MANHATTANVILLE COLLEGE Catalog: 2005−2007 For further information, please contact:

UNDERGRADUATE ADMISSIONS Phone: (800) 328-4553, or (914) 323-5464 Fax: (914) 694-1732 E-mail: [email protected] Jose Flores, Vice President, Enrollment Management and Student Development

SCHOOL OF EDUCATION Phone: (914) 323-5124 Fax: (914) 694-1732 E-mail: [email protected] Alyce Poli, Director of Graduate Admissions

SCHOOL OF GRADUATE & PROFESSIONAL STUDIES Phone: (914) 323-5124 Fax: (914) 694-3488 E-mail: [email protected] Ruth Dowd, R.S.C.J., Dean of the School of Graduate and Professional Studies

Or visit us on the web at http://www.mville.edu

MANHATTANVILLE COLLEGE OFFICE OF THE PRESIDENT

September 2005

It is my pleasure to introduce you to Manhattanville College, where our mission is to educate students to become ethically and socially responsible leaders for the global community.

We are committed to doing this by ensuring three things:

• the full intellectual, ethical and social development of each student within a community of engaged scholars and teachers; • the application of students’ development as independent leaders and creative thinkers, to their career and professional goals; and • a diverse campus community whose members know, care about and support each other and actively engage the world beyond.

At Manhattanville, we believe a value-based liberal arts education is the best preparation for future success. Here, students are challenged to achieve academic excellence: striving to learn more, to keep learning, and to set the highest possible standards for themselves, all in a nurturing community that focuses on the individual needs of each student.

Manhattanville prides itself on being a caring, personalized environment. We seek to bring compassion to every decision, and sensitivity to every problem — always based on mutual respect and individual responsibility for one’s own conduct and actions. My door is always open to any member of the Manhattanville Community.

Finally, Manhattanville is proud of its special commitment to social awareness, that special calling to service that compels us to give something of ourselves back to the community. We recognize that working to make the world a better place is an integral part of a comprehensive higher education.

Sincerely,

Richard A. Berman President

TABLE OF CONTENTS INVENTORY OF UNDERGRADUATE PROGRAMS ...... 1 INVENTORY OF GRADUATE PROGRAMS ...... 2 UNDERGRADUATE PROGRAMS ...... 3

BACHELOR OF ARTS ...... 3 PART-TIME STUDY ...... 3 ACCELERATED STUDY ...... 3 BACHELOR OF FINE ARTS ...... 3 BACHELOR OF MUSIC ...... 4 BACHELOR OF SCIENCE DEGREES...... 4 GRADUATE PROGRAMS...... 4 FULL-TIME UNDERGRADUATE DEGREE REQUIREMENTS...... 4

THE PORTFOLIO SYSTEM ...... 4 THE PRECEPTORIAL ...... 5 COLLEGE WRITING COMPETENCY ...... 5 LIBRARY SKILLS...... 5 THE MAJOR AND THE MINOR...... 5 GENERAL EDUCATION DISTRIBUTION REQUIREMENTS...... 5 GRADING AND EVALUATIONS...... 6 GRIEVANCE PROCEDURES ...... 7 TYPES OF COURSES ...... 8 HONORS OPTIONS ...... 8 PRE-PROFESSIONAL STUDIES...... 9 OFF-CAMPUS STUDY...... 10

“COOPERATIVE” STUDY ABROAD ...... 10 DOMESTIC STUDY...... 12 SEMESTER IN NEW YORK CITY...... 12 INTERNSHIPS...... 12 ENGLISH LANGUAGE INSTITUTE (ELI)...... 12 EDUCATIONAL SUPPORT...... 13

ACADEMIC ADVISING ...... 13 ACADEMIC RESOURCE CENTER ...... 13 ACADEMIC RESOURCE PROGRAMS ...... 13 ACADEMIC COUNSELING PROGRAM (A.C.P) ...... 13 COLLEGE SCIENCE AND TECHNOLOGY ENTRY PROGRAM (C.S.T.E.P) ...... 13 HIGHER EDUCATION OPPORTUNITY PROGRAM (H.E.O.P.) ...... 14 LIBRARY INFORMATION SERVICES ...... 14 FACILITIES AND RESOURCES ...... 15 STUDENT LIFE ...... 17 ATHLETICS ...... 19 UNDERGRADUATE PROGRAMS OF STUDY (DEPARTMENTS)...... 19

AFRICAN STUDIES PROGRAM...... 19 AMERICAN STUDIES PROGRAM ...... 22 ART HISTORY ...... 24 ART (STUDIO)...... 27 ASIAN STUDIES...... 32 BIOCHEMISTRY...... 34 BIOLOGY ...... 34 CHEMISTRY ...... 40 CLASSICS...... 42 COMMUNICATIONS STUDIES ...... 43 DANCE & THEATER ...... 46 ECONOMICS, FINANCE, MANAGEMENT ...... 51 EDUCATION ...... 58 ENGLISH ...... 62 FRENCH ...... 68 GERMAN...... 69 HISTORY...... 70 HOLOCAUST AND GENOCIDE STUDIES PROGRAM ...... 74 INTERNATIONAL STUDIES ...... 75 IRISH STUDIES ...... 76 ITALIAN ...... 77 LATIN AMERICAN STUDIES...... 78 MATHMATICS AND COMPUTER SCIENCE ...... 79 MUSIC ...... 83 PHILOSOPHY ...... 90 PHYSICS...... 93 POLITICAL SCIENCE AND LEGAL STUDIES ...... 95 PSYCHOLOGY ...... 101 ROMANCE LANGUAGES ...... 105 SOCIAL JUSTICE...... 105 SOCIOLOGY AND ANTHROPOLOGY ...... 106 SPANISH...... 109 WOMEN’S STUDIES...... 111 WORLD RELIGIONS...... 112 BACHELORS DEGREES IN ACCELERATED FORMATS ...... 114

BACHELOR OF SCIENCE IN BEHAVIORAL STUDIES ...... 114 BACHELOR OF SCIENCE/MASTER OF ARTS IN TEACHING...... 115 BACHELOR OF SCIENCE IN ORGANIZATIONAL MANAGEMENT ...... 115 BACHELOR OF SCIENCE IN COMMUNICATIONS MANAGEMENT ...... 115 MANHATTANVILLE DUAL DEGREE PROGRAMS...... 115 JOINT B.A./GRADUATE DEGREE PROGRAMS ...... 116

B.A. MANHATTANVILLE COLLEGE/M.S.W. FORDHAM UNIVERSITY GRADUATE SCHOOL OF SOCIAL SERVICE AT MARYMOUNT ...... 116 B.A. COMPUTER SCIENCE MANHATTANVILLE COLLEGE/M.S. COMPUTER SCIENCE POLYTECHNIC UNIVERSITY...... 117 B.A. MANHATTANVILLE COLLEGE/M.S. PACE UNIVERSITY DYSON COLLEGE OF ARTS & SCIENCES ...... 117 B.A. MANHATTANVILLE COLLEGE/D.M.D. BOSTON UNIVERSITY, GOLDMAN SCHOOL OF DENTAL MEDICINE ...... 118 B.A. MANHATTANVILLE COLLEGE/D.P.T. IN PHYSICAL THERAPY, NEW YORK MEDICAL COLLEGE ...... 118 B.A. MANHATTANVILLE COLLEGE/M.S. IN SPEECH-LANGUIAGE PATHOLOGY, NEW YORK MEDICAL COLLEGE ...... 119 SCHOOL OF GRADUATE & PROFESSIONAL STUDIES PROGRAMS ...... 120

MASTER OF ARTS IN LIBERAL STUDIES ...... 120 MASTER OF ARTS IN WRITING...... 120 MASTER OF SCIENCE IN LEADERSHIP AND STRATEGIC MANAGEMENT...... 120 MASTER OF SCIENCE IN MANAGEMENT COMMUNICATIONS ...... 120 MASTER OF SCIENCE IN INTERNATIONAL MANAGEMENT ...... 121 CERTIFICATE IN NON-PROFIT LEADERSHIP...... 121 SCHOOL OF EDUCATION GRADUATE PROGRAMS ...... 121

MASTER OF ARTS IN TEACHING/MASTER OF PROFESSIONAL STUDIES DIPLOMA/CERTIFICATION...... 121 GRADUATE COURSE OFFERINGS...... 123 ADMISSIONS ...... 158

UNDERGRADUATE ...... 158 GRADUATE & PROFESSIONAL STUDIES ...... 160 SCHOOL OF EDUCATION ...... 160 TUITION AND FEES...... 160 FINANCIAL ASSISTANCE...... 161 BOARD OF TRUSTEES...... 166 ADMINISTRATION ...... 167 FACULTY ...... 169 HISTORY & EDUCATIONAL COMMITMENT...... 186 INDEX...... 188 DIRECTIONS ...... 191

7

INVENTORY OF UNDERGRADUATE BACHELOR OF FINE ARTS 1002 Fine Arts PROGRAMS Manhattanville is accredited by the Middle States Association of BACHELOR OF ARTS PROGRAMS IN TEACHER Colleges and Secondary Schools and is chartered by the Regents EDUCATION of the State of New York. Each program registered with the Childhood and Early Childhood: New York State Education Department is assigned a Higher 0823.00 Early Childhood Education Education General Information Survey (HEGIS) code number, 0802.00 Childhood Education which can be found below. Only those programs currently 0802.00 Childhood Education and Early Childhood offered are listed. Manhattanville also offers several minors and Middle Childhood & Adolescence (Grades 5-12): areas of concentration. Students must discuss their academic 0401.01 Adolesc Ed:Biology & Mid Child Ed:Bio plan with their advisors, as enrollment in programs other than 1905.01 Adolesc Ed:Chem & Mid Child Ed:Chem those registered or otherwise approved may jeopardize their 1501.01 Adolesc Ed:English & Mid Child eligibility for certain student aid awards. Ed:English 1701.01 Adolesc Ed:Math & Mid Child Ed:Math BACHELOR OF ARTS DEGREES AND 2201.01 Adolesc Ed: Soc Stu & Mid Child Ed:Soc CONCENTRATIONS Stu 0313 American Studies 1102.01 Adolesc Ed:French & Mid Child Ed:French 1002 Art (Studio) 1104.01 Adolesc Ed:Italian & Mid Child Ed:Ital Digital Media/Graphic Design 1109.01 Adolesc Ed:Latin & Mid Child Ed:Latin Two-Dimensional Design 1105.01 Adolesc Ed:Spanish & Mid Child Ed:Span Three-Dimensional Design 1003 Art History BACHELOR OF FINE ARTS IN ART EDUCATION 0301 Asian Studies 1002.00 Visual Arts Education 0414 Biochemistry 0401 Biology BACHELOR OF MUSIC EDUCATION Environmental Studies 0802.00 Music Education Neuroscience 0803.00 1905 Chemistry 1504 Classics BACHELOR OF ARTS AND MASTER OF ARTS IN 0601 Communication Studies 0701 Computer Science TEACHING (DUAL DEGREE HONORS 1008 Dance and Theater PROGRAM) Dance Childhood and Early Childhood Theater 0802.00 Childhood, Grades Gr 1-6 Dance Therapy 0823.00 Early Childhood, Birth-Gr 2 2204 Economics 0802.00 Childhd 1501 English Middle Childhood and Adolescence (Grades 5-12) American Literature 0401.01 Biology 7-12; Biol 5-9 (Specialist Option) British Literature 1905.01 Chem 7-12; Chem 5-9 (Specialist Option) Creative and Professional Writing 1501.01 English 7-12; English 5-9 (Specialist English Education Option) Film Studies 1701.01 Math 7-12; Math 5-9 (Specialist Option) International Literature in English 2201.01 Soc Stu 7-12; Soc Stu 5-9 (Specialist 0504 Finance Option) 1102 French 1102.01 Tchg of a Second Lang 5-9 & 7-12; French 1103 German 1104.01 Tchg of a Second Lang 5-9 & 7-12; Italian 2205 History 1109.01 Tchg of a Second Lang 5-9 & 7-12; Latin Social Studies 1105.01 Tchg of a Second Lang 5-9 & 7-12; Spanish 0399 International Studies 0506 Management BACHELOR OF ARTS AND MASTER OF Human Resources PROFESSIONAL STUDIES (DUAL DEGREE International Management PROGRAM) Marketing 1508.00 Tchg of English to Speakers of Oth Langs 1701 Mathematics (TESOL), 1005 Music 0808.00 Childhood Ed 1-6 & Spec Ed (Chldhd) Music Management Music Theater BACHELOR OF FINE ARTS AND MASTER OF 1509 Philosophy ARTS IN TEACHING (DUAL DEGREE 1902 Physics 2207 Political Science PROGRAM) Criminal Law 1002.00 Visual Arts Education Legal Studies 2001 Psychology BACHELOR OF MUSIC AND MASTER OF ARTS 1510 Religion IN TEACHING (DUAL DEGREE PROGRAM) 1101 Romance Languages 0832.00 Music Education 4901 Self Designed Major 2208 Sociology 1105 Spanish

1 BACHELOR OF SCIENCE AND MASTER OF Combined programs ARTS IN TEACHING (DUAL DEGREE 0808.00 Childhood Ed and Special Ed PROGRAM) 0401.01 Biology (Adol Ed/Mid Chldhd Ed & Sp Ed) 1905.01 Chemistry (Adolesc Ed/Mid Chldhd Ed & 0802.00 Childhood, Grs 1-6 Sp Ed) 0823.00 Early Childhood, Birth – Gr 2 1501.01 English (Adolesc Ed/Mid Chldhd Ed and 0802.00 Chldhd, Gr 1-6 and Early Chldhd, Sp Ed) Birth-Gr 2 1701.01 Math (Adolesc Ed/Mid Chldhd Ed and

Sp Ed) BACHELOR OF SCIENCE AND MASTER OF 2201.01 Social Studies (Adolesc Ed/Mid Chldhd Ed PROFESSIONAL STUDIES (DUAL DEGREE and Sp Ed) PROGRAM) 0830.01 Literacy and Spec (Ed Chldhd/Chldhd) 0808.00 Childhood Ed 1-6 & Spec Ed: (Chldhd) 0830.01 Literacy and Spec Ed (Adolesc Ed/Middle Chldhd Ed) BACHELOR OF SCIENCE DEGREE Leadership Programs 2201 Behavioral Studies 0827.00 Educational Leadership 0506 Organizational Management 0699 Communications Management PROFESSIONAL DIPLOMA Leadership Program UNDERGRADUATE CERTIFICATE PROGRAMS 0828.00 Educational Leadership 5003 Finance 5004 Management ADVANCED CERTIFICATE (POST MASTERS) Adolescence and Middle Childhood 0401.01 Biology (Adolesc Ed/Mid Chldhd Ed) INVENTORY OF GRADUATE PROGRAMS 1905.01 Chemistry (Adolesc Ed/Mid Chldhd Ed) 1917.01 Earth Science (Adolesc Ed/Mid Chldhd Ed) Following is a list of graduate programs which are registered 1501.01 English (Adolesc Ed/Mid Chldhd Ed) with the New York State Education Department. Preceding 2201.01 Social Studies (Adolesc Ed/Mid Chldhd Ed) each field is its Higher Education General Information Survey 1701.01 Mathematics (Adolesc Ed/Mid Chldhd Ed) (HEGIS) code number. Students should be aware that 1902.01 Physics Education (Adolesc Ed/Mid enrollment in other than registered or otherwise approved Chldhd Ed) programs may jeopardize their eligibility for certain student aid 1101.00 Teaching of a Second Language 7-12 awards. (French, Italian Latin, Spanish) The Arts MASTER OF ARTS DEGREE 0831.00 Visual Arts Education 4901 Liberal Studies 0832.00 Music Education 1507 Writing Special Education Programs 0808.00 Special Ed: Early Childhood MASTER OF ARTS IN TEACHING DEGREE 0808.00 Special Ed: Childhood Childhood and Early Childhood 0808.00 Special Ed: Early Childhood/Childhood 0823.00 Early Childhood, Birth-Gr. 2 0808.00 Special Ed: Middle Childhood/Adolescence 0802.00 Childhood, Gr. 1-6 Literacy Programs 802.0 Childhood, Gr 1-6 and Early Childhood, 830.01 Literacy Education (Birth – Gr. 6 OR Birth – Gr 2 Gr 5-12) The Arts TESOL Programs 0831.00 Visual Arts Education 1508.0 Teaching English to Speakers of Oth Lang 0832.00 Music Education 1509.0 Adolescence and Middle Childhood (Grades 7-12 and 5-9: Specialist Option) MASTER OF SCIENCE DEGREE 0401.01 Biology (Adolesc Ed/Mid Chldhd Ed) 0506 Leadership and Strategic Management 1905.01 Chemistry (Adolesc Ed/Mid Chldhd Ed) 0515 Organizational Management and Human 1501.01 English (Adolesc Ed/Mid Chldhd Ed) Resource Development 2201.01 Social Studies (Adolesc Ed/Mid Chldhd Ed) 0699 Management Communications 1701.01 Mathematics (Adolesc Ed/Mid Chldhd Ed) 0513 International Management 1101.00 Teaching of a Second Language (French, Italian, Latin, Spanish)

MASTER OF PROFESSIONAL STUDIES DEGREE Special Education Programs 0808.00 Special Ed.: Early Childhood 0808.00 Special Ed.: Childhood 0808.00 Special Ed.: Early Childhood/Childhood 0808.00 Special Ed.: Middle Childhood/Adolescence Literacy Programs 0830.00 Literacy (Birth – Gr 6 OR Literacy Gr 5-12) TESOL Program 1508.00 Teaching English to Speakers of Oth Lang (TESOL), All Grades

2 UNDERGRADUATE PROGRAMS Joint Programs with Graduate Schools: Manhattanville College’s close relationship with various graduate institutions BACHELOR OF ARTS can facilitate a student’s progress toward a career in physical The majority of Manhattanville’s undergraduates pursue the therapy, speech language pathology, social work, dentistry, Bachelor of Arts degree. Some freshmen know the academic computer science, or publishing. (For more information, see area or areas in which they want to concentrate; most do not. separate section on Joint Programs.) Consequently, it is possible to begin work in a major field the first year, but there is no need to declare a major until the second PART-TIME STUDY semester of the sophomore year. All students must complete a Part-time undergraduates are not mandated to work within the minimum of 90 credits in the liberal arts and sciences to meet Portfolio System, so degree requirements for them are somewhat New York State requirements for the Bachelor of Arts degree. different from those for full-time students. They, too, must All courses listed under the various departments are considered satisfy the criteria set by the departments selected as their major “liberal arts” unless the title is followed by an asterisk in each and minor fields. However, although they must complete a semester’s Course Schedule. minimum of 120 credits (60 of them at Manhattanville), they

may do so over a longer period of time. The Self-Designed Major: If a student‘s interests lie outside or between the areas of existing departments or programs, he or Despite the fact that they are not required to assemble portfolios, she may propose to the Board on Academic Standards a self- part-time students are urged to develop solid writing skills and designed major program of study. The Board on Academic be conversant in the use of information technology in order to Standards approves all self-designed majors. The student’s pursue academic research, and to acquire breadth, as well as proposal must include a carefully thought-out rationale stating depth, in their studies. Part-time students must complete the the goals of the program and the means of attaining them with minimum number of credits in the liberal arts and sciences the courses chosen. Self-designed majors are by nature required by their specific degree program in order to meet New interdisciplinary and involve courses from two or more York State requirements for the bachelor’s degree. departments. The student must consult with faculty from the departments from which courses are drawn and obtain their In addition to the major and minor, they are encouraged to plan signatures on all portfolio forms requiring major departmental their work so that they acquaint themselves with a variety of approval. Students considering self-designed majors are advised academic areas. A special advisor in the Academic Advising to discuss their case with the Academic Dean or the chairperson Office assists part-time students in this effort. of the Board on Academic Standards. Examples of recent self- designed majors include Social Justice, Ethics and Society, the Economics of the Performing Arts, Political Economy, Art and ACCELERATED STUDY Society, Italian Civilization, and German Cultural Studies. Most Bachelor of Arts students complete their degrees in eight semesters. It is possible to accelerate the degree program and Double Major: Qualified students may pursue the graduate in less than 8 semesters, if special permission is requirements for major study in two departments as long as both granted, but students interested in doing this must present a plan majors lead to a Bachelor of Arts degree. (Majors leading to to the Board on Academic Standards no later than a year prior to two separate degrees, for example a B.A. and B.F.A., are not the planned graduation. The equivalent of eight semesters of usually possible.) Such programs are developed with the attendance is required by the College (at least four while a guidance of the departments concerned and with approval by the student at Manhattanville), unless special permission is granted Board on Academic Standards. Students majoring in Education by the Board on Academic Standards. are required to be double-majors: they must have a second major in a liberal arts field. (Students pursuing a double major are not The criteria applied by the Board on Academic Standards in required to have a minor.) evaluating accelerated study and early graduation requests include overall excellence as demonstrated by both the transcript and the work submitted, at least two-thirds of courses above the Teacher Certification: A major in Education is available, introductory level, and demonstration at an early stage of careful with which students acquire provisional New York State teacher planning and direction. certification at the elementary or secondary school level. All students considering a teaching career are strongly encouraged Early graduation through an accelerated program of study is not to discuss their plans with an advisor in the School of Education usually open to students enrolled in the Bachelor of Music as soon as possible. Also, since not all states have uniform program, candidates in the Bachelor of Fine Arts program, or requirements, students wishing to teach in a state other than those who wish to do student teaching in order to gain New New York should contact the appropriate state’s education York State provisional teaching certification within the Bachelor department to learn what specific requirements they will need to meet. All majors in Education, except for Music Education and of Arts program. Art Education, are necessarily double majors: they must also have a second major in a liberal arts field. (For further BACHELOR OF FINE ARTS information please see the School of Education Undergraduate The Bachelor of Fine Arts is designed to prepare the art student Catalog.) for graduate study or for professional work in a wide variety of related areas. Specialization in painting, sculpture, printmaking, Preparation for Professional and Graduate Study: A graphic design, or photography is available. (Students Pre-Health Professions Advisory Committee advises students completing a B.F.A. usually may not earn a B.A. in another field who are preparing for medical school and careers in health. (See simultaneously.) All students must complete a minimum of 30 Pre-Professional Studies for pre-health requirements.) Students credits in the liberal arts and sciences to meet New York State preparing for law school can consult with the Pre-Law advisor; requirements for the Bachelor of Fine Arts degree. students preparing for business school or other types of graduate study are assisted by faculty advisors in the appropriate departments, as well as the Graduate Studies advisor in the Academic Advising Office.

3 BACHELOR OF MUSIC FULL-TIME UNDERGRADUATE DEGREE A professionally oriented Bachelor of Music degree program is offered in Music Education for students interested in entering REQUIREMENTS the teaching profession. The Bachelor of Music degree may be THE PORTFOLIO SYSTEM taken together with the Master of Arts in Teaching in a At the heart of Manhattanville’s distinctive approach to combined degree program offered by the Music Department undergraduate education is the portfolio system. The portfolio, with the School of Education. The Music Department has which ultimately reflects a student’s entire college career, is prepared a Handbook for Music Majors with details of these both a system of planning and assessment and a repository for programs, as well as the Bachelor of Arts in Music, the the student’s best work. Among the primary materials included Concentration in Music Management, and the Bachelor of Arts in the portfolio are a Freshman year essay; a study plan outlining in Musical Theater. Interested students should contact the all coursework to be counted toward the degree; a program Music Department for details. All students must complete a evaluation essay, which gives a rationale for the student’s choice minimum of 30 credits in the liberal arts and sciences to meet of courses, as well as a personal evaluation of the current state New York State requirements for the Bachelor of Music degree. of progress; a Global Awareness Essay, indicating how the student utilized his/her education to develop a broader or deeper ADULT ACCELERATED BACHELOR OF SCIENCE awareness of other cultures; a resume developed in consultation DEGREE COMPLETION PROGRAM with the Office of Career Services; and specific examples of work in writing and research. Submission and approval of the Manhattanville’s School of Graduate & Professional Studies portfolio is a requirement for graduation. offers three Bachelor of Science Degrees in an accelerated format for adult students. The degrees are in Behavioral The portfolio is formally reviewed twice during the student’s Studies, Organizational Management and Communications academic career. The first formal review takes place during the Management. Students who have completed an Associate’s second semester of the sophomore year. After the written degree or who have accumulated sixty to seventy-five portfolio is submitted, the student has the opportunity of meeting undergraduate credits with a G.P.A. of 2.5 and have a minimum with a faculty panel that includes a representative of the Board of two years work experience are eligible for the program. on Academic Standards. Besides checking to make sure the Classes meet in the evenings and/or weekends and are scheduled student’s plan fulfills basic degree requirements, the review also in eight-week modules. The program may be completed in less has an advisory function, considering whether the student has set than two years. A new term begins in September, November, and formulated appropriately challenging academic goals, and, January, February and April. Applications are accepted if necessary, asking him/her to revise these goals. "Portfolio throughout the year under Manhattanville’s rolling admissions Distinction" is offered to students who complete the First policy. Review particularly well. In the first semester of the senior

year, students submit the portfolio for a final written review to

the full Board on Academic Standards. The Board assesses the GRADUATE PROGRAMS overall quality of the portfolio, reviews any changes to the study Manhattanville believes that education is a life-long process. plan since the first review, notes progress toward satisfaction of Graduate programs are offered in the same value-oriented graduation requirements, and evaluates the written work Manhattanville tradition as our undergraduate programs. In fact, submitted to fulfill the portfolio writing and research students who may be returning to the campus environment after competencies. At this point, the Board searches for evidence of many years away respond very enthusiastically to our intellectual growth, and brings any inadequacies to the attention personalized community of faculty and staff. of students and their academic advisors.

SCHOOL OF GRADUATE AND PROFESSIONAL At both reviews, the portfolio should contain: • The Study Plan and Program Evaluation, prepared by the STUDIES student in consultation with the academic advisor and the The School of Graduate and Professional Studies offers the chairperson of the major department following programs: Master of Arts in Liberal Studies, Master of • The Major/ Minor Checklist, which certifies that the Arts in Writing, Master of Science in Leadership and Strategic student has planned or completed the required work in Management, Master of Science in Organizational Management these fields and Human Resource Development, Master of Science in • The Worksheet for Distribution Requirements Management Communications, Master of Science in • The Global Awareness Competency Essay International Management, Graduate Certificate in Nonprofit Leadership, Bachelor of Science in Behavioral Studies, Bachelor • Examples of college level writing and research. of Science in Organizational Management and Bachelor of Science in Communications Management. Course descriptions At the final review the student must also include a résumé. for these programs can be accessed online at: http://www.mville.edu/. At the conclusion of the formal written review, the Board on Academic Standards may recommend exceptional portfolios for “Portfolio Honors.” Both formal portfolio reviews will appear SCHOOL OF EDUCATION on the student’s official transcript with a Pass/Fail notation. The School of Education offers the following degree programs: Students who submit a complete portfolio that is judged Master of Arts in Teaching, Master of Professional Studies and satisfactory by the Board on Academic Standards will receive a Professional Diploma (School Building Leader only). Students Pass. Students who submit a reasonably complete portfolio, but may also complete programs for certification only if they are required to resubmit one or more items, may receive a Grade currently have a Master’s degree. The School of Education also Deferred (GD), with material to be submitted by the date offers programs, in conjunction with some of the College’s specified by the Board. Students who do not submit a portfolio, academic departments, that lead to the Bachelor of Arts, or who submit a seriously incomplete portfolio, or who, after Bachelor of Fine Arts, and the Bachelor of Music. receiving a GD, fail to revise their portfolios to the satisfaction of the Board on Academic Standards, will receive an F for the

4 portfolio that semester. If allowed to continue at the College, The Preceptorial’s overall mission is to provide a setting in they will be required to submit again in the following semester which students may increase their awareness of the world, both and be graded appropriately. Students who fail to submit the ancient and modern; to strengthen academic skills such as portfolio on schedule are liable to dismissal from the College. reading, speaking, and analyzing as a foundation for further study, as well as a richer and more meaningful life; to help The Study Plan: The Study Plan is a listing of all course work students get to know well a diverse group of their fellow in all semesters of a student’s academic program. It illustrates students while engaging in a common intellectual endeavor; and on a semester-by-semester basis the course of study proposed in to insure that they develop, through regular contact, a the Program Evaluation. constructive relationship with their academic advisor that will serve them well as they proceed beyond their freshman year at The Program Evaluation: The Program Evaluation is an Manhattanville. The teacher of the Preceptorial (the Preceptor) essay that gives the underlying rationale for the intellectual is also the student’s academic advisor until the student declares a choices made in college. It proposes a course of study leading major and selects an advisor in his or her major field. In to graduation and requests approval of this plan by the Board on addition to guiding the student to plan appropriate courses for Academic Standards. It analyzes the program as an integrated both Freshman semesters, the Preceptor introduces him/her to personal curriculum appropriate to the student‘s own strengths the Manhattanville Portfolio System and establishes a mentoring and weaknesses and career goals, and to the satisfactory relationship that facilitates a successful adjustment to college. achievement of a liberal arts education. In this sense the Program Evaluation is also a statement of principles and values, COLLEGE WRITING COMPETENCY an estimate in the student’s personal terms of what a well- The writing competency requirement is designed to ensure that educated person should be, and an explanation of how this students are prepared to complete written assignments in a range assessment translates into the student’s particular program of of college courses. In order to fulfill the writing competency study. Finally, the Program Evaluation should contain a requirement, all incoming students will be required to take one thoughtful self-evaluation of the student’s current progress in first year writing seminar in the first or second semester of their achieving the goals set. freshmen year. Students must earn a grade of C or above in the first year writing seminar. Students who receive a grade below a Writing and Research Materials: To satisfy the portfolio C will be required to repeat the writing seminar until a grade of requirement for writing and research, the student should expect C or better is attained. Exemption from the first year writing to go beyond the College Writing competency and Library Skills seminar requirement may be granted to first year students who requirements listed below. By the first review students must have achieved a score of four or higher on the AP English submit at least two examples of work, and by the final review, a Literature and Composition Exam. Students must also success- total of at least four examples of work. These must include a fully complete at least two W or W/R designated courses by the minimum of two examples of research (at least one of which end of their junior year with a grade of C or better in order to must be in the traditional research paper format, utilizing complete the writing competency requirement. Students may bibliographic method), plus two others, which may be critical/ take only nine credits of ENC courses. analytical or bibliographic essays. LIBRARY SKILLS Global Awareness Portfolio Requirement: A plan for Students must take a one-credit Library and Information fulfilling this competency must be submitted at the first portfolio Sciences course which must be completed with a grade of C or review and carried through by the final portfolio review. above to meet College requirements. This can be either Generally the competency is satisfied by a well-reasoned essay Foundations in Research or an Information Literacy Lab. based on a minimum of two courses (minimum six credits) beyond the preceptorial. The essay should demonstrate that the THE MAJOR AND THE MINOR students have gained a broader global perspective or a deeper The completion of a Bachelor’s degree requires a major and a awareness of a culture other than their own. In addition to minor. The specific requirements of the major and the minor are traditional college courses, students may also base their essay on provided in information given later by each department. If more studying or living abroad, independent work or relevant intern- than one major is fulfilled, the student does not have to pursue a ships. Courses taken to satisfy this requirement may overlap separate minor. More than one area of major or minor study is with major, minor and distribution courses. allowed, but courses may not be double-counted for more than

one area of concentration. If a student elects to major in two THE PRECEPTORIAL disciplines that have certain common requirements, an The Preceptorial is a year-long, seminar-style course required of appropriate number of electives should be added in one of the all Manhattanville freshmen. It is intended to foster the two disciplines. intellectual development of students and provide a foundation for college-level academic work through an introduction to the GENERAL EDUCATION DISTRIBUTION liberal arts tradition of world civilization. Beginning in the Fall with the theme “Search for the Good Life”, students read and REQUIREMENTS discuss classic texts by such intellects as Plato and Adam Smith, The faculty and administration of Manhattanville College firmly or sacred scriptures from both East and West. Preceptorial believe that the best preparation for a rapidly changing world classes are kept purposefully small in order to facilitate careful lies in a widely ranging liberal arts education. Specific jobs, consideration of the ideas contained in these texts, ideas that technologies, and ideologies may come and go, but in order to have influenced people, institutions, and whole societies for remain both vocationally competitive and intellectually supple, hundreds, sometimes thousands of years. In the Spring the world citizens will need analytical, communicative, and Preceptorial moves on to “Search for a Good World”, which deliberative skills. The best liberal arts education includes focuses on more contemporary, global texts reflecting the course work from all five areas of the college curriculum: increased interaction of different peoples, cultures, and Mathematics and Science, Social Sciences, Humanities, Foreign civilizations—the modern situation that has created new issues, Languages, and the Fine Arts. Developments in computers and concerns, and opportunities. technology will increasingly affect our lives, and an

5 understanding of basic mathematical concepts and the scientific C. (2.0), for work that is satisfactory in quantity and method will prepare students to actively participate in the next demonstrates an acceptable acquaintance with the material and wave of technological evolution. As our population rises, the method. attendant social problems will demand the creative application D. (1.0), for work that only minimally meets the standards of of the social sciences; likewise, the humanities provide the course. historical, literary, and philosophical perspectives to past, F. (0.0), for work that is unsatisfactory and/or incomplete, present and future. As our world grows more interdependent, showing little or no mastery of the material or method of the ability to communicate in other languages will become even inquiry. F is also used when a student withdraws from a course more important, and persons with bi-lingual and multi-lingual after the withdrawal deadline. skills will be in high demand. Finally, the arts provide a P. (no grade point value), for satisfactory work in a course window into the human soul. The ability to discover one’s own taken on a Pass/Fail basis. (A maximum of four Pass/Fail creativity or appreciate the artistic expression of others enriches credits may be taken in any one semester.) both the individual and society as a whole. Students at W. for a course from which the student has withdrawn, with the Manhattanville College are encouraged to explore all these areas approval of the instructor and advisor, or the Academic Dean, as they develop and integrate their personalized study plans before the withdrawal deadline. within the Portfolio System. As a minimal acceptable Incomplete (GD) is given only for extraordinary reasons (for distribution for graduation, students must take at least 6 credits instance, serious illness or death in the family) and means that each from four of the following five areas: an extension has been granted by the instructor for a period 1) Mathematics and Science (including Computer Science) established by the Academic Dean. Ordinarily incompletes 2) Social Sciences must be finished by the beginning of the next semester. Until 3) Humanities then, no grade is entered on the transcript. If the work is not 4) Foreign Languages completed by the stipulated deadline, the student receives a 5) Fine Arts grade of F.

The distribution value of IDS courses will be determined by In addition, the instructor has the option of awarding grades of their content. English composition (ENC) courses may not A- (3.75), B+ (3.5), and B- (2.75), and C+ (2.5), and C- (1.75). count toward fulfillment of liberal arts distribution requirements. Students (except those on probation) may choose to take up to 4 Each semester the course schedule lists the distribution value of credits a semester on a Pass/Fail rather than a letter grade basis. that semester’s courses. However, this grading option must be indicated on the registration form and can only be changed up to the end of the GRADUATION CREDIT REQUIREMENTS Add/Drop period. Thereafter the decision cannot be changed. To qualify for a Bachelor’s degree, all students must complete a minimum of 120 credits with an overall average of C (2.0) or Note: All coursework to be counted toward the major and minor better, and with individual grades of C- or better in all courses must be taken for a letter grade, and must receive a grade of C- used for the major and minor, except where individual or better, unless a higher grade is stipulated by individual departments specify that the minimal grade must be higher. departments. The single exception to this is the internship taken Some major programs, including Education, Music and on a pass/fail basis. In order that such internships count toward Dance/Theater, exceed 120 credits. Transfer students may apply the fulfillment of major or second area requirements, a student credits earned at another college or university at a level of C- or must receive approval from the department chair. better and approved by the Academic Dean to their Manhattanville program. (Transfer courses toward the major or ACADEMIC PROBATION AND DISMISSAL minor must be specifically approved by the relevant department. Students qualify for academic probation if any of the following Certain departments require higher than a C- for major or minor applies: credit.) In general up to 60 credits may be accepted as transfer • The cumulative grade point average is below 2.0 at the end credit; 60 credits and 4 semesters of work must be completed at of one semester; Manhattanville. In calculating transfer credit, grades are not • The student completes less than 10 credits successfully, transferred, only credits. e.g., as a result of a withdrawal and/or low grades; or,

• For students entering the College prior to Fall 2005: the Students must complete all requirements (including total credits, student fails to complete ENC 2085 or other specified minimum G.P.A. major and minor, writing and library skills writing and research intensive course, with a C or better requirements, minimum number of liberal arts credits for their during their first three semesters. degree, and the two portfolio reviews) in order to be eligible for • For students entering the College in Fall 2005 or later: the graduation and participation in the commencement ceremony. student fails to complete ENC 4010: First Year Writing Note: The B.A. degree requires 90 liberal arts credits, the B.F.A. Seminar with a C or better before their first portfolio and B.Mus degrees require 30 liberal arts credits, and the B.S. review degree requires 60 liberal arts credits. Students qualify for academic dismissal if any of the following applies: GRADING AND EVALUATIONS • The semester grade point average is below 1.50 at the end The College maintains the following letter grading system: of one semester; A. (4.0), for work of exceptional quality that demonstrates deep • Academic probation of any kind is incurred for a second insight into the material of the course and mastery of the time, including a cumulative grade point average that is discipline’s method of inquiry. It may also connote outstanding below 2.0 for a second time; or creativity and originality of thought. • The portfolio is not submitted by the end of the semester in B. (3.0), for work of good quality that demonstrates a thorough which it is due, or has not been resubmitted with required grasp of the material of the course and the discipline’s method revisions by the end of the Add/Drop period following the of inquiry. semester in which it was due; or it has received an F for the second time.

6 Students who have been dismissed may appeal that decision to • For grievances regarding charges of academic dishonesty the Academic Appeals Committee. This Committee, which or for misconduct in the residence halls, please see the consists of the Academic Dean, the Associate Academic Dean Manhattanville Student Handbook and Code of Community and the Vice President for Student Affairs, investigates each Conduct. For grievances regarding academic dismissal, appeal by consulting with teachers and relevant college staff. please see the section in the catalog on Academic Probation The decision of the Committee, which is normally final, is and Dismissal. For grievances regarding grades received as conveyed to the student and the parents in writing. Further a result of academic dishonesty, follow the grievance appeals can only be considered on the basis of procedural procedure above. unfairness or new evidence that might have resulted in a different decision. Such appeals should be directed to the RESIDENCY REQUIREMENTS President within 48 hours after receiving the letter from the The undergraduate residency requirement stipulates that students Appeals Committee. complete at least four semesters of work and at least one-half of

their major courses at Manhattanville. Approval for any such The college reserves the right to remove a student from a course exceptions must be sought from the Board on Academic if the student’s behavior is judged to impair other students’ Standards. learning.

REGISTRATION REQUIREMENTS GRIEVANCE PROCEDURES All students, including those planning to take music lessons, At Manhattanville grievance procedures exist for students who write senior papers or complete comprehensive examinations, feel they have received biased or unfair treatment by a faculty independent studies or internships, must register before each fall member in a class, or as reflected in a grade for academic work. and spring session, each summer session and intersession. A Meant to protect students’ rights, these procedures are as pre-registration period for undergraduates is held during each follows: preceding semester for scheduling convenience. A mail-in • Students with complaints should first attempt to resolve the option for registration is available for graduates and part-time issue by discussing their problem with the faculty member undergraduates. Note that space availability is sometimes involved. This must happen within one semester of the limited for classes and that pre-registration is strongly advised. claimed instance of unfair treatment. If the student cannot Full-time undergraduates have the option of registering on-line locate the teacher, he/she should contact the Academic with their advisors, using web-based registration. Dean. • In the event that the discussion with the faculty member Work cannot be credited toward a degree unless a student does not resolve the matter to the student’s satisfaction, the registers on the published dates. All fees are payable on or student should go to the head of the department or program before these dates. Late registration is permitted for a limited and explain his/her grievance, submitting a summary of period each semester, but a late fee is charged for this. After the that grievance in writing. (If the department chair is one final published date for late registration, no schedule may be and the same as the faculty member identified in the changed without approval. grievance, the student should go to the Academic Dean.) This must occur within 5 business days of the discussion The College has a cooperative arrangement with the State with the faculty member. The department or program head University of New York at Purchase which allows students to will investigate the matter, consulting with the faculty cross-register for certain courses (with the approval of the member identified in the grievance, as well as with other academic advisor and Academic Advising Office) and also to members of the department, and going over pertinent use the specialized library holdings. records and documents, in an effort to achieve a fair resolution of the grievance. The resolution will be given in writing to the student and a copy sent to the Academic STUDENT RETENTION AND STUDENT Dean’s Office. GRADUATION RATES • In the event that the grievance cannot be resolved to the Studies indicate that, each year, a sizeable proportion of the student’s satisfaction within the department, within 5 nation’s college students withdraw from the institution in which business days after the receipt of the chair’s letter the they are enrolled. The reasons for these withdrawals vary. student should make a formal complaint to the Grievance Some students have changed their minds about career or Committee, attaching all pertinent documents and evidence. personal goals and have decided either to enter the job market or The Grievance Committee is chaired by the Provost, and in to enroll in another college or university with a different kind of addition to him/her, consists of the Academic Dean or, in curriculum. Others have found it difficult to meet the College’s the case of graduate students, the Dean of the Graduate academic expectations. In some cases, the student’s family Program, and the Chairperson of the Faculty. In cases moves from the area in which the college is located. Sometimes where any one of these members must be excused due to students decide that college is not the right place to be at this their involvement in the grievance or his/her inability to particular point in his or her life. Usually those students who attend, the chair of the Board on Academic Standards, or decide to stay at a particular college have found that they fit into another member of this committee, will stand in for that the value system of the campus. It is a place where they perform position. Once the grievance is received in writing, the well academically, where they can participate in the curriculum, Grievance Committee reviews the available materials, and where the student and the institution share common consults with the student and the faculty member, as well educational goals. The number of students who stay at as with the department. After consultation and review of Manhattanville is considerably above the national average. For the materials, the Grievance Committee votes and the the four most recent years, an average of 57% of entering decision is conveyed by letter to the concerned parties. students has graduated within five years of their entry. • The decision of the Grievance Committee may be appealed to the President only on the basis of procedural unfairness or new evidence that might result in a different decision. Such an appeal must be made in writing within 5 business days after receipt of the letter from the Grievance Committee.

7 YPES OF OURSES Special Readings: The student sets up and works through a T C reading list approved by the faculty evaluator. A substantial LECTURE piece of written research is often produced. Characterized by a formal presentation of material by the professor, lecture courses may include student discussion. (In Research Project and Field Work: In consultation with a faculty language and science areas, it may also include recitation and member qualified in the chosen area, the student prepares a laboratory work.) proposal for a research project, which is carried out under faculty supervision either in an academic setting or in the field TUTORIAL and culminates in a formal paper. After completing the project, The tutorial format is intended for a small group of students and the student submits a written report to the faculty evaluator, consists of individual instruction, intensive discussion and along with an appraisal by the field-work supervisor. Normally problem-solving, rather than lectures. the equivalent of only one semester of field-work can be applied toward the degree.

SEMINAR The 3000-level seminar is characterized by the active role AUDIT expected of students in the preparation and discussion of class Students auditing a course listen to the lectures or discussions, material, and assumes some prior familiarity of the student with but do not actively participate. Any course, with the exception the discipline. Most seminars require students to produce a term of language learning courses, can be audited with the permission paper requiring the ability to do independent research. of the instructor and assuming the availability of space and resources. However, since it carries no credit, the course will not be recorded on the student’s transcript. Where class size is FOURTH CREDIT OPTION FOR COMMUNITY limited, regular students take precedence over auditors. SERVICE The Fourth Credit Option awards students an additional credit to SUMMER SCHOOL an existing course for the learning that takes place when 30 Manhattanville has two summer sessions in which resident, hours of relevant community service or public service is commuter and visiting students can take liberal arts courses in combined with an academic course and service leadership the humanities, foreign languages, sciences, social sciences and seminars. While directly linked to a course, the one credit added fine arts. In addition to a broad selection of offerings at the for service stands as an independent grade/credit. Up to three undergraduate level, graduate programs are available in credits earned through the Fourth Credit Option can be used as education, creative writing, communications, human resources, elective credits towards graduation requirements. A list of leadership, and the humanities. Manhattanville also offers a courses for which the Fourth Credit Option is possible is special summer program for high school juniors and seniors. published prior to registration each semester.

INTERNSHIP HONORS OPTIONS Internships for academic credit enable qualified juniors and Manhattanville seeks to challenge high achieving students and seniors to integrate their academic studies with supervised work encourages them to explore new areas of interest—beyond the experiences related to their curriculum and interests. An normal intellectual parameters—during their entire internship can be done on a part-time basis during the academic undergraduate career. Selected high-achieving freshman are year or on a full or part-time basis during the summer. Students given the option of taking a special Freshman honors course usually register for internships under their major departments during their first year. Starting in the Sophomore year, special and must secure a faculty sponsor from that department; Honors courses are available to students with G.P.A.s of 3.4 or however, they may also do one internship outside the better. Students who maintain a 3.4 or better G.P.A. and department for interdisciplinary credit. Working with their complete Honors courses beyond the Freshman year receive a faculty sponsor, students identify learning objectives and notation on the transcript certifying completion of the Honors formulate an academic project related to the internship. In Program. Students are also encouraged to pursue Honors within addition, the employer evaluates the student’s work. The Office their major department. of Career Services assists students as they identify and apply for internship opportunities. A maximum of nine internship credits may be applied to the degree. FRESHMAN HONORS COURSES Reserved for selected high-achieving freshman, these special INDEPENDENT STUDY courses allow qualified Freshmen the opportunity for intensified interaction with other honors students while focusing on The independent study offers selected students an opportunity to challenging subject matter. work with considerable autonomy in areas not covered in the regular curriculum, under the guidance of an appropriate full- time faculty member. (In rare cases part-time faculty may, with THE COLLEGE HONORS PROGRAM (CASTLE the approval of the department chair and the provost, oversee SCHOLARS PROGRAM) independent studies.) Independent Studies are usually reserved Meant to foster and reward academic excellence, to challenge for upper class students in areas in which they have an students in traditional academic classes as well as in non- appropriate background. Independent Studies are not available traditional settings, and to provide honors students the in foreign languages, except for advanced literary or cultural opportunity to meet and work together, the College Honors study. In order to ensure sufficient planning, students usually Program (Castle Scholars Program) is open to students obtain a faculty supervisor and register for the Independent achieving a 3.4 or better G.P.A. In order to receive a notation on Study in the semester preceding the one in which it will be their transcript at graduation, students must do the following: taken: i.e., during pre-registration. The proposal for • complete at least three Honors seminars, Independent Study work must be approved by the faculty • engage in a semester of independent study under the evaluator, and should focus on at least one of these options: guidance of a faculty member,

8 • submit their portfolios for “Distinction” at First Review PRE-PROFESSIONAL STUDIES and for “Honors” at Final Review. • Participate in the intensive weekend-long Senior Honors LAW Retreats Manhattanville offers several options for students interested in pursuing a career in law. Although many students interested in the legal profession major in Political Science with a EPARTMENTAL ONORS D H concentration in Legal Studies or in Criminal Law, it is also Several departments at the College offer an honors program possible to pursue other majors, while minoring in Legal Studies within the major, to which qualified undergraduates are or Criminal Law. Details regarding Political Science, the Legal ordinarily admitted in their fourth semester, with a review for Studies and Criminal Law concentrations, and the minors in continuation in the program at the end of the sixth semester. Legal Studies and Criminal Law are listed under Political Standards for acceptance into these programs are set by the Science in the Academic Departments section of the catalog. individual departments. Departments that do not have a separate Students interested in law should seek advice early on from both honors program may offer the award of “departmental honors”, the pre-law advisor and the chair of the Political Science which is conferred upon qualified students at graduation and is department. based on a certain level of achievement in major courses and in the senior thesis. PRE-HEALTH PROFESSIONS The Pre-Health Professions Advisory (PHPA) Committee, ORTFOLIO ONORS P H chaired by Professor Zhang Chen, is available to assist students One of the special honors students may receive at the College is in preparing for admission to a graduate health profession “Portfolio Honors”. This involves an additional optional program. This includes medical, dental, nursing, pharmacy, review of qualified portfolios by the Board on Academic veterinary, optometry, physical therapy, and other health related Standards following the final Portfolio Review. Although the fields. Students considering a career in one of these fields Board invites certain students to submit for Honors, students should contact a member of the Committee, or the Academic may also take it upon themselves to submit their portfolios for Advising Office, as soon as possible upon admission to Honors Review. Generally, the Board looks for exceptional Manhattanville to plan their schedules. Students should begin to breadth in the liberal arts, an excellent Program Evaluation take courses in preparation for admission to the particular Essay and advanced examples of academic achievement. graduate health profession program in the first semester of their Portfolio Honors are announced at Baccalaureate and students study at Manhattanville. receive a notation to this effect on their transcripts. Standardized examinations are part of the admission process to THE DEAN’S LIST many programs. As an example, according to the 1999 edition The Dean’s List honors full-time students who achieve at least a of American Medical Colleges, which administers the MCAT 3.6 average during a particular semester. To be eligible, (Medical College Admission Test): students must complete at least fifteen semester hours, with a minimum of twelve hours taken for letter grades. This The MCAT assesses mastery of basic concepts in biology, achievement is noted on students’ transcripts for each semester chemistry (general and organic), and physics; facility with in which they fulfill these requirements. scientific problem solving and critical thinking; and writing skills. The skills and concepts tested by the MCAT are those DEGREE WITH HONORS identified by physicians and medical educators as prerequisite At a special Honors Convocation held the evening before for the practice of medicine. Medical school faculty hope that Commencement, the College awards graduating seniors several testing for these skills on the MCAT will encourage kinds of academic distinction: undergraduates with broad educational backgrounds to consider 1) Portfolio Honors. During the senior year an optional careers in the health professions and will stimulate premedical formal review of qualified portfolios is undertaken by the students to investigate a wide variety of course offerings outside Board on Academic Standards. If awarded Portfolio the natural sciences. Honors, a student’s transcript and diploma will reflect the distinction. The MCAT is usually taken in April or August of the student's 2) College Honors (Castle Scholars Program). For students Junior year, with application to medical school made in the fall who have maintained at least a 3.4 G.P.A. and completed of the Senior year (for admission in the fall immediately after the program requirements (see description under “College graduation). While a student can major in any subject Honors Program” above) (Manhattanville does not offer a “pre-health” or “pre-med” major), a minimal program of preparation for the MCAT, and 3) Departmental Honors. These are conferred by each for admission to medical school, would be achieved by department according to its own criteria. Normally, they completing the Minor in Pre-Medical/Pre-Dental Studies are based on at least a B+ average in major courses and a (described in the current College catalogue) by the end of his/her similar level of achievement on the senior evaluation Junior year. The "core" courses that would accomplish this are: 4) At Commencement, the College awards Latin Honors.

These awards are based on the following cumulative grade point averages: • Principles of Biology I, II • cum laude — 3.7, • Principles of Chemistry I, II • magna cum laude — 3.8, and • Organic Chemistry and Lab I, II • summa cum laude — 3.9 • Calculus I, II • College or University Physics I, II • English Writing 2085 (or the equivalent) • One course in English Literature

It is highly recommended that two or more of these courses should be taken in the first semester at Manhattanville. The

9 sequence in which these courses are taken should be discussed 1. Highly Recommended with an academic advisor, preferably from the proposed major 2. Recommended program or department, with consultation from PHPAC if 3. Recommended with Reservation needed. 4. Not Recommended

Students interested in programs other than medical, dental or The Committee will notify students who fall into categories 3 or veterinary school should complete the courses for the Minor in 4 before any letters are sent to the professional schools. This Health Sciences as listed in the catalog. These include: will allow the students to reevaluate their applications.

• Principles of Biology I, II POST-BACCALAUREATE PRE-HEALTH • Principles of Chemistry I, II PROFESSIONS PROGRAM • Organic Chemistry I with Lab For college graduates who are interested in entering medical, • Statistics for the Social Sciences dental, veterinary or any other of the health-related professional • Anatomy and Physiology schools, this program provides students an opportunity to complete pre-medical requirements. The program is designed Note: these minors are not available to students who choose to both for students who are lacking one or more of the pre- major in Biology, Chemistry, or Biochemistry. These students medical requirements or who would like to retake undergraduate will have to complete the required courses in addition to the courses in order to improve their grades or prepare for the major and a separate minor. MCAT or DAT exams.

Additional courses directly related to the chosen profession may The required courses are offered in the Summer Session as well also be needed for admission. Students should meet with their as during the academic year. Students apply for admission advisors and also consult the PHPAC to discuss the sequence through the Part-time Program, which is under the umbrella of and any additional course requirements. the Academic Dean. They are assigned a Pre-Health Professions Advisor who assists in designing an individual program of study Admission to these programs is highly selective. To compete to fulfill the course requirements established by the Pre-Health successfully for admission, students must maintain a minimum Professions Committee. 3.25 cumulative G.P.A. and a 3.25 G.P.A. in the courses listed above. Students should be aware that some professional schools A minor in Health Sciences or Pre-Medical Studies may be require a G.P.A. higher than 3.25. chosen through an interdisciplinary selection of courses. These minors are not available to Chemistry, Biology and Bio- Besides advising and consultation, the PHPAC, under a chemistry majors. student’s request, also provides an Official Committee Recommendation Letter (PHPAC Letter). To request such a letter of recommendation from the Committee the student: OFF-CAMPUS STUDY 1) should have successfully completed six semesters of Manhattanville College encourages students to consider college, at least two of which were at Manhattanville; enriching their undergraduate academic experience through 2) should have a 3.25 G.P.A. as described above; study off campus or abroad. The director of Study Abroad 3) must have completed at least one science course, preferably works out of the Academic Dean’s office and assists students in two or more, at Manhattanville College. It is recommended researching study abroad possibilities. There are literally that all "core" courses be completed at Manhattanville; hundreds of options for study abroad through reputable 4) must get approval from the PHPAC for core courses taken American institutions in countries around the world for which elsewhere; students can receive academic credit. For students with high 5) in the post-baccalaureate program, must complete at least G.P.A.’s (at least 3.2) there exists the possibility of acceptance six of the twelve core courses at Manhattanville College; to one of the Manhattanville "cooperative programs," which and have been specifically selected for Manhattanville students, who 6) must submit a complete PHPAC Letter Request Form and are allowed to take all their Manhattanville scholarships and aid supply all of the requested information, including the with them. appropriate standard test results, by the 15th of June that precedes application deadlines. “COOPERATIVE” STUDY ABROAD PROGRAMS Participation in Manhattanville’s “cooperative programs” for Any student who is unable to meet these requirements should study abroad means that students pay Manhattanville tuition and contact a member of the Committee as soon as possible to are able to use most of their Manhattanville institutional aid as discuss his/her options. Note that without the standard test well as federal financial aid. Course titles from Manhattanville result, PHPAC may not have enough information to evaluate the cooperative programs appear on the Manhattanville College student. Therefore, for students taking the MCAT (or transcript and grades are calculated into the grade point average. appropriate counterpart) in August, PHPAC may not be able to The cooperative programs are competitive and students applying begin deliberation until Mid-October, when the test result(s) to them must demonstrate maturity and academic excellence (a becomes available. This may result in the delay of the PHPAC cumulative G.P.A. of 3.2 or better) and present a convincing letter. rationale. They must submit their application by the published deadline and have had their portfolios approved by the Board on Students should pick up the necessary forms from a Committee Academic Standards. (Students intending to study abroad in the member or the Academic Advising Office before the end of the first semester of their senior year must complete their Final sixth semester. Students who request a Committee letter will be Portfolio review in the second semester of their junior year.) In evaluated by the Committee and receive one of the following addition, for all programs outside the US and England, students ratings: must have completed at least one year of appropriate foreign language study. Ordinarily, students request to spend a junior semester abroad; in rare instances, second semester sophomores

10 or first semester seniors can be approved. Students are not qualified students at Italian and international institutions. allowed to spend their final semester of study off-campus. Except for language courses, all classes are conducted in Spaces on Manhattanville’s cooperative programs are reserved English. Students live in off-campus apartments leased by the exclusively for those students approved by the College. university. Students are encouraged to prepare a strong rationale and work with the Study Abroad director before the published deadline. Japan Applications for both the Fall and Spring of the following A direct exchange program is offered with Kansai-Gaidai academic year must be submitted by the Spring deadline of the University in Osaka. In addition to intensive study of Japanese, previous academic year. coursework in English is offered in a variety of disciplines, including Asian studies, international business, art, political England science, and history. Students are encouraged to stay with a The program at St. Clare’s in Oxford is Manhattanville’s oldest Japanese host family. cooperative program. It offers students the opportunity to take British-style tutorials with distinguished British faculty. The Study is also possible for women at Sacred Heart University in program is especially strong in the Humanities, including Tokyo. This program requires extensive previous study of English Literature, Philosophy, History, and Art History. Japanese. Although St. Clare’s is not part of the Oxford University system, students are free to participate in the University’s extra- France curricular activities. Housing is in private quarters arranged by The IES Paris program offers students with French proficiency St. Clare’s. courses in art history, French, sociology, literature/theater, business and economics. Housing is arranged through IES in The Center for Medieval and Renaissance Studies, affiliated French homes. with Keble College in Oxford, provides specialized training in Medieval or Renaissance studies, along with more general Germany courses in the Liberal Arts. Housing is in the Center’s own Another IES program is offered in Berlin in cooperation with dormitories. the renowned Humboldt University. All courses are taught in German and students may choose classes in art history, business, Ireland cinema, economics, literature and politics. In addition, the IES The program in Galway is offered in cooperation with the Berlin program offers internship opportunities in a wide variety University College Galway, one of Ireland’s oldest and most of subjects. Housing is arranged in German homes or prestigious institutions of higher education. Courses are offered apartment. in a variety of fields such as Economics, English, Foreign Languages, Geography, History, Legal Science, Mathematics World Capitals Program and Philosophy. Housing for students can be arranged in the Qualified students may apply for a semester in Santiago, university facility, or students may choose to board with an Irish Buenos Aires, Prague, Moscow, Jerusalem, Brussels, and family. South Africa through the American University “World Capitals Program”. These possibilities are all “cooperative programs” Spain and allow students to take their Manhattanville financial aid The International Educational Services (IES) Madrid program with them. The Santiago and Buenos Aires possibilities require is offered in cooperation with the Universidad Complutense de an advanced level of Spanish. Internships and/or field-work are Madrid. All program courses are taught in Spanish; students available on most programs. Types of courses offered and may take special courses taught by Spanish faculty at the IES housing arrangements vary by program. Center, or if language proficiency allows, directly at the University. Students are usually housed with private families. • Brussels European Union (fall or spring) The Seville program is conducted in cooperation with the Int'l Marketing (fall) College Consortium for International Studies (CCIS) and the • Buenos Aires (fall) University of Seville and offers courses in Spanish language and • Jerusalem (spring) literature, Spanish art, history and politics as well as business and culture studies. The Seville program does not require • Moscow (fall or spring) advanced proficiency in Spanish — courses are available in both • Prague English and Spanish. Housing is provided in Spanish homes. Cinema Studies (fall or spring) Film Production (fall or spring) Italy Humanities & Social Science (fall or spring) The Florence program, which is conducted in cooperation with Photography (fall or spring) the CCIS, is based at the Scuola Lorenzo de’Medici, a private • Santiago (spring) institution which has an international student enrollment of • South Africa (fall) approximately 500 students. The school offers courses in Italian language, studio art, art history, and Italian culture. Students “NON-COOPERATIVE” STUDY ABROAD have the option of living in shared furnished apartments, staying PROGRAMS at the Residenza Universitaria Fiorentina, or arranging their own housing. For students with special needs and interests, or for those who cannot meet the criteria of the cooperative programs, many

“non-cooperative” possibilities exist. In contrast to Manhattan- The Rome program, also conducted in cooperation with CCIS, ville’s cooperative programs, students on non-cooperative is based at the American University of Rome, a small school programs are not able to take their Manhattanville institutional with a student body of about 250 students. Courses are offered aid. Financing non-cooperative programs relies entirely on the in Italian language and literature, communications, philosophy, student’s federal or state financial aid and personal funds. Italian and European history, international business, and Credits for non-cooperative programs will be issued as transfer international relations. In addition, internships are offered to credits only in block format; individual courses and grades will

11 not appear on the transcript. Students interested in cooperative experience, internships provide international students with an as well as non-cooperative programs should work with the study introduction to U.S. businesses and professions. The Office of abroad advisor as early as possible. Only coursework approved International Student Services works closely with the Office of by the College will be accepted as transfer credit toward the Career Services to ensure that all legal requirements are satisfied student’s degree. in arranging internships for international students.

DOMESTIC STUDY Manhattanville offers several opportunities for off-campus study ENGLISH LANGUAGE INSTITUTE (ELI) within the United States. The ELI offers a variety of courses at all levels of English proficiency to students wishing to improve their English California language ability for academic, business, professional and social One possibility is the exchange program with Mills College in purposes. The Intensive Program fulfills the United States Oakland, California, adjacent to San Francisco, which is open to Immigration Services visa requirements for fulltime study of qualified female juniors. English.

Washington, D.C. Faculty and Professional Interests Another is The Capital Experience, an internship/seminar Judith H. Lewis (Director)–Reading, vocabulary, program in Washington, D.C. offered through the Institute for communication skills Experiential Learning. It gives qualified students the opportunity to gain practical experience as interns in Marguerite Salomon–Writing, conversation, Business English Washington offices related to international affairs, law, Joy Scantlebury–Reading, conversation, grammar government, economics, or sociology. In addition to the 6-credit internship, students take an Experiential Learning Seminar in Adjunct Faculty their area of concentration and complete an independent study Helen Tsoukano–Grammar, TOEFL, cross-cultural project. The seminars are academically rigorous, with required communication readings, thoughtful discussions, papers and examinations. Students live in apartments in the city of Washington. Raymonde Burke–Conversation, English for Specific Purposes Sally Jane Gluckson–Idioms and slang, American culture SEMESTER IN NEW YORK CITY Jean Aggarwala–Reading, accent reduction A particularly exciting opportunity for sophomores, juniors and Helen Mangini–Writing first semester seniors, Manhattanville’s Semester in New York Gabrielle McCree City is a unique immersion program, in which students study, –Grammar, conversation live and work in New York City. Living in historic Brooklyn Heights in a lovely student residential facility, students take The members of the ELI faculty are all qualified teachers of courses with Manhattanville faculty in Manhattan. The Office English to speakers of other languages. Each teacher has an MA of Career Services assists students as they identify and apply for in TESOL or a related field, and brings to the program extensive credit-bearing and career-boosting internships in the City in such teaching experience in the United States and abroad including fields as the arts, finance, communication, government, law and Europe, Asia, Latin America, the Middle East, and Africa. social service. Many are fluent in languages other than English and all are sensitive to cultural adjustments common to foreign students.

INTERNSHIPS The Manhattanville Internship Program offers students an INTENSIVE PROGRAMS important link between the academic and professional worlds. The intensive program is an academically rigorous 22.5 hour-a- The College’s location in southern Westchester County, near week program. It consists of classes in the basic skill areas: New York City and Fairfield County, Connecticut, offers easy grammar, reading/vocabulary, writing, listening, and speaking. access to many nearby corporate, governmental and not-for- In addition, there is an ESL Through American Culture course, profit organizations, where students gain valuable experience in and, depending upon the student’s level of English proficiency, internships that complement their course work. The Office of either a TOEFL preparation course or a group tutorial, Students Career Services assists students as they identify and apply for also participate in Cultural Applications, weekly cultural internship opportunities. excursions that provide students with the practical experience necessary to develop English proficiency and achieve Qualified juniors and seniors can integrate their academic communicative competence. studies with supervised work experiences by doing an internship on a part-time basis during the academic year or on a full or PART-TIME COURSES part-time basis during the summer. Students usually register for Students who wish to attend classes part-time may select one or internships under their major departments and must secure a more courses in the Intensive and/or General Programs. The faculty sponsor from that department. They may also do one General program offers a wide variety of courses that may internship outside the department for interdisciplinary credit. include: Grammar & Conversation, Integrated Skills, American Working with their faculty sponsor, students identify learning Idioms & Slang, Accent Reduction, Business English, objectives and formulate an academic project related to the Vocabulary Through Reading & Writing, and TOEFL internship. In addition, the employer evaluates the student’s Preparation. Evening and Saturday classes are also available. work. A maximum of nine internship credits may be applied to the degree. COLLEGE PREP PROGRAM The Manhattanville College Prep Program for International Internships for International Students Students serves highly qualified international applicants who For Manhattanville’s international students, the Internship meet the College’s academic requirements, but have not yet Program enhances the experience of studying abroad. In attained the minimum 550 TOEFL score (213 CBT) necessary addition to the benefits of enriching course work with practical for matriculation into the College. Through intensive English

12 instruction, continuous academic advisement, and the administrative committees regarding matters of advising and opportunity to take College courses when the appropriate academic standards and policy. TOEFL score is achieved, students are prepared for entry into the College (matriculation) upon their achievement of a core of In conjunction with Office of Career Services, the Academic no less then 550 on the TOEFL. Advising office helps students who plan to attend graduate school upon graduation from Manhattanville. Career Services SUMMER PROGRAMS works with students to help them start preparing early for the The ELI offers 2 summer sessions of Intensive and General various graduate school entrances exams. The Academic courses. Special programs can also be arranged to suit the needs Advising office provides counseling on graduate school of specific groups of students. opportunities and helps students to apply for the wide variety of scholarships/fellowships available for graduate study. For more information on graduate entrance exam preparation contact CREDIT-BEARING COURSES Associate Dean Mary Kornman at (914) 323-5484; for more Each semester the ELI offers several credit-bearing, content-area information on scholarship possibilities and the applications courses with ESL support. process/deadlines contact Associate Dean Imma De Stefanis at (914) 323-5238. Fall 2005: IDS 1080: Introduction to Fiction (2 credits) IDS 1081: Cross-Cultural Communication (2 credits) ACADEMIC RESOURCE CENTER The Academic Resource Center provides support services to all Spring 2006: Manhattanville students who wish to improve their competence IDS 1037: Themes in American Literature (2 credits) in any area of study. Instruction for individuals and small IDS 1045: American Pop Culture: Critical Issues (2 credits) groups is available by appointment and in regularly scheduled tutorial sessions. Further details are available at the ELI website: http://www.mville.edu/eli. The Academic Resource Center has developed interactive learning modules of Supplemental Instruction for students in many major introductory courses. The Center also maintains a peer tutor bank for assistance in most course areas. EDUCATIONAL SUPPORT ACADEMIC ADVISING Professional tutoring is available in mathematics, reading, Academic advising at Manhattanville is the province of the writing, and study skills. Writing labs offer help with work in faculty. Most full-time faculty members serve as advisors, progress, including portfolio requirements and research papers. either for departmental majors or for freshmen and sophomores. All entering freshmen are assigned an advisor, known as a ACADEMIC RESOURCE PROGRAMS “preceptor”, who is also their instructor in the required ACADEMIC COUNSELING PROGRAM (A.C.P) freshman course called the Preceptorial. This merger of This program seeks to support students in their quest for instructional and advising functions is the key to academic success. For at-risk students it provides early Manhattanville's special commitment to mentoring students in intervention through regular meetings with an academic their first year of college. In addition to introducing the student counselor through regular meetings, evaluation of progress to academic discourse and encouraging active learning in the throughout the semester, evaluation of transcripts and schedules, Preceptorial, the preceptor helps the student define educational and personal contracts. Referrals are made for tutoring, goals and develop a study program for both semesters of the psychological counseling and further financial assessment as freshman year. needed.

The Academic Advising Office, located on the ground floor (G- For students interested in going to graduate or professional 8) of Founder’s Hall, maintains students’ academic records, schools support is provided through general information coordinates the advising system, administers the Honors sessions and individualized attention regarding entrance Program, manages the operation of the portfolio system, and examinations, the application process, as well as more specific provides a wide array of advising functions. Students seeking focus on identifying and applying for various scholarship help in the preparation of their portfolios may make an opportunities. For additional information contact Associate appointment with a special portfolio advisor. Seniors Dean Imma De Stefanis at (914) 323-5238. considering graduate study are urged to consult with the graduate advisor. And students wishing to pursue study abroad COLLEGE SCIENCE AND TECHNOLOGY ENTRY must formally apply under the guidance of the study abroad PROGRAM (C.S.T.E.P) director. Transfer students are assigned to advisors in their The College Science and Technology Entry Program (CSTEP) is chosen manor, or are advised by the academic dean responsible sponsored by the New York State Department of Education. for transfer students. CSTEP is designed to increase the number of historically under-

represented and economically disadvantaged undergraduate The Academic Dean coordinates and supervises these academic students who are interested in pursuing a pre-professional and advising functions, and communicates the results of all portfolio professional program of study that leads to professional reviews directly to the students. The Dean is also the primary licensure or to scientific, technical, or health related careers. translator of academic policy for students. She hears all appeals for exception to specific regulations and authorizes credit Among the careers students can pursue and which are licensed overloads, incompletes, and late adds, drops or withdrawals by the State are accountancy, dentistry, medicine, nursing, when appropriate and justified. Her special responsibility is to physical therapy, psychology, and social work. In order to be monitor the progress of all students in academic difficulty. The accepted in the program, students must meet the state eligibility College’s special support program for provisional and probation guidelines and need to demonstrate academic ability as well as students is overseen by the Dean. The Dean also serves as a desire and potential to succeed in a CSTEP targeted career. consultant to faculty and a participant on faculty and

13 CSTEP in conjunction with the college provides a tailored houses more than 250,000 volumes of books and journals, and academic support service to ensure that students will maintain thousands of multimedia resources. Research computers, with their career choice, including seminars, mentors, Round Table access to the online catalog, subscription databases, Microsoft Meetings, and internships. Office and the Internet, are located in the Reference Commons, the Stacks, the Current Periodicals Room, the Café, two labs one CSTEP students have the option to participate in the five-week, in the basement and one on the second floor and the Educational pre-freshman summer program prior to the start of their Resource Center. freshman year. This experience benefits the students and helps to ease the transition from high school to college life. For The public spaces of the Library offer comfortable areas for additional information, contact Uriel Reid, CSTEP Director, at study and research. Large rooms on the main floor provide (914) 323-5101. tables for comfortable, quiet study. Group study areas with blackboards are located on the second floor. There are carrels HIGHER EDUCATION OPPORTUNITY PROGRAM for private study on each of the book tiers and there are also (H.E.O.P.) private carrels with computers on the fourth tier. The The Higher Education Opportunity Program (HEOP) is designed Educational Resource Center provides materials for teacher to provide educational services and financial support to students training and children’s literature. It also has educational who exhibit strong academic potential despite being software for curriculum design. The Library has music listening inadmissible to Manhattanville College under the traditional facilities for accessing one of the richest collections at admissions criteria. To be eligible for HEOP, students must be Manhattanville. Video viewing areas are available for private or New York State residents and must be economically group use. disadvantaged as defined by the New York State eligibility guidelines. In addition, HEOP seeks students who demonstrate On the lowest floor is the Center for Computing Resources, the motivation and potential to be successful at Manhattanville providing PCs and MACs, a printer and scanner for assignment College. preparation. The second floor lab has research computers, microfilm readers and tables for group study. The Rare Books Much of the success of HEOP at Manhattanville can be Room contains unique manuscripts, incunabula and historic attributed to the program’s various components. All HEOP records. Archives of Manhattanville's history are also housed in students are required to attend a five-week pre-freshman the Library. At the beginning of each semester, students can summer program, designed to help acclimate incoming freshman reserve a carrel for their individual use. to all aspects of college life. The program not only prepares students for the academic challenges of college, it also provides The Library also houses the Café, one of the most popular spots counseling, tutoring, a series of diverse workshops, and social on campus. Here students can study, use computers, talk and events. During the academic year, students continue to receive enjoy coffee, sandwiches and salads. academic, personal, financial, and career counseling, as well as tutoring and mentoring services. COLLECTIONS In addition to the quarter of a million volumes and 40,000 bound HEOP students are fully funded. Financial aid is provided periodicals, there are extensive audiovisual and microform through a combination of PELL, TAP, SEOG, state funding, collections. The Library currently subscribes to hundreds of work-study, and student loans. In addition, family contributions print journals, and, through various electronic services, has may supplement the students’ financial aid package. access to over 19,000 electronic journals as well. The Library also has thousands of electronic books. The Library has an HEOP is under the umbrella of the Academic Resource exceptional array of online reference tools, indexes and Programs and is funded in part by the State Education abstracts, and full-text books, newspapers and journals. These Department. For additional information, contact Sylvia Rosa- can all be found on the Library's web site Casanova, HEOP Director, at (914) 323-5462. (http://www.mville.edu/library), along with the Castle Cat, the online catalog of materials owned by Manhattanville. Castle Cat is accessible to anyone from the Internet. The subscription LIBRARY INFORMATION SERVICES databases can be remotely accessed off-campus, by members of The Manhattanville College Library is the intellectual center of the Manhattanville community 24 hours a day, seven days a Manhattanville, containing vast print collections and an week. Reserve collections consist of special materials requested excellent array of electronic resources to meet the diverse by professors for class use. These are kept at the Circulation information needs of its students, faculty and community. The Desk. The library also offers an extensive electronic reserve Library is committed to preparing Manhattanville students for a system where articles placed on reserve are available on-line and lifetime of learning in an information technology-based society. can be accessed from computers in the library, in the residence The Library, which is recognized as one of the foremost halls or from home. undergraduate teaching libraries in the country, offers an outstanding instructional program. This exceptional program EXPANDED HOURS emphasizes critical thinking about information needs and During the academic term, the library is open around the clock evaluating sources of information for relevance, reliability and except for the first two weeks of each semester. Special objectivity. The Library has a strong tradition in offering schedules are implemented during holiday periods and summer accurate, thorough, prompt, courteous, and confidential service. sessions. Please check the Library's web page for latest updates. Its extensive service hours are designed to meet the needs of the The Library has a unique self-checkout system which can be Manhattanville community. utilized for 24 hour borrowing.

FACILITIES RARE BOOK AND ARCHIVES As a gateway to information, the Library is both a repository of The Rare Book Department contains 2,320 volumes consisting accumulated knowledge and an access point to current of manuscripts, incunabula, 17th Century prints, first editions resources. The Library building, throughout its six floors, and other valuable items. The subject areas of special interest

14 are: correspondence of the Civil War Period; early American go if they require a very quiet area to concentrate, write papers text books; Catholic Church history in the United States; and complete research while using computing facilities. liturgical music; first editions of English and American literature; and literary and historical autographs. The Archives The College also provides students with access to outstanding house documents and published materials relating to Macintosh computer facilities in several areas and departments. Manhattanville’s history. For example, The Music department has twelve e-MAC networked systems for music instruction and composition and a AUDIO/VISUAL SERVICES Smart Music computing lab which enables students to enhance The library has comfortable listening and viewing areas for their accompaniment skills while playing along with a computer videos, CDs, etc. generated orchestra or music group. The music department also has a state of the art computer enabled music studio for students to learn how to make professional recorded music. The Studio EXTENDED RESOURCES Art Department has fourteen state of the art dual processor G5 The Library is an electronic doorway to libraries and Internet MAC systems in the Studio Art MAC Lab with scanning, color Resources from all over the world. Books and periodical laser and very large format printing as well as digital video articles may be borrowed on Interlibrary Loan from other editing capabilities and much more available. There are also Libraries in the region, state, country, or even internationally! In other departmental-specific computing facilities available for addition, there is reciprocal borrowing with the Purchase student use from departments as varied as Chemistry to Biology College (SUNY) Library that is just a couple of miles away. to Sociology and Art History. In the communications area Students can also borrow materials from any Westchester Manhattanville has a new “Communications Studio” with five County Public Library with a special library card provided by computer based video editing workstations where student learn the Purchase Public Library. A METRO card, which is obtained and hone video editing skills and produce the “YNOT NEWS” at the Library's reference desk, admits students to specialized for use in the colleges Internet accessible Streaming Media libraries in the New York metropolitan area. Center.

REFERENCE For on-line instruction the college’s faculty enhances the The Reference Commons houses a collection of thousands of delivery of education to students by making course material in volumes and electronic resources. There are print and electronic various forms available through our Internet based course encyclopedias, dictionaries, directories, and indexes. Reference delivery system, Blackboard accessible via: librarians are available most days from 9:00 AM until 11:00 http://blackboard.mville.edu/. The college has more than 75 PM. The Library also has extensive online reference resources courses that provide some form of classroom material that and tools such as RefWorks and Turnitin.com which help students can assess remotely. students in the preparation of research assignments. Manhattanville campus has a network infrastructure that is on WORKSHOPS par with many major universities and exceeds that of many colleges its size. The campus network has a 1-gigabit per Workshops are given on Research Techniques, New Databases, second backbone and is copper and fiber optics based which E-Mail, Microsoft Office, and other topics. In addition, the allows access to campus information and computing resources at Library offers several credit courses in Information Research. extremely high speeds. Additionally Manhattanville College’s

connections to the global Internet is a 100 megabit per second

fiber redundant optics line which allows students, faculty and FACILITIES AND RESOURCES administrators access to the Internet and World Wide Web at ACADEMIC COMPUTING SERVICES very high speeds and is equivalent in capacity to 71 individual T-1 lines. Manhattanville’s campus networking facilities are in Computing services at Manhattanville are state of the art and the top tier of universities and colleges nationwide. readily accessible to students in many locations on the campus.

There are six multimedia enabled state of the art Windows XP based computer labs available for student use. These labs are THE ART STUDIO employed in a multi-purpose capacity in that they are used for The art facilities include studios for painting, design, sculpture, computer oriented and assisted course instruction and they are printmaking, ceramics, photography, and digital media/graphic available to the students for "public" use during non-class hours. design. The ceramics studio is equipped with two Skutt Housed in the computer lab facilities are 110 Pentium IV Kilnmaster automatic kilns and eleven electric wheels. The computers, which are all connected to the campus "Intranet" and print shop has two Brand printing presses, with large rollers for the global "Internet." All of our computer labs have at least one intaglio, and a Vandercook 219 proving press for type and letter ADA compatible workstation for use as needed. press blocks. There is a digital media/graphic design facility equipped with Macintosh G-5 computers, including individual Students can also take advantage of more than 150 high-speed state-of-the-art stations for each student. There are digital video computers in the college library to research the 64,000+ on-line cameras, printers, digital still cameras, and extra large format databases of the college as well as the card catalog, electronic Epson printers. The recently renovated photography laboratory reserves, the internet and other class related uses. All computers has all new color and black & white equipment, three dark in our computing labs and in the library are enabled with audio rooms, 15 enlarger stations, developing, drying, and mounting and USB connections for students to connect headphones for equipment, 4 x 5 view cameras, and lighting studio. audio based media (CD’s, mp3’s etc.) and flash memory sticks for their personal papers and files. The Brownson Art Gallery provides exhibition space for professional and student exhibits. An integral part of the art Students also have access to the Center for Computing student’s experience at Manhattanville revolves around Resources (CCR) that is housed in the basement of the college Brownson Gallery. The Gallery brings in professional artists for library. In our CCR facility are an additional twelve state of the solo and group exhibitions during the school year. Past shows art Pentium IV computers, two Macintosh G4 computers and a have included contemporary artists, such as Christo, printmakers high-speed laser printer. The CCR is an area where students can from Egypt, contemporary artists from India, as well as artists

15 such as William Gropper, whose artwork comments on political scenery storage areas are adjacent. The Musical Theater and social issues of the past. In conjunction with their Workshop (a training workshop), the Dance Ensemble, and the exhibitions, many guest artists give lectures and workshops for Player’s Guild (a student organization) put on productions, and the Manhattanville students. participation in these events is open to all students.

THE BENZIGER STUDENT CENTER A modern dance studio with mirrored walls is located in the The Benziger Building adjoins the Chapel and Reid Hall. Here Kennedy Building. Adjustable space dividers provide use by are housed the Sandra P. Rose Pavilion, student and faculty large or small groups. Dressing facilities with showers are dining facilities, rooms for public functions, the College adjacent to the studios. bookstore and the post office. The College’s cafe and pub, open throughout the week and on weekends, is located on the ground RESIDENCE FACILITIES floor. Benziger is the location of diverse activities such as art All students are housed in one of four facilities on campus. In shows, movies, midnight breakfasts, and dances. addition to student rooms, each building has: study lounges; vending machines; kitchens (for light cooking); extension and CAREER SERVICES pay phones; and for a nominal fee, washers and dryers. Students The College offers comprehensive career development services may contract with Magnavision for cable TV service. All to enable students to integrate academic studies with career student rooms are equipped with Campus Link telephones that aspirations. In addition to administering the College’s provide local and long distance service. (Details are available Internship Program, the Office of Career Services provides when students check into the residence halls.) Although there workshops on resumes, interviews and job searches; advice on are some single rooms available, most students share double career planning and self-assessment; special events and speakers rooms. Each student is provided with a bed, mattress, desk, on specific professional areas, including special events for desk chair, closet, and dresser and/or closet organizer in their School of Education students; mock interview and recruitment room. All rooms have internet connections. Smoking is not events; assistance with campus employment; and listings of part- permitted in the residence halls. time and summer employment opportunities. SCIENCE LABORATORIES STUDENT EMPLOYMENT To support instruction in biology, chemistry, and physics, well- All available jobs on campus are listed with the Office of Career equipped laboratory facilities have been developed adjacent to Services. Federal Work Study (FWS) and Campus Employment classrooms in Brownson Hall. The Chemistry Department (CEM) are the two programs which make up Student laboratories have been enriched by research grants from the Employment. FWS is a financial award and is given as part of National Science Foundation, the National Institutes of Health, the financial aid package. Students who do not have an FWS Research Corporation and other major foundations. The award may apply for jobs on campus under the campus laboratory equipment includes FT-IR, FT-NMR and UV-visible employment program. spectrophotometers, as well as HPLC and GC units. The department’s computers are available for computational chemistry and molecular modeling. THE CHAPEL The O’Byrne College Chapel was completed in 1963 due to the The Electron Microscopy Center of the Biology Department has generosity of Manhattanville’s alumnae and friends. The scanning and transmission electron microscopes, Chapel, which seats a thousand persons, provides a focus for the ultramicrotomes, and a dark room for the development of religious life of the campus as well as a dramatic setting for photomicrographs. The Biology Department has an convocations, concerts, and lectures. environmentally controlled greenhouse, with an annex for botanical preparation. Recent renovations have provided several FOREIGN LANGUAGE LABORATORY new laboratory spaces for research and teaching, including: a RESOURCES cold storage room and waste management facility, a “smart classroom” which makes possible technology-enhanced Many foreign language courses taught at Manhattanville have instruction of biology classes, seminars and research out-of-class assignments for aural-oral practice. In most cases presentations, as well as the newest addition, a state-of-the-art this involves language CDs installed on College computers. research Tissue Culture Facility, which supports the long-term There are multiple locations across the campus where students maintenance and experimentation of suspension and adherent can access these CD programs, all of which include multiple cell lines and explant cultures for both classroom and research state-of-the art student computer stations, and several of which endeavors. For further information, consult the Biology include an instructor machine. The main language resource Department description, below. facilities are located in Brownson 115; Brownson Wing 2;

Library G7 and CCR; and the MECC in the English Language The Physics Department laboratory has been enriched by recent Institute. acquisitions of modern cutting-edge instruments, including

apparatus for mechanics, thermodynamics, geometric and wave PERFORMING ARTS FACILITIES optics, electronics, etc. It also has a state-of-art computer-based The Music Building, adjacent to Brownson Hall, includes an instructional laboratory component. Students use physical acoustically superior auditorium, ample music studios and sensors interfaced with computers to perform digital data practice rooms, a library of over 15,000 records & tapes, an acquisition, processing, and analyzing, in addition to electronic music laboratory with computer workstations and conventional experimentation. A set of advanced experiments class piano laboratory, and a sound-proofed percussion room can also be simulated on the computers. with a small recording studio. STUDENT MEDIA FACILITIES Brownson Hall includes the facilities for staging productions of The campus newspaper, Touchstone, reports on campus events the music, dance and theater departments. The “Little Theater,” and offers student views on current issues. Tower, the a flexible performing space used by these groups, is equipped Manhattanville yearbook, is written, edited and produced by with modern lighting and sound equipment. The costume and

16 students. A campus radio station, WMVL, offers news, music days and evenings and on Saturday afternoon. Health services and occasional talk shows. The college also has a television are not available on Sundays, holidays or during vacation studio with video editing equipment. periods. Some members of security are Emergency Medical Technician (EMT) and are trained to handle health emergencies when the Health Center is closed. TUDENT IFE S L The Health Center is responsible for providing for the health Students in large measure shape the quality of life on the needs of the students. Its mission is to enhance the educational Manhattanville campus. Elected representatives of the student process by modifying or removing health barriers to learning, body — commuters and residents — run the Student Govern- promoting optimal wellness, helping students make informed ment, which serves as a principal means of communication decisions, and assisting the student to be a self directed and good among the administration, faculty and student body. Student consumer of health care. Government members serve on the College’s committees, ad hoc committees and faculty committees. All full-time, registered undergraduate and English Language Institute students may use the Health Center free of charge. Life at Manhattanville centers around a diversity of activities — Students with special health problems or concerns and disabled intellectual, social and athletic — designed to provide inter- students are encouraged to advise the Health Center of any esting and rewarding experiences that will enhance an health problems or special needs prior to arrival on campus; the individual's development. staff may offer recommendations and/or arrange special accommodations which may make their residential and CRIME STATISTICAL INFORMATION academic adjustments easier. The Advisory Committee of Campus Safety will provide, upon request, all campus crime statistics as reported to the United A completed physical examination form and immunization form States Department of Education. Vice President Greg Palmer, containing proof of immunity to measles, mumps and rubella as the chair of the committee, will provide this information. He specified by NYS Public Health Law #2165, and signed by the can be reached at (914) 323-5194. Crime statistics can also be private physician are required at the time of admission to the viewed at the Manhattanville web site (http://www.mville.edu/) College. For newly entering students, these forms are due in the or the Campus Safety Pamphlet, which is distributed. Statistics Health Center before the start of classes. These forms are can also be obtained from the United States Department of confidential and must be on file in the Health Center before Education. registration or residence life may take place. Health evaluations by other health care providers may be required thereafter at the VICE PRESIDENT FOR STUDENT AFFAIRS discretion of the College physician. Manhattanville College The Offices of the VP for Student Affairs and the Dean of holds a membership in the Downstate College Health Students oversee and coordinate the services of a number of Association, the New York Health Association and the student life offices: Athletics, Career Services, Commuter and American College Health Association. Transfer Affairs, Counseling Center, Duchesne Center (Campus Ministry/Community Service), Health Services, International OFFICE OF INTERNATIONAL STUDENT Student Services, Multicultural Student Affairs for Religion and SERVICES Social Justice, Residence Life, and Student Activities. The Office of International Student Services (OISS) provides assistance to international students (undergraduate, graduate, DEAN OF STUDENTS and English Language Institute students) in many ways. Its staff The Dean meets with students and staff to discuss pertinent counsels students on immigration matters, guides students student life issues and is responsible for the general well-being through the cultural adjustment process and connects students to of students. The Dean serves as the Judicial Coordinator of the the services and activities available on the campus and in the College and helps administer the Code of Conduct. community. The staff also educates students about their rights and responsibilities while in F-1 student status. The OISS acts COUNSELING as an advocate for all students in non-immigrant status (i.e., F-1, The College counselors are readily available to meet with any A-1, G-1, E-2, L-2). student experiencing psychological, interpersonal or academic problems that interfere with his or her educational and/or COMMUTER LIFE personal development. Since the college years are often Commuting students are urged to participate in all aspects of stressful, many students consult with a counselor to help make campus life, including academic and student organizations and their experience at Manhattanville as valuable as possible. other on-campus activities. A Commuter Council represents commuter issues on campus and, in the person of the Council The Counseling Service includes psychologists and a Chair, are also represented in Student Government. psychiatrist, all professionally trained and experienced in working with college students. Both short-term and longer-term Manhattanville also has a number of facilities for commuters psychotherapy and group therapy is available. The services are during their days on campus. Student lounges, located in free of charge, completely confidential and can be individually Brownson Hall and in the Library, provide spaces to study arranged. Daytime and evening hours are available. Group individually or in groups, as well as a place to relax and meet discussions focusing on specific topics can also be arranged. other students between classes. The Commuter Office in Founder’s Hall is always available for relaxation and meetings. HEALTH SERVICES Food services are available at the Benziger Dining Hall during The Health Center, located on the ground floor of Spellman normal meal times, and in the Benziger Café, the Internet Café Hall, room G15, is serviced by physicians who specialize in in the Library and the Food Court in Brownson. Lockers and adolescent medicine, and a highly qualified nursing staff. In campus voice mailboxes are available for commuters, and may addition the staff provides gynecological services, men’s health, be requested at the Office of Commuter and Transfer Student and other support services. The Health center is open on week Services. The Office also assists in coordinating social and

17 academic programs for commuter and transfer student THE DUCHESNE CENTER FOR RELIGION AND populations. Please contact the Office at (914) 323-3144 for more information. SOCIAL JUSTICE The Duchesne Center for Religion and Social Justice promotes the integration of spirituality with the development of ethically RESIDENCE LIFE and socially responsible leaders for the global community. The The College employs seven full-time professional staff members Center emphasizes action and reflection as inseparable (including four Resident Directors and a Director of Residence components of that development. Through partnerships with Life), and 24 student staff (Resident Assistants), who have been community social services agencies, the Center sponsors trained extensively in interpersonal, counseling, and helping community service programs in the Westchester area and skills and are available to help students adjust to campus life. provides opportunities for national and international outreach. It The Resident Assistants provide extensive programming on a also provides a resource library of books, videos, and CD’s on range of topics during the academic year. religious, leadership and social justice topics, and mentoring for students engaged in service projects. The Center coordinates The office is open 9 am to 5 pm, Monday through Friday; interfaith services and pastoral counseling as well as religious however, there is a Residence Director on call 24 hours per day, clubs for Christian, Muslim and Jewish students. Student- seven days per week. In addition, there is a Resident Assistant planned Catholic liturgies are offered every Sunday, and on duty, daily, from 7pm to 9 am in each of the buildings. The transportation is available for all students to churches, staff is readily available to handle medical emergencies, as well synagogues, mosques, and other houses of worship in the area. as any other problems such as homesickness, depression, The Center is interfaith in its outreach and seeks to provide an roommate conflicts, etc. that may arise. atmosphere where students of all faiths can gather. The office, located in Founders Hall, is available for any spiritual or STUDENT ACTIVITIES AND ORGANIZATIONS service-oriented gathering, a moment of rest, a study break, or Manhattanville College offers an array of co-curricular activities just a visit. designed to enhance the personal development of its students and the quality of their lives outside the classroom. Students THE MULTICULTURAL CENTER have the opportunity to grow socially, intellectually and The Multicultural Center at Manhattanville College inspires a emotionally through programs developed by the Office of spirit of community through the celebration of culture and the Student Activities and through the many student-run promotion of positive, meaningful relationships across group organizations on campus. The Office of Student Activities lines. Home of the Office of Multicultural Affairs and several coordinates leadership development programs to sharpen the student organizations, the Center reflects the diversity of the leadership skills of Manhattanville students. Manhattanville community and creates a safe space where respectful, honest dialog takes place and learning is a daily Student organizations at Manhattanville fulfill the cultural, experience. intellectual, social and recreational interests of the student body. Among the approximately 50 organizations on campus are the The Multicultural Center serves as a catalyst for creating an International Student Organization, Amnesty International, informed and enriched community through use of its resource Gay/Straight Coalition, Philosophy Club, Hip Hop Appreciation library, programs and services and the encouragement of Association, Community Service Advisory Board and the Latin collaboration amongst student organizations, academic American Student Association. All students are represented by departments, administrative offices, and Westchester community the elected officials of Manhattanville Student Government. groups. As a club it consists of student leaders representing the Students with an interest in print media may choose to serve on student organizations: Asian Student Association, Black Student the Touchstone newspaper staff or may work for the Tower, our Union, Christian Fellowship, Gay/ Straight Coalition, Gospel campus yearbook. A campus radio station, WMVL, satisfies Choir, International Student Organization, Italian Club, Jewish those with an interest in broadcasting. Any six students can start Student Association, Latin American Student Organization, the a club. All clubs are open to all students. Muslim Student Association, and the Women's Organization. A variety of cultural celebrations that occur at Manhattanville are The Office of Student Activities trains elected organizational planned in connection with the Multicultural Center. leaders each semester to prepare them for the upcoming year. Traditionally, we celebrate Hispanic Heritage Month, National Coming Out Day, Spirituality Month, International Week, THE CONNIE HOGARTH CENTER FOR SOCIAL African Heritage Month, Women's Herstory Month, Cultural ACTION Unity Month, and Asian American Awareness Week. The The Departments of Sociology and Political Science work Multicultural Center also sponsors a breadth of events during the closely with the Connie Hogarth Center for Social Action, which year. is located in the Gallery of Founder’s Hall. The Center houses the Multicultural Resource Library, a The Center’s mission is to help the next generation of college- collection of popular reading materials, including fiction, educated activists acquire, in the course of their undergraduate magazines and commentary on contemporary issues relating to training, the practical skills and knowledge necessary for work identity and intergroup relations. We also offer assistance in in some field of social change. Recently retired after 23 years as event planning and provide meeting space for small gatherings. Executive Director of the Westchester People’s Action Coalition (WESPAC), Connie Hogarth is recognized throughout the NEW YORK CITY TRIPS metropolitan area and the nation as a leading activist in various Manhattanville’s beautiful campus is a mere 28 miles from New struggles for peace and justice. York City. The College likes to treat New York City as its “other” campus. Student Affairs plans a variety of trips to NYC The Center runs a lecture series and a mentoring program, each week ranging from theater tickets to sporting events. A supports student research and publishes a student-edited journal free van transports students to and from the City on Saturdays. devoted to social change, helps locate internships and All freshmen participate in at least three trips to the City in the employment, and runs workshops in public speaking, the use of first semester. computers, fund raising, media access and organizing.

