a Christian ethic, and their ap- Analyzes primary sources in their historical plication to areas of contemporary life (e.g., Study of the popular expressions of faith of An historical and theological examination the Hispanic people, exploring their theo- contexts in order to determine how contem- of Jesus of Nazareth: the meaning of his life, to wealth and poverty, violence and nonvio- plation leads to either peaceful or violent ac- lence, bioethics and interpersonal relations). logical underpinnings. Includes both class- ministry, death, and resurrection; the room and field experience. (4 units) tions. Special attention paid to the links doctrine of Jesus as man and God and its Some sections require a SCCAP or Arrupe between these contemplative traditions in application to contemporary experience; the Center community placement. (4 units) 62. Medical Ethics in both war and nonviolence. (4 units) meaning of Christ as savior in a global, mul- 46. Faith, Justice, and Poverty Christian Perspective ticultural world. (4 units) 75. Godwrestling: Ethics the Jewish Way Examines biblical theologies of social re- Introduction to the field of biomedical ethics, with special attention to the guidance “Godwrestling” is the practice of searching, 38. Contemporary Catholic Theology sponsibility, major theologians on poverty, questioning, interpreting, and debating the and current appropriations of these tradi- and challenges that a Christian perspective A treatment of recent attempts within provides. Examination of ethical principles religious/ethical understandings received Catholic theology to interpret and articu- tions. Includes SCCAP or Arrupe Center from scripture and tradition. “Israel” comes community placement. (4 units) and their application to current topics, with late ancient faith traditions regarding the attention to how conflicting approaches can directly from the idea of “wrestling with meaning of faith today. Contemporary as- 50. Catholic Theology: Foundations all claim to be “Christian.” (4 units) God.” Course explores scriptural and ethi- sessments of classic theologies as well as a cal reasoning from a range of Jewish per- survey of contemporary Catholic ap- An examination of the fundamental theo- 65. U.S. Hispanic Theology spectives, with close attention to some of the logical issues of Catholicism such as: the ex- proaches to the interpretation of Scripture Acquaints students with the historical spiritual commitments and crises underly- and traditions. (4 units) perience of God, revelation and faith, the ing Jewish ethical concerns. (4 units) historical foundations of the tradition, the development of Hispanic theology in the 40. Exploring Judaism: mystery of Jesus, grace, sin and redemption, United States. Attention will be given to the 82. Witches, Saints, and Heretics: Spirit and Practice the Church sacraments, and religious plu- works of representative U.S. Hispanic the- Religious Outsiders ralism, etc. (4 units) ologians and to the themes and concerns This course provides an opportunity to that these works address. (4 units) Survey of the experience of religious exclu- explore the spirit and practice of Judaism 51. Catholic Theology: Spirituality sion across the realms of magic, holiness, through some of its most ordinary and 67. Practical Theology and heterodoxy. While anchored in the pre- extraordinary traditions. Imagine a spiritual Explores some of the varied expressions of modern Christian tradition, the course also Christian faith in the Catholic Church. Ex- Introduction to practical theological think- practice in which resting is, itself, a sacred act; ing in Christianity by looking at the way in explores more contemporary phenomena, a spiritual practice in which every trip to the amines the tools and methods of Catholic persons, and movements. (4 units) theology. Reading, reflection, and discus- which theology can strategically work on grocery store is an invitation to embrace a specific concrete problems within more divine mystery and humane ethics; in which sions encourage students to formulate theological questions. (4 units)

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83. Dialogues Between Science and ecology) and the theological worldviews through reading a variety of proponents of more critical works (e.g., theological, philo- and Religion of the 21st century relate to questions con- both believers and unbelievers, including sophical) pertinent to the theme of discern- Explores and dialogues with the distinct cerning God, origins of the universe, evolu- Nietzsche, Camus, Freud, and Teilhard de ing vocation. (5 units) methods and ways of thinking in theology tion, creativity, human experience, and Chardin. (5 units) ecology. (4 units) 133. God: Mystery and Trinity and science. Examines how the interpreta- 126. Spirituality and Aging tions of the scientific (cosmology, biology, Explores classical and contemporary Theologians, philosophers, and develop- approaches and challenges to the existence UPPER-DIVISION COURSES: THEOLOGY, ETHICS, mental theorists ponder how to reach old and experience of God. Focuses on the AND SPIRITUALITY (TESP) age with wisdom and grace; some see the Christian experience of God, and examines search for an answer as the most significant the Christian understanding of God as 103. Religious Disillusionment: spiritual significance in both the past and task of our maturity. Course addresses this Trinity. (5 units) Augustine through Freud the present. (5 units) question for those considering their own fu- Examines the complex phenomenon of re- ture or the aging of loved ones, as well as for 134. Popes, Peasants, and 111. Latin American those working toward a career in gerontol- Prophetesses ligious disillusionment with particular focus Liberation Theology on the intellectual development of Augus- ogy, religion, or psychology. (5 units) The “Middle Ages” comprises half of the tine of Hippo. Will consider his serial disen- In many parts of the world, people are mur- entire history of Christianity. This period of chantment with various strategies for dered for their faith. The facts of martyrdom 128. Catholic Theology and a thousand years is, not surprisingly, hardly securing answers to foundational questions are important to document, to study, and Contemporary Culture a unity. Even during its greatest period, di- of his life. (5 units) reflect upon in order to evaluate the inter- Attempts to chart the complex process by versity abounded. This course can only twining of faith and political realities. Fo- which Catholicism both freed itself from its touch on the sometimes disconcerting vari- 104. Race and Religion cuses on the significance of one martyr, traditional fear of modernity and articulated eties of experience that scholars sadly lump in Asian America Archbishop Oscar Romero of El Salvador, a program for apostolic insertion into the into the “Middle Ages.” We will study not What are the ethical demands of religious whose life and death exemplify the conse- modern world. Special emphasis placed on only the theology, but also the church struc- pluralism in church and civil society? The quence of socially conscious faith. (5 units) a comparative study of the ecclesiologies of tures, and the popular beliefs of this most Trent, Vatican I, and Vatican II. (5 units) misunderstood and underestimated period lived religions and ethnic diversity within 115. Tradition and Interpretation and among Asian Pacific American (APA) of Christian history. (5 units) communities provide unique opportunities An examination of the status of a “Christian 131. Feminist Theologies for us to explore: what happens at the inter- tradition” in light of classical, modern and Through the analysis of a selected sample of 137. Theology of Death sections of race and religion; the challenges post-modern theories of interpretation, and feminist theological voices and themes, ex- An examination of the experience of death of negotiating identities for self and com- in relation to the historical developments of plores the phenomenon of feminist theolo- and the meaning of Christian hope in light munity; and making commitments and religious pluralism and social fragmentation. gies in their emerging unity and diversity. of the death and Resurrection of Jesus; the ethical choices accordingly. (5 units) Theorists studied include Aquinas, New- Focuses on themes of inclusion, exclusion meaning of the Christian symbols of judg- man, Heidegger, Gadamer, Tracy, and Der- and representation, which have also been ment, heaven, hell, and the end of history. 106. Christian Symbol and Ritual rida. (5 units) major catalysts in the emergence of diverse (5 units) feminist theologies. (5 units) Investigates the role of symbol and ritual in 124. Theology of Marriage human experience and then applies the in- 138. Contemporary Theology sights from that study to an investigation of An examination of human relationships, in- 132. Telling Your Story: of Paul Tillich Christian symbols and rituals. The class will timacy, sexuality, and marriage through the Discerning Vocation An examination of the philosophical and not only study rituals but also visit, partici- social sciences, philosophy, and theology, Provides students with an opportunity to theological thought of one of the great 20th- pate and analyze rituals from various Chris- and exploration of human love in the un- ask where, in the future, they may be called century Protestant theologians, with special tian traditions. (5 units) conditional commitment to spouse as the to go in life by considering how, in the past, emphasis on his theology of culture, and his expression of divine love. (5 units) they have been led to this moment. In an effort to reinterpret the Christian message 109. Hispanic Spirituality: attempt to discern significant patterns of for contemporary people. (5 units) Guadalupe 125. Belief and Unbelief value, emphasis will be given to the range of One of the most popular Marian devotions The question of religious belief has been a narrative strategies that individuals use to re- 139. Catholic Theology for Hispanic people (of primarily Mexican vital part of the world’s cultures and civiliza- flect back on the stories of their lives. In and Human Sexuality descent) is that of Our Lady of Guadalupe. tions. In the modern West, however, new addition to reflecting on their own histories, Explores theological understanding of mar- Study of the history and tradition of and dramatic forms pose the question. students will study both narrative forms riage, celibacy, and homosexuality; history, Guadalupe, exploring its religious and Course studies why and how this is so (e.g., novels, autobiography, films) as well as development, and critique of Catholic

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Church teaching on human sexuality; sexu- 155. Catholic Social Teaching 163. Christianity and Politics perspectives on nature. Topics include his- ality, God and spirituality. Readings from Explores the evolution of Christian social An ethical investigation into the relationship torical roots of the eco-crisis, cosmology, and the Bible, classical theologians, Roman thought as it has developed and expanded between Christianity and the political order eco-theology. Arrupe Center community Church documents, contemporary theolo- throughout the Church’s history. Special and into the contemporary experience of project may be included. (5 units) gians, historians and theorists. (5 units) emphasis on the Church’s relationship to the this relationship, drawing on Scripture, Au- 175. Women’s Theologies 143. Theology and Ethics world since Vatican II. Critical analysis of gustine, Aquinas, Luther, and Calvin. A spe- from the Margins of Thomas Aquinas recent pastoral letters. (5 units) cial focus on contemporary issues of Christianity and political ethics. (5 units) Women of diverse cultural communities en- A study of the life, thought, and ethics of 157. Ethics in the Health Professions rich theology by voicing their lived experi- Aquinas. Basic topics to be discussed Introduction to the major issues in biomedical 167. Christian Ethics and ence from global and local perspectives. include: the existence of God, human ethics. Basic principles of biomedical ethics, Global Human Rights Course explores the theological works of nature and human participation in society. genetic interventions and reproductive Examines challenges for Christian ethical African, Asian-American, and U.S. Latina (5 units) technologies, euthanasia, professional respon- thought and practice posed by the new women in their historical and cultural contexts. (5 units) 144. Theology and the Law sibilities, confidentiality, and public policy is- interactions of a globalized community. sues regarding the system of delivery of health (5 units) 176. Finding Your Own Spirituality A team-taught course meeting two evenings care. (5 units) a week (Monday and Wednesday) in which 169. Jesuit Perspectives A theological and personal exploration of two professors, one in law and one in theol- 159. Ethics of War and Peace Overview of the Jesuits, their origin and his- the desire for meaning in one’s life, looking ogy, discuss a number of contemporary Examination of the history of moral delib- tory, their view of education, their ethical at “meaning,” through famous religious legal/ethical issues from both perspectives. eration about war and peace in Western re- and spiritual world view. (5 units) quests: theological, mystical, and worldly. (5 units) ligious traditions, as well as contemporary, Students examine what is real and ideal, and theological, and philosophical analyses of 170. Homosexuality and the room left for God, no matter which tra- 150. St. John of the Cross: An Inquiry Catholic Theology dition. (5 units) into Prayer, Contemplation, and the diverse moral principles that those tradi- Union with God tions have generated. Studies the application Examines Church teaching and contempo- 181. Christian Sexual Ethics of theological and moral reasoning to con- rary discourse about homosexuality. Scrip- Examines the writings, life, spirituality and temporary wars. (5 units) ture, natural law, and recent teaching by the This course will cover basic presuppositions theology of St. John of the Cross, a 16th- Roman magisterium are analyzed. The for sexual ethics in a Christian context. It century Spanish mystic, and the implica- 161. Environmental Ethics meaning of homosexuality, the emergence will deal with the specific topics of the tions of his writings for a theologically Critical exploration of environmental ethics: of the gay liberation movement, and theo- morality of sexuality, lust and cybersex, con- informed spirituality. (5 units) the theological and philosophical principles logical perspectives are considered. (5 units) traception, homosexuality, and nonmarital sex. (5 units) 151. Issues in Theology and Science underlying contemporary ecological attitudes; issues such as the rights of nonhuman 171. Mysticism in Action Explores how theology and science arrive at 182. Peacemaking: Theological animals, mass extinction of species, corpo- What kind of action results from contem- Models, Modern Examples views of the world and the basis of conver- rate responsibility, human population con- plation in mystical traditions, East and sation between theology and science. Theo- trol, and the moral dimensions of global West? Studies the links between contempla- Investigates the theological issues surround- retical applications drawn by exploring ecological dilemmas; development of an in- tion and action in both Zen and Catholi- ing understandings of peace and peacemak- Galileo, Darwin, evolution, cosmological tegrated theological understanding of cism, focusing on the works of Buddhist ing. Looks at the causes and dynamics of theory, and ecological theology. (5 units) human life on earth. (5 units) monk Thich Nhat Hanh and Catholic conflict and violence (interpersonal and global); the theological bases of peacemak- 153. Catholic Themes in Literature monk Thomas Merton. Examines how and 162. Feminist Visionary Ethics why contemplation can be useful in making; the causes and dynamics for the institu- Investigates a Catholic vision through Considers a range of social practices and ing difficult ethical decisions, such as sup- tion of peace (interpersonal to global); novels and other literature either written public policies from feminist ethical and report for or opposition to war. (5 units) nonviolence; conflict resolution; activism by Catholics or using Catholic themes. ligious perspectives. In addition to develop- and peace movements. (5 units) Extensive reading, writing of reflective es- ing analytical tools by which to assess these 173. Religion, Science, says, and class discussion. (5 units) and the Environment 183. Spiritual Exercises contemporary practices and policies, the and Christian Theologies 154. Theology in the Daily News course explores visions of feminist futurists, Recognizing that religion and earth’s ecology and a desirable and ethical society. (5 units) are inextricably linked, course re-examines This course pursues the questions: What are An examination of religious and theological attitudes toward the natural world and the ‘spiritual exercises,’ and what makes such dimensions of contemporary culture through relationship between scientific and religious exercises Christian? Examines the Greek critical analysis of current events. (5 units) 198 COLLEGE OF ARTS AND SCIENCES RELIGIOUS STUDIES 199

philosophical origins of spiritual exercises as Haight on the meaning of Jesus Christ in 19. Religion and Culture: Egypt students with a context for building greater well as their appropriation in Christian the- relation to non-Christian religions. (5 units) An investigation of the ways in which understanding of American Muslim life, ology. (5 units) beliefs, and practices. (4 units) 187. Christ and Catholic Theology Egyptian culture has been shaped by the re- 184. Jesus Across Cultures ligious traditions of ancient pharaonic poly- 46. African Religions A study of contemporary Catholic Christol- theism, Coptic Christianity, and Islam. An exploration and study of selected signif- ogy approached as Christology “from Attention to the influence of pharaonic re- Examination of African history and its icant and diverse interpretations of Jesus of below.” Initial consideration of some fun- ligion on Coptic Christian and Egyptian many cultures through the lens of key reli- Nazareth, and of the historical and cultural damental theological concepts and then Muslim ritual practices, including how gious ideas, practices and cosmologies. The contexts that have shaped images and the- Jesus Christ as a historical figure and object these are reflected in the writings of contem- power of history, geography and political ologies of Jesus Christ (or Christologies). of faith. Course pivots around Jesus’ procla- porary Egyptian Muslim authors. (4 units) domination over the shaping of religion is Approaches include biblical, Asian, African, mation of the “Kingdom of God” and con- matched by the power of religion as a Latin American, and feminist interpreta- siders his history through the resurrection. 23. Religion and Social Reconciliation medium of cultural expressiveness and po- tions. The aim is critical exposure to the (5 units) The aim of this course is to explore the role litical resistance. (4 units) cross-cultural diversity of understandings of of religion in social reconciliation. The Jesus within Christianity itself. (5 units) 193. The Rise and Meaning 49. Religion, Politics and Civil Society of Modern Atheism process of linking religious virtues to civic virtues to reform social relationships calls us What should be the relationship between 185. Rahner: Foundations of An exploration of the religious and philo- religion, politics and civil society? Some Christian Faith to evaluate the impact of religious virtues in sophical factors giving rise to modern athe- public morality, and rebuilding fractured so- people think that particular religious tradi- A careful and critical reading of Karl Rah- ism, and to the role and meaning of atheism cial relationships. Topics to be explored in- tion should play no part; others believe that ner’s theology, with focus on his under- within religious discourses today. (5 units) clude: foundations of public values, it should. This course considers these argu- standings of the human person, grace, and ments as well as exploring the interplay be- 198. Practicum Christian understanding of social reconcili- Christ within the context of Catholic faith. ation, Christian pacifism and political real- tween religion, political behavior and civil (5 units) (1–5 units) ism, forgiveness, justice and politics, and engagement, not only in the United States but around the world. (4 units) 186. Christology and 199. Directed Readings and Research models of peace education. (4 units) Religious Pluralism For religious studies majors only. (1–5 units) 33. Maya Spirituality 51. Religion in America An examination of such major theologians Introduces the spirituality of the Maya, and Traces the development, character, and im- as Karl Rahner, Jacques Dupuis and Roger its roots in Mesoamerican culture. Course pact of religion in America from the pre- focuses on the contemporary public re- colonial era to the present. Course readings LOWER-DIVISION COURSES: RELIGION AND SOCIETY (RSOC) emergence of ancient practices, with atten- and discussions will center on the relation- tion to Maya participation in evangelical ship between religion and the development 7. South Asian Religious Traditions 10. Asian Religious Traditions religions, and enculturated Catholicism. of American culture. Includes Native Amer- Introduction to the major religious tradi- Addressing Hinduism, Buddhism, Confu- (4 units) ican traditions; slavery and religion; the rise tions of India and neighbors: Hinduism, cianism, and Japanese Zen, focuses on four of revivalism; gender; religion and war; Buddhism, Jainism, Sikhism, and Islam; different religious issues and how each Asian 41. Women’s Spiritualities immigration; and modern pluralism, etc. historical development of each faith, what tradition has defined the nature of the di- Examines women’s spiritualities in diverse (4 units) is distinctive in each tradition; and particu- vine; human effort versus faith and devo- religious, social, political, historical and con- 65. Early Christianity lar attention to the ways in which these tration; social ethics versus inner mystical temporary contexts. Attention to women’s ditions have influenced each other. (4 units) experience; and the interplay of religion and interpretations of experiences of the sacred, A selective survey of the history of the Chris- culture. (4 units) understandings of self-knowledge, spiritual tian church from its beginnings through the 9. Ways of Understanding Religions praxis, personal relations, and solidarity with fifth century. Examines the origins of Chris- Introduces the categories by which religion 18. Religion and Culture: Africa others. (4 units) tianity within Judaism and the Greco is formally studied. Explores distinct per- Introduces the study of religion from the so- Roman world, and studies how it moved spectives or ways of thinking about religion cial perspective of how religion shapes 45. Muslims in America from a marginal apocalyptic sect in Judaism (e.g., psychological, phenomenological, an- African cultures and is thoroughly shaped An in-depth look at the Muslim commu- to the exclusive religion of the Roman thropological, theological, and sociological); by them in turn. Examines texts, history, rit- nity in the United States and exploration of Empire. Also investigates some of the prac- also considers a variety of religious data (e.g., ual practices, and modern forms of engage- Islamic practices in America. Attention to tical outcomes of Christian belief in the way symbols, myths, rituals, theologies, and ment with the world. (4 units) the contribution of Muslims locally in the it was lived. Also listed as CLAS 69. modern communities). (4 units) Bay Area. The course aims to provide (4 units)

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76. Representing the Holocaust 86. Buddhism UPPER-DIVISION COURSES: RELIGION AND SOCIETY (RSOC) Interdisciplinary in design, the course ex- Exploration of the whole Buddhist tradi- plores how various forms of representation tion, including Indian origins, Theravada 104. Ways of Worship in Silicon 115. Tibetan Buddhism: (personal narratives, fiction, theology, ethics, traditions of Southeast Asia, Mahayana tra- Valley: Looking Around A Cultural History film, music, art, and liturgy) create different ditions of Central and East Asia and Bud- This course uses the department’s ongoing Provides an overview of Tibetan religious meanings about the Holocaust. (4 units) dhism in the West. Emphasis on cultural Local Religion Project, which attempts to history and the fundamental beliefs and impact of religion, Buddhist philosophy learn about religion, community, and diver- practices of Tibetan religious traditions. Fo- 80. Protestant Christianity and practice, and modernizing tradition. sity in the Bay Area. Guidelines for an indi- cuses on devotional traditions centering Origins and development of Protestant (4 units) vidual research project will help provide around saints, sophisticated systems of med- thought and Protestant ecclesiastical insti- experience and evidence of theoretical issues itation and ritual, and the experience of tutions. Special attention to U.S. Protestant 88. Chinese Religions and will also aid the (multimedia) docu- women in Tibetan Buddhist traditions. Also Christianity and its impact on U.S. political Focuses on the historical development of mentation of this area’s vital religious land- explores visual media such as iconography and social life. (4 units) Chinese religions—Confucianism, Daoism, scape. (5 units) and cinema. (5 units) Buddhism, and their philosophies, as well 81. Islam as the interface between folk religion, soci- 108. Buddhist Spiritual 119. Media and Religion Introduction to the Islamic tradition focus- ety, and political institutions in traditional Practices Today Examination of the religious, theological ing on the dialectic between normative the- and modern China. (4 units) Drawing on sacred texts as well as modern and ethical issues and perspectives raised by ology and popular devotion. Readings sources, this class will investigate a diverse various media: print, visual, audio, multi- include the Quran, Sufi literature, and devo- 89. Japanese Religions range of Buddhist practices, from Buddhist media, and virtual. Special attention will be tional poetry. Discussion of Quranic con- Focuses on the historical development, doc- monasticism to the use of Buddhist princi- given to the nature of their relationship and cerns in the Sunni and Shia traditions, trines, institutions, aesthetics, and literature ples in modern psychotherapy. Starting with the religious and spiritual issues currently ecstatic mysticism, Islamic law, and contem- of the religious traditions in Japan—Shinto, an overview of the basic tenets and cosmol- present in their interface. (5 units) porary issues relating to the status of Buddhism, folk, and new religions. Special ogy, we will then study the theory and prac- women, Westernization, and modernity. attention to Zen Buddhism and modern tice of ethical conduct, meditation, and 121. Representing Religion (4 units) Shinto. (4 units) ritual. Attention will be paid to how Bud- in World Cinema dhism has been shaped by the cultural mi- Examines films from various cultures and 82. Shia Islam 91. Native Spiritual Traditions lieus of East and Southeast Asia, and the the ways religion is portrayed, stereotyped Introduction both to Islam in general and Introduction to Native American spiritual relationship between tradition and modern and represented in them. Investigates both to the Shia tradition within Islam. History traditions in the Americas. Examines myth, practice. (5 units) sacred texts and traditions of specific reli- and development of Shia doctrine, with par- the diversity of ceremonial practices, and the gions and the ways film enhances, provokes ticular attention to forms of Shia ritual in historical and political contexts in which na- 110. Film and Religion or misrepresents various religious themes India. No previous coursework in Islam re- tive peoples have manifested and adapted Explores film as a medium for religion and motifs. (5 units) quired. (4 units) their religious ways, with an emphasis on today. Examines theological, mythological, their recent reaffirmation of indigenous tra- and moral themes; changing portrayals of 122. Religion and Psychology 85. Hinduism ditions. (4 units) religious leaders and groups; and the mu- Examines Carl Jung’s understanding of Exploration of the historical development, tual influence of religious belief and film- Christianity through an analysis of his life- theologies, symbols, rituals, scriptures, so- 99. Sociology of Religion making in the 20th century. (5 units) long endeavor to reinterpret traditional faith cial institutions, and 20th-century politics Using early and American Christianity, ex- for modern people. Studies and critiques of Hinduism, primarily in India. Main amines how various social forces shape the 111. Inventing Religion in America Jung’s views on the Trinity, Mass, evil, the focus on the interaction of religion and cul- religious beliefs and practices of people of Explores the spiritual creativity that stands at feminine, and the after-life from current ture. (4 units) faith. Draws on a number of sociological the center of the American experience and theological and feminist perspectives. In- perspectives, looking both at their historical asks what characteristics facilitated such re- cludes Jung’s debate with Dominican and philosophical underpinnings and at ligious diversity. Looks at beliefs and prac- theologian Victor White and the role of the what they can tell us about faith in the mod- tices, and also historical contexts. Includes unconscious in religious experience. ern world. (4 units) Mormons, Christian Science, Jehovah’s (5 units) Witnesses, the Nation of Islam, Scientology, and Heaven’s Gate, etc. (5 units) 123. Religions@Silicon Valley Is something unique happening in Silicon Valley’s religious landscape? This seminar

202 COLLEGE OF ARTS AND SCIENCES RELIGIOUS STUDIES 203 addresses that question through different and modern Arabic literature, with consid- 173. Modern Jews and Judaism: in the United States, as well as an analysis of perspectives on the Valley’s culture, schol- eration of how Jesus can play a role in Mus- Text and Film their social context—economic, educa- arly approaches to the Buddhist, Catholic, lim-Christian dialogue. (5 units) Explores the ideas and experiences that have tional, and political aspects. Considerations and Muslim experiences in America, and in- shaped Jews and Judaism in the modern pe- are then given to the effects the Christian teractions with local congregations. (5 units) 160. U.S. Catholics in message has had in this situation. (5 units) American Culture riod through a variety of readings and films. 130. East Asian Buddhism Topics include enlightenment and emanci- 185. Gender in Asian Religions Examines Roman Catholicism in North pation, Hasidism and secularism, Zionism Explores in depth the major traditions of America from Colonial times to the pres- and socialism, immigration and assimila- The participation of women in religion East Asian Buddhism. Following a brief sur- ent, the mutual influence of Roman tion, anti-Semitism and the Holocaust, de- (Hinduism, Islam, and East Asia) as shaped vey of their teachings and history, focuses Catholicism and American society on the nominationalism, feminism, Jewish by notions of female purity and pollution. on several traditions (Chan/Zen, Pure Land formation of various ecclesiologies, and Renewal, and the future. (5 units) The role of such beliefs within religious Buddhism, and Soka Gakkai) that are rep- ways of living in tension between two alle- communities. Marriage, sexual segregation, resented in the Silicon Valley area, and ex- giances and two life-worlds: Catholic and 176. Religion in the Making menstruation, motherhood, monasticism, amines in depth the practices advocated by American. (5 units) of American Identities and shamanism. (5 units) these traditions, as well as the social implica- Provides historical and in-depth coverage of tions of these practices. (5 units) 164. Religion, Race, and 188. Religion and Violence Ethnicity in America selected themes in the modern U.S. religious landscape, surveying themes and in- Examines the historical and contemporary 141. Religion and Ecology: Religion and race constitute two of the cen- relationships between religious ideologies Contemporary Voices stitutions in U.S. religion past and present, tral threads of the American experience. tracing the development of U.S. religion and personal and institutional practices of An examination of religious attitudes to- Course traces their complex relationship by from the early 17th century to the post- coercion, force, and destruction. (5 units) ward nature in contemporary North Amer- examining the interaction of religion with World War II era. (5 units) ica, and such emerging perspectives as deep race and ethnicity in a variety of social and 190. Islam: Reformation ecology, eco-feminism, earth-based religion, historical contexts. Particular attention paid 179. Magic, Science, and Religion and Modernity spiritually grounded environmental ac- to the shifting meanings of racial and ethnic A study of the primary texts in the study of Comparative study of contemporary Islam. tivism, and contemporary cosmology. Con- categories, and how other categories of religion as a social and cultural phenome- Beginning with the study of origins and siders how religious outlooks affect human analysis, especially class and gender, both il- non—Durkheim, Weber, Eliade, etc. At- basic doctrines of Islam, course will study its beings’ lived relationship with the greater lumine and complicate the relationship of tempts to demonstrate the historicity of the development to the modern world. Main natural world. (5 units) religion with race and ethnicity. (5 units) ways in which “religion” has been identified, focus will be on Islam’s interaction with different cultures, emphasizing political impli- 144. Gender, Body, and Christianity 168. Gender and Judaism compared, and envisioned, as well as introduce the issues that affect how intellectuals, cations of the rise of revivalism. (5 units) Focuses on attitudes and perceptions about Explores ideas and images of Jewish “femi- pundits, and policy makers talk about reli- 191. Religions of Colonized Peoples the body and gender roles in the history of ninity,” “masculinity,” and “queerness” gen- gion. (5 units) Christian thought. Topics include ritual erated by Jewish and non-Jewish cultures Analyzes from an insider perspective the role nakedness in early Christianity; the appro- throughout history to the present. Consid- 180. Religion in the Theories of religion both in the process of colonizing priation of sexual stereotypes from Greco- ers the political/economic, religious, and of Freud and Jung Africa and in the process of resistance to col- Roman culture; sexual practice in Christian other cultural dimensions of these images Examines religion in the theories of Sig- onization. Includes an examination of the communities; gender metaphors for the Di- and ideas. (5 units) mund Freud and Carl Jung. Focuses on the role of religion in the African struggle vine; changing gender roles in Church and against political oppression, economic in- 170. Religion, Gender and interpretation of religious belief and prac- Society. (5 units) tice from the perspective of depth psychol- justices, racism and cultural imperialism. Globalization Students will then critically analyze the 154. Islamic Jesus ogy, theological responses to the thought of Using feminist ethics as a framework, this Freud and Jung, and the impact of psycho- socio-political implications of religion in Investigation of various understandings of course examines the ethical issues at the in- analysis on contemporary culture. Also listed their own contexts. (5 units) Jesus in Islam, beginning with an introduc- tersection of religion and globalization and as PSYC 159. (5 units) tion to Islamic theology and Qur’anic unpacks the implications of this intersection 198. Practicum Christology, emphasizing Muslim scriptural for women. Focuses on the human rights of 184. Race and Religion (1–5 units) understandings of Jesus as a prophet and women and examines ways in which glob- in the United States 199. Directed Readings and Research healer, followed by representations of Jesus alization has affected, supported or under- Course begins with an examination of the in Sufi mysticism, Medieval Islamic folklore, mined the human rights of women and the living situation of people of African descent For religious studies majors only. (1–5 units) role of religion in their lives. (5 units) 204 COLLEGE OF ARTS AND SCIENCES SOCIOLOGY 205

DEPARTMENT OF SOCIOLOGY 49. Computers, the Internet, 65. Crime and Delinquency and Society Professors: Marilyn Fernandez, Alma M. Garcia, Charles H. Powers Broad survey of major issues surrounding Associate Professor: Laura Nichols (Department Chair) Explores the ways that technological and so- the causes and nature of, and solutions to, Assistant Professors: Laura Robinson, Anke Schulz cial change interact and affect each other the problem of crime and delinquency in through examination of the development the United States. (4 units) The Department of Sociology offers a degree leading to a Bachelor of Science in So- and ramifications of the personal computer and the Internet. In particular, develops a 91. Lower-Division Seminar ciology. A solid undergraduate foundation in sociology secures the analytical skills needed in Sociology to undertake professional degree programs in sociology, business, law, and social services sociological analysis of cyberspace and vir- or to embark on a number of careers from management to research. A minor in sociol- tual reality as new social spaces with emerg- Seminar for freshmen and sophomores on ogy is available. Honors thesis options also are offered to qualified majors. ing institutions, practices, and implications selected issues in sociology. By permission for personal identity. (4 units) of the instructor and sociology chair only. (4 units) REQUIREMENTS FOR THE MAJOR In addition to fulfilling University Core Curriculum and College of Arts and Sci- UPPER-DIVISION COURSES: THEORY, METHODS, AND CAPSTONES ences requirements for the Bachelor of Science degree, students majoring in sociology must complete the following departmental requirements: 117. Sociology’s Analytical Frame- 117 requirement for the minor. Prereq- • SOCI 1 works and Conceptual Approaches uisites: Concurrent enrollment in SOCI 120. (5 units) • ANTH 3 Considers sociology as an integrated and coherent discipline by reviewing the de- • SOCI 118, 119, 120 120. Quantitative Methods velopment of different analytical frame- and Applied Statistics • SOC 121 works which, when considered together, convey much of the conceptual power Application of quantitative research de- • SOC 170 and rich history of the discipline. Re- signs and statistics to empirically exam- • Four other approved upper-division courses in sociology (two each from two of quired of all sociology minors. Does not ine sociologically relevant research four clusters: criminology/criminal justice; immigrant communities; inequalities; fulfill the SOCI 119 requirement for the questions. Statistical analyses conducted organization/institutions major. (5 units) using a statistical package such as SPSS or Microcase. Prerequisites: Concurrent 118. Qualitative Methods enrollment in SOCI 119. (5 units) REQUIREMENTS FOR THE MINOR Provides students with an understanding 121. Research Practicum Students must fulfill the following requirements for a minor in sociology: of qualitative methods for social research Collaborative research project conducted • SOCI 1, 33, 117 by focusing on (1) classical and contemporary sociological works employing under the direction of a faculty member. • Three other approved upper-division sociology courses excluding 118, 119, 120, qualitative methods; and (2) a selection Prerequisites: SOCI 118, 119, and 120. and 121 of qualitative methods and techniques in (5 units) sociology. Students gain hands-on expe- 170. Applied Sociology LOWER-DIVISION COURSES rience by producing a series of qualitative research projects. Prerequisite: SOCI 119 Demonstrates the application of socio- 1. Principles of Sociology 33. Social Problems in and 120. (5 units) logical research and insights to the chal- Introduction to the field of sociology. the United States lenges of modern business, human Emphasis on the major sociological per- Overview of contemporary social problems 119. Sociological Theory service, and public sector organizations. spectives and the basic elements of soci- in the United States from a sociological per- Provides an overview of sociological the- Practice components bring students into ological analysis. Introductory exposure spective. Topics may include immigration, ory stressing the role of theory in the sci- contact with people who are incorporat- to research methodology. (4 units) the economy, poverty, homelessness, and so- entific method. This course is required of ing sociology to improve the functioning cial inequality. (4 units) all majors and will not fulfill the SOCI of their organizations. (5 units)

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UPPER-DIVISION COURSES: UPPER-DIVISION COURSES: INEQUALITIES CLUSTER CRIMINOLOGY/CRIMINAL JUSTICE CLUSTER 132. Social Stratification urban issues. Explores unresolved para- 158. Deviant Behavior change (e.g., intellectual property rights, Analysis of the principal lines of social dox in how we understand urban life; Examination of deviant behavior such as privacy) and general social change (e.g., cleavage within U.S. society. Emphasis role of structural and cultural conditions crime, mental disorder, and alcoholism. shifting patterns of family, ethnicity, im- on the racial, sexual, ethnic, occupa- in creating or adding to urban problems; Social factors in the etiology and control migration) receive special attention. tional, and class divisions prevalent in the issues such as poverty, immigration, of deviant behavior. (5 units) Focus on American legal institutions, contemporary world. (5 units) housing, and the political economy of with attention to other countries for urban America. (5 units) 159. Sociology of Crime comparative purposes and to highlight 134. Globalization and Inequality legal trends resulting from globalization. 153. Race, Class, and Gender An examination of the relationship be- Overview of globalization as a long-term in the United States tween crime and society with a focus on (5 units) historical process. Focus on the impact in crimes such as juvenile crime, crimes the developing world, on people moving Examination of the concepts of race, eth- 161. Sociology of the nicity, class, and gender to analyze social against women and children, family vio- Criminal Justice System from the developing to the developed lence, illegal drug trafficking and use, world, displacement of some and new identities, social relationships, and social white collar crime; philosophies of pun- An examination of the major issues and opportunities for others during different institutions. Focus on the major issues ishment, prisons and prison sub-cultures, programs in the criminal justice system periods of globalization; long-term im- and research questions in the specialized the death penalty; theories of criminal in the United States. Focus on the socio- plications of privilege and marginality sociological field of race, ethnicity, class, behavior. (5 units) historical context and functioning of that globalization has produced. Exami- and gender research. (5 units) adult and juvenile investigation, court nation of case material based on Latin 165. Human Services 160. Law in a Changing Society system, corrections system, and the American, African, and Asian historical Explores the law in relationship to the restorative justice model; impact of race experiences; exploration of theoretical Introduction to the field of human serv- changing character of contemporary soci- and class in the functioning of the justice models of high rates of poverty in the de- ices. Topics include the connections be- ety. Legal issues raised by technological system. (5 units) veloping world and practical steps to re- tween societal understanding of social duce marginalization on a global scale. problems, programs, and policies; work (5 units) and management issues in public and UPPER-DIVISION COURSES: IMMIGRANT COMMUNITIES CLUSTER nonprofit human service agencies; 135. Gender and Social Change human services in a multicultural con- 137. Social Change world (the developed versus the develop- in Latin America text; opportunities to learn from human ing regions of Asia, Africa, and Latin Significant trends and issues in contem- Examination of the relationship between service professionals. (5 units) porary U.S. society and in the world. America), communities, and families. (5 units) gender and the process of national and 175. Race and Inequality Utility of sociological concepts, princi- international factors related to social ples, and theories for understanding 150. Ethnic Enterprises change in Latin America. Emphasis on Analysis of the socioeconomic and polit- social change. (5 units) selected case studies such as Mexico, ical situation of African, Asian, Hispanic, Examination of economic, historical, and Native Americans in contemporary 138. Demography: Population cultural, and political factors related to Guatemala, Bolivia, and El Salvador. (5 units) U.S. society. Topics include race and and Resources the origins and development of ethnic class, occupational and economic in- Global, regional, and national popula- enterprises in the United States. (5 units) 140. Urban Society and equality, racial discrimination, the cul- tion changes and the effects on people, 190. Immigrant Communities Social Conflict ture of poverty, cultural stereotyping, and groups, societies, and their environment. resistance to change. (5 units) Seminars for juniors and seniors on se- Critical inquiry into urban sociology and Topics include the dynamics of popula- theoretical and practical exposure to tion change across different regions of the lected issues in the sociology of immigrant experience and communities. (5 units)

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UPPER-DIVISION COURSES: UPPER-DIVISION COURSES: OUTWARD BOUND ORGANIZATIONS/INSTITUTIONS CLUSTER 125. Honors Thesis repeated once for credit, under certain 127. Group Dynamics socialization and some of the conse- Ordinarily requires an overall GPA of circumstances and with the approval of Explores the structure and social processes quences of these differences: tokenism, 3.3, a GPA of 3.5 in the major, comple- the sociology chair. Prerequisites: An over- that occur in small and large groups. sexual harassment, the “glass ceiling,” tion of SOCI 121, and approval of a the- all GPA of 2.7 or permission of the sociol- Concepts such as power and prestige, and the dual-career family. Includes sis proposal defining a topic, outlining a ogy chair is necessary. Students must register leadership, communication networks, strategies to address gender inequality in theoretically driven research design, and with the internship coordinator the quarter collaboration and conflict, game theory, the workplace. (5 units) having a timetable for conducting vari- before they wish to register for the course. (5 units) and distributive justice are examined. 157. Sociology of Family ous stages of the research. May be taken (5 units) only with special permission of the sociol- 199. Directed Reading/ Examines how family forms have ogy chair. (5 units) 148. Diversity Issues in Contemporary changed over time in the United States, Directed Research American Organizations including the causes and consequences of 198. Internship Intensive reading in areas not emphasized Changing form and function of complex different family structures and role expec- Opportunity for students to employ soci- by the department. Independent research organizations in the United States, with tations. Patterns and dynamics of dating, ological insights in human service/com- on specific topics not fully covered in de- particular attention to contemporary family formation, child rearing, divorce, munity, government, or business partmental courses. May be repeated racial/ethnic diversity issues. Focus on and extended family support systems are organizations. Students spend the major- once for credit, under certain circum- different ways of running an organiza- also covered. (5 units) ity of class time off campus and then re- stances and with the approval of the soci- tion, the need for organizations to be “di- flect on their experiences through ology chair. Written departmental 163. Sociology of Work approval necessary in the quarter prior to versity friendly” to respond to and Occupation discussions in class and papers. May be opportunities and challenges during registration. (5 units) times of rapid change, “culture audit” Ideological and institutional characteris- techniques to gauge realities of life in or- tics of modern industrial society and ganizations, particularly as they relate to some of its basic problems, such as alien- UPPER-DIVISION COURSES: OTHER racial/ethnic inclusiveness. (5 units) ation, affluence and work motivation models, primary group influences, and 133. Politics and Society in Developing 176. Elder Law 149. Business, Technology, leadership behavior. (5 units) Societies A survey of public policy issues particu- and Society Social and political change in the Third larly affecting the elderly. Consideration 164. Collective Behavior Examination of the ways that technolog- World. Relationship between economic of the legal aspects of death and dying, ical and social changes occur within the Analytical study of collective behavior prin- and social development and the emer- involuntary commitment, guardianship context of business organizations and ciples: typology of crowds, mass behavior, gence of democratic, authoritarian, or and conservatorship, age discrimination, strategies. In particular, provides a socio- and the characteristics of publics. Introduc- revolutionary regimes in Africa, Asia, and public benefit programs, and nursing logical analysis of how the emergence of tion to social movements. (5 units) Latin America. Emphasis on ways in homes. (5 units) the Internet and other new information which the international system influences 172. Management of Health Care development through investigation of 193. Advanced Seminars in Sociology and communication technologies pro- Organizations vide both challenges to and opportuni- theories of interdependence, dependency, Seminars for juniors and seniors on se- ties for effective business strategies in the Explores the sociological and practical is- and neoimperialism. (5 units) lected issues in sociology or current prob- 21st century. (5 units) sues of operations, financing, and man- lems of social relevance. (5 units) agement in organizations providing 162. Political Sociology 152. Women and Men services for people with health problems Analysis of power relations in the United in the Workplace (organizations such as nursing homes States. Examination of different dimen- Examination of the status and roles of and hospitals) or people with infirmities sions of power. Particular emphasis on men and women in the labor force. How (organizations such as senior care centers the development of social protest move- gender differences are developed through and assisted living facilities). (5 units) ments. (5 units)

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DEPARTMENT OF THEATRE AND DANCE with practical application for life as an expression of “God’s glory” in the world. Spe- cific objectives of this program include entry-level proficiency for a career or further Professor: Frederick P. Tollini, S.J. training in graduate school; the development and practice of audition techniques; per- Associate Professors: Aldo Billingslea (Department Chair), Jerald R. Enos, Barbara formance of acting, singing and theatrical dance; and knowledge of the cultural his- Fraser, Barbara Murray, David J. Popalisky, Michael Zampelli, S.J. tory and various forms of musical theatre. Two tracks are available within the musical Senior Lecturers: Elizabeth Dale, Derek Duarte, Kristin Kusanovich, David Sword theatre minor, one focused on American musical theatre and the second focused on Renewable Term Lecturer: Joanne Martin lyric theatre. The theatre season usually includes at least four faculty-directed plays, three dance The Department of Theatre and Dance celebrates creativity of the human spirit, concerts, and student-directed plays and recitals. Participation in departmental pro- offering a well-rounded education leading to a Bachelor of Arts degree in Theatre Arts ductions is open to all members of the University community: students, faculty, and with an emphasis in either theatre or dance. This study involves both academic disci- staff. Guest productions by professional dance and theatre companies occasionally plines and creative processes. These include practice and analysis of skills required in form part of the season, and guest artists periodically direct, design, choreograph, or the performing arts; critical evaluation of literature, history, and theory of drama and perform in shows with Santa Clara students. dance; collaboration in production and public presentation of performance. The department also offers minors in theatre and dance as well as an interdisciplinary minor REQUIREMENTS FOR THE MAJOR in musical theatre in cooperation with the Department of Music. Theatre and dance are distinct but related areas of emphasis. While each has its own In addition to fulfilling University Core Curriculum and College of Arts and Sciences set of requirements, students in either emphasis share common courses. Through lec- requirements for the Bachelor of Arts degree, students majoring in theatre arts must com- tures, studio courses, labs, and productions, students work closely with faculty and plete the following departmental requirements: staff mentors. The theatre program offers coordinated courses in acting, design, technical production, directing, dramatic literature, and theatre history. Students within Emphasis in Theatre the theatre emphasis will have a well-rounded foundation but may focus their study • THTR 9, 20, 21, 30 on any of the above areas. The dance program emphasizes modern dance and choreography, with additional • THTR 41, 42, 43 training in jazz and ballet. In these areas, students have many opportunities for per- • Two courses from THTR 31, 32, 33 formance and production; majors have the option of a senior recital, directing project, design assignment, or a senior thesis. Majors must fulfill the University Core • DANC 46 Curriculum and College of Arts and Sciences requirements for the Bachelor of Arts • THTR 185 degree and the department requirements in their emphasis area, theatre or dance. • One course from THTR 116, 117, 118 A degree in theatre arts provides preparation for many career options. Some students continue on to graduate school, perfecting skills in acting, dance, design, direct- • Five approved upper-division theatre electives; two of which must be in alternate ing, or historical studies. Graduates in theatre and dance have successfully pursued specializations: acting, design/technical, directing, history/literature, playwriting careers in professional theatre and dance companies, film, television, arts administra- • Four units of THTR 39/139 tion, and teaching. In addition, many have applied their skills in careers outside of theatre—in medicine, law, management, marketing, development, and religion. Emphasis in Dance A strong liberal arts education is inherent in the study of theatre and dance. Students are encouraged to work with their advisors planning a program that includes • THTR 9, 20, 30 courses within their focus area and courses in other departments with related disci- • Two courses from THTR 11, 12, 13 plines. Programs that partner well with theatre and dance include: English, music, • DANC 40 or DANC 43 communication, studio art, psychology, political science, and marketing. Students may combine theatre with various education waiver programs. Courses in theatre and • DANC 46, 47, 48, 49 dance can provide students of any major with experience in collaborative work, crit- • One course from THTR 31, 32, 33 ical thinking, management, and communication skills. The minor in musical theatre offers experience and training in an art form that syn- • DANC 143, 146, 147 thesizes the performing arts of music, theatre, and dance as well as aspects of the • One course from DANC 140, 141, 142, 145, 148 visual arts and literature. Musical theatre, an important means of entertainment, • One course from DANC 162, 166, 189 social commentary and civic engagement both historically and in contemporary society, continues to have a part in Jesuit education that combines personal formation • Three approved upper-division theatre and dance electives • Four units of THTR 39/139 212 COLLEGE OF ARTS AND SCIENCES THEATRE AND DANCE 213

REQUIREMENTS FOR THE MINORS 14. Chicano Theatre as actors, assistants to the director, dancers, and choreographers. Individual design/tech- Students must fulfill the following requirements for a minor in theatre or dance: Study of performance of the “acto,” His- panic American Theatre’s basic form of the- nical assignments. May be repeated for a Minor in Theatre atrical expression. Offered in alternate years. total of 8 units. Prerequisite: Approval of di- (4 units) rector of production. (2 units) • THTR 10, THTR 8 or THTR 15 or THTR 20, THTR 30 or THTR 31 30. Introduction to Design • One approved theatre and dance elective 15. Acting for Nonmajors in Multicultural Plays Explores the role of design as a part of the • Four approved theatre and dance courses Students will perform in multicultural plays, production process. Includes a study of the • THTR 39/139 attend live performances, and study elements and principles of design as they Stanislavski’s “method of physical action.” apply to scenic, lighting, and costume de- Minor in Dance (4 units) sign. Also included: design development and the role of each designer in the produc- • THTR 10 20. Acting I tion. (4 units) • DANC 46, DANC 47, DANC 48, DANC 49 Foundation of the acting curriculum; im- 31. Introduction to Production • Four units of ballet or jazz provisation, theatre games, open scenes, and Overview of the organization, concepts, ter- • DANC 143, DANC 146, DANC 147 monologues used to explore Stanislavski’s “method of physical action.” Priority given minology, and skills involved in technical • One theatre and dance elective to theatre arts majors. (4 units) theatre. (4 units) • THTR 39/139 21. Voice I 32. Costume Construction Study of vocal production and technique for Introduction to making costumes: LOWER-DIVISION COURSES: THEATRE the stage. Principles of the Alexander Tech- fabric/textile studies, sewing techniques, dyeing and ornamentation, and costume 8. Acting for Nonmajors 11. Performance and Culture I nique and other sources are used to learn vocal production and mechanics for build- crafts. (4 units) Through standard theatre games, exercises, Interdisciplinary study of Western culture ing and maintaining the voice. Required for 33. Stage Lighting monologues, and scenes, students will ex- through the arts of music, theatre, and majors in theatre and dance. Priority given to plore, via Stanislavski’s “method of physical dance. Ancient Greece and Rome and the theatre arts majors. (4 units) Principles and practice. Color, instrumen- action,” basic principles of the acting craft. Medieval world are the focus in this first of tation, basic electricity, and electronics. (4 units) a series of three courses. Also listed as MUSC 24. Acting II Elementary design theory and practice. 11. (4 units) (4 units) 9. Defining the Performing Artist Builds on the skills acquired in Acting I. Ap- 12. Performance and Culture II plication of the concepts of “objective, ac- 35. Technology and Theatre Being in tune as a performing artist means tions, and qualities of action” to scripted being aware of the connection between Interdisciplinary study of Western culture material. Rehearse and perform scenes from An introduction to computer applications body, mind, and spirit. Topics include dis- through the arts of music, theatre, and plays by American playwrights bringing as an aid to design, problem solving, and cussion of professional résumés, head shots, dance. The Renaissance in Italy and Eng- foundation skills to physical life. Prerequi- management in theatre. (4 units) auditions, and career choices. Also, the im- land, 17th-century France, the Enlighten- site: THTR 20. (4 units) plications of being a performing artist, body ment and Romanticism. Also listed as 36. Makeup for Stage image and awareness, self-esteem, lifestyle/ MUSC 12. (4 units) 27. Children’s Theatre Production Basic principles of makeup for the stage. health choices, nutrition and diet, and stress Youth, old age, and special problems. Use 13. Performance and Culture III The development and production of tradi- management strategies. (2 units) tional and bilingual theatre for children. of all media. (2 units) Interdisciplinary study of Western culture Focus is on ethnic folk tales and social jus- 10. Introduction to Theatre Arts through the arts of music, theatre, and 37. Graphics and Rendering tice issues. Touring production. (2 quar- for Theatre Design Creating a show: basic performance and dance. 19th- and 20th-century Romanti- ters/2 units each quarter) production skills leading to theatrical pres- cism, modern, and contemporary eras. Also Introduction to graphic representation. entation. (4 units) listed as MUSC 13. (4 units) 29. Rehearsal and Performance Drafting, mechanical perspective, freehand Active participation in the preparation and drawing, isometrics, white model develop- performance of departmental productions ment, painter’s elevation, rendering, and 214 COLLEGE OF ARTS AND SCIENCES THEATRE AND DANCE 215 portfolio presentation. Offered in alternate practice, and involves studying Western UPPER-DIVISION COURSES: THEATRE years. (4 units) texts and performance practices of the 16th, 17th and 18th centuries. (4 units) 110. Medieval Theatre 120. Acting Styles I: Shakespeare 38. Scene Painting Course considers the range of theatrical ac- Techniques for performing the works of Introduction into the styles, techniques, and 43. Theatre History III tivity in Western Europe during the Me- William Shakespeare and other Elizabethan application of scenic art as it relates to the Third in a three-course sequence exploring dieval period (c. 500-1500 CE). Considers playwrights. Learn scansion and perform theatre. This includes color theory, light and the development of Western theatre as an historical documents, play texts, and sec- sonnets, monologues, and scenes from shadow, and the interpreting of a painter’s art form and a complex social institution. ondary sources in its aim to discover how plays. Offered in alternate years. Prerequi- elevation and/or scenic research for the Theatre History III begins with Romantic Medieval theatrical performances both re- sites: THTR 21, THTR 24, DANC 46. stage. Projects include wood graining, stone, movement and involves studying Western vealed and constructed the culture of the (5 units) marble, and foliage. Offered in alternate texts and performance practices of the 19th, Middle Ages. (5 units) years. (4 units) 20th, and 21st centuries. (4 units) 122. Acting Styles II: 111. English Drama I Acting for the Camera 39. Production Workshop 65. Multicultural Theatre Also listed as ENGL 113. For course descrip- Specific techniques of acting in commer- Training in development of technical skills Addressing social, ethnic, and gender issues tion see ENGL 113. (5 units) cials, television, industrials, and film. Per- for stage production. Directed work in from several groups outside the dominant form scenes in front of the camera to scenery and costume construction, lighting, culture through diverse types of theatre, in- 112. Topics in Theatre and Drama achieve understanding of the differences sound, and stage management. May be re- cluding, but not limited to, Asian Ameri- Prior to 1700 and similarities of acting in this media and peated for a total of 8 units. Not applicable can, Hispanic, African American, gay, and Course topics include: Medieval Drama, theatre. Offered in alternate years. Prerequi- to paid work hours or to laboratory hours lesbian theatre. (4 units) Commedia Dell’Arte, Elizabethan and sites: THTR 21, THTR 24, DANC 46; ma- connected with stagecraft courses. (2 units) Restoration Drama, Classic Drama East jors must also take one of the following courses: 68. Special Topics: and West. Also listed as ENGL 112. (5 units) THTR 31, 32, or 33. (5 units) 40. Costume Crafts and Playwrights’ Workshop Fashion Accessories Workshop focuses on the development of a 113. Topics in Theatre and Drama 123. Acting Styles III: This class will cover more advanced sewing script or performance piece centered on a After 1700 Musical Theatre and costume craft skills such as corset mak- particular chosen theme. May include re- Course topics include: Neo-Classic Drama Study of the techniques of acting in this spe- ing, hat making, and jewelry making. Of- search, interviews, improv, and script devel- and 19th-Century American Theatre. Also cial genre including phrasing, interpretation fered in alternate years. Prerequisite: THTR opment. Offered in alternate years. (4 units) listed as ENGL 112. (5 units) of lyrics, and auditioning. Offered in alter- 32 or by permission of instructors. (4 units) nate years. Prerequisites for majors: THTR 80. Musical Theatre Production 116. Shakespeare’s Tragedies 21, DANC 46 (THTR 24, DANC 40 rec- 41. Theatre History I Workshop Also listed as ENGL 116. For course descrip- ommended), and one of the following courses: First in a three-course sequence exploring Gives students the opportunity to perform tion see ENGL 116. (5 units) THTR 31, 32, or 33. Prerequisites for musi- the development of Western theatre as an in a musical theatre production workshop cal theatre minors: THTR 20 (DANC 40 art form and a complex social institution. that covers the study of songs and scenes 117. Shakespeare’s Comedies and MUSC 33 recommended). (5 units) Theatre History I begins in pre-history, con- from a wide variety of musicals. The class Also listed as ENGL 117. For course descrip- sidering various theories that try to account presents an original cabaret performance at tion see ENGL 117. (5 units) 124. Acting Styles IV: Advanced for the origin of theatre, and continues with the end of the quarter. Prerequisites for ma- Acting for the Camera a study of the texts and performance prac- jors: THTR 20, THTR 21, DANC 46 118. Shakespeare Studies Advanced study of acting for the camera tices of ancient Greece, Republican and (THTR 24 and DANC 40 recommended). Also listed as ENGL 118. For course descrip- with special attention to Modern American Imperial Rome, and Medieval Europe. Prerequisites for minors: THTR 20, DANC tion see ENGL 118. (5 units) plays. For part of the class students will work (4 units) 40, DANC 155, MUSC 1. (4 units) in the television studio directed by commu- 119. Modern American Theatre nication majors utilizing a three-camera 42. Theatre History II 99. Independent Study History (1915–present) shoot. Offered in alternate years. Prerequi- Second in a three-course sequence explor- Directed reading and/or research. Prerequi- A study of the significant cultural and liter- sites: THTR 24, THTR 122; majors must ing the development of Western theatre as site: Written proposal must be approved by the ature trends in American theatre. Offered in also take one of the following courses: THTR an art form and a complex social institution. instructor and department chair one week alternate years. Also listed as ENGL 119. 31, 32, or 33. (5 units) Theatre History II begins with the transi- prior to registration. (2–4 units) (5 units) tion from pre-modern to modern theatrical

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125. Special Topics 134. Costume Design constructing gender and ethnic identities, 168. Special Topics: A scene study course that may include spe- Principles of costume design for the stage. social and political structures, and foment- Playwrights’ Workshop cific playwrights or styles—Chekhov, Ibsen, Application of design elements to convey ing revolution. (5 units) Workshop focuses on the development of a Greek, Absurdist, Brecht, Meisner, or other character and production concepts. Period 159. Writing and Performing Poetry script or performance piece centered on a styles depending on departmental needs or research, style, and rendering techniques. particular chosen theme. May include re- instructor expertise. Prerequisites: THTR 20 Offered in alternate years. (5 units) Also listed as ENGL 126. For course descrip- search, interviews, improv, and script devel- and approval of the coordinator of the acting tion see ENGL 126. (5 units) opment. Offered in alternate years. (5 units) 136. Advanced Scene Painting program. (5 units) 160. Literature and Performance A study into the historical styles of Trompe 170. Playwriting 127. Children’s Theatre Production L’Oeil and Grisaille and their application to Adapting literature (poems, novels, short Critical analysis of dramatic structure for the For course description see THTR 27. scenic art for the theatre. This will include stories, diaries, etc.) for the stage, and writ- playwright. Scenarios, character studies, (2 units) the scaling and transferring of images for ing complete scripts for performance and writing of original plays. Also listed as ENGL large scale projects. Projects include archi- production. Theories of both narrative and 193W. (5 units) 129. Rehearsal and Performance tectural reliefs, fabric/drapery, and orna- dramatic structures. Also listed as ENGL For course description see THTR 29. mentation. Offered in alternate years. 191. (5 units) 171. Advanced Playwriting (2 units) (5 units) 161. American Theatre from Continuation of THTR 170. Also listed as ENGL 193. (5 units) 130. Technical Design 137. Pattern Drafting and Draping the Black Perspective The design process: adapting scenic eleva- Drafting and draping techniques for a basic An exploration of the contributions Black 173. Screenwriting tions to building scenery. Transformation of bodice, skirt, sleeve, and collars, and tech- artists have made to enrich the American Also listed as ENGL 173. For course descrip- scene designs to carpenter drawings; stan- niques for developing variations. Emphasis theatre as playwrights, actors, designers, and tion see ENGL 173. (5 units) dard building methods, stage machinery so- on drafting period garments. Offered in al- directors. Offered in alternate years. Also lutions, and budget-regulated design ternate years. Prerequisite: THTR 32 or per- listed as ENGL 192. (5 units) 176. Arts Administration options. Offered in alternate years. (5 units) mission of instructor. (5 units) 164. Women in Theatre Multidisciplinary studies (art, music, theatre) in problems of arts administration. 131. Sound Design 138. Production Management Seminar designed to reflect on the various (5 units) Principles of sound in theatre production. Designed to acquaint students with the roles women have played in the modern Emphasis on practical applications and complexities of managing productions from American theatre. Offered in alternate years. 180. Musical Theatre Production equipment use; digital and automation the audition process to final performance. (5 units) Workshop sound theories. Offered in alternate years. Directing, lighting, scenic production, 165. History of American Gives students the opportunity to perform Prerequisite: THTR 30 or equivalent. sound, cueing, budgets, and personnel Musical Theatre in a musical theatre production workshop (5 units) management are aspects that will be that covers the study of songs and scenes touched upon in class. Offered in alternate A cultural look at musical theatre as an from a wide variety of musicals. The class 132. Lighting Design years. (5 units) American art form, which has its roots in will have a presentation at the end of the Application of lighting skills to production vaudeville, burlesque, and minstrel shows. quarter. Prerequisites for majors: THTR 20, design. Offered in alternate years. Prerequi- 139. Production Workshop Offered in alternate years. (5 units) THTR 21, DANC 46 (THTR 24 and site: THTR 33 or equivalent. (5 units) For course description see THTR 39. 167. Gender and Performance DANC 40 recommended). Prerequisites for (2 units) minors: THTR 20, DANC 40, DANC 155, 133. Scene Design Exploration of issues of gender and sexual- MUSC 1. (5 units) Application of graphic skills to scenic 151. Fashion, Politics, and ity as they are performed in theatre, music, design. Styles, scene painting technique, set Issues of Gender dance, and contemporary performance art. 181. Classical Tragedy décor. Offered in alternate years. Prerequi- Historical exploration of fashion not merely Offered in alternate years. (5 units) Also listed as CLAS 181 and ENGL 110. For site: THTR 37 or equivalent. (5 units) as a matter of personal taste, but as a sight course description see CLAS 181. (5 units) for examining the interconnections among power, politics, gender, and ethnicity. The 182. Classical Comedy course will consider the role of fashion in Also listed as CLAS 182 and ENGL 111. For course description see CLAS 182. (5 units) 218 COLLEGE OF ARTS AND SCIENCES THEATRE AND DANCE 219

185. Dramaturgy playwriting program. Must have completed LOWER-DIVISION COURSES: DANCE technical requirement and have stage-man- Play analysis in the context of theatrical gen- 4. The Physics of Dance 43. Ballet I res and historic period cultures. Also listed as aged a student or main stage production. ENGL 195. (5 units) (5 units) Explores the connection between the art of Introductory course in ballet with no previ- dance and the science of motion with both ous experience necessary. Develops individ- 186. Stage Directing 195. Senior Project: Design/Technical lecture/discussion sessions and movement ual strength, flexibility, and coordination Basic course in the problems, techniques, Students serve as designers for sets, cos- laboratories. Topics to include: mass, force, through classical ballet technique. Includes and theory of directing plays for the live the- tumes, lights, or sound, or as technical direc- equilibrium, acceleration, energy, momen- barre and floor combinations. (2 units) tors for a departmental production. tum, torque, rotation, and angular momen- atre. Prerequisites: THTR 20 and THTR 44. Ballet II 185. (5 units) Prerequisite: Approval of design faculty. tum. Movement laboratory will combine (5 units) personal experience of movement with sci- Continuation of ballet fundamentals intro- 187. Seminar in Theatre and Dance entific measurements and analysis, in other duced in DANC 43 with emphasis on dis- Before 1700 196. Senior Project: Directing words: “dance it” — “measure it.” This is a cipline, coordination, and developing Topics may include: Medieval Religious Project in directing. A short play, fully lab science course, not a dance technique practical performing skills in classical ballet Drama and Performance, Shakespeare Sem- staged. Prerequisites: THTR 20, 30, 41, 42, course. Also listed as PHYS 4. (4 units) technique. Includes barre and floor combi- 43, 138, 185, 186. Successful completion of nations. (2 units) inar, and Antitheatricalism. Can be repeated 29. Rehearsal and Performance for credit as topic varies. (5 units) stage crew assignments that include: run crew for two departmental productions, and stage Active participation in the preparation and 45. Ballet III 189. Seminar in Theatre and Dance manager for a one-act play or departmental performance of departmental productions Continued study of ballet at intermediate After 1700 play. Permission of the head of the directing as actors, assistants to the director, dancers, level, encouraging technical and perform- Topics may include: The Musical Theatre program. (5 units) and choreographers. Individual design/tech- ing proficiency. Focus on correct alignment nical assignments. May be repeated for a and developing artistic expression. Includes of Stephen Sondheim, Asian Drama, and 197. Senior Thesis the works of August Wilson. Can be re- total of 8 units. Prerequisite: Approval of di- barre exercises and intermediate-level floor peated for credit as topic varies. (5 units) A senior thesis in history/literature/drama- rector of production. (2 units) combinations. (4 units) turgy. The thesis would be written for the 190. New Playwrights’ Festival advisor in consultation with other commit- 40. Jazz Dance I 46. Modern Dance I In this workshop course we will engage with tee members. Upon completion of the the- Introductory course in jazz dance with no Introductory course in modern dance with the process of moving a play from “the page sis, an oral defense will take place before a previous training required. Introduces body no previous training required. Introduces to the stage.” Students will first engage with selected committee. Prerequisite: Faculty isolation, rhythmic awareness, movement the expressive potential of dance through a series of generative and analytic dramatur- approval. (5 units) coordination, and jazz styles through per- modern dance technique. Emphasis on flex- gical exercises. Then, working with student formance of dance combinations. (2 units) ibility, strength, and alignment practiced 198. Practicum through standing and floor exercises. Move- actors and directors in a collaborative re- 41. Jazz Dance II hearsal period, students will interact with Reserved for projects with recognized insti- ment improvisation explores qualities of their play in motion, gaining information tutions outside the University. Prerequisite: Continuation of jazz fundamentals intro- motion. (2 units) Written proposal must be approved by instruc- duced in DANC 40 with emphasis on of further entry into the work. The class cul- 47. Modern Dance II minates in a festival of staged readings. Pre- tor and department chair one week prior to learning and retaining longer combinations. requisites: THTR 170 and permission of registration. (1–5 units) (2 units) Continuation of modern dance fundamen- instructor. (5 units) tals introduced in DANC 46 with empha- 199. Independent Study/Directed 42. Jazz Dance III sis on technique, flexibility, coordination, 193. Peer Educator in Theatre Reading/Directed Research Continued study of jazz dance at an inter- and creativity. (2 units) Two areas of directed study: creative proj- mediate level with emphasis on technique, Students will assist instructors in theatre 48. Modern Dance III classes. Prerequisite: Mandatory training ects in directing, choreography, technical flexibility, balance, control, muscle tone, workshop. (1-2 units) production, design, playwriting, adminis- and retaining long combinations in a variety Continued study of modern dance at an tration, or directed reading and/or research. of jazz styles. Students choreograph final intermediate level. Emphasis on release 194. Senior Creative Project Prerequisite: Written proposal must be ap- projects. (4 units) techniques, rhythmic precision, and spatial Capstone project showcasing playwriting or proved by the instructor and department chair principles through extended combinations performance art skills. Prerequisites: Permis- one week prior to registration. (2–5 units) and movement improvisation. (4 units) sion and approval of the head of the directing/

220 COLLEGE OF ARTS AND SCIENCES THEATRE AND DANCE 221

49. Dance Composition integrated, aligned body for anyone with an 61. Charisma interpretation with some improvisation and Traditional approaches to compositional active lifestyle, as well as for injury preven- Charisma is a student directed, faculty men- composition opportunities. Work with dig- problems of form and design, time and tion and recovery. One-on-one Pilates in- tored exploration of spirituality, as revealed ital cameras, learn the basics of lighting, rhythm, energy flow and force in dance as struction using the Reformer. Prerequisite: through the performing arts. Students begin shooting techniques, storyboarding, projec- an art form. (4 units) Permission of instructor. (1 unit) this process in retreat, dedicating time tions, streaming video to the Web, and how to best document dance on video. 57. Children’s Dance Production throughout fall quarter for reflection, dis- 50. Tap I covery, and outreach. Charisma culminates (2–4 units) The development and production of cre- Introductory course in tap dance with no in early winter quarter performances 66. Women in Dance History previous training required. Develops bet- ative dances designed for children K-12 through the building of an intimate arts ter coordination, rhythm, and timing. (lower or higher grades in alternate years). community experience. Prerequisite: Audi- Introduction to significant European and Strengthens the feet and legs. Basic tap Focus on improvisation and sharing the art tions are held the preceding spring quarter. American women dance artists from the terminology and steps. (2 units) of dance through interactive performance. (2 units) 1830s to the present with a focus on their Touring production. (2 units) achievements as dancers, choreographers, 51. Tap II 62. African American Dance History critics, and scholars within their social con- 58. Pilates Mat Class Continuation of tap fundamentals intro- Exploration of African American dance’s text. Views dance through feminist theoret- duced in DANC 50. A series of regulated Pilates mat classes, based on the pioneering contribution to U.S. culture from slavery ical perspectives to address issues of power, and controlled rhythmical movements of work of Joseph Pilates, are designed to con- through the present. How minstrel stereo- agency, and personal expression in ballet, the body, accompanied by music, which de- dition the body. Mat classes focus on align- types, jazz dance sources, black concert modern, jazz, and ethnic dance forms. velops a sense of rhythm and coordination. ment and breathing. Strengthens the core dance and hip-hop reflect racial and social (4 units) of the body while freeing-up the joints to Learn tap steps and apply them to the art of realties in America. (4 units) 99. Independent Study performance. (2 units) aid in flexibility, improving posture, and all around quality of life. Prerequisite: Permis- 65. Intermediate/Advanced Includes directed reading and/or research, 52. Afro-Haitian Dance sion of instructor. (2 units) Modern Dance and Video teaching assistants, and/or focused participation in special projects. Prerequisite: Writ- Introductory course in Afro-Haitian dance 59. Introduction to Teaching Dance Includes extensive integration of video tech- with no previous training required. Basic nologies and dance. The mixed-level tech- ten proposal must be approved by the technique class that introduces the subtleties The fundamentals of teaching dance and nique class focuses on alignment, flexibility, instructor and department chair one week of the dance, proper body placement, and movement in public and private K-12 set- strength, complex rhythms, and music prior to registration. (2–4 units) the rhythmic structure between the dance tings. How to plan developmentally appro- and the music. Offered in alternate years. priate curriculum, incorporate the (2 units) anatomical and artistic fundamentals nec- UPPER-DIVISION COURSES: DANCE essary for a safe and effective technique class, 54. Mexican Folklorico Dance lead creative movement experiences, and in- 129. Rehearsal and Performance 142. Advanced Jazz Dance I Introductory course in Mexican folklorico tegrate dance with other academic subjects. For course description, see DANC 29. Builds from an assumed intermediate level dance with no previous training required. Will include work with children and teens (2 units) of jazz dance technique. Emphasis on per- Course introduces steps and moves from in local schools. Prerequisite: Any introduc- sonal style and performance techniques in various regional forms of dance from Mex- tory-level dance course. (4 units) 140. Advanced Ballet I advanced jazz dance combinations. (5 units) ico including Azteca, Quebradita, Danzon, 60. Kinesiology Advanced level study of classical ballet with and Salsa Mexican style; plus a very struc- focus on American and European styles. In- 143. Choreography tured form of exercise for footwork called Kinesiology is the study of the mechanics of cludes ballet barre exercises, center adagio, Emphasis on the creative process, dynam- “tecnica” drills to enable the dancer to pick human motion. Develops a thorough and allegro combinations at intermediate/ ics, phrasing, and thematic development up more intricate and challenging material. knowledge of human anatomy, specifically advanced level. (5 units) through choreographing and performing an Offered in alternate years. (2 units) the skeletal and muscular systems, and ex- original group dance. Exploration of aes- plores the effects of gravity on the moving 141. Advanced Ballet II thetic and stylistic approaches to choreog- 56. Pilates Private Instruction body. Class work will involve both text and Continuation of DANC 140. (5 units) raphy. Prerequisite: DANC 49 or equivalent. Pilates is the latest technology for condition- laboratory based learning. (4 units) (5 units) ing the human body. Pilates is excellent for building a deep internal strength and an 222 COLLEGE OF ARTS AND SCIENCES THEATRE AND DANCE 223

