Smith College Catalog 2004-2005

Northampton, Massachusetts 01063Northampton, Smith College BULLETIN S MITH C ◆

OLLEGE 2004 05 Catalogue 2004–05 C Bulletin ATALOGUE B ULLETIN Northampton, Massachusetts Northampton, PERIODICALS Postage Paid at

11.CatalogueCover.CatalogueCover 2004-05.indd2004-05.indd 1 77/21/04/21/04 10:26:1710:26:17 AMAM Notice of Nondiscrimination Campus Security Act Report

Smith College is committed to maintain ing a The annual Campus Security Act Report contains diverse community in an atmo sphere of mutual information regarding campus security and respect and appre ci a tion of differences. personal safety on the Smith College campus, Smith College does not discriminate in its educational programs available and certain crime educational and employment policies on the bases of race, color, creed, reli gion, national/ethnic statistics from the previous three years. Copies of origin, sex, sexual orientation, age, or the annual Campus Security Act Report are available with regard to the bases outlined in the Veterans from the Department of Public Safety, Neilson Re ad just ment Act and the Americans with Library B/South, Smith College, Northampton, Dis abil i ties Act. Massachusetts 01063. Please direct all questions Smith’s admission policies and practic es are guided by the same principle, concerning women regarding these matters to Paul Ominsky, director of applying to the undergraduate program and all public safety, at (413) 585-2490. ap pli cants to the graduate programs. For more information, please contact the Ofﬁ ce of Insti tu tion al Diversity, (413) 585-2141.

SMITH COLLEGE BULLETIN (USPS 499-020) Series 97 September 2004 Number III Printed monthly during January, April, September (two is sues). Offi ce of College Relations, Garrison Hall, Smith College, Northampton, Massachu- setts 01063. Periodical postage paid at Northampton, Massachusetts. Postmaster: send address changes to Smith College, Northampton, Massa chu setts, 01063 All announcements herein are subject to revision. Changes in the list of Offi cers of Administration and Instruction may be made subsequent to the date of publication. The course listings on pp. 69–408 are maintained by the Offi ce of the Provost/Dean of the Faculty. For current in forma tion on cours es offered at Smith, visit www.smith.edu/catalogue.

17M3509-8/04

Smith College Northampton, Massachusetts 01063 (413) 584-2700

22.Catalogue.Catalogue CoverInsideCoverInside 04-05.indd04-05.indd 1 77/21/04/21/04 9:49:529:49:52 AMAM S MITH COLLEGE BULLETIN

2004-05 CATALOGUE

Smith College Northampton, Massachusetts 01063 (413) 584-2700

33.Cat.Cat FrontFront 22004-05.indd004-05.indd 1 77/21/04/21/04 10:29:3110:29:31 AMAM 33.Cat.Cat FrontFront 22004-05.indd004-05.indd 2 77/21/04/21/04 10:29:3210:29:32 AMAM Contents How to Get to Smith ...... iv Inquiries and Visits ...... v Academic Calendar ...... vii The Mission of Smith College ...... viii History of Smith College ...... 1 The Academic Program ...... 7 Smith: A Liberal Arts College ...... 7 The Curriculum ...... 7 The Major ...... 8 The Minor ...... 9 Student-Designed Interdepartmental Majors and Minors ...... 9 Five College Certiﬁ cate Programs ...... 9 Advising ...... 10 Academic Honor System ...... 10 Special Programs ...... 11 Accelerated Course Program ...... 11 The Ada Comstock Scholars Program ...... 11 Community Auditing: Nonmatriculated Students ...... 11 Five College Interchange ...... 12 Departmental Honors Program ...... 12 Independent Study Projects/Internships ...... 12 Smith Scholars Program ...... 12 Study Abroad Programs ...... 13 Smith College Junior Year Abroad Programs ...... 13 Smith-Approved Study Abroad ...... 15 Off-Campus Study Programs in the U.S...... 15 The Campus and Campus Life ...... 17 Facilities ...... 17 Student Residence Houses ...... 21 Intercollegiate Athletics, Intramurals and Club Sports ...... 21 Career Development ...... 21 Health Services ...... 22 Religious Expression ...... 23 The Student Body ...... 24 Summary of Enrollment ...... 24 Geographical Distribution of Students by Residence ...... 25 Majors ...... 26 Recognition for Academic Achievement ...... 27 Prizes and Awards ...... 28 Fellowships ...... 32 Fees, Expenses and Financial Aid ...... 33 Your Student Account ...... 33 Fees ...... 34 Institutional Refund Policy ...... 36 Contractual Limitations ...... 36 Payment Plans and Loan Options ...... 37 Financial Aid ...... 37 Admission ...... 41 Secondary School Preparation ...... 41 Entrance Tests ...... 41 Applying for Admission ...... 42

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Advanced Placement ...... 42 International Baccalaureate ...... 42 First-Year Students’ Admission Deadline Dates ...... 43 Interview ...... 43 Deferred Entrance ...... 43 Deferred Entrance for Medical Reasons ...... 43 Transfer Admission ...... 44 International Students ...... 44 Visiting Year Programs ...... 44 Readmission ...... 44 Ada Comstock Scholars Program ...... 45 Academic Rules and Procedures ...... 46 Requirements for the Degree ...... 46 Academic Credit ...... 49 Academic Standing ...... 52 The Age of Majority ...... 53 Leaves, Withdrawal and Readmission ...... 53 Graduate Study ...... 55 Admission ...... 55 Residence Requirements ...... 56 Leaves of Absence ...... 56 Degree Programs ...... 56 Nondegree Studies ...... 60 Housing and Health Services ...... 60 Finances ...... 61 Financial Assistance ...... 61 Changes in Course Registration ...... 62 Policy Regarding Completion of Required Course Work ...... 62 Courses of Study ...... 64 Deciphering Course Listings ...... 66 African Studies ...... 69 Afro-American Studies ...... 71 American Studies ...... 76 Ancient Studies ...... 82 Anthropology ...... 83 Archaeology ...... 90 Art ...... 91 Astronomy ...... 105 Biochemistry ...... 109 Biological Sciences ...... 114 Chemistry ...... 127 Classical Languages and Literatures ...... 132 Comparative Literature ...... 136 Computer Science ...... 143 Dance ...... 150 East Asian Languages and Literatures ...... 160 East Asian Studies ...... 167 Economics ...... 171 Education and Child Study ...... 178 Engineering ...... 187 English Language and Literature ...... 195 Environmental Science and Policy ...... 207 Ethics ...... 210 Exercise and Sport Studies ...... 211 Film Studies ...... 221

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First-Year Seminars ...... 225 Foreign Language Literature Courses in Translation ...... 229 French Studies ...... 230 Geology ...... 238 German Studies ...... 243 Government ...... 248 History ...... 260 Program in the History of Science and Technology ...... 272 International Relations ...... 275 Interterm Courses Offered for Credit ...... 277 Italian Language and Literature ...... 278 Jewish Studies ...... 283 Landscape Studies ...... 286 Latin American and Latino/a Studies ...... 288 Logic ...... 292 Marine Sciences ...... 294 Mathematics ...... 296 Medieval Studies ...... 303 Music ...... 306 Neuroscience ...... 313 Philosophy ...... 317 Physics ...... 324 Political Economy ...... 328 Psychology ...... 329 Public Policy ...... 337 Religion and Biblical Literature ...... 340 Russian Language and Literature ...... 347 Science Courses for Beginning Students ...... 350 Sociology ...... 351 Spanish and Portuguese ...... 357 Theatre ...... 366 Third World Development Studies ...... 373 Urban Studies ...... 375 Women’s Studies ...... 376 Interdepartmental and Extradepartmental Course Offerings ...... 386 Five College Course Offerings by Five College Faculty ...... 388 Five College Certifi cate in African Studies ...... 396 Five College Certifi cate in Asian/Pacifi c/American Studies ...... 397 Five College Coastal and Marine Sciences Certifi cate Program ...... 399 Five College Certifi cate in Culture, Health and Science ...... 402 Five College Certifi cate in International Relations ...... 403 Five College Certifi cate in Latin American Studies ...... 404 Five College Certifi cate in Logic ...... 405 Five College Certifi cate in Middle East Studies ...... 407 Five College Self-Instructional Language Program ...... 408 The Athletic Program ...... 409 Directory ...... 411 The Board of Trustees ...... 411 Faculty ...... 412 Administration ...... 438 Standing Committees ...... 441 Alumnae Association ...... 442 Index ...... 443 Class Schedule ...... inside back cover

33.Cat.Cat FrontFront 22004-05.indd004-05.indd 5 77/21/04/21/04 10:29:3410:29:34 AMAM iv How to Get to Smith

By Air: Bradley International, located about 35 By Bus: Greyhound, Vermont Transit and Peter miles south of Northampton in Windsor Locks, Pan bus lines serve the area. Most routes go to the Connecticut, is the nearest airport and is served main bus terminal in Springfi eld, where you can by all major air lines. Limousines, buses and rental catch an oth er bus to Northampton. Buses run al- cars are available at the airport. Flying into Bra d ley most hourly between Springfi eld and Northampton. rather than into Bos ton’s Logan Airport gives you a Smith is a 10-minute walk or a short taxi ride from shorter drive to Northampton and spares you city the bus station. traffi c congestion. By Car: Northampton is on Route I-91. Take Exit By Train: Amtrak serves Springfi eld, Mas sa - 18, and follow Route 5 north into the center of chu setts, which is 20 miles south of Northampton. town. Turn left onto Route 9. Go straight through From the train station, you can reach Northampton three sets of traffi c lights, turning left into Col- by taxi, rent al car or bus. The Spring fi eld bus sta- lege Lane shortly after the third set. The Offi ce of tion is a short walk from the train station. Ad mis sion is on your right, overlooking Paradise Pond. Parking is available next to the offi ce and along Route 9.

Smith College, Northampton, Massachusetts

KING STREET

CONNECTICUT 3

ELM STREET

COLLEGE LANE

10 9 RIVER

STREET GREEN STREET 5 2 STATE STREET

BRIDGE

66 MAIN STREET 9 WEST 1 STREET PLEASANT 10 4 STREET

NORTH 91 5 1. Academy of Music 2. College Hall EXIT 18 3. Ofﬁ ce of Admission 4. Northampton bus station

Smith College is accredited by the New En gland Association of Schools and Colleges. Mem ber ship in the association indicates that the institution has been carefully evaluated and found to meet standards agreed upon by qualiﬁ ed educators.

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Visitors are always welcome at the college. Student Margaret Zelljadt, Dean of the Senior Class guides are available to all visitors for tours of the College Hall 23, (413) 585-4910 campus throughout the year by appointment, and Erika J. Laquer, Dean of Ada Comstock Scholars arrangements can be made through the Offi ce of College Hall 23, (413) 585-3090 Admission. Administrative offi ces are open Monday Advancement through Friday from 8:30 a.m. to 4:30 p.m. during Karin George, Vice President for Development the academic year. (Refer to the college calendar, and Chief Advancement Offi cer p. vii, for the dates that the college is in ses sion.) In Alumnae House, (413) 585-2020 the summer, offi ces are open from 8 a.m. to 4 p.m. You may be able to make appointments to meet with Alumnae Association offi ce staff at other times, includ ing holi days. Any Carrie Staples Cadwell, Executive Director ques tions about Smith Col lege may be ad dressed to Alumnae House, (413) 585-2020 the follow ing offi cers and their staffs by mail, telephone, e-mail or appointment. Career Planning and Alumnae References Jane Sommer, Interim Director of Career Admission Development Offi ce Audrey Smith, Dean of Enrollment Drew Hall, (413) 585-2570 Debra Shaver, Director of Admission 7 College Lane, (413) 585-2500; (800) 383-3232 College Relations We urge prospective students to make ap point - Laurie Fenlason, Chief Public Affairs Offi cer ments for interviews in advance with the Offi ce Garrison Hall, (413) 585-2170 of Admission. The Offi ce of Admission schedules Graduate Study these appointments from 9 a.m. to 3 p.m. Monday Patricia L. Sipe, Director through Friday. From mid-Sep tem ber through Janu- Lilly Hall, (413) 585-3050 ary, appointments can also be made on Saturdays from 9 a.m. to noon. General information sessions Medical Services and Student Health are also held twice daily and on Saturdays from Leslie R. Jaffe, College Physician and Director mid-July through January. Please call the Offi ce of of Health Services Admission for specifi c times. Elizabeth Mason Infi rmary, (413) 585-2800 Financial Aid, Campus Jobs and Billing Religious Life for Undergraduates Jennifer Walters, Dean of Religious Life Deb Luekens, Senior Associate Director of Student Helen Hills Hills Chapel, (413) 585-2750 Financial Ser vic es School for Social Work College Hall 10 Carolyn Jacobs, Dean (413) 585-2530 Lilly Hall, (413) 585-7950 E-mail: [email protected] Student Affairs Academic Standing Mela Dutka, Dean of Students Maureen A. Mahoney, Dean of the College College Hall 24, (413) 585-4940 College Hall 21, (413) 585-4900 Tom Riddell, Associate Dean of the College and Transcripts and Records Dean of the First-Year Class Patricia O’Neil, Registrar Margaret Bruzelius, Dean of the Sophomore and College Hall 6, (413) 585-2550 Junior Classes

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33.Cat.Cat FrontFront 22004-05.indd004-05.indd 8 77/21/04/21/04 10:29:3610:29:36 AMAM vii Academic Calendar, 2004-05 The calendar for the academic year consists of two semesters separated by an interterm of approximately three weeks. Each semester allows for 13 weeks of classes followed by a pre-examination study period and a four-day examination period. Please visit www.smith.edu/ad mis sion/dates.html for further details.

Wednesday, December 22–Sunday, January 2 Fall Semester, 2004 Winter recess (Houses and Friedman apartments Thursday, September 2, 9 a.m.–4 p.m. close at 10 a.m. on De cem ber 22 and open at Central check-in for entering students 1 p.m. on Jan u ary 2.) Thursday, September 2–Monday, September 6 Orientation for entering students Interterm, 2005 Sunday, September 5, 10 a.m.–4 p.m. Monday, January 3–Saturday, January 23 Monday, September 6, 1–4 p.m. Central check-in for returning students Monday, September 6, 7:30 p.m. Spring Semester, 2005 Opening Convocation Thursday, January 20–Sunday, January 23 Orientation for entering students Tuesday, September 7, 8 a.m. Classes begin Monday, January 24, 8 a.m. Classes begin To be announced by the president Mountain Day (holiday)—Classes scheduled Wednesday, February 23 before 7 p.m. are canceled. Rally Day—All classes are canceled. Saturday, March 12–Sunday, March 20 Saturday, October 9–Tuesday, October 12 Autumn recess Spring recess (Houses close at 10 a.m. on March 12 and open at 1 p.m. on March 20.) Friday, October 15–Sunday, October 17 Family Weekend Monday, April 4–Friday, April 15 Advising and course registration for the ﬁ rst Tuesday, November 2 semester of 2005–06 Otelia Cromwell Day—Afternoon and evening class es are canceled. Friday, April 29 Last day of classes Monday, November 8–Friday, November 19 Advising and course registration for the second Saturday, April 30–Monday, May 2 semester Pre-examination study period Tuesday, May 3–Friday, May 6 Wednesday, November 24–Sunday, November 28 Thanksgiving recess (Houses close at 10 a.m. on Final examinations November 24 and open at 1 p.m. on November 28.) Saturday, May 7 Tuesday, December 14 Houses close for all students except ’05 graduates, Last day of classes Com mence ment workers and those with Five Col- lege ﬁ nals after May 6. Wednesday, December 15–Friday, Sunday, May 15 December 17 Pre-examination study period Commencement Monday, May 16 Saturday, December 18–Tuesday, December 21 Midyear examinations All houses close at noon.

33.Cat.Cat FrontFront 22004-05.indd004-05.indd 9 77/21/04/21/04 10:29:3710:29:37 AMAM viii The Mission of Smith College

mith College began more than 130 years ago in the mind and conscience of a New England woman. In her will, Sophia Smith expressed her vision of a liberal arts college for women, one equal to the best available to men, which would make it possible “to develop as fully as may be the powers of womanhood.” By means of such a college, she wrote, wom en’s “‘wrongs’ will be redressed, their wag es adjusted, their weight of infl uence in re form ing the evils of society will be Sgreatly increased…their pow er for good in cal cu la bly enlarged.” In this spirit Smith Col lege seeks to provide the fi nest liberal arts education for wom en of diverse back grounds, ages and outlooks who have the ability and promise to meet the de mands of an ac a dem i cal ly rigorous curriculum. Today Smith College, as the largest liberal arts college for wom en, is well situated to fulfi ll its founder’s wish to provide such “studies as coming times may develop or demand for the education of women.” For its pur suit of the advancement of learning the college is endowed with exceptional re sourc es and facilities, an out stand ing faculty and a dedicated staff, and a rich international curriculum. Smith’s overall educational pur pos es are furthered by a number of co-educational graduate programs, and by membership in the Five Col lege Consortium, which offers all our students an abundance of ac a dem ic, cultural and social ad van tag es. The Smith faculty has committed itself to two purposes, which it regards as fully complementary. It ed- u cates students, and it conducts research in the arts and sciences or engages in the performing or creative arts. The faculty believes that the best undergraduate education is to be fostered by offering a wide range of cours es designed to develop students’ analytic, creative and expressive powers. Stu dents—advised by the fac ul ty—plan programs of study suited to their individual talents and interests, and thereby share the re spon si bil i ty for their own education. Smith students come from throughout the United States and more than 60 countries around the world. They bring to the college an array of talents that allows them to develop and hone intellectual discipline and the habits of inquiry, refl ection and criticism necessary for success in their lives and ca reers. In pro vid ing women with a liberal arts education, a broad range of co-curricular activities and a house res i den tial sys tem fostering self-reliance and self-governance, Smith endeavors to produce grad u ates distinguished by their intellectual capabilities, their capacity for leadership, their ethical values and their readiness to con trib ute to the betterment of the world. On becoming alumnae, our graduates inspire new generations of stu dents and enhance in many ways the life of the college. Altogether, the Smith com mu - ni ty—students, faculty, staff and alumnae—strives to be what its founder envisioned, “a perennial blessing to the country and the world.”

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mith College is a distinguished liberal arts college committed to providing the highest quality undergraduate education for women to enable them to develop their intellects and talents and to participate effectively and fully in society. The college began more than a hundred years ago in the mind and conscience of a New Eng- land woman. The sum of money used to buy the fi rst land, erect the fi rst build ings and begin the Sen dow ment was the bequest of Sophia Smith. When she inherited a large fortune at age 65, Sophia Smith de cid ed, after much deliberation and advice, that leaving her inheritance to found a wom en’s col lege was the best way for her to fulfi ll the moral obligation she expressed so eloquently in her will:

I hereby make the following provisions for the establishment and maintenance of an In sti tu tion for the higher education of young women, with the design to furnish for my own sex means and facilities for education equal to those which are afforded now in our colleges to young men. It is my opinion that by the higher and more thorough Christian education of wom en, what are called their “wrongs” will be redressed, their wages adjusted, their weight of inﬂ uence in reform ing the evils of society will be greatly increased, as teachers, as writers, as mothers, as members of society, their power for good will be in cal cu la bly enlarged.

The college envisioned by Sophia Smith and her minister, John M. Greene, resembled many other old New England colleges in its religious orientation, with all education at the college “pervaded by the Spirit of Evangelical Christian Religion” but “without giving preference to any sect or denomination.” Smith has changed much since its founding in 1871. But throughout its history there have been cer tain enduring constants: an uncompromising defense of academic and intellectual freedom, an attention to the relation between college education and the larger public issues of world order and human dignity, and a concern for the rights and privileges of women. Indeed, at a time when most people had narrow views of women’s abilities and their proper role in society, Sophia Smith showed not only concern with the particular needs of young women but also faith in their still underdeveloped powers. After enumerating the subjects that continue to be a vital part of the college’s curriculum, she added:

And in such other studies as coming times may develop or demand for the ed u ca tion of wom en and the progress of the race, I would have the education suited to the mental and physical wants of women. It is not my design to render my sex any the less feminine, but to develop as fully as may be the powers of womanhood, and furnish wom en with the means of usefulness, hap pi ness and honor now withheld from them.

In the fall of 1875, Smith College opened with 14 students and six faculty under the presidency of Lau- renus Clark Seelye. Its small campus was planned to make the college part of what John M. Greene called “the real practical life” of a New England town, rather than a sequestered academic preserve. College Hall, the Victorian Gothic administrative and classroom building, dominated the head of Northampton’s Main Street. For study and worship, students used the town’s well-endowed public library and various churches. Instead of a dormitory, students lived in a “cottage,” where life was more familial than institutional. Thus began the “house” system that, with some modiﬁ cations, the college still employs today. The main lines of Smith’s founding educational policy, laid down in President Seelye’s inaugural address, remain valid today:

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then as now, the standards for admission were as high as those of the best colleges for men; then as now, a truly liberal education was fostered by a broad curriculum of the hu man i ties, the fi ne arts and the natural and social sciences. During the 35 years of President Seelye’s administration, the college prospered mightily. Its assets grew from Sophia Smith’s original bequest of about $400,000 to more than $3,000,000; its faculty to 122; its student body to 1,635; its buildings to 35. These buildings included Alumnae Gymnasium, site of the fi rst women’s basketball game, which now houses the College Archives and is connected to the Wil l iam Allan Neilson Library, one of the best-stocked undergraduate libraries in the country. Smith’s second president, Marion LeRoy Burton, took offi ce in 1910. President Burton, a graduate of Yale Divinity School, was a gifted public speaker with an especially acute business sense. He used these talents to help the college raise the amazing sum of $1,000,000—a huge endowment campaign for any college at that time. With the college’s increased endowment, President Burton was able to increase fac ul ty salaries substantially and improve the faculty-to-student ratio. President Burton’s fund drive also invigorat- ed the alumnae, bringing them closer to the college than ever before and increasing their rep re sen ta tion on the board of trustees. Along with improving the fi nancial state and business methods of the college, President Burton con- trib ut ed to a revision of the curriculum and initiated college honors programs to recognize out stand ing students. He also helped to organize a cooperative admission system among Smith, Mount Holyoke, Wellesley and Vassar, the fi nest women’s colleges of the day. President Burton’s accomplishments are com- mem o rat ed today by Burton Hall, the science building that his fund drive helped to fi nance. When William Allan Neilson became president in 1917, Smith was already one of the largest women’s colleges in the world. President Neilson shrewdly developed the advantages of large academic institutions while maintaining the benefi ts of a small one. Under his leadership, the size of the faculty continued to increase while the number of students remained at about 2,000. The curriculum was revised to provide a pattern still followed in many American colleges—a broad foundation in various fi elds of knowledge, later complemented by the more intensive study of a major subject. The college expanded honors pro grams and initiated interdepartmental majors in science, landscape architecture and theatre. The School for So- cial Work, a coeducational graduate program, was founded. And more college houses were built, mainly in the Georgian complex called “the Quad,” so that every student could live on campus. Not only did President Neilson help make Smith College one of the leading colleges in the United States, whether for men or women, but he also developed it into an institution of international distinction and concerns. President Neilson, himself a Scotsman, married to a well-educated German woman, transformed the college from a high-minded but provincial community in the hinterland of Massachusetts into a cos mo pol i tan center constantly animated by ideas from abroad. Between the two world wars, he brought many important exiled or endangered foreign teachers, scholars, lecturers and artists to the college. Meanwhile, as long as peace lasted, Smith students went to study in France, Italy and Spain on the Junior Year Abroad Program instituted by the college in 1924. President Neilson retired in 1939, just before the outbreak of World War II, and for one year Eliz a beth Cutter Morrow, an alumna trustee, served as acting president. Herbert Davis took offi ce as Smith’s fourth president in 1940 and reaffi rmed the contributions that a liberal arts college could make to a trou bled world. Already during World War I a group of Smith alumnae had gone to France to do relief work in the town of Grécourt; a replica of Grécourt’s chateau gates is now emblematic of the college. Soon after the 1941 bombing of Pearl Harbor, the college agreed to provide facilities on its campus for the fi rst Offi cers’ Training Unit of the Women’s Reserve, or WAVES. The college added a summer term from 1942 to 1945 so some students could graduate more quickly and go on to government, hospital or military service. Though physically isolated by travel restrictions, the college retained its cosmopolitan character as refugees came to lecture, teach and study. And foreign fi lms were shown regularly in Sage Hall—a practice that would give generations of students their sensitivity both to other cultures and to an important, relatively new art. President Davis’ administration was marked by intensifi ed academic life, re fl ect ing his belief that serious study was a way of confronting the global threat to civilization.

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Benjamin Fletcher Wright came from Harvard to become Smith’s fi fth president in 1949. The college had by then resumed its regular calendar and completed several much-needed building projects, includ ing a new heating plant and a student recreation center named for retiring President Davis. The most mem o ra ble achievements of President Wright’s administration were the strengthening of Smith’s fi nancial position and the defense of academic freedom during the 1950s. In 1950, the $7 Million Fund Drive was triumphantly completed, enabling the college to improve fa cil i ties and increase faculty salaries. In 1955, the Helen Hills Hills Chapel was completed, giving Smith its own place of worship. The early 1950s were not, though, easy years for colleges; McCarthyism bred a wide spread suspicion of any writing or teaching that might seem left of center. In defending his faculty mem bers’ right to political and intellectual independence, President Wright showed great courage and states man ship. Complementing his achievements was the fi nancial and moral support of Smith’s Alumnae As so ci a tion, by now the most devoted and active group of its kind in the country. Before President Wright’s term ended, the college received a large gift for constructing a new faculty offi ce and classroom building to be named for him. When Thomas Corwin Mendenhall came from Yale in 1959 to become Smith’s sixth president, both the college and the country at large were enjoying peace and prosperity. During the 1960s, social and cultural changes stirred the college profoundly, and a series of powerful movements infl uenced the larg er society and the academic world alike. In response to the needs of increasingly independent and ambitious stu dents, the curriculum was thoroughly revised. Collegewide requirements were set aside and independent study encouraged. The college made more varied educational experiences available to Smith un der - grad u ates by extending cooperation with its neighbors—Amherst, Hampshire and Mount Holyoke colleges and the University of Massachusetts. And Smith joined other private colleges in the North east to develop the Twelve College Exchange Program. The college added buildings with the most modern facilities for the study of the natural sciences, performing arts and fi ne arts. The new fi ne arts center included the Smith College Museum of Art, now one of the most distinguished college museums in the country. The 1960s saw the civil rights movement, the students’ rights movement and the anti-war movement take root and grow at many of the country’s universities and colleges, including Smith. Thanks to these movements and to the wisdom, tact and humor of President Mendenhall, the college emerged from the 1960s with a more precise awareness of student needs and an active, practical sense of social responsibility. Meanwhile, life in the college houses was changing. The old rules governing late evenings out and male visitors were relaxed, then abandoned. Not surprisingly, when Vassar began to admit men, and Yale, Princ- eton and Dartmouth to admit women as candidates for degrees, some members of the college com mu ni ty wondered whether Smith should also become coeducational. In 1971, a committee of trust ees, faculty, administration, students and alumnae studied the question in detail. The committee con clud ed that admitting men as candidates for the Smith degree would detract from the founding purpose of the college—to provide the best possible education for women. In the late 1960s and early 1970s another important movement—the women’s movement—was gath- er ing momentum. This was to have a profound effect on American society and to confi rm the orig i nal purpose of Smith College. The college began its second century in 1975 by inaugurating its fi rst wom an pres- i dent, Jill Ker Conway, who came to Smith from Australia by way of Harvard and the Uni ver si ty of Toronto. She was a charismatic and energetic leader with a vision for women’s education, and her administration was marked by three major accomplishments: a large-scale renovation and expansion of Neilson Library, evidence of Smith’s undiminished concern for the heart of the liberal arts; the rapid growth of the Ada Comstock Scholars Program, through which women beyond the traditional college age could earn a Smith degree; and exceptionally successful fund-raising efforts. Also during President Conway’s administration, the Career Development Offi ce was expanded to better counsel Smith students and alumnae about career opportunities and graduate training for women. Recognizing the rapidly growing emphasis on fi tness and athletics for women, Smith built the Ainsworth Gymnasium and broke ground for new indoor and outdoor

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track and tennis facilities. President Conway’s contributions un der scored her commitment to women’s colleges and a liberal arts education in today’s society. The college that President Conway left to her successor was in some ways very different from the college served by Presidents Seelye, Burton and Neilson. When Mary Maples Dunn came to Smith in 1985 after many years as a professor of history and then as dean of Bryn Mawr College, Smith’s student body had diversifi ed. During its early decades the student body had been overwhelmingly Protestant, but by the 1970s, Roman Catholic and Jewish college chaplains served alongside the Protestant chaplain. All racial, ethnic and religious groups are now well represented on campus, evidence of Smith’s continuing moral and intellectual commitment to diversity. In her decade as president, Mary Maples Dunn led the college through exciting and challenging times. During her tenure, the college raised more than $300 million, constructed two major buildings and ren- o vat ed many more, enhanced communication on and off campus, attracted record numbers of applicants (while upholding the same academic standards) and doubled the value of its en dow ment. Com put er technol o gy trans formed the way Smith conducted its business. And the curriculum be came broad er in scope, with fi ve new majors and increased course offerings in non-Western and ne glect ed American cul tures. In 1994 Ruth Simmons was chosen as Smith’s ninth president. With a long and dis tin guished career in higher education behind her, Simmons was the fi rst African-American woman to head any top-ranked American col lege or university. Simmons galvanized the cam pus through an ambitious campuswide self- study process that resulted in a number of land mark initiatives, including Praxis, a program that allows every Smith student the opportunity to elect an internship funded by the college; an engineering pro gram, the fi rst at a women’s college; programs in the humanities that include the es tab lish ment of a po et ry center and a peer-reviewed journal devoted to publishing schol ar ly works by and about women of color; and curricular innovations that include intensive seminars for fi rst-year students and programs to encourage students’ speaking and writing skills. A number of signifi cant building projects were launched during Simmons’ administration; most sig nifi - cant is a $35-million expansion and ren o va tion of the Smith College Museum of Art, art department and art library. Ground was broken in 2002 for a campus center, and the Lyman Con ser va to ry has been renovated. A widely respected scholar of Victorian literature, Carol T. Christ took up her duties as Smith’s 10th president in June 2002. In her fi rst two years at Smith, Christ launched an energetic program of outreach, innovation and long-range planning. She encouraged the development of coursework emphasizing fl uency in American cultures and the diversity of experience of American ethnic groups and launched a review, conducted by members of the Smith faculty and outside scholars, to determine the particular strengths of the Smith curriculum and areas on which to build in the future. She shaped dialogue and programs to address constraints on Smith’s budget caused by the nation’s economic situation, a process that culminated in a comprehensive plan to avoid defi cits and bring the college’s budget into equilibrium, ensuring continued excellence, access and affordability and funding for new initiatives. As major building projects—the renovation of and addition to the Brown Fine Arts Center, a dramatic new Campus Center, a renovated Lyman Conservatory and the impressive Olin Fitness Center—came to fruition, Christ has spurred long- range planning for a comprehensive new science center and, for the shorter term, a permanent building for the college’s pioneering Picker Engineering Program and molecular biology facilities. Today the college continues to benefi t from a dynamic relationship between inno va tion and tradition. Smith is still very much a part of Northampton, now a lively and sophisticated cul tur al center in its own right. The majority of students still live in college houses with their own common rooms, in accord with the original “cottage” plan. The faculty and administration are still composed of men and wom en who work together in a professional community with mutual respect. The teach ing is still as chal leng ing as it is at the best coeducational colleges. And while Smith’s basic cur ric u lum of the hu man i ties, arts and sci enc es still fl ourishes, the college continues to respond to the new in tel lec tu al needs of today’s women—of fer ing majors or interdepartmental programs in com put er sci ence, en gi neer ing, women’s stud ies, Third World de vel op ment, neuroscience, fi lm studies, Latin American studies, history of science and technology, and other emerging fi elds. Were Sophia Smith to visit Northampton today, she would no doubt fi nd her vision realized, as stu dents at her college prepare themselves for exemplary lives of service and lead er ship.

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The William Allan Neilson Chair Philippe Emmanuel Le Corbeiller, Dr.-ès-Sc., A.M. (Hon.) of Research Physics, fi rst semester, 1960–61 The William Allan Neilson Professorship, com- Eudora Welty, B.A., Litt.D. mem o rat ing President Neilson’s profound concern English, second semester, 1961–62 for scholarship and research, has been held by the following distinguished scholars: Dénes Bartha, Ph.D. Music, second semester, 1963–64 Kurt Koffka, Ph.D. Psychology, 1927–32 Dietrich Gerhard, Ph.D. History, fi rst semester, 1967–68 G. Antonio Borgese, Ph.D. Comparative Literature, 1932–35 Louis Frederick Fieser, Ph.D., Sc.D. (Hon.), D.Pharm. (Hon.) Sir Herbert J.C. Grierson, MA., LL.D., Litt.D. Chemistry, second semester, 1967–68 English, second semester, 1937–38 Wolfgang Stechow, Dr. Phil., L.H.D., D.F.A. (Hon.) Alfred Einstein, Dr. Phil. Art, second semester, 1968–69 Music, fi rst semester, 1939–40; 1949–50 Robert A. Nisbet, Ph.D. George Edward Moore, D.Litt., LL.D. Sociology and Anthropology, fi rst semester, Philosophy, fi rst semester, 1940–41 1971–72 Karl Kelchner Darrow, Ph.D. Louise Cuyler, Ph.D. Physics, second semester, 1940–41 Music, second semester, 1974–75 Carl Lotus Becker, Ph.D., Litt.D. Herbert G. Gutman, Ph.D. History, second semester, 1941–42 American Studies, 1977–78 Albert F. Blakeslee, Ph.D., Sc.D. (Hon.) Renée C. Fox, Ph.D., Litt.D. (Hon.) Botany, 1942–43 Sociology and Anthropology, fi rst semester, 1980–81 Edgar Wind, Ph.D. Auguste Anglès, Docteur ès Lettres Art, 1944–48 French, fi rst semester, 1981–82 David Nichol Smith, M.A., D.Litt. (Hon.), LL.D. Victor Turner, Ph.D. English, fi rst semester, 1946–47 Religion and Biblical Literature, fi rst semester, David Mitrany, Ph.D., D.Sc. 1982–83 International Relations, second semester, 1950–51 Robert Brentano, D. Phil. Pieter Geyl, Litt.D. History, fi rst semester, 1985–86 History, second semester, 1951–52 Germaine Brée, Ph.D. Wystan Hugh Auden, B.A. Comparative Literature, second semester, English, second semester, 1952–53 1985–86 Alfred Kazin, M.A. Carsten Thomassen, Ph.D. English, 1954–55 Mathematics, fi rst semester, 1987–88 Harlow Shapley, Ph.D., LL.D., Sc.D., Litt.D., Dr. Charles Hamilton, J.D., Ph.D. (Hon.) Government, second semester, 1988–89 Astronomy, fi rst semester, 1956–57 Triloki Nath Madan, Ph.D. Philip Ellis Wheelwright, Ph.D. Anthropology, fi rst semester, 1990–91 Philosophy, second semester, 1957–58 Armstead L. Robinson, Ph.D. Karl Lehmann, Ph.D. Afro-American Studies, fi rst semester, 1991–92 Art, second semester, 1958–59 Sheila S. Walker, Ph.D. Alvin Harvey Hansen, Ph.D., LL.D. Afro-American Studies, second semester, 1991–92 Economics, second semester, 1959–60 Roy S. Bryce-Laporte, Ph.D. Sociology, fi rst semester, 1993–94

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Trinh T. Minh-ha, Ph.D. Jean J. Seznec, Docteur ès Lettres Women’s Studies, second semester, 1993–94 French, second semester, 1977–78 Rey Chow, Ph.D. Hans R. Guggisberg, D.Phil. Comparative Literature, second semester, 1995–96 History, fi rst semester, 1980–81 June Nash, Ph.D. Alistair Crombie, Ph.D. Latin American Studies, fi rst semester, 1996–97 History of Science, second semester, 1981–82 Judith Plaskow, Ph.D. John Coolidge, Ph.D. Women’s Studies and Jewish Studies, second Architecture and Art History, second semester, se mes ter, 1996–97 1982–83 Irwin P. Ting, Ph.D. Howard Mayer Brown, Ph.D. Biological Sciences, fi rst se mes ter, 1997–98 Music, fi rst semester, 1983–84 Ruth Klüger, Ph.D. Hendrik W. van Os, Ph.D. German Studies, fi rst se mes ter, 1998–99 Art History, fi rst semester, 1987–88 Romila Thapar, Ph.D. George Kubler, Ph.D. Religion and Biblical Literature, second Art History, second semester, 1989–90 se mes ter, 1998–99 Susan Donahue Kuretsky, Ph.D. Margaret Lock, Ph.D. Art History, second semester, 1991–92 Anthropology, fi rst se mes ter, 1999–2000 Diane De Grazia, Ph.D. Thomas Greene, Ph.D. Art, second semester, 1993–94 English Language and Literature, fi rst se mes ter, Larry Silver, Ph.D. 2000–01 Art History, fi rst semester, 1994–95 Carolyn Cohen, Ph.D. Andrée Hayum, Ph.D. Biochemistry/Biological Sciences, second Art History, second semester, 1994–95 semester, 2001–02 Mark P. O. Morford, Ph.D. Nuala Ni Dhombnaill Classical Languages and Literatures, 1995–96 Comparative Literature, fi rst semester, 2002–03 Kenneth R. Stow, Ph.D. Lauren Berlant Jewish Studies, 1996–97 Women’s Studies, fi rst semester, 2003–04 AnnaMaria Petrioli Tofani, Dottore in Lettere Nawal El Saadawi Art History and Italian Language and Literature, Comparative Literature, second semester, 2004–05 fi rst se mes ter, 1997–98 The Ruth and Clarence Kennedy Nancy Siraisi, Ph.D. Professorship in Renaissance Studies History of Sciences, fi rst se mes ter, 1998–99 Keith Christiansen, Ph.D. The Ruth and Clarence Kennedy Professorship in Art History, fi rst se mes ter, 1999–2000 the Renaissance, commemorating the Kennedys’ commitment to the study of the Renaissance and Phyllis Pray Bober, Ph.D. their long-standing devotion to Smith College, has Art History, fi rst se mes ter, 2001–02 been held by the following distinguished scholars: Alison Brown, M.A. Charles Mitchell, M.A. History, fi rst semester, 2001–02 Art History, 1974–75 Harry Berger, Jr., Ph.D. Felix Gilbert, Ph.D. Comparative Literature, fi rst semester, 2002–03 History, 1975–76 James M. Saslow Giuseppe Billanovich, Dottore di Letteratura Art History, second semester, 2003–04 Italiana Richard Cooper Italian Humanism, second semester, 1976–77 French, fi rst semester, 2004–05

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beginning student a faculty member as academic Smith: A Liberal Arts College adviser; each student later chooses a major adviser. he tradition of the liberal arts reach es Students, in consultation with their advisers, are ex- back into classical antiquity. Train- pected to select a curriculum that has both breadth ing the mind through the study of and depth, engages with cultures other than their languages, lit er a ture, history, culture, own, and develops critical skills in writing, public society, math e mat ics, sci ence, the arts speaking, and quantitative reasoning. andT phi los o phy has for centuries been the favored The Smith faculty strongly recommends that ap proach in Europe and America for ed u cat ing students “pursue studies in the seven major fi elds of lead ers. It is a general training, not in tend ed as a knowledge” listed below. Completion of a course in prep a ra tion for any one profession. In the 19th each of these areas is a condition for Latin Honors century the liberal arts were char ac ter ized as pro- at graduation: to be eligible each student must take vid ing “the discipline and furniture of the mind: at least one course in each of the seven areas (see expanding its powers, and storing it with knowl- following, and Latin Honors on p. 27). edge,” to which was add ed, “The former of these is, perhaps, the more important of the two.” At The Curriculum many liberal arts colleges today this ideal is un der - Each discipline within the liberal arts framework of- stood as implying both breadth and depth in each fers students a valid perspective on the world’s past, student’s course of studies, as well as the ac qui - present and future. Therefore, we rec om mend that si tion of crucial skills in writing, public speak ing students pursue studies in the following seven major and quantitative rea son ing. fi elds of knowledge: From its foundation in 1871 Smith has taken a 1) Literature, either in English or in some other progressive, expansive and student-oriented view language, because it is a crucial form of ex- of its role as a liberal arts college. To the studies pres sion, contributes to our understanding of of the humanities and sciences the college early hu man experience and plays a central role in the add ed courses in art and music, a substantial in- development of culture; no va tion for its time. In the same spirit the faculty 2) Historical studies, either in history or in his- has continued to integrate the new and the old, tor i cal ly oriented courses in art, music, re li gion, respecting all the while the individual needs of, and philosophy and theatre, because they provide a differences among, its students. As an early dean perspective on the development of human soci ety of the faculty wrote, it “is always the problem of and culture and free us from the pa ro chi al ism of education, to secure the proper amount of sys tem the present; and the due proportion of individual liberty, to give 3) Social science, because it offers a systematic and discipline to the impulsive and wayward and large- critical inquiry into human nature, social institu- ness of opportunity to those who will make good tions and human relationships; use of it.” 4) Natural science, because of its methods, its In the spirit of “individual liberty [and] large- contribution to our understanding of the world ness of opportunity” Smith College has since 1970 around us and its signifi cance in modern cul ture; had no distribution requirements for graduation. 5) Mathematics and analytic philosophy, be cause In the interest of “discipline” each student must they foster an understanding of the na ture and complete a major, to give depth to her studies, use of formal, rational thought; while to guarantee breadth she must take at least 6) The arts, because they constitute the media 64 credits outside the department or program of through which people have sought, through the her major. As for “system,” the college assigns each ages, to express their deepest feelings and val ues;

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7) A foreign language, because it frees one of the major shall be con sid ered to be inside the from the limits of one’s own tongue, provides major for the pur pos es of this rule. The re quire - access to another culture and makes possible ments for each ma jor are described at the end of com mu ni ca tion outside one’s own society. the course listings for each major de part ment and We further recommend that students take per- program. for mance courses offered in exercise and sport Students de clare their ma jors no later than the stud ies, because they provide opportunities for reg is tra tion period during the sec ond semester of rec re ation, health and the development of skills for the soph o more year but may de clare them ear li er. the complete person. Once the major is de clared, a mem ber of the fa- c ul ty in the major de part ment, either chosen or Curricular Requirements and assigned, serves as the student’s adviser. Expectations Major programs are offered by the following departments: Each fi rst-year student is required, during her fi rst Afro-American Studies German Studies or second semester at Smith, to complete success- Anthropology Government fully at least one writing-intensive course. (The list Art History of such courses, approved by the Committee on Ac- Astronomy Italian Language ademic Priorities, is made available at the time of Biological Sciences and Literature reg is tra tion for each semester.) For the bachelor of Chemistry Italian Studies arts degree, there are no fur ther re quired courses Classical Languages and Mathematics out side the stu dent’s fi eld of con cen tra tion. The Literatures Music col lege does, however, make two de mands of the Computer Science Philosophy stu dent: that she com plete a major and that she Dance Physics take at least half of her courses out side the depart- East Asian Languages Psychology ment or program of her major. The curricular and Literatures Religion and Bibli- re quire ments for the bachelor of science degree Economics cal Literature in en gi neer ing are listed in the courses of study Education and Child Russian Language section under Engineering. Fur ther more, stu dents Study and Literature who wish to be come el i gi ble for Latin Hon ors (see Engineering Sociology p. 27) at grad u a tion must elect at least one course English Language and Spanish and Portu- (nor mal ly four cred its) in each of the seven major Literature guese fi elds of knowledge listed above. Each student has French Studies Theatre the freedom and re spon si bil i ty to choose, with the Geology help of academic ad vis ers, a course of studies to fi t her individual needs and interests. The cur ric u lar Interdepartmental majors are offered in the expectations and re quire ments for the degree following areas: there fore allow great fl ex i bil i ty in the design of a American Studies Latin American and course of study leading to the de gree. Biochemistry Latino/a Studies Comparative Literature Medieval Studies East Asian Studies Neuroscience The Major Women’s Studies A student’s program requires a minimum of 36 If the educational needs of the individual stu- credits in a departmental or interdepartmental ma- dent cannot be met by a course of study in any of jor. For the bachelor of arts degree, one-half of a the specifi ed majors, a student may design and un- stu dent’s total pro gram, or at least 64 credits, shall dertake an interdepartmental major sponsored by be taken out side the de part ment or program of the advisers from at least two departments, subject to major. Any course (in clud ing prerequisites) which the approval of the Committee on Ac a dem ic Priori- is ex plic it ly listed in the catalogue as re quired for, ties. The guidelines for proposed student-designed or count ing to ward, ful fi ll ing the re quire ments

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interdepartmental majors are available in the class of 24 credits are at the 200 level or high er and a deans’ offi ce, College Hall 23. minimum of eight are at the 300 lev el. One of the Students in departmental majors or in student- 300-level courses may be the integrating project. designed interdepartmental majors may enter the Minors are expected to include 20 to 24 cred its honors program. A description of the hon ors pro- in related courses in more than one de part ment, gram can be found on page 12. of which no more than eight cred its should be at On its offi cial transcripts, the college will rec- the 100 level and at least four should be at the 300 og nize the completion of no more than two ma jors, level. or one major and one minor, or one major and Proposals for majors may be sub mit ted no ear- one Five College Certifi cate for each student, even if lier than the fi rst semester of the sophomore year the student chooses to complete the re quire ments and no later than the end of ad vis ing week of the for additional majors, minors or certifi cates. sec ond semester of the junior year. The dead lines for submission of pro pos als are November 30 and April 30. Proposals for mi nors may be submitted at The Minor any time after the major has been declared but no later than the end of the fi rst se mes ter of the senior Students may consider the option of a minor in ad- year. di tion to a major. A minor consists of a se quence, The major or minor proposal must include a designated by the faculty, of 20 to 24 cred its from state ment ex plic it ly de fi n ing the subject matter and one or more departments. method of ap proach underlying the design of the In addition to minors in many departments and major or mi nor; course lists; and, for the major, a programs offering majors, the following in ter de - clearly for mu lat ed integrating course or piece of part men tal minors are offered: work. Pro pos als must include letters of support African Studies Latin American and from all ad vis ers representing the areas of study Ancient Studies Latino/a Studies central to the major and written rec om men da tions Archaeology Logic signed by the chairs indicating approval of the de- Astrophysics Marine Sciences partments or programs in the major. East Asian Studies Medieval Studies Information about stu dent-designed in ter de - Environmental Science Neuroscience partmen tal majors and minors is available from the and Policy Political Economy class deans and the di rec tor of the Ada Comstock Ethics Public Policy Schol ars Pro gram. Film Studies Third World Students in a student-designed in ter de part - History of Science Development men tal major apply to undertake an honors pro- and Technology Studies gram in that major through one of the de part ments International Relations Urban Studies or programs of the major. Jewish Studies Women’s Studies Student-Designed Five College Certifi cate Interdepartmental Programs Five College Certifi cate Programs provide a di- Majors and Minors rect ed course of study in various interdisciplinary This course of study must differ signifi cantly from fi elds through the resources available at the fi ve an established major or minor and must include area colleges. Certifi cate programs are offered in concentrated work in more than one de part ment. addition to or in conjunction with the student’s For majors, at least one of the departments or pro- major. Certifi cates are awarded upon successful grams must itself offer a major. Majors are expect- completion of a program by the appropriate Five ed to include 36 to 48 credits in related courses in College faculty councils on the recommendation of more than one department. Normally, a minimum designated faculty advisers from the student’s home

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institution. Current certifi cate programs in African when she needs to certify that the minor has been studies and international relations require that the com plet ed. student earn a grade of B or above in all courses counting for the certifi cate and demon strate com- Engineering Advising petence in a language other than En glish. Each institution determines the method by which com- Students who are interested in engineering should petence will be measured. consult the faculty listed on page 187. Prebusiness Advising Advising Students who are interested in pursuing a grad- Premajor and Major Advisers u ate program in business should consult with the Career Development Offi ce, which provides Each student has a faculty adviser who helps her in for ma tion and advice about all career fi elds and select and register for courses that will satisfy the grad u ate training. Juniors and seniors who wish broad expectations of the college and will further further advice on admissions criteria may consult her personal goals and aspirations. The dean of the a member of the Prebusiness Advisory Group. fi rst-year class assigns a premajor faculty ad vis er Please contact the Career Development Offi ce for to each fi rst-year student. This faculty mem ber will the names of faculty and staff members who are continue to advise her until she chooses a major. mem bers of this group. The names of major advisers appear after each department’s course listings. It is the joint respon- Premedical and Prehealth sibility of both student and adviser to plan a course Professions Advising program that will lead to successful completion of all degree requirements. Students who wish to prepare for careers in the Together the adviser and student devise a bal- health professions have special advising needs. anced academic program, making full use of the They may major in any subject, provided their courses and programs available. The adviser ap- program includes courses that will satisfy the proves all registration decisions, including chang es min i mum entrance requirements for health pro fes - made to the course program after the beginning of sions schools. a semester. An adviser can help a student fi nd aca- Students interested in a premedical or other demic and personal resources and can help her health-related program should consult page 126 select and pursue various op tion al programs. It is for important information. the joint responsibility of both student and adviser to plan a course program that will lead to success- Prelaw Advising ful completion of all degree requirements. In addition to aiding in the selection of cours es, Law schools accept students from any major; there major advisers often counsel students about prepa- is no pre-law curriculum. Students interested in ration for graduate schools or careers. The more pursuing a law degree are encouraged to pick up clearly a student can articulate her own vision and or print off a copy of the Career Development Of- goals, the more productive will be her relationship fi ce (CDO) handout on “Law School,” and bring with her adviser. their questions to the CDO and/or to the faculty pre-law adviser (usually Alice Hearst in the gov- Minor Advisers ern ment department.) A student electing a minor will have the guidance of a faculty adviser who represents the discipline, Academic Honor System in addition to the help of her major adviser. She normally must consult with her minor adviser at In 1944, the students of Smith College voted to the time she initially elects the minor, and again establish the Academic Honor System in the belief that each member of the Smith community has an

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obligation to uphold the academic standards of Comstock student attends the same class es and the college. The basic premise on which the code fulfi lls the same requirements as do all other Smith is based is that the learning process is a product students. The program provides ac a dem ic advis- of individual effort and commitment accompanied ing, special orientation programs, peer advising, a by moral and intellectual integrity. The Academic cen ter for the exclusive use of par tic i pants in the Hon or Code is the institutional expression of these pro gram and some housing. Career counseling beliefs. The code requires that each individual be and academic assistance are provided through honest and respect and respond to the demands of special ized offi ces available on campus. Financial living responsibly in an academic community. aid is available to all admitted students based on dem on strat ed need. Reasons for becoming an Ada Comstock Special Programs Schol ar differ as widely as each woman’s history, age, marital status, parenting circumstances and Accelerated Course Program socioeconomic level. Each Ada Comstock Scholar With permission of the administrative board, has a high level of ability, strong motivation and stu dents having a cumulative average of at least at least a year of transferable liberal arts credit. B (3.0) may complete the requirements for the This widely disparate group of women contributes de gree in six or seven semesters. Four semesters, vig or, diversity of perspective, intellectual ability including two of these in the junior or senior year, and en thu si asm to all aspects of Smith life. Their must be completed in residence at Smith College in achievements confi rm the academic standard of the Northampton. A student who intends to study away college. from campus during the junior year should fi le her A student admitted through the Offi ce of Admis - acceleration proposal by the end of the fi rst year. sion normally will not be permitted to change her A maximum of 32 credits can be accumulated class status to Ada Comstock Scholar. A can di date’s toward the degree through a combination of Ad- sta tus as an Ada Comstock Scholar must be des ig - vanced Placement (or similar), pre-ma tric u la tion, nat ed at the time of application. Interterm and summer school credits. Students For information about application procedures, whose ac cel er a tion plans include courses to be see page 45. Information about expenses and how taken during Interterm should be aware of the fact to apply for fi nancial aid can be found on pages that these courses are limited both in number and 34 and 38. For more information about the Ada in en roll ment and cannot be guaranteed as part of Comstock Scholars Program, contact the program the ac cel er a tion plan. Requests for permission to offi ce at (413) 585-3090; e-mail, comstock@ ac cel er ate should be fi led with the student’s class smith.edu; or fax (413) 585-3595. dean at least two full semesters before the proposed date of graduation. Community Auditing: Nonmatriculated Students The Ada Comstock Scholars Members of the local community who have earned Program a high school diploma are el i gi ble to audit a lec- The Ada Comstock Scholars Program at Smith ture course at Smith on a space-avail able basis with com bines the rigorous academic challenges of our the per mis sion of the in struc tor and the reg is trar. un der grad u ate program with fl exibility for women Forms for the faculty mem ber’s sig na ture and more beyond traditional college age. in for ma tion about auditing are available at the Many women choose to work or raise a family Offi ce of the Registrar. A fee is charged and is de- rather than complete an education, but later wish termined by the type of course. Normally stu dio art to return to earn a degree. Established in 1975, the courses are not open to non-matriculated stu dents. Ada Comstock Scholars Program allows wom en Au di tors are invited to at tend classes, but they do of nontraditional age to complete a bach e lor of not par tic i pate in other aspects of college life. Re- arts degree either part-time or full-time. Each Ada cords of audits are not maintained.

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Five College Interchange of proposals is November 30 for a second-semester program and April 30 for a fi rst-se mes ter program. After the fi rst semester of her fi rst year, a student in Information about the In de pen dent Study Program good standing may take a course without ad di tion al is available in the offi ce of the class deans. No in- cost at Amherst, Hampshire and Mount Holyoke de pen dent study project may be un der tak en during colleges or the University of Mas sa chu setts, if the the summer or January. course is appropriate to the ed u ca tion al plan of All internships for credit must be approved in the student and approved by Smith College. A list advance by the Committee on Academic Priorities of Five College courses approved for Smith College and are under the direct supervision of a member degree credit is available at the regis trar’s offi ce. or members of the faculty of Smith College. A max- Requests for approval of courses not on the list i mum of eight credits can be granted for ap proved may be submitted to the registrar’s offi ce. Howev er, internships. Credit is not given for in tern ships un- Smith College does not accept all Five College der tak en during January. For summer in tern ships, cours es for credit toward the Smith degree. tuition is charged by the credit. The dead line for submission of pro pos als is November 30 for a sec- Departmental Honors Program ond-semester program and April 30 for a sum mer or fi rst-semester program. In for ma tion and ap pli - The Departmental Honors Program is for qualifi ed ca tions for in tern ships are available in the class students who want to study a particular topic in deans’ offi ce. A maximum of 16 credits for inde - depth or undertake research within the de part ment pen dent study projects and internships combined of the major. Students should consult the de part - is al lowed. men tal director of honors about application deadlines. Students must have de part men tal per mis sion and a 3.3 average for all courses in the major and a Smith Scholars Program 3.0 average for courses outside the major through The Smith Scholars Program is designed for highly the junior year. Only Smith College, Five College motivated and talented students who want to spend and Smith College Junior Year Abroad grades are one or two years working on projects of their own counted. Departmental honors re quire ments are devising, freed (in varying degrees) from normal outlined in the catalogue following each depart- college requirements. A student may apply at any ment’s course offerings. Information re gard ing time after the fi rst semester of her sophomore procedures can be obtained from de part men tal year and must submit a detailed state ment of her di rec tors of honors, the class deans or the director pro gram, an evaluation of her pro pos al and her of the Ada Comstock Scholars Program. The cul- ca pac i ty to complete it from those faculty who will mi na tion of the work is a thesis written under the advise her and two supporting recommendations direction of a member of the de part ment. from instructors who have taught her in class. The dead lines for sub mis sion of proposals for the Independent Study Projects/ Smith Scholars Program are November 30 and Internships April 30 of the student’s junior year. The proportion of work to be done in normal courses will be Independent study projects may be proposed by decided jointly by the student, her adviser(s) and juniors and seniors who wish to complete a spe- the Committee on Academic Pri or i ties. Work done cial project of work or study on or off cam pus. in the program may result in a thesis, a group of All projects must be approved by the Committee related papers, an original piece of work, such as a on Academic Priorities and are under the direct play, or some combination of these. su per vi sion of Smith College faculty members. The A Smith Scholar may or may not complete maximum that may be granted for an off-campus a regular departmental major. Further details, project is eight credits. The maximum that may be guide lines and applications are available from de- granted for an on-campus project is 16 credits. Any part ment chairs, honors directors, the class deans independent study project must be completed with- and the director of the Ada Comstock Schol ars in a single semester. The deadline for sub mis sion Pro gram.

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Smith College Junior Year Abroad Study Abroad Programs Programs Smith College offers a wide range of study abroad programs, from Smith’s own pro grams in West ern The Smith College Junior Year Abroad Programs Europe to Smith-approved pro grams all over the provide students in a variety of disciplines the world. For the Smith Junior Year Abroad (JYA) op por tu ni ty for study, research, in tern ships and programs in Flo rence, Ham burg, Gene va and Paris, res i dence in foreign countries. Smith faculty direct a JYA program ap pli ca tion must be fi led by Feb ru ary the four pro grams in Eu rope: France (Par is), Ger- 1 in the Of fi ce for In ter na tion al Study. For all other ma ny (Ham burg), Italy (Florence) and Swit zer land study abroad programs, students must sub mit a (Gene va). The pro grams provide a rich op por tu ni ty plan of study for college approval in the se mes ter to ob serve and study the coun tries visited. Stu dents prior to study ing abroad. (February 15 for fall or are en cour aged to enjoy the mu sic, art and theatre full-year study; October 15 for spring se mes ter of each country; meetings are ar ranged with out- study.) Students should contact the Of fi ce for In- stand ing scholars, writers and leaders. During the ter na tion al Study for in for ma tion on dead lines and ac a dem ic year students board with lo cal families or pro ce dures. live in stu dent dor mito ries or in other college-ap- For all programs, the Smith College com pre - proved housing. Dur ing va ca tions students are free hen sive fee is charged. The comprehensive fee, to travel, although by spe cial ar range ments in some covering tuition, room and board when class es are programs they may stay in residence if they prefer. in session, is the same as the com pre hen sive fee for Each Smith JYA program lasts a full ac a dem ic a year’s study in Northampton. Smith pays tu ition, year; stu dents are not accepted for a single se- room and board on behalf of the student to the mes ter except for the Hamburg program, which study abroad program or the host in sti tu tion. offers a one-semester option as well. A student Students are re spon si ble for all expenses and studying on a Smith College Junior Year Abroad all trav el dur ing program breaks or vacations. In ci - Program will normally receive 34 cred its for the den tal ex pens es vary according to in di vid u al tastes ac a dem ic year. In exceptional cas es, with the and plans, and funds for such ex pens es are not per mis sion of the director and the associate dean cov ered by the com pre hen sive fee. for in ter na tion al study, students may earn up to 40 All students who wish to study abroad must ob- cred its for a year on a Smith Jun ior Year Abroad tain ap prov al from the Offi ce for International Study. Pro gram. Stu dents must be in good standing in both academic Each program is directed by a member of the and student conduct matters, have a de clared ma jor Smith College faculty who serves as the offi cial and no short age of cred it at the time of ap plica tion rep re sen ta tive of the college. The director over sees to be ap proved for study abroad. Exceptions are the academic programs and general welfare of the con sid ered on a case-by-case basis. Stu dents should students. During program breaks or vacations the note that a year or se mes ter abroad does not count col lege as sumes no responsibility for participants in to ward the re quired two years in res i dence at Smith the Jun ior Year Abroad Programs. The su per vi sion Col lege. Any student wishing to spend any part of of the director and responsibility of Smith Col lege the senior year abroad on a Smith or non-Smith ends with the close of the ac a dem ic year. program must petition the Administrative Board Applicants should have a minimum cumula- through the class dean. tive grade point average of 3.0 (B), a declared Students attending programs with yearlong major and a min i mum of two years of college-level courses (LSE, Trinity) receive credit only if they instruction in the appropriate lan guage be fore have taken the fi nal exams and fi nal grades have they can be se lect ed to spend the year abroad. All been issued by the host institution. pro spec tive can di dates are urged to seek ad vice, be gin ning in their fi rst year, con cern ing the best se quence of courses in the language of the country in which they wish to study. Students who spend the junior year abroad may apply for ad mis sion to the hon ors program at the beginning of the senior year.

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Each year, participants for the Junior Year where the present and past roles of Geneva as a Abroad programs are chosen by a selection com- center of international or ga ni za tion are con scious ly mit tee, which reviews the applications in detail. fos tered. Exceptional op por tu ni ties in clude in tern - The se lec tion process is competitive. Participants ships in international organizations, the faculty of are se lect ed from both Smith College and other psychology and ed u ca tion that con tin ues the work col leg es. All ap pli ca tions for the Smith Col lege of Jean Piaget, and the rich hold ings of the mu- Jun ior Year Abroad Pro grams, in clud ing rec om - se ums of Geneva in Western and Oriental art. menda tions, must be fi led with the Offi ce for Inter - Students in the program attend a preliminary na tion al Study by Feb ru ary 1. four-week session of intensive language training in If a student should withdraw from a Junior Year Paris in Sep tem ber. The academic year in Geneva Abroad Program during the course of the year, it begins in mid-October and continues until early is college policy not to grant credit for less than a July. Since class es in Geneva are conducted in full year’s work and to refund only those payments French, students are expected to have an excellent for board and room which may be re cov ered by com mand of the language. For prerequisites, see the college. Tuition charges for the year are not the re quire ments for study abroad under French refundable. Normally, students who with draw from Stud ies. a Junior Year Abroad Program are withdrawn from Smith and may not return to the college the follow- HAMBURG ing semester. The academic year in Germany consists of two semesters (winter semester from mid-October FLORENCE to mid-February and summer semester from the The year in Florence begins with four weeks of be gin ning of April to mid-July) separated by a in ten sive work in the Italian language. Classes in fi ve-week vacation during which students are free art history, literature and history are offered dur ing to travel. The winter semester is preceded by a orientation as prep a ra tion for the more spe cial ized fi ve-week orientation program in Hamburg provid- work of the ac a dem ic year. The stu dents are ma- ing language review, an introduction to current triculated at the Universita` di Firenze, to geth er with affairs and to the city of Hamburg, and excursions Italian students. Stu dents may elect courses offered to oth er plac es of interest in Germany. During the es pe cial ly for Smith by uni ver si ty professors at ac a dem ic year the students are fully matriculated the Smith Center, as well as the reg u lar uni ver si ty at the Universität Hamburg. They attend regular cours es. Thus, a great variety of sub jects is avail- courses offered by the university, special courses able in ad di tion to the tra di tion al cours es in art arranged by Smith and tutorials coordinated with history, lit er a ture and history; other fi elds of study the course work. The program is open to students include music, re li gion, gov ern ment, phi los o phy in almost every major fi eld of study, and a wide and com par a tive literature. The students live in pri- variety of courses is available, including art (stu dio vate homes se lect ed by the col lege. Since class es in and history), biology, economics, history, his to ry Florence are conducted entirely in Italian, students of science and technology, literature, math e mat ics, are ex pect ed to have an excellent command of the mu sic his to ry, philosophy, physics, psy chol o gy, lan guage. Two years or more of college-level Italian re li gion and sociology. Since classes in Hamburg are required for acceptance into the program. are con duct ed in German, students are expected to have an ex cel lent command of the language; GENEVA nor mal ly, four se mes ters of college Ger man are The year in Geneva is international in ori en ta tion re quired for par tic i pa tion in the pro gram. and offers unique opportunities to students of gov- The program introduces a one-semester study ernment, economics, economic history, Eu ro pe an option for fall or spring semester for academic history, international relations, com par a tive litera- year 2005–06. Interested students should consult ture, French studies, anthropology, psy chol o gy, with the German studies department or the Offi ce so ci ol o gy, history of art, and religion. Students are for International Study for details and application fully matriculated at the Université de Gene`ve and deadlines. may take courses at its as so ci ate institutes as well,

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PARIS in East Asian languages and cultures and East Asian The program in France begins with a four-week pe- stud ies. ri od in Aix-en-Provence devoted to intensive work in the lan guage, supplemented by courses, lec tures PROGRAMA DE ESTUDIOS HISPANICOS IN CORDOBA and ex cur sions. In early October, each stu dent se- (PRESHCO) lects a pro gram of courses suited to her par tic u lar Smith is one of the sponsors of the program in ma jor. A wide variety of dis ci plines can be pursued Cordoba, Spain, and conducts the selection pro- in the various branches of the Université de Paris; cess. In ter est ed students should consult faculty in for ex am ple, art history at the Institut d’Art et the Department of Spanish and Portuguese. d’Archéologie; studio art at the Atélier St. Paul; SOUTH INDIA TERM ABROAD (SITA) his to ry, literature, philosophy, religion and many Smith is one of the sponsors of this fall or spring oth er subjects at the Sorbonne (Paris IV). Courses semester program. In ter est ed students should con- at such in sti tu tions are sometimes supplemented by sult the Offi ce for Inter na tion al Study. special tutorials. A few courses or seminars are arranged ex clu sive ly for Smith stu dents. The stu dents PROGRAM FOR MEXICAN CULTURE AND SOCIETY live in private homes se lect ed by the college. Since IN PUEBLA class es in Paris are conducted in French, students This fall-semester residential study program is are expected to have an ex cel lent command of the offered in collaboration with the Benemérita language. For pre req ui sites, see the requirements Universidad Autónoma de Puebla (BUAP), one of for study abroad un der French Studies. Mexico’s leading public universities. It offers an extensive and strong focus in the humanities and Smith-Approved Study Abroad social sciences. Smith conducts the selection process. Interested students should consult faculty in Smith-approved programs are in all regions of the the Department of Spanish and Portuguese. world, including Latin Amer i ca, Asia, Africa, En g- lish-speaking countries, and coun tries in Eu rope not served by Smith pro grams. Smith-ap proved Off-Campus Study study-abroad programs are se lec tive but generally open to students with a strong academic back- Programs in the U.S. ground and suffi cient prepa ra tion in the language and culture of the host coun try. A list of ap proved Jean Picker Semester-in-Washington programs is available from the Offi ce for Inter - Program na tion al Study along with the guide lines for study The Department of Government offers the Jean abroad. Students wishing to petition for ap prov al Picker Semester-in-Washington Program during the for a pro gram not approved by Smith must do so fall semester to provide juniors and seniors in gov- by mid-semester prior to the deadline for study ern ment or related majors an opportunity to study abroad applications. the process by which public policy is made and Faculty at Smith advise students about study implemented at the national level. The pro gram is abroad course selection, and several academic described in detail on page 259. departments have a special affi liation with specifi c Smith-approved programs. Consult the Web page Internship at the Smithsonian of the Offi ce for International Study, www.smith. edu/studyabroad, for the complete list of approved Institution programs. Programs with a Smith consortial affi lia- The American Studies Program offers a one- tion include the following: semester internship at the Smithsonian Institution in Wash ing ton, D.C. Under the supervision of out- ASSOCIATED KYOTO PROGRAM (AKP) stand ing scholars, qualifi ed students may examine Smith is one of the sponsors of the year-long AKP some of the fi nest collections of materials relating program in Japan and conducts the selection pro- to the development of culture in America. The process. Interested students should consult the faculty gram is described in detail on page 80.

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Twelve College Exchange Program Study at Historically Black Colleges Smith College participates in an exchange pro gram Interested students may apply for a year’s study, with the following colleges: Amherst, Bowdoin, usually in the junior year, at one of several his tor i- Connecticut, Dartmouth, Mount Holyoke, Trinity, cal ly black colleges. The course program to be Vassar, Wellesley, Wesleyan, Wheaton and Williams. followed at the host institution must have the ap- The exchange is open to a limited num ber of stu- prov al of the student’s major adviser at Smith Col- dents with a minimum 2.8 average and is intended lege. Further information and application forms primarily for the junior year. Normally, students are available in the Offi ce of the Class Deans. participating in the pro gram may not trans fer to the host institution at the end of their stay there. Stu dents should be aware that the member colleges may limit or eliminate their participation in the exchange in any par tic u lar year, due to space con straints. A lim it ed pool of fi nancial aid is available for stu dents studying in the Twelve College Exchange. In ter na tion al students may apply for the exchange; how ev er, Smith fi nancial aid does not carry to the host institution. One-semester programs associated with the Twelve College Exchange are the National Theater Institute in Waterford, Connecticut, sponsored by Connecticut College, the Williams–Mystic Sea port Program in American Maritime Studies, in Mys tic, Connecticut, sponsored by Williams College and Biosphere2, sponsored by Columbia University. Students accepted into the program are expect ed to pay the fees set by the host institution and to comply with the fi nancial, social and ac a dem ic regulations of that institution. The course of study to be followed at the host institution must have the approval of the student’s major adviser at Smith College. Application forms are available in the class deans’ offi ce. Pomona-Smith Exchange The college participates in a one-to-one student exchange with Pomona College in Claremont, Cal i - for nia. Sophomores and juniors in good standing, with a minimum 3.0 (B) average, are eligible to apply. Applications are available in the class deans’ offi ce.

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mith’s 125-acre campus is a place of physical beauty and interesting people, Facilities ideas and events. Students enjoy fi ne Much of the daily campus activity at Smith occurs facilities and services in a stimulating in the following centers. environment. We continually improve Sour li brary and museum hold ings, which are al- Smith College Libraries ready among the fi nest in the country, and upgrade our equip ment to give students here every tech no - With a collection of more than 1.4 million books, log i cal advantage. pe ri od i cals, mi cro forms, maps, scores, re cord ings, Smith attracts faculty members and students rare books, ar chives, manuscripts and com put er who are intellectually energetic and highly mo ti - databases, the Smith Col lege Libraries rival many vat ed. Together, we form a community with diverse uni ver si ty li brar ies. We are committed to providing talents and interests, skills and training, and re li - un der grad u ates with fi rst hand research op por - gious, cultural, political, geographic and so cio - tu ni ties not only through our extensive re sourc es eco nom ic backgrounds. Many groups, activities but also through specialized services. We maintain and events arise from our broad range of interests. open stacks, provide in di vid u al re search as sis - Mem bers of the Five College community are wel- tance, collaborate with faculty in teach ing classes come in classes and at most campus events. Their on research tools and tech niques and bor row participation expands even further the per spec tives ma te ri als from other libraries worldwide through and experiences we represent. our interlibrary loan service. The libraries’ Web All undergraduate students at Smith are part of page (www.smith.edu/li brar ies) links students to the Student Government Association, which sup- the Five College Library cat a log, with the holdings ports approximately 100 student organizations and of Smith, Amherst, Mount Holyoke and Hampshire their projects and programs. These or ga ni za tions colleges and the Uni ver si ty of Massachusetts at en rich the lives of their participants and of the Amherst, to general and subject databases, and to gen er al community through a wealth of con certs, full-text resources. pre sen ta tions, lectures, readings, movies, work- The William Allan Neilson Library, named after shops, symposia, exhibits and plays that en hance Smith’s third president, serves as the main social the rhythm of campus life. Academic and ad min is - sciences and humanities library and includes the tra tive departments and committees, re source cen- library administrative offi ces. On the third fl oor, the ters, individual faculty members and alumnae also Mortimer Rare Book Room showcases more than contribute to the already full sched ule. 25,000 printed books in all subjects from the 15th The pace and style of campus life vary greatly, through 20th centuries plus the Virginia Woolf and as each woman creates the academic and social Sylvia Plath manuscript collections. The Rare Book lifestyle best suited to her taste. Daily campus life Room is open to all un der grad u ates for brows ing includes periods both of great activity and move- and in-depth study of these spe cial ized materials. ment and of quiet and intense concentration. There The Alumnae Gymnasium, connected to Neilson is time for hard work, for listening and speak ing, Library, houses the Sophia Smith Col lec tion, the for learning and teaching and for friends, fun and oldest national repository for primary sources in relaxation. The extracurricular social, athletic and women’s history; and the College Archives, which cultural events on campus, in Northampton, and in documents the history of Smith. the Five College area keep this an exciting center Strong branch libraries help set Smith apart of activity. Each student learns through the over- from other undergraduate colleges by providing whelming choices open to her how to develop and specialized resources and services in specifi c sub- sustain a pace of life that is balanced and fulfi lling. ject areas. The three branches, described in sections below, are the Hillyer Art Library in the Brown

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Fine Arts Center, the Young Science Library in Bass Young Science Library hours (Academic Year) Hall (Clark Science Center) and the Werner Josten Monday–Thursday 7:45 a.m.–midnight Li brary for the Performing Arts in the Mendenhall Friday 7:45 a.m.–11 p.m. Center. Saturday 10 a.m.–11 p.m. Sunday 10 a.m.–midnight Neilson Library hours (Academic Year) Monday–Thursday 7:45 a.m.–mid night Hours vary during reading and exam periods, in- Friday 7:45 a.m.–11 p.m. tersession, summer, vacations and holidays Saturday 10 a.m.–11 p.m. Sunday 10 a.m.–midnight Brown Fine Arts Center

Hours vary during reading and exam periods, in- The three portions of the Fine Arts Center serve dif- tersession, summer, vacations and holidays. ferent functions. Hillyer Hall, which houses the art department, is a center for the creative en deav ors of students and fac ul ty. Its studios for students of Clark Science Center drawing, painting, design, sculp ture, print-making The Clark Science Center is composed of six inter- and photography are supplemented by dark room connected buildings housing eight academic depart - facilities, faculty offi ces and classrooms. ments (astronomy, biological sciences, chemis try, Hillyer Art Library houses collections of more computer science, geology, math e mat ics, phys ics than 100,000 volumes, 37,000 microforms, and psychology) and four programs (biochem is try, 300 current periodicals, and a broad range of engineering, environmental science and policy and bib lio graph ic databases and full-text electronic neuroscience), with ap prox i mate ly 85 fac ul ty and 20 re sourc es. The newly renovated art library facilities staff. The center, which includes Burton, Sabin-Reed, provide a variety of spaces for individual and group McConnell and Bass halls, the tempo rary engineer- study with power and data connectivity avail able at ing building and Young Science Library, meets the all seats. most ex act ing spec i fi ca tions for modern sci en tifi c Tryon Hall is home to the Smith College ex per i men ta tion and equipment. Science cen ter fa- Museum of Art, known as one of the nation’s cilities in clude tra di tion al and com put er class rooms, out stand ing museums af fi l i at ed with a college or semi nar rooms, a large lecture hall, a comput er uni ver si ty. Its collection, numbering approximately re source center, stu dent lab o ra to ries and faculty 24,000 objects, represents works dating from the offi ces and research space. The educative mission in 25th century B.C. to the present. the sci enc es is sup port ed by an ad min is tra tive of fi ce, stock room, tech ni cal shop, en vi ron men tal health and Art Library hours safety services, science inreach programming and Monday–Thursday 8 a.m.–11 p.m. an animal-care facil i ty. The Young Sci ence Library, a Friday 8 a.m.–9 p.m. state-of-the-art science library and one of the larg- Saturday 10 a.m.–9 p.m. est science librar ies at a liberal arts college in the Sunday noon–midnight United States, houses more than 163,000 volumes, Hours vary during reading and exam periods, in- 22,500 mi cro forms, 700 pe ri od i cal sub scrip tions, tersession, summer, vacations and holidays. and 154,000 maps, and provides a wide array of com put er da ta bas es and elec tron ic resources. Stu- Museum hours dent lab o ra to ries cus tom ar i ly en roll be tween 12 and The museum hours from July 1, 2004, through 20 students and are faculty taught. Summer student June 30, 2005, are as follows: research op por tu ni ties are available. Tuesday–Sunday, 10 a.m.–4 p.m. Adjacent to the Clark Science Center are the Sunday, noon–4 p.m. Botanic Gardens and Lyman Plant House, with Closed for the holidays from Friday, December greenhouses illustrating a variety of climates. The 24, to Monday, December 27, 2004 (regular campus grounds are an arboretum, with plants and hours resume Tuesday, December 28). Closed for trees labeled for easy identifi cation. maintenance and installation from Saturday, Janu-

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ary 1–Monday, January 24, 2005 (regular hours room study, for lectures and special pre sen ta tions, resume Tuesday, January 25, 2005). for informal discussions and for research. Mendenhall Center for the Poetry Center Performing Arts Located on the fi rst fl oor of Wright Hall, the Poetry Named for Thomas Mendenhall, president of the Center is a bright, serene reading room, with a college from 1959 to 1975, the Center for the Per- library that includes signed copies of books by all form ing Arts celebrates music, theatre and dance. the poets who have visited Smith since 1997, and a Three sides of the quadrangle were completed in rotating display of poetry materials borrowed from 1968, joining Sage Hall to complete the college’s the Mortimer Rare Book Room. While the room’s commitment to modern and comprehensive fa- main function is a space in which to read, write cil i ties for the performing arts. Berenson Studio for and meditate, it can also be reserved for appropri- dancers accommodates both individual and class ate events by Smith faculty, academic departments instruction in two mirrored studios. The theatre and administrative offi ces. building has extensive rehearsal space, shops and lounges that support productions in Theatre 14, Reading room hours: which holds an audience of 458; the versatile Hallie Monday–Friday 8 a.m.–4 p.m. Flanagan Studio Theatre, with its movable seats for except when booked for events 200; and the T.V. studio, which has fl ex i ble seating for 80. The Werner Josten Library welcomes stu- Center for Foreign Languages and dents, making available more than 95,000 books Cultures (CFLAC) and scores, 1,200 video recordings, 237 cur rent pe ri od i cal titles and 57,000 re cord ings to enjoy in The Center for Foreign Languages and Cultures com fort able reading rooms and in lis ten ing rooms maintains a multimedia resource center (Leo for in di vid u als and groups. Newly ren o vat ed Sage Weinstein Auditorium 7) and media classroom Hall allows students to prac tice their music at one (Leo Weinstein Auditorium 233), housing a end and perform it in a gra cious 750-seat au di - network of student work sta tions with integrated tori um at the other. In between are faculty offi ces computer, audio and video components for the and class rooms. The Mendenhall Center for the study of foreign language, culture and literature. In Per form ing Arts is crowned by a tower with a peal the center, students may explore foreign cultures of eight bells hung for change ringing. with the aid of interactive DVDs, digitized video and audio and CALL (com put er assisted language learn- Werner Josten Library hours ing) programs. The center also supports exercises Monday–Thursday 8 a.m.–11 p.m. for more than 30 courses in 11 languages through Friday 8 a.m.–9 p.m. QuickTime audio movies delivered via Blackboard. Saturday 10 a.m.–9 p.m. Fac ul ty mem bers may re ceive as sis tance at the cen- Sunday noon–11 p.m. ter in eval u at ing com mer cial courseware, in creating original in ter ac tive audio and video as well as Hours vary during reading and exam periods, in- CALL ma te ri als, or in or ga niz ing research projects tersession, summer, vacations and holidays. in the fi eld of sec ond lan guage acquisition.

Center Hours Wright Hall Monday–Thursday 8:30 a.m.–6 p.m. Wright Hall supports many activities of learning in 7–11 p.m. a variety of ways. The 400-seat Leo Weinstein Audi- Friday 8:30 a.m.–5 p.m. torium, the seminar rooms, the Center for Foreign Saturday 1–5 p.m. Lan guag es and Cultures, the Jahnige Social Science Sunday 1–5 p.m. Research Center with 24 computer stations and 7–11 p.m. more than 500 data sets, the Poetry Center and the 51 faculty ofﬁ ces draw students for formal class-

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Information Technology Services is avail able to review student drafts, point out strengths and weak ness es, listen to new ideas and Information Technology Services’ academic fa cil i- make sug ges tions for improvement. In the evenings ties span the cam pus, with public computing and on week ends the same services are provided labs in several build ings and a campuswide fi ber- by stu dent writing assistants stationed in the center optic network al low ing computer access from all and other campus locations. The Jacobson Center build ings and res i den tial houses. Resources, which also offers classes and individual meetings for are con tin u al ly expanding, include more than 500 stu dents wanting to improve their public speaking IBM-com pat i ble and Macintosh computers used skills. In the tu to rial pro gram, stu dents seek ing help for word processing, graphics, nu mer i cal analysis, with a par tic u lar sub ject—eco nom ics or French, elec tron ic mail and access to the Internet; and psy chol o gy or math e mat ics, virtually any subject nu mer ous UNIX computers, used for sta tis ti cal taught at Smith—are matched with student tutors anal y sis, com put er pro gram ming, electronic com- who have done well in the sub ject and have been mu ni ca tions and other class assignments. In ad- rec om mend ed by fac ul ty mem bers. All of these ser- di tion, In for ma tion Technology Services ad min is ters vic es are free and are used by sub stan tial num bers the Smith Col lege Com put er Store, through which of Smith stu dents, ranging from fi rst-year stu dents a student may pur chase a personal computer at a taking their fi rst college courses to seniors writing discounted price. There are no fees for the use of honors es says. The Jacobson Center also offers computers in the re source centers, nor do Smith workshops in time man age ment and study skills. stu dents need to be enrolled in a course using It maintains a library of resources on im prov ing com put ers to have ac cess to them. Students living teach ing skills for fac ul ty members and, in con- on cam pus also have access to Smith’s computer junc tion with the dean for academic de vel op ment, re sourc es and the Internet through CyberSmith, the spon sors for fac ul ty an ex ten sive pro gram of col- res i den tial house net work. loquia on teaching issues. Full information on the Jacobson Center Offi ce of Disability Services is avail able on its Web site, www.smith.edu/ jacobsoncenter/index.html. Smith College is committed both philosophically and legally to assuring equal access to all college programs and services. The college pursues the Athletic Facility Complex goal of equal access through proactive institutional Just as Alumnae Gymnasium was the “state of the planning and barrier removal, as well as through art” gymnasium back in 1892 when women’s the provision of reasonable and appropriate accom- bas ket ball was fi rst introduced, today’s four-build- modations to students, staff and faculty with docu- ing athletic complex is equally impressive. Scott mented disabilities. The Offi ce of Disability Services Gym na si um is home to a dance studio, gymnasium, coordinates accommodations and facilitates the training room and the Human Performance Labo- provision of services to students with documented ratory. Ainsworth Gymnasium provides a swim ming disabilities. A student may voluntarily register with pool with one- and three-meter diving boards, fi ve the Offi ce of Disability Services by completing the newly renovated international-sized squash courts, disability identifi cation form and providing docu- a fi tness studio with a 24-foot-high climb ing wall mentation of her disabilities, after which proper and an in ter col le giate gym na si um. The in door accommodations will be determined and imple- track and tennis build ing, the site of three national mented by the college. NCAA track meets, in cludes four tennis courts and a 200-meter track resurfaced in February 2004. Jacobson Center for Writing, The new 6,500-plus square foot Olin Fitness Teaching and Learning Center features 40 pieces of aerobic machines, each with individual TV screens as well as 50-plus From its offi ces in Seelye 307, the Jacobson Center weight-lifting stations. The fa cil i ties of the sports offers a variety of programs to help students de- com plex are aug ment ed by 30 acres of ath let ic vel op skills in writing, public speaking and effective fi elds. Soc cer, la crosse, fi eld hock ey, rugby and learn ing. A staff of professional writing counselors softball fi elds are encircled by a 3/4-mile cin der

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jogging track. For the serious run ner, there is a levels, from fi rst-years to seniors, live together in 400-meter all-weath er track, and for those who each house, advising, supporting and sharing in- enjoy the peace ful solitude of a run through the ter ests with one another. A va ri ety of specialty living woods, there is a 5,000-meter cross-country op tions are also available for stu dents: two co op - course. Equestrians can enjoy the indoor riding er a tive houses and apart ments for Ada Comstock ring while the avid tennis com pet i tor will fi nd Schol ars and re turn ing stu dents provide al ter na tive the 12 lighted outdoor courts a pleasure. The living ar range ments. A small co op er a tive house boat house on Paradise Pond is home to the Smith and an apart ment com plex for a lim it ed num ber of Out doors Program and is open for nov ice row ers jun iors and se niors offer additional alternative living or ca noe pad dlers. ar range ments to stu dents. Ainsworth/Scott Gymnasium, Olin Fitness Intercollegiate Athletics, Center, and Indoor Track and Tennis Facility Intramurals and Club Sports Monday–Thursday 6 a.m.–10 p.m. A three-tier system of intercollegiate athletics, Friday 6 a.m.–6 p.m. recreational activities and club sports provides Saturday–Sunday 9 a.m.–5 p.m. satisfying and successful experiences that will develop in the Smith student a desire to participate in Campus Center activity reg u lar ly throughout life. Our broad-based The Campus Center is the community center of athletic program invites students to participate on the college, providing services, programs and one of 14 intercollegiate teams. Recreational activi- conveniences for all members of the Smith College ties provide fi tness opportunities as well as special community. The center provides space for informal events, while our club sports in tro duce training socializing, reading and relaxing, and is a lively in several sports. These ex pe ri enc es provide op- and dynamic atmosphere for activities and enter- portunities to compete as well as to co op er ate with tainment. Informal and formal meetings spaces, others in striving to achieve common goals. recreation and dining spaces, lounges, work space for student organizations, the college bookstore, Smith Outdoors student mailboxes and a café are all housed in the Smith Outdoors is the outdoor adventure program center. offered through Smith’s athletics department. Based out of the Paradise Pond boathouse, Smith Campus Center Hours Outdoors offers a variety of clinics, presentations Monday–Thursday 7 a.m.–midnight and off-campus trips throughout the year. The focus Friday 7 a.m.–2 a.m. is on providing an outdoor setting for recreation, Saturday 9 a.m.–2 a.m. socialization, self-empowerment and education. Sunday 9 a.m.–midnight Activities vary from foliage hikes and ice-skating to more adventurous trips like rock climbing, back- Student Residence Houses packing and whitewater rafting. Also included are Smith is a residential college, and students are ex- open hours for recreational paddling on Paradise pect ed to reside on campus during their ac a dem ic Pond and rock climbing at the indoor climbing wall studies at Smith. Students live in 36 res i dence located in Ainsworth Gym. For more information, build ings with ca pac i ties of 12 to 102 stu dents. The send e-mail to [email protected] or visit hous es range in architectural style from modern the Web site at http://www.smith.edu/athletics/ to Gothic to classic revival. Each house has a com- clubsports/smithoutdoors. html fort able living room, a study or library, and laundry fa cil i ties. Many hous es have a dining room where Career Development stu dents eat meals prepared by the house kitchen The Career Development Offi ce provides as sis tance staff or they share a dining room with other houses to students, alumnae, Smith staff and faculty and within the same geo graph ic area. Students at all their families in preparing for changing career en vi -

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ron ments and climates. We work with Smith women interests. By offering fi nancial support, the col- to help them develop global and personal foresight lege acknowledges the importance of internships so that they can direct the change in their lives. in helping students explore careers, observe the Our professional staff offers counseling, both prac ti cal applications of their academic studies, individually and in groups, and our services are and gain work experience that enhances their available 52 weeks a year. We hold sem i nars, mar ket abil i ty to employers and graduate schools. work shops and panel discussions that cover in tern - Since the majority (about 70 percent) of internships, career choice and decision making, résumé ships are un paid, Praxis stipends are intended to writ ing, in ter view ing and job search tech niques, make it fi nan cial ly possible for students to work at alum nae net work ing, career presentations, applying sub stan tive sum mer internships. Praxis funding is to grad u ate and pro fes sion al schools and summer a one-time op por tu ni ty. A student may use a Praxis jobs. We teach people of all ages how to assess their sti pend for an approved internship in the summer individual interests, strengths and weaknesses; how following her sophomore or junior year. CDO staff to es tab lish pri or i ties and make decisions; how to and re sourc es offer guidance and assistance to stu- present them selves effectively; and how to do all of dents in lo cat ing opportunities that meet their indi- this suc cess ful ly at different stages of their lives. Our vidual in ter ests. Proposed internships are re viewed ex ten sive career resource library supports students by a mem ber of the faculty and by CDO staff. Each in their research. year ap prox i mate ly fi ve hundred stu dents work at We encourage all members of the Smith com- sum mer internships funded through “Prax is: The mu ni ty to participate in their own career de vel - Lib er al Arts at Work.” op ment. We are a network that allows students to trans late their academic and extra-curricular Health Services pur suits and their hopes and expectations into fruit- ful plans for the future. We also support alumnae www.smith.edu/health as they undertake their plans and ask them to sup- Health Services provides med i cal and psy cho log i cal port the students yet to come by participating as services and health ed u ca tion for all Smith stu- in for mal advisers in the Alumnae Career Advising dents. Through outpatient ser vic es lo cat ed in the Ser vice. Alumnae and families of staff and faculty Elizabeth Mason Infi rmary, students see physi cians, are charged a small fee for individual counseling nurse practitioners and nurses for medical prob- ap point ments and various publications and self-as- lems and questions, just as they would see their sess ment materials, but there is no charge for the own providers at home. For psy cho log i cal issues, use of print and nonprint materials or for short students see social workers, psychologists and drop-in advising sessions. Smith employees pay no grad u ate social work interns. A psychiatrist is also fee for individual counseling. We see the Career available. Health education is provided on relevant Development Offi ce as one of the most important topics. implementers of the Smith “lifetime guarantee.” Students, staff and alumnae are en cour aged to visit Health Service the CDO home page at http://www.smith.edu/cdo The same standards of confi dentiality apply to the for updated calendar and career resource con- doctor-patient relationship at Smith as to all other nec tions. Students and alumnae can access jobs, medical practitioners. We offer a full range of out- in tern ships and alumnae contacts through E-access, pa tient services to our patient population, in clud ing the CDO’s on-line service. gynecological exams and testing; nu tri tion counsel ing; routine physicals for summer em ploy ment Praxis Summer Internship Funding and graduate school; immunizations for trav el, fl u and allergies; and on-site laboratory ser vic es. Program Students who are ill and need some medical su- “Praxis: The Liberal Arts at Work,” administered pervision but do not require an acute care hos pi tal through the Career Development Offi ce, funds may be admitted to our intermediate health care stu dents to work at substantive, unpaid summer facility by one of the college pro vid ers. There is a in tern ships related to their academic and/or career charge for this care for those students not elect ing

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to enroll in one of the Smith College in sur ance the chaplains to the college and the director of plans. In case of un usu al or serious illness, spe- voluntary services. The chaplains are dedicated to cial ists in the Northampton and Springfi eld areas promoting a spirit of mutual respect and interfaith are avail able for consultation. collaboration. They organize weekly gatherings Counseling Service in the Jewish, Muslim, Protestant, Buddhist, and The Counseling Service provides con sul ta tion, Catholic traditions and act as liaisons and advisers in di vid u al and group psychotherapy and psy chi - to other religious groups on campus. They work to at ric evaluation and medication. These services facilitate the activities of student religious organiza- are strictly confi dential. The Counseling Service is tions on campus including: Om, the Hindu student avail able to all students, free of charge. It is staffed organization; Al-Iman, the Muslim student orga- by li censed mental health professionals and su per - nization; the Newman Association; the Protestant vised graduate in terns. Ecumenical Christian Church; several meditation groups; Inter-Varsity Christian Fellowship; Keystone College Health Insurance Campus Crusade for Christ; the Baha‘i Fellowship; The college offers its own insurance policy, the Korean Christian Church; the Episcopal-Luther- un der writ ten by an insurance company, that cov- an Fellowship; the Eastern Orthodox student group; ers a student in the special circumstances of a the Unitarian student group and the Association of res i den tial college. It extends coverage for in- and Smith Pagans. out pa tient services not covered by many other The chapel is also home to a robust musical insurance plans. However, this policy does have program as well. The College Choirs, the Handbell some dis tinct limitations. Therefore, we strongly Choir, the College Glee Club, and many visiting urge that stu dents hav ing a pre-existing or re- musical groups as well as faculty and staff musi- cur ring med i cal or psychiatric condition continue cians offer concerts and occasionally perform at their precollege health insurance. A student elect- worship services. The college organist uses the ing to waive the college insurance plan must do so chapel’s Aolian-Skinner organ for teaching as well be fore the be gin ning of the fi rst semester and must as performances. give her mem ber ship number and the name and A co-op kitchen in Dawes house provides a address of the insurance carrier to the treasurer’s weekly kosher meal for students who observe offi ce. Failure to do so will result in automatic en- Jewish dietary laws. A halal meal is offered in the rollment in the college health plan. Chase Duckett special dining room once a week for We maintain certain regulations in the in ter est students who observe Muslim dietary laws. of community health as outlined in the col lege The director of voluntary services and Service hand book and expect all students to com ply. Be fore Organizations of Smith (S.O.S.) provide long- and ar riv ing at the college, each student must complete short-term community service opportunities and her Health Pre-Admission Information Form and internships with local agencies. send it to the Health Ser vic es. It is im por tant to note College policy states that any student who is that Massachusetts law now mandates that students unable because of religious observances to attend must get the required im mu ni za tions before reg is - classes or to participate in an examination, study tra tion. Stu dents ac cept ed for a Junior Year Abroad or work on a particular day will be excused from Program or who plan to participate in inter col le giate such activities without prejudice and will be given sports or cer tain exercise and sport pro grams may an opportunity to make them up, provided such be required to have a physical exam by a col lege make-up examinations or work does not create an practi tio ner fi rst. unreasonable burden on the college. No fees will Religious Expression be charged for rescheduling an examination. The dean of religious life encourages and develops the many expressions of spirituality, religious faith, and ethical refl ection that characterize a pluralistic community like Smith’s. Assisting the dean are

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UNDERGRADUATE STUDENTS Ada Class of Class of Class of Class of Comstock 2004 2005 2006 2007 Scholars Totals Northampton area1 663 450 694 646 148 2,601 Not in residence3 25 226 7 0 3 261

Five College course enrollments at Smith: First semester 712 Second semester 665

GRADUATE STUDENTS Full-time Part-time degree candidates degree candidates Special students In residence 66 22 7

1. Guest students are included in the above counts. 2. This includes 76 Ada Comstock Scholars. 3. Smith students studying in off-campus programs and students on leave from the college are included in the above totals of students “not in residence.” In the Smith Junior Year Abroad Programs, there are 27 Smith students in Paris; four Smith students and three guest students in Hamburg; seven Smith students and ﬁ ve guest students in Geneva; and 16 Smith students in Florence.

In accordance with the Student Right-To-Know and Campus Security Act, the graduation rate for students who entered Smith College as ﬁ rst-year students in September 1997 was 86 percent by May 2003. (The period covered is equal to 150 percent of the normal time for graduation.)

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Geographical Distribution of Students by Residence, 2003–04

UNITED STATES West Virginia 4 Singapore 3 Alabama 9 Wisconsin 25 Slovakia 2 Alaska 6 Wyoming 1 South Africa 2 Arizona 29 Sri Lanka 2 Arkansas 2 FOREIGN COUNTRIES Swaziland 1 California 209 Bangladesh 6 Sweden 2 Colorado 31 Bolivia 2 Taiwan 6 Connecticut 156 Bosnia-Herzegovina 1 Thailand 1 Delaware 11 Bulgaria 5 Trinidad and Tobago 3 District of Columbia 12 Canada 16 Turkey 2 Florida 69 Cayman Islands 1 Turkmenistan 1 Georgia 20 Denmark 1 Uganda 2 Hawaii 5 Ecuador 2 Ukraine 1 Idaho 4 Ethiopia 2 United Kingdom 2 Illinois 42 Fiji 1 United Republic of Tanzania 1 Indiana 29 France 3 Venezuela 1 Iowa 6 Germany 10 Vietnam 4 Kansas 14 Ghana 4 Zambia 1 Kentucky 10 Greece 2 Zimbabwe 2 Louisiana 8 Guatemala 2 Maine 73 Honduras 1 Maryland 44 India 13 Massachusetts* 649 Israel 1 Michigan 31 Italy 2 Minnesota 36 Jamaica 3 Mississippi 2 Japan 13 Missouri 15 Kenya 2 Montana 8 Latvia 1 Nebraska 4 Lithuania 1 Nevada 2 Macedonia 2 New Hampshire 67 Malaysia 1 New Jersey 121 Myanmar 1 New Mexico 7 Namibia 1 New York 287 Nepal 3 North Carolina 19 Netherlands 1 North Dakota 1 Netherlands Antilles 1 Ohio 49 Nicaragua 1 Oklahoma 13 Nigeria 1 Oregon 27 Norway 1 Pennsylvania 107 Oman 1 Rhode Island 28 Pakistan 6 South Carolina 6 People’s Republic of China 7 Tennessee 12 Philippines 3 * This includes Ada Comstock Texas 59 Poland 2 Scholars and Graduate Utah 8 Republic of Korea (South) 38 students who move to Vermont 84 Romania 4 Northampton for the pur- Virginia 39 Saudi Arabia 2 pose of their education. Washington 55 Senegal 2

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Class of 2004 Class of Ada Comstock Majors (Seniors) (Honors) 2005 Scholars Totals Government 78 3 73 8 162 Psychology 64 0 79 11 154 Art Art: Architecture & Urbanism 15 1 7 1 24 Art: History 26 5 12 2 45 Art: Studio 26 1 23 2 52 Economics 62 6 44 3 115 English Language & Literature 42 5 41 1 89 Biological Sciences 34 3 34 4 75 American Studies 33 2 23 11 69 Sociology 33 4 24 2 63 History 19 1 28 4 52 Education & Child Study 26 0 17 3 46 Engineering Science 16 4 25 1 46 Anthropology 18 1 22 2 43 Neuroscience 10 2 25 1 38 Mathematics 16 1 18 1 36 Women’s Studies 18 1 13 1 33 Spanish & Portuguese Portuguese-Brazilian Studies 2 0 3 0 5 Spanish 15 0 11 0 26 Theatre 14 1 15 1 31 Computer Science 16 0 13 0 29 French Studies 15 1 13 0 29 Chemistry 12 5 10 1 28 Geology 13 0 10 2 25 Biochemistry 12 2 9 1 24 Philosophy 6 5 11 1 23 Comparative Literature 9 1 10 0 20 Religion & Biblical Literature 7 2 10 0 19 Italian Language & Literature 9 3 5 0 17 Latin American Studies 3 0 9 1 13 Afro-American Studies 6 2 2 1 11 Classics Classical Studies 1 0 3 0 4 Classics 1 0 5 0 6 East Asian Languages & Cultures 7 0 3 0 10 German Studies 6 1 3 0 10 Music 6 1 2 1 10 Physics 4 1 4 0 9 Sociology & Anthropology 3 0 4 2 9 Dance 1 0 5 2 8 Russian Language & Literature Russian Civilization 1 1 2 0 4 Russian Literature 1 0 3 0 4 East Asian Studies 4 0 3 0 7 Medieval Studies 2 0 2 1 5 Astronomy 0 0 4 0 4 Linguistics 1 1 2 0 4 Exercise Science 0 0 2 0 2 Logic 1 1 0 0 2 Biogeochemistry 0 1 0 0 1 Cognitive Science 0 1 0 0 1 Digital Media 0 0 1 0 1 Environmental Science & Development 1 0 0 0 1 Film 0 0 1 0 1 History of Science 0 0 1 0 1 Luso-Brazilian Studies 1 0 0 0 1

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Please note that one year of an introductory Academic Achievements language course or one course at a higher level Each year approximately 25 percent of the graduat- satisfi es the foreign language Latin Honors require- ing class is awarded the bachelor of arts degree ment. Students who are non-native speakers of with Latin Honors and/or departmental honors. English may, with the permission of a class dean, offer any two courses in the English department Latin Honors at the 100 level (or one course at a higher level) to satisfy the “foreign language” part of the Latin Latin Honors are awarded to eligible graduat- Honors requirement. The class dean will notify the ing seniors on the basis of the cumulative grade registrar that such an arrangement has been appoint average for a minimum of 48 graded credits proved. Any appeals should be sent to the dean of earned during the sophomore, junior and senior the faculty. Non-native speakers of English are con- years. Only grades from Smith College courses sidered to be those who indicated on their advising and courses taken on the Five College Interchange form that English was not their fi rst language, have are counted; Smith Junior Year Abroad grades are had several years of education in a school where considered Smith grades. No grades from exchange the language of instruction was other than English, programs in this country or abroad are counted. and can read, write and speak this language. Pluses and minuses are taken into account; grades of P/F (Pass or Fail) or S/U (Satisfactory or Unsat- Departmental Honors isfactory) do not enter into the calculations. If a student spends one of her sophomore A departmental honors program allows a student through senior years away from Smith (with the with a strong academic background to do indepen- exception of the Smith Junior Year Abroad Pro- dent and original work in her major. The program gram), the grades from the remaining two years provides recognition for students who do work of will be used. Grades from the fi rst year are never high quality in the preparation of a thesis and in counted. The minimum grade point average for courses and seminars. See page 12. Departmental Latin Honors varies each year depending on the honors students must also fulfi ll all college and overall grade distribution in the senior class and is departmental requirements. not published. The degree may be awarded cum Successful completion of work in the honors laude, magna cum laude or summa cum laude program (an honors thesis and at least one honors on the basis of meeting eligibility requirements and examination) leads to the awarding of the bachelor of a very high level of academic achievement. of arts degree with the added notation “Honors,” Students who wish to become eligible for Latin “High Honors” or “Highest Honors” in the stu- Honors at graduation must elect at least one course dent’s major subject. (normally four credits) in each of the seven major fi elds of knowledge listed on pp. 7–8 (applies to First Group Scholars those students who began at Smith in September Students whose records for the previous year in- 1994 or later and who graduate in 1998 or later). clude at least 28 credits graded A– or better and Course listings in this catalogue indicate in curly who have no grades below B– are named First brackets which area(s) of knowledge a given Group Scholars. Those named generally represent course covers (see p. 68 for a listing of the desig- the top 10 percent of the class. nations used for the major fi elds of knowledge).

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The Dean’s List Psi Chi The Dean’s List for each year names those students The Smith College Chapter of Psi Chi was estab- whose total records for the previous academic year lished in 1975. Students majoring or minoring in average 3.333 or above and include at least 24 psychology who demonstrate academic excellence credits for traditional-aged undergraduates or 16 in both that fi eld and their overall program of study credits for Ada Comstock Scholars. Students must are inducted into this national honor society. Ac- be enrolled at Smith for the full year to be named cording to the charter, those honored are enjoined to the Dean’s List. to develop programs that enhance student opportunity to explore the fi eld of psychology. Society of the Sigma Xi In 1935 Smith College became the fi rst women’s college to be granted a charter for the establish- Prizes and Awards ment of a chapter of the Society of the Sigma Xi. The following prizes are awarded at the Last Chapel Each year the Smith College Chapter elects to mem- Awards Convocation on Ivy Day. bership promising graduate students and seniors The Academy of American Poets Poetry Prize who excel in science. for the best poem or group of poems submitted by an undergraduate Phi Beta Kappa An award from the Connecticut Valley Section The Zeta of Massachusetts Chapter of the Phi Beta of the American Chemical Society to a student Kappa Society was established at Smith College who has done outstanding work in chemistry in 1905. Rules of eligibility are established by the The American Chemical Society Award to a chapter in accordance with the regulations of the junior chemistry major who has excelled in analyti- national society. Selection is made on the basis of cal chemistry overall academic achievement. Elections are held twice a year. In the autumn, The American Chemical Society/Polymer a few seniors are elected on the basis of their Education Division Undergraduate Award for academic records from the sophomore and junior Achievement in Organic Chemistry to a student years. Sixty-four credits must be in the calculation majoring in chemistry who has done outstanding of the GPA. Only Smith, Five College and Smith work in the organic chemistry sequence Junior Year Abroad grades count. At the end of the An award from The American Institute of spring semester, more seniors are elected, these on Chemists/Massachusetts Division to an the basis of the records from their fi nal three years. outstanding chemist or chemical engineer in the Candidates for election in the autumn of the graduating class senior year must have completed at least one four- credit semester course in each of the three divi- The Newton Arvin Prize in American Studies for sions; candidates at the end of the senior year must the best long paper in the introductory course on have completed at least two such courses in each the study of American Society and Culture division. Non-Smith courses may qualify in this distribution requirement. The Anita Luria Ascher Memorial Prize to a For students who enter Smith College in Sep- senior non-major who started German at Smith tember 1994 or later, and who graduate in 1998 and has made exceptional progress; to a senior or later, the distribution requirements for Phi Beta major who started German at Smith, has taken it Kappa will be precisely the same as the college’s for four years and made unusual progress; and to a requirements for Latin Honors. Candidates for student who knew some German when she arrived election in the autumn of the senior year will have at Smith and whose progress in four years has been to have completed the identical distribution re- considerable quirements by the end of the junior year. Students The Elizabeth Babcock Poetry Prize for the best and faculty may consult with the president or the group of poems secretary of the chapter for more information.

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The Sidney Balman Prize for outstanding work in The Michele Cantarella Memorial “Dante the Jewish Studies Program Prize” to a Smith College senior for the best essay in Italian on any aspect of The Divine Comedy The Harriet Dey Barnum Memorial Prize for outstanding work in music to the best all-around The Carlile Prize for the best original composi- student of music in the senior class tion for carillon; and for the best transcription for carillon The Gladys Lampert ’28 and Edward Been- stock Prize for the best honors thesis in American The Esther Carpenter Biology Prize in general studies or American history biology to a fi rst-year woman graduate student The Suzan Rose Benedict Prize to a sophomore The Julia Harwood Caverno Prize for the best for excellence in mathematics performance in the beginning Greek course The Samuel Bowles Prize for the best paper on The Eleanor Cederstrom Prize for the best poem an anthropological subject by an undergraduate written in traditional verse form The Samuel Bowles Prize for the best paper in The Césaire Prize for excellence in an essay or economics other project in French by a junior or senior on campus The Samuel Bowles Prize for the best paper on a sociological subject The Sidney S. Cohen Prize for outstanding work in the fi eld of economics The Kathleen Bostwick Boyden Prize awarded to a member of the Service Organizations of Smith who The Ethel Olin Corbin Prize to an undergradu- has demonstrated the best initiative in her volunteer ate for the best original poem or informal essay in contributions to the Smith College community English The John Everett Brady Prize for excellence in The CRC Press Introductory Chemistry the translation of Latin at sight; and for the best Achievement Award in introductory chemistry performance in the beginning Latin course The Merle Curti Prize for the best piece of writing Margaret Wemple Brigham Prize to a se- The on any aspect of American civilization nior for excellence in the study of microbiology or immunology The Dawes Prize for the best undergraduate work in political science The Amey Randall Brown Prize awarded for the best essay on a botanical subject The Alice Hubbard Derby Prize to a member of the junior or senior class for excellence in the Vera Lee Brown Prize The for excellence in histo- translation of Greek at sight; and to a member of ry to a senior majoring in history in regular course the junior or senior class for excellence in the The Yvonne Sarah Bernhardt Buerger Prize to study of Greek literature in the year in which the the students who have made the most notable con- award is made tribution to the dramatic activities of the college The George E. Dimock Prize for the best essay The David Burres Memorial Law Prize to a se- on a classical subject submitted by a Smith College nior or an alumna accepted at law school intending undergraduate to practice law in the public interest The Elizabeth Drew Prize in the Department of The C. Pauline Burt Prize to a senior majoring English Language and Literature for the best fi ction in chemistry or biochemistry who has an excellent writing; for the best honors thesis; for the best fi rst- record and who has shown high potential for fur- year student essay on a literary subject; and for the ther study in science best classroom essay The James Gardner Buttrick Prize for the best The Hazel L. Edgerly Prize to a senior honors essay in the fi eld of religion and biblical literature history student for distinguished work in that subject The Marilyn Knapp Campbell Prize to the student excelling in stage management

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The Constance Kambour Edwards Prize to the The Ettie Chin Hong ’36 Prize to a senior ma- student who has shown the most progress during joring or minoring in East Asian Languages and the year in organ Literatures who has demonstrated leadership and academic achievement and who intends to pursue The Ruth Forbes Eliot Poetry Prize for the best a career in education or service to immigrant and poem submitted by a fi rst-year or sophomore needy communities The Samuel A. Eliot Jr./Julia Hefl in Award for Denis Johnston Playwriting Award for the distinguished directing in the theatre The best play or musical written by an undergraduate at The Settie Lehman Fatman Prize for the best Amherst, Hampshire, Mount Holyoke, or Smith col- composition in music, in large form; and in small leges, or the University of Massachusetts form The Megan Hart Jones Studio Art Prize for The Heidi Fiore Prize to a senior student of judged work in drawing, painting, sculpture, pho- singing tography, graphic arts or architecture The Eleanor Flexner Prize for the best piece of The Barbara Jordan Award to an African-Ameri- work by a Smith undergraduate using the Sophia can senior or alumna undertaking a career in law Smith Collection and the Smith College Archives or public policy, after the example of Texas Con- The Harriet R. Foote Memorial Prize for out- gresswoman Barbara Jordan (1936–1996) standing work in botany based on a paper, course The Mary Augusta Jordan Prize, an Alumnae work, or other contribution to the plant sciences Association Award, to a senior for the most original at Smith piece of literary work in prose or verse composed The Henry Lewis Foote Memorial Prize for ex- during her undergraduate course cellence in course work in biblical courses The Peggy Clark Kelley Award in theatre for a The Clara French Prize to a senior who has ad- student demonstrating exceptional achievement in vanced furthest in the study of English language lighting, costume or set design and literature The Martha Keilig Prize for the best still life or The Helen Kate Furness Prize for the best essay landscape in oils on canvas on a Shakespearean theme The John and Edith Knowles Memorial Award The Nancy Boyd Gardner Prize for an outstand- to a student of outstanding merit who has elected ing paper or other project in American studies by a to pursue a medical career and who has displayed Smithsonian intern or American studies major qualities that might lead her to become a thought- ful and humane critic of her chosen profession The Ida Deck Haigh Memorial Prize to a student of piano for distinguished achievement in perfor- The Florence Corliss Lamont Prize, a medal mance and related musical disciplines awarded for work in philosophy The Sarah H. Hamilton Memorial Prize awarded The Norma M. Leas, Class of 1930, Memorial for an essay on music Prize to a graduating English major for excellence in written English The Arthur Ellis Hamm Prize awarded on the basis of the best fi rst-year record The Phyllis Williams Lehmann Travel Award to a graduating senior majoring in art, with prefer- The Vernon Harward Prize awarded annually to ence given to students interested in studying art the best student scholar of Chaucer history, especially classical art, at the graduate level The James T. and Ellen M. Hatfi eld Memorial The Ruth Alpern Leipziger Award to an outstand- Prize for the best short story by a senior majoring ing French major participating in the Junior Year in English Abroad Program in Paris The Hause-Scheffer Memorial Prize for the se- The Barbara Ann Liskin-Bonagura M.D. Prize nior chemistry major with the best record in that to a senior who plans to enter the fi eld of mental subject health

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The Jill Cummins MacLean Prize to a drama The Arthur Shattuck Parsons Memorial Prize to major for outstanding dramatic achievement with a the student with the outstanding paper in sociologi- comic touch in writing, acting or dance cal theory or its application The Emogene Mahony Memorial Prize for the The Adeline Devor Penberthy Memorial Prize, best essay on a literary subject written by a fi rst-year established in 2002 by the Penberthy family, to an student; and the best honors thesis submitted to the undergraduate engineering major for her academic Department of English Language and Literature excellence in engineering and outstanding contributions toward building a community of learners The Emogene Mahony Memorial Prize for profi - within the Picker Engineering Program ciency at the organ The Ann Kirsten Pokora Prize to a senior with a The Jeanne McFarland Prize for excellent work distinguished academic record in mathematics in women’s studies The Sarah Winter Pokora Prize to a senior who The John S. Mekeel Memorial Prize to a senior for outstanding work in philosophy has excelled in athletics and academics The Judith Raskin Memorial Prize for the out- The Bert Mendelson Prize to a sophomore for excellence in computer science; and to a senior standing senior voice student majoring in computer science for excellence in The Elizabeth Killian Roberts Prize for the best that subject drawing by an undergraduate The Thomas Corwin Mendenhall Prize for an The Mollie Rogers/Newman Association Prize essay evolving from any history course, excluding to a student who has demonstrated a dedication special studies, seminars and honors long papers to humanity and a clear vision for translating that dedication into service that fosters peace and jus- The Samuel Michelman Memorial Prize, tice among people of diverse cultures given in his memory by his wife, to a senior from Northampton or Hatfi eld who has maintained a The Eleanor B. Rothman Prize to a graduating distinguished academic record and contributed to Ada Comstock Scholar who will pursue a graduate the life of the college degree and who has shown an interest in the Ada Comstock Scholars Program and in Smith College The Mineralogical Society of America Under- graduate Award for excellence in the fi eld of The Department of Russian Prize for the best mineralogy essay on Russian literature by a senior majoring in Russian The Elizabeth Montagu Prize for the best essay on a literary subject concerning women The Victoria Louise Schrager Prize to a senior who has maintained a distinguished academic The Juliet Evans Nelson Award to graduating record and has also taken an important part in seniors for their contributions to the Smith commu- student activities nity and demonstrated commitment to campus life The Larry C. Selgelid Memorial Prize for out- The Newman Association Prize for outstanding leadership, dedication and service to the Newman standing work in the fi eld of economics by a Smith Association at Smith College senior The Donald H. Sheehan Memorial Prize for out- The Josephine Ott Prize, established in 1992 by former students and friends, to a Smith junior in standing work in American studies Paris or Geneva for her commitment to the French The Rita Singler Prize for outstanding achieve- language and European civilization ment in technical theatre The Adelaide Wilcox Bull Paganelli ’30 Prize The Andrew C. Slater Prize for excellence in awarded by the physics department to honor the debate; and for most improved debater contribution of Adelaide Paganelli ’30, to a senior The Denton M. Snyder Acting Prize to a Smith majoring in physics with a distinguished academic senior who has demonstrated distinguished acting record in the theatre

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The Deborah Sosland-Edelman Prize to a senior The Louise M. Walton Prize to an Ada Comstock for outstanding leadership in the Jewish community Scholar studying art history or studio art whose at Smith and valuable contribution to Smith College dedication to the fi eld is notable campus life The Frank A. Waterman Prize to a senior who The Department of Spanish and Portuguese has done excellent work in physics Prize for distinguished work by a Spanish major The Wayne and Sally White Prize for excellent The Gertrude Posner Spencer Prize for excel- work by a student majoring in education and child lence in writing nonfi ction prose; and for excel- study lence in writing fi ction The Jochanan H. A. Wijnhoven Prize for the best The Nancy Cook Steeper ’59 Prize to a gradu- essay on a subject in the area of Jewish religious ating senior who, through involvement with the thought written for a course in the Department of Alumnae Association, has made a signifi cant con- Religion and Biblical Literature or in the Program tribution to building connections between Smith for Jewish Studies alumnae and current students The Enid Silver Winslow ’54 Prize in art history The Valeria Dean Burgess Stevens Prize for for the best student paper written in an art history excellent work in women’s studies course taught at Smith The Mary Ellen Szmkowiak Prize awarded on the basis of merit to a premedical student enrolling Fellowships in medical school Major International and Domestic The William Sentman Taylor Prize for signifi cant Fellowships work in human values, a quest for truth, beauty and goodness in the arts and sciences Students with high academic achievement and strong community service or leadership experi- The Rosemary Thomas Poetry Prize for the best group of poems; and for the best individual poem ence are encouraged to apply for international and domestic fellowships through the college. The The Tryon Prize to a Smith or Five College under- Fellowships Program administers a support service graduate for the best piece of writing on a work or for students applying for more than 15 different works of art at the Smith College Museum of Art fellowships. The Ruth Dietrich Tuttle Prize to encourage fur- There are at least eight graduate fellowships that ther study, travel or research in the areas of inter- the college supports. Six are for university study: national relations, race relations or peace studies Rhodes (Oxford), Marshall (Britain), Mellon (U.S. and Canada), Gates (Cambridge), Mitchell (Ireland The Unity Award of the Offi ce of Multicultural and Northern Ireland) and DAAD (Germany). The Affairs to the student who has made an outstanding Fulbright is for yearlong projects to one of 140 contribution toward promoting diversity and multi- countries and the Luce for a year interning in Asia. culturalism in the Smith College community There are two further prestigious graduate fel- The Anacleta C. Vezzetti Prize to a senior for the lowships for which students must apply in earlier best piece of writing in Italian on any aspect of the undergraduate years: the Truman and the Beinecke. culture of Italy For undergraduates, the college facilitates international opportunities through the Boren, DAAD The Voltaire Prize to a sophomore at Smith Col- and Killam fellowships in conjunction with its Study lege for an essay or other project in French that Abroad Program. Another undergraduate fellow- shows originality and engagement with her subject ship for which Smith offers sponsorship is the Udall The Karel Fierman Wahrsager Award in Sociol- for those interested in preserving the environment. ogy to a student who has demonstrated a high level Fellowship information and application assis- of scholarship, intellectual promise and leadership tance for eligible candidates is available from the coordinator for fellowships and grants at the Offi ce The Ernst Wallfi sch Prize to a student of music for International Study. for outstanding talent, commitment and diligence

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A Smith College education is a lifetime investment. deadline for fall 2004 is August 10, 2004. For It is also a fi nancial challenge for many families. spring 2005, the payment deadline is January 10, At Smith, we encourage all qualifi ed students to 2005. Payment must be made by these dates to apply for admission, regardless of family fi nancial avoid late payment fees being assessed. Checks resources. Our students come from a variety of should be made payable to Smith College and socioeconomic backgrounds. The Offi ce of Student include the student’s name and ID number on the Financial Services has an experienced staff to assist front. students and parents in both the individual fi nan- Beginning on the next business day after any cial aid application process and the educational payment is due, monthly late payment fees, which fi nancing process in general. We work with fami- are based on the outstanding balance remaining lies to help them manage the fi nancial challenge in after any payment due date, will be assessed at the a variety of ways, through fi nancial aid, loans and rate of $1.25 on every $100 (1.25%) that remains payment plan options. unpaid until the payment is received in full, on or Many Smith students receive fi nancial assis- before the next billing month in which the student tance to pay for college expenses. Smith College is invoiced. If you have questions regarding any participates in all the major federal and state charges or credits on your bill, contact the Offi ce student aid programs while funding a substantial of Student Financial Services. institutional grant and scholarship program from In cases where students default on fi nancial ob- its endowment ligations, the student is responsible for paying the We realize that fi nancing a college education is outstanding balance including all late payment fees, a complex process, and we encourage applicants collection costs and any legal fees incurred by the and their families to communicate directly with us. college during the collection process. Transcripts Our experienced educational fi nancing staff in the and other academic records will not be released Offi ce of Student Financial Services is available to until all fi nancial obligations to the College have work with you. Inquiries may be made by calling been met. 413-585-2530 between 8:30 a.m. and 4 p.m. week- IMPORTANT NOTE: Payments for each month’s days; 10 a.m. to 4 p.m. on Wednesdays (Eastern bill must be received by the Offi ce of Student Fi- time). Send e-mail communications to SFS@smith. nancial Services by the payment due date. If paying edu or visit their Web site at www.smith.edu/fi naid. by mail, please allow at least 5 to 7 business days for mail and processing time. If paying in person, payment should be made before 4 p.m. on the pay- Your Student Account ment due date. Smith College considers the student to be re- The college expects the student to fulfi ll her sponsible for ensuring that payments—whether fi nancial responsibility and reserves the right to from loans, grants, parents, or third parties—are place limitations on the student for failure to do so. received in a timely manner. All student accounts The consequences of nonpayment include being are managed by the Offi ce of Student Financial prevented from participating in the house decision/ Services. Initial statements detailing semester fees room lottery process, registering for future semes- are mailed on or about July 15 and December 15. ter courses, receiving academic transcripts and Monthly statements will be mailed to the student’s receiving a diploma at commencement or approval permanent mailing address on or about the 15th of for a leave of absence. The college also reserves each month. the right to have the student administratively with- The college’s comprehensive fees associated drawn and may refer such account for collection with the beginning of the semester are due and in her name. Students and parents are welcome to payable in full by specifi c deadline dates, well in contact the Offi ce of Student Financial Services for advance of the beginning of classes. The payment assistance in meeting payment responsibilities.

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Most credit balance refunds are issued directly borrower. With the student’s written release, credit by check in the student’s name; those that result balance refunds may be issued to the parent or the from a PLUS or MEFA loan are issued to the parent designee of the student.

Fees 2004–05 Comprehensive Fee (required institutional fees) Fall Semester Spring Semester Total Tuition $14,465 $14,465 $28,930 Room and Board* 4,865 4,865 9,730 Student activities fee 113 113 226

Comprehensive fee $19,443 $19,443 $38,886

* Room and board will be billed as a combined charge.

As part of her expenses, a student should be prepared to spend a minimum of $600 per year on books and academic supplies. In addition, a student will incur additional expenses during the academic year that will vary according to her standard of living, personal needs, recreational activities and number of trips home.

FEE FOR NONMATRICULATED STUDENT 2004–05 Optional Fees Per course for credit ...... $3,620 STUDENT MEDICAL INSURANCE—$1,610 FEES FOR ADA COMSTOCK SCHOLARS The $1,610 Student Medical Insurance fee is split Application fee ...... $60 between the two semesters and covers the student Transient Housing (per semester) from August 15 through the following August 14. Room only (weekday nights) ...... $320 Massachusetts law requires that each student have Room and full meal plan comprehensive health insurance; Smith College (weekday nights) ...... $690 offers a medical insurance plan through Koster Tuition per semester Insurance (www.kosterweb.com) for those stu- 1–7 credits ...... $905 per credit dents not otherwise insured. Details about the 8–11 credits ...... $7,240 insurance are mailed during the summer. Students 12–15 credits ...... $10,860 are automatically billed for this insurance un- 16 or more credits ...... $14,465 less they follow the waiver process outlined in STUDENT ACTIVITIES FEE the insurance mailing. Students must waive the The $226 student activities fee is split between insurance coverage by August 10 in order to avoid the two semesters and is used to fund chartered purchasing the annual Smith Plan. If a student is on student organizations on campus. The Student leave on a Smith-approved program that is billed at Government Association allocates the monies each home-school fees, a reduced charge may apply. For year. Each spring, the Senate Finance Committee of students who are admitted for spring semester, the the SGA proposes a budget that is voted on by the charge will be $1,030 for 2004–05. student body.

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MASSPIRG—$12 Use of a practice room, one hour daily The $12 MassPIRG fee is approved by a vote of the ...... $25 per year student body. It funds the Massachusetts Public Use of a practice room, one hour daily, Interest Research Group, a nonprofi t environmen- and of a college instrument ...... $50 per year tal and consumer organization. A student has the Use of organ, one hour daily ...... $100 per year option to have the fee canceled by completing a waiver card at the beginning of the spring semester. FEE FOR RIDING CLASSES PER SEMESTER Adjacent to the Smith campus is Fox Meadow Farm, Other Fees and Charges where riding lessons are available to all students at the college. Fox Meadow Farm will also board APPLICATION FOR ADMISSION—$60 horses for students, at a cost of $450 per month. The application fee, which helps defray the cost Inquiries about boarding should be addressed to of handling all the paperwork and administrative Sue Payne, c/o Smith College Riding Stables. The review involved with all applicants, must accom- Smith intercollegiate riding team uses their facili- pany the application form. An applicant must send ties for practice and for horse shows. The fees list- the fee and form to the Offi ce of Admission prior ed below are per semester and are payable directly to January 15. An applicant to the Ada Comstock to Fox Meadow Farm when a student registers for Scholars Program must submit the fee and Part A lessons each semester. of the Application for Admission to the Ada Com- Two lessons per week ...... $445 stock offi ce prior to February 1. STUDIO ART COURSES PER SEMESTER ENROLLMENT DEPOSIT—$300 Certain materials and supplies are required for Upon admittance, a new student pays an enroll- studio art courses and will be provided to each ment deposit which serves to reserve her place student. Students may require additional supplies in class and a room if she will reside in campus as well and will be responsible for purchasing housing. $100 representing a general deposit com- them directly. The expenses will vary from course ponent is held until six months after the student to course and from student to student. graduates from the college. The $100 is refunded Required materials ...... $20–$150 only after deducting any unpaid fees or fi nes and is Additional supplies ...... $15–$100 not refunded to a student who withdraws (including an admitted student who does not attend); CHEMISTRY LABORATORY COURSE PER SEMESTER $200 representing a room deposit component ...... $6–$25 plus breakage is credited $100 in July toward her fall semester CONTINUATION FEE charges; and $100 in December toward her spring ...... $55 per semester semester charges. Students on leave of absence or attending other FEE FOR MUSICAL INSTRUCTION—$600 PER institutions on exchange or junior year abroad SEMESTER (ONE-HOUR LESSON PER WEEK) programs will be assessed a continuation fee to Practice rooms are available to Smith College stu- maintain enrollment status at the college. dents with fi rst preference given to those registered for music instruction. Other Five College students LATE PAYMENT FEE may apply to the chair of the music department Any payment made after August 10 for fall or for permission to use the facilities. Practice rooms January 10 for spring will be considered late. Late may be available for use by other individuals in last payments may be assessed a late fee at the rate of order of preference upon successful application to $1.25 on every $100 (1.25%). the chair of the music department. EARLY ARRIVAL FEE—$30 PER DAY There is no charge for Five College students, faculty and staff for use of the practice rooms. For LATE CENTRAL CHECK-IN FEE—$55 other individuals, the following schedule of fees Returning students who do not participate in Cen- will apply. tral Check-In will be assessed a fee.

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LATE REGISTRATION FEE—$30 refundable. Normally, students who withdraw from Students who make registration changes after the a Junior Year Abroad Program are withdrawn from registration period will be assessed a fee for each Smith and may not return to the college the follow- change. ing semester.

BED REMOVAL FEE—$100 STUDENTS RECEIVING TITLE IV FEDERAL AID Students who remove their beds from their campus Per federal regulations, a student earns her aid rooms will be charged a bed removal fee. based on the period of time she remains enrolled. Unearned Title IV funds, other than Federal Work HEALTH/FIRE/SAFETY VIOLATION—$5 PER ITEM Study, must be returned to the appropriate federal A minimum fi ne of $5 per item will be charged for agency. During the fi rst 60 percent of the enroll- items left in public areas such as corridors, stair- ment period, a student earns Title IV funds in direct ways or entrances. These items create a hazard and proportion to the length of time she remains en- violate compliance with the Americans with Dis- rolled. A student who remains enrolled beyond the abilities Act, as well as city and state building, fi re, 60 percent point earns all the aid for the payment and safety codes. period. For example, if the period of enrollment is 100 days and the student completes 25 days, then she has earned 25 percent of her aid. The remain- Institutional Refund Policy der of the aid must be returned to the appropriate A refund must be calculated if a student has with- federal agency. drawn on or after the fi rst day of classes, but before OTHER CHARGES the point when the college is considered to have If a student has not waived the medical insurance earned all the tuition, room, board and mandatory and withdraws from the College during the fi rst fees (hereinafter called institutional charges) for 31 days of the period for which coverage is pur- which the student was charged. A withdrawal fee chased, she shall not be covered under the Plan of $100 will be charged in addition to any refund and a full refund of the premium will be made. calculation made. Credit balances remaining on Insured students withdrawing after 31 days will re- any account will be refunded to the appropriate main covered under the Plan for the full period for person or agency. which the premium has been paid and no refund ADJUSTMENT OF INSTITUTIONAL CHARGES AND will be made available. INSTITUTIONAL AID Other charges, such as library fi nes, parking Any student who withdraws prior to the fi rst day fi nes, and infi rmary charges are not adjusted upon of classes will receive a 100 percent adjustment of the student’s withdrawal. institutional charges, insurance and MassPIRG. All disbursed Title IV aid, institutional aid, state and Contractual Limitations other aid will be returned to the appropriate account by the college. If Smith College’s performance of its educational A student who withdraws after the fi rst day of objectives, support services, or lodging and food classes, but before the time when she will have services is hampered or restrained on account of completed 60 percent of the period of enrollment, strikes, fi re, shipping delays, acts of God, prohibi- will have her institutional charges and institutional tion or restraint of governmental authority, or other aid adjusted based on the percent of attendance. similar causes beyond Smith College’s control, If a student should withdraw from a Junior Year Smith College shall not be liable to anyone, except Abroad Program during the course of the year, it to the extent of allowing in such cases a pro-rata is college policy not to grant credit for less than a reduction in fees or charges already paid to Smith full year’s work and to refund only those payments College. for room and board which may be recovered by the college. Tuition charges for the year are not

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ineligible to receive college-funded assistance until Payment Plans and Loan they have completed 64 credits earned at Smith. Options Transfer students and Ada Comstock Scholars who do not apply for fi nancial aid at the time of admis- Smith offers a variety of payment plan and loan sion are eligible to apply after completing 32 cred- options to assist you in successfully planning for its earned at Smith. Note that institutional fi nancial timely payment of your college bill. aid may not be available to students who do not Smith’s payment plans allow you to distribute meet the published deadlines. payments over a specifi c period. To enable the college to determine a student’s • the Semester Plan need, a family completes both the Free Application • the TuitionPay Monthly Plan (administered by for Federal Student Aid (FAFSA) and the College Academic Management Services) Scholarship Service PROFILE form, requesting that • Prepaid Stabilization Plan data be sent to Smith. Both forms may be com- Smith also offers some parent loan options. pleted on-line. The FAFSA can be accessed at www. Details on loan options and payment plans can fafsa.ed.gov (Smith College code is 002209) and be found in Financing Your Smith Education, which the PROFILE can be accessed at www.collegeboard. is available from the Offi ce of Student Financial com (Smith College code is 3762). Services. We also require a signed copy of the family’s This information is also available on the World most recent federal tax returns, including all Wide Web at www.smith.edu/fi naid. schedules and W-2’s. Once we receive the applicant’s completed FAFSA and PROFILE, we review each student’s fi le individually. We take into consid- Financial Aid eration the number of dependents, the number of family members in college, divorced parents and We welcome women from all economic back- other special circumstances. We require signed grounds. No woman should hesitate to apply to copies of parents’ and students’ most recent fed- Smith because of an inability to pay the entire cost eral income tax returns to verify all the fi nancial of her education. We make every effort to fully information before we credit awards to a student’s meet the documented fi nancial need of all admit- account. International students should complete ted undergraduates who have met the published the Smith College Financial Aid Application for admission and fi nancial aid deadlines. Awards are Students Living Abroad, and an offi cial government offered to applicants on the basis of need, and statement or income tax return will be required to calculated according to established college and verify income. federal policies. An award is usually a combination The college makes the fi nal decision on the of a grant, a loan, and a campus job. level of need and awards. Financial aid decisions Smith College is committed to a fi nancial aid to entering students are announced simultaneously policy that guarantees to meet the full fi nancial with admission notifi cations. College policy limits need, as calculated by the college, of all admitted the awards of Smith funds to the level of billed fees. students who meet published deadlines. The col- A student who is awarded aid at entrance will lege does operate under a need-sensitive admission have it renewed each year she attends according to policy that typically affects less than 8 percent of her need, as calculated by the college, if she is in our applicant pool. Each applicant for admission good academic standing. She and her family apply is evaluated on the basis of her academic and perfor aid annually with Smith College forms, FAFSA sonal qualities. However, the college may choose and PROFILE forms, and tax returns. The amount to consider a student’s level of fi nancial need when of aid may vary from year to year depending on making the fi nal admission decision. Applicants are changes in college fees and in the family’s fi nancial advised to complete the fi nancial aid process if they circumstances. The balance of loan and grant also will need fi nancial help to enroll at Smith. Entering changes, based on federal loan limits. Instructions fi rst-year students who fail to apply for fi nancial for renewing aid are made available to all students aid before the admission decision is issued will be

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in early December. Students are expected to com- If an entering student applied for but did not plete their undergraduate studies in eight semes- qualify for need-based aid in her fi rst year, that ters, and grant aid is limited to that period, except student may reapply for aid in subsequent years. for special programs. This is particularly important for families that Ada Comstock Scholars receiving fi nancial aid experience changes in family circumstances such are required to make satisfactory progress toward as a sibling entering college, reductions in parent the degree in order to continue receiving aid—that income or unanticipated medical expenses. Re- is, completion of at least 75 percent of all credits turning students who want to apply for federal aid attempted in any academic year. Students not meet- only have a modifi ed application process. If there ing this criterion are put on fi nancial aid probation are major changes to the fi nancial resources of the and may become ineligible for aid if the probation- family, Student Financial Services will consider a ary period exceeds one year. new request for aid or a review of a previous denial Unless the administrative board decides that at any time. mitigating circumstances warrant an exception, The college cannot assume responsibility for no federal student aid may be made available to family unwillingness to contribute to college ex- a student who is not making satisfactory progress penses. There are limited circumstances that qual- toward the degree (see p. 52). ify a student for consideration as an independent aid applicant. Women over the age of 24, orphans First-Year Applicants and wards of the court are always considered self- supporting for federal fi nancial aid purposes. Any student who needs help in fi nancing her education should apply for fi nancial aid at the Transfer Students time she applies for admission. The fi nancial aid application requirements are sent to all applicants Transfer students should follow the same applica- for admission. Students must not wait until they tion procedures detailed on their specifi c fi nancial have been accepted for admission to apply for aid applications. Transfer students who do not aid. Each student’s fi le is carefully reviewed to apply for aid at the time of admission cannot apply determine eligibility for need-based aid. Since this for college aid until they reach junior standing and is a detailed process, the college expects students complete at least 32 credits at Smith. to follow published application guidelines and to meet the appropriate application deadlines. Ada Comstock Scholars Students and parents are encouraged to contact Student Financial Services via email at sfs@smith. Women of nontraditional college age can apply to edu or by phone (413-585-2530) with questions. the Ada Comstock Scholars Program. Applicants Detailed information on the application process for aid should complete a Free Application for Fed- and deadlines is available on our Web site at www. eral Student Aid (FAFSA), a Smith Application for smith.edu/fi naid. Financial Aid, and send us a signed copy of their The consequences of not applying for aid prior most recent federal tax return, complete with all to being accepted for admission include a 64- schedules and W-2’s. credit waiting period before becoming eligible to An Ada Comstock Scholar who does not ap- receive college grant aid. This means that only fed- ply for aid at the time of admission cannot apply eral, state and private assistance would be available for institutional grant aid until she has completed for the fi rst two years of undergraduate enrollment 32 credits at Smith, although she may qualify for at Smith. The college will consider exceptions to federal and state grants and loans before she has this policy only if you experience and can docu- completed 32 credits. This policy does not apply to ment an unexpected family emergency. Please note women who applied for, but were not granted, aid that this policy does not pertain to students who, at the time of admission. at the time of admission to Smith, applied for but were not granted need-based fi nancial aid.

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International Applicants and Non- and job, both considered self-help, are usually the U.S. Citizens fi rst components of an aid package, with any remaining need being met with grant aid. Smith College awards need-based aid to non-U.S. citizens, both fi rst-year and transfer applicants. LOANS There is a great deal of competition for these funds, Most students borrow through the Federal Direct and the level of support provided from the college Ford Loan Program. Federal Perkins Loans are range widely, depending on particular family cir- offered to students to the extent of available federal cumstances. Aid is determined based on the infor- funding. Most parents are eligible to borrow under mation provided by the family on the Smith College the Federal Parent Loan Program and/or may make Financial Aid Application for Non-U.S. Citizens, use of one of the plans described in Financing Your along with translated tax or income statements. Smith Education. Students who receive aid of any The application deadline is the same as the sort from federal funds are subject to the statutes application deadline for admission: February 1. governing such aid. A non-U.S. citizen eligible for aid is offered a CAMPUS JOBS grant award in the fi rst year that will remain at the Student Financial Services administers campus same level each year she is at Smith. (Loan and jobs. All students may apply, but priority is given campus job amounts, which are part of the total to those students (about one-half of our student aid package, may increase each year to partially body) who received campus job offers as part of offset increases in billed expenses.) Cost increases their aid packages. First-year students work an not covered by aid increases are the responsibility average of eight hours a week for 32 weeks, usu- of the student and her family. ally for Dining Services. Students in other classes For application deadlines and details, please hold regular jobs averaging ten hours a week for check http://www.smith.edu/fi naid. 32 weeks. These monies are paid directly to each NON-U.S. CITIZENS LIVING IN THE U.S. student as she earns them. They are intended If you are a non-U.S. citizen whose parents are primarily to cover personal expenses, but some earning income and paying taxes in the United students use part of their earnings toward required States, you will need to complete a CSS PROFILE fees. Short-term jobs are open to all students. Ad- form as well as the Smith Financial Aid Application ditionally, a term-time internship program is ad- for Non-U.S. Citizens and provide a complete and ministered by the Career Development Offi ce. The signed U.S. federal income tax return. college participates in the federally funded College Work-Study Program, which funds a portion of U.S. CITIZENS LIVING OUTSIDE THE U.S. the earnings of eligible students, some of them in Fill out the Smith Application for First-Year Finan- nonprofi t, community service positions and in the cial Aid and follow procedures for applicants resid- America Reads tutorial program. ing in the United States. However, if your parents are living and earning income outside the United GRANTS States and do not fi le U.S. tax returns, you should Grants are funds given to students with no require- also fi ll out the Smith Financial Aid Application for ment of repayment or work time in exchange. Most Non-U.S. Citizens so that we can consider the actual Smith College grants come from funds given for expenses incurred by your family. this purpose by alumnae and friends of the college U.S. citizens and permanent residents must and by foundations and corporations. The federal reapply for aid each year. and state governments also provide assistance through need-based grants such as the Federal Pell Grant and state scholarships. Smith receives an Financial Aid Awards allocation each year for Federal Supplemental Edu- Smith’s resources for fi nancial aid include loans, cational Opportunity Grants and for state-funded campus jobs and grants; a student’s fi nancial aid Gilbert Grants for Massachusetts residents. package will include one or more of these. A loan

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Outside Aid Scholarships for Northampton and If you receive any assistance from an organization Hatfi eld Residents—The Trustee outside of the college, this aid must be taken into Grant consideration in calculating your fi nancial aid At the discretion of the trustees, partial tuition award. For this reason, you are required to report grants may be awarded to accepted applicants who such aid. have been residents of Northampton or Hatfi eld Most outside scholarships are given to rec- with their parents for at least fi ve years directly ognize particular achievement on the part of the preceding the date of their admission to college. recipient. These awards are allowed to reduce the Such grants are continued through the four college suggested loan, job or institutional family contribu- years if the student maintains diploma grade, con- tion. However, in no case will the family contribu- forms to the regulations of the college, and con- tion be reduced below the federally calculated tinues to be a resident of Northampton or Hatfi eld. family contribution. When outside awards have The Trustee Grant may only be used for study at the replaced the suggested loan and job, and the fam- Northampton campus. ily contribution has been reduced to the federally calculated level, Smith grant aid will be reduced dollar for dollar. Entitlement awards from state or federal sources as well as tuition subsidies based on parents’ employment are not covered by the policy and reduce Smith grant dollar for dollar. Benefi ts from rehabilitation agencies are treated in a slightly different manner. Rehabilitation assistance for books goes directly to the student and does not affect the aid package. One-half of other rehabilitation benefi ts will be used to replace the suggested loan and one-half will replace the Smith grant. Student Financial Services must be notifi ed of all outside awards. If you notify us by July 1, the aid will be refl ected in your offi cial award and on your fi rst bill. If you notify us after September 1, the outside aid may be used to reduce the Smith grant dollar for dollar. Music Grants Each year the college awards grants equal to $125 per semester for the cost of lessons in practical music to students who have fi nancial need and who are accepted by the Department of Music. Ernst Wallfi sch Scholarship in Music A full-year music performance scholarship (vocal or instrumental), based on merit and commitment, may be granted by the Music Department to a Smith student (fi rst-year, sophomore or junior) enrolled in a performance course at Smith College.

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rom the college’s beginning, students at Smith have been challenged by rigorous Secondary School academic standards and supported by Preparation rich resources and facilities to develop to their fullest potential and defi ne their There is no typical applicant to Smith and no typi- ownF terms of success. Admitting students who will cal academic program, but we strongly recom- thrive in the Smith environment remains the goal mend that a student prepare for Smith by taking of our admission efforts. We seek students who will the strongest courses offered by her high school. be productive members of the Smith community, Specifi cally this should include the following, who will be challenged by all that is offered here, where possible: and who will challenge their faculty members and • four years of English composition and peers to sharpen their ideas and perspectives of literature the world. • three years of a foreign language (or two years Each year we enroll a fi rst-year class of ap- in each of two languages) proximately 640 able, motivated, diverse students • three years of mathematics whose records show academic achievement, • three years of science intellectual curiosity and potential for growth. • two years of history Because our students come from virtually every Beyond meeting the normal minimum require- state and more than 50 countries, their educational ments, we expect each candidate to pursue in and personal experiences and opportunities vary greater depth academic interests of special impor- tremendously. In selecting a class, the Board of tance to her. Candidates who are interested in our Admission, which is made up of faculty members engineering major should pursue coursework in as well as members of the admission and adminis- calculus, biology, chemistry and physics. trative staffs, considers each student in the light of Smith College will accept college-level work the opportunities available to her. Included in the completed prior to matriculation as a degree board’s review are her secondary school record, student, provided that the relevant courses were the recommendations from her school, her College completed at an accredited college or university Board SAT I scores, or ACT and any other available and were not applied to the requirements for high information. Of critical importance is the direct school graduation. We also give credit for excellent communication we have with each student through performance in Advanced Placement, International her writing on the application. Baccalaureate and equivalent foreign examinations. Smith College makes every effort to meet fully Please refer to the Academic Rules and Procedures the documented fi nancial need, as calculated by section for further information regarding eligibility the college, of all admitted students. Two-thirds for and use of such credit. of our students receive some form of fi nancial assistance through grants, loans and/or campus jobs. Further information about fi nancial planning for a Entrance Tests Smith education and about fi nancial aid is available in the section on Fees, Expenses and Financial Aid, We require each applicant to take the Scholastic pages 33–40. Assessment Test (SAT I) or the American College Test (ACT). SAT II: Subject Tests, especially the one in Writing, are strongly recommended but not required. She should select two others in fi elds where she has particular interests and strong preparation. We recommend that a candidate take the examinations in her junior year to keep open the

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possibility of Early Decision and to help her coun- A student applying for Early Decision should selors advise her appropriately about college. All take her SAT I and, if possible, three SAT II tests examinations taken through January of the senior before her senior year. The ACT may be substituted year are acceptable. The results of examinations for the SAT I. Supporting materials must include taken after January arrive too late for us to include mid-semester senior grades. them in the decision-making process. Applicants deferred in either Early Decision A candidate can apply to take the SAT I and plan will be reconsidered in the spring, together SAT II tests by visiting the College Board Web site with applicants in the Regular Decision Plan. Of- at www.collegeboard.com. Special-needs students fers of admission are made with the understanding should write to the College Board for information that the high school record continues to be of high about special testing arrangements. Applications quality through the senior year. Candidates are and fees should reach the proper offi ce at least one notifi ed of fi nancial aid decisions at the same time month before the date on which the tests are to be as the admission decision. taken. It is the student’s responsibility, in consultation with her school, to decide which tests and test Regular Decision dates are appropriate in the light of her program. It is also her responsibility to ask the College En- The Regular Decision Plan is designed for students trance Examination Board to send to Smith College who wish to keep open several college options the results of all tests taken. The College Board during the application process. Candidates may code number for Smith College is 3762. submit applications anytime before the January 15 Students applying to take the ACT should visit deadline. the American College Testing Program Web site at A student interested in Smith should request an www.act.org. application from the Offi ce of Admission. Included with the application are all the forms she will need, and instructions for completing each part of the application. She may use the Common Application Applying for Admission form obtainable at her school. A student interested in Smith has three options for We realize that applying to college involves a lot applying—Fall Early Decision, Winter Early Deci- of time-consuming paperwork for the applicant. sion and Regular Decision. It is work that we review carefully and thoroughly, and we suggest that applicants do not leave it to the Early Decision last moment.

Fall and Winter Early Decision Plans are designed for students with strong qualifi cations who have selected Smith as their fi rst choice. The plans dif- Advanced Placement fer from each other only in application deadline, Smith College participates in the Advanced Place- recognizing that students may decide on their col- ment Program administered by the College lege preference at different times. In making an Entrance Examination Board. Please refer to the application to her fi rst-choice college, a candidate Academic Rules and Procedures section (p. 50) eliminates much of the anxiety, effort and cost of for information governing eligibility for and use of preparing several college applications. Candidates Advanced Placement credit. under this plan may initiate applications to other colleges, but may make an Early Decision application to one college only. It is important to note that International Baccalaureate if accepted under Early Decision, a candidate must withdraw all other college applications and may The amount of credit will be determined as soon as not make any further applications. an offi cial copy of results has been sent to the registrar’s offi ce. Guidelines for use are comparable to those for Advanced Placement.

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Fall Early Winter Early Regular Decision Decision Decision Submit preliminary application and fee or fee waiver by: November 15 January 1 January 15

Submit all other parts of the application by: November 15 January 1 February 1

Come for an interview by: November 15 January 1 January 31

Testing completed by: October November January

File the appropriate ﬁ nancial aid forms with the Smith Ofﬁ ce of Student Financial Services by: November 15 January 1 February 1

Ask your counselor to send November 15 January 1 February 1 senior grades by: (ﬁ rst-term (ﬁ rst-term (midyear grades) grades) grades)

We notify each candidate by: December 15 late January April 1 (Deferred applicants for Fall or Winter Early Decision are automatically reconsidered with Regular Decision applicants in the spring.)

Submit the nonrefundable enrollment deposit to hold a space in the class by: January 15 late February May 1

Interview Deferred Entrance We recommend an interview for all candidates. An admitted fi rst-year or transfer applicant who has For those who live or attend school within 200 accepted Smith’s offer and paid the required de- miles of the college an on-campus interview is posit may defer her entrance for one year to work, encouraged. Others should call or write requesting travel or pursue a special interest if she makes this information about an alumnae or alumna interview request in writing to the director of admission by in their area. The interview allows each candidate June 1. to become better acquainted with Smith and to exchange information with a member of the staff of the Offi ce of Admission or a trained alumna volun- Deferred Entrance for teer. See the chart of admission deadline dates for times of interviews, and remember that we cannot Medical Reasons interview after February 1, as we are busy reading An admitted fi rst-year or transfer applicant who applications. Interviews for juniors and informa- has accepted Smith’s offer and paid the required tion sessions for students and their families begin deposit may request to postpone her entrance due in mid-March. (Interviews for transfer candidates to medical reasons if she makes this request in are offered year-round.) writing, explaining the nature of the medical problem, to the director of admission by August 30. At that time, the college will outline expectations for

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progress over the course of the year. A Board of one year in advance of their proposed entrance. Admission subcommittee will meet the following The initial letter should include information about March to review the student’s case. Readmission is the student’s complete academic background. If not guaranteed. fi nancial aid is needed, this fact should be made clear in the initial correspondence. Transfer Admission A student may apply for transfer to Smith College Visiting Year Programs in January or September after the completion of Smith College welcomes a number of guest stu- one or more semesters at another institution. When dents for a semester or a year of study. In the Visit- she requests the application form she should send ing Student Program, students enrolled in accred- a detailed statement of her academic background ited, four-year liberal arts colleges or universities in and of her reasons for wishing to transfer. the United States may apply to spend all or part of For January entrance, she must submit her their sophomore, junior or senior year at Smith. application and send all credentials by November International students may apply to spend a 15. Decisions will be mailed by mid-December. year at Smith under the International Visiting Pro- The suggested fi ling date for September entrance gram. (Exceptions may be made if a student wishes is February 1, especially for students applying for to visit for only one semester.) Applicants must be fi nancial aid. Candidates whose applications are in their fi nal year of studies leading to university complete by March 1 will receive admission deci- entrance in their own country or currently enrolled sions by the fi rst week in April. Students whose in a university program abroad. If accepted, can- applications are complete by May 15 will receive didates will be expected to present examination decisions by the end of May. Letters from the fi - results—Baccalaureate, Abitur or GCSE, for exam- nancial aid offi ce are mailed at the same time as ple—before enrolling. Evidence of English fl uency admission letters. will be required of applicants whose fi rst language We expect a transfer student to have a strong is not English. academic record and to be in good standing at the Applicants to the visiting programs must furnish institution she is attending. We look particularly for a transcript of their college work (or secondary evidence of achievement in college, although we school work, where applicable) to date, faculty also consider her secondary school record. Her recommendations and a completed application. program should correlate with the general Smith Applications must be completed by July 1 for Sep- College requirements given on pages 41–42 of this tember entrance and by December 15 for January catalogue. entrance. We regret that fi nancial aid is not avail- We require a candidate for the degree of bach- able for these programs. elor of arts to spend at least two years in residence Information and application material may be at Smith College in Northampton, during which obtained by writing to Visiting Year Programs, time she normally completes 64 credits. A student Offi ce of Admission, Smith College, Northamp- may not transfer to the junior class and spend any ton, Massachusetts 01063 or sending e-mail to part of the junior or senior year studying in off- [email protected]. campus programs. Readmission International Students See Withdrawal and Readmission, page 54. We welcome applications from qualifi ed international students and advise applicants to communicate with the director of admission at least

33.Cat.Cat FrontFront 22004-05.indd004-05.indd 5454 77/21/04/21/04 10:30:2010:30:20 AMAM Admission 45 Ada Comstock Scholars Program The admission process for Ada Comstock Scholars places particular emphasis on an autobiographical essay and an exchange of information in an interview. A candidate should schedule her interview appointment before submitting Part I of her application prior to the deadline, February 1. It is recommended that an applicant submit college transcripts before scheduling her interview appointment. Ada Comstock Scholars are expected to have completed a minimum of 32 transferable liberal arts credit before matriculation at Smith. The average number of transfer credits for an admitted student is 50. Those students who offer little or no college-level work normally are advised to enroll elsewhere to fulfi ll this requirement before initiat- ing the application process. For a candidate to be considered for September entrance, Part I of the application must be in the admission offi ce by February 1, and Part II with all supporting material by February 10. A candidate’s status as an Ada Comstock Scholar must be designated at the time of application. Normally, an applicant admitted as a student of traditional age will not be permitted to change her class status to Ada Comstock Scholar until fi ve years after she withdraws as a student of traditional age. A woman who meets the transfer credit guide- line must apply as an Ada Comstock Scholar if she also meets the federal government’s guidelines defi ning independent students: • at least 24 years old • a veteran • responsible for dependent(s) other than a spouse A brief description of the program can be found on page 11. Information about expenses and procedures for applying for fi nancial aid can be found in the section entitled Fees, Expenses and Financial Aid. Inquiries in writing, by phone or by e-mail may be addressed to the Offi ce of Admission.

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The student must remain away from the college for Requirements for the Degree at least one semester and then may apply for read- The requirements for the degree from Smith Col- mission for the following semester. lege are completion of 128 credits of academic Approved summer-school or interterm credit work and satisfactory completion of a major. For may be used to supplement a minimum 12-credit graduation the minimum standard of performance program or to make up a shortage of credits. Smith is a cumulative average of 2.0 in all academic work students may accrue a maximum of 12 summer- and a minimum average of 2.0 in the senior year. school credits and 12 interterm credits at Smith or For those entering as fi rst-year students, satisfac- elsewhere toward their Smith degree. An overall tory completion of a writing intensive course in the maximum of 32 credits of combined summer, fi rst year is required. interterm, AP and pre-matriculation credits may be Students earning a bachelor of arts degree must applied toward the degree. See Academic Credit, complete at least 64 credits outside the department pages 49–51. or program of the major. The requirements for A student enters her senior year after complet- the bachelor of science degree in engineering are ing a maximum of six semesters and attaining at listed in the courses of study section under Engi- least 96 Smith College or approved transfer credits. neering. A student may not enter the senior year with a Candidates for the degree must complete at shortage of credits: exceptions require a petition least four semesters of academic work, a minimum to the Administrative Board prior to the student’s of 64 credits, in academic residence at Smith Col- return to campus for her fi nal two semesters. A lege in Northampton; two of these semesters must student in residence may carry no more than 24 be completed during the junior or senior year. (For credits per semester unless approved by the Ad- accelerated programs, see p. 11.) A student on a ministrative Board. Smith Junior Year Abroad Program, the Jean Picker Semester-in-Washington Program or the Internship Admission to Courses Program at the Smithsonian Institution is not in academic residence in Northampton. Instructors are not required to hold spaces for Each student is responsible for knowing all students who do not attend the fi rst class meeting regulations governing the curriculum and course and may refuse admittance to students seeking to registration and is responsible for planning a add courses who have not attended the fi rst class course of study in accordance with those regula- meetings. tions and the requirements for the degree. PERMISSIONS Some courses require written permission of the in- Course Program structor and/or chair of the department concerned before the course is elected. The normal course program for traditional-aged A student who does not have the prerequisites undergraduates consists of 16 credits taken in each for a course may elect it only with the permission of eight semesters at Smith. Only with the approval of the instructor and the chair of the department in of the administrative board may a student complete which the course is offered. her degree requirements in fewer or more than A student must petition the administrative board eight semesters. The minimum course program for for permission to enter or drop a year-long course a traditional-aged undergraduate in any semester with credit at midyear. The petition must be signed is 12 credits. A traditional-aged student who is by the instructor of the course, the student’s adviser enrolled in fewer than 12 credits in any semester and the chair of the department concerned before is required to withdraw at the end of that semester. it is submitted to the class dean.