18 WESTCHESTER COUNTY Education (major only; must be combined with second major in Westchester County offers a wide selection of movie theaters, liberal arts) restaurants and concert halls. Manhattanville’s free Valiant English Express bus offers reliable and frequent transportation for Environmental Studies (minor only) students to White Plains and the railroad station. French German (minor only) History Holocaust and Genocide Studies (minor only) ATHLETICS International Studies (major only) Manhattanville has one of the most extensive small college Irish Studies (minor only) intercollegiate programs in the East. The Manhattanville Italian (minor only) Athletic Department sponsors 15 intercollegiate teams in NCAA Latin American Studies (minor only) Division III sports. At the intercollegiate level, women compete Legal Studies (minor only; also exists as concentration within in ice hockey, field hockey, soccer, basketball, softball, tennis, Political Science major) cheerleading and lacrosse. Men compete in eight sports — ice Mathematics and Computer Science hockey, golf, soccer, basketball, baseball, lacrosse, and tennis. Music (B.A. or B.Mus.) Club sports include horseback riding, karate, and swimming. Philosophy Physics INTRAMURALS AND WELLNESS Political Science The College is equally committed to the non-varsity athlete and Psychology the quality of life of the entire Manhattanville community. With Romance Languages (major only) this in mind, the Athletic Department has developed a Wellness Self-Designed program for students, faculty and staff. This program includes a Social Justice (minor only) fully-equipped fitness center, as well as a comprehensive Sociology and Anthropology program of fitness programs and preventive health clinics and Spanish workshops. Call Healthworks, it is located in the Kennedy Women’s Studies (minor only) Building and is open from 7 am until 10 pm. World Religions

FACILITIES AFRICAN STUDIES PROGRAM Manhattanville’s indoor athletic facility is located in Kennedy The interdisciplinary African Studies program provides students Gym and includes a full-size gymnasium; a 25-yard, six-lane with an introduction to and understanding of the complex pool; and a state-of-the-art corporate wellness and fitness experiences of Africa and Africans over space and time. A main facility. A large mirrored dance/exercise studio is available for thread is the positioning of Africans as actors of their own various kinds of dance, as well as aerobics and martial arts. history rather than the subjects of other peoples’ initiatives. Of

special interest is their experience in the Americas. This is done Outdoor athletic facilities include baseball and softball through the examination of the historical civilizations and their diamonds, soccer/lacrosse, field hockey/lacrosse, and utility diverse political institutions and structures, economic, cultural, fields, and six Har-Tru surfaced tennis courts. social and religious systems, and ideologies created by

continental and diaspora Africans in the past and present. This Additionally, the College’s training room is equipped with two examination facilitates the appreciation of the unique whirlpools and equipment for hot and cold treatment. The contributions of Africans to the total stream of human Department’s head athletic trainer, along with an assistant civilizations or global multiculturalism. The program covers athletic trainer and student trainers, is available to all athletes for Africa and the African-American, African-Caribbean, African- consultation and evaluation of performance with skill-specific Latin and African-Asian diasporas. Such broad scope enables power training programs and for treatment of injuries. students to develop a comprehensive and global perspective on

the African experience worldwide.

UNDERGRADUATE PROGRAMS OF STUDY Faculty and Professional Interests (DEPARTMENTS) Mohamed Mbodj (Director) — African and African-American history, Current issues, Race and ethnicity, Political history Manhattanville students can choose a major or a minor (unless James Jones — African and African-American religions, Islam, otherwise indicated) in the departments and programs listed socio-cultural theory below: Colin Morris — American history, Civil War and reconstruction, New York City History African Studies (minor only) Carmelo Comberiati — African music American Studies David Eisenhower — Sociology, Racial oppression Art History Gillian Greenhill Hannum — Art history, Harlem Renaissance Studio Art (B.A. or B.F.A.) Asian Studies Adjunct Faculty Biochemistry (major only) Deborah Saleeby-Mulligan — African Art Biology Candace Hundley-Kamate — Afro-Caribbean Dance Chemistry Greta Levart — Non western performance, Multicultural Classics (minor only) performance Communication Studies Baboucarr Saho — African Politics, International Affairs, Criminal Law (minor only; also exists as concentration within Diplomacy, African Regionalism Political Science major) Tabari Bomani — Caribbean culture and history Dance & Theater Seham Zidan — Quranic Arabic Economics, Finance and Management

19

Although a traditional major in African Studies is not currently AFS 2019: Introduction to African Studies I (3 cr.) available, students may self-design an African Studies major. This course is an interdisciplinary, historical survey of African An International Studies major with a concentration in African societies. It introduces major African political, social and Studies is also possible. Students who choose this option must cultural institutions and events from ancient times to the present. take at least the following courses: It aims to facilitate understanding of how African communities • AFS 2019/2020: Introduction to African Studies I and II have faced the challenges of societal construction, encountered • Three additional courses — one covering ancient Africa, historical disruptions, recovered and continued the process of one covering modern Africa and one covering Africans in reconstruction to the present. (Fall) the Diaspora AFS 2021: Introduction to African Studies II (3 cr.) Minor Requirements This course provides an interdisciplinary introduction to the Students who choose African Studies as a minor must take five western hemisphere. Themes include African historical and courses as follows: societal background in the Americas: the Diaspora in the • AFS 2019/2021: Introduction to African Studies I and II Americas; slavery in the western hemisphere; new social forms: family systems, social, cultural and religious institutions; the • Three electives, one of which must be at the 3000 level political and intellectual struggles for humanity and freedom;

and cultural, economic, and political development. The Course Descriptions approach aims to insure an historical understanding of African AFS 1015: Introductory Quranic Arabic (3 cr.) American, Afro-Caribbean, and Afro-Latino communities and Arabic language instruction at the introductory level. There are Africa’s constant creativity and contributions to the larger multi- more Arabic speakers on the Africa continent than anywhere cultural stream. (Spring) else in the world. More than half of Africans are Muslims and therefore use Arabic in their daily devotions. (Fall) AFS 2024: Race, Religion and Culture (3 cr.)

The purpose of this course is to examine the complex interplay AFS 1016: Intermediate Quranic Arabic (3 cr.) between race, religion and culture in a variety of contexts in the Arabic language instruction at the intermediate level. Western hemisphere. The course includes practice. (Spring) Prerequisite (Spring) : AFS 1015: Introductory Quranic Arabic

AFS 2025: Urban Sociology (3 cr.) AFS 1020: Africa Discovered - Africa & Africans in World This course examines the historical development of cities, the History (Freshman Honors Seminar) (3 cr.) socio-economic significance of the metropolis, and patterns of Despite being the likely cradle of current human societies, urban growth and decay. In addition, problems such as Africa is still the continent linked to "discovery." This may gentrification, homelessness, racial and ethnic tensions, fiscal reflect outsiders' prejudices or fantasies, but, more likely, it crises and trends in urban politics will be explored. (Fall) suggests an Africa defined as the "other", especially in the West. The course covers the major historical periods from early AFS 2026: Survey of African Art (3 cr.) humanity to the most recent. Only open to first-year students by A survey of African sculpture and decorative arts from sub- (Spring) invitation. Saharan Africa. Works will be examined within a cultural and

historical context. (Spring) AFS 1022: Europeans and Americans through African Eyes (Freshman Honors Seminar) (3 cr.) AFS 2029: Peoples and Cultures of the Caribbean (3 cr.) Most of the literature about the relations between Africans and This course examines the people and cultures of the Caribbean Westerners is about the West’s views. Therefore little is known during three periods: Pre-Columbian, Colonization, about what Africa and Africans think about Europe. This is due Independence. Various socio-political movements that erupted partly to the fact that most scholars rely heavily on European during these periods will be analyzed by using different countries as case studies. Major trends will be noted while and American materials, and partly to an unconscious Europe paying attention to the unique characteristics of each country centered perspective. This course addresses the issue of how used as a case study. (Fall) Africans viewed Europe and North America through time. Only open to first-year students by invitation. (Fall) AFS 2037: Stories of the Caribbean (3 cr.) This course surveys recent writing in English by authors of AFS 2011: African Performance and Politics (3 cr.) Caribbean origins. The themes of the stories and novels are: the This course will explore performance and narrative in African African Diaspora; the slave trade; colonial rule; the fight for culture. Through lectures and performances (live or taped), it independence and global identity. will address the historicity of the arts, including the role and AFS 2080: Modern African History (3 cr.) status of public intellectuals, the relevance of representation, and th the validity of transposition and of translation. The readings This course is a survey of African history from the late 19 will reflect the innovative multidisciplinary approach. (Fall) century to the attainment of independence in the 1960’s. The course examines 19th century political developments, the AFS 2015: African Diaspora in South America (3 cr.) abolition of the slave trade and the rise of commodity This course focuses on the peoples and cultures of African commerce, European imperialism and African resistance and the descent that have existed on the South American continent. imposition of colonial domination. Other themes examined are Particular attention will be paid to this phenomenon as it political, economic and social developments during the colonial manifests itself in Brazil. period, the emergence of African freedom struggles and nationalism and the recovery of African independence. (Fall) AFS 2016: History of Jazz (3 cr.) The purpose of this course is to develop an understanding of, AFS 2082: History of Ancient Africa to 1800 (3 cr.) and insights into, the development of America’s great natural This course is a survey of African history from the earliest times resource-jazz. A critical examination will be made of the to 1800. Themes include the formation of early human musical ingredients through listening and participation. In communities in selected parts of Africa, the ancient kingdoms addition, rock music, and its differences and relationships to and civilizations of Egypt, Meroe, Axum and others, the Sudanic jazz, will be explored. (Spring)

20 empires and kingdoms, East and Southern African kingdoms, AFS 3023: Racial Oppression (3 cr.) the trans-Saharan trade system, the slave trade and its impact, This course examines the following aspects of U.S. racism: 1) and political and economic developments to 1800. (Fall) the role of racism in advancing reactionary domestic and foreign policies; 2) the impact of social and economic policies on the AFS 2085: History of Contemporary Africa (3 cr.) Black, Hispanic, and Native American communities; 3) the This course surveys aspects of the history of post-independence racist features of U.S. policies for Latin America, Africa, the Africa since the 1950s. Themes examined include the national Middle East, and the Far East; and 4) the forms of domestic and independence movements and liberation struggles, nation- international opposition to racism. (Spring) building, political ideologies, the party systems, the military in politics, internal conflicts, civil wars, educational, social and AFS 3024: Black Nationalism in the 20th Century (3 cr.) cultural developments, neo-colonialism, economic dependency This course examines ideological and organizational expressions and development, foreign interference through structural of Black American Nationalism in the 20th century. The themes adjustment programs, the movement for political change and the to be examined include Black economic nationalism, political future of Africa. (Spring) nationalism, cultural nationalism, the Harlem Renaissance, political radicalism, religious and cultural nationalism, Pan- AFS 3009: History & Culture of Senegambia-Senegal, Gambia, Africanism, the Black Power movement, revolutionary & Cape-Verde (3 cr.) nationalism and Black nationalism today. (Spring) The course focuses on history and society from local and comparative perspectives. It will be offered in conjunction with AFS 3028: The United States and Islam (3 cr.) a summer trip to Senegal and the Gambia. (Spring). Al-Islam, a traditional monotheistic religion, has had a difficult interface with modern pluralistic culture in the United States. AFS 3011: Afro-Brazilian History and Culture (3 cr.) This course explores how this situation came to be. Particular The course is for students is linked to a trip to Salvador, Bahia emphasis will be placed on: early western ideas about Islam; State, Brazil. Brazil is the largest country of South America and immigration; African American Islam; Middle East politics; the harbors the largest African population outside of Africa (ca. 80 media and the impact of the September 11, 2001 terrorist attack. millions, at least half of the total population), the second largest United States social and foreign policy toward Muslims and Black population in any country behind Nigeria, well before the Islamic countries are also examined. (Fall) US. Salvador is the largest city and the capital of the state of Bahia, and holds preeminence in both cultural and political AFS 3030: Modern South Africa (3 cr.) aspects. This course surveys the emergence of modern South Africa from the mid-19th century to the present. The topics include: early AFS 3013: African and Eastern Music (3 cr.) African societies; Dutch advent; British colonialism and its This seminar course in world music will introduce students to consequences; African state formation; the mining and industrial topics and techniques in Ethno-musicology. After an initial revolutions; the Union; African, Coloured, Indian and Afrikaner survey of the music cultures of the Pacific basin, the musics of nationalisms; the emergence of the apartheid system; post- Africa, India, China and Japan will be studied in greater detail. apartheid political, economic and social developments; the Students will develop a major project based upon one of these varieties of resistance to apartheid up to the release of Mandela music cultures. A museum visit to study musical instruments and the future of South Africa. (Fall) will be an important component to the course. (Spring) AFS 3032: Malcolm X (3 cr.) AFS 3014: African-American History (3 cr.) The ideological journey of the man who was born as Malcolm This course surveys aspects of African-American history from Little and died as El-Hajj Malik El-Shabazz is the focus of this earliest times to the present. The topics include: the African course. The course also explores the political and religious background; slavery and the trans-Atlantic slave trade; Blacks in contexts in which Malcolm X developed, as a way of the colonial period; the Civil War and reconstruction; Black understanding political and religious life in the United States migrations, civil and social rights struggles; and political and during the 40s, 50s and 60s. (Spring ‘06) cultural nationalism (Harlem Renaissance, the Civil Rights and Black Power Movements). Topics are examined within the AFS 3033: The Religious and Political Ideology of Martin context of American history so as to highlight both intimate Luther King, Jr. (3 cr.) links as well as distinctiveness. (Fall) The ideological journey of a man who was a central figure in the Civil Rights movement of the 1960s is the focus of this course. AFS 3015: Civil War and Reconstruction (3 cr.) In particular, this course will focus on the socio-cultural context The issues of the era of the Civil War and Reconstruction will be and the theological underpinnings of King’s particular form of analyzed from the perspective of military, political, and non-violent direct action. constitutional history. The complex role of race in the whole era will be evaluated from slavery to the “Re-union” era about AFS 3035: Slavery through History (3 cr.) 1890. (Spring) Slavery is usually seen only in local historical contexts because of its many forms, different histories and consequences, and yet, AFS 3018: Women, the State and Politics in Africa (3 cr.) the universality of its practice is evident. The course focuses on This course examines the formal and informal participation of slavery in a comparative perspective, covering it in general and African women in politics, their interaction with the state and in its local specificities, with a particular emphasis on Africa and their role in society. Themes will include: reconstructing the the Americas, so we can understand the differences while role of women in pre-colonial African society, women’s assessing the similarities. The themes include topics such as responses to colonial intervention and rule, African women in women’s status and role, the economics of slavery, the religious, the independence struggle, African women in the post-colonial ideological and political justifications, the ethics and the legal, political economy, women and the military, and women’s changes in the systems from within and from without. contemporary political and social activism. (Spring)

21 AFS 3038: Spanish Caribbean Literature (3 cr.) the course covers analyzes case studies, sometimes of selected Texts from Puerto Rico, the Dominican Republic, and Cuba are African countries or regions. It covers also the history of the studied with special attention to the relevance works to their perception of Africa’s role in international politics, including the social and political context, and to the region’s history of UN, regional and sub-regional organizations, local and slavery, colonization and decolonization. This course also international conflicts. (Spring) includes literary works from some regions of Venezuela, Columbia and Panama that share similar aspects of Caribbean AFS 3126: Europe and its Empires (3 cr.) culture and history. The current postcolonial era is replete with the failure of many political experiences in the Third world, but the phenomenon is AFS 3041: Harlem Renaissance (3 cr.) better understood by looking at its origins, the colonial state. The course discusses the social, economic, cultural and literary The course covers Europe's expansion from the 15th c. to the 20th significance of the New Negro Movement of the Harlem c. and focuses on colonial regimes in America, Asia, and Renaissance from 1919 to 1929 and the impact it had on the Africa, and their impacts, through the exploration, conquest, and self-defining of black people and the establishment of twentieth colonial eras. Some of the themes are: nationalism, imperialism, century Pan-Africanism. (Fall) assimilation, association, globality, hegemony, indigenous, expatriate, emancipation, culture, civilization, religion, and race AFS 3045: The Art of Reading Latin American Poetry (3 cr.) (Spring) In this course focused on Latin America, students explore what is a poem and what are the appropriate ways of reading Latin American poets. Classes begin with a thorough review of the AMERICAN STUDIES PROGRAM technical devices of poetry — rhythm and metrics, imagery and American Studies is a program that encourages an language — and move on to explore a poem as the rhythmic interdisciplinary approach to the study of North American revelation of intuitive truth. Major works written by male and culture and society. Students may major or minor in American female poets such as Gabriela Mistral, Octavio Paz, Claribel Studies, combining course work in multiple academic Alegria, Luis Pales Matos, Gioconda Belli, Cesar Vallejo, etc. departments. Departments offering courses that can be counted are to be read. toward the major or minor include Art History, Education, English, History, Music, Philosophy, Political Science, AFS 3059: Islam in African History (3 cr.) Sociology and World Religions. Successful completion of a The course explores the major role played by Islam and its major or minor in American Studies requires a comprehensive centrality in African history, from the pre-colonial era to present understanding of North America’s social and political times. Political events provide the frame while social change institutions and traditions, spiritual beliefs, ideologies, economic epitomizes the impact. The debates around some issues will be systems, literature, film, and art. The core course sequence of exposed if necessary or requested. Major themes include the the program focuses on the interdisciplinary methods of diffusion of Islam, the role of slavery and conquest, women’s American Studies and the cultural geography of American status and role, the economic frame of Islamization, and the places. currents political and social challenges. (Spring) A degree in American Studies provides an excellent preparation AFS 3088: History of Modern Nigeria (3 cr.) for entry into many careers, and also for graduate study in the This course examines the history of modern Nigeria from 1800 humanities, social sciences or professional programs. Recent to the present. The subjects will include the 19th century Manhattanville graduates are pursuing careers in teaching, political and religious revolutions, the rise of commodity academic publishing, finance, marketing, non-profit work and commerce, Christian missionary activity, British imperialism broadcasting and graduate study in English, History, and Nigerian resistance, colonial rule and its political, economic, Management, Political Science, Sociology, and Law. and cultural aspects, Nigerian freedom struggles, the attainment of independence, political, economic and social developments Faculty and Professional Interests since independence. (Fall) Colin Jeffrey Morris (Director) — American thought, political and religious history, cultural geography AFS 3092: Women, Religion, and Social Change (3 cr.) Lawson Bowling — Recent U.S. social and economic history This course will examine the role of women of African descent John Carney—American government, political theory in various efforts to eradicate discrimination based on race in the Carmelo Comberiati — Music in American culture western hemisphere. In particular the course will focus on the Peter Gardella — Religion in America socio-cultural effects of religion, slavery and discriminatory Gillian Greenhill Hannum — American art history laws and customs as they impact upon the role of women of Nancy Harris — American women, education, sports African descent in the western hemisphere. (Fall) Van Hartmann — American literature, American film AFS 3097: African Politics (3 cr.) James Jones — African American religions This course focuses on themes, issues and theories relevant to Raymond Langley — American philosophy the study of contemporary politics in continental Africa Mohamed Mbodj — African-American history including: theoretical debates on methodology and contending Patricia Misciagno — U.S. Presidency, women definitions of the subject matter; and case studies of selected John Murray — Mass media, science and technology African countries concerning structural relations, political Matthew Pauley — Constitutional law struggles and change, political economy, international relations, Anthony Piccolo — 19th and 20th century American literature, colonialism and neo-colonialism. The ideas developed will be poetry considered for applicability to the study of contemporary Eric Slater — Urban America African politics. (Spring) Joan Rudel Weinreich — American education, poetry Kwan Ha Yim — U.S. diplomacy AFS 3098: Africa in World Politics (3 cr.) This course focuses on themes, issues and theories relevant to Adjunct Faculty the study of Africa’s place and role in international Harvey Rachlin — Popular music, music business contemporary politics. Beyond the theoretical debates on Joseph Redington — Popular culture, literature, film methodology and competing definitions of the subject matter; Donald Richards — Immigration, antebellum America

22 Major Requirements shape our understanding of our place in American society. The major in American Studies requires successful completion (Spring ‘06) of a total of ten 3-credit courses and a senior evaluation, for a total of 33 credits. The course of study must include: AMS 3029: American Studies Seminar: The 1950s and 1960s in • One AMS 1000-level course America (3 cr.) • AMS 2021 American Places I: Cities On a Hill An interdisciplinary study of American society and culture during two decades of revolutionary change. Topics to be • AMS 2022 American Places II: Frontier Nation covered include the Civil Rights movement, the American • One American Studies Seminar (AMS) experience in Vietnam, consumer culture and suburbia, • Five additional electives (see list of related courses below). women’s liberation, and youth culture and rock ‘n’ roll. • Senior Evaluation: an original research thesis or other (Spring ‘07) approved project. AMS 3084: American Studies Seminar: Revealing America: Minor Requirements Critical Analysis and Popular American Culture (3 cr.) The minor in American Studies consists of six courses for a total This course will examine understandings and interpretations of of 18 credits. The course of study must include: present-day popular American culture through analysis of • One American Studies (AMS) 1000-level course critical texts, creative works, and media productions. Students • AMS 2021 American Places I: Cities on a Hill will be asked to produce written work on the texts studied and to • AMS 2022 American Places II: Frontier Nation pursue individual research on a topic of their own choosing. • One American Studies Seminar (AMS) Topics covered will include American consumer culture, media • Two additional electives (see list of related courses below). and literary arts, environmental and technological concerns, educational policy and practice, and conceptions of individual Note: A grade of C or better is required for a course to be action and self-determination. (Spring ‘07) counted toward a major or minor in American Studies. AMS 3113: American Studies Seminar: American Assassins: Departmental Honors in American Studies Political Murder in the United States (3 cr.) Honors are awarded to graduating majors who have earned a This seminar examines political murder in the United States G.P.A. of 3.6 or higher in their required courses and who have from the assassination of President Lincoln to the Unabomber completed an outstanding senior evaluation. killings. We investigate the motivations of American political killers, their justifications of their actions, governmental and Course Descriptions corporate responses to them, and the growth of a popular AMS 1000: The American Dream (3 cr.) “conspiracy industry." Sources will include historical and This course introduces the methods, materials, and theoretical interpretive readings, fiction, film and music. (Fall ‘05) approaches used in the interdisciplinary study of American society and culture. Through close reading of selected texts AMS 3123: American Studies Seminar: The Mississippi: Site, (novels, films, essays), we will analyze the ideals and myths Scene, Symbol (3 cr.) about America—“the American dream”--which form the basis This seminar will take an interdisciplinary approach to the study of American consciousness. Writers studied include John of the social, political, and natural history, literature, music, Winthrop, Thomas Jefferson, Alexis de Tocqueville, Henry visual art, and architecture of the Mississippi River and its Adams, Margaret Fuller, Mark Twain, F. Scott Fitzgerald, and environs. The river will be considered in all its aspects, from the Martin Luther King, Jr. The films of directors such as John physical and geographical through the social, political, and Ford, Frank Capra, and Francis Ford Coppola will be examined. economic to the symbolic and spiritual. (Fall ‘06) (Fall ‘06) Related Courses AMS 1050: American Voices: The Search For Identity (3 cr.) Art History This introductory-level course examines the quest for soul, ARH 2013/2014: American Art I & II character and personality in American writing, film, and visual ARH 1021: Colonial American Art and Life art. Individuals whose lives and works are examined include ARH 3029/5029: Hudson River Painters Benjamin Franklin, Walt Whitman, Ralph Ellison, Ansel Adams, Thomas Merton, Alfred Kazin, Oliver Sacks, and English Dorothy Day. Films include Citizen Kane and Zelig. (Fall ‘05) ENG 2050/51/52: American Literature I, II, III ENG 2080: American Film AMS 2021: American Places I: Cities On A Hill (3 cr.) ENG 3050: American Poetry This interdisciplinary course examines the society, politics, and ENG 3057/5057: Hawthorne, Melville, Poe culture of particular American places: Salem, Massachusetts; ENG 3101: Images of New York City in Literature and Film Washington, D.C; and Los Angeles, California. Our texts include novels, films, stories, historical works, journalism, and History social commentary. No prerequisites. (Fall ‘05) HIS 1011/12: Development of America I & II HIS 2005: Recent American History AMS 2022: American Places II: Frontier Nation (3 cr.) HIS 2024: American Economic History This course continues the interdisciplinary study of cultural HIS 2036: History of New York City geography introduced in American Places I. It explores HIS 2012: American Sports History literature, film, histories, and critical writing on Thomas HIS 2009: The American Civil War Jefferson’s Virginia; Texas; and Cyberspace. No prerequisites. HIS 2060: Reconstruction and the New South (Spring ‘06) HIS 3001: California and the American West HIS 3043/5043: Revolutionary America AMS 2040: The American Hero in Text and Image (3 cr.) HIS 3075/5075: American Ideas: 19th Century This course will examine the concept of the ideal American in HIS 3067: Topics in Sports History its various cultural representations, what these representations HIS 3080: The American Century express about the ideological climate that produced them, and how our continuing reexamination of these images and ideals

23 Music Major Requirements MUH 2016: History of Jazz Twelve courses (eleven art history courses, plus one studio art MUH 3005: Music in American Culture course). Specific course requirements: MUMG 2021: Pop Songs and the Music Business • two semesters of introductory survey (History of Art 1011 & 1012) Philosophy • three courses from major periods (one each from three of PHL 2050: American Philosophy the following): 1) Ancient Political Science 2) Medieval, Northern Renaissance POS 1031: Introduction to American Government 3) Italian Renaissance and Baroque POS 2013: Women and Politics 4) 18th and 19th century, American and Modern POS 2031: Presidential Elections • one course in non-Western art POS 2038: American Presidency POS 3012: Environmental Politics • three art history 3000-level seminars which require an oral POS 3067: Power, Politics and Passion: Women and the 21st report and research paper (summer courses excluded) Century • Seminar for Majors (ARH 3080) POS 3070: State and Local Government • Senior Evaluation (ARH 3998: a thesis, internship or POS 3080: Select Public Policy Issues special project, to be supervised by a member of the POS 3081: The Public Policy of Science and Technology department) POS 3093: The United States as a Pacific Power • one studio art course

Sociology When a single course fulfills more than one requirement, the SOC 2011:Wealth and Power in America total of eleven art history courses may be completed by courses SOC 2015; Women and Work of the student’s choosing. The minimum grade for major credit SOC 2017: Sports and Society is C-. While language study is not required for the major, SOC 3050/5050: Mass Media and Society students intending to enter graduate school in Art History are strongly urged to acquire a reading knowledge of German, World Religions French and, where relevant, Italian. WREL 1017: Modern American Religions WREL 2021: African-American Religion Departmental Honors in Art History WREL 3025/5025: Religion in America: Piety, Power and • 3.5 cumulative average in art history courses Politics • a senior thesis receiving a grade of A, AND • an approved internship Students may register for either the thesis or the internship as ART HISTORY Senior Evaluation. Art historians study works of art both as aesthetic statements and as documents of culture. A major in art history is a practical Art History “Distinction” choice for students seeking a field of study that offers an array • 3.5 cumulative average in art history courses of employment opportunities after graduation. Our graduates • a grade of A in Senior Evaluation when it is an internship, pursue careers in museums, galleries, auction houses, OR educational institutions, arts organizations, and corporations. • a grade of B+ or above in Senior Evaluation when it is a Through internships and through the Seminar for Majors, thesis students are encouraged to familiarize themselves with the many career paths and graduate school programs open to art historians. Minor Requirements Manhattanville’s close proximity to New York City offers Five courses: both semesters of History of Art, one seminar unique advantages for art history students. They may pursue (excluding summer school), and two other courses at any level. internships in the prestigious institutions of the city; its The minimum grade for minor credit is C-. In unusual cases, museums, galleries, libraries, and other rich resources are and with departmental approval, students who are unable to available for their use. Most classes include some on-site study. schedule History of Art I may substitute one course in Ancient In recent years the department has also offered study tours for or Medieval Art plus one course in Renaissance Art for this academic credit to Ireland, Florence and, most recently, Venice. requirement. Similarly, for those unable to schedule History of Art II, one course in non-Western Art plus one course covering a Faculty and Professional Interests time period from the 17th to the 20th centuries may be Gillian Greenhill Hannum — American art, Modern art, substituted. This alternative increases the number of courses History of Photography required to complete the minor. Laura Kaufman — Chinese, Japanese and Indian art, Baroque art Course Descriptions Lisa Rafanelli — Italian Renaissance art, Northern Renaissance ARH 1011/1012: History of Art (4 cr.) art, Medieval art The fall semester provides a chronological survey of Western art, primarily of Europe, from prehistoric times to the Adjunct Faculty Renaissance. The second semester surveys both an area of non- Megan Cifarelli — Ancient art Western art and Western art from the Renaissance to the present. Deborah Saleeby-Mulligan — Contemporary art, African art, Museum papers are required. Students may take one or both Mexican art semesters, in either order. When feasible, those with little art history background should consider taking ARH 1012 before ARH 1011. (Fall) (Spring)

24 ARH 1016: Leonardo, Raphael and Michelangelo (3 cr.) ARH 2005: Art in Italy, 1200-1475 (3 cr.) An exploration of the lives and works of three of the best-known This lecture course introduces students to painting, sculpture and artists and architects of the Italian Renaissance: Leonardo da architecture in Italy from 1200-1475, a time span that Vinci, Raffaello Sanzio, and Michelangelo Buonarroti. We will encompasses the “Italian Gothic” as well as the Early analyze these artists’ work, training, and stylistic development, Renaissance. Lectures examine the development of style, while examining the relationship of their work to the culture and focusing on the revival of antiquity in the visual and textual artistic developments of the Renaissance. We will focus on cultures. Special attention is given to patronage and to urbanism understanding the role of patronage in their lives and works and and the creation of civic spaces. Florence, Siena, Venice and explore the myths and legends about them--from divine Rome are our primary focus, as are artists such as Giotto, inspiration to the burdens of terrible genius. (Fall ‘05) Ghiberti, Brunelleschi, Donatello and Botticelli. (Fall ‘06)

ARH 1018: The Age of Castle and Cathedral (3 cr.) ARH 2006: The High Renaissance in Italy, 1475-1600 (3 cr.) This course is meant to be an introduction to medieval art from An introduction to the history of painting, sculpture and the 4th to the 14th centuries. Topics include Early Christian, architecture in Italy from 1475-1600, a period known as the Byzantine and early Medieval art, as well as the birth of Gothic Italian High Renaissance. Lectures will examine questions of architecture. Lectures will also explore the evolution of style, material, function and patronage in the work of Leonardo cathedral sculpture, stained glass and manuscript illumination. da Vinci, Raphael, Michelangelo, Titian, and their most Eight lectures will be dedicated to the study of the Gothic period prominent contemporaries. Special attention will be given to in Italy. (Spring ‘07) ecclesiastical and political history, urbanism and, where appropriate, issues of gender. Students will become familiar ARH 1019: Art of the Ancient World (3 cr.) with writers of the period, and it is hoped, adept at critically This introductory class will familiarize students with the artistic reading these primary texts. (Spring ‘07) and cultural production of ancient Mediterranean civilizations, including Mesopotamia, the cradle of civilization, Egypt, ARH 2009: 19th Century European Painting (3 cr.) Minoan Crete, Greece, and Rome. Through the art of these A study of major European artists of the 19th century against the ancient cultures, the class will acquaint students with basic prevailing background of Neoclassicism through Impressionism. issues in the study of art history, such as the importance of It includes the English Romantics, Blake and Constable, German historical and archaeological context. Objects in, and visits to, Romanticism and Goya, while emphasizing French painting. New York City museums will be an integral part of the course. (Fall ‘06) (Spring ‘07) ARH 2011: Greek Art (3 cr.) ARH 1021: Art and Life in Colonial America (3 cr.) The course examines the art of Greece and its Minoan and This course will investigate painting, architecture and sculpture Mycenaean predecessors, including painting, sculpture and in America from the earliest European settlements through the architecture. It also considers Greek art as the foundation of the Revolutionary War. Works of art will be placed within the classical tradition in Western art. Field trips to New York context of historical events and social developments. (Fall '06) museums. (Fall ‘05)

ARH 1025: Rembrandt (3 cr.) ARH 2013: American Art I: Colonial to 1850 (3 cr.) A survey of art in the Dutch Netherlands in the 17th century, with A study of American art and architecture from its beginning in special emphasis upon the paintings, drawings and etchings of the 17th century through the early decades of the 19th century. Rembrandt, but with attention as well to the work of Special emphasis is placed on its European roots and the gradual Rembrandt’s contemporaries, such as Hals, Vermeer, and de evolution of indigenous characteristics. Field study encouraged. Hooch. This is an introductory course that familiarizes students (Fall ‘05) with basic methods and issues in the study of art history. A museum visit is an integral part of the course. (Fall ‘06) ARH 2014: American Art II: 1860 to ca. 1940 (3 cr.) A study of major artists and movements in American art and ARH 1030: History of Photography (3 cr.) architecture from the late Hudson River School through the mid- A survey of the history of photography from its earliest years to 20th century. May be taken independently of ARH 2013. the present. We will examine the impact of various inventions (Spring ‘06) upon the practice of this art form and also look at the work of some past and present masters. Commercial, documentary and ARH 2018: 20th Century European Painting (3 cr.) art photography will be discussed. The course is non-technical Study of modern movements in European and American in nature. (Fall ‘05) painting from Post-Impressionism through Abstract Expressionism. (Spring ‘07) ARH 1066: The History of Venetian Art and Patronage (2 cr.) This class is offered in conjunction with the Art History ARH 2020: Northern Renaissance Art (3 cr.) Department's Study Trip to Venice during the March spring This lecture course will explore the artistic production of vacation. Students will be introduced to Venetian art, Flanders, the Netherlands, France and Germany from architecture and culture from the 11th to the 16th centuries by approximately 1350 to 1600, beginning with an examination of means of daily guided visits to monuments such as the church of the International Style and ending with the School of San Marco, the Doge’s Palace, the Accademia museum, and the Fontainebleau. Although special attention will be paid to cross- Scuola di San Rocco. Included is a day trip to Giotto’s Arena cultural exchange with Italy, lectures will attempt to place the Chapel and the pilgrimage church of Sant’Antonio in Padua and art of Northern Europe within its own unique cultural context. Palladian monuments in Vicenza. In addition to tuition, students We will examine the works of the Limbourg Brothers, Jan Van must pay trip costs. Sign up with the Art History Department Eyck, Bosch, Dürer, Holbein and Brueghel, among others. occurs in the fall term to allow travel arrangements to be made. Museum trips. (Spring ‘06) ARH 1066, the two-credit, pass/fail version of the study trip, is recommended for students with no art history background. ARH 2025: Survey of African Art (3 cr.) (Spring) A survey of African sculpture and decorative arts from sub- Sahara Africa. Works will be examined within a cultural and historical context. (Spring ‘06)

25

ARH 2040: Chinese Art (3 cr.) ARH 3057: The Glory of Renaissance Venice (3 cr.) An introduction to Chinese art from Neolithic times to the 17th This seminar explores Renaissance art in Venice during the 15th century, considering both the enduring aesthetic values and the and 16th centuries. We will examine the religious paintings of rich variety of the Chinese art tradition. Objects of bronze, jade, Bellini, Carpaccio’s narrative paintings, the “ painted poetry” of lacquer, pottery as well as funeral monuments, Buddhist arts and Giorgione and Titian, the drama of Tintoretto and the grandeur secular painting will be examined in light of cultural, social and of Veronese, and investigate the importance of the nearby religious trends. Museum visit. (Fall ‘06) mainland -- from Giotto’s Arena Chapel and Donatello’s bronze sculptures in Padua, to Palladian villas in the Veneto. Students ARH 2046: Japanese Art (3 cr.) complete a research paper and present an oral report. An introduction to Japanese art from prehistoric times to the Prerequisite: One art history course or permission of the 17th century, including painting, sculpture, architecture and instructor. (Fall ‘06) gardens. Both the enduring aesthetic values of the Japanese art tradition and its changes in response to cultural, social and ARH 3063: Sexuality and Gender in Ancient Art (3 cr.) religious developments will be considered. Museum visit. A seminar focusing on the ways in which the ancient (Spring ‘07) civilizations of Mesopotamia, Egypt, Greece and Rome used art as a means of presenting and representing the relationship ARH 2060: Roman Art (3 cr.) between biological sex (male, female) and the social invention A study of the art of Ancient Rome of the Republic and Empire, of gender (husband, warrior, king, wife, mother, whore, etc.). from the Etruscan Period to Early Christianity. It covers the Students complete a research paper and present an oral report. architecture, sculpture and painting of Rome and her provinces Prerequisite: One art history course or permission of the from the 5th century B.C. to the 5th century A.D. (Fall ‘06) instructor. (Spring ‘06)

ARH 2066: The History of Venetian Art and Patronage (3 cr.) ARH 3072: Women Photographers (3 cr.) This class is offered in conjunction with the Art History Photography, the first art medium to be fully derived from the Department's Study Trip to Venice during the March spring scientific and industrial revolutions, lacked the rigid hierarchy vacation. Students are introduced to Venetian art, architecture which existed in the rest of the art world. It was therefore and culture from the 11th to the 16th centuries by daily guided accessible to women right from the start. This seminar visits to monuments such as the church of San Marco, the investigates famous female photographers as well as women, Doge’s Palace, the Accademia museum, and the Scuola di San virtually unknown today, who operated photographic studios. Rocco. Included is a day trip to Giotto’s Arena Chapel and the Students complete a research paper and present an oral report. pilgrimage church of Sant’Antonio in Padua and Palladian Prerequisite: One art history course or permission of the monuments in Vicenza. There are trip charges in addition to instructor. (Fall ‘06) tuition. Sign up with the Art History Department occurs in the fall term to allow travel arrangements to be made. ARH 2066, ARH 3073: Issues in Contemporary Art (3 cr.) the 3-credit version of the study trip, has a prerequisite of one art This seminar will examine contemporary art from 1945 to the history course or permission of the instructors. (Spring) present, focusing on developments in painting, sculpture and installation art with an emphasis on artists from Europe and the ARH 2067: Venetian Renaissance Painting (3 cr.) United States. Topics include: abstraction vs. figuration, An exploration of the golden age of painting in Venice, the 15th conceptual art, feminist art, post-modernism and current and 16th centuries. Artists to be examined include the Bellini tendencies in 21st century art. Students complete a research family, Carpaccio, Giorgione, Titian, Tintoretto and Veronese. paper and present an oral report. Prerequisite: One art history We will consider questions of style, technique, subject matter, class or permission of the instructor. (Fall ‘06) patronage and function, as well as the political, social and religious conditions of Renaissance Venice. (Spring ‘06) ARH 3076: Troubled Images: Art and Conflict in Ireland (3 cr.) This seminar surveys political art in Ireland from the 19th and ARH 3018: Landscape East and West (3 cr.) 20th centuries to the present. Students are introduced to the An examination of some of the great schools of landscape visual arts of modern-day Ireland. Issues of national identity painting, including those of Europe, the United States, China, and cultural revivalism are addressed as we look at Irish political Japan and Aboriginal Australia. Study of the disparate traditions art beginning with the Celtic Revival of the late 1840s and will allow examination of the cultural, philosophical and literary continuing to the Northern Irish mural movement of the 1980s sources of landscape art. Students write a research paper and and 1990s. Students complete a research paper and present an give an oral presentation. Prerequisite: one art history course or oral report. Prerequisite: One class in art history or in Irish permission of the instructor. (Spring ‘07) studies, or permission of the instructor. (Fall '05)

ARH 3029: Hudson River Painters (3 cr.) ARH 3079: Michelangelo (3 cr.) The seminar will focus on the treatment of the American An exploration of the life and work of “the Divine” landscape by the painters of the Hudson River School. We will Michelangelo Buonarroti, perhaps the best known artist and examine both the stylistic and the philosophical trends of this architect of the Italian Renaissance. As we analyze his work, we 19th century art movement, relating it to literary and historical will consider its relationship to the culture and artistic developments. Students complete a research paper and present developments of the Renaissance. We will focus, too, on the an oral report. Prerequisite: One art history course or role of Michelangelo’s patrons and explore the myths and permission of the instructor. (Spring ‘07) legends about him--from divine inspiration to the burdens of terrible genius. Students complete a research paper and present ARH 3037: Pre-Raphaelite Art (3 cr.) an oral report. Prerequisite: One art history course or A seminar investigating the members of the Pre-Raphaelite permission of the instructor. (Spring ‘06) Brotherhood, a group of mid-19th century English painters and decorators including D.G. Rossetti, J.E. Millais, W.H. Hunt, E. ARH 3080: Seminar for Majors (4 cr.) Burne-Jones and W. Morris. Students complete a research paper The seminar introduces the professional world of art history, and present an oral report. Prerequisite: One art history course including new methodologies, museum education, museology, or permission of the instructor. (Spring ‘06) gallery and auction house work, graduate study, art patronage,

26 conservation and restoration. Students will have regular writing printing, and is the source of many job opportunities in these assignments. Frequent field trips. Open only to Junior and related fields. Placement in meaningful internships will be Senior art history majors. Students are urged to consult with the encouraged. instructor or department chair before registering for this course. (Fall) Students exhibit their work throughout the college campus and in Brownson Gallery. Senior art majors exhibit their senior ARH 3081: Art of Fifteenth Century Florence (3 cr.) projects in solo shows. An exploration of 15th-century painting, sculpture and architecture in Florence, the city that is considered the birthplace The Studio Art Department values the process of collaboration of the Renaissance. The artists to be studied include Masaccio, in the development of young artists; it works with the artist as an Ghiberti, Brunelleschi, Alberti, Donatello, Piero della Francesca, individual. We feel that the quality of process determines the Filippo Lippi and Botticelli. Renaissance patronage patterns quality of the product. We instruct our students to develop a will also be considered. Students complete a research paper and disciplined approach to their work while honoring their present an oral report. Prerequisite: One art history course or individual achievements as the subject matter of their artwork. permission of the instructor. (Fall ‘05) Our students are taught that creativity and intelligence are compatible, and just as there is scientific research there is also ARH 3089: The Life and Times of Leonardo da Vinci (3 cr.) aesthetic research…art is not simply about art; it includes the An investigation of the life and work of Leonardo da Vinci that worlds that we are a part of, the worlds of the past, the worlds of looks at his work, training, stylistic development and the present and the worlds of the future. Art begins outside of contributions. We will also read studies by authors such as the studio and is defined and refined in the studio. In a more Giorgio Vasari, Sigmund Freud and Dan Brown, who “invent” comprehensive semblance it is returned to the world and Leonardo, contributing to the myths and legends surrounding presented to the public. him and blurring the line between fact and fiction. Students complete a research paper and present an oral report. Faculty and Professional Interests Prerequisite: One art history course or permission of the Ann Bavar — Sculpture, 3-D Design instructor. (Spring ‘07) Jim Frank – Digital Media, Photography, Graphic Design Alakananda Mukerji — Watercolor, Drawing, Digital Media, ARH 3998: Senior Evaluation (3 cr.) Painting Majors may select either to write a substantial research paper or Tim Ross — Painting, Printmaking, Drawing, Digital Media to undertake an internship to fulfill the requirement for Senior Randolph A. Williams — Painting, Installation, Museum Evaluation. In either case, departmental approval and Education, Art Education supervision are required. (Fall) (Spring) Adjunct Faculty ARH 4495: Independent Study (3 cr.) Claudia Aldana — Computer Graphics Students may undertake a research project with the approval and David Baer — Computer Graphics, Digital Photography supervision of a member of the art history faculty. Roger Baumann – Ceramics (Fall) (Spring) Jim Bergeson – Drawing, Painting Nadeige Choplet — Ceramics ARH 4497: Internship (3 cr.) Sheila Fane — Drawing, Printmaking Museums, galleries, historical societies, auction houses and Larry Frankel — Photography, Digital Media other cultural institutions in Westchester and New York City Sheryl Fultz — Graphic Design, Computer Graphics offer many opportunities for internships. One day per week of Deborah Furletti — Calligraphy work (or the equivalent), a written journal and overview paper, Mirella Hajjar — Photography and the written evaluation of an on-site supervisor are required. Internships fulfilling the requirement for Senior Evaluation may Kevin Klein — Painting, Drawing NOT be taken under this course number. (Fall) (Spring) Jonathan Mastrojohn - Photography Randy Matusow — Photography Sue O’Donnell – Digital Media ART (STUDIO) Angela Okajima - Ceramics Dolores Santoliquido — Drawing, Illustration Art majors may pursue programs leading to the Bachelor of Fine Sadrud-din Shah — Photography Arts degree or the Bachelor of Arts degree. Those wishing to be art teachers can achieve New York State provisional certification for teaching arts K-12, with permanent certification Major Requirements available through the College’s Master of Arts in Teaching Art Art majors may pursue a program leading to the Bachelor of program. The fine arts are emphasized as the foundation for all Fine Arts degree or the Bachelor of Arts degree, and to art careers, and courses in drawing, painting, sculpture, provisional certification for teaching art in New York State. All printmaking, and digital media/graphic design are central to the twenty-two courses for the Bachelor of Fine Arts degree or department’s programs. The student, after exploring several sixteen courses for the Bachelor of Arts degree must receive areas, will do advanced work and his/her senior project in a letter-grade evaluations of at least C. chosen area of concentration, such as painting, drawing, sculpture, ceramics, printmaking, illustration, digital B.F.A. Major Requirements media/graphic design, photography, or a self-designed concen- Twenty-two courses including 18 studio courses, one senior tration. seminar/project (1.5 credits each in fall and spring semesters), and three art history courses (one modern art history), for a total For students who do not choose to major in art, the department of at least 66 credits. Included in the 18 required studio courses offers the opportunity to study art for the investigation of the are the following art foundation courses: Two-Dimensional aesthetic process and for its cultural value. Design (Pre-requisite for Graphic Design and Digital Media Courses), Three-Dimensional Design , Drawing Fundamentals Students find that Manhattanville’s proximity to New York City, (two courses), Color, and Computer Graphics I (Pre-requisite with its museums, galleries and art studios, is convenient and required). stimulating. The city is a center for advertising, publishing, and

27 4000 Level: Required 4 out of 5 Manhattanville College. The students’ slides/digital images will • one Painting Class also act as the inaugural elements in building a professional • one Sculpture Class portfolio for a post-college art career. In the spring of the senior • one Printmaking Class year B.F.A. majors are required to submit 80 images. B.A. • one Ceramics Class majors are required to submit 60 images.

• one Photography Class New York State Provisional Certification for Teaching Art, The remaining 9 elective studio courses will help demonstrate a K–12 requires a B.F.A.. concentration in one area.

• a junior review Areas of Concentration and selected examples of For studio art majors who minor in art history the Art courses: Department requirement of three art history courses may be A. Digital Media/Graphic Design replaced by three additional studio electives. • 6 Foundation Courses • 3 Art History (one modern AH) B.F.A. students wishing to have an additional major must realize Examples of Courses: that this is not usually possible. They should consult with the Computer Graphics II, Graphic Design I, Graphic Design Chair of the Art Department, their advisor, and the Academic II, Illustration, Multimedia, Digital Photography & Dean. Computer Imaging, Computer Animation 2D, Computer Animation 3D, Photography, Interactive Design, Art Note: B.F.A. majors are required to have at least 30 liberal arts Design and the Computer, Printmaking, Book as Art, credits. Art courses do not count for liberal arts. Internship, and Independent Study • Senior Project/Seminar B.A. Major Requirements A B.A. art major should have a second major in a liberal arts B. Two-Dimensional Area discipline in order to complete the NYS required total of 90 • 6 Foundation Courses liberal arts credits for the Bachelor Degree. In many cases the • 3 Art History (one modern AH) student will graduate with over and above the 120 credits listed Examples of Courses: in the catalog. Painting, Contemporary Painting, Expressive Techniques in the Two-Dimensional Arts, Watercolor, Printmaking, Book Sixteen courses (for a minimum of 48 credits) including: as Art, Illustration, Art Design and the Computer, Life • 6 studio art foundation courses: Drawing, Installation of Public and Performance Art, • Two Dimensional Design (Pre-requisite for Graphic Experimental Printmaking, Assemblage and Collage, Art Design and Digital Media Courses) Portfolio, Internship, and Independent Study • Three Dimensional Design • Senior Project Seminar • Drawing Fundamentals (two courses) • Color C. Three-Dimensional Area • Computer Graphics I (Pre-requisite required) (one • 6 Foundation Courses course) • 3 Art History (one modern AH) • three Art History courses, including one modern Suggested Courses: Art History course Sculpture, Contemporary Sculpture, Ceramics, Wheel • one senior seminar/project Throwing, Ceramic Sculpture, Installation of Public and • The remaining six elective studio courses will help Performance Art, Sculpture: Wire Forms and Chains, Book demonstrate a concentration in one area. For Studio Art as Art, Assemblage and Collage, Internship, and Majors who minor in art history, the Art Department Independent Study requirement of three art history courses will be replaced by • Senior Project Seminar three additional studio electives. Of these electives there must be 4000-level courses in three D. B.F.A./Education out of the following five areas: • 6 Foundation Courses • one Painting Class • 3 Art History (including Art History 1 and Art • one Sculpture Class History 2) • one Printmaking Class (Please refer to current School of Education requirements • one Ceramics Class for Education courses.) • one Photography Class Suggested Courses: Ceramics, Sculpture, Photography, Printmaking, Painting, Watercolor, Expressive Techniques Each B.A. art major must submit work for a one junior review (0 in the Two-Dimensional Arts, Life Drawing, Experimental cr.). Transfer students should contact the department about the Printmaking, Ceramic Sculpture, Book as Art, Internship, appropriate time for this review. and Independent Study • Senior Project Seminar Note: B.A. majors must have at least 90 liberal arts credits. Art courses do not count as liberal arts. Education Course Requirements: 39 credits for education courses or as listed in the current Slide/Digital Image Requirements “Becoming a Teacher: Options for Undergraduates at All art majors are required to submit slides or digital images as a Manhattanville College”. In most cases the student will part of their Studio Art requirement. This is done throughout the graduate with a minimum of 131 credits. sophomore, junior and senior years so that both the students and the Studio Art Department can have a comprehensive chronology of their aesthetic productions while at

28 B.F.A./M.A.T. Honors Program expression will be encouraged. Students will be expected to The 5 year B.F.A./M.A.T. Honors Program allows students with complete drawings that are portfolio quality. (Spring) Drawing a 3.4 or better G.P.A. who intend to become art teachers to I and II may be taken in any order. accelerate their graduate program by taking up to 15 graduate credits as undergraduates that count toward both the ART 1003/1004: Two-Dimensional Design (3 cr.) * undergraduate and graduate degrees. Usually students in this The human ability to plan, to conceive ideas, to describe the program are then able to complete their M.A.T. in one year of appearances and qualities of things experienced in day to day graduate level study. Students must apply to the School of activities relates to design. Elements of Design (rhythm, space, Education for acceptance into the program by the end of the perspective, line, mass, texture, etc.) provide the language and Sophomore year and need a letter of recommendation from the the structure for our physical and psychological need to Chairperson of the Art Department. For more details, please understand and organize the natural world. Study of the consult the Art Department. elements and principles of design will provide the foundation for the course of activities. (Fall /Spring) Senior Project: The Senior Seminar/Project is a creative effort of some depth ART 1023/1024: Three-Dimensional Design (3 cr.) * and is required for both the B.F.A. and B.A. art major. The This course investigates three-dimensional form and space. student’s area of concentration will bring the student’s skills and Studio projects will emphasize planar volumes, shape-ground understanding to bear in an aesthetic statement reflecting at least relationships, space, light, color and construction, using units the equivalent of a full course of independent work. All Art treated in various media – wood, metal, clay, plaster, wire and Majors are required to register for the Senior Seminar/Project in mat board. (Fall) (Spring) the fall and spring of their senior year. Each semester will be valued at 1.5 credits equaling a full 3-credit course. Students ART 1028 – Art For Non Majors 2D (3 cr.) * will meet with the art faculty approximately eight times per This class is an introduction to a number of different types of art semester for the purpose of field trips, defining the roles of the that should both develop skills in making and evaluating professional artist, and clarifying the direction and process of artwork, and also give a taste of what it is like to study art on the their senior art projects. college level. The student is not required to have any previous experience in drawing or painting. Both class and homework Departmental Honors Requirements assignments are intended to provide beginners with basic skills At graduation, students may receive honors in studio art if they while at the same time challenge those with some experience in fulfill all the requirements for the major plus the following: art. (Fall) (Spring) • have a 3.5 cum average in studio art courses; • receive a grade of A for the senior project and; ART 2022: Art Concepts and Studio Methods (3 cr.) * Suitable for Art Majors, this course will examine the nature of • demonstrate a commitment to professional development on the contemporary American Art scene by investigating the links a personal level and to art in general. This may be between the art concepts of past cultures, their prevailing exhibited through an overall participation in the Art environments, emotions and intellect, and present-day art. Department’s events and functions and through artistic Studio projects will address the transformation of original pursuits outside the departmental curriculum, i.e. exposure thoughts into visual images, using a variety of media and to current exhibits in New York City and Westchester techniques. Museum and gallery visits will be an integral part of museums and galleries, through internships and the course. apprenticeships.

ART 2023: Color I (3 cr.) * Minor Requirements Color theory and practice. The student is led through a series of For students choosing art as a Minor, the department requires six projects focusing on color perception, interaction, structural courses: 2D Design or one Fundamentals of Drawing, 3D relationships such as the color wheel and the color solid, color Design, one art history and three other art courses (of which two composition, and color expression. Emphasis will be on using can be in the same area). Students should notify the department color in various ways in works of art, and building a vocabulary of their interest and meet with a department advisor. A min- of color design for the artist. Prerequisite: Drawing or 2D imum grade of C is required in all courses for the minor. Design. (Fall) (Spring)

Course Descriptions ART 3004: Multimedia (3 cr.) * Note: Courses with the ART heading are not liberal arts. As This course explores highly effective methods of with all non-liberal courses at the College, this is indicated by communicating ideas and information through design and an asterisk after the title of the course. B.A. degree students implementation of interactive “Continuous Media Projects”. must have a minimum of 90 liberal arts credits, and B.F.A. Text, drawings, audio, video, image (photographs), graphics, degree students must have a minimum of 30 liberal arts credits. animation and sound elements are brought together to create

powerful communication products. In addition to a discussion ART 1001: Fundamentals of Drawing I (3 cr.)* of the history, developmental stages and sweeping paradigm This course is structured to provide an understanding of the shifts in the communication industry, students will utilize the basic elements of drawing – to encourage technical fluency, and latest tools and the internet to plan, prototype, produce and foster confidence in the depiction of objects in the physical deliver multimedia products. A wide variety of software world. The course as a whole progresses in a way that parallels packages, including Adobe PhotoShop and Illustrator, Adobe the creative process – tracing a series of evolutionary steps that Image Ready, Final Cut Pro, and Flash. Prerequisite: Computer begin with sketchy notations followed by analysis, clarification, Graphics I. (Fall) (Spring) embellishment, and refinement. (Fall). Drawing I and II may be taken in any order. ART 3005: Sculpture: Wire Forms & Chains (3 cr.) * A hands-on course designed for all levels of students interested ART 1002: Fundamentals of Drawing II (3 cr.) * in exploring the application of wire in three-dimensional art. This second semester course continues to examine the Through a series of assignments the student will learn the fundamental structures of drawing techniques. But now that manipulation and design possibilities of varying gauges of black focus is on content and form as they relate to the aesthetic steel, copper, brass and nickel silver wire. Although the course process. Use of personal experience as models for individual 29 emphasis will be on aesthetics and abstraction, some wire forms with character and image animation. Audio and video elements explored and completed by the participant may be functional will be edited and imported into theme oriented advertisements and/or realistic. Also included will be a variety of simply and effective business presentations. Prerequisite: Computer formed wire elements, which when combined construct chains Graphics I. (Fall) useful as ornament and/or sculpture. (Fall: Even Years) ART 3064: Computer Graphics I (3 cr.) * ART 3007: Printmaking (3 cr.) * An introduction to computer graphics using the Macintosh This class presents a range of print processes from monotype to computer, this course will teach students to differentiate etching. Relief prints in linoleum, cardboard, woodcut and between various types of programs (draw, paint, and page intaglio prints in etchings and collagraphs will also be taught. layout) and provide hands-on experience in each. Adobe Photo etching utilizing images transferred from the computer, Illustrator and Adobe PhotoShop, Quark Express, Adobe, and film, or photocopies will be introduced. Most of the materials InDesign will be used. Prerequisite: Drawing or 2D Design. can be bought from the art department. Printing can be by hand (Fall) (Spring) or press. Emphasis is on understanding each medium as a direct means of personal expression. (Fall) ART 3998: Senior Project Seminar (1.50 cr.) A yearlong course supporting an art major’s independent ART 3015: Calligraphy (3 cr.) * development of a consistent body of artwork. The work will The course’s aim is to acquaint the student with several stem from each student’s area of concentration. The handwritten alphabets, including Italic, Humanistic, Uncial and culmination will be an exhibition on the Manhattanville campus. Black-letter. Study will include drawing concepts that (Fall) (Spring) contribute to the letters’ form and placement. (Fall) (Spring) ART 4002: Watercolor (3 cr.) * ART 3025: Exploration of Ceramic Methods (3 cr.) * This course provides a foundation for techniques involved in A comprehensive course for beginners, intermediate and watercolor. The class explores the specific methods of advanced students, utilizing hand-building and throwing on the watercolor, both traditional and contemporary applications. wheel. Four basic methods of hand-forming pottery and ceramic Students will work in class as well as in the natural landscape. sculpture will be explored: pinch, coils, slabs, and modeling, (Fall) (Spring) along with tooling, decoration and glazing. Advanced students will produce multiples such as mugs, bowls, plates and ART 4003: Painting (3 cr.) * casseroles, emphasizing design and special techniques. Offered for all levels, beginners to advanced. The course (Fall) (Spring) emphasizes each student’s unique potential while exploring a variety of concepts and techniques. Representational and ART 3040: Art Portfolio (3 cr.) * abstract forms are explored utilizing still life, the human figure, This course is designed to teach students how to develop a and other sources of visual expression. The student may choose strong portfolio for both exhibition and presentation, as well as to use either acrylic or oil paints. (Fall) (Spring) how to deal with the business aspect of being a visual artist. The students will be required to read assigned text materials, create a ART 4004: Graphic Design I (3 cr.) * body of work (10 – 12 pieces) for inclusion in a professional The course analyzes the techniques, tools and basic principles of portfolio, participate in critiques and write a resume/artist graphic design used in the conception and production of statement. Each student’s artwork will reflect his/her field of advertising art and related fields. Lettering and type forms, type concentration. Research techniques, grant writing, design and specification, layout, mechanicals, and production will be proposal writing will be explored. There is a midterm exam. treated in studio projects. These projects will aim at developing Prerequisite: Junior and Senior Art Majors. (Spring) creative graphic ideas in advertising, packaging and editorial fields, using concepts and techniques of visual communications. ART 3050: Ceramics I/Mosaics (3 cr.) * Prerequisite: Computer Graphics I. (Fall) This course is designed to introduce the student to the materials, terms, equipment, and techniques involved in creating ceramic ART 4006: Assemblage and Collage (3 cr.) * tiles and mosaics. All assignments are designed to challenge This course will explore the tradition and techniques of both the technical skill and creative and conceptual insights of assemblage and collage. Students will work on flat two- the students. Various tile and mosaic techniques and finishing dimensional surfaces as well as physical elevation of three- methods will be explored. Historical and contemporary tiles and dimensional planes. The course will emphasize both mosaics will be discussed in class and through slides and recognizable and abstract images. We will focus on artists such personal research. (Spring) as Arp, Bearden, Braque, Cornell, Dove, Ernst, Marisol. Motherwell, Nevelson, Rauschenberg and Schwitters as ART 3057: Experimental Printmaking (3 cr.) * exemplars and aesthetic inspiration. Students will keep a sketch Painters, photographers, sculptors, illustrators, and graphic pad/journal. The students will be expected to complete five designers are invited to bring their aesthetic techniques into the portfolio quality artworks. (Fall) experimental class. The course is arranged so that we can accommodate the individual styles of the students based on their ART 4007: Photography: Beginners (3 cr.) * various aesthetic disciplines. The course will include drawing, This course will focus on how to use the camera to take a painting and collage in combination with traditional printmaking photograph. Photographic optics, correct exposure, developing techniques. We will explore Intaglio and relief printing. We the negative, making contact prints and enlargements (using will also investigate monoprints and collage prints. This course lighting and filters), and finishing and mounting prints will be requires some previous art experience. (Summer) taught. Students will be introduced to the aesthetics of photography – the visual elements of form, texture, pattern and ART 3062: 2D Animation (3 cr.) * line - and how to deal with them photographically. The aim is to This course will discuss animation as an art form. The illusion develop individual style. The work of some important of motion, life and action will be studied through flip books, cell photographers will also be examined. (Fall) (Spring) animation and the latest software. Focusing on artistic excellence, students will use Director, Adobe PhotoShop, Adobe Illustrator, Final Cut Pro, Adobe ImageReady to experiment

30 ART 4008: Photographic Essay (3 cr.) * personal websites which will include digital images acquired via This course is designed to give the intermediate and advanced digital camera and/or scanners, interactive rollovers, hyperlinks, photography student a means to explore and capture real events, tables and simple animations. (Fall) (Spring) nothing posed, nothing made-up, nothing but the truth. There will be an overview in basic black-and-white photographic ART 4035: Exploration of Ceramic Methods (3 cr.) * techniques, including darkroom and lab procedures. Students A comprehensive course for beginners, intermediate and will also be exposed to the history of photography through a advanced students, utilizing hand-building and throwing on the slide presentation. We will focus on content as well as artistic wheel. Four basic methods of hand-forming pottery and ceramic style, capturing images and events rather than making them. sculpture will be explored: pinch, coils, slabs, and modeling, Prerequisite: Photography: Beginners. (Fall) along with tooling, decoration and glazing. Advanced students will produce multiples such as mugs, bowls, plates and ART 4010: Photography: Intermediate and Advanced (3 cr.) * casseroles, emphasizing design and special techniques. This course merges aesthetic concepts with craftsmanship. The (Fall) (Spring) students will explore photography as a means of visual communication. Professional practices for developing a ART 4045: Ceramics: Form & Function (3 cr.) * personal style will be strongly encouraged. Prerequisite: “Ceramics: Form & Function” offers hand building and an Photography: Beginners. (Fall) (Spring) introduction to wheel throwing, where forms are created on a potter’s wheel. The ultimate goal of mastering the process is to ART 4013: Graphic Design II (3 cr.) * be able to use the wheel as a tool to create the forms that you The basic principles of Graphic Design I will be pursued in need for your concept. These concepts may begin as functional greater depth through various assignments leading to a better objects, such as bowls, cups, plates, and vases, but ultimately understanding of graphic design on an advanced level. you may use them as elements in sculptures and conceptual Prerequisite: Graphic Design I. (Spring) works. (Fall) (Spring)

ART 4016: Contemporary Painting Technique (3 cr.) * ART 4047: Art, Design and the Computer (3 cr.) * This course will stress a comprehensive, in-depth study of This course is designed to use the fine and applied arts in principles of current painting methods. Students will investigate combination with computer programs. The student will explore the content of aesthetic production as well as various plastic art visual techniques in a traditional fashion while learning to use forms. The development of painting skills will be an essential the computers to expand and explore contemporary models of element for investigating personal iconography. (Spring) aesthetic productions. Students will spend some time in a traditional studio, although the finished work will be in a digital ART 4022: Computer Graphics II (3 cr.) * format. Adobe Illustrator and Adobe Photoshop will be utilized. This course will cover intermediate and advanced techniques in Prerequisite: Computer Graphics I. (Fall) Adobe PhotoShop, Illustrator, Quark, and InDesign, as well as tips for using applications together and optimizing graphics for ART 4048: Beginning Photography: Color (3 cr.) * the web. Prerequisite: Computer Graphics I. (Fall) (Spring) Through the process of printing images, the student will explore the subtleties of color printing and how changing the enlarger’s ART 4027: Life Drawing (3 cr.) * filtration pack alters the final colors in the photographic print. This course is structured to encourage technical fluency and We will study color photography from a painter’s point of view. foster confidence in the depiction of the human figure. The The student will begin to use the color processor in the second course parallels the creative process. While emphasis is on the class. The entire course will be devoted to the art of printing structure of the figure, the figure as a means of personal color negative film. (Fall) (Spring) expression is also stressed. Prerequisite: Drawing. (Spring) ART 4058: Expressive Techniques in the Two Dimensional Arts ART 4028: Illustration (3 cr.) * (3 cr.) * This course will stress creativity and the importance of This course explores traditional and abstract expressions using developing a personal style. The students will be expected to the diverse methods of two-dimensional application of paint and derive their inspiration from imagination, 3-D objects, paper to a flat surface. This course emphasized the study of photographic material and the written word to fulfill the narrative, content, and form. Experimentation is strongly requirements of the class assignments. Prerequisite: Drawing encouraged in both conceptualization and the aesthetic process. and 2D Design. (Fall) Students will be encouraged to explore collage, drawing, painting, and assemblage. Advanced students will develop a ART 4031: Contemporary Sculpture (3 cr.) * portfolio of artwork for presentation at the end of the course. The beginning or advanced student will learn to interpret and (Fall) express spatial forms hoping to achieve harmony through the practice of organizing elements in actual space. This will occur ART 4059: The Book as Art (3 cr.) * through developing a sense of design, both formal and A course in the design and creation of a book as serial images conceptual. This process may take its form through around a central theme. The concept of the book will be construction, modeling and casting. Students will be explored from the traditional and the experimental point of view. encouraged to incorporate metaphor into their work, helping to Emphasis will be on visual aspects of the book, with attention to amplify their creative process. Assigned projects will revolve illustration, typography, layout, and binding. Type can be around materials, central themes and current issues. (Spring) designed with Photoshop, or woodtype. Projects can be by hand or printed in relief, monotype and intaglio. (Spring) ART 4033: Interactive Design (3 cr.) * The objective of Interactive Design is to learn the basics of ART 4061: Ceramic Sculpture (3 cr.) * design for the World Wide Web. Using the Adobe application This course is designed to introduce the student to the materials, GoLive, students will be introduced to the concepts of html page terms, equipment, and techniques involved in creating ceramic layout using what is referred to as WYSIWYG, or “what you sculpture. All assignments are designed to challenge both the see is what you get”. GoLive is a visual layout tool where the technical skill and creative and conceptual insights of the student can focus on the visual content as opposed to coding a students. Various hand building techniques and finishing page using html language. Students will create their own methods will be explored. Historical and contemporary issues in

31 ceramics will be discussed in class and through slides and the students will visit various galleries, museums and sculpture personal presentations. Our class is responsible for firing the parks. The course is based on the belief that traditional formal work it produces; therefore, firing of the electric kilns will be artistic skills must be supplemented not only with art historical part of the curriculum. In addition, safety issues of the ceramic relationships but also with a first-hand knowledge of the studio will be covered. (Fall) (Spring) contemporary art scene. The student will be required to keep a journal documenting each experience and relating that to ART 4062 Computer Animation – 3D (3 cr.) * personal artistic discovery. An emphasis will be placed on Sophisticated tools will be utilized in this hands-on course to development of an aesthetic dialog with contemporary art. The study the exciting art of 3-dimensional animation. Manipulation course is designed to benefit students in all of their art classes. of object surfaces and their behavior (bounce, fall, slide, etc.), modeling, and rendering will be experimented with to create realistic motion. The most popular tools of film and advertising ASIAN STUDIES professionals will be used. Adobe PhotoShop, Adobe Because Manhattanville believes a liberal arts education today Illustrator, Macromedia Director, Form Z and Flash will be should afford students the opportunity to explore and understand used to analyze and create complex class projects. Prerequisite: the non-western world, it has developed a program emphasizing Computer Animation 2D. (Spring) the languages and cultures of Asia. The increasing importance of this region makes it imperative that students acquire a greater ART 4067: Digital Photography and Computer Imaging (3 cr.) * understanding of the ways of life of more than half of humanity. This class will review the history of capturing and manipulating The program offers language courses in Chinese and Japanese as images, explain and discuss how digital imaging is used today, well as courses on the history, religions, and literature of China and provide hands-on experience. Students will both digitally and Japan. The program also draws on courses dealing with capture and manipulate existing images, as well as learn how to Asia offered by such departments as art history, political prepare images for use in publications, exhibitions, electronic science, religion, and sociology. Field trips to New York City, media, and the Internet. Prerequisite Computer Graphics I. especially its museums, are a vital part of the program. (Fall) (Spring) Participation in internships and study abroad programs is encouraged. ART 4068: Installation of Public and Performance Art (3 cr.) * This course is designed for art majors with an interest in Faculty and Professional Interests Installation Art, Performance Art, and Public Art. Students will Theresa Kelleher (Director) — Asian religions and cultural propose four in-depth projects that will be developed and history executed over the course of the semester. Each project will be Laura Kaufman — Asian art history researched with an aesthetic application as well as an academic Kwan Ha Yim — East Asian political science application. Each proposal will be written and handed in with both written and aesthetic support materials. Students will learn Adjunct Faculty to work on site. They will assemble site-specific installation, Ann Imai Tarumoto — Japanese language construct public works on location and learn to arrange and Jing Wang – Chinese language perform aesthetic recital. We will also view artist films and Yutaka Yamada – Japanese cultural anthropology artist videos. Students will be required to travel to New York

City on two weekends during the semester. (Spring) Major Requirements ART 4069: Photography: Portraits (3 cr.) * • Four semesters of either Chinese or Japanese language; A great portrait always reveals an essential truth about • Three history courses chosen from the four basic surveys of humanity. The photographer is challenged by light, location and Chinese and Japanese history; individual personalities. The subject, ready or not, presents the • Five other courses, four of which should be concentrated in photographer with a moment: a psychological, photographic one of the following areas: Japan; China; History and mixture, which captures an essence of being human. Through Politics; Language and Literature. One of these five must assignments, critique, slides and demonstrations student will be a 3000-level seminar which requires a research paper; explore the multifaceted aspects of portrait photography; • Senior Evaluation OR participation in a Senior Honors commercial, editorial, and personal. Various lighting techniques Seminar. Note: only those students who have maintained a will be demonstrated during class, such as strobes, tungsten, and grade point average of 3.5 or better in major courses are natural light. Color and B&W images will be employed, the eligible for this Seminar. B&W darkroom will be open during class time. Prerequisite: Photography: Beginners. (Spring) Senior Evaluation The student must register for the 1-credit Senior Evaluation ART 4070: Museums as Studios (3 cr.) * (ASN 3998) in either semester of senior year. In consultation This course will use the museums in New York City as our with the Chair, student will review past course work and prepare studios. Artwork both traditional and contemporary will act as for a two-hour comprehensive exam at the end of the semester. our aesthetic inspiration for creativity and personal investigation. Activities will include brief lectures, drawing, Senior Honors seminar/Departmental Honors painting, assemblage, and collage. Our time in the museums To receive departmental honors, the student must have will be spent drawing and sketching: on alternating days we will maintained a 3.5 or better G.P.A. in major courses, must register work in the studios at Manhattanville College developing our for Senior Honors seminar (ASN 3997) and produce a thesis sketches and drawings into major portfolio works. The with a minimum grade of B+. museums will include The Metropolitan Museum of Art, The Brooklyn Museum, The Museum of Natural History, and a trip Minor Requirements to galleries. (TBA) Five courses taken in one of the following ways: • Four semesters of Chinese plus one course on China; ART 4080: An Exploration of Contemporary Culture: Museums, • Four semesters of Japanese plus one course on Japan; Galleries and Sculpture Parks (3 cr.) * • One year of Chinese history plus two courses on China and Appropriate for Art Majors this class meets five hours weekly. one other Asian Studies course; The New York area is the center of the art world. Each session

32 • One year of Japanese history plus two courses on Japan and cultural traditions. China's relations with other Asian countries one other Asian Studies course. and peoples will also be treated. (Fall ‘05)

The department reserves the right to place the student in a Literature language course commensurate with his or her abilities. ASN 2017: Introduction to Japanese Literature (3 cr.) Language courses are designed for the non-native speaker; An overview of major writers, forms, themes, and trends of students with an Asian language background are requested to Japanese literature from the introduction of writing to the end of undergo staff evaluation prior to enrolling in a language course. the nineteenth century. Readings include The Tale of the Genji, court poetry, diaries, and haiku. No knowledge of Japanese Students must achieve at least a C- in a course to get credit for required. (Fall) the major or minor. ASN 2018: Modern Japanese Fiction (3 cr.) Course Descriptions This course focuses on short stories and novels by major 20th Japanese Language Courses century Japanese writers, examining such topics as the search ASN 1001/1002: Japanese I (4 cr.) for an authentic authorial voice, naturalism, aestheticism, and An introduction to the Japanese language with emphasis upon nihilism. Readings include works by Soseki, Tanizaki, the development of oral competence through practical dialogues, Kawabata, Mishima, and Oe. No knowledge of Japanese is drills, and controlled conversation. The course will cover basic required. (Spring) written Japanese, including two kana syllabaries and a small number of Chinese characters. (Fall) (Spring) ASN 2020: Chinese Literature in Translation (3 cr.) A survey of the poetry, drama and fiction of China from the ASN 2001/2002: Japanese II (4 cr.) earliest collection of poetry, The Book of Songs, to the famous Enhancement and development of oral skills, with increased 18th-century domestic novel, Dream of the Red Chamber, emphasis on written texts. Prerequisite: Japanese I or focusing on the distinctive role literature played in Chinese equivalent. (Fall) (Spring) culture and politics.

ASN 3001/3002: Japanese III (3 cr.) Religion Development of reading skills and practical oral communicative ASN 1045 Asian Religion (3 cr.) competence within a variety of social contexts. Prerequisites: An introduction to the major religions of India, China and Japan: Japanese II or equivalent. (Fall) (Spring) Hinduism, Buddhism, Confucianism, Taoism and Shinto, by means of readings from the primary religious literature of each Chinese Language Courses tradition plus visual evidence on video. (Spring) ASN 1031/1032: Chinese I (4 credits) An introduction to the Chinese language with emphasis upon the ASN 2012: Religions of China (3 cr.) development of oral competence through practical dialogs, drills An introduction to the major traditions of China (Confucianism, and controlled conversation. (Fall) (Spring) Taoism, and Buddhism) with readings from the religious literature of each tradition in translation. Attention will also be ASN 2031/2032: Chinese II (4 credits) given to such rites and practices as ancestor worship, spirit Enhancement and development of skills acquired in Level One, writing, and taiji. Some consideration will be given to the role with increased emphasis on written texts. Prerequisite: Chinese religion plays in today’s communist China where the practice of I or equivalent. (Fall) (Spring) religion is discouraged.

History ASN 2034 Religions of India (3 credits) ASN 2015: History of Traditional Japan (3 cr.) Course provides an overview of Indian religions, from earliest This course surveys the history of Japan from its earliest period times to the present, and includes early Brahmanism, Hinduism, until 1800, highlighting its characteristic institutions and Buddhism and Islam. Special attention is given to the art and traditions. It includes a study of the major political figures as story literature of devotional Hinduism as well as the tales and well as the everyday material culture, particularly of the hymns of Sufism. Course ends with discussion of 20th century Tokugawa period. Some treatment of Japan’s traditional figures like Tagore and Gandhi. literature and religions is included. ASN 2050: Religions of Japan (3 cr.) ASN 2021: History of Modern Japan (3 cr.) Survey of Japanese religious traditions, beginning with Shinto, A study of the modernization and westernization of Japan from its indigenous religion, and including Japan’s particular the early 19th century to the present, focusing on its emergence adaptation of the Chinese traditions of Confucianism, Taoism, as a world power. The “underside” of Japan’s rise to power and Buddhism, especially Zen. In addition, the “New will be examined, as well as the nature of US-Japan Religions” of post-WWII will be considered. relationships during and right after WWII. (Spring ‘07) ASN 3010: Women in Chinese and Japanese Religions (3 cr.) ASN 2022: History of Modern China (3 cr.) Course examines the position of women in Confucianism, A look at China's long struggle to come to terms with the Taoism, Buddhism, and Shinto, both in terms of the ideals set modern world, from the early nineteenth century to the present. forth for women by these traditions and the particular adaptation Course will discuss the last days of the Qing dynasty, the women made of those ideals. Readings include didactic works problem of Western and Japanese imperialism, and the various for women, autobiographies, poetry, and novels. attempts at revolution, culminating in the triumph of the Communists in 1949. The successes and failures of Communist ASN 301l: Seminar on Buddhism (3 cr.) rule will be evaluated. (Spring ‘06) The first part of the course deals with the life and teachings of the historical Buddha and the early forms of Buddhism in India. ASN 2033: History of Traditional China (3 cr.) The second part traces the spread of Buddhism to Tibet, China Survey of Chinese history from earliest times (ca. 1700 B.C.) to and Japan, while the last part focuses on Buddhism in America the late eighteenth century, focusing on China's characteristic today. social and political institutions, as well as its intellectual and

33

ASN 3015: Seminar on Confucianism (3 cr.) Faculty Committee Asia’s phenomenal success in recent times has been attributed to Annemarie Bettica (Director), Darlene D’Alliessi, its Confucian roots. This tradition has profoundly affected the Sheila Morehouse and Zhang Chen. major cultures of China, Korea, Japan and Vietnam to this day. Course will examine its rise and development, starting with Major Requirements Confucius himself, and then look at the concrete ways it • Principles of Biology I and II plus labs; manifests itself in family life, the status of women, education, • Principles of Chemistry I and II; government service, and the business world .of East Asia. • Organic Chemistry I and II;

Related Courses • Organic Chemistry Laboratory I and II; Biochemistry I ASN 2026: Japanese Popular Culture (3 cr.) and II; Course will examine contemporary Japanese popular culture in • Biochemical Techniques I and II; terms of visual arts (manga, anime, film), pop songs, and • Physical Chemistry I and II; mystery stories. Socio-cultural aspects of Japanese social • Instrumental Analysis. relations, religions, and overall world view as represented in popular culture will be analyzed Additionally, there are co-requisites of Calculus I and II and Physics I and II. Students must also to take four biology ASN 2036: Culture and Change in Southeast Asia (3 cr.) courses: Molecular Cell Biology, Recombinant DNA Tech- Course will explore the religions, ethnic groups, and social nology, Microbiology, and Human Anatomy and Physiology. structures of Southeast Asia, a region of rich religious and ethnic diversity. It will also examine its socio-economic development Note: This program may not be taken as a minor. processes of the area’s recent economic boom. Indochinese and Indonesian societies constitute the main focus of the course. Senior Evaluation Majors in the Biochemistry Program are required, beginning in ASN 3014: Creatures, Spirits and Aliens (3 cr.) their junior year, to complete the three-course Biology Senior Course compares Japanese and American horror and science Research sequence (see program and course descriptions under fiction films and stories, using visual arts (anime, manga, film) the Biology Major for further details). and literary genres (science fiction, folk stories. Among the topics covered are evil spirits and demons, alien encounters, Science Laboratories science fiction adventure, supernatural creatures, and ghost The science laboratories are described above on page 15 and stories. also below under the departments of Biology and Chemistry.

ASN 3076: American Missions in China (3 cr.) Course will examine the clash of cultures resulting from the BIOLOGY coming of American missionaries to China in the 19th and 20th The major program in Biology seeks to provide a solid centuries. Attention will be given to the differences between foundation in the traditional discipline with courses such as Christianity and Chinese religions, the role played by western Developmental Biology, Human Anatomy and Physiology, imperialism in giving missionaries access to China, and the Histology, Microbiology, Biochemistry and Evolutionary particular relationship between Chinese women and American Biology. In addition, the major program offers the student the women missionaries. opportunity to sample the diversity in the field of biology with such courses as Bioethics, Biology of Cancer, Electron ASN 3998: Senior Evaluation (1 cr.) Microscopy, Environmental Ecology, Global Environmentalism, In consultation with Chair, students will review all courses taken Immunology, Molecular Cell Biology, Neuroanatomy and for the major along with the reading lists for these courses. Neurophysiology, Nutrition in Health and Disease, and After writing a four-page essay evaluating their major work, Recombinant DNA Technology. students will, with the help of the instructor, prepare for a two- hour comprehensive exam to be given at the end of the semester. Students may choose to major in Biology, the related specialty of Biochemistry (see above), or the interdisciplinary ASN 3997: Senior Honors Seminar (3 cr.) concentration in Neuroscience (see below under Neuroscience). The first part of the course will focus on preparatory work for Students may pursue a Minor in Biology or Environmental writing a senior thesis by reviewing research and analytical Studies. methods. The rest of course will involve weekly presentations of the thesis, as it progresses. Departmental honors will be The flexibility of the Biology major allows students to choose given to a thesis with a minimum grade of B+. among a variety of courses that provide a strong background for teaching, biomedical and bio-technical research, graduate Appropriate courses from such departments as Art History, studies, nursing and other health-related careers. Faculty Dance/Theater, Music, Political Science, World Religions, and advisors help to ensure that each Biology major receives a well- Sociology, with approval of the chair of Asian Studies, can be rounded education in the basic biological sciences as well as the applied to the major or minor in Asian Studies. needed preparation for any health-related or graduate research pursuit.

BIOCHEMISTRY Biology Laboratories Biochemistry, an interdisciplinary program that deals with the The Department of Biology has well-equipped Biochemistry, chemical processes of living matter. A knowledge of Histotechnique, and Molecular Genetics laboratories. The biochemistry is essential to understand fully most of the electron microscopy suite contains all equipment for both biological disciplines. This major is beneficial for pre-med scanning and transmission electron microscopy that includes students because the science of biochemistry enables them to three automatic microtomes, critical point dryer, sputter-coater, comprehend better the medical sciences. Students are also a JEOL scanning electron microscope, and a Hitachi prepared for graduate studies in biochemistry, as well as such transmission electron microscope. A full darkroom for both fields as genetics, microbiology, physiology, immunology and negatives and prints is part of this laboratory. In the Molecular other biological and chemical fields.

34 Genetics laboratory, students can perform many molecular Upper Level Biology Requirements: techniques including restriction analysis, polymerase chain • seven elective courses above the 1000 level. Four of these reactions, gene sequencing, blotting, and transfection. Students must be laboratory courses, one of which may be an have the opportunity to use these laboratories for independent independent study or internship. research as well as course-related activities. The • For the General Biology Program, no more than two of the environmentally-controlled greenhouse is also designed for plant major courses may be at the 2000 level. Students preparing experimentation. for the health professions or graduate school (see below) should not take more than one 2000 course as part of their Recent renovations have provided several new laboratory seven course electives. spaces, including a cold room-waste management facility with several new refrigerator/freezers and an ultra low-temp freezer, Biology majors should seek an advisor from the Biology all secured by a generator. Our “smart classroom” provides a department in the beginning of their sophomore year to guide in multimedia/research room for all faculty and students in the the choice of program and electives. Biology Department. Innovative equipment such as the Optipro 580 Smart Board and Expression Multimedia cabinet, along All elective major courses must be completed with a minimum with the Pentium 4 computers, DVD, CD-RW, LCD projector, grade of C-. video cameras, wireless keyboard and mouse and ready data ports allow for technology-enhanced instruction of introductory Senior Research Program classes as well as informal seminars or formal senior research In addition to the entry-level requirements and co-requisites and presentations. New components and software for gel the seven electives, as outlined above, biology majors must also documentation, digital and video photomicrography, fluorescent complete the following three-course sequence (see course microscopy, and human physiology have greatly enhanced our descriptions below for further details): research and laboratory endeavors. • BIO 3099: Research Seminar The newest addition is a cutting edge research laboratory, the • BIO 3499: Senior Research Tissue Culture Facility, which consists of a clean room with T- • BIO 3998: Senior Evaluation grid overhead ceiling system for lighting and in-line filtering, twin stacking Napco 6500 CO2 incubators, double ESCO All students in the Senior Research Program are required to Labculture Horizontal Laminar Flow Hoods, Millipore Direct-Q attend the senior presentations, and all majors are encouraged 5 water purification system, large capacity benchtop autoclave to attend. and liquid nitrogen tank storage, electronic single and multichannel pipettors, and equipment and supplies for Departmental Honors supporting adherent and suspension cell cultures, with digital Departmental Honors are conferred upon graduating seniors video computer image analysis. who have maintained a Biology grade point average of 3.5, have received a minimum grade of A- for the Senior Evaluation, and Faculty and Professional Interests have contributed to the activities of the Biology department. Annemarie Bettica — Cell biology, molecular genetics, cancer biology, neuroscience, bioethics, bioinformatics, electron Students must meet the following requirements in order to microscopy, histochemistry, immunocytochemistry, and complete the Honors program: biophotography • Completion of Principles of Biology I and II with a Wendy McFarlane — Comparative physiology, environmental minimum grade of B+, or present evidence of high physiology, marine biology/ecology achievement in equivalent courses. Nancy E. Todd — Ecology and evolution, anatomy, vertebrate • Seven additional one-semester, 3000-level courses in biology, environmental studies Biology with a minimum grade of B+. Anna Yeung-Cheung — Biochemistry, microbiology, Of these seven additional Biology courses, six must be immunology, human disease, infectious disease and nutrition in laboratory courses. health & disease • Principles of Chemistry I and II with laboratories with a

minimum grade of B+. Adjunct Faculty Gary Aronsen — animal behavior, tropical ecology, primate • Organic Chemistry I and II with laboratories with a anatomy and evolution minimum grade of B+. • Biochemistry, with laboratory, with a minimum grade of Major Requirements B+. Entry-level requirements and co-requisites: • College Physics I and II with laboratories, with a minimum grade of B+. • Principles of Biology I and II, completed with a minimum grade of C, or evidence of high achievement in equivalent • Mathematics through Calculus II, with a minimum grade of course work, as a prerequisite for all biology courses above B+. the 2000 level. • Senior research program. A minimum grade of A- must be • Principles of Chemistry I, Principles of Chemistry I Lab, obtained in the course sequence. must be completed with a minimum grade of C-. • Students must declare interest in this Honors Program by • Principles of Chemistry II, Principles of Chemistry II Lab, the end of their 3rd semester or in the first semester for must be completed with a minimum grade of C-. transfer students.

• Calculus I must be completed with a minimum grade of C-. Health Professions and Graduate School Preparation

Prerequisites It is strongly recommended that students take Principles of : For those students planning to pursue health-related careers such Biology and Principles of Chemistry in the freshman year. Students who begin the program as General Biology majors and as medicine, chiropractic, dentistry, optometry, osteopathy, plan to pursue graduate study or a career in the health nursing, or medical technology, or for those preparing for graduate school, the following prerequisites are required: professions must complete the appropriate co-requisites before applying (see pre-health and graduate school preparation). • Principles of Biology I and II • Principles of Chemistry I and II with Laboratories • Organic Chemistry I and II with Laboratories 35 • Calculus I and II scientists challenged with problems whose solutions ignore the • Physics I and II boundaries of the traditional scientific disciplines. This program • an English Literature course in addition to an academic provides students with solid foundational principles, structural writing course (e.g. ENC 4010). approaches to problems, and a shared base of information, culminating in the development and implementation of an Minor in Biology independent senior research project. Principles of Biology I and II or the equivalent and four additional one-semester courses in Biology of which three Neuroscience Laboratories and Facilities should be laboratory courses above the 2000-level. An Manhattanville College has many well-equipped laboratories to independent study may fulfill one of these requirements. aid students in their curricular and experimental approach to solving problems in neuroscience. For a complete description of the laboratories and facilities available to Neuroscience students, Minor in Environmental Studies see under the Biology Department. This program will provide students with a working knowledge of, and sensitivity toward, current environmental problems, so Faculty Advisor that they may address environmental challenges from a multi- Annemarie Bettica (Biology Department) — Cell biology, disciplinary approach. This minor can be tailored to a variety of molecular genetics, cancer biology, neuroscience, bioethics, majors and concentrations including Political Science, bioinformatics, electron microscopy, histochemistry, Sociology, Economics, Education, and English Writing, in order immunocytochemistry, and biophotography to provide a unique and individualized course of study.