145. Advanced Jazz Dance II 156. Pilates Private Instruction 162. African American Dance History nonprofit sector, and will have an active on- Continuation of DANC 142. Emphasis on Pilates is the latest technology for condition- Exploration of African American dance’s campus presence. Outreach venues will be learning longer warm-ups, combinations, ing the human body. Pilates is excellent for contribution to U.S. culture from slavery coordinated with the Arrupe Center. This and adagio work. Opportunity to create building a deep internal strength and an in- through the present. How minstrel stereo- is a research and discovery opportunity. your own choreography, and learn tech- tegrated, aligned body for anyone with an types, jazz dance sources, black concert (5 units) nique of teaching fellow students. (5 units) active lifestyle, as well as for injury preven- dance, and hip-hop reflect racial and social 193. Senior Project: Dance tion and recovery. One-on-one Pilates in- realities in America. (5 units) 146. Advanced Modern Dance I struction using the Reformer. Prerequisite: A recital for theatre majors, with dance Intermediate/advanced level study of mod- Permission of instructor. (1 unit) 165. Intermediate/Advanced emphasis, showcasing their performance ern dance technique. Emphasis on release Modern Dance and Video abilities. Prerequisite: Approval of dance fac- principles, breath control, phrasing, clarity 157. Children’s Dance Production Includes extensive integration of video tech- ulty. (5 units) of line, and movement qualities. Improvi- The development and production of cre- nologies and dance. The mixed-level tech- 194. Peer Educator in Dance sation and extended combinations develop ative dances designed for children K-12 nique class focuses on alignment, flexibility, performance commitment. (5 units) (lower or higher grades in alternate years). strength, complex rhythms, and music in- Students will assist instructors in dance Focus on improvisation and sharing the art terpretation with some improvisation and classes. Prerequisite: Mandatory training 147. Advanced Modern Dance II of dance through interactive performance. composition opportunities. Work with dig- workshop. (1–2 units) Continuation of DANC 146. Emphasis, Touring production. (2 units) ital cameras, learn the basics of lighting, 198. Dance Practicum through improvisation and combinations, shooting techniques, storyboarding, projec- on the temporal component of dance: 158. Pilates Mat Class tions, streaming video to the Web, and how Reserved for projects/internships with rhythm, tempo, time signatures, and Pilates mat classes, based on the pioneering to best document dance on video. recognized institutions outside of the polyrhythms. (5 units) work of Joseph Pilates, are designed to con- (2–5 units) University. Prerequisite: Written proposal dition the body. Mat classes focus on align- must be approved by the instructor and the 148. Advanced Modern Dance III ment and breathing. Strengthens the core 166. Women in Dance History department chair one week prior to regis- Continuation of DANC 146 and DANC of the body while freeing-up the joints to Introduction to significant European and tration. (1–5 units) 147. Focus on modern dance styles: lyrical, aid in flexibility, improving posture, and all American women dance artists from the 199. Independent Study classical, eclectic, and pedestrian. Emphasis around quality of life. Prerequisite: Permis- 1830s to the present with a focus on their on developing a clear, personal performance sion of instructor. (2 units) achievements as dancers, choreographers, Various areas of directed study: creative proj- style and movement analysis skills. (5 units) critics, and scholars within their social con- ects in directing, choreography, technical 161. Charisma text. Views dance through feminist theoret- production, design, playwriting, adminis- 149. Dance Outreach Charisma is a student directed, faculty men- ical perspectives to address issues of power, tration, teaching assistants, focused partici- A performance of original creative student tored exploration of spirituality, as revealed agency, and personal expression in ballet, pation in special project, or directed reading work both on and off campus as a represen- through the performing arts. Students begin modern, jazz, and ethnic dance forms. and/or research. Prerequisite: Written pro- tative of the department. Certain outreach this process in retreat, dedicating time (5 units) posal must be approved by the instructor and venues will be coordinated with the Arrupe throughout fall quarter for reflection, dis- department chair one week prior to registra- Center. Prerequisite: Permission of instructor. covery, and outreach. Charisma culminates 189. Social Justice and the Arts tion. (2–5 units) (2–5 units) in early winter quarter performances Explores the dynamics of theatre and dance through the building of an intimate arts in the context of social justice in local, na- 155. Musical Theatre Dance Styles community experience. Prerequisite: Audi- tional, and international settings. The Exploration of musical theatre dance styles. tions are held the preceding spring quarter. course will host visiting guest artists, create Based on jazz technique, it will consist of (2 units) networking opportunities within the warm-ups, basic dance steps, and combinations from musical theatre. Offered in alternate years. (5 units)

224 COLLEGE OF ARTS AND SCIENCES WOMEN’S AND GENDER STUDIES 225

WOMEN’S AND GENDER STUDIES PROGRAM • One course from ANTH 90, ARTH 188, CLAS 185, CLAS 186, CLAS 187, COMM 122A, DANC 66, DANC 166, ENGL 68, ENGL 122, ENGL 168, Associate Professors: Eileen Elrod, Linda Garber (Program Director), Nancy Unger HIST 113, HIST 119, HIST 125, HIST 136, FREN 174, FREN 182, FREN 183, FREN 184, GERM 182, GERM 183, ITAL 113, ITAL 182, PHIL 4, The Women’s and Gender Studies Program brings together scholars and scholar- PSYC 154, THTR 151, WGST 50, WGST 198, WGST 199 ship on women and gender, areas that have come to occupy an increasingly important place in a number of disciplines in the last quarter century. Areas of inquiry include • Three courses in an emphasis area using one of three options: student’s primary the participation of women in social and cultural production; the construction of major, thematic emphasis (e.g., ethnic studies, sexuality studies, performance/ gender and its role as a constitutive element of social, political, economic, and legal visual culture studies), or a traditional discipline outside student’s primary major structures; feminist theory, and the development of ideas about femininities, • Attend two events per year sponsored or co-sponsored by the women’s and masculinities, and sexualities. Gender is examined as it intersects with class, sexuality, gender studies program and prepare a one- to two-page reflective analysis of ethnicity, and nationality. The program organizes several public events throughout each event due in the program office within a week of the event the year focused on gender issues, including lectures, symposia, films, and informal gatherings. Many of these programs are produced in collaboration with other REQUIREMENTS FOR THE MINOR academic departments, student groups, and the University’s centers of distinction. The Women’s and Gender Studies Program provides an integrated, interdiscipli- Students must fulfill the following requirements for a minor in women’s and nary approach to understanding the social and cultural constructions of gender that gender studies: shape the experiences of women and men in society. The curriculum offers a solid foun- • WGST 195 dation in women’s and gender studies, facilitating graduate study and careers involving gender justice concerns and preparing students for leadership roles in diverse work- • WGST 196 places and communities. Women’s and Gender Studies offers a minor and a compan- • Five courses from: ANTH 90, ANTH 157, ARTH 188, CLAS 141, CLAS 185, ion major; a student must declare a primary major in another discipline (e.g., history, CLAS 186, CLAS 187, COMM 122A, DANC 66, DANC 166, ECON 135, biology, or English) and a second companion major in women’s and gender studies. ENGL 67, ENGL 68, ENGL 69, ENGL 122 (with sexuality topic only), ENGL 125, ENGL 152, ENGL 153, ENGL 154, ENGL 156, ENGL 158G, REQUIREMENTS FOR THE MAJOR ENGL 168, ETHN 135, ETHN 141, ETHN 154, ETHN 156, FREN 113, FREN 174, FREN 182, FREN 183, FREN 184, GERM 182, GERM 183, In addition to fulfilling University Core Curriculum and College of Arts and Sci- HIST 84, HIST 113, HIST 119, HIST 125, HIST 136, HIST 143, HIST ences requirements for the Bachelor of Arts degree and the requirements of their pri- 144, HIST 150, HIST 177, HIST 181, HIST 182, ITAL 113, ITAL 182, PHIL mary major, students with a companion major in women’s and gender studies must 4, PHIL 115, PHIL 131D, POLI 154, PSYC 154, RSOC 41, RSOC 70, RSOC complete the following requirements: 168, RSOC 170, SCTR 26, SCTR 28, SCTR 117R, SOCI 135, SOCI 157, • WGST 195 TESP 131, TESP 139R, TESP 162, THTR 151, THTR 167, WGST 50, • WGST 196 WGST 198, WGST 199 • One course from RSOC 41, RSOC 168, RSOC 170, SCTR 26, SCTR 117R, • At least four of the seven courses must be upper-division courses TESP 131, TESP 139R, TESP 162 • Courses taken to satisfy the University Core Curriculum, College, or major • One course from ENGL 69, ENGL 158R, ETHN 141, ETHN 154, ETHN requirements may also count toward the minor 156, SOCI 153 • Attend two events per year sponsored or co-sponsored by the women’s and • One course from ANTH 157, ENGL 67, ENGL 69, ETHN 141, ETHN 154, gender studies program and prepare a one- to two-page reflective analysis of ETHN 156, HIST 84, HIST 177, HIST 181, HIST 182, POLI 154, SOCI each event due in the program office within a week of the event 153, SOCI 157 • One course from ECON 135, ENGL 153, ENGL 154, FREN 113, HIST 143, HIST 144, HIST 150, SOCI 135 • One course from CLAS 141, ENGL 67, ENGL 122 (with sexuality topic only), ENGL 153, ENGL 154, ENGL 156, HIST 177, PHIL 131D, THTR 167 • One course from ENGL 125, ENGL 152, ENGL 156, PHIL 115, TESP 162

226 COLLEGE OF ARTS AND SCIENCES WOMEN’S AND GENDER STUDIES 227

LOWER-DIVISION COURSES: WOMEN’S AND GENDER BIOLOGY COURSES STUDIES (WGST) BIOL 28. Human Sexuality WGST 50. Introduction to Women’s crimes against women. Through readings and Gender Studies and lectures, students will be exposed to CLASSICS COURSES This course examines gender in the lives theory and research about the relation- CLAS 141. Love and Relationships in Classical Antiquity of women and men, using an interdisci- ship between gender and sexism, power CLAS 185. Women in Ancient Greece plinary approach to analyze the effects of and privilege, homophobia, and oppres- CLAS 186. Women in Ancient Rome societal institutions and processes. Partic- sion and violence against women. Stu- CLAS 187. Family in Antiquity dents will be challenged to think about ular attention is paid to the development COMMUNICATION COURSES and dynamics of gender inequality; inter- how they, as bystanders, have the power sections of gender, race, class, and sexual- and responsibility for intervening in vio- COMM 108A. Communication and Gender ity; and the social construction of gender. lent situations. Students who enroll in (4 units) the course will be certified to participate DANCE COURSES in sexual and dating violence prevention DANC 66. Women in Dance History WGST 76. Violence Against Women education at Santa Clara University. Stu- DANC 166. Women in Dance History This course will introduce students to a dents must have instructor’s permission range of issues that contribute to violent to enroll in the course. (2 units) ECONOMICS COURSES ECON 135. Gender Issues in the Developing World UPPER-DIVISION COURSES: WOMEN’S AND GENDER STUDIES ENGLISH COURSES WGST 195. Junior/Senior Seminar WGST 198. Internship ENGL 67. U.S. Gay and Lesbian Literature Seminar focused on critical questions Directed internship in local organizations ENGL 68. Literature and Women within the interdisciplinary field of addressing gender and/or sexuality issues. ENGL 69. Literature by Women Writers of Color women’s and gender studies. Course will Open to qualified WGST majors and ENGL 122. Film, Gender, and Sexuality consider connections between the field minors with permission of instructor. ENGL 125. Feminist Literary Theory and Criticism and feminist politics/activism in the (1–5 units) ENGL 152. Women, Literature, and Theory larger community. Restricted to juniors ENGL 153. Asian Gay and Lesbian Cultures and seniors with a major or minor in WGST 199. Directed Reading/Research ENGL 154. Latin American Gay and Lesbian Cultures women’s and gender studies. (5 units) ENGL 156. Gay and Lesbian Cultural Studies Independent projects undertaken by WGST 196. Capstone Project ENGL 158G. Native American Women Writers upper-division students with a faculty ENGL 168. Women and Literature Seminar led by the WGST Program di- sponsor. To receive credit, the student rector provides an opportunity for must submit a formal written proposal ETHNIC STUDIES COURSES WGST students writing their capstone and have it approved by the sponsoring projects to discuss their work in progress. faculty member and the program direc- ETHN 141. Asian American Women Course required for (and restricted to) tor. The proposal must be submitted be- ETHN 154. Women of Color in the United States WGST majors and minors working on fore the end of the previous quarter and ETHN 156. Race, Gender, and Environmental Justice their capstone projects. May be repeated must meet University requirements for HISTORY COURSES for credit. (1–5 units) independent study credit. (1–5 units) HIST 84. Women in American Society HIST 113. Family in Antiquity ANTHROPOLOGY COURSES HIST 119. Sex, Family and Crime in Mediterranean Europe, 1300-1800 ANTH 90. Cross Cultural Study of Women HIST 136. Gender, Race, and Class in 20th-Century Europe ANTH 157. Family and Kinship HIST 143. Women in Political Revolutions HIST 144. Women in African Societies ART AND ART HISTORY COURSES HIST 150. Women in East Asia HIST 177. Gays and Lesbians in US History ARTH 188. Women in the Visual Arts HIST 181. American Women Since 1900 HIST 182. Sex and Family in U.S. History

228 COLLEGE OF ARTS AND SCIENCES 4 MODERN LANGUAGES AND LITERATURES CLASSES FREN 113. Francophone Cultures and Civilization: Black African Women Writers FREN 174. French Novels and Films: Culture, Gender, and Social Classes FREN 182. Women in French Literature: Authors and Characters Leavey School of Business FREN 183. 20th-Century French Women Writers FREN 184. 20th-Century French Women Writers in Translation GERM 182. Women in German Literature: Authors and Characters ITAL 113. Cinema e Cultura ITAL 182. 20th-Century Italian Women Writers Dean: Barry Posner Assistant Dean, Undergraduate Business Programs: Jo-Anne Shibles PHILOSOPHY COURSES Assistant Dean, Graduate Business Programs: Elizabeth Ford PHIL 4A. Ethics and Gender The Leavey School of Business offers professional business education within the PHIL 115. Feminism and Ethics larger context of academic excellence in the Jesuit educational tradition. The school PHIL 131D. Love and Relationships in Classic Antiquity provides undergraduate students with both the technical skills necessary for success in POLITICAL SCIENCE COURSES business and the ethical, global, and humanistic perspectives that are hallmarks of a liberal education. The undergraduate program strives for a mix of theory and practice POLI 154. Women and Politics and emphasizes the development of leadership skills. PSYCHOLOGY COURSES UNDERGRADUATE DEGREES PSYC 154. Psychology of Women The Leavey School of Business confers the degree of Bachelor of Science in Commerce RELIGIOUS STUDIES COURSES with majors in accounting, accounting and information systems, economics, finance, man- SCTR 26. Gender in Early Christianity agement, marketing, and operations and management information systems. A general busi- SCTR 117R. Eve, Adam, the Serpent, and the Rest of the Story ness minor is also available to nonbusiness students through an application process. The SCTR 158R. Postcolonial Perspectives in the New Testament school also offers a minor in management information systems and interdisciplinary minors SCTR 165. Gender and Sexuality in Biblical Interpretation in international business and retail studies. TESP 131. Feminist Theologies TESP 139. Catholic Theology and Human Sexuality REQUIREMENTS FOR THE BACHELOR TESP 162. Feminist Visionary Ethics OF SCIENCE IN COMMERCE RSOC 41. Women’s Spiritualities To qualify for the degree of Bachelor of Science in Commerce, students must com- RSOC 168. Gender and Judaism plete a minimum of 175 quarter-units of credit (of which at least 60 must be in upper- RSOC 170. Religion, Gender and Globalization division courses) and satisfy the requirements of the University Core Curriculum, the SOCIOLOGY COURSES Leavey School of Business curriculum, and the departmental major. SOCI 135. Gender and Social Change in Latin America University Core Curriculum SOCI 153. Race, Class, and Gender in the U.S. SOCI 157. Sociology of Family English THEATRE COURSES Two courses in composition THTR 151. Fashion, Politics, and Issues of Gender • ENGL 1 and 2 THTR 167. Gender and Performance One course in business writing • ENGL 179 or ENGL 183 Religious Studies Three courses in religious studies or from the list of other approved courses taken in sequence

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230 LEAVEY SCHOOL OF BUSINESS REQUIREMENTS FOR THE BACHELOR OF SCIENCE IN COMMERCE 231

United States and the chair of the University Core Curriculum Committee with professionally recognized One course selected from the approved list of courses documentation of proficiency in a language other than English. Such documentation includes but is not limited to a TOEFL examination score of 213 computerized or 550 Western Culture paper and pencil examination. Two courses in one of the following sequences: Technology • ARTH 11, 12, and 13 This requirement is fulfilled by the Data Analysis and Information Systems • ENGL 11, 12, and 13 requirements in the Leavey School of Business. • HIST 11, 12, and 13 Ethics • HNRS 11, 12, and 13 One course • MUSC 11, 12, and 13 • PHIL 6 or MGMT 6 or MGMT 6H • PHIL 11, 12, and 13 Leavey School of Business Curriculum: Lower Division • THTR 11, 12, and 13 World Cultures and Societies Introduction to Business Two courses Two courses (to be completed during the freshman year) • MGMT 80 • BUSN 70 • One course from the approved list of area studies/regional courses • OMIS 17 Social Sciences Leadership Competency One course Two 2-unit courses (four units of credit) • ECON 1 • BUSN 71 (to be taken in the winter quarter of the freshman year) • BUSN 72 (to be taken in the spring quarter of the freshman year) Mathematics and Natural Sciences Transfer students entering with 44 units or more must complete the leadership Two mathematics courses competency requirement with MGMT 174. • MATH 30 and 31 or MATH 11 and 12 Economics One laboratory course in a natural science Three courses Second Language • ECON 1, 2, and 3 Native English speaking students fulfill this requirement in one of three ways: Accounting • Successful completion of the second course of the first-year, college-level sequence in a classical or modern foreign language Two courses • Demonstration of an equivalent level of proficiency by passing a language • ACTG 11 and 12 proficiency examination supervised by the departments of Classics or Modern Students should take ACTG 11 in the fall or winter quarter of their sophomore Languages and Literatures year and ACTG 12 in the subsequent winter or spring quarter. • Obtaining a minimum score of 4 on the Advanced Placement Examination in Data Analysis a classical or modern foreign language Two courses • International Baccalaureate and International A level exams Students for whom English is not their native language may satisfy this requirement by • OMIS 40 and 41 submitting a petition to the chair of the Department of Modern Languages and Literatures 232 LEAVEY SCHOOL OF BUSINESS GENERAL BUSINESS COURSES 233

Information Systems Economics One course (to be completed by the end of the sophomore year) Three courses • OMIS 34 • ECON 1, 2, and 3 Students majoring in accounting, accounting and information systems, or operations and management information systems, or completing a minor in management information Accounting systems may fulfill this requirement differently. See department requirements for more Two courses information. • ACTG 11 and 12 Leavey School of Business Curriculum: Upper Division Finance Common Core of Knowledge One course Four courses • FNCE 121 • FNCE 121 Marketing • MGMT 160 One course • MKTG 181 • MKTG 181 • OMIS 108 Departmental Minors Capstone Course The Department of Operations and Management Information Systems offers a One course (to be taken during the senior year) minor in management information systems, and the Department of Economics offers • MGMT 162 (must be completed with a grade of “C” or better) a minor in economics through the College of Arts and Sciences. Descriptions of these two minors and associated requirements can be found in the respective department sections of this chapter. MINORS IN THE LEAVEY SCHOOL OF BUSINESS Interdisciplinary Minors Minor in General Business The Leavey School of Business administers two interdisciplinary minors open to The Leavey School of Business offers a minor in general business open to nonbusiness students and nonbusiness students: international business and retail studies. business students through an application process. Students with a minor in general Descriptions of these two minors and associated requirements can be found in Chap- business must complete the following requirements: ter 6, Interdisciplinary Minors and Other Programs of Study. Mathematics and Statistics GENERAL BUSINESS COURSES Two courses in mathematics 70. Contemporary Business Issues 72. Business Leadership Skills • MATH 30 and 31 or MATH 11 and 12 An introduction to the nature, forms, Designed to continue learning from One course in statistics and objectives of the contemporary busi- BUSN 71 by introducing and teaching various leadership skills. Course inte- • OMIS 40, MATH 8, PSYC 40, or AMTH 108 ness firm and its relation to the environment in which it operates. (4 units) grates group discussion, selected readings, experiential learning, and reflective General Business 71. Foundations of Leadership engagement experiences. Prerequisites: One course Presents various theories, concepts, and BUSN 71 and freshman business student. (2 units) • BUSN 70 models of leadership through a series of speakers, directed readings, and reflective Management writing assignments. Prerequisite: Fresh- man business student. (2 units) Two courses • MGMT 80 and 160

234 LEAVEY SCHOOL OF BUSINESS CENTERS, INSTITUTES, AND SPECIAL PROGRAMS 235

143. Entrepreneurship I activity, personal leadership assessment, CENTERS, INSTITUTES, AND SPECIAL PROGRAMS Introduction to entrepreneurship behav- and writing assignments. Students who ior focusing on developing, evaluating, complete this class in addition to BUSN Accelerated Cooperative Education and implementing ideas for new adven- 71 and BUSN 72 or MGMT 174 will re- tures. Prerequisite: Must be a junior or sen- ceive a Leadership Competency Certifi- The Accelerated Cooperative Education (ACE) program offers a unique, challenging, and ior business major or have permission of cate. Prerequisites: BUSN 72 or MGMT rewarding experience to business students admitted with distinction to the University. Partic- instructor. (5 units) 174, and a business major with junior or ipants receive a program of workshops designed to build, strengthen, and enhance their lead- senior standing. (2 units) ership skills, introductions to ACE business partner companies for a paid summer internship, 144. Entrepreneurship II mentoring by senior executives, and fast-track admission to the Santa Clara MBA program. 196. Leadership Practicum The practice of business innovation and Global Women’s Leadership Program entrepreneurship with an emphasis on Opportunity for business students to ob- how entrepreneurs develop a vision, tain advanced experience leading, facili- The Global Women’s Leadership Network (GWLN) is dedicated to developing the lead- identify the market opportunity, assess tating, directing, evaluating, and advising ership capacity of women who dare to transform the future of their organizations, commu- the competitive landscape, create a sales within a Leavey School of Business nities, and the world, and provides volunteer and internship opportunities for Leavey School strategy and pipeline, develop a brand, school-wide or interdisciplinary project, of Business undergraduate and graduate students. Established in 2004, GWLN provides a and build a team. Prerequisite: BUSN class, or initiative. Generally includes se- variety of programs to accomplish this objective. Programs range from an eight-day residen- 143. (5 units) lected readings, reflective engagement ac- tial leadership intensive (Women Leaders for the World) to quarterly and monthly events, tivity, personal leadership assessment, and may include undergraduate global internships, SCU alumni trips, and an International 145. Entrepreneurship Practicum and writing assignments. Requires ap- Outreach venture. GWLN is sponsored by the Leavey School of Business and many gen- An opportunity for select students to proval of the assistant dean. (1–5 units) erous individual contributors. apply their entrepreneurial skills in 197. Civil Society Colloquium emerging companies. Students who com- Leavey Scholars Program plete this course in addition to BUSN A colloquium that gives outstanding stu- The Leavey Scholars Program offers special opportunities for undergraduate business 143, BUSN 144, and an approved dents the opportunity to interact with students who have established a record of excellence in their Santa Clara studies. Leavey upper-division elective will receive a Cer- each other and with faculty in serious in- Scholars are invited to enroll in honors sections of selected business courses that are espe- tificate in Entrepreneurship. Prerequisite: tellectual enterprise. From assigned read- cially rigorous and academically challenging. Successful completion of the program war- BUSN 144. (2–5 units) ings, the class will engage in high-level rants the designation “Leavey Scholar” on the student’s transcript. discussions of policy and other civic is- 170. Contemporary Business sues. (2 units) Center for Innovation and Entrepreneurship for Nonmajors 198. Internship/Practicum The Center for Innovation and Entrepreneurship helps members of the Santa Clara This course is specifically designed for Opportunity for upper-division stu- University community launch new business ventures by providing networking, educational, upper-division (junior and senior), non- and advisory services. business students who are interested in dents—typically involved with school- learning about business firms and their re- wide or interdisciplinary programs, Civil Society Institute lation to both the global and local environ- projects, or initiatives—to work and ment in which they operate. Course will study in or with profit and nonprofit or- The Civil Society Institute is dedicated to educating students in the classic themes of use a business simulation as a key learning ganizations. Generally includes selected political economy and their relevance to contemporary policy issues. In addition to a method, in addition to lectures and small readings, a reflective engagement activity, colloquium with undergraduate students, the Institute also hosts public lectures and con- group discussion. This course is not open and a written report. Requires approval of ferences to create a forum for the Silicon Valley community to explore ideas and policy to students who have completed BUSN the assistant dean or dean. May be in- issues related to classical liberal thought, and publishes occasional policy studies. The Insti- 70. cluded as fulfilling a requirement for a tute addresses the enduring questions of social philosophy: What values and public policies Prerequisite: Nonbusiness majors, junior promote and sustain a humane, tolerant, diverse, and prosperous society? or senior standing. (5 units) major only with permission of that department chair. (1–5 units) 173. Leadership Experience Food and Agribusiness Institute A seminar for students reflecting on their The Food and Agribusiness Institute offers undergraduate and graduate courses on top- experience as a leader. Seminar includes ics related to the food industry. The Institute sponsors a concentration in food and agribusi- selected readings, reflective engagement ness for students pursuing the MBA degree as well as opportunities for students to enhance their educational experience through internships, field trips, and a mentor program. The In- stitute also sponsors food industry research, conferences, and programs for the food and agribusiness community.

236 LEAVEY SCHOOL OF BUSINESS ACCOUNTING 237

Retail Management Institute LOWER-DIVISION COURSES Under the direction of the Retail Management Institute, the Retail Studies Program pro- 5. Personal Financial Planning standing and BUSN 70. Seniors who have vides students with a strong business background in the use of consumer information and not completed BUSN 70 may take this class information technology as well as an opportunity to explore the retail field in depth through Overview of the tools and information necessary for personal business decision mak- with department permission on a space- both an internship and senior seminars. Students emerge from the program with the quali- available basis. (4 units) fications to enter the retail industry in fields such as buying and planning, e-commerce, In- ing. Includes analysis of financial services, ternet marketing, store management, global sourcing, and information technology. The credit and borrowing, taxes, compensation 12. Introduction to Institute also sponsors pre-placement events for participants in the Retail Studies Program. planning, consumer purchases, housing de- Managerial Accounting cisions, the time value of money, savings, and investments. Note: Does not satisfy the Introduction to the role of financial infor- DEPARTMENT OF ACCOUNTING accounting elective for accounting majors. mation in the decision making of business (4 units) managers. The objective is to investigate the Professor: Paul L. Locatelli, S.J. use of business data in typical managerial Associate Professors: Michael Calegari, Michael J. Eames, Suzanne M. Luttman, 11. Introduction to functions such as planning, control, and Jane A. Ou, Susan Parker, James F. Sepe (Department Chair), Neal L. Financial Accounting making operational decisions. Prerequisite: Ushman, Yongtae Kim ACTG 11. (4 units) Assistant Professor: Haidan Li Overview of the role of financial informa- Acting Assistant Professor: Siqi Li tion in economic decision making. Includes 20. Recording Financial Transactions topics such as the dissemination of account- Insight into the basic principles and me- The Department of Accounting strives to provide high-quality accounting instruction, ing information and its impact on capital markets, and the analysis of corporate an- chanics behind the preparation of financial conduct research that contributes to the understanding of accounting issues, and provide statements. Focus is on the accounting superior service to students and alumni, the profession, the University, and the business nual reports. Coverage of financial statements and their use in determining model, accrual versus cash accounting, and community. In addition to the major in accounting, the Accounting and Operations and the accounting process. Prerequisite: ACTG Management Information Systems departments offer a joint major in accounting and in- profitability and the financial condition of a business entity. Prerequisites: Sophomore 11. Course may not be taken before spring formation systems. quarter of the sophomore year. (2 units) REQUIREMENTS FOR THE MAJORS UPPER-DIVISION COURSES In addition to fulfilling University Core Curriculum and Leavey School of 130. Intermediate Financial income taxes, pensions, leases, and the re- Business requirements for the Bachelor of Science in Commerce, students majoring Accounting I porting of corporate earnings per share. Pre- in accounting or accounting and information systems must complete the following requisite: ACTG 130. (5 units) departmental requirements: An in-depth study of the concepts underlying external financial reporting, along with 132. Advanced Financial Accounting Major in Accounting expanded coverage of the basic financial statements. Detailed analysis of the meas- The main subject is accounting for business • ACTG 20, 130, 131, 132, 134, 135, 136, and 138 urement and reporting of current assets, op- combinations, and the consolidation of fi- • Accounting majors may use ACTG 134 to satisfy the information systems erational assets, and investments, to include nancial statements of a parent company and requirement in the Leavey School of Business curriculum. the treatment of related revenues and ex- its subsidiaries. A broad spectrum of finan- penses. Significant attention is given to in- cial reporting issues in the context of con- Major in Accounting and Information Systems come statement presentation and revenue solidated financial statements is examined. recognition. Prerequisites: ACTG 11 and The course also covers partnership account- • ACTG 20, 130, 131, 132, 135, 136, and 138 ACTG 20 and junior or senior standing. ing and other advanced financial accounting topics. Prerequisite: ACTG 131. (5 units) • OMIS 30 or OMIS 31 (ACTG 20 may be taken concurrently if necessary.) (5 units) • OMIS 105, 106, and 150 134. Accounting Information Systems • One course from OMIS 111, 113, 135 131. Intermediate Financial Introduction to procedures by which Accounting II Accounting and information systems majors may use either OMIS 30 or OMIS 31 accounting data is captured, processed, and to satisfy the information systems requirement in the Leavey School of Business Intensive analysis of generally accepted ac- communicated in computerized informa- curriculum. counting principles as applied to account- tion systems. The course describes the ways ing for liabilities, stockholders’ equity, and that accounting information systems are de- the statement of cash flows. Accounting for signed, used and maintained by accounting 238 LEAVEY SCHOOL OF BUSINESS ACCOUNTING 239 professionals with an emphasis on the inter- Board (GASB) Generally Accepted Ac- covered include accounting for foreign cur- 172. Senior Contemporary Business nal controls over such systems. Prerequisite: counting Principles (GAAP). For NPO ac- rency transactions, accounting for the effects Seminar Series II ACTG 11 and ACTG 12 and junior or sen- counting, the class focuses on the provisions of inflation, international transfer pricing, A series of seminars that cover topics perti- ior standing. (5 units) of FAS 116 and FAS 117. Recommended and international financial statement analy- nent to those pursuing a professional ac- for students taking the CPA exam. Prereq- sis. Prerequisites: ACTG 130, MGMT 80, 135. Auditing counting career. Students are required to uisite: ACTG 131. (2 units) and FNCE 121 or FNCE 121S. (5 units) attend sessions with the course instructor, Introduction to auditing that provides man- attend seminars sponsored by the Depart- agers with useful and relevant information. 150. Forensic Accounting 161. Junior Contemporary Business Seminar Series I ment of Accounting, and choose additional Discussion of concepts underlying analysis Forensic accounting deals with the applica- seminars from a list of recommended sem- and design of systems. Focus is on appro- tion of accounting methods to legal A series of seminars that cover topics perti- inars and presentations offered throughout priate and cost-effective internal controls in problems, and comprises investigative nent to those pursuing a professional ac- the University. Prerequisite: Open only to sen- computerized systems and the effects of accounting and litigation support activities. counting career. Students are required to ior declared accounting majors. (2 units) computerized systems on traditional audit- Investigative accounting (usually referred to attend sessions with the course instructor, ing techniques. Auditors’ professional and as fraud accounting) refers to the role of the attend seminars sponsored by the Depart- 194. Peer Educator in Accounting ethical responsibilities will also be discussed. accountant in determining the existence ment of Accounting, and choose additional Work closely with the department to help Prerequisite: ACTG 131. (ACTG 131 may and extent of asset misappropriation and/or seminars from a list of recommended sem- students in core accounting classes under- be taken concurrently.) (5 units) financial statement fraud. Litigation support inars and presentations offered throughout stand course material, think more deeply activities include those professional services the University. Prerequisites: ACTG 12 and 136. Cost Accounting about the material, and feel less anxious provided by accountants to attorneys in ACTG 20. (ACTG 20 may be taken concur- about testing situations. Prerequisites: Analysis of cost accounting with a strategic support of civil or criminal litigation. In ad- rently if necessary.) (2 units) Declared accounting major and permission of emphasis. Selected topics include process dition to examining both aspects of forensic 162. Junior Contemporary Business instructor and chair required prior to enroll- costing, activity-based costing, variance accounting, the legal system and the role of ment. (1 or 2 units) analysis, joint cost allocations, and the The- the forensic accountant as an expert witness Seminar Series II ory of Constraints. Prerequisite: ACTG 12. will be discussed. Prerequisite: ACTG 131. A series of seminars that covers topics perti- 197. Accounting Case Analysis (5 units) (5 units) nent to those pursuing a professional ac- A practicum in which students form teams, counting career. Students are required to research accounting issues, present the re- 138. Tax Planning and 151. Financial Statement Analysis attend sessions with the course instructor, Business Decisions sults of their research, and explain their re- Provides a framework for analyzing finan- attend seminars sponsored by the Depart- search recommendations before a panel of A basic introduction to the tax treatment of cial statements and develops skills useful in ment of Accounting, and choose additional judges. This course may be repeated for transactions and events affecting both indi- evaluating company performance, liquidity, seminars from a list of recommended sem- credit. Prerequisite: Enrollment is by permis- viduals and businesses and the conceptual solvency, and valuation in the context of the inars and presentations offered throughout sion of the department chair. (1 or 2 units) framework underlying taxation. Includes is- company’s strategy and competitive envi- the University. Prerequisites: ACTG 12 and sues of importance for successful tax plan- ronment from a user perspective. Prerequi- ACTG 20. (ACTG 20 may be taken concur- 198. Accounting Internship ning with an emphasis on income and sites: ACTG 11 and FNCE 121 or FNCE rently if necessary.) (2 units) Opportunity for upper-division students to expense recognition, individual taxation, 121S. (5 units) 171. Senior Contemporary Business work in local accounting/corporate firms. and property transactions. Assumes no prior Two written reports and the employer’s eval- knowledge of the tax law. Prerequisites: 152. International Accounting Seminar Series I and Financial Reporting uation of the student’s work will be re- ACTG 130 and ACTG 131. (ACTG 131 A series of seminars that cover topics perti- quired. This course may be repeated for may be taken concurrently.) (5 units) Understanding similarities and differences nent to those pursuing a professional ac- credit, depending on nature of assignment. in financial reporting practices globally is counting career. Students are required to Prerequisite: Declared accounting major and 140. Government and vital for all organizations involved in inter- attend sessions with the course instructor, Non-Profit Accounting permission of instructor and chair required national business. The course takes a user attend seminars sponsored by the Depart- prior to enrollment. (2, 3, or 5 units) This course studies the accounting and re- perspective to international financial report- ment of Accounting, and choose additional porting requirements used by government ing. It examines economic and social factors seminars from a list of recommended sem- 199. Independent Study and not-for-profit (NPO) entities. For gov- that affect financial reporting practices, clas- inars and presentations offered throughout Independent projects undertaken by upper- ernmental accounting, the class focuses on sifies global patterns in financial reporting, the University. Prerequisite: Open only to division students with a faculty sponsor. the categorization of the major government and studies the effect of the diversity in fi- senior declared accounting majors. (2 units) Prerequisite: Declared accounting major and fund types and the terminology associated nancial reporting on corporate investment permission of instructor and chair required with Governmental Accounting Standards and financing decisions. Technical issues prior to enrollment. (1–5 units)

240 LEAVEY SCHOOL OF BUSINESS ECONOMICS 241

DEPARTMENT OF ECONOMICS LOWER-DIVISION COURSES Professors: Mario L. Belotti (W.M. Keck Foundation Professor), William F. 1. Principles of Microeconomics 2. Principles of Macroeconomics Donnelly, S.J., Alexander J. Field (Michel and Mary Orradre Professor), Introduction to microeconomics and its ap- Determinants of national income and prod- John M. Heineke, William A. Sundstrom, Thaddeus J. Whalen Jr. plications to business decisions and public uct in the long run and short run; inflation, Associate Professors: Henry Demmert, Carolyn L. Evans, Linda Kamas, policy. Topics include supply, demand, and unemployment, and business cycles; mon- Michael Kevane (Department Chair), Kris J. Mitchener, Helen Popper, the coordinating role of prices in a market etary and fiscal policies; and economic Thomas R. Russell, Dongsoo Shin economy; the behavior of business firms, growth. Prerequisite: ECON 1. (4 units) Assistant Professor: Homa Zarghamee including output and pricing decisions; competition and monopoly; government 3. International Economics, As one of the social sciences, economics studies how the choices we make as indi- policies and regulations affecting markets. Development, and Growth viduals—as consumers and producers, as savers and investors, as managers and em- (4 units) Analysis of international trade theory and ployees, as citizens and voters—combine to determine how society uses its scarce policy, balance-of-payments adjustments resources to produce and distribute goods and services. This practical, useful disci- 1E. Principles of Microeconomics and exchange-rate regimes, and economic pline provides insights into important issues such as the determinants of wealth and Special section of ECON 1 emphasizing development. Prerequisite: ECON 2. poverty; unemployment, inflation, international trade, and economic growth; and environmental applications of economics. (4 units) success and failure in the marketplace. The rigorous, systematic analysis that the study Introduction to microeconomics and its ap- of economics brings to bear on these and other real-world issues provides excellent plications to business decisions and public 3H. International Economics, preparation for careers in both the private and the public sectors, as well as for grad- policy. Topics include supply, demand, and Development, and Growth uate study in economics, business, public policy, and law. Economics graduates pur- the coordinating role of prices in a market Honors section. Analysis of international sue varied careers in business, law, banking and finance, government service, economy; the behavior of business firms, in- trade theory and policy, balance-of-pay- education, and private consulting. Students considering graduate study in economics cluding output and pricing decisions; com- ments adjustments and exchange-rate leading to a master’s or doctoral degree are strongly encouraged to meet with their petition and monopoly; and government regimes, and economic development. Must advisor as early as possible to plan an appropriate course of study. policies and regulations affecting markets. be in the University Honors or Leavey (4 units) Scholars Program, or have permission of in- REQUIREMENTS FOR THE MAJOR structor. Prerequisites: ECON 2. (4 units) In addition to fulfilling University Core Curriculum and Leavey School of Business UPPER-DIVISION COURSES requirements for the Bachelor of Science in Commerce degree, students majoring in economics must complete the following departmental requirements: Prerequisites: Unless otherwise noted, 113. Intermediate Microeconomics I • ECON 113, 114, 115, and 181 or 182 ECON 1, 2 and 3 are required for all Theory of rational individual choice and its • Three upper-division economics electives, at least two of which must be upper-division economics courses. applications to decision making, consumer completed after ECON 113 and 115 101. Resources, Food, and the demand, and social welfare; theory of the Environment firm; production and costs. Additional prerequisite: Math 11 or 30. (5 units) REQUIREMENTS FOR THE MINOR Exploration of relationship among food production, resource use, and the environ- 114. Intermediate Microeconomics II Students with a minor in economics through the College of Arts and Sciences must ment. Topics include biotechnology, the complete the following requirements: Determination of price and quality by green revolution, resource depletion, envi- profit-maximizing firms under different • ECON 1, 2, 3, 113, 115 ronmental degradation, and food safety. No market structures; strategic behavior; gen- • Two additional approved upper-division economics courses prerequisites. (5 units) eral equilibrium; market failure and govern- • MATH 11 or 30 111. Economics of the Environment ment policies. Additional prerequisite: ECON 113. (5 units) Economic analysis of environmental issues and government policies for environmental 115. Aggregate Economic Theory protection. Applications to important envi- Macroeconomic analysis, emphasizing mod- ronmental issues, such as global climate ern macroeconomic models for explaining change, water and air pollution, hazardous output, employment, and inflation in the wastes, biodiversity, and endangered species. short run and long run. Macroeconomic Prerequisite: ECON 1. (5 units) policymaking, including fiscal and monetary

242 LEAVEY SCHOOL OF BUSINESS ECONOMICS 243

policy. Additional prerequisite: Math 11 or 135. Gender Issues in the 155. Economics of Immigration 173. Econometrics 30. (5 units) Developing World Examines economic impacts of post-1967 Statistical methods to analyze economic 120. Economics of the Public Sector Explores the gendered nature of poverty in immigration to the United States. Topics in- data. Estimation and hypothesis testing the developing world, with special focus on clude determinants of the migration deci- using multiple regression; time series and Microeconomic analysis of the role of gov- sub-Saharan Africa, using applied statistical sion, extent of “assimilation” of immigrants cross-section data. Additional prerequisites: ernment in the market economy. Supply of analysis and economic theory. (5 units) into the U.S. educational system and econ- MATH 12 or 31, and OMIS 41. (5 units) public goods and services, government’s role omy, and economic impacts of immigration in controlling externalities and regulating 136. 20th-Century Economic History on natives. Additional prerequisite: OMIS 181. International Trade private industry, and the economics of the The development of the U.S. economy dur- 41. (5 units) Analysis of the theories of international political process. (5 units) ing the 20th century. Topics include the trade and strategic interactions; assessment 156. Real Estate Economics 122. Money and Banking causes and consequences of economic of the empirical patterns of trade; analysis growth, the Great Depression, the rise of Economic analysis of real estate markets, in- of the political economy of protection, and Theoretical, institutional, and historical ap- government regulation, the changing role of cluding supply of and demand for land and applications to policies guiding interna- proach to the study of money and banking, women in the workforce, and the increas- improvements, legal aspects of real estate tional competition. (5 units) with particular emphasis on the relationship ing internationalization of markets during ownership and transactions, government between the monetary and banking system the postwar period. Additional prerequisite: regulation and taxation of real estate, and 182. International Finance and and the rest of the economy. (5 units) ECON 115. (5 units) real estate markets in urban and regional Open Economy Macroeconomics 126. Economics and Law economies. Additional prerequisite: OMIS Analysis of the monetary aspects of interna- 137. World Economic History 41. (5 units) tional economics, including the balance of Economic analysis of law and legal institu- Development of Western and non-Western payments, exchange rates and foreign ex- tions focusing on the common law areas of economies since the late 19th century. Top- 160. The Economics of change markets, speculative attacks and cur- property, contracts, and torts. (5 units) ics include globalization and economic inte- Poverty and Inequality rency crises, and the implications of 127. Public Finance: Taxation gration, convergence and divergence in Examines theories and evidence regarding international trade and capital flows for economic growth across countries, interna- poverty and economic inequality in the macroeconomic activity and policy. (5 units) Analysis of various tax policies and their ef- tional monetary systems, and the impact of United States. Evaluates alternative public fect on the economy. Individual income alternative policies and institutional regimes policies aimed at combating poverty. 185. Economics of taxes, corporate income taxes, consumption on economic performance. (5 units) (5 units) Technological Change taxes, payroll taxes, state and local taxes, and The economic determinants and conse- other alternative forms of taxation. (5 units) 138. History of Economic Thought 170. Mathematical Economics quences of technological change. Topics in- and Optimization 129. Economic Development Origins and evolution of modern economic clude research and development, joint ideas in their historical and philosophical Generalization and reformulation of many ventures, patents and other intellectual prop- Causes and consequences of economic context. Emphasis on the theories of Adam familiar micro- and macroeconomic models erty, university-industry and government-in- growth and poverty in less developed coun- Smith, David Ricardo, and Karl Marx, as as mathematical systems. Focus on explor- dustry collaboration, and the relationship tries; analysis of the role of government poli- well as the emergence of modern microeco- ing the properties of these models using between antitrust and other regulatory policies in economic development. (5 units) nomics and macroeconomics in the 19th mathematical techniques. Additional prereq- cies and technological advances. (5 units) and 20th centuries. (5 units) uisites: MATH 12 or 31, ECON 114 and 130. Latin American 188. Economics Seminar Economic Development 115 or permission of instructor. (5 units) 139. American Economic History Seminar on contemporary economic theo- Examination of the economic development Study of growth and institutional change in 172. Game Theory ries and problems. Admission by invitation of Latin American countries, with particu- the U.S. economy since colonial times. Top- Study of multi-person decision problems. only. (5 units) lar emphasis on the relationships between ics include early industrialization, the eco- Topics include solution concepts for games, economic growth and their social, political, nomics of slavery, and the rise of large business strategic behavior, commitment, coopera- 199. Independent Study and economic structures. (5 units) enterprises and labor unions. (5 units) tion, and incentives. Games of complete Independent projects undertaken by upper- 134. African Economic Development and incomplete information. Emphasis on division students with a faculty sponsor. In- 150. Labor Economics applications to real-world economic behav- dependent studies are normally permitted Examination of the economic development Study of labor productivity, incomes, and ior. Additional prerequisites: ECON 113 or only under special circumstances. Prerequi- of sub-Saharan African countries, with par- employment, and how these are affected by ECON 114 and MATH 12 or 31. (5 units) site: Written proposal must be approved by in- ticular emphasis on the relationships be- labor organizations and labor legislation. structor and chair at least one week prior to tween economic growth and their social, Additional prerequisites: ECON 113 and registration. (1–5 units) political, and economic structures. (5 units) OMIS 41. (5 units)

244 LEAVEY SCHOOL OF BUSINESS FINANCE 245

DEPARTMENT OF FINANCE the implications for the formulation of busi- investment contracts are written, and the ness financial policy. This course is intended economics of different private equity mod- Professors: Sanjiv Das (Department Chair), Atulya Sarin, Hersh Shefrin (Mario L. as a thorough introduction to the various els work. Prerequisites: FNCE 121 or 121S, Belotti Professor), Meir Statman (Glenn Klimek Professor) markets that comprise a fair and efficient and 124. (5 units) Associate Professors: George Chacko, Robert Hendershott, Hoje Jo financial system. The financial system in cap- Assistant Professors: Carrie Pan, Mark Seasholes italistic economies consists of various 151. International Finance interacting markets, each with well-defined Examination of the functioning of the in- Finance is at the center of well-managed businesses, from high-technology companies institutions and agents. This course explores ternational monetary system, foreign ex- to mutual fund companies. Development of knowledge and managerial skills in the corpo- the ideas and mechanisms by which value is change markets, and the financial problems rate and investment settings are the major goals of the finance program. Graduates with a created by financial markets, the roles of of business firms operating internationally. degree in finance pursue careers as financial analysts, financial planners, investment bankers, players in the system, the flow of informa- Topics covered include hedging exchange stockbrokers, and other specialties. Corporate financial planners and analysts examine which tion and the design features that manage in- rates, balance of payments, international in- new products and investments will be profitable, analyze the most cost-effective ways to centive problems in a practical manner. vestment and financing, financial markets, produce them, and determine where to get the money needed to fund new ventures. Per- Traditional courses in money and banking banking, and financial management. sonal financial planners and stockbrokers help people make wise investments by selecting tend to be institutionally focused; in con- Prerequisites: FNCE 121 or 121S, and 124. good stocks and assembling efficient portfolios. Students in finance also learn how to un- trast, this course is market-focused. Com- (5 units) derstand and analyze information from capital markets, engage in mergers and acquisitions, mon themes and concepts will be developed and undertake investments in new ventures, real estate, and international markets. by the exploration of a new market in each 163. Investment Practice class. Students will survey various markets The practice of portfolio management using REQUIREMENTS FOR THE MAJOR with a view to a complete understanding and a portion of the University’s endowment technical mastery of the role of the market, fund to acquire real-life investment experi- In addition to fulfilling University Core Curriculum and Leavey School of Busi- its players, traded securities, and risks. ence. Various investment objectives will be ness requirements for the Bachelor of Science in Commerce degree, students major- Prerequisites: FNCE 121 or 121S, and 124. explored, including derivatives to protect ing in finance must complete the following departmental requirements: (5 units) current positions, fixed income, and equity • FNCE 124 and 125 investments. Course meets over several 128. Real Estate Finance • Three upper-division finance electives quarters. Prerequisites: FNCE 121 or 121S, Exploration of the real estate market, in- 124, and instructor approval. (5 units) cluding investments in residential and com- UPPER-DIVISION COURSES mercial real estate by individuals, 170. Business Valuation 121. Financial Management management. Emphasis on security analysis partnerships, and trusts. Emphasis is on the Practical valuation tools for valuing a com- valuation and cash flow analysis of these pany and its securities. Valuation techniques Introduction to the basic concepts of finan- and valuation. Prerequisite: FNCE 121 or 121S. (5 units) projects and an understanding of financing covered include discounted cash-flow analy- cial risk and return, the valuation of uncer- alternatives. Prerequisites: FNCE 121 or sis, estimated cost of capital (cost of equity, tain future cash flows, working capital and 125. Corporate Financial Policy 121S, and 124. (5 units) cost of debt, and weighted average cost of fixed asset management, and cost of capital. capital), market multiples, free-cash flow, Topics include time value of money, finan- In-depth examination of the interrelation- 130. Ethics in Finance ships between corporate investment and fi- and pro-forma models. Prerequisites: FNCE cial analysis and forecasting, valuing corpo- Exploration of the ethical dimension of fi- 121 or 121S, and 124. (5 units) rate securities (stocks and bonds), cash nancing decisions and their impact on a firm’s pattern of cash flows, return, and risk. nancial markets. Topics include insider trad- management, capital budgeting, short- and ing, moral hazard, agency, adverse selection, 180. Open Book Management long-term financing, and dividend policy. Special emphasis on the development of analytical techniques and skills for analyzing and financial market regulations concerning Open book management is a system that Prerequisites: OMIS 40, ACTG 11 and 12 disclosure, price manipulation, suitability, places finance and accounting at the center and proficiency with spreadsheets. (5 units) performance reflected in financial statements. Case studies are used. Prerequisites: trading interruptions, margin requirements, of management processes for decision mak- 124. Investments FNCE 121 or 121S, and 124. (5 units) and short-sale restrictions. Prerequisites: ing and monitoring. The course uses simu- FNCE 121 or 121S, and 124. (5 units) lation techniques to teach students how to Introduction to the nature and functions of 126. Money and Capital Markets create a corporate culture around the prin- securities markets and financial instruments. 141. New Venture Finance Role and function of financial institutions, ciples of open book management, particu- The formulation of investment goals and This class describes the financing environ- larly the treatment of agency conflicts and policies, trading strategies, and portfolio financial flows, interest rate structures, money, and capital markets. Emphasis on ment for young companies and how the pri- the use of effective business processes. Pre- vate equities market functions. Students will requisites: FNCE 121 or 121S, 124 and 125. learn how investment funds are structured, (5 units)

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198. Internship 199. Independent Study 6H. Business Ethics Must be in the University Honors or Leavey Opportunity for selected upper-division Independent projects undertaken by upper- Honors section. A normative inquiry into the Scholars Program. (4 units) students to work in companies and non- division students with a faculty sponsor. In- ethical issues that arise in business and how 80. Global and Cultural profit organizations. Prerequisites: Finance dependent studies are normally permitted they should be managed. Attention is given Environment of Business major, junior or senior standing, successful only under special circumstances. Prerequi- to current moral issues in business, to ethical completion of FNCE 121 or 121S, and per- sites: Declared finance major, junior or senior theories and their implications for these is- An examination of the basic conceptual vo- mission of instructor and chair required one standing, and written proposal must be ap- sues, and to the managerial implications. cabulary and theories regarding the eco- week prior to registration. (5 units) proved by instructor and chair one week prior Topics may include truth in advertising, cor- nomic, political, and social influences on to registration. (1–5 units) porate social responsibility, affirmative action, international business today. Topics may in- government regulation of business, quality of clude international trade, financial systems, work life, environmental and resource issues, political institutions, cultural factors, corpo- DEPARTMENT OF MANAGEMENT and ethical codes of conduct. Prerequisite: rate structure, and market entry. Prerequi- sites: BUSN 70 and ECON 3. (4 units) Professors: Gregory Baker, David F. Caldwell (Stephen and Patricia Schott Professor), André L. Delbecq (J. Thomas and Kathleen L. McCarthy University UPPER-DIVISION COURSES Professor), Terri Griffith, James L. Koch (William and Janice Terry Professor), Dennis J. Moberg (Gerald and Bonita A. Wilkinson Professor), Barry Z. Posner 160. Organization and Management position and for developing a coherent, vi- (Dean), Manuel G. Velasquez (Charles J. Dirksen Professor of Business Ethics) Introduction to organization theory and able, and defensible firm strategy. Requires Associate Professors: James L. Hall, Tammy L. Madsen (Department Chair) practice with an emphasis on organizational students to integrate and extend the knowl- Acting Assistant Professors: Michael Fern, Jennifer Woolley behavior, inclusive of the contexts of the in- edge and skills that they have developed dividual, the group, and the organization as throughout their coursework (i.e., market- The Management Department’s curriculum emphasizes rigorous analysis and man- a whole. Prerequisite: Students must have ing, finance, economics, organizational be- agerial application. Courses are offered in organizational behavior and design, human completed 60 units. (5 units) havior, ethics, information systems, resource management, industrial relations, managerial communication, leadership, statistical analysis, operations management, and family business management. Additional courses in strategic management, busi- 160S. Organization and Management accounting, etc.) into a “total” business per- ness and public policy, business ethics, and international management provide a gen- Introduction to organization theory and spective. Must be completed with a grade of eral management perspective. Management majors are those who want to develop practice with an emphasis on organizational “C” or better. Prerequisites: FNCE 121 or balanced general management skills or to specialize in human resource management. behavior, inclusive of the contexts of the in- 121S, MGMT 80, MGMT 160 or 160S, Students in other majors who aspire to supervisory or managerial positions will find dividual, the group, and the organization as MKTG 181 or 181S, OMIS 41, and senior several of the department electives useful. a whole. Prerequisites: Open only to students standing. (5 units) in the Leavey Scholars program. Students must REQUIREMENTS FOR THE MAJOR 163. Organizational Theory have completed 60 units. (5 units) and Design In addition to fulfilling University Core Curriculum and Leavey School of 161. Management in Organizations Theory and practice of organizational de- Business requirements for the Bachelor of Science in Commerce degree, students Introduction to management theory and sign. Issues include departmentalization and majoring in management must complete the following departmental requirements: practice including a historical perspective, coordination; the effect of context and tech- • MGMT 161 and the roles and functions of management, nology on structure; and organizational • Four courses selected from MGMT 163, 164, 166, 167, 169, 170, 171, 172, as influenced by a sense of ethics and social growth, change, and decline. Prerequisite: 174, 175, 198, and 199 responsibility in a global environment. Pre- MGMT 160 or 160S. (5 units) requisite: MGMT 160 or 160S. (5 units) 164. Entrepreneurship Management LOWER-DIVISION COURSES 162. Strategic Analysis – for Technology Ventures The Business Capstone This course is a systematic and practical 6. Business Ethics to the managerial implications. Topics may study of new venture management using include truth in advertising, corporate Focuses on the processes by which managers A normative inquiry into the ethical issues position their businesses or assets to maxi- case analysis as the primary vehicle of that arise in business and how they should social responsibility, affirmative action, gov- learning and discussion. We will focus on en- ernment regulation of business, quality of mize long-term profits in the face of uncer- be managed. Attention is given to current tainty, rapid change, and competition. trepreneurial rather than lifestyle and salary- moral issues in business, to ethical theories work life, environmental and resource is- substitute firms. Entrepreneurial firms are sues, and ethical codes of conduct. (4 units) Covers various frameworks for analyzing an and their implications for these issues, and industry’s structure and a firm’s competitive those that bring new products and services to 248 LEAVEY SCHOOL OF BUSINESS MARKETING 249 market by creating and seizing opportunities and practice. Prerequisite: MGMT 160 or DEPARTMENT OF MARKETING regardless of the resources they currently 160S, or permission of instructor. (5 units) control. In financial terms, these firms are Professors: Dale D. Achabal (L.J. Skaggs Distinguished Professor, Department developed to create wealth and prosperity for 172. Special Topics in Management Co-Chair), Albert V. Bruno (W.T. Cleary Professor), Shelby H. McIntyre all stakeholders. Prerequisites: Upper-division Offered occasionally to introduce new top- (Department Co-Chair), Edward F. McQuarrie status, ECON 3, ACTG 12, OMIS 41, and ics not covered by existing electives. Topics Associate Professors: Karen F.A. Fox, Kirthi Kalyanam, J. Michael Munson MGMT 160 or 160S. (5 units) generally reflect the research interests of the Assistant Professors: Xiaojing Dong, Ling-Jing Kao faculty teaching the course. Prerequisite: Acting Assistant Professor: Desmond Lo 166. Human Resource Management MGMT 160 or 160S. (5 units) Comprehensive review of the role and func- Marketing operates at the cutting edge of a well-managed organization. Development of tions of human resource management de- 174. Social Psychology of Leadership decision-making and managerial skills are the major objectives of the Department of Mar- partments in business organizations, with A conceptual framework for understanding keting program, with special emphases in innovation, high technology, retailing, and con- particular emphasis on selection and place- leadership and opportunities for developing sumer products. Marketing is the function that links a business to its markets and customers. ment, training and development, and com- leadership skills. This interactive course re- Marketing acts as the eyes and the ears for a firm, helping managers identify market oppor- pensation systems. Prerequisite: MGMT 160 quires personal reflection into leadership ex- tunities and listen to customer needs and wants. It is also the firm’s voice, handling commu- or 160S, or permission of instructor. (5 units) periences and fieldwork with executives. nications with customers and deciding on advertising and sales messages. Finally, strategic Note: This course is required for those com- marketing addresses competitive threats and opportunities, guiding a firm’s efforts to deliver 167. Industrial Relations pleting the Leadership Studies Certificate superior value. Because customer analysis and competitive advantage are so crucial to busi- Examination of union-management rela- Program. Prerequisite: Student must have ness success, a degree in marketing provides a solid foundation for a general management cations. Why do employees join unions? How completed 88 units. (5 units) reer leading to executive responsibilities. It can also provide the basis for a more focused career are organizing campaigns and elections in such areas as advertising, retailing, sales, brand management, and market research. won? What are typical negotiating behav- 175. Managing Family Businesses iors and strategies? Lecture/discussion, case Issues include managerial and ownership REQUIREMENTS FOR THE MAJOR analyses, negotiation and arbitration simu- succession, conflicts between family and lations, guest speakers. Prerequisite: MGMT nonfamily members, and conflicts between In addition to fulfilling University Core Curriculum and Leavey School of Business 160 or 160S, or permission of instructor. family and business cultures. Students will requirements for the Bachelor of Science in Commerce degree, students majoring in (5 units) apply organizational behavior concepts to marketing must complete the following departmental requirements: family business issues and develop a useful • MKTG 182 and 183 (to be completed early in junior year) 169. Business and Public Policy framework for analyzing and anticipating • After completion of MKTG 182 and 183, three courses in an area of marketing The impact of public policy on business and those issues. Class design incorporates cases, emphasis chosen from one of the areas below: how businesses adapt to and influence pub- videos, and guest speakers. Prerequisite: lic policies. Includes ideology, corporate MGMT 160 or 160S. (5 units) Business and Technology Marketing Emphasis social responsibility, government regulations, and business political activity. 198. Internship • MKTG 185, 187, 188 (strongly recommended) Lectures/discussions; case analyses. (5 units) Opportunity for selected upper-division • MKTG 175, 176, 186 (recommended) students to work in local organizations. Pre- 170. International Management requisites: MGMT 160 or 160S, and two Consumer and Channel Marketing Emphasis The international framework for trade and courses from the following list: MGMT 163, • MKTG 165, 175, 186, 187 (strongly recommended) international investment, a critical discus- 164, 166, 167, 169, 170, 171, 172, 174, sion of the idea of globalization, the design 175. Upper-division standing and approval • MKTG 176 (recommended) and staffing of multinational organizational of the undergraduate committee one week structures and multinational strategies. Pre- prior to registration. (1–5 units) Individually Designed Marketing Emphasis requisite: MGMT 80. (MGMT 160 or 160S 199. Independent Study • Courses selected with and approved by the student’s marketing faculty advisor recommended.) (5 units) and the department chair. The three courses are typically selected from MKTG Independent projects undertaken by upper- 171. Managerial Communication 165, 175, 176, 178, 185, 186, 187, and 188. division students with a faculty sponsor. The MKTG 198 Internship elective can be chosen with an internship topic and Interpersonal and small group communica- Prerequisites: MGMT 160 or 160S, and company which augments the student’s career marketing goals. However, MKTG 198 tion. Negotiating behavior. Oral and writ- written proposal must be approved by instruc- cannot be substituted for a course in the three areas of marketing emphasis. ten communication. Integrates theory and tor and chair one week prior to registration. skill-building through reading, case analysis, (1–5 units)

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UPPER-DIVISION COURSES 182. Market Analysis traditional media including public relations, Study of the application of marketing redirect response, print advertising, collateral, 165. Multi-Channel Retail Marketing 176. Services Marketing sales support and trade shows is being inte- and Management search methodology to the solution of busi- The design and management of store, cata- ness problems. Role of marketing research: grated with the Internet and technology log, and Internet-based retail channels. Top- Effective marketing and management in its design, execution, analysis, and presen- that is changing how companies and organ- ics include how retailers create value for the service enterprises, including hospitality, tation. Projects and use of computers to an- izations communicate, collaborate, interact, producer and the end user, the financial and tourism, financial services, retailing, health alyze data. Prerequisites: OMIS 41 and and influence outcomes with stakeholder marketing strategies that underlie retailing care, education, accounting, telecommuni- MKTG 181 or 181S. (5 units) and targeted publics is addressed. This formats, target marketing decisions, cate- cations, technical and information services, course provides students with the skills gory management, how retail price promo- among others. Focus on customer satisfac- 183. Customer Behavior necessary to plan, develop, execute, and tions work, managing customer service, and tion, service quality, service design and im- How consumers process information and coordinate an integrated marketing com- the execution of retail marketing decisions plementation, pricing, and promotion. Use make buying decisions. Investigation of in- munications campaign. Project required. in stores, catalog, and the Internet. Mini of cases, field trips, and projects to develop fluence factors, such as attitudes, personality, Prerequisite: MKTG 181 or 181S. (5 units) cases, video cases, an applied project, and and apply course concepts. Prerequisite: culture, motivation, perception, and refer- 187. Strategic Product Marketing guest speakers from industry will be utilized MKTG 181 or 181S. (5 units) ence groups on consumer decision making. to provide practical illustration of various Emphasis on the process of branding, the 178. Marketing Across Cultures Decision processes of industrial buyers in concepts and stimulate class discussion. Pre- business-to-business markets are also stud- role of the product/brand manager in a requisite: MKTG 181 or 181S. (5 units) Success in global markets requires develop- ied and compared to those of individuals in company, along with the experience of exe- ing marketing programs that are sensitive to cuting marketing strategy. Dynamic deci- 168. and 169. Advanced Retail Seminar consumer markets. Particular emphasis on cultural differences. This course emphasizes understanding the decision-making process sion making using a marketing-oriented In-depth examination of a number of top- the cultural factors that drive consumption (both consumer and industrial) and its ap- business simulation. Brand teams make in- ics critical to future executives in a retailing behavior in international markets. A socio- plication to the development of sound mar- ferences about the business environment, environment. Focus is on the use of con- cultural perspective is applied to traditional keting strategy. An applied project, videos, decide on what products to offer, what price sumer information and information tech- marketing concepts such as targeting, posi- and mini-cases are used to illustrate the to charge, how many salespeople to employ, nology to improve managerial decision tioning, advertising, branding, pricing, and practical application of various concepts. and how much to budget for advertising, in making. Topics include consumer trends, distribution to develop marketing programs Prerequisites: OMIS 41 and MKTG 181 or addition to making production and market- multi-channel retail models, analysis of to successfully penetrate international mar- 181S or permission of instructor. (5 units) ing research decisions. Prerequisite: MKTG high-performance retailers, building infor- kets. Mechanisms for participating in for- 181 or 181S. (5 units) mation-centric organizations, store opera- eign markets such as exports, licensing, and 185. Sales Management 188. Business-to-Business Marketing tions, negotiation, sales promotion and joint ventures are evaluated. Ethical market- This course puts the student in the role of advertising, merchandise and inventory ing issues in international contexts are ex- being a prospective sales or marketing man- This overview demonstrates how business- planning, and supply chain management. plored. Prerequisites: MKTG 181 or 181S ager. The objective is to provide the student to-business (B2B) marketing differs from Prerequisites: MKTG 165, MKTG 181 or and MGMT 80. (5 units) with user-level knowledge of sales concepts business-to-consumer (B2C) marketing. 181S, an internship, and permission of in- Learn how to apply marketing principles 181. Principles of Marketing and management methodologies necessary structor. (5 units) to effectively perform and manage the sales and conceptual frameworks when business Introduction to the fundamental principles sells to business. Understand how such fac- 175. Internet Marketing function. The format of the course enables of contemporary marketing. Covers the role the student to apply the use of these con- tors as demand, product, buyers, decision What is the role of e-commerce in today’s of marketing in society, marketing strategy cepts to both selling consumer products and making, and relationships affect B2B mar- marketing environment? How are mar- and planning, segmentation, product pol- to high-tech, industrial direct selling. Pro- keting strategy. Business Practice Modules keters integrating e-commerce into their icy, pricing decisions, promotion, and dis- ject required. Prerequisite: MKTG 181 or (BPM) delivered by leading industry practi- marketing activities? What are some of the tribution. Stresses topical examples. 181S. (5 units) tioners expose students to current, real-life, major problems and opportunities that e- Emphasizes application of basic principles, functional practices. The role of the Internet commerce activities pose for the marketing information sourcing, analytical thinking, 186. Integrated Marketing in connecting, collaborating, interacting, manager? Project required. Prerequisite: and communication skills. Prerequisite: Communications online transactions and building relation- MKTG 181 or 181S. (5 units) Must have 60 units or greater, or permission of Introduction to integrated marketing com- ships with targeted marketing segments is instructor. (5 units) munications (IMC), this course provides a emphasized. Students will learn how lead- fundamental understanding of communi- ing Silicon Valley companies meet the chal- cation theory, marketing, branding, lenges of marketing their products in today’s integrating marcom tactics, planning, and global, Internet world. Project required. Pre- coordination of IMC programs. How requisite: MKTG 181 or 181S. (5 units) 252 LEAVEY SCHOOL OF BUSINESS OPERATIONS AND MANAGEMENT INFORMATION SYSTEMS 253