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SEMINARS course. Studio classes may not be audited except Seminars are limited to 12 students and are open, by permission of the art faculty following a written by permission of the instructor, to juniors, seniors request to the department. Records of audits are and graduate students only. At the discretion of the not maintained. instructor and with the approval of the department chair or the program director, 15 students may Changes in Course Registration enroll. If enrollment exceeds this number, the instructor will select the best-qualifi ed candidates. ADDING AND DROPPING COURSES During the fi rst 10 class days, a student may enter SPECIAL STUDIES or drop a course with the approval of the adviser Permission of the instructor, the department chair and after consultation with the instructor. From the and in some cases the department is required for 11th through the 15th day of class, a student may the election of Special Studies. Special Studies enter a course with the permission of the instruc- are open only to qualifi ed juniors and seniors. A tor, the adviser and the class dean. maximum of 16 credits of special studies may be After the 10th day of classes a student may drop counted toward the degree. a course up to the end of the fi fth week of the se- INDEPENDENT STUDY mester: Independent study for credit may be proposed 1. after discussion with the instructor; by qualifi ed juniors and seniors. Approval of the 2. with the approval of the adviser and the class appropriate department(s) and the Committee dean; and on Academic Priorities is required. Time spent 3. if, after dropping the course, she is enrolled on independent study off campus cannot be used in at least 12 credits for regular letter grades. to fulfi ll the residence requirement. The deadline (This provision does not apply to Ada Comstock for submission of proposals is November 30 for a Scholars.) second-semester program and April 30 for a fi rst- After the end of the fi fth week of the semester a semester program. student may not drop a course. However, on two and only two occasions during her years at the col- INTERNSHIPS lege—once during her fi rst year; once during any An internship for credit, supervised by a Smith subsequent year—a student may drop a course at faculty member, may be proposed by qualifi ed any time up to the end of the ninth week of classes, sophomores, juniors and seniors. Approval of the for any reason, without penalty. The drop form appropriate department(s) and the Committee requires the signatures of the instructor, adviser on Academic Priorities is required. The deadline and class dean. for submission of proposals is November 30 for a A student who wishes to drop a seminar or second-semester program and April 30 for a fi rst- course with limited enrollment should do so at semester program. the earliest possible time so that another student may take advantage of the opening. Because the AUDITING organization and operation of such courses are A degree student at Smith or at the Five Colleges often critically dependent on the students enrolled, may audit a course on a regular basis if space is the instructor may refuse permission to drop the available and the permission of the instructor is ob- course after the fi rst 10 class days. tained. An audit is not recorded on the transcript. A student registers for an Interterm course AUDITING BY NONMATRICULATED STUDENTS in November, with the approval of her adviser. In A nonmatriculated student who has earned a high January, a student may drop or enter an Interterm school diploma and who wishes to audit a course course within the fi rst three days with a class dean’s may do so with the permission of the instructor signature. Otherwise, the student who registers but and the registrar. An auditor must submit a com- does not attend will receive a “U” (unsatisfactory) pleted registration form to the registrar’s offi ce for the course. by the end of the second week of classes. A fee Regulations governing changes in enrollment will be charged and is determined by the type of for courses in one of the other four colleges may

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be more restrictive than the above. Instructions and Deadlines and Extensions deadlines for registration in Five College courses are published online by the registrar’s offi ce. Only the class dean may authorize an extension for any reason beyond the end of the fi nal examination Fine for Late Registration period. Such extensions, granted for reasons of illness, emergency or extenuating personal circum- A student who has not registered for courses by the stances, will always be confi rmed in writing with end of the fi rst 10 days of classes will be fi ned $25, the faculty member, the registrar and the student. payable at the time of registration. In addition, a An individual faculty member, without authoriza- fi ne of $25 will be assessed for each approved petition by the class dean, may grant extensions on tion to add or drop a course after the deadline. If a work due during the semester through the last day student has not completed registration by the end of fi nal exams. of the fi rst four weeks of the semester, she will be administratively withdrawn. Pre-examination Period Class Attendance and Assignments The pre-examination study period, between the end of classes and the beginning of fi nal examinations, Students are expected to attend all their scheduled is set aside for students to prepare for examina- classes. Any student who is unable, because of her tions. Therefore, the college does not schedule religious beliefs, to attend classes or to participate social, academic or cultural activities during this in any examination, study or work requirement on time. Deadlines for papers, take-home exams or a particular day shall be excused from such activi- other course work cannot be during the pre-ex- ties without prejudice and shall be given an oppor- amination study period. tunity to make them up. Students are expected to spend at least two Final Examinations hours per week in preparation for every class hour. Students are asked to introduce guests to the Most fi nal exams at Smith are self-scheduled and instructor of a class before the beginning of the administered by the registrar during predeter- class if there is an opportunity and at the end if mined periods. A student may elect in which period there is not. she wants to take each exam. Exams are picked Absence does not relieve the student from up at distribution centers after showing a picture responsibility for work required while she was ID and must be returned to the same center no absent. The instructor may require her to give more than two hours and 20 minutes from the evidence that she has done the work assigned. In time they are received by the student. Extra time courses in which the written examinations can test taken to write an exam is considered a violation only a part of the work, the instructor may rule that of the Academic Honor Code and will be reported a student who does not attend class with reason- to the Academic Honor Board. A student who is able regularity has not presented evidence that she late for an exam may write for the remaining time has done the work. in the examination period but may not have ad- The due date for fi nal papers in each semester ditional time. Exams which involve slides, dictation can be no later than the end of the examination or listening comprehension are scheduled by the period. Instructors must specify the acceptable for- registrar. Such examinations may be taken only at mat, exact deadline and place of delivery for fi nal the scheduled time. papers. If a paper or other course work is mailed For information regarding illness during the to an instructor, it must be sent by certifi ed mail, examination period, call Health Services at exten- return receipt requested, and the student must sion 2800 for instructions. keep a paper copy. It is the student’s responsibility Further details of the Academic Honor Code to check that work submitted by e-mail or fax has as they apply to examinations and class work are been received by the professor. given in the Smith College Handbook and Aca- demic Planner. Regulations of the faculty and the

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registrar regarding fi nal examination procedures toward the Smith degree. Courses offered through are published online at the registrar's offi ce Web the UMASS Continuing Education Department are site prior to the fi nal examination period. not part of the Five College Interchange. Students No scheduled or self-scheduled examination may not receive transfer credit for Continuing may be taken outside the regular examination Education courses completed while in residence period without prior permission of the administra- at Smith College, but may receive credit for those tive board. Written requests must be made to the offered during Interterm and summer. administrative board through the class dean (not to Students taking a course at one of the other individual faculty members). Requests to take fi nal institutions are, in that course, subject to the aca- examinations early will not be considered; there- demic regulations, including the calendar, dead- fore, travel plans must be made accordingly. lines and academic honor system, of the host institution. It is the responsibility of the student to be Five College Course Enrollments familiar with the pertinent regulations of the host institution, including those for attendance, aca- Application forms to elect a course at one of the demic honesty, grading options and deadlines for other four institutions may be obtained from the completing coursework and taking examinations. Offi ce of the Registrar. Application forms should be Students follow the registration add/drop deadlines submitted during the period for advising and elec- of their home institution. Regulations governing tion of courses for the coming semester. Current changes in enrollment in Five College courses are catalogues of the other institutions are available published online at the beginning of each semester in Neilson Library and in the registrar’s offi ce. at the registrar’s offi ce Web site. Information is also available through the Five Col- lege on-line catalogue. Free bus transportation to and from the institution is available for Five College Academic Credit students. Students in good standing are eligible to take a course at one of the other institutions: Grading System fi rst-semester fi rst-year students must obtain the Grades are recorded by the registrar at the end of permission of the class dean. A student must: a) each semester. Grade reports are made available enroll in a minimum of eight credits at Smith in online through BannerWeb at that time. any semester, or b) take no more than half of her Grades at Smith indicate the following: course program off campus. A student must regis- A (4.0) C– (1.7) ter for an approved course at one of the other four A– (3.7) D+ (1.3) institutions by the end of the interchange deadline B+ (3.3) D (1.0) (the fi rst two weeks of the semester). Students B (3.0) D– (0.7) must adhere to the registration procedures and B– (2.7) E (0.0) deadlines of their home institution. C+ (2.3) S: satisfactory (C– or better) Five College courses are those taught by special C (2.0) U: unsatisfactory Five College faculty appointees. These courses X: offi cial extension authorized by are listed on pages 388–395 in this catalogue. the class dean Cooperative courses are taught jointly by faculty M: unreported grade calculated as members from several institutions and are usually a failure approved and listed in the catalogues of the participating institutions. The same application forms Grades earned in Five College courses are re- and approvals apply to Five College courses and corded as submitted by the host institution. A Five cooperative courses. A list of Five College courses College incomplete grade is equivalent to a failing approved for Smith College degree credit is avail- grade and is calculated as such until a fi nal grade is able at the registrar’s offi ce. Requests for approval submitted. An incomplete grade will be converted of courses not on the list may be submitted to the to a failing grade on the student’s offi cial record registrar’s offi ce for review; however, Smith College if coursework is not completed by the end of the does not accept all Five College courses for credit following semester.

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SATISFACTORY/UNSATISFACTORY OPTION Shortage of Credits Coursework in any one semester may be taken for a satisfactory (C– or better)/unsatisfactory grade, A shortage of credits incurred by failing or drop- providing that: ping a course may be made up by an equivalent 1) the instructor approves the option; amount of work carried above the normal 16- 2) the student declares the grading option for credit program, or with approved summer-school Smith courses by the end of the ninth week of or Interterm courses accepted for credit toward classes. The fall deadline also applies to year- the Smith College degree. In the case of failure in a long courses. Students enrolled in Five College course or dropping a course for reasons of health, courses must declare the option at the host a shortage may be fi lled with a student’s available campus and follow the deadlines of that institu- Advanced Placement or other pre-matriculation tion. credits. Any student with more than a two-credit Within the 128 credits required for the de- shortage may be required to complete the shortage gree, a maximum of 16 credits (Smith or other before returning for classes in September. Five College) may be taken for the satisfactory/ A student may not enter her senior year with unsatisfactory grading option, regardless of how fewer than 96 credits of Smith College or approved many graded credits students are enrolled in per transfer credit; exceptions require a petition to the semester. Some departments will not approve Administrative Board prior to the student’s return the satisfactory/unsatisfactory grading option for to campus for her fi nal two semesters. A student courses counting toward the major. may not participate in a Smith-sponsored or affi li- Satisfactory/unsatisfactory grades do not count ated Junior Year Abroad or exchange program with in the grade point average. a shortage of credit. An Ada Comstock Scholar or a transfer student may elect the satisfactory/unsatisfactory grading Transfer Credit option for four credits out of every 32 that she takes at Smith College. A student who attends another accredited college or university and requests credit toward a Smith College degree for the work done there: Repeating Courses a) should make her plans in accordance with the Normally, courses may not be repeated for credit. regulations concerning off-campus study and, In a few courses, the content of which varies from in the case of seniors, in accordance with the year to year, exceptions to this rule may be made regulations concerning academic residence; by the instructor and the chair of the department. b) should obtain, from the class dean’s offi ce, the A student who has failed a course may repeat it guidelines for transferring credit. Offi cial tran- with the original grade remaining on the record. scripts should be sent directly to the registrar The second grade is also recorded. A student who from the other institution; wants to repeat a course she has not failed may do c) must, if approved to study abroad, have her so for no credit. The second grade is recorded but program approved in advance by the Committee does not count in the grade point average. on Study Abroad. Final evaluation of credit is made after receipt of Performance Credits the offi cial transcript showing satisfactory completion of the program. Students are allowed to count a limited number A student may not receive credit for work com- of performance credits toward the Smith degree. pleted at another institution while in residence at The maximum number allowed is indicated in Smith College, except for Interterm courses and the Courses of Study section under the appropri- courses taken on the Five College interchange. ate departments. Excess performance credits are Credit is not granted for online courses. included on the transcript but do not count toward the degree.

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Summer-School Credit College Credit Earned Before Students may accrue a maximum of 12 approved Matriculation summer-school credits toward their Smith degree Smith College will accept college credit with a with an overall maximum of 32 credits of com- grade of B– or better earned at an accredited bined summer, interterm, AP and pre-matriculation college or university before matriculation as a credits. With the prior approval of the class dean, fi rst-year student. Such credit must be approved summer credit may be used to allow students to according to Smith College guidelines for transfer make up a shortage of credits or to undertake an credit and submitted on an offi cial college or uni- accelerated course program. For transfer students versity transcript. Such credits must be taken on and Ada Comstock Scholars, summer school cred- the college or university campus with matriculated its completed prior to enrollment at Smith College degree students and must be taught by a college or are included in the 12-credit maximum. university professor. The course may not be listed on the high school transcript as counting toward Interterm Credit high school graduation. Note that the restriction of 32 credits holds for any combination of AP and/or The college may offer courses for credit during the college credit earned before matriculation. Credits interterm period. Such courses will carry one to earned before matriculation may be used in the four credits and will count toward the degree. The same manner as AP credits toward the Smith de- college will consider for-credit academic interterm gree and may not be used to fulfi ll the distribution courses taken at other institutions. The number of requirements for Latin Honors. Summer credits credits accepted for each interterm course (nor- earned before matriculation will be counted in the mally up to 3) will be determined by the registrar 12-credit limit of summer credit applicable to the upon review of the credits assigned by the host Smith degree. institution. Any interterm course designated as 4 credits by a host institution must be reviewed by the class deans and the registrar to determine whether Advanced Placement it merits an exception to the 3-credit limit. Students Smith College participates in the Advanced Place- may accrue a maximum of 12 approved interterm ment Program administered by the College En- credits at Smith or elsewhere toward their Smith trance Examination Board. Advanced Placement degree with an overall maximum of 32 credits of credit may be used with the approval of the Admin- combined summer, interterm, AP and pre-ma- istrative Board only (1) to make up a shortage of triculation credits. Students may not take more credits incurred through failure; (2) to make up a than 4 credits during any one interterm at Smith or shortage of credit incurred as a result of dropping elsewhere. For transfer students, interterm credits a course for reasons of health; or (3) to undertake completed prior to enrollment at Smith College are an accelerated course program. included in the 12-credit maximum. Credits are recorded for scores of 4 or 5 on The interterm may also be a period of reading, most Advanced Placement examinations. The cred- research or concentrated study for both students its to be recorded for each examination are deter- and faculty. Faculty, students or staff may offer mined by the individual department. A maximum noncredit instruction or experimental projects in of one year (32 credits) of Advanced Placement this period. Special conferences may be scheduled credit may be counted toward the degree. Students and fi eld trips may be arranged at the discretion entering with 24 or more Advanced Placement of individual members of the faculty. Libraries, credits may apply for advanced standing after the Center for Foreign Languages and Cultures, completion of the fi rst semester’s work. practice rooms and physical education facilities Students who complete courses that cover will remain open at the discretion of the depart- substantially the same material as those for which ments concerned. This period also provides time Advanced Placement credit is recorded may not for work in libraries, museums and laboratories at then apply that Advanced Placement credit toward locations other than Smith College. the degree requirements. The individual depart-

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ments will determine what courses cover the same program, to complete summer study or to with- material. draw from the college. The individual departments will determine In general, a student on probation is advised to placement in or exemption from Smith courses and take no more than 16 credits. She may not enroll in the use of Advanced Placement credit to fulfi ll ma- courses through the Five College interchange, and jor requirements. No more than eight credits will may not run for or hold elected or selected offi ce, be granted toward the major in any one depart- either campuswide or within her house. Students ment. whose grade point average is below 2.0 may not Advanced Placement credit may be used to compete in intercollegiate athletics or club sports. count toward the 64 credits outside the major department or program but may not be used to fulfi ll Standards for Satisfactory Progress the distribution requirements for Latin Honors. A student is not making satisfactory progress International Baccalaureate and toward the degree if she remains on academic probation for more than two consecutive semesters. Other Diploma Programs In addition: (1) For students of traditional age, Credit may be awarded for the International Bac- the record cannot have more than an eight-credit calaureate and 13th year programs outside the shortage for more than two consecutive semesters. United States. The amount of credit is determined (2) For Ada Comstock Scholars, at least 75 percent by the registrar upon review of the fi nal results. of all credits attempted in any academic year must Such credits may be used toward the Smith degree be completed satisfactorily. Students not meeting in the same manner as AP credits and may not be this criterion may be placed on academic proba- used to fulfi ll the distribution requirements for tion; if students are receiving fi nancial aid, they Latin Honors. will be placed on fi nancial aid probation and may become ineligible for fi nancial aid if the probationary period exceeds one year. Further information is Academic Standing available from the Dean of Ada Comstock Scholars and the Offi ce of Student Financial Services.. A student is in good academic standing as long as she is matriculated at Smith and is considered by Absence from Classes the administrative board to be making satisfactory progress toward the degree. The academic stand- A student who is absent from classes for more than ing of all students is reviewed at the end of each four weeks in any semester will not receive credit semester. for the work of that semester and will be administratively withdrawn from the college. Academic Probation Separation from the College A student whose academic record is below 2.0, either cumulatively or in a given semester, will be A student whose college work or conduct is placed on academic probation for the subsequent deemed unsatisfactory is subject to separation from semester. Probationary status is a warning. Notifi - the college by action of the administrative board, cation of probationary status is made in writing to the honor board, the college judicial board or the the student, her family and her academic adviser. dean of the college. There will be no refund for Instructors of a student on probation may be asked tuition or room fees. to make academic reports to the class deans’ offi ces during the period of probation. The adminis- Administrative Board trative board will review a student’s record at the end of the following semester to determine what The administrative board administers the academic action is appropriate. The administrative board requirements defi ned by faculty legislation. In may require such a student to change her course general, academic matters affecting students are referred to this board for action or recommenda-

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tion. The board consists of the dean of the col- clear that information from the educational re- lege (chair), the class deans, the dean of the Ada cords of students who are dependents of their par- Comstock Scholars, the registrar and three faculty ents for Internal Revenue Service purposes, may members appointed by the president. be disclosed to the parents without the student’s Petitions for exceptions to academic regulations prior consent. It is the policy of the college to notify are submitted in writing to the administrative board both the student and her parents in writing of pro- through the class dean, with appropriate faculty ap- bationary status, dismissal and certain academic provals. The administrative board will reconsider a warnings. Any student who is not a dependent of decision only if new information is presented. her parents, as defi ned by the Internal Revenue The board has the authority to take action with Code, must notify the registrar of the college in respect to the academic performance of individual writing, with supporting evidence satisfactory to the students, including the requirement that a student college, by October 1 of each academic year. must leave the college. In communications with parents concerning other matters, it is normally college policy to re- Student Academic Grievances spect the privacy of the student and not to disclose information from student educational records with- The Smith College community has always been out the prior consent of the student. At the request dedicated to the advancement of learning and of the student, such information will be provided to the pursuit of truth under conditions of freedom, parents and guardians. trust, mutual respect and individual integrity. The learning experience at Smith is rooted in the free exchange of ideas and concerns between faculty members and students. Students have the right to Leaves, Withdrawal and expect fair treatment and to be protected against Readmission any inappropriate exercise of faculty authority. Similarly, instructors have the right to expect that Off-Campus Study or Personal Leaves their rights and judgments will be respected by students and other faculty members. A student who wishes to be away from the college When differences of opinion or misunderstand- for a semester or academic year must submit a ing about what constitutes fairness in requirements request for approved off-campus study or personal or procedures leads to confl ict, it is hoped that leave. The request must be fi led with the student’s these differences will be resolved directly by the class dean by May 1 for a fall semester or academic individuals involved. When disputes cannot be year absence; by December 1 for a second semes- resolved informally by the parties involved, pro- ter absence. No requests will be approved after cedures have been established to achieve formal May 1 for the following fall semester or academic resolution. These procedures are explained in de- year and December 1 for the spring semester; the tail in the Smith College Handbook and Academic student must withdraw from the college. Planner. A student going on a Smith College Junior Year Abroad program or other approved study abroad program must fi le a request for approved off-campus study by the appropriate deadline. The Age of Majority A student who wishes to complete part or all of Under Massachusetts law, the age of majority is 18 her senior year away from campus on a Smith or and carries full adult rights and responsibilities. non-Smith program or at another undergraduate The college normally communicates directly with institution must petition the administrative board. students in matters concerning grades, academic The petition must include a plan for the satisfactory credit and standing. completion of the major and degree requirements, However, the regulations of the federal Family and must have the approval of the department of Educational Rights and Privacy Act of 1974 make the major. The petition must be fi led in the Offi ce of

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the Class Deans by the deadline to request approval Services before returning to campus. Health Ser- of off-campus study. vices may require documentation from her health A student who expects to attend another col- care provider before the student can return. The lege and request transfer credit on her return student must notify her class dean of her intention must abide by published guidelines (available in to return to classes. the class dean’s offi ce) for transferring credit. A student may request provisional approval of trans- Mandatory Medical Leave fer credit through the class deans’ offi ce. For fi nal evaluation of credit, an offi cial transcript must be The college physician or the director of the coun- sent directly from the other institution to the regis- seling service may require the withdrawal of a trar at Smith College. student who has any illness or condition that might A student who wants to be away from the col- endanger or be damaging to the health or welfare lege for more than one year must withdraw. of herself or any member of the college community, A student on approved off-campus study or or whose illness or condition is such that it cannot personal leave is expected to adhere to the policies be effectively treated or managed while the student regarding such absences (available in the class is a member of the college community. dean’s offi ce). A student’s account must be in good standing or the request will not be approved. Withdrawal and Readmission A student who plans to withdraw from the col- Medical Leave lege should notify her class dean. When notice of If a student leaves the college on the advice of the withdrawal for the coming semester is given before health services, confi rmation will be sent to her June 30 or December 1, the student’s general and her family by the registrar. A student is consid- deposit ($100) is refunded. Offi cial confi rmation ered withdrawn and must apply for readmission of the withdrawal will be sent to the student by the through the registrar. A full report from her health registrar. care provider must be sent to the director of health A withdrawn student must apply to the registrar services (or the associate director when speci- for readmission. Application for readmission in fi ed). The student’s health will be evaluated and a September must be sent to the registrar before personal interview and documentation of improved March 1; for readmission in January, before No- functioning may be required before an application vember 1. The administrative board acts upon all for readmission is considered by the administrative requests for readmission and may require that board. Clearance by the health services does not applicants meet with the class dean or director of automatically guarantee readmission. The admin- Health Services before considering the request. istrative board, which makes the fi nal decision on Normally, students who have withdrawn from the readmission, will also take into consideration the college must be withdrawn for at least one full se- student’s college record. mester. A student who was formerly enrolled as a tradi- Short-Term Medical Leave tional student may not return as an Ada Comstock Scholar unless she has been away from the college A student who is away from campus for an extend- for at least fi ve years. Any student who has been ed period of time (i.e., a week or more) for medi- away from Smith College for fi ve or more years cal reasons may be placed on a short-term medical should make an appointment to speak with the leave by Health Services. Instructors will be notifi ed dean of Ada Comstock Scholars before applying for of the student’s status by the class deans’ offi ce. readmission. Any student who is placed on short-term medical leave, whether by Health Services or through her class dean, must receive clearance from Health

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mith College offers men and women an undergraduate record of high caliber and graduate work leading to the degrees of acceptance by the department concerned. All do- master of arts, master of arts in teaching, mestic applicants who wish to be considered for master of fi ne arts, master of education, fi nancial aid must submit all required application master of education of the deaf, master materials before January 15 of the proposed year ofS science in exercise and sport studies and master of entry into the program, and all fi nancial aid and Ph.D. in social work. As well, the college has forms before February 15 (refer to Financial Aid, a limited program leading to the degree of doctor page 61). All international applications for a mas- of philosophy. In special one-year programs, inter’s degree or for the Diploma in American Studies ternational students may qualify for a certifi cate of Program must be received on or before January graduate studies or a diploma in American studies. 15 of the proposed year of entry into the program. Each year more than 100 men and women pur- The deadline for admission without fi nancial aid to sue such advanced work. Individuals may also en- most graduate programs is April 1 of the proposed roll as nondegree students by registering for one or year of entry for the fi rst semester, and November more courses. Smith College is noted for its superb 1 for the second semester. Exceptions to this dead- facilities, bucolic setting and distinguished faculty line are as follows: Master of Arts in Italian, January who are recognized for their scholarship and inter- 15; Master of Fine Arts in Dance, January 15. est in teaching. Moreover, graduate students can Applicants must submit the following: the for- expect to participate in small classes and receive mal application, the application fee ($60), an offi - personalized attention from instructors. cial transcript of the undergraduate record, letters Most graduate courses, which are designated of recommendation from instructors at the under- as 500-level courses in the course listings, are graduate institution and scores from the Graduate planned for graduate students who are degree Record Examination (GRE). For the Master of candidates. The departments offering this work Education (Ed.M.) and the Master of Education of present a limited number of graduate seminars, the Deaf (M.E.D.) only, the Miller Analogies Test advanced experimental work or special studies is an acceptable alternative to the GRE. Applicants designed for graduate students. Graduate students from non-English-speaking countries must submit may take advanced undergraduate courses, subject offi cial results of the Test of English as a Foreign to the availability and according to the provisions Language (TOEFL). Applicants from English-speak- stated in the paragraphs describing the require- ing countries must submit the Graduate Record ments for the graduate degrees. Departmental Examination. Candidates must also submit a paper graduate advisers help graduate students individu- written in an advanced undergraduate course, ally to devise appropriate programs of study. except for MFA playwriting candidates, who must also submit one or more full-length scripts or their equivalent. Address correspondence and questions Admission to the address below. Smith College is committed to maintaining a To enter a graduate degree program, a student diverse community in an atmosphere of mutual must have a bachelor’s degree or its equivalent, respect and appreciation of differences.

GRADUATE PROGRAMS COLLEGE HALL 27 SMITH COLLEGE, NORTHAMPTON, MA 01063 TELEPHONE: (413) 585-3000 E-MAIL: [email protected]

33.Cat.Cat FrontFront 22004-05.indd004-05.indd 6565 77/21/04/21/04 10:30:3010:30:30 AMAM 56 Graduate Study Residence Requirements Degree Programs Students who are registered for a graduate degree Master of Arts program at Smith College are considered to be in residence. A full-time graduate student takes The master of arts degree is offered by the fol- a minimum course program of 12 credits per lowing departments: biological sciences, Italian, semester. A half-time student takes a minimum music, philosophy and religion. The departments course program of eight credits per semester. With of history and music occasionally accept M.A. can- the approval of his or her academic adviser and didates under special circumstances. the director of graduate programs, a student may Applicants to the master of arts program are take a maximum of 12 credits for degree credit at normally expected to have majored in the depart- Amherst, Hampshire or Mount Holyoke colleges or ment concerned, although most departments the University of Massachusetts. No more than two will consider an applicant who has had some courses (eight credits) will be accepted in trans- undergraduate work in the fi eld and has majored fer from outside of the Five Colleges. We strongly in a related one. All such cases fall under the ju- recommend that work for advanced degrees be risdiction of the department. Prospective students continuous; if it is interrupted or undertaken on a who are in this category should address questions part-time basis, an extended period is permitted, about specifi c details to the departmental graduate but all work for a master’s degree normally must adviser or the director of graduate programs. With be completed within a period of four years. Excep- departmental approval, a student whose under- tions to this policy will be considered by petition graduate preparation is deemed inadequate may to the Administrative Board. During this period a make up any defi ciency at Smith College. continuation fee of $50 will be charged for each Candidates for this degree must also offer evi- semester during which a student is not enrolled at dence, satisfactory to the department concerned, Smith College in course work toward the degree. of a reading knowledge of at least one foreign language commonly used in the fi eld of study. Applicants are required to complete a mini- Leaves of Absence mum of 32 credits of work, of which at least 16, A student who wishes to be away from the college including those in preparation for the thesis, must for a semester or academic year for personal rea- be at the graduate level. The remaining 16 may sons may request a leave of absence. The request be undergraduate courses (of intermediate or must be fi led with the director of graduate pro- advanced level), but no more than eight credits at grams by May 1 for a fall semester or academic- the intermediate (200) level are permitted. With year leave; by December 1 for a second-semester the approval of the department, no more than three leave. No leaves of absence will be approved after undergraduate seminars may be substituted for May 1 for the following fall semester or academic graduate-level courses. To be counted toward the year and December 1 for the spring semester, and degree, all work, including the thesis, must receive the student must withdraw from the college. a grade of at least B–, but the degree will not be A leave of absence may not be extended beyond awarded to a student who has no grade above this one full academic year, and a student who wants to minimum. Courses for graduate credit may not be away from the college for more than one year be taken on a satisfactory/unsatisfactory basis. must withdraw. The requirements described in this paragraph are A student on a leave of absence is expected minimal. Any department may set additional or to adhere to the policies regarding such leaves. A special requirements and thereby increase the total student’s tuition account must be in good standing number of courses involved. or the leave of absence will be canceled. A thesis is also required of each candidate for this degree. It may be limited in scope but must demonstrate scholarly competence; it is equivalent to a one-semester, four-credit course or a two- semester, eight-credit course. Two copies must

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be presented to the committee for deposit in the PHILOSOPHY library. The thesis may be completed in absentia A candidate should have at least six courses in phi- only by special permission of the department and losophy (including thesis credit) and three courses of the director of graduate programs. in closely related fi elds. A thesis is required and Although the requirements for this degree may an oral examination on the completed thesis is be fulfi lled in one academic year by well-prepared, expected. Candidates for the master of arts degree full-time students, most candidates fi nd it necessary in philosophy will be admitted in order to focus to spend three or four semesters in residence. on certain specialties covered by various faculty Particular features of the various departmental members. Because the department is not large, ap- programs are given below. plicants should ascertain before applying that their area of focus can be covered during the year they BIOLOGICAL SCIENCES plan to be in residence. The master of arts degree in biological sciences emphasizes independent research along with RELIGION advanced course work. Candidates for admission Admission will normally be limited to well-qualifi ed should demonstrate a strong background in biolo- applicants whose personal circumstances (family, gy and a dedication to pursue laboratory research. job or the like) require them to reside within com- We offer opportunities to focus in a wide variety muting distance of Smith College. of areas of biology, including molecular biology, A candidate must have completed under- microbiology, biochemistry, genetics, evolutionary graduate studies in religion and in related fi elds biology, animal behavior, developmental biology, to demonstrate to the department that he or she neurobiology, ecology, marine biology, plant and has competence and suffi cient preparation for animal physiology, and environmental sciences. graduate work in religion (see, as an approximate Programs for the master’s degree are designed to guide, requirements for the undergraduate major meet individual needs and ordinarily include the in religion elsewhere in this catalogue). In addi- equivalent of eight credits of thesis research. An tion to the 32 credits required by the college for oral presentation of the thesis is required. the master’s degree, the department may require a course or courses to make up for defi ciencies it ITALIAN fi nds in the general background of a candidate it Candidates should have had an undergraduate accepts. Candidates must demonstrate a working major in Italian language and literature, another knowledge of at least one of the languages (other Romance language, English literature or a subject than English) used by the primary sources in their related to Italian studies, such as art, history or fi eld. Credits taken to acquire such profi ciency will music; exceptions will be made in individual cases. be in addition to the 32 required for the degree. All candidates should have an excellent knowledge An oral examination on the completed thesis is of both written and spoken Italian and should expected. submit a paper in Italian at the time of their application. Candidates must spend one academic year Master of Arts in Teaching taking courses at the University of Florence as participants in the Smith College Program in Florence, The departments of biological sciences, chemistry, Italy, and must complete a thesis and the equivalent English, French, geology, history, mathematics, of 32 credits at the graduate level. physics and Spanish actively cooperate with the education and child study department in adminis- MUSIC tering the M.A.T. program. The master of arts program in music, usually com- The degree of master of arts in teaching is pleted in two academic years, requires 48 credits, designed for prospective teachers in secondary normally distributed as follows: a minimum of 24 schools. The M.A.T. program combines study in the credits at the 300-level or above (eight of which fi eld of the student’s academic interest (the teach- will be in preparation of the thesis) and a maxi- ing fi eld) with experience in teaching and the study mum of 24 credits at the intermediate (200) level. of American education. Prospective candidates

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should have a superior undergraduate record, in- the Deaf. Rolling admissions for this program for cluding an appropriate concentration—normally, entry in summer 2005 will begin after December a major—in the subject of the teaching fi eld, and 1, although applications will be accepted as late should present evidence of personal qualifi cations as April 1 of that year. Further information can be for effective teaching. Applicants are asked to sub- found at www.clarkeschool.org/graduate.html. mit scores for the Graduate Record Examination. Candidates earn the degree in one academic Master of Fine Arts in Dance year and one six-week summer session. Admission prerequisites and course requirements vary among The Department of Dance offers a two-year pro- cooperating departments; more detailed informa- gram of specialized training for candidates who tion may be obtained from the director of graduate demonstrate interest and unusual ability in dance. programs. To qualify for a degree the candidate Choreography, performance, production, and his- must obtain a grade of B– or better in all courses tory and literature of dance are stressed. To count or seminars, although a grade of C in one four- toward the degree, all work must earn a grade of at credit course may be permitted on departmental least B–, but the degree will not be awarded to recommendation. Courses for graduate credit may a student who has no grade above this minimum. not be taken on a satisfactory/unsatisfactory basis. Courses for graduate credit may not be taken on a satisfactory/unsatisfactory basis. The thesis requires Master of Education a presentation of original choreography with production designs and written supportive materials. The program leading to the degree of master of ed- Interested students may consult the graduate ucation is designed for students who are planning adviser, Amy Dowling, Department of Dance, Be- to teach in elementary schools and those wishing to renson Studio, Smith College, Northampton, Mas- do advanced study in the fi eld of elementary educa- sachusetts 01063; e-mail: [email protected]. tion. The Department of Education and Child Study uses the facilities of a laboratory school operated Master of Fine Arts in Playwriting by the college. The public schools of Northampton and vicinity, as well as several private schools, also This program, offered by the Department of The- cooperate in offering opportunities for observation atre, provides specialized training to candidates and practice teaching. Students who follow the who have given evidence of professional promise master of education program will, in the course in playwriting. The Department of Theatre places of a six-week summer session and a full-time aca- great emphasis on collaborative work among demic year, ordinarily complete the state-approved designers, performers, directors and writers, thus program in teacher education enabling them to offering a unique opportunity for playwrights to meet requirements for licensure in various states. have their work nurtured and supported by others Candidates for the degree of master of educa- who work with it at various levels. tion are selected on the basis of academic aptitude Sixty-four credit hours, including a thesis, and and general fi tness for teaching. They should sup- two years of residence are required. In a two-year ply scores for either the Graduate Record Exami- sequence a student would have eight required nation or the Miller Analogies Test. All applicants courses in directing, advanced playwriting and should submit a paper or other piece of work that dramatic literature and a total of eight electives at is illustrative of their writing. Applicants with teach- the 300 level or above, with the recommendation ing experience should submit a recommendation that half be in dramatic literature. Electives may concerning their teaching. be chosen from acting, directing and design/tech courses and from courses outside the department Master of Education of the Deaf and within the Five Colleges. To count toward the degree, all work must receive a grade of at least The Clarke School for the Deaf, in Northampton, B–, but the degree will not be awarded to a student and Smith College offer a cooperative program who has no grade above this minimum. of study (one academic year and one summer) Interested students may consult the graduate leading to the degree of Master of Education of adviser, Leonard Berkman, Department of Theatre,

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Smith College, Northampton, MA 01063; (413) The degree of doctor of philosophy is occasion- 585-3206; e-mail: [email protected] ally granted in the Department of Biological Sci- ences. Admission to candidacy in this department Master of Science in Exercise and is achieved after passing written and oral examina- Sport Studies tions that are taken upon the completion of the student’s course work. The dissertation must be The graduate program in exercise and sport stud- defended at an oral examination. The department, ies focuses on preparing coaches for women’s in- however, strongly recommends that candidates for tercollegiate teams. The curriculum blends theory the Ph.D. degree enter the Five College Cooperative courses in exercise and sport studies with hands- Ph.D. Program shared by Amherst, Hampshire, on coaching experience at the college level. By Mount Holyoke and Smith colleges and the Univer- design, the program is a small one, with only 12 to sity of Massachusetts. The Five College program is 16 candidates in residence. This makes it possible under the jurisdiction of the dean of the graduate for students to work independently with faculty and school, University of Massachusetts, Amherst, Mas- coaches. Smith has a history of excellence in aca- sachusetts 01003, (413) 545-0721. Although the demics and a wide-ranging intercollegiate program University of Massachusetts grants the degree, the composed of 14 varsity sports. Entrance into the major part of the work may be taken within the two-year program requires a strong undergraduate biological sciences department at one of the par- record and playing and/or coaching experience in ticipating institutions. the sport in which a student will be coaching. In- dividuals who do not have undergraduate courses Cooperative Ph.D. Program in exercise physiology and kinesiology should anticipate work beyond the normal 51 credits. For A cooperative doctoral program is offered by more information contact Michelle Finley, Depart- Amherst, Hampshire, Mount Holyoke and Smith ment of Exercise and Sport Studies, Smith College, colleges and the University of Massachusetts in the Northampton, MA 01063, (413) 585-3971; fi elds of astronomy, biological sciences, chemistry, e-mail: mfi [email protected]; World Wide Web: http: geology, history and physics. The degree is awarded //www.science.smith.edu/exer_sci/ess/ by the university in cooperation with the institution in which the student has done the research for the Doctor of Philosophy dissertation. Students interested in this program should write to the dean of the graduate school, Smith College does not normally award the degree University of Massachusetts, Amherst, Massachu- of doctor of philosophy, but under special circum- setts 01003. stances may consider an application. One year of graduate study, profi ciency in two Master/Ph.D. of Social Work appropriate foreign languages and departmental approval are required for admission to candidacy The School for Social Work offers a master of for the degree of doctor of philosophy. Applicants social work (M.S.W.) degree, which focuses on to the Ph.D. program should hold a master’s de- clinical social work and puts a heavy emphasis on gree or its equivalent. The degree requires a mini- direct fi eld work practice. The program stresses mum of three years’ study beyond the bachelor’s the integration of clinical theory and practice with degree, including two years in residence at Smith an understanding of the social contexts in which College. A major requirement for the degree is a people live. It also emphasizes an understanding dissertation of publishable caliber based on origi- of the social policies and organizational structure nal and independent research. A cumulative grade which infl uence our service delivery system. In ad- average of B in course work must be maintained. dition, the school offers a Ph.D. program designed Each doctoral program is planned individually to prepare MSWs for leadership positions in clini- and supervised by a guidance committee composed cal research education and practice. It also has of the dissertation director and two other members extensive postgraduate offerings through its Con- of the faculty. tinuing Education Program. For more information on admission or program detail, call the School

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for Social Work Offi ce of Admission at (413) 585- showing their degree and date awarded. Applica- 7960 or e-mail at [email protected]. Informa- tions can be obtained from the director of graduate tion can also be found at the school’s Web site at programs. The application deadline is August 1 for www.smith.edu/ssw. the fall semester and December 1 for the spring semester. The permission of each course instructor is necessary at the time of registration, during the fi rst Nondegree Studies week of classes each semester. Nondegree students are admitted and registered for only one semester Certifi cate of Graduate Studies and are not eligible for fi nancial aid. Those wish- Under special circumstances we may award the ing to take courses in subsequent semesters must Certifi cate of Graduate Studies to international stu- reactivate their application each semester by the dents who have received undergraduate training in above deadlines. an institution of recognized standing and who have Students who later wish to change their status satisfactorily completed a year’s program of study to that of a part-time or full-time student working under the direction of a committee on graduate for a degree must apply for admission as a degree study. This program must include at least 28 credits candidate. Credit for Smith course work taken as completed with a grade of C or better. At least fi ve a nondegree student may count toward the degree of these courses should be above the intermediate with the approval of the department concerned. level. Diploma in American Studies Housing and Health Services This is a highly competitive one-year program Housing open only to international students of advanced A very limited amount of graduate student housing undergraduate or graduate standing. It is designed is available on campus. Smith offers a coopera- primarily, although not exclusively, for those who tive graduate house with single bedrooms, large are teaching or who plan to teach some aspect kitchen and no private bathrooms. Included is a of American culture and institutions. Candidates room furnished with a bed, chest of drawers, mir- should have a bachelor’s degree or at least four ror, desk and easy chair. Students provide their years of university-level work or the equivalent in own board. For further details, send e-mail to an approved foreign institution of higher learning, [email protected]. and must furnish satisfactory evidence of mastery For individuals wishing to check the local rental of spoken and written English. The closing date for market, go to http://www.gazettenet.com/classi- application is January 15. fi eds/ to fi nd “Real Estate for Rent.” It is advisable The program consists of a minimum of 24 to begin looking for housing as soon as you have credits: American Studies 555 and 556 (special decided to enroll. seminars for diploma students only), 16 other credits in American studies or in one or more of Health Services the cooperating disciplines, including the required American Studies 570, the diploma thesis. A cumu- Graduate students, both full-time and part-time, lative grade average of B in course work must be are eligible to use Smith’s health services and to maintained. participate in the Smith College health insurance program (see p. 23 for complete information). Nondegree Students Well-qualifi ed students who wish to take courses are required to fi le a nondegree student application along with an offi cial undergraduate transcript

33.Cat.Cat FrontFront 22004-05.indd004-05.indd 7070 77/21/04/21/04 10:30:3510:30:35 AMAM Graduate Study 61 Finances Financial Assistance Tuition and Other Fees Financial assistance for graduate students at Smith College consists of fellowships, tuition scholar- Application fee ...... $60 ships, and federal loans. Students interested in ap- Full tuition, for the year* ...... $28,930 plying for any type of fi nancial aid should read this 16 credits or more per semester section carefully in its entirety; required materials Part-time tuition and deadlines for application vary with the type of Fee per credit ...... $905 fi nancial assistance requested. Summer Intern Teaching Program tuition for All applicants for fi nancial assistance must 1) degree candidates ...... $2,500 complete their application for admission by Janu- Continuation fee, per semester ...... $55 ary 15 (new applicants), 2)complete an applica- Room only for the academic year ...... $4,890 tion for fi nancial assistance by February 15, includ- Health insurance estimate ing all supplementary materials (required of both (if coverage will begin August 15) ...... $1,610 returning students and new applicants) indicating (if coverage will begin June 15) ...... $1,804 the types of fi nancial assistance for which they will apply. For additional information concerning fees for practical music and studio art see p. 35. Statements for semester fees are mailed in July Fellowships and December from the Offi ce of Student Financial Teaching Fellowships: Teaching fellowships are Services. Payment of charges for the fi rst semester available in the departments of biological sciences, is due in early August and for the second semester education and child study, exercise and sport stud- in early January. ies and dance. For the academic year 2004–05, the stipend is $10,435 for a fi rst-year fellow and Deposit $10,915 for a second-year fellow. Teaching fellows also receive assistance to reduce or eliminate tu- A general deposit of $100 is required from each ition expenses. student upon admittance. This is a one-time deposit that will be refunded in October, or ap- Research Fellowships: Research fellowships are proximately six months following the student’s granted for work in various science departments last date of attendance, after deducting any unpaid as funds become available; stipends vary in ac- charges or fees, provided that the graduate direc- cordance with the nature and length of the appoint- tor has been notifi ed in writing before July 1 that a ment. student will withdraw for fi rst semester or before During the academic year the research fellow December 1 for second semester. The deposit is usually carries a half-time graduate program. The not refunded if the student is separated from the teaching and research fellowships are of particular college for work or conduct deemed unsatisfactory. value to students who are interested in further It is not refunded for new students in the case of study or research, since they combine fellowship withdrawal before entrance. aid with practical experience and an opportunity to gain competence in a special fi eld of study. In Refunds accepting one of these appointments, the student Please refer to page 36 for full information on agrees to remain for its duration. refunds. Applicants applying only for fellowships must check the appropriate box on the application for admission and complete the admission fi le by Janu- ary 15. No further supplementary materials are * This entitles students to use Smith’s health services.

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necessary to support the application. However, the number of fellowships is limited, and all applicants Changes in Course are strongly urged also to apply for tuition scholar- Registration ships and loans, as described below. During the fi rst 10 class days (September in the Scholarships fi rst semester and February in the second semester) a student may drop or enter a course with the The college offers a number of tuition scholarships approval of the adviser. for graduate study. Amounts vary according to From the 11th through the 15th day of class, circumstances and funds available. Applicants for a student may enter a course with the permission scholarships must meet the January 15 deadline for of the instructor, the adviser and the director of submitting all materials for the admission applica- graduate programs. tion. In addition, the application for fi nancial as- After the 10th day of classes a student may drop sistance, with all materials described on that form, a course up to the end of the fi fth week of the se- is due by February 15 for both new applicants and mester (October in the fi rst semester and February returning students. in the second semester): Several scholarships are available for inter- 1) after consultation with the instructor; and national students. Candidates should write to the 2) with the approval of the adviser and the direc- director of graduate programs as early as possible tor of graduate programs. for application forms and details about required credentials; completed applications must be re- Instructions and deadlines for registration in ceived by January 15. Five College courses are distributed by the director of graduate programs. Loans Loans are administered by the Student Financial Services. Federal William D. Ford Direct Loans may Policy Regarding Completion be included in aid offered to graduate students of Required Course Work on admission. Applicants for loans must meet all federal guidelines and must agree to begin monthly A graduate student who is unable to complete payments on loans soon after completion of their required course work on time must submit to the work at Smith College. director of graduate programs a written request for In an effort to encourage liberal arts graduates an extension before the end of the semester in which to enter the teaching professions, Smith College the grade is due. The request should include the has instituted a forgivable loan program for M.A.T. reason the extension is needed and a specifi c date by candidates in the fi eld of mathematics. Under this which the student proposes to complete the work. program, prospective students can apply for loans The instructor of the course should also submit a to meet tuition expenses not covered by scholar- statement in support of the extension. If the exten- ships. For each of the graduate’s fi rst three years of sion is granted, the work must be completed by the teaching, the college will forgive a portion of that date agreed on by the director, instructor and stu- loan up to a total of 65 percent. dent. No extensions may exceed one calendar year Applications for loans received by February 15 from the time of initial enrollment in the course. The will be given top priority. The processing of later initiative in arranging for the completion of course applications will be delayed. work rests with the student.

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33.Cat.Cat FrontFront 22004-05.indd004-05.indd 7373 77/21/04/21/04 10:30:3810:30:38 AMAM 64 Courses of Study, 2004-05

Academic Designation Division Interdepartmental Minor in African Studies AFS I/II Major and Minor in the Department of Afro-American Studies AAS I Interdepartmental Major in American Studies AMS II Interdepartmental Minor in Ancient Studies ANS I/II Majors and Minor in Anthropology ANT II Interdepartmental Minor in Archaeology ARC I/II Majors and Minors in the Department of Art ART I Minors: Architecture and Urbanism ARU I Art History ARH I Graphic Art ARG I Studio Art ARS I Major and Minor in the Five College Department of Astronomy AST III Interdepartmental Minor in Astrophysics APH III Interdepartmental Major in Biochemistry BCH III Major and Minor in the Department of Biological Sciences BIO III Major and Minor in the Department of Chemistry CHM III Majors and Minors in the Department of Classical Languages and Literatures CLS I Major: Classical Studies CST I Majors and Minors: Greek GRK I Latin LAT I Classics CLS I Interdepartmental Major in Comparative Literature CLT I Major and Minors in the Department of Computer Science CSC III Minors: Digital Art CDA III Systems Analysis CSA III Computer Science and Language CSL III Mathematical Foundations of Computer Science CSF III Major and Minor in the Five College Dance Department DAN I Major and Minor in the Department of East Asian Languages and Literatures* EAL I Major: East Asian Languages and Cultures EAC Minor: East Asian Languages and Literatures Interdepartmental Major and Minor in East Asian Studies EAS I/II Major and Minor in the Department of Economics ECO II Major and Minor in the Department of Education and Child Study EDC II Major and Minor in the Department of Engineering EGR III

Key: Division I The Humanities Division II The Social Sciences and History Division III The Natural Sciences *Currently includes Chinese (CHI), Japanese (JPN) and Korean (KOR)

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Major and Minor in the Department of English Language and Literature ENG I Interdepartmental Minor in Environmental Science and Policy EVS III Interdepartmental Minor in Ethics ETH I/II/III Minor in the Department of Exercise and Sport Studies ESS III Interdepartmental Minor in Film Studies FLS I/II Major in the Department of French Studies FRN I First-Year Seminars FYS I/II/III Major and Minor in the Department of Geology GEO III Major and Minor in the Department of German Studies GER I Major and Minor in the Department of Government GOV II Major and Minor in the Department of History HST II Interdepartmental Minor in History of Science and Technology HSC I/II/III Interdepartmental Minor in International Relations IRL II Major and Minor in the Department of Italian Language and Literature ITL I Major: Italian Studies ITS I Interdepartmental Minor in Jewish Studies JUD I/II Interdepartmental Major and Minor in Latin American and Latino/a Studies LAS I/II Major: Latino/a Studies LATS I/II Interdepartmental Minor in Logic LOG I/III Interdepartmental Minor in Marine Sciences MSC III Major and Minor in the Department of Mathematics MTH III Interdepartmental Major and Minor in Medieval Studies MED I/II Major and Minor in the Department of Music MUS I Interdepartmental Major and Minor in Neuroscience NSC III Major and Minor in the Department of Philosophy PHI I Major and Minor in the Department of Physics PHY III Interdepartmental Minor in Political Economy PEC II Major and Minor in the Department of Psychology PSY III Interdepartmental Minor in Public Policy PPL II/III Major and Minor in the Department of Religion and Biblical Literature REL I Majors in the Department of Russian Language and Literature RUS I Majors: Russian Literature RUL I Russian Civilization RUC I Major and Minor in the Department of Sociology SOC II Majors and Minors in the Department of Spanish and Portuguese* SPP I Majors: Spanish SPN I Portuguese-Brazilian Studies SPB I Minors: Spanish SPN I Portuguese-Brazilian Studies SPB I Major and Minor in the Department of Theatre THE I Interdepartmental Minor in Third World Development Studies TWD I/II Interdepartmental Minor in Urban Studies URS I/II Interdepartmental Major and Minor in Women’s Studies WST I/II/III

*Portuguese language courses are designated POR.

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Extradepartmental Course in Accounting ACC II Interdepartmental Course in General Literature GLT I Interdepartmental Courses in Philosophy and Psychology PPY I/III Other Extradepartmental Courses EDP Other Interdepartmental Courses IDP Five College Course Offerings by Five College Faculty Five College Certifi cate in African Studies AFC Five College Asian/Pacifi c/American Certifi cate Program APA Five College Certifi cate in Coastal and Marine Sciences MSCC Five College Certifi cate in Culture, Health and Science CHS Five College Certifi cate in International Relations IRC Five College Certifi cate in Latin American Studies LAC Five College Certifi cate in Middle East Studies MEC Five College Self-Instructional Language Program SIL Foreign Language Literature Courses in Translation Interterm Courses Offered for Credit Science Courses for Beginning Students Deciphering Course Listings COURSE NUMBERING

Courses are classifi ed in six grades indicated by work is numbered as follows: the fi rst digit of the course number. In some cases, 580 Special Studies subcategories are indicated by the second and 590 Thesis third digits. 900 level Reserved for courses (e.g., music performance) that are identifi ably 100 level Introductory courses (open to all distinct from the other offerings of a students) department. 200 level Intermediate courses (may have prerequisites) A “j” after the course number indicates a 300 level Advanced courses (have prerequisites) course offered for credit during Interterm, and a 400 level Independent work—the last digit “d” or “y” indicates a full-year course in which (with the exception of honors) credit is granted after two consecutive semesters. represents the amount of credit In “d” courses, the fi nal grade assigned upon assigned. Departments specify the completion of the second semester is cumulative number of credits customarily for the year. assigned for Special Studies. A course in which the spring semester is a 400 Special Studies (variable credit, continuation of the fall semester is given the next as assigned) consecutive number and listed separately with the 408d (full year, eight credits) prerequisite indicated. 410 Internships (credits as assigned) Full-year courses are offered when it is not 420 Independent Study (credits as assigned) permissible for a student to receive credit for one 430d Honors Thesis (full year, eight credits) semester only. 431 Honors Thesis (fi rst semester only, eight credits) Language courses are numbered to provide 432d Honors Thesis (full year, 12 credits) consistency among departments. 500 level Graduate courses—for departments that offer graduate work, independent

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• The introductory elementary course in each in the list of members of a department have the language is numbered 100. indicated meaning: *1 absent fall semester 2004–05 • The intensive course in each language is numbered 110 or 111 and normally is a full-year *2 absent fall semester 2005–06 course. **1 absent spring semester 2004–05 • Intermediate language courses are numbered 120 for low intermediate and 220 for high in- **2 absent spring semester 2005–06 termediate. †1 absent academic year 2004–05 Introductory science courses are numbered to provide consistency among departments. †2 absent academic year 2005–06

• The introductory courses that serve as the basis §1 director of a Junior Year Abroad Program, for the major are numbered 111 (and 112 if academic year 2004–05 they continue into a second semester). “Fast track” courses are numbered 115 (and 116 §2 director of a Junior Year Abroad Program, when appropriate). academic year 2005–06

• Courses at the introductory or intermediate Visiting faculty and some lecturers are generally level that do not count toward the major are appointed for a limited term. The phrase “to be numbered 100–109 and 200–209. announced” refers to the instructor’s name.

• Courses approved for listing in multiple depart- MEETING TIMES ments and programs are identifi ed by the three- Course meeting times are listed in the “Schedule letter designation of the home department and of Classes” distributed by the registrar before are described fully in that department’s course each semester. Students may not elect more than listings. one course in a time block (see chart inside back cover), except in rare cases that involve no confl ict. COURSES WITH LIMITED ENROLLMENT Where scheduled hours are not given, the times of Seminars are limited to 12 students and are open meeting are arranged by the instructor. only to juniors, seniors and graduate students, by permission of the instructor. At the discretion of the OTHER SYMBOLS AND ABBREVIATIONS instructor and with the approval of the department chair or the program director, 15 students may dem.: demonstration course enroll. The designation that a course is a seminar appears in the title unless all seminars appear as lab.: laboratory a separate and clearly designated group in the department’s course listing. The current topic, if appli- Lec.: lecture cable, immediately follows the title of the seminar. Colloquia, primarily reading and discussion sec.: section courses with an enrollment limit of 20, are also clearly designated. dis.: discussion Proseminars are directed courses of study conducted in the manner of a graduate seminar but ( ): A department or college name in parenthe- open to undergraduate students. ses following the name of an instructor in a course listing indicates the instructor’s usual INSTRUCTORS affi liation. The following symbols before an instructor’s name (E): An “E” in parentheses at the end of a course description designates an experimental

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course approved by the Committee on Aca- a given course covers (see pp. 7–8 for a demic Priorities to be offered not more than fuller explanation). Please note that certain twice. courses do not indicate any designation as decided by the department, program (C): The history department uses a “C” in paren- or instructor involved, e.g., English 101. theses after the course number to designate Students who wish to become eligible for colloquia that are primarily reading and Latin Honors at graduation must elect at discussion courses limited to 20 students. least one course (normally four credits) in each of the seven major ﬁ elds of (L): The history department uses an “L” in knowledge; see page 7. (If a course is less parentheses after the course number to than four credits but designated for Latin designate lectures that are unrestricted in Honors, this will be indicated. This applies size. Lectures and colloquia are open to all to those students who begin at Smith in and students unless otherwise indicated. September 1994 or later who graduate in 1998 or later.) Following is a listing of the major ﬁ elds of knowledge as described (MI): The anthropology department uses “MI” on pages 7–8; multiple designations are in parentheses after the course number to separated by a slash, e.g., {L/H/F}: designate a course that is method intensive. L Literature (TI): The anthropology department uses “TI” in parentheses after the course number to H Historical studies designate a course that is theory intensive. S Social science L: The dance and theatre departments use an “L” to designate that enrollment is limited. N Natural science

P: The dance and theatre departments use M Mathematics and analytic philosophy a “P” to designate that permission of the instructor is required. A The arts

AP: Advanced Placement. See p. 51. F A foreign language

S/U: Satisfactory/unsatisfactory. See p. 50. WI The letters WI in boldface indicate a course is writing intensive. Each ﬁ rst-year student [ ] Courses in brackets will not be offered is required, during her ﬁ rst or second during the current year. semester at Smith, to complete at least one writing-intensive course. { } Course listings in this catalogue indicate in curly brackets which area(s) of knowledge

The course listings on pp. 69–408 are maintained by the Ofﬁ ce of the Provost/Dean of the Faculty. For current information on courses offered at Smith, visit www.smith.edu/catalogue.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers and Members of the African Studies Catharine Newbury, Professor of Government Committee: David Newbury, Professor of African Studies and of *2 Elliott Fratkin, Professor of Anthropology, History Director Gregory White, Associate Professor of Government **1 Elizabeth Hopkins, Professor of Anthropology Louis Wilson, Professor of Afro-American Studies Albert Mosley, Professor of Philosophy Katwiwa Mule, Assistant Professor of Comparative Literature

Study Abroad. Students are encouraged to spend a The African Studies Minor semester or more in Africa. Information on current programs may be obtained from the African studies The African studies minor at Smith allows students director and should be discussed with the minor to complement their major with a program that adviser. provides a systematic introduction to the complex historical, political and social issues of the African continent. The minor is structured to give the student interdisciplinary training within key fi elds of Courses knowledge: literature and the arts, social science, Arts, Literature and Humanities and historical studies. ARH 130 Introduction to Art History: Africa, Oceania, and Indigenous Americas Requirements: Six semester courses on Africa are ARH 260 Colloquium: Art Historical Studies: required. One course must be drawn from each of Exhibiting Africa the following three fi elds: CLT 205 Twentieth-Century Literatures of Africa Arts and Literature CLT 240 Childhood in the Literature of Africa and Historical Studies the African Diaspora Social Sciences CLT 267 African Women’s Drama CLT 278 Gender and Madness in African and No more than two courses from a student’s major Caribbean Prose may be counted toward the minor. At the discretion CLT 315 Seminar: The Feminist Novel in Africa of the adviser, equivalent courses at other colleges FRN 230 Women Writers of Africa and the may be substituted for Five College courses. Caribbean FRN 244 French Cinema: Cities of Light: Urban Language. Students interested in African studies Spaces in Francophone Film are encouraged to study French or Portuguese. In PHI 254 African Philosophy addition, a student who has achieved intermediate- level competence in an African language may petition for this to count as one of the required courses in the fi eld of Arts, Literature, and Humanities.

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Historical Studies AAS 287 History of Africa to 1900 AAS 370 Seminar: Modern Southern Africa HST 256 Introduction to West African History HST 257 East Africa in the 19th and 20th Centuries HST 258 History of Central Africa HST 298 Decolonization of Africa HST 299 Ecology and History in Africa FYS 126 Biography in African History

Social Sciences ANT 230 Africa: Population, Health and Environment Issues ANT 231 Postcolonial Africa: Contemporary Priorities and Challenges ANT 232 Third World Politics: Anthropological Perspectives ANT 340 Seminar: Postcolonial Politics: Identity, Power and Conﬂ ict in the Developing World ANT 348 Seminar: Health in Africa GOV 233 Problems in Political Development GOV 242 International Political Economy GOV 321 Seminar: The Rwanda Genocide in Comparative Perpsective GOV 347 Seminar: Algeria in the International System

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Adjunct Associate Professor Paula J. Giddings, B.A. Carolyn Jacobs, Ph.D. Andrea Hairston, M.A. (Theatre and Afro-American Studies) Assistant Professors Louis E. Wilson, Ph.D. †2 Kevin E. Quashie, Ph.D. Daphne Lamothe, Ph.D. Associate Professor **1 Ann Arnett Ferguson, Ph.D. (Afro-American Studies and Women’s Studies), Chair

Beginning with the class of 2005, students major- Harriet Jacobs, Frances Harper, Charles Chesnutt, ing in Afro-American studies must take 111, 112 Frederick Douglass and Phillis Wheatley. {L} 4 and 117 as basis courses. credits Daphne Lamothe 111 Introduction to Black Culture Offered Fall 2004 An introduction to some of the major perspectives, themes and issues in the fi eld of African American 117 History of Afro-American People to 1960 studies. Our focus will be on the economic, social An examination of the broad contours of the his- and political aspects of cultural production, and tory of the Afro-American in the United States from how these inform what it means to read, write ca. 1600–1960. Particular emphasis will be given about, view and listen to Black Culture. {S} 4 credits to how Africans infl uenced virtually every aspect Kevin Quashie of U.S. society; slavery, constitutional changes after Offered Fall 2004 1865; the philosophies of W.E.B. DuBois, Booker T. Washington, Marcus Garvey, and the rise and fall of 112 Methods of Inquiry racial segregation in the U.S. to 1954. {H} 4 credits This course is designed to introduce students to the Louis Wilson many methods of inquiry used for research in in- Offered Spring 2005 terdisciplinary fi elds such as Afro-American studies. Guided by a general research topic or theme, stu- 209 Feminism, Race and Resistance: History dents will be exposed to different methods for ask- of Black Women in America ing questions and gathering evidence. {S} 4 credits This class will explore the historical and theoretical To be announced perspectives of African American women from the Offered Spring 2005 time of slavery to the post–civil rights era. A central concern of the course will be how Black women 113/ENG 184 Survey of Afro-American shaped, and were shaped, the intersectionality of Literature: 1746 to 1900 race, gender, and sexuality that made them unique An introduction to the themes, issues, and ques- agents of change and resistance. We will relate this tions that shaped the literature of African Ameri- concern to conceptual and methodological per- cans during its period of origin. Texts will include spectives on individual and collective conscious- poetry, prose and works of fi ction. Writers include ness, strategies of resistance, cultural expression,

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work patterns, family life and organizational activi- 237/ENG 236 20th-Century Afro-American ties at specifi c historical moments. Weekly topics Literature will draw upon an interdisciplinary array of read- A survey of the evolution of African-American lit- ings—history, sociology and literary studies. erature during the twentieth century. This class will (E) {H} 4 credits build on the foundations established in AAS 113, Paula Giddings Survey of Afro-American Literature. Writers include Offered Fall 2004 Langston Hughes, Richard Wright, James Baldwin, Toni Morrison and Paule Marshall. {L} 4 credits 211 Black Cultural Theory To be announced This class will explore the tensions and affi nities Offered Spring 2005 between canonical schools of contemporary cultural theory and Black cultural criticism and produc- 243 Afro-American Autobiography tion. Enrollment limited to 40. {L/H} 4 credits From the publication of “slave narratives” in the Kevin Quashie 18th century to the present, African Americans Offered Fall 2004 have used fi rst-person narratives to tell their personal stories and to testify about the structures of 219 South African Studies social, political and economic inequality faced by This is a team-taught, intensive course on South black people. These autobiographical accounts Africa for seven students from Smith College and provide rich portraits of individual experience at seven students from Wellesley College, taught on lo- a specifi c time and place as well as insights into cation at the University of Cape Town, South Africa. the larger sociohistorical context in which the au- It is a multidisciplinary examination of the histori- thors lived. In addition to analyzing texts and their cal, social, political, economic, cultural and physi- contexts, we will refl ect on and document how our cal environment of South Africa with particular own life history is shaped by race. {L} 4 credits focus on Cape Town and the Western Cape. There Ann Arnett Ferguson will be day visits to key sites of historic/social/sci- Offered Fall 2004 entifi c signifi cance after preparation with readings and lectures. Enrollment limited to 7. Permission 245/ENG 282 The Harlem Renaissance of the instructors required. (E) 2 credits A study of one of the fi rst cohesive cultural move- Peter de Villiers ments in African American history. This class will Summer Course focus on developments in politics, and civil rights (NAACP, Urban League, UNIA), creative arts (po- 220 Women of the African Diaspora etry, prose, painting, sculpture) and urban sociol- The course will focus on issues and themes cen- ogy (modernity, the rise of cities). Writers and tral to the lives of women of the African diaspora subjects will include Zora Neale Hurston, David through a close reading of coming of age texts Levering Lewis, Gloria Hull, Langston Hughes, and by and about women from Africa, the Anglo- and Nella Larsen among others. Enrollment limited to Francophone Caribbean, and the United States. 40. {S} 4 credits We examine a wide range of personal accounts of Daphne Lamothe being and becoming female in a world structured Offered Fall 2004 by race, class, colonial and neo-colonial relations. We will explore concepts such as home and exile, 278 The ’60s: A History of Afro-Americans in the traditional and the modern, authenticity and the United States from 1954 to 1970 hybridity as we follow the thread of young women’s An interdisciplinary study of Afro-American history lives through time and across space in a series of from the Brown Decision in 1954. Particular at- journeys. {S} 4 credits tention will be given to the factors that contributed To be announced to the formative years of “Civil Rights Movements,” Offered Spring 2005 Black fi lms and music of the era, the rise of “Black Nationalism,” and the importance of Afro-Ameri- cans in the Vietnam War. Recommended back-

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ground: survey course in Afro-American history, tury Black culture: James Baldwin, Marlon Riggs American history, or Afro-American literature. Not and Essex Hemphill. All three men used creative open to ﬁ rst-year students. Prerequisite: 117 and/ arts to support aesthetics of activism (notably or 270, or permission of the instructor. Enrollment including feminism), and in so doing, charted limited to 40. {H} 4 credits trajectories of thought that grapple with and com- Louis Wilson plicate our understood discourses of race, gender Offered Fall 2004 and sexuality. Each man is, for his own time and beyond, a signiﬁ cant subject in the arc of Black 287 History of Africa to 1900 public intellectualism. This seminar serves as the This course will survey the history of Africa from capstone course for majors and minors. earliest times to the era of European imperialism Kevin Quashie that leads to conquest and colonial rule in Africa Offered Spring 2005 by 1900. Themes that will receive our attention include Western perceptions of Africa, the origin of 370 Seminar: Modern Southern Africa human society, ancient Egypt of the Pharaohs, the In 1994 South Africa underwent a “peaceful revo- medieval states of West Africa, Swahili civilization lution” with the election of Nelson Mandela. This in East Africa, the trans-Atlantic slave trade, and course is designed to study the historical events European imperialism in late nineteenth-century that led to this dramatic development in South Af- Africa. {H} 4 credits rica. {H/S} 4 credits Louis Wilson Louis Wilson Offered Fall 2004 Offered Spring 2005

350 Seminar: Race and Representation: Afro- 400 Special Studies Americans in Film By permission of the department, for junior and This course will examine the representation of senior majors. 1–4 credits African Americans in U.S. cinema from two per- Offered both semesters each year spectives. The fi rst views the images of African Americans in Hollywood fi lm and the social historical context in which these representations are Additional Courses Related produced. The continuity of images as well as their transformation will be a central theme of investiga- to Afro-American Studies tion. The second perspective explores the development of a Black fi lm aesthetic through the works AMS 102 Thinking Through Race of directors Oscar Micheaux, Julie Dash, Spike DAN 375 The Anthropology of Dance Lee, Matty Rich and Isaac Julien. We will attend to ECO 230 Urban Economics their representations of blackness, and the broader GOV 311 Seminar in Urban Politics social and political community in which they are HST 266 The Age of the American Civil War located. Prerequisite: 111, 113, 117 or the equiva- HST 267 The United States Since 1890 lent. {S} 4 credits HST 273 Contemporary America Ann Arnett Ferguson HST 275 Intellectual History of the United States Offered Fall 2004 MUS 206 Improvising History: The Development of Jazz* 366 Seminar: Contemporary Topics in Afro- PHI 210 Issues in Recent and Contemporary American Studies Philosophy* {S} 4 credits PSY 267 Psychology of the Black Experience* SOC 213 Ethnic Minorities in America* Black Gay Intellectuals: James Baldwin, Marlon SOC 218 Urban Politics* Riggs, Essex Hemphill THE 214 Black Theatre* This seminar will explore the intellectual relationship between three major fi gures in twentieth cen- *Courses that are cross-listed with Afro-American studies

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Requirements for the major beginning with the Requirements: the same as those for the major, Class of 2005 including the required capstone course, and a thesis, normally pursued in the ﬁ rst semester of or Eleven four-credit courses as follows: throughout the senior year, which substitutes for 1. Three basis courses: 111, 112 and 117. one or two of the courses in the major require- 2. General concentration: four 100- and 200-level ments listed above. courses at least one of which must have a primary focus on the African diaspora. Courses at the 300-level may also be used when appropri- African Diaspora Studies ate. 3. Advanced concentration: three courses orga- African Diaspora Studies is an essential aspect nized thematically or by discipline at least one of the Afro-American Studies curriculum. Two of which must be at the 300-level. At least one of courses on the African Diaspora are required for the courses in the advanced concentration must the major and students may choose African Dias- have a primary focus on the African diaspora. pora Studies as an area of concentration within 4. The designated capstone seminar in the junior Afro-American studies. Interested students are also or senior year. The course is required of all encouraged to consider the minor in African stud- majors including honors thesis students. ies or the Five-College Certiﬁ cate in African Studies as a supplement to their major. Below is a list of The Minor some of the relevant courses. Historical Studies Requirements for the minor beginning with the AAS 218 History of Southern Africa Class of 2005 AAS 219 South African Studies AAS 370 Seminar: Modern South Africa Basis: two of the following: 111, 112 or 117. HST 257 East Africa in the 19th and 20th Centuries Requirements: In addition to the basis, four elec- HST 258 History of Central Africa tive courses are required at least one of which must HST 293 Introduction to West African History be a seminar or a 300-level course and at least one HST 299 Ecology and History in Africa of which must have a primary focus on the African HST 259 Aspects of African History: diaspora. The elective courses chosen with the as- Decolonization in Africa sistance and approval of the adviser for the minor, HST 259 Aspects of African History: Christianity in may be arranged thematically or by discipline. Africa

Adviser for Study Abroad: Louis Wilson. Social Science AAS 220 Women of the African Diaspora ANT 230 Africa: Population, Health and Honors Environmental Issues ANT 231 Africa: Continent in Crisis Director: Ann Arnett Ferguson ANT 232 Third World Politics: Anthropological Perspectives 430d Thesis ANT 348 Development in Africa 8 credits ARH 130 Introduction to the Art History of Africa, Full-year course; Offered each year Oceania, and the Indigenous Americas ARH 260 African Art: History and Modernity 431 Thesis ECO 214 Economies of Middle East and North 8 credits Africa Offered each Fall GOV 227 Contemporary African Politics

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GOV 232 Women and Politics in Africa GOV 242 International Political Economy GOV 254 Politics of the Global Environment GOV 321 Genocide in Rwanda GOV 324 Elections in Southern Africa GOV 345 Algeria and the International System GOV 345 South Africa in Globalized Context

Arts, Literature and Humanities CLT 205 20th-Century Literatures of Africa CLT 267 African Women’s Drama CLT 305 Studies in the Novel: The Making of the African Novel CLT 315 The Feminist Novel in Africa FRN 244 French Cinema: Africa and Europe on Screen PHI 254 African Philosophy THE 315 Colloquium: African and Caribbean Theatre

Additional Courses Related to the African Diaspora DAN 142 Comparative Caribbean Dance I DAN 243 Comparative Caribbean Dance II DAN 272 Dance and Culture

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Visiting faculty and some lecturers are generally appointed for a limited term.

*1 Daniel Horowitz, Ph.D., Professor of American American Studies Committee Studies and of History Rosetta Marantz Cohen, Professor of Education †1 Helen Lefkowitz Horowitz, Ph.D., Professor of and Child Study American Studies and of History †2 John Davis, Professor of Art †2 Richard Millington, Professor of English *1 Daniel Horowitz, Professor of American Studies Language and Literature, Director and of History Rosetta Marantz Cohen, Professor of Education †1 Helen Lefkowitz Horowitz, Professor of and Child Study American Studies and of History Dana Leibsohn, Associate Professor of Art †2 Richard Millington, Professor of English Ginetta Candelario, Assistant Professor of Sociology Language and Literature and Latin American Studies Donald Leonard Robinson, Professor of †2 Alexandra Keller, Assistant Professor of Film Government Studies *2 Susan R. Van Dyne, Professor of Women’s †2 Kevin Quashie, Assistant Professor of Studies and of English Language and Literature Afro-American Studies Louis Wilson, Professor of Afro-American Studies †2 Kevin Rozario, Ph.D., Assistant Professor of †1 Alice Hearst, J.D., Associate Professor of American Studies Government *1 Steve Waksman, Ph.D., Assistant Professor of Christine Shelton, Associate Professor of Exercise Music and Sport Studies Jessica Neuwirth, Adjunct Assistant Professor Marc Steinberg, Associate Professor of Sociology Jim Hicks, Lecturer *1 Michael Thurston, Associate Professor of English Jennifer Guglielmo, Instructor in History Language and Literature Sherry Marker, M.A., Lecturer *2 Floyd Cheung, Assistant Professor of English Joyce Follett, Ph.D., Lecturer Language and Literature Richard T. Chu, Lecturer †2 Alexandra Keller, Ph.D., Assistant Professor George Colt, Lecturer of Film Studies Cathy Schlund-Vials, Lecturer †1 Nancy Marie Mithlo, Assistant Professor of Laura Katzman, Ph.D., Lecturer Anthropology Francis G. Couvares, Lecturer †2 Kevin Rozario, Ph.D., Assistant Professor of Robert Weinberg, Lecturer American Studies *1 Steve Waksman, Ph.D., Assistant Professor of Five College Asian/Paciﬁ c/American Studies Music Professor Sherrill Redmon, Director of the Sophia Smith Nitasha T. Sharma Collection

100 Ideas in American Studies than once when topics vary. Graded satisfactory/un- A mosaic of American studies ideas presented by satisfactory only. 1 credit members of the Smith College faculty and, on occa- To be announced sion, selected outside speakers. Can be taken more Offered Fall 2005

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102 Thinking Through Race culture, America’s relation to Europe, the question This course offers an interdisciplinary and compar- of race, the roles of women, family structure, social ative examination of race in the Americas from the class and urban experience. Open to all fi rst- and discovery/conquest of the New World to the pres- second-year students, as well as to junior and se- ent. Although race is no longer held by scientists to nior majors. {L/H} 4 credits have any biological reality, it has obviously played a Floyd Cheung, Kevin Rozario, Rosetta Cohen, central role in the formation of legal codes (from Robert Weinberg segregation to affi rmative action), economics Offered Spring 2005, Spring 2006 (slavery and labor patterns), culture and identities across the Americas. Where did the concept 202 Methods in American Studies of race come from? How has it changed over time A multidisciplinary exploration of different re- and across space? What pressures does it continue search methods and theoretical perspectives to exert on our lives? By bringing together faculty (Marxist, feminist, myth-symbol, cultural studies) from a variety of programs and disciplines, and by in American studies. Prerequisite: AMS 201 or looking at a range of cultural texts, visual images permission of the instructor. Enrollment limited to and historical events where racial distinctions and American studies majors. {H/S} 4 credits identities have been deployed, constructed and Kevin Rozario, Fall 2004 contested, we hope to give students a much richer Steve Waksman, Spring 2005 understanding of how race matters. This course Offered both semesters each year will meet for the fi rst seven weeks of the semester. (E) {H/L/S} 1 credit 220 Colloquium Kevin Rozario, Director (American Studies) Enrollment limited to 20. Admission by permission Ginetta Candelario (Sociology, Latin American of the instructor. 4 credits Studies), Floyd Cheung (English, American Stud- ies), Jennifer Guglielmo (History), Alexandra Popular Culture Keller (Film Studies), Dana Liebsohn (Art), An analytical history of American popular culture Kevin Quashie (Afro-American Studies), since 1865. We start from the premise that popular Offered Fall 2004 culture, far from being merely a frivolous or de- based alternative to high culture, is an important 120 Scribbling Women site of popular expression, social instruction and With the help of the Sophia Smith Collection and cultural confl ict. We examine theoretical texts that the Smith College Archives, this writing intensive help us to “read” popular culture, even as we study course looks at a number of 19th- and 20th-cen- specifi c artifacts from television shows to Hol- tury American women writers. All wrestled with lywood movies, the pornography industry to spec- specifi c issues that confronted them as women; tator sports, and popular music to theme parks. each wrote about important issues in American We pay special attention to questions of desire society. Enrollment limited to 15. Priority given to and to the ways popular culture has mediated and fi rst-year students. {L/H} WI 4 credits produced pleasure, disgust, fear and satisfaction. Sherry Marker Alternating lecture/discussion format. {H/S} Offered Spring 2005, Spring 2006 Kevin Rozario, Fall 2004 Offered Fall 2004, Fall 2006 201 Introduction to the Study of American Society and Culture Asian Americans in Film and Video An introduction to the methods and concerns This course introduces students to fi lms made by of American studies through the examination of and about Asian Americans. Using a chronological a critical period of cultural transformation: the and thematic approach, various genres—including 1890s. We will draw on literature, painting, archi- narrative dramas, documentaries, and experimen- tecture, landscape design, social and cultural criti- tal fi lms—will be analyzed within the context of cism, and popular culture to explore such topics as Asian American history and issues concerning the responses to economic change, ideas of nature and development of Asian American identities. Some

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of the issues we will cover include stereotypes of overview of the A/P/A communities affected by their Asians in Hollywood; the re/creation of history and imperial projects. Themes to be discussed include memory; the intersection of race, class, gender, imperialism, racism, gender, colonialism, neo-co- and sexuality in Asian American fi lms; Asian/Black lonialism, globalization and migration. {H} relations on fi lm. Students will be expected to apply Richard T. Chu theoretical insights to their analysis of a number of Offered Spring 2005 key Asian American fi lms. These theories include contemporary theories of race and ethnicity, cur- 230 Colloquium: The Asian American rent debates about identity and representation, and Experience fi lm theory. {L/H} Topic: Asian Women Living in the Americas. Nitasha T. Sharma The 1960s and ’70s marked a watershed moment Offered Fall 2004 for many people in the United States, particularly those involved in such movements as Third World 221 Colloquium Liberation, Women’s Rights, Queer Rights and Civil Enrollment limited to 20. Admission by permission Rights. Being Asian American during these times of the instructor. 4 credits signaled a change in the way Asian Americans were perceived by U.S. mainstream society and Women’s History Through Documentary how they saw themselves. Women of Asian descent The course surveys U.S. women’s history from were signifi cantly affected. After the 1965 Immigra- the colonial period to the present as depicted in tion Act, Asian American demographics shifted documentaries. The class proceeds along two lines in unprecedented ways. No longer restricted by of inquiry: content and form. Through screenings Exclusion Acts which obstructed most women in of historical documentaries supplemented by lec- Asia from emigrating to the United States, Asian tures, readings and discussion, the course moves American women were now visible, strengthened chronologically through an examination of major by their growing numbers, and they insisted upon themes in women’s experience: family, community, voicing their histories and experiences, which had work, sexuality and politics. At the same time, the been silenced by a system of classism, sexism and class develops a critical assessment of documen- racism. This course will thematically trace the lives tary as a form, with attention to its effectiveness in of women of Asian descent living in the Ameri- portraying the past as historical sources and tech- cas—primarily in the United States—from their nical methods change, its importance as means of earliest arrival to the present. For example, we will transmitting history to the general public, and the be looking at Asian American women in relation funding and political constraints on its production, to the labor movement, to war, to U.S. foreign and broadcast and distribution. {H/S} domestic policy, to globalization and transnation- Joyce Follet, Spring 2005 alism, to popular culture, and to issues relating Offered Spring 2005, Spring 2006 to their families and their multiple communities. Readings will include such literary texts as Bone, Pacifi c Empires of the 19th and 20th Centuries: Out on Main Street and Comfort Woman, as well The Race to World Dominance as theoretical, sociological and historical works Subject to the approval of the Committee on Aca- such as Sweatshop Warriors, Dislocating Cultures demic Priorities. and Immigrant Acts. {L} 4 credits How does a study of “empire” help us understand Cathy Schlund-Vials, Spring 2005 the history of migration? This course seeks to To be announced, Spring 2006 examine this question by focusing on the Pacifi c Offered Spring 2005, Spring 2006 empires of the 19th and 20th centuries in order to help us better understand the diasporic move- 302 Seminar: The Material Culture of New ment of Asian-Pacifi c Islanders to the United States. England, 1630–1860 This course will therefore focus on the Chinese, Using the collections of Historic Deerfi eld, Inc., Japanese, Spanish, American and British empires and the environment of Deerfi eld, Massachusetts, in the Asia-Pacifi c region and will include a general students explore the relationship of a wide variety

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of objects (architecture, furniture, ceramics and will technology make these distinctions irrelevant? textiles) to New England’s history. Classes are held In a future fi lled with botox, hormone-induced in Old Deerfi eld, MA. Admission by permission of ovulation, genetic manipulation and electronic the instructor. Enrollment limited. {H/A} 4 credits identities, can the lives of our grandmothers be of Jessica Neuwirth any use in making our own choices? The science Offered Spring 2005, Spring 2006 and technology of the past 200 years have brought forth a host of new questions, new ethical and value 340 Symposium in American Studies decisions, new lifestyles, new priorities. Whatever Limited to senior majors; contact the American we may think of the changes, the questions demand studies offi ce for details. Topics listed below: to be answered. This course will attempt to explore the history, nature and extent of these changes, Culture Wars reactions to them both real and imaginative, and This seminar will explore the rise of the fi rst their effects on the people and place called Ameri- “Christian coalition” in the 1870s. It will then trace ca. Along the way we will explore some of the skills through the 20th century a series of campaigns— essential to survival in the modern world: how to against alcohol, drugs, immigration, “obscenity,” make enough clean electricity to run a city, how to “evolution” and other issues—that pitted Ameri- build an atomic bomb (and how the two are con- cans against one another on the basis especially of nected), and how to research a topic in contempo- religion, but also of class, gender, race and ethnic- rary science and technology. {L/H/N} 4 credits ity. {H} 4 credits Robert Weinberg Francis G. Couvares, Fall 2004 Offered Spring 2005 Offered Fall 2004, Fall 2005 351/ENG 384 Seminar: Writing About 341 Symposium in American Studies American Society Limited to senior majors; contact the American An examination of contemporary American issues studies offi ce for details. Topic listed below: through the works of such literary journalists as Jamaica Kincaid, John McPhee, Tom Wolfe, Joan Mass Culture, Media and Morality Didion and Jessica Mitford; and intensive practice Manufactured images are everywhere: on movie, in expository writing to develop the student’s own television and computer screens, on billboards and skills in analyzing complex social issues and ex- buses. These images are designed to grab our at- pressing herself artfully in this form. May be retention, to motivate us to acts of consumption, but peated with a different instructor and with the per- also to educate and instruct us. Who owns these mission of the director of the program. Enrollment images? How exactly do they work on our emotions limited. Admission by permission of the instructor. and psyches? How have they shaped the organiza- {L/S} 4 credits tion of American political and economic life? Why George Colt, Spring 2005 is the media saturated with images of violence, and To be announced, Spring 2006 what is the relationship between mass culture, the- Offered Spring 2005, Spring 2006 ories of spectacle, Hollywood blockbusters, news broadcasts, advertisements, Oxfam letters, graffi ti 400 Special Studies and cartoons. {H/S} 4 credits Admission by permission of the instructor and the Kevin Rozario director. 1 to 4 credits Offered Spring 2005 Offered both semesters each year

Science, Technology and American Culture 408d Special Studies In the 1990s Donna Haraway said that she’d “rath- Admission by permission of the instructor and the er be a Cyborg than a Goddess.” Are these the only director. 8 credits choices available? Does your destiny lie in your Full-year course; Offered each year genes or your culture or your personal history or

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forms such as movies, music, or material culture; Internship at the emphasizing historical context through a variety of Smithsonian Institution case studies each employing different methods and styles. Students will become familiar with different To enable qualifi ed students to examine, under the approaches to understanding cultural artifacts and tutelage of outstanding scholars, some of the fi nest the worlds that produced them. Open only to mem- collections of materials relating to the develop- bers of the Smithsonian Internship Program. Given ment of culture in America, the American Studies in Washington, D.C. {H} 4 credits Program offers a one-semester internship at the Laura Katzman Smithsonian Institution in Washington, D.C. The Offered Fall 2004, Fall 2005 academic program consists of a seminar taught by a scholar at the Smithsonian, a tutorial on research 412 Research Project at the Smithsonian methods, and a research project under the supervi- Institution sion of a Smithsonian staff member. The project Tutorial supervision by Smithsonian staff members. is worth eight credits. Research projects have Given in Washington, D.C. {H/S} 8 credits dealt with such topics as the northward migration Donald Robinson, Director of blacks, women in various sports, a history of Offered Fall 2004, Fall 2005 Western Union, Charles Willson Peale’s letters, the rise of modernism in American art, and the use of infant baby formula in the antebellum South. Requirements for the Interns pay tuition and fees to Smith College but pay for their own room and board in Washington. American Studies Major Financial aid, if any, continues as if the student Advisers: Floyd Cheung, Rosetta Cohen, John Da- were resident in Northampton. vis, Alice Hearst, Daniel Horowitz, Helen Horowitz, The program takes place during the fall semes- Alexandra Keller, Richard Millington, Nancy Marie ter. It is not limited to American studies majors. Mithlo, Donald L. Robinson, Kevin Rozario, Chris- Students majoring in art, history, sociology, an- tine Shelton, Marc Steinberg, Michael Thurston, thropology, religion, and economics are especially Susan Van Dyne, Steve Waksman, Louis Wilson. encouraged to apply. Those in project-related Because of the wide-ranging interests and disciplines (e.g., art history) may consult their methods included within the interdisciplinary advisers about the possibility of earning credit American Studies Program, careful consultation toward the major for work done on the internship. between a student and her adviser is crucial to the Applications will be available at the beginning of planning of the major. the second semester. In order to structure their studies of Ameri- can society and culture, majors will select a fo- 410 Tutorial on Research Methods at the cus—such as an era (e.g. antebellum America, the Smithsonian twentieth century) or a topical concentration (e.g. Individual supervision by a Smithsonian staff mem- ethnicity and race, urban life, social policy, mate- ber. Given in Washington, D.C. {H/S} 4 credits rial culture, the family, industrialization, the arts, Donald Robinson, Director the media, popular culture, comparative American Offered Fall 2004, Fall 2005 cultures)—which they will explore in at least four courses. It is expected that several courses in the 411 Seminar: American Culture: Conventions major will explore issues outside the theme. and Contexts Because American studies courses are located This course is designed to give students a broad but primarily in two divisions, humanities and social intense exposure to analysis of a variety of Ameri- sciences, students are to balance their studies with can cultural forms and expressions. The course courses in each. Courses taken S/U may not be will have a dual focus: working on analysis—view- counted toward the major. ing, refl ecting upon and debating specifi c cultural

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Requirements: 12 semester courses, as follows: 1. 201 and 202; Diploma in American 2. Eight courses in the American ﬁ eld. At least four must be focused on a theme deﬁ ned by Studies the student. At least two courses must be in the Director: Jim Hicks Humanities and two in the Social Sciences. At least two must be devoted primarily to the years A one-year program for foreign students of ad- before the twentieth century. At least one must vanced undergraduate or graduate standing. be a seminar, ideally in the theme selected. Stu- dents writing honors theses are exempt from the Requirements: special seminar for Diploma stu- seminar requirement; dents only), three other courses in American Stud- 3. One course that will enable explicit compari- ies or in one or more of the related disciplines, sons between the United States and another and American Studies 570, Diploma Thesis (see society, culture or region; note below). 4. 340 or 341. 555 Seminar: American Society and Culture Adviser for Study Abroad: Marc W. Steinberg. Topic: Social, Political, and Cultural Issues to 1880. For Diploma students only. 4 credits To be announced Honors Offered Fall 2004, Fall 2005

Director: Kevin Rozario 556 Seminar: American Society and Culture For Diploma students only. 4 credits 430d Thesis To be announced 8 credits Offered Spring 2005, Spring 2006 Full-year course; Offered each year 570 Diploma Thesis 431 Thesis 4 credits 8 credits To be announced Offered Fall 2004, Fall 2005 Offered Spring 2005, Spring 2006

Requirements: the same as those for the major, except that a thesis (431) will be substituted for two of the eight courses in the American ﬁ eld. The thesis will be followed by a public presentation and an oral honors examination in the spring semester.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers Barbara Kellum, Professor of Art †1 Scott Bradbury, Professor of Classical Susan Levin, Associate Professor of Philosophy, Languages and Literatures Director †2 Patrick Coby, Professor of Government Richard Lim, Associate Professor of History Karl Donfried, Professor of Religion and Biblical Literature

The minor in ancient studies provides students with CLS 236 Cleopatra: Histories, Fictions, Fantasies the opportunity to consolidate a program of study GOV 261 Ancient and Medieval Political Theory on the ancient Mediterranean and Near Eastern HST 202 Ancient Greece worlds based on a variety of disciplinary perspec- HST 203 Alexander the Great and the Hellenistic tives. Courses in history, art, religion, classics, gov- World ernment, philosophy and archaeology make up the HST 204 The Roman Republic minor. Students shape their own programs, in con- HST 205 The Roman Empire sultation with their advisers, and may concentrate HST 206 Aspects of Ancient History on a particular civilization or elect a cross-civiliza- HST 207 Islamic Civilization to the 15th Century tional approach. No languages are required. HST 296 The Making of Late Antiquity HST 302 Topics in Ancient History JUD 285 Jews and World Civilization: 300 B.C.E.– The Minor 1492 C.E. PHI 124 History of Ancient and Medieval Requirements: Six courses, in no fewer than Philosophy three departments, selected from the list of related PHI 324 Seminar in Ancient Philosophy courses below. REL 210 Introduction to the Bible I REL 215 Introduction to the Bible II Related Courses REL 217 Colloquium: The Dead Sea Scrolls, ARC 211 Introduction to Archaeology Judaism and Christianity ARH 208 The Art of Greece REL 219 Christian Origins: Archaeological and ARH 212 Ancient Cities and Sanctuaries Socio-Historical Perspectives ARH 216 The Art of the Roman World REL 252 The Making of Muhammad ARH 228 Islamic Art and Architecture ARH 315 Studies in Roman Art Students are to check departmental entries in the CLS 190 The Trojan War catalogue to ﬁ nd out the year and semester when CLS 227 Classical Mythology particular courses are being offered. CLS 230 The Historical Imagination CLS 230 Images of the Other in Ancient Greece CLS 232 Paganism in the Greco-Roman World CLS 233 Constructions of Gender and Sexuality in Greco-Roman Culture

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Lecturers **1 Elizabeth Erickson Hopkins, Ph.D. Marta Carlson Frédérique Apffel-Marglin, Ph.D. Chaia Heller **2 Donald Joralemon, Ph.D., Abraham Zablocki *2 Elliot Fratkin, Ph.D. Associated Faculty Associate Professor Michael Sugerman (Religion) Ravina Aggarwal, Ph.D., Chair Mendenhall Fellow Assistant Professors Keisha-Kahn Yemaine Perry Suzanne Zhang-Gottschang, Ph.D. †1 Nancy Marie Mithlo, Ph.D.

Students are strongly encouraged to complete ANT of human behavior and their basis in primate so- 130 or ANT 131 before enrolling in intermediate cial and communication systems. Our biological courses. First-year students must have the permis- development as hominids and its behavioral cor- sion of the instructor for courses above the intro- relates. The uniqueness of language and technology ductory level. as human adaptations. Contemporary political implications of the agricultural revolution and the 130 Introduction to Cultural Anthropology rise of the early city and early state. Will our cur- The exploration of similarities and differences in rent dependency on modern technology and global the cultural patterning of human experience. The communication prove to be a vision or a trap? comparative analysis of economic, political, reli- {S/N} 4 credits gious, and family structures, with examples from Elizabeth Hopkins Africa, the Americas, Asia, and Oceania. The impact Offered Spring 2006 of the modern world on traditional societies. Sev- eral ethnographic ﬁ lms are viewed in coordination 230 Africa: Population, Health, and with descriptive case studies. Total enrollment of Environment Issues each section limited to 25. {S} 4 credits This course looks at peoples and cultures of Africa Elliot Fratkin, Donald Joralemon, Suzanne with a focus on population and environmental Zhang-Gottschang, Fall 2004, Fall 2005 change on the African continent. The course Ravina Aggarwal, Chaia Heller, Spring 2005 discusses the origin and growth of human popula- Ravina Aggarwal, Nancy Marie Mithlo, Spring tions, distribution and spread of language and 2006 ethnic groups, the variety in food production sys- Offered both semesters each year tems (foraging, ﬁ shing, pastoralism, agriculture, industrialism), demographic and environmental 131 Perspectives on Human Behavior and consequences of slavery, colonialism, and eco- Evolution nomic globalization, rural and urban migration, The physiological, social and ecological premises health and nutritional change, and contemporary

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problems of drought and famine, and AIDS in Af- evolutionary, cultural, and historical perspectives. rica. {S/N} 4 credits Students will engage readings by Karl Marx, Marvin Elliot Fratkin Harris, Eric Wolf, Marshall Sahlins, E.O. Wilson Offered Spring 2005 and others. While there are no prerequisites, background courses in anthropology, archeology, or 231 Postcolonial Africa: Contemporary history are recommended. (TI) {S} 4 credits Priorities and Challenges Elliot Fratkin Africa in the postcolonial period has become Offered Fall 2004, Fall 2005 emblematic of the challenges that currently face all developing nations. The course will examine 240 Anthropology of Museums the social, political, and economic ramifi cations This course critically analyzes how museums oper- of such issues as urbanization, changing gender ate as social agents in both refl ecting and inform- relations, ethnicity, sectarianism, elite politics, con- ing public culture. Who is represented in museum fl ict, dependency and AIDS. We will explore their exhibits? What messages are conveyed and for genesis in the values and expectations of traditional whom? The relationship between the development African societies, in the claims of the colonial pe- of anthropology as a discipline and the collection riod, and in the intensifying global pressures of the of material culture from indigenous populations contemporary world. {H/S} 4 credits in an effort to document “vanishing races” will be Elizabeth Hopkins discussed and contemporary practices of self-rep- Offered Fall 2004, Fall 2005 resentation analyzed. Topics include the art/artifact debate, corporate sponsorship, the construction of 232 Third World Politics: Anthropological identity, indigenous curation methods, legislative Perspectives acts such as repatriation, and contested ideas about The dynamics of nonwestern politics. How en- authenticity and authority. (TI) {S/H} 4 credits during are traditional political priorities and the Nancy Marie Mithlo colonial experience in the postcolonial world? The Offered Fall 2005 impact of urbanization, population dislocations and the global economy on contemporary politics 241 Anthropology of Development and national identity. Topics include: the nature of The Anthropology of Development compares political behavior and the political process; chang- three explanatory models—modernization theory, ing expectations and options for women; ethnicity dependency theory, and indigenous or alterna- and privilege in the national arena; Christianity and tive development—to understand social change Islam as strategies of secular resistance; the logic in the 20th century. Who sponsors development of genocide and armed confl ict. {H/S} 4 credits programs and why? How are power, ethnicity, and Elizabeth Hopkins gender relations affected? How do anthropologists Offered Fall 2004, Spring 2006 contribute to and critique programs of social and economic development? The course will discuss is- 236 Economy, Ecology, and Society sues of gender, health care, population growth, and This course introduces theoretical approaches to economic empowerment with readings from Africa, the study of economy, ecology, and cultural evolu- Asia, Oceania and Latin America. {S} 4 credits tion in anthropology. As a theory-intensive course, Elliot Fratkin it will examine varying materialist approaches to Offered Spring 2005, Spring 2006 the study of society including those of Marxists, formalists, cultural relativists, and sociobiolo- 243 Indigenous Traditions and Ecology gists. Topics include production, exchange, and The course focuses on indigenous cultures and consumption in non-Western societies; cultural their basic assumptions about the nature of the evolution and historical change including examples world and of reality. One important issue we will of domination and confl ict between tribal societies, focus on at the beginning of the course is the dif- early states, mercantilist, and capitalist polities; ference between an oral consciousness and an and issues of human ecology and adaptation from alphabetic consciousness. The course will try to

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understand the epistemological assumptions of strategies in visual anthropology challenge these modernity that contribute to our global environ- earlier interpretative models by incorporating ment crisis and how these differ from the assump- multiple perspectives and making theoretical aims tions about the world that characterize different explicit. This course addresses the use of visual indigenous collectivities. An optional fi eldwork lab recording in anthropology both as a documentary is offered for this joint Smith/UMass course in the research method and as an exploration of unique Peruvian High Amazon during January, adminis- visual worlds. Works analyzed include the visual tered by the International Program Offi ce (IPO) at arts, fi lm, photography, museum exhibits and mate- UMass. See their Web site (www.umass.edu/ipo) rial culture. Global concerns such as appropria- and click on Peru for deadline and procedures for tion, commercialization and representation will be application, costs, and other relevant information. discussed in case study analyses. {S} 4 credits For Smith anthropology majors who attend the Nancy Marie Mithlo optional fi eldwork lab in Peru, this course qualifi es Offered Spring 2006 as Methods Intensive (MI). {S} 4 credits Frédérique Appfel-Marglin and Brooke Thomas 250 Native American Representations (Anthropology, UMass) This course offers an overview of the historic and contemporary experiences of Native people in 244 Colloquium: Gender, Science, and Culture North America through an examination of oral Science will be looked at both historically as well history, biography, art, ethnographic texts, fi lm as ethnographically. The scientifi c revolution in and scholarly analysis. The impact of government 16th and 17th century Western Europe was an policies including boarding schools, adoption and exclusively male enterprise which deliberately ex- relocation, will be discussed as well as tribal self- cluded women. This course will focus on the ori- determination efforts such as cultural resource gins, meaning and manifestations of this exclusion management, language retention and enrollment and try to understand how it has shaped the nature policies. The articulation of indigenous knowledge of scientifi c inquiry. The course will range from systems in understanding environmental, health women’s explicit exclusion from the beginnings of and educational issues will be highlighted as well science in 16th and 17th century Western Europe as varying ideas of gender and power. Native Amer- to contemporary practices of in vitro fertilization ican women’s life histories and perspectives will be and germ-line engineering. Limited enrollment. emphasized. {S} 4 credits (MI) {S} 4 credits Marta Carlson Frédérique Apffel-Marglin Offered Spring 2005 Offered Fall 2004, Fall 2005 251 Women and Modernity in East Asia 248 Medical Anthropology This course explores the roles, representations The cultural construction of illness through an and experiences of women in 20th-century China, examination of systems of diagnosis, classifi cation, Korea, Vietnam and Japan in the context of the and therapy in both non-Western and Western modernization projects of these countries. Through societies. Special attention given to the role of the ethnographic and historical readings, fi lm and traditional healer. The anthropological contribution discussion this course examines how issues per- to international health care and to the training of taining to women and gender relations have been physicians in the United States. Enrollment limited highlighted in political, economic and cultural in- to 30. {S/N} 4 credits stitutions. The course compares the ways that Asian Donald Joralemon women have experienced these processes through Offered Fall 2004, Fall 2005 three major topics: war and revolution, gendered aspects of work, and women in relation to the fam- 249 Visual Anthropology ily. This course is co-sponsored by, and cross-listed The process of translating culture by visual repre- in, the East Asian Studies Program. {S} 4 credits sentation often infers notions of authority, objec- Suzanne Zhang-Gottschang tivity and fi xed reality. Contextual and revisionist Offered Spring 2005, Spring 2006

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252 The City and the Countryside in China communal responses. What care is due the dying? With more than 80 percent of its population based What indicates that death has occurred? How is in rural areas, China is usually viewed as a primar- the corpse to be handled? The course uses eth- ily agrarian society. However, economic reforms in nographic and historical sources to indicate how the last twenty years have brought about dramatic human communities have answered these ques- growth in China’s urban areas. This course exam- tions, and to determine just how unusual are the ines the conceptualization of urban and rural China circumstances surrounding dying in the contem- in terms of political and economic processes and porary Western world. Enrollment limited to 20. social relations from the Communist revolution in Prerequisite: 130 or permission of the instructor. 1949 to the present day. Against this background, {H/S} WI 4 credits the course explores how broader social theoretical Donald Joralemon concerns with concepts such as tradition/moder- Offered Spring 2005 nity and state/society have been taken up in the anthropology of China. {S} 4 credits 258 Performing Culture Suzanne Zhang-Gottschang This course analyzes cultural performances as sites Offered Fall 2004 for the expression and formation of social identity. Students study various performance genres such 253 Introduction to East Asian Societies and as rituals, festivals, theater, music, dance, parades Cultures and functions. Topics include expressive culture This course provides a survey of the anthropol- as resistance; debates around authenticity; the ogy of contemporary East Asian societies. We will performance of gender, race, and class identities; examine the effects of modernization and develop- nationalism and ethnicity; the effects of globaliza- ment on the cultures of China, Japan and Korea. tion on indigenous performances; and the transfor- Such topics as the individual, household and fam- mation of folk performances in the wake of radio, ily; marriage and reproduction; religion and ritual; fi lm, and television. Enrollment limited to 30. (MI) and political economic systems are introduced {L/H/S} 4 credits through ethnographic accounts of these cultures. Ravina Aggarwal The goal of this course is to provide students with Offered Spring 2006 suffi cient information to understand important social and cultural aspects of modern East Asia. 262 Religious Fundamentalism {S} 4 credits Subject to the approval of the Committee on Aca- Suzanne Zhang-Gottschang demic Priorities. Offered Fall 2005 This course investigates the nature of religious fundamentalism in the world today. We seek to 254 Gender, Media and Culture in India understand how specifi c forms of fundamentalist This course starts by examining the representations practice, ideology, and institutions have emerged of Indian women in colonial and postcolonial me- from particular historical encounters, especially dia. Informed by ethnographic studies and sources with modernity, science, liberalism and colonial- drawn from radio, television, documentaries, Hol- ism. At the same time, we will explore the ideal of lywood fi lms, the advertisement industry, and print fundamentalism as a general category of religion journalism, students learn to assess gender roles with validity across cultural contexts, in order to and feminist interventions in debates surrounding examine, and interrogate the tension between the nationalism, violence, religion, caste, sexuality, study of particular cultures and the generation of family and political economy. {S} 4 credits cross-cultural categories of knowledge arising out Ravina Aggarwal of those particulars. Case studies will be drawn Offered Spring 2005 from contemporary studies of Jewish, Christian, Muslin, Buddhist and Hindu fundamentalists. (E) 255 Dying and Death {S} 4 credits Death, the “supreme and fi nal crisis of life” (Ma- Abraham Zablocki linowski), calls for collective understandings and Offered Fall 2004

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however, we have come to understand that mother- Seminars hood may provide insights into structures of power, dynamics of gender relations, identity politics as 340 Seminar: Postcolonial Politics: Identity, well as economic relations. This research has de- Power and Confl ict in the Developing World stabilized a naturalized understanding of mother- What common features defi ne national political ing. As a result, motherhood as an institution and interests, privilege and personal security in the experience is understood to vary across time and developing world? The seminar will explore the space, history, society and culture. Motherhood will contemporary logic that sustains individual strate- be treated here as a cluster of practices, ideas and gies for survival, the power of the elites and the experiences that are linked to issues of sexuality, prominence of armed confl ict as a national and reproduction, power and authority, personhood, regional agenda. Topics include ethnicity and sec- consumption, morality and social order and disor- tarianism as political identity; Islam and Christianity der. Our purpose in this seminar is to review some as ideologies of engagement and resistance; and of the major works on motherhood produced by the unprecedented human cost of postcolonial anthropologists in recent years and contextualize confl icts: refugees, child soldiers and ethnic geno- them in light of feminist theory. {S} 4 credits cide. {H/S} 4 credits Suzanne Zhang-Gottschang Elizabeth Hopkins Offered Spring 2006 Offered Fall 2005 343 Seminar: Travel, Tourism and Culture 342 Seminar: Topics in Anthropology This course examines travel as a way of know- 4 credits ing the world using ethnographies, travelogues, fi lms, tourist brochures and guidebooks. Topics Topic: The Anthropology of Food include the transforming role that travel plays in This seminar employs anthropological approaches the representation of other places and peoples, the to understand the role of food in social and cul- emergence and organization of mass tourism, its tural life. Using ethnographic case studies from impact on identity, family, race and class statuses of East Asia, Latin America, Africa and the United both hosts and guests, global economic pressures States, the course will examine topics such as bio- and sites of resistance to tourism, possible ways to cultural dimensions of food and nutrition; food ensure alternative and responsible travel. Prerequi- and nationalism; symbolic value of food; food and site: permission of the instructor. {S} 4 credits identity; food taboos and restrictions; etiquette Ravina Aggarwal and manners in eating; body image and eating; Offered Fall 2005 transnationalism and global food industries; famine and food policy. Through the investigation of these 344 Seminar: Topics in Medical Anthropology topics, students will also gain an understanding of Topic: Theory in the Social Sciences of Medicine. major theoretical trends and debates in anthro- A selective review of social science theory applied pology. Students will conduct small fi eld-based to sickness and healing, drawing material from an- research projects as a part of their participation in thropology and sociology. Key themes include the the seminar. {S} 4 credits concept of the “sick role,” the impact of class and Suzanne Zhang-Gottschang ethnicity on disease patterns, the social structure Offered Spring 2005 of medical systems, medical ecology, and world systems models applied to health and disease. Pre- Topic: Motherhood requisite: ANT 248 or permission of the instructor Motherhood integrates economic, political, bio- (TI) {S} 4 credits logical and social processes. The study of mother- Donald Joralemon hood in the early days of anthropology frequently Offered Spring 2005 focused on how it functioned in terms of kinship and reproduction. With the developments in feminist theory within and outside of anthropology,

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347 Seminar: Topics in Anthropology witnessing and political action. (MI) {S} 4 credits Topic: Ethnographic Film Studies. This course Ravina Aggarwal considers the history and development of eth- Offered Fall 2004 nographic and transcultural fi lmmaking. It is an in-depth exploration of important anthropological fi lms in terms of content, methodology and tech- Cross-listed and niques. The multiple and sometimes confl icting motivations of fi lmmakers, subjects, sponsors and Interdepartmental Courses audience will be examined with a consideration given to the challenges of new anthropological REL 110 Archaeology of Israel and Palestine paradigms and indigenous media productions. 4 credits Issues of gender, authorship and power are dis- Michael Sugerman cussed through screenings, lecture, ethnographies, Offered Spring 2005 theoretical readings and classroom discussions. Students will develop a critical perspective for viewing fi lms, videos and representations. This course General Courses requires additional weekly fi lm screenings outside of class. {H/S} 4 credits 400 Special Studies Nancy Marie Mithlo By permission of the department, for junior and Offered Fall 2005 senior majors. 2 to 4 credits Offered both semesters each year 348 Seminar: Topics in Development Anthropology 408d Special Studies Topic: Health in Africa. This seminar focuses on 8 credits issues of demography, health, nutrition, and dis- Full-year course; Offered each year ease on the African continent, contextualized in the social, economic and political activities of human populations. The course discusses the distribution The Major in Anthropology and food production systems of human groups in particular environments, the incidence and preva- Advisers: Ravina Aggarwal, Frédérique Apffel- lence of infectious diseases including malaria, tu- Marglin, Elliot Fratkin, Elizabeth Hopkins, Donald berculosis, river blindness, measles, and HIV/AIDS, Joralemon, Nancy Marie Mithlo, Suzanne Zhang- and varying approaches to health care including Gottschang. traditional medicine and the availability of Western treatment. Background in African studies or medi- Adviser for Study Abroad: Elliot Fratkin cal anthropology preferred. {S} 4 credits Elliot Fratkin Requirements: Eight (8) courses in anthropol- Offered Spring 2006 ogy and three (3) that may be in anthropology or in related fi elds. Majors must take “Introduction 350 Seminar: Writing Lives, Representing to Cultural Anthropology” (130), one course des- Culture ignated or approved as “theory intensive” (TI), This course focuses on the use of life history and one course designated or approved as “methods life story methods by anthropologists to understand intensive” (MI) and a Smith anthropology seminar. and portray cultural worlds. Students learn to work In addition, students are strongly encouraged to on their own projects after reading from classic study a language spoken in the geographic region and controversial works and by engaging with vari- of her interest. ous topics such as selection of subjects, identifying archives, questions of style and genre, the ethics of Students majoring in anthropology are encouraged representation, problems of translation and con- to consider an academic program abroad during sumption, biography as cultural history, writing as their junior year. In the past, majors have spent a

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term or year in India, Kenya, Senegal, South Africa, Requirements: Scotland, Ecuador, Mexico, Costa Rica and Nepal. 1. A total of eight courses above the basis, includ- Students planning to spend the junior year abroad ing all the requirements for the major. should take at least one but preferably two courses 2. A thesis (430, 432) written during two se- in anthropology during the sophomore year. Stu- mesters, or a thesis (431) written during one dents should discuss their study abroad plans with semester. advisers, particularly if they wish to do a special 3. An oral examination on the thesis. studies or senior thesis upon their return. Majors interested in archaeology or physical anthropology may take advantage of the excellent resources in these two areas at the University of Massachusetts or enroll in a ﬁ eldwork program at a training university during their junior year. The Minor in Anthropology Advisers: Ravina Aggarwal, Frédérique Apffel- Marglin, Elliot Fratkin, Elizabeth Hopkins, Donald Joralemon, Nancy Marie Mithlo, Suzanne Zhang- Gottschang

Requirements: Six (6) courses in anthropology, including 130 or 131, and a Smith anthropology seminar. Minors are encouraged to include either a theory or methods intensive course. Honors Director: Frédérique Apffel-Marglin

Basis: 130 or 131 for the anthropology major, ANT 130 or ANT 131 and SOC 101 for the sociology and anthropology major.

430d Thesis 8 credits Full-year course; Offered each year

431 Thesis 8 credits Offered each Fall

432d Thesis 12 credits Full-year course; Offered each year

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Advisory Committee Christopher Loring, Director of Libraries H. Allen Curran, Professor of Geology †1 Nancy Mithlo, Assistant Professor of Karl Donfried, Professor of Religion and Biblical Anthropology Literature Thalia Pandiri, Professor of Classical Languages **1 Elizabeth Hopkins, Professor of Anthropology and Literatures and of Comparative Literature Caroline Houser, Professor of Art Neal Salisbury, Professor of History †2 Joel Kaminsky, Associate Professor of Religion Marjorie Senechal, Professor of Mathematics and Biblical Literature Barbara Kellum, Professor of Art Lecturer Dana Leibsohn, Associate Professor of Art Susan Allen, Ph.D. Richard Lim, Associate Professor of History, Director

The interdepartmental minor in archaeology is a 2. A project in which the student works outside of complement to any one of several departmental a conventional classroom but under appropri- majors. Archaeological methods and evidence can ate supervision on an archaeological question be used to illuminate various disciplines and will approved in advance by the Advisory Committee. aid the student in the analysis of information and The project may be done in a variety of ways and data provided by fi eld research. places; for example, it may be excavation (fi eld work), or work in another aspect of archaeol- 211 Introduction to Archaeology ogy in a museum or laboratory, or in an area An introduction to interdisciplinary archaeological closely related to archaeology such as geology inquiry. The goals of archaeology; concepts of time or computer science. Students are encouraged and space; excavation techniques; ways of ordering to propose projects related to their special in- and studying pottery, skeletal remains, stone and terests. metal objects, and organic materials. Archaeologi- This project may be, but does not need to be, cal theory and method and how each affects the one for which the student receives academic reconstruction of the past. Illustrative material, credit. If the project is an extensive one for both prehistorical and historical, will be drawn which academic credit is approved by the Regis- primarily but not exclusively from the culture of the trar and the Advisory Committee, it may count as Mediterranean Bronze Age and the time of Homer. one of the six courses required for this minor. Enrollment limited to 30. {H/S} 4 credits 3. Four additional courses (if the archaeological Susan Allen project carries academic credit) or fi ve (if the Offered Fall 2004 archaeological project does not carry academic 400 Special Studies credit) are to be chosen, in consultation with By permission of the Archaeology Advisory Com- the student’s adviser for the minor, from the mittee, for junior or senior minors. 2 or 4 credits various departments represented on the Adviso- Offered both semesters each year ry Committee (above) or from suitable courses offered elsewhere in the Five Colleges. A list of possible courses is available from the advisers. The Minor No more than two courses counting toward the student’s major program may be counted toward Requirements: the archaeology minor. Only four credits of a lan- 1. ARC 211. guage course may be counted toward the minor.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professors *1 Marylin Martin Rhie, Ph.D. (Art and East Asian Roger Boyce, M.F.A. Studies) Frazer Ward, Ph.D. Chester J. Michalik, M.F.A. Lynne Yamamoto, M.A. Dwight Pogue, M.F.A. Gary L. Niswonger, M.Ed., M.F.A., Associate Chair Lecturers *2 Craig Felton, Ph.D. Carl Caivano, M.F.A. Caroline Houser, Ph.D. Katherine Schneider, M.F.A. *1 Susan Heideman, M.F.A. Suzannah Fabing, A.M. †2 John Davis, Ph.D., Chair Martin Antonetti, M.S.L.S. Barbara A. Kellum, Ph.D. John Gibson, M.F.A. **2 A. Lee Burns, M.S., M.F.A. Gretchen Schneider, M. Arch. Barbara Lattanzi, M.A. Professor-in-Residence Karen Koehler, Ph.D. Barry Moser, B.S. Nina James, Ph.D. (Art and Landscape Studies) Susan Kart, M.A., M.Phil. Associate Professors Elizabeth Meyersohn, M.F.A. Brigitte Buettner, Ph.D. Valija Evalds, M.Phil. John Moore, Ph.D. Lucretia Knapp, M.F.A. (Art and Film Studies) Dana Leibsohn, Ph.D. Jane Lund

Harnish Visiting Artist Assistant in Architecture Meridel Rubenstein, M.A., M.F.A. Kirin Joya Makker, M.A., M.Arch.

The Department of Art believes that visual literacy is crucial to negotiations of the contemporary A. The History of Art world. Consequently, equal weight is given to studio practice and historical analysis. Courses focus on images and the built environment and seek to fos- INTRODUCTORY COURSES ter an understanding of visual culture and human Courses at the 100 level are open to all students; expression in a given time and place. there are no prerequisites. Students planning to major or to do honors work in art will fi nd courses in literature, phi- ARH 101 Approaches to Visual losophy, religion, and history taken in the fi rst two Representation (C) years valuable. A reading knowledge of foreign lan- Emphasizing discussion and short written as- guages is useful for historical courses. Each of the signments, these colloquia have as their goal the historical courses may require one or more trips to development of art historical skills of description, Boston, New York or other places in the vicinity for analysis, and interpretation. Each section is limited the study of original works of art. to 20 students. Courses in the history of art are prefi xed ARH; courses in studio art are prefi xed ARS.

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Advertising and Visual Culture different cultures we will study funerary beliefs and By analyzing advertisements—from ancient Pom- rituals, asking how art has been mobilized across peian shop signs and graffi ti to contemporary the ages to frame the disruptive experience of multimedia appropriations—this course will seek death. {H/A} 4 credits to understand how images function in a wide ar- Brigitte Buettner ray of different cultures. In developing a historical Offered Spring 2005 sense of visual literacy, we’ll also explore the shifting parameters of “high” art and “low” art, the Writing Art/Art Writing signifi cance of advertising in contemporary art, and This class will introduce students to a wide range the structuring principles of visual communication. of art objects and ways of writing about them, {H/A} 4 credits considering both art and writing from various his- Barbara Kellum torical periods, and including different cultural and Offered Fall 2004 disciplinary perspectives. The class will consider writing—always together with the objects it seeks The Home as a Work of Art to understand—from within art history, as well as Using examples of domestic design throughout the artists’ writing fi ction, popular media, and texts world and the ages, we will examine in detail vari- from disciplines including anthropology, sociology ous facets of the setting and the building, its spatial and philosophy. Topics may include indigenous organization, materials and accoutrements, and the critiques of anthropological writing about Austra- way it serves and represents ideas about gender, lian aboriginal art, and the reception of aboriginal the family as a social and productive unit, and art within contemporary art; artists’ writings in moral and aesthetic values. {H/A} WI 4 credits relation to criticism of their works and in relation Valija Evalds to biographical and fi ctional accounts of their lives; Offered Fall 2004, Spring 2005 the ways in which scholarship appropriates frag- mentary ancient material; poetry that takes visual Realism: The Desire to Record the World art as its starting point; visual art that is primarily Throughout history, artists have sought to re-create textual. Students will learn to assess what is at stake the natural world; indeed “Realism” has been a in different ways of writing about art, in relation to driving force behind representation from the earli- the contexts in which both the art and the writing est human-made images to the invention of pho- appear. WI {A/H} 4 credits tography to computer-generated pictures. In some Frazer Ward cases, this Realist intention has meant designing Offered Fall 2004 the built environment to human scale; in others it has meant trying to record seasonal changes and Designing, Depicting, and Destroying Land- simple human activities; in others still Realism has scapes been used to suggest the presence of the divine Landscapes cover the globe. How have humans in everyday objects. Whether accurately or sym- dealt with their landscapes through the ages and bolically, through the blatant use of materials or around the world? This course will examine how through virtuoso trickery, artists have consistently and why places have been conquered, designed, tried to transfer scenes from the “real world” onto painted, printed, sculpted, fi lmed, woven, recycled, other surfaces or sites. This course will explore the forgotten or destroyed. Balancing the real and the artistic motivation of Realism formally, thematically representational, specifi c topics will include land and contextually from ancient times to the present. art, memorials, public parks, historic preservation, {H/A} WI 4 credits gardens of paradise, Chinese scrolls, medieval tap- Karen Koehler estries and Impressionism. {H/A} 4 credits Offered Fall 2004 Nina James Offered Spring 2005 Art and Death Through an examination of key architectural, Scenes of Sacrifi ce sculpted and painted monuments from a variety of This class focuses on sacrifi ce and its ties to vi-

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sual representation. Our primary concern: how to European and American art of the last 500 years. and why sacrifi cial acts, images and objects have Over the semester we will study specifi c visual and been—and continue to be—invested with mean- cultural traditions at particular historical moments, ing in different contexts. Along with specifi c sacri- and become familiar with basic terminology, fi cial scenes and rites, we will address issues and modes of analysis and methodologies in art history. methods of analysis in the visual arts. Examples Enrollment limited to 40. {H/A} 4 credits will be drawn from Europe, Africa, Asia, and the Craig Felton, John Moore Americas, and from antiquity to the present. {H/A} Offered both semesters WI 4 credits Dana Leibsohn LECTURES AND COLLOQUIA Offered Fall 2004 Group I ARH 120 Introduction to Art History: Asia This course presents a survey of the art of Asia by ARH 204 Ancient America: Art, Architecture, exploring the major periods, themes, monuments and Archaeology (L) of architecture, painting and sculpture and the Pre-Hispanic visual culture will be the focus of philosophical and religious underpinnings from this class. We will cross both Mesoamerica and the earliest times to the 18th century. Study will the Andes, giving particular attention to the Aztecs, be centered on the art of India, China and Japan Inca and Maya. Along with architecture, textiles, with some attention given to Central Asia, Tibet, Sri sculpted works and book arts, we will consider Lanka, Indonesia and Korea. Enrollment limited to current debates in art history and archaeology. 40. {H/A} 4 credits Among the themes we will discuss: collecting and Marylin Rhie questions of cultural patrimony; tourism and its ties Offered Spring 2005 to archaeology; relationships between art historical and anthropological modes of interpretation. ARH 130 Introduction to Art History: Africa, {H/A} 4 credits Oceania, and Indigenous Americas Dana Leibsohn This course examines how images and objects Offered Spring 2005 made by Africans, Pacifi c Islanders and Native Americans create meaning—in both their original ARH 212 Ancient Cities and Sanctuaries (L) historical settings and those of Euro-American mu- Exploration of civic and religious centers in se- seums, galleries and tourist sites. Among the ma- lected sites of the ancient Mediterranean world terials we examine: Inca architecture from South and areas related to it in countries known today by America, sculpture and photography from West their modern names of Greece, Turkey, Italy, Egypt Africa and contemporary paintings from Australia. and Ethiopia. We will examine spatial plans, ar- Over the semester we will study specifi c cultural chitecture and other artistic forms that range from traditions at particular historical monuments, visit sculpture and painting to public ceremonies. Using museums and galleries, and become familiar with archaeological, literary and historical evidence, academic and popular vocabularies and theories we will consider ways that social, political and for discussing African, Oceanic and indigenous religious factors shape cities and sanctuaries and American arts. Enrollment limited to 40. {H/A} will make comparisons with a variety of other sites 4 credits such as medieval Iceland and modern America. Susan Kart {H/A} 4 credits Offered Fall 2004 Barbara Kellum Offered Spring 2005 ARH 140 Introduction to Art History: Western Traditions ARH 285 Great Cities (L) This course examines a selection of key buildings, Topic: Pompeii. A consideration of the ancient images, and objects created from the prehistoric city: architecture, painting, sculpture and objects of era, the ancient Mediterranean and medieval times,

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everyday life. Women and freedpeople as patrons much-vaunted (when not exaggerated and mislead- of the arts will be emphasized. The impact of the ing) insularity set the stage in England for patterns rediscovery of Pompeii and its role as a source of of patronage and a relationship to the visual arts inspiration in 18th-, 19th- and 20th-century art will both similar to and signifi cantly different from also be discussed. No prerequisite. {H/A} 4 credits modes established in Continental absolutist courts. Barbara Kellum While critically examining the perennial notion of Offered Fall 2004 “the Englishness of English art,” we shall study the careers of the painters, printmakers, sculptors, Group II architects, and landscape designers whose collective efforts made English art, at long last, one to be ARH 228 Islamic Art and Architecture (L) reckoned with. {H/A} 4 credits This course surveys the architecture, landscape, John Moore book arts and luxury objects produced in Islamic Offered Fall 2004 contexts from Spain to India, and from the 7th through the 20th centuries. Attention will be History of the Decorative Arts, 1400–1800 focused upon the relationships between Islamic In European royal and aristocratic courts (to say visual idioms and localized religious, political, nothing of bourgeois households), the money, raw and socioeconomic circumstances. In particular, materials and workmanship expended to acquire lectures and readings will examine the vital roles (among other things) cameos and engraved gems, played by theology, royal patronage, ceremonial, ceramics, clothing, embroideries, enamel, furni- gift exchange, trade and workshop practices in the ture, ivory, jewelry, manuscripts, medals, metal- formulation of visual traditions.Prerequisite: One work, printed books and tapestries far outstripped 100-level course in art history or permission of the all outlays for paintings and sculptures. This course instructor. {H/A} 4 credits will examine these “minor” arts with an eye toward To be announced reconstructing both original contexts of patronage Offered Spring 2005 and use, changing patterns of protocol, permanent and ephemeral architectural frameworks, and mar- ARH 232 Romanesque Art (L) keting; considered as well are their status as highly A study of a selected range of monuments–built, prized collectors’ objects, their role in the conduct sculpted and painted–embedded in the larger of diplomacy and statecraft, and their exceptionally historical and cultural context of the “feudal age.” rich cultural and symbolic charge. No prerequisite. Special emphasis on cross-disciplinary perspec- {H/A} 4 credits tives as a way to understand the Romanesque John Moore visual landscape in relation to competing religious Offered Spring 2005 claims; local identities; relics and pilgrimages; stories of marvels and monsters; and the signifi cance ARH 252 Art of the Spanish Habsburgs (L) of images of women, both sublime and abject, in a From Charles V, Holy Roman Emperor (Charles I world dominated by monks and knights. {H/A} of Spain) in the mid-sixteenth century, to Charles 4 credits II, last of the Habsburg line at the end of the sev- Brigitte Buettner enteenth century, this survey will investigate the Offered Fall 2004 purposes to which painting is used to satisfy religious and political needs in what is called Spain’s Group III “Golden Age.” The Venetian paintings, especially ARH 240 Art Historical Studies (C) those of Titian—highly prized by Charles V and his son and successor Philip II—will be examined The Arts in England, 1485–1714 within the context of royal patronage and against the backdrop of global political power. The great Constitutional limits on monarchical power, the age of Philip IV and the gradual diminution of embrace of Protestantism, religious intolerance Spain’s infl uence—culminating in a rapid decline and fanaticism, regicide and revolution, and a under Charles II—will also be considered through

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artistic production, especially that of Velázquez and Group IV others at the court of the Spanish monarchy under the direction of the powerful prime minister, the ARH 260 Art Historical Studies (C) Count-Duke Olivares. Works by painters, especially 4 credits El Greco, Ribera, Velázquez, Zurbarán, Murillo and Coello will be the primary focus of this course. No Exhibiting Africa prerequisite. {H/A} 4 credits This class focuses upon recent debates in the Craig Felton exhibition of African art. Discussions will explore Offered Spring 2005 constructions of the category “primitive art,” the cultural politics of museum exhibitions and the his- ARH 254 Baroque Art (L) tory of collecting and displaying African objects in During this age of the consolidation of power— the West. Working with the Smith College Museum that of Roman Catholicism and European national of Art, students will have the opportunity to curate states—explorations around the globe, investiga- their own exhibition. The primary goal of this tions in science and innovations in the concepts of course is to allow students to become well-versed artistic design led to an explosion of styles, innova- in the complexities involved in collecting, owning tive and often revolutionary, in art. Post Counter- and exhibiting African art. Prerequisite: ARH 130 Reformation Italy and the reconsideration of art or permission of the instructor. {A/H} theory and design at the Academy of the Carracci Dana Leibsohn in Bologna beginning about 1580, the emergence Offered Fall 2004 of a new artistic interpretation brought about by Caravaggio and his followers—fi rst in Rome and Twentieth-Century Islamic Art and Architecture then across Europe, and the subsequent change in This course will address not only how Islam is rep- styles to meet various political and regional needs resented in 20th-century religious art and archi- will be examined. The class will explore painting tecture, but also how Islam infl uences the work of and sculpture in Italy: with such artists as Annibale contemporary artists working for a secular market. and Ludovico Carracci, Caravaggio, Gian Lorenzo We will look at how Islamic traditions interrelate Bernini, Pietro da Cortona, Guido Reni; France: with local artistic modes of representation, fueling Simon Vouet, Poussin, Claude, and Georges de La our discussion of how the human fi gure, tradition- Tour; and Spain: El Greco, Ribera, Velázquez and ally perceived as absent from Islamic art, makes Zurbarán. Recommended background: ARH 101 its appearance via these vehicles of local exchange. or 140. {H/A} 4 credits Prerequisite: one 100-level art history class or Craig Felton permission of the instructor. {H/A} 4 credits Offered Fall 2004 Susan Kart ARH 258 European Art of the Eighteenth- Offered Fall 2004 Century (L) Painting, sculpture, architecture, urban and land- Exhibiting Globalism scape design, small-scale arts and printmaking, This course traces the development of the con- with examples drawn from France, Great Britain, temporary “globalism” of art and its institutions, Spain, Italian states, German-speaking principali- primarily through a history of key exhibitions, ties, Sweden and Russia. Recurring themes include including “Primitivism,” “Magiciens de la terre,” artists’ training; academies, aesthetics, and art the- “Global Conceptualism,” “The Short Century,” “The ory; art criticism and the viewing public; collecting American Century” and “Documenta 11.” We will and display; patronage; encyclopedism and exoti- work closely with the catalogues of these exhibi- cism; antiquity; artistic production and statecraft tions and with texts detailing their reception, so (porcelain, illustrated books, ephemeral design); as to develop an account of “the art world” and relationship of art to religion, politics, travel, litera- the culture of international survey exhibitions. In ture and science. {H/A} 4 credits conjunction with this, we will read theoretical texts John Moore examining the phenomenon of globalism from Offered Spring 2005 various disciplinary perspectives. Prerequisite:

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one 100-level art history class or permission of the the arts of scientifi c and technological advances instructor. {H/A} 4 credits and of popular culture. Prerequisite: one 100-level Frazer Ward art history course or permission of the instructor. Offered Spring 2005 {H/A} 4 credits Karen Koehler Arts of the African Diaspora Offered Spring 2005 Despite a long history of interaction between Afri- can and European nations, the African diasporic ARH 281 Modernism and the Neo–Avant- situation arguably begins with the forced exodus Gardes, 1945–68 (L) of African peoples across the ocean as part of the This course surveys major developments in inter- trans-Atlantic slave trade in the mid-19th century. national art framed by the end of World War II, the The infl ux of African peoples into Europe, the emergence of postcolonial states in the post-war United States, South America and the Caribbean period, and the social movements of the 1960s. sparked a cultural transformation in these areas Movements in art from abstract expressionism to that endures to the present day. Beginning with the the art of institutional critique are considered in arts of the Antebellum South in the United States, relation to their international reception and adap- we will then proceed to examine the African tradi- tation, their rhetorical, cultural, social and political tions present in the religious arts of Haiti and Cuba. contexts and in terms of transformations in ideas of The melding of African and Brazilian music and modernism and the avant-garde. Not open to stu- dance forms, such as the Mambo and Capoera, will dents who have taken ARH 279. Prerequisite: one provide an opportunity to explore diasporic tradi- 100-level art history course or permission of the tions beyond the realm of the visual arts. Finally, we instructor. {H/A} 4 credits will study works by African-American artists and Frazer Ward contemporary African artists who have immigrated Offered Fall 2004 to European and American cities in pursuit of their art. Prerequisite: one 100-level art history course ARH 285 Great Cities (C) or permission of the instructor. {H/A} 4 credits Topic: New York City. Architecture and planning Susan Kart from the 17th-century colony of New Amsterdam Offered Spring 2005 to the 21st-century metropolis. Special topics will include housing and urban reform, the develop- ARH 264 Arts in North America: Colonial ment of the skyscraper, the beaux-arts movement, Period to Civil War (L) public sculpture, lower Manhattan in the wake of Art and architecture of the English colonies, the 9/11, and the image of the city in paintings, prints early U.S. republic and the antebellum period. Em- and photographs. There will be three required day- phasis on the cultural signifi cance of portraiture, long fi eld trips to Manhattan. Prerequisites: one the development of national and regional schools 100-level and one 200-level course in art history, of genre and landscape painting, and the changing or permission of the instructor. {H/A} 4 credits stylistic modalities in architecture. Prerequisite: John Davis one 100-level art history course or permission of Offered Spring 2005 the instructor. {H/A} 4 credits John Davis ARH 293 The Artist’s Book in the 20th Offered Fall 2004 Century A survey of the genre from its beginnings in the ARH 276 European Art and Architecture, political and artistic avant-garde movements of 1900–1945 (L) Europe at the turn of the 20th century through An investigation of major artistic tendencies in contemporary American conceptual bookworks. 20th-century art: Cubism, Futurism, Expressionist In particular, the course will examine the varieties trends, Dada and Surrealism, among others. Con- of form and expression used by book artists and sidered is the advent of abstraction, the reexamina- the relationships between these artists and the tion of artistic categories, and the importance for socio-cultural, literary and graphic environments

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from which they emerged. In addition to extensive will range from Pliny the Elders’ Natural History, hands-on archival work in the library’s Mortimer medieval encyclopedias on natural history, travel Rare Book Room and the museum’s Selma Erving accounts (Marco Polo), and epics (Romance of Collection of Livres d’Artistes, students will read Alexander the Great), the “Renaissance” treatise extensively in the literature of artistic manifestos of Ambroise Paré, On Monsters and Marvels, and of semiotics, focusing of those critics who have down to contemporary theoretical models for explored the complex relationship of word and im- discussing identity, diversity, hybridity and colonial- age. Prerequisite: one 100-level art history course ism. {H/A} 4 credits or permission of the instructor. Enrollment limited Brigitte Buettner to 12. {H/A} 4 credits Offered Spring 2005 Martin Antonetti Offered Fall 2004 ARH 340 Studies in Renaissance Art Topic: El Greco: Mannerist, Mystic, Modernist The career of El Greco—as the painter Dome- OTHER 200-LEVEL COURSES nikos Theotokopoulos was known in Spain—in ARH 294 Art Historical Methods (C) its four locations (Crete, Venice, Rome, Spain) will An examination of the work of the major theorists be explored through his paintings. These works who have structured the discipline of art history. demonstrate his rapid absorption and incorpora- Recommended for junior and senior majors. tion of artistic ideas of the period in which he lived Prerequisites: One 100-level and one 200-level as well as his personal and creative responses to art history course, or permission of the instructor. the works of his contemporaries and of the artists {H/A} 4 credits of the earlier years of the 16th century. Artistic Brigitte Buettner technique—composition, color, brushwork, ap- Offered Fall 2004 plication of paint—as well as artistic intent will be examined against the backdrop of art and politics in the late 16th century in Italy and Spain. {H/A} SEMINARS 4 credits Craig Felton Seminars require both an oral presentation and a Offered Fall 2004 research paper. ARH 374 Studies in 20th-Century Art ARH 315 Studies in Roman Art Topic: Performance, Video, New Media. Begin- Topic: At Home in Pompeii. The houses of ancient ning with the emergence of performance and Pompeii—with their juxtapositions of wall-paint- video in the 1960s and 1970s, this seminar will ings, gardens and objects of display—will serve as examine the art practices, issues and ideas that the focus for an analysis of domestic spaces and have driven the development of new media into the what they can reveal about family patterns and the 21st century. Key topics include duration, forms of theatrics of social interaction in everyday life in presence, relations to technology, and questions another time and place. {H/A} 4 credits of audience address and community formation. Barbara Kellum {H/A} 4 credits Offered Spring 2005 Frazer Ward Offered Spring 2005 ARH 321 Studies in Medieval Art Topic: Representing the Other. Living at the edges of the known world (both real and imagined), the CROSS-LISTED AND “fabulous races” were one of the major medieval INTERDEPARTMENTAL COURSES literary and visual paradigm to represent the Other. We will examine how images have represented or Although the following courses are listed in other misrepresented ethnic and cultural alterity, espe- departments, student may receive credit for them cially from the 12th to the 15th centuries. Reading toward the Art major and minor.

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AMS 302 The Material Culture of New ARS 161 Design Workshop I England 1630–1860 An introduction to visual experience through a Not for seminar credit. study of the basic principles of design. {A} 4 credits ARC 211 Introduction to Archaeology A. Lee Burns, Chester Michalik, Carl Caivano Offered both semesters HST 218 Thought and Art in China ARS 162 Introduction to Digital Media LSS 105 Introduction to Landscape Studies An introduction to visual experience through a study of basic principles of design. All course work will be developed and completed using the func- SPECIAL STUDIES tions of a computer graphics work station. Enroll- ment limited to 14. Permission of the instructor ARH 400 Special Studies required. {A} 4 credits 1 to 4 credits Barbara Lattanzi, Lynne Yamamoto, Lucretia Offered both semesters each year Knapp Offered both semesters ARH 408d Special Studies 8 credits ARS 163 Drawing I Full year course; Offered each year An introduction to visual experience through a study of the basic elements of drawing. {A} 4 credits B. Studio Courses Roger Boyce, Dwight Pogue, Gary Niswonger, Carl Caivano, Elizabeth Meyersohn, Jane Lund A fee for basic class materials is charged in all stu- Offered both semesters dio courses. The individual student is responsible for the purchase of any additional supplies she may ARS 164 Three-Dimensional Design require. The department reserves the right to retain An introduction to design principles as applied to examples of work done in studio courses. three-dimensional form. {A} 4 credits All studio courses require extensive work be- A. Lee Burns, Lynne Yamamoto yond the six scheduled class hours. Offered both semesters Please note that all studio art courses have limited enrollments. INTERMEDIATE COURSES INTRODUCTORY COURSES Intermediate courses are generally open to students who have completed two 100-level courses, Studio courses at the 100 level are designed to unless otherwise stated. Priority will be given to accept all interested students with or without previ- plan B and C majors. Students will be allowed to ous art experience. Enrollment is limited to 18 per repeat courses numbered 200 or above provided section, unless otherwise indicated. Two 100-level they work with a different instructor. courses are generally considered the prerequisites for 200 and 300-level courses, unless otherwise ARS 263 Intermediate Digital Media indicated in the course description. However, the This course will build working knowledge of mul- second 100-level course may be taken during the timedia digital work through experience of web same semester as an upper-level course, with the design and delivery sound and animation software. permission of the instructor. Priority will be given Prerequisite: ARS 162. {A} 4 credits to entering students and plan B and C majors. Barbara Lattanzi Offered Fall 2004

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ARS 266 Painting I includes a series of projects, critiques and class Various spatial and pictorial concepts are investi- discussion of readings, and short papers. Prereq- gated through the oil medium. Prerequisite: 163 or uisites: ARS 161, ARS 164 or permission of the permission of the instructor. Enrollment limited to instructor. Enrollment limited to 15. {A} 4 credits 15. {A} 4 credits Lynne Yamamoto Roger Boyce, John Gibson Offered Spring 2005 Offered both semesters ARS 275 The Book: Theory and Practice I ARS 269 Offset Printmaking I Investigates (1) the structure and history of the Introduction to the printmaking technique of hand Latin alphabet, augmenting those studies with an drawn lithography, photographic halftone lithog- emphasis on the practice of calligraphy, (2) a study raphy through Adobe Photoshop and linocut. May of typography that includes the setting of type by be repeated once for credit. Prerequisites: 161, or hand and learning the rudiments of printing type, permission of the instructor. Enrollment limited to and (3) the study of digital typography. Enrollment 12. {A} 4 credits limited to 12. Admission by permission of the in- Dwight Pogue structor. {A} 4 credits Offered Fall 2004 Barry Moser Offered Fall 2004 ARS 270 Offset Monoprinting Printmaking using the fl at-bed offset press with ARS 282 Photography I emphasis on color monoprinting. Prerequisites: An introduction to visual experience through a 161 or permission of the instructor. Enrollment study of the basic elements of photography as an limited to 15. {A} 4 credits expressive medium. Recommended: 161, or 163, Dwight Pogue or permission of the instructor. Enrollment limited Offered Spring 2005 to 20 per section. {A} 4 credits Chester Michalik, Meridel Rubenstein ARS 272 Intaglio Techniques Offered both semesters An introduction to intaglio techniques, particularly collagraph, drypoint, etching and engraving. Pre- ARS 283 Introduction to Architecture: Site requisites: 161, or 162, or 163, or permission of and Space the instructor. Enrollment limited to 15. {A} How are decisions about the built environment 4 credits made? What might the future be? This hands-on Gary Niswonger course introduces students to architectural design. Offered Fall 2004 Broad discussions include landscape, urban and architectural contexts, while small-scale projects ARS 273 Sculpture I lead students through a full design process, from The human fi gure and other natural forms. Work site observation and analysis to design develop- in modeling and plaster casting. Prerequisites: 161 ment and presentation. At least one project will be and 163, or permission of the instructor. Enroll- designed, constructed and experienced full scale, ment limited to 16. {A} 4 credits in its intended site. Prerequisite: one art history A. Lee Burns course at the 100 level. Enrollment limited to 24. Offered Fall 2004 {A} 4 credits Gretchen Schneider ARS 274 Projects in Installation I Offered Fall 2004 This course is an investigation of strategies deployed in the creation of work that exists in space. ARS 285 Introduction to Architecture: The thematic focus will be on physical and social Language and Craft sites, including site-specifi c practices and models What are the languages of architecture? In what referencing archives, museums, period rooms and visual ways do landscape architects, designers and sites of commerce, among others. Course work urban planners speak? This hands-on course in-

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troduces students to the craft of architecture, using ARS 264. Enrollment limited to 15. {A} 4 credits the techniques of the studio as means for discovery, Roger Boyce analysis and investigation. Using both 2-D and 3-D Offered Spring 2005 representations, students will work by hand and by computer using various techniques and media to ARS 369 Offset Printmaking II explore and develop skills of architectural commu- Advanced study in printmaking. Emphasis on color nication. Prerequisite: one art history course at the printing in lithography, block printing and photo- 100 level. Enrollment limited to 24. {A} 4 credits printmaking. Prerequisite: 269 or permission of Gretchen Schneider the instructor. Enrollment limited to 12. {A} Offered Spring 2005 4 credits Dwight Pogue Offered Spring 2005 ADVANCED COURSES ARS 372 Advanced Printmaking Advanced courses are generally open to students Advanced study in printmaking, with emphasis on who have completed one intermediate course, un- etching. Prerequisite: 272, or permission of the less stated otherwise. instructor. Enrollment limited to 15. {A} 4 credits Priority is given to Plan B and C majors. Gary Niswonger Offered Spring 2005 ARS 361 Interactive Digital Multimedia This art studio course emphasizes individual ARS 374 Sculpture II projects and one collaborative project in computer- Advanced problems in sculpture using bronze based interactive multimedia production. Partici- casting, welding, and various media. Prerequisites: pants will extend their individual experimentation 273 and permission of the instructor. Enrollment with time-based processes and development of limited to 12. {A} 4 credits media production skills (3D animation, video and A. Lee Burns audio production)—developed in the context of Offered Spring 2005 interactive multimedia production for performance, installation, CD-ROM or Internet. Critical examina- ARS 375 The Book: Theory and Practice II tion and discussion of contemporary examples An opportunity for a student already familiar with of new media art will augment this studio course. the basic principles of the book arts and the struc- Prerequisites: ARS 162 and permission of the in- ture of the book to pursue a manuscript or printed structor. Enrollment limited to 14. {A} 4 credits book based on the skills learned in The Book: Barbara Lattanzi Theory and Practice I or commensurate studies Offered Spring 2005 elsewhere. All studies will be thoroughly augment- ed with study of original historical materials from ARS 362 Painting II the Mortimer Rare Book Room. Painting from models, still-life and landscape us- Prerequisite ARS 275 and/or permission of the ing varied techniques and conceptual frameworks. instructor. Enrollment limited to 12. {A} 4 credits Prerequisites: 266 and permission of the instructor. Barry Moser Enrollment limited to 15. {A} 4 credits Offered Spring 2005 Roger Boyce Offered Spring 2005 ARS 383 Photography II Advanced exploration of photographic techniques ARS 364 Drawing III and visual ideas. Examination of the work of con- Advanced problems in drawing, including em- temporary artists and traditional masters within the phasis on technique and conceptualization. The medium. Prerequisites: 282 and permission of the focus of this course will shift annually to reﬂ ect the instructor. Enrollment limited to 15. {A} 4 credits technical and ideational perspective of the faculty Meridel Rubenstein member teaching it. Prerequisites: ARS 163 and Offered both semesters

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ARS 384 Advanced Studies in Photography Prerequisites: ARS 163, 283, 285, and two art Advanced exploration of photography as a means history courses, or permission of the instructor. of visual expression. Lectures, assignments and This course may be repeated for credit with a dif- self-generated projects will provide a basis for ferent topic. Enrollment limited to 12. {A} 4 credits critiques. Prerequisites: 282 and permission of the Gretchen Schneider instructor. Enrollment limited to 15. {A} 4 credits Offered Fall 2004 Meridel Rubenstein Offered Spring 2005 ARS 388 Advanced Architecture: Complex Places, Multiple Spaces ARS 385 Seminar in Visual Studies This upper-level architecture studio leads students An intensive examination of this theme in studio through a comprehensive design process. A semes- work. Students will work within the medium of ter-long project will address the full range of archi- their area of concentration. Each class will include tectural considerations, including site, program, students working in different media. Group discus- urban and cultural contexts, materials and struc- sion of readings, short papers and oral presenta- ture, and human experience. Students will develop tions will be expected. The course will culminate a project across scales and through various medias in a group exhibition. Enrollment limited to 15 as they synthesize and develop their ideas into a upper-level studio majors. Prerequisites: Two or complete design proposal. Prerequisites: ARS 163, more courses in the student’s chosen sequence of 283, 285, and two art history courses, or permis- concentration and permission of the instructor. sion of the instructor. Enrollment limited to 12. {A} Fall Topic: Fire Racing Under Skin: on the body, 4 credits memory and agency. Gretchen Schneider Spring Topic: Studio Practice and Strategies for Offered Spring 2005 Working Independently. {A} 4 credits ARS 390 Five College Drawing Seminar Lynne Yamamoto, John Gibson The Five College Drawing Seminar will be offered Offered both semesters under another number at another institution. In- terested students should discuss enrollment with ARS 386 Topics in Architecture studio instructors or adviser. Enrollment is by se- This course uses the methods of the architecture lection of home institution art faculty. studio to explore particular themes in the built Offered Fall 2004 environment, with a strong emphasis on interdisciplinary work. ARS 398 Senior Exhibition Workshop Development Topic for 2004: Stitches and Seams; the Archi- This is a two-semester (see also ARS 399) capstone tecture of Edges and Connections. This advanced course for senior Plan B majors. Its purpose is architecture studio will focus on public spaces to help students develop the skills necessary for of the contemporary built environment, with presenting a cohesive exhibition of their work in particular emphasis on how they connect to their the second semester of their senior year, as re- surrounding cities and neighborhoods. Through quired by the Plan B major. Its primary focus will readings, drawings, models, discussions and site be development of the critical judgment necessary visits we will examine existing and propose new for evaluating the art work they have produced designs for public spaces of our everyday world. to date in their selected studio sequence, and the Consideration will include not only parks and cam- culling and augmentation of this work as necessary. pus lawns but also sidewalks and sprawl. What is Course material will include installation or distri- “designed” public space today? What do we drive, bution techniques for different media, curation of bike, or walk through, but don’t notice? Why? How small exhibitions of each others’ work, and devel- might these places be better? opment of critical discourse skills through reading, writing and speaking assignments. In addition to studio faculty, Smith museum staff may occasion-

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ally present topics of conceptual and/or practical ARS 430d Thesis interest. Prerequisites: ARS 163, ARS 161 or ARS 8 credits 162 or ARS 164, ARS 385; two 100-level art his- Full-year course; Offered each year tory courses; and at least two courses in selected area of concentration. Both courses (ARS 398 and Requirements: ARH 294 is recommended for art ARS 399) required to graduate. Students should history majors. Honors candidates undertake a plan on one early evening meeting per week, to be year-long project or thesis (430d) for 8 credits. arranged. Graded satisfactory/unsatisfactory only. {A} 1 credit Presentation: The candidate will present her Members of the department work to her Honors Committee in an oral critique Offered Fall 2004 or defense during April or May.

ARS 399 Senior Exhibition Workshop The second course of the two-semester sequence The Major required to complete the Plan B Major. See description of ARS 398. Prerequisite: ARS 398. Advisers: Roger Boyce, Brigitte Buettner, Lee Both courses (ARS 398 and ARS 399) required Burns, John Davis, Craig Felton, John Gibson, to graduate. Students should plan on one early Susan Heideman, Barbara Kellum, Dana Leibsohn, evening meeting per week, to be arranged. Graded Chester Michalik, John Moore, Gary Niswonger, satisfactory/unsatisfactory only. {A} 1 credit Dwight Pogue, Marylin Rhie, Gretchen Schneider, Members of the department Frazer Ward, Lynne Yamamoto Offered Spring 2005 Art History Adviser for Study Abroad: John ARS 400 Special Studies Moore Normally for junior and senior majors. 1 to 4 credits Art Studio Adviser for Study Abroad: Roger Offered both semesters each year Boyce

ARS 408d Special Studies There is one art major, which may be taken in one 8 credits of three variations: Plan A (history of art), Plan B Full-year course; Offered each year (studio art) or Plan C (architecture). AREAS OF STUDY Cross-listed and Courses in the history of art are divided into areas Interdepartmental Courses that reﬂ ect various general time periods. These divisions are: FLS 280 Introduction to Video Production Group I: 200, 202, 204, 206, 208, 210, 212, 214, 216 Honors Group II: 220, 222, 224, 226, 228, 230, 232, 234 Co-directors of the Honors Committee: Art History: Dana Leibsohn; Studio Art: Gary Group III: 240, 242, 244, 246, 250, 252, 254, 255, Niswonger 258, 292

ARH 430d Thesis Group IV: 260, 261, 263, 264, 265, 270, 272, 274, 8 credits 276, 278, 280, 281, 282, 283, 293 Full-year course; Offered each year

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No course counting toward the major may be taken a: electronic media for an S/U grade except ARS 398 and ARS 399. b. graphic arts c. painting Students entering Smith College in the Fall 2004 d. photography semester (or after) are subject to the following re- e. sculpture quirements. All others have the option of following 6. ARS 385 this set of requirements, or the one in effect when 7. ARS 398 and ARS 399 they arrived at the College or declared their major. In addition, in their senior year studio art majors PLAN A, THE HISTORY OF ART will be required to install an exhibition during the last half of the spring semester, or the fall semester Requirements: eleven courses, which will include: for J-term graduates. 1. Two 100-level courses selected from two of the following categories: Declaring the Plan B major a: colloquia (ARH 101) A student may declare a Plan B major anytime after b: non-Western survey (ARH 120 or 130) she has completed the introductory (100 level) c: Western survey (ARH 140) studio art requirements and one additional studio 2. one course in studio art art course. She must submit a portfolio of work 3. seven additional history of art courses. Students to the Portfolio Review Committee. Portfolios will must take at least one course in each of four be reviewed twice each semester, once just before areas of study (Groups I–IV). Normally, fi ve of the advising period, and once near the end of the the history of art courses counted toward the semester. Students who receive a negative evalua- major must be taken at Smith. No more than tion will be encouraged to take an additional studio three of these seven may be in a single distribu- course or courses, and resubmit their portfolio at tion group. a subsequent review time. Students who receive a 4. one seminar in history of art (to be taken at negative evaluation may resubmit their portfolios Smith). Seminars do not count toward the distri- in subsequent reviews up to and including the last bution requirement. portfolio review available during their sophomore year. These students will be offered suggestions for PLAN B, STUDIO ART strengthening their portfolios through additional studio coursework in the same or other media Requirements: fourteen courses, which will include: represented in the portfolio. The additional studio 1. ARS 163 courses will count toward fulfi lling the major re- 2. One of the following introductory design cours- quirements. es: Mapping the Plan B major ARS 161 or ARS 162 or ARS 164 Upon receiving a positive portfolio evaluation, a 3. Two 100-level art history courses selected from student should select and meet with a Plan B ad- two of the following categories: viser. Together they will discuss her interests and a: colloquia (ARH 101) review her studio work to date, and select an area b: non-Western survey (ARH 120 or 130) of studio in which she will concentrate. In excep- c: Western survey (ARH 140) tional cases the student and her adviser may design 4. Two additional art history courses, at least one a sequence of studio courses that draws from sev- of which should be in Group I, II or III. eral areas of concentration. 5. Five additional studio art courses, which must normally include the full sequence of courses available (usually three) in one of the following fi ve areas of concentration:

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PLAN C, ARCHITECTURE PLAN 2, STUDIO ART Requirements: twelve courses, which will include: Designed for students who wish to focus some of 1. Two 100-level courses selected from two of the their attention on studio art although they are ma- following categories: jors in another department. With the assistance of a: colloquia (ARH 101) her adviser, a student may construct a minor with b: non-Western survey (ARH 120 or 130) primary emphasis on one area of studio art, or she c: Western survey (ARH 140) may design a more general minor which encom- 2. ARS 163, 283, 285, and 388 passes several areas of studio art. 3. One other upper-level course in three-dimensional architectural design: ARS 386, or the Advisers: Members of the studio art faculty. equivalent at other Five College institutions. 4. One studio course in another medium. Requirements: 163 and ﬁ ve additional courses 5. Three 200-level courses in history of art that in studio art, of which at least three must be at the focus on architectural monuments, urban envi- 200 level and at least one must be at the 300 level. ronments or spatial experience. Students must take one course in at least two areas of study PLAN 3, ARCHITECTURE (Groups I–IV). 6. One seminar in the history of art, with the re- Designed for students who wish to focus some at- search paper written on an architectural topic. tention on architecture although they are majors in another department. Seeks to introduce students to Students who contemplate attending a graduate the history, design and representation of the built program in architecture should take one year of environment. physics and at least one semester of calculus. Advisers: Brigitte Buettner, John Davis, Barbara Kellum, Dana Leibsohn, John Moore, Gretchen The Minors Schneider, Frazer Ward Requirements: PLAN 1, HISTORY OF ART 1. One 100-level art history course 2. ARS 163, 283, and 285 Designed for students who, although major in 3. two art history courses above the 100-level that another department, wish to focus some of their focus on architectural monuments, urban envi- attention on the history of art. With the assistance ronments, or spatial experience: ARH 202, 204, of their advisers, students may construct a minor as 206, 208, 212, 214, 216, 222, 224, 226, 228, speciﬁ c or comprehensive as they desire within the 232, 234, 246, 250, 264, 265, 270, 272, 274, skeletal structure of the requirements. 276, 283, 285, 288, 359. Advisers: Members of the history of art faculty. PLAN 4, GRAPHIC ARTS Requirements: six courses, which will include Advisers: Gary Niswonger, Dwight Pogue two 100-level courses, three additional courses in history of art (two of which must be in different Graphic Arts: seeks to draw together the depart- areas of study [Groups I–IV]); and one seminar ment’s studio and history offerings in graphic arts (to be taken at Smith). into a cohesive unit. The requirements are: (1) ARS 163 (basis); (2) ARH 292 or 293; and (3) any four ARS from: 270, 272, 275, 369, 372, 375 of which one should be at the 300 level or a continuation of one medium.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 3636 77/21/04/21/04 10:57:3810:57:38 AMAM 105 Astronomy

Visiting faculty and some lecturers are generally appointed for a limited term.