Neuroscience Concentration Requirements The Minor in Environmental Studies provides students with a Nineteen courses are required for the Neuroscience concentration, solid foundation in basic environmental sciences, specifically fifteen of which are core requirements and four are electives. It is biology, physiology, and ecology. Additionally, students focus strongly recommended for majors to seek out the Faculty Advisor on the in-depth analyses of local and global environmental as early in the program as possible to ensure proper placements in challenges, and the dynamic relationships which exist between required and elective courses. humans and their world. The independent project is a key requirement of the capstone Environmental Ecology course. It Seven Core Prerequisite Courses to be completed with a minimum is designed to integrate the skills and vision from the students’ of grade C: major area of study within the examination of an important • BIO 1001/1002: Principles of Biology I and II (or present scientific issue in environmental studies. evidence of high academic achievement in equivalent course

Prerequisites work as a prerequisite for all biology-based courses above the Principles of Biology I and II (4 credits each) 2000 level); • CHM 1001/1002:Principles of Chemistry I and II Requirements • CHM 2001: Organic Chemistry I and CHM 2005: Organic One (1) Bio/Environmental Science course (3 credits) Chemistry Laboratory I Choose from: • PSY 2012: Statistics for the Social Sciences I (or an • BIO 1016: Endangered Earth appropriate computer science course). • BIO 2016: Global Environmentalism • BIO 2019: Introduction to Geology Eight Upper-Level Core Requirements: • BIO 2025: Special Topics: Aquatic Ecology • BIO 2021: Introduction to Neuroscience • BIO 3030: Molecular Cell Biology One (1) additional Science course with laboratory (4 credits) • BIO 3039: Recombinant DNA Technology Choose from: • BIO 3060: Bioethics • BIO 3005: Developmental Biology • PSY 3000: Physiological Bases of Behavior • BIO 3007: Human Anatomy and Physiology • BIO 3099: Research Seminar • BIO 3013: Microbiology • BIO 3499: Senior Research • BIO 3018: Invertebrate Zoology • BIO 3998: Senior Evaluation • BIO 3031: Aquatic Biology • BIO 3047: Vertebrate Biology Four Electives. Choose at least one of the following BIOLOGY laboratory-based courses: One (1) Capstone course (4 credits) • BIO 3003: Histology • BIO 3055: Environmental Ecology (includes laboratory and • BIO 3005: Developmental Biology integrative project) • BIO 3057: Forensic Biology

One (1) Environmentally-relevant course* from another Choose at least one of the following NEUROBIOLOGY courses: department (3 credits). Must be outside of student’s major area • BIO 3049: Neuroanatomy and Neurophysiology of study and the Natural Sciences. (*course may have pre- • BIO XXXX Any Neurobiology elective requisites). An updated list will be provided. Choose one of the following BEHAVIORAL NEUROSCIENCE Statistics for the Social Sciences and Tropical Rain Forest courses: Ecology are strongly recommended for this program. • PSY 3016: Clinical Psychopharmacology • PSY 3023: Biological Bases of Mental Illness Neuroscience Concentration • PSY 3035:Seminar in Biopsychology The Concentration in Neuroscience is a prescribed program of study that emphasizes an interdisciplinary approach to solving Choose one (1) of the following COGNITIVE PSYCHOLOGY problems in the study of the normal and pathological conditions courses: of the nervous system. It combines the best of subdisciplinary, • PSY 2008: Sensation and Perception disciplinary, and interdisciplinary training, essential for future • PSY 2048: Learning and Memory

36 • PSY 3044: Cognitive Psychology emphasized. Lecture topics will include habitat selection, communication and social behavior, reproduction, and the Senior Evaluation evolution of parental care. Not for major credit. (Fall ‘05 ‘07). The following three-course sequence must be completed by each student in the Neuroscience concentration before graduation (see BIO 1019: Introduction to the Marine Environment (3 cr.) Senior Research Program under Biology major and consult This introductory class will provide an overview of both course descriptions for further details). physical and biological aspects of the earth’s oceans. Physical • BIO 3099: Research Seminar characteristics to be discussed will include area, depth, • BIO 3499: Senior Research temperature, salinity, pressure and the importance of water • BIO 3998: Senior Evaluation movements. The biology of ocean communities will also be The senior research sequence culminates in an oral presentation examined, ranging from primary production in phytoplankton to the Biology department and a written journal article. communities to macroinvertebrates, fish and marine mammals. Emphasis will be placed on nutrient cycling and biological Premedical Candidates diversity within marine ecosystems. Not for major credit. In addition to Principles of Biology I and II, Principles of (Spring ‘07) Chemistry I and II plus labs, Organic Chemistry I and Organic Chemistry Laboratory I, the premedical candidate, pursuing a BIO 2008: Nutrition (3 cr.) concentration in Neuroscience must also satisfactorily complete This one-semester course focuses on the principles and practical Organic Chemistry II and Organic Chemistry Laboratory II, aspects of nutrition in a personal way. The physiological Physics I and II, Calculus I and II, and an English Literature importance of macronutrients and micronutrients are discussed course in addition to a course in academic writing (e.g. ENC to help students understand what good nutrition can accomplish. 4010). Emphasis is on evaluation and self-assessment of students’ nutritional status and needs. (Spring) Note: Neuroscience is not available as a minor. BIO 2016: Global Environmentalism (3 cr.) Course Descriptions This course introduces students to the global nature of BIO 1001/1002: Principles of Biology I and II (4 cr. each) environmental issues. Each major topic will be covered with This two-semester lecture sequence, complemented with hands- specific reference to an area of the world. For example, on laboratory experience, stresses the major biological principles biodiversity and conservation will be discussed in a broad and concepts that serve as the foundation for study in the overview but particular emphasis will be placed on examining biological and health-related fields. Although the first semester the problem in wildlife parks in Africa as well as tropical includes topics such as the chemistry of biological systems, cell rainforests in South America. Water pollution will be covered and historical organization, membrane transport, metabolism with specific reference to the Clean Water Act in North and evolution of organisms, the major focus is on the principles America. Comparison of environmental policy, standards and of Mendelian genetics, molecular genetics, and population personal attitudes throughout the world will be possible using genetics. The second semester stresses animal and plant this framework. Topics will include nuclear, air, and water organization, development, and physiology. Laboratory pollution; deforestation; ozone destruction and global warming; sessions provide opportunities for students to gain technical human ecology; species diversity; sustainable agriculture and experience and to improve laboratory-related writing skills. The world population growth. (Spring ‘07) BIO 1001-1002 sequence is strongly recommended; however, students may take BIO 1002 before BIO 1001. (Fall) (Spring) BIO 2019: Introduction to Geology (3 cr.) This course is an introduction to physical and historical geology BIO 1015: Introduction to Human Disease (3 cr.) and is open to all students. Topics covered will include basic This course is designed for students with an interest in the minerals and rock structure, soil and water cycles, plate human disease. Different groups of diseases will be introduced, tectonics and earthquakes, volcanic activity, oceans, atmosphere for e.g., Inflammatory diseases or Infectious diseases, and astronomy, sedimentary processes and stratigraphy, Congenital & Hereditary diseases, Degenerative diseases, geologic time and radiometric dating, and will conclude with Metabolic diseases and Neoplastic Diseases. The causes and the general concepts in evolutionary theory and paleontology biology of the diseases will be discussed. There will be an (history of life on earth). Students interested in the introduction of microorganisms such as bacteria, fungi and environmental studies minor concentration, as well as students viruses. Not for major credit. (Spring) who are interested in earth science are especially encouraged to participate. (Fall ‘06) BIO 1016: Endangered Earth: Understanding Environmental Pollution (3 cr.) BIO 2020: Special Topics: Biology of Cancer (3 cr.) Technological development in the last century has resulted in Open to all students, this course explores the basic nature of persistent changes in Earth’s environment. Industrialization and cancer from its ancient historical evolution to its distribution fossil fuel dependence have led to significant air, water and land throughout the modern world. By examining current pollution. Sources and mechanisms of pollution will be immunocytochemical, molecular genetic and biochemical examined, as well as adverse effects on human health and research on the many diseases of cancer, the student can gain a ecosystems. Topics of current interest include acid rain, ozone better understanding of the behavior and activities of both depletion, global warming, loss of biodiversity, wetland normal and cancerous cells. Recent research on the many disappearance, temperate and tropical deforestation and the causes of cancer gives us new ideas for prevention and treatment effects of urbanization on natural areas. Not for major credit. methods. In addition, this course leaves the student with the (Fall ‘05, ‘07) scientific basis for personal life style, nutritional and environmental choices to minimize the risk of cancer during his BIO 1018: Introduction to Animal Behavior (3 cr.) or her lifetime. (Spring ‘06) The objective of this course is to introduce the biological basis and diversity of animal behavior, including physiological, BIO 2021: Special Topics: Introduction to Neuroscience (3 cr.) developmental, ecological, and evolutionary aspects. The This course, open to all students, emphasizes the biological relationship between the behavior of living organisms and their structures and functions of the brain and nervous system in survival and reproduction in natural environments will be health and disease. Topics include neuroanatomy, cellular

37 organization and membrane biology, and neuroimaging such as BIO 3013: Microbiology (4 cr.) CAT scan and MRI. (Spring ‘07) This is an introduction to the morphology and physiology of bacteria and other microorganisms. Laboratory exercises will BIO 2025: Special Topics: Aquatic Ecology (3 cr.) afford students the opportunity to develop skill in sterile The goal of this course to introduce the fundamental concepts of technique and in various practices designed to study the ecology within the context of freshwater and marine ecosystems. morphology, physiology and practical value of nonpathogenic An introduction to the aquatic environment and the species that microorganisms. Human infectious disease such as AIDS is inhabit these environments will initiate the course. Topics will discussed. Prerequisites: Principles of Biology I and II, include community structure, food chains and webs, Principles of Chemistry I and II. (Spring) bioenergetics, nutrient cycles, diversity and species competition. Local areas such as the Hudson River Watershed, Long Island BIO 3015: Principles of Biochemistry (3 cr.) estuary, and the Great Lakes will be examined. The African This one-semester lecture course focuses on the structure and Lakes, Amazon Basin, Caribbean Sea and other specific areas function of biomolecules including enzymology, bioenergetics, will also be discussed. Students will investigate a specific and intermediary metabolism. Prerequisites: Principles of aquatic ecosystem of their choice for their research paper, and Biology I and II, Principles of Chemistry I and II, and Organic will have the opportunity for some “hands-on” experience with Chemistry I and II. (Fall) local ecosystems. (Spring ‘06) BIO 3019: Nutrition in Health and Disease (3 cr.) BIO 3001: Comparative Anatomy (4 cr.) This course covers the methods of nutritional assessment for This lecture/laboratory course will focus on the principals of the various pathological conditions. Food habits, nutrition during comparative method in studying anatomical structures as well as pregnancy, relationship between nutrition and physical fitness on the evolutionary relationships of animals. Lecture topics will are studied. The nutrition effect on diseases such as include the evolution and structure of the major organ systems, Gastrointestinal Disease, AIDS, Renal Disease, Diabetes are study of homologous structures, phylogenetic reconstruction and discussed. Prerequisites: Principles of Biology, Principles of systematic relationships, developmental pathways and the Chemistry. (Spring ‘07) relationship between form and function. In the laboratory, students will learn dissecting techniques as they compare BIO 3021: Special Topics: Advanced Mammalian Physiology (3 invertebrate and vertebrate animals and their anatomy. The aim cr.)Mammalian physiology is at the heart of study of medicine. of the lab will be to examine these in a comparative framework, In this course we will cover several key physiological processes. relating structure and form to function and evolutionary Using a graduate level physiology textbook and current adaptation. Students will be responsible for a semester-long scientific literature as guides we will cover cellular physiology, dissector journal that will encompass all of the material the nervous system, hematopoiesis, the cardiovascular system, examined in the lab sessions. Prerequisites: Principles of the respiratory system, renal function and the endocrine system. Biology I and II. (Spring ‘06) Prerequisites: Principles of Biology I and II and Human Anatomy and Physiology. Principles of Chemistry I and II, BIO 3003: Histology (4 cr.) Organic Chemistry I and II are recommended. (Spring ‘06) This course studies the microscopic anatomy of animal tissues and organs as elucidated by brightfield and electron microscopy BIO 3027: Transmission Electron Microscopy (4 cr.) and correlates these cellular interactions with function. The This one semester laboratory/lecture course will acquaint the laboratory encompasses a broad range of cytological and student with the TEM as a research tool. Practical experience microtechnique procedures. Prerequisites: Principles of will be stressed, including microscope usage and maintenance, Biology I and II. (Fall) specimen preparation, ultra-sectioning, staining techniques, photographic skills and evaluation of micrographs. BIO 3005: Developmental Biology (4 cr.) Prerequisites: Principles of Biology I and II, Principles of Examination of principles underlying growth and development Chemistry I and II. Histology and/or Molecular Cell Biology of organisms, from fertilization to embryonic organization and are strongly recommended. May be taken at any time as an tissue differentiation. Descriptive morphology of vertebrate and independent study with permission of the instructor. invertebrate developmental sequences will be compared with special emphasis on genetic control and coordination of BIO 3028: Immunology (3 cr.) development, timing of gene expression, and biochemical Nature and mechanisms of acquired resistance including signals. Laboratory study will emphasize descriptive humoral and cellular immunity. Characteristics of antigens and morphology of vertebrate embryology, but will include classical antibodies and their interaction are studied. Immune system and demonstrations of invertebrate development and an experimental disease are discussed. Prerequisites: Principles of Biology I and component. Prerequisites: Principles of Biology I and II, II and Principles of Chemistry I and II. (Spring) Principles of Chemistry I and II. Organic Chemistry I and II are recommended. (Spring ‘06) BIO 3030: Molecular Cell Biology (3 cr.) The emphasis of this lecture course is placed on the BIO 3007: Human Anatomy and Physiology (4 cr.) detailed study of the major cellular components with particular This course deals with the various processes and activities of the attention to the relationship between functions and the molecular human body. Subject matter includes physical and chemical and supramolecular organization of the cell. Topics will include properties of life, cell membrane theory, nervous system the fine structure of eukaryotes, prokaryotes and viruses, the organization and control, the endocrine system and neuro- chemical composition of cells and the molecular manipulation of endocrine integration, cardiovascular principles and cellular components. The emerging field of molecular cell hematopoietic controls, respiration, gastrointestinal function, biology offers a more comprehensive approach to the and muscle physiology. Laboratory work includes systematic understanding of the cell and ultimately, the human organism. coverage of human anatomy, cat dissections, and relevant This approach utilizes the techniques of the molecular biologist physiological experiments. Prerequisites: Principles of Biology and represents a union of several subfields of biology including I and II, Principles of Chemistry I and II. (Fall) genetics, cell biology, biochemistry and microscopy. Prerequisites: Principles of Biology I and II, and Principles of Chemistry I and II. (Fall)

38 BIO 3032: Parasitology (4 cr.) phylogenetic relationships between vertebrate classes, and a A study of animal parasites with an emphasis on human parasitic comparison of reproductive strategies. Prerequisites: Principles disease. Course content includes protozoan, helminth and of Biology I and II, Principles of Chemistry I and II. (Fall ‘06) arthropod parasites. Laboratory exercises are designed to illustrate parasite anatomy and to enable students to diagnose BIO 3049: Neuroanatomy and Neurophysiology (4 cr.) certain parasitic disease. Prerequisites: Principles of Biology. Various topics related to the structure and function of the central (Fall ‘07) and peripheral nervous systems will be included in this course. Topics will include basic concepts in neurophysiology, BIO 3035/3036: Biochemistry I and II (3 cr. each) neurodevelopment, and neurochemistry, gross and micro- This is a two-semester course designed to introduce students to neuroanatomy, neuropathology, and functional systems. Lecture the interrelatedness of the molecular framework, bimolecular material will be augmented by weekly laboratory sessions. activities and functioning of living organisms. Structure and Prerequisites: BIO 1001/1002: Principles of Biology I and II and function of proteins, enzymology, bioenergetics and CHM 1001/1002:Principles of Chemistry I and II. (Spring ‘07) glucosemetabolism (Glycolysis, TCA cycle) are emphasized. Corequisites: BIO 3037/3038. Prerequisites: Principles of BIO 3050: Scanning Electron Microscopy and Cell Biology I and II, Principles of Chemistry I and II, Organic Photomicrography (4 cr.) Chemistry I and II. Juniors and Seniors or permission of This three-credit lecture/laboratory course is designed to instructor. (Fall/Spring each) familiarize the student with the usage of the SEM as applied to research. Major emphasis will be on the preparation of BIO 3037/3038: Biochemical Techniques I and II (2 cr.) biological specimens, individual operation and maintenance of This two-semester course is the concurrent requirement of BIO the microscope, and the collection and presentation of SEM 3035/3036. Exercises are designed to introduce students to a data. The photo-technique topics will include the use of the variety of biochemical analytical techniques, preparative brightfield and phase contrast microscope and our darkroom procedures and instruments used in biochemical facilities to expose, develop, and print macroscopic images. experimentation. Students apply the methods in projects Prerequisites: Principles of Biology I and II, Principles of designed to gain experience in developing and applying Chemistry I and II, Histology and/or Molecular Cell Biology are protocols for biochemical research. Prerequisites: Principles of strongly recommended. May be taken at any time as an Biology I and II, Principles of Chemistry I and II, Organic independent study with the permission of the instructor. Chemistry I and II. (Fall) (Spring) BIO 3051: Tropical Rain Forest Ecology (3 cr.) BIO 3039: Recombinant DNA Technology (4 cr.) This course examines the interactions between plants, animals, This one-semester laboratory course focuses on the central humans, and the environment with special focus on the questions in modern molecular biology, how cells work in biological relationships found in the tropical rain forests. Topics molecular detail. The study of genetics is now facilitated by a covered will include; general ecology, ecology of the tropical collection of recombinant DNA techniques designed for direct rain forests, biodiversity, biological regimes, sustainable manipulation and chemical analysis of the genetic material economics, environmentalism, and the impact of bioprospecting, which controls the cell. The specific techniques used in this international conventions, and intellectual property rights. course include the specific cleavage of DNA with restriction (Summer) endonucleases, nucleic acid hybridization, gel electrophoresis, and DNA cloning. This laboratory course is the complement to BIO 3052: Infectious Diseases (3 cr.) BIO 3030 Molecular Cell Biology and replaces the Genetics The focus of this course is on microorganisms as they affect courses. Prerequisites: Principles of Biology I and II, Principles human health, including methods of physical and chemical of Chemistry I and II, or permission of instructor. Molecular control of microbes, drugs, and human-microbe interactions, the Cell Biology is strongly recommended. (Spring) nature of human host defenses to microbes, epidemiology and the major microbial groups of medical importance. BIO 3043: Electron Microscopy for Research and Education Prerequisites: Principles of Biology, Principles of Chemistry. (4 cr.) (Fall ‘07) This one-semester laboratory/lecture course will acquaint the student with both the scanning electron microscope (SEM) and BIO 3055: Human Biology and Evolution (4 cr.) the transmission electron microscope (TEM) as tools for What is human? When and where did our ancestors originate? research and education. Practical applications will be stressed, How old is Homo sapiens? Are Neanderthals our ancestors or and students will have the opportunity to choose the most cousins? How many hominid species are there? These are the appropriate techniques for their needs. Included among these questions of evolution and human ancestry. This course will skills are microscope usage and maintenance, specimen cover the study of humans in their evolutionary, ecological and preparation, ultrasectioning, staining techniques, photographic adaptational setting. Laboratory exercises will include an skills, and evaluation and presentation of micrographs. introduction to the human skeleton, a survey of modern human Prerequisites: Principles of Biology I and II, Principles of variation, adaptation and human genetics; a survey of the Chemistry I and II, or the permission of the instructor. primate fossil record as well as study of the living primates; and Histology and/or Molecular Cell Biology are strongly rec- a detailed examination of the evolutionary history of hominids ommended. (Fall) and humans with particular emphasis on the biology of human evolution. Prerequisites: Principles of Biology I, II. BIO 3047: Vertebrate Biology (4 cr.) (Spring ‘07) Vertebrates are a group of organisms that share a common structural design – the vertebral column. Despite that structural BIO 3056: Environmental Ecology (4 cr.) commonality, they are a surprisingly diverse group of animals in This capstone course for the Environmental Studies minor will terms of morphology, metabolism, behavior and geographic include both lecture and a laboratory and will focus on the distribution. In this course we will examine the physiology, ecological effects of pollution, disturbance and other stresses on ecology, reproductive strategy and evolution of vertebrates ecosystems. Particular attention will be paid to stresses ranging from fish to fowl. Topics will include, but not be associated with human activity and the ecological damage they limited to, the evolution of early vertebrates, physiological are causing. Field work may include off campus trips. In adaptations to life on land, in the water and in the air, addition to the lab and lecture requirements, students will be

39 expected to initiate and successfully complete a semester-long BIO 3099: Research Seminar (2 cr.) research project on a topic of their choosing. Prerequisites: This seminar course is designed to introduce the student to Principles of Biology I, II. (Fall) scientific research problems and to aid critical problem-solving skills through reading and writing in a scientific field of interest. BIO 3057: Forensic Biology (4 cr.) The course focuses on literature searching, elements of This lecture/laboratory course will be an overview of the experimental design, testing a hypothesis, analysis of data, biological evidence and techniques used in forensic science. reading and writing journal articles, and the use of computers for Topics will include study of human skeletal and dental remains, writing, graphics, and presentation. By the end of the semester, trauma to the human body, facial reconstruction, forensic the student will have completed an extended protocol and have entomology and botany, hair and fiber analysis, fingerprinting, established a working literature base for their senior project. pathology used in identification, and toxicology. The course This course should be taken in the spring semester of the junior will also include an examination of the techniques used in year (or in the third from the last semester for accelerated recovery, replication and analysis of DNA that contributes to programs). Prerequisites: Principles of Biology, Principles of DNA profiling, particularly RFLP, VNTR, and STR-PCR Chemistry. (Spring) analysis, and an overview of population variability and demographics. Students will be able to apply many of these BIO 3499: Senior Research (3 cr.) techniques in the laboratory section. Prerequisites: Principles of This independent laboratory course is based on the work Biology, Principles of Chemistry. (Spring ‘06) completed in the Research Seminar. Students will work closely with a Biology faculty member to establish their experimental Bio 3058: Evolutionary Biology (3 cr.) design, standardize their protocols, and conduct their research. This class provides students with an in-depth understanding of This course should be taken in the fall semester of the senior how the scientific method is used to address questions in the year (or in the second from the last semester for accelerated filed of evolutionary biology, and how the application of programs). Prerequisites: Principles of Biology, Principles of evolutionary ideas has shaped contemporary thinking about the Chemistry, Research Seminar. (Fall) history of life on earth. Course material will include discussions of evolutionary theory and Darwinism, speciation and BIO 3998: Senior Evaluation (2 cr.) adaptation, molecular evolution, phylogenetic analysis, analysis This is the final semester in the three-semester research program of trends in the evolution of life, and the evolution of disease. in Biology. In this semester, students will finish their research, Prerequisites: Principles of Biology I, II. (Fall ‘05, ‘07) analyze their data and organize it into their final thesis. The final written thesis is presented as a journal article for BIO 3059: Marine Biology (4 cr.) publication, and is due at the end of the semester. In addition, This course will provide students with a foundation in several all students must formally present their research to the Biology aspects of marine biology. We will begin with a discussion of department. This course is taken in the spring semester of the physical oceanography and then move quickly to biological senior year, or in the final semester in accelerated programs. aspects of marine biology. Topics will include estuarine Prerequisites: Principles of Biology, Principles of Chemistry, ecology, plankton communities, benthic ecology, deep sea Research Seminar and Senior Research. (Spring) biology, marine communities, and fisheries biology. In lab we will take a natural history approach to marine biology by taking BIO 4495: Independent Study (3 cr.) advantage of our unique location near the Hudson River Estuary, For majors only with permission of the department. Must be the Long Island Sound, and the New York Bight. Prerequisites: done under close supervision of a Biology faculty member. Principles of Biology I and II. (Fall) BIO 4497: Internship (3 cr.) BIO 3060: Bioethics (3 cr.) For majors only with permission of the department. Must be Starting with a good foundation in the ethical decision-making done under close supervision of a Biology faculty member. process, the students will be able to identify and analyze Note: Other advanced level courses are described under the pertinent ethical questions by understanding the relevant Graduate Course descriptions, later in this Catalog. scientific concepts and applying their decision-making skills to dilemmas in the health and medical field, in research and biotechnology, and in the environmental arena. Through CHEMISTRY lectures, group discussions, role-playing, and case-based studies, The Chemistry Department offers a strong, diversified major issues such as organ transplantation, euthanasia, reproductive program which prepares the student for graduate work in technologies, human genome project and genetic engineering, chemistry, biochemistry, medicine or the allied health fields. It gene therapy, cloning, stem cell research, and bioenvironmental also provides pre-professional training for careers in academic policies will be examined. (Spring ‘07) and industrial research while enabling students to acquire the full benefits of a liberal arts education. BIO 3070: Cell Culture Techniques (4 cr.) This lecture/laboratory course will provide students with a solid The Chemistry Department’s curriculum includes the courses understanding of basic sterile cell culture techniques through the recommended by the American Chemical Society (see below growth and maintenance of both normal and transformed under “Major Requirements”). Within the Chemistry major, adherent and suspension cell in culture. Topics include primary students may concentrate in Biochemistry or Pre-medical and explant culture techniques, trypsinization and media Studies (also see Pre-Health Program description). Students supplementation, cell counting, determining viability and growth may also choose the separate Biochemistry major (see curves in plate and well cultures, single cell cloning, transfection Biochemistry listing). technologies, fluorescent analysis, photomicrography, and reporter assays, cryopreservation, cell cycle determinants and The Chemistry Department laboratories are equipped with the induction of apoptosis. This course is strongly modern research instruments including FT-IR, FT-NMR and recommended for those students who plan to do cell or tissue UV-visible spectrophotometers, as well as GC and HPLC units. work in cancer or neuroscience research for their senior project. Department computers are available to students for Prerequisites: Principles of Biology I, II. Histology or computational chemistry and molecular modeling. Majors are Molecular Cell Biology is strongly recommended. (Spring) required to participate in research either by registering in the Chemistry Department research or Honors research courses, or

40 in a departmentally approved Internship of Summer Research • Register for Honors Research (CHM 3071/4071) in the fall Program. Chemistry majors are eligible to apply for a limited of their junior year and for the following three semesters. number of Research Assistantships and Internships available at After consulting with and receiving the approval of Ciba-Geigy Corporation, IBM, PepsiCo and other neighboring department faculty, students select a topic or area of study. institutions. Students selected for participation will receive The senior Honors thesis will be based on this research advanced laboratory credit. program, which will be pursued in addition to the regular requirements of the major. Faculty and Professional Interests • Give an oral presentation of the Honors thesis to the Darlene D'Alliessi — Organometallic Chemistry Department at the end of the senior year (basis of the grade Sheila Morehouse — Inorganic Chemistry for Senior Evaluation)

Adjunct Faculty Departmental Honors Gerald Spielholtz The requirements for Departmental Honors in Chemistry Kenneth Wilkowski ordinarily are a grade of B or better in all the required Chemistry courses for the major program. In some cases however, the final Major Requirements decision is made by vote of the Chemistry faculty after Principles of Chemistry I, II plus lab; Organic Chemistry I, II discussion of the student's record. plus lab; Physical Chemistry I, II plus lab; Intermediate Inorganic Chemistry plus lab; Chemical and Instrumental Minor Requirements Analysis plus lab; one advanced elective; evidence of research Five lecture courses and at least one laboratory course above the experience; and the Senior Evaluation (see below). The introductory level. At least three of the required courses for the program recommended by the American Chemical Society Chemistry Minor must be taken at Manhattanville. Chemistry includes all of the above plus Advanced Inorganic Chemistry courses required by the student’s major (e.g. Biology) may not and one additional elective. Corequisites: Calculus I, II and be used to satisfy the requirements for a minor in Chemistry. Physics I, II. Recommended: Differential Equations, Linear Algebra, Statistics, Computer Programming. At least six of the Course Descriptions required Chemistry core courses must be taken at CHM 1001/1002: Principles of Chemistry I and II (3 cr.) Manhattanville. The minimum grade for major credit in Topics included will be atomic and molecular structure, Chemistry is C-. stoichiometry, thermodynamics, periodicity, the physical properties of gases, liquids, solids and solutions, acids and Prospective Chemistry majors should choose a Chemistry bases, chemical equilibrium, kinetics, electrochemistry, faculty member as an academic advisor as soon as possible in coordination chemistry and nuclear reactions. Prerequisite: order to prepare an appropriate study plan. Students may tailor High school chemistry recommended. Corequisite: CHM their program according to their particular interests. 1003/1004. (Fall) (Spring) Concentrations include: CHM 1003/1004: Principles of Chemistry Laboratory I and II Pre-Medical Concentration (1 cr.) The Pre-Medical Concentration should include the Chemistry Laboratory techniques and experimental methods which major core courses plus Biology I and II, Biochemistry I and II, demonstrate the principles studied in the corequisite lecture and two semesters of English, one of which must be English sequence CHM 1001/1002. (Fall) (Spring) composition (e.g. ENC 4010). CHM 1005: The Origins of Life (3 cr.) Biochemistry Concentration Designed for non-science majors, this course covers the origins This is a Chemistry major program with an emphasis on of life molecules, appearance of life on earth, photosynthesis Biochemistry as recommended by the American Chemical and the life cycle, the genetic code, nucleic acids, enzymes and Society: core courses plus Biology I and II, Biochemistry I and proteins, life sustaining molecules, vitamins, drugs and II, and a Research Project. Other relevant courses include medicinal chemistry. (Spring, alternate years) Bioorganic Chemistry, Bioinorganic Chemistry, and Medicinal Chemistry. Students may also take the Biochemistry major CHM 2001/2002: Organic Chemistry I and II (3 cr.) program (see Biochemistry listing above). This course is a study of the major classes of organic compounds, designed to provide students with the background Senior Evaluation in organic chemistry needed for advanced study in chemistry All majors must register for the 1 credit Senior Evaluation and the life sciences. Topics will include: reaction mechanisms, (CHM 3998) in the Spring of the Senior year. For students in synthesis, structure determination, stereochemistry and the the Honors Program, the grade for the Senior Evaluation is relationships between structure and reactivity. Prerequisite: based on the presentation/defense of the Honors thesis produced CHM 1002 or equivalent. Corequisite: CHM 2005/2006. (Fall) in connection with the Honors Research course (CHM (Spring) 3071/4071). For students not in the Honors Program, the grade for Senior Evaluation is based on the Graduate Record Exam in CHM 2004: Medicinal Chemistry (3 cr.) Chemistry taken in the Fall of the Senior year. This course will examine drug distribution and metabolism, and drug-target interactions. Several classes of drugs will be Honors Program considered. What makes a good drug will also be discussed. To qualify for this program, students must have a B+ average in Prerequisites: CHM 2002. (Spring) chemistry courses and a B+ average overall. The final decision on admission to the Honors Program is made by the department, CHM 2005/2006: Organic Chemistry Laboratory I and II (2 cr.) ordinarily at the end of the sophomore year. At the end of their This provides laboratory techniques in organic chemistry junior year, students are reviewed for continuance in the including methods of separation and purification and the program. Successful completion earns a notation on the synthesis and characterization of organic compounds. transcript: “Completion of Chemistry Honors Program”. As Prerequisite: CHM 1002 and CHM 1004 or equivalents. part of the program, students must: Corequisite: CHM 2001/2002. (Fall) (Spring)

41 CHM 2009/2010: Physical Chemistry I and II (3 cr.) determination and description of selected organic reaction The principles of chemical thermodynamics with applications to mechanisms. A brief introduction to synthetic design will also phase and solution equilibria, electrochemistry, reaction be included. Prerequisites: CHM 2002 and CHM 2010 or kinetics, an introduction to quantum mechanics, spectroscopy, permission of the instructor. (Fall, alternate years) and statistical thermodynamics. Prerequisites: CHM 1002, PHY 1002 or PHY 1004, MATH 1030, and MATH 1032. CHM 3015: Principles of Biochemistry (3 cr.) Corequisite: CHM 2011/2012. (Fall) (Spring) The structure and function of biomolecules including enzymology, bioenergetics and intermediary metabolism. CHM 2011/2012: Physical Chemistry Laboratory I and II (2 cr.) Prerequisites: CHM 1002, CHM 2002. Corequisite: CHM This course provides laboratory experience in chemical 2009. (Fall) thermodynamics, reaction kinetics, spectroscopy, and other physical methods. Prerequisites: CHM 1002, PHY 1002 or CHM 3017: Bioinorganic Chemistry (3 cr.) PHY 1004, MATH 1030 and MATH 1032. Corequisite: CHM This course involves a study of the inorganic elements essential 2009/2010. (Fall) (Spring) to life and their biological function. Topics include coordination chemistry in biological systems, the interaction of metal ions CHM 2015: Intermediate Inorganic Chemistry (3 cr.) with proteins and nucleic acids, physical methods in Topics include atomic structure, ionic and covalent bonding, bioinorganic chemistry, hydrolytic enzymes, electron transfer coordination chemistry, crystal field and molecular orbital proteins, beneficial and toxic effects of metal ions and theories, acid-base theory, organometallic chemistry and chemotherapeutic metal complexes. Prerequisites: CHM 1002 representative reactions, kinetics and mechanisms of inorganic and CHM 2002 or permission of the instructor. (Spring) compounds. Prerequisite: CHM 1002. Corequisite: CHM 2009, CHM 2016. (Fall) CHM 3035/3036: Biochemistry I and II (3 cr.) This is a two-semester course designed to introduce students to CHM 2016: Inorganic Chemistry Laboratory (2 cr.) the interrelatedness of the molecular framework, biomolecular A series of experiments involving the synthesis and activities and functioning of living organisms. Structure and characterization of inorganic compounds. The relationship function of proteins, enzymology, enzyme synthesis and its between structure and spectra will be demonstrated using IR, regulation, bioenergetics and intermediary metabolism are UV-Vis, GC and NMR techniques. Prerequisites: CHM 1002. emphasized. Prerequisites: BIO 1002, CHM 1002, CHM 2002. Corequisites: CHM 2009, CHM 2015. (Fall) (Fall) (Spring )

CHM 2017: Special Topics in Inorganic Chemistry (3 cr.) CHM 3037/3038: Biochemical Techniques I and II (2 cr.) A survey course offered in interdisciplinary areas such as The isolation and characterization of biomolecules and the Organometallic Chemistry. Prerequisites: CHM 1002, CHM introduction of biochemical analytical techniques. 2002. (Fall) Prerequisites: CHM 1002, CHM 2002. Corequisites: CHM 2009, CHM 3015 or CHM 3035/3036. (Fall) (Spring) CHM 3003: Chemical and Instrumental Analysis (3 cr.) This course includes the statistical treatment of data, gravimetric CHM 3050: Chemistry Seminar (3 cr.) and volumetric analysis, and solution chemistry. It provides an This course requires that students research, prepare and present a introduction to the theory and use of modern instrumental seminar on an advanced research topic in Chemistry under the methods of analysis including spectroscopy and direction of a faculty member. Prerequisites: CHM 1002, CHM chromatography. Prerequisites: CHM 1002, CHM 2009. 2002, CHM 2009. Corequisite: CHM 2010 or permission of the Corequisites: CHM 3004. (Spring) Department. (Spring)

CHM 3004: Chemical and Instrumental Analysis Laboratory CHM 3071/4071: Honors Research (3 cr.) (2 cr.) (Fall) (Spring) This course consists of a series of laboratory experiments that illustrate instrumental analytical techniques presented in CHM CHM 3998: Senior Evaluation (1 cr.) 3003. Prerequisites: CHM 1002, CHM 2009. Corequisite: (Fall) (Spring) CHM 3003. (Spring) CHM 4450: Research (3 cr.) CHM 3007: Advanced Inorganic Chemistry (3 cr.) (Fall) (Spring) This course includes the study of the magnetic properties and absorption spectra of inorganic compounds. Group theory and CLASSICS molecular symmetry with chemical applications are also Classics, the study of the Greek and Latin languages, literatures, considered. Prerequisites: CHM 2002, CHM 2010, CHM 2015, and cultures, enables the student to understand and appreciate CHM 3003. (Spring) those intellectual and artistic works of enduring significance that continue to be a major influence on the modern world. CHM 3013: Bioorganic Chemistry (3 cr.) Although a traditional major in Classics is not currently feasible, This course covers the organic chemistry of biologically strong and motivated students may construct a self-designed significant molecules, with emphasis on the application of major in “Classical Studies” by taking the Latin courses concepts of organic reaction mechanisms to the study of available at Manhattanville, adding to these related courses in enzyme-mediated biochemical transformations. How chemists Classics from other departments, and combining these with a investigate and attempt to mimic biochemical transformations semester of cooperative study at the Center for Medieval and will also be studied. Prerequisite: CHM 2002 or equivalent Renaissance Studies in Oxford, England. (Cooperative study completed within the past 5 years or with permission of the abroad programs require special application and approval; instructor. Recommended: CHM 3035/3036. (Spring, alternate interested student should see the Study Abroad Advisor) years) Students interested in a self-designed major in Classical Studies should consult with the provost at their earliest possible CHM 3014: Advanced Organic Chemistry (3 cr.) convenience. All self-designed majors must be approved by the Topics will include applications of molecular orbital theory, Board on Academic Standards. stereochemical principle, conformational effects, and the

42 Faculty and Professional Interests Anthony Rudel — public relations, advertising, journalism Christopher Lauber — Latin Language and Literature Randye Spina —speech, advertising studies, business and interpersonal communication Minor Requirements Frances Trelease — speech, business communication, media Five courses: at least two in Latin language, and at least one in writing Latin or Greek literature (available to qualified students as independent studies). With approval of the provost, up to 3 Major Requirements courses may be in appropriate subjects from another department; A major in Communication Studies consists of twelve courses, e.g., Greek Art. Minimum grade required for minor courses: C. plus a senior evaluation (COMM 3997: Project Proposal 1 cr. and COMM 3998 Final Project 2 cr.). At least nine of the Course Descriptions regular courses must be liberal arts in nature. The twelve CSS 1013/1014: Introduction to Latin I and II (3 cr. each) courses begin with a required core of seven: This course emphasizes learning to read Latin. Vocabulary, • Introductory communication studies: COMM 1001 grammar, and syntax are studied in the context of readings in • One course in speech and interpersonal communication: Latin about life in classical Rome. Prerequisite for CSS 1013: COMM 2009 none; for CSS 1014: CSS 1013 or its equivalent. (Fall) (Spring) • One course in communication theory: COMM 2090

• One of the following courses in written communication: CSS 2021/2022: Readings in Latin Literature I and II ENW 3011, ENW 4003, DTH 3244, COMM 3002, (3 cr. each) ENW 4005, COMM 4050 Study of selected Latin authors, including Virgil, Ovid, Catallus, Cicero, Pliny and Tacitus. • One of the following courses in film, photography or broadcasting history and criticism: ARH 1030, ENG 2083, CSS 4495: Independent Study: Topics in Latin or Greek (3 cr.) ENG 3028, ENG 3029, COMM 3030 Studies in specific authors, periods, genres, or stylistics. May be • One course in the production of visual or aural repeated with a change in topic. Prerequisite: Consult the communication (all are non-liberal arts)*: ART 1003, department. (Fall) (Spring) COMM 2050, COMM 4050, ART 3004, ART 3064, ART 4004, ART 4007/4008/4010, ART4033, ART 4062, ART 4067, DTH 2550, MUA 1007, MUA 2011. Check with Studio Art and Music about courses that have COMMUNICATIONS STUDIES prerequisites. The act of communication takes many forms. We communicate • One seminar, requiring a research paper: ARH 3072, through speech, writing, and nonverbal means, through art, COMM 3070, COMM 3071, COMM 3072, COMM 3073, technology, popular culture and, particularly in this day and age, SOC 3050, SOC 3088. through the mass media. Through its communication program and the offerings of other departments, as well as through The remaining five courses will consist of two concentrations. internships and extracurricular activities, Manhattanville Students take three courses in one area and two courses in provides an exciting, well-rounded approach to communication another. Two concentrations MUST be chosen. The five in theory, history, analysis and practice. Communication studies courses must come from at least two departments and include at at the undergraduate level prepare students for careers in least one 3000-level course. At least three of the five must be broadcasting and film, advertising, public relations, and archival liberal arts. The four concentrations are: and research work, as well as publishing, management, and the health professions. Students also undertake graduate work in Corporate Communication (Advertising, Print, PR) (* indicates fields from media studies and production to law and business. non-liberal arts)

Faculty and Professional Interests • COMM 2030 Communicating in the Business World* David Lugowski (Director) — Film history and theory, mass • COMM 2021 Society, Culture and Public Relations communication, communication theory, gender, sexuality and • COMM 2022 Advertising and American Popular Culture communication • COMM 3070 Media Ethics David Adams—Organizational behavior, management, • COMM 3072 Media Industries & Information Technology: entrepreneurship From Gutenberg to the Internet Jeff Bens — Screenwriting and narrative writing • COMM 3002 Writing for the Media Hannah Fox—Acting, performance studies • MGT 1003 Introduction to Marketing* James Frank—Photography, computer graphics, • MGT 2012 Consumer Behavior* interactive design • MGT 2015 Organizational Behavior* Gillian Greenhill Hannum—History of photography • MGT 2016 Integrated Marketing Communication* Nancy Harris — Images of women in popular culture, gender Note: MGT 1001* is a co-requisite for this concentration. and society Van Hartmann — Film studies, film and literature Interpersonal and Intercultural Communication Geoffrey Kidde—Music technology and communication • COMM 2010 Interpersonal and Intercultural Alakananda Mukerji — Multimedia, computer animation, Communication graphic design • COMM 2030 Communicating in the Business World* John Murray — Mass media in sociological contexts • COMM 3035 Argumentation, Persuasion and Debate

• COMM 3037 Small Group Discussion and Communication Adjunct Faculty • DTH 1001 Acting I R. Bruce Brasell — film and mass media history, theory and analysis • DTH 3314 Performance Seminar: Collaborative Process Abne Eisenberg — speech and interpersonal communication, • DTH 4010 Voice and Speech* argumentation and debate • DTH4114 Contact Improvisation* C. Tony Ely — TV and video production Note: COMM 2010 must be taken in both the two-course and Anne Gold — Business communication, public relations, small three-three versions of this concentration. group communication

43 Broadcasting Studies Minor Requirements • ART 3004 Multimedia* A minor in communication studies consists of six courses; the • ART 4033 Interactive Design* one production course is generally not liberal arts. • ART 4062 Computer Animation* • Introductory communication studies: COMM 1001 • DTH 4004 Acting for the Camera • One course in speech and interpersonal communication: • DTH 4015 Acting for the Camera II COMM 2009 • MUA 1007 Intro to Music Technology* • One of the following courses in written media • MUA 2011 Audio Recording Technique I* communication: ENW 3011, ENW 4003, DTH 3244, • MUA 3011 Audio Recording Technique II COMM 3002, ENW 4005, COMM 4050 • SOC 3050 Mass Media and Society • One of the following courses in film or photography • SOC 3055 Media and Social Change studies: ARH 1030, ARH 3072, ENG 2083, ENG 3028, ENG 3029, ENG 2080, ENG 3075, ENG 3076, ENG 4010, • SOC 3088 Images of Women in Popular Culture ENG 4020, ENG 4030 • COMM 3030 History of Broadcasting • One course in the production of visual or aural • COMM 3070 Media Ethics communication: COMM 2050, COMM 4050, MUA 1007, • COMM 3071 Minorities and the Media MUA 2011, ART 4007/4010/4048/4067, ART/COMM • COMM 3072 Media Industries & Info Technology: From 3004, ART 4004, DTH 2550, ART 3064, etc. Check with Gutenberg to the Internet Studio Art and Music about courses that have pre- • COMM 3073 Rethinking Gender, Sexuality, Politics: requisites. Queer Media Studies • A course in communication theory or one upper-level • COMM 4025 Topics in Advanced TV/Video* course: COMM 2090, COMM 3030, SOC 3050, SOC Note: no more than one DTH course can be taken in this 3088, concentration. ARH 3072, COMM 3070, COMM 3071, COMM 3072, COMM 3073, ENG 3075, ENG 4030. Film and Photography Studies • ARH 1030 History of Photography Note: A film or photography studies elective cannot serve as • ARH 3072 Women Photographers both course #4 and course #6. Six courses are still required for • ART 4007 Beginners’ Photography* the minor. Some COMM courses (e.g. COMM 2021, 2022, • ART 4008 Photographic Essay* 2030) cannot be used to satisfy the minor. • ART 4010/4048 Intermediate/Advanced Photography/Color Photography* Internships: Manhattanville’s location enables students to take advantage of the considerable resources of Westchester county • ART 4067 Digital Photography and Computer Imaging* and New York City to obtain internships with newspapers, radio • DTH 4004 Acting for the Camera stations, advertising and public relations firms, television and • DTH 4015 Acting for the Camera II other media production companies, and more. Students with • ENW 4004 Screenwriting Workshop II sufficient communication studies backgrounds have interned • ENG 2083 Intro to Film Criticism with TV and radio programs, leading PR and publishing firms, • ENG 2080 American Film and independent filmmakers. • ENG 3028 History of Cinema I • ENG 3029 History of Cinema II Course Descriptions • ENG 3075 Film Theory Note: Non-liberal arts courses are indicated by an asterisk after • ENG 3076 Women’s Film the course title. Students are urged to plan carefully to ensure that they will have the 90 liberal arts credits required for the • ENG 4010 Major Film Directors B.A. degree. • ENG 4020 Topics in Film Genre • ENG 4030 Topics in National and Regional Cinemas COMM 1001: Introduction to Communication (3 cr.) Note: no more than two ENG or one DTH course can be taken This course surveys human and media-enabled communication. in this concentration. Starting with concepts in communication theory, we consider interpersonal, public and nonverbal communication. A primary It is highly recommended that students take at least Introduction focus is the mass media—the history and means by which they to Communication, and one other class (such as Oral communicate, the effects of this communication, and the Presentation, Introduction to Film Criticism, Journalism, or professional and ethical issues involved. We cover print media, Interpersonal and Intercultural Communication) during their first photography, radio, cinema, television and new media, and such two years at the College. Prerequisites for Art classes should related fields as advertising, public relations and political also be taken during one’s first two years. communication. (Fall) (Spring)

Theories of Communication must be taken in the fall of one's COMM 2009: Oral Presentation and Communication (3 cr.) sophomore or junior year. Students must also take COMM 3997 This course helps students develop reliable vocal and listening Project Proposal in the spring of their junior year, with the goal techniques that will result in clear, healthy communication. of completing their thesis projects (COMM 3998) in the fall Through oral presentation of formal and informal speeches, senior year. It is highly recommended that students take their discussion and work with notable literary texts and speeches, seminar course as juniors. and introductory studies in nonverbal, interpersonal and intercultural communication, students will practice the Distinction will be conferred on graduating seniors who have a expression and exchange of ideas in a logical, well-organized 3.6 G.P.A. in coursework for the major, a grade of A- or higher manner. (Fall) (Spring) on their overall senior evaluation and who have contributed to the program. Students who maintain a 3.7 G.P.A. within the COMM 2010: Interpersonal and Intercultural Communication major and meet the other requirements listed here will be (3 cr.) granted honors. This course enhances interpersonal and small group communication skills and surveys theoretical foundations,

44 focusing on verbal and nonverbal interaction. Topics include COMM 3030: History of Broadcasting (3 cr.) listening, perception, self-concept and self-disclosure, Focusing on U.S. broadcasting, but touching on comparative persuasion, leadership, conflict management, cultural difference, media systems, we consider the technological, industrial, relational development and disengagement. Exercises relate to stylistic, historical, cultural and political contexts related to radio fields from business to education and consider more intimate and television. We study audiences and creators, and explore and familial dynamics as well. (Spring) the growth of genres, advertising, newscasting and media regulation. We develop theoretical tools for analyzing “Golden COMM 2021: Society, Culture and Public Relations (3 cr.) Age” radio; the 1950s quiz show scandal; the “Vast Wasteland” An introduction to the practices and ethics of public relations of 60s TV; children’s programming; PBS and MTV; talk radio; and its role in society and the administration of organizations. cable, alternative and digital media; coverage of political events; We examine theory and practice, teaching such skills as writing growing media conglomerates. Recommended but not required: press releases and assembling press packets. We consider the COMM 1001. (Fall ‘05) history, philosophy and processes of PR; public opinion; internal PR; propaganda; crisis management; government, community COMM 3035: Argumentation, Persuasion and Debate and celebrity PR. Students work on both team and individual This course familiarizes students with the worlds of controversy projects. (Fall) (formal and informal) and ethical reasoning. It addresses types of argumentation and such elements as relevance, proof, COMM 2022: Advertising and American Popular Culture (3 cr.) persuasion, claims and fallacies, evaluation skills, minimizing A survey of the history of advertising through various media emotionality, strategically manipulating linguistic tools, and (print, broadcast, new media) and its impact upon our culture, rational, meaningful decision-making. Techniques aid students from how it affects interpersonal and political communication to in expressing themselves in a clear, concise and healthily issues of gender, race and family. Different types of ads and ad assertive manner. (Fall) campaigns are studied, as are the ethics, practices and business world of advertising today. (Spring) COMM 3037: Small Group Discussion and Communication This course examines theories of group dynamics and the COMM 2030: Communicating in the Business World (3 cr.) * meaning of norms, goals, roles and leadership styles in small, This course prepares students to clearly express themselves in task-oriented groups. Topics cover techniques involved in the business world. The focus is on understanding basic effective group and intergroup communication: discussion, principles (listening and persuasive presentation, aspects of nonverbal issues, decision-making, conflict resolution, ethics, written communication), the culture of the workplace leadership, team building, meeting planning. Students environment (diversity, ethics) and how to work in teams participate in structured group experiences and apply concepts to (leadership principles, decision making). We also cover the process of communication when working as a member of a negotiation and organizational issues, question and answer team. (Fall) sessions, and interviewing skills. (Spring) COMM 3070: Media Ethics (3 cr.) COMM 2050: Introduction to Television Production (4 cr.) * This seminar introduces concepts in moral reasoning (Kant, This course introduces basics of TV production: video camera Aristotle, J.S. Mill) and relates them to historical, contemporary usage, studio and/or on-location setups, sound, lighting and and/or imaginary case studies across media. Topics might editing. It could focus on electronic field production, studio include the ethics of checkbook journalism and dramatic re- work, or both. Group work and class projects are emphasized, enactments; truth-telling (libel, undercover cameras, altered but students must also learn the terminology and appropriate images); fairness and honesty in advertising and public relations; equipment handling and conduct required of the field. COMM the right to privacy vs. the right to know; entertainment content, majors/minors will be given preference; no pre-requisites, but censorship and their social influence; journalistic ethics permission is required. (Fall) (Spring) regarding disclosure, news and political coverage; matters of gender equity, diversity, stereotyping and social responsibility; COMM 2090: Theories of Communication (3 cr.) internet ethics. We aim to develop guidelines for ethical Required for a communication studies major, this course evaluation, communication and conduct. Research paper considers key models of communication (Shannon & Weaver, required. Prerequisite: COMM 1001 or permission. Gerbner) before surveying theoretical aspects of information, (Spring ‘06) perception persuasion, and also interpersonal, intercultural, nonverbal, small group and political communication. In COMM 3071: Minorities and the Media (3 cr.) studying mass media, we contrast the social science-based This seminar considers minorities along three intersecting axes. “process” school with more language-based systems such as One is how a group has been represented within the history of semiotics. We consider how media operate and audiences the media; another looks at how minorities have worked within respond, introducing cultivation analysis, cultural studies, issues mainstream and alternative media, and how they represent in new media communication, and the social construction of themselves when empowered to do so. The third considers how class, race, and gender. Various texts provide examples, with minority reading communities interpret media to suit their own in-class exercises in interpersonal dynamics and media analysis, needs. We present case studies exploring such groups as and outside projects applying theories to advertising. African-Americans, Asians, the elderly, gays, the homeless, Prerequisite: COMM 1001 (Fall) Jews, Latinos, Muslims, Native Americans, the physically challenged or others. Research paper required. Prerequisite: COMM 3002: Writing for the Media (3 cr.) COMM 1001 or instructor permission. (Spring ‘06) Oriented towards social-science and business media, this creative nonfiction course examines issues of style, history, COMM 3072: Media Industries and Information Technology: ethics and practice in writing for media research and criticism, From Gutenberg to the Internet (3 cr.) public relations, advertising and the internet. Types of writing This seminar historicizes information technologies in relation to to be covered could include copy editing, position papers, cultural developments as new media emerged. We begin with proposals, releases, "backgrounders" and new media copy. the revolution engendered by print media, and move on to the Aspects of journalistic style are relevant, but students interested telegraph and telephone, photography and cinema, radio, TV, in journalism should take ENW 4011. (Spring) and communication satellites. One focus is the industries and cultures that developed with each medium, and how

45 technological change interacted with industrial and political Majors are required to complete a Core Study, which includes: change to alter the very nature of communication. We finish basic theory and performance techniques; studio exploration and with digital media and how internet culture and new media are seminar studies; design, technical and production skills, and transforming older paradigms. Research paper required. performance. The four-year program culminates in a guided Prerequisite: COMM 1001 or instructor permission. Senior Thesis Project, which reflects the initiative, interests and (Spring ‘05, ‘07) skills of the individual student.

COMM 3073: Rethinking Gender, Sexuality and Politics: Queer The spine of the Dance curriculum is a sequential study of Media Studies (4 cr.) Modern Dance technique, employing a variety of current and The seminar explores “queer theory” as applied to one of its traditional styles and methods, with an emphasis on creative key texts, the mass media. We historicize lesbian, gay, bisexual, process. The basic course of study is enriched through a rotating transgendered and other queer media from Weimar culture to selection of dance forms including ballet, jazz, tap, Afro- Hollywood’s Production Code era, from underground cinema to Caribbean, and Flamenco. Each semester a professional guest later cracks into mainstream and new media. Coverage of AIDS choreographer teaches advanced technique and choreographs a receives attention, as do lesbian-feminist issues, the now- piece for performance. Recent guest choreographers have mainstream gay print media and TV, documentaries and news worked with the Joffrey Ballet, Pilobolus Dance Theater, Twyla coverage, New Queer Cinema, controversial artists in Tharp Dance Company, Bill T. Jones and the Alvin Ailey photography, and other U.S. and international expressions of American Dance Center. queer politics and culture. Research paper required. Prerequisite: COMM 1001 or instructor permission. Theater training includes a sequential study of acting, dramatic (Spring '05 ‘07) literature and history, as well as directing, design, technical theater, production and stage management. Acting training COMM 3997: Project Proposal (1 cr.) integrates both traditional and experimental models, with This one-credit seminar is required of communication majors primary emphasis on the vocal and physical life of the actor. during their junior year. We examine the sub-fields of Special emphasis is given to Shakespeare studies, enhanced by communication studies and the research methodologies, an annual spring production of a Shakespeare play in Reid resources and guidelines needed to execute a thesis project. Past Castle. projects are considered, with the goal that at the end of the term, students will give a presentation and have an introduction and Ample opportunities to perform are available through a full proposal for their projects, complete with bibliography. For schedule of plays, dance concerts, musical and performance majors only, this course is followed up with COMM 3998 Final events and student thesis projects. Students are encouraged to Project. (Spring) take an active role in projects generated by the student-run clubs, the Dance Ensemble and Players Guild. COMM 3998: Final Project (2 cr.) In this continuation of Project Proposal, students will execute The Department's primary performing spaces are The Little their integrative senior thesis projects. While some projects Theater, an intimate 125-seat facility with excellent sight lines might include the making of a creative product and others will and acoustics. The EXperimental Theater, a flexible black box focus upon completing a paper, all projects will include theater serves as a studio and performance space. The Kennedy evidence of research, regular meetings with one's advisor, drafts, Dance Studio offers a bright, spacious environment for classes and a substantial write-up including a final bibliography. (Fall) and rehearsals. Proximity to the artistic resources of New York (Spring) City provides a strong support for the Dance & Theater program. COMM4025: Topics in Advanced TV/Video (4 cr.) * An advanced production class whose topics could include: Light Faculty and Professional Interests and the digital camera; editing sound and image; producing the Michael Posnick (Director) — Acting, Dramatic Literature, documentary, producing news for TV and streaming video on Shakespeare Studies websites. May be repeated for credit provided the topic Ara Fitzgerald (Associate Director) — Modern Dance changes. Prerequisite: COMM 2050. Also requires permission Technique, Composition, Improvisation of director. (Fall) (Spring) Hannah Fox — Directing, Dance Theater, Multi-cultural Theater COMM4050: Print Media: Editing, Design and Publication Michael Lounsbery, Technical Director — Technical Theater, (3 cr.) * Lighting, Scene Design Students in this practicum will work to produce paper and/or online editions of the Manhattanville newspaper, The Adjunct faculty Touchstone. They will study the policies, ethics and practices of Mark Cherry — Music Theater editorial board decision making, will gain further writing Robert Daley: Stage Management, Scene Painting experience, and will learn about layout and visual design of print Pepe Diaz-Salazar — Dance Therapy media. Prerequisite: ENW 4011 Journalism. Instructor or Stacy Forsyth-Mahan: Ballet director permission required. (Fall) (Spring) Arthur Fredric: Jazz Jonathan Huberth — Acting for the Camera Candace Hundley-Kamate — Afro-Caribbean Dance DANCE & THEATER Greta Levart — Dance History, Performance Seminars Within the context of Manhattanville's strong liberal arts Patricia McGinnis — Alexander Technique tradition, the Department of Dance & Theater offers Michael Montel — History of Musical Theater fundamental studies in performance technique, history, theory Jim Neisen — Acting and literature. Emphasis is on creative process. The curriculum Liz Prince — Costume Design provides basic understanding and practice of the elements of Valerie Pullman — Modern Dance Technique, Dance performance and explores the collaborative frontiers where Pedagogy & Administration Dance & Theater meet. Neta Pulvermacher — Modern Dance Technique

46 Ken Rothchild — Scene Design, Guest Designer DTH 4114 Contact Improvisation 2 Greta Schnee — Drama Therapy DTH 4500 Stage Crew (3 productions) N/C Kirstie Simpson — Contact Improvisation TOTAL: 42 Clista Townsend — Acting, Voice & Speech, Shakespeare Studies NOTE: During their four-year program, Majors are strongly Jeff Wanshel — Playwriting advised to participate in an internship, or equivalent program under the guidance of the departmental advisors. Procedures for Acceptance Students wishing to major in Dance & Theater will be accepted Dance Concentration by the College's Admissions Department based on standard All CORE Courses, plus: criteria. No entrance audition to the department is required. DTH 2214 Romantic & Classical Traditions Dance technique placement auditions may be required for new in Dance 3 students at the start of each semester. The first year of DTH 2216 History of American Dance 3 classwork provides faculty with the opportunity to observe and DTH 2245 Movement Studies 3 counsel students on the advisability of pursuing the Dance & DTH 2530 Introduction to Dance Therapy I 3 Theater major. To this end, a departmental review is conducted DTH 4102 Modern Dance Technique II 2 in the middle of the Sophomore year. DTH 4103 Modern Dance Technique III 2 DTH 4120 Composition 3 Performing Arts Scholarships DTH 4420 Choreographers' Workshop 2 Students who have applied to the college may audition for a Dance Electives 7 Performance Scholarship and should contact the Admissions Design Elective 3 Department for further information. TOTAL: 31 Total number of credits for DTH Major with Incoming freshmen interested in the Dance & Theater Major Dance Concentration 73 must contact the Directors of the Department for curriculum guidance. Students should declare their intention to major in Dance & Theater at the end of their Freshman year, at which Theater Concentration time a Department advisor will be assigned. The Directors of All CORE Courses plus: Dance & Theater must approve a study plan prepared by the DTH 2030 Directing I 3 student at the end of the first semester of the Sophomore year. DTH 2530 Concepts in Scene Design 3 Transfer students will be admitted as majors on a case-by-case DTH 2540 Introduction to Drama Therapy 3 basis. DTH 3202, 3203 Survey of Dramatic Literature I & II 6 DTH 4002 Acting II 2 Honors and Prizes DTH 4011 Voice & Speech II 2 Departmental honors are conferred by the faculty to the DTH 4400 Additional Performance Project 2 graduating seniors who have achieved the highest grade point Shakespeare (ENG 2000 or 3000 3 average and who have demonstrated exceptional creativity. The level) Department also awards a prize to students who have Electives (at least one liberal arts course) 7 contributed most to the department and who exemplify the TOTAL 31 values of exceptional service and commitment. Total number of credits for DTH Major with Theater Concentration 73 Note: For the Music Theater Concentration, students should Majors consult the listing under the Music Department. Bachelor of Arts in Dance & Theater is available with

Concentrations in: Dance Dance Therapy Concentration with Minor in Theater Psychology Dance Therapy (with Psychology Minor) All CORE Courses minus one Performance Project plus: DTH 2214 Romantic & Classical Traditions in Minors Dance 3 Dance DTH 2216 History of American Dance 3 Theater DTH 2245 Movement Studies 3 DTH 3645 Anatomy & Kineseology 3 Major Requirements DTH 3635 Introduction to Dance Therapy II 3 NOTE: To be counted toward the major and minor, all course DTH 4102 Modern Dance Technique II 2 work within the Department must be taken for letter grade and DTH 4103 Modern Dance Technique III 2 must receive a grade of C or better. DTH 4120 Composition 3 DTH 4420 Choreographers' Workshop 2 CORE COURSES Dance Electives (including one lib arts course) 7 DTH 1000 Creative Process I 3 TOTAL 31 DTH 1001 Acting I 3 Total number of credits for DTH Major with DTH 1500 Stagecraft 2 Dance Therapy Concentration 73 DTH 2535 Lighting 3 DTH 2318, 2319 Major Seminar (Junior Year) 4 Dance Minor DTH XXXX Performance Seminars (2) 6 Students choosing to minor in Dance & Theater with an DTH 3320, 3321 Senior Thesis Seminar (Junior Year) 6 emphasis on dance are required to take the following courses: DTH 3542 Stage Management 3 • DTH 1000: Creative Process I DTH 4010 Voice & Speech I 2 • DTH 1002: Creative Process II DTH 4101 Modern Dance Technique I 2 • DTH 2212: History of American Dance DTH 4111 Alexander Technique I 1 • DTH 2214: Romantic & Classical Traditions in Dance DTH 4112 Yoga 1 • DTH 4101: Modern Dance Technique I & II DTH XXXX Performance Projects (2) 4

47 • DTH 2245: Movement Studies (or equivalent) DTH 2009: Mask Theater Workshop (2 cr.)* • DTH 4410: Performance Project This course will acquaint students with the essence and scope of • Two Departmental electives Mask as an art form through cultural survey and practical • DTH 4500: Stage Crew (2) application. The course will offer an opportunity to design and explore several Mask styles, teach basic techniques of mask Theater Minor construction and manipulation, mount a Mask theater production and develop critical skills in evaluation. (Fall) Students choosing to minor in Dance & Theater with an emphasis on theater are required to take the following courses: DTH 2030: Directing I (3 cr.) • DTH 1002: Creative Process I A practical introduction to the fundamentals of play direction, • DTH 1003: Creative Process II including: examination of the work of master directors, play • DTH 3202 or 3203: Survey of Dramatic Literature I or II analysis and research methods, preparation of production book, • DTH XXXX: Performance Seminar (1) consideration of design elements, casting, rehearsal techniques • DTH 1001: Acting I and work with actors. Prerequisite: Creative Process. (Fall) • DTH 4010: Voice & Speech I • DTH XXXX: Performance Project DTH 2214: Romantic & Classical Traditions in Dance (3 cr.) • One Shakespeare course in the English Dept. This course will explore the development of the romantic Ballet • Two Departmental electives of Western Europe through the ballets of Giselle and La Sylphide and the classical traditions of master choreographer • DTH 4500: Stage Crew (2) Marius Petitpa through his ballets Swan Lake and The

Nutcracker. The course will explore how the romantic ballet of Students choosing Dance & Theater as a minor must consult Western Europe and the classical ballet of Russia reflect their with the Department by the end of the first semester of the time and place and how these esthetics have influenced the Sophomore year for curriculum planning. dance of today. Offered every other Fall alternating with DTH

2216. (Fall ‘06) Course Descriptions

Note: Non-liberal arts courses are indicated by an asterisk after DTH 2216: History of American Dance (3 cr.) the course title. Students are urged to plan carefully to ensure A survey course on American theater dance, focusing on major that they will have the 90 liberal arts credits required for the trends and personalities in ballet and modern dance. Beginning B.A. degree. with the turn of the 20th century with Isadora Duncan, we will

look at the dances and dancers who developed a uniquely DTH 1000: Creative Process (3 cr.) American dance vocabulary including: Martha Graham, Doris This entry-level course provides incoming students with a Humphrey, George Balanchine, Alvin Ailey, Merce foundation the vocabularies of performance through studio Cunningham, Jerome Robbins, Mark Morris, Twyla Tharp, the exercises in ensemble techniques, viewpoints, storytelling, Judson Theater dancers, and emerging artists of today. We will choreographic composition, improvisation, investigation of examine the economic, social, technological and cultural forces, theatrical texts and basic design elements. It will also provide which helped shape the direction dance has taken. Material will practice in clarity and authenticity of speech and an introduction be developed through lecture and discussion, aided by guest to Shakespeare texts. A series of critical readings on creativity, speakers, videos and films, workshops and attendance at performance theory and techniques will inform the course. selected dance concerts. Offered every other Fall, alternating Students will submit written responses to assigned readings, as with DTH 2214. (Fall’ 05) well as to live performances on campus and in New York. This course is the prerequisite for nearly all required courses the DTH DTH 2235: American Musical Theater: Then and Now (3 cr.) Major. (Fall) (Spring) This course will survey the history and development of the

American Musical Theater from its pre-Civil War beginnings to DTH 1001 Acting I (3 cr.) current Broadway productions, such as Rent, The Lion King, An introduction to dramatic interpretation, basic theories of and Parade. The study will include guest artists, archival film acting and fundamental techniques including: voice and breath, and video and New York performance trips. (Fall) expressive movement, theatre games and improvisation, memorization, monologues, beginning scene work and DTH 2245: Movement Studies (3 cr.) introduction to Shakespeare. The course aims to build An exploration of the language of movement from various awareness, confidence and skill in self-expression and includes a perspectives including Bartenieff Fundamentals and Laban's selected series of theoretical and historical readings with written work in space harmony and effort analysis. Offered every other responses. year. (Fall ‘05)

DTH 1500: Stagecraft (3 cr.)* DTH 2318/ 2319: Major Seminar I & II (4 cr.) Stagecraft is the study of the theories and applications of Required for majors in the Junior year. (Fall, Spring) building and painting scenery and properties for theatrical productions. This introductory course will cover practices of DTH 2530: Concepts in Scene Design (3 cr.) construction techniques, as well as a brief section on scene This course will provide a historical overview of scenic design, painting. Students will assist in the building and painting of opportunities for research and preparation of a series of scene departmental productions. Two hour class plus additional lab designs and models, as well as hands-on experience in assisting time. (Fall) (Spring) in the design and construction of sets for departmental

productions. Prerequisite: Creative Process or permission of the DTH 1550 Video & Performance Workshop (2 cr.)* Instructor. Offered yearly in rotation with Costume Design. This course is about seeing and perspective. Using video and (Spring) various other techniques to sharpen awareness and expression, students will gain insights into the intersection between visual DTH 2532: Scene Painting (2 cr.) * and performance vocabularies. Emmy-award winning video- This will be a practical course in which the students will grapher Eliot Caplan is the Instructor. (Spring) complete four scene painting projects, a landscape, an

architectural study, a poster, including lettering and a figure, and

48 a final project of a drop the students work on together. Some workshops, guest artists, and attendance at performances in work will be expected painting productions. (Fall) New York. (Summer 05, 07)

DTH 2535: Lighting (3 cr.)* DTH 3314: Performance Seminar Collaborative Process (3 cr.) Introduction to the theory, principles and practical techniques of This course will explore the nature and experience of dance and theater lighting. Students will design and assist in collaboration between artists- dancers, actors, writers, visual lighting performance pieces. Prerequisite: Creative Process or artists and musicians. We will investigate historical precedents, permission of the Instructor. (Fall) (Spring) including The Diaghilev Ballet Russes, the Russian avant-garde, Dada-Surrealism, The Bauhaus, Merce Cunningham, John Cage, DTH 2540: Costume Design (3 cr.)* and artists such as Robert Rauschenberg and Jasper Johns. An This course will provide a historical overview of costume integral part of the course will be seeing performances by design, opportunities for research and preparation of a series of collaborative artists in New York City. costume rendering projects, as well as hands-on experience in assisting in the design and construction of costumes for DTH 3320/3321: Senior Thesis Seminar I & II (6 cr.) departmental productions. Prerequisite: Creative Process or The Senior Thesis Seminar is a required course over both terms permission of the Instructor. (Fall) of the senior year. Its purpose is to provide students with theoretical structure and practical, process-oriented tools for the DTH 2635: Introduction to Dance Therapy I (3 cr.) successful completion of their senior thesis project, the This course will provide a theoretical and experiential culmination of their college career. The seminar also provides a introduction to the theory, techniques and practice of dance supportive and challenging environment for exploration, open therapy. Arts therapies offer a viable career option for students discussion of the students' development through the artistic interested in applying performance techniques in education and process from conception through evaluation. (Fall) (Spring) the healing professions. Prerequisite: Creative Process or Modern Dance Technique I or permission of the Instructor. DTH 3542: Stage Management (3 cr.)* Offered every other Fall. (Fall 06) A practical introduction to the fundamentals of stage management, including company management, scheduling and DTH 2636: Introduction to Dance Therapy II (3 cr.) time management, preparation of the stage manager's production Continued investigation of study begun in Introduction to Dance book, calling the show, working with directors and actors, etc. Therapy I. Offered every other Spring. (Spring 07) Students receive hands-on training working closely with departmental Dance & Theater productions. Prerequisite: DTH 2640: Introduction to Drama Therapy I (3 cr.) Creative Process, Stage Crew or permission of the Instructor. This course will provide a theoretical and experiential (Fall) (Spring) introduction to the theory, techniques and practice of drama therapy. Arts therapies offer a viable career option for students DTH 3645: Anatomy and Kineseology (3 cr.) interested in applying performance techniques in education and A concentrated study of the role of human anatomy in dance the healing professions. Prerequisite: Creative Process, Acting performance and everyday life and an anatomical exploration of I, Fundamentals of Psychology or permission of the Instructor. the structure and function of the musculo-skeletal system. The (Fall) course will include lectures in anatomy by faculty of the Biology Department. (Spring ‘06) Offered every other spring. DTH 3202: Survey of Dramatic Literature I: The Classics (3 cr.) Through reading, viewing and discussion of exemplary plays, DTH 4002: Acting II: Scene Study (2 cr.) this course will survey the literary, historical, political and This course explores various methods of scene study, traditional cultural significance of theater and drama from the Greeks to and experimental, with emphasis on Stanislavski technique. Shakespeare, including Medieval theater, French, Spanish and Students will work on script analysis, physicalization, Italian Renaissance drama, and a brief investigation of Asian concentration, personalization, actions and objectives, and use of theater. (Fall) the senses. Prerequisite: Acting I. (Fall) (Spring)

DTH 3203: Survey of Dramatic Literature II: Modern Drama DTH 4003: Playing Shakespeare (2-5 cr.) (3 cr.) This advanced level course will provide tools and techniques to Through reading, viewing and discussion of exemplary plays, approach Shakespeare’s plays and poems, to explore historical this course will survey the literary, historical, political and and cultural contexts and to appreciate thematic, dramatic and cultural significance of theater and drama from the realism of critical concerns. The course will be built around a Ibsen to the contemporary stage, including the works of Brecht, “laboratory” in which the ideas discussed in the classroom will Williams, Miller, Beckett and beyond. (Spring) guide physical and vocal explorations of Shakespeare texts. Students will practice analysis of text, grammar and meaning, DTH 3310: Performance Seminar: Experimental (3 cr.) sound and breath, verse and rhythm; exploration of character This seminar will focus on experimental dance and theater and relationship. Students will prepare and present a series of performance by examining representative artists and groups in sonnets, monologues and scenes for exploration and relation to their traditions, historical context and connection with development. 2 cr. By audition. (Fall) Offered in conjunction other arts. This course will include guest artists and performers with Spring Shakespeare production for a total of and trips to New York for performances, rehearsals and 5 cr. backstage visits. Offered in rotation with other Performance Seminars. (Spring) DTH 4004: Acting for the Camera (2 cr.) This course further explores the craft of acting as it applies to DTH 3312: Performance Seminar: Non- Western film and television. Students will examine various methods and This seminar will explore performance styles, techniques and techniques that screen actors use in developing their roles. subject matter of non-western cultures. How do traditional and Exemplary films and selected scenes will be screened inside and contemporary styles reflect social, political and cultural change? outside of the class for written and oral critique. Students will How do performance styles cross and transcend geographical act in scenes and exercises, which will be videotaped in class for borders? This course will include lectures, discussion, studio analysis. Differences and similarities between stage and screen acting will be explored. The course does not address the history

49 of film or the craft of filmmaking. Rather, it is designed for DTH 4112: Yoga (1 cr.)* those students interested in deepening their acting skills and Systematic integrative study of the philosophy and practice for developing a critical eye. (Fall) (Spring) this ancient technique of body-mind education. (Fall) (Spring)

DTH 4005: Acting for the Camera II (2 cr.) DTH 4113: Afro-Caribbean Dance II (2 cr.)* An exploration of the skills, techniques and critical investigation An expansion of the exploration of African and Afro-Caribbean begun of Acting for Camera I. Prerequisite: Acting for dance styles, techniques and cultural influences. (Spring) Camera I. (Spring ‘06) DTH 4114: Contact Improvisation (2 cr.)* DTH 4010: Voice and Speech I (2 cr.) In this class the students will learn the fundamental principles of In this course students will investigate and strengthen basic this dance form. They will be taught the art of falling, rolling, vocal elements: breath, voice production and placement, diction, tumbling, so that they become acquainted with being able to rhythm and resonance. Emphasis will be on freeing and move off the center of balance without contracting in the body. developing the natural voice. Students will work with a variety The students can then begin to work with others to explore a of texts including Shakespeare. (Fall) shared center of balance between two or more bodies. Students will be encouraged to explore the connection between DTH 4012: Voice and Speech II (2 cr.) expression and movement. (Spring) Continuation and expansion of DTH 4010 Voice for Theater, with particular emphasis on addressing individual vocal DTH 4115: Alexander Technique II (1 cr.)* strengths and weaknesses. Prerequisite: Voice and Speech A further investigation of the theory and practice of Alexander Theater I. (Spring) Technique. (Spring)

DTH 4101: Modern Dance Technique I (2 cr.) DTH 4116: Ballet III (2 cr.)* This course provides basic training in dance technique, An advanced level course in classical ballet stressing musicality, emphasizing body alignment and elementary skills to improve artistry and expression with barre, center exercises and work en awareness of the body as a performing instrument. pointe. By audition or permission of the instructor. (Spring) (Fall) (Spring) DTH 4117 Jazz II (2 cr.)* DTH 4102: Modern Dance Technique II (2 cr.)* An intermediate/advanced level technique class that explores the This course provides continued training in modern dance roots and styles of Jazz Dance. technique in a style based upon use of weight and breath, rhythm and space. Prerequisite: Modern Dance Technique I or DTH 4118: Tap II (2 cr.)* permission of the Instructor. 2 cr. (Fall) (Spring) An extension of the techniques and styles learned in Tap I. Offered every other spring. (Spring ‘06) DTH 4103: Modern Dance Technique III (2 cr.)* This course is for intermediate and advanced dancers and DTH 4119 Flamenco II (2 cr.)* stresses technical expertise, extended dance combinations and Focus will be on 12-count rhythm (Bulerias, Soleares por increased performance skills. Prerequisite: Modern Dance Bulerias), advanced heelwork technique and modern flamenco Technique II or permission of the Instructor. (Fall) (Spring) choreography. Prerequisite or permission of instructor. (Spring ‘05, 07) DTH 4104: Ballet I (2 cr.)* Fundamentals of ballet technique for beginners. (Fall) (Spring) DTH 4120: Composition (3 cr.)* In this course students will work with both traditional and DTH 4105: Ballet II (2 cr.)* experimental forms in dance composition. The course will Intermediate ballet technique. Prerequisite: Ballet I or explore spatial design, text, props, music and rhythm, gesture, permission of the Instructor. (Fall) (Spring) theme and variations, narrative and more. Prerequisite or co- requisite: Modern Dance Technique I or II. (Spring) DTH 4106: Afro-Caribbean Dance I (2 cr.)* An exploration of African and Afro-Caribbean dance styles, DTH 4400: Performance Project/Theater (2 cr.) * techniques and cultural influences. (Spring ‘06) Rehearsal and preparation of a play for public performance with a faculty member or guest director. The spring Performance DTH 4107 Jazz I (2 cr.)* Project is a Shakespeare production. By audition. (Fall, Spring) An introductory level technique class that explores the roots and NOTE: Only the Shakespeare production is a Liberal Arts course styles of Jazz Dance. and carries 3 cr.

DTH 4108 Tap I (2 cr.)* DTH 4440/ MUA 4440: Performance Project/Music Theater An introduction to the techniques and style of Tap Dance. (4 cr.) * Offered every other spring. (Spring ‘06) The Departments of Dance & Theater and Music offer this workshop on the process and craft of theater with music. The DTH 4109 Flamenco I (2 cr.)* workshop will stress training in physical movement and An exploration of Flamenco dance techniques, including choreography, vocal production and dramatic presentation. historical and cultural influences. Though not focused on the production of full-length musicals DTH 4110: Choreographic Improvisation (2 cr.)* and operas, the workshop culminates in a public performance of Prerequisite: Creative Process or Modern Dance Technique I or works developed through the semester. Prerequisite: DTH, Acting I. Offered every other Fall. (Fall ‘06) MUA 4442 Music Theater Lab or permission of the Instructor. (Fall) (Spring) DTH 4111: Alexander Technique I (1 cr.)* Systematic, integrative practicum for body-mind education. DTH 4410 Performance Project/Dance (2 cr.) * (Fall) Rehearsal and preparation a dance piece for public performance with a guest choreographer. By audition. (Fall) (Spring)

50 DTH 4420: Choreographers’ Workshop (2 cr.) * Economics Major Individual choreographic projects will be developed by students Economics is a way of thinking, a method of inquiry used by who have a special interest in and have had some prior both private sector decision-makers and policy-makers in experience in composition. Regular showings and feedback government. The student who elects economics as a major will from faculty and classmates will provide process-oriented develop the analytical ability to frame and solve complicated support for each project. Works that are ready will be presented problems that arise in business and in government and in society in Departmental Dance Concerts or be given an in-progress at large. showing. Prerequisite: Modern Dance Technique I or Improvisation or Composition or demonstrated choreographic An undergraduate major in economics can serve as the basis for experience. (Fall) (Spring) a successful and challenging career or as the foundation for graduate or professional study. Graduates can look forward to DTH 4442: Music Theater Lab (2 cr.) * opportunities in business, law, in foreign service, government or The Departments of Dance & Theater and Music offer this in financial services. Students desiring more education will course as an introduction to the process and craft of theater with have the undergraduate background to undertake graduate study music. This workshop setting will focus on developing skills in economics, business or public policy. The economics major and techniques in physical movement and choreography, vocal is also well regarded by law schools. production, and dramatic elements. The course is intended as a training ground for students who wish to develop high-level Economic Freedom Institute skills in the areas involving theater with music and will focus on Director: Edward Ryan the acquisition and improvement of craft rather than the Sponsored by the Department of Economics, Finance and production of a "show." Permission of the Directors of Dance & Management, the Economic Freedom Institute provides a forum Theater or Music is required. (Fall) (Spring) for the study, analysis and discussion of the nature of economic freedom and its implications. The institute fosters the exchange DTH 4477: Cabaret Workshop (2 cr.) * and development of ideas concerning policies and programs of This course provides students with techniques and skills related importance in regional, national and international arenas. to performing songs from the Musical Theater. Specific emphasis will be placed on acting the song, exploring the Economics Major Requirements dramatic life and its relation to the music. (Fall) (Spring) The economics major consists of 12 courses: 6 are required and

6 are elective. DTH 4497: Internship (Fall) (Spring) *

Required Courses • ECO 1011: Principles of Economics I: Introduction to ECONOMICS, FINANCE, MANAGEMENT Macroeconomics • ECO 1012: Principles of Economics II: Introduction to ECONOMICS Microeconomics Faculty and Professional Interests • ECO 2060: Economic and Business Statistics David Adams — High performance work teams, • ECO 3001: Intermediate Macroeconomic Theory entrepreneurship, operations-production management, human • ECO 3002: Intermediate Microeconomic Theory resources. • ECO 3997: Senior Seminar James Bryan — Microeconomic analysis of public policy, public finance; economic education. Elective Courses Robert Derrell — Financial markets, economic theory, Courses offered under the economics major other than those econometrics. listed as required and all courses in finance can be used as Anna Sachko Gandolfi — Finance, mathematical economics, electives. labor economics, forecasting, money and banking. Ken Mias – Management Information Systems Senior Seminar William C. Perkins — Economic theory, government and The seminar, offered only during the fall semester, requires business, statistics, research and use of economic analysis. Research findings and money and banking. conclusions will be presented in a senior thesis and discussed in Edward Ryan — Labor markets, labor-management relations, a seminar format. A grade of C- is the minimum standard for a economic history, history of economic thought, economic successful senior evaluation. An elective at the 2000 level or freedom. higher may be substituted for the Senior Seminar; however, only Cecilia Ann Winters — International economics, heterodox students who take the Senior Seminar will be considered for economics, economic development. departmental honors at graduation.

Adjunct Faculty Note: an economics major may not double major in manage- Tina Bardsley ment or finance Stephan Feldstein Honors Amy Itzla To achieve department honors, a student must obtain a 3.5 Rosalie Liebowitz average or better in all department courses taken and at least a Jerome McCluskey 3.5 (B+) in the senior seminar. Terri Pasquale

Anthony Pranzo Economics Minor Requirements Martin Shapiro Students who are not economics majors but wish to enroll in Robert Wals economics courses should note that the introductory sequence is John Wenninger a prerequisite for almost all electives. A Minor requires the

completion of ECO 1011 and ECO 1012 plus any three other Note: All courses toward a major or minor in Economics, economics courses. Internships do not count in fulfilling minor Finance or Management must have a minimum grade of C-. requirements.

51 Note: a student who majors in economics, finance, or manage- forecasting methods for both business and economics will be ment must select a minor offered by another department at the discussed and students will learn how to forecast through college. practical, hands-on examples. Prerequisites: Principles of Economics I and II. Internship in Economics Prerequisites: ECO 1011 and ECO 1012, ECO 3002 and at least ECO 2045: Economics of Competitive Strategy (3 cr.) one other economics course. No more than one internship can This course applies microeconomics to the analysis of corporate count toward major requirements. strategy (and even strategy by non-profit corporations). The characteristics of markets and firms that make strategy possible Independent Study in Economics are examined and superior strategies are identified. Students Prerequisites: ECO 1011 and ECO 1012 and an overall G.P.A. will examine contemporary cases. of 3.00. ECO 2050: Women in Development (3 cr.) Course Descriptions This course will survey several countries where development ECO 1011: Principles of Economics I: Introduction to strategies have followed different models while gender has Macroeconomics (3 cr.) played another role. Student projects will explore the question This is an introductory treatment of nation-wide economic of whether any common elements appear in the relations of activity. Topics include the measurement and determination of gender, religion and economic development around the world. gross output, inflation and unemployment. Major attention is given to fiscal and monetary policy. (Fall) (Spring) ECO 2060: Economic Statistics (3 cr.) This course covers methods of analyzing and summarizing ECO 1012: Principles of Economics II: Introduction to economic and business data; numerical measures of location and Microeconomics (3 cr.) dispersion; probability and probability distributions; estimation This is an introductory treatment of the behavior of consumers and hypothesis testing; the correlation coefficient. and business firms and how they interact in markets. Demand Prerequisites: Principles of Economics I and II. (Fall) (Spring) and supply analysis is used to show how price and output will change when market conditions change in a variety of different ECO 3001: Intermediate Macroeconomic Theory (3 cr.) competitive settings. Prerequisite: Principles of Economics I. An intermediate level treatment of the determination of national (Fall) (Spring) output, employment and the price level. Classical, Keynesian, monetarist and related models are considered. Additional topics ECO 2017: Economics and Finance of Health Care Policy (3 cr.) include inflation, unemployment and monetary and fiscal policy. This course examines an increasingly important sector of the US Prerequisites: Principles of Economics I and II. (Spring) economy, as health care now composes almost 15% of gross domestic product. Further, this sector is one of the least ECO 3002: Intermediate Microeconomic Theory (3 cr.) influenced by ordinary market forces, largely because public and An intermediate level treatment of consumer behavior and private insurance cover more than 80% of health care spending. market demand, the theory of the firm, production, cost and The result is a unique and complex challenge to public policy: to supply. Perfect competition, monopolistic competition, determine how best to finance and deliver health care, so that it oligopoly and monopoly markets will be considered. is both efficiently provided and equitably distributed. Prerequisites: Principles of Economics I and II. (Fall)

ECO 2022: Government and Industry (3 cr.) ECO 3008: Applied Econometrics (3 cr.) An examination of how industrial market structure affects the Statistical analysis of econometric phenomena will be conducted conduct and performance of firms in the economy. Topics using standard regression models. Theoretical foundations will include the determinants of market structure, barriers to entry, be established in the classroom while emphasis is placed on price and non-price competition, government regulation and practical application to individual projects designed by each anti-trust policy. Prerequisites: Principles of Economics I student. Prerequisites: Principles of Economics I and II, and II. (Fall ‘06) Economic and Business Statistics and at least one other economics course. (Fall ‘05) ECO 2025: American Economic History (3 cr.) The development of different sectors of the American economy ECO 3016: International Trade and Development (3 cr.) from the colonial era to the present will be described and This course will acquaint the student with the phenomenon of analyzed. Topics include the history of American banking, globalization and what it means for all participants in the world finance and broadcasting; industrialization and the creation and economy. Different economic systems around the world will be growth of the corporation; and the development of modern examined. Students will learn about the theoretical bases for marketing in America. (Fall ‘05) trade and discuss commercial policies, including the theory and practice of protection, regional trading blocs and resource ECO 2032: Applied Game Theory (3 cr.) mobility. A discussion of global finance and foreign debt will People often make decisions in which the reactions of others be followed by a look at economic development and growth in must be anticipated and accounted for. Game theory represents the poor nations of the world. Different models and relevant a systematic way of thinking strategically. This course develops issues of development will be analyzed. Prerequisites: the basics of the field of game theory and applies this theory to a Principles of Economics I and II. (Fall) range of strategic decisions as diverse as those that involve: negotiating contracts; signaling the intent to enter a market; ECO 3035 Seminar in International Business (3 cr.) predatory pricing; acting crazy like a fox; finding and attracting This seminar will investigate the rapidly evolving global the best feasible mate; arranging alliances; and establishing environment in which international business operates. The ways peace among nations. The conditions that produce both conflict large and small firms deal with the forces that make up the and cooperation are explored. Prequisites: Prin of Eco I and II. international environment will be examined. Videos, readings, student participation and an emphasis on the human ECO 2043: Economic Conditions and Forecasting (3 cr.) ramifications of international business will comprise the seminar The nature and cause of business cycles will be analyzed along period. The seminar will require the completion of a research with business cycles and economic indicators. Various project each student will present to the class at the conclusion of

52 the seminar. Prerequisites: Principles of Economics I and II. • ECO 2043: Business Conditions and Forecasting (Spring) • ECO 3008: Applied Econometrics • MGT 1008: Fundamentals of Accounting II ECO 3075: Seminar in Contemporary Economic Issues (3 cr.) Note: A finance major may not double major in economics or Public policy in a market economy is analyzed in a seminar or management. discussion style format. Topics include price controls, energy policy, rent control, product safety standards, environmental Internship in Finance policy, minimum wage law, and educational vouchers. Prerequisites: Principles of Economics I and II, Money and Prerequisites: Principles of Economics I and II. (Fall ‘06) Banking (or Seminar in Money and Banking), Economic and Business Statistics and Corporation Finance. No more than one ECO 3997: Senior Seminar (3 cr.) internship can count toward major requirements. Students undertake research on a topic approved by the instructor and use the analytical tools of the economist to reach Senior Seminar conclusions. Results are presented and discussed in class. The seminar, required of all finance majors, is offered only (Fall) during the fall semester, and requires research and use of economic analysis. Research findings and conclusions will be FINANCE presented in a senior thesis and discussed in a seminar format. Finance is the cornerstone of the enterprise system and is vitally A grade of C- is the minimum standard for a successful senior important to the economic health of business firms and non- evaluation. profit institutions. Finance is concerned with maximizing the value of the firm through the effective application of economic Finance Minor Requirements principles. This dynamic field is characterized by continuous A Minor requires the completion of the following six courses: change in response to shifts in economic conditions making the • ECO 1011: Principles of Macroeconomics study of finance stimulating and challenging. Students learn to • ECO 1012: Principles of Microeconomics develop, analyze and interpret financial statements, learn to • MGT 1002: Fundamentals of Accounting I invest in financial assets and learn to create and evaluate plans • ECO 2060: Economic Statistics to achieve long-term financial success. The finance major is • ECO 2015: Money and Banking or ECO 3020 Seminar in comprised of courses in economics, accounting, finance and Money and Banking quantitative methods. A finance major may find employment in • ECO 2018: Corporation Finance financial institutions or in financial management departments of Note: a student who majors in economics, finance, or non-financial institutions, in corporations or non-profits, as management must select a minor offered by another department financial analysts or in other investment-related activities. The at the college. proximity of Manhattanville College to leading financial institutions and corporate headquarters offering a wide range of internships and employment opportunities makes this major Certificate in Finance particularly attractive. (For Non-Matriculated Students Only) The certificate program is designed for the individual who Finance Major Requirements would like to pursue a career as a financial analyst or improve his or her skills at financial analysis. The program links a strong A major in finance requires 14 courses, 11 required and three theoretical base with problem-solving techniques, enabling the elective. student to immediately apply his or her newly acquired knowledge. Required Courses • MGT 1002: Fundamentals of Accounting I Acceptance: In order to obtain the program’s objectives, a • ECO 1011: Principles of Economics I: Introduction to student may be accepted only after he or she has demonstrated a Macroeconomics basic knowledge of economics. This requirement may be • ECO 1012: Principles of Economics II: Introduction to satisfied through the completion of course work (ECO 1011 and Microeconomics ECO 1012), taking a test to demonstrate competence or previous • ECO 2060: Economic and Business Statistics experience. (Fulfilling the requirement through previous • ECO 3001: Intermediate Macroeconomic Theory experience requires the approval of the chair of the department.) • ECO 3002: Intermediate Microeconomic Theory Granting of the Certificate: To be awarded the certificate in • MGT 1007: Computer Concepts with Business finance, the student must complete four required courses and Applications or MAC 1075 Intro to Data Processing one elective. An average of C+ must be maintained. No • ECO 3020: Seminar in Money and Banking or ECO 2015 courses with a grade lower than C will be accepted towards the Money and Banking certificate. • ECO 2018: Corporation Finance Required Courses: • ECO3018: Seminar in International Finance and the Global Economy • MGT 1002: Fundamentals of Accounting I • ECO 3999: Senior Seminar • ECO 2060: Economic Statistics Note: the computer science requirement is waived for students • ECO 3020 Seminar in Money and Banking or ECO 2015 who take computer science as a minor area of study. Money and Banking • ECO 2018: Corporation Finance Elective Courses • ECO 2003: Investment Analysis • ECO 2003: Investment Analysis • ECO 2005: Personal Finance Elective Courses: • ECO 2009: Public Finance • ECO 2005: Personal Finance • ECO 2017: Economics and Finance of Health Care Policy • ECO 2009: Public Finance • ECO 3012: Portfolio Analysis • ECO 2043: Economic Conditions and Forecasting • ECO 2025: American Economic History or ECO 3075 • ECO 3012: Portfolio Analysis Seminar in Contemporary Economic Issues

53 • ECO 3018: Seminar in International Finance and the ECO 3020: Seminar in Money and Banking (3 cr.) Global Economy An examination of the nature of money, its history and its role in the economy in a seminar forum where students read articles, Upon completion of the certificate in Finance, the student will make oral presentations and write a short research paper. have studied and applied many of the most important financial Additional topics covered include the Federal Reserve system, concepts in business today. This strong foundation will give the other financial institutions, financial markets and the structure of student the background on which to build a successful career in the financial sector of the economy. Prerequisites: Principles of finance. Economics I and II. Note: this course is an alternative to FIN 2015; only one of the two courses may be taken. (Spring) Course Descriptions ECO 2003: Investment Analysis (3 cr.) ECO 3997: Senior Seminar (3 cr.) This course describes the setting of investment decisions and the Students undertake research on a topic approved by the fundamental principles guiding them. Emphasis is on securities instructor and use the tools of financial analysis to reach markets and investment strategies. Prerequisite: Corporation conclusions. Results of papers are presented and discussed in Finance. (Fall) the seminar. (Fall)

ECO 2005: Personal Finance (3 cr.) MANAGEMENT An analytical framework is developed to make the financial The 21st century business environment will provide challenges choices required to fulfill personal goals. Topics include goals and rewards for those who are prepared. The emphasis on team definition; wealth building and exponential functions building, the use of technology and the integration of business (compounded returns); investment basics with a focus on the concepts will require tomorrow’s business decision maker to be evaluation of mutual funds; major purchases; debt; expenditure knowledgeable, to have mental flexibility, to be prepared to controls; risk management and insurance; and investment and adjust to new paradigms and demands and to accomplish this on estate planning. Extensive use is made of computer a national and international level. The management major spreadsheets to perform exercises for the course. Prerequisites: provides the core knowledge of methods, concepts and Principles of Economics I and II. (Spring) principles that will prepare a person to meet these challenges of tomorrow’s business. The understanding of the economy and ECO 2009: Public Finance (3 cr.) the analytical tools of the economist complement this This course analyzes the ways the government taxes, issues curriculum. debt, redistributes income, and makes expenditures. Alternative tax and transfer structures are examined such as proposals for a This program, in addition to preparing the individual for a career flat tax, for privatizing social security and for a negative income in business, provides an excellent background for graduate study tax. The principles of cost-benefit analysis are developed. and professional certifications. Tradeoffs between efficient resource allocation and popular notions of justice will be considered in examining most policies. It is strongly recommended that students majoring in manage- Prerequisites: Principles of Economics I and II. ment take a credit-bearing internship during the junior or senior year. ECO 2015: Money and Banking (3 cr.) This course examines the nature of money, its history and its Note: Courses with the MGT heading are not liberal arts. As role in the economy, the demand and supply of money, the with all non-liberal arts courses at the College, this is indicated Federal Reserve and its relationship to banking and the economy by an asterisk after the title of the course. Students majoring in and the financial structure of the economy including financial Management are encouraged to have a liberal arts minor or markets and institutions. Prerequisites: Principles of Economics double major, and are urged to plan carefully to ensure that I and II. Note: this course is an alternative to FIN 3020; only they will have the 90 liberal arts credits required for the B.A. one of the two courses may be taken. (Spring) degree.