197. Special Topics in Marketing Prerequisites: Declared marketing major, Major in Accounting and Information Systems Occasional current and interdisciplinary MKTG 181 and permission of faculty coordi- • ACTG 20, 130, 131, 132, 135, 136, and 138 courses offered on a one-time or infrequent nator. (1–3 units) • OMIS 30 or OMIS 31 basis or cross-listed with offerings in other 199. Independent Study departments. Consult quarterly schedule of • OMIS 105, 106, and 150 Independent projects undertaken by upper- classes for description. Prerequisites: MKTG • One course from OMIS 111, 113, 135 181 or 181S and current standing as a mar- division students with a faculty sponsor. In- keting major. (5 units) dependent studies are normally permitted Accounting and information systems majors may use either OMIS 30 or OMIS 31 to only under special circumstances. Prerequi- satisfy the information systems requirement in the Leavey School of Business curriculum. 198. Internship site: Written proposal must be approved by in- Opportunity for upper-division students to structor and chair at least two weeks prior to REQUIREMENTS FOR THE MINOR registration. (1–5 units) work in local firms and complete a super- The OMIS department offers a minor in management information systems for both vised academic project in that setting. non-OMIS majors in the Leavey School of Business as well as nonbusiness majors. This minor provides non-OMIS majors the opportunity to enhance their understanding of in- OPERATIONS AND MANAGEMENT INFORMATION SYSTEMS formation technology in general and how to apply this technology to their major field of study. Upon completion of the requirements for the minor, a certificate of completion will Professors: Robert A. Collins (Naumes Family Professor), Manoochehr Ghiassi, be awarded to the student. Chaiho Kim (Joseph S. Alemany Professor), Steven Nahmias, Stephen A. Smith, Students with a minor in management information systems must complete the follow- Andrew Starbird ing requirements: Associate Professors: Narendra Agrawal (Department Chair), Charles D. Feinstein, • OMIS 30 or OMIS 31 (OMIS minors may use either of these courses to satisfy the Andy A. Tsay Information Systems requirement in the Leavey School of Business curriculum) Assistant Professors: Wingyan Chung, Manoj Parameswaran • OMIS 105 (Database Management Systems) As an operations and management information systems (OMIS) major, students focus • Three courses from OMIS 106, 107, 111, 113, 135, 137, or 150 on the use of computer information systems and analytical decision-making methods in Nonbusiness students with a minor in management information systems must also business organizations. In addition to mastering the core Leavey School of Business require- complete the following requirements: ments, students specialize in the skills needed to design, implement, and evaluate the com- • One course in mathematics from MATH 7, 11, or 30 puter-based systems that are necessary to manage business operations effectively. In today’s fast-changing, information-driven corporate environment, OMIS majors are in a unique po- • One course in statistics and data analysis from OMIS 40, MATH 8, PSYC 40, sition to develop practical, integrated solutions to complex problems. Their training in both or COMM 110 information systems and business places OMIS majors on the fast track toward satisfying • Three courses in business from BUSN 70, MGMT 160, MGMT 161, MKTG and exciting careers. In addition to the major in OMIS, the OMIS and Accounting depart- 181, FNCE 121, or OMIS 108 ments offer a joint major in accounting and information systems. LOWER-DIVISION COURSES REQUIREMENTS FOR THE MAJORS 17. Introduction to Business Working knowledge of one word-processing In addition to fulfilling University Core Curriculum and Leavey School of Business re- Computing software program. (4 units) quirements for the Bachelor of Science in Commerce degree, students majoring in operations and management information systems and in accounting and information systems Use of an integrated set of software tools to 30. Structured Programming must complete the following departmental requirements: solve business problems and communicate results of analysis. Software tools include How to develop and implement well-struc- Major in Operations and Management Information Systems spreadsheets, databases, graphical tools, and tured programs for business applications presentation tools. Use of computer net- using C. Students are required to design and • OMIS 30 or OMIS 31 (OMIS majors and minors may use either of these works to access business information. develop several programming assignments courses to satisfy the Information Systems requirement in the Leavey School of Course is restricted to accounting, finance, using structured programming principles Business curriculum) economics, marketing, management and on a variety of computer systems. Founda- • OMIS 105, 106, and 107 OMIS majors; and MIS, general business, tion for the study of database design and economics, retail studies, and information systems programming. Students who re- • Three courses from OMIS 109, 110, 111, 112, 113, 117, 135,137, 150, 170, technology and society minors. Prerequisite: ceive credit for CSCI 10 (formerly Math and 173

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10), COEN 6, COEN 11, or OMIS 31 methods; to quantitatively express the prob- 107. Systems Programming 111. Computer Communications may not take this course for credit. (4 units) ability of events and formulate the proba- Discussion of the fundamental concepts of Systems bility of joint, marginal, and conditional systems programming. Major focus on the Designed to provide the IS professional with 31. Business Applications events; to employ probability distributions Programming overall structure and capabilities of modern a basic literacy in communication technolo- to describe the probabilities associated with operating systems (LINUX/UNIX, Win- gies driving the digital economy. Basics of Develop and implement business applica- discrete and continuous random variables; dows, etc.) and how to use operating system data and telecommunications, LANs, tion programs using software tools such as to design and evaluate sample data collec- facilities to manipulate files and processes. WANs, broadband, analog and digital com- Visual Studio, Visual Web Developer, and tion plans for quantitative and qualitative Also covers shells and scripting program- munications, Internet architecture and con- Dreamweaver. Students will develop both data; to measure and evaluate the error asso- ming concepts for performing system-level cepts, wireless including cellular and Windows and Web-based applications. As- ciated with parameter estimation using sam- programming assignments on dedicated WLANs, and market and regulatory issues signments will use programming frame- ples; and to construct interval estimates for computer systems. Development of several are covered. Emphasis on being able to works such as .Net Framework and PHP. the population mean and the population software assignments utilizing systems pro- assess the business impact of networking Students who take CSCI 10 (formerly proportion. Students analyze real-world gramming concepts is required. Prerequisite: technologies; covers state-of-the-art. Prereq- MATH 10), OMIS 30, COEN 6, or data using spreadsheet software. Prerequi- OMIS 30 or OMIS 31. (5 units) uisite: OMIS 30, or OMIS 31, or OMIS 34. COEN 11 may not take this course for sites: MATH 11 or MATH 30 and OMIS (5 units) credit. (4 units) 17. (4 units) 108. Operations Management 112. Artificial Intelligence and 34. Management Information Systems 41. Statistics and Data Analysis II Survey of analysis and design methods for business systems that produce and deliver Expert Systems for Business Building blocks, types and strategic role of Second in a two-course sequence. Students goods and services. Topics chosen from the This course will examine the applications of business information systems. Selected top- learn to formulate hypotheses about popu- following: process analysis, sales forecasting, artificial intelligence and expert systems for ics on societal role of IT including digital di- lation parameters and define the errors asso- production planning and scheduling, inven- business. Topics will include rule-based sys- vide, net neutrality, IT going green, cyber ciated with hypothesis testing; to construct tory control, materials requirement plan- tems, data and Web mining, and other crimes, knowledge society, information se- confidence intervals and test hypotheses ning, quality control, ‘‘just-in-time” knowledge-based systems. Prerequisite: curity and privacy. Emerging trends in IT about means, proportions, and variances; to manufacturing techniques, and supply OMIS 30 or OMIS 31. (5 units) such as social networking and Web services. formulate and test hypotheses about multi- chain management. Prerequisite: OMIS 41. Database and Web development. Building nomial data and independence; to construct (5 units) 113. Data Warehousing and a modular Web-based information system. and evaluate both simple linear and multi- Business Intelligence (4 units) ple regression models; and to predict the 109. Computer Decision Models This course will examine a broad collection value of dependent variables using regres- 40. Statistics and Data Analysis I Methods for solving decision problems en- of software tools and analytical applications sion models. Analysis of real-world data countered in business situations. Emphasis that allow enterprises to analyze data main- First in a two-course sequence. Students using spreadsheet software. Prerequisite: on problem formulation and application of tained in data warehouses and operational learn to describe, summarize, and evaluate OMIS 40. (4 units) spreadsheet-based algorithms for solution. databases for business intelligence. Topics to sets of data using numerical and graphical Linear models and linear programming. study include data storage and data integra- Sensitivity analysis. Network models. Inte- tion architecture, enterprise analytics, busi- UPPER-DIVISION COURSES ger and nonlinear programming. Decision ness intelligence tools and presentations. analysis and value of information. Dynamic Students will acquire hands-on experience 105. Database Management Systems 106. Systems Analysis and Design analysis and principle of optimality. Prereq- in building business intelligence applica- uisite: OMIS 41. (5 units) tions. Prerequisite: OMIS 30 or OMIS 31. Design and use a database for business ap- Development of methods of structured sys- (5 units) plications. A three-stage approach to data- tems analysis and design. Emphasis on in- 110. Computer Simulation Modeling bases: conceptual design using the formation systems for business applications. Examination of computer simulation mod- 117. Software Development Project entity-relationship model, logical design Methods include physical modeling, logical eling for the design and operation of com- Integration of system and programming using the relational model, and physical de- modeling, flowcharts, data flow diagrams, plex processes or systems. Theory and concepts to develop a comprehensive soft- sign using indexes. Study of SQL, relational hierarchy (HIPO) models, structured Eng- techniques of simulation and simulation ware system. Also presents an overview of tables, normalization. Use of a database soft- lish, entity-relationship diagrams, and struc- languages such as SLAM, GPSS, and software development methodology. Prereq- ware is required. Prerequisite: OMIS 30 or ture charts. Application of these tools to a GASP; inventory control; assembly and job- uisite: OMIS 30 or OMIS 31. (5 units) OMIS 31 or OMIS 34. (5 units) systems analysis and design project is re- shop scheduling; and manufacturing quired. (5 units) process design. Prerequisites: OMIS 41 and OMIS 30 or OMIS 31. (5 units)

256 LEAVEY SCHOOL OF BUSINESS 5 135. Enterprise Resource 150. Financial Information Systems Planning Systems Course focuses on computer-based finan- Study of data and process integration across cial information systems that allow finance a company onto a single computer system. and accounting professionals to acquire and School of Engineering Analysis of ERP system technologies, in- manage a company’s financial system. Top- cluding databases. Class project requires set- ics include the business functions of a finan- ting up an ERP system module using cial information system, the technical Oracle E-Business Suite. Case studies and aspects of the system, and the management guest speakers from industry. Prerequisite: issues of implementing such a system. Stu- Dean: M. Godfrey Mungal OMIS 105 or COEN 178. (5 units) dents will acquire hands-on experience Associate Dean for Undergraduate Studies: Ruth E. Davis using enterprise resource planning systems. Associate Dean for Graduate Studies: Aleksandar Zecevic 137. Object-Oriented Programming Prerequisite: OMIS 30 or OMIS 31. (5 units) Associate Dean for Research and Faculty Development: Nam Ling Introduction to object-oriented design methodology. Discussion of different pro- 170. Physical Database Design The mission of the School of Engineering is to educate and serve students for the ben- gramming paradigms, concepts of data ab- Methodology for design of physical file efit of the Silicon Valley area, the state, the nation, and the world. The engineering school straction, inheritance, and encapsulation. structures to support single-and multiple- does this through academic programs that educate professional engineers who practice with Topics include an overview of Java program- file applications. Query optimization using competence, conscience, and compassion, through scholarly activities that create and dis- ming language, classes and objects, data ab- indexes. Data structures, file structures, file seminate new knowledge, and through service activities that benefit our various constituen- straction, inheritance, I/O packages, access methods, file manipulation, and al- cies and humanity in general. The specialized Bachelor of Science programs in Civil exceptions, threads and GUI. Development gorithmic analysis. Prerequisite: OMIS 105. Engineering, Computer Engineering, Electrical Engineering, and Mechanical Engineering of several programming assignments using (5 units) are accredited by the Accreditation Board for Engineering and Technology. Java is required. Prerequisite: OMIS 30, or All courses offered through the School of Engineering are taught under tenets set forth OMIS 31, or equivalent. (5 units) 173. E-Commerce Technologies in the Engineering Honor Code. The Engineering Honor Code is a long-standing Santa An integrated course discussing topics Clara tradition instituted at the request of students. The code states: “All students taking 145. Competitive Quality needed to build, operate, and maintain e- courses in the School of Engineering agree, individually and collectively, that they will not Slogans like “Quality is Job 1”; “When it businesses. Topics include scripting lan- give or receive unpermitted aid in examinations or other coursework that is to be used by absolutely, positively has to be there guages, mark up languages, security, online the instructor as the basis of grading.” Students and teachers cooperate and share responsi- overnight”; and “The Dependability Peo- transaction, and multimedia operation. Pre- bilities under the code. Teachers are responsible for making clear what aid is permissible ple” leave little doubt as to the importance requisite: OMIS 30 or OMIS 31. (5 units) and for using procedures that minimize temptations to violate the code. Students are respon- of quality in commercial competition. This sible for behaving honorably, for actively ensuring that others uphold the code, and for course explores how quality contributes to 198. Internship being responsive to violations. competitiveness. The course starts by defin- Opportunity for selected upper-division ing quality and introducing methods for students to work in local businesses or gov- UNDERGRADUATE DEGREES measuring quality. The course investigates ernment units or firms. Note: A student variation in quality and its effect on firm cannot use a collection of internship courses The School of Engineering confers the degree of Bachelor of Science with majors in civil performance, and studies methods for mon- to satisfy the upper-division course require- engineering, computer engineering, electrical engineering, general engineering, and me- itoring and controlling quality including ment for either the OMIS major or the MIS chanical engineering. The Bachelor of Science degree in General Engineering can be indi- quality control charts and sampling inspec- minor. Prerequisites: Upper-division standing vidualized to accommodate the interests of a student. There is a predefined concentration tion. Finally, in light of new developments and approval of the undergraduate committee that prepares a student for the field of bioengineering. In addition, the engineering school in operations theory and in technology for one week prior to registration. (1–2 units) offers minors in engineering, computer engineering, and electrical engineering as well as an tracking and monitoring products, the interdisciplinary minor in biomedical engineering. All of the undergraduate engineering course also tackles strategic supply chain is- 199. Independent Study programs require students to complete extensive course sequences in mathematics and nat- sues associated with quality. Case studies Independent projects undertaken by upper- ural science as well as engineering. Success in completing these critical course sequences is and field trips are used to bolster student division students with a faculty sponsor. Pre- highly dependent upon having the necessary technical background at each stage. Accord- understanding. Prerequisites: ECON 1 and requisite: Written proposal must be approved ingly, prerequisites for all engineering courses are strictly enforced. OMIS 108 or OMIS 108S. (5 units) by instructor and chair one week prior to registration. (1–5 units)

257 258 SCHOOL OF ENGINEERING CENTERS, INSTITUTES, AND SPECIAL PROGRAMS 259

REQUIREMENTS FOR THE BACHELOR OF SCIENCE Technology To qualify for the degree of Bachelor of Science in the School of Engineering, students The technology requirement is fulfilled by one of two options: must complete the minimum number of units specified for the particular major and satisfy • One University course approved to satisfy the technology requirement the requirements of the University Core Curriculum and the departmental major. • A combination of (a) ENGR 1, 19, 101, or 110; (b) an engineering course requiring extensive computer usage (COEN 10, 11, 20, or 44, CENG 15, University Core Curriculum ELEN 33, or approved equivalent); and (c) any upper-division course in the student’s major department. English Two courses in composition: Ethics • ENGL 1 and 2 One course in general or applied ethics from the approved list. One course in technical writing as specified in the respective departmental major requirements. MINORS IN THE SCHOOL OF ENGINEERING Religious Studies Minor in Engineering Three courses approved to satisfy the core requirements in religious studies. The School of Engineering offers a minor in general engineering open to engineering and United States nonengineering majors. Requirements for the minor are outlined in the General Engineer- One course from the approved list of courses. ing section of this chapter. Western Culture Minor in Computer Engineering Two courses in one of the following sequences: The Department of Computer Engineering offers a minor in computer engineering • ARTH 11, 12, and 13 open to engineering and nonengineering majors. Requirements for the minor are outlined in the Computer Engineering section of this chapter. • ENGL 11, 12, and 13 • HIST 11, 12, and 13 Minor in Electrical Engineering • HNRS 11, 12, and 13 The Department of Electrical Engineering offers a minor in electrical engineering open to engineering and nonengineering majors. Requirements for the minor are outlined in the • MUSC 11, 12, and 13 Electrical Engineering section of this chapter. • PHIL 11, 12, and 13 Minor in Biomedical Engineering • THTR 11, 12, and 13 The School of Engineering offers an interdisciplinary minor in biomedical engineering World Cultures and Societies designed for students who are science majors in the College of Arts and Sciences, students One course from the approved list of area studies/regional courses. completing prerequisites for medical school, and engineering majors. Requirements for this minor are outlined in Chapter 6, Interdisciplinary Minors and Other Programs of Study. Social Sciences One course from the approved list of courses. CENTERS, INSTITUTES, AND SPECIAL PROGRAMS

Mathematics and Natural Sciences Cooperative Education Program Course requirements are specified in the respective departmental major requirements. The Cooperative Education Program integrates classroom work with practical experience Second Language by providing alternate or parallel periods of college education with periods of training in in- Recommended proficiency in one foreign language, which may be achieved in high dustry and government. The objective of the program is to provide students the opportu- school. nity to enhance their academic knowledge, to further their professional development, and to learn how to work effectively as individual contributors and group members. The industrial training is related to the student’s field of study and often is diversified to afford a wide range of experience. To qualify for the program, undergraduate students must have completed at least 90 quarter units and have a grade point average of 2.5 or higher. Credit earned in the program may be used to meet undergraduate degree requirements. 260 SCHOOL OF ENGINEERING CIVIL ENGINEERING 261

Engineering Design Center DEPARTMENT OF CIVIL ENGINEERING The Engineering Design Center is a high-performance computing facility dedicated to Professor Emeritus: E. John Finnemore the support of the educational programs of the School of Engineering. The center has top- Professors: Mark Aschheim, Sukhmander Singh (Wilmot J. Nicholson Family Professor) of-the-line workstations for student use, commercial application software packages for en- Associate Professors: Steven C. Chiesa (Department Chair), Reynaud L. Serrette gineering design and development, compilers for a variety of programming languages, and (Department Chair) an Oracle database system. Staff and student assistants are available to assist students in uti- Assistant Professors: Rachel He (Packard Junior Faculty Fellow), Edwin Maurer lizing the hardware and software resources available in the Design Center. Center for Nanostructures The Department of Civil Engineering offers a well-balanced undergraduate program that strives to develop graduates who are capable of solving complex problems with fixed The Center for Nanostructures uses state-of-the-art equipment to educate students and and oftentimes limited resources. The application of state-of-the-art skills, a sound under- to advance the field of nanoscale science and technology. The mission of the center is to con- standing of engineering principles, the ability to communicate and articulate ideas, and duct, promote, and nurture nanoscale science and technology, interdisciplinary research, preparation for lifelong learning are some of the key areas of focus in the civil engineering and education activities at the University, and to position the University as a national cen- curriculum. At the completion of the undergraduate program, graduates are well equipped ter of innovation in nanoscience education and nanostructures research. Ongoing research to enter the practice or pursue advanced studies in any of the civil engineering disciplines. projects include On-Chip Interconnect Modeling, Carbon Nanotubes/Nanofibers and The department provides students with the necessary guidance to develop their full poten- Electrical/Biological System Interfaces. Faculty, graduate students, and undergraduate stu- tial within the context of their own personal experiences and the expectations of the profes- dents utilize the center for research projects. sion. As graduates of the civil engineering program, junior engineers get involved in the planning, design, construction, and maintenance of the infrastructure that is critical to daily DEPARTMENT OF APPLIED MATHEMATICS life, including buildings, transportation systems, airports, irrigation systems, water supplies, supply systems, and environmental protection facilities. Senior Lecturer: Stephen A. Chiappari (Department Chair) The Department of Civil Engineering has worked with its advisory board and other key constituencies to produce the set of Program Educational Objectives shown below. Specif- The Department of Applied Mathematics offers only graduate degree programs and op- ically, the department has committed itself to providing a program that produces graduates erates in a service mode at the undergraduate level. Undergraduate courses offered by the de- who, within five years of graduation, will: partment have been designed to bridge mathematical theory and engineering applications. • Contribute positively to the design, construction, maintenance and advancement of civil engineering-based systems critical to a sustainable quality of life in UPPER-DIVISION COURSES a changing world 106. Differential Equations 118. Numerical Methods • Embrace the University mission and its corresponding goals First-order linear differential equations, sys- Numerical solution of algebraic and tran- • Recognize their professional and personal responsibility to their community tems of linear differential equations, homo- scendental equations, numerical differenti- • Recognize the need for a commitment to lifelong learning geneous systems of linear differential ation and integration, and solution of equations with constant coefficients, the ordinary differential equations. Solution of Laplace transform, the solution of differen- representative problems on the digital com- REQUIREMENTS FOR THE MAJOR tial equations by Laplace transform. Prereq- puter. Prerequisites: AMTH 106 and COEN In addition to fulfilling the University Core Curriculum requirements for the Bachelor uisite: MATH 21. (4 units) 44. (4 units) of Science degree, students majoring in civil engineering must complete a minimum of 194 108. Probability and Statistics units and the following department requirements: Definitions of probability, sets, sample English spaces, conditional and total probability, random variables, distributions, functions • CENG 192B of random variables, sampling, estimation of parameters, testing hypotheses. Prerequi- Mathematics and Natural Science site: MATH 21. (4 units) • MATH 11, 12, 13, 21 • AMTH 106 (or MATH 22) and AMTH 108 (or MATH 122) • CHEM 11 262 SCHOOL OF ENGINEERING CIVIL ENGINEERING 263

• PHYS 31, 32, 32L, 33, 33L LOWER-DIVISION COURSES • CENG 20 5. Project Impacts on the Community 20. Geology and the Environment Engineering Development and formation of geologic Introduction to the decision-making con- materials. Significance of structure, land • ENGR 1 cepts that determine the feasibility of a proj- form, erosion, deposition. Stream and • ELEN 50 ect. Aspects of project planning, evaluation, shoreline processes. Surface water. Labora- and implementation. Identification of im- tory. (4 units) • MECH 10, 121, 122 pacts on the community and the environ- • CENG 10, 15, 41, 42, 43, 115, 121, 125, 128, 132, 134, 135, 140, 141, 143, ment. (4 units) 41. Mechanics I: Statics 145, 192A, 192C, 193, 194 Resolution and composition of force sys- 10. Surveying tems and equilibrium of force systems act- Technical Electives Survey instruments: their use and care. Prin- ing on structures and mechanisms. Three technical electives with at least one course from each of the two categories below: ciples of topographic mapping, linear meas- Distributed forces. Friction. Moments of in- • Design-focused electives: CENG 119, 133, 136, 137, 138, 142, 144, 146, 147, 150 urements, leveling, traverses, curves, ertia. Prerequisites: PHYS 31. (4 units) boundary, and public surveys. Field labora- • Analysis-focused electives: CENG 118, 123, 139, 148, 149, 151, 160, 161, 162, 163 tory. (4 units) 42. Mechanics II: Dynamics The electives should be selected in consultation with an academic advisor to satisfy the Dynamics of a particle. Work and energy requirements of the general civil engineering program or one of the approved emphasis area 15. Computer Applications in methods. Momentum methods. Kinetics of programs in civil engineering. Civil Engineering systems of particles. Prerequisite: CENG 41. Computer-based methods for technical (3 units) CIVIL ENGINEERING LABORATORIES problem solving. Introduction to some of the basic features in spreadsheet and math 43. Mechanics III: Strength of Materials The Simulation and Design Laboratory maintains Windows-based personal computers analysis programs to aid engineering solu- Analysis of stresses and strains in machines that are used in course assignments and design projects. Commercial software packages in tions. Visual Basic programming in a and structural members. Analysis of mem- all the major areas of civil engineering are available on the systems with user documentation spreadsheet environment. Graphical pres- bers subject to axial forces, torsion, bending, available to students. entation of technical data. Autocad basics. and combined loads. Stability of columns. The Concrete Testing Laboratory contains facilities for mixing, casting, curing, and test- Laboratory. (4 units) Introduction to energy methods. Labora- ing concrete cylinders and constructing reinforced-concrete test specimens. tory. Prerequisite: CENG 41. (5 units) The Environmental Laboratory is equipped with instrumentation needed for basic chemical and biological characterization of water, wastewater, and air samples as well as several pilot-scale treatment systems. UPPER-DIVISION COURSES The Geology Laboratory is equipped with extensive rock and mineral samples as well as topographic, geologic, and soil maps. 115. Civil Engineering Materials 119. Designing for Sustainable The Hydraulics Laboratory is shared with the Department of Mechanical Engineering and Origin, manufacture, and processing of ma- Construction contains a tilting flume that can be fitted with various open-channel fixtures. terials used in civil engineering construction, Design strategies for sustainable commer- The Soil Mechanics Laboratory contains equipment for testing soils in shear, consolida- including metals, wood, cement and con- cial and residential construction. Use of tion, and compaction; equipment for other physical and chemical tests; field testing and crete. Testing methods to determine physical LEED criteria for assessing sustainable con- sampling equipment; and a complete cyclic triaxial testing system with computer controls and mechanical properties. Material deteri- struction. Team-based proect planning, used for both research and instructional purposes. oration and environmental considerations. design, and construction. Economic evalu- The Structural and Strength of Materials Laboratory is equipped with three universal test- Laboratory. Prerequisite: CHEM 11. (4 units) ation of sustainable technologies. Overall ing machines, a closed-loop MTS hydraulic system used for testing of structural assemblies project management. Prerequisites: Junior under various load conditions, and a series of digital and analog instruments and high-speed 118. Construction Engineering standing. (4 units) data acquisition and control systems. Construction management. Equipment. The Surveying Laboratory has a wide variety of equipment, including self-leveling levels, Drawings and specifications, cost estimating, 121. Geotechnical Engineering transits, theodolites, and electronic distance-measuring devices available for instructional bidding. Contracts, bonds, financing, insur- Origin, development, and properties of soils. purposes. ance. Labor. Project planning and schedul- Classification of soils and applications of en- The Traffic Laboratory has traffic volume counters that are used in studies to classify ing. Prerequisite: Junior standing. (3 units) gineering mechanics to soils as an engineering vehicles and measure their speeds in user-specified ranges and periods of time used for instructional and research purposes.

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material. Water in soils. Soil-testing methods. 134. Structural Steel Design 140. Water Resources Engineering 146. Design of Cold-Formed Compaction, stabilization, consolidation, Load and resistance factor design concepts Concepts of various aspects of water re- Steel Frame Structures shear strength, and slope stability. Laboratory. of structural steel design for building struc- sources. Analysis of various aspects of water Introduction to the fundamentals of cold- Prerequisites: CENG 20 and 43. (4 units) tures. Types of load. Design of individual resources: hydrologic cycle, evaporation, informed steel frame construction. Review of 123. Environmental Reaction members including tension members, filtration, precipitation, snow, flood fre- current design and construction practice, Engineering beams, and columns. Overview of connec- quency, and runoff. Impacts of specifications, standards and codes. Practical tions. Steel design project is required. Pre- development, land use and climate changes design of members and connection detail- Reaction stoichiometry and kinetics. Reac- requisite: CENG 132. (4 units) on water supply, and the importance of ing. Understanding evaluation reports. Pre- tions of environmental significance. Dy- these changes to society. Laboratory. Prereq- requisites: CENG 133, 134 or 135. (4 units) namic and equilibrium system modeling. 135. Reinforced Concrete Design uisite: MECH 122. (4 units) Reactor configurations and their effects on Ultimate strength design of reinforced con- 147. Pavement Design extent of the reaction. Laboratory. Prereq- crete members considering flexure, shear, 141. Hydraulic Engineering Paving materials. Geometric and structural uisites: CHEM 11 or equivalent, AMTH and axial forces. Anchorage and develop- Principles of hydraulics; flow in pipes and design of highways. Urban street layout and 106, and junior standing. (4 units) ment of reinforcing bars. Laboratory in- pipe networks; water hammer and surge details. Layout and design of airport run- 125. Municipal Engineering Design cludes experiments to illustrate influence of tanks; flow in open channels; hydraulic ma- ways. Prerequisites: CENG 121 and 135. design requirements on structural behavior. chinery. Prerequisites: CENG 15 and (4 units) Various aspects of civil engineering as ap- Prerequisite: CENG 132. (5 units) MECH 122. (4 units) plied in municipal (public works) design 148. Structural Systems practice. Maps and plats; site layout and 136. Advanced Concrete Structures 142. Water Resources Design Introduction to principles for choosing earthworks; drainage; streets and utilities. Analysis and design of reinforced-concrete Design of system components for water structural systems and performance criteria. Design laboratory. Prerequisite: CENG 10. frame and wall structures for gravity and lat- supply and flood control projects including Fire, sound and thermal requirements for (4 units) eral loads; use of strut and tie method for storage facilities, closed conduits, open buildings. Estimation of design loads. Ap- 128. Engineering Economics disturbed regions; and introduction to pre- channels, well fields, and pumping systems. proximate techniques for system design and stressed concrete. Prerequisite: CENG 135. Prerequisites: CENG 140 and 141. (4 units) evaluation. Horizontal and vertical subsys- Time value of money. Economic analysis of (4 units) tems. Prerequisite: CENG 132. (3 units) engineering projects. Planning and capital 143. Environmental Engineering budgeting. Rate-of-return analysis. Depreci- 137. Earthquake Engineering Design Water and air quality. Water supply and pol- 149. Civil Systems Engineering ation. Cash-flow analysis. (2 units) Introduction to seismic sources, wave prop- lution control; air pollution control. Man- Introduction to engineering systems analy- 132. Structural Analysis agation, and effects on structures. Spectral agement of solid wastes. Laboratory. sis and management technologies and their representations of demands. Design accord- Prerequisites: CHEM 11, MATH 12 and applications to civil engineering problems Analysis of statically determinate beams, ing to current code provisions and using junior standing. (4 units) such as transportation, assignment, critical trusses, and frames. Influence lines for simplified pushover methods. Prerequisite: path, and maximum flow problems. Topics beams and trusses. Analysis of statically in- CENG 132. (4 units) 144. Environmental Systems Design include linear programming, nonlinear pro- determinate structures. Modeling and Design of treatment and distribution gramming, probability, and queuing theory, analysis of structures using commercial soft- 138. Geotechnical Engineering Design systems for potable water. Design of collec- as well as relevant applications to civil engi- ware applications. Prerequisites: CENG 15 Foundation exploration; bearing capacity tion and treatment systems for water pollu- neering problems. Prerequisites: MATH 13 and CENG 43. (4 units) and settlement analysis; spread foundations; tion control and wastewater reclamation. and junior standing. (4 units) 133. Timber Design piles and caissons; earth-retaining structures; Laboratory. Prerequisites: CENG 141 and loads on underground conduits; subsurface 143. (4 units) 150. Traffic Engineering: Timber structural systems. Design of struc- construction. Prerequisites: CENG 121 and Design and Operations tural members for tension, compression, 135. (4 units) 145. Transportation Engineering Basic characteristics of motor vehicle traffic, bending, and shear. Design of shear walls Design highway and intersection capacity, applica- and diaphragms. Connection and hardware 139. Groundwater Hydrology Transportation systems analysis. Traffic flow. tions of traffic control devices, traffic data design and specification. Timber design Groundwater occurrence, flow principles, Highway geometric design, traffic control, studies, signal design, traffic safety. May be project required. Prerequisite: CENG 132. flow to wells, and regional flow. Groundwa- transportation planning. Transportation taken for graduate credit. Prerequisite: (4 units) ter contamination, management, and mod- policies and economics. Prerequisites: CENG 145. (4 units) eling. Field methods. Field trips. Laboratory. CENG 10 and junior standing. (4 units) Prerequisite: MECH 122. (3 units)

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151. Special Topics in career objectives. Satisfactory completion of design, final design, and plans—is com- 198. Internship Transportation Engineering the assignment includes preparation of a pleted. Formal public presentation of re- Time off campus with an engineering Coverage of special topics in transportation summary report on co-op activities. P/NP sults. Prerequisites: CENG 192A and 192B. organization. Different aspects of work in engineering including dynamic traffic flow grading. (2 units) (4 units) the assigned professional office. Oral and forecasting, analysis and application of traf- 189. Co-op Technical Report 194. Senior Design Project II written reports. Prerequisites: Senior stand- fic flow patterns, and static and dynamic ing and approval of internship coordinator. traffic analysis and modeling for short-term Credit given for a technical report on a spe- Continuation of the senior project. Formal (4–5 units) and long-term planning and optimization. cific activity such as a design or research public presentation of the results. Prerequi- Prerequisite: CENG 145. (4 units) project, etc., after completing the co-op as- site: CENG 193. (2 units) 199. Directed Research signment. Approval of department co-op Investigation of an approved engineering 160. GIS in Water Resources advisor required. Letter grades based on 197. Special Topics in Civil Engineering problem and preparation of a suitable proj- Introduction to Geographical Information content and presentation quality of report. ect report. Conferences with faculty advisor Systems (GIS) technology with applications (2 units) Subjects of current interest. May be taken are required. Prerequisite: Junior standing. more than once if topics differ. (1–4 units) in watershed analysis and hydrology. Ob- 192A. Civil Engineering (1–5 units) taining and processing digital information Design Methods for watersheds, mapping terrain, spatial DEPARTMENT OF COMPUTER ENGINEERING analysis, computing river networks from Introduction to problem-solving method- digital elevation models, preparing data for ology for design of civil engineering systems Professors: Ruth E. Davis (Robert W. Peters Professor), Nam Ling hydrologic modeling for water supply and and components. Applications of engineer- Associate Professors: Darren Atkinson, Ronald L. Danielson, Silvia Figueira, flood studies. Prerequisite: Junior standing. ing techniques and procedures to civil engi- JoAnne Holliday, Daniel W. Lewis, Qiang Li, Thomas Schwarz, S.J., (3 units) neering design. Preliminary design studies Weijia Shang (Department Chair) and evaluation of alternatives. Environmen- 161. Sustainable Water Resources tal impact assessment. Selection of a topic The computer engineering program features a balanced core in which each student stud- Covers techniques related to analysis and for the Senior Design Project (CENG 193) ies the engineering aspects of hardware and software as well as the mathematical foundations design of water resources systems, from flood and initial conceptual design. Prerequisite: of computation. The computer engineering electives permit students to build on this core control projects to drinking water supply, as Senior standing. (2 units) with varying emphasis, depending on their interests. Instruction and research in the com- environmental and societal values shift. Ma- 192B. Technical Writing for puter engineering program are supported by the facilities of the Engineering Design Cen- terial includes sustainable and low-impact Civil Engineers ter and the University’s Information Technology Center. design techniques, climate change impacts Organization of engineering proposals and on water, assessing sustainability, life-cycle REQUIREMENTS FOR THE MAJOR economics, and current topics. (3 units) reports. General aspects of technical communications. Content and organization of In addition to fulfilling the University Core Curriculum requirements for the Bachelor 162. Computational Water Resources written contract documents. Development of Science degree, students majoring in computer engineering must complete a minimum Use of professional applications software to of oral presentation skills and strategies. of 187 units and the following department requirements: design and evaluate facility components and Prerequisites: ENGL 2 and concurrent enroll- systems for water resources engineering ment in CENG 192A. (2 units) English projects. Laboratory. Prerequisites: CENG 192C. Development of • ENGL 182 140 and 141. (3 units) Construction Drawings 163. Solid Waste Management Content and organization of construction Mathematics and Natural Science Characterization of solid waste streams. drawings. Advanced CAD techniques. Role • MATH 11, 12, 13, 21 of drawings and written specifications. Overview of collection, transport, processing, • AMTH 106 (or MATH 22) and AMTH 108 (or MATH 122) and disposal options. Waste stream reduction Prerequisites: MECH 10 and junior stand- and resource recovery strategies. (4 units) ing. (2 units) • MATH 53 or CSCI 166 or AMTH 118 • CHEM 11 188. Co-op Education 193. Senior Design Project I Practical experience in a planned program Investigation of an approved civil engineer- • PHYS 31, 32, 32L, 33, 33L designed to give students work experience ing project. The design process—including related to their academic field of study and problem formulation, analysis, preliminary 268 SCHOOL OF ENGINEERING COMPUTER ENGINEERING 269

Engineering • Senior Design Project: The project should involve security-related activities approved and mentored by designated faculty. • ENGR 1 • ELEN 50, 115, 153 Concentration in Game Development • COEN 11, 12, 19, 20, 21, 70, 122, 146, 174, 175, 177, 179, 194, 195, 196 Computer engineering students completing the Concentration in Game Development use COEN 148, 165, and 166 to fulfill their computer engineering electives. In addition, Computer Engineering Electives either the senior design project or the cooperative education experience must be directly related to the concentration. Three upper-division courses selected from COEN 100 – 180, ELEN 123 (or MECH 123), 133, and 134 in an emphasis area selected in consultation with an academic advisor. Concentration in Web Technologies Six units of COEN 197 or 4 units of COEN 199 can be counted as one elective. The Computer Engineering Concentration in Web Technologies covers (a) the use of Educational Enrichment mark-up languages, programming and standards to create content; (b) the infrastructure consisting of servers, Web caches, and content distribution networks to deliver millions of An educational enrichment experience selected from one of the following options: pages to thousands of clients in fractions of a second; and (c) usability—the quality of a sys- • Eight or more units in a study abroad program that does not duplicate other tem that makes it easy to learn, easy to use, easy to remember, and error tolerant. Computer coursework engineering students completing the concentration in Web Technologies use COEN 161, 162, and 163 to fulfill their computer engineering electives. In addition, either the senior • Cooperative education experience with enrollment in COEN 188 and COEN 189 design project or the cooperative education experience must be directly related to the • Admission to one of the department’s master’s degree programs and completion of at concentration. least the first 12 units of that program prior to completion of the undergraduate degree Concentration in Robotics • Undergraduate research with completion of 6 or more units of COEN 197 Computer engineering students completing the Concentration in Robotics use COEN (cannot also be used to satisfy a COEN elective) 120, 165, and 166 to fulfill their computer engineering electives. In addition, either the senior design project or the cooperative education experience must be directly related to the • Twelve or more units selected in consultation with an academic advisor. The concentration. courses may not also be used to satisfy University Core Curriculum requirements, but a minor or second major may be used to complete this option. REQUIREMENTS FOR THE MINOR Concentrations Students must fulfill the following requirements for a minor in computer engineering: Students majoring in computer engineering may complete one of four concentrations • COEN 11, COEN 44, CSCI 10, or OMIS 30 with certification by the department and on the student’s transcript. • COEN 12 or CSCI 61 Concentration in Information Assurance • COEN 20, 21 The Committee on National Security Systems and the National Security Agency have • Four courses selected from COEN 70 and any upper-division computer certified that Santa Clara University’s program in Information Assurance has been reviewed engineering lecture courses (i.e., COEN 100 – 180) by the National Level Information Assurance Subject Matter Experts and has been determined to meet the National Training Standard for Information Systems Security Profession- • Work completed to satisfy these requirements must include at least two courses als, NSTISSI No. 4011. Computer engineering students completing the Concentration in beyond any free electives or other courses required to earn the bachelor’s degree Information Assurance select their course options as follows: in the student’s primary major. • Computer Engineering Electives: AMTH 387, COEN 250, and one of COEN 150, COEN 252, COEN 253, or CSCI 182. With the exception of COEN COMBINED BACHELOR OF SCIENCE AND MASTER 150, students wishing to use these courses to satisfy the computer engineering OF SCIENCE PROGRAM electives must receive approval from the department chair. The Department of Computer Engineering offers a combined degree program leading • Educational Enrichment: Either a six-month cooperative education experience to the Bachelor of Science and a Master of Science open to students pursuing an undergrad- in information assurance, preferably with a federal agency or 8 additional units uate degree at Santa Clara in either Computer Engineering or Computer Science. Under selected from COEN 150, COEN 178, COEN 252, COEN 253, COEN 350, the combined degree program, an undergraduate student begins taking courses required COEN 351, and CSCI 182. for a master’s degree before completing the requirements for the bachelor’s degree and

270 SCHOOL OF ENGINEERING COMPUTER ENGINEERING 271 typically completes the requirements for a Master of Science in Computer Engineering or LOWER-DIVISION COURSES Software Engineering within a year of obtaining the bachelor’s degree. Undergraduate students admitted to the program may begin taking graduate courses 10. Introduction to Programming 19. Discrete Mathematics no earlier than the fall term of their senior year. Students in this program will receive their Overview of computing. Introduction to Relations and operations on sets, orderings, bachelor’s degree after satisfying the standard undergraduate degree requirements. To earn program design and implementation: prob- elementary combinatorial analysis, recur- the master’s degree, students must fulfill all the requirements for the degree, including the lem definition, functional decomposition, sion, algebraic structures, logic, and meth- completion of 45 units of coursework beyond that applied to their bachelor’s degree. and design of algorithms using Alice, a 3D ods of proof. Also listed as MATH 51. No course can be used to satisfy requirements for both the bachelor’s degree and the visual programming environment. Pro- (4 units) master’s degree. Completion of 12 or more units of courses in computer engineering taken gramming in the C language: data types, for the master’s degree satisfies the Educational Enrichment requirement of the undergrad- variables, functions, parameters, control 20. Introduction to Embedded Systems uate program. Some courses required in the master’s degree programs may be replaced by constructs, input and output. Program de- Introduction to computer organization: free electives due to similar undergraduate coursework. velopment: editing, compiling, linking, test- CPU, registers, buses, memory, I/O inter- ing, and debugging. Credit is not allowed faces. Number systems: arithmetic and in- COMPUTER ENGINEERING LABORATORIES for more than one introductory class such formation representation. Assembly as COEN 10, COEN 44, CSCI 10, or language programming: addressing tech- The ASIC Testing Laboratory, operated jointly with the Department of Electrical Engineer- OMIS 30. (5 units) niques, arithmetic and logic operations, ing, supports research conducted by graduate students from the departments of Electrical En- branching and looping, stack operations, gineering and Computer Engineering. Computer-aided testing packages from industry and 11. Advanced Programming procedure calls, parameter passing, and in- the public domain are used in such projects as fault modeling and analysis. Design for test The C Language: structure and style. Types, terrupts. C language programming: point- on RTL-level for digital and mixed signal circuits. Design for reliability based on the defect- operators, and expressions. Control flow. ers, memory management, stack frames, based testing. Functions. Pointers, arrays, and strings. interrupt processing. Multi-threaded pro- The Digital Systems Laboratory (operated jointly with the Department of Electrical Engi- Structures and dynamic memory allocation. gramming; pre-emptive and nonpre-emp- neering) provides complete facilities for experiments and projects ranging in complexity from I/O and file processing. Special operators. tive kernels; shared resources; scheduling. a few digital integrated circuits to FPGA-based designs. The laboratory also includes a vari- Recursion and threads. The Unix environ- Prerequisite: COEN 12 with a grade of C- or ety of development systems to support embedded systems and digital signal processing. ment. Prerequisite: Previous programming ex- better or CSCI 61. Co-requisite: COEN 20L. The Networks and Grid Computing Lab is devoted to projects in networks and grid com- perience and/or an introductory programming (4 units) puting, particularly in network support for grids and their applications. It contains a 4-node course, such as COEN 10 with a grade of C- Linux cluster, one Windows and two Solaris machines, three Mini-ITX EPIA-MII Linux or better, CSCI 10, or OMIS 30. (5 units) 20L. Embedded Systems Lab boxes, and two Nortel Accelar Routers. Some of the current projects are: 1) Advance reser- Laboratory for COEN 20. Co-requisite: vation and scheduling of resources in the grid; 2) Storage management in the grid; 3) 12. Abstract Data Types COEN 20. (1 unit) Grid/network support for computational medicine and e-health, and 4) Overlay networks and Data Structures for very-mobile devices. Data abstraction: abstract data types, infor- 21. Introduction to Logic Design The Multimedia Compression Laboratory supports research in video coding (compression mation hiding, interface specification. Basic Boolean functions and their minimization. and decompression). data structures: stacks, queues, lists, binary Designing combinational circuits, adders, The Wireless Networks Lab is shared by Computer Engineering and Electrical Engineer- trees, hashing, tables, graphs; implementa- multipliers, multiplexers, decoders. Noise ing. The lab carries out research projects on the lower three layers of wireless networks. Cur- tion of abstract data types in the C language. margin, propagation delay. Bussing. Mem- rent projects include: 1) Efficient scheduling of user traffic in cellular networks using smart Internal sorting: review of selection, inser- ory elements: latches and flip-flops; timing; antennas, 2) Algorithms for turn-key base stations in cellular networks, and 3) Changes to tion, and exchange sorts; quicksort, heap- registers; counters. Programmable logic, the MAC protocol in 802.11 based ad-hoc networks. sort; recursion. Analysis of run-time PLD, and FPGA. Use of industry quality The Software Engineering Research Laboratory is a dedicated facility not only for the sup- behavior of algorithms; Big-O notation. In- CAD tools for schematic capture and HDL port of various research activities aimed at developing engineering techniques and tools that troduction to classes in C++. Prerequisite: in con-junction with FPGAs. Also listed as help produce and validate high-quality software, but also for developing applications using COEN 11 with a grade of C- or better or ELEN 21. Co-requisite: COEN 21L. leading-edge technologies. Specific research activities include the navigation and visualiza- COEN 44. Recommended co-requisite: (4 units) tion of large data repositories, profile-driven inlining of code, and program refactoring. COEN 19 or MATH 51. Credit not allowed The Reliable Storage Laboratory pursues research in reliability of disk drives (with about for more than one introductory data structures 21L. Logic Design Lab 35 machines with six disk drives each) belonging to the Internet Archive in San Francisco class, such as COEN 12 or CSCI 61. (5 units) Laboratory for COEN 21. Also listed as and high availability scalable distributed data structures with six PCs. It is also used as the ELEN 21L. Co-requisite: COEN 21. (1 unit) Computer Forensics teaching laboratory, housing a cart with 16 laptops and a forensics workstation. 272 SCHOOL OF ENGINEERING COMPUTER ENGINEERING 273

30. Media Computation elementary mathematical operations. Appli- 129. Current Topics in graphics, animation, real-time display con- Manipulate media (pictures and sound) via cations to engineering problems. Co-requi- Computer Engineering siderations. Parametric surface definition programs as a means of learning the basic site: MATH 21. (5 units) Subjects of current interest. May be taken and introduction to shaded-surface algo- concepts in computation. Creation and more than once if topics differ. (4 units) rithms. Offered in alternate years. Prerequi- 70. Formal Specification and sites: MATH 53; COEN 12 or CSCI 61. modification of images such as correcting Advanced Data Structures for “red-eye” and generating negative im- 145. Introduction to Parallel and (5 units) ages. Manipulating sound (sound transfor- Specification, representation, implementa- Concurrent Programming tion, and validation of data structures. Ob- 150. Introduction to mations) to allow for structuring music. Concept of concurrency, thread program- Information Security Writing programs to generate Web pages ject-oriented design and programming in a ming, thread/process synchronization, syn- from data in databases. Creating simple strongly typed functional language (Haskell chronization algorithms and language Overview of information assurance. Legal animations and movies with special effects. or ML) with emphasis on reliable reusable constructs, shared-memory vs. message- and ethical issues surrounding security and (5 units) software. Formal specification of data struc- passing. Parallel programming concept, per- privacy. Malware and secure coding tech- tures (graphs, sets, bags, tables, environ- formance metrics, overview of niques. Authentication and authorization. 44. Applied Programming ments, trees, expressions, graphics). multiprocessor architectures (block level), Other related topics. Prerequisite: COEN Introduction to computer operating systems. Informal use of specifications to guide im- evaluation of parallel algorithms, data paral- 177 or OMIS 107. (4 units) Elements of computer programming in C, plementation and validation of programs. lel programming, shared-memory and mes- Guidelines and practice in designing for and 152. Introduction to including input/output, branching and sage-passing parallel programming. Case Computer Forensics loops, iterative solutions, function definition with reuse. Prerequisites: COEN 19 or studies on application algorithms. Prerequi- and invocation, macros, memory allocation, MATH 51; COEN 12 with a grade of C- or site: COEN 177; co-requisite: COEN 179 or Procedures for identification, preservation, and top-down design. Programming of better or CSCI 61. (5 units) CSCI 163. Knowledge of C recommended. and extraction of electronic evidence. Au- (5 units) diting and investigation of network and host system intrusions, analysis and docu- 146. Computer Networks mentation of information gathered, and UPPER-DIVISION COURSES Data Communication: circuit and packet preparation of expert testimonial evidence. switching, latency and bandwidth, through- Forensic tools and resources for system 120. Real Time Systems Overview of input/output sub-system. administrators and information system se- Hardware description languages. Labora- put/delay analysis. Application Layer: Overview of real-time systems: classifica- client/server model, socket programming, curity officers. Ethics, law, policy, and stan- tion, design issues and description. Finite tory project consists of a design of a CPU. dards concerning digital evidence. (5 units) Prerequisites: COEN 20 or ELEN 33 and Web, e-mail, FTP. Transport Layer: TCP state machines and statecharts. Robot pro- and UDP, flow control, congestion control, gramming: odometry and the use of sen- COEN 21 or ELEN 21, with a grade of C- 161. Web Programming I or better. (5 units) sliding window techniques. Network Layer: sors. Real-time programming languages, IP and routing. Data Link Layer: shared Fundamentals of the World Wide Web and real-time kernels and multi-threaded pro- 127. Advanced Logic Design channels, media access control protocols, its architecture. Designing separation of gramming. Unified Modeling Language for error detection and correction. Mobile com- content and presentation with XHTML the design of real-time applications. Perfor- Contemporary design of finite-state ma- and CSS. Introduction to the Document chines as system controllers using MSI, puting and wireless networks. Network se- mance analysis. Prerequisite: COEN 20 with curity. Laboratory consists of projects on Object Model (DOM). Dynamic docu- a grade of C- or better. Co-requisite: COEN PLDS, or FPGA devices. Minimization ments with Javascript and Ajax (Asynchro- techniques, performance analysis, and mod- software development of network protocols 120L. (4 units) and applications. Prerequisite: COEN 20 nous Javascript and XML). Basics of ular system design. HDL simulation and scripting languages (PHP and Perl). Intro- 120L. Real Time Systems Laboratory synthesis. Also listed as ELEN 127. Prereq- with a grade of C- or better. Recommended co- requisite: AMTH 108. (5 units) duction to server-side programming using Laboratory for COEN 120. Co-requisite: uisite: COEN 21; co-requisites: COEN 127L PHP and Perl. XML technologies (XML COEN 120. (1 unit) and ELEN 115. (4 units) 148. Computer Graphics Systems Schema, XSLT). Database access through Web. Programming with distributed com- 122. Computer Architecture 127L. Advanced Logic Design Lab Interactive graphic systems. Graphics prim- itives, line and shape generation. Simple ponents and Web services. A comparative Overview of computer systems. Instruction Laboratory for COEN 127. Design, con- study of CGI programming, Java Server struction, and testing of controllers from transforming and modeling. Efficiency set architecture. Computer arithmetic. CPU analysis and modular design. Interactive Pages and ASP.net. Note: This is a two-part datapath design. CPU control design. Mi- verbal specs. Use of CAD design tools. Also sequence and some of the topics will be cov- listed as ELEN 127L. Co-requisite: COEN input techniques. 3D transformations and croprogram-ming techniques. Pipelining. viewing, hidden surface removal. Color ered in COEN 164. Prerequisite: COEN 12 Memory hierarchies and management. 127. (1 unit) or CSCI 61. (5 units)

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162. Web Infrastructure learning methods. Prerequisite: COEN 019 Object-oriented programming and design. or equivalent, and COEN 12 with a grade of History and overview of World Wide Web or MATH 52. (4 units) Software testing and quality assurance. Soft- C- or better or CSCI 61 or equivalent. Non- ware maintenance. Prerequisites: COEN 12 numerical. (4 units) technology. Web clients and browsers. State 171. Principles of Design and management, session persistence, and cook- with a grade of C- or better, or CSCI 61, or Implementation of Programming permission of instructor and previous use of 180. Introduction to ies. Spiders, bots, and search engines. Web Languages Information Storage proxies. Web servers and server farms. UNIX workstations. (5 units) High-level programming language concepts Storage hierarchy. Caching. Design of mem- HTTP and Web protocols. Web caching 175. Introduction to and content distribution. Load balancing. and constructs. Costs of use and implemen- ory and storage devices, with particular em- tation of the constructs. Issues and trade- Formal Language Theory and phasis on magnetic disks. Error correction Web security and firewalls. Web workload Compiler Construction and traffic characterization. Prerequisite: offs in the design and implementation of fundamentals. Disk arrays. Storage interfaces COEN 146. (4 units) programming languages. Critical look at Introduction to formal language concepts: and buses. Network attached storage and several modern high-level programming regular expressions and context-free gram- storage area networks, interaction of econ- 163. Web Usability languages. Offered in alternate years. Pre- mars. Compiler organization and construc- omy and technological innovation. Also Principles of user-centered design. Princi- requisites: COEN 20; COEN 70 or CSCI 61. tion. Lexical analysis and implementation listed as ELEN 180. Prerequisites: COEN 20 ples of human computer interaction. Fun- (4 units) of scanners. Top-down and bottom-up pars- and 21; COEN 122 recommended. (4 units) damental theories in cognition and human ing and implementation of top-down 172. Structure and Interpretation parsers. An overview of symbol table 188. Co-op Education factors: information processing, perception of Computer Programs and representation, constructivist and eco- arrangement, run-time memory allocation, Practical experience in a planned program logical theories, Gestalt laws of perceptual Techniques used to control complexity in intermediate forms, optimization, and code designed to give students work experience organization. Usability engineering: user the design of large software systems. Design generation. Prerequisite: COEN 70 with a related to their academic field of study and research, user profiling, method for evaluat- of procedural and data abstractions; design grade of C- or better, or CSCI 61. (5 units) career objectives. Satisfactory completion of of interfaces that enable composition of the assignment includes preparation of a ing user interface, usability testing. Proto- 177. Operating Systems typing in user interface: process, methods of well-understood program pieces; invention summary report on co-op activities. P/NP evaluating and testing. Inclusive design in of new, problem-specific languages for de- Introduction to organization of operating grading. May not be taken for graduate credit. user interface design: accessibility issues, scribing a design. Prerequisites: COEN 19 or systems. Processes, memory, I/O, and file (2 units) MATH 51; COEN 70 or CSCI 61; or per- systems. Implementation and performance compliance with section 508 of Rehabilita- 189. Co-op Technical Report tion Act. Prerequisite: COEN 12 with a mission of the instructor. (5 units) issues. Prerequisite: COEN 20 with a grade of grade of C- or better or CSCI 61. (5 units) C- or better, and either MATH 61 or COEN Credit given for a technical report on a spe- 173. Logic Programming 12 with a grade of C- or better. (5 units) cific activity such as a design or research 164. Web Programming II Application of logic to problem solving and project, etc., after completing the co-op as- 178. Introduction to Database Systems Continuation of COEN 161, Web programming; logic as a language for spec- signment. Approval of department advisor Programming I. Prerequisite: COEN 161. ifications, programs, databases, and queries; ER diagrams and the relational data model. required. Letter grades based on content (5 units) separation of logic and control aspects of Database design techniques based on in- and quality of report. May be taken twice. programs; bottom-up reasoning (forward tegrity constraints and normalization. Data- May not be taken for graduate credit. (2 units) 165. Modeling and Control from assumptions to conclusions) versus base security and index structures. SQL and of Rigid Body Dynamics top-down reasoning (backward from goals DDL. Transaction processing basics. Prereq- 194. Design Project I Mathematical and physical principles of to subgoals) applied to problem solving and uisites: COEN 20; COEN 12 or CSCI 61. Specification of an engineering project, se- motion of rigid bodies, including move- programming; nondeterminism, concur- (5 units) lected with the mutual agreement of the stu- rency, and invertibility in logic programs. dent and the project advisor. Complete ment, acceleration, inertia and collision. 179. Theory of Algorithms Modeling of rigid body dynamics for three- Programs written and run in Prolog. Prereq- initial design with sufficient detail to esti- dimensional graphic simulation; controlling uisites: COEN 70 or CSCI 61 and COEN Introduction to techniques of design and mate the effectiveness of the project. Initial the motion of rigid bodies in robotic appli- 19 or MATH 51. (5 units) analysis of algorithms: asymptotic notations draft of the project report. Prerequisite: and running times of recursive algorithms; ENGL 182. (2 units) cations. Prerequisites: MATH 21; COEN 174. Software Engineering 012 or CSCI 61. (4 units) design strategies: brute-force, divide and Software development life cycle. Project conquer, decrease and conquer, transform 195. Design Project II 166. Artificial Intelligence teams, documentation, and group dynam- and conquer, dynamic programming, Continued design and construction of the Philosophical foundations of Artificial ics. Software cost estimation. Requirements greedy technique. Intractability: P and NP, project, system, or device. Initial draft of proj- Intelligence, problem solving, knowledge engineering and design. Data modeling, ob- approximation algorithms. Also listed as ect report. Prerequisite: COEN 194. (2 units) and reasoning, neural networks and other ject modeling, and object-oriented analysis. CSCI 163. Prerequisites: MATH 51 or 52,

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196. Design Project III the senior project, which may be a contin- Mathematics and Natural Science uation of the research done. Registration re- Continued design and construction of the • MATH 11, 12, 13, 21 project, system, or device. Formal public quires the faculty member’s approval. Students presentation of results. Final report. Prereq- must have junior or senior standing and a • AMTH 106 (or MATH 22) and AMTH 108 (or MATH 122) uisite: COEN 195. (2 units) minimum GPA of 3.0. (2 units) • MATH 53 or CSCI 166 or AMTH 118 197. Undergraduate Research 199. Independent Study • CHEM 11 and (CHEM 12 or BIOL 24) Involves working in a year-long research Special problems. By arrangement. Open • PHYS 31, 32, 32L, 33, 33L, 34 project with one of the faculty members. to computer engineering majors only. Students should register three times in a row (1–5 units) Engineering for a total of 6 units. Does not substitute for • ENGR 1 • CENG 41 DEPARTMENT OF ELECTRICAL ENGINEERING • COEN 12, 44 Professor Emeritus: Shu-Park Chan • MECH 121 Professors: Timothy J. Healy (Thomas J. Bannan Professor), Samiha Mourad, Dragoslav D. Siljak (Benjamin and Mae Swig Professor), Sally L. Wood, • ELEN 21, 21L, 33, 50, 100, 104, 110, 115, 151, 194, 195, 196 Cary Y. Yang (Department Chair), Aleksandar Zecevic Technical Electives Associate Professors: Shoba Krishnan, Tokunbo Ogunfunmi, Mahmud Rahman Assistant Professors: Sarah Kate Wilson (Packard Junior Faculty Fellow), Talal Al-Attar Four undergraduate-equivalent courses selected from the following options: • Upper-division electrical engineering elective courses Electrical engineering includes the design, construction, and operation of electrical components, circuits, and systems. Electrical engineers are concerned with all phases of the trans- • COEN 120, 122, 146 mission of information such as in radio, television, telephone systems, fiber optics, wireless • First-year graduate level electrical engineering coursework approved by the communication, satellite communication, and electric power, and advancing integrated cir- advisor (2-unit graduate courses count as one-half of an undergraduate course) cuit design, test, and implementation. Information processing and storage equipment, com- At least one course must be selected from each of the three emphasis areas: puters and networks used by business, industry, and government are included in their major • Design Team Emphasis: ELEN 116, 117, 123, 127, 143, 144, 145, 152, 153, 156 area of interest. Laboratories are an important part of most undergraduate courses in the electrical engineering program. Use of appropriate laboratory equipment, design tools, and • Advanced Mathematics Emphasis: ELEN 112, 118, 130, 131, 133, 134, 141, components demonstrates fundamental concepts of the courses and acquaints students with 144, 160 methods and tools they may use after graduation. The program is supported by the facili- • Computer Programming Design Emphasis: ELEN 112, 118, 127, 131, 133, ties of the Engineering Design Center and the University’s Information Technology Cen- 141, 143, 180 ter. The department supports eight major teaching and research laboratories, three additional laboratories used only for teaching, and a laboratory dedicated to the support of senior de- Professional Development sign projects. The three teaching laboratories cover the fields of electric circuits, electronic circuits, and logic design. A professional development experience selected from one of the following options: • Four or more units in a study abroad program that does not duplicate other REQUIREMENTS FOR THE MAJOR coursework • Cooperative education experience with enrollment in ELEN 188 and ELEN 189 In addition to fulfilling the University Core Curriculum for the Bachelor of Science degree, students majoring in electrical engineering must complete a minimum of 190 units • Preparation for graduate study in electrical engineering with completion of 4 or and the following department requirements: more units of upper-division or graduate level courses • Completion of an approved minor in any field of engineering or science English • Peer education experience • ENGL 182

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REQUIREMENTS FOR THE MINOR The Communications and Microwave Laboratory provides a full range of modern measurement capability from 0–22 GHz, including a number of automatic network analyzers Students must fulfill the following requirements for a minor in electrical engineering: and modern spectrum analyzers. It also has extensive computer-aided design and simula- • ELEN 21, 21L, 50, 115 tion capability, based largely on modern commercial software running on workstations. In- • Two courses selected from ELEN 100, 104, 110, and 151 terconnection of hardware measurements and computer simulation is stressed. The Digital Systems Laboratory (operated jointly with the Department of Computer En- • Three upper-division ELEN lecture courses (ELEN 100 courses except ELEN gineering) provides complete facilities for experiments and projects ranging in complexity 188 and 189) from a few digital integrated circuits to FPGA-based designs. The laboratory also includes a • Work completed to satisfy these requirements must include at least two courses variety of development systems to support embedded systems and digital signal processing. beyond any free electives or other courses required to earn the bachelor’s degree The Electronic Devices Laboratory is dedicated to teaching and research topics on elec- in the student’s primary major. tronic devices, materials, and their manufacturing technologies. The laboratory uses a class- 100, clean-room facility that provides hands-on experiences of fabrication and characterizations of basic electronic devices. Current research topics include Impact of COMBINED BACHELOR OF SCIENCE AND MASTER Process Variations on the Analysis and Optimization of VSLI Circuits, and Modeling MOS OF SCIENCE PROGRAM Devices including Quantum Mechanical Interface Charge Distribution Effects. The Department of Electrical Engineering offers a combined degree program leading to The Intelligent Control Laboratory provides an experimental environment for students in the Bachelor of Science and a Master of Science open to electrical engineering majors with the area of control and system engineering. It includes a computer-controlled robotic sys- an approved grade point average in electrical engineering, mathematics, and physics courses. tem, several servo-experimenters, and a torsional mechanical control system. The equip- Under the combined degree program, an undergraduate student begins taking courses re- ment provides students with a wide range of qualitative and quantitative experiments for quired for a master’s degree before completing the requirements for the bachelor’s degree and learning the utility and versatility of feedback in computer-controlled systems. typically completes the requirements for a Master of Science in Electrical Engineering within The Nanoelectronics Laboratory provides teaching and research facilities for modeling, a year of obtaining the bachelor’s degree. simulation, and characterization of devices and circuits in the nanoscale. Ongoing research Undergraduate students admitted to the combined degree program are required to en- topics include silicon heterostructures, thin dielectrics, high-frequency device and circuit roll in the program between February of their junior year and December of their senior parameter extraction, carbon nanotubes used as electrical and thermal interconnects, and year. Students in this program will receive their bachelor’s degree after satisfying the standard compact modeling of transistors and interconnects for large-scale circuit simulation. This undergraduate degree requirements. To earn the master’s degree, students must fulfill all the laboratory is part of the campus-wide Center for Nanostructures, established to conduct, requirements for the degree, including the completion of 45 units of coursework beyond promote, and nurture nanoscale science and technology interdisciplinary research and ed- that applied to their bachelor’s degree. ucation activities at the University, and to position the University as a national center of in- No course can be used to satisfy requirements for both the bachelor’s degree and the novation in nanoscience education and nanostructures research. master’s degree. Completion of 10 or more units of coursework in electrical engineering The Image and Video Processing Laboratory supports graduate student research on algo- taken for the master’s degree satisfies the Professional Development requirement of the un- rithms and implementations for image analysis, image reconstruction and super-resolution, dergraduate program. The program of studies for the master’s degree may include up to 20 and stereo imaging. Laboratory equipment includes cameras for image acquisition, compu- units of elective coursework from ELEN 112, 116, 117, 118, 127, 130, 133, 134, 141, tational resources, and FPGAs for real-time testing. 143, 144, 152, 153, 156, 160 or 200 and above. These undergraduate units can count to- The Multimedia Education Laboratory (operated jointly with the Department of Com- ward a master’s degree only if a grade of B or better is earned. Students who do not computer Engineering) is dedicated to the development and delivery of multimedia educational plete the combined degree program within six years of entering the University will resources and to the development of tools to create and present these resources. The labo- automatically be transferred to the regular master’s degree program. Although six years is the ratory is equipped with eight UNIX workstations with high-speed ATM networking. maximal timeframe for completing the combined degree, full-time students enrolling in The Robotics Systems Laboratory is an interdisciplinary laboratory specializing in the design, February of their junior year normally complete both degrees within five years. control, and teleoperation of highly capable robotics systems for scientific discovery, technology validation, and engineering education. Laboratory students develop and operate systems ELECTRICAL ENGINEERING LABORATORIES that include spacecraft, underwater robots, aircraft, and land rovers. These projects serve as ideal test beds for learning and conducting research in mechatronic system design, guidance The ASIC Testing Laboratory supports research conducted by graduate students from and navigation, command and control systems, and human-machine interfaces. the departments of Electrical Engineering and Computer Engineering. Computer-aided The Signal Processing Laboratory (SiPL) is used primarily for graduate research. It is equipped testing packages from industry and the public domain are used in projects such as fault with networked workstations, multimedia PCs, real-time development systems for DSP and modeling and analysis. Design for Test on RTL-level for digital and mixed signal circuits. FPGAs, multimedia development boards and wireless LAN networking equipment. Research Design for reliability based on the defect-based testing. areas include adaptive signal processing, nonlinear signal processing, artificial neural networks and multimedia (video and speech/audio processing). Applications include communications, biotech and Voice-over-IP. Implementations include VLSI, DSP and FPGA. 280 SCHOOL OF ENGINEERING ELECTRICAL ENGINEERING 281

LOWER-DIVISION COURSES 112. Modern Network Synthesis and parallel computing. Applications to and Design electronic circuits, active filters, and CMOS 21. Introduction to Logic Design 33. Digital Systems Architecture Approximation and synthesis of active net- digital circuits. Course includes a number Boolean functions and their minimization. Overview of processor architectures for gen- works. Filter design using positive and neg- of design projects in which simulation soft- Designing combinational circuits, adders, eral purpose processors, signal processing ative feedback biquads. Sensitivity analysis. ware is written in MATLAB and verified multipliers, multiplexers, decoders. Noise microprocessors, and FPGA implementa- Fundamentals of passive network synthesis. using SPICE. Prerequisites: ELEN 21, 100, margin, propagation delay. Bussing. Mem- tions of DSP; data representation in fixed Design project. Prerequisite: ELEN 110. and 115. (5 units) ory elements: latches and flip-flops; timing; point, floating point, m law and A law; in- (5 units) registers; counters. Programmable logic, struction sets; assembly and machine lan- 119. Current Topics in PLD, and FPGA. Use of industry quality guage programming; real-time audio data 115. Electronic Circuits I Electrical Engineering CAD tools for schematic capture and HDL acquisition and output; introduction to Study of basic principles of operation, ter- Subjects of current interest. May be taken in conjunction with FPGAs. Also listed as sample data systems. Analog to digital con- minal characteristics, and equivalent circuit more than once if topics differ. (4 units) COEN 21. Co-requisite: ELEN 21L. verters and digital to analog converters. Pre- models for diodes and transistors. Analysis 123. Mechatronics (4 units) requisites: ELEN 21 and COEN 44. and design of diode circuits, transistor am- Co-requisite: COEN 12. (5 units) Technologies involved in mechatronics (In- 21L. Logic Design Lab plifiers, and inverter circuits. Prerequisite: ELEN 50 and ELEN 151. (5 units) telligent Electro-Mechanical Systems) and Laboratory for ELEN 21. Also listed as 50. Electric Circuits I application to mechatronics systems design. COEN 21L. Co-requisite: ELEN 21. (1 unit) Physical basis and mathematical models of 116. Electronic Circuits II Interfacing embedded systems to control a circuit components and energy sources. Cir- Design and analysis of multi-stage analog mechanical design. Electronics A/D, D/A cuit theorems and methods of analysis are amplifiers. Study of differential amplifiers, converters, op-amps, filters, power devices, applied to DC and AC circuits. Laboratory. current mirrors and gain stages. Frequency software program design, event-driven pro- Prerequisite: PHYS 33. (5 units) response of cascaded amplifiers and gain- gramming, DC motors, solenoids, and sen- bandwidth considerations. Concepts of sors. Also listed as MECH 143. Prerequisite: feedback, stability and frequency compensa- ELEN 115. (4 units) UPPER-DIVISION COURSES tion. Design of output stages and power 127. Advanced Logic Design amplifiers. Prerequisite: ELEN 115. (5 units) 100. Electric Circuits II 105. Electromagnetics II Contemporary design of finite-state ma- Continuation of ELEN 50. Sinusoidal Time harmonic electromagnetic fields. 117. Electronic Circuits III chines as system controllers using MSI, steady state and phasors, transformers, reso- Introduction to complex vector operations. Design and analysis of BJT and MOSFET PLDs, or FPGA devices. Minimization nance, Laplace analysis, transfer functions. Maxwell’s equations, Poynting vectors. analog ICs. Study of analog circuits such as techniques, performance analysis, and mod- Frequency response analysis. Bode dia- Helmholtz wave equation, wave propaga- comparators, sample/hold amplifiers, con- ular system design. HDL simulation and grams. Switching circuits. Laboratory. Pre- tion. Boundary conditions and wave reflec- tinuous time switched capacitor filters. Ar- synthesis. Also listed as COEN 127. Prereq- requisites: AMTH 106 and either ELEN 50 tion and propagation, Snell’s law. chitecture and design of analog to digital uisite: ELEN 21. Co-requisites: ELEN 127L or PHYS 70. (5 units) Transmission line theory, introduction to the and digital to analog converters. Reference and ELEN 115. (4 units) Smith chart. Waveguides and radiation. Pre- 104. Electromagnetics I and biasing circuits. Study of noise and dis- 127L. Advanced Logic Design Lab requisite: ELEN 104 or PHYS 111. (5 units) tortion in analog ICs. Prerequisite: ELEN Static electric and magnetic fields and their 116. (5 units) Laboratory for ELEN 127. Design, con- sources and effects, including potential the- 110. Linear Systems struction, and testing of controllers from ory and the laws of Coulomb, Lorentz, Signals and system modeling. Laplace trans- 118. Fundamentals of Computer- verbal specs. Use of CAD design tools. Also Faraday, and Gauss. Introduction to vector form. Transfer function. Convolution. Dis- Aided Circuit Simulation listed as COEN 127L. Co-requisite: ELEN analysis and differential operators. Dielec- crete systems and Z-transform. Frequency Introduction to algorithms and principles 127. (1 unit) tric and magnetic materials, capacitance and analysis. Fourier series and transform. used in circuit simulation packages (such as 130. Control Systems inductance, energy in magnetic and electric Filtering. State-Space models. Problem SPICE). Formulation of equations for linear fields, solutions to the Poisson equation. sessions. Prerequisite: ELEN 100. (5 units) and nonlinear circuits. Detailed study of the Applications of control systems in engineer- Prerequisites: PHYS 33 and ELEN 50. Co- three different types of circuit analysis (AC, ing. Principle of feedback. Performance requisite: ELEN 100. (5 units) DC, and transient). Discussion of compu- specifications: transient and steady-state re- tational aspects, including sparse matrices, sponse. Stability. Design of control systems Newton’s method, numerical integration, by frequency and root-locus methods.