Professor Neal Katz (Assistant Professor, University of *1 Suzan Edwards, Ph.D, Chair Massachusetts) John Kwan, Ph.D. (Professor, University of Assistant Professor Massachusetts) **2 James Lowenthal, Ph.D. F. Peter Schloerb, Ph.D.(Professor, University of Massachusetts) Laboratory Instructor Stephen E. Schneider, Ph.D. (Professor, University Meg Thacher, M.S. of Massachusetts) Ronald L. Snell, Ph.D. (Professor, University of Visiting Assistant Professor Massachusetts) Salman Hameed, Ph.D. Daniel Wang, Ph.D. (Professor, University of Massachusetts) Five College Faculty Grant Wilson, Ph.D. (Assistant Professor, University Tom R. Dennis, Ph.D. (Professor, Mount Holyoke of Massachusetts) College) Martin D. Weinberg, Ph.D. (Professor, University M. Darby Dyar, Ph.D. (Professor, Mount Holyoke of Massachusetts) College) Judith S. Young, Ph.D. (Professor, University of George S. Greenstein, Ph.D. (Professor, Amherst Massachusetts) College) Min Yun, Ph.D. (Professor, University of William Michael Irvine, Ph.D. (Professor, University Massachusetts) of Massachusetts)

Students who are considering a major in astronomy 100 A Survey of the Universe should complete PHY 115 and 116 and the math- Discover how the forces of nature shape our ematics sequence up to Calculus II (MTH 112) at understanding of the cosmos. Explore the origin, their fi rst opportunity. structure and evolution of the earth, moons and Good choices for fi rst-year astronomy courses planets, comets and asteroids, the sun and other for science majors are AST 111 and AST 113. stars, star clusters, the Milky Way and other gal- Courses designed for non-science majors who axies, clusters of galaxies, and the universe as a would like to know something about the universe whole. Designed for non-science majors. {N} 4 are AST 100, AST 102, AST 103, AST 215, AST 220. credits The astronomy department is a collaborative Salman Hameed Five College department. Courses designated FC Offered Fall 2004 (Five College) are taught jointly with Amherst Col- lege, Hampshire College, Mount Holyoke College, 102 Sky I: Time and the University of Massachusetts. Because of Explore the concept of time, with emphasis on the differences among the academic calendars of astronomical roots of clocks and calendars. Ob- each school, courses designated “FC” may begin serve and measure the cyclical motions of the sun, earlier or later than other Smith courses. Stu- the moon and the stars and understand phases of dents enrolled in any of these courses are advised the moon, lunar and solar eclipses, seasons. De- to consult the Five College astronomy offi ce (545- signed for non-science majors. Enrollment limited 0789) for the time of the fi rst class meeting.

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to 25 per section. {N} 3 credits ence scientifi c debates? How have new theories, Meg Thacher, Salman Hameed, Suzan Edwards such as a heliocentric universe, a steady state Offered both semesters each year universe, physical and biological evolution, challenged accepted scientifi c ideas? Explore current 103 Sky II: Telescopes unresolved issues, such as dinosaur extinctions View the sky with the telescopes of the McConnell and evidence for life in Martian meteorites. Non- Rooftop Observatory, including the moon, the sun, technical. {H/N} 4 credits the planets, nebulae and galaxies. Learn to use a Salman Hameed telescope on your own, and fi nd out about celestial Offered Fall 2004 coordinates and time-keeping systems. Designed for non-science majors. Enrollment limited to 20 223 FC23 Planetary Science students per section. {N} 2 credits An introductory course for physical science ma- James Lowenthal, Meg Thacher jors. Topics include: planetary orbits, rotation and Offered Fall 2004 precession; gravitational and tidal interactions; interiors and atmospheres of the Jovian and terres- 111 Introduction to Astronomy trial planets; surfaces of the terrestrial planets and A comprehensive introduction to the study of satellites; asteroids, comets and planetary rings; modern astronomy, covering planets—their ori- origin and evolution of the planets. Prerequisites: gins, orbits, interiors, surfaces and atmospheres; one semester of calculus and one semester of a stars—their formation, structure and evolution; physical science. {N} 4 credits and the universe—its origin, large-scale structure Darby Dyar at Amherst and ultimate destiny. This introductory course is Offered Fall 2004 designed for students who are comfortable with mathematics. Prerequisite: MTH 102 or the equiva- 225 FC25 Galactic and Extragalactic lent. {N} 4 credits Astronomy James Lowenthal The role of gravity in determining the mass of the Offered Fall 2004 universe will be explored in an interactive format making extensive use of computer simulations and 113 Telescopes and Techniques independent projects. Offered in alternate years A beginning class in observational astronomy for with 224. Prerequisites: PHY 115, MTH 111, plus students who have taken or are currently taking a one astronomy class. {N} 4 credits physical science class or the equivalent. Become Suzan Edwards profi cient using the telescopes of the McConnell Offered Spring 2005 Rooftop observatory to observe celestial objects, including the moon, the sun, the planets, stars, 226 FC26 Cosmology nebulae and galaxies. Learn celestial coordinate Cosmological models and the relationship between and time-keeping systems. Find out how telescopes models and observable parameters. Topics in and digital cameras work. Take digital images of current astronomy that bear upon cosmological celestial objects and learn basic techniques of problems, including background electromagnetic digital image processing. Become familiar with radiation, nucleosynthesis, dating methods, deter- measuring and classifi cation techniques in ob- minations of the mean density of the universe and servational astronomy. Enrollment limited to 20 the Hubble constant and tests of gravitational theo- students. {N} 3 credits ries. Discussion of the foundations of cosmology James Lowenthal and its future as a science. Prerequisites: MTH 111 Offered Spring 2005 and one physical science course. {N} 4 credits George Greenstein at Hampshire 215 FC15b History of Astronomy Offered Fall 2004 Examination of revolutionary ideas in science, with an emphasis on astronomy. How do observations, 330 FC30a Seminar: Topics in Astrophysics culture, politics, religion and personalities infl u- Spectroscopy of the Planets. Interactive lab course

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developing understanding of acquisition and analy- and the presence of dark matter in the universe; sis of spectroscopic data for solar system bodies, spiral density waves. Quasars and active galactic including asteroids, Mars, Jupiter. Prerequisites: nuclei; synchroton radiation; accretion disks; PHY 116, one 200-level astronomy course. {N} supermassive black holes. Prerequisites: two 200- 4 credits level physics classes. {N} 4 credits Darby Dyar, at Mount Holyoke James Lowenthal Offered Spring 2005 Offered Spring 2005

335 FC35 Introduction to Astrophysics 400 Special Studies How do astronomers determine the nature and Admission by permission of the department. Op- extent of the universe? Following the theme of the portunities for theoretical and observational work “Cosmic Distance Ladder,” we explore how our are available in cosmology, cosmogony, radio understanding of astrophysics allows us to evaluate astronomy, planetary atmospheres, relativistic the size of the observable universe. We begin with astrophysics, laboratory astrophysics, gravitational direct distance determinations in the solar system theory, infrared balloon astronomy, stellar astro- and nearby stars. We then move on to spectroscop- physics, spectroscopy and exobiology. ic distances of stars; star counts and the structure 1 to 4 credits of our galaxy; Cepheid variables and the distances Offered both semesters each year of galaxies; the Hubble Law and large scale structure in the universe; quasars and the Lyman-alpha forest. Prerequisites: at least one physics course The Major and one astronomy course at the 200-level or above. {N} 4 credits Advisers: Suzan Edwards, James Lowenthal Grant Wilson at UMass Offered Fall 2004 The astronomy major is designed to provide a good foundation in modern science with a focus on as- 337 FC37 Observational Techniques in Optical tronomy. Taken alone, it is suited for students who and Infrared Astronomy wish to apply scientifi c training in a broad general An introduction to the techniques of gathering and context. If coupled with a major in physics, the analyzing astronomical data, with an emphasis astronomy major or minor provides the foundation on observations related to determining the size to pursue a career as a professional astronomer. scale of the universe. Telescope design and optics. Advanced courses in mathematics and a facility in Instrumentation for imaging, photometry, and computer programming are strongly encouraged. spectroscopy. Astronomical detectors. Computer graphics and image processing. Error analysis and Requirements: 44 credits, including 111 or the curve fi tting. Prerequisites: one astronomy and one equivalent; 113; three astronomy courses at the physics course at the 200-level. Taught in alternate 200 level, including 224 or 225; one astronomy years with 338. {N} 4 credits course at the 300 level; PHY 115 and 116. In con- Rose Finn at UMass sultation with her adviser, a student may select the Offered Spring 2005 remaining credits from 200 or higher-level courses in astronomy or from intermediate level courses in 352 FC52 Astrophysics II: Galaxies related fi elds such as mathematics, physics, engi- The application of physics to the understanding of neering, geology, computer science or the history astrophysical phenomena. Physical processes in or philosophy of science. the gaseous interstellar medium: photoionization in HII regions and planetary nebulae; shocks in su- pernova remnants and stellar jets; energy balance The Minor in molecular clouds. Dynamics of stellar systems: star clusters and the viral theorem; galaxy rotation Advisers: Suzan Edwards, James Lowenthal

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The minor is designed to provide a practical introduction to modern astronomy. If combined with a Honors major in another science or mathematics-related Director: Suzan Edwards fi eld, such as geology, chemistry or computer science, it can provide a versatile scientifi c back- 430d Thesis ground, which would prepare a student for future 8 credits work as a scientist or technical specialist. Alterna- Full-year course; Offered each year tively, the minor may be combined with a major in a nonscientifi c fi eld, such as history, philosophy or 432d Thesis education, for students who wish to apply their as- 12 credits tronomical backgrounds in a broader context, that Full-year course; Offered each year could include history of science, scientifi c writing or editing, or science education. Requirements: Same as for the major and 8 or 12 thesis credits in the senior year. Requirements: 24 credits, including 111 or the equivalent; 224 or 225; and PHY 115. The remaining courses may be selected from any astronomy or physics offerings. Minor in Astrophysics Advisers: Suzan Edwards, James Lowenthal

The astrophysics minor is designed for a student who is considering a career as a professional astronomer. Central to this approach is a strong physics background, coupled with an exposure to topics in modern astrophysics. Students are advised to acquire a facility in computer programming. Especially well-prepared students may enroll in graduate courses in the Five College Astronomy Department.

Requirements: completion of physics major plus any 3 astronomy classes.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 4040 77/21/04/21/04 10:57:4210:57:42 AMAM 109 Biochemistry

Visiting faculty and some lecturers are generally appointed for a limited term.

Stylianos P. Scordilis, Ph.D. (Biological Sciences), Assistant Professor Director **1 Elizabeth Jamieson (Chemistry)

Professor Senior Lecturer Steven Williams, Ph.D. (Biological Sciences) Lâle Aka Burk, Ph.D.

Associate Professor Other Participating Faculty David Bickar, Ph.D. (Chemistry) Adam Hall, Ph.D. (Biological Sciences) Christine White-Ziegler, Ph.D. (Biological Sciences) **1 Borjana Mikic, Ph.D. (Engineering) **1 Cristina Suarez, Ph.D. (Chemistry)

Exemption from required introductory courses 352 Biochemistry II: Biochemical Dynamics may be obtained on the basis of Advanced Place- Chemical dynamics in living systems. Enzyme ment or departmental examinations. mechanisms, metabolism and its regulation, energy production and utilization. Prerequisites: BCH 252 Students are advised to complete all introductory and CHM 224. Laboratory (353) must be taken courses (BIO 111, 112, CHM 111 or 118, 222, concurrently by biochemistry majors; optional for 223) as well as BIO 230, 231 and CHM 224 before others. {N} 3 credits the junior year. David Bickar Offered Fall 2004 252 Biochemistry I: Biochemical Structure 353 Biochemistry II Laboratory and Function Investigations of biochemical systems using ex- Structure and function of biological macromol- perimental techniques in current biochemical re- ecules: proteins and nucleic acids. Mechanisms of search. Emphasis is on independent experimental conformational change and cooperative activity; design and execution. BCH 352 is a prerequisite or bioenergetics, enzymes, and regulation. Prereq- must be taken concurrently. {N} 2 credits uisites: BIO 230/231 and CHM 223. Laboratory To be announced (253) must be taken concurrently by biochemistry Offered Fall 2004 majors; optional for others. {N} 3 credits Stylianos P. Scordilis 380 Seminar: Topics in Biochemistry Offered Spring 2005 Topic: Biochemical Bases of Neurological Disor- ders. Following the decade of the brain there has 253 Biochemistry I Laboratory been a surge in understanding of the biochemical Techniques of modern biochemistry: ultraviolet and molecular bases of neurological disorders. spectrophotometry and spectroﬂ uorimetry, SDS This seminar will explore the underlying mecha- polyacrylamide gel electrophoresis, Scatchard nisms of a number of neuronal diseases, such as analysis, and a project lab on linked enzyme kinet- Mad Cow disease, Lou Gehrig’s disease and brain ics. Prerequisite: BIO 231. BCH 252 is a prerequi- tumors. Prerequisite: BIO 230 or permission of the site or must be taken concurrently. {N} 2 credits instructor. {N} 3 credits To be announced Stylianos Scordilis, Adam Hall Offered Spring 2005 Offered Fall 2004

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400 Special Studies uisites: BIO 111, CHM 222. Laboratory (231) is Variable credit (1 to 5) as assigned optional. {N} 4 credits Offered both semesters each year Stylianos Scordilis Offered Fall 2004 400d Special Studies Variable credit (2 to 10) as assigned BIO 231 Cell Biology Laboratory Full year course; Offered each year Inquiry-based laboratory using techniques such as spectrophotometry, enzyme kinetics, bright fi eld, Other required courses: phase contrast and fl uorescence light microscopy and scanning electron microscopy. There will be BIO 111 Molecules, Cells and Systems an emphasis on student-designed projects. Ad- This course is an introduction to the study of life ditional prerequisite: BIO 230, which should be at the level of cells and organs with a particular taken concurrently. {N} 1 credit emphasis on humans. Specifi c topics include: Graham Kent cell, organelle and membrane structure and func- Offered Fall 2004 tion, biomolecules, metabolism, the molecular basis of inheritance and information transfer; a BIO 234 Genes and Genomes signifi cant portion of the course is devoted to the An exploration of genes and genomes that stresses structure and function of select organ systems such the connections between molecular biology, genet- as reproductive, endocrine, immune and nervous ics, cell biology and evolution. Topics will include: systems. Investigative laboratory exercises explore DNA and RNA structure, recombinant DNA analysis, basic concepts through observation, self-designed gene cloning, gene organization, gene expression, experiments, and data collection and analysis. {N} RNA processing, mobile genetic elements, gene 4 credits expression and development, the molecular biol- Betty McGuire (Director), Esteban Monserrate, ogy of cancer, the comparative analysis of whole Judith Wopereis genomes and the origin and evolution of genome Offered Fall 2004 structure and content. Prerequisites: BIO 111, BIO 112. BIO 112 Exploring Biological Diversity Laboratory 235 is optional. {N} 4 credits The course examines the genetic, ecological and Steven Williams, Robert Dorit evolutionary processes that generate biodiversity. Offered Spring 2005 Specifi c topics include the origin of life, organismal diversity, transmission genetics, human evolution, BIO 235 Genes and Genomes Laboratory mass extinctions and ecosystem stability. Investiga- A laboratory designed to complement the lecture tive laboratory exercises explore biodiversity and material in 234. Laboratory and computer projects require students to design and test hypothesis in will investigate methods in molecular biology in- areas related to lecture topics. {N} 4 credits cluding recombinant DNA, gene cloning and DNA Laura Katz (Director), Robert Dorit, Esteban sequencing as well as contemporary bioinformat- Monserrate, Judith Wopereis ics, data mining and the display and analysis of Offered Spring 2005 complex genome databases. Prerequisite: BIO 234 which should be taken concurrently. {N} 1 credit BIO 230 Cell Biology To be announced The structure and function of eukaryotic cells. This Offered Spring 2005 course will examine contemporary topics in cellular biology: cellular structures, organelle function, CHM 111 Chemistry I: General Chemistry membrane and endomembrane systems, cellular An introductory course dealing with atomic and regulation, signaling mechanisms, motility, bioelec- molecular structure and properties, and with tricity, communication and cellular energetics. This chemical reactions. The laboratory includes tech- course is a prerequisite for Biochemistry I. Prereq- niques of chemical synthesis and analysis. Enroll-

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ment limited to 60 per lecture section, 16 per lab CHM 332 Physical Chemistry II section. {N} 5 credits Thermodynamics and kinetics: will the contents Kate Queeney, Heather Shafer, Fall 2004 of this ﬂ ask react, and if so, how fast? Properties Kate Queeney, Kevin Shea, Shizuka Hsieh, Fall that govern the chemical and physical behavior of 2005 macroscopic collections of atoms and molecules Offered Fall 2004, Fall 2005 (gases, liquids, solids and mixtures of the above). Prerequisite: 331. {N} 5 credits CHM 222 Chemistry II: Organic Chemistry Kate Queeney, Maria Bickar An introduction to the theory and practice of Offered Spring 2005, Spring 2006 organic chemistry. Structure, nomenclature, and physical and chemical properties of organic com- CHM 335 Physical Chemistry of Biochemical pounds with an emphasis on alkanes, alkyl halides, Systems alkenes, alkynes, cycloalkanes and carbonyl com- A course emphasizing physical chemistry of biolog- pounds. Spectroscopic methods of analysis focus- ical systems. Topics covered include chemical ther- ing on infrared and nuclear magnetic resonance modynamics, solution equilibria, enzyme kinetics spectroscopy. Prerequisite: 111 or 118. Enrollment and biochemical transport processes. The labora- limited to 16 per lab section. {N} 5 credits tory focuses on experimental applications of physi- Kevin Shea, Robert Linck, Lâle Burk, cal-chemical principles to systems of biochemical Offered Spring 2005, Spring 2006 importance. Prerequisites: 224 or permission of the instructor, and MTH 112. {N} 4 credits CHM 223 Chemistry III: Organic Chemistry Cristina Suarez, Fall 2004 The chemistry of alcohols, ethers, amines, alde- David Bickar, Robert Linck, Fall 2005 hydes, ketones, carboxylic acids and functional de- Offered Fall 2004, Fall 2005 rivatives of carboxylic acids, aromatic compounds and multifunctional compounds. Introduction to One elective from: retrosynthetic analysis and multistep synthetic planning. Prerequisite: 222 and successful completion BIO 342 Molecular Biology of Eukaryotes of the 222 lab. Enrollment limited to 16 per lab The molecular biology of eukaryotes and their vi- section. {N} 5 credits ruses. Topics will include eukaryotic chromosome Maureen Fagan, Lâle Burk, Fall 2004 structure and organization, regulation of gene ex- Kevin Shea, Lâle Burk, Fall 2005 pression, RNA processing, retroviruses, transpos- Offered Fall 2004, Fall 2005 able elements, gene rearrangement, methods for studying human genes, genome projects and whole CHM 224 Chemistry IV: Bonding, Structure genome analysis. Reading assignments will be from and Energetics a textbook and the primary literature. Each student An introduction to electronic structure, chemical will present an in-class presentation and write a kinetics and mechanisms, and thermodynam- term paper on a topic selected in consultation with ics. Introductory quantum mechanics opens the the instructor. Enrollment limited to 16. Additional way to molecular orbital theory and coordination prerequisite: BIO 234. Laboratory (343) is op- chemistry of transition metals. Topics in chemical tional. {N} 4 credits thermodynamics include equilibria for acids and Steven Williams bases, analyses of entropy and free energy, and Offered Fall 2004 electrochemistry. Prerequisite: 223 or permission of the instructor. Enrollment limited to 18 per lab BIO 344 Immunology section. {N} 5 credits An introduction to the immune system covering the Heather Shafer, Virginia White, Spring 2005 molecular, cellular and genetic bases of immunity Kate Queeney, Virginia White, Spring 2006 to infectious agents. Special topics include im- Offered Spring 2005, Spring 2006 munodeﬁ ciencies, transplantation, allergies, im- munopathology and immunotherapies. Additional prerequisite: BIO 230 or 236. Recommended: BIO

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232 or 234 and 254/255. Laboratory (345) is op- scopic, chromatographic and electrochemical tional. {N} 4 credits methods for the quantitation, identifi cation and Christine White-Ziegler separation of species. Critical evaluation of data Offered Fall 2004 and error analysis. Prerequisite: 224 or permission of the instructor. {N/M} 5 credits BIO 348 Molecular Physiology Robert Linck, Fall 2004 A study of cellular regulation at the molecular Kate Queeney, Kevin Shea, Fall 2005 level, with emphasis on single molecule physiology, Offered Fall 2004, Fall 2005 signaling cascades, their logic and cellular integration, membrane domains and transport mecha- CHM 357 Selected Topics in Biochemistry nisms, and the application of molecular science to Topic: Pharmacology and Drug Design. An in- modern medicine. Additional prerequisites: BIO troduction to the principles and methodology of 230 and CHM 223. Offered in alternate years. {N} pharmacology, toxicology and drug design. The 4 credits pharmacology of several drugs will be examined in Stylianos Scordilis detail, and computational software used to examine Offered Fall 2005 drug binding and to assist in designing a new or modifi ed drug. Some of the ethical and legal fac- CHM 328 Bio-Organic Chemistry tors relating to drug design, manufacture and use This course deals with the function, biosynthesis, will also be considered. Prerequisite: BCH 352, or structure elucidation and total synthesis of the permission of the instructor. Offered in alternate smaller molecules of nature. Emphasis will be on years. {N} 3 credits the constituents of plant essential oils, steroids David Bickar including cholesterol and the sex hormones, alka- Offered Fall 2004 loids and nature’s defense chemicals, molecular messengers and chemical communication. The CHM 369 Bioinorganic Chemistry objectives of the course can be summarized as This course will provide an introduction to the fi eld follows: To appreciate the richness, diversity and of bioinorganic chemistry. Students will learn about signifi cance of the smaller molecules of nature, to the role of metals in biology as well as about the investigate methodologies used to study and synthe- use of inorganic compounds as probes and drugs size these substances, and to become acquainted in biological systems. Prerequisites: CHM 223 and with the current literature in the fi eld. Prerequisite: 224. Offered in alternate years. {N} 4 credits 223. Offered in alternate years. {N} 3 credits Elizabeth Jamieson Lâle Burk Offered Fall 2005 Offered Spring 2005

CHM 338 Molecular Spectroscopy The Major This course is designed to provide an understanding of mathematical formulations, electronic ele- Requirements: BCH 252 and 253, 352 and 353; ments and experimentally determined parameters BIO 111, 112, 230 and 231, 234 and 235; CHM related to the study of molecular systems. We will 111, 222 and 223, 224, or 118, 222 and 223, and focus on Nuclear Magnetic Resonance as the spec- either 332 or 335. troscopic technique of choice in chemistry and biology. Prerequisites: A knowledge of NMR spec- One elective from: BCH 380; BIO 342, 344, 348; troscopy at the basic level covered in CHM 222 and CHM 328, 338, 347, 357, 369. 223. Offered in alternate years. {N} 4 credits Cristina Suarez Students planning graduate study in biochemistry Offered Fall 2005 are advised to include a year of calculus and a year of physics in their program of study. CHM 347 Instrumental Methods of Analysis A laboratory-oriented course involving spectro-

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The S/U grading option is not allowed for courses counting toward the biochemistry major.

Exemption from required introductory courses may be obtained on the basis of Advanced Place- ment or departmental examinations.

Students are advised to complete all introductory courses (BIO 111, 112, CHM 111 or 118, 222, 223) as well as BIO 230, 231 and CHM 224 before the junior year. Honors Director: David Bickar

430d Thesis 8 credits Full-year course; Offered each year

432d Thesis 12 credits Full-year course; Offered each year

Requirements: same as for the major, with the addition of a research project in the senior year, an examination in biochemistry, and an oral presentation of the honors research.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professors Carl John Burk, Ph.D Adam Hall, Ph.D. **2 Stephen G. Tilley, Ph.D., Chair *1 Carolyn Wetzel, Ph.D. **2 Robert B. Merritt, Ph.D. Michael Barresi, Ph.D. Margaret E. Anderson, Ph.D. Richard F. Olivo, Ph.D. Adjunct Assistant Professor Stylianos P. Scordilis, Ph.D. Gail E. Scordilis, Ph.D. Steven A. Williams, Ph.D. Lecturers **2 Paulette Peckol, Ph.D. †1 Richard T. Briggs, Ph.D. Betty A. McGuire, Ph.D. **2 Virginia Hayssen, Ph.D. Esteban Monserrate, Ph.D. Michael Marcotrigiano, Ph.D. Senior Laboratory Instructor Associate Professors Graham R. Kent, M.Sc. Robert Dorit, Ph.D. Laboratory Instructors †2 Laura A. Katz, Ph.D. Esteban Monserrate, Ph.D. Christine White-Ziegler, Ph.D. Mary McKitrick, Ph.D. L. David Smith, Ph.D. Gabrielle Immerman, B.A. Adjunct Associate Professors Judith Wopereis, M.Sc. Thomas S. Litwin, Ph.D. Research Associate Leslie R. Jaffe, M.D. Paul Wetzel, Ph.D.

The following six courses are designed primarily readings and in-class discussions. {N} 4 credits for students not majoring in the biological scienc- Steven Williams es. For exceptions see requirements for the major. Offered Spring 2005

101 Modern Biology for the Concerned Citizen 102 Human Genetics A course dealing with current issues in biology that A study of human genetics at the level of molecules, are important in understanding today’s modern cells, individuals and populations. Topics covered world. Many of these issues present important will include sex determination, genetic diseases, choices that must be made by individuals and by genetic counseling and screening, inheritance of governments. Topics will include cloning of plants complex characters and inbreeding. Laboratory and animals; human cloning; stem cell research; sections will provide students with the opportunity genetically modiﬁ ed foods; bioterrorism; emerging to study their own genes and chromosomes. Labo- infectious diseases such as Ebola, SARS and West ratories will meet in alternate weeks. {N} 4 credits Nile; gene therapy; DNA diagnostics and forensics; Robert Merritt genome projects; human origins and human diver- Offered Spring 2005 sity. The course will include guest lectures, outside

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104 Human Biology 111 Molecules, Cells and Systems* A study of select systems of the human body. For This course is an introduction to the study of life each system, we consider structure, function and at the level of cells and organs with a particular development, and then apply this information to emphasis on humans. Specifi c topics include cell, everyday issues related to health, disease and soci- organelle and membrane structure and function, ety. {N} 4 credits biomolecules, metabolism, the molecular basis of Betty McGuire inheritance and information transfer; a signifi cant Offered Fall 2005 portion of the course is devoted to the structure and function of select organ systems such as the 202 Landscape Plants and Issues reproductive, endocrine, immune and nervous Survey of the plant materials used in the landscape systems. Investigative laboratory exercises explore including interior, annual, perennial, woody plants basic concepts through observation, self-designed and turf. Identifi cation, natural biology, culture experiments, and data collection and analysis. {N} and use. Introduction to landscape maintenance 4 credits and design, regional planning and garden history. Betty McGuire (Director), Graham Kent, Esteban Lab and presentation, fi eld trips, BIO 203 must be Monserrate, Judith Wopereis taken concurrently. Enrollment limited to 40. {N} Offered Fall 2004 3 credits Michael Marcotrigiano 112 Exploring Biological Diversity* Offered Fall 2004 The course examines the genetic, ecological and evolutionary processes that generate biodiversity. 203 Landscape Plants and Issues Laboratory Specifi c topics include the origin of life, organismal Identifi cation, morphology and use of landscape diversity, transmission genetics, human evolution, plants including annuals, biennials, perennials, mass extinctions and ecosystem stability. Investiga- tropicals, woody shrubs and trees, vines, and tive laboratory exercises explore biodiversity and aquatics. Bulb planting, pollinations. Design and require students to design and test hypothesis in planning labs and presentations. BIO 202 must be areas related to lecture topics. {N} 4 credits taken concurrently. Enrollment limited to 40. {N} Laura Katz (Director) 1 credit Robert Dorit, Esteban Monserrate, Judith Gabrielle Immerman Wopereis Offered Fall 2004 Offered Spring 2005

258 Conservation Biology Colloquium 204 Horticulture The application of ecological, genetic and evolu- An overview of the ﬁ eld of horticulture. Students tionary knowledge to the global crisis of biodiver- learn about plant structure, growth and function. sity loss and environmental degradation. Topics Methods for growing plants, identiﬁ cation and include threats to biodiversity; the value of biodi- management of plant pests, plant propagation, versity; and how populations, communities, and plant nutrition, garden soils, and plant biotechnol- ecosystems can be managed sustainably. Case stud- ogy. Class presentation. BIO 205 must be taken ies will integrate biology, management and policy. concurrently. Enrollment limited to 40. {N} (E) {N} 4 credits 3 credits. L. David Smith Michael Marcotrigiano Offered Spring 2005 Offered Spring 2005 ______*Students who have attained scores of 4 or 5 on the Advanced Placement examination in biology may apply that credit toward either 111 and/or 112. Students without AP credit but with a strong background should discuss their options with a departmental representative. The distribution requirements for the major vary depending on whether students have taken 111 and/or 112 (see The Major section following the department course listings).

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205 Horticulture Laboratory 233 Genetics and Molecular Biology Practical lab experiences including an analysis of Laboratory plant parts, seed sowing, identifi cation of diseases A laboratory course designed to complement the and insect pests, plant propagation by cuttings and lecture material in 232. Investigations include air layering, transplanting and soil testing. BIO 204 an extended, independent analysis of mutations must be taken concurrently. Enrollment limited to in Drosphila, and several labs devoted to human 40. {N} 1 credit genetics. Prerequisite: BIO 232, which should be Gabrielle Immerman taken concurrently. {N} 1 credit Offered Spring 2005 Robert Merritt Offered Fall 2004 230 Cell Biology The structure and function of eukaryotic cells. This 234 Genes and Genomes course will examine contemporary topics in cellu- An exploration of genes and genomes that stresses lar biology: cellular structures, organelle function, the connections between molecular biology, genet- membrane and endomembrane systems, cellular ics, cell biology and evolution. Topics will include: regulation, signaling mechanisms, motility, bioelec- DNA and RNA structure, recombinant DNA analysis, tricity, communication and cellular energetics. This gene cloning, gene organization, gene expression, course is a prerequisite for Biochemistry I. Prereq- RNA processing, mobile genetic elements, gene uisites: BIO 111, CHM 222. Laboratory (231) is expression and development, the molecular biol- optional. {N} 4 credits ogy of infectious diseases, the comparative analysis Stylianos Scordilis of whole genomes and the origin and evolution of Offered Fall 2004 genome structure and content. Prerequisites: BIO 111, BIO 112. Laboratory 235 is optional. {N} 4 231 Cell Biology Laboratory credits Inquiry-based laboratory using techniques such as Steven Williams, Robert Dorit spectrophotometry, enzyme kinetics, bright fi eld Offered Spring 2005 and fl uorescence light microscopy and scanning electron microscopy. There will be an emphasis on 235 Genes and Genomes Laboratory student-designed projects. Additional prerequisite: A laboratory designed to complement the lecture BIO 230, which should be taken concurrently. {N} material in 234. Laboratory and computer projects 1 credit will investigate methods in molecular biology in- Graham Kent cluding recombinant DNA, gene cloning and DNA Offered Fall 2004 sequencing as well as contemporary bioinformatics, data mining and the display and analysis of 232 An Introduction to Genetics and complex genome databases. Prerequisite: BIO 234 Molecular Biology which should be taken concurrently. {N} 1 credit This course explores central concepts in transmis- Mary McKitrick sion, molecular and population genetics. Topics Offered Spring 2005 covered will include nuclear and cytoplasmic inheritance; gene structure, DNA replication and 236 Cell Physiology gene expression; manipulation and analysis of Survey of fundamental cell processes. Topics are nucleic acids; dynamics of genes in populations, presented in the context of cell evolution, which mutation, natural selection and inbreeding. Discus- include cellular diversity, structure and function of sion sections will focus on analysis of complex cellular compartments and components, and regu- problems in inheritance, molecular biology and lation of cellular processes such as energy genera- gene dynamics. Prerequisites: BIO 111, BIO 112. tion, information transfer (transcription and trans- Laboratory (233) is optional. {N} 4 credits lation), protein traffi cking, cell signaling, and cell Robert Merritt movement. Prerequisite: BIO 111 and CHM 111 Offered Fall 2004 or CHM 118. This course does not serve as a prerequisite for BCH 252. Laboratory (237) is highly

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recommended but not required. {N} 4 credits of ecological communities. They provide protein, Michael Barresi important ecosystem services, biomedical and Offered Spring 2006 biotechnological products, and aesthetic value to humans. Today, many invertebrate populations 237 Cell Physiology Laboratory are threatened by human activities. To protect and This lab provides the opportunity to observe and manage invertebrate diversity, we must understand manipulate cells so as to better understand the its nature and scope. This course is designed to processes covered in lecture. To that end, students survey the extraordinary diversity of invertebrates, will become facile with many types of light micros- emphasizing their form and function in ecological copy. During the fi rst half of the semester students and evolutionary contexts. Prerequisite: BIO 112 or will be introduced to a variety of cell types and permission of the instructor. Enrollment limited to microscopy techniques; the latter half is devoted 20. Laboratory (243) must be taken concurrently. to student designed observations of single-celled {N} 3 credits organisms. Techniques include: bright fi eld, dark- L. David Smith fi eld, phase contrast, epifl uorescence, confocal and Offered Fall 2004 electron microscopy, video and time-lapse video microscopy, and digital photography. Additional 243 Invertebrate Diversity Laboratory prerequisite: BIO 236 which should be taken con- Examination of a wide variety of live invertebrates currently. {N} 1 credit with emphasis on the relationship between form Michael Barresi and function. Observations on aspects of inver- Offered Spring 2006 tebrate structure, locomotion, feeding and other behaviors. BIO 242 must be taken concurrently. 240 Plant Biology One required weekend fi eld trip to the New Eng- Plants are a signifi cant presence on the planet and land coast. {N} 2 credit contribute to our biological existence as well as L. David Smith our enjoyment of life. This course is an exploration Offered Fall 2004 of the diversity and evolution of plants, including comparative morphology, reproduction, physiology, 244 Vertebrate Biology and development. Plants will be examined at the A review of the evolutionary origins, adaptations cell, organismal, and community levels. Prerequi- and trends in the biology of vertebrates. Laboratory sites: BIO 111 and 112. Laboratory (241) optional (245) is optional. {N} 4 credits but highly recommended. {N} 4 credits Virginia Hayssen To be announced Offered Spring 2005 Offered Fall 2004 245 Vertebrate Biology Laboratory 241 Plant Biology Laboratory A largely anatomical exploration of the evolutionary Hands-on examination of plant anatomy, morphol- origins, adaptations, and trends in the biology of ogy, development and diversity using living and pre- vertebrates. {N} 1 credit served plants. An emphasis on structure/function Betty McGuire relationships, life cycles, plant interactions with the Offered Spring 2005 environment (abiotic and biotic), and use of model 250 Plant Physiology plant systems for experimentation. Prerequisite: Plants as members of our ecosystem; water BIO 240, which should be taken concurrently. {N} economy; photosynthesis and metabolism; growth 1 credit Carolyn Wetzel and development as infl uenced by external and Offered Fall 2005 internal factors, survey of some pertinent basic and applied research. Prerequisites: BIO 111, BIO 112 242 Invertebrate Diversity and CHM 111 or CHM 118. Laboratory (251) is Invertebrate animals account for the vast ma- optional. {N} 4 credits jority of species on earth. Although sometimes Carolyn Wetzel inconspicuous, invertebrates are vital members Offered Spring 2005

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251 Plant Physiology Laboratory prerequisite: BIO 256, which must be taken con- Processes that are studied include plant molecular currently. {N} 1 credit biology, photosynthesis, growth, uptake of nutri- Margaret Anderson ents, water balance and transport, and the effects of Offered Fall 2004 hormones. Additional prerequisite: BIO 250, which should be taken concurrently. {N} 1 credit 260 Principles of Ecology To be announced Theories and principles pertaining to population Offered Spring 2005 growth and regulation, interspecifi c competition, predation, the nature and organization of com- 254 Microbiology: Bacteria and Viruses munities, and the dynamics of ecosystems. Prereq- This course examines bacterial morphology, uisite: BIO 112. Laboratory (261) is optional. A growth, biochemistry, genetics and methods of weekend fi eld trip will be included. {N} 4 credits controlling bacterial activities. Emphasis is on Stephen Tilley bacterial physiology and the role of the prokaryotes Offered Fall 2004 in their natural habitats. The course also covers viral life cycles and diseases caused by viruses. 261 Principles of Ecology Laboratory Prerequisites: BIO 111 and CHM 111 or CHM 118. Introduction to ecological communities of south- Laboratory (255) must be taken concurrently. {N} ern New England, and to the investigation of 3 credits ecological problems via fi eld work and statistical Christine White-Ziegler analysis. Additional prerequisite: BIO 260, which Offered Spring 2005 should be taken concurrently. {N} 1 credit Stephen Tilley 255 Microbiology: Bacteria and Viruses Offered Fall 2004 Laboratory Experiments in this course explore the morphol- 262 Evolutionary Biology I: The Mechanisms ogy, physiology, biochemistry, and genetics of bac- of Evolutionary Change teria using a variety of bacterial genera. Methods The processes of organic evolution are central to of aseptic technique; isolation, identifi cation, and understanding the attributes and diversity of living growth of bacteria are learned. An individual proj- things. This course deals with the mechanisms ect is completed at the end of the term. BIO 254 underlying change through time in the genetic must be taken concurrently. {N} 2 credits structures of populations change, the phenomenon Esteban Monserrate of adaptation, the formation of species, and the Offered Spring 2005 reconstruction of evolutionary relationships. Topics include basic population genetics and molecular 256 Animal Physiology evolution, the mechanics of natural selection, Functions of animals, including humans, required phylogenetic reconstruction, and human evolu- for survival (movement, respiration, circulation, tion, Prerequisite: BIO 112. The course assumes etc.); neural and hormonal regulation of these familiarity with the basic principles of genetics. functions; and the adjustments made to challenges Alternates with BIO 270. {N} 4 credits presented by specifi c environments. Prerequisites: Stephen Tilley BIO 111 and CHM 111 or CHM 118. Laboratory Offered Spring 2005 (257) is optional but strongly recommended. {N} 4 credits 264 Marine Ecology Margaret Anderson This course will initially focus on selected marine Offered Fall 2004 systems (e.g., shores, coral reefs, deep sea) to explore various natural factors that affect marine 257 Animal Physiology Laboratory biodiversity. Our focus then will shift to the role Experiments will demonstrate concepts presented of human disturbances and their effects of these in BIO 256 and illustrate techniques and data systems. Finally, we will briefl y discuss some analysis used in the study of physiology. Additional of the successful management strategies being

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implemented using various case studies. One of tests, discussions and a research paper on a topic our goals is to familiarize you with some of the chosen by each student. Prerequisite: BIO 112. {N} scientifi c concepts studied by marine ecology as 4 credits a discipline. In addition, and as important, is our Laura Katz goal to help you develop vital skills such as effective Offered Fall 2004 oral and written communication, critical thinking and problem solving. We also emphasize graphical 269 Microbiology: Eukaryotes Laboratory representations and quantitative skills. First-year The laboratory assignments allow students to ob- students must have permission of the instructor. serve microbial eukaryotes and use microscopy Prerequisite: BIO 111 or GEO 108 or permission of and molecular techniques for experimentation the instructor. Enrollment limited to 28. Laboratory with these organisms. Emphasis is on completion (265) must be taken concurrently. {N} 3 credits of an independent project. A one-day fi eld trip is Paulette Peckol, Esteban Monserrate scheduled. BIO 268 must be taken concurrently. Offered Fall 2004 {N} 1 credit Laura Katz 265 Marine Ecology Laboratory Offered Fall 2004 The laboratory applies concepts discussed in lecture, focusing on class and individual research 270 Evolutionary Biology II: Biodiversity projects in both the fi eld and laboratory. Additional Our planet is inhabited by at least two million kinds prerequisite: BIO 264, which should be taken con- of organisms and coming to intellectual grips with currently. Two required weekend fi eld trips to the this fact is one of the greatest challenges of biology. New England coast. {N} 2 credits This course deals with the patterns, origins, history, Paulette Peckol, Esteban Monserrate description and preservation of biodiversity. Topics Offered Fall 2004 include discovering and naming species; species concepts and origins; major patterns in the paleon- 266 Plant Systematics tological record; geographic patterns; measuring, Classical and modern approaches to the taxonomy comparing and explaining levels of diversity; and of higher plants, with emphasis on evolutionary conserving biodiversity. The course includes a trends and processes and principles of classifi ca- Saturday trip to the American Museum of Natural tion. Laboratory (267) must be taken concurrently. History in New York City. Prerequisite: BIO 112. {N} 3 credits Familiarity with basic genetic and evolutionary John Burk concepts is assumed. Alternates with BIO 262. {N} Offered Spring 2005 4 credits. To be announced 267 Plant Systematics Laboratory Offered Spring 2006 Field and laboratory studies of the identifi cation and classifi cation of higher plants, with emphasis 320 Colloquium on Molecular Medicine on the New England fl ora. BIO 266 must be taken A study of cells and their diseased states in humans. concurrently. {N} 1 credit The cellular, molecular, metabolic and physiologi- John Burk cal bases of selected diseases will be analyzed. Offered Spring 2005 Topics will include gross and cellular pathology, infl ammation, metabolic, musculoskeletal and 268 Microbiology: Eukaryotes neurological disorders, as well as the clinical Eukaryotes, cells with nuclei, have lived on the symptomology and therapeutic possibilities. Sev- earth for at least two billion years. This course eral topics will be given by pathologists at Baystate focuses on the bizarre and diverse world of mi- Medical Center. Prerequisites: BIO 230 and 231. crobial eukaryotes (protists). Emphasis is on the {N} 4 credits origin and diversifi cation of eukaryotes, and on Stylianos Scordilis the numerous diseases caused by these microor- Offered Fall 2005 ganisms. Evaluation is based on a combination of

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325 Cellular and Molecular Neuroscience 332 Histology Molecular level structure-function relationships in A study of the microscopic structure of animal tis- the nervous system. Topics include development sues, including their cellular composition, origin, of neurons, neuron-speciﬁ c gene expression, differentiation, function and arrangement into mechanisms of neuronal plasticity in learning and organs. Additional prerequisite: BIO 230 or 236. memory, synaptic release, molecular biology of Laboratory (333) is optional, but strongly recom- neurological disorders and molecular neurophar- mended. Offered in alternate years. {N} 4 credits macology. Prerequisites: BIO 230, BIO 234, or BIO Richard Briggs 236, or permission of the instructor. Laboratory Offered Fall 2005 (326) must be taken concurrently. Enrollment limited to 20. (E) {N} 4 credits 333 Histology Laboratory Adam C. Hall An introduction to microtechnique: the preparation Offered Spring 2005 of tissue and organs for light microscopic examination, including ﬁ xation, embedding and sectioning 326 Cellular and Molecular Neuroscience as well as a number of different staining techniques Laboratory and cytochemistry. Also includes the study of pre- This laboratory initially uses tissue culture tech- pared material. Minimum enrollment: 6 students. niques to study the development of primary Additional prerequisite: BIO 332, which should be neurons in culture (e.g. extension of neurites and taken concurrently. Offered in alternate years. {N} growth cones). This is followed by an introduction 1 credit to DNA microarray technology for studying gene Richard Briggs expression in the brain. The rest of the laboratory Offered Fall 2005 uses the Xenopus oocyte expression system to study molecular structure-function. Oocytes (frog 336 Introduction to Biological Fine Structure eggs) are injected with DNA encoding for a variety Introduction to the theory of electron microscopy of ion channels. The second half of the semester and associated techniques, including electron involves a lab project using the expression system optics, instrument design and operational pa- to investigate channel characteristics or pharma- rameters, and specimen preparation; discussion cology. BIO 325 must be taken concurrently. En- of eukaryotic cell structure (supramolecular rollment limited to 20 (E) {N} 1 credit organization), and analysis and interpretation of Adam C. Hall micrographs. Admission by permission of the in- Offered Spring 2005 structor. Additional prerequisite: BIO 230 or 236. Laboratory (337) must be taken concurrently. 330 Neurophysiology Enrollment limited to 6. Offered in alternate years. The function of nervous systems. Topics include {N} 3 credits electrical signals in neurons, synapses, the neural Richard Briggs basis of form and color perception, and the gen- Offered Spring 2006 eration of behavioral patterns. Prerequisites: BIO 230, 236 or 256. Laboratory (331) must be taken 337 Introduction to Biological Fine Structure concurrently. {N} 4 credits Laboratory Richard Olivo Emphasis will be on the practice of basic tech- Offered Spring 2005 niques for electron microscopy, including diverse preparative procedures for biological material, the 331 Neurophysiology Laboratory operation of the scanning and transmission of elec- Electrophysiological recording of signals from tron microscopes, and associated photographic neurons, including an independent project in the processes. Independent projects are emphasized. second half of the semester. BIO 330 must be taken BIO 336 must be taken concurrently. Offered in concurrently. {N} 1 credit alternate years. {N} 2 credits Richard Olivo Richard Briggs Offered Spring 2005 Offered Spring 2006

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338 Algae and Fungi sentation and write a paper on a topic selected in Evolutionary origins, physiology and ecology of consultation with the instructor. Enrollment limited algae and fungi. Emphasis placed on the role of to 16. Additional prerequisite: BIO 234. Laboratory algae and fungi in research, as well as their envi- (343) is optional. {N} 4 credits ronmental and medical importance. Each student Steven Williams is responsible for two in-class presentations and Offered Fall 2004 associated research papers. Prerequisite: a 200- level course in botany or permission of the instruc- 343 Molecular Biology of Eukaryotes tor. Laboratory (339) must be taken concurrently. Laboratory Enrollment limited to 12. {N} 3 credits A laboratory course designed to complement the Paulette Peckol lecture material in 342. Advanced techniques Offered Spring 2005 used to study the molecular biology of eukaryotes will be learned in the context of a semester-long 339 Algae and Fungi Laboratory project. These methods will include techniques for The laboratory will focus on concepts discussed in studying genomics and gene expression, including lecture and will include an independent project. cDNA library construction, DNA sequence analysis, A weekend fi eld trip is included. BIO 338 must be Northern blot analysis, RT-PCR and bioinformatics. taken concurrently. {N} 2 credits Enrollment limited to 16. Additional prerequisite: Paulette Peckol BIO 235 and 342, which should be taken concur- Offered Spring 2005 rently. {N} 1 credit Steven Williams 340 Molecular Evolution Offered Fall 2004 This course will focus on methods and approaches in the emerging fi eld of molecular evolution. 344 Immunology Topics will include quantitative reconstruction of An introduction to the immune system covering the selective and populational events shaping standing molecular, cellular and genetic bases of immunity genetic variation; molecular mechanisms underly- to infectious agents. Special topics include im- ing mutation, recombination and gene conversion; munodefi ciencies, transplantation, allergies, im- comparative analysis of whole genome data sets; munopathology and immunotherapies. Additional comparative genomics and bioinformatics; ap- prerequisite: BIO 230 or 236. Recommended: BIO plications of molecular evolution in the fi elds of 232 or 234 and 254/255. Laboratory (345) is op- molecular medicine, drug design, and disease and tional. {N} 4 credits the use of molecular data for systematic, conserva- Christine White-Ziegler tion and population biology. Prerequisite: BIO 232, Offered Fall 2004 or 234, or 262 or permission of the instructor. {N} 4 credits 345 Immunology Laboratory Robert Dorit Immunological techniques used in diagnosis and Offered Fall 2004 as research tools. Experimental exercises include immune cell population analysis, immunofl uores- 342 Molecular Biology of Eukaryotes ence, Western blotting, ELISA, and agglutination Advanced molecular biology of eukaryotes and reactions. An independent project is completed at their viruses. Topics will include genomics, bioin- the end of the term. BIO 344 is a prerequisite or formatics, eukaryotic gene organization, regulation must be taken concurrently. Enrollment limited to of gene expression, RNA processing, retroviruses, 16 students. {N} 1 credit transposable elements, gene rearrangement, meth- Christine White-Ziegler ods for studying human genes and genetic diseases, Offered Fall 2004 molecular biology of infectious diseases, genome projects and whole genome analysis. Reading as- 346 Developmental Biology signments will be from a textbook and the primary Developmental biology is the study of the amaz- literature. Each student will present an in-class pre- ing processes by which a fertilized egg becomes a

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multicellular organism with thousands of different a statistics course or permission of the instructor. cell types. Observations of these remarkable phe- Concurrent enrollment in BIO 352 is required. nomena are presented in concert with the experi- Enrollment limited to 15 students. {N} 2 credits ments underlying our current understanding of the Virginia Hayssen control of these events. Emphasis is also placed Offered Fall 2004 on learning to design experiments to answer ques- 356 Plant Ecology tions about cause and effect in biological systems, A study of plant communities and the relationships developing or otherwise. Prerequisite: a course between plants and their environment. Additional in molecular genetics or cell. Laboratory (347) is prerequisite: a course in ecology or environmental optional, but recommended. {N} 4 credits Michael Barresi science, or permission of the instructor. Laboratory {N} Offered Spring 2005 (357) must be taken concurrently. 3 credits To be announced 347 Developmental Biology Laboratory Offered Fall 2004 Observation, analysis, and manipulation of various 357 Plant Ecology Laboratory phenomena in the development of various organ- Field and laboratory investigations of the ecology of isms using both classic and modern techniques. higher plants, with emphasis on New England plant During the second half of the semester, students communities and review of current literature. BIO will design and carry out their own experiments. 356 must be taken concurrently. {N} 1 credit Lecture 346 must be taken concurrently. {N} To be announced 1 credit Offered Fall 2004 Michael Barresi Offered Spring 2005 359 Ecological Analysis Laboratory 348 Molecular Physiology Exploration of ecological phenomena via computer A study of cellular regulation at the molecular stimulation and fi eld investigation. Topics include level, with emphasis on single molecule physiology, density-dependent and random effects in popula- signaling cascades, their logic and cellular integration growth, competition, predator-prey interaction, membrane domains and transport mecha- tions, age-structure analysis, ecological succession, nisms, and the application of molecular science to and capture-recapture estimation of population modern medicine. Additional prerequisites: BIO size. The course assumes familiarity with ecological principles, basic statistics, and use of Excel and 230 and CHM 223. Offered in alternate years. {N} 4 credits Minitab software. Prerequisites: MTH 245 and a Stylianos Scordilis course in distribution area D. Alternates with BIO {N} Offered Fall 2006 361, Evolutionary Analysis Laboratory. 2 credits Stephen Tilley 352 Animal Behavior Offered Spring 2006 Examination of the many approaches to the study 361 Evolutionary Analysis Laboratory of animal behavior. Topics include history of the The analysis and application of evolutionary princi- fi eld, physiological bases of behavior, and behav- ples using computer modeling, phylogenetic analy- ioral ecology and evolution. Additional prerequi- sis software, and fi eld investigation. Topics include site: one of the following: BIO 242, 244, a statistics the quantitative analysis of generic drift and natural course or permission of the instructor. Concurrent selection, phylogenetic relationships,and genetic enrollment in laboratory (353) is required. {N} 3 credits variation in natural populations. The course as- Virginia Hayssen sumes an understanding of evolutionary principles Offered Fall 2004 and mechanisms, basic statistics, and use of Excel and Minitab software. Prerequisites: a course in 353 Animal Behavior Laboratory distribution area E and MTH 245. Alternates with Research design and methodology for fi eld and BIO 359. {N} 2 credits laboratory studies of animal behavior. Additional Stephen G. Tilley prerequisite, one of the following: BIO 242, 244, Offered Spring 2005

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400 Special Studies instructor. {N} 3 credits Variable credit (1 to 5) as assigned Stylianos P. Scordilis Offered both semesters each year Offered Spring 2005

368 Topics in Evolutionary Biology Seminars Topic: Genome Evolution. The past decade has seen a dramatic increase in data on genome 360 Topics in Molecular Biology sequences and structures. The seminar explores Topic: Emerging Infectious Diseases these emerging data from an evolutionary perspec- This course will examine the impact of infectious tive, with the aim of understanding the evolution- diseases on our society. New pathogens have ary forces that drive genome evolution. We will recently been identifi ed,while existing pathogens examine genome data from microbial organisms, have warranted increased investigation for multiple including many disease-causing micorobes, as wel reasons, including as causative agents of chronic als from plants, animals and fungi. Technologies disease and cancer and as agents of bioterrorism. for generating and annotating genome data will Specifi c emphasis on the molecular basis of viru- also be discussed. {N} 3 credits lence in a variety of organisms will be addressed Laura Katz along with the diseases they cause and the public Offered Spring 2005 health measures taken to address these pathogens. Prerequisite: BIO 234 or BIO 254. Recommended: 370 Topics in Microbiology BIO 344 {N} 3 credits Biofi lms: Ecosystems and Engineering. An explo- Christine White-Ziegler ration of biofi lms as microbial ecosystems and as Offered Spring 2005 engineering microcosms. Emphasis will be placed on a detailed understanding of the interactions 364 Topics in Environmental Biology between chemical, physical and biological phe- Topic: Biology and Geology of Coral Reefs—Past, nomena in biofi lms. The course will also examine Present, and Future. Coral reefs occupy a rela- biofi lms in a variety of applied settings, including tively small portion of the earth’s surface, but their biotechnology, wastewater treatment, manufacture importance to the marine ecosystem is great. This as well as in natural environments (deep sea vents, seminar will examine coral reefs in terms of their human gut and lungs, etc.). Permission of the in- geologic importance, both past and present, and structor required {N} 4 credits their ecological interactions. Emphasis will be Robert Dorit, Domenico Grasso (Engineering) placed on the status of modern coral reefs world- Offered Fall 2004 wide, with a focus on effects of environmental and anthropogenic disturbances (e.g., sedimentation, entrophication, overfi shing). Prerequisite: permis- The Major sion of the instructor. {N} 3 credits Paulette Peckol Advisers: Students should choose their advisers, Offered Spring 2007 according to their interests, from the department faculty, with the exception that the chair of the 366 Topics in Cellular Biology Board of Pre-Health Advisers does not serve as a Topic: Cancer: Cells Out of Control. Known since major adviser. the ancient Egyptians, cancers may be considered a set of normal cellular processes gone awry in vari- Advisers for Study Abroad: Fall 2004, Paulette ous cell types. This seminar will consider chemical Peckol; Spring 2005, John Burk and radiation carcinogenesis, oncogenesis, growth factor signaling pathways and the role of hormones The major in biological sciences is designed to in cancers, as well as the pathologies of the dis- provide 1) a strong basis for understanding bio- eases. Prerequisite: Bio 230 or permission of the logical perspectives on various issues, 2) conceptual breadth across several major disciplines in

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biology, 3) depth in one or more specialized fi elds Field E. Evolutionary biology: 262, 266/267, 270. in biology, 4) experience with modern tools and Field F. Ecology: 260, 264/265. techniques of biological research, and 5) the opportunity to personally experience the excitement The advanced course requirement: At least and process of scientifi c investigation. Within this seven credits from 300-level courses which may general framework, students can construct course include EVS 300 and PSY 311. At least one must programs that serve their individual interests and be a laboratory course. Special Studies (400) may plans after graduation, while insuring that they not be counted toward completion of the advanced acquire a broad background in the biological sci- course requirement. ences and exposure to related fi elds such as chemistry, physics, geology, engineering, mathematics The laboratory course requirement: At least four and computer science. laboratory courses, one of which must be at the 300-level. With the adviser’s permission, a semes- Prospective majors should take BIO 111 and 112 ter of Special Studies (400) may count toward the and CHM 111 as early as possible. Note that one or requirement as a 200-level laboratory course, and two semesters of organic chemistry are prerequi- a semester of Honors research (430, 431 or 432) sites for a number of 300-level courses. may count as a 300-level laboratory course.

The following requirements for the major pertain Elective courses: Electives may include any de- to the Class of 2005 and beyond. Other students partmental course except those offered explicitly should consult an adviser with questions about for nonmajors (102, 104, 202/203, 258). Students their requirements. who take one course designated for nonmajors before enrolling in other departmental courses may The major requires 56 credits for courses taken count it as an elective course in the major. Up to from six major categories: two courses from other departments or programs may be counted as electives, provided that these re- 1. Fundamental courses (17 credits). late to a student’s particular interests in biology and 2. Distribution courses (at least 16 credits). are chosen in consultation with her adviser. Such 3. Advanced courses (at least 7 credits). courses might include, but are by no means limited 4. Laboratory courses (at least 4 credits). to BCH 252 and 253; CHM 222 and 223; ESS 215; 5. Elective courses EVS 300; GEO 231; NSC 200; PSY 311. 6. Independent research (no more than two semesters) Independent research: Independent research is strongly encouraged but not required for the The fundamental course requirement: 111 and major in biological sciences. Up to two semesters 112, CHM 111 or 118, and a course in statistics of Special Studies (400) or Honors research (430, (MTH 245 is strongly recommended for majors in 431, or 432) may be counted toward completion the biological sciences). of the major.

The distribution course requirement: Four of Options for majors with Advanced Placement the following courses, one from each of four distri- credit or other forms of strong high school bution ﬁ elds. Laboratory courses are listed where preparation in biology. Majors who wish to use they must be taken concurrently with the associ- Advanced Placement credit or who have other ated lecture course. forms of strong high school backgrounds in biology should elect one of the following options for Field A. Cell biology: 230, 236. their fundamental and distribution courses. Stu- Field B. Genetics: 232, 234. dents who are considering these options should Field C. Physiology: 250, 254/255, 256. consult with the panel of biology advisers at fall Field D. Organismal biology: 240, 242/243, 244, registration. 268/269, 270.

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1. 111 and fi ve distribution courses, including one each from distribution fi elds D, E and F. Environmental Science and Policy 2. 112 and fi ve distribution courses, including one each from distribution fi elds A, B and C. See pp. 207–209

3. One course from each of the six distribution ﬁ elds. Marine Sciences The Minor See pp. 294–295 Advisers: Members of the department also serve Neuroscience as advisers for the minor. See p. 313–316 The requirements for the minor in biological sciences comprise 24 credits from departmental offerings, chosen in consultation with an adviser. Graduate These courses usually include 111, 112, and must include one 300-level course. No more than one Adviser: Laura Katz course designed primarily for non-majors may be included. 507 Seminar on Recent Advances and Current Problems in the Biological Sciences Students in this seminar discuss articles from the Honors primary literature representing diverse ﬁ elds of biology and present on their own research projects. Director: Adam Hall Journal articles will be selected to coordinate with departmental colloquia. In alternate weeks, stu- Requirements: the same as that for the major, and dents will present talks on research goals, data col- 8 or 12 credits (430d, 431, or 432d) in the senior lection and data analysis. This course is required year of individual investigation culminating in a for graduate students and it must be repeated both written thesis and an oral presentation. years. 2 credits Laura Katz 430d Thesis Offered Fall 2004 8 credits Full-year course; Offered each year 510 Advanced Studies in Molecular Biology 3 to 5 credits 431 Thesis Members of the department 8 credits Offered both semesters each year Offered Fall 2004 520 Advanced Studies in Botany 432d Thesis 3 to 5 credits 12 credits Members of the department Full-year course; Offered each year Offered both semesters each year

530 Advanced Studies in Microbiology Biochemistry 3 to 5 credits Members of the department See pp. 109–113 Offered both semesters each year

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540 Advanced Studies in Zoology 3 to 5 credits Prehealth Professional Members of the department Offered both semesters each year Programs Students may prepare for health profession schools 550 Advanced Studies in Environmental by majoring in any area, as long as they take Biology courses that meet the minimum requirements for 3 to 5 credits entrance. For most schools, these are two semes- Members of the department ters each of English, inorganic chemistry, organic Offered both semesters each year chemistry, physics and biology. The science courses must include laboratories. Biology courses should 590d Research and Thesis be selected in consultation with the adviser, taking 8 credits into consideration the student’s major and specifi c Full-year course; Offered each year interests in the health professions. Other courses often recommended include biochemistry, mathematics through calculus, and social or behavioral Preparation for graduate study in the science. Because health profession schools differ biological sciences. in the details of their requirements, students should confer with a Prehealth adviser as early as possible Graduate programs that grant masters and doctoral about specifi c requirements. degrees in biology vary in their admission requirements, which may include at least one year each Information may be obtained from the Career De- of mathematics (preferably including statistics), velopment Offi ce or from Margaret E. Anderson, physics, and organic chemistry. Many programs chair of the Board of Pre-Health Advisers. stress both broad preparation across the biological sciences and a strong background in a specifi c area. Many institutions require scores on the Graduate Record Examination, which emphasize a broad foundation in biology as well as quantitative and verbal skills. Students contemplating graduate study should review the requirements of particular programs as early as possible in the course of their studies and seek advice from members of the department.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professor Visiting Assistant Professor Robert G. Linck, Ph.D., Chair Heather Shafer, Ph.D.

Associate Professors Senior Lecturer David Bickar, Ph.D. Lâle Aka Burk, Ph.D. **1 Cristina Suarez, Ph.D. Senior Laboratory Instructor and Laboratory Assistant Professors Supervisor Kate Queeney, Ph.D. Virginia White, M.A. Kevin Shea, Ph.D. **1 Elizabeth Jamieson, Ph.D. Laboratory Instructors **1 Shizuka Hsieh, Ph.D. Maria Bickar, M.S. **2 Maureen Fagan, Ph.D. Rebecca Thomas, Ph.D.

Students who are planning to major in chemistry rain, the greenhouse effect, the ozone layer, pho- should consult with a member of the department tochemical smog, pesticides and waste treatment. early in their college careers. They should elect Chemical concepts will be developed as needed. general chemistry as ﬁ rst-year students and are {N} 4 credits advised to complete MTH 112 or MTH 114 and David Bickar, Spring 2005 PHY 115 and 116 as early as possible. Shizuka Hsieh, Spring 2006 Offered Spring 2005, Spring 2006 All intermediate courses require as a prerequisite CHM 111 or 118 or an Advanced Placement score 111 Chemistry I: General Chemistry of 4 or 5. An introductory course dealing with atomic and molecular structure and properties, and with 100 The World Around Us chemical reactions. The laboratory includes tech- A course dealing with the materials and the trans- niques of chemical synthesis and analysis. Enroll- formations central to our daily lives. Principal top- ment limited to 60 per lecture section, 16 per lab ics: chemicals essential to our existence; chemistry section. {N} 5 credits and the arts; chemistry and the environment. No Kate Queeney, Heather Shafer, Fall 2004 prerequisite. Not open to students with Advanced Kate Queeney, Kevin Shea, Shizuka Hsieh, Fall Placement or previous college credit in chemistry. 2005 Three hours of lecture, discussion and demonstra- Offered Fall 2004, Fall 2005 tions. {N} 4 credits To be announced, Spring 2005 118 Advanced General Chemistry Cristina Suarez, Spring 2006 This course is designed for students with a very Offered Spring 2005, Spring 2006 strong background in chemistry. The elementary theories of stoichiometry, atomic structure, bond- 108 Environmental Chemistry ing, structure, energetics and reactions will be An introduction to environmental chemistry, ap- quickly reviewed. The major portions of the course plying chemical concepts to topics such as acid will involve a detailed analysis of atomic theory and

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bonding from an orbital concept, an examination section. {N} 5 credits of the concepts behind thermodynamic arguments Heather Shafer, Virginia White, Spring 2005 in chemical systems, and an investigation of chemi- Kate Queeney, Virginia White, Spring 2006 cal reactions and kinetics. The laboratory deals Offered Spring 2005, Spring 2006 with synthesis, physical properties and kinetics. The course is designed to prepare students for 226 Synthesis CHM 222/223 as well as replace both CHM 111 Synthetic techniques and experimental design in and CHM 224. A student who passes 118 cannot the context of multistep synthesis. The literature of take either 111 or 224. Enrollment limited to 32. chemistry, methods of puriﬁ cation and character- {N} 5 credits ization. Recommended especially for sophomores. Robert Linck, Maria Bickar Prerequisite: 223. {N} 3 credits Offered Fall 2004, Fall 2005 David Bickar, Maureen Fagen, Rebecca Thomas, Spring 2005 222 Chemistry II: Organic Chemistry David Bickar, Rebecca Thomas, Spring 2006 An introduction to the theory and practice of Offered Spring 2005, Spring 2006 organic chemistry. Structure, nomenclature, and physical and chemical properties of organic com- 321 Organic Synthesis pounds with an emphasis on alkanes, alkyl halides, An examination of modern methods of organic syn- alkenes, alkynes, cycloalkanes and carbonyl com- thesis and approaches to the synthesis of complex pounds. Spectroscopic methods of analysis focus- organic compounds with a focus on the current ing on infrared and nuclear magnetic resonance literature. Prerequisite: 223. Offered in alternate spectroscopy. Prerequisite: 111 or 118. Enrollment years. {N} 4 credits limited to 16 per lab section. {N} 5 credits Kevin Shea Kevin Shea, Robert Linck, Lâle Burk, Offered Spring 2005 Offered Spring 2005, Spring 2006 324 Organometallics 223 Chemistry III: Organic Chemistry Structure and reactivity of transition metal organo- The chemistry of alcohols, ethers, amines, alde- metallic complexes. A mechanistic approach is hydes, ketones, carboxylic acids and functional de- taken to exploring the ability of these complexes to rivatives of carboxylic acids, aromatic compounds catalyze organic reactions. General organometallic and multifunctional compounds. Introduction to and organic mechanistic principles will be applied retrosynthetic analysis and multistep synthetic plan- to transition-metal catalyzed reactions from the ning. Prerequisite: 222 and successful completion current literature, such as polymerizations and cy- of the 222 lab. Enrollment limited to 16 per lab cloadditions. Prerequisite: 224. Offered in alternate section. {N} 5 credits years. {N} 4 credits Lâle Burk, Kevin Shea, Fall 2004 Maureen Fagen Lâle Burk, Maureen Fagan, Fall 2005 Offered Fall 2004 Offered Fall 2004, Fall 2005 328 Bio-Organic Chemistry 224 Chemistry IV: Bonding, Structure, and This course deals with the function, biosynthesis, Energetics structure elucidation and total synthesis of the An introduction to electronic structure, chemical smaller molecules of nature. Emphasis will be on kinetics and mechanisms, and thermodynam- the constituents of plant essential oils, steroids ics. Introductory quantum mechanics opens the including cholesterol and the sex hormones, alka- way to molecular orbital theory and coordination loids and nature’s defense chemicals, molecular chemistry of transition metals. Topics in chemical messengers and chemical communication. The thermodynamics include equilibria for acids and objectives of the course can be summarized as bases, analyses of entropy and free energy, and follows: To appreciate the richness, diversity and electrochemistry. Prerequisite: 223 or permission signiﬁ cance of the smaller molecules of nature, to of the instructor. Enrollment limited to 18 per lab investigate methodologies used to study and synthe-

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size these substances, and to become acquainted materials chemistry, culminating in a fi nal paper with the current literature in the fi eld. Prerequisite: and oral presentation on a topic of each student’s 223. Offered in alternate years. {N} 3 credits choice. Prerequisite: CHM 224 or equivalent or Lâle Burk permission of the instructor. Offered in alternate Offered Spring 2006 years. {N} 4 credits Kate Queeney 331 Physical Chemistry I Offered Spring 2005 Quantum chemistry: the electronic structure of atoms and molecules, with applications in spec- 338 Molecular Spectroscopy troscopy. An introduction to statistical mechanics This course is designed to provide an understand- links the quantum world to macroscopic proper- ing of mathematical formulations, electronic ele- ties. Prerequisites: 224 and MTH 112 or MTH 114. ments and experimentally determined parameters MTH 212 or PHY 210, and PHY 115 are strongly related to the study of molecular systems. We will recommended. {N} 4 credits focus on Nuclear Magnetic Resonance as the spec- Shizuka Hsieh, Fall 2004 troscopic technique of choice in chemistry and Cristina Suarez, Fall 2005 biology. Prerequisites: A knowledge of NMR spec- Offered Fall 2004, Fall 2005 troscopy at the basic level covered in CHM222 and 223. Offered in alternate years. {N} 4 credits 332 Physical Chemistry II Cristina Suarez Thermodynamics and kinetics: will the contents Offered Fall 2005 of this fl ask react, and if so, how fast? Properties that govern the chemical and physical behavior of 339 Atmospheric Chemistry macroscopic collections of atoms and molecules An introduction to chemical species in the atmo- (gases, liquids, solids and mixtures of the above). sphere and their reactions, with an emphasis on Prerequisite: 331. {N} 5 credits modern experimental methods used to provide Kate Queeney, Maria Bickar measurements for atmospheric modeling. Discus- Offered Spring 2005, Spring 2006 sion of fundamental spectroscopy, kinetics, photo- chemistry and instrumental methods will accom- 335 Physical Chemistry of Biochemical pany readings in current literature. Prerequisite: Systems 224; 331, 347 strongly recommended. Offered in A course emphasizing physical chemistry of biolog- alternate years. {N} 4 credits ical systems. Topics covered include chemical ther- Shizuka Hsieh modynamics, solution equilibria, enzyme kinetics Offered Spring 2006 and biochemical transport processes. The laboratory focuses on experimental applications of physi- 347 Instrumental Methods of Analysis cal-chemical principles to systems of biochemical A laboratory-oriented course involving spectro- importance. Prerequisites: 224 or permission of scopic, chromatographic and electrochemical the instructor, and MTH 112. {N} 4 credits methods for the quantitation, identifi cation and Cristina Suarez, Fall 2004 separation of species. Critical evaluation of data David Bickar, Robert Linck, Fall 2005 and error analysis. Prerequisite: 224 or permission Offered Fall 2004, Fall 2005 of the instructor. {N/M} 5 credits Robert Linck, Fall 2004 337 Materials Chemistry Kate Queeney, Kevin Shea, Fall 2005 This course provides an introduction to the in- Offered Fall 2004, Fall 2005 terdisciplinary fi eld of materials from a chemist’s viewpoint. Students will learn fundamentals of solid 357 Selected Topics in Biochemistry state chemistry as well as techniques used to syn- Topic: Pharmacology and Drug Design. An in- thesize and characterize materials (including crys- troduction to the principles and methodology of talline and amorphous solids as well as thin fi lms). pharmacology, toxicology and drug design. The These concepts will be applied to current topics in pharmacology of several drugs will be examined in

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detail, and computational software used to examine and CHM 224. Laboratory (BCH 353) must be drug binding and to assist in designing a new or taken concurrently by biochemistry majors; op- modiﬁ ed drug. Some of the ethical and legal factional for others. {N} 3 credits tors relating to drug design, manufacture and use David Bickar, Fall 2004 will also be considered. Prerequisite: BCH 352, or Offered Fall 2004, Fall 2005 permission of the instructor. Offered in alternate years. {N} 3 credits BCH 353 Biochemistry II Laboratory David Bickar Investigations of biochemical systems using ex- Offered Fall 2004 perimental techniques in current biochemical research. Emphasis is on independent experimental 363 Advanced Inorganic Chemistry design and execution. BCH 352 is a prerequisite or Topics in inorganic chemistry. Application of group must be taken concurrently. {N} 2 credits theory to coordination compounds, molecular To be announced orbital theory of main group compounds and or- Offered Fall 2004, Fall 2005 ganometallic compounds. Prerequisite: 331. {N} 4 credits 400 Special Studies Robert Linck, Spring 2005 1 to 4 credits as assigned Elizabeth Jamieson, Spring 2006 Offered both semesters each year Offered Spring 2005, Spring 2006

369 Bioinorganic Chemistry The Major This course will provide an introduction to the ﬁ eld of bioinorganic chemistry. Students will learn about Advisers: Members of the department. the role of metals in biology as well as about the use of inorganic compounds as probes and drugs Adviser for Study Abroad: Virginia White in biological systems. Prerequisites: CHM 223 and 224. Offered in alternate years. {N} 4 credits Students planning graduate study in chemistry are Elizabeth Jamieson advised to include PHY 115 and 116 and MTH 212 Offered Fall 2005 or 211 in their programs of study. A major program that includes these courses, one semester of 395 Advanced Chemistry biochemistry and additional laboratory experience A course in which calculational techniques are in the form of either (a) two semesters of research illustrated and used to explore chemical systems (400, 430, or 432), or (b) one semester of re- without regard to boundaries of subdisciplines. search and one elective course with laboratory, or Topics include molecular mechanics, semi-empiri- (c) three elective courses with laboratory meets cal and ab initio computations. Prerequisite: 331. the requirements of the American Chemical Society Offered in alternate years. {N} 4 credits for eligibility for professional standing. Robert Linck Offered Spring 2006 Required courses: 111, 222, 223, 224, 226, 331, 332, 347, 363, and a further 6 credits in chemistry, above the 200 level. Four of the six credits may be Cross-listed and counted from the research courses 400, 430, or 432, or from BCH 252, BCH 352, GEO 301, PHY Interdepartmental Courses 332, PHY 340, or PHY 348. Courses fulﬁ lling the major requirements may not be taken with the S/U BCH 352 Biochemistry II: Biochemical option. Dynamics Chemical dynamics in living systems. Enzyme mechanisms, metabolism and its regulation, energy production and utilization. Prerequisites: BCH 252

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The speciﬁ ed required courses constitute a four- semester introduction to chemistry. The semesters are sequential, giving a structured development of chemical concepts and a progressive presentation of chemical information. Completion of the minor with at least one additional course at the intermediate or advanced level affords the opportunity to explore a particular area in greater depth.

Required courses: 23 credits in chemistry that must include 111, 222, 223 and 224. Special Studies 400 normally may not be used to meet the requirements of the minor. Courses fulﬁ lling the minor requirement may not be taken with the S/U option. Honors Director: Elizabeth Jamieson

430d Thesis 8 credits Full-year course; Offered each year

432d Thesis 12 credits Full-year course; Offered each year

An individual investigation pursued throughout the senior year.

Requirements: the same as those for the major, with the addition of a thesis and an oral examination in the area of the thesis.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professor **2 Justina W. Gregory, Ph.D., Chair Timothy B. Allison, Ph.D. §2 Thalia A. Pandiri, Ph.D. (Classical Languages and Literatures and Comparative Literature) Lecturer †1 Scott A. Bradbury, Ph.D Maureen B. Ryan, Ph.D.

Associate Professor Nancy J. Shumate, Ph.D

Majors are offered in Greek, Latin, classics and GRK 213 Homer, Iliad or Odyssey classical studies. Qualifi ed students in these majors Prerequisite: 212 or permission of the instructor. have the opportunity of a semester’s study at the {L/F} 4 credits Intercollegiate Center for Classical Studies in Rome. Timothy Allison Students planning to major in classics are ad- Offered Spring 2005 vised to take relevant courses in other departments such as art, English, history, philosophy and mod- GRK 310 Advanced Readings in Greek ern foreign languages. Literature Students who receive scores of 4 and 5 on the Authors read in GRK 310 vary from year to year, Advanced Placement test in Virgil may not apply but they are generally chosen from a list including that credit toward the degree if they complete LAT Plato, Homer, Aristophanes, lyric poets, tragedians, 213 for credit. historians and orators, depending on the interests Credit is not granted for the fi rst semester only and needs of the students. GRK 310 may be re- of an introductory language course. peated for credit, provided that the topic is not the same. Prerequisite: GRK 213 or permission of the instructor. {L/F} 4 credits Greek Athens, the Tyrant City GRK 100y Elementary Greek A study of two texts—Sophocles’ Oedipus the King A year-long course that will include both the funda- and selections from Thucydides that cast light on mentals of grammar and, in the second semester, the political and religious mood in Athens at the selected readings. {F} 8 credits start of the Peloponnesian War, and how that mood Thalia Pandiri was affected by the plague of 430 BCE. Prerequi- Full-year course; offered each year site: 213 or permission of the instructor. {L/F} Justina Gregory GRK 212 Attic Prose and Drama Offered Fall 2004 Prerequisite: 100y. {L/F} 4 credits Justina Gregory Transformation of Homeric Epic: Studies in Offered Fall 2004 Theme and Genre Greek tragedy regularly derived its themes from traditional mythology but shaped them to refl ect

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ﬁ fth-century concerns. The Hellenistic poet Apol- LAT 213 Introduction to Virgil’s Aeneid lonius of Rhodes consciously emulated the style of Prerequisite: 212 or permission of the instructor. Homeric epic, but with radically different results. {L/F} 4 credits This course will examine the interrelationships of Justina Gregory Homer, Euripides’ Medea, and Apollonius’ Argo- Offered Spring 2005 nautica, with a view to understanding how genre and style can be inﬂ uenced by the poet’s society. LAT 330 Advanced Readings in Latin Prerequisite: 213 or permission of the instructor. Literature {L/F} Authors read in LAT 330 vary from year to year, but Thalia Pandiri they are generally chosen from a list including epic Offered Spring 2005 and lyric poets, historians, orators, comedians and novelists, depending on the interests and needs of GRK 404 Special Studies students. LAT 330 may be repeated for credit, pro- Admission by permission of the department, for vided that the topic is not the same. Prerequisite: majors and honors students who have had four Two courses at the 200-level or permission of the advanced courses in Greek. 4 credits instructor. {L/F} 4 credits Offered both semesters each year Cicero: The Power of Rhetoric at Rome A study of selected speeches of Cicero, Republican Graduate Rome’s premier orator and the main model of eloquence for subsequent eras, with a focus on GRK 580 Studies in Greek Literature style and rhetorical technique. We will use our This will ordinarily be an enriched version of the new appreciation of how rhetoric works to analyze 300-level course currently offered. 4 credits speeches in the Anglo-American rhetorical tradi- Offered both semesters each year tion, including contemporary political discourse. Speeches of Cicero may include the de Lege Adviser for Graduate Study: Justina Gregory Manilia, Pro Caelio, Second Philippic. {L/F} 4 credits. Nancy Shumate Latin Offered Fall 2004

LAT 100y Elementary Latin Lyric and Elegiac Love Poetry Fundamentals of grammar, with selected readings What are the conventions of Latin love poetry? What from Latin authors in the second semester. {F} meters are appropriate to this genre, what attitudes 8 credits does it take toward Roman social and political Nancy Shumate, Timothy Allison life, and how does it construct the poet/lover, the Full-year course; offered each year beloved, and love itself? Selected readings from Catullus, Horace, Tibullus, Propertius, Sulpicia and LAT 212 Introduction to Latin Prose and Ovid. {L/F} 4 credits. Poetry Maureen Ryan Practice and improvement of reading skills through Offered Spring 2005 the study of a selection of texts in prose and verse. Systematic review of fundamentals of grammar. LAT 404 Special Studies Prerequisite: LAT 100y, or the equivalent. {L/F} Admission by permission of the department, for 4 credits majors and honors students who have had four Maureen Ryan advanced courses in Latin. 4 credits Offered Fall 2004 Offered both semesters each year

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son. Prerequisite: at least one college-level course Graduate in literature. {L} 4 credits Thalia Pandiri LAT 580 Studies in Latin Literature Offered Fall 2004 This will ordinarily be an enriched version of the 300-level courses currently offered. 4 credits CLS 233 Gender and Sexuality in Greco- Offered both semesters each year Roman Culture The construction of gender, sexuality and erotic Adviser for Graduate Study: Nancy Shumate experience is one of the major sites of difference between Greco-Roman culture and our own. What Classics in Translation constituted a proper man and a proper woman in these ancient societies? Which sexual practices CLS 190 The Trojan War and objects of desire were socially sanctioned and The Trojan War is the fi rst confl ict to be memorial- which considered deviant? What ancient modes of ized in Greco-Roman literature—“the war to start thinking about these issues have persisted into the all wars.” For Homer and the poets who came modern world? Attention to the status of women; after him it raised such questions as: What justifi es the role of social class; the ways in which genre going to war? What is the cost of combat and the and convention shaped representation; the rela- price of glory? How does war affect men, women tionship between representation and reality. {L/H} and children, winners and losers? We will look at 4 credits the “real” Troy of the archaeological record, then Nancy Shumate focus on imaginary Troy as represented by Homer, Offered Spring 2005 Aeschylus, Euripides, Virgil, Ovid and Seneca. WI {L/A} 4 credits CLS 235 Life and Literature in Ancient Rome Justina Gregory A study of the literature of Ancient Rome from its Offered Spring 2005 legendary beginnings to the triumph of Christianity. Emphasis on how literary culture intersects with its CLS 227 Classical Mythology social and historical context. Topics will include The principal myths as they appear in Greek and popular entertainment; literature as propaganda; Roman literature, seen against the background of Roman virtues—and vices; the Romans in love. {L} ancient culture and religion. Focus on creation 4 credits myths, the structure and function of the Olympian Maureen Ryan pantheon, the Troy cycle and artistic paradigms of Offered Fall 2004 the hero. Some attention to modern retellings and artistic representations of ancient myth. Enrollment limited to 30 in each semester. {L/A} 4 credits Cross-listed and Timothy Allison Interdepartmental Courses Offered Fall 2004, Spring 2005 None currently listed. CLT 230 “Unnatural” Women: Mothers Who Kill Their Children Some cultures give the murdering mother a central The Major in Greek, Latin, place in myth and literature while others treat the subject as taboo. How is such a woman de- or Classics picted—as monster, lunatic, victim, savior? What Advisers: Members of the department. do the motives attributed to her reveal about a society’s assumptions and values? What difference Adviser for Study Abroad: Thalia Pandiri does it make if the author is a woman? Authors to be studied include Euripides, Seneca, Ovid, Basis: in Greek, 100y; in Latin, 100y; in classics, Anouilh, Papadiamandis, Atwood, Walker, Morri- Greek 100y and Latin 100y.

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Requirements: in Greek, eight four-credit courses Requirements: six four-credit courses, of which in the language in addition to the basis; in Latin, at least four must be courses in the Latin language eight four-credit courses in the language in ad- and at least three must be at or above the 200 dition to the basis; in classics, eight four-credit (intermediate) level. The remaining courses may courses in the languages in addition to the basis be chosen from Roman history, Roman art, ancient and including not fewer than two in each language. political theory, ancient religion, or classics in translation. At least one course must be chosen from this category. The Major in Classical Studies The Minor in Classics Advisers: Members of the department Advisers: Members of the department

Basis: GRK 100y or LAT 100y (or the equivalent). Requirements: six four-credit courses in Greek or Competence in both Greek and Latin is strongly Latin languages and literatures at or above the level recommended. of 212, including not fewer than two in each language. One of these six courses may be replaced by Requirements: nine semester courses in addition a course related to classical antiquity offered either to the basis. Four chosen from GRK (200-level or within or outside the department, and taken with above) or LAT (200-level or above); at least two the department’s prior approval. from classics in translation (CLS); and at least two appropriate courses in archaeology (ARC), art history (ARH), government (GOV), ancient history (HST), philosophy (PHI), and/or religion (REL), Honors in Greek, Latin, chosen in accordance with the interests of the Classics, or Classical Studies student and in consultation with the adviser. With the approval of the adviser courses in other depart- Director: Nancy Shumate ments and programs may count toward the major. 430d Thesis 8 credits The Minor in Greek Full-year course; Offered each year Advisers: Members of the department Requirements: the same as those for the major, with the addition of a thesis, to be written over the Requirements: six four-credit courses, of which course of two semesters, and an examination in the at least four must be courses in the Greek language general area of the thesis. and at least three must be at or above the 200 (intermediate) level. The remaining courses may be chosen from Greek history, Greek art, ancient phi- Greek, Latin, or Classics losophy, ancient political theory, ancient religion, or classics in translation. At least one course must be chosen from this category. Graduate 590d Research and Thesis 8 credits The Minor in Latin Full-year course; Offered each year Advisers: Members of the department 590 Research and Thesis 4 or 8 credits Offered both semesters each year

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Visiting faculty and some lecturers are generally appointed for a limited term.

Ann Rosalind Jones, Ph.D., Director Reyes Lázaro, Ph.D. (Spanish and Portuguese) Luc Gilleman, Ph.D. (English Language and Professors Literature) **2 Maria Banerjee, Ph.D. (Russian Language and Literature) Assistant Professors †1 Elizabeth Harries, Ph.D. (English Language and Ambreen Hai, Ph.D. (English Language and Literature and Comparative Literature) Literature) Thalia Alexandra Pandiri, Ph.D. (Classical Languages †2 Sabina Knight, Ph.D. (East Asian Languages and Literatures and Comparative Literature) nd Literatures) **1, *2 Janie Vanpée, Ph.D. (French Studies) Katwiwa Mule, Ph.D. **2 Craig R. Davis, Ph.D. (English Language and *1 Justin Cammy, Ph.D. (Jewish Studies) Literature) Dawn Fulton, Ph.D. (French Studies) **1 Jocelyne Kolb, Ph.D. (German Studies) **1 Nicolas Russell, Ph.D. (French Studies)

William Allen Neilson Professor Lecturer Nawal El Saadawi, M.D. †1 Margaret Bruzelius, Ph.D.

Associate Professors Anna Botta, Ph.D. (Italian Language and Literature and Comparative Literature)

A comparative study of literature in two languages, Comparative literature courses are open to fi rst- one of which may be English. year students with the permission of the instructor. After the fi rst year all 200-level courses are open to GLT 291/ENG 202 Western Classics in all students unless otherwise specifi ed. Courses at Translation, from Homer to Dante the 300 level require at least one 200-level litera- Luc Gilleman, Director (Fall) ture course, or permission of the instructor.

GLT 292/ENG 203 Western Classics in In all comparative literature courses, readings and Translation, from Chrétien de Troyes to discussion are in English, but students are encour- Tolstoy aged to read works in the original language when- Maria Banerjee, Director (Spring) ever they are able.

(See p. 386.) An interdepartmental course, GLT 291 is a requirement for the major. Students in- Introductory Courses terested in comparative literature should take it as early as possible. First-year students eligible for ENG 120 Scandinavian Mythology advanced placement in English by virtue of an AP Craig R. Davis score of 4 or 5 and ﬁ rst-year students with an SAT Offered Fall 2004 or English achievement score of 710 are encouraged to register for GLT 291.

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ENG 120 Celtic Traditions and epics from every region of Africa, focusing on Craig R. Davis the way in which they draw upon traditional oral Offered Spring 2005 cultures, confront over a century of European colonialism on the continent, and represent contem- GLT 291/ENG 205 Western Classics in porary postcolonial realities. Texts, some written Translation, from Homer to Dante in English and others translated from French and Maria Banerjee, Luc Gilleman such African languages as Swahili and Songhay, Offered Fall 2004 will include Achebe’s Things Fall Apart, Ngugi’s The River Between, Bessie Head’s Maru, Mariama Bâ’s GLT 292/ENG 203 Western Classics in So Long a Letter, Soyinka’s Death and the King’s Translation, from Chrétien de Troyes to Horseman, and The Epic of Askia Mohammed re- Tolstoy counted by Nohou Malio. (E) {L} Maria Banerjee Katwiwa Mule Offered Spring 2005 Offered Fall 2004

293 Writings and Rewritings: Contexts, 218 Holocaust Literature Migrations, Theory Explores Jewish literary responses to national ca- A study of how literary texts written in a particular tastrophe, with a focus on differentiating between historical and cultural moment are revised and literature of the Holocaust (texts written in extre- transformed in new geographies, ideological mis in the ghettos, camps and in hiding) and post- frameworks and art forms. To clarify these pro- war literature about the Holocaust. Does Holocaust cesses, introductory readings in literary theory will literature build upon existing archetypes from also be part of the course. Prerequisite: GLT 291. Jewish literatures of catastrophe or establish itself Topic for 2002: Shakespeare’s Tempest in the as an entirely new literary genre? In what ways do drama, essays, fi ction, poetry and fi lm of the culture, language and the passage of time infl uence Americas, Africa and the Caribbean. {L} 4 credits both the tenor and function of responses to the Katwiwa Mule destruction of European Jewry? Which people are Offered Spring 2005 authorized to tell the story of the Holocaust, and how are they to balance the claims of subjective and national experience, aesthetic standards and Intermediate Courses historical accuracy? Considers works, all in translation, from both Jewish (Yiddish and Hebrew) and CLS 190 The Trojan War European languages, and from multiple genres The Trojan War is the fi rst confl ict to be memorial- (diaries, reportages, partisan song lyrics, oral ized in Greco-Roman literature—“the war to start testimonies, memoirs, essays, novels, poetry, comic all wars.” For Homer and the poets who came after strips, fi lms and monuments). {L} 4 credits him it raised such questions as: What justifi es going Justin Cammy to war? What is the cost of combat and the price Offered Spring 2006 of glory? How does war affect men, women and children, winners and losers? We will look fi rst at CLS 227 Classical Mythology the “real” Troy of the archaeological record, then The principal myths as they appear in Greek and focus on imaginary Troy as represented by Homer, Roman literature, seen against the background of Aeschylus, Euripides, Virgil, Ovid and Seneca. WI ancient culture and religion. Focus on creation {L/A} 4 credits myths, the structure and function of the Olympian Justina Gregory pantheon, the Troy cycle and artistic paradigms of Offered Spring 2005 the hero. Some attention to modern retellings and artistic representations of ancient myth. Enrollment 205 Twentieth-Century Literatures of Africa limited to 30 in both semesters. {L/A} 4 credits An introduction to the major genres and writers Timothy Allison of modern Africa. Novels, short stories, drama Offered Fall 2004, Spring 2005

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229 The Renaissance Gender Debate tions of political engagement, social justice, class, In “La Querelle des Femmes” medieval and Renais- gender, race and human rights. All readings are in sance writers (1350–1650) took on misogynist English translation and no background in China or ideas from the ancient world and early Christianity: Chinese is required. {L} 4 credits woman as failed man, irrational animal, fallen Eve. Sabina Knight Writers debated women’s sexuality (insatiable or Offered Spring 2005 purer than men’s?), marriage (the hell of nagging wives or the highest Christian state?), women’s CLS 233 Gender and Sexuality in Greco- souls (nonexistent or subtler than men’s?), female Roman Culture education (a waste of time or a social necessity?). The construction of gender, sexuality and erotic In the context of the social and cultural changes experience is one of the major sites of difference fuelling the polemic, we will analyze the many between Greco-Roman culture and our own. What literary forms it took, from Chaucer’s Wife of Bath constituted a proper man and a proper woman to Shakespeare’s Taming of the Shrew, women in these ancient societies? Which sexual practices scholars’ dialogues, such as Moderata Fonte’s The and objects of desire were socially sanctioned and Worth of Women, and pamphlets from the popular which considered deviant? What ancient modes of press. Some attention to the battle of the sexes in thinking about these issues have persisted into the the visual arts. Recommended: a previous course modern world? Attention to the status of women; in classics, medieval or Renaissance studies or the role of social class; the ways in which genre women’s studies. {L} 4 credits and convention shaped representation; the rela- Ann Jones tionship between representation and reality. {L/H} Offered Fall 2004 4 credits Nancy Shumate 230 “Unnatural” Women: Mothers Who Kill Offered Spring 2005 Their Children Some cultures give the murdering mother a central EAL 236 Modernity: East and West place in myth and literature while others treat What can the project of modernity, particularly the the subject as taboo. How is such a woman de- Enlightenment concern for human rights, mean picted—as monster, lunatic, victim, savior? What for Chinese writers and for us today? How can we do the motives attributed to her reveal about a understand current struggles for human rights in society’s assumptions and values? What difference terms of the different directions modernity and its does it make if the author is a woman? Authors critique have taken in Europe, Japan and China? We to be studied include Euripides, Seneca, Ovid, will read selections from European and East Asian Anouilh, Papadiamandis, Atwood, Walker, Morri- philosophers before examining the infl ux of West- son. Prerequisite: at least one college-level course ern theories of modernity and comparing histories in literature. {L} 4 credits of modern imperialism, ideas of national culture, Thalia Pandiri and literature’s function in nationalist movements. Offered Fall 2004 Close readings of 20th-century Chinese fi ction and fi lm will focus on questions of alienation and social EAL 232 Modern Chinese Literature responsibility. Writers such as Kant, Marx, Soseki, Selected readings in translation of twentieth-cen- Tanizaki, Lu Xun and Mo Yan. {L} 4 credits tury Chinese literature from the late Qing dynasty Sabina Knight to contemporary Taiwan and the People’s Republic Offered Fall 2004 of China. This course will offer (1) a window on twentieth-century China (from the Sino-Japanese 240 Childhood in Literatures of Africa and the War of 1895 to the present) and (2) an introduc- African Diaspora tion to the study of literature: (a) why we read Childhood, intimately tied to social, political and literature, (b) different approaches (e.g., how to cultural histories, to questions of self and national do a close reading), and (c) literary movements. identity, entails specifi c crises in Africa and the We will stress the socio-political context and ques- African diaspora, focused on loss of language, exile

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and memory. How does the enforced acquisition Hong Ying, Nadine Gordimer, Toni Morrison and of a colonizer’s language affect children as they Wang Anyi. All readings in English translation. {L} attempt to master the codes of an alien tongue 4 credits and culture? How do narratives told from the Sabina Knight point of view of children represent and deal with Offered Fall 2004 such alienation, and what are the relationships between recollections of childhood and published 267 African Women’s Drama autobiography? Texts will include Camara Laye’s This course will examine how African women The African Child, Tahar Ben-Jalloun’s The Sand playwrights use drama to confront the realities of Child, Julia Alvarez’s How the Garcia Girls Lost women’s lives in contemporary Africa. What is the Their Accents, Toni Morrison’s The Bluest Eye. {L} specifi city of the vision unveiled in African women’s 4 credits drama? How do the playwrights use drama to mock Katwiwa Mule rigid power structures and confront crisis, instabil- Offered Fall 2004 ity and cultural expression in postcolonial Africa? How and for what purposes do they interweave ENG 241 Postcolonial Literature the various aspects of performance in African An introduction to Anglophone fi ction, nonfi ction, oral traditions with elements of European drama? poetry, drama and fi lm from Africa, the Carib- Readings, some translated from French, Swahili bean and South Asia in the aftermath of the British and other African languages, will include Ama Ata empire. Central concerns: literary-as-political Aidoo’s Anowa, Osonye Tess Onwueme’s Tell It to responses to histories of colonial dominance; the Women, An Epic Drama for Women, and Penina ambivalent relation to English linguistic, literary Mlama’s Nguzo Mama (Mother Pillar). (E) {L} and cultural legacies; the agency of literature in the 4 credits construction of national identity and the revision Katwiwa Mule of history; revaluations of hybridity; redefi nitions Offered Spring 2005 of race, gender and sexuality; global diasporas and U.S. imperialism. Readings include Achebe, 268 Latina and Latin American Women Soyinka, Aidoo, Naipaul, Walcott, Cliff, Rushdie, Writers Kureishi, Arundhati Roy, some theoretical essays. This course examines the last twenty years of Latina [3d] {L} 4 credits writing in this country while tracing the Latin Amer- Ambreen Hai ican roots of many of the writers. Constructions Offered Spring 2005 of ethnic identity, gender, Latinidad, “race,” class, sexuality and political consciousness are analyzed EAL 261 Major Themes in Literature: East- in light of the writers’ coming to feminism. Texts West Perspectives by Esmeralda Santiago, Gloria Anzaldúa, Sandra Gendered Fate Cisneros, Judith Ortiz Cofer, Denise Chávez, De- Is fate indifferent along lines of gender? What metria Martínez, and many others are included in (and whose) interests are served by appeals to readings that range from poetry and fi ction to essay destiny? Close readings of women’s narratives of and theatre. Knowledge of Spanish is not required, desire, courtship, sexuality, prostitution and rape but will be useful. First-year students must have the will explore how belief in inevitability mystifi es permission of the instructor. {L} 4 credits the gender-based oppression in social practices Nancy Sternbach and institutions. Are love, marriage and mothering Offered Spring 2005 biological imperatives? What are love, seduction and desire if not freely chosen? Or is freely chosen 272 Women Writing: 20th- and 21st-Century love merely a Western ideal? How might women Fiction write to overcome fatalistic discourses that shape A study of the pleasures and politics of fi ction by the construction of female subjectivity and agency? women from English-speaking and French-speak- Works by Simone de Beauvoir, Hayashi Fumiko, ing cultures. How do women writers engage, sub-

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vert, and/or resist dominant meanings of gender, 285/HSC 285 Mnemosyne: Goddess or sexuality, race and ethnicity and create new narra- Demon tive spaces? Who speaks for whom? How does the For the ancient Greeks, Menmosyne (the Greek reader participate in making meaning(s)? How do word for memory) was a goddess who gave them different theoretical perspectives (feminist, lesbian, control over time and truth. More recently, the queer, psychoanalytic, postcolonial, postmodern) Western tradition has described memory rather change the way we read? Writers such as Woolf, as a source of uncertainty and chaos. But whether Colette, Condé, Larsen, Morrison, Duras, Rule, in fear or in awe, the West has always described Kingston, Shields and Atwood. Not open to fi rst- memory as central to human experience. This year students. {L/H} 4 credits course will explore literary and scientifi c descrip- Marilyn Schuster tions of memory in several periods from antiquity Offered Fall 2004 to the present. Texts by Hesiod, Pindar, Plato, Au- gustine, Aquinas, Petrarch, Marguerite de Navarre, 278 Gender and Madness in African and Freud, Proust, Borges, and Kis, among others. {L} Caribbean Prose 4 credits The representation of madness in novels written in Nicolas Russell English and French by women from Africa and the Offered Fall 2004 Caribbean. Beginning with an introduction to theories of madness, we will look specifi cally at how 288 Bitter Homes and Gardens: Domestic the category of madness functions in these novels, Space and Domestic Discord in Three Modern connoting on the one hand exoticism and mar- Women Novelists ginality, and on the other a language of resistance. We will analyze the ways Edith Wharton, Colette, Emphasis on close formal analysis, with particular and Elizabeth von Arnim depict domestic dis- attention to how such narratives articulate or ob- cord—loss, rage, depression—through local scure boundaries between madness and reason, landscapes and domestic spaces: houses, rooms and how gender fi gures in these boundaries. Essays and gardens. Texts will include Wharton’s essays on by Edouard Glissant and Franz Fanon; works by landscape and domestic design, and novels, short such authors as Ken Bugul, Tsitsi Dangarembga, stories, letters, and autobiographical writings by all Bessie Head, Jean Rhys, Maryse Condé and Myriam three authors. {L} 4 credits Warner-Vieyra. {L} 4 credits Ann Leone Dawn Fulton Offered Spring 2005 Offered Spring 2005

282 Parody and Madness in Don Quixote Advanced Courses Pending approval of the Committee on Aca- demic Priorities. 305A Studies in the Novel In Don Quixote, Miguel de Cervantes made use The Postmodern Novel: Open Encyclopedias of different literary models from various genres to Twentieth-century fi ctions began to present them- come up with the “fi rst modern novel.” This course selves as open encyclopedias—a contradictory will concentrate on the models he followed and genre, given that “encyclopedia” etymologically on the ways he subverted them through the actions suggests an attempt to enclose all knowledge within of “mad” Don Quixote. Attention to the texts Cer- a circle. Postmodernism, even more, sees the total- vantes parodied, the topic of the found manuscript, ity of what can be known as potential, conjectural and various theories of madness (Plato, Erasmus, and manifold; postmodern writers value skepticism and others) 4 credits and unresolvable heterogeneity. Yet they still at- Fernando Castanedo tempt to establish observable relationships between Offered Spring 2005 worldly codes and methods of knowledge. We’ll read fi ctions by Borges, Calvino, Celati, LeGuin, Perec, Pynchon and Queneau as examples of open encyclopedias, exhilarating voyages through a puz-

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zling cosmos that includes missing pieces. Theoreti- mée, Baudelaire, Valle-Inclàn, Camus and Berger. cal texts by writers such as Deleuze, Foucault, Guat- Films include Peter Sellars’ relocation of Mozart’s tari, Haraway and Virilio will help us to map the “Don Giovanni” in Spanish Harlem and contempo- preconditions of our postmodernity. {L} 4 credits rary versions of male and female Don Juan fi gures Anna Botta by Bergman, Godard, Vadim, Saura, Mediero and Offered Fall 2004 Suarez, as well as popular Spanish and Hollywood fi lms. (E) {L} WI 4 credits 305B Novels about Novels Reyes Lazaro A study of early and late “metafi ctions,” short Offered Fall 2004 stories and novels that call attention to their status as invented narratives. The text as literary voyage 355 Consuming Passions: Eating/Reading and mutating artifact, the writer as character (liar, From Plato’s Symposium on, feasting, eating- clown, lunatic, editor, parodist, schizophrenic, drinking and talking have been considered intrinsi- mysterious androgyne), the reader as dupe, ally or cally related, corresponding to a long tradition of lover. Texts by Lucian, Sterne, Nabokov, Drabble, blending food with knowledge. Reading is likewise Lessing, Calvino and Winterson. associated with eating, an activity of ingesting/di- Ann R. Jones gesting/indigestion, thus an act of consumption: Offered Spring 2005 we savor books; we devour articles; we hunger for knowledge, we ruminate ideas, we relish thoughts; 306 Sonnets and Sequences we nourish the mind and the spirit; we feed our Celebrated for “its mystical and mathematical egos and even our computers. Food has been an beauty,” the sonnet has also been dismissed as essential ingredient for nourishing the imagination, “a greenhouse poetry detached from the mass serving many writers to express personal aesthetic of people.” We will study how this lyric form has tastes as well as refl ecting specifi c cultural values. changed from fourteenth-century Italy to the pres- The course will offer a smorgasbord of readings ent, and how single sonnets have been woven in order to savor the various symbolic meanings into longer sequences on topics including love, that food and eating generate and are generated religion, war, politics and poetry itself. Writers will by a literary text. Authors include Plato, Petronius, include Petrarch, Labé, Sidney, Colonna, Juan de la Apuleius, Augustine, Dante, Boccaccio, Machiavelli, Cruz, Baudelaire, Berryman, Cullen, Brooks, Rich Rabelais, Shakespeare, Flaubert, Ibsen, Mann, and Hacker. Prerequisite: a college-level course Proust, and Woolf. Texts will be supplemented by in literature. Useful but not required: a modern fi lm viewings, and at the end with a real “literary” foreign language or a previous course in poetry. meal! {L} 4 credits {L} 4 credits Alfonso Procaccini Ann Jones Offered Spring 2005 Offered Spring 2005 352 The “Don Juan” Theme Since the Renaissance, Don Juan has been called Critical Theory and Method a scoundrel, a hero, a homosexual, a quintes- sential macho, a rebel against stifl ing social and 300 Contemporary Literary Theory sexual mores, an emblem of Spain. This course The interpretation of literary and other cultural explores Don Juan and the meaning of the word texts by psychoanalytic, Marxist, structuralist and “donjuanesque” in literature and fi lm. It focuses post-structuralist critics. Emphasis on the theory on literature as a continuous rewriting of previous as well as the practice of these methods: their as- models, on the role of literature in the creation sumptions about writing and reading and about of national and gender identities and stereotypes, literature as a cultural formation. Readings include and on the seduction and conquest of non-Western Freud, Lacan, Barthes, Derrida and Foucault. En- literary traditions by the West. Written materials rollment limited to 25. {L} 4 credits will be chosen among the following authors: Tirso, Janie Vanpée Molière, Byron, Zorrilla, Kierkegaard, Sand, Méri- Offered Fall 2004

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CLT 301/FRN 301 Contemporary Theory in approved by the major adviser, in one foreign French language. If a student takes both semesters of a For students concurrently enrolled in CLT 300, year-long literary survey in a foreign language who wish to read and discuss in French the literary (e.g., FRN 253, 254), she may count either one theory at the foundation of contemporary debates. of the terms as an advanced literature course. Readings of such seminal contributors as Saussure, 3. three literature courses in an additional lan- Lévi-Strauss, Barthes, Foucault, Derrida, Lacan, guage, which may be English. In certain cases a Cixous, Kristeva, Irigaray, Fanon, Deleuze, Baudril- student may take up to three upper-level courses lard. Optional course. Graded S/U only. (E) {L/F} of literature in translation, in a distinct language 1 credit or regional or national literature, such as the Janie Vanpée literature of a seldom taught language, includ- Offered Fall 2004 ing Old Norse or Basque, or in African, Middle 340 Problems in Literary Theory Eastern, Arabic, Chinese, Japanese, Jewish (Yid- dish, Ladino or Hebrew) or Russian literature. A A fi nal seminar required of senior majors, de- student wishing to pursue this option must pres- signed to explore one broad issue (e.g., exile, the ent her adviser with a plan for the courses she body and writing, self-portraiture and gender) de- intends to take and a rationale for her choice; fi ned at the end of the fall semester by the students 4. GLT 291, CLT 293, CLT 300, CLT 340. (Note: themselves. Prerequisites: GLT 291 and CLT 300, or GLT 291 is a prerequisite for 293 and 340 and permission of the instructor. {L} 4 credits Anna Botta should be taken as early as possible.); Offered Spring 2005 5. among the literature courses taken for the major, in the CLT program or in language and 404 Special Studies literature departments, one course must focus Admission by permission of the instructor and di- on texts from cultures beyond the European/ rector. 4 credits American mainstream: e.g., East Asian, African Offered both semesters each year or Caribbean writing, or minority writing in any region. One course must focus on literature written before 1800. (GLT 292 fulfi lls this The Major requirement.) One course must include substantial selections of poetry. Each student will Note: Changes to the major are refl ected below consult with her adviser about how her courses and are subject to the approval of the Committee meet these requirements. on Academic Priorities. Before entering the major, the student must prove her profi ciency by completing a course in the Honors foreign language or languages of her choice at Requirements: the same as those for the major, the level of GER 225, GRK 212, ITL 250, LAT 212, with the addition of a thesis (430d) to be written RUS 338, SPN 250 or SLL 260, or FRN 230. FRN in both semesters of the senior year. The fi rst draft 260 may be counted as one of the three advanced is due on the fi rst day of the second semester and courses in literature required for the comparative will be commented on by both the adviser and the literature major. If a student has not demonstrated second reader. The fi nal draft is due on April 1, to her profi ciency in courses at Smith College, it will be followed later in April by an oral presentation be judged by the department concerned. and discussion of the thesis. Requirements: 13 semester courses as follows: Director: Maria Banerjee 1. three comparative literature courses (only courses with a primary or cross-listing in com- 430d Thesis parative literature count as comparative litera- 8 credits ture courses); Full-year course; offered each year 2. three appropriately advanced literature courses, Director of Study Abroad: Ann Jones

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professors †1 Michael O. Albertson, Ph.D., (Mathematics) Judy Franklin, Ph.D. Joseph O’Rourke, Ph.D., Chair *1 Nicholas Howe, Ph.D. Ileana Streinu, Ph.D. Judith Cardell, Ph.D. (Clare Booth Luce Assistant Professor of Computing Engineering) Associate Professors †1 Merrie Bergmann, Ph.D. †2 Dominique F. Thiébaut, Ph.D.

Five computer science courses have no prereq- software, and operating systems. Topics include uisites. These are CSC 102 (How the Internet the history of computers; logic circuits; major Works), CSC 103 (How Computers Work), CSC hardware components and their design, including 104 (Issues in Artifi cial Intelligence), CSC 111 processors, memory, disks, and video monitors; (Computer Science I), and CSC 294 (Introduc- programming languages and their role in develop- tion to Computational Linguistics). Students who ing applications; and operating system functions, contemplate a major in computer science should including fi le system support and multitasking, consult with a major adviser early in their college multiprogramming, and timesharing. Weekly labs career. give hands-on experience. Enrollment limited to 30. {M} 2 credits 102 How the Internet Works Judith Cardell An introduction to the structure, design and opera- Offered second half of the semester, Fall 2004 tion of the Internet, including the electronic and physical structure of networks; how e-mail and 104 Issues in Artifi cial Intelligence Web browsers work, domain names, mail and fi le A half-semester introduction to several current transfer protocols, encoding and compression of issues in the area of Artifi cial Intelligence: intel- both text and graphics, http and HTML, the design ligent behavior vs. rational thought: the Turing Test of Web pages, the operation of search engines, and game programs; 2) learning and discovery: and beginning JavaScript. Both history and societal symbolic and numeric; 3) embodied intelligence: implications are explored. Prerequisite: basic fa- new directions robotics. Prerequisites: fl uency with miliarity with word processing. Enrollment limited computers, including basic Web searching skills. to 30. The course will meet for the fi rst half of the Four years of high school mathematics recom- semester only. {M} 2 credits mended. (E) {M} 2 credits Joseph O’Rourke, Fall 2004, Spring 2005 Joseph O’Rourke Offered fi rst half of both semesters each year Offered second half of Spring 2006

103 How Computers Work 105 Interactive Web Documents An introduction to how computers work, using A half-semester introduction to the design and cre- microcomputers and UNIX machines as examples. ation of interactive environments on the world wide The goal of the course is to provide students with web. Focus on three areas: 1) Web site design; 2) a broad understanding of computer hardware, Javascript; 3) Embedded multimedia objects. Enroll-

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ment limited to 25. Prerequisites: CSC 102 or equiv- in assembly and explore the architectural features alent competency with HTML. (E) {M} 2 credits of the Pentium, including its use of the memory, Nicholas Howe the data formats used to represent information, Offered second half of the semester, Spring integer and fl oating-point arithmetic, and how the 2005 processor deals with interrupts. Prerequisite: 112 or permission of the instructor. {M} 4 credits 111 Computer Science I Dominique Thiébaut Introduction to a block-structured high-level pro- Offered every Fall gramming language. Will cover language syntax and use the language to teach program design, 240 Computer Graphics coding, debugging, testing, and documentation. Covers two-dimensional line drawings and transfor- Procedural and data abstraction are introduced. mations, three-dimensional graphics, clipping and Enrollment limited to 48; 24 per lab section. {M} windowing, lighting and colors, perspective, hidden 4 credits surface removal, animation, curves and surfaces, Judy Franklin, Fall 2004 and ray tracing. The course will accommodate Dominique Thiébaut, Spring 2005 both CS majors, for whom it will be programming Offered both semesters each year intensive, and other students with less technical expertise, by having two tracks of assignments. 112 Computer Science II Prerequisites for CSC major credit: 112, MTH 111 Elementary data structures (linked lists, stacks, or permission of the instructor; otherwise, 102 or queues, trees) and algorithms (searching, sorting) permission of the instructor. {M} 4 credits are covered, including a study of recursion and Joseph O’Rourke the object-oriented programming paradigm. The Offered Fall 2004 language of instruction is C++. The programming goals of portability, effi ciency and data abstraction 250 Foundations of Computer Science are emphasized. Prerequisite: 111 or equivalent. Automata and fi nite state machines, regular sets Enrollment limited to 30. {M} 4 credits and regular languages; push-down automata and Ileana Streinu, Fall 2004, Spring 2005 context-free languages; linear-bounded automata; Offered both semesters each year computability and Turing machines; nondetermin- ism and undecidability. Prerequisites: 111 and 220 Advanced Programming Techniques MTH 153. {M} 4 credits Focuses on several advanced programming envi- Judy Franklin ronments, with a project for each. Includes object- Offered every Fall oriented programming, graphical user interfaces (GUIs) under Windows and/or Linux, and princi- 252 Algorithms ples of software engineering. Topics include Java’s Covers algorithm design techniques (“divide-and- GUI swing package, and its methods for listening conquer,” dynamic programming, “greedy” algo- for events and creating threads to dispatch events, rithms, etc.), analysis techniques (including big-O tools for C++ code development, and program- notation, recurrence relations), useful data struc- ming in the Python language. Prerequisite: 112. tures (including heaps, search trees, adjacency {M} 4 credits lists), effi cient algorithms for a variety of problems, Judy Franklin, Joseph O’Rourke, Dominique and NP-completeness. Prerequisites: 112, MTH Thiébaut 111, MTH 153. {M} 4 credits Offered Spring 2005 Joseph O’Rourke Offered Fall 2006 and alternate Falls 231/EGR 250 Microprocessors and Assembly Language 262 Introduction to Operating Systems An introduction to the architecture of the Intel An introduction to the functions of an operat- Pentium class processor and its assembly language ing system and their underlying implementation. in the Linux environment. Students write programs Topics include fi le systems, CPU and memory

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management, concurrent communicating pro- an introduction to artifi cial intelligence program- cesses, deadlock, and access and protection issues. ming. Topics covered may include game playing Programming projects will implement and explore and search strategies; theorem proving; knowledge algorithms related to several of these topics. Pre- representation, logic, and reasoning; machine requisite: 231. {M} 4 credits learning; natural language understanding; neural Nicholas Howe networks; genetic algorithms; philosophical issues. Offered every Spring Prerequisite: 112. {M} 4 credits To be announced 265 Seminar in Computer Networks Offered Spring 2005 This course introduces fundamental concepts in the design and implementation of computer 294 Introduction to Computational Linguistics communication networks, their protocols, and This course introduces the fi eld of computational applications. Topics to be covered include layered linguistics, which provides a framework for natural network architecture, physical layer and data language processing systems. Will cover the de- link protocols, and transport protocols, routing sign and implementation of linguistic theories for protocols and applications. Most case studies will natural language understanding and generation, be drawn from the Internet TCP/IP protocol suite. including syntax (grammar), semantics (meaning), Prerequisite: 231. {M} 4 credits and pragmatic. Hands-on experimentation with To be announced various components of natural language processing Offered Spring 2006 systems. This course is designed for students with an interest in linguistics and cognitive science as 270/EGR 251 Digital Circuits and Computer well as for computer science majors, and does not Systems presuppose any MTH or CSC courses. {M} 4 credits This class introduces the operation of logic and Merrie Bergmann sequential circuits. We explore basic logic gates Offered Spring 2006 and alternate Springs (and, or, nand, nor), counters, fl ip-fl ops, decoders, and the more sophisticated circuits found in 352 Parallel Programming microprocessor systems. Students have the op- The primary objective of this course is to examine portunity to design and implement digital circuits the state of the art and practice in parallel and dis- during a weekly lab. Prerequisite: 231. Enrollment tributed computing, and to expose students to the limited to 12. {M} 4 credits challenges of developing distributed applications. Judith Cardell This course deals with the fundamental principles Offered every Spring in building distributed applications using C and C++, and parallel extensions to these languages. 274 Computational Geometry Topics will include process and synchronization, Explores the design and analysis of data structures multithreading, Remote Method Invocation (RMI) and algorithms for solving geometric problems, and distributed objects. Prerequisites: 112 and with applications to robotics, pattern recognition, 252. {M} 4 credits and computer graphics. Topics include polygon Dominique Thiébaut partitioning, convex hulls, Voronoi diagrams, ar- Offered Fall 2005 rangements of lines, geometric searching and motion planning. Students will have a choice between 353 Seminar in Robotics writing several programs or exploring theoretical A seminar introduction to robotics. Topics include questions. Prerequisites: MTH 153, and either 112 basic mechanics and electronics, sensors, confi gu- or MTH 211. {M} 4 credits ration space, motion planning, robot navigation, Joseph O’Rourke dealing with uncertainty, behavior-based robotics, Offered Spring 2006 learning and self-reconfi guring robots. Projects will consist in programming existing and student-built 290 Introduction to Artifi cial Intelligence robots using the programming language C. Prereq- An introduction to artifi cial intelligence including uisites: CSC 112, 231, Calculus, Discrete Math or

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permission of the instructor. (E) {M} 4 credits feature extraction such as edge detection, optical Ileana Streinu fl ow, and stereo correspondance, the course will Offered Fall 2005 take up higher-level issues such as object segmen- tation and tracking, structure from motion, and 354 Seminar in Digital Sound and Music image comparison and retrieval. Prerequisites: CSC Processing 112, MTH 153 (E) {N} 4 credits Focuses on areas of sound/music manipulation Nicholas Howe that overlap signifi cantly with computer science Offered Spring 2006 disciplines. Topics are digital manipulation of sound (fi le formats, compression, and software sound synthesis); formal models of machines Cross-listed and and languages to analyze and generate sound and music; algorithms and techniques from artifi cial Interdepartmental Courses intelligence for music composition and music data- base retrieval; and hardware aspects such as time- MTH 353 Advanced Topics in Discrete Applied dependence and synchronization requirements and Mathematics dedicated hardware. This is a hands-on course in Topic: Complexity Theory. Good versus bad al- which music is actively generated via programming gorithms, easy versus intractable problems. The projects and includes a fi nal installation or dem- complexity classes P, NP and an investigation of onstration. Prerequisites are 111, 112, and 250 or NP-Completeness. The algorithms will be drawn permission of the instructor. 4 credits from number theory, linear algebra, combinatorics Judy Franklin and graph theory, and computer science. Alternates Offered Spring 2005 with MTH 364a. Prerequisites: 211, 212, 253 or permission of the instructor. {M} 4 credits 364/EGR 354 Computer Architecture To be announced Offers an introduction to the components present Offered Fall 2004 inside computers, and is intended for students who wish to understand how the different components 400 Special Studies of a computer work and how they interconnect. For majors, by arrangement with a computer sci- The goal of the class is to present as completely as ence faculty member. possible the nature and characteristics of modern- Variable credit as assigned day computers. Topics covered include the inter- Offered both semesters each year connection structures inside a computer, internal and external memories, hardware supporting input and output operations, computer arithmetic and The Major fl oating point operations, the design of and issues related to the instruction set, architecture of the Advisers: Merrie Bergmann, Judith Cardell, Judy processor, pipelining, microcoding, and multipro- Franklin, Nicholas Howe, Joseph O’Rourke, Ileana cessors. Prerequisites: 270, or 231 and permission Streinu, Dominique Thiébaut of the instructor. {M} 4 credits Dominique Thiébaut Requirements: At least 11 semester courses (44 Offered Fall 2004 graded credits) including:

370 Computer Vision and Image Processing 1. 111, 112, 231, 250; This seminar will examine the state of the art in 2. a. One of MTH 111, MTH 112, MTH 114; or computer vision through readings of original pa- MTH 125; pers and implementation of classic algorithms. Be- b. MTH 153; ginning with the basics of color theory and camera c. One 200-level or higher math course, models, the course will look at processing steps in 3. Three distinct 200- or 300-level courses: desig- a typical image pipeline. After considering low-level nated according to the table below, as follows:

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a. At least one designated Theory; One other 200- or 300-level course b. At least one designated Programming; One CSC 300-level course designated Theory (and c. At least one designated Systems; not among those satisfying the previous require- 4. At least one CSC 300-level course (not among ments). those satisfying previous requirements. 2. Programming (six courses) Course Theory Programming Systems CSC 220 (Adv. Prog) X Advisers: Judith Cardell, Judy Franklin, Nick CSC 240 (Graphics) X X Howe, Ileana Streinu, Dominique Thiébaut CSC 252 (Algorithms) X CSC 262 (Op Sys) X X This minor is appropriate for a student with a CSC 270 (Circuits) X strong interest in programming and software de- CSC 274 (Comp Geom) X X velopment. CSC 290 (AI) X X CSC 294 (Linguistics) X Required courses: CSC 249 (Networks) X 111 Computer Science I CSC 293 (Compilers) X X 112 Computer Science II ENG 321 (Dig. Sig. Proc.) X Two distinct 200- or 300-level courses designated CSC 352 (Parallel Prog.) X X as Programming CSC 353 (Robotics) X X One other 200- or 300-level course CSC 364 (Architecture) X One CSC 300-level course designated Programming CSC 390 (AI seminar) X (and not among those satisfying the previous CSC 354 (Music) X X requirements). CSC 370 (Vision) X X 3. Systems (six courses) Advisers: Judith Cardell, Judy Franklin, Domi- The Minor nique Thiébaut

Students may minor in computer science by ful- This minor is appropriate for a student with a ﬁ lling the requirements for one of the following strong interest in computer systems, computer concentrations or by designing, with department engineering, and computing environments. approval, their own sequence of six courses, which must include 111 and 112, and one 300-level Required courses: course. 111 Computer Science I 112 Computer Science II 1. Theory (six courses) Two distinct 200- or 300-level courses designated Advisers: Nick Howe, Judy Franklin, Joseph as Systems O’Rourke, Ileana Streinu One other 200- or 300-level course One CSC 300-level course designated Systems This minor is appropriate for a student with a (and not among those satisfying the previous strong interest in the theoretical aspects of com- requirements). puter science. 4. Computer Science and Language Required courses: (six courses) 111 Computer Science I Adviser: Joseph O’Rourke 112 Computer Science II Two distinct 200- or 300-level courses designated The goal of this minor is to provide the student as Theory with an understanding of the use of language as a

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means of communication between human beings grounding in studio art and the technical expertise and computers. to express their art through digital media requiring mastery of the underlying principles of computer Required courses: science. 111 Computer Science I 112 Computer Science II Three Computer Science courses are required. 250 Foundations of Computer Science The CSC 102+105 sequence on the Internet and Two of: Web design provide the essentials of employing the 280 Topics in Programming Languages Internet and the Web for artistic purposes; CSC 111 290 Introduction to Artiﬁ cial Intelligence Computer Science I includes a more systematic 293 Introduction to Translators and Compiler introduction to computer science, and the basics Design of programming; and CSC 240 Computer Graphics 294 Computational Linguistics gives an introduction to the principles and poten- One of: tial of graphics, 3D modeling, and animation. (Stu- 390 Seminar in Artiﬁ cial Intelligence dents with the equivalent of CSC 111 in high school 354 Seminar in Digital Sound and Music would be required to substitute CSC 112 instead.) Processing Three Art courses are required. ARH 101 will pro- 5. Mathematical Foundations of vide the grounding necessary to judge art within Computer Science (six courses) the context of visual studies. ARS 162 Introduction to Digital Media introduces the student to design Adviser: Michael Albertson via the medium of computers, and either ARS 263 Intermediate Digital Media or ARS 361 Digital Mul- The goal of this minor is the study of algorithms, timedia provides more advanced experience with from the points of view of both a mathematician digital art. and a computer scientist, developing the correspondence between the formal mathematical struc- # Dept Number Title Credits Preq. tures and the abstract data structures of computer 1 CSC 102 How the Internet science. Works 2 none CSC 105 Interactive Web Documents 2 CSC 102 Required courses: 2 CSC 111 Computer 111 Computer Science I Science I 4 None 112 Computer Science II CSC 112 Computer 250 Foundations of Computer Science Science II 4 CSC 111 3 CSC 240 Computer One of: Graphics 4 CSC 102 252 Algorithms CSC 111 274 Computational Geometry 4 ARH 101 Approaches to MTH 254 Combinatorics Visual MTH 353 Advanced Topics in Discrete Applied Representation 4 none 5 ARS 162 Introduction to Mathematics Digital Media 4 none 6 ARS 263 Intermediate 6. Digital Art (six courses equally Digital Media 4 ARS 162 ARS 361 Interactive Digital balanced between Computer Science Multimedia 4 ARS 162 and Art) Adviser: Joseph O’Rourke On an ad hoc approval basis, substitution for one or more of the required courses would be per- This minor is designed to accommodate the mitted by various relevant Five-College courses, increasing number of students who desire both including those in the partial list below.

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School Number Title Hampshire CS 0174 Computer Animation I Hampshire CS 0334 Computer Animation II UMass ART 397F Digital Imaging: Offset Litho UMass ART 397F Digital Imaging: Photo Etching UMass ART 397L Digital Imaging: Offset Litho UMass ART 697F Digital Imaging: Photo Etching UMass EDUC 591A 3D Animation and Digital Editing UMass CMPSCI 397C Interactive Multimedia Production Honors Director: Joseph O’Rourke

430d Thesis 8 credits Full-year course; Offered each year

431 Thesis 8 credits Offered Fall 2004

Requirements: normally the requirements for the major, with a thesis in the senior year. The speciﬁ c program will be designed with the approval of the director.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professor Terese Freedman, B.A. (Professor, Susan Kay Waltner, M.S., Five College Chair Mount Holyoke College) Constance Valis Hill, Ph.D. (Five College Associate Associate Professor Professor, Hampshire College) †2 Rodger Blum, M.F.A., Chair Kenneth Lipitz (Lecturer, University of Massachusetts) Visiting Artist Daphne Lowell, M.F.A. (Professor, Mark A. Davis Hampshire College) Rebecca Nordstrom, M.F.A. (Professor, Lecturer Hampshire College) Nia Love Peggy Schwartz, M.A. (Professor, Principal Pianist/Lecturer University of Massachusetts) Wendy Woodson, M.A. (Professor, Amherst Julius M. Robinson, B.S. College) Five College Faculty Teaching Fellows Billbob Brown, M.A. (Associate Professor, Melissa Alexis Bruce University of Massachusetts) Madelyne Camera Jim Coleman, M.F.A. (Professor, Tara Madsen Mount Holyoke College) Dustyn Martincich Ranjana Devi (Lecturer, University of Kelly Parsley Massachusetts, Fine Arts Center) Amy Softic Charles Flachs., M.A. (Assistant Professor, Mount Jillian Sweeney Holyoke College) Mary Vogt Rose Flachs (Assistant Professor, Mount Holyoke College)

The Five College Dance Department combines Students should consult the Five College Course the programs of Amherst College, Hampshire lists (specifying times, locations and new course College, Mount Holyoke College, Smith College updates) at both the Smith College Dance Offi ce and the University of Massachusetts. The faculty and the Five College Dance Department Offi ce, operates as a consortium, coordinating curricula, located at Hampshire College or online at www. performances,and services. The Five College Dance fi vecolleges.edu/dance. Department supports a variety of philosophical approaches to dance and provides an opportunity for students to experience a wide spectrum of perfor- A. Theory Courses mance styles and techniques. Course offerings are coordinated among the campuses to facilitate reg- Preregistration for dance theory courses is strongly istration, interchange and student travel; students recommended. Enrollment in dance composition may take a dance course on any of the fi ve cam- courses is limited to 20 students, and priority is puses and receive credit at the home institution. given to seniors and juniors. “P” indicates that per-

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mission of the instructor is required. “L” indicates tion in their conceptualization, and realization. that enrollment is limited. Techniques and languages from dance and theater composition will be used to expand and inform DANCE COMPOSITION: Introductory through ad- approaches to video production and vice-versa, vanced study of elements of dance composition, include studio practice (with hands-on exercises including phrasing, space, energy, motion, rhythm, with digital cameras and fi nal cut and digital edit- musical forms, character development and per- ing as well as composition and rehearsal tech- sonal imagery. Course work emphasizes organizing niques) and regular viewing and critiques. Students and designing movement creatively and meaning- will work both independently and in collaborative fully in a variety of forms (solo, duet and group), teams according to interest and expertise. Prereq- and utilizing various devices and approaches, e.g. uisite: previous experience in either theater, dance, motif and development, theme and variation, text or music composition and/or video production or and spoken language, collage and structured im- by consent of the instructor. Limited to 10 students. provisation. Rodger Blum, AC (Woodson) Offered Spring 2005 All Dance Theory Courses: L {A} 4 credits 171 Dance in the 20th Century 151 Elementary Dance Composition This course is designed to present an overview L {A} 4 credits of dance as a performing art in the 20th century, A. Composition focusing especially on major American stylistic To be announced, Spring 2005 traditions and artists. Through readings, video and UM (Schwartz), Fall 2004 fi lm viewing, guest performances, individual re- AC (Woodson), MHC (Coleman), Spring 2005 search projects and class discussions, students will Offered Fall 2004, Spring 2005 explore principles and traditions of 20th-century concert dance traditions, with special attention to 252 Intermediate Dance Composition their historical and cultural contexts. Special top- Prerequisite: 151. L. {A} 4 credits ics may include European and American ballet, To be announced the modern dance movement, contemporary and To be arranged avant-garde dance experimentation, African-Ameri- can dance forms, jazz dance and popular culture B. Scripts and Scores dance traditions. L {A} WI 4 credits Not offered during 2004–05 Susan Waltner Offered Fall 2004 353 Advanced Dance Composition Prerequisite: 252 or permission of the instructor. L. 241 Scientifi c Foundations of Dance {A} 4 credits An introduction to selected scientifi c aspects Mark Davis, Fall 2004 of dance, including anatomical identifi cation A. Performance Studio and terminology, physiological principles, and AC (Woodson) conditioning/strengthening methodology. These Offered Fall 2004 concepts are discussed and explored experientially in relationship to the movement vocabularies of B. Video and Performance various dance styles. Enrollment limited to 20. {A} This course will give students an opportunity to 4 credits explore various relationships between live perfor- MHC (Freedman) mance and video. Experiments will include creat- Offered Fall 2004 ing short performance pieces and/or choreography specifi cally designed for the video medium; creat- 272 Dance and Culture ing short pieces that include both live performance Through a survey of world dance traditions from and projected video; and creating short experi- both artistic and anthropological perspectives, this mental video pieces that emphasize a sense of mo- course introduces students to dance as a universal

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human behavior, and to the many dimensions of its adapted and fi nally presented in performance. {A} cultural practice—social, religious, political and 2 credits aesthetic. Course materials are designed to provide Ballet Repertory students with a foundation for the interdisciplinary Rodger Blum study of dance in society, and the tools necessary Offered Fall 2004 for analyzing cross-cultural issues in dance; they include readings, video and fi lm viewing, research 309 Advanced Repertory projects and dancing. (A prerequisite for Dance This course offers an in-depth exploration of 375, Anthropology of Dance). L. {A} 4 credits aesthetic and interpretive issues in dance perfor- To be announced mance. Through experiments with improvisation, Offered Spring 2005 musical phrasing, partnering, personal imagery and other modes of developing and embodying 285 Laban Movement Analysis I movement material, dancers explore ways in Laban Movement Analysis is a system used to which a choreographer’s vision is formed, altered, describe and record quantitative and qualitative adapted and fi nally presented in performance. In aspects of human movement. Through study and its four-credit version, this course also requires physical exploration of concepts and principles additional readings and research into broader is- involved in body articulation, spatial organization, sues of historical context, genre and technical style. dynamic exertion of energy and modes of shape Course work may be developed through existing change, students will examine their own movement repertory or through the creation of new work(s). patterns and preferences. This creates the potential Prerequisite: advanced technique or permission of for expanding personal repertoire and developing the instructor. {A} 4 credits skills in observation and analysis of the movement Jazz/Modern Repertory of others. Mark Davis HC (Nordstrom) Offered Fall 2004 Offered Fall 2004 377 Advanced Studies in History and 287 Analysis of Music from a Dancer’s Aesthetics Perspective 4 credits This course is the study of music from a dancer’s perspective. Topics include musical notation, rhyth- Balanchine 101 mic dictation, construction of rhythm and elements Commemorating the centennial of his birth, this of composition. Dancers choreograph to specifi c seminar pays tribute to the aesthetic vitality of compositional forms, develop both communication George Balanchine, the foremost classical cho- between dancer and musician and music listening reographer of the twentieth century. In our time, skills. Prerequisite: one year of dance technique Balanchine (1904–83) transformed the classic (recommended for sophomore year or later). En- dance from its 19th-century codifi cation into a rollment limited to 15. {A} 4 credits steadily evolving language capable of expressing Julius Robinson the most subtle yet profound of human emotions. Offered Spring 2005 We will identify the major themes in Balanchine’s works, some of which include Diaghilev, Waltzes, 305 Advanced Repertory Tchelichew and Surreality, Tchaikovsky, Americana, This course offers an in-depth exploration of Narratives, Abstraction, Stravinsky and Apotheosis. aesthetic and interpretive issues in dance perfor- Each week we will view, discuss and analyze at least mance. Through experiments with improvisation, one major work within the theme. Prerequisite: musical phrasing, partnering, personal imagery Dance history course. Highly recommended for and other modes of developing and embodying students interested in music, dance and choreogra- movement material, dancers explore ways in phy. One meeting 3 hours. (E) {A} which a choreographer’s vision is formed, altered, Rodger Blum, Constance Valis Offered Fall 2004

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Interpretation and Analysis of African Dance pacing, editing and scoring the moving image. The Seminar concept of dancing in fi lm genres will hopefully be This course is an exploration of the various dance enlarged as we consider fi lm choreography as a styles, forms and Symbols attributed to the classical distinct form of creative expression that functions societies of Western Africa. The course will focus to maintain and assert cultural and social identi- on the historical dance forms found in the Old Mali ties, demonstrating the holistic role of dance as a Empire, (i.e. Mali, Senegal, the Gambia, Guinea) as visual art form, an intrinsic expression of a shared well as Benin and Ghana. Students will survey the American culture. history and view video examples mainly from the Constance Valis Hill (Hampshire) bight of Benin to the United States, read texts that To be arranged describe African form and African dance content, and explore the way dance is viewed by African 400 Special Studies Americans and Africans throughout the Diaspora. For qualifi ed juniors and seniors. A four-credit Spe- Nia Love cial Studies is required of senior majors. Admis- Offered Fall 2004 sion by permission of the instructor and the chair of the department. Departmental permission forms 19th Century Dance required. {A} 1 to 4 credits This topic will focus on the characteristics and Members of the department impact of dance in the Romantic Period. Lectures Offered both semesters each year are framed from three points of view: the virtuoso dancer, the composer, and the performer since there is an intimate interrelationship between mu- B. Production Courses sic and dance of the period. Students will become familiar with 19th-century ballets and the musical 200 Dance Production works made for and used in ballet choreogra- A laboratory course based on the preparation and phies. The prominence of the female ballerina, the performance of department productions. Students emergence of the male dancer and the impact of may elect to fulfi ll course requirements from a both Fokine and Isadora Duncan are some of the wide array of production related responsibilities, topics that will be discussed and analyzed through including performance, choreography, and stage lectures, listening, reading, assignments and video crew. May be taken four times for credit, with a reviews. Prerequisite: DAN 171 or DAN 272. En- maximum of two credits per semester. There will be one general meeting on Monday, September rollment limited to 25. (E) {A} Julius Robinson 13, 2004 at 4:10 p.m. in the Green Room, Theatre {A} Offered Spring 2006 Building. Attendance is mandatory. 1 credit Mark Davis Fleeting Images: Choreography on Film Offered Fall 2004 This selected survey of choreography on fi lm and video indulges in the purely kinesthetic experi- 200 Dance Production ence of watching the dancing body on fi lm. We Same description as above. There will one general will focus on works that have most successfully meeting on Monday, January 24, 2005, at 4:10 p.m. effected a true synthesis of the two mediums, in the Green Room, Theatre Building. Attendance is negotiating between the spatial freedom of fi lm mandatory. May be taken four times for credit, with and the time-space-energy fi elds of dance, the cin- maximum of two credits per semester. {A} 1 credit ematic techniques of camera-cutting-collage, and Mark Davis the vibrant continuity of the moving body. Viewing Offered Spring 2005 a range of visual materials, from silent physical comedies and backstage-chorus line musicals C. Studio Courses to experimental dance fi lms, martial-arts action fl icks and music videos, we will discern the roles Students may repeat studio courses two times for of the choreographer and director in shooting, credit. For a complete list of studio courses offered

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on the other four campuses, please consult the Five technique course or permission of the instructor. College Dance Department schedule available from Enrollment limited to 20. (E) {A} 2 credits the Smith dance offi ce. To be announced Studio courses receive two credits. Preregistra- To be arranged tion for dance technique courses is strongly rec- 249 The Mindful Body: Resources for ommended. Enrollment is often limited to 25 stu- Performing and Visual Artists dents, and priority is given to seniors and juniors. Development of the ability to make choices and Normally, students must take these two-credit to fi nd support for artistic technique and expres- courses in addition to a full course load. Studio sion in dance, music, theatre, and the visual arts, courses may also require outside reading, video through basic anatomical and functional knowl- and fi lm viewings, and/or concert attendance. No edge of the body from an experiential approach. more than 12 credits may be counted toward the Prerequisite: One year of one of the following stu- degree. “P” indicates that permission of the in- dio/performance courses: dance, art, music, Acting structor is required. “L” indicates that enrollment I in theatre, or permission of the instructors. Not is limited. Placement will be determined within the open to fi rst-year students. Enrollment limited to fi rst two weeks. 12. Cannot be repeated for credit. {A} 2 credits Repetition of studio courses for credit: The Five Susan Waltner College Dance Department faculty strongly recom- Offered Spring 2005 mends that students in the Five Colleges be allowed to take any one level of dance technique up to three times for credit, and more with the permis- TECHNIQUES sion of the academic adviser. MODERN: Introductory through advanced study of 119 Beginning Contact Improvisation modern dance techniques. Central topics include: A duet form of movement improvisation. The refi ning kinesthetic perception, developing effi - technique will focus on work with gravity, weight cient alignment, increasing strength and fl exibility, support, balance, inner sensation and touch, to broadening the range of movement qualities, ex- develop spontaneous fl uidity of movement in rela- ploring new vocabularies and phrasing styles, and tion to a partner. Enrollment limited to 20. May be encouraging individual investigation and embodi- repeated once for credit. Alternates with DAN 217. ment of movement material. {A} 2 credits Madelyne Camera 113 Modern Dance I Offered Fall 2004 L. {A} 2 credits Dustyn Martincich, Fall 2004 218 Floor Barre Movement Technique To be announced, Spring 2005 This course combines classical and modern prin- Offered both semesters each year at Smith cipals in a basic series performed on the fl oor. It and in the Five Colleges is designed to help dance students achieve a more consistent technical ability through added strength, 114 Modern Dance II stretch and development of fl uid transition. Pre- For students who have taken Modern Dance I or requisite: two semesters of ballet or modern dance the equivalent. L. {A} 2 credits technique. Enrollment limited to 20. {A} 2 credits Melissa Alexis Bruce, Fall 2004 Rodger Blum To be announced, Spring 2005 Offered Spring 2005 Offered Fall 2004, Spring 2005 219 Intermediate Contact Improvisation 215 Modern Dance III A duet form of movement improvisation. The tech- Prerequisite: 113 and a minimum of one year of nique will focus on work with gravity, weight sup- modern dance study. L. {A} 2 credits port, balance, inner sensation and touch, to devel- Mark Davis, Fall 2004 op spontaneous fl uidity of movement in relation to MHC, HC (To be announced), a partner. Prerequisite: at least one previous dance UM (Brown) Offered Fall 2004

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216 Modern Dance IV MHC (To be announced) Prerequisite: 215. L. {A} 2 credits UM (Lipitz) Mark Davis, Spring 2005 Offered Spring 2005 Offered Fall 2004, Spring 2005 324 Ballet V 317 Modern Dance V By audition/permission only. L. {A} 2 credits By audition/permission only. Prerequisite: 216. L Rodger Blum and P. {A} 2 credits UM (Lipitz) To be announced Offered Fall 2004 Offered Fall 2004 325 Ballet VI By audition/permission only. L. {A} 2 credits 318 Modern Dance VI Rodger Blum Audition required. Prerequisite: 317. L and P. {A} MHC (To be announced) 2 credits Offered Spring 2005 Mark Davis Offered Spring 2005 JAZZ: Introductory through advanced jazz dance technique, including the study of body isolations, BALLET: Introductory through advanced study of movement analysis, syncopation and specifi c jazz the principles and vocabularies of classical bal- dance traditions. Emphasis is placed on enhancing let. Class comprises three sections: Barre, Center musical and rhythmic phrasing, effi cient alignment, and Allegro. Emphasis is placed on correct body performance clarity in complex movement combi- alignment, development of whole body movement, nations and the refi nement of performance style. musicality, and embodiment of performance style. Pointe work is included in class and rehearsals at 130 Jazz I the instructor’s discretion. L. {A} 2 credits Tara Madsen, Fall 2004 120 Ballet I To be announced, Spring 2005 L. {A} 2 credits Offered both semesters each year at Smith Amy Softic, Mary Vogt, Fall 2004 and in the Five Colleges To be announced, Spring 2005 Offered both semesters each year at Smith 131 Jazz II and in the Five Colleges For students who have taken Jazz I or the equivalent. L. {A} 2 credits 121 Ballet II Jillian Sweeney, Fall 2004 For students who have taken Ballet I or the equiva- To be announced, Spring 2005 lent. L. {A} 2 credits Offered both semesters each year Amy Softic, Fall 2004 232 Jazz III To be announced, Spring 2005 Further examination of jazz dance principles. L. Offered both semesters each year {A} 2 credits Tara Madsen, Fall 2004 222 Ballet III AC (To be announced) Prerequisite: 121a or b or permission of the in- Offered Fall 2004 structor. L. {A} 2 credits Rodger Blum 233 Jazz IV UM (Lipitz) Emphasis on extended movement phrases, com- Offered Fall 2004 plex musicality and development of jazz dance styles. L. {A} 2 credits 223 Ballet IV To be announced L. {A} 2 credits Offered Spring 2005 To be announced

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334 Jazz V Serer, Lebou, Djiolla, Bambara, Wolof, Sauce, Ma- Advanced principles of jazz dancing. L. By audition/ linke, Manding, Yoruba and Twi peoples of these permission only. {A} 2 credits regions. Enrollment limited to 30. {A} 2 credits Mark Davis, Fall 2004 Nia Love UM (To be announced) Offered Spring 2005 Offered Fall 2004 African Explorations 335 Jazz VI An intermediate to advanced studio course in Advanced principles of jazz dancing. L. By audition/ African Movement. This course explores the cross permission only. {A} 2 credits fertilization of ritual, folk, contemporary, social, Mark Davis concert and theatrical styles. Enrollment limited to UM (To be announced) 30. {A} 2 credits Offered Spring 2005 Nia Love Offered Spring 2005 CULTURAL DANCE FORMS I AND II Cultural Dance Forms presents differing dance traditions from specifi c geographical regions or C. The Major distinct movement forms that are based on the Advisers: Rodger Blum, Susan Waltner fusion of two or more cultural histories. The forms include social, concert, theatrical, and ritual dance The dance major at Smith is offered through the and are framed in the cultural context of the identi- Five College Dance Department and culminates in fi ed dance form. These courses vary in levels of a bachelor of arts degree from Smith College. It is technique, beginning and intermediate (I), and in- designed to give a student a broad view of dance termediate and advanced (II) and focus according- in preparation for a professional career or further ly on movement fundamentals, integration of song study. Students are exposed to courses in dance and movement, basic through complex rhythms, history and anthropology, creative and aesthetic perfection of style, ensemble and solo performance studies, scientifi c aspects of dance, the language when applicable. Some classes include repertory of movement (Labanotation and Laban Movement performance and therefore vary in credits. Analysis), and dance technique and performance. For studio courses, no more than four courses in 142 West African Dance a single idiom will be counted toward the major. At This course introduces African dance, music and least two of these courses must be at the advanced song as a traditional mode of expression in vari- level and within the requirements of Emphasis I or ous African countries. It emphasizes appreciation II (see below). and respect for African culture and its profound infl uence on American culture and art. Enrollment History Dance in the 20th Century (DAN171) and limited to 30. {A} 2 credits Dance and Culture (DAN 272) serve as the intro- Nia Love duction to the major. At the advanced level there is MHC, AC (Middleton) the Anthropological Basis of Dance (DAN 375) and Offered Fall 2004, Spring 2005 more specialized period courses or topics. These courses all examine the dance itself and its cultural 243 Cultural Dance Forms II: West African context. This course is an exploration of the various dance styles, forms and Symbols attributed to the classical Creative and Aesthetic Studies (DAN 151, 252, societies of Western Africa. The course will focus 353, and 377) This sequence of courses begins on those dances whose origins are (historically) with the most basic study of dance composition: found in the Old Mali Empire (i.e. Mali, Senegal, space, time, energy, and focuses on tools for fi nd- the Gambia, Guinea) as well as Nigeria and Ghana. ing and developing movement. The second and It will specifi cally examine the dance styles of the third level courses develop the fundamentals of

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formal choreography and expand work in the 7. DAN 400 (4 credits) must be taken in the senior manipulation of spatial design, dynamics, phras- year. ing, rhythm, content and accompaniment. The movement materials that a student explores are not Emphasis II: Theoretical Practices Dance stu- limited to any particular style. dents may prefer to concentrate on an academic emphasis instead of dance performance. These stu- Scientifi c Aspects of Dance (DAN 241, 342) dents are also encouraged to study several dance These courses are designed to develop the forms and styles and they are expected to reach student’s personal working process and her phi- intermediate level in one or more forms. losophy of movement. The student studies selected aspects of human anatomy, physiology bio-mechan- Requirements in Theoretical Practices of ics and their relationships to various theories of Dance: technical study. 1. 171 and 272 Language of Movement (DAN 285) Courses in 2. 241 this area train students to observe, experience and 3. 285 or 287, or a 200 level course in another notate qualitative aspects of movement (Laban discipline Movement Analysis) and to quantitatively perceive 4. 151, 200 (2 credits), and 375 and record movement (Labanotation). 5. Five technique courses are required in the dance theory emphasis of the major. Dance Music for Dancers (DAN 287) Sharpens under- Theory students should explore at least two standing of music fundamentals and makes these courses in two technique forms. Students should applicable to dance. reach intermediate level in at least one form. A single level of technique courses may be taken Emphasis I: Technique and Performance A for credit up to three semesters. dancer’s instrument is her body and it must be 6. Two courses from the following: 309, 342, 377, trained consistently. Students are encouraged to 400. study several dance forms and styles. Students who 7. DAN 400 (4 credits) must be taken in the senior will emphasize performance and choreography are year. expected to reach advanced level in one or more forms. Pubic performance, while optional and without additional credit, is encouraged to realize D. The Minor dance skills before an audience. Advisers: Members of the Smith College Depart- Requirements in Technique and Performance ment of Dance Emphasis: Students may fulfi ll the requirements for the minor 1. 171 and 272 in dance in either of the following concentrations: 2. 241 3. 285 or 287 1. Minor in Dance with an Emphasis 4. 151, 200 (2 credits), and 252 in Theatrical Forms 5. Five courses are required in dance technique for the major. Students can explore up to four Requirements: Three core courses: 151, 171, and courses in a single form. At least two semesters 272. Three 2-credit studio courses; one in dance must be at the advanced level. A single level of production: 200; and one other dance theory technique courses may be taken for credit up to course chosen with the adviser, to fi t the interests three semesters. of the students. 6. Two courses from the following: 309, 342, 353, 375, 377, 400.

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2. Minor in Dance with an Emphasis 334 Jazz V in Cultural Forms 335 Jazz VI 136 Tap I Requirements: Three core courses: 151, 272, 137 Tap II and 375. Three 2-credit studio courses in cultural dance forms; one course in dance production: 200; and one other dance theory course chosen Honors with the adviser, to fi t the interests of the student. 430d Thesis Studio Courses: Studio courses receive two cred- 8 credits its. Preregistration for dance technique courses is Full-year course; Offered each year strongly recommended. Enrollment is often limited to 25 students, and priority is given to juniors and 431 Thesis seniors. Normally students must take partial-credit 8 credits courses in addition to a full-course load. No more Offered each Fall than 12 credits may be counted toward the degree. “P” indicates that permission of the instructor is required. “L” indicates that enrollment is limited. E. Five College Courses Placement will be determined within the fi rst two weeks of classes. Within limits, students may repeat Students should consult the Five College Dance studio courses for credit. Department course list for Five College course offerings. Fall and Spring semester course hours Studio Courses: will be listed in the Five College Dance Department 142 Beginning/Intermediate Cultural Dance Forms schedule, available at the Smith College Depart- A. West African ment of Dance offi ce and the Five College Dance B. Comparative Caribbean Dance Department offi ce. You may also access them on- C. Cuban line at www.fi vecolleges.edu/dance/schedule.html D. Haitian E. Introduction to Flamenco Adviser: Susan Waltner F. Javanese G. Afro-Brazilian H. Middle Eastern F. Graduate: M.F.A.Program 243 Intermediate/Advanced Cultural Dance Forms A. West African II Adviser: To be announced. B. Comparative Caribbean Dance II 113 Modern Dance I “P” indicates that permission of the instructor is 114 Modern Dance II required. 215 Modern Dance III 216 Modern Dance IV 510 Theory and Practice of Dance IA 317 Modern Dance V Studio work in dance technique, including mod- 318 Modern Dance VI ern, ballet, tap, cultural dance and jazz. Eight to 120 Ballet I 10 hours of studio work and weekly seminars. P. 121 Ballet II 5 credits 222 Ballet III To be announced 223 Ballet IV Offered both semesters each year 324 Ballet V 325 Ballet VI 520 Theory and Practice of Dance IIA 130 Jazz I Studio work in dance technique and weekly semi- 131 Jazz II nars. Prerequisite: 510. P. 5 credits 232 Jazz III To be announced 233 Jazz IV Offered both semesters each year

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521 Choreography as a Creative Process 590 Research and Thesis Advanced work in choreographic design and relat- Production project. ed production design. Study of the creative process 5 credits and how it is manifested in choreography. Prereq- Offered both semesters each year uisite: two semesters of choreography. 5 credits Susan Waltner 591 Special Studies Offered Fall 2005 5 credits Offered both semesters each year 540 History and Literature of Dance Emphasis will include: in-class discussion and study of dance history and dance research, current Other Five College Dance research methods in dance, the use of primary and secondary source material. Students will complete Department Courses a dance history research paper on a topic of their DANCE 316 Contemplative Dance—HC (Lowell) choice. Prerequisite: two semesters of dance history. 5 credits Techniques (2 credits) Constance Valis Hill UM DANCE 291 Seminar: Yoga, Breath, Flow, Pres- Offered Fall 2004 ence, Performance (Schwartz)

553 Choreography and Music Technique and Repertory (4 credits at AC, HC, Exploration of the relationship between music and MHC, and SC; 3 credits at UM) dance with attention to the form and content of UM DANCE 195R Classical Indian Dance I—UM both art forms. Prerequisites: three semesters of (Devi) choreography, familiarity with basic music theory, UM DANCE 295R Classical Indian Dance II—UM and permission of instructor. 5 credits (Devi) Julius Robinson, Mark Davis Offered Spring 2005 Technique and Theory (4 credits at AC, HC, MHC and SC; 3 credits at UM) 560 Scientifi c Principles in the Teaching of DANCE 153 Dance as an Art Form—MHC (Cole- Dance man) This course is designed to assist graduate students DANCE 261 Introduction to Dance—UM as they teach dance technique. The principles of (Schwartz) anatomy, injury prevention and rehabilitation, and HA 294 The Embodied Imagination (Lowell) nutrition are examined in relation to fundamentals of dance pedagogy; expressive dance aesthetics Theory (4 credits at AC, HC, MHC and SC; 3 credits are examined formally within a context of current at UM) body science. Through analysis of body alignment, HA 153 Dance as an Art Form—HC (Nordstrom), safe and effi cient movement patterns, and proper MHC nutritional needs, students learn methods that Contemporary Artists Issues—AC (Woodson), increase effi ciency, clarity, strength and coordina- MHC tion and that ultimately achieve desired aesthetic Art Criticism—MHC goals. Class work includes lectures, experiential HACU 278 Black Traditions in American Dance— application and computer analyses to reinforce a HC (Hill) rigorous understanding of the scientifi c principles UM DANCE 273 Jazz Tap Dancing in America: His- and body mechanics that are observed within tory and Practice—UM (Hill) dance performance as well as in excellent teaching of dance. Prerequisite: DAN 241 or the equivalent. {A} 5 credits Rodger Blum, Susan Waltner Offered Spring 2006

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professor Lecturers Thomas Rohlich, Ph.D., Chair Ling Zhao, M.A. Yoon-Suk Chung, Ph.D. Associate Professor Grant Xiaoguang Li, Ph.D. †1 Maki Hirano Hubbard, Ph.D. Weijia Li, Ph.D. David Hinton Assistant Professors Atsuko Takahashi, M.A. †2 Deirdre Sabina Knight, Ph.D. †1 Kimberly Kono, Ph.D. Assistant Suk Massey, M.A. Visiting Assistant Professor Stephen Miller, Ph.D. Teaching Assistant Reiko Kato, M.A. Instructor Yuri Kumagai, M.Ed. Teaching Assistants Weijia Li, M.Ed. JinBae Hong, M.A.