ECO 2018: Corporation Finance (3 cr.) Management Major Requirements This course looks at sources and uses of funds by corporations; A major in management is required to take 12 courses, 9 the analysis and management of their funds, such as cash, required and 3 elective. inventories and accounts receivable, and the efficient selection of short, intermediate and long-term funding. Prerequisites: Required Courses: Principles of Economics I and II, Fundamentals of Accounting I • MGT 1001: Fundamentals of Management* and Economic and Business Statistics. (Fall) • MGT 1003: Introduction to Marketing* • MGT 1002: Fundamentals of Accounting I* ECO 3012: Portfolio Analysis (3 cr.) • MGT 1008: Fundamentals of Accounting II* This course considers both individual and institutional portfolio management. It examines portfolio objectives, linking them to • MGT 1007: Computer Concepts with Business appropriate strategies, as well as the asset allocation decision, Applications* or MAC 1075: Intro to Data Processing equity and fixed income portfolios and portfolio evaluation and • ECO 1011: Principles of Economics I revision. Prerequisite: Corporation Finance. (Spring) • ECO 1012: Principles of Economics II • ECO 2060: Economic Statistics ECO 3017: Seminar in International Finance and the Global • ECO 3997: Senior Seminar Economy (3 cr.) Note: A student should not take both MGT 1007 and MAC 1075, This seminar will explore how worldwide capital flows provide as their overlap is extensive. the nexus between domestic and foreign economies. Analysis of the balance of payments, international money markets and A management major may not double major in either economics exchange policies will convey the relevance that global events or finance. A student who majors in economics, finance, or play in our lives. Videos, readings and student participation will management must select a minor offered by another department comprise the seminar period. Each student will write a research at the college. paper and present the results to the class. Prerequisite: Principles of Economics I and II. (Spring)

54 The computer course requirement is waived for students who • MGT 1001: Fundamentals of Management* take computer science as a Minor. • MGT 1002: Fundamentals of Accounting I* • ECO 1011: Principles of Economics I: Introduction to Elective Courses: Macroeconomics In addition to the management designated courses, a student • ECO 1012: Principles of Economics II: Introduction to may take any economics or finance course as an elective, except Microeconomics for ECO 3997. • MGT 1007: Introduction to Computer Concepts with

Business Applications* Senior Seminar The seminar is offered only during the fall semester. Students • ECO 2060: Economic and Business Statistics undertake research on a topic approved by the instructor and use • MGT 3997: Senior Seminar management tools and techniques to reach conclusions. The results of the research project are presented in a senior thesis and Elective Courses for the Human Resource Concentration: discussed in a seminar format. A grade of C- is the minimum Students may select any 5 courses from the following list. standard for a successful senior evaluation. . An elective at the All courses are 3 credit hours unless otherwise noted. 2000 level or higher may be substituted for the Senior Seminar; • MGT 1005: Management of Human Resources* however, only students who take the Senior Seminar will be • MGT 1006: General HR Employment Practices* considered for departmental honors at graduation. • MGT 2018: Staffing, Safety and Training and Development • (4 cr.)* Management Minor Requirements • MGT 2021: Compensation and Benefits* Seven courses are required, as follows: • MGT 2022: Employee and Labor Relations* • ECO 1011: Principles of Economics I • MGT 2030: Project Management* • ECO 1012: Principles of Economics II • MGT 2015: Organizational Behavior* or PSY 2006: • MGT 1001: Fundamentals of Management • Industrial Organization Psychology • MGT 1002: Fundamentals of Accounting I* • Two electives, one of which must be chosen within finance Related Elective Courses for the Human Resource Concen- (selected from the list of electives for the finance major). tration: • The other may be from management, economics, or The following courses have a strong relationship with human finance. resource management. While they do not count toward the concentration in management, they could be taken as part of a Internships do not count in fulfilling the minor requirements. minor in another department or as part of a second major: Note: a student who majors in economics, finance, or manage- • PSY 1004: Fundamentals of Psychology ment must select a minor offered by another department at the • PSY 2009: Social Psychology college. • PSY 2018: Drug Use and Abuse • PSY 3006: Psychopathology Internship in Management • PSY 3049 Health Psychology Completion of all required 1000 level courses is a prerequisite • PSY 3047: Discrimination, Stereotyping and Prejudice for an internship. No more than one internship can count toward • PSY 3020: Cross-Cultural Psychology major requirements, though the college allows students to take as many as nine credits of internships in fulfilling a degree. • PSY 3013: Psychology of Relationships • SOC 1001: Introduction to Sociology Independent Study in Management • SOC 2015: Women and Work Prerequisite: a minimum overall G.P.A. of 3.00 plus completion • SOC 2021: Race and Ethnicity of Fundamentals of Management, Introduction to Marketing and • SOC 2031: Sociology of the Family and Sex Roles Fundamentals of Accounting I and II. • SOC 2034: Sexuality and Society • SOC 2077: Social Problems Concentrations within the Management Major • SOC 3023: Racial Oppression Although not a requirement, a Management major may choose • SOC 3073: Women and the Law to concentrate in the areas of marketing, human resource • SOC 3088: Images of Women management, and international management. Concentration in International Management Concentration in Marketing In an age distinguished by the proliferation of transnational Completion of the nine required courses for the management enterprises, an international manager must be familiar with the major and the completion of any three of the following: wide range of political, linguistic and cultural forces that shape • MGT 1003: Introduction to Marketing* the international marketplace. The objective of the international • MGT 1020: Essentials of Information Systems* management concentration is to prepare the student for the • MGT 2006: International Marketing* globalized economy. By drawing upon Manhattanville’s • MGT 2013: Integrated Marketing Communications* considerable strength in foreign languages and area studies, the • MGT 2017: Internet Marketing* concentration allows the student to situate economic and • MGT 2024: Consumer Behavior* management studies within a geographical and cultural context. Graduates with a concentration in international management It is important to note that the concentrations in International may find employment in a wide variety of fields such as Management and Human Resources have their own sets of international business based in the U.S. or abroad, international requirements and are listed separately from the management banking or as a liaison for international governmental/ major. commercial organizations. This program is greatly enhanced by the college’s proximity to the major financial institutions and Concentration in Human Resource Management multinational corporations based in New York City and Required Management Courses for the Human Resource Westchester County. Concentration:

55 Requirements for International Management Certificate in Management Concentration (for non-matriculated students only) A management major who concentrates in international The certificate program is especially designed for people with management is required to take 11 courses, 8 required and 3 little or no business experience who wish to develop managerial electives. skills. It is particularly useful for those who wish to enter the • ECO 1011: Principles of Economics I: Introduction to job market. Macroeconomics • ECO 1012: Principles of Economics II: Introduction to Granting the Certificate Microeconomics To be awarded the certificate in management the student must complete three required courses and two electives. An average • ECO 2060: Economic and Business Statistics of C+ must be maintained. No course with a grade lower than C • MGT 1001: Fundamentals of Management* will be accepted towards the certificate. • MGT 1002: Fundamentals of Accounting I* • MGT 1003: Introduction to Marketing* Required Courses for the Certificate: • ECO 2015: Money and Banking or ECO 3020 Seminar in • MGT 1001: Fundamentals of Management* Money and Banking • MGT 1002: Fundamentals of Accounting I* • ECO 3997: Senior Seminar: An elective at the 2000 level • MGT 1003: Introduction to Marketing* or higher may be substituted for the Senior Seminar; however, only students who take the Senior Seminar will Elective Courses for the Certificate: be considered for departmental honors at graduation. Completion of any two of the following: • MGT 1004: Principles of Entrepreneurship* Elective courses: • MGT 1005: Management of Human Resources* Two of the following: • MGT 2006: International Marketing* • MGT 2006: International Marketing* • MGT 2015: Organizational Behavior* • MGT 2007: International Management*

• ECO 2036: Seminar in International Business It is strongly recommended that students take Principles of • One of the following: Economics I and II. • ECO 3016: International Trade and Development • ECO 3018: Seminar in International Finance and the The required courses are designed to allow the student to assume • Global Economy the general responsibilities of a manager. The topics students Note: International management cannot be taken as a Minor. will discuss are the basic tools of management, analysis of financial statements and marketing a product. The elective Language requirement for the international management courses permit the student to obtain a deeper knowledge of concentration particular aspects A minimum of four semesters or two semesters beyond the of management. introductory level are required, as defined by the language departments. There are no exceptions to this requirement; The certificate program can be completed in most cases in one students claiming prior competence in language are required year. The college has established a four year time limit for the either to take advanced level courses as determined by that completion of course work for the certificate. language department or to commence the study of another Note: the certificate is granted to only non-matriculated foreign language. Languages study at Manhattanville applicable students. to this program includes French, Spanish, German, Italian and Japanese. Course Descriptions: MGT 1001: Fundamentals of Management (3 cr.)* Area studies requirement for the international management This course focuses on the principles and theory of management. concentration Methods of planning, organizing, staffing, leading and Students are required to take three area study courses relating to controlling a firm will be examined. (Fall) (Spring) Latin America, Africa, Asia, or Europe. Courses that focus on an ethnic or cultural Diaspora with the United States do not MGT 1002: Fundamentals of Accounting I (3 cr.)* satisfy the area studies requirement. Please see an advisor Introduction to accounting concepts for external financial within the department if you have questions about this. Area reporting. Topics include accounting theories and principles studies courses may be spread over more than one area; it is not relative to asset and liability valuations and income required that these courses relate to the language area. Courses determination. (Fall) (Spring) may double-count with the college-wide global perspectives portfolio requirement. MGT 1003: Introduction to Marketing (3 cr.)* Students are given a hands-on understanding of the tools of Students are encouraged to pursue internships, but may not marketing. Marketing tools are integrated into the marketing substitute credit earned in this way for the economics and system. Topics include consumer behavior, product design, management requirements. Study abroad in the area of interest segmentation, advertising, promotion, selling, pricing, is highly recommended. distribution and financial feasibility. (Fall) (Spring) Note: management majors who select a concentration in international management must select a minor offered by some MGT 1004: Principles of Entrepreneurship (3 cr.)* other department at the college. This course introduces the student to the principles and structures of self-owned business. Topics include organization Music Major with Concentration in Music and utilization of resources. Management Requirements for a Music major with concentration in Music MGT 1005: Management of Human Resources (3 cr.)* Management are set forth in the Music program description. This course presents an overall view of the functions of a human resource department. Topics include: international HR management, employee involvement and quality management,

56 the appropriate response of organizations to technological the critical success factors for marketing on the internet. change, the role of the HR professional within the organization, Prerequisite: MAC 1075: Introduction to Data Processing. HR planning strategy and the implementation of a human (Fall) resource information system within the organization. This course is a prerequisite for all other human resources courses. MGT 2018: Staffing, Safety, Training and Development (4 cr.)* (Fall) This course consists of three parts: (1) identification of principles relevant to recruiting, selecting and maintaining an MGT 1006: General HR Employment Practices (3 cr.)* effective workforce; (2) assessment of the impact of safety The course explores the changing legal and regulatory factors standards on the operation of the organization and (3) human affecting employees, employers and employment rights. Topics resource development. The relationship between development covered will include the legal rights and responsibilities relative and training and the organization’s strategy and plans is to hiring and firing, wages and benefits, personnel policies and highlighted. Prerequisites: MGT 1001 and MGT 1005. discrimination. Prerequisite: MGT 1005. MGT 2020: Database Management Systems (3 cr.)* MGT 1007: Computer Concepts with Business Applications In this course students develop a comprehensive set of skills and (3 cr.)* the knowledge that is necessary to successfully design, build and Students become familiar personal computer applications use a database system in today’s dynamic business environment. including word processing, the use spreadsheets, databases, presentation packages and desktop publishing. The internet will MGT 2021: Compensation and Benefits (3 cr.)* be used to acquire information and data. (Fall) (Spring) Students examine total compensation systems and employee benefit programs and develop an understanding of the strategic MGT 1008: Fundamentals of Accounting II (3 cr.)* issues in designing pay structures, benefit plans, cost Introduction to accounting concepts for internal reporting and containment and in the importance of communicating the system control. Topics include cash budgeting, decision making, to the business firm’s employees. Prerequisites: MGT 1001 and capital budgeting, tax aspects of managerial planning and MGT 1005. performance evaluation. Prerequisite: MGT 1002. (Fall) (Spring) MGT 2023: Employee and Labor Relations (3 cr.)* The course analyzes the practice surrounding the relationship MGT 1020: Essentials of Information Systems (3 cr.)* between the organization and its employees. Examples of issues This course provides a thorough introduction to systems theory, considered include: dispute resolution, union representation, information systems and development concepts, core organization-union relations and identification of both the information technologies and the application of these concepts employer and union unfair labor practices. The differences & technologies in today’s digital business environment. between the public sector and the private sector in collective bargaining are compared and contrasted. Prerequisite: MGT MGT 2006: International Marketing (3 cr.)* 1005. Marketing principles are applied in different international environments. Topics include the introduction of new products, MGT 2024: Consumer Behavior (3 cr.)* marketing channels, pricing policies and multinational This course examines how consumers find, purchase, use, and marketing programs. Prerequisite: Introduction to Marketing. evaluate products and services. Topics include market (Fall) segmentation and the diffusion of innovations, decision-making models, buying habits, motivation and attitude theory, and the MGT 2007: International Management (3 cr.)* buying behavior of organizations. Prerequisites: Fundamentals Principles of management applied in different international of Management and Introduction to Marketing. (Fall) environments are discussed. Topics include management policies of multinational corporations, long-range planning, MGT 2029: Business Start-Up (3 cr.)* strategies, organization and control and management practices in Student teams will start and operate a campus based business. different countries. Prerequisite: Fundamentals of Manage- The business will have a one-semester duration and must have ment. (Spring) an exit strategy. Prerequisite: MGT 1004,

MGT 2015: Organizational Behavior (3 cr.)* MGT 2030: Project Management (3 cr.)* This course presents an overview of industrial, social and Topics will include development, implementation and organizational psychology applied within the business evaluation of project control techniques and management environment. Students learn how to develop team plans, how to science techniques necessary for planning and resource control. implement teams within the organization and how to develop Prerequisites: MGT 1007 (or MAC 1075) and MGT 1005. ways to evaluate and reward individuals and teams within a cooperative environment. Attention will be given to scheduling MGT 2031: Systems Analysis, Design, and Implementation and computer based planning as tools to facilitate more effective (3 cr.)* and efficient team functioning. Prerequisites: HR concentration In this course students develop a comprehensive set of skills and majors must have taken MGT 1005. (Spring) the knowledge that is necessary to successfully analyze, design and implement information system solutions in today’s dynamic MGT 2016: Integrated Marketing Communications (3 cr.)* business environment. The course focuses on a set of structured The development of effective communication strategies. This analysis and design methods, techniques and “best practices” course presents a complete perspective of the promotional that are used to transform complex business problems, function, from the establishment of communication objectives to opportunities and objectives into effective and efficient business the development of advertising, sales, trade promotions, public solutions using information systems. relations and selling programs. Prerequisite: MGT 1003. (Spring) MGT 3001: Intermediate Accounting (3 cr.)* An intermediate level treatment of accounting concepts and MGT 2017: Internet Marketing (3 cr.)* theories pertaining to external financial reporting. The emphasis Students will explore and evaluate the implications of the is on theories surrounding asset valuations, liabilities, income internet for the marketing of goods and services and understand

57 determination and cash flows. Prerequisite: MGT 1002 and Undergraduate Program MGT 1008, and junior standing. Manhattanville undergraduate students are encouraged to consider teaching as a career. Manhattanville's teacher ECO 3997: Senior Seminar (3 cr.) education programs are competency-based; the prospective Students undertake research on a topic approved by the teacher must complete the required courses with satisfactory instructor and use management tools and techniques to reach grades, demonstrate competence in specific knowledge and conclusions. The results of the research project are presented in skills and demonstrate the ability to combine these competencies a senior thesis and discussed in a seminar format. A grade of C- with the teaching of children and/or adolescents. is the minimum standard for a successful senior evaluation. (Fall) Admission to the School of Education is not automatically granted with acceptance to the College. Typically, students EDUCATION submit an application during the semester in which they are Faculty and Professional Interests taking EDU 2000 or EDU 3017 (Early Childhood). A G.P.A. of Shelley Wepner– (Dean) Literacy Education 2.75 is required to major in education and to student teach. Fred Brandt – Special Education (Chair) Transfer students who have had the equivalent of EDU 2000 Andrew Dowling – Special Education prior to their arrival at Manhattanville are strongly urged to JoAnne Ferrara – Childhood Education, Curriculum & make their application to the School of Education at the same Instruction (Chair) time that they are applying to Manhattanville so that appropriate Terri Griffin – Literacy Education (Chair), Special Education advising for their program can begin as soon as possible. Frederick Heckendorn, III – Social Studies Education, Students may select the traditional B.A. Program, the Curriculum & Instruction Accelerated (“Senior Start”) Program or the Dual Degree Laurence Krute – Associate Dean of Graduate Advising, Honors Program. The Accelerated (“Senior Start”) Program Second Languages & TESOL, Multicultural Education and the Dual Degree Honors Program lead to a B.A. (or B.F.A Mary Ellen Levin – Literacy Education or B.Mus.) and either a Master of Arts in Teaching or a Master Kathleen Rockwood –School Building Leadership (Chair), of Professional Studies degree. Special Education Josette Seibles – Math and Science Education, Curriculum & Instruction The Traditional B.A., B.F.A. and B.Mus. Programs These programs allow students to work toward the following Christina Siry – Childhood Education, Curriculum & New York State certifications: Instruction Donna Tropsa – English Education and Foundations, • Early Childhood Education (Birth-Grade 2) Curriculum & Instruction • Childhood Education (Grades 1-6) Patricia Vardin – Early Childhood (Chair), Childhood • Childhood Education and Early Childhood Education (Birth-Grade 2 and Grades 1-6) Education • Adolescence Education and Middle Childhood – English, Joan Weinreich – Associate Dean of Undergraduate Math, Social Studies, Science (Biology or Chemistry), Admissions and Advising, Foundations, Reading and Writing, • Second Language (French, Italian, Latin or Spanish) English (Grades 7-12 with extension in Gr. 5-6)

• Visual Arts Education (All Grades) Adjunct Faculty (•indicates Field Supervisor) • Music Education (All Grades) American Sign Language: Jennifer Welsh; Art Education: With the exception of Music Education and Art Education, Margaret Dunne•, Bill Gordh; Childhood Education: Barbara students in education programs at Manhattanville major in two Allen-Lyall (Math), Louis Boccanfuso (Social Studies), areas. They must follow a traditional B.A. program with a William Bogardus, Anthony Dede•, Margaret Dunne•, major in one of the liberal arts and complete a second major in Virginia Fiore•, Marilyn Furtak, Edward Graybow•, Judith Education. Art Education students major in Studio Art and Harary•, Loraine Hecker•, Helen Krasnow, Iris Maitland•, minor in Art Education. Music Education students major in Claudette Monaco•, Joan Pappalardo•, Monique Reilly, Music Education and require no additional major or minor. All Dianna Robinson, Ron Schick, Sheldon Shuch•, Sylvia B.A., B.F.A. and B.Mus. students do their Clinical Experience Simon•; Early Childhood Education: Rayna Alperstein, Susan (student teaching) during the senior year. Upon graduation, they Hirsch•, Barbara Lapetina, Linda Rosenthal, Barbara Skor; will be eligible for a New York State initial certification that English Education: William DiBartolo, Lorraine Gray•; will allow them to work in a mentored teaching environment. Foundations: Frances Hernandez, Bruno Ponterio, Fred They then have five years to complete a Masters degree. Smith; Literacy Education: Hiram Allen, Sue Das, Marie Dionisio, Regina Dosso, Helen Gerken, Susan Hirsch•, Renee The B.A./M.A.T. Dual Degree Honors Program Holtz, Barbara Lapetina, Joyce Papazian, Carol Quinones- The B.A./M.A.T. Dual Degree Honors Program streamlines the Smith, Monique Reilly, Roberta Roberts, Steven Schneider, high achieving student’s path through the Bachelor’s and the Eleanor Schwartz, Jessica Seessel; Math Education: Bernice Master’s degree. In this program, undergraduate students intent Guest, Andre Hopko•, James Mullin•, Tom Simenson; on a teaching career major in one of the liberal arts and minor in Music Education: Helen Williams•; School Building an area other than education. They save the majority of their Leadership: Ron Valenti, Frank Zappone•; Second education courses for the Master’s program. However, the Languages: Harriet Barnett ,Georgia Doran•, Claire Erland•, completion of the Master’s program is accelerated since they are Judith Hausman•, Sylvia Roth, Helen Tsoukanov; Social allowed to take up to 15 graduate credits in education as Studies Education: Robert Ashkinaze•, Virginia Gunther, undergraduates, with these credits counting toward both their Ruth Gujarati, Edwin Zemmel•; Special Education: Peter undergraduate and graduate degrees. Beardsley, Michael Bitz, Margaret Dunne•, Virginia Fiore•, Judith Harary•, Arnold Jaeger, Vivian Koppelman, Amy A full semester of student teaching is done during the year Kriveloff, Pat Levy, Iris Maitland•, Karen McCarthy, following the granting of an undergraduate degree, after all of Claudette Monaco•, Kathleen Moran, Joan Pappalardo•, the coursework toward the Master’s degree has been completed. Steven Rosenberg, Helen Saarinen, Sylvia Simon•; Writing: On completion of the Master’s degree, students may receive Anthony DeGregorio state certification in one or two areas.

58 Students interested in applying for the Dual Degree Honors equivalent. (Spring) Program should plan to meet as early as possible, usually by the second semester of the freshman year, with the Associate Dean EDU 3012: Observing, Assessing and Understanding Child of Undergraduate Advising in the School of Education to Development: Birth -Grade 2 (3 cr.) * discuss their choices. Students must achieve and maintain at Investigate formal and informal methods of assessing students’ least a 3.4 G.P.A. to be eligible for the program. They must also learning, including observational techniques; and evaluate one’s have completed the two prerequisites for all graduate education own instructional practice. Develop skill in using information courses, EDU 2000 and either Psych 2001 or 2002, with a grade gathered through observation and assessment to plan and modify of B- or better. Specific course requirements for each instruction. Field experience required. Prerequisite: EDU 2000 undergraduate certification program, as well as New York State or 3017. (Fall) certification requirements and overall program requirements are outlined in detail in the School of Education Undergraduate Catalog, available in the School of Education. The information EDU 3016: The Integrated Curriculum in ECE I: Math, Science in this booklet should be considered part of the official and Technology (3 cr.) * Manhattanville catalog. Examine the evolving early childhood curriculum. Focus on the design of curricula that integrate language arts, mathematics, The Accelerated B.A./M.A.T. Program science, instructional and assistive technology, and expressive arts in a holistic framework. Explore ways of teaching young (“Senior Start”) children about health, physical education, and family and The Accelerated B.A./M.A.T. Program option (“Senior Start”) consumer sciences. Examine numerous research-validated encourages undergraduate non-education majors interested in a instructional strategies for teaching students with the full range teaching career to enroll in the education master’s degree of abilities. Fieldwork is required. Prerequisite: EDU 2000 or programs at Manhattanville. Undergraduates with a 3.0 G.P.A. 3017. (Fall) by the end of their junior year are eligible to take up to three graduate education courses during their senior year. These EDU 3017: Foundations of Early Childhood Education (3 cr.) * courses can be counted towards both the undergraduate and the This course is an introduction to the historical, philosophical, graduate degree programs. Since students must have the and cultural roots of early childhood education including prerequisite EDU 2000 and PSY 2001 or 2002 with a grade of traditional, current and innovative models for early childhood B- or better to be eligible to take the graduate education courses, programs. Fieldwork is required. (Fall) (Spring) they are urged to contact the Associate Dean of Undergraduate

Advising as soon as possible, but no later than the beginning of their sophomore year. EDU 3020: Social Studies Curriculum and Methodology (Grades 5-12) (3 cr.) * Course Descriptions Explore approaches to assessment, curriculum planning and Note: Courses with the EDU heading are not liberal arts. As instruction at the middle childhood and adolescent levels for with all non-liberal courses at the College, this is indicated by Social Studies education. Become familiar with the New York an asterisk after the title of the course. When they are receiving State Learning Standards in Social Studies. Learn to use a B.A. degree, Education students must have a minimum of 90 technology (including assistive technology) as well as a broad liberal arts credits. range of teaching methods and materials that will allow middle childhood and adolescent students within the full range of EDU 2000: Fundamentals of Schools and Teaching (3 cr.)* abilities to master the learning standards for your discipline. Develop the knowledge, skills and attitudes necessary to benefit Emphasis will be placed on methods of reading enrichment from a full-time, field-centered, competency-based program of and/or remediation to assure students’ academic success. teacher education. Explore the history, philosophy and role of Prerequisite: EDU 2000. Fieldwork is required. (Spring) education as well as the rights and responsibilities of teachers and other professional staff, students, parents, community EDU 3021: English Curriculum and Methodology (Grades 5-12) members, school administrators and others. Focus on (3 cr.) * philosophical, social and psychological issues in contemporary Explore approaches to assessment, curriculum planning and education from theoretical and practical perspectives. Field instruction at the middle childhood and adolescent levels for experience required. (Fall) (Spring) English Language Arts. Become familiar with the New York State Learning Standards in Language Arts. Learn to use EDU 2010: Educating Learners with Diverse Needs (3 cr.) * technology (including assistive technology) as well as a broad Discuss the social and educational issues involved in meeting range of teaching methods and materials that will allow middle the needs of all children, including the gifted and students with childhood and adolescent students within the full range of disabilities in a multi-cultural school environment. Field abilities to master the learning standards for your discipline. experience required. Prerequisite: EDU 2000. (Fall) (Spring) Emphasis will be placed on methods of reading enrichment and/or remediation to assure students’ academic success. EDU 3003: American Sign Language I (3 cr.) * Prerequisite: EDU 2000. Fieldwork is required. (Spring) Discover the unique visual language of sign. Learn the basics of manual communication: signs, finger spelling and the use of EDU 3022: Mathematics Curriculum and Methodology (Grades body language, mime and gesture. Receive a historical 5-12) (3 cr.) * perspective on the use of sign and discuss considerations on the Explore approaches to assessment, curriculum planning and use of sign language in schools. Note: This course may be used instruction at the middle childhood and adolescent levels in to help fulfill the New York certification requirement for a Mathematics education. Become familiar with the New York language other than English. (Fall) State Learning Standards in Mathematics, Science, and Technology. Prepare lesson plans for Algebra, Geometry and EDU 3004: American Sign Language II (3 cr.) * Probability lessons. Learn to use technology (including assistive Continue to gain mastery of the basics of manual technology) as well as a broad range of teaching methods and communication. Further explore issues related to the use of materials that will allow middle childhood and adolescent Sign Language in schools and society. Note: This course may students within the full range of abilities to master the learning be used to help fulfill the New York certification requirement for standards for mathematics. Emphasis will be placed on methods a language other than English. Prerequisite: EDU 3003 or its of reading enrichment and/or remediation to assure students’ 59 academic success. Prerequisite: EDU 2000. Fieldwork is EDU 3039: Student Teaching and Seminar: Early required. (Spring) Childhood/Childhood (12 cr.) * Develop your teaching skills in a full-time, twelve-week, EDU 3023: Science Curriculum and Methodology (Grades 5-12) supervised student teaching experience at divided between (3 cr.) * working with youngsters from birth to grade 2 and from grades Explore approaches to assessment, curriculum planning and 1-6. Fulfill your requirements for New York State initial cert- instruction at the middle childhood and adolescent levels for ification. Prerequisites: completion of all methods courses, PSY Science education. Become familiar with the New York State 2001 and approval by the Office of Field Placement, Learning Standards in Math, Science, and Technology. Learn to Certification and Community Outreach. (Fall) (Spring) use technology (including assistive technology) as well as a broad range of teaching methods and materials that will allow EDU 3107: Childhood Mathematics Education (3 cr.) * middle childhood and adolescent students within the full range Focus on methods and materials for teaching mathematics to of abilities to master the learning standards for your discipline. elementary students. Learn to use concrete and representational Emphasis will be placed on methods of reading enrichment materials and appropriate technology to develop math skills, and/or remediation to assure students’ academic success. independent thinking and problem solving. Prerequisite: Prerequisite: EDU 2000. Fieldwork is required. (Spring) College level math course and EDU 2000. Field experience required. (Fall) (Spring) EDU 3024: Curriculum and Methodology in Middle Childhood and Adolescence Education: General (3 cr.) * EDU 3108: Childhood Science Methods Education (3 cr.) Explore curriculum approaches, teaching and assessment Learn process skills and content for elementary science strategies, classroom management, and other critical issues in programs. Participate in direct, hands-on experiences as well as teaching at the adolescent level. Become familiar with the ways lecture and discussion. Develop a science unit. Prerequisite: in which middle and high schools function, both within their EDU 2000. Field experience required. (Fall) (Spring) buildings and within their broader communities. Focus on the critical need to integrate methods of reading enrichment and EDU 3112/3113: Childhood Social Studies and the Arts (3 cr.) * remediation across the middle childhood curriculum. Focus on the integration of elementary school social studies and Prerequisite: EDU 2000. Field experience required. (Fall) fine arts in an interdisciplinary teaching context. Prerequisite: EDU 2000. Field experience required. (Fall) (Spring) EDU 3027: Student Teaching and Seminar: Early Childhood (12 cr.) * EDU 3205: Integrating Culture, Literacy and Literature in the Develop your teaching skills in a full-time, twelve-week, Second Language Classroom (3 cr.) * supervised student teaching experience at the early childhood Focus on developing methods for sensitizing and guiding level. Fulfill your requirements for New York State initial students from awareness to appreciation of second certification. Prerequisites: completion of all education courses, language/culture. Prepare required lesson and unit plans for PSY 2001, approval by the Office of Field Placement, teaching culture, literacy and literature. Prerequisite: EDU Certification and Community Outreach. (Fall) (Spring) 2000. Field experience required.

EDU 3028: Sec. Lang. Curriculum and Methodology (Grades 5- EDU 3237: Problem Solving in Mathematics (3 cr.) * 12) (3 cr.) * Develop vital skills for teaching and critical thinking across the Integrate language learning and theory into classroom practice. curriculum through mathematical problem-solving strategies. Develop instructional techniques and survey materials for Recognize and construct connections across mathematical ideas promoting the four language skills of listening comprehension, as you solve problems using tools from counting strategies, algebra; Euclidean, transformational and coordinate geometry; speaking, reading and writing. Prerequisite: EDU 2000. matrices; finite graphs and trees. Examine connections between Field experience required. (Spring) problem solving; listening, speaking, reading and writing skills;

and secondary mathematics. Identify and create problem EDU 3030: Emergent Literacy: Methods and Materials for solving materials and assessments for students within the full Beginning Reading Instruction (3 cr.) * range of abilities. Field experience required. Prerequisite: Examine current approaches to beginning reading instruction, EDU 3022 and EDU 2000. Field experience required. (Fall) familiarizing the student with specific materials and methodology. Explore the concepts of emergent literacy, EDU 3245: Methods of Foreign Language in Elementary School reading readiness, sign word recognition, schema building, phonics, phonemic awareness, structural analysis, configuration (3 cr.) * clues, programmed instruction and language experience Explore theory and methods of teaching foreign language and approach. Prerequisite: EDU 2000. (Fall) (Spring) culture in childhood education programs. Focus on the development of language skills in a communicative setting. Identify topics and language uses which are relevant to various EDU 3032: Student Teaching and Seminar: Childhood (12 cr.) * age groups and define the proficiency level appropriate for each Develop your teaching skills in a full-time, twelve-week, group. Learn from special presentations by experienced supervised student teaching experience at the childhood level. teachers of exploratory, immersion and early middle school Fulfill your requirements for New York State initial programs. Prerequisite: EDU 2000. Field experience required. certification. Prerequisites: completion of all education courses, (Fall) PSY 2001 and approval by the Office of Field Placement, Certification and Community Outreach. (Fall) (Spring) EDU 3273: Teaching Literacy Skills in Middle School through Collaborative Study of Social Identity (3 cr.) * EDU 3034: Art Education Workshop: Childhood through Learn to teach literacy skills at the middle school level through Adolescence (3 cr.) study of autobiography as a tool to understand the development As an art education student, analyze the creative aesthetic process of the individual in a cultural setting. Involve written and oral from early childhood through adolescence and learn from an uses of language to discover and express cultural and social overview of the objectives of contemporary art education. points of view. Learn to use strategies including online Prerequisite: EDU 2000. Field experience required. (Spring) research, role-play, group discussion and debate to assist

60 students as they explore the development of the individual in balanced literacy; strategies for constructing meaning; meeting diverse cultural and social settings. Prerequisite: EDU 2000. the literacy needs of diverse populations; assessment; Field experience required. (Fall) technology and literacy; and classroom organization and management. Prerequisite: EDU 2000 and 3367. Field EDU 3278: Literacy in the Content Areas (3 cr.) * experience required. (Spring) Focus on the strategies needed to improve the listening, speaking, reading and writing skills of students within the full EDU 3370: Aesthetic Literacy (3 cr.) * range of abilities, including those who are English language Focus on integrating reading, writing and the arts (including learners, at the middle childhood and adolescence levels in the literary, visual and performing arts). Explore the theory and areas of English, Social Studies, Mathematics and Science. rationale behind this approach and develop a variety of Learn methods of teaching study skills, comprehension, instructional methods for classroom implementation. vocabulary development, listening and organizational skills. Prerequisite: EDU 2000 and 3367. Field experience required. Learn the skills and strategies required to read, evaluate and (Fall) write text incorporating laboratory procedures, graphs, charts, tables and equations. Prerequisite: EDU 2000. Field EDU 3375: Teaching Economics in the Social Studies experience required. (Fall) (Spring) Classroom (1.5 cr.) * Must be taken in conjunction with EDU 3339. Develop EDU 3295: Teaching Health/Physical Education and Family/ strategies for teaching economics in the social studies classroom Consumer Education (1 cr.) * so that students will understand key macroeconomic and Examine the characteristics of positive and negative health microeconomic concepts. Topics will include methods for behaviors while learning appropriate reinforcement and teaching how the United States and other societies develop prevention strategies. Learn methods of teaching physical economic systems and associated institutions to allocate education skills at the childhood level. Focus on current issues resources; how major decision-making units function in the U.S. in family and consumer science. Prerequisite: EDU 2000. and the other national economies; and how an economy solves Field experience required. (Fall) (Spring) the scarcity problem through market and non-market mechanisms. Prerequisite: EDU 2000. (Fall) EDU 3316: Beyond Teaching: Organization and Management Strategies for the Beginning Art Teacher (3 cr.) * EDU 3376: Fundamentals of Middle Childhood Education Become familiar with resources that will help teach to the New (3 cr.) * York Standards for the Visual Arts, including museums, the Focus on the sociological and academic factors that have internet, and professional organizations. Develop strategies for resulted in the creation of a new learning environment. Develop organizing the art classroom and managing student learning and successful strategies for motivation, instruction, assessment and behavior. Learn how to develop budgets for elementary and classroom management in a middle school environment. Learn secondary art programs and promote the arts in the schools. how to create a success guidance structure and explore ways of Create lesson plans for teaching art history as well as various art facilitating collaboration and communication among students, techniques. Prerequisite: EDU 2000. Field experience teachers, staff and parents. Study alcohol, tobacco and other required. (Spring) drug abuse prevention strategies, as well as fire and arson prevention. Prerequisite: EDU 2000. Field experience EDU 3339: Teaching Geography in the Social Studies required. (Fall) (Spring) Classroom (1.5 cr.) * Must be taken in conjunction with EDU 3375. Learn methods EDU 3380: Curriculum, Management and Assessment in for teaching key geographic concepts in the K-12 social studies Childhood Education (3 cr.) * curriculum. Explore ways to encourage students to use a variety Examine ways for childhood educators to develop curricula, of cognitive skills to demonstrate their understanding of the plan and implement instruction for students within the full range geography of the interdependent world in which we live – local, of abilities. Learn to use technology (including assistive national, and global – including the distribution of people, technology), examine methods of assessing student learning and places and environments over the Earth’s surface. ways to use assessment data for planning and modifying Prerequisite: EDU 2000. (Fall) instruction. Prerequisite: EDU 2000. Field experience required. (Fall) (Spring) EDU 3359: Design-based Learning: Projects in Mathematics, Science, Technology (3 cr.) * EDU 3384: Student Teaching and Seminar: Middle Consistent with the New York State MST standards, students Childhood/Adolescence (12 cr.) * learn the whats, whys and how of design-based learning. Develop your teaching skills in a full-time, twelve-week, Create, test, evaluate, and refine projects where students learn supervised student teaching experience divided between the math, science and technology through solving design problems. middle childhood and adolescent levels. Fulfill your require- Prerequisite: EDU 2000. Field experience required. (Spring) ments for New York State initial certification. Prerequisites: completion of all education courses, PSY 2002, and approval by EDU 3367: Methods of Teaching Literacy and Language Arts I the Office of Field Placement, Certification and Community Outreach. (Fall) (Spring) (3 cr.) *

Examine language acquisition and literacy development by native English speakers and students who are English language EDU 3387: Student Teaching and Seminar: Music Education learners. Study instructional strategies, and the theories upon (12 cr.) * which they are based, for developing listening, speaking, Develop your teaching skills in a full-time, twelve-week, reading and writing skills among all students. Field experience supervised student teaching experience divided between the required. Prerequisite: EDU 2000. (Fall) (Spring) childhood and middle childhood/adolescent levels. Fulfill your requirements for New York State initial certification. EDU 3369: Methods of Teaching Literacy and Language Arts II Prerequisites: completion of all education courses, PSY 2001 and 2002, and approval by the Office of Field Placement, (3 cr.) * Certification and Community Outreach. (Fall) (Spring) Review literacy and the reading process with a focus on alignment with New York State standards. Topics include: 61 EDU 3390: Student Teaching and Seminar: Art Education and in Film Studies. The English major offers courses that (12 cr.)* explore literary themes and genres from many different points of Develop your teaching skills in a full-time, twelve-week, view. A chronological sequence of courses enables students to supervised student teaching experience divided between the become closely acquainted with the principal periods of English childhood and middle childhood/adolescent levels. Fulfill your and American literature and thus provides them with an requirements for New York State initial certification. understanding of historical and cultural trends. The study of Prerequisites: completion of all education courses, PSY 2001 literature not only enables students to become proficient in and 2002, and approval by the Office of Field Placement, analytical reading and critical writing about literature; it also Certification and Community Outreach. (Fall) (Spring) cultivates a capacity for verbal expression, logical argumentation, and close analysis of language that translates

into many disciplines and careers. English majors excel in such EDU 3452: Strategies for Teaching Young Children and diverse fields as law, business, medicine, journalism, film, Guiding Their Behavior (3 cr.) * public relations, corporate communications, editing, publication, This course will focus upon the application of developmentally and teaching. appropriate theories of teaching and behavioral guidance to practice in the infant, toddler and early childhood classroom. Faculty and Professional Interests Students will be introduced to theoretical concepts and Jeff Bens — Director of Creative and Professional Writing; principles and shown how they may be integrated into the courses in fiction and screenwriting classroom by the use of specific methods and strategies. Topics Van Hartmann — Neoclassical and romantic literature, include classroom organization, planning, instructional methods, American literature, history of the novel, comedy and satire, instructional equipment and materials, grouping for instruction, film teaching style, child guidance and management techniques. David Lugowski — Director of Communication Studies Prerequisite: EDU 2000 or 3017. Field experience required. Program; film, media studies, gender studies (Spring) Marion Perret — Shakespeare, medieval and renaissance literature, modern fantasy EDU 3460: The Integrated Curriculum in ECE II: Social Anthony Piccolo — Nineteenth century, twentieth century, and Studies, Expressive Arts, Health and Safety (3 cr.) * contemporary British and American literature, poetry Based upon current child development theories and principles, Juliette Wells – Victorian literature, women’s writing, the this course will examine methodology and resources applicable novel, contemporary literature to teaching in the early childhood classroom. Focus will be on the study, design and evaluation of developmentally appropriate Adjunct faculty curriculum in the areas of social studies, expressive arts, safety, Andrew Bodenrader, Laura Brown, Corie Feiner, Beth health and ways in which these areas may be integrated with Fonfrias, Jacquelyn Gordon, Elizabeth Lewis, Joseph other areas of the curriculum. Emphasis will include fostering Redington, Jennifer Rich, Regina Smith, Frances Trelease. skills of inquiry, problem-solving and creative thinking in young children through discovery and play. Fieldwork and case study Major Concentrations and Requirements methods will be used for practical application of concepts and principles. Prerequisite: EDU 2000 or 3017. Field experience The English major offers six different concentrations: required. (Spring) 1) American Literature, 2) British Literature,

3) Creative and Professional Writing, ENE 3005: Literature for Adolescents (3 cr.) 4) English Education This course is designed to introduce students to literature that 5) Film Studies, and features adolescents as primary characters and depicts 6) International Literature in English. conditions and experiences familiar to adolescents. The goals for the course are to introduce students to key authors and texts Only courses in which the student receives a grade of “C” or in the field of adolescent literature; to provide students with better may be used to satisfy major or minor requirements. A knowledge of literature appropriate to both middle school and grade of “C“ or better in ENG 1009: Approaches to Literature high school; to develop students' expertise in wielding literary is required for all concentrations except Creative and theory in a concrete, useful fashion; to accustom students to Professional Writing, which requires a C+ or better in ENW thinking about the ways adolescent literature may reflect 2030: Approaches to Creative Writing. significant aspects of human culture, and to analyze major works A Comprehensive Exam in literature, taken during the senior of adolescent literature. year, is required for all concentrations. To ensure that students

in advanced courses have experience thinking in analytical ENE 3010: The Linguistics of English: Past, Present, and Future terms, a previous ENG course at the 1000 or 2000 is a (3 cr.) prerequisite for all 3000 level ENG courses. In this course students first explore the major structures of

English at all levels of language, from sound system through Honors Program in English word formation to phrase and sentence--the “present.” Then Each spring, the Department invites selected juniors with at least they will briefly survey the development of English from a a B+ average in their major work and at least a B average in all small, countrified off-shoot of the Indo-European family to its other course work to enter the Honors English Major. Students status as world language--“the past.” Finally they will enrolled in this Honors Major must demonstrate proficiency in a investigate the current status of English as a world language--the foreign language by showing that they have successfully "future"-- and the role of language policy in both core and completed either an intermediate level course or a proficiency periphery of the English-speaking world. test in their chosen language. Honors majors complete an

Honors Thesis (ENG 3999) during the senior year under the

mentorship of a departmental faculty member. If the thesis ENGLISH receives a grade of “A-“ or better, the student will receive the The curriculum of the English Department includes courses in designation of Honors English on the transcript. If not, the work all periods of American, British, and International Literature in will be given credit as an Independent Study project. English, as well as courses in Creative and Professional Writing

62 Independent Study Each spring, the Writing Concentration jointly with Inkwell An advanced student who wishes to work on a specialized Magazine, awards the Eileen O’Gorman Undergraduate Prize in interest with a particular professor may, if the professor Fiction and the Robert O’Clair Undergraduate Prize in Poetry. consents, do an independent study as ENG 4495. This cannot be The English Department as a whole may also award the Sr. used as a substitute for a core course required by the major. Any Margaret Williams Prize for Literary Criticism and the Dan independent study not taught by a member of the department Masterson Prize for Screenwriting. must be approved by the Chair. The Creative and Professional Writing Concentration requires Internships ENW 2030: Approaches to Creative Writing, completed with a Internships related to the major, which may provide valuable grade of C+ or better, and twelve additional courses, as follows: experience for the student, may be available as ENG 4497 or • Six literature courses, one of which must be in American ENW 4497. literature. Since students must pass the Senior Comprehensive Exam in literature, they are strongly urged American Literature Concentration to take as many of the core courses as possible beyond In addition to ENG 1009: Approaches to Literature, the those required: Concentration in American Literature requires a total of 12 • English I, English II or Shakespeare courses, including: • English III • four core British Literature courses (English II, III, IV, and • English IV, American Literature I or II V), • English V or American Literature III • three core American Literature courses (American • One elective literature course Literature I, II, and III), • Senior Comprehensive Exam (ENG 3998). • the Senior Comprehensive Exam (ENG 3998), • Six Writing Courses, as follows: • four other electives. One of these electives must be • Narrative Writing Seminar I and II (a year-long devoted to a genre (e.g., the short story, poetry, drama, the seminar; it is highly recommended that students take novel, satire, comedy, or film) or a major author or authors this in the sophomore year, since it is a prerequisite for (e.g., Shakespeare; Hawthorne, Melville, and Poe; D.H. upper level writing courses) Lawrence). • Four of the following electives in writing: Advanced The core courses need not be taken in sequence. Composition Writing with Research, Fiction Writing Workshop courses (listed as ENC) may not be used as part of the major; (repeatable for credit), Journalism (repeatable for however, up to two courses from the creative/professional credit), Memoir Writing, Playwriting, Poetry writing (ENW) or film concentrations may be used. Workshop (repeatable for credit), Screenwriting I (repeatable for credit), Screenwriting II (repeatable for British Literature Concentration credit), Writing for the Media. In addition to ENG 1009: Approaches to Literature, the • Senior Writing Portfolio (ENW 3998) Concentration in British Literature requires a total of 12 courses, including: Minor in Creative and Professional Writing • five core courses (English I, II, III, IV, and V), • Narrative Writing Seminar (a year-long course) • the Senior Comprehensive Exam (ENG 3998: Senior • two writing (ENW) courses, and Comprehensives), • two literature (ENG) courses. • six other elective courses. One of these electives must be

in American Literature; one must be devoted to a genre (e.g., the short story, poetry, the novel, satire, comedy, or English Education Concentration film) or a specific author or authors (e.g., Shakespeare; Designed by the English and Education Departments for Hawthorne, Melville, and Poe; D.H. Lawrence). students who wish to become secondary English teachers, this concentration draws on courses by both majors. This is a dual The core courses need not be taken in sequence. Composition major that requires advisors from both departments. The courses (listed as ENC) may not be used as part of the major; program includes 13 courses in English as well as the Senior however, up to two courses from the creative/professional Comprehensive Examination. The list below includes all writing (ENW) or film concentrations may be used. courses, so that students can plan their schedules more effectively. English Minor in American and British Literature Required English courses: These minors require at least five courses from the literature courses offered by the department. Two may be creative/ • ENG 1009: Approaches to Literature professional writing or film courses. • ENW 2030: Approaches to Creative Writing • American Literature: American Literature I, II, and III Creative and Professional Writing Concentration • British Literature: English II, III, IV, and V Students who plan to become professional writers will find that • Four electives, of which: this concentration rigorously prepares them. Students whose • 1 must be a film course, chosen profession requires writing, e.g., Law or Business, will • 2 must be in international literature in English and find that this concentration aids them in communicating more • 1 must be in a major genre or author. effectively. Students who simply enjoy writing will find that • In addition, the following ENE courses must be taken: this concentration allows them to explore and develop their • ENE 3005: Literature for Adolescents, and interest. Students will have the opportunity to study: Advanced • ENE 3010: Linguistics of English: Past, Present, and Writing with Research, Fiction, Journalism (including work on Future. the campus newspaper, Touchstone), Memoir, Playwriting, • In addition, the following EDU courses must be taken: Poetry, Screenwriting, and Writing for the Media. Internships will be available with Inkwell Magazine, Manhattanville’s • EDU 2000: Fundamentals of Education, national journal of fiction and poetry. Other internships are • EDU 2010: Educating Learners with Diverse Needs, available through our Career Services Office. • PSY 2002: Developmental Psychology: Early Through Late Adolescence,

63 • EDU 3024: Curriculum and Methodology in Grades 5- ENG 1009: Approaches to Literature (3 cr.) 12 (General), This course introduces students to the methods, terms, and • EDU 3021: English Curriculum and Methodology in theories of college-level literary study. Works from a variety of Grades 5-12, literary genres and periods will be studied. (Fall) (Spring) • EDU 3376: Fundamentals of Middle Childhood Education, ENG 2001: Comparative Literature and Culture (3 cr.) • EDU 3273: Teaching Literacy Skills in Middle School This course will examine selected literary texts both as Through Collaborative Study of Social Identity, expressions of specific national identities and in their intercultural relatedness. Though historical roots will be treated, • EDU 3029: Literacy Development in Grades 5-12, and emphasis will be on contemporary manifestations of the • EDU 3384: Student Teaching and Seminar: Middle intellectual and cultural heritage of Western and Eastern Europe, Childhood and Adolescence. Latin America, Asian, and Africa. (Fall)

Film Studies Concentration ENG 2004: Exploring Fantasy Worlds (3 cr.) In addition to ENG 1009: Approaches to Literature, the Fantasy fiction offers not only the pleasure of escape, but also Concentration in Film Studies requires 12 courses, including: new perspectives that help us make sense of complicated worlds, • Six core literature courses, as follows: internal and external. Sharing the heroes’ adventures enables us • English I or II to discover how we could, should, and would act in situations • English III or IV that threaten our values, our lives, and our communities. • English V Through the works of Tolkien, Rowling, Le Guin, and others, • Two courses from the American Literature sequence we will examine the power of word magic to create complex and (I, II and III) compelling worlds that challenge our imagination, thought, self- • Senior Comprehensive Exam (Eng 3998) knowledge, and compassion. NOTE: This counts as a genre Since students must pass the Senior Comprehensive Exam in course. (Fall or Spring) literature, they are strongly urged to take as many of the core courses as possible beyond those required. ENG 2007: Masters of the Short Story (3 cr.) This course covers a wide range of culturally diverse short • Six film courses, as follows: fiction. Emphasized are interpersonal relations, narrative voice, imagery, symbolism, and other aspects of short story telling. • Introduction to Film Criticism Included are Raymond Carver, Anton Chekhov, Ralph Ellison, • Film Theory Louise Erdrich, Gail Godwin, Zora Neale Hurston, Bernard • Either History of Cinema I or History of Cinema II Malamud, Gabriel Garcia Marquez, Alice Munro, Flannery • Three electives in film, of which only one may be O'Connor, Leslie Silko, Richard Wright and others. Goals are from outside the department. improved critical reading, writing and speaking. Required: open class discussions, organized critical presentations, regular Minor in Film Studies writing assignments. At least five film courses, including Introduction to Film NOTE: this counts as a genre course. (Fall) Criticism, Film Theory, and History of Cinema I or II. Only one film course may be from outside the department. ENG 2011: English I: Medieval Literature (3 cr.) English I studies a selection of masterpieces from the Dark and International Literature in English Concentration Middle Ages: Beowulf, Sir Gawain and the Green Knight, Le The Concentration in International Literature in English centers Morte D'Arthur, Piers Plowman, The Canterbury Tales, and on the literature of countries deeply influenced by British culture early English drama. Through these works we observe how and investigates how these works extend the British literary individuals learn to live with God, their neighbors, and tradition while also reflecting native cultures. themselves as well as how women and the lower classes gain new importance. Though many works will be read in In addition to the requirement of ENG 1009, this concentration translation, during the course the student will learn to read requires 13 courses: Middle English. (Fall) • Shakespeare • English III or IV ENG 2020: English II: Renaissance Literature (3 cr.) • English V In an age of discovery, Renaissance writers explored the rewards and dangers of reaching into new areas of experience, of • two of the American Literature core courses (I, II, III), questioning the accepted social and moral order, of • Survey of International Literature I and II concentrating on their desires instead of God's. A selection of • the Senior Comprehensive Exam, and four electives in masterpieces by Shakespeare, Marlowe, Spenser, Donne, Milton world literature, one of which may be a course in and others reveals their insight, imagination and power over international film language as well as the possibilities and problems considered by • one a course in foreign literature in translation, from sixteenth and seventeenth century writers. (Spring) outside the department. ENG 2021: Shakespeare I (3 cr.) Additional courses for this concentration are currently being This course will explore seven plays about lovers and rebels, developed. young and old. We will watch young men and women find their identities or forge new ones while they struggle to balance Course Descriptions: Literature Courses for All Concentrations obligations to family, society, and self; and older men and NOTE: see Creative and Professional Writing and Film courses women struggle with the choices they have made. We will further below that may be used for up to two electives in the explore Shakespeare’s dramatic art as well as his deep American and British Literature Concentrations. understanding of our humanity. Students will write several short papers and watch many scenes on film. NOTE: this counts as a major author course. (Fall) (Spring)

64 ENG 2031: English III: Neoclassical and Romantic (3 cr.) ENG 2057: Reading Shakespeare (3 cr.) This course will examine the transition that took place in This course will focus on close reading of three plays by literature from the Neoclassical period of the early and mid Shakespeare, examining the rich possibilities inherent in the text eighteenth century to the Romanticism that emerged in the late from various perspectives: the English major’s critical approach, eighteenth and early nineteenth centuries. Emphasis will be the scholar’s concern with text, the Elizabethan audience’s placed on comparing and contrasting these two different cultural expectations, the actor’s conception of a character, the approaches to literature and art. Authors studied will include director’s wider view of the play, and the playwright’s all- Defoe, Swift, Pope, Goldsmith, Johnson, Wordsworth, encompassing vision of humanity. NOTE: This counts as a Coleridge, the Shelleys, and Keats. (Fall) major author course. (Fall or Spring)

ENG 2035: English IV: Victorian Literature (3 cr.) ENG 2058: Survey of International Literature I (3 cr.) This course offers an introduction to key authors, texts, and This course is designed to familiarize students with great works preoccupations of the Victorian era. Victorian authors sought to of the western European tradition of world literature from explore identity and to represent the human experience under the classical times through the eighteenth century. Readings include influence of such powerful social forces and ideas as works by Homer, Aeschylus, Sophocles, Dante, Cervantes, industrialization, imperialism, the “Woman Question,” and Machiavelli, Moliere. (Fall) evolutionary theory. Novelists include Charlotte Bronte, Charles Dickens, and George Eliot; poets include Alfred ENG 2065: Images of Women in Literature (3 cr.) Tennyson, Robert Browning, Elizabeth Barrett Browning, This course offers an introduction to women’s writing from Christina Rossetti, and Matthew Arnold. (Fall) ancient times until the present, with a concentration on the 19th- 21st centuries. Through reading a variety of genres—principally ENG 2036: English V: The Modern Age (3 cr.) poetry, the novel, and the short story—we will explore how Twentieth-century English and Irish writers whose work women authors of different times and nationalities have challenges social, religious and aesthetic conventions. Course represented themselves and their gender in literatures. deals with the beginnings and refinements of modernism, the Additional topics will include women’s approaches to love, effects of class and cultural conflict, the risks of intimacy and family relationships, artistic achievement, and social differences. the search for values in contemporary society. Includes W.B. (Spring ‘05 and ‘07) Yeats, James Joyce, Virginia Woolf, Oscar Wilde, E.M. Forster, D.H. Lawrence, W.H. Auden, Dylan Thomas, Philip Larkin, ENG 2072: Survey of International Literature II (3 cr.) Doris Lessing, Edna O'Brien, and Harold Pinter. (Spring) This course is designed to familiarize students with great works of world literature written outside of England and the United ENG 2049: Classical Mythology and Ancient Literature (3 cr.) States since the eighteenth century. Literature from a variety of This course examines the nature and meaning of the major regions and backgrounds will be examined, with special Greek and Roman myths as expressed in the literature of the emphasis on works outside the western European tradition. classical period. Readings include Works by Homer, Hesiod, (Spring) Aeschylus, Sophocles, Vergil, and Ovid. (Fall or Spring) ENG 3020: Jane Austen and Popular Culture (3 cr.) ENG 2050: American Literature I: Puritans to the Civil War This seminar examines the status of the Regency writer Jane (3 cr.) Austen, often considered one of England’s finest novelists, in The course examines American writers from the colonial period our own popular culture. Readings will include a biography of to the Civil War, including Bradstreet, Taylor, Edwards, Austen, four of her novels, selected scholarly articles on her Franklin, Irving, Emerson, Poe, Douglass, Hawthorne, Melville current popularity, and creative responses to her work in the and Whitman. These writers helped to define the American realms of fiction and non-fiction. We will also view several identity by exploring conflicts and contradictions that still shape recent film adaptations of her novels. NOTE: This course our American experience: the conflicts between spirituality and counts as a major author course. (Fall ‘05 and ‘07) materialism, individualism and community, idealism and pragmatism, economic opportunity and economic exploitation, ENG 3026: Shakespeare on Film (3 cr.) romanticism and realism. (Spring) Through films or videotapes of Shakespeare's plays, we will explore how productions illuminate, enhance, or distort the ENG 2051: American Literature II: The Age of Realism (3 cr.) script and how the change of medium makes different effects This survey of works from the Civil War to the 1920s explores possible or even necessary. This course will examine American Optimism, racial tension, class antagonism, romantic interpretations of the text as well as foster awareness of dramatic illusion, violence and imperialism, westward expansion, the and film technique. Previous study of Shakespeare is very obsession with wealth, the image of women, and the fascination helpful. This course may be used as an elective for the Film with criminal behavior. Fiction from Twain to Fitzgerald; Concentration. NOTE: this counts as a major author course. definition of self from Frederick Douglass through Walt (Fall ‘05 and ‘06) Whitman, Emily Dickinson, Henry James, Frank Norris, Sherwood Anderson, Kate Chopin, Harlem Poets and others. ENG 3041: Modern Love Poetry (3 cr.) (Fall) Twentieth-century and contemporary treatments of intimacy in poems from various traditions in English and in translation from ENG 2052: American Literature III: The Twentieth Century other languages. Emphasis is on tenderness, erotic attraction, (3 cr.) courtship, “falling in love”, addiction, martyrdom, obsession, The work of notable twentieth-century and contemporary writers compulsion, fantasy, loving the self, living with loss and living whose work reflects various aesthetic, cultural, political, together. Discussion of problems in communication, education, economic and regional developments. The course examines the censorship. In-class readings required. Some strong language. American literary reaction to complacency, hypocrisy, vulgarity, NOTE: this counts as a genre course. (Spring) chauvinism, social injustice; the constrictions of family, of racial and ethnic bias; the image of women. Includes Hemingway, ENG 3050: American Poetry (3 cr.) Faulkner, Richard Wright, Philip Roth, Raymond Carver, Toni This seminar in 19th century, 20th century, and contemporary Morrison, Sandra Cisneros, Tim O'Brien, Jamaica Kincaid and poetry traces the transition from “Romantic” to “Modern” others. (Spring) sensibility from Emerson to T.S. Eliot and beyond to living

65 poets of the Americas. Discussion of forms and technique, but will include brief biographical selections and some criticism. emphasis is on reading well, finding distinct voice and dramatic Recommended: ENG 2035 (Victorian Literature). NOTE: This context in each poem. Includes Whitman, Dickinson, Frost, counts as a genre course. (Spring ‘06) Langston Hughes, Sylvia Plath, Pablo Neruda, Derek Walcott, Sharon Olds, Julia Alvarez, Billy Collins and others. Required ENG 3115: Contemporary Memoirs (3 cr.) recitations, analyses and writing assignments. Some strong This course investigates the significance of the memoir—a first- language. NOTE: this counts as a genre course. (Fall) person account of a portion of one’s life, often written by a person not otherwise famous—in late twentieth and early ENG 3057: Hawthorne, Melville, Poe (3 cr.) twenty-first century literature and culture. Examining the ways This seminar examines in depth the short stories and the novels in which memoirists represent themselves through prose and the of Hawthorne, Melville, and Poe, focusing on their shared choices they make in shaping their life stories, we will approach literary techniques and their relationship to earlier American these memoirs both as literature and in terms of their appeal to thought. Special emphasis will be placed on the ways in which present-day mass audiences. Both American and international they developed or diverged from Emerson's use of symbolism as authors will be represented. NOTE: This counts as a genre a literary technique and as a means of shaping one's course. (Spring ‘06) understanding of reality. NOTE: this counts as a major author course. Research paper. (Fall ‘06) ENG 3998: Senior Comprehensives (3 cr.) A comprehensive examination in English and American ENG 3061: The English Novel (3 cr.) literature, which is required of all senior English majors. This seminar will examine definitions of the novel as a genre (Fall) (Spring) from the eighteenth century to the twentieth century. As a new art form in the eighteenth century, the novel represented a new ENG 3999: Senior Honors Project (3 cr.) voice and new values in literature, embedded in realism, Students nominated by the faculty may be invited to do the relatively democratic, sometimes female, and often middle class. Senior Honors Project, usually a major research paper. Further Readings will include representative novels from the 18th, 19th information may be found in the description of the departmental and 20th centuries. Alternates every other year with ENG 3076: Honors Program. (Spring) Satire in Literature and Film. NOTE: this counts as a genre course. Research paper. (Spring, ‘06) Creative and Professional Writing Courses: ENW 2030: Approaches to Creative Writing (3 cr.) ENG 3065: Visions of Hell (3 cr.) This prose class will examine the mechanics and basic This course examines how the conception of Hell evolved from techniques essential to master such prose forms as: the memoir, that of an afterworld where the dead dwell, to a place of the short story and the personal essay. These essentials of the diabolically appropriate punishment, to a state of mental and craft of writing are 1) narrative voice, 2) characterization, 3) use moral torment, to a useful incentive for impeccable behavior, to of critical details as well as 4) fluency with college level a means of revealing the nature of God and Heaven. Authors grammar and vocabulary. The course is writing intensive and studied include Dante, Milton, Sartre, Joyce, and C.S. Lewis. reading intensive. (Fall) (Spring) Students need to be able to consider objectively the religious beliefs or disbeliefs assumed by the works. (Fall) (Spring) ENW 3007/3008: Narrative Writing Seminar (6 cr.) A year-long seminar in the practice of writing forms other than ENG 3071: Laughter: Definitions of Comedy (3 cr.) expository. Through experimentation in various genres This seminar will explore the nature of comedy in its various including short story, dramatic dialogue, autobiographical sketch forms from classical times to the present. It will examine and creative non-fiction, students develop critical sensitivity to comedy’s appearance in various genres: drama, fiction, and film. technique in their own and others’ work as well as awareness of At each of the weekly meetings, the course will pair a reading their own authorial voice. The year long project is the with a film. Seminar sessions will be organized around reports completion of two or three successful narrative pieces, no less and discussion. A research paper is required for this course. than 40 pages in total length. Writing efforts are supported by (Spring, ‘07) conference with the instructor and seminar readings and discussions. This is a year-long course; semesters may not be ENG 3073: International Writers in English: Global Voices taken independently. Prerequisite: ENW 2030: Approaches to (3.cr.) Creative Writing completed with a grade of “C+” or better, or This course aims to examine selected forms of fiction written in permission of the instructor. (Fall) (Spring) English by modern novelists from various regions, backgrounds, social experiences, and points of view. Major authors from ENW 3062: Advanced Writing with Research (3 cr.) Australia, South Africa, Canada, India, and other countries will This course treats writing a research paper on a topic in the be represented. humanities as an art as well as a science. After refining basic techniques of organizing and integrating sources, we will study ENG 3101: New York City in Literature and Film (3 cr.) how style can make an argument more convincing, how shaping This course will examine the ways in which New York City has affects response, how varying pace can make difficult material been portrayed in literature and film. Literature will cover easier to grasp, how using good research well convinces the several authors from the 19th through the 21st centuries. Films reader that the writer is an authority. Prerequisite: B or better in will include comedies, satires, musicals, films about immigrant ENC 4010: Freshman Writing Seminar or an equivalent course, and ethnic experiences, and gangster and crime films. as well as approval of the instructor, based on a five page (Fall, ‘05) sample of writing with research, presented to the instructor during pre-registration or on the first day of the class (Fall) ENG 3108: Victorian Novels of Vocation (3 cr.) This course examines the importance of vocation—a call to ENW 3244: Playwriting (3 cr.) meaningful work in the world, which sometimes takes the form Working with students’ writing and exemplary American and of a particular profession—in the novels by Charlotte Bronte, European plays, this course will explore the basic principles and Charles Dickens, George Eliot, and Thomas Hardy. We will practices of playwriting – play and scene structure, character- also attend to other key themes and to evolving techniques of ization, language, tonal and thematic concerns. (Spring) narration, characterization, and description; contextual reading

66 ENW 3998: Senior Writing Portfolio (3 cr.) ENW 2030 or ENW 3008. This class is repeatable for credit. The student's work in the Creative and Professional Writing (Fall) (Spring) concentration culminates in the Senior Writing Portfolio. Each student meets individually and regularly with a mentor. The ENW 4030: Advanced Fiction Workshop (3 cr.) Portfolio will consist of at least forty pages of creative non- In this advanced seminar class, admitted students will look fiction, fiction, journalism, or poetry. The finished manuscript deeply at voice, character, plot and language in both published will demonstrate the student’s mastery of language and form, and peer work. Students will be expected to produce new work, therefore students should include work in only one or two genre. in the form of short stories and/or novel excerpts. This course is NOTE: a grade of “C” or higher is required for graduation. writing and reading intensive. Prerequisite: Grade of B or better Students may be asked to repeat ENW 3998 in the Spring of in ENW 4020. (Spring) their senior year if this criterion is not met. (Fall) Film Courses: ENW 4003: Screenwriting Workshop I (3 cr.) NOTE: The following literature and writing courses may also be Students are introduced to the craft of visual story-telling, used as electives for the Film Concentration: ENG 2038, ENG exploring character, dialogue, plot setting and tone. Students 3026, ENG 3066, ENW 3003, ENW 4003. view movies weekly and read extensively in professional film scripts. Each week student writing is discussed in a workshop ENG 2080: American Film (4 cr.) format. The semester project is the completion of the “First This course begins with an examination of representative Act” of a feature screenplay, approximately thirty pages of American film genres, such as the western, the gangster, and the writing, as well as an accompanying outline of the entire screwball comedy, tracing their roots back to early American screenplay. May be used as an elective for the Film Con- literature and culture, and following their development to the centration. (Fall) present. The course will also examine major new directors in contemporary American cinema. Taught every other year, this ENW 4004: Screenwriting Workshop II (3 cr.) course alternates with ENG 3076: Women's Film. (Spring ‘06) Students continue their work begun in ENW 4003. Students work intensely on their own projects, workshopping scenes and ENG 2083: Introduction to Film Criticism (4 cr.) sequences. Class lectures involve thorough examinations of This course is an introduction to principles important to a critical story structure and address larger questions of authenticity and appreciation of film. Students will view a representative variety voice. ENW 4004 requires a major commitment to reading, of American and foreign films with an eye to the aesthetic and viewing, and writing. The Semester project is the completion of technical choices made by directors in their attempts to create a full-length feature film script draft of at least 90 pages. coherent works of art. The course will trace the development of Prerequisite: Grade of “B” or better in ENW 4003. This class film as an art form and as a vehicle for social subject analysis is repeatable for credit. May be used as an elective for the Film throughout the twentieth century. (Fall) Concentration. (Spring) ENG 3028: History of Cinema 1: The Beginnings to WW II ENW 4005: Topics in Broadcast Media Writing (3 cr.) (4 cr.) This course covers various genres of creative fictional and no- Topics include pre-20th century protohistory; the cinema of fictional writing in the realms of television and/or radio. attractions; the development of narrative, features, stars and the Student will study relevant video and audio examples of classical Hollywood studio system; French impressionism; successful writing for broadcasting and will work on small Weimar expressionism; Scandinavian naturalism; Soviet exercises in order to build up to a larger project. Student work montage; documentary and avant-garde cinema; early Asian will be shared in class, and might also utilize the campus TV film; the changeover to sound; censorship; French poetic and radio stations. This course is repeatable for credit provided realism; developments in British, German and Latin American the topic of focus varies; such topics could include authorizing film. Students are not required to take part 2. (Fall ‘05) the TV situation comedy, on-air promotions, short teleplays or radio plays, film criticism and news and interview writing. May ENG 3029: History of Cinema 2: WW II to the Present (4 cr.) be used as an elective for the Film Concentration. (Spring) We begin with the war years, Italian neorealism, film noir, the decline of the Hollywood studio system, and new documentary ENW 4009: Poetry Workshop (3 cr.) and avant-garde approaches. International art cinemas from The poetry workshop presents an opportunity for students to Europe and Japan in the 50s and 60s, such as the French New write and revise poems in free or fixed forms. Emphasis is on Wave, are considered. Other key movements, from Brazilian three elements of poetry: 1) memorable language, 2) remarkable Cinema Novo to New German Cinema, African and Indian imagery, 3) engaging story lines. This class is repeatable for cinema and other postcolonial cinemas also receive attention. credit. (Fall) (Spring) We consider Hollywood’s revival and its increasing commercialism, as well as China’s “Fifth Generation,” feminist ENW 4011: Journalism (3 cr.) and other independent practice, and films from Australia, the Students will learn about news, feature and article writing as Middle East, Hong Kong and elsewhere. Part 1 is not a well as plan and carry out reporting assignments on topics of prerequisite. (Spring ‘06) current interest. The course will include discussion of such issues as objectivity, ethics, investigation and interpretation. ENG 3075: Film Theory (4 cr.) Occasionally the class will visit or be visited by working This course will examine the range of contemporary theory journalists. Prerequisite: a minimum of B in ENC 4010 or an about film through readings and viewings of selected films. The equivalent writing course. This class is repeatable for credit. writings of earlier film theorists such as Eisenstein, Kracauer, (Fall) (Spring) Deren, and Bazin will provide a base for the examination of more recent theories rooted in genre studies, semiotics, ENW 4020: Fiction Workshop (3 cr.) Marxism, psychoanalysis, and feminism. Research paper. Through readings, discussion and critique, students will hone (Fall) their skills and refine their literary judgment. A minimum of 40 pages of manuscript during the semester is required; this may ENG 3076: Women's Film (4 cr.) take the form of drafts of a single story, several shorter pieces, This course examines films written, directed, and/or produced or an extended work. Prerequisite: Grade of C+ or better in by women. Although the majority of films treated will be by

67 American women, significant examples will be drawn from • with approval from the chair, one course from another other countries as well. Special attention will be given to artists department, provided it deals significantly with French who attempt to develop film images of women that are freed history and/or culture. from the stereotypes imposed by the classical Hollywood film. Alternates every other year with ENG 2080: American Film. Senior Evaluation Research paper. (Spring ‘07) The Senior Evaluation is a thesis written during the two semesters of the senior year. Students register for Senior ENG 4010: Major Film Directors (4 cr.) Evaluation I (1 credit) during the first semester of the senior This course examines several filmmakers whose work has been year, and in consultation with their faculty advisor, develop a considered to have sufficient consistency and merit as to be topic for their thesis, collect primary and secondary resources made by an “author.” At the same time, we interrogate the and write a detailed outline. During the three credit Senior concept of authorship in cinema in terms of its history, politics, Evaluation II, completed during the second semester of their explanatory power, use as marketing strategy and other strengths senior year, students write the thesis. and limitations. Directors will vary, but the course is international in focus, with at least one non-English language Minor Requirements filmmaker represented. Prerequisite: One other film studies Five courses above the introductory level. With advance course or Instructor’s permission. (Fall ‘06) approval from the Chair, one of these courses can be taken in another department, provided it deals significantly with French ENG 4020: Topics in Film Genres (4 cr.) culture. The basics of genre are considered through the prism of one genre studied in depth. Iconography, narrative, theme, ideology, Note: All course work counted toward the major and minor must audience response, generic evolution and industrial marketing of be taken for a letter grade and must receive a grade of C or genres are explored. Hollywood films form the backbone for better. analysis, but alternatives receive attention. Focus varies with each offering and could include horror, the musical, gangster Departmental Honors film, science fiction, Westerns, film noir, documentary, comedy, Departmental Honors are conferred upon graduating seniors melodrama. Prerequisite: One film studies course, or who have maintained a French grade point average of 3.5 and permission of instructor. (Spring ‘07) have received a minimum grade of A- for Senior Evaluation I and II. ENG: 4030: Topics in National and Regional Cinemas (4 cr.) This course considers one or, for comparative study, two Course Descriptions cinemas in historical, cultural, aesthetic and political contexts. FRN 1001/1002: Introductory French I and II (4 cr. each.) Key filmmakers receive attention, and concepts of identity, the An introduction to French language, grammar, vocabulary, the nation and Diaspora are interrogated. Cinemas to be studied reading of short dialogues and cultural texts with the aim of might include Asian, German and Scandinavian, French, developing the four skills of reading, writing, listening, and International Jewish, Pan-African, British and Irish, speaking. Language laboratory drills. Prerequisite for Soviet/Russian, Italian film or others. Prerequisite: One film Introductory French II: Introductory French I or its equivalent. studies course, or permission of instructor. (Spring) (Fall) (Spring)

FRN 2001/2002: Intermediate French I and II (3 cr. each) FRENCH Intermediate French I and II enhances students’ foundation in The French department offers language instruction at the French helping them improve their listening ability, their ability beginning, intermediate and advanced levels as well as an to communicate orally, to read fictional and non-fictional texts, opportunity to enrich language skills through the study of and to express themselves in writing. Special stress on French and Francophone literature and culture. The department fundamentals of grammar. Prerequisite: Two or three years of aims to develop the four skills of listening, reading, writing, and high school French or its equivalent, or Introductory French I speaking within the classroom and through the study abroad and II. (Fall) (Spring) program in France and other French-speaking countries. Students combine their study of French language, literature and FRN 3003: Advanced French Language and Culture (3 cr.) culture with other areas of study such as International Studies, This is a transitional course between language and literature International Business, Law, Economics, Music, Film and Art courses. It is designed for students who have completed FRN History. 2002, Intermediate French II, and who wish to improve their oral, writing and comprehension skills. In addition to a Faculty and Professional Interests grammar review, students will read cultural (newspaper and Binita Mehta — Language teaching, 18th - 20th Century French magazine articles, songs) and literary (short stories, poems, and literature, Orientalism in French Literature, Francophone novels) texts, and watch films. Prerequisite: FRN 2002, or its Literature, Postcolonial Literatures in French and English, Film equivalent. (Fall)

Adjunct Faculty FRN 3008: Contemporary French Culture (3 cr.) Monique Selinger — Language teaching The course studies various aspects of contemporary French Frédérique Vieron-Feller – Language teaching society through broader themes of family, education, politics, and immigration. Class discussions will be based on literary, Major Requirements sociological and historical readings, articles from French Ten courses above the introductory level, including those listed newspapers and the World Wide Web, and a selection of French below plus a Senior Evaluation films. Prerequisite: Introduction to the Analysis of French Texts, or its equivalent. (Spring ‘07) • one semester of Advanced French Language and Culture

• one semester of Introduction to the Analysis of French FRN 3012: The Nineteenth-Century French Novel (3 cr.) Texts The course introduces students to key French novels of the • five electives in French literature and culture nineteenth-century paying particular attention to the social, political, and literary contexts of these fictional narratives.

68 From the romantic novel of the early part of the century to the GERMAN realist novels of Honoré de Balzac and Gustave Flaubert and the Manhattanville offers instruction in German at the introductory, later naturalist novels of Emile Zola and Guy de Maupassant, intermediate and advanced levels. Both introductory and this course will examine how these novels depict nineteenth- intermediate German are full-year courses applying an all skills century French society. In addition to the novels, we will read approach. At the introductory level, however, aural skills are critical and historical material on the nineteenth-century. emphasized, whereas at the intermediate level, increased Prerequisite: Introduction to the Analysis of French Texts, or its emphasis is placed on writing and reading skills. At the equivalent. (Spring ‘07) advanced level, students are introduced to German culture and literature, while further refining their oral and written use of the FRN 3017: World Literatures in French (3 cr.) language. Advanced students may also qualify for independent The course examines literature written in French by writers from studies in German literature. the Maghreb (North Africa), the Caribbean and Subsaharan Africa. A strong emphasis will be placed on the status of Although a traditional major in German Language and Literature women, sexuality, religion, and the postcolonial status of is not feasible, a self-designed major in German Area Studies Francophone countries and their relationship with France. We (one undertaken in conjunction with one or more other will also define what constitutes Francophone literature, the use departments, such as History, Art History and Philosophy) is of language and the Négritude movement. The course material possible. To accomplish this, students must work in close includes historical and critical texts, novels, short stories, poems consultation with the department chairperson. They are also and films by writers and filmmakers such as Cheikh Hamidou encouraged to spend a semester studying in a Germany-speaking Kane, Mariama Bâ, Maryse Condé, Tahar Ben Jelloun, Assia country, e.g. on Manhattanville’s cooperative program in Berlin. Djebar, and Ousmane Sembène, among others. Prerequisite: (Cooperative study abroad programs require special application Introduction to the Analysis of French Texts, or its equivalent. and approval; interested student should see the Study Abroad (Fall ‘07) Advisor.)

th FRN 3021: 20 Century French Theater (3 cr.) Faculty and Professional Interests In this course we read and analyze French plays by twentieth- Gabriele Wickert — Language teaching, German Classicism, century dramatists including Jean Anouilh, Samuel Beckett, GDR literature, literature/culture of the post-GDR and unified Aimé Césaire, Marguerite Duras, Jean Giraudoux, Eugène Germany Ionesco, and Jean-Paul Sartre. Our approach to the texts will center on the social, political, and cultural contexts of the plays Adjunct Faculty as well as representations of class, gender, and the role of Camilla Chiappari — Language teaching language. Prerequisite: Introduction to the Analysis of French Texts, or its equivalent. (Fall ‘06) Minor Requirements

German is encouraged as a minor. For this five courses beyond FRN 3024: Introduction to the Analysis of French Texts (3 cr.) the introductory level are required. With special departmental This course refines the skills acquired in FRN 3003, Advanced approval, one of these courses may be an Independent Study, an French Language and Introduction to Literature. We will interdisciplinary course, or a course from another department continue to review French grammar and read, analyze, and write (e.g. History, Philosophy or Holocaust Studies), provided these about French novels, short stories, plays and films. deal significantly with German culture. Prerequisite: Advanced French Language and Culture, or its equivalent. (Spring) Course Descriptions

GER 1001/1002: Introductory German (4 cr.) FRN 3027: French Comedy (3 cr.) This course applies a four skills (speaking, listening, reading, This course studies the development of French comedy from the writing) approach to the learning of German. Class and lab medieval period to the twentieth century. Plays to be read with attendance are mandatory. Prerequisite for GER 1001: none. include the medieval farce Maistre Pathelin and Ionesco’s For GER 1002: GER 1001 or its equivalent. (Fall) (Spring) absurd play La Cantatrice chauve. We will study comedies by

Molière, Marivaux, Beaumarchais, Musset, and Ionesco. In GER 2001/2002: Intermediate German (3 cr.) addition to the study of character, style and themes, we will The student ‘s ability to speak and understand, as well as to read examine how the playwrights use comedy to reflect on their and write German will be developed. Main emphasis will be on particular historical periods while commenting on the social and grammar review within a conversational context, combined with political situation of their times. Prerequisite: Introduction to readings of modern literary or cultural material. Class and lab the Analysis of French Texts, or its equivalent. (Fall ‘05) attendance is mandatory. Prerequisite: for GER 2001: One year

of college German, three to four years of high school German; FRN 3031: French and Francophone Culture through Literature for GER 2002: GER 2001. (Fall) (Spring) and Film (3 cr.)

In this course we examine contemporary French and GER 3001: Advanced German (3 cr.) Francophone culture through literature and film. The literary This course is intended to solidify an advanced level of works and films to be analyzed will revolve around 5 themes: comprehension, speaking and writing techniques and to utilize family and childhood, women, cities, immigration, and urban these to discuss compelling contemporary cultural topics. alienation. We will read works by Raymond Queneau, Calixthe Prerequisite: At least four semesters of college German or their Beyala, Joseph Zobel and Mehdi Charef among others, and equivalent. (Spring) watch films by François Truffaut, Louis Malle, Jean-Jacques

Beineix, Cédric Klapisch, Mathieu Kassovitz, Mehdi Charef, GER 3010: The German Heritage (3 cr.) Jean–Pierre Jeunet, Euzhan Palcy, Claire Denis, and Agnès This course is a survey of important German contributions to Varda. Prerequisite: Introduction to the Analysis of French Western civilization from the beginning to the 20th century. Texts, or its equivalent. (Spring ‘06) Important figures and movements in literature, philosophy,

politics and the arts will be discussed. Prerequisite: Advanced FRN 4495: Independent Study (3 cr.) German or its equivalent. (Fall) For majors only with permission of the department.

69 GER 3005: Introduction to German Literature I (3 cr.) Minor Requirements This course introduces students to important writers of the Five courses, not exceeding two courses on the introductory classical and romantic period, and pairs them with writers of the level, and Advanced Placement credit limited to one course of th 20 century on whom they had significant influence, e.g. Goethe the five. and Plenzdorf, Hoelderlin and Sebald, Kleist and Christa Wolf. Major in History with concentration in Social Studies This concentration is intended for students preparing to be HISTORY teachers of Social Studies in middle and high school. A co- Historical awareness grows from the study of the past, a study major in Education is required. based on the realization that the present world is very largely, at any given moment, a product of the past. While politics and war Requirements for Concentration in Social Studies are indeed central to the course of humanity’s development, A total of 17 required courses: historical understanding entails the broadest possible sensitivity • 9 courses in History including to how people over time have thought, played, interacted, HIS 1011: Development of America I worshipped, and expressed themselves. A history major, then, is HIS 1012: Development of America II based upon a general curiosity as to how and why things got to HIS ____: Europe be the way they are; as such, historical awareness and HIS ____: Africa understanding are foundational to a liberally educated person. HIS ____: Asia History provides a general framework through which all human four additional History courses of which two must be life may be more sharply understood. History is an excellent seminars. preparation for careers in all fields because of its general nature. • Two additional courses to count toward the History major: Besides the knowledge gained itself, the study of history will • SOC 2061: Cultural Anthropology over time improve the analytical skills required for success in any endeavor. • POS 1031: Introduction to American Government • Senior Evaluation (in addition to the above required Faculty and Professional Interests courses) Lawson Bowling — United States 20th century, sports history, • An additional 5 co-requisites in the Social Sciences: Italy, economic history • INS 2050: Environmental Geography Mohamed Mbodj — African Studies • ECO 1011: Principles of Economics I: Introduction to Colin Morris — Early America; intellectual, political, history Macroeconomics of place • ECO 1012: Principles of Economics II: Introduction to Irene Whelan — Britain, Ireland, modern Europe, nationalism Microeconomics Choice: 1 of 2 Adjunct faculty • SOC 3085: Science, Technology and Society Robert Ashkinaze — Ancient, Medieval, and Early Modern or Europe; Russia • POS 3081: The Public Policy of Science and Gale Justin — Medieval Europe Technology Don Richards — United States 19th century Choice: 1 of 3 Baboucarr Saho — Africa • POS 2011: Comparative Politics or Departmental Honors • POS 2003: Introduction to Political Thought Honors, based on high achievement, are granted to seniors by or the faculty of the Department. • POS 3012: Environmental Politics

Major Requirements Course Descriptions A minimum of eleven required courses, with no more than seven HIS 4495: Independent Study (3 cr.) courses from the same area of concentration: The Department of History welcomes independent study • one course from each of the following areas projects. These may consist of directed readings, research and Europe writing, or a combination thereof; the exact nature of the study Africa being worked out in consultation with a faculty member. Some Asia recent examples of independent study include histories of Iraq, USA the Israeli-Palestinian conflict, Julius Caesar, World War II in • seven additional History courses the Pacific, Wall Street, the New York Yankees, and ice hockey, Two of the courses must be seminars. among many others. • Senior Evaluation (in addition to the above required courses) European History HIS 1036: World History (3 cr.) Although not required, the department strongly encourages This course is an examination of the salient political, socio- study of foreign languages. Also, the department encourages economic, and cultural features of world history since 1500. independent study projects, directed readings and tutorials on Special emphasis will be devoted to explaining why western any and all historical subjects, large and small. initiatives helped to shape and influence the evolution of global civilization during the past 500 years. (Fall) Senior Evaluation All seniors must complete a senior evaluation, its exact nature HIS 1050: Traditional Europe: Graeco-Roman World to the Eve determined in consultation with faculty. This evaluation usually of the Enlightenment (3 cr.) consists of a senior thesis. This course discusses the making of a specifically European civilization in its social, economic, political, religious and intellectual aspects. Attention will be focused on ancient Greece

70 and Rome, the development of Christianity, the High Middle stage. The influence of literary giants such as Yeats, Synge, and Ages, the Renaissance and early modern Europe. (Fall) O’Casey will be considered, as well as sports and the language revival. (Spring ‘07) HIS 1051: Modern Europe: From Enlightenment to Counter- Culture (3 cr.) HIS 3035: The Third Reich (3 cr.) The transformation of Europe from the middle of the 17th This course examines the origins of Hitler's Germany and the century to the present is the subject of this course. Emphasis consequences of his ambitions for a Thousand Year Reich. will be given to those ideas, personalities and institutions that Particular emphasis will be placed on the psychopathology of have helped shape the modern world from political, fascism, including the doctrines of racial purity which led to the socioeconomic and cultural perspectives. (Spring) Holocaust, as well as Hitler’s ambitions for world domination. (Spring ‘06) HIS 2030: Italy Since 1800 (3 cr.) In 1800, Italia was an idea but not a nation; 200 years later, Italy HIS 3041: The French Revolution and Napoleon (3 cr.) has become a leading member of the European community and a This course focuses on the French Revolution as a watershed in strong influence on the world. This course examines the epic of the political development of western Europe. Special emphasis modern Italian history, from the Risorgimento of the nineteenth will be paid to the role of ideology, class, and culture during the century through the fascist experience, the Cold War years, and old regime and throughout the revolutionary period. The the post-Cold War adjustment. Historical continuities with this ongoing historical debate about the interpretation of the ancient area’s past greatness will form a continuing theme of revolution will also be considered. (Fall ‘06) study. (Fall ‘05) HIS 3056: The Roman Empire (3 cr.) HIS 2045: The Making of the British Isles (3 cr.) The greatest empire of the ancient Western world is the subject This course addresses the interrelationship of England, Wales, of this course. Topics considered will include the Empire’s rise, Scotland, and Ireland from the early Christian period to the political, social, military, and religious institutions, the contested present. Chief topics will include the spread of Christianity, the debate over the causes of the Empire’s fall, and its lasting growth of Norman feudalism, the emergence of nation states, the impact on the ensuing history of the world. (Fall ‘06) influence of the Reformation, the emergence of England as the dominant center, the face of the Celtic countries, the growth of HIS 3081: Chivalry in the British Isles, 1770-1914 (3 cr.) empire, industrialization, and finally the emergence of de- Drawing on writers like Sir Walter Scott and Alfred Tennyson, volution movements in the nineteenth and twentieth centuries. politicians like Benjamin Disraeli, educators like Thomas (Fall ‘06) Arnold and Thomas Hughes, the pre-Raphaelite movement in art and the neo-Gothic revival in architecture, this course will HIS 2052: Russian History to 1917 (3 cr.) examine the emergence of chivalry as an agent of aristocratic This course surveys the development of Kievan Rus, the Mongol hegemony and the anchor of conservatism and tradition in Yoke, the reigns of Ivan the Terrible, Peter the Great, and political and culture life in the period between the American Catherine the Great, the rise of the Russian state to Great Power Revolution and World War I. (Fall ‘05) status and the development of the revolutionary movement in the nineteenth century. (Fall) HIS 3091: Politics and Religion in Ireland (3 cr.) This course examines the relationship between religion and HIS 2053: Modern Russia (3 cr.) politics as it affected, and indeed defined the conflict between This course considers the background to and success of the native and colonial in Ireland over three centuries. Topics Bolshevik Revolution of 1917 as a product of Russian revolutio- covered will include the Reformation, the Tudor conquest of nary tradition and Marxism, the story of the Soviet state under Ireland, the Penal Laws, the emergence of “Protestant Lenin, Stalin, and their successors, the Cold War years, the ascendancy” in the eighteenth century and, finally, the evolution disintegration of the U.S.S.R. and the post-communist aftermath. of entrenched oppositional religious identities that has produced (Spring) such a unique and complex legacy in the twentieth century. (Fall ‘05). HIS 2090: Modern Ireland since 1601 (3 cr.) This course follows the emergence of modern Ireland from the American History Elizabethan conquest to the modern period. Special attention HIS 1011/1012: Development of America (3 cr.) will be paid to the experience of conquest and colonization, the These courses survey the political, intellectual, social, and impact of the penal laws, the major social dislocation caused by economic development of the United States from the Age of the Potato Famine, modernization, the role of the Catholic Discovery to the end of the Civil War (first semester); and from Church, the cultural and political influence of the Celtic Revival, Reconstruction to the present (second semester). (Fall) (Spring) and the background to the current situation in Northern Ireland. (Spring ‘06) HIS 1040: American Voices: The Search For Identity (3 cr.) This introductory-level course examines the quest for soul, HIS 3002: The Great War, 1914 -1918: Literature and Life character and personality in American writing, film, and visual (3 cr.) art. Individuals whose lives and works are examined include This course studies the First World War as revealed in literature Benjamin Franklin, Walt Whitman, Ralph Ellison, Ansel produced by participants, a literature now seen as important in Adams, Thomas Merton, Alfred Kazin, Oliver Sacks, and shaping the modern imagination. Emphasis will be on British Dorothy Day. Films include Citizen Kane and Zeli. (Fall ‘05) records, but we will also study the literature of France, Germany and the United States. (Spring ‘07) HIS 2005: Recent American History (3 cr.) This class examines United States post-World War II history. HIS 3017: The Celtic Revival (3 cr.) Topics include the origins, development and conclusion of the This course considers the origin and development of a Cold War, the civil rights revolution and other social movements movement which catapulted the culture and literature of a poor it inspired, the development of a suburban civilization, and the and backward country into a leading role on the international aftermath to the crisis of the 1960s. (Spring ‘07)

71 HIS 2009: The American Civil War (3 cr.) roles as the gateway for Asian immigration to America and the This course examines the origins and consequences of “the most production center for international cultural products. important event in the history of the United States” (Levine), (Spring ‘06) exploring the political, economic, social, and moral significance of the course of events for Americans Northern and Southern, HIS 3011: Revolutionary America (3 cr.) free and enslaved, rural and urban, on the battlefields and at This course studies the period of the late eighteenth century that home. Investigations will focus on selected writings from the saw the overthrow of British imperial rule and the creation of era, interpretive sources, and documentary film. (Fall ‘06) the United States as an independent nation struggling, ultimately successfully, to construct itself as a functioning republic. HIS 2012: American Sports History (3 cr.) (Spring ‘06) This course considers the history of American sports from its organized beginnings to the present, both as a significant social HIS 3014: African-American History (3 cr.) phenomenon itself, and as a reflection of and conduit for This course surveys aspects of African-American history from broader social, political, intellectual and religious aspects of earliest times to the present. The topics include: the African American life. Great personalities, games, and events will be background; slavery and the trans-Atlantic slave trade; Blacks in included. (Spring ‘06) the colonial period; the Civil War and reconstruction; Black migrations, civil and social rights struggles; and political and HIS 2025: American Economic History (3 cr.) cultural nationalism (Harlem Renaissance, the Civil Rights and This course offers an analysis of the development of different Black Power Movements). Topics are examined within the sectors of the American economy from the colonial era to the context of American history so as to highlight both intimate present. Particular attention will be given to the role of links as well as distinctiveness. (Fall) government, technology, and entrepreneurs in the growth process. (Fall ‘06) HIS 3037: The Immigrant Experience in America (3 cr.) This course is an overview of American immigration history HIS 2036: History of New York City (3 cr.) from early settlement to the present. Topics include the motives Why does New York City look the way it does? How have its and patterns of early European and African settlement and the physical appearance and spatial organization changed over the enactment of early exclusionary laws in the new republic; the last 200 years? What are the economic, political, and cultural "first” great wave of 19th century Irish, German, and later Asian dynamics that have shaped this city’s development? What have immigrants and the impact of these groups on urban been the visions for the city? How have its residents and visitors transportation and agricultural developments; the Ellis Island era experienced its physical organization? This course seeks to of the "great migration” and its resulting impact on answer these and other questions. Its main focus is on the city’s industrialization; the onset of government restriction in the early public and private architecture, physical design and use of 20th century and modern refugee problems. Students will also natural and material resources. Answers will be sought in explore current issues of assimilation, acculturation, cultural required readings, documentary films and field trips around New identity and multiculturalism in American society. (Fall) York City. (Spring ‘06) HIS 3040: Harlem Renaissance (3 cr.) HIS 2048/2054: American Places I (Cities On a Hill)/II (Frontier The course discusses the social, economic, cultural and literary Nation) (3 cr.) significance of the New Negro Movement of the Harlem These courses examine the political, architectural, and cultural Renaissance from 1919 to 1929 and the impact it had on the history of particular American places: Salem, Massachusetts; self-defining of black people and the establishment of twentieth Los Angeles; the Mississippi Delta (first semester); and century Pan-Africanism. (Fall) Jefferson’s Virginia; Texas; and cyberspace (second semester). (Fall ‘05) (Spring ‘06) HIS 3067: Topics in the History of American Sports (3 cr.) Two hundred years ago, sports in the new United States were HIS 2060: Reconstruction and the New South (3 cr.) generally considered to be minor diversions for children; today, The problem of how to reconstruct the United States of America organized sports and athletics form a major component of our after the Union’s defeat of the Confederacy and the abolition of culture. The increasing importance of sports, the various slavery was the most daunting task ever undertaken in the activities Americans have engaged in, and the meanings they history of American government. This course examines the have found and made while so occupied will form the content of political, economic, and cultural ideas, events, and programs this course, with football, baseball, and basketball receiving the involved in Reconstruction. It traces the dramatic events of an greatest emphasis. (Fall ‘05) era of great struggle and hope, crisis and tragedy. Special attention will be paid to the South, the former “rebel” states of HIS 3075: American Ideas: 19th century (3 cr.) the Confederacy, whose social, economic, and political systems This course provides an in-depth analysis of the major U.S. lay in ruins in 1865. Competing visions for rebuilding Southern thinkers of the 19th century. Topics covered include the death society and reuniting the nation will be explored. African- of Calvinism and rise of Unitarianism; the Transcendental American freedom and its prospects will form a central focus of Movement; debates about slavery and race; states rights, the this course. The emergence of a “New South” by the turn of the Constitution and Civil War; the role of women in America; the century, its relation to the past and to the rest of the nation will problem of industrial democracy. Writers consulted include be considered. The modern legends of the Old South, the Civil Alexis de Tocqueville, Thomas Jefferson, Ralph Waldo War, and Reconstruction will be explored in literature and film. Emerson, Henry David Thoreau, William Ellery Channing, (Spring ‘07) Abraham Lincoln, Frederick Douglass, Edward Bellamy, Catherine Beecher and Harriet Beecher Stowe. (Fall ‘07) HIS 3001: California and the American West (3 cr.) This course focuses on the amazing history of the greatest state HIS 3093: The United States in the 1950s and 1960s (3 cr.) in America, from its founding by Spanish missionary Father- This course considers American society and culture during two President Junipero Serra through its acquisition by the United decades of revolutionary change. Topics to be covered include States in the 1840s, the gold rush that provided its jump start, the Civil Rights movement and its imitators, the American and into its phenomenal growth and development over the experience in Vietnam, consumer culture and suburbia, and course of the twentieth century and beyond, including its global youth culture. (Spring ‘07)

72

HIS 3113: American Assassins: Political Murder in the United HIS 2038: African Diaspora in South America (3 cr.) States (3 cr.) This course focuses on the peoples and cultures of African This seminar examines political murder and murderers in the descent that have existed on the South American continent. United States from the assassination of President Abraham Particular attention will be paid to this phenomenon as it Lincoln to the domestic terrorism of the Unabomber. manifests itself in Brazil. (Fall ‘05) (Spring ‘07) Sociological, psychoanalytical, and psychiatric perspectives on the motivations and personality “types” of American political HIS 2082: Ancient African History (3 cr.) killers, as well as their own moral and political justifications, This course is a survey of African history from the earliest times regrets, or denials of their actions, will be considered. A central to 1800. Themes include the formation of early human focus of this course will be on understanding law enforcement, communities in selected parts of Africa, the ancient kingdoms judicial, and legislative responses to political killing. and civilizations of Egypt, Meroe, Axum and others, the Sudanic Perspectives on the roles of government agencies and corporate empires and kingdoms, East and Southern African kingdoms, power in political murder and the growth of a popular the trans-Saharan trade system, the slave trade and its impact, “conspiracy industry” will also be considered. Manifestations and political and economic developments to 1800. (Fall) of domestic political homicide in modern American fiction, visual art, and music will be included. (Fall ‘05) HIS 2085: History of Contemporary Africa (3 cr.) This course surveys aspects of the history of post-independence HIS 3123: The Mississippi: Site, Scene, Symbol (3 cr.) Africa since the 1950s. Themes examined include the national This course will examine the social, political, cultural, and independence movements and liberation struggles, nation- natural history of the Mississippi River and its environs. The building, political ideologies, the party systems, the military in river will be considered in all its aspects, from the physical and politics, internal conflicts, civil wars, educational, social and geographical through the social, political, and economic to the cultural developments, neo-colonialism, economic dependency symbolic and spiritual. (Fall ‘06) and development, foreign interference through structural adjustment programs, the movement for political change and the African History future of Africa. (Spring) HIS 1020: Africa Discovered: Africa and Africans in World History (Freshmen Honors Seminar) (3 cr.) HIS 3118: Women, the State, and Politics in Africa (3 cr.) Despite being the cradle from which all current human societies This course examines the formal and informal participation of likely emerged, Africa is still the continent likely linked to African women in politics, their interaction with the state and “discovery.” This may reflect a set of outsiders’ prejudices or their role in society. Themes will include: reconstructing the fantasies, but more likely is suggestive of the pivotal role of role of women in pre-colonial African society, women’s Africa defined as the “other,” especially in the West. This responses to colonial intervention and rule, African women in course covers the major historical periods from early humanity the independence struggle, African women in the post-colonial to the most recent; explored themes include global, specific, political economy, women and the military, and women’s hegemony, alterity, representation, identity, label, indigenous, contemporary political and social activism. (Fall ‘06) cosmopolitan, exotic, authentic, modern, traditional, and Diaspora. (Fall ‘05) Asian History HIS 2067: History of Traditional China (3 cr.) HIS 1022: Europeans and Americans through African Eyes This course surveys Chinese history from earliest times (ca. (Freshmen Honors Seminar) (3 cr.) 1700 B.C.) to the late eighteenth century, focusing on China's Most of the literature about the relations between Africans and characteristic social and political institutions, as well as its Westerners is about the West’s views. Therefore little is known intellectual and cultural traditions. China's relations with other Asian countries and peoples will also be treated. (Fall ‘05) about what Africa and Africans think about Europe. This is due partly to the fact that most scholars rely heavily on European and HIS 2063: History of Traditional Japan (3 cr.) American materials, and partly to an unconscious Europe centered This course surveys the history of Japan from its earliest period perspective. This course addresses the issue of how Africans have until 1800,highlighting its characteristic institutions and viewed Europe and North America through time. (Fall ‘06) traditions. It includes a study of the major political figures as well as the everyday material culture, particularly of the Tokugawa period. Some treatment of Japan’s traditional HIS 2019: Introduction to African Studies I (3 cr.) literature and religions is included. (Fall ‘06) This course is an interdisciplinary, historical survey of African societies. It introduces major African political, social and HIS 2064: History of Modern Japan (3 cr.) cultural institutions and events from ancient times to the present. This class is a study of the modernization and westernization of It aims to facilitate understanding of how African communities Japan from the early nineteenth century to the present, focusing have faced the challenges of societal construction, encountered on Japan's emergence as a world power both earlier in this historical disruptions, recovered and continued the process of century and again in the last few decades. The “underside” of reconstruction to the present. (Fall) Japan's rise to power will be examined, as well as the nature of US-Japan relationships. (Spring ‘07) HIS 2021: Introduction to African Studies II (3 cr.) This course provides an interdisciplinary introduction to the HIS 2022: History of Modern China (3 cr.) western hemisphere. Themes include African historical and This course looks at China's long struggle to come to terms with societal background in the Americas: the Diaspora in the the modern world, from the early nineteenth century to the Americas; slavery in the western hemisphere; new social forms: present. Topics discussed include the last days of the Qing family systems, social, cultural and religious institutions; the dynasty, the problem of Western and Japanese imperialism, and political and intellectual struggles for humanity and freedom; the various attempts at revolution, culminating in the triumph of and cultural, economic, and political development. The the Communists in 1949. The last part of the course will approach aims to insure an historical understanding of African evaluate the successes and failures of Communist rule. American, Afro-Caribbean, and Afro-Latino communities and (Spring ‘06) Africa’s constant creativity and contributions to the larger multi- cultural stream. (Spring)

73 International History Committee HIS 2057: Wars of the Modern Middle East ( 3 cr.) Peter Gardella (Chair), Lawson Bowling, Sheldon Grebstein This course endeavors to provide a clearer perspective on the (Westchester Holocaust Education Center), Van Hartmann, origins of the conflict between the “Jewish State” and the James E. Jones, Lea Rutmanowitz, Norton Shargel, Irene “Arab Awakening” by considering a symmetrical investigation Whelan of the intense historical claims to territory by both Jews and Arabs. A detailed analysis of the modern wars between Israel Requirements for the Minor and the Arabs since 1948 and their effect on international A minor in Holocaust and Genocide Studies requires the relations will be included. (Spring) completion of WREL/IDS 3037: The Holocaust and Culture, and four other courses, with at least three from those listed HIS 2061: Islam in World History (3 cr.) below. One related course may also be counted with permission This course explores the role and place of Islam in world history of the Chair. from its debut to the present. Islam is seen today as one of the most controversial issues that is influencing humanity’s Course Descriptions evolution. Through history, Islam as a religion and a way of life HOLC 3042: Literature of the Holocaust (3 cr.) has alternated between a focus of respect and imitation, and one A study of selected fiction, poetry, and drama depicting the of fear and disdain. Political events provide the frame while human experience of the Holocaust, 1933-1945, and its social change epitomizes the impact. Main themes include continuing significance. The central question to be examined in monotheism, Arab, interpretation, Quran, expansion, this course is how genocide, the ultimate atrocity, can be conversion, adaptation, secular, sacred/divine, prophet, war, transformed into art. (Fall) peace, economy, and women. (Spring ‘06) HOLC 3035: The Third Reich (3 cr.) HIS 3071: World War II Revisited (3 cr.) This course will examine the origins of Hitler's Germany and the This course offers an analysis of the causes and course of the consequences of his ambitions for a Thousand Year Reich. greatest conflict in world history, covering all theaters of Particular emphasis will be placed on the psychopathology of operation. Topics include the military and diplomatic fascism, including the doctrines of racial purity which led to the implications of “total war” and the compelling personalities, Holocaust, as well as Hitler's ambitions for world domination. both famous and otherwise, who struggled against each other. (Spring) (Fall ‘05) HOLC 3036: The Holocaust and Film (4 cr.) HIS 3080: The American Century (3 cr.) One of the most effective ways in which the memory of the During World War II, magazine publisher Henry Luce famously Holocaust has been kept alive has been through its portrayal on defined the twentieth century as “the American Century.” This film. One might argue that a whole genre of film has emerged, course will consider how, in the last hundred years, the role of devoted to the examination and remembrance of the Holocaust, the United States in the world grew to gigantic proportions, and from Alan Resnais’s early documentary, Night and Fog, to examine selected issues related to this influence such as popular Steven Spielberg’s commercial feature, Schindler’s List. This culture, the Cold War and its aftermath, and international course will study the evolution of that genre and the changing economic relations. (Fall ‘06) nature of the Holocaust’s portrayal. Research paper. (Fall)

HIS 3094: International Relations Since 1945 (3 cr.) HOLC 3037: The Holocaust and Culture (3 cr.) A survey of the course of relations among the nations from the Discussion will focus on three questions. First, how did conclusion of the Second World War forward, including the Western culture contribute to the attempt to exterminate the unique role played by the United States. (Fall ‘06) Jewish people that was carried out from 1933 to 1945? Second, what support can culture, especially literature and the arts, offer HIS 3126: Europe and Its Empires (3 cr.) to the attempt to live in awareness of that event? Third, are the This course looks at Europe’s expansion from the fifteenth cultural factors that contributed to the Holocaust still active century through the twentieth. The focus will be on comparing today? (Fall) European colonial regimes in America, Asia, and Africa, and their differing impacts, covering the times of exploration, the HOLC 3095: Race, Religion, and Culture (3 cr.) conquest phase, and the colonial period. Keywords will include: The purpose of this course is to examine the complex interplay nationalism, capitalism, imperialism, assimilation, association, between race, religion, and culture in a variety of contexts in the globalism, hegemony, domination, chauvinism, indigenous, Western hemisphere. The course includes an examination of the expatriate, missionary, emancipation, segregation, culture, civil- impact of racism and sexism on religious practice. ization, religion, and race. (Spring ‘06) Related courses Other courses are listed under Holocaust and Genocide Studies HOLOCAUST AND GENOCIDE STUDIES in the course schedules that appear before registration each PROGRAM semester. Students completing a minor in Holocaust and In association with the Westchester Holocaust Education Center, Genocide Studies may also propose that one related course be which has its base of operations at the College and which counted toward their program with approval of the Chair. maintains offices and a resource center open to the campus Internships and independent studies are encouraged. Related community, an interdisciplinary faculty committee oversees a courses could include many offerings from the Department of minor in Holocaust and Genocide Studies. Although the History in the European or African areas; courses dealing with program focuses on the destruction of European Jewry between the problem of evil or ethics from the Philosophy department; 1933 and 1945, it also includes a range of topics dealing with Political Science or Sociology courses dealing with race or human rights abuses and genocide. Faculty and students are genocide; and World Religions courses that provide background welcome to attend the seminars and lectures sponsored by the or a context for research on the Holocaust or genocide. Holocaust Center which bring leading educators, scholars, and writers to the campus.