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Computer-controlled systems. State-variable current and next generation mobile phone 156. Intro to Nanotechnology optical (disk drives), and magnetic tape feedback design. Problem sessions. Prerequi- standards; propagation models, interference, Introduction to the field of nanoscience and memories. Storage controllers, computer in- site: ELEN 110. (5 units) and multipath; extensions to narrowband nanotechnology. Properties of nanomateri- terfaces, system software interfaces. Empha- and broadband wireless networks. Labora- sis on current mass storage devices and 131. Introduction to Robotics als and devices. Nanoelectronics: from sili- tory. Prerequisites: ELEN 110 and AMTH con and beyond. Measurements of interfaces: SCSI, IPI, ST506, ESDI. Also Overview of robotics: control, AI, and com- 108. (5 units) nanosystems. Applications and implica- listed as COEN 180. Prerequisites: ELEN 21, puter vision. Components and structure of 33, and COEN 8 or 44. ELEN 122 recom- 144. RF and Microwave Components tions. Laboratory experience is an integral robots. Kinematics and dynamics of robot part of the course. This course is part of the mended. (4 units) manipulators. Servo-control design, PID The fundamental characteristics of passive Electrical Engineering program and should 188. Co-op Education control. Trajectory planning, obstacle avoid- and active electrical components. Parasitics, be suitable for juniors and seniors in engi- ance. Sensing and vision. Robot intelligence models, and measurements. Modeling of neering and first-year graduate students. Practical experience in a planned program and task planning. Laboratory. Prerequisite: circuit interconnect wiring as transmission Prerequisites: ELEN 105, ELEN 115, and designed to give students work experience ELEN 110. (5 units) lines. Study of crosstalk and other noises in ELEN 151 or their equivalent. (5 units) related to their academic field of study and high-speed digital circuits. Use of state-of- career objectives. Satisfactory completion of 133. Digital Signal Processing the-art CAD tools. Prerequisite: ELEN 105. 160. Chaos Theory, Metamathematics the assignment includes preparation of a Discrete signals and systems. Difference (5 units) and the Limits of Science: summary report on co-op activities. P/NP equations. Convolution summation. An Engineering Perspective grading. May be taken twice. May not be Z-transform, transfer function, system 151. Semiconductor Devices on Religion taken for graduate credit. (2 units) response, stability. Digital filter design and Materials properties, crystal structure, and Limitations of science are examined in the 189. Co-op Technical Report implementation. Frequency domain analy- band structure of semiconductors. Carrier framework of nonlinear system theory and sis. Discrete Fourier transform and FFT. statistics and transport; p-n junction statics, metamathematics. Strange attractors, bifur- Credit given for a technical report on a spe- Audio and video examples. Laboratory for I-V characteristics, equivalent circuits, and cations, and chaos are studied in some cific activity such as a design or research real-time processing. Prerequisite: ELEN switching response. Metal-semiconductor detail. Additional topics include an intro- project, etc., after completing the co-op as- 110 or both ELEN 50 and COEN 19. contacts, Schottky diodes. MOS field-effect duction to formal systems and an overview signment. Approval of department co-op (5 units) transistors, bipolar junction transistors. Lab- of Godel’s theorems. The mathematical advisor required. Letter grades based on oratory. Co-requisite: ELEN 104. (5 units) background developed in the course is used content and presentation quality of report. 134. Applications of Signal Processing May be taken twice. May not be taken for 152. Electron Devices and Technology as a basis for exploring the relationship be- Current applications of signal processing. tween science, aesthetics, and religion. Par- graduate credit. (2 units) Prerequisite: ELEN 133. (5 units) Continuation of MOS field-effect transis- ticular emphasis is placed on the rationality 192. Introduction to Senior Design tors, bipolar junction transistors, heterjunc- of faith. Prerequisite: AMTH 106 (or an 139. Special Topics in tions. Principles of silicon IC fabrication Project Signals and Systems equivalent course in differential equations), processes and design. Bulk and expitaxial and a basic familiarity with Matlab. (5 units) Junior preparation for senior project. An Subjects of current interest. May be taken crystal growth, thermal oxidation, diffusion, introduction to project requirements and more than once if topics differ. (4 units) ion implantation. Process simulation for 164. Introduction to Power Electronics participation in the coordination of the sen- basic devices. Prerequisite: ELEN 151. ior conference. Tentative project selection. 141. Communication Systems Development of models utilizing semicon- (5 units) ductor materials used in high-current (2 units) Signal description; Fourier transforms; fil- 153. Digital Integrated Circuit Design and/or high-voltage applications. Models 194. Design Project I tering; noise description; linear, exponential, include DC to DC converters, AC to DC and pulse modulation and demodulation. Introduction to VLSI design and methodol- converters, and DC to AC inverters. Analy- Specification of an engineering project, se- Amplitude and frequency modulation, ogy. Analysis of CMOS integrated circuits. sis of power amplifiers. SPICE implementa- lected with the mutual agreement of the stu- phase lock loops. Laboratory. Prerequisites: Circuit modeling and performance evaluations of models. Prerequisite: ELEN 115. dent and the project advisor. Complete ELEN 110 and AMTH 108. (5 units) tion supported by simulation (SPICE). Ra- (5 units) initial design with sufficient detail to esti- tioed, switch, and dynamic logic families; mate the effectiveness of the project. Initial 143. Digital Communications combinational and sequential circuits. 180. Introduction to draft of the project report. Co-requisite: Systems Fully-custom and semi-custom design. Information Storage ENGL 182. (2 units) Introduction to mobile and cellular systems; Physical design: placement and routing. Use Storage techniques and mass storage devices. analog and digital modulation methods, of state-of-the-art CAD tools. Prerequisites: Use of memory in computer systems. FDMA, TDMA, CDMA, and their use in ELEN/COEN 21 and ELEN 115. (5 units) Design of semiconductor, magnetic and

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195. Design Project II 196. Design Project III Mathematics Core Continued design, construction, and test- Continued design, construction, and test- • MATH 11, 12, 13, 21 ing of the project, system, or device. Second ing of the project, system, or device. Formal draft of project report. Prerequisite: ELEN public presentation of results. Final report. • AMTH 106 194. (2 units) Prerequisite: ELEN 195. (1 unit) Engineering Core 199. Independent Study • ENGR 1 Open to department scholars only. (1–6 • BIOE 10 units) • ELEN 21 or COEN 21, ELEN 50, ELEN 115 • COEN 44 GENERAL ENGINEERING • MECH 15, MECH 121 Associate Dean for Undergraduate Studies: Ruth E. Davis Capstone The School of Engineering, under the direction of the Office of the Dean, offers the • BIOE 190 Bachelor of Science degree with a major in general engineering and a minor in general engineering. The bachelor’s degree in general engineering is designed to provide students Senior Design Project with a less specialized, technical degree with concentrations designed to meet the needs of the individual student. The general engineering degree allows students to pursue an engi- • BIOE 194, 195, 196 Six units in an interdisciplinary design project neering degree while preparing for work or graduate study in fields such as law, medicine, In addition, students must meet the requirements of one of the following two engineering, or computer science. The bioengineering concentration focuses on the appli- specializations. cation of electrical, chemical, mechanical, and other engineering principles to understand, Specialization in Bio-molecular or Biomedical Devices and Instrumentation modify, or control biological systems and educates students to solve problems at the interface of engineering and the life sciences. The goal of the multidisciplinary bioengineering Bio-molecular Specialization program is to educate students to solve problems at the interface of engineering and the life • BIOL 174, 175 sciences. Career paths for students with a concentration in bioengineering include the • BIOE 162 medical-device and biotechnology industries, biomedical research, and graduate study in bioengineering, science, or medicine. • BIOE 156 • Three courses from BIOL 104, BIOL 122, BIOL 124, BIOL 176, BIOL 177, REQUIREMENTS FOR THE MAJOR CHEM 141, BIOE 161, MECH 154 Biomedical Devices and Instrumentation Specialization In addition to fulfilling the University Core Curriculum requirements for the Bachelor of Science degree, students majoring in engineering must complete the minimum number • BIOL 124 of units and the specified requirements for their concentration. • BIOE 161, 162 Concentration in Bioengineering • BIOE 154, 156 Students majoring in engineering with a concentration in bioengineering must com- • Three courses from CENG 123, ELEN 116, (ELEN 123 or MECH 143), plete a minimum of 191 units and the following requirements: ELEN 130, ELEN 133, MECH 122, MECH 123 Bioethics Other Concentrations in General Engineering • One course selected from PHIL 7, ENGR 19, or BIOL 171 Students majoring in engineering must complete a minimum of 189 units and the following requirements: Biology-Chemistry-Physics Core English • BIOL 21, 24, 25 • ENGL 182 or an approved equivalent • CHEM 11, 12, 13, 31, 32 • PHYS 31, 32, 33 286 SCHOOL OF ENGINEERING GENERAL ENGINEERING 287

Mathematics and Natural Science LOWER-DIVISION COURSES: GENERAL ENGINEERING • MATH 11, 12, 13, 21 1. Introduction to Engineering dilemmas in the engineering, biology, • MATH 22 or AMTH 106 Introduction to the different engineering chemistry, pharmaceutical, computer, mili- • One upper-division mathematics elective disciplines. Interdisciplinary aspects of en- tary, energy, environmental, and agricultural gineering. Engineering professionalism and disciplines. (4 units) • CHEM 11 ethics. (1 unit) 20. Topics in Robotics • PHYS 31, 32, 32L, 33, 33L 2. Community Engineering Participate in a project-based, hands-on en- • MECH 15 Applications gineering project in a team-based environment. Gain exposure to sensing, actuation, Engineering Students participate in practical engineering projects that are designed to contribute to and control techniques and components in • ENGR 1 the local or global community. Prerequisite: the process of developing a robotic system • ENGR 2 or ENGR 110 ENGR 1. (1 unit) or subsystem. Prerequisite: Instructor permission required. (1 unit) • CENG 41, 43 15. Environmental Quality 90. Solar Decathlon Workshop • COEN 10 (or other approved programming course), 21, 21L Engineering Workshop to develop aspects of the solar de- • ELEN 50, 115 Behavior of chemicals in the environment. Environmental protection strategies. Envi- cathlon entry. May include design, commu- • MECH 10, 11, 121 ronmental impact assessment. Risk analysis nication, construction, research, analysis, and economic considerations. Discussion of planning, documentation, fundraising, and Design Sequence from one of the following options: local, regional, and global environmental other activities. Students will meet together • BIOE 194, 195, 196 problems and alternative solutions. For non- to share information, brainstorm, collabo- engineering majors. Prerequisite: MATH 6 rate, and make decisions, and will also work • COEN 194, 195, 196 or equivalent. (4 units) independently or in small teams in focused • ELEN 194, 195, 196 areas. (1 unit) 19. Ethics in Technology • CENG 192A, 193 98. Independent Study Formal inquiry into normative ethics. Spe- • MECH 194, 195, 196 cial attention to general ethical principles Independent study of an approved engi- and the application of these principles to neering problem and preparation of a suit- Electives current moral issues arising in science and able project report. (1–4 units) Thirty-six upper-division units defining a coherent concentration, selected in consulta- technology. Topics may include ethical tion with an academic advisor. UPPER-DIVISION COURSES: GENERAL ENGINEERING REQUIREMENTS FOR THE MINOR IN GENERAL ENGINEERING 101. Professional Issues in Engineering 180. Marine Operations Students must fulfill the following requirements for a minor in general engineering: Current issues in engineering professional- Introduction to the design, operation, • One course selected from COEN 10, COEN 11, COEN 44, CENG 15, or other ism and ethics. Responsibilities of the prac- deployment, piloting, and safety issues in- approved programming course ticing engineer in addressing the impact of volving the use of underwater robots. Pre- • CENG 41 existing and developing technologies on so- requisite: Instructor permission required. • ELEN 50 ciety. Prerequisite: Junior status. (1 unit) (1 unit) • MECH 10, 121 110. Engineering Projects 181. Advanced Marine Operations • Two courses selected from CENG 10, CENG 43, (COEN 21/21L or ELEN for the Community Technical operation, maintenance, and ad- 21/21L), MECH 11, MECH 15, MECH 140 Students participate in engineering projects vanced piloting of underwater robots. Crew of interest to the local or international com- management. Operational and safety pro- • A two-course sequence selected from CENG 115 and CENG 118, CENG 121 and munity. May be repeated for additional cedures. Prerequisite: Instructor permission CENG 143, COEN 70 and any upper-division COEN course, ELEN 100 and credit. (1–2 units) required. (1 unit) ELEN 110, MECH 122 and MECH 132, MECH 123 and MECH 131

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190. Directed Research 199. Independent Study 195. Design Project II 196. Design Project III Investigation of an approved engineering Registration for this course is based on Continued design and construction of the Continued design and construction of the problem and preparation of a suitable proj- arrangements with a faculty member. project, system, or device. Second draft of project, system, or device. Final report. Pre- ect report. Conferences with faculty advisor (1–5 units) project report. Prerequisite: BIOE 194. requisite: BIOE 195. (2 units) are required. Prerequisite: Instructor approval. (2 units) (1–4 units) LOWER-DIVISION COURSES: BIOENGINEERING DEPARTMENT OF MECHANICAL ENGINEERING 10. Introduction to Bioengineering gration of engineering and biology. Current Professors Emeriti: Eugene J. Fisher, R. Ian Murray, Richard K. Pefley, Michel A. Saad An introduction to the central topics of bio- issues and opportunities in the field will be Professors: Jorge Gonzalez, M. Godfrey Mungal, Terry E. Shoup engineering, including the application of discussed. Course may include lectures, class Associate Professors: Drazen Fabris, Timothy K. Hight (Department Chair), engineering methods and science to prob- discussions, guest lectures, field trips, short Christopher Kitts lems in biology and medicine, and the inte- lab exercises, and team projects. Open to all Assistant Professors: Wendelin Wright (Clare Booth Luce Professor) engineering and science majors. (4 units) Mechanical engineering includes all aspects of design, development, control, and man- UPPER-DIVISION COURSES: BIOENGINEERING ufacture of mechanical systems and energy conversion systems. Mechanical engineering 154. Introduction to Biomechanics 162. Bioelectric Signals is essential to the proper design and manufacture of nearly every physical product in our modern world. As such, mechanical engineers are a fundamental resource for most indus- Overview of basic human anatomy, physiol- Origin and characteristics of electric and tries, and they work in interdisciplinary environments. Mechanical engineers must have ogy, and anthropometry. Applications of electromagnetic signals generated by biolog- the ability to see broad perspectives across disciplines and industries and yet solve very local mechanical engineering to the analysis of ical tissues. Behavior and response of bio- and specialized problems. The undergraduate curriculum addresses the education and human motion, function, and injury. Re- electric signals to electrical and magnetic training of mechanical engineering students and concentrates on two technical areas: (1) view of issues related to designing devices stimulation. Acquisition of signals and design and analysis of thermofluid systems for effective use of energy; and (2) design, for use in, or around, the human body in- extraction of information from signals. Sta- analysis, and control of mechanical systems including the study of materials used in en- cluding safety, biocompatibility, ethics, and tistical analysis of signals. Laboratory com- gineering. Educational efforts are channeled to expand the skills of prospective engineers FDA regulations. Offered every other year. ponent will include modeling of signal not only in understanding fundamentals but also in developing competence in analyzing Also listed as MECH 254. (4 units) generation and analysis of signals such as engineering systems. EKG or EEG. Also listed as ELEN 162. 156. Introduction to Biomaterials Prerequisites: BIO 24 PHYS 33, ELEN 50. REQUIREMENTS FOR THE MAJOR Introduction to each class of biomaterial. (5 units) Exploration of research, commercial, and In addition to fulfilling the University Core Curriculum requirements for the Bachelor regulatory literature. Written and oral re- 190. Bioengineering Capstone of Science degree, students majoring in mechanical engineering must complete a minimum ports by students on a selected application Introduction to the design process as ap- of 192 units and the following department requirements: requiring one or more biomaterials. Also plied to bioengineering projects. Integration listed as MECH 256. (2 units) of topics in early courses in biology, chem- Mathematics and Natural Science istry, and engineering. Team projects lead- 161. Biosensors and ing to formal design reports. Discussion of • MATH 11, 12, 13, 21 Bioinstrumentation senior design projects. Prerequisite: Junior • AMTH 106 or MATH 22 Transducers and biosensors from traditional standing. (4 units) • AMTH 118 to nanotechnology; bioelectronics and measurement system design; interface be- 194. Design Project I • CHEM 11 tween biological system and instrumenta- Specification of an engineering project, • PHYS 31, 32, 32L, 33, 33L tion; data analysis; clinical safety. Laboratory selected with the mutual agreement of the component will include traditional clinical student and the project advisor. Complete • MECH 15 measurements and design and test of a initial design with sufficient detail to • MECH 102 (required for students receiving any MATH or AMTH grade below measurement system with appropriate estimate the effectiveness of the project. Ini- a “B”) or approved mathematics or natural science elective transducers. No human or animal subjects tial draft of the project report. Co-requisite: will be used. Also listed as ELEN 161. Pre- ENGL 182. (2 units) requisites: BIO 21, PHYS 33, ELEN 21, ELEN 115. (5 units) 290 SCHOOL OF ENGINEERING MECHANICAL ENGINEERING 291

Engineering The Engine Lab contains a variety of internal combustion engines installed on dynamometer stands that can be used for studies of diesel and spark-ignition engines. The • ENGR 1 facilities include a chassis dynamometer and instrumentation for evaluating engine per- • CENG 41, 43 formance, measuring exhaust gas emissions, and measuring noise. Studies can be conducted • COEN 44 using a variety of fuels. The Fluid Dynamics/Thermal Science Lab contains equipment to illustrate the principles • ELEN 50 of fluid flow and heat transfer and to familiarize students with hydraulic machines, refrig- • MECH 10, 11, 114, 115, 121, 122, 123, 125, 140, 141, 142, 160, 192, 194, eration cycles, and their instrumentation. The lab also contains a subsonic wind tunnel 195, 196 equipped with an axial flow fan with adjustable pitch blades to study aerodynamics. Research tools include modern nonintrusive flow measurement systems. Technical Electives The Instrumentation Lab contains six computer stations equipped with state-of-the-art, PC-based data acquisition hardware and software systems. A variety of transducers and test Eight units of technical electives, four units of which may be cooperative education or experiments for making mechanical, thermal, and fluid measurements are part of this lab. graduate coursework. The Materials Laboratory contains equipment for metallography and optical examination of the microstructure of materials as well as instruments for mechanical properties char- COMBINED BACHELOR OF SCIENCE AND MASTER acterization including tension, compression, hardness, and impact testing. The Materials OF SCIENCE PROGRAM Laboratory also has a tube furnace for heat treating and a specialized bell-jar furnace for pour casting and suction casting of metallic glasses and novel alloy compositions. The Department of Mechanical Engineering offers a combined degree program leading The Robotic Systems Laboratory is an interdisciplinary laboratory specializing in the de- to the Bachelor of Science and a Master of Science open to mechanical engineering majors. sign, control, and teleoperation of highly capable robotic systems for scientific discovery, Under the combined degree program, an undergraduate student begins taking courses re- technology validation, and engineering education. Laboratory students develop and oper- quired for a master’s degree before completing the requirements for the bachelor’s degree and ate systems that include spacecraft, underwater robots, aircraft, and land rovers. These proj- typically completes the requirements for a Master of Science in Mechanical Engineering at ects serve as ideal testbeds for learning and conducting research in mechatronic system the end of the fifth year. design, guidance and navigation, command and control systems, and human-machine Undergraduate students admitted to the combined degree program begin taking grad- interfaces. uate classes during their senior year. They are required to enroll in the program between Feb- The Vibrations and Control Systems Lab is equipped with two flexible test systems. One ruary of their junior year and December of their senior year. Students in this program will is capable of single or multi DOF modes, free or forced motion, and adjustable damping. receive their bachelor’s degree after satisfying the standard undergraduate degree require- The other is an inverted pendulum. Both systems can be controlled by a wide variety of con- ments. To earn the master’s degree, students must fulfill all the requirements for the degree, trol algorithms and are fully computer connected for data acquisition and control. including the completion of 45 units of coursework beyond that applied to their bachelor’s degree and completion of the master’s thesis. No course can be used to satisfy requirements for both the bachelor’s degree and the master’s degree. LOWER-DIVISION COURSES 10. Graphical Communication in 11. Materials and MECHANICAL ENGINEERING LABORATORIES Design Manufacturing Processes The Nanomechanics Lab houses a nanoindenter, a mechanical test instrument with Introduction to the design process and Manufacturing processes and their use in nanometer displacement resolution and micro-Newton load resolution. In addition to meas- graphical communications tools used by en- the production of mechanical components uring mechanical properties such as hardness and elastic modulus with high spatial resolu- gineers. Documentation of design through from metals and plastics. Prerequisites: tion, the tip of the nanoindenter may be used to perform mechanical testing on MEMS freehand sketching and engineering draw- MECH 10 and 15. (4 units) ings. Basic descriptive geometry. Computer- devices. 15. Introduction to Material Science The CAM and Prototyping Lab consists of two machine shops and a prototyping area. aided design as a design tool. Conceptual One machine shop is dedicated to student use for design and research projects. The second design projects presented in poster format. Physical basis of the electrical, mechanical, is a teaching lab used for undergraduate and graduate instruction. Both are equipped with Computer Laboratory. (5 units) optical, and thermal behavior of solids. modern machine tools, such as lathes and milling machines. The teaching lab also houses Relations between atomic structure and both 2-axis and 3-axis Computer Numerically Controlled vertical milling machines and a physical properties. Laboratory. Prerequisite: CNC lathe. Commercial CAM software is available for ease of programming. The proto- CHEM 11. (5 units) typing area is equipped with a Stratasys FDM 3000 rapid prototyping system that utilizes fused deposition modeling to create plastic prototypes from CAD generated models. Also available are a Cyberware laser scanner and a Microscribe touch scanner for capturing 3D data points to facilitate reverse engineering or data acquisition from existing components.

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UPPER-DIVISION COURSES 141. Dynamic Systems II four individual mechanism design projects. Modeling of physical systems. Fundamental Offered every other year. Prerequisite: Junior 102. Introduction to Mathematical 122. Fluid Mechanics I standing in mechanical engineering. (4 units) Methods in Mechanical characteristics of linear systems via analysis Fluid properties and definitions. Fluid stat- of simple electrical and mechanical models. Engineering ics, forces on submerged surfaces, manom- 151. Finite Element Theory Response of linear systems to various inputs. and Applications The application of mathematical methods etry. Streamlines and the description of flow Mechanical vibrations. Laboratory. Prereq- to the solution of practical engineering fields. Euler’s and Bernoulli’s equations. uisite: MECH 140. (5 units) Basic introduction to finite elements; direct problems. A review of fundamental mathe- Mass, momentum, and energy analysis with and variational basis for the governing equa- matical methods and calculus of a single a control volume. Laminar and turbulent 142. Dynamic Systems III tions; elements and interpolating functions. variable, multivariable calculus, ordinary flows. Losses in pipes and ducts. Dimen- Analysis of linear feedback control systems Applications to general field problems— differential equations, numerical methods, sional analysis and similitude. Laboratory. by classical methods. Synthesis and design of elasticity, fluid mechanics, and heat transfer. and basics of linear algebra. (4 units) Co-requisite: MECH 140. (5 units) control systems that satisfy certain stability Extensive use of software packages. Offered every other year. Prerequisites: COEN 44 or 114. Machine Design I 123. Heat Transfer and time-response criteria. Graphical design methods. Introduction to analysis and de- equivalent and AMTH 106. (4 units) Analysis and design of mechanical systems Introduction to the concepts of conduction, sign by state-space methods. Laboratory. Pre- 160. Modern Instrumentation for safe operation. Stress and deflection convection, and radiation heat transfer. requisite: MECH 141. (5 units) analysis. Failure theories for static loading Application of these concepts to engineer- for Engineers and fatigue failure criteria. Team design ing problems. Laboratory. Prerequisites: 143. Mechatronics Introduction to engineering instrumenta- projects begun. Formal conceptual design MECH 121 and 122. (5 units) Introduction to the behavior, design, and tion, computer data acquisition hardware reports required. Prerequisites: MECH 15, and software, sampling theory, statistics, and 125. Thermal Systems Design integration of electromechanical compo- CENG 41, and CENG 43. (4 units) nents and systems. Review of appropriate error analysis. Laboratory work spans the Analysis, design, and simulation of fluids disciplines of mechanical engineering: dy- 114L. Machining Lab electronic components/circuitry, mecha- and thermal engineering systems. Applica- nism configurations, and programming namics, fluids, heat transfer, controls, with Practical experience with manual machine tion of optimization techniques, life cycle constructs. Use and integration of transduc- an emphasis on report writing and experi- tools such as mills, lathes, drill press, sheet and sustainability concepts in these systems. ers, microcontrollers, and actuators. Also mental design. Prerequisite: MECH 123. metal tools, etc. Basic training in safe and Prerequisite: MECH 123. (4 units) listed as ELEN 123. Prerequisite: ELEN 50. (5 units) proper use of the equipment associated with (5 units) simple mechanical projects. Laboratory. 132. Fluid Mechanics II 188. Co-op Education Must be taken in conjunction with MECH Introduction to gas dynamics. Concepts of 145. Introduction to Practical experience in a planned program 114. P/NP (1 unit) lift and drag. Mechanics of laminar and tur- Aerospace Engineering designed to give students work experience bulent flow. Introduction to boundary-layer related to their academic field of study and 115. Machine Design II Basic design and analysis of atmospheric theory. Application to selected topics in lu- flight vehicles. Principles of aerodynamics, career objectives. Satisfactory completion of Continuation of MECH 114. Treatment of brication theory, aerodynamics, turbo-ma- propulsion, structures and materials, flight the assignment includes preparation of a basic machine elements (e.g., bolts, springs, chinery, and pipe networks. Offered every dynamics, stability and control, mission summary report on co-op activities. P/NP gears, bearings). Design and analysis of ma- other year. Prerequisites: MECH 121 and analysis, and performance estimation. Intro- grading. May be taken for graduate credit. chine elements for static and fatigue load- 122. (4 units) duction to orbital dynamics. Offered every (2 units) ing. Team design projects completed. other year. Prerequisites: MECH 122 and 189. Co-op Technical Report Design prototypes and formal final report 140. Dynamic Systems I 140. Co-requisite: MECH 121. (4 units) required. Prerequisite: MECH 114. (4 units) Newtonian dynamics of rigid bodies. Kine- Credit given for a technical report on a spe- matics of points and reference frames. 146. Mechanism Design cific activity such as a design or research 121. Thermodynamics I Motion relative to noninertial frames. Lin- Kinematic analysis and synthesis of planar project, etc., after completing the co-op as- Definitions of work, heat, and energy. First ear and angular momentum. Newton’s laws mechanisms. Graphical synthesis of linkages signment. Approval of department co-op and second laws of thermodynamics. Prop- of motion. Moments and products of iner- and cams. Graphical and analytical tech- advisor required. Letter grades based on erties of pure substances. Application to tia. Work and energy methods. Impulse and niques for the displacement, velocity, and content and presentation quality of report. fixed mass systems and control volumes. Ir- momentum. Prerequisites: PHYS 31, acceleration analysis of mechanisms. Com- May be taken twice. May be taken for grad- reversibility and availability. Prerequisite: CENG 41, AMTH 106, and MECH 10. puter-aided design of mechanisms. Three or uate credit. (2 units) PHYS 33. (4 units) (4 units) 294 SCHOOL OF ENGINEERING 6 190. Independent Study 195. Advanced Design II: Investigation of a mechanical engineering Implementation problem and presentation of the results. Implementation of design strategy. Detail Arrangement with a faculty advisor is design and fabrication of senior design proj- Interdisciplinary Minors and required. Prerequisite: Senior standing. ects. Quality control, testing and evaluation, (2–4 units) standards and specifications, and human factors. Prerequisite: MECH 194. (4 units) Other Programs of Study 192. Technical Writing Organization of engineering proposals and 196. Advanced Design III: reports. General aspects of technical com- Completion and Evaluation munications. Development of oral presenta- Design projects completed, assembled, tion skills and strategies. Prerequisite: ENGL tested, evaluated, and judged with opportu- 2. (2 units) nities for detailed re-evaluation by the de- INTERDISCIPLINARY MINORS signers. Formal public presentation of 194. Advanced Design I: Tools results. Final written report required. Pre- ARABIC, ISLAMIC, AND MIDDLE EASTERN STUDIES Design tools basic to all aspects of mechan- requisite: MECH 195. (3 units) ical engineering, including design method- Director: David Pinault ology, computer-design tools, CAD, finite 199. Directed Research element method, simulation, engineering Investigation of an engineering problem The interdisciplinary minor in Arabic, Islamic, and Middle Eastern studies (AIMES) pro- economics, and decision making. Senior de- and writing an acceptable thesis. Confer- vides an introduction to the various cultures, peoples, and religions—Muslim, Jewish, and sign projects begun. Prerequisite: MECH ences as required. Prerequisite: Senior stand- Christian—of the Middle East, as well as the diverse forms of Islamic practice in Muslim 115. (3 units) ing. (2–4 units) societies throughout the world. This program also encourages the study of diaspora and immigrant communities where Islamic and Middle Eastern populations constitute a religious or ethnic minority. Students enrolled in this minor have the opportunity to sample a variety of methodologies and academic disciplines—including anthropology, art history, literary criticism, history, political science, and religious studies—that address the Middle East in particular and the Islamic world at large. The AIMES interdisciplinary minor is ideal for students who want to develop the intellectual resources for thoughtful and informed engagement with current issues in the Mid- dle East and the Islamic world. AIMES is also well suited for students considering work with overseas aid organizations, government service, international business or graduate programs in international studies.

REQUIREMENTS FOR THE MINOR Students must complete the following requirements for a minor in Arabic, Islamic, and Middle Eastern studies: Culture Courses Students must take a total of six culture courses relating to AIMES (two lower-level and four upper-level) from at least three different departments. No more than two courses may be counted for AIMES credit from the department in which a student majors. A maximum of three courses for AIMES credit may be taken from any one department. Arabic Language Three quarters of Arabic are required. Students with prior knowledge of a relevant language may take a test that certifies that they have fulfilled this requirement.

295

296 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY REQUIREMENTS FOR THE MINOR 297

Senior Project RELIGIOUS STUDIES COURSES In lieu of one of the six required courses in Middle Eastern and Islamic cultures, students RSOC 18. Religion and Culture: Egypt may elect to do an independent study/reading course on a project in consultation with a RSOC 71. Women in Contemporary Middle Eastern Muslim Societies member of the AIMES Faculty Advisory Council. This project may entail fieldwork with RSOC 81. Islam local Islamic and diaspora Middle Eastern communities in the Bay area. RSOC 82. Shia Islam Students enrolled in the AIMES minor are strongly encouraged to participate in SCU- RSOC 154. The Islamic Jesus approved study abroad programs that pertain to Arabic, Islamic, and Middle Eastern stud- RSOC 190. Islam: Reformation and Modernity ies. Before enrolling in any such program, students should check with the director and RSOC 190R. Contemporary Islam faculty members of the AIMES minor as well as the International Programs Office. SCTR 19. Religions of the Book SCTR 125. Quran Interpretation ANTHROPOLOGY COURSES SCTR 126. Sufi Mysticism ANTH 88. Women and Gender in the Middle East ANTH 156. Anthropology of Muslim Peoples and Practices ASIAN STUDIES ANTH 188. People, Culture, and Change in the Middle East Director: Gregory P. Corning ART HISTORY COURSES The Asian Studies Program offers an interdisciplinary minor open to students from any undergraduate school or college in the University. The minor is designed to provide an in- ARTH 121. Venice and the Other in the Renaissance troduction to the cultures and languages of Asia and to serve as a valuable complement to ARTH 164. Islamic Art, 600-1350 CE major fields of study. Courses in several disciplines enable students to sample different di- ENGLISH COURSES mensions of Asian culture as well as focus on a specific area of interest. ENGL 128. Literature of the Middle East and the Islamic World REQUIREMENTS FOR THE MINOR HISTORY COURSES Students must complete the following requirements for a minor in Asian studies: HIST 57. Rajas and Sultans in Medieval India Culture Courses HIST 142. The Modern Middle East and North Africa • Two lower-division courses and four upper-division courses (maximum of two HIST 154B. State, Religion, and Gender in Medieval India from a student’s major and three in any one department) selected from the list HIST 154C. Colonial India of approved courses HIST 158. Islam in the Modern World HIST 193. Seminar on Africa and the Middle East Language Courses MODERN LANGUAGES AND LITERATURES • Completion of the third course of the first-year, college-level sequence in an Asian ARAB 1. Elementary Arabic I language (Japanese and Chinese are offered) or demonstration of an equivalent level ARAB 2. Elementary Arabic II of proficiency by passing a language proficiency examination supervised by the ARAB 3. Elementary Arabic III Department of Modern Languages and Literatures ARAB 21. Intermediate Arabic I • Non-native speakers of English may satisfy this requirement by presenting ARAB 22. Intermediate Arabic II professionally recognized documentation of proficiency in an Asian language ARAB 23. Intermediate Arabic III ARAB 50. Intermediate Arabic Conversation ARAB 137. Arabic Culture and Identity Field Project ARAB 164. The Art of Arabic Calligraphy • A field project approved by the program director POLITICAL SCIENCE COURSES Students are encouraged to ask instructors in Asian studies courses about Arrupe placements or other ways they might complete a field project as part of a course. The program POLI 139. Religion and Politics in the Developing World director can also help students design projects that suit their interests and means, either POLI 142. Politics in the Middle East locally or abroad.

298 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY BIOMEDICAL ENGINEERING 299

The Asian Studies Program strongly urges its students to spend a summer, quarter, or MODERN LANGUAGES AND LITERATURES COURSES year in one of the many University-approved study abroad programs. Many of these programs offer internship or volunteer opportunities that satisfy the field project requirement. CHIN 1–3. Elementary Chinese I, II, III CHIN 21–23. Intermediate Chinese I, II, III CHIN 100–2. Advanced Chinese I, II, III UPPER-DIVISION COURSES: ASIAN STUDIES CHIN 137. Modern Chinese Culture CHIN 198. Directed Study ASIA 195. Field Project CHIN 199. Directed Reading JAPN 1–3. Elementary Japanese I, II, III ASIA 199. Directed Reading/ JAPN 21–3. Intermediate Japanese I, II, III Directed Research JAPN 100–2. Advanced Japanese I, II, III JAPN 113–5. Readings in Japanese I, II, III Note: In addition to the courses listed below, many departments offer occasional special top- JAPN 137. Japanese Culture ics, directed reading, and seminar courses on Asian studies topics. Students should consult with JAPN 198. Directed Study the program director to determine the applicability of these courses, as well as study abroad courses, JAPN 199. Directed Reading to the minor. POLITICAL SCIENCE COURSES ANTHROPOLOGY POLI 2. Introduction to Comparative Politics (with Asia focus) ANTH 181. Pacific Island Societies POLI 122. East Asian International Relations POLI 139. Religion and Politics in the Developing World ART HISTORY COURSES POLI 147. Politics in Japan POLI 148. Politics in China ARTH 160. Arts of Asia POLI 199. Directed Reading HISTORY COURSES RELIGIOUS STUDIES COURSES HIST 50. Introduction to East Asian Studies RSOC 7. South Asian Traditions HIST 51. Introduction to Chinese Civilization RSOC 10. Asian Religious Traditions HIST 52. Introduction to Japanese Civilization RSOC 82. Shia Islam HIST 54. Introduction to South Asia RSOC 85. Hinduism HIST 55. Introduction to Southeast Asia RSOC 86. Buddhism HIST 57. Rajas and Sultans in Medieval India RSOC 88. Chinese Religions HIST 58. Modern India RSOC 89. Japanese Religions HIST 146A. Medieval and Early Modern Japan RSOC 115. Tibetan Buddhism HIST 146B. Modern Japan RSOC 130. East Asian Buddhism HIST 147A. Premodern China RSOC 185. Gender in Asian Religions HIST 147B. Modern China RSOC 188. Religion and Violence HIST 148. U.S.-Japan Relations RSOC 199. Directed Reading and Research HIST 150. Women in East Asia HIST 151. Imperialism in East Asia HIST 152. Colonialism and Nationhood in Southeast Asia BIOMEDICAL ENGINEERING HIST 153. Philippines Under Spain: 1565-1898 Director: To be appointed HIST 154A. Ancient and Classical India HIST 154B. State, Religion, and Gender in Medieval India Bioengineering is the fastest-growing segment of engineering today and holds the prom- HIST 154C. Colonial India ise of improving the lives of all people in very direct and diverse ways. Bioengineering is the HIST 155. Women in South Asia application of electrical, chemical, mechanical, and other engineering principles to under- HIST 156. Imperialism in South and Southeast Asia stand, modify, or control biological systems. The minor in biomedical engineering is de- HIST 157. Art and Religion of India signed for those students who are interested in the field but are majoring in other disciplines, HIST 159. Special Topics in Asian History particularly science majors in the College of Arts and Sciences, students completing prereq- HIST 194. Seminar in South Asian History uisites for medical school during their undergraduate studies, and engineering majors. HIST 195. Seminar in East Asian History HIST 199. Directed Reading

300 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY CATHOLIC STUDIES 301

REQUIREMENTS FOR THE MINOR In addition to coursework, students are required to complete a research internship at a biotechnology company, a research institute, or an academic laboratory focusing on an area Students must complete the following requirements for a minor in biomedical relevant to biotechnology (i.e., cell biology, molecular biology, biochemistry, genetics, or engineering: microbiology). Internships must be approved in advance by the director. The minimum Natural Science Courses length of the internship is 10 weeks of full-time work or 400 hours total time if done on a part-time basis. Students must prepare a written report on the project upon completion, to • BIOL 21, 24, 25 be evaluated by the director. • CHEM 11, 12, 13 REQUIREMENTS FOR THE MINOR • CHEM 31, 32, 33 • PHYS 11, 12, 13, or PHYS 31, 32, 33 Students must complete the following requirements for a minor in biotechnology: Scientific Foundations of Biotechnology Mathematics Courses • BIOL 21, 24, 25, 175 • MATH 11, 12, 13 • CHEM 11, 12, 31, 32 Engineering Courses Ethical Issues • BIOE 10 • BIOL 171 • ELEN 50 or PHYS 70 • COEN 44 or MATH 10 Advanced Laboratory Skills • MECH 15 • BIOL 176, BIOL 177, or CHEM 143 Electives Contemporary Topics in Biotechnology and Related Fields Two courses from the following: • BIOL 189 • BIOL 104, 122, 124, 160, 179 • BIOE 154, 156, 161, 162 One Elective Course Capstone Course • BIOL 110, BIOL 113, BIOL 174, or CHEM 141 • BIOE 190 CATHOLIC STUDIES BIOTECHNOLOGY Director: Paul J. Fitzgerald, S.J. Director: Ángel L. Islas The minor in Catholic studies, open to students from all departments, is an interdisciplinary program for the study of the intellectual tradition of the Catholic faith. The minor Biotechnology is revolutionizing the practice of medicine and agriculture and is having is designed for intensive study of Catholicism as a faith embedded in many cultures and for an impact on fields as diverse as human reproduction, forensics, manufacturing, and pol- the critical retrieval of the Catholic intellectual tradition through dialogue with contempo- lution control. The minor in biotechnology is designed for students interested in gaining rary thought under the rubrics of a variety of academic disciplines. Catholic studies minors insight into the scientific background of biotechnology, exploring its potential for the fu- are assigned a faculty mentor who guides them through the program. In conjunction with ture, and obtaining practical experience in laboratory techniques used in biotechnology re- the Ignatian Center for Jesuit Education, the Catholic Studies program sponsors intellec- search and its applications. This course of study is most useful for students contemplating tual, cultural, social, and religious opportunities for both students and faculty. careers in the biotechnology industry and students who plan to pursue advanced degrees in related areas such as molecular biology, cell biology, or biochemistry. The minor will be most easily completed by students majoring in biology, combined sciences, or chemistry; other majors should consult with their advisors and begin the course of study as early as possible in order to complete the requirements in a timely manner. Twelve courses are required for the minor, at least seven of which must have laboratory components.

302 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY MEDIEVAL AND RENAISSANCE STUDIES 303

REQUIREMENTS FOR THE MINOR • The study of French, German, Greek, Italian, Latin, and/or Spanish is strongly recommended but not required. Students should consult with the program Students must complete the following requirements for a minor in Catholic studies: director to determine the cluster of courses best suited to their personal Foundational Courses interests and preparation. • Two courses in Catholic theology from offerings in the Department of MEDIEVAL AND RENAISSANCE STUDIES COURSES Religious Studies • One course from the Western Culture series 199. Independent Study Note: In addition to the courses listed below, Directed reading and research in source ma- many departments offer occasional special top- Faith and Culture Courses terials and secondary works dealing with se- ics, directed reading/directed research, and lected problems rooted in the Medieval seminar courses on Medieval and Renaissance • One specialized course in Catholic history and/or Renaissance periods, culminating in topics. Students should consult with the pro- • One course in Catholic literature an interdisciplinary paper. Prerequisite: Per- gram director to determine the applicability of these, as well as of courses taken at other insti- • One specialized course in philosophy or an upper-division course in theology mission of program director and instructor. (2–5 units) tutions or while studying abroad, to the minor. • Two approved elective courses in the study of Catholic societies or cultures

The Colloquium ANTHROPOLOGY COURSES During sophomore, junior, and senior years, students may participate in a 2-unit interdisciplinary colloquium, “Catholic Imagination,” which meets in the spring quarter of each ANTH 146. Perspectives on the Spanish and Native American Experience year for the discussion of topics in theology, literature, film, the arts, politics, and culture. Guest lecturers and artists present their work. The colloquium is open to all Santa Clara stu- ART HISTORY COURSES dents, but first priority is given to Catholic studies minors. ARTH 11. Western Culture: Art History I ARTH 12. Western Culture: Art History II MEDIEVAL AND RENAISSANCE STUDIES ARTH 110. Early Christian and Byzantine Art ARTH 114. Early Medieval Art Director: Blake de Maria ARTH 116. Romanesque and Gothic Art ARTH 120. 15th-Century Florentine Art The minor in Medieval and Renaissance studies offers students from all departments a ARTH 121. Venice and the Other in the Renaissance cross-disciplinary and interdisciplinary program of study in Europe’s Middle Ages and Re- ARTH 122. The Art of Early Modern Rome naissance. These periods lay on the edge of modernity, when the distinctive characteristics ARTH 123. Architecture in Early Modern Europe of the contemporary world began to form and when major new connections were made be- ARTH 128. 17th-Century Italian Painting and Sculpture tween Europe and Africa, the Middle East, East Asia, and the Americas. Study of these pe- ARTH 164. Islamic Art, 600-1350 CE riods from many different points of view affords an opportunity to gain valuable perspectives on the ways that Medieval and Renaissance persons, events, and institutions helped to shape CLASSICS COURSES the modern world. Completion of the minor is noted on the student’s transcript, and stu- CLAS 112. World of Augustine dents receive a certificate acknowledging their accomplishment. CLAS 119. History of Early Christianity CLAS 135. Medieval Latin REQUIREMENTS FOR THE MINOR ENGLISH COURSES Students must complete the following requirements for a minor in Medieval and Renaissance studies: ENGL 12. Western Culture: Literature II ENGL 41. Survey of English Literature I • Seven courses selected from three different departments with a maximum of ENGL 54. Shakespeare three lower-division courses ENGL 116. Shakespeare’s Tragedies • One of the upper-division courses must require an interdisciplinary research ENGL 117. Shakespeare’s Comedies paper based on source materials and secondary works dealing with a topic rooted ENGL 118. Shakespeare Studies in the Medieval and/or Renaissance periods. The research paper requirement ENGL 141. Medieval Literature may be fulfilled by enrolling in MRST 199 under the supervision of an affiliated faculty member and the program director.

304 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY RETAIL STUDIES 305

ENGL 142. Chaucer MUSIC COURSES ENGL 143. Renaissance Literature ENGL 144. Seventeenth Century Literature MUSC 11. Performance and Culture I ENGL 145. Milton MUSC 12. Performance and Culture II ENGL 162. Comparative Humanism MUSC 101. Music History I: Antiquity Through Renaissance ENGL 188. Senior Seminars (on Medieval and Renaissance topics) PHILOSOPHY COURSES HISTORY COURSES PHIL 11. Western Culture: Philosophy I, Classical and Medieval HIST 12. Western Civilization: Medieval and Early Modern PHIL 12. Western Culture: Philosophy II, Early Modern HIST 45. Introduction to African History and Cultures PHIL 132. Medieval Philosophy HIST 57. Rajas and Sultans in Medieval India RELIGIOUS STUDIES COURSES HIST 61. Latin American Origins HIST 103. History of the Jesuits RSOC 65. Early Christianity HIST 117. State and Church in the Middle Ages: 1000–1450 RSOC 144. Gender, Body, and Christianity HIST 118. Renaissance and Reformation: 1350–1560 SCTR 126. Sufi Mysticism HIST 119. Sex, Family, and Crime in Mediterranean Europe, 1300-1800 SCTR 132. Apocalypse Now HIST 121. Interpreting the English Reformation TESP 82. Witches, Saints, and Heretics: Religious Outsiders HIST 122. Pirates of the Mediterranean TESP 143. Theology and Ethics of Thomas Aquinas HIST 126. Conflicts in Medieval Christianity THEATRE COURSES HIST 127. The World of St. Francis HIST 129. Special Topics in Ancient and Early Modern European History THTR 11. Performance and Culture I HIST 146A. Medieval and Early Modern Japan THTR 12. Performance and Culture II HIST 147A. Premodern China THTR 110. Medieval Theatre HIST 154A. Ancient and Classical India THTR 112. Topics in Theatre and Drama prior to 1700 HIST 154B. State, Religion, and Gender in Medieval India THTR 120. Acting Styles I: Shakespeare HIST 160. Mexico: Colonial and Early National Periods THTR 151. Social History of Fashion I HIST 192. Seminar in Medieval or Early Modern Europe THTR 187. Seminar in Theatre and Dance before 1700 HONORS COURSES RETAIL STUDIES HNRS 12. Medieval and Early Modern Culture Director: Kirthi Kalyanam MODERN LANGUAGES AND LITERATURES COURSES Retailing is a dynamic and fast-paced industry and encompasses many functional areas. FREN 115. Major Works of French Literature I It demands a blend of creative and analytical skills. The minor in retail studies, offered FREN 120. Moyen Age through the Retail Management Institute, is an excellent immersion experience that prepares FREN 130. Humanism and the Renaissance students for a diverse set of careers including buying, merchandising, planning and alloca- ITAL 110. Italian Civilization I tion, supply chain and information systems management. The program is open to all Uni- ITAL 120. Survey of Italian Literature I versity undergraduates. Students entering the retail studies minor continue to major in their ITAL 130. Dante, La Divina Commedia I field of interest and receive their bachelor’s degree in that field. ITAL 131. Dante, La Divina Commedia II Business majors get an opportunity to focus their studies and discover an exciting indus- ITAL 140. Duecento, Trecento try in which to build their passions. For many business majors, broad business theories will ITAL 150. Quattrocento, Cinquecento (Rinascimento) develop deeper meaning as they are applied specifically to the retail industry. The innova- SPAN 120. Major Works of Spanish Literature I tions in Internet retailing and supply chain management provide great opportunities for SPAN 122. The Spanish Picaresque Novel OMIS majors and students interested in computer science. Retailing is at the forefront of SPAN 123. Siglo de Oro Drama trends in current culture and communication patterns. This provides a fertile ground for arts SPAN 130. Survey of Latin American Literature I and science students to leverage their unique perspectives. SPAN 165. Cervantes: Don Quijote One of the most valuable and unique aspects of the retail studies minor is the internship that takes place the summer after the junior year. This immersion experience gives students

306 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY SCIENCE, TECHNOLOGY, AND SOCIETY 307 insight into the retail industry and potential careers that are available. Students acquire ex- SCIENCE, TECHNOLOGY, AND SOCIETY perience through a full-time, 10-week paid internship at internationally recognized retailers such as the Gap, Gymboree, Williams Sonoma, DFS Stores, and Nordstrom. The Executive Director: Geoffrey C. Bowker institute offers a wide variety of internships to fit different student interests and needs. The Center for Science, Technology, and Society offers an interdisciplinary minor in The minor is composed of a set of core courses and either a multi-channel or Internet science, technology, and society. The program provides students with the opportunity to de- retailing option based on the interests of the individual student. The core courses include a velop practical skills in computing, communications and networking, or data storage/re- multi-channel retailing class in the spring quarter of their junior year and a two-quarter ad- trieval; a sensitivity to the ethical issues relating to the uses of information technology; an vanced retail seminar in the fall and winter quarters of their senior year. The core classes cover understanding of the impact of information technology on social communities; the knowl- topics such as branding, product development, merchandise management, negotiation, edge of how information technology can be used in imaginative ways; and an appreciation store operations, team building, information systems, supply chain management, e-com- of the ways that information technology applications contribute to the common good. merce, and pricing and promotion analysis. Nonbusiness majors are encouraged to apply for admission to the program during their REQUIREMENTS FOR THE MINOR freshman or sophomore year to allow time to integrate their course of study in retailing with the requirements in their major field. Business students who have completed the lower- Students must complete the following requirements for a minor in science, technology, division requirements can enter the program as late as their junior year. and society: • Four courses in programming, design, and applications from: REQUIREMENTS FOR THE MINOR ARTS 74, 75, 174, 175, 176, 177, 178, 179 Students must complete the following requirements for a minor in retail studies: CENG 5 • COMM 20 or MGMT 171 COEN 1, 12, 20, 44, 146, 148, 150, 174, 177, 178, 179 • ARTS 70, COMM 12, OMIS 34, or SOCI 49/149 CSCI 10, 61, 163, 164, 168 • ECON 1 MKTG 175 • OMIS 40, COMM 110, PSYC 40, or MATH 8 MATH 178 • MKTG 181 OMIS 17, 30, 31, 105, 107, 111, 113, 137 • MKTG 165 • Three courses in human and social impacts and influences of information • Summer Internship: BUSN 198 or other approved internship technology from: • MKTG 168 and 169 ANTH 151 Students may select one of the following two options: ARTS 70 Multi-Channel Option COMM 12, 160A, 161B, 162A, 180A, 181A, 182A • ACTG 11 CSCI 3 • OMIS 17 ENGR 19 • MGMT 160 LBST 75 MGMT 161 Internet Retailing Option OMIS 34 • ARTS 74 or ARTS 174 PHIL 117 • ARTS 75 or ARTS 175 SOCI 49, 149, 160 • MKTG 175, ARTS 177, OMIS 111, or OMIS 113 • A minimum of four courses must be upper-division, including at least one upper-division course each from the two required sections above, and no more than three courses may be from the same department. • Students must also attend at least four Center for Science, Technology, and Society symposia or colloquia and write brief critical summaries for a mentoring discussion and pass/no-pass evaluation by their minor advisor.

308 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY GERONTOLOGY CERTIFICATE PROGRAM 309

URBAN EDUCATION UPPER-DIVISION COURSES Director: Carol Giancarlo Gittens 131A, B. Air Force Management East, and Africa. Prerequisite or co-requisite: and Leadership AS 131B. (3 units) The minor in urban education provides Santa Clara undergraduate students seeking to become elementary or secondary teachers with the basics in educational theory, urban school 131A. Communicative Skills at 141B. Preparation for Active Duty observation and reflective experiences, and the sociological and psychological foundations the Junior Officer Level and Examination of advanced leadership ethics of education. The urban education minor has two distinctive components: foundational Management Principles and Air Force doctrine. Topics of special courses in education and a focus on urban education issues. The urban element springs emphasis include the military as a profes- from the Jesuit commitment to the poor and reflects the multicultural focus of Santa Clara’s 131B. Executive Functions sion, officership, military justice, and prepa- basic credential programs. Societal problems, such as poverty, crime, and prejudice chal- and Problem-Solving Tools, ration for active duty. Prerequisite or lenge teachers and policy makers who struggle daily with how to strengthen the educational Practices, and Controls co-requisite: AS 141A. (3 units) experience for children. Differing styles of leadership. Year course. 180. Individual Studies Prerequisites: AS 1A, B; AS 2A, B; or as deter- REQUIREMENTS FOR THE MINOR mined by department chair. (3 units per Application of theory and instruction in semester) field and staff exercises. By arrangement. Students must complete the following requirements for a minor in urban education: (3 units) • EDUC 70, 106, 138, 198A/B 141A. National Security Affairs Leadership Laboratory • PSYC 134 Role of the Air Force in accomplishing national security objectives. U.S. national se- Dynamic environment in which cadets de- • One upper-division course in ethnic studies chosen with approval from the curity and the relationships among various velop leadership and management skills by director of the urban education minor program. governmental institutions. Global perspec- planning, organizing, directing, and coordi- tive to include regional studies of Russia, nating exercises. Mandatory 2 hours per OTHER PROGRAMS OF STUDY Asia, Central and South America, Middle week for officer candidates.

AEROSPACE STUDIES GERONTOLOGY CERTIFICATE PROGRAM Professor: Lieutenant Colonel Bruce T. Hellen (Chair) Director: Patricia M. Simone Assistant Professor: Captain Cesar Gonzalez Gerontology is the study of the elderly and of the aging process. Majors from any field Santa Clara University has entered into an agreement with San Jose State University that may enhance their credentials and their ability to work with the elderly through the permits Santa Clara students to enroll in a program leading to a commission as a second lieu- gerontology certificate program. Students examine influences on the roles and quality tenant in the United States Air Force. The Air Force Reserve Officer Training Program of- of life of the elderly as well as physical and psychological aspects of aging. Courses in- fers a high-quality educational experience for college students in Air Force organization, vestigate perceptions about the elderly in various societies and how the experiences of history, officer skills, leadership and management, and national security policy and issues. older people differ according to culture, ethnicity, class, and gender. Students complete Classes are offered on the San Jose State University campus. a practicum that gives them experience working with the elderly. Completion of the gerontology certificate program is noted on a student’s transcript and with a certificate LOWER-DIVISION COURSES acknowledging their achievement. 1A, B. Foundations of the career opportunities and benefits, in addi- REQUIREMENTS FOR THE CERTIFICATE U.S. Air Force tion to military communication skills and protocols. The second year builds on this Students must complete the following requirements to receive a certificate in Gerontology: 2A, B. Evolution of USAF foundation with a review of Air Force her- • One lower-division course from SOCI 1, ANTH 3, PSYC 1, or PSYC 2 Air and Space Power itage and history, from dirigibles to the jet • Four upper-division courses from ANTH 172, BIO 187, COMM 156A, age. (1 unit per semester) The first year of instruction includes an CHEM 142, POLI 168, PSYC 117, PSYC 196, SOCI 172, TESP 126 or any overview of the Air Force, with focus on gerontology-related course with approval of the director • A gerontology-related practicum approved by the director

310 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY MINOR IN INTERNATIONAL STUDIES 311

UNIVERSITY HONORS PROGRAM UPPER-DIVISION COURSES Director: William S. Greenwalt 100. Honors Seminar (Rhodes, Marshall, Truman, Goldwater, An advanced seminar usually on an inter- etc.). Open to freshmen and sophomores with The University Honors Program provides Santa Clara’s most able students with intellec- disciplinary topic. May be repeated for permission of the instructor. (2 units) tual opportunities based in small, seminar-style classes. With 14 to 17 students each, sem- credit when topic changes. Enrollment lim- 199. Honors Program Thesis inars emphasize analytical rigor, effective expression, and interaction among professors and ited to students in the Honors Program. students. In the classroom and elsewhere on campus, students enjoy a level of collaboration (5 units) Course credit for thesis or culminating proj- exceptional even at Santa Clara. ect of the Honors Program. Enrollment lim- The course of study combines broadly based, liberal learning with depth of specializa- 101. Fellowship Preparation ited to students in the Honors Program. tion in a major field. Honors Program classes are designed to fit within the curricula of the A seminar for those students interested in (1 unit) humanities, natural and social sciences, business, and engineering. Possible majors include preparing for major fellowship competition every undergraduate field in the University.

LOWER-DIVISON COURSES INTERNATIONAL PROGRAMS 11. Classical Culture 12. Medieval and Executive Director: Dennis Gordon A multidisciplinary survey of the origins of Early Modern Culture Western culture in the ancient Mediter- Examination of the European intellectual International Programs offers minors in international studies and international business ranean emphasizing ancient Greece and heritage in literature, art, history, and and coordinates study abroad and experiential learning opportunities for undergraduate Rome from Homer through late antiquity. philosophy from the 11th to the 17th cen- students. The seminar-style course explores primary turies, including the abbey church of St. sources from literature, history, philosophy, Dennis, the Joinville Statue of St. Louis IX, MINOR IN INTERNATIONAL STUDIES and art. Enrollment normally limited to Florentine Renaissance frescos, and works participants in the University Honors by St. Thomas Aquinas, Dante, Shake- Executive Director: Dennis Gordon Program. (4 units) speare, Locke, and Hobbes. Enrollment normally limited to participants in the Uni- The minor in international studies is designed for students who wish to concentrate 11A. and 12A. Cultures and Ideas versity Honors Program. (4 units) coursework beyond their majors on selected nations, regions, or topics of international sig- A two-course sequence focusing on a major nificance. Students can choose between an area studies emphasis with a focus on Africa, theme in human experience and culture 13. Late Modern Culture Europe, or Latin America or a thematic emphasis with a focus on a topic, such as poverty over a significant period of time. Courses Examination of the later development and development, international human rights, or peace studies. emphasize either broad global interconnec- (1700-now) of Western culture in the areas The area studies emphasis on Africa offers an introduction to the cultures, languages, pol- tions or the construction of Western culture of art, history, philosophy, literature, and itics, and global challenges facing the continent of Africa and its people spread across the in its global context. Courses may address technology. Enrollment normally limited to planet through colonialism, slavery, and globalization. The area studies emphasis on Eu- barbarians and savages and other topics. participants in the University Honors rope offers an interdisciplinary introduction to the cultures, languages, politics, and global (4 units each quarter) Program. (4 units) challenges facing the continent. The areas studies emphasis on Latin America offers an interdisciplinary introduction to the cultures, languages, politics, and global challenges facing Note: In addition to the Western culture the region. sequence (HNRS 11, 12, 13), the program The thematic emphasis offers students the opportunity to examine broad international offers special courses and sections through issues that transcend a single nation or geographic area. Subjects such as international or- specific departments including chemistry, ganization, poverty and development, cultural interdependence, diplomacy and law are by English, mathematics, philosophy, psychol- their very nature international. Such subjects require systematic approaches distinct from the ogy, and religious studies. examination of single-nation or area studies. Students develop their own themes and present a detailed proposal to the International Studies Committee for approval usually no later than the first quarter of their junior year. Students planning an off-campus program for their junior year should obtain this approval prior to their departure.