The Department of East Asian Languages and Lit- study Kyoto past and present, its culture and peo- eratures offers a major in East Asian languages and ple, so as to better undertand how it became the cultures with concentrations in China or Japan, city it is today. Students who complete the fi rst-year and a minor in East Asian languages and literatures seminar successfully may enroll in the interterm with concentrations in China, Japan or Korea. course to be held in Kyoto following completion of Students planning on spending their junior year the FYS course. Enrollment limited to 15 fi rst-year abroad should consult the department concerning students. (E) {H} 4 credits the list of courses to be credited toward the major Thomas H. Rohlich or minor and must seek fi nal approval for the Offered Fall 2004 courses upon their return. EAL 115j Kyoto Then and Now This course is an on-site study of the city of Kyoto, Courses in English Japan. During a two-week stay in Kyoto students will examine the spaces and places of one of FYS 116 Kyoto Through the Ages Japan’s most famous cities, considered by many Kyoto is acclaimed by Japanese and foreigners to be the cultural heart of the country. Based on alike as one of the world’s great cities, the embodi- their work in the prerequisite First-Year Seminar ment in space and spirit of Japan’s rich cultural course, students will take turns leading the group heritage. It is also a thriving modern metropolis of to selected museums, temples and shrines, craft over a million people, as concerned with its future and entertainment centers, and other cultural sites. as it is proud of its past. In this course students will Prerequisite: successful completion of FYS 116,

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“Kyoto Through the Ages.” Enrollment limited to ern theories of modernity and comparing histories 15. Graded S/U. (E) 2 credits of modern imperialism, ideas of national culture, Thomas Rohlich and literature’s function in nationalist movements. Offered Interterm 2005 Close readings of 20th-century Chinese fi ction and Three days at Smith and two weeks in Kyoto, Japan fi lm will focus on questions of alienation and social during January 2005 responsibility. Writers such as Kant, Marx, Soseki, Tanizaki, Lu Xun and Mo Yan. {L} 4 credits EAL 231 The Culture of the Lyric in Traditional Sabina Knight China Offered Fall 2004 This course surveys the masterworks of the Chinese lyric tradition from its oral beginnings in pre-Con- EAL 241 Court Ladies, Wandering Monks, fucian times through the eve of the founding of the and Urban Rakes: Literature and Culture in Republic of China. Through the careful reading of Premodern Japan selected works including shaman’s hymns, protest A study of Japanese literature and its cultural roots poetry and excerpts from the great novels, students from the 8th to the 19th centuries. The course will will inquire into how the spiritual, philosophi- focus on enduring works of the Japanese literary cal and political concerns dominating the poets’ tradition, along with the social and cultural condi- milieu shaped the lyric language through the ages. tions that gave birth to the literature. All readings No knowledge of Chinese language or literature is are in English translation. {L} 4 credits required. (E) {L} 4 credits Stephen Miller David Hinton Offered Fall 2004 Offered Fall 2004 EAL 242 Modern Japanese Literature EAL 232 Modern Chinese Literature Selected readings in translation of Japanese litera- Selected readings in translation of 20th-century ture from the Meiji period to the present. In the Chinese literature from the late-Qing dynasty to past 150 years Japan has undergone tremendous contemporary Taiwan and the People’s Republic change: rapid industrialization, imperial and co- of China. This course will offer (1) a window on lonial expansion, occupation following its defeat 20th-century China (from the Sino-Japanese War in the Pacifi c War, and emergence as a global of 1895 to the present) and (2) an introduction to economic power. The literature of modern Japan the study of literature: (a) why we read literature, refl ects the complex aesthetic, cultural and politi- (b) different approaches (i.e., how to do a close cal effects of such changes. Through our discus- reading), and (c) literary movements. We will sions of these texts, we will also address theoretical stress the socio-political context and questions of questions about such concepts as identity, gender, political engagement, social justice, class, gender, race, sexuality, nation, class, colonialism, modern- race and human rights. All readings are in English ism and translation. All readings are in English translation and no background in China or Chinese translation. {L} 4 credits is required. {L} 4 credits Stephen Miller Sabina Knight Offered Spring 2005 Offered Spring 2005 EAL 261 Major Themes in Literature: East- EAL 236 Modernity: East and West West Perspectives What can the project of modernity, particularly the {L} 4 credits Enlightenment concern for human rights, mean for Chinese writers and for us today? How can we Gendered Fate understand current struggles for human rights in Is fate indifferent along lines of gender? What terms of the different directions modernity and its (and whose) interests are served by appeals to critique have taken in Europe, Japan and China? We destiny? Close readings of women’s narratives of will read selections from European and East Asian desire, courtship, sexuality, prostitution and rape philosophers before examining the infl ux of West- will explore how belief in inevitability mystifi es the

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gender-based oppression of social practices and EAL 400 Special Studies institutions. Are love, marriage and mothering bio- For students engaged in independent projects or logical imperatives? What are love, seduction and research in connection with Japanese, Chinese, or desire if not freely chosen? Or is freely chosen love Korean language and literature. 2 to 4 credits merely a Western ideal? How might women write to Offered both semesters each year overcome fatalistic discourses that shape the construction of female subjectivity and agency? Works by Simone de Beauvoir, Hayashi Fumiko, Hong East Asian Language Ying, Nadine Gordimer, Toni Morrison, and Wang Anyi. All readings in English translation. Courses Sabina Knight Offered Fall 2004 A language placement test is required prior to registration for students who have previously studied EAL 360 Seminar: Topics in East Asian the language. Languages and Literatures 4 credits Chinese Language CHI 110 Chinese I (Intensive) The Tale of Genji and Its Legacy An intensive introduction to spoken Mandarin and The seminar will begin with a reading and study of modern written Chinese, presenting basic elements The Tale of the Genji, one of the greatest works of of grammar, sentence structures and active mastery Japanese literature. We will look at the cultural and of the most commonly used Chinese characters. societal milieu of the author, as well as the textual Emphasis on development of oral/aural profi cien- features that mark it as an icon of Japanese culture cy, pronunciation, and the acquisition of skills in today. We will also look at ways in which the Genji reading and writing Chinese characters. 5 credits is represented in later texts—plays, parodies, and Sections as follows: modern short stories and novels—as a way of ex- Ling Zhao amining both the question of infl uence and the role Offered each Fall that the Genji plays in the literature of later generations. All readings are in English translation. {L} CHI 111 Chinese I (Intensive) Thomas Rohlich A continuation of 110. Prerequisite: CHI 110 or Offered Spring 2005 permission of the instructor. {F} 5 credits Ling Zhao Contemporary Chinese Women’s Fiction Offered each Spring Close readings of post-1976 short stories, novellas and novels by women in the People’s Republic of CHI 220 Chinese II (Intensive) China. How do these works contend with legacies Continued emphasis on the development of oral of political trauma and the social consequences of profi ciency and functional literacy in modern Man- economic restructuring? How do quests for self-re- darin. Conversation and narrative practice, reading alization or social recognition relate to specifi c eth- exercises, short composition assignments and ical commitments and struggles for social change? work with audio-visual materials. Prerequisite: 111 How do stories about extramarital affairs, serial or permission of the instructor. {F} 5 credits sexual relations or love between women reinforce Grant Li or contest imperatives of political, cultural and Offered each Fall sexual citizenship? Works by Chen Ran, Dai Houy- ing, Hong Ying, Wang Anyi, Wei Hui and Zhang Jie. CHI 221 Chinese II (Intensive) Prerequisite: Permission of instructor. {L} A continuation of 220. Prerequisite: CHI 220 or Sabina Knight permission of the instructor. {F} 5 credits Offered Spring 2005 Grant Li Offered each Spring

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CHI 301 Chinese III Japanese Language Building on the skills and vocabulary acquired in Chinese II, students will learn to read simple essays JPN 110 Japanese I (Intensive) on topics of common interest, and will develop An introduction to spoken and written Japanese. the ability to understand, summarize and discuss Emphasis on the development of basic oral profi - social issues in contemporary China. Readings ciency, along with reading and writing skills. Stu- will be supplemented by audio-visual materials. dents will acquire knowledge of basic grammatical Prerequisite: 221 or permission of the instructor. patterns, strategies in daily communication, hira- {F} 4 credits gana, katakana and about 300 Kanji. Designed Weijia Li for students with no background in Japanese. 5 Offered each Fall credits Atsuko Takahashi CHI 302 Chinese III Offered each Fall Introduction to the use of authentic written and visual documents commonly encountered in JPN 111 Japanese I (Intensive) China today, with an emphasis on television news A continuation of 110. Prerequisite: JPN 110 or broadcasts and newspaper articles. Exercises in permission of the instructor. {F} 5 credits composition as well as oral presentations will Atsuko Takahashi complement daily practice in reading and listening Offered each Spring comprehension. Prerequisite: 301 or permission of the instructor. {F} 4 credits JPN 220 Japanese II (Intensive) Weijia Lit Course focuses on further development of oral Offered each Spring profi ciency, along with reading and writing skills. Students will attain intermediate profi ciency while CHI 350 Advanced Readings in Chinese: deepening their understanding of the social and Modern Literary Texts cultural context of the language. Prerequisite: 111 Development of advanced oral and reading profi - or permission of the instructor. {F} 5 credits ciency through the study and discussion of selected Yuri Kumagai modern Chinese literary texts. Students will explore Offered each Fall literary expression in original works of fi ction, including short stories, essays, novellas, and excerpts JPN 221 Japanese II (Intensive) of novels. Prerequisite: 302 or permission of the A continuation of 220. Prerequisite: JPN 220 or instructor. {L/F} 4 credits permission of the instructor. {F} 5 credits Ling Zhao Yuri Kumagai Offered each Fall Offered each Spring

CHI 351 Advanced Readings in Chinese: JPN 301 Japanese III Modern and Contemporary Texts Development of high intermediate proﬁ ciency in In contrast with CHI 350, this course focuses on speech and reading through study of varied prose readings of political and social import. Through pieces and audio-visual materials. Prerequisite: the in-depth study and discussion of essays drawn 221 or permission of the instructor. {F} 4 credits from a variety of sources, students will increase Yuri Kumagai their understanding of modern and contemporary Offered each Fall China. Prerequisite: 302 or permission of the instructor. {L/F} 4 credits JPN 302 Japanese III Weijia Li A continuation of 301. Prerequisite: 301 or permis- Offered each Spring sion of the instructor. {F} 4 credits Yuri Kumagai Offered each Spring

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JPN 350 Contemporary Texts KOR 221 Korean II Study of selected contemporary texts including A continuation of 220. Prerequisite: 220 or permis- literature and journalism from print and elec- sion of the instructor. {F} 4 credits tronic media. Focus will be on developing reading Yoon-Suk Chung and discussion skills in Japanese using original Offered each Spring materials, and on understanding various aspects of modern Japan through its contemporary texts. KOR 301 Korean III Prerequisite: JPN 302 or permission of the instruc- Continued development of speaking, listening, tor. {F} 4 credits reading, and writing, with more advanced gram- Stephen Miller matical points and vocabulary. Korean proverbs Offered Fall 2004 and Chinese characters are introduced. Prerequi- site: 221 or permission of the instructor. {F} JPN 351 Contemporary Texts II 4 credits Continued study of selected contemporary texts Suk Massey including fi ction and short essays from print and Offered each Fall electronic media. This course further develops advanced reading, writing and discussion skills in KOR 302 Korean III Japanese and enhances students’ understanding of A continuation of 301. Prerequisite: 301 or permis- various aspects of contemporary Japanese society. sion of the instructor. {F} 4 credits Prerequisite: JPN 302 or permission of the instruc- Suk Massey tor. {F} 4 credits Offered each Spring Stephen Miller Offered Spring 2005 KOR 350 Advanced Studies in Korean Language and Society Korean Language This course is designed to provide students with a thorough grounding in advanced reading, writing, KOR 110 Korean I and speaking skills in Korean to lay a fi rm founda- An introduction to spoken and written Korean. tion for the clear understanding of Korean contem- Emphasis on oral profi ciency with the acquisition porary culture. Selected current issues in Korean of basic grammar, reading and writing skills. This society and culture will be addressed, and a wide course is designed for students with little or no range of print and non-print materials will be cov- background in Korean. 4 credits ered. Texts are all in Korean with advanced Chinese Yoon-Suk Chung characters. Prerequisite: 302 or permission of the Offered each Fall instructor. {F} 4 credits Suk Massey KOR 111 Korean I Offered each Fall A continuation of 110. Prerequisite: 110 or permission of the instructor. {F} 4 credits KOR 351 Advanced Readings in Korean Yoon-Suk Chung Language and Literature Offered each Spring This course further develops advanced reading, writing and speaking skills through original literary KOR 220 Korean II texts in Korean. Students will read a wide selection This course places equal emphasis on oral/aural of the most representative modern Korean literary profi ciency, grammar, and reading and writing works (including short stories, novellas, excerpts skills. Various aspects of Korean society and culture of novels, essays, poetry and plays) by well-known are presented with weekly visual materials. Basic Korean writers. Class will be conducted in Korean. Chinese characters are introduced. Prerequisite: Prerequisite: 350 or permission of the instructor. 111 or permission of the instructor. {F} 4 credits {F} 4 credits Yoon-Suk Chung Yoon-Suk Chung Offered each Fall Offered each Spring

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as Five Colleges, Junior Year Abroad programs, or The Major in East Asian summer programs. Students should consult their Languages and Cultures advisers prior to taking such courses. S/U grading options are not allowed for courses counting to- Prerequisites ward the major. Native speakers of a language are The ﬁ rst year of Chinese (CHI 110 and 111) or encouraged to take another East Asian language. Japanese (JPN 110 and 111) is a prerequisite for admission to the major. A language placement test Advanced Language Courses: is required prior to registration for students who CHI 310 Readings in Classical Chinese Prose have previously studied the language. and Poetry CHI 350 Advanced Readings in Chinese: Advisers: Members of the department. Modern Literary Texts CHI 351 Advanced Readings in Chinese: Requirements: Students are expected to con- Modern and Contemporary Texts centrate in China or Japan and take a total of 11 JPN 350 Contemporary Texts I courses (46 credits), distributed as follows: JPN 351 Contemporary Texts II KOR 350 Advanced Studies in Korean 1. Language: Language and Society a. Second-year language courses (10 cred- KOR 351 Advanced Readings in Korean its): JPN 220 and 221 or CHI 220 and 221 (2 Language and Literature courses). b. Third-year language courses (8 credits): Courses taught in English: JPN 301 and 302 or CHI 301 and 302 (2 EAL 231 The Culture of the Lyric in Traditional courses). Students whose proﬁ ciency places China them beyond the third year should substitute EAL 232 Modern Chinese Literature advanced language or literature courses for this EAL 236 Modernity: East and West requirement. EAL 240 Japanese Language and Culture EAL 241 Court Ladies, Wandering Monks, and 2. Literature: Urban Rakes: Literature and Culture in a. At least three EAL courses (12 credits) in the Premodern Japan literature or culture of the student’s concentra- EAL 242 Modern Japanese Literature tion, including a departmental seminar. Students EAL 243 Japanese Poetry in Cultural Context concentrating on China are encouraged to take EAL 244 Construction of Gender in Modern EAL 231 and 232, and they must take at least Japanese Women’s Writing one of these two courses. Students focusing on EAL 245 Writing the “Other” in Modern Japanese Japan are encouraged to take EAL 241 and 242, Literature and they must take at least one of these courses. EAL 261 Major Themes in Literature: East-West b. At least one course (4 credits) focusing prin- Perspectives (topic course) cipally on the literature of another East Asian EAL 360 Seminar: Topics in East Asian Languages country. and Literatures (topic course)

3. Electives: Three additional courses (12 credits) may be Honors chosen from other advanced language or literature courses in the department, or, at the recommenda- Director: Thomas Rohlich tion of the adviser, from related courses in other departments. 430d Thesis (8 credits) Of the eleven required courses, no more than ﬁ ve Full-year course; Offered each year normally shall be taken in other institutions, such

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431 Thesis EAL 242 Modern Japanese Literature 8 credits EAL 243 Japanese Poetry in Cultural Context Offered each Fall EAL 244 Construction of Gender in Modern Japanese Women’s Writing Requirements: same as for the departmental EAL 245 Writing the “Other” in Modern major plus the thesis, normally written in both Japanese Literature semesters of the senior year (430d), with an oral EAL 261 Major Themes in Literature (topic examination on the thesis. In special cases, the course) thesis may be written in the ﬁ rst semester of the EAL 360 Seminar: Topics in East Asian senior year (431). Languages and Literatures EAL 400 Special Studies CHI 301 Chinese III The Minor in East Asian CHI 302 Chinese III (A continuation of 301) CHI 310 Readings in Classical Chinese Prose Languages and Literatures and Poetry CHI 350 Advanced Readings in Chinese: Advisers: Members of the department. Modern Literary Texts CHI 351 Advanced Readings in Chinese: The course requirements are designed so that a Modern and Contemporary Society student will concentrate on one of the East Asian JPN 301 Japanese III languages, but will have the option of being ex- JPN 302 Japanese III (A continuation of 301) posed to the other courses in the department. JPN 350 Contemporary Texts I JPN 351 Contemporary Texts II Prerequisites KOR 301 Korean III The ﬁ rst year of Chinese (CHI 110 and 111), Japa- KOR 302 Korean III (A continuation of 301) nese (JPN 110 and 111), or Korean (KOR 110 and KOR 350 Advanced Studies in Korean 111) is a prerequisite for admission. Language and Society KOR 351 Advanced Readings in Korean Requirements: Language and Literature A total of six courses (24 credits) in the following distribution, no more than three of which shall be taken in other institutions. Students should consult the department prior to taking courses in other institutions.

1. Chinese II (CHI 220 and 221), Japanese II (JPN 220 and 221), or Korean II (KOR 220 and 221).

2. Four courses, at least two of which must be EAL courses, chosen from the following:

EAL 231 The Culture of the Lyric in Traditional China EAL 232 Modern Chinese Literature EAL 236 Modernity: East and West EAL 240 Japanese Language and Culture EAL 241 Court Ladies, Wandering Monks, and Urban Rakes: Literature and Culture in Premodern Japan.

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Visiting faculty and some lecturers are generally appointed for a limited term.

East Asian Studies Advisory Committee Participating Faculty Daniel K. Gardner, Professor of History **2 Steven M. Goldstein, Professor of Government *1 Marylin Rhie, Professor of Art and of East Asian **1 Jamie Hubbard, Professor of Religion and Studies Yehan Numata Lecturer in Buddhist Studies Peter Gregory, Professor of Religion and of East †1 Maki Hirano Hubbard, Associate Professor of Asian Studies East Asian Languages and Literatures †2 Dennis Yasutomo, Professor of Government, †2 Deirdre Sabina Knight, Assistant Professor of Director East Asian Languages and Literatures Robert Eskildsen, Assistant Professor of History †1 Kimberly Kono, Assistant Professor of East Asian Suzanne Zhang-Gottschang, Assistant Professor of Languages and Literatures East Asian Studies and Anthropology Thomas Rohlich, Professor of East Asian Languages and Literatures Jonathan Lipman, Lecturer in East Asian Studies

Extensive language study is encouraged, but only The Major two courses at the second-year level or higher will count toward the major. Students with native The major in East Asian studies offers students an or near-native fl uency in an East Asian language opportunity to develop a coherent and comprehen- must take a second East Asian language. Native sive understanding of the great civilizations of the and near-native fl uency is defi ned as compe- Asia Pacifi c region. The study of East Asia should tence in the language above the fourth-year be considered an integral part of a liberal arts edu- level. cation. Through an interdisciplinary study of these diverse cultures, students engage in a comparative 2) Survey Courses study of their own societies and values. The major a) One survey course on the pre-modern civ- also refl ects the emergence of East Asia politically, lization of an East Asian country: HST 211, economically, and culturally onto the world scene HST 212, or HST 220 especially during the last century and anticipates the continued importance of the region in the b) One survey course on modern East Asia: future. It therefore helps prepare students for HST 221, ANT 252, or ANT 253 post-graduation endeavors ranging from graduate training to careers in both the public and private sectors dealing with East Asia. Note: Basis courses must cover more than one East Asian country

Requirements for the Major Electives (6 courses) Basis Courses: 1) Six elective courses, which shall normally be 1) An East Asian Language: The second year of an determined in consultation with the adviser East Asian language, which can be fulﬁ lled by from the list of approved courses. Chinese 220 and 221, Japanese 220 and 221, a) Four of the elective courses shall constitute or Korean 220 and 221, or higher level courses. an area of concentration, which can be an

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emphasis on the civilization of one country EAS 218/HST 218 Thought and Art in China (China, Japan or Korea) or a thematic Topic: Confucian and Taoist Thought and Art concentration (for example, the Confucian A survey of Confucian and Taoist teachings and tradition, the Buddhist legacy, gender, impe- their expression in the visual arts from earliest rialism, thought and art, political economy, times. Open to ﬁ rst-year students by permission of international relations.) the instructors only. b) Electives must include courses in both the Daniel Gardner and Marylin Rhie humanities and social sciences Offered Spring 2005 c) Electives must include courses on more than one East Asian country EAS 219 Modern Korea d) One of the elective courses must be a Smith An introduction to Korean history since the 17th seminar century including a survey of social, intellectual, e) At least half of course credits toward the political and economic structures. Korea’s interac- major must be taken at Smith. tions with East Asian neighbors, Britain, France, the U.S.A. and Russia. The devastating effects of 2) Smith courses not included on the approved list imperialism, colonialism, civil war, invasion and may count toward the Major under the following long-term division. (E) {H} 4 credits conditions: Jonathan Lipman a) The course has a substantial East Asian Offered Fall 2004 component suitable for a comparative study of East Asia EAS 375 Seminar: Japan–United States b) The student obtains the approval of the East Relations Asian Studies Advisory Committee Analysis of political, economic, cultural, and racial c) No more than one such course shall be ap- roots of U.S.–Japan relations from the 19th cen- plied toward the major. tury to the present. Emphasis on current mutual perceptions and their potential impact on future 3) A student may honor in East Asian studies (EAS bilateral relations. {S} 4 credits 430d). Honors requires a 3.0 GPA overall and Dennis Yasutomo 3.3 GPA in the major. The Honors thesis may Offered Spring 2005 substitute for the seminar requirement. EAS 404 Special Studies 4) Junior Year Abroad programs are encouraged 4 credits at college-approved institutions in East Asia. Offered both semesters each year EAS recommends the Associated Kyoto Program for Japan, ACC for China, and Ewha Women’s EAS 408d Special Studies University for Korea. Courses taken at JYA 8 credits programs, as well as courses taken away from Full-year course; Offered each year Smith at other institutions, may count toward the major under the following conditions: EAS 430d Honors Thesis a) The courses are reviewed and approved by 8 credits the East Asian Studies Advisory Committee Full-year course; Offered each year upon completion. b) Courses taken away from Smith must not total more than half of the credits counted Basis Courses toward the major. ANT 251 Women and Modernity in East Asia Advisers: Robert Eskildsen, Daniel K. Gardner, {S} 4 credits Peter Gregory, Marylin Rhie, Dennis Yasutomo, Suzanne Zhang-Gottschang Suzanne Zhang-Gottschang Offered Spring 2005, Spring 2006

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ANT 252 The City and the Countryside in China Approved Courses in the {S} 4 credits Suzanne Zhang-Gottschang Humanities Offered Fall 2004 ARH 101 Buddhist Art ARH 120 Introduction to Art History: Asia ANT 253 Introduction to East Asian Societies ARH 222 The Art of China and Cultures ARH 224 The Art of Japan (E) {S} 4 credits EAL 231 The Culture of the Lyric in Traditional Suzanne Zhang-Gottschang China Offered Fall 2005 EAL 232 Modern Chinese Literature EAL 236 Modernity: East and West HST 211 (L) The Emergence of China EAL 240 Japanese Language and Culture {H} 4 credits EAL 241 Traditional Japanese Literature in Daniel Gardner Translation Offered Fall 2005 EAL 242 Modern Japanese Literature EAL 243 Japanese Poetry in Cultural Context HST 212 (L) China in Transformation, A.D. EAL 261 Major Themes in Literature: East-West 700–1900 Perspectives {H} 4 credits EAL 360 Seminar: Topics in East Asian Languages Daniel Gardner and Literatures Offered Spring 2005, Spring 2006 EAS 270 Colloquium in East Asian Studies EAS 279 Colloquium: The Art and Culture of Tibet HST 213 (L) Aspects of East Asian History HST 218 Thought and Art in China Topic: The Japanese Colonial Empire, 1895–1945 REL 110 Politics of Enlightenment {H} 4 credits REL 260 Buddhist Thought Robert Eskildsen REL 265 Colloquium in East Asian Religions Offered Spring 2005 REL 266 Colloquium in Buddhist Studies REL 270 Japanese Buddhism HST 220 (L) The Sources of Japanese Culture REL 282 Violence and Nonviolence in Religious {H} 4 credits Traditions of South Asia Robert Eskildsen REL 360 Seminar: Problems in Buddhist Thought Offered, Fall 2004

HST 221 (L) The Rise of Modern Japan {H} 4 credits Approved Courses in the Robert Eskildsen Social Sciences Offered, Spring 2005, Spring 2006 ANT 251 Women and Modernity in East Asia HST 222 (L) Aspects of Japanese History ANT 252 The City and the Countryside in China {H} 4 credits ANT 253 Introduction to East Asian Societies and Topic 1: Meiji Restoration Culture Topic 2: Tokugawa Society ANT 342 Seminar: Topics in Anthropology Robert Eskildsen EAS 219 Modern Korea Offered Fall 2004, Fall 2005 EAS 270 Colloquium in East Asian Studies EAS 279 Colloquium: The Art and Culture of Tibet HST 292 (L) 19th Century Crisis in East Asia EAS 375 Seminar: Japan–United States Relations {H} 4 credits GOV 228 The Government and Politics of Japan Robert Eskildsen GOV 230 The Government and Politics of China Offered Spring 2006 GOV 251 Foreign Policy of Japan

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GOV 344 Seminar on Foreign Policy of the Chinese 1) The second year of an East Asian language, People’s Republic which can be fulfi lled by Chinese 220 and 221, GOV 348 Seminar in International Politics: Confl ict Japanese 220 and 221, or Korean 220 and 221, and Cooperation in Asia or higher level courses. Extensive language HST 211 The Emergence of China study is encouraged, but only two courses at the HST 212 China in Transformation second year level or higher will count toward HST 213 Aspects of East Asian History the Minor. Students with native or near-native HST 218 Thought and Art in China fl uency in an East Asian language must take a HST 219 Modern Korea second East Asian language. Native and near- HST 220 The Sources of Japanese Culture native fl uency is defi ned as competence in the HST 221 Modern Japan language above the fourth year level. HST 222 Aspects of Japanese History HST 292 The 19th-Century Crisis in East Asia 2) Four elective courses, which shall be determined in consultation with the adviser normally from the list of approved courses. Elective The Minor courses must be drawn from both the Humani- ties and Social Sciences. The interdepartmental minor in East Asian studies is a program of study designed to provide a coher- Advisers: Robert Eskildsen, Daniel K. Gardner, ent understanding of and basic competence in the Peter Gregory, Marylin Rhie, Dennis Yasutomo, civilizations of China, Japan and Korea. It may be Suzanne Zhang-Gottschang undertaken in order to broaden the scope of any major; to acquire, for comparative purposes, an Asian perspective within any of the humanistic and social-scientifi c disciplines; or as the basis of future graduate work and/or careers related to East Asia.

Requirements: The minor will consist of a total of six courses, no more than three of which shall be taken at other institutions. Courses taken away from Smith require the approval of the East Asian Studies Advisory Committee.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Associate Professors Frederick Leonard, Ph.D. Thomas A. Riddell, Ph.D. Mark Aldrich, Ph.D. †2 Mahnaz Mahdavi, Ph.D. †1 Andrew Zimbalist, Ph.D. **1 James Miller, Ph.D., J.D. Randall Bartlett, Ph.D. †1 Robert Buchele, Ph.D. Assistant Professors Roger T. Kaufman, Ph.D., Chair Lewis Davis, Ph.D. *2 Karen Pfeifer, Ph.D. Ardith Spence, Ph.D. Elizabeth Savoca, Ph.D. **2 Roisin O’Sullivan, Ph.D. Deborah Haas-Wilson, Ph.D. Charles P. Staelin, Ph.D. Lecturer **1 Nola Reinhardt, Ph.D. Charles Johnson, A.B., M.B.A.

First-year students who are considering a major in counted toward the major or minor in economics. the department and who hope to spend their junior Open only to junior and senior non-economics year abroad are strongly advised to take 150 and majors. {S} 4 credits. 153 in the ﬁ rst year and to take additional courses Karen Pfeifer in economics in the sophomore year. Majors in Offered Spring 2005, Spring 2006 economics are strongly advised to take 250, 253, and 190 as soon after the introductory courses as 125 Economic Game Theory possible. Students considering graduate study in An examination of how rational people cooperate economics are advised to master the material in and compete. Game theory explores situations ECO 255 and 240 as well as MTH 111, 112, 211, in which everyone’s actions affect everyone else, 212, 225 and 243. and everyone knows this and takes it into account when determining their own actions. Business, military and dating strategies will be examined. No A. General Courses economics prerequisite. Prerequisite: at least one semester of high school or college calculus. (E) 123 Cheaper by the Dozen: Twelve Economic {S} 4 credits Issues for Our Times James Miller This course for the concerned non-economist ad- Offered Fall 2005 dresses twelve pressing issues in contemporary U.S. and global society: poverty and inequality; edu- 150 Introductory Microeconomics cation; healthcare; housing; social security; crime How and how well do markets work? What should and drugs; corporate power and market structure; government do in a market economy? How do agriculture and the food supply; the environment; markets set prices, determine what will be pro- unemployment; government macro policy, taxes duced and decide who will get the goods? We and the national debt; and global economic inte- consider important economic issues including gration. Economic concepts in lay English and a preserving the environment, free trade, taxation, modicum of mathematical tools are used to help (de)regulation and poverty. {S} 4 credits explain each social problem and to illuminate the Members of the department core debates on appropriate solutions. May not be Offered both semesters each year

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153 Introductory Macroeconomics their times; the uses made of their work in under- An examination of current macroeconomic policy standing society and shaping public policy; an ap- issues, including the short and long-run effects praisal of the intellectual heritage and global infl u- of budget defi cits, the determinants of economic ence of economic methodology today. Economists growth, causes and effects of infl ation, and the include Smith, Ricardo, Marx, Keynes, Friedman effects of high trade defi cits. The course will focus and contemporaries such as Akerlof and Stiglitz. on what, if any, government (monetary and fi scal) Prerequisite: either 150 or 153. {H/S} 4 credits. policies should be pursued in order to achieve low Karen Pfeifer infl ation, full employment, high economic growth Offered Fall 2004 and rising real wages. {S} 4 credits Members of the department 240 Econometrics Offered both semesters each year Applied regression analysis. The specifi cation and estimation of economic models, hypothesis testing, ACC 223 Financial Accounting statistical signifi cance, interpretation of results, The course, while using traditional accounting policy implications. Emphasis on practical applica- techniques and methodology, will focus on the tions using both cross-section and time-series data. needs of external users of fi nancial information. Prerequisites: 150, 153, and 190, and MTH 111. The emphasis is on learning how to read, interpret {S/M} 4 credits and analyze fi nancial information as a tool to guide Robert Buchele, Elizabeth Savoca investment decisions. Concepts rather than pro- Offered Fall 2004, Fall 2005 cedures are stressed and class time will be largely devoted to problem solutions and case discussions. 250 Intermediate Microeconomics A basic knowledge of arithmetic and a familiarity Focuses on the economic analysis of resource allo- with a spreadsheet program is suggested. Cannot cation in a market economy and on the economic be used for credit towards the economics major impact of various government interventions, such and no more than four credits in accounting may as minimum wage laws, national health insurance be counted toward the degree. {S} 4 credits and environmental regulations. Covers the theo- Charles Johnson ries of consumer choice and decision making by Offered both semesters each year the fi rm. Examines the welfare implications of a market economy and of federal and state policies 190 Introduction to Statistics for Economists which infl uence market choices. Prerequisite: 150, Summarizing, interpreting and analyzing empirical MTH 111 or its equivalent. {S} 4 credits data. Attention to descriptive statistics and statisti- James Miller, Deborah Haas-Wilson cal inference. Topics include elementary sampling, Offered both semesters each year probability, sampling distributions, estimation, hypothesis testing and regression. Assignments 253 Intermediate Macroeconomics include use of statistical software and micro com- Builds a cohesive theoretical framework within puters to analyze labor market and other economic which to analyze the workings of the macroecono- data. Prerequisite: 150 and 153 recommended. my. Current issues relating to key macroeconomic {S/M} 4 credits variables such as output, infl ation and unemploy- Robert Buchele, Elizabeth Savoca ment are examined within this framework. The role Offered both semesters each year of government policy, both in the short run and the long run, is also assessed. Prerequisite: 153, MTH 111 or its equivalent. {S} 4 credits B. Economic Theory Roger Kaufman, Roisin O’Sullivan Offered both semesters each year 237 History of Economic Thought and Methodology 255 Mathematical Economics A study of the major economists and economic The use of mathematical tools to analyze economic theories from the time of Adam Smith to the pres- problems, with emphasis on linear algebra and dif- ent; the historical context and intellectual climate of ferential calculus. Applications particularly in comparative statics and optimization problems. Prereq-

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uisites: MTH 111, 112, 211, ECO 253, and 250 or Reaganomics. Prerequisites: 150 and 153. {H/S} permission of the instructor. {S/M} 4 credits 4 credits Lewis Davis Mark Aldrich Offered Spring 2006 Offered Spring 2005 333 Seminar: Free Market Economics 224 Environmental Economics The structure and institutions of a free market The causes of environmental degradation and the economy; roles of government and philosophical role that markets can play in both causing and principles underlying the concept of a free market solving pollution problems. The effi ciency, equity economy; macro- and micro-performance of a free and impact on economic growth of current and market economy; political-economic approach proposed future environmental legislation. Prereq- toward perceived society-wide problems and is- uisite: 150. {S} 4 credits sues, such as abortion and drug and gun control, Mark Aldrich in a free market economy. Prerequisite: 250 or Offered Spring 2005 253. {S} 4 credits 230 Urban Economics Frederick Leonard Offered Fall 2004, Fall 2005 An introductory economic analysis of selected urban problems in the context of the city’s position 353 Seminar: Evolution of Modern in the regional economy. Topics include housing, Macroeconomics transportation, concentrations of poverty, and From Classical, through Keynesian to modern the- fi nancing local government. Prerequisite: 150. {S} ory and policy perspectives. Changes in the major 4 credits components of the macro-model. Contributions to Randall Bartlett macroeconomics made by Keynes: fundamental or Offered Spring 2005, Spring 2006 superfi cial? Prerequisite: 253 {S} 4 credits 233 Free Market Economics Frederick Leonard Offered Spring 2006 Meaning and nature of economic freedom; structure and institutions of a free market economy; 363 Seminar: Inequality philosophical foundation underlying freedom; The causes and consequences of income inequal- macro- and microeconomic performance of a free ity. The role of social class, IQ and education. The market economy; foundations, performance and impact of technical change and globalization. The critique of alternatives to freedom offered by the labor market as a social institution. How do con- American political left and right; analysis of eco- cerns about relative shares and fairness affect “economic and political issues such as the “fair” distri- nomic” behavior? Is there a “trade-off” between bution of income and wealth, social security, smok- equality and economic growth? Prerequisites: 190, ing in public places and abortion, among many 150 and 250 (the last required for economics ma- others. Prerequisite: 150 or 153. {S} 4 credits jors using this course to fulfi ll the seminar require- Frederick Leonard ment). {S} 4 credits Offered Spring 2005 Robert Buchele 260 Economics of the Public Sector Offered Spring 2006 An investigation into the economic role of the public sector; decision-making mechanisms and im- C. The American Economy plications for resource allocation. Topics include market failure, government failure, and expendi- 204 American Economic History: 1870–1990 ture and tax analysis. Applications include policy Major topics include the economic results of issues such as budget defi cits/surpluses, social Civil War for black Americans; the rise of giant security, welfare, military spending and business industry and the growth of unionism; beginnings subsidies. Prerequisite: 250. {S} 4 credits of economic regulation; internationalization of Ardith Spence the economy; the Great Depression; the New Deal Offered Spring 2005, Spring 2006 legacy; the post World War II boom and stagnation;

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265 Economics of Corporate Finance ture, management, effect of mass media, relation An investigation of the economic foundations for to college sports and subordinate leagues will be investment, fi nancing and related decisions in the treated. Prerequisites: 190 and 250. {S} 4 credits business corporation. Basic concerns and respon- Andrew Zimbalist sibilities of the fi nancial manager, and the methods Offered Fall 2005 of analysis employed by them is emphasized. This course is designed to offer a balanced discussion 341 Economics of Health Care of practical as well as theoretical developments in An examination of current economic issues in the the fi eld of fi nancial economics. Prerequisites: 190, health care industry, including the determinants 250, MTH 111. {S} 4 credits of the supply of and demand for health and health Mahnaz Mahdavi care services, the growth of managed care, the Offered Fall 2004 implications of increasing competition in markets for physician services, hospital services, and health 272 Law and Economics care fi nancing, the challenges involved in defi ning An economic analysis of legal rules and cases. Top- and measuring health care quality, and the role of ics include contract law, accident law, criminal law, government in the health care industry. Prerequi- the Coase theorem and the economics of litigation. sites: 250 and 190 or permission of the instructor. Prerequisite: 250. {S} 4 credits {S} 4 credits Charles Staelin Deborah Haas-Wilson Offered Spring 2005 Offered Spring 2006

275 Money and Banking 343 Seminar: The Economics of Global An investigation of the role of fi nancial instruments Climate Change and institutions in the economy. Major topics in- Because global climate change has the potential to clude the determination of interest rates, the char- affect every person in every country—with the pos- acteristics of bonds and stocks, the structure and sibility of catastrophic consequences—it is natural regulation of the banking industry, the functions to ask why it is happening, and what can or should of a modern central bank and the formulation and be done about it. In this course, we will examine implementation of monetary policy. Prerequisite: the sources of economic ineffi ciency causing cli- 253. {S} 4 credits mate change and study the tradeoffs associated with Roisin O’Sullivan slowing the process. How do policy options to slow Offered Spring 2005 climate change compare with respect to effi ciency criteria? How do they affect equity domestically, 314 Seminar: Industrial Organization and internationally and intertemporally? In addressing Antitrust Policy these and other questions which inform the debate An examination of the latest theories and empirical on climate change policy, we will also examine evidence about the organization of fi rms and in- the importance of political and strategic consider- dustries. Topics include mergers, advertising, stra- ations, and the rate of technical change. Prerequi- tegic behaviors such as predatory pricing, vertical sites: ECO 190 and ECO 250. (E) {S} 4 credits restrictions such as resale price maintenance or Ardith Spence exclusive dealing, and antitrust laws and policies. Offered Fall 2004, Fall 2005 Prerequisite: 250. {S} 4 credits Deborah Haas-Wilson 351 Seminar: The Economics of Education Offered Spring 2006 This course examines economic issues related to the market for education. We will begin by consid- 331 Seminar: The Economics of Professional ering models that explain educational attainment Sports both as an investment in human capital and as This seminar will explore the economics of profes- a signal of ability. We will consider whether the sional sports in the United States. Issues of anti- government should subsidize educational attain- trust exemptions, regulation, salary level and struc- ment—and if so, how much? Our study of primary

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and secondary education will focus on issues of 213 The World Food System current interest, including the use of vouchers, the Examination of international patterns of food impact of class size and expenditures on perfor- production and distribution. Consideration given mance, and the scope for education fi nance reform. to major current issues, such as concentration in Our discussion of the market for higher education agricultural production and marketing, causes of will examine the choices made by students and by world hunger, food dependency in Third World institutions. We will attempt to explain why college nations, technology transfer to the Third World, costs so much. We will also study the implications causes and consequences of multinational invest- of preferential admissions policies, tenure and ment in Third World agriculture, and environmen- governance procedures, and endowment spending tal considerations of modern agricultural technol- rules practiced in America’s universities. Prerequi- ogy. Prerequisites: 150. {S} 4 credits sites: ECO 190 and ECO 250, or permission of the Nola Reinhardt instructor. Enrollment limited to 15. {S} 4 credits Offered Fall 2005 Ardith Spence Offered Spring 2005, Spring 2006 214 The EU, the Mediterranean, and the Middle East: Hellenism or Bonapartism? The EU’s Euro-Mediterranean Partnership envi- D. International and sions linked regional development in Africa and in the Arab World, promoting goals like sustainable Comparative Economics development, poverty reduction, human resource development and extensions of ICT. The program 209 Comparative Economic Systems replicates the EU paradigm, with its legal and Methods of comparison of economic systems and regulatory framework, and promotes liberalization, economic performance, including distributional privatization, transition to market-based economics equity as well as allocative effi ciency and economic and free trade according to WTO rules. It entails growth. Reviews of theories and history of Western North-South integration via infrastructure networks capitalist development and of socialist develop- for transportation, telecommunications and energy. ment. The Soviet system in Russia and Eastern Do emerging patterns of aid, foreign investment, Europe, early reform programs there, the demise of regional planning, and north-south trade, includ- this system, and current issues regarding the transi- ing the oil and arms markets, indicate net benefi ts tion from Soviet-type to market economies. Com- from these arrangements to the southern-rim parative study of other regions, including China and Mediterranean and Middle Eastern regions? Pre- East Asian economies, in the context of the debate requisite: Either 150 or 153. {S} 4 credits over globalization and global economic justice. Karen Pfeifer Prerequisite: Either 150 or 153. {S} 4 credits Offered Fall 2004 Karen Pfeifer Offered Spring 2006 295 International Trade and Commercial Policy 211 Economic Development An examination of the trading relationships among An overview of major economic issues in the Third countries and of the fl ow of production factors World (Asia, Latin America, Africa, and the Middle throughout the world economy. Topics include East). Examines theory, institutions and develop- the theories of international trade, issues of com- ment policy. Topics include trade, industrial and mercial policy and the rise of protectionism, agricultural development, multinational investment, multilateral trade negotiations, preferential trade employment and technology, women in develop- agreements, the impact of multinational fi rms, and ment, fi scal policy, and international fi nancial issues trade and economic development. Prerequisite: (lending, balance of payments defi cits, the debt 250. {S} 4 credits crisis). Prerequisites: 150 and 153. {S} 4 credits Lewis Davis Nola Reinhardt Offered Fall 2004, Fall 2005 Offered Fall 2004

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296 International Finance 311 Seminar: Topics in Economic An examination of international monetary theory Development and institutions and their relevance to national Topic: Economic Development in East Asia. In and international economic policy. Topics include recent decades, many East Asian economies have mechanisms of adjustment in the balance of pay- experienced remarkable economic growth. This ments; macroeconomic and exchange-rate policy seminar will explore the nature of these “miracle for internal and external balance; international economies.” Has economic growth been coupled movements of capital; and the history of the in- with equity? What are the causes of the high growth ternational monetary system: its past crises and rates and recent collapse and is growth sustain- current prospects; issues of currency union and able? Topics include trade, fi nance, industrial optimal currency area; and emerging markets. policies, industrial relations, business organization, Prerequisite: 253. {S} 4 credits technological development and international fi nan- Mahnaz Mahdavi cial infl ows. Prerequisites: 211, and 250 or 253. Offered Spring 2005 {S} 4 credits Nola Reinhardt 301 Seminar: Economic Growth and World Offered Fall 2004 Development Why did per capita income suddenly start to rise in 318 Seminar: Latin American Economics England 250 years ago? Why has growth persisted? The Latin American economies have undergone Can poor countries ever catch up, and if so how? a dramatic process of economic collapse and This course draws on the Classical, economic restructuring since 1980. We examine the back- historical, Neoclassical and endogenous growth ground to the collapse and the structural adjust- literatures to address these questions as well as ment programs implemented in response. We con- the relationships between economic growth and sider the current status and future prospects of the poverty, technological progress, capital accumula- region’s economies. Prerequisites: 211, and 250 or tion, education, relative backwardness, population 253, or permission of the instructor. {S} 4 credits growth, income inequality, democracy, corrup- Nola Reinhardt tion, fi nancial sector development, the rule of law, Offered Fall 2005 cultural heterogeneity, geography and natural resource abundance. Prerequisites: ECO 250 or 253 375 Seminar: The Theory and Practice of and MTH 111. (E) {S} 4 credits Central Banking Lewis Davis What role do central banks play in the management Offered Spring 2005 of short-run economic fl uctuations? What has driven the recent global trend towards more powerful 310 Seminar: Comparative Labor Economics and independent central-banking institutions? This Topic: Labor Economics and Compensation course will explore the theoretical foundations that Systems. link central bank policy to real economics activity. Why do lawyers and doctors make so much more Building on this theoretical background, the mon- than college professors? Are corporate executives etary policy frameworks and operating procedures paid too much or too little? How much of the male- of key central banks will then be examined. Much female wage gap is due to discrimination? Is educa- of the analysis will focus on the current practices tion an investment in human capital, a signal, or of the U.S. Federal Reserve and the European a means of reproducing the class structure? How Central Bank, with a view to identifying the relative has trade with developing countries affected wages strengths and weaknesses of the two institutions. in the United States? In this seminar we shall apply Prerequisite: ECO 253. {S} 4 credits and extend economic theory to analyze these and Roisin O’Sullivan other questions in labor economics. Prerequisites: Offered Spring 2005 Eco 250 and 190. {S} 4 credits Roger Kaufman 404 Special Studies Offered Fall 2004, Fall 2005 Admission by permission of the department,

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normally for majors who have had four semester The S/U grading option is not allowed for courses in economics above the introductory level. courses counting toward the economics major. An 4 credits exception may be made in the case of 150 and 153. Offered both semesters each year Majors may spend the junior year abroad if they meet the college’s requirements. 408d Special Studies Majors may participate in the Washington Eco- Admission by permission of the department, nor- nomic Policy semester at American University. See mally for majors and minors who have had four Thomas Riddell for more information. semester courses in economics above the introduc- Majors may also participate in the Semester-in- tory level. Students contemplating a special studies Washington Program and the Washington Summer should read the guidelines for special studies in the Internship Program administered by the Depart- department’s “Handbook for Prospective Majors” ment of Government and described under the gov- on the department’s Web page: www.smith.edu/ ernment major. economics. 8 credits Full-year course; Offered each year The Minor The Major Advisers: Same as for the major. Advisers: Mark Aldrich, Randall Bartlett, Robert Requirements: six courses in economics, consist- Buchele, Deborah Haas-Wilson, Roger Kaufman, ing of 150, 153, 190, and three other courses in Frederick Leonard, Mahnaz Mahdavi, James Miller, economics; or 150, 153, a statistics course taken Roisin O’Sullivan, Karen Pfeifer, Nola Reinhardt, outside of the department, and four other courses Thomas Riddell, Elizabeth Savoca, Charles Staelin, in economics. Crediting procedures are the same Andrew Zimbalist as for the major.

Adviser for Study Abroad: Karen Pfeifer Honors Basis 150 and 153. Director: Elizabeth Savoca Requirements: ECO 150 and 153 or their equivalent, ECO 190 (or MTH 245 and MTH 247 taken 430d Thesis together), ECO 250, ECO 253, and fi ve other 8 credits courses in economics. One of these fi ve must be a Full-year course; Offered each year 300-level course (or honors thesis) taken at Smith that includes an economics research paper and an 431 Thesis oral presentation. Beginning in 2004–05, MTH 111 8 credits or its equivalent will be a prerequisite for ECO 250 Offered Fall 2004, Fall 2005 and ECO 253. A student who passes the economics placement Requirements: A thesis and 8 semester courses exam for ECO 150 or ECO 153, or who passes the including 150, 153, 190, 250, 253, and three other AP examination in Microeconomics or Macroeco- economics courses. nomics with a score of 4 or 5, may count this as Students may elect either a year-long thesis the equivalent of ECO 150 or ECO 153, with course course (430d) or a fall semester course (431). credit toward the major in economics. Students The thesis for the year-long course must be submit- with AP or IB credit are urged to take the place- ted to the director by April 15. The thesis for the ment exams to ensure correct placement. one-semester course must be submitted by the fi rst Economics credit will be given for public policy day of classes of the following semester. courses when taught by a member of the econom- Examination: honors students must take an oral ics department. examination on the material in their theses.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Tutor Supervisor †1 Alan L. Marvelli, Ed.D. Marilyn London, M.A. **1 Sue J. M. Freeman, Ph.D., Chair †1 Alan N. Rudnitsky, Ph.D. Teaching Fellows Rosetta Marantz Cohen, Ed.D. Justin A. DiMatteo, B.A. Brian J. Gilman, B.S. Associate Professor Jessica N. Harwood, B.A. Susan M. Etheredge, Ed.D. Patty S. Huff, B.A. Katherine P. Marlowe, A.B. Assistant Professors Abigail J. Vaughn, B.A. Sam Intrator, Ph.D. Lucy Mule, Ph.D. Advisory Committee Michael A. Cosgriff, M.Ed. Lecturers Gwen Agna, M.Ed. Cathy Hofer Reid, Ph.D. Carol Gregory, M.A. Cathy Weisman Topal, M.A.T. Johanna M. McKenna, M.A. Janice Gatty, Ed.D. Thomas E. Petray, Jr., M.Ed. Wendy Kohler, Ed.D. Suzanne Scallion, M.Ed. Dorothy Molnar, Ed.D. Beth Singer, Ed.D. Glenn Ellis, Ph.D. (Ford Motor Company Visiting Professor of Engineering Education)

Students who, irrespective of major, desire to com- process, and curriculum. Open only to senior ma- ply with the varying requirements of different states jors. {S} 4 credits for licensure to teach in public schools are urged Sue Freeman to consult the department as early as possible dur- Offered Fall 2004 ing their college career. 110 Introduction to American Education Historical and Philosophical Changes and current issues in American education are examined from historical, philosophical, Foundations psychological and socio-political perspectives. Includes directed observation in school settings. 100 The American Teacher Not open to students who have had two or more This course will examine the experience of the courses in the department. {S} 4 credits public school teacher in America, from the early Lucy Mule 19th century to the present. The goal of the course Offered Spring 2005 is to consider the profession from a range of sociohistorical perspectives, and to understand the roots 340 Historical and Philosophical Perspectives of its status as “special, but shadowed.” Topics to and the Educative Process be discussed include the feminization of teaching, A colloquium integrating foundations, the learning the rise of unions, the radicalization of the pro-

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fession in the 1960’s, and the recent attempts to elevate the teacher’s professional status. Students Sociological and Cultural will explore the work and lives of teachers through Foundations sociologies of the profession, teacher diaries and autobiographies, literary depictions of the teacher 200 Education in the City and ethnographies of classroom life. Enrollment The course explores how the challenges facing limited to 35. {H/S} 4 credits schools in America’s cities are entwined with Rosetta Cohen social, economic and political conditions present Offered Fall 2004 within the urban environment. Our essential question asks how have urban educators and policy 222 Philosophy of Education makers attempted to provide a quality educational The Western conception of the educated person. experience for youth when issues associated with A close examination of the works of Rousseau, their social environment often present signifi cant Montessori, Dewey, Whitehead and other modern obstacles to teaching and learning? Using relevant philosophers of education. {S} 4 credits social theory to guide our analyses, we’ll investigate Rosetta Cohen school reform efforts at the macro-level by look- Offered Fall 2004 ing at policy-driven initiatives such as high stakes testing, vouchers and privatization and at the local 342 Growing Up American: Adolescents and level by exploring the work of teachers, parents, Their Educational Institutions youth workers and reformers. There will be fi eld- The institutional educational contexts through work opportunities available for students. Enroll- which our adolescents move can powerfully infl u- ment limited to 35. {S} 4 credits ence the growth and development of our youth. Sam Intrator Using a cross-disciplinary approach, this course Offered Fall 2004 will examine those educational institutions central to adolescent life: schools, classrooms, school 210 Literacy in Cross-Cultural Perspective extracurriculars, arts-based organizations, ath- A study of the nature of literacy and its signifi cance letic programs, community youth organizations, for both societies and individuals. Key topics in- faith-based organizations, and cyber-communities. clude cultural variations in its forms and uses, the Three issues will be investigated. First, what theo- processes and institutions by which it is transmitted retical and socio-cultural perspectives shape these across generations, and its role in development educational institutions? Second, how do these and education. Relevant theories will be used to institutions serve or fail the diverse needs of Ameri- address current debates over such issues as the can youth? Lastly, how and under what conditions consequences of literacy, the determinants of suc- do these educational institutions matter to youth? cess and failure in acquiring it, and its relationship This course includes a service learning commit- to patterns of power and inequality in contempo- ment and several evening movie slots. Enrollment rary society. {S} 4 credits limited to 35. {S} 4 credits Lucy Mule Sam Intrator Offered Fall 2004 Offered Spring 2005 232 The American Middle School and High School 552 Perspectives on American Education A study of the American secondary and middle Required of all candidates for the M.A., the Ed.M., school as a changing social institution. An analysis and the M.A.T. degrees. 4 credits of the history and sociology of the institution, mod- Rosetta Cohen ern school reform, curriculum development and Offered Spring 2005 contemporary problems of secondary education. Directed classroom observation. Not open to fi rst- year students. {S} 4 credits Wendy Kohler Offered Fall 2004

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237 Comparative Education 238 Educational Psychology This course will look at education from a compara- This course combines perspectives on cognition tive perspective, using mainly the cultural approach and learning to examine the teaching-learning to examine educational systems and practices in process in educational settings. In addition to cog- various parts of the world including Asia, Africa, nitive factors the course will incorporate contextual Europe and the United States. We will recognize factors such as classroom structure, teacher belief schools as cultural sites and explore how schools systems, peer relationships and educational policy. and education are researched using ethnographic Consideration of the teaching-learning process methodology and anthropological theory. We will will highlight subject matter instruction and as- take a comparative look at how some cultural pro- sessment. Prerequisite: a genuine interest in better cesses occur in the hidden curriculum, classroom understanding teaching and learning. Enrollment practices, institutional processes, language and limited to 55. {S/N} 4 credits communication, and power relations in schools as Dodrothy Molnar well as the effect of schools on students and teach- Offered Spring 2005 ers’ cultures. {S} 4 credits Lucy Mule 249 Children Who Cannot Hear Offered Fall 2004 Educational, social, scientifi c and diagnostic consideration. Examination of various causes and 343 Multicultural Education treatments of hearing losses; historical and con- An examination of the multicultural approach, temporary issues in the education of deaf children. its roots in social protest movements and role in {S} 4 credits educational reform. The course aims to develop an Alan Marvelli understanding of the key concepts, developments Offered Spring 2006 and controversies in the fi eld of multicultural education; cultivate sensitivity to the experiences 510 Human Development and Education of diverse people in American society; explore This course examines basic approaches to the alternative approaches for working with diverse study of human development, drawing on theoreti- students and their families; and develop a sound cal perspectives and empirical studies. Students philosophical and pedagogical rationale for a study the complex ways that individual and socio- multicultural education. Enrollment limited to 35. cultural elements interact in the formation of mind, Research and fi eld work required. {S} 4 credits body and spirit from infancy through adolescence. Lucy Mule Bridging theory and practice in the fi elds of human Offered Spring 2005 development and education is the primary focus of this course. 4 credits Susan Etheredge Learners and the Learning Offered Spring 2005 Process

235 Child and Adolescent Growth and Curriculum and Instruction Development ESS 225 Education Through the Physical: A study of theories of growth and development of Youth Sports children from prenatal development through ado- This course is designed to explore how youth lescence; basic considerations of theoretical ap- sports affects the health, education, and well-be- plication to the educative process and child study. ing of children. Class components will include an Directed observations in a variety of child-care and examination of youth sport philosophies, literature educational settings. Enrollment limited to 55. {S} on cognitive and physical growth, approaches to 4 credits coach and parent education, and an assessment of Janice Gatty school and community based programs. Students Offered Fall 2004 will be required to observe, analyze and report on

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a local children’s sports program. {S} 4 credits expository, academic, narrative and multimedia Donald Siegel writing. Not open to fi rst-year students. 4 credits Offered Spring 2005 Sam Intrator Offered Spring 2005 231 Foundations and Issues of Early Childhood Education 338 Children Learning to Read This course explores and examines the basic prin- This course examines teaching and learning issues ciples and curricular and instructional practices related to the reading process in the elementary in early childhood education. Students begin this classroom. Students develop a theoretical knowl- examination by taking a close look at the young edge base for the teaching of reading to guide their child through readings and discussion, classroom instructional decisions and practices in the class- observations and fi eld-based experiences in an room setting. Understanding what constitutes a bal- early childhood setting. The course also traces the anced reading program for all children is a goal of historical and intellectual roots of early childhood the course. Students spend an additional hour each education. This will lead students to consider, com- week engaged in classroom observations, study pare and contrast a variety of programs and mod- group discussions and fi eld-based experiences. els in early childhood education. {S} 4 credits Prerequisite: EDC 238. Open to juniors and seniors Susan Etheredge only with permission. {S} 4 credits Offered Fall 2004 Susan Etheredge Offered Spring 2005 333 Information Technology and Learning This course examines the design, use and effects of 347 Individual Differences Among Learners educational technology. Particular attention is paid Examination of research on individual differences to how computers can be used to best structure, and their consideration in the teaching-learning present and infl uence learner interaction with process. Research and pre-practicum required. information. To consider these questions, students Prerequisites: 235 and 238 and permission of the will learn a variety of applications. These will instructor. {S} 4 credits include the use of and design for the World Wide Sue Freeman Web, multimedia authoring, semantic network- Offered Fall 2004 ing and the logo computer language. While the course requires extensive work with computers, it 305 The Teaching of Visual Art is intended for beginners with an interest in teach- Methods and materials for teaching visual arts in ing and learning. Permission of the instructor is the elementary classroom. Designed for education required. {S} 4 credits majors with no previous visual arts experience. Alan Rudnitsky Also useful for art students with an interest in Offered Fall 2005 teaching. A practicum involving classroom teaching is required. Studio work is part of each class. 336 The Teaching of Writing: Seminar in Admission by permission of the instructor. {S/A} American Education 4 credits Young people have a deep desire to represent their Cathy Topal experience through writing. They write because Offered Fall 2004 they want to understand their lives. They write to persuade others, express what they know and cre- 345d Elementary Curriculum and Methods ate beauty through their words. This course pro- A study of the curriculum and the application of vides an overview of the approaches, theories and the principles of teaching in the elementary school. issues central to the teaching of writing in the K–12 Two class hours and a practicum involving directed classroom and, in particular, middle school and classroom teaching. Prerequisite: three courses in elementary classroom. We will examine approach- the department taken previously, including 235 and es to teaching writing that have utility across the 238, grade of B- or better in education courses. disciplines and modes of writing including poetry, Admission by permission of the department. Prereg-

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istration meeting scheduled in April. {S} 12 credits 548 Student Diversity and Classroom Susan Etheredge (Fall), To be announced (Spring) Teaching Full-year course; Offered each year An examination of diversity in learning and background variables, and their consideration in pro- 346 Clinical Internship in Teaching moting educational equity. Also, special needs and Full-time practicum in middle and high schools. the multilanguage classroom as factors in class- Required prerequisite: EDC 232. Open to seniors room teaching and student learning. Research and only. {S} 8 credits pre-practicum required. {S} 4 credits Offered Fall 2004 Sue Freeman Offered Fall 2004 352 Methods of Instruction Examining subject matter from the standpoint 554 Cognition and Instructional Design of pedagogical content knowledge. The course A course focusing on the latest developments in includes methods of planning, teaching, and as- cognitive science and the potential impact of these sessment appropriate to the grade level and subject developments on classroom instruction. Open to matter area. Content frameworks and standards seniors by permission of the instructor. 4 credits serve as the organizing themes for the course. This Alan Rudnitsky course is designed for students who are planning Offered Fall 2005 to teach in the middle or high school. The speciﬁ c subject matter sections of this course offered in FRN 559 The Teaching of French a particular semester depend upon the level and Practical exercises in foreign language teaching subject matter of students in the educator prepara- supported by exposure to past and current theories tion program. 4 credits of second language acquisition. Topics include: Sam Intrator, Glenn Ellis teaching for cultural understanding; planning Offered Fall 2004 instruction for the development of speaking, listening, writing and reading skills; how to establish ENG 490 Teaching Literature objectives; how to present, personalize and review Discussion of poetry, short stories, short novels, material; the accuracy issue; formats for proﬁ cien- essays and drama with particular emphasis on the cy-oriented classroom testing. Open to students ways in which one might teach them. Consideration preparing for teacher licensure. {F} 4 credits of the uses of writing and the leading of discussion classes. MAT students and Seniors only. {L} 4 credits Sam Scheer Smith College and Clarke Offered Spring 2005 School for the Deaf SPN 481 Teaching of Spanish Graduate Teacher Education This course is designed for the advanced student or major who wishes to consider a career in teaching Program Spanish. It is an intensive methods course which includes theories of second language acquisition, Foundations of Education of the Deaf syllabus design and preparation, criteria for textbook selection, interactive pedagogical exercises 564 Perspectives on the Education, Guidance within the classroom setting, use of authentic mate- and Culture of the Deaf rials, multimedia teaching resources, grammatical History of the education of the deaf. Educational, presentations and dramatic enactments of teaching vocational and social issues affecting deaf children situations. This course is ideal for students seeking and adults in our society. 2 credits licensure in the teaching of Spanish. Prerequisite: Alan Marvelli one Spanish course at the 300 level. {F} 4 credits Offered Fall 2005 Offered Spring 2005

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568 Psychology of Exceptional Children Audiograms, amplifi cation, classroom acoustics, Growth and development of children, signifi cance IEP’s—putting it all together. Prerequisites: EDC of early experiences. Personality development and 565 and 566. Limited to candidates for the M.E.D. its relation to problems of formal learning for both degree. (E) 2 credits hearing children and the deaf and hard of hearing. Hollis Altman, Danial Salvucci 2 credits Offered Spring 2005 Yvonne Mullen Offered Spring 2005 Language and Communication Speech Science and Audiology 561 Developing Auditory/Oral Communications in Deaf Children 565 Hearing, Speech and Deafness A detailed analysis of speech production covering 4 credits phonetic transcription and developing and improv- Hollis Altman ing speech readiness, voice quality, speech breath- Offered Summer 2004 ing, articulation, rhythm, phrasing, accent and fl uency. Demonstration plus extensive speech lab Part I. Nature of Sound and classroom teaching experiences. 6 credits Anatomy and physiology of hearing. Processes Allison Holmberg of auditory perception. Anatomy, physiology and acoustics of speech. Types, causes and conse- 562 Developing Language Skills in Deaf quences of hearing impairment. Characteristics of Children the speech of deaf children. Principles and techniques used in development of language with deaf children. Study of linguistics Part II. Nature of Communication and psycholinguistics. Consideration is given to Speech as a code for language. Speech perception traditional and modern approaches to language and the effects of sensorineural hearing loss. Audi- development. 4 credits tory training and lip-reading instruction. Use of Pamela Paskowitz hearing in the development of speech-production skills. 567 English Language Acquisition and Deafness 566 Audiometry, Hearing Aids and Auditory A psycholinguistic account of English language ac- Learning quisition of hearing and deaf children. Both theory Sound perception in hearing, hard of hearing and and empirical research are stressed, and links are deaf individuals. Methods and equipment for test- made to contemporary developments in language ing and developing sound perception skills. assessment and intervention. 4 credits 2 credits Peter A. de Villiers Hollis Altman Offered Fall 2004 Offered Fall 2004 Curriculum and Instruction 573 Audiometry, Acoustics and the Role of the Teacher 563 Elementary School Curriculum, Methods A. Auditory feedback loop, from speech production and Media for the Deaf to perception. B. Cochlear Implants: Introduc- Principles and methods of the teaching of reading; tion—History of cochlear implant development. classroom procedures for the presentation of other Biological implications. Candidacy. Ethical issues. school subjects. Uses of texts and reference materi- Surgical preparation. Hardware, programming, als, plus summer sessions devoted to media devel- troubleshooting. Habilitation and classroom opment and utilization, microcomputer operations application—signal processing, speech percep- and word processing. 4 credits tion, speech production, language, evaluation. Members of the faculty C. Communication Access Assistive Devices. D.

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Student Teaching and Instruction; EDC 345d; two additional courses, one of which must be an advanced course; EDC 569 Observation and Student Teaching 340 taken during the senior year. A minimum of 400 hours of observation and stu- Students may elect to major without preparing dent teaching of deaf children in educational levels to teach by fulﬁ lling an alternative course of study from preschool through eighth grade, in self-con- developed in consultation with the major adviser tained residential and day settings, plus integrated and with approval of the department. day classes. 8 credits Members of the faculty Advisers: Members of the department

Education of the Deaf Electives Adviser for Study Abroad: Rosetta Cohen 571 Introduction to Signing and Deaf Culture Director of Teacher Education: Susan Etheredge Development of basic receptive and expressive skills in American Sign Language and fi ngerspell- Teacher/Lecturers—Elementary and Early ing. Considerations of issues related to deafness Childhood Program and deaf culture. Participation in activities of the Tiphareth Ananda, B.A. deaf community. 4 credits Penny Block, Ed.M. Ruth P. Moore Gina Bordoni-Cowley, M.Ed. Offered Spring 2005 Elizabeth Cooney, A.B. Michelle S. Dilts, Ed.M. 572 The Deaf Child: 0–5 Years Katherine First, M.Ed. The effects of deafness on the development of chil- Martha N. Guzowski, Ed.M. dren and their families during the fi rst fi ve years of Rita F. Harris, B.S. life. Topics such as auditory, cognitive, language, Elisabeth Grams Haxby, Ed.M. speech, social and emotional development in deaf Janice Henderson, Ed.M. infants and young children are discussed. Parent Roberta E. Murphy, M.Ed. counseling issues such as emotional reactions to Lara Ramsey, Ed.M. deafness, interpretation of test results and making Janice Marie Szymaszek, Ed.M. educational choices are also presented. 4 credits Gary A. Thayer, B.A. Janice Gatty Barry J. Wadsworth, Jr., M.A.T. Offered Spring 2005 Thomas M. Weiner, M.Ed. Special Studies The Minor 400 Special Studies Required courses: EDC 235, Child and Adolescent 1 to 4 credits Growth and Development; EDC 238, Educational Offered both semesters each year Psychology.

Areas of concentration: four courses from an area The Major of concentration. Courses accompanied by an (e) on the following list are electives. The speciﬁ c Requirements: 10 semester courses selected in courses taken by a student are worked out with a consultation with the major adviser: usually these faculty adviser. will consist of one course in the Historical and Philosophical Foundations (EDC 110 cannot be used to fulﬁ ll this requirement); one course in the a. Special Needs Sociological and Cultural Foundations; two courses Adviser: Sue Freeman in The Learning Process; one course in Curriculum

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EDC 239 Counseling Theory and Education (e) e. Education Studies EDC 248 Individuals with Disabilities EDC 249 Children Who Cannot Hear (e) EDC 347 Individual Differences Among Learners Advisers: Sam Intrator, Lucy Mule. (e) EDC 350 Learning Disabilities (e) This minor does not require EDC 235 and EDC 238. b. Child Development/Early Childhood Six courses from: Adviser: Susan Etheredge EDC 210 Literacy in Cross-Cultural Perspective (e) EDC 231 Foundations and Issues of Early EDC 221 Classical Education Childhood Education EDC 222 Philosophy of Education EDC 341 The Child in Modern Society (e) EDC 232 The American Middle School and High EDC 345d Elementary Curriculum School and Methods (e) EDC 234 Modern Problems of Education EDC 347 Individual Differences Among Learners EDC 236 American Education (e) EDC 237 Comparative Education EDC 336 Seminar in American Education c. Learning and Instruction EDC 343 Multicultural Education (e) Advisers: Susan Etheredge, Sam Intrator, Rosetta Cohen Student-Initiated Minor Requirement: EDC 235 and EDC 238, the ap- EDC 232 The American Middle School and High proval of a faculty adviser, and permission from School (e) the members of the department in the form of a EDC 333 Information Technology and Learning majority vote. (e) EDC 338 Children Learning to Read (e) EDC 343 Multicultural Education (e) Honors EDC 345d Elementary Curriculum and Methods (e) EDC 356 Curriculum Principles and Design (e) Director: To be announced. EDC 540 Critical Thinking and Research in Education (e) 431 Thesis EDC 554 Cognition and Instruction (e) 8 credits Offered ﬁ rst semester each year d. Middle School or High School 432d Thesis Advisers: Rosetta Cohen, Sam Intrator, Lucy Mule 12 credits Full-year course; Offered each year EDC 232 The American Middle School and High School Requirements: those listed in the major; thesis EDC 342 Growing Up American (431, 432d) pursued either in the ﬁ rst semester of EDC 346 Clinical Internship in Teaching or throughout the senior year. EDC 347 Individual Differences Among Learners (e) An examination in the candidate’s area of concen- EDC 352 Methods of Instruction tration. One course from Historical and Philosophical Foundations or Sociological and Cultural Founda- tions

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Subject Matter Educator Baccalaureate and Graduate Post-Baccalaureate Biology 5–8, 8–12 Advisers: Members of the department. Chemistry 5–8, 8–12 Earth Science 5–8, 8–12 510 Human Development and Education English 5–8, 8–12 History 5–8, 8–12 540 Critical Thinking and Research in Foreign Language 5–12 French Education Foreign Language 5–12 Spanish Mathematics 5–8, 8–12 552 Perspectives on American Education Physics 5–8, 8–12 Political Science 5–8, 8–12 554 Cognition and Instruction Subject Matter Educator Baccalaureate Music: Vocal/Instrumental/General All Levels 548 Student Diversity and Classroom Technology/Engineering 5–12 Teaching Post-Baccalaureate Teacher of the Deaf and Hard-of-Hearing Pre-K–8 559 Clinical Internship in Teaching 4 credits Program requirements include courses from a va- Offered both semesters each year riety of departments, subject areas and disciplines. Some requirements depend on the state in which 567 English Language Acquisition and the student wishes to become licensed. Students in- Deafness terested in preparing for teaching should contact a member of the Department of Education and Child 580 Advanced Studies Study as early in their Smith career as possible. Open to seniors by permission of the department. 4 credits All students seeking Educator Licensure must take Members of the Department and pass the Massachusetts Tests for Educator Li- censure (MTEL). Our institution pass rate for 2003 Requirements for Programs was 96%. Leading to Educator Licensure

Smith College offers programs of study in which students may obtain a license enabling them to become public school teachers. Programs of study include the following ﬁ elds and levels:

Elementary 1–6 Baccalaureate and Post- Baccalaureate Middle School Baccalaureate and Post- Baccalaureate Integrated English/History Integrated Science/Mathematics Visual Art PreK–8 Baccalaureate and Post- Baccalaureate

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professors †2 Domenico Grasso, Ph.D., P.E., (Rosemary *1 Susan Voss, Ph.D. Bradford Hewlett ’40 Professor), Director *2 Andrew Guswa, Ph.D. Ruth Haas, Ph.D. (Mathematics and Engineering) †2 Donna Riley, Ph.D. Judith Cardell, Ph.D. (Clare Booth Luce Assistant Visiting Professor Professor of Computer Engineering) Glenn Ellis, Ph.D. (Ford Motor Company Visiting Professor of Engineering Education) Visiting Assistant Professor Susannah Howe, Ph.D. Associate Professor **1 Borjana Mikic, Ph.D. Laboratory Instructor Timothy Doughty, Ph.D.

A liberal arts education involves the acquisition c) enter an engineering profession or graduate of general knowledge to develop the ability for school; reasoned judgment and to prepare graduates to d) consider the impact of their professional actions live full and rewarding lives. In a technologically on society; rich era, engineering must become an integral e) demonstrate leadership in their personal and part of the liberal arts environment. Engineering, professional endeavors; often referred to as the application of scientifi c and f) engage in continuous learning and self-discovery. mathematical principles in the service of humanity, is the bridge that connects the basic sciences and Prior to graduation, all students majoring in mathematics to the humanities and social sciences. engineering are required to take the FE Exam Students who major in engineering receive a distributed by the national council of Examiners in bachelor of science degree, which focuses on the Engineering and Surveying. Students needing fi nan- fundamentals of all the engineering disciplines. cial support to register for the FE Exam may apply With rigorous study in three basic areas—me- to the college for assistance. chanics, electrical systems and thermochemical processes—students learn to structure engineering 100 Designing the Future: An Introduction to solutions to a variety of problems using fi rst prin- Engineering ciples. Introduction to engineering practice through participation in a semester-long team-based design Graduates of the program will: project. Students will develop a sound understand- a) incorporate their knowledge and understanding ing of the engineering design process, including of the sciences, humanities, and social sciences problem defi nition, background research, identi- in the application of their engineering educa- fi cation of design criteria, development of metrics tion; and methods for evaluating alternative designs, b) apply their engineering education in service to prototype development and proof of concept test- humanity; ing. Working in teams, students will present their

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ideas frequently through oral and written reports. 202/PHY 211 Mathematical Methods of Reading assignments, in-class discussions and lo- Physical Sciences and Engineering II cal fi eld trips will challenge students to critically Mathematical tools to solve advanced problems in analyze contemporary issues related to the interac- physical sciences. Topics include: special functions, tion of technology and society. {N} 4 credits orthogonal functions, partial differential equations, Judith Cardell, Andrew Guswa functions of complex variables, integral transforms. Offered Fall semester each year Prerequisites: 210 or MTH 111, 112, 211, and 212 or permission of the instructor. {N/M} 4 credits 101 Structures and the Built Environment Malgorzata Zielinska-Pfabé This course, designed for a general audience, Offered Spring semester each year examines the development of large structures (towers, bridges, domes) throughout history with MTH 204 Differential Equations and Numerical emphasis on the past 200 years. Following the evo- Methods in Engineering lution of ideas and materials, it introduces students An introduction to the computational tools used to the interpretation of signifi cant works from sci- to solve mathematical and engineering problems entifi c, social, and symbolic perspectives. Examples such as error analysis, root fi nding, linear equa- include the Brooklyn Bridge, the Eiffel Tower and tions, optimization, ordinary and partial differential the Big Dig. {N} 4 credits equations. Prerequisites: MTH 112 or MTH 114 or Andrew Guswa permission of the instructor. {M} 4 credits Offered Spring 2005 Pau Atela Offered Spring semester each year 102/HSC 211 Ancient Inventions The dramatic pace of technological change in the 210 Engineering, the Environment and 20th century obscures the surprising fact that most Sustainability of the discoveries and inventions on which modern This course provides a quantitative introduction societies have been constructed were made in to the description and solution of environmental prehistoric times. Ancient inventions tell detailed quality problems associated with engineering stories of complex knowledge for which no written endeavors. Beginning with a holistic overview of records exist. In the fi rst part of the course, we will engineering principles that are generally applicable survey what is known about the technology of daily to defi ning natural and anthropogenic environmen- life in several very ancient societies. In the second tal perturbations, the course subsequently explores part, we will study one important technology, the specifi c applications in various media (water, air, production of textiles, in detail. During the third soil), hazardous waste management, resource part of the course students will work on group utilization, risk management, global climate change projects in the Science Center machine shop, re- and sustainable development. Course content has a constructing an ancient invention of their choice. substantial focus on quantitative analysis. Prerequi- {H/N} 4 credits sites (or corequisites): MTH 111 and 112, or MTH Marjorie Senechal and Domenico Grasso 114, CHM 111, or permission of the instructor. {N} Offered Fall 2004 4 credits Domenico Grasso 201/PHY 210 Mathematical Methods of Offered Spring semester of alternating years; Physical Sciences and Engineering I Offered 2005 Choosing and using mathematical tools to solve problems in physical sciences. Topics include com- 220 Engineering Circuit Theory plex numbers, multiple integrals, vector analysis, Analog and digital circuits are the building blocks of Fourier series, ordinary differential equations, computers, medical technologies and all things elec- calculus of variations. Prerequisites: MTH 111 and trical. This course introduces both the fundamental 112 or the equivalent. Enrollment limited to 20. principles necessary to understand how circuits {N/M} 4 credits work and mathematical tools that have widespread Malgorzata Zielinska-Pfabé applications in areas throughout engineering and Offered Fall semester each year science. Topics include: Kirchhoff’s laws, Thévenin

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and Norton equivalents, superposition, responses 270 Continuum Mechanics I of fi rst-order and second-order networks, time- This is the fi rst course in a two-semester sequence domain and frequency-domain analyses, frequency- designed to introduce students to fundamental selective networks. Prerequisites (or corequisites): theoretical principles and analysis of mechanics PHY 116 and PHY 210 (or equivalents) or permis- of continuous media, including solids and fl uids. sion of the instructor. {N} 4 credits Concepts and topics to be covered in this course Susan Voss include conservation laws, static and dynamic Offered Fall semester each year behavior of rigid bodies, analysis of machines and frames, internal forces, centroids, moment of in- 250/CSC 231 Microprocessors and Assembly ertia, vibrations and an introduction to stress and Language strain. Prerequisite: PHY 117, MTH 112 (or the An introduction to the architecture of the Intel equivalent) or permission of the instructor. {N} Pentium class processor and its assembly language 4 credits in the Linux environment. Students write programs Glenn Ellis in assembly and explore the architectural features Offered Fall semester each year of the Pentium, including its use of the memory, the data formats used to represent information, 271 Continuum Mechanics II integer and fl oating-point arithmetic, and how the This is the second course in a two-semester processor deals with interrupts. Prerequisite: 112 sequence designed to introduce students to fun- or permission of the instructor. {M} 4 credits damental theoretical principles and analysis of Dominique Thiébaut mechanics of continuous media, including solids Offered Fall semester each year and fl uids. Concepts and topics to be covered in this course include intensive and extensive thermo- 251//CSC 270 Digital Circuits and Computer physical properties of fl uids, control-volume and Systems differential expressions for conservation of mass, This class introduces the operation of logic and momentum, and energy, dimensional analysis, and sequential circuits. We explore basic logic gates an introduction to additional topics such as viscous (and, or, nand, nor), counters, fl ip-fl ops, decoders and open-channel fl ows. Prerequisite: EGR 270. and the more sophisticated circuits found in mi- {N} 4 credits croprocessor systems. Students have the opportu- Andrew Guswa nity to design and implement digital circuits during Offered Spring semester each year a weekly lab. Prerequisite: 231. Enrollment limited to 12. {M} 4 credits 272 The Science and Mechanics of Materials Judith Cardell This course introduces students to the fundamen- Offered Spring semester each year tals of materials science and the mechanics of materials. Structural behavior will be analyzed, along 260 Mass and Energy Balances with the material and geometric contributions to This course provides an introduction to fundamen- this behavior. Lecture topics will be complemented tal principles that govern the design and analysis of with hands-on laboratory experiments. Topics chemical processes. The conversion of mass and include stress and strain, deformations and defl ec- energy will serve as the basis for the analysis of tions, crystalline and amorphous materials, defects, steady-state and transient behavior of reactive and dislocation and thermal behavior of materials. Pre- non-reactive systems. Specifi c topics covered will requisites: EGR 270 and CHM 111, or the equiva- include a review of basic thermodynamics, behav- lent. {N} 4 credits ior of ideal and real gases, phase equilibria, and To be announced an application of these principles to the concept of Offered Spring semester each year industrial ecology. Prerequisites: MTH 112, CHM 111. {N} 4 credits 273 Mechanics Laboratory Donna Riley This is a required noncredit laboratory course that Offered Spring semester each year meets once a week. Corequisites: EGR 271 and/or

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EGR 272. the instructor. {N} 4 credits Timothy Doughty Judith Cardell, Glenn Ellis Offered Spring semester each year Offered Spring semester each year 310 Water Quality Engineering 274/PHY 220 Classical Mechanics Newtonian dynamics of particles and rigid bodies, This course builds on the principles of mass and oscillations. Prerequisite: 115, 116, 210 or permis- energy balances and introduces physical, chemical and biological principles for the treatment of aque- sion of the instructor. {N} 4 credits Malgorzata Zielinska-Pfabé ous phase contaminants. Basic concepts in reactor Offered Fall semester each year dynamics and kinetics are introduced. Prerequi- site: EGR 260. Alternates with EGR 210. 4 credits 290 Engineering Thermodynamics Domenico Grasso Offered Fall semester in alternating years; Modern civilization relies profoundly on effi cient Offered Fall 2004 production, management, and consumption of energy. Thermodynamics is the science of energy 311/GEO 301 Aqueous Geochemistry transformations involving work, heat, and the This project-based course examines the geochemi- properties of matter. Engineers rely on thermo- cal reactions that result from interaction of water dynamics to assess the feasibility of their designs with the natural system. Water and soil samples in a wide variety of fi elds including chemical pro- collected from a weekend fi eld trip will serve as the cessing, pollution control and abatement, power basis for understanding principles of pH, alkalinity, generation, materials science, engine design, con- equilibrium thermodynamics, mineral solubility, struction, refrigeration, and microchip processing. soil chemistry, redox reactions, and acid rain and Course topics include fi rst and second laws of mine drainage. The laboratory will emphasize wet- thermodynamics, power cycles, combustion and chemistry analytical techniques. Participants will refrigeration, phase equilibria, ideal and non-ideal prepare regular reports based on laboratory analy- mixtures, conductive, convective and radiative heat ses, building to a fi nal analysis of the project study transfer. Prerequisites (or corequisites): CHM 111 area. One weekend fi eld trip. Prerequisite: One and PHY 210 (or the equivalents) or permission of geology course and CHM 111. Enrollment limited the instructor. {N} 4 credits to 9. {N} 4 credits Donna Riley Amy Rhodes Offered Fall semester each year Offered Fall 2006

301 Simulation and Modeling of Natural and 312 Physiocochemical Processes in the Engineered Systems Atmosphere The goal of this course will be to introduce stu- Air pollution is a problem of local, regional and dents to the theory, mathematics and modeling global scale that requires an understanding of the tools necessary to analyze the simulate natural and sources of pollutants in the atmosphere, their fate engineered systems. Topics will include model- and transport, and their effects on humans and ing time series with ARIMA models, applications the environment. This course provides the techni- of artifi cial neural networks, building state space cal background for understanding and address- models, and performing sensitivity and stability ing air pollution in both engineering and policy analyses. Students will have the opportunity to ap- terms, with an emphasis on engineering controls. ply these tools to model systems in all areas of en- Prerequisites: CHM 111, PHY 210 and EGR 210 gineering. Specifi c examples of systems that could (or equivalents) or EGR 260 or permission of the be analyzed include earthquake ground motion, instructor. 4 credits water and wastewater treatment, fi nancial markets, Not offered in 2004–05 pendulums, robotic arms, spacecraft, electric 315 Ecohydrology power systems, the human body and natural water- This course focuses on the movement of water ways, to mention only a few. Prerequisite: PHY 210. through the environment, the connections between Corequisites: EGR 320, MTH 204, or permission of hydrology and ecology, and the impacts of hu-

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man modifi cation to the natural hydrologic cycle. concepts of digital signal processing, including Students will gain a conceptual understanding of data acquisition, analog-to-digital and digital-to- hydrologic processes (precipitation, evapotrans- analog conversion, digital fi ltering, discrete-time piration, streamfl ow, etc.) and their statistical and Fourier Transform, Discrete Fourier Transform, mathematical representation. The latter portion of sampling, random signals, time averages, auto- and the semester includes the study of specifi c environ- cross-correlation functions, windowing and linear ments of interest, such as cloud forests, semi-arid prediction. Prerequisite: EGR 320. {M} 4 credits grasslands and wetland ecosystems. Prerequisites: Susan Voss MTH 112 or 114. 4 credits Offered Spring semester in alternating years; To be announced Offered Spring 2005 Offered Fall 2004 322/PHY 312 Optics 319/GEO 309 Groundwater Geology Electromagnetic waves; absorption and dispersion. A study of the occurrence, movement and ex- Refl ection and refraction of light. Interference, ploitation of water in geologic materials. Topics diffraction, and polarization of light. Lasers and include well hydraulics, groundwater chemistry, holography. Prerequisites: 210, 214, 222 or per- the relationship of geology to groundwater occur- mission of the instructor. {N} 4 credits rence, basin-wide groundwater development and Doreen Weinberger groundwater contamination. A class project will Not offered in 2004–05 involve studying a local groundwater problem. 323/PHY 332 Solid State Physics Prerequisites: 111, 121 or FYS 134, and MTH 111. The course covers fundamental topics in solid state Enrollment limited to 14. {N} 4 credits Robert Newton physics beginning with crystal structure, X-ray dif- Offered Fall 2004 fraction from periodic structures, lattice vibrations and the nature of electron distributions in metals, 320 Signals and Systems semiconductors and insulators. Topics are covered The concepts of linear system theory (e.g., Sig- in-depth to provide an appreciation for the theo- nals and Systems) are fundamental to all areas of retical approach and the close interplay between engineering, including the transmission of radio theory, experiment and application. signals, signal processing techniques (e.g., medi- Prerequisites: 210, 214, 222. {N} 4 credits cal imaging, speech recognition), and the design Nathanael Fortune of feedback systems (e.g., in automobiles, power Not offered in 2004–05 plants). This course will introduce the basic con- 324/PHY 314 Advanced Electrodynamics cepts of linear system theory, including convolu- A continuation of PHY 214. Electromagnetic waves tion, continuous and discrete time Fourier analysis, in matter; the potential formulation and gauge Laplace and Z transforms, sampling, stability, transformations; dipole radiation; relativistic elec- feedback, control and modulation. Examples will trodynamics. Prerequisite: PHY 211 or permission be utilized from electrical, mechanical, biomedical, of the instructor. {N} 2 credits environmental and chemical engineering. Prereq- Offered during 2005–06 uisites: EGR 220 and PHY 210. {M} 4 credits Susan Voss 330 Engineering and Global Development Offered Spring semester each year This course examines the engineering and policy 321 Digital Signal Processing issues around global development, with a focus Digital signal processing (DSP) is the application on appropriate and intermediate technologies. of engineering tools and techniques to the analy- Topics include water supply and treatment, sustain- sis of signals so that relevant information can be able food production, energy systems and other extracted. DSP is important in a broad range of technologies for meeting basic human needs. engineering arenas, including biomedical, chemi- Students will design and build a prototype for an cal, electrical, environmental and mechanical intermediate technology. Restricted to students with engineering. This course covers the fundamental junior standing in engineering or those who have obtained the instructor’s permission. Enrollment

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limited to 12. (E) {N} 4 credits 360 Chemical and Environmental Reaction Donna Riley Engineering Offered Spring semester in alternating years; A quantitative review of physical, chemical and bio- Offered Spring 2005 logical fundamentals sets the stage for the analysis and prediction of rates of chemical and biochemi- 340 Mechanics of Granular Media cal conversion in homogeneous, heterogeneous An introduction to the mechanical properties of and catalytic systems. Topics include mathematical materials in which the continuum assumption is models to describe elementary and non-elementary invalid. Topics include classifi cation, hydraulic reactions, isothermal and non-isothermal reactor conductivity, effective stress, volume change, stress- design, catalysis, non-ideal reactors, steady-state and strain relationships and dynamic properties. While non-steady-state systems. Prerequisite: EGR 260, or soil mechanics will be a major focus of the class, permission of the instructor. {N/M} 4 credits the principles covered will be broadly applicable. Domenico Grasso Students will apply these basic principles to explore Offered Fall semester each year an area of interest through an in-depth project. Prerequisite: EGR 272 or GEO 241. {N} 4 credits 363 Mass and Heat Transfer Glenn Ellis This course covers mass transport phenomena Offered Spring 2005, Spring 2007 and unit operations for separation processes, with applications in both chemical and environmental 346 Hydrosystems Engineering engineering. Topics covered in the course include Through systems analysis and design projects, this mechanical separations, distillation, gas absorp- course introduces students to the fi eld of water re- tion, liquid extraction, leaching, adsorption and sources engineering. Topics include data collection membrane separations. Prerequisites: EGR 260 and analysis, decision making under uncertainty, and either EGR 271 or EGR 290, or permission of the hydrologic cycle, hydropower, irrigation, fl ood the instructor. 4 credits control, water supply, engineering economics and Donna Riley water law. Prerequisites: MTH 112 or 114, EGR Offered Spring semester each year 271 (or permission of the instructor). 4 credits Andrew Guswa 372 Advanced Solid Mechanics and Failure Not offered in 2004–05 Analysis Building on the fundamentals of solid mechanics 354/CSC 364 Computer Architecture and materials science introduced in EGR 272, this Offers an introduction to the components present course provides students with an advanced devel- inside computers and is intended for students who opment of techniques in failure analysis, including wish to understand how the different components static failure theories, fatigue life prediction, and of a computer work and how they interconnect. linear elastic fracture mechanics. These techniques The goal of the class is to present as completely as are used in many aspects of mechanical design and possible the nature and characteristics of modern- the evaluation of structural integrity. Prerequisites: day computers. Topics covered include the inter- EGR 270 and EGR 272 or equivalent statics and connection structures inside a computer, internal introductory solid mechanics. Offered in alternat- and external memories, hardware supporting input ing years. {N} 4 credits and output operations, computer arithmetic and Borjana Mikic fl oating point operations, the design of and issues Not offered in 2004–05 related to the instruction set, architecture of the processor, pipelining, microcoding and multipro- 373 Biomechanics cessors. Prerequisites: 270, or 231 and permission Knowledge of the mechanical and material be- of the instructor. {M} 4 credits havior of the skeletal system is important for To be announced understanding how the human body functions, Offered Fall semester each year and how the biomechanical integrity of the tissues comprising the skeletal system are established dur-

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ing development, maintained during adulthood and mission of the instructor. {N/M} 4 credits restored following injury. This course will provide Susan Voss a rigorous approach to examining the mechanical Offered Fall semester in alternating years; behavior of the skeletal tissues, including bone, Offered Fall 2005 tendon, ligament, and cartilage. Engineering, basic science, and clinical perspectives will be integrated 400 Special Studies to study applications in the fi eld of Orthopaedic Sophomores may enroll with department permis- Biomechanics. Enrollment limited to 16. Prerequi- sion. sites include EGR 272 and BIO 111, or permission Variable credit 1–4 as assigned of the instructor. {N} 4 credits Borjana Mikic 410d Engineering Design Clinic Not offered in 2004–05 This two-semester course synthesizes and marshals the students’ previous coursework to address a 378 Fundamentals of Vibrations real engineering design problem. Students work in This course introduces the students to the funda- teams on year-long design projects, usually in col- mentals of vibrations for single degree of freedom, laboration with industry and/or government. These multi-degree of freedom, and continuous systems. projects are supplemented by course seminars to Free and forced responses are addressed, with prepare students for engineering design and pro- an emphasis on time and frequency analysis and fessional practice. Seminars include such topics as system identifi cation. The course also provides an the engineering design process, project manage- introduction to nonlinear systems. Students apply ment, team dynamics, engineering economics, course theory in the analysis and simulation of real professional ethics and responsibility, regulations world electrical, mechanical and acoustic systems. and standards, technical and professional com- Possible examples include robotics, oscillations munication, universal design, work/life balance in musical instruments, RLC circuits, earthquake and sustainability. Regular team design meetings, ground motion, building response and sound weekly progress reports, interim and fi nal reports, transmission. (Corequisites: EGR 320, EGR 301 and multiple presentations are required. Prerequi- and MTH 204; Prerequisites: EGR 270, PHY 210 or site: EGR 100 and senior standing in Engineering. permission of the instructor. {N} 4 credits 8 credits Timothy Doughty Susannah Howe Offered Fall semester each year Offered Fall and Spring semester each year

380 Neuroengineering This course explores how electric potentials are The Major generated across the membranes of cells and how cells use these potentials to send messages. Advisers: Members of the department Specifi c topics include lumped- and distributed-pa- rameter models of cells, core conductor and cable The value of more liberally educated engineers, models, action potentials, voltage clamp currents, who typically bring strong communication and the Hodgkin-Huxley model, myelinated nerve fi bers abstract reasoning skills to their work, has recently and salutatory conduction, ion channels and gat- been acknowledged by the national engineering ing currents. After thorough study of these cellular accrediting board, which has moved to give greater processes, the class focuses on three specifi c tech- weight to the liberal arts in designing curricular nologies that take advantage of electrically excitable standards. Consequently, the engineering major is cells within the human body: the cochlear implant, based on a rigorous plan of study integrated with the pacemaker and electrically evoked potentials the liberal arts. (e.g., EKG). Prerequisites: MTH 111 and 112 and Smith offers an undergraduate curriculum EGR 220 or PHY 116 and BIO 111 or 112 or per- leading to a degree in engineering science, the broad study of the theoretical scientifi c underpin-

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nings that govern the practice of all engineering Students are strongly encouraged to take an disciplines. The American Society for Engineering additional course in the natural sciences (e.g., Education, identifying the critical need for broadly biology, geology). educated engineers, points out that the design of an In addition to majoring in engineering at Smith, engineering curriculum should “recognize the pit- students may pursue engineering studies through falls of overspecialization in the face of an increas- two other options. The fi rst is a 3–2 dual degree ing demand for graduates who can demonstrate program with the Thayer School of Engineer- adaptability to rapidly changing technologies and to ing at Dartmouth College where students spend increasingly complex multinational markets.” three years at Smith and two years at Dartmouth. An integral component of the program is the Students interested in this dual degree program continuous emphasis on the use of engineering should note that the curriculum, similar to Smith’s science principles in design. This culminates in own major in engineering, is very challenging and a fi nal design project that incorporates broad- requires solid preparation in math and science based societal aspects. Students are encouraged to during the fi rst two years. Graduates of this pro- pursue a corporate and/or research internship to gram will receive an A.B. from Smith and a B.E. supplement their classroom instruction. from Dartmouth. The second option is an engi- Engineers must be able to communicate ef- neering minor (see below). fectively and work in team settings. Smith’s highly regarded writing intensive fi rst-year curriculum will ensure that engineering students begin their The Minor engineering curriculum with appropriate com- Advisers: munication skills that will be refi ned during the Major advisers also serve as advisers for remainder of their studies. Virtually every engineer- the minor ing course offered at Smith incorporates elements of team work and oral/written communication. The requirements for the minor in engineering comprise a total of 6 courses. These courses Requirements of the Major must include MTH 111 (or higher), PHY 117 (or Math: MTH 111 & 112 (or 114), PHY 210, higher), EGR 100, and three EGR electives (at any MTH 204 level). No more than one course designed primar- Physics: PHY 116, PHY 117 (or PHY 214) ily for nonmajors may be included. Chemistry: CHM 111 or higher Computer Science: CSC 111 Engineering Core: 100, 220, 260, 270, 271, 272, Honors 290, 301, 320, 410 (8-credit Design Clinic) Director: Domenico Grasso Technical Electives: Three related engineering courses (in one of the general areas of mechanics, 430d Thesis electrical systems or thermochemical processes) 8 credits Domenico Grasso, Director Prior to graduation, students majoring in engi- Full-year course; Offered each year neering are required to take the Fundamentals of Engineering Exam (the “FE”) distributed by the 432d Thesis National Council of Examiners in Engineering and 12 credits Surveying. Domenico Grasso, Director Students are required to demonstrate breadth Full-year course; Offered each year in the liberal arts. This can be done by either fulfi lling the Latin Honors distribution requirements Requirements: the same as those for the major, or by submitting to the Engineering Faculty, for with the addition of a research project in the senior consideration and approval, a cogent proposal year, culminating in a written thesis and oral pre- outlining an alternative strategy for achieving this sentation and defense of the thesis. 430d or 432d breadth. may substitute for one 300-level course.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Associate Professors Carol Christ, Ph.D. Gillian Murray Kendall, Ph.D. Dean Scott Flower, Ph.D. Nancy Mason Bradbury, Ph.D. William Allan Oram, Ph.D. †2 Cornelia Pearsall, Ph.D. †1 Jefferson Hunter, Ph.D. Luc Gilleman, Ph.D. **1 Douglas Lane Patey, Ph.D. *1 Michael Thurston, Ph.D. †1 Charles Eric Reeves, Ph.D. †1 Elizabeth Wanning Harries, Ph.D. (English Assistant Professors Language and Literature and Comparative Ambreen Hai, Ph.D. Literature) *2 Floyd Cheung, Ph.D. †2 Sharon Cadman Seelig, Ph.D. Michael Gorra, Ph.D., Chair Senior Lecturers †2 Richard Millington, Ph.D. **1 Robert Ellis Hosmer, Jr., Ph.D. **1 Nora F. Crow, Ph.D. *1 Ann E. Boutelle, Ph.D. **2 Craig R. Davis, Ph.D. Patricia Lyn Skarda, Ph.D. Lecturers Julio Alves, Ph.D. Professor-in-Residence Debra L. Carney, M.F.A. Paul Alpers Holly Davis, M.A. Mary Koncel, M.F.A. Elizabeth Drew Professor Brian Turner, M.F.A. Douglas Bauer Ellen Doré Watson, M.F.A. Sara London, M.F.A. Grace Hazard Conkling Writer-in-Residence Samuel Scheer, M.Phil. Eleanor Wilner Beth Kissileff, Ph.D. Nancy Coiner, Ph.D.

The purpose of the English major is to develop a in Levels I–V, as indicated and explained below. critical and historical understanding of the English Letters in square brackets after courses indicate language and of the literary traditions it has shaped which category of major requirement number 3 in Britain, in the Americas, and throughout the each fulfi lls. world. During their study of literature at Smith, English majors are also encouraged to take allied courses in classics, other literatures, history, phi- Level I losophy, religion, art and theatre. Fuller descriptions of each term’s courses, faculty profi les and Courses numbered 100–199: Introductory Cours- other important information for majors and those es, open to all students. In English 118 and 120, interested in literary study can be found on the fi rst-year students have priority in the fall semester, department’s Web page, accessible via the Smith and other students are welcome as space permits. College home page. For students in the class of ’05 and after, English To assist students in selecting appropriate 199 is the required basis for the English major. courses, the department’s offerings are arranged

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FIRST-LEVEL COURSES IN WRITING Confl icts and Connections Writing analytical essays in response to works by ENG 118 may be repeated, but only with a different international authors on such topics as rites of pas- instructor and with the permission of the director. sage, work, education, race, feminism and social Students who received scores of 4 and 5 on the policies. WI Advanced Placement tests in English Language and Mary Koncel, Debra Carney Literature and English Language and Composition Offered Fall 2004 may receive 4 credits each, providing they do not take English 118. Women and Social Change Reading and writing analytic texts on 20th-century 118 Colloquia in Writing American women’s history. Strong emphasis on In sections limited to 15 students each, this course biographical writing and women’s history of activ- primarily provides systematic instruction and ism. WI practice in reading and writing academic prose, Julio Alves with emphasis on argumentation. The course also Offered Spring 2005 provides instruction and practice in conducting research and in public speaking. Bilingual students FIRST-LEVEL COURSES IN and nonnative speakers are especially encouraged LITERATURE to register for sections taught by Julio Alves. Prior- ity will be given to incoming students in the fall-se- 112 Reading Contemporary Poetry mester sections. 4 credits This course offers the opportunity to read con- Director: Julio Alves temporary poetry and meet the poets who write Sections as listed below: it. Class sessions, led by the director of the Poetry Center, will alternate with readings by visiting poets. Writing, Identity, and Culture Graded Satisfactory/Unsatisfactory only. {L} 1 credit Practice in writing essays of observation, analysis Ellen Doré Watson and argument. Readings cover a range of subjects Offered Fall 2004, Spring 2005 from questions of personal identity to public issues of culture and politics. A strong focus on working 120 Colloquia in Literature with sources and developing research skills. WI Each colloquium is conducted by means of di- Brian Turner rected discussion, with emphasis on close reading Offered Fall 2004 and the writing of short analytical essays. Priority will be given to incoming students in the fall-se- Diversity, Community, and the Complexities of mester sections of the colloquia. Other students Difference should consult the course director about possible Reading and writing analytic texts about the devel- openings. Enrollment in each section limited to 20. opment of racial identity and related issues. Topics 4 credits include ethnic identity, racism, naming and identity, Directors: Nora F. Crow (Fall); Craig R. Davis affi rmative action and the model minority myth. WI (Spring) Julio Alves Offered Fall 2004 Fiction A study of the novel, novella, and short story, stress- The Politics of Language ing the formal elements of fi ction, with intensive Reading, thinking and writing about the forces that analysis of works by such writers as Austen, Dick- govern and shape language. A series of analytical ens, James, Faulkner, Joyce, Lawrence and Woolf. essays will focus on issues such as political cor- {L} WI rectness, obscenity, gender bias in language and Cornelia Pearsall, Robert Hosmer, Sara London censorship. WI Offered Fall 2004, Spring 2005 Holly Davis Offered Fall 2004, Spring 2005

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The Gothic in Literature Plato, Shakespeare, Flaubert, Yeats, Joyce and Rich. Terror, guilt, and the supernatural in novels, tales {L} WI and poems from the 18th to the 20th centuries. Nancy Coiner Authors include Walpole, Lewis, Austen, Coleridge, Offered Fall 2004 Mary Shelley, Byron, the Brontës, and James. {L} WI Modern Irish Writing Nora F. Crow, Beth Kissileff An introduction to the major Irish poets and story- Offered Fall 2004 tellers of the 20th century, with some attention to drama and autobiography. Readings in Joyce, Yeats, Reading and Writing Short Poems Beckett, Frank O’Connor, Edna O’Brien, Heaney, Reading of lyric poetry from the point of view of Kavanaugh and others. {L} WI the poet. Selected poems from Donne to the pres- Dean Flower ent. Writing includes critical essays, imitations, and Offered Fall 2004 original poetry. {L} WI Sara London, Ann Boutelle Children’s Literature Offered Fall 2004, Spring 2005 The varied shapes, narrative strategies, and complex literary content of what some might consider a Modern Drama simple form—works written by adults but intended Reading of a selection of modern and contempo- for children. Texts may include Outside Over rary plays that investigate problems of language There; Alice in Wonderland; The Lion, the Witch, and identity. Playwrights to include Pinter, Stop- and the Wardrobe; various fairy tales, At the Back pard, Churchill, Handke, Pomerance, Albee, Rabe, of the North Wind; Letting Swift River Go; The O’Neill, Beckett, Shaffer, Pirandello. {L} WI Jungle Book; The Secret Garden, and others. {L} Luc Gilleman WI Offered Spring 2005 Gillian Kendall Offered Spring 2005 Shakespeare and Film A study of the way fi lmmakers edit, distort, clarify Scandinavian Mythology and otherwise interpret Shakespeare’s plays; the A reading in translation of the major works in poet- process of metamorphosing theatre into fi lm, ry and prose which retell or refl ect traditions of the imagery into image. Works to be studied include early Norse divinities and their cults. Exploration of Henry V, Richard III, Romeo and Juliet, King Lear, the intimate and violent relations between groups Twelfth Night, The Winter’s Tale. {L} WI of powerful, intelligent but very mortal beings: male Gillian Kendall and female, giant and god, Æsir and Vanir, dwarf, Offered Fall 2004 troll, elf, and the social classes of human being. From its Old European and Indo-European roots, Reading and Writing Short Stories Nordic religion created a highly distinctive complex Reading of short stories from the point of view of of values and competing views of the world: an the would-be writer, with special attention to such unusually dark theory of history; an ironic, some- problems as dialogue, narration, characterization times comic view of divine and human nature; and and style. Writing includes analysis, imitation or paradoxical constructions of sexual, ethnic, mantic parody, and original stories. {L} WI and other forms of identity. {L} WI Sara London Craig R. Davis Offered Spring 2005 Offered Fall 2004

Love and the Literary Imagination Fictions of the Journey A study of the way literary convention shapes and An exploration of the many ways in which charac- nterprets the experience of love. Readings in po- ters in ﬁ ction take journeys. Texts include Charlotte etry, ﬁ ction and drama, including such authors as Brônte’s Jane Eyer, Mark Twain’s Huckleberry Finn, E.M. Forster’s A Passage to India, Virginia

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Woolf’s To the Lighthouse, Jack Kerouac’s On the 199 Methods of Literary Study Road, and Jamaica Kincaid’s Small Place. {L} WI This course teaches the skills that enable us to Beth Kissileff read literature with understanding and pleasure. Offered Fall 2004 By studying examples from a variety of periods and places, students will learn how poetry, prose ﬁ ction Celtic Traditions and drama work, how to interpret them, and how Celtic Worlds. A reading in translation of the imagi- to make use of interpretations by others. English native literature of medieval Wales and Ireland. 199 seeks to produce perceptive readers who are We will explore conceptions of this and the Other- well equipped to take on complex texts. Readings world; the transmigration of souls and cauldrons in different sections will vary, but all will involve of rebirth; the dynamic relation between Christian active discussion and frequent writing. {L} WI 4 and traditional values; the celebration of violence, credits sexuality and motherhood; druidism, madness Sharon Seelig, Nancy Bradbury, Luc Gilleman, and prophecy; the lives of the Celtic saints; and the Fall 2004 earliest origins of the Arthurian legend. Enrollment William Oram, Patricia Skarda, Richard Milling- limited to 20. {L} WI 4 credits ton, Spring 2005 Craig R. Davis Offered both semesters each year Offered Spring 2005

Literary Approaches to the Bible Level II A study of the Bible both as and in literature. Us- Courses numbered 200–249. Open to all sopho- ing the work of such modern literary scholars as mores, juniors and seniors, and to qualifi ed Robert Alter and Frank Kermode, we will begin fi rst-year students. These courses in particular are by exploring the literary structures, themes, and designed to interest nonmajors as well as majors. poetics of specifi c narrative and poetic units of the Hebrew Bible and the New Testament. We will look 200 The English Literary Tradition I at some of the literary and ideological diffi culties of A study of the English literary tradition from the the Bible’s translation into English, examine some Middle Ages through the 18th-century. Recom- poetry and prose that is indebted to such transla- mended for sophomores. Open to fi rst-year stu- tion and trace the presence of biblical concerns dents with SAT verbal score of 710 or higher and in a diverse group of writers that will, among oth- students with English AP score of 4 or 5 {L} WI ers, include Mark Twain and Zora Neale Hurston. 4 credits The goal of this course is to give the student some Douglas Patey familiarity with modern methods of studying both Offered Fall 2004 ancient biblical texts and the literary texts which {L} WI have been infl uenced by them. 4 credits 201 The English Literary Tradition II Beth Kissileff A study of the English literary tradition from the Offered Spring 2005 19th-century to modern times. {L} WI 4 credits Cornelia Pearsall 184/AAS 113 Survey of Afro-American Offered Spring 2005 Literature: 1746 to 1900 An introduction to the themes, issues and questions 202/GLT 291 Western Classics in Translation, that shaped the literature of African Americans dur- from Homer to Dante ing its period of origin. Texts will include poetry, Texts include the Iliad; tragedies by Aeschylus, prose and works of fi ction. Writers include Harriet Sophocles, and Euripides; Plato’s Symposium; Jacobs, Frances Harper, and Charles Chesnutt, Virgil’s Aeneid; Dante’s Divine Comedy. {L} WI Frederick Douglass, Phillis Wheatley. {L} 4 credits 4 credits Daphne Lamothe Lecture and discussion Offered Fall 2004 Luc Gilleman, Director

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Maria Banerjee (Russian Language and 212 Old Norse Literature) An introduction to the language and literature of Luc Gilleman (English Language and Literature) medieval Iceland, including the mythological texts Offered Fall 2004 and the family sagas. [3a] {L/F} 4 credits Craig R. Davis 203/GLT 292 Western Classics in Translation, Offered Fall 2004 from Chrétien de Troyes to Tolstoy Chrétien de Troyes’s Yvain; Shakespeare’s Antony 213 Introduction to Shakespeare and Cleopatra; Cervantes’ Don Quixote; Lafay- The course will explore the characteristic concerns ette’s The Princesse of Clèves; Goethe’s Faust; and techniques of Shakespearean drama. Plays Tolstoy’s War and Peace. Prerequisite: GLT 291. will include histories, comedies, tragedies and {L} WI 4 credits romances; in 2004–05 eight plays will be chosen Lecture and Discussion from among Richard III, Julius Caesar, Henry V, Maria Banerjee, Director (Russian Language The Merchant of Venice, Much Ado About Noth- and Literature) ing, Othello, King Lear, Antony and Cleopatra Offered Spring 2005 and The Tempest. Film versions of many plays will be shown. This course does not satisfy the English 205 Telling and Retelling department’s major author requirement. Prerequi- A study of recent novels and their famous ante- site: one college-level English course or permission cedents. What are the pleasures of reading? What of the instructor. {L} 4 credits do we need to know to be good readers of con- William Oram temporary fi ctions that revise or at least allude to Offered Spring 2005 work of the past? Texts include Jekyll and Hyde and Mary Reilly; Jane Eyre and Wide Sargasso 218 Norse Poetry and Prose Sea; King Lear and A Thousand Acres; Tess of A close reading and in-class translation of Voluspa the d’Urbervilles and The French Lieutenant’s ‘The Witch’s Vision’ and other poems of proph- Woman; Pride and Prejudice and Presumption: ecy, wisdom, praise, grief, love, war and magical An Entertainment; Possession. Recommended for incantation. We will also translate Hrafnkel’s non-majors. {L} 4 credits Saga, the classic “short saga” of a young settler’s Patricia Skarda violent career as priest of the god Freyr and one Offered Spring 2005 of the founding chieftains of the Icelandic Com- monwealth. The semester will conclude with an 209/HSC 225 Explorations in Science and introduction to the later futhark and a selection Literature of runic inscriptions recovered from Greenland to Scientifi c discovery and the lives and experiences of Byzantium. Prerequisite: English 217 or the equiva- scientists have long engaged literary artists. Writers lent. [3a] {L/F} have tried to anticipate the future through science Craig R. Davis fi ction, and to recreate the past in works that imag- Offered Spring 2005 ine the experiences of historical fi gures engaged in scientifi c exploration and research. By juxtaposing 221 Reading the Landscape non-fi ction and imaginative books about scientifi c A study of the ways in which language and litera- ideas, we evoke curiosity and knowledge about the ture inscribe the landscape, shaping as well as ideas themselves, understand science as a fi ctional being shaped by it. Discussion of such problematic subject, and explore the complex interrelationships issues as wilderness mythology, modern ecology, among scientifi c ideas, cultural history, and litera- non-intervention theories, ecofeminism, nativist ture. Some of the authors will be invited to Smith to perspectives, and the eye as designer. Emphasis discuss their work with the class and to give public on American essays, poems and narratives written presentations. (E) {L/H} 4 credits in the aftermath of Rachel Carson’s Silent Spring, Carol Christ and Marjorie Senechal including works by Annie Dillard, Wendell Berry, Offered Spring 2005 Mary Oliver, Terry Tempest Williams, Edward Ab-

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bey, Barry Lopez and Gretel Ehrlich, but with some 241 Postcolonial Literature attention to 19th-century nature writers like Coo- An introduction to Anglophone fi ction, nonfi ction, per, Audubon, Thoreau and Mary Austin—whose poetry, drama and fi lm from Africa, the Carib- works are now seen to address modern ecological bean and South Asia in the aftermath of the British issues. At least one fi eld trip. Open to nonmajors. empire. Central concerns: literary-as-political (E) {L} 4 credits responses to histories of colonial dominance; the Dean Flower ambivalent relation to English linguistic, literary Offered Spring 2005 and cultural legacies; the agency of literature in the construction of national identity and the revision 231 American Literature before 1865 of history; revaluations of hybridity; redefi nitions A study of American writers as they seek to defi ne a of race, gender and sexuality; global diasporas role for literature in their changing society. Works and U.S. imperialism. Readings include: Achebe, by Emerson, Thoreau, Fuller, Hawthorne, Melville, Soyinka, Aidoo, Naipaul, Walcott, Cliff, Rushdie, Stowe, Douglass, Whitman, Dickinson, and others. Kureishi, Arundhati Roy, some theoretical essays. [3c] {L} 4 credits [3d] {L} 4 credits Richard Millington Ambreen Hai Offered Fall 2004 Offered Spring 2005

236/AAS 237 Twentieth Century Afro- 242 A History of Mystery American Literature A study of the development of detective fi ction in A survey of the evolution of African-American English, starting with gothic mysteries in the late literature during the 20th century. This class will 18th century and with the investigatory puzzles of build on the foundations established in AAS 113, Edgar Allan Poe in the 1830s. Exploration of the Survey of Afro-American Literature. Writers include ways in which the conventions of the genre refl ect Langston Hughes, Richard Wright, James Baldwin, issues of class, gender and social change, and how Toni Morrison and Paule Marshall. {L} 4 credits in the 20th century those conventions have been To be announced reinvented, stylized, parodied and transformed. Offered Spring 2005 Writers discussed will include Poe, Wilkie Collings, Charles Dickens, Conan Doyle, G.K. Chesterton, 237 Recent American Writing E.C. Bentley, Dorothy Sayers, Agatha Christie, Jorge Study of selected novelists and short story writers Luis Borges and others. Open to nonmajors. (E) since 1945 with emphasis on Welty, Nabokov, Mor- {L} 4 credits rison, Stone, Simpson, Tyler, Jen, Smiley and oth- Dean Flower ers. [3d] {L} 4 credits Offered Fall 2004 Dean Flower Offered Spring 2005 Level III 239 American Journeys A study of American narratives, from a variety of Courses numbered 250–299. Open to sopho- ethnic traditions and historical eras, that explore mores, juniors and seniors; fi rst-year students the meanings of the forms of movement—immi- admitted only with the permission of the instructor. gration, migration, boundary crossing—so charac- Recommended background: at least one English teristic of American life. Emphasis on each author’s course above the 100 level, or as specifi ed in the treatment of the complex encounter between new course description. or marginalized Americans and an established American culture, and on defi nitions or inter- 250 Chaucer rogations of what it might mean to be or become His art and his social and literary background. “American.” {L} 4 credits Emphasis on the Canterbury Tales. Students Richard Millington should have had at least two semester courses in Offered Spring 2005

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literature. [3a] {L} 4 credits 257 Shakespeare Nancy Mason Bradbury Romeo and Juliet, Richard II, Hamlet, Twelfth Offered Fall 2004 Night, Troilus and Cressida, Othello, Antony and Cleopatra, The Winter’s Tale. Not open to fi rst- 253/HST 236 (C) Authority and Legitimacy in year students. [3a] {L} 4 credits the Age of More and Shakespeare Sharon Seelig An examination of the texts and historical context Offered Spring 2005 of Shakespeare’s Richard II, I Henry IV, Henry V, Richard III and King Lear, More’s Utopia and The 260 Milton History of Richard III, and other signifi cant works A study of the major poems and selected prose of the 16th and early 17th centuries touching on of John Milton, radical and conservative, heretic the questions of order, authority and legitimacy. and defender of the faith, apologist for patriarchy Admission by permission of the instructors. {L/H} and advocate of human dignity, the last great Re- 4 credits naissance humanist, a poet of enormous creative William Oram, Howard Nenner power and infl uence. [3a] {L} 4 credits Offered Fall 2004 Sharon Seelig Offered Spring 2005 254 English Drama in the Age of Shakespeare The evolution and interplay of structure, theme 265 The Victorian Novel and character in plays by Shakespeare’s contem- The English novel from Dickens and Thackeray to poraries, particularly in genres such as the tragedy Conrad. Emphasis on the genre’s formal develop- of blood and the city comedy. Authors to include ment—narrative voice and perspective, the uses Kyd, Marlowe, Jonson, Webster, Tourneur, Dekker, of plot, the representation of consciousness—but Ford. One play by Shakespeare will also be exam- with some attention to social-historical concerns. ined. [3a] {L} 4 credits [3c] {L} 4 credits Gillian Kendall Michael Gorra Offered Spring 2005 Offered Fall 2004

255 Seventeenth-Century Poetry 267 Introduction to Asian American Literature An exploration of the remarkable variety of 17th- Although we sometimes think only of modern-day century lyric poetry, which includes voices secular authors like Amy Tan or Jhumpa Lahiri when we and sacred, witty and devout, bitter and sweet, think of Asian American literature, in fact Asian male and female. Attention to poetic forms, con- Americans have been writing and publishing in ventions, and imagery, to response and adaptation English since at least 1887. In this course, we will of those forms. Particular emphasis on Donne, read selected Asian American poetry, novels, short Jonson, Herbert, and Marvell, set in the context of stories, plays and fi lms produced from the late their time and their contemporaries. [3a] {L} 19th century until the present. We will consider 4 credits how works engage with issues that have always Gillian Kendall concerned Asian Americans, like identity develop- Offered Spring 2005 ment and racism. Also, we will pay attention to how works speak to concerns specifi c to their period, 256 Shakespeare such as the exclusion acts of the 1880s, the prole- A Midsummer Night’s Dream, As You Like It, I tarian movement of the 1930s, the decolonization Henry IV, Measure for Measure, King Lear, Mac- of South Asian and Southeast Asian countries since beth, Coriolanus, The Tempest. Enrollment in the 1940s, and the increasing size and diversity of each section limited to 25. Not open to fi rst-year the Asian American population in the late twentieth students. [3a] {L} 4 credits century. At all times, we will attend closely to mat- William Oram, Gillian Kendall ters of language and form. [3d] {L} 4 credits Offered Fall 2004 Floyd Cheung Offered Spring 2005

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279 American Women Poets Charles Darwin, Thomas Hardy, Christina Rossetti A selection of poets from the last 25 years, includ- and Oscar Wilde. We will make use of visual ma- ing Sylvia Plath, Anne Sexton, Elizabeth Bishop, terials, including Pre-Raphaelite paintings, Aubrey Adrienne Rich, Audre Lorde, Sharon Olds, Cathy Beardsley illustrations and photographs by Carroll Song, Louise Erdrich and Rita Dove. An exploration and others. Literary readings will be informed by of each poet’s chosen themes and distinctive voice, Victorian sexologists such as Freud, Krafft-Ebing with attention to the intersection of gender and and Havelock Ellis, as well as contemporary his- ethnicity in the poet’s materials and in the creative torical and theoretical writings. Prerequisite: ENG process. Not open to ﬁ rst-year students. Prerequi- 120, 199, or equivalent writing-intensive course. site: at least one college course in literature. [3d] {L} WI 4 credits {L} Cornelia Pearsall Susan Van Dyne Offered Fall 2004 Offered Fall 2004

282/AAS 245 The Harlem Renaissance Advanced Courses in Writing A study of one of the ﬁ rst cohesive cultural movements, in African-American history. This class will Only one course in writing may be taken in any one focus on developments in politics, and civil rights semester except by permission of the chair. (NAACP, Urban League, UNIA), creative arts (poet- Courses in writing above the 100 level may be ry, prose, painting, sculpture) and urban sociology repeated for credit only with the permission of the (modernity, the rise of cities). Writers and subjects instructor and the chair. For all writing courses will include Zora Neale Hurston, David Levering above the 100 level, no student will be admitted Lewis, Gloria Hull, Langston Hughes and Nella to a section until she has applied at the English Larsen. Enrollment limited to 40. {S} 4 credits ofﬁ ce in Pierce Hall 105, submitted appropriate Daphne Lamothe examples of her work, and received permission of Offered Fall 2004 the instructor. Deadlines will be posted.

283 Victorian Medievalism 290 Crafting Creative Nonfi ction Nineteenth-century revivals and transformations A writers’ group designed to encourage profi cient of medieval literature, arts and social institutions; students to look at their own and others’ essays as the remaking of the Middle Ages in the image of works of art. Expertise in mechanical matters to be Victorian desires and aspirations. Arthurian legend assumed from the start. Admission by permission in medieval and 19th-century England, the Gothic of the instructor. [3e] {L} 4 credits revival in British art and architecture, the cult of Sara London Chaucer, controversies over women’s education Offered Fall 2004 and the idealization of medieval communities in Victorian social theory. {L} 4 credits 292 Reading and Writing Autobiography Nancy M. Bradbury and Cornelia Pearsall In this workshop, we will explore, through read- Offered Spring 2005 ing and through writing, the presentation of self in autobiography. A major focus will be on the inter- 284 Victorian Sexualities weaving of voice, structure, style and content. As we The Victorians have long been viewed as sexually read the work of ourselves and of others, we will repressed, but close attention reveals a culture be searching for strategies, devices, rhythms, pat- whose inventiveness regarding sexual identity, terns and approaches that we might adapt in future practice and discourse knew few bounds. This writings. The reading list will consist of writings by course will explore a range of literary, visual and 20th-century women. Admission by permission of scientifi c representations of Victorian sexuality. We the instructor. [3e] {L} 4 credits will read novels, nonfi ction prose and poetry by Ann Boutelle authors such as Charles Dickens, Lewis Carroll, Offered Spring 2005

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295 Poetry Writing 330 Studies in 20th-Century Literature: Admission by permission of the instructor. [3e] {L} Postwar British Culture 4 credits Artistic and critical concerns generated by the Wel- Eleanor Wilner fare State. Readings from critical and social theory, Offered Fall 2004, Spring 2005 drama, fi ction. Discussion of documentary and feature fi lms. Weekly evening screenings required. 296 Writing Short Stories [3d] {L} 4 credits Admission by permission of the instructor. [3e] {L} Luc Gilleman 4 credits Offered Spring 2005 Douglas Bauer Offered Fall 2004, Spring 2005 333 Seminar: A Major British or American Writer Level IV 4 credits George Eliot Courses numbered 300–350. These courses are Reading and discussion of the major novels, from intended primarily for juniors and seniors who Adam Bede through Daniel Deronda, along with have taken at least two literature courses above the some of Eliot’s nonfi ctional prose. 100-level. Other interested students need the per- Douglas Patey mission of the instructor. Offered Fall 2004 310 Early Modern Writers and the Art of Henry James Renaissance Self-Fashioning Michael Gorra A consideration of a wide variety of texts by 17th- Offered Spring 2005 century women—diaries, letters, and memoirs; poems (sonnets, personal and religious lyrics); 350 Literature, Folklore and Fakelore drama; and prose fi ction—with some of the fol- This seminar asks how and why writers have col- lowing questions in mind: What self-conceptions lected, published, adapted and fabricated oral tra- or forms of self-representation shape these writ- ditions. Readings include theoretical backgrounds; ings? To what extent are these texts informed by fi eld studies of living traditions; historical schol- external considerations or genres—by romance, arship on the collection of folktales and ballads religious autobiography, poetic or narrative con- (including scandals and forgeries); and powerful ventions—or by expectations of an ending? What literary recreations of legends, folktales and folk- kinds of assumptions or preconceptions does songs. {L} 4 credits the modern reader bring to these texts? Intended Nancy Mason Bradbury primarily for juniors and seniors who have taken Offered Spring 2005 at least two literature courses above the 100-level. Other interested students need the permission of 362 Satire: Execution by Words [3a] {L} the instructor. A consideration of theoretical problems (defi ni- Sharon Seelig tions of satire, responses to satire, satiric strate- Offered Fall 2004 gies) followed by a study of the development of satire from Horace and Juvenal through Shake- Level V. Seminars speare, Swift, Pope, Austen, and Byron to Waugh, West, and Vonnegut. Some attention given to differ- Seminars are open only to juniors and seniors, and ences between male and female satirists. [3b] {L} admission is by permission of the instructor. 4 credits All students who wish to take a seminar must apply Nora F. Crow at the English department offi ce by the last day of Offered Fall 2004 the preregistration period. The instructor will select the students admitted from these applicants.

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365 Seminar: Studies in 19th-Century limited. Admission by permission of the instructor. Literature {L/S} 4 credits Visions and Visionaries: William Blake and the George Colt Shelleys. Offered Spring 2005 A study of the art and poetry of William Blake, the ﬁ ction of Mary Shelley, and the drama and poetry of Percy Bysshe Shelley. Blake anticipates Mary Cross-listed and Shelley’s Frankenstein with his deamon in his major prophecies, and Percy Shelley responds to his Interdepartmental Courses wife’s Promethean vision with his own Prometheus Unbound. The dominant strains of Romantic lit- AAS 113/ENG 184 Survey of Afro-American erature (free love, creators and creation, nature Literature, 1746–1900 and human nature) are expressed in Blake’s art and poetry and fulﬁ lled in the work of the Shelleys. AAS 237/ENG 236 Twentieth-Century Afro- Student presentations will be required. The variety American Literature of genres under consideration makes an advanced course in literature a prerequisite, but prior work AAS 243 Afro-American Autobiography in Romantic poetry and prose is not expected. 4 credits AAS 245/ENG 282 Colloquium: The Harlem Patricia Skarda Renaissance Offered Fall 2004 AMS 351/ENG 384 Seminar: Writing About 374 Virginia Woolf American Society A close study of representative texts from the rich variety of Woolf’s work: novel, essay, biography, ARH 292 The Art and History of the Book and short story. Preliminary, essential attention to the life, with particular concern for the Victo- CLT 205 Twentieth-Century Literature of rian/Edwardian world of Woolf’s early years and Africa the Bloomsbury Group. Works to be studied will include Mrs. Dalloway, To the Lighthouse, Or- CLT 240 Childhood in Literatures of Africa and lando, The Waves, Between the Acts, A Room of the African Diaspora One’s Own, and Three Guineas, as well as essays drawn from The Common Reader and stories. CLT 267 African Women’s Drama Supplementary readings from biographies of Woolf and her own letters, journals, and diaries. [3d] {L} CLT 268 Latina and Latin American Women 4 credits Writers Robert Hosmer Offered Fall 2004 CLT 272 Women Writing: 20th-Century Fiction

384/AMS 351 Writing About American CLT 300 Contemporary Literary Theory Society An examination of contemporary American issues FLS 245 British Film and Television through the works of such literary journalists as Jamaica Kincaid, John McPhee, Tom Wolfe, Joan GLT 291/ENG 202 Western Classics in Didion and Jessica Mitford; and intensive practice Translation, from Homer to Dante in expository writing to develop the student’s own See Interdepartmental and Extradepartmental skills in analyzing complex social issues and ex- Course Offerings. pressing herself artfully in this form. May be repeated with a different instructor and with the per- GLT 292/ENG 203 Western Classics in mission of the director of the program. Enrollment

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Translation, from Chrétien de Troyes to Major Requirements Tolstoy See Interdepartmental and Extradepartmental Twelve semester courses are required for the ma- Course Offerings. jor, distributed as follows:

JUD 360 Readings in American Literature 1. 199; 2. Two courses before 1832; LAS 201 Negotiating the Borderlands: Text, 3. Semester courses on two of three major ﬁ gures: Film, Music Chaucer (216), Shakespeare (222 or 223), and Milton (228); LAS 301 Contemporary Latina Theatre 4. A seminar (the course chosen to satisfy #4 may not count toward #2); THE 261 Writing for the Theatre 5. Six additional courses.

400 Special Studies Up to two courses in fi lm, a foreign or comparative 1 to 4 credits literature, or dramatic literature offered through Offered both semesters each year the theater department may count toward the major. Up to three advanced writing courses may 408d Special Studies count toward the major. Only one colloquium 8 credits (120) may count toward the major. English 118 Full-year course; Offered each year does not count. No course counting toward the major may be taken for an S/U grade. 490 Teaching Literature Discussion of poetry, short stories, short novels, We strongly recommend that all students take at essays and drama with particular emphasis on the least one historical survey sequence: English 200, ways in which one might teach them. Consideration 201 or English 231, 233 or General Literature of the uses of writing and the leading of discussion 291, 292. We recommend that students interested classes. MAT students and Seniors only. {L} in graduate school in English literature or in high 4 credits school English teaching take both the British (200, Samuel Scheer 201) and the American (231, 233) surveys. Those Offered Spring 2005 considering graduate school should be aware that most doctoral programs in English require a reading knowledge of two foreign languages, and that prepa- The Major ration in literary theory will be extremely useful. Advisers: Members of the department The Minor There are many paths into the English major: fi rst- year students may choose to take ENG 120 followed The minor in English consists of six courses: Eng- by 199, or, if qualifi ed, they may choose to take GLT lish 199; a two-semester survey (ENG 200, 201 or 291 292 or ENG 200, 201 as well as 199. Students GLT 291, 292 or ENG 231, 233); plus three addi- planning to major in English normally take ENG tional English courses chosen in consultation with 199 in their fi rst year. Each of these courses counts the minor adviser, two of which must be above the toward the major. 100 level.

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Honors Director: Cornelia Pearsall (2004–05)

430d Thesis 8 credits Full-year course; Offered each year

Applicants to honors (which is done in addition to the requirements of the major) must have an average of B+ or above in the courses they count toward the major, and an average of B or above in all other courses. During the senior year they will present a thesis, of which the fi rst complete formal draft will be due on the fi rst day of the second semester. After the readers of the thesis have provided students with their evaluations of this draft, the student will have time to revise her work in response to their suggestions. The fi nal completed version of the thesis will be due a week after spring vacation, to be followed during April by the student’s oral presentation and discussion of her work. Students in honors will normally be given priority in seminars. In exceptional circumstances the department will permit a student to submit a work of fi ction, poetry, or creative nonfi ction for honors. Graduate

580 Graduate Special Studies Independent study for graduate students. Admis- sion by permission of the chair. 4 credits Offered both semesters each year

580d Graduate Special Studies 8 credits Full-year course; Offered each year

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 138138 77/21/04/21/04 10:59:1310:59:13 AMAM 207 Environmental Science and Policy

Visiting faculty and some lecturers are generally appointed for a limited term.

Director **2 Stephen G. Tilley, Professor of Biological **2 Virginia Hayssen, Professor of Biological Sciences Sciences **1 Shizuka Hsieh, Assistant Professor of Chemistry Robert G. Linck, Professor of Chemistry Program Coordinator Katherine L. Queeney, Assistant Professor of Joanne A. McMullin Chemistry Mark Aldrich, Professor of Economics Advisers Randall Bartlett, Professor of Economics *2 Elliot Fratkin, Associate Professor of †2 Domenico Grasso, Professor and Chair of Anthropology Engineering C. John Burk, Professor of Biological Sciences †2 Donna Riley, Assisant Professor of Engineering Thomas S. Litwin, Adjunct Associate Professor of *1 Leslie King, Assistant Professor of Sociology Biological Sciences and Director, Clark Science John B. Brady, Professor of Geology Center H. Robert Burger, Professor of Geology **2 Robert B. Merritt, Professor of Biological †2 Robert M. Newton, Professor of Geology Sciences Amy Larson Rhodes, Assistant Professor of Geology Esteban Monserrate, Laboratory Instructor in Donald C. Baumer, Professor of Government Biological Sciences Gregory White, Associate Professor of Government **2 Paulette Peckol, Professor of Biological Sciences David Newbury, Professor of History and of African L. David Smith, Associate Professor of Biological Studies Sciences Jeffry Ramsey, Associate Professor of Philosophy

The environmental science and policy (ES&P) mi- or courses taken at other institutions and through nor is designed for students with a serious interest summer and/or semester-away programs may be in environmental issues and sustainability and a counted toward the minor with preapproval of the commitment to scientiﬁ cally based problem solv- adviser. Students must satisfy the prerequisites for ing and policy analysis. The minor consists of six all courses included in their minor program. No courses chosen with the guidance and approval more than three of the six courses may be taken at of an ES&P minor adviser. Interested students are other institutions. urged to meet with the director, coordinator and/or an ES&P adviser early in their academic planning. EVS 300 Seminar in Environmental Science and Policy Requirements: six courses including one course Current patterns of human resource consump- from each of the following groups: chemistry, tion and waste generation are not ecologically ecology, geology, and environmental policy, plus sustainable. Effective solutions require a working an elective in consultation with the minor adviser. knowledge of the scientiﬁ c, social, political and The senior seminar, EVS 300, or the special stud- economic factors surrounding environmental ies, EVS 400 (4-credit option), is also required. A problems. This seminar examines the impact of course in statistics (e.g. MTH 245 or the equiva- human activities on natural systems; the histori- lent) is recommended. Appropriate Smith courses cal development of environmental problems; the not in the following listing, Five College courses interplay of environmental science, education and

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policy; and efforts to build a sustainable society. ECOLOGY Discussions will center on conﬂ icting views of his- BIO 258 Conservation Biology Colloquium torical changes, ecological design and sustainabil- BIO 260 Principles of Ecology and lab ity, biodiversity, environmental policy, media cover- BIO 264 Marine Ecology and lab age of environmental issues, ecological economics BIO 356 Plant Ecology and lab and environmental justice. An extended project will BIO 364 Topics in Environmental Biology: involve active investigation, analysis and presenta- Coral Reefs: Past, Present and Future tion of an environmental issue of local or regional EGR 390 Seminar: Advanced Topics in importance with the explicit goal of identifying Engineering: Pesticide Use and Its sustainable alternatives. Prerequisite: all courses Impacts completed or concurrent for the environmental science and policy minor or by permission of the GEOLOGY instructor. {S/N} 4 credits GEO 105 Natural Disasters: Confronting and L. David Smith Coping Offered Spring 2005 GEO 108 Oceanography: An Introduction to the Marine Environment EVS 400 Special Studies GEO 109 The Environment 1–4 credits GEO 111 Introduction to Earth Processes and Offered both semesters each year History GEO 301 Aqueous Geochemistry* SOC 232 World Population GEO 309 Groundwater Geology This course will introduce students to environmen- GEO 311 Environmental Geophysics tal, economic, feminist and nationalist perspectives GEO 355 Geology Seminar: Coral Reefs: Past, on population growth and decline. We will examine Present and Future current populations trends and processes (fertility, EGR 315 Ecohydrology mortality and migration) and consider the social, EGR 340 Geotechnical Engineering political, economic and environmental implications of those trends. The course will also provide an overview of various sources of demographic ENVIRONMENTAL POLICY data as well as basic demographic methods. Cross- ANT 230 Population and Environment in Africa listed with environmental science and policy. {S} ANT 236 Economy, Ecology and Society 4 credits ANT 243 Colloquium in Political Ecology Leslie King ECO 224 Environmental Economics Offered Spring 2005, Fall 2005 GOV 254 Politics of the Global Environment GOV 306 Politics and the Environment GOV 353 Seminar in International Politics: CHEMISTRY The Global Environment and “Green CHM 108 Environmental Chemistry Diplomacy” CHM 379 Atmospheric Chemistry SOC 332 Environment and Society GEO 301 Aqueous Geochemistry CHM 347 Instrumental Methods of Analysis EGR 210 Engineering, the Environment, and ELECTIVES Sustainability Elective courses can be chosen from courses listed EGR 312 Physiocochemical Processes in the for the environmental science and policy minor, Atmosphere and outside the minor with consultation and ap- EGR 360 Chemical and Environmental Reaction proval of the minor adviser. Examples are: Engineering ANT 348 Seminar: Topics in Development Anthropology EGR 330 Engineering and Policy for Development EGR 346 Hydrosystems Engineering

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 140140 77/21/04/21/04 10:59:1410:59:14 AMAM Environmental Science and Policy 209

HST 299 Ecology and History in Africa PHI 238 Environmental Ethics PHI 304 Colloquium in Applied Ethics: Science, Policy and Society PPL 207 Politics of Public Policy PPL 220 Public Policy Analysis SOC 232 World Population

*GEO 301 Aqueous Geochemistry fulﬁ lls the requirements in both chemistry and geology (one course covers two requirements) Off-Campus Programs Students may elect to take two to three of their courses for the minor outside Smith College by participation in an environmentally oriented, off-campus program. Relevant Smith-approved programs include, but are not limited to, Duke University’s Organization for Tropical Studies, SEA Semester, The School for Field Studies, and the Williams-Mystic Program. Courses from other programs may also be eligible for credit with approval from the minor adviser.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 141141 77/21/04/21/04 10:59:1510:59:15 AMAM 210 Ethics

Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers **2 Donald Joralemon, Professor of Anthropology Myron Peretz Glazer, Professor of Sociology Albert Mosley, Professor of Philosophy †2 Elizabeth V. Spelman, Professor of Philosophy, Director

This minor will offer students the opportunity to ANT 255 Death and Dying draw together courses from different departments ANT 344 Topics in Medical Anthropology whose major focus is on ethics, and so to concen- PHI 235 Morality, Politics and the Law trate a part of their liberal arts education on those PHI 238 Environmental Ethics questions of right and wrong that reside in nearly PHI/PSY 275 Topics in Moral Psychology every ﬁ eld of inquiry. Background in the history PHI 304 Colloquium in Applied Ethics and methods of ethical reasoning will be com- REL 209 Medical Ethics pleted by the study of normative and applied ethics SOC 203 Qualitative Methods in selected areas of interest. Check availability of courses each semester. Requirements: PHI 222, and any four other courses selected from the following list, with the With the approval of the faculty advisers, appropri- approval of the faculty adviser, to provide a particu- ate courses from other colleges may be substituted. lar focus:

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Phil Nielsen Donald Steven Siegel, Ed.D., Chair Lynn Oberbillig, M.B.A. James H. Johnson, Ph.D. Lynne Paterson **1 Barbara Brehm-Curtis, Ed.D Suzanne Payne, M.Ed. Rosalie Peri, RN, CPT Associate Professor Barbara Roche Christine M. Shelton, M.S. Nansee Rothenberg Melissa Schleich Lecturers Jane M. Stangl, Ph.D. Tim Bacon, M.A. David Stillman Kim Bierwert, B.S. Judy Strong Jacqueline Blei, M.S. Lisa Thompson Marla Brodsky Crane Cesario Teaching Fellows Richard Cesario Stacy Metzger Carla Coffey, M.A. Renate Olaisen Craig Collins David Patterson Christine Davis, M.S. Melissa Rucker Liz Feeley Kelly Schwarz Doreen Garde Michelle Walsh Scott Johnson Erica Wheeler Karen Klinger, B.A. Amanda Wynn

symptoms of illness and/or injuries; b) implement A. Theory Courses proper procedures; c) administer appropriate care; d) achieve and maintain profi ciency in all skills; e) 100 Introduction to Exercise and Sport be responsible and behave in a professional man- Studies ner; f) become certifi ed in Community First Aid and An overview of the disciplines that address physical CPR. Enrollment limited to 14. 2 credits activity and sport. The course takes into account Craig Collins the general effects of physical activity and how one Offered Spring 2005 studies and analyzes these experiences. Course content includes an examination of behavioral, 130 Stress Management sociocultural, biophysical experiences and profes- The physical and psychological components of sional possibilities. 4 credits stress, identifi cation of personal stress response Tim Bacon and Jane Stangl patterns and techniques for daily stress manage- Offered Fall 2004 ment. Enrollment limited to 20. 2 credit Tim Bacon 107 Emergency Care Offered Spring 2005 The ultimate goal is to teach emergency medical care that will enable the student to a) recognize

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140 Health Behavior costs assessed and rewards bestowed on those who The infl uence of behavior on health and well-be- battled racial, ethnic and/or sexual oppression in ing. Students will examine the way in which factors the athletic arena. {H/S} 4 credits such as nutrition and dietary habits, stress percep- Christine Shelton and Donald Siegel tion and response, and physical activity interact Offered Fall 2004 with the physiological processes of health, disease and aging. {N} 4 credits IDP 208 Women’s Medical Issues Barbara Brehm-Curtis A study of topics and issues relating to women’s Offered Fall 2004 health, including menstrual cycle, contraception, sexually transmitted diseases, pregnancy, abortion, 150 Nutrition and Health menopause, depression, eating disorders, nutri- An introduction to the science of human nutrition. tion and cardiovascular disease. While the course We will study digestion, absorption and transporta- focus will primarily be on the physiological aspects tion of nutrients in the body, and the way nutrients of these topics, some social, ethical and political are used to support growth and development and implications will be considered including the is- maintain health. We will also examine how per- sues of violence and the media’s representation of sonal dietary choices affect nutritive quality of the women. {N} 4 credits diet and health of an individual. The relationship Leslie Jaffe between diet and health will be explored through- Offered Spring 2005 out this course. Special topics will include diet and physical fi tness, weight control, vegetarianism and 210 Kinesiology women’s nutrition concerns. High school chemistry A course in applied anatomy and biomechanics. recommended but not required. {N} 4 credits Students learn basic structural anatomy as well as Barbara Brehm-Curtis the application of mechanics to human movement. Offered Spring 2006 Special emphasis is given to the qualitative analysis of human movement. {N} 4 credits 175 Applied Exercise Science James Johnson A experiential course designed to introduce stu- Offered Fall 2005 dents to applied exercise physiology and kinesiology. Such subjects as energy expenditure, energy 215 Physiology of Exercise systems, aerobic power, effort perception, applied A study of body function during exercise. Emphasis anatomy and training principles are studied using is on the physiological responses and adaptations a system of lecture and laboratory sessions. Enroll- that accompany single and repeated bouts of physi- ment limited to 20. (E) {N} 2 credits cal activity. This course is taught using a combina- James Johnson tion of lecture and laboratory experiences. Ad- Offered Fall 2004 ditional emphasis is given to the exercising female, environmental effects, ergogenic aids, training and 175j Applied Exercise Science the therapeutic effects of exercise. Prerequisite: Same description as 175 above. BIO 104 or 111, or permission of the instructor. James Johnson Students who successfully complete this course Offered during Interterm receive credit toward the major in biology. {N} 4 credits 200 Sport: In Search of the American Dream James Johnson A study of whether sport has served to promote or Offered Fall 2004 inhibit ethnic/minority participation in the Ameri- can Dream. Biological and cultural factors will be 220 Psychology of Sport examined to ascertain the reasons for success by An examination of sport from a psychological per- some groups and failure by others as high-level spective. Topics include the role of stress, motiva- participants. The lives of major American sports tion and personality in performance. Attention will fi gures will be studied in depth to determine the also be given to perceptual, cognitive and behavior-

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al strategies that may be used to enhance achievement level. Prerequisite: PSY 111. {S} 4 credits B. Performance Courses— Tim Bacon Credit Offered Spring 2005 Performance courses are offered for credit in a 225 Education Through the Physical: Youth wide variety of activities. Each class is designed Sports to enhance the student’s physical skills, fi tness, This course is designed to explore how youth knowledge of human movement, and understand- sports affect the health, education and well-being of the role of physical activity in a healthy ing of children. Class components will include an lifestyle. Each course encompasses a combination examination of youth sport philosophies, literature of instruction in technique, readings, lecture and on cognitive and physical growth, approaches to discussion. In general, each section involves an coach and parent education, and an assessment of average of two scheduled hours per week. Students school and community-based programs. Students may count no more than four performance course will be required to observe, analyze and report on credits toward the degree. Courses with multiple a local children’s sports program. {S} 4 credits sections may be repeated for credit, but individual Donald Siegel course sections may not be repeated for credit. Offered Spring 2005 901 Aquatic Activities 230 Mediated Images of Sport and Physical Activity Beginning Swimming An exploration of sporting images as projected A course in the development of basic swimming through the media with primary emphasis on print skills and the conquering of fear of the water. Pri- and electronic journalism—to include written nar- ority will be given to establishing personal safety ratives, photography, television, fi lm and digital im- and enhancing skills in the water. Persons enrolling ages. The course will examine the (re)presentation in this course will learn about the basic principles and (re)production of the athletic or healthy body of swimming in terms of buoyancy and propul- as the standard for fi tness. The topic will include is- sion. The primary performance goals are survival sues on embodiment, cultural symbolism, political swimming skills and comfort in the water. A person and moral ideologies, as well as commercializa- who can swim at least one length of the pool is not tion. {S} 4 credits eligible for this course. Limited to 12 novice or Jane Stangl nonswimmers. 1 credit Offered Spring 2005 Karen Klinger, Fall 2004 Renate Olaisen, Spring 2005 340 Current Research in Health Science Offered both semesters A seminar focusing on current research papers in health science. An exploration of the scientifi c Advanced Beginning Swimming method used to test research questions about This course will focus on the improvement of health, and consideration of the implications of swimming skills. Performance goals include being research data for health care decisions. Prereq- able to swim all four strokes and the turns associ- uisites: 140 or a strong biological sciences back- ated with those strokes at a level that surpasses ground, and permission of the instructor. Enroll- initial performance by the end of the semester. ment limited to 14. {N} 4 credits Students are assessed at the beginning and end of Barbara Brehm-Curtis the semester with the aid of video feedback. Pre- Offered Fall 2005 requisite: ability to swim at least one length of the pool. Enrollment limited to 14. 1 credit 400 Special Studies Craig Collins 1 to 4 credits Offered both semesters Offered both semesters Members of the department

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Intermediate Swimming sional Rescuer. The Waterfront Lifeguard Module Theory and performance of swimming. Swimming will also be taught if time permits. Prerequisites: techniques including strokes, turns and survival 500-yard swim using crawl, breast and side methods. Enrollment limited to 18. 1 credit strokes; retrieval of 10-lb. brick from 7-ft. depth; Craig Collins and treading water for two minutes using legs only. Offered Fall 2004 Enrollment limited to 10. 2 credits Craig Collins Springboard Diving Offered both semesters The understanding of the principles and development of diving skills necessary to perform at least Water Safety Instructor 10 different dives from fi ve categories. Enrollment Instruction in techniques, theory and teaching limited to eight. 1 credit methods of swimming to prepare participants to Kim Bierwert teach swimming. American Red Cross certifi ca- Offered both semesters tion upon successful completion of the course. Prerequisites: Rescue and safety skills and swim- SCUBA Diving I ming skills (crawl stroke, elementary backstroke, The use and care of equipment, safety, and the sidestroke, breaststroke, survival stroke, and sur- physiology and techniques of SCUBA diving. A face dive) at ARC Level VI profi ciency. Enrollment series of open-water dives leading to NAUI certifi - limited to 10. 2 credits cation is available. Prerequisite: satisfactory swim- Kim Bierwert ming skills and permission of the instructor. There Offered Spring 2005 is a fee. Enrollment limited to 17. 1 credit David Stillman 910 Badminton Offered both semesters The development of badminton skills, principles, evolution, strokes, and strategy. Enrollment limited Swim Conditioning to 13. Course will meet fi rst seven weeks of the Swimming workouts to improve physical fi tness. semester. 1 credit Stroke improvement, exercise program design, and Phil Nielsen a variety of aquatic training modalities will also be Offered Spring 2005 included. Intermediate swimming ability required. Enrollment limited to 20. 1 credit 910j Badminton Renated Olaisen A repetition of 910. Enrollment limited to 16. Offered Spring 2005 1 credit Phil Nielsen and Lynn Oberbillig Aqua-Aerobics Offered Interterm This fun-fi lled class teaches the value of vertical exercise in the water while shattering the myth that 920 Fencing it is primarily for senior citizens or people with injuries. All exercises are choreographed to music Fencing I that is upbeat and motivating. Designed to promote The basic techniques of attack and defense, fun and learning, this class is a great way to start footwork, rules, equipment, strategies, and tech- your day. Enrollment limited to 20. 1 credit niques involved in foil fencing. A brief historical Craig Collins background of the tradition and origins of fencing. Offered both semesters Enrollment limited to 16 per section. 1 credit Jacqueline Blei 905 Water Safety Offered both semesters

Lifeguard Training Fencing II American Red Cross Certiﬁ cation in Lifeguard A review of footwork, simple attacks and lateral Training and Basic First Aid and CPR for the Profes- parries progressing to compound attacks and

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strategies. Circular Parries, Riposte and In-Direct further skill development and enrich on-course Riposte will be included in the defense. The course management skills. Increasing mastery of golf his- will conclude with a tournament at a neighbor- tory, rules and etiquette, and tournament play are ing school or club. Prerequisite: Foil Fencing or expected. Class time will be spent on the course, permission of the instructor. Enrollment limited to pending weather. Equipment is provided for those 16. 1 credit who do not have (access to) clubs. Class meets Jacqueline Blei fi rst seven weeks of the fall semester only. Pre- Offered Spring 2005 requisite: Golf I and Golf II, or permission of the instructor pending skill level. Enrollment limited to 925 Golf 8 per section. 1 credit Jane M. Stangl Golf I—Beginner Offered Fall 2004 An introduction to the game of golf. Taught from “green to tee,” this course will teach the basic 930 Equitation mechanics of the swing as well as correct club A series of courses in hunter seat equitation and selection. The initial focus of the course will be basic dressage. Attention also given to safety, use directed to the “short game” and develop toward and care of equipment, equine health and stable appropriate use of mid- and long irons, conclud- management. Students must attend registration ing with woods/metals. Applied rules of golf and session to be announced in AcaMedia. etiquette will also be addressed. Pending weather, All sections are to be arranged. There is a fee. fi eld trip experience may be scheduled at the end of the term. Equipment is provided. Class meets Equitation I fi rst seven weeks of the fall semester. In the spring For students in their fi rst semester of riding at semester, class meets last six weeks. Enrollment Smith. Sections range from beginner to advanced limited to 12 per section. 1 credit levels on the fl at and over fences. 1 credit Stacy Metzger, Liz Feeley, Fall 2004 Suzanne Payne, Doreen Garde, and Melissa Liz Feeley, Stacy Metzger, Spring 2005 Schleich Offered both semesters Offered both semesters

Golf II—Advanced Beginner Equitation II Designed to further develop the student’s golf For students in their second semester of riding at swing, this course will follow a “green to tee” ap- Smith. Sections range from advanced beginner to proach with emphasis on the mid- to long irons, advanced levels on the fl at and over fences. Prereq- woods/metals, and shot-making. Applied rules of uisite: Equitation I. 1 credit golf etiquette will be incorporated with the intent Suzanne Payne, Doreen Garde and Melissa to apply course management strategies. Field trips Schleich to local ranges and courses are anticipated. Equip- Offered both semesters ment is provided. Class is designed with the continuing Golf I student in mind. Prerequisite: Golf I Equitation III or an entry-level Skills Test. Class meets fi rst seven For students in their third semester of riding at weeks of the fall semester. In the spring semester, Smith. Low intermediate to advanced levels on the class meets last six weeks. Enrollment limited to 10 fl at and over fences. Prerequisite: Equitation II. per section. 1 credit 1 credit Jane M. Stangle, Judith Strong Suzanne Payne, Doreen Garde, and Melissa Offered Spring 2005 Schleich Offered both semesters Golf III—Intermediate For students with a relatively profi cient swing, Equitation IV knowledge of club selection and on-course play For students in their fourth semester of riding at experience; this course is designed to enhance Smith. Intermediate to advanced levels on the fl at

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and over fences. Prerequisite: Equitation III. semester. Prerequisite: Canoeing or permission of 1 credit the instructor, plus satisfactory swimming skills. Suzanne Payne, Doreen Garde, and Melissa Enrollment limited to 10. 1 credit Schleich James Johnson Offered both semesters Offered Spring 2005

935 Introduction to Outdoor Life Coastal Kayaking A course designed to teach the student the basics of This course is designed to introduce sea kayaking outdoor travel on foot and on water. In addition to to the novice. Ocean paddling, navigation, safe boating and backpacking techniques, students will exiting, equipment, and paddle techniques are learn some classic woodcraft skills, outdoor cook- covered. Students should plan for one overnight ing, fi rst aid and orienteering. Upon successful weekend trip. Prerequisite: satisfactory swimming completion of the course students should achieve skills. Enrollment limited to 11. Course will meet suffi cient outdoor skills to be comfortable and safe the fi rst seven weeks of the fall semester. In the when traveling outdoors. Students should plan for spring semester, class meets last six weeks. 1 credit at least one overnight weekend trip. Enrollment To be announced, Fall 2004 limited to 14. 2 credits To be announced, Spring 2005 Scott Johnson, Fall 2004 Offered both semesters To be announced, Spring 2005 Offered both semesters Rock Climbing The objective of this course is to teach students the 940 Outdoor Skills fundamentals of rock climbing. This will include familiarity with the equipment involved as well as Canoe Touring profi ciency with technical climbing skills, knots, A class designed to teach students the basics of anchors and belaying. Safety issues will be a strong long-distance canoe trips. Class meets weekly in emphasis in this course. The majority of class time preparation for a weekend trip. Students will learn will take place on the Ainsworth Gym Climbing paddling, orienteering and camping skills. Class Wall. There will also be 2–3 off-campus trips held meets fi rst seven weeks of the fall semester. Pre- during class times to practice anchor setting in the requisite: satisfactory swimming skills and a good outdoors. Please note that this class will serve only state of physical fi tness. Enrollment limited to 10. as a basic introduction to outdoor climbing and 1 credit anchor setting and will not “certify” or prepare James Johnson the student for the full range of outdoor climbing Offered Fall 2004 scenarios. For this, additional instruction is recommended. Enrollment limited to 12. 1 credit Whitewater Kayaking Scott Johnson, To be announced An introduction to solo whitewater kayaking. This Offered both semesters class begins in the pool and pond with basic paddling skills, and progresses to local fast water riv- 945 Physical Conditioning ers. Students should expect to run Class II rapids. In the spring semester, class meets last 10 weeks. Aerobics Prerequisite: satisfactory swimming skills. Enroll- Exercise to music. Various exercise styles will ment limited to 8 per section. 1 credit be introduced. This class will also cover basic Scott Johnson exercise principles, injury prevention and the fun- Offered Spring 2005 damentals of exercise program design. The goal of this course is to enable students to enter any group Whitewater Canoeing fi tness setting with confi dence. Enrollment limited An introduction to solo and tandem whitewater to 35. 1 credit canoeing. This class is taught on local rivers dur- Rosalie Peri ing the spring. Class meets the last six weeks of the Offered both semesters

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Kickboxing 945j Physical Conditioning This class is recommended for both the curi- A repetition of 945. 1 credit ous beginner and the experienced kickboxer. It Melissa Rucker incorporates several types of martial art forms as Offered Interterm well as standard boxing techniques. Students start by learning proper form of the basis techniques 950 Rowing before progressing to more complicated com- An introduction to crew and sculling techniques. binations and sparring. Each class begins with a A variety of boats will be utilized including singles, 10-minute warm-up. Enrollment limited to 20 per doubles and fours. Classes will be taught on Para- section. 1 credit dise Pond and the Connecticut River. Course will Barbara Roche meet the fi rst seven weeks of the fall semester. In Offered both semesters the spring semester, class meets last six weeks. Pre- requisite: satisfactory swimming skills. Enrollment Self-Paced Fitness limited to 10 per section. 1 credit An introduction to the principles and methods David Patterson of training to improve and maintain fi tness. Each Offered both semesters student designs and follows an individualized conditioning program. Programs are tailored to the 955 Self Defense needs of the student. Each individual is monitored throughout the semester and students are expected Self Defense I to do most of their exercise out of class. Enroll- Progressive development of physical and mental ment limited to 20. 1 credit self-defense skills and strategies. Personal protec- Karen Klinger, Fall 2004 tion awareness, situation evaluation and effective Phil Nielsen, Spring 2005 communication will be emphasized. Other topics Offered both semesters include assertiveness training, date rape and personal defense weapons. Enrollment limited to 20 Physical Conditioning per section. 1 credit A course designed to teach the basics of functional Crane Cesario, Marla Brodsky, Fall 2004 fi tness. Aerobic and anaerobic exercises are em- Nansee Rothenberg, Spring 2005 phasized. Students are also taught the fundamentals Offered both semesters of exercise training including basic principles, exercise prescription and the therapeutic aspects of Kung Fu exercise. Students are expected to exercise outside Indonesian Kung-Fu is a traditional martial art of class. Enrollment limited to 14. 1 credit that offers students physical fi tness, coordination, Melissa Rucker increased focus, energy and awareness, self-disci- Offered both semesters pline and personal growth. This course includes meditation, breath and energy awareness, physical Pilates Mat Training conditioning, stretching, self-defense, choreo- This class is designed to teach the mat exercises graphed sparring combinations and forms. Enroll- of Joseph Pilates. These exercises are designed to ment limited to 20. 1 credit increase core strength, increase joint mobility and Richard Cesario, Fall 2004 stability, and increase muscle tone and fl exibility. Nansee Rothenberg, Spring 2005 By the end of this course the student will be able to Offered both semesters develop and maintain their own Pilate’s matwork program. Enrollment limited to 30. 1 credit 960 Squash Rosalie Peri Offered both semesters Squash I Instructions in basic strokes, rules, tactics and strategy designed to allow the student to progress to a USSRA level 2.0 to 2.5 (Beginner). Enrollment

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limited to 10 per section.1 credit Tennis II—Advanced Beginning Jacqueline Blei, Stacy Metzger, Fall 2004 Students must have a working knowledge of the Jacqueline Blei, Spring 2005 four basic tennis strokes (forehand, backhand, Offered both semesters volleys, serves). The format for Tennis II is a “play and learn” environment. There will be emphasis Squash II on positioning and basic strategies for singles and Development in accuracy and skill in executing doubles. Lobs and overheads will be introduced. shots, tactics, strategy, marking and refereeing, In addition, tennis drills will be presented to help designed to allow the student to progress to a USS- students reﬁ ne and practice the four basic strokes. RA level 2.5 to 3.0 (Intermediate). Prerequisite: The class is designed to allow the student to prog- Beginning Squash or permission of the instructor. ress to a USTA rating of 2.5. Prerequisite: Tennis I Enrollment limited to 10. 1 credit or permission of the instructor. Enrollment limited Donald Siegel to 16 per section. 1 credit Offered Spring 2005 Christine Shelton, Christine Davis, Fall 2004 Christine Davis, Jacqueline Blei, Spring 2005 965 Tai Chi Offered both semesters Tai Chi I Tennis III—Intermediate An introduction to the Chinese martial art that was Students must have a working knowledge of the developed over 300 years ago. Emphasis will be on following tennis strokes: forehand, backhand, vol- learning and understanding the unique movements leys, serves, lobs and overheads. Appropriate spins of Chen Taijiquan, proper practice for health and will be introduced for each stroke. The “play and self-defense applications. No prerequisites. Enroll- learn” structure will focus on developing singles ment limited to 26 per section. 1 credit and doubles strategies in a competitive setting. Richard Cesario Class is designed to allow the student to progress Offered both semesters to a USTA player rating level of 2.5 to 3.0. Prereq- uisite: Tennis II or permission of the instructor. Tai Chi II Enrollment limited to 16 per section. 1 credit Twenty-four posture Tai chi, a standardized form Christine Shelton from mainland China. Prerequisite: Tai Chi I or Offered Spring 2005 permission of the instructor. Enrollment limited to 26 per section. 1 credit 975 Yoga Richard Cesario Yoga I Offered Spring 2005 B. K. S. Iyengar yoga postures, breathing and philosophy. Designed to give students an opportunity 970 Tennis to explore movement and breathing patterns in Tennis I—Beginning an effort to strengthen the mind/body connection. Students will be introduced to the basic strokes Enrollment limited to 26 per section. 1 credit of tennis (forehand, backhand, volleys, serves). Elizabeth Thompson, Lynne Paterson, Fall 2004 Singles and doubles play and basic positioning will Lynne Paterson, To be announced, Spring 2005 be introduced. Tennis rules and etiquette will be Offered both semesters included in the curriculum. This class is designed Yoga II to allow the student to progress to a USTA player The yoga of B. K. S. Iyengar—continuing level. rating level of 2.0 to 2.5. The USA Tennis I curricu- Reﬁ nement of postures and breathing techniques lum will be followed. Enrollment limited to 16 per taught in Yoga I. Introduction of new postures section. 1 credit along with continued discussions of yoga philoso- Jacqueline Blei, Michelle Walsh, To be an- phy. Prerequisite: Yoga I. Enrollment limited to 26. nounced, Fall 2004 1 credit Michelle Walsh, Christine Davis, Spring 2005 Elizabeth Thompson Offered both semesters Offered Spring 2005

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504 Current Issues in Coaching C. Performance Courses— This seminar is designed to explore current social, political, educational and economic issues which Noncredit confront coaches and their players. Issues will be X10 Aerobics introduced through readings and presentations Fall three classes by coaches from area schools. Undergraduate Spring three classes students admitted with permission of the instructor. 2 credits Riding Christine Shelton In addition to riding classes for credit, noncredit Offered Spring 2005 riding instruction and participation in competitive riding are available at Smith College. A fee is 505d Theoretical and Practical Foundations of charged for these courses, payable at registration Coaching each semester. Further information may be ob- Assisting in the coaching of an intercollegiate team. tained from Suzanne Payne, director of riding/team Weekly conferences on team management, coach coach, extension 2734. responsibilities and coaching aids. 4 credits Christine Shelton, Tim Bacon, Jane M. Stangl Full year course; Offered each year

The Minor in Exercise and 506d Advanced Practicum in Coaching Sport Studies Independent coaching and the study of advanced coaching tactics and strategy in a speciﬁ c sport. Advisers: Barbara Brehm-Curtis, James H. Prerequisite: 505d. 4 credits Johnson Christine Shelton, Tim Bacon, Jane M. Stangl Full-year course; Offered each year The minor is designed to provide students with a comprehensive introduction to exercise and sport 507 Colloquium in Critical Thinking and studies. This course of study would be useful for Research in Coaching students with an interest in exercise and sport A colloquium on current research in coaching. and for those considering graduate study and/or a Graduate students, ESS faculty and the coaching career in exercise science; community, worksite, staff of the athletic department will meet to discuss or other ﬁ tness programs; and the health sciences and share work in progress as well as analyze such as physical therapy and medicine. coaching experiences and problems. May be repeated for credit. 1 credit Requirements: six courses including 100 and Jane M. Stangl, Carla Coffey, Fall 2004 either 210 or 215. The other courses (16 credits) Jane M. Stangl, Spring 2005 may be selected from ESS departmental offerings. Offered both semesters each year In addition, one appropriate course from another department may be substituted with the adviser’s 515 Exercise Physiology permission. Only 4 performance course credits An advanced course in exercise physiology ori- may be counted toward the minor. Course selec- ented toward the acute and chronic body reactions tion for the minor must be approved by a faculty to exercise and sport. Laboratory sessions involve adviser. group projects in metabolism, pulmonary function, body composition and evaluation of physical work capacity. Prerequisite: 215 or undergraduate exercise physiology. {N} 4 credits D. Graduate Courses James Johnson Offered Spring 2005 Adviser: Jane M. Stangl

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530 Research Literacy in Exercise and Sport Studies This course will improve the student’s ability to read and analyze research articles, and deepen the student’s understanding of the statistical and research methods commonly encountered in the research literature in exercise and sport studies. {M} 4 credits Barbara Brehm-Curtis Offered Fall 2004

565 Seminar in Skill Acquisition and Performance Survey of topics relevant to skill acquisition and performance, including detailed analysis of perceptual, decision-making and effector processes. Independent research required. {N} 4 credits Donald Siegel, Christine Shelton, Lynn Oberbillig Offered Fall 2004

575 Sports Medicine: Concepts in Care and Prevention of Athletic Injury Theory and practice of sports medicine with emphasis on injury prevention, protection, and rehabilitation. Prerequisite: 210 or the equivalent. Enrollment is limited. {N} 2 credits To be announced Offered Spring 2005

580 Special Studies Adapted physical education, administration, current problems, exercise physiology, kinesiology, motor learning or other approved topics. Hours scheduled individually. 1 to 4 credits Members of the department Offered both semesters

590 Thesis 4 credits Offered both semesters

590d Thesis 8 credits Full-year course

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Visiting faculty and some lecturers are generally appointed for a limited term.