74 INTERNATIONAL STUDIES PROGRAM national focus, such as International Theater, Perform- The end of the Cold War and increasing interdependence among ing or Visual Arts. nations has blurred the traditional boundaries between domestic and international affairs. There is scarcely an important segment Senior Seminar: of national — or, for that matter, personal — life that can be • The Senior Seminar is an integrative course for all isolated from developments in the rest of the world. seniors which brings together the many divergent International competence, the ability to respond intelligently to forms of International Studies into a coherent whole. what goes on abroad and to communicate effectively across As part of this course, each student writes a senior cultural barriers, is at a premium in almost every profession. thesis, which is presented and defended orally. The International Studies Program at Manhattanville responds to this need of our globally interdependent world. It combines International Studies majors are normally required to take a study in the disciplines of economics, political science and modern foreign language as a minor. Majors are also urged to history with the insights of sociology and psychology and adds plan, where possible, a semester or summer study abroad. the dimension of comparative literature and culture. Communications skills in English and at least one foreign Language Requirement language help to produce graduates who aspire to careers in International Studies majors are normally required to take one of government, business, international organizations, journalism, the modern foreign languages as their minor. The standards for academic life and other professions. satisfying this are established by the respective language departments. The language requirement applies to students with Faculty Committee double majors, one of which is International Studies. Lawson Bowling (Director), David Eisenhower, Lawrence Krute, Mohamed Mbodj, Binita Mehta, Irene Whelan, Students who can demonstrate native or near-native proficiency Gabriele Wickert, Cecilia Winters, Kwan Ha Yim. in a modern foreign language (including a secondary-school level of proficiency in reading and writing) may petition to the Major Requirements International Studies director to be exempted from the minor A total of sixteen courses is required, nine of which form a core requirement. The College requirement for a minor area in some and seven of which are electives. other field still, however, applies.

Core required of all majors: Note: language courses in the minor cannot be double counted as International Studies electives • ECO 1011: Principles of Economics I • ECO 1012: Principles of Economics II Study Abroad • HIS 1035: World History Living and studying abroad make a distinct contribution to the • HIS 1012: Development of America (second semester) aims of the International Studies Program and provide an oppor- • SOC 2070: Marxist Political Economy tunity for progress in the foreign language of one's choice. • INS 2001: Introduction to Comparative Literature and Manhattanville has developed cooperative study abroad pro- Culture grams in many of the world's major cities, and prospective • INS 3003: Senior Seminar in International Studies International Studies majors are encouraged to consult the Study • and two of the following three courses: Abroad section in this Catalog, as well as the Study Abroad • POS 2003: Contemporary Political Ideologies Office for such opportunities. • POS 2011: Comparative Politics • POS 2070: International Politics Double Major Students in the International Studies Program may take a double Elective courses: major, which necessitates fulfilling the major requirements of both departments. As noted above, International Studies majors • A total of seven elective courses above the 1000 level, two ordinarily must also fulfill the requirements for a foreign of which must be at the 3000 level. Elective courses can language as a minor even though such a minor is not formally come from a variety of departments, but should deal with required by the College for students with double majors. contemporary manifestations of comparative politics,

economics or culture, or with the history and politics of a Departmental Honors particular region outside of the United States. Two elect- Honors in International Studies are awarded to graduating ives must be cultural in orientation. seniors on the basis of the following:

• Grades of B or better in all courses applied toward the • At least four courses must form a concentration, approved major (including any transfer courses approved for the by the program director, in one of the following areas major), as reflected on the student's Major Checklist from (cultural and concentration courses may overlap): the Final Portfolio Review A specific geographical area: this may be Western Europe, Eastern Europe, Latin America, Africa, Asia • An average of B+ or better in all courses applied toward the or the Middle East. major (including any transfer courses approved for the International Political/Economic Relations: These major), as reflected on the student's Major Checklist from courses usually come from the Political Science or the Final Portfolio Review Economics and Management departments, and should • A- or better on the Senior Evaluation deal with contemporary political and economic re- lations in a comparative context. Certificate in International Management Comparative Culture: Students may take courses in A Certificate in International Management is awarded to aspects of world culture from a variety of departments, students who complete a double major in International Studies but the selection of courses should accord with an and Management or who complete a major in International underlying rationale worked out by the student in Studies with a concentration in Management. Students must consultation with the International Studies director. In also complete an internship or equivalent employment with a many cases, the cultural concentration may have an non-profit or human rights organization, or a business firm or area focus, although students may also elect a cross- trade association with a significant international dimension. Finally, students must spend at least one semester or summer 75 session studying abroad. The last requirement may be waived Cultural Study Tour of Ireland for students who have significant previous foreign residence A 12-15 day Study Tour of Ireland during Spring 2006 is experience. planned, with such an opportunity to be made available every second year thereafter. The Study Tour may be taken for three For the purposes of the Certificate, a concentration in Manage- credits. ment consists of a minimum of six courses from the following list, or their equivalent if course offerings should change (note: Minor Requirements 1000-level courses cannot count toward elective credit in Students opting to minor in Irish Studies must take a total of five International Studies): courses, including: • MGT 1001: Fundamentals of Management* • two required courses IRSH 2090: Modern Ireland Since • MGT 1002: Fundamentals of Accounting I* 1601 and IRSH 2045: The Making of the British Isles • MGT 1003: Introduction to Marketing* • and one seminar at the 3000 level. • MGT 1008: Fundamentals of Accounting II* • MGT 2006: International Marketing* Faculty and Professional Interests • MGT 2007: International Management* Irene Whelan (Director) — Religious and cultural history • ECO 3016: International Trade and Development Gillian Greenhill Hannum — Celtic art th • ECO 3017: Seminar in International Finance and the Mary Anne Joyce — 20 century Irish composers Global Economy Anthony Piccolo — Joyce and modernism

Note: International Studies is not available as a minor. Adjunct Faculty Don Richards — Irish American immigrant history Course Descriptions Deborah Saleeby-Mulligan — political art in Ireland Note: nearly all International Studies courses are offered by such departments as Economics, History, Political Science, etc., Course Descriptions and can be found in the course listings of those departments. IRSH 2024 : Survey of Irish Art (3 cr.) This course will provide an overview of Irish art from the INS 2001: Comparative Literature and Culture (3 cr.) Neolithic era to the present day. Particular emphasis will be This course will examine selected literary texts both as placed on the “Golden Age” of Irish art in the early Middle th expressions of specific national identities and in their inter- Ages and on developments during the Georgian era in the 18 cultural relatedness. Though historical roots will be treated, century. Architecture, sculpture, metalwork, manuscripts and emphasis will be on contemporary manifestations of the paintings will be examined within the context of the various intellectual and cultural heritage of Western and Eastern Europe, influences on Irish culture and the development of a national Latin America, Asia and Africa. (Fall) identity. Two slide exams and a short research paper will constitute the means of evaluation. INS 3003: Senior Seminar in International Studies (3 cr.) An integrative seminar meant to pull together the diverse IRSH 2036: English VI: The Modern Age (3 cr.) elements of international studies, including economic, political, Twentieth-century English and Irish writers whose work historic, literary and cultural aspects. This course is aimed challenges social, religious, and aesthetic conventions. Course primarily at International Studies majors in their senior year, deals with the beginnings and refinements of modernism, the who will write their senior theses in conjunction with the course. effects of class and cultural conflicts, the risks of intimacy and International Studies majors who will not be present at the search for values in contemporary society. Includes W.B. Manhattanville in the Fall semester of their senior year may take Yeats, Joseph Conrad, James Joyce, Virginia Woolf, Oscar the course in their junior year with the consent of the instructor. Wilde, E.M. Forster, D.H. Lawrence, W.H. Auden, Dylan (Fall) Thomas, Philip Larkin, Doris Lessing, Edna O’Brien, and Harold Pinter. (Spring ‘06)

IRISH STUDIES PROGRAM IRSH 2045: The Making of the British Isles (3 cr.) The Irish Studies Program offers an interdisciplinary minor in This course will address the interrelationship of England, Wales, the history and culture of Ireland and the Irish Diaspora, from Scotland, and Ireland from the early Christian period to the the early Christian period to the present. Contemporary trends present. Chief topics will include the spread of Christianity, the underscore the extraordinarily diverse character that Irish growth of Norman feudalism, the emergence of nation states, the Studies has assumed in the last two decades. Scholarship on influence of the Reformation, the emergence of England as the Ireland has yielded rich dividends in our understanding of the dominant center, the fate of the Celtic countries, the growth of empire, industrialization, and finally the emergence of experience of colonialism, literature, music and national th th identity, the significance of emigration and diasporic devolution movements in the 19 and 20 centuries. (Fall ‘06) communities, economic modernization, the role of women, and finally the difficulty of effecting lasting peace between bitterly IRSH 2090: Modern Ireland since 1601 (3 cr.) divided peoples. This course will follow the emergence of Modern Ireland from the Elizabethan conquest to the modern period. Special The aim of the program is to provide the student with a attention will be paid to the experience of conquest and comprehensive appreciation of the Irish experience through a colonization, the impact of the Penal Laws, the major social range of courses drawn from different disciplines and reflecting dislocation caused by the Potato Famine, modernization, the role the richness and complexity of this field of study. of the Catholic church, the cultural and political influence of the Celtic Revival, and the background to the current situation in Study Abroad in Ireland Northern Ireland. (Spring ‘06) Students taking a minor in Irish Studies may take advantage of our cooperative Study Abroad Program with the National IRSH 3017: The Celtic Revival (3 cr.) University of Ireland in Galway. Appropriate credits may be The origin and development of a movement which catapulted transferred with the approval of the director. the culture and literature of a poor and backward country into a leading role on the international stage will form the basis of this course. The influence of literary giants such as Yeats, Synge, 76 and O’Casey will be considered, as well as sports and the Ireland, the Penal Laws, the emergence of ‘Protestant language revival. Research paper required. (Spring ‘07) ascendancy” in the 18th century and, finally, the evolution of entrenched oppositional religious identities which has produced IRSH 3031: The Medieval Synthesis (3 cr.) such a unique and complex legacy in the 20th century. Research Europe in the Early Middle Ages was an unstable world, with its paper required. (Fall ‘05). collapsing imperial framework, migrating peoples, contrary cultures (laws, languages, religions, and values), insecure ITALIAN economic structures and clashing political strategies. Medieval The Italian department offers language instruction at the records and a variety of cultural sources will be studied to bring introductory, intermediate and advanced levels. It also provides to life this remarkable time. Students will collaborate on literature courses that enable students to become well acquainted examining a vital issue of the period through a group seminar with the principal periods of Italian literature, the major writers, report. Each student will focus on an aspect of that issue for an and inter-related aspects of Italian culture. Although a individual research paper. traditional major in Italian is not offered, students may choose to self-design a major in either Italian Language and Literature or IRSH 3037: The Immigrant Experience in America (3 cr.) Italian Studies. Both programs of study are to be discussed and An overview of American immigration history from early structured in consultation with the Italian department. settlement to the present: the motives and patterns of early Proficiency in Italian can be of practical advantage in several European and African settlement and the enactment of early areas such as economics, law, business, International studies, exclusionist laws in the new republic; examination of the “first” medicine, music and art history. Study Abroad: Students with at great wave of 19th century Irish, German, and later Asian least a B average have the opportunity to live and study in Italy immigrants and the impact of these groups on urban for one or two semesters. A summer session of study in Italy is transportation and agricultural developments; a detailed look at also recommended. the Ellis Island era of the “great migration” and its resulting impact on industrialization; the onset of government restriction Faculty and Professional Interests in the early 20th century and modern refugee problems. M. Alessandra Hart — 19th and 20th century Italian literature, Students will also explore current issues of assimilation, Language teaching acculturation, cultural identity and multiculturalism in American society. (Fall ‘05) Adjunct Faculty Alessandro Daniele – Language teaching IRSH 3089: The Celtic Synthesis (3 cr.) Maria Repola – Language teaching From the sixth through the ninth centuries, Ireland enlightened Western Europe with its spirit, learning, and artistic innovation. Minor Requirements This seminar will explore the foundation of the Early Christian Five courses beyond the introductory level. The minimum grade Celtic synthesis, the Hiberno-Saxon connection, and aspects of for the Minor courses is C. the medieval world which posed challenges to its existence.

Students will explore continuity (i.e. how the roots of the early Course Descriptions middle ages can be found in pre-Celtic and Celtic societies) and ITL 1001/1002: Introductory Italian (4 cr.) how cultural artifacts document history. Students will do This course is designed to give the student a basic knowledge of individual work and collaborate on work in small groups. A spoken and written Italian. Pronunciation, fundamentals of seminar report and research paper are required. grammar and vocabulary building are stressed. Attendance and

participation figure in the final grade. Prerequisite for ITL IRSH 3076: Troubled Images: Art and Conflict in Ireland (3 cr.) 1001: none; for ITL 1002: ITL 1001 or its equivalent. ITL This seminar will survey the history of political art in Ireland 1001, (Fall and Spring), ITL 1002. (Spring) from the twentieth century to the present. The student will be introduced to the visual arts of modern day Ireland through slide ITL 1005: Introductory Italian and Conversation (3 cr.) lectures and readings. Issues of national identity and cultural Designed to provide a solid foundation in spoken and written revivalism will be addressed as we look at Irish political art Italian. Emphasis on fundamentals of grammar and vocabulary beginning with the Celtic Revival of the late 1840s and building. Exclusive use of the language in dialogues and drills continuing to the Northern Irish mural movement of the 1980s aims at developing linguistic ability in a meaningful and useful and 1990s. Each student will be required to complete a research context. (Summer) paper of about 5-20 pages and must present that research in fifteen-minute oral presentation. A prerequisite of one art ITL 2001/2002: Intermediate Italian (3 cr.) history course or one Irish studies course is required for the The aim of this course is to provide a comprehensive review of seminar. (Fall ‘05) Italian grammar, and to serve as an introduction to the study of

Italian literature. Much emphasis is placed on developing IRSH 3081: Chivalry in the British Isles, 1770-1914 (3 cr.) fluency in speaking and writing. Attendance and participation Drawing on writers like Sir Walter Scott and Alfred Tennyson, figure in the final grade. Prerequisite: for ITL 2001: Intro- politicians like Benjamin Disraeli, educators like Thomas ductory Italian or its equivalent; for ITL 2002: ITL 2001. Arnold and Thomas Hughes, the pre-Raphaelite movement in art (Fall) (Spring) and the neo-Gothic revival in architecture, this course will examine the emergence of chivalry as an agent of aristocratic ITL 2015: Italian Conversation and Composition: Intermediate hegemony and the anchor of conservatism and tradition in Level (3 cr.) political and cultural life in the period between the American Designed for students at the intermediate level, this course will Revolution and World War I. Research paper required. provide the opportunity to expand oral and written skills. (Fall ‘05) Conversation, compositions and oral reports will develop the

student's use of the language in a variety of spoken and written IRSH 3091: Politics and Religion in Ireland (3 cr.) situations. (Summer) This course will examine the relationship between religion and politics as it affected and indeed defined the conflict between ITL 3001/3002: Advanced Italian (3 cr.) native and colonial in Ireland over three centuries. Topics This course has two aims: to continue improving students’ use covered will include the Reformation, the Tudor conquest of of spoken and written Italian, and to increase their ability to

77 read, understand, and enjoy Italian literature. Fine grammar ITL 3019: Literature, Film and Society (3 cr.) points will also be reviewed. Attendance and participation Literature and films are examined as a reflection of social reality figure in the final grade. Prerequisite: for ITL 3001: and a source of information of cultural, social and political Intermediate Italian or its equivalent, for ITL 3002: ITL 3001 or conditions and conflicts in 20th century Italy. Novels adapted its equivalent. (Fall) (Spring) into films will also be examined. Oral and written work assigned. Prerequisite: Advanced Italian or its equivalent. ITL 3003: Advanced Italian Conversation (3 cr.) (Spring ‘06) This course is intended for students with a good knowledge of Italian grammar who wish to improve their fluency in the language. Emphasis is on reading and discussion of various LATIN AMERICAN STUDIES PROGRAM current topics selected mostly from newspaper and magazine Latin America, a region of numerous nations where indigenous, articles. Students prepare oral reports and complete short European, and African cultures interact, offers broad written assignments. Attendance and participation figure in the opportunities for interdisciplinary study. The Latin American final grade. Prerequisite: Advanced Italian or its equivalent. Studies minor is interdisciplinary and designed to integrate a (Spring ‘08) series of courses from a variety of academic departments in an effort to acquaint students with the Latin American region — its ITL 3004: Advanced Italian Conversation and Composition history, politics, economics, and literature as well as its social (3 cr.) and cultural background. The program offers a framework in The purpose of this course is to strengthen and refine the which to explore contemporary developments and social issues student's oral and written skills. Conversation and composition impacting the larger Latin American community. In addition, will be practiced through class discussions of modern literary the Latin American Studies Program hosts symposia, concerts, texts and written assignments. Attendance and participation cinema and art exhibitions as well as lectures by distinguished figure in the final grade. Prerequisite: Advanced Italian experts on the Latin American region. A semester abroad in Conversation or its equivalent. (Fall ‘07) Latin America is recommended.

ITL 3005: Contemporary Italian Literature (3 cr.) Faculty and Professional Interests For students with a high degree of proficiency in Italian. George Castellanos — Latin American literature, Latin Selected works of contemporary Italian literature will be read American writers in English, and Spanish language education. and analyzed with special emphasis on the different aspects of María José Lujan — Peninsular literature and language Italian life and culture they reflect. Written assignments will include summaries, linguistic exercises and brief compositions. Minor Requirements (Summer) Although a major is not offered, students may take a minor in

Latin American Studies. A minimum grade of C is required for ITL 3007: The Short Story: From Boccaccio through the 20th all courses. Century (3 cr.)

The course will examine this popular literary form which in Italy For the minor, students must complete five courses, three has an ancient tradition that goes back to the Novellino and required and two electives. Boccaccio's Decameron. Readings will begin with a selection Required courses: from the Decameron and, proceeding in chronological order, will follow the short story's development through the 20th • POS 2058: Latin American Politics (English) century with a wide range of short fiction from major writers. • SPN 3017: Latin American Civilization in the Arts (Spring ‘05) (English/Spanish) • SPN 2032: Analysis of Latin American Literary Texts ITL 3011: 20th Century Italian Narrative I (3 cr.) (English/Spanish) Designed for students who already have a high degree of proficiency in Italian. Selected works by the century's major Electives: authors will be read and analyzed. Discussions will focus on the Two elective courses are selected from among those approved problems they address and the changes they reflect in the socio- by the Latin American Studies Faculty Committee and discussed cultural milieu of contemporary Italy. Selected film classics will with the advisor. be shown. Oral and written assignments. Prerequisite: Advanced Italian or its equivalent. (Fall ‘06) Additionally, students choosing Latin American Studies as a minor must demonstrate Spanish language competency at the ITL 3012: Twentieth-Century Italian Narrative II (3 cr.) introductory level, e.g., language competency equivalent to the Designed for students who already have a high degree of completion of two semesters of Spanish for Beginners (SPN proficiency in Italian. Selected works by the century's major 1005 and 1008). authors will be read and analyzed. Discussions will focus on the problems they address and the changes they reflect in the socio- For Spanish speakers, a course in composition or conversation cultural milieu of contemporary Italy. Selected film classics will such as SPN 2001, SPN 2009, SPN 2012 is advised. be shown. Oral and written assignments. Prerequisite: Advanced Italian or its equivalent. (Spring ‘07) Course Descriptions LAS 2023: Latin American Art: Encounters Between Two ITL 3014: 14th Century Masters: Dante, Petrarch, Boccaccio Worlds (3 cr.) (3 cr.) This class will examine the way in which encounters between Selections from Dante's Vita Nuova and Divina Commedia, different groups of peoples with their respective belief systems Petrarch's Canzoniere and Boccaccio's Decameron will be have prevented a sense of Latin American unity from colonial analyzed in connection with the philosophical and religious times to the present. Topics to be explored include: the role of ideas of the period and its socio-political circumstances. Special religious imagery in conversation and colonization, the attention will be given to the transition from medieval concepts expression of indigenous and popular art, albums of artist and and values to the onset of the spirit of the Renaissance. scientific travelers, exoticism and the picturesque, the social (Fall ‘05) purpose and responsibility of the artist, the creative reinvention

78 of European models, imagery of women, and modes of Competency in the area of Information Literacy is a requirement resistance. for graduation.

LAS 2032: Analysis of Latin American Literary Texts (3 cr.) Departmental Liaisons: Introduction to literary analysis through close readings of texts Lucye Boland — Biology, Chemistry, Physics, Classics from the early period through modern, including current Latin Claire Gabriel — Rare Books and Archives, History American literature. The course engages students in the practice Elizabeth Gallagher — Dance and Theater, English, English of textual criticism and provides basic theoretical background to Writing; develop critical skills. Prerequisite: Advanced Spanish Review Rhonna Goodman —, Mathematics and Computer Science; and Written Contemporary Spanish or equivalent and approval Social Justice by the Director of the Latin American Studies Program. Kerry Gibson — French, German, Italian, Music, Spanish and Latin American Studies LAS 2035: Spanish for Business and Commercial Practice Lynda Hanley — Education (3 cr.) Maureen Kindilien — Economics/Finance/Management; This course provides students with a solid foundation in Women’s Studies business vocabulary, basic business and cultural concepts, and Michele Melia — Asian Studies; Art History, Art Studio, situational practice, thereby helping to prepare them for success Philosophy in today’s Spanish-speaking business world. Key unfamiliar Jeff Rosedale — African Studies, American Studies, business vocabulary and cultural concepts are presented. The International Studies, Political Studies. business topics reflect the typical curriculum in an American Paula Moskowitz — World Religions; Legal Studies; Business School. Psychology; Holocaust Studies Tara VanTassell — Communications, Sociology LAS 2058: Latin American Politics (3 cr.) The course is an historical analysis of the last century of Latin Information Literacy Requirement American development. The central theme is the relationship All undergraduates are required to take at least one 1 credit between Latin America and the industrialized world and the way course in Information Literacy. Options include the following: in which international policies are constructed to insure the continuation of Latin American dependency. Students will • A one credit Information Literacy Lab offered in partner- consider the problem agrarian societies confront when forced to ship with certain courses that require a research paper. industrialize, and the sometimes violent political solutions which • One-credit Foundations of Research courses, to be offered are imposed as a consequence. (In English) to complement students’ upper level coursework and research projects. Some of these courses will be tailored to LAS 3017: Latin American Civilization in the Arts (3 cr.) the specific requirements of an academic department and Through the use of audio-visual materials, visits to museums, will address, in depth, the literature of that discipline. and readings, students explore the development of Latin Others will focus on broader content areas such as Social American civilization through artistic production. The course is Sciences, Sciences, and Arts of Humanities. These divided into three sections: (1) the major pre- Columbian seminars will help students: learn to use information civilizations and the legacy of indigenous populations. (2) The effectively to accomplish a specific purpose; develop period of conquest and three centuries of colonial lifelong learning skills that extend beyond the classroom; administration. (3) The revolutionary period and the efforts and provide practice with self-directed investigations. Both made to assert political independence while resolving economic the labs and the Foundation course will meet five times a problems. The course is constructed from an interdisciplinary semester. perspective, which emphasizes Latin American art, history, geography, and culture. In all of the courses the students will learn to • Determine the nature and extent of the information needed Related Courses • Access needed information effectively and efficiently Spanish • Critically evaluate information and its sources • SPN 3010: The Latin American Novel and Film • Use information effectively to accomplish a specific • SPN 3014 Gabriel Garcia Marquez and Magic Realism purpose Writers • Understand many of the economic, legal and social issues • SPN 3028: Latin American Black Literature surrounding the use of information • SPN 3031: Women’s Writings in Latin America • SPN 3034: Latino Literature in the United States • SPN 3035: Latin American Modernism MATHMATICS AND COMPUTER SCIENCE • SPN 3038: Spanish Caribbean Literature Faculty and Professional Interests • SPN 3040: Latin American Literature and Social Change Norman Bashias — Computer Science, artificial Intelligence • SPN 3042: Twentieth Century Latin American Poetry Mirela Djordjevic — Constructive type theory, electronic document management systems A compilation of courses offered each year is available through Gerard Kiernan — Group theory, computers, expert systems the Latin American Studies Faculty Committee. Arnold Koltun — Topology, expert systems Phyllis Lefton — Number theory, algebra Edward Schwartz — Mathematical logic, artificial intelligence, LIBRARY AND INFORMATION STUDIES expert systems Teaching the student to function in the emerging Information Society is the goal of the Department of Library and Information Adjunct Faculty Studies. Print and electronic resources are explored for a variety Lynnette Jeffrey of subjects. The evaluation of all types of materials is stressed. Michelle Longhitano Experience with information technology is integrated into each Eric Potter course. Elid Sekscenski

79 MATHEMATICS MATH 1032: Calculus II (4 cr.) With a range of course offerings beginning with introductory Topics in this course will include applications of integrals to mathematics, this department provides a strong undergraduate volumes of revolution, differentiation and integration of program. The department aims to prepare students to continue logarithmic, exponential, and inverse trigonometric functions, their education in graduate study; to fulfill the mathematics indeterminate forms, techniques of integration, improper requirement and to provide the foundation for study in such integrals, sequences and series, Taylor’s Theorem, parametric related fields as chemistry, physics and computers; to give equations, and polar coordinates. A computer symbolic algebra students the necessary background to enter certain areas of component is included. Prerequisite: Calculus I. (Fall) business and industry; and to acquaint students with the basic (Spring) concepts of mathematics, an essential aspect of a liberal arts education. No course with a grade lower than C- will be MATH 2021: Differential Equations (4 cr.) accepted toward a major or second area in mathematics. In This course will discuss classification of types of differential addition, a C average (calculated as the College calculates equations, elementary and non-elementary solutions, solutions to G.P.A.) must be maintained over all courses required for a major first order differential equations, existence and uniqueness or second area. theorems, solutions by approximation methods, solutions to second order differential equations, series solutions, nth order Major Requirements in Mathematics differential equations. Prerequisite: Calculus II. (Spring) • Calculus II • Differential Equations MATH 2023: Fundamental Concepts of Mathematics (4 cr.) • Calculus III This course will discuss basic concepts of symbolic logic, • Advanced Calculus axiomatic method, set theory, cardinality, and various • Fundamental Concepts of Mathematics mathematical systems. to the emphasis of the course is the • Computer Programming II creation and understanding of mathematical proofs. • Linear Algebra Prerequisite: Calculus II. (Spring) • two 3000-level electives from the department offerings • the Senior Evaluation. MATH 2030: Calculus III (4 cr.) This course will focus on three-dimensional space, including the Senior Evaluation following topics: vectors, surfaces, planes and lines in three- Seniors must enroll in the year-long course MATH 3997 and space, partial derivatives and the gradient, vector functions, MATH 3999: Senior Readings and Seminar. See description multiple integrals, line integrals, and Green’s Theorem. A under course listings. computer symbolic algebra component is included. Prerequisite: Calculus II. (Fall) Departmental Honors Departmental Honors in Mathematics are conferred upon MATH 2075: Probability (3 cr.) graduating seniors who have maintained an average of 3.7 or This course provides an introduction to probability using the higher in courses required for the major (calculated as the methods of calculus. Topics covered include: sample spaces, College calculates G.P.A.). events as subspaces, probability axioms; binomial coefficients and counting techniques applied to probability problems; Minor Requirements in Mathematics random variables (discrete and continuous), probability functions, density and distribution functions and special Two courses approved by the department beyond the level of distributions; Poisson and normal distributions, the central limit Calculus II would constitute a minor in mathematics. Any theorem and law of large numbers. Corequisite: Calculus II. questions should be referred to a member of the department. (Fall)

Course Descriptions MATH 3008: History of Math (4 cr.) MATH 1006: Mathematics for the Liberal Arts Student (3 cr.) A survey of some of the central ideas in the development of This course is intended as an invitation to anyone who, while not mathematics. The historical and mathematical context and interested in developing a technical facility in calculation, is content of these ideas will be studied along with the major interested in gaining an appreciation of the methods and scope figures responsible for their development. Prerequisite: of mathematics. The emphasis will be on topics not usually Fundamental Concepts of Mathematics. covered in a general algebra — trigonometry sequence. The approach will be conceptual, rather than computational. MATH 3031: Advanced Calculus (4 cr.) (Spring) Emphasis of this course will be on basic concepts of analysis

and techniques of proofs. Prerequisite: Calculus III. MATH 1012: Introduction to College Math (4 cr.) Corequisite: Fundamental Concepts of Mathematics. (Spring) The purpose of the course is to broaden and strengthen the student's high school mathematics background and to prepare MATH 3034: Linear Algebra (4 cr.) for the study of calculus. Topics will include algebra and This course will discuss vector spaces, linear independence and functions including exponential, logarithmic and trigonometric dependence of vectors, bases, subspaces, linear transformations, functions. (Fall) (Spring) representations of linear transformations using matrices,

determinants, non-singular linear transformations, change of MATH 1030: Calculus I (4 cr.) basis, rank of a matrix, similarity and diagonal matrices. The Topics in this course will include functions, limits, and course will also cover eigenvalues and eigenvectors. continuity; derivatives of polynomials, products, quotients, Prerequisite: Calculus II. Corequisite: Calculus III. (Fall) trigonometric, and implicit functions; applications to related rates, maximum-minimum problems and graphing; anti- MATH 3037: Number Theory (4 cr.) derivatives, the Fundamental Theorem of Calculus, and area This course will consider basic properties of the natural problems. A computer symbolic algebra component is included. numbers. Topics include divisibility, primes, congruences, Prerequisite: four years of high school mathematics or quadratic residues, Gaussian sums, number-theoretic functions, Introduction to College Math or its equivalent. (Fall) (Spring) perfect numbers, distribution of primes, and also irrational,

80 algebraic, and transcendental numbers. Prerequisite: Major Requirements in Computer Science Fundamental Concepts of Mathematics. (Every third year) • Calculus I • Calculus II MATH 3040: Modern Algebra (4 cr.) • Discrete Structures Basic concepts and structures of modern algebraic systems. • Probability Topics covered include: sets, functions, groups and homomorphisms, rings and ideals, fields and field extensions, • Computer Programming I and II Galois theory of the roots of polynomials. Prerequisite: • Computer Organization and C Programming Fundamental Concepts of Mathematics. (Every third year) • Programming Languages • Introduction to File Processing MATH 3041: Introduction to Graph Theory (4 cr.) • Data Structures This course will discuss paths, cycles and properties of trees, • two 3000 level electives from the department offerings planarity and duality, problems relating to the four-color map • the Senior Evaluation theorem, diagraphs, traversal theory and network flows. Prerequisite: Fundamental Concepts of Mathematics. Senior Evaluation (Every third year) A thesis, written under the direction of a department member, that includes a study of a topic in computer science at the level MATH 3048: Complex Variables (4 cr.) of an advanced elective and a significant programming project. We will study the algebraic properties of complex numbers, the notion of an analytic function and many examples of analytic Departmental Honors functions. The Cauchy Integral Theorem will be proved. We Departmental Honors in Computer Science are conferred upon will study the Cauchy Integral Formula and its consequences, graduating seniors who have maintained an average of 3.7 or Taylor and Laurent series expansions and the residue theorem more in courses required for the major (calculated as the College and its consequences. Prerequisite: Fundamental Concepts of calculates G.P.A.). Mathematics. (Every third year) Minor Requirements in Computer Science MATH 3060: Topology (4 cr.) The student must complete four required courses and one An introduction to point set topology. Topics covered include: advanced course. Requirements: open sets, closed sets, compact sets in metric spaces and 1) Programming in Visual Basic topological spaces. Prerequisite: Fundamental Concepts of 2) Introduction to Data Processing Mathematics. 3) Computer Programming I 4) Computer Programming II MATH 3077: Numerical Analysis (4 cr.) 5) Advanced Course This course offers a study of some basic algorithms of numerical For students with a background equivalent to a required course, computation with emphasis on the theoretical foundations of the an advanced course may be substituted with the approval of the algorithms and various problems related to the practical Department. implementations of the algorithms. Topics covered include: floating point representation, implications of finite precision and Advanced Courses (partial list): errors due to round off, solutions of equations using fixed point • Data Structures method, Newton's method and secant method, numerical integration and differentiation. Prerequisites: Calculus III, • Introduction to File Processing and Data Base Management Computer Programming II. • Programming Languages • Computer Organization and C Programming MATH 3097: Mathematical Logic (4 cr.) This course deals with propositional and predicate calculus, Upon completing the program a student will be proficient in Gödel’s completeness and incompleteness theorems, and programming in Visual BASIC and Java, will be familiar with undecidable problems. Prerequisite: Fundamental Concepts of various hardware configurations for large and small systems, Mathematics. (Every third year) and be knowledgeable about the software needed to run these systems. MATH 3997/3999: Senior Readings and Seminar (2 cr. each semester) Depending on the advanced course chosen, a student will also A year-long course for senior mathematics majors. In the first study these topics: semester, students will read and summarize selected papers in • Advanced programming in Java mathematics. In the second semester, students will participate in • Data structures used in programming a seminar presenting expanded versions of the papers read. • Sequential and Random access files (MATH 3997: Fall) (MATH 3999: Spring) • Computer architecture and low level programming

COMPUTER SCIENCE Internships The computer science major is designed to give a student in this On completion of minor requirements, applications may be program a solid background in applied and theoretical computer submitted for internship positions in local businesses and science. Graduates of the program will have the skills necessary corporations through the Office of Career Services. to enter the business world or pursue graduate study in computer science. The variety of computer offerings allows ample Course Descriptions opportunity for non-majors to increase their computer skills. All MAC 1000: Programming in Visual BASIC (3 cr.) undergraduates are encouraged to take as many computer This is an introduction to computer processing by learning how courses as possible to complement their major programs. No to program a computer using Visual BASIC for Windows. It is course with a grade lower than C- will be accepted toward a intended to be an introductory course for students with no major or second area in computer science. In addition, a C previous computer experience. (Fall) (Spring) average (calculated as the College calculates G.P.A.) must be maintained over all courses required for a major or minor.

81 MAC 1010: Computer Programming I (4 cr.) MAC 2021: Internet Concepts and Web Page Construction This is an introduction to problem-solving methods and (3 cr.) algorithm development as well as Java programming in a visual This course offers a formal introduction to the internet. Topics environment. Object oriented coding, debugging and design are include how the internet works, web page construction using emphasized. Computer Science majors are strongly encouraged HTML code and HTML editors. The course covers Java script to enroll in this course in the first semester of their freshman programming. Note: This course does not count for major year, or immediately upon changing major to Computer Science. credit. Prerequisites: Introduction to Data Processing and All other students are encouraged to first complete Programming Programming in Visual BASIC or Computer Programming I. in Visual BASIC (MAC 1000) if they have not had previous programming experience. (Fall) (Spring) MAC 2035: Programming Languages (3 cr.) This course offers an introduction to the formal study of MAC 1075: Introduction to Data Processing (3 cr.) programming language specification and analysis. Several This introductory level course is a survey of the computer programming languages (both compiled and interpreted) will be hardware and software currently used in electronic data studied in terms of their features and limitations. Topics processing. Topics covered include: data representation, storage covered include formal language definition (using Backus-Naur devices, input/output devices, computer hardware, operating Form and Java as an example), a comparison of several systems and programming techniques. Students learn to use a languages in terms of data types and structures, control word processor, spreadsheet, database, and presentation structures and run-time considerations. Prerequisite: Computer designer. Students will create and post a website. Programming II. (Fall) (Spring) MAC 2045: Computer Organization and C Programming (3 cr.) MAC 2010: Computer Programming II (4 cr.) This course is an introduction to computer architecture and its This is a continuation of the study of programming begun in relation to programming in C on the UNIX operating system. Computer Programming I. Advanced features of the General concepts and techniques that apply to a broad range of programming language introduced in Computer Programming I computers will be covered. These include: representation of are covered. Problems requiring larger programs are introduced data and computer arithmetic, the organization and structuring with particular emphasis given to the importance of the of the major hardware components of computers, and methods algorithms used. Topics covered include: string processing, data of I/O. Prerequisite: Computer Programming II. structures and recursion. (Fall) (Spring) MAC 2055: Theory of Computation (3 cr.) MAC 2015: Introduction to File Processing and Data Base This course provides an introduction to the theory of Management (3 cr.) computation, which essentially deals with the question: What This course is an introduction to techniques used for structuring are the fundamental capabilities and limitations of computers? data to be stored in various devices. Theory of database design Topics include: regular languages, context-free languages, the and the implementation of such designs is studied. Topics Church-Turing thesis, decidability, reducibility, time covered include: the definition and normalization of database complexity, space complexity, intractability. Prerequisite: designs, the SQL data design language (DDL), and the Computer Programming II. manipulation of databases designed in SQL via servlets written in the Java programming language. Prerequisite: Computer MAC 2085: Discrete Structures (3 cr.) Programming II. This course provides an introduction to fundamental algebraic, logical and combination concepts from mathematics with MAC 2017: Data Structures (3 cr.) applications to various areas of computer science. Topics This course offers a formal study of the basic structures used for covered include sets, relations, functions and induction, Boolean storing data and an analysis of the algorithms, which act on data algebra and introduction to graph theory. (Spring) structures. The course builds on the material presented in Computer Programming I and II. This material is made more MAC 3010: Introduction to Compiler Design (3 cr.) rigorous with an emphasis on the analysis and design of efficient This course provides a formal treatment of programming algorithms. Topics covered include review of basic data language translation and compiler design concepts. Topics structures, basic graph theory with algorithms for finding paths covered include: organization of a compiler including symbol and spanning trees, techniques of design and analysis for tables, lexical scan, syntax scan, object code generation and (internal and external) sorting, merging and searching, optimization techniques. Prerequisite: Computer Programming algorithms for hashing, garbage collection and compaction. II. Corequisite: Computer Organization and C Programming. Prerequisite: Computer Programming II. (every third year)

MAC 2020: Introduction to Mobile Robotics (3 cr.) MAC 3012: Internet Programming (3 cr.) This course offers an introduction to programming autonomous Topics in this advanced course include internals of the internet, mobile robots, using a development environment on a review of HTML coding, JavaScript programming, CGI workstation, and then downloading/executing the developed programming. Prerequisite: Computer Programming II or programs on the robot. During the first day of the class, students Internet Concepts and Web Page Construction. Corequisite: are tutored in the robot design as well as in the basics of the Current 2000 level computer science course. (every third year) development environment. For the remainder of the first half of the course, students then program the robots to perform different MAC 3020: Introduction to Operating Systems (3 cr.) tasks, such as wall-following and light tracking. For the second The principles of control program function and operation will be half of the course, students program the robots for a multi- studied with examples of one or more specified operating robotic competition. Prerequisite: Computer Programming II or systems. Topics covered include storage management, a grade of B or better in Computer Programming I. processor management, device management, file management, (Intersession) system management and system configurations. Prerequisite: Computer Programming II. (every third year)

82 MAC 3033: Functional Programming and Algorithms (3 cr.) or Musical Theater, or the more professionally oriented This course challenges more traditional methods of learning Bachelor of Music degree with a major in music education. algorithms by using a functional programming language. This leads to understand the algorithm itself more quickly and to use Faculty and Professional Interests that understanding to explore alternative solutions. Topics Carmelo Comberiati (Director) — Music history, analysis, covered include: Procedural Abstraction, Data Abstraction, ethnomusicology. Algorithms (Sorting, Graph algorithms, Dynamic programming). Francis Brancaleone — Piano, organ, music theory, keyboard Prerequisite: Computer Programming II. (every third year) harmony Mark Cherry – Musical theater, cabaret, voice class, vocal MAC 3042: Advanced Topics in Computer Programming ensemble Course covers advanced features of the Java programming Mary Ann Joyce — Music theory, composition, ear-training language, taught in Computer Programming I (MAC 1010) and Geoffrey Kidde — Music theory, music technology, ear- Computer Programming II (MAC 2010). Possible course topics training include: network (socket-based) programming, concurrent programming, distributed computing, web-based applications, Adjunct Faculty and mobile applications. Prerequisite: Computer Programming Jay Azzolina — Jazz studies, guitar, ensemble II (MAC 2010) (every third year) Anne Marie Baeza – Clarinet, ensemble Ronald Cappon — Voice, vocal clinic MAC 3045: Introduction to Artificial Intelligence (3 cr.) Earl Carter — Music theory, jazz This course will begin with the study of a programming Lyn Christie — Bass language, like LISP or PROLOG, designed for work with Catherine Coppola — Piano, music theory machine intelligence. The course will explore the question: Mareda Gaither-Graves — Voice, voice class what is artificial intelligence? Topics to be covered will include Harold Jones — Flute, ensemble description of alternatives, problem solving paradigms and the Claudia Knafo — Piano representation of knowledge. Prerequisite: Computer James Lorusso — Guitar Programming II. (alternate years) Wendy Kerner Lucas - Harp MAC 3050: Introduction to Parallel Programming (3 cr.) Elliot Magaziner — Violin, viola and cello, This course introduces students to programming multi- instrumental conducting, orchestra processor architectures. However, rather than program a single Sarah Steigerwald Matthews — Music education computer with multiple processors, the PVM architecture is Beverly Meyer – Vocal coach used, which simulates a multi-processor machine using a Barbara Orwick — Choral accompanist network of single processor machines. Programs for PVM are Caroline Park – Vocal coach written in an augmented version of the C programming Harvey Rachlin — Music management language. Prerequisite: Computer Programming II. (every third Terrence Reynolds — Jazz studies, wind ensemble, music year) education Martin Rutishauser – Chorus, small vocal ensemble, choral MAC 3060: Graphics for Computer Science Majors (3 cr.) conducting Topics covered will include: representation of two-and three- Ernest Schefflein — Bassoon, clarinet, saxophone dimensional objects, transformation and rotations, hidden-line Adam Sliwinski — Percussion algorithms, and orthographic and perspective projections. Richard Slade — Voice, voice class Prerequisite: Computer Programming II. Frederick Snyder — Trombone, euphonium, tuba Patricia Walker — Instrumental rudiments, trumpet, horn MAC 3998 Senior Evaluations (3 cr.) Patricia Houf Wheelhouse — Music education A Thesis written under the direction of a department member. Satisfactory Progress towards Degree Requirements for Intended MUSIC Music Majors Manhattanville's music program offers broad opportunities in a The Sophomore Music Review determines whether each student variety of areas both for music majors and liberal arts students. is making progress towards acquiring skills necessary for The music curriculum blends a strong emphasis on creativity success as a major in the Music Department. Each student is and individual expression with the development of necessary reviewed by music department faculty for progress in core areas skills and self-discipline. Courses are available in specialized of the major requirements during his/her fourth semester at the areas of musical performance, Music Theory, Music History, College, except for transfer students who will be reviewed at the Music Education, Composition, Music Management, Music end of their first semester. All students will be evaluated for Technology, and Jazz Studies. Interested students should satisfactory grades in required courses and acceptable progress contact the Music Department for audition requirements. in Music Theory. Students in the Bachelor of Music (Music Education) program and in the Bachelor of Arts (Major in Opportunities for public performances, both on and off campus, Music) program will also be evaluated for satisfactory progress exist through membership in the Manhattanville Chorus, on their major performing vehicle. Manhattanville Women's Glee Club, Orchestra, Big Band and Small Jazz Ensembles, or in Musical Theater productions, as The Sophomore Review focuses on both theoretical and well as at regularly scheduled concerts and recitals. practical areas of knowledge. The review will be used to Participation in and appreciation of live musical performances determine that students have acquired sufficient technical are a vital activity within the music department. All majors are knowledge about music to proceed to upper level courses as required to attend performances as part of course and major juniors and to accomplish the upper level courses in a timely requirements. Students who do not take part in the musical life manner. Each student will have to make satisfactory progress in of the College will not be able to major in music. selected Core Courses and meet the standards in Music Theory and Applied Music as applicable (see below). Music majors may pursue either the Bachelor of Arts degree with a major in Music or specializations in Music Management Satisfactory progress is necessary for permission to continue in a major program in the Music Department. Failure to achieve

83 satisfactory progress can result in the following: either the will determine if satisfactory progress towards preparation student must withdraw from the major program or, upon for participation in Musical Theater productions has been recommendation of the faculty review, the student can continue made. in a provisional status. Provisional status can require the retaking of the courses and either additional time or summer Applied Music Standards: Piano study for the completion of the degree. • Students studying for the B.A. Major in Music (major instrument other than piano) must be on schedule to Students transferring to Manhattanville with 40 or more credits complete their fourth semester of half-hour study of piano should be on track to meet the same requirements. They will be (2 credits) by the end of the second year of study. The reviewed at the end of their first semester of full time study at applied music jury will determine if satisfactory progress the College. towards competency on piano as a secondary instrument has been met. Students not meeting satisfactory progress Progress in Core Courses will be required to continue study. • Students studying for the B.A. Major in Music must be on • Students studying for the B.Mus. Music Education (major schedule to complete MUH 2011-12: Survey of Western instrument other than piano) must be on schedule to Music I and II by the end of the second year of study. complete their fourth semester of half-hour study of piano • Students studying for the B.Mus. Music Education program (2 credits) by the end of the second year of study. The must be on schedule to complete MUH 2011-12: Survey of applied music jury will determine if satisfactory progress Western Music I and II, EDU 2000: Fundamentals of towards competency on piano as a secondary instrument Schools and Teaching, and EDU 2010: Educating Learners has been met. Students not meeting satisfactory progress with Diverse Needs by the end of the second year of study. will be required to continue study. • Students in the B.A. Major in Music with concentration in • Students in the B.A. Major in Music with a concentration in Music Management must be on schedule to complete at Musical Theater must be on schedule to complete their least two Music History courses, two Music Management second semester of half-hour study of piano (1 credit) by courses, and two required ECO or MGT courses by the end the end of the second year of study. The applied music jury of the second year of study. will determine if satisfactory progress towards using the • Students in the B.A. Major in Music with a concentration in piano as support for Musical Theater study has been met. Musical Theater must be on schedule to complete DTH Students not meeting satisfactory progress will be required 1002: Creative Process in Dance/Theater, DTH 1001: to continue study. Acting I, and at least two courses in Music or Theater History by the end of the second year of study. Major Requirements for Bachelor of Arts Degree in Music Music Theory Standards One-hundred-thirty total credits, including 70 credits in music • Students studying for the B.A. Major in Music must be on courses as follows and reading proficiency in French, German, schedule to complete MUT 2043: Comprehensive or Italian. A minimum of 60 credits in non-music courses is Musicianship IV, MUT 2044: Keyboard Harmony IV, and required. A grade of at least C- is required for credit towards the MUT 2022: Intermediate Ear Training II by the end of the Music Major, except in the Senior Seminar courses, which second year of study. require a minimum grade of C. Students pursuing a B.A. in • Students studying for the B.Mus. Music Education program Music must have a minimum of 90 liberal arts credits. must be on schedule to complete MUT 2043: Comprehensive Musicianship IV, MUT 2044: Keyboard Nineteen required courses as follows: Harmony IV, and MUT 2022: Intermediate Ear Training II • MUH 2011-2012: Survey of Western Music I, II by the end of the second year. • MUT 1040-1041: Creative Process I, II • Students in the B.A. Major in Music with a concentration in • MUT 1031-1032: Comprehensive Musicianship and either Music Management or Musical Theater must be on Keyboard Harmony I schedule to complete MUT 1033: Comprehensive • MUT 1033-1034: Comprehensive Musicianship and Musicianship II, MUT 1034: Keyboard Harmony II, and Keyboard Harmony II MUT 1041: Creative Process II by the end of the second • MUT 2021-2022: Intermediate Ear-Training I, II year of study. • MUT 2041-2042: Comprehensive Musicianship and

Keyboard Harmony III Applied Music Standards: Major Performing Vehicle • MUT 2043-2044: Comprehensive Musicianship and • Students studying for the B.A. Major in Music must be on Keyboard Harmony IV schedule to complete their fourth semester of one-hour MUT 3021-3022: Advanced Ear-Training I, II applied study (4 credits) by the end of the second year of • study. The applied music jury determine if satisfactory • MUH 3011: Music of the 20th Century progress towards preparation for a full Senior Recital has • MUH 3997-3998: Music Senior Seminar & Projects been made. Students using Music Technology as a major focus must be on schedule to complete either MUA 3011: Plus 15 credits in music electives including: Audio Recording Techniques II or MUA 3012: Electronic • one 3000 level course in Music History Composition II. • two 3000 level courses in Music Theory, and • Students studying for the B.Mus. Music Education must be • Applied Music courses (for students using either voice, on schedule to complete their fourth semester of one-hour piano, or an orchestral instrument as the major performing applied study (4 credits) by the end of the second year of vehicle) including: study. The applied music jury will determine if satisfactory • 8 semesters of large ensemble (Chorus, Large Jazz progress towards preparation for a half Senior Recital has Ensemble or Orchestra) and 2 semesters of small been made. ensemble and: • Students in the B.A. Major in Music with a concentration in • 8 semesters of one-hour lessons on the primary Musical Theater must be on schedule to complete their instrument or: fourth semester of one-hour applied study (4 credits) by the • 12 credits of music technology courses (for students end of the second year of study. The applied music jury using either Audio Recording or Electronic Music as a

84 major performing vehicle) at the 2000- and 3000-level • A course in Literature (3 credits) and 6 credits of applied music performance (either • A course in Science (3 credits) lessons or ensemble) and: • A course in Mathematics (3 credits) • One year of the equivalent of coursework in a language All B.A. in Music students must take a minimum of 4 semesters other than English of piano study (replaced by electives if piano is the major • Passing score on NY State test LAST instrument). Finally, all B.A. in Music students must take at least 60 credits in non-music courses including distribution, Other requirements for NY State Certification (must be electives, and reading knowledge of French, German, or Italian completed before graduation): (Spanish may be used if major instrument is guitar). • Passing score on NY State test AST-W

Requirements for the B.Mus. Degree in Music • Child Abuse Seminar (student teaching semester) • Violence Prevention Seminar (student teaching semester) Education • Fingerprinting One-hundred-thirty credits including a minimum of 46 credits in liberal arts and sciences. A grade of at least C- is required for The following required courses listed below meet NY State credit towards the Music Major, except in the Senior Seminar requirements, if taken at Manhattanville: course, which requires a minimum grade of C. All students pursuing a B.Mus. in Music Education must have a minimum of • MUT 1040-1041: Creative Process I, II for a course in 30 liberal arts credits. Communications • MUH 3011: Music of the Twentieth Century for a course in Nineteen required music courses as follows: History • MUH 2011-2012: Survey of Western Music I, II • MUH 2012: Survey of Western Music II for a course in • MUH 3011: Music of the 20th Century Written Analysis and Expression • MUT 1040-1041: Creative Process I, II No minor is required for the B.Mus. in Music Education. • MUT 1031-1032: Comprehensive Musicianship and

Keyboard Harmony I Ensemble Requirements for B.A. and B.Mus. • MUT 1033-1034: Comprehensive Musicianship and The Bachelor of Arts in Music program requires participation in Keyboard Harmony II a large ensemble (chorus or orchestra) in each of eight • MUT 2021-2022: Intermediate Ear-Training I, II semesters, plus a minimum of two semesters participation in • MUT 2041-2042: Comprehensive Musicianship and smaller ensembles. The Bachelor of Music degree program in Keyboard Harmony III Music Education requires participation in either large or small • MUT 2043-2044: Comprehensive Musicianship and ensembles for six semesters. Each degree program also requires Keyboard Harmony IV participation in student recitals at least twice a year. • MUT 3021- 3022: Advanced Ear-Training I, II • MUT 3043: Orchestration Senior Evaluation for B.A. and B.Mus. • MUH 3997: Music Senior Seminar For all Bachelor of Arts music candidates: MUH 3997-3998: Music Senior Seminar and Senior Projects; for Music Education Applied Music courses including: candidates: supervised teaching experience and MUH 3997: • 6 semesters of either large or small ensemble and Music Senior Seminar. • 4 semesters of one-hour lessons on the primary instrument and All music candidates, with the exception of Music Management candidates, are required to present a recital on their major • minimum of 4 semesters of piano study (replaced by instrument or voice. A grade of C constitutes the minimum electives if piano is the major instrument) standard for each part of a successful senior evaluation.

Fourteen required education-related courses as follows: Minor in Music • EDU 2000: Fundamentals of Schools and Teaching* Requirements for the minor in music may be fulfilled by the • PSY 2001: Developmental Psychology: Birth through Late completion of eighteen credits in Music. Childhood Nine credits must be in approved courses covering the areas of • PSY 2002: Developmental Psychology: Early through Late applied music or technology, music history, and music theory. Adolescence No fewer than three credits must be taken in each of these areas. • EDU 2010: Educating Learners with Diverse Needs* The remaining 9 credits can be from any Music Department • EDU 3367: Methods for Teaching Literacy and Language offerings. A grade of at least C- is required for credit towards Arts I* the Music Minor. Approval by the Director of Music is required • EDU 3370: Aesthetic Literacy* for the Minor in Music. • MUE 2067-2068: Instrumental Rudiments I, II* • MUE 2079: Teaching Beginning Strings and String Honors Program in Music Groups* A limited number of upper-class music majors may be eligible • MUE 2090-2091: Choral and Instrumental Conducting* for an approved Honors program including: research, • MUE 3054: Methods for Early Childhood/Childhood performance, or off-campus internships. Please consult the Music* department for details. • MUE 3057: Methods for Middle Childhood/Adolescent Music* Departmental Honors Upon recommendation of the Music Faculty, Departmental • EDU 3387: Student Teaching and Seminar: Music Honors are conferred upon graduating seniors who have Education* maintained a cumulative grade point average of 3.5, received a

minimum grade of A- for the Senior Evaluation, and have made Thirty-one credits in non-music courses, including distribution significant contribution to the activities of the Music and other electives, required for NY State Certification (must be Department. completed before graduation). Courses must include:

85 5 Year B.Mus/M.A.T. Program in Music Education MUH 3010: Haydn, Mozart and Beethoven (3 cr.) The 5 year B.Mus./M.A.T. program allows students with a 3.4 This seminar examines a golden age of music history, the or better G.P.A. who intend to become Music Teachers to transition from the middle of the eighteenth century to the era of complete their M.A.T. usually within one year after receiving Beethoven. Through the works of the era's three outstanding the undergraduate degree. Students must apply to the School of composers, we will understand the development of classic Education for acceptance into the program, usually by the end of genres, the changing world of patronage and public concerts, the Sophomore year, and need a letter of recommendation from and the establishment of binary- and ternary-based musical the director of the Music Department. For more details, please forms. Class work will require listening quizzes, two consult the Music Department. examinations, and a major analytical or historical paper. Prerequisite: Survey of Western Music I and II and one year of Course Descriptions music theory. (Spring ‘07) Note: Courses followed by an asterisk are not liberal arts. History and Literature MUH 3011: Music of the 20th Century and Beyond (3 cr.) MUH 1007: Listening to Music (3 cr.) This course examines significant musical development from the This course explores the fundamentals of music as an approach Post-Romantic composers at the turn of the century to the most to appreciation though the study of repertoire. Emphasis will be recent post modern works in the international style. Coursework placed on listening to selected works in order to understand and will include analysis, research and discussion of the period's to identify the styles and forms of Western music from the important compositions, with an emphasis on the skills Baroque period to the 20th Century. Concert attendance is necessary for the Music Senior Listening Examination. required. (Fall) (Spring) Requirements include a major research paper on a twentieth- century topic, listening quizzes and two examinations. MUH 1015: Music in American Culture (3 cr.) Prerequisite: MUH 2012: Survey of Western Music II, MUT An introductory course to the study of cultural history, this 2041: Comprehensive Musicianship III, ability to read scores. course will examine various time periods in United States (Fall) History and the musical cultures that sprang forth from the social influence of the time. Topics will include Early Rock and MUH 3014: African and Eastern Music (3 cr.) Roll, American Musical Theater, Music in 19th-Century This seminar course in world music will introduce students to Vernacular America, Music in Colonial America, and the Music topics and techniques in Ethno-musicology. After an initial of Native Americans. (Summer) survey of the music cultures of the Pacific basin, the musics of Africa, India, China and Japan will be studied in greater detail. MUH 2011/2012: Survey of Western Music I and II (4 cr.) Students will develop a major project based upon one of these A chronological survey of music in the western world for both music cultures. A museum visit to study musical instruments music majors and non-majors with special attention paid to will be an important component of the course. (Spring) listening for content and to comprehending musical genre and form in their historical context. The fall semester will cover Music Theory music from its earliest notated forms through the works of MUT 1031: Comprehensive Musicianship I (3 cr.) Ludwig van Beethoven. The second semester will cover works This course studies the basic principles of music: rhythm, pitch, from the outbreak of Romanticism in the works of Franz scales, intervals, chords, and harmonic progressions. There will Schubert through the recent avant-garde. Concert attendance be compositional projects. Prerequisites: Open only to and directed listening will be an integral part of this course. matriculated music majors and other qualified students who pass Students may enter the course in the spring. (Fall) (Spring) an examination or obtain the instructor's permission. Corequisite: MUT 1032 (Fall) MUH 2016: History of Jazz (3 cr.) The purpose of this course is to develop an understanding of, MUT 1032: Keyboard Harmony I (0.5 cr.) and insights into, the development of America's great natural This course emphasizes development of piano skills, resource — jazz. A critical examination will be made of the harmonization of simple tunes, and basic improvisational musical ingredients through listening and participation. In techniques. Coordinated with MUT 1031. Corequisite: MUT addition, rock music, and its differences and relationships to 1031. (Fall) jazz, will be explored. (Spring) MUT 1033: Comprehensive Musicianship II (3 cr.) MUH 2018: Music History at the Movies (3 cr.) This is a continuation of MUT 1031. Prerequisites: Successful The main activities of the course include listening to music, completion of MUT 1031 or permission of instructor. viewing films, and reading biography. We will analyze three Corequisite: MUT 1034. (Spring) musical masterpieces by Handel, Mozart, and Beethoven and examine popular and scholarly biography by comparing films to MUT 1034: Keyboard Harmony II (0.5 cr.) academic sources. The class will visit the Metropolitan Museum This is a continuation of MUT 1032. Prerequisite: MUT 1032. of Art for viewing of materials in the Collection Musical Corequisite: MUT 1033. (Spring) Instruments related to world music. (Intersession) (Summer) MUT 1035: Basic Music Theory I (3 cr.) MUH 3001: Music of the 19th Century (3 cr.) This course provides preparation in music theory for pre- This course offers an intensive survey of the music literature of professional students as well as other students. The course is the 19th century. The musicological skills developed will designed for non-majors interested in acquiring basic skills in enable the student to demonstrate an understanding of this music reading, sight-reading and ear-training. Compositional period through analysis, listening and discussion of works from projects. Suggested: An elementary reading knowledge of Beethoven's last style period through the works of Brahms and music. (Fall) Mahler at the turn of the century. A major research project will introduce students to bibliographic skills in music research. MUT 1036: Basic Music Theory II (3 cr.) Prerequisite: MUT 1033: Comprehensive Musicianship II, or This is a continuation of Basic Music Theory I. Prerequisite: permission of the instructor. (Spring ‘06) MUT 1035 or equivalent. (Spring)

86 MUT 1040/1041: Freshman Seminar: Creative Process and melodic invention, notation, text setting, color and orchestration. Musical Growth I and II (1.5 cr. each) Class sessions will involve performance, analysis and discussion This yearlong freshman seminar deals with broad aspects of the of old and new works, as well as group critiques. Prerequisite: study of music with special focus on the nature and nurture of MUT 2043 and MUT 2044 or permission of the instructor. the creative process in musical and non-musical terms and an (Spring ‘05) emphasis on ear-training. The course also focuses upon ways in which music acts a medium of communication. Each semester MUT 3037: Composition Projects (3 cr.) will include workshops on Music History, Theory, and This course gives the student an opportunity to develop an Performance led by members of the music faculty and guest individual compositional style through a variety of speakers. Limited to music majors. (Fall) (Spring) compositional projects in various media. (Spring ‘06)

MUT 2021: Intermediate Ear-Training I (1 cr.) MUT 3043: Orchestration (3 cr.) A workshop course designed to provide opportunities for This course deals with the study of instrumentation and strengthening individual musical skills in areas such as: aural techniques of orchestration. Students will learn to orchestrate and rhythmic perception, and notation. Extensive use will be original works as well as previously composed compositions. made of suitable computer software. Corequisite: MUT 2041 Prerequisites: MUT 2043 and MUT 2044. (Fall) and MUT 2042. (Fall) Music Education MUT 2022: Intermediate Ear-Training II (1 cr.) MUE 2067: Instrumental Rudiments I: Woodwinds* (2 cr.) This is a continuation of MUT 2021. Prerequisites: Successful Students may select one of the wind or brass instruments for completion of MUT 2021 or permission of instructor. study during the semester, with the aim of understanding the Corequisite: MUT 2043 and MUT 2044. (Spring) fundamentals of correct playing. There will be solo and ensemble playing. The rudiments of percussion technique will MUT 2041: Comprehensive Musicianship III (3 cr.) also be introduced. Prerequisite: Ability to read music. (Fall) This course is a study of the tonal and harmonic expansion in 18th and 19th century music — modulation and chromatic MUE 2068: Instrumental Rudiments II: Brass* (2 cr.) harmony. Composition in various forms, including 16th and Continuation of MUE 2067. Prerequisite: Ability to read 18th century counterpoint, will be considered, integrated with music. (Spring) ear-training and keyboard harmony. Prerequisite: MUT 1031 and MUT 1033 or their equivalent and open to others with MUE 2079: Teaching Beginning Strings and String Groups* permission. Corequisite: MUT 2021 and MUT 2042. (Fall) (2 cr.) This course helps the student to develop sufficient facility on MUT 2042: Keyboard Harmony III (0.5 cr.) violin, viola, cello and bass to be able to play and teach basic This course emphasizes development of more advanced piano string skills. Prerequisite: Ability to read music. skills and improvisational techniques, focusing on figured bass (Fall) (Summer) and chromatic harmony. Coordinated with MUT 2041. Prerequisites: MUT 1032 and MUT 1034. Corequisite: MUT MUE 2090: Instrumental Conducting* (2 cr.) 2021 and MUT 2041. (Fall) This course will meet twice weekly, once for work with recordings and cassettes to refine baton technique, interpretation MUT 2043: Comprehensive Musicianship IV (3 cr.) and score reading; and once for a limited number of students in This is a continuation of MUT 2041. Prerequisite: MUT 1031, the regular orchestra class. During the latter, students will MUT 1033, MUT 2041 or their equivalent. Corequisite: MUT conduct the orchestra, and the semester will conclude with a 2022 and MUT 2044. (Spring) formal concert conducted by students. Prerequisite: MUT 2041: Comprehensive Musicianship III or its equivalent. MUT 2044: Keyboard Harmony IV (0.5 cr.) (Spring ‘07) This is a continuation of MUT 2042. Prerequisite: MUT 2042. Corequisite: MUT 2022 and MUT 2043. (Spring) MUE 2091: Choral Conducting* (2 cr.) This course will explore the basic skills of choral conducting, MUT 3010: Counterpoint (3 cr.) rehearsal techniques, program building, and score reading. This course is designed to make the student aware of the Emphasis will be on the full range of choral repertoire, including contrapuntal elements that are present in virtually all music. sacred and secular choral materials. Weekly conducting The course will concentrate on music of the 18th and 20th assignments and lab work with chorus will be required. centuries through two main activities: aural and visual analysis Examinations on score reading and conducting skills. of representative works, and composing music that employs Prerequisite: MUT 2041: Comprehensive Musicianship III or its techniques characteristic of these two style periods. equivalent. (Spring ‘06) Prerequisite: four semesters of Comprehensive Musicianship or their equivalent or the permission of the instructor. (Spring ‘07) MUE 3054: Methods for Early Childhood/ Childhood Music* (3 cr.) MUT 3021: Advanced Ear-Training I (1 cr.) This is a course developed for potential music teachers. Aims, This is a continuation of MUT 2022. Prerequisite: Successful methods and materials currently used in music in the elementary completion of MUT 2022 or permission of instructor. (Fall) grades (K-6) will be explored through work shops, projects, observations in schools and individual teaching experiences. MUT 3022: Advanced Ear-Training II (1 cr.) This course also serves the needs of elementary classroom This is a continuation of MUT 3021: Prerequisite: Successful teachers with requisite musical skills. Students should schedule Completion of MUT 3022 or permission of instructor. (Spring) two hours per week for field work in elementary school. Prerequisite: Limited to music education majors or by special MUT 3036: Composition and Analysis (3 cr.) permission. (Fall) This course provides an intensive workshop in aspects of the analytical and compositional process. Study will focus on MUE 3055: Technology for Music Educators* (3 cr.) creation and development of germinal materials, structure, An introduction to music education technology. Students will metric/rhythmic flow, concepts of consonance and dissonance, learn how to use technology to create teaching materials, both in

87 printed and interactive formats, and will learn basic of a professional quality audio CD. Prerequisite: Successful programming skills relating to music education. Students will completion of MUA 2011. Enrollment is limited. (Spring ‘07) create projects appropriate for various age and skill levels. No pre-requisites. Enrollment limited to 12. (Spring) (Summer) MUA 3021: Electronic Music Composition II (3 cr.) * This is a continuation of MUA 2021. Prerequisite: Successful MUE 3057: Methods for Middle Childhood/Adolescent Music* completion of MUA 2021. Enrollment is limited. (Spring ‘06) (3 cr.) This is a course developed for potential teachers in junior and MUA 3997/3998: Music Senior Seminar and Projects (3 cr.) * senior high school. The aims, methods and materials currently Year long course required of all B.A. in Music majors. The used in secondary schools will be explored through projects, seminar will cover a number of specialized topics in music and observations in schools and individual teaching experiences. related areas. In the second semester, special emphasis will be Topics will include organization and techniques for vocal and placed on helping students to develop high quality senior instrumental groups, general music, theory classes and the evaluation projects. B.Mus. in Music Education majors are only humanities. Students should schedule two hours per week for required to take the fall Seminar. B.A. in Musical Theater field work in secondary schools. Prerequisite: Open to music majors are only required to take the spring semester. education majors or others by permission. (Spring) (Fall) (Spring)

Applied Music and Music Technology. MUA 4— (various numbers, repeatable for credit): Instrument MUA 1003-1004: Voice Class I and II (1 cr.) * or Voice: 60 min. or 30 min. (1 cr. or .5 cr.) * An introduction to the study of voice at the college level in a These courses provide study of voice, piano, organ, guitar and classroom/workshop setting. Required of Musical Theater band or orchestral instruments. Type of lesson and materials majors, the classes may substitute for private music lessons will be determined by the abilities and interests of the students. during a student’s first year of study. Enrollment is limited. Prerequisite: Permission of department chairman is required. (Fall) (Spring) (Fall) (Spring)

MUA 1007: Introduction to Music Technology (3 cr.)* MUA 4475: Performance Project/Music Theater (2 cr.) * Students learn how technology can be used to arrange and The departments of Dance/Theater and Music offer this compose music, and develop musicianship skills. Beginning workshop focusing on the process and craft of theater with with an overview of computer terminology and general use, the music. The workshop will stress training in physical movement course will introduce four areas of computer-based music and choreography, vocal production and dramatic elements, technology: MIDI sequencing; digital audio recording and culminating in five public performances of a fully produced editing; education software; and music engraving programs. musical. Prerequisite: Admission by audition only. Additional topics include the synthesizer and sound recording (Fall) (Spring) devices. No prerequisites. The ability to read music is recommended. Enrollment is limited. (Fall) MUA 4481: The Art of Ensemble Playing (2 cr.) * This course will explore ensemble literature for all instruments MUA 2011: Audio Recording Techniques I (3 cr.) * and voice, with emphasis on performance. Students will learn Starting with an introduction to the study of acoustics, this how to analyze and rehearse a chamber work, how to balance course will focus on the art of live and studio sound recording. and present inner voices, and how to project musical ideas and Students learn techniques for recording, mixing, and mastering emotions to others. The accent will be on growth through digital audio, including functions and use of recording audio interrelation — the interrelation of musicians within a group and tools (microphones, mixers, hard-disk recording, signal the group with an audience. Final concert. Prerequisite: Open processors, compressors, limiters, gates, equalizers). No to matriculated music students only or by special permission of prerequisites. Enrollment is limited. (Fall ‘06) the department chairman. Individual sections of this course will also include Small Jazz Ensemble and the MIDI instrument MUA 2021: Electronic Music Composition I (3 cr.) * Ensemble. (Fall) (Spring) (Summer) Students will learn principals and practices of computer-based electronic music composition, including MIDI, sound synthesis, MUA 4482: Orchestra (1 cr.) * editing, mixing, and production details. Student will create This course is open to men and women of the College and electronic music compositions utilizing various software community with the permission of the instructor. Weekly (ProTools, Reason, Max/MSP and CSound) in Manhattanville rehearsals will help students acquire a knowledge of chamber College’s Recording and Electronic Music Studio. Additionally, orchestra techniques and literature. Focus will be on growth in students will learn about the history of electronic music, and the sight-reading and orchestral skills as well as the development of important works and composers in the field. No prerequisites. musical understanding through experience in a public concert. Enrollment is limited. (Fall ‘05) Prerequisite: Admission by audition only. (Fall) (Spring)

MUA 2071-2072: Cabaret Performance Workshop I and II MUA 4483: Chorus (1 cr.) * (2 cr.) * This course is open to men and women of the College and The departments of Dance/Theater and Music offer this community with the permission of the instructor. Weekly workshop focusing on the process and craft of producing a rehearsals will prepare for the presentation of works selected cabaret performance. The workshop will stress training in vocal from the mixed choral repertoire. Public concerts. Prerequisite: production and dramatic elements. Though not focused on the Non-majors must audition for the conductor. Extra credit is production of a show, the workshop will offer a public showing available for participation in the Manhattanville College Vocal of work. Prerequisite: 2 semesters of applied voice, or Chamber Ensemble. (Fall) (Spring) permission of the Director of Music. (Fall) (Spring) MUA 4485: Jazz Improvisation (2 cr.) * MUA 3011: Audio Recording Techniques II (3 cr.) * The course will deal with elements of jazz theory, including This is a continuation of MUA 2011. Using recording and chord types, chord changes, scales and modes. These concepts mixing techniques learned in the fall, students will develop a will be explored in improvisations by the students. Prerequisite: recording project from its beginning to the successful production Permission of instructor. (Fall) (Spring)

88 Music Management the business world with the special capability to address issues MUMG 1011: Intro to the Music Business: An Overview (3 cr.) * in the arts. Practical experience in both fields will be Required of Music Management majors, but open to all students encouraged through the various performing organizations and with a particular interest, this course offers important insights through the Manhattanville internship program. into the intricacies of a cross-section of major areas in the music business world. Guests will include active professionals in the Note: Courses with the MGT department code, most courses music management field. (Fall) with the MUA department code, as well as some course with the MUMG department code, are not liberal arts. Students should MUMG 2011: Music Publishing and the Copyright Law (3 cr.) work carefully with their advisors to schedule a minimum of 90 A course developed to exploring the inner workings of the music liberal arts credits. Courses followed by an asterisk do not count publishing field with detailed study of the complexities of the for liberal arts. Copyright Law. Required of all music management majors and open to other interested students. (Spring) Major Requirements for the Bachelor of Arts in Music with a Concentration in Music Management MUMG 2012: The Music Recording and Broadcast Industries • Fourteen required core management courses as follows: (3 cr.) • ECO 1011/1012: Principles of Economic I and II This course will offer an in-depth study of these two major industries in the music business world. Emphasis will be on • MGT 1001: Fundamentals of Management* studying the business practices, strategies, and organization of • MGT 1002: Fundamental of Accounting I* major companies and broadcast venues. Required of music • MGT 1003: Introduction to Marketing* management majors and open to others. (Fall) • MGT 1007: Computer Concepts* or equivalent MAC course MUMG 2021: Pop Songs and the Music Business (3 cr.) • MUMG 1011: Introduction to the Music Business* This course will offer a comprehensive survey of the “product” • MUMG 2011: Music Publishing and the Copyright Law of the music business—pop songs, as well as the creators and • MUMG 2012: The Music Recording and Broadcast talent behind them. From Tin Pan Alley through today, that is to Industries say, from ragtime to rap, the evolution of music and lyrics will • MUMG 3011: Contracts and Legal Issues for the Music be studied as well as the songs and lives of prominent American Business songwriters. The subject matter will include all genres and • MUMG or Mgt: Elective (3 cr.) hybrids of American popular music including: easy listening, • MUMG: Field Work in Music Management (6 cr.) patriotic, country and western, hillbilly, bluegrass, folk, Latin, salsa, jazz, bubble gum, rock ‘n roll, hard rock, punk rock, Fourteen required core music courses as follows: grunge rock, rhythm and blues, disco, rap, and hip hop. Not only will students become familiar with the repertoire of pop • MUT 1040/1041: Creative Process I, II music, they will learn about the structure and form of pop songs • MUT 1031/1032: Comprehensive Musicianship and and pop lyrics, and how these elements have changed over the Keyboard Harmony I years. The singers and bands who made the songs popular, how • MUT 1033/1034: Comprehensive Musicianship and and where new songs were introduced in the early years of the Keyboard Harmony II American Music Business, how new and evolving genres of • MUH 1007: Listening to Music songs changed the music business, and much more. (Spring) • MUH ——: Music History Elective • MUH 2011/2012: Survey of Western Music I, II MUMG 3011: Contracts and Legal Issues for the Music • MUH 3997/3998: Music Senior Seminar and Senior Business (3 cr.) Projects This final course in the Music Management sequence of • Plus 6 credits in Applied Music, including Music required courses will focus on the writing and reading of Technology, Ensemble contracts relevant to the music business. In addition, the course • Classes and/or private lessons. will consider other significant legal issues and controversies. (Spring) Other Courses:

• A total of 45 credits in non-music and non-management Bachelor of Arts in Music with a Concentration in courses including distribution and other electives. Music Management The Music-Management concentration is offered as a combined Senior Evaluation program of the departments of Music, and Economics and All candidates must complete six credits of approved Internship. Management. The purpose of the program is to provide students In addition, all Bachelor of Arts in Music candidates with a with both a broad understanding of these fields and the concentration in Music Management must complete: MUH opportunity to diversify their studies. 3997-3998: Music Senior Seminar and Senior Projects. A grade of C constitutes the minimum standard for each part of a For the individual interested in the Music-Management successful senior evaluation. concentration, a sequence of courses enables the student to become widely acquainted with the history and theory of music Other Requirements and to have the opportunity to take part in the various musical The program requires 130 credits for graduation. Since the core activities on campus. At the same time, a sequence of courses courses already require 70 credits, no minor is required. provides the core knowledge of methods, concepts, and However, candidates are expected to fulfill all liberal arts principles of management. distribution and portfolio requirements established by the faculty for the B.A. degree, including 90 credits in the liberal arts. Like the B.A. in Music and the B. Mus. degree, the B.A. in Music with a concentration in Music Management requires more The program is professionally oriented, yet designed to be credits for graduation than the typical Manhattanville B.A. This flexible. Certain courses would be recommended to students is to accommodate the requirements in both departments and to depending upon their interests. For example, a student allow for a distribution of courses from other departments. interested in a career with international possibilities would be Graduates of the program will have the skills necessary to enter urged to take foreign language and area studies courses, in either

89 the Asian or International Studies programs. A student meet the necessary distribution and 90 liberal arts credits interested in pursuing Management in graduate school would be requirements. encouraged to take the necessary Mathematics and Statistics courses. All students would be encouraged to take part in as Senior Evaluation many musical organizations and performances as possible. A All Bachelor of Arts in music candidates with a concentration in grade of at least C- is required for credit towards the Music Music Theater must complete: MUH 3998: Music Senior Major, except in the Senior Seminar courses, which require a Projects*. A grade of C constitutes the minimum standard for minimum grade of C. each part of a successful senior evaluation.

Music Management is not offered as a minor. PHILOSOPHY Philosophy is the love of wisdom. Just as there are a variety of Bachelor of Arts in Music with a Concentration in approaches to wisdom, there are a variety of ways to major in Music Theater Philosophy. The Philosophy Department offers the student a The Music Theater Concentration is offered as a combined choice between four tracks or ways to complete a major in program of the departments of Music and Dance/Theater. The Philosophy: the Double Major Track, the Foundations of a Good purpose of the program is to provide students with an Life Track, the Graduate School in Philosophy Track, and the opportunity to develop skills in all areas related to the art of Pre-Law Track. music theater. A performance audition is required for admission to this program. For details, contact the Music or Dance/Theater Faculty and Professional Interests Departments. A total of 130 credits is required for the degree. Raymond Langley—Nineteenth century philosophy, A grade of at least C- is required for credit towards the Music existentialism, contemporary post-structuralism Major, except in the Senior Seminar courses, which require a Billy Joe Lucas—Recent developments in logic and minimum grade of C. applications of logic to philosophy, ethics and moral philosophy, philosophy of religion Major Requirements for Bachelor of Arts Degree in Music with a Concentration in Music Theater Major Requirements Forty-six required Music credits as follows: Each student must satisfy the requirements for one of the four • MUT 1040/1041: Creative Process I, II Philosophy tracks listed below. The requirements refer to • MUT 1031/1032: Comprehensive Musicianship I and courses with the concentrations, which follow. • Keyboard Harmony I Pre-Law Track • MUT 1033/1034: Comprehensive Musicianship II and . [This approach to majoring in Philosophy is intended for students who wish to concentrate both on the study • Keyboard Harmony II of the philosophical foundations of judgments concerning values • MUT 2021/2022: Intermediate Ear-Training I, II and on the study of the principles that distinguish good from bad • MUH 2011/2012: Survey of Western Music I, II reasoning. This track is recommended for Philosophy majors • MUH 3998: Music Senior Projects who plan to attend law school.] Requires ten philosophy courses • MUA 1003/1004: Voice Class I and II* including three courses from the Logic Concentration (of which • MUA 2071 or 2072: Cabaret Workshop* Introduction to Symbolic Logic and Introduction to Modal Logic • MUA 4442: Music Theater Lab* are required), three courses from the Moral Philosophy • MUA 4475: Performance Project/Music* Concentration (of which Moral Reasoning and Ethics are • Theater* (4 semesters) required), two courses from the Major Figures Concentration, • Plus 6 semesters of Voice Instruction and 6 semesters of and a Senior Thesis. Piano Instruction on Campus* Forty-six required Dance/Theater credits as follows: Foundations of a Good Life Track. [This track is rec- • DTH 1002: Creative Process in Dance/Theater ommended for students whose concerns are less with job training and more with developing and implementing a life-long • DTH 1001: Acting I plan of study aimed at increasing their understanding of people, • DTH 1500: Stagecraft* of historical and social structures, and of the arts, sciences, • DTH 2318/2319: Major Seminar social sciences, humanities and world literature. Students who • DTH 2235: Musical Theater: Then and Now choose this track are typically also concerned with learning how • DTH 2530, 2535 or 2540: Scenic, Lighting or Costume to translate what one learns into the reality of a better life in the Design* larger contexts of family and society.] Requires ten philosophy • DTH 3202: Survey of Dramatic Literature I courses, including four courses from the Major Figures • DTH 3310, 3312, or 3314: Performance Seminar Concentration, and a Senior Thesis. • DTH 4010: Voice and Speech I • DTH 4111: Alexander Technique I* Graduate School in Philosophy Track. [This way of • DTH —— : 3 semesters of Modern Dance or Ballet obtaining a major in Philosophy is intended for those who plan (including at least 1 semester of each style)* to engage in philosophical research while teaching Philosophy or while pursuing a career either in public service or the private • DTH —— : 3 semesters of Dance electives* sector.] Requires twelve courses in philosophy, including five • DTH —— : 2 Upper-Level Acting electives courses from the Major Figures Concentration, Introduction to

Symbolic Logic, Modal Logic, Theory of Knowledge, Ethics Other Courses: and a Senior Thesis. A total of 38 credits in distribution and other electives outside of

Music and Dance/Theater. Liberal Arts Requirements: Since the Double Major Track. [This approach to a major in Philosophy core courses in Music and Dance/Theater already require 92 is designed primarily for students who wish to enrich their study credits, no second area of strength is required for this of Philosophy with a major in a second subject (or visa-versa).] concentration. However, candidates are expected to fulfill all Requires ten philosophy courses, including four courses from liberal arts distribution and portfolio requirements established by the Major Figures Concentration, and certification of having met the faculty for the B.A. degree. Care will have to be taken to the requirements for a major in another department.

90 Concentrations within the Philosophy major include the Senior Evaluation course (PHL 3998) the fall semester of senior following: year. To complete this course the student must write a Senior Moral Philosophy Concentration Thesis and present and discuss it at a departmental meeting Moral Reasoning (PHL 1016), Ethics (PHL 2026), Human Values (PHL 1003), Plato and Ethics (PHL 3000), and Topics in Minor Requirements the Philosophy of Law (PHL 3050), Nietzsche and Kierkegaard The minor in Philosophy requires five courses, at least three of (PHL3032). which must be from the same area of concentration and at least one of which must be from the Major Figures Concentration. Logic Concentration Truth-functional Logics (PHL 1010), Introduction to Symbolic Departmental Honors in Philosophy Logic (PHL 1029), Moral Reasoning (PHL 1016), Introduction Departmental Honors requires a G.P.A. of 3.5 overall, 3.5 on all to Modal Logic (PHL 2019), Logic in the 20th Century (PHL philosophy courses, and 3.5 within a concentration, and honors 2020), The Logic of Time (PHL 2028), G del (PHL 3031), and on Senior Thesis (Double Major Track requires either honors on Honors Logic Seminar. Thesis or 3.75 G.P.A. in your other major). See also "Honors and Awards." Existentialism Concentration Philosophy and Literature (PHL 2021), Existentialism (PHL Honors and Awards 2023), Modern and Post Modern Philosophy (PHL 2055), Honors Logic Seminar, E. J. Lemmon Prize, Susan Stebbing Nietzsche and Kierkegaard (PHL 3032) and Heidegger and Prize, Saul Kripke Prize, Ruth Barcan Marcus Prize, Thesis Sartre (PHL 3029). Honors, Departmental Honors.

German Philosophy Concentration Course Descriptions PHL 1003: Human Values (3 cr.) Kant (PHL 3012), Hegel (PHL 3006), Freud and Marx (PHL Why be moral? Is there any unbiased moral guide? Are right 3013), Heidegger and Sartre (PHL 3029), and G del (PHL acts those that have good results or those that are well intended? 3031). What is worth pursuing in life: happiness, salvation, self-

th realization, a more humane society? Human values examines 19 Century Philosophy Concentration philosophical views of moral principles, the ends of action, 19th Century Philosophy (PHL 2066), Hegel (PHL 3006), Freud virtues and obligation in their historical context as proposed by and Marx (PHL 3013), and Bentham and Mill (PHL 3026). Aristotle, Augustine, Kant and Mill. Critical views of Marx and Sartre will be presented. Requirements: class participation, two 20th Century Philosophy Concentration short quizzes, final exam and a short paper. Readings from Logic in the 20th Century (PHL 2020), American Philosophy complete texts, selections included in a textbook with (PHL 2050), Modern and Post Modern Philosophy (PHL 2055), commentary. (Spring) Heidegger and Sartre (PHL 3029), G del (PHL 3031), and Russell (PHL 3020). PHL 1004: Theory of Knowledge (3 cr.) Philosophy is commonly divided into four parts: Logic, Ethics, Major Figures Concentration Metaphysics and Epistemology. ‘Epistemology' is the classical Plato and Ethics (PHL 3000), Descartes (PHL 3014), Kant (PHL Greek term for Theory of Knowledge, and this course provides 3012), Hegel (PHL 3006), Bentham and Mill (PHL 3026), G del an elementary overview of this aspect of Philosophy. Since (PHL 3031), Heidegger and Sartre (PHL 3029), Freud and Marx Plato many philosophers have held that knowledge is definable (PHL 3013), and Russell (PHL 3020). in terms of true belief based upon adequate evidence. We will examine this thesis, and will also examine the three concepts Four Year Study Plan from which it defines knowledge: truth, belief, and adequate In order to offer a strong and diverse curriculum with two evidence. faculty, most philosophy courses are only taught once every four or five semesters. Modal Logic and Symbolic Logic are PHL 1005: Foundations of Philosophy (3 cr.) typically offered only once every two years. However, Moral An introductory course in philosophy, using representative Reasoning, Human Values, Theory of Knowledge, Foundations, selections from the major conceptual systems: idealism, and Senior Thesis are typically offered every year. If a course is rationalism, empiricism. Basic texts from Plato, Aristotle, taught in your Junior year, odds are it will not be offered again stoics, medievals and modern philosophy of 17th-19th centuries. before you graduate The student will confront definitions of reality, knowledge and morality and the analysis and critique of modes of The department strongly urges majors to acquire a fulltime argumentation. faculty member in Philosophy as an academic advisor early on (Fall) (Spring) in their studies, and to be sure to consult with the department about major and career plans each semester during the last two PHL 1016: Moral Reasoning (3 cr.) years at the college. This course is an introduction to elementary deontic logic and focuses on alternative theories of truth for statements concerning Note: Independent Study Courses do not count toward any obligations and rights. The practical goal of the course is to distribution requirements for the major or minor, and should not increase the student's skill both at constructing proofs to support be assumed to increase one’s chances of pursuing further study moral judgments and at testing sets of value judgments for upon graduation. When taught or supervised in whole or in part consistency. (Fall) (Spring) other than by fulltime members of the department, they do not count toward a major or minor in Philosophy. PHL 1029: Introduction to Symbolic Logic (3 cr.) This course is an introduction to elementary first-order and Senior Evaluation second-order symbolic logic, and focuses on increasing the Seniors pursuing the Pre-Law Track, the Graduate School Track, student's skill at reasoning which makes use of words such as: if, or the Foundations of a Good Life Track must register for the and, not, each, any, all and some. (Spring)

91 PHL 2019: An Introduction to Modal Logic (3 cr.) PHL 3000: Plato (3 cr.) This is a first course in elementary modal logic. The theoretical Plato (427-347 B.C.) is the greatest literary talent in the history part of the course is designed to explain the logic of a variety of of philosophy. Both through perception and misperception of alternative concepts of truth. The practical part of the course is his writings, Plato’s influence on subsequent philosophy remains designed to increase the student's skill at analyzing reasoning unsurpassed. The primary aim of this course is to introduce which uses intentional concepts such as possibility, belief, students to Plato’s dialogues, and to provide a foundation for a knowledge, and obligation. (Fall) lifetime of independent study of Plato. There is perhaps no better way to begin one’s personal study of philosophy than with PHL. 2021: Philosophy and Literature: Novel and Poetry (3 cr.) Plato’s writings. This course offers a broad canvas of how literary artists handle major philosophic themes. Topics include: the transmission of PHL 3006: Hegel and Development of Modern Idealism (3 cr.) values from culture to civilization, the hope and doubt of reason, This course studies the post-Kantian development of German self-consciousness and self-realization, determinism and idealism in Fichte and Schelling and makes a detailed analysis freedom, the individual and society. Philosophic issues will first and critique of Hegel's Absolute Idealism as expressed and be analyzed in brief texts and exemplified in writings by past dramatized in Phenomenology of Mind and selections from masters and contemporary authors. (Fall) other works. Prerequisite: permission of instructor. (Fall)

PHL 2025: Philosophy and Literature: Tragedy and Opera (3 cr.) PHL 3012: Kant (3 cr.) Our fear and pity are aroused in ancient and modern drama in This course offers an extensive analysis and criticism of Kant's portrayals of the unequal struggle between flawed humans and Critique of Pure Reason. Emphasis will be on arguments in the gods who use decree destiny to negate our desires and actions. aesthetic and transcendental analytic, with selections from the Opera seria uses music and voice to intensify the tragedies of transcendental dialectic. Students will outline text prior to class attempting to resolve individual, family and political conflicts. discussion and prepare a class presentation of a scholarly Philosophy, emphasizing reason and control of passions, interpretation of Kant's doctrine. Prerequisite: permission of contests a tragic view of life. The course will examine tragic instructor. (Spring) dramas, readings on tragic theory and philosophy and listen to opera videos like Othello, Don Giovanni, Carmen, and Passion. PHL 3013: Freud and Marx (3 cr.) (Fall) This class will analyze Freud's and Marx's claims to offer a scientific and philosophical interpretation of human culture and PHL 2026: Ethics (3 cr.) behavior. Contemporary critiques and modifications of psycho- The basic questions of Ethics: under what conditions, if any, analysis and Marxism will be examined. (Spring) does knowledge concerning moral claims exist? Emphasis is placed on detailed philosophical analysis of theories concerning PHL 3014: Descartes (3 cr.) the nature of moral truth and moral evidence (e.g., skepticism Rene Descartes (1596-1650) is known as the Father of Modern and utilitarianism). Also the concepts of pleasure, happiness, Philosophy. This course is designed to introduce Descartes' duty, self-deception, courage and the good life will be analyzed. major ideas in the context of a discussion of how to read and (Spring) evaluate a philosophical text. (Spring)

PHL 2028: The Logic of Time (3 cr.) PHL 3020: Russell (3 cr.) This course is an introduction to a study of a wide variety of Twentieth-century philosophy is already being called the: Age alternative theories of the nature of time. The focus is on the of Russell. Reading Russell (1872-1970) is probably the best effect of a concept of time on the nature of the truth and also on possible preparation for studying most of the work that has been increasing the students' skill at evaluating beliefs relative to done in the past 100 years on logic, ethics, theory of knowledge, different concepts of time. (Fall) metaphysics, political philosophy, metaphilosophy, and the history of philosophy. Russell is the last major philosopher who PHL 2050: American Philosophy (3 cr.) contributed to virtually every aspect of philosophy, thus to study The development of Pragmatism in America, a new philosophy Russell is to come to know a good bit about the other players in for a new land. Beginning with the Puritan heritage and the world philosophy in the 100 years since 1875. Transcendental movement readings from Jonathan Edwards, R. W. Emerson, C.S. Pierce, Wm. James, O.W. Holmes, Josiah PHL 3029: Heidegger and Sartre (3 cr.) Royce, John Dewey, George Santayana and A.N. Whitehead This course will examine the major ideas of Sartre and will be examined. In addition, essays by contemporary Heidegger. Students will discuss various themes of being, American philosophers will be read. (Fall) nothingness, authenticity, irrationality and faith. (Fall)

PHL 2065 19th Century Philosophy (3 cr.) PHL 3021: Existentialism (3 cr.) Antagonistic philosophic systems developed throughout the Readings from major existentialist thinkers: Kierkegaard, nineteenth century in response to economic and historical Nietzsche, Jaspers, Heidegger and Sartre. Comparative revolutions: Post Kantian idealism, romanticism, pessimism, interpretations of ontology, religion, knowledge, value and political and social philosophy, positivism and existentialism. culture. Supported by diverse existential readings drawn from a Readings from Fichte, Schelling, Schopenhauer, Kierkegaard, variety of writers. Nietzsche, Spencer, Marx, Mill. PHL 3031: Gödel PHL 2067 20th Century Philosophy (3 cr.) Kurt Gödel (1906-1978) is one of the most powerful minds of An examination of critical theories concerning philosophic the twentieth century. Aristotle invented logic, but Gödel anthropology, psychology, linguistics and ontology. The invented the logic of logic. This course serves as an controverseries between modernism of the first half of the introduction to Gödel’s work in logic and philosophy, and is century and post modern movements of structuralism and also designed to serve as an introduction to metaphysics and to deconstruction. Selections from Bergson, Saussere, Husserl, the philosophy of logic and the philosophy of mathematics. We Levi-Strauss, Derrida, Foucault, Lyotard, Lacan and Rorty. shall pay particular attention to ideas of Gödel that sharpen our

92 understanding of these three concepts: Truth, Proof, and Infinity. Adjunct Faculty We will also study provability logic, which is useful for its William Sawicki characterization in an elementary setting of Gödel's most famous work, his results on the incompleteness of logic and Major Requirements mathematics. Physics requirements: • University Physics I & II (PHY 1003/1004) PHL 3032 Kierkegaard and Nietzsche (3 cr.) • the advanced physics core of four courses: Mechanics, Kierkegaard and Nietzsche were seminal thinkers who changed Electromagnetism, Quantum Physics Thermodynamics and the focus of philosophizing. They were the first to insist on the Statistical Physics (PHY 2010, 2021, 2030 & 2040); limits of reason and to deal with irrationality, the • two additional elective advanced courses (3000 level) from incommensurability between the finite and infinite, to describe the department offerings; the absurd, finite and contingent aspects of existence and culture. But from these shared assumptions Kierkegaard • one Summer Research Internship; and concluded to subjectivity and faith – “subjective certainty in the • one Research Seminar. face of objective uncertainty” - while Nietzsche returned to an aesthetic morality and value creativity – “we have art in order Mathematics requirements: not to perish from the truth.” • Calculus I, II, & III (Math 1030, 1032, 2030); and • (Ordinary) Differential Equations (Math 2021). PHL 4020: Honors Logic Seminar (3 cr.) Introduces candidates for Honors in Logic both to the study of Students are advised to take one additional summer research logic at the graduate level and to the art of original research in internship, and are encouraged to take some of the following logic. Topics to be covered vary, and the course may be courses as electives to further and/or broaden their training: repeated for credit given sufficient change in research topics. • Introductory Chemistry or Biology (Spring) • additional advanced mathematics courses such as Linear algebra, Complex variables, Partial differential equations

PHYSICS Self-Designed Programs Physics is the study of the natural world, focusing on the Students may self-designed major programs in physics; these are fundamental nature of matter and energy and interactions developed in cooperation with other departments/programs and between the two. Training in physics greatly increases students' allow students to tailor their programs according to their learning ability and adaptive power, and provides them with an particular interests. edge in facing the challenges of such fast evolving disciplines as physics, astronomy, engineering, business and finance, Senior Evaluation economics and medicine. Seniors must complete the course PHY 3090: Supervised Readings and Research. See description under course listings. The Physics Department offers a unique major program that a student can realistically complete within three years. The major Departmental Honors in Physics requirements are fulfilled through courses in advanced physics Departmental Honors in physics are conferred upon graduating topics combined with summer research internships at nearby seniors who have maintained a G.P.A. of 3.5 or more in courses research institutions. The program prepares the students for required for the major. graduate study in physics or related areas. It provides them with rigorous training for careers in academic or industrial research, Minor Requirements or in any quantitative and/or analytical field, while allowing The minor provides students with rigorous physics training that them to acquire the full benefits of a liberal arts education. The develops their analytical reasoning and quantitative analysis summer research internships offered by the program provide skills. In addition to introductory physics and calculus, the opportunities for actual research at neighboring research advanced physics requirement can be readily fulfilled within an facilities (e.g., the Nevis Physics Laboratory affiliated with academic year: Columbia University, located in Irvington, NY) to supplement • University Physics I & II (PHY 1003/10044) the academic-year theoretical courses. • Calculus I & II (Math 1030/1032) and • two advanced physics courses (2000 level and beyond). Students in the life sciences are encouraged to take College Physics I & II or University Physics I & II. College Physics is Education Track the non-calculus course designed to satisfy the requirements of In collaboration with the School of Education, the Physics pre-professional programs in medicine, dentistry and veterinary Department has developed the following education track medicine. University Physics, for which calculus is either a pre- program for K-12 certification in physics, fulfilling the NY State or co-requisite, covers similar material at a more advanced level revision of K-12 certification criteria: and prepares the student for more advanced courses in physics • University Physics I & II (PHY 1003/1004); and other natural sciences. Thus for students in natural sciences • the advanced physics core of four 2000 level courses (PHY University Physics I & II are the recommended (although not 2010, 2021, 2030 & 2040); and always required) introductory physics courses. • Calculus I & II (Math 1030, 1032).