312 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY MINOR IN INTERNATIONAL STUDIES 313

Area Studies Emphasis • FREN 108, 110, 111, 116, 170, 171, 172, 180, 182, 183 Students must complete the following requirements for a minor in international • GERM 110, 111, 150, 151, 160, 182 studies with an area studies emphasis: • ITAL 62, 112, 113, 180, 182 Foreign Language • SPAN 125, 150, 151 • Two upper-division courses in a foreign language • PHIL 119, 119L, 129, 133, 144, 145, 183 Africa: French or Arabic • POLI 119, 129, 132, 133, 144, 145 Latin America: Portuguese or Spanish Latin American Studies Europe: French, German, Italian, or Spanish Four courses from the following, at least three of which must be upper division and • The foreign language requirement may be fulfilled by examination through the no more than two of which may be in the student’s academic major: Department of Modern Languages and Literatures. • ANTH 185 Social Science • ECON 130 • One course from POLI 2, POLI 25, or ANTH 3 • HIST 61, 62, 64, 161, 162, 163, 164, 169, 196 • POLI 124, 136, 136A, 137, 140, 196 Geography • SOCI 134, 135 • One course in anthropology, sociology, or political science • SPAN 112, 130, 131, 135, 140, 141, 145, 146, 148 Capstone Course Thematic Emphasis • A minimum of 20 hours in a class, internship, or community volunteer activity Students must complete the following requirements for a minor in international overseas with academic or other appropriate oversight and assessment. The require- studies with a thematic emphasis: ment may be fulfilled by a minimum of one quarter study abroad at an appropriate site which includes community involvement outside of the classroom or an alterna- Foreign Language tive approved by the executive director of international programs. • Two upper-division courses in a foreign language African Studies • The foreign language requirement may be fulfilled by examination through the Four courses from the following, at least three of which must be upper division and no Department of Modern Languages and Literature. more than two of which may be in the student’s academic major: Social Science • ECON 134, 135 • One course from POLI 2, POLI 25, or ANTH 3 • ENGL 35, 130, 157, 164, 166 • HIST 45, 104, 107, 141, 142, 143, 144, 149, 158, 193 Geography • FREN 111, 113 • One course in anthropology, sociology, or political science • POLI 146 Thematic Focus • RSOC 18, 19, 22L, 46, 81, 170, 191 • Four courses selected with the approval of the International Studies Committee, • TESP 131, 184 at least three of which must be upper division and no more than two of which may be in the student’s academic major European Studies Four courses from the following, at least three of which must be upper division and no Capstone Course more than two of which may be in the student’s academic major: • A minimum of 20 hours in a class, internship, or community volunteer activity • COMM 199 overseas with academic or other appropriate oversight and assessment. The require- • ENGL 149, 155, 168L, 184L ment may be fulfilled by a minimum of one quarter study abroad at an appropriate site which includes community involvement outside of the classroom or an alterna- • HIST 13, 120, 121, 124, 131, 134, 135, 136, 139, 193 tive approved by the executive director of international programs. 314 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY STUDY ABROAD PROGRAMS 315

MINOR IN INTERNATIONAL BUSINESS UPPER-DIVISION COURSES: INTERNATIONAL STUDIES Director: To be appointed 101. Contemporary Global Issues 112. Intercultural Communication Interdisciplinary focus on contemporary Familiarizes students with current theoreti- The minor in international business is designed to educate students in a broad range of international social, cultural, and political cal and substantive debates concerning management and business skills in a global context. The program of study for the interna- topics. (1–5 units) intercultural communication. Students en- tional studies minor includes coursework in language, social science, and international busi- rolled in INTL 112 must also take INTL ness and is open to all undergraduate students. The minor provides students with an 102. International Intercultural 113. (3 units) understanding of the social, economic, and political context of international business, the Competence language communication skills, and the business skills to be effective managers in a global Interdisciplinary course designed for stu- 113. Independent Study of marketplace. Students are encouraged to participate in a study abroad program or intern- dents preparing to study abroad. Considers Intercultural Communication ship to complement this minor. the personal, cultural, and practical dimen- Mandatory independent study and tutorial Students must complete the following requirements for a minor in international sions of studying in a different society. Part taken concurrently with Intercultural Com- business: of a two-course sequence leading to a cer- munication (INTL 112). May be substi- Foreign Language tificate in International Leadership. Stu- tuted for INTL 102: International dents must be current applicants for Intercultural Competence. (1.5 units) • One course from ARAB 23, CHIN 23, FREN 50, FREN 100, GERM 100, summer, semester, or full academic year ITAL 100, JAPN 23, SPAN 100 study abroad program. (2 units, P/NP only) 198. International Internship/ Experiential Learning World Geography and Demography 103. Applied International Directed internship or field placement with Intercultural Competence governmental or nongovernmental organi- • One course from ANTH 50, HIST 5, POLI 50, SOCI 50, SOCI 138 Interdisciplinary course designed for stu- zation. Placements are supervised by a fac- dents recently returned from an interna- ulty member who meets with students to Business Fundamentals tional study abroad or service learning assess their academic achievement and par- • ACTG 11, BUSN 70, ECON 1, ECON 2, ECON 3, and MGMT 80 experience. Emphasis on applying knowl- ticipation at the placement site. Permission edge gained abroad for personal develop- of instructor required. (1–5 units) • One course from MGMT 6, PHIL 6, PHIL 112 ment and service to the community. Required for certificate in International 199. Directed Reading Social Science in a Global Context Leadership. (2 units, P/NP only) Independent study. Written outline of the • One course from ECON 137, ECON 129, ECON 130, ECON 134, HIST proposed course, with signatures of the 105, PSYC 162, POLI 119, POLI 121, POLI 122, POLI 136, POLI 137, POLI sponsoring instructor and director of Inter- 140, POLI 142, POLI 144, POLI 146, POLI 148, or an approved course taken national Programs must be completed one in the SCU El Salvador program week prior to registration. (1–5 units) International Business STUDY ABROAD PROGRAMS • Two courses from ACTG 152, FNCE 151, MGMT 170, MKTG 178, ECON Director: Barbara Colyar 181, ECON 182 Santa Clara provides global educational opportunities through study abroad and experiential learning programs operated by the University, affiliated programs operated by other institutions, and exchange programs. Programs are available for one quarter, a full academic year, or a summer session. To be eligible to participate in a study abroad program, Santa Clara students must be admitted to degree status at the University, must have completed at least 88 quarter units of credit by the date that the program of study begins, must have declared an academic major, must not be on academic or disciplinary probation, and must be in good financial standing with the University. Transfer students must have earned a minimum of 15 quarter units of credit on the main SCU campus and satisfied all other eligibility requirements. Students must also meet any grade point average, language, or other eligibility requirements for the

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specific study abroad program. Approval by the student’s academic advisor and the direc- different ways, were involved in the war— we try to find meaning in a world filled with tor of study abroad is required for participation in a study abroad program. Students who officers and rank-and-file members of the contingency and injustice. Using a variety have completed less than 88 quarter units of credit or transfer students who have completed government and guerrilla armies, govern- of sources including theological and philo- less than 15 quarter units of credit on the main SCU campus may participate in a study ment officials and political party leaders, sophical essays, film, and literature, we will abroad program with the approval of the director of study abroad and the dean of academic diplomats, journalists, church workers, and examine how one critically engages experi- support services. Units and grades earned for coursework in University-operated study others. Just war theory, as set forth in ences of interconnection, solidarity, and suf- abroad programs, University-affiliated study abroad programs, and University study abroad Catholic social teaching, is used to analyze fering, and uses such experiences to discern exchange programs are included in a student’s Santa Clara academic history. Units earned the positions and actions of the parties to one’s vocation and calling. (5 units) in approved study abroad programs may be used to fulfill University Core Curriculum, col- the war. Enrollment limited to students in the lege or school, department, or program requirements subject to prior approval by the ap- Casa de la Solidaridad Program. (5 units) POLI 136A. The Political Structures propriate dean’s office, department chair, or program director. However, such units do not and Processes in satisfy the University residency requirement. Grades earned in approved study abroad pro- INTL 138. University of El Salvador and grams are included in the calculation of the Santa Clara grade point average. Central America Elective Central America Units earned for coursework in study abroad programs not operated by or affiliated with For students participating in the Casa de la Examines the governmental institutions and the University are accepted only as transfer credit and are subject to the policies governing Solidaridad program in El Salvador, the op- political pro-cesses in Central America. Top- units taken at other institutions in Chapter 8, Academic and Administrative Policies and tion to enroll in a university course or ics include forms of government, the role of Regulations. develop an independent research project. political parties, electoral systems, and local Enrollment limited to students in the Casa de govern-ment. Offered through the Casa de SANTA CLARA EL SALVADOR PROGRAM la Solidaridad Program. (5 units) la Solidaridad in El Salvador. Taught in Spanish. Enrollment limited to students in the Directors: Kevin Yonkers-Talz and Trena Yonkers-Talz INTL 139. Field Praxis/Placement Casa de la Solidaridad Program. (5 units) Experiential field placement as part of the Casa de la Solidaridad is an experiential learning program conducted in El Salvador by Casa de la Solidaridad program in El Sal- RSOC 196. Latin American Theology Santa Clara University. This semester-long program combines academic courses with direct vador. Students work two full days per week From the indigenous spiritualities of pre- experiential learning and service activities in and around San Salvador. Students live in com- in the community, and integrate this expe- Hispanic times to the Catholicism brought munity in the Casa, study at the University of Central America, and take part in commu- rience with academic readings, journals, so- about by the Spanish Conquest, to the nity field placement projects for two full days per week. The program is offered in cial analysis, and reports. This experience churches of today, theological perspectives conjunction with the Association of Jesuit Colleges and Universities and the University of serves as the springboard for academic, per- have strongly shaped Latin American cul- Central America, El Salvador and is open to Santa Clara students, students from other Je- sonal, and communal reflection, and is in- ture and politics. The evolution of the the- suit universities, and students from selected other institutions. tegrated into other coursework. Enrollment ologies of liberation will be studied to see limited to students in the Casa de la Solidari- the various expressions and challenges the UPPER-DIVISION COURSES: CASA DE LA SOLIDARIDAD dad Program. (5 units) theology faces. (5 units) INTL 130. Salvadoran Literature public discourse of power and alternative PHIL 151. Philosophy of Suffering SPAN 100. Advanced Spanish I Readings and analysis of works by Salvado- discourses, which are based on the princi- and Solidarity The general objective of this class is to in- ran authors, reflecting the national and his- ples of human dignity, the promotion of How ought we to live in a world marked by sert the students across the process of teach- torical reality of the country. Special focus justice, and social equality. Basic theoretical suffering and injustice? How should we ining-learning the Spanish language in the on literature dealing with issues such as so- tools for analyzing discourse and linguistic terpret the chance meetings and intercon- social, economic, political, and cultural real- cial inequality, the role of the woman in Sal- resources of power in El Salvador. Enroll- nections that shape our lives? Can such ities of El Salvador. (5 units) vadoran society, and implications of societal ment limited to students in the Casa de la Sol- moments help reveal what life is calling us to violence. Enrollment limited to students in the idaridad Program. (5 units) do and be? What role does a religious imag- SPAN 110. Advanced Spanish Conversation Casa de la Solidaridad Program. (5 units) INTL 132. Perspectives on ination play in our postmodern world, espe- El Salvador’s Civil War cially when we are faced with pain, violence, The general objective of this class is to in- INTL 131. Sociology of Public and disappointment? This course will begin sert the students across the process of teach- Communication in Today’s El Salvador cannot be understood to address these questions by exploring how ing-learning the Spanish language in the El Salvador without first understanding the war—its social, economic, political, and cultural real- Examination of the public discourses of causes, its conduct, and its outcome. Each ities of El Salvador. (5 units) power and the mass media of communica- week, students meet with people who, in tion. Presents the contrast between the

318 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY STUDY ABROAD PROGRAMS 319

SANTA CLARA LONDON PROGRAM ENGL 174L. Nonfiction Writing: as texts that reflect the preoccupations of Travel Writing both 16th-century writers and their audi- Director: Dennis Parnell, S.J. In this course on the rich genre of travel ence and as plays alive in performance. (5 units) The Santa Clara London Program combines challenging academic courses with a writing, students will read and analyze es- required internship in business, the arts, or public service. Students may study for one, two, says by a variety of professional travel writ- FNCE 121L. Financial Management ers. And, most important, as they live and or three quarters in London. The program combines courses taught by Santa Clara faculty Introduction to the financial questions fac- and Santa Clara-approved instructors from the United Kingdom and Europe. All students study in London, students will record their observations and thoughts in journals, and ing companies and their answers. Topics in- are required to enroll in INTL 110, British Life and Culture and INLT 119, London clude stocks and bond valuation, capital Internship. The program is operated jointly with the Foundation for International then give shape to their “living research” by writing journey narratives of their own. budgeting, short- and long-term financing, Education. Enrollment is limited to undergraduate students admitted to degree status at financial analysis and forecasting, cash man- Santa Clara. Writing in this way will enrich students’ coursework, field trips, tours, and private agement, credit policy, and dividend policy. wanderings, ultimately enhancing their ap- Prerequisites: ACTG 11 and 12 and profi- ARTH 133L. History of discussion, and assignments continuing via preciation of the entire study abroad experi- ciency with spreadsheets. (5 units) Modern Design the Internet throughout the term. Enroll- ence. This course fulfills the University core ment limited to students in the Santa Clara HIST 39L. History of Britain, This course examines the products of ap- third writing requirement as well as upper- 1815 to Present plied design during the past 150 years, in- London Program. (5 units) division writing and elective requirements cluding examples of furnishings, industrial for the English major and minor. Enroll- This course will examine the key political, COMM 199L. Special Topics: ment limited to students in the Santa Clara social, and cultural developments that make design, fashion, and graphic design, in rela- Media in Britain tion to demand, technology and produc- London Program. (5 units) up the remarkable story of Britain from tion, standards, fine art, social reform, and This course will explore British media or- 1815 to the present time. Students will de- the dynamics of consumption. (5 units) ganizations as social, economic, and cultural ENGL 184L. Special Topics: velop an awareness of the main and evolving entities and will examine specific determi- Introduction to frameworks of British society, an under- COMM 175A. Theology of nants and processes of production. Areas of Creative Writing standing of Britain’s changing place in the Communication study will include broadcasting and the film This course will introduce students to the world, and an ability to critically analyze Do the practices of communication have industry, the press, and the ‘convergent’ new pleasures and rewards of creative writing, simple primary historical sources. (4 units) media of digital television and the Internet. any consequences for theology? We know using London as a context and stimulus. INTL 110L. British Life and Culture that St. Paul claims that “faith comes from Enrollment limited to students in the Santa Any student can benefit from this course, hearing” and that Christian theology has Clara London Program. (5 units) whether or not they have experience of cre- Mandatory course for students participat- ative writing, in English, or in any other lan- ing in the Santa Clara London Program. taken communicative expression seriously ENGL 168L. Women and Literature throughout the centuries. This course guage. The course will explore the nature of The aim of the course is to take students be- examines how theology has used commu- This course is designed to allow us to read, imaginative language, applying it to the yond the initial aspects of cultural difference nication, how it has evaluated communica- think, and talk together about the topic of three core fictional genres: prose fiction, po- and to offer insights as to what makes tion, how communication contributes to women and literature with a focus on major etry, and drama. In the process of doing this, British culture distinct. All students in the theology, and how new communication British women writers of the 19th and early students will gain a greater writerly under- London program must enroll in 110 or technologies have a contemporary impact 20th centuries. The chosen writers are not standing of each genre, what is special about 113. Enrollment limited to students in the on theological and religious practices. only important to literature, but writers it, and what distinguishes it from the others. Santa Clara London Program. (5 units) whose lives and works engage with British Examines a variety of communication (5 units) INTL 113L. British Life and Business expressions (art, music, poetry, television culture and place, so the resources of Lon- programs, films, Web sites) as religious don will be an integral part of the course. ENGL 184L. Special Topics: This course will provide an examination of expressions; students will create their own We’ll draw on the museums, literary sites Shakespeare and British culture and life in a business context. theological expression using some contem- like Bloomsbury, and the British Library as Elizabethan Literature The course will examine the issues of poli- porary medium. COMM 175 is a distance well as farther reaches such as Bath, an im- In this course, students will study a selection tics, monarchy, parliament, and democracy learning course. The instructor will be on- portant part of Jane Austen’s writing. En- from the work of William Shakespeare in re- in England and the significance of the site for initial class meetings, with lecture, rollment limited to students in the Santa Clara lation to Elizabethan culture and the wider British Empire in the development of mul- London Program. (5 units) literary traditions of Renaissance drama. The ticulturalism, as well as the country’s impact plays that we study will be considered both on the development of business and trade. 320 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY STUDY ABROAD PROGRAMS 321

Students will also study the United King- development, and economic integration RSOC 22L. Understanding comparative perspectives on U.S. and U.K. dom as part of the European Union and its and world trade. (4 units) Civilizations: practice will be developed: contrasting no- complex role in it. Cultural impact on the Islam and the West tions of “philanthropy” will be analyzed. The MKTG 178L. International Marketing organizational decision making, negotia- This course aims to introduce North Amer- contrast between Franklin D. Roosevelt’s tions, human resource management, and This course explores the decision-making ican college students to the religion and cul- New Deal in the 1930’s and the Welfare business functions, such as marketing, will process in the marketing of products and ture of Islam and how these relate to the State in post-war Britain will serve to exem- be reviewed. Enrollment limited to students services in the international marketplace. It Western world (centered on Europe and plify historical similarities and distinctions in the Santa Clara London Program. (5 units) covers the formulation of key elements in North America). The course adopts an his- between the two national approaches. This international marketing strategy, such as course is intended to explore current issues in INTL 113L. The Rise of Science torical approach, charting developments in identification and assessment of potential the Middle East since the rise of Islam, and social welfare provision particularly in the This course will highlight Britain’s leading markets, price setting, and design, promo- contextualizing the current relationship be- nonprofit, nongovernmental sector. (5 units) role in the history of world science. The tion, and distribution of products and serv- tween ‘Islam’ and the ‘West.’ A number of course takes both a historical and modern ices. It also explores issues such as the THTR 111L. Contemporary key issues are addressed in order to examine British Theatre science perspective and will highlight the competitive advantage of nations, the and challenge stereotypes and demystify ‘the contributions leading British scientists have changing nature of the international social Other.’ (4 units) This course introduces students to a variety made as well as the difficulties they have and business environment, and the emerg- of texts, performances, and theatrical ven- faced. The course will ground students in ing role of the Internet in international mar- SOCI 193L. Ethnic History of ues that reflect the vitality of contemporary the idea of science as a debate that occurs keting. (5 units) Modern Britain British theatre. London has around 100 the- within strict rules of evidence, the limits of atres, of which 15 are occupied by subsi- MUSC 115L. Special Topics: This course will examine the ethnic diversity that debate, and the key issues of the 21st of modern Britain in relation to the dized companies. Large commercial theatres century. It will also look critically at the Music in 20th-Century can be found in the West End offering a va- Britain processes of immigration and emigration. abuse of science, pseudoscience, and moral- The course will examine the imperial and riety of light entertainment, musicals, and ity. Students will be taught using core texts, This course will examine a wide range of post-colonial experiences of people from a comedies. Off-West End productions may literature and film, as well as conduct site musical styles important in 20th-century diversity of ethnic and religious back- feature plays with more individual themes. visits to places of historical and contempo- Britain. We will consider music-making grounds (Jewish, Irish, Islamic, Black The most innovative and experimental rary interest. (5 units) from diverse settings: the South London African, etc.) in order to understand their work is usually found in the ‘fringe’ theatres. Anglo-Caribbean community to “Madch- This course will try and offer a ‘taste’ of all INTL 119L. London Internship lives and experiences in this country and the ester” all-night parties; rural folk clubs to way in which they view their own cultures these modes of production, and a consider- Experiential-based learning in association West-End variety shows; and coal-mine and identities. (5 units) ation of state subsidy for theatre within a with the Santa Clara London Program. Pro- brass bands to art-house cinema. We will ex- critical framework. Students will be ex- vides academic framework for placement in amine the nature of the musical material; SOCI 193L. Social Welfare Issues in pected to analyze and comment critically business, public sector, or humanities. All the forms and the instrumentation; and the the United Kingdom upon various shows in performance. Also internships are unpaid. Enrollment limited cultural, political, and economic context in The object of this course is to introduce par- listed as ENGL 113L. Enrollment limited to to students in the Santa Clara London Pro- which it was created. Students will attend ticipants to the historical and conceptual students in the Santa Clara London Program. gram. (5 units) shows related to the course material. framework within which social welfare pro- (5 units) (5 units) MGMT 80L. International Trade vision has developed in the U.K. In addition, This course is designed to enable students POLI 119L. The Economic to understand the critical importance of the Integration of the SANTA CLARA CUBA PROGRAM role of multinational decision making and European Union strategy with respect to business. It exam- This course will provide a comprehensive Director: Robert Bozina ines major issues in international trade and examination of the processes of European commercial policy and uses real-world ap- economic integration, and offers a critical Santa Clara University offers a 14-week course of study in Havana, Cuba in collabora- plications to derive and illustrate models of analysis of European Union policies in their tion with Cuba’s Centro Nacional de Escuelas de Arte. Courses are taught by members of international trade. The course covers ratio- broader political/economic context. The the faculty from Santa Clara and Centro Nacional de Escuelas de Arte. Courses involve nales and benefits of international trade, course also focuses on the external dimen- musical ethnology, Afro-Cuban cultural history, Cuban literature, and studio instruction in protectionism, the political economy of sion of Europe in the global economy. music and dance at whatever level is appropriate for each student, beginning through ad- commercial policy, international trade and (5 units) vanced. During the course of study, participants are involved in research and educational

322 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY STUDY ABROAD PROGRAMS 323 field trips outside Havana to Santiago de Cuba and Guantanamo to investigate several types by Salvadoran medical professionals. Students live in community with other students as of Cuban music and dance including Son, Trova, Comparsas, Changui and Tumba Francesa. well as with peer Salvadoran students studying at Central American University. Students take The program provides lodging, meals, and assistance with transportation. Enrollment is one of two Spanish courses depending on their language proficiency and the field praxis limited to undergraduate students admitted to degree status at Santa Clara and is operated course. according to all United States government licensing requirements. Descriptions of courses offered through the program can be found in the departmental listings in the appropriate Costa Rica department in Chapter 3, College of Arts and Sciences. The Costa Rica summer program offers a small cohort of students an opportunity to experience the breathtaking beauty and astounding biodiversity of Costa Rica’s natural ecosys- SANTA CLARA AFFILIATED PROGRAMS tems, while appreciating the challenges this small Central American nation faces in sustainably developing its economy and providing livelihoods for its people. Students en- Santa Clara provides study abroad opportunities during the academic year for undergrad- roll in two courses taught by Santa Clara University instructors, and upon successful com- uate students at locations around the world with a variety of language prerequisites, hous- pletion of the course requirements receive a total of 10 units of credit. Students have one ing options, and course choices through other institutions. Coursework completed at week of pre-field instruction at Santa Clara, then spend three weeks traveling through Costa affiliated study abroad programs can be applied to the unit requirement for a student’s de- Rica, staying at biological field stations or tourist facilities as well as doing brief home stays gree and also may fulfill University Core Curriculum requirements, college or school require- with Costa Rican families. Opportunities to meet Costa Ricans and other Latin American ments, and academic major or minor requirements subject to the appropriate approval by students, learn Spanish, and do community service complement the academic offerings, the University. Study abroad options are offered through Arcadia University, the Council which focus on drawing, observing nature, understanding rainforest ecology, and learning of International Educational Exchange, Gonzaga University, Loyola University, Syracuse about sustainable development and ecotourism. University, Borderlinks, Denmark International Studies, the Institute for the International Education of Students, School for Field Studies, the Organization for Tropical Studies, United Kingdom Boston University, and the Beijing Center. Enrollment is limited to undergraduate students admitted to degree status at Santa Clara. Santa Clara offers a summer program at a selected site in the United Kingdom, including Durham, Stirling in Scotland, and a summer internship in London. Students enroll in two upper-division courses for 10 units of credit. Courses are taught by faculty from Santa SANTA CLARA EXCHANGE PROGRAMS Clara and local British universities. Courses explore various aspects of English literature, Santa Clara provides study abroad opportunities during the academic year for undergrad- history, religious belief, media, environmental issues, and political life. uate students through exchange programs with 11 universities in 10 countries. Coursework Italy completed at exchange study abroad programs can be applied to the unit requirement for a student’s degree and may also fulfill University Core Curriculum requirements, college or Santa Clara offers various opportunities for summer study in Italy, including Rome. The school requirements, and academic major or minor requirements subject to the appropri- Rome program includes Italian language classes at various levels and other classes dealing ate approval by the University. Study abroad exchange programs are offered in Australia with contemporary Italy and Europe. Students live with an Italian family and there are ex- through the Australian Catholic University, in Canada through Simon Fraser University, in cursions to the surrounding area. Chile through Universidad Alberto Hurtado, in France through Universite Catholique de Lille, in Italy through Universita degli Studi di Firenze, in Japan through Sophia University Germany and University of the Sacred Heart, in Mexico through Universidad Iberoamericana Puebla, The Germany summer program is located in the city of Freiburg. German language in the Philippines through Ateneo de Manila, in Spain through Universidad de Deusto, courses are offered in conjunction with the Department of Modern Languages and Litera- and in Sweden through Lund University. tures at Santa Clara University. Students fulfill the equivalent of two quarters of language requirements in the four-week program. In addition to the language courses, a course in con- SANTA CLARA SUMMER PROGRAMS temporary German civilization is also offered. Lectures and seminars offer a survey of literary, linguistic as well as cultural, historical, political, legal and social developments in Santa Clara operates study abroad programs in El Salvador, Costa Rica, the United King- Germany. Depending on individual language skills, summer course participants may at- dom, Italy, and Germany during the summer session. With the exception of El Salvador, tend all afternoon lectures and seminars. enrollment is limited to undergraduate students admitted to degree status at Santa Clara. Affiliated Programs El Salvador Santa Clara provides a limited number of study abroad opportunities during the sum- The El Salvador summer program is designed for students interested in pursuing careers mer for undergraduate students through other institutions. Coursework completed in sum- in the health profession. Students integrate classroom learning with experiential community- mer affiliated programs can be applied to a student’s degree requirements subject to the based learning in marginal Salvadoran communities. Each student will have a field place- appropriate approval by the University. Information about specific programs offered in the ment where they will work four afternoons a week in either a hospital or clinic supervised summer is available from the International Programs Office. 324 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY MILITARY SCIENCE PROGRAM 325

MILITARY SCIENCE PROGRAM Leadership Laboratories Professor: Lieutenant Colonel Shawn W. Cowley (Director) Leadership laboratories, held weekly for three hours, are required of all students. Perfor- Assistant Professors: Major Michael Regnier, Captain Vincent Mucker mance during lab periods is reflected in the student’s course grade. Labs include activities such as rappelling, terrain navigation, marksmanship, drill and ceremonies, and tactical field The Military Science Program offers classes open to all Santa Clara students and the training exercises. Bronco Battalion, an Army Reserve Officer Training Corps (ROTC) battalion of cadets Labs and Field Exercises from Santa Clara University, Stanford University, and San Jose State University. The military science program is designed to develop management skills and leadership abilities for During each quarter of class work, weekly lab work is required. Two off-campus exer- successful careers in both the corporate world and the military. Students who complete the cises involving adventure training, rappelling, rifle marksmanship, leadership training, and ROTC program are eligible for appointment and commissioning as officers in the Army Re- survival skills are optional for nonscholarship ROTC Basic Course students. Two off-cam- serve. Reserve commissions are tendered in all basic branches of the Army. A board of offi- pus exercises focusing on leadership and military skills are mandatory for ROTC Advanced cers determines the branch in which students are commissioned based on their preference, Course students. leadership potential, academic background, and the needs of the service. The military science core curriculum consists of six lower-division classes in the ROTC LOWER-DIVISION COURSES Basic Course and seven upper-division courses in the ROTC Advanced Course. Cadets may take a summer course (MILS 24) in lieu of the six lower-division courses. The profes- 11. Leadership and values, attributes, skills, and actions in the sional military education of ROTC cadets consists of two components: a baccalaureate de- Personal Development context of practical, hands-on, and interac- gree from Santa Clara University (or one of the cross-enrolled universities) and at least one Introduces students to the personal chal- tive exercises. Two 60-minute classes per undergraduate course from each of five designated fields of study. Prior to commissioning, lenges and competencies that are critical for week. Weekly three-hour leadership labs re- cadets must take at least one course in military history and computer literacy. effective leadership. Students learn how the quired. One four-day weekend field training The curriculum is divided into ROTC Basic Course requirements and ROTC Advanced personal development of life skills such as exercise away from the University. (3 units) Course requirements. To proceed to the ROTC Advanced Course classes, students must goal setting, time management, physical fit- 21. Innovative Leadership complete either the six required ROTC Basic Course classes or attend a summer class at Fort ness, and stress management relate to lead- Knox, Kentucky. The director of the military science program must approve exceptions to ership and officership. Students develop Explores the dimensions of creative leader- this progression. their own personal fitness program under ship strategies and styles by studying histor- the guidance of an Army master fitness ical cases and engaging in interactive ROTC Basic Course Requirements trainer. Two 60-minute classes per week; exercises. Students practice aspects of per- The ROTC Basic Course, Fundamentals of Leadership and Management, includes the weekly three-hour leadership labs required. sonal motivation and team building within first-year and second-year courses (MILS 11, 12, 13, 21, 22, and 23) designed for begin- One four-day weekend field exercise away the context of planning, executing and as- ning students who want to qualify for entry into the ROTC Advanced Course and for those from the University. (3 units) sessing team exercises. Focus will be on the students who may want to try military science without obligations. A student can also qual- continued development of the knowledge ify for entry in the ROTC Advanced Course by completing the summer training camp 12. Foundations in Leadership I of leadership values and attributes through (MILS 24). An overview of leadership fundamentals an understanding of organizational customs such as setting direction, problem solving, and courtesies. Leadership case studies pro- ROTC Advanced Course Requirements listening, presenting briefs, providing feed- vide tangible context for learning Individ- back and using effective writing skills. Stu- ual Creeds and Organizational Ethos. Two The ROTC Advanced Course, Advanced Leadership and Management, consists of the 60-minute classes per week. Weekly three- third-year and fourth-year courses (MILS 131, 132, 133, 134, 141, 142, and 143) open to dents begin to explore leadership dimensions and values. Two 60-minute hour labs. One military formal dinner. students who have completed or earned placement credit for the ROTC Basic Course. (3 units) Students must complete all courses numbered greater than MILS 130, to include MILS classes per week. Weekly three-hour leader- 134, a six-week Leader Development and Assessment Course during the summer, in se- ship labs required. One military formal din- 22. Leadership in Changing quence, unless otherwise approved by the professor of military science. The ROTC Ad- ner. (3 units) Environments I vanced Course qualifies students for commissions as officers in the U.S. Army. Students 13. Foundations in Leadership II Examines the challenges of leadership in who do not desire to compete for a commission as an officer in the Army may take these complex contemporary operational envi- courses for academic credit with approval by the professor of military science. An overview of the leadership framework with practical applications in fundamentals ronments. Dimensions of the cross-cultural such as problem solving, listening, present- challenges of leadership in a constantly ing briefs, and using effective writing skills. changing world and their application to Students explore dimensions of leadership, leadership tasks and situations. Case studies

326 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY MILITARY SCIENCE PROGRAM 327 stressing importance of teamwork and tac- and teaches skills required for success in the 134. Leader Development Students examine customs and courtesies, tics in real-world settings. Two 60-minute Army ROTC Advanced Course. No mili- and Assessment Course military law, principles of war and rules of classes per week. Weekly three-hour labs. tary obligation is incurred. Open only to A six-week summer training course con- engagement in the face of international ter- One military formal dinner. (3 units) sophomores and juniors who have not taken ducted at Fort Lewis, Washington. Only rorism. Aspects of interacting with non- ROTC courses during the regular school open to (and required of) students who governmental organizations, civilians on the 23. Leadership in Changing year or for ROTC course alignment. Stu- battlefield, and host nation support are ex- Environments II have completed MILS 131, 132, and 133. dents must pass a physical examination (paid Students receive pay, travel, and lodging, amined and evaluated. Two 90-minute sem- Examines the decision-making process and for by ROTC). Completion of MILS 24 and the Army defrays most meal costs. The inars per week. Weekly three-hour labs. One plans/orders that enable small units to com- qualifies a student for entry into the Ad- course’s environment is highly structured military formal dinner. Prerequisite: MILS plete assigned tasks. Planning techniques vanced Course. Candidates can apply for a and demanding, stressing leadership at the 141. (4 units) used to develop orders and briefing plans class seat anytime during the school year. small-unit level under various challenging and decisions. Two 60-minute classes per (Pass/Fail grade only). (4 units) 143. Leadership in a circumstances. Although this course is Complex World II week. Five three-hour labs per quarter. One graded on a Pass/Fail basis only, the leader- four-day field training exercise away from 35. Special Topics: Significant emphasis is placed on preparing Foundations of Leadership ship and skill evaluations at the camp weigh the University. (3 units) heavily in the subsequent selection process students for their first unit of assignment in a Changing Environment and transition to lieutenant. Case studies, 24. Leader’s Training Course that determines the type of commission and Examines specific topics dealing with lead- career field of students upon graduation scenarios, and exercises are used to prepare A four-week summer training camp at Fort ership at the lieutenant level or challenges from ROTC and the University. (4 units) students to face the complex ethical and Knox, Kentucky. Students receive pay, travel, facing senior military leadership in the con- practical demands of leading as commis- lodging, and the Army defrays most meal temporary operating environment. Prereq- 141. Developing Adaptive Leaders sioned officers in the U.S. Army. Two costs. The course environment is rigorous uisite: Department chair approval. (3 units) Students develop proficiency in planning, 90-minute seminars per week. Weekly executing, and assessing complex opera- three-hour labs. One mandatory four-day weekend field training exercise away from UPPER-DIVISION COURSES tions; in functioning as a member of a staff; and in providing leadership performance the University. Prerequisite: MILS 142. (4 units) 131. Adaptive Team Leadership members when “under fire” are explored, feedback to subordinates. Students are given evaluated, and developed. Two 90-minute situational opportunities to assess risk, make 199. Military History Challenges students to study, practice, and ethical decisions, and provide coaching to evaluate adaptive leadership skills as they are classes per week. Weekly three-hour labs. A survey of the military and diplomatic as- One military formal dinner. Prerequisite: fellow ROTC students. Students are chal- presented with the demands of the ROTC lenged to instruct younger students. Stu- pects of American involvement in conflicts Leader Development Assessment Course. MILS 131, or consent of department chair. from the Anglo-Indian Wars to the present. (4 units) dents identify responsibilities of key staff Challenging scenarios related to small unit roles and use situational opportunities to de- Two 105-minute classes per week. One tactical operations are used to develop self- 133. Situational Leadership II velop subordinates. Two 90-minute semi- mandatory off-campus weekend historical awareness and critical thinking skills. Stu- nars per week. Weekly three-hour labs. One visit is conducted in San Francisco during dents receive systematic and specific Practical applications of intense situational the quarter. (4 units) leadership challenges that will provide mandatory four-day weekend field training feedback on their leadership abilities. Two exercise away from the University. Prerequi- 90-minute classes per week. Weekly three- awareness and specific feedback on leader- 198. Independent Study ship abilities. Student skills are evaluated site: MILS 133, or consent of department hour labs. One mandatory four-day field chair. (4 units) Examine specific issues facing the United training exercise away from the University. using practical applications in decision mak- States Army as a directed study with the de- Prerequisites: MILS 11, 12, 13, 21, 22, and ing, persuading, and motivating team mem- 142. Leadership in a partment chair and the senior military in- 23, or consent of department chair. (4 units) bers when “under fire.” Aspects of military Complex World I structor. Topic selected in consultation with operations are reviewed as a means of the department chair. Issues of diversity in 132. Situational Leadership I preparing for the ROTC Leader Develop- Explores the dynamics of leadership in the complexity of current military operations. the military will be embedded in the topic. Study of intense situational leadership chal- ment Assessment Course (LDAC). Two 90- Prerequisite: Approval of the department chair. lenges to build student awareness and skills minute classes per week. Weekly three-hour (3 units) in leading small units. Skills in decision- labs. One mandatory four-day field train- making, persuading, and motivating team ing exercise away from the University. Pre- requisite: MILS 132, or consent of department chair. (4 units)

328 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY PRE-LAW 329

MUSICAL THEATRE Although Santa Clara does not have a pre-med major, the courses prescribed by the Council of Education of the American Medical Association can be incorporated into sev- Director: Barbara Murray eral academic majors. Most medical schools require: • One year of general chemistry (CHEM 11, 12, and 13) The Musical Theatre minor is a program offering experience and training in an art form that synthesizes the performing arts of music, theatre, and dance as well as aspects of the vi- • One year of organic chemistry (CHEM 31, 32, and 33) sual arts and literature. Musical theatre, an important means of entertainment, social com- • One year of biology (BIOL 21, 24, and 25) mentary, and civic engagement both historically and in contemporary society, continues to have a part in Jesuit education that combines personal formation with practical application • One year of physics (PHYS 11, 12, and 13 or PHYS 31, 32, and 33) for life as an expression of “God’s Glory” in the world. Specific objectives of this program • One year of mathematics, typically calculus (MATH 11 and 12) and a statistics include: entry-level proficiency for a career or further training in graduate school; the de- course velopment and practice of audition techniques; performance of acting, singing and theatri- In addition, many students become more skilled and competitive by enrolling in two or cal dance; and knowledge of the cultural history and various forms of musical theatre. Two three upper-division science courses in biochemistry, genetics, and human physiology that tracks are available within the musical theatre minor. The first is focused upon American mu- are helpful in preparing for the Medical College Admission Test. The choice of academic sical theatre, and the second is focused upon lyric theatre (operetta/opera). major is much less important than completing the coursework above; however, many pre- health students select a natural science major like biology, chemistry, or combined sciences. REQUIREMENTS FOR THE MINOR Students should maintain regular contact with the pre-health sciences advisor throughout their undergraduate years for assistance with adjustment to college academic rigor and Students must complete the following requirements for a minor in musical theatre: social life; an appreciation of the wide array of available health care careers; assistance with • MUSC 1 and 1A or MUSC 7 the balance between academics, social life, work, health community volunteering, and in- • MUSC 34, 60/160 ternships; and assistance with the relevant entrance examinations and application to health science programs. • THTR 20, 123 • Two courses from DANC 40 (recommended for American musical theater), 43, PRE-LAW or 46 (recommended for lyric theatre) Students in the American musical theatre option must also complete: Director of Pre-Law Advising: Susan Frisbie • DANC 155 Santa Clara University provides a wide range of opportunities for undergraduates inter- • THTR 165, 180 ested in attending law school to build a strong pre-law foundation. Early in their undergrad- Students in the lyric theatre option must also complete: uate program, pre-law students should consult not only with their major advisor but also • MUSC 103, 109, 150, 151 with one of the designated pre-law advisors to formulate a program designed for their specific needs and career goals. There is no specific major or curriculum required to qualify for law school admission. Successful law school applicants come from majors as diverse as an- PRE-HEALTH SCIENCES thropology, philosophy, communication, political science, physics, English, history, biol- Advisor: Steven L. Fedder ogy, and economics. Law school admissions officers recommend undergraduate preparation in a major that demands discipline, analytical ability, research skills, and precision in writ- Santa Clara University has an excellent reputation for preparing students for careers in ten and oral work. The departments of Anthropology, Philosophy, and Political Science the health sciences. Most incoming students tend to be focused on either allopathic medi- offer a pre-law or a law and society emphasis within the major. Elective courses also provide cine or dentistry, but a much broader spectrum of careers can be equally or more attractive, valuable training and breadth of academic and analytical experience. Some elective courses including osteopathic medicine, physical therapy, optometry, pharmacy, physician assistant, strengthen specific abilities, while others provide perspective on legal issues and topics. Pos- nurse practitioner, and others. A Santa Clara education provides ample opportunity to sible electives include, but are not limited to the following: acquire the academic foundations in natural science required by medical schools, and its ANTHROPOLOGY COURSES broad liberal arts Core Curriculum also serves to develop the communication, personal interaction, and analytical skills needed both during medical school and in one’s subsequent ANTH 151. Law and Society medical practice. ANTH 155. Conflict Resolution

330 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY PRE-TEACHING 331

COMMUNICATION COURSES Preparation for Multiple-Subject Credential COMM 20. Public Speaking Students interested in a career in elementary school teaching should fulfill the require- COMM 170A. Communication Law and Responsibility ments of the liberal studies major in the College of Arts and Sciences. Those requirements can be found in Chapter 3, College of Arts and Sciences. Students must demonstrate the ECONOMICS COURSES subject matter competency component for the multiple-subject credential by passing the ECON 126. Economics and the Law California Subject Examination for Teachers (CSET). While students may sit for the examination whether or not they majored in liberal studies, both the examination and the lib- ENGLISH COURSES eral studies degree requirements are closely aligned with the state of California’s elementary ENGL 174. Nonfiction Writing curriculum framework. Therefore, Santa Clara strongly recommends that students interested ENGL 177. Argumentation in being elementary school teachers major in liberal studies. ENVIRONMENTAL STUDIES COURSES Preparation for Single-Subject Credential ENVS 120. Introduction to Environmental Law and Regulation in the U.S. Students interested in a career in secondary school teaching in a particular subject matter area should fulfill the requirements of the academic major of their intended teaching spe- PHILOSOPHY COURSES cialization. California teaching credentials are available in the following subject areas: agriculture, art, business, English, health science, home economics, industrial and technol- PHIL 10. Ethical Issues in the Law ogy education, mathematics, modern languages, music, physical education, science, and PHIL 25. Informal Logic social science. Those requirements can be found in each department in Chapter 3, College PHIL 154. Philosophy of Law of Arts and Sciences and Chapter 4, Leavey School of Business. Students must demonstrate POLITICAL SCIENCE COURSES specific subject matter competency by passing the California Subject Matter Examination for Teachers (CSET) in the subject area they desire to teach. POLI 160. The Constitution and Equality POLI 161. Law and Politics in the U.S. Requirements for Multiple-Subject and Single-Subject Credentials SOCIOLOGY COURSES The minimum requirements for multiple-subject or single-subject teaching credential include: SOCI 176. Elder Law • A bachelor’s degree in a subject area from an accredited institution PRE-TEACHING • Passage of the California Basic Educational Skills Test • Completion of an approved program of professional education, including Director: Carol Giancarlo Gittens student teaching or internship Santa Clara University is accredited by the California Commission on Teacher Creden- • Completion of a state-approved subject matter preparation program or passage tialing to offer professional preparation for prospective elementary school, middle school, of a subject-area competency examination in the area one plans to teach and senior high school teachers. The Department of Education in the School of Educa- • Demonstrated knowledge of the various methods of teaching reading by tion, Counseling Psychology, and Pastoral Ministries offers graduate programs for the mul- completion of coursework or passage of an approved examination tiple-subject credential for elementary grades and the single-subject credential for secondary grades, both with a cross-cultural language and academic development emphasis. The pre- Accelerated Teaching Credential Program liminary teaching credential can be initiated during the four-year undergraduate program The multiple-subject or single-subject teaching credential program can be pursued at through the Undergraduate Accelerated Teaching Credential Program or during a fifth year Santa Clara in conjunction with the student’s undergraduate program. Undergraduate pre- of graduate study. Students interested in teaching should consider completing a minor in teaching students can apply to either the multiple-subject or single-subject credential pro- urban education offered through the Liberal Studies Program. gram in education during the winter of their junior year. Upon acceptance, students in the The Eastside Future Teachers Project is a program developed to attract Eastside Union accelerated credential program are eligible to begin the credential coursework during the High School District high school students into the teaching profession. This program was summer between their junior and senior years. Undergraduates are able to take University- established in order to increase the number of underrepresented students who choose teach- based credential coursework prior to the completion of the baccalaureate degree, but must ing as a career. Six students are chosen each year to join the program, which provides spe- complete the bachelor’s degree before initiating their field-based directed teaching. In addi- cial mentoring, coursework, and practical experience related to teaching as well as scholarship tion to the bachelor’s degree, students must pass the California Basic Educational Skills Test assistance during their undergraduate and fifth-year credential programs. and demonstrate subject matter competency via the California Subject Examination for

332 INTERDISCIPLINARY MINORS AND OTHER PROGRAMS OF STUDY 7 Teachers or completion of an approved subject matter preparation program before beginning the directed teaching portion of the credential. Any 200 or 300 upper-division level courses taken for the credential are not counted toward the student’s undergraduate degree unit requirement. Selected California state credential coursework may be waived by successful completion Admission of Undergraduate Students of specific undergraduate courses: • A course in community health education by EDUC 70 • A course in teaching children with exceptional needs in the regular classroom by EDUC 138 Santa Clara University is a selective admission university that admits new students based on potential for academic performance and contribution to the campus community con- • A course in educational policy, social foundations of education, and applied sistent with the mission and Jesuit tradition of the University. Applicants are admitted as full- internship by EDUC 198 time, degree-seeking students. Santa Clara does not have a part-time undergraduate program • A course in the psychological foundations of education by PSYC 134 option and does not enroll nondegree students except under the limited conditions outlined in Chapter 8, Academic and Administrative Policies and Regulations. • Coursework on the provisions and principles of the United States Constitution Entering freshmen and transfer students are admitted for fall term. Students are admit- by POLI 1, HIST 7 or HIST 8 ted for winter and spring term only by special exception with the approval of the provost. Students are admitted to the University and to a specific school based on the preference in- Fifth-Year Teaching Credential Program dicated on their admission application. Students wishing to change schools may apply for The multiple-subject or single-subject teaching credential program can be completed as a transfer at the end of their first year of attendance. a fifth year of study following the bachelor’s degree and qualifies the student for a preliminary teaching credential. This 50-quarter-unit program includes graduate coursework in ADMISSION OF ENTERING FRESHMEN educational foundations, curriculum design, teaching methods, and supervised student teaching. A field experience internship option may be completed in lieu of a regular two- Admission of applicants to Santa Clara University as entering freshmen is based on their quarter student teaching assignment. The selection of teacher credential candidates for in- academic record in high school including course rigor, results on standardized tests, and ternships is conducted by the participating school districts in collaboration with the other criteria outlined below. While Santa Clara University does not have a specific high University. Students admitted to a credential program may choose the two-summer school grade point or standardized test score requirement, potential for successful academic credential option to do their primary coursework in conjunction with the field experience performance in the rigorous undergraduate program at Santa Clara is highly correlated with internship option. academic performance in high school in challenging courses and the results on standardized tests. Santa Clara also bases admission on demonstrated potential for contribution to the campus community consistent with the mission and Jesuit tradition of the University. Applications for admission as an entering freshman are evaluated using the following criteria: • Overall quality of high school courses and appropriately challenging coursework • Academic performance in high school, including the cumulative grade point average from the first year of high school through the junior year of high school (grades from the first term of the senior year may also be included) • Results of standardized tests (SAT I or ACT) • Letter of recommendation • Involvement in school and community activities The basic subject requirements for admission as an entering freshman include: • History and Social Science: 3 years • English: 4 years • Mathematics: 3 years required; 4 years recommended • Laboratory Science: 2 years required; 3 years recommended • Language Other Than English: 2 years required; 3 years recommended; 4 years preferred

333

334 ADMISSION OF UNDERGRADUATE STUDENTS ADMISSION OF TRANSFER STUDENTS 335

• Visual and Performing Arts: 1 year recommended grade point requirement, potential for successful academic performance in the rigorous • College Preparatory Electives: 1 year undergraduate program at Santa Clara is highly correlated with prior academic performance in challenging courses. Santa Clara also bases admission on demonstrated potential for con- Admission to freshman standing at Santa Clara depends on a continued high level of per- tribution to the campus community consistent with the mission and Jesuit tradition of the formance during the remainder of the applicant’s senior year in high school and upon re- University. ceipt of a high school diploma. If a significant change occurs in the applicant’s academic Applicants for admission to Santa Clara University as entering transfer students must performance during the senior year, his or her admissions status may be reevaluated by the have completed at least 12 semester or 18 quarter transferable units at an accredited college University. or university. Applicants with fewer than 12 semester or 18 quarter transferable units should follow the application procedure for entering freshmen. Note that if a transfer applicant has EARLY ACTION PROGRAM not completed 30 semester or 45 quarter transferable units, he or she will be required to sub- Applicants to the Early Action Program must submit their applications by November 1 mit an official copy of his or her high school transcript(s) and SAT I or ACT scores. of their senior year. Early Action applicants are notified of the admissions decision by the Applicants for admission as an entering transfer student generally must have a “B” av- end of December. Santa Clara’s Early Action Program is nonbinding; consequently, stu- erage in prior college courses to be considered for admission. Only courses that are trans- dents admitted under the Early Action Program are not required to withdraw other college ferable to Santa Clara are considered in the grade point average calculation. Course selection applications and have until May 1 to confirm enrollment at Santa Clara. Early Action ap- and consistency of performance by the applicant are also considered. Applicants on aca- plicants who are competitive but not clearly admissible will be deferred and evaluated with demic or disciplinary probation or suspension at another institution are not considered for other applicants under the Regular Decision Program. admission.

REGULAR DECISION PROGRAM RECOMMENDED COURSES FOR TRANSFER STUDENTS Applicants for admission to Santa Clara University as entering transfer students enhance Applicants to the Regular Decision Program must submit their applications by January their chances for admission by completing as many courses that fulfill the Santa Clara Core 7 of their senior year. Regular Decision applicants are notified of the admissions decision by Curriculum requirements as possible before transferring. Preference will be given to stu- the first week of April and have until May 1 to confirm enrollment at Santa Clara. dents who have completed the following courses: APPLICATION PROCEDURE College of Arts and Sciences Prospective freshman students must submit the following application materials to be • English Composition (2 semesters or 2 quarters) considered for admission to Santa Clara: • College-level Mathematics (2 semesters or 2 quarters) • The Common Application • Natural Science with a Lab (1 semester or 1 quarter) • The Santa Clara supplement to the Common Application • An application fee Leavey School of Business • One letter of recommendation from a teacher or counselor • English Composition (2 semesters or 2 quarters) • The Secondary School Report • Calculus and Analytic Geometry (2 semesters or 2 quarters) • Official high school transcript • Accounting (2 semesters or 3 quarters) • Official SAT I or ACT scores • Microeconomics and Macroeconomics

ADMISSION OF TRANSFER STUDENTS School of Engineering Santa Clara University admits a limited number of transfer students, principally at the • English Composition (2 semesters or 2 quarters) sophomore and junior levels, based on potential for academic success and contribution to • Calculus and Analytic Geometry (2 semesters or 3 quarters) the campus community consistent with the mission and Jesuit tradition of the University. • Chemistry (1 semester or 1 quarter) Admission of applicants to Santa Clara University as entering transfer students is based on their academic record at other colleges and may include evaluation of high school transcript • Physics (2 semesters or 3 quarters) and other criteria outlined below. While Santa Clara University does not have a specific

336 ADMISSION OF UNDERGRADUATE STUDENTS FINANCIAL CERTIFICATION AND SPONSORSHIP 337

TRANSFER CREDIT EXAMINATIONS Entering transfer students generally receive credit for courses from other colleges and International applicants and permanent residents must submit the results of the Test of universities that are similar to courses offered at Santa Clara University. English as a Foreign Language (TOEFL) exam when English is not their first language. The • Courses from accredited institutions are generally transferable if they are similar in minimum acceptable TOEFL score is 79 (Internet based), 213 (computer based), or 550 nature to courses listed in the Santa Clara University Undergraduate Bulletin. (paper based). Applicants whose native language is English need not submit TOEFL scores. Failure to submit TOEFL scores when English is not one’s first language may jeopardize a • Courses from California community colleges are also generally transferable student’s chances for admission. under the same conditions and if designated as transferable to the University of California. FINANCIAL CERTIFICATION AND SPONSORSHIP • Courses from colleges not accredited, trade schools, extension programs, or correspondence programs do not transfer. All international students on F-1 visas who are admitted to Santa Clara University Transfer credit is awarded only for courses in which the student earned a grade of “C” must show sufficient funds that will cover the first year of study. Students should not or better. Courses taken on a pass/no pass or credit/no credit basis are not eligible for trans- submit supporting financial documents at the time of the admission application. Finan- fer. Students may transfer a maximum of 57 semester or 37.5 quarter units to the College cial verification is required only after the student has been admitted and has chosen to of Arts and Sciences or the Leavey School of Business. The School of Engineering will grant enroll at the University. credit for up to one-half of the degree requirements toward the major. Santa Clara University does not offer financial aid to international students. Interna- tional students on F-1 visas are eligible to work on-campus but not to participate in the APPLICATION PROCEDURE federal work-study program. Prospective transfer students must submit the following application materials to be considered for admission to Santa Clara: • The Common Application for Transfer Admission • The Santa Clara supplement to the Common Application • An application fee • One letter of recommendation from a teacher or counselor • Official transcripts from all colleges and universities attended

ADMISSION OF INTERNATIONAL STUDENTS Santa Clara University admits international students using the same general criteria for entering freshmen and entering transfer students described in the two preceding sections. There are additional admission requirements for international students that are outlined below. In order to be eligible for enrollment, an international applicant must be accepted as a full-time, degree-seeking student.

TRANSCRIPTS International applicants must submit a general evaluation and grade point average calculation from a certified professional evaluation service for all schools attended outside the United States. To determine which transcripts are required, please refer to the freshmen or transfer admission criteria outlined above. Certified English translations of all documents must be provided at the time of application.

ACADEMIC POLICIES AND REGULATIONS 339 8 • Fulfilling the University Core Curriculum requirements in effect at the time of initial enrollment • Fulfilling the requirements for any declared academic majors and minors, including Academic and Administrative associated college or school requirements Candidates for a degree must submit a completed “Candidacy Petition for the Bachelor’s Degree” according to the deadlines and procedures published by the Office of the Policies and Regulations Registrar. Academic Majors Students must complete the requirements for a primary academic major in the College of Arts and Sciences, Leavey School of Business, or the School of Engineering, including STUDENT RESPONSIBILITY University Core Curriculum and college or school requirements, to receive a bachelor’s degree. Requirements for academic majors can be found under the departmental listings in Students are personally responsible for knowing all academic and administrative policies the chapters for each respective college or school. and regulations affecting their program of study and for abiding by all such policies and reg- Students must declare their primary academic major by the end of the sophomore year. ulations during their period of enrollment at the University. Continued enrollment is sub- Students may declare a major at the time of initial matriculation, except in the Leavey School ject to compliance with the academic and administrative policies and regulations as described of Business, where declaration of a major is normally made no sooner than the end of soph- herein and otherwise published by the University. Failure to understand the policies and reg- omore year. Students who initially matriculate without a declared major must obtain the ulations does not relieve a student of his or her responsibility for adhering to the policies and approval of the department chair of the intended major and submit a Program Petition regulations. Form to the Drahmann Center. Students participating in study abroad or domestic public sector study programs must declare a major before participating in the program. ACADEMIC POLICIES AND REGULATIONS Students may declare a second academic major in addition to their primary major, except for students in the Leavey School of Business, who may declare only one major in that school. Students who want to declare a second major must obtain the approval of the DEGREE REQUIREMENTS department chair of the intended major and the college/school for the second major if different from the student’s primary major and submit a Program Petition Form to the Drah- Candidates for an undergraduate degree at Santa Clara University must complete all re- mann Center. To be awarded a second major, a student must complete all requirements of quirements for a bachelor’s degree as set forth by the University, their college or school, and the University Core Curriculum, college or school, and departmental requirements for that academic departments or programs. Failure to understand those requirements does not re- major. Requirements for a second major are as binding as those of a primary major and lieve a student of his or her responsibility. must be completed before a degree will be awarded. If a student decides to drop a second The requirements for a bachelor’s degree include: major, he or she must submit a Program Petition Form to the Drahmann Center. • Completing a minimum number of quarter units as specified below for each degree, no more than half of which may be satisfied with approved transfer credit: Academic Minors • A minimum of 175 quarter units for the Bachelor of Arts or Bachelor of Science in Students may declare an academic minor from amongst the departmental minors offered the College of Arts and Sciences (a minimum of 197 quarter units for engineering through the college or schools, the general minors in business and engineering, or one of physics majors) the interdisciplinary minors offered by the University. Requirements for the academic • A minimum of 175 quarter units for the Bachelor of Science in Commerce in the minors can be found in the chapters of the respective college or school and in Chapter 6, Leavey School of Business Interdisciplinary Minors and Other Programs of Study. Students who want to declare an academic minor must obtain the approval of the • The minimum number of quarter units specified by the major department for the department chair or program director of the intended minor and submit a Program Peti- Bachelor of Science in the School of Engineering tion Form to the Drahmann Center. To be awarded a minor, a student must complete all • Completing a minimum of 60 quarter units of upper-division courses requirements of the minor as prescribed. Requirements for a minor are binding and must be completed before a degree will be awarded. If a student decides to drop a minor, he or • Attaining a minimum grade point average of 2.0 for all courses completed at Santa she must submit a Program Petition Form to the Drahmann Center. Clara University and for all courses in the academic major and any academic minor • Meeting the residency requirement of a minimum of 45 units at the Santa Clara campus after achieving junior standing

338

340 ACADEMIC AND ADMINISTRATIVE POLICIES AND REGULATIONS ACADEMIC PROGRAM POLICIES AND REGULATIONS 341

Second Bachelor’s Degree Change of Academic Major A student may earn a second bachelor’s degree at Santa Clara University, but may not A change of major within the same school or college requires the approval of the rele- duplicate a degree (i.e., Bachelor of Arts, Bachelor of Science in a natural science, Bachelor vant department chair or program director. Students wishing to change their academic of Science in a social science, Bachelor of Science in Commerce, Bachelor of Science in En- major within a school must submit a Program Petition Form to the Drahmann Center. gineering). Students whose first degree is from Santa Clara and who are interested in pursuing a second bachelor’s degree concurrently or without interruption must have an Change of School academic record showing a strong probability of success and a proposed program of study Entering freshmen and transfer students are admitted to the University and to a specific for the second degree that fulfills the degree requirements in effect at their original date of school based on the preference indicated on their admission application. Students wishing matriculation. At least half of the units for the second degree must be completed through to change schools within the University may not apply for such a change until the end of a Santa Clara program and be separate from those required for the first degree. Approval to their first year of attendance. Changes between schools may be limited by the availability of pursue a second bachelor’s degree must be granted by the dean of academic support serv- space within the school and the specific academic major. Students wishing to change schools ices and filed with the Office of the Registrar. must meet the admittance criteria of the school and complete the application process spec- If a student is returning to the University after an absence, he or she must meet the cri- ified by that school. Upon acceptance by the school, the student must submit a completed teria outlined above, but is subject to the degree requirements in effect at the time of re-entry. Program Petition Form to the Drahmann Center. Approval from the dean of academic support services is required to resume studies for a second degree after an absence. Repetition of Courses Students whose first degree is from an institution other than Santa Clara must submit Students may only repeat a course in which they have received a grade of less than “C–.” formal application for admission to the Office of Undergraduate Admissions. Students ad- In such cases, the grades of both the original and the repeated course are included in the cal- mitted for a second bachelor’s degree are subject to the degree requirements in effect at the culation of the student’s grade point average, but units are awarded toward graduation only time of admission. At least half the units required for the second bachelor’s degree must be once for each course passed. Certain courses, such as special topics courses and performance earned through a Santa Clara program. courses, are repeatable, and students will receive a grade and units for each successful com- Graduation with Honors pletion. Students should consult the chair of the department in which the course is offered to confirm that a given course may be repeated for credit. Candidates for a bachelor’s degree with a grade point average between 3.50 and 3.69 graduate cum laude (with honors); candidates with a grade point average between 3.70 and Independent Study 3.89 graduate magna cum laude (with high honors); and candidates with a grade point av- Students may pursue independent study through directed reading, directed research, in- erage of 3.90 or higher graduate summa cum laude (with highest honors). Awarding of ternships, practica, or cooperative education. To qualify, a student must have demonstrated honors is based on all graded undergraduate courses attempted at Santa Clara University and a sufficient knowledge of the academic discipline involved to make independent study both courses taken elsewhere that are counted toward the fulfillment of a student’s degree. Hon- possible and beneficial. No more than 20 units of independent study may be used to sat- ors will not be awarded above those merited by the student’s record at Santa Clara. An in- isfy graduation requirements, and no more than 5 units of independent study may be taken dication of honors at graduation contained in the commencement program is unofficial. The per term. Students must enroll for the term in which the independent study occurs. final determination will be made after a review of all completed undergraduate courses Directed reading and directed research are limited to upper-division students who un- counted toward the degree. dertake a research project or other well-defined study beyond the scope of a regular course Participation in Commencement under the supervision of a faculty member. Such work should be comparable to that required for courses of equivalent unit value. To participate in commencement, candidates for a bachelor’s degree must have com- Students can obtain practical learning experience through internships, cooperative edu- pleted all degree requirements (or must have 10 or fewer units to complete) and a minimum cation, and practica. Internships and cooperative education are approved work experiences overall grade point average of 2.0 as well as in all courses in their academic major(s) and any in a nonclassroom environment in industry, government, or other setting, generally avail- academic minor. able only to upper-division students. Students who enroll in an internship or cooperative education experience for academic credit must fulfill specified academic requirements in ACADEMIC PROGRAM POLICIES AND REGULATIONS addition to the responsibilities expected by the organization hosting the internship or cooperative education experience. Practica provide practical experience in a discipline-specific Course Numbering and Course Credits field experience or an approved University program activity, such as participation on the school newspaper. Practica are generally available only to upper-division students, but some Lower-division courses are numbered 1 through 99, and upper-division courses are num- practicum experiences are available to lower-division students who meet specified eligibil- bered 100 through 199. In the College of Arts and Sciences and the Leavey School of Busi- ity criteria. ness, most lower-division courses carry 4 units of academic credit and most upper-division courses carry 5 units of academic credit. In the School of Engineering, unit values for courses vary according to the number of hours in class per week.

342 ACADEMIC AND ADMINISTRATIVE POLICIES AND REGULATIONS REGISTRATION POLICIES AND REGULATIONS 343

Students wishing to enroll in an independent study course must initiate the request for Students register for classes via University e-campus during the time assigned by the Of- independent study with the appropriate faculty member and with the Career Center for co- fice of the Registrar. Students who do not complete registration during the initial registra- operative education experiences. The appropriate form, with the required materials and tion period may do so during the published late registration period for the term. Initial other approvals, must be submitted to the Drahmann Center for final approval prior to registration for a term or class additions are not accepted after the last day of the late regis- registering for the course. tration period. During the first week of each term, students may change their original registration sched- Challenging Courses ule by adding and dropping classes in accordance with the procedures established by the Of- Students may challenge certain courses to satisfy specific subject requirements for grad- fice of the Registrar. During the second, third, and fourth weeks of the term, a student may uation. A student may petition to challenge any course listed in the Undergraduate Bulletin drop a class without receiving a mark of “W” for the class on their academic record. From except those involving laboratory, studio, or specialized group work and those whose descrip- the fifth week to the end of the ninth week of the term, a student may drop a class and re- tions in the catalog are followed by the letters NCX. No more than one course may be chal- ceive a mark of “W” for the class on their academic record. Students may not drop classes lenged each term. Although course requirements may be fulfilled by challenging a course, after the last day of the ninth week of the term. Students who do not complete a course and a successful challenge neither earns units toward the total needed for graduation nor con- do not drop the class in accordance with the required procedures will receive an appropri- tributes to the fulfillment of the residency requirements. ate grade in the class. In order to be eligible to challenge a course, a student must have completed at least one Students who have not earned 44 units, including transfer credit, may not enroll in term at Santa Clara, have a cumulative grade point average of at least 3.3, and receive per- upper-division courses without the written approval of the instructor and the chair of the mission of the faculty member and the chair of the department in which the course is of- department offering the course. This restriction does not apply to upper-division foreign lan- fered. Only currently enrolled students are eligible to challenge a course. guage courses for which a student has demonstrated sufficient proficiency or to engineer- To challenge a course, the student takes a special examination on the material covered ing courses in the major program. by that course and meets any additional requirements specified by the department chair. Students may not sit in a class without formally enrolling in the class. Sitting in a class Challenge examinations are arranged by the department chair after the student files a Peti- or obtaining an instructor’s signature on an add form does not constitute enrollment. tion for Credit by Examination with the Office of the Registrar and pays the applicable fee. Registration must be completed in accordance with the regulations, procedures, and dates in the Schedule of Classes. Course Requirements and Attendance Students who do not attend the first day of a class are subject to administrative cancel- Students are responsible for completing all course requirements as set forth by the instruc- lation of their enrollment in that class in order to make space available to other students. A tor. Class attendance expectations and consequences for absences from class are left to the student who must miss the first day of a class and wishes to remain in the course should con- discretion of individual instructors. Students are accountable for all course assignments, tact the instructor in advance. No student who misses the first day of a class should assume whether or not the assignments were announced during an absence. that they have been dropped from the course. Students are responsible for checking the status of their enrollment in all courses prior to the end of the late registration period. Final Examinations Unit Overload A cumulative final examination, if given in a course, must be given on the date and time scheduled by the Office of the Registrar. If the final examination is a take-home exam, it may Students may enroll for no more than 19 units unless they are in the University Hon- not be due before the scheduled final examination time. Exceptions to this policy require ors Program, their cumulative grade point average at Santa Clara is at least 3.3, or they have approval of the department chair and dean. upper-division status and obtain approval from the Drahmann Center. One 2-unit course or two 1-unit courses are not counted as overload units. Students who meet the criteria above will not be permitted to register for more than 25 units without approval of the Drah- REGISTRATION POLICIES AND REGULATIONS mann Center. Students may register for courses that result in overload units only during the late registration period. Enrollment and Registration for Classes Auditing Courses Students must be officially registered for all classes in accordance with the regulations, procedures, and dates in the Schedule of Classes. Registration is subject to full payment of tu- Students admitted to degree status at Santa Clara may audit one course in addition to ition, room and board charges, and other fees associated with enrollment. The University their regular course load in a term. A maximum of three courses may be audited during a reserves the right to deny registration to any student for reasonable cause. A student’s eligi- student’s academic career. Permission to audit a course will be given only at the end of the bility to register for classes is subject to the clearance of any holds on the student’s record for late registration period and only if space is available in the class. No credit is assigned for an academic, financial, student conduct, or other reasons. Santa Clara students may not be audited course, but the successful completion of an audit will be indicated on a student’s concurrently enrolled at another college or university except for extraordinary reasons with transcript by the notation “AUD.” the approval of the Drahmann Center.

344 ACADEMIC AND ADMINISTRATIVE POLICIES AND REGULATIONS GRADING POLICIES AND REGULATIONS 345

Administrative Cancellation of Course Enrollment GRADING POLICIES AND REGULATIONS Students who enroll in a course for which they are not eligible are subject to adminis- Grading trative cancellation of their enrollment in that course. Prior to the end of the late registration period, an instructor may notify the University registrar to drop freshmen who Grades are assigned by the instructor to reflect the quality of a student’s work. The registered in upper-division courses, to drop students who have not satisfied the prerequi- University uses the following grades: sites for the course, or to drop students lacking the instructor permission required for cer- A: Excellent tain courses. B: Good Withdrawal from the University C: Adequate Students who wish to withdraw from the University during a quarter or at the conclu- D: Barely Passing sion of any quarter must complete a withdrawal form and an exit interview in the Drah- F: Not Passing mann Center. If the formal requirements for withdrawal are met, the student’s registration will be canceled without further academic penalty. Students who leave the University dur- P: Pass ing a quarter without withdrawing in accordance with the required procedures will receive NP: No Pass an appropriate grade in all courses in which they were registered and are not eligible for a The grades A, B, C, and D may be modified by (+) or (–) suffixes, except that the refund of tuition or other fees. grade of A may not be modified by a (+) suffix. Grade point values per unit are as- Students who withdraw from the University are responsible for any outstanding finan- signed as follows: cial obligations with the University. Students who used deferred payment plans or student A = 4.0 loans during their attendance at the University must clear their financial obligations with the Financial Aid Office and the Bursar’s Office. Students who have unpaid bills or other A– = 3.7 unsettled financial obligations with the University will not receive academic transcripts or B+ = 3.3 be eligible for re-enrollment until they have cleared all such obligations. B = 3.0 Re-enrollment at the University B– = 2.7 A student who withdrew from the University is eligible to re-enroll without special per- C+ = 2.3 mission under the following conditions: C = 2.0 • The student left the University in good academic standing. C– = 1.7 • The student has no outstanding financial obligations with the University. D+ = 1.3 • The student plans to return to the same college or school at the University. D = 1.0 • The student is returning within five years of the date of their withdrawal. Students who do not meet the conditions above must seek permission to re-enroll from D– = 0.7 the dean of academic support services. Re-enrolling students are subject to degree and cur- F = 0 riculum requirements in the Undergraduate Bulletin in effect at the time of re-entry. Unit credit, but not grade point credit, is awarded when the grade of “P” is as- Students wishing to re-enroll must notify the Office of the Registrar in writing of their signed. Unit credit is not awarded when the grade of “NP” is assigned. intent to return using the Returning Student Form and should consult with a University advisor in the Drahmann Center to review their academic plans. Students on leave who have The University also uses the following marks for which no unit credit or grade attended another college or university are only permitted to transfer in a maximum of 10 point value is granted: units of elective credit and are required to forward to the Office of the Registrar an official I: Incomplete transcript of all work completed during their absence. N: Continuing work NS: No Show AUD: Audit W: Withdrawn

346 ACADEMIC AND ADMINISTRATIVE POLICIES AND REGULATIONS GRADING POLICIES AND REGULATIONS 347

Pass/No Pass (P/NP) Grade Point Average A grade of “P” signifies that the quality of work done is equivalent to a letter grade of A student’s grade point average is determined by multiplying each grade point value by “C” or higher, while a grade of “NP” denotes work at the level of “C–” or lower. A maxi- the number of quarter units assigned to the course, adding these grade point units from all mum of six courses taken under the pass/no pass option in which the student receives a courses taken, and dividing this sum by the total number of quarter units for which letter mark of “P” can be used to fulfill the unit requirements for graduation. grades were reported. Grade reports are posted at the end of each quarter and indicate both Some courses are offered only on a pass/no pass basis, and a student with junior or sen- the grade point average earned by the student during the quarter and the cumulative grade ior standing and a declared major may choose to take an elective course on a pass/no pass point average earned by the student for all courses completed to that point. basis. Students may enroll in only one course per quarter on a pass/no pass basis. Students Grades earned in courses in SCU-operated or -affiliated study abroad or domestic study may choose the pass/no pass option for a class through the last day of the late registration programs are included in the calculation of a student’s grade point average. Grades earned period, but may not change the grading option after that date. in courses at other institutions accepted for transfer credit are not included in the calculation of a student’s grade point average, but will be considered when determining honors at Incomplete (I) graduation. The mark of “I” (incomplete) may be assigned by the instructor when a student does not complete some essential portion of the assigned work in a class because of extraordinary Evaluation of Progress circumstances beyond the student’s control. The unfinished work must be completed and Grades are available at the end of the term via University e-campus. Faculty members given to the course instructor within three weeks of the beginning of classes in the next are expected to apprise students of their course progress at reasonable intervals. Some meas- scheduled term (not the student’s next term of enrollment), excluding summer session, un- urements of progress should take place in time to enable students to make reasonable deci- less extraordinary circumstances require an extension. A request for an extension must be sions with respect to the fourth-week and ninth-week withdrawal deadlines. submitted in writing by the instructor and approved by the University registrar within the original three-week period. Extensions shall not be for longer than two academic quarters Change of Grade after the mark of “I” was assigned, excluding summer session. An incomplete that has not Only the faculty member responsible for a course may assign grades. All grades become been completed within the specified deadline or has not received an approved extension final when they have been assigned and reported to the Office of the Registrar. A faculty will be converted to a grade of “F.” member may report a correction of a final grade to the Office of the Registrar only if a cler- ical or procedural error was made in assigning, transmitting, or recording the original grade. Continuing Work (N) A grade may not be changed as a result of re-evaluation, re-examination, or the submission The mark of “N” (continuing work) may be assigned by an instructor when course re- of additional work after the term ends. Any grade change must have the approval of the de- quirements span more than one term. When the course requirements are completed, the partment chair and the associate dean of the student’s school or college. No grade may be instructor assigns a standard grade. A student may not graduate and receive a degree with changed after one year. a mark of “N” on their academic record. Student Appeals of Grades No Show (NS) Grades are not negotiable. There should be no questioning of a faculty member’s aca- The mark of “NS” (No Show) may be assigned by an instructor when a student never demic judgment on a grade. In registering for a class, students implicitly agree to allow the attends a class and does not drop the class. A mark of “NS” cannot be changed to any other faculty member to make a qualitative judgment of their command of the subject matter, grade or mark after it is assigned by the instructor. A mark of “NS” is included in the stu- which will be expressed as a letter grade. Any questioning or appeal of a grade should there- dent’s academic record and appears on the student’s transcript, but is not included in the fore be limited to procedure, e.g., to computational errors or failures to follow grading poli- calculation of the student’s grade point average. No adjustment in tuition will result from cies set forth in the syllabi. the awarding of a mark of “NS” in a class. Any system of grade-appeal should protect the rights of faculty members as well as the rights of students. The results of any system of grade-appeal should not be binding upon Audit (AUD) the faculty member. Any decision to initiate a change of grade should remain the faculty The mark of “AUD” is assigned when a student enrolls in a class on an audit basis. A member’s. Any procedural complaint regarding a change of grade must be initiated within mark of “AUD” cannot be changed to any other grade. four weeks of the beginning of the next scheduled term, not including summer session. A student with a complaint must first discuss the matter with the faculty member. If the Withdrawn (W) matter is not resolved at this level, the student may then take the matter to the chairperson The mark of “W” is assigned by the Office of the Registrar when a student completes of the department involved. The chairperson will discuss the case with the faculty member the formal requirements dropping a class or withdrawing from the University. A mark of and may recommend that the faculty member review the grade. Upon the request of the “W” cannot be changed to any other grade or mark. A mark of “W” is included in the stu- student, the dean will proceed in similar fashion. Should the student request it, the dean will dent’s academic record and appears on the student’s transcript, but is not included the cal- pass the matter on to the provost. culation of the student’s grade point average.