Assistant Professors Dean Flower, Professor of English Language and †2 Alexandra Keller, Ph.D. Literature Baba Hillman (Five College Assistant Professor of Dawn Fulton, Assistant Professor of French Studies Film and Video) †1 Jefferson Hunter, Professor of English Language and Literature Lecturer Barbara Kellum, Professor of Art, Director Lucretia Knapp †2 Richard Millington, Professor of English Lan- guage and Literature Advisers Hans R. Vaget, Professor of German Studies and of Robert Davis, Director, Educational Technology Comparative Literature Services

200 Introduction to Film Studies The Ballad of Little Jo. {A} 4 credits An overview of cinema as an artistic and social Alexandra Keller force. Students will become familiar with the Offered Fall 2004 aesthetic elements of cinema (visual style, editing, cinematography, sound, narration and formal Global Cinema after World War II structure), the terminology of fi lm production, and This course examines national fi lm movements af- the relations among industrial, ideological, artistic ter the Second World War. The post-war period was and social issues. Films (both classic and contem- a time of increasing globalization, which brought porary) will be discussed from aesthetic, histori- about a more interconnected and international cal and social perspectives, enabling students to fi lm culture. But it was also a time during which approach fi lms as informed and critical viewers. certain key national cinemas defi ned, or redefi ned, Enrollment limited to 60. {A} 4 credits themselves. We will investigate both of these trends, Alexandra Keller as well as focus on the work and infl uence of sig- Offered Fall 2004 nifi cant directors and landmark fi lms, emphasizing not only cultural specifi city, but also crosscultural 241 Genre/Period and transhistorical concerns. Films and fi lm move- The Western and American Identity ments to be examined will include: Italian Neo- realism, French New Wave, New German Cinema, This class examines the relation of perhaps the Brazilian Cinema Novo, Chinese Fifth Generation, defi ning American fi lm genre to questions of both Hong Kong Action Cinema, and the fi lms of Ous- American cinema and American identity. How are mane Sembane, Thomas Gutierrez Aléa, Satyajit Westerns refl ective and symptomatic of vital issues Ray, Akira Kurosawa, Julie Dash and Spike Lee. in United States history and culture? How does the {A} 4 credits genre help shape and defi ne how Americans think Alexandra Keller of themselves? How did the genre change over the Offered Spring 2005 post-war period, and what does this tell us about the changing needs, ideas and ideologies of both 280 Introduction to Video Production American fi lmmaking and the United States itself? This video production course introduces the his- Films to be considered include: Stagecoach, My Darling Clementine, Johnny Guitar, The Search- tory and contemporary practice of video art and ers, Little Big Man, Unforgiven, Posse, Lone Star, provides the technical and conceptual skills to

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complete creative individual video projects. Over Movie Camera, Rock Hudson’s Home Movies, The the course of the semester, students will gain Meeting of Two Queens). The course is designed experience in pre-production, production and as an advanced introduction and assumes no prior post-production techniques. Projects are designed exposure to fi lm theory. Fulfi lls fi lm theory require- to develop basic technical profi ciency in the video ment for the minor. Priority given to seniors, then medium as well as practical skills for the comple- juniors. Enrollment limited to 12. Prerequisite: 200 tion of the creative project. Prerequisite: 200 or the equivalent. {A} 4 credits (which may be taken concurrently). Enrollment Alexandra Keller limited to 13. {A} 4 credits Offered Spring 2005 Lucretia Knapp Offered Fall 2004, Spring 2005 400 Special Studies 1–4 credits 282 Advanced Video Seminar Offered both semesters each year Topic: This video production/theory class will introduce students to scripts and texts by video and fi lmmakers who are working with subjects of Crosslisted Courses displacement, exile and migration. Screenings will include videos and fi lms by Mona Hatoum, Anri AMS 220 Colloquium: Asian Americans in Film Sala, Ximena Cuevas and Kidlat Tahimik among and Video others. Readings by Hélène Cixous, Hamid Nafi cy, This course introduces students to fi lms made by Guillermo Gomez-Pena and Dubravka Ugresic. and about Asian Americans. Using a chronological Students will write and shoot two short projects and thematic approach, various genres—including and one longer fi nal project. The course will in- narrative dramas, documentaries and experimen- clude workshops in writing for spoken text and tal fi lms—will be analyzed within the context of visual text as well as workshops in nonlinear edit- Asian American history and issues concerning the ing, sound recording and lighting. Prerequisite: FLS development of Asian American identities. Some 280 or permission of the instructor. Enrollment of the issues we will cover include: stereotypes of limited to 13. {A} 4 credits Asians in Hollywood; the re-creation of history and Baba Hillman, Five College Assistant Professor of memory; the intersection of race, class, gender Film and Video and sexuality in Asian American fi lms; Asian/Black Offered Spring 2005 relations on fi lm. Students will be expected to apply theoretical insights to their analysis of a number of 351 Film Theory key Asian American fi lms. These theories include This seminar explores main currents in fi lm theory, contemporary theories of race and ethnicity, cur- including formalist, realist, auteurist, structuralist, rent debates about identity and representation, and psychoanalytic, feminist, poststructuralist, genre fi lm theory. {L/H} studies, queer studies and cultural studies ap- Nitasha T. Sharma proaches to questions regarding the nature, func- Offered Fall 2004 tion and possibilities of cinema. Film theory readings are understood through AMS 221 Women’s History Through the socio-cultural context in which they are de- Documentary veloped. Particular attention is also given to the The course surveys U.S. women’s history from history of fi lm theory: how theories exist in con- the colonial period to the present as depicted in versation with each other, as well as how other documentaries. The class proceeds along two lines intellectual and cultural theories infl uence the of inquiry, content and form. Through screenings development, nature and mission of theories of the of historical documentaries supplemented by lec- moving image. We will emphasize the written texts tures, readings and discussion, the course moves (Bazin, Eisenstein, Kracauer, Vertov, Metz, Mulvey, chronologically through an examination of major DeLauretis, Doty, Hall, Cahiers du Cinema, etc.), themes in women’s experience: family, community, but will also look at instantiations of fi lm theory work, sexuality and politics. At the same time, the that are themselves acts of cinema (Man with a class develops a critical assessment of documen-

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tary as a form, with attention to its effectiveness in FRN 244 French Cinema portraying the past as historical sources and tech- Topic: Cities of Light: Urban Spaces in Fran- nical methods change, its importance as means of cophone Film. From Paris to Fort-de-France, transmitting history to the general public, and the Montreal to Dakar, we will study how various fi lm- funding and political constraints on its production, makers from the francophone world present urban broadcast, and distribution. {H/S} spaces as sites of confl ict, solidarity, alienation Joyce Follet and self-discovery. How do these portraits confi rm Offered Spring 2005 or challenge the distinction between urban and non-urban? How does the image of the city shift ARS 361 Interactive Digital Multimedia for “insiders” and “outsiders”? Other topics to be This art studio course emphasizes individual discussed include immigration, colonialism and projects and one collaborative project in com- globalization. Works by Sembene Ousmane, Denys puter-based interactive Multimedia production. Arcand, Mweze Ngangura and Euzhan Palcy. Of- Participants will extend their individual experimen- fered in French. Prerequisite: FRN 230, or permis- tation with time-based processes and development sion of the instructor. Weekly required screenings. of media production skills (3D animation, video {L/A/F} 4 credits and audio production)—developed in the context Dawn Fulton of interactive multimedia production for perfor- Offered Spring 2005 mance, installation, CD-ROM or Internet. Critical examination and discussion of contemporary GER 230 Topics in German Cinema examples of new media art will augment this studio Topic: Haunted Utopia?: Weimar Cinema (1919– course. Prerequisites: ARS 162 and permission of 31): From Caligari to M. the instructor. Enrollment limited to 14. {A} A study of such representative fi lms from Ger- 4 credits many’s “Golden Age” as Wiene’s The Cabinet of Barbara Lattanzi Dr. Caligari, Lang’s Metropolis and M., Murnau’s Offered Spring 2005 Nosferatu and Pabst’s Joyless Street. Emphasis on investigating historical and sociological back- ARH 374 Studies in 20th-Century Art ground; infl uence of Expressionist theater; advent Topic: Performance, Video, New Media. Begin- of sound; the “New Woman”; genesis of horror, ning with the emergence of performance and action, and utopian fi lm; infl uence on New German video in the 1960s and 1970s, this seminar will Cinema and contemporary popular culture. In- examine art practices, issues and ideas which have cludes such contemporary “remakes” as Herzog’s driven the development of new media into the Nosferatu, the 2002 anime Metropolis, and music 21st century. Key topics include duration, forms of videos by Queen and Madonna. Collaborative presence, relations to technology, and questions course between Smith College and Mt. Holyoke of audience address and community formation. College via the Interactive Networked Classrooms. {H/A} 4 credits Includes discussion with specialists and students Frazer Ward in the United States and Germany. No knowledge of Offered Spring 2005 German required. (E) {L/H/A} 4 credits Robert Davis ENG 120 Colloquia in Literature Offered Spring 2005 Shakespeare and Film A study of the way fi lmmakers edit, distort, clarify ITL 342 Sight Location in Italian Cinema and otherwise interpret Shakespeare’s plays; the Examining Italian cinema from neorealism to today, process of metamorphosing theatre into fi lm, this course will investigate how the Italian national imagery into image. Works to be studied include self-image on the screen has changed in response Henry V, Richard III, Romeo and Juliet, King Lear, to the changes of the political and cultural context Twelfth Night, The Winter’s Tale. {L} WI 4 credits over the last fi fty years. In particular, we will focus Gillian Kendall, Jefferson Hunter on the determining role that landscape and interi- Offered Fall 2004 ors play in constructing the screen image of Italy, noting how characters and their movements are

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framed within these chosen locations. Directors assignments and a fi nal paper. include Visconti, Fellini, Antonioni, Bertolucci, Risi, Galina Aksenova Moretti, Amelio, Soldini. Conducted in English. Offered Fall 2004 {L/A} 4 credits Anna Botta Offered Spring 2005 The Minor JUD 261 The Same or Other: Images of Jews Advisers: Alexandra Keller, Barbara Kellum, Dean in Russian Cinema Flower, Jefferson Hunter, Dawn Fulton, Richard A century of Russian-Jewish intellectual dialogue Millington on the silver screen, from the offi cial anti-Semitism of the imperial state through the revolutionary and The Film Studies Program offers the opportunity for Soviet eras to Russia today. Weekly screening of in-depth study of the history, theory and criticism fi lms from the 1910s to the present highlighting of fi lm and other forms of the moving image. The the Jew and Jewishness. The powerful, complex, program’s primary goal is to expose students to a controversial and often tragic fusion of Russian wide range of cinematic works, styles and move- and Jewish identities as presented in cross-cultural ments in order to cultivate critical understanding artifacts. {H/A} 4 credits of the medium’s signifi cance as an art form, as a Galina Aksenova means of cultural and political expression, and as a Offered Fall 2004 refl ection of social ideologies and mentalities. REL 110 Colloquia: Thematic Studies in Requirements: six semester courses to be taken at Religion: Religion and Film Smith or, by permission of the director, elsewhere A number of contemporary fi lms contain refl ec- among the Five College institutions. tions on a specifi c religion or on major religious themes such as the meaning of life and death, the Required courses: possibility of salvation, and the ultimate potential FLS 200 Introduction to Film Studies of human existence. In this course, we will closely FLS 351 Film Theory examine some of these fi lms in conjunction with other primary and secondary sources on religion. Electives: The Apostle, Jesus of Possible fi lms will include: AAS 350 Seminar: Race and Representation: Afro Montreal, Europa Europa, Love and Death, The Americans in Film Mission, The Quarrel, The Seventh Seal. We will ARH 280 Film and Art History also introduce students to the growing literature ENG 120 Colloquia in Literature: in the area of Religion and Film. The primary aim Shakespeare and Film of the course will be to train ourselves to be more FLS 241 Genre/Period refl ective about the religious messages conveyed in FLS 245 British Film and Television (E) 4 credits contemporary fi lm. FLS 280 Introduction to Video Production Joel Kaminsky FLS 281 Video Production Workshop Offered Spring 2005 FLS 282 Advanced Video Seminar RUS 238 Russian Cinema: Women in Cinema FLS 350 Questions of Cinema Topic: Leo Tolstoy’s Anna Karenina in World FRN 244 French Cinema Cinema. The course will explore Leo Tolstoy’s GER 230 German Cinema Anna Karenina and the novel’s interpretations in ITL 342 Italian Cinema world cinema. Students will watch and analyze nine SPN 246 Topics in Latin American Literature: cinematic adaptations of the great novel made in Topic: Latin American Film as different countries (Russia, USA, UK ) and at dif- Visual Narrative ferent historical periods: from the silent cinema of SPN 246 Topic: The Bronze Screen: Performing the beginning of the 20th century to contemporary Latina/on Film and in Literature screen versions. Students will write short weekly THE 317 Movements in Design

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Visiting faculty and some lecturers are generally appointed for a limited term.

FYS 112 The Work of Repair postsecondary academic experience of the twenti- Human beings appear to spend a great deal of time eth century. By reading about the real and fi ctional on projects of repair—fi xing objects, mending re- experiences of others, students may come to lationships, repairing the social and political dam- understand their own. In addition to some serious age left in the wake of past events. What do such analytical essays, students will make presentations projects require of the mender? What changes take (alone and with others) on the works and the is- place in the mended? When is repair desirable? sues under consideration. Enrollment limited to 16 When is it inappropriate or impossible? Among the fi rst-year students. {L} WI 4 credits topics for examination: the restoration of works of Patricia Skarda (English) art; repair of the environment; the function of criti- Offered Fall 2004 cism and revision; the place of legal reparations; the meaning of apology and reconciliation; plea- FYS 119 Performance and Film Criticism sure in Ruins. Enrollment limited to 16 fi rst-year An introduction to the elements, history and func- students. {S} WI 4 credits tions of criticism. How do reviewers form their crit- Elizabeth V. Spelman (Philosophy) ical responses to theatre and dance performances Offered Fall 2004 as well as to fi lms? The seminar will explore different critical perspectives, such as psychoanalytic, FYS 116 Kyoto Through the Ages feminist, political and intercultural approaches. Kyoto is acclaimed by Japanese and foreigners alike The students will attend live performances and fi lm as one of the world’s great cities, the embodiment and video screenings, and will write their own rein space and spirit of Japan’s rich cultural heritage. views and critical responses. Seminar discussions It is also a thriving modern metropolis of over a and student presentations will be complemented million people, as concerned with its future as it is by visits and conversations with invited critics and proud of its past. In this course students will study artists. Enrollment limited to 16 fi rst-year students. Kyoto past and present, its culture and people, so {L/A} WI 4 credits as to better understand how it became the city it is Kiki Gounaridou (Theatre) today. Students who complete the fi rst-year seminar Offered Fall 2004 successfully may enroll in the Interterm course to be held in Kyoto following completion of the FYS FYS 121 The Evolution and Transformation of course. Enrollment limited to 15 fi rst-year students. the Northampton State Hospital Admission by permission of the instructor. Students This seminar explores the history of the Northamp- should apply to the instructor [email protected], ton State Hospital, its infl uence on the city of with an explanation of why they would like to be Northampton, and the current planning pro- in the course, no later than 2 p.m., September 3, cess around the redevelopment of the site. The 2004. (E) {H} WI 4 credits Northampton State Hospital grounds lie adjacent to Thomas H. Rohlich (East Asian Languages and Smith College. The facility was opened in the mid- Literatures) 1800s as the third hospital for the insane in Mas- Offered Fall 2004 sachusetts. At its height, a century later, it had over 2,000 patients and over 500 employees. In 1978, FYS 118 The Groves of Academe a federal district court consent decree ordered A study of short stories, novels, memoirs, plays, the increased use of community–based treatment essays and fi lms that describe and interpret the as one part of a process of deinstitutionalizing the

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mentally ill in Western Massachusetts. In 1993 the reading skills; students will be asked to write short hospital was offi cially closed. Now, 120 acres of essays on the books read, and to refl ect critically land and 45 buildings on the “campus” have been on the relationship of biography and history. En- made available by the state for reuse and future rollment limited to 15 students. {H} WI 4 credits development. Using this as a case study of socio- David Newbury (History) economic change and public policy, this seminar Offered Fall 2004 will explore the history of the Northampton State FYS 130 Lions: Science and Science Fiction Hospital, deinstitutionalization, and the hospital’s This seminar will explore lions from many per- closing and the prospects for the site. Students spectives. We will look at how lions are viewed will develop background and skills, including map by scientists, science fi ction writers, directors of reading, site visits and historical research, to ap- documentary fi lms and movie producers. We will preciate both the past and the future of the hospital also compare different kinds of science fi ction and grounds. Enrollment limited to 14 fi rst-year stu- different kinds of mammals, exploring the science dents. {H/S} WI 4 credits of fi ction and the fi ction of science. Readings will Thomas Riddell (Economics) Offered Fall 2004 be by O.S. Card, C.J. Cherryh, J. Crowley, G. Schal- lar, and others. Enrollment limited to 16 fi rst-year FYS 125 Of Women Delivered: Midwifery in students. {N} WI, Quantitative Skills 4 credits Historical and Cross-Cultural Perspective Virginia Hayssen (Biological Sciences) While most births worldwide are still attended by Offered Fall 2004 midwives, and almost all births before 1900 oc- FYS 134 Geology in the Field curred at home in the presence of friends and midwives, the midwife in the United States today is a Clues to over 500 million years of earth history rare attendant. This course will examine the history can be found in rocks and sediments near Smith of midwives and midwifery in the European and College. Students in this course will attempt to American traditions, with particular attention to decipher this history by careful examination of fi eld the manuals written by midwives to instruct other evidence. Class meetings will take place principally women about birth and women’s health. Alternately outdoors at interesting geological localities around feared and revered, the midwife has often served as the Connecticut Valley. Participants will prepare a bellwether to how a society values its women and regular reports based on their observations and children. The course will also examine the varieties reading, building to a fi nal paper on the geologic of birth experiences possible from cross-cultural history of the area. The course normally includes a perspectives. Because the Pioneer Valley is an area weekend fi eld trip to Cape Cod. Enrollment limited {N} WI with particularly active groups of professional and to 20. 4 credits John Brady direct-entry (lay) midwives, there will be opportu- Offered Fall 2004 nities to meet and discuss these issues with current practitioners. {H/S} WI 4 credits FYS 136 People and the American City: Visual Erika Laquer (History) Display of Complex Information Offered Fall 2004 An introduction to the graphical representation FYS 126 Biography in African History of quantitative ideas. Jane Jacob’s classic concep- Biography is fascinating in itself. It is also one of tion of the way cities affect people and William H. the foundations of history. In this course we will White’s pioneering approach to capturing informa- look at biographies from Africa, both in print and tion about the behavior of people in urban spaces in fi lm presentations, assessing the lives represent- will guide our exploration of the dynamic pro- ed as refl ections of history in practice. We will in- cesses and relationships involving people in cities. clude examples from many regions of Africa; from Lecture, computing labs, fi eld observation, and Quantitative precolonial, colonial, and more recent periods; discussion. Enrollment limited to 16. Skills 4 credits from women as well as men; from common people Fletcher Blanchard (Psychology) as well as leaders; and from Africans abroad. This Offered Fall 2004 course will stress writing skills as well as careful

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FYS 137 Of Minds and Molecules: comes at a severe environmental, economic and Philosophical Perspectives on Chemistry and political cost. Are there alternatives? Are they af- Biochemistry fordable? What are the scientifi c tradeoffs and What is the “shape” and “size” of a smell and what constraints? This seminar offers a hands-on explo- are its boundaries? What are the limits of using ration of renewable energy technologies, with an the metaphor of vision to understand the chemi- emphasis on the underlying scientifi c principles. cal senses? What is the relationship between the Students will investigate the exponential growth of models that chemists use and the metaphors that worldwide energy demand, estimate how quickly are associated with those models? What do we the world’s resources will be depleted, study the mean when we speak of molecular “switches,” limits to improved energy effi ciency, perform a “brakes” or other devices? Is chemistry an autono- home energy audit, and explore the science and mous discipline or is it reducible to physics? Do technology of solar heating and solar power, wind the industrial chemist, the polymer chemist and power and hydropower. The course consists of the organic chemist all look at things in the same presentations by class members in weekly seminars way? What are the kinds of languages that scientists and a series of hands-on experiments. Enrollment use and how are they different from the languages limited to 16 fi rst-year students. (E) {N} {Q} of the arts? We will use examples drawn primar- 4 credits ily from chemistry and biochemistry in exploring Nathanael Fortune (Physics) these questions about science from a philosophical Offered Fall 2004 perspective. The course is designed for fi rst-year students who would like to explore some of the FYS 141 Reading, Writing, and Placemaking: current conceptual issues that create controversy Landscape Studies about science. Enrollment limited to 20 fi rst-year Landscape studies is the interdisciplinary consid- students. (E) {N/M) WI 4 credits eration of how we view, defi ne and use the land, Nalini Bhushan (Philosophy) and David Bickar whether it be our backyard, a moonscape or a (Chemistry) national park. How does land become a landscape? Offered Fall 2004 How does space become a place? Scientists study and manipulate landscapes, and so do politicians, FYS 138 Social Phobia and Fear of Public builders, hunters, children, artists and writers, Speaking among others. In this course, we will examine how This course reviews the burgeoning empirical lit- writers, in particular, participate in placemaking, erature examining social phobia and fear of public and how the landscape infl uences and inhabits speaking. We cover what is known scientifi cally literary texts. The course will include some land- about a fear of speaking in front of others, often scape history and theory, visits by people who study relying on information derived from samples of in- landscape from nonliterary angles and the discov- dividuals with clinical degrees of social anxiety. We ery of how landscape works in texts in transform- augment our readings with quantitative lab assign- ing and surprising ways. (E) {L} WI 4 credits ments that illustrate analytical tools used by clinical Anne Leone (French Language and Literature) psychologists. In addition, we use class members’ Offered Fall 2004 oral presentations as opportunities to apply the knowledge we gain regarding the phenomenology FYS 142 Reenacting the Past: History of and reduction of public speaking anxiety. Enroll- Hypothesis ment limited to 16 fi rst-year students. {S/M} Reenacting the Past is an interdepartmental, fi rst- Quantitative Skills 4 credits year seminar based on historical role-playing. In it Patricia DiBartolo (Psychology) students reenact moments of high drama from the Offered Fall 2004 distant and not-so-distant past, and from cultures strange and engrossing. The seminar consists of FYS 139 Renewable Energy two or three competitive games, with subjects The United States reliance on non-renewable varying depending on the section. These games resources to satisfy its growing energy demands include: “The Threshold of Democracy: Athens

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in 403 B.C.”; “Confucianism and the Succession racism, gender, sexuality, class, history and ethnic- Crisis of the Wanli Emperor”; “The Trial of Anne ity play in the formation of identity? This seminar Hutchinson”; “Henry VIII and the Reformation will consider these questions and others by pairing Parliament” (a new game just developed); “Rous- relevant psychological essays with literature, not seau, Burke, and the Revolution in France, 1791”; to psychoanalyze characters but rather to examine and “Defi ning a Nation: Gandhi and the Indian how insights from psychologists and creative writ- Subcontinent on the Eve of Independence, 1945.” ers contradict, illuminate and otherwise enliven In the “Athens” game, for example, students consti- our understanding. Enrollment limited to 20 fi rst- tute themselves as the Athenian Assembly after the year students. {L/S} WI 4 credits Peloponnesian War; assigned roles corresponding Floyd Cheung (English), Bill Peterson to the factions of the day, they quarrel about such (Psychology) issues as the democratic character of the regime, Offered Fall 2004 the resumption of an imperial foreign policy, the fate of Socrates, etc. In the “Wanli” game they are FYS 150 Sherlock Holmes and the Scientifi c the Hanlin Academy of 16th-century China, where Method a succession struggle inside the Ming dynasty is If it were not for murder and other dastardly underway. In the “Hutchinson” game they are the deeds, Sherlock Holmes probably would have been General Court of Massachusetts, conducting the a scientist, based upon his classic method involv- trial of Anne Hutchinson, accused of heresy. Simi- ing observations, hypotheses, tests of hypotheses larly in the other games, students are members of and fi nally conclusions. We will read a variety of a court of law or legislative body. Class sessions are Sherlock Holmes stories, learn to make geological run by students; the instructor sets up the games observations, take fi eld trips to observe natural and functions as an adviser. Students work in settings, rivers, cemeteries, and then write our own groups, debate issues, negotiate agreements, cast Sherlock Holmes stories illustrating the scientifi c votes, and strive to achieve the group’s objectives. method. This is a writing intensive course that Some students take on individual roles, such as requires creativity and the ability to observe and Thomas More in the “Henry VIII” game, Lafayette reason, but has no other prerequisites. {L/N} WI in the “French Revolution” game, or Mahatma (E) 4 credits Gandhi in the “India” game. Course materials in- Larry Meinert clude game rules, historical readings, detailed role Offered Fall 2004 assignments and classic texts (e.g., Plato’s Repub- lic, the Analects of Confucius, Machiavelli’s The Prince, Rousseau’s Social Contract). Papers are all game- and role-specifi c; there are no exams. If space is available, upper-class students may also enroll under the label IDP 110. {H} (WI) 4 credits Sections: Section 1: David Cohen (Mathematics) Section 2: J. Patrick Coby (Government) Section 3: Daniel Gardner (History) Offered Fall 2004

FYS 143 Asian American Identities An intensive exploration of Asian American personal and cultural identities through a combination of psychological perspectives and literary analyses. How do general theories of identity apply to members of a U.S. minority, speciﬁ cally Asian Americans? What roles do generation, migration,

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Visiting faculty and some lecturers are generally appointed for a limited term.

The courses listed below are fully described in the EAL 241 Traditional Japanese Literature originating department or program, shown by the EAL 242 Modern Japanese Literature initial three-letter designation. (See pages 64–66 EAL 243 Japanese Poetry in Cultural Context for the key to department/program designations.) EAL 244 Construction of Gender in Modern Japanese Women’s Writing For other courses that include literature in transla- EAL 245 Writing the “Other” in Modern tion, see the listings in Comparative Literature and Japanese Literature Film Studies. EAL 261 Major Themes in Literature: East-West Perspectives CLS 190 The Trojan War EAL 360 Seminar: Topics on East Asian CLS 227 Classical Mythology Languages and Literatures CLS 232 Paganism in the Greco-Roman World CLS 233 Gender and Sexuality in Greco-Roman FRN 280 Renaissance Comedy and Satire Culture CLS 234 Rites of Passage GER 227 Topics in German Studies CLS 235 Life and Literature in Ancient Rome GER 230 Topics in German Cinema CLS 236 Cleopatra: Histories, Fictions, Fantasies ITL 252 Italy “La Dolce Vita” CLT 275 Literatures of Zionism RUS 126 Readings in 19th-Century Russian EAL 231 The Culture of the Lyric in Traditional Literature China RUS 127 Readings in 20th-Century Russian EAL 232 Modern Chinese Literature Literature EAL 236 Modernity: East and West RUS 238 Russian Cinema EAL 240 Japanese Language and Culture RUS 239 Major Russian Writers

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professors Mary Ellen Birkett, Ph.D. Hélène Visentin, M.A., D.E.A, Docteur de Ann Leone, Ph.D. L’Université **1, *2 Janie Vanpée, Ph.D. Dawn Fulton, Ph.D. †2 Eglal Doss-Quinby, Ph.D., Chair **1 Nicolas Russell, Ph.D. Martine Gantrel, Agrégée de l’Université, Docteur en Littérature Française Lecturers §1 Denise Rochat, Ph.D. Nicole Ball, C.A.P.E.S. de Lettres Modernes §1 Christiane Métral, Lic. ès. L. Kennedy Professor in Renaissance Studies Candace Skorupa Walton, Ph.D. Richard Cooper, Ph.D. Fabienne Bullot, D.E.A. Arts du spectacle

Visiting Professor Visiting Lecturer from the École Normale Robert Schwartzwald, Ph.D. Supérieure in Paris Aurélia Sort Associate Professor *1 Jonathan Gosnell, Ph.D.

All classes and examinations in the department meetings per week and daily video and audio work. are conducted in French with the exception of Students completing the course normally enter FRN cross-listed courses, unless otherwise indicated. In 102. First-year students who complete both 101 all language courses, multimedia and work in the and 102 may qualify for study in Paris or Geneva Center for Foreign Languages and Cultures (CFLAC) by taking three courses at the 220 level and higher will supplement classroom instruction. in their sophomore year. Students must complete Students who receive scores of 4 or 5 on the both 101 and 102 to fulfi ll the honors distribution Advanced Placement tests in French Language and requirement for a foreign language. Enrollment Literature may not apply that credit toward the limited to 25 per section. Priority will be given to degree if they complete any course in the sequence fi rst-year students. 5 credits prior to 230. Fabienne Bullot, Candace Skorupa Walton Qualifi ed students may apply for residence in La Offered each Fall Maison Française, Dawes House. 102 Accelerated Intermediate French Emphasis on the development of oral profi ciency, Language with special attention to reading and writing skills using authentic materials such as poems and short 101 Accelerated Elementary French stories. Students completing the course normally An accelerated introduction to French based on enter FRN 220. Prerequisite: FRN 101. Enrollment the video method French in Action. Emphasis on limited to 25 per section. Priority will be given to the acquisition of listening, speaking, and writing fi rst-year students. {F} 5 credits skills, as well as cultural awareness. Four class Nicole Ball, Candace Skorupa Walton Offered each Spring

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120 Intermediate French Enrollment limited to 15. Graded S/U only. {F} 1 Review of basic grammar and emphasis on oral credit expression through role plays and discussions. Ma- Nicolas Russell, Fall 2004 terials include a fi lm, video clips, poems, articles. Eglal Doss-Quinby, Spring 2005 Prerequisite: two or three years of high school Offered each Fall and Spring French. Students completing the course normally go on to FRN 220. Enrollment limited to 25 per 255j Speaking (Like the) French: Conversing, section. Four class hours per week plus work in Discussing, Debating, Arguing the Center for Foreign Languages and Cultures A total immersion course in French oral expres- (CFLAC). {F} 4 credits sion. Using authentic cultural materials—French Nicole Ball, Martine Gantrel, Fall 2004 fi lms and television programs such as round table Martine Gantrel, Spring 2005 discussions, formal interviews, intellectual ex- Offered each Fall and Spring changes and documentary reporting—students will analyze and learn how the French converse, argue, 220 High Intermediate French persuade, disagree and agree with one another. In- Comprehensive review of language skills through tensive practice of interactive multimedia exercises, weekly practice in writing and class discussion. role-playing, debating, presenting formal exposés, Materials may include a movie or video, a comic and correcting and improving pronunciation. book, a play and a novel. Prerequisite: three or Prerequisite: one course above FRN 220 or permis- four years of high school French, FRN 102 or 120 sion of the instructor. Admission by interview with or permission of the department. Students com- instructor during advising week. Normally, this pleting the course normally go on to FRN 230 or course does not count as preparation for Smith above. Enrollment limited to 25 per section. {F} Junior Year Abroad programs in Paris and Geneva. 4 credits Enrollment limited to 14. {F} 4 credits Dawn Fulton, Aurélia Sort, Candace Skorupa Janie Vanpée Walton Offered Interterm 2005 Offered each Fall 300 Writing (Like the) French 220 High Intermediate French Writing on opposing sides of current social issues A continuation of 120. Review of language skills in French and Francophone cultures. Reading, through weekly practice in writing and class dis- debating and writing about questions such as na- cussion. Materials may include a movie or video, a tionalism, the new Europe, immigration, the envi- comic book, a play and a novel. Prerequisite: FRN ronment, public health, or cultural wars. Emphasis 120 or permission of the department. Students on rhetoric and forms specifi c to French argumen- completing the course normally go on to FRN 230 tation—compte rendu, résumé de texte, disser- or above. Enrollment limited to 25 per section. {F} tation. Review of more diffi cult points of grammar, 4 credits especially as they relate to organizing a cogent Mary Ellen Birkett, Aurélia Sort, Candace argument. Prerequisite: normally, one course in Skorupa Walton French at the 250 level or above, or permission of Offered each Spring the instructor. {F} 4 credits Aurélia Sort 221 Conversation Offered Fall 2004 Discussion of contemporary French and francophone issues, with emphasis on conversational 385 Advanced Studies in Language strategies and speech acts of everyday life. Activi- Topic: Global French: The Language of Business ties will include role playing and group work. Use and International Trade of authentic materials such as songs, newspaper An overview of commercial and fi nancial terminol- articles, fi lms, cultural objects, audio segments ogy against the backdrop of contemporary French and Francophone Web sites. Optional course open business culture, using case studies, French televi- only to students concurrently enrolled in FRN 220. sion and newspapers, and the Internet. Emphasis

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on the acquisition of essential technical vocabulary, Women Writers of Africa and the Caribbean the development of skills in reading and writing An introduction to works by contemporary women business documents, and oral communication writers from francophone Africa and the Caribbe- in a business setting. Prepares students for the an. Topics to be studied include colonialism, exile, Certifi cat pratique de français commercial et motherhood and intersections between class économique granted by the Paris Chamber of and gender. Our study of these works and of the Commerce and Industry. Prerequisite: a 300-level French language will be informed by attention to course, a solid foundation in grammar and excel- the historical, political and cultural circumstances lent command of everyday vocabulary or permis- of writing as a woman in a former French colony. sion of the instructor. {F} 4 credits Texts will include works by Mariama Bâ, Maryse Hélène Visentin Condé, Gisèle Pineau and Myriam Warner-Vieyra. Offered Spring 2005 {L/F} 4 credits Dawn Fulton Offered Fall 2004 Intermediate Literature and A Reader’s Romance with Paris Culture Visions of Paris, both mythical and real, through novels, poetry, fi lm and popular songs from the 230 Readings in Modern Literature 17th to 20th centuries. The history, culture and An introduction to literature, designed to develop quartiers of Paris as portrayed in the works of skills in oral expression and expository writing. A Hugo, Zola, Baudelaire, Modiano, Giraudoux, Cor- transition from language courses to more advanced neille, and in recent fi lms by Jeunet and Klapisch. courses in literature and culture. A student may take (E) {L/F} 4 credits only one section of FRN 230. Prerequisite: FRN 220, Hélène Visentin or permission of the instructor. {L/F} 4 credits Offered Spring 2005 Offered each Fall and Spring Sections as follows: Elements of Mystery Probably the most structured of popular fi ction, the Dream Places and Nightmare Spaces: French “detective story” balances a credible plot with be- Literary Landscapes lievable characters and a setting that both comple- Through texts by authors from Louis XIV to Colette, ments and integrates the action. We will explore we will discuss questions about literary uses of how authors such as Simenon, Boileau-Narcejac, landscape: Why do we fl ee or search for a land- and Japrisot create carefully controlled suspense, scape? What makes us cherish or fear a particular bring order out of disorder, and treat questions of place? What do landscapes tell us that the narrator justice and morality. Prerequisite: FRN 220 or per- or characters cannot or will not tell? Other authors mission of the instructor. {L/F} 4 credits may include Rousseau, Victor Hugo, Chateaubri- Mary Ellen Birkett and, Maupassant, Apollinaire, Robbe-Grillet, and Offered Spring 2005 James Sacré. {L/F} 4 credits Ann Leone 240 Ça parle drôlement: French Theatre Offered Fall 2004 Workshop The study and performance of contemporary fran- Fantasy and Madness cophone texts (1970–2003), including theatrical A study of madness and its role in the literary texts as well as poems, songs, scenes from fi lms tradition. Such authors as Maupassant, Flaubert, and other forms of discourse. By embodying a Myriam Warner-Vieyra, J.-P. Sartre, Marguerite variety of roles and entering into dialogue with an Duras. The imagination, its powers and limits in array of characters, students will experiment with the individual and society. {L/F} 4 credits different ways of speaking and using language and Aurélia Sort become familiar with the many facets of contempo- Offered Fall 2004 rary French culture. Our work will culminate with

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a performance of scenes. In French. Prerequisite: 251 The French Press Online Intermediate French or above. {L/A/F} 2 credits A study of contemporary French social, economic, Fabienne Bullot political and cultural issues through daily readings Offered Fall 2004 of French magazines and newspapers online. Pre- requisite: a course above FRN 220 or permission of 244 French Cinema the instructor. {S/F} 4 credits Topic: Cities of Light: Urban Spaces in Franco- Aurélia Sort phone Film Offered Spring 2005 From Paris to Fort-de-France, Montreal to Dakar, we will study how various fi lmmakers from the 253 Medieval and Renaissance France francophone world present urban spaces as sites An introduction to the main historical, socio-politi- of confl ict, solidarity, alienation and self-discovery. cal, artistic and intellectual currents that shaped How do these portraits confi rm or challenge the pre-modern France, a period whose values and distinction between urban and non-urban? How concept of “literature” were dramatically different does the image of the city shift for “insiders” and from our own. Close readings of the major literary “outsiders”? Other topics to be discussed include forms of the 12h through 16th centuries, such as immigration, colonialism and globalization. Works Arthurian romance, lyric, farce, mock epic and by Sembene Ousmane, Denys Arcand, Mweze Ngan- essay, viewed in their cultural context. Students will gura and Euzhan Palcy. Offered in French. Prereq- acquire a critical framework and a vocabulary for uisite: FRN 230, or permission of the instructor. discussing and analyzing these texts in French. We Weekly required screenings. {L/A/F} 4 credits will also consider manuscript images, architecture Dawn Fulton and modern fi lms. Topics may include chivalry and Offered Spring 2005 the courtly code, love in the Western tradition, oral culture and the rise of literacy, humanism, scien- 250 Cross-Cultural Connections: Student Life tifi c inquiry, religious reform. Basis for the major. in France and America Prerequisite: a course of higher level than FRN 220 This course will explore and develop students’ or permission of the instructor. {L/S/F} 4 credits understanding of certain abstract aspects of Eglal Doss-Quinby French culture and of fundamental cultural dif- Offered Spring 2005 ferences between Americans and the French, in such areas as cultural attitudes, cultural values 254 France Before the Revolution and the young adult’s place/role in society, family Topic: Drawing upon the Past and school. Through a customized online forum Many of the literary works produced in France and group interactions using the latest webcam during the17th and 18th centuries are “classics” and videoconferencing technology, students will not only because they refl ect artistic values of discuss “Frenchness” and “American-ness” with an French classicism but also because painters, com- advanced English class in a French grande école. posers and directors have found them a source of Complementing the course’s intensive writing com- inspiration for their own creations. We will read ponent, we will study short literary, historical and literary genres such as tragicomedy, comedy, trag- cultural texts dealing with contemporary issues; edy, satire, and novel and explore modes of their one French fi lm and its American remake; and representation in other art forms, from the Ancien several popular songs and their remakes. Prereq- Régime to the present day. Basis for the major. uisite: FRN 230 or higher. Counts as preparation Prerequisite: a course of higher level than FRN 220 for the Smith Junior Year Abroad programs in Paris or permission of the instructor. {L/F} 4 credits or Geneva if the student will have taken another Mary Ellen Birkett course at the FRN 251 level or higher (excluding Offered Fall 2004 FRN 255j) before going abroad. Enrollment limited to 16. {F} 4 credits Candace Skorupa Walton Offered Fall 2004

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256 From Revolution to Revolution: 1789 to 280 Renaissance Comedy and Satire 1968 Comedy and satire played an important role in An introduction to important transformations in French Renaissance writing. Some texts involve 19th- and 20th-century French society. We will carnivalesque “popular” culture, parodying es- examine various historic events and analyze their tablished institutions or rituals. Others continue impact on political, social and cultural develop- the medieval farce tradition, with slapstick humor ments. We will gain a sense of how these symbolic and basic political satire. The fashion for chivalry moments have transformed French language and gave rise to burlesque writing, sending up epic and political thought, and how they are refl ected in prose romance. Knowledge of classical comedy cultural forms such as literature, music, art and and satire produces more developed comedy, fi lm. Prerequisite: a course above FRN 220 or per- including epigrams, humanist comedy, and biting mission of the instructor. {F/H/S} 4 credits political and social satire, marked by a growing Jonathan Gosnell anti-court or anti-Italian theme. Elements of social Offered Spring 2005 realism are balanced by fantasy and the grotesque. With the outbreak of civil war, satire takes on a 260 Literary Visions more bitter tone, but some prose writers at the end of the century return to a more playful, ironic man- Banal Heroes, Sublime Texts: Transforming the ner. This course will explore the genres and uses of World through Literature comedy in 16th-century France. Readings and class A sad dreamer, a social misfi t, a slave to conven- discussion in English. French majors who wish to tion: some of the most famous heroes and heroines receive 300-level credit for this course will do the of 19th- and 20th-century French literature can readings and assignments in French. To be offered appear either ridiculous or utterly commonplace. once only. (E) {L} 4 credits And yet through them it is possible to uncover Richard Cooper (Kennedy Professor in Renais- the depths and mysteries of the human heart. sance Studies) We will study the ways in which a wide variety of Offered Fall 2004 writers (Balzac, Flaubert, Proust, and Duras) are able—often with humor— to fi nd poetry in the everyday and show that literature is a locus of truth. Advanced Literature and First-year students with a strong background in French and an interest in literature most welcome. Culture Prerequisite: FRN 220 or a course at a higher level, or permission of the instructor. {L/F} 4 credits Prerequisite: two courses in literature or culture Fabienne Bullot at the 200 level or permission of the instructor. Offered Fall 2004 FRN 301/CLT 301 Readings of Contemporary Love Triangles Literary Theory in French We will read famous 19th- and 20th-century novels For students concurrently enrolled in CLT 300 and see how a depiction of a brilliant and highly wishing to read and discuss in French the literary cultured society typically sinks into the day-to-day theory at the foundation of contemporary debate. mechanics of an often-disappointing love triangle. Readings of such seminal contributors as Saussure, Novels by Balzac, Flaubert, Proust and Duras. First- Lévi-Strauss, Barthes, Foucault, Derrida, Lacan, year students with a strong background in French Cixous, Kristeva, Irigaray, Fanon, Deleuze, Baudril- and an interest in literature most welcome. Prereq- lard. Optional course. Graded S/U only. (E) {L/F} uisite: a course above FRN 220 or permission of 1 credit the instructor. {L/F} 4 credits Janie Vanpée Martine Gantrel Offered Fall 2004 Offered Spring 2005

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320 Topics in Medieval Renaissance new art of romanticism reshaped existing genres Literature and forged entirely new ones. Readings will include Topic: Women Writers of the Middle Ages works by such authors as Chateaubriand, Cottin, de What genres did women practice in the Middle Duras, Desbordes-Valmore, Hugo, Lamartine, Rous- Ages and in what way did they transform those seau, Sand, Stendhal and Vigny. {L/F} 4 credits. genres for their own purposes? What access did Mary Ellen Birkett women have to education and to the works of other Offered Fall 2004 writers, male and female? To what extent did women writers question the traditional gender roles of 380 Topics in French Cultural Studies their society? How did they represent female char- Topic: “La France des 5 continents”: Colonial or acters in their works and what do their statements Post-colonial France? Can France be reproduced about authorship reveal about their understanding outside its geographic borders, far beyond Europe- of themselves as writing women? What do we make an shores? What manifestations of French culture, of anonymous works written in the feminine voice? identity and language can be found in the world Reading will include the love letters of Héloise, the today and why? This course will examine the objec- lais and fables of Marie de France, the songs of the tives and consequences of French colonial activity trobairitz and women trouvères, and the writings on three different continents—North America, Asia of Christine de Pizan. {L/F} 4 credits and Africa—through a close reading of historical, Eglal Doss-Quinby political, cultural and literary texts. {H/S/F} 4 Offered Spring 2005 credits Jonathan Gosnell 340 Topics in 17th-/18th-Century Literature Offered Spring 2005 4 credits To be announced Offered in 2005–06 Seminars 360 Topics in 19th-/20th-Century Literature Prerequisite: one course at the 300 level. Topic: Quebec Literature A survey of literature from Quebec with emphasis 391 Topics in Literature on the modern period. Topics to be addressed {L/F} 4 credits include the development of a national literature To be announced in Quebec and its relation to French literature (la Offered 2005–06 francité) and other literatures of French expression (la francophonie); literature and Quebecois 392 Topics in Culture nationalism; Quebec writing and its context in the Topic: Two Aesthetics of Modernity: Zola and Americas (“l’américanité”); articulations of iden- Proust While these two giants of modern French tity and difference in writing by women (l’écriture literature are usually perceived as irreconcilable au féminin) and contemporary transcultural writ- opposites, the way Zola and Proust each appre- ing in Montreal. Film and video will complement hend, contend with, and ﬁ nally embrace, modernity readings. {L/F} 4 credits reveals surprising parallels between them. We will Robert Schwartzwald organize our exploration of these authors around Offered Spring 2005 four themes: (1) the body and the senses, (2) lover’s jealousy, (3) urban environment, and (4) 370 Genre Studies new technologies. Readings will include selections Topic: Romanticism Across the Genres from Zola’s Les Rougon-Macquart and Proust’s A The cultural upheaval that swept France in the late la recherche du temps perdu, as well as relevant 18th and early 19th centuries transformed the very cultural and literary scholarship. {L/F} 4 credits foundations of literary expression. From novel to Martine Gantrel theatre to poetry, writers who were seduced by the Offered Fall 2004

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404 Special Studies Normally, students going on Smith College Junior Admission by permission of the department; nor- Year Abroad programs to Paris or Geneva should mally for junior and senior majors and for quali- have completed a minimum of four four-credit ﬁ ed juniors and seniors from other departments. courses of college French, of which at least one 4 credits should be taken in the spring semester preced- Offered both semesters each year ing study abroad. Students beginning French with FRN 101 and 102 or FRN 110 and 111 must take three more four-credit French courses in their Courses Cross-Listed with sophomore year. Students should take one of the following: FRN 253, 254, 256, 260, or a course at Other Departments and a higher level. FRN 255j normally will not count as preparation for Smith College study-abroad Programs programs. CLT 272 Women Writing: 20th-Century Fiction Marilyn Schuster The Major CLT 278 Gender and Madness in African and Caribbean Prose Advisers: Mary Ellen Birkett, Eglal Doss-Quinby, Dawn Fulton Dawn Fulton, Martine Gantrel, Jonathan Gosnell, Ann Leone, Denise Rochat, Nicolas Russell, Janie CLT 285/HSC 285 Mnemosyne: Goddess or Vanpée, Hélène Visentin. Demon? Nicolas Russell Requirements Ten 4-credit courses at the 230 level or above, CLT 288 Bitter Homes and Gardens including: Ann Leone 1. The basis for the French studies major: FRN 253, 254, or an equivalent accepted by the de- CLT 300 Contemporary Literary Theory partment; Janie Vanpée 2. The language requirement: two four-credit, 300- level language courses; FYS 141 Reading Writing and Place Making 3. Seven additional four-credit courses, as detailed Ann Leone below, two of which must be taken at the advanced level in the senior year.

Students majoring in French studies must have a Study Abroad in Paris or minimum of ﬁ ve 300-level French courses, includ- Geneva ing the language requirement. Majors must take at least two courses in periods before the 19th Advisers: Paris: Janie Vanpée (Fall), Hélène century and one course covering the 19th or 20th Visentin (Spring) century; FRN 253 and above may count toward Geneva: Janie Vanpée (Fall), Jonathan this distribution requirement. Students may take Gosnell (Spring) up to two courses relating to France or the francophone world from appropriate offerings in other Majors in French studies who spend the year in departments. Only one course counting toward Paris or Geneva will normally meet certain of the the major maybe taken for an S/U grade. Students requirements during that year. considering graduate school in French studies are encouraged to take CLT 300, Contemporary Liter- Recommendations for study abroad: ary Theory.

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430d Thesis 580 Advanced Studies 8 credits Arranged in consultation with the department. Full-year course; Offered each year 4 credits Offered both semesters each year 431 Thesis 8 credits 580d Advanced Studies Offered Fall semester each year 8 credits Full-year course; Offered each year Requirements: a student eligible for the honors program may enter it as a junior or before the 590 Research and Thesis end of the second week of classes in September of 4 or 8 credits her senior year. It is possible to enter the honors Offered both semesters each year program as early as the second semester of the junior year. In addition to the normal require- 590d Research and Thesis ments of the major, the candidate will write a thesis 8 credits over the course of either one or two semesters. A Full-year course; Offered each year one-semester thesis is due in the ﬁ rst week of the second semester of the senior year. A two-semester thesis is due by April 15 of the senior year. In the second semester of the senior year, the candidate will take an oral examination based on her thesis and the ﬁ eld in which it was written. The thesis may be written in either English or French. The choice of language must be approved by the thesis director and the honors adviser. Prospective entrants are advised to begin planning their work well in advance and undertake preliminary research and reading during the second semester of the junior year.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professor H. Robert Burger, Ph.D. Amy Larson Rhodes, Ph.D. H. Allen Curran, Ph.D. John B. Brady, Ph.D. Lecturer †2 Robert M. Newton, Ph.D., Chair Mark E. Brandriss, Ph.D.

Professor-in-Residence Laboratory Instructor Lawrence Meinert, Ph.D. Steven Gaurin, M.S., M.phil.

Associate Professor Laboratory Instructor **1 Bosiljka Glumac, Ph.D. Steven Gaurin

Students contemplating a major in geology should tinental glaciations, and the evolution of humans. elect 111, 108, 121 or FYS 134 and see a depart- Discussion topics also include the changes that mental adviser as early as possible. All 100-level humans have been making to their environments, courses may be taken without prerequisites. and the possible consequences and predictions for the future of our planet. {N} 4 credits 105 Natural Disasters: Confronting and Mark Brandriss, Spring 2005 Coping Bosiljka Glumac, Spring 2006 An analysis of earthquakes, fl oods, hurricanes Offered Spring 2005, Spring 2006 and tornadoes, volcanic eruptions, landslides and wildfi res. Topics include the current status of pre- 108 Oceanography: An Introduction to the dicting disasters, how to minimize their impacts, Marine Environment public policy issues, the effect of disasters on the An introduction to the global marine environment, course of human history, and the record of past with emphasis on seafl oor dynamics, submarine great disasters in myth and legend. Discussion sec- topography and sediments, the nature and cir- tions will focus on utilizing GIS (Geographic Infor- culation of oceanic waters, ocean-atmosphere mation Systems) to investigate disaster mitigation. interactions, coastal processes, marine biologic {N} 4 credits productivity, and issues of ocean pollution and Robert Burger the sustainable utilization of marine resources by Offered Fall 2004, Fall 2005 humans. One fi eld trip to the Massachusetts coast and one optional oceanographic training cruise. 106 Global Change Through Time {N} WI 4 credits A journey through the 4.6 billion year history of Steven Gaurin global change focuses on the extraordinary events Offered Spring 2005, Spring 2006 that shaped the evolution of the Earth and life. Some of these events include the origin of life, 109 The Environment the buildup of oxygen in the atmosphere, mass An investigation of the earth’s environment and its extinctions of dinosaurs and other organisms, con- interrelationship with people, to evaluate how hu-

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man activity impacts the earth and the sustainability variety of Sherlock Holmes stories, learn to make of natural resources. We will study various natural geological observations, take ﬁ eld trips to observe processes important for judging environmental natural settings, rivers, cemeteries, and then write issues currently faced by citizens and governments. our own Sherlock Holmes stories illustrating the Topics include land-use planning within water- scientiﬁ c method. This is a writing intensive course sheds, water supply, non-renewable and renewable that requires creativity and the ability to observe energy, air pollution and global climate change. and reason, but has no other prerequisites. {L/N} {N} 4 credits WI (E) 4 credits Amy Rhodes Larry Meinert Offered Spring 2005, Spring 2006 Offered Fall 2004

111 Introduction to Earth Processes and 221 Mineralogy History A project-oriented study of minerals and the infor- An exploration of the concepts that provide a unify- mation they contain about planetary processes. The ing explanation for the causes of earthquakes and theory and application to mineralogic problems volcanic eruptions and the formation of mountains, of crystallography, crystal chemistry, crystal optics, continents and oceans. A discussion of the origin of X-ray diffraction, quantitative X-ray spectroscopy, life on earth, the patterns of evolution and extinc- and other spectroscopic techniques. The course tion in plants and animals, and the rise of humans. normally includes a weekend ﬁ eld trip to important Labs and ﬁ eld trips in the local area will examine geologic localities in the Adirondack Mountains. evidence for ancient volcanoes, earthquakes, riv- Prerequisite: 111, 108, 121 or FYS 134. {N} ers, ice ages, and dinosaur habitats. {N} 4 credits 4 credits Amy Rhodes, Fall 2004 John Brady, Fall 2004 Mark Brandriss, Fall 2005 Mark Brandriss, Fall 2005 Offered Fall 2004, Fall 2005 Offered Fall 2004, Fall 2005

FYS 134 Geology in the Field 222 Petrology Clues to over 500 million years of earth history An examination of typical igneous and metamor- can be found in rocks and sediments near Smith phic rocks in the laboratory and in the fi eld in College. Students in this course will attempt to search of clues to their formation. Lab work will decipher this history by careful examination of fi eld emphasize the microscopic study of rocks in thin evidence. Class meetings will take place principally section. Weekend fi eld trips to Cape Ann and Ver- outdoors at interesting geological localities around mont are an important part of the course. Prereq- the Connecticut Valley. Participants will prepare uisite: 221. {N} 4 credits regular reports based on their observations and John Brady reading, building to a fi nal paper on the geologic Offered Spring 2005, Spring 2006 history of the area. The course normally includes a weekend fi eld trip to Cape Cod. Enrollment limited 223j Geology of Hawaiian Volcanoes to 20. {N} WI 4 credits A fi eld-based course to examine volcanic materi- John Brady als and processes on the island of Hawaii. Erup- Offered Fall 2004, Fall 2005 tive styles and cycles, magmatic evolution, lava fountains, fl ows, lakes, and tubes, normal faulting, FYS 150 Sherlock Holmes and the Scientifi c crater formation, landscape development and de- Method struction are among the topics to be considered. If it were not for his investigations of murder and Participants must be physically fi t and prepared for other dastardly deeds, Sherlock Holmes probably considerable hiking in rough terrain. Each student would have been a scientist, based upon his classic will complete a fi eld report on a geologic site in method involving observations, hypotheses, tests of Hawaii. Prerequisites: completion of an introduc- hypotheses, and fi nally conclusions. We will read a tory-level geology course and permission of the

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instructor. Enrollment limited to 14. (E) {N} 251 Geomorphology 1 credit The study of landforms and their signifi cance in John Brady terms of the processes that form them. Selected Offered Interterm 2005 reference is made to examples in the New England region and the classic landforms of the world. 231 Invertebrate Paleontology and during the fi rst part of the semester, laboratories Paleoecology will involve learning to use geographic information A study of the major groups of fossil invertebrates system (GIS) software to analyze landforms. Dur- including their phylogenetic relationships, paleo- ing the second part of the semester, laboratories ecology, and their importance for geologic-bio- will include fi eld trips to examine landforms in the stratigraphic problem solving. Special topics in- local area. Prerequisite: 111, 108,121 or FYS 134. clude speciation, functional adaptations, paleoenvi- {N} 4 credits ronments, consideration of the earliest forms of life Robert Newton and the record of extinctions. Weekend fi eld trip to Offered Spring 2005, Spring 2007 New York State. Prerequisite: 111, 108, 121 or FYS 134; open without prerequisite to majors in the 270j Carbonate Systems and Coral Reefs of biological sciences. {N} 4 credits the Bahamas Allen Curran A fi eld-oriented course to examine the diverse car- Offered Fall 2004, Fall 2005 bonate sediment-producing, modern environments typical of the Bahama Islands, including a variety 232 Sedimentology of shallow subtidal shelf environments, coral reefs, A project-oriented study of the processes and prod- lagoons, beaches, dunes and lakes. The Quaternary ucts of sediment formation, transport, deposition rocks that cap the islands will be studied to estab- and lithifi cation. Modern sediments and deposi- lish paleoenvironmental analogues to the modern tional environments of the Massachusetts coast are environments and to understand better the pro- examined and compared with ancient sedimentary cesses that modify sediments in the transition to the rocks of the Connecticut River Valley and eastern rock record. Students will conduct an individual or New York. Field and laboratory analyses focus on small group project. Prerequisites: completion of the description and classifi cation of sedimentary an introductory-level geology course and permis- rocks, and on the interpretation of their origin. The sion of the instructors. Enrollment limited to 16. results provide unique insights into the geologic {N} 3 credits history of eastern North America. Two weekend Allen Curran, Bosiljka Glumac fi eld trips. Prerequisite: 111, 108, 121 or FYS 134. Offered January 2006 {N} 4 credits Bosiljka Glumac 301/EGR 311 Aqueous Geochemistry Offered Fall 2004, Fall 2005 This project-based course examines the geochemical reactions that result from interaction of water 241 Structural Geology with the natural system. Water and soil samples The study and interpretation of rock structures, collected from a weekend fi eld trip will serve as the with emphasis on the mechanics of deformation, basis for understanding principles of pH, alkalinity, behavior of rock materials, and methods of analy- equilibrium thermodynamics, mineral solubility, sis. Weekend fi eld trip to Rhode Island. Prerequi- soil chemistry, redox reactions, and acid rain and site: 108, 111, 121 or FYS 134, and 232 or 222. mine drainage. The laboratory will emphasize wet- {N} 4 credits chemistry analytical techniques. Participants will Robert Burger prepare regular reports based on laboratory analy- Offered Spring 2005, Spring 2006 ses, building to a fi nal analysis of the project study area. One weekend fi eld trip. Prerequisite: One

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geology course and CHM 111. Enrollment limited 400 Advanced Work or Special Problems in to 9. {N} 4 credits Geology Amy Rhodes Admission by permission of the department. Pro- Offered Fall 2006 posals must be submitted in writing to the project director by the end of the fi rst week of classes. 309/EGR 319 Groundwater Geology 1 to 4 credits A study of the occurrence, movement and ex- Members of the department ploitation of water in geologic materials. Topics Offered both semesters each year include well hydraulics, groundwater chemistry, ______the relationship of geology to groundwater occurrence, basin-wide groundwater development and The following two Engineering courses are con- groundwater contamination. A class project will sidered equivalent to a 300-level geology course involve studying a local groundwater problem. and can be used to satisfy the elective advance level Prerequisites: 111, 121 or FYS 134, and MTH 111. course requirement. Enrollment limited to 14. {N} 4 credits Robert Newton EGR 315 Ecohydrology Offered Fall 2004 This course focuses on the movement of water through the environment, the connections between 311 Environmental Geophysics hydrology and ecology, and the impacts of human Theory and environmental applications of geophys- modifi cation to the hydrologic cycle. Students will ical techniques including refl ection and refraction gain a conceptual understanding of hydrologic pro- seismology, gravimetry, electrical resistivity, and cesses (precipitation, evapotranspiration, stream- magnetics. Extensive fi eldwork including delineat- fl ow, etc.) and their statistical and mathematical ing aquifer geometries, determining buried landfi ll representation. The latter portion of the semester boundaries and mapping leachate plumes. Pre- includes the study of specifi c environments of in- requisites: two geology courses at the intermediate terest, such as cloud forests, semi-arid grasslands, level, and MTH 111. Enrollment limited to 12. {N} and wetland ecosystems. Prerequisites: MTH 112 4 credits or 114, 4 credits. 4 credits Robert Burger Andrew Guswa Offered Fall 2005, Fall 2006 Offered Fall 2004

361 Tectonics and Earth History EGR 340 Mechanics of Granular Media A study of the interactions between global tectonic An introduction to the mechanical properties of processes, continental growth and evolution, the materials in which the continuum assumption is formation and destruction of marine basins, and invalid. Topics include classiﬁ cation, hydraulic the history of life as revealed from the rock and conductivity, effective stress, volume change, stress- fossil record of planet Earth. Student presenta- strain relationships and dynamic properties. While tions and discussions about recent developments soil mechanics will be a major focus of the class, in geology are central to the course. Prerequisites: the principles covered will be broadly applicable. all intermediate-level required courses in geology, Students will apply these basic principles to explore any of which may be taken concurrently; geology an area of interest through an in-depth project. minors with permission of the instructor. {N} Prerequisite: EGR 272 or GEO 241. 4 credits {N} 4 credits Mark Brandriss, Spring 2005 Glenn Ellis Bosiljka Glumac, Spring 2006 Offered Spring 2005, Spring 2007 Offered Spring 2005, Spring 2006 For additional offerings, see Five College Course Offerings by Five College Faculty.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 173173 77/21/04/21/04 10:59:4410:59:44 AMAM 242 Geology The Major Honors Advisers: for the class of 2005, Robert Newton; Directors: Robert Newton, 2004–05; John Brady, for the class of 2006, John Brady; for the class 2005–06. of 2007, Robert Burger; for the class of 2008, Bosiljka Glumac 430d Thesis 8 credits Advisers for Study Abroad: Robert Burger, Full-year course; Offered each year 2004–05; Bosiljka Glumac, 2005–06 432d Thesis Basis: 111, or 108, or FYS 134/GEO 121. 12 credits Full-year course; Offered each year Requirements: eight semester courses above the basis and including the following: 221, 222, 231, Basis: 111, or 108, or 121, or FYS 134. 232, 241, 251, 361 and one additional course at the advanced level. Majors planning for graduate Requirements: seven semester courses above the school will need introductory courses in other basis and including the following: 221, 222, 231, basic sciences and mathematics. Prospective ma- 232, 241, 251, and 361. An honors project (430d jors should see a departmental adviser as early as or 432d) pursued during the senior year. Entrance possible. by the beginning of the fi rst semester of the senior year. Presentation and defense of the thesis. A summer fi eld course is strongly recommended for all majors and is a requirement for admission to some graduate programs. Majors may petition Field Experiences the department to have a summer fi eld course substitute for the requirement of a second advanced- The department regularly sponsors a fi eld-based level course. course. Normally the course takes place one year in the Bahamas during Interterm and the following year in Death Valley, California, or Hawaii during The Minor spring break. The Bahamas course concentrates on modern and ancient coral reefs and carbonate en- Advisers: same as for the major vironments and utilizes the facilities of the Gerace Research Center on San Salvador Island. The Death Many emphases are possible within the geology Valley course focuses on the currently active struc- minor. For example, a student interested in earth tural and geomorphologic processes responsible processes and history might take 106, 111, GEO for Death Valley’s present landscape. 121/FYS 134, 231, 232, 251, 361, and an elective course. A student concerned about environmental The geology department is a member of the Keck and resource issues might take 105, 111, 108, Geology Consortium, a group of twelve liberal arts 109, 221, 232, and 309. Students contemplating colleges funded by the Keck Foundation to spon- a minor in geology should see a departmental ad- sor cooperative student/faculty summer research viser as early as possible to develop a minor course projects at locations throughout the United States program. This program must be submitted to the and abroad. department for approval no later than the beginning of the senior year.

Requirements: six semester courses including 111, or 108, or 121 or FYS 134 and a total of no more than three courses at the 100 level.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Lecturers **1 Jocelyne Kolb, Ph.D. Robert Davis, Ph.D. §1, *2 Gertraud Gutzmann, Ph.D. Judith Keyler-Mayer, M.A. §2 Joseph George McVeigh, Ph.D., Chair

Visiting Assistant Professor Mary Ballard Paddock, Ph.D.

Students who enter with previous preparation in tice, written exercises, and listening and reading German will be assigned to appropriate courses on comprehension. By the end of the year, students the basis of a placement examination. will be able to read literary and journalistic texts as Students who receive a score of 4 or 5 on the a basis for classroom discussion and short written Advanced Placement test may not apply that credit assignments. The course offers an introduction to toward the degree if they complete for credit 100y, the culture of German-speaking people and coun- 101y, 110y, 115, 200, or 220. tries. Students who successfully complete this year- Students who plan to major in German studies long course and take GER 200 and GER 220 will or who wish to spend the junior year in Hamburg be eligible for the Junior Year Abroad in Hamburg. should take German in the fi rst two years. Students {F} 8 credits enrolled in 220, 221, 225, or 226 should con- Joseph, McVeigh, Mary Paddock sider taking the Zertifi kat Deutsch examination Full-year course; Offered each year administered by the Goethe Institut offered each spring on campus. The Zertifi kat Deutsch is highly 115 German for Reading Knowledge regarded by private and public sector employers A one-semester introduction to reading skills in all German-speaking countries as proof of well- designed specifi cally for students who wish to use developed communicative skills in basic German. German secondary sources (newspapers, journal Courses in European history and in other litera- articles, books) for research purposes. Emphasis tures are also recommended. is on the acquisition of skills to recognize grammatical constructions, idioms and vocabulary. Readings of general interest taken from a variety A. German Language of fi elds will be supplemented by materials related to the majors of course participants. This course Credit is not granted for the fi rst semester only of treats reading comprehension skills only and is not the year-long elementary language courses. designed for students who wish to acquire functional communicative profi ciency in German. Open 100y Elementary German only to juniors and seniors who have not taken a An introduction to spoken and written German, college-level German course. {F} 4 credits and to the culture and history of German-speaking Mary Paddock people and countries. Emphasis on grammar and Offered Fall 2004 practical vocabulary for use in conversational prac-

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200 Low Intermediate German A review of basic grammatical concepts and the B. German Literature and study of new ones, with emphasis on vocabulary building. An introduction to contemporary German Culture (Courses Taught in culture through literary and journalistic texts, with German) regular practice in written and oral expression. Students who successfully complete GER 200 and 222 Topics in German Culture and Civilization GER 220 will be eligible for the Junior Year Abroad {F/L} 4 credits in Hamburg. Prerequisite: 100y, permission of the instructor, or by placement. {F} 4 credits War and Peace in Germany Judith Keyler-Mayer This course probes the discourse on war and peace Offered Fall 2004 in German culture from the 17th century to the present. We will look at examples from literature, 220 High Intermediate German fi lm, art, music, and popular culture: Gryphius, Introduction and practice of more advanced ele- Heine, Remarque, Brecht, Boell, and others. ments of grammar, with an emphasis on expanding Conducted in German. Highly recommended for vocabulary. Discussion of topics in modern Ger- students wishing to participate in the Junior Year man culture; development of reading skills using Abroad Program in Hamburg. Prerequisite: 221, unedited literary and journalistic texts; weekly permission of the instructor, or by placement. {F/L} writing assignments. Students are eligible to take Judith Keyler-Meyer the examination for the Zertifi kat Deutsch that is Offered Fall 2004 administered at Smith each spring by the Goethe Institute. The Zertifi kat Deutsch is highly regarded The Culture of Cities: Berlin, Vienna, Munich by private and public sector employers in all Ger- 1820s–1920s man-speaking countries as proof of well-developed Berlin, Vienna and Munich as sites of modern cul- communicative skills in basic German. Students ture: the importance of the salon, the Kaffeehaus, who successfully complete GER 220 will be eligible the theater, and the university for the work of Hoff- for the Junior Year Abroad in Hamburg. Prerequi- mann, Heine, Fontane, C.M. von Weber, Schinkel site: 110y, 200, permission of the instructor, or by in Berlin; Schnitzler, Hofmannsthal, Freud, Mahler, placement. {F} 4 credits Klimt in Vienna; Thomas Mann, Stefan George, Judith Keyler-Mayer Richard Strauss, Kandinsky in Munich. Conducted Offered Fall 2004, Spring 2005 in German. Highly recommended for students wishing to participate in the Junior Year Abroad 221 Conversation and Composition in Hamburg. Prerequisite: 221, permission of the Intensive practice of spoken and written German. instructor, or by placement. {F/L} 4 credits Weekly assignments in various forms of writing, Mary Paddock such as the business and personal letter, vita, di- Offered Spring 2005 ary, and essay. Highly recommended for students wishing to participate in the Junior Year Abroad in 351 Advanced Topics in German Studies Hamburg. Prerequisite: 110y, 220, permission of Each topic will focus on a particular literary epoch, the instructor, or by placement. {F} 4 credits movement, genre or author from German literary Jocelyne Kolb, Judith Keyler-Mayer culture. All sections taught in German. Offered Fall 2004, Spring 2005 {L/F} 4 credits

Topic: The Reformation and Baroque in German Literature This course will look at the cultural and historical forces that profoundly changed the face of Europe in the 16th and 17th centuries through literary

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and non-literary texts by Martin Luther, Erasmus of Topic: America and the Germans Rotterdam, Hans Sachs, Andreas Gryphius, Martin This course will examine the changing image of Opitz and others. Germany, the Germans and German culture in Joseph McVeigh American popular culture over the last 150 years, Offered Fall 2004 with particular emphasis on more recent manifestations of “German-ness” in the American media. Topic: Romanticism Knowledge of German not required. {L/H} A study of early and late Romanticism and a con- Joseph McVeigh sideration of what makes the period revolutionary. Offered Fall 2004 Works by such authors as Wackenroder, Tieck, Friedrich Schlegel, Brentano, Kleist, Günderode, Topic: Things Your Mama Never Told You… Hoffmann, Eichendorff, and Heine, with side About German Culture glances at Goethe and Schiller and at painters and The purpose of this course is to provide curious musicians of the period. students with a practical guide to German culture Jocelyne Kolb from Teutonic barbarians to Teutonic rap. The Offered Fall 2004 main focus of this course will rest upon the inter- connectedness of many diverse areas of German Topic: Expressionism and Modernism in Germany culture through the centuries (literature, art, phi- A study of modernist tendencies in German culture losophy, music, domestic culture, popular culture) in the fi rst decades of the 20th century. Readings and their relationship to contemporary life and by Trakl, Heinrich Mann, Bronnen, Barlach, Toller society. Class discussions and practice sessions will and others, as well as consideration of German emphasize the integration of this knowledge into a Expressionism in the visual arts. wide variety of communicative settings from casual Joseph McVeigh conversation to more formal modes of address. Offered Spring 2005 Conducted in English. No previous knowledge of German culture or language required. {L/H} 4 404 Special Studies credits Arranged in consultation with the department. Joseph McVeigh Admission for senior majors by permission of the Offered Spring 2005 department. 4 credits Offered both semesters each year When Men Were Women: The Woman’s Role in Medieval German Lyric The vast majority of medieval poems are attributed C. Courses in English to men, but an astonishing number of these clearly present a woman’s perspective. Did these poet-per- 151 Colloquium: Jews in German Culture formers want to express their feminine side? Were A survey of the Jewish-German dialogue from the they trying to impress women with their sensitivity? 18th century to contemporary Germany: the impor- This course will examine major artists of the Ger- tance of the Jewish presence in German culture; manic High Middle Ages such as Walther von der representations of the Jew in German literature, Vogelweide, Hartmann von Aue, Reinmar der Alte fi lm, and opera; the role of anti-Semitism in Ger- and Wolfram von Eschenbach, as well as the poets man history; Jewish life in Germany today. Texts by who infl uenced them. Attention will also be given to G.E. Lessing, Grimm Brothers, H. Heine, K. Marx, the development of the woman’s role in the lyric of R. Wagner, A. Schnitzler, Thomas Mann and others. other European cultures of the time. Readings and {L} WI 4 credits discussion in English. No previous knowledge of Jocelyne Kolb German or medieval literature required. {L/H} Offered Fall 2004 Mary Paddock Offered Spring 2005 227 Topics in German Studies {L/H} 4 credits

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230 Topics in German Cinema 270 German History and Culture from 1871 Topic: Haunted Utopia? Weimar Cinema (1919 – to 1945 31): From Caligari to M This course covers the Wilhelminian Empire, the A study of such representative fi lms from Ger- Weimar Republic and the Third Reich. For the many’s “Golden Age” as Wiene’s The Cabinet of Weimar Republic, the focus will be on the political, Dr. Caligari, Lang’s Metropolis and M., Murnau’s economic, social and cultural issues the republic Nosferatu and Pabst’s Joyless Street. Emphasis was facing. For the Third Reich, we will focus on on investigating historical and sociological back- the establishment of dictatorship; the persecution ground; infl uence of Expressionist theater; advent of Jews; everyday life in Hitler Germany; World War of sound; the “New Woman”; genesis of horror, II; resistance and opposition; the end of the Third action, and utopian fi lm; infl uence on New German Reich. Limited to students enrolled in the JYA pro- Cinema and contemporary popular culture. In- gram. {H/F} 4 credits. cludes such contemporary “remakes” as Herzog’s Rainer Nicolaysen Nosferatu, the 2002 anime Metropolis, and music Offered Fall 2004 on the Junior Year in videos by Queen and Madonna. Collaborative Hamburg course between Smith College and Mt. Holyoke College via the Interactive Networked Classrooms. 280 Theater in Hamburg: Topics and Trends in Includes discussion with specialists and students Contemporary German Theater in the United States and Germany. No knowledge of This course offers an introduction to the Ger- German required. man theater system; through concentration on its (E) {L/H/A} 4 credits historical and social role, its economics and ad- Robert Davis ministration. We will study the semiotics of theater Offered Spring 2005 and learn the technical vocabulary to describe and judge a performance. Plays will be by German authors from different periods. The JYA program will D. Courses Offered on the cover the cost of the tickets. Attendance at four or fi ve performances is required. Limited to students Junior Year Abroad Program enrolled in the JYA program. {L/A/F} 4 credits Jutta Gutzeit in Hamburg Offered Fall 2004 on the Junior Year in Hamburg 260 Orientation Program in Hamburg The Orientation Program has three main goals: 290 Studies in Language II 1) to ensure daily practice in spoken and written The objective of this course is to improve written German needed for study at the University of Ham- and oral skills by building on work done during burg; 2) to offer a comprehensive introduction to the orientation program. Emphasis in class will be current affairs in Germany (political parties, news- on treatment of complex grammatical structures as papers and magazines, economic concerns); 3) to well as dictations, grammar and listening compre- offer extensive exposure to the cultural and social hension. Students will be taught how to present a life of Hamburg and its environs. Students are also term paper (Hausarbeit) in the German fashion. introduced to German terminology and methodol- In addition, there will be an optional weekly pho- ogy in their respective majors, to German academic netics tutorial. {F} 4 credits prose style, and to a characteristic German form Jutta Gutzeit of academic oral presentation, the Referat. The Offered Fall 2004 on the Junior Year in Orientation Program culminates in the presentation Hamburg of a Referat on a topic in each student’s academic area of concentration. 2 credits 310 Studies in Language III Annelie Andert, Manfred Bonus, Ute Michel The objective of this course is to improve written Offered Fall 2004 for six weeks on the Junior and oral skills by building on work done during Year in Hamburg the orientation program or the winter semester.

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Emphasis in class will be on treatment of complex GER 270, 280, 290 and 310 can only be taken on grammatical structures as well as dictations, gram- the Junior Year Abroad in Hamburg. mar and listening comprehension. Students taking the course in the winter semester will be taught Courses other than those in the Smith catalogue how to present a term paper (Hausarbeit) in taken during the Junior Year Abroad in Hamburg the German fashion. In addition, there will be an will be numbered differently and will be consid- optional weekly phonetics tutorial. Preparation for ered equivalent to (and upon occasion can be sub- the qualifying exam “Deutsch als Fremdsprache” at stituted for) required courses offered on the Smith the University of Hamburg. Prerequisite: 290 or by campus, subject to the approval of the department. placement. {F} 4 credits Students are encouraged to take courses out- Jutta Gutzeit side the Department of German Studies, specifi cally Offered Fall 2005, Spring 2005 on the Junior courses in comparative literature, art history, music Year in Hamburg history, history, government, and philosophy. 320 Germany 1945–90: Politics, Society and Culture in the Two German States This course, which provides a continuation of 270, The Minor will cover the post-War period of occupation; the Advisers: for the class of 2005, Judith Keyler- founding of two German states; German-German Mayer; for the class of 2006, Gertraud Gutzmann; relations during the Cold War; and the reunifi cation for the class of 2007, Joseph McVeigh. of Germany. Historical analysis; reading of selected literary works; screening of fi lms. Prerequisite: Basis: GER 200 270, or permission of the instructor. Limited to students enrolled in the JYA program. {L/H/F} 4 Requirements: Six (6) courses above the basis. credits Rainer Nicolaysen Up to two English-language courses taught by the Offered Spring 2005 on the Junior Year in German Studies Department. Hamburg Four German-language courses above the basis The Major offered in the German studies department. Advisers: for the class of 2005, Judith Keyler- Mayer; for the class of 2006, Gertraud Gutzmann; Honors for the class of 2007, Joseph McVeigh. Director: Joseph McVeigh. Adviser for Study Abroad: Joseph McVeigh 430d Thesis Basis: GER 200 8 credits Full-year course; Offered each year Requirements: Nine courses above the basis, of which at least six (6) must be selected from the Requirements: the same as for the major, with the following: 220; 221 or 290; 222 (may be repeated addition of a thesis, to be written over the course of with a different topic); 270; 280; 310; 320; 351 two semesters, and an oral examination in the gen- (may be repeated with a different topic). eral area of the thesis. The topic of specialization should be chosen in consultation with the director Up to three (3) English-language courses may of honors during the junior year or at the begin- be taken from among the following: 227 (may ning of the senior year. be repeated with a different topic); 230 (may be repeated with a different topic); 240; and any CLT courses taught by faculty of the German studies department.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Adjunct Associate Professor Susan C. Bourque, Ph.D. Robert Hauck, Ph.D. **2 Steven Martin Goldstein, Ph.D. Donna Robinson Divine, Ph.D. Assistant Professors Martha A. Ackelsberg, Ph.D. (Government and Marc Lendler, Ph.D. Women’s Studies) Jacques Hymans, Ph.D. Donald C. Baumer, Ph.D., Chair †2 Dennis Yasutomo, Ph.D. Lecturer †2 Patrick Coby, Ph.D. Michael Klare Catharine Newbury, Ph.D. Washington Scholar in Residence Associate Professors Sally Katzen Dyk, J.D. Howard Gold, Ph.D. Velma E. Garcia, Ph.D. Associated Faculty Gregory White, Ph.D. Gwendolyn Mink, Ph.D. (Women’s Studies) †1 Alice L. Hearst, J.D., Ph.D. Gary Lehring, Ph.D. Research Associate Mlada Bukovansky, Ph.D. Michael Clancy

For fi rst-year students in their fi rst semester, admis- 190 Empirical Methods in Political Science sion to 200-level courses is only by permission of The fundamental problems in summarizing, the instructor. interpreting and analyzing empirical data. Top- Seminars require the permission of the instruc- ics include research design and measurement, tor and ordinarily presume as a prerequisite a 200- descriptive statistics, sampling, signifi cance tests, level course in the same fi eld. correlation and regression. Special attention will be paid to survey data and to data analysis using 100 Introduction to Political Thinking I computer software. {S/M} 4 credits Open to all students. Students considering a gov- Howard Gold ernment major are strongly encouraged to take Offered Fall 2004, Fall 2005 GOV 100 in their fi rst or second year. A study of the leading ideas of the Western political tradition, focusing on such topics as justice, power, authority, American Government freedom, equality and democracy. Two lectures and one discussion. One or more discussion sections 200 is suggested preparation for all other courses are designated as Writing Intensive (WI) {S} in this fi eld. 4 credits Gary Lehring and members of the department, 200 American Government Fall 2004 A study of the politics and governance in the United Martha Ackelsberg and members of the depart- States. Special emphasis is placed on how the ma- ment, Fall 2005 jor institutions of American government are infl u- Offered Fall 2004, Fall 2005 enced by public opinion and citizen behavior, and

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how all of these forces interact in the determination 206 The American Presidency of government policy. The course will include at An analysis of the executive power in its constitu- least one Internet-based assignment. {S} 4 credits tional setting and of the changing character of the Donald Baumer executive branch. {S} 4 credits Offered Spring 2005, Spring 2006 Marc Lendler Offered Spring 2006 201 American Constitutional Interpretation The study of Supreme Court decisions, documents 207 Politics of Public Policy and other writings dealing with constitutional the- A thorough introduction to the study of public ory and interpretation. Special attention is given to policy in the United States. A theoretical overview understanding the institutional role of the Supreme of the policy process provides the framework for Court. Not open to fi rst-year students. {S} 4 credits an analysis of several substantive policy areas, to be Alice Hearst announced at the beginning of the term. {S} Offered Fall 2005 4 credits Donald Baumer 202 American Constitutional Law: The Bill of Offered Fall 2005 Rights and the Fourteenth Amendment Fundamental rights of persons and citizens as in- 208 Elections in the Political Order terpreted by decisions of the Supreme Court, with An examination and analysis of electoral politics in emphasis on the interpretation of the Bill of Rights the United States. Voting and elections are viewed in and the Fourteenth Amendment. {S} 4 credits the context of democracy. Topics include electoral Marc Landler, Spring 2005 participation, presidential selection, campaigns, Alice Hearst, Spring 2006 electoral behavior, public opinion, parties and con- Offered Spring 2005, Spring 2006 gressional elections. Special attention will be paid to the 2000 presidential election. {S} 4 credits 204 Urban Politics Marc Lendler The growth and development of political communi- Offered Fall 2004, Fall 2005 ties in metropolitan areas in the United States, with specifi c reference to the experiences of women, 209 Colloquium: Congress and the Legislative black and white. Focus on the social structuring Process of space; the ways patterns of urban development An analysis of the legislative process in the United refl ect prevailing societal views on relations of States focused on the contemporary role of Con- race, sex and class; intergovernmental relations; gress in the policy-making process. In addition to and the efforts of people—through governmental examining the structure and operation of Congress, action or popular movements—to affect the nature we will explore the tension inherent in the design and structure of the communities in which they of Congress as the maker of public policy for the live. {S} 4 credits entire country while somehow simultaneously rep- Martha Ackelsberg resenting the diverse and often confl icting interests Offered Spring 2006 of citizens from 50 different states and 435 separate congressional districts. Enrollment limited to 205 Colloquium: Law, Family and State 20. {S} 4 credits Explores the status of the family in American Donald Baumer political life, and its role as a mediating structure Offered Spring 2005 between the individual and the state. Emphasis will be placed on the role of the courts in articulating 210 Public Opinion and Mass Media in the the rights of the family and its members. Limited United States enrollment. Suggested preparation GOV 202 or This course examines and analyzes American WST 225. {S} 4 credits public opinion and the impact of the mass media Alice Hearst on politics. Topics include political socialization, Offered Spring 2006 political culture, attitude formation and change,

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linkages between public opinion and policy and the ited to 20. (E) {S} 4 credits use of surveys to measure public opinion. Empha- Marc Lendler sis on the media’s role in shaping public prefer- Offered Fall 2005 ences, and politics. {S} 4 credits Howard Gold 216 Minority Politics Offered Spring 2005, Spring 2006 An examination of political issues facing the minority communities of American society. Topics 211 Colloquium: The Regulatory Process: A include social movements, gender and class issues. Window into How the Federal Government {S} 4 credits Works Velma Garcia Regulations constitute an important instrument Offered Fall 2004, Fall 2005 of government and are one of the easiest ways for a president to make his/her mark. We will study 217 Colloquium: The Politics of Wealth and the institutional interests and the role—in theory Poverty in the United States and in practice—of the various entities that are This course examines changing patterns of wealth involved in the regulatory process, including Con- and income inequality in the United States. We will gress, the president, the agencies (both executive explore how these inequalities have developed over branch and independent regulatory agencies), the time and various responses to them, both at the Ofﬁ ce of Management and Budget, and the courts. level of public policy and of popular activism and/ We will explore the procedures the agencies follow or social mobilizations. We’ll pay particular atten- in developing regulations, especially those involving tion to the ways gender, race, sexuality and ethnic the public, and the role of science and econom- differences interact in the structuring of social and ics in the decision-making process. Speciﬁ c case political, as well as economic, inequalities. Enroll- studies, including seat belt and air bag regulations, ment is limited to 20 students. Prerequisite: Gov various environmental regulations, and safety and 100 or a course in U.S. politics. {S} 4 credits health regulations, will be used to illustrate how Martha Ackelsberg the principles associated with American govern- Offered Spring 2005 ment—such as separation of powers, federalism, and accountability—play out in Washington, DC. 304 Seminar in American Government Limited enrollment {S} 4 credits {S} 4 credits Sally Katzen Dyk Offered Fall 2004 Pathologies of Power A comparative examination of McCarthyism, Water- 214 Colloquium: Free Speech in America gate and Iran-Contra. A look at how our political An examination of the application of the First institutions function under stress. Prerequisite: a Amendment in historical context. Special attention 200-level course in American Government. to contemporary speech rights controversies. Lim- Marc Lendler ited enrollment. {S} 4 credits Offered Spring 2005, Spring 2006 Marc Lendler Offered Fall 2004 306 Seminar in American Government {S} 4 credits 215 Colloquium: The Clinton Years This is a course about the eight years of the Clin- Politics and the Environment ton presidency. It will cover the elections, policy An examination of environmental policy making debates, foreign policy, battles with the Republican within the federal government, with special em- Congress and impeachment. The purpose is to be- phasis on how Congress deals with environmental gin the task of bringing perspective to those years. policy issues. A variety of substantive policy areas Prerequisites: One American Government course from clean air to toxic waste will be covered. Stu- and permission of the instructor. Enrollment lim- dents will complete research papers on an environmental policy topic of their choice. Prerequisite: a

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200-level course in American Government. 413 Washington Seminar: The Art and Craft of Donald Baumer Political Science Research Offered Spring 2006 This seminar is designed to provide students participating in the Washington Internship Program 307 Seminar in American Government with an overview of the various approaches to Topic: Latinos and Politics in the United States conducting research in the discipline of political An examination of the role of Latinos in society and science. Students will be introduced to methods of politics in the United States Issues to be analyzed quantitative and qualitative research, data acquisi- include immigration, education, electoral politics tion and hypothesis testing. The seminar’s more and gender. {S} 4 credits specifi c goal is to help students understand the Velma Garcia process of planning, organizing and writing an ana- Offered Fall 2004 lytical political science research paper. Enrollment limited to juniors and seniors in the Washington 311 Seminar in Urban Politics Internship Program. {S} 2 credits This course will examine a variety of movements, Robert J. P. Hauck both historical and contemporary, that have been Offered Fall 2004, Fall 2005 centered in cities, in an effort to understand their special characteristics, and the relationship between urban spaces and political action. {S} Comparative Government 4 credits Martha Ackelsberg 220 Introduction to Comparative Politics Offered Fall 2005 This course introduces the study of comparative political analysis through the comparative study 312 Seminar in American Government of democratization. It weaves conceptual ap- Topic: Political Behavior in the United States. An proaches with case studies of historic as well as examination of selected topics related to American contemporary political systems. The focus is on the political behavior. Themes include empirical analy- major approaches and controversies in the study sis, partisanship, voting behavior and turnout, pub- of democratization as well as the manner in which lic opinion and racial attitudes. Student projects this conceptual literature has been applied to—but will involve analysis of survey data. {S} 4 credits also reshaped by—the evolution of specifi c politi- Howard Gold cal systems. {S} 4 credits Offered Spring 2005, Spring 2006 Steven Goldstein Offered Spring 2005 411 Washington Seminar in American Government 221 European Politics Policy making in the national government. Open This course focuses on the development of Europe- only to members of the Semester-in-Washington an democratic institutions in the context of military Program. Given in Washington, D.C. 4 credits and economic confl ict and cooperation. Includes Robert Hauck an introduction to the process of European integra- Offered Fall 2004, Fall 2005 tion. {S} 4 credits Mlada Bukovansky 412 Semester-in-Washington Research Offered Fall 2004, Fall 2005 Project Open only to members of the Semester-in-Washing- 224 Islam and Politics in the Middle East ton Program. 8 credits An analysis of traditional Muslim political societies Donald Baumer in the Middle East and of the many ways in which Offered Fall 2004, Fall 2005 they were transformed into nation states. Issues addressed include nationalism, religious political activism, colonialism and globalization. Readings will also cover such topics as regional confl icts,

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revolutions as well as the impact of these disparate temporary Africa. Topics will include the historical developments on the position of women. {S} 4 effects of colonialism on the economic, social, credits and political roles of African women, the nature of Donna Robinson Divine urban/rural distinctions, and the diverse responses Offered Fall 2004 by women to the economic and political crises of postcolonial African polities. Case studies of spe- 226 Latin American Political Systems ciﬁ c African countries, with readings of novels and A comparative analysis of Latin American political women’s life histories as well as analyses by social systems. Emphasis on the politics of development, scientists. {S} 4 credits the problems of leadership, legitimacy, and regime Catharine Newbury continuity. A wide range of countries and political Offered Fall 2005 issues will be covered. {S} 4 credits Velma Garcia 233 Problems in Political Development Offered Spring 2005, Spring 2006 Why are so many states of the world poor and “underdeveloped?” What is the meaning of devel- 228 Government and Politics of Japan opment, and how can it be achieved? Focusing on An introductory survey and analysis of the develop- areas of Africa, Latin America and Asia, this course ment of postwar Japanese politics. Emphasis on will explore the role of the state in development, Japanese political culture and on formal and infor- institutions, actors and social movements that mal political institutions and processes, including structure political interaction, and the relationship political parties, the bureaucracy, interest groups between democratization and development. {S} and electoral and factional politics. {S} 4 credits 4 credits Dennis Yasutomo Catharine Newbury Offered Fall 2004 Offered Spring 2005

229 Government and Politics of Israel 236 Central Africa: Development, A historical analysis of the establishment of the Democratization, and Violence State of Israel and the formation of its economy, A study of colonial dynamics, decolonization, and society and culture. Discussions will focus on the postcolonial politics of central African states. Topics Zionist movement in Europe and the United States, include the state’s role in development, the chang- the growth and development of Jewish economic ing character of state/society relationships, grass- and political institutions in the land of Israel, and roots pressures for democratization in the 1990s, the revival of the Hebrew language. {S} 4 credits and the roots to genocide and war in the region. In Donna Robinson Divine addition to social science analyses and accounts by Offered Fall 2005 journalists, we will study popular paintings and life histories that reﬂ ect cultural attitudes and practices, 230 Government and Politics of China depicting the everyday experiences of people from Treatment of traditional and transitional China, different social strata. Suggested preparation GOV followed by analysis of the political system of the 233 or one course in African politics, anthropology, People’s Republic of China. Discussion centers on or history. {S} 4 credits such topics as problems of economic and social Catharine Newbury change, policy formulation, and patterns of party Offered Spring 2006 and state power. {S} 4 credits Steven Goldstein 238 Readings on Central Africa in French Offered Fall 2004, Fall 2005 Discussion in French of historical and contemporary issues in francophone Central Africa. Readings of 232 Women and Politics in Africa academic analyses as well as newspaper accounts, This course will explore the genesis and effects of life history narratives, and francophone Web sites. political activism by women in Africa, which some Optional one-credit course open only to students believe represents a new African feminism, and its concurrently enrolled in GOV 236, or HST 258. Pre- implications for state/civil society relations in con- requisite: FRN 230 or equivalent. Enrollment limited

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to 15. Graded S/U only. {H/S/F} 1 credit 322 Seminar in Comparative Government Catharine Newbury Topic: Mexican Politics from 1910 to the Pres- Offered Spring 2006 ent. An in-depth examination of contemporary political and social issues in Mexico. The country, 237 Colloquium: Politics and the U.S./Mexico once described as the “perfect dictatorship,” is in Border the process of undergoing a series of deep politi- This course examines the most important issues cal and economic changes. This seminar provides facing the U.S./Mexico border: NAFTA, industrial- an examination of the historical foundations of ization, and the emergence of the maquiladoras modern Mexican politics, beginning with the Revo- (twin plants); labor migration and immigration; lution. In addition, it examines a series of current the environment; drug traffi cking; the militarization challenges, including the transition from one-party of the border; and border culture and identity. The rule, the neoliberal economic experiment and course begins with a comparison of contending NAFTA, border issues, the impact of drug traffi ck- perspectives on globalization before proceeding ing and rebellion in Chiapas. {S} 4 credits to a short overview of the historical literature on Velma Garcia the creation of the U.S./Mexico border. Though at Offered Fall 2005 the present time the border has become increasingly militarized, the boundary dividing the United 323 Seminar in Comparative Government States and Mexico has traditionally been relatively Topic: Warring for Heaven and Earth: Jewish and porous, allowing people, capital, goods and ideas Muslim Political Activism in the Middle East. to fl ow back and forth. The course will focus on This seminar explores the rise and spread of Jew- the border as a region historically marked both by ish and Muslim political activism in the Middle East confl ict and interdependence. Open to majors in with a special focus on those that operate in Egypt, government and/or Latin American studies; others Lebanon, Israel, the Palestinian territories, and by permission of the instructor. Enrollment limited in Saudi Arabia. The particular groups addressed to 20. {S} 4 credits include Gush Emunim, Kach, Israel’s Redemption Velma Garcia Movements, Hamas Hizbullah, Islamic Jihad in Offered Spring 2005, Spring 2006 both the Palestinian territories and in Egypt, and al-Queda. The reading material focuses on the con- 321 Seminar in Comparative Government ditions giving rise to these various activist groups Topic: The Rwanda Genocide in Comparative and examines their political objectives. The social Perspective. In 1994, Rwanda was engulfed by vio- organization of these movements will also be ex- lence that caused untold human suffering, left more plored, particularly with regard to gender and the than half a million people dead and reverberated consequences of globalization. {S} 4 credits throughout the Central African region. Using a com- Donna Robinson Divine parative perspective, this course explores parallels Offered Spring 2005 and contrasts between Rwanda and other cases of genocide and mass murder in the 20th century. Topics include the nature, causes and consequenc- International Relations es of genocide in Rwanda, regional dynamics, the failure of the international community to intervene 241 is suggested preparation for all other courses and efforts to promote justice through the U.N. in this fi eld. International Criminal Tribunal for Rwanda. We will also consider theories of genocide and their ap- 241 International Politics plicability to Rwanda, exploring comparisons with An introduction to the theoretical and empirical other cases such as the Armenian genocide, the analysis of states in the international system. Em- Holocaust, the destruction of the Herero and war in phasis is given to the role of international institu- Liberia and Sierra Leone. {S} 4 credits tions, the infl uence of the world economy on inter- Catharine Newbury national relations and the increasing prominence Offered Fall 2004 of global issues such as the environment, human

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rights and humanitarian aid. Enrollment limited to 248 The Arab-Israeli Dispute 70. {S} 4 credits An analysis of the causes of the dispute and of ef- Jacques Hymans, Fall 2004 forts to resolve it; an examination of Great Power Gregory White, Spring 2005 involvement. A historical survey of the infl uence of To be announced, Fall 2005 Great Power rivalry on relationships between Israel Mlada Bukovansky, Spring 2006 and the Arab States and between Israelis and Pales- Offered both semesters each year tinian Arabs. Consideration of the several Arab-Is- raeli wars and the tensions, terrorism and violence 242 International Political Economy unleashed by the dispute. No prerequisites. {S} 4 This course begins with an examination of the credits broad theoretical paradigms in international Donna Robinson Divine political economy (IPE), including the liberal, Offered Spring 2005, Spring 2006 economic nationalist, and neo-Marxist perspectives. How universal are these paradigms, and what 250 Case Studies in International Relations are their sources of critique? The course analyzes The development and application of theoretical critical debates in the post–World War II period, concepts of international relations; examination including the role of the Bretton Woods institutions of historical events and policy decisions; testing (World Bank group and IMF), international trade theories against the realities of state behavior and and development, the debt question, poverty and diplomatic practice. In fall 2004, the course will global inequality and the broad question of “glo- focus on the international political ramifi cations of balization.” Prerequisite: 241 or permission of the transboundary environmental problems and grow- instructor. {S} 4 credits ing competition for scarce and valuable resources. Gregory White In particular, we’ll examine the ways in which states, Offered Fall 2004, Spring 2006 non-state actors, and the international community is responding to such problems as global climate 244 Foreign Policy of the United States change, water scarcity, intensifi ed competition for In this course we ask and answer the follow- energy supplies, deforestation, land degradation, ing questions: Just what is “United States foreign and fi sheries depletion. In each case, emphasis will policy”? By what processes does the United States be placed on the prospects both for confl ict and defi ne its interests in the global arena? What instru- cooperation in addressing global problems. (E) {S} ments does the United States possess to further Michael Klare those interests? Finally, what specifi c foreign policy Offered Fall 2004 questions are generating debate today? Prereq- uisite: 241 or permission of the instructor. {S} 4 251 Foreign Policy of Japan credits The socio-cultural, political, and economic founda- Jacques Hymans tions of Japanese foreign policy. Emphasis on the Offered Spring 2005, Spring 2006 post–World War II period and the search for a global role. {S} 4 credits 246 Perspectives on War Dennis Yasutomo In this course we analyze war by asking the fol- Offered Spring 2005 lowing questions: What is war? What causes it to break out, escalate and terminate? How is war 252 International Organizations experienced by kings and presidents, military of- An examination of the role of international organi- fi cers, foot soldiers and civilians? What are its lon- zations in shaping the conduct of world politics in ger-range political and social consequences? And issue areas such as peace and security, economic when, if ever, is it justifi ed? Prerequisite: 241 or development and human rights. The course focuses permission of the instructor. {S} 4 credits on intergovernmental organizations such as the Jacques Hymans United Nations and the World Trade Organization, Offered Spring 2006 treaty-based regimes such as the nuclear nonprolif- eration regime and nongovernmental organizations

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such as Amnesty International. Prerequisite: 241 or This seminar examines the history and political permission of the instructor. {S} 4 credits economy of Algeria, focusing on the tragic confl ict Mlada Bukovansky in the 1990s. It sets Algeria’s domestic politics in Offered Spring 2005, Fall 2005 the broader context of its regional situation within North Africa, the Mediterranean and Europe. Study 254 Politics of the Global Environment is devoted to Algeria’s: 1) war of independence An introductory survey of the environmental im- from France; 2) colonial legacy; 3) oil-based plications of the international political economy. economy; and 4) postcolonial politics and society. The focus is on the changing role of the state and Special attention will be devoted to the politics of the politics of industrial development. Special Islam and the “permanent transition” to democ- emphasis is devoted to the controversies and is- racy. {S} 4 credits sues that have emerged since the 1950s, including Gregory White the tragedy of the commons, sustainable develop- Offered Fall 2005 ment, global warming and environmental security. Special attention is also accorded to North-South 348 Seminar in International Politics relations and the politics of indigenous peoples. Topic: Confl ict and Cooperation in Asia. The Prerequisite: 241 or permission of the instructor. seminar will identify and analyze the sources and {S} 4 credits patterns of confl ict and cooperation among Asian Gregory White states and between Asian and Western countries in Offered Fall 2005 the contemporary period. The course will conclude by evaluating prospects for current efforts to create 256 Colloquium: International Labor Migration a new “Asia Pacifi c Community.” Permission of the This course examines the politics of labor migra- instructor is required. {S} 4 credits tion within the context of globalization. It also Dennis Yasutomo treats the recent injection of security imperatives Offered Fall 2004 into migration policy, especially after 9-11-01. Although we discuss a wide array of cases and ex- 349 Seminar in International Relations and amples, the seminar focuses on case studies from Comparative Politics three geographic areas: the Mediterranean basin, Topic: The Political Economy of the Newly In- the Persian Gulf and North America. Materials used dustrializing Countries of Asia. An examination include social science analyses, ethnographies, of the post-War development of Hong Kong, South documentary and feature-length fi lms, and diaries. Korea, Singapore and Taiwan. {S} 4 credits Enrollment limited to 20. {S} 4 credits Steven Goldstein Gregory White Offered Spring 2005 Offered Spring 2005, Spring 2006 352 Seminar in Comparative Government and 343 Seminar in International Politics International Relations Topic: Corruption and Global Governance. What Topic: European Integration. What factors ac- can international institutions such as the Interna- count for the character and timing of the process tional Monetary Fund and the World Bank do about of European integration? How has European inte- corruption? This seminar explores the theoretical gration infl uenced national identities and domestic and practical dimensions of the problem of cor- politics within the states of the European Union, ruption and analyzes how states and international and relations between the EU and other states? Are organizations have attempted to combat the prob- the institutions of the European Union democratic lem. {S} 4 credits and accountable to all citizens? Where should the Mlada Bukovansky boundaries of the EU be drawn? This seminar will Offered Spring 2006 address these issues by examining the political economy of European integration. {S} 4 credits 347 Seminar in International Politics and Mlada Bukovansky Comparative Politics Offered Spring 2005 Topic: Algeria in the International System.

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353 Seminar in International Politics incorporate the “Athens” game from the “Reenact- Topic: The Global Environment and “Green Di- ing the Past” seminar, in which case the readings plomacy.” This seminar examines the politics of will change and some authors will be dropped. {S} international environmental cooperation. It focuses 4 credits on the prospects for (and limits to) international Patrick Coby treaty and regime formation, examining crucial Offered Fall 2004 issues such as sovereignty, implementation, compliance, fi nance and issue linkage. Additional at- 262 Early Modern Political Theory, 1500– tention is paid to the politics of science, the role of 1800 nongovernmental actors, sustainable development A study of Machiavellian power-politics and of and environmental security. Research papers will efforts by social contract and utilitarian liberals examine these theoretical concerns in the context to render that politics safe and humane. Topics of specifi c examples of green diplomacy: ozone considered include political behavior, republican depletion, climate change, whaling and fi sheries, liberty, empire and war; the state of nature, natural biodiversity (forestries, wildlife), water, trade in law/natural right, sovereignty and peace; limitations endangered species, waste trade, etc. Special note: on power, the general will, and liberalism’s relation Students are required to have completed an intern- to moral theory, religion and economics. Read- ship in the environmental fi eld—through Praxis ings from Machiiavelli, Hobbes, Locke, Rousseau, or alternative funding—in the summer prior to the Hume and Smith; also novels and plays. Depending seminar. (Environmental studies is broadly and ex- on the number of students enrolled, the course pansively understood to include work in the private might incorporate the “French Revolution” game sector, public sector, NGOs, etc. Please consult with from the “Reenacting the Past” seminar, in which the instructor with specifi c questions about the case the readings will change and some authors suitability of an internship.) A portion of the course will be dropped. {S} 4 credits evaluation will be based on a paper concerning Patrick Coby the internship; more important, students will be Offered Spring 2005 expected to bring their experience in the internship to the seminar. WI {S} 4 credits 263 Political Theory of the 19th Century Gregory White A study of the major liberal and radical political Offered Fall 2004 theories of the 19th century, with emphasis on the writings of Hegel, Marx, Tocqueville, Mill and Ni- EAS 375 Seminar: Japan–United States etsche. Not open to fi rst-year students. {S} 4 credits Relations Gary Lehring {S} 4 credits Offered Fall 2004, Spring 2006 Dennis Yasutomo Offered Spring 2005 264 American Political Thought An examination of political thought in America from the colonial period to the present. Prominent Political Theory themes include: politics and religion, constitutional structures, political parties, slavery, industrializa- 261 Ancient and Medieval Political Theory tion, welfare, foreign policy and liberalism-conser- An examination of the classical polis and the vatism. {S} 4 credits Christian commonwealth as alternatives to the na- Patrick Coby tion-state of the modern world. Topics considered Offered Spring 2005 include the moral effects of war and faction, the meaning of justice, citizenship, regimes and natural 265 Killing for Politics law; the relation of politics and philosophy; and In a world stamped by imperialism and globaliza- the contest between secular and religious authority. tion, an increasing number of individuals and Readings from Plato, Aristotle, Cicero, Augustine, organizations view violence as a redeeming, if not Aquinas, and Marsilius and others. Depending on life-affi rming act. This course explores that phe- the number of students enrolled, the course might nomenon by examining the relationship between

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death and politics in classical and modern political 366 Seminar in Political Theory theory and in several modern ideologies including Topic: The Political Theory of Michel Foucault. those derived from religious doctrines. {S} 4 credits This course will examine the work of Michel Fou- Donna Robinson Divine cault (1926–84), French philosopher, social critic, Offered Fall 2005 historian and activist, and generally acknowledged as one of the most inﬂ uential of the thinkers whose 266 Political Theory of the 20th Century work is categorized as poststructuralist. Foucault’s A study of major ideas and thinkers of the 20th various inquiries into the production of knowl- century. Possible thinkers include Weber, Freud, edge and power have formed the paradoxically Althusser, Arendt, Foucault, Irigaray, Gramsci, destabilizing foundation for much of the work on Habermas, Adorno, Horkheimer, Rawls and Wells. the status of the human subject in postmodernity. Topics addressed may include neo-Marxism, We will explore the theoretically rich and dense feminism, ideology, postmodernism and multicul- approaches undertaken by Foucault, as well as turalism. Successful completion of Gov 100 and/or illuminating his central ideas that seem to chal- other political theory course is strongly suggested. lenge much of what political theory accepts as a {S} 4 credits given. From The Birth of the Clinic, The Order Gary Lehring of Things and Discipline and Punish to his later Offered Spring 2005 works including The History of Sexuality, The Use 267 Problems in Democratic Thought of Pleasure and The Care of the Self attention will What is democracy? We begin with readings of be given to how his works simultaneously advance Aristotle, Rousseau and Mill to introduce some and critique much of the canon of political theory. issues associated with the ideal of democratic self- Prerequisite: Completion of Gov 100 and one other government: participation, equality, majority rule upper-division political theory course or permis- vs. minority rights, the common good, pluralism, sion of the instructor.{S} 4 credits community. Readings will include selections from Gary Lehring liberal, radical, socialist, libertarian, multicultural- Offered Spring 2006 ist and feminist political thought. Not open to ﬁ rst- 367 Seminar in Political Theory year students. {S} 4 credits Topic: Gay and Lesbian Politics and Theory. An Martha Ackelsberg exploration of the lesbian and gay political move- Offered Fall 2004 ment in the United States, this seminar will begin 269 Politics of Gender and Sexuality with the invention of the medical model of “homo- An examination of gender and sexuality as subjects sexuality” in the 19th century and trace the rise of of theoretical investigation, historically constructed a lesbian/gay/bisexual political movement through in ways that have made possible various forms of the 20th century. The course will adopt a historical regulation and scrutiny today. We will focus on the approach, examining issues of policy, politics and way in which traditional views of gender and sexu- identity from within these different time periods, ality still resonate with us in the modern world, including an examination of the rise in lesbian and helping to shape legislation and public opinion, gay multiculturalism and the advent of lesbian and creating substantial barriers to cultural and politi- gay studies as an academic discipline. Prerequisite: cal change. {S} 4 credits 100 or a course in feminist theory. {S} 4 credits Gary Lehring Gary Lehring Offered Fall 2005 Offered Spring 2005 364 Seminar in Political Theory 368 Seminar in Political Theory Topic: Feminist Theory. An examination of femi- Topic: Theorizing Multiculturalism. The last two nist perspectives on political participation and citi- decades have seen the rise of distinct “identity poli- zenship. Prerequisite: one course in political theory tics” movements, centered on the efforts of histori- or permission of the instructor. {S} 4 credits cally marginalized groups to secure recognition Martha Ackelsberg and protection of their legal and cultural identities. Offered Spring 2005, Spring 2006 These demands at both national and international

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levels have generated signiﬁ cant political conﬂ ict. stein, Alice Hearst, Jacques Hymans, Gary Lehring, This seminar inquires into the politics of cultural Marc Lendler, Catherine Newbury, Gregory White, recognition and accommodation, looking at how a Dennis Yasutomo liberal democracy such as the United States might create an inclusive political culture. {S} 4 credits Prelaw Adviser: To be announced, 2004–05; Alice Hearst Alice Hearst, 2005–06. Offered Fall 2005 Graduate School Adviser: Steven Goldstein Cross-listed Courses

WST 225 Women and the Law Director of the Jean Picker {S} 4 credits Semester-in-Washington Gwendolyn Mink Offered Spring 2005 Program: Donald Baumer.

WST 245 Poverty Law and Social Policy in the Basis: 100 U.S. {H/S} 4 credits Requirements: 10 semester courses, including Gwendolyn Mink the following: Offered Fall 2004 1. 100; 2. one course at the 200 level in each of the fol- WST 317 Seminar: Feminist Legal and Policy lowing fi elds: American government, compara- Theory tive government, international relations, and {H/S} 4 credits political theory; Gwendolyn Mink 3. two additional courses, one of which must be a Offered Fall 2004 seminar, and both of which must be related to one of the courses taken under (2); they may WST 318 Seminar: Feminism and Crime be in the same subfi eld of the department, or {S/H} 4 credits they may be in other subfi elds, in which case a Gwendolyn Mink rationale for their choice must be accepted by Offered Spring 2005 the student and her adviser; and 4. three additional elective courses. Majors are 404 Special Studies encouraged to select 190 as one of their elec- Admission for majors by permission of the depart- tives. ment. 4 credits Offered both semesters each year Majors may spend the junior year abroad if they meet the college requirements. 408d Special Studies Admission for majors by permission of the department. 8 credits The Minor Full-year course; Offered each year Advisers: Same as those listed for the major.

Based on 100. The minor consists of 6 courses, The Major which shall include 5 additional courses, including Advisers: Martha Ackelsberg, Donald Baumer, at least one course from two of the four ﬁ elds iden- Mlada Bukovansky, Patrick Coby, Donna Robinson tiﬁ ed as requirements for the major. Divine, Velma Garcia, Howard Gold, Steven Gold-

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 190190 77/21/04/21/04 11:00:0211:00:02 AMAM Government 259 Honors Jean Picker Semester-in- Director: Patrick Coby. Washington Program

Students are eligible for the Honors Program who The Jean Picker Semester-in-Washington Program have at least a 3.3 GPA in courses in their major. is a fi rst-semester program open to Smith junior Eligible students are encouraged to apply in the and senior government majors and to other Smith spring of their junior year, but fall applications are juniors and seniors with appropriate background in allowable so long as they are received before the the social sciences. It provides students with an op- end of the fi rst week of classes in September. Janu- portunity to study processes by which public policy ary graduates are on a different schedule. is made and implemented at the national level. Stu- dents normally reside in Washington from the June 430d Thesis preceding the semester through December. 8 credits Applications for enrollment should be made through the director of the Semester-in-Washington Requirements: Program no later than November 1 of the preceding year. Enrollment is limited to 12 students, and 1. Students in Honors must fulfi ll the general re- the program is not mounted for fewer than six. quirements for the major, that is, 10 courses of Before beginning the semester in Washington, which 430d thesis counts for two electives. the student must have satisfactorily completed at least one course in American national govern- 2. The core of the program is a thesis paper, a ment at the 200 level selected from the following complete draft of which is due on the fi rst day courses: 200, 201, 202, 206, 207, 208, 209, 210 of the second semester. Students will spend the and 211. In addition, a successful applicant must Spring semester revising their papers and will show promise of capacity for independent work. submit the fi nal version by April 1. An applicant must have an excess of two credits on her record preceding the semester in Washington. 3. Following submission of the fi nal paper, stu- For satisfactory completion of the Semester-in- dents will take an oral examination based on the Washington Program, 14 credits are granted: four thesis and on the fi eld in which it was written. credits for a seminar in policymaking (411); two The fi eld is defi ned by the student herself, who credits for GOV 413, seminar on political science at the time of the exam will identify three cours- research; and eight credits for an independent re- es which she believes bear upon the topic of search project (412), culminating in a long paper. her thesis. The choice of these courses should No student may write an honors thesis in the be made with a view to the wider concerns of same fi eld in which she has written her long paper political science. in the Washington seminar, unless the department, upon petition, grants a specifi c exemption from 431 Thesis this policy. 8 credits The program is directed by a member of the Offered Fall 2004, Fall 2005 Smith College faculty, who is responsible for selecting the interns and assisting them in obtaining Requirements: placement in appropriate offi ces in Washington, and directing the independent research project Requirements for honors for students in 431 will through tutorial sessions. The seminar is conduct- be the same as for those taking 430d, except that ed by an adjunct professor resident in Washington. the fi nal thesis will be due on the fi rst day of classes Students participating in the program pay full of the second semester. Students must apply for tuition for the semester. They do not pay any fees admission to 431 in the preceding spring semester. for residence at the college, but are required to pay for their own room and board in Washington during the fall semester.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Lecturers Howard Nenner, LL.B., Ph.D. Daniel Brown, Ph.D. Neal Salisbury, Ph.D, Chair Debbie Cottrell, Ph.D. Joachim W. Stieber, Ph.D. Richard Gassan, Ph.D. Daniel K. Gardner, Ph.D. Sean Gilsdorf, Ph.D. David Newbury, Ph.D. (History and African Studies) Jennifer Hall-Witt, Ph.D. Erika Laquer, Ph.D. Associate Professors Kate Weigand, Ph.D. Ann Zulawski, Ph.D. (History and Latin American Studies) Lecturer and Professor Emeritus †1 Ernest Benz, Ph.D. Stanley Elkins, Ph.D. Richard Lim, Ph.D. Mendenhall Fellow Assistant Professors Adriane Smith, B.A. Robert A. Eskildsen, Ph.D. Research Associates †2 Darcy Buerkle, Ph.D. Alan Cottrell, Ph.D. Jennifer Guglielmo, Ph.D. Debbie Cottrell, Ph.D. Five College Assistant Professor of Russian Erika Laquer, Ph.D. History Marylynn Salmon, Ph.D. Serguei Glebov, Ph.D. Revan Schendler, Ph.D. Associated Faculty †1 Daniel Horowitz, Ph.D. (American Studies and History) †1 Helen Lefkowitz Horowitz, Ph.D. (American Studies and History)

History courses at the 100- and 200-levels are open and gladiatorial combats. Their organization, per- to all students unless otherwise indicated. Admission formance and signifi cance, focusing on the roles to seminars (300-level) assumes prior preparation of amateurs and professionals; careers of athletes, in the fi eld and is by permission of the instructor. actors, charioteers and gladiators; the importance A reading knowledge of foreign languages is of play, contest and violence to ancient society; highly desirable and is especially recommended for “bread and circuses” as symbolic benefaction and students planning a major in history. urban strategy. Comparative readings in the socio- Cross-listed courses and seminars retain their anthropology of sports. {H} 4 credits home department or program designations. For Richard Lim the full description of such a course please see the Offered Fall 2004 home department or program listing. 178 (C) Women in the United States Since 106 (C) Sports and Public Entertainment in 1865 Greece and Rome An introduction to how women have experienced The development from Greek competitive sports and shaped the defi ning events of this period, in- to Roman spectator shows such as chariot races cluding colonization, emancipation from slavery,

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racial segregation, industrial capitalism, imperial- 203 (L) Alexander the Great and the ism, mass migration, urbanization, mass culture, Hellenistic World nationalism, war, liberatory movements for social Following Alexander of Macedon’s conquest of the justice and global capitalism. Designed for fi rst- Persian Empire, a Greek-speaking commonwealth year students and focused on developing the skills stretched from the Mediterranean to India. This of historical writing, research and analysis. {H} course examines this dynamic period of history 4 credits to the coming of the Romans. Main topics include Jennifer Guglielmo Alexander and his legacy; Greek conquerors and Offered Fall 2004 native peoples in contact and confl ict; kings, cities and experimentation with multiethnic society; unity and diversity in Hellenistic Egypt, Syria and Judea; Lectures and Colloquia new developments in science and religion. {H} 4 credits Lectures (L) are unrestricted as to size. Colloquia Richard Lim (C) are primarily reading and discussion courses Offered Spring 2006 limited to 20. Lectures and colloquia are open to all students unless otherwise indicated. In certain 204 (L) The Roman Republic cases, students may enroll in colloquia for seminar A survey of the developing social, cultural and credit with permission of the instructor. political world of Rome as the city assumed dominance in the Mediterranean. Achievements of the Antiquity Roman state, plebeians and patricians, the Roman family and slavery; encounters with local cultures 201 (L) The Silk Road in North Africa, Gaul and the Greek East; problems The premodern contacts, imagined and real, of imperial expansion and social confl icts. {H} between East and West. Cultural, religious and 4 credits technological exchanges between China, India and Richard Lim Rome. The interactions between these sedentary Offered Fall 2004 societies and their nomadic neighbors. The rise and fall of nomadic empires such as that of the 205 (L) The Roman Empire Mongols. Trade, exploration and conquest on the A survey of the history and culture of the Roman Eurasian continent. We will sample pertinent travel Empire from the principate of Augustus to the rise accounts as a form of ethnographical knowledge of Christianity in the fourth century. The role of the that reproduces notions of cultural identity and emperor in the Roman world, Rome and its rela- civilization. {H} 4 credits tionship with local cities, the maintenance of an im- Richard Lim perial system; rich and poor, free and slave, Roman Offered Spring 2006 and barbarian; the family, law and society; military monarchy persecution of Christians; pagans, Chris- 202 (L) Ancient Greece tians and Jews in late Antiquity. {H} 4 credits The emergence of the Greek world from the Dark Richard Lim Age to Philip II of Macedon, c. 800–336 B.C.E., Offered Spring 2005 focusing on the politics, society, and culture of late archaic and classical Greece. Main topics include 206 (C) Aspects of Ancient History colonization, tyranny, hoplites and city-state society; Topic: Greek and Roman Slavery. The historical the Persian Wars; Sparta and Athens; Athenian roles of slaves within the social and economic fab- empire and democracy; the rise of Macedon. {H} ric of classical Greece and Rome. The scope and 4 credits limits of ancient evidence in literary and artistic Richard Lim representations, as well as modern interpretive Offered Fall 2005 comparisons with other slave societies. Critical examination of concepts such as class, social mobility, social order and status, along with gender

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and ethnicity. {H/S} 4 credits 212 (L) China in Transformation, A.D. Richard Lim 700–1900 Offered Fall 2005 Chinese society and civilization from the Tang dynasty to the Taiping rebellion. Topics include disap- Islamic Middle East pearance of the hereditary aristocracy and rise of the scholar-offi cial class, civil service examination 208 (L) The Shaping of the Modern Middle system, Neo-Confucian orthodoxy, poetry and the East, 1789–1956 arts, Mongol conquest, popular beliefs, women and A survey of Middle Eastern history from the decline the family, Manchus in China, domestic rebellion of the Ottoman Empire to the end of the era of and confrontation with the West. Open to fi rst-year European imperialism. The historical background students. {H} 4 credits necessary to understand the major movements, fi g- Daniel Gardner ures and ideologies of the modern Middle East; the Offered Spring 2005, Spring 2006 rise and impact of European imperialism and fascism; the emergence of Arab and Turkish national- 213 (C) Aspects of East Asian History ism, the impact of Zionism, and the development of Topic: The Japanese Colonial Empire, 1895– new nation states and ideologies after World War I. 1945. Japan’s colonial empire from the viewpoint {H} 4 credits of the colonizers and the colonized. Topics include Daniel Brown daily life and the daily operations of Empire; con- Offered Spring 2005 tending theories of Japanese colonization; colonization’s effects on gender roles for both the colo- 209/REL 250 (C) Aspects of Middle Eastern nizer and colonized; the effects colonization had on History Chinese and Korean nationalism and the postwar Topic: Islam in the 21st Century: Readings in legacy of Japanese Imperialism. {H} 4 credits Islamic Fundamentalism and Liberalism. Think- Robert Eskildsen ers and ideas that have shaped the intellectual Offered Spring 2005 environment of contemporary Islam. The history of the most important ideas and trends in contem- 218 (C) Thought and Art in China porary Islamic thought, beginning with their roots Topic: Confucian and Taoist Thought and Art. in the great classics of the Islamic tradition by Ibn A survey of Confucian and Taoist teachings and Khaldun, al-Ghazali and Ibn Taymiyya. Close read- their expression in the visual arts from earliest ing of the most important modern Muslim thinkers, times. Open to fi rst-year students by permission of including Muhammad Abduh, Muhammad Iqbal, the instructors only. {H/A} 4 credits Sayyid Qutb, Ali Shariati, Fazlur Rahman and Mo- Daniel Gardner, Marylin Rhie (Art and East hammed Arkoun. {H} 4 credits Asian Studies) Daniel Brown Offered Spring 2005 Offered Spring 2005 220 (L) Sources of Japanese Culture East Asia Japanese history from its prehistoric beginnings to the Tokugawa period, focusing on politics, society 211 (L) The Emergence of China and culture. Topics include the origins of the Japa- Chinese society and civilization from c. 1000 B.C. to nese people and the culture of Japan, continental A.D. 700. Topics include neolithic cultures of China, infl uence and indigenous development, samurai Bronze Age, formation of a Chinese state, Golden society, medieval governance and the rise of the Age of Chinese philosophy, creation of a centralized commoner class. Suitable for fi rst-year students. empire, relations with non-Chinese, family struc- {H} 4 credits ture, roles of women and introduction of Buddhism. Robert Eskildsen {H} Open to fi rst-year students. 4 credits Offered Fall 2004 Daniel Gardner Offered Fall 2004, Fall 2005

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221 (L) The Rise of Modern Japan and popular religion, the Crusades and Crusader Japan from the Tokugawa period to its occupation kingdoms, heresy and the Inquisition, chivalry and by the United States and the “economic miracle.” Arthurian romance, the expansion and consolida- Elite politics and political economy, the arrival of tion of Europe. {H} 4 credits European imperialists, the Meiji Restoration, Japa- Sean Gilsdorf nese imperialism and war, cultural transformation Offered Fall 2004 and confl ict within Japanese society. {H} 4 credits Robert Eskildsen 229 (C) Medieval Queens and Queenship Offered Spring 2005, Spring 2006 The role and nature of the queen in European society, c. 500–1200. The authority of the queen was 222 (C) Aspects of Japanese History limited by the derivative nature of her position as 4 credits the king’s wife and by gender ideologies portraying women as the weaker sex. Yet, where rulership Meiji Restoration was a profoundly personal and familial enterprise, The revolutionary transformation of Japanese so- the queen’s domestic role was also a source of ciety during the 19th century. Topics include eco- power. Case-studies show how queenship evolved nomic development and political strife; the foreign in response to changing social and political reali- crisis at mid-century that unleashed a destabilizing ties, as well as how it refl ected the values, abilities power struggle; civil war and the creation of a new and aspirations of individual women. (E) {H} 4 political order; and the far-reaching changes to credits political, economic and social institutions during Sean Gilsdorf the second half of the century. {H} Offered Spring 2005 Robert Eskildsen Offered Fall 2004 230 (L) Europe from 1300 to 1530 and the Civilization of the Renaissance in Italy Tokugawa Society Society, culture and politics at the end of the Mid- An inquiry into Japanese society during the Tokuga- dle Ages. Topics include the Black Death, the pa- wa period, from the turbulent formative years of pacy as an institution of government, the challenge the late 1500s to the challenges and confl icts of to papal authority by church councils, the Italian the mid-1800s. Topics include views of the foreign Renaissance and the early voyages of discovery. world, samurai life, urban life, the aesthetic of Open to fi rst-year students. {H} 4 credits leisure, women’s life, art and Tokugawa thought. Joachim Stieber {H/A} Offered Spring 2005 Robert Eskildsen Offered Fall 2005 232 (C) Aspects of Late Medieval and Early Modern Europe See also HST 292. Topic: Lordship and Community in late Medi- eval and Early Modern Europe. Conceptions of EAS 219 Modern Korea lordship, community, the defi nition of the common Jonathan Lipman good, and of consent (including the right of resis- Offered Fall 2004 tance) as well as of the appropriate limits of ecclesiastical and civil jurisdiction in major clerical and Europe lay authors. The impact of religious divisions in the Age of Reformation on political thought and par- 225 (L) The Making of the Medieval World, tisanship. The extension of European conceptions 800–1350 of government and society to colonial settlements From the crowning of Charlemagne in 800 through in New Spain (Mexico) and New England. {H} 4 the High Middle Ages to the Black Death in credits 1348. Topics include cathedrals and universities, Joachim Stieber struggles between popes and emperors, pilgrimage Offered Spring 2005

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234 (L) Tudor England revolutionary movement) and specifi c develop- The development of the early modern English state, ments in the Western borderlands (Ukraine, from its 15th-century origins to the death of Eliza- Finland, Poland, the Baltic lands), the Caucasus, beth. Dynasticism, religious upheaval and the place Central Asia, Siberia, etc. Focus on the course will and power of English monarchs from Richard III be on how the multinational Russian empire dealt to James I. Suitable for fi rst-year students {H} 4 with pressures of modernization (nationalist chal- credits lenges in particular), internal instability and exter- Howard Nenner nal threats. {H} 4 credits Offered Fall 2005 Serguei Glebov Offered Fall 2004 235 (L) Stuart England The transition to political stability from the end of 246 (L) Representing the Past the Elizabethan era to the beginnings of the Geor- Topic: Memory, Monuments and Memorials. gian monarchy. Religion, politics and constitutional Contemporary debates among European historians, thought in England’s century of revolution. Suitable artists and citizens over the public commemora- for fi rst-year students. {H} 4 credits tion of political history. The effectiveness of art and Howard Nenner architecture as tributes to the past, as markers of Offered Fall 2004 history and as creators of meaning. Can it be more dangerous to remember history than to forget it? 236 (C) Authority and Legitimacy in the Age {H} 4 credits of More and Shakespeare Darcy Buerkle An examination of the texts and historical context Offered Fall 2004 of Shakespeare’s Richard II, I Henry IV, Henry V, Richard III and King Lear, More’s Utopia and The 247 (C) Aspects of Russian History History of Richard III, and other signifi cant works Pending approval of the Committee on Academic of the 16th and early 17th centuries touching on Priorities. the questions of order, authority and legitimacy. Topic: Affi rmative Action Empire: Soviet Experi- Admission by permission of the instructors. {L/H} ences of Managing Diversity. How the Communist 4 credits rulers of the Soviet Union mobilized national iden- Howard Nenner, William Oram (English Lan- tities to maintain control over the diverse popula- guage and Literature) tions of the USSR. World War I and the Revolution Offered Fall 2004 of 1917 opened a window of opportunities for the nationalities of the former Russian Empire. Soviet 237 (C) A Social and Cultural History of policies of creating, developing, and supporting England, 1830–1940 national identities among diverse Soviet ethnic An examination principally of Victorian and groups in light of collectivization, industrialization, Edwardian England, and the Great War and its expansion of education and Stalin’s Terror. How aftermath, with particular emphasis on the middle World War II and post-War reconstruction became and upper classes and the intellectual elite. {L/H} formative experiences for today’s post-Soviet na- 4 credits tions. {H/S} 4 credits Howard Nenner Serguei Glebov Offered Fall 2004, Fall 2005 Offered Spring 2005

239 (L) Russia and its Cultural Frontiers 248 (C) The French Revolution as Epic Topic: Empire and Nations, 1552–1914. The Cultural and social interpretations of the funda- emergence, expansion and maintenance of the mental event in modern history. The staging of poli- Russian Empire, as well as the development of the tics from the tribune to the guillotine. History as a multitude of nations and ethnic groups conquered literary art in prose, poetry, drama and ﬁ lm. Focus by or included into the Russian empire. The dy- on Paris 1787–95. {L/H} 4 credits namics of pan-imperial institutions and processes Ernest Benz (imperial dynasty, peasantry, nobility, intelligentsia, Offered Spring 2006

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250 (L) Europe in the 19th Century Africa 1815–1914: a century of fundamental change without a general war. The international order estab- 256 (L) Introduction to West African History lished at the Congress of Vienna and its challengers: The political, economic, cultural, religious and liberalism, nationalism, Romanticism, socialism, colonial histories of Africa west of Lake Chad and secularism, capitalism and imperialism. {H} 4 credits south of the Sahara desert, a region nearly as large Ernest Benz as the continental United States. Draws on articles, Offered Fall 2005 fi lms, biographies, novels, and plays and explores broad cultural continuities, regional diversity and 251 (L) Europe in the 20th Century historical change, from AD 1000 to the present. Ideological and military rivalries of the contempo- Topics include the Sudanic empires; slavery and rary era. Special attention to the origin, character the Atlantic slave trade; Islam African initiatives and outcome of the two World Wars and to the under colonial rule; and postcolonial problems in experience of Fascism, Nazism and Communism. West Africa. {H/S} 4 credits {H} 4 credits David Newbury Ernest Benz Offered Spring 2005 Offered Spring 2006 257 (L) East Africa in the 19th and 20th 252 (L) Women in Modern Europe, 1789–1918 Centuries A survey of European women’s experiences from A comparative introduction to the peoples of the French Revolution through World War I, focus- Tanzania, Uganda and Kenya, and surrounding ing on Western Europe. Women’s changing rela- areas. Topics include the dynamics of precolonial tionships to work, family, politics, society, religion cultures, ecologies and polities; the effects of and the body, as well as shifting conceptions of the Indian Ocean slave trade; changing forms of femininity and masculinity, as revealed in novels, Imperialism; local forms of resistance and accom- fi lms, treatises, letters, paintings, plays and various modation to imperial power; nationalist struggles secondary sources. {H} 4 credits and decolonization; postcolonial crises and present Jennifer Hall-Witt challenges. {H/S} 4 credits Offered Fall 2004 David Newbury 253 (L) Women in Contemporary Europe Offered Fall 2004 A survey of European women’s experiences dur- 258 (L) History of Central Africa ing the 20th century. Topics include the changing Focusing on the former Belgian colonies of Congo, meanings of gender, work, women’s relationship to Rwanda, and Burundi from the late 1800s, this the State, motherhood and marriage, shifting popu- course seeks to explore, and then transcend, the lation patterns, and the expression and regulation powerful myths that adhere to this area of the of sexuality. Sources include novels, fi lms, treatises world, the setting for Joseph Conrad’s “Heart of and memoirs. {H} 4 credits Darkness.” Topics include precolonial cultural To be announced diversities; economic extraction in the Congo Free Offered Fall 2005 State; the colonial encounter and colonial experi- 255 (C) 20th-Century European Thought ences; decolonization and the struggles over defi n- The cultural context of fascism. Readings from ing the state; and postcolonial catastrophes. {H/S} Nietzsche, Sorel, Wilde, Pareto, Marinetti, Mus- 4 credits solini and Hitler, as well as studies of psychology, David Newbury degenerate painting and music. Both politicians Offered Spring 2006 and artists claimed to be Nietzschean free spirits. See also HST 298 and HST 299. Who best understood his call to ruthless creativity? {H/S/A} 4 credits AAS 287 History of Africa to 1900 Ernest Benz Offered Fall 2005 AAS 370 Modern South Africa

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Latin America United States 260 (L) Colonial Latin America, 1492–1821 265 (L) North America in an Age of Empires The development of Latin American society dur- and Revolutions, 1500–1800 ing the period of Spanish and Portuguese rule An introduction to the social, political and cultural (approximately 1500–1825). Social and cultural history of the peoples of North America during the change in Native American societies as a result of eras of colonization and the American Revolution. colonialism. The contributions of Africans, Euro- Suitable for fi rst-year students. {H} 4 credits peans and Native Americans to the new multiethnic Neal Salisbury societies that emerged during the three centuries of Offered Spring 2005, Spring 2006 colonization and resistance. The study of sexuality, gender ideologies and the experiences of women 266 (L) The Age of the American Civil War are integral to the course and essential for under- Origins, course and consequences of the war of standing political power and cultural change in 1861–65. Major topics include the politics and colonial Latin America. {H} 4 credits experience of slavery; religion and abolitionism; Ann Zulawski ideologies of race; the role of African Americans in Offered Fall 2004, Fall 2005 ending slavery; the making of Union and Confeder- ate myths; Reconstruction; white Americans’ fi nal 261 (L) National Latin America, 1821 to the abandonment of the cause of the freed people in Present the 1880s and 1890s. {H} 4 credits A thematic survey of Latin American history in the Richard Gassan 19th and 20th centuries focusing on the develop- Offered Fall 2004 ment of export economies and the consolidation of the state in the 19th century, the growth of political 267 (L) The United States Since 1877 participation by the masses after 1900, and the Survey of the major economic, political and social efforts of Latin Americans in the second half of the changes, primarily from the perspectives of ordi- 20th century to bring social justice and democracy nary people, to understand their role in shaping to the region. {H} 4 credits the defi ning events of this period, including colo- Ann Zulawski nization, emancipation from slavery, racial segre- Offered Spring 2005, Spring 2006 gation, industrial capitalism, imperialism, mass migration, urbanization, mass culture, nationalism, 263 (C) Continuity and Change in Spanish war, liberatory movements for social justice and America and Brazil global capitalism. Suitable for fi rst-year students. Topic: Gender in the Study of Latin American {H} 4 credits History. Gender as a central element in the cre- Jennifer Guglielmo ation of Latin American societies. The interaction Offered Fall 2005 of gender, class and ethnicity in different historical periods in various regions of Spanish America and 268 (L) Native American Indians, 1500– Brazil. Topics include changing gender relations in Present the Aztec and Inca states, men and women under An introduction to the economic, political and cul- colonialism, gender and movements for social tural history of Native Americans and their relations change, the household economy and the public with non-Indians. Suitable for fi rst-year students. sphere, sexuality and society. At lease one course in {H} 4 credits Latin American history is strongly recommended as Neal Salisbury a foundation for this class. {H} 4 credits Offered Fall 2004, Fall 2005 Ann Zulawski Offered Spring 2005 270 (C) Aspects of American History

The History of Northampton A case study in local history, the everyday life

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that forms the threads of experience from which women have used cultural work to unmask power the fabric of larger events and issues is woven. relations in their confrontations with colonialism, Relevant scholarship, contemporary writings and racism, patriarchy, war and capitalism, women’s literature illustrate the development of regional writing—speeches, journalism, essays, journal culture and society. Historic sites, artifacts, textiles, entries, etc.—in comparison with other forms of manuscripts and newspapers illuminate the lost creative expression such as visual art, oral history, landscape, the contested terrain of local history on music, folklore and political action. Central focus the town’s 350th anniversary. (E) {H} 4 credits on the production of knowledge and experience to Stanley Elkins explore what constitutes history. {H/L} 4 credits Offered Fall 2004 Jennifer Guglielmo Offered Fall 2004 The American Southwest Pending approval of the Committee on Academic Globalization, Im/migrant Cultures and Trans- Policy. national Politics in United States History Examines the historical origins, development and Historicizing the phenomenon of globalization identities of the American Southwest, paying par- by investigating the signifi cance of im/migrant ticular attention to racial issues and the politics of cultures and transnational cultural-political move- slavery, the signifi cance of borderlands and bound- ments to the 20th-century United States. How have aries in the region, and the issues of expansionism these movements challenged narratives of global and nationalism as part of the region’s history. The capitalism as a positive process of “investment,” Southwest as a distinctive area, as well as in com- “progress” and “development”? What are the his- parison to other regions. {H} 4 credits torical roots to such contemporary cross-border Debbie Cottrell movements as labor radicalism, Black Liberation, Offered Spring 2005 feminism and anti-colonialism? How have people historically responded to experiences of displace- 273 (L) Contemporary America ment and migration by redefi ning the meanings The United States’ rise to global power since 1945, of home and citizenship? How do contemporary the Cold War, McCarthyism, the political upheaval diasporic and “postcolonial” movements in music, of the 1960s and the politics of scarcity. {H} 4 art and literature emerge out of a long history of credits transnational activism? {H} 4 credits Kate Weigand Jennifer Guglielmo Offered Fall 2004 Offered Fall 2005

279 (L) The Culture of American Cities AAS 209 Feminism, Race and Resistance: The social, economic, cultural and political pro- History of Black Women in America cesses shaping the city from the 18th century to the present. The impact of commercial capitalism, AAS 278 The ’60s: A History of Afro- industrialization, immigration and suburbaniza- Americans in the United States from 1954 to tion. Particular attention to urban space and place, 1970 gender and the creation of new cultural forms. Case-studies of New York, Chicago and Los Angeles. AMS 302 Seminar: The Material Culture of {H} 4 credits New England, 1630–1860 Helen Horowitz Offered Fall 2005 Colloquia in Comparative 280 (C) Problems of Inquiry History Women Writing Resistance Women’s testimony as a tool for understanding 289 (C) Aspects of Women’s History U.S. history in the 19th and 20th centuries. How Topic: Were the Victorians Prudish? Sex, Ro-

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mance and Morality in the 19th Century. Sources, 299 (C) Ecology and History in Africa stereotypes, myths and histories of Victorianism The human species as an outgrowth of nature and in Britain, continental Europe and North America. simultaneously as a transformer of the physical How the history of sexuality illuminates the nature world. European and African outlooks on nature, of power in modern society. Readings by Victorians and their confrontations with the landscapes, cli- and their critics, and by revisionist historians and mates, diseases, fl ora and fauna of Africa. Specifi c their critics. {H} 4 credits concerns include conservation, population, epide- Jennifer Hall-Witt miology, erosion, forestry, and violence, within the Offered Spring 2005 overall framework of African social history and the natural processes. {H/S} 4 credits 292 (C) The 19th-Century Crisis in East Asia David Newbury Reactions in China, Korea and Japan to political, Offered Fall 2005 diplomatic and economic circumstances in East Asia during the 19th century as those countries confronted a common challenge posed by Euro- Seminars pean imperialism. Topics include theories of diplomacy and trade, rebellion, invasion, economic and 335 Topics in British History cultural transformation, and the birth of Japanese Topic to be announced. {H} 4 credits expansionism. {H} 4 credits Howard Nenner Robert Eskildsen Offered Fall 2005 Offered Spring 2006 350 Modern Europe 296 (C) The Making of Late Antiquity Topic: The History of Psychoanalysis. The political, social, and cultural transformations Psychoanalysis as an important moment in the of the classical Greco-Roman world from 250 to social, intellectual and cultural history in Europe 700. Topics of particular interest: emperors and from the late 18th to early 20th centuries. The cities; Christians, Jews and pagans living under emerging traditions of psychiatry that predate imperial Christianity; hermits and monks; the Freud’s work. Topics include the origins of psychi- changing shape of the classical city; the shift from atric professionalism, mental medicine and degen- a Mediterranean-based Roman Empire to the erationist theory, psychiatry and the beginnings of societies of Byzantium, Islam and the Germanic medical sexology, the rise of legal psychiatry, the kingdoms. Attention will also be paid to the histori- role of gender in early psychiatry. Wide readings in ography of Late Antiquity. {H} 4 credits primary texts and selected historical monographs. Richard Lim {H/S} 4 credits Offered Spring 2005 Darcy Buerkle Offered Spring 2005 298 (C) Decolonization in Africa The complex histories of decolonization in Africa. 358 Problems in African History Examination fi rst of the structures of colonial Topic: Christianity in Africa. power and the writings of early nationalists, includ- David Newbury ing Blyden, Padmore, Garvey and Dubois; second, Offered Spring 2006 of the crisis of imperialism after World War II, and decolonization on the Indian subcontinent; and 361 Problems in the History of Spanish then of fi ve case studies from British, French, and America and Brazil Belgian colonies in Africa: Algeria, Ghana, Kenya, Topic: Public Health and Social Change in Latin the Congo, and Zimbabwe. The legacy of decoloni- America, 1850–Present. The relationship between zation in Africa, and its larger meaning for today’s scientifi c medicine and state formation in Latin world. {H/S} 4 credits America. Topics include Hispanic, Native American David Newbury and African healing traditions and 19th-century Offered Spring 2005 politics; medicine and liberalism; gender, race

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and medicine; eugenics and Social Darwinism; the power relations in the United States. {H} Rockefeller Foundation’s mission in Latin America; Jennifer Guglielmo medicine under populist and revolutionary govern- Offered Spring 2006 ments. {H/S} 4 credits Ann Zulawski 383 Research in U.S. Women’s History: The Offered Fall 2004 Sophia Smith Collection Topic: American Women in the 19th and 20th LAS 301 Topics in Latin American Studies Centuries. Topic: Culture and Society in the Andes. {H/S} {H} 4 credits 4 credits Helen Horowitz Ann Zulawski Offered Spring 2006 Offered Spring 2006 404 Special Studies 370 The American Revolution By permission of the department. Topic: Social Change and the Birth of the United 4 credits States, 1760–1800. Relationships between the Offered both semesters each year revolution, ideology and social changes, with particular attention to questions of class, race and gender. {H} 4 credits The Major Neal Salisbury Offered Fall 2004, Fall 2005 Advisers: Darcy Buerkle, Robert Eskildsen, Daniel Gardner, Jennifer Guglielmo, Richard Lim, Howard 372 Problems in American History Nenner, David Newbury, Neal Salisbury, Joachim 4 credits Stieber, Ann Zulawski

Critical Race Theory, Postcolonial Studies and The history major comprises 11 semester courses, the Rewriting of United States History at least six of which shall normally be taken at Colonialism, imperialism and racism have become Smith, distributed as follows: increasingly central to U.S. historiography in the past three decades. The interdisciplinary projects 1. Field of concentration: fi ve semester courses, at of feminist, ethnic and “postcolonial” studies have least one of which is a Smith history department challenged historians to place power relations at seminar. Two of these may be historically ori- the center of their narratives, to decolonize history ented courses at the 200-level or above in other and explore how processes of empire-building and disciplines approved by the student’s adviser race-making are mediated by gender, sexuality and Fields of concentration: Antiquity; Islamic Mid- class, and central to U.S. history and society. {H/S} dle East; East Asia; Europe, 300–1650; Europe, Jennifer Guglielmo 1650–to the present; Africa; Latin America; Offered Spring 2005 United States. Note: A student may also design a fi eld of con- Race, Class and Social Protest in the 20th- centration, which should consist of courses Century United States related chronologically, geographically, meth- How have people dreamt of a world without op- odologically or thematically (e.g., Britain, compression? From daily forms of resistance to mass- parative colonialism, Russian and Soviet history based organized movements, including protest and culture, women’s history), and must be concerning global capitalism, militarism and war, approved by an adviser. racism, colonialism, imperialism, sexuality, femi- 2. Additional courses: six courses, of which four nism, labor, immigration, tribal sovereignty, and must be in two fi elds distinct from the fi eld of civil rights. How everyday people have historically concentration. Two of these six may be cross- confronted (and implicated themselves within) listed courses in the history department.