No course with a grade lower than C- will be accepted toward a Course Descriptions major or minor in physics. In addition, a C average must be PHY 1001: College Physics I (4 cr.) maintained over all courses required for a major or minor. This course is the first half of the two-semester, non-calculus based general physics sequence, intended for students in life Faculty and Professional Interests science, pre-health programs, and students interested in Zhang Chen — Perturbative QuantumChromoDynamics and its understanding the physical world and developing analytic applications in theory and phenomenology of high energy reasoning and quantitative analysis skills. Topics include: particle and nuclear physics; Applied Bio-Medical Optics kinematics, dynamics, Newton’s Laws, circular motion, work

93 and energy, linear momentum, rotational kinematics and PHY 1009: Introduction to Physics and Astronomy II (3 cr.) dynamics, simple harmonic, fluids, temperature, heat and heat This is the second half of the two-semester introductory physics transfer, ideal gases, thermodynamics, waves and sound, and astronomy sequence intended for liberal arts students. interference. There is an accompanying laboratory. Topics include: sound; electricity and magnetism; light; atomic Prerequisite: High school Algebra and Basic Trigonometry. and nuclear physics; relativity; stars and stellar evolution; (Fall) environment and grouping of stars; galaxies and beyond; basic cosmology. This course satisfies the College science PHY 1002: College Physics II (4 cr.) requirement but does not fulfill the physics requirement for This course is the second half of the two-semester, non-calculus admission to medical school. Prerequisite: Introduction to based general physics sequence. Topics include: electric force Physics and Astronomy I (PHY 1009). (Spring) and electric field, electric potential energy and electric potential, direct-current circuits, magnetic force and magnetic field, PHY 2010: Mechanics (4 cr.) magnetic induction, electromagnetism, alternating- current This course presents a rigorous treatment of classical mechanics circuits, electromagnetic waves and light, geometrical optics, at a level beyond the general physics survey. Topics include: wave optics, and introduction to special relativity, quantum Newtonian mechanics, oscillations and resonance, conservative physics (particle-wave duality), atomic and nuclear physics. forces and potential energy, central forces, non-inertial frames of There is an accompanying laboratory. Prerequisite: College references, rigid body motion; an introduction to Lagrange’s Physics I (PHY 1001). (Spring) formulation of mechanics, coupled oscillators, normal modes, special relativity, and relativistic kinematics. Prerequisite: Uni- PHY 1003: University Physics I (4 cr.) versity Physics (PHY 1003 & 1004 or the equivalent), differ- This course is the first half of the two-semester, calculus based ential and integral calculus (Calculus I & II (Math 1030 & 1032) general physics sequence, which is a required introductory or the equivalent). course for physics majors and minors. It is also intended for students interested in natural sciences and engineering, to build PHY 2021: Electromagnetism (4 cr.) up their understanding of physical science and develop their This course presents a rigorous treatment of classical analytic reasoning and quantitative analysis skills. Topics electromagnetism at the level beyond the general physics include: kinematics in one, two and three dimensions, Newton’s survey. Topics include: Electrostatics and magnetostatics, Laws and their applications, work and energy, system of Laplace’s equation and boundary-value problems, electro- particles and conservation of linear momentum, rotational magnetic waves, multipole expansions, dielectric and magnetic kinematics and dynamics, angular momentum, gravity, materials, Faraday’s Law, AC circuits, Maxwell’s equations, elasticity, fluids, oscillations, wave motion, superposition, wave- Lorentz covariance, special relativity. Prerequisite: University particle duality and quantum physics, heat and temperature, Physics (PHY 1003 & 1004 or the equivalent), differential and kinetic theory, thermodynamics, thermal properties and integral calculus (Calculus I & II (Math 1030 & 1032) or the processes. There is an accompanying laboratory. equivalent). Pre/corequisite: Calculus I (MATH 1030) or the equivalent. (Fall) PHY 2030: Quantum Physics (4 cr.) This introduction to quantum physics includes the following PHY 1004: University Physics II (4 cr.) topics: the basic principles of the quantum theory, the time- This course is the second half of the two-semester, calculus independent and time-dependent Schrodinger equations, based general physics sequence, which is a required introductory eigenvalue equations, the theory of measurement, uncertainty course for physics majors and minors. Topics include: principle, energy levels in potential wells, reflection and electrostatics, electric current and direct-current circuits, transmission by potential barriers, the harmonic oscillator, the electrical conduction, magnetic field, magnetic induction, hydrogen atom, and other applications to atomic, molecular, and alternating-current circuits, Maxwell’s Equations and nuclear physics. Prerequisites: University Physics (PHY 1003 electromagnetic waves, geometrical optics, wave optics, and an & 1004 or the equivalent), differential and integral calculus introduction to modern physics that includes quantum (Calculus I & II (Math 1030 & 1032) or the equivalent). mechanics, relativity, and structure of matter. There is an accompanying laboratory. Prerequisite: University Physics I PHY 2040: Thermodynamics and Statistical Physics (4 cr.) (PHY 1003) and Calculus I(MATH 1030) or the equivalent. This course covers the formal treatment of thermodynamics and Pre/corequisite: Calculus II (MATH 1032) or the equivalent. statistical physics beyond the introductory level in the general (Spring) physics survey. Topics include: Thermodynamics, kinetic theory, methods of statistical mechanics, energy and entropy, PHY 1008: Introduction to Physics and Astronomy I (3 cr.) Boltzmann, Fermi, and Bose distributions, ideal and real gases, This is the first half of the two-semester introductory physics blackbody radiation, chemical equilibrium, phase transition, and astronomy sequence intended for liberal arts students. It ferromagnetism. Prerequisite: PHY 2030 Quantum Physics. provides a conceptual survey of general and modern physics and astronomy, illustrating the modes of thought and the breadth of PHY 3010: Advanced Mechanics (4 cr.) perspectives provided by the scientific way of thinking. It also This course offers an advanced formal treatment of classical exposes the students to logical reasoning and analytical mechanics following PHY 2010 Mechanics. Topics include: deduction. Topics include: mechanics: linear and nonlinear Calculus of variations, Hamilton’s Principle, Lagrangian motion, Newton’s laws of motion, momentum and energy, formulation of mechanics, Hamilton’s formulation of rotation, gravity; properties of matter; heat and thermodynamics; mechanics, rigid body, coupled oscillations and normal modes, Apparent motions of celestial objects; gravitation and planetary canonical transformations, Hamilton-Jacobi theory. orbits; earth and the solar system. This course satisfies the Prerequisite: Multivariable calculus (Calculus III (Math 2030) College science requirement but does not fulfill the physics or the equivalent), differential equations (Math 2021 or the requirement for admission to medical school. Prerequisite: equivalent), mechanics (PHY 2010 or the equivalent). High School Algebra. (Fall)

94 PHY 3020: Quantum Mechanics (4 cr.) POLITICAL SCIENCE AND LEGAL STUDIES This course provides a formal treatment of non-relativistic In antiquity, the Greeks referred to the study of politics as a quantum mechanics following PHY 2030 Quantum Physics. “kingly art” because it was concerned with the ways of good Topics include: the formulation of quantum mechanics in terms government. And while the study of political institutions of state vectors and linear operators, three-dimensional remains a central focus of political science, the scope of the spherically symmetric potentials, the theory of angular discipline has broadened substantially as more people are momentum and spin, time-independent and time dependent affected by centralized, political authorities, which wield perturbation theory, scattering theory and identical particles. increased power in a global economy. Political Science includes Prerequisite: The same as those for PHY 3010 plus PHY 2030 the study of values, ideologies, and legal norms; the mechanisms Quantum Physics. people use to enter the political process — whether with guns or ballots; and the consequences of a global economy which PHY 3030 Electrodynamics (4 cr.) enriches some while impoverishing many. This course offers a rigorous treatment of classical electrodynamics following PHY 2021 Electromagnetism. The Department of Political Science and Legal Studies offers Topics include: Electrostatics; magnetostatics, quasi-stationary courses in three areas: American Government, Politics, and phenomena, and Maxwell’s equation; Special mathematical Policy; International and Comparative Politics; Legal Studies, methods for problems in electrostatics; Electromagnetic waves Criminal Law, and Political Thought. Students acquire an and boundary value problems; Potentials and gauge understanding of the historical backgrounds and philosophical transformations; Radiation from charge and current foundations of a variety of political systems in the contemporary distributions, including multipole expansion of the field, and the world. They develop an ability to analyze events, issues and field of moving charges. Lorentz transformations and special global trends. In addition, they are afforded an opportunity to relativity; Formulation of the field equations and gain practical experiences through both individualized field electrodynamics from the action principle; Lagrangian and research and internships in the government, not for profit, or Hamiltonian forms of theory. Prerequisite: The same as that for private sector. PHY 3010 plus PHY 2021 Electromagnetism. Because of its comprehensive nature, Political Science offers a PHY 3040: Mathematical Methods of Physics (4 cr.) solid undergraduate major for careers in law, public admin- This course covers the necessary mathematics for treatment of istration, business, journalism and teaching. advanced physics topics. Topics include: complex analysis, partial differential equations, integral equations, Green’s Faculty and Professional Interests functions, special functions, boundary problems, Fourier and John Carney — American politics, political parties, public other transforms, group theory and representations. Emphasis is policy. placed on applications to physical problems. Prerequisite: Patricia Misciagno — American politics, American Presidency, Multivariable calculus (Math 2030: Calculus III or the presidential election, women and politics, environmental studies equivalent), ordinary differential equations (Math 2021 or the and political thought. equivalent). Matthew Pauley — Criminal law and procedure, constitutional law, presidential prerogative power, history of political thought. PHY 3050: Solid State Physics (4 cr.) Kwan Ha Yim — International politics, international law, This course is a rigorous introduction to solid state physics. international political economy. Topics include: crystal structures, properties of periodic lattice, electrons in metals, band structure, transport properties, semi- Adjunct Faculty conductors, magnetism, and superconductivity. Prerequisites: The Honorable Daniel Angiolillo — Criminal justice and PHY 2021, 2030, & 2040, or equivalents. family law PHY 3060 Statistical Mechanics (4 cr.) Richard Berman — American politics, state and local This course provides a rigorous treatment of both classical and government quantum statistical mechanics following PHY 2040 Richard Bernsley — Legal writing and interpretation Thermodynamics and Statistical Physics. Topics include: Thomas Cassilly — Middle-East and American foreign policy Fundamentals of statistical mechanics; theory of ensembles; Antonia Cipollone — Legal studies quantum statistics; imperfect gases; cooperative phenomena. Prerequisite: Same as those for PHY 3050. Mary Corrarino — Trial advocacy, and law and society James Hasenfus — Business law PHY 3080: Summer Research Internship (3 cr.) Faith Lorenzo – Legal Studies This course, recommended to be taken during the junior-senior Sarah Murray – Comparative Politics summer, provides opportunities for students to engage in actual research at neighboring research institutes/ facilities to Major Requirements supplement the academic-year theoretical course and to fulfill A Student majoring in Political Science and Legal Studies must the experimental training needed for physics majors. successfully complete (with a grade of C or better) a minimum Prerequisites: PHY 2010, 2020, 2030, & 2040, or by the of twelve courses (fourteen if the student is concentrating in Department. Legal Studies or Criminal Law—see the requirements listed below) including: PHY 3090: Supervised Readings & Research Seminar (3 cr.) 1) Five required introductory courses: This course is for physics majors to be taken either in one • Introduction to Political Science semester or one year. Readings in a selected field of physics • Introduction to American Government under the supervision of a faculty member. Written reports and • Introduction to Political Thought periodic conferences with the instructor. Presentation and • Comparative Politics discussion of the motivation and techniques, results obtained to • International Politics I or II the present, as well as difficulties and unsolved problems. Prerequisite: Written permission of the faculty member who 2) Six electives (or eight required courses, if the student agrees to act as supervisor and the permission of the department. chooses the Legal Studies or Criminal Law concentration — see the requirements listed under these concentrations). Four of these electives must be taken in one of the

95 following fields of study and the other two courses must be fundamentals of American criminal law and procedure, and to taken in either of the remaining two fields: acquaint them with the historical and philosophical roots of the • American Government/Public Policy contemporary American legal and criminal justice system. • International/Comparative Politics Students in Criminal Law, as in Legal Studies, read challenging • Legal studies/Political Thought legal material, learn how to write briefs, analyze complex legal arguments, and write effective and persuasive essays. The Students may choose to take one of the six elective courses courses have mock trials with students simulating the roles of outside the department, subject to an approval by their judges, jurors, witnesses, and attorneys in the daily practice of department advisor prior to registering for this course. law.

Senior Evaluation Students majoring in Political Science may elect Criminal Law There are two options for completing the Senior Evaluation, as a concentration. They must complete the eight courses listed required of all Political Science majors: below for the concentration, in addition to the five required 1) To be accepted into the Political Science Honors Seminar, Political Science courses and Senior Evaluation--for a total of which requires a G.P.A. of 3.5 or above, or fourteen courses. The program is also open, as a minor, to 2) To enroll in and complete POS 3998 (Senior Evaluation) students majoring in other departments who must complete the eight courses required for the concentration. Honors Program Graduation with Honors in Political Science requires that a Requirements for Criminal Law Concentration student complete the Honors Program. Students are invited to • Introduction to Common Law join the program at the end of their junior year and to be eligible, • Criminal Law they should have taken at least three of the courses required for • Criminal Procedure the major and maintained a 3.5 grade point average in all the • Constitutional Law or Civil Liberties courses taken for the major. Students who enter the Honors • One course on Private Law • Program complete both the Honors seminar and a senior thesis. • One course on Perspective on Law • To receive departmental honors at graduation, it is necessary to • One Political Science elective in the fields of Criminal Law earn at least a B+ on the thesis and to have an overall average of or Legal Studies plus 3.5 in all courses taken for the major. • One Political Science elective outside the fields of Criminal Legal Studies Program Law or Legal Studies (• See course descriptions for appropriate courses.) The Legal Studies Program is designed to give students an overview of the American legal system, to help them understand the fundamentals of public and private law, and to acquaint them Minor in Political Science with the historical and philosophical roots of contemporary Students must complete five courses for a minor in Political American law. science. Two must be selected from among the five Departmental introductory courses required of all majors. The Students in this program learn to read challenging legal material, remaining three are electives chosen by the student from including cases and statutes, as well as works of legal history Departmental offerings. and philosophy. They also learn how to write briefs, analyze complex legal arguments, and write effective essays in legal Additionally, the Department offers a minor in Legal Studies studies. The courses have in-class oral arguments and mock and Criminal Law. trials in which students have a chance to simulate the roles of judges, witnesses, and attorneys in the daily practice of law. Minor in Legal Studies Students must complete the same sequence of eight courses Students majoring in Political Science may select Legal Studies required for a concentration in this field. (See “Legal Studies as a concentration. They must complete eight courses listed concentration” above.) All courses must be completed with a below for the concentration, in addition to the five required grade of C or better. Students are generally discouraged from Political Science courses and Senior Evaluation--for a total of choosing their major and minor in the same department. They fourteen courses. The program is open, as a minor, to students may do so, however, upon presentation of a study plan with a majoring in other departments. They must complete the same convincing rationale acceptable to the Department. eight courses required for the concentration. Minor in Criminal Law Requirements for Legal Studies Concentration Students must complete the same sequence of eight courses • Introduction to Common Law required of a concentration in this field. (See “Criminal Law” • Constitutional Law concentration above.) All courses must be completed with a • Civil Liberties grade of C or better. Students are generally discouraged from choosing their major and minor in the same department. They • Criminal Law or Criminal Procedure may do so, however, upon presentation of a study plan with a • One course on Private Law • convincing rationale acceptable to the Department. • One course on Perspective on Law• • One Political Science elective in the fields of Criminal Law Course Descriptions or Legal Studies plus POS 1010: Introduction to Political Science (3 cr.) • One Political Science elective outside the fields of Criminal This course is intended to serve as an introduction to the major Law or Legal Studies branches of political analysis: Comparative Politics, Inter- (• See course descriptions for appropriate courses.) national Relations, Political Theory, and American Politics. Students are introduced to the basic concepts and processes of Criminal Law Program Political Science including: political socialization, ideology, The Criminal Law Program, which is the same as the Political foreign policy, the distinction between a two-party and multi- Science Department’s program previously called Criminal party system of government, development, and political Justice, is designed to give students an overview of the economy. (Fall) (Spring) American criminal justice system, to help them understand the

96 POS 1031: Introduction to American Government (3 cr.) POS 2031: Presidential Elections (3 cr.) This course will survey the basic institutions of the American An in-depth and hands-on study of the presidential election political system, with emphasis on Congress, the Presidency and campaign. An analysis of the campaign nomination process, the courts, and a detailed analysis of the Bill of Rights. It will political conventions, political advertising, presidential debates. analyze recent changes to show how the American political The role of the Electoral College and the Supreme Court will system functions in the “media age.” (Fall) (Spring) also be studied in light of the events of the 2000 Presidential election. The impact of PAC’s (political action committees and POS 2003: Introduction to Political Thought (3 cr.) so-called issue-ads) will be given a major focus. An analysis of A study of ideas about such topics as government, law, society, the Campaign Finance Reform and the FEC (Federal Election economics, religion, war, and peace, in the writings of great Commission) will also be a focus of this course. Offered every political thinkers, poets, historians, philosophers, and statesmen four years during Presidential Election Cycle. in the western tradition such as Homer, Herodotus, Thucydides, Plato, and Aristotle in ancient Greece, Polybius and Cicero in POS 2033: Interest Groups and Social Movements (3 cr.) ancient Rome, St. Augustine and St. Thomas Aquinas in the This course will study the political dynamics of social middle ages, and Machiavelli, Hobbes, Locke, Rousseau, and movements including: the sources of social movements, the Marx in the modern era. Emphasis will be placed on the process of mobilization, the rise of counter-movements and the historical context in which these individuals wrote and on the relationship that exists among social movements, political relevance of their contributions to modern thinking and debate, parties and interest groups. The course will focus on major U.S. especially about law and government. More than one section of movements including: the peace (anti-war) movement, the civil this course is offered. In some sections, depending on the rights movement, the environment movement, the labor instructor’s choice, emphasis will be on contemporary theories movement and the feminist movement. (Fall) including Feminist writings. (Fall) (Spring) POS 2038: American Presidency (3 cr.) POS 2011: Comparative Politics (3 cr.) Trends and shifts in the American Presidency, Imperial vs. An introduction to comparative governments and politics, this Diminished, Foreign vs. Domestic, Mythic vs. Real will be course is designed to acquaint students with the political analyzed. The modern campaign, nominating and election cultures, the institutional arrangements and workings of the processes will be considered with particular emphasis on the governments and political processes in major countries around changes in these processes brought about by the electronic the world. Students acquire a comparative perspective while media. The President's interaction with Congress, use of studying industrialized democracies in Western Europe along political capital and persuasion will be studied in order to with developing countries in Africa, Asia, and Latin America understand the dynamic and changing nature of Presidential and the Middle East. This course is highly recommended for politics. Lastly, Presidential roles and responsibilities, both students interested in building their “Global Awareness” formal and informal, will be analyzed to gain a further portfolio. (Fall) (Spring) understanding of the complexities involved in decision making in the development of public policy. (Fall) POS 1037: International Politics I (Principles) (3 cr.) The aim of this course is to familiarize students with the basic POS 3012: Environmental Politics (3cr). ideas or concepts that are used in discussing, or analyzing, This course will examine several critical debates within the area international politics. Following a rapid review of the history of of environmental politics. Issues concerning the needs of international relations, especially since 1900, the course takes advanced industrial societies and those of the environment, students through the three major contending schools of analysis environmental ethics, environmental activism, environmental (Realism, Liberalism, Marxism) before coming to discussion on protection and environmental regulation will be surveyed. The the structure of international relations that involves the United importance of environmental movements (how they are formed) Nations, international political economy, diplomacy and non- and whose interests are served by them will be examined in governmental actors. (Fall) great detail. Grass roots environmental movements will be studied, along with established environmental organizations, to POS 1038: International Politics (Problems) is offered in Spring. determine the variety of resources open to those interested in See Comparative and International Politics for the course environmental politics. Theories of environmental politics will description. be studied to provide a background and context for the on-going debates regarding “rights” and the “environment.” Power POS 3001/3056: Honors Seminar I & II (each 3 cr.) relations between advanced industrialized nations and A capstone seminar for invited seniors (based on academic developing nations will be examined in order to identify areas of performance in the major), this is an intensive survey of the commonality as well as those are contested. (Fall) primary topics studied in political science — from political philosophy and theory to United States political institutions and POS 3067: Politics and Passion: Women and the 21st Century patterns of dependent industrialization. Strong emphasis is (3 cr.) placed on the writing of critical essays based on assigned This course will explore many of the cutting edge issues facing readings. (Fall) (Spring) women towards century's end. As women face the new millennium, is it still possible to speak of women and politics, or American Government, Politics, and Policy does the evolving political agenda require an even more POS 2013: Women and Politics (3 cr.) complex approach to coalition politics? How will issues such as This course will acquaint students with theoretical as well as reproductive rights, violence against women, emerging empirical analyses of the role of women in the political system. technological changes (pornography in cyberspace), work place One of the main areas of emphasis is the relationship between issues, sexual harassment be formulated and addressed women's roles in the “private sphere”, and their integration into approaching the 21st century. Ethical issues raised by the “public sphere.” Special attention will be given to women's advancing technologies, especially in the area of the politics of lobbying groups and political participation, as well as voting reproduction will be covered, as well as trends and shifts in patterns (“gender gap”). The impact of the feminist movement affirmative action programs. The course will also address in the United States and its effect on women's political generational changes concerning women in public office and consciousness, discourse, and political action will be addressed labor union activity. (Fall) in considerable detail. (Fall)

97 POS 3070: State and Local Government (3 cr.) the course will take a hard look at the international coalitions It was Tip O’Neil, Speaker of the House of Representatives, that have made poverty the price of progress, in an effort to who after a lifetime of public life noted that “all politics is consider alternatives that might reverse the logic. (Fall) local.” With New York serving as a backdrop, the course will probe the network of local ties - formal and informal -which POS 2051: Law and Politics of International Trade (3 cr.) bind political actors and communities together. It will consider This course studies the evolution of the global trade regime from the financing and function of state, county, and municipal the GATT (General Agreement on Tariffs and Trade) to the governments. It will review polling and survey techniques and WTO (the World Trade Organization), set against the recurring how they can be used in the study of state and local government. conflicts between free trade and protectionist forces. It is (Fall) focused on the extension of the principles of liberal trade in goods and services world-wide and its outcome--the growth of POS 3080: Select Public Policy Issues (3 cr.) rule-oriented international trade practices based on most- This seminar is devoted to study of important public policy favored-nation treatment and national treatment. Included in the issues facing the United States, both at federal and local levels. subject matter of the course are the barriers to free trade, tariff It will examine the nature of the problems to be addressed and and non-tariff, the dispute settlement procedure under the WTO, will study the process through which a public policy is the emergence of new protectionist tendencies in Europe and the formulated, implemented and evaluated focusing on the Western Hemisphere. Students in this course learn the legal interaction of principal actors: the media, advocacy groups, framework of the WTO, economic policies of major trading special interest groups, political parties, various governmental nations, and the status of the developing countries and former institutions (including the courts of law) and bureaucrats. communist countries (“economies in transition.”) within the (Spring) WTO and the impact of the Organization on their political and economic development of these countries. (Fall) POS 3081: The Public Policy of Science and Technology (3 cr.) This course will examine the details of the public policy process POS 2058: Latin American Politics (3 cr.) as it relates to science and technology. Important debates, and An historical analysis of the last century of Latin American the values that inform them, will be explored with a view toward development through underdevelopment. The central theme is understanding politics as a value allocation process. Issues the relationship between Latin America and the industrialized covered will include cloning, DNA research, artificial world and the way in which international policies are intelligence, the development and prescribing of psycho- constructed to insure the continuation of Latin American pharmaceutical medications, and the issues surrounding dependency. Students will consider the problem agrarian weapons procurement and development. Research Paper is societies confront when forced to industrialize and the required. (Fall) sometimes violent political solutions which are imposed as a consequence. (Fall) POS 3093: The United States as a Pacific Power (3 cr.) This seminar examines the conduct of United States foreign POS 2072: International Law (3 cr.) policy in East Asia in war and in peace. After a rapid survey of This course introduces students to the principles and rules of US expansion in the Pacific through World War II, the focus of international law—the normative aspects of international inquiry will be on the Korean War and the Vietnam War, the relations that serve as a foundation of world peace. Emphasis two major wars the United States fought in the Pacific region in throughout the course is placed on the historical and political the post-World War II, followed by a study of the Asian context in which international law (“a work in progress”) has economic crisis of 1997 and its sequel, political and economic evolved as well as on the analysis of law itself. The subject reforms of the countries in the Asian and Pacific Rim. May also matter of the course includes: state sovereignty, state be taken to as part of International and Comparative Politics jurisdiction, the roles of international organizations, nationality, studies. (Fall) (Spring) the position of individuals and trans-national actors (e.g. multinational corporations) under international law, the International and Comparative Politics protection of human rights, the law of war and war crimes, the POS 1038 International politics II (Problems) (3 cr.) protection of the environment and he rule-oriented international The focus of this course is on critical economic, social and trade. This course may be taken as an elective for Legal Studies political challenges facing the world community in the 21st or Criminal Justice concentration. (Spring) century. Among them: environmental issues, nuclear pro- liferation, nationalism, culture wars, global trade and finance, POS 2097: African Politics (3 cr.) communications and Internet revolution, poverty and develop- Political developments in the African continent south of Sahara. ment, gender issues and human rights. Through individual Included in the materials to be studied are the historical research and class discussion students will learn the dynamics in backgrounds of select African states before they emerged as which these issues are related to international politics and their independent states, their rich cultural traditions and intricate relevance to the question of war and peace. (Spring) webs of social relations, tribal societies, the processes and problems of modernization centered around nation-building. POS 2022: Government and Politics of Middle East (3 cr.) (Fall) After considering the geography, religion and history of the region, the course will cover the government and politics of the POS 3109: Violence: Origins, Effects, Responses. (3cr) major countries and the Arab-Israeli conflict, including the role Are humans innately violent? Does social life necessarily lead to of the United States and the U.S.S.R. Finally, there will be a violence? What are the causes of violent behavior? How can survey of the Persian Gulf war and future prospects. (Spring) these problems be addressed? This seminar will explore, among other topics, primitive warfare, cannibalism and violence in the POS 2064: Development and Underdevelopment (3 cr.) archeological record, modern warfare and behavior in battle, The need to develop is the constant theme echoed by politicians genocide and Holocaust in history, religious responses to and policy-makers in the 20th-century. What goes unchallenged violence, literary representation from Shakespeare to Rice, is the meaning of the word and the price nations pay. This artistic representation and responses, violence in the home and course works from the premise that “development” by some can workplace, and various psychological and neurological aspects only be accomplished through the conscious imposition of and impacts of violence. “underdevelopment” on others. Drawing on a series of cases,

98 POS 3035: American Foreign Policy (3 cr.) deliver short oral arguments to the class. Required for all Legal The course will study the formation and execution of American Studies concentrators and minors Criminal Law minors and foreign policy, including the institutions involved (Presidency, concentrators must take either Civil Liberties or this course. Congress, State Department, Foreign Service, C.I.A., etc.), as (Fall) well as the role of domestic political considerations, particularly interest groups. There will also be a survey of U.S. foreign POS 2006: Law and Property (3 cr.) policy since World War II and the role played by the various What is property? What are my legal rights if I buy or sell a forces indicated above. (Spring) house, rent an apartment, or leave my possessions to my children in my will? This course will focus on one of the most POS 3098: Africa in World Politics (3 cr.) important areas of American law- the law of property. Topics Foreign policies of major African states: their relationships with will include the legal rights of owners, buyers, and sellers of real industrialized countries in Western Europe and North America; estate, and the duties and liabilities of landlords and tenants. their relationships with other developing countries in the Third The course will include a mock trial or other courtroom- World; their intra-regional conflicts; and their participation in simulation exercises. The course is ideal for students consider- global affairs through the United Nations and its specialized ing law school and for those who want to learn more about law agencies for promotion of human rights, economic and social and/or the rights of property owners. Satisfies Private Law development of the third World nations. (Spring) requirement for Legal Studies and Criminal Law. (Spring).

POS 3102: Globalization and Nation-states. (3 cr.) POS 2007: Constitutional Issues and America’s Legal Heritage How does a global market impact national communities? Does (3 cr.) globalization undercut the power of nation states to such an America is now facing a war on terror – a war that forces us to extent that national sovereignty nowadays means little or think seriously about constitutional rights and freedoms. But nothing? What is the impact of globalization on democratic where did our ideas about limited government and freedom politics, environment, labor standards, social welfare systems come from? Why do we now take it for granted, for example, and the distribution of wealth? These questions will be subjected that the President cannot make law without Congress and that, if to a critical examination from the perspective of both advocates the President tries to do so, he can be impeached? Why do we and critics of globalization. (Spring ‘06) assume that the Supreme Court should have the power to declare acts of Congress unconstitutional? Is there a duty to obey unjust POS 3124: War on Terror (3 cr.) laws? This course provides an overview of some of the This seminar is an inquiry into the historical and political roots constitutional ideas and traditions which influenced the framers of the United States involvement in the “War on Terror,” as of the American Constitution of 1787. Emphasis is placed on well as into the ramifications of the war on American interests ideas about law and constitutions in the political thought of abroad and American institutions at home, especially its impact ancient Greece and Rome, and on the development of the on domestic priorities and civil liberties. Included in the subject English Constitution, from early medieval times, through the matter of discussion are: the Arab-Israeli dispute, the politics of Tudor era and the constitutional crisis of the English Civil War, oil, the Persian Gulf War, Islamic Fundamentalist movements, and through the era of Hobbes, Locke, and Blackstone. The the 9/11 and the United States response both on its foreign course will conclude with a look at selected episodes of English policy and domestic fronts. (Spring 2005) and American constitutional history since 1776. Satisfies Perspective requirement for both Legal Studies and Criminal POS 4050: Academic Conference: Model UN (1.5 Cr) Law. (Spring) Students sign up for this course during the fall semester and prepare for participation in the Harvard National Model UN that POS 2012:Issues in Family Law and Administration of Justice meets for three days in February of the following year. They (3 cr.) will represent a country in various committees, for which they This course probes both the law and the court system, which are each write a set of two position papers, to be completed before being transformed as a consequence of the increasing demands the end of the Fall semester. of family issues. Equity settlements, rights of spouses, rights of parents and children are among the topics considered. Special Legal Studies, Criminal Law, and Political Thought attention is given to the day-to-day operation of the family POS 1008: Introduction to Law (3 cr.) courts. (Spring) Recommended for students who are not concentrating or minoring in Legal Studies or Criminal Law, this course provides POS 2014: Practical Approaches to Business Law (3 cr.) a broad overview of the American legal system. (Fall) (Spring) This course will examine the functioning of the legal system and the legal relationships a citizen is likely to encounter in business, POS 1040: Legal Research and Writing Skills (3 cr.) consumer, and personal activities. Emphasis will be placed on This course focuses on two skills: 1) legal research, including the judicial system, contracts, sales, business organizations, one-to-one training on Lexis and a supervised research trip to estate planning, wills, and real estate transactions. Readings will Pace University Law Library; and 2) legal writing with an include cases and other legal materials. Satisfies Private Law emphasis on writing skills, including successfully completing a requirement for Legal Studies and Criminal Law. (Fall) Memorandum of Law and an Appellate Brief. (Fall) POS 2015: Law and Business Ethics (3 cr.) POS 2004: Constitutional Law (3 cr.) Corporate crime is now a familiar item on the daily news. We This course surveys American constitutional development from read and hear stories of business corruption and of conspiracies the formative era of the framing of the Constitution in 1787 to to violate or evade the law in high places. What are the legal today. Emphasis is placed on famous opinions of the U.S. rules on business and ethics? What role do lawyers, judges, and Supreme Court, especially in the areas of separation of powers the public play in ensuring that business is responsible, ethical, and states’ rights. Attention is also given to power struggles and fair? This course will examine a number of different issues between Presidents and Justices, as well as to the important in the law of business ethics and will consider a variety of legal, political and social changes in American history and how those political, social, and policy ramifications of the current business changes have influenced and been influenced by changes in the ethics debate. Satisfies private law requirement for Legal interpretation of the Constitution. At selected dates in the class, Studies and Criminal Law. (Spring) students playing the roles of lawyers in famous cases will

99 POS 2019: Civil Liberties (3 cr.) POS 3117: Topics in Criminal Law and Procedure (3 cr.) This course is a survey of the Supreme Court's decisions and This seminar will focus on such topics as police searches of judicial policies with respect to the First and Fourteenth homes and cars, vehicular homicide, conspiracy, the insanity Amendments. Emphasis will be placed on freedom of speech defense, the death penalty, and the law of murder, and criminal and religion, due process, and equal protection of the law. Most law aspects of the war on terrorism. (Fall) reading will be in Supreme Court opinions, but there will be some attention to works of political theory in assessing the POS 3017: Legal writing and interpretation (3 cr.) relative importance of freedom and security in society. At This course focuses on all aspects of legal writing from proper selected dates, students playing the parts of lawyers will deliver issue formulation to creating cogent legal arguments and short oral arguments to the class on famous cases from the persuasive statements of facts. Case law and statutory material reading. Required for all Legal Studies concentrators and will be analyzed to illustrate various problem-solving minors. Criminal Law concentrators and minors must take techniques, culminating in the writing of a Memorandum of either Constitutional Law or this course. (Spring) Law. (Spring)

POS 2024: Criminal Procedure (3 cr.) POS 3021: Legal Ethics (3 cr.) This course is a survey of the constitutional rights we enjoy This course examines the relationship between ethics and the when we are stopped, arrested, searched, or questioned by the legal system. It pays special attention to the political context police. Emphasis is placed on Fourth, Fifth, and Sixth within which this relationship is situated. The course is Amendment rights (search and seizure, coerced confessions, concerned with such questions as: how are ethical discussions right to counsel, entrapment, wiretapping, and due process) and informed by categories such as class, race and gender? Should on close reading of Supreme Court opinions. At the end of the they be? What is the relationship between law and morals? What course, students playing the roles of lawyers will deliver short are the limits of that relationship, if any? In addition to a oral arguments to the class. Required for Criminal Law comprehensive approach to controversial issues in legal ethics, concentrators and minors. Legal Studies concentrators and the course also considers classical readings in the Philosophy of minors must take either Criminal Law or this course. (Fall) Law. (Fall)

POS 2087: Introduction to Common Law: Writing and Analysis POS 3057: Law and Society: The Courts and Unpopular Causes (3 cr.) (3 cr.) This course provides an overview of many different areas of law The course focuses on how the United States Supreme Court has – from the law of contract, property, and tort, to aspects of answered and failed to address unpopular positions. The thrust federal jurisdiction. It will introduce students to the court of the course is to integrate the “unpopular issue” with system and fundamentals of court procedure. Most important, it literature, film, and actual Supreme Court cases. (Spring) will develop and perfect student skills in writing grammatically correct and persuasive essays on legal subjects. The course POS 3072: Women and the Law (3 cr.) culminates in a mock trial in which students play the roles of The legal treatment of women from a sociological perspective. attorneys, defendants, witnesses, and jurors. Required for all Topics include: the exclusion of women from critical public Legal Studies and Criminal Law concentrators and minors. If roles like owning property, voting and jury duty; workplace possible, this course should be taken early in the student’s discrimination including sexual harassment; the role of women course of study at the college. (Fall) in the military; abuse and violence; and family issues.

POS 2093: Criminal Law (3 cr.) POS 3111: Law and Literature (3 cr.) This course introduces undergraduate students to the major This seminar looks at the role of law in great literature of the crimes and defenses of contemporary American criminal law. past. Readings will be drawn from novels, poems, essays, and Topics covered include homicide and murder, voluntary and plays from different eras and countries, including some classical involuntary manslaughter, vehicular homicide, premeditation literature of the ancient world, British literature including and intent, the insanity defense, conspiracy, and the death Shakespeare, American literature, classic detective fiction such penalty. Some attention is given to works of political and social as Sherlock Holmes, and the literature of other nations. Satisfies theory on the cause of crime and the purposes of punishment. perspective requirement for Legal Studies and Criminal Law. The course culminates in a mock murder trial in which students (Fall) play the roles of attorneys, defendants, witnesses, and jurors. Required for Criminal Law concentrators and minors. Legal POS 3112: War, Law, and Presidential Prerogative (3 cr.) Studies concentrators/minors must take Criminal Procedure or How have past wars changed law and government? How have this course. (Spring) they led to changes in the power of kings, prime ministers, and presidents? After looking at the Presidency and the Constitution POS 2095: Rights of Crime Victims (3 cr.) today in the war on terror, this seminar turns to antiquity, In this course, the rights of crime victims with an emphasis on considering the Persian Wars, the Peloponnesian War, the women, children, and the handicapped in sex and domestic battles of Alexander the Great, Rome’s Punic Wars with violence cases from pretrial hearings through trial and Carthage, and Rome’s wars of world conquest. It considers the sentencing will be reviewed. Orders of protection, use of art of war in the writings of Machiavelli and the theme of war domestic violence history evidence, and cameras in the court and princely prerogative in Shakespeare. It examines the early room will also be discussed. (Fall) modern and modern eras in western Europe, including England’s wars of reformation, England’s Civil War, the French POS 2096: Courts and the Criminal Justice System (3 cr.) Revolutionary Wars and Napoleon. Satisfies perspective This course provides an overview of the stages of a criminal requirement for Legal Studies and Criminal Law concentrators case. It introduces students to the distinctions between civil and and minors. (Spring) criminal law and gives them a broad overview of the roles of defense attorneys, prosecutors, defendants, victims, and judges POS 3114: Great Cities, Great Ideas, and Great Law (3 cr.) in the criminal justice process. Other topics covered will This course looks at three great capital cities in history – ancient include bail, plea bargaining, the role of criminal juries, Athens, ancient Rome, and London – and examines the interplay sentencing, and special problems of juvenile courts. (Spring) between law, politics, and culture in those cities at different

100 times in the past. Readings in the history of law, politics, art and • PSY 3004: History and Systems of Psychology architecture, literature, philosophy, and music. Satisfies • PSY 4020: Research Experience and/or PSY 4030: Field perspective requirement for Legal Studies and Criminal Law. Work Experience (Fall) (Spring) Minor Requirements POS 3115: Topics in Business Law (3 cr.) For the minor, PSY 1004: Fundamentals of Psychology (with or This seminar addresses relevant topics in law and business. without PSY 1006: Fundamentals of Psychology Lab) and four Issues covered will include such topics as the role of law in elective courses are required. Students are encouraged to take creation and financing of corporations and the legal and policy electives from all areas (see course descriptions) in order to be consequences of the U.S. tax code. Satisfies private law broadly educated in the field of psychology. A minimum grade requirement for Legal Studies and Criminal Law. (Fall) of C- is required in order to count a psychology course for the minor. PSYCHOLOGY The Psychology Department offers a broad program covering Departmental Honors in Psychology areas of clinical, cognitive, cultural, developmental, humanistic, Students majoring in Psychology must meet the following learning and memory, physiological, and social psychology. criteria in order to be considered eligible for honors in Students explore the study of behavior from both the empirical Psychology: and the theoretical perspectives. Furthermore, students become • completion of PSY 2012: Statistics for the Social Sciences familiar with statistical procedures and develop skills in research I, PSY 3000: Physiological Bases of Behavior, PSY 3001: design. In addition to classroom work, many internships and Research research placements are available. Students may seek internship • Methods in Psychology, PSY 3004: History and Systems in placements related to such areas as clinical, developmental, Psychology, and either PSY 4020: Research Experience, physiological, experimental, educational and industrial/ PSY 4025: organizational psychology. Several faculty members are • Writing Review Articles in Psychology, or PSY 4030: involved in ongoing empirical research projects in which Field Work Experience courses at Manhattanville, motivated students are encouraged to participate. The program • no grade lower than “B” in any psychology course, and provides strong academic training consistent with pre- professional preparation for a career in a variety of • a minimum 3.5 G.P.A. in psychology. psychological fields, in education, in business, and in research. In order for the Psychology Department to consider a student for Faculty and Professional Interests honors the student must first meet these minimum requirements. Following the completion of these minimum requirements, the Alison Carson —Cultural psychology: qualitative research psychology department faculty will award honors based on the methods, cultural influences on child development evaluation of the intellectual quality of a students’ entire Robin Cautin — Clinical psychology: personality, psychology program. psychopathology, history and theory of psychology, philosophy of psychology Advising Amy Learmonth — Developmental psychology: Infant Students planning to major in Psychology should ask a full-time memory, the development of navigation and spatial memory, faculty member in Psychology to serve as his/her academic comparative development advisor early in the sophomore year, but no later than the second Everett Delahanty — Humanistic psychology: folk semester of the sophomore year. psychology, psychology of experience, psychology of relationships, self psychology, sensation and perception, and Portfolio Signatures psychology of emotions Students who major in Psychology are required to obtain the P. Susan Gerrity — Developmental psychology: infant, child, signatures of both the Chairperson and their major advisor for adolescent, adult and social/emotional development; attachment, their Portfolios. Moreover, students are required to obtain the and coping/emotion regulation signature of another full-time Psychology Department faculty Anthony C. Santucci — Physiological psychology: biological member if their major advisor also serves as the Chairperson. bases of mental illnesses, neuroscience, physiological measures/effects of emotions, and psychopharmacology Transfer Credits George E. Schreer — Social psychology: stereotyping, For students wishing to major in psychology who are prejudice, social stigma, persuasion, aggression, and group transferring an Introductory Psychology or General Psychology processes course from another institution must take the Fundamentals of Psychology Lab course (PSY 1006). In addition, for students Major Requirements wishing to major in Psychology, no more than one-half of the Fundamentals of Psychology (PSY 1004) with Fundamentals of major courses (i.e., no more than 6 courses) can be transferred to Psychology Lab (PSY 1006) plus a minimum of 12 elective Manhattanville from another academic institution. Similarly, for courses are required for the Psychology major. Students are students wishing to minor in Psychology, no more than one-half encouraged to take electives from all areas (see course of the courses (i.e., no more than 2 courses) can be transferred descriptions) in order to be broadly educated in the field of from another academic institution. Students wishing to transfer psychology. A minimum grade of C- is required in order to courses from another institution to be used for either their count a course for the major. Students who aspire to graduate Psychology major or minor must receive written approval of the school in psychology or allied fields are strongly encouraged to Department Chairperson. This written approval then should be take the following sequence of courses beginning in the put in the student's Portfolio. sophomore year: Departmental Web Page on the World Wide Web • PSY 2012: Statistics for the Social Sciences Additional information about the department including faculty • PSY 3000: Physiological Bases of Behavior research interests and course syllabi can be found on the • PSY 3001: Research Methods in Psychology department's Web page located at: http://faculty.mville.edu/psych/.

101 Course Descriptions treatments for a variety of mental diseases and disorders Required Courses including anxiety, psychosis, depression, mania, dementia, PSY 1004: Fundamentals of Psychology (3 cr.) epilepsy, and obsessive-compulsive behavior. Issues related to This course is also required for the minor. recreational drug use and abuse will not be covered. This course is a series of lectured discussions designed to Prerequisite: Physiological Bases of Behavior. (Spring ‘07) acquaint students with the major ideas in psychology. Prior knowledge of psychology is not expected, but students should PSY 3023: Biological Bases of Mental Illness (3 cr.) expect to do considerable reading and studying for tests. Class This course will examine the organic bases of such major lectures are not repetitions of the textbook material, and are psychoses and mental disorders as schizophrenia, manic deliberately designed to present additional and more advanced depression, dementia and psychophysiological dysfunction. The material. Students are responsible for assigned readings and specific cognitive disorders and behavioral abnormalities lecture/ /class discussion material. Topics include the history of associated with each syndrome will be reviewed. Background psychology, sensation and perception, brain and behavior, readings will include material on the psychology of mental learning and memory, intelligence, developmental, personality dysfunction, the genetic determinants of these syndromes, and theories, social psychology, and psychopathology. Other topics the relevant neuroanatomical and neurochemical substrates and may include altered states of consciousness, cognition, language, processes. Prerequisite: Physiological Bases of Behavior. motivation, or emotions. (Fall ‘05 & ‘06) (Spring ‘06 & ‘07) (Offering is tentative based on student interest.)

PSY 1006: Fundamentals of Psychology Lab (1 cr.) PSY 3333: Psychology of Emotions (3 cr.) This lab course is required for the major. Emotions are considered as adaptive mechanisms that are part of Weekly laboratory sessions will highlight course material human functioning and human experience. The history of presented in lecture. Laboratory sessions will be comprised of attempts to understand emotions in Western Society and the demonstrations, in addition to data collection and analysis theories developed in Psychology will be studied. The exercises. Written lab reports will be required. Students who physiological mechanisms underlying emotions will be stressed receive transfer credit for Fundamentals of Psychology from including the debate on emotional expression. The primary another institution and wish to major in Psychology at emotions of joy, distress, anger, fear, surprise, and disgust will Manhattanville must take PSY 1006: Fundamentals of be presented and compared with the secondary, social and Psychology Lab. (Fall ‘05 & ‘06) (Spring ‘06 & ‘07) higher cognitive emotions such as embarrassment, love guilt, shame, pride, jealousy, etc. The relations between emotions and Elective Courses by Area feelings and consciousness will be explored. Selections from Biopsychology Area the work of James, Cannon, Arnold, Ekman, LeDoux, Lewis and PSY 2008: Sensation and Perception (3 cr.) Damasio. (Fall ‘05 & ‘06) Sensation and Perception provides for the study of the anatomy and functioning of the sense organs and their associated neural PSY 3057: Special Topics in Biopsychology (3 cr.) structures. It also looks at the adaptability of the organism in This course will focus on a single contemporary topic in acquiring and using information from the environment. The neuroscience. Students will be required to read, discuss, and major theories in the fields of sensation and perception will be critique literature focusing on common themes. Examples of considered. Recommended: Fundamentals of Psychology. themes are the biopsychology of learning and memory, the (Fall ‘06) nature of recovery from brain damage, and dementia, Alzheimer's disease, and Parkinson's disease. Prerequisite: PSY 2018: Drug Use and Abuse (3 cr.) Physiological Bases of Behavior. (offering is tentative based on This course surveys the physiological and behavioral effects of student interest).(Spring '07) “recreational” drugs, drugs of abuse, and drugs used to treat mental illness. Drugs to be discussed include: crack/cocaine, PSY 3092: Neuroanatomy and Neurophysiology (4 cr.) amphetamines, nicotine, caffeine, alcohol, inhalants, marijuana, Various topics related to the structure and the function of the anabolic steroids, hallucinogens, antidepressants, antipsychotics, central and the peripheral nervous systems will be considered. and antianxiety agents. Issues related to drug tolerance and Topics will include basic concepts in neuroanatomy, dependence, and substance abuse treatment and prevention will neurophysiology, neurodevelopment, neurochemistry, neuro- also be discussed. Recommended: Fundamentals of Psych- pharmacology, gross and micro-neuroanatomy, neuroimaging ology. (Spring ‘06) methods, functional systems, neuropathology, neuropsychology of patients with brain damage, and the biological bases of PSY 3000: Physiological Bases of Behavior (3 cr.) mental illness. Lecture material will be augmented by weekly This course surveys the current information on brain-behavior laboratory sessions. Prerequisite: Physiological Bases of relationships. Emphasis is placed on a critical approach to the Behavior. (Offering is tentative based on student interest.) methods of investigation and how these methods affect our ideas about brain function. The aim of the course is to provide a Clinical/Personality Psychology Area description, within the present state of the art, of how physio- PSY 2011: Abnormal Psychology (3 cr.) logical systems contribute to, cause, or maintain various forms This course is designed to survey major psychological disorders, of behavior. Basic concepts in neurophysiology and neuro- including mood disorders, anxiety disorders, personality chemistry also will be covered. Physiological processes disorders, schizophrenia, and eating disorders. The course mediating sensation, perception, development, motivation, begins with general consideration of the study of hunger, thirst, sleep, arousal, learning, memory, language, psychopathology, including philosophical and historical per- mental illness, and consciousness will be examined. spectives on the concept of abnormality as well as issues of Recommended: Fundamentals of Psychology. (Fall ‘05 & ‘06) assessment and diagnosis. Then, using an integrative theoretical framework, the course examines the clinical descriptions, PSY 3016: Clinical Psychopharmacology (3 cr.) origins, treatments, and outcomes of specific psychological This course is an in-depth consideration of the use of drugs for disorders. A broad sampling of current topics and controversies the treatment of mental illnesses and disorders. Topics include in the field of abnormal psychology will be highlighted. Lecture the history of psychopharmacology, neurochemistry of brain material is supplemented with discussion of case material and function, general pharmacology principles, methodologies films. Prerequisites: Fundamentals of Psychology. employed in psychopharmacological research, and drug (Fall ‘05 & ‘06) (Spring ‘06 & ‘07)

102 PSY 3018: Theories of Personality (3 cr.) time, influences of the environment on our characteristics, and This lecture/discussion course is intended to introduce students how we influence our own environments and development. In to the theory and research of personality psychology. addition, we will explore what is known about continuities Personality psychology refers to the systematic investigation of between childhood/adolescence and adulthood. Prerequisite: people's enduring characteristic patterns of behavior, thoughts, Developmental Psychology: Early through late adolescence. and feelings. Personality psychologists are concerned with (Fall '06) human nature, individual differences, as well as intra-personal functioning. These areas of personality are construed differently PSY 3055: Social Development and Attachment (3 cr.) within various theoretical frameworks. This course examines The development of attachments and their importance to later the major theoretical approaches to personality, critically development will be covered. The various theories of evaluating their assumptions and ideas, relevant research, and attachment will then be used to help explain how other types of clinical implications. Emphasis is placed on the value of social behaviors, such as sharing, caring, empathy, and alternative viewpoints. The appreciation of various personality aggression develop. Prerequisites: Developmental Psychology: theories provides a solid foundation for exploring issues of Infancy through late childhood and Developmental Psychology: assessment, psychopathology, and behavior change. Early through late adolescence. (Spring '06 & '07) Recommended: Fundamentals of Psychology. (Fall ‘05 & ‘06) History and Theory of Psychology Area PSY 3042: Clinical Psychology (3 cr.) PSY 3004: History and Systems of Psychology (3 cr.) This seminar course is intended to introduce students to the field Although psychology as a formal discipline is little more than a of contemporary clinical psychology. The course begins with century old, psychological questions and phenomena have been general consideration of historical perspectives, philosophical the source of curiosity for millennia. This lecture/discussion issues, and theoretical bases of the study of clinical psychology. course is designed to trace the intellectual roots of psychology, Using an integrative theoretical framework, the course examines beginning with the early Greeks, examining persistent ideas, a broad sampling of current topics and controversies in the field methods of inquiry, significant individuals, and events that have of clinical psychology, including the concept of abnormality, conspired to produce psychology as we know it today. issues of diagnosis and classification, forensic psychology, as Prerequisites: Fundamentals of Psychology, for juniors and well as the nature and evaluation of psychological intervention. seniors only. (Fall ‘05 & ‘06) (Spring ‘06 & ‘07) Prerequisites: Fundamentals of Psychology, Theories of Personality, and Abnormal Psychology. (Spring ‘07). PSY 3064: The Philosophy of Psychology (3 cr.) This upper level seminar course will explore the philosophical Cognitive Psychology Area foundations of scientific psychology. The course will consider PSY 2008: Sensation and Perception (3 cr.) the problematic nature of the concept of mind from Descartes to (See course description under “Biopsychology” section.) the present. Students will explore various theories postulated to explain the relationship between the brain and the mind. In so PSY 3044: Cognitive Psychology (3 cr.) doing, students will contemplate the ambiguities surrounding Historical and contemporary approaches to the study of the mind relevant concepts such as causation, reductionism, and including developmental theorists will be surveyed. Topics may explanation. Readings will include primary sources from both include: consciousness, attention, memory, perceptual processes, psychology and philosophy. Requires permission of instructor. emotion, information processing, imagery, concepts, language, (Fall ‘05 & ‘06) problem solving, reasoning, intelligence, and creativity. Recommended: Fundamentals of Psychology. Humanistic and Self Psychology Area (Fall ‘05 & ‘06) (Spring ‘06 & ‘07) PSY 3010: Psychology of the Self (3 cr.) As a complement to Psychology of Relationships, this seminar Developmental Psychology Area will deal with the growth of the Self and how it is conceived and PSY 2001: Developmental Psychology Infancy Through Late constructed This material will be examined from historical, Childhood (3 cr.) developmental, therapeutic and physiological perspectives and This course is a survey of the existing evidence on systematic, will bring in the subjective experience of the infant and of the stable changes that occur from conception through late person who is developing. Thus, it will contain an experiential childhood. We will explore the current theories about child appreciation of the self and its conceptualization. This will development and then proceed to examine what current research include material from Developmental Psychology, Social can tell us about: children's capabilities, changes in these Analysis, and Neuroscience. Readings from Erich Fromm, capabilities that occur over time, influences of the environment Mihaly Csikszentmihalyi, William James, Ronald. D. Laing, on children's characteristics, and influences of children on their Ulric Neisser, and Daniel Stern. Secondary material deals with own environments and development. Recommended: Fund- Mary Calkins, George Herbert Mead Erik Erikson, Carl Rogers, amentals of Psychology. (Fall ‘05 & ‘06) (Spring ‘06 & ‘07) Antonio Damasio, Jaak Panksepp and Social Constructionism. Recommended: Fundamentals of Psychology. PSY 2002: Developmental Psychology Early Through Late (Spring '06 & ‘07) Adolescence (3 cr.) This course takes a developmental approach to the study of PSY 3013: Psychology of Relationships (3 cr.) theories of and research on areas such as identity, intimacy, Persistent patterns of dealing with significant others are effects of school, factors affecting academic performance, and examined from birth through adulthood. John Bowlby, Ronald peer and parent relationships Prerequisite: Fundamentals of Laing, Carl Rogers, Jean Baker Miller, and other topical writers Psychology and Developmental Psychology Infancy Through are assigned. Topics include: roles, attachment, love, Late Childhood. (Fall ‘05 & ‘06) (Spring ‘06 & ‘07) commitment, symbiosis, autonomy, mutuality, and intimacy. This course will make use of group interaction. Recommended: PSY 3052: Developmental Psychology: Adult (3 cr.) Fundamentals of Psychology. After adolescence, we continue to develop as an adaptive (Fall ‘05 & ‘06) (Spring ‘06 & ‘07) response to continuous changes in life circumstances. We will explore the current theories about adult development and then PSY 3025: Psychology of Experience (3 cr.) proceed to examine what current research can tell us about: Early psychologists including Wundt and William James adults' capabilities, changes in these capabilities that occur over presumed that psychology meant a psychology of experience

103 (which they called consciousness). This was also true of Freud PSY 3062: Psychology of Women (3 cr.) and Psychoanalysis. It was not true for many years in America Students will examine literature and research on women's roles thanks to the popularity of John B. Watson and all those who and psychological development, sex differences, parenthood- were swayed by the school of Behaviorism. Besides motherhood, marriage, divorce, and careers. Attention will also Psychoanalysis, Experience was only readmitted to American be paid to the legal and economic position of women, feminist Psychology after WWII when Humanistic Psychology and the movements, and the historical changes in women's positions in Cognitive Revolution made it fashionable again. This is a society. Recommended: Fundamentals of Psychology. seminar-discussion course considering several major sources in (Fall ‘05) Early Psychology, William James, Humanistic Psychology, Psychoanalysis, and Csikszentmihalyi. PSY 3063: Social Influence and Persuasion Recommended: Fundamentals of Psychology. (Spring ‘06) This seminar will provide an intellectual forum for discussing the psychology of social influence and persuasion- the ability of Social and Cultural Psychology a person or group to change the behavior of others. Integrating PSY 2009: Social Psychology (3 cr.) theory, scientifically documented research, and practical In this class we will study how other people affect individuals' applications, students will explore such topics as, mindlessness, behaviors, thoughts, and feelings. Like other branches of psych- compliance, obedience, cults, subliminal persuasion, and pro- ology, social psychology attempts to explain and predict paganda. Recommended: Social Psychology. (Fall '05 & '06) people's behavior. However, social psychology differs from other branches of psychology in its focus. Rather than PSY 4015: Special Topics in Cultural Psychology (3 cr.) explaining behavior by focusing on factors internal to the This upper level seminar course will delve into some of the individual, social psychology focuses on the situational, social, specific areas of theory and research in cultural psychology, For and interpersonal factors that affect the individual. Questions to example, we will look more closely at some of the theoretical be addressed include the following: How do people influence work of Lev Vygotsky on the role of culture in development, the one another? How can we understand prejudice? What makes influences of Richard Shweder on the theories providing the people obey or resist authority? How do people form foundations for cultural psychology, and the influences of impressions of one another? How accurate are people in their culture on concepts of the self. We will be using primary judgment of others? Recommended: Fundamentals of Psych- sources to evaluate these theories and research and focus on ology. (Fall ‘05 & ‘06) (Spring ‘06 & ‘07) current research in the area. Recommended: Fundamentals in Psychology; Culture, Ethnicity, Race and Identity. PSY 2032: Culture, Ethnicity, Race and Identity (3 cr.) (Spring ‘06 & ‘07) This course introduces students to the area of cultural psychology, a subdiscipline of psychology that focuses on how Tools of Psychology Area culture influence how people think and behave. In the United PSY 2012: Statistics for the Social Sciences I (3 cr.) States, this is of particular importance given our pluralistic This course is an introduction to elementary statistics for society. We will examine how culture, ethnicity and race psychology majors or other social science majors. Topics influence how a person develops, how a person thinks of include: techniques for organizing and displaying data (e.g., themselves and how people of different cultures interact with tables and graphs), statistical techniques for describing data one another. We will be focusing on the psychological aspects (e.g., percentages, averages, and variability), and statistical of personhood and how one’s culture and interactions with other techniques for determining relationships or differences (e.g., culture’s influence this. Recommended: Fundamentals in Psy- correlation, probability, z-scores, t-tests, and ANOVA’s, and chology. (Fall ‘05 & ‘06) (Spring ‘06 & ‘07) tests of proportionality). Prerequisite: Fundamentals of Psychology. (Fall ‘05 & ‘06) (Spring ‘06 & ‘07) PSY 3037: Folk Psychology (3 cr.) Psychology of everyday assumptions: what seems to be PSY 2030: Computer Applications in Psychology (3 cr.) immediately given. Jerome Brunet writes “'Folk” Psych- This course will provide a brief introduction to various computer ology...is a culture's account of what makes human beings tick.” software applications as they relate to professional activities of Both Dilthey and Wundt looked to a cultural basis for psychologists. Activities for which software use will be understanding the human as a decision maker who lived in reviewed include writing research proposals and APA-style social relationships that sought meaning in life. This course will manuscripts (MS WORD), the handling, management, and assess assumptions that seem immediately given (normality, organization of research data (MS EXCEL), statistical data health, relationships, self, gender identity, morality, etc.) and analysis and graph making (STATISTICA, MS EXCEL), and which provide the cultural structure of Folk Psychology. Topics developing multimedia conference presentations (MS also include Cognitive Science, Cultural Psychology, Social POWERPOINT). Other topics may include information Constructionism, and narrative as a vehicle for Folk Psychology. retrieval in psychology, using the Internet as a source of Recommended: Fundamentals of Psychology. scholarly information, and use of computers in the psychological (Spring ‘06 & ‘07) laboratory. Prerequisites: Statistics for the Social Sciences. (Offering is tentative based on student interest.) PSY 3047: Seminar in Stereotypes, Prejudice, and Discrimination (3 cr.) PSY 3001: Research Methods in Psychology (4 cr.) This upper-level seminar will provide an intellectual forum for This course introduces students to research designs and discussing the psychology of stereotypes, prejudices, and methodologies used to answer questions in various areas of discrimination. Utilizing materials from textbooks, scholarly psychology. These include: experiments, quasi-experiments, research articles, and the Internet, students will explore such alternate designs (e.g., case studies, interrupted time series, etc.), topics as the social psychology of prejudice, the maintenance of correlation, anonymous surveys, and naturalistic observations. stereotypes and prejudice, the power and consequences of Important issues such as generation of hypotheses, theory stereotypes, techniques for reducing prejudice, current research building, randomization, sampling, scales of measurement, on ethnic and gender stereotypes, and coping with prejudice. matching, validity, reliability, confounds, controls, searching Requires consent of instructor. (Spring '06 & '07) and reading the professional literature, and research ethics will

104 also be covered. Students will also learn how to select and Concentration I (two Romance languages): apply appropriate statistical analyses to particular sets of data, A total of 14 courses at the 2000 and 3000 levels taken in two interpret the statistical findings, and relate them to the empirical departments. question under investigation. Finally, students will be taught • 8 courses in the language in which the student is less fluent how to present their research data in manuscript form according upon entering the College, and to the stylistic guidelines of the American Psychological • 6 courses in the other language. Association. Prerequisites: Statistics for the Social Sciences. (Fall ‘05 & ‘06) (Spring ‘06 & ‘07) Concentration II (three Romance languages): A total of 14 courses on the 2000 and 3000 levels taken in three PSY 4020: Writing Review Articles in Psychology (3 cr.) departments. Papers in the professional literature that thoroughly review and • 6 courses in one department, integrate previous research findings and speculate about their • 6 courses in another department, and implications are referred to as review articles. In consultation • 2 courses in a third department. with and under the direction of a faculty member, students will At least 3 of these courses should be at the 3000-level (1 in write a review article on a well-defined topic in Psychology. advanced language and 2 in literature). Introduction to French, The student’s finished product should resemble articles Italian or Spanish Literature is required. published in the journal Psychological Bulletin. (Faculty permission is required) Prerequisite: PSY 1004: Fundamentals Senior Evaluation of Psychology, PSY 2012: Statistics for the Social Sciences, The Senior Evaluation is usually taken in the Fall semester of PSY 3001: Research Methods in Psychology. the Senior year. It involves registrations in two different

Romance Language departments (1.5 credits each). A thesis, PSY 4025: Research Experience (3 cr.) usually written in English, is required. At least two faculty In consultation with and under the direction of a faculty evaluators, representing the particular Romance Languages member, students in this course will work independently on a involved in the study, are required. Such a study should be well-defined empirical research project. Students will be interdisciplinary, correlating aspects of the culture or literature required to complete all aspects of the research process of the countries whose languages are being studied. including generating a research hypothesis and surveying the literature, constructing the study’s methodology, collecting and Strongly recommended in addition to major requirements: statistically analyzing data, and writing the results up in manuscript form according to the stylistic guidelines of the • 1 course in European History or Civilization, American Psychological Association. (Faculty permission is • 1 course in European Art History, or required) Prerequisites: PSY 1004: Fundamentals of • 1 course in Music History (related to France, Italy, and/or Psychology, PSY 2012: Statistics for the Social Sciences, PSY Spain). 3001: Research Methods in Psychology) SOCIAL JUSTICE PROGRAM PSY 4030: Field Work Experience (3 cr.) The interdisciplinary Social Justice program provides students Students who have arranged an acceptable field work placement with an introduction to and understanding of the history of social and who wish to obtain course credit and supervision should movements and theories of economic and social justice. This is sign up for this course. Weekly meetings with the faculty done through combining two foundational core courses with a supervisor and a paper including a description of the institution broad selection of electives that will enable students to develop a and the work experience, personal insights and benefits, and a comprehensive perspective on social justice issues, worldwide. connection to the research literature in Psychology are required. This global perspective is combined with experiential learning (Faculty permission is required) Prerequisites: PSY 1004: through an internship at a social justice/service agency, two Fundamentals of Psychology and four psychology elective semesters of social service as part of the Fourth Credit Option courses. added to any of their electives, reflection groups during their internships and Fourth Credit Option experiences, and a senior ROMANCE LANGUAGES independent study that integrates the research and experiential This major is designed to integrate at an advanced level the components of the student’s course work for the Social Justice knowledge of at least two Romance languages and cultures. minor. While no major is offered in Social Justice, students may do a self-designed major that integrates Social Justice with a Romance Languages Coordinator: liberal arts major such as Sociology, Biology, Psychology, Alessandra Hart Political Science, World Religions, and History. (See require- ments for self-designed majors on page 2.) Faculty Committee The Chairperson/Director of the French, Italian and Spanish Faculty and Professional Interests Departments. Margaret Causey (Director) — Ethics, Social Justice, Roman Catholicism, Experiential Learning Prerequisite for acceptance: David Eisenhower — Sociology, racial oppression A Freshman should have enough proficiency in one Romance Peter Gardella — Judaism and Christianity, psychology of Language to be able to take a course in this language at the 2000 religions, Bible level. Nancy Harris — Sociology of education, research methods, sports Corequisite: James Jones — African and African-American religion, Islam, A minimum of one year of Latin. socio-cultural theory

Major Requirements Minor Requirements This major offers two possible concentrations. In each case, the Students who choose Social Justice as a minor must complete program must be approved by the Coordinator. Ordinarily, no the following requirements: courses taught in English will be accepted. Any exceptions to • SOCJ 2075: Models of Social and Economic Justice this rule must be approved by the Coordinator, in consultation • SOCJ 2018: History of Social Action with the Romance Languages Committee.

105 • two electives approved by the student’s social justice Major Requirements advisor Ten courses in the department must be completed satisfactorily • a three credit internship in a social justice/service agency for a major in sociology. The following four are required: • two semesters of the Fourth Credit Option added to their • SOC 1001: Introduction to Sociology; electives or core courses • SOC 2091: Social Science Research; • a senior independent study. • SOC 3003: Classical Social Theory; • SOC 3091: Advanced Research Seminar Course Descriptions SOCJ 2075: Models of Social and Economic Justice (3 cr.) The requirement of 10 courses should be considered the This course examines the range of questions about what justice minimum; students majoring in the department may wish to requires and permits, to which alternative and incompatible include additional sociology and anthropology courses in their answers are often offered by contending philosophical, programs. Courses in anthropology count as electives in theological, and sociological theories of justice. Among the sociology and students may focus on anthropology while questions addressed are: Does justice permit gross inequality of completing the major requirements in sociology. Students income and ownership? Does justice require compensatory planning to do graduate work in sociology should develop a action to remedy inequalities which are a result of past injustice, reading knowledge of a foreign language. even if those who pay the costs of such compensation had no part in that injustice? Does justice permit or require programs All 10 courses required for the major must receive letter grade such as affirmative action and acts of civil disobedience to evaluations of at least C, or its equivalent; additional electives in correct past and present injustice? Lectures, readings, research sociology and anthropology may be taken on a pass/fail basis. and case studies are used to help students differentiate between and decide among the claims of rival accounts of justice, which Required Course Sequence compete for our moral, social, and political allegiance. Sociology majors should take Social Science Research (SOC 2091) in the spring semester of the Junior year. It is a SOCJ 2018: History of Social Action (3 cr.) prerequisite for the Advanced Research Seminar (SOC 3091), This course examines the history and legacy of social which must be taken in the fall semester of the Senior year. It is movements in the United States, starting with the revolutionary recommended but not required that majors take Classical Social movement for independence. The abolitionist, suffrage, anti- Theory (SOC 3033) in the Spring semester in the Junior year. imperialist, labor, anti racist, civil liberties, antiwar, feminist, environmental, gay/lesbian, human rights/global justice, anti Minor Requirements death penalty struggles are among the movements to be studied. A minor in sociology normally will be satisfied through Howard Zim’s justice, anti death penalty struggles are among successful completion (letter grade evaluations of at least C, or the movements to be studied. Howard Zim’s justice People’s its equivalent) of SOC 1001: Introduction to Sociology and four History of the United States is used to provide the historical additional courses in sociology, one of which must be taken at contexts for these movements. There is also a weekly lecture the 3000 level. These requirements are flexible, but in all cases series in the evening organized to run parallel with the course, students should consult with the sociology faculty to insure that with leading activists talking about their experiences in many of course selections are comparable with their interests. the movements studied in class. Course Descriptions SOCIOLOGY AND ANTHROPOLOGY Anthropology Sociology and anthropology at Manhattanville aim to develop a ANTH 1050: Cultural Anthropology (3 cr.) critical awareness of the relationship between the individual and Anthropology is a holistic approach to the study of humankind. the larger society in an historical context. Courses are designed By examining different cultural systems around the globe, to enhance personal development by examining the major social anthropologists endeavor to understand how people make sense forces that influence our lives. By understanding the social of the world in which they live – their beliefs and practices. roots of personal concerns and social issues we are better able to This class will introduce students to the basic concepts, theories construct a more just society. and methodologies of anthropology. Topics to be studied include: the concept of culture, marriage and kinship, linguistics, The program prepares students not only for graduate study in the exchange patterns, ethnography, and rituals. social sciences, but also for careers in law, criminal justice, teaching, business management, social research, comm- ANTH 2037: Anthropology of Death and Dying (3 cr.) unications, and social action. Courses in social class, race and A cross cultural exploration of the phenomenon of death. We gender relations, globalization and development, social conflict, will examine how people make sense of death in a social and crime, science and technology, mass media, family, sports, and historical context. Topics include the concept of death, grief and education are rooted in both historical and contemporary bereave-ment, rituals, ethical and legal issues and the Hospice research on social issues. movement.

Faculty and Professional Interests ANTH 2065: Language and Culture (3 cr.) Carolee Berg — Culture and language, cultural anthropology, This course will examine the relationship between language and medical anthropology culture and the culture of conversation. We will look at David Eisenhower — Political economy and social change, language as a natural resource and speaking as a cultural sociology of knowledge, criminology practice. Utilizing an anthropological perspective, we will Nancy Harris — Education, sports, women’s studies, research concentrate on socio-linguistics or how language works in methods everyday life. We will also look at people who speak the same John Murray — Social class, mass media, science and language but have problems in communication due to technology, race and ethnicity differences in class, age, gender and/or ethnicity. Topics to be Eric Slater — Urban sociology, world-historical sociology and covered include: language acquisition, discourse analysis, globalization, quantitative methods language and power, linguistic relativity and American Sign Language.

106 ANTH 2069: Medical Anthropology (3 cr.) controversies in racial and ethnic studies; and strategies for This course studies health and illness beliefs and practices in change. (Summer) different societies around the world. Students not only examine what individuals do, whom they consult and where they go SOC 2025: Urban Sociology (3 cr.) when they get sick, but how people make sense of illness and This course examines the historical development of cities, the misfortune in their world. Class readings and discussions focus socio-economic significance of the metropolis, and patterns of on: concepts of health and illness, healer-patient interactions, urban growth and decay. In addition, problems such as ritual healing, pain, cross cultural psychiatry, medical pluralism gentrification, homelessness, racial and ethnic conflict, fiscal and global health issues such as AIDS. crises and trends in urban social policy will be explored.

ANTH 3024: Gender, Health and Culture (3 cr.) SOC 2028: Sociology of New York City (3 cr.) How individuals know they are sick and what they do to return Examines current trends in New York City as part of a to health is governed by their cultural beliefs, values and worldwide social process: the wave of third world immigration; traditions. This course examines at the relationship between the city as the location of choice for businesses that promote culture, health and gender in different societies around the globalization; local and global dynamics underlying the attack world. We examine the economic, political and environmental on the world trade center. Traditional themes of urban factors influencing women’s health. Topics include: sociology—ethnic competition, inequality, policing, public medicalization of the life cycle, childbirth, healers, mental space, racial segregation, homelessness, and education—will be health, gendered violence and international health and examined in the new context. (Also offered as a seminar: SOC development. 3028)

Sociology SOC 2031: Sociology of the Family and Sex Roles (3 cr.) SOC 1001: Introduction to Sociology (4 cr.) The family has become a central concern of recent politics as This course provides an overview of the broad scope of the people debate whether it is disintegrating or simply changing, discipline of sociology. Basic concepts and theories will be whether it oppresses women or provides them with their discussed as students are introduced to the major fields of study “natural” role. This course will examine what forms the family within sociology. The sociological perspective, as a useful view has taken and the interactions between the family and the larger of the human condition, will serve as the central theme of the society. It also will explore various political and policy issues course. regarding the family, such as child care, labor force discrimination, and the problem of domestic violence. (Fall) SOC 1004: Introduction to Social Work (3 cr.) An introduction to the profession and practice of social work. SOC 2034: Sexuality and Society (3 cr.) The course is taught by a professional social worker. This class will explore major issues surrounding sexuality in (Fall) (Spring) society. We will situate modern American concepts of sexuality historically, politically, socially, and economically. Areas to be SOC 2006: Human Nature and Marxism (3 cr.) covered include: 1) historical construction of sexuality, 2) sexual Marxist psychological theory, its philosophical foundations and orientation, 3) Transgenderism, 4) eroticism, 5) pornography, 6) scientific principles. Recent French, Soviet, and American sex and violence, 7) politics of the body. advances in Marxist psychology will serve as a base for discussion. (Spring) SOC 2049: Crime, Law and Society (3 cr.) What behavior should be considered criminal, who really SOC 2011: Wealth and Power in America (3 cr.) commits criminal acts and for what reasons, how does society This course will examine institutionalized social inequality in control criminality, and what ways are available to make crime- America. Topics include: theories of social inequality; the control more just and efficient? The course will examine the contemporary class structure and the distribution of opportunity; political origins of criminal law, the causes of crime, the the role of elites; the rise of the middle class; the alienation of operation of the police, courts, and prisons, and the effect of white-collar and blue-collar workers; social science and the race, class and gender on the judicial process. analysis of power; class consciousness and political organization; strategies for change. (Fall) SOC 2064: Culture and Personality (3 cr.) An introduction to the study of the relationship between SOC 2015: Women and Work (3 cr.) personality characteristics and socio-cultural and political This course will examine the assumptions which historically processes. The effects of the media, in their capacity as have explained women's work roles, both in the unpaid domestic dominant cultural institutions, will be emphasized. (Spring) sphere and in the paid work force. We will draw from classical literature and film to identify and discuss contemporary issues. SOC 2067: Native North American Peoples (3 cr.) (Fall) A broad introduction to the aboriginal peoples of North America across their dynamic histories and richly varied tribal groupings, SOC 2017: Sport and Society (3 cr.) outlining the prehistory and arrival of humans in the New World This course examines the historical and social roots of American and the various “culture areas” of North America. Topics sports as well as contemporary issues of violence, big business, include Native American economies, kinship and family and racism and sexism in both amateur and professional systems, leadership and political systems, ideologies, languages, athletics. Special consideration is given to the development of and arts. (Fall) sport and its relationship to larger society. (Fall) SOC 2070: Marxist Political Economy (3 cr.) SOC 2021: Race and Ethnicity (3 cr.) This course looks at the basic categories and controversies in the Racial and ethnic conflict and change in an historical context. field of political economy. The structure and contradiction of Emphasis on the United States, but a comparative, global capitalist development will be emphasized. (Spring) perspective will be developed. Specific topics include: racial and ethnic ideologies and public policy; race and class relations; SOC 2075: Models of Social and Economic Justice (3 cr.) ethnic mobility and the assimilation process; social scientific This course examines the range of questions about what justice

107 requires and permits, to which alternative and incompatible SOC 3006: Sociology of Knowledge (2 cr.) answers are often offered by contending philosophical, This course investigates ideas, meanings, values, and conscious- theological, and sociological theories of justice. Among the ness within the context of the social structures and conditions in questions addressed are: Does justice permit gross inequality of which they originate. Its emphasis is on how ideas, once income and ownership? Does justice require compensatory created, are maintained or changed. (Spring) action to remedy inequalities which are a result of past injustice, even if those who pay the costs of such compensation had no SOC 3007: Globalization and Social Change (3 cr.) part in that injustice? Does justice permit or require programs The aim is to develop a sociological perspective that will help such as affirmative action and acts of civil disobedience to make sense of social changes that are worldwide in nature. correct past and present injustice? Lectures, readings, research Themes include: different meanings of globalization; and case studies are used to help students differentiate between Americanization and global cultures; wealth and poverty in and decide among the claims of rival accounts of justice which world-historical perspective; globalization of violence; and compete for our moral, social, and political allegiance. (Spring) efforts to change the world from below that reach across national boundaries. Emphasis will be placed on the historical SOC 2076: History of Social Action (3 cr.) context in which social change unfolds. (Spring) This course examines the history and legacy of social movements in the United States, starting with the revolutionary SOC 3008: World Cities (3 cr.) movement for independence. The abolitionist, suffrage, anti- Current and historical survey of world cities in the making of imperialist, labor, anti racist, civil liberties, antiwar, feminist, global culture. The course is centered on a series of urban environmental, gay/lesbian, human rights/global justice, anti places: Venice, Amsterdam, London, New York, Calcutta, Sao death penalty struggles are among the movements to be studied. Paulo, Mexico City, Istanbul, Lagos, and Jakarta. Special Howard Zim’s justice, anti death penalty struggles are among attention will be given to the social. Political, and economic life the movements to be studied. Howard Zim’s justice People’s of cities in the context of North/South inequality. New direct- History of the United States will be used to provide the ions in urban thought and social theory will be explored. (Fall) historical contexts for these movements. There is also a weekly lecture series in the evening organized to run parallel with the SOC 3023: Racial Oppression (3 cr.) course, with leading activists talking about their experiences in This course examines the following aspects of U.S. racism: many of the movements studied in class. 1) the role of racism in advancing reactionary domestic and foreign policies; 2) the impact of social and economic policies SOC 2078: Social Problems (3 cr.) on the Black, Hispanic, and Native American communities; 3) An examination of major social issues from a sociological the racist features of U.S. policies for Latin America, Africa, the perspective. Topics will include: corporate power, inequalities Middle East, and the Far East; and 4) the forms of domestic and of race, gender and class; the changing structure of work; crime inter-national opposition to racism. and punishment; homelessness; poverty and social welfare; the media, ideology and public policy; and the role of government SOC 3050: Mass Media and Society (3 cr.) in addressing social problems. (Summer) An examination of the social, political, and economic contexts in which American mass media have developed and operate SOC 2091: Social Science Research (3 cr.) today. Topics include: concentration of media ownership and This course offers an overview of research methods used in control; the effects of political economy, ideology, and social science investigation which helps students prepare a organizational structure on news management; the media's role proposal for research. The proposal will serve as a basis for the in movements for social change in the U.S. and Third World; Senior Advanced Research Seminar. The following will be personal and political con-sequences of media practice; included in the proposal: overall description of the project, alternatives to the current structure of the media. (Fall) including: • a thesis statement SOC 3073: Women and the Law (3 cr.) • a review of the literature The legal treatment of women from a sociological perspective. • a preliminary statement of the general research question Topics include: the exclusion of women from critical public and the methods which will be used roles like owning property, voting and jury duty; workplace • a tentative bibliography (Spring) discrimination including sexual harassment; the role of women in the military; abuse and violence; and family issues. (Fall) SOC 2092: Quantitative Social Measurement (3 cr.) An introduction to the production, use and interpretation of SOC 3081: Education and Society (3 cr.) quantitative data in sociology and in popular media. The course Many view education as the major vehicle for upward mobility. is composed of three parts. First, techniques: statistical Others understand that education is a means of creating and techniques; chart and graph construction; visual modes of perpetuating social inequality. This course will address this presentation. Second the central role of marketing firms and debate in light of the history of education in the U.S. and in light government agencies in the production of data. Third, issues in of the relationship of education to other social institutions in our the philosophy of social science: quantitative/qualitative country, with special consideration given to the correlation distinction and the influence of the physical sciences in the between the educational system and adult achievement, taking making of sociology. into consideration class, race, and gender. (Spring)

SOC 3003: Classical Social Theory (3 cr.) SOC 3085: Science, Technology and Society (3 cr.) This course will study Karl Marx, Max Weber and Emile The social construction of science and technology. Topics Durkheim, early sociological masters who profoundly include: entrepreneurial science; the demise of the independent influenced contemporary social theorists and researchers. Each inventor and the rise of corporate sponsorship; the role of the developed a perspective (class, bureaucracy and division of new information technologies in the transformation of labor) for analyzing the new industrial order that was forming communications; the impact of technology on work and career; around them in Europe. Major writings of each will be technology and culture; and science, technology, and social examined. (Spring) control. (Spring)

108 SOC 3088: Images of Women in American Popular Culture Senior Thesis (3 cr.) All majors must complete a Senior Thesis, for which they An exploration of how images of women in popular culture both usually register in the Fall of the Senior year. perpetuate stereotypes and, at the same time, create new images which maintain deceptive distinctions. This course will look at Minor Requirements women in the workplace, in the media and in the arts, using both All students who wish to minor in Spanish must register with the traditional and non-traditional approaches. (Spring) Department. A minor consists of four courses conducted in SOC 3091: Advanced Research Seminar (3 cr.) Spanish, beginning at the SPN 2000 level, to be determined in Students will execute, in consultation and supervision with consultation with the Department. department faculty, a completed research project in an area of student interest. The student’s research proposal must be Study Abroad approved before the student enrolls in this course. During the Students with at least a B average are encouraged to apply for course, students may work in conjunction with ongoing faculty study in Spain Manhattanville Coop programs exist in Madrid research or in off-campus projects, depending on available and Sevilla; at Sacred Heart University, San Juan (Puerto Rico); opportunities. (Fall) in TEC Monterrey-Cuernavaca Campus (Mexico); at UNIBE (Santo Domingo (Dominican Republic), or any other high SPANISH academic quality program in a Spanish-speaking country. Prior In view of the widespread use of Spanish in the United States approval of the Spanish Department is required. No more than and around the world, and considering the increasing economic half of the courses for the major, and half of the courses for the and cultural relations between Spain, Latin America and the minor may be taken in a foreign country. Students who are USA, the Spanish Department offers a wide range of courses interested in study abroad should consult with the Chairperson that introduce students to the language, culture, and literature of of the Spanish Department and the Study Broad Advisor. Spanish-speaking countries. The Department allows students to develop programs according to their needs and goals, including Honors Program in Spanish language for general purposes, a concentration in literature, and To qualify for the department honors program, a major must teaching Spanish as a second language. Teacher certification is have at least an overall B average and a B+ major average. All also available. All course placement is to be discussed with the requirements for the major must be completed as well as an advisor. honors essay of 25-40 pages. The essay is based on research pursued as an independent study, under the supervision of a Faculty and Professional Interests faculty member in the Department. George Castellanos — Latin American literature, Latin American writers in English, and Spanish language education The Spanish Consulate Prize “Mercedes de Arango” María José Lujan — Peninsular literature and language The Spanish Consulate traditionally donates a prize to the Spanish Department to be awarded to a student at Honors Adjunct Faculty Convocation. This prize was named in honor of Mercedes de Norma Curbelo — Language Arango, emeritus professor, founder of the Spanish Department Maria Cristina Gonzalez - Language at Manhattanville College. Marina Izquierdo – Language Lourdes Ravelo — Language Admission to Courses Beyond Intermediate Spanish: Carolina Rodriguez — Language Students who have completed Intermediate Spanish I and Marjorie Venegas - Language Intermediate Spanish II must take Advanced Spanish Grammar Review as preparation for upper-level courses. Students who Major Requirements take Intermediate Spanish I must also take Intermediate II as preparation for Advanced Spanish Grammar Review. Students may fulfill a major by specializing in Latin American and Spanish Literature. The chosen program of study is to be Course Descriptions discussed and planned with the Spanish Department at the time SPN 1005: Spanish for Beginners I (4 cr.) of the declaration of the major. All courses must be conducted Beginning course designed primarily to teach the elements of in Spanish. A semester abroad is highly recommended for all Spanish grammar and language structure through a majors at a time discussed with the advisor. communicative approach. Emphasis is on building vocabulary

and language patterns to encourage spontaneous language use in A major in Spanish includes: and out of the classroom. Open to students with no previous • nine courses conducted in Spanish, beginning with training in Spanish and to others on assignment by placement Analysis of Latin American Literary Texts, and including test. (Fall) (Spring) Latin American Civilization in the Arts, Spanish Civilization Past and Present, SPN 1008: Spanish for Beginners II (4 cr.) • six additional courses equally distributed between Latin Continuation of SPN 1005. (Fall) (Spring) American literature and Spanish literature and • a Senior Thesis SPN 1013: Intermediate Spanish I (3 cr.) This course reviews the principal elements of Spanish language A minimum grade of C is required for all courses. structure and Hispanic culture, concentrating on fluency and accuracy through listening, speaking, reading, and writing Departmental Honors in Spanish activities. Prerequisite: SPN 1008. (Fall) (Spring) Students must demonstrate proficiency in the Spanish language and outstanding work in the courses they have taken in the SPN 1014: Intermediate Spanish II (3 cr.) Spanish Department. A B+ average in their major work is Reading and discussions of contemporary Hispanic texts and required. The originality and research abilities that the student review of the main grammatical concepts of Spanish. Cultural shows in the Senior Thesis will be considered when honors are videos are used in class. Prerequisite: Intermediate I or granted. placement. (Fall) (Spring)

109 Advanced Language and Composition and Introduction to economical problems. The course is structured from an Literary Studies interdisciplinary perspective that emphasizes Latin American art, and includes history, geography and culture. (Fall) (Spring) SPN 2001: Advanced Spanish Grammar Review (3 cr.) Advanced course designed to further develop language skills SPN 3020: Spanish Civilization Past and Present (3 cr.) through grammar review and analysis of texts relating to From a comparative point of view and using literary readings, Hispanic culture and literature. Prerequisite: Intermediate II. audiovisual materials and visits to museums, this course (Fall) explores the historical and cultural development of Spain not as a unity but as a multiplicity of heritages. The first part of the SPN 2009: More Effective Reading in Spanish (3 cr.) course focuses on modern and contemporary Spain, analyzing The main objective of this course is to develop reading the evolution of the political regimes (monarchy, republic, comprehension techniques and to improve vocabulary related to dictatorship) that led to the tragedy of the Civil War, and the different areas (legal, medical, financial, arts). The student will new democracy of present day Spain. The second part surveys, read a great variety of texts and will discuss them in class, from a historical perspective, some of the major topics of working in groups and doing all kinds of comprehension Spanish culture as reflected in the arts. (Fall) (Spring) exercises. Compositions, text summaries, and class presentations will be part of the course. (Spring) SPN 3044: Advanced Spanish Conversation (3 cr.) Intensive course in spoken Spanish, designed to give the student SPN 2012: Written Contemporary Spanish (3 cr.) fluency in the use of idiomatic everyday language as well as Writing is a major activity in advanced Spanish courses whether comprehensive, practical vocabulary. It uses a great variety of it is compositions, book reports, business letters, literary reviews reading materials as a starting point for conversation and oral or term papers. This course prepares the student to analyze texts presentations in class. For non-native speakers only. and literary works about social, political and cultural issues, Prerequisite: Intermediate I, Intermediate II, or Advanced while improving writing skills and acquiring new vocabulary. Spanish Grammar Review. (Spring) The aim of the course is to learn how to use skills such as summarizing, comparing, expressing opinions and thoughts on Courses in Literature and Culture paper in a logical and readable form. (Fall) (Spring) The prerequisites for all of these courses are: Analysis of Spanish American Literary Texts, Spanish Civilization Past and SPN 2032: Analysis of Spanish American Literary Texts (3 cr.) Present, and Latin American Civilization in the Arts. Introduction to literary analysis through close readings of texts from the early to modern periods of Latin American literature to SPN 3010: The Latin American Novel and Film (3 cr.) the present. It engages students in the practice of textual This course traces the movement of the contemporary novel criticism, provides basic theoretical background to develop away from realism toward self-referentiality. It also studies how critical skills and encourages reflection on literature as a system. literary works are transformed into film, and analyzes the Prerequisite: Advanced Spanish Review and Written relationship between literature and film. Topics include film Contemporary Spanish or equivalent and approval by the adaptations of novels, the cinematic narrative, and the Director of the Latin American Studies Program. (Fall) (Spring) integration of cinematic techniques in the literary text. We analyze screenings of film adaptations. Works by Carpentier, SPN 2035: Spanish for Business and Commercial Practice Garcia Márquez, Borges, Cortazar, Quiroga, F. Hernandez, (3 cr.) Rulfo, Bioy Casares, Fuentes, Puig, and Vargas Llosa will be This course provides students with a solid foundation in studied. (Spring) business vocabulary, basic business and cultural concepts, and situational practice, thereby helping to prepare them for success SPN 3011: The Spanish Golden Age (3 cr.) in today’s Spanish-speaking business world. Key unfamiliar This course studies the historical, artistic and literary business vocabulary and cultural concepts are presented. The developments of Spain during the XVI and XVII centuries. We business topics reflect the typical curriculum in an American analyze masterpieces of different genres from the comedies of Business School. (Fall) Lope de Vega to the poetry of Quevedo, Gongora and the mystics. Special emphasis will be made on the most important SPN 2055 Modern Short Stories from Spain (3 cr.) novel of this period, El Quijote, and the other works of Miguel This course uses the Hispanic short story to introduce students to de Cervantes. We will also go a step further and examine the the critical skills needed for reading literature in Spanish. enormous influence of the baroque aesthetic on modern and Through a varied selection of short stories by writers as Juan post-modern authors. (Fall) Madrid, Soledad Puértolas, Antonio Muñoz Molina and Paloma Díaz-Mas, students will compare and contrast themes such as SPN 3012: Spanish Literature and Film (3 cr.) the Spanish social hierarchy, the mysteries of childhood, human The course considers the complex relationships between film, psychology and human destiny, among others. The course will literature and the arts in XX century Spanish culture. We survey stress the plot or the linear progression of the story and will raise Spanish film from the silent era surrealist masterpieces of Luis analytical questions about the narrative style and message of the Buñuel to the post-modern deconstruction of comedy and short stories. (Spring) melodrama in the works of Pedro Almodovar. Topics include film adaptations of novels and plays, the cinematic narrative of SPN 3016: Latin American Civilization in the Arts (3 cr.) avant-garde authors and the integration of the cinematic Through the use of audio-visual materials, visits to museums apparatus in the text. (Spring) and readings, students explore the development of Latin American civilization through artistic production. The course SPN 3026: The Modern Spanish Novel (3 cr.) has three sections: The first part is devoted to the major pre- This course surveys some of the most important novels of the Columbian civilizations and the Indian legacy. The second one 19th and 20th centuries, from realistic and naturalistic master- deals with the period of conquest and the colonial administration pieces of Galdos and Clarin, to the postmodern authors of the for three centuries. The third part reviews the revolutionary recent decades. Each novel will be studied in relation to its period and the efforts made by the different countries in order to historical and cultural background. (Fall) assert the political independence and solve the present

110 SPN 3027: Spanish Women Writers (3 cr.) interpret the poems and their intertextuality in light of the The aim of this course is to present the work of some aesthetics of modernity. (Fall) outstanding women writers from Spain from a non-traditional perspective. Carefully selected narratives and poems from these SPN 3042: Twentieth Century Latin American Poetry (3 cr.) writers allow the student to search for a diversity of voices in the This course analyzes the development of this genre from realm of the feminine and the other. Using recent feminist modernism in the 19th century to anti-poesia and more recent theory we analyze the different discourse that unfolds in their generations of Latin American poets. Special interest will be works, opening new meanings in the study of literature. (Fall) given to Avant-garde movements and the most contemporary poetry. The course integrates the analysis of rhetorical and SPN 3028: Latin American Black Literature (3 cr.) expressive devices and points to the aesthetical intertextuality This course will examine the global vision - cultural, social and among different currents. Included are works by Dario, aesthetic - of black literature in Latin America presented by Huidobro, Mistral, Agustini, Vallejo, Paz and Parra, Neruda and writers such as Cirilo Villaverde, Luis Palés Matos, Nicolás Mutis. (Spring) Guillén and Alejo Carpentier. (Fall) (Spring) SPN 3998: Senior Evaluation (3 cr.) SPN 3031: Women's Writings in Latin America (3 cr.) For graduating seniors only. A thesis, written in Spanish, is Through feminist and critical perspectives, this course focuses required on a cultural or literary topic approved by the Spanish on a selection of fiction and poetry by outstanding women Department. authors from colonial times to the present. Students will discover the different female worlds in accord with the times SPN 4495: Independent Study (3 cr.) their works were written. (Fall) Prerequisite: for majors only with permission of the department.