348 ACADEMIC AND ADMINISTRATIVE POLICIES AND REGULATIONS ACADEMIC CREDIT EVALUATION 349

This process of review gives the chairperson, dean, and provost the right to discuss the • Completing at least 76 quarter units by the end of the sixth quarter of residency matter with the faculty member, and if they think it appropriate, request that the faculty • Completing at least 115 quarter units by the end of the ninth quarter of residency member review the grade. Any recommendations made will not be binding upon the faculty member against whom the complaint is lodged. The decision to change a grade re- • Completing at least 160 quarter units by the end of the twelfth quarter of residency mains with the faculty member. Academic Disqualification ACADEMIC STANDING AND STUDENT CLASSIFICATION Students are subject to disqualification from further registration at the University for any of the following: Student Classification • Remaining on academic probation for more than two consecutive quarters The University only admits students to its undergraduate degree programs on a full- without improvement time basis. Students who have not been admitted to degree status at the University may • Failing to maintain a cumulative grade point average of at least 2.0 register for classes in accordance with the policies and regulations outlined in the section of this chapter covering nondegree students. OR The classification of students is determined by the number of quarter units completed • Completing fewer than 30 quarter units by the end of the third quarter of residency with passing grades. Lower-division students are considered freshmen if they have completed fewer than 44 units and sophomores when they have completed at least 44 units but • Completing fewer than 64 quarter units by the end of the sixth quarter of residency fewer than 88 units. Upper-division students are considered juniors when they have com- • Completing fewer than 100 quarter units by the end of the ninth quarter of residency pleted at least 88 units but fewer than 132 units and seniors when they have completed at • Completing fewer than 150 quarter units by the end of the twelfth quarter of residency least 132 units. If a student is enrolled for 12 or more units in a given term, they have full-time status Reinstatement to the University for academic purposes. Students enrolled for less than 12 units have part-time status for that term and may not qualify for all University activities and benefits, such as eligibility for financial aid, on-campus housing, and intercollegiate athletic competition. Continuing en- Reinstatement to the University after disqualification is rarely permitted and requires rollment at the University in part-time status requires approval by the dean of academic favorable action by the dean of academic support services in consultation with the dean of support services. the student’s college or school. Requests for reinstatement are made to the dean of academic support services and must include a description of any activities during the period of dis- Academic Standing qualification that would indicate that an improved academic performance can be expected To be in good academic standing at the University, a student must normally be enrolled in the future. A student generally may not apply for reinstatement within a year of the date for 12 or more units, must maintain a cumulative grade point average of at least 2.0 based of disqualification. The request for reinstatement will be considered only if the student’s ac- on all courses taken at Santa Clara, and must have completed at least a minimum number ademic deficiencies can be corrected within a reasonable time. of units as specified below. Failure to meet these requirements may result in academic probation or disqualification from future registration at the University. ACADEMIC CREDIT EVALUATION Students in their last term of enrollment before completing a degree may be classified as a full-time student when enrolled for less than 12 units. Santa Clara awards credit based on the Advanced Placement Program, the International Baccalaureate Program, coursework completed at other colleges and universities, and course- Academic Probation work completed in University-approved study abroad and domestic study programs using the criteria outlined herein. Students may not take a course for credit for which they have Students who have completed at least three quarters of academic work at Santa Clara or received advanced placement, International Baccalaureate, or transfer credit. elsewhere are subject to academic probation if their cumulative grade point average is lower than 2.0 based on all courses taken at Santa Clara. Students who have not yet completed Advanced Placement Credit three quarters of academic work at Santa Clara or elsewhere normally are not subject to academic probation as long as their cumulative grade point average is at least 1.6 based on all Santa Clara participates in the Advanced Placement Program to recognize college-level courses taken at Santa Clara. academic achievement prior to matriculation and to encourage students to pursue advanced Students are also subject to academic probation if they fail to make satisfactory progress studies in their areas of interest. Credit or placement is determined by the appropriate toward their degree as defined below: department based on review of the student’s advanced placement scores, high school record, teacher evaluations, substantiation of independent studies, and transcripts from other • Completing at least 36 quarter units in the previous three quarters of residency colleges. Students will be notified of advanced placement credit upon matriculation at the OR University. • Completing at least 36 quarter units by the end of the third quarter of residency 350 ACADEMIC AND ADMINISTRATIVE POLICIES AND REGULATIONS ACADEMIC CREDIT EVALUATION 351

The following chart indicates the subject examination, required scores, and Santa Clara Physics B 4, 5 4.0 PHYS 11 credit granted under the Advanced Placement Program under the current SCU Undergrad- uate Core Curriculum. Physics C: Mechanical 4, 5 4.0 PHYS 31 Physics C: Electrical and Magnetic 4, 5 4.0* PHYS 33 ADVANCED PLACEMENT SCORE EXAMINATION REQUIRED UNIT CREDIT COURSE WAIVED Psychology 4, 5 4.0 PSYC 2

Art, History 4, 5 4.0 Departmental determination Spanish Language 4, 5 4.0 SPAN 21 Art, Studio Drawing 4, 5 4.0 Departmental determination Spanish Literature 4, 5 4.0 SPAN 22

Art, Studio General 4, 5 4.0 Departmental determination Statistics 4, 5 4.0 MATH 8 or OMIS 40

Biology 4, 5 4.0 University Core Non-Laboratory Science U.S. Government and 4, 5 4.0 POLI 1 Politics Chemistry 3 5.0 CHEM 11 U.S. History 4, 5 4.0 HIST 7, HIST 8, or HIST 9

CHEM 11 and CHEM 12 Eligible to World History 4, 5 4.0 HIST 5 Chemistry 4 10.0 enroll in CHEM 31 CHEM 11 and CHEM 12; Credit for Chemistry 5 10.0 or 15.0 CHEM 13 granted after completing * Credit for laboratory to be determined CHEM 99; Eligible to enroll in CHEM 31 Comparative Government International Baccalaureate and Politics 4, 5 4.0 POLI 2 Computer Science A 4, 5 4.0 COEN 11, OMIS 30, OMIS 34, Santa Clara University recognizes the International Baccalaureate Program for admission or CSCI 10 and advanced placement and often awards academic credit for grades of six or seven in the COEN 11, OMIS 30, OMIS 34, Computer Science AB 3, 4 4.0 or CSCI 10 higher level examinations. No credit is awarded for subsidiary level examinations. Final de- COEN 11 and COEN 12; or OMIS 30 cisions on advanced placement and academic credit are made individually by the appropri- Computer Science AB 5 4.0 or 8.0 or OMIS 34; or CSCI 10 and CSCI 61 ate academic department in consultation with the Drahmann Center and the University Economics (macro) 4, 5 4.0 ECON 2 registrar. Economics (micro) 4, 5 4.0 ECON 1 Units Taken at Other Institutions English: Language and Composition 4, 5 4.0 ENGL 1 Credit is awarded for coursework completed at other colleges and universities subject to English: Literature and certain limitations. Courses from accredited institutions are generally transferable if they Composition 4, 5 4.0 ENGL elective credits are similar in nature to courses listed in the Santa Clara University Undergraduate Bulletin. Environmental Science 4, 5 4.0 ENVS 11 Courses from California community colleges are also generally transferable under the same European History 4, 5 4.0 HIST 13 conditions and if designated as transferable to the University of California. Courses of a trade or technical nature do not transfer. Courses from colleges not accredited, trade schools, French Language 4, 5 4.0 FREN 21 extension programs, or correspondence programs do not transfer. French Literature 4, 5 4.0 FREN 22 Students can receive credit for coursework completed at other colleges and universities prior to matriculation at Santa Clara for no more than half of the total number of quarter German Language 4, 5 4.0 GERM 21 units required for the specific Santa Clara degree. After enrolling at Santa Clara, students Human Geography 4, 5 4.0 ANTH 50 or SOCI 50 can receive credit for coursework completed at other colleges and universities for no more than 10 quarter units of free electives, subject to the limitation that no more than half of Latin 4, 5 4.0 Departmental determination the total number of quarter units required for a Santa Clara degree can be earned at another Math: Calculus AB 4,5 8.0 MATH 11 and MATH 12; or MATH 30 institution. Transfer credit earned after initial enrollment at Santa Clara may not be used to and MATH 31 fulfill University Core Curriculum, college or school, department, or program requirements. Math: Calculus BC 3 4.0 MATH 11 or MATH 30 Transfer credit for all coursework completed at other colleges and universities requires MATH 11 or MATH 30, MATH 12 approval from the Drahmann Center and the chair of the department offering the equiva- Math: Calculus BC 4, 5 12.0 or MATH 31; and MATH 13 lent Santa Clara course. The student must have earned a grade of “C” or better in a course Music, Listen/Literature 4, 5 4.0 Departmental determination for transfer credit to be granted. Courses taken on a pass/no pass or credit/no credit basis are not accepted as transfer credit. Grades for units earned at other institutions are not in- MUSC 1 and MUSC 1a with departmental Music: Theory 4, 5 6.0 approval and an appropriate score on the cluded in a student’s Santa Clara academic history or in the calculation of the Santa Clara department placement exam grade point average.

352 ACADEMIC AND ADMINISTRATIVE POLICIES AND REGULATIONS ACADEMIC INTEGRITY 353

Study Abroad and Domestic Study Programs Students from Other Colleges and Universities Participating in SCU Exchange Programs Units and grades earned for coursework in University-operated study abroad programs, University-affiliated study abroad programs, University study abroad exchange programs, Students from other colleges and universities participating in SCU exchange programs and University-affiliated domestic study programs are included in a student’s Santa Clara may enroll in undergraduate classes at Santa Clara if they are in good standing and have a academic history. Units earned in approved study abroad and domestic study programs cumulative grade point average of “C” or better at their home institution. They are not el- may be used to fulfill University Core Curriculum, college or school, department, or pro- igible to audit classes. Students from other colleges and universities participating in exchange gram requirements subject to prior approval by the appropriate dean’s office, department programs are certified for enrollment by the International Programs Office and the Office chair, or program director. However, such units do not satisfy the University residency re- of the Registrar. quirement. Grades earned in approved study abroad and domestic study programs are included in the calculation of the Santa Clara grade point average. Students from Other Institutions Enrolling in SCU Study Abroad Programs Units earned for coursework in study abroad and domestic study programs not operated Students from other colleges and universities who meet the applicable eligibility require- by or affiliated with the University are accepted only as transfer credit and are subject to the ments for SCU study abroad programs may enroll in undergraduate classes at Santa Clara policies governing units taken at other institutions. if they are in good standing and have a cumulative grade point average of “C” or better at their home institution. They are not eligible to audit classes. Students from other colleges NON-DEGREE STUDENTS and universities enrolled in SCU study abroad programs are certified for enrollment by the International Programs Office and the Office of the Registrar. The Santa Clara University undergraduate program is designed primarily for full-time, degree-seeking students. To maintain the University’s commitment to its primary undergrad- Young Scholars uate constituency of degree students, nondegree students are permitted to register in accor- High school students who meet the applicable eligibility requirements for the Young dance with the following policies subject to space availability in classes. Scholars program may enroll in undergraduate classes. Young Scholars may enroll for no Santa Clara Alumni more than 10 units per term and are not eligible to audit classes. Young Scholars are certified for enrollment by the appropriate Dean’s Office and the Office of the Registrar after re- Santa Clara alumni who have been awarded a degree from Santa Clara University may ceiving permission of the faculty member to enroll in a specific class. enroll in undergraduate classes on a for-credit basis or may audit undergraduate classes. Alumni may enroll for no more than 10 units per term on a for-credit basis, or they may ACADEMIC INTEGRITY audit one course per term. They are certified for enrollment by the Office of the Registrar and register for classes during the late registration period of the term. The University is committed to academic excellence and integrity. Students are expected to do their own work and to cite any sources they use. A student who is guilty of a dishon- University Employees est act in an examination, paper, or other work required for a course, or who assists others University employees who are students at another accredited college or university may in such an act, may, at the discretion of the instructor, receive a grade of “F” for the course. enroll in undergraduate classes at Santa Clara if they are in good standing and have a In addition, a student found guilty of a dishonest act may be subject to sanctions, up to and cumulative grade point average of “C” or better at their home institution. They may not en- including dismissal from the University, as a result of the student judicial process as de- roll concurrently at Santa Clara and another college or university. University employees who scribed in the Student Handbook. A student who violates copyright laws, including those cov- are not currently admitted to degree status are certified for enrollment by the Office of the ering the copying of software programs, or who knowingly alters official academic records Registrar and may audit one course per term. from this or any other institution is subject to similar disciplinary action. Students from Other Colleges and Universities Academic Integrity Protocol Students from another accredited college or university may enroll in undergraduate classes at Santa Clara if they are in good standing and have a cumulative grade point aver- Allegations within the Context of a Course age of “C” or better at their home institution. They may not be enrolled concurrently at These procedures are intended to protect the integrity of the instructional program and Santa Clara and another college or university. Students from other colleges and universities of student academic achievement. Any member of the Santa Clara University community may enroll for no more than three quarters, not including summer session and are not eli- with a suspicion or evidence of academic dishonesty of some kind as described in the gible to audit classes. Students from other colleges and universities are certified for enroll- Student Conduct Code (e.g., plagiarism, falsification of data, misrepresentation of research, ment by the Drahmann Center and the Office of the Registrar and register for classes during or the use of prohibited materials during an examination, and other acts generally under- the late registration period of the term. stood to be dishonest by faculty or students in an academic context) may initiate an allegation of student academic dishonesty. The following describes procedures for resolution by due process.

354 ACADEMIC AND ADMINISTRATIVE POLICIES AND REGULATIONS ADMINISTRATIVE POLICIES AND REGULATIONS 355

If the allegation arises within the context of a course or academic assignment, its resolu- further judicial sanctions are applied or not, the report of academic dishonesty will remain tion begins with the instructor responsible for that course or assignment, who informs the on file in the Office of Student Life for the remainder of the student’s enrollment at Santa student of the suspicion. If the instructor judges on the basis of available evidence that an Clara University. The student involved has the right to include a statement as part of these academic violation has occurred, the instructor applies an academic sanction and notifies files. the student of the reason for the academic sanction. The instructor decides on the severity If it is ruled that the student committed an academic integrity violation, the Office of of the academic sanction (e.g., refusal to accept an assignment, “F” on the particular assign- Student Life will administer a judicial sanction that would range from a letter of warning ment, or “F” for the entire course). The instructor will report in writing to the department to expulsion from the University. The severity of the judicial sanction depends on the sever- chair and the Office of Student Life what violation of academic integrity has occurred and ity of the circumstances, including the student’s judicial history and previous academic in- what academic sanction has been applied. The Office of Student Life will pursue the mat- tegrity violations. ter as a violation of the Student Conduct Code through the University judicial process. This process is not intended to limit academic freedom. Allegations Outside a Course If the allegation involves a situation outside the context of a course, resolution begins with Appeal Process for Academic Sanctions the Office of Student Life. The assistant dean will confer with all parties concerned. After If, after discussion with the instructor concerning the academic sanction applied, the hearing all evidence and conducting further investigation as needed, the assistant dean will student wants to challenge the instructor’s decision, the student will contact the chair of either hear the case or refer it to a judicial board in accordance with the University Judicial the department in which the course is offered. If the instructor is the department chair, Process. The outcome of the hearing will be communicated to those involved. then the appeal is made to the dean of the school or college in which the course is offered or his/her designate, and the dean or designate refers the case to the chair of a closely ADMINISTRATIVE POLICIES AND REGULATIONS related department. The department chair hearing the appeal has the option to convene an ad hoc panel if he or she believes that the complexity of the case warrants doing so. The student suspected CLERY ACT of committing academic dishonesty has the right to bring a support person whose only role is to accompany the student to the hearing. The panel will include two full-time faculty In accordance with the Jeanne Clery Disclosure of Campus Security Policy and Cam- members from the department in which the course was offered, one full-time faculty mem- pus Crime Statistics Act, Santa Clara University annually collects information about cam- ber from a closely related department, and two students who are trained student judicial pus crimes and other reportable incidents as defined by the law. Information presented in board members. Staff in the Office of Student Life will arrange for the participation of the compliance with this act is made available to assist current and potential students and em- student panel members. The charge of the panel is to study all previously considered and ployees in making informed decisions regarding their attendance or employment at the newly developed evidence, review statements of all parties concerned, interview all parties University. These reports and other information about the law are available on the Campus concerned, and make a recommendation to the department chair. Safety Web site. It is the policy of Santa Clara University that the campus community will The parties involved have the right to file an objection to the appointment of a partic- be informed on a timely basis of all reports of crime and other information affecting the se- ular faculty member or student to the ad hoc panel. This objection must be based upon a curity of our campus and the personal safety of our students, faculty, staff, and guests. The belief that the named faculty member or student is unable to conduct an impartial evalua- director of Campus Safety Services is responsible for gathering, recording, and disseminat- tion and therefore will not review the case in an impartial manner. The objection is filed with ing such information and for decisions regarding the content, time, and manner of distri- the chair hearing the appeal, who will make a ruling on this objection. If necessary, the chair bution. will then appoint a different faculty member or student. Depending on the circumstances, the director of Campus Safety Services may request After reviewing all relevant materials and information, including the recommendation the assistance of various University departments and administrators in carrying out this re- of the ad hoc panel when one is convened, the department chair will consider all evidence sponsibility. available, confer with all parties concerned, inform all parties of her or his recommendation regarding the alleged violation, and report the recommendation to the student and the Of- COMMUNICATION BY THE UNIVERSITY TO fice of Student Life. However, final responsibility for assigning grades remains with the in- UNDERGRADUATE STUDENTS structor of the course. Decisions may only be appealed to one level above the instructor. All proceedings are in- The University will communicate with undergraduate students through a variety of for- tended to be confidential. mats. Information that is sent to undergraduate students from the University via their cam- If the student wishes to withdraw from the course but the instructor’s signature is required pus mail box, local address, or their Santa Clara e-mail address is considered official for the withdrawal process, the instructor may refuse to sign an approval of the withdrawal. communication and should be treated as such. Students are asked to check their campus mailbox and their Santa Clara e-mail account on a daily basis, and are responsible for read- University Judicial Process ing and responding to the information they receive from the University. The University When the Office of Student Life receives the report, the assistant dean will meet with urges undergraduate students to use their Santa Clara e-mail address as their primary e- the student to discuss the relevance of the violation to the Student Conduct Code. Whether mail; students who will not be checking that address regularly should forward their email to their preferred e-mail account.

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CONSENSUAL RELATIONS BETWEEN EMPLOYEES AND STUDENTS • Photographic image In addition to prohibiting sexual harassment under the Policy on Unlawful Harassment • Major field of study, classification, dates of attendance, expected graduation and Unlawful Discrimination, the University prohibits any consensual dating, romantic, or date, degrees, and honors received sexual relationship between an employee and a student over whom that employee has any • Most recent previous educational institution attended instructional, supervisory, advising, or evaluative responsibility. Such a relationship is fraught • Participation in officially recognized activities, including intercollegiate athletics with problems, including the potential for exploitation, favoritism, and conflict of interest. The appearance of impropriety or unfairness may also adversely affect the learning and work • Height and weight of participants on intercollegiate athletic teams environment for other students and employees. This policy applies to faculty, staff, and stu- During the registration period and throughout the academic year, students may request dent employees. Employees who violate this policy are subject to sanctions for misconduct in writing through the Office of the Registrar that directory information be kept confiden- under the policies of the Faculty Handbook, Staff Policy Manual, or Student Employment tial. Once filed, the request remains in effect until the beginning of the next academic year Handbook, as appropriate to their employment status. Employees or students with questions or a shorter period if designated by the student. Graduating students must notify the Of- about this policy should contact the Office of Affirmative Action or the Department of fice of the Registrar in writing to remove the nondisclosure notation from their record. Human Resources. Certain records are excluded by law from inspection, specifically those created or maintained by a physician, psychiatrist, or psychologist in connection with the treatment or DRUG-FREE POLICIES counseling of a student. Parents’ financial information, including statements submitted with scholarship applications, is also excluded by law from inspection. Third parties may not Santa Clara University complies with the Drug-Free Workplace Act of 1988 and the have access to educational records or other information pertaining to students without the Drug-Free Schools and Campuses Act Final Regulations of 1990. The University has a stan- written consent of the student about whom the information is sought. dard of conduct that prohibits the unlawful possession, use, or distribution of illicit drugs Former or current borrowers of funds from any Title IV student loan program should and alcohol by students and employees on University property or as a part of University ac- note carefully that requests for nondisclosure of information will not prevent the Univer- tivities. The University will impose disciplinary sanctions on students and employees rang- sity from releasing information pertinent to employment, enrollment status, current ad- ing from educational and rehabilitation efforts up to and including expulsion or termination dress, and loan account status to a school lender, subsequent holder, guarantee agency, the of employment and referral for prosecution for violations of the standards of conduct. United States Department of Education, or an authorized agent. Students have the right to inspect and review their educational records at the following MEDICAL LEAVE AND RE-ENTRY POLICY offices: A student who has an illness, injury, psychological, or psychiatric disorder that temporar- • Official academic records, including application forms, admission transcripts, ily precludes continued enrollment may request that the withdrawal from the University be letters of acceptance, and a student’s permanent academic record are on file and classified as a medical leave. The student is responsible for using standard procedures and maintained in the Office of the Registrar notifying the University in writing when withdrawing and returning to the University. Pro- • Working academic files are also maintained by the Drahmann Center cedures for requesting a medical leave and subsequent re-entry are supplemental to the stan- • Records related to a student’s nonacademic activities are maintained in the dard withdrawal procedure. The vice provost for student life or designee, in consultation Office of Student Life with the appropriate health professionals and other staff as deemed necessary, is responsible for the implementation of this policy. • Records relating to a student’s financial status with the University are maintained in the various student financial services offices STUDENT RECORDS AND RELEASE OF INFORMATION Students have the right to request the amendment of their educational records to ensure that they are not inaccurate, misleading, or otherwise in violation of the student’s privacy The Family Educational Rights and Privacy Act of 1974 protects the confidentiality of or other rights. Students may direct complaints regarding academic records to the dean of the University records of Santa Clara University students. The University is authorized under the college or school in which they are enrolled or to the University registrar. In addition, provisions of the Act to release directory information to any person on request, unless a stu- students have the right to file a complaint with the United States Department of Education dent explicitly requests in writing that the University not do so and keep directory informa- concerning alleged failures by the University to comply with the requirements of the Act. tion confidential. Written complaints should be directed to the Family Policy Compliance Office, Department A student’s directory information is designated as follows: of Education, 400 Maryland Avenue SW, Washington, D.C. 20202-5920. • Name • Address (campus, local and/or permanent; e-mail) NONDISCRIMINATION POLICY • Telephone number Santa Clara University prohibits discrimination and harassment on the basis of race, • Date and place of birth color, religious creed, sex, gender, sexual orientation, religion, marital status, registered domestic partner status, veteran status, age, national origin or ancestry, physical or mental

358 ACADEMIC AND ADMINISTRATIVE POLICIES AND REGULATIONS 9 disability, medical condition including genetic characteristics, or any other consideration made unlawful by federal, state, or local laws in the administration of its educational policies, admissions policies, scholarships and loan programs, athletics, or employment-related policies, programs, and activities; or other University-administered policies, programs, and activities. Tuition, Fees, and Financial Aid Additionally, it is the University’s policy that there shall be no discrimination or retalia- tion against employees or students who raise issues of discrimination or potential discrimination or who participate in the investigation of such issues. The University will provide reasonable accommodations for the known physical or mental limitations of an otherwise qualified individual with a disability under the law. FINANCIAL RESPONSIBILITY Inquiries regarding equal opportunity policies, the filing of grievances, or requests for a copy of the grievance procedures covering discrimination and harassment complaints should Students assume responsibility for all costs incurred as a result of enrollment at Santa be directed to Deborah Hirsch, EEO/Diversity Director, Office of Affirmative Action, Loy- Clara University. It is the student’s responsibility to be aware of their account balance and ola Hall Second Floor, Santa Clara University, Santa Clara, CA 95053, (408) 554-4113. financial aid information, and maintain current valid address information at all times to ensure receipt of all University correspondence in a timely manner. STUDENT CONDUCT CODE TUITION All members of the University community have a strong responsibility to protect and maintain an academic climate in which the fundamental freedom to learn can be enjoyed The Board of Trustees, upon the recommendation of the president and the provost, sets by all and where the rights and well-being of all members of the community are protected. the annual academic year tuition rate and the summer session tuition rate for the undergrad- To this end, certain basic regulations and policies have been developed to govern the con- uate program. The full-time quarterly tuition rate for fall, winter, and spring terms is set at duct of all students as members of the University community. Copies of the Student Con- one-third of the annual tuition rate. The part-time per unit tuition rate for fall, winter, and duct Code and information about the policies and procedures regarding the student judicial spring terms is set at one-tenth of the quarterly tuition rate. system are available from the Office of Student Life. SANTA CLARA UNIVERSITY CAMPUS PROGRAMS Students enrolled during the academic year or summer session on the Santa Clara Uni- versity campus are charged tuition based on the standard undergraduate tuition rates approved by the Board of Trustees. Academic Year

Santa Clara University Degree Students Students admitted to degree status at Santa Clara University enrolled during the academic year are charged tuition in accordance with the following: • Students enrolled for 10 or more units are charged the quarterly tuition rate. • Students enrolled for fewer than 10 units are charged the per unit tuition rate. • Students auditing courses are charged the course audit fee for each course. Santa Clara University Alumni Santa Clara University alumni enrolled during the academic year are charged the applicable tuition associated with their enrollment status (i.e., enrollment for credit or auditing). University Employees University employees enrolled during the academic year who are admitted to degree status at the University or who are students in good standing at another accredited college or university are charged tuition at the applicable tuition rate associated with their enrollment

359

360 TUITION, FEES, AND FINANCIAL AID SANTA CLARA UNIVERSITY CAMPUS PROGRAMS 361 status (i.e., enrollment for credit or auditing). Employees are eligible for tuition remission • Students who withdraw from the University by the end of the third week of classes in accordance with Policy 609 (Education Benefits) in the Staff Policy Manual. will receive a 25 percent refund of tuition for the term. Non-Degree Students from Other Colleges and Universities • Students who withdraw from the University after the third week of classes will receive no tuition refund for the term. Students from other colleges and universities enrolled at Santa Clara University during the academic year are charged tuition at the applicable tuition rate associated with their en- Students who withdraw from the University due to an illness, injury, or rollment status (i.e., full-time or part-time status). Students from other colleges and univer- psychological/emotional condition are eligible for a tuition refund in accordance with the sities are not eligible to audit courses at the University. schedule above. Tuition insurance may be purchased to cover tuition charges for medically related withdrawals after the first week of the term. Young Scholars Students who withdraw from the University after the third week of the term due to a High school students enrolled under the Young Scholars program during the academic qualifying financial hardship may be eligible for an allocation from the student hardship fund year are charged tuition at the Young Scholars tuition rate. for 25 percent of the tuition charges for that term. Qualifying financial hardships include [1] death, disabling injury, medical emergency, or loss of job of the parent or guardian of a Tuition Status and Adjustments dependent student, [2] loss of job by an independent student, [3] medical or other emer- The tuition status of a student is determined as of the end of the late registration period. gency involving a dependent of an independent student, and [4] deployment for active mil- Students enrolled for 10 or more units at the end of the late registration period are charged itary duty of a student. The vice provost for student life or designee, in consultation with the quarterly tuition rate. Students enrolled for fewer than 10 units at the end of the late reg- the Financial Aid Office, will determine qualifying financial hardships and any allocation istration period are charged the per unit tuition rate. from the student hardship fund. No adjustment is made to the tuition charges for changes to enrollment after the end of Students who are administratively withdrawn from the University by the vice provost for the late registration period unless the student withdraws from the University. If a student is student life or designee due to circumstances beyond a student’s control requiring admin- enrolled for 10 or more units at the end of the late registration period and subsequently drops istrative intervention may be eligible for an allocation from the student hardship fund. below 10 units, no adjustment is made in the tuition charges for that term unless the stu- No tuition refunds are made because of curtailment of services resulting from strikes, acts dent withdraws from the University within the refund deadlines. If a student is enrolled for of God, civil insurrection, riots or threats thereof, or other causes beyond the control of the fewer than 10 units at the end of the late registration period and subsequently drops a course, University. no adjustment is made in the tuition charges for that term unless the student withdraws from Students must submit a request for reconsideration of tuition charges or for an alloca- the University within the refund deadlines. tion from the student hardship fund not later than 90 days from the end of that term. Tuition Refunds Summer Session Students who withdraw from the University are eligible for a refund of tuition charges Santa Clara University Degree Students in accordance with the policies outlined below. No refunds are made for registration fees or course audit fees. Students admitted to degree status at Santa Clara University enrolled during summer Students who wish to withdraw from the University are responsible for meeting with a session are charged the summer session tuition rate. University advisor in the Drahmann Center, for submitting the applicable withdrawal form Santa Clara University Alumni with the Office of the Registrar, and for completing all other withdrawal requirements. The effective date used for the determination of any refund of tuition is the date on which no- Santa Clara University alumni enrolled during summer session are charged the applica- tification of withdrawal is received by the Office of the Registrar, not the last date of atten- ble tuition rate associated with their enrollment status (i.e., enrollment for credit or auditing). dance by the student. Neither dropping all courses via e-campus nor informing an individual University Employees faculty member, an academic department, or the Dean’s Office constitutes an official withdrawal from the University. The official date of withdrawal from the University cannot be University employees enrolled during summer session at Santa Clara University who are backdated prior to the date on which the student submits the applicable withdrawal form admitted to degree status at the University or who are students in good standing at another or notification to the Office of the Registrar. accredited college or university are charged tuition at the applicable tuition rate associated Students who withdraw from the University during fall, winter, or spring term will with their enrollment status (i.e., enrollment for credit or auditing). Employees are eligible receive a tuition refund in accordance with the following: for tuition remission in accordance with Policy 609 (Education Benefits) in the Staff Policy • Students who withdraw from the University by the end of the first week of classes Manual. will receive a full refund of tuition for the term, less the applicable registration Non-Degree Students from Other Colleges and Universities cancellation fee. Students from other colleges and universities enrolled at Santa Clara University during • Students who withdraw from the University by the end of the second week of summer session are charged tuition at the summer session tuition rate and the summer ses- classes will receive a 50 percent refund of tuition for the term. sion registration fee. Students from other colleges and universities are not eligible to audit courses at the University.

362 TUITION, FEES, AND FINANCIAL AID ROOM AND BOARD CHARGES 363

Young Scholars Academic Year High school students enrolled under the Young Scholars program during summer session are charged tuition at the Young Scholars tuition rate and are not charged the summer Santa Clara University Degree Students session registration fee. Students admitted to degree status at Santa Clara University enrolled in study abroad and Tuition Refunds domestic study programs during the academic year are charged the applicable per term Santa Clara tuition rate. Students who drop a course(s) during summer session are eligible for a refund of tuition charges in accordance with the policies outlined below. No refunds are made for registra- Non-Degree Students from Other Colleges and Universities tion fees or course audit fees. Students from other colleges and universities enrolled in a Santa Clara-operated study Students who wish to drop a course during summer session are responsible for initiat- abroad program are charged the applicable Santa Clara tuition rate. ing the drop through e-campus or by submitting the applicable form to the Office of the Registrar. The effective date used for the determination of any refund of tuition is the date Tuition Refunds on which the student submits the intent to drop the course to the Office of the Registrar, Tuition refunds for students in study abroad and domestic study programs are governed not the last date of attendance by the student. The official date of dropping the course can- by the applicable tuition refund schedule and any agreements governing SCU-operated, not be backdated prior to the date on which the student submits the applicable form or no- affiliated, and exchange programs. tification to the Office of the Registrar. Students who drop a course during summer session will receive a tuition refund in Summer Session accordance with the following: • Students who drop a course by the end of the second day of classes will receive Santa Clara University Degree Students a full refund of tuition for the course. Students admitted to degree status at Santa Clara University enrolled in study abroad and • Students who drop a course by end of the third day of classes will receive a 50 domestic study programs during summer session are charged tuition at the applicable sum- percent refund of tuition for the course. mer session tuition rate. • Students who drop a course after the end of the third day of classes will receive Non-Degree Students from Other Colleges and Universities no tuition refund for the course. Students from other colleges and universities enrolled in a Santa Clara-operated study Students who drop a course due to an illness, injury, or psychological/emotional condi- abroad program during summer session are charged tuition at the applicable summer ses- tion are eligible for a tuition refund in accordance with the schedule above. Tuition insur- sion tuition rate and the summer session registration fee. ance may be purchased to cover tuition charges for medically related withdrawals after the second day of classes. Tuition Refunds Students who are administratively withdrawn from all courses during summer session Tuition refunds for students in study abroad and domestic study programs are governed by the vice provost for student life or designee due to circumstances beyond a student’s con- by the applicable tuition refund schedule and any agreements governing affiliated and ex- trol requiring administrative intervention may be eligible for an allocation from the student change programs. hardship fund. No tuition refunds are made because of curtailment of services resulting from strikes, acts of God, civil insurrection, riots or threats thereof, or other causes beyond the control of the ROOM AND BOARD CHARGES University. The Board of Trustees, upon the recommendation of the president and the vice presi- Students must submit a request for reconsideration of tuition charges or for an alloca- dent for administration and finance, sets room and board charges for undergraduate student tion from the student hardship fund not later than 90 days from the end of that term. housing. Rates for specific types of accommodations and meal plans are available from the Student Housing Office. Students sign a University Housing Contract for a full academic STUDY ABROAD AND DOMESTIC STUDY PROGRAMS year or, if entering housing mid-year, for the remainder of the academic year. A student who moves from, is evicted from, or otherwise does not reside in a University residence for Students enrolled in study abroad and domestic study programs during the academic year the full term of their contract will be assessed room and board charges consistent with the or summer session operated by or affiliated with the University are charged a tuition rate con- terms of the University Housing Contract. sistent with the standard undergraduate tuition rates approved by the Board of Trustees. Room and board charges for study abroad and domestic study programs are assessed at the rate established by the University for each program.

364 TUITION, FEES, AND FINANCIAL AID FINANCIAL AID 365

FINANCIAL AID Dean’s Scholars Santa Clara University offers a broad range of financial assistance to undergraduate stu- Dean’s Scholar awards are made to the freshmen who are accepted with distinction in dents administered through the Financial Aid Office. The University realizes that the qual- each School (Arts and Sciences, Business, and Engineering). Dean’s scholars are notified of ity education offered at Santa Clara requires a serious commitment from the student and the selection at the time of their admission to the University. The amount of an individual his or her family. As a partner in this endeavor, the University makes every effort to offer as- award varies based on the number of recipients and the availability of funds. The scholar- sistance to deserving students. The University makes initial financial aid awards to entering ship is renewable for up to four years, but must be coordinated with any need-based state students based on an analysis of financial need and other relevant factors consistent with ap- or federal financial aid. The scholarship is a fixed amount and is not indexed to changes in plicable federal, state, and University regulations and renews awards in subsequent years at tuition; therefore, the scholarship will not increase annually. If other Santa Clara financial least at the initial level, provided the student maintains good academic standing and his or aid funds are awarded to a dean’s scholar, the total amount of the Santa Clara awards can- her financial situation does not change. Depending on the student’s eligibility, a financial not exceed the value of full tuition. aid package may include any combination of grants, scholarships, loans, and on-campus Honors Program Scholarships employment. A limited number of scholarships is available to students in the University Honors Pro- gram. Honors Scholars are notified of the selection at the time of their admission to the Uni- versity. The amount of an individual award varies based on the number of recipients and SANTA CLARA GRANTS AND SCHOLARSHIPS the availability of funds. The scholarship is renewable for up to four years, but must be coordinated with any need-based state or federal financial aid. SCU Need-Based Grants and Scholarships Presidential Scholarship Fund Santa Clara University awards need-based grants and scholarships to students with demonstrated financial need determined from information supplied on the Free Applica- Awards from the Presidential Scholarship Fund are open to undergraduate students who tion for Federal Student Aid (FAFSA) and the College Scholarship Service Financial Aid have attained senior status, have attended at least six quarters at Santa Clara University, and PROFILE forms. Recipients of a Santa Clara need-based grant or scholarship must have a have either excelled academically (minimum 3.5 grade point average) or made a significant minimum grade point average of 2.5 at the end of their freshman year and maintain a min- contribution to the University community in a nonacademic area while maintaining a solid imum grade point average of 3.0 in subsequent years. The amount of a Santa Clara need- academic record. based grant or scholarship varies up to full tuition. Thomas J. and Arlene Bannan Merit Scholarship SCU Academic Merit Awards The Thomas J. and Arlene Bannan Merit Scholarships are awarded to a limited number of students who have demonstrated high academic achievement and exemplify the best Presidential Scholars traditions of Santa Clara University in terms of leadership, integrity, and community service. Awards can range from $1,000 to full tuition. Presidential Scholar awards provide a full-tuition scholarship to up to 10 freshman students who are admitted with distinction and who demonstrate other qualities identified Eastside Future Teachers Program Scholarships and emphasized by the president as critical to the University’s mission. Presidential scholars Each year, six students from the Eastside Union High School District are selected to are notified of their selection at the time of their admission to the University. The scholar- receive an Eastside Future Teachers Program scholarship. Potential recipients are identified ship is renewable for up to four years, but must be coordinated with any need-based state by the director of the program in consultation with representatives from the school district. or federal financial aid. If other Santa Clara financial aid funds are awarded to a presiden- Students receive awards for four years of undergraduate study and for a fifth year to pursue tial scholar, the total amount of the Santa Clara awards cannot exceed the value of full a teaching credential at the University. Individual awards range from $8,000 to full tuition tuition. based on demonstrated need. Provost Scholars National Merit Scholarships Provost Scholar awards provide a 50 percent tuition scholarship to up to 40 freshman Each year Santa Clara University awards four National Merit Scholarships to incoming students who are admitted with distinction and have assumed leadership roles in their school freshmen. Students are selected from those National Merit Finalists who listed Santa Clara and community. Provost scholars are notified of their selection at the time of their admis- as their first choice school. sion to the University. The scholarship is renewable for up to four years, but must be coordinated with any need-based state or federal financial aid. If other Santa Clara financial aid funds are awarded to a provost scholar, the total amount of the Santa Clara awards cannot exceed the value of full tuition.

366 TUITION, FEES, AND FINANCIAL AID FINANCIAL AID 367

SCU Talent and Performance-Based Awards coordinate athletic scholarships with other financial aid awards in accordance with applicable federal, state, and University regulations. Theatre and Dance Scholarships Community Facilitator Grants The Department of Theatre and Dance, in conjunction with the Financial Aid Office, awards scholarships to students who are declared majors in theatre and dance. Auditions for Students who are community facilitators in the Residential Learning Communities awards are generally held in early January. receive a grant generally equivalent to the cost of room and board for their service in that role. The Financial Aid Office will coordinate community facilitator grants with other Music Scholarships financial aid awards in accordance with applicable federal, state, and University regulations. The Department of Music offers partial tuition and private lesson scholarships to Faculty and Staff Tuition Remission students who qualify by audition. Debate and Forensics Scholarships SCU Tuition Remission Scholarships are available to students participating in the debate and forensics program. Santa Clara faculty and staff and their dependents enrolled as undergraduate students are Most scholarships are awarded in the sophomore, junior, and senior years of undergradu- eligible to receive a tuition remission grant in accordance with Policy 609 (Education Ben- ate study. efits) in the Staff Policy Manual. Tuition remission grants only cover tuition costs. Students are responsible for room and board charges and other fees associated with their enrollment. SCU Legacy Grants and Scholarships SCU tuition remission is coordinated with other financial aid awards in accordance with applicable federal, state, and University regulations. Jesuit Ignatian Awards FACHEX Grants Jesuit Ignatian Awards are awarded to academically outstanding graduates of Jesuit high schools. Award amounts range up to full tuition. The amount of an individual award varies FACHEX (Faculty and Staff Children Exchange) is a tuition remission program for chil- based on the number of recipients and the availability of funds. The scholarship is renew- dren of full-time faculty and staff established by the Conference of Academic Vice Presidents able for up to four years, but must be coordinated with any need-based state or federal fi- of the Association of Jesuit Colleges and Universities. Under the FACHEX program, em- nancial aid. In addition, the scholarship is a fixed amount and is not indexed to changes in ployees who have a tuition remission benefit for their children at their home institution are tuition; therefore, the scholarship will not increase annually. eligible to apply for the same benefit at participating Jesuit colleges and universities. The home institution determines specific eligibility requirements. Because each participating in- Alumni Family Scholarships stitution determines the number of FACHEX grants it will award to incoming students A limited number of scholarships is awarded each year to children and grandchildren of each year, there are no guarantees to the children of a given faculty or staff member that they Santa Clara University alumni. Criteria for selection include financial need, academic ac- will be able to utilize the FACHEX benefit at the institution of their choice. FACHEX complishments, extracurricular activities, and demonstrated leadership ability. Award grants only cover tuition costs. Students are responsible for room and board charges and amounts vary, depending on the number of qualified students and the availability of funds. other fees associated with their enrollment. Children of Santa Clara employees who utilize Selection is made by the Alumni Family Committee in consultation with the Financial Aid the FACHEX program at another institution and subsequently transfer to Santa Clara as Office. an undergraduate student are not eligible for an SCU tuition remission. Third-Child Family Grants Tuition Exchange Grants The University offers a Third-Child Grant to families with three or more dependent Tuition Exchange is a tuition grant program for dependent children of faculty and staff children simultaneously enrolled in undergraduate programs at the University. A grant managed under a partnership program involving almost 600 colleges and universities. equal to 50 percent of the annual tuition amount will be awarded to the student who is Dependent children of University employees are eligible to participate in the Tuition furthest along in his or her studies. To be considered, parents must submit a written Exchange in accordance with Policy 609 (Education Benefits) in the Staff Policy Manual. request with a copy of their federal income tax return showing all three Santa Clara Tuition Exchange grants are not a guaranteed award, but are based on each institution students as dependents. maintaining a balance between students sent on the exchange (exports) and students received on the exchange (imports). Most tuition exchange grants cover full tuition for four Athletic Scholarships years at the host institution. Students are responsible for room and board charges and other fees associated with their enrollment. Institutions with tuition costs greater than $25,000 The Department of Athletics awards a total of 97 scholarships to student-athletes com- are permitted to award less than their full tuition but not less than $25,000. The Tuition peting in the 19 intercollegiate sports sponsored by the University in accordance with the Exchange Board of Directors sets the minimum value of a Tuition Exchange grant annu- regulations of the National Collegiate Athletic Association and the West Coast Conference. ally. Any difference between the Tuition Exchange grant value and the actual tuition is the Depending on the sport and the student-athlete’s eligibility, individual scholarships vary up responsibility of the student. to the full cost of attendance as defined by NCAA regulations. The Financial Aid Office will

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FEDERAL AND CALIFORNIA GRANTS The Cal Grant B program provides a living allowance and tuition assistance for students who demonstrate substantial financial need and come from a very low-income household. Pell Grants Awards for most first-year students are limited to an allowance for books and living expenses. When renewed or awarded beyond the freshman year, the award also helps pay Pell Grants are need-based grants awarded to students in accordance with eligibility re- for tuition and fees. The awards for tuition and fees are the same as those for Cal Grant A. quirements set by the United States Department of Education. The maximum amount of Every graduating high school senior who has at least a 2.0 grade point average, meets the a Pell Grant is set in the funding legislation adopted by Congress. Grants can be used for financial and academic requirements, and submits an application by the applicable dead- tuition, fees, and living expenses. Students must file the Free Application for Federal Stu- line will receive a Cal Grant B Entitlement award. Other eligible students who have at least dent Aid (FAFSA) to be considered for a Pell Grant. a 2.0 grade point average may apply for a Cal Grant B Competitive award. Selection is based on a composite score that considers family income, parents’ educational level, grade Academic Competitiveness Grants point average, time out of high school, and other factors, such as whether the student comes The Academic Competitiveness Grant program provides grants to full-time students from a single-parent household or is a former foster youth. who are eligible for a Pell Grant and who have successfully completed a rigorous high school program as determined by the state or local education agency and recognized by the Secre- OTHER GRANTS AND SCHOLARSHIPS tary of Education. Second-year students must also have maintained a cumulative grade point average of at least 3.0. Academic Competitiveness Grants are awarded for amounts Army ROTC Scholarships up to $750 for the first year of undergraduate study and up to $1,300 for the second year of undergraduate study. Scholarships are awarded to undergraduate students through the Army Reserved Offi- cers Training Program (ROTC). Two-year, three-year, and four-year scholarships are awarded National Science and Mathematics Access to Retain Talent Grants under the program to eligible ROTC students. The ROTC scholarships cover full tuition The National Science and Mathematics Access to Retain Talent (SMART) Grant pro- from funds provided by the Army and standard on-campus room and board charges from gram provides grants to full-time students in their third and fourth years of undergraduate a University grant. In addition, recipients receive a tax-free stipend ranging from $250 to study who are eligible for a Pell Grant and who are majoring in physical, life, or computer $400 per month during the academic year and an allowance for books and other educational science, mathematics, technology, engineering, or a foreign language determined critical to items. Students who accept Army ROTC scholarships incur a military obligation that can national security. The student must also have maintained a cumulative grade point average be fulfilled by serving part-time in the Army National Guard or Army Reserve or by serv- of at least 3.0 in coursework required for the major. National SMART grants are awarded ing full-time on Army active duty. for amounts up to $4,000 for each year of undergraduate study. Private Scholarships Federal Supplemental Educational Opportunity Grants Students receiving private scholarships must notify the Financial Aid Office if they are The Federal Supplemental Educational Opportunity Grants (FSEOG) are need-based receiving any other form of financial aid. Private scholarship checks should be sent by the grants available to students with the most exceptional need who have not yet received a awarding organization to the Financial Aid Office to ensure appropriate and timely process- bachelor’s degree. Grants range from $100 to $4,000 a year. Priority is given to students who ing. The Financial Aid Office will coordinate private scholarships with other financial aid are eligible for Pell Grants and then to other undergraduate students with the greatest awards in accordance with applicable federal, state, and University regulations. demonstrated need. STUDENT EMPLOYMENT California Grants The California Grant program provides state-funded awards to California residents based Campus Employment on both academic achievement and financial need. Eligibility criteria for the Cal Grant A and Cal Grant B programs are available from the California Student Aid Commission. Part-time jobs for undergraduate students are available in many offices and departments The Cal Grant A program assists with tuition and fees at public and independent col- on campus. Campus job listings are maintained by the Student Employment Office. leges. The California Student Aid Commission sets the current maximum award for a Cal Students earn an hourly wage at least at the current minimum wage rate for the State of Grant A based on the funding legislation adopted by the State of California. A Cal Grant California and may be paid at a higher rate depending on the type of work or skills required. A Entitlement Award is made to every graduating high school senior who has at least a 3.0 Federal Work Study Program grade point average, meets the financial and academic requirements, and submits an application by the applicable deadline. A Cal Grant A Competitive Award is made to other eli- The Federal Work Study program is a need-based student employment program under gible students who have at least a 3.0 grade point average. Selection is based on a composite which students can work up to 20 hours per week on campus or through an approved off- score that considers family income, parents’ educational level, grade point average, time out campus site. Students earn an hourly wage at least at the current minimum wage rate for of high school, and other factors, such as whether the student comes from a single-parent the state of California and may be paid at a higher rate depending on the type of work or household or is a former foster youth. skills required. Students receive a paycheck each period and can use the money for educational or living expenses. Earnings under the program are taxable.

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LOANS continuing eligibility is granted by the Financial Aid Office. Eligibility for financial aid is limited to a maximum of 12 quarters of undergraduate study. Financial aid awards will Federal Perkins Loans cease after the twelfth quarter of enrollment in a post-secondary institution unless certification for continuing eligibility is granted by the Financial Aid Office. Specific financial aid Perkins Loans are federally funded low-interest loans provided to undergraduate stu- awards may have additional requirements for continuing eligibility. dents based on financial need and administered by the University. Depending on funds available, a student may borrow up to $4,000 per year while enrolled as an undergraduate Academic Standing and Satisfactory Progress Requirements student. Repayment of the loan begins nine months after completion of the deferment pe- All financial aid recipients must maintain good academic standing and be making sat- riod, upon graduation, or when the student’s enrollment status drops below half-time sta- isfactory progress toward a degree according to the University standards and applicable fed- tus (i.e., less than 6 units). The current interest rate on Perkins Loans is fixed at 5 percent. eral and state regulations. In general, students must maintain a cumulative grade point William D. Ford Federal Direct Loans average of 2.0 or higher in courses taken at Santa Clara and must successfully complete at least 75 percent of the cumulative quarter units they attempt. The completion rate is cal- William D. Ford Federal Direct Loans are federally funded low-interest loans provided culated using all quarters of attendance, whether or not the student received financial aid. to undergraduate students and administered by the United States Department of Education. Students receiving notification of unsatisfactory progress toward a degree will continue Under the Federal Direct Loan program, a student may borrow funds for educationally re- to be eligible for financial aid during the first two quarters of a probationary period. If a stu- lated expenses and defer repayment until six months after graduation or when the enroll- dent has not improved their cumulative grade point average to at least a 2.0 and improved ment status drops below half-time (i.e., less than 6 units). If an undergraduate is an their cumulative course completion rate to at least 75 percent after two quarters, eligibility independent student or a dependent student whose parents are not eligible for a Federal for federal and state financial aid will cease. If a student has not improved his or her cumu- PLUS Loan, the student can borrow more funds on the Federal Direct Loan program based lative grade point average to at least a 2.0 and improved his or her cumulative course com- on their academic grade level. To receive a subsidized Federal Direct Loan, a student must pletion rate to at least 75 percent after a third quarter, eligibility for University financial aid have unmet financial need. Interest is not charged on a subsidized Federal Direct Loan while will cease. Students who lose eligibility for financial aid and later regain good standing must the student is enrolled at least half-time or during any grace or deferment periods. Eligibil- reapply for financial aid. Reinstatement of financial aid will be based on the availability of ity for unsubsidized Federal Direct Loans is determined after eligibility for subsidized Fed- funds at the time of recertification of eligibility for aid. If a student’s financial aid was can- eral Direct Loans is decided. Interest is charged on unsubsidized Federal Direct Loans during celled because his or her academic progress did not meet the minimum standards, the stu- all periods, including while the student is enrolled in school and during any grace or defer- dent may appeal for reinstatement of financial aid based on serious illness, death or serious ment periods. illness of an immediate family member, or other compelling circumstances. Parent Loan for Undergraduate Students Academic Disqualification Santa Clara University participates in the Federal Family Education Loan Program Students who have been academically disqualified are ineligible for financial aid. If a stu- through which a parent of a dependent student may apply for a Parent Loan for Undergrad- dent is disqualified for a limited amount of time, the student will lose eligibility for finan- uate Students (Federal PLUS) to help cover the costs of educational expenses. To be eligi- cial aid for that period. The period of disqualification will be considered part of the ble for a Federal PLUS loan, a student must be a United States citizen or a permanent 12-quarter limitation just as if the student had been in attendance and received aid during resident alien and must be enrolled at least half-time. A parent may borrow up to the cost the period of temporary disqualification. A student who has been reinstated after disquali- of attendance minus all other financial aid for each undergraduate child. An origination fee fication by the University may not be eligible for certain federal, state, or University finan- and a federal default fee are deducted from the disbursement of the loan. The current in- cial aid programs depending on the specific eligibility requirements and availability of funds. terest rate on Federal PLUS Loans is fixed at 8.5 percent. Disciplinary Probation and Disqualification FINANCIAL AID ELIGIBILITY Eligibility for financial aid is contingent on a student remaining in good judicial standing at the University. Students who are placed on disciplinary probation for the first time Enrollment Status and Financial Aid Eligibility will continue to remain eligible for financial aid, unless otherwise prohibited by federal, state or University regulations. Students who are placed on disciplinary probation a second Undergraduate students receiving financial aid must meet general University eligibility time within two years of the date the first probation was imposed will lose eligibility for Santa requirements and any applicable eligibility criteria associated with specific federal, state, or Clara financial aid effective the date the second probation is imposed. Students who are University aid programs from which they are receiving support. Financial aid recipients suspended from the University are not eligible to receive financial aid. If a student is placed generally must be enrolled as full-time students in a minimum of 12 units each quarter in on disciplinary probation or deferred suspension or is involved in other significant discipli- which aid is received, must be making satisfactory progress toward a degree, and must main- nary matters, their eligibility for financial aid is subject to review by the Office of Student tain a minimum cumulative grade point average of 2.0. Financial aid awards to students who Life and the Financial Aid Office. drop below full-time status (i.e., less than 12 units) will be adjusted unless certification for

372 TUITION, FEES, AND FINANCIAL AID BILLING AND PAYMENT PROCEDURES 373

Study Abroad and Domestic Public Sector Study Programs • Federal Perkins Loan Santa Clara University students participating in study abroad and domestic public sec- • Academic Competitiveness and National SMART Grants tor study programs operated by or affiliated with the University are eligible for SCU finan- • Federal Supplemental Educational Opportunity Grant cial aid and tuition remission as well as federal and state aid consistent with the policies and practices applicable to students enrolled for on-campus classes. Tuition and room and board • Pell Grant rates associated with the specific program will be factored into the determination of the fi- • Other federal and state financial aid, private grants and scholarships nancial aid award consistent with applicable policies and practices. The total amount of tu- • University grants and scholarships ition remission for the academic year cannot exceed the annual tuition rate for that year. Students with private scholarships should contact the donor for prior approval to use funds for study abroad or domestic study programs. Students from other colleges and universities STUDENT VERIFICATION OF INFORMATION enrolled in SCU study abroad programs are not eligible for SCU financial aid. The United States Department of Education requires all institutions disbursing federal Veterans and Veterans’ Dependents Assistance financial aid funds to verify the accuracy of the information students and their families submit as a basis for the award of aid. Santa Clara University complies with this requirement Santa Clara University has been certified by the Department of Veterans Affairs as qual- by participating in the Federal Quality Assurance Program. Each year, a percentage of stu- ified to enroll students under applicable federal legislation and regulations, including Chap- dents receiving federal financial aid funds are randomly selected for verification of the inter 35 (child of a deceased or 100 percent disabled veteran, widow of any person who died formation on which their awards were based. Students selected for verification may be in the service or died of a service-connected disability, or wife of a veteran with a 100 required to submit additional documents and verify information, such as household size and percent service-connected disability), Chapter 31 (rehabilitation), Chapter 30/1606 (active number of family members enrolled in college. The University reserves the right to request duty Montgomery G.I. Bill), Chapter 34 (old G.I. Bill), and Chapter 32 (Post-Vietnam Era similar information for verification purposes for any student awarded aid and to verify the Veterans’ Educational Assistance Program). Individuals interested in attending under any of attendance of other children in college. Information collected may result in changes to a the veteran’s assistance programs should contact the Veterans Administration and the financial aid award and, in some cases, the repayment of funds already received. Failure to University Office of the Registrar. comply with the request for this information will result in the cancellation of financial aid funds. CANCELLATION OF FINANCIAL AID AND RETURN OF FUNDS Students who withdraw from the University and who have federal financial aid are sub- BILLING AND PAYMENT PROCEDURES ject to the federal regulations applicable to the return of Title IV funds. These regulations assume that a student “earns” his or her financial aid based on the period of time he or she STUDENT ACCOUNTS AND BILLING remains enrolled during a term. A student is obligated to return all unearned federal financial aid funds governed under Title IV other than those earned under the college work- Students assume responsibility for all costs incurred as a result of enrollment at Santa study program. Clara University and agree to abide by applicable University policies and procedures. Unearned financial aid is the amount of disbursed Title IV that exceeds the amount of Students may designate a third party (e.g., parent, spouse) to be an authorized payer for Title IV aid earned in accordance with the federal guidelines. During the first 60 percent of their student account. That individual is authorized by the student to have access to their the term, a student “earns” Title IV funds in direct proportion to the length of time he or billing statements and to make payments on the student’s behalf. Once authorization is she remains enrolled. That is, the percentage of time during the term that the student re- arranged, the authorized payer will be notified via the e-mail address provided by the stu- mains enrolled is the percentage of disbursable aid for that period that the student has dent verifying their access to view and pay a student’s bill online. Authorized payers do not earned. A student who withdraws after the 60 percent point of the enrollment term earns have access to any other student account information via this site. all Title IV aid disbursed for the period. The amount of tuition and other charges owed by Students receive monthly bills electronically via a third-party vendor that are accessible the student play no role in determining the amount of Title IV funds to which a withdrawn through University e-campus. A billing notification will be sent to the student’s University student is entitled. e-mail address and to the e-mail address of any payer authorized by the student. Students All funds must be returned to federal programs before funds are returned to state or may also forward their student account statements electronically to any third party they au- University financial aid programs or to the student. The return of funds allocation will be thorize for remittance. Information on a student’s account cannot be provided to any third made in the following order for students who have received Federal Title IV assistance. party payer unless a completed Family Educational Rights and Privacy Act form authorizing its release by the student is on file with the University. • Unsubsidized William D. Ford Federal Direct Loan Students are obligated to pay the applicable tuition and fees associated with their enroll- • Federal PLUS Loan ment status by the published payment deadline. Registered students who do not withdraw • Subsidized William D. Ford Federal Direct Loan formally from the University are responsible for all tuition and fees assessed to their account as well as any penalty charges incurred for nonpayment. Nonattendance does not relieve the student of his or her obligation to pay tuition and fees.

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PAYMENT METHODS Delinquent student accounts may be reported to one or more of the major credit bu- reaus and may be forwarded to an outside collection agency or an attorney for assistance in Santa Clara University offers a variety of payment methods to students and their parents recovering the debt owed to the University. The student is responsible for all costs incurred to assist with their financial obligations. to collect outstanding debt, including but not limited to accrued interest, late fees, court Payment by Electronic Check costs, collection fees, and attorney fees. All outstanding bills and costs of collection incurred by the University must be paid in full prior to a student re-enrolling at the University. A student or authorized payer may make online payments by authorizing a fund transfer directly from their personal checking or savings account through a third-party Web site BILLING DISPUTES accessible via the University e-campus system. The payer is able to make electronic check payments online without incurring a service fee. If a student believes there is an error on his or her billing statement, a written explanation should be forwarded to: Santa Clara University, Bursar’s Office, 500 El Camino Real, Payment by Credit Card Santa Clara, CA 95053-0615. The Bursar’s Office must receive written correspondence The University does not accept direct payment by credit card on student accounts. How- within 60 days from the billing statement date on which the error appeared. Communica- ever, the University has arranged for a third-party vendor to accept MasterCard, Discover, tion can be made by telephone, but doing so will not preserve the student’s rights. and American Express credit card payments via the Web for those wishing to make payments Communication should include the student’s name, SCU identification number, the in this manner. Payers are assessed a service fee on payments made using credit cards. amount in question, and a brief explanation. Payment for the amount in question is not required while the investigation is in progress. An adjustment will be made on the student’s Payment by Mail account for any incorrect charges. If the amount in question is found to be valid, payment Payments for student account charges are accepted by mail utilizing the University’s cash must be submitted to the Bursar’s Office immediately upon notification. management service lockbox. The payer should download a copy of the student’s billing statement, enclose it with a personal or cashier’s check payable to Santa Clara University, and REFUND PAYMENTS mail both to Santa Clara University Bursar’s Office, P.O. Box 60000, File 72662, San Fran- Refunds will be granted only for student accounts reflecting a credit balance. A refund cisco, CA 94160-2662. will not be granted based on anticipated aid. All financial aid must be disbursed into a stu- Payment in Person dent’s account before a refund is processed. It is the student’s responsibility to make sure that all necessary documentation is completed and submitted to the Financial Aid Office so that Payments for student account charges may be made in person by cash or check at the aid can be disbursed properly and in a timely fashion. Payment received by personal check Bursar’s Office in Walsh Administration Building. The Bursar’s Office is not able to accept will have a 21-day hold before a refund can be issued to the payee. any electronic form of payment, including debit or credit cards. However, there are computer kiosks located in Walsh Administration Building for the convenience of students and TUITION INSURANCE PROTECTION their payers who wish to make electronic payments. Students and their families may protect themselves against financial loss due to an EXTENDED PAYMENT OPTIONS unexpected withdrawal from the University for medical reasons by purchasing tuition insurance coverage. The University has identified an insurance company, Dewar, Inc., to pro- For students and their families wishing to spread payments over a period of time, the vide an optional tuition insurance protection plan. This plan is designed to protect from loss University offers various extended payment plans through a third-party vendor. There is a of funds paid for tuition should it be necessary to withdraw completely from the Univer- modest fixed fee to enroll in these plans, but no interest is charged during the payment sity during the term for medical reasons. Information on the tuition insurance plan is avail- term. Information about these plans is available on the Bursar’s Office Web page. able from the Bursar’s Office and on its Web site.

DELINQUENT PAYMENTS EDUCATIONAL TAX CREDITS If all charges on a student’s account have not been cleared by payment, financial aid, or Students may be eligible for a higher education tax credit designed to help students and loan disbursement, a late payment fee will be assessed to the student’s account and a hold their parents finance the cost of education. Tax credits are based on the amount of qualified will be placed on the student’s record. A hold on a student’s record prevents the release of tuition and fees, less grants and other tax-free educational assistance, and the taxpayer’s ad- transcripts or diplomas, prevents access to any registration services, and may limit access to justed gross income. Students enrolled in an eligible degree program may qualify for a Hope other University services. Students who have unpaid accounts at the University or who defer Scholarship Credit or Lifetime Learning Tax Credit. Specific information is available from payment without approval are subject to dismissal from the University. All unpaid balances the Internal Revenue Service. will accrue 10 percent interest per annum on the balance remaining from the date of default in accordance with California state law.

HONOR SOCIETIES 377 10 Alpha Sigma Nu Alpha Sigma Nu, the national Jesuit honor society, was founded at Marquette Univer- sity in 1915. The Santa Clara University chapter was installed in 1942. Alpha Sigma Nu up- University Honor Societies holds the Jesuit values of academic excellence and service to the University and the community. Juniors and seniors who are in the top 15 percent of their class and have a demonstrated record of service and loyalty to the Jesuit ideals of education are eligible for and Awards membership. Beta Beta Beta Beta Beta Beta, the national honor and professional society for students of the biological sciences, was founded in 1922, and the Santa Clara University chapter was established HONOR SOCIETIES in 1994. As a national organization, this society emphasizes a threefold program for the local chapter members: to stimulate scholarship, disseminate scientific knowledge, and pro- Santa Clara University is proud to host 25 prestigious national honor societies in the lib- mote biological research. Membership is reserved for those who achieve a superior academic eral arts, sciences, business administration, and engineering. These societies reflect a long tra- record and demonstrate a special aptitude for the life sciences. Associate membership is for dition of academic excellence, tracing their origins back at least 50 years. Some date from students with exceptional potential who are just beginning formal study and research in the 19th century and one dates from the 18th century. biology. Alpha Delta Gamma Beta Gamma Sigma Alpha Delta Gamma, the national Medieval and Renaissance studies honorary society, Beta Gamma Sigma, the national business honor society, was founded in 1913. The was founded in 1993 by the Program in Medieval and Renaissance Studies of the College Santa Clara chapter was founded in 1955. The mission of Beta Gamma Sigma is to encour- of William and Mary in order to recognize faculty and students who share a love for the Eu- age and honor academic achievement in the study of business and personal and professional ropean Middle Ages and Renaissance. The Alpha chapter at Santa Clara was founded in excellence. Membership is offered to students who show promise of success in the field of 2000. Alpha Delta Gamma strives to encourage the highest ideals of scholarship and intel- business and rank in the top 7 percent of their junior class or in the top 10 percent of their lectual attainment. To be eligible, a student must be a declared candidate for a minor in Me- senior class. dieval and Renaissance studies, have completed at least three courses in the program, and have earned a grade point average of 3.0 overall and 3.1 for the courses in the program. Delta Omicron Alpha Kappa Delta Delta Omicron, the international music fraternity, is a professional honor society in the field of music. The society was founded in 1909 at the Cincinnati Conservatory of Music. Alpha Kappa Delta, the national sociology honor society, was founded at the University The Gamma Omega chapter at Santa Clara University was established in 1999. Delta Omi- of Southern California in 1920. The Santa Clara University chapter, Alpha Mu, was founded cron was created to foster fellowship through music, to encourage high scholastic achieve- in 2000. The society’s primary goal is to encourage social research for the purpose of serv- ment, to recognize excellence in musical performance, and to prepare students entering the ice. To be invited to join, a student must be a sociology major of junior or senior standing; professional world. Membership is on the basis of talent, scholarship, and character, and is have an overall grade point average of 3.3 or higher; have completed at least four sociology open to declared music majors and minors. courses at Santa Clara; and must have successfully completed at least Sociology 119 and 120 in the research sequence. Eta Sigma Phi Alpha Psi Omega Eta Sigma Phi, the national classics honorary society, was founded at the University of Chicago in 1914 and became a national organization in 1924. The Epsilon Psi chapter of Alpha Psi Omega is the national theatre arts honor society founded in 1925 at Fairmont Eta Sigma Phi was founded at Santa Clara University in 1987. Its primary purposes are to College. Chapters are called “casts,” and the Alpha Gamma Psi cast at Santa Clara Univer- further the spirit of cooperation and good will among members of the classics profession, sity was started in 2000. Alpha Psi Omega has sponsored the formation of theatre honors to stimulate interest in the study of the classics, and to increase knowledge of the art, liter- societies with the aim of encouraging dramatic production at every step in a person’s aca- ature, history and culture of ancient Greece and Rome. To be eligible for nomination to demic career. The Alpha Gamma Psi cast provides an opportunity for student leadership and membership, a student must have completed five quarters of college work, including at least a regard for academic excellence and active participation in the Department of Theatre and three courses in classics (language, literature, history, or some aspect of culture) and have Dance. achieved a minimum grade point average of 3.0 in both the classics courses and overall.

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378 UNIVERSITY HONOR SOCIETIES AND AWARDS HONOR SOCIETIES 379

Kappa Delta Pi Phi Lambda Upsilon Kappa Delta Pi, an international education honor society, was founded in 1911 at the Phi Lambda Upsilon, the national chemistry honor society, was founded in 1899 at the University of Illinois. The Santa Clara chapter was established in 1996. Organized to rec- University of Illinois “for the promotion of high scholarship and original investigation in all ognize excellence in education, Kappa Delta Pi elects to membership those who exhibit the branches of pure and applied chemistry.” It was the first honor society dedicated to a single ideals of scholarship, high personal standards, and promise in teaching and allied professions. scientific discipline. Santa Clara University participates in the membership-at-large pro- To be eligible for membership, students must have completed five quarters of college work, gram, which extends recognition to outstanding chemistry students who are not enrolled have at least 18 quarter hours of professional education courses programmed, rank in the at an institution where an active chapter of the society is located. Members must have sen- upper 20 percent of their class, and have a cumulative grade point average of 3.25 or ior standing, be in the top 20 percent of their chemistry class, and have a minimum grade better. point average of at least 3.5. Lambda Alpha Phi Sigma Iota Lambda Alpha, the national anthropology honors society, was founded in 1968 at Wi- Phi Sigma Iota, the international foreign language honor society, was founded in 1922 chita State University. The Santa Clara chapter was established in 1999. The society seeks at Allegheny College. The Beta Delta chapter was installed at Santa Clara University in to encourage and stimulate scholarship and research in anthropology by recognizing and 1982. The society recognizes outstanding ability and achievement in languages, literatures, honoring superior achievement in the discipline and among students. To be eligible for and linguistics. It stimulates advanced work in these fields, fosters intercultural understand- membership, students must have achieved junior status, completed five courses in anthro- ing, and promotes a spirit of amity between our own people and other peoples of the world. pology, have a cumulative grade point average of 3.3, and have a minimum grade point av- Juniors and seniors with at least four advanced-content courses completed in a qualifying erage of 3.5 in anthropology. language, a grade point average of 3.25 in that language, and a cumulative grade point average of 3.0 may be eligible for membership. Lambda Pi Eta Lambda Pi Eta, the official communication studies honorary society of the National Phi Sigma Tau Communication Association, was founded at the University of Arkansas in 1985. Theta Phi Sigma Tau, the national honor society in philosophy, was founded at Muhlenberg Rho, the Santa Clara University chapter, was established in 1999. The goals of Lambda Pi College in 1930 as Alpha Kappa Alpha. In 1955, it was incorporated as Phi Sigma Tau. The Eta are to recognize, foster, and reward outstanding scholastic achievement; stimulate inter- Santa Clara University chapter received its charter in 1986. Its essential purpose is to pro- est in the field of communication; provide an opportunity to discuss and exchange ideas mote ties between philosophy departments in accredited institutions and students in phi- about the field; establish and maintain close relationships and understanding between fac- losophy nationally. To be eligible for membership, students must have completed five ulty and students; and explore options for further graduate studies. Members must be a quarters of college work, rank in the upper 35 percent of their class, and have completed at communication major or minor; have junior standing; be in good standing at the Univer- least three courses in philosophy with a grade point average of 3.4 or higher. sity; have completed 20 quarter units in communication; have a grade point average of 3.0 overall and of 3.5 in communication courses; and must rank in the top 35 percent of their Pi Mu Epsilon class. Students are also required to complete a service requirement each quarter. Pi Mu Epsilon, the national mathematics honor society, was incorporated in 1914 at Syracuse University. The California Eta chapter was founded in 1967 at Santa Clara Uni- Phi Alpha Theta versity. The stated purpose of the society is to engage in activities designed to promote the Phi Alpha Theta, the international history honor society, was founded in 1921 at the mathematical and scholarly development of its members. Upper-division students must University of Arkansas. The Lambda Upsilon chapter was established at Santa Clara Uni- have completed their mathematical work with honors and must be in the upper 25 percent versity in 1966. The chapter has been active in encouraging student research in history by of their class in their general college work; sophomores must have achieved a straight-A sponsoring an annual undergraduate research journal, workshop, and conference. Members record in all mathematical courses taken and be in the top 25 percent of their class in are elected to membership on the basis of excellence in the study and writing of history. general college work. Phi Beta Kappa Pi Sigma Alpha Phi Beta Kappa, the oldest national honor society, was founded in 1776 in Williamsburg, Pi Sigma Alpha, the national political science honor society, was founded at the Univer- Virginia, by students at the College of William and Mary. The Pi chapter at Santa Clara Uni- sity of Texas in 1920. Santa Clara University’s chapter, Rho Epsilon, was founded in 1988. versity was installed in 1977. Its purpose is to celebrate excellence in all scholarly endeavors The purpose of the society is to honor students and practitioners in political science and re- and to encourage educational breadth, including languages, mathematics, the sciences, and lated subfields. Membership is granted to senior political science majors with a grade point the humanities. Election to membership in Phi Beta Kappa signifies that a student has average of 3.5 in political science and of 3.25 overall. Juniors with a grade point average of achieved an outstanding academic record as indicated by grades and intensive study in both at least 3.7 in political science are also eligible for membership. a second language and college mathematics, as well as a general breadth in coursework.