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3. No more than two courses taken at the 100-level The minor comprises fi ve semester courses. At may count toward the major. least three of these courses must be related chron- 4. Geographical breadth: among the 11 semester ologically, geographically, methodologically or the- courses counting towards the major there must matically. Students should consult their advisers. be at least one course each in three of the following geographical regions. Africa Honors East Asia and Central Asia Europe Director: Robert Eskildsen Latin America Middle East and South Asia 431 Thesis North America 8 credits Offered Fall semester each year Courses both in the fi eld of concentration and outside the fi eld of concentration may be used to The honors program is a one-year program taken satisfy this requirement. AP credits may not be used during the senior year. Students who plan to enter to satisfy this requirement. honors should present a thesis project, in consulta- The S/U grading option is not allowed for tion with an adviser, no later than preregistration courses counting toward the major. week of the spring semester of their junior year. A student may count one (but only one) AP Students spending the junior year away should examination in history with a grade of 4 or 5 as the submit their proposal to the director of honors in equivalent of a course for 4 credits toward the ma- the spring semester and must apply not later than jor. If the examination is in American history and the second day of classes of the fall semester of the student’s fi eld of concentration is United States, their senior year. the course it replaces must be in the concentration; The central feature of the history honors pro- otherwise, the course it replaces must be one of gram is the writing of a senior thesis, which is due the additional courses. Similarly, if the examina- on the fi rst day of the spring semester of the senior tion is in European history, the student may use it year. The preparation of the thesis counts for eight toward the concentration in Europe, 1650 to the credits during the fall semester of the senior year. present; otherwise, the course it replaces must be Each honors candidate defends her thesis in the one of the additional courses. week before spring recess at an oral examination in which she relates her thesis topic to a broader fi eld of historical inquiry, defi ned with the approval Study Away of the director of honors. The history honors major comprises 11 semes- A student planning to study away from Smith during ter courses, at least six of which shall normally be the academic year or during the summer must con- taken at Smith, distributed as follows: sult with a departmental adviser concerning rules for granting credit toward the major or the degree. 1. Field of concentration: four semester courses, at Students must consult with the departmental ad- least one of which is a Smith history department viser for study away both before and after their seminar. Two of these may be historically ori- participation in Junior Year Abroad programs. ented courses at the 200-level or above in other disciplines, approved by the student’s adviser. Adviser for Study Away: Richard Lim 2. The thesis counting for two courses (eight credits). 3. One semester course in ancient history. The Minor 4. Four history courses or seminars (16 credits) in a fi eld or fi elds other than the fi eld of con- Advisers: same as those listed for the major. centration. One of these may be a course cross- listed in the history department.

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5. No more than two courses taken at the 100-level may count toward the major. 6. Geographical breadth: among the 11 semester courses counting towards the major there must be at least one course each in three of the following geographical regions. Africa East Asia and Central Asia Europe Latin America Middle East and South Asia North America

Courses in the ﬁ eld of concentration and outside the ﬁ eld of concentration may be used to satisfy this requirement. AP credits may not be used to satisfy this requirement. Graduate

511 Problems in European History to 1300 {H} 4 credits

521 Problems in Early Modern History {H} 4 credits

541 Problems in Modern European History {H} 4 credits

571 Problems in American History {H} 4 credits

580 Special Problems in Historical Study Arranged individually with graduate students. {H} 4 credits Offered both semesters each year

590 Research and Thesis {H} 4 credits Offered both semesters each year

590d Research and Thesis {H} 8 credits Full-year course; offered each year

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Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers Albert Mosley, Professor of Philosophy Lâle Aka Burk, Senior Lecturer in Chemistry **1 Douglas Lane Patey, Professor of English David Dempsey, Museum of Art Language and Literature Robert Dorit, Associate Professor of Biological Jeffry Ramsey, Associate Professor of Philosophy, Sciences Director *2 Craig Felton, Professor of Art **1 Nicholas Russell, Assistant Professor of French †2 Nathanael Fortune, Associate Professor of Physics Studies Salman Arshad Hameed, Visiting Assistant Marjorie Senechal, Professor of Mathematics and Professor, Astronomy of History of Science and Technology Caroline M. Houser, Professor of Art Gregory Young, Instructor, Science Center Machine †2 Laura Katz, Associate Professor of Biological Shop Sciences

Smith’s Program in the History of Science and 211 Perspectives in the History of Science Technology is designed to serve all Smith students. Courses in the program examine science and tech- 211/EGR 102 Ancient Inventions nology in their historical, cultural and social con- The dramatic pace of technological change in the texts, and the ways in which they have shaped and 20th century obscures the surprising fact that most continue to shape human culture (and vice versa). of the discoveries and inventions on which modern Linking many disciplines and cultures, the minor societies have been constructed were made in complements majors in the humanities, social sci- prehistoric times. Ancient inventions tell detailed ences and the natural sciences. stories of complex knowledge for which no written records exist. In the fi rst part of the course, we will 112 Images and Understanding survey what is known about the technology of daily Plato contended that god did not give the uni- life in several very ancient societies. In the second verse eyes because, since the universe contains part, we will study one important technology in everything, there is nothing external to see. On detail. During the third part of the course students the other hand, we use the expression “I see” as will work on group projects in the Science Center a synonym for “I understand.” In this course we machine shop, reconstructing an ancient invention will study key historical events that have shaped the of their choice. {H/N} 4 credits images through which we understand the world. Marjorie Senechal and Domenico Grasso Topics and questions to be considered include the Offered Fall 2004 structure of the eye and the process of perception; theories of light; visual instrumentation; imaging in 225 /ENG 209 Explorations in Science and science and in art; and the use of visual metaphors Literature in scientifi c thinking. {H/N} 4 credits Scientifi c discovery and the lives and experiences Jeffry Ramsey of scientists have long engaged literary artists. Offered Fall 2004 Writers have tried to anticipate the future through

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science fi ction, and to re-create the past in works communication prove to be a vision or a trap? that imagine the experiences of historical fi gures {S/N} 4 credits engaged in scientifi c exploration and research. Elizabeth Hopkins By juxtaposing nonfi ction and imaginative books Offered Spring 2006 about scientifi c ideas, we evoke curiosity and knowledge about the ideas themselves, understand ANT 248 Medical Anthropology science as a fi ctional subject and explore the The cultural construction of illness through an complex interrelationships among scientifi c ideas, examination of systems of diagnosis, classifi cation, cultural history and literature. Some of the authors and therapy in both non-Western and Western will be invited to Smith to discuss their work with societies. Special attention given to the role of the the class and to give public presentations. Enroll- traditional healer. The anthropological contribution ment limited to 20. (E) {L/H} 4 credits to international health care and to the training of Carol Christ and Marjorie Senechal physicians in the United States. Enrollment limited Offered Spring 2005 to 30. {S/N} 4 credits Donald Joralemon 285/CLT 285 Mnemosyne: Goddess or Demon Offered Fall 2004 For the ancient Greeks, Menmosyne (the Greek word for memory) was a goddess who gave them ARC 211 Introduction to Archaeology control over time and truth. More recently, the An introduction to interdisciplinary archaeological Western tradition has described memory rather as inquiry. The goals of archaeology; concepts of time a source of uncertainty and chaos. However, wheth- and space; excavation techniques; ways of ordering er in fear or in awe, the West has always described and studying pottery, skeletal remains, stone and memory as central to the human experience. This metal objects, and organic materials. Archaeologi- course will explore literary and scientifi c descrip- cal theory and method and how each affects the tions of memory in several periods from antiquity reconstruction of the past. Illustrative material, to the present. Texts by Hediod, Pindar, Plato, Au- both prehistorical and historical, will be drawn gustine, Aquinas, Petrarch, Marguerite de Navarre, primarily but not exclusively from the culture of the Freud, Proust, Borges and Kis, among others. Mediterranean Bronze Age and the time of Homer. {L} 4 credits Enrollment limited to 30. {H/S} 4 credits Nicolas Russell Susan Allen Offered Fall 2004 Offered Fall 2004

404 Special Studies AST 102 Sky I: Time 4 credits Explore the concept of time, with emphasis on the Offered both semesters each year astronomical roots of clocks and calendars. Ob- serve and measure the cyclical motions of the sun, the moon and the stars and understand phases of Cross-listed Courses the moon, lunar and solar eclipses, seasons. En- rollment limited to 25 per section. {N} 3 credits ANT 131 Perspectives on Human Behavior Meg Thacher, Salman Hameed and Evolution Offered both semesters each year The physiological, social and ecological premises of human behavior and their basis in primate so- 215 FC15b History of Astronomy cial and communication systems. Our biological Examination of revolutionary ideas in science, with development as hominids and its behavioral cor- an emphasis on astronomy. How do observations, relates. The uniqueness of language and technology culture, politics, religion and personalities infl u- as human adaptations. Contemporary political ence scientifi c debates? How have new theories, implications of the agricultural revolution and the such as a heliocentric universe, a steady state rise of the early city and early state. Will our cur- universe, physical and biological evolution, chal- rent dependency on modern technology and global lenged accepted scientifi c ideas? Explore current

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unresolved issues, such as dinosaur extinctions PHY 105 Principles of Physics: Seven Ideas and evidence for life in Martian meteorites. Non- that Shook the Universe technical. {H/N} 4 credits This conceptual course explores the laws of me- Salman Hameed chanics, electricity and magnetism, sound and Offered Fall 2004 light, relativity and quantum theory. It is designed for nonscience majors and does not rely on math- EGR 101 Structures and the Built ematical tools. Lecture demonstrations and some Environment hands-on investigation will be included. This course, designed for a general audience, {N} 4 credits examines the development of large structures Malgorzata Zielinska-Pfabé (towers, bridges, domes) throughout history with Offered Spring 2006 emphasis on the past 200 years. Following the evolution of ideas and materials, it introduces students PPY 209 Philosophy and History of to the interpretation of signifi cant works from sci- Psychology entifi c, social and symbolic perspectives. Examples The course will examine how the child learns her include the Brooklyn Bridge, the Eiffel Tower and fi rst language. What are the central problems in the the Big Dig. {N} 4 credits learning of word meanings and grammars? Evi- Andrew Guswa dence and arguments will be drawn from linguis- Offered Fall 2004 tics, psychology, and philosophy, and cross-linguistic data as well as English. Prerequisite: either PSY PHI 224 Philosophy and History of Scientifi c 111, PSY 233, PHI 100, or PHI 236, or permission Thought of the instructor. {N} 4 credits Case studies in the history of science are used Peter de Villiers and Jill de Villiers to examine philosophical issues as they arise in Offered Spring 2006 scientifi c practice. Topics include the relative importance of theories, models and experiments; realism; explanation; confi rmation of theories and The Minor hypotheses; causes; and the role of values in science. {N} 4 credits Requirements: Two courses in the natural or Jeffry Ramsey mathematical sciences and two courses in history, Offered Spring 2005 chosen in consultation with the student’s minor adviser, and two courses in (or cross-listed in) PHI 228 Philosophy and Technology the history of science and technology program. This course will survey recent literature in the Normally one of the history of science and technol- philosophy of technology. It will cover the nature ogy courses will be Special Studies, 404a or 404b, of technology, its relationship to physical labor, but another course may be substituted with the the use of information technology to replace and approval of the adviser. Work at the Smithsonian enhance managerial functions and the impact of Institution in the Picker Program counts as one developments in biotechnology. The course will course toward the minor. Students considering a discuss various views concerning the nature of minor in the history of the science and technology science, whether technology should be viewed as are urged to consult with their advisers as early as applied science and how science and technology possible. should be viewed from a multicultural perspective. Finally, the course will look at the relationship between technology, ethics, politics and risk-assessment. {S} 4 credits Albert Mosley Offered Spring 2005

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 206206 77/21/04/21/04 11:00:1811:00:18 AMAM 275 International Relations

Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers Gregory White, Associate Professor of Government **2 Steven Martin Goldstein, Professor of †2 Mahnaz Mahdavi, Associate Professor of Government Economics **1 Elizabeth Erickson Hopkins, Professor of Mlada Bukovansky, Associate Professor of Anthropology Government, Director *2 Elliot Fratkin, Professor of Anthropology Jacques Hymans, Assistant Professor of Government

The international relations minor offers an oppor- GEO 109 The Environment tunity for students to pursue an interest in interna- GOV 233 Problems in Political Development tional affairs as a complement to their majors. The GOV 246 Perspectives on War program provides an interdisciplinary course of GOV 252 International Organizations study designed to enhance the understanding of the GOV 254 Politics of the Global Environment complex international processes—political, eco- GOV 341 Seminar in International Politics: nomic, social, cultural and environmental—that Weapons of Mass Destruction are increasingly important to all nations. In keeping with the interdisciplinary nature of 2. One course in international economics or fi - the minor, beyond completion of GOV 241, stu- nance: dents may take no more than two courses in any ECO 209 Comparative Economic Systems one department to count toward the minor. ECO 296 International Finance GOV 242 International Political Economy Requirements: six semester courses including GOV 241, plus one course from each of the following fi ve groups: 3. One course in contemporary American foreign policy: 1. One course in global institutions or problems, GOV 244 Foreign Policy of the United States such as international law or organizations, HST 273 Contemporary America economic development, arms control and disarmament, the origins of war, resource and 4. One course in modern European history or environmental issues, or world food problems. government with an international emphasis: Among courses at Smith would be the following: GOV 221 European Politics ANT 232 Third World Politics: Anthropological GOV 352 Seminar in Comparative Government Perspectives and International Relations: European ANT 241 Anthropology of Development Integration ANT 243 Political Ecology HST 245 The Middle Ages and the Renaissance ANT 340 Seminar: Postcolonial Politics: in European Thought, 1750–1870 Identity, Power and Confl ict in the HST 247 The Rise and Collapse of the Russian Developing World and Soviet Empires ECO 211 Economic Development HST 250 Europe in the 19th Century ECO 213 The World Food System HST 251 Europe in the 20th Century

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5. One course on the economy, politics or society REL 270 Religious History of India (Ancient and of a region other than the United States and Eu- Classical) rope: REL 271 Religious History of India (Medieval and Modern) Africa REL 272 Buddhist Thought ANT 231 Postcolonial Africa: Contemporary Priorities and Challenges Middle East ANT 232 Third World Politics: Anthropological Perspectives GOV 224 Islam and Politics in the Middle East ECO 311 Seminar: Topics in Economic GOV 229 Government and Politics of Israel Development—Topic: Economic GOV 248 The Arab-Israeli Dispute Development in East Asia HST 208 The Shaping of the Modern GOV 224 Islam and Politics in theMiddle East Middle East GOV 227 Contemporary African Politics HST 209 Aspects of Middle Eastern History: GOV 232 Women and Politics in Africa Introduction to Islamic History GOV 345 Seminar in International Politics: REL 275 The Islamic Tradition South Africa in the Globalized Context GOV 346 Seminar in International Relations: Latin America Regionalism and the International System ANT 237 Native South Americans: Conquest GOV 347 Seminar in International Politics and and Resistance Comparative Politics: Algeria in the ECO 318 Seminar: Latin American International System Economics GOV 226 Latin American Political Systems Asia GOV 322 Seminar in Comparative Government: Mexican Politics from 1910 to the GOV 228 Government and Politics of Japan Present GOV 230 Government and Politics of China HST 261 National Latin America, 1821 to the GOV 344 Seminar on Foreign Policy of Present the Chinese People’s Republic: HST 263 Continuity and Change in Spanish The Cross-Strait Controversy: America and Brazil Taiwan, the United States and the People’s Republic of China At the discretion of the adviser, equivalent courses GOV 348 Seminar in International Politics: may be substituted. Conﬂ ict and Cooperation in Asia GOV 349 Seminar in International Relations and Comparative Politics: The Political Economy of the Newly Industrializing Countries of Asia HST 212 China in Transformation A.D. 700–1900 HST 213 Aspects of East Asian History: The Japanese Colonial Empire, 1895–1945 HST 218 Thought and Art in China: Medieval Thought and Art

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Visiting faculty and some lecturers are generally appointed for a limited term.

EAL 115j Kyoto Then and Now (2 credits)

ESS 175j Applied Exercise Science (2 credits) ESS 910j Badminton (1 credit) ESS 945j Physical Conditioning (1 credit)

FRN 255j Speaking (Like the) French: Conversing, Discussing, Debating, Arguing (4 credits)

GEO 223j Geology of Hawaiian Volcanoes (1 credit)

IDP 100j Critical Reading and Discussion: Book title (1 credit)

SPN 218j Speaking Spanish in Context (4 credits)

A schedule of important dates and information applicable to January Interterm courses is issued by the Registrar’s Ofﬁ ce prior to preregistration in the fall.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 209209 77/21/04/21/04 11:00:2011:00:20 AMAM 278 Italian Language and Literature

Visiting faculty and some lecturers are generally appointed for a limited term.

Professor Assistant Professor Alfonso Procaccini, Ph.D. Federica Anichini, Ph.D.

Associate Professors Senior Lecturer Giovanna Bellesia, Ph.D. §1 Vittoria Offredi Poletto, M.A. Anna Botta, Ph.D., Chair (Italian and Comparative Literature) Lecturer Serena Grattarola, M.A.

Students planning to major in Italian and/or in- planning to go to Italy for their junior year. Three tending to spend their Junior Year in Italy should class meetings per week plus required weekly start studying Italian in their fi rst semester in order multimedia work and a discussion session. Enroll- to meet all requirements. ITL 110y, the Accelerated ment limited to 16 per section. Students entering in Beginning Italian course, carries 10 credits and the spring need permission of the department and meets for both the fall and spring semesters. must take a placement exam. Students must stay in All students going to Florence for their Junior the same section all year. {F} 10 credits Year Abroad must take ITL 250 in the spring of Giovanna Bellesia, Director, Fall 2004 their sophomore year. Those students who decide Federica Anichini, Director, Spring 2005 belatedly to begin their study of Italian in the Members of the department second semester, must take ITL 111 in the spring Full-year course; Offered each year and ITL 112 in the following fall semester. In their sophomore year they will also be required to do 111 Accelerated Elementary Italian I some extra readings during Winter Break in order One-semester course designed for students who to be ready for ITL 250. might have missed the opportunity to take our Students who did not take Italian in their fi rst highly recommended yearlong ITL 110y course. It year and wish to apply to the JYA program in Flor- will cover two-thirds of the material of ITL 110y in ence must successfully complete an intensive sum- one semester. Should one choose this alternative, mer program approved by the Italian Department. we strongly recommend continuing in ITL 112 in the fall of the following year (see description below). Three class meetings per week plus required A. Language weekly multimediawork and a discussion session. Preference is given to all fi rst-year students plan- Credit is not granted for the fi rst semester only of ning to go to Italy for their junior year. Enrollment our introductory language course. ITL 110y. limited to 16 per section. 5 credits Members of the department 110y Elementary Italian Offered each Spring One-year course that covers the basics of Italian language and culture and allows students to enroll 112 Accelerated Elementary Italian II in ITL 220, ITL 230 and ITL 250 the following Prerequisite ITL 111 or placement test. This course year. Preference is given to all fi rst-year students completes the BASIC study of Italian grammar and

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introduces students to the reading of authentic The prerequisite for 300-level courses is ITL 230 materials. Emphasis will be on the development of or ITL 231 or permission of the instructor. reading and writing skills. Three class meetings per week plus required weekly multimedia work and a 250 Survey of Italian Literature I discussion session. With a teacher’s recommenda- Prerequisite for students applying for Junior Year tion and/or extra readings during winter break, Abroad in Florence. Reading of outstanding works students will be allowed to enter ITL 250 and/or and consideration of their cultural and social 231 in the spring. Preference is given to students backgrounds from the Middle Ages to the Renais- continuing from ITL 111. Enrollment limited to 16 sance. Students must also enroll in a discussion per section. {F} 5 credits section where they will do intensive work on their Members of the department writing skills. Prerequisite: ITL 220, and/or 230, Offered each Fall beginning Fall 2005 and/or 231 or permission of the instructor. {L/F} 5 credits 220 Intermediate Italian Alfonso Procaccini, Serena Grattarola, to be an- Comprehensive review through practice in writing nounced and conversation. Discussion, compositions and Offered each Spring oral reports based on Italian literary texts and cultural material. Weekly conversation meetings and 251 Survey of Italian Literature II multimedia work required. Prerequisite: ITL 110y A continuation of ITL 250, concentrating on repre- or ITL 111 and 112 or permission of the depart- sentative literary works from the High Renaissance ment. {F} 4 credits to the Modern period. Normally to be taken Serena Grattarola during Junior Year in Florence. May be taken in Offered each Fall Northampton as a special studies with the permission of the chair of the department. Prerequisite: 230 High Intermediate Italian ITL 250 or permission of the chair. Readings of contemporary literary texts. Review of grammar, regular practice to improve oral 252 Italy: “La Dolce Vita” and written expression. Open by permission only. To acknowledge it with an adjective of its own Prerequisite: ITL 110y or permission of the depart- making, Italy continues to project and exemplify ment. {F} 4 credits a way of life that can only be described simply as Federica Anichini «Italian.» We will look at Italy’s rich cultural his- Offered Fall 2004 tory, thus examine its illustrious artistic tradition as well as some of the reasons that Italy has achieved 231 Advanced Italian over the centuries the recognition and the mystique A continuation of 220 or 230, with emphasis on of cultivating a philosophy of living best expressed development of style. Intensive oral and written by the title of Fellini’s classic ﬁ lm, La dolce vita. work. Highly recommended for students planning Following Fellini’s masterpiece we will explore to go to Florence for their Junior Year Abroad who the premise that art provides imaginative ways of need extra work on their language skills. Prereq- viewing and enjoying, as well as offering unique uisite: 220 or permission of the department. {F} 4 insights into how we may learn to fashion creative credits responses to many of life’s more bitter and tragic Serena Grattarola experiences—a recurring theme present through- Offered Spring 2005 out Italian cultural history, from Dante’s own classic epic The Divine Comedy (1304), to Bocaccio’s subversive/playful Decameron (1350), to Puccini’s B. Literature melodramatic opera Tosca (1900), to Benigni’s recent popular ﬁ lm, Life Is Beautiful. The class The prerequisite for ITL 250 is ITL 220 or ITL 230 will follow a lecture/discussion format: invited or ITL 231. Smith faculty members from other departments will join the class to share her/his passion and special-

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ized knowledge of Italian culture. Required work It counts as a course toward the major in Italian includes weekly readings, oral presentation in class language and literature only if it is taken in con- and regular fi lm viewings. Knowledge of Italian junction with ITL 341. {L/A} 4 credits is recommended but not required. Conducted in Anna Botta English. {L} 4 credits. Offered Spring 2005 Alfonso Procaccini Offered Fall 2004 344 Italian Women Writers Topic: Mothers and Daughters. This course 332 Dante: Divina Commedia—Inferno provides an in-depth look at the changing role of Detailed study of Dante’s Inferno in the context of women in Italian society. It focuses on the portrayal his other works. Conducted in Italian. {L/F} of motherhood by Italian women writers in the 20th 4 credits century. Authors studied include Sibilla Aleramo, Alfonso Procaccini, Fall 2004 Elsa Morante, Natalia Ginzburg and Dacia Maraini. Offered each year Limited enrollment, permission of the instructor required. Conducted in Italian. {L} 4 credits 333 Dante: Divina Commedia—Purgatorio Giovanna Bellesia and Paradiso Offered Fall 2004 Detailed study of Dante’s Purgatorio and Paradiso in the context of his other works. Conducted in Italian. {L/F} 4 credits Cross-listed Courses Federica Anichini, Spring 2005 Offered each year The following courses, may count towards the Ital- ian major if all written work is done in Italian. 341 Italian Seminar for Sight Location in Italian Cinema CLT 305 Studies in the Novel: The Postmodern For students currently enrolled in ITL 342 wishing Novel to view and discuss the fi lms in Italian and read Offered Fall 2004 fi lm criticism written in Italian. Readings in Italian of such directors as Gianni Amelio, Federico Felli- CLT 355 Consuming Passions: Eating/ ni, Michelangelo Antonioni, Pier Paolo Pasolini and Reading fi lm critics such as Aristarco, Brunetta, Rondolino, Offered Spring 2005 Zagarrio. Optional one-credit course. Graded S/U only. {L/F} 1 credit 404 Special Studies Anna Botta By permission of the chair, for senior majors. Offered Spring 2005 4 credits Members of the department 342 Sight Location in Italian Cinema Offered both semesters each year Examining Italian cinema from neorealism to today, this course will investigate how the Italian national 408d Special Studies self-image on the screen has changed in response By permission of the chair, for senior majors. to the changes of the political and cultural context 8 credits over the last fi fty years. In particular, we will focus Full-year course; Offered each year on the determining role that landscape and interiors play in constructing the screen image of Italy, noting how characters and their movements are The Major in Italian framed within these chosen locations. Directors include Visconti, Fellini, Antonioni, Bertolucci, Language and Literature Risi, Moretti, Amelio, Soldini, Ozpetek. Conducted in English. This course does not count as a senior Advisers: Federica Anichini, Giovanna Bellesia, seminar for Italian language and literature majors. Anna Botta, Vittoria Poletto, Alfonso Procaccini.

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Advisers for Study Abroad: Federica Anichini, Italian studies majors are expected to achieve com- Giovanna Bellesia, Anna Botta, Vittoria Poletto, petence in both written and spoken Italian. Partici- Alfonso Procaccini pation in the Junior Year Abroad in Florence is not required but it is strongly recommended. Basis: ITL 110y or ITL 111 and 112, ITL 220 or ITL 230 (or permission of the department). Requirements: the basis plus additional ten semester courses which include: Requirements: the basis, ten semester courses. ITL 231 or 235 (offered only in Florence) The following courses are compulsory for majors attending the JYA in Florence: ITL 250 Sophmore year—Spring : ITL 250 JYA—Fall: Survey 2 Three (non-language) courses taken in the Italian JYA—Spring: ITL 235 department on campus or during the JYA in Flor- The following courses are compulsory for majors ence. Courses in Florence must be approved by the not attending the JYA in Florence: chair of the Italian department to count towards 250, 231, 251 the major in Italian studies. All courses taught by Italian faculty members outside the Italian Depart- All majors in Italian language and literature must ment will also fulﬁ ll the requirement (for instance attend ITL 332 and 333 (two semesters) and a CLT 305 or CLT 355) when all written work is done senior seminar in Italian during their senior year. in Italian. Independent studies and Honor theses may count as part of this category. The rest of the courses can be chosen among the following: 334, 338, 340, 342, 344, 346, 404, Three courses in other Smith departments/pro- 408d, 430d, CLT 305, CLT 355. (All written work in grams or at the University of Florence. These the CLT courses and in the courses taught in Eng- courses will be chosen in accordance with the lish must be done in Italian to be accepted for the interests of the student and with the approval of the Italian major). Italian department adviser.

Courses taken during the Junior Year Abroad in Relevant departments include but are not limited Florence will be numbered differently and will to american studies, archeology, art history, com- be considered as equivalent to those offered on parative literature, classics, education, fi lm studies, the Smith campus, subject to the discretion of the government, history, history of science, interna- department. tional relations, linguistics, music, philosophy, religion, sociology. Italian majors are required to take ITL 332 and 333 (two semesters) and at least one advanced One senior literature seminar (all work done in literary seminar in Italian during their senior year. Italian). In special cases, ITL 340 (Theory and Practice of Translation), can be taken instead of the senior literature seminar (department permis- The Major in Italian Studies sion required). Advisers: Federica Anichini, Giovanna Bellesia, One semester of ITL 332 or 333 (Dante). All work Anna Botta, Vittoria Poletto, Alfonso Procaccini. must be done in Italian. Students should normally enroll in the fi rst semester (ITL 332) unless there Basis: ITL 110y or ITL 111 and 112, ITL 220 or is a scheduling confl ict. ITL 230.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 213213 77/21/04/21/04 11:00:2311:00:23 AMAM 282 Italian Language and Literature The Minor Graduate Advisers: Federica Anichini, Giovanna Bellesia, Advisers: Giovanna Bellesia, Anna Botta, Alfonso Anna Botta, Vittoria Poletto, Alfonso Procaccini Procaccini

A minor in Italian offers the student the opportu- An excellent knowledge of both written and spoken nity to acquire the basic skills and a reasonable Italian is a prerequisite for the program. Candi- knowledge of the Italian language as well as an dates spend their ﬁ rst year in Florence, enrolled at overview of the history of Italian literature and the University of Florence and at the Smith Center. culture. Furthermore, it offers the possibility for Required minimum of 32 credits. The thesis is students returning from study abroad to continue written during the second year, on campus, under with Italian on a limited program. If a student does the direction of a member of the department. not wish to major in Italian, a minor would grant her the opportunity of ofﬁ cial recognition for the 550d Research and Thesis courses taken. 8 credits Full-year course; Offered each year Basis: ITL 110d, ITL 220 or ITL 230, or permission of the department.

Required: six semester courses including the following: 231and 250. Choice of two from two different periods including: 251, 332y, 334, 338, 340, 342, 343, 344, 346, 404. At least one 300-level course must be taken during senior year.

Courses taken during the Junior Year Abroad in Florence will be numbered differently and will be considered as equivalent to those offered on the Smith campus, subject to the discretion of the department. Honors Directors: Federica Anichini, Giovanna Bellesia, Anna Botta, Vittoria Poletto, Alfonso Procaccini

430d Thesis 8 credits Full-year course; Offered each year

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 214214 77/21/04/21/04 11:00:2411:00:24 AMAM 283 Jewish Studies

Visiting faculty and some lecturers are generally appointed for a limited term.

Galina Aksenova, Ph.D., Lecturer in Jewish Studies *1 Justin Cammy, Ph.D., Assistant Professor of *1 Justin Cammy, Ph.D., Assistant Professor of Jewish Studies Jewish Studies †2 Lois Dubin, Associate Professor of Religion and Yehudit Heller, M.Ed., Lecturer in Jewish Studies Biblical Literature Myron Peretz Glazer, Professor of Sociology Jewish Studies Advisory Committee †2 Joel Kaminsky, Associate Professor of Religion †1 Ernest Benz, Associate Professor of History and Biblical Literature, Director Silvia Berger, Lecturer in Spanish and Portuguese Ellen Kaplan, Associate Professor of Theatre †2 Darcy Buerkle, Assistant Professor of History **1 Jocelyne Kolb, Professor of German Studies

100y Elementary Modern Hebrew uity through the rabbinic, medieval and modern A yearlong introduction to modern Hebrew. Em- periods. Close readings of classic texts from the phasis on developing skills necessary for fl uent library of Jewish religious and national experience. reading, speaking and writing. Vocabulary and Central themes and issues that undergird the tradi- grammar are enhanced through the weekly study tion, including God and Godliness; revelation and of a classic or contemporary hit from the Israeli covenant; peoplehood and chosenness; messianism “Top-40” and articles in elementary Hebrew from and redemption; sacred space and sacred time; a newspaper designed for new immigrants. Enroll- canon and the text-centered community; prayer ment limited to 20. Normally offered every second and study; philosophical and mystical trends; gen- year. {F} 8 credits der and Jewish law; Jews under Christianity and Yehudit Heller Islam; revivalist movements and denominations; Full-year course; Offered 2004–05 and contemporary Jewish religious, cultural, and political self-defi nition. How Jewish law and culture 120 Intermediate Modern Hebrew in the past negotiated such pressing present-day A semester-long interaction with modern Hebrew, concerns as “who is a Jew?,” abortion, capital with emphasis on oral profi ciency in practical punishment, same-sex relations, ecological aware- conversational Hebrew and on reading and writing. ness, collective memory, tensions between diaspora Students review grammar, develop their skills as and homeland, and creative betrayals of tradition. readers and writers in modern Hebrew and gain an {L/H} 4 credits understanding of the language as a living culture. Justin Cammy Readings include short stories and poetry by Naomi Offered Spring 2005, Spring 2006 Shemer, Lea Goldberg, Zelda and Rachel, and explorations of Hebrew popular culture through newspapers, fi lm and music (Sha’ar la-Oleh). Prerequisite: 200-Level Courses at least one year of college Hebrew or equivalent, or permission of the instructor. {F} 4 credits. CLT 218 Holocaust Literature To be announced Explores Jewish literary responses to national Offered Fall 2005 catastrophe, differentiating between literature of the Holocaust (texts written in extremis in the ghet- 187 Text and Tradition: Jewish Civilization tos, camps, and in hiding) and post-War literature Through the Ages about the Holocaust. Does Holocaust literature The development of Jews and Judaism from antiq- build upon existing archetypes from Jewish litera-

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tures of catastrophe or establish itself as an entirely tion in European historical consciousness. {H} 4 new literary genre? In what ways do culture, lan- credits guage and the passage of time infl uence the tenor Justin Cammy and function of responses to the destruction of Offered Fall 2005 European Jewry? Which people are authorized to tell the story of the Holocaust, and how are they 285 Jews and Islamic Civilization to balance the claims of subjective and national Subject to the approval of the Committee on Aca- experience, aesthetic standards and historical ac- demic Priorities. curacy? Considers works, all in translation, from A survey of the relationship between Judaism and both Jewish (Yiddish and Hebrew) and European Islam since the era of the Prophet Muhammad. languages, and from multiple genres (diaries, Themes include religious pluralism and impe- reportages, partisan song lyrics, oral testimonies, rial statecraft in the Middle East, the theological memoirs, essays, novels, poetry, comic strips, fi lms, tensions of the Judeo-Christian-Muslim tradition, and monuments). {L} 4 credits the notions of dhimma and Peoples of the Book Justin Cammy in Sunni and Shi’i theory and practice, Jewish Offered Spring 2006 self-government under the Caliphate, the Karaite schism, the world of the Cairo Geniza, the fl ower- 261 The Same or Other: Images of Jews in ing of Jewish life in the Ottoman period, Sabbatian Russian Cinema messianism and schism, communal strains and A century of Russian-Jewish intellectual dialogue decline in the era of nationalism and European on the silver screen, from the offi cial anti-Semitism infl uence. {H} 4 credits of the imperial state through the revolutionary and Benjamin Braude Soviet eras to Russia today. Weekly screening of Offered Spring 2005 fi lms from the 1910s to the present highlighting the Jew and Jewishness. The powerful, complex, 400 Special Studies controversial and often tragic fusion of Russian 1 to 4 credits and Jewish identities as presented in cross-cultural Offered both semesters each year artifacts. {H/A} 4 credits Galina Aksenova Offered Fall 2004 The Minor 284 Beyond the Pale: The Jews of Eastern Advisers: Members of the Jewish Studies Advisory Europe Committee The history of the largest Jewish community in the world, from subjection under the tsars until Students contemplating a minor in Jewish stud- its extermination in World War II. The interaction ies should see an adviser as early as possible to between external pressures on the Jews (tsarist leg- develop a minor course program. This program islation and popular discrimination, the upheavals should be approved by an adviser no later than the of World War 1, the Bolshevik Revolution, Polish beginning of the senior year, though earlier discus- nationalism) and Jewish self-assertion (religious sion is preferable. revitalization under Hasidism and its opponents; domestic forces of enlightenment; language wars Requirements: a total of fi ve courses: between Yiddish, Hebrew, Russian and Polish; the 1. JUD 187 the basis of the minor; birth of a modern Jewish historical conscious- 2. Four additional courses to be chosen from the ness; varieties of Jewish political expression such list below, and distributed over any three of the as Zionism, Yiddishism and Jewish socialism; the areas of Jewish studies (i.e. classical texts, lan- shtetl as virtual homeland versus the new multicul- guage, history, thought, literature and the arts, tural city). Provides perspective on contemporary and contemporary issues). Some courses ap- European debates regarding diaspora, minority pear in more than one area. A student may use and marginality, nationalism and transnationalism, such a course to fulfi ll either one or the other hybridity, borderland cultures and the Jewish ques- of the distribution requirements, but may not

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use the same course to satisfy more than one V. Literature and the Arts such requirement. Normally, at least three of the courses for the minor shall be Smith courses. CLT 201 Literary Anti-Semitism CLT 218 Holocaust Literature I. Classical Texts CLT 275 Literatures of Zionism CLT 277 Language, Lineage and Locus: The REL 210 Introduction to the Bible I Jewish Writer in the 20th Century REL 211 Wisdom Literature and Other Books GER 151 Jews in German Culture from the Writings JUD 253 Hebrew Poetry Through the Ages REL 213 Prophecy in Ancient Israel JUD 260 Between Two Worlds: Yiddish Literature REL 215 Introduction to the Bible II and Culture from 1862 to the Present REL 217 The Dead Sea Scrolls, Judaism and JUD 261 The Same or Other: Images of Jews in Christianity Russian Cinema REL 310 Sibling Rivalries: Israel and the Other in JUD 262 Jewish American Literature, Culture and the Hebrew Bible Performance REL 315 The Search for the Historical Jesus JUD 362 Post-War American Fiction REL 110 People of the Story II. Language SPN 246 Life Stories by Latin American Jewish Writers (in Spanish) Courses at Smith SPN 280 Life Stories by Latin American Jewish JUD 100y Elementary Modern Hebrew Writers JUD 120 Intermediate Modern Hebrew THE 313 Staging the Jew REL 295 Hebrew Religious Texts I REL 296 Hebrew Religious Texts II VI. Contemporary Issues III. History CLT 218 Holocaust Literature CLT 275 Literatures of Zionism GOV 248 The Arab-Israeli Dispute CLT 277 Language, Lineage and Locus: The JUD 265 Jews and Judaism in America, 1650– Jewish Writer in the 20th Century Present GOV 229 Government and Politics of Israel JUD 284 Beyond the Pale: The Jews of Eastern GOV 248 The Arab-Israeli Dispute Europe GOV 323 Warring for Heaven and Earth: Muslim JUD 285 Jews and Islamic Civilization and Jewish Political Activism in the REL 110 Archaeology of Israel and Palestine Middle East REL 223 Insiders/Outsiders I: Jews in Modern JUD 262 Jewish American Literature, Culture and Europe Performance REL 224 Insiders/Outsiders II: Jews and Judaism JUD 362 Post-War American Fiction in Europe and America, 19th and 20th REL 110 Renewal and Invention in Contemporary Centuries Judaism REL 320 Tying and Untying the Knot: Women, REL 227 Judaism/Feminism/Women’s Spirituality Marriage and Divorce in Judaism REL 335 Problems in Jewish Religion and Culture: Women, Feminism and Spirituality IV. Thought REL 221 Jewish Spirituality: Philosophers and Additional reading courses in Hebrew or Yid- Mystics dish language and literature may be available, REL 223 Insiders/Outsiders I: Jews in Modern supervised by members of the program. Students Europe who plan to study in Israel or who wish to pursue REL 224 Insiders/Outsiders II: Jews and Judaism advanced work in Jewish studies should begin in Europe and America, 19th and 20th Hebrew as soon as possible. Consult the director Centuries of the Jewish Studies Program or a member of the REL 227 Judaism/Feminism/Women’s Spirituality advisory committee.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Ann Leone, Professor of French Studies, Director Helen Lefkowitz Horowitz, Professor of American Nina Antonetti, Lecturer in Art and Landscape Studies and of History Studies Barbara Kellum, Professor of Art Michael Marcotrigiano, Professor of Biological Associated Faculty Science and Director of the Botanic Garden Carl John Burk, Professor of Biological Sciences Douglas Patey, Professor of English Language and Dean Flower, Professor of English Language and Literature Literature Gretchen Schneider, Lecturer in Art Andrew Guswa, Assistant Professor of Engineering

LSS 100 Issues in Landscape Studies Veterans Memorial. (E) {H/S/A} 4 credits Through readings, discussions and a series of lec- Nina James tures by Smith faculty and guests, we will examine Offered Fall 2004 the history and infl uences out of which landscape studies is emerging. We will look at the relationship LSS 200 Socialized Landscapes: Private of this new fi eld with literary and cultural studies, Squalor and Public Affl uence art, art history, landscape architecture, history, Certain landscapes dissolve economic, political, biology and environmental sciences. What is land- social, cultural constructs to foster diversity on scape studies? Where does it come from? Why is it common ground. This course will trace the devel- important? How does it relate to, for instance, land- opment of these socialized landscapes, specifi cally scape painting and city planning? How does it link in Europe and North America in the last two centu- political and aesthetic agendas? Students may take ries, as places of reform, respite and refuge. Focus- this course twice for credit. S/U only. (E) {H/S/A} ing on a series of case studies—including urban 2 credits parks, cemeteries, shopping malls, hiking and bike Ann Leone, Director; Nina James, Co-Director trails, and amusement parks—we will characterize Offered Spring 2005 what makes a place a socialized landscape, identify how they improve their communities, and consider LSS 105 Introduction to Landscape Studies how a dysfunctional space might be transformed This introductory course will be a chronological into a socialized landscape. This discussion-based and thematic exploration of the issues that defi ne course will have a practical, i.e., studio, compo- the evolving fi eld of landscape studies. Topics will nent, as each student will attempt to socialize a range from ancient to contemporary, scientifi c to local site. Enrollment limited to 20. (E) {H/S/A} artistic, cultural to political, theoretical to practical. 4 credits We will consider corporate, domestic, industrial, Nina James postindustrial, tourist, landfi ll and agricultural Offered Spring 2005 landscapes. Attention will be paid to such designs as Versailles, Royal Botanical Garden at Kew, LSS 300 Rethinking Landscape Boston’s Back Bay, Central Park and the Vietnam This seminar on landscape theory will explore myriad issues in the fi eld—including territory,

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expansion, sexuality, disjunction, fantasy, dwelling, issues. At least one fi eld trip. Open to nonmajors. memory, nationalism—in the context of critical (E) {L} 4 credits approaches such as modernism, deconstruction, Dean Flower structuralism, poststructuralism, phenomenology, Offered Spring 2005 and feminism. Priority given to senior, then juniors. Enrollment limited to12. Prerequisite: two of the FRN 230 Readings in Modern Literature following: LSS 100, LSS 105, LSS 200, LSS 210 An introduction to literature, designed to develop or permission of the instructor. (E) {H/S/A} 4 skills in oral expression and expository writing. A credits transition from language courses to more advanced Nina James courses in literature and culture. A student may Offered Fall 2004 take only one section of 230. Prerequisite: 220, or permission of the instructor. Cross-Listed Courses Topic: Dream Places and Nightmare Spaces: French Literary Landscapes ARH 101 Approaches to Visual Through texts by authors from Louis XIV to Colette, Representation: we will discuss questions about literary uses of Designing, Depicting, and Destroying Land- landscape: Why do we fl ee or search for a landscapes scape? What makes us cherish or fear a particular Landscapes cover the globe. How have humans place? What do landscapes tell us that the narrator dealt with their landscapes through the ages and or characters cannot or will not tell? Other authors around the world? This course will examine how may include Rousseau, Victor Hugo, Chateaubri- and why places have been conquered, designed, and, Maupassant, Apollinaire, Robbe-Grillet and painted, printed, sculpted, fi lmed, woven, recycled, James Sacré. {L/F} 4 credits forgotten or destroyed. Balancing the real and the Ann Leone representational, specifi c topics will include land Offered Fall 2004 art, memorials, public parks, historic preservation, gardens of paradise, Chinese scrolls, medieval tap- CLT 288 Bitter Homes and Gardens: Domestic estries and Impressionism. {H/A} 4 credits Space and Domestic Discord in Three Modern Nina James Women Novelists Offered Spring 2005 We will analyze the ways Edith Wharton, Colette and Elizabeth von Amim depict domestic dis- ENG 221 Reading the Landscape cord—loss, rage, depression—through local A study of the ways in which language and litera- landscapes and domestic spaces: houses, rooms ture inscribe the landscape, shaping as well as and gardens. Texts will include Wharton’s essays on being shaped by it. Discussion of such problematic landscape and domestic design, and novels, short issues as wilderness mythology, modern ecology, stories, letters, and autobiographical writings by all non-intervention theories, ecofeminism, nativist three authors. {L} 4 credits perspectives and the eye as designer. Emphasis Ann Leone on American essays, poems and narratives written Offered Spring 2005 in the aftermath of Rachel Carson’s Silent Spring, including works by Annie Dillard, Wendell Berry, For courses throughout the curriculum that are Mary Oliver, Terry Tempest Williams, Edward Ab- related to landscape studies and that may count bey, Barry Lopez and Gretel Ehrlich. Also some for an independently designed landscape studies attention to 19th-century nature writers like Coo- minor, please see our Web site http://www.smith. per, Audubon, Thoreau and Mary Austin—whose edu/landscapestudies. works are now seen to address modern ecological

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 219219 77/21/04/21/04 11:00:2911:00:29 AMAM 288 Latin American and Latino/a Studies

Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers and Members of the Latin American Portuguese and Latino/a Studies Committee **2 Donald Joralemon, Professor of Anthropology †1 Marina Kaplan, Associate Professor of Spanish Susan C. Bourque, Professor of Government and Portuguese and of Latin American and Ginetta Candelario, Assistant Professor of Sociology Latino/a Studies and of Latin American and Latino/a Studies Dana Leibsohn, Associate Professor of Art, Velma García, Associate Professor of Government Director †2 Maria Estela Harretche, Associate Professor of **1 Nola Reinhardt, Professor of Economics Spanish and Portuguese Nancy Saporta Sternbach, Professor of Spanish and †1 Marguerite Itamar Harrison, Assistant Professor Portuguese of Spanish and Portuguese Ann Zulawski, Associate Professor of History and of Michelle Joffroy, Assistant Professor of Spanish and Latin American and Latino/a Studies

100 Topics in Latin American and Latino/a variety of plays, performance pieces, puppet shows, Studies and other art forms that defi ne U.S. Latina theatre An interdisciplinary introduction to critical themes from the early seventies to the present. Critical and issues in Latin American culture and history. readings will accompany the texts. Every effort will Lectures and discussions will focus on such top- be made to actually see a performance of some ics as perceptions of conquest; women in colonial manifestation of Latina theatre. {L/A} times; nation building in the 19th century; 20th- Nancy Saporta Sternbach century revolutions and the international context. Offered Spring 2005 Recommended for fi rst- and second-year students. {H/S} 4 credits Culture and Society in the Andes Ginetta Candelario {H/S} 4 credits Offered Spring 2005 Ann Zulawski Offered Spring 2006 301 Seminar: Topics in Latin American and Latino/a Studies 404 Special Studies 4 credits 4 credits Offered both semesters each year Contemporary Latina Playwrights and Performers From the shoestring budgets of their collective theatre pieces of the 1960s to their high-tech, The Major multimedia performance art of the 1990s, U.S. Latinas have moved from their marginal positions This major builds on a basic understanding of backstage to become the central protagonists of the the history of Latin America and a developing effl orescent, hybrid, multicultural art form that is profi ciency in Spanish. (A reading knowledge of Latina theatre today. In this course, we will read a Portuguese is also recommended.) Following this,

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a program of studies is developed that includes courses related to Spanish America and/or Brazil Approved courses for from the disciplines of anthropology, art, dance, 2004–05: economics, government, history, literature, sociology and theatre. The S/U grading option is not allowed for American Studies courses counting towards the major. Students choosing to spend the junior year 102 Thinking Through Race studying in a Latin American country should con- Offered Fall 2004 sult with the appropriate advisers: Art Adviser for Study Abroad in Spanish America: 130 Introduction to Art History: Africa, Majors should see their academic advisers. Oceania, and the Indigenous Americas Offered Fall 2004 Adviser for Study Abroad in Brazil: Malcolm Mc- 204 Ancient America: Art, Architecture, and Nee, Department of Spanish and Portuguese. Archaeology Offered Spring 2005 Five-year option with Georgetown University: students interested in pursuing graduate studies in LAS have the option of completing an M.A. in Latin Comparative Literature American studies at Georgetown University in only 268 Latina and Latin American Women one extra year and a summer. Those interested Writers must consult with an LALS adviser during their Offered Spring 2005 sophomore year or early in their junior year. Economics Students primarily interested in Latin American literature may wish to consult the major programs 211 Economic Development available in the Department of Spanish and Portu- Offered Fall 2004 guese. Government Basis: HST 260 and HST 261. 216 Minority Politics Offered Fall 2004, Fall 2005 Other Requirements: 226 Latin American Political Systems 1. Two courses in Spanish American literature usu- Offered Spring 2005 ally SPN 260 and SPN 261. Advanced language 237 Colloquium: Politics of the U.S./Mexico students may replace one of these with a topics Border course, such as SPN 372 or SPN 373. A reading Offered Spring 2005 knowledge of Portuguese and/or one course 307 Seminar in American Government related to Brazil is recommended. Topic: Latinos and Politics in the United States 2. Six semester courses (at the intermediate or Offered Fall 2004 advanced level) dealing with Spanish America and Brazil; at least two of the six must be in the social sciences (anthropology, economics, his- History tory, government, sociology); at least one four- 260 Colonial Latin America, 1492–1821 credit course must be in the arts (art history, Offered Fall 2004, Fall 2005 dance, theatre, ﬁ lm); at least two of the six must 261 National Latin America, 1821 to the be at the 300-level. Present Offered Spring 2005, Spring 2006

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263 Continuity and Change in Spanish SPN 260 Survey of Latin American Literature I America and Brazil Offered Fall 2004, Fall 2005 Topic: Gender and the Study of Latin SPN 261 Survey of Latin American Literature II American History Offered Spring 2005, Spring 2006 Offered Spring 2005 SPN 370 Literary Genres in Latin America: 361 Problems in the History of Spanish Contemporary America and Brazil Topic: Dislocations of Culture Topic: Public Health and Social Change Offered Spring 2005 in Latin America, 1850–Present SPN 371 Latin American Literature in a Regional Offered Fall 2004 Context Topic: Central America: Texts, Films, Sociology Music Offered Fall 2004 213 Ethnic Minorities in the United States Topic: Interrogating the Offered Spring 2005 Commonplace: The Southern Cone 214 Sociology of Hispanic Caribbean Offered Fall 2005 Communities in the United States SPN 380 Advanced Literary Studies Offered Fall 2004 Topic: Translating Poetry 222 Blackness in the Americas Offered Spring 2005 Offered Spring 2006 314 Seminar in Latina/o Identity: Latina/o Racial Identities in the United States The Minor in Latin Offered Fall 2004 American Studies Spanish and Portuguese Requirements: six courses dealing with Latin POR 221 Topics in Portuguese and Brazilian America to be selected from anthropology, art, eco- Literature and Culture nomics, government, history and literature. They Topic: Envisioning “Lusofonia”: A must include HST 260, HST 261, and SPN 260 or Focus on Film from the SPN 261, and at least one course at the 300 level. Portuguese-Speaking World Offered Spring 2005 SPN 230 Topics in Latin American and Peninsular Literature Minor in Latino/a Studies Topic: From Euphoria to Requirements: six courses which must include Disenchantment: The Return to the following: HST 260 or HST 261, SPN 260 or Democracy on Stage SPN 261, one other class on Latin America to be Offered Fall 2004 chosen from anthropology, art, economics, govern- SPN 240 From Page to Stage ment, history or literature; and three classes in Topic: “From Magic Realism to the End Latino/a studies to be chosen from CLT 268, GOV of the Utopias” 216, GOV 307, SOC 214, SOC 314, or any other Offered Spring 2005 course in LALS, SPN, etc., dealing with Latino/a SPN 246 Topics in Latin American Literature studies. At least one of the six courses must be at Topic: Modern Amazonian Literature the 300 level. Students may count one course in La- Offered Spring 2005 tino/a studies from another Five College institution Topic: Negotiating the Borderlands: towards the minor; students may also substitute Text, Film, Music a Spanish-language class at the 200 level for SPN Offered Fall 2004 260/SPN 261. Topic: Literary Constructions of Afro-Cuban Identity Offered Spring 2005

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430d Thesis 8 credits Full-year course; Offered each year

431 Thesis 8 credits Offered each Fall

Admission by permission of the Latin American and Latino/a Studies Committee.

Requirements: the same as those for the major; a thesis proposal, preferably prepared during the second semester of the student’s junior year and submitted for consideration no later than the end of the ﬁ rst week of classes the following Septem- ber; a thesis and an oral examination on the thesis.

For Five-College Certiﬁ cate in Latin American Stud- ies see the description on page 404.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 223223 77/21/04/21/04 11:00:3211:00:32 AMAM 292 Logic

Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers Jay Garﬁ eld, Professor of Philosophy, Director **2 James Henle, Professor of Mathematics Albert Mosley, Professor of Philosophy †1 Merrie Bergmann, Associate Professor of Computer Science

In this century, logic has grown into a major disci- PHI 203 Topics in Symbolic Logic pline with applications to mathematics, philosophy, Applications of logic to fundamental issues in phi- computer science, linguistics and cognitive science. losophy, mathematics and computer science. Pre- The goal of the logic minor is to provide students requisite: LOG 100 or PHI 202. Topic: fuzzy logic. with the tools, techniques and concepts necessary After the initial meeting, the course will meet for to appreciate logic and to apply it to other fi elds. the second half of the semester. {M} 2 credits To be announced 100 Valid and Invalid Reasoning: What Offered Spring 2005 Follows from What? Formal logic and its application to the evaluation 404 Special Studies of everyday arguments, the abstract properties of 4 credits logical systems, the implications of inconsistency. Offered both semesters each year Examples drawn from law, philosophy, economics, literary criticism, political theory, commercials, mathematics, psychology, computer science, off- The Minor topic debating and the popular press. Deduction and induction, logical symbolism and operations, Minors in logic, to be designed in consultation paradoxes and puzzles. May not be taken for credit with a Co-director, will consist of at least 20 credits with PHI 202. {M} WI 4 credits including: James Henle (Mathematics), Jay Garfi eld (Phi- losophy) LOG 100 or PHI 202, but not both Offered Fall 2004 MTH 153 or CSC 250 MTH 217 or PHI 220 PHI 202 Symbolic Logic Symbolic logic is an important tool of contempo- Additional courses may be chosen from the follow- rary philosophy, mathematics, computer science ing list: and linguistics. This course provides students with CSC 111 Computer Science I a basic background in the symbols, concepts and CSC 250 Foundations of Computer Science techniques of modern logic. It will meet for the CSC 270 Digital Circuits and Computer Systems fi rst half of the semester only. Enrollment limited to CSC 290 Introduction to Artifi cial Intelligence 20. {M} 2 credits CSC 294 Introduction to Computational To be announced Linguistics Offered Spring 2005 LOG 404 Special Studies in Logic MTH 153 Discrete Mathematics

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MTH 217 Mathematical Structures PHI 203 Topics in Symbolic Logic PHI 220 Logic and the Undecidable PHI 236 Linguistic Structures PHI 322 Topics in Advanced Logic

Depending on the topic, the courses listed below may also be taken for logic minor credit:

CSC 390 Seminar in Artiﬁ cial Intelligence MTH 224 Topics in Geometry MTH 238 Topics in Number Theory MTH 343 Topics in Mathematical Analysis MTH 350 Topics in the History of Mathematics PHI 362 Seminar: Philosophy of Language

There are also courses at Five College institutions that may be acceptable, courses in linguistics and law, for example.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 225225 77/21/04/21/04 11:00:3411:00:34 AMAM 294 Marine Sciences

Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers C. John Burk, Professor of Biological Sciences H. Allen Curran, Professor of Geology, Co-Director L. David Smith, Associate Professor of Biological **2 Paulette Peckol, Professor of Biological Sciences, Co-Director Sciences, Co-Director

The marine sciences minor permits students to Geology pursue interests in coastal and oceanic systems through an integrated sequence of courses in the 231 Invertebrate Paleontology and natural and social sciences. Paleoecology An introduction to marine sciences is obtained 232 Sedimentology through completion of the two basis courses. Stu- 270j Carbonate Systems and Coral Reefs of dents then may choose to concentrate their further the Bahamas study principally on the scientiﬁ c investigation 311 Environmental Geophysics of the oceans or on the policy aspects of ocean 355 Geology Seminar: Coral Reefs: Past, exploitation and management. Students should Present and Future consult with one of the co-directors as early as possible in the course selection process. Social Sciences ECO 224 Environmental Economics Requirements: six courses, no more than three of which can be taken at other institutions, including GOV 254 Politics of the Global Environment three required courses as follows: GOV 306 Politics and the Environment GEO 108 Oceanography; BIO 264 Marine Ecology GOV 404 Special Studies (BIO 265 must be taken concurrently); a special studies or seminar course chosen in consultation Five College Course Possibilities with the minor adviser; and three elective courses Courses can be chosen with consultation and ap- from the following areas, only two of which may be proval of minor advisers; examples would be (all counted in a major: UMass):

Biological Sciences Biology 524s: Coastal Plant Ecology 242/243 Invertebrate Zoology and required Geology 591f: Marine Micropaleontology Concurrent Laboratory 243 Geography 392As: Coastal Resource Policy 260 Principles of Ecology and optional WF Conser. 261: Fisheries Conservation and Concurrent Laboratory 261 Management 338 Morphology of Algae and Fungi and required Concurrent Laboratory 339 Off-Campus Course Possibilities 356/357 Plant Ecology and required Concurrent Some students may elect to take two or three of Laboratory their courses for the minor away from Smith Col- 364 Topics in Environmental Biology lege by participation in a marine-oriented, off-cam- Coral Reefs: Past, Present and Future pus program. In recent years Smith students have 400 Special Studies been enrolled in the following programs:

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Marine Biological Laboratory (Boston University Marine Program, fall semester) and Woods Hole Oceanographic Institution (summer)—Smith is an afﬁ liate through the Five College Coastal and Marine Sciences Program; Williams/Mystic Seaport Program (Smith is an afﬁ liate); SEA Semester; Duke University Marine Laboratory, Semester and Summer Program; marine programs of School for Field Studies, and Shoals Marine Laboratory.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Pau Atela, Ph.D. Marjorie Lee Senechal, Ph.D. Christophe Golé, Ph.D. †2 James Joseph Callahan, Ph.D. †1 Michael O. Albertson, Ph.D. Assistant Professors David Warren Cohen, Ph.D. †1 Leanne Robertson, Ph.D. **2 James M. Henle, Ph.D., Chair Yoonjin Lee, Ph.D. **2 Katherine Taylor Halvorsen, D.Sc. Nicholas Horton, D.Sc. Ruth Haas, Ph.D. (Mathematics and Engineering) Senior Lecturer Associate Professors Mary Murphy, M.A.T. Patricia L. Sipe, Ph.D.

A student with three or four years of high school may receive four credits, providing she does not algebra (the ﬁ nal year may be called analysis, take 107 or 245 for credit. precalculus, trigonometry, functions, or AP math- Students who are considering a major or minor ematics) but no calculus, will normally enroll in in mathematics should talk with members of the Calculus I (111). A student with a year of calculus department. will normally enroll in Calculus: Effective Computa- For further information about the mathemat- tion and Power Series (114) or Discrete Math- ics program, consult A Guide to Mathematics at ematics (153)—or both—during her ﬁ rst year. If Smith (available from department members and at a student has a year of BC calculus, she may omit our Web site, www.math.smith.edu). MTH 114. A student with two years of high school algebra, EDP/QSK 101 Quantitative Skills but no calculus or precalculus, should enroll in This course is intended for students who need Elementary Functions (102). This course provides additional preparation to succeed in courses con- a solid basis for calculus and some of our majors taining quantitative material. It will provide a sup- start here. portive environment for learning or reviewing, as Discovering Mathematics (105), and Statistical well as applying, pre-calculus mathematical skills. Thinking (107) are intended for students not ex- Students develop their numerical, statistical and pecting to major in mathematics. algebraic skills by working with numbers drawn A student who chooses to accelerate and who from a variety of current media sources. Enroll- has a score of 4 or 5 on the AB Calculus Examina- ment limited to 20. Permission of the instructor tion may receive 4 credits, providing she does not required. (E) {M} 4 credits take 111 or 112 for credit. If she has a score of 4 To be announced or 5 on the BC Examination she may receive four To be arranged credits providing she does not take 111 or 112 for credit; or eight credits if she does not take 111, 102 Elementary Functions 112, or 114 for credit. She can receive credit for at Linear, polynomial, exponential, logarithmic and most one of these examinations. A student who has trigonometric functions; graphs, mathematical a score of 4 or 5 on the AP Statistics Examination models and optimization. For students who need

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additional preparation before taking calculus or scientifi c context of calculus is emphasized. Pre- quantitative courses in scientifi c fi elds, economics, requisite: MTH 111 or the equivalent. {M} 4 credits government and sociology. Also recommended for Members of the department prospective teachers whose precalculus mathemat- Offered both semesters each year ics needs strengthening. {M} 4 credits James Henle 114 Calculus: Effective Computation and Offered Fall 2004 Power Series Power series and convergence, differential equa- 105 Discovering Mathematics tions, difference equations, dynamical systems: Contemporary applications of mathematics. Stu- numerical methods and qualitative analysis. The dents are introduced to beautiful topics in math- scientifi c context of calculus is emphasized. Intend- ematics that do not require a great deal of previous ed for students who have had a year of calculus knowledge. We stress the intuition, creativity and elsewhere. Students may not receive credit for both aesthetics involved in mathematical problem solv- 114 and 112. {M} 4 credits ing and quantitative reasoning. Topics come from Members of the department management science, statistics, social choice (vot- Offered both semesters each year ing), measurement and geometry. {M} 4 credits Ruth Haas 153 Introduction to Discrete Mathematics Offered Spring 2005 An introduction to discrete (fi nite) mathematics with emphasis on the study of algorithms and on 107 Statistical Thinking applications to mathematical modeling and com- An introduction to statistics that teaches broadly puter science. Topics include sets, logic, graph relevant concepts. Students from all disciplines are theory, induction, recursion, counting and combi- welcome. Topics include graphical and numeri- natorics. {M} 4 credits cal methods for summarizing data; binomial and Members of the department normal probability distributions; point and interval Offered both semesters each year estimates for means and for proportions; one- and two-sample tests for means and for proportions; 190/PSY 140 Statistical Methods for principles of experimental design. The class meets Undergraduate Research in a computer lab and emphasizes using the com- An overview of the statistical methods needed for puter for analysis of data. We will design our own undergraduate research. The course emphasizes experiments, collect and analyze the data, and methods for data collection, data description and write reports on our fi ndings. Prerequisite: high statistical inference including an introduction to school algebra. {M} 4 credits confi dence intervals, testing hypotheses, analysis Nicholas Horton of variance and regression analysis. Techniques Offered Fall 2004 for analyzing both quantitative and categorical data will be discussed. Applications will be emphasized, 111 Calculus I and students will learn to use the SPSS statistical Rates of change, differential equations and their software for data analysis. Classes meet for lecture/ numerical solution, integration, differentiation and discussion and for a required weekly laboratory. the fundamental theorem of the calculus. The sci- Lab sections limited to 20. This course satisfi es the entifi c context of calculus is emphasized. {M} Basis requirement for the psychology department 4 credits major and is recommended for all psychology stu- Members of the department dents. Other students who have taken MTH 111, AP Offered both semesters each year Calculus, or the equivalent should take MTH 245. Students will not be given credit for both MTH 190 112 Calculus II and MTH 245. (E) {M} 4 credits Applications of the integral, dynamical systems, Nicholas Horton, David Palmer infi nite series and approximation of functions. The Offered Spring 2005

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204 Differential Equations and Numerical 224 Topics in Geometry Methods in Engineering Prerequisite: MTH 211 or permission of the in- An introduction to the computational tools used structor. {M} 4 credits to solve mathematical and engineering problems Offered during 2005–06 such as error analysis, root fi nding, linear equations, optimization, ordinary and partial differential 225 Advanced Calculus equations. Prerequisites: MTH 112 or MTH 114 or Functions of several variables, vector fi elds, diver- permission of the instructor. {M} 4 credits gence and curl, critical point theory, implicit func- Christophe Golé tions, transformations and their Jacobians, theory Offered Spring 2005 and applications of multiple integration, and the theorems of Green, Gauss and Stokes. Prerequi- 211 Linear Algebra sites: MTH 211 and MTH 212, or permission of the Vector spaces, matrices, linear transformations, instructor. {M} 4 credits systems of linear equations. Applications to be James Callahan selected from differential equations, foundations of Offered Spring 2005 physics, geometry and other topics. Prerequisite: MTH 112 or the equivalent, or MTH 111 and MTH 227 Topics in Modern Mathematics 153; MTH 153 is suggested. {M} 4 credits The goal of the course is to create mathematical Members of the Department sculptures made of metal strips or other appro- Offered both semesters each year priate materials which represent mathematically signifi cant three-dimensional geometrical objects. 212 Calculus III We will study their mathematical context and prop- Theory and applications of limits, derivatives, and erties, initially visualizing them on the computer. integrals of functions of one, two and three vari- Using the computer for reference, we will then ables. Curves in two and three dimensional space, work in groups to construct them physically. Pre- vector functions, double and triple integrals, polar, requisite: MTH 212. {M} 4 credits cylindrical, spherical coordinates. Path integra- Pau Atela tion and Green’s Theorem. Prerequisites: MTH Offered Spring 2005 112 or MTH 114. It is suggested that MTH 211 be taken before or concurrently with MTH 212. {M} 233 An Introduction to Modern Algebra 4 credits An introduction to the concepts of abstract algebra, Pau Atela, Fall 2004 including groups, quotient groups, rings and fi elds. James Callahan, Spring 2005 Prerequisites: MTH 112 or the equivalent, and Offered both semesters each year MTH 211, or permission of the instructor. {M} 4 credits 217 Mathematical Structures Ruth Haas The logic, language and methods of proof. Topics Offered Fall 2004 include sets, relations and functions, and proofs in the contexts of introductory analysis and algebra. 238 Topics in Number Theory Prerequisites: LOG 100, PHI 121, or a 200-level Topic: The integers, prime numbers, congru- mathematics course, or permission of the instruc- ences, Diophantine problems, arithmetical func- tor. (MTH 153 is recommended). {M} 4 credits tions. Applications will be drawn from computing, Offered during 2005–06 cryptography and coding theory. Prerequisite: MTH 153, MTH 211, or permission of the instructor. 222 Differential Equations {M} 4 credits Theory and applications of ordinary differential Yoonjin Lee equations. Prerequisites: MTH 211, and MTH 212; Offered Spring 2005 MTH 212 may be taken concurrently. {M} 4 credits Offered during 2005–06

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243 Introduction to Analysis 248 Design of Experiments The topological structure of the real line, compact- An introduction to statistical methods needed for ness, connectedness, functions, continuity, uniform scientifi c research, including planning data collec- continuity, sequences and series of functions, tion and data analyses that will provide evidence uniform convergence, introduction to Lebesgue about a research hypothesis. The course empha- measure and integration. sizes four basic designs: completely randomized Prerequisites: MTH 211 and MTH 212, or permis- factorial designs, randomized block designs, Latin- sion of the instructor. {M} 4 credits Squares and split-plot/repeated measures designs. Christophe Golé The course includes one-way and two-way analyses Offered Fall 2004 of variance, interactions, contrasts, multiple comparisons and graphical methods. Statistical soft- 245 Introduction to Probability and Statistics ware will be used for data analysis. Prerequisites: An application-oriented introduction to statistical MTH 245, or a score of 4 or 5 on the AP Statistics inference: descriptive statistics; random variables; examination, or the equivalent. {M} 4 credits bionomial and normal probability distributions; Offered during 2005–06 sampling distributions; point and interval estimates; standard parametric and nonparametric hypothesis 254 Combinatorics tests; type I and type II test errors; correlation; and Enumeration, including recurrence relations and regression. A wide variety of applications from the generating functions. Special attention paid to sciences and social sciences will be used. Classes binomial coeffi cients, Fibonacci numbers, Catalan meet for lecture/discussion and for a required numbers and Stirling numbers. Combinatorial laboratory. Laboratories emphasize computer designs, including Latin squares, fi nite projective analysis of real data and a laboratory section is of- planes Hadamard matrices and block designs. fered for biological sciences majors. Prerequisite: Necessary conditions and constructions. Error MTH 111, or MTH 153, or one year of high school correcting codes. Applications. Prerequisites: MTH calculus, or permission of the instructor. Lab sec- 153 and MTH 211 or permission of the instructor. tions limited to 24. {M} 4 credits {M} 4 credits Katherine Halvorsen, Nicholas Horton, Virginia Ruth Haas Hayssen (Biological Sciences) Offered Spring 2005 Offered both semesters each year 255 Graph Theory 246 Probability The course will begin with the basic structure of An introduction to probability, including combina- graphs including connectivity, paths, cycles and torial probability, random variables, discrete and planarity. We will proceed to study independence, continuous distributions. Prerequisites: MTH 153 stability, matchings and colorings. Directed graphs and MTH 212, or permission of the instructor. {M} and networks will be considered. In particular, 4 credits some optimization problems including maximum Katherine Halvorsen fl ow will be covered. The material will include the- Offered Fall 2004 ory and mathematical proofs as well as algorithms and applications. Prerequisites: MTH 153 and MTH 247 Statistics: Introduction to Regression 211 or permission of the instructor. {M} 4 credits Analysis Offered during 2005–06 The analysis of data using linear models. Applica- tions of least squares theory including regression, 264 Topics in Applied Mathematics analysis of variance. Prerequisites: one of the fol- Pine cones, artichokes, pineapples, asparagus, lowing: MTH 107, MTH 245, ECO 190, SSC 190, sunfl owers, ... a great number of plants exhibit PSY 113. {M} 4 credits spirals. Most often, when counting the number of Nicholas Horton spirals, we get Fibonacci numbers (0, 1, 1, 2, 3, Offered Fall 2004 5, 8, 13, 21,... each number being the sum of the previous two). This course will be an introduction

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 231231 77/21/04/21/04 11:00:3811:00:38 AMAM 300 Mathematics

to the mathematical theory of discrete dynamical 400 Special Studies systems and its applications to this botanical phe- By permission of the department, for majors who nomenon. Prerequisites: MTH 211 or MTH 212 or have had at least four semester courses at the inter- permission of the instructor. {M} 4 credits mediate level. Pau Atela 1–4 credits Offered Fall 2004 Offered both semesters each year

325 Complex Analysis Complex numbers, functions of a complex variable, Cross-Listed Courses algebra and geometry of the complex plane. Dif- ferentiation, integration, Cauchy integral formula, CSC 250 Foundations of Computer Science calculus of residues, applications. Prerequisite: MTH 225 or MTH 243, or permission of the in- PHI 202 Symbolic Logic (2 credits) structor. {M} 4 credits Offered during 2005–06 PHI 203 Topics in Symbolic Logic (2 credits)

333 Topics in Abstract Algebra PHI 220 Logic and the Undecidable {M} 4 credits Offered during 2005–06 PHY 211 Mathematical Methods of Physical Sciences and Engineering II 342 Topics in Topology and Geometry Topic: Differential Geometry. The classical dif- QSK 101 Quantitative Skills ferential geometry of curves and surfaces; introduction to manifolds and Riemannian geometry. CSC 252 and CSC 274 count as two math major Prerequisite: MTH 225 or the equivalent, or per- credits each if the student majors or minors in mission of the instructor. {M} 4 credits computer science. James Callahan Offered Fall 2004 ECO 227 counts as two credits toward the math major. 343 Topics in Mathematical Analysis Topic: Finite and inﬁ nite dimensional techniques LOG 100 counts as two math major credits if the in analysis, including the topology of metric and student does not take PHI 202. These credits are normed spaces. These will be motivated and illus- not counted against the eight-credit limit on 100- trated by important applications chosen from Fou- level courses counted toward the major. rier series, wavelets, dynamical systems, fractals and convexity. Prerequisite: MTH 243 or permission of the instructor. {M} 4 credits The Major Christophe Golé Offered Spring 2005 Advisers: Michael Albertson, Pau Atela, James Cal- lahan, David Cohen, Christophe Golé, Ruth Haas, 346 Seminar: Mathematical Statistics Katherine Halvorsen, James Henle, Leanne Robert- An introduction to the mathematical theory of son, Patricia Sipe. statistics and to the application of that theory to the real world. Topics include random variables, Adviser for Study Abroad: To be announced. special distributions, introduction to the estimation of parameters and hypothesis testing. Prerequisites: Requirements: The mathematics major has an MTH 212 and MTH 246. {M} 4 credits entryway requirement, a core requirement, a depth Katherine Halvorsen requirement, and a total credit requirement. The Offered Spring 2005 entryway requirement consists of MTH 153, MTH 211, and MTH 212. An exceptionally well-prepared

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student might place out of some of these. The core Algebra-Analysis-Geometry Minor requirement is one course in algebra (MTH 233 or MTH 238) and one course in analysis (MTH 225 153, 212, 217, PHI 220, 224, 233, 238, 243, 325, or MTH 243). Alternatively, a student may concen- 333, 342, 343. trate in statistics; students concentrating in statistics are not required to take a course in algebra but Mathematical Statistics Minor instead must complete MTH 245, MTH 246, MTH 346, and either MTH 247 or MTH 248. 212, 246, 247, 248, 346. Beginning with students who declare in fall 2004, majors will be required to take at least one Some courses, including topics courses and Spe- advanced course. This is the depth requirement. An cial Studies, might fall into different groups in dif- advanced course is a mathematics course at Smith ferent years depending on the material covered. numbered between 310 and 390. A total of 40 credits is required for the major. At most eight of The Minor in Applied Statistics these credits can be at the 100 level. With the ap- The minor in applied statistics consists of 5 cours- proval of the department, the requirement may be es: MTH 111, MTH 245, MTH 247, MTH 248 AND satisfi ed by a course outside the department. Up to one (or more) from the following applications eight credits can be replaced by twice that number fi elds: BIO 260, PSY 303, SOC 203, ECON 280, in courses from other departments or programs MTH 246, MTH 346. provided that such courses contain substantial mathematical content and the student completes a Students who have taken calculus or AP statistics in major or minor in the corresponding department high school will not have to repeat these courses or program. To determine how much credit any at Smith, but they will be expected to complete fi ve course taken at another institution can be counted statistics courses to satisfy the requirements for the towards her math major, a student should consult minor. Other courses might include other applica- with her adviser. tions courses taken at the Five Colleges. Approval Normally, all courses that are counted towards for such courses may be granted by the statistics either the major or minor must be taken for a let- minor advisor. ter grade. The Minor Honors Director: To be announced. The minor in mathematics consists of 211 plus 16 other credits selected from any one of the groups 430d Thesis below. In the applied mathematics minor, four of 8 credits the credits may be replaced by eight credits from Full-year course; Offered each year the list in the description of major requirements found above or by other courses approved by the 431 Thesis department. 8 credits Offered each Fall Applied Mathematics Minor 153, 204, 212, 222, 225, 233, 243, 245, 246, 247, 432d Thesis 254, 255, 264, 270, 325, 346, 353, 364, PHY 211. 12 credits Full-year course; Offered each year

Discrete Mathematics Minor Requirements: in addition to the credits required 153, 270, PHI 220, 233, 238, CSC 250, 254, 255, for the major, students must take 431 or 432d (for 333, 353. either eight or twelve credits) in the senior year.

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Directed reading, exposition and a thesis. The topic of specialization should be chosen in consultation with the director during the junior year or at the beginning of the senior year.

Examination: in addition to the requirements for the major, each honors student must take an oral examination in the area of her honors thesis. Graduate

580 Special Studies in Topology and Analysis 4 credits Offered both semesters each year

581 Special Studies in Modern Geometry 4 credits Offered both semesters each year

582 Special Studies in Algebra 4 credits Offered each Fall

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 234234 77/21/04/21/04 11:00:4111:00:41 AMAM 303 Medieval Studies

Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers and Members of the Medieval Nancy Mason Bradbury, Associate Professor of Studies Council English Language and Literature **2 Craig R. Davis, Professor of English Language Brigitte Buettner, Associate Professor of Art and Literature *1 Vera Shevzov, Associate Professor of Religion and †2 Eglal Doss-Quinby, Professor of French Studies Biblical Literature, Director Alfonso Procaccini, Professor of Italian Language Mary B. Paddock, Assistant Professor of German and Literature Studies Joachim Stieber, Professor of History Sean Gilsdorf, Lecturer in History

The interdepartmental major and minor in medi- 100d is taken, four credits may be counted toward eval studies provide students with an opportunity the basis. to study the civilization of medieval Europe from a multidisciplinary perspective. Subjects that belong Latin Requirement: today to separate academic disciplines were rarely All medieval studies majors are expected to achieve so separated in the Middle Ages, and it is therefore a working knowledge of the Latin language. This appropriate that students be given an opportunity requirement may be satisfi ed by taking at least one to bring these subjects together again. The great Latin course (for four credits) at the 200 level or diversity of regional cultures in medieval Europe above. If a student has no prior Latin or is insuf- was balanced by a conscious attempt to hold to a fi ciently prepared for a 200-level course, she will unifi ed view of the world that embraced religious take Latin 100d (for eight credits) in order to fulfi ll and social ideals, Latin and vernacular literature, this requirement. All students are urged to con- and music and the visual arts. tinue Latin until they have taken at least one course at the 200 level. The medieval studies major and minor provide students with an opportunity to re-create for Required Courses: themselves, through courses in a variety of related A total of eight semester courses from the list of disciplines, an understanding of the unity and of approved courses below, excluding the basis and the diversity of European civilization in the Middle the Latin requirement. A minimum of two courses Ages. The medieval studies major and minor are in medieval history are required. Normally, these designed so that they can form valuable comple- should include HST 224 and HST 225, one of ments to a major or minor in one of the participat- which may be taken as part of the basis (four cred- ing departments. its) or both of which (eight credits) may be taken as part of the eight courses in the major (six distribution and two concentration) indicated below: The Major 1. Distribution: six courses at the 200 level or above, distributed in four areas as follows: 1) Basis: medieval history (four credits); 2) medieval Two semester courses in different departments, religion (four credits); 3) one course (four chosen from among the following: ENG 200; FRN credits) in either medieval art or music; 4) two 253; HST 224 or 225; ITL 250; SPN 250. If LAT courses (eight credits) in medieval language

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and/or literature, not necessarily taken in the English same department: one course in classical Latin literature may be taken in fulﬁ llment of this re- 120 Scandinavian Mythology quirement; and one other course (four credits) 120 Celtic Traditions in any of the disciplines above. 212 Old Norse 2. Concentration: two additional courses, including 218 Norse Poetry and Prose at least one at the 300 level, must be taken in 250 Chaucer one of the four areas listed above. French In addition to courses listed below, courses that are devoted to medieval material for at least eight 253 Medieval and Renaissance France weeks of the semester may be taken for credit in 320 Women Writers of the Middle Ages the major, upon petition to the Medieval Studies Council, provided that the student’s principal writ- German ten work deals with a medieval subject. 227 Topics in German Studies: When Men Students are advised to consult the current Five Were Women—The Woman’s Role in College Medieval Studies brochure when selecting Medieval German Lyric their courses. History The Minor 225 The Making of the Medieval World, 800–1350 Required Courses: 229 Medieval Queens Students who wish to qualify for a minor in me- 230 Europe from 1300 to 1530 and the dieval studies have the option of demonstrating a Civilization of the Renaissance in Italy working knowledge of Latin as per the major re- 232 Aspects of Late Medieval and Early quirement or demonstrating a working knowledge Modern Europe: of one of the medieval vernaculars (these currently Topic: Lordship and Community in include ENG 216, ENG 217, ENG 218, ITL 332, Late Medieval and Early Modern Europe and SPN 250). Beyond the language requirement, students must take four courses from the list of Italian approved medieval studies courses at the 200 level or above: these courses must include at least one 332 Dante’s Commedia course in history and one course in art or music. Students are encouraged to select courses that deal Latin with different aspects of the same time period and 213 Virgil, Aeneid comprise together a meaningful examination of a segment of medieval civilization. Philosophy Approved courses for 2004–05 are as follows: 124 History of Ancient and Medieval Philosophy Art 126 A History of Medieval Philosophy 334 Mind 228 Islamic Art and Architecture 232 Romanesque Art 234 The Age of Cathedrals 321 Studies in Medieval Art: Representing the Other

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Religion and Biblical Literature 221 Jewish Spirituality: Philosophers and Mystics 231 Christianity and Culture I 236 Eastern Christianity 245 The Islamic Tradition Spanish and Portuguese 250 Survey of Medieval Spanish Literature

404 Special Studies Admission by permission of the instructor and the Medieval Studies Council. 4 credits Offered both semesters each year

408d Special Studies 8 credits Full-year course; Offered each year Honors

430d Thesis Admission by permission of the Medieval Studies Council. 8 credits Full-year course; Offered each year

Requirements: the same as those for the major, except that the thesis (eight credits) shall count as one course (four credits) in the area of concentration. The subject of the thesis should, preferably, be determined during the second semester of the junior year. There shall be an oral examination on the thesis.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Senior Lecturers §2 Peter Anthony Bloom, Ph.D. *1 Grant Russell Moss, D.M.A. Donald Franklin Wheelock, M.Mus. Jonathan Hirsh, D.M.A., Director of Orchestral and John Porter Sessions, Mus.M. Choral Activities †2 Richard Jonathan Sherr, Ph.D., Chair *2 Monica Jakuc, M.S. Lecturer and Choral Director *1 Ruth Ames Solie, Ph.D. Deanna Joseph *1 Kenneth Edward Fearn, Mus.M. †1 Karen Smith Emerson, M.M. Lecturers **2 Jane Bryden, M.M. Deborah Gilwood, M.M. Ron Gorevic Associate Professors Daniel Warner Raphael Atlas, Ph.D. *2 Margaret Sarkissian, Ph.D. Teaching Fellows *2 Joel Pitchon, M.M. Adam Kolek Katie Kroll Assistant Professors Mark Noble *1 Steve Waksman, Ph.D.

Exemption from introductory courses required who did not place into 110. {A} for the major may be obtained on the basis of Ad- Margaret Sarkissian, Fall 2004 vanced Placement or departmental examinations. Ruth Solie, Spring 2005 Prospective majors are advised to take 110 and Offered both semesters each year 111 in the fi rst year and 200 or 201 in the sophomore year. Music and Gender in Cross-Cultural Perspective This course explores the ways in which music functions in society to refl ect or construct gender rela- Introductory Courses tions and the degrees to which a society’s gender ideology and resulting behaviors affect its musical 100 Colloquia thought and practice. Using non-Western case Colloquia are especially designed for those with studies as points of departure, particular emphasis no previous background in music. Limited to 20 will be placed upon the ways scholars write about students, they will emphasize class discussion and gendered musical lives. {A/S} WI written work, which will be either music or critical Margaret Sarkissian prose as appropriate to the topic. Open to all stu- Offered Spring 2005 dents, but particularly recommended for fi rst-year students and sophomores. 4 credits The Voice of the Courtesan and the Lover A consideration of opera in France, from Car- Fundamentals of Music men to Pelléas et Mélisande, via comparison An introduction to music notation and to principles of short literary works by Mérimée, Goethe and of musical organization, including scales, keys, Maeterlinck, among others, with musical composi- rhythm and meter. Limited to beginners and those tions by Bizet, Massenet and Debussy. No previous

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experience in music is required. An interlude will deal with the impact of Wagner and Tristan in Intermediate and Advanced the period extending from the 1870s to the First Courses World War (the belle époque, or “good old days”). Students will view videos, listen to recordings, read 201 Music from the Pre-Classic to the Post- critical essays and prepare a series of short papers Modern on such issues as characterization and impression- An historical survey of the principal styles and mon- ism in music. {A} WI uments of Western music from the time of Haydn Peter Bloom and Mozart to the time of Stravinsky and beyond. Offered Fall 2004 Open to all students (including fi rst-years) who have had previous musical experience or who have ob- 101 Introduction to World Music tained permission of the instructor. {H/A} 4 credits A survey of the world’s musical traditions, usually Peter Bloom including areas of Africa, Latin America, the Middle Offered Spring 2005 East, India, Indonesia and East Asia. Each unit will contain a general overview of the region, detailed 205 Metal and Punk: Rock History Out Loud study of one or more genres, and a discussion of Heavy metal and punk rock have arguably been the contemporary popular musics. Ability to read mu- defi nitive rock and roll styles of the post-1970 rock sic is not necessary. {A/S} 4 credits era. In this course, we will explore metal and punk Margaret Sarkissian as interrelated musical genres, following their Offered Fall 2004 history and development and examining a range of social and musical issues along the way. Of par- 103 Sight-Singing ticular importance will be the following questions: Instruction and practice in singing intervals, How and when did metal and punk emerge? What rhythms, and melodies, in interpreting time and defi nes the two genres musically? What defi nes key signatures, and in acquiring other aural skills them socially? Taken together, how do they repre- essential to basic musicianship. Recommended sent the changing status of rock music as a cultural background: a basic knowledge of pitch and rhyth- and commercial form since 1970? Course limited mic notation. Enrollment limited to 12. {A} 1 credit to 20 students. Prerequisites: MUS 105 or permis- Deanna Joseph sion of the instructor. {H/S/A} 4 credits Offered Fall 2004, Spring 2005 Steve Waksman Offered Spring 2005 PHY 107 Musical Sound 211 Tonal Counterpoint Principles of two- and three-part counterpoint 110 Analysis and Repertory with reference to such categories as the chorale An introduction to formal analysis and tonal har- prelude, invention, canon and fugue. Ear train- mony, and a study of familiar pieces in the standard ing, analysis and practice in contrapuntal writing. musical repertory. Regular written exercises in har- Prerequisite: 111 or permission of the instructor. mony and critical prose. One hour of ear training Offered in alternate years. {A} 4 credits per week outside of class. Prerequisite: satisfactory Raphael Atlas performance on a placement test or completion of Offered Spring 2005 Fundamentals of Music. {A} 4 credits Raphael Atlas, Donald Wheelock 212 Analysis and Repertory: 20th Century Offered Fall 2004 Study of major developments in 20th-century music. Writing and analytic work including nontonal 111 Analysis and Repertory harmonic practice, serial composition and other A continuation of 110. Prerequisite: 110 or permis- musical techniques. Prerequisite: 111 or permission of the instructor. {A} 4 credits sion of the instructor. {A} 4 credits Donald Wheelock Raphael Atlas Offered Spring 2005 Offered Fall 2004

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220 Area Studies in Ethnomusicology mission of the instructor. {H/A} 4 credits 4 credits Richard Sherr Offered Spring 2005 Topic for 2005: The Music of Indonesia An introduction to the music of Indonesia (primar- 307 Beethoven and His World ily Java and Bali), with special attention to bronze A look at Beethoven’s inheritance from Haydn and percussion ensembles (gamelan) and their use Mozart; a survey of Beethoven’s music concentrat- in ritual, dance and drama. Interdisciplinary reading on the piano sonatas, concertos, string quartets ings will place music in its socio-cultural context, and symphonies; and a consideration of some (both traditional and contemporary) while musical recent Beethoven literature that takes us into the practice will be explored through instruction on composer’s workshop and on to his wider world. gamelan instruments. There are no prerequisites Prerequisite: 201 or permission of the instructor. for this class. {A} {A} 4 credits Margaret Sarkissian Peter Bloom Offered Spring 2005 Offered Fall 2004

Topic for 2006: The Music of Japan 308 Seminar in the Music of the 19th Century An introduction to the music of Japan focusing on After Beethoven. Did composers suffer the anxiety selected ritual, instrumental, theatrical and popular of inﬂ uence in the wake of Beethoven’s symphonic music genres. In addition to placing music within achievement? This course will investigate what its socio-cultural context, the course will explore has been called the “crisis” of the symphony in how distinctly Japanese genres have developed in the 19th century by considering from analyti- response to internal social changes and contacts cal and historical points of view selected works with foreign cultures. There are no prerequisites of Schubert, Berlioz, Mendelssohn, Schumann, for this class. {A} 4 credits Brahms and Mahler. Prerequisite: 201 or permis- Margaret Sarkissian sion of the instructor. {H/A} 4 credits Offered Spring 2006 Peter Bloom Offered Spring 2005 AAS 222 Introduction to African American Music: Gospel, Blues, Jazz 310 Seminar in Contemporary Music Schoenberg, Debussy, and the New Music. {A} 233 Composition 4 credits Basic techniques of composition, including melody, John Sessions simple two-part writing and instrumentation. Analy- Offered Fall 2004 sis of representative literature. No previous composition experience required. Prerequisite: 110 or 311 Aural Analysis permission of the instructor. {A} 4 credits Analysis by ear of selected repertory from the 16th Donald Wheelock through late 20th centuries, including modal, ton- Offered Fall 2004 al, and nontonal works. How do particular details work together over long musical spans to shape 251 The History of the Opera large designs? The course presupposes technical History of the form from its inception to the pres- familiarity with tonal harmony. Prerequisite: MUS ent, with emphasis on selected masterworks. {H/ 111; MUS 201 recommended. {A} 4 credits A} 4 credits Raphael Atlas Richard Sherr Offered Spring 2005 Offered Fall 2004 325 Writing About Music 303 Seminar in Music of the Renaissance An opportunity for intensive work on disciplinary Sacred and secular music in Western Europe dur- writing, including prose style, tone and mechanics, ing the 15th and 16th centuries. Prerequisite: per- in a workshop format. At the same time the class

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will study many genres of published writing on Adviser: Peter Bloom. music—from daily journalism to academic essays—covering a variety of musical repertories and 510 Seminar in Contemporary Music performance contexts. Prerequisite: any 300-level Webern and his successors. {A} 4 credits course in music, or permission of the instructor. John Sessions {A} 4 credits Offered Spring 2005 Ruth Solie Offered Spring 2005 580 Special Studies 4 credits AMS 341 Symposium in American Studies: Offered both semesters each year Making Sense of Sound: American Popular Music 580d Special Studies 8 credits 341 Seminar in Composition Full-year course; Offered each year Prerequisite: a course in composition. Admission by permission of the instructor. May be repeated 590 Research and Thesis for credit. {A} 4 credits 4 credits Donald Wheelock Offered both semesters each year Offered Spring 2005 590d Research and Thesis 345 Electro-Acoustic Music 8 credits Introduction to musique concrète, analog synthe- Full-year course; Offered each year sis, digital synthesis and sampling through practical work, assigned reading and listening. Enrollment limited to eight. Admission by permission of the Performance instructor. Prerequisites: a semester course in music theory or composition and permission of the Admission to performance courses is determined instructor. {A} 4 credits by audition. To the extent that places in perfor- Daniel Warner mance courses are available, students are accepted Offered Fall 2004 on the basis of musicianship, competence and potential ability. There are fees for all courses involv- CSC 354 Seminar in Digital Sound and Music ing individual instruction. Processing When no instructor for a particular instrument is available at Smith College or when no place 400 Special Studies is available on the roster of a Smith College per- In the history of music, world music, composition formance instructor, every effort will be made to or in the theory or analysis of music. By permission provide qualiﬁ ed students with qualiﬁ ed instructors of the department, for juniors and seniors. from the Five College community. Such arrange- 1 to 4 credits ments may require Smith students to travel to other Offered both semesters each year valley colleges. Courses in performance normally require one hour of individual instruction per week. Students Graduate Courses taking four-credit courses for the year in performance are expected to practice a minimum of Requirements for the master of arts degree in mu- one hour a day; those taking eight-credit courses sic are listed on page 57 of the catalogue. for the year in performance, two hours a day. Two performance courses may not be taken concur- All graduate seminars are open to seniors by per- rently without permission of the department. This mission of the instructor. restriction does not apply to chamber music or conducting.

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First- and second-year courses in performance 928y {A} 8 credits, music majors in second year must be taken above a regular program—that of performance study who, with their is, eight four-credit courses per year—and are teacher’s permission, wish to study for counted as four-credit courses for the year. Excep- full credit. Prerequisite: MUS 914y. tion: a sophomore who plans a music major may, 930y {A} Advanced level for variable credit (4 or 8 with the permission of the department, elect the credits). Can be repeated once. second-year course in performance within a 32- Prerequisite: MUS 924y or 928y. credit program for eight credits for the year. 950y {A} Graduate level for variable credit (4 or 8 Third- and fourth-year courses in performance credits). Can be repeated once. No may be taken within a regular program as an eight- prerequisite. credit course for the year, with the permission of the instructor, or above a regular program as either A Piano an eight-credit or a four-credit course for the year. B Organ While all performance students are urged con- C Harpsichord comitantly to study music in the classroom, those D Voice who wish to continue individual instruction beyond E Violin the fi rst- and second-year courses must take either F Viola Fundamentals of Music (Music 100), or 110 and G Violoncello either Music 200 or 201 during their years at Smith H Double Bass College. It is recommended that these courses be I Viola da Gamba taken prior to the junior year. J Flute A minimum grade of B or permission of the K Recorder instructor is required for admission to courses in L Oboe performance beyond the fi rst year of study. M Clarinet No more than 24 credits earned in courses in N Bassoon performance may be counted toward graduation. O French Horn P Trumpet Auditions must be scheduled with the secretary of Q Trombone the department upon arrival on campus. Singers, R Tuba pianists and other instrumentalists will be expected S Percussion to perform one or more works of their own choice. T Guitar Courses in organ are not normally open to fi rst- U Lute year students, but those who demonstrate profi - V Harp ciency in piano may receive permission to register W Other Instruments for organ in the fi rst year. X Jazz Piano Y Jazz Voice Registration for performance courses takes place Z Other Jazz Instruments at the department offi ce (as well as with the Reg- istrar), and is tentative until audition results are Piano. Monica Jakuc, Kenneth Fearn, Deborah posted. Gilwood.

Undergraduate performance courses carry the Organ. Prerequisite: piano 914y or the equivalent. following numbering sequence, credits and section Grant Moss. letters: Harpsichord. Prerequisite: piano 914y or permis- 914y {A} 4 credits, ﬁ rst year of performance study sion of the instructor. Grant Moss. 924y {A} 4 credits, second year of performance study Voice. Karen Smith Emerson, Jane Bryden.

Violin. Joel Pitchon.

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Viola. Ron Gorevic. Smith College Orchestra A symphony orchestra open to Smith students, Violoncello. John Sessions. Five-College students, and community members. The orchestra gives one concert each semester and Double bass. (UMass). performs at annual events such as POPS!, Autumn Serenade and Christmas Vespers. Rehearsals on Viola da Gamba. Alice Robbins. Tuesday evenings. Jonathan Hirsh, Conductor Wind Instruments. Ellen Redman, ﬂ ute; Lynn Sussman, clarinet; Emily Samuels, recorder. Smith College Gamelan Ensemble One concert each semester. Open (subject to Trumpet. Donna Gouger. space) to Smith students, other Five College students, faculty, and staff. No prior experience neces- French Horn. Fred Aldrich. sary. Rehearsals on Wednesday evenings. Sumarsam and Margaret Sarkissian, Directors Trombone, Tuba. (Umass). Smith College Jazz Ensemble Percussion. (UMass). One rehearsal per week; at least two concerts per semester. Open to Smith and Five College students, Guitar. Phillip de Fremery (Mount Holyoke). and members of the community, with all levels of prior jazz training. Lute. Robert Castellano. Bruce Diehl, Director

Other Instruments. Smith College Wind Ensemble One rehearsal per week; at least one concert per Jazz Piano. Michele Feldheim. semester. Open by audition to Smith and Five Col- lege students, and members of the community. Jazz Voice. Justina Golden. Karen Atherton, Director Other Jazz Instruments Choral Ensembles 901 Music Ensembles The Choral Program at Smith includes three Chamber Music Ensemble ensembles. Each ensemble performs annually at Open on a limited basis to qualiﬁ ed students who POPS!, Autumn Serenade, Christmas Vespers, and are studying their instruments. This course re- at College events such as Convocation, Rally Day quires a one-hour lesson and three hours of prac- and chapel services. All the ensembles perform a tice per week. May be repeated. Permission of the varied repertoire including classical, world music, instructor required. {A} 1 credit popular songs and Smith songs. At least once each Joel Pitchon, Members of the department year, the Glee Club, and occasionally the College Offered both semesters each year Chorus, performs a major work with a visiting Men’s Glee Club, orchestra and soloists. In alter- 903 Conducting nate years, the Chamber Singers perform on tour in Baton technique, score reading, problems of con- the United States and abroad. ducting choral and instrumental ensembles. Abil- ity to read bass and treble clef required. May be Glee Club: open by audition to sophomores, ju- repeated for credit. Admission by permission of the niors, seniors, Ada Comstock Scholars and gradu- instructor. {A} 2 credits ate students. Rehearsals on Monday and Wednes- Deanna Joseph day afternoons. Offered Spring 2005 Jonathan Hirsh, Conductor

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Chamber Singers: open to selected members of tain circumstances a colloquium may be substitut- the choral ensembles by audition. Normally offered ed for one of these). Majors are reminded that they in alternate years. may take a graduate seminar in the senior year. Jonathan Hirsh, Conductor Foreign languages: students are urged to acquire College Chorus and Chamber Choir: open by some knowledge of German, French and Italian. audition to all classes and Ada Comstock Schol- ars. Rehearsals either on Monday evenings and Students who are contemplating graduate work in Wednesday afternoons or on Monday afternoons music should consider taking 210 and any seminar. and Wednesday evenings. Deanna Joseph, Conductor The Minor The Five College Collegium Advisers: Members of the department and Early Music at the Five Basis: 110, 111, 200 or 201.

Colleges Requirements: six semester courses: 110, 111, The Five College Early Music Program seeks to pro- 200 or 201, and three further classroom courses vide educational and musical experience for those of which at least one should be above the 100-level interested in the instrumental and vocal music of and of which at least one should be a course or the Middle Ages, the Renaissance, and the baroque colloquium dealing with non-Western music. period. An extensive collection of medieval, Renais- sance, and baroque instruments is available to students for study and performance, and there are Honors large holdings in the music libraries of the Five Col- leges. Students may participate in the Five College Director: Raphael Atlas Collegium (open by audition), may join ensembles organized on the various campuses, and may take, 430d Thesis for a fee, individual and noncredit group instruc- 8 credits tion. Smith students should contact Jane Bryden, Full-year course; Offered each year Emily Samuels or Alice Robbins for further details. 431 Thesis 8 credits The Major Offered each Fall Advisers: Members of the department Requirements: students will fulﬁ ll the requirements of the major and, in the senior year, elect Adviser for Study Abroad: Margaret Sarkissian. at least one graduate seminar. Students will also present a thesis (430d or 431) or a composition Basis for the major: 110, 111, 200 or 201, and 101 normally equivalent to eight credits. Examination: or 220. students will take an oral examination on the subject of the thesis. Requirements: 11 semester courses: 110, 111, 200 or 201, 101 or 220; two further courses in music theory, analysis or composition; three further courses in music history; and two further classroom courses above the 100-level (under cer-

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Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers Adam C. Hall, Assistant Professor of Biological Margaret E. Anderson, Professor of Biological Sciences Sciences, Director †2 Mary Harrington, Professor of Psychology Other Participating Faculty **2 Virginia Hayssen, Professor of Biological Richard Olivo, Professor of Biological Sciences Sciences Anne P. Anderson, Lecturer in Psychology Stylianos Scordilis, Professor of Biological Sciences *1 Susan Voss, Assistant Professor of Engineering David Bickar, Associate Professor of Chemistry **1 Maryjane Wraga, Assistant Professor of Stefan Bodnarenko, Associate Professor of Psychology Psychology

200 Experimental Methods in Neuroscience A laboratory course exploring anatomical research The Major methods, neurochemical techniques, behavioral testing, design of experiments and data analysis. Core courses: BIO 111, CHM 111, 222, 223, PSY Prerequisites: PSY 180 and CHM 111 or 118 or 180, 211, either BIO 230/231 or BIO 256/257, permission of the instructor. Enrollment limited to NSC 200 and two of the following BIO 325/326, 14. {N} 4 credits BIO 330/331, PSY 311. Adam Hall, Fall 2004 Mary Harrington, Anne P. Anderson, Spring 2005 Two electives: Offered both semesters each year Select one from BIO 230, 234,256, 352, 353, PSY 218, 222 312 Seminar in Neuroscience Biological Rhythms. Molecular, physiological and Select one from NSC 312, 400 (special studies, 4 behavioral studies of circadian and circa-annual or 5 credits), 430d/432d (Thesis), PSY 316. rhythms. Prerequisites: NSC 200 and permission of the instructor. Enrollment limited to 12. {N} A total of 54 credits are required in the major. The 4 credits S/U option may not be used for courses in the ma- Mary Harrington jor. A student who places out of required courses Offered Fall 2004 with AP or IB credits is expected to replace those courses with others offered in the major. NSC 200 400 Special Studies is not open to seniors. Credits should be earned by A scholarly project completed under the supervi- taking an additional elective. sion of any member of the program. Permission of the instructor required. 1–5 credits BIO 230 (Cell Biology) and BIO 256 (Animal Offered both semesters each year Physiology) can be taken as either core or elective, but one course cannot be counted as both core and elective.

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BIO 111 Molecules, Cells and Systems RNA processing, mobile genetic elements, gene ex- This course is an introduction to the study of life at pression and development, the molecular biology of the level of cells and organs. Specifi c topics include cancer, the comparative analysis of whole genomes cell, organelle and membrane structure and func- and the origin and evolution of genome structure tion, biomolecules, metabolism, bioenergetics, and and content. Prerequisites: BIO 111, BIO 112. the molecular basis of inheritance and informa- Laboratory 235 is optional. {N} 4 credits tion transfer; the organization and physiology of Steven Williams, Robert Dorit selected plant and animal systems; homeostatic Offered Spring 2005 control mechanisms for regulation of the internal environment, including the role of hormones BIO 256 Animal Physiology in homeostasis and reproduction; principles of Functions of animals, including humans, required neurophysiology. Investigative laboratory exercises for survival (movement, respiration, circulation, explore basic concepts through observation, self- etc.); neural and hormonal regulation of these designed experiments, and data collection and functions; and the adjustments made to challenges analysis. {N} 4 credits presented by specifi c environments. Prerequisites: Betty McGuire (Director), Graham Kent, Esteban BIO 111 and CHM 111 or CHM 118. Laboratory Monserrate, Judith Wopereis (257) is optional but strongly recommended. {N} Offered Fall 2004 4 credits Margaret Anderson BIO 230 Cell Biology Offered Fall 2004 The structure and function of eukaryotic cells. This course will examine contemporary topics in cel- BIO 257 Animal Physiology Laboratory lular biology: structural biology, organelle function, Experiments will demonstrate concepts presented membrane and endomembrane systems, cellular in BIO 256 and illustrate techniques and data regulation, signaling mechanisms, motility, bio- analysis used in the study of physiology. Additional electricity, communication and cellular energetics. prerequisite: BIO 256, which must be taken con- Students may not elect to take both BIO 230 and currently. {N} 1 credit 236. This course is a prerequisite for Biochemistry Margaret Anderson I. Prerequisites: BIO 111, CHM 222. Laboratory Offered Fall 2004 (231) is optional. {N} 4 credits Stylianos Scordilis BIO 325 Cellular and Molecular Neuroscience Offered Fall 2004 Molecular level structure-function relationships in the nervous system. Topics include development BIO 231 Cell Biology Laboratory of neurons, neuron-specifi c gene expression, Inquiry-based laboratory using techniques such as mechanisms of neuronal plasticity in learning and spectrophotometry, enzyme kinetics, bright fi eld, memory, synaptic release, molecular biology of and fl uorescence light microscopy and scanning neurological disorders and molecular neurophar- electron microscopy. There will be an emphasis on macology. Prerequisites: BIO 230, BIO 234, or BIO student-designed projects. Additional prerequisite: 236 and two semesters of chemistry, or permission BIO 230, which should be taken concurrently. {N} of the instructor. Laboratory (326) must be taken 1 credit concurrently. Enrollment limited to 20. (E) {N} Graham Kent 4 credits Offered Fall 2004 Adam C. Hall Offered Spring 2005 BIO 234 Genes and Genomes An exploration of genes and genomes that stresses BIO 326 Cellular and Molecular Neuroscience the connections between molecular biology, genet- Laboratory ics, cell biology and evolution. Topics will include This laboratory initially uses tissue culture tech- DNA and RNA structure, recombinant DNA analysis, niques to study the development of primary neu- gene cloning, gene organization, gene expression, rons in culture (e.g., extension of neurites and

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growth cones). This is followed by an introduction Enrollment limited to 15 students. {N} 2 credits to DNA microarray technology for studying gene Virginia Hayssen expression in the brain. The rest of the laboratory Offered Fall 2004 uses the Xenopus oocyte expression system to study molecular structure-function. Oocytes (frog PSY 180 Introduction to Neuroscience eggs) are injected with DNA encoding for a variety An introduction to the organization and function of of ion channels. The second half of the semester the mammalian nervous system. An in depth explo- involves a lab project using the expression system ration of the brain using multiple levels of analysis to investigate channel characteristics or pharma- ranging from molecular to cognitive and behavioral cology. BIO 325 must be taken concurrently. En- approaches. An appreciation of how brain cells rollment limited to 20 (E) {N} 1 credit interact to orchestrate adaptive responses and ex- Adam C. Hall periences will be gained. The material is presented Offered Spring 2005 at a level accessible for science as well as nonscience majors. This course has no prerequisites. BIO 330 Neurophysiology {N} 4 credits The function of nervous systems. Topics include Stefan Bodnarenko electrical signals in neurons, synapses, the neural Offered Spring 2005 basis of form and color perception, and the generation of behavioral patterns. Prerequisites: BIO PSY 211 Physiology of Behavior 230, 236 or 256. Laboratory (331) must be taken Introduction to brain-behavior relations in humans concurrently. {N} 4 credits and other species. An overview of anatomical, Richard Olivo neural, hormonal and neurochemical bases of Offered Spring 2005 behavior in both normal and clinical cases. Major topics include the biological basis of sexual behav- BIO 331 Neurophysiology Laboratory ior, sleep, emotions, depression, schizophrenia, Electrophysiological recording of signals from autism, ADHD and neurological disorders. {N} neurons, including an independent project in the 4 credits second half of the semester. BIO 330 must be taken Anne P. Anderson concurrently. {N} 1 credit Offered Fall 2004 Richard Olivo Offered Spring 2005 PSY 218 Cognitive Psychology Theory and research on current topics in cogni- BIO 352 Animal Behavior tion, including attention, perception, concept Examination of the many approaches to the study formation, imagery, memory, decision making and of animal behavior. Topics include history of the intelligence. Prerequisite: 111 or permission of the ﬁ eld, physiological bases of behavior, and behav- instructor. {N} 4 credits ioral ecology and evolution. Additional prerequi- Maryjane Wraga site: one of the following: BIO 242, 244, a statistics Offered Spring 2005 course or permission of the instructor. Concurrent enrollment in laboratory (353) is required. {N} PSY 222 Psychopharmacology 3 credits This course will examine the effects of drugs on Virginia Hayssen the nervous system and associated changes in Offered Fall 2004 mood, cognition and behavior. Legal and illegal recreational drugs will be considered, as well BIO 353 Animal Behavior Laboratory as therapeutic agents used to treat psychological Research design and methodology for ﬁ eld and illnesses such as depression and schizophrenia. laboratory studies of animal behavior. Additional Focus will be on understanding the effects of drugs prerequisite, one of the following: BIO 242, 244, on synaptic transmission, as well as how neural a statistics course or permission of the instructor. models might account for tolerance and addiction. Concurrent enrollment in BIO 352 is required. The course will also cover issues with social impact

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such as the effects of drugs on fetal development, The S/U option may not be used for courses fulfi ll- the pharmaceutical industry, and effective treat- ing the requirements of the minor. ments for drug abuse. Prerequisite: 180 or 211 or permission of the instructor. {N} 4 credits Anne P. Anderson Honors Offered Spring 2005 Director: Stefan Bodnarenko PSY 311 Neuroanatomy A survey of the structural organization of the mam- 430d Thesis malian brain and the behavioral changes associat- 8 credits ed with brain damage. Laboratory covers research Full-year course; offered each year techniques in neuroanatomy. Prerequisites: 180 or 211, an introductory BIO course, or permission of 432d Thesis the instructor. Enrollment limited to 20. Laboratory 12 credits sections limited to 10. {N} 5 credits Full-year course; offered each year Stefan Bodnarenko Offered Fall 2004 Requirements: the same as for the major, with 8 or 12 thesis credits in the senior year involving an PSY 316 Seminar in Biopsychology individual investigation culminating in a written Topic: Brain Plasticity. Recent studies have dem- thesis and an oral presentation. A course in statis- onstrated that the “mature” brain retains its ability tics is strongly recommended for students complet- to change and even add new elements. We will ing honors in Neuroscience. research and discuss a series of dogma-altering fi ndings that have revolutionized the way neuroscientists think about the brain. Readings will refl ect the behavioral, cellular and molecular approaches that have been used to demonstrate that the brain continues to develop throughout its lifetime. Pre- requisites include PSY 180, 211 and permission of the instructor. Enrollment limited to 12. {N} 4 credits Stefan Bodnarenko Offered Spring 2005

Adviser for Study Abroad: Mary Harrington

Adviser for Transfer Students: Margaret Ander- son The Minor Required core courses: PSY 180, 211, and a 300-level course selected in consultation with the adviser.

Choose three electives from: Either BIO 230 or 256, BIO 330/331, 352/353, 325/326, NSC 200, 312, PSY 222, 311, 316.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Associate Professors **1 Jill G. de Villiers, Ph.D. (Psychology and †2 Nalini Bhushan, Ph.D. Philosophy) Susan Levin, Ph.D. †2 John M. Connolly, Ph.D., Chair Jeffry Ramsey, Ph.D. †2 Elizabeth V. Spelman, Ph.D. (Philosophy and Women’s Studies) Lecturer Jay L. Garﬁ eld, Ph.D. Ernest Alleva, Ph.D. Albert Mosley, Ph.D. Research Associates Janice Moulton, Ph.D. Meredith W. Michaels, Ph.D.

Introductory and intermediate courses are open sis on the pre-Socratics, Plato, Aristotle, the Stoics to all students, unless otherwise noted. Upper-level and Epicureans, and some of the scholastic phi- courses assume some previous work in the depart- losophers. {H/M} 4 credits ment or in fi elds related to the particular course Susan Levin concerned. The 300-level courses are primarily Offered Fall 2004 for juniors and seniors. Where special preparation is required, the prerequisite is indicated in the 125 History of Modern Philosophy description. A study of Western philosophy from Bacon through the 18th century, with emphasis on Descartes, LOG 100 Valid and Invalid Reasoning: What Spinoza, Leibniz, Locke, Berkeley, Hume and es- Follows from What? pecially Kant. Maximum number of students per James Henle (Mathematics), Jay Garfi eld section 15. {H/M} 4 credits Offered Fall 2004 Jeffry Ramsey Offered Spring 2005 108/REL 108 The Meaning of Life This course will pursue the big questions in life. We 126 History of Medieval Philosophy will introduce students to the study of philosophy A survey of Western philosophy from Plotinus to and religion through a variety of texts from a wide Catherine of Siena, including principal thinkers in range of traditions that ask and propose answers the Christian, and also Muslim and Jewish tradi- to the question, “What is the Meaning of Life?” Two tions. {H} 4 credits lectures per week. {H/L} 4 credits John Connolly Jay Garfi eld (Philosophy), Andrew Rotman Offered Spring 2005 (Religion) Offered Fall 2004 127 Indian Philosophy An introduction to the six classical schools of In- 124 History of Ancient and Medieval dian philosophy. What are their views on the nature Philosophy of self, mind and reality? What is knowledge and A study of Western philosophy from the early how is it acquired? What constitutes right action? Greeks to the end of the Middle Ages, with empha- We will read selections from the Upanishads, the

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Bhagavad-Gita, the Nyaya and Yoga Sutras, and the philosophy. {H/M} 4 credits Samkhya-Karika, amongst others. At the end of To be announced the semester we will briefl y consider the relation Offered Fall 2004 of these ancient traditions to the views of some infl uential modern Indian thinkers like Aurobindo, 222 Ethics Vivekananda and Krishnamurti. Comparisons with An examination of the works of some major moral positions in the Western philosophical tradition will theorists of the Western philosophical tradition, be an integral part of the course. {H} 4 credits and their implications for our understanding of the Nalini Bhushan nature of the good life and the sources and scope Offered Spring 2005 of our moral responsibilities. Enrollment limited to 25 students. {H/S} 4 credits 200 Philosophy Colloquium Ernest Alleva Intensive practice in writing and discussion in Offered Fall 2004 applying philosophical methods to key problems discussed in essays written by members of the phi- 224 Philosophy and History of Scientifi c losophy department. Required for majors, optional Thought for minors. Normally taken in the sophomore year. Case studies in the history of science are used WI 4 credits to examine philosophical issues as they arise in John Connolly and members of the department scientifi c practice. Topics include the relative Offered Spring 2005 importance of theories, models and experiments; realism; explanation; confi rmation of theories and 202 Symbolic Logic hypotheses; causes; and the role of values in sci- Symbolic logic is an important tool of contempo- ence. {N} 4 credits rary philosophy, mathematics, computer science Jeffry Ramsey and linguistics. This course provides students with Offered Spring 2005 a basic background in the symbols, concepts and techniques of modern logic. It will meet for the 225 Continental Philosophy fi rst half of the semester only. Enrollment limited to This course provides a survey of major fi gures and 20. {M} 2 credits developments in continental philosophy. Topics To be announced to be addressed include human nature and the Offered Spring 2005 nature of morality; conceptions of human history; the character and basis of societal hierarchies; and 203 Topics in Symbolic Logic human beings’ relationship to technology. Readings Applications of logic to fundamental issues in phi- from Hegel, Kierkegaard, Nietzsche, Marx, Hei- losophy, mathematics and computer science. Topic: degger, Sartre, Beauvoir and others. Prerequisite: Fuzzy Logic. After the initial meeting, the course one course in philosophy. {H} 4 credits will meet for the second half of the semester. Pre- Susan Levin requisite: LOG 100 or PHI 202. {M} 2 credits Offered Spring 2005 To be announced Offered Spring 2005 228 Philosophy and Technology This course will survey recent literature in the 211 The Philosophy of Ludwig Wittgenstein philosophy of technology. It will cover the nature Ludwig Wittgenstein is arguably the most infl uential of technology, its relationship to physical labor, philosopher of the 20th century. It is impossible to the use of information technology to replace and understand the principal philosophical movements enhance managerial functions and the impact of of this century without an appreciation of his ideas. developments in biotechnology. The course will In this course we will read his most important discuss various views concerning the nature of philosophical texts (Tractatus Logico-Philosophi- science, whether technology should be viewed as cus, and Philosophical Investigations), among applied science and how science and technology other things. Prerequisites: At least one course in should be viewed from a multicultural perspective.

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Finally, the course will look at the relationship be- environmental issues. The principal ethical per- tween technology, ethics, politics and risk-assess- spectives studied are anthropocentrism, biocentric ment. {S} 4 credits individualism, environmental holism and environ- Albert Mosley mental pragmatism. We will study representative Offered Spring 2005 descriptions and defenses of these perspectives and will examine in particular whether they can 233 Aesthetics validly and effectively help us resolve environmen- How are works of art like and unlike other objects tal problems. We will study controversies about in the worlds that humans inhabit and make, like biodiversity, wilderness protection, global climate and unlike other human projects? What capacities change and pollution. Enrollment limited to 40. are called upon in the creation and understanding {S/H} 4 credits of such works? Assignments will involve extensive Jeffry L. Ramsey use of the resources of the Smith College Museum Offered Fall 2004 of Art. {S/A} 4 credits Nalini Bhushan 246 Race Matters: Philosophy, Science and Offered Fall 2004 Politics This course will examine the origins, evolution 234 Philosophy and Human Nature: Theories and contemporary status of racial thinking. It will of the Self explore how religion and science have both sup- Topic: Desire. For many philosophical and reli- ported and rejected notions of racial superiority; gious thinkers, desire has been a source of some and how preexisting European races became anxiety: depicted as being by their very nature generically white in Africa, Asia and the Americas. powerful and insatiable, desires appear to weaken The course will also examine current debates con- people’s capacities to control themselves and at cerning the reality of racial differences, the role of the same time to open up opportunities for other racial classiﬁ cations and the value of racial diver- people to control them. Focusing especially on the sity. {H/S} 4 credits importance of desire to a consumer society, we Albert Mosley shall be examining questions such as: Is it pos- Offered Spring 2005 sible to make a clear distinction between need and desire? To what extent are desires plastic, pliable, 253j Indo-Tibetan Buddhist Philosophy and amenable to reshaping? Are we in any sense re- Hermeneutics sponsible for our desires? {S} 4 credits This intensive course is taught at the Central In- Elizabeth V. Spelman stitute of Higher Tibetan Studies in Sarnath, India, Offered Spring 2005 as part of the Hampshire/Five Colleges in India program. Students take daily classes in Buddhist 236 Linguistic Structures philosophy, Indo-Tibetan hermeneutics and Tibetan Introduction to the issues and methods of modern history and culture, taught by eminent Tibetan linguistics, including morphology, syntax, seman- scholars and attend regular discussion sessions tics, phonology and pragmatics. The focus will be as well as incidental lectures on topics including on the revolution in linguistics introduced by Noam Tibetan art history and iconography, Tibetan astrol- Chomsky, and the profound questions it raises for ogy and medicine and Tibetan politics. Students human nature, linguistic universals and language explore Varanasi and we visit important Buddhist {N/M} 4 credits acquisition. historical and pilgrimage sites. Each student is Jill de Villiers paired with a Tibetan student “buddy” so as to Offered Fall 2004 get an inside view of Tibetan culture. Enrollment 238 Environmental Ethics limited to 15, and requires application and accep- The goal of this course is to prepare students to tance by the H/5CIP. Pay attention to calls for early understand and critically evaluate various ethical application. Deadlines fall mid-October. No prereq- perspectives on human beings’ interactions with uisites. {H/S/M} 3 credits nature and these perspectives’ applications to Jay Garﬁ eld Offered Spring 2005

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254 African Philosophy 262 Meaning and Truth: The Semantics of This course will explore the debate as to whether Natural Language traditional African beliefs should be used as the This course will examine the nature of linguistic foundation of contemporary African philosophy; meaning. We will pay particular attention to the the relationship between tradition and modernity in relationship between words and their meanings colonial and postcolonial Africa; and the relation- and to the compositional principles by means of ship between African and African-American beliefs which phrase and sentence meaning is constructed and practices. In exploring this issue we will read from word meaning. We will examine both broad selections from Africans (Mbiti, Senghor, Houn- philosophical questions concerning meaning and tondji, Bodunrin, Wiredu, Appiah, Sodips, Eze), specifi c formal approaches to the theory of mean- African Americans (Blyden, Dubois, Mosley, Gates, ing. Prerequisite: LOG 100, PHI 202/203 or the Gilroy), Europeans (Levy-Bruhl, Tempels, Horton), equivalent. {M} 4 credits and European Americans (Crawford, Bernasconi, Jay Garfi eld Janz). (E) {L/H/S} 4 credits Offered Spring 2005 Albert Mosley Offered Fall 2004 275/PSY 275 Topics in Moral Psychology This course explores alternative approaches to 255 Philosophy and Literature central questions of moral psychology. How do Of late there has been talk of philosophy’s being people make moral judgments and decisions? What at an end or at least in need of transformation. In psychological processes are involved in morally order to provide a measure of renewal, people are evaluating people, actions or social practices and considering whether approaches taken and insights institutions, and in morally motivating action? What expressed in literature might enrich the study of roles do knowledge or reasoning play? What roles philosophy. We will explore this issue through an do emotions or feelings, such as compassion, examination of philosophical and literary treat- love, guilt or resentment, play? How does morality ments of friendship from different periods in the develop in individuals? Is moral virtue a product of Western tradition, and of literary and philosophical education? How does morality vary across individu- refl ections on human fl ourishing in the twentieth als and cultures? Are there gender differences in century. We will also consider work by contempo- moral development? Do non-human animals have rary philosophers on the topic of what literature moral capacities? Readings will include work by might have to contribute to the philosophical en- classical and contemporary philosophers, as well terprise. Prerequisite: one course in philosophy or as recent work by psychologists, social scientists permission of the instructor. {H} 4 credits and biologists. (E) 4 credits Susan Levin Ernest Alleva Offered Fall 2004 Offered Spring 2005

260 Hermeneutics: Meaning and Interpretation 304 Colloquium in Applied Ethics This course will examine the way that texts and Course may be repeated for credit with a different works of art are read and interpreted with particular topic. {S} 4 credits attention to the role of such things as authorial intent, communicative conventions, commentaries and Ethics in Everyday Life traditions in our understanding of texts. We will ask This course will survey current topics in applied whether texts have determinate or indeterminate, ethics. It will introduce the major sources of moral single or multiple meanings, and what it is to take theory from religious and secular sources, and something as meaningful. We will compare inter- show how these theories are applied. Topics will pretative practices from different cultures and may include biomedical ethics (abortion, euthanasia, consider the activity of translation as a hermeneutic reproductive technologies, rationing), business practice. Prerequisite: at least one prior course in ethics (advertising, accounting, whistle-blowing, philosophy or literary theory. {H} 4 credits globalism), sexual ethics (harassment, coercion, Jay Garﬁ eld homosexuality), animal rights (vegetarianism, Offered Spring 2005

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vivisection, experimentation), social justice (war, 331 Seminar: Belief, Knowledge, and affi rmative action, poverty, criminal justice) and Perception other topics. Is there a distinction between appearance and real- Albert Mosley ity? How do we gain knowledge of objects and their Offered Fall 2004 properties? Are some items of knowledge more fundamental than others? What justifi es our beliefs 310 Seminar: Recent and Contemporary about ourselves, other people and objects in the Philosophy external world? Are some properties of objects, Topic: Ignorance. What is ignorance? Is it simply say an object’s shape and size, more fundamental lack of knowledge? What is its relation to illusion, than others, such as color, smell and taste? What deception, self-deception? What is the difference is philosophically signifi cant about perceptual illu- between being ignorant of something and ignoring sions, mistakes and other “tricks” that our cogni- it? Is ignorance something for which one can be tive systems play on us? {M} 4 credits held responsible? Something for which one can be Nalini Bhushan punished? Something for which one can be reward- Offered Spring 2005 ed? To what social and political ends has ignorance been put, and how? 4 credits 334 Seminar: Mind Elizabeth V. Spelman Topic: Philosophy of Human Action. A study of Offered Fall 2004 the central concepts in practical philosophy, with special attention to classical and medieval sources. 324 Seminar in Ancient Philosophy John Connolly Topic: Aristotle. The seminar will focus on key Offered Fall 2004 aspects of Aristotle’s thought and their interrela- tions. Where pertinent, attention will be given to his relation to earlier Greek philosophy. Readings to be Cross-Listed Courses drawn from his treatises on physics, biology, ethics, poetics, metaphysics and philosophy of mind. HSC 112 Images and Understanding Strongly recommended background: PHI 124 or Plato contended that god did not give the uni- the equivalent. {H} 4 credits verse eyes because, since the universe contains Susan Levin everything, there is nothing external to see. On Offered Spring 2005 the other hand, we use the expression “I see” as a synonym for “I understand.” In this course we 330 Seminar in the History of Philosophy will study key historical events that have shaped the Topic: Adam Smith. Do the desires for wealth and images through which we understand the world. possessions on which commercial societies thrive Topics and questions to be considered include the undermine morality, compromise robust citizen- structure of the eye and the process of perception; ship and promote unacceptable conditions of theories of light; visual instrumentation; imaging in labor? As current as such concerns are today, they science and in art; and the use of visual metaphors preoccupied many 18th-century thinkers, includ- in scientifi c thinking. {H/N} 4 credits ing Adam Smith, the Scottish moral philosopher Jeff Ramsey and political economist whose work is once again Offered Fall 2004 receiving considerable critical attention. In this course we shall read from Smith’s major works, MTH 217 Mathematical Structures including The Theory of Moral Sentiments, The Wealth of Nations, and his writings on jurispru- PPY 213 Language Acquisition dence, along with recent commentary. {H/S} The course will examine how the child learns her 4 credits fi rst language. What are the central problems in Elizabeth V. Spelman the learning of word meanings and grammars? Offered Spring 2005 Evidence and arguments will be drawn from linguistics, psychology, and philosophy and cross-

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linguistic data as well as English. Prerequisite: either PSY 111, PSY 233, PHI 100, or PHI 236, or The Minor permission of the instructor. {N} 4 credits Advisers for the Minor: Members of the depart- Jill de Villiers ment Offered Fall 2004, Spring 2006 Students may minor in philosophy by (a) fulfi lling REL 263 Philosophy of Religion the requirements of one of the following sequences, or (b) designing, with departmental approval, 400 Special Studies their own sequence of courses. In both cases, the For senior majors, by arrangement with the depart- minor consists of a two-course “basis” and a three- ment. course “concentration.” 1 to 4 credits Offered both semesters each year Concentration 1: Linguistics and the 408d Special Studies Philosophy of Language For senior majors, by arrangement with the depart- Basis: LOG 100 or PHI 202; and 236. ment. 8 credits In addition to the basis, 262 and PPY 213 are Full-year course; Offered each year required. Any of the following may be counted toward the minor with permission of the instructor and the minor adviser: 220, 260, 262, 310, 334, The Major 362. Advisers: Members of the department Concentration 2: Philosophy and the Adviser for Study Abroad: Jay Garfi eld Humanities Basis: any two from among the following: LOG 100 Requirements: Ten semester courses in Philoso- or PHI 202, 100, 200, 124, 125, 126, 127. phy including two courses in the history of philosophy, at least one of which must be PHI 124 or PHI In addition to the basis, three courses from among 125; either LOG 100 or PHI 202; three 200-level the following: 210, 222, 224, 225, 226, 233, 234, courses, one from three of the following areas: 235, 237, 246, 255, 260, 304, 310, 324, and 334. Value Theory and Social Philosophy (210, 222, 233, 234, 235, 240, 245, 246, 255); Continental Concentration 3: Philosophy, Philosophy and Cultural Critique (211-Wittgenstein, Feminism, and Society 225, 237-Nietzsche, 260); Metaphysics and Epis- temology (210, 226, 230, 234, 246, 250, 252); Basis: any two from among the following: LOG 100 Language, Logic and Science (202, 203, 220, PPY or PHI 202, 100, 200, 124, 125. 209, PPY 213, 224, 236, 262); PHI 200b, normally to be taken in the sophomore year; two 300-level In addition to the basis, three courses from among courses. (Note: Topics courses, such as 210, may the following: 224, 235, 240, 304, 305. Courses fall under different rubrics in different years.) from related departments and Five College offerings may be substituted for the above-listed courses Courses in related departments may be included with the approval of the department. in the major program of ten semester courses only with approval of the department. Petitions for approval must be fi led with the department at least one week before the beginning of the semester in which the course is offered.

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430d Thesis 8 credits Yearlong course; Offered each year

431 Thesis 8 credits Offered each Fall

432d Thesis 12 credits Yearlong course; Offered each year

Requirements: a minimum of 10 semester courses in philosophy and a thesis; an oral examination on the material discussed in the thesis. Honors students are expected to satisfy the requirements for the major. Graduate Advisers: Members of the department

580 Advanced Studies By permission of the department, for graduates and qualiﬁ ed undergraduates: Theory of Probable Inference, Topics in Logical Theory, Philosophy of Language, Contemporary Ethics. 4 or 8 credits Offered both semesters each year

580d Advanced Studies By permission of the department, for graduates and qualiﬁ ed undergraduates: Theory of Probable Inference, Topics in Logical Theory, Philosophy of Language, Contemporary Ethics. 8 credits Yearlong course; Offered each year

590 Research and Thesis 4 or 8 credits Offered both semesters each year

590d Research and Thesis 8 credits Yearlong course; Offered each year

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Lecturer Malgorzata Zielinska-Pfabé, Ph.D. Janet Van Blerkom, Ph.D. Piotr Decowski, Ph.D. *1 Nalini Easwar, Ph.D., Chair Laboratory Instructor Joyce Palmer-Fortune, Ph.D. Associate Professors Doreen A. Weinberger, Ph.D. Laboratory Supervisor †2 Nathanael A. Fortune, Ph.D. Jerzy W. Pfabé, M.Sc.

Assistant Professor Gary Felder, Ph.D.

Students planning to major in physics are advised oms, atomic nuclei and matter. The evolution of the to elect both 115/117 and 118 and courses in Universe and its relation to the subatomic physics. mathematics in the ﬁ rst year. The course is designed for nonscience majors. It Students entering with a strong background does not involve mathematical tools. {N} 4 credits in physics are urged to confer with a member of Piotr Decowski the department at the beginning of their ﬁ rst year Offered Spring 2005 about taking a more advanced course in place of 115/117 and 118. 107 Musical Sound Students who receive scores of 4 and 5 on the This course for nonscience majors explores Advanced Placement tests in physics B and C may through lectures and laboratory demonstrations apply that credit toward the degree unless they the physical basis of musical sound. Sample top- complete 115/117 and 118 for credit. ics include string and air vibrations, perception of tone, auditorium acoustics, musical scales and 105 Principles of Physics: Seven Ideas that intervals and the construction of musical instru- Shook the Universe ments. {N} 4 credits This conceptual course explores the laws of me- Janet Van Blerkom chanics, electricity and magnetism, sound and light, Offered Fall 2005 relativity and quantum theory. It is designed for nonscience majors and does not rely on mathemati- 108 Optics Is Light Work cal tools. Lecture demonstrations and some hands- This course for nonscience majors reveals the on investigation will be included. {N} 4 credits intriguing nature of light in its myriad interactions Malgorzata Zielinska-Pfabé with matter. From Newton’s corpuscular theory, Offered Spring 2006 through the triumph of wave optics, to the revolutionary insights of quantum theory, our under- 106 The Cosmic Onion: From Quantum World standing of the nature of light has come full circle. to the Universe Yet questions still remain. In this class each student Basic concepts of quantum mechanics governing will explore in depth an optical phenomenon of the atomic and subatomic worlds. Structure of at- her own choosing. Enrollment limited to 16. Of-

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fered in alternate years. {N} 4 credits 211/EGR 202 Mathematical Methods of Doreen Weinberger Physical Sciences and Engineering II Offered Fall 2004 Mathematical tools to solve advanced problems in physical sciences. Topics include special functions, 115 General Physics orthogonal functions, partial differential equations, The concepts and relations describing motion of functions of complex variables, integral transforms. objects (Newtonian and relativistic). Prerequisite: Prerequisites: 210 or MTH 111, 112, 211, and 212 one semester of introductory calculus, (MTH or permission of the instructor. {N/M} 4 credits 111 Calculus I or equivalent). Permission of the Malgorzata Zielinska-Pfabé instructor required if taken concurrently. {N} 5 Offered every Spring credits Nathanael Fortune, Fall 2004 214 Electricity and Magnetism Janet Van Blerkom, Fall 2005 Electrostatic fi elds, polarization, magnetostatic Offered every Fall fi elds, magnetization, non-relativistic electrodynamics and electromagnetic waves. Prerequisite: 118 General Physics II 115 and 118 or the equivalent, 210 or permission A continuation of 115/117. Electromagnetism, of the instructor. {N} 4 credits optics, waves and elements of quantum physics. Doreen Weinberger, Spring 2005 Prerequisite: 115 or permission of the instructor. Piotr Decowski, Spring 2006 {N} 5 credits Offered every Spring Janet Van Blerkom, Fall 2004 Nathanael Fortune, Spring 2005 220/EGR 274 Classical Mechanics Nalini Easwar, Fall 2005 Newtonian dynamics of particles and rigid bodies, Doreen Weinberger, Spring 2006 oscillations. Prerequisite: 115, 118, 210 or permis- Offered both semesters each year sion of the instructor. {N} 4 credits Malgorzata Zielinska-Pfabé 117 Advanced General Physics I Offered Fall 2004 A more mathematically advanced version of PHY 115. Prerequisites: MTH 112 (Calculus II) or MTH 222 Relativity and Quantum Physics 114 (Calculus: Effective Computation and Power The special theory of relativity, particle and wave Series) or permission of the instructor. Students models of matter and radiation, atomic structure, cannot receive credit for both PHY 115 and 117. and an introduction to quantum mechanics. {N} 5 credits Prerequisite: 115 and 118 or permission of the Gary Felder instructor. {N} 4 credits Offered both semesters each year Piotr Decowski Offered every Fall 210/EGR 201 Mathematical Methods of Physical Sciences and Engineering I 224 Electronics Choosing and using mathematical tools to solve A semester of experiments in electronics, with em- problems in physical sciences. Topics include: phasis on designing, building and trouble shooting complex numbers, multiple integrals, vector analy- circuits. Discrete electronic components: diodes, sis, Fourier series, ordinary differential equations, transistors and their applications. Analog and digi- calculus of variations. Prerequisites: MTH 111 and tal IC circuits: logic gates, operational amplifi ers, 112 or the equivalent. Enrollment limited to 20. timers, counters and displays. Final individual de- {N/M} 4 credits sign project. Prerequisite: 115 and 118 or permis- Malgorzata Zielinska-Pfabé sion of the instructor. {N} 4 credits Offered every Fall Nalini Easwar Offered every Spring

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226 Physics Comes to Life Prerequisites: 210, 214, 222. {N} 4 credits This laboratory course, intended for science Piotr Decowski majors and pre-health students, comprises fi ve Offered Spring 2005 modules with biomedical applications: 1) electronic instrumentation, 2) acoustics of speech, 332/EGR 323 Solid State Physics hearing and diagnostic ultrasound, 3) fi ber optics The course covers fundamental topics in solid state and lasers, 4) magnetic fi elds and low temperature physics beginning with crystal structure, x-ray dif- applications, 5) nuclear radiation. Each year one fraction from periodic structures, lattice vibrations of above modules (each approximately six weeks and the nature of electron distributions in metals, long) will be offered. Enrollment is limited to 15 semiconductors and insulators. Topics are covered students. Topic: acoustics of speech, hearing and in-depth to provide an appreciation for the theo- ultrasound. Prerequisites: 115, 118 or permission retical approach and the close interplay between of the instructor. {N} 2 credits theory, experiment and application. Janet Van Blerkom Prerequisites: 210, 214, 222. {N} 4 credits Not offered during 2004–05, 2005–06 Nathanael Fortune Offered Fall 2006 299 Current Topics in Physics For this course we will read recent articles on 340 Quantum Mechanics diverse topics in physics. The emphasis will be put The formal structure of nonrelativistic quantum on oral presentation and discussion of the new mechanics, including operator methods. Solutions phenomena using knowledge from other physics for a number of potentials in one dimension, and courses. Restricted to juniors and seniors. {N} for central potentials in three dimensions, includ- 1 credit ing spin. Prerequisites: 210, 220 and 222. {N} Doreen Weinberger, Fall 2004 4 credits Piotr Decowski, Fall 2005 Doreen Weinberger Offered Fall 2004, Fall 2005 Offered every Spring

312/EGR 322 Optics 341 Advanced Quantum Mechanics Electromagnetic waves; absorption and dispersion. A continuation of PHY 340. Applications of non-rel- Reﬂ ection and refraction of light. Interference, dif- ativistic quantum mechanics to systems of identical fraction and polarization of light. Lasers and holog- particles; perturbation theory analysis. Prerequi- raphy. Prerequisites: 210, 214, 222 or permission site: PHY 340. {N} 2 credits of the instructor. {N} 4 credits Doreen Weinberger Doreen Weinberger Offered Fall 2005 Offered Fall 2004 348 Thermal Physics 314/EGR 324 Advanced Electrodynamics Statistical mechanics, kinetic theory of gases, in- A continuation of PHY 214. Electromagnetic waves troduction to thermodynamics. Prerequisites: 210, in matter; the potential formulation and gauge 220, 222. {N} 4 credits transformations; dipole radiation; relativistic elec- Gary Felder trodynamics. Prerequisite: PHY 211 or permission Offered every Fall of the instructor. {N} 2 credits Piotr Decowski 350 Advanced Physics Laboratory Offered Spring 2006 The Five Colleges have cooperated to develop an advanced undergraduate laboratory course that 322 Nuclear and Particle Physics provides practical experience with modern instru- Properties of atomic nuclei. Nuclear decays. De- mentation and advanced laboratory techniques. A tection of nuclear particles. Nuclear reactions. student may perform experiments in the ﬁ elds of Quarks, leptons and intermediate bosons. atomic, molecular, cosmic ray, low temperature,

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nuclear and microwave radiometry physics. Re- search facilities are supported on different cam- The Minor puses, and a student selects an approved number of Advisers: Members of the department experiments. At least three credits are required to count as a course toward the major requirement. The minor in physics consists of: 115, 118, 222 Prerequisites: 214, 220, and 222. {N} 1 to 3 credits and at least two additional 200 or 300 level physics Members of the department courses. Offered Fall 2004, Spring 2005

400 Special Studies By permission of the department, for students who Honors have had at least four semester courses in interme- Director: Malgorzata Zielinska-Pfabé diate physics. 1 to 4 credits 430d Thesis Offered both semesters each year 8 credits Full-year course; Offered each year

The Major 432d Thesis 12 credits Advisers: Piotr Decowski, Nalini Easwar, Nathana- Full-year course; Offered each year el A. Fortune, Gary Felder, Malgorzata Zielinska- Pfabé, Doreen Weinberger. Requirements: same as for the major, plus an honors project and thesis (430d or 432d) nor- The following courses are required: 115, 118, 210, mally pursued throughout the senior year. An oral 211, 214, 220, 222, 224, 299, 340, 348 and one defense of the honors thesis. additional 300 level physics course PHY 312, 322, 332, or 350 or AST 351, or CHM 331, 337, 347.

Students planning graduate study in physics are advised to take additional advanced physics and mathematics courses.