SPN 3032: Spanish Theater (3 cr.) This course examines the development of dramatic genres in WOMEN’S STUDIES PROGRAM Spain from their early manifestations to the present avant-garde Women's Studies at Manhattanville is a broadly based, experimental plays of authors such as F. G. Lorca and F. interdisciplinary program focusing on women and women's Arrabal. We frame the works in their social and historical experiences. The program considers historical and current context, analyzing the evolution in the history of the stage and analyses of both Western and non-Western societies. spectatorship. Visits to a Spanish theater performance and Manhattanville offers a minor in Women's Studies, but no screenings of films are included. (Spring) major.

SPN 3034: Latino Literature in the United States (Taught in Faculty Chairperson English) (3 cr.) Nancy Harris The course focuses on the growing body of literature written by Latinos in recent years. Explores Latino cultural identity Minor Requirements through analysis of narrative and poetic works. Guest Latino A minor in Women's Studies requires WST 3040: Women and writers will speak in two of the class sections. (Fall) (Spring) Society: An Introduction to Women's Studies, and a minimum

of four other courses from the list below. SPN 3035: Latin American Modernism (3 cr.)

A view of the genesis, development and characteristics of this Course Descriptions literary movement in Latin American letters with special WST 3040: Women and Society: An Introduction to Women's emphasis on its most representative “modernista” writers: José Studies (3 cr.) Martí, Rubén Darío, José Asunción Silva, etc. (Spring) This course is required for Women’s Studies minors. It is an

inter-disciplinary course which examines the competing ex- SPN 3038: Spanish Caribbean Literature (3 cr.) planations for women’s subordination and the institution- Texts from Puerto Rico, the Dominican Republic and Cuba are alization of gender expectations. Topics include: women and studied with special attention to the relevance of these works to work, family, sports and the economy. their social and political context, and to the region's history of slavery, colonization and decolonization. The course also Related Courses includes literary works from some regions of Venezuela, Art History Colombia and Panama that share similar aspects of Caribbean culture and history. (Fall) (Spring) • ARH5043: Women as Image Makers • ARH 3005:Feminism and Art History SPN 3033: Latin American Literature and Social Change (3 cr.) This course explores the close relationship between literature English and political ideas in Latin America. Topics include political • ENG 3069: Images of Women in Literature romanticism in nineteenth century Argentina, the Peruvian • ENG 3076: Women’s Film Indianista and indigenista novel, the novel of the Mexican revolution, and debates on gender issues and ideological ideas in History works by Asturias, Arguedas, Scorza, Cardenal, Carpentier, • HIS 3051: Women’s History since 1789 Benedetti, Roa Bastos and Garcia Marquez. (Fall) Music SPN 3041: Twentieth Century Spanish Poetry (3 cr.) • MU 2030: Women in Music This course will be devoted to the study of the major trends of Spanish poetry from the romantic period of the 19th century to Political Science the recent generation of Spanish poets. Special emphasis will be • POS 3067: Power, Politics and Passion: Women and the given to the surrealist movement and the poets of the 1927 21st Century Generation. Their major works will be analyzed in relation to • POS 2031: Women and Politics the cultural environment in which they were created. The Psychology course also provides the theoretical background with which to • PSY 3010: Psychology of Self • PSY 3013: Psychology of Relationships

111 Sociology • Culture, Health and Gender Buddhism • SOC 3088: Images of Women in Popular Culture Taoism • SOC 2034: Sexuality and Society Hinduism • SOC 2031: Sociology of Family and Sex Roles • five additional electives that strengthen the breadth and • SOC 2015: Women and Work depth of a student’s knowledge of world religions, chosen in consultation with a departmental advisor. Spanish Although not required, the department encourages the study of • SPN 3027: Spanish Women Writers foreign languages. Manhattanville offers courses in Arabic,

World Religions Hebrew, Japanese, and Latin, all useful for research, preparation for graduate school or serious study of one or more world • WREL 3015: Sexuality and Religion religions. • WREL 3018: Transcending Gender • WREL 3010: Women in Chinese and Japanese Religions Senior Evaluation The Senior Evaluation is designed to insure that students develop their capacity for original, integrative thinking and WORLD RELIGIONS research. Projects undertaken for the Senior Evaluation may To understand the world, one must understand religion, and take many forms, such as: a standard research paper in a field understanding religion demands a worldwide perspective. The such as American religion, arts literature and religion, ethics, Department of World Religions offers students the opportunity gender and sexuality, new religious movements, philosophy of to study religion as a factor that shapes human culture, history, religion etc., an internship at a religious organization or social politics, and economics. Because religions deal with the most agency, on which the student reflects in a shorter research paper; basic questions regarding life, love and death, courses in World or an artistic project, entailing both performance and scholarly Religions may also provide students with insights into their own commentary, on religious themes. In all cases, grading of the personalities, and open ways of communication between people senior evaluation must involve at least two faculty members and from different traditions. a conference with the student.

Students who complete a major or minor in World Religions Students register for a one-credit seminar or independent study enter careers in medicine, law, business, social work, education, for World Religions majors in the second term of junior year, or and all other professions. Some also go on to become clergy, one semester before they intend to do their project. A proposal teach religion or serve in social agencies run by religious with a description of the project and bibliography should be organizations. submitted to the student’s faculty advisor and the Chair of the department by the end of September in the senior year. The The department welcomes non-majors into its courses at every project may be undertaken in connection with a 3000-level level. Many students find that a course in World Religions course that the student is taking or as a separate independent provides new perspectives on subjects they have explored study or internship. Throughout the semester in which the elsewhere, or that a second major or a minor in World Religions project is done, the student and faculty advisor meet regularly; complements their original major. another faculty member then confers with the student and advisor to provide another perspective and to assign a grade. Faculty and Professional Interests Margaret Causey, R.S.C.J. — Ethics; Roman Catholicism; Minor Requirements social justice Five courses, including Introduction to WREL 1014: Peter Gardella — Judaism, Christianity; psychology of Introduction to World Religions and at least two 3000 level religions; Bible seminar courses on two different world religions. James Edwards Jones — Islam; African-American religions; Islam in America, sociocultural theory Departmental Honors in World Religions Theresa Kelleher — Asian religions; women and religion Students will receive departmental honors in World Religions if they have grades of A- or A in five departmental courses and a Adjunct Faculty grade of A- or A on the work presented for the senior Norton D. Shargel — Judaism evaluation.

Major Requirements Course Descriptions Twelve courses, including: WREL 1014: Introduction to World Religions (3 cr.) • Introduction to World Religions Introduction to the basic teachings and practices of classical • Seminar or independent study for World Religions majors religions (Hinduism, Judaism, and Confucian/Taoist tradition); • Senior Evaluation reform religions (Buddhism, Christianity and Islam); with some reference to indigenous religions of Africa, Japan and the • At least two seminars in the following: Americas. (Summer) (Fall) Pagans Judaism WREL 1012: Roman Catholicism (3 cr.) Christianity A survey of the history, theology, worship and government of Islam the Roman Catholic Church. Topics include Catholic doctrines • At least one of the following survey courses: on God, the church, ecumenism and the moral life; the role of Asian Religions the church in politics and in revolutions; and the cultural Religions of China influence of Catholics. (Fall) Religions of Japan WREL 1015 Quranic Arabic (3 cr.) Religions of India Arabic language instruction at the beginners level. There are • At least one seminar in the following: more Arabic speakers in the Africa continent than anywhere else Confucianism in the world. More than half of the Africans are Muslims, and therefore use Arabic in their daily devotions.

112 WREL 1018: The Bible (3 cr.) prayers, meditation techniques and intuitions function in An introduction to the most influential book in world history, religious life. Readings begin with psychology, continue with from the Law and the Prophets (Old Testament) to the Gospels spiritual methods of many traditions, and conclude with and other writings of early Christians (New Testament). Class imaginative literature and personal accounts. discussions revisit biblical debates on such topics as whether Israel should have a king, whether Christians should keep the WREL2034 Religions of India (3 cr.) laws of Moses and whether women should lead worship. The course provides an overview of Indian religions from Questions of authorship, historical accuracy, and literary forms earliest times to the Mughal period, and includes early of the Bible are considered as students learn to do exegesis. Brahmanism, Hinduism, Buddhism and Islam. Special attention is given to the art and story literature of devotional Hinduism. WREL 1019: Biblical Hebrew (3 cr.) This course is designed for those with little or no knowledge of WREL 2038 The Problem of God (3 cr.) Hebrew. Its goal is to enable students to develop a working This course focuses on four major themes: the existence of God; knowledge of vocabulary and grammar sufficient to understand the nature and variety of religious experience; God and religion central texts from the Hebrew Bible, including the Genesis in contemporary society; and, the problem of evil. These themes story, the Ten Commandments, and selections from the Psalms, are placed within the historical development of the questions in their original cultural and historical contexts. (Fall) concerning the existence of God found in the world’s major religions. Emphasis is placed on how God functions in the WREL 1020 Biblical Hebrew II (3 cr.) personal, social and political life of individuals and society as a The goals of the course are to teach students to improve their whole. (Spring) reading of the Hebrew language, to master a working knowledge of a basic Hebrew vocabulary and Hebrew grammar, and to be WREL 2050: Religions of Japan (3 cr.) able to understand excerpts from the original Hebrew Bible text Survey of Japanese religious traditions, beginning with Shinto, The course emphasizes the roots of verbs and nouns so that the the indigenous religion of Japan, and including Japan’s student is be able to understand readings from the Psalms, particular adaptation of the Chinese traditions of Confucianism, Genesis, Exodus, and other Biblical texts. A reading Taoism and Buddhism. In addition, the New Religions of the knowledge of Hebrew is required. (Spring) 20th century are considered.

WREL 1045: Asian Religions (3 cr.) WREL 3003: Pagans (3 cr.) An introduction to the major religions of India, China and Japan: The first part of this course surveys some religions not founded Hinduism, Buddhism, Confucianism, Taoism and Shinto. by prophets, particularly traditions of Egypt, Mesopotamia, Readings from the primary religious literature of each tradition Greece, Rome, northern Europe, West Africa and North and visual evidence on video are presented. (Spring) America. The second half considers how such traditions, especially in the forms of witchcraft, voodoo, and movements in WREL 2010: Native American Religions (3 cr.) Native American religions, now influence the general culture of Uses myth and ritual from the Iroquois, Sioux, and Hopi to the United States. introduce the varieties of religious experience among the native nations of North America and to explore how religion functions WREL 3008: Christianity (3 cr.) within the ways of life of these nations. Students explore the Beginning with Jesus and Paul, the Jews and the Romans, this religions of other nations in their projects. (Spring ‘06) course traces the changing forms of Christian faith and practice as Christians encountered European pagans, the rise of Islam, WREL 2012: Religions of China (3 cr.) the breakdown of Christian unity into Roman, Greek, and Introduction to the major traditions of China: Confucianism, Protestant forms, the challenges of modernity, and the new Taoism and Buddhism, with readings from the religious Pentecostal explosion in Africa, Asia, and the Americas. literature of each tradition in translation. Special attention is given to each of their modes of self-cultivation, as well as their WREL 3009: Confucianism (3 cr.) influence on culture and politics. As a philosophy, a system of social ethics, and a religion, Confucianism and its later form, Neo-Confucianism, profoundly WREL 2021: African-American Religion (3 cr.) affects the cultures of China, Korea, Japan and Vietnam to this Beginning with Africa, this course examines the development of day. This course examines the rise and development of this African-American religion as a distinct cultural and political tradition, starting with Confucius himself, and proceeding to its phenomenon. The relationship between African religion, slave influence on the social, political and religious life of China and religion and the religions of contemporary African-Americans is East Asia. reviewed. Particular attention is paid to the relationship between religion and the African-American human rights struggle. WREL 3010: Women in Chinese and Japanese Religions (3 cr.) This seminar examines the position of women in Confucianism, WREL2026: The World's Religions in New York (3 cr.) Taoism, Buddhism and Shinto, both in terms of the ideals set This course considers Hinduism, Judaism, Chinese religions, forth for women by these traditions and the particular Buddhism, Christianity, and Islam as practiced in the temples, adaptations women make of those ideals. Readings include churches, meditation centers, and mosques of New York City didactic works for women, autobiographies, poetry, and novels. and as represented in its museums. Readings include accounts of the history and sociology of each religion in the city and a WREL 3013: Buddhism (3 cr.) reference book on the world's religions; writing includes The first part of the course deals with the life and teachings of journals that criticize the reading in light of what the class the historical Buddha and the early form of Buddhism in India. encounters in its fieldwork. Willingness to participate in various The second part traces the spread of Buddhism in Tibet, China religious practices is required. and Japan; the last part focuses on the position of women in Buddhism and on life in a Buddhist monastery. WREL 2031: Psychology of Mystical Experience (3 cr.) This course explores how encounters with God and other WREL 3015: Sexuality and Religion (3 cr.) heightened states of awareness affect human personality, how This course examines the influence of religion on sexual ethics, personality affects such experiences, and how dreams, stories, gender roles, and expectations of sexual pleasure. Readings

113 include the Bible, the Kama Sutra, Roman Catholic moral WREL 3044: Religion and Ethics in Film (3 cr.) theology (translated from the Latin by the instructor), Taoist While establishing a framework for understanding world marriage manuals, Japanese love poetry, feminist perspectives religions, ethical theories, and the medium of film, the first part and the advice literature of Protestant evangelicals. Projects of the course will examine how the stories and myths of the evaluate what the West might learn from the traditions of Asia world’s religious traditions have been expressed in documentary and Africa and from its own heretics, cultists and critics. and feature-length films. The second half investigates how film influences our view of the world and our understanding of WREL 3024: The Bible in Western Culture (3 cr.) ethical behavior in the public and private spheres. Traces several important themes from their roots in the Bible to results in the later history of the West. Topics include creation, WREL 3078: Changing the World--One Step at a Time (3 cr.) sexual laws and gender roles, national destinies and holy war, After an introduction to change strategy around diverse social work and prosperity, relations between the human and the justice and religious 'causes,' students select a project around a divine, and the end of the world. cause and develop a grant proposal for funding of the project. Students also explore the theoretical and ethical dimensions of WREL 3025: Religion in America (3 cr.) leadership, social entrepreneurship, and venture philanthropy. A The story of the native nations and the Pilgrims, revolutionaries research paper on the history and social background of the cause and missionaries, presidents and cult leaders who have made the selected is included in the grant proposal. Students present their United States what George Santayana called “a nation with the final project proposals to a funding board and implement their soul of a church.” After exploring the religious sources of such projects the following semester, if funded. basic American values as democracy, capitalism and toleration, the course examines how the concept of national destiny has WREL 3090: Women in Western Religions (3 cr.) developed in crises from the French and Indian Wars through This course examines the position of women in Jewish, Roman Vietnam to the Persian Gulf and contemporary culture wars. Catholic, and Protestant traditions, with attention to the challenges of those traditions posed by extraordinary women of WREL 3027: Islam (3 cr.) the past and by modern feminists Through the use of the Qur’an, traditions of Prophet Muhammad, and other sources, this course examines the Islamic WREL 3095: Race, Religion and Culture (3 cr.) belief system and its impact on the seventh-century Arabian This course examines the complex interplay between race, peninsula and the modern world. religion and culture in a variety of contexts in the Western hemisphere. It includes an examination of the impact of racism WREL 3028 The United States and Islam (3 cr.) and sexism on religious practice. Al-Islam, a traditional monotheistic religion, has had a difficult interface with the modern, pluralistic culture of the United States. WREL 4495: Independent Study in World Religions This course explores how this situation came to be. Particular Majors should enroll for a one-credit seminar under this title in emphasis will be placed on: early western ideas about Islam; the second semester of junior year, when they will meet with an immigration; African American Islam; Middle East politics; the advisor in the department and develop a bibliography and media and the impact of the September 11, 2001 terrorist attack. proposal for a senior evaluation paper. Others may enroll, with United States social and foreign policies toward Muslims and permission of an instructor, for one or three credits under this Islamic countries are also examined. title to pursue a particular interest or research project.

WREL 3032: Malcolm X (3 cr.) ACHELORS EGREES IN CCELERATED This course focuses on the ideological journey of the man who B D A was born as Malcolm Little and died as El-Hajj Malik El- FORMATS Shabazz. The course also explores the political and religious Students who have completed an Associate’s degree or who context which Malcolm X developed as a way of understanding have accumulated from sixty to seventy-five undergraduate political and religious life in the United States during the 40s, credits with a G.P.A. of 2.5 may be admitted to the program. 50s and 60s. (Note: A maximum of sixty transfer credits from a two-year institution and seventy-five transfer credits from a four-year WREL 3035: Judaism (3 cr.) institution may be awarded.) Entering students may challenge A description and investigation of the major forms of Jewish up to twelve credits for prior learning. Classes meet in the tradition in the modern world, with attention to their historical evenings and/or on Saturdays and are scheduled in eight-week development and cultural dimensions. modules. Each student is committed to substantial out-of-class work. In addition to fulfilling their major requirements, students WREL 3037: The Holocaust and Culture (3 cr.) must demonstrate breadth in their program of studies. Course This course provides a background of narrative and theory work is required in four of the five academic areas which regarding the annihilation of Jews in Europe between 1933 and include: mathematics/science/ computer science, social sciences, 1945, then examines works of literature, film and visual art humanities, foreign languages, and fine arts. In at least two of connected with the Holocaust. Discussion centers on three the areas a minimum of six credits is required. The breadth questions: first, what elements in Western culture made the requirement may be satisfied by course work presented for Holocaust possible? Second, what can the arts offer those transfer credit or by courses taken at Manhattanville. attempting to live in awareness of that event? And third, to what extent are the cultural factors that contributed to the Holocaust ACHELOR OF CIENCE IN EHAVIORAL still active today? B S B STUDIES WREL 3042: Literature of the Holocaust (3 cr.) This program provides a firm basis in the liberal arts with A study of selected fiction, poetry and drama depicting the special emphasis on the social and behavioral sciences. Students human experience of the Holocaust, 1933 – 1945, and its must complete 60 credits in the liberal arts and sciences for the continuing significance. The central question to be examined in B.S. degree. They must complete thirty-nine credits in the con- the course is this: How can genocide, the ultimate atrocity, be centration. transformed into art?

114 Prerequisites • COMM/IDS 3062: Written Communications in Media and • PSY 1004: Fundamentals of Psychology Management • SOC 3004: Introduction to Sociology • COMM/MGT 3032: Understanding the Marketplace and Competition Required Courses • COMM/IDS 3064: Film and Media Aesthetics and • BIO 3024: Environmental Science Analysis • BIO 3048: The Biology of Health and Illness • COMM 3065: Theories of Communications • IDS 3010: Career and Life Work Planning • COMM/ART 3066: Multimedia Environments • PHL 3042: Ethics and Social Responsibility • COMM 3067: Communications Industries and Information • PSY 3007: Human Development Technologies • PSY 3008: Elements of Psychopathology • COMM/SOC 3050: Mass Media and Society • PSY 3043: The Individual and Society • COMM 3098: Final Integrative Project • PSY 3090: Social Statistics • SOC 3010: Family and Society Elective Courses • SOC 3078: Contemporary Social Issues • ARH 3043: Painters of Modern Life: Impressionism and • SOC 3090: Social Research Methods Post Impressionism in France • IDS 3098: Final Integrative Project • ARH 4085: Museums as Studio • ARH 3055: Nineteenth & Twentieth Century Art in New York City Museums BACHELOR OF SCIENCE/MASTER OF ARTS IN • ENG 3016: Shakespeare as a Student of Human Behavior TEACHING • ENG 3064: New York In Literature Students pursuing an accelerated bachelor's degree in the School • ENW 3013: Expository Writing and Literature of Graduate and Professional Studies can now take advantage of • FIN 3012: Financing the American Corporation the B.S./M.A.T. or B.S./MPS Program in the School of • HIS 3054: Great Leaders in History Education. Eligible students may take up to five graduate • INS 3029: World Geography education courses, which will be applied toward both the undergraduate degree and a master’s degree in teaching. This • MGT 3025: Fundamentals of Organizational Behavior program is available for Childhood, Early Childhood, Childhood • MGT 3055: Human Resource Management and Early Childhood, and Childhood and Special Ed. Interested • MUH 3015: Music of the World students should call the School of Education at 323-5214 or the • PHL 3016: Philosophical Concepts School of Graduate and Professional Studies at 323-5301. • POS 3064: American Law and Business • POS 3065: Multinational Corporations and Social Change BACHELOR OF SCIENCE IN ORGANIZATIONAL • PSY 3053: Psychology of Leadership MANAGEMENT • RUS 3027: The Family in Russian Literature This program offers an overview of the field of management in a • SOC 3024: Gender Health and Culture setting of the liberal arts. Students must complete thirty-three • SOC 3095: Images of Women in Popular American Culture credits in the concentration. • SOC 3039: Cultures of New York • SOC 3066: Economic Geography Prerequisites • SOC 3088: Images of Women in American Popular Culture • Principles of Accounting I • WREL 3046: Mythology • Principles of Economics I and II • WREL 3058: Religions of the World

Required Courses DUAL DEGREE PROGRAMS • FIN 3030: Finance and Planning Process Manhattanville students have a number of options to earn a • IDS 3010: Career and Life Work Planning Bachelors degree leading to a Masters degree. These options • MGT 3020: Business Policy prepare students for graduate admission; several are accelerated. • SOC 3022: Development and Change in Social Organizations MANHATTANVILLE COLLEGE PROGRAMS • MGT 3023: Entrepreneurship Accelerated Dual Degree Programs in Education • MGT 3032: Understanding the Marketplace Manhattanville’s School of Education offers two options for • SOC 3033: Managing Diversity full-time undergraduates who wish to combine a Bachelor of • MGT 3031: Economic Forecasting and Decision Making or Arts, Bachelor of Fine Arts or Bachelor of Music degree, with a IDS 3043: Computers and Computing Applications Master of Arts in Teaching or a Master of Professional Studies. Students not majoring in education as undergraduates who BACHELOR OF SCIENCE IN COMMUNICATIONS demonstrate a 3.4 or better G.P.A. may apply for the Dual MANAGEMENT Degree Honors Program. This program allows them to take 15 graduate education courses that apply to both the undergraduate Within the framework of a liberal arts education, this program is and graduate degrees, thus allowing for acceleration of the designed to provide the knowledge and skills that will prepare graduate degree program. Students who have achieved a 3.0 or students for the dynamics of human interaction in the better G.P.A. by the end of the junior year may apply to the marketplace. Students must complete thirty-three credits in the “Senior Start” program, which allows them to take 9 graduate concentration. education credits that count toward both degrees.

Required Courses The following Dual Degree Programs are available: • IDS 3010: Career and Life Work Planning • COMM 3060: Seminar in Communications Management • B.A./M.A.T. Program in Early Childhood Education Concepts (Birth-Gr. 2) • COMM 3061: Oral Presentation and Communication • B.A./M.A.T. Program in Childhood Education (Grades 1-6)

115 • B.A./M.A.T. Program in Early Childhood (Birth-Grade 2) Psychology work particularly well. (Whatever major the student plus Childhood Education (Grades 1-6) chooses must allow for completion of requirements within the th • B.A./M.A.T. Program in Adolescence Education (Grades 7 framework of the program. Since the 4 year is spent at -12) with Middle Childhood Extension (Grades 5-6) in Fordham, not Manhattanville, there would have to be an English, Biology, Chemistry, Mathematics, Social Studies, alternative arrangement for completing a major’s senior French, Spanish, Latin or Italian evaluation. Such alternative arrangements have been • B.F.A./M.A.T. Program in Art Education (All Grades) specifically worked out with Sociology and Psychology, but • BMUS/M.A.T. Program in Music Education (All Grades) may not be available in other disciplines.) Given the accelerated nature of the program and the College’s two year minimum • B.A./MPS Program in Childhood Education (Grades 1-6) residency requirement, transfer students may not be eligible. and Special Education: Childhood (Grades 1-6) Manhattanville aid and campus residence are not available once • B.A./MPS Program in Adolescence Education (Grades 7- students have gone on to the full-time program at Fordham. 12) with Middle Childhood Extension (Grades 5-6) in English, Biology, Chemistry, Mathematics, or Social To be eligible for completion of the program, students must: Studies and Special Education (Grades 5-12) 1) Work with one of the program advisors (department chair • B.A./MPS Program in the Teaching of English as a Foreign of Sociology or Psychology, or instructor of the Language: TESOL (All Grades) Introduction to Social Work course) as early as possible, • B.S./M.A.T. Program in Early Childhood Education (Birth- but no later than the 2nd semester of the Freshman year. Grade 2) 2) Indicate their intention to pursue the B.A./MSW joint • B.S./M.A.T. Program in Childhood Education (Grades 1-6) program, using the special “Declaration of Intent to Pursue • B.S./M.A.T. Program in Early Childhood (Birth – Grade 2) an Accelerated Joint Program” form available in the plus Childhood Education (Grades 1-6) Advising Office, at the time of the First Portfolio Review (2nd semester Sophomore year). Dual Degree Programs for Students Pursuing Accelerated 3) Complete the following courses required by the Fordham Bachelor’s Degrees Social Work program: Students completing an accelerated bachelor’s degree may be • SOC 1004 Introduction to Social Work (to be taken in eligible to take advantage of the dual degree programs below. the Freshman year) Graduate credits will be applied to both undergraduate degree • one course in sociology, and graduate degree. • one course in psychology, • B.S. in Behavioral Studies/MS in Organizational Manage- • one course in human biology (e.g. Principles of ment & Human Resource Development (9 graduate credits) Biology or Nutrition), or a physically oriented • B.S. in Behavioral Studies/M.A.T. in Teaching (15 psychology course (e.g. Physiological Bases of graduate credits) Behavior, Biological Bases of Mental Illness), or a • B.S. in Organizational Management/MS in Leadership & course from another discipline that deals significantly Strategic Management (9 graduate credits) with biological processes (e.g. Medical Anthropology) • B.S. in Communications Management/MS in Management • one course in American pluralism or diversity (e.g. Communications (9 graduate credits) Race and Ethnicity, Racial Oppression, Models of Social and Economic Justice, Cultural Anthropology) JOINT B.A./GRADUATE DEGREE PROGRAMS • one course in contemporary American government or Manhattanville College has collaborated with a number of US social policy. graduate schools to provide dual degree options for qualified 4) Submit the portfolio for Final Review at the beginning of students. Agreements with Polytechnic University, Boston the second semester of the Junior year. (Note: This is University, Fordham University and Pace University offer dual one semester earlier than other Manhattanville students, degree programs that involve acceleration. In addition, New but is required since approved students leave campus after York Medical College offers preferred admission to certain the Junior year.) programs for qualified Manhattanville students. 5) Maintain a 3.2 or better G.P.A.. [Students who drop below 3.2 are not usually allowed to apply to Fordham as part of MANHATTANVILLE COLLEGE: B.A./FORDHAM the Joint Program. They may, however, apply indepen- dently after completing their Manhattanville degrees.] UNIVERSITY GRADUATE SCHOOL OF SOCIAL 6) Submit an application for the Fordham University Graduate SERVICE AT MARYMOUNT: M.S.W. School of Social Service to the Manhattanville Provost’s This is a five-year program usually consisting of three years at Office by February 1. (Cf. admissions requirements Manhattanville and two years at Fordham University Graduate below.) School of Social Service. After three years and a minimum of 100 credits at Manhattanville, qualified students go on to Requirements for admission to the Fordham University M.S.W. graduate study at Fordham. To complete 100 credits in three program are as follows: years, Manhattanville students must take overloads and/or do (Additional details about admission are available at: summer work. During their first year of graduate study at http://www.fordham.edu/gss/index.htm) Fordham, students take 33 credits, up to 20 credits of which may 1) Prerequisite courses as described above under #3. be counted for both the graduate program and may be 2) Evidence of related volunteer or work experience transferred back to complete the minimum 120 credit (internships, community service, etc). requirement for the Manhattanville undergraduate degree. 3) An autobiographical statement. (Fordham University Graduate School of Social Service courses 4) Three letters of recommendation, including one from the eligible for Manhattanville credit are listed below.) teacher of the Introduction to Social Work course. 5) Applicants whose native language is not English are re- The Manhattanville B.A. degree is usually awarded at the end of quired to demonstrate a minimum score of 600 (paper- the first year at Fordham. After a second year and the successful based) on the Test of English as a Second Language completion of a total of 66 credits at Fordham, the M.S.W. (TOEFL). degree is awarded. As undergraduates at Manhattanville, students may major in any discipline, though Sociology and Decisions regarding admission are made by the Fordham University Graduate School of Social Service. 116 For guidance, students should consult as early as possible with • Declare their intention of pursuing the program by one of the following: submitting the special Joint Programs form with Chair of the department of Sociology or Psychology, or the appropriate signatures as part of their First Portfolio instructor of the Manhattanville Introduction to Social Work Review (second semester of the Sophomore year); and course. submit the Final Portfolio by the Spring of the Junior year. (The Final Portfolio is due one semester earlier than other Fordham University Graduate School of Social Service courses students because students on the program leave campus offered in the first graduate year and acceptable for after the Junior year.) Manhattanville undergraduate credit (up to 20 graduate credits • Maintain an overall undergraduate G.P.A. of at least 3.2, can count back to the undergraduate degree) with a minimum average of 3.4 in Computer Science major courses (including required Math courses). Acceptable for General College Credit • Work carefully with an advisor to make sure they take 90 (Note: courses indicated by an asterisk * do not count for liberal liberal arts credits within their three years at Manhattan- arts credit): ville. (90 liberal arts credits are a State requirement for the • SWGS 6006: Social Welfare Policy and Services B.A. degree. Courses taken at Polytechnic for the MS • SWGS 6208: Human Behavior and the Social degree in Computer Science do not qualify as liberal arts.) Environment I • Complete all course requirements for the major, minor, • SWGS 6209: Human Behavior and the Social distribution, writing, library skills and the portfolio while at Environment II Manhattanville—i.e. by the end of the Junior year. (The • SWGS 6319: Social Justice - Practice with Organizations additional 15 credits from Polytechnic will be non-liberal and Communities* arts general education electives.) • SWGS 6801: Social Work Practice in Research I • Complete an approved computer science internship during • SWGS 6802: Social Work Practice in Research II the Junior year or the summer following it. • SWGS 6321: Generalist Social Work Practice I* • Submit an application for the MS in Computer Science at • SWGS 6322: Generalist Social Work Practice II* Polytechnic by February 1 of their Junior year. Applications are available from the Manhattanville Acceptable for Sociology Major Credit: Provost’s office, as well as on-line at: • SWGS 6801: Social Work Practice in Research I (counts http://www.poly.edu/admissions/graduate/ for SOC 2091) portal/application, but must be submitted, with all required • SWGS 6802: Social Work Practice in Research II (counts materials, to the Manhattanville Provost’s Office, not for SOC 3091) directly to Polytechnic. Note: The GREs, as well as the application fees, are waived for Manhattanville applicants • SWGS 6319: Social Justice - Practice with Organizations to the Polytechnic graduate program in Computer Science. and Communities*

Students interested in this program should notify Dr. Norman Acceptable for Psychology Major Credit Bashias (ext. 5324) no later than the first semester of their • SWGS 6801: Social Work Practice in Research I Sophomore year. • SWGS 6802: Social Work Practice in Research II

MANHATTANVILLE COLLEGE: B.A./ MANHATTANVILLE COLLEGE: B.A. IN PACE UNIVERSITY DYSON COLLEGE OF ARTS COMPUTER SCIENCE/POLYTECHNIC AND SCIENCES: M.S. IN PUBLISHING NIVERSITY OMPUTER CIENCE U : M.S. C S This is a five-year program consisting of four years at This is a five-year program usually consisting of three years of Manhattanville and one summer, plus one year at Pace accelerated undergraduate study at Manhattanville and two years University Dyson College of Arts and Sciences. The program is of graduate study at Polytechnic University in Brooklyn. open to Manhattanville students with a major or minor in Students leave Manhattanville after completing their third year English, English Writing or Communication Studies and leads to and a minimum of 105 undergraduate credits and begin their a Baccalaureate from Manhattanville and a Master of Science in graduate program at Polytechnic. Up to 15 credits of graduate Publishing from Pace University. Students begin taking Pace work taken during the first year at Polytechnic may count graduate courses during their fourth year at Manhattanville— toward both degrees, and are transferred back to Manhattanville usually three credits in the Fall and three credits in the Spring. to complete the minimum of 120 credits required for the B.A. (Pace courses, held at their campus in Manhattan, are offered in degree. Students are usually eligible for the Manhattanville the evening and Saturdays, and thus tend to fit with B.A. after the end of the fourth year of the program (i.e. after the undergraduate schedules.) These credits count toward the first year at Polytechnic). Upon successful completion of the undergraduate degree as well as toward the 36 credits required balance of the 36 graduate credits required by Polytechnic, for the graduate degree. In the summer after graduating from usually after two years of graduate study, students are awarded Manhattanville, students usually take six credits at Pace University the M.S. degree in Computer Science by Polytechnic University. in New York City, then 12 credits each in the Fall and Spring Students are thus able to complete the B.A. and M.S. degrees in semesters. This plan allows students to complete the graduate Computer Science in five years. Because of the accelerated program at the end of the academic year following their graduation nature of the program, transfer students are not usually eligible. from Manhattanville. Manhattanville aid and campus residence are Manhattanville aid and campus residence are not available once not available once students have gone on to the graduate portion of students have gone on to the graduate portion of the program. the program at Pace. To be eligible for completion of this program, students must: To be eligible for completion of the program, students must: • Elect an undergraduate major in Computer Science • Confer with the Program advisor (Professor Jeff Bens) no • Complete an average of 18 credits per semester, or enroll in later than the first semester of their Sophomore year. additional summer courses, to make it possible to achieve 105 credits by the end of the Junior year • Elect a major or minor in English, English Writing or Communication Studies • Arrange to register for the Senior Evaluation in Computer Science in the second semester of the Junior year • Declare their intent to pursue the program by submitting 117 the special “Declaration of Intent to Pursue an Accelerated to apply by beginning of Sophomore year by notifying the Joint Program” form, available in the Advising Office, at Pre-Health Advisory Committee in writing. [Given the the time of First Portfolio Review. accelerated nature of the program, transfer students are not • Maintain a 3.2 overall G.P.A. and a 3.4 G.P.A. in the usually eligible.] major. • Officially declare their pursuit of the program at the time of • By February 1 of their Junior year, apply to the Pace the First Portfolio Review (Spring of Sophomore year) by University M.S. in Publishing program. Applications must submitting the special “Declaration of Intent to Pursue an include two letters of recommendation, a personal essay, a Accelerated Joint Program” form with their portfolio. resume and an official College transcript. Application • Complete the Boston University, Goldman School of forms are available from the Manhattanville Provost’s Dental Medicine application (available on line at web office and completed applications, plus supporting address listed below) by September 1 of the Junior year and materials, must be submitted to the Manhattanville submit it to the Provost’s Office by September 1. The Provost’s Office, not directly to Pace. Provost will present the application to the Manhattanville • If approved by Pace, students may take up to six credits of Pre-Health Advisory Committee. The PHAC completes its graduate courses in the Pace Publishing Program letter of recommendation for candidates with the (Manhattan campus), in their Senior year—usually three appropriate credentials by October 15, after which the credits in the Fall and three credits in the Spring. These Provost forwards these materials to the Goldman School. credits count toward BOTH degrees. Interviews are conducted with the Goldman School after October 15, and students are notified by December 1. Pace publishing courses available during the senior year (with • Maintain a 3.4 or better G.P.A. registration through Manhattanville) • Take and achieve a B or better in the following courses at Courses below must be completed with a minimum grade of B. Manhattanville [At least two of the first four sequences All courses are three credits. None of these courses (as marked with * must be completed in the freshman year]: indicated by the asterisk) count for liberal arts. • *BIO 1001&1002: Principles of Biology I & II • *CHM 1001&1002: Principles of Chemistry I & II Fall Semester • *MATH 1030&1032: Calculus I & II PUB 606: Book Production and Design* • *PHY 1001&1002 College (or University) Physics I PUB 608: Financial Aspects of Publishing* & II PUB 612: Information Systems in Publishing* PUB 624: Editorial Principles and Practices* • BIO xxxx: upper level biology elective (2000 or 3000) • CHM 2001 & 2002: Organic Chemistry I & II Spring Semester • CHM 2005 & 2006: Organic Chemistry Lab I & II PUB 610: General Interest Books* • ENC 4000: Freshman Writing Seminar PUB 624: Editorial Principles and Practices* • An English Literature course at the 2000 or 3000 level PUB 628: Marketing Principles and Practices* • Submit the Portfolio for Final Review by the second semester of the Junior year (i.e., one semester early). For additional information about the Pace Publishing Program, Students must complete all portfolio and graduation consult http://appserv.pace.edu/execute/page.cfm?doc_id=6619 requirements EXCEPT credits, before the end of the Junior year. For guidance, students should consult with Professor Jeff Bens, • Take the Dental Admission Test (DAT) and achieve a score Director of Creative and Professional Writing. of at least 16 (scale of 1-19). The DAT should be taken during the Spring semester of the Sophomore year or at the MANHATTANVILLE COLLEGE: B.A./ latest, during the summer between Sophomore and Junior years. BOSTON UNIVERSITY, GOLDMAN SCHOOL OF DENTAL MEDICINE: D.M.D. Students interested in this program should meet with Professor This program usually requires seven years: three at Annemarie Bettica (the program advisor and representative of Manhattanville and four at Boston University’s Goldman School the Pre-Health Professions Advisory Committee) and an advisor of Dental Medicine. Approved students leave Manhattanville from the major of choice, prior to the start of classes in the after completing their third year and a total of at least 108 credits freshman year. and start taking graduate courses at the Goldman School of Dental Medicine. To achieve 108 credits after three years at Admission requirements and further information are listed at Manhattanville, students will have to take overloads and/or http://dentalschool.bu.edu/bulletin/Bulletin-DMD.html. summer credits. Up to 12 of the graduate credits taken during the first year at the Goldman School can apply to both degrees, MANHATTANVILLE COLLEGE: B.A./ and are transferred back to Manhattanville to complete the minimum of 120 credits required for the B.A.. Students are NEW YORK MEDICAL COLLEGE: D.P.T. IN usually eligible for the Manhattanville B.A. after the completion PHYSICAL THERAPY of the first year at the Goldman School of Dental Medicine. The This is a preferred admission program, based on Manhattan- D.M.D degree is conferred following successful completion of ville’s close relationship with New York Medical College. A four years of study at the Goldman School. Because of the limited number of reserved places are available for qualified accelerated nature of the program, transfer students are not Manhattanville students. Qualified students aspiring to enter this usually eligible. Manhattanville aid and campus residence are field may apply to the three-year Doctor of Physical Therapy not available once students have gone on to the graduate portion program at New York Medical College School of Public Health. of the program. Students may pursue any major/minor at Manhattanville, but In order to complete this program successfully, students must: must complete the required courses listed below. New York • Inform the advisor of the program, Professor Annemarie Medical College recommends a full four years of undergraduate Bettica, of their interest in pursuing the program by the work and the completion of the B.A. degree. After the successful first semester of the Freshman year, and indicate intention completion of the three years of study at New York Medical

118 College School of Public Health, the student receives a Doctor of Students may pursue any major/minor at Manhattanville, but Physical Therapy. At this point, the student is eligible to take must complete the required courses listed below. New York the physical therapy licensure exam. Medical College recommends a full four years of undergraduate work and the completion of the B.A. degree. After successful Students interested in the DPT program should consult with completion of two years of study at New York Medical College Professor Annemarie Bettica (representative of the Pre-Health School of Public Health, the student receives a Master of Science Professions Advisory Committee) as early as possible. in Speech-Language Pathology.

The requirements for admission to New York Medical College’s Students interested in the Speech-Language Pathology program Doctor of Physical Therapy program are as follows: should contact Professor Zhang Chen (representative of the 1) An academic record that includes a balance of coursework Pre-Health Professions Advisory Committee) as early as in the humanities, social sciences, and natural sciences, possible. including competency in English Writing. Applicants must have a G.P.A. of at least 3.0. The following required The requirements for admission to New York Medical College’s courses must be completed with a grade of C or better: M.S. in Speech-Language Pathology program are as follows: • Four courses in Biology--Principles of Biology I and 1) An academic record that includes coursework in the II, Anatomy and Physiology, and Histology. humanities, social sciences, and natural science, including • Two courses in Chemistry, with laboratories competency in English Writing. Applicants should have a • Two courses in Physics, with laboratories G.P.A. of at least 3.4. The required courses below must be • Fundamentals of Psychology completed with a grade of C or better: • One additional course in Psychology • minimum of two courses in biological/physical sciences with laboratories • One course in Mathematics and one in Statistics 2) Applicants must provide evidence of at least 50 hours of • minimum of one course in Mathematics volunteer or work experience in a physical therapy setting. • minimum of two courses in behavioral/social sciences 3) Three letters of recommendation, one from a college 2) Students must take and submit results of the Graduate professor, one from a physical therapist who has observed Record Examination General test. The institution number the applicant in a clinical setting, and an additional to use for the test is 2563. To register for the exam, reference of the applicant’s choice. students should contact the Educational Testing Service 4) Applicants must show evidence of current certification in (ETS), PO Box 6000, Princeton, NJ 08541-6000; (609) cardiopulmonary resuscitation. The CPR course must 921-9000. While the exam results are due by April 29, include skill practice on CPR and choking for the adult 2005, New York Medical College School of Public Health (One and two person CPR), child, and infant. will offer acceptance to candidates with otherwise successful 5) Applicants whose native language is not English are required to obtain a minimum score of 600 (paper-based) or 260 (computer-based) on the Test of English as a Second applications pending receipt of favorable GRE results language (TOEFL). (NYMC School of Public Health gives primary consideration 6) New York Medical College School of Public Health will to the score for the writing component (with 4.5, on a scale of waive the GRE requirement. 0-6, deemed acceptable). 3) Three letters of recommendation, at least one of which is Student Selection Process: from a faculty member with whom the candidate has taken Interested students must apply in writing, using the NY Medical at least one course. College application, to the Pre-Health Professions Advisory 4) A typed personal statement of approximately 500 words. Committee no later than March 15 of the Junior year. 5) Computer literacy. Applications from students with satisfactory records are then 6) Applicants whose native language is not English are forwarded, via the Provost’s office, to the Physical Therapy required to obtain a minimum score of 660 (paper-based) or Program Director at New York Medical College. New York 287 (computer-based) on the Test of English as a Second Medical College then arranges for interviews with qualified Language (TOEFL). applicants during the summer following the junior year. Details about admission are available online at: A student who continues to have satisfactory assessments will http://www.nymc.edu/gshs/SLP/index.htm. then submit an application to New York Medical College with a final letter of evaluation from the Pre-Health Professions Student Selection Process: Advisory Committee by October 31 of the Senior year. New Interested students must apply in writing, using the NY Medical York Medical College will then make a final decision on the College application (available on-line), to the Manhattanville application. Pre-Health Professions Advisory Committee no later than March 15 of their junior year. Applications from students with satisfactory records are then forwarded, via the Provost’s office, MANHATTANVILLE COLLEGE: B.A./ to the Speech-Language Pathology Program Director at New NEW YORK MEDICAL COLLEGE: M.S. IN York Medical College. New York Medical College then SPEECH-LANGUAGE PATHOLOGY arranges for interviews with qualified applicants during the This is a preferred admission program, based on summer following the junior year. Manhattanville’s close relationship with New York Medical College. A limited number of reserved places are available for A student who continues to have satisfactory assessments will qualified Manhattanville students. Qualified students aspiring to then submit an application, along with a final letter of evaluation enter this field may apply to the two-year Master of Science in from the Pre-Health Professions Advisory Committee, to New Speech-Language Pathology program at New York Medical York Medical College by its published deadline (usually April 1 College School of Public Health. This program is one of the of the Senior year). New York Medical College will then make very few in the nation that is medically oriented. a final decision on the application.

119 SCHOOL OF GRADUATE & • Final Project (2 credits)

PROFESSIONAL STUDIES PROGRAMS Students must complete 32 credits with a G.P.A. of 3.0 or better MASTER OF ARTS IN LIBERAL STUDIES (scale of 4.0). The program can be completed in two years. Students will earn 15 credits in the core writing courses and six The Master of Arts in Liberal Studies program cuts across many credits by participating in Writers’ Workshops. A Fall weekend disciplines to take a broad-based approach to the study of workshop may be substituted for one Summer Writers’ Week. contemporary humanity and of our changing world. Instead of The writing courses are interrelated and begin where every demanding concentration in one field, it permits students to writer must begin: with a knowledge of oneself as a human draw on many areas: art, literature, music, psychology, religion, being with a unique view of the surrounding world. Students sociology, philosophy, history and politics. begin the program with the introductory course, Elements of

Creative Writing. They may enter the program in fall, spring or An Individually Designed Course of Study summer semesters. The Master of Arts in Liberal Studies is designed to fit the needs, schedules, and interests of the part-time adult student. Thirty credits, nine courses and a Master's Essay, constitute the MASTER OF SCIENCE IN LEADERSHIP AND program. MALS students create an individually structured STRATEGIC MANAGEMENT program based on courses relevant to personal and professional This 39-credit program combines a sound foundation in the interests. All students begin with a core seminar in the theory and practice of strategic management with a sense of humanities followed by eight electives, which may include an vision and moral responsibility; in addition, it cultivates the independent study and, where appropriate, an internship. skills required to communicate, motivate and inspire others to action. Today’s organizations are operating in an environment The Degree Plan, the product of reflection at the mid-point of of globalization and rapid change. Such an environment the program, enables students to focus their interests and serves demands new approaches to educating and developing the as a guide in the selection of future courses. This plan is under- business leaders of the 21st century. taken after the student has completed twelve credits. Students who complete this 39-credit program will have Special Features acquired the requisite knowledge and mastered the necessary Self-Paced Program: By taking one course each semester, skills to operate effectively and creatively in positions of students can complete the degree within three years. Some may responsibility in both the corporate and not-for-profit worlds. complete it in a substantially shorter time by taking more than one course each semester. Potential students are: • Corporate managers who are assuming or who wish to Convenient Scheduling: Students may enter the program in any assume increased responsibility in their companies. semester. Classes usually meet once a week and convenient • Workers in the not-for-profit world who want to equip scheduling allows a student to take either day or evening themselves with the principles and practices of effective courses. leadership • Small business owners who wish to develop planning and Personal Counseling: Students are assigned an advisor who motivational skills and understand how to do business in a will work with them to plan their course of study. After global environment. selecting of a topic for the Master's Essay, students will choose a mentor in their designated area of research. The program consists of: • an introductory course in Organizational Leadership; Admissions • twelve courses in leadership and foundations of strategic Persons holding bachelor's degrees from an accredited college management may apply. A two-year interval between full-time under- • Final Integrative Independent Project. graduate study and entrance to this program is strongly recommended. A formal interview is required. Along with the Courses are scheduled during the fall, winter, spring, and MALS application form and fee, students should submit official summer. Classes meet on Saturdays and Sundays. Students transcripts of all previous work (undergraduate and graduate) normally enter the program in September or March and can and an autobiographical letter describing the applicant's complete the program in eighteen months. education and career experiences. The two-to-three page narrative should be reflective and include reasons for choosing MASTER OF SCIENCE IN MANAGEMENT this program. Matriculation is granted upon successful completion of the Humanities Seminar. Upon matriculation, COMMUNICATIONS students with appropriate credit in a graduate liberal studies This Master of Science Program is a 36-credit program that program may transfer a maximum of six graduate credits. provides advanced training in developing a communications strategy that is integrated with an organization’s marketing and MASTER OF ARTS IN WRITING financial objectives. Students are taught to focus on both strategic and tactical communications initiatives. They learn the Manhattanville's Master of Arts in Writing was developed for principles of effective communications in an international writers, would-be writers and communications specialists. The business setting and the communications issues involved in program is designed to meet the needs of persons who have marketing, brand management and public relations. completed their undergraduate degree and who wish to develop their skills in writing while deepening their knowledge in the Potential students are: humanities. • communications professionals who wish to improve their Components of the program: functional knowledge and • Workshops (6 credits) • business skills managers who wish to improve their understanding of the elements and importance of business • Core Writing Courses (15 credits) communications in gaining a competitive advantage. • Liberal Studies Electives (9 credits)

120 The program consists of: Potential students are: • an introductory course in management communications • Managers and executives whose jobs involve international • six core courses responsibilities • four elective courses • MBA graduates who wish to add an international • Final Integrative Independent Project. dimension to their previous education, and • aspiring working professionals who wish to broaden their Courses are scheduled during the fall, winter, spring, and business perspective. summer. Classes meet on Saturdays and Sundays. Students may enter the program in September or February and can CERTIFICATE IN NON-PROFIT LEADERSHIP complete the program in one or two years. The Certificate in Nonprofit Leadership is well-suited to those students who aspire to leadership positions in the nonprofit MASTER OF SCIENCE IN ORGANIZATIONAL sector. Under the guidance of executives and consultants MANAGEMENT AND HUMAN RESOURCE currently working in the nonprofit and private sectors, students will find this six course (18-credit) program targeted to the key DEVELOPMENT concerns of the nonprofit leaders with focus on application to This 36-credit program focuses on the skills and knowledge day-to-day decisions. The Graduate Certificate may be com- necessary for human resource professionals to lead their pleted in nine months. organizations into the rapidly changing and global work force st environment of the 21 century. Emphasis is on a strong Potential students are: theoretical background as well as development of practical, • Managers already employed in the nonprofit sector who administrative and management skills for individuals in wish to fill gaps in their management background and to industry, small business, government, education and the not-for- raise their leadership skills to a superior level profit sector. • Accomplished volunteers who serve on community or foundation boards and now wish to increase the Students interested in the program are: effectiveness of governance teams and volunteer resources • current human resource practitioners who wish to acquire • Managers in business, government and other professions professional credentials while achieving greater breadth who wish to prepare for a career shift into the nonprofit and depth of knowledge in their chosen field sector, or to leadership roles as community volunteers. • employees seeking a career transition into the field of human resources The program consists of: • recent liberal arts graduates who have had some work • An introductory course in organizational leadership experience. • Five courses in leadership and foundations of strategic management The program consists of: • an introductory overview of the human resource field Courses are scheduled during the fall, winter, spring, and • five core courses summer. Classes meet on Saturdays and Sundays. New • four electives students may enter the program in September or March with the • Final Integrative Independent Project (Thesis - 6 credits). introductory course. Students may take three to six credits per semester. Courses are scheduled in the fall, winter, spring, and summer. Classes meet on Saturdays and Sunday mornings. Students may CORPORATE SEMINARS complete the program within two years. The Office of Graduate and Professional Studies offers innovative programs and serves the wider community by MASTER OF SCIENCE IN INTERNATIONAL conducting skill workshops on campus or on-site at neighboring MANAGEMENT corporations. Seminars are available in the areas of Writing, This thirty-six credit program emphasizes the development of Managing Diversity, Project Management, Finance, practical management skills against a strong background of Interpersonal Relations and Pre-Retirement Planning. For theory and values-based leadership principles. The learning further information call (914) 694-3425. environment is one that promotes high interaction between faculty and students and among students themselves. SCHOOL OF EDUCATION GRADUATE

Applications may be submitted throughout the year. New PROGRAMS students generally enter the program in September or March Specific policies and coursework requirements for each Masters when the overview course is offered. Students may then take Degree program in education are listed in the School of three or six credits per semester. Students may be eligible to Education Graduate Catalog. This booklet is considered part of transfer six credits from previous graduate programs and the official Manhattanville catalog. challenge up to six credits for related work experience. The typical student will complete this self-paced program in 2½ MASTER OF ARTS IN TEACHING/MASTER OF years. PROFESSIONAL STUDIES

The program consists of: DIPLOMA/CERTIFICATION • Introductory overview of the global environment Manhattanville offers Master of Arts in Teaching degree • Five required core courses and five electives. programs for strong liberal arts graduates with few or no prior • Final integrative project, including a paper and oral courses in education. Upon completion of the program, the presentation, focused on a workplace situation. candidate is eligible for New York State certification as a teacher of Childhood and/or Early Childhood Education, • Up to six challenge and transfer credits in each category. English, Social Studies, Mathematics, Science or Foreign

121 Language instruction at the secondary and middle school levels, may substitute supervised teaching for the student teaching or teacher of Art, Music, or Physical Education and Sport experience with the approval of the Director of Field Placement. Pedagogy (Pending NYSED approval) in all grades. M.A.T. Students wishing to opt for this plan must speak directly with programs range from 36 to 40 credits depending on the program the Director of Field Placement, who will ascertain whether or and the areas in which certification is sought. All M.A.T. not the teaching environment is appropriate. It is important to programs include one semester of full-time supervised or student know in advance whether the course competencies can be teaching. One hundred (100) hours of fieldwork must be demonstrated in the setting. It is imperative that the student completed prior to supervised/student teaching. discuss his/her plans for a supervised teaching experience with the principal, and that the student receive some latitude in Also offered are Master of Professional Studies programs in planning for the class during the semester. Supervised teachers Teaching of English as a Second Language, Special Education, attend the weekly integrating seminar along with the student Literacy as well as a variety of programs leading to dual teachers, and the seminar serves the same function in both cases. certification. The M.P.S. and the Professional Diploma in School Building Leadership prepare candidates for certification Field Experience in School Building Leadership, depending on prior experience. In addition to the student/supervised teaching in the final M.P.S. programs range from 36 to 47 credits, depending on the semester of each program, New York State regulations now program and the areas in which certification is sought. Upon require 100 hours of field experience prior to the clinical completion of the program, the candidate is eligible for initial, experience. At Manhattanville, most required education courses professional, or permanent certification. This classification is assign a specified number of hours of field experience. These determined by credentials presented at the time of matriculation field experience hours provide students with opportunities into the selected program. All M.P.S. programs except for that throughout their programs to observe and participate in school- in Literacy require at least one semester of supervised fieldwork. related activities appropriate to the theoretical content of the courses with which they are associated. ADVANCED CERTIFICATION PROGRAMS Advanced Certification programs are available for 1) candidates Child Abuse and School Violence Prevention Education who already hold a Masters degree in a related area but who The School of Education offers an opportunity for degree or have no prior preparation in education, or 2) for certified PMC candidates to fulfill these New York State requirements teachers wishing to obtain certification in an additional area. during the student teaching semester. The School of Education offers Certification programs in the following areas: Special Education, Secondary/Middle GENERAL INFORMATION Childhood and Adolescence (English, Mathematics, Biology, Program Sequence and Length Chemistry, Second Languages, or Social Studies), TESOL, Students plan their programs with an advisor in the School of Literacy/ Reading and Writing, Music and Art. Education. Because students bring unique knowledge, skills, and experience to their programs, if there is proper planning, INDIVIDUAL EVALUATION CERTIFICATION AND they can avoid a rigid sequence within the program of their choice. Students may choose to complete their graduate pro- EXTENSION PROGRAMS grams in any combination of semesters up to five years from the Individual evaluation certification and extension programs are date of matriculation. Within this time frame, please note the available for in-service teachers who are already certified, hold a following: Masters degree and who wish to become certified in another • Students will normally undertake their clinical experience area OR for individuals who are teaching and are not yet at the end of the program. certified. The School of Education offers the coursework • Students may request an extension of the completion date required for certification through the New York State Individual for their degree program. The Associate Dean of the evaluation application. In these cases, under New York State School of Education will review this request. An extension Regulations, candidates can apply for certification directly to the will not exceed two years, and students may be required to NYS Education Department, using graduate courses they have take additional courses to update their program. taken at Manhattanville. Careful advising and specific choices of courses is required in these programs and interested students Independent Study are advised to consult closely with the Graduate Advising Office Independent study options may be exercised for part of the and the NYS Education Department at http://www.nysed.gov. program. With approval by a faculty member in the appropriate

department and by the Graduate Associate Dean of the School of STUDENT/SUPERVISED CLINICAL FIELD Education, students may design and conduct original study EXPERIENCE REQUIREMENTS projects or curricula. Student Teaching Student teaching is the culminating experience of the entire New York State Certification program. It consists of full-time involvement for an entire To receive initial teaching certification in New York State, the semester in appropriate classrooms, along with a weekly student must take a test of Liberal Arts and Sciences (LAST), an integrating seminar. It is during student teaching that the Assessment of Teaching Skills – Written (ATS-W), and a teacher candidate is expected to synthesize and put into practice Content Specialty Test (CST). All students seeking certification the knowledge, understandings and skills developed during all must meet new state Liberal Arts requirements. To meet those of the previous courses and fieldwork. In order to qualify for requirements, Manhattanville requires a liberal arts major or the New York State certification, student teachers are required to equivalent of at least 30 credits in the liberal arts, and divide their semester to include two levels of experience as well coursework in Literature, History, Math, Science, the Arts, as experiences in both urban and suburban settings. All clinical Communication, Written Analysis and Expression, and a field placements will be at the discretion of the Director of Field Foreign Language. More detailed information is available in the Placement, Certification, and Community Outreach. School of Education Graduate Catalog.

Supervised Teaching To be certified in states other that New York, the student is Experienced teacher candidates who are currently employed in urged to find out about the certification procedures of each state appropriate situations or appropriate teaching assistant positions by calling the specific State Education Department, Division of Teacher Certification. 122 Transfer Credits for Graduate Advising. The Associate Dean will contact all Appropriate graduate-level courses completed at other parties and seek a solution. institutions, up to a maximum of six credits, may be accepted 3) If the issue remains open, the student may appeal to the towards a degree. Each course must have been completed with Dean of the School of Education, who will form a at least a grade of B+ at an accredited institution of higher grievance committee for a formal hearing, after meeting learning within a five-year period of matriculation and must be with the student individually. The members of the directly related to the candidate's proposed program of study. committee will be the Provost, the Associate Dean for Candidates should file a written request with the School of Undergraduate Advising, the Director of Field Placement, Education to have course credits considered for transfer. If at all and two faculty members, either from the college or the possible, such requests should be made in advance of taking the School of Education. course. RADUATE OURSE FFERINGS Writing Assessment G C O All graduate students must complete the Manhattanville Writing AFRICAN STUDIES Assessment during their first 6 credits. Students who do not AFS 5009: History & Culture of Senegambia-Senegal, Gambia, achieve a satisfactory rating may be required to complete the & Cape-Verde (3 cr.) graduate education writing tutorial during their next semester of The course focuses on history and society from local and study or may be prohibited from continuing in the graduate comparative perspectives. The course is listed at the 3000/5000 education program. Arrangements to complete the assessment levels with the relevant amount of reading (Spring). This course are made through the Graduate Advising Office. will be offered sometime in conjunction with a summer trip to Senegal and the Gambia. Comprehensive Examination/Final Project/Portfolio The New York State Department of Education has mandated AFS 5013: African and Eastern Music (3 cr.) that all Master degree candidates must complete a final project This seminar course in world music will introduce students to as part of their requirements for graduation. For most Middle topics and techniques in Ethno-musicology. After an initial Childhood/Adolescence candidates this will be a comprehensive survey of the music cultures of the Pacific basin, the musics of written examination. With the approval of the School of Africa, India, China and Japan will be studied in greater detail. Education faculty, students may complete an integrative project Students will develop a major project based upon one of these in lieu of the exam. Students taking the comprehensive exam- music cultures. A museum visit to study musical instruments ination must successfully complete it in the semester prior to will be an important component to the course. (Spring) their final semester. Students who are qualified to do a final project should complete that project in the semester before their AFS 5038: Spanish Caribbean Literature (3 cr.) final semester. A student who does not pass must retake their Texts from Puerto Rico, the Dominican Republic, and Cuba are exam or revise their final project. Students in the M.P.S. studied with special attention to the relevance works to their programs in Literacy, Special Education and Literacy and social and political context, and to the region's history of Special Education) will be asked to complete a portfolio in lieu slavery, colonization and decolonization. This course also of a comprehensive exam or final project. Fall and Spring includes literary works from some regions of Venezuela, exam, project and portfolio application deadlines will be Columbia and Panama that share similar aspects of Caribbean available in the School of Education office and on the culture and history. Manhattanville website. AFS 5034: African-American History (3 cr.) Grades This course surveys aspects of African-American history from In all graduate programs, the student must maintain a “B” earliest times to the present. The topics include: the African average (cum. index of 3.00) for graduation. The School of background; slavery and the trans-Atlantic slave trade; Blacks in Education Review Committee may review the student’s records the colonial period; the Civil War and reconstruction; Black if he/she has received a grade below “B-”. After such a review, migrations, civil and social rights struggles; and political and the Committee may: cultural nationalism (Harlem Renaissance, the Civil Rights and 1) Require the student to repeat the course; or Black Power Movements). Topics are examined within the 2) Ask the student o complete an equivalent course; and context of American history so as to highlight both intimate 3) Refuse to count the course toward the program; and/or links as well as distinctiveness. (Fall) 4) Deny the student permission to register for further study at Manhattanville's School of Education. AFS 5015: Civil War and Reconstruction (3 cr.) The issues of the era of the Civil War and Reconstruction will be All education courses must be taken for a letter grade. Courses analyzed from the perspective of military, political, and graded below “C“ will not be counted toward the degree. If the constitutional history. The complex role of race in the whole era student receives a “C” or below in any student teaching course, will be evaluated from slavery to the “Re-union” era about he/she may repeat the course only once. Any request for a 1890. (Spring) change in grade must be requested within four months of the posting. AFS 3018-5018: Women, the State and Politics in Africa (3 cr.) This course examines the formal and informal participation of Grievance Procedure for Graduate Students African women in politics, their interaction with the state and At Manhattanville, grievance procedures exist for students who their role in society. The aim is to understand women as active feel they have received truly biased or unfair treatment by a objects and subjects of change who manipulate social, faculty member. economic, cultural and political constraints and opportunities to 1) If the student and faculty member cannot resolve the transform their individual and collective lives. Themes will problem in a mutually satisfactory manner, the student include: reconstructing the role of women in pre-colonial should bring the matter to the attention of the appropriate African society, women’s responses to colonial intervention and department chair or program director. rule, African women in the independence struggle, African 2) If the matter cannot be resolved at this level, the student has women in the post-colonial political economy, women and the the right to bring the issue in writing to the Associate Dean military, and women’s contemporary political and social activism. (Spring)

123 AFS 3023-5023: Racial Oppression (3 cr.) slavery, colonization and decolonization. This course also This course examines the following aspects of U.S. racism: 1) includes literary works from some regions of Venezuela, the role of racism in advancing reactionary domestic and foreign Columbia and Panama that share similar aspects of Caribbean policies; 2) the impact of social and economic policies on the culture and history. Black, Hispanic, and Native American communities; 3) the racist features of U.S. policies for Latin America, Africa, the AFS 5041: Harlem Renaissance (3 cr.) Middle East, and the Far East; and 4) the forms of domestic and The course discusses the social, economic, cultural and literary international opposition to racism. (Spring) significance of the New Negro Movement of the Harlem Renaissance from 1919 to 1929 and the impact it had on the AFS 3024-5024: Black Nationalism in the 20th Century (3 cr.) self-defining of black people and the establishment of twentieth This course examines ideological and organizational expressions century Pan-Africanism. (Fall) of Black American Nationalism in the 20th century. The themes to be examined include Black economic nationalism, political AFS 5045: The Art of Reading Latin American Poetry (3 cr.) nationalism, cultural nationalism, the Harlem Renaissance, In this course focused on Latin America, students explore what political radicalism, religious and cultural nationalism, Pan- is a poem and what are the appropriate ways of reading Latin Africanism, the Black Power movement, revolutionary American poets. Classes begin with a thorough review of the nationalism and Black nationalism today. (Spring)

AFS 3028-5028: The United States and Islam (3 cr.) technical devices of poetry, rhythm and metrics, imagery and Al-Islam, a traditional monotheistic religion, has had a difficult language, and move on to explore a poem as the rhythmic interface with modern pluralistic culture in the United States. revelation of intuitive truth. Major works written by male and This course explores how this situation came to be. Particular female poets such as Gabriela Mistral, Octavio Paz, Claribel emphasis will be placed on: early western ideas about Islam; Alegria, Luis Pales Matos, Gioconda Belli, Cesar Vallejo, etc. immigration; African American Islam; Middle East politics; the will be read. media and the impact of the September 11, 2001 terrorist attack. United States social and foreign policy toward Muslims and AFS 5059: Islam in African History (3 cr.) Islamic countries are also examined. (Fall) The course explores the major role played by Islam and its centrality in African history, from the pre-colonial era to present AFS 5030: Modern South Africa (3 cr.) times. Political events provide the frame while social change This course surveys the emergence of modern South Africa from epitomizes the impact. The debates around some issues will be the mid-19th century to the present. The topics include: early exposed if necessary or requested. Major themes include the African societies; Dutch advent; British colonialism and its diffusion of Islam, the role of slavery and conquest, women’s consequences; African state formation; the mining and industrial status and role, the economic frame of Islamization, and the revolutions; the Union; African, Coloured, Indian and Afrikaner currents political and social challenges. (Spring) nationalisms; the emergence of the apartheid system; post- apartheid political, economic and social developments; the AFS 5088: History of Modern Nigeria (3 cr.) varieties of resistance to apartheid up to the release of Mandela This course examines the history of modern Nigeria from 1800 and the future of South Africa. (Fall) to the present. The subjects will include the 19th century political and religious revolutions, the rise of commodity AFS 5032: Malcolm X (3 cr.) commerce, Christian missionary activity, British imperialism The ideological journey of the man who was born as Malcolm and Nigerian resistance, colonial rule and its political, economic, Little and died as El-Hajj Malik El-Shabazz is the focus of this and cultural aspects, Nigerian freedom struggles, the attainment course. The course also explores the political and religious of independence, political, economic and social developments contexts in which Malcolm X developed, as a way of since independence. (Fall) understanding political and religious life in the United States during the 40s, 50s and 60s. (Spring ‘06) AFS 5092: Women, Religion, and Social Change (3 cr.) This course will examine the role of women of African descent AFS 5033: The Religious and Political Ideology of Martin in various efforts to eradicate discrimination based on race in the Luther King, Jr. (3 cr.) western hemisphere. In particular the course will focus on the The ideological journey of a man who was a central figure in the socio-cultural effects of religion, slavery and discriminatory Civil Rights movement of the 1960s is the focus of this course. laws and customs as they impact upon the role of women of In particular, this course will focus on the socio-cultural context African descent in the western hemisphere. (Fall) and the theological underpinnings of King’s particular form of non-violent direct action. AFS 5097: African Politics (3 cr.) This course focuses on themes, issues and theories relevant to AFS 5035: Slavery through History (3 cr.) the study of contemporary politics in continental Africa Slavery is usually seen only in local historical contexts because including: theoretical debates on methodology and contending of its many forms, different histories and consequences, and yet, definitions of the subject matter; and case studies of selected the universality of its practice is evident. The course focuses on African countries concerning structural relations, political slavery in a comparative perspective, covering it in general and struggles and change, political economy, international relations, in its local specificities, with a particular emphasis on Africa and colonialism and neo-colonialism. The ideas developed will be the Americas, so we can understand the differences while considered for applicability to the study of contemporary assessing the similarities. The themes include topics such as African politics. (Spring) women’s status and role, the economics of slavery, the religious, ideological and political justifications, the ethics and the legal, AFS 5098: Africa in World Politics (3 cr.) changes in the systems from within and from without. This course focuses on themes, issues and theories relevant to the study of Africa’s place and role in international AFS 5038: Spanish Caribbean Literature (3 cr.) contemporary politics. Beyond the theoretical debates on Texts from Puerto Rico, the Dominican Republic, and Cuba are methodology and competing definitions of the subject matter; studied with special attention to the relevance works to their the course covers analyzes case studies, sometimes of selected social and political context, and to the region’s history of African countries or regions. It covers also the history of the

124 perception of Africa’s role in international politics, including the San Marco, the Doge’s Palace, the Accademia museum, and the UN, regional and sub-regional organizations, local and Scuola di San Rocco. Included is a day trip to Giotto’s Arena international conflicts. (Spring) Chapel and pilgrimage church of Sant’Antonio in Padua and Palladian monuments in Vicenza. In addition to tuition, students AFS 5136: Europe and its Empires (3 cr.) must pay trip costs. Sign up with the Art History Department The current postcolonial era is replete with the failure of many occurs in the fall term to allow travel arrangements to be made. political experiences in the Third world, but the phenomenon is On the graduate level, the study trip has a prerequisite of one art better understood by looking at its origins, the colonial state. history course or permission of the instructors. (Spring) The course covers Europe's expansion from the 15th c. to the 20th c. and focuses on colonial regimes in America, Asia, and Africa, ARH 5072: Women Photographers (3 cr.) and their impacts, through the exploration, conquest, and Photography, the first art medium to be fully derived from the colonial eras. Some of the themes are: nationalism, imperialism, scientific and industrial revolutions, lacked the rigid hierarchy assimilation, association, globality, hegemony, indigenous, which existed in the rest of the art world. It was therefore expatriate, emancipation, culture, civilization, religion, and race accessible to women right from the start. This seminar (Spring) investigates famous female photographers as well as women, virtually unknown today, who operated photographic studios. ART HISTORY Students complete a research paper and present an oral report. ARH 5018: Landscape East and West (3 cr.) Prerequisite: One art history course or permission of the An examination of some of the great schools of landscape instructor. (Fall ‘06) painting, including those of Europe, the United States, China, Japan and Aboriginal Australia. Study of the disparate traditions ARH 5073: Issues in Contemporary Art (3 cr.) will allow examination of the cultural, philosophical and literary This seminar will examine contemporary art from 1945 to the sources of landscape art. Students will write a research paper present, focusing on developments in painting, sculpture and and give an oral presentation. Prerequisite: one art history installation art with an emphasis on artists from Europe and the course or permission of the instructor. (Spring ‘07) United States. Topics include: abstraction vs. figuration, conceptual art, feminist art, post-modernism and current st ARH 5029: Hudson River Painters (3 cr.) tendencies in 21 century art. Students complete a research The seminar will focus on the treatment of the American paper and present an oral report. Prerequisite: One art history landscape by the painters of the Hudson River School. We will class or permission of the instructor. (Fall ‘06) examine both the stylistic and the philosophical trends of this 19th century art movement, relating it to literary and historical ARH 5076: Troubled Images: Art and Conflict in Ireland (3 cr.) developments. Students complete a research paper and present This seminar surveys political art in Ireland from the 19th and an oral report. Prerequisite: One art history course or per- 20th centuries to the present. Students are introduced to the mission of the instructor. (Spring ‘07) visual arts of modern-day Ireland. Issues of national identity and cultural revivalism are addressed as we look at Irish political ARH 5037: Pre-Raphaelite Art (3 cr.) art beginning with the Celtic Revival of the late 1840s and A seminar investigating the members of the Pre-Raphaelite continuing to the Northern Irish mural movement of the 1980s Brotherhood, a group of mid-19th century English painters and and 1990s. Students complete a research paper and present an decorators including D.G. Rossetti, J.E. Millais, W.H. Hunt, E. oral report. Prerequisite: one art history course or one Irish Burne-Jones and W. Morris. Students complete a research paper Studies course. (Fall '05) and present an oral report. Prerequisite: One art history course or permission of the instructor. (Spring ‘06) ARH 5079: Michelangelo (3 cr.) An exploration of the life and work of “the Divine” ARH 5057: The Glory of Renaissance Venice (3 cr.) Michelangelo Buonarroti, perhaps the best known artist and This seminar explores Renaissance art in Venice during the 15th architect of the Italian Renaissance. As we analyze his work, we and 16th centuries. We will examine the religious paintings of will consider its relationship to the culture and artistic Bellini, Carpaccio’s narrative paintings, the “painted poetry” of developments of the Renaissance. We will focus, too, on the Giorgione and Titian, the drama of Tintoretto, and the grandeur role of Michelangelo’s patrons and explore the myths and of Veronese, and investigate the importance of the nearby legends about him--from divine inspiration to the burdens of mainland—from Giotto’s Arena Chapel and Donatello’s bronze terrible genius. Students complete a research paper and present sculptures in Padua, to Palladian villas in the Veneto. Students an oral report. Prerequisite: One art history course or complete a research paper and present an oral report. permission of the instructor. (Spring ‘06) Prerequisite: One art history course or permission of the instructor. (Fall ‘06) ARH 5081: The Art of Fifteenth Century Florence (3 cr.) An exploration of 15th-century painting, sculpture and ARH 5063: Sexuality and Gender in Ancient Art (3 cr.) architecture in Florence, the city that is considered the birthplace A seminar focusing on the ways in which the ancient of the Renaissance. The artists to be studied include Masaccio, civilizations of Mesopotamia, Egypt, Greece and Rome used art Ghiberti, Brunelleschi, Alberti, Donatello, Piero della Francesca, as a means of presenting and representing the relationship Filippo Lippi and Botticelli. Renaissance patronage patterns between biological sex (male, female) and the social invention will also be considered. Students complete a research paper and of gender (husband, warrior, king, wife, mother, whore, etc.). present an oral report. Prerequisite: One art history course or Students complete a research paper and present an oral report. permission of the instructor. (Fall ‘05) Prerequisite: One art history course or permission of the instructor. (Spring ‘06) ARH 5089: The Life and Times of Leonardo da Vinci (3 cr.) An investigation of the life and work of Leonardo da Vinci that ARH 5066: The History of Venetian Art and Patronage (3 cr.) looks at his work, training, stylistic development and This class is offered in conjunction with the Art History contributions. We will also read studies by authors such as Department's Study Trip to Venice during the March spring Giorgio Vasari, Sigmund Freud and Dan Brown, who “invent” vacation. Students will be introduced to Venetian art, Leonardo, contributing to the myths and legends surrounding architecture and culture from the 11th to the 16th centuries by him and blurring the line between fact and fiction. Students means of daily guided visits to monuments such as the church of complete a research paper and present an oral report.

125 Prerequisite: One art history course or permission of the fields, using concepts and techniques of visual communications. instructor. (Spring ‘07) Prerequisite: Computer Graphics I. (Fall)

ART (STUDIO) ART 5013: Graphic Design II (4 cr.) ART 5000: Assemblage and Collage (3 cr.) The basic principles of Graphic Design I will be pursued in This course will explore the tradition and techniques of greater depth through various assignments leading to a better assemblage and collage. Students will work on flat two- understanding of graphic design on an advanced level. dimensional surfaces as well as physical elevation of three- Prerequisite: Graphic Design I. (Spring) dimensional planes. The course will emphasize both recognizable and abstract images. We will focus on artists such ART 5022: Computer Graphics II (4 cr.) as Arp, Bearden, Braque, Cornell, Dove, Ernst, Marisol. This course will cover intermediate and advanced techniques in Motherwell, Nevelson, Rauschenberg and Schwitter as Adobe PhotoShop, Illustrator, Quark, and InDesign, as well as exemplars and aesthetic inspiration. Students will keep a sketch tips for using applications together and optimizing graphics for pad/journal. The students will be expected to complete five the web. Prerequisite: Computer Graphics I (Fall) (Spring) portfolio quality artworks. (Fall) ART 5023: Contemporary Painting Technique (4 cr.) ART 5005: Calligraphy (4 cr.) This course will stress a comprehensive, in-depth study of The course’s aim is to acquaint the student with several principles of current painting methods. Students will investigate handwritten alphabets, including Iitalic, Humanistic, Uncial and the content of aesthetic production as well as various plastic art Black-letter. Study will include drawing concepts that forms. The development of painting skills will be an essential contribute to the letters’ form and placement. (Fall) (Spring) element for investigating personal iconography. (Spring)

ART 5006: Graduate Seminar: Conceptual Exploration of 2D or ART 5024: Painting (4 cr.) 3D Media Offered for all levels, beginners to advanced. The course This is a graduate level course segmented into two parts; emphasizes each student’s unique potential while exploring a selected readings and presentations as background for the variety of concepts and techniques. Representational and weekly meeting and the creative studio work accomplished abstract forms are explored utilizing still life, the human figure, independently outside class. To prepare for the course students and other sources of visual expression. The student may choose should begin to develop a conceptual statement specifying the to use either acrylic or oil paints. (Fall) subject, medium, and historical context for their creative work. Care should be taken with this statement because it is the basis ART 5027: Life Drawing (4 cr.) for an evolution of a sustained series of images over the This course is structured to encourage technical fluency and semester. (Fall) foster confidence in the depiction of the human figure. The course parallels the creative process. While an emphasis is on ART 5007: Multimedia (4 cr.) the structure of the figure, the figure as a means of personal This course explores highly effective methods of expression is also stressed. Prerequisite: Drawing. (Spring) communicating ideas and information through design and implementation of interactive “Continuous Media Projects”. ART 5028: Illustration (4 cr.) Text, drawings, audio, video, image (photographs), graphics, This course will stress creativity and the importance of animation and sound elements are brought together to create developing a personal style. The students will be expected to powerful communication products. In addition to a discussion derive their inspiration from imagination, 3-D objects, of the history, developmental stages and sweeping paradigm photographic material and the written word to fulfill the shifts in the communication industry, students will utilize the requirements of the class assignments. Prerequisite: Drawing latest tools and the internet to plan, prototype, produce and and 2D Design. (Fall) deliver multimedia products. A wide variety of software packages, including Adobe PhotoShop and Illustrator, Adobe ART 5029: Sculpture: Wire Forms & Chains (4 cr.) Image Ready, Final Cut Pro, and Flash. Prerequisite: Computer A hands-on course designed for all levels of students interested Graphics I. (Fall) (Spring) in exploring the application of wire in three-dimensional art. Through a series of assignments the student will learn the ART 5008: Sculpture (4 cr.) manipulation and design possibilities of varying gauges of black A creative approach to sculpture at all levels, emphasizing each steel, copper, brass and nickel silver wire. Although the course student’s unique potential. Modeling, carving, constructing and emphasis will be on aesthetics and abstraction, some wire forms assembling methods are utilized in clay, plaster, wax, wood, explored and completed by the participant may be functional stone, and other materials. Figurative, semi-abstract and and/or realistic. Also included will be a variety of simply abstract form will be pursued. (Fall: Even Years) formed wire elements, which when combined construct chains useful as ornament and/or sculpture. (Fall: Even Years) ART 5010: Watercolor (4 cr.) This course provides a foundation for techniques involved in ART 5030: Exploration of Ceramic Methods (4 cr.) watercolor. The class explores the specific methods of A comprehensive course for beginners, intermediate and watercolor, both traditional and contemporary applications. advanced students, utilizing hand-building and throwing on the Students will work in class as well as in the natural landscape. wheel. Four basic methods of hand-forming pottery and ceramic (Fall) (Spring) sculpture will be explored: pinch, coils, slabs, and modeling, along with tooling, decoration and glazing. Advanced students ART 5011: Graphic Design I (4 cr.) will produce multiples such as mugs, bowls, plates and The course analyzes the techniques, tools and basic principles of casseroles, emphasizing design and special techniques. graphic design used in the conception and production of adver- (Fall) (Spring) tising art and related fields. Lettering and type forms, type specification, layout, mechanicals, and production will be ART 5031: Contemporary Sculpture (4 cr.) treated in studio projects. These projects will aim at developing The beginning or advanced student will learn to interpret and creative graphic ideas in advertising, packaging and editorial express spatial forms hoping to achieve harmony through the

126 practice of organizing elements in actual space. This will occur ART 5047: Art, Design and the Computer (4 cr.) through developing a sense of design, both formal and This course is designed to use the fine and applied arts in conceptual. This process may take its form through combination with computer programs. The student will explore construction, modeling and casting. Students will be visual techniques in a traditional fashion while learning to use encouraged to incorporate metaphor into their work, helping to the computers to expand and explore contemporary models of amplify their creative process. Assigned projects will revolve aesthetic productions. Students will spend some time in a around materials, central themes and current issues. (Spring) traditional studio, although the finished work will be in a digital format. Adobe Illustrator and Adobe Photoshop will be utilized. ART 5033: Printmaking (4 cr.) Prerequisite: Computer Graphics I. (Fall) This class presents a range of print processes from monotype to etching. Relief prints in linoleum, cardboard, woodcut and ART 5048: Beginning Photography: Color (4 cr.) intaglio prints in etchings and collagraphs will also be taught. Through the process of printing images, the student will explore Photo etching utilizing images transferred from the computer, the subtleties of color printing and how changing the enlarger’s film, or photocopies will be introduced. Most of the materials filtration pack alters the final colors in the photographic print. can be bought from the art department. Printing can be by hand We will study color photography from a painter’s point of view. or press. Emphasis is on understanding each medium as a direct The student will begin to use the color processor in the second means of personal expression. (Fall) class. The entire course will be devoted to the art of printing color negative film. (Fall) (Spring) ART 5035: Photography: Beginners (4 cr.) This course will focus on how to use the camera to take a ART 5050: Ceramics I/Mosaics (4 cr.) photograph. Photographic optics, correct exposure, developing This course is designed to introduce the student to the materials, the negative, making contact prints and enlargements (using terms, equipment, and techniques involved in creating ceramic lighting and filters), and finishing and mounting prints will be tiles and mosaics. All assignments are designed to challenge taught. Students will be introduced to the aesthetics of both the technical skill and creative and conceptual insights of photography – the visual elements of form, texture, pattern and the students. Various tile and mosaic techniques and finishing line - and how to deal with them photographically. The aim is to methods will be explored. Historical and contemporary tiles and develop individual style. The work of some important mosaics will be discussed in class and through slides and photographers will also be examined. (Fall) (Spring) personal research. (Spring)

ART 5036: Photography: Intermediate and Advanced (4 cr.) ART 5057: Experimental Printmaking (4 cr.) This course merges aesthetic concepts with craftsmanship. The Painters, photographers, sculptors, illustrators, and graphic students will explore photography as a means of visual designers are invited to bring their aesthetic techniques into the communication. Professional practices for developing a experimental class. The course is arranged so that we can personal style will be strongly encouraged. Prerequisite: Photo- accommodate the individual styles of the students based on their graphy: Beginners. (Fall) (Spring) various aesthetic disciplines. The course will include drawing, painting and collage in combination with traditional printmaking ART 5038: Photography: Portraits (4 cr.) techniques. We will explore Intaglio and relief printing. We A great portrait always reveals an essential truth about will also investigate monoprints and collage prints. This course humanity. The photographer is challenged by light, location and requires some previous art experience. (Summer) individual personalities. The subject, ready or not, presents the photographer with a moment: a psychological, photographic ART 5058: Expressive Techniques in the Two Dimensional Arts mixture, which captures an essence of being human. Through (4 cr.) assignments, critique, slides and demonstrations student will This course explores traditional and abstract expressions using explore the multifaceted aspects of portrait photography; the diverse methods of two-dimensional application of paint and commercial, editorial, and personal. Various lighting techniques paper to a flat surface. This course emphasized the study of will be demonstrated during class, such as strobes, tungsten, and narrative, content, and form. Experimentation is strongly natural light. Color and B&W images will be employed, the encouraged in both conceptualization and the aesthetic process. B&W darkroom will be open during class time. Prerequisite: Students will be encouraged to explore collage, drawing, Photography: Beginners. (Spring) painting, and assemblage. Advanced students will develop a portfolio of artwork for presentation at the end of the course. ART 5041: Art Portfolio (4 cr.) (Fall) This course is designed to teach students how to develop a strong portfolio for both exhibition and presentation, as well as ART 5059: The Book as Art (4 cr.) how to deal with the business aspect of being a visual artist. The A course in the design and creation of a book as serial images students will be required to read assigned text materials, create a around a central theme. The concept of the book will be body of work (10–12 pieces) for inclusion in a professional explored from the traditional and the experimental point of view. portfolio, participate in critiques and write a resume/artist Emphasis will be on visual aspects of the book, with attention to statement. Each student’s artwork will reflect his/her field of illustration, typography, layout, and binding. Type can be concentration. Research techniques, grant writing, design and designed with Photoshop, or woodtype. Projects can be by hand proposal writing will be explored. There is a midterm exam. or printed in relief, monotype and intaglio. (Spring) Prerequisite: Junior and Senior Art Majors. (Spring) ART 5061: Ceramic Sculpture (4 cr.) ART 5045: Ceramics: Form & Function (4 cr.) This course is designed to introduce the student to the materials, “Ceramics: Form & Function” offers hand building and an terms, equipment, and techniques involved in creating ceramic introduction to wheel throwing, where forms are created on a sculpture. All assignments are designed to challenge both the potter’s wheel. The ultimate goal of mastering the process is to technical skill and creative and conceptual insights of the be able to use the wheel as a tool to create the forms that you students. Various hand-building techniques and finishing need for your concept. These concepts may begin as functional methods will be explored. Historical and contemporary issues in objects, such as bowls, cups, plates, and vases, but ultimately ceramics will be discussed in class and through slides and you may use them as elements in sculptures and conceptual personal presentations. Our class is responsible for firing the works. (Fall) (Spring) work it produces; therefore, firing of the electric kilns will be

127 part of the curriculum. In addition, safety issues of the ceramic our aesthetic inspiration for creativity and personal studio will be covered. (Fall) (Spring) investigation. Activities will include brief lectures, drawing, painting, assemblage, and collage. Our time in the museums ART 5062: 2D Animation (4 cr.) will be spent drawing and sketching: on alternating days we will This course will discuss animation as an art form. The illusion work in the studios at Manhattanville College developing our of motion, life and action will be studied through flip cell sketches and drawings into major portfolio works. The animation and the latest software. Focusing on artistic museums will include The Metropolitan Museum of Art, The excellence, students will use Director, Adobe PhotoShop, Adobe Brooklyn Museum, The Museum of Natural History, and a trip Illustrator, Final Cut Pro, Adobe Image Ready to experiment to galleries. (TBA) with character and image animation. Audio and video elements will be edited and imported into theme oriented advertisements ART5072: Interactive Design (3 cr.) and effective business presentations. Prerequisite: Computer The objective of Interactive Design is to learn the basics of Graphics I. (Fall) design for the World Wide Web. Using the Adobe application GoLive, students will be introduced to the concepts of html page ART 5063 Computer Animation – 3D (4 cr.) layout using what is referred to as WYSIWYG, or “what you Sophisticated tools will be utilized in this hands-on course to see is what you get”. GoLive is a visual layout tool where the study the exciting art of 3-dimensional animation. Manipulation student can focus on the visual content as opposed to coding a of object surfaces and their behavior (bounce, fall, slide, etc.), page using html language. Students will create their own modeling, and rendering will be experimented with to create personal websites which will include digital images acquired via realistic motion. The most popular tools of film and advertising digital camera and/or scanners, interactive rollovers, hyperlinks, professionals will be used. Adobe PhotoShop, Adobe tables and simple animations. (Fall) (Spring) Illustrator, Macromedia Director, Form Z and Flash will be used to analyze and create complex class projects. Prerequisite: ASIAN STUDIES Computer Graphics I. (Spring) ASN 5010: Women in Chinese and Japanese Religions (3 cr.) Course examines the position of women in Confucianism, ART 5064: Computer Graphics I (3 cr.) Taoism, Buddhism, and Shinto, both in terms of the ideals set An introduction to computer graphics using the Macintosh forth for women by these traditions and the particular adaptation computer, this course will teach students to differentiate women made of those ideals. Readings include didactic works between various types of programs (draw, paint, and page for women, autobiographies, poetry, and novels. layout) and provide hands-on experience in each. Adobe Illustrator and Adobe PhotoShop, Quark Express, and Adobe ASN 5011: Seminar on Buddhism (3 cr.) InDesign will be used. Prerequisite: Drawing or 2D Design. The first part of the course deals with the life and teachings of (Fall) (Spring) the historical Buddha and the early form of Buddhism in India. The second part traces the spread to Buddhism in Tibet, China ART 5066: Photographic Essay (4 cr.) and Japan, while the last part focuses on Buddhism in America This course is designed to give the intermediate and advanced today. photography student a means to explore and capture real events, nothing posed, nothing made-up, nothing but the truth. There ASN 5014 Creatures, Spirits and Aliens (3 cr.) will be an overview in basic black-and-white photographic Course compares Japanese and American horror and science techniques, including darkroom and lab procedures. Students fiction films and stories, using visual arts (anime, manga, film) will also be exposed to the history of photography through a and literary genres (science fiction, folk stories. Among the slide presentation. We will focus on content as well as artistic topics covered are evil spirits and demons, alien encounters, style, capturing images and events rather than making them. science fiction adventure, supernatural creatures, and ghost Prerequisite: Photography: Beginners. (Fall) stories.

ART 5067: Digital Photography and Computer Imaging (4 cr.) ASN 5015: Seminar on Confucianism (3 cr.) This class will review the history of capturing and manipulating Asia’s phenomenal success in recent times has been attributed to images, explain and discuss how digital imaging is used today, its Confucian roots. This tradition has profoundly the affected and provide hands-on experience. Students will both digitally the major cultures of China, Korea, Japan and Vietnam to this capture and manipulate existing images, as well as learn how to day. Course will examine its rise and development, starting prepare images for use in publications, exhibitions, electronic with Confucius himself, and then look at the concrete ways it media and the internet. Prerequisite Computer Graphics I. manifests itself in family life, the status of women, education, (Fall) (Spring) government service, and the business world

ART 5068: Installation of Public and Performance Art (4 cr.) ASN 5076: American Missions in China (3 cr.) This course is designed for art majors with an interest in Course will examine the clash of cultures resulting from the Installation Art, Performance Art, and Public Art. Students will coming of American missionaries to China in the 19th and 20th propose four in-depth projects that will be developed and centuries. Attention will be given to the differences between executed over the course of the semester. Each project will be Christianity and Chinese religions, the role played by western researched with an aesthetic application as well as an academic imperialism in giving missionaries access to China, and the application. Each proposal will be written and handed in with particular relationship between Chinese women and American both written and aesthetic support materials. Students will learn women missionaries. to work on site. They will assemble site-specific installation, construct public works on location and learn to arrange and perform aesthetic recital. We will also view artist films and BIOLOGY artist videos. Students will be required to travel to New York BIO 5019: Nutrition in Health and Disease (3 cr.) City on two weekends during the semester. (Spring) This course covers the methods of nutritional assessment for various pathological conditions. Food habits, nutrition during ART 5070: Museums as Studios (4 cr.) pregnancy, relationship between nutrition and physical fitness This course will use the museums in New York City as our are studied. The nutrition effect on diseases such as studios. Artwork both traditional and contemporary will act as Gastrointestinal Disease, AIDS, Renal Disease, Diabetes are

128 discussed. Prerequisites: Principles of Biology, Principles of BIO 3030 Molecular Cell Biology and replaces the Genetics Chemistry. (Spring ‘07) courses. Prerequisites: Principles of Biology I and II, Principles of Chemistry I and II, or permission of instructor. Molecular BIO 5021: Special Topics: Advanced Mammalian Physiology Cell Biology is strongly recommended. (Spring) (3 cr.) Mammalian physiology is at the heart of the study of medicine. BIO 5043: Electron Microscopy for Research and Education This course will cover several key physiological processes. (4 cr.) Using a graduate level physiology textbook and current This one-semester laboratory/lecture course will acquaint the scientific literature as guides it will cover cellular physiology, student with both the scanning electron microscope (SEM) and the nervous system, hematopoiesis, the cardiovascular system, the transmission electron microscope (TEM) as tools for the respiratory system, renal function and the endocrine system. research and education. Practical applications will be stressed Prerequisites: Principles of Biology I and II and Human and students will have the opportunity to choose the most Anatomy and Physiology. Principles of Chemistry I and II, appropriate techniques for their needs. Included among these Organic Chemistry I and II are recommended. (Spring ‘06) skills are microscope usage and maintenance, specimen preparation, ultrasectioning, staining techniques, photographic BIO 5028: Transmission Electron Microscopy (4 cr.) skills, and evaluation and presentation of micrographs. This one semester laboratory/lecture course will acquaint the Prerequisites: Principles of Biology I and II, Principles of student with the TEM as a research tool. Practical experience Chemistry I and II, or the permission of the instructor. will be stressed, including microscope usage and maintenance, Histology and/or Molecular Cell Biology are strongly specimen preparation, ultra-sectioning, staining techniques, recommended. (Fall) photographic skills and evaluation of micrographs. Prerequisites: Principles of Biology I and II and Principles of BIO 5047: Vertebrate Biology (4 cr.) Chemistry I and II. Histology and/or Molecular Cell Biology Vertebrates are a group of organisms that share a common are strongly recommended. May be taken at any time as an structural design – the vertebral column. Despite that structural independent study with the permission of the instructor. commonality, they are a surprisingly diverse group of animals in terms of morphology, metabolism, behavior and geographic BIO 5030: Molecular Cell Biology (3 cr.) distribution. In this course we will examine the physiology, The emphasis of this lecture course is placed on the detailed ecology, reproductive strategy and evolution of vertebrates study of the major cellular components with particular attention ranging from fish to fowl. Topics will include, but not be to the relationship between functions and the molecular and limited to, the evolution of early vertebrates, physiological supramolecular organization of the cell. Topics will include the adaptations to life on land, in the water and in the air, fine structure of eukaryotes, prokaryotes and viruses, the phylogenetic relationships between vertebrate classes, and a chemical composition of cells and the molecular manipulation of comparison of reproductive strategies. Prerequisites: Principles cellular components. The emerging field of molecular cell of Biology I and II, Principles of Chemistry I and II. (Fall ‘06) biology offers a more comprehensive approach to the understanding of the cell and ultimately, the human organism. BIO 5049: Neuroanatomy and Neurophysiology (4 cr.) This approach utilizes the techniques of the molecular biologist Various topics related to the structure and function of the central and represents a union of several subfields of biology including and peripheral nervous systems will be included in this course. genetics, cell biology, biochemistry and microscopy. Topics will include basic concepts in neurophysiology, Prerequisites: Principles of Biology I and II, Principles of neurodevelopment, and neurochemistry, gross and micro- Chemistry I and II. (Fall) neuroanatomy, neuropathology, and functional systems. Lecture material will be augmented by weekly laboratory sessions. BIO 5032: Parasitology (3 cr.) Prerequisites: Principles of Biology I and II. (Spring ‘07) A study of animal parasites with an emphasis on human parasitic diseases. Course content includes protozoan, helminth and BIO 5050: Scanning Electron Microscopy and Cell arthropod parasites. Laboratory exercises are designed to Photomicrography (4 cr.) illustrate parasite anatomy and to enable students to diagnose This three-credit lecture/laboratory course is designed to certain parasitic diseases. Prerequisites: Principles of Biology familiarize the student with the usage of the SEM as applied to (Fall) research. Major emphasis will be on the preparation of biological specimens, individual operation and maintenance of BIO 5035/5036: Biochemistry I and II (3 cr. each) the microscope, and the collection and presentation of SEM This is a two-semester course designed to introduce students to data. The photo-technique topics will include the use of the the interrelatedness of the molecular framework, bimolecular brightfield and phase contrast microscope and our darkroom activities and functioning of living organisms. Structure and facilities to expose, develop, and print microscopic images. function of proteins, enzymology, bioenergetics and Prerequisites: Principles of Biology I and II, Principles of glucosemetabolism (Glycolysis, TCA cycle) are emphasized. Chemistry I and II. Histology and/or Molecular Cell Biology Corequisites: BIO 3037/3038. Prerequisites: Principles of are strongly recommended. May be taken at any time as an Biology I and II, Principles of Chemistry I and II, Organic independent study with the permission of the instructor. Chemistry I and II. Juniors and Seniors or permission of instructor. (Fall/Spring each) BIO 5052: Infectious Diseases (3 cr.) The focus of this course is on microorganisms as they affect BIO 5039: Recombinant DNA Technology (4 cr.) human health, including methods of physical and chemical This one-semester laboratory course focuses on the central control of microbes, drugs, andhuman-microbe interactions, the questions in modern molecular biology, how cells work in nature of human host defenses to microbes, epidemiology and molecular detail. The study of genetics is now facilitated by a the major microbial groups of medical importance. collection of recombinant DNA techniques designed for direct Prerequisites: Principles of Biology, Principles of Chemistry. manipulation and chemical analysis of the genetic material (Fall ‘07) which controls the cell. The specific techniques used in this course include the specific cleavage of DNA with restriction BIO 5054: Tropical Rain Forest Ecology (3 cr.) endonucleases, nucleic acid hybridization, gel electrophoresis, This course examines the interactions between plants, animals, and DNA cloning. This laboratory course is the complement to humans, and the environment with special focus on the

129 biological relationships found in the tropical rain forests. Topics BIO 5060: Bioethics (3 cr.) covered will include; general ecology, ecology of the tropical Starting with a good foundation in the ethical decision-making rain forests, biodiversity, biological regimes, sustainable process, the students will be able to identify and analyze economics, environmentalism, and the impact of bioprospecting, pertinent ethical questions by understanding the relevant international conventions, and intellectual property rights. scientific concepts and applying their decision-making skills to (Summer) dilemmas in the health and medical field, in research and biotechnology, and in the environmental arena. Through BIO 5055: Human Biology and Evolution (4 cr.) lectures, group discussions, role-playing, and case-based studies, What is human? When and where did our ancestors originate? issues such as organ transplantation, euthanasia, reproductive How old is Homo sapiens? Are Neanderthals our ancestors or technologies, human genome project and genetic engineering, cousins? How many hominid species are there? These are the gene therapy, cloning, stem cell research, and bioenvironmental questions of evolution and human ancestry. This course will policies will be examined. (Spring ‘07) cover the study of humans in their evolutionary, ecological and adaptational setting. Laboratory exercises will include an BIO 5070: Cell Culture Techniques (4 cr.) introduction to the human skeleton, a survey of modern human This lecture/laboratory course will provide students with a solid variation, adaptation and human genetics; a survey of the understanding of basic sterile cell culture techniques through the primate fossil record as well as study of the living primates; and growth and maintenance of both normal and transformed a detailed examination of the evolutionary history of hominids adherent and suspension cell in culture. Topics include primary and humans with particular emphasis on the biology of human and explant culture techniques, trypsinization and media evolution. Prerequisites: Principles of Biology I, II. supplementation, cell counting, determining viability and growth (Spring ‘07) curves in plate and well cultures, single cell cloning, transfection technologies, fluorescent analysis, photomicrography, and BIO 5056: Environmental Ecology (4 cr.) reporter assays, cryopreservation, cell cycle determinants and This capstone course for the Environmental Studies area of the induction of apoptosis. This course is strongly strength will included both lecture and a laboratory and will recommended for those students who plan to do cell or tissue focus on the ecological effects of pollution, disturbance and work in cancer or neuroscience research for their senior project. other stresses on ecosystems. Particular attention will be paid to Prerequisites: Principles of Biology I, II. Histology or stresses associated with human activity and the ecological Molecular Cell Biology is strongly recommended. (Spring) damage they are causing. Field work may include off campus trips. In addition to the lab and lecture requirements, students CHEMISTRY will be expected to initiate and successfully complete a CHM 5007: Advanced Inorganic Chemistry (3 cr.) semester-long research project on a topic of their choosing. This course includes the study of the magnetic properties and Prerequisites: Principles of Biology I, II. (Fall) absorption spectra of inorganic compounds. Group theory and molecular symmetry with chemical applications are also BIO 5057: Forensic Biology (4 cr.) considered. Prerequisites: CHM 2002, CHM 2010, CHM 2015, This lecture/laboratory course will be an overview of the CHM 3003. (Spring) biological evidence and techniques used in forensic science. Topics will include study of human skeletal and dental remains, CHM 5013: Bioorganic Chemistry (3 cr.) trauma to the human body, facial reconstruction, forensic This course covers the organic chemistry of biologically entomology and botany, hair and fiber analysis, fingerprinting, significant molecules, with emphasis on the application of pathology used in identification, and toxicology. The course concepts of organic reaction mechanisms to the study of will also include an examination of the techniques used in enzyme-mediated biochemical transformations. How chemists recovery, replication and analysis of DNA that contributes to investigate and attempt to mimic biochemical transformations DNA profiling, particularly RFLP, VNTR, and STR-PCR will also be studied. Prerequisite: CHM 2002 or equivalent analysis, and an overview of population variability and completed within the past 5 years or permission of the demographics. Students will be able to apply many of these instructor. Recommended: CHM 3035/3036. techniques in the laboratory section. Prerequisites: Principles of (Spring, alternate years) Biology, Principles of Chemistry. (Spring ‘06) CHM 5014: Advanced Organic Chemistry (3 cr.) BIO 5058: Evolutionary Biology (3 cr.) Topics will include applications of molecular orbital theory, This class provides students with an in-depth understanding of stereochemical principle, conformational effects, and the deter- how the scientific method is used to address questions in the mination and description of selected organic reaction filed of evolutionary biology, and how the application of mechanisms. A brief introduction to synthetic design will also evolutionary ideas has shaped contemporary thinking about the be included. Prerequisites: CHM 2002 and CHM 2010 or per- history of life on earth. Course material will include discussions mission of the instructor. (Fall, alternate years) of evolutionary theory and Darwinism, speciation and adaptation, molecular evolution, phylogenetic analysis, analysis CHM 5017: Bioinorganic Chemistry (3 cr.) of trends in the evolution of life, and the evolution of disease. This course involves a study of the inorganic elements essential Prerequisites: Principles of Biology I, II. (Fall ‘05, ‘07) to life and their biological function. Topics include coordination chemistry in biological systems, the interaction of metal ions BIO 5059: Marine Biology (4 cr.) with proteins and nucleic acids, physical methods in This course will provide students with a foundation in several bioinorganic chemistry, hydrolytic enzymes, electron transfer aspects of marine biology. We will begin with a discussion of proteins, beneficial and toxic effects of metal ions and physical oceanography and then move quickly to biological chemotherapeutic metal complexes. Prerequisites: CHM 1002 aspects of marine biology. Topics will include estuarine and CHM 2002 or permission of the instructor. (Spring) ecology, plankton communities, benthic ecology, deep sea biology, marine communities, and fisheries biology. In lab we CHM 5050: Chemistry Seminar (3 cr.) will take a natural history approach to marine biology by taking This course requires that students research, prepare and present a advantage of our unique location near the Hudson River Estuary, seminar on an advanced research topic in Chemistry under the the Long Island Sound, and the New York Bight. Prerequisites: direction of a faculty member. Prerequisites: CHM 1002, CHM Principles of Biology I and II. (Fall)

130 2002, CHM 2009. Corequisite: CHM 2010 or permission of the EDAD 5004: Leadership in Teams (3 cr.) Department. (Spring) This course explores the dynamics of working groups and the importance of team leadership. Students will develop an under- COMMUNICATION STUDIES standing of group dynamics and team development theories and COMM 5070: Media Ethics (3 cr.) improve their own team leadership skills through simulations This seminar introduces concepts in moral reasoning (Kant, and other experiential activities. Aristotle, J.S. Mill) and relates them to historical, contemporary and/or imaginary case studies across media. Topics might EDAD 5006: Marketing Communications (3 cr.) include the ethics of checkbook journalism and dramatic re- This course focuses on the communications that support enactments; truth-telling (libel, undercover cameras, altered marketing efforts. As public and non-public schools have images); fairness and honesty in advertising and public relations; become more client centered, marketing and public relations the right to privacy vs. the right to know; entertainment content, activities occupy an increasingly central role in school censorship and their social influence; journalistic ethics leadership. This course will help future school leaders acquire a regarding disclosure, news and political coverage; matters of marketing perspective and specific marketing skills. gender equity, diversity, stereotyping and social responsibility; internet ethics. We aim to develop guidelines for ethical EDAD 5008: Ethics and Social Responsibility (3 cr.) evaluation, communication and conduct. Research paper This course examines the ethical foundations of educational required. (Spring ‘06) activity, the relationship between school and society, the role of ethical judgment in educational decisions, and the relationship COMM 5071: Minorities and the Media (3 cr.) of ethics and social responsibility to organizational performance. This seminar considers minorities along three intersecting axes. Emphasis is placed on authentic, contemporary problems One is how a given group has been represented within the experienced in education, business, and society through the use history of the media; another looks at how minorities have of case studies, role-playing and simulation. Students will worked within mainstream and alternative media, and how they develop a character education school action plan. represent themselves when empowered to do so. The third considers how minority reading communities interpret media to EDAD 5009: Information Technology Management (3 cr.) suit their own needs. We present case studies exploring such This course strives to prepare current/prospective K-12 groups as African-Americans, Asians, the elderly, gays, the administrators to use information technologies effectively and homeless, Jews, Latinos, Muslims, Native Americans, the efficiently in order to support student learning and professional physically challenged or others. Research paper required. productivity. This hands-on course is designed to move (Spring ‘06) participants from theory to practice and to assist them in the

application of technology skills and knowledge that will support COMM 5072: Media Industries and Information Technology: the needs of their current school communities and future From Gutenberg to the Internet (3 cr.) leadership settings. This seminar historicizes information technologies in relation to cultural developments as new media emerged. We begin with the revolution engendered by print media, and move on to the EDAD 5015: Entrepreneurship (3 cr.) telegraph and telephone, photography and cinema, radio and This course explores the entrepreneurial process and the TV, and communication satellites. One focus is the industries problems and issues involved in creating a new school or and cultures that developed with each medium, and how program. The focus is on identifying promising ideas, technological change interacted with industrial and political developing a business plan and securing financial support, as change to alter the very nature of communication. We finish well as the knowledge and skills required for effective with digital media and how internet culture and new media are entrepreneurial leadership. transforming older paradigms. (Spring ‘05, ‘07) EDAD 5022: Motivation, Creativity & Critical Thinking (3 cr.) COMM5073: Rethinking Gender, Sexuality and Politics: Queer This course examines some of the cognitive and behavioral Media Studies (3 cr.) underpinnings of management and leadership, with special The seminar explores “queer theory” as applied to one of its attention to motivation and critical thinking. Students will key texts, the mass media. We historicize lesbian, gay, bisexual, examine critical thinking skills, problem solving, and creative transgendered and other queer media from Weimar culture to thinking. The interwoven behavioral component will focus Hollywood’s Production Code era, from underground cinema to upon self-management, strategies for adult learning, and later cracks into new and mainstream media. Coverage of AIDS motivation of oneself and others. receives attention, as do lesbian-feminist issues, the now- mainstream gay print media and TV, documentaries and news EDAD 5023: Leading Change (3 cr.) coverage, New Queer Cinema, controversial artists in This course is designed to provide practical tools for the analysis photography, and other U.S. and international expressions of of current trends in society and the management of change in an queer politics and culture. Research paper required. organization. Students will identify a work situation in their (Spring ‘05, ‘07) own organization that requires change and apply the concepts and skills acquired in the course to develop a change EDUCATION management plan.

EDAD 5000: Schools as Learning Organizations (3 cr.) This course introduces the basic vision of the MPS program: to EDAD 5028: Communication and Effective Leadership (3 cr.) develop in participants the ability to view schools and school This course focuses on what leaders say, how their messages are districts as systems that have the capacity to become Learning being received, and how improvements in that process can Organizations. Researcher Peter Senge’s five disciplines occur. Students will acquire the awareness and skills necessary (systems thinking, personal mastery, mental models, shared to communicate effectively as leaders of learning organizations. vision, and team learning) are explored in depth with practical applications for participants’ organizational contexts. EDAD 5100: Improving Student and Teacher Performance: Assessment in the Learning Organization (3 cr.)

131 This course provides school leaders with a vision and an include completion of prior class work during May/June and understanding of their role in assessing and improving teacher commitment to attend and actively participate during the week and student performance. Specific attention will be directed to of the Institute in July. principles behind authentic, performance-based assessment, skills in developing standards-based performance tasks, EDAD 5500: Dual Internship in School Building Leader (3 cr.) implications for curriculum planning and school improvement, The dual internship experiences provide substantial, sustained, and formal and informal techniques for collecting and analyzing standards-based opportunities to apply leadership competencies student work and measuring teacher effectiveness. Students will in real settings. During each internship, the leadership intern is work individually and in teams to analyze current teacher and supported by the college internship supervisor and the student assessment practices, to create assessment tasks, to cooperating administrator. Bi-monthly seminars provide an develop assessment guided programs, and to demonstrate opportunity for leadership interns to discuss their experiences, to understanding of differentiated teacher evaluation practices. relate them to best practices and theory, and to offer support and suggestions to one another. Part I: Community/Business Intern- EDAD 5200: Issues and Trends in Curriculum, Instruction and ship. Students will work a minimum of 100 hours in a Supervision (3 cr.) community or business setting and attend seminars. Part II: This course examines contextual issues, current trends, and School Internship. Students will complete a minimum of 300 promising educational practices that school leaders should hours in a public or non-public school setting. Students in full- consider when embarking on curricular and instructional design time employment should be able to complete this requirement in changes. Curriculum development will be examined by their own schools or districts by arranging a special schedule evaluating the structure and content of the curriculum, the with their principal, head of school, or superintendent. effectiveness of the delivery system, its overall alignment with the school system’s learning priorities, and the corresponding EDU 0010: Writing Tutorial in Education (0 cr.) relationship between curricular priorities and teacher This course refreshes the student’s knowledge of the basics. In a professional development and supervisory practices. Effective small group and individualized setting, critical issues pertaining instructional design that supports differentiation, integrates to writing essays of the type considered standard in the teaching learning and child development theories, and proven “best profession are revisited. Writing skills fundamental to the practices” will be emphasized. successful completion of both the ATS-W and the School of Education Comprehensive Examination are sharpened. EDAD 5220: School Law (3 cr.) This course is designed to familiarize students with the basic EDU 5000: Foundations of Education (3 cr.) legal principles governing the structure and operation of public This introductory course provides an overview of the field of and non-public schools and the legal problems encountered in American education. It investigates major issues, which have the day-to-day operation of schools. It is designed to give affected learning and teaching in the U.S. Through active class students an understanding of statutory and regulatory involvement, the learning/teaching dyad, its social, political, requirements of schools as well as the ethical standards required economic antecedents and possible consequences are analyzed. for effective leadership. Students will be exposed to practical Field experience required. implementation of the law through policy development and other strategies to resolve conflict and effect change. EDU 5013: Mathematics for the Learning Disabled Student (3 cr.). EDAD 5221: School Finance and Personnel Management (3 cr.) This course is for both regular and special educators, and will This course combines an introduction to sound business explore topics in understanding the nature of math disabilities, practices in schools that includes basic accounting and budget construction and administering assessment instruments, procedures and provides an overview of basic personnel developing instructional strategies and materials, evaluating the functions such as hiring, supervision, termination, and collective results of instruction, and managing the classroom. bargaining. The influence of larger contextual issues that include economic, political, and demographic factors in the EDU 5014: Reading and Writing for the Special Student—An financing of education will be explored. Arts Approach (1 cr.) Focus on integrating reading, writing and the arts (including EDAD 5222: Practical Leadership Skills in Learning literary, visual and performing arts) in this intensive workshop. Organizations [R] [Human Relations (3 cr.) Explore theory and rationale behind this approach and develop a This course develops practical management and human relations variety of instructional methods for classroom implementation. skills that are crucial to successful leadership in the field. Although intended for special education teachers, this is also Current leadership theories will be studied and applied to an appropriate for the regular classroom. analysis of workplace needs. Using case studies as a tool for EDU 5016: Foundations of Bilingual-Bicultural Education analysis, students will work both individually and as a member (3 cr.) of a team to develop their problem solving skills, to enhance Develop a basic understanding of language and cultural diversity their understanding of group dynamics and teamwork, to including aspects of sociolinguistics and multicultural education. strengthen their skills at negotiating and to experience the Learn specifically about social and pedagogical issues regarding realities of the change process. bilingual and total immersion curricula in the United States.

EDAD 5225: National Principals Leadership Institute (3 cr.) EDU 5017: Foundations of Early Childhood Education (3 cr.) In this age of accountability, standards, and high-stakes testing, An introduction to the historical, philosophical, and cultural the challenges for school leaders have become even greater. roots of early childhood education including traditional, current The National Principals Leadership Institute will address these and innovative models for early childhood programs. Field concerns by connecting superintendents, district staff, principals, experience required. assistant principals, and aspiring leaders with nationally prominent presenters in a problem-based learning model. The EDU 5022: Reading Through Writing (3 cr.) Institute will be held at Fordham University’s Lincoln Center Learn how the teaching of discrete literature genres and Campus. In order to take this course for credit, requirements newspaper studies interrelates with the media of various creative

132 and exploratory writing formats. Explore genres including fairy characteristics of collaboration and current models, including the tales, science fiction, mysteries, novels, short stories and plays. consultant teacher model. The focus will be on developing Suitable for elementary and secondary school teachers. personal collaborative skills through class activities. Students will engage in projects that will involve collaborative EDU 5023: Reading and Writing Through Media (3 cr.) interactions leading to increased competence in meeting the Explore a technology-infused multidisciplinary approach for needs of all students. Field experience required. using accessible media resources to nurture reading and writing. Utilize classic animations, films, television and radio broadcasts EDU 5033: The Arts in Education (3 cr.) as the core texts. Select and maximize appropriate arts experiences from the full range of cultural resources available. Explore a variety of art EDU 5026: Literacy in the Content Areas (3 cr.) forms to infuse arts activities into the curriculum. Learn to integrate literacy with English, Social Studies, Science, Mathematics and The Arts so that students can effectively EDU 5043: Cooperative Learning in the Classroom (1 cr.) construct meaning from informational texts. Teachers develop Explore theory and research on the use of cooperative learning strategies based on current theory and practice to teach in elementary and secondary schools. Learn about the teacher’s comprehension, vocabulary and study skills. Students acquire role in using cooperative learning, assessment of learning within an integrated and balanced approach for improving literacy at cooperative groups and the use of collegial teaching teams to the elementary, middle and high school levels. Field experience help implement cooperative learning. required. EDU 5047: Turning All Kids On to Learning (2 cr.) EDU 5027: Advanced Practicum: Teaching Literacy to Students Gain new insights into how a teacher can empower the learner. with Learning and Behavior Problems (3 cr.) Review research and discuss specific techniques for motivating This course focuses on the literacy problems of special learners, including learners with special needs. education students. Participants will assess, develop instructional goals and objectives, plan and implement lessons EDU 5055: Classroom Management Workshop: Childhood with a student with literacy learning problems, and evaluate and Education (3 cr.) reflect upon that instruction. Class discussion content will This course is designed to increase Elementary School teacher include informal instruments to assess reading and writing, the organization and classroom efficiency. Topics include instructional methods to address student needs, and the articles establishing classroom control, keeping student records, and research that relate to that instruction. Prerequisite: EDU improving students' organizational skills, and establishing 5083, 5085, and 5088. Field experience required. positive relationships with "hard to reach" students. This class will also cover parent-teacher conferencing techniques, how and EDU 5028: Theoretical Foundations of Literacy (3 cr.) when to make academic groupings, what to emphasize during Examine the foundations of literacy instruction from historical, the first week(s) of school, and how to minimize the volume of linguistic, social psychological, cognitive and curricular teacher clerical work. Finally, this course will include in-depth perspectives. This course will provide the theoretical base for analyses of case studies that present real life, challenging literacy methodology courses. Explore the relationships situations commonly faced by classroom teachers. This course between learning theory and various methods of teaching is normally taught on Saturdays. literacy. Apply theory and research to instructional practices. EDU 5063: The Gifted Learning Disabled Student (1 cr.) EDU 5029: Assessment of Literacy Difficulties (3 cr.) Discuss gifted students who have learning and/or emotional Learn techniques for assessing the literacy abilities and needs of problems. Cover the topics of identification, programming and students. Examine and analyze a broad array of formal and in- techniques for instruction. formal assessment techniques, their application to literacy instruction and strategies for effectively communicating data. EDU 5071: Introduction to the Exceptional Student (3 cr.) Course activities include the delineation of learner character- This course is designed to provide an overview of the field of istics and implications for appropriate instruction. Pre-requisite: special education. The objectives are to make the student more EDU 5028; EDU 5026 or EDU 5031; EDU 5243; EDU 5494 or aware of the theories, diagnostic procedures and teaching EDU 5490; and EDU 5503. Field experience required. strategies, which are important in the areas of learning disabilities, mental retardation, emotional disturbance, physical EDU 5031: Emergent Literacy: Methods & Materials for handicaps and multiple handicaps. This course will examine the Beginning Literacy Instruction (3 cr.) evaluation procedures and educational alternatives within the Acquire the theoretical and practical knowledge needed to guide context of I.D.E.A. and the practical realities within schools. the literacy development of young children. Explore the The required portfolio procedures will be introduced. Field developmental influences on preschool learning. Examine the experience required. role of language in supporting literacy development and consider research-based early literacy activities such as book EDU 5077: The Adolescent with Learning and Behavior reading, writing activities using invented spelling, storytelling as Problems (3 cr.) well as other activities that foster phonemic awareness, print The course will examine the academic, social and emotional concept, phonic skills, vocabulary development and needs of the adolescent with learning and behavioral problems. comprehension. Consider the role of families in support of the The focus will be on remediation, program development, literacy development of young children. Examine methods and compensatory techniques and social adjustment. Field materials to support early literacy development. Field experience required. experience required. EDU 5083: Assessment of Students with Learning and Behavior EDU 5032: Collaboration and Consultation in Inclusive Settings Problems (3 cr.) (3 cr.) This course is designed to provide an intensive study of the This course will examine the emerging need for collaboration assessment process as it relates to the special education teacher. between regular and special educators and other support Students will learn the purpose of assessment, measurement personnel. Students will develop an understanding of the concepts and technical adequacy and experience how to

133 administer and interpret test data. Students will explore ways to EDU 5108/5109: Childhood Science and Drug Education (3 cr.) communicate assessment information and assessment issues Learn process skills and content for elementary science related to I.D.E.A. The focus will be on a combination of programs. Participate in direct hands-on experiences as well as formal and informal assessment strategies. Teacher candidates lecture and discussion. Develop a science unit. Examine a drug will prepare a final report dealing with a comprehensive education segment, which conforms to the New York State assessment to include the creation of an I.E.P. for a student with Curriculum regulations. Field experience required. a disability. As part of a formative process, the required portfolio will be reviewed as part of the course. Field EDU 5112/5113: Childhood Methods for Social Studies and the experience required. Arts (3 cr.) Focus on the integration of elementary school social studies and EDU 5084: The Emotionally Disturbed Child in the Classroom fine arts in an interdisciplinary teaching context. Use diff- (3 cr.) erential instruction to meet the needs of all learners. Consider the major emotional problems of childhood and Demonstrate skills for applying relevant social studies education adolescence. Focus on practical techniques for improving the research in the classroom. Field experience required. classroom behavior of children with emotional disturbances. Discuss dealing with parents and with community agencies and EDU 5124: Writing and Thinking Skills (3 cr.) other professionals for referrals. This course provides a means of looking at writing instruction in which the emphasis is shifted from students’ finished products EDU 5085: Instructional Strategies for Students with Learning to what students think and do as they write. Students will learn and Behavior Problems (3 cr.) how to use nonfiction in the content areas to provide the basis for expository and persuasive writing and a research report. The Examine the instructional strategies for students with learning use of questioning techniques and analytic rubrics to assess disabilities. Cover topics including: language, reading, written writing will also be explored. expression, mathematics, behavior management, social inter- action, alternative evaluation techniques and criteria. EDU 5130: Classroom Management in Special Education (3 cr.) Prerequisites: EDU 5083. Field experience required. This course focuses on a theoretical and practical approach to classroom management, organization and discipline. It includes EDU 5088: Introduction to Students with Learning and Behavior an analysis of the way these issues relate to the nature of Problems (3 cr.) learning and classroom interactions. Methods and techniques of This course will provide an introduction to the field of learning effective teaching will be addressed, including organizing the disabilities and behavior problems for classroom teachers and classroom environment to include different learning styles, psychologists in both regular and special education. We will multilevel instruction, managing cooperative learning groups, identify the social, emotional and learning characteristics of preventive, supportive and corrective discipline, behavior children diagnosed as having behavior problems, brain-injured, modification, self-management techniques and assessment. neurologically impaired or learning disabled. We will explore Teacher candidates will prepare a classroom management plan. perceptual disabilities, language, motivational and behavioral Field experience required. aspects of children who have learning and behavior problems. In addition, we will consider effective instructional methods for EDU 5134: Transition From School to Adult Life (3 cr.) these students and the school settings in which they appear to Explore the issues faced by youth as they make the transition learn well. The instruction strategies employed in teaching this from school to employment and adult life and the competencies course will include cooperative learning, lecture, discussion, needed by professionals responsible for implementing transition role-playing, individual project presentations and videotape. services. Examine the transition services initiative (its history The portfolio will be introduced. Field experience required. and legislation), theoretical and existing models of service delivery, characteristics of the population receiving transition EDU 5094: Behavior Analysis of Special Needs Students (3 cr.) services, strategies for building collaborative relationships Utilize information on the basic principles of applied behavior among agencies and personnel, and strategies for planning and analysis. Contrast behavioral teaching methods with alternative implementing instruction. Field experience required. management techniques and learn practical suggestions for implementing behavioral management programs in special EDU 5136: Composing Voices: Teaching Writing in a Second education and regular classrooms. Language (3 cr.) Explore a variety of practical approaches to teaching writing at EDU 5098: Literacy Practicum (4 cr.) all levels in Second Language, where this skill is often Work with children who have a variety of literacy needs in a overlooked. Review the writing process and create materials supervised authentic, clinical setting. Emphasis is placed on: a integrating media, current events, the content areas, and even sound understanding of the reading and writing processes; the grammar lessons into writing lessons. effect of teacher theoretical orientation to literacy assessment, instruction, choice of materials and students’ view of reading EDU 5143: Language Assessment and Intervention for the and writing; the teacher as a model and as a collabor- Learning Disabled Student (3 cr.) ative/facilitator; before, during and after reading and writing Study normal language development, language disabilities, and strategies; literacy activities for authentic purposes; and teacher language assessment. Examine the semantic, syntactic, and reflection. Prerequisite: Successful completion of all courses in pragmatic components of language, as well as intervention MPS or CERT programs. Field experience required. techniques. Understand the language demands of the school curriculum and consider suggestions for modification and EDU 5107: Childhood Mathematics Methods (3 cr.) enhancement of classroom instruction. Focus on methods and materials for teaching mathematics to elementary students. Learn to use concrete and representational EDU 5147: Current Trends in Early Childhood Education (1 cr.) materials and appropriate technology to develop math skills, Examine the current trends and approaches of early childhood independent thinking and problem solving. Demonstrate skills education from an international and national perspective. for applying relevant mathematic education research in the Explore contrasting early childhood education models such as classroom. Prerequisite: college level math course. Field Montessori, High-Scope, Preschool Handicapped, British experience required. Primary Schools, and the preschools of Reggio Emilia, Italy.

134 Focus on determining developmentally appropriate and communication, writing and research. Plan instructional culturally sensitive programs. activities that define different perspectives, develop vocabulary and reading, and move from finding the right answer to creative EDU 5152: Advanced Reading Diagnosis in the General and thinking. Special Education Classroom (3 cr.) Establish a link between assessment and the reading practica by EDU 5200: Structure of English (3 cr.) dealing with the most challenging and complex cases of reading Review English grammar for the purpose of developing disability. Review case studies and, as a group, assess and classroom activities and materials for the teaching of semantics, diagnose youngsters presenting with atypical test scores, reading syntax, morphology and phonology of English to students with behavior, etc. Prerequisites: for those in Literacy, successful limited proficiency. Field experience required. completion of EDU 5028 or 5243 and 5029; for those in Special Education, EDU 5083 and 5085. EDU 5201: Principles of Language Learning and Teaching (3 cr.) EDU 5153: Conflict Resolution in the Educational Arena (1 cr.) Explore recent research on the psychological, cultural, and Resolving conflict is a part of every teaching day. Whether the related factors that influence the acquisition of a second conflict is with a parent, student, administrator, or colleague, language, including: linguistics and cognition, first- and second- conflict is a given in every person’s life. Examine your language acquisition and social and affective variables in approaches to resolving conflict and learn new, effective language learning. A foundation course is taken at or near the strategies for your own classroom. Use interactive teaching beginning of the program. Field experience required. strategies of role-play, conferencing, small group work and case studies to practice skills of conflict resolution and mediation. EDU 5202: Introduction to Linguistics (3 cr.) Explore the universal underlying logical structure of human EDU 5157: Expository Writing Instruction (1 cr.) languages. Discuss phonological, morphological, syntactic, and Learn strategies for teaching expository writing skills as semantic patterns found in language. Consider the evolution and presented in the Basic Writing Skills program. Topics include psychology of language. Field experience required. the development of complex sentences, outlines, paragraphs and compositions as well as revising and editing. (Offered at EDU 5204: Methods and Materials for Second Language Windward School). Instruction (3 cr.) Integrate language learning and theory into classroom practice. EDU 5160: Multiple Intelligences: a Multidisciplinary Approach Develop instructional techniques and survey materials for (1 cr.) promoting the four language skills of listening comprehension, Examine the educational implications of Howard Gardner's speaking, reading and writing. Field experience required. multiple intelligences theories and their classroom applications. Explore strategies engaging spatial, auditory, interpersonal, EDU 5205: Integrating Culture, Literature and Literacy in intrapersonal, kinesthetic, mathematical and linguistic Second Language Instruction (3 cr.) intelligences. Learn from multidisciplinary strategies such as: Focus on developing methods for sensitizing and guiding reenactments, multimedia productions, rap music parodies, etc. students from awareness to appreciation of a second Share lesson plans, a bibliography and strategies. language/culture. Prepare required lesson and unit plans for teaching both culture and literature. Field experience required. EDU 5166: Teaching Writing to Students with Learning Prerequisite: EDU 5204. Disabilities (1 cr.) Examine instructional strategies for developing the writing EDU 5207: Testing and Evaluation in a Second Language (3 cr.) abilities of students with learning disabilities in grades 1-6. In this course we will explore recent developments in both Topics include teaching the writing process, attending to basic standardized and classroom testing and evaluation for both skills, using computers to facilitate writing, designing foreign languages and English as a Second Language. Topics instruments to assess writing and using writing portfolios as will include Standards and oral proficiency testing, alternative both an instructional and assessment tool. assessment, including rubrics, informal assessment and classroom test design, among others. EDU 5170: Changing Ideas in Museum Education (1 cr.) Explore the field of contemporary museum education and link EDU 5211: Introduction to the Multicultural Classroom (3 cr.) curriculum development with actual words of art. Investigate Evaluate the influence of race, gender, ethnicity, religion, and the significance of visual literacy and aesthetic education in the economic status on teaching and learning. Design strategies for field of museum education. Focus on the relationship between developing curriculum, instructional materials, teacher schools and museums. Spend a full day on site at the behaviors, and school climate more supportive of the objectives Metropolitan Museum of Art followed by two sessions at of multicultural education and for providing all students with a Manhattanville. global perspective. Field experience required.

EDU 5181: Learning to Learn: Teaching Secondary Study Skills EDU 5215: Teaching ESL Through the Content Area (3 cr.) (1 cr.) Focus on second language teaching techniques to improve an As a middle school, secondary or ESL teacher, consider the LEP student's proficiency in understanding content area cognitive and organizational demands of successful learning at subjects. Learn from required lesson and unit plans and peer the 7 - 12 grade level and explore in depth a variety of methods teaching. Field experience required. for teaching the corresponding study skills. Experience and learn about appropriate activities for various grade levels, EDU 5216: Cultural Perspectives for Educator (3 cr.) accommodations for learning styles, time organizers and more. Utilize basic anthropological, psychological and historical principles for understanding cultural problems faced by non- EDU 5188: Critical Thinking in the Language Classroom (1 cr.) native learners of English. Investigate the cultural background Learn to determine working definitions of three critical thinking of various communities represented in New York State skills: Perspective, classification and definition. Explore, including selected Asian, Mediterranean and Spanish-speaking discuss and utilize the critical thinking skills in oral societies. Field experience required.

135 EDU 5217: Working with Parents in Inclusive Schools (3 cr.) apply the writing process in teaching writing in the classroom. This course will develop strategies for more effective parent Special emphasis will be placed on personal writing involvement in school programs. The focus will be on the experiences, including: topic selection; drafting; conferencing; particular needs and concerns of the parents of students with revising; editing and publishing. Other topics include: disabilities and will address broader parent involvement issues responding to student writing and evaluation; writing in various such as home/school communication and parent involvement. genres and about various subjects; motivating student to write; Field experience required. and management of writing workshops. Field experience required. EDU 5225: The Supervising Teacher: A Collaborative Approach (3 cr.) EDU 5241: Structural English and the Writing Process in As a teacher seeking professional development learn from a Grades 5-12 (3 cr.) classroom teacher, a school administrator and a college faculty Review English grammar for the purpose of developing member. Consider a collaborative model for student teacher classroom activities and materials to reinforce the use of supervision and learn from collaborative teaching. With an Standard (American) English in writing and speaking. Explore a interest in serving as a supervising teacher and upon completion variety of strategies for teaching grammar. Learn how cultural of this course, you will be included in the student teacher and social factors shape language usage for communication and placement directory, which is distributed to participating psychological development. Study rules concerning grammar, colleges. usage, punctuation and mechanics as traditionally presented in school texts and analysis of those rules in relation to linguistics EDU 5226: The Teacher as Researcher (2 cr.) and writing. Explore ways of motivating writing, organizing Focus on the importance of research in the improvement of writing activities, teaching grammar and mechanics, and educational practice. Examine basic and applied research in the evaluating writing in grades 5-12. Prepare to teach Language context of research methods. As a consumer of research, gain Arts across the curriculum at the secondary level. an understanding of the practical application of the scientific method and other forms of disciplined inquiry to the process of EDU 5243: Language Development and Literacy (3 cr.) dealing with everyday problems in the classroom. The study Explore language development and its relationship to the and application of research to educational problems in a development of proficient reading skill. Students will be particular classroom setting will be conducted for the purpose of introduced to theoretical approaches to language acquisition, the trying to improve local classroom practices. course of language development from infancy through the elementary school years and the ways in which oral language EDU 5227: Multiple Roles of the Special Educator (1 cr.) ability supports the acquisition of literacy skills. The impact of Examine the multiple roles of the special educator through a culture on language and literacy development will be examined. case study approach. See the special educator in the roles of Students will be exposed to research-based practices that foster case manager, student advocate, organization coach, language the development of both language and literacy proficiency. enabler and how the special educator reinforces content. EDU 5244: Reading and Writing Across the Curriculum (3 cr.) EDU 5234: A Look at Attention Deficit Disorder (3 cr.) Investigate the ways that literature and writing can be infused Examine an overview of Attention Deficit Disorder (ADD) and into every area of the elementary curriculum. Meet in a its impact on student learning and behavior. Explore theories fourth grade classroom and gain access to an extensive library of regarding the causes and treatment of ADD as well as practical fiction and nonfiction books in every content area on different approaches to managing the ADD student in a classroom setting. grade levels. Consider a model for a literate classroom environment. Explore a book publishing center, classroom EDU 5237: Problem Solving in Mathematics (3 cr.) displays, and learning centers. Cover topics including, but not Develop vital skills for teaching and critical thinking across the limited to: integration of curricula, report writing and project, curriculum through mathematical problem-solving strategies. whole language and journal writing. Recognize and construct connections across mathematical ideas as you solve problems using tools from counting strategies, EDU 5245: Methods of Teaching Foreign Language in the algebra; Euclidean, transformational and coordinate geometry; Grades (3 cr.) matrices; finite graphs and trees. Examine connections between Explore theory and methods of teaching foreign language and problem solving; listening, speaking, reading and writing skills; culture in elementary school programs. Focus on the and secondary mathematics. Identify and create problem development of language skills in a communicative setting. solving materials and assessments for students within the full Identify topics and language uses, which are relevant to various range of abilities. Field experience required. Prerequisite: EDU age groups and define the proficiency level appropriate for each 5403. group. Learn from special presentations by experienced teachers of exploratory, immersion, and early middle school EDU 5238: Internship and/or Practicum & Seminar in TESOL/ programs. This 45-hour NYS-approved course is required for Adult (non-cert) (6 cr.) extension of second language certificates to K-6. Field As a matriculated student in the MPS in ESL program, option 2, experience required. experience fieldwork in ESL classrooms coupled with a weekly seminar. Explore how to integrate ESL programs into private, EDU 5247: The Second Language Learner with Special Needs adult and non-American settings. Prerequisites: Completion of (1 cr.) all required courses in program (one elective may be taken Focus on teaching students with learning disabilities a second concurrently) and approval of the Director of Field Placement, language. Discuss techniques in all four language skills, which Certification and Community Outreach. Note: Plans must be will assist these students to achieve success. made a semester in advance. Individual evaluation determines number of credits. EDU 5248: Integrating Software into the Second Language Curriculum (3 cr.) EDU 5240: Teaching Writing: A Process Approach (3 cr.) Receive an overview of computer usage in second language This course offers the opportunity to develop an understanding instruction. Focus on using software programs to develop of current research related to the teaching of writing and to communicative language skills.

136 EDU 5252: Correcting Literacy Difficulties (3 cr.) Study methods including: development of the use of graphic Develop an understanding of the use of practical strategies and organizers, study guides and concept learning games. materials to use in a literacy intervention program. Topics will include identifying reading difficulties, examining assessment EDU 5276: Understanding Pervasive Development Disorder results, diagnosing particular areas of needs and prescribing (1 cr.) specific remedies in the form of targeted activities. Create Examine Autistic Disorder, Rett’s disorder, childhood lessons to develop word recognition skills, fluency, Disintegrative Disorder, Asperger’s Syndrome, and Pervasive metacognition, comprehension and writing strategies for Developmental Disorder Not Otherwise Specified. Understand students. Explore related issues such as diverse learning needs characteristics of PDD and their implications for education. and differentiated instruction. Prerequisite: EDU 5028; EDU Explore techniques geared toward helping students with PDD 5026 or EDU 5031; EDU 5243; EDU 5494 or EDU 5490; EDU succeed in school. 5503; and EDU 5029. Field experience required. EDU 5281: Connections: Math, Writing and Children's EDU 5259: Young People's Writing Workshop (2 cr.) Literature (1 cr.) This Summer Session course is designed to provide hands-on Focus on literature as a vehicle for introducing math concepts experience in the developmental teaching of writing to and extending children's knowledge beyond just arithmetic elementary and secondary students. Emphasis is placed on skills. Learn how to use children's books to develop concepts building inviting, creative, interactive environments in which the such as symmetry, shapes, graphing, logical reasoning, developmental needs of the child are always considered. Young measuring, estimating, patterns, number sense and money. Also people will explore topics of their own choosing and learn explore ideas for using writing as a tool for reflecting on the exciting techniques for creating, developing, revising and reasoning process. editing their own work. Student work will be published in a course booklet. This course serves as a writing practicum for EDU 5284: The Internet Connection (2 cr.) Manhattanville teachers. Prerequisites: EDU 5124, EDU 5240, Gain a better understanding of how teachers can more EDU 5327. Field experience required. effectively use the Internet in their K-12 classrooms. Explore various Internet sites including: the ERIC database, FTP sites, EDU 5260: Child Abuse Seminar (0 cr.) Electronic Mail Discussion Groups (Listservs), Yahoo, Alta In a two-hour seminar, students will develop skills enabling Vista and other exploratory engines, as well as Internet sites them to recognize and report child abuse. defined by K-12 curricular areas. Learn how to send and receive electronic mail, access and download information, and develop EDU 5261: Current Issues in Special Education (1 cr.) lesson plans and learning activities that use the Internet. Examine a variety of current issues in special education. Explore all sides of controversial issues in the field. EDU 5285: The Emergent Reader: Strategies for the Special and Remedial Educator (1 cr.) EDU 5263: Multidisciplinary Teaching in the Inclusive Examine effective instructional strategies for developing literacy Classroom (1 cr.) abilities in the early reader. Discuss research and practice Consider a rationale for the use of thematic units and a practical including techniques typically associated with Whole Language guide for their implementation. Cover topics including: the use classrooms, remedial programs, resource rooms and specialized of cooperative learning, assessment (with an emphasis on programs such as Reading Recovery. holistic assessment and self-assessment), and activities that tie together science, math, social studies, and the writing process. EDU 5287: Making Connections: Discipline, Responsibility and Respect (3 cr.) EDU 5272: The Holocaust in the Context of the English/Social Consider ways to match student learning with self-directed Studies Classroom (1 cr.) behavior management. Discover how to identify hidden motives Examine pedagogical approaches to the Holocaust for educators of misbehavior and use effective intervention techniques. at the middle and high school levels. Gain a historical overview Formulate strategies for helping students build self-esteem, and introduction to the vocabulary of the Holocaust, and discuss responsibility and self-monitoring. Focus on shifting the various uses of survivor testimony, sample assessments, and the management paradigm towards respect and responsibility. literary responses to the Holocaust. Address the relevance of the Holocaust for students in the twenty-first century and evaluate EDU 5288: Teaching the Art of Writing (2 cr.) the suitability of various Holocaust texts for classroom use. This workshop course will use models and exercises designed to Examine texts, videos and resources of the United States teach self-reflection and observation as dynamic productive Holocaust Memorial as you learn how to create and implement a sources for structure, symbols, and style in both non-fiction and Holocaust instructional unit. fiction. Through class collaboration, positive evaluation and limited-objective exercises, students will each develop the EDU 5274: Methods of Teaching Literacy and Language opening paragraphs, potential structure, governing imagistic Arts: II (3 cr.) style, and conclusion for a brief autobiographical fable. The second part of Literacy methods courses that provides an understanding of research-based best practices in literacy EDU 5294: Using Writing Portfolios (3 cr.) instruction. Apply strategies and materials used in a Review the uses of a writing portfolio as an instructional tool. comprehensive, balanced literacy program. Examine models of Final projects will be required. This course is for students in the thematic units that integrate literacy with content areas. MPS in Literacy Program only. Construct a unit of study that demonstrates the ability to evaluate and select strategies that integrate a variety of texts EDU 5295: Teaching Health, Physical Education and Family/ across disciplines to meet the needs of diverse learners. Consumer Education (1 cr.) Prerequisite: EDU 5367. Field experience required. Examine the characteristics of positive and negative health behaviors while learning appropriate reinforcement and EDU 5275: Strategies for Concept Development in Reading prevention strategies. Learn methods of teaching physical (3 cr.) education skills at the childhood level. Focus on current issues Examine and apply strategies for concept development for in family and consumer science. Field experience required. elementary and secondary students in inclusive classrooms.

137 EDU 5297: Information Literacy for Teachers (1 cr.) manipulate and explore figures in two-dimensional space they Learn ways to effectively access information using will learn to use the language of geometry to record their computerized indexes, full text databases, book resources and discoveries. the Internet. Develop skills to critically evaluate each information source and to implement search strategies to narrow EDU 5327: Writing Workshop for Teachers (3 cr.) the focus of research. Upon completion of the course, continue The Writers Workshop for Teachers establishes a community of to use your knowledge of information literacy for lifelong writers with a common purpose: to create a supportive environ- professional and personal pursuits. ment where teachers can work and write in the company of published authors. Based upon the belief that professional EDU 5298: Inclusive Practices in Early Childhood Education writers can make a unique contribution to the teaching of (3 cr.) writing, teachers learn to use writer's tools more effectively and This course will explore historical antecedents to early heighten their sensibilities to form and craft by examining the childhood education and trace their influences on contemporary work of contemporary authors. With the instructors and peer inclusive classrooms. This course will examine instructional writers in this intensive workshop, students will learn how to programs and practices to include classroom management tech- invent, develop and revise material as well as to write for niques, designed to provide a challenging learning environ-ment publication. Students develop a repertoire of techniques to take to children with diverse learning characteristics. Collaborative into real field assignments in EDU 5259 (Young Writer’s models will be discussed. An Individual Family Service Plan Workshop). Teachers develop a portfolio of work-in-progress will be designed. Field experience required. and publish in the Workshop literary magazine. Prerequisites: EDU 5124 and EDU 5240. EDU 5307: Observing, Assessing and Understanding Child Development: Birth -Grade 2 (3 cr.) EDU 5336: Research in Special Education and Reading (1 cr.) Investigate formal and informal methods of assessing student’s In seminar meetings, develop, conduct and report on your learning including observational techniques; and evaluate one’s research in special education and/or reading. Research projects own instructional practice. Develop Skill in using information on critical topics in the field may be designed and conducted gathered through observation and assessment to plan and modify individually or in small groups with the guidance of senior instruction. Field experience required. faculty.

EDU 5315: Spreadsheets in the Classroom (1 cr.) EDU 5339: Teaching Geography in the Social Studies Learn to use computer spreadsheets as a teaching tool in the Classroom (1.5 cr.) math, science, or social studies classroom. Make numbers come Learn about methods for teaching key geographic concepts in alive as you facilitate your students' ability to understand and the K-12 social studies curriculum. Explore ways to encourage manipulate real data by means of visual displays. No prior students to use a variety of intellectual skills to demonstrate their experience with spreadsheets is required. understanding of the geography of the interdependent world in which we live—local, national and global—including the EDU 5316: Beyond Teaching: Organization and Management distribution of people, places and environments over the Earth’s Strategies for the Beginning Art Teacher (3 cr.) surface.) Become familiar with resources that will help teach to the New York Standards in the Visual Arts, including museums, the EDU 5342: Teaching Phonological Awareness (1 cr.) Internet and professional organizations. Develop strategies for Examine instructional strategies for developing phonological organizing the art classroom and managing student learning and awareness in normally achieving early readers and learning behavior. Learn how to develop budgets for elementary and disabled students of all ages. Read and discuss the research on secondary art programs and arguments for promoting the arts in phonological processing and explore techniques for developing the schools. Create lesson plans for teaching art history as well phonological awareness, including those incorporating tech- as various art techniques. Field experience required. nology.

EDU 5317: Contemporary Currents in Foreign Language EDU 5344: Child Development and Learning (3 cr.) Education (1 cr.) Learn about the developmental milestones of childhood and Course participants will explore the state of Foreign Language adolescence. Explore ways in which the cognitive, emotional/ education today and investigate trends and initiatives at the state social, motor and linguistic aspects of student development and professional levels, including coordinated curriculum (or influence the curricular and instructional choices that teachers Foreign language Across the Curriculum), extending foreign make. Satisfies prerequisite requirement. language experiences to all students, testing and meeting the Regents graduation requirements, and establishing and EDU 5345: Picture-book Storytelling: a Visual Teaching Tool expanding new program models (such as Two-way immersion (1 cr.) and Foreign Language for native speakers). Discover how picture book stories can be used at all levels of instruction, kindergarten through secondary school, to enhance EDU 5323: The Integrated Curriculum in ECE I: Math, Science visual perception and increase listening skills. Examine the full and Technology (3 cr.) range of literature available in picture book format for its Examine the evolving early childhood curriculum. Focus on the usefulness in various grade levels. Learn effective use of the design of curricula that integrate language arts, mathematics, picture book in classroom storytelling sessions. Develop skills science, instructional and assistive technology, and expressive in finding appropriate age level and content area picture books arts in a holistic framework. Examine numerous research- to choose books that provide the most meaningful combination validated instructional strategies for teaching students with the of visual and auditory excitement. full range of abilities. Field experience required.) EDU 5346: Social and Emotional Learning: A Reading Through EDU 5324: Teaching Geometry with Computers in Middle and Writing Approach (3 cr.) High School (3 cr.) Examine the ways in which the social and emotional Learn to use creative and powerful geometry software to help competencies can be easily integrated into ongoing reading and your students develop intuitive understanding of fundamental writing instruction in K-12 and among culturally diverse geometric principles and relationships. As your students populations.

138

EDU 5348: The IEP: Creation and Implementation (1 cr.) hardware and software, uses of and regulations regarding Explore the creation and implementation of the IEP with assistive technology, and using technology to support the particular focus on the tasks required before school actually principles of universal design. Field experience required. begins. Learn how to write, read, interpret and implement the IEP and how to effectively collaborate with other professionals EDU 5373: School Violence Prevention and Intervention (0 cr.) during all steps of the IEP process. This course will give an overview of violence in schools in America. Topics will include: early warning signs, protective EDU 5349: Classroom Management Workshop: Middle Child- and risk factors, and how to set up a classroom and school as a hood/Adolescence Education (1 cr.) safe learning environment. Become a more organized and efficient secondary classroom teacher. Learn how to organize yourself and your students, how EDU 5374: Curriculum and Methods in Grades 5-12 – General to: group students, establish classroom control, keep student (3 cr.) records, evaluate students, and initiate and maintain effective Explore curriculum approaches, teaching and assessment parent-teacher communication. strategies, classroom management, and other critical issues in teaching at the middle childhood and adolescence levels. EDU 5352: Historical Linguistics (3 cr.) Become familiar with the ways in which middle and high By learning and applying the fundamental methods of linguistic schools function, both within their buildings and within their reconstruction, participants investigate the history of languages broader communities. Field experience required. and extrapolate into their futures. Concentration will be on the Indo-European language family and within that, the Romance EDU 5375: Teaching Economics in the Social Studies branch. Classroom (1.5 cr.) Must be taken in conjunction with EDU 5339. Develop EDU 5358: Performance-based Assessment (1 cr.) strategies for teaching economics in the social studies classroom How can assessment be a learning experience for the teacher and so that students will understand key macroeconomic and the student? Examine a variety of ways of assessing student microeconomic concepts. Topics will include methods for learning such as portfolios, presentations and projects. Examine teaching how the United States and other societies develop and practice using evaluation rubrics. economic systems and associated institutions to allocate EDU 5359: Design-based Learning: Projects in Math, Science, resources; how major decision-making units function in the U.S. Technology (3 cr.) and the other national economies; and how an economy solves Consistent with the New York State MST standards, students the scarcity problem through market and non-market learn the whats, whys and hows of design-based learning. They mechanisms. create, test, evaluate, and refine projects where students learn math, science and technology through solving "design EDU 5377: Science Curriculum and Methodology in Grades problems". Field experience required. 5-12 (3 cr.) Explore approaches to assessment, curriculum planning and EDU 5363: Music for Early Childhood and Childhood Teachers instruction at the middle childhood and adolescence levels for (3 cr.) Science education. Learn to use technology (including assistive With no prior musical knowledge required, students learn technology) as well as a broad range of teaching methods and strategies to develop confidence in their own musical skills, and materials that will allow middle childhood and adolescent in the musical skills of their students. Learn fundamentals of students within the full range of abilities to master the learning music: rhythm, melody, harmony and timbre through improve- standards for Science. Field experience required. isation on keyboard and other musical instruments appropriate for use with Pre-K–Grade 6 students. EDU 5379: Art Education Workshop—Early Childhood Through Adolescence (3 cr.) EDU 5365: Teaching Literacy in ESL (3 cr.) Examine the creative aesthetic process from early childhood Survey and investigate methods for teaching reading to LEP through adolescence based upon an overview of the objectives students in the ESL classroom and in the mainstream. Learn of contemporary art education. Field experience required. how to assess reading attainment, adapt curriculum and tech- niques and help develop academic language proficiency. Field EDU 5380: Curriculum, Management and Assessment in experience required. Childhood Education (3 cr.) Explore ways for childhood educators to develop curricula, plan EDU 5367: Methods for Teaching Literacy and Language and implement instruction within the full range of students' Arts: I (3 cr.) abilities in a role as an apprentice in a school setting. Develop The first in a pair of courses that provides a research-based methods for assessing student learning. Examine the application introduction to literacy teaching and learning for children in of research as a method for gathering data, planning and grades PreK-6. Students will be introduced to the theories, assessment toward instruction improvement and student approaches and methodology of teaching reading and writing in performance. Field experience required. the elementary classroom. Emphasis will be on helping students develop an informed, integrated and balanced approach to the EDU 5382: Educational Web Site Design (2 cr.) planning and instruction of reading and the language arts; with a Create, design and develop an educational mini-site. Develop a strong focus on phonemic awareness and strategies for teaching site to communicate with students, parents and others. Learn phonics. Field experience required. how to adapt you site to teaching to specific needs of students, such as individualized program development and homebound. EDU 5371: Technology in Special Education (2 cr.) Use your site to connect to a broader support community. Learn This course will examine ways to use technologies in planning, how to use web page design as a classroom activity. Examine implementing and managing the teaching and learning technical considerations in site design accommodations. environments for students with special needs and learn how to evaluate, select, develop and adapt technologies. The focus will EDU 5383: Literacy Instruction and Technology in K-8 be on such topics as technologies for assessment and planning, Classrooms (1 cr.) as well as for implementing and modifying instruction, selecting Use current technology for more effective reading and writing instruction. The major focus will be upon the integration of

139 technologies into literacy lessons as support for differentiation methods and materials that will allow middle childhood and of classroom instruction to assist students within the full range adolescent students within the full range of abilities to master of abilities. the learning standards for Mathematics. Field experience required. EDU 5387: Fundamentals of Middle Childhood Education (3 cr.) EDU 5404: Student Teaching and Seminar: Middle Childhood/ Focus on the sociological and academic factors that have Adolescence (6 cr.) resulted in the creation of a new learning environment. Develop Develop your teaching skills in a full-time, twelve-week, a variety of successful strategies for motivation, instruction, supervised student teaching experience divided between the assessment and classroom management in a diverse middle middle childhood and adolescence levels. Fulfill your school environment. In particular, learn to implement requirements for New York State initial certification. interdisciplinary instructional strategies. Learn how to create a Prerequisites: completion of all education courses and approval success guidance structure and explore ways of facilitating by the Office of Field Placement, Certification and Community teaming, collaboration and communication among students, Outreach. teachers, staff and parents in order to maximize student learning. Field experience required. EDU 5407: English Curriculum and Methodology in Grades 5-12 (3 cr.) EDU 5389: Teaching Literacy Skills in Middle School through Explore approaches to assessment, curriculum planning and Collaborative Study of Social Identity (3 cr.) instruction at the middle childhood and adolescence levels for Learn to teach literacy skills at the middle school level through English education. Learn to use technology (including assistive study of autobiography as a tool to understand the development technology) as well as a broad range of teaching methods and of the individual in a cultural setting. Involve written and oral materials that will allow middle childhood and adolescent uses of language to discover and express cultural and social students within the full range of abilities to master the learning points of view. Learn to use strategies including online standards for English. Field experience required. research, role-play, group discussion and debate to assist students as they explore the development of the individual in EDU 5408: Student Teaching and Seminar: Music Education diverse cultural and social settings. Field experience required. (6 cr.) Develop your teaching skills in a full-time, twelve-week, EDU 5391: Aesthetic Literacy (3 cr.) supervised student teaching experience divided between the Focus on integrating reading, writing and the arts (including childhood and middle childhood/adolescent levels. Fulfill your literary, visual and performing arts). Explore the theory and requirements for New York State initial certification. Pre- rationale behind this approach and develop a variety of instruct- requisites: completion of all education courses and approval by ional methods for classroom implementation. Field experience the Office of Field Placement, Certification and Community required. Pre-requisite: EDU 5367. Outreach.

EDU 5392: Oral History Workshop (1 cr.) EDU 5411: Social Studies Curriculum and Methodology in Oral history is a method of inquiry that seeks to preserve the Middle Childhood and Adolescence Education (3 cr.) memories of people who shaped or took part in the events of the Explore approaches to assessment, curriculum planning and past. It can be used by social studies teachers to teach specific instruction at the middle childhood and adolescence levels for course content and by language arts teachers to teach the value Social Studies education. Learn to use technology (including of oral narrative as a form of literature. It can also be a highly assistive technology) as well as a broad range of teaching motivating tool for teaching social skills and empathy, as methods and materials that will allow middle childhood and students go out to interview adults in their community. In this adolescent students within the full range of abilities to master workshop, you will learn how to organize an oral history project the learning standards for Social Studies. Field experience suitable for students in grades 5-12 by creating your own oral required. history project. A wide range of oral history topics and techniques will be explored in an interactive, hands-on fashion. EDU 5412: Student Teaching and Seminar: Art Education (6 cr.) Develop your teaching skills in a full-time, twelve-week, EDU 5394: Student Teaching and Seminar: Childhood (6 cr.) supervised student teaching experience divided between the Develop your teaching skills in a full-time, twelve-week, childhood and middle childhood/adolescent levels. Fulfill your supervised student teaching experience at the childhood level. requirements for New York State initial certification. Fulfill your requirements for New York State initial Prerequisites: completion of all education courses, PSY 2001 certification. Prerequisites: completion of all education courses and 2002, and approval by the Office of Field Placement, and approval by the Office of Field Placement, Certification and Certification and Community Outreach. Community Outreach. EDU 5421: Multisensory Reading Instruction (PAF) Part I EDU 5398: Student Teaching and Seminar: Early Childhood/ (2 cr.) Childhood (6 cr.) This course will train participants to use the Orton-Gillingham Develop your teaching skills in a full-time, twelve-week, based reading program, Preventing Academic Failure (PAF). supervised student teaching experience at the childhood level. Current research, teaching techniques for the elementary Fulfill your requirements for New York State initial classroom, lesson plans, materials, curricula and English certification. Prerequisites: completion of all education courses orthography will be addressed. (This course is offered at and approval by the Office of Field Placement, Certification and Windward School, Churchill School and Cooper Teacher Community Outreach. Institute).

EDU 5403: Mathematics Curriculum and Methodology in EDU 5422: Multisensory Reading Instruction (PAF) Part II Grades 5-12 (3 cr.) (1 cr.) Explore approaches to assessment, curriculum planning and This course is for participants who have completed Multisensory instruction at the middle childhood and adolescence levels for Reading Instruction: Part I and currently use the program. An Mathematics education. Learn to use technology (including in-depth review of prior topics and the introduction of assistive technology) as well as a broad range of teaching syllabication, spelling rules, grammatical concepts and

140 comprehension are provided. Prerequisite: EDU 5421. (This EDU 5432: Student Teaching and Seminar: Childhood and course is offered at Windward School, Churchill School and Special Education (6 cr.) Cooper Teacher Institute.) Develop your teaching skills in a full-time, twelve-week, super- vised student teaching experience. Fulfill your requirements for EDU 5425: Student Teaching and Seminar: Early Childhood New York State initial certification. Prerequisite: completion of (6 cr.) all education courses and approval by the Office of Field Develop your teaching skills in a full-time, twelve-week, Placement, Certification and Community Outreach. supervised student teaching experience. Fulfill your requirements for New York State initial certification. EDU 5433: Student Teaching and Seminar: Middle Childhood/ Prerequisite: completion of all education courses and approval Adolescence Education and Special Education (6 cr.) by the Office of Field Placement, Certification and Community This course consists of required fieldwork in special education Outreach. as well as a weekly seminar. The seminar is designed to encourage students to ask questions, discuss issues and share EDU 5426: Student Teaching and Seminar: Special Education feelings as well as gain further information and skills to enhance (Early Childhood) (6 cr.) their teaching. The focus of student teaching is to help students This course consists of required fieldwork in special education become reflective teachers who can use self-evaluation to guide as well as a weekly seminar. The seminar is designed to their decision-making and problem solving. The final portfolio encourage students to ask questions, discuss issues and share will be submitted. feelings as well as gain further information and skills to enhance their teaching. The focus of student teaching is to help students EDU 5434: Student Teaching and Seminar: Childhood become reflective teachers who can use self-evaluation to guide Education and TESOL (6 cr.) their decision-making and problem solving. The final portfolio Develop your teaching skills in a full-time, twelve-week, will be submitted. Prerequisite: completion of all education supervised student teaching experience. Fulfill your courses and approval by the Office of Field Placement, requirements for New York State initial certification. Certification and Community Outreach. Prerequisite: completion of all education courses and approval by the Office of Field Placement, Certification and Community EDU 5427: Student Teaching and Seminar: Special Education Outreach. (Childhood) (6 cr.) Develop your teaching skills in a full-time, twelve-week, EDU 5435: Student Teaching and Seminar: Middle supervised student teaching experience. Fulfill your require- Childhood/Adolescence and TESOL (6 cr.) ments for New York State initial certification. Prerequisite: Develop your teaching skills in a full-time, twelve-week, super- completion of all education courses and approval by the Office vised student teaching experience. Fulfill your requirements for of Field Placement, Certification and Community Outreach. New York State initial certification. Prerequisite: completion of all education courses and approval by the Office of Field EDU 5428: Student Teaching and Seminar: Special Education Placement, Certification and Community Outreach. (Early Childhood/Childhood) (6 cr.) Develop your teaching skills in a full-time, twelve-week, super- EDU 5452: Strategies for Teaching Young Children and vised student teaching experience. Fulfill your requirements for Guiding their Behavior (3 cr.) New York State initial certification. Prerequisite: completion of This course will focus upon the application of theories of all education courses and approval by the Office of Field teaching and behavioral guidance to practice in the inclusive Placement, Certification and Community Outreach. early childhood classroom. Students will be introduced to theoretical concepts and principles and shown how they may be EDU 5429: Student Teaching and Seminar: Special Education: integrated into the early childhood classroom by the use of (Middle Childhood/Adolescence) (6 cr.) specific methods and strategies. Topics include classroom Develop your teaching skills in a full-time, twelve-week, organization, planning, instructional methods, instructional supervised student teaching experience. Fulfill your materials, grouping for instruction, teaching style, child requirements for New York State initial certification. guidance and management techniques. Field experience Prerequisite: completion of all education courses and approval required. by the Office of Field Placement, Certification and Community Outreach. EDU 5460: The Integrated Curriculum in ECE II: Social Studies, Expressive Arts, Health and Safety (3 cr.) EDU 5430: Student Teaching and Seminar: TESOL (All Based upon current child development theories and principles, Grades) (6 cr.) this course will examine methodology and resources applicable Develop your teaching skills in a full-time, twelve-week, to teaching in the infant, toddler and early childhood classroom. supervised student teaching experience. Fulfill your Focus will be on the study, design and evaluation of requirements for New York State initial certification. developmentally appropriate curriculum in the areas of social Prerequisite: completion of all methods courses and approval by studies, expressive arts, physical education, safety and health the Office of Field Placement, Certification and Community and ways in which these areas may be integrated with other Outreach. areas of the curriculum. Emphasis will include fostering skills of inquiry, problem-solving and creative thinking in young EDU 5431: Student Teaching and Seminar: Early Childhood and children through discovery and play. Students will do classroom ECH Special Education (6 cr.) observations, create and execute lesson plans, develop Develop your teaching skills in a full-time, twelve-week, curriculum units and conduct case studies for practical supervised student teaching experience in Early Childhood and application of concepts and principles. Field experience Special Education. Fulfill your requirements for New York required. State initial certification. Prerequisites: completion of all education courses and approval by the Office of Field Placement, Certification and Community Outreach.

141 EDU 5477: Research Seminar in Early Childhood Education EDU 5505: Organizing and Supervising a School Literacy (3 cr.) Program (3 cr.) This course will focus on reviewing, analyzing, interpreting and Study the role of the administrator and literacy specialist in evaluating selected research in the field of Early Childhood literacy programs. Develop strategies for organizing and education through study of its conceptual and methodological planning for effective instruction, implementing professional bases. Students will review and summarize research, generate development programs, supervising reading/language arts research proposals, initiate and conduct pilot research projects programs, consulting with school personnel, program assess- and submit written reports at the end of the term. ment, practice in professional writing and speaking on current issues in the field of literacy. Examine procedures designed to EDU 5490: Literacy Development in Grades 5 – 12 (3 cr.) achieve various purposes: creating new developmental The purpose of this course is to prepare reading specialists to programs, academic intervention services; parental and public work collaboratively with content area and grade level teachers. relations; grant writing and fiscal needs of program planning. The content of the course includes the analysis of the language Special emphasis will be given to identifying characteristics of demands of texts, the skills needed to read texts with advanced programs that maximize student achievement across diverse language and to identify and implement strategies to enable populations and the integration of technology into the literacy students to meet those demands. Differentiation of instruction is program. Prerequisite: EDU 5028; EDU 5026 or EDU 5031; a significant part of the course. The collaborative process will EDU 5243; EDU 5494 or EDU 5490; EDU 5503; EDU 5029; be discussed and skills will be developed. Prerequisites: EDU and EDU 5252. Field experience required. 5026, EDU 5028 and EDU 5243. Field experience required. EDU 5506: Language and Learning: Relation to Academic EDU 5492: The Autistic Child: Teaching Strategies (1 cr.) Success (1 cr.) This course will examine ways of teaching children with autism Language influences every aspect of the curriculum, affecting spectrum disorder to include those children diagnosed with the way children learn and teachers teach. This course will Asperger's syndrome. The focus will be instructional manage- focus on the role language plays in learning, including decoding ment strategies, lesson preparation, ways to prepare the student and comprehension, vocabulary and concept knowledge, with ASD, techniques for maximizing comprehension, content thinking and reasoning, narrative development, writing and retention, participation and attention. social skills. Participants will learn techniques and strategies for enhancing language learning in the classroom. This course is EDU 5494: Literacy Development in Grades 3-6 (3 cr.) offered at Windward School. Study the relationship among reading, writing, speaking and listening in the context of the elementary classroom. Investigate EDU 5507: Children's Literature in the Reading/Writing a variety of methods and strategies that strengthen vocabulary, Classroom (3 cr.) comprehension, word study and fluency for diverse learners. Read an extensive collection of children’s literature. Learn Readers’ and writers’ workshop strategies will be emphasized as strategies for incorporating texts in curricular areas. Select and a means to structure the language arts curriculum and to provide evaluate appropriate literature, develop literacy processes and authentic literacy experiences. Strategies to assess classroom language through literature, create literature based reading work in order to inform differentiated instruction will be applied instruction and understand the multicultural contexts of to an interdisciplinary unit that also includes technology. literature. Students will complete a literacy profile on one student. Prerequisites: EDU 5031, EDU 5028 and EDU 5243. Field EDU 5509: Methods of Printmaking (1 cr.) experience required. Learn to use printmaking techniques for Kindergarten through grade 12. Learn to create and use monotypes, cardboard reliefs, EDU 5502: Multisensory Reading Practicum (2 cr.) linocut, rubber plates, silk-screen and other techniques. Learn to The Windward Summer Practicum is a three-week program. select methods appropriate for different age levels. For Art Participants will use Preventing Academic Failure, an Orton- Education, Early Childhood and Childhood candidates only. Gillingham based reading program. Participants will write lesson plans to incorporate multisensory techniques, administer EDU 5512: Reading and Writing Practicum Part I (3 cr.) on-going assessments to measure student progress and The first half of a year-long course, this clinic is located at The reevaluate planning techniques with supervision. Participants Churchill School and Center in an established after-school will work one-to-one with students and have scheduled time for reading program. Learn how to screen children for inclusion in discussion and feedback with the instructor. Prerequisite: EDU a literacy program that uses an Orton-Gillingham based 5421. EDU 5421 and EDU 5502 together will fulfill the methodology. Write lesson plans to incorporate techniques with requirements for EDU 5027. This course is offered at supervision. Administer on-going curriculum-based assess- Windward School. ments to measure student progress. Learn to communicate effectively with parents. This is the first half of a one-year EDU 5503: Literacy Research Seminar (3 cr.) commitment to work directly with a child twice a week from This course provides students with an in-depth view of the 4:30 to 6 p.m. during the school year. Certified teachers can process and products of research in the field of literacy. receive monetary compensation. (Prerequisite: EDU 5421, Students will become familiar with the range of methodologies Multisensory Reading, Part I). The combination of the three employed in literacy education research and learn to critically courses EDU 5421 and Reading and Writing Practicum Parts I examine studies related to reading and writing. Students will and II can be substituted for EDU 5027 and EDU 5252. This also design and carry out their own research project and share course is offered at the Churchill School. their findings in both oral and written form. This course is designed to provide future reading specialists with the skills EDU 5514: Reading and Writing Practicum Part II (3 cr.) needed to effectively evaluate literacy research, engage in The second half of a year-long course, this clinic is located at teacher research, share research findings in a professional The Churchill School and Center in an established after-school manner with colleagues and use research to inform one’s reading program. Learn how to screen children for inclusion in practice of literacy education. Prerequisites: EDU 5031; EDU a literacy program that uses an Orton-Gillingham based 5028; EDU 5243; EDU 5494 or EDU 5490. Field experience methodology. Write lesson plans to incorporate techniques with required. supervision. Administer on-going curriculum-based assess-

142 ments to measure student progress. Learn to communicate ENE 5007: Poetry for Young Adults (3 cr.) effectively with parents. This is the second half of a one-year This course focuses on reading, analyzing, selecting, evaluating, commitment to work directly with a child twice a week from and encouraging the informed enjoyment of poetry by young 4:30 to 6 p.m. during the school year. Certified teachers can adults. In this course you will look closely at poetic structures receive monetary compensation. (Prerequisites: EDU 5421, and language, engage in close readings of poems by a variety of Multisensory Reading Part I, and Reading and Writing poets, and expand upon their understanding of the relationship Practicum Part I) The combination of the three courses EDU of poetry, illustration, music, and other art forms. Course will 5421 and Reading and Writing Practicum Parts I and II can be cover classic poets such as Emily Dickinson, Robert Frost, substituted for EDU 5027 and EDU 5252. This course is offered Rudyard Kipling, Henry Wadsworth Longfellow, Edgar Allan at the Churchill School. Poe, Carl Sandburg, Geoffrey Chaucer, William Shakespeare, Robert Louis Stevenson, Walt Whitman, Langston Hughes, and EDU 5518: Pre-Practicum in Curriculum, Management and others. Other topics to be studied will include the poetry of Assessment: I (3 cr.) under-represented people, and the room for inventiveness and Develop curricula, plan and implement instruction within the self-expression within a single verse form (such as the haiku). full range of students' abilities in a role as an apprentice in a Assignments will consist of compiling a short anthology of field-based setting. Develop methods for assessing student poems for a specific grade, and connecting the anthology of learning. Examine the application of research as a method for poems to music, art, film, drama and other forms of expression gathering data, planning and assessment toward instruction including speech and other media. The anthology will be improvement and student performance. Field experience accompanied by original illustration or illustrations (can be required. computer art, pen and ink, crayon, or other media) for a selected poem. Students will also write several short reaction papers to EDU 5520: Pre-Practicum in Curriculum, Management and professional journal articles, participate in in-class and web- Assessment: II (3 cr.) based discussion. Continue to develop curricula, plan and implement instruction within the full range of students' abilities. Apply your skills as ENE 5516: The Linguistics of English: Past, Present, and Future an apprentice in a field-based setting. Develop methods for (3 cr.) assessing student learning. Examine the application of research In this course students first explore the major structures of as a method for gathering data, planning and assessment toward English at all levels of language, from sound system through instruction improvement and student performance. Field word formation to phrase and sentence--the “present.” Then experience required. they will briefly survey the development of English from a small, countrified off-shoot of the Indo-European family to its ENE 5005: Literature for Adolescents (3 cr.) status as world language--“the past.” Finally they will This course is designed to introduce students to literature that investigate the current status of English as a world language–the features adolescents as primary characters and depicts "future"–and the role of language policy in both core and conditions and experiences familiar to adolescents. The goals periphery of the English-speaking world. for the course are to introduce students to key authors and texts in the field of adolescent literature; to provide students with MAE 1000: Concepts in Mathematics (3 cr.) knowledge of literature appropriate to both middle school and Expand your view of mathematics. Explore a range of basic high school; to develop students' expertise in wielding literary mathematics concepts and use them to improve your math theory in a concrete, useful fashion; to accustom students to problem solving. Meets Education Math course prerequisite thinking about the ways adolescent literature may reflect requirement. significant aspects of human culture, and to analyze major works of adolescent literature. MAE 5162: Topics in Calculus Using a Graphing Calculator (3 cr.) ENE 5010: Law and Justice in Adolescent Literature (3 cr.) This course will investigate in depth topics from differential and An introduction to the concepts and themes related to law, the integral calculus, using the T183 graphing calculator (Regular, justice system, violence, conflict and resolution, freedom and Plus or Silver edition). The following topics will be covered: censorship, children’s rights, copyright and plagiarism issues, limits, continuity, definition of the derivative, shortcuts to the etc. through the use of literature with adolescents as primary derivative, product, quotient and chain rules, derivatives of the characters and depicts conditions and experiences familiar to transcendental functions, applications of the derivative, them. The course highlights and analyzes recent publications as integration, the fundamental theorem of calculus and well as significant, earlier texts. Students will gain knowledge applications of the integral. Students will analyze difficulties of both middle school- and high school-appropriate literature and misconceptions often experienced by secondary calculus that reflects these themes and will learn to wield not only teachers and will examine applications that connect theory with literary theory but also knowledge of the law in a concrete, examples relevant to secondary students. Prerequisite: high useful fashion for adolescents from middle through high school school and/or undergraduate calculus. age. Students will also learn to think about the ways in which adolescent literature may reflect significant aspects of human MAE 5163: Topics in Geometry (3 cr.) culture, history, human rights, legal issues and concepts of Examine a variety of geometry topics selected from Euclidean justice. and non-Euclidean geometries, constructions, transformational geometry, analytic geometry, solid and projective geometry, ENE 5012: Short Fiction and Drama for Young Adults (3 cr.) geometric probability and others. Learn how geometric thinking An introduction to short fiction and drama featuring adolescents can be developed according to the Van Hiele model. Explore as primary characters and depicting conditions and experiences the nature of conjecture and proof, and learn to use the familiar to adolescents. The course highlights and analyzes geometer’s sketchpad to do independent research. recent publications as well as significant earlier texts. The course introduces key authors and texts in these genre, provides MAE 5200: Topics in Probability and Statistics (3 cr.) students with knowledge of both middle school- and high Learn about fundamental concepts and major tools in the school-appropriate literature, and develops students’ expertise in mathematics of chance. Topics to be explored include wielding literary theory in a concrete, useful fashion for understanding, representing and exploring linear and non-linear adolescents from middle through high school age. data; combinatorics; randomness; central tendency and standard

143 deviation; binomial distributions; sampling and estimation. the expansion of international sports. Techniques for historical Applications will be examined that connect theory with research and technology are included. examples relevant to secondary students. MPE 5537: Analyzing and Assessing Teaching Practices in MAE 5311: Teaching with Calculators: Middle and Physical Education (3 cr.) Adolescence Education (1 cr.) Provides means to observe, analyze, and assess current Learn to use the hand-held calculator as a teaching tool on a pedagogical practices in preschool through secondary schools broad range of levels. Use a link-cable to share programs as you physical education classes, and acquire an understanding of build your own collection of calculator programs for teaching. individual and group motivation and behavior management. Write and share lessons using a calculator with overhead (100 hours of field observation is required). projector. MPE 5538: Instructional Planning for Preschool and Elementary MAE 5354: Topics in the History of Math (3 cr.) Physical Education (3 cr.) Learn how the history of mathematics can be used in the Conveys an in-depth understanding of the common physical classroom to develop mathematical concepts and understanding. education instructional strategies used to teach preschool and Examine mathematics through historically significant problems elementary school age children. Special attention is focused on across a range of cultures. Use the Internet to access historical applying disciplinary and pedagogical knowledge in developing sites and information. effective learning environments and experiences.

MPE 5530: Pre-School and Elementary School Physical MPE 5539: Instructional Planning and Curriculum Models for Education Content and Disciplinary Concepts (3 cr.) Secondary School Physical Education (3 cr.) Select, retrieve and compile disciplinary concepts and content Delivers a comprehensive understanding of curriculum models for preschool and elementary school physical education, using common to secondary physical education. Attention is also approved content standards for physical activity in the given to learning how to plan progressions and sequence development of an in-depth resource unit. activities in order to teach advanced motor and sport skills, and ways to motivate older students to become lifelong participants MPE 5531: Principles of Rhythms, Dance, and Gymnastics in physical activity. (3 cr.) Explore pedagogical content knowledge needed to select, teach, MPE 5540: Instructional Planning for Inclusion in Physical and perform rhythmic activities and dance, and a variety of Education and Sport (3 cr.) gymnastic skill progressions for ages three through adolescence. Reveals instructional strategies, techniques for individualized programming, and assessment procedures in physical education MPE 5532: Principles of Individual, Dual, and Leisure Sports for students with learning disabilities, emotional/behavioral (3 cr.) disorders, and physical disabilities. Content also addresses Display the ability to analyze advanced motor and sport skills integration and mainstreaming, modifications to existing rules, reflecting individual, dual, and leisure sports for increased equipment, facilities, and considerations for coaches. physical activity. Fundamentals of technical and tactical skills, practice strategies, corrective feedback, methods for inclusion, MPE 5541: Student Teaching and Seminar in Physical and tools to assess student learning are also included. Education (6 cr.) Individuals develop their teaching skills in a full-time twelve- MPE 5533: Principles of Team Sports and Coaching (3 cr.) week, student teaching experience at the elementary and Demonstrate the ability to analyze advanced motor and sport middle/secondary level in conjunction with weekly seminars. skills reflecting a variety of team sports for increased physical Also contains several New York State workshops that are activity. Fundamentals of technical and tactical skills, practice required of all teacher candidates for initial certification. strategies, corrective feedback, coaching skills, methods for inclusion, and tools to assess student learning are also included. MUE 5052: Composing and Arranging Vocal and Instrumental Music for School Music Programs (3 cr.) MPE 5534: Advanced Biophysical Concepts and Conditioning The purpose of the course is to give those in (or preparing for) for Sports (3 cr.) the teaching field the ability to compose and to arrange musical Articulate and apply biophysical concepts from anatomy, scores for their student ensembles. There will be compositional kinesiology, physiology, biomechanics, and social- and arranging projects. Prerequisites: Three semesters of theory psychological theories to health-related fitness learning and orchestration. Field experience required. experiences and sport-related fitness and conditioning activities. Prerequisites: BIO 3007 and BIO 2008 or equivalents) MUE 5054: Methods for Early Childhood/Childhood Music (3 cr.) MPE 5535: Sport Law and Safety Practices (3 cr.) This is a course developed for potential music teachers. Aims, Become familiar and debate current physical activity and methods and materials currently used in music in the elementary coaching issues and laws as they relate to safety practices and grades (K-6) will be explored through workshops, projects, risk management, torts, and negligence actions in physical observations in schools and individual teaching experiences. education classes, school playgrounds, and extra-curricular sport This course also serves the needs of elementary classroom activities. Gender issues are also included. teachers with requisite musical skills. Students should schedule two hours per week for fieldwork in elementary school. MPE 5536: Play, Games, and Sports in Historical and Cultural Prerequisite: Limited to music education majors or by special Contexts (3 cr.) permission. Field experience required. Acquire a historical and cross-cultural perspective of play, games, and sport beginning with the phenomenon of play and game forms of primitive man, the early Middle Eastern MUE 5057: Methods for Middle Childhood/Adolescence Music Civilizations, the early games and sport in Ancient Greece and (3 cr.) Rome, the Middle Ages, the English Renaissance, and the This is a course developed for potential teachers in junior and Colonial period in the USA through contemporary society with senior high school. The aims, methods and materials currently

144 used in secondary schools will be explored through projects, ENGLISH observations in schools and individual teaching experiences. ENG 5008: Major Film Directors (4 cr.) Topics will include organization and techniques for vocal and This course examines several filmmakers whose work has been instrumental groups, general music, humanities and theory considered to have sufficient consistency and merit as to be classes. Students should schedule two hours per week for made by an “author.” At the same time, we interrogate the fieldwork in secondary schools. Prerequisite: Open to music concept of authorship in cinema in terms of its history, politics, education majors or others by permission. Field experience explanatory power, use as marketing strategy and other strengths required. and limitations. Directors will vary, but the course is international in focus, with at least one non-English language MUE 5058: The Teaching of Comprehensive Musicianship filmmaker represented. Prerequisite: One other film studies through Performance (3 cr.) course or Instructor’s permission. (Fall, ‘06) This course is open to M.A.T. candidates and advanced per- formers on all instruments and in voice. Students will explore ENG 5020: Jane Austen and Popular Culture (3 cr.) the broadly based musicianship involved in preparing and This seminar examines the status of the Regency writer Jane teaching stylistically acceptable performances. Special Austen, often considered one of England’s finest novelists, in emphasis will be placed on performance practices, mood pro- our own popular culture. Readings will include a biography of jection, practice techniques and general stage deportment. Austen, four of her novels, selected scholarly articles on her Students will be expected to prepare and perform a variety of current popularity, and creative responses to her work in the works. Prerequisite: Advanced performance ability. Field realms of fiction and non-fiction. We will also view several experience required. recent film adaptations of her novels. (Fall ‘05 and ‘07)

PSY 2001: Child Development: Birth to Late Childhood (3 cr.) ENG 5026: Shakespeare on Film (3 cr.) This course is a survey of the existing evidence on systematic, Through films or videotapes of Shakespeare's plays, we will stable changes that occur from conception through childhood. explore how productions illuminate, enhance, or distort the We will explore the current theories about child development script and how the change of medium makes different effects and then proceed to examine what current research can tell us possible or even necessary. This course will examine about: children’s capabilities, changes in these capabilities that interpretations of the text as well as foster awareness of dramatic occur over time, influences of the environment on children’s and film technique. Previous study of Shakespeare is very characteristics, and influences of children on their own helpful, but not required. (Fall) environments and development. ENG 5041: Modern Love Poetry (3 cr.) PSY 2002: Developmental Psychology: Early through Late Twentieth-century and contemporary treatments of intimacy in Adolescence (3 cr.) poems from various traditions in English and in translation from This course takes a developmental approach to the study of other languages. Emphasis is on tenderness, erotic attraction, theories of and research on areas such as identity, courtship, “falling in love”, addiction, martyrdom, obsession, intimacy, effects of school, factors affecting academic compulsion, fantasy, loving the self, living with loss and living performance, peer and parent relationships, and play. Relevant together. Discussion of problems in communication, education, theories and the research, which support or contradict them, will censorship. In-class readings required. Some strong language. be explored. (Spring)

ENG 5048: History of Cinema 1: The Beginnings to WW II SCE 5029: Issue Oriented Science (3 cr.) (4 cr.) What are the environmental issues that face us as we enter the th Topics include pre-20 century proto-history; the cinema of 21st century? How can we understand scientific issues and attractions; the development of narrative, features, stars and the make evidence-based decisions regarding public health, classical Hollywood studio system; French impressionism; pollution, waste management and energy use? This is a lab- Weimar expressionism; Scandinavian naturalism; Soviet based, hands-on course where you will learn to use science to montage; documentary and avant-garde cinema; early Asian research environmental issues. Topics include chemical testing, film; the changeover to sound; censorship; French poetic materials science, energy, environmental impact and realism; developments in British, German and Latin American sustainability. Examine the latest environmental curriculum and film. Students are not required to take part 2. (Fall ‘05) develop resources for the classroom.

ENG 5050: History of Cinema 2: WWII to the Present (4 cr.) SCE 5192: Science and Society (3 cr.) We begin with the war years, Italian neo-realism, film noir, the In this course we investigate some of the ways in which the decline of the Hollywood studio system, and new documentary natural sciences (i.e. biology, chemistry and physics) have and avant-garde approaches. International art cinemas from permeated the fabric of modern society. Science and Society Europe and Japan in the 50s and 60s, such as the French New consists of a combination of lectures, videos and tutorials (in Wave, are considered. Other key movements, from Brazilian which active student participation is expected) geared to Cinema Novo to New German Cinema, African and Indian stimulate thought-provoking discussions. In our examination of cinema and other postcolonial cinemas also receive attention. the impact of science and technology on society, students will We consider Hollywood’s revival and its increasing examine commonly shared beliefs and misconceptions. Topics commercialism, as well as China’s “Fifth Generation,” feminist may include: bioscience research and the public good, global and other independent practice. (Spring ‘06) climate change, energy resources and management, clean air and water, the ramifications of scientific fraud and the prevalence of ENG: 5051: Topics in National and Regional Cinemas (4 cr.) pseudoscience in the modern age. Students will thus be better This course considers one, or for comparative study, two equipped to continue their particular studies in such fields as cinemas in historical, cultural, aesthetic and political contexts. education, medicine, journalism, science and others. Key filmmakers receive attention, and concepts of identity, the

145 nation and diaspora are interrogated. Cinemas to be studied recitations, analyses and writing assignments. Some strong might include Asian, German and Scandinavian, French, language. (Fall) International Jewish, Pan-African, British and Irish, Soviet/Russian, Italian film or others. Prerequisite: One film ENG 5101: New York City in Literature and Film (3 cr.) studies course, or permission of instructor. (Spring) This course will examine the ways in which New York City has been portrayed in literature and film. Literature will cover ENG 5057: Hawthorne, Melville, Poe (3 cr.) several authors from the 19th through the 21st centuries. Films This seminar examines in depth the short stories and the novels will include comedies, satires, musicals, films about immigrant of Hawthorne, Melville, and Poe, focusing on their shared and ethnic experiences, and gangster and crime films. literary techniques and their relationship to earlier American (Fall, ‘05) thought. Special emphasis will be placed on the ways in which they developed or diverged from Emerson's use of symbolism as ENG 5102: Topics in Film Genres (4 cr.) a literary technique and as a means of shaping one's The basics of genre are considered through the prism of one understanding of reality. (Fall, ‘06) genre studied in depth. Iconography, narrative, theme, ideology, audience response, generic evolution and industrial marketing of ENG 5064: The English Novel (3 cr.) genres are explored. Hollywood films form the backbone for This seminar will examine definitions of the novel as a genre analysis, but alternatives receive attention. Focus varies with from the eighteenth century to the twentieth century. As a new each offering and could include horror, the musical, gangster art form in the eighteenth century, the novel represented a new film, science fiction, Westerns, film noir, documentary, comedy, voice and new values in literature, embedded in realism, and melodrama. Prerequisite: One film studies course, or relatively democratic, sometimes female, and often middle class. permission of instructor. (Spring ‘07) Readings will include representative novels from the 18th, 19th and 20th centuries. (Spring, ‘06) ENG 5108: Victorian Novels of Vocation (3 cr.) This course examines the importance of vocation—a call to ENG 5065: Visions of Hell (3 cr.) meaningful work in the world, which sometimes takes the form This course examines how the conception of Hell evolved from of a particular profession—in the novels by Charlotte Bronte, that of an after-world where the dead dwell, to a place of Charles Dickens, George Eliot, and Thomas Hardy. We will diabolically appropriate punishment, to a state of mental and also attend to other key themes and to evolving techniques of moral torment, to a useful incentive for impeccable behavior, to narration, characterization, and description; contextual reading a means of revealing the nature of God and Heaven. Authors will include brief biographical selections and some criticism. studied include Dante, Milton, Sartre, Joyce, and C.S. Lewis. (Spring ‘06) Students need to be able to consider objectively the religious beliefs or disbeliefs assumed by the works. (Spring) ENG 5115: Contemporary Memoirs (3 cr.) This course investigates the significance of the memoir—a first- ENG 5071: Laughter: Definitions of Comedy (4cr.) person account of a portion of one’s life, often written by a This seminar will explore the nature of comedy in its various person not otherwise famous—in late twentieth and early forms from classical times to the present. It will examine twenty-first century literature and culture. Examining the ways comedy’s appearance in various genres: drama, fiction, and film. in which memoirists represent themselves through prose and the At each of the weekly meetings, the course will pair a reading choices they make in shaping their life stories, we will approach with a film. Seminar sessions will be organized around reports these memoirs both as literature and in terms of their appeal to and discussion. A research paper is required for this course. present-day mass audiences. Both American and international (Spring, ‘07) authors will be represented. (Spring ‘06)

ENG 5075: Film Theory (4 cr.) This course will examine the range of contemporary theory FRENCH about film through readings and viewings of selected films. The FRN 5008: Contemporary French Culture (3 cr.) writings of earlier film theorists such as Eisenstein, Kracauer, The course studies various aspects of contemporary French Deren, and Bazin will provide a base for the examination of society through broader themes of family, education, politics, more recent theories rooted in genre studies, semiotics, and immigration. Class discussions will be based on literary, Marxism, psychoanalysis, and feminism. (Fall) sociological and historical readings, articles from French newspapers and the World Wide Web, and a selection of French ENG 5076: Women's Film (4 cr.) films. Prerequisite: Introduction to the Analysis of French This course examines films written, directed, and/or produced Texts, or its equivalent. (Spring ‘07). by women. Although the majority of films treated will be by American women, significant examples will be drawn from FRN 5012: The Nineteenth-Century French Novel (3 cr.) other countries as well. Special attention will be given to artists The course introduces students to key French novels of the who attempt to develop film images of women that are freed nineteenth-century paying particular attention to the social, from the stereotypes imposed by the classical Hollywood film. political and literary contexts of these fictional narratives. From Alternates every other year with ENG 2080: American Film. the romantic novel of the early part of the century to the realist (Spring) novels of Honoré de Balzac and Gustave Flaubert and the later naturalist novels of Emile Zola and Guy de Maupassant, this ENG 5077: American Poetry (3 cr.) course will examine how the novels depict nineteenth-century This seminar in 19th-century, 20th-century, and contemporary French society. In addition to the novels, we will read critical poetry traces the transition from “Romantic” to “Modern” and historical material on the nineteenth-century. Prerequisite: sensibility from Emerson to T.S. Eliot and beyond to living Introduction to the Analysis of French Texts, or its equivalent. poets of the Americas. Discussion of forms and technique, but (Spring ‘07) emphasis is on reading well, finding distinct voice and dramatic context in each poem. Includes Whitman, Dickinson, Frost, FRN 5017: World Literatures in French (3 cr.) Langston Hughes, Sylvia Plath, Pablo Neruda, Derek Walcott, The course examines literature written in French by writers from Sharon Olds, Julia Alvarez, Billy Collins and others. Required the Maghreb (North Africa), the Caribbean and Subsaharan

146 Africa. A strong emphasis will be placed on the status of the United States as an independent nation struggling, ultimately women, sexuality, religion, and the postcolonial status of successfully, to construct itself as a functioning republic. Francophone countries and their relationship with France. We (Spring ’06) will also define what constitutes Francophone literature, the use of language and the Négritude movement. The course material HIS 5014: African-American History (3 cr.) includes historical and critical texts, novels, short stories, poems This course is a survey of African-American history from the and films by writers and filmmakers such as Cheikh Hamidou earliest times to the present. Topics will include the African Kane, Mariama Bâ, Maryse Condé, Tahar Ben Jelloun, Assia background, slavery and the trans-Atlantic slave trade, Djebar, and Ousmane Sembène, among others. Prerequisite: American slavery in the colonial period, Blacks and the Introduction to the Analysis of French Texts, or its equivalent. Revolutionary War, the making of Black communities, Black (Fall ‘07). revolts and radicalism, the abolitionist movement and emancipation, the Civil War and Reconstruction, Black FRN 5021: 20th Century French Theater (3 cr.) economic and civil rights struggles, Black migrations to the In this course we read and analyze French plays by twentieth- North, the Harlem Renaissance, political nationalism, the New century dramatists including Jean Anouilh, Samuel Beckett, Deal to World War II, the civil rights movement, Black Aimé Césaire, Marguerite Duras, Jean Giraudoux, Eugène nationalism, political, economic, social and cultural Ionesco, and Jean-