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Pi Tau Sigma Theta Alpha Kappa Pi Tau Sigma, the national mechanical engineering honorary society, was founded in Theta Alpha Kappa, the national theology and religious studies honor society, was 1915 at the University of Illinois. The Santa Clara University Alpha Epsilon chapter was founded in 1976 at Manhattan College. The Santa Clara chapter, Alpha Phi, was granted granted its charter in 1991. The objectives are to foster high ideals in the engineering profes- a charter in 1981. Theta Alpha Kappa seeks to encourage research, good teaching, and pub- sion, stimulate and support departmental activities, promote professional welfare, and develop lication; to encourage an exchange of learning and thought among scholars; and to bring leadership and citizenship. Members are selected from the top 25 percent of the junior class together students and teachers in intellectual and social fellowship. Religious studies majors and top 33 percent of the senior class in the Department of Mechanical Engineering. and minors with a grade point average of 3.5 and a cumulative average of 3.0 who have completed 18 religious studies course units and are in the top 35 percent of their class are eligi- Psi Chi ble for admission to the society. Psi Chi, the national psychology honor society, was founded in 1929. The Santa Clara University chapter was established in 1991. The purpose of the society is to encourage, Upsilon Pi Epsilon stimulate, and maintain scholarship of the individual members in all fields, particularly in Upsilon Pi Epsilon, the computing sciences honor society, was founded at Texas A&M psychology, and to advance the science of psychology. To be eligible for membership, stu- University in 1967. The Santa Clara Lambda chapter was established in 1990. Its purpose dents must have completed 12 or more units in psychology with a grade point average of is to promote high scholarship and original investigation in the computing sciences. Students 3.3, declared a psychology major or minor, and rank in the upper 33 percent of their class. must be majors in a computing discipline. Undergraduates must possess a 3.25 GPA overall and in the major and must have completed at least 64 units of credit and rank in the Sigma Pi Sigma upper third of their class. Sigma Pi Sigma, the national physics honor society, was founded in 1921 at Davidson College in North Carolina. The Santa Clara University chapter was founded in 1969. Sigma UNIVERSITY AWARDS Pi Sigma endeavors to help students attain a clearer understanding of the powers of science, to promote further interest in the advanced study of physics, to foster the spirit of scientific Peter-Hans Kolvenbach, S.J. Award research, and to encourage a professional spirit and collegiality among students of physics. Members are selected from the upper 25 percent of their class and must also have a grade Established in 2001 on the occasion of the sesquicentennial of Santa Clara University, point average of 3.25 in physics and mathematics. in honor of The Very Reverend Peter-Hans Kolvenbach, superior general of the Society of Jesus, this award is given by the president to a graduating senior who exemplifies the ideals Sigma Tau Delta of Jesuit education, especially being a “whole person of solidarity in the real world” and hav- Sigma Tau Delta, the national English honor society, was founded in 1924 at Dakota ing the courage and faith to build a more just and humane world. Wesleyan University. The Santa Clara University chapter, Phi Phi, was established in 1987. Nobili Medal Sigma Tau Delta recognizes scholarly achievement in the English language and in literature in all its aspects, including creative and critical writing. Members must be in the upper 33 Established in 1876 by Joseph A. Donohoe in honor of John Nobili, S.J., founder of the percent of their class and must also have a grade point average of 3.5 in English. University, this award is given to the male graduate judged outstanding in academic performance, personal character, school activities, and constructive contribution to the University Sigma Xi by the faculty and the provost. Sigma Xi, the national scientific research society, was founded at Cornell University in Saint Clare Medal 1886. The Santa Clara chapter was established in 1967. The purpose of the society is to encourage original investigation in pure and applied science. The requirements for full mem- Established by the University in 1968 in honor of Saint Clare of Assisi, this award is bership include noteworthy achievements in research as demonstrated by publications, given to the female graduate judged outstanding in academic performance, personal char- patents, written reports, or a dissertation. Students who have demonstrated an aptitude for acter, school activities, and constructive contribution to the University by the faculty and original scientific research are eligible for associate membership. the provost. Tau Beta Pi Valedictorian Tau Beta Pi, a national engineering honor society, was founded at Lehigh University in Established by the University in 1980, this honor is conferred annually on a graduating 1885. The Santa Clara chapter was established in 1956. The purpose of the society is to offer senior selected for outstanding academic achievement and University service as determined appropriate recognition of superior scholarship and exemplary character in engineering stu- by the president in consultation with the faculty of the University and the provost. dents. Engineering seniors in the upper 20 percent of their class are eligible. These students must demonstrate exemplary character, personal integrity, breadth of interest, adaptability, and unselfish activity.

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Markkula Prize American Chemical Society Polyed Award Established in 1997 by the Advisory Board of the Markkula Center for Applied Ethics Sponsored by the Polymer Education Committee of the American Chemical Society to in honor of A. C. “Mike” Markkula Jr.’s leadership as chairman of the board. This award is honor outstanding achievement in the Organic Chemistry I, II, and III course sequence. given annually to a student in recognition of outstanding work in applied ethics. American Institute of Chemists Foundation Award Richard J. Riordan Awards Awarded to an outstanding senior chemistry major in recognition of a record of leader- Established in 1984 by Richard J. Riordan, these awards are given annually to four stu- ship, ability, character, and scholastic achievement. dents judged outstanding in community service. CRC Freshman Chemistry Achievement Award Student Life Award Sponsored by the Chemical Rubber Company to honor a freshman student for out- This award, established in 1984, is presented to the senior who has contributed to the standing performance in the General Chemistry I and II course sequence. overall quality of life in the University community. Professor Joseph F. Deck Award COLLEGE OF ARTS AND SCIENCES AWARDS Established in 1973, this award is given by the faculty of the Department of Chemistry to the outstanding student majoring in chemistry who has excelled in studies and under- Gerald and Sally DeNardo Senior Prize in Science Research graduate research, extracurricular activities, leadership, and generous tutoring of fellow students, while maintaining a B average. Established in 2007 to complement the Gerald and Sally DeNardo Lectureship, this prize is given by the dean to recognize outstanding science research accomplishment by a CLASSICS graduating senior who reflects the distinctive characteristics of a Jesuit education and is pursuing a career in the health sciences. Arete Prize Orella Prize Established in 1997, this prize is given to the classics major or minor who writes the best single essay or research paper on a classical topic, as determined by the faculty of the Established in 1915 by Dr. and Mrs. Fermín R. Orella (B.S. 1889), this prize is awarded Department of Classics. to the senior science student who attains the highest average in scientific subjects. Walter J. Kropp Prize ANTHROPOLOGY Established in 1997 in memory of Walter J. Kropp, S.J., by the faculty of the Depart- Anthropology Program Award ment of Classics, this award is given to the senior classics major who has attained the highest average in classics courses. This prize is awarded to a senior anthropology major who has done outstanding work in anthropological research. COMBINED SCIENCES

ART AND ART HISTORY John B. Drahmann Prize Art History Research Paper Prize Established in 2001, this prize is awarded to the graduating senior combined sciences major who best exemplifies the hard-working and earnest values of John B. Drahmann, This award is given for the best research paper produced on art history as judged by the longtime dean of sciences and professor of physics. faculty of the art and art history department. COMMUNICATION CHEMISTRY Communication Department Prize American Chemical Society Award in Analytical Chemistry Established in 1985 by alumni and friends, this award is given by the faculty of the De- Sponsored by the American Chemical Society Division of Analytical Chemistry to honor partment of Communication to the graduating senior who best meets the goals of the de- a junior student for excellence in both lower- and upper-division analytical chemistry partment—education of the mind, heart, and voice. courses. 384 UNIVERSITY HONOR SOCIETIES AND AWARDS UNIVERSITY AWARDS 385

Handlery Prize Katherine Woodall Prize in Literary Criticism Established in 1947 by Mrs. Rose Handlery in memory of her son Raymond of the Established in 1995 by the Department of English in honor of alumna and friend class of 1934, this prize is awarded each year to the graduating senior who has contributed Katherine Woodall ’78, this prize is awarded to the senior English major whose essay best most to the success of student publications at the University. exemplifies analysis of literary texts and/or issues in literary theory, as determined by a faculty panel. Edward Shipsey, S.J., Journalism Prize Established in 1984 by Alfred Orr Kelly in honor of Edward J. Shipsey, S.J., this prize ENVIRONMENTAL STUDIES is awarded to the outstanding junior student who has made a commitment to a career in journalism. Lucky Hinkle Sustainability Award This award was established to honor the memory of Lucky Hinkle, longtime University Justin T. McCarthy Award staff member who worked diligently to promote recycling on campus, and is given to the Established in 1976 in memory of Justin T. McCarthy, this award is given to the senior Santa Clara student entering his or her senior year who, in the judgment of the faculty of student who has excelled in oratory or other forms of public expression. the Environmental Studies Institute, has made the most significant contribution to promoting a culture of sustainability at Santa Clara University and beyond. Ryland Prize Established in 1897 by the Hon. Caius T. Ryland, this award is given to the winners of ETHNIC STUDIES the annual Ryland debate. Focusing on current social and political issues, this public debate is held each spring and is judged by a faculty committee. Matt Meier Prize Established in 1994 in honor of Professor Matt Meier, a major contributor to the field ENGLISH of ethnic studies, this prize is given by the Ethnic Studies Program to the ethnic studies minor or liberal studies minor with an ethnic studies concentration who writes the best Academy of American Poets Prize essay on an ethnic studies topic. Founded in 1994 by Victoria Verga Logan and Frank Verga Jr. in memory of Tamara Verga, this prize is given to the undergraduate who writes the best group of poems (deter- HISTORY mined by an annual competition). Frederick J. Mehl Prize First-Year Composition and Rhetoric Prize An annual prize established in 1993 by the department in memory of friend and bene- Established by the Department of English in 1983, this prize honors the student who factor Frederick J. Mehl, B.A. ’74, M.A. ’75, this award is given to the student who writes has written the best essay for a Composition and Rhetoric I class, as determined by a fac- the best senior thesis as determined by the faculty of the Department of History ulty panel. The Redwood Prize Christiaan Theodoor Lievestro Prize An annual prize established in 1908 by the executive committee of The Redwood, this Founded in 2000 by Christiaan T. Lievestro, this prize is awarded to the senior English award is given to the student who writes the best essay on a historical subject as determined major whose portfolio of essays best demonstrates a sustained, improved, and/or versatile by the faculty of the Department of History. ability to think and write about complex literary, critical, cultural, rhetorical, or theoretical issues, as determined by a faculty panel. LIBERAL STUDIES McCann Short Story Prize Liberal Studies Academic Achievement Award Established in 1894 in honor of Daniel M. McCann (B.S. 1884), this award is given by Established in 1995, this award is given to the senior liberal studies major with the high- the Department of English to the author of the best short story, as determined by an an- est overall grade point average at Santa Clara. nual competition. Pre-Teaching Awards Shipsey Poetry Prize Established in 1995, these awards are given to the senior liberal studies students judged Established in 1954 by Richard W. Schmidt in honor of the late Edward Shipsey, S.J., most outstanding in scholarship and professional service who plan to go on to careers in this prize recognizes the outstanding contribution in the art of poetry, as determined by an teaching. annual competition.

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MATHEMATICS MODERN LANGUAGES AND LITERATURES

Robert P. Balles SCU Mathematics Scholars Award Geoff and Josie Fox German Studies Award This award is given to the mathematics major entering his or her senior year with the This award is given to cultivate and encourage students to learn the German language highest cumulative grade point average in mathematics courses completed in the student’s and to familiarize themselves with the German culture. Preference is given to students who first three years at Santa Clara University. have shown a consistent interest in German culture, who have an understanding of the experience, values, and traditions of Germanic speaking countries, and who have declared a George W. Evans Memorial Prizes major in German. Established in 1972 by the family and friends of the late George W. Evans II, professor of mathematics at Santa Clara University, these awards are given to the students placing Celeste Fritchle Award highest in the William Lowell Putnam Mathematical Competition. A third award is given Established in 2003 by the friends and family of the late Celeste Fritchle, a longtime Uni- to the student judged most outstanding in mathematical writing and research by a panel of versity staff member, this award is given by the Department of Modern Languages and Lit- mathematics consultants. eratures to a junior or senior student with a declared major in modern languages and literatures who has excelled in the study of more than one foreign language. Freshman Mathematics Prize Established in 1958, this annual award is given by the faculty of the Department of Pancrazio Infantino Italian Award Mathematics and Computer Science to the freshman student who demonstrates excellence This award is given to cultivate and encourage the pursuit of the Italian language and cul- in mathematical study and achievement, determined by a competitive examination each ture at Santa Clara University. It is given to students who have an understanding of the ex- spring. periences, values, and traditions of Italian culture, primarily demonstrated by a declared major in Italian. Paul R. Halmos Prize This prize is awarded to the senior student or students with an outstanding academic Richard F. Rebello Phi Sigma Iota Awards record judged to have distinguished themselves in mathematics or computer science be- Established in 1986 by the family of the late Richard Rebello, longtime University staff yond the standard coursework. member, these awards are given by the Modern Languages Department to junior or senior language majors for outstanding accomplishments in the study of foreign language and MILITARY SCIENCE culture. Armed Forces Communications and Electronics Award Andrew I. Rematore Award Established by the Department of the Army at Santa Clara in 1973, this annual award This award is given to graduating seniors with a declared major in Spanish Studies who is given by the faculty of the Department of Military Science to the cadet in a communica- have excelled in the major and plan to enter the teaching profession at the elementary or sections or electronics field who excels in academic achievement, demonstrated leadership po- ondary level. tential, and meritorious contribution to the ROTC program. MUSIC Association of the U.S. Army ROTC Medal Established by the Department of the Army at Santa Clara in 1956, this award is given American Choral Directors Association National Choral Student Award by the faculty of the Department of Military Science to the junior cadet judged most out- This award is given to a student who has been involved in continued participation in standing in meritorious academic attainment, exemplary conduct, efficiency, and fidelity. choral ensembles, has provided service to the ensemble and conductor, has demonstrated a high degree of choral proficiency and music literacy, and has contributed to the advance- George C. Marshall ROTC Award ment of choral singing at the University. Established by the Department of the Army at Santa Clara in 1977, this award is given by the faculty of the Department of Military Science to the cadet judged most outstanding Department of Music Certificate for Distinguished Musical Performance in military studies and leadership. Established in 1980 by the faculty of the Department of Music, the Performer’s Certifi- cate is awarded to a student demonstrating exceptional accomplishment in music and ex- Superior Cadet Award cellence in musicality and technical proficiency. Established by the Department of the Army at Santa Clara in 1958, these ribbons are given by the faculty of the Department of Military Science to the cadet in each of the four years of training who consistently demonstrates potential qualities of an officer, outstanding performance of duty, and overall proficiency. 388 UNIVERSITY HONOR SOCIETIES AND AWARDS UNIVERSITY AWARDS 389

Arrigo and Caterina Descalzi Prize PSYCHOLOGY Established in 1990 in honor of Arrigo and Caterina Descalzi, this award is presented to the senior music student who, in the judgment of the faculty of the Department of Music, Wilhelm Wundt Award best demonstrates technical and artistic growth and dedication to the art of music. Established in 1988, this award is given annually by the faculty of the Department of Psychology to the senior student who has excelled in scholarship, research, and service to the PERFORMING ARTS department. Charles Lampkin Award RELIGIOUS STUDIES This annual award, established in 1989 in honor of Charles Lampkin, the late actor and University artist-in-residence, is given to the junior or senior African-American student who Religious Studies Major Prize has demonstrated excellence and commitment to performance in theatre, music, dance, or Established in 1950 by the president of the University, this prize is given each year by television. the faculty of the Department of Religious Studies to the department major most proficient PHILOSOPHY in all aspects of religious studies. Religious Studies Minor Prize Fallon Prize Established in 2003, this prize is given each year by the faculty of the Department of Re- Established in 1995 in memory of Timothy Fallon, S.J., by the faculty of the Depart- ligious Studies to the department minor most proficient in the religious studies program. ment of Philosophy, this award is given to the junior student demonstrating outstanding achievement in the study of philosophy. Theodore Mackin Senior Thesis Award Established in 2006 in memory of Theodore Mackin, this prize is given each year by the Sourisseau Prize faculty of the Department of Religious Studies to the religious studies major with the best Established in 1956 by Eva Sourisseau in honor of her parents and family, this award is senior research paper. given by the faculty of the Department of Philosophy to the senior student demonstrating outstanding achievement in the study of philosophy. SOCIOLOGY PHYSICS Witold Krassowski Sociology Award Established by the department, alumni, and friends in honor of Professor Witold Kras- David Blockus Award sowski, the first sociologist at Santa Clara University and the first chair of the department. Established in 2007 in memory of David L. Blockus, Ph.D, this prize is presented each The award is given to a senior sociology major who has written a sociological research paper year to the outstanding senior physics major, as determined by the faculty of the Depart- in a sociology course that is considered of exemplary quality. ment of Physics. THEATRE AND DANCE Carl H. Hayn Physics Prize Established in 1997 by William and Katherine Duffy in honor of Carl H. Hayn, S.J., Anna Halprin Dance Award longtime physics professor at Santa Clara University. The prize is awarded annually to the This award honors the extended creative and socially active career of Anna Halprin, a most outstanding student in the sequence Physics for Scientists and Engineers I, II, and III pioneer in the art of dance. This award is given to senior dancers who best exemplify excel- as selected by the faculty who teach the sequence. lence in dance and an awareness of community values while at Santa Clara University. POLITICAL SCIENCE William H. Leahy Prize Established in 1925 in honor of William H. Leahy by his wife and his brother James, Michael Shallo Prize this prize is awarded to the graduating senior who has made the greatest contribution to dra- Established by the University in 1955 in honor of Michael Shallo, S.J., the award is matic art at Santa Clara as determined by the members of the Department of Theatre and given by the faculty of the Department of Political Science to the student judged most pro- Dance. ficient in political science.

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WOMEN’S AND GENDER STUDIES Management Award Granted to the senior major who, through high overall grade point average, has demon- Mary Gordon Prize strated noteworthy scholarship, strong leadership, and managerial aptitude in co-curricular Established in 1992 in honor of Professor Mary Gordon, founder of the Women’s Stud- activities. ies Program and its first director, this prize is awarded to the women’s studies student who writes the best essay on a women’s studies topic. Management Information Systems Award Awarded by the faculty to the senior operations and management information systems Nina Liebman Essay Competition major judged outstanding in scholarship and executive potential. Recognizes the student addressing the general topic of women and creative expression. The essay is judged by the faculty of the Women’s and Gender Studies Department. Management Information Systems Service Award Awarded to students who have demonstrated outstanding service and executive poten- LEAVEY SCHOOL OF BUSINESS AWARDS tial as judged by the faculty of the Department of Operations and Management Informa- tion Systems. Professor O. Robert Anderson Award Outstanding Accounting Student Award Established in 1973, this award is given in memory of Professor O. Robert Anderson, who taught accounting at the University. It is awarded annually to the senior accounting Established in 1973, this award is given annually by the San Jose Chapter of the Cali- major judged outstanding in scholarship by the faculty of the department. fornia Society of Certified Public Accountants to the senior accounting major judged outstanding in scholarship and professional career potential by a committee of the chapter. Albert F. Bruno Award SCHOOL OF ENGINEERING AWARDS Established in 1982 in memory of Albert F. Bruno by Albert V. Bruno and family, this award is conferred annually to the outstanding marketing major on demonstration of scholarship, leadership, personal character, and career potential. William J. and Marijane E. Adams Jr. Awards Established in 1990 by William J. and Marijane E. Adams Jr., one award is conferred Delta Sigma Pi Scholarship Key annually to an outstanding mechanical engineering undergraduate student with financial Awarded by the International Fraternity of Delta Sigma Pi to the graduating senior stu- need; and one award provides a stipend for an outstanding graduating senior in mechani- dent with the highest grade point average for all coursework toward a degree in a business cal engineering to continue to graduate school at Santa Clara. administration or economics major. Award for Research Excellence Charles J. Dirksen Prize Awarded to a senior undergraduate engineering student who has demonstrated excellence Established in 1965 by Eliot Jones, Ph.D, in honor of Charles J. Dirksen, late dean and in research while an undergraduate. professor of marketing emeritus, this prize is awarded to the junior in the Leavey School of Business judged outstanding in scholarship by the faculty. Computer Engineering Award for Technical Excellence Awarded to those seniors who, in the judgment of the department faculty, have com- Financial Executives Award pleted a capstone design project that is distinguished by an exceptionally high degree of Established at Santa Clara in 1980, this award is given annually by the Financial Exec- technical and scholarly achievement. utives Institute to the junior finance majors judged outstanding in scholarship and executive potential by the finance faculty and members of the institute. Edmund C. Flynn Memorial Awards Established in 1981 by Mrs. Edmund C. Flynn in memory of her husband, these awards Charles and Barbara Hazel Award for Excellence in Undergraduate Economics are given to the graduating civil engineering student presenting the best thesis and to the two Established by Charles and Barbara Hazel, this award is given annually to the graduat- junior civil engineering students with the highest scholastic averages. ing seniors who have achieved superior academic performance as economics majors. Raymond M. Galantine Award Isabel Jones Prize Established in 1996 to honor the memory of Raymond M. Galantine, class of 1953, this Established by Dr. Eliot Jones in 1956 in memory of his wife, Isabel, this award is given award recognizes an outstanding engineering student who has demonstrated a commitment to the senior in the Leavey School of Business judged most outstanding in scholarship by to putting into practice the Catholic and Jesuit ideal of people in the service of others. the business school faculty.

392 UNIVERSITY HONOR SOCIETIES AND AWARDS 11 Outstanding Civil Engineering Senior Award Awarded to a senior by the faculty of the Civil Engineering Department based on excellent academic standing, contribution to the department and school, and quality senior design project. Student Life Outstanding Electrical Engineering Senior Award Awarded to a senior by the faculty of the Electrical Engineering Department based on excellent academic standing, contribution to the department and school, and quality senior design project. CAMPUS MINISTRY Outstanding Mechanical Engineering Senior Award Campus Ministry seeks to encourage and support all members of the University com- Awarded to a senior by the faculty of the Mechanical Engineering Department based on munity who desire to deepen their spirituality and religious commitment. In keeping with excellent academic standing, contribution to the department and school, and quality sen- the Jesuit tradition of developing the whole person, Campus Ministry seeks to facilitate ior design project. growth in individuals and the community by its presence, programs, and services. While rooted in the Catholic, Jesuit tradition, Campus Ministry also supports the religious diver- Regan Memorial Award sity of our community, as reflected in other denominations and faith traditions. To attain Established in 1977 in memory of Patrick W. Regan of the class of 1947, this award is its vision, Campus Ministry offers the University community a variety of programs, includ- given to the outstanding juniors in civil engineering as determined by the faculty of the de- ing liturgies and other sacramental celebrations, faith formation, retreats, counseling and partment. spiritual direction, educational forums, interfaith outreach, and justice education. The Cam- pus Ministry professional staff consists of a team of women and men—lay, religious, and School of Engineering Humanities Award priests—who collaborate with student interns and all segments of the community in the Conferred each year on an engineering student who has been nominated by members planning and execution of our programs. In all of this, Campus Ministry is guided by the of the humanities faculty and selected by the School of Engineering for outstanding work words of the prophet Micah: “This is what the Lord asks of you, only this: to act justly, to in the humanities while maintaining a strong record in engineering. love tenderly, and to walk humbly with your God.” Harold M. Tapay Award CAMPUS RECREATION Established in 1989, this award is given annually to a civil engineering student based on Campus Recreation is committed to the Jesuit ideal of developing the whole person academic performance, financial need, and contributions to the school. through a broad range of recreational, educational, and competitive opportunities that seek Senior Design Presentation Awards to enrich the lives of students, faculty, and staff. Informal recreation opportunities include drop-in use of the weight and cardiovascular equipment, gymnasium, tennis center, and Awarded to senior design groups in the School of Engineering who produce the best pres- lap pool in the Malley Fitness and Recreation Center. Noncredit lifetime fitness classes are entation in each of the following: civil engineering, computer engineering, electrical engi- also available for a nominal quarterly fee to all members. Organized intramural sports leagues neering, mechanical engineering, and interdisciplinary engineering. The award recipients are provide competitive opportunities in flag football, tennis, volleyball, badminton, basket- selected by a panel of external judges. ball, soccer, table tennis, and softball. Competitive club sports, open only to students, represent Santa Clara against teams from other colleges and universities in the region. Current sports clubs are boxing, cycling, equestrian, men’s ice hockey, men’s and women’s lacrosse, men’s and women’s rugby, men’s and women’s ultimate Frisbee, men’s and women’s volleyball, paintball, sailing, shotokan karate, swim, triathlon, and women’s field hockey.

CAREER CENTER The Career Center provides students with a variety of services and resources to encourage self-discovery, provide a meaningful vocational journey, and educate for the continuous process of career and life development. Students explore their majors and career choices with counselors to reflect on attributes such as personality, skills, interests, and values and learn to represent those attributes effectively on resumes, in cover letters, during interviews, and throughout the life of their careers. To help students develop their skills and to put

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394 STUDENT LIFE COMPUTING SERVICES 395 them in touch with potential employers, the Career Center offers a variety of programs each The Santa Clara is the University’s undergraduate weekly newspaper, serving as an in- year, including career fairs, employer information sessions, career networking with alumni, formative and entertaining student-run campus publication. Students may get involved in vocation symposia, classes on career strategies, resume writing seminars, internship work- a staff position or as a volunteer writer, photographer, or member of the business staff. shops, interview training, mock interviews, and professional etiquette training. Drop-in The Santa Clara Review is the University’s biannual literary magazine and draws sub- and by-appointment counseling sessions provide opportunities for individual support. The missions from students, faculty, staff, and artists outside the University community. The Career Center’s Web site provides resources on internships, jobs, career fields, and career Review is committed to the development of student literary talent in editorial knowledge and management strategies, as well as timely information on upcoming career-related events. Stu- creative writing skills. Students may get involved with the magazine in several staff posi- dents may register online to participate in on-campus interviewing and to receive frequent tions and with opportunities to volunteer in the areas of poetry, fiction, nonfiction, art, and notices about full-time and part-time jobs, internships, cooperative education placements, management. and volunteer positions. A resource library provides computer workstations for online re- The Redwood is the University’s annual yearbook capturing the pictorial history of each search, books, and brochures on all aspects of career choice and job search, industry direc- academic year. Students may get involved with the yearbook through staff positions and vol- tories, journals, newspapers, information on particular companies, and guides to graduate unteer roles in writing, design, photography, and management. Students at-large are schools. encouraged to participate by contributing photos and writings. The Student Employment Office, operated through the Career Center, assists students The Santa Clara Community Action Program is a community-based, volunteer serv- with on- and off-campus University student employment positions. Positions are posted ice organization that promotes social awareness, leadership for social justice, and compas- through the Career Center’s BroncoLink online job listings and are accessible to students sion, and provides students opportunities to apply their education to social service. Program via e-campus. opportunities include Special Olympics, Veteran Connection, tutoring, and education. Stu- dents may get involved in both staff leadership positions and volunteer opportunities. CENTER FOR STUDENT LEADERSHIP COMPUTING SERVICES The Center for Student Leadership is dedicated to enhancing student leadership potential in the Jesuit tradition. The Center advises clubs, provides leadership-development re- Undergraduate students are supported with a variety of computing services at Santa sources, and supports program planning. The Center’s staff of scholar-practitioners offers Clara University. All registered students are provided with University networking and formal leadership training and experiential opportunities in an integrated academic environ- e-mail accounts and may use any of the general computing resources provided by the ment as well as provides programs and services that embrace the values of social justice, cit- University. Students agree that their use of the network and computing resources will be in izenship, ethical decision making, service to others, and diversity. The Center supports and accordance with the University’s Acceptable Use Policy. The University uses Santa Clara advises a variety of student groups, including registered student organizations, and eight e-mail as one of the communication channels for official notification to undergraduate stu- University chartered student organizations. dents. Although the University urges students to use their Santa Clara e-mail address as their primary e-mail, students who will not be checking that address regularly should for- CHARTERED STUDENT ORGANIZATIONS ward their Santa Clara e-mail to their alternate e-mail address. Students have access to administrative information and services at all times through the The Activities Programming Board provides social and educational events, programs, e-campus portal system. Web-based services include registering for classes, checking class and leadership opportunities. Students may get involved with the Board as a staff member availability, adding and dropping classes, reviewing class schedules, checking course grades, or a volunteer with concerts, comedians, speakers, and recreational and educational trips. obtaining transcripts, reviewing financial accounts, and updating demographic informa- Associated Students of Santa Clara University is the undergraduate student govern- tion such as local and permanent addresses, phone numbers, and alternate e-mail addresses. ment organization, which is divided into the executive, legislative, and judicial branches. Po- Students and their faculty advisors can conduct degree audits online to assess progress to- sitions are available on the Student Senate, Student Court, University committees, or as ward completing degree requirements. An especially important administrative service is club leaders. Campus Alert, the University’s emergency notification system. Students should log onto e- KSCU is a student-run, non-commercial radio station at 103.3 FM. The program for- campus to keep their emergency contact information current. mat features primarily independent music, including indie rock, punk, ska, jazz, blues, and Although most students have their own computers, the University provides both PC reggae. Students may get involved with the radio station as a staff member or as a volunteer and Macintosh workstations in general computing labs. The workstations have various soft- disc jockey, office assistant, fundraiser, or sound technical staff. ware packages for word processing, spreadsheet, database, presentation, and programming The Multicultural Center provides programming and program support for students of use, as well as networking software to support Web browsing, Telnet, and FTP with full In- diverse ethnic backgrounds and for the campus community. The Center has more than ternet access. In addition to the workstations provided in the general computing labs, there 500 participating members and houses nine clubs, including Arab Cultural Society, Asian are more than 500 computers located in classrooms, computing labs dedicated to specific Pacific Student Union, Barkada, Chinese Student Association, Igwebuike, Intandesh, Ka academic disciplines, and the Learning Commons, Technology Center, and Library. Mana ’o O Hawaii, MEChA-El Frente, and the Vietnamese Student Association. Students The University is connected to the Internet via high-speed connections with Internet may get involved with the Multicultural Center in a staff position and in volunteer oppor- access from the Santa Clara campus freely available to all students. Students living off cam- tunities as a board member, club leader, or event assistant. pus must make separate arrangements for Internet access from their residence. In addition to the computing labs and classrooms, network jacks are available in the Learning

396 STUDENT LIFE DRAHMANN CENTER 397

Commons, Technology Center, and Library and the Benson Memorial Center for laptop DRAHMANN ACADEMIC ADVISING AND LEARNING use. Most of the University campus is also covered by a wireless network. RESOURCES CENTER All full-time faculty members have a personal computer or workstation in their offices, and computer use is a common element in all disciplines. E-mail is a frequent communi- The Drahmann Academic Advising and Learning Resources Center coordinates academic cation tool between and among faculty and students. Many faculty place course-related support services for undergraduate students and provides services for international students and materials on ANGEL, the University’s learning management system, or the University elec- students with disabilities at both the undergraduate and graduate levels. Staff of the Drah- tronic reserve system (ERES), where they are accessible 24 hours per day. mann Center work closely with faculty and staff in the Residential Learning Communities, The OSCAR library system provides students with access to the collections of the Uni- the deans’ offices, Counseling and Psychological Services, the Career Center, the Office for versity Library and the Heafey Law Library and serves as a gateway to the University’s on- Multicultural Learning, and the Center for Student Leadership to ensure that academic ad- line resources and interlibrary loan services, including the combined collections of more vising and other academic support services are integrated for the benefit of students. than 40 member institutions. Santa Clara University follows a developmental advising model based on a close student-faculty advisor relationship intended to assist students in achieving educational, career, COUNSELING AND PSYCHOLOGICAL SERVICES and personal goals through the use of the full range of institutional resources. The Drah- mann Center provides training for faculty advisors through both new faculty advisor work- Counseling and Psychological Services offers mental health services to undergraduate shops and ongoing training to keep faculty advisors current on University policies and and graduate students. The mission of the services is to support the developmental growth available resources. The center also collaborates with other areas to enhance the ongoing ad- of students in ways that enable them to become more effective in their personal, academic, vising support for all students, such as providing support for the peer advising program in and social functioning. Counseling helps students address psychological issues that may af- the School of Business and working with the Office for Multicultural Learning to offer op- fect their successful participation in the learning community. Among the psychosocial and portunities for faculty to develop advising skills in support of students from varied back- developmental issues that students work on with their counselors are depression, anxiety, in- grounds. University advisors in the Drahmann Center assist students in working effectively terpersonal problems, disturbed sleep or eating behaviors, acculturation, academic motiva- with faculty members, with petitions for exceptions to University policy where unusual cir- tion, homesickness, family concerns, intimacy, and sexuality. The services are confidential cumstances warrant, and with the resolution of special problems. and free and include individual counseling, couples counseling, group counseling, and New Student Programs for undergraduate students are coordinated by the Drahmann psycho-educational programs. Center. Through the New Student Orientation programs, advisors and staff at the Center work with the faculty and staff throughout the University to introduce students to the cam- COWELL STUDENT HEALTH CENTER pus community, to provide advising for new students’ initial registration, and to help new students adjust to the demands and opportunities of University life. Through the LEAD Cowell Health Center provides quality, accessible, and convenient medical care to Santa Scholars program, the Drahmann Center works to ensure that first-generation college stu- Clara students. The Health Center provides primary medical care, physicals, diagnosis of dents and students of color have access to the full range of University support services. illness and injuries, immunizations, gynecological examinations, limited in-house phar- The Tutoring Center offers individual and group tutoring as well as consultation and macy, and referral to specialists when needed. In its Wellness Center, health and wellness workshops on learning strategies, study skills, and time management. The center also pro- education, and prevention services are offered to the campus through education materials, vides advising outreach in support of first-year and undeclared students through the Resi- peer education, and annual campus-wide health campaigns. The Health Center staff dential Learning Communities. includes physicians, nurse practitioners, physician assistants, registered nurses, and medical For undergraduate students interested in pursuing graduate study, the Drahmann Cen- assistants. In addition, a psychiatrist, registered dietician, and physical therapy assistant are ter offers a Guide to Graduate Study on its Web site. The Career Center also has a Resource each available on a part-time basis. Cowell Health Center is accredited by the national Guide to Graduate School on its Web site. The Office of Fellowships maintains information Accreditation Association for Ambulatory Health Care. on nominated graduate fellowships (e.g., Fulbright, Goldwater, Marshall, Rhodes) on its All undergraduate students are eligible to use the services of Cowell Health Center. The Web site and provides assistance in the application process for these awards. Faculty mem- Health Center does not charge for visits, but does charge students for laboratory work, bers are often the best source of information on the nature and quality of graduate pro- medications, medical equipment, and other specialized services. Students are seen on an grams in their academic discipline. appointment basis and usually can be seen the same day, if an appointment is requested in The Disabilities Resources Office has been designated by the University to ensure access the morning. The center is open from 8:30 a.m. to 5 p.m. Monday through Friday when for students with disabilities to all academic programs and campus resources. The goal is to classes are in session, except for Thursdays when the center opens at 9:15 a.m. When the support students with medical, physical, psychological, attention-deficit, and learning dis- Health Center is closed, there is an advice nurse available by phone and volunteer student abilities to participate fully in campus life, its programs, and activities. Emphasis is on growth emergency medical technicians who can visit students on campus. The center is closed from and individual achievement through the provision of academic accommodations, support mid-June to mid-August. services, self-advocacy skill training, and disability-related educational programming for the All undergraduate students are requested to complete a pre-entrance health history prior campus community. Reasonable accommodations are provided to minimize the effects of to arrival at the University and are required to maintain health insurance coverage while a student’s disability and to maximize the potential for success. enrolled at the University. Students will be charged for University health insurance unless The Drahmann Center provides assistance to undergraduate and graduate international they complete a waiver verifying their own comparable insurance each academic year. students with issues related to visas, matters pertaining to immigration law, and general support for their transition to and continued success in their studies on campus.

398 STUDENT LIFE HOUSING AND RESIDENCE LIFE Accreditations and Memberships The undergraduate residence halls at Santa Clara University are home to eight Residen- tial Learning Communities that are vehicles for advancing the University’s goals of inte- University Accreditation grated education and educating the whole person. In the theme-based Learning Accrediting Commission for Senior Colleges and Communities, resident directors and faculty directors coordinate the efforts of resident min- Universities of the Western Association of Schools and Colleges isters, faculty-in-residence, and student staff to encourage high academic achievement, ef- 985 Atlantic Avenue, Suite 100 fective community living, and individual development. Alameda, CA 94501 University residence halls accommodate more than half of the undergraduate population (510) 748-9001 in co-educational communities with common lounge areas, study rooms, kitchen and laun- dry facilities, and other services. Most residence halls offer traditional double-occupancy Specialized Accreditations rooms with common bath facilities; some halls offer suites and apartment-style accommo- ABET, Inc. (formerly Accreditation Board for Engineering and Technology) dations with bathrooms en suite. All residence hall rooms and suites are equipped with a Accreditation Association for Ambulatory Health Care cable television connection and with Ethernet and telephone jacks for each student. Wire- Association to Advance Collegiate Schools of Business-International less network service is also available in the residence halls. Association to Advance Collegiate Schools of Business-Accounting American Association of Museums INTERCOLLEGIATE ATHLETICS American Bar Association American Chemical Society Santa Clara University supports a broad intercollegiate athletic program and is a mem- California State Commission on Teacher Credentialing ber of Division I of the National Collegiate Athletic Association and a founding member California Board of Behavioral Sciences Accredited Marriage and Family Therapists of the West Coast Conference. With 19 intercollegiate sports, the Broncos field teams in State Bar of California men’s and women’s basketball, crew, cross country, golf, soccer, track and water polo, men’s baseball, women’s softball, and women’s volleyball. The men’s and women’s soccer teams Memberships are perennially among the nation’s elite programs, both having won national championships. American Council of Learned Societies Women’s volleyball has also emerged in recent years as one of the nation’s top programs. American Council on Education Santa Clara is one of the West Coast Conference’s top broad-based programs, having won American Mathematical Society Association of American Colleges and Universities the WCC Commissioner’s Cup in 2005 and 2007, an all-sports award presented to the Association of American Law Schools league’s top performing school in conference competition. Association of Catholic Colleges and Universities Association of Governing Boards of Universities and Colleges KIDS ON CAMPUS Association of Independent California Colleges and Universities Association of Jesuit Colleges and Universities Kids on Campus is the University childcare and preschool program for children of faculty, Campus Compact staff, students, and alumni between 6 weeks and 5 years of age. The staff at Kids on Campus College Entrance Examination Board provides a loving, creative, and safe learning environment designed to enhance the physical, Council for Advancement and Support of Education mental, and social growth of each child through a “learning through play” philosophy. Council of Graduate Schools in the United States Council for Higher Education Accreditation OFFICE FOR MULTICULTURAL LEARNING Law School Admission Council The mission of the Office for Multicultural Learning is to coordinate, collaborate, and Mathematical Association of America promote cross-campus programming and related initiatives for purposes of enhancing Santa National Association of Independent Colleges and Universities Clara University’s goals for diversity and inclusive excellence and providing a welcoming National Association of Schools of Music campus climate. The Office for Multicultural Learning will foster multicultural learning National Association of Schools of Theatre experiences that educate the campus to respect and honor differences; promote dialogues National Association of Student Personnel Administrators and interactions among individuals from different backgrounds; support collaborative efforts within the University and between local Santa Clara communities to advance multicultural education; and serve as a campus-wide resource for information about multicultural issues and diversity.

399

BOARD OF TRUSTEES 401

Richard M. Moley Tasce Simon Board of Trustees Los Gatos, Calif. San Francisco, Calif. A.C. “Mike” Markkula Jr., Chair Kapil K. Nanda Robert H. Smith Woodside, Calif. Los Gatos, Calif. Pasadena, Calif. Jon R. Aboitiz Salvador Gutierrez Edward A. Panelli John A. Sobrato The Philippines San Jose, Calif. Saratoga, Calif. Cupertino, Calif. Gregory R. Bonfiglio, S.J. Ellen Marie Hancock Leon E. Panetta Larry W. Sonsini Carmichael, Calif. Los Altos, Calif. Carmel Valley, Calif. Woodside, Calif. Margaret M. “Peggy” Bradshaw Rupert H. Johnson Robert W. Peters Mike Splinter Atherton, Calif. San Mateo, Calif. Los Altos, Calif. Santa Clara, Calif. Michael J. Carey Jennifer Konecny Thomas J. Reese, S.J. William E. Terry San Diego, Calif. San Jose, Calif. Washington, D.C. Palo Alto, Calif. William S. “Bill” Carter J. Terrence “Terry” Lanni P. Anthony Ridder Agnieszka Winkler Los Gatos, Calif. Las Vegas, Nev. Woodside, Calif. San Francisco, Calif. Louis M. Castruccio Heidi LeBaron Leupp Los Angeles, Calif. Hillsborough, Calif. Gerald T. Cobb, S.J. John “Jack” C. Lewis Seattle, Washington Monte Sereno, Calif. Joseph P. Daoust, S.J. Paul L. Locatelli, S.J.* Berkeley, Calif. Santa Clara, Calif. David C. Drummond Lorry I. Lokey Mountain View, Calif. Atherton, Calif. Eduardo Fernandez, S.J. Donald L. Lucas Berkeley, Calif. Menlo Park, Calif. Robert J. Finocchio Jr. Gerdenio M. “Sonny” Manuel, S.J.* Atherton, Calif. Santa Clara, Calif. Rev. James P. Flaherty, S.J. Michael T. McCarthy Milwaukee, Wisc. Columbus, Ohio Paul F. Gentzkow Regis McKenna Saratoga, Calif. Sunnyvale, Calif. Rebecca Guerra Joseph M. McShane, S.J. San Martin, Calif. Bronx, N.Y.

*Ex officio 400

BOARD OF REGENTS 403

Richard Justice Scott R. Santarosa, S.J. Board of Regents Saratoga, Calif. Los Angeles, Calif.

Betsy G. Ackerman Michael J. Conn Daniel J. Kelly Bryon A. Scordelis South Pasadena, Calif. San Francisco, Calif. Napa, Calif. Saratoga, Calif. Kathleen H. Anderson Karen I. Dalby Thomas F. Kelly Abby J. Sobrato Glendale, Calif. Los Angeles, Calif. Atherton, Calif. Saratoga, Calif. David J. Arata Raymond J. Davilla Jay P. Leupp John M. Sobrato Saratoga, Calif. San Jose, Calif. Hillsborough, Calif. Saratoga, Calif. Michonne R. Ascuaga John L. Del Santo James P. Losch Bess Stephens Reno, Nev. Hillsborough, Calif. San Jose, Calif. San Jose, Calif. Jean Bagileo Thomas T. Farley Helen Marchese Owen Kirk C. Syme Woodside, Calif. Pueblo, Colo. Cupertino, Calif. Hillsborough, Calif. C. Forrest Bannan Gary J. Filizetti Brad S. Mattson Margaret A. Taylor Los Angeles, Calif. Santa Cruz, Calif. Monte Sereno, Calif. Atherton, Calif. William J. Barkett Julie A. Filizetti Luciann E. Maulhardt Susan Valeriote La Jolla, Calif. Santa Cruz, Calif. Seal Beach, Calif. Atherton, Calif. David F. Barone Stephen A. Finn Martin R. Melone Julie O. Veit Atherton, Calif. Denver, Colo. La Canada, Calif. Burlingame, Calif. Marie E. Barry Carl L. Golbranson Martin D. Murphy Victor A. Viegas Menlo Park, Calif. Pasadena, Calif. San Francisco, Calif. Atherton, Calif. Paul R. Beirne Paris T. Greenwood Kathy Nicholson Hull Christoper J. Von Der Ahe New York, N.Y. Sunnyvale, Calif. Piedmont, Calif. La Canada, Calif. Deborah Biondolillo Michael E. Hack Saratoga, Calif. Los Gatos, Calif. Patricia Boitano J. Michael Hagan Monterey, Calif. Dana Point, Calif. Roger P. Brunello Mark D. Hanson Los Altos, Calif. Hillsborough, Calif. Mary Frances Callan Laurita J. Hernandez Palo Alto, Calif. Menlo Park, Calif. Mary T. Conlon-Almassy Brent M. Jones Monte Sereno, Calif. Danville, Calif.

*Ex officio 402

UNIVERSITY ADMINISTRATION 405

Janice Edgerly-Rooks, Ph.D...... Chair, Biology University Administration John C. Gilbert, Ph.D...... Chair, Chemistry John Heath, Ph.D...... Chair, Classics Paul Soukup, S.J., Ph.D...... Chair, Communication John Hawley, Ph.D...... Chair, English Paul L. Locatelli, S.J., DBA...... President Barbara A. Molony, Ph.D...... Chair, History Lucia Albino Gilbert, Ph.D...... Provost and Vice President for Academic Affairs Dennis Smolarski, S.J...... Chair, Mathematics and Computer Science Robert D. Warren, M.S...... Vice President, Administration and Finance Josef Hellebrandt, Ph.D...... Chair, Modern Languages and Literatures James M. Purcell, M.A...... Vice President, University Relations Nancy Wait-Kromm, M.M...... Chair, Music Philip J. Kain, Ph.D...... Chair, Philosophy OFFICE OF THE PRESIDENT Richard P. Barber, Jr., Ph.D...... Chair, Physics Janet A. Flammang, Ph.D...... Chair, Political Science Paul L. Locatelli, S.J., DBA...... President Timothy C. Urdan, Ph.D...... Chair, Psychology James I. Briggs, M.A...... Executive Assistant to the President Paul Crowley, S.J., Ph.D...... Chair, Religious Studies Simone Billings, Ph.D...... Assistant to the President Laura Nichols, Ph.D...... Chair, Sociology John Ottoboni, J.D...... University Legal Counsel Aldo Billingslea, Ph.D...... Chair, Theatre and Dance Jack Treacy, S.J., Th.M...... Director, Campus Ministry Craig M. Stephens, Ph.D...... Director, Combined Sciences Program Leslie Gray, Ph.D...... Executive Director, Environmental Studies Institute PROVOST Linda Garber, Ph.D...... Director, Ethnic Studies Carol Ann Gittens, Ph.D...... Director, Liberal Studies Lucia Albino Gilbert, Ph.D...... Provost and Vice President for Academic Affairs Shawn Cowley, LTC ...... Director, Military Science W. Atom Yee, Ph.D...... Dean, College of Arts and Sciences Linda Garber, Ph.D...... Director, Women’s and Gender Studies Program Barry Z. Posner, Ph.D...... Dean, School of Business M. Godfrey Mungal, Ph.D...... Dean, School of Engineering LEAVEY SCHOOL OF BUSINESS Donald J. Polden, J.D...... Dean, School of Law Janice A. Chavez, Ph.D...... Executive Director of Education Programs Barry Z. Posner, Ph.D...... Dean Don C. Dodson, Ph.D...... Vice Provost, Academic Affairs Larry Robertson, Ph.D...... Executive Director, Executive Education Diane Jonte-Pace, Ph.D...... Vice Provost, Undergraduate Studies Elizabeth Ford, MBA...... Assistant Dean, Graduate Business Programs Terry Shoup Ph.D...... Interim Vice Provost, Enrollment Management Donna Perry, J.D...... Assistant Dean, Marketing and Communications Ronald L. Danielson, Ph.D...... Vice Provost, Information Services, Jo-Anne Shibles, M.A...... Assistant Dean, Undergraduate Business Programs and Chief Information Officer Jim Sepe, Ph.D...... Chair, Accounting Charles F. Erekson, Ph.D...... Vice Provost, Planning and Administration Michael Kevane, Ph.D...... Chair, Economics Jeanne Rosenberger, M.A...... Vice Provost, Student Life Sanjiv Das, Ph.D...... Chair, Finance Daniel P. Coonan, J.D...... Director, Athletics and Recreation Tammy Madsen, Ph.D...... Chair, Management Dale D. Achabal, Ph.D...... Co-Chair, Marketing COLLEGE OF ARTS AND SCIENCES Shelby H. McIntyre, Ph.D...... Co-Chair, Marketing Naren Agrawal, Ph.D...... Chair, Operations and Management W. Atom Yee, Ph.D...... Dean Information Systems Paul Fitzgerald, S.J., Ph.D...... Senior Associate Dean Gregory P. Corning, Ph.D...... Associate Dean SCHOOL OF ENGINEERING Stephen C. Lee, Ph.D...... Associate Dean Kathleen Villarruel Schneider, J.D...... Senior Assistant Dean Godfrey Mungal, Ph.D...... Dean Rafael Ulate, M.A...... Assistant Dean Aleksandar Zecevic, Ph.D...... Associate Dean, Graduate Studies Lisa Kealhofer, Ph.D...... Chair, Anthropology Ruth Davis, Ph.D...... Associate Dean, Undergraduate Studies Kelly Detweiler, MFA ...... Chair, Art and Art History Nam Ling, Ph.D...... Associate Dean, Research and Faculty Development

404

406 UNIVERSITY ADMINISTRATION

Stephen A. Chiappari, Ph.D...... Chair, Applied Mathematics Steven C. Chiesa, Ph.D...... Co-Chair, Civil Engineering Faculty Reynaud L. Serrette, Ph.D...... Co-Chair, Civil Engineering Weija Shang, Ph.D...... Chair, Computer Engineering Samiha Mourad, Ph.D...... Chair, Electrical Engineering ENDOWED CHAIRS Robert J. Parden, Ph.D...... Chair, Engineering Management Timothy K. Hight, Ph.D...... Chair, Mechanical Engineering UNIVERSITY

Joseph S. Alemany Professor CENTERS OF DISTINCTION Chaiho Kim (Operations and Management Information Systems) Kevin Quinn, S.J., J.D., Ph.D...... Executive Director, Ignatian Center Fay Boyle Professor for Jesuit Education Francisco Jiménez (Modern Languages and Literatures) Kirk O. Hanson, MBA ...... Executive Director, Markkula Center for Applied Ethics Ignacio Ellacuria, S.J., University Professorship for Jesuit Studies Geoffrey C. Bowker, Ph.D...... Executive Director, Center for Science, Gerald L. McKevitt, S.J. (History) Technology, and Society Presidential Professor of Ethics and the Common Good (open) ADMINISTRATION AND FINANCE Lee and Seymour Graff Professor Robert D. Warren, M.S...... Vice President, Administration and Finance Jo Burr Margadant (History) Harry M. Fong, MBA ...... Associate Vice President, Finance Lee and Seymour Graff Professor II Molly A. McDonald, J.D...... Assistant Vice President, Human Resources (open) Joseph P. Sugg, M.S...... Assistant Vice President, University Operations John Kerrigan, B.A...... Chief Investment Officer Paul L. Locatelli, S.J., Professor Jane H. Barrantes, M.Ed...... Director, Auxiliary Services (open) J. Thomas and Kathleen L. McCarthy Professor UNIVERSITY RELATIONS André L. Delbecq (Management) James M. Purcell, M.A...... Vice President, University Relations Regis and Diane McKenna Professor Richard Giacchetti, M.Ed...... Associate Vice President, Marketing Geoffrey C. Bowker (Communication and Environmental Studies) and Communications Nancy T. Calderon, B.A...... Assistant Vice President, Development John Courtney Murray, S.J., Professor of Social Ethics Kathryn Kale, BSC...... Executive Director, Alumni Relations/ (open) Alumni Association John Nobili, S.J., Professor Gary A. Macy (Religious Studies) Phil and Bobbie Sanfilippo Professor Allen Hammond, IV (Law) Santa Clara Jesuit Community Professor Denise L. Carmody (Religious Studies) Benjamin and Mae Swig Professor Dragoslav D. Siljak (Electrical Engineering) Harold and Edythe Toso Professor Victor B. Vari (Modern Languages and Literatures)

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408 FACULTY FACULTY 409

College of Arts and Sciences Robert W. Peters Professor Ruth E. Davis (Computer Engineering) Augustin Cardinal Bea, S.J., University Professor Michael Buckley, S.J. (Religious Studies) John M. Sobrato Professor M. Godfrey Mungal (Mechanical Engineering) Patrick A. Donohoe, S.J., Professor Eric O. Hanson (Political Science) School of Business Bernard J. Hanley Professor Michael Accolti, S.J., Professorship for Leadership (open) (open) Gerard Manley Hopkins, S.J., Professor Mario L. Belotti Professor Ron Hansen (English) Hersh M. Shefrin (Finance) William T. Cleary Professor Fletcher Jones Professor Albert V. Bruno (Marketing) Patrick E. Hoggard (Chemistry) Charles J. Dirksen Professor of Business Ethics Clare Boothe Luce Professors Manuel G. Velasquez (Management) Amelia A. Fuller (Chemistry) Iris Stewart-Frey (Environmental Studies) W. M. Keck Foundation Professor The Knight Ridder/San Jose Mercury News Professor Mario L. Belotti (Economics) Sally J. Lehrman (Communication) Glenn Klimek Professor Meir Statman (Finance) Walter E. Schmidt, S.J., Professor Emile G. McAnany (Communication) Robert and Barbara McCullough Professor (open) Frank Sinatra Professor (open) Naumes Family Professor Robert A. Collins (Operations and Management Information Systems) Michael and Elizabeth Valeriote Professor Gerald L. Alexanderson (Mathematics and Computer Science) Michel and Mary Orradre Professor Alexander J. Field (Economics) School of Engineering Stephen and Patricia Schott Professor David F. Caldwell (Management) Thomas J. Bannan Professor Timothy J. Healy (Electrical Engineering) L. J. Skaggs Distinguished Professor Dale D. Achabal (Marketing) Clare Boothe Luce Professors Wendelin Wright (Mechanical Engineering) William and Janice Terry Professor James Koch (Management) Wilmot J. Nicholson Family Professor Gerald and Bonita A. Wilkinson Professor Sukhmander Singh (Civil Engineering) Dennis J. Moberg (Management) Packard Junior Faculty Fellows School of Law Rachel He (Civil Engineering) Sarah Kate Wilson (Electrical Engineering) John A. and Elizabeth H. Sutro Professor Jean C. Love (Law) Inez Mabie Professor Patricia A. Cain (Law)

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PROFESSORS EMERITI CARL H. HAYN, S.J. (1955) RICHARD K. PEFLEY (1951) Professor of Physics, Emeritus Professor of Mechanical Engineering, GEORGE J. ALEXANDER (2004) JAMES W. FELT, S.J. (1965) B.A., 1939, A.M., 1940, Gonzaga Emeritus Professor of Law, Emeritus Professor of Philosophy, Emeritus University; STL, 1948, Alma College; B.S., 1944, M.S., 1951, M.E., 1960, A.B., 1953, J.D., 1959, University of B.A., 1949, M.A., 1950, Gonzaga Ph.D., 1955, St. Louis University. Stanford University. Pennsylvania; LL.M., 1965, JSD, 1969, University; STL, 1957, Alma College; Yale Law School. M.S., 1961, Ph.D., 1965, St. Louis CHRISTIAN T. LIEVESTRO (1969) ROBERT J. PFEIFFER (1958) University. Professor of English, Emeritus Professor of Chemistry, Emeritus HOWARD C. ANAWALT (1967) B.A., 1950, State University of New B.A., 1953, Santa Clara University; Professor of Law, Emeritus E. JOHN FINNEMORE (1979) York, Albany; M.A., 1953, Ph.D., Ph.D., 1958, Cornell University. B.A., 1960, Stanford; J.D., 1964 Professor of Civil Engineering, Emeritus 1958, Harvard University. University of California. B.Sc., 1960, University of London; PETER O’M. PIERSON (1966) M.S., 1966, Ph.D., 1970, Stanford DENNIS LILLY (1975) Professor of History, Emeritus CATHERINE M. BELL (1985) University. Professor of Law, Emeritus B.A., 1954, M.A., 1963, Ph.D., 1966, Professor of Religious Studies B.S., 1964, Georgetown University; University of California, Los Angeles. B.A., 1975, Manhattanville College; EUGENE J. FISHER (1954) LL.B., 1967, University of Virginia; M.A., 1976, Ph.D., 1983, Professor of Mechanical Engineering, LL.M., 1973, New York University. SITA RAMAN (1996) University of Chicago. Emeritus Associate Professor of History, Emerita B.S.M.E., 1950, Santa Clara ROLAND C. LOWE (1968) B.A., 1965, M.A., 1985, Ph.D., 1992, SHU-PARK CHAN (1963) University; M.S., 1965, Professor of Psychology, Emeritus University of California, Los Angeles. Professor of Electrical Engineering, Stanford University. B.A., 1957, University of Emeritus Massachusetts; Ph.D., 1962, MICHEL A. SAAD (1959) B.S., 1955, Virginia Military Institute; DORTHEA R. FRENCH (1985) Clark University. Professor of Mechanical Engineering, M.S., 1957, Ph.D., 1963, University Associate Professor of History, Emerita Emeritus of Illinois. B.A., 1968, M.A., 1970, San Jose State ANNE MARIE MONGOVEN, B.S., 1949, Alexandria University; University; Ph.D., 1985, University of O.P. (1963) M.S., 1953, Massachusetts Institute of JAMES DEGNAN (1963) California, Berkeley. Professor of Religious Studies, Emerita Technology; Ph.D., 1956, University of Professor of English, Emeritus B.A., 1958, Edgewood College; Michigan. B.A., 1954, Memphis State University; MARY M. GORDON (1975) M.A., 1966, Ph.D., 1982, Catholic M.A., 1956, University of Notre Dame. Professor of History, Emerita University of America. MARVIN L. SCHROTH (1966) B.A., 1950, University of Sydney; Professor of Psychology, Emeritus WILLIAM T. DUFFY, JR. (1959) M.A., 1952, Radcliffe College; Ph.D., JOHN S. MOORING (1963) B.A., 1959, University of Redlands; Professor of Physics, Emeritus 1974, University of Pittsburgh. Professor of Biology, Emeritus M.S., 1961, Washington State B.S.E.E., 1953, Santa Clara University; B.A., 1950, University of California, University; Ph.D., 1965, Texas M.S., 1954, Ph.D., 1959, Stanford JOSEPH A. GRASSI (1971) Santa Barbara; Ph.D., 1956, University Christian University. University. Professor of Religious Studies, Emeritus of California, Los Angeles. B.A., 1943, Maryknoll College; B.D., LYNN R. SHURTLEFF (1966) FRANCIS X. DUGGAN (1962) 1948, Maryknoll Seminary; STL, 1949, ELIZABETH J. MORAN (1963) Professor of Music, Emeritus Professor of English, Emeritus Angelicum; S.S.L., 1949, Pontifical Professor of English, Emerita B.A., 1963, M.A., 1965, Brigham B.A., University of Notre Dame; M.A., Biblical Institute. B.A., 1942, Indiana University; M.A., Young University. 1950, Ph.D., 1960, University of 1963, San Jose State University. Pennsylvania. BRIAN P. HALL (1979) MICHAEL A. SWEENEY (1966) Associate Professor of Counseling IAN MURRAY (1951) Associate Professor of Chemistry, Emeritus THOMAS N. FAST (1957) Psychology, Emeritus Professor of Mechanical Engineering, B.S., 1953, Loyola University, Los Professor of Biology, Emeritus B.A., 1959, University of London; Emeritus Angeles; M.S., 1955, Ph.D., 1962, B.S., 1949, Santa Clara University; M.Div., 1965, University of Western B.S., 1949, M.S., 1951, University of California, Berkeley. Ph.D., 1960, Stanford University. Ontario; Rel.D., 1969, Graduate Stanford University. School of Theology, Claremont.

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JO ANN VASQUEZ (1972) THOMAS BEAUDOIN (2004) KATERINA BEZRUKOVA (2008) Associate Professor of Education, Emerita Assistant Professor of Religious Studies Assistant Professor of Psychology B.A., 1966, Immaculate Heart College, B.A., 1992, University of Missouri, B.S./M.S., 1995, Ph.D., 1999, Los Angeles; M.A., 1970, Ph.D., 1973, Kansas City; MTS, 1996, Harvard Uni- Moscow State University. Claremont Graduate School. versity; Ph.D., 2001, Boston College. SIMONE J. BILLINGS (1980) ROSE MARIE BEEBE (1986) Senior Lecturer in English FACULTY Professor of Modern Languages and B.A., 1975, M.A., 1979, San Francisco Literatures State University; Ph.D., 1994, Stanford DALE D. ACHABAL (1980) MARK A. ASCHHEIM (2003) B.A., 1976, Santa Clara University; University. Professor of Marketing Associate Professor of Civil Engineering M.A., 1980, Ph.D., 1983, Stanford B.A., 1968, M.A., 1970, San Francisco B.S., M.Eng., 1992, Ph.D., 1995, University. ALDO L. BILLINGSLEA (1998) State University; Ph.D., 1975, University of California, Berkeley. Associate Professor of Theatre and Dance University of Texas, Austin. TERRY L. BEERS (1988) B.A., 1987, M.A., 1988, Austin DARREN C. ATKINSON (2000) Professor of English College; MFA, 1991, Southern THORSTEINN ADALSTEINSSON Associate Professor of Computer B.A., 1977, M.A., 1982, California Methodist University. (2006) Engineering State University, Northridge; Ph.D., Assistant Professor of Chemistry B.S., 1991, M.S., 1994, Ph.D., 1999, 1986, University of Southern California. JOHN T. BIRMINGHAM (2000) B.Sc., 1996, University of Iceland; University of California, San Diego. Associate Professor of Physics Ph.D., 2002, University of Wisconsin, ROBERT A. BEKES (1988) B.A., 1989, Princeton University; M.A., Madison. CHRISTINE M. BACHEN (1989) Associate Professor of Mathematics and 1991, Ph.D., 1996, University of Associate Professor of Communication Computer Science California, Berkeley. NARENDRA AGRAWAL (1992) B.A., 1977, University of California, B.A., 1966, University of California, Associate Professor of Operations and Los Angeles; Ph.D., 1982, Stanford Berkeley; M.A., 1970, Ph.D., 1973, REBECCA BLACK (2006) Management Information Systems University. University of Oregon. Lecturer in English B.Tech., 1984, Institute of Technology, B.A., 1997, Tulane University; MFA., Banaras Hindu University; M.S., 1987, GREGORY A. BAKER (1988) MATTHEW C. BELL (2001) 2002, Indiana University. University of Texas, Dallas; Ph.D., Professor of Management Assistant Professor of Psychology 1994, The Wharton School, University B.S., 1978, M.S., 1980, Ph.D., 1982, B.S., 1989, University of New Mexico; HANS C. BOEPPLE (1978) of Pennsylvania. Purdue University. M.A., 1992, Ph.D., 1997, University of Professor of Music California, San Diego. B.M., 1973, M.M., 1975, GERALD L. ALEXANDERSON (1958) RICHARD P. BARBER JR. (1995) Indiana University. Professor of Mathematics Associate Professor of Physics MARIO L. BELOTTI (1959) B.A., 1955, University of Oregon; B.S., 1984, Davidson College; M.S., Professor of Economics SHERRYL BOOTH (1992) M.S.,1958, Stanford University. 1989, Ph.D., 1990, University of B.S., 1954, M.A., 1955, Midwestern Senior Lecturer in English Maryland, College Park. University; Ph.D., 1960, University of B.A., 1971, M.A., 1973, Virginia KATHERINE AOKI (2003) Texas, Austin. Polytechnic Institute and State Assistant Professor of Art and Art History JOSÉ BARRÍA (1986) University; Ph.D., 1989, Texas B.A., 1990, University of California, Professor of Mathematics and Computer JAMES B. BENNETT (2002) Christian University. Berkeley; MFA., 1994, Washington Science Assistant Professor of Religious Studies University. B.A., 1963, University of Concepión, B.A., 1989, University of California, MARC BOUSQUET (2005) Chile; M.A., 1972, Ph.D., 1974, Los Angeles; M.Div., 1993, Princeton Associate Professor of English GLENN D. APPLEBY (1993) Indiana University. Theological Seminary; Ph.D., 1999, B.A., 1985, Yale University; Ph.D., Associate Professor of Mathematics Yale University. 1997, City University of New York. B.A., 1986, University of Chicago; MARIA BAULUZ (2007) M.S., 1988, Ph.D., 1993, University of Lecturer in Modern Languages MICHELLE BEZANSON (2006) California, Los Angeles. and Literatures Assistant Professor of Anthropology B.A., 1988, University of Oviedo; B.A., 1996, M.A., 1999, Ph.D., 2006, M.A., 1996, University of Iowa. University of Arizona. 414 FACULTY FACULTY 415

GEOFFREY C. BOWKER (2004) MICHAEL BUCKLEY, S.J. (2006) MICHAEL R. CARRASCO (1997) ELSA Y. CHEN (2000) Professor of Communication and Professor of Religious Studies Associate Professor of Chemistry Assistant Professor of Political Science Environmental Studies S.T.L., 1963, Alma College; Ph.D., B.A., 1990, University of California, B.A., 1991, Princeton University; B.A., 1975, Australian National 1967, University of Chicago. Berkeley; M.A., 1991, M.Phil., 1994, M.P.P., 1993, Harvard University; University; Ph.D., 1984, University Ph.D., 1995, Columbia University. M.A., 1996, C.Phil, 1997, Ph.D., of Melbourne. JERRY M. BURGER (1984) 2000, University of California, Los Professor of Psychology STEPHEN CARROLL (2006) Angeles. ROBERT BOZINA (1994) B.A., 1974, M.S., 1977, California Lecturer in English Senior Lecturer in Music State University, Fresno; Ph.D., 1980, B.A., 1982, M.A., 1987, Ph.D., 1996, HSIN-I CHENG (2007) B.A., 1969, Santa Clara University; University of Missouri, Columbia. University of California, Berkeley. Assistant Professor of Communication M.A., 1974, San Francisco State B.A., 1998, Fu-Jen Catholic University; University. MICHELLE BURNHAM (1997) MICHAEL CASTORI, S.J. (2007) M.A., 2001, University of Wisconsin; Associate Professor of English Assistant Professor of Religious Studies Ph.D., 2006, Bowling Green State ROBERT J. BRANCATELLI (1998) B.A., 1984, Trinity College; M.A., A.B., 1982, Harvard College; M.A., University. Assistant Professor of Religious Studies 1992, Ph.D., 1994, State University of 1991, Fordham University; M.Div., B.A., 1978, Ursinus College; M.A., New York, Buffalo. 1998, Jesuit School of Theology at STEPHEN A. CHIAPPARI (1996) 1995, Santa Clara University; Ph.D., Berkeley. Senior Lecturer in Applied Mathematics 2001, Catholic University of America. FABIO CALDIERARO (2003) B.S., 1984, Santa Clara University; Assistant Professor of Marketing GEORGE CHACKO (2006) Ph.D., 1990, University of Illinois, AMARA T. BROOK (2005) B.S., 1990, M.S., 1996, Associate Professor of Finance Urbana-Champaign. Assistant Professor of Psychology Pontifical Catholic University of B.S., 1989, Massachusetts Institute of A.B., 1996, Harvard University; M.S., Rio Grande du Sul; Ph.D., 2003, Technology; M.B.A., 1992, University STEVEN C. CHIESA (1987) 1999, M.A., 2002, University of Northwestern University. of Chicago; Ph.D., 1997, Harvard Associate Professor of Civil Engineering Michigan. University. B.S., 1975, Santa Clara University; DAVID F. CALDWELL (1978) M.S., 1976, Stanford University; PHYLLIS R. BROWN (1982) Professor of Management RAMÓN D. CHACÓN (1981) Ph.D., 1982, University of Notre Associate Professor of English B.A., 1971, Whitworth College; M.S., Associate Professor of History and Ethnic Dame. B.A., 1973, University of Rochester; 1973, Washington State University; Studies M.A., 1975, Ph.D., 1979, University Ph.D., 1978, University of California, B.A., 1968, California State University, ROHIT CHOPRA (2008) of Oregon. Los Angeles. Fresno; M.A., 1972, M.A., 1976, Assistant Professor of Communication Ph.D., 1983, Stanford University. B.A., 1994, St. Xavier’s College, LINDA S. BRUNAUER (1988) MICHAEL J. CALEGARI (2001) University of Bombay, India; M.A., Associate Professor of Chemistry Associate Professor of Accounting JULIANA CHANG (2001) 1997, University of Bombay, India; B.S., 1978, San Jose State University; B.S., 1980, University of San Francisco; Associate Professor of English Ph.D., 2006, Emory University. Ph.D., 1984, University of California, M.S., 1986, Golden Gate University; B.A., 1988, M.A., 1991, Ph.D., 1995, Los Angeles. Ph.D., 1996, University of Arizona. University of California, Berkeley. WINGYAN CHUNG (2007) Assistant Professor of Operations and ALBERT V. BRUNO (1971) LUIS F. CALERO, S.J. (1991) JANICE A. CHAVEZ (2008) Information Management Systems Professor of Marketing Associate Professor of Anthropology Professor of Education B.BA., 1993, M.S., 2000, The B.S., 1967, M.S., 1969, Ph.D., 1971, B.A., 1974, Loyola University, New Or- B.A., 1975; M.A., 1977; Ph.D., 1983, Chinese University of Hong Kong; Purdue University. leans; M.Div., 1983, Jesuit School of University of New Mexico, Albuquerque. Ph.D., 2004, University of Arizona. Theology, Berkeley; Ph.D., 1987, Uni- IRENE BUBULA-PHILLIPS (2007) versity of California, Berkeley. ROBERT A. COLLINS (1989) Lecturer in Modern Languages Professor of Operations and Management and Literatures DENISE L. CARMODY (1994) Information Systems B.A., 1985, University of Trieste; M.A., Professor of Religious Studies B.A., 1971, Graceland College; M.A., 1991, San Jose State University. B.A., 1958, College of Notre Dame of 1973, Ph.D., 1975, University of Maryland; M.A., 1966, Ph.D., 1970, Missouri, Columbia. Boston College.