Students are advised to acquire a facility in computer programming.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers Thomas Riddell, Associate Professor of Economics Martha Ackelsberg, Professor of Government Gregory White, Associate Professor of Government, §1 Richard Fantasia, Professor of Sociology Director *2 Karen Pfeifer, Professor of Economics †1 Andrew Zimbalist, Professor of Economics

404 Special Studies 2. History 4 credits Offered both semesters each year ECO 204 American Economic History: 1870– 1990 The purpose of the political economy minor is to ECO 208 European Economic Development foster an interdepartmental approach to the study GOV 244 Foreign Policy of the United States of advanced industrial societies. This approach SOC 318 Seminar: The Sociology of Popular incorporates both mainstream and critical theo- Culture retical visions. It provides a focus on European and American society from a political-economic 3. Contemporary Applications perspective; i.e., a perspective that emphasizes the roots of political development in the material basis ECO 209 Comparative Economic Systems of a society. ECO 222 Women’s Labor and the Economy The political economy minor consists of six ECO 224 Environmental Economics courses, drawn from among the courses listed ECO 230 Urban Economics under the three fi elds described below. At least one GOV 204 Urban Politics course must be taken from each fi eld; two courses GOV 254 Politics of the Global Environment in theory are strongly recommended. Majors in a GOV 347 Seminar in International Politics participating department may take no more than SOC 212 Class and Society four courses toward the political economy minor SOC 213 Ethnic Minorities in America in that department. SOC 216 Social Movements SOC 218 Urban Sociology At the discretion of the adviser, equivalent courses may be substituted. 4. Special Studies (PEC 404) To be taken in any of the above fi elds, with any of 1. Theory the faculty participants in the minor, as approved ECO 256 Marxian Political Economy by the Advisory Board. ECO 357 Growth and Crisis in the United States Economy GOV 242 International Political Economy GOV 263 Political Theory of the 19th and 20th Centuries SOC 250 Theories of Society

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Assistant Professors **1 Jill G. de Villiers, Ph.D. (Psychology and *2 Lauren E. Duncan, Ph.D. Philosophy) **1 Maryjane Wraga, Ph.D. **1 Peter A. de Villiers, Ph.D. Byron L. Zamboanga, Ph.D. Randy O. Frost, Ph.D. Benita Jackson, Ph.D. Fletcher A. Blanchard, Ph.D. †2 Mary Harrington, Ph.D. Lecturer and Professor Emeritus Peter B. Pufall, Ph.D. Adjunct Professor Maureen A. Mahoney, Ph.D. Lecturers Anne P. Anderson, Ph.D. (Beth Powell) Associate Professors David Palmer, Ph.D. Philip K. Peake, Ph.D., Chair †1 Brenda Allen, Ph.D. Assistant in Statistics Stefan R. Bodnarenko, Ph.D. David Palmer, Ph.D. **2 Patricia M. DiBartolo, Ph.D. **1 Bill E. Peterson, Ph.D. Research Associates Robert Teghtsoonian, Ph.D. Adjunct Associate Professor Martha Teghtsoonian, Ph.D. Barbara B. Reinhold, Ed.D. George Robinson, Ph.D. Suzanne LaFleur, Ph.D.

including operant conditioning of nonhuman or- Bases for the Major ganisms. {N} WI 4 credits Mary Harrington, Director, Fall 2004, Spring 111 Introduction to Psychology 2005 An introductory course surveying fundamental Mary Harrington, Marlo C. Henderson, Benita principles and ﬁ ndings in contemporary psychol- Jackson, Fall 2004 ogy. Students must section for discussion. Discus- Mary Harrington, Fletcher Blanchard, Lauren sion sections are limited to 20. {N} 4 credits Duncan, To be announced, Spring 2005 Peter de Villiers, Director, Fall 2004 Offered both semesters each year Peter de Villiers, Maryjane Wraga, Byron L. Zam- boanga, Michele T. Wick, Marlo Henderson 113 Statistical Methods in Psychology Offered Fall 2004 Elementary descriptive and inferential statistics as applied to psychological problems. Enrollment 112 Introduction to Research Methods limited to 40. Lab size limited to 10 students. {M} Application of scientiﬁ c methods to problems in 4 credits psychology. Basic experiments in a variety of areas, Philip Peake Offered Fall 2004

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140/MTH 190/ Statistical Methods for 266 Psychology of Women and Gender Undergraduate Research An exploration of the psychological effects of An overview of statistical methods needed for gender on females and males. We will examine undergraduate research. The course emphasizes the development of gender roles and stereotypes, methods for data collection, data description and and the impact of differences in power within the statistical inference including an introduction to family, workplace and politics on women’s lives confi dence intervals, testing hypotheses, analysis and mental health. This course will emphasize how of variance and regression analysis. Techniques psychologists have conceptualized and studied for analyzing both quantitative and categorical data women and gender, paying attention to empirical will be discussed. Applications will be emphasized, examinations of current controversies (e.g., bio- and students will learn to use the SPSS statistical logical versus cultural bases of gender differences). software for data analysis. Classes meet for lecture/ {S/N} 4 credits discussion and for a required weekly laboratory. Lauren Duncan Lab sections limited to 20. This course satisfi es the Offered Fall 2004 basis requirement for the psychology department major and is recommended for all psychology stu- 267 Psychology of the Black Experience dents. Other students who have taken MTH 111, AP Designed to facilitate an understanding of Afro- Calculus, or the equivalent should take MTH 245. American psychological experience. The course Students will not be given credit for both MTH 190 critically reviews historical and traditional ap- and MTH 245. (E) {M} 4 credits proaches to the psychological study of Black Nicholas Horton, David Palmer people and focuses on the themes, models and Offered Spring 2005 research currently being generated by psychologists attempting to redefi ne the study of the Black experience. {S/N} 4 credits General Courses To be announced Offered Spring 2005 PPY 209 Philosophy and History of Psychology 275/PHI 275 Topics in Moral Psychology An examination of the philosophical issues which This course explores alternative approaches to have troubled psychology as a science, such as central questions of moral psychology. How do determinism and free will, conscious and uncon- people make moral judgments and decisions? What scious processes, the possibility and effi cacy of psychological processes are involved in morally self-knowledge, development of knowledge and evaluating people, actions or social practices and morality, behaviorism vs. mentalism, realism and institutions, and in morally motivating action? What constructivism, and the relation of mind and brain. roles do knowledge or reasoning play? What roles Prerequisite: at least one 100-level course in phi- do emotions or feelings, such as compassion, losophy or psychology. {N} 4 credits love, guilt or resentment, play? How does morality Peter de Villiers and Jill de Villiers develop in individuals? Is moral virtue a product Offered Spring 2006 of education? How does morality vary across individuals and cultures? Are there gender differences ESS 220 Psychology of Sport in moral development? Do animals have moral An examination of sport from a psychological per- capacities? Readings will include work by classical spective. Topics include the role of stress, motiva- and contemporary philosophers, as well as recent tion, and personality in performance. Attention will work by psychologists, social scientists and biolo- also be given to perceptual, cognitive and behavior- gists. (E) 4 credits al strategies that may be used to enhance achieve- Ernest Alleva ment level. Prerequisite: PSY 111. {S} 4 credits Offered Spring 2005 Tim Bacon Offered Spring 2005

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303 Advanced Research Design and 224 Learning and Behavior Change: Methods, Statistical Analysis Theory and Practice A survey of critical issues in research methods and Complex behavior interpreted from a behavioral statistical analysis with in-depth consideration of perspective, supplemented, when possible, with analysis of variance and experimental design. Com- evolutionary and neurophysiological accounts. In puter-assisted computation procedures employed. the laboratory component of the course, students Prerequisites: 113, MTH 190/PSY 140, and 112 or will shape a chain of responses in a pigeon and will permission of the instructor. Enrollment limited to experiment with instructional technology with hu- 12. {N/M} 4 credits mans. Enrollment limited to 16. {N} 4 credits David Palmer David Palmer Offered Fall 2004 Offered Fall 2004 366 Seminar: Topics in the Psychology of 313 Seminar in Psycholinguistics Women Topic: Child Language Assessment. The seminar Topic: Issues in Adolescent Gender Role Develop- will focus on assessment of language development, ment. In this course we examine psychological considering issues of dialect and cultural differ- issues girls face in their adolescent years. Topics ences, and the nature of language disorders in may include body image, self-esteem, academic 3–7-year-old children. The background research, achievement, peer and dating relationships and design and data from the ﬁ rst testing of a new gender socialization. This is a community-based diagnostic test will form the topics of the seminar. learning course that offers an opportunity to Prerequisites: One of: PPY 213, PHI 236, PSY 233, volunteer as a mentor to an adolescent girl in the EDC 235, or permission of instructor. {N} 4 credits Northampton area. Recommended pre- or coreq- Jill de Villiers uisite: PSY 266 or WST 150, and permission of the Offered Fall 2006 instructor. {S/N} 4 credits 314 Seminar in Foundations of Behavior Lauren Duncan {N} Offered Fall 2004 4 credits Adventures in Space Perception B. Psychological Processes This course takes an in-depth look at how human beings perceive the layout of their environment, PPY 213 Language Acquisition and how the brain stores that information. We will The course will examine how the child learns her read and discuss primary sources from both cogni- ﬁ rst language. What are the central problems in the tive psychology and cognitive neuroscience. Topics learning of word meanings and grammars? Evi- include distance and size perception, perception, dence and arguments will be drawn from linguis- mental imagery and hemispatial neglect. Prerequi- tics, psychology, and philosophy and cross-linguis- site: PSY 111 or permission of the instructor. tic data as well as English. Prerequisite: either PSY Maryjane Wraga 111, PSY 233, PHI 100, or PHI 236, or permission Offered Spring 2006 of the instructor. {N} 4 credits Jill de Villiers Offered Fall 2004, Spring 2006 C. Physiological Psychology 218 Cognitive Psychology 180 Introduction to Neuroscience Theory and research on current topics in cogni- An introduction to the organization and function of tion, including attention, perception, concept the mammalian nervous system. An in-depth explo- formation, imagery, memory, decision making and ration of the brain using multiple levels of analysis intelligence. Prerequisite: 111 or permission of the ranging from molecular to cognitive and behavioral instructor. {N} 4 credits approaches. An appreciation of how brain cells in- Maryjane Wraga teract to orchestrate adaptive responses and expe- Offered Spring 2005 riences will be gained. The material is presented at

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a level accessible for science as well as nonscience cultural, economic and environmental contexts of majors. This course has no prerequisites. health. Prerequisite: 112. {N} 4 credits {N} 4 credits Benita Jackson Stefan Bodnarenko Offered Spring 2005 Offered Spring 2005 311 Neuroanatomy 211 Physiology of Behavior A survey of the structural organization of the mam- Introduction to brain-behavior relations in humans malian brain and the behavioral changes associat- and other species. An overview of anatomical, ed with brain damage. Laboratory covers research neural, hormonal and neurochemical bases of techniques in neuroanatomy. Prerequisites: 180 or behavior in both normal and clinical cases. Major 211, an introductory BIO course, or permission of topics include the biological basis of sexual behav- the instructor. Enrollment limited to 20. Laboratory ior, sleep, emotions, depression, schizophrenia, sections limited to 10. {N} 5 credits autism, ADHD and neurological disorders. {N} 4 Stefan Bodnarenko credits Offered Fall 2004 Anne P. Anderson Offered Fall 2004 NSC 312 Seminar in Neuroscience Topic: Biological Rhythms. Molecular, physi- 222 Psychopharmacology ological and behavioral studies of circadian and This course will examine the effects of drugs on circa-annual rhythms. Prerequisite: NSC 200, and the nervous system and associated changes in permission of the instructor. Enrollment limited to mood, cognition and behavior. Legal and illegal 12. {N} 4 credits recreational drugs will be considered, as well Mary Harrington as therapeutic agents used to treat psychological Offered Fall 2004 illnesses such as depression and schizophrenia. Focus will be on understanding the effects of drugs 316 Seminar in Biopsychology on synaptic transmission, as well as how neural Topic: Brain Plasticity. Recent studies have dem- models might account for tolerance and addiction. onstrated that the “mature” brain retains its ability The course will also cover issues with social impact to change and even add new elements. We will such as the effects of drugs on fetal development, research and discuss a series of dogma-altering the pharmaceutical industry, and effective treat- fi ndings from the last decade that have revolution- ments for drug abuse. Prerequisite: 180 or 211 or ized the way neuroscientists think about the brain. permission of the instructor. {N} 4 credits Readings will refl ect the behavioral, cellular and Anne P. Anderson molecular approaches that have been used to Offered Spring 2005 demonstrate that the brain continues to develop throughout its lifetime. Prerequisites include PSY 225 Introduction to Health Psychology 180, 211 and permission of the instructor. Enroll- Health psychology is a burgeoning fi eld that ex- ment limited to 12. {N} 4 credits amines the relationship between psychosocial Stefan Bodnarenko factors and health. This course will provide a Offered Spring 2005 broad overview using the basic concepts, theories, methods and applications of health psychology. We 325 Seminar in Health Psychology will critically examine state-of-the-art research and Topic: Issues in Mind/Body Medicine. Focusing as well as current gaps in knowledge to explore on the role of psychological processes, we will topics including defi nitions of health and illness; examine the state of empirical support for various stress and coping; health behaviors; how the mind modalities of healing physical health problems infl uences specifi c physical health conditions across allopathic and complementary/alternative and vice versa; patient-practitioner relations and medicine perspectives. Emphasis will be placed on health promotion. Emphasis will be placed on the critically evaluating current research and designing ways psychological factors interact with the social, appropriate future studies. Recurrent psychological

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process themes across modalities will be highlight- issues in adolescent psychology and development. ed, e.g., the placebo effect, emotion and the social {S/N} 4 credits context of healing. A previous course in health Byron L. Zamboanga psychology is recommended. Prerequisite: 112 or Offered Spring 2005 permission of the instructor. {N} 4 credits Benita Jackson 243 Adult Development Offered Spring 2005 The study of adult lives from a life-span perspective, with emphasis on the lives of women. Topics include psychological theories of the life-cycle, D. Developmental adolescent identity formation, longitudinal and biographical approaches, the experience of grow- Psychology ing older, personality stability and psychological adjustment to the myths and realities of age. {S/N} Director of the Child Study Committee: Patricia 4 credits DiBartolo Bill Peterson Offered Fall 2004 233 Child Development A review of theory and research on speciﬁ c devel- 333 Seminar in Developmental Psychology opmental topics: attachment, emotion, self, friend- {N} 4 credits ship, gender, cognition, language and play from the standpoint of biological and psychological process- Identity in Psychology, Fiction and Autobiography es nested within social (family, peer, school) and How do humans develop a sense of unity and pur- cultural (implicitly and explicitly shared values) pose in their lives? This is a fundamental question contexts. Three observation hours in the Campus for theorists of adolescent and adult identity, and School to be arranged. {S/N} 4 credits we will consider it by using psychological theory to Peter B. Pufall interpret ﬁ ctional and autobiographical accounts Offered Fall 2004 of self. Possible texts include works by Erikson, McAdams, Angelou and Ishiguro. EDC 238 Educational Psychology Bill Peterson This course combines perspectives on cognition Offered Spring 2006 and learning to examine the teaching-learning process in educational settings. In addition to cog- 335 The Empirical Study of Children and Youth nitive factors the course will incorporate contextual An introduction to research techniques in devel- factors such as classroom structure, teacher belief opmental psychology through the discussion of systems, peer relationships and educational policy. current research and the design and execution of Consideration of the teaching-learning process original research in selected areas. Gender, ethnic, will highlight subject matter instruction and as- and cultural differences in cognitive, social, and sessment. Prerequisite: a genuine interest in better identity development are explored. Prerequisites: understanding teaching and learning. Enrollment 112 and 233, or permission of the instructor. En- limited to 55. {S/N} 4 credits rollment limited to 16. {N} 4 credits To be announced Byron L. Zamboanga Offered Spring 2005 Offered Spring 2005

241 Psychology of Adolescence 340 Seminar in Gender and the Life Course Exploring adolescents’ developing identity, psycho- A seminar on the development of gender identity. social adjustment and their needs for acceptance, Special attention will be given to critical reading autonomy and intimacy in light of the major physi- of psychological theory and research on gender cal, cognitive and sociocultural changes of this identiﬁ cation. Topics will include a comparative phase. Emphasis will be given to multicultural analysis of psychoanalytic, social-learning and cognitive-developmental theories. Recent work in

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feminist theory and the psychology of gender will research relevant to anxiety disorders and their be used as a counterpoint to classical formulations. associated features in youth. Using a developmental {S/N} 4 credits perspective, we will focus on risk factors, theoreti- Maureen Mahoney cal models and methods of assessment and inter- Offered Fall 2005 vention. Prerequisite: 111 and 252 or 254. Permis- sion of the instructor required. {N} 4 credits Patricia DiBartolo E. Clinical Psychology Offered Spring 2005, Fall 2005

EDC 239 Counseling Theory and Education 354 Seminar in Advanced Abnormal Study of various theories of counseling and their Psychology application to children and adolescents in educa- Topic: The Meaning of Possessions. A seminar tional settings. {S} 4 credits on the role of possessions in people’s lives, espe- Not offered in 2004–05 cially as related to compulsive hoarding, a form of obsessive compulsive disorder. We will study the 252 Abnormal Psychology empirical research, theories of OCD and hoarding A study of psychopathology and related issues. behavior, and efforts to develop treatments for this Course will cover a broad range of mental and condition. Related constructs such as compulsive personality disorders. Recent clinical and experi- buying and acquisition, materialism, kleptomania mental ﬁ ndings stressed, particularly as they relate and psychopathologies of acquisition will also be to major conceptions of mental illness. Prerequi- addressed. Prerequisites; 252 or 254. Permission site: 111. {N} 4 credits of the instructor required. {N} 4 credits Randy Frost Randy Frost Offered Spring 2005 Offered Fall 2004

253 Child Clinical Psychology 358 Experimental Investigation in Clinical Survey of child psychopathology from a develop- Psychology mental perspective. Course will cover theories of An introduction to research methods in clinical etiology as well as clinical treatment interventions psychology and psychopathology. Includes discus- for a range of childhood disorders and difﬁ culties. sion of current research as well as design and ex- Prerequisite: 111 and 252 or 233 or permission of ecution of original research in selected areas such the instructor. {N} 4 credits as anxiety disorders, eating disorders and depres- Patricia DiBartolo sion. Prerequisite: 112 and 252 and permission of Offered Spring 2005 the instructor. {N} 4 credits Randy Frost 254 Clinical Psychology Offered Spring 2005 An overview of clinical psychology focusing on the settings, clients, and activities of the clinical psychologist. Attention given to the conceptual and F. Social and Personality methodological issues facing the clinical psychologist, methods of assessment, forms of psychother- Psychology apy and evaluation of the success of psychological interventions. Prerequisite: 111 and 252, or per- 269 Colloquium: Categorization and mission of the instructor. {N} 4 credits Intergroup Behavior Patricia DiBartolo This course is devoted to a broad consideration of Offered Fall 2004, Fall 2005 the nature of prejudice, stereotypes and intergroup relations from the perspective of social cognition. 352 Seminar in Advanced Clinical Psychology We will emphasize especially the application of Topic: Child and Adolescent Anxiety Disorders. these ideas to issues of race and ethnicity. Over the Examination of the empirical and theoretical semester, we will encounter theories and research

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concerning the processes of self-and-other catego- and empirical work from psychology, sociology rization, self-identity, stereotyping, prejudice and and political science. We will consider accounts of strategies from the reduction of intergroup hostility some large-scale social movements in the United that these approaches inform. {S/N} 4 credits States (e.g., Civil Rights Movement, Women’s Move- Fletcher Blanchard ment, White Supremacy Movements). {S/N} 4 Offered Spring 2005 credits Lauren Duncan 270 Social Psychology Offered Spring 2005 The study of social behavior considered from a psychological point of view. Topics include inter- 400 Special Studies personal behavior, intergroup behavior, and social By permission of the instructor, for qualifi ed ju- cognition. {N} 4 credits niors and seniors. A scholarly project conducted Fletcher Blanchard under the supervision of any member of the de- Offered Fall 2004 partment. 1 to 4 credits Offered both semesters each year 271 Psychology of Personality The study of the origin, development, structure and dynamics of personality from a variety of theoreti- The Major cal perspectives. {N} 4 credits Philip Peake Advisers: Members of the department Offered Fall 2004 Adviser for Study Abroad: Fletcher Blanchard 278 Behavior in Organizations The application of social psychological theory and Basis: 111, 112 and 113 or MTH 190/PSY140. research fi ndings to understanding and managing individual and group behavior in work situations. A Each student, with the approval of her major lab with enrollment limited to 20. Prerequisite: 270 adviser, elects a carefully planned program of or permission of the instructor. {S/N} 4 credits course selections designed to meet the following Michele Wick requirements: 10 semester courses including the Offered Spring 2005 basis. The basis must be completed before entering the senior year. Competence in the major is 371 Seminar in Personality demonstrated by suffi cient breadth of course selec- Topic: Well Being. A survey of current psycho- tions from the various substantive areas, as well logical research on the factors that contribute as adequate depth in at least one area. Normally, to a person’s sense of well-being. What are the breadth is achieved by selecting at least one course components of happiness? What are the biological, from fi ve of the six curricular areas, A–F. Depth personality and contextual factors that contribute is achieved by selecting at least three courses in a to that happiness? How does a person’s sense of subfi eld of psychology, as defi ned either by the cur- well-being infl uence health, relationships, and ricular areas B–F or by a constellation of courses other important life outcomes? Prerequisites: 270 from more than one area that represents a focus or 271. {S/N} 4 credits important to the student and recognized by the Philip Peake department. One course in the area of depth must Offered Spring 2005 be a laboratory course or a seminar. Students are encouraged to attend departmental 374 Psychology of Political Activism colloquia. Political psychology is concerned with the psycho- Students planning careers in academic or pro- logical processes underlying political phenomena. fessional psychology, social work, personnel work This seminar focuses on people’s motivations to involving guidance or counseling, psychological participate in political activism, especially activism research, or paraprofessional occupations in men- around social issues. Readings include theoretical tal health settings or special education programs

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should consult their major advisers regarding desirable sequencing of courses. Information about graduate programs in psychology and allied ﬁ elds may be obtained from members of the department. The Minor Advisers: Members of the department

Requirements: six semester courses including two of the three courses that comprise the basis for the major, and four additional courses selected from at least two of the six areas A–F. In addition, one of these four courses must be either a laboratory course or a seminar. Honors Director: Patricia DiBartolo

431 Thesis 8 credits Offered each Fall

432d Thesis 12 credits Full-year course; Offered each year

Requirements: These are the same as for the major, with the following qualifi cations. The honors student must complete a thesis. Normally this will be a yearlong project (432d) for 12 credits, the equivalent of three semester courses. Under the condition of accelerated graduation, a student may elect 431 for eight credits. Honors students undertake an oral presentation of the thesis to the faculty and an examination on that work. The thesis credits may be used to fulfi ll one of the three semester courses required for depth but cannot be used to fulfi ll the breadth requirement. In addition, they may be used for another semester course counting toward the total of ten required for the major. It is recommended that students elect a laboratory, seminar, or special studies in the area of the thesis prior to the senior year. In addition, it is recommended that honors students take PSY 303.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Director Advisers Donald Baumer, Professor of Government Randall Bartlett, Professor of Economics John Burk, Professor of Biological Sciences Lecturer H. Allen Curran, Professor of Geology Paul Newlin, M.A. Deborah Haas-Wilson, Professor of Economics

The program in public policy provides students GOV 211 Colloquium: The Regulatory Process: with an opportunity to explore, from a multidisci- A Window into How the Federal Government plinary perspective, both the processes of making Works social choices and the content of contemporary Regulations constitute an important instrument policy issues. Most courses in the program are of government and are one of the easiest ways for intended to serve as interdisciplinary complements a President to make his/her mark. We will study to departmental offerings. Likewise, the minor in the institutional interests and the role—in theory public policy is designed to be a valuable comple- and in practice—of the various entities that are ment to majors in both the social and the natural involved in the regulatory process, including Con- sciences. gress, the president, the agencies (both executive branch and independent regulatory agencies), the GOV 207 Politics of Public Policy Ofﬁ ce of Management and Budget and the courts. A thorough introduction to the study of public We will explore the procedures the agencies follow policy in the United States. A theoretical overview in developing regulations, especially those involving of the policy process provides the framework for the public, and the role of science and econom- an analysis of several substantive policy areas, to be ics in the decision-making process. Speciﬁ c case announced at the beginning of the term. {S} studies, including seat belt and air bag regulations, 4 credits various environmental regulations, and safety and Donald Baumer health regulations, will be used to illustrate how Offered Fall 2005 the principles associated with American government—such as separation of powers, federalism, IDP 208 Women’s Medical Issues and accountability—play out in Washington, D.C. A study of topics and issues relating to women’s Limited enrollment {S} 4 credits health, including menstrual cycle, contraception, Sally Katzen Dyk sexually transmitted diseases, pregnancy, abortion, Offered Fall 2004, Fall 2005 menopause, depression, eating disorders, nutrition and cardiovascular disease. While the course 220 Public Policy Analysis focus will primarily be on the physiological aspects Analysis of the institutions and processes of public of these topics, some social, ethical and political policy formation and implementation. Explores implications will be considered including the is- models designed to explain policy and also those sues of violence and the media’s representation of whose purpose is to “improve” policy. Develops women. {N} 4 credits and uses analytical tools of formal policy analysis. Leslie Jaffe (Health Services) Examines the debate over the possible and proper Offered Spring 2005, Spring 2006

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uses of these analytic tools. {S} 4 credits background: PPL 220a or a course in American Randall Bartlett (Economics) government. {S} 4 credits Offered Fall 2004 Randall Bartlett Offered Fall 2005 ECO 224 Environmental Economics The causes of environmental degradation and the GOV 306 Seminar: Politics and the role that markets can play in both causing and Environment solving pollution problems. The effi ciency, equity, Topic: Politics and the Environment. An exami- and impact on economic growth of current and nation of environmental policy making within the proposed future environmental legislation. Prereq- federal government, with special emphasis on how uisite: 150. {S} 4 credits Congress deals with environmental policy issues. A Mark Aldrich variety of substantive policy areas from clean air to Offered Spring 2005 toxic waste will be covered. Students will complete research papers on an environmental policy topic SOC 232 World Population of their choice. Prerequisite: a 200-level course in This course will introduce students to environmen- American government. {S} 4 credits tal, economic, feminist, and nationalist perspectives Donald Baumer on population growth and decline. We will examine Offered Spring 2006 current populations trends and processes (fertility, mortality, and migration) and consider the social, EGR 330 Engineering and Global Development political, economic, and environmental implica- This course examines the engineering and policy tions of those trends. The course will also provide issues around global development, with a focus an overview of various sources of demographic on appropriate and intermediate technologies. data as well as basic demographic methods. Cross- Topics include water supply and treatment, sustain- listed with Environmental Science and Policy. {S} able food production, energy systems and other 4 credits technologies for meeting basic human needs. Leslie King Students will design and build a prototype for an Offered Spring 2005 intermediate technology. Restricted to students with junior standing in engineering or those who have WST 245 Poverty, Law and Social Policy in obtained the instructor’s permission. Enrollment the U.S. limited to 12. Offered in alternating years. (E) {N} This course will examine the development of the 4 credits U.S. welfare state in light of its gendered and racial- Donna Riley ized politics and impacts. Readings and lectures Offered Spring 2006 will consider poverty law and social policy through a focus on relationships among the welfare state, ECO 343 Seminar: The Economics of Global democratization and persistent inequality. Par- Climate Change ticular attention will be given to welfare policy, an Because global climate change has the potential to arena of vexed interactions among the politics of affect every person in every country—with the pos- gender, race and class. {H/S} 4 credits sibility of catastrophic consequences—it is natural Gwendolyn Mink to ask why it is happening, and what can or should Offered Fall 2004 be done about it. In this course, we will examine the sources of economic ineffi ciency causing 250 Race and Public Policy in the United climate change and study the tradeoffs associated States with slowing the process. How do policy options Explanation of current policy issues regarding race. to slow climate change compare with respect to Topics include voting rights, compensation, public effi ciency criteria? How do they affect equity do- and private education, bilingual education and mestically, internationally and intertemporally? In affi rmative action in employment. Recommended addressing these and other questions which inform

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the debate on climate change policy, we will also examine the importance of political and strategic The Minor considerations, and the rate of technical change. Director: Donald Baumer, Professor of Govern- Prerequisites: ECO 190 and ECO 250. (E) {S} ment 4 credits Ardith Spence Advisers: Randall Bartlett (Economics); Donald Offered Fall 2004, Fall 2005 Baumer (Government); John Burk, (Biological Sciences); H. Allen Curran (Geology); Deborah ECO 351 Seminar: The Economics of Haas-Wilson (Economics) Education Why does college cost so much? What is the state The minor consists of six courses: of America’s public schools, and what can be done GOV 207 or PPL 220 to improve them? In this course we will study these Any two public policy electives; questions and others related to the economics of Any two courses from departmental offerings that primary, secondary and higher education. We will have substantial policy content (to be selected in develop models of educational choice (is school- consultation with a minor adviser); ing an investment or a signal?), analyze the role for PPL 390. government in the market for education (should it provide ﬁ nancial support for schools?), and study the implications of institutional policies, including preferential admissions, tenure and governance procedures, and endowment spending rules as they are practiced in America’s universities. Prerequi- sites: ECO 190 and 250. (E) {S} 4 credits Ardith Spence Offered Spring 2005, Spring 2006

390 Senior Public Policy Workshop An assessment of current policy controversies undertaken as group projects. Policy recommendations made by groups should be based on both technical advisability and political feasibility. Limited to seniors who are completing the program in public policy or other seniors with permission of the instructor. {S} 4 credits Paul Newlin Offered Spring 2005

404 Special Studies By permission of the director. 4 credits Offered both semesters each year

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Lecturer and Professor Emeritus Karl Paul Donfried, Dr.Theol. Thomas Sieger Derr, Jr., M.Div., Ph.D. Carol G. Zaleski, Ph.D. Peter N. Gregory, Ph.D., Chair Lecturers **1 Jamie Hubbard, Ph.D. (Professor of Religion Mohammed Jiyad, Ph.D. Five College Senior and Biblical Literature and Yehan Numata Lecturer in Lecturer in Buddhist Studies) Arabic (at Smith College under the Five College Program) Associate Professors J. Wesley Boyd, M.D., Ph.D. †2 Lois C. Dubin, Ph.D. Elizabeth E. Carr, Ph.D. †1 Vera Shevzov, M.Div., Ph.D. Daniel Brown, Ph.D. †2 Joel S. Kaminsky, Ph.D. Michael Sugerman, Ph.D.

Assistant Professor Research Associates Andy Rotman, Ph.D. Benjamin Braude, Ph.D. Philip Zaleski, B.A. Edward Feld, M.H.L.

Information on language courses, including He- 108/PHI 108 The Meaning of Life brew, Greek and Arabic, is on page 345. This course will pursue the big questions in life. We will introduce students to the study of philosophy 200-level courses are open to all students unless and religion through a variety of texts from a wide otherwise stated. range of traditions that ask and propose answers Colloquia are primarily reading and discussion to the question, “What is the Meaning of Life?” Two courses limited to 20 students unless otherwise lectures per week. {H/L} 4 credits indicated. Jay Garﬁ eld (Philosophy), Andy Rotman (Religion) Offered Fall 2004

100-Level Courses 110 Colloquia: Thematic Studies in Religion Directed discussion of themes and approaches to Introduction to the Study of Religion the study of religion. Recommended for upper- class as well as ﬁ rst-year students. 4 credits 105 Introduction to World Religions An examination of the ideas and practices of Archaeology of Israel and Palestine Hinduism, Buddhism, Confucianism or Taoism, Israel and Palestine have been foci of archaeo- Judaism, Christianity, and Islam. Classical texts, logical research since before the emergence of rituals, and visual materials will be considered. {H} archaeology as an academic discipline. In this 4 credits course, students examine the ancient cultures of Joel Kaminsky, Andy Rotman the region as well as the modern cultural, political Offered Fall 2004 and academic trends underpinning the develop-

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ment of archaeological research there. We will also examine the discourse between political, religious 200-Level Courses and archaeological interpretations of the past in No prerequisites unless specifi ed. this volatile region. (E) {H/S} Michael Sugerman Religious Studies: Critical and Comparative Offered Spring 2005 200 Colloquium: Approaches to the Study of The Inklings: Religion and Imagination in the Religion Works of J.R.R. Tolkien, C.S. Lewis and Charles An introduction to various approaches that have Williams characterized the modern and postmodern critical Introduction to a group of scholars and friends study of religion. The course explores the develop- centered in Oxford during the decades surround- ment of the fi eld as a whole and its interdisciplin- ing World War II, whose works of allegory, mythol- ary nature. The fi rst part of the course focuses on ogy, fantasy and theology have had a far-reaching approaches found in disciplines such as anthropol- infl uence on recent religious thought. Readings ogy, sociology, psychology and phenomenology. include essays and letters by Tolkien, Lewis, Wil- The second part examines the application of these liams, Owen Barfi eld and others associated with approaches to the study of one particular religious the Inklings, as well as selections from their major phenomenon. Topic for Spring 2005: Ritual. {H/S} works of fi ction and nonfi ction. Enrollment limited 4 credits to 20. {H/L} 4 credits Carol Zaleski and Lois Dubin Carol Zaleski Offered Spring 2005 Offered Spring 2005 202 Religion and Literature Religion and Film Explores the implicit and explicit religious themes A number of contemporary fi lms contain refl ec- that are found in works of literature from a variety tions on a specifi c religion or on major religious of genres. Special attention will be paid to issues of themes such as the meaning of life and death, the “world construction” and narrative, as well as the possibility of salvation and the ultimate potential problematic distinction between fact and fi ction. of human existence. In this course, we will closely Readings will include works by Dostoevsky, Tolstoy, examine some of these fi lms in conjunction with Malcolm X, Flannery O’Connor, Peter Shaffer and other primary and secondary sources on religion. others. {H/L} 4 credits Possible fi lms will include The Apostle, Jesus of J. Wesley Boyd Montreal, Europa Europa, Love and Death, The Offered Fall 2004 Mission, The Quarrel, The Seventh Seal. We will also introduce students to the growing literature 205 Philosophy of Religion in the area of religion and fi lm. The primary aim The art of asking the big questions. Classic and of the course will be to train ourselves to be more contemporary discussions of the existence of God, refl ective about the religious messages conveyed in the problem of evil, faith and reason, life after contemporary fi lm. (E) death, mysticism and religious experience, myth Joel Kaminsky and symbol. Readings from Plato, Anselm, Kant, Offered Spring 2005 Kierkegaard, James and others. {H} 4 credits Women Mystics’ Theology of Love Carol Zaleski This course studies the mystical writings of Hil- Offered Fall 2004 degard of Bingen, Hadewijch, Julian of Norwich, and Teresa of Avila, and their relevance to contem- 209 Medical Ethics porary spirituality. Focus on their life journeys in The moral problems of dying, abortion, genetic al- terms of love, creativity, healing, and spiritual lead- teration, behavior control, experiments on humans ership. Occasional fi lms and music. {H} and other issues.{H/S} 4 credits Elizabeth Carr Thomas Derr Offered Spring 2005 Offered Fall 2004

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Biblical Literature Scrolls, for the purpose of understanding the be- Students interested in biblical literature are best liefs and practices of this religious community as served by beginning their course of study with ei- well as for the new knowledge they provide about ther Introduction to the Bible I (Rel 210) or Intro- Judaism, the origins of Christianity, and the interac- duction to the Bible II (Rel 215) before proceed- tion between the two. Slides, artistic illustrations, ing to more specialized 200-level courses or semi- ﬁ lms and videos will augment class discussion. nars within this area. Rel 210 and 215 are general {H/L} 4 credits introductions to the critical study of the Bible and Karl Donfried are open to all students including ﬁ rst-years. Offered Fall 2004

210 Introduction to the Bible I 219 Christian Origins: Archaeological and The Hebrew Scriptures (“Tanakh/Old Testament”). Social-Historical Perspectives A survey of the Hebrew Bible and its historical and The integration of biblical and historical studies, cultural context. Critical reading and discussion geographical setting and available archaeologi- of its narrative and legal components as well as an cal materials to create a sense of the ﬁ rst-century introduction to the prophetic corpus and selections religious and social context of such New Testament from the wisdom literature. {H/L} 4 credits cities as Corinth, Athens, Thessalonica, Philippi, Joel Kaminsky Ephesus and Rome. The relevance of nonliterary Offered Fall 2004 sources for the study of the New Testament, with particular reference to the Pauline letters and the 213 Prophecy in Ancient Israel Book of Acts. Illustrated lectures. Recommended A survey of the institution of prophecy and the background: 215. {H} 4 credits individuals who functioned as prophets in the Karl Donfried Hebrew Bible. Emphasis on the following issues: Offered Spring 2005 What types of people became prophets? What did prophets speak about? What role did prophets play Jewish Traditions in society? Did prophets deliver different or even conﬂ icting messages? Can one tell a true from a 221 Jewish Spirituality: Philosophers and false prophet? {H/L} 4 credits Mystics Joel Kaminsky The rise of Jewish philosophy and mysticism (Kab- Offered Spring 2005 balah), and their development as complementary yet often competing spiritual paths. The expression 215 Introduction to the Bible II of philosophy and mysticism in individual piety, The literature of the New Testament in the context popular religious practice and communal politics. of the Jewish and Greco-Roman world in which it Readings from Maimonides, the Zohar and other developed. Particular attention will be paid to the major works, as well as personal documents of use of the Hebrew Bible in the New Testament with religious experience and thought. All readings in an eye to grasping the similarities and differences English. {H} 4 credits between what later came to be called Early Christi- Lois Dubin anity and Rabbinic Judaism. Enrollment limited to Offered Fall 2004 25. {H/L} 4 credits Karl Donfried 224 Insiders/Outsiders II: Jews and Judaism Offered Spring 2005 in Europe and America, 19th–20th Centuries A thematic survey of Jewish history and thought with 217 Colloquium: The Dead Sea Scrolls, particular attention to the dynamics of engagement Judaism and Christianity with majority societies and exclusion from them, Topic: Rediscovering the Jewish Origins of and the development of diverse forms of Jewish Christianity. An exploration of the site at Khirbet culture, religious practice, politics and identity. Qumran and an examination of writings found in Topics include emancipation, assimilation and their the caves, commonly referred to as the Dead Sea discontents; the emergence of Reform, Conservative,

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Orthodox and Reconstructionist denominations; the from ancient and contemporary theological, mysti- rise of racial anti-Semitism; mass migration and the cal, liturgical and polemical texts. Occasional fi lms immigrant experience; Jewish political movements and slides. {H} 4 credits including Zionism and socialism; Nazi genocide. Vera Shevzov Attention throughout to women’s, family and gender Offered Spring 2005 roles; tradition and renewal in major thinkers and religious movements; and the interplay of history Islamic Traditions and memory. {H} 4 credits Lois Dubin 245 The Islamic Tradition Offered Spring 2005 The Islamic religious tradition from its beginnings in 7th-century Arabia through the present day, with 227 Judaism/Feminism/Women’s Spirituality particular emphasis on the formative period (A.D. An introduction to major works and issues in the 600–1000) and on modern efforts at reinterpreta- contemporary feminist reconstruction of Juda- tion. Topics include Muhammad and the Qur’an, ism. Examines the possibilities for new relations prophetic tradition, sacred Law, ritual, sectarian- to the Jewish tradition through recovery of Jewish ism, mysticism, dogmatic theology and popular women’s history and experience, critique and rein- practices. Emphasis on the ways Muslims in differ- terpretation of classical texts and changing concep- ent times and places have constructed and recon- tions of God, community, ritual and sexuality. structed the tradition for themselves. {H} 4 credits {H/S} 4 credits Daniel Brown Lois Dubin Offered Fall 2004 Offered Fall 2004 250/HST 209 (C) Aspects of Middle Eastern History Christian Traditions Topic: Islam in the 21st Century: Readings in 231 Colloquium: Christianity and Culture I Islamic Fundamentalism and Liberalism. An (30–1000) exploration of thinkers and ideas that have shaped Topic: Sexuality, Asceticism and Redemption the intellectual environment of contemporary Is- in Early Christianity. The early Christian Church lam. The course will trace the history of the most from its New Testament beginnings to its establish- important ideas and trends in contemporary Islam- ment as the offi cial religion of the Empire. Addi- ic thought, beginning with their roots in the great tional emphasis on the development of the Bible, classics of the Islamic tradition by Ibn Khaldun, ecclesiastical authority, creeds and councils, mar- al-Ghazali and Ibn Taymiyya. Close reading of the tyrdom, monasticism, and such factors as heresy most important modern Muslim thinkers, includ- and persecution. Classic texts such as Augustine’s ing Muhammad Abduh, Muhammad Iqbal, Sayyid Confessions, major theologians and the beginnings Qutb, Ali Shariati, Fazlur Rahman and Mohammed of medieval Christianity. Arkoun. 4 credits Occasional fi lms. {H/L} 4 credits Daniel Brown Karl Donfried Offered Spring 2005 Offered Fall 2004 Buddhist Traditions 236 Eastern Christianity An introduction to the history, theology and spiritu- 260 Buddhist Thought ality of Eastern Orthodoxy, with a special emphasis Enduring patterns of Buddhist thought concerning on the Byzantine, Syriac and Russian traditions. the interpretations of self, world, nature, good and Points of tension with Catholicism and Protestant- evil, love, wisdom, time and enlightenment as re- ism; rise of national churches; icons and rituals; vealed in a careful reading of two major Mahayana desert fathers and mothers and the development of texts. Enrollment limited to 35. {H} 4 credits the culture of the spiritual elder. Eastern Christian- Peter N. Gregory ity in America will also be considered. Readings Offered Fall 2004

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266 Colloquium: Buddhist Studies 301 Seminar: Philosophy of Religion Topic: Buddhism in America. This course will Topic: The Catholic Philosophical Tradition. Faith survey various forms of Buddhism in America and and reason, tradition and modernism, worship their history, from the middle of the 19th century to and the intellectual life, and the metaphysics of the present. Topics to include Japanese American redemption according to major Catholic thinkers. Buddhist pioneers; Buddhist and Western thought; Readings from Augustine, Anselm, Aquinas, Pascal, World Parliament of Religions (1893); Buddhist John Henry Newman, G.K. Chesterton, Simone Weil, Churches of America (Jodo Shinshu); Zen and the Karol Wojtyla (Pope John Paul II) and others. {H} Beats; Soka Gakkai; Chinese Buddhism in America; 4 credits. Insight Meditation Movement; Buddhism of the Carol Zaleski New Immigrants; “Tibetan” Buddhism, etc. Enroll- Offered Fall 2004 ment limited to 20. {H} 4 credits Peter N. Gregory 335 Seminar: Topics in Christianity and Offered Spring 2005 Culture Topic: Christianity and Visual Culture. 270 Japanese Buddhism: Ancient Japan Christians through the ages have had an ambivalent through the 19th Century relationship with images, sometimes embracing The development of Buddhism and other religious them in profound expressions of piety and at other traditions in Japan from prehistory through the times decrying their use in the name of divine pro- 19th century. Topics include doctrinal develop- hibitions against idolatry. This seminar examines ment, church/state relations and the diffusion of the history of Christian thinking about art (Eastern religious values in Japanese culture, particularly Christian, Roman Catholic and Protestant), the in the aesthetic realm (literature, gardens, tea, the vocation of the Christian artist, as well as the devo- martial arts, etc.). {H} 4 credits tional uses of art from late antiquity to the present. Jamie Hubbard {H} 4 credits Offered Fall 2004 Vera Shevzov Offered Spring 2005 South Asian Traditions 360 Seminar: Problems in Buddhist 282 Violence and Nonviolence in Religious Philosophy Traditions of South Asia Topic: The Life and Thought of Dogen. Explores What are the implications of a nonviolent moral- the ways in which the treatment of some of the per- ity? When are war and sacriﬁ ce not murder? This during problems in Buddhist philosophy is shaped course considers the rhetoric and phenomena of by their historical context, by examining the life violence and nonviolence in a variety of religious and thought of the medieval Japanese Zen thinker traditions in South Asia, both modern and premod- Dogen (1200–1253). {H} 4 credits ern. Particular emphasis on the ethical and social Peter N. Gregory consequences of these practices and the politics of Offered Spring 2005 the discourse that surrounds them. Texts and ﬁ lms concerning Hinduism, Buddhism, Jainism, Sikh- 400 Special Studies ism, Christianity and Islam. (E) {H} 4 credits By permission of the department, normally for Andy Rotman senior majors who have had four semester courses Offered Spring 2005 above the introductory level. 2 to 4 credits Offered both semesters each year

300-Level Courses 408d Special Studies By permission of the department, normally for Prerequisites as speciﬁ ed. senior majors who have had four semester courses above the introductory level. 8 credits Full-year course; Offered each year

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Requirements for majors Language Courses 12 semester courses, two of which, at the recommendation of the adviser, may be related courses in Credit is not granted for the fi rst semester only of other departments. Each major’s course program an introductory language course. must meet the following requirements. No course may be counted twice toward the fulfi llment of the Note: A reading knowledge of foreign languages, requirements. both modern and classical, is highly desirable and is especially recommended for those students 1. Breadth planning a major or minor in the area of religious Fulfi lled normally by taking two courses: a 200- studies. level course in a monotheistic tradition and a 200-level course in a non-monotheistic tradi- Students who take the introductory courses in Latin tion. 105 (Introduction to World Religions) may or Greek in the classics department, or Hebrew in be taken in place of one of these two courses. the Jewish Studies Program, will receive credit for 2. Depth these toward their religion major upon completion At least one course from each of the following of an advanced course in religious texts (REL 295, four groups, of which at least three will nor- 296, 297). Similar arrangements can be made for mally be taken in the department other languages (for example, Arabic, Chinese, Note: course numbers as they were listed prior Sanskrit). Students interested in pursuing directed to 2004–05 are in parentheses: reading courses at an advanced level in a particular a. textual interpretation: 210, 215 (220) language should contact department members. b. critical and systematic refl ection: 205 (263), 206 (260) ARA 100y Elementary Arabic c. non-monotheistic traditions: 260 (272), A yearlong course that introduces the basics of 263, 275 (270), 276 (271) Modern Standard Arabic, also known as Classical d. monotheistic traditions: 221 (235), 223, Arabic. It begins with a coverage of the alphabet, 224, 231 (230), 233 (232), 234 (240), then develops vocabulary for everyday use and 238 (242), 245 (275). provides essential communicative skills relating 3. Every major must take 200 (201) (Approaches to real-life and task-oriented situations (queries to the Study of Religion). about personal well-being, family, work, and tell- 4. Every major must take at least one seminar ing the time). The course combines a profi ciency originating in the department. and content-based approach that stresses reading, 5. Courses counting toward the major may not be writing as well as speaking skills. Students are also taken S/U. introduced to using an Arabic dictionary. {F} 8 credits Two courses outside the department upon con- Mohammed Jiyad sultation with the adviser, may be counted toward Full-year course the major. Offered Fall 2004, Spring 2005 Examples include: ANT 233 Anthropology of Religion ARH 220 Relics, Reliquaries, and Pilgrimage The Major ARH 228 Islamic Art and Architecture ARH 230 Early Medieval Art Advisers: Karl Donfried, Lois Dubin, Peter N. CLS 227 Classical Mythology Gregory, Jamie Hubbard, Joel Kaminsky, Andy Rot- HST 218 Thought and Art in China man, Vera Shevzov, Carol Zaleski HST 224 Early Medieval World HST 225 The Making of the Medieval World Adviser for Off-Campus Study: Lois Dubin JUD 187 Text and Tradition: Jewish Civilization Through the Ages

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PHI 126 History of Medieval Philosophy PHI 252 Buddhist Philosophy Graduate Adviser: Lois Dubin

The Minor 580 Advanced Studies 4 credits Advisers: Same as for the major. Offered both semesters each year Requirements for minors 590 Research and Thesis 1. 5 semester courses. At least one course must be 4 or 8 credits drawn from each of the following four groups. Offered both semesters each year No course may be counted twice toward the fulfi llment of the requirements. 590d Research and Thesis Note: course numbers as they were listed prior 8 credits to 2004–05 are in parentheses. Full-year course; Offered each year a. textual interpretation: 210, 215 (220) b. critical and systematic refl ection: 205 Admission to graduate study in religion will nor- (263), 206 (260) mally be restricted to those qualifi ed applicants c. non-monotheistic traditions: 260 (272), whose personal circumstances preclude their ap- 263, 275 (270), 276 (271) plication to regular graduate programs elsewhere. d. monotheistic traditions: 221 (235), 223, In addition to the eight courses and thesis required 224, 231 (230), 233 (232), by college rules for the master’s degree, the depart- 234 (240), 238 (242), 245 (275). ment may require a course or courses to make up for defi ciencies it fi nds in the general background 2. Courses counting toward the minor may not be of a candidate. Candidates must demonstrate a taken S/U. working knowledge of at least one of the languages (other than English) used by the primary sources in their fi eld. Courses taken to acquire such profi - Honors ciency will be in addition to the eight required for the degree. An oral examination on the completed Director: Lois Dubin thesis is expected. 430d Thesis 8 credits Full-year course; Offered each year

431 Thesis 8 credits Offered each Fall

Requirements: same as for the major and a thesis, normally written in both semesters of the senior year (430d), with an oral examination on the thesis. In special cases, the thesis may be written in the ﬁ rst semester of the senior year (431).

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Senior Lecturer **2 Maria Nemcová Banerjee, Ph.D., Chair Catherine Woronzoff-Dashkoff, A.B. *2 Alexander Woronzoff-Dashkoff, Ph.D. Lecturer Galina Aksenova

338 Seminar in Language and Literature A. Language Advanced study of a major Russian literary text. {L/F} 4 credits Credit is not granted for the ﬁ rst semester only of an introductory language course. Topic: Tolstoy’s Anna Karenina Discussion, conversation, oral reports, papers. 100y Elementary Russian Prerequisite: 332 or permission of the instructor. Four class hours and laboratory. {F} 8 credits Catherine Woronzoff-Dashkoff Catherine Woronzoff-Dashkoff Offered Spring 2005 Full-year course; Offered each year Topic: Readings of Pushkin 220y Intermediate Russian Discussion, conversation, oral reports, papers. General grammar review. Selections from Russian Prerequisite: 332 or permission of the instructor. texts, not exclusively literary. Prerequisite: 100y or Catherine Woronzoff-Dashkoff {F} the equivalent. 8 credits Offered Spring 2006 Alexander Woronzoff-Dashkoff Full-year course; Offered each year Topic: Mikhail Bulgakov’s Master and Margarita Discussion, conversation, oral reports, papers. 331 Advanced Russian Prerequisite: 332 or permission of the instructor. Readings and discussion of texts taken from clas- {L/F} 4 credits sical and Soviet literature, as well as current jour- Catherine Woronzoff-Dashkoff nals. Intensive practice in writing. Prerequisite: 220 Offered Fall 2004 or permission of the instructor. {F} 4 credits Topic: Russian Fairy Tales Catherine Woronzoff-Dashkoff Prerequisite: 332 or permission of the instructor. Offered Fall 2004 Catherine Woronzoff-Dashkoff Offered Fall 2005 332 Advanced Russian A continuation of 331. Extensive translation of current material from Russian to English, and intensive practice in writing. Prerequisite: 331. {F} B. Literature 4 credits 126 Readings in 19th-Century Russian Catherine Woronzoff-Dashkoff Literature Offered Spring 2005 Topic: Alienation and the Search for Identity. A study of the individual’s struggle for self-deﬁ nition

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in society: from the superﬂ uous man, through the short weekly assignments and a ﬁ nal paper. {L/A} underground man, to the role of women. Emphasis 4 credits on the social, political and ideological context of Galina Aksenova the works considered. Authors treated include Offered Fall 2004 Pushkin, Lermontov, Gogol, Goncharov, Turgenev, Tolstoy, Dostoevsky and Chekhov. In translation. {L} 239 Major Russian Writers 4 credits {L} 4 credits Maria Banerjee Offered Fall 2004 Women’s Memoirs and Autobiographical Writ- ings in Russia 127 Readings in 20th-Century Russian A study of Russian culture, history and literature Literature through outstanding examples of women’s autobio- Topic: Literature and Revolution. The theme of graphical writings from the 18th to the 20th cen- revolution as a central concern of Soviet litera- turies. The course will focus on issues of gender, ture. Authors treated include Gorky, Bely, Blok, class, race, and disguise, among others. Authors Mayakovsky, Pilnyak, Zamiatin, Gladkov, Babel, to include Ekaterina Dashkova, Nadezhda Durova, Sholokhov, Pasternak, Solzhenitsyn. In translation. Marina Tsvetaeva, Evgeniia Ginzburg and Yelena {L} 4 credits Khanga. {L} 4 credits Alexander Woronzoff-Dashkoff Alexander Woronzoff-Dashkoff Offered Spring 2005 Offered Fall 2004

235 Dostoevsky Russia Between East and West A close reading of all the major literary works by The course examines the riddle of Russia’s identity Dostoevsky, with special attention to the philosophi- and destiny as it appears in the distorting mir- cal, religious and political issues that inform Dos- ror of Gogol’s Dead Souls and in Tolstoy’s War toevsky’s search for a defi nition of Russia’s spiritual and Peace. The underlying debate between the and cultural identity. In translation. {L} 4 credits Westernizers and Slavophils will be illustrated by Offered in 2005–06 polemical writings of Chaadaev, Aksakov, Herzen and Dostoevsky. In the 20th century the arguments 237 The Heroine in Russian Literature from The are reshaped in the crucible of the Revolution, as Primary Chronicle to Turgenev’s On the Eve exemplifi ed in the Berdiaev’s The Origins of Rus- Examination of the changing portrayal of the exem- sian Communism and Trotsky’s Literature and plary female identity and destiny and the attendant Revolution. Readings from the Soviet period will literary conventions in some of the major texts include literary texts by Solzhenitsyn and philo- of the following periods: medieval (Kievan and sophical refl ections by dissident thinkers from Muscovite), classical (18th century) and the age of Russia and Eastern Europe. {L} 4 credits romantic realism. In translation. {L} WI 4 credits Maria Banerjee Offered in 2005–06 Offered Spring 2005

238 Russian Cinema Topic: Leo Tolstoy’s Anna Karenina in World Cross-Listed Courses Cinema. The course will explore Leo Tolstoy’s Anna Karenina and the novel’s interpretations in CLT 305 The Philosophical Novel world cinema. Students will watch and analyze This course charts the evolution of the theme of rea- nine cinematic adaptations of the great novel made son and its limits in the European novel of the mod- in different countries (Russia, USA, France, UK) ern era. Beginning with an examination of humanist and at different historical periods: from silent assumptions about the value of reason in Rabelais, cinema of the beginning of the 20th century to the the course will focus on the Central European novel contemporary screen versions. Students will write of the 20th century, the age of “terminal paradoxes.” Texts will include Dostoevsky’s Notes from the Un-

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derground, Kafka’s The Trial, Musil’s Man without Basis: 220y, 126 and 127. Qualities, and Kundera’s The Joke, The Farewell Party and The Unbearable Lightness of Being. Required courses: 331 and 332 and one semester of 338 and two of the following: 234, 235, 236, GLT 292 Western Classics in Translation, from 237, 238, 239, CLT 223, CLT 305, GLT 292. Chrétien de Troyes to Tolstoy Chrétien de Troyes’s Yvain; Shakespeare’s Antony One required seminar: 340, 346, HST 340, REL and Cleopatra; Cervantes’ Don Quixote; Lafay- 336. ette’s The Princesse of Clèves; Goethe’s Faust; Tolstoy’s War and Peace. Prerequisite: GLT 291. Strongly recommended: HST 239, HST 240, and HST 293. {L} WI 4 credits Maria Banerjee Offered Spring 2005 Russian Civilization JUD 261 The Same or Other: Images of Jews Advisers: Members of the department in Russian Cinema Basis: 220y A century of Russian-Jewish intellectual dialogue on the silver screen, from the offi cial anti-Semitism Required courses: 331 and 332 and two of the of the imperial state through the revolutionary and following: 126, 127, 234, 235, 237, 238, 239, CLT Soviet eras to Russia today. Weekly screening of 223, CLT 305, GLT 292 and three of the following: fi lms from the 1910s to the present highlighting ECO 209, GOV 222, HST 239, HST 240, HST 247, the Jew and Jewishness. The powerful, complex, HST 293, REL 236. controversial and often tragic fusion of Russian and Jewish identities as presented in cross-cultural One required seminar: 340, 346, HST 340, REL artifacts. {L/A} 4 credits 336. Galina Aksenova Strongly recommended: 338 Offered Fall 2004 404 Special Studies By permission of the department, for majors who Honors have had four semester courses above the introductory level. 4 credits Director: Maria Nemcová Banerjee Offered both semesters each year 431 Thesis 408d Special Studies 8 credits By permission of the department, for majors who Full-year course; Offered each year have had four semester courses above the introductory level. Russian Literature 8 credits Full-year course; Offered each year Basis: same as for Russian literature major. Required courses: same as for Russian literature major. In addition, a thesis written in the fi rst se- The Majors mester of the senior year. Adviser for Study Abroad: Alexander Woronzoff- Russian Civilization Dashkoff Basis: same as for Russian civilization major. Russian Literature Required courses: same as for Russian civilization Advisers: Members of the department major. In addition, a thesis written in the fi rst semester of the senior year.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 281281 77/21/04/21/04 11:01:2211:01:22 AMAM 350 Science Courses for Beginning Students

Visiting faculty and some lecturers are generally appointed for a limited term.

Courses at the introductory or intermediate level CHM 100 The World Around Us that do not count toward the major are numbered CHM 108 Environmental Chemistry 100–109 and 200–209. CHM 111 Chemistry I: General Chemistry

Introductory science courses that serve as the basis CSC 102 How the Internet Works of the major usually are numbered 111 (and 112 CSC 103 How Computer Work if they continue into a second semester). Physics CSC 104 Issues in Artiﬁ cial Intelligence offers basis courses for students with differing CSC 105 Interactive Web Documents backgrounds. Hence, after consulting with a faculty CSC 111 Computer Science I member, beginning students may choose between CSC 112 Computer Science II two physics courses PHY 115 and 116. Students with AP credit should consult with individual de- GEO 105 Natural Disasters: Understanding and partments about advanced placement. Coping GEO 106 Global Change Through Time Of the following courses, most have no prerequi- GEO 108 Oceanography: An Introduction to the sites. Read the course descriptions for complete Marine Environment information. GEO 109 The Environment GEO 111 Introduction to Earth Processes and AST 100 A Survey of the Universe History AST 102 Sky I: Time FYS 134 Geology in the Field AST 103 Sky II: Telescopes AST 110 Exploring the Universe IDP 208 Women’s Medical Issues AST 111 Introduction to Astronomy AST 113 Telescopes and Techniques MTH 107 Statistical Thinking AST 215 History of Astronomy PHY 105 Principles of Physics: Seven Ideas that BIO 101 Modern Biology for the Concerned Shook the Universe Citizen PHY 106 The Cosmic Onion: From Quantum BIO 102 Human Genetics World to the Universe BIO 104 Human Biology PHY 107 Musical Sound BIO 111 Molecules, Cells and Systems PHY 108 Optics is Light Work BIO 112 Exploring Biological Diversity PHY 115 General Physics I BIO 202 Landscape Plants and Issues PHY 116 General Physics II BIO 204 Horticulture PHY 117 Advanced General Physics BIO 205 Horticulture Laboratory BIO 258 Conservation Biology Colloquium PSY 111 Physiology of Behavior

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 282282 77/21/04/21/04 11:01:2311:01:23 AMAM 351 Sociology

Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Ginetta Candelario, Ph.D. (Sociology and Latin Myron Peretz Glazer, Ph.D. American Studies) §1 Richard Fantasia, Ph.D. *1 Leslie King, Ph.D.

Associate Professors Visiting Assistant Professor Patricia Y. Miller, Ph.D. Paul Lopes †2 Nancy Whittier, Ph.D., Chair Marc Steinberg, Ph.D. Lecturers Alice Julier, Ph.D. Assistant Professors Kimberly Lyons, M.A. **2 Elizabeth Wheatley, Ph.D.

The prerequisite for all sociology courses is 101a 202 Methods of Social Research or b, or permission of the instructor. All 300-level An introduction to the logic and methods of courses require the permission of the instructor. quantitative research and a practicum designed to develop skill in survey design and techniques. 101 Introduction to Sociology Topics include: questionnaire construction, sample For fi rst-year students and sophomores; juniors and design, data analysis, causation, and explanatory seniors with permission of the course director. Per- research. Prerequisite: 201. {S/M} 4 credits spectives on society, culture and social interaction. Patricia Miller Topics include the self, emotions, culture, commu- Offered Spring 2005, Spring 2006 nity, class, ethnicity, family, sex roles, deviance and 203 Qualitative Methods economy. Colloquium format. {S} 4 credits An introduction to qualitative methods and a pract- Patricia Miller, Director icum in the collection of interview material. The Patricia Miller, Alice Julier, Kimberly Lyons, My- personal, ethical and political aspects of fi eld work ron Glazer, Fall 2004 and participant-observation will be emphasized. Marc Steinberg, Alice Julier, Paul Lopes, Spring Prerequisite: 201. {S} 4 credits 2005 Alice Julier, Spring 2005 Offered both semesters each year To be announced, Spring 2006 Offered Spring 2005, Spring 2006 201 Evaluating Information An introduction to statistical and other strategies 210 Deviant Behavior for summarizing and evaluating sociological data. An exploration of theories of deviance, research Topics include descriptive statistics, probability studies, and literature and fi lm aimed at under- theory, correlation, presentation and assessment of standing origins of and responses to mental illness, research fi ndings, deduction and induction, error drug abuse, rape and other crimes against women, and bias, confi dence. {M} 4 credits white collar crime, corporate and governmental Nancy Whittier deviance, crime and juvenile delinquency, homosex- Offered Fall 2004, Fall 2005 uality and homophobia, and rebellion. {S} 4 credits Patricia Miller Offered Fall 2004, Fall 2005

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212 Class and Society 216 Social Movements An introduction to classical and contemporary This course provides an in-depth examination of approaches to class relations, status and social major sociological theories of collective action and inequality. Topics include Marxian and Weberian social movements. Emphasis will be placed on the analysis, social mobility, class consciousness, class analysis of social movement dynamics including reproduction and the place of race and gender in recruitment and mobilization, strategies and tactic, the class order. {S} 4 credits and movement outcomes. The empirical emphasis Alice Julier, Fall 2004 will be on modern American social movements Richard Fantasia, Fall 2006 including student protest, feminist, civil rights and Offered Fall 2004, Fall 2006 sexual identity movements. {S} 4 credits Marc Steinberg 213 Ethnic Minorities in America Offered Spring 2005 The sociology of a multiracial and ethnically diverse society. Comparative examinations of several 218 Urban Sociology American groups and subcultures. {S} 4 credits A study of the sociological dimensions of urban Ginetta Candelario life. Main areas of inquiry: the processes of urban Offered Spring 2005, Spring 2006 change; the city as a locus of various social relationships and cultural forms; urban poverty and 214 Sociology of Hispanic Caribbean social confl ict; homelessness; and strategies for Communities in the United States urban revitalization. {S} 4 credits This service learning course surveys social science To be announced, Spring 2005 research, literary texts and fi lm media on Cuban, Richard Fantasia, Fall 2005 Dominican and Puerto Rican communities in the Offered Fall 2005 United States. Historic and contemporary causes and contexts of (im)migration, settlement patterns, 219 Medical Sociology labor market experiences, demographic profi les, In this course, we will draw on sociological and identity formations and cultural expressions will interdisciplinary frameworks to examine features be considered. Special attention will be paid to of the structural organization of medical care; the both inter- and intra-group diversity, particularly social construction, production and distribution of along the lines of race, gender, sexuality and class. disease; the culture of medicine; and the experience Students are required to dedicate four (4) hours of illness. In this process, we will consider medicine per week to a local community-based organization. as a social institution and profession, as well as {S} 4 credits the wider social relations that infl uence health and Ginetta Candelario shape the experience of illness. {S} 4 credits Offered Fall 2004, Fall 2005 Elizabeth Wheatley Offered Fall 2004, Fall 2005 215 The Sociology of Crime Critical analyses of sociological theories of crime 220 The Sociology of Culture and the social construction of criminality, with Drawing upon a variety of sociological perspec- empirical emphasis on institutional approaches to tives and analytical methods, this course considers crime control. Various social forces infl uencing the the place of culture in social life and examines its construction and application of criminal defi nitions socially constituted character. Culture, treated as a in society will be explored. Particular attention will set of distinctive practices, as symbolic representa- be paid to theories of crime and to the political tion and as a domain of creative expression, will dimensions of crime control in the United States. be viewed contextually, in specifi c social, historical Prerequisite: 101. (E) {S} 4 credits and institutional locations. The course will consid- Kimberly Lyons er such matters as the relationship between culture Offered Spring 2005, Spring 2006 and social inequality, culture and social change, the commoditization of cultural goods, global cultural markets and the complex processes by which

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cultural forms are used, appropriated and trans- ence and discursive production that exerts devas- formed by social groups. {S} 4 credits tating material effects in local and global contexts. Paul Lopes, Fall 2004 Our readings include perspectives from sociology, Richard Fantasia, Fall 2005 cultural studies, political economy, social history, Offered Fall 2004, Fall 2005 anthropology, history of science and public health. Course readings, lectures and discussions will em- 222 Blackness in America phasize the following themes: AIDS “knowledge”: This course will comparatively examine the African biomedical and cultural representations; experi- experience in both Central and South American encing AIDS: patients’ and doctors’ accounts; AIDS and Caribbean contexts, historically and contem- science: visions and revisions; mobilizing commu- porarily. A relative consideration of the impact of nities: problems and prospects; AIDS activism and these various hemispheric race ideologies will be social change; AIDS risk: behavioral, cultural and undertaken. Enrollment limited to 20. Prerequi- structural Perspectives; AIDS in local and global sites: SOC 101 required; LAS 100 or AAS 117 help- contexts. (E) {S} 4 credits ful. {S} 4 credits Elizabeth Wheatley Ginetta Candelario Offered Spring 2005, Spring 2006 Offered Spring 2006 250 Theories of Society 229 Sex and Gender in American Society Critical analysis and application of “classical” An examination of the ways in which the social theories of society focused chiefl y on the works of system creates, maintains, and reproduces gender Marx, Weber and Durkheim (and their feminist dichotomies with specifi c attention to the sig- and African-American contemporaries), with em- nifi cance of gender in interaction, culture, and a phasis on their theories of societal development number of institutional contexts including work, and social change, stratifi cation, social structure, politics, families and sexuality. {S} 4 credits group confl ict and consequences of capitalism for Nancy Whittier, Spring 2005 modern societies. Enrollment limited to 40 with To be announced, Spring 2006 majors and minors having priority. {S} 4 credits Offered Spring 2005, Spring 2006 Marc Steinberg Offered Fall 2004, Fall 2005 232 World Population This course will introduce students to environmen- 310 Seminar: The Sociology of Courageous tal, economic, feminist and nationalist perspectives Behavior: Gender, Community and the on population growth and decline. We will examine Individual current population trends and processes (fertility, The application of theory and research in contem- mortality and migration) and consider the social, porary sociology, with particular emphasis on the political, economic and environmental implica- study of loss, adversity and courageous response. tions of those trends. The course will also provide Case studies include the analysis of ordinary people an overview of various sources of demographic and extraordinary evil, women’s involvement in the data as well as basic demographic methods. Cross- struggle to locate the disappeared in Argentina and listed with Environmental Science and Policy. {S} elsewhere, dissidents to the oppressive Communist 4 credits society in Czechoslovakia, resistance in concentra- Leslie King tion camps and ghettos and rescuers of Jews dur- Offered Spring 2005, Fall 2005 ing the European Holocaust. Women’s memoirs will serve as a major source. Admission by permis- 249 AIDS and Society sion of the instructor. {S} 4 credits In this course we will draw on sociological and Myron Glazer interdisciplinary frameworks to examine AIDS as a Offered Fall 2004 social, cultural and political phenomenon. We will consider AIDS as a biomedical entity, illness experi-

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311 Seminar: Contemporary Sociological 320 Special Topics in the Sociology of Culture Theory 4 credits A comparative analysis of the wide variety of para- The Sociology of Rock and Pop Music digms in contemporary social theory. These exami- This seminar will survey studies of rock and pop nations will be topic-based focusing on such issues music from theoretical perspectives in the sociol- as gender, race, power, class, self, post-modernity, ogy of culture and cultural studies. The course will culture, social change, ideology and conscious- concentrate on analyses of rock and pop music ness. Topics will be chosen in consultation with from the last three decades. We will fi rst take an participants. Paradigms will include cultural and overview of theories of culture that inform many radical feminism, neo-Marxism, poststructuralism, recent studies. Topics covered will include the role phenomenology, neo-functionalism, rational choice of music in everyday life, the political economy of and other perspectives. Each unit will focus on how production, cultural control and resistance, youth several such perspectives inform our understand- cultures and local scenes, gender, race and the role ing of the topic in question. Prerequisite: 250a or of music in politics and protest. Writing require- permission of the instructor. {S} 4 credits Marc Steinberg ments will include weekly reading critiques and a Offered Spring 2007 fi nal research paper. Priority will be given to senior majors and those who have taken Soc. 220. {S} 4 314 Seminar in Latina/o Identity credits Topic: Latina/o Racial Identities in the United Marc Steinberg States. This seminar will explore theories of race Offered Fall 2004 and ethnicity, and the manner in which those theo- Sociology of the Arts ries have been confronted, challenged and/or as- Sociological perspectives on the arts in society, simulated by Latina/os in the United States. Special with particular attention to the fi ne arts (primar- attention will be paid to the relationship of Latina/ ily painting), to literature, and to theatre, among os to the white/black dichotomy. A particular con- other forms of cultural expression. Theories of the cern throughout the course will be the theoretical place of art in society, the social context of artistic and empirical relationship between Latina/o racial, production and the social production of the artist, national, class, gender and sexual identities. Stu- as well as sociological perspectives on the chang- dents will be expected to engage in extensive and ing nature of arts institutions and audiences, and intensive critical reading and discussion of course the social position and aesthetic disposition of the texts. 4 credits Ginetta Candelario artist. Prerequisite: SOC 220, permission of the {S/A} Offered Fall 2004, Spring 2007 instructor. 4 credits Richard Fantasia 315 Seminar: The Body in Society Offered Spring 2006 In this seminar we will draw on sociological and 323 Seminar: Gender and Social Change interdisciplinary perspectives to consider features Theory and research on the construction of and of the social construction, regulation, control and change in gender categories in the United States, experience of the body. Through diverse theoretical with particular attention to social movements that frameworks, we will view the body both as a prod- seek to change gender defi nitions and stratifi ca- uct of discourses (such as medical knowledge and tion, including both feminist and anti-feminist practice, media representations and institutional movements. Theoretical frameworks are drawn regimens), and as an agent of social activities and from feminist theory and social movement theory. interactions in daily life. We will consider the sa- Readings examine historical shifts in gender rela- lience of bodies in constituting identities, relation- tions and norms, changing defi nitions of gender in ships and differences; as bases for inequalities and contemporary everyday life and politicized strug- forms of suffering; and as sites of resistance and gles over gender defi nitions. Themes throughout struggles for change. {S} 4 credits Elizabeth Wheatley the course include the social construction of both Offered Spring 2005, Spring 2006 femininity and masculinity, the intersection of race,

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class and sexual orientation with gender, and the one seminar at Smith during the senior year—ei- growth of a politics of identity. Case studies include ther SOC 310, [311], 314, 315, 320, 323, and 332. feminist, lesbian and gay, right-wing, self help, anti- Majors should consult with their advisers about the abortion, and pro-choice movements. {S} 4 credits list of recommended courses approved by the de- Nancy Whittier partment before selecting courses in related ﬁ elds Offered Spring 2005 for major credit. Majors are strongly urged to take 201 and 250 in their sophomore or junior year. 332 Environment and Society Normally, majors may not take 201, 202, 203 or This seminar will explore the relationship between 250 on a satisfactory/unsatisfactory basis. people and their natural environments. Using sociological theories, we will examine how environmental issues are constructed and how they are The Minor in Sociology contested. In examining a series of particular environmental problems, we will consider how social, Advisers: Ginetta Candelario, Richard Fantasia, political and economic structures are related to Myron Glazer, Leslie King, Patricia Miller, Marc environmental degradation. Steinberg, Elizabeth Wheatley, Nancy Whittier. Cross-listed with Environmental Science and Policy. {S} 4 credits Requirements: 101, 201 and 250, three addi- Leslie King tional courses at the 200 or 300 level. Offered Spring 2005 Honors General Courses Director: Marc W. Steinberg 404 Special Studies By permission of the department, for junior and Basis: same as for the major. senior majors. 4 credits 430d Thesis Offered both semesters each year 8 credits Full-year course; Offered each year 408d Special Studies 8 credits 431 Thesis Full-year course; Offered each year 8 credits Offered each Fall

The Major in Sociology 432d Thesis 12 credits Advisers: Ginetta Candelario, Richard Fantasia, Full-year course; Offered each year Myron Glazer, Leslie King, Patricia Miller, Marc Steinberg, Elizabeth Wheatley, Nancy Whittier Requirements: 10 semester courses beyond the introductory course (SOC 101): Adviser for Study Abroad: Marc Steinberg 1. 250, 201, either 202 or 203, four courses at the 200 or 300 level, and a senior seminar most Basis: 101. appropriate to the thesis research; 2. a thesis (430, 432) written during two semes- Requirements: 10 semester courses beyond the ters; or a thesis (431) written during one se- introductory course (SOC 101): 250, 201, either mester; 202 or 203, four courses at the 200 or 300 level, 3. an oral examination on the thesis. two additional courses either in sociology or, with approval of the major adviser, in related ﬁ elds, and

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580 Special Studies Such subjects as advanced theory, social organization and disorganization, culture contacts, problems of scientiﬁ c methodology. 4 credits Offered both semesters each year

590 Research and Thesis 4 or 8 credits Offered both semesters each year

590d Research and Thesis 4 or 8 credits Full-year course; Offered each year

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Lecturers Nancy Saporta Sternbach, Ph.D. (Spanish and Silvia Berger, Ph.D. Portuguese and Women’s Studies) Phoebe Ann Porter, Ph.D. Patricia González, Ph.D. Associate Professors Ana López-Sánchez, M.A. †1 Marina Kaplan, Ph.D. (Spanish and Portuguese Hugo Viera, Ph.D. and Latin American Studies) Molly Falsetti, M.A. †2 María Estela Harretche, Ph.D. Malcolm McNee, Ph.D. Reyes Lázaro, Ph.D., Chair Eva Juarros Daussa, Ph.D.

Assistant Professors Teaching Assistants Michelle Joffroy, Ph.D. Mercedes Valle, Ph.D. †1 Marguerite Itamar Harrison, Ph.D. Karina Bautista Carolina Castellanos-Gonella Visiting Assistant Professor Molly Monet-Viera, Ph.D. Fernando Castanedo, Ph.D.

Senior Lecturer *1 Nicomedes Suárez Araúz, Ph.D.

The department has two abbreviations for the lan- with the Program for Mexican Culture and Society guage and culture of three broad areas of study: for Study Abroad in Puebla, Mexico, and with POR (Portuguese-speaking world) and SPN Brown in Brazil for Study Abroad in Rio de Janeiro. (Spain and Spanish America). Many other programs in Latin America and Spain All courses are taught in Spanish or Portuguese are also approved for study abroad. unless otherwise indicated. Students with prior Those intending to spend a junior year or Spanish language experience must take the place- semester abroad in a Spanish or Portuguese-speak- ment test. ing country should consult the advisers for study Approved courses on Latina/o literature, CLT, abroad. LAS, WST are cross-listed after POR and SPN. Prerequisite for 300-level courses is SPN 250 The department strongly encourages students or 251 or 260 or 261 or permission of the instruc- to spend a semester or a year studying abroad in tor. A student may repeat a course when the topic a Spanish- or Portuguese-speaking country. In is different. recent years, some 40–50 students have benefi ted NOTE: Maximum enrollment in all language from this experience, profi ting from the total cul- course sections is 18 students unless otherwise tural immersion and the wide array of specialized indicated. Also, please note that the pass/fail option courses offered in institutions of higher learning in is normally not granted for language classes. nine different countries. Credit is not granted for the fi rst semester only The Department has offi cial affi liations with of a yearlong language course. PRESHCO, for Study Abroad in Córdoba, Spain,

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POR 215 Advanced Conversation and Portuguese and Brazilian Composition This course will focus on developing skills in both Studies spoken and written Portuguese and is designed for POR 100y Elementary Portuguese students who have already mastered the fundamen- A one-year elementary course in spoken and writ- tals of grammar. Topics for compositions, class dis- ten Brazilian Portuguese. Emphasis fi rst semester cussions, and oral reports will be based on short will be on development of oral profi ciency and literary texts as well as articles from the media, acquisition of reading and writing skills. Second fi lms and music. Prerequisite: POR125 or POR200 semester will also include the use of music and or permission of the instructor. {F} 4 credits. videos to improve listening comprehension, as well Malcolm McNee as readings and discussion of short texts by mod- Offered Spring 2005, Spring 2006 ern writers of the Portuguese-speaking world from Brazil, Portugal, Angola, Mozambique, Cabe Verde. POR 221 Topics in Portuguese and Brazilian {F} 8 credits Literature and Culture Malcolm McNee (2004–05) Envisioning “Lusofonia:” A Focus on Film from Marguerite Itamar Harrison (2005–06) the Portuguese-Speaking World. Full-year course (with a one-semester option This course will introduce the intertwined histories for Smith Spanish majors only) and diverse cultures of Portuguese-speaking com- Offered each year munities spread across three continents through a survey of fi lms from Brazil, Cape Verde, Guiné- POR 125 Elementary Portuguese for Spanish Bissau, Mozambique and Portugal. We will discuss Speakers through these fi lms questions of colonialism and A one-semester introduction to Brazilian Portu- post-colonialism, cultural contact and confl ict, guese designed for speakers of Spanish, aimed at and the historical and contemporary contours of a basic profi ciency in all four language modalities: Lusophone, or Portuguese-language, globalization. listening, speaking, reading and writing. Classes Films will include: Manoel de Oliveira’s “Non, ou will be in Portuguese and students’ individual a vã glória de mandar” (1990); Carla Camurati’s knowledge of Spanish will support the accelerated “Carlota Joaquina, Princesa do Brasil” (1995); pace of the course, with contrastive approaches to Anselmo Duarte’s “O pagador de promessas” pronunciation and grammar. The course will also (1962); Flora Gomes’ “Nha Fala” (2002); and provide an introduction to aspects of the cultures Francisco Manso’s “O testamento” (1998), among of Brazil, Portugal and Portuguese-speaking Africa, others. {L/F} 4 credits with discussion of authentic audio-visual materials Malcolm McNee and short texts. Prerequisite: SPN 220 or its equiva- Offered Spring 2005 lent. {F} 4 credits Malcolm McNee Brazil x Five: A Journey Through Its Multicultural Offered Fall 2004, Fall 2005 Regions. This course will examine Brazil from the stand- POR 200 Intermediate Portuguese point of its regional diversity, from which the This course will serve as a comprehensive grammar country’s cultural richness is drawn. We will study review. In addition to a grammar textbook, we will works of literature, visual culture, music and culi- be using several other sources to stimulate class nary history, in order to discuss Brazil’s regional, discussion, as well as to improve reading compre- economic and racial differences, for the purpose of hension, writing skills and vocabulary-building in analyzing its identity as a multidimensional nation. Portuguese: short stories by writers from the Portu- Moreover, because of the country’s size and geo- guese-speaking world, music and fi lm. Prerequisite: graphical location, students interested in compara- 100y or its equivalent. {F} 4 credits tive studies within Latin America will have a chance Malcolm McNee to look at each of Brazil’s regions in relation to its Offered Fall 2004

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closest South American and Caribbean neighbors. materials will be used on a weekly basis. 5 contact {L/F} 4 credits hours (3 regular class hours and 2 discussion Marguerite Itamar Harrison hours) plus lab work at the Center for Foreign Lan- Offered Spring 2006 guages and Cultures (CFLAC). Priority will be given to fi rst- and second-year students. When registering POR 380/SPN 380 Advanced Literary Studies for this course, students must choose a discussion Topic: Translating Poetry. A close reading and section. {F} 12 credits translation to English of major poets from Spanish Director: Hugo Viera America, Spain, Brazil, Portugal and Portuguese- Carolina Castellanos-Gonella, Patricia González, speaking Africa. Hands-on practice of translation, Hugo Viera, Fall 2004 with some theory. The fi rst half of the course will Fernando Castanedo, Nicomedes Suárez Araúz, be a group exploration of often-translated poets: Hugo Viera, Spring 2005 Neruda, Lorca, Pessoa, Drummond de Andrade, Full year course; Offered each year Cecília Meireles and others; the second half will allow for independent work on a favorite poet which SPN 120 Intermediate Spanish will be part of a fi nal course compilation. Visits An intensive low intermediate course. Five contact from local poet-translators; attendance at poetry hours plus lab work at CFLAC. Prerequisite: at readings required. Prerequisites: a good command least one year of elementary Spanish. SPN 120 is of Spanish or Portuguese and a background in designed to solidify the skills that students have Spanish/Spanish American or Portuguese-Brazilian acquired in basic language courses. All areas of literatures. An interest in creative writing desirable. language acquisition—reading, writing, listening Discussion in English. {L/F} 4 credits and comprehension and oral profi ciency—will be Charles Cutler equally stressed. However, special attention will be Offered Spring 2005 given to grammatical structures and oral communication. {F} 6 credits POR 381 Seminar in Portuguese and Brazilian Director: Ana López-Sánchez Studies Eva Juarros, Ana López-Sánchez, Patricia Topic to be announced. González, Fall 2004 Malcolm McNee Molly Falsetti, Spring 2004 Offered Fall 2005 Offered both semesters each year

POR 400 Special Studies in Portuguese and SPN 125 Spanish for Heritage Speakers Brazilian Literature This course is designed for the speaker of Spanish By permission of the department, normally for who has learned fl uency and pronunciation at home senior majors. 1–4 credits but who lacks formal training in the language. Open Offered both semesters each year to any “heritage” student, regardless of her current level of Spanish. The course includes the following components: use of students’ existing linguistic Spanish Language, skills, reading from contemporary and classic texts from Spain and Latin America, a review of grammar Literature and Culture from the perspective of a heritage speaker (syllabifi - Credit is not normally granted for the fi rst semester cation, accentuation, comprehensive review of verb only of a yearlong language course. tenses), intensive writing (description, dialogue, exposition, critique, vocabulary enhancement), ex- SPN 112y Accelerated Elementary Spanish posure to videos and recordings from Latin America An accelerated introduction to Spanish aimed at and Spain, and commentary on contemporary is- basic profi ciency, emphasizing the acquisition of sues relevant to Spanish speakers of the Americas. the following skills: listening, speaking, reading Enrollment limited to 20. {F} 4 credits and writing; in addition, the course will provide Michelle Joffroy an introduction to Hispanic culture. Audio-visual Offered Spring 2005

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SPN 200 Grammar, Composition and Reading A study of two societies (Spain and Argentina) at a Comprehensive grammar review through practice critical moment in their histories. We will examine in writing and class discussion. Discussion, com- at least two different responses to their respective positions and oral reports based on Spanish and returns to democracy through plays depicting the Latin American cultural texts. Prerequisite: SPN traumatic past of dictatorship and the renewed 112y, 120 or the equivalent. {F} 4 credits challenges of daily life. Through reading texts that Director: Molly Falsetti vary from tragedy to farce by Gambaro, Pavlovsky, Silvia Berger, Phoebe Porter, Fall 2004 Goldenberg, de Santos, Cabal, Pedrero and Desola, Molly Falsetti, Spring 2005 among others, we will discuss repression, state- Offered both semesters each year terrorism, delinquency and the reciprocal roles SPN 220 Intermediate Conversation and of victim and oppressor. The class will include Composition training in methodologies of acting and, to end the course, some of the texts will be staged in Spanish. Intensive oral and written work on cultural topics Prerequisites: SPN 200 or above. No previous act- and issues related to the Spanish-speaking world. ing experience required. {L/F} 4 credits Special emphasis on development of comprehen- María Estela Harretche sion skills and pronunciation through the use of Offered Fall 2004 interactive video and computer-assisted instruction and fi lms. Students are required to spend at least Topic: A Transatlantic Search for Identity one hour per week in CFLAC. Prerequisite: SPN A quest for the self and its relation to otherness 120, 200 or the equivalent. {F} 4 credits through a one-poem per class approach. Read- Nancy Saporta Sternbach, Hugo Viera, Patricia ings in modern and contemporary works by poets González, Fall 2004 from both sides of the ocean, complemented by the Patricia González, Hugo Viera, María Estela Har- study of related music and visual art. We will exam- retche, Spring 2005 ine the consequences of political exile as a journey Offered both semesters each year to the unknown (Jiménez, Cernuda, Cortázar, Ner- uda, Alberti), as well as the voluntary exile of the artist in search of a new aesthetic identity (Darío, Interterm Classes Lorca, Vallejo). Special attention will be given to SPN 218j Speaking Spanish in Context the problems of subjectivity, gender and sexuality, as poets searched within themselves: Agustini, This semi-immersion course focuses on the analy- Storni, Parra and Pizarnik, four women. Students sis and reproduction of conversational strategies will have the option of composing an original poem and the speech acts of everyday life in Spanish. Us- to supplement their fi nal grade. Prerequisite: SPN ing as a basis authentic discourse from contempo- 200 or equivalent. {L/F} 4 credits rary fi lm and Spanish-language television, students María Estela Harretche will practice language appropriately according to Offered Spring 2006 context. Activities will include role playing, script writing and debating. The course will also empha- SPN 240 From Page to Stage size how language relates to culture through gram- Topic: From Magic Realism to the End of the matical expression. Prerequisite: SPN 120 or SPN Utopias. In this course we will read works by 200. Admission by interview with instructor during Juan Rulfo and Gabriel García Márquez, two of preregistration week. Enrollment limited to 14. (E) the greatest Latin American writers of the 20th {F} 4 credits century, the masters of Magic Realism. In Rulfo, Ana López-Sanchez the magic takes wing by way of a refi ned poetic Offered Interterm 2005 style. In García Márquez, the absence of verisimili- SPN 230 Topics in Latin American and tude and the absurd are the fundamentals of the Peninsular Literature discourse. Comparative analysis of texts, research Topic: From Euphoria to Disenchantment: The into the historical and cultural contexts of both Return to Democracy on Stage. authors and their work, and the application of actor-training methodologies will bring stories from

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page to stage for a fi nal presentation in Spanish. “realist fi ctions” such as these, we will explore both Performance strategies will be utilized during the how contemporary Spanish cinema positions itself course to deepen understanding of the texts and with respect to Spanish society and how these fi lms enhance foreign language skills. Prerequisites: SPN reformulate the terms “real” and “realism.” This 220 or equivalent. No previous acting experience course is taught in Spanish. It offers ample op- required. Enrollment limited to 18. {L/F} 4 credits portunities to develop oral and written expression María Estela Harretche in the language, through discussion, presentations, Offered Spring 2005 fi lm-reviews, a mid-term paper and a short video project. Requirements: SPN 220 or above, or per- SPN 241 Culturas de España mission of the instructor. {A/F/L} 4 credits A study of the Spain of today through a look at its Reyes Lázaro past in history, art, fi lm and popular culture. The Offered Spring 2005 course focuses on Spain’s complex multiculturalism, from the past relations among Jews, and SPN 246 Topics in Latin American Literature Christians and Muslims to its present ethnic and {L/F} 4 credits linguistic diversity. Highly recommended for those considering JYA in Spain. Also recommended for Section 1: Negotiating the Borderlands: Text, those students looking for a transitional course to Film, Music the upper-level, and looking forward to an environ- This course will explore a variety of representations ment in which oral and written communication of the United States–Mexico border, as constructed are privileged. A satisfactory command of Spanish by writers, fi lmmakers and musicians from the is required (SPN 220 or above, or the permission borderlands. Of particular interest will be the ways of the instructor). Not open for students returning in which representations of this specifi c region from JYA in Spain. {L/F} 4 credits have changed historically, politically and culturally Fernando Castanedo as the border has become more and more a factor Offered Fall 2004 in both U.S. and Mexican cultural discourses. We will examine such questions as: What is the border? SPN 244 Advanced Composition Where does it begin/end? How does language affect A course intended to develop writing skills with representation? How have different mediums been emphasis on the practice of various types of writ- employed to express the variety of experiences ing: formal letter writing; description, narration contained in the borderlands? Who represents the and analysis of events; analysis of literary texts; border, and how? Course materials primarily in research paper writing. It includes a general gram- Spanish. Prerequisite: SPN 220 or above. mar review as an integral part of the process of Michelle Joffroy composition. Prerequisite: suffi cient profi ciency in Offered Fall 2004 Spanish. Enrollment limited to 15. {F} 4 credits Silvia Berger, Fall 2004 Section 2: Modern Amazonian Literature Ana López-Sánchez and Silvia Berger, Spring A study of Amazonian literature since the 1860s 2005 from the Spanish-speaking countries that compose Offered both semesters each year the Amazon’s Basin: Bolivia, Columbia, Ecuador, Perú and Venezuela. Some literature of Brazil’s SPN 245 Topics in Latin American and Amazonia, in Spanish translation, will also be in- Peninsular Literature cluded for the purpose of contextualization and to Topic: Spanish Film as Visual Narrative. The rep- complete the Pan-Amazonian vision. We will read resentation of reality in contemporary Spanish cine- representative works of the development of Amazo- ma has produced a variety of documentaries which nian literature from a Eurocentric regional litera- emphasize the fi ctional aspects of their production. ture to a new construction of Amazonian literary At the same time, many contemporary Spanish fi c- identity. Thus, it will include traditionally excluded tional fi lms display a clear will to document reality. indigenous oral texts, in Spanish versions. Works, By analyzing both “fi ctional documentaries” and among others, by José Eustasio Rivera, Raul Otero

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Reiche, Germán Lequerica, Julio de la Vega, Pedro culture. Readings will include the Poema de mio Shimose, César Calvo, Ana Varela and classic indig- Cid, Milagros de Nuestra Señora, the Libro de enous texts. Prerequisite: SPN 220 or above. {L/F} buen amor, El conde Lucanor, selections of the Nicomedes Suárez Araúz Romancero and La Celestina. Visual materials will Offered Spring 2005 be used extensively as well. {L/F} 4 credits Fernando Castanedo Section 3: Literary Constructions of Afro-Cuban Offered Fall 2004, Fall 2005 Identity This course addresses issues related to the Afro-Cu- SPN 251 Survey of Modern Spanish Narrative ban world in literature, history and culture through An introduction to major Spanish authors from the writings of Lydia Cabrera, Fernando Ortiz and the late 18th century to the present. We will read Alejo Carpentier, the testimonies of Miguel Barnet a selection of different forms of poetry and prose and the poetry of Nicolás Guillén. Special attention fi ction exemplary of the periods of romanticism, will be given to “offi cial” mulatto identity declared realism, modernism and postmodernism. Works by the Cuban State after 1959 and black participa- will be analyzed in relation to the artistic, political, tion in cultural life. Exploration of the Regla de ideological and historical transformations that have Ocha religion and its infl uence on Afro-Cuban ritu- shaped contemporary Spain and its unique national al theater today will be studied, as well as plays by literature. Of particular interest to us will be the Eugenio Hernández, Gerardo Fulleda and Alberto analysis of the authors’ engagement with social and Pedro. Prequisite: SPN 220 or above. {L/F} political issues of the times, such as women’s roles Patricia González in society; the ideology of domesticity; questions Offered Spring 2005 of social and religion transgressions; the Spanish Civil War and discourses of violence, family, mas- Section 4: Life Stories by Latin American Jewish culinity and national identity; post-war traumatic Writers memories; and political and social freedom in This course will study 20th-century poetry, short post-Franco Spain. Readings will include: novels by stories, essays and novels by Jewish writers of Rosalía de Castro, Gustavo Adolfo Bécquer, Benito Spanish America. Beginning with early immigrant Pérez, Galdós, Leopoldo Alas (Clarín), Camilo writers, we will explore how recent authors portray José Cela, Emilia Pardo Bazán, Ana Maria Matute, issues of identity and belonging. Special attention Miguel Delibes and Carmen Laforet. Film adapta- will be given to the social context of works and to tions of various novels and other visual materials, literary movements as ideological constructs. Pre- such as documentaries and videos will be used as requisites: SPN 220 or above. {L/F} well. {L/F} 4 credits Silvia Berger Phoebe Porter Offered Spring 2006 Offered Spring 2005, Spring 2006

SPN 250 Survey of Medieval Spanish SPN 260 Survey of Latin American Literature I Literature A historical perspective of Latin American literature An introduction to major works of pre-modern as an expression of the cultural development of the Spanish literature through the 15th century. Stu- continent within the framework of its political and dents will read a selection of poetry, prose and economic dependence, from the colonial period drama that coincides with the rise of Castilian until the present time. {L/F} 4 credits culture from a tribe on the margins of Europe and Michelle Joffroy, Fall 2004 Islam to the fi rst modern nation state. Questions of Marina Kaplan, Fall 2005 national identity, race, class, sexuality and gender Offered Fall 2004, Fall 2005 will fi gure prominently. Particular attention will be paid to the representation of confl icts between SPN 261 Survey of Latin American Literature II Christianity and Islam and the construction and A study of the development of genres and periods depiction of otherness (women, Jews and Mus- in Latin American literature. Special attention will lims) by the dominant male Christian Castilian be given to the relationship between the evolution

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of literary forms and social context. Some topics languages, landscapes and rhythms. Experiencing to be explored include literary periods and move- it, we ourselves will participate, through autobi- ments as ideological constructs, and the Latin ographies, correspondence, diaries and fi lms, American adaptation of European models. {L/F} in their exiled perplexity. The contrasts will lead 4 credits us also to compare early 20th-century Madrid to Silvia Berger, Spring 2005 Spain’s other cities and locales and to ask as well Marina Kaplan, Spring 2006 how “European” was Spain at this time. How did it Offered Spring 2005, Spring 2006 picture Latin America? Did the transatlantic cultural link go beyond a common language? Works by SPN 365 Novela Española contemporánea Rafael Alberti, Luis Cernuda, Concha Méndez, Rosa Topic: Immigration and Representation in Spain Chacel and María Zambrano, among others. {F/L} (Film, Fiction and Essay). Immigrants as authors 4 credits and motifs in 20th- and 21st-century Spain. Why is María Estela Harretche the Orpheus myth a dominant metaphor to repre- Offered Fall 2004 sent current immigration in the Iberian Peninsula? How does history affect this representation? Who SPN 370 Literary Genres in Latin America represents whom? Are contemporary immigrants Topic: Dislocations of Culture. This course from North Africa, Latin America and Eastern explores the interrelation between cultural, socio- Europe represented differently than the Spaniards political and aesthetic issues in the discourses of who emigrated to Germany, Switzerland and France contemporary literary and cultural production in in the fi fties? Do immigrant writers challenge of- Latin American. Emphasis will be placed on the fi cial literary and social histories? This course analysis of “hierarchies of culture” embedded in addresses these questions, as well as theoretical the privileging of particular forms of production issues concerning the specifi city of fi ctional rep- over others. The course will focus on the critical resentation. Texts include documentaries, feature process of “locating culture” as a series of vibrant fi lms, journalistic articles, short stories, poems and dialogues that take place between and among songs by Juan Goytisolo, Beatriz Díaz, Andrés Sorel, diverse modes of cultural production, including Nieves García Benito, Abou Azzedin,Víctor Omgbá, performance, visual narrative and literature. Works Ignacio del Moral, Inongo ví Makome, Jerónimo by Carmen Boullosa, Diamela Eltit, Gustavo Saenz, López Mozo, Rachid Nini, Roberto Bodegas, Helena Manuel Puig and María Navarro will be included in Taberna, Icíar Bollain, Alain Techiné and Llorenç the course. {L/F} 4 credits Soler. {L/F} 4 credits Michelle Joffroy Reyes Lázaro Offered Spring 2005 Offered Spring 2005 SPN 371 Latin American Literature in a SPN 366 20th-Century Spanish Poetry Regional Context Topic: Rewriting the Spanish Civil War: A Journey Topic: Interrogating the Common/place: The to Exile. The search for identity has always been Southern Cone. This course will concentrate on part of the human condition. Wars have been too. recent writings of Chile, Argentina and Uruguay. In this course, we will follow the itinerary of 20th- Written after the social utopias and the violence of century women and men during the Spanish Civil the seventies, the texts to be read experiment with War, both in Spain itself and in foreign exile. We new forms of storytelling outside the dominant will explore this path through the poetic word, an systems of representation. They refuse the graven X-ray of the sensible, or, perhaps better, a tool to image out of honesty—the gods are dead—and express the ineffable; and we will see changes that resist single identity. They allow silence or internal took place in the philosophic, political and artistic difference, the other within, to destabilize their own worlds of the exiled poets. These writers, who col- ground. What kind of reading do these texts solicit? lectively may be viewed as a “dislocated society,” This is what the course will explore. Possible mate- a society in crisis, will expose us to a different rial: we will briefl y refer to revolution through es- “architecture of reality,” one of new horizons, says and fi lms on Eva Perón, Che Guevara and the

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fall of Salvador Allende, in order to study works of book selection, interactive pedagogical exercises fi ction by Diamela Eltit, Christina Peri Rossi, Tu- within the classroom setting, use of authentic nuna Mercado. Some theoretical selections on the materials, multimedia teaching resources, gram- situation of literature today will help us frame our matical presentations, and dramatic enactments of readings. {L/F} 4 credits teaching situations. This course is ideal for students Offered Fall 2005 seeking certifi cation in the teaching of Spanish. Prerequisite: one Spanish course at the 300 level. Central America: Texts, Films, Music {F} 4 credits This course charts the artistic experience in Central Ana López-Sánchez America from the fi rst Mayan texts (Popol Vuh), Offered Fall 2004 to the revolutionary poetry of the Sandistas, to the eerie magnetic prose of Miguel Angel Asturias. SPN 400 Special Studies in Spanish and Indigenous struggles; poetry workshops for the Spanish American Literature masses; political and social justice; resistance to By permission of the department, normally for class, gender and racial oppression will be studied senior majors. 1 to 4 credits through primary texts, both visual and print. There Offered both semesters each year will be screenings of several fi lms and attention to the New song Movement as it was manifested in Central America. Readings include: Rigoberta Cross-Listed Courses Menchú and the controversy surrounding her, Gio- CLT 268 Latina and Latin American Women conda Belli, Rubén Darío, Miguel Angel Asturias, Writers Claribel Alegría, Ernesto Cardenal and others. Nancy Saporta Sternbach {F/L} 4 credits Nancy Saporta Sternbach CLT 282 Parody and Madness in Don Quixote Offered Fall 2004 Fernando Castanedo SPN 380/POR 380 Advanced Literary Studies CLT 352 The Don Juan Theme Topic: Translating Poetry. A close reading and Reyes Lázaro translation to English of major poets from Spanish America, Spain, Brazil, Portugal and Portuguese- LAS 301 Transculturation and Subaltern speaking Africa. Hands-on, practice of translation, Studies with some theory. The fi rst half of the course will Marina Kaplan be a group exploration of often-translated poets: LAS 301 Contemporary Latina Playwrights Neruda, Lorca, Pessoa, Drummond de Andrade, and Performers Cecília Meireles and others; the second half will al- Nancy Saporta Sternbach low for independent work on a favorite poet which will be part of a fi nal course compilation. Visits from local poet-translators; attendance at poetry The Majors readings required. Prerequisites: a good command of Spanish or Portuguese and a background in Majors, as well as nonmajors interested in gaining Spanish/Spanish American or Portuguese-Brazilian intensive linguistic and cultural profi ciency, are literatures. An interest in creative writing desirable. strongly encouraged to go abroad for one semester Discussion in English. {L/F} 4 credits or one year. The following preparation is recom- Charles Cutler mended for students who intend to major in Span- Offered Spring 2005 ish: courses in classics, either in the original or in translation; courses in other European literatures SPN 481 Teaching of Spanish and history; a reading knowledge of another for- This course is designed for the advanced student or eign language. CLT 300 is strongly recommended major who wishes to consider a career in teaching for graduating seniors. Spanish. It is an intensive methods course which Teacher Certifi cation: A major in Spanish and includes theories of second-language acquisition, fi ve courses in education will certify students to syllabus design and preparation, criteria for text- teach in Massachusetts.

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The S/U grading option is not allowed for Latin American Area Studies Major courses counting toward the majors. The S/U option is normally not available for courses SPN 220 For students interested not only in literature, but and below. in such ﬁ elds as anthropology, art, economics, 300-level courses that are the basis for the government, history and sociology. See Interdepart- majors are normally to be taken at Smith College mental Major and Minor in Latin American Studies. during the senior year.

Advisers for the Spanish Major: Members of the The Minors department Advisers: Members of the department

Adviser for the Portuguese-Brazilian Studies Major: Malcolm McNee Spanish Minor Requirements: Five semester courses in Spanish Advisers for Study Abroad above the 100-level. A maximum of two can be For students interested in going to Spain: Ana language courses. López Sánchez; for students interested in going to Spanish America: Michelle Joffroy; and for students Portuguese-Brazilian Studies Minor interested in going to Brazil: Malcolm McNee. Requirements: POR 100y, POR 200 and either Major in Spanish POR 220 or POR 221. Two other semester courses related to the Portuguese-speaking world, one of Ten semester courses. Two core courses (any which must be at the 300-level. Courses to be se- combination of SPN 250/251/260/261). Ad- lected from literature, history (especially 260 and vanced Composition (SPN 244), one semester 261), Afro-American studies, anthropology, art, of Introductory Portuguese (POR 100)*, two dance, music, economics and government. 300-level courses taken during the senior year. Of the remaining four courses, two may be Spanish Latin American Area Studies Minor language courses 200 and above, Portuguese 200 or above; one course may be taught in English. See Interdepartmental Major and Minor in Latin Cross-listed courses can count at the 200 level if at American Studies. least one-third of the work is done in Spanish and Portuguese. For students who study abroad their junior year, credit will be granted at the 200 level. Honors *All majors are encouraged to take a full year of Director: Nancy Saporta Sternbach Portuguese, but will be required to take one semester. 430d Thesis 8 credits Portuguese-Brazilian Studies Major Full-year course; Offered each year Requirements: POR 100y, POR 200 and either 431 Thesis POR 220 or POR 221. Five other semester courses 8 credits related to the Portuguese-speaking world, one Offered each Fall of which must be at the 300-level. Courses to be selected from literature and language, history (especially 260 and 261), Afro-American studies, Spanish and Latin American anthropology, art, dance, music, economics and Literature government. Requirements: Same as those of the Spanish major. A thesis, normally to be written during the ﬁ rst semester of the senior year. An examination on the thesis.

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Visiting faculty and some lecturers are generally appointed for a limited term.

Professors Associate Professors *2 Leonard Berkman, D.F.A. Ellen W. Kaplan, M.F.A. Catherine H. Smith, M.F.A. †2 Paul Zimet, B.A., Chair †1 John D. Hellweg, Ph.D. §2 Kiki Gounaridou, Ph.D. Andrea Hairston, M.A. (Theatre and Afro-American Studies) Lecturers Nan Zhang, M.F.A. Edward Check, M.F.A.

100 The Art of Theatre Design discussion. {L/H/A} 4 credits The course is designed to explore the nature of Kiki Gounaridou design, in theatre and the visual arts. Students will Offered Fall 2004 study the elements of set, costume, lighting and sound design while looking at the work of some 199 Theatre History and Culture: 18th of the most inﬂ uential designers, past and present. Century to the Present Especially designed for those with a limited back- This course will survey the history of theatre, dra- ground in theatre, it will involve discussions about ma, design and performance from the 18th century assigned plays and projects, as appropriate to the to the present. The focus will be on the theatres of topic. It is open to all students but particularly rec- Europe and the United States and their relationship ommended for ﬁ rst-year students and sophomores. to their respective cultures during the 18th, 19th, Enrollment limited to 15. {A} 4 credits and 20th centuries. Non-Western issues in regard Edward Check to Asian, African, Australian and South American Offered Spring 2005 theatres will also be discussed. Lectures and discussions will be complemented by video screenings 198 Theatre History and Culture: Ancient of recent productions of some of the plays under Greece to English Restoration discussion. {L/H/A} 4 credits This course will survey the history of theatre, Kiki Gounaridou drama, design and performance from Ancient Offered Spring 2005 Greece to the 17th century. The focus will be on the theatres of Europe and their relationship to their respective cultures during the Ancient Greek A. History, Literature, and Roman periods, the Middle Ages, Italian Renaissance, Elizabethan and Jacobean England, Criticism Spanish Golden Age, French Neoclassicism and English Restoration. Non-Western issues in regards 213 American Theatre and Drama to Asian, African, Australian and South American A survey of theatre history and practices, as well theatres will also be discussed. Lectures and dis- as dramatic literature, theories and criticism, cussions will be complemented by video screenings and their relationship to the cultural, social and of recent productions of some of the plays under political environment of the United States from the beginning of colonial to contemporary theatre.

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Lectures, discussions and presentations will be wrights to be studied include later Brecht, Camus, complemented by video screenings of recent pro- Sartre, Anouilh, Beckett, Ionesco, Genet, Gombro- ductions of some of the plays under discussion. wicz, Pinter, Duras, Handke, Fo, Havel, Friel, Page, {L/H/A} 4 credits Stoppard and Churchill. Special attention to issues Kiki Gounaridou of gender, class, warfare and other personal/politi- Offered Spring 2005 cal foci. Attendance required at selected performances. {L/H/A} 4 credits 215 Minstrel Shows from Daddy Rice to Big Len Berkman Mama’s House Offered Spring 2005 This course explores the intersection of race, theatre, fi lm and performance in America. We The following advanced courses in history, litera- consider the history and legacy of minstrel shows ture, and criticism may have limited enrollments as from the 1820s to the present. Reading plays by indicated. Alice Childress, Loften Mitchell, Lorraine Hans- berry, Douglas Turner Ward, Ntozake Shange, 319 Shamans, Shapeshifters, and the Magic If George Wolfe, Pearl Cleage, Carlyle Brown and To act, to perform is to speculate with your body. Suzan Lori Parks, we investigate the impact of Theatre is a transformative experience that takes the minstrel performance of blackness on the performer and audience on an extensive journey American imagination. What is the legacy of this in the playground of the imagination beyond the most popular of forms in the current entertain- mundane world. Theatre asks us to be other than ment world? How have monumental works such as ourselves. We can for a time inhabit someone else’s Uncle Tom’s Cabin shaped American performance skin, be shaped by another gender or ethnicity, traditions and identity? How have historical and become part of a past epoch or an alternative time contemporary fi lms incorporated minstrel images and space similar to our own time but that has and performances? How have artists and audiences yet to come. As we enter this ‘imagined’ world we responded to the comedic power of minstrel im- investigate the normative principles of our current ages? Is a contemporary audience entertained in world. This course will investigate the counterfac- the same way by Martin Lawrence as they were by tual, speculative, subjunctive impulse in overtly say Stepin Fetchit? {L/H/A} 4 credits speculative drama and fi lm with a particular focus Andrea Hairston on race and gender. We will examine a range of Offered Fall 2004 African American, African, Caribbean, European and Latin American plays and fi lms. Enrollment 217 Modern European Drama I limited to 20. {L/A} 4 credits The plays, theatres and playwrights of the late 19th Andrea Hairston and early 20th centuries in Europe. From Ibsen, Offered Spring 2005 Strindberg, Shaw, Chekhov, Wedekind and Gorky to the widespread experimentation of the 1920s and earlier avant garde (e.g., Jarry, Artaud, Stein, B. Theory and Performance Witkiewicz, Pirandello, Mayakovsky, Fleisser, early Brecht). Special attention to issues of gender, In the following section: “L” indicates that enroll- class, warfare and other personal/political foci. ment is limited; “P” indicates that permission of Attendance required at selected performances. the instructor is required. Please note: registra- {L/H/A} 4 credits tion without securing permission of the instructor Leonard Berkman where required will not assure course admittance. Offered Fall 2004 141 Acting I 218 Modern European Drama II Introduction to physical, vocal and interpretative Pioneering and infl uential contemporary theatre aspects of performance, with emphasis on creativ- in Europe from the 1930s to the present. The play- ity, concentration and depth of expression. Enroll-

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ment limited to 14. cophone texts (1970–2003), including theatrical {A} 4 credits texts as well as poems, songs, scenes from fi lms Sec. 1: Ellen Kaplan, Fall 2004 and other forms of discourse. By embodying a Sec. 2: Paul Zimet, Fall 2004 variety of roles and entering into dialogue with an Sec. 3: To be announced, Fall 2004 array of characters, students will experiment with Sec. 1: To be announced, Spring 2005 different ways of speaking and using language and Sec. 2: To be announced, Spring 2005 become familiar with the many facets of contempo- Offered Fall 2004, Spring 2005 rary French culture. Our work will culminate with a performance of scenes. In French. Prerequisite: 142 Voice for Actors Intermediate French or above. {L/A/F} 2 credits An introduction to the study of voice, exploring the Fabienne Bullot connections between thought, feeling and vocaliza- Offered Fall 2004 tion through exercises that strengthen and enhance an actor’s (or speaker’s) understanding and com- 242 Acting II mand of vocal expression. Enrollment limited to Acting II offers intensive focus on different, specifi c 15. {A} 4 credits topics pertaining to acting training. THE 242 can To be announced be repeated for credit up to three times provided Offered Fall 2004, Spring 2005 the content is different. Prerequisites: Acting I (THE 141) or its equivalent. Preference for admission to 200 Theatre Production Acting II will be given to students who have com- A laboratory course based on the preparation and pleted Voice for Actors (THE 142) or equivalent performance of department productions. Students vocal training. {A} 4 credits in the fi rst semester of enrollment are assigned to a production run crew. In subsequent semesters of Section 1 enrollment students elect to fulfi ll course require- Topic: Movement for Actors ments from a wide array of production-related An introduction to the study of movement tech- responsibilities. May be taken four times for credit, niques for the theatre, exploring the connections with a maximum of two credits per semester. There between thought, feeling and movement through will be one general meeting on Monday, September exercises that strengthen and enhance an actor’s 13, 2004, at 4:10 p.m. Attendance is mandatory; range and command of physical expression. En- attendance at weekly production meetings for some rollment limited to 12. assignments may be required. Grading for this To be announced course is satisfactory/unsatisfactory. 1 credit Offered Fall 2004 Paul Zimet Offered Fall 2004 Section 2 Topic: Performing Musical Theatre 200 Theatre Production We will explore performing in some of the genres Same description as above. There will be one that make up musical theatre: from cabaret to op- general meeting on Monday, January 24, 2005, at era, musical comedy to “new music-theatre.” For 4:10 p.m. in the Green Room, Theatre Building. actors who want to sing and singers who want to act. Attendance is mandatory; attendance at weekly Prerequisites: Voice for Actors (THE 142), which production meetings for some assignments may be may be taken concurrently with this course, or required. Grading for this course is satisfactory/un- equivalent vocal training. Enrollment limited to 14. satisfactory. 1 credit Paul Zimet Paul Zimet Offered Fall 2004 Offered Spring 2005 252 Set Design I FRN 240 ça parle drölement: French Theatre Topic: Set Designing for the Theatre Workshop The course will develop overall design skills for de- The study and performance of contemporary fran- signing sets for the theatre. After reading assigned

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plays, students will learn how to develop their 262 Writing for the Theatre designs by concentrating on the action of the play. Intermediate and advanced script projects. Visual research, sketches, and basic drafting skills Prerequisite: 261. L and P. {A} 4 credits are some of the areas in which students will learn Sec. 1: Andrea Hairston, Fall 2004 to develop their ideas. Along with teaching artistic Sec. 2: Leonard Berkman, Fall 2004 and technical skills, this course will emphasize the Sec. 1: Leonard Berkman, Spring 2005 importance of collaborating with fellow designers Offered Fall 2004, Spring 2005 when facing design challenges. {A} 4 credits Edward Check 314 Masters and Movement in Performance Offered Fall 2004, Spring 2005 Topic: Creating Collaborative Theatre The class will explore the ways that actors and writ- 253 Lighting Design I ers can collectively create works for the theatre. We This course is designed as an introduction to the will study the examples of contemporary theatre theory and practice of stage lighting design. The companies that have collectively created signifi - class will work on developing sensitivity towards cant new works—including the Open Theater images and environments composed by light; (Joseph Chaikin), The Wooster Group (Elizabeth becoming familiar with the mechanical aspects of LeCompte), Theatre du Soleil (Arianne Mnouch- lighting instrumentation, control systems and safe kine), SITI Company (Anne Bogart), Centre electrical practice; and developing skills in the International de Création (Peter Brook) and The observation, evaluation and execution of lighting Polish Lab Theatre (Jerzy Grotowski). Using the design for theatre through script analysis, design techniques that these companies and others devel- and drafting projects, written responses of theatre oped to generate and shape theatrical material—as productions and production support experiences. well as approaches we will discover in class—we Enrollment limited to 12. {A} 4 credits will together create a new theatre piece. The roles Nan Zhang of actor and writer will be fl uid in this process, so Offered Fall 2004 participants should be interested in both performing and writing. Enrollment limited to 14. {A} 254 Costume Design I Paul Zimet The elements of line, texture, color and gesture, Offered Spring 2005 and their application to design and character delin- eation. Analysis of clothing construction. Research 318 Masters and Movement in Design of clothing styles of various cultures and eras. En- Topic: Lighting Beyond Theatre rollment limited to 15. {A} 4 credits The course will explore the role light plays as a Catherine Smith medium of expression in artistic creations other Offered Fall 2004, Spring 2005 than the performing arts. Attention will be given to fi elds such as architectural lighting, interior design, 261/ENG 291 Writing for the Theatre installation, exhibition design, industrial design, The means and methods of the playwright and the animation and computer games. Students might be writer for television and the cinema. Analysis of expected to participate in the United States Institute the structure and dialogue of a few selected plays. of Theatre Technology (USITT)’s annual confer- Exercises in writing for various media. Plays by ence. Permission of the instructor required. Enroll- students will be considered for staging. L and P ment limited to 12. {A} 4 credits with writing sample required. {A} 4 credits Nan Zhang Sec. 1: Andrea Hairston, Fall 2004 Offered Spring 2005 Sec. 2: Leonard Berkman, Fall 2004 Sec. 1: Leonard Berkman, Spring 2005 344 Directing I Offered Fall 2004, Spring 2005 This course focuses upon interpretative approaches to performance pieces (texts, scores, impro- visations, etc.) and how they may be realized and animated through characterization, composition,

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movement, rhythm and style. Prerequisites: Acting types of scenery. Prerequisite: Set Design I. Enroll- I or its equivalent. Preference for admission to ment limited to 12. {A} 4 credits Directing I will be given to students who have com- Edward Check pleted Voice for Actors (THE 142) or equivalent Offered Fall 2004 vocal training. Enrollment limited to 12. {A} 4 credits 353 Lighting Design II Ellen Kaplan THE 353 is an advanced study in lighting design, Offered Fall 2004, Spring 2005 which further explores the role light plays, and the role lighting designers play in artistic collabora- 345 Directing II tions. The course will pay attention to the different Theoretical and practical aspects of directing for considerations in designing for different genres of the stage. Structural analysis of dramatic texts, with performing arts such as drama, dance and opera. emphasis on articulating a unique vision for a text. The class will be introduced to automated lighting Work on problems of visual composition, rehearsal instruments and computer software such as Light- techniques and development, in collaboration with wright, and will design for the annual Smith College actors and designers, of the inner score of action Spring Dance Concert in the Hallie Flanagan Studio and its physical expression on the stage. Final Theatre. Permission of the instructor required. presentation will be a substantial directing project Enrollment limited to 12. {A} 4 credits (one-act play or equivalent) for the stage. Prereq- Nan Zhang uisites: Directing I (THE 344) or its equivalent, Offered Spring 2005 and permission of the instructor. Preference for admission to Directing II will be given to students 354 Costume Design II who have completed Voice for Actors (THE 142) The integration of the design elements of line, or equivalent vocal training. In addition, Acting II texture, color, gesture and movement into unifi ed (THE 242) and a 200-level design class are strong- production styles. Further study of the history of ly recommended, and may be taken concurrently. clothing, movement in costume, construction tech- Enrollment limited to 4. {A} 4 credits niques and rendering. Production work is required Ellen Kaplan outside of the class meeting time. Prerequisites: Offered Fall 2004, Spring 2005 254 and P. {A} 4 credits Catherine Smith 346 Acting for Directing Offered Spring 2005 Performing in monologues and scenes directed by students in Directing I and II. Requires approxi- 361 Screenwriting mately 2 hours per week for rehearsals outside The means and methods of the writer for televi- of class time. Grading for the course is satisfac- sion and the cinema. Analysis of the structure and tory/unsatisfactory only. Enrollment limited to 12. dialogue of a few selected fi lms. Prerequisite: 261 {A} 2 credits or 262 or permission of the instructor. Enroll- Ellen Kaplan ment limited to 12. Writing sample required. {A} Offered Fall 2004, Spring 2005 4 credits Andrea Hairston 352 Set Design II Offered Spring 2005 Topic: Set Designing for Dance, Musicals and Opera 400 Special Studies This course is a continuation of Set Design I. For qualifi ed juniors and seniors. Admission by Students will look at the advanced challenges in- permission of the instructor and the chair of the volved in designing period plays as well as multiset department. Departmental permission forms re- productions. We will examine the special concerns quired. facing designers of opera as well as musical theatre 1 to 4 credits and dance sets. Students will also learn scene- Offered both semesters each year painting techniques which apply to these different

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a. History, Literature, Criticism; The Major b. Acting, Dance, Choreography, Directing, or Play- writing; and Advisers: Members of the department c. Costume, Lighting, or Scene Design. Adviser for Study Abroad: Ellen Kaplan

Basis: 198 and 199 Honors Director: Leonard Berkman Requirements: ten semester courses, including the following: 430d Thesis 8 credits 1. 198 and 199 as the basis. Full-year course; Offered each year 2. A sampling of three courses from Division A: history, literature, criticism. Courses in other 431 Thesis departments that focus wholly on dramatic lit- 8 credits erature may be counted toward fulﬁ llment of the Offered each Fall history, literature, and criticism requirements for the major. 432d Thesis 3. Three courses from Division B: Theory and 12 credits Performance. These must be chosen as follows: Full-year course; Offered each year one acting or four-credit dance course (141 or a four-credit dance course); one design or Requirements for the degree with honors: technical course (151, 252, 253, or 254); one directing, choreography, or playwriting course 1. Production-linked proposals for the honors (344, 261, or DAN 353). program must be submitted to the department 4. Four semesters (or four credits) of 200. in the semester preceding entrance into the 5. One additional course from either Division A or honors program and no later than March 1 of Division B. the second semester of the junior year. Non- production-linked proposals must be submitted All majors are encouraged to include courses in art to the Director of Theatre Honors no later than and music in their programs as well as dramatic April 4. The department recommends that all literature in any of the language departments. prospective theatre honors students enter the program at the outset of the junior year. 2. Fulﬁ llment of the general requirements of the The Minor major. These, listed above, should be taken as early as possible to allow for seminars and Advisers: Members of the department independent study in the department and in approved related departments during the junior Requirements: six courses and senior years. 3. Completion of honors work will be: Basis: 198 and 199 a. a thesis in literature, aesthetics, critical analyses, or history of any of the theatre arts; or In addition to the basis: one semester course ap- b. a creative project in acting, dance, design, proved by an adviser in each of three of the follow- direction, playwriting, choreography, or ing different divisions plus one four-credit course stagecraft. Performance projects should be sup- of the student’s choice (including, as an option, plemented by production materials (logs, four credits of 200 Theatre Production): directors’ notebooks, etc.) as requested by the department. All creative projects are to be

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supplemented as well by a research paper relat- 515 Advanced Studies in Dramatic Literature, ing the project to its specifi c theatrical context History, Criticism, and Playwriting (historical, thematic, stylistic or other). 4 credits 4. Work for a one-semester thesis or project/paper Members of the department must be done in the fi rst semester of the senior Offered both semesters each year year, and the thesis or component research A. Dramatic Literature paper is due on the fi rst day of the second se- B. Theatre History mester. Work for a two-semester thesis or proj- C. Dramatic Criticism ect/paper must be done during the senior year, D. Playwriting and the thesis or component research paper is due on April 15. 580 Special Studies 5. Two examinations: a general examination in 4 credits the theatre arts and an oral examination in the Members of the department general fi eld of the student’s honors thesis or Offered both semesters each year project/paper. 590d Research and Thesis Production Project 8 credits Graduate Members of the department Full-year course; Offered each year Adviser: Leonard Berkman. 590 Research and Thesis Production Project M.F.A. in Playwriting, please refer to p. 58. 4 credits Members of the department 512 Advanced Studies in Acting, Speech and Offered both semesters each year Movement 4 credits Members of the department Offered both semester each year

513 Advanced Studies in Design 4 credits A. Set Design Edward Check B. Lighting Design Nan Zhang C. Costume Design and Cutting Catherine Smith D. Technical Production To be announced Offered both semesters each year

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Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers **1 Nola Reinhardt, Professor of Economics, **1 Elizabeth Hopkins, Professor of Anthropology, Co-Director Co-Director Gregory White, Associate Professor of Government David Newbury, Professor of History and African Studies

Third World development studies, a multidisci- 253 Introduction to East Asian Societies and plinary social science program, explores the trans- Cultures formation of African, Asian, Latin American and 254 Gender, Media and Culture in India Middle Eastern societies since the 16th century. 340 Seminar: Postcolonial Politics: Identity, Power The program offers the student the opportunity to and Conﬂ ict in the Developing World systematically analyze processes of social, econom- 342 Seminar: Topics in Anthropology: The ic, political and ideological change in these regions Anthropology of Food as they respond to contact with the West. 348 Seminar: Topics in Development: Health in The minor is designed to introduce the par- Africa ticipant to the diverse analytical perspectives of anthropology, economics, history and political Economics science while ensuring that the student has a sustained familiarity with one geographical region. 209 Comparative Economic Systems Requirements: six semester courses with at 211 Economic Development least one but no more than two courses from each 213 The World Food System of the four disciplines participating in the minor. 214 The EU, the Mediterranean and the Middle Two of the courses in the minor must reﬂ ect a re- East gional concentration on Africa, Asia, Latin America 311 Seminar: Topics in Economic Development: or the Middle East. See departmental and program East Asia listings for course prerequisites. Comparable 318 Seminar: Latin American Economics courses at other colleges may be included with the consent of the minor adviser. Government 224 Islam and Politics in the Middle East Anthropology 226 Latin American Political Systems 230 Peoples of Africa: Population and 230 Government and Politics of China Environment Issues 232 Women and Politics in Africa 231 Postcolonial Africa: Contemporary Priorities 233 Problems in Political Development and Challenges 236 Central Africa: Development, 232 Third World Politics: Anthropological Democratization, and Violence Perspectives 237 Colloquium: Politics and the U.S./Mexico 241 Anthropology of Development Border 251 Women and Modernity in East Asia 242 International Political Economy 252 The City and the Countryside in China 248 The Arab-Israeli Dispute 252 International Organizations

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254 Politics of the Global Environment 256 Colloquium: International Migration 321 Seminar: Genocide in Rwanda 322 Seminar: Mexican Politics from 1910 to the Present 323 Seminar in Comparative Government: Warring for Heaven and Earth—Jewish and Muslim Political Activism in the Middle East 344 Seminar on Foreign Policy of the Chinese People’s Republic 347 Seminar: Algeria in the International System 348 Seminar: Conﬂ ict and Cooperation in Asia 349 Seminar: The Political Economy of the Newly Industrializing Countries of Asia History 208 The Shaping of the Modern Middle East 209 Aspects of Middle Eastern History: Islam in the 21st Century 212 China in Transformation, A.D. 700–1900 213 Aspects of East Asian History 256 Introduction to West African History 257 East Africa in the 19th and 20th Centuries 258 History of Central Africa 260 Colonial Latin America, 1492–1821 261 National Latin America, 1821–Present 263 Continuity and Change in Spanish America and Brazil 292 The 19th-Century Crisis in East Asia 298 Decolonization in Africa 299 Ecology and History in Africa 361 Seminar: Problems in the History of Spanish America and Brazil AAS 287 History of Africa to 1900 AAS 370 Seminar: Modern Southern Africa FYS 126 Biography in African History LAS 100 Topics in Latin American and Latino/a Studies LAS 301 Topics in Latin American Studies: Culture and Society in the Andes

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Visiting faculty and some lecturers are generally appointed for a limited term.

Advisers Sam Intrator, Assistant Professor of Education and Martha Ackelsberg, Professor of Government Child Study Randall Bartlett, Professor of Economics, Director Gretchen Schneider, Lecturer in Art §1 Richard Fantasia, Professor of Sociology

The minor in urban studies offers students a Economics chance to study the processes and problems of urbanization from a variety of perspectives. It is 230 Urban Economics designed with enough ﬂ exibility to allow a student to choose among many possible combinations, but Education requires her to experience at least three different disciplinary approaches. 200 Education in the City The minor consists of six courses from the following list but must contain choices from at least Government three different departments or programs. Courses 204 Urban Politics offered at other Five College campuses may be in- Offered Spring 2006 cluded in the minor, with the approval of one of the 311 Seminar in Urban Politics advisers. Offered Fall 2005 Afro-American Studies History 278 The ’60s: A History of Afro-Americans in the 279 (L) The Culture of American Cities United States from 1954 to 1970 Offered Fall 2005 Art Sociology 212 Ancient Cities and Sanctuaries 213 Ethnic Minorities in America 280 Introduction to Architecture, City Planning 218 Urban Sociology and Landscape Design 313 Seminar: America’s People 281 Introduction to Architecture, City Planning Topic: Immigrants and Exiles and Landscape Design Not offered in 2004–05 285 Great Cities 288 Colloquium: Architectural Studies Not offered in 2004–05 386 Topics in Architecture: Stitches and Seams; the Architecture of Edges and Connections 388 Advanced Architecture: Complex Places, Mul- tiple Spaces

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Visiting faculty and some lecturers are generally appointed for a limited term.

Members of the Women’s Studies Program †1 Kimberly Kono, Assistant Professor of East Asian Committee for 2004–05 Languages and Literatures *2 Susan Van Dyne, Professor of Women’s Studies, Gary Lehring, Associate Professor of Government Chair †1 Helen Lefkowitz Horowitz, Professor of American Martha Ackelsberg, Professor of Government and Studies of Women’s Studies **2 Gwendolyn Mink, Professor of Women’s Studies **2 Elisabeth Armstrong, Assistant Professor of †2 Cornelia Pearsall, Associate Professor of English Women’s Studies Language and Literature Ginetta Candelario, Assistant Professor of Sociology †2 Kevin Quashie, Assistant Professor of and Latin American Studies Afro-American Studies **1 Ann Arnett Ferguson, Associate Professor of *2 Margaret Sarkissian, Associate Professor of Music Afro-American Studies and Women’s Studies Marilyn Schuster, Professor of Women’s Studies Ambreen Hai, Assistant Professor of English Christine Shelton, Associate Professor of Exercise Language and Literature and Sport Studies †1 Marguerite Harrison, Assistant Professor of *1 Ruth Solie, Professor of Music Spanish and Portuguese †2 Elizabeth V. Spelman, Professor of Philosophy †1 Alice Hearst, Associate Professor of Government and of Women’s Studies Michelle Joffroy, Assistant Professor of Spanish and Nancy Saporta Sternbach, Professor of Spanish and Portuguese Portuguese and of Women’s Studies Ann R. Jones, Professor of Comparative Literature †2 Nancy Whittier, Associate Professor of Sociology

Director: The chair of the program committee will tersections with race, class, ethnicity, cultures and serve as the director of the major and the minor sexuality. A central premise of our interdisciplinary and will verify completion of the major and the major is that only through multiple academic disci- minor on recommendation of the student’s adviser. plines can the operation of gender, thus conceived, be fully understood. Equally important, by comparing and contrasting the conventions and ideological Goals for the Women’s assumptions of disciplinary frameworks, students acquire a critical understanding of their strengths Studies Major and limits. Our perspective is critical, both of traditional The women’s studies major fosters a feminist, inter- disciplines and of ourselves. On the one hand, by disciplinary, cross-cultural and critical understand- providing more information about women’s lives ing of human experience, cultural production and and work, women’s studies revises existing theories the construction of knowledge. Our perspective is which, despite their claim to universality, are large- feminist: we begin with a focus on women in intel- ly based on men’s experiences. We are self-critical lectual, political and cultural life because women’s because debates within feminist thought and differ- experiences are considered signiﬁ cant in a variety ent political and intellectual perspectives on issues of social and historical contexts. The construction of importance to women are addressed and valued and the meanings of gender are understood, not within our program. in isolation, but as constituted through their in-

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A women’s studies major provides perspectives courses in the concentration in Women, Race throughout the entire curriculum. It enriches more and Culture, one course each on U.S. and inter- traditional disciplinary approaches not simply by national topics. including the study of women and the operation of 4. Three courses concentrating in one of the fol- gender, but by transforming the categories through lowing six concentrations. One of these courses which knowledge is produced and disseminated. must be at the 300 level: a) forms of literary or The academic fi eld of women’s studies is joined to artistic expression {L/A}; b) historical perspec- an understanding of the forms of feminist activism tives {H}; c) forms of political/social/economic around the globe. Research and theory emerges thought/action/organization {S}; d) modes of from these everyday realities and feminist theory, in scientifi c inquiry {S/M}; e) queer studies; or f) turn, informs our analysis and political choices. women, race and culture. The women’s studies major encourages stu- 5. Three WST courses (or 12 credits), one of dents to survey the interdisciplinary and cross-cul- which must be at the 300 level.** tural character of feminist scholarship. In addition, 6. One additional 300-level course, in area of con- students choose a concentration that will either centration or in WST. allow them to gain some specialized knowledge of disciplinary methods or to gain depth in a thematic * WST 100 and 101 together count as one course area. All majors and minors learn to appreciate toward the total required for the major or mi- the importance of race and sexuality in studying nor. gender, and will take at least one course address- ** Courses satisfying this requirement may include ing women, race and culture and one course in the those listed in 1, 2, or 3 above queer studies area. Starting with the class of 2007, majors will be required to take at least one course Transfer students are expected to complete at least each in U.S. and international topics within the half of their major (or fi ve courses) at Smith (or Women, Race and Culture concentration. Finally, approved fi ve college courses). women’s studies encourages students to pursue Students with double majors may count a maxi- advanced work in women’s studies by taking sev- mum of three courses toward both majors. eral courses at the 300 level. The major also asks In the senior year, a student will complete a students to refl ect on the path they choose through statement refl ecting on the connections among the the major and the connections they fi nd among courses in her major, and identifying what ques- their courses by completing a senior statement. tions have been the most important to her. Requirements for the Major Requirements for the The major requires the completion of ten semester Women’s Studies Minor courses, totaling forty (40) credit hours.* These courses shall comprise of WST courses and depart- In consultation with an adviser from the Women’s ment-based courses cross-listed in WST, chosen Studies Program committee, a student will elect six from a list compiled yearly by the Women’s Studies women’s studies courses (or a total of 24 credits). program. All Smith courses accepted for major The courses must include: credit are listed on the WST Web site, www.smith. edu/wst. Requirements include: 1. WST 150, Introduction to Women’s Studies, normally taken in the fi rst or second year, and 1. WST 150: Introduction to Women’s Studies, which may not be elected S/U. normally taken in the fi rst or second year, and 2. One queer sudies course. which may not be elected S/U 3. One Women, Race and Culture course. 2. One queer studies course. (WST 100,* among 4. Three additional WST courses . others, fulfi lls this requirement.) 3. Beginning with the class of 2007, two (2) Minors are strongly encouraged to elect at least one WST course at the 300 level.

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ing and writing assignments. Enrollment limited to Advising 30 students, permission of the instructor required. Recommended for majors, minors and prospective All members of the Women’s Studies Program majors. 4 credits {H/S/L} Committee serve as advisers for the major and mi- To be announced nor in women’s studies. To be arranged

WST 150 Introduction to Women’s Studies Honors An introduction to the interdisciplinary fi eld of women’s studies through a critical examination of A student may honor in women’s studies by com- feminist histories, issues and practices. Focus on pleting an eight-credit two-semester thesis in ad- the United States with some attention to the global dition to the 10 courses in the major and fulfi lling context. Primarily for fi rst- and second-year stu- all the general requirements. Eligibility of students dents. {H/S} 4 credits for honors work, and supervision and evaluation of Elisabeth Armstrong, Marilyn Schuster and Su- the thesis are determined by the Women’s Studies san Van Dyne Program Committee. Offered Spring 2005, Spring 2006 400 Special Studies Further work in women’s studies usually requires For qualifi ed juniors and seniors. Admission by WST 150, Introduction to Women’s Studies, as a permission of the instructor and director of the prerequisite. program. 1 to 4 credits Offered both semesters each year WST 225 Women and the Law This course will examine constitutional interpreta- 430d Thesis tions and statutory innovations affecting women’s 8 credits legal status and gender justice. Using case law as Full-year course; Offered each year our starting point, we will consider the interaction between law and gender relations; the achievements and limitations of women’s rights victories; Approved courses for and the impact of gender-conscious law and legal 2004–05 reform on women of different races, classes, and sexualities. Readings and lectures will focus on WST 100 Issues in Queer Studies legal aspects of the following problems: women’s Section 1 constitutional citizenship; discrimination in the This course introduces students to issues raised by labor market; educational equity; poverty law and and in the emerging interdisciplinary fi eld of queer women’s social rights; and sex/gender violence. studies. Through a series of lectures by Smith fac- {S} 4 credits ulty members and invited guests, students will learn Gwendolyn Mink about subject areas, methodological issues and Offered Spring 2005 resources in queer studies. May not be repeated for credit. Offered for 2 credits, graded satisfac- WST 235 Youth Culture and Gender tory/unsatisfactory only. {H/S/L} This course examines the corporate sales pitch to To be announced young consumers as well as low-budget cultural To be arranged productions to ask what constitutes “youth culture” in the United States. We will discuss a wide Section 2 range of mainstream and subcultural material for This course combines the lectures of WST 100 with and by American youth, from movies and music to a weekly discussion meeting. Students will pursue body politics, Riot Grrls and DIY (do it yourself) the topics in greater depth through additional read- publications. We will explore their additions to (and transformations of) national, regional and local

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conversations about gender and feminism in the analysis and arguments in their political, social and United States today. Enrollment limited to 16. Ex- historical context. Enrollment limited to 20. Pre- tensive knowledge about editing and fi lming is not requisites: WST 150 and one other women’s studies required. (E) {A/S} 4 credits course. Permission of the instructor required. Elisabeth Armstrong {H/S} 4 credits Not offered during 2004–05 Elisabeth Armstrong Offered Fall 2004 WST 240 Global Women, Feminized Work Advertisements for Madison Avenue fashions gloss WST 260 The Cultural Work of Memoir over the necessary labor of picking cotton and This course will explore how life-writing intersects sewing cloth. Similarly, the women who wear the with subject formation through several aspects of clothes have scant knowledge of the people who difference, such as gender, ethnicity, race, national- make them. This course pulls the thread of profi t ity and sexuality. How do individuals from groups that connects disparate places and far-fl ung people marked as socially subordinate or non-normative in the global assembly line. As women take the use life-writing to claim a right to write? The course frontlines of cheapened work, they develop new uses life-writing narratives, published in the United methods of resistance and hone old means of sur- States over roughly the last 30 years, to explore vival. This course relies upon intensive research the relationships between politicized identities, projects alongside historical, sociological, oral and communities, and social movements. The course written narratives to examine gender and work in attends both to the forms and the consequences of economies of slavery, colonialism and multina- life-writing and examines the status of fi rst-person tional capitalism. {H/S} 4 credits narratives within the fi eld of women’s studies, and Elisabeth Armstrong the cultural/political work that life narratives might Offered Fall 2004 do as they are produced, circulated and consumed. Students also practice writing autobiographically. WST 245 Poverty Law and Social Policy in the Prerequisites: WST 150, and a literature course. United States {L/H} 4 credits This course will examine the development of the Susan Van Dyne U.S. welfare state in light of its gendered and racial- Offered Spring 2005 ized politics and impacts. Readings and lectures will consider poverty law and social policy through All 300-level courses in WST are seminars and are a focus on relationships among the welfare state, normally limited to 12 juniors or seniors; seminars democratization and persistent inequality. Par- have prerequisites and all require permission of ticular attention will be given to welfare policy, an the instructor to enroll. arena of vexed interactions among the politics of gender, race and class. {H/S} 4 credits WST 311 Mothers in Law and Policy Gwendolyn Mink This seminar will explore how law and policy Offered Fall 2004 distinguish among mothers based on class, race, culture and sexuality. Simultaneously considered WST 252 Colloquium: Debates in Feminist will be various feminist policy-theoretical perspec- Theory tives on and remedies for intersectional inequali- Topic: “The Subject.” This course provides a fo- ties among mothers in family and child welfare cused, historical understanding of vital debates in law as well as in social policy. Throughout, we will feminist theory. Contentious and challenging points examine when and why the law has or does set up of view will center on one analytic theme, although antagonism between mothers and children as well that theme will change from year to year. This as when and why mothers’ rights and children’s course will cover topics such as “the subject” (Fall rights might be at odds. Specifi c topics may include 2004), representation, the body, nation/identity child care and caregiving provision in social policy; and translation. Readings, lectures and discussions transracial /cultural/national adoption; child custo- will ground widely differing perspectives, modes of dy and child removal; marriage/fatherhood promo-

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tion and maternal regulation in welfare and related lyrics, memoirs and other narratives by sexually social policies; fertility control and pregnancy regu- transgressive women. The post World War II homo- lation; among others. Prerequisites: WST 150 and phile movement in the United States in the 1950s one other Women’s Studies course and permission has been the focus of groundbreaking historical of the instructor. {H/S} 4 credits studies. In addition to historical narratives we will Gwendolyn Mink study the Daughters of Bilitis and The Ladder, pulp Not offered during 2004–05 fi ction, butch/femme histories, novels and short stories. Throughout the seminar we will ask: What WST 312 Queer Resistances: Identities, contradictions and continuities mark the expression Communities and Social Movements and social control of female sexualities that were The course will examine constructions of lesbian, considered transgressive at different moments and gay, queer, bisexual and transgender at the levels in different cultural contexts? Whose stories get told? of individual and collective identities, communities How are they read? How can the multiple narratives of various forms and social protest, with a focus on of control, resistance and cultural expression be the interplay between resistance and accommoda- useful to us in the 21st century? Prerequisites: WST tion at each of these levels of analysis. Drawing on 150 and one other women’s studies course and historical, theoretical, narrative and ethnographic permission of the instructor. {H/L} 4 credits sources, we will examine multiple sites of queer Marilyn Schuster resistance including local communities, academic Offered Fall 2004 institutions, media, the state, social movement organizations and the Internet. We will pay explicit at- WST 317 Seminar: Feminist Legal and Policy tention to queer identities, communities and move- Theory ments as racialized, shaped by class, gendered and Common reading and discussion will consider U.S. contextual. We will examine the consequences of feminist legal theories of subordination and differ- various theories of gender, sexuality and resistance ence as well as feminist legal and policy theories for how we interpret the shapes that queer, lesbian, of sex and gender justice. We will pay particular gay, bisexual and transgender identity, community attention to the ways in which intersecting sta- and social movements take. Readings will include tuses, identities and interests based on race, class, primary source documents from diverse groups, sexuality and gender can stratify different women’s including published newsletters, organizational relationships to the same laws and can undermine position papers, individual narratives, and material the distribution of women’s rights to all women. from organizational and personal Web sites and Topics addressed will include work, reproduction, discussion groups, and students will conduct their family formation, violence and sexuality as sites of own research using such primary sources. Prereq- women’s oppressions. Throughout the course, stu- uisites: WST 150 and one other women’s studies dents will be asked to theorize the problems posed course and permission of the instructor. {H/L} 4 for law by asymmetries of power and resources credits among women and between women and men; and Nancy Whittier on the signifi cance of rights to women’s prospects Not offered during 2004–05 for equality. Prerequisites: WST 150 or 225 and one other women’s studies course and permission WST 315 Sexual Histories, Lesbian Stories of the instructor. {H/S} 4 credits In this seminar we will focus on two moments in Gwendolyn Mink 20th-century gay and lesbian history: the 1920s Offered Fall 2004 and the 1950s. The 1920s saw the publication and trial of Radclyffe Hall’s The Well of Loneliness in WST 318 Seminar: Feminism and Crime England, the Harlem Renaissance in the United Examines United States feminist legal approaches States and an active cultural life in Paris in which to violence against women, to women offenders, American expatriates played an important role. and to incarcerated women in the context of the ra- We will look at historical studies and texts by early cialized penal state. Considers vectors of intersec- sexologists of this period along with fi ction, blues tional inequality in the criminalization of violence,

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poverty and sexuality; in the treatment of victims; in AAS 211 Black Cultural Theory the victimization of detained women; and in the im- Kevin Quashie pacts of the criminal justice system on communi- Offered Fall 2004 ties of color. Topics will include policing sexuality; legal and policy responses to domestic violence; AAS 220 Women of the African Diaspora rape law reform; prosecuting reproduction; moth- To be announced ers who kill; women in prison. Prerequisites: WST Offered Spring 2005 150 and/or 225; and consent of instructor. Offered in alternate years. {S/H} 4 credits AAS 350 Seminar: Race and Representation: Gwendolyn Mink Afro-Americans in Film Offered Spring 2005 Ann Arnett Ferguson Offered Fall 2004 WST 320 Women of Color in Feminist Movements in the United States AAS 366 Seminar: Contemporary Topics in This seminar will examine how feminists in the Afro-American Studies United States have addressed the interaction of Topic: Black Gay Intellectuals: James Baldwin, sex/gender subordination with racial and ethnic Marlon Riggs, Essex Hemphill inequality through their theoretical work, politi- Kevin Quashie cal movement and expressive culture. Our focus Offered Spring 2005 will be on the work of women of color who have foregrounded the ways in which this intersection of AMS 120 Scribbling Women social identities has profoundly shaped the mean- Sherry Marker ing of sex/gender as well as what is considered Offered Spring 2005 feminist theory and practice in the United States today. We draw on a wide range of texts as the AMS 221 Colloquium: Women’s History starting point for an exploration of how race/eth- Through Documentary nicity makes a difference in the understanding of Joyce Follet and action around issues that are thought of as Offered Spring 2005 “women’s.” One important goal will be to facilitate a dialogue over the course of the semester about AMS 230 Colloquium: The Asian American questions of “difference” and power between and Experience among women and the meaning this makes in our Topic: Asian Women Living in the Americas own lives. Prerequisites: WST 150 and one other To be announced Women’s Studies course and permission of the Offered Spring 2005, Spring 2006 instructor. {S/H} 4 credits Ann Arnett Ferguson ANT 244 Colloquium: Gender, Science and Not offered during 2004–05 Culture Frédérique Apffel-Marglin Offered Fall 2004, Fall 2005 Approved Departmental ANT 251 Women and Modernity in East Asia Core Courses Suzanne Zhang-Gottschang Offered Spring 2005, Spring 2006 Please see home department for descriptions. ANT 254 Gender, Media and Culture in India AAS 209 Feminism, Race and Resistance: Ravina Aggarwal History of Black Women in America Offered Spring 2005 Paula Giddings Offered Fall 2004

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ANT 342 Seminar: Topics in Anthropology ENG 279 American Women Poets Topic: Motherhood Susan Van Dyne Suzanne Zhang-Gottschang Offered Fall 2004 Offered Spring 2006 ENG 284 Victorian Sexualities CLS 233 Gender and Sexuality in Greco- Cornelia Pearsall Roman Culture Offered Fall 2004 Nancy Shumate Offered Spring 2005 ENG 292 Reading and Writing Autobiography Ann Boutelle CLT 229 Topics in Renaissance Culture: The Offered Spring 2005 Renaissance Gender Debate Ann Jones ENG 310 Early Modern Women Writers and Offered Fall 2004 the Art of Self-Fashioning Sharon Seelig CLT 230 “Unnatural” Women: Mothers Who Offered Fall 2004 Kill Their Children Thalia Pandiri ENG 374 Seminar: Virginia Woolf Offered Fall 2004 Robert Hosmer Offered Fall 2004 CLT 267 African Women’s Drama Katwiwa Mule FRN 230 Women Writers of Africa and the Offered Spring 2005 Caribbean Dawn Fulton CLT 268 Latina and Latin American Women Offered Fall 2004 Writers Nancy Sternbach FRN 392 Topics in Culture Offered Spring 2005 Topic: Portraiting Women: Zola’s and Proust’s Domestic Servants and Prostitutes CLT 272 Women’s Writing: 20th- and 21st- Martine Gantrel-Ford Century Fiction Offered Fall 2004 Marilyn Schuster Offered Fall 2004 FYS 125 Of Women Delivered: Midwifery in Historical and Cross-Cultural Perspective CLT 278 Gender and Madness in African and Erika Laquer Caribbean Prose Offered Fall 2004 Dawn Fulton Offered Spring 2005 GOV 204 Urban Politics Martha Ackelsberg EAL 261 Major Themes in Literature: East- Offered Spring 2006 West Perspectives Topic: Gendered Fate. GOV 205 Colloquium: Law, Family and State Sabina Knight Alice Hearst Offered Fall 2004 Offered Spring 2006

EAL 360 Seminar: Topics in East Asian GOV 232 Women and Politics in Africa Literatures Catharine Newbury Topic: Contemporary Chinese Women’s Fiction Offered Fall 2005 Sabina Knight Offered Spring 2005

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GOV 269 Politics of Gender and Sexuality ITL 344 Italian Women Writers Gary Lehring Giovanna Bellesia Offered Fall 2005 Offered Fall 2004

GOV 364 Seminar in Political Theory LAS 301 Topics in Latin American and Topic: Feminist Theory. Latino/a Studies Martha Ackelsberg Topic: Contemporary Latina Playwrights and Offered Spring 2005, Spring 2006 Performers Nancy Saporta Sternbach GOV 367 Seminar in Political Theory Offered Spring 2005 Topic: Gay and Lesbian Politics and Theory Gary Lehring MUS 100 Colloquium: Music and Gender in Offered Spring 2005 Cross-Cultural Perspective Margaret Sarkissian HST 178 Women in the United States Since Offered Spring 2005 1865 Jennifer Guglielmo PSY 266 Psychology of Women and Gender Offered Fall 2004 Prerequisite: PSY 112 or permission of the instructor. HST 299 Medieval Queens Lauren Duncan Sean Gilsdorf Offered Fall 2004 Offered Spring 2005 PSY 340 Seminar in Gender and the Life HST 252 Women in Modern Europe, 1789– Course 1918 Maureen Mahoney Jennifer Hall-Witt Offered Fall 2005 Offered Fall 2004 PSY 366 Seminar: Topics in the Psychology of HST 263 Continuity and Change in Spanish Women America and Brazil Topic: Issues in Adolescent Gender Role Topic: Gender in the Study of Latin American Development. History Lauren Duncan Ann Zulawski Offered Fall 2004 Offered Spring 2005 REL 110 Women Mystics’ Theology of Love HST 280 Problems of Inquiry Elizabeth Carr Topic: Women Writing Resistance Offered Spring 2005 Jennifer Guglielmo Offered Fall 2004 REL 227 Judaism/Feminism/Women’s Spirituality HST 289 Aspects of Women’s History Lois Dubin Topic: Were the Victorians Prudish? Offered Fall 2004 Jennifer Hall-Witt Offered Spring 2005 RUS 238 Russian Cinema Topic: Women in Russian Cinema IDP 208 Women’s Medical Issues Galina Aksenova Leslie Jaffe Offered Fall 2004 Offered Spring 2005

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RUS 239 Major Russian Writers: Women’s Tradition Memoirs and Autobiographical Writings in AAS 300 Writing Race, Writing Gender Russia AAS 326 The Socio-Cultural Development of the Alexander Woronzoff-Dashkoff Afro-American Woman Offered Fall 2004 AAS 348 Black Women Writers AAS 366 Seminar: Contemporary Topics in SOC 222 Blackness in the Americas Afro-American Studies: Ginetta Candelario Topic: Readings in Black and Queer Offered Spring 2006 AAS 366 Seminar: Contemporary Topics in Afro-American Studies SOC 229 Sex and Gender in American Society Topic: Womanist/Feminist Thought Nancy Whittier AAS 366 Seminar: Contemporary Topics in Offered Spring 2005 Afro-American Studies Topic: Ida B. Wells and the Struggle SOC 310 The Sociology of Courageous Against Racial Violence Behavior: Gender, Community and the ARH 101 Approaches to Visual Representation: Individual Women in the Arts Myron Glazer ARH 360 Studies in American Art: Women and Art Offered Fall 2004 at the Turn of the Century CLS 236 Cleopatra: Histories, Fiction, Fantasies SOC 314 Seminar in Latina/o Identity CLT 232 The Adventure Novel: No Place for a Topic: Latina/o Racial Identities in the United Woman? States. CLT 279 Women Writers of the Middle Ages Ginetta Candelario CLT 315 Feminist Novel in Africa Offered Fall 2004, Spring 2007 EAL 244 Construction of Gender in Modern Japanese Women’s Writing SOC 315 Seminar: The Body and Society EAL 360 Seminar: Topics in East Asian Literatures Elizabeth Wheatley Topic: The Tale of the Genji and its Offered Spring 2005, Spring 2006 Legacy ENG 120 Fiction: Section: Women Coming of Age SOC 323 Seminar: Gender and Social Change ENG 120 Fiction: Section: American Women Nancy Whittier Writers Offered Spring 2005 ENG 278 Writing Women: Asian-American Women Writers THE 215 Minstrel Shows from Daddy Rice to ENG 280 Advanced Essay Writing: Essays by Big Mama’s House Women Andrea Hairston ENG 300 Seminar: Willa Cather’s Fiction Offered Fall 2004 ENG 302 Seminar: American Literature ENG 365 Seminar: The Bröntes THE 319 Shamans, Shapeshifters and the ENG 376 Contemporary British Women Writers Magic if ENG 379 Seminar: Women and Literature Andrea Hairston ESS 550 Women in Sport Offered Spring 2005 FLS 241 Women and American Cinema: Representation, Spectatorship, The following approved departmental core Authorship courses are not offered in 2004–05 FRN 320 Women Writers of the Middle Ages FRN 340 Topics in 17th-/18th-Century Literature AAS 212 Culture and Class in the Afro-American Topic: Women Writers and Images Family of Women in 17th-Century French AAS 248 Gender in the Afro-American Literary Literature

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HST 253 Women in Contemporary Europe HST 325 Early European History to 1300: Topic: Heloise: Scholar, Writer, Abbess HST 383 Seminar: Research in U.S. Women’s History: The Sophia Smith Collection LAS 301 Topics in Latin American Studies: Topic: Contemporary Latina Playwrights PHI 240 Gender and Philosophical Tradition PHI 305 Topics in Feminist Theory Topic: Dependency, Autonomy and Motherhood POR 221 Topics in Portuguese and Brazilian Literature and Culture: The Brazilian Body: Representing Women in Brazil’s Literature and Culture PSY 268 Lesbian Identity and Experience REL 238 Mary: Images and Cults REL 320 Seminar: Problems in Jewish Religion and Culture Topic: Tying and Untying the Knot: Women Marriage and Divorce in Judaism SOC 224 Family and Society SOC 228 Women, Gender and Globalization THE 214 Black Theatre THE 314 Masters and Movement in Drama Topic: Women and War

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Visiting faculty and some lecturers are generally appointed for a limited term.

ACC 223 Financial Accounting IDP 100 Critical Reading and Discussion: The course, while using traditional accounting Book title to be determined techniques and methodology, will focus on the The goal of this course is to continue dialogues and needs of external users of fi nancial information. discussions similar to those between students and The emphasis is on learning to read, interpret and faculty on the annual summer reading book for analyze fi nancial information as a tool to guide entering students during orientation. It represents investment decisions. Concepts rather than pro- an opportunity for students and faculty to engage cedures are stressed and class time will be largely in a sustained conversation about a mutual inter- devoted to problem solutions and case discussions. est. A book will be selected by an instructor as the A basic knowledge of arithmetic and a familiarity core reading for the course. The group will meet with a spreadsheet program is suggested. No more no fewer than fi ve times in an informal setting to than four credits in accounting may be counted discuss the book. Attendance and participation is toward the degree. {S} 4 credits required. Each student will write a fi ve page essay Charles Johnson (or a series of essays). This course to be graded Offered both semesters each year S/U only. (E) 1 credit Maureen Mahoney, Tom Riddell, Members of the GLT 291/ENG 202 Western Classics in Department Translation, from Homer to Dante Offered Interterm 2005 Texts include the Iliad; tragedies by Aeschylus, Sophocles and Euripides; Plato’s Symposium; IDP 208 Women’s Medical Issues Virgil’s Aeneid; Dante’s Divine Comedy. A study of topics and issues relating to women’s {L} WI 4 credits health, including menstrual cycle, contraception, Lecture and discussion sexually transmitted diseases, pregnancy, abortion, Maria Banerjee (Russian Language and menopause, depression, eating disorders, nutrition Literature) and cardiovascular disease. While the course focus Luc Gilleman (English Language and Literature) will primarily be on the physiological aspects of Offered Fall 2004 these topics, some social, ethical and political implications will be considered including the issues GLT 292/ENG 203 Western Classics in of violence, the media’s representation of women Translation, from Chrétien de Troyes to and gender bias in health care. {N} 4 credits Tolstoy Leslie Jaffe (Health Services) Chrétien de Troyes’s Yvain; Shakespeare’s Antony Offered Spring 2005 and Cleopatra; Cervantes’ Don Quixote; Lafay- ette’s The Princesse of Clèves; Goethe’s Faust; IDP 210 Feminism and Science: Engendering Tolstoy’s War and Peace. Prerequisite: GLT 291. the Sciences {L} WI 4 credits This course hopes to engage the Smith community Lecture and Discussion in a yearlong discussion of the history, status and Maria Banerjee (Russian Language and role of women in the sciences. We will examine Literature) the role of gender in science, the social contexts in Offered Spring 2005 which women’s scientifi c contributions take place

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and the consequences of the infl ux of women into SPE 100 The Art of Effective Speaking traditionally male-dominated fi elds of scientifi c This one-credit course will give students systematic inquiry. The course will emphasize 1) the histori- practice in the range of public speaking challenges cal role of women in the sciences, and feminist they will face in their academic and professional critiques of that role; 2) the particular challenges careers. During each class meeting, the instructor faced by women scientists and engineers and the will present material on an aspect of speech craft structural barriers that slow or impede greater and delivery; each student will then give a presenta- representation of women in the sciences; 3) pos- tion refl ecting her mastery of that week’s material. sible structural, institutional and educational inno- The instructor videotapes each student’s presenta- vations that will change the landscape of scientifi c tions and reviews them in individual conferences. opportunities for women. Format consists primar- During one class meeting, the students will also ily of lectures and discussion sessions conducted review and analyze videotapes of notable speeches. by invited faculty as well as by members of the Five Two sections, each limited to 10 students. Classes College community. Students are expected to attend will be held for six weeks of the spring semester, the lecture series, as well as to participate in the beginning the week of February 2nd. Conferences small group seminars or panel discussions that will be scheduled separately. Students must come accompany the lectures. (E) 2 credits to the fi rst class prepared to deliver a 3- to 5-min- Robert Dorit ute speech of introduction: Who I Am and Where Offered Spring 2005 I’m Going. Students also need to bring a blank videotape to class. All the speeches students make QSK 101 Quantitative Skills during class will be recorded on this tape. Offered This course is intended for students who need spring semester every year. (E) 1 credit additional preparation to succeed in courses con- Debra Carney, Mary Koncel taining quantitative material. It will provide a sup- Offered Spring 2005, beginning the week of portive environment for learning or reviewing, as February 2 well as applying, pre-calculus mathematical skills. Students develop their numerical, statistical and PPY 209 Philosophy and History of algebraic skills by working with numbers drawn Psychology from a variety of current media sources. Enroll- An examination of the philosophical issues which ment limited to 20. Permission of the instructor have troubled psychology as a science, such as required. (E) {M} 4 credits determinism and free will, conscious and uncon- To be announced scious processes, the possibility and effi cacy of To be arranged self-knowledge, development of knowledge and morality, behaviorism vs. mentalism, realism and QSK 102 Precalculus and Modeling Skills constructivism, and the relation of mind and brain. This course is intended for students who have Prerequisite: at least one 100-level course in phi- taken QSK 101 and wish to continue their math- losophy or psychology. {N} 4 credits ematical preparation. It will build on material from Peter de Villiers and Jill de Villiers QSK 101 to develop a thorough understanding of Offered Spring 2006 the most widely used algebraic and trigonometric functions, using applications drawn from a variety PPY 213 Language Acquisition of disciplines. Students completing QSK 102 will The course will examine how the child learns her be prepared to start the calculus sequence, or to fi rst language. What are the central problems in the handle the mathematical functions used in many learning of word meanings and grammars? Evi- science and social science applications. Enrollment dence and arguments will be drawn from linguis- limited to 20. Prerequisite: QSK 101 or permission tics, psychology and philosophy, and cross-linguis- of the instructor. (E) {M} 4 credits tic data as well as English. Prerequisite: either PSY To be announced 111, PSY 233, PHI 100, or PHI 236, or permission To be arranged of the instructor. {N} 4 credits Jill de Villiers Offered Fall 2004, Spring 2006

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Visiting faculty and some lecturers are generally appointed for a limited term.

Five College Supervised Independent Lan- the Central African region. Using a comparative guage Program, Five College Center for the perspective, this course explores parallels and Study of World Languages, University of Mas- contrasts between Rwanda and other cases of sachusetts (under the Five College Program). genocide and mass murder in the 20th century. Elementary-level courses are currently offered in Topics include the nature, causes and consequenc- the following languages: Arabic, Bulgarian, Czech, es of genocide in Rwanda, regional dynamics, the Farsi, Modern Greek, Hindi, Hungarian, Indo- failure of the international community to intervene nesian, Norwegian, Romanian, Serbo-Croatian, and efforts to promote justice through the U.N. Slovak, Swahili, Thai, Turkish, Twi, Urdu, Vietnam- International Criminal Tribunal for Rwanda. We ese and Wolof. For further information, including will also consider theories of genocide and their information on registration, consult the Web site applicability to Rwanda, exploring comparisons (http://www.umass.edu/fclang). with other cases such as the Armenian genocide, the Holocaust, the destruction of the Herero, and war in Liberia and Sierra Leone. African Studies Second semester. University of Massachusetts Catharine Newbury, professor of government (at Smith College in the Five College Program) Arabic PS 29 Women and Politics in Africa This course explores the genesis and effects of Mohammed Mossa Jiyad, senior lecturer in Ara- political activism by women in Africa, which some bic (at Mount Holyoke College in the Five College believe represents a new African feminism, and its Program) implications for state/civil society relations in contemporary Africa. Topics will include the historical Asian 130f Elementary Arabic I effects of colonialism on the economic, social and This course covers the Arabic alphabet and el- political roles of African women, the nature of ementary vocabulary for everyday use, including urban/rural distinctions, and the diverse responses courtesy expressions. Students will concentrate on by women to the economic and political crises of speaking and listening skills and basic Arabic syn- postcolonial African polities. Case studies of spe- tax and morphology, as well as basic reading and ciﬁ c African countries, with readings of novels and writing. MWF 1:15–2:05 p.m. women’s life histories as well as analyses by social First semester. Mount Holyoke College scientists. MW 12:30–1:50 p.m. First semester. Amherst College Arabic Elementary Arabic I Same description as Asian 130f. MWF 10–11 a.m. Polit 398 The Rwanda Genocide in First semester. Smith College Comparative Perspective In 1994 Rwanda was engulfed by violence that Arabic 230 Intermediate Arabic I caused untold human suffering, left more than half This course continues Elementary Arabic I, study of a million people dead and reverberated throughout modern standard Arabic. It covers oral/aural skills

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related to interactive and task-oriented social situ- U.S. Next we will examine the period after the ations, including discourse on a number of topics WW II, especially Japanese American internment; and public announcements. Students read and post-1965 immigration; war in Southeast Asia; the write short passages and personal notes containing rise of post-colonial and new nation in Asia; and an expanded vocabulary on everyday objects and contemporary issues facing the A/P/A community in common verbs and adjectives. MW 2:30–4 p.m. the U.S. Major themes include migration, racism, F 2:30–3:30 p.m. gender, and colonialism. TTh 1:15–2:30 p.m. First semester. Mount Holyoke College First semester. Mount Holyoke College Asian 131s Elementary Arabic II History 197P “Empire,” “Race,” and the Continuation of Elementary Arabic I. Students Philippines: Indigenous Peoples and the will expand their command of basic communica- Spanish, U.S. and Japanese Imperial Projects tion skills, including asking questions or making Is the United States an “empire?” Today, U.S. politi- statements involving learned material. Also, they cal, military and economic involvement in many will expand their control over basic syntactic and parts of the world such as Iraq and Haiti makes morphological principles. Reading materials (mes- this an urgent and important question. This course sages, personal notes and statements) will contain addresses the issue of American imperial power by formulaic greetings, courtesy expressions, queries examining the history of U.S. presence in the Pa- about personal well-being, age, family, weather and cifi c, particularly in the Philippine Islands, during time. Students will also learn to write frequently the fi rst half of the 20th-century, and by comparing used memorized material such as names, forms, it with that of two other imperial powers that also personal notes and addresses. colonized the Philippines—Spain and Japan. We Second semester. Mount Holyoke College will also investigate how indigenous peoples negotiated, manipulated, resisted or thwarted attempts Arabic. Elementary Arabic. by colonial and postcolonial dominant groups Same description as Asian 130s to control their minds, bodies, resources, espe- Second semester. Smith College cially through racial and gendered classifi cations. Themes to be discussed include religion, ethnic- Arabic 231. Intermediate Arabic. ity, gender, imperialism, colonialism orientalism, Same description as Arabic 226. postcolonialism, neocolonialism, and nationalism. Second semester. Mount Holyoke College Requirements: a midterm and a fi nal exam, occasional quizzes, and an individual or group research project. TTh 9:30–10:45 a.m. Asian/Pacifi c/American First semester. University of Massachusetts Studies Second Semester Richard Chu, assistant professor of history (at Professor Chu will offer courses at the University of the University of Massachusetts in the Five College Massachusetts Amherst and Smith College. Check Program) the online Five College Course Schedule for more History 175f Asian/Pacifi c/American History, complete information: http://www.fi vecolleges. 1850 to the Present edu/sites/courses/. (American Studies 102f, Asian Studies 175f) This Nitasha Sharma course situates Asian/Pacifi c/American experiences , visiting assistant professor of within the context of American history, as well as American Studies (at Amherst College in the Five that of their countries of origin. First we will look College Program). at the pre-World War II era, exploring relationships 220 Colloquium. Asian Americans in Film and between the U.S. quest for empire in the Pacifi c, Video political-economic dislocations in Asian countries, This course introduces students to fi lms made by and anti-Asian prejudice against migrants in the

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and about Asian Americans. Using a chronological Dance 377 BALACHINE 100 and thematic approach, various genres—including Commemorating the centennial of his birth, this narrative dramas, documentaries and experimental seminar pays tribute to the aesthetic vitality of fi lms—will be analyzed within the context of Asian George Balanchine, the foremost classical choreog- American history and issues concerning the devel- rapher of the 20th century. In our time, Balanchine opment of Asian American identities. Some of the (1904–1983) transformed the classic dance from issues we will cover include stereotypes of Asians in its 19th century codifi cation into a steadily evolving Hollywood; the re-creation of history and memory; language capable of expressing the most subtle yet the intersection of race, class, gender and sexuality profound of human emotions. We will identify the in Asian American fi lms; Asian/Black relations on major themes in Balanchine’s works, which infi lm. Students will be expected to apply theoretical clude Diaghilev, Waltzes, Tchelichew and Surreality, insights to their analysis of a number of key Asian Tchaikovsky, Americana, Narratives, Abstractions, American fi lms. These theories include contempo- Stravinsky and Apotheosis. Each week, we will view, rary theories of race and ethnicity, current debates discuss, write about and analyze at least one major about identity and representation, and fi lm theory. work within the theme. While we will focus on Bal- {L/H} Enrollment limited to 20. Admission by per- anchine’s choreographic methods and musicality, mission of instructor. TTh 3–4:50 p.m. we will also look at his borrowings from jazz and First semester. Smith College modern dance, Broadway and Hollywood work, collaborations with visual artists and the gradual SS 297 Asian Diasporas elimination of sets and elaborate costumes, as well (co-taught with Lili Kim) as the emergence of the “Balanchine ballerina” This comparative seminar focuses on the migra- who encapsulated the choreographer’s romantic tion and settlement processes of various Asian idealism. diasporas throughout the world through a histori- This course is highly recommended to all Five cal and contemporary approach. We will analyze College students interested in music, dance and the experiences of Chinese (in Cuba, Jamaica and choreography, as well as students in Rose Flach’s New Zealand), Koreans (in Argentinia), and South Pointe class and dancers in the fi ve colleges who Asians (in the Caribbean, England and South Af- have been cast to perform Balanchine’s Serenade rica) by focusing on their processes of migration, in the Five College Dance Department’s 25th An- the historical development of diasporic communi- niversary season. M 7–10 p.m. ties and the role of cultural production (music, art, First semester. Mount Holyoke College literature, performance). In this co-taught class, students will engage with theories of globalization HACU 270 Fleeting Images: Choreography on and transnationalism, cultural production, commu- Film nity formation, ethnicity, identity and authenticity. This selected survey of choreography on fi lm and This course seeks to push the boundaries of Asian video indulges in the purely kinesthetic experience American studies beyond the borders of America, of watching the dancing body on fi lm We will focus challenge the division of “East” and “West,” high- on works that have most successfully produced light the long legacy of global economies and un- a true synthesis of the two mediums, negotiating derstand how individuals and communities make between the spatial freedom of fi lm and the time- their “home away from home.” T 6:30–9:30 p.m. space-energy fi elds of dance, the cinematic tech- Second semester. Hampshire College niques of camera-cutting-collage and the vibrant continuity of the moving body. We will discern the roles of the choreographer, director and editor Dance in shaping and controlling the moving image, and explore the relationship of music and the dancing Constance Valis Hill, visiting associate professor body on fi lm Putting theory into practice, from the of dance (at Hampshire College in the Five College concept, script, choreography and storyboard to Program) performance, direction, lighting, sound and editing. This class is open to fi lm/video concentrators

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and dancers/choreographers interested in explor- English 82 Production Workshop in the ing the relationship between dance and the camera Moving Image and the creative processes involved in creating This course will introduce students to media criti- choreography for the camera. M 7–10 p.m. cism and production. Students will gain experience Second semester. Hampshire College in basic preproduction, production and postproduction techniques and will learn to think about Twentieth-Century American Dance: Sixties and look critically at the moving image. Course Vanguard to Nineties Hip-Hop. requirements include the completion of two short This survey of late 20th century dance moves from video assignments and one longer fi nal project. the sixties—a decade of revolt and redefi nition in The course will include workshops in videography, American modern dance that provoked new ideas writing for the moving image, narration and sound about dance, the dancer’s body and a radically recording, and nonlinear editing. Admission by changed dance aesthetic—the radical postmod- permission of instructor. Limited to 15 students. T ernism of the nineties, when the body continued to 2–4:40 p.m. and T evening screening 7:30–10 p.m. be the site for debates about the nature of gender, First semester. Amherst College ethnicity and sexuality. We will investigate how the political and social environment of the sixties— HACU 287 Directing and Performance for particularly the Black Power/Black Arts Movement Video and Film and Women’s Movement—informed the work of Second semester. Hampshire College succeeding generations of dance artists and yielded new theories about the relationship between cul- Holly Hey, visiting assistant professor of fi lm/video tural forms and the construction of identities. MW production (at Mount Holyoke College in the Five Second semester. Amherst College College Program)

FILMST 210 Production Seminar/Moving Film/Video Image Baba Hillman, assistant professor of video/fi lm This course offers an introductory exploration into production (at the Hampshire College in the Five the moving image as an art form outside of the College Program) conventions of the fi lm and television industries. This class will cover technical and aesthetic aspects HACU-0209-1 Video I of video production and will also offer a theoretical Video I is an introductory video production course. and historical context in which to think about inde- Over the course of the semester students will gain pendent cinema and video art. Satisfi es Humanities experience in preproduction, production and I–A requirement. Prerequisites: Enrollment by postproduction techniques as well as learn to think instructor, permission only. 4 credits; enrollment and look critically about the making of the moving limited to 10; one meeting (three hours), one image. Projects are designed to develop basic tech- screening (three hours); a lab fee may be charged. nical profi ciency in the video medium as well as W 1–3:50 and TU 7–10 p.m. (screening) the necessary working skills and mental discipline First semester. Mount Holyoke College so important to a successful working process. Final production projects will experiment with estab- 79075 COMM 497B ST Video Art Production lished media genres. In-class critiques and discus- 01 LEC. sion will focus on media analysis and image/sound Lecture, lab. This intermediate production course relationships. Prerequisites: 100-level course in offers an exploration into the moving image as an media arts (Introduction to Media Arts, Introduc- art form, outside of the conventions of the fi lm and tion to Media Production, Introduction to Digital television industries. This class will cover technical Photography & New Media, or equivalent). Lab fee and aesthetic aspects of media art production and charged for the course. Limited to 16 students. F will also offer a theoretical and historical context in 9–11:50 a.m. which to think about independent cinema and vid- First semester. Hampshire College eo art. Enrollment by instructor, permission only.

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Students will be selected at the fi rst day of class. processes. Room 159, Morrill Science Center. T, Th (Course capacity is 12.) Course eligibility*: Permis- 4–5:15 p.m. sion of instructor is required. Students cannot add First semester. University of Massachusetts this course through SPIRE. Course prerequisite: Permission of instructor is required. Class Notes: GEO 515 X-Ray Fluorescence Analysis Students will be selected for this course at the fi rst Theoretical and practical application of X-ray fl uo- class meeting (LAB W 7–10 p.m. in SC 108). If rescence analysis in determining major and trace you have questions, please contact the Film Stud- element abundances in geological materials. ies Program at 545-3659 (UMASS). Limited to 12 First semester. University of Massachusetts students. Machmer E-30D Th 9:30–12:30 p.m. and Lab W 7–10 p.m. in SC 108 GEO 591V Volcanology First Semester. University of Massachusetts A systematic discussion of volcanic phenomena, including types of eruptions, generation and Second Semester emplacement of magmas, products of volcanism, volcanic impact on humans, and the monitoring Professor Hey will offer courses in the spring 2005 and forecasting of volcanic events. Case studies of semester. Check the online Five College Course individual volcanoes illustrate principles of vol- Schedule for more complete information: http:// canology, with particular emphasis on Hawaiian, www.fi vecolleges.edu/sites/courses/. ocean-fl oor and Cascade volcanism. Each week deals with a particular topic in volcanism and includes a lecture, readings from the textbook and Geosciences class presentations. For the class presentation, each student is J. Michael Rhodes, professor of geochemistry (at required to select and read a paper from an ap- the University of Massachusetts in the Five College propriate journal and come to class prepared to Program). discuss the paper. Honors students will “adopt” a currently active volcano. They will report, on a reg- GEO 591P Geochemistry of Magmatic ular basis, to the class what their volcano is doing Processes during the semester and prepare a fi nal term report The primary purpose of this course is to under- on their adopted volcano. Seminar: F 1:30–3:30, stand how geochemical data (major elements, Room 258, Morrill Science Center, plus Lecture: trace elements and isotopic ratios) can be used 2 hours, time and place to be arranged. to identify and quantify magmatic processes. The Second semester. University of chemical and mineralogical composition of the Massachusetts source, together with the type and degree of melting, control the initial composition of the magma. Conversely, knowing the composition of a magma can tell us something about the nature and het- International Relations erogeneity of the source and the melting process. Michael T. Klare, professor of peace and world Rarely, however, does a magma reach the earth’s security studies (at Hampshire College in the Five surface without further modifi cation to its compo- College Program) sition. Most magmatic rocks are fi ltered through a magma chamber prior to their emplacement at SS-263 America and the World: The Global or near the surface. Magma chamber processes, Debate Over U.S. Hegemony such as fractional crystallization, magma mixing, America is now the world’s only superpower, and it contamination and recharge, or a dynamic com- is likely to retain this dominant position for a long bination of these processes, invariably modify the time to come. This unique situation has aroused composition of the magma. In this course, we will enormous debate both at home and in the world learn how to use geochemical data to try to resolve at large over how the United States should wield the relative importance and effects of these various its enormous power in international affairs. There

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are some in this country, including many senior Romano,” Francisco Goya’s “Third of May,” and fi gures in the Bush administration, who argue that Pablo Picasso’s “Guernica.” This course will not the United States should use its power unilaterally be a chronological survey, but instead will examine and to America’s exclusive advantage; others argue such themes as the visual and political iconogra- that the country should employ its power in the phy of militarism; the glorifi cation of empire and interests of the broader international community. conquest through art; war and the glorifi cation of This debate has been further sharpened by the the masculine (and the male physique); national- war in Iraq and the international opposition it has ism, war and art; images of peace and tranquility; aroused. This course will examine and assess the and the art of antiwar propaganda. Students will be domestic and international debates over America’s required to select a particular theme or work of international role and look at particular aspects art for intensive study and to present their fi ndings of U.S. foreign policy. Students will be expected in class. to participate in a series of policy debates on Second semester. Hampshire College America’s response to various international issues (proliferation, human rights, globalization, the PS 64 Seminar in International Politics environment, trade and so on) and to write a paper An intensive investigation of new and emerging on a particular problem in foreign affairs. MW problems in international peace and security af- 10:30–11:45 a.m. fairs. Will examine such issues as international First semester. Hampshire College terrorism; global resource competition; the security implications of globalization; international GOV 250 Case Studies in International migrations; transboundary environmental prob- Relations lems; illegal traffi cking in guns, drugs and people. The development and application of theoretical Participants in the seminar will be required to concepts of international relations; examination choose a particular problem for in-depth investiga- of historical events and policy decisions; testing tion, entailing a study of the nature and evolution of theories against the realities of state behavior and the problem, the existing international response to diplomatic practice. In fall 2004, the course will it and proposals for its solution. Students will pre- focus on the international political ramifi cations pare a major paper on the topic and give an oral of transboundary environmental problems and presentation to the class on their fi ndings. growing competition for scarce and valuable re- Second semester. Amherst College sources. In particular, we will examine the ways in which states, non-state actors and the international Jon Western, assistant professor of international community is responding to such problems as relations (at Mount Holyoke College under the Five global climate change, water scarcity, intensifi ed College Program). competition for energy supplies, deforestation, land degradation and fi sheries depletion. In each IR 319f United States and the Promotion of case, emphasis will be placed on the prospects for Democracy and Human Rights both confl ict and cooperation in addressing global Is the United States committed to promoting de- problems. MW 2:40–4 p.m. mocracy and human rights abroad or just advanc- First semester. Smith College ing its own strategic and domestic corporate interests? What infl uence does the United States have on HACU/SSS-2XX The Art of War and Peace the development of democracy around the world (co-taught with Sura Levine) and the emergence of—and compliance with—in- An examination of the representation of war and ternational human rights conventions, protocols peace in the visual arts from ancient times to the and laws? This seminar begins with a historical present. War and the desire for peace have been overview of American democracy and human rights the subjects of some of the world’s most important rhetoric and policies and seeks to uncover the works of art, among them ancient Greek and Ro- range of political, economic, cultural and geostra- man sculptures, Paolo Uccello’s “Battle of San tegic motivations underlying U.S. behavior. We will

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then examine American foreign policy responses cal theory required. Instructor’s consent required. to contemporary human rights and democracy This course fulfi lls requirement for advanced semi- issues as they relate to women, regional and civil nar in political science. violence, state-sponsored violence and repression, Second semester. Smith College. development, globalization, and environmental degradation and resource scarcity. Throughout the semester we will examine how these policies have Italian infl uenced events in Latin America, East Asia, East- ern Europe, and sub-Saharan and southern Africa. Elizabeth H. D. Mazzocco, associate professor of Previous course work relating to international rela- Italian and director of the Five College Center for tions, American politics or foreign policy, or politi- the Study of World Languages (at the University of cal theory required. Instructor’s consent required. Massachusetts in the Five College Program) This course fulfi lls requirement for advanced semi- Teaching Leave nar in political science. M 1–3:50 pm First semester. Mount Holyoke College Russian, East European, American Hegemony and International Security in the 21st Century. Eurasian Studies First semester. Hampshire College Sergey Glebov, assistant professor of history (at American Hegemony and International Smith College in the Five College Program) Security in the 21st Century. Second semester. Mount Holyoke College 393 R Russia’s Western Borderlands Prerequisites or permission of instructor. See on- GOV 354 United States and the Promotion of line course schedule for details. TTh 2:30–3:45 Democracy and Human Rights First semester. University of Massachusetts Is the United States committed to promoting democracy and human rights abroad or just advanc- HST239 (L) Russia and Its Cultural Frontiers: ing its own strategic and domestic corporate inter- Empire and Nations, 1552–1914 ests? What infl uence does the United States have on This course introduces students to the emergence, the development of democracy around the world development and dissolution of one of the last and the emergence of—and compliance with—in- great multinational empires in the world. The ternational human rights conventions, protocols course will focus on those aspects of Russian his- and laws? This seminar begins with a historical tory that are relevant to our understanding of the overview of American democracy and human rights role of nationalities, as well as on those aspects of rhetoric and policies and seeks to uncover the state, society and culture that shed light on the in- range of political, economic, cultural and geostra- teraction between the imperial center/centers and tegic motivations underlying U.S. behavior. We will periphery/peripheries. Although the course follows then examine American foreign policy responses the traditional periodization of Russian history, our to contemporary human rights and democracy approach will be on the varieties of imperial expe- issues as they relate to women, regional and civil riences rather than on a single narrative of Russian violence, state-sponsored violence and repression, state and society. At the same time, we will explore development, globalization, and environmental how the Russian Empire as a whole dealt with degradation and resource scarcity. Throughout the pressures of modernization and how the boundary semester we will examine how these policies have between Russia and the West was constructed and infl uenced events in Latin America, East Asia, East- maintained. ern Europe, and sub-Saharan and southern Africa. As a result of this course, students will gain Previous course work relating to international rela- greater understanding of how multinational states tions, American politics or foreign policy, or politi- managed diversity. They will gain understanding of

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contemporary theorizing of modern nationalism and will be better suited to navigate themselves in the often complex situation of the post-Soviet world. The students will also learn about colonialism and “orientalism,” mobile diasporas and supranational institutions. Finally, they will be tempted to think of the history of multinational empires as a model of world history and explore parallels between modernization processes in the Russian empire and globalization. MW 1:10–2:30 p.m. First semester. Smith College

247(C) Aspects of Russian History: Afﬁ rmative Action Empire—Soviet Experiences of Managing Diversity How the Communist rulers of the Soviet Union mobilized national identities to maintain control over the diverse populations of the USSR. World War I and the Revolution of 1917 opened a window of opportunities for the nationalities of the former Russian Empire. Soviet policies of creating, developing and supporting national identities among diverse Soviet ethnic groups in light of collectivization, industrialization, expansion of education and Stalin’s Terror. How World War II and post-War reconstruction became formative experiences for today’s post-Soviet nations. {H/S} W 7–9:30 p.m. Second semester. Smith College

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The Five College African Studies Certifi cate Pro- taken in Africa, but normally at least three of the gram allows students on each of the fi ve campuses required courses must be taken in the Five Col- to develop a concentration of study devoted to leges. Africa that complements any major. The certifi cate 3. A candidate must earn a grade of B or better in course of study is based on six courses on Africa to every course for the certifi cate; none may be be selected with the guidance and approval of an taken on a pass/fail basis. African studies certifi cate program adviser. 4. Unusual circumstances may warrant substituting certifi cate requirements; therefore a candidate through her/his African studies faculty adviser Five College Certifi cate may petition the Faculty Liaison Committee (the Five College committee of certifi cate program Program Requirements advisers) at least one full semester before grad- in Detail: uation for adjustments in these requirements. A successful petition will satisfy the interdisciplin- A. Six courses, chosen from at least four differ- ary character of the certifi cate program. ent disciplines or programs: (Each course should carry at least three semester credits and at least 50 D. Recommendations: percent of its content should be devoted to Africa 1. Students are encouraged to spend a semester per se) or more in Africa. Study-abroad opportunities 1. History. Minimum of one course providing an currently available through the Five Colleges introductory historical perspective that surveys include University of Massachusetts programs at the entire African continent; the American University in Cairo, Egypt; the Uni- 2. Social Science. Minimum of one course on versity of Fort Hare, South Africa; Mount Holy- Africa in the social sciences (i.e., anthropology, oke College Program in Senegal at l’Université economics, geography, political science, sociol- Cheikh Anta Diop, Dakar; and independent ogy); programs approved by each college. Admission 3. Arts and Humanities. Minimum of one course to these exchange programs is open to qualifi ed on Africa in the fi ne arts and humanities (i.e., students from all fi ve colleges. Further informa- art, folklore, history, literature, music, philoso- tion about these and other Africa programs is phy, religion). available at the college’s study-abroad offi ce. 2. Students are encouraged to complete their B. Language Requirement: Profi ciency through certifi cate program with an independent study the level of the second year in college, in an indige- project that integrates and focuses their course nous or colonial language of Africa other than Eng- work in African studies. lish. This requirement may be met by examination or course work; such language courses may not For further details, consult one of the Smith College count toward the six courses required in Section A. advisers: Elliot Fratkin, Department of Anthropology C. Further Stipulations: Elizabeth Hopkins, Department of Anthropology 1. No more than three courses in any one dis- Katwiwa Mule, Comparative Literature and cipline or program may count toward the six Afro-American Studies required in Section A. Louis Wilson, Department of Afro-American Studies 2. A certifi cate candidate may present courses

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2. At least fi ve elective courses. Students must Mission Statement take at least one course from each of the following categories. (Three of these fi ve courses The Five College Asian/Pacifi c/American Studies should be chosen from among the core courses Certifi cate Program enables students to pursue and two may be taken from among the compo- concentrated study of the experiences of Asians nent courses.) and Pacifi c Islanders in the Americas. Through courses chosen in consultation with their campus a) Expressions. These courses are largely program adviser, students can learn to appreciate devoted to the study of APA cultural APA cultural and artistic expressions, understand expression in its many forms. and critique the racial formation of Asian/Pa- cifi c/Americans, and investigate how international b) U.S. Intersections. These courses are confl icts, global economic systems, and ongoing dedicated substantially to the study of migration affect APA communities and individuals Asian/Pacifi c/Americans but are further and their intersections with others. Drawing upon devoted to examining intersections between diverse faculty, archival and community-based APA experiences and non-APA experiences resources, the Five College program in Asian/Pa- within the United States. cifi c/American Studies encourages students not only to develop knowledge of the past experiences c) Global Intersections. These courses have of Asian/Pacifi c/Americans, but also to act with their focus outside the United States responsible awareness of their present material but offer special perspectives on the conditions. experiences of Asian/Pacifi c/Americans. Requirements 3. Special Project. Normally fulfi lled in the A. A minimum of SEVEN courses, distributed third or fourth year, this requirement involves among the following categories. (As always, to be the completion of a special project based on counted toward graduation, courses taken at an- intensive study of an Asian/Pacifi c/American other campus must be approved by campus advis- community, historical or contemporary, either ers.) through research, service-learning or creative work (e.g. community-based learning project, 1. One foundation course. Normally taken dur- action-research, internship, performing or fi ne ing the fi rst or second year, this course offers arts project). Normally the requirement will be an interdisciplinary perspective on historical fulfi lled while enrolled in an upper-level, special and contemporary experiences of Asian/Pacifi c/ topics or independent study course, although Americans. Attention will be paid to interrogat- other courses may be used subject to approval ing the term Asian/Pacifi c/American and to of the campus program adviser. Projects should comparing different APA populations distin- include both self-refl ective and analytic compo- guished, for example, by virtue of their different nents. Students fulfi lling this requirement will geographical or cultural derivations, their distri- meet as a group at least once during the semes- bution within the Americas, and their historical ter to discuss their ongoing projects, and at the experience of migration. end of the semester to present their completed projects at a student symposium or other public

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 329329 77/21/04/21/04 11:02:0711:02:07 AMAM 398 Five Col lege Cer tiﬁ cate in Asian/Paciﬁ c/American Studies

presentation. Students’ plans for completing the requirement should be approved by a campus Administration and program adviser in the previous semester. Advisement B. Further Stipulations Each year, each campus will designate two or more faculty members to advise students seeking the Five • Grades: Students must receive the equivalent College Certifi cate in Asian/Pacifi c/American Stud- of a "B" grade or better in all courses counted ies. These advisers will constitute the Five College toward the certifi cate. (In the case of Hampshire Asian/Pacifi c/American Studies Certifi cate Program students taking courses at Hampshire, “B” Committee and will review and approve applica- equivalence will be determined by the Hamp- tions for the certifi cate in spring semester of the shire program adviser, based on the written senior year. Upon the committee’s certifi cation that evaluations supplied by course instructors.) a student has completed all requirements of the program, the committee will notify the registrar at • Courses counted toward satisfaction of campus- the student’s campus so that award of the certifi cate based major requirements may also be counted can be noted on the offi cial transcript. Students toward the Five College Certifi cate. completing program requirements will also receive a certifi cate recognizing their achievement. • No course can be counted as satisfying more than one certifi cate distribution requirement. Smith College Advisers:

• Courses taken abroad may be used to fulﬁ ll the Floyd Cheung, Department of English and American distribution requirement with the approval of Studies Program the campus program adviser. Peter N. Gregory, Department of Religion and East Asian Studies Program C. Recommendation Bill E. Peterson, Department of Psychology

• Students are encouraged to attain some profi ciency in at least one language other than English, especially if such profi ciency facilitates the completion of the special project component of the certifi cate program. While English is suffi cient and appropriate for the completion of many projects involving Asian/Pacifi c/American communities, many sources and communities can be consulted only through other languages.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 330330 77/21/04/21/04 11:02:0811:02:08 AMAM 399 Five College Coastal and Marine Sciences Certiﬁ cate Program

broad training across disciplines. The Five College Campus Advisers Coastal and Marine Sciences Certifi cate will enable students to carefully select from a wide variety of Amherst College courses in marine sciences, including coastal and Anna Martini marine ecology/geology, resource management and public policy, oceanography, and coastal engi- Hampshire College neering to create a cohesive concentration. Under Charlene D’Avanzo the guidance of faculty advisers on each campus, Steve Roof students choose a progressive series of courses available within the fi ve campuses and in academic Mount Holyoke College off-campus programs (e.g., Sea Semester Educa- Jill Bubier tion, School for Field Studies). Students will be Stan Rachootin required to participate in intensive fi eld courses or Al Werner similar experiences to obtain competence in fi eld studies. Finally, students participate in a “capstone” Smith College independent, marine-related research project that C. John Burk will count toward the certifi cate. H. Allen Curran The certifi cate includes the following areas of Paulette Peckol study critical to a broad understanding of marine L. David Smith sciences: University of Massachusetts I. Organismal biology Bruce Byers II. Marine and coastal ecology Paul Godfrey III. Marine geology, chemistry and other related Francis Juanes sciences Mark Leckie IV. Resource management and public policy We strongly believe that our collaborative efforts in Requirements the Coastal and Marine Sciences Program, providing unique educational and research opportunities Students interested in working toward the certifi - for undergraduates, remain vital to the program cate must begin by selecting a faculty adviser from and should be continued and in some cases further the list below. The student’s campus adviser must enhanced. Offering a Five College Certifi cate in review and approve the program of study proposed Coastal and Marine Sciences will strengthen and by the student to ensure a strong concentration promote the curriculum now in place. in marine sciences as well as the necessary fi eld experience. Students must receive a “B” grade or better for all courses contributing to the certifi cate Overview and Rationale of requirements. the C & MS Certifi cate The Five College Certifi cate in Coastal and Marine Marine science is an inherently interdisciplinary Sciences consists of six courses, with at least fi eld of study that requires students to develop one course in each of the above four categories

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 331331 77/21/04/21/04 11:02:0911:02:09 AMAM 400 Five College Coastal & Marine Sciences Certiﬁ cate

(courses listed in Table 1) or the equivalent from MHC ES 321f Conference Courses in Environ- off-campus programs. At least three of the courses mental Studies: Contaminants in must be above the introductory level. Students will the Environment also complete an independent, marine-related re- MHC ES 321(2) Conference Courses in Environ- search project through an internship, thesis, Divi- mental Studies: Water Issues and sion III project, independent study or other activity Policies acceptable to their home campus adviser. Each MHC Bio 331f Ecology Seminar: Natural and student must show competency in fi eld studies by Physical Sciences with Lab either completing a project with a fi eld component MHC ES 200f Environmental Science or participating in an intensive Five College fi eld MHC ES 100f Introduction to Environmental course or approved semester-away program (e.g., Studies Sea Semester, School for Field Studies semester SC Bio 364 Biology and Geology of Coral with coastal settings). Students work with their Reefs: Past, Present and Future campus advisor to fulfi ll the requirements of the SC Bio 258 Conservation Biology Certifi cate, which is awarded by the Five College SC Bio 264 Marine Ecology Coastal and Marine Sciences Steering Committee. SC Bio 356 Plant Ecology UM WFCon 569 Biodiversity Conservation Table 1. Courses and categories for the Five College UM Bio 524 Coastal Plant Ecology Certifi cate in Coastal and Marine Sciences UM WFCon 470 Ecology of Fish UM Bio 287 Introductory Ecology Organismal Biology UM Geo 541 Paleoecology UM Bio 421 Plant Ecology AC Geo 27 Invertebrate Paleontology UM Jan. term Tropical Ecology of San Salvador MHC Bio 310f Invertebrate Zoology Island, Bahamas MHC Geo 321 Paleontology UM Bio 497h Tropical Field Biology SC Geo 231 Invertebrate Paleontology and Paleoecology Geology/Chemistry SC Bio 242 Invertebrate Zoology SC Bio 280 Morphology of Algae and Fungi AC Geo 34 Sedimentology UM Bio 485 Aquatic Vascular Plants AC Geo 39 The Global Environment: A UM Bio 397c Biology of Marine Vertebrates Biogeologic Approach UM Bio 542 Ichthyology HC NS 107 Evolution of the Earth UM Bio 548 Mammology HC NS 194 Geological Controversies UM Geo 591m Marine Micropaleontology HC NS 109 Weather UM Bio 544 Ornithology MHC Chem 200s Environmental Chemistry MHC Geo 101 Environmental Geology Marine and Coastal Ecology MHC Geo 240 Geological Resources and the Environment AC Geo 06 Perspectives on the Environment MHC Geo 326 Global Change AC Geo 12 Principles of Environmental MHC Geo 227 Groundwater Science MHC Geo 102 History of Life HC NS 207 Ecology MHC Geo 226 Introduction to Oceanography HC NS 180 Marine and Freshwater Ecology MHC Geo 324 Stratigraphy-Sedimentology HC NS 195 Pollution and Our Environment MHC Geo 203 Surface Processes MHC ES 321 s Conference Courses in Environ- MHC Geo 250 The Biosphere mental Studies: Coastal Resources SC Geo 301 Aqueous Geochemistry MHC ES 321 Conference Courses in Environ- SC Geo 270j Carbonate Systems and Coral mental Studies: Conservation Reefs of the Bahamas Biology SC Chem 150 Environmental Chemistry

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 332332 77/21/04/21/04 11:02:1011:02:10 AMAM Five College Coastal & Marine Sciences Certiﬁ cate 401

SC Geo 355 Geology and Biology of Coral UM Geo 392b Coastal Resource Policy Reefs: Past, Present and Future UM WFCon 587 Digital Remote Sensing SC Geo 309 Groundwater Geology UM NRC 597m Ecosystem Management SC Geo 1 I1 Introduction to Earth Processes UM WFCon 261 Fish Conservation and and History Management SC Geo 108b Oceanography UM WFCon 571 Fisheries Science and SC Geo 232 Sedimentology Management SC Geo 361 Tectonics and Earth History UM WFCon 5928 GIS in Natural Resources SC Geo 109 The Environment Management SC Geo 485 Applied Environmental Geology UM Geo 420 Human Impact on the Natural SC Geo 519 Aqueous and Environmental Environment Geochemistry UM Geo 591r Remote Sensing and Image UM Geo 354 Climatology and Climate Change Processing UM Geo 285 Environmental Geology UM WFCon 597r Watershed Science and UM Bio 280 Evolution: Diversity of Life Management Through Time UM WFCon 261 Wildlife Conservation UM Geo 100 Global Environmental Change UM WFCon 564 Wildlife Habitat Management UM Geo 201 History of the Earth UM Geo 415 Introduction to Geochemistry UM Geo 103 Introductory Oceanography UM Geo 595d Oceans and Climate UM Geo 615 Organic and Biogeochemistry UM Geo 592 Paleoceanography UM Geo 517 Sedimentary Geochemistry UM Geo 597b Stable Isotope Geochemistry UM Geo 101 The Earth UM Geo 666 The Water’s Edge Resource Management/Policy MHC Econ 203s Environmental Economics MHC Geogr 204 Human Dimensions of Environmental Change MHC Politics 256s The International Protection of the Environment MHC ES 304 Planning and the Environment MHC Geo 307 Remote Sensing SC Econ 224b Environmental Economics SC PPL 260 Global Warming: Science and Policy SC Gov243 International Law SC Gov 254 Politics of the Global Environment SC PPL 220 Public Policy Analysis SC PPL 230 Public Policy and Natural Resources SC PPL 303 Seminar in Public Policy for Marine and Coastal Resources

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 333333 77/21/04/21/04 11:02:1111:02:11 AMAM 402 Five College Certiﬁ cate in Culture, Health and Sci ence

The Five College Certifi cate in Culture, Health, Requirements: and Science complements a traditional disciplin- The Five College Certifi cate in Culture, Health and ary major by allowing students to deepen their Sciences consists of seven courses with a grade of knowledge of human health, disease and healing “B” or better, with at least one course in each of through an interdisciplinary focus. Under the guid- the six categories. No course may be used to satisfy ance of faculty program advisers on each campus, more than one category. At least four of the courses students choose a sequence of courses available must be above the introductory level. Students are within the fi ve campuses and identify an indepen- urged to begin with courses in Categories I and II, dent research project that will count toward the and to take courses in Category II that will expose certifi cate. The certifi cate represents areas of study them to knowledge of health and disease processes critical to understanding health and disease from a at the level of the population as well as the indi- biocultural perspective: vidual or sub-organism levels. Students must also complete an independent research project through I. Overviews of biocultural approaches: covering an internship, thesis, Division III project, course biocultural and comparative approaches to hu- project, independent study or other activity accept- man health and disease. able to their local campus adviser. At the discretion of the campus adviser, courses from the student’s II. Mechanisms of disease transmission: mecha- major can count toward the certifi cate. Certifi cate nisms of health and disease growth and trans- students are strongly urged to take at least four mission within individuals and populations. semesters—or its equivalent—of a second language. Such language training may be required for III. Population, health and disease: the relationship students seeking internships and summer research among social, behavioral, economic and other positions available through the program. aggregate population forces and human health and disease. For further details, consult the Smith College representatives: IV. Healers and treatment: the organization, inter- Suzanne Zhang-Gottschang, Department of pretation and function of healers and treatment. Anthropology; Elizabeth Wheatley, Department of Sociology V. Ethics and philosophy: structures of knowledge about health and health care decision making, http://www-unix.oit.umass.edu/~culhs/chs.html including ethical and philosophical issues.

VI. Research design and analysis: concepts of evidence, data collection, research ethics, measurement and/or analysis.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 334334 77/21/04/21/04 11:02:1111:02:11 AMAM 403 Five College Certiﬁ cate in In ter na tion al Relations

The International Relations Certifi cate Program of- No more than four of these courses in any one fers an opportunity for students to pursue an inter- department can be counted toward the certifi cate, est in international affairs as a complement to their and no single course can satisfy more than one majors. The program provides a disciplined course requirement. Students who complete the required of study designed to enhance the understanding of courses with a grade of B or better (no pass/fail the complex international processes—political, options) will receive the certifi cate. economic, social, cultural and environmental— that are increasingly important to all nations. The There is at least one adviser on each campus for Five College Certifi cate in International Relations the International Relations Certifi cate: essentially parallels the Smith College minor in international relations. They differ in the former’s Amherst College: Javier Corrales, Pavel Machala, inclusion of language and grade requirements and, Ronald Tiersky, William Taubman, political science of course, its conduct under the rubric of Five Col- lege cooperation. Hampshire College: Michael Klare, peace and world security studies; Fred Weaver, social science The certifi cate program consists of a minimum of eight courses covering the following areas of study: Mount Holyoke College: Vincent Ferraro, politics; Sohail Hashmi, international relations; Kavita 1. Introductory world politics; Khory, politics; Jon Western, international relations 2. Global institutions or problems; 3. The international fi nancial and/or commercial Smith College: Mlada Bukovansky, Steven Gold- system; stein, Jacques Hymans, Gregory White 4. A modern (post-1815) history course relevant to the development of international systems; UMass: James DerDerian, political science; Ste- 5. Contemporary U.S. foreign policy; phen Pelz, history; Eric Einhorn, political science; 6. A contemporary foreign language up to a profi - Peter Haas, political science; M.J. Peterson, politi- ciency level of the second year of college; cal science 7. Two courses on the politics, economy and/or society of foreign areas, of which one must involve the study of a developing region.

A complete list of the Five College courses for each of the seven requirements is available at www. mtholyoke.edu/acad/intrel/5col/homepage.htm. Not every Five-College course is accepted at Smith for degree credit; students should consult with their advisers as to whether particular courses are acceptable for Smith and certiﬁ cate credit.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 335335 77/21/04/21/04 11:02:1211:02:12 AMAM 404 Five College Certiﬁ cate in Latin American Studies

The Five College Certifi cate in Latin American Other requirements: Studies offers students the opportunity to show an 1. Profi ciency in Spanish or Portuguese through area of specialization in Latin American studies in the level of the fourth semester of college lan- conjunction with or in addition to their majors. guage study. Students must take one of these The program provides a disciplined course of study languages to the intermediate level and/or dem- allowing students to draw on the rich resources of onstrate in an interview the ability to conduct a more than 50 Latin Americanist faculty members normal conversation and read and interpret a in the Five College area and is designed to enhance text. students’ understanding of the complex region that 2. Students must receive a grade of B or better composes contemporary Latin America. in every course that qualifi es for the minimum certifi cate requirement. Minimum course requirements (minimum of three credits each): At least three of the eight courses must be taken ei- 1. A broadly based introductory course providing ther at another of the fi ve colleges or be taught by a an overview of the social and political history of faculty member not of the student’s own institution. Latin America (such as History 260a/261b); 2. One course in the humanities, including courses The certifi cate adviser on each campus is the direc- focusing on Latin American culture from the tor of the Latin American studies program at that pre-Columbian period to the present (such as campus or another individual designated by that art, art history, dance, fi lm, folklore, literature, body. music, religion and theatre); 3. One course in the social sciences including anthropology, economics, geography, political science and sociology, that offers substantial attention to Latin America and/or the Caribbean; 4. Four other courses which should be more advanced and more specifi c in focus; 5. A seminar which gives the student’s course work in Latin American Studies an interdisciplinary force.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 336336 77/21/04/21/04 11:02:1311:02:13 AMAM 405 Five College Certiﬁ cate Program in Logic

“How critical is logic? I will tell you: in every Students must receive grades of at least ‘B’ in each corner of the known universe, you will fi nd either course counting towards the certifi cate. the presence of logical arguments or, more signifi - For a complete list of courses fulfi lling certifi - cantly, the absence.” cate requirements, consult the program Web site, — V. K. Samadar listed with other certifi cate programs at the Five College Web site (www.fi vecolleges.edu). Or con- Logic is a part of every discipline. There is reason- sult a program adviser (Alexander George, philoso- ing in every fi eld of inquiry. There are rules behind phy; Dan Velleman, mathematics). every work of art, behind every natural language. There is inference in every intelligence, human Complete list of logic courses: and inhuman. Every issue of law and public policy bends to the power of logic. Introductory symbolic logic courses: The study of logic itself is thus of the greatest Smith, Logic 100, Philosophy 202 importance. The Logic Certifi cate Program brings Amherst, Philosophy 13 together aspects of logic from different regions of UMass, Philosophy 110 the curriculum: Philosophy, Mathematics, Com- puter Science and Linguistics. The program is Critical thinking courses: designed to acquaint students with the uses of logic UMass, Philosophy 192R and initiate them in the profound mysteries and Mount Holyoke, Philosophy 210 discoveries of modern logic. The basic requirement for the logic certifi cate Introductory symbolic logic for mathematics is six courses from the list of Five College logic students: courses. Amherst, Math 34 No more than four courses can be counted UMass, Philosophy 513, 514 toward the certifi cate from any single discipline Mount Holyoke, Philosophy 225 (philosophy, linguistics, mathematics, computer science). Incompleteness: At least two courses must be taken at an ad- Smith, Philosophy 220 vanced level (500 or above at UMass, 300 or above Amherst, Math 34 at Smith, Hampshire or Mount Holyoke, 30 or UMass, Philosophy 514 above at Amherst). Mount Holyoke, Philosophy 327 At least one course should expose students to the basic metatheory of fi rst order logic including Various topics in logic and philosophy: incompleteness. Courses satisfying this require- Smith, Philosophy 203 ment include: Amherst, Philosophy 50 UMass, Philosophy 310, 511, 512, 594, 710 Smith, Philosophy 220 Hampshire, CS 210 Amherst, Math 34 UMass, Philosophy 514 Mount Holyoke, Philosophy 327

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 337337 77/21/04/21/04 11:02:1411:02:14 AMAM 406 Five College Certiﬁ cate Program in Logic

Various topics in computer science: Smith, Computer Science 250, 270, 290, 294 Amherst, Computer Science 14, 24, 38 U Mass, CMPSCI 601 Hampshire, CS 175, CS 236

Various topics in mathematics: Smith, Mathematics 217 Amherst, Math 34 U Mass, Philosophy 594S

Various topics in linguistics: Smith, Computer Science 294 U Mass, Ling 610 U Mass, Ling 620 U Mass, Ling 720 Hampshire, CS 166, CS 210

Special Events: Every fall a distinguished logician is invited to Smith College to give the annual Alice Ambrose Tom Ty- moczko Logic Lecture. This year Professor Marcia Groszek from Dartmouth College was the invited speaker. The previous year’s lecturer was Professor Raymond Smullyan, Indiana University, emeritus. We are pleased to announce that the AA/TT/LL will be Professor Anil Gupta from the University of Pittsburgh.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 338338 77/21/04/21/04 11:02:1411:02:14 AMAM 407 Five College Certiﬁ cate in Middle East Studies

The Five College Certifi cate provides an opportunity 3. Five courses from the following categories. Stu- for students to complement a disciplinary major dents must take at least one course from each with multidisciplinary studies and linguistic attain- of the fi rst three groups, and no more than two ments. Because of the wide range of courses avail- from any single group. able through the fi ve colleges, students must design Group one: Religion/Philosophy a program that will meet their intellectual, academ- Group two: History/Literature/Arts ic and prospective professional needs in conjunc- Group three: Social Sciences tion with an adviser from their home institution. Group four: Additional language study The program is administered by the Five College beyond what is required to satisfy the language Committee for Middle East Studies, which includes requirement above. the program advisers from each campus. Students are encouraged to declare intentions and begin A list of courses offered at the fi ve colleges satisfy- work with an adviser during the sophomore year. ing each of the requirements is available from the In addition to the courses offered through each advisers listed below and through the Five College of the fi ve institutions, students are encouraged to Center or on the Five College Web page (http:// spend time in the Middle East, learning Arabic and www.fi vecolleges.edu). Courses not listed, whether other languages and immersing themselves in the taken at one of the fi ve colleges or elsewhere, must culture of the area. Plans for study abroad should be approved by the committee on the recommen- be designed in consultation with the student’s ad- dation of the campus adviser. viser. Courses from outside the fi ve colleges will be counted as contributing toward the fulfi llment of There is at least one adviser on each campus in certifi cate requirements on the recommendation of Middle East Studies. Any of the following faculty the campus adviser and the approval of the com- members of the Middle East Studies Committee mittee. Students must receive a grade of B or better at Smith College may serve as your adviser: Justin in every course counted toward the certifi cate. Cammy (Jewish Studies), Donna Robinson Divine (Government), Karen Pfeifer (Economics), Grego- Requirements: ry White (Government). 1. Knowledge equivalent to at least two years of college study of a language of the region. Arabic Please contact Five Colleges, Inc. or see their Web and Modern Hebrew are currently taught in the site at http://www.fi vecolleges.edu/deptprog/mid- Five Colleges; in consultation with an adviser, east for the most up-to-date information on the other languages of the region may be substi- Certifi cate in Middle East Studies. tuted. 2. Two introductory courses providing a historical overview of the medieval and modern periods.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 339339 77/21/04/21/04 11:02:1511:02:15 AMAM 408 Five College Self-In struc tion al Language Program

The Five College Self-Instructional Language Pro- In general, these courses carry one-half of the gram affords students the opportunity to study credit carried by a traditional language course, but languages that are not currently offered through there are contingencies on every campus. The pro- traditional classroom instruction. At the beginning gram director can provide additional information. of the semester the student is given a goal to be These courses do not satisfy the language require- reached by the semester’s end. The student works ment on any campus. The only languages offered independently on his/her home campus throughout are those not offered in the classroom situation on the semester using a textbook, workbook, audio any of the ﬁ ve campuses. tapes, video tapes and computer programs (various components are available for different lan- The self-instructional language program is admin- guages). The student is assigned a native-speaker istered in the Five College Center for the Study of (usually an international student from the home World Languages, 102 Bartlett Hall, University of campus) who serves as conversation partner for Massachusetts, by the center’s director, Elizabeth one hour of conversation per week. At the end of H.D. Mazzocco. the semester, a professor of the target language is brought to campus to administer a 20- to 30- Examples of Language Courses Offered minute oral exam; from that exam, the professor Czech I, II, III, IV determines a grade for the course. Hindi I, II, III, IV Hungarian I, II, III, IV This program is designed for students who are Indonesian I, II, III, IV extremely self-motivated and secure in foreign Modern Greek I, II, III, IV language study. Students must have a personal Norwegian I, II, III, IV interview with the program director; those with Serbo-Croation I, II, III, IV limited knowledge of a language must schedule Swahili I, II, III, IV a placement exam the semester before language Thai I, II, III, IV study begins. Turkish I, II, III, IV Urdu I, II, III, IV

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 340340 77/21/04/21/04 11:02:1611:02:16 AMAM The Athletic Program 409 The Athletic Program

Lynn Oberbillig, M.B.A., Director of Athletics Coaches Kimberly Allen, Associate Athletic Director Tim Bacon, M.A., Coach of Squash Sarah Canﬁ eld, M.S.W., Coach of Novice Crew Senior Coaches Liz Feeley, B.A., Coach of Basketball Kim Bierwert, B.S., Senior Coach of Swimming and Phil Nielsen, M.A., Coach of Soccer Diving Ellen O’Neil, M.S.T., Coach of Cross Country Carla Coffey, M.A., Senior Coach of Track and Field Steve Samolewicz, J.D., Coach of Skiing Christine Davis, M.S., Senior Coach of Tennis Wendy Walker, M.A., Coach of Lacrosse Karen Klinger, M.S., Senior Coach of Crew Bonnie May, M.S., Senior Coach of Softball and Sports Medicine Staff Volleyball Deb Coutu, M.S., Athletic Trainer Suzanne Payne, M.Ed., Senior Coach of Equestrian Kelli Steele, M.S., Athletic Trainer Judy Strong, B.S., Senior Coach of Field Hockey

The athletic program offers opportunities for ath- Basketball. Season: Oct 15–March. Practice letic participation to all students of the college, at hours: M T W Th F 4–6 p.m., Liz Feeley. the intercollegiate, recreational and club levels. Students interested in athletic instruction should Crew. Season: September–October, February–May. consult the exercise and sport studies department Practice hours: M T W Th F 4–6 p.m. or 6–8 listings beginning on p. 211. Although Smith does a.m. and as schedules permit, Head Coach, Karen not offer athletic scholarships, ﬁ nancial aid is Klinger and Sarah Canﬁ eld, novice crew coach. available on the basis of need. Inquiries should be addressed to the Director of Athletics, Ainsworth Cross Country. Season: September–November. Gymnasium, Smith College, Northampton, MA Practice hours: M T W Th 4–6 p.m., F 3:30–5:30 01063. p.m., Ellen O’Neil.

Field Hockey. Season: September–November A. Intercollegiate Athletics and April. Practice hours: M T W Th 4–6 p.m., F 3:30–5:30 p.m., Judy Strong. The intercollegiate program emphasizes the pursuit of athletic excellence and the enjoyment of com- Lacrosse. Season: Sept 15–Oct 15 and Febru- petition with other highly skilled athletes. There is ary–May. Practice hours: M T W Th 4–6 p.m., F opportunity for post-season play on the regional 3:30–5:30 p.m., Wendy Walker. and national levels for all teams and individuals who qualify. Smith is a founding member of the Equestrian. Season: September–November, Febru- New England Women’s and Men’s Athletic Confer- ary–May. Practice hours: To be arranged, Suzanne ence (NEWMAC) and belongs to Division III of the Payne. National Collegiate Athletic Association (NCAA) and the Eastern College Athletic Conference (ECAC). Skiing. Season: January–March. Practice hours: Oct 15–December, M T W Th F 4–6 p.m. Inter- In 2004–05, the college will ﬁ eld the following term: 8 a.m.–4 p.m. February and March, to be intercollegiate teams: arranged, Steve Samolewicz.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 341341 77/21/04/21/04 11:02:1611:02:16 AMAM 410 The Athletic Program

Soccer. Season: September–November and April. Practice hours: M T W Th F 4–6 p.m., Phil Nielsen. B. Recreation and Sport Clubs Softball. Season: February–May and Sept 15–Oct 15. Practice hours: M T W Th 4–6 p.m., F 3:30– The focus of the recreation program is on regular, 5:30 p.m., Bonnie May. noncredit fi tness activities as well as one-day special event competitions. The fi tness activities may Squash. Season: October–March. Practice hours: include aerobic dance, kickboxing, weight lifting M T W Th 4–6 p.m., F 3:30–5:30 p.m., Tim Bacon. clinics, pilates and yoga. The 34 houses vie with friendly rivalry in special Swimming and Diving. Season: October–March. events such as a novice crew regatta (the Head of Practice hours for swimming: M W 4–6 p.m., T Th the Paradise), campus runs, inner tube water polo, 3–5 p.m., F 3:30–5:30 p.m.; practice hours for fl ag football, triathlon and croquet. diving: M T W Th 5:45–7:30 p.m., F 1–3 p.m., Kim Bierwert. The club sports are a group of independent clubs under the guidance of the Smith College Athletic Tennis. Season: September–October, Febru- Association. They are supported by dues, fundrais- ary–May. Practice hours: M T W Th 4–6 p.m., F ers, SGA activities, fee allocations and the Athletic 3:30–5:30 p.m., Christine Davis. Association. Open to Smith students of any ability level, club sports provide a resource to learn a new Track and Field. Season: Mid-November through sport or practice a familiar one. Presently, there December, preseason conditioning; technique and are nine clubs: fencing, golf, ice hockey, outing, strength work. January–May, indoor/outdoor com- riding (dressage), rugby, synchronized swimming, petition. Practice hours: M T W Th 4–6 p.m., and F ultimate frisbee and water polo. 3:30–5:30 p.m., Carla Coffey.

Volleyball. Season: September–November and February. Practice hours: M T W Th 4–6 p.m., F 3:30–5:30 p.m., Bonnie May.

44.CatCourseListing04-05.indd.CatCourseListing04-05.indd 342342 77/21/04/21/04 11:02:1711:02:17 AMAM 411 Directory Stanley Kogelman SSW ’75 The Board of Trustees New York, NY Carol Tecla Christ, President Dawn Gould Lepore ’77 Northampton, MA San Francisco, CA Mary Patterson McPherson ’57 Elizabeth Liedel ’04 Chair of the Board Lake Oswego, OR New York, NY Victoria Murden McClure ’85 Judith Bronstein Milestone ’66 Louisville, KY Vice Chair of the Board Alumnae Trustee Janet Clarke McKinley ’76 Atlanta, GA New York, NY Louise M. Parent ’72 Nancy Keebler Bissell ’61 Tucscon, AZ New York, NY Jane Chace Carroll ’53 Jane Lofgren Pearsall ’57 New York, NY Oak Park, IL Elizabeth Mugar Eveillard ’69 Susan Porth ’70 Alumnae Trustee San Francisco, CA New York, NY Tracy Garrett Rubin ’77 William C. Gipson Needham, MA Philadelphia, PA Nancy Godfrey Schacht ’56 Sidney H. Golub New York, NY Corona del Mar, CA Cornelia Mendenhall Small ’66 Joanne Sawhill Grifﬁ n ’72 New York, NY St. Louis, MO Marion Berk Smith-Waison ’68 Phoebe A. Haddon ’72 Alumnae Trustee Philadelphia, PA Columbia, MD Jane Lakes Harman ’66 Lindsey Anne Watson ’03 (on leave) Philadelphia, PA Washington, DC James Wei Ira Michael Heyman Princeton, NJ Berkeley, CA Anita Volz Wien ’62 Gayle White Jackson ’67 New York, NY Alumnae Trustee St. Louis, MO Phoebe Pederson Wood ’75 Alumnae Trustee Ann F. Kaplan ’67 Louisville, KY New York, NY Janet Wright Ketcham ’53 Rebecca C. Lindsey, Secretary of the Board of Seattle, WA Trustees and Assistant to the President Georgia Yuan, General Counsel and Secretary of the College

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Dilman John Doland, Ph.D. Faculty Professor Emeritus of Psychology (1982) Ruth J. Simmons, Ph.D. John H. Detmold, A.B. President Emerita (2001) Director Emeritus of Development (1982) Jill Ker Conway, Ph.D., LL.D., D.Litt., Ed.D., Rosalind Shaffer deMille, M.A. L.H.D. Professor Emerita of Dance (1984) President Emerita (1989) Robert Lee Ellis, M.B.A. Mary Maples Dunn, Ph.D. Treasurer Emeritus (1984) President Emerita (1995) Robert Torsten Petersson, Ph.D. Dorothy Carolin Bacon, Ph.D. Professor Emeritus of English Language and Robert A. Woods Professor Emerita of Eco nom ics Literature (1985) (1970) Andrée Demay, Agrégée de l’Université Elizabeth Dorothy Robinton, Ph.D. Professor Emerita of French Language and Professor Emerita in the Biological Sciences Literature (1985) (1973) Rita May Benson, M.S. Charles DeBruler, B.S. Associate Professor Emerita of Exercise and Business Manager Emeritus (1974) Sport Studies (1985) Vera A. Joseph, M.D. Herman Edelberg, M.D. College Physician Emerita (1975) Associate Physician Emeritus (1985) Charlotte Hackstaff Fitch, A.M. Helen Krich Chinoy, Ph.D. Professor Emerita of Theatre and Speech (1976) Professor Emerita of Theater (1986) Helen Benham Bishop, A.B. Kenneth Amor Connelly Jr., Ph.D. Registrar Emerita (1976) Professor Emeritus of English Language and Florence Isabel Macdonald, A.B., A.M. (Hon.) Literature (1986) Secretary Emerita of the Board of Trustees Frank H. Ellis, Ph.D. (1976) Mary Augusta Jordan Professor Emeritus of Edith Kern, Ph.D. En glish Language and Literature and Adjunct Doris Silbert Professor Emerita in the Curator of Queen Anne Pamphlets, Mortimer Hu man i ties (Comparative Literature) (1977) Rare Book Room (1986) Phyllis Williams Lehmann, Ph.D., Litt.D., Charles Henderson Jr., Ph.D. D.F.A. (Hon.), L.H.D. Professor Emeritus of Classical Languages and William R. Kenan Jr. Professor Emerita of Art Literatures (1986) (1978) James Holderbaum, Ph.D. Helen Louise Russell, Ph.D. Professor Emeritus of Art (1986) Dean of Students Emerita and Professor Emerita B. Elizabeth Horner, Ph.D. of Physical Education (1979) Myra M. Sampson Professor Emerita of Joaquina Navarro, Ph.D. Bi o log i cal Sciences (1986) Professor Emerita of Spanish and Portuguese Jess J. Josephs, Ph.D. (1981) Professor Emeritus of Physics (1986) Mary DeWolf Albro, A.B. Richard P. Wilbur, A.M. Director Emerita of the Career Development Poet Emeritus (1986) Ofﬁ ce (1981)

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Adrienne Auerswald, A.M. Charles Langner Robertson, Ph.D. Iva Dee Hiatt Professor Emerita of Music (1987) Professor Emeritus of Government (1991) Louis Cohn-Haft, Ph.D. Joan Maxwell Bramwell, M.A. Professor Emeritus of History (1987) Professor Emerita of English Language and Literature (1992) Paul Pickrel, Ph.D. Professor Emeritus of English Language and Gemze de Lappe Literature (1987) Artist in Residence Emerita, Dance De part ment (1992) Klemens von Klemperer, Ph.D. L. Clark Seelye Professor Emeritus of History Stanley Maurice Elkins, Ph.D. (1987) Sydenham Clark Parsons Professor Emeritus of History (1992) H. William Gilbert, M.B.A. Business Manager Emeritus (1987) Lawrence A. Fink, Ed.D. Professor Emeritus of Education and Child Study Margherita Silvi Dinale, Dottore in Lettere (1992) Professor Emerita of Italian Language and Lit er a ture (1989) W. Bruce Hawkins, Ph.D. Professor Emeritus of Physics (1992) Anne F. Keppler, A.B. Director Emerita of Financial Aid (1989) Josephine Louise Ott, Ph.D. Professor Emerita of French Language and Joan E. Morgenthau, M.D. Literature (1992) College Physician Emerita, Director Emerita of Health Services (1989) Lory Wallﬁ sch Iva Dee Hiatt Professor Emerita of Music (1992) David Andrew Haskell, Ph.D. Professor Emeritus of Biological Sciences (1990) Robert Mitchell Haddad, Ph.D. Sophia Smith Professor Emeritus of History Nelly Schargo Hoyt, Ph.D. and Professor Emeritus of Religion and Biblical Achilles Professor Emerita of History (1990) Lit er a ture (1993) Iole Fiorillo Magri, Dottore in Lingue e Stanley Rothman, Ph.D. Letterature Straniere Mary Huggins Gamble Professor Emeritus of Professor Emerita of Italian Language and Government (1993) Literature (1990) Elizabeth Gallaher von Klemperer, Ph.D. Patricia C. Olmsted, A.B. Esther Cloudman Dunn Professor Emerita of Dean Emerita of the Sophomore Class and English Language and Literature (1993) As so ci ate Dean Emeritus for Intercollegiate Study (1990) J. Diedrick Snoek, Ph.D. Professor Emeritus of Psychology (1994) Lorna R. Blake, B.A. Director Emerita of Admission (1991) Lois Ann Hartman, Ph.D. Dean Emerita of the Smith College School for Jean Higgins, Ph.D. Social Work and Elizabeth Marting Treuhaft Professor Emerita of Religion and Biblical Professor Emerita of the Smith College School for Lit er a ture (1991) Social Work (1994) Joan Hatch Lennox, M.S.S.W., M.F.A. Erna Berndt Kelley, Ph.D. Associate Professor Emerita of Sociology (1991) Professor Emerita of Spanish and Portuguese Caryl Miriam Newhof, M.S. (1995) Professor Emerita of Exercise and Sport Stud ies (1991)

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Murray James Kiteley, Ph.D. Philip Green Sophia Smith Professor Emeritus of Philosophy Sophia Smith Professor Emeritus of (1995) Government (1998) Melvin S. Steinberg, Ph.D. Seymour William Itzkoff Professor Emeritus of Physics (1995) Professor Emeritus of Education and Child Study (1998) Charles L. Johnson, M.B.A. Associate Treasurer Emeritus (1995) Cynthia Taft Morris Charles N. Clark Professor Emerita of Yechiael E. Lander, M.A. Economics (1998) Jewish Chaplain Emeritus (1995) Taitetsu Unno Jack W. Simpkin, B.S. Jill Ker Conway Pro fes sor Emeritus of Religion Director Emeritus of Personnel Services (1995) and East Asian Studies (1998) Peter Niles Rowe, Ph.D. Kenneth P. Hellman Professor Emeritus of Gov ern ment (1995) Professor Emer i tus of Chemistry (1999) Alice Rodriguez Clemente, Ph.D. Francis Murphy Professor Emerita of Span ish and Portuguese Professor Emer i tus of English (1999) and of Comparative Literature (1996) Lawrence Alexander Joseph Quentin Quesnell, S.S.D. Professor Emeritus of French Language and Roe/Straut Professor Emer i tus in the Literature (2000) Humanities (Re li gion and Biblical Lit er a ture) (1996) Thomas Hastings Lowry Professor Emeritus of Chemistry (2000) Margaret L. Shook, Ph.D. Professor Emerita of En glish Language and Philipp Otto Naegele Lit er a ture (1996) William R. Kenan, Jr. Professor Emeritus of Mu sic (2000) Robert Teghtsoonian, Ph.D. Professor Emeritus of Psy chol o gy (1996) Helen E. Searing Alice Pratt Brown Professor Emerita of Art Igor Zelljadt, M.A. (2000) Professor Emeritus of Russian Language and Literature (1996) Frances Cooper Volkmann Harold Edward and Elsa Siipola Israel Professor Elizabeth Ann Tyrrell, Ph.D. Emerita of Psychology (2000) Professor Emerita of Biological Sciences (1996) Raymond A. Ducharme, Jr. Phyllis Joan Cassidy, Ph.D. Professor Emeritus of Education and Child Study Professor Emerita of Mathematics (1997) (2001) Bruce Theodore Dahlberg, M.Div., Ph.D. George Fleck Professor Emeritus of Religion and Biblical Professor Emeritus of Chemistry (2001) Lit er a ture (1997) D. Dennis Hudson Patricia Weed, Ph.D. Professor Emeritus of World Religions (2001) Professor Emerita of French Language and Mary Helen Laprade Lit er a ture (1997) Lecturer Emerita in Biological Sciences (2001) Marie-José Madeleine Delage Walter Morris-Hale Professor Emerita of French Language and Professor Emeritus of Government and Literature (1998) Afro-Amer i can Studies (2001)

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Brian White William P. Wittig Professor Emeritus of Geology (2001) Professor Emeritus of Music (2003) R. Jackson Wilson Joan M. Afferica Sydenham Clark Parsons Professor Emeritus of L. Clark Seelye Professor Emerita of History History (2001) (2003) Kathyrn Addelson Jaroslaw Volodymyr Leshko Mary Huggins Gamble Professor Emerita of Phi- Professor Emeritus of Art (2003) los o phy (2002) Elliot Melville Offner David Ball Andrew W. Mellon Professor Emeritus in the Professor Emeritus of French Language and Lit- Humanities (Art) and Printer Emeritus to the er a ture and Comparative Literature (2002) College (2004) Charles Cutler Yvonne Daniel Professor Emeritus of Spanish and Portuguese Professor Emerita of Dance and Afro-American (2002) Studies (2004) Ronald Perera Lester K. Little Elsie Irwin Sweeney Professor Emeritus of Dwight W. Morrow Professor Emeritus of History Music (2002) (2004) Philip D. Reid Donald Leonard Robinson Louise C. Harrington Professor Emeritus of Charles N. Clark Professor Emeritus of Biological Sciences (2002) Government (2004) James Sacré Harold Lawrence Skulsky Doris Silbert Professor Emeritus in the Mary Augusta Jordan Professor Emeritus of Humanities (French Language and Literature ) English Language and Literature (2004) (2002) Hans Rudolf Vaget Malcolm B. E. Smith Helen and Laura Shedd Professor Emeritus of Professor Emeritus of Philosophy (2002) German Studies and Professor Emeritus of Comparative Literature (2004) Richard White Professor Emeritus of Astronomy (2002) Robert T. Averitt Professor Emeritus of Economics (2003) Thomas Sieger Derr, Jr. Professor Emeritus of Religion and Biblical Literature (2003) Peter B. Pufall Professor Emeritus of Psychology (2003) Donald Baldwin Reutener, Jr. Professor Emeritus of Psychology (2003) Peter I. Rose Sophia Smith Professor Emeritus of Sociology and Anthropology (2003)

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Mary Ellen Birkett Professors Professor of French Studies Martha A. Ackelsberg A.B. Smith College, M.Phil., Ph.D. Yale University. Professor of Government and of Women’s Fletcher A. Blanchard Studies Professor of Psychology B.A. Radcliffe College, M.A., Ph.D. Princeton B.A. University of New Hampshire, Ph.D. University University. of Colorado. Michael O. Albertson Peter Anthony Bloom Professor of Mathematics Grace Jarcho Ross 1933 Professor of Humanities, B.S. Michigan State University, Ph.D. University of (Music) Pennsylvania. B.A. Swarthmore College, M.A., Ph.D. University of Mark Aldrich Pennsylvania. Marilyn Carlson Nelson Professor of Economics Susan C. Bourque B.A. Middlebury College, M.A. University of Esther Booth Wiley Professor of Government and California at Berkeley, Ph.D. University of Texas. Provost/Dean of the Faculty Paul Alpers B.A., Ph.D. Cornell University. Professor-in-Residence Scott A. Bradbury Margaret E. Anderson Professor of Classical Languages and Literatures Professor of Biological Sciences B.A. Amherst College; B.A., M.A. Corpus Christi B.A. Augustana College, Ph.D. Stanford University. College, Oxford University; Ph.D. University of California at Berkeley. Frédérique Apffel-Marglin Professor of Anthropology John B. Brady B.A., Ph.D. Brandeis University. Mary Elizabeth Moses Professor of Geology A.B. Harvard College, M.S. University of California Maria Nemcová Banerjee at Los Angeles, Ph.D. Harvard University. Professor of Russian Language and Literature Baccalauréat, Collège Marie de France, Montreal, Barbara Brehm-Curtis M.A. Université de Montréal, Ph.D. Harvard Professor of Exercise and Sport Studies University. B.A. Duke University, M.A., Ed.D. Columbia University. Randall Bartlett Professor of Economics Richard T. Briggs A.B. Occidental College, M.A., Ph.D. Stanford Professor of Biological Sciences University. B.A. College of Wooster, Ph.D. University of Kansas. Douglas Bauer Jane Bryden Elizabeth Drew Professor, 2004–05 (English Iva Dee Hiatt Professor of Music Language and Literature) B.M., M.M. New England Conservatory. B.A. Drake University, D.A. State University of New Robert Buchele York, Albany. Professor of Economics Donald C. Baumer B.S. University of California at Los Angeles, M.S. Professor of Government Massachusetts Institute of Technology, Ph.D. B.A. Ohio University, M.A., Ph.D. Ohio State Harvard University. University. H. Robert Burger Leonard Berkman Achilles Professor of Geology Anne Hesseltine Hoyt Professor of Theatre B.S. Yale University, A.M., Ph.D. Indiana University. B.A. Columbia College, M.F.A., D.F.A. Yale University.

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Carl John Burk John Davis Elsie Damon Simonds Professor of Biological Alice Pratt Brown Professor of Art Sciences A.B. Cornell University, M.A., M.Phil., Ph.D. A.B. Miami University, M.A., Ph.D. University of Columbia University. North Carolina. Jill G. de Villiers A. Lee Burns Professor of Philosophy and Sophia and Austin Professor of Art Smith Professor of Psychology B.A., M.S., M.F.A. University of Iowa. B.Sc. Reading University, England, Ph.D. Harvard James Joseph Callahan University. Professor of Mathematics Peter A. de Villiers B.A. Marist College, Ph.D. New York University. Sophia and Austin Smith Professor of Psychology Carol T. Christ B.A. Rhodes University, South Africa, B.A. Oxford President and Professor of English Language and University, Ph.D. Harvard University. Literature Piotr Decowski B.A. Douglass College, M.Ph., Ph.D. Yale University. Professor of Physics J. Patrick Coby M.Sc., Ph.D. University of Warsaw. Professor of Government Donna Robinson Divine B.A., M.A., Ph.D. University of Dallas. Morningstar Family Professor in the Field of David Warren Cohen Jewish Studies and Professor of Government Professor of Mathematics B.A. Brandeis University, Ph.D. Columbia University. B.S. Worcester Polytechnic Institute, M.S., Ph.D. Karl Paul Donfried University of New Hampshire. Elizabeth A. Woodson 1922 Professor of Religion Rosetta Marantz Cohen and Biblical Literature Professor of Education and Child Study A.B. Columbia College, B.D. Harvard University, B.A. Yale University, M.F.A. Columbia University, S.T.M. Union Theological Seminary, Dr. Theol. M.Ed., Ed.D. Teachers College, Columbia. University of Heidelberg. John M. Connolly Eglal Doss-Quinby Professor of Philosophy Professor of French Studies B.A. Fordham College, M.A. Oxford University, B.A. State University of New York at Stony Brook, Ph.D. Harvard University. M.A., Ph.D. New York University. Richard Cooper Nalini Easwar Kennedy Professor in Renaissance Studies Professor of Physics (French Studies) B.Sc., M.Sc. University of Bombay, India, M.S., B.A., M.A., D. Phil, New College, Oxford. Ph.D. University of Pittsburgh. Nora F. Crow Suzan Edwards Professor of English Language and Literature Professor of Astronomy A.B. Stanford University, A.M., Ph.D. Harvard B.A. Dartmouth College, M.S., Ph.D. University of University. Hawaii. H. Allen Curran Glenn Ellis William R. Kenan, Jr. Professor of Geology Visiting Professor in Engineering B.S. Washington and Lee University, M.S., Ph.D. B.S. Lehigh University, M.A., Ph.D. Princeton University of North Carolina at Chapel Hill. University. R. Craig Davis Nawal El-Saadawi Professor of English Language and Literature William Allan Neilson Professor (Comparative B.A. College of William and Mary, M.A. University of Literature) Wales, Ph.D. University of Virginia. M.D., Cairo University.

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Karen Smith Emerson Jay L. Garﬁ eld Professor of Music Doris Silbert Professor of Philosophy B.A. Luther College, M.M. University of Illinois. A.B. Oberlin College, M.A., Ph.D. University of Pittsburgh. Suzannah J. Fabing Director of the Smith College Museum of Art Paula J. Giddings and Lecturer in Art Professor of Afro-American Studies and Editor of A.B. Wellesley College, A. M., Harvard University. Meridians B.A. Howard University. Richard Fantasia Professor of Sociology Myron Peretz Glazer B.S. Upsala College, M.S. State University of New Barbara Richmond Professor in the Social York at Buffalo, Ph.D. University of Massachusetts Sciences at Amherst. B.A. City College of New York, M.A. Rutgers University, M.A., Ph.D. Princeton University. Kenneth Edward Fearn Professor of Music Steven Martin Goldstein Mus.B. Roosevelt University, Mus.M. Manhattan Sophia Smith Professor of Government School of Music. B.A. Tufts College, M.A. Fletcher School of Law and Diplomacy, Ph.D. Columbia University. Craig M. Felton Professor of Art Michael Gorra B.A. Saint Vincent College, M.A., Ph.D. University of Professor of English Language and Literature Pittsburgh. A.B. Amherst College, Ph.D. Stanford University. Dean Scott Flower Domenico Grasso Professor of English Language and Literature Rosemary Bradford Hewlett Professor of A.B. University of Michigan, Ph.D. Stanford Engineering University. B.S. Worcester Polytechnic Institute, M.S.C.E. Purdue University, Ph.D. University of Michigan. Elliot Mayer Fratkin Professor of Anthropology Justina Winston Gregory B.A. University of Pennsylvania, M.Phil. University of Professor of Classical Languages and Literatures London, Ph.D. Catholic University of America. A.B. Smith College, M.A., Ph.D. Harvard University. Sue J. M. Freeman Peter Gregory Professor of Education and Child Study Jill Ker Conway Professor of Religion and East B.A. Rutgers University, M.S., Ph.D. University of Asian Studies Wisconsin. B.A. Princeton University, M.A. Claremont Graduate School, Ph.D. Harvard University. Randy O. Frost Harold Edward and Elsa Siipola Israel Professor Gertraud Gutzmann of Psychology Professor of German Studies B.A., M.A., Ph.D. University of Kansas. B.A., M.A. Middlebury College, Ph.D. University of Massachusetts at Amherst. Martine Gantrel Professor of French Studies Ruth Haas Agrégée de l’Université, Docteur de Troisième Professor of Mathematics and of Engineering Cycle en Littérature Française, La Sorbonne, Paris, B.A. Swarthmore College, M.S., Ph.D. Cornell France. University. Daniel K. Gardner Deborah Haas-Wilson Professor of History Professor of Economics A.B. Princeton University, Ph.D. Harvard University. B.A. University of Michigan, M.A., Ph.D. University of California at Berkeley.

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Andrea Hairston Helen Lefkowitz Horowitz Professor of Theatre and Afro-American Studies Sydenham Clark Parsons Professor of History A.B. Smith College, A.M. Brown University. and Professor of American Studies Katherine Taylor Halvorsen B.A. Wellesley College, M.A., Ph.D. Harvard Professor of Mathematics University. B.A. University of Michigan, M.Ed. Boston Caroline Houser University, M.S. University of Washington, D.Sc. Professor of Art Harvard School of Public Health. B.A. Mills College, A.M., Ph.D. Harvard University. Elizabeth Wanning Harries Jamie Hubbard Professor of English Language and Literature Professor of Religion and Biblical Literature and and of Comparative Literature Yehan Numata Lecturer in Buddhist Studies A.B. Vassar College, M.A.T., Ph.D. Yale University. B.A. Webster University, M.A., Ph.D. University of Mary Harrington Wisconsin. Professor of Psychology Jefferson Hunter B.Sc. Pennsylvania State University, M.A. University Professor of English Language and Literature of Toronto, Ph.D. Dalhousie University. B.A. Pomona College, B.A. University of Bristol, Robert Hauck Ph.D. Yale University. Adjunct Professor of Government Leslie R. Jaffe, M.D. Virginia Hayssen Adjunct Associate Professor of Biological Professor of Biological Sciences Sciences and College Physician B.A. Pomona College, Ph.D. Cornell University. Monica Jakuc Susan Heideman Elise Irwin Sweeney Professor of Music Professor of Art B.S., M.S. Juilliard School of Music. B.F.A. Boston University School for the Arts, M.F.A. James H. Johnson Indiana University. Professor of Exercise and Sport Studies John D. Hellweg B.S., M.S., Ph.D. Louisiana State University. Professor of Theatre Ann Rosalind Jones B.A. University of California at Riverside, M.A. Esther Cloudman Dunn Professor of Stanford University, Ph.D. University of California at Comparative Literature Berkeley. B.A. University of California at Berkeley, M.A. James M. Henle Columbia University, Ph.D. Cornell University. Professor of Mathematics Donald Joralemon A.B. Dartmouth College, Ph.D. Massachusetts Professor of Anthropology Institute of Technology. B.A. Oberlin College, M.A., Ph.D. University of Elizabeth Erickson Hopkins California at Los Angeles. Professor of Anthropology Roger T. Kaufman B.A. Wellesley College, M.A., Ph.D. Columbia Professor of Economics University. B.A. Williams College, Ph.D. Massachusetts Institute Daniel Horowitz of Technology. Mary Huggins Gamble Professor of American Barbara A. Kellum Studies, and Associated Member of History Professor of Art B.A. Yale College, Ph.D. Harvard University. A.B., A.M. University of Southern California, A.M. University of Michigan, Ph.D. Harvard University.

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Jocelyne Kolb Gwendolyn Mink Professor of German Studies Professor of Women’s Studies B.A. Smith College, Ph.D. Yale University. B.A. University of California, Berkeley, Ph..D. Frederick Leonard Cornell University. Professor of Economics Barry Moser B.S., M.A. Miami University, Ph.D. University of Professor-in-Residence, Art Michigan. B.S. University of Chattanooga. Ann Leone Albert Mosley Professor of French Studies Professor of Philosophy A.B. Smith College, M.A., Ph.D. Brown University. B.S., Ph.D. University of Wisconsin, Madison. Robert G. Linck Howard Allen Nenner Professor of Chemistry Roe/Straut Professor in the Humanities B.S. Case Institute of Technology, Ph.D. University B.A. Queens College, LL.B. Columbia University, of Chicago. Ph.D. University of California at Berkeley. Maureen A. Mahoney Catharine Newbury Adjunct Professor of Psychology and Dean of the Professor of Government College B.A. Willamette University, M.A., Ph.D. University of B.A. University of California at Santa Cruz, Ph.D. Wisconsin, Madison. Cornell University. David Newbury Alan L. Marvelli Gwendolen Carter Professor of African Studies Professor of Education and Child Study, Director (History) of the Smith College–Clarke School for the Deaf B.A. Williams College, M.A., Ph.D. University of Teacher Education Program Wisconsin, Madison. B.S. Bridgewater State College, M.E.D. Smith Robert M. Newton College, Ed.D. University of Massachusetts at Professor of Geology Amherst. B.A. University of New Hampshire, M.A. State Joseph George McVeigh University of New York at Binghamton, Ph.D. Professor of German Studies University of Massachusetts. B.A. La Salle College, M.A., Ph.D. University of Herbert Nickles Pennsylvania. Director of Information Technology Services Lawrence Meinert B.A., M.A. University of California, Riverside. Professor- in-Residence Gary L. Niswonger B.A. Carleton College, Ph.D. Stanford University. Professor of Art Robert B. Merritt B.A. Miami University, M.Ed. Ohio University, M.F.A. Professor of Biological Sciences Rhode Island School of Design. B.A., Ph.D. University of Kansas. Richard Francis Olivo Chester J. Michalik Professor of Biological Sciences Professor of Art A.B. Columbia University, A.M., Ph.D. Harvard B.S. Massachusetts College of Art, M.F.A. Boston University. University. William Allan Oram Richard Millington Helen Means Professor of English Language and Professor of English Language and Literature Literature A.B. Harvard College, M.A., M.Phil., Ph.D. Yale B.A. Yale College, B.A. Merton College, Oxford, University. Ph.D. Yale University.

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Joseph O’Rourke Marylin Martin Rhie Spencer T. and Ann W. Olin Professor of Jessie Wells Post Professor of Art and Professor of Computer Science and Professor of Mathematics East Asian Studies B.S. St. Joseph’s University, M.S., Ph.D. University of M.A., Ph.D. University of Chicago. Pennsylvania. Denise Rochat Thalia Alexandra Pandiri Professor of French Studies Professor of Classical Languages and Literatures B.A. Southeastern Massachusetts University, M.A., and of Comparative Literature Ph.D. Brown University. A.B. City College of New York, A.M., Ph.D. Thomas H. Rohlich Columbia University. Professor of East Asian Languages and Douglas Lane Patey Literatures Sophia Smith Professor of English Language and B.A., M.A., Ph.D. University of Wisconsin-Madison. Literature Alan N. Rudnitsky A.B. Hamilton College, M.A. (Philosophy), M.A. Professor of Education and Child Study (English), Ph.D. University of Virginia. B.S. Drexel University, M.Ed. University of Paulette Peckol Massachusetts at Amherst, Ph.D. Cornell University. Louise Harrington Professor of Biological Neal E. Salisbury Sciences Professor of History B.A. Wittenberg University, Ph.D. Duke University. B.A., M.A., Ph.D. University of California at Los Karen Pfeifer Angeles. Professor of Economics Elizabeth Savoca B.A. University of Connecticut, M.A. State University Professor of Economics of New York at Binghamton, Ph.D. American B.A. Douglass College of Rutgers University, M.A., University. Ph.D. University of California at Berkeley. Dwight Pogue Marilyn Schuster Professor of Art Professor of Women’s Studies B.F.A., M.S. Kansas State College, M.F.A. University B.A. Mills College, M.Phil., Ph.D. Yale University. of Oklahoma. Stylianos P. Scordilis Alfonso Procaccini Professor of Biological Sciences Professor of Italian Language and Literature A.B. Princeton University, Ph.D. State University of B.A. Rider College, M.A. Middlebury College, Ph.D. New York at Albany. Johns Hopkins University. Sharon Cadman Seelig Charles Eric Reeves Professor of English Language and Literature Professor of English Language and Literature B.A. Carleton College, M.A., Ph.D. Columbia B.A. Williams College, M.A., Ph.D. University of University. Pennsylvania. Marjorie Lee Senechal Nola Reinhardt Louise Wolff Kahn Professor in Mathematics and Professor of Economics History of Science and Technology A.B. University of Connecticut, M.A., Ph.D. B.S. University of Chicago, M.S., Ph.D. Illinois University of California at Berkeley. Institute of Technology. Barbara B. Reinhold John Porter Sessions Director of Executive Education and Adjunct Professor of Music Associate Professor of Psychology Mus.M. Catholic University. B.A. Hood College, M.Ed., C.A.G.S., Ed.D. Northeastern University. Nitasha T. Sharma Five College Asian/Paciﬁ c/American Studies Professor

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Richard Jonathan Sherr Susan R. Van Dyne Caroline L. Wall ’27 Professor of Music Professor of Women’s Studies B.A. Columbia University, M.F.A., Ph.D. Princeton B.A. University of Missouri at Columbia, Ph.D. University. Harvard University. Donald Steven Siegel Janie Vanpée Professor of Exercise and Sport Studies Professor of French Studies B.S. Brooklyn College, M.S. University of B.A. Smith College, M.Phil., Ph.D. Yale University. Massachusetts at Amherst, Ed.D. University of Susan Kay Waltner North Carolina at Greensboro. Professor of Dance Patricia Lyn Skarda B.A. Occidental College, M.S. University of Professor of English Language and Literature Wisconsin. B.A. Sweet Briar College, Texas Tech University, Donald Franklin Wheelock Ph.D. University of Texas at Austin. Irwin and Pauline Alper Glass Professor of Music Catherine H. Smith A.B. Union College, M.Mus. Yale School of Music. Professor of Theatre Steven A. Williams A.B. Smith College, M.A. University of Virginia, Gates Professor of Biological Sciences M.F.A. University of Texas. B.A., M.S., Ph.D. University of California at Davis. Ruth Ames Solie Eleanor Wilner Sophia Smith Professor of Music Grace Hazard Conkling Writer-in-Residence A.B. Smith College, M.A., Ph.D. University of B.A. Goucher College, M.A., Ph.D. Johns Hopkins Chicago. University. Elizabeth V. Spelman Louis Wilson Barbara Richmond 1940 Professor in the Professor of Afro-American Studies Humanities, Professor of Women’s Studies and B.A. California State University, M.A., Ph.D. of Philosophy University of California at Los Angeles. B.A. Wellesley College, Ph.D. Johns Hopkins University. Alexander Woronzoff-Dashkoff Professor of Russian Language and Literature Charles P. Staelin B.A. University of California at Los Angeles, M.A., Professor of Economics and Dean for Academic Ph.D. University of Southern California. Development/Director of Sponsored Research B.A., M.S., Ph.D. University of Michigan. Dennis T. Yasutomo Professor of Government Nancy Saporta Sternbach B.A., M.A. San Francisco State University, M.A., Professor of Spanish and Portuguese and of M.Phil., Ph.D. Columbia University. Women’s Studies B.A. University of Wisconsin, M.A. Middlebury Carol Zaleski College, Madrid, Ph.D. University of Arizona. Professor of Religion and Biblical Literature B.A. Wesleyan University, M.A., Ph.D. Harvard Joachim W. Stieber University. Professor of History A.B. Princeton University, M.A., Ph.D. Yale University. Margaret Skiles Zelljadt Professor of German Studies and Dean of the Ileana Streinu Senior Class Professor of Computer Science A.B. University of Michigan, A.M. Indiana University, Ph.D. Rutgers University. Ph.D. University of Massachusetts at Amherst. Stephen G. Tilley Malgorzata Zielinska-Pfabé Myra A. Sampson Professor of Biological Sophia Smith Professor of Physics Sciences M.Sc. University of Warsaw, Ph.D. Institute of B.S. Ohio State University, M.S., Ph.D. University of Nuclear Research, Warsaw. Michigan.

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Andrew Zimbalist Rodger Blum Robert A. Woods Professor of Economics Associate Professor of Dance B.A. University of Wisconsin, M.A., Ph.D. Harvard M.F.A. University of California at Irvine. University. Stefan Bodnarenko Associate Professor of Psychology A.B. Columbia University, M.Phil, Ph.D. City Associate Professors University of New York. Ravina Aggarwal Anna Botta Associate Professor of Anthropology Associate Professor of Italian Language and B.A. University of Bombay, M.S. Purdue University, Literature and of Comparative Literature Ph.D. University of Indiana. Laurea, Università di Torino, M.A., Ph.D. University Brenda Allen of Pennsylvania. Associate Professor of Psychology Nancy Mason Bradbury B.A. Lincoln University, M.S., Ph.D. Howard Associate Professor of English Language and University. Literature Pau Atela B.A. Smith College, M.A. Boston College, Ph.D. Associate Professor of Mathematics University of California at Berkeley. Licenciatura en Mathemáticas, University of Brigitte Buettner Barcelona, Ph.D. Boston University. Priscilla Paine Van der Poel Associate Professor Raphael Atlas of Art History Associate Professor of Music Maîtrise, Université de Paris-X Nanterre, Ph.D. B.Mus. Oberlin College, M.Phil., Ph.D. Yale Ecole des Hautes Etudes en Sciences Sociales, University. Paris. Giovanna T. Bellesia Mlada Bukovansky Associate Professor of Italian Language and Associate Professor of Government Literature B.A. Colorado College, M.A., Ph.D. Columbia Ph.D. University of North Carolina at Chapel Hill, University. Dottore in Lingue e Letterature Straniere, I.U.L.M., Patricia Marten DiBartolo Milano. Associate Professor of Psychology Ernest J. Benz A.B. Smith College, M.A., Ph.D. State University of Associate Professor of History New York at Albany. B.A., M.A., Ph.D. University of Toronto. Robert Dorit Merrie Bergmann Associate Professor of Biological Sciences Associate Professor of Computer Science B.A., M.A. Stanford University, M.A., Ph.D. Harvard B.A. Douglass College, M.S. Wright State University, University. M.A., Ph.D. University of Toronto. Lois C. Dubin Nalini Bhushan Associate Professor of Religion and Biblical Associate Professor of Philosophy Literature B.A. Stella Maris College, Madras University, D.C.S., B.A. McGill University, A.M., Ph.D. Harvard M.A., M.Phil. Madras Christian College, Madras University. University, India, Ph.D. University of Michigan. Susan Etheredge David Bickar Associate Professor of Education and Child Study Associate Professor of Chemistry A.B., Ed.M. Smith College, Ed.D. University of B.A. Reed College, Ph.D. Duke University. Massachusetts, Amherst.

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Ann Arnett Ferguson Alice Hearst Associate Professor of Afro-American Studies Associate Professor of Government and of Women’s Studies B.A. Idaho State University, M.A., Ph.D. Cornell B.A. University of California, Los Angeles, M.S. University, J.D. University of Washington Law University of Oregon, Eugene, Ph.D. University of School. California, Berkeley. Maki Hirano Hubbard Nathanael A. Fortune Associate Professor of East Asian Languages and Associate Professor of Physics Literatures B.A. Swarthmore College, Ph.D. Boston University. B.A. Waseda University, Tokyo, M.A., Ph.D. Velma Garcia University of Wisconsin. Associate Professor of Government Carolyn Jacobs B.A. Smith College, M.A., M.Phil., Ph.D. Yale Elizabeth Marting Treuhaft Professor, Dean of University. the School for Social Work, and Adjunct Luc Gilleman Associate Professor in Afro-American Studies Associate Professor of English Language and B.A. Sacramento State University, Ph.D. Brandeis Literature University. B.A. Vrije Universiteit, Brussel, Belgium; Ph.D. Joel S. Kaminsky Indiana University. Associate Professor of Religion and Biblical Bosiljka Glumac Literature Associate Professor of Geology B.A. Miami University, M.A., Ph.D. University of B.Sc., University of Zagreb, Croatia, Ph.D. University Chicago Divinity School. of Tennessee at Knoxville. Ellen Kaplan Howard Gold Associate Professor of Theatre Associate Professor of Government B.A. State University of New York at Binghamton, B.A. McGill University, M.A., M.Phil., Ph.D. Yale M.F.A. University of North Carolina at Greensboro. University. Marina Kaplan Christophe Golé Associate Professor of Spanish and Portuguese Associate Professor of Mathematics and of Latin American Studies B.A. Université Paris, M.A. University of California at B.A. Loyola University, M.A., Ph.D. Tulane Santa Cruz, Ph.D. Boston University. University. Jonathan Gosnell Laura A. Katz Associate Professor of French Studies Associate Professor of Biological Sciences B.A. Brown University, M.A., Ph.D. New York A.B. Harvard College, Ph.D. Cornell University. University. Gillian Kendall Kyriaki Gounaridou Associate Professor of English Language and Associate Professor of Theatre Literature B.F.A. Drama Conservatory of Thessaloniki, Greece, B.A., M.A. Stanford University, M.A., Ph.D. Harvard M.A. San Jose State College, Ph.D. University of University. California, Davis. Reyes Lázaro Maria Estela Harretche Associate Professor of Spanish and Portuguese Associate Professor of Spanish and Portuguese B.A. Universidad de Deusto, Spain, M.A., Ph.D. B.A. Taller de Investigaciones Dramaticas, La Plata University of Massachusetts at Amherst. (Argentina), M.A., Ph.D. University of California at Davis.

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Gary Lehring Cornelia Pearsall Associate Professor of Government Associate Professor of English Language and B.A., M.A. University of Louisville, Ph.D. University Literature of Massachusetts, Amherst. B.A., M.A., Ph.D. Yale University. Dana Leibsohn Bill E. Peterson Associate Professor of Art Associate Professor of Psychology B.A. Bryn Mawr College, M.A. University of B.A. University of California at Berkeley, M.A., Ph.D. Colorado, Ph.D. University of California, University of Michigan. Los Angeles. Joel Pitchon Susan Levin Associate Professor of Music Associate Professor of Philosophy B.Mus., M.Mus. The Julliard School. B.A. Pomona College, Ph.D. Stanford University. Jeffry Ramsey Richard Lim Associate Professor of Philosophy Associate Professor of History B.A. Kansas State University, M.A., Ph.D. University A.B. University of California at Berkeley, M.A., Ph.D. of Chicago. Princeton University. Thomas A. Riddell Thomas S. Litwin Associate Dean of the College, Dean of the First- Adjunct Associate Professor of Biological Year Class, and Associate Professor of Economics Sciences and Director of the Science Center B.A. Swarthmore College, M.A., Ph.D. American B.A. Hartwick College, Ph.D. Cornell University. University. Mahnaz Mahdavi Margaret Sarkissian Associate Professor of Economics Associate Professor of Music B.A. N.I.O.C. College of Accounting and B.Mus. King’s College, University of London, M.M., Finance, M.A. Eastern Michigan University. Ph.D. University of Illinois at Urbana-Champaign. Borjana Mikic Christine M. Shelton Associate Professor of Engineering Associate Professor of Exercise and Sport Studies B.S., M.A., Ph.D. Stanford University. B.S. Madison College, M.S. James Madison James Miller University. Associate Professor of Economics Vera Shevzov B.A. Wesleyan University, M.A. Yale University, Ph.D. Associate Professor of Religion and Biblical University of Chicago, J.D. Stanford. Literature Patricia Y. Miller B.A., M.Phil. Yale University, M.Div. St. Vladimir’s Associate Professor of Sociology Orthodox Theological Seminary, Ph.D. Yale B.A. University of Illinois at Chicago Circle, M.S. University. University of Wisconsin, Ph.D. Northwestern Nancy J. Shumate University. Associate Professor of Classical Languages and John Moore Literatures Associate Professor of Art B.A. Indiana University, M.A., Ph.D. Harvard A.B. Cornell University, A.M., Ph.D. Harvard University. University. Patricia L. Sipe Philip K. Peake Associate Professor of Mathematics Associate Professor of Psychology B.S. Union College, M.S., Ph.D. Cornell University. B.A. Carleton College, Ph.D. Stanford University.

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L. David Smith Associate Professor of Biological Sciences Assistant Professors B.A. University of Virginia, M.S. University of South Carolina, Ph.D. University of Maryland. Timothy Allison Assistant Professor of Classical Languages and Marc W. Steinberg Literatures Associate Professor of Sociology B.A. Princeton University, Ph.D. University of A.B., M.A. The Johns Hopkins University, Ph.D. Michigan. University of Michigan. Federica Anichini Cristina Suarez Assistant Professor of Italian Language and Associate Professor of Chemistry Literature B.S., Ph.D. University of California at Davis. Laurea, University of Florence, Italy, M.A., Ph.D. Dominique F. Thiébaut New York University. Associate Professor of Computer Science Elisabeth Armstrong Diplôme d’Etudes Universitaires Générales Assistant Professor of Women’s Studies (DEUG), Université Pierre et Marie Curie, B.A. Pomona College, M.A., Ph.D. Brown University. Paris VI, France; Maîtrise ès Sciences, Institut d’Informatique, Université Pierre et Marie Curie; Michael Barresi M.S., Ph.D. University of Massachusetts. Assistant Professor of Biological Sciences B.A. Merrimack College, Ph.D. Wesleyan University. Michael Thurston Associate Professor of English Language and Roger Boyce Literature Assistant Professor of Art B.A. University of North Texas, A.M., Ph.D. B.A. University of California, Santa Cruz, M.F.A. University of Illinois, Urbana-Champaign. University of California, Santa Barbara. Doreen A. Weinberger Darcy Buerkle Associate Professor of Physics Assistant Professor of History B.A. Mount Holyoke College, Ph.D. University of B.A. University of Missouri, Ph.D. Claremont Arizona. Graduate University. Gregory White Justin Cammy Associate Professor of Government Assistant Professor of Jewish Studies A.B. Lafayette College, M.A. University of Delaware, B.A. McGill University, A.M., Ph.D. Harvard M.A., Ph.D. University of Wisconsin, Madison. University. Christine White-Ziegler Ginetta Candelario Associate Professor of Biological Sciences Assistant Professor of Sociology and Latin B.A. University of Virginia, Ph.D. University of Utah. American Studies A.B. Smith College, M.A., Ph.D. City University of Nancy Whittier New York. Associate Professor of Sociology B.A., M.A., Ph.D. Ohio State University. Judith Cardell Clare Booth Luce Assistant Professor of Paul Zimet Computing Engineering Associate Professor of Theatre A.B., B.S., Cornell University, M.S., Ph.D. B.A. Columbia University. Massachusetts Institute of Technology. Ann Zulawski Fernando Castanedo Associate Professor of History and of Latin Visiting Assistant Professor in Spanish and American Studies Portuguese B.A. University of Wisconsin at Madison, M.S. Bank B.A., M.A., Ph.D. Universidad Aut noma de Madrid. Street College, M.A., Ph.D. Columbia University.

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Floyd Cheung Jennifer Guglielmo Assistant Professor of English Language and Assistant Professor of History Literature B.A. University of Wisconsin, Madison, M.A. B.A. Whittier College, M.A., Ph.D. Tulane University. University of New Mexico, Ph.D. University of Lewis Davis Minnesota. Assistant Professor of Economics Andrew Guswa B.S. Davidson College, Ph.D. University of North Assistant Professor of Engineering Carolina at Chapel Hill. B.Sc, Princeton University, M.Sc., Ph.D. Stanford Lauren E. Duncan University. Assistant Professor of Psychology Ambreen Hai B.A. University of Southern California, Los Angeles, Assistant Professor of English Language and M.A., Ph.D. University of Michigan, Ann Arbor. Literature Robert A. Eskildsen B.A. Wellesley College, M.A., M.Phil., Ph.D. Yale Assistant Professor of History University. B.A. University of California at Berkeley, M.A. Adam Hall International Christian University, Tokyo, Ph.D. Assistant Professor of Biological Sciences Stanford University. B.A., M.A. University of Cambridge, U.K., Ph.D. Maureen Fagan University of London, U.K. Assistant Professor of Chemistry Salman Hameed B.S. University of New Hampshire, Ph.D. University Visiting Assistant Professor in Astronomy of Wisconsin, Madison. B.S. State University of New York, Stony Brook, M.S. Gary Felder New Mexico State University, Ph.D. New Mexico Assistant Professor of Physics State University. B.A. Oberlin College, Ph.D. Stanford University. Marguerite Harrison Judy Franklin Assistant Professor of Spanish and Portuguese Assistant Professor of Computer Science B.A. Mary Baldwin College, M.A. University of B.A. Clarion University of Pennsylvania, M.S., Ph.D. Texas, Austin, Ph.D. Brown University. University of Massachusetts, Amherst. Baba Hillman Dawn Fulton Five College Assistant Professor of Film and Assistant Professor of French Studies Video B.A. Yale University, Ph.D. Duke University. Nicholas Horton Serguei Glebov Assistant Professor of Mathematics Five College Assistant Professor of Russian A.B. Harvard College, Sc.D. Harvard School of History Public Health. B.A. St. Petersburg State University, Russian Nicholas Howe Federation, M.A. Central European University, Bu- Instructor in Computer Science dapest, Hungary. A.B. Princeton University, M.S., Ph.D. Cornell Suzanne Gottschang University. Assistant Professor of Anthropology and East Susannah Howe Asian Studies Visiting Assistant Professor in Engineering B.A., M.A. University of California, Los Angeles, B.S.E. Princeton University, M.Eng., Ph.D. Cornell Ph.D. University of Pittsburgh. University. Shizuka Hsieh Assistant Professor of Chemistry B.A. Carleton College, D.Phil. Oxford University (U.K.)

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Jacques Hymans Marc Lendler Assistant Professor of Government Assistant Professor of Government A.B. Harvard College, A.M., Ph.D. Harvard B.A. Antioch College, Ph.D. Yale University. University. Paul Lopes Sam Intrator Visiting Assistant Professor of Sociology Assistant Professor of Education and Child Study B.A. University of California, Berkeley, M.A. B.A. State University of New York, Binghamton, University of Wisconsin, Madison, Ph.D. University M.A. Middlebury College, M.A., Ph.D. Stanford of California, Berkeley. University. James Lowenthal Elizabeth Jamieson Assistant Professor of Astronomy Assistant Professor of Chemistry B.S. Yale College, Ph.D. University of Arizona. A.B. Smith College, M.A., Ph.D. Massachusetts Stephen Miller Institute of Technology. Visiting Assistant Professor of East Asian Michelle Joffroy Languages and Literatures Assistant Professor of Spanish and Portuguese B.A. Ohio State University, M.A. Columbia B.A. University of Massachusetts at Amherst, M.A., University, Ph.D. University of California, Ph.D. University of Arizona. Los Angeles. Alexandra Keller Nancy Marie Mithlo Assistant Professor of Film Studies Assistant Professor of Anthropology B.A. Harvard University, Ph.D. New York University. B.A. Appalachian State University, M.A., Ph.D. Leslie King Stanford University. Assistant Professor of Sociology Grant Russell Moss B.A. Hunter College, M.A., Ph.D. University of Senior Lecturer in Music and Organist to the Illinois, Urbana-Champaign. College Deirdre Sabina Knight B.Mus. University of Nebraska, M.M., M.M.A., Assistant Professor of East Asian Languages and D.M.A. Yale University. Literatures Katwiwa Mule B.A. University of Wisconsin, Madison; M.A. Assistant Professor of Comparative Literature University of California, Berkeley; M.A., Ph.D. and of Afro-American Studies University of Wisconsin, Madison. B.Ed., M.A. Kenyatta University, Nairobi, Kenya; Kimberly Kono Ph.D. Pennsylvania State University. Assistant Professor of East Asian Languages and Lucy Mule Literatures Assistant Professor of Education and Child Study B.A., M.A., Ph.D. University of California, Berkeley. B.Ed. Kenyatta University, Nairobi, Kenya; Ph.D. Suzanne J. LaFleur Pennsylvania State University. Assistant Professor of Psychology Jessica Neuwirth B.A. College of the Holy Cross, M.A., Ph.D. Adjunct Assistant Professor of American Studies University of Virginia. B.A. Wellesley College, M.A., Ph.D. University of Daphne Lamothe Pennsylvania. Assistant Professor of Afro-American Studies Roisin O’Sullivan B.A. Yale University, Ph.D. University of California, Assistant Professor of Economics Berkeley. M.A. Ohio State University, M.S. University of Yoonjin Lee Galway, Ireland, Ph.D. Ohio State University. Assistant Professor of Mathematics Mary Ballard Paddock B.S. Ewha Womans University, Sc.M., Ph.D. Brown Visiting Assistant Professor of German Studies University. M.A., Ph.D. Yale University.

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Kevin E. Quashie Ardith Spence Assistant Professor of Afro-American Studies Assistant Professor of Economics B.A. Florida International University, M.A. Bowling B.A. Carleton College, Ph.D. The University of Green State University, M.A., Ph.D. Arizona State Chicago. University. Hélène Visentin Kate Queeney Assistant Professor of French Studies Assistant Professor of Chemistry B.A., M.A. Université de Montréal, Docteur de B.A. Williams College, Ph.D. Harvard University. L’Université de Paris-Sorbonne. Amy Larson Rhodes Susan Voss Assistant Professor of Geology Assistant Professor of Engineering A.B. Smith College, M.S., Ph.D. Dartmouth B.S. Brown University, M.S., Ph.D. Massachusetts College. Institute of Technology. Donna Riley Steve Waksman Assistant Professor of Engineering Assistant Professor of Music B.S.E. Princeton University, Ph.D. Carnegie Mellon B.A. University of California, Berkeley, M.A. University. University of North Carolina, Chapel Hill, Ph.D. Leanne Robertson University of Minnesota. Assistant Professor of Mathematics Frazer Ward B.A. Reed College, Ph.D. University of California at Assistant Professor of Art Berkeley. B.A., M.A. University of Sydney, Ph.D. Cornell Andy Rotman University. Assistant Professor of Religion and Biblical Carolyn Wetzel Literature Assistant Professor of Biological Sciences B.A. Columbia University, Ph.D. University of B.S. University of Michigan, Ph.D. Cornell Chicago. University. Kevin Rozario Elizabeth Wheatley Assistant Professor of American Studies Assistant Professor of Sociology B.A. University of Warwick, U.K.; M.A. University of Ph.D. University of California, Santa Cruz. London; Ph.D. Yale University. Michele Wick Nicolas Russell Visiting Assistant Professor of Psychology Assistant Professor of French Studies B.S. Cornell University, Ph.D. University of New B.A. University of Pittsburgh, M.A., Ph.D. University York, Buffalo. of Virginia. Maryjane Wraga Gail E. Scordilis Assistant Professor of Psychology Adjunct Assistant Professor of Biological B.A. University of Hartford, Ph.D. Emory University. Sciences Lynn Yamamoto B.A. Smith College, Ph.D. University of Assistant Professor of Art Massachusetts. B.A. The Evergreen State College, M.A. New York Heather Shafer University. Visiting Assistant Professor in Chemistry Byron L. Zamboanga A.B. Vassar College, Ph.D. University of Colorado. Assistant Professor of Psychology Kevin Shea B.A. University of California, Berkeley, M.A., Ph.D. Assistant Professor of Chemistry University of Nebraska, Lincoln. B.Sc. Worcester Polytechnic Institute, Ph.D. Massachusetts Institute of Technology.

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J. Wesley Boyd Instructors Lecturer in Religion and Biblical Literature B.A. Yale University, M.A., Ph.D., M.D. University of Yuri Kumagai North Carolina at Chapel Hill. Instructor in East Asian Languages and Literatures Mark Brandriss B.A., M.Ed. University of Massachusetts, Amherst. Lecturer in Geology B.A. Wesleyan University, M.S., Ph.D. Stanford University. Lecturers Billbob Brown Lecturer in Dance Galina Aksenova Daniel Brown Lecturer in Jewish Studies and Religion and Lecturer in History and Religion and Biblical Biblical Literature Literature M.A. The Institute of Theater, Music and B.A. Northwestern University, Ph.D. University of Cinematography, St. Petersburg, Russia, Ph.D. State Chicago. Institute of Theater Arts, Moscow. Fabienne Bullot Susan Heuck Allen Lecturer in French Studies Lecturer in Archaeology License, Maîtrise, Paris W, Sorbonne; D.E.A., Paris A.B. Smith College, M.A. University of Cincinatti, X, Nanterre. Ph.D. Brown University. Lâle Aka Burk Ernest Alleva Senior Lecturer in Chemistry Lecturer in Philosophy A.B. The American College for Girls, Istanbul, A.M. B.A., M.A., M.Phil., Ph.D. Columbia University. Smith College, Ph.D. University of Massachusetts at Julio Alves Amherst. Lecturer in English Language and Literature Carl Caivano Martin Antonetti Lecturer in Art Lecturer in Art and Curator of Rare Books B.F.A. Syracuse University, M.F.A. University of M.S.L.S. Massachusetts. Timothy Bacon Marta Carlson Lecturer in Exercise and Sport Studies Lecturer in Anthropology M.A. University of Toronto, Ph.D. L’Université de Debra L. Carney Montréal. Lecturer in English Language and Literature Nicole Ball B.A., M.F.A. University of Massachusetts. Lecturer in French Studies Elizabeth E. Carr Licence de lettres modernes, Sorbonne, Paris. Lecturer in Religion and Biblical Literature and Silvia Berger Catholic Chaplain Lecturer in Spanish and Portuguese B.A., M.A. University of Southern California, Ph.D. B.A. National Conservatory of Music, M.A., Ph.D. Graduate Theology Union, Berkeley. University of Massachusetts. Edward Check Jackie Blei Lecturer in Theatre Lecturer in Exercise and Sport Studies B.F.A. State University of New York, Purchase, M.F.A. Yale University. Ann Edwards Boutelle Senior Lecturer in English Language and Richard T. Chu Literature Lecturer in Anthropology M.A. University of Saint Andrews, M.A., Ph.D. New York University.

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Yoon-Suk Chung Stanley Elkins Lecturer in East Asian Languages and Literatures Lecturer and Sydenham Clark Parsons Professor B.A., M.A. Seoul National University, M.A., Ph.D. Emeritus of History University of California, Berkeley. Valija Evalds Nancy Coiner Lecturer in Art Lecturer in English Language and Literature B.A. Mount Holyoke College, M.Phil., M.A. Yale B.A. St. John’s College, M.Phil Oxford University, University. Ph.D. Stanford University. Molly Falsetti Jim Coleman Lecturer in Spanish and Portuguese Lecturer in Dance B.A. State University of New York, Binghamton, B.A. University of California at Santa Cruz, M.F.A. M.A. University of Massachusetts. University of Utah. Charles Flachs George Colt Lecturer in Dance Lecturer in American Studies Rose Flachs A.B. Harvard College, M.A. Johns Hopkins Lecturer in Dance University. Joyce Follett Debbie Cottrell Lecturer in American Studies Lecturer in History and Associate Dean of the B.S. Georgetown University, M.A. University of Faculty Massachusetts, Amherst, Ph.D. University of Francis Couvares Wisconsin, Madison. Lecturer in American Studies Terese Freedman Ph.D. University of Michigan. Lecturer in Dance Holly Davis B.A. University of Colorado at Boulder. Lecturer in English Language and Literature Richard Gassan B.A. Wittenberg University, M.A. State University of Lecturer in History New York at Albany. B.S., M.A. Ohio University, M.A, Ph.D. University of Mark Davis Massachusetts, Amherst. Visiting Artist in Dance Janice Gatty Robert Chapin Davis Lecturer in Education and Child Study Director, Educational Technology Services B.A. Mills College, Ed.M. Smith College, Ed.D. B.A., M.A. University of New Hampshire, Ph.D. University of Massachusetts at Amherst. Stanford University. John Gibson Tom R. Dennis Lecturer in Art Lecturer in Astronomy B.F.A. Rhode Island School of Design, M.F.A. Yale B.A., M.A. University of Michigan, Ph.D. Princeton University. University. Sean Gilsdorf Ranjana Devi Lecturer in History Lecturer in Dance (University of Massachusetts B.A. University of Colorado, M.A. University of Fine Arts Center) Toronto. M. Darby Dyar Deborah Gilwood Lecturer in Astronomy Lecturer in Music Sally Katzen Dyk B.F.A., M.Mus. State University of New York. Washington Scholar in Residence B.A. Smith College, J.D. University of Michigan.

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Patricia Gonzalez Robert Ellis Hosmer, Jr. Lecturer in Spanish and Portuguese Senior Lecturer in English Language and B.A. Mary Baldwin College, M.A. Middlebury Literature College, Ph.D. University of Texas at Austin. A.B. College of the Holy Cross, M.A. (Religion and Ron Gorevic Biblical Literature) Smith College, M.A. (English), Lecturer in Music Ph.D. University of Massachusetts at Amherst. Performance Diploma, Guildhall School of Music, William Michael Irvine London. Lecturer in Astronomy Serena Grattarola B.A. Pomona College, M.A., Ph.D. Harvard Lecturer in Italian Language and Literature University. Laurea, University of Padua, M.A. University of Nina James-Antonetti California, Los Angeles, M.A. Harvard University. Lecturer in Art Amy Green B.A. Richmond College, Ph.D. University of London. Lecturer in American Studies Mohammed Jiyad A.B. Harvard College, Ph.D. Yale University. Five College Senior Lecturer in Arabic George S. Greenstein Charles Johnson Lecturer in Astronomy Lecturer in Economics B.S. Stanford University, Ph.D. Yale University. Eva Juarros-Daussà, M.A. Lowell Gudmundson Lecturer in Spanish and Portuguese Lecturer in History Alice Julier B.A. Macalester College, M.A. Stanford University, Lecturer in Sociology Ph.D. University of Minnesota. B.A. Brandeis University, M.A. University of Jennifer Hall-Witt, Ph.D. Massachusetts. Lecturer in History Susan Kart B.A. Northwestern University, M.A., Ph.D. Yale Lecturer in Art University. B.A. Smith College, M.A., M.Phil. Columbia College. Chia Heller Neal Katz Lecturer in Anthropology Lecturer in Astronomy Yehudit Heller Laura Katzman Lecturer in Jewish Studies Lecturer in American Studies M.Ed. University of Massachusetts, Amherst. B.A. New York University, M.A., M.Phil., Ph.D. Yale James Hicks University. Lecturer in American Studies Judith Keyler-Mayer B.A., B.S. Michigan State University, Ph.D. University Lecturer in German Studies of Pennsylvania. M.A. Ludwig-Maximilians Universität, Munich, Constance Valis Hill Germany. Lecturer in Dance Beth Kissileff David Hinton Lecturer in English Language and Literature Lecturer in East Asian Languages and Literatures B.A. Columbia University, M.A., Ph.D. University of B.A. University of Utah, M.F.A. Cornell University. Pennsylvania. Jonathan Hirsh Lucretia Knapp Senior Lecturer and Director of Orchestral and Lecturer in Film Studies and Art Choral Activities B.A., M.A., The Ohio State University, M.F.A. B.A. Amherst College, M.M., D.M.A. University of University of Michigan, Ann Arbor. Michigan.

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Karen Koehler Jane Lund Lecturer in Art Lecturer in Art B.A. University of Illinois, M.A. University of Kim Lyons Massachusetts, Amherst, Ph.D. Princeton University. Lecturer in Sociology Wendy Kohler A.B. Smith College, M.A. State University of New Lecturer in Education and Child Study York, Stony Brook. B.A. Vassar College, M.A. Antioch University, Ed.D. Sherry Marker University of Massachusetts, Amherst. Lecturer in American Studies John Kwan B.A. Radcliffe College, M.A. University of California Lecturer in Astronomy at Berkeley. B.S. Utah State University, Ph.D. California Institute Betty McGuire of Technology. Lecturer in Biological Sciences Barbara Lattanzi B.S. Pennsylvania State University, M.S., Ph.D. Lecturer in Art University of Massachusetts. B.F.A. School of Art Institute of Chicago, M.A. State Malcolm McNee University of New York, Buffalo. Lecturer in Spanish and Portuguese Grant Xialguang Li B.A. University of Idaho, M.A. Tulane University. Lecturer in East Asian Languages and Literatures Christiane Metral B.A., M.A. Heilongjiang University, China; M.A., Lecturer in French Studies Ph.D. University of California, Irvine. Licence es Lettres, University of Geneva, Weijia Li, M.Ed. Switzerland. Lecturer in East Asian Languages and Literatures Elizabeth Meyersohn Francie Lin Lecturer in Art Lecturer in English Language and Literature B.A. Smith College Kenneth Lipitz Esteban Monserrate, Ph.D. Lecturer in Dance Lecturer and Laboratory Instructor in Biological Jonathan Lipman Sciences Lecturer in East Asian Studies M.S., Ph.D. University of Massachusetts, Amherst. B.A. Harvard University, M.A., Ph.D. Stanford Mary Murphy University. Senior Lecturer in Mathematics Sara London B.A. College of St. Elizabeth, M.A.T. The Johns Lecturer in English Language and Literature Hopkins University. B.A., M.F.A. University of Iowa. Rebecca Nordstrom Ana López-Sánchez Lecturer in Dance Lecturer in Spanish and Portuguese B.A. Antioch College, M.F.A. Smith College. B.A. Universidad de Santiago de Compostela, Spain, David Palmer M.A. University of Nottingham, U.K. Lecturer in Psychology Nia Love B.S., M.S., Ph.D. University of Massachusetts. Lecturer in Dance Vittoria Offredi Poletto B.F.A. Howard University, M.F.A. Florida State Senior Lecturer in Italian Language and University. Literature Daphne Lowell B.A. University of Birmingham, England. Lecturer in Dance B.A. Tufts University, M.F.A. University of Utah.

55.CatalogBack.CatalogBack 04-05.indd04-05.indd 2323 77/21/04/21/04 11:40:0711:40:07 AMAM 434 Lecturers

Phoebe Ann Porter Veniamin Smekhov Lecturer in Spanish and Portuguese Sosland Artist-in-Residence B.A. Bryn Mawr College, M.A., Ph.D. Brown M.A. The Vakhtangov (Shchokin) Theater School, University. Moscow. Beth Powell (Anne P. Anderson) Ronald L. Snell Lecturer in Psychology Lecturer in Astronomy A.B. Smith College, M.A., Ph.D. University of B.A. University of Kansas, M.A., Ph.D. University of Massachusetts at Amherst. Texas. Cathy Hofer Reid Aurelia Sort Principal of the Campus School and Lecturer Visiting Lecturer from the École Normale (Education and Child Study) Supérieure in Paris B.A. Hamline University, M.S. Utah State University, Jane Stangl Ph.D. University of Connecticut. Lecturer in Exercise and Sport Studies Meridel Rubenstein B.S. University of Wisconsin, M.A. Bowling Green Harnish Visiting Artist State University, Ph.D. University of Iowa. B.A. Sarah Lawrence College, M.A., M.F.A. Nicomedes Suárez Aráuz University of New Mexico. Senior Lecturer in Spanish and Portuguese Maureen Ryan B.A. University of Tampa, M.A. Utah State University, Lecturer in Classical Languages and Literatures Ph.D. Ohio University. B.A., M.A., Ph.D. Ohio State University. Michael Sugerman Samuel Scheer Lecturer in Religion and Biblical Literature Lecturer in English Language and Literature B.A. Brown University, Ph.D. Harvard University. B.A. Bennington College, M.Phil. Oxford University. Atsuko Takahashi Peter Schloerb Lecturer in East Asian Languages and Literatures Lecturer in Astronomy B.A. Japan Women’s University, M.S.Ed. University B.A. Hamilton College, Ph.D. California Institute of of Pennsylvania. Technology. Cathy Weisman Topal Cathy Jean Schlund-Vials Lecturer in Education and Child Study Lecturer in American Studies B.A. Cornell University, M.A.T. Harvard School of B.A. University of Texas, Austin, M.A. University of Education. Massachusetts, Amherst. Janet Van Blerkom Gretchen Schneider Lecturer in Physics Lecturer in Art B.S. Massachusetts Institute of Technology, Ph.D. B.A. Smith College, M.Arch. Harvard University. University of Colorado. Katherine Schneider Hugo Viera Lecturer in Art Lecturer in Spanish and Portuguese B.A. Yale University, M.F.A. Indiana University. B.A. University of Pennsylvania, Ph.D. Yale Stephen E. Schneider University. Lecturer in Astronomy Candace Skorupa Walton Peggy Schwartz Lecturer in French Studies Lecturer in Dance B.A., M.Phil., Ph.D. Yale University. B.A. University of Rochester, M.A. State University of Daniel Wang New York at Buffalo. Lecturer in Astronomy Daniel Warner Lecturer in Music

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Ellen Doré Watson Adriane Smith Lecturer in English Language and Literature Mendenhall Fellow in History B.A., M.F.A. University of Massachusetts, Amherst. Kirin Joya Makker Martin D. Weinberg Assistant in Architecture Lecturer in Astronomy Alan Cottrell, Ph.D. Kate Weigand Research Associate in History Lecturer in History Debbie Cottrell, Ph.D. B.A. Case Western Reserve University, M.A., Ph.D. Research Associate in History The Ohio State University. Erika Laquer, Ph.D. Robert Weinberg Research Associate in History Lecturer in American Studies Marylynn Salmon, Ph.D. Wendy Woodson Research Associate in History Lecturer in Dance Revan Schendler, Ph.D. Judith Wopereis Research Associate in History Lecturer/Microscopy Technician in Biological Sciences Janice Moulton, Ph.D. B.S. Larenstein International Agricultural College, Research Associate in Philosophy M.S. Wageningen Agricultural University, The Neth- Meredith Michaels erlands Research Associate in Philosophy Catherine Woronzoff-Dashkoff Suzanne LaFleur Senior Lecturer in Russian Language and Research Associate in Psychology Literature George Robinson, Ph.D. Baccalaureat ès Lettres, Lycée Française de Vienne, Research Associate in Psychology Austria, A.B. Smith College. Martha Teghtsoonian, Ph.D. Judith S. Young Research Associate in Psychology Lecturer in Astronomy A.B. Harvard College, M.S., Ph.D. University of Robert Teghtsoonian Minnesota. Research Associate in Psychology Abraham Zablocki Benjamin Braude, Ph.D. Lecturer in Anthropology Research Associate in Religion and Biblical Literature Nan Zhang Lecturer in Theatre Edward Feld B.A. Beijing University, M.A., M.F.A. The Ohio State Research Associate in Religion and Biblical University. Literature Ling Zhao Philip Zaleski Lecturer in East Asian Languages and Literatures Research Associate in Religion and Biblical B.A. Beijing University, M.A. Beijing Foreign Studies Literature University. Meg Lysaght Thacher Laboratory Instructor in Astronomy Instructional Support Gabrielle Immerman Personnel Laboratory Instructor in Biological Sciences Mary McKitrick, Ph.D. Keisha-Kahn Yemaine Perry Laboratory Instructor in Biological Sciences Mendenhall Fellow in Anthropology Esteban Monserrate, Ph.D. Laboratory Instructor in Biological Sciences

55.CatalogBack.CatalogBack 04-05.indd04-05.indd 2525 77/21/04/21/04 11:40:0911:40:09 AMAM 436 Instructional Support Personnel

Judith Wopereis, M.Sc. Kelly Parsley Laboratory Instructor in Biological Sciences Teaching Fellow in Dance Graham R. Kent, M.Sc. Amy Softic Senior Laboratory Instructor in Biological Teaching Fellow in Dance Sciences Jillian Sweeney Maria Bickar Teaching Fellow in Dance Laboratory Instructor in Chemistry Mary Vogt Rebecca Thomas Teaching Fellow in Dance Laboratory Instructor in Chemistry Reiko Kato Virginia White, M.A. Teaching Assistant in East Asian Languages and Senior Laboratory Instructor and Laboratory Literatures Supervisor in Chemistry Suk Massey, M.A. Timothy Doughty Assistant in East Asian Languages and Laboratory Instructor in Engineering Literatures Steve Gauren Marilyn London, M.A. Laboratory Instructor in Geology Tutor Supervisor in Education and Child Study Irene Poli Justin A. DiMatteo, B.A. Assistant in Italian Language and Literature Teaching Fellow in Education and Child Study Joyce Palmer-Fortune Brian J. Gilman, B.S. Laboratory Instructor in Physics Teaching Fellow in Education and Child Study Jerzy W. Pfabé, M.Sc. Jessica N. Harwood, B.A. Laboratory Supervisor in Physics Teaching Fellow in Education and Child Study Julius Robinson, B.S. Patty S. Huff, B.A. Principal Pianist, Dance Department Teaching Fellow in Education and Child Study David Palmer, Ph.D. Katherine P. Marlowe, A.B. Assistant in Statistics, Psychology Department Teaching Fellow in Education and Child Study Karina Bautista Abigail J. Vaughn, B.A. Teaching Assistant in Spanish and Portuguese Teaching Fellow in Education and Child Study Carolina Castellanos-Gonella Stacy Metzger Teaching Assistant in Spanish and Portuguese Teaching Fellow in Exercise and Sport Studies Molly Monet-Viera Renate Olaisen Teaching Assistant in Spanish and Portuguese Teaching Fellow in Exercise and Sport Studies Mercedes Valle David Patterson Teaching Fellow in Spanish and Portuguese Teaching Fellow in Exercise and Sport Studies Melissa Alexis Bruce Melissa Rucker Teaching Fellow in Dance Teaching Fellow in Exercise and Sport Studies Madelyn Camera Kelly Schwarz Teaching Fellow in Dance Teaching Fellow in Exercise and Sport Studies Tara Madsen Michelle Walsh Teaching Fellow in Dance Teaching Fellow in Exercise and Sport Studies Dustyn Martincich Erica Wheeler Teaching Fellow in Dance Teaching Fellow in Exercise and Sport Studies

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Amanda Wynn Teaching Fellow in Exercise and Sport Studies Mark Noble Teaching Fellow in Music Adam Kolek Teaching Fellow in Music Katie Kroll Teaching Fellow in Music

55.CatalogBack.CatalogBack 04-05.indd04-05.indd 2727 77/21/04/21/04 11:40:1011:40:10 AMAM 438 Administration Administration The Athletic Department Lynn Oberbillig, M.A., M.B.A. Offi ce of the President and the Director Board of Trust ees Carol T. Christ, Ph.D. The Botanic Garden President Michael Marcotrigiano, Ph.D. Georgia Yuan, B.A., M.S., J.D. Director General Counsel and Secretary to the College Rebecca Lindsey Offi ce of Campus Operations and Secretary to the Board of Trustees and Assistant to Facilities the President William R. Brandt, M.B.A. Director Margaret Averill, B.A. Executive Secretary to the President The Smith College Campus School Adrianne R. Andrews, Ph.D. Ombudsperson Cathy Hofer Reid, Ph.D. Supervising Principal Offi ce of Advancement Karin George ’86, A.B. Career Development Offi ce Vice President for Advancement Jane Sommer, J.D. Interim Director Nancy Harvin ’80, A.B. Director of Principal Gifts The Chapel Cam Morin Kelly ’84, A.B. Jennifer Walters, D.Min. Director of Planned Giving Dean of Religious Life Adam Siegel, J.D. Elizabeth E. Carr, Ph.D. Director of Major Gifts Chaplain to the College Sandra Doucett, B.A. Adviser to Catholic Students Senior Director of Corporate and Foundation Bruce A. Bromberg Seltzer, M.A. Relations Chaplain to the College Ruth van Erp, M.A. Adviser to Jewish Students Director of Advancement Services Khalilah Karim-Rushdan, M.S.W., L.C., S.W. Sheri Gladden, B.A. Adviser to the Muslim Community Director of Individual Gifts The Rev. Dr. Leon Tilson Burrows, D. Min. Eleanor B. Rothman, A.B. Chaplain to the College Director of Campaign for the Ada Comstock Adviser to Protestant Students Program Laura Quinn, Ph.D. The Clark Science Center Director of Donor Relations/Special Events Thomas S. Litwin, Ph.D. Ellen Catabia, M.L.S., M.A., M.S. Director Research Director Brenda Bolduc, A.B. Barbara B. Reinhold, Ed.D. Associate Director Director of Executive Education

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Offi ce of College Relations Offi ce of Enrollment Laurie Fenlason, A.B. Audrey Smith, B.A. Executive Director of College Relations and Special Dean of Enrollment Assistant to the President Deb Shaver, M.S. Judith L. Marksbury, B.Ed. Director of Admission Director of College Relations Sidonia M. Dalby, M.Ed. John G. Eue, M.A. Karen Kristof, A.B. Director of Publications and Communication Theresa Leary, A.B. Associate Directors of Admission Offi ce of the Dean of the College Deb Luekens Maureen Mahoney, Ph.D. Senior Associate Director of Student Financial Dean of the College Services Tom Riddell, Ph.D. Associate Dean of the College and Dean of the Offi ce of the Vice President for First-Year Class Finance and Administration Margaret Zelljadt, Ph.D. Ruth H. Constantine, M.B.A. Dean of the Senior Class Vice President for Finance and Administration Margaret Bruzelius, Ph.D. Richard S. Myers, Ph.D. Dean of the Sophomore and Junior Classes Director of Budget and Financial Planning Erika J. Laquer, Ph.D. Basil Stewart, B.B.A. Dean of Ada Comstock Scholars Controller Mela Dutka, Ph.D. Health Services Dean of Students Leslie R. Jaffe, M.D. Jeannine Belton, M.Ed. College Physician and Director of Health Services Associate Dean of Students for Residence Life Pamela McCarthy, L.I.C.S.W. Adrian Beaulieu, Ed.S. Associate Director Associate Dean for International Study Elaine Longley, B.S.N. Alison Tuttle Noyes, M.A. Coordinator of Nursing Services Assistant Dean for International Study Hrayr C. Tamzarian, M.Ed. Offi ce of Human Resources Associate Dean for Student Affairs and In ter na tion al Lianne C. Sullivan-Crowley, J.D. Students Executive Director of Human Resources and Dawn Mays-Floyd, M.A. Administrative Services Director of the Campus Center Rae-Anne Butera, M.A. Information Technology Services Assistant Dean for Student Affairs Herbert Nickles, M.A. Randy Shannon, B.S. Executive Director Housing Coordinator Kate Etzel Director, User Services Dining Services Robert Davis, Ph.D. Kathleen Zieja, B.S. Director, Educational Technology Director Ben Marsden, M.S. Director, Systems and Network Services

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Sharon Moore, B.A. Eric Loehr, M.L.S. Director, Telecommunications Library Systems Coordinator Yvonne Ting, M.S. Director, Administrative Technology The Smith College Museum of Art Suzannah J. Fabing, M.F.A. Offi ce of Institutional Diversity Director and Chief Curator Naomi Miller, Ph.D. David Dempsey, M.A. Assistant to the President and Director of Preparator/Conservator Institutional Diversity Linda D. Muehlig, M.A. Laura Rauscher, B.S. Associate Curator of Paintings and Sculpture Director of Disability Services Offi ce of the Provost/Dean of the Offi ce of Institutional Research Faculty Diane O. Cuneo, Ph.D. Susan Bourque, Ph.D. Director Provost/Dean of the Faculty Charles P. Staelin, Ph.D. The Jacobson Center for Writing, Dean for Academic Development Teaching and Learning Debora Cottrell, Ph.D. Julio Alves, Ph.D. Assistant Dean of the Faculty and Acting Director of Acting Director Graduate Study The Libraries Public Safety Christopher Loring, M.A. Paul Ominsky, M.Ed. Director of Libraries Director James Montgomery, M.S. Acting Assistant Director of Libraries Offi ce of the Registrar Maria Brazill, M.A., M.S. Patricia A. O’Neil, B.A. Coordinator of Collection Development and Registrar Head of Acquisitions Rocco Piccinino Jr., M.S.L.S. School for Social Work Coordinator of Branch Services and Science Carolyn Jacobs, Ph.D. Librarian Dean Barbara Polowy, M.L.S. Susan Donner, Ph.D. Art Librarian Associate Dean Marlene Wong, M.S.L.S. Librarian, Werner Josten Library Sherrill Redmon, Ph.D. Head of the Sophia Smith Collection and Coordinator of Special Collections Martin Antonetti, M.S. Curator of Rare Books Nanci A. Young, M.A. College Archivist

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COMMITTEE ON ACADEMIC PRIORITIES Standing Committees, Dean of the Faculty, Chair, non-voting (Susan Bourque); Dean for Academic Development, non- 2004-05 (Elected) voting; (Charles Staelin); Dean of the College, non- voting (Maureen Mahoney); Elliot Fratkin (2006); ACADEMIC FREEDOM COMMITTEE James Henle (2006); Dana Leibsohn (2006); Adam Hall (2007); Gary Lehring (2005); Margaret Richard Millington (2005); Richard Sherr (2005); Sarkissian (2006). Faculty Council representative (non-voting): Mal- COMMITTEE ON MISSION AND PRIORITIES gorzata Pfabé.

President, Chair (Carol Christ); Vice Chair, Dean of LECTURE COMMITTEE the Faculty (Susan Bourque); Dean for Academic Mlada Bukovansky (2007); Susan Etheredge Development (Charles Staelin); Dean of the College (2005); Michael Gorra (2006); Kevin Quashie (Maureen Mahoney); Chief Financial Offi cer (Ruth (2006); Kevin Shea (2007); Chair of the Recre- Constantine); Vice President for Advancement ation Council (Christine Frascarelli ’06). (Karin George); staff member (to be announced); Two students selected by the Student Government COMMITTEE ON EDUCATIONAL TECHNOLOGY Association (Nicole Rodier ’06 and Lauren Barth- Margaret Anderson (2005); Rodger Blum (2007); Cohen ’05); Two members of Faculty Council: Anna Botta (2005); Christophe Golé (2007); Nancy Bradbury, Marilyn Schuster; Jane Bryden Samuel Intrator (2007); Roisin O’Sullivan (2007); (2007), Donna Robinson Divine (2005), Robert Dean for Academic Development (Charles Stae- Dorit (2007). lin); non-voting members: Executive Director of Information Systems (Herb Nickles); Supervisor of COMMITTEE ON FACULTY COMPENSATION AND Computing and Technical Services in the Science DEVELOPMENT Dean for Academic Development, Chair, non-voting Center (Eric Brewer); Director of Educational (Charles Staelin); Pau Atela (2007); Robert Burger Technology; (Robert Davis); Coordinator of Library (2007); Randy Frost (2007); Frazer Ward (2007); Systems (Eric Loehr). Karen Pfeifer (2006); Faculty Council Representa- COMMITTEE ON GRIEVANCE tive (non-voting): Jay Garfi eld. Nalini Bhushan (2005); Darcy Buerkle (2007); Brigitte Buettner (2007); Floyd Cheung (2006); FACULTY COUNCIL Nancy Bradbury (2007); Jay Garfi eld (2007); Mal- Kevin Rozario (2006); Alternates: Virginia Hays- gorzata Pfabé (2006); Marilyn Schuster (2006); sen (2005), Alexandra Keller (2005). Sharon Seelig, Chair, Fall 2004 (2005). COMMITTEE ON THE LIBRARY Luc Gilleman (2007); Justina Gregory (2007); Joel COMMITTEE ON TENURE AND PROMOTION President, Chair (Carol Christ); Dean of the Faculty Kaminsky (2005); Mahnaz Mahdavi (2007); Kath- (Susan Bourque); Donald Baumer (2005); Andrea erine Queeney (2007); Non-voting: Two students Hairston (2007); Robert Merritt (2006); William selected by the Student Government Association Oram (2005); Susan Van Dyne (2007); Alternate: (Lucy Eckert ’05 and Collyn Hinchey ’05); Direc- to be elected Fall 2004. tor of Libraries (Chris Loring); Dean of the Faculty (Susan Bourque).

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Camille O'Bryant ’83 Alumnae Association, 12807 Auklet Lane 2004-05 Knoxville, TN 37922 Judith Ratzan ’62 Offi cers 60 Edgewater Drive, #9-F President Coral Gables, FL 33133 Joanne Sawhill Griffi n ’72 1152 Center Drive Abigail Slater ’80 St. Louis, MO 63117 87 Woodlawn Avenue, East Toronto, ON M4T 1B9, Canada Vice President Sally Thompson AC’80 Virginia Hayman Cohen ’64 5 Stepney Road 3223 E. Fort Union Boulevard West Reading, CT 06896 Salt Lake City, UT 84121 Treasurer Ex Offi cio Ann Sanford ’75 333 N. Summit Street, Box 1988 Karin George ’86 Toledo, OH 43604 Vice President for Advancement Clerk Carrie S. Cadwell, MEd. ’82 Elizabeth Bennett Crowell ’86 Executive Director, AASC 16 Cornell Street Laura Thomas Rivero ’84 Arlington, MA 02472 1470 Certosa Avenue Coral Gables, FL 33146-1920 Directors Katie Kowinski ’04 Lisa Barr ’83 TBA 260 Percival Drive West Barnstable, MA 02268 Student Representative Laura Begley ’91 Esther Hoffman ’06 331 W. 21st Street, #1-R Campus Box 7615 New York, NY 10011-3070

Torrey Stanley Carleton ’81 The Alumnae Ofﬁ ce 134 Chichester Place Executive Director San Antonio, TX 78209 Carrie Staples Cadwell, M.Ed. ’82

Linda Smith Charles ’74 Associate Director for Alumnae Education 450 Seven Oaks Road Betsy Adams Baird Orange, NJ 07050 Associate Director for Reunions and Classes Hoon Eng Khoo ’73 Samantha K. F. Pleasant 263 River Valley Road, #03-17 Aspen Heights, Singapore 23809 Editor of the Smith Alumnae Quarterly John MacMillan Carolina Miranda-Silva ’93 31 E. 31st Street, #10-B New York, NY 10016-6807

55.CatalogBack.CatalogBack 04-05.indd04-05.indd 3232 77/21/04/21/04 11:40:1411:40:14 AMAM 443 Index Abbreviations and symbols, explanation of, 66–68 minor advisers, 10 Absence, leaves of, 53–54 prebusiness, 10 Absence from classes, 52 prelaw, 10 Academic achievements, prizes and awards, 27–32 premajor and major advisers, 10 Academic calendar, vii premedical and prehealth pro fes sions, 10, 126 Academic course load, 46 African studies Academic credit, 49–51 minor, 69–70 Academic divisions, 64–66 Five College certifi cate in, 396 Academic Honor System, 10–11 Afro-American studies, 71–75 Academic program, 7–16 Age of majority, 53 Academic records, disclosure of, 53 Ainsworth/Scott Gymnasiums, 20–21 Academic rules and procedures, 46–54 hours, 21 Academic societies, 28 Alumnae Academic standing, 52–53 networking, 21–22 Accelerated course program, 11 support, 39 Accreditation, iv Alumnae Association Ada Comstock Scholars Program, 11 offi cers, 442 admission, 45 Alumnae Gymnasium, 2, 17 fees and expenses, 33–36 American College Testing Pro gram, 41–42 fi nancial aid, 37–40 American studies, 76–81 grading options, 49–50 diploma in, 60, 81 Adding and dropping courses, 47–48 Amherst College Administration directory, 438–440 cooperative program with, 12, 16 Admission, 41–45 Twelve College Exchange, 16 graduate study, 55–56 cooperative Ph.D. program, 59 international students, 55–56, 60 Ancient studies, 82 undergraduate study, 41–45 Anthropology, 83–89 Ada Comstock Scholars, 45 Application for admission advanced placement credit, 51–52 graduate study, 55–56 application fee, 35 nondegree studies, 60 deadline dates, 43 undergraduate study, 42 entrance tests, 41–42 Arabic courses. See Religion and biblical lit er a ture. health form, 22–23 Archaeology, 90 interview, 43 Architecture and landscape architecture courses. international students, 44 See Art. secondary school preparation, 41 Art, 91–104 transfer applicants, 44 Art Library, 18 Admission, to courses requiring special hours, 18 permission, 46–47 Art museum, 18–19 Advanced placement, 42, 51–52 hours, 18–19 toward requirements, 51–52 Asian/Pacifi c/American studies, Five College Advanced standing, 42, 51–52 certifi cate in, 397–398 Advising, 10 Assistantships, graduate, 61–62 career, 21–22 Associated Kyoto Program, 15 engineering, 10, 187 Astronomy, 105–108

55.CatalogBack.CatalogBack 04-05.indd04-05.indd 3333 77/21/04/21/04 11:40:1411:40:14 AMAM 444 Index

Astrophysics Chemistry lab fee, 35 courses, 106–107 Child study. See Education and child study. minor, 108 Chinese. See East Asian studies. Athletic facilities, 20–21 Christ, Carol T., 4, 411, 417, 438 Athletic fi elds, 20–21 Churches, 23 Athletic program, 20–21, 409–410 Clark Science Center, 18 See also Exercise and sport studies. Clarke School for the Deaf, 58 Athletics, 20–21, 409–410 Class schedule chart, inside back cover Auditing Classical languages and literatures, 132–135 community: nonmatriculated students, Coastal and Marine Sciences, Five College 11, 47 Certifi cate in, 399–401 fees for nonmatriculated students, 34 College Archives, 17 matriculated students, 47 College Board tests, 41–42 Awards, 27–32 College physician, 22–23 College Scholarship Service, 37–38 Bachelor of arts degree, 46 Committees, 441 Bacteriology. See Biological sciences. Comparative literature, 136–142 Berenson Dance Studio, 19 Computer facilities, 20 Biblical literature. See Religion and biblical lit- Computer science, 143–149 er a ture. Confi dentiality Biochemistry, 109–113 of medical records, 22 Biological sciences, 114–126 of student records, 53 master’s degree, 57 Connecticut College, study at, 16 Black colleges, study at, 16 Continuation fee, 35 Board of trustees, 411 Continuing education. See Ada Boathouse, 21 Comstock Scholars Program; Botanic gardens, 18 nonmatriculated students. Botany. See Biological sciences. Contractual limitations, 36 Bowdoin, study at, 16 Conway, Jill Ker, 3–4, 412 Brown Fine Arts Center, 18–19 Cooperative programs with other in sti tu tions, 12 Burton Hall, 2, 18 Córdoba, study abroad, 15 Burton, Marion LeRoy, 2 Counseling career, 21–22 Calendar, academic, vii personal, 22–23 Campus Center, 21 religious, 23 hours, 21 Course enrollments, Five College, 49 Campus jobs, 39 summary, 24 Career counseling, 21–22 Course load, 46 Career Development Offi ce, 21–22 Course numbers, key to, 66–68 Career resource library, 21–22 Course programs Catholic chaplain, 23 accelerated, 11 Center for Foreign Languages and Cultures, 19 honors, 12 hours, 19 independent study, 12, 47 Certifi cate of Gradu ate Studies, 55, 60 regular, 7–9, 46 Changes in course registration Smith Scholars, 12 graduate, 62 Course registration, 47–48, 62 undergraduate, 47–48 Courses of study, 64–410 Chaplains, 23 Courses requiring permission, Chemistry, 127–131 admission to, 46–47

55.CatalogBack.CatalogBack 04-05.indd04-05.indd 3434 77/21/04/21/04 11:40:1511:40:15 AMAM Index 445

Course symbols, designations, ab bre vi a tions, Divisions, academic, 64–66 explanation of, 66–68 Doctors, 22–23 Credit Doctor of philosophy degree, 55, 59–60 academic, 49–52 Dormitories. See Residential houses for advanced placement, 51–52 undergraduates. earned before matriculation, 51 Dropping and adding courses, 47–48, 62 internships, 12, 47 Dunn, Mary Maples, 4, 412 interterm, 51 shortage, 50 Early Decision Plan, 42 summer school, 51 East Asian languages and literatures, 160–166 Cross country course, 20–21 East Asian studies, 167–170 Culture, health and science, Five College Certifi cate Economics, 171–177 in, 402 Education and child study, 178–186 Curricular requirements and expectations, 8 Education, master’s degree, 58 Curriculum, 7–8 Elizabeth Mason Infi rmary, 22 Emeriti, 412–415 Dance, 150–159 Engineering, 187–194 facilities, 19 Dartmouth College, 3-2 dual degree master’s degree, 58 program, 194 Dartmouth, study at, 16 English language and literature, 195–206 Davis, Herbert, 2–3 Enrollment statistics, 24–26 Deadlines Entrance requirements, 41–42 for admission, 43 Environmental science and policy, 207–209 for course changes, 47–48, 62 Ethics, 210 Deaf, teaching of the, 58 Exercise and sport studies, 211–220 Dean’s List, 28 master’s degree, 59 Deferred entrance to fi rst-year class, 43–44 Expenses, 33–36 Deferred entrance for medical reasons, 43–44 Extended Repayment Plan, 37 Degrees, requirements for Extracurricular activities, 21, 23 bachelor of arts, 8–9, 46 doctor of philosophy, 59 Facilities, 17–21 doctor of philosophy, Five College cooperative Faculty, 412–437 degree, 55 Five College, 388–395 master of arts, 56–59 Family Education Loans, 39 master of arts in teaching, 57–58 Fees and expenses, 33–36 master of education, 58 contractual limitations, 36 master of education of the deaf, 58 graduate study, 61 master of fi ne arts, 58–59 Junior Year Abroad, 13–15 master of science in exercise and sport Twelve College Exchange, 16 studies, 59 Fellowships master/Ph.D. of social work, 59–60 international and domestic, 32 satisfactory progress, 52 teaching, 61–62 Departmental Honors Program, 12, 27 Fields of knowledge, seven major, 7–8 Deposits, 35 abbreviations in course listings, 68 for graduate students, 61 Film studies, 221–224 Dining arrangements, 21 Financial aid, 37–40, 61–62 Diploma in American studies, 60, 81 Ada Comstock Scholars, 38 Directions to the college, iv campus jobs, 39 Disability Services, Offi ce of, 20 fi rst-year applicants, 38 Dismissal, 52 graduate students, 61–62

55.CatalogBack.CatalogBack 04-05.indd04-05.indd 3535 77/21/04/21/04 11:40:1611:40:16 AMAM 446 Index

grants, 39 trustee, 40 international students, 39, 44 Greek courses, 132–133 loans, 39 Greene, John M., 1 outside aid, 40 Greenhouses, 18 transfer students, 38 Gymnasium, 20–21 work-study, 39 hours, 21 Financial obligation, 33–34 Fine arts center, 18–19 Hallie Flanagan Studio Theatre, 19 Fine arts, master’s degree, 58–59 Hamburg, study abroad, 14 First Group Scholars, 27 Hampshire College First-Year Seminars, 225–228 cooperative program with, 12 Five College Certifi cate Programs, 9–10 cooperative Ph.D., 59 African studies, 396 Health education, 22 Asian/Pacifi c/American studies, 397–398 Health insurance, 22–23, 34, 61 Coastal and Marine Sciences, 399–401 for graduate students, 61 Culture, Health and Science, 402 Health professions advising, 10, 126 International relations, 403 Health professions program, 126 Latin American studies, 404 Health regulations, 22–23 Logic, 405–406 Health Services, 22–23, 60 Middle East studies, 407 Hebrew courses. See Religion and biblical Five College Cooperation, 12 literature. course enrollment, 49 Helen Hills Hills Chapel, 23 course interchange, 12 High school preparation for applicants, 41 course offerings, 388–395 Hillyer Hall, 18 course regulations, 49 Art Library, 18 Five College faculty, 388–395 Hispanic studies. See Spanish and Por tu guese. Five College Self-Instructional Language Program, 408 History, 260–271 Florence, study abroad, 14 History of science and technology, 272–274 Foreign language literature courses in translation, 229 History of Smith College, 1–6 Foreign students. See International students. Honor code, 10–11 Foreign study programs, 13–15 Honors program, 12 France, study abroad, 15 Houses, 21 French studies, 230–237 graduate students, 60 How to get to Smith, iv Geneva, study abroad, 14 Human Performance Laboratory, 20 Geographical distribution of students, 25 Geology, 238–242 Independently designed majors and minors, 9 German studies, 243–247 Independent study, 12, 47 Germany, study abroad, 14 abroad, 15 Government, 248–259 Infi rmary, 22 Grading options, 49–50 Information Technology Services, 20 Graduate study, 55–62 Inpatient services, 22–23 admission, 55 Inquiries and visits, v enrollments, 24 Insurance, health, 22–23, 34, 60–61 international students, 55, 60 for graduate students, 60–61 Graduation rate, 24 Intercollegiate athletics, 21, 409–410 Graduation requirements, 8–9, 46 Interdepartmental and extradepartmental Grants, 39 course offerings, 386–387 music, 40 Interdepartmental majors, 8–9 named and restricted, 39–40 Interdepartmental minors, 9

55.CatalogBack.CatalogBack 04-05.indd04-05.indd 3636 77/21/04/21/04 11:40:1711:40:17 AMAM Index 447

Interlibrary loan, 17 Landscape architecture. See Art. Intermediate Health Care Facility, 22–23 Landscape Studies, 286–287 International baccalaureate, 42, 52 Language Laboratory, 19 International relations, 275–276 hours, 19 International Relations Certifi cate Late course changes, 47–48 Program, 403 Late registration, 48 International students Latin American and Latino/a studies, 288–291 admission, 44 Five College certifi cate in, 386 admission of graduate, 55, 60 Latin courses, 133 Certifi cate of Graduate Studies, 55, 60 Latin honors, 8, 27, 68 Diploma in American Studies, 60, 81 Leo Weinstein Auditorium, 19 fi nancial aid, 39, 44 Leaves of absence, 53–54 graduate fellowships, 61–62 Liberal arts college, 7 summary of enrollment, 25 Libraries, 17–18 Internships hours, 18 credit, 12, 47 career resource, 21–22 career, 21–22 Loans Praxis summer internships, 22 graduate study, 62 semester in Washington, 15, 259 undergraduate study, 37, 39 Smithsonian Institution, 15, 80 Logic, 292–293 Interterm, vii Logic, Five College Certifi cate Program in, 405–406 credit status, 51 Lyman Plant House, 18 Interterm courses offered for credit, 277 Interview, for admission applicants, 43 Major, 8–9 career, 21–22 Major fi elds of knowledge, seven, 7–8 Intramural athletics, 21, 409–410 abbreviations in course listings, 68 Italian language and literature, 278–282 Majors, enrollment, 26 master’s degree, 57 Majority, age of, 53 Italy, study abroad, 14 Mandatory medical leave, 54 Marine sciences, 294–295 Jacobson Center for Writing, Teaching and Maritime studies, 16 Learning, 20 MassPIRG, 35 Jahnige Social Science Research Center, 19 Master of arts programs, 56–58 Japan, study abroad, 15 Mathematics, 296–302 Japanese. See East Asian studies. McConnell Hall, 18 Jean Picker Semester-in-Washington Pro gram, 15, Medical leave of absence, 54 259 Medical professions program, 126 Jewish chaplain, 23 Medical services, 22–23 Jewish studies, 283–285 Medieval studies, 303–305 Job, campus, 39 Mendenhall Center for the Performing Arts, 19 summer, help with, 21–22 Mendenhall, Thomas Corwin, 3 Junior Year Abroad Programs, 13–15 Microbiology. See Biological sciences. course loads, 13–15 Middle East Studies Certifi cate Program, 407 enrollments, 24 Minor, 9 requirements, 13–14 Mission of Smith College, viii Mount Holyoke College Kennedy professorship, 6 cooperative program with, 12, 16 Kyoto, study abroad, 15 cooperative Ph.D. program, 59

55.CatalogBack.CatalogBack 04-05.indd04-05.indd 3737 77/21/04/21/04 11:40:1811:40:18 AMAM 448 Index

Twelve College Exchange, 16 Pomona-Smith Exchange, 16 Museum of Art, 18–19 Portuguese, 357–365 hours, 18–19 See also Spanish and Portuguese. Music, 306–312 Praxis Summer Internship facilities, 19 Funding Program, 22 fees for practical music, 35 Prehealth professions program, 10, 126 grants, 40 Prelaw advising, 10 master’s degree, 57 Prebusiness advising, 10 scholarships, 40 Premedical professions program, 10, 126 Mystic Seaport Program, 16 PRESHCO, 15 Privacy of student records, 53 National Theatre Institute, 16 Prizes, 28–32 Neilson, William Allan, 2 Probationary status, 52 Neilson chair, 5–6 Programa de Estudios Hispánicos en Córdoba, 15 Neilson Library, 17–18 Program for Mexican Culture and Society in Newman Association, 23 Puebla, 15 Neuroscience, 313–316 Protestant chaplain, 23 Nondegree studies, 60 Protestant Ecumenical Christian Church, 23 Nondiscrimination policy, inside front cover Psi Chi, 28 graduate, 55 Psychology, 329–336 Nonmatriculated students, 11, 47 Public Policy, 337–339

Off-campus study programs, 12–16 Rare Book Room, 17 Outpatient services, 22–23 Readmission, 54 Recognition for academic achievement, 27–32 Parent Loans for Undergraduates, 37, 39 Refunds, withdrawal, 36 Paris, study abroad, 15 Junior Year Abroad, 13–14 Payment plans, 37 Registration, course, 47–48, 62 Pell Grant program, 39 late fee, 48 Performing arts, 19 Regular Decision Plan, 42 Perkins Loan (formerly NDSL), 39 Religion and biblical literature, 340–346 Permission for course admission, 46–47 master’s degree, 57 Personal computers, 20 Religious expression, 23 Ph.D. programs, 55, 59–60 Repeating courses, 50 Phi Beta Kappa Society, 28 Required course work for graduate stu dents, 62 Philosophy, 317–323 Requirements master’s degree, 57 for admission, 41–42 Photography, facilities for, 18 for completion of course work, graduate, 62 Physical education, master’s program, 59 for the degree, 46 See also athletic program; exercise and advanced placement credit toward, 51–52 sport studies. residence Physical fi tness, 20–21 graduate, 56 Physics, 324–327 transfer, 44 Placement, advanced, 42, 51–52 undergraduate, 46 Playwriting, master of fi ne arts in, 58–59 Research, career, 21–22 Poetry Center, 19 Research fellowship, 61–62 Political economy, 328 Research, scientifi c, 18 Political science. See Government. social science center, 19

55.CatalogBack.CatalogBack 04-05.indd04-05.indd 3838 77/21/04/21/04 11:40:1911:40:19 AMAM Index 449

Residence requirements, 46 Spanish and Portuguese, 357–365 for graduate students, 56 Spanish-speaking countries, foreign study in, 15 Residential houses for undergraduates, 21 Special Studies, admission to, 47 Résumés, 21–22 Sports, 20,–21, 211–220, 409–410 Riding lessons, fees for, 35 Squash courts, 20 Room and board, 34 Standardized tests Ada Comstock Scholars, 34 for admission, 41–42 graduate students, 61 for graduate applicants, 55 undergraduates, 34 Student Counseling Service, 22–23 refund policy, 36 Student-designed interdepartmental majors and Russian language and literature, 347–349 minors, 9 Student Government Association, 17, 34 Sabin-Reed Hall, 18 activities fee, 34 Sage Hall, 19 Student housing, 21 Satisfactory progress toward degree, 52 Student organizations, religious, 23 Satisfactory/unsatisfactory grading option, 49–50 Students SATs, 41–42 enrollment statistics, 24 Schedule of class times, inside back cover geographical distribution, 25 Scholarships, 39–40 Studio art fees, 35 graduate, 62 Study abroad, 13–15 Science Center, 18 Study at historically black colleges, 16 Science courses for beginning students, 350 Summer courses, credit for, 11, 51 Science Library, 18 Summer internships, 22 hours, 18 Summer jobs, help fi nding, 21–22 Scott Gymnasium, 20–21 Supplemental Educational Opportunity Secondary-school preparation, 41 Grants, 39 Seelye, Laurenus Clark, 1–2 Swimming pool, 20 Semester-in-Washington Program, 15, 259 Switzerland, study abroad, 14 Semesters, vii Symbols and abbreviations, explanations of, 66–68 course program, 46 Seminars, admission to, 46–47 Teacher certifi cation, 178, 186 Senior year, credit requirements for Teaching fellowships, 61–62 entering, 50 Teaching, master of arts in, 57–58 Separation from the college, 52 Tennis courts, 20–21 Seven major fi elds of knowledge, 7–8 Theatre, 366-372 abbreviations in course listings, 68 master of fi ne arts in playwriting, 58–59 Shortage of credits, 50 Theatre building, 19 Sigma Xi, Society of the, 28 Third World development studies, 373–374 Simmons, Ruth J., 4, 412 Track, 20–21 Smith Outdoors, 21 Transfer students Smith, Sophia, viii, 1 admission, 44 Smith Scholars Program, 12 fi nancial aid, 38 Smithsonian Institution internship, 15, 80 Trinity, study at, 16 Social Science Research Center, 19 Trustees, board of, 411 Social work, master/Ph.D. of, 59–60 Tryon Hall, 18–19 Sociology, 351–356 Tuition Sophia Smith Collection, 17–18 for graduate students, 61 South India Term Abroad, 15 grants to area students, 40

55.CatalogBack.CatalogBack 04-05.indd04-05.indd 3939 77/21/04/21/04 11:40:2011:40:20 AMAM 450 Index

payment plans, 37 refund policy, 36 Twelve College Exchange Program, 16 TV studio, 19

University of Massachusetts cooperative Ph.D. program, 59 cooperative program with, 12 Urban studies, 375

Vacations, academic, vii Vassar, study at, 16 Visiting Year Programs, 44 Visits to the college, v

Wallﬁ sch, Ernst, music scholarship, 40 Washington intern programs, 15, 80 Weight training room, 20 Wellesley, study at, 16 Werner Josten Library, 19 hours, 19 Wesleyan, study at, 16 Wheaton, study at, 16 William Allan Neilson Library, 17–18 Williams, study at, 16 Williams–Mystic Seaport Program in American Maritime Stud ies, 16 Withdrawal from the college Junior Year Abroad Programs, 14 medical, 54 personal, 53–54 refund policy, 36 Women’s studies, 376–385 Work-study program, 39 Wright, Benjamin Fletcher, 3 Writing assistance, 20 Writing courses, 196, 202–203 Writing requirements, 8

Zoology. See Biological sciences.

55.CatalogBack.CatalogBack 04-05.indd04-05.indd 4040 77/21/04/21/04 11:40:2111:40:21 AMAM Class Schedule A student may not elect more than one course in a single time block except in rare cases that involve no conﬂ ict.

Monday Tuesday Wednesday Thursday Friday A 8–8:50 a.m. A 8–8:50 a.m. A 8–8:50 a.m. B 8–8:50 a.m. A 8–8:50 a.m.

AB AB AB 8:30– 8:30– 8:30– B BC 9:50 G 9–10:20 a.m. B BC 9:50 G 9–10:20 a.m. B BC 9:50 9– 9– a.m. 9– 9– a.m. 9– 9– a.m. 9:50 10:20 9:50 10:20 9:50 10:20 a.m. a.m. a.m. a.m. a.m. a.m.

C 10–10:50 a.m. C 10–10:50 a.m. C 10–10:50 a.m. H 10:30– H 10:30– 11:50 a.m. 11:50 a.m. D 11 a.m.– D 11 a.m.– D 11 a.m.– 12:10 p.m. 12:10 p.m. 12:10 p.m.

E‡ J 1– N E‡ L 1–2:50 p.m. E‡ 1:10–2:30 p.m. 2:50 p.m. 1–4 1:10–2:30 p.m. 1:10–2:30 p.m. p.m.

F‡ 2:40–4 p.m. F‡ 2:40–4 p.m. F‡ 2:40–4 p.m.

K 3– M 3–4:50 p.m. 4:50 p.m.

C 4–4:50 p.m.

4:50 p.m.

7:30– W 7:30– W 7:30– W 9:30 7:30– 9:30 7:30– 9:30 7:30– p.m. 8:20 p.m. 8:20 p.m. 8:20 p.m. p.m. p.m.

X* ** Y* Z* **

‡ A three-hour laboratory session scheduled across blocks E-F runs from 1:10 to 4 p.m. * A three-hour laboratory session scheduled in block X, Y, or Z runs from 7 to 10 p.m. ** Reserved for activities and events.

22.Catalogue.Catalogue CoverInsideCoverInside 04-05.indd04-05.indd 2 77/21/04/21/04 9:49:539:49:53 AMAM Northampton, Massachusetts 01063Northampton, Smith College BULLETIN S MITH C ◆

OLLEGE 2004 05 Catalogue 2004–05 C Bulletin ATALOGUE B ULLETIN Northampton, Massachusetts Northampton, PERIODICALS Postage Paid at

11.CatalogueCover.CatalogueCover 2004-05.indd2004-05.indd 1 77/21/04/21/04 10:26:1710:26:17 AMAM