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GREGORY P. CORNING (1997) SANJIV RANJAN DAS (2000) PERLITA DICOCHEA (2007) JOHN R. DUNLAP (1977) Associate Professor of Political Science Professor of Finance Assistant Professor of Ethnic Studies Senior Lecturer in Classics B.A., 1987, Brown University; M.A., B.Com, 1982, University of Bombay; B.A., 1997, Santa Clara University; B.A., 1968, Santa Clara University; 1989, Ph.D., 1996, University of AICWA, 1983, Indian Institute of Cost M.A., 1999, Arizona State University; M.A., 1975, University of Minnesota. Southern California. & Works Accountants of India; MBA, Ph.D., 2006, University of California, 1984, Indian Institute of Management; Berkeley. MICHAEL J. EAMES (1996) JAMES B. COTTRILL (2006) M.Phil, 1992, New York University; Associate Professor of Accounting Assistant Professor of Political Science Ph.D., 1994, New York University. DON C. DODSON (1991) B.S., M.S., University of California, B.A., 1991, University of Louisville; Professor of Communication Berkeley; MBA, Ph.D., 1995, Univer- Ph.D., 2004, Texas A&M University. RUTH E. DAVIS (1979) B.A., 1966, Haverford College; M.A., sity of Washington. Professor of Computer Engineering 1967, Stanford University; M.A., 1968, LUCILE COUPLAN-CASHMAN B.S, 1973, Santa Clara University; Northwestern University; Ph.D., 1974, MARILYN J. EDELSTEIN (1987) (2007) M.S., 1976, San Jose State University; University of Wisconsin, Madison. Associate Professor of English Lecturer in Modern Languages Ph.D., 1979, University of California, B.A., 1974, Goddard College; M.A., and Literatures Santa Cruz. XIAOJING DONG (2006) 1978, University of Chicago; Ph.D., B.A., 1973, M.A., 1974, La Sorbonne; Acting Assistant Professor of Marketing 1984, State University of New York, M.A., 1978, Arizona State University. ANDRÉ L. DELBECQ (1979) B.S., 1998, Tsinghua University; M.S., Buffalo. Professor of Management 2000, Massachusetts Institute of PAUL G. CROWLEY, S.J. (1989) B.A., 1958, University of Toledo; MBA, Technology. JANICE S. EDGERLY-ROOKS Professor of Religious Studies 1961, DBA, 1963, Indiana University. (1988) B.A., 1973, Stanford University; M.A., WILLIAM F. DONNELLY, S.J. Professor of Biology 1975, Columbia University; Ph.D., BLAKE DE MARIA (2002) (1969) B.A., 1977, State University of New 1984, Graduate Theological Union. Assistant Professor of Art History Professor of Economics York, Cortland; M.S., 1980, State B.A., 1993, University of California, BSC, 1949, Santa Clara University; University of New York, Syracuse; JANE L. CURRY (1986) Los Angeles; M.A., 1997, Ph.D., 2003, M.A., 1957, Gonzaga University; MST, Ph.D., 1986, Cornell University. Professor of Political Science Princeton University. 1964, Santa Clara University; Ph.D., B.A., 1969, Vassar College; M.A., 1969, New York University. WILLIAM R. EISINGER (1972) 1971, Indiana University; Ph.D., 1979, HENRY G. DEMMERT (1968) Professor of Biology Columbia University. Associate Professor of Economics DIANE E. DREHER (1974) B.A., 1965, Hiram College; M.S., B.A., 1965, Santa Clara University; Professor of English 1967, Purdue University; Ph.D., 1971, ELIZABETH P. DAHLHOFF (1997) M.A., 1969, Ph.D., 1972, Stanford B.A., 1968, University of California, University of Miami. Associate Professor of Biology University. Riverside; M.A., 1970, Ph.D., 1973, B.A., 1986, University of California, University of California, Los Angeles. LAURA L. ELLINGSON (2001) Santa Cruz; Ph.D., 1993, University of ROBERT KELLY DETWEILER Associate Professor of Communication California, San Diego. (1982) DEREK DUARTE (2006) B.A., 1991, University of Vermont; Professor of Art Senior Lecturer in Theatre and Dance M.A., 1992, University of New ELIZABETH DALE (1991) B.A., 1975, California State University, B.A., 1978, University of California, Hampshire; M.A., 1997, Northern Senior Lecturer in Theatre and Dance Hayward; MFA, 1977, University of Berkeley; MFA., 1980, University of Illinois University; Ph.D., 2001, B.A., 1977, University of California, California, Davis. California, Los Angeles. University of South Florida. Davis; MFA, 1981, University of California, San Diego. AARON DIAZ (2003) MARY JUDITH DUNBAR (1978) EILEEN RAZZARI ELROD (1992) Assistant Professor of Mathematics and Associate Professor of English Associate Professor of English RONALD L. DANIELSON (1976) Computer Science B.A., 1961, University of Redlands; B.A., 1980, California State University, Associate Professor of Computer B.A., 1997, New York University; M.A., 1966, Ph.D., 1976, Stanford Chico; M.A., 1986, Ph.D., 1991, Engineering Ph.D., 2003, Cornell University. University. University of California, Davis. B.A., 1967, University of Minnesota; M.S., 1968, Northwestern University; Ph.D., 1975, University of Illinois, Urbana-Champaign.

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JERALD R. ENOS (1988) ALEXANDER J. FIELD (1982) DON FRITZ (2007) CAROL ANN GITTENS (1997) Associate Professor of Theatre and Dance Professor of Economics Assistant Professor of Art and Art History Associate Professor of Liberal Studies and B.A., 1979, California State University, B.A., 1970, Harvard University; M.Sc., B.A., 1975, BFA, 1976, University of Education Hayward; MFA, 1984, University of Economics, 1971, London School of California, Santa Cruz; MFA, 1978, B.A., 1990, University of California, California, Los Angeles. Economics; Ph.D., 1974, University of University of California, Davis. Davis; M.S., 1991, California State California, Berkeley. University, Fullerton; M.A., 1993, CAROLYN EVANS (2006) ANDREW J. GARAVEL, S.J. (2005) Ph.D., 1996, University of California, Associate Professor of Economics SILVIA M. B. FIGUEIRA (1998) Assistant Professor of English Riverside. A.B., 1990, Harvard University; M.Sc., Associate Professor of Computer A.B., 1980, Fairfield University; A.M., 1991, London School of Economics; Engineering 1985, University of Chicago; M.Div., JOHN C. GILBERT (2006) Ph.D., 1999, Harvard University. B.S., 1988, M.S., 1991, Federal 1991, University of Toronto; STB, Professor of Chemistry University of Rio de Janeiro; Ph.D., 1991, Regis College; Ph.D., 2003, New B.S., 1961, University of Wyoming; DRAZEN FABRIS (2000) 1996, University of California, York University. M.S., 1962, Ph.D., 1965, Yale Associate Professor of Mechanical San Diego. University. Engineering LINDA GARBER (2001) B.S., 1990, California Institute of PAUL J. FITZGERALD, S.J. (1997) Associate Professor of English and LUCIA ALBINO GILBERT (2006) Technology; M.S., 1993, Ph.D., 1996, Associate Professor of Religious Studies Women and Gender Studies Professor of Psychology and Counseling University of California, Berkeley. B.A., 1980, Santa Clara University; B.A., 1987, Harvard University; M.A., Psychology Ph.B., 1986, Hochschule für 1990, Ph.D., 1995, Stanford B.A., Wells College; M.S., Yale FRANK A. FARRIS (1984) Philosophie, Munich; M.Div., 1991, University. University; Ph.D., 1974, University of Associate Professor of Mathematics STL, 1993, Weston School of Texas, Austin. B.A., 1977, Pomona College, Theology; Ph.D., 1997, Université de ALMA M. GARCIA (1982) Ph.D., 1981, Massachusetts Paris IV; STD, 1999, Institut Professor of Sociology KIRK GLASER (2006) Institute of Technology. Catholique de Paris. B.A., 1974, University of Texas, El Lecturer in English Paso; M.A., 1978, Ph.D., 1982, B.A., 1983, Dartmouth College; M.A., STEVEN L. FEDDER (1984) JANET A. FLAMMANG (1978) Harvard University. 1992, Ph.D., 1993, University of Senior Lecturer in Chemistry Professor of Political Science California, Berkeley. B.A., 1972, Colorado College; Ph.D., B.A., 1970, M.A., 1973, Ph.D., 1980, STEVEN M. GELBER (1969) 1978, Arizona State University. University of California, Los Angeles. Professor of History JORGE E. GONZALEZ (2003) B.S., 1965, Cornell University; M.S., Professor of Mechanical Engineering CHARLES D. FEINSTEIN (1982) KAREN F. A. FOX (1980) 1967, Ph.D., 1972, University of B.S., 1987, M.S., 1989, University of Associate Professor of Operations and Associate Professor of Marketing Wisconsin, Madison. Puerto Rico; Ph.D., 1994, Georgia Management Information Systems B.A., 1964, Stanford University; MAT, Institute of Technology. B.S., 1967, Cooper Union; M.S., 1968, 1966, Harvard University; MBA, 1980, MANOOCHEHR GHIASSI (1981) M.S., 1978, Ph.D., 1980, Stanford Northwestern University; Ph.D., 1973, Professor of Operations and Management JILL M. GOODMAN-GOULD University. Stanford University. Information Systems (1988) B.S., 1970, University of Tehran; M.S., Senior Lecturer in English SUSAN J. FELTER (1983) BARBARA MEANS FRASER (1993) 1974, Southern Illinois University; B.A., 1974, M.A., 1979, Ph.D., 1983, Associate Professor of Art Associate Professor of Theatre and Dance M.S., 1979, Ph.D., 1980, University of University of Oregon. B.A., 1966, University of California, B.A., 1975, Yankton College; M.A., Illinois, Urbana-Champaign. Berkeley; MFA, 1971, University of 1978, Miami University; Ph.D., 1982, DENNIS R. GORDON (1980) California, Los Angeles. University of Oregon. GEORGE F. GIACOMINI JR. (1963) Professor of Political Science Associate Professor of History B.A., 1969, M.A., 1975, San Francisco MARILYN FERNANDEZ (1992) SUSAN S. FRISBIE (1982) B.A., 1956, Santa Clara University; State University; Ph.D., 1979, Professor of Sociology Senior Lecturer in English M.A., 1957, University of California, University of California, Santa Barbara. B.A., 1973, St. Teresa’s College, Cochin, B.A., 1968, University of California, Berkeley. India; M.A., 1975, Loyola College of Los Angeles; M.A., 1974, San Francisco Social Sciences, Madras, India; Ph.D., State University; Ph.D., 1990, 1982, Loyola University, Chicago. University of California, Berkeley.

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JAMES L. GRAINGER (1987) ERIC O. HANSON (1976) JOHN M. HEINEKE (1968) JoANNE HOLLIDAY (2000) Associate Professor of Biology Professor of Political Science Professor of Economics Associate Professor of Computer B.A., 1973, University of California, B.A., 1966, M.A., 1967, Gonzaga B.S., 1962, St. Ambrose College; Engineering Santa Cruz; Ph.D, 1978, University of University; M.A., 1972, Ph.D., 1976, Ph.D., 1968, University of Iowa. B.A., 1971, University of California, California, Berkeley. Stanford University. Berkeley; M.S., 1976, Northeastern JOSEF HELLEBRANDT (1994) University; Ph.D., 2000, University of DAVID B. GRAY (2005) KIRK O. HANSON (2001) Associate Professor of Modern Languages California, Santa Barbara. Assistant Professor of Religious Studies University Professor of Organizations and and Literatures B.A., 1993, Wesleyan University; M.A., Society M.A., 1984, Ludwig-Maximilians- ÁNGEL ISLAS (2000) 1995, M. Phil., 1998, Ph.D., 2001, B.A., 1968, MBA, 1971, Stanford Universität, Munich; M.A., 1987, Associate Professor of Biology Columbia University. University. University of North Carolina, Chapel B.S., 1985, University of California, Hill; Ph.D., 1990, Purdue University. Davis; Ph.D., 1993, Stanford LESLIE GRAY (1999) JOHN C. HAWLEY (1986) University. Associate Professor of Environmental Professor of English ROBERT J. HENDERSHOTT Studies B.A., 1970, M.A., 1971, St. Louis (1993) FRANCISCO JIMÉNEZ (1973) B.A., 1984, Georgetown University; University; M.Div., 1977, STM, 1977, Associate Professor of Finance Professor of Modern Languages and M.S., 1992, University of California, Graduate Theological Union; Ph.D., B.S., 1987, Stanford University; Ph.D., Literatures Davis; Ph.D., 1997, University of 1985, University of Pennsylvania. 1993, Ohio State University. B.A., 1966, Santa Clara University; Illinois, Urbana-Champaign. M.A., 1969, Ph.D., 1972, Columbia ROBIN HAYES (2007) SAMUEL R. HERNÁNDEZ (1977) University. WILLIAM S. GREENWALT (1982) Assistant Professor of Ethnic Studies Professor of Art Professor of Classics B.A., 1994, New York University; B.A., 1970, California State University, HOJE JO (1990) B.A., 1975, M.A., 1978, Ph.D., 1985, M.A., 2002, Ph.D., 2006, Yale Hayward; MFA, 1974, University of Associate Professor of Finance University of Virginia. University. Wisconsin, Madison. B.A., 1977, Seoul National University; MBA, 1982, State University of New TERRI GRIFFITH (2001) RONG HE (2003) TIMOTHY K. HIGHT (1984) York, Buffalo; Ph.D., 1986, University Professor of Management Assistant Professor of Civil Engineering Associate Professor of Mechanical of Florida. B.A., 1983, University of California, B.E., 1993, M.E., 1996, Chongquing Engineering Berkeley; M.S., 1986, Ph.D., 1988, University; Ph.D., 2000, University of B.S., 1972, California Institute of DIANE E. JONTE-PACE (1988) Carnegie Mellon University. Wisconsin. Technology; M.S., 1973, Ph.D., 1977, Professor of Religious Studies Stanford University. B.A., 1973, University of California, GREGORY GULLETTE (2008) TIMOTHY J. HEALY (1966) Santa Cruz; M.A., 1975, Ph.D., 1984, Assistant Professor of Anthropology Professor of Electrical Engineering TERESIA HINGA (2005) University of Chicago. B.A., 1999, University of Louisville; BSEE, 1958, Seattle University; MSEE, Associate Professor of Religious Studies Ph.D., 2004, University of Georgia. 1959, Stanford University; Ph.D., B.Ed., 1977, Kenyatta University; HEATHER JULIEN (2007) 1966, University of Colorado, Boulder. M.A., 1980, Nairobi University; Ph.D., Lecturer in English JAMES L. HALL (1971) 1990, University of Lancaster. B.A., 1993, University of California, Associate Professor of Management JOHN R. HEATH (1991) Santa Cruz. B.A., 1960, Bates College; MBA, 1961, Professor of Classics PATRICK E. HOGGARD (1995) Rutgers University; Ph.D., 1971, B.A., 1977, Pomona College; M.A., Professor of Chemistry TRACEY L. KAHAN (1990) University of Washington. 1980, Ph.D., 1982, Stanford B.S., 1965, University of California, Associate Professor of Psychology University. Berkeley; Ph.D., 1970, Washington B.A., 1973, University of California, RON HANSEN (1996) State University. Irvine; M.A., 1979, California State Professor of English MARY E. HEGLAND (1989) University, Long Beach; Ph.D., 1985, B.A., 1970, Creighton University; Associate Professor of Anthropology State University of New York, MFA, 1974, University of Iowa; M.A., B.A., 1966, Augustana College; M.A., Stony Brook. 1995, Santa Clara University. 1973, New York University; Ph.D., 1986, State University of New York, Binghamton.

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PHILIP J. KAIN (1988) CHAIHO KIM (1964) SCOTT LaBARGE (2000) HAIDAN LI (2008) Professor of Philosophy Professor of Operations and Management Associate Professor of Classics and Assistant Professor of Accounting B.A., 1966, Saint Mary’s College; Information Systems Philosophy B.S., 1994, Zhongshan University, Ph.D., 1974, University of California, B.A., 1958, Ouachita University; M.S., B.A., 1994, University of Delaware; China; M.A., 1997, Rutgers; Ph.D., San Diego. 1959, Ph.D., 1963, Columbia M.A., 1999, Ph.D., 2000, University of 2002, University of Texas at Austin. University. Arizona. KIRTHI KALYANAM (1994) QIANG LI (1990) Associate Professor of Marketing YONGTAE KIM (2001) DOLORES LaGUARDIA (2007) Associate Professor of Computer B.Com., 1984, BCJ, 1985, Osmania Assistant Professor of Accounting Lecturer in English Engineering University, India; Ph.D., 1993, Purdue B.A., 1992, M.A., 1994, Sogang B.A., 1982, M.A., 1986, San Jose State B.S., 1982, Xi’an Jiaotong University, University. University; Ph.D., 2001, State University. China; M.S., 1984, Ph.D., 1989, University of New York, Buffalo. Florida International University. LINDA KAMAS (1988) JAMES S. LAI (2000) Associate Professor of Economics CHRISTOPHER KITTS (2006) Associate Professor of Political Science and SIQI LI (2008) B.A., 1973, M.A., 1975, University of Associate Professor of Mechanical Ethnic Studies Acting Assistant Professor of Accounting California, Los Angeles; Ph.D., 1982, Engineering B.A., 1990, University of California, B.A., 1999, Central University of Fi- University of California, Berkeley. B.S., 1987, Princeton University; M.S., Davis; M.A., 1994, University of nance and Economics, Beijing, China; 1992, Stanford University; M.P.A., California, Los Angeles; M.A., 1996, M.A., 2003, University of California, LING-JING KAO (2006) 1996, University of Colorado; Ph.D., Ph.D., 2000, University of Southern San Diego. Assistant Professor of Marketing 2006, Stanford University. California. B.A., 1997, Fu-Jen Catholic University, ARTHUR F. LIEBSCHER, S.J. Taipei; M.S., 2001, Texas A&M LEONARD F. KLOSINSKI (1964) STEPHEN C. LEE (1990) (1986) University; Ph.D., 2006, Ohio State Associate Professor of Mathematics Associate Professor of Communication Associate Professor of History University. B.S., 1961, Santa Clara University; B.A., 1981, University of San B.A., 1969, Santa Clara University; M.A., 1963, Oregon State University. Francisco; M.A., 1985, Ph.D., 1990, A.M., 1971, Ph.D., 1975, Indiana LISA K. KEALHOFER (1999) University of Texas, Austin. University, Bloomington; M.Div., Associate Professor of Anthropology and JAMES L. KOCH (1990) 1984, STM, 1986, Jesuit School of Environmental Studies Professor of Management SALLY J. LEHRMAN (2008) Theology, Berkeley. B.A., 1981, Macalester College; Ph.D., B.A., 1966, San Francisco State Professor of Communication 1991, University of Pennsylvania. University; MBA, 1968, Ph.D., 1972, B.A., 1981, University of California, NAM LING (1989) University of California, Los Angeles. Berkeley. Professor of Computer Engineering BARBARA KELLEY B.S., 1981, National University of Senior Lecturer in Communication SHOBA KRISHNAN (1999) DANIEL W. LEWIS (1975) Singapore; M.S., 1985, Ph.D., 1989, B.A., 1970, Santa Clara University; Associate Professor of Electrical Associate Professor of Computer University of Southwestern Louisiana. M.A., 1983, Stanford University. Engineering Engineering BTEC, 1987, Jawaharlal Nehru Tech- BSEE, 1968, Georgia Institute of DESMOND LO (2008) PHILIP R. KESTEN (1990) nological University; M.S., 1990, Technology; MSEE, 1972, E.E., 1975, Acting Assistant Professor of Marketing Associate Professor of Physics Ph.D., 1993, Michigan State Ph.D., 1975, Syracuse University. B.A., 1993, Chinese University of B.S., 1978, Massachusetts Institute of University. Hong Kong; M.A., 1997 University of Technology; M.S., 1980, Ph.D., 1985, GLORIA ELSA LI (1993) California, Santa Barbara. University of Michigan, Ann Arbor. CHRISTOPHER B. KULP (1986) Senior Lecturer in Modern Languages Associate Professor of Philosophy and Literatures PAUL L. LOCATELLI, S.J. (1974) MICHAEL J. KEVANE (1996) B.A., 1974, Lambuth College; M.A., B.A., 1966, Universidad Nacional de Professor of Accounting Associate Professor of Economics 1979, Memphis State University; Trujillo, Peru; M.A., 1968, University BSC, 1961, Santa Clara University; B.S., 1983, Georgetown University; Ph.D., 1986, Vanderbilt University. of Arizona; Ph.D., 1995, Stanford DBA, 1971, University of Southern Ph.D., 1993, University of California, University. California; M.Div., 1974, Jesuit School Berkeley. KRISTIN KUSANOVICH (2007) of Theology, Berkeley. Senior Lecturer in Theatre and Dance B.A., 1988, Santa Clara University; MFA., 1990, New York University.

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FABIO LOPEZ-LAZARO (2003) YAHIA K. MAHAMDI (1999) EMILE G. McANANY (1996) MARGARET R. McLEAN (1998) Assistant Professor of History Associate Professor of Communication Professor of Communication Senior Lecturer in Religious Studies B.A., 1985, University of Western Licence, 1978, Maîtrise, 1979, B.A., 1951, Rockhurst College; L.Phil., B.S., 1973, University of San Francisco; Ontario; M.A., 1989, Simon Fraser Université de Paris VIII; DEA, 1980, 1956, M.A., 1958, STL, 1964, St. M.S., 1977, Ph.D., 1981, Medical College University; Ph.D., 1996, University Université de Paris I, Sorbonne; Ph.D., Louis University; Ph.D., 1971, Stanford of Wisconsin; M.Div., 1987, Luther of Toronto. 1992, University of Texas, Austin; University. Theological Seminary; Ph.D., 1997, MFA, 1998, Columbia University. Graduate Theological Union, Berkeley. TIMOTHY J. LUKES (1983) MICHAEL C. McCARTHY, S.J. Professor of Political Science GERDENIO M. MANUEL, S.J. (2003) BRIAN J. McNELIS (1992) B.A., 1972, University of California, (1985) Assistant Professor of Religious Studies Associate Professor of Chemistry Berkeley; M.A., 1974, University of Associate Professor of Psychology and Classics B.A., 1984, Gettysburg College; Ph.D., California, Davis; Ph.D., 1981, B.A., 1971, University of San B.A., 1987, Santa Clara University; 1990, Duke University. University of Toronto. Francisco; M.Div., 1978, Jesuit School M.A., 1991, Oxford University; of Theology, Berkeley; M.A., 1982, M.Div., 1997, Jesuit School of EDWARD F. McQUARRIE (1985) SUZANNE M. LUTTMAN (1991) Ph.D., 1985, Duke University. Theology, Berkeley; Ph.D., 2003, Professor of Marketing Associate Professor of Accounting University of Notre Dame. B.A., 1976, Evergreen State College; B.S., 1977, MBA, 1979, Indiana JO BURR MARGADANT (1983) Ph.D., 1985, University of Cincinnati. University; Ph.D., 1988, University of Professor of History TERESA McCOLLOUGH (1991) Illinois, Urbana-Champaign. B.A., 1962, Mt. Holyoke College; Associate Professor of Music SHARON MERRITT (2008) M.A., 1964, Boston University; M.A., B.M., 1983, Oberlin Conservatory; Lecturer of English PEDRO MACHADO (2007) 1973, Ph.D., 1987, University of M.M., 1988, DMA, 1991, University B.A., 1976, University of the Pacific; Assistant Professor of History California, Davis. of Rochester. M.A., 1988, San Francisco State B.A., 1993, University of Cape Town; University. M.A., 1997, University of New JOANNE MARTIN (2006) SARAH TAMSEN McGINLEY (1991) Hampshire; Ph.D., 2005, Lecturer in Theatre and Dance Associate Professor of Mathematics MICHAEL J. MEYER (1987) University of London. B.A., 1986, Central School of Art and B.A., 1985, San Diego State University; Professor of Philosophy Design; MFA., 1990, University of Ph.D., 1991, University of California, B.A., 1978, University of Notre Dame; GARY A. MACY (2007) Idaho. San Diego. M.A., 1980, Johns Hopkins University; Professor of Religious Studies Ph.D., 1987, University of North B.A., M.A., Marquette University; MICHELLE A. MARVIER (1999) SHELBY H. McINTYRE (1976) Carolina, Chapel Hill. Ph.D., 1978, University of Cambridge. Associate Professor of Biology Professor of Marketing and Environmental Studies B.S., 1965, MBA, 1973, Ph.D., 1976, ROBERT MICHALSKI (2007) TAMMY MADSEN (1999) B.S., 1990, Santa Clara University; Stanford University. Lecturer in English Associate Professor of Management Ph.D., 1996, University of California, A.B., 1985, Harvard University; Ph.D., B.S., 1984, University of California, Santa Cruz. CLAUDIA MON PERE McISAAC 1995, Stanford University. Santa Barbara; M.S., 1988, University (1982) of Southern California; Ph.D., 1997, EDWIN P. MAURER (2003) Senior Lecturer in English LEILANI M. MILLER (1994) University of California, Los Angeles. Assistant Professor of Civil Engineering B.A., 1975, University of California, Associate Professor of Biology B.S., 1985, University of Rhode Island; Berkeley; M.A., 1979, MFA, 1998, San B.S., 1984, Stanford University; Ph.D., CYNTHIA MAHAMDI (2006) M.S., 1989, University of California, Francisco State University. 1991, Massachusetts Institute of Lecturer in English Berkeley; Ph.D., 2002, University of Technology. Licence, 1980, Maîtrise, 1981, Washington. GERALD L. McKEVITT, S.J. (1975) Université de Paris VIII; M.A., 1983, Professor of History PETER I. MINOWITZ (1985) Hunter College; Ph.D., 2004, KATHLEEN E. MAXWELL (1983) B.A., 1961, University of San Fran- Associate Professor of Political Science University at Albany, State Associate Professor of Art History cisco; M.A., 1964, University of South- B.A., 1976, Middlebury College; M.A., University of New York. BFA, 1974, Southern Methodist ern California; Ph.D., 1972, University 1985, Ph.D, 1988, Harvard University. University; M.A., 1977, Ph.D., 1986, of California, Los Angeles; BST, 1975, University of Chicago. Pontifical Gregorian University.

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KRIS JAMES MITCHENER (2001) CATHERINE M. MURPHY (1997) TIMOTHY J. O’KEEFE (1965) SUSAN PARKER (1998) Associate Professor of Economics Associate Professor of Religious Studies Professor of History Associate Professor of Accounting B.A., 1991, University of California, B.A., 1983, M.A., 1987, Santa Clara B.A., 1961, St. Mary’s College, B.A., 1992, Sonoma State University; Berkeley; Ph.D., 2001, University of University; M.A., 1994, Ph.D., 1999, California; M.A., 1963, Ph.D., 1968, Ph.D., 1997, University of Oregon. California, Berkeley. University of Notre Dame. University of Notre Dame. DENNIS R. PARNELL, S.J. (1993) DENNIS J. MOBERG (1975) BARBARA A. MURRAY (1978) DANIEL N. OSTROV (1995) Professor of Biology Professor of Management Associate Professor of Theatre and Dance Associate Professor of Mathematics B.A., 1961, Whittier College; M.A., B.S., 1966, University of B.A., 1973, Santa Clara University; B.S., 1990, University of Wisconsin, 1963, Ph.D., 1965, University of Wisconsin; MBA, 1968, University MFA, 1976, Southern Methodist Madison; M.S., 1992, Ph.D., 1994, California, Los Angeles; Ph.L., 1990, of South Dakota; DBA, 1974, University. Brown University. St. Michael’s Institute, Gonzaga University of Southern California. University; M.Div., 1993, Jesuit School STEVEN NAHMIAS (1979) JANE A. OU (1984) of Theology, Berkeley. BARBARA A. MOLONY (1981) Professor of Operations and Management Associate Professor of Accounting Professor of History Information Systems B.A., 1974, National Taiwan FREDERICK J. PARRELLA (1977) B.A., 1971, A.M., 1973, Ph.D., 1982, B.A., 1968, Queens College; B.S., University; MBA, 1977, University of Professor of Religious Studies Harvard University. 1968, Columbia University; M.S., California, Los Angeles; Ph.D., 1984, B.A., 1964, Fordham College; M.A., 1971, Ph.D., 1972, Northwestern University of California, Berkeley. 1966, Ph.D., 1974, Fordham CATHERINE R. MONTFORT (1978) University. University. Professor of Modern Languages and HAOQUING (CARRIE) PAN (2007) Literatures LAWRENCE C. NATHAN (1970) Acting Assistant Professor of Finance JEAN J. PEDERSEN (1972) Licence-es-Lettres, 1964, Université Professor of Chemistry B.S., 1992, Zhejiang University; Professor of Mathematics d’Aix-Marseille; M.A., 1969, San Jose B.A., 1966, Linfield College; Ph.D., MBA, 2002, Santa Clara University. B.S., 1955, Brigham Young University; State University; Ph.D., 1977, Stanford 1971, University of Utah. M.S., 1958, University of Utah. University. ANDREA PAPPAS (1997) LAWRENCE J. NELSON (1996) Assistant Professor of Art History JILL L. PELLETTIERI (2005) HELEN E. MORITZ (1977) Senior Lecturer in Philosophy B.A., 1982, University of California, Associate Professor of Modern Languages Associate Professor of Classics A.B., 1974, Ph.D., 1978, St. Louis Berkeley; M.A., 1990, Ph.D., 1997, B.A., 1988, M.A., 1990, Ph.D., 1999, B.A., 1966, Rosary College; M.A., University; J.D., 1981, Yale University. University of Southern California. University of California, Davis. 1967, Ph.D., 1976, University of Chicago. LAURA NICHOLS (2000) MANOJ PARAMESWARAN (2003) TERRI L. PERETTI (1988) Associate Professor of Sociology Assistant Professor of Operations and Associate Professor of Political Science KATHERINE MORRIS (2006) B.S., 1990, Santa Clara University; Management Information Systems B.S., 1979, University of Kansas; M.A., Assistant Professor of Art and Art History M.A., 1995, Western Michigan B.T., 1990, College of Engineering, 1981, Ph.D., 1990, University of A.B., 1988, Smith College; M.A., University; Ph.D., 2000, University Trivandrum, India; M.T, 1994, Indian California, Berkeley. 1993, University of New Mexico; of Akron. Institute of Science; Ph.D., 1999, Ph.D., 2001, Columbia University. University of Texas. CHARLES T. PHIPPS, S.J. (1965) ROBERT NUMAN (1976) Associate Professor of English SAMIHA MOURAD (1987) Professor of Psychology ROBERT J. PARDEN (1954) B.A., 1952, Ph.L., 1953, Gonzaga Professor of Electrical Engineering B.S., 1968, Brooklyn College; Ph.D., Professor of Engineering Management University; MST, 1960, Santa Clara B.S., 1960, Ain-Shams University, 1972, University of Tennessee, BSME, 1947, M.S., 1951, Ph.D., University; Ph.D., 1965, University of Egypt; M.S., 1984, Polytechnic Knoxville. 1953, State University of Iowa. North Carolina, Chapel Hill. University, New York; Ph.D., 1970, North Carolina State University. TOKUNBO OGUNFUNMI (1990) WILLIAM A. PARENT (1970) DAVID PINAULT (1997) Associate Professor of Electrical Associate Professor of Philosophy Associate Professor of Religious Studies J. MICHAEL MUNSON (1976) Engineering B.A., 1966, Bowdoin College; M.A., B.A., 1977, Georgetown University; Associate Professor of Marketing B.S., 1980, University of Ife, Nigeria; 1968, Ph.D., 1970, Brown University. M.A., 1981, Ph.D., 1986, University of B.S., 1967, MBA, 1968, University of M.S., 1984, Ph.D., 1990, Stanford Pennsylvania. Utah; Ph.D., 1973, University of University. Illinois, Urbana-Champaign.

428 FACULTY FACULTY 429

ANA MARIA PINEDA, R.S.M. (1997) MYISHA PRIEST (2007) MARK RAVIZZA, S.J. (2000) PETER ROSS (1982) Associate Professor of Religious Studies Assistant Professor of English Associate Professor of Philosophy Senior Lecturer in Mathematics M.A., 1987, Catholic Theological B.A., 1993, University of California, B.A., 1982, B.S., 1982, Stanford Uni- B.S., 1961, Massachusetts Institute of Union; STD, 1992, Universidad Berkeley; M.A., 1994, Cornell versity; Ph.D., 1992, Yale University; Technology; M.A., 1963, Ph.D., 1980, Pontificia de Salamanca, Spain. University; Ph.D., 2003, University M.Div., 1999, Jesuit School of University of California, Berkeley. of California, Berkeley. Theology at Berkeley. THOMAS G. PLANTE (1994) THOMAS R. RUSSELL (1978) Professor of Psychology WILLIAM J. PRIOR (1986) JAMES W. REITES, S.J. (1975) Associate Professor of Economics B.S., 1982, Brown University; M.A., Professor of Philosophy Associate Professor of Religious Studies LLB, 1965, University of Glasgow; 1983, Ph.D., 1987, University of B.A., 1968, Michigan State University; B.A., 1965, St. Louis University; MST, M.A., 1970, University of California, Kansas. Ph.D., 1975, University of Texas, 1971, Santa Clara University; STL, Berkeley; Ph.D., 1973, Cambridge Austin. 1971, Jesuit School of Theology, University. JOHN DAVID PLEINS (1987) Berkeley; STD, 1977, Pontifical Professor of Religious Studies ROSEANNE GIANNINI QUINN Gregorian University, Rome. THEODORE J. RYNES, S.J. (1970) B.A., 1980, M.A., 1983, Ph.D., 1986, (2006) Assistant Professor of English University of Michigan, Ann Arbor. Lecturer in English DONALD R. RICCOMINI (2006) B.A., 1955, Ph.L., 1956, M.A., 1957, B.A., 1984, University of California, Lecturer in English STL, 1964, St. Louis University; Ph.D., LAURIE POE (2005) Davis; M.A., 1986, University of B.A., 1973, M.A., 1975, San Jose State 1973, University of California, Senior Lecturer in Mathematics and Sussex, England; Ph.D., 1998, University; Ph.D., 1979, University of Berkeley. Computer Science University of Iowa. Wisconsin, Madison. B.A., 1988, University of California, ATULYA SARIN (1992) Santa Barbara; M.S., 1994, San Jose ELIZABETH S. RADCLIFFE (1989) PHILIP BOO RILEY (1978) Professor of Finance State University. Professor of Philosophy Associate Professor of Religious Studies B.S., 1982, Delhi College of Engineer- B.A., 1977, Fort Hays State University; B.A., 1973, Regis College; M.A., 1975, ing; MBA, 1988, Ph.D., 1992, Virginia DAVID J. POPALISKY (1988) M.A., 1980, Ph.D., 1985, Cornell Ph.D., 1980, McMaster University. Polytechnic Institute. Assistant Professor of Theatre and Dance University. B.A., 1977, Stanford University; M.A., TONIA CATERINA RIVIELLO EDWARD F. SCHAEFER (1992) 1993, San Jose State University; MFA, M. MAHMUDUR RAHMAN (1985) (1984) Professor of Mathematics 2002, Mills College. Associate Professor of Electrical Engineering Associate Professor of Modern Languages B.S., 1984, University of California, BSEE, 1969, University of Engineering and Literatures Davis; Ph.D., 1992, University of HELEN A. POPPER (1991) and Technology, Dhaka, Bangladesh; B.A., 1973, Hunter College; M.A., California, Berkeley. Associate Professor of Economics M.Eng., 1981, Dr. Eng., 1984, Tokyo 1974, University of Wisconsin; Laurea B.A., 1981, University of California, Institute of Technology. in Lingue e Letterature Straniere ANKE SCHULZ (2007) Davis; M.A., 1985, Ph.D., 1990, Moderne, 1979, University of Rome Assistant Professor of Sociology University of California, Berkeley. GUY RAMON (2007) “La Sapienza,” Ph.D., 1984, University B.A., 1989, Vanderbilt University; Assistant Professor of Physics of Wisconsin, Madison. MPA, 1992, New York University; BARRY Z. POSNER (1976) B.A., 1991, M.Sc., 1998, Ph.D., M.A., 2005, Columbia University; Professor of Management 2002, Israel Institute of Technology. LAURA ROBINSON (2008) Ph.D., 2005, University of California, B.A., 1970, University of California, Assistant Professor of Sociology San Francisco. Santa Barbara; M.A., 1972, Ohio State AMY RANDALL (2004) B.A., 1994, University of Southern University; Ph.D., 1976, University of Assistant Professor of History California; M.A., 1996, Euromasters THOMAS E. J. SCHWARZ, S.J. Massachusetts, Amherst. B.A., 1989, Wesleyan University; Consortium and l’Université de Paris (2002) M.A., 1994, Ph.D., 2000, III: la Sorbonne Nouvelle; M.A., 2000, Associate Professor of Computer CHARLES H. POWERS (1986) Princeton University. Ph.D., 2006, University of California, Engineering Professor of Sociology Los Angeles. Dr. rer. nat., 1984, FernUniversität B.A., 1972, M.A., 1974, University of CHARLES H. RAPHAEL (1997) Hagen; M.S., 1990, Ph.D., 1994, Illinois, Urbana-Champaign; Ph.D., Associate Professor of Communication University of California, San Diego; 1981, University of California, B.A., 1989, Harvard University; M.A., M.Div., 2000, Jesuit School of Riverside. Ph.D., 1997, Northwestern University. Theology, Berkeley.

430 FACULTY FACULTY 431

RICHARD A. SCOTT (1997) HERSH M. SHEFRIN (1978) RUSSELL K. SKOWRONEK (1991) STERLING ANDREW STARBIRD Associate Professor of Mathematics Professor of Finance Associate Professor of Anthropology (1987) B.S., 1988, Santa Clara University; B.S., 1970, University of Manitoba; B.A., 1979, University of Illinois, Professor of Operations and Management Ph.D., 1993, Massachusetts M.M., 1971, University of Waterloo; Urbana-Champaign; M.A., 1982, Information Systems Institute of Technology. Ph.D., 1974, London School of 1983, Florida State University; M.A., B.S., 1982, University of California, Economics. 1985, Ph.D., 1989, Michigan State Davis; MBA, 1984, Santa Clara MARK SEASHOLES (2007) University. University; Ph.D., 1987, Cornell Assistant Professor of Finance DONGSOO SHIN (2002) University. B.A., 1990, Wesleyan University; Assistant Professor of Economics FRANCIS R. SMITH, S.J. (1974) Ph.D., 2000, Harvard University. B.S., 1993, Yonsei University; MBA, Associate Professor of Religious Studies MEIR STATMAN (1979) 1997, University of San Francisco; B.S., 1956, Santa Clara University; Professor of Finance ROBERT M. SENKEWICZ (1976) Ph.D., 2001, University of Washington. M.A., 1966, Gonzaga University; STM, B.A., 1969, MBA, 1970, Hebrew Professor of History 1972, Jesuit School of Theology, University; Ph.D., 1978, Columbia B.A., 1969, Fordham University; TERRY E. SHOUP (1989) Berkeley; STD, 1976, Pontifical University. M.A., 1970, Ph.D., 1974, Professor of Mechanical Engineering Gregorian University. Stanford University. BME, 1966, M.S., 1967, CRAIG M. STEPHENS (1996) Ph.D., 1969, Ohio State University. STEPHEN A. SMITH (1982) Associate Professor of Biology FARID SENZAI (2008) Professor of Operations and Management B.S., 1985, Roanoke College; Ph.D., Acting Assistant Professor of NEDRA G. SHUNK (1994) Information Systems 1991, University of Virginia. Political Science Senior Lecturer in Mathematics and B.S., 1965, University of Cincinnati; B.S., 1994, California State University; Liberal Studies M.S., 1968, Stevens Institute of IRIS STEWART-FREY (2006) M.A., 1997, Columbia University. B.S., 1975, M.S., 1979, Purdue Technology; Ph.D., 1972, Stanford Assistant Professor of Environmental University. University. Studies JAMES F. SEPE (1979) B.S., 1994, University of Hawaii; Associate Professor of Accounting DRAGOSLAV D. SILJAK (1964) DENNIS C. SMOLARSKI, S.J. (1982) Ph.D., 2001, Stanford University. BSC, 1969, Santa Clara University; Professor of Electrical Engineering Professor of Mathematics and Computer MBA, 1971, University of California, BSEE, 1958, MSEE, 1961, Dr.Sci, Science WILLIAM J. STOVER (1975) Berkeley; Ph.D., 1980, University of 1963, University of Belgrade. B.S., 1969, Santa Clara University; Professor of Political Science Washington. M.A., 1975, University of California, B.A., 1966, Nyack College; M.A., PATRICIA M. SIMONE (1993) Santa Barbara; M.Div., 1979, STM, 1968, American University; M.A., REYNAUD L. SERRETTE (1991) Associate Professor of Psychology 1979, Jesuit School of Theology, 1972, Ph.D., 1974, State University of Associate Professor of Civil Engineering B.A., 1988, M.A. 1990, Ph.D., 1993, Berkeley; Ph.D., 1982, University of New York, Buffalo. B.Sc., 1987, M.Sc., 1988, University of University of California, San Diego. Illinois, Urbana-Champaign. Manitoba; Ph.D., 1992, Cornell RAM SUBRAMANIAM (2003) University. SUKHMANDER SINGH (1986) BRETT SOLOMON (2005) Assistant Professor of Chemistry Professor of Civil Engineering Assistant Professor of Liberal Studies and B.E., 1992, M.Sc., 1992, Birla Institute AMY M. SHACHTER (1990) B.S., 1964, Panjabi University; M.S., Psychology of Technology and Science; Ph.D., Associate Professor of Chemistry 1966, Indian Institute of Technology, B.A., 1993, University of California, 1997, University of Kentucky. B.A., 1985, Knox College; Ph.D., Delhi; Ph.D., 1979, University of Berkeley; Ed.M., 1994, Harvard 1989, University of Colorado, Boulder. California, Berkeley. University; M.A., 2000, Ph.D., 2002, STEVEN SULJAK (2004) University of California, Los Angeles. Assistant Professor of Chemistry WEIJIA SHANG (1994) DAVID E. SKINNER (1970) B.S., 1995, Harvey Mudd College; Associate Professor of Computer Professor of History PAUL A. SOUKUP, S.J. (1985) Ph.D., 2000, Pennsylvania State Engineering B.A., 1957, Whittier College; M.A., Professor of Communication University. B.S., 1982, Changsha Institute of 1964, Ph.D., 1971, University of B.A., 1973, St. Louis University; Technology, China; M.S., 1984, Ph.D., California, Berkeley. M.Div., 1978, STM, 1980, Jesuit GERALD P. SULLIVAN, S.J. (1971) 1990, Purdue University. School of Theology, Berkeley; Ph.D., Senior Lecturer in Art 1985, University of Texas, Austin. B.A., 1955, Gonzaga University; STL, STM, 1963, Santa Clara University.

432 FACULTY FACULTY 433

KIERAN T. SULLIVAN (1997) FREDERICK P. TOLLINI, S.J. (1971) SHANNON VALLOR (2006) BYRON LEE WALDEN (1997) Associate Professor of Psychology Professor of Theatre and Dance Assistant Professor of Philosophy Associate Professor of Mathematics B.A., 1990, Loyola Marymount B.A., 1958, M.A., 1959, Gonzaga B.A., 1995, California State University, B.A., 1985, Vanderbilt University; University; M.A., 1992, Ph.D., 1997, University; Ph.D., 1971, Hayward; Ph.D., 2001, Boston M.S., 1990, M.Phil., 1992, Ph.D., University of California, Los Angeles. Yale University. College. 1992, Yale University.

WILLIAM A. SUNDSTROM (1987) JEREMY TOWNLEY (2008) VICTOR B. VARI (1946) CHRISTOPHER WEBBER (2008) Professor of Economics Lecturer in English Professor of Modern Languages Assistant Professor of Physics B.A., 1980, University of B.A., 1998, Texas A&M University; and Literatures B.A., 1999, Ph.D., 2005, University of Massachusetts, Amherst; Ph.D., 1986, M.A., 2003, Oxford University. B.A., 1942, San Francisco State California, Berkeley. Stanford University. College; A.M., 1952, Stanford NICHOLAS Q. TRAN (2000) University; Ph.D., 1961, GEORGE D. WESTERMARK SUNWOLF (1998) Associate Professor of Mathematics and University of Madrid. (1980) Associate Professor of Communication Computer Science Professor of Anthropology B.A., 1971, California State University, B.S., 1987, University of Minnesota; LUCIA T. VARONA (1996) B.A., 1972, University of California, Fresno; J.D., 1976, University of Ph.D., 1992, University of California, Senior Lecturer in Modern Languages Berkeley; M.A., 1975, Ph.D., 1981, Denver; M.A., 1997, Ph.D., 1998, Santa Barbara. and Literatures University of Washington. University of California, Santa Barbara. B.S., 1986, Universidad Rafael ANDY A. TSAY (1995) Landivar, Guatemala; M.A., 1980, MICHAEL T. WHALEN (1999) DAVID SWORD (1994) Associate Professor of Operations and University of Kansas; Ed.D., 1996, Assistant Professor of Communication Senior Lecturer in Theatre and Dance Management Information Systems University of San Francisco. B.A., 1989, Santa Clara University; B.S., 1985, University of California, B.S., 1989, M.S., 1990, Stanford MFA, 1993, University of California, Irvine; MFA, 1990, Yale University; University; Ph.D., 1996, Stanford JUAN VELASCO (2000) Los Angeles. Ph.D., 1977, Stanford University. University. Associate Professor of English and Modern Languages and Literatures THADDEUS J. WHALEN JR. GUDRUN TABBERT-JONES (1980) THOMAS P. TURLEY (1975) M.A., 1986, Ph.D., 1992, Universidad (1962) Associate Professor of Modern Languages Associate Professor of History Complutense de Madrid, Spain; 1995, Professor of Economics and Literatures B.A., 1966, St. Joseph’s Seminary and Ph.D. University of California, B.S., 1958, Santa Clara University; B.A., 1958, Padagogische College; M.A., 1970, Fordham University; Los Angeles. Ph.D., 1964, University of California, Hochschule/Darmstadt, Germany; Ph.D., 1978, Cornell University. Berkeley. M.A., 1971, Ph.D., 1977, MANUEL G. VELASQUEZ (1977) Stanford University. NANCY C. UNGER (1997) Professor of Management FRED D. WHITE (1980) Associate Professor of History and Women B.A., 1966, M.A., 1968, Gonzaga Associate Professor of English NINA TANTI (2007) and Gender Studies University; Ph.D., 1975, University of B.A., 1967, M.A., 1974, University of Lecturer in Modern Languages B.A., 1978, Gonzaga University; M.A., California, Berkeley. Minnesota; Ph.D., 1981, University and Literatures 1981, Ph.D., 1985, University of of Iowa. B.A., 1982, University of California, Southern California. CORY L. WADE (1981) Santa Barbara; M.A., 1996, Senior Lecturer in English JUSTEN WHITTALL (2007) San Jose State University. TIMOTHY C. URDAN (1996) B.A., 1971, Stanford University; M.A., Assistant Professor of Biology Professor of Psychology and 1974, Ph.D., 1982, University of B.S., 1996, Santa Clara University; SALVATORE A. TASSONE, S.J. (1968) Liberal Studies Washington. M.S., 1999, Oregon State University; Senior Lecturer in Religious Studies B.A., 1986, University of California, Ph.D., 2005, University of California, B.A., 1956, Gonzaga University; STM, Berkeley; Ed.M., 1988, Harvard NANCY WAIT-KROMM (1985) Santa Barbara. 1964, Santa Clara University; STD, University; Ph.D., 1994, University of Associate Professor of Music 1968, Pontifical Gregorian University. Michigan, Ann Arbor. B.M., 1973, M.M., 1975, University of ELEANOR W. WILLEMSEN (1971) Illinois. Professor of Psychology DAVID L. TAUCK (1987) NEAL L. USHMAN (1982) B.A., 1960, M.A., 1962, Ph.D., 1965, Associate Professor of Biology Associate Professor of Accounting Stanford University. B.A., 1977, Middlebury College; B.A., 1973, MBA, 1975, M.A., 1981, Ph.D., 1983, Duke University. Ph.D., CPA, 1983, Cornell University.

434 FACULTY

MEGAN WILLIAMS (2006) BETTY A. YOUNG (1994) Lecturer in English Professor of Physics Index B.A., 1991, Haverford College; M.A., B.A., 1982, San Francisco State 1994, Ph.D., 2000, Temple University. University; Ph.D., 1991, Stanford University. A Clery Act ...... 355 SARAH KATE WILSON (2006) Abbreviations, academic departments Communication by the University Assistant Professor of Electrical GORDON YOUNG (2006) and programs ...... inside back cover to undergraduate students ...... 355 Engineering Lecturer in Communication Academic advising, Consensual relations between A.B., 1979, Bryn Mawr College; M.S., B.A., 1988, The Catholic University of see Drahmann Academic Advising employees and students ...... 356 1987, Ph.D., 1994, Stanford University. America; M.A., 1990, University of and Learning Resource Center Drug-free policies ...... 356 Missouri; M.A., 1993, University of Academic credit evaluation ...... 349 Medical leave and re-entry policy ...356 SALLY L. WOOD (1985) Nottingham, Nottingham, England. Academic disqualification ...... 349 Nondiscrimination policy ...... 357 Professor of Electrical Engineering Academic integrity Student conduct code ...... 358 B.S., 1969, Columbia University; M.S., MICHAEL ZAMPELLI, S.J. (1998) Protocol...... 353 Student records and 1975, Ph.D., 1978, Stanford Associate Professor of Theatre and Dance Academic majors ...... 339 release of information ...... 356 University. B.A., 1982, Georgetown University; Academic minors ...... 339 Admission ...... 333 M.A., 1986, Fordham University; Academic policies and regulations ...... 338 Freshman ...... 333 JENNIFER WOOLLEY (2007) M.Div., 1992, STM, 1993, Jesuit Academic credit evaluation ...... 349 International students ...... 336 Acting Assistant Professor School of Theology, Berkeley; Ph.D., Academic integrity ...... 353 Transfer students ...... 334 of Management 1998, Tufts University. Academic program policies Advanced placement credit ...... 349 B.A., 1997, Wellesley College; and regulations ...... 340 Aerospace Studies...... 308 MBA, 2000, University HOMA ZARGHAMEE (2007) Academic standing and Allegations of San Diego. Acting Assistant Professor of Economics student classification ...... 348 Within the context of a course ...... 353 B.A., 2002, M.A., 2006, Degree requirements ...... 338 Outside a course ...... 355 WENDELIN WRIGHT (2006) Cornell University. Grading policies and regulations ....345 Alumni ...... 5, 352, 359, 361 Assistant Professor of Mechanical Non-degree students ...... 352 Ancient Studies, Engineering ALEKSANDAR ZECEVIC (1994) Registration policies and see Classics B.S., 1998, M.S., 1999, Ph.D., 2003, Professor of Electrical Engineering regulations ...... 342 Anthropology, Department of ...... 20 Stanford University. B.S., 1984, University of Belgrade; Student responsibility ...... 338 Awards ...... 382 M.S., 1990, Ph.D., 1993, Academic probation ...... 348 Course descriptions ...... 21 CARY Y. YANG (1983) Santa Clara University. Academic program, change of ...... 341 Degree requirements ...... 20 Professor of Electrical Engineering Academic program policies Faculty ...... 20 BSEE, 1970, MSEE, 1971, Ph.D., JEFFREY L. ZORN (1975) and regulations ...... 340 Minor ...... 21 1975, University of Pennsylvania. Senior Lecturer in English Academic standing ...... 348 Appeal process for academic sanctions.....354 B.A., 1967, Dartmouth College; M.A., Accelerated Cooperative Applied Mathematics, WENDELL ATOM YEE (1983) 1971, Harvard University; Ph.D., 1980, Education (ACE) program...... 235 Department of ...... 260 Professor of Chemistry Stanford University. Accounting and Information Systems, Course descriptions ...... 260 B.S., 1969, Yale University; Ph.D., major in ...... 253 Faculty...... 260 1977, University of California, Accounting, Department of ...... 236 Arabic, Islamic, and Middle Eastern Santa Cruz. Course descriptions ...... 237 Studies, minor in ...... 295 Degree requirements ...... 236 Arabic Studies, Faculty ...... 236 see Modern Languages and Literatures Accreditations and memberships ...... 399 Art and Art History, Activities Programming Board ...... 394 Department of ...... 27 Administration, University ...... 404 Awards ...... 382 Administrative cancellation of Course descriptions ...... 29 course enrollment ...... 344 Degree requirements ...... 28 Administrative policies Faculty ...... 27 and regulations ...... 355 Minors ...... 28

435

436 INDEX INDEX 437

Arts and Sciences, College of ...... 14 C Commencement, participation in ...... 340 Domestic public sector Awards ...... 382 Calendar, academic ...... inside front cover Communication, Department of ...... 63 study programs ...... 13 Centers, institutes, and Campus map ...... 442 Awards ...... 383 Academic credit ...... 352 special programs ...... 19 Campus Ministry ...... 393 Course descriptions ...... 65 Financial aid ...... 372 Degrees and degree requirements .....15 Campus Recreation ...... 393 Degree requirements ...... 64 Tuition ...... 362 Faculty, see individual departments Career Center ...... 393 Faculty ...... 63 Double major, Minors ...... 19 Catholic Studies, minor in ...... 301 Minor ...... 64 see Academic majors Asian Studies, minor in ...... 297 Center for Innovation and Communication to Drahmann Academic Advising and Associated Students of Entrepreneurship ...... 235 undergraduate students ...... 355 Learning Resource Center ...... 397 Santa Clara University ...... 394 Center for Nanostructures ...... 260 Computer Engineering, Drug-free policies ...... 356 Athletics, intercollegiate ...... 398 Center for Student Leadership ...... 394 Department of ...... 267 Attendance ...... 342 Center for Science, Combined bachelor of science and Auditing courses ...... 343, 346 Technology, and Society ...... 4, 307 master of science program ...... 269 E Awards ...... 381 Centers of distinction ...... 4 Course descriptions ...... 271 Economics, Department of ...... 75, 240 Arts and Sciences, College of ...... 382 Center of Performing Arts ...... 19 Degree requirements ...... 267 Course descriptions ...... 76, 241 Business, Leavey School of ...... 390 Challenging courses ...... 342 Faculty ...... 267 Degree requirements ...... 75, 240 Engineering, School of ...... 391 Change of School ...... 341 Laboratories ...... 270 Faculty ...... 75, 240 University ...... 381 Chartered student organizations ...... 394 Minor ...... 259, 269 Minor ...... 75, 240 Chemistry, Department of ...... 48 Computer Science, Educational tax credits ...... 375 Awards ...... 382 see Mathematics and Computer Science Electrical Engineering, B Course descriptions ...... 51 Computing services ...... 395 Department of ...... 276 Bachelor’s degrees ...... 3, 7, 338 Degree requirements ...... 49 Consensual relations ...... 356 Combined bachelor of science and Arts and Sciences, College of ...... 14 Faculty ...... 48 Cooperative Education Program ...... 259 master of science program ...... 278 Business, Leavey School of ...... 229 Minor ...... 50 Core Curriculum ...... 8 Course descriptions ...... 280 Engineering, School of ...... 257 Teacher training Counseling and Degree requirements ...... 276 Second degree ...... 340 credential program ...... 50 Psychological Services ...... 396 Faculty ...... 276 Billing Disputes...... 375 Chinese Studies, Course enrollment, administrative Laboratories ...... 278 Bioengineering, see Modern Languages and Literatures cancellation of ...... 344 Minor ...... 259, 278 see General Engineering Civil Engineering, Department of ...... 261 Course numbering and Employment, student ...... 369 Biology, Department of ...... 39 Course descriptions ...... 263 course credits ...... 340 Emeriti faculty ...... 410 Course descriptions ...... 40 Degree requirements ...... 261 Course requirements and attendance ..342 Endowed chairs ...... 407 Degree requirements ...... 39 Faculty ...... 261 Courses, challenging ...... 342 Engineering, General ...... 284 Faculty ...... 39 Laboratories ...... 262 Courses, repetition of ...... 341 Course descriptions ...... 287 Minor ...... 40 Civil Society Institute ...... 235 Cowell Student Health Center ...... 396 Degree requirements ...... 284 Teacher training Classics, Department of ...... 54 Minor...... 286 credential program ...... 40 Awards ...... 383 Engineering, School of ...... 257 Biomedical Engineering, Course descriptions ...... 56 D Awards ...... 391 minor in ...... 40, 259, 299 Degree requirements ...... 54 Day care, Centers, institutes, and Biotechnology, minor in ...... 40, 300 Faculty ...... 54 see Kids on Campus special programs ...... 259 Board of Trustees ...... 400 Minors ...... 56 Degree programs, Degrees and degree requirements ...257 Board of Regents ...... 402 Classification, student ...... 348 see individual departments Faculty, see individual departments Business, Leavey School of ...... 229 Clery Act ...... 355 Degree requirements, general ...... 338 Honor code ...... 257 Awards ...... 390 College Special Programs, Office of ...... 19 see also individual departments Minors ...... 259 Centers, institutes, and College work study program ...... 369 Delinquent payments ...... 374 Engineering Design Center ...... 260 special programs ...... 235 Combined Sciences, Program in ...... 62 Disabilities, students with, Engineering Physics, Degrees and degree requirements ...229 Awards ...... 383 see Drahmann Academic Advising and see Physics Faculty, see individual departments Degree requirements ...... 62 Learning Resource Center Minors ...... 232 Teacher training Disqualification, academic ...... 349, 371 credential program ...... 62

438 INDEX INDEX 439

English, Department of ...... 79 G Honor societies ...... 376 M Awards ...... 384 Gerontology, certificate in ...... 309 Honors Program, Majors, academic ...... 339 Course descriptions ...... 81 German Studies, see University Honors Program Change of ...... 341 Degree requirements ...... 80 see Modern Languages and Literatures Housing and residence life ...... 398 Second ...... 340 Faculty ...... 79 Global Women’s Leadership Program....235 Requirements for, Minor ...... 80 Grade, change of ...... 347 see individual departments Teacher training Grade point average ...... 347 I Management, Department of ...... 246 credential program ...... 81 Grades, student appeal of ...... 347 Ignatian Center for Jesuit Education ...... 4 Course descriptions ...... 246 Enrollment and Grading policies and regulations ...... 345 Independent study, Degree requirements ...... 246 registration for classes ...... 342 Grading ...... 345 see also individual departments ...... 341 Faculty ...... 246 Environmental Studies Program ...... 91 Audit (AUD)...... 343, 346 Individual Studies Program ...... 118 Map, campus ...... 442 Awards ...... 385 Continuing work (N)...... 346 Innovation and Entrepreneurship, Marketing, Department of ...... 249 Course descriptions ...... 94 Incomplete (I)...... 346 Center for ...... 235 Course descriptions ...... 250 Degree requirements ...... 91 No show (NS)...... 346 Integrity, academic ...... 353 Degree requirements ...... 249 Faculty ...... 91 Pass/no pass (P/NP)...... 346 Interdisciplinary minors ...... 295 Faculty ...... 249 Minors ...... 93 Withdrawn (W) ...... 346 International baccalaureate credit ...... 351 Markkula Center for Applied Ethics ...... 4 Environmental Studies Institute ...... 19 Graduation ...... 340 International Business, minor in ...... 314 Mathematics and Computer Ethnic Studies Program ...... 100 Honors at ...... 340 International Programs ...... 311 Science, Department of ...... 121 Awards ...... 385 Participation in commencement ....340 International students ...... 336 Awards ...... 386 Course descriptions ...... 101 Requirements ...... 338 International Studies, minor in ...... 311 Course descriptions ...... 124 Degree requirements ...... 101 Grants and scholarships ...... 364 Italian Studies, Degree requirements ...... 122 Faculty ...... 100 Athletic scholarships ...... 366 see Modern Languages and Literatures Faculty...... 121 Minor ...... 101 California grants ...... 368 Minors ...... 123 Evaluation of Progress ...... 347 Community facilitator grants ...... 367 Teacher training Federal grants ...... 368 J credential program ...... 124 Private scholarships ...... 369 Japanese Studies, Mechanical Engineering, F ROTC scholarships ...... 369 see Modern Languages and Literatures Department of ...... 289 Faculty, SCU academic merit awards ...... 364 Combined bachelor of science and see also individual departments ...5, 407 SCU legacy grants master of science program ...... 290 Emeriti ...... 410 and scholarships ...... 366 K Course descriptions ...... 291 Endowed chairs ...... 407 SCU need-based grants KSCU ...... 394 Degree requirements ...... 289 List of ...... 412 and scholarships ...... 364 Kids on Campus ...... 398 Faculty ...... 289 Family Educational Rights and SCU talent and performance-based Laboratories ...... 290 Privacy Act (FERPA) ...... 356 awards ...... 366 Medical leave and re-entry ...... 356 Final Examinations ...... 342 Tuition remission grants ...... 367 L Medieval and Renaissance Finance, Department of ...... 244 Greek, see Classics Latin, see Classics Studies, minor in ...... 302 Course descriptions ...... 244 Leavey Scholars program ...... 235 Military Science ...... 324 Degree requirements ...... 244 Leavey School of Business, Awards ...... 386 Faculty ...... 244 H see Business, Leavey School of Course descriptions ...... 325 Financial aid ...... 364 Health center, Liberal Studies Program ...... 119 Faculty ...... 324 Cancellation of financial aid ...... 372 see Cowell Student Health Center Awards ...... 385 ROTC course requirements ...... 324 Eligibility ...... 370 History, Department of ...... 105 Course descriptions ...... 120 Minors, academic ...... 339 Grants and scholarships ...... 364 Awards ...... 385 Degree requirements ...... 119 Requirements for, Employment ...... 369 Course descriptions ...... 106 Faculty ...... 119 see individual departments Loans ...... 370 Degree requirements ...... 105 Library, University ...... 6, 395, 396 Modern Languages and Literatures, Verification of information ...... 373 Faculty ...... 105 Loans, student ...... 370 Department of ...... 131 Food and Agribusiness Institute ...... 235 Minor ...... 105 Awards ...... 387 French and Francophone Studies, Teacher training Course descriptions ...... 133 see Modern Languages and Literatures credential program ...... 105 Degree requirements ...... 132

440 INDEX INDEX 441

Faculty ...... 131 Faculty ...... 172 Scholarships, Transfer students ...... 334 Minors ...... 132 Minor ...... 173 see grants and scholarships Admission criteria ...... 334 Teacher training Pre-Health Sciences ...... 328 Science, Technology, and Society, Recommended courses ...... 335 credential program ...... 133 Pre-Law ...... 329 Center for ...... 4, 307 Transfer credit ...... 336 Multicultural Learning, Pre-Teaching ...... 330 Minor in ...... 307 Units taken at other institutions .....351 Office for ...... 397, 398 Probation, academic ...... 348 Sociology, Department of ...... 204 Trustees, Board of ...... 400 Music, Department of ...... 150 Psychology, Department of ...... 181 Awards ...... 389 Tuition ...... 359 Awards ...... 387 Awards ...... 389 Course descriptions ...... 204 Academic year ...... 359 Course descriptions ...... 151 Course descriptions ...... 182 Degree requirements ...... 204 Domestic study programs ...... 362 Degree requirements ...... 150 Degree requirements ...... 181 Faculty ...... 204 Study abroad programs ...... 362 Faculty ...... 150 Faculty ...... 181 Minor ...... 204 Summer session ...... 361 Minor ...... 151 Spanish Studies, Refunds ...... 360, 362, 363 Musical Theatre, minor in ...... 328 see Modern Languages and Literatures Tuition insurance ...... 375 R Student accounts and billing ...... 373 Recreation, Campus ...... 393 Student classification ...... 348 N Redwood, The ...... 395 Student Conduct Code ...... 358 U Nanostructures, Center for ...... 260 Re-enrollment at the University ...... 344 Student employment ...... 369 Unit overload ...... 343 Non-degree students ....352, 360, 361, 363 Refund payments ...... 360, 375 Student Leadership, Center for ...... 394 Units taken at other institutions ...... 351 Nondiscrimination policy ...... 357 Regents, Board of ...... 402 Student loans ...... 370 University Employees...... 352, 359, 361 Registration policies and regulations ...342 Student records, release University Honors Program ...... 310 Reinstatement to the University ...... 349 of information ...... 356 University Judicial Process...... 354 O Religious Studies, Department of ...... 187 Student responsibility ...... 338 Urban Education, minor in ...... 308 Operations and Management Awards ...... 389 Academic policies and regulations ..338 Information Systems ...... 252 Course descriptions ...... 188 Financial responsibility ...... 359 Course descriptions ...... 253 Degree requirements ...... 188 Students from other colleges V Degree requirements ...... 252 Faculty ...... 187 and universities ...... 352 Veterans and veterans’ Faculty ...... 252 Minor...... 188 Study abroad programs ...... 315, 352 dependents assistance ...... 372 Minor ...... 253 Residency requirement ...... 338 Academic credit ...... 315 Repetition of Courses...... 341 Eligibility ...... 315 Research opportunities, Room and board charges ...... 363 W P see individual departments SCU affiliated programs ...... 322 Withdrawal from the University ...... 344 Payment methods and options ...... 374 Residential Learning Communities ...... 11 SCU exchange programs ...... 322 Women’s and Gender Performing Arts, Award ...... 388 Responsibility, student ...... 338 SCU Cuba program ...... 321 Studies Program ...... 224 Performing Arts, Center of ...... 19 Retail Management Institute ...... 236, 305 SCU El Salvador program ...... 316 Awards ...... 390 Philosophy, Department of ...... 158 Retail Studies, minor in ...... 305 SCU London program ...... 318 Course descriptions ...... 226 Awards ...... 388 Room and board charges ...... 363 Summer programs ...... 322 Degree requirements ...... 224 Course descriptions ...... 159 ROTC, see Military Science Tuition ...... 363 Faculty ...... 224 Degree requirements ...... 159 Minor ...... 225 Faculty ...... 158 Minor ...... 159 S T Physics, Department of ...... 166 Santa Clara University ...... 1 Teacher training credential programs, Y Awards ...... 388 Accreditations and memberships ....399 see Pre-Teaching Young scholars...... 353, 360, 362 Course descriptions ...... 168 Fundamental values ...... 2 Theatre and Dance, Department of ...210 Degree requirements ...... 167 History ...... 1 Awards ...... 389 Faculty ...... 166 Mission ...... 2 Course descriptions ...... 212 Minor ...... 167 Vision ...... 2 Degree requirements ...... 211 Political Science, Department of ...... 172 Santa Clara Community Faculty ...... 210 Awards ...... 388 Action Program (SCCAP)...... 395 Minors ...... 212 Course descriptions ...... 173 Santa Clara, The ...... 395 Degree requirements ...... 173 Santa Clara Review, The ...... 395 442 CAMPUS MAP CAMPUS MAP 443

CAMPUS MAP KEY SANTA CLARA UNIVERSITY Admissions, Undergraduate 106 Human Resources 701 Adobe Lodge 108 Information Technology 403 Alameda Residence 3355 The Alameda Jesuit Community Residence Franklin St. Alameda South 2505 The Alameda Katharine and George Alexander Alumni Science Hall 208 Community Law Center Archaeology Research Lab 703 (not shown) 1030 The Alameda Arrupe Center 605A Kenna Hall 204 Arts and Sciences, College of 804 Kids on Campus 2705 The Alameda Athletic and Recreation Offices 702 Law Alumni Center 741 Franklin St. (Leavey Center) Law Career Services Bannan Engineering Building 404 (Loyola Hall) 425 El Camino Real Bannan Hall 405 Law Review, Computer & Bannan Institute 605A High Technology Law Journal Benson Memorial Center 301 (Loyola Hall) 425 El Camino Real Bergin Hall 203 Law, School of 202, 203 Bookstore 303 Loyola Hall 425 El Camino Real Buck Shaw Stadium 706 Leavey Event Center 702 Business, Leavey School of 204 Mailing and Receiving 604 Campisi Residence Hall 505 Markkula Center for Applied Ethics 804 Campus Safety Services 714 Mayer Theatre 110 Casa Italiana Residence Hall 602 McLaughlin Residence Hall 305 Center for Innovation and 832 Market St. Mechanical Engineering 402 Entrepreneurship Mission Santa Clara de Asís 101 Center for Science, Technology, and Society Music and Dance, Recital Hall 114 (Loyola Hall) 425 El Camino Real Nobili Hall 109 O Cesar Chavez Commons 112, 113 O’Connor Hall 111 Chemistry 210 Orradre Library 401 P Commons at Kennedy Mall 306 Pat Malley Fitness and Recreation Center 715 F Counseling Psychology and Education 405 Parking Structure 714 Cowell Health Center 701 Physics 207 Daly Science Center 207, 210, 211 Project House 743A Franklin de Saisset Museum 206 Purchasing 604 Development Offices Restrooms 107 (Loyola Hall) 425 El Camino Real Ricard Memorial Observatory 104 Donohoe Alumni House 103 Sanfilippo Residence Hall 506 Marketing & Communications Shapell Lounge 302 Dunne Residence Hall 308 Sobrato Residence Hall 605 A & B Engineering, School of 404 Soccer 702 Leavey Center Engineering Trailer No. 1 713 St. Joseph’s Hall 102 Engineering Trailer No. 2 712 St. Thomas More Hall 2455 The Alameda Executive Development 852 Market St. Stephen Schott Stadium 443 El Camino Real Center Sullivan Engineering Center 402, 404 Facilities 604 Swig Residence Hall 307 Fine Arts Building 601 University Finance Office 990 Benton St.

AS Graham Residence Center University Square 873 Franklin St. HOME ST. T MOR L Graham 100 501 Varsi Hall 106 HAL Graham 200 502 Villa Apartments 2675 Park Ave. Graham 300 503 Visitor Permits 704 Graham 400 504 Walsh Administration Building 201 Heafey Law Library 202 Walsh Residence Hall 304 Notes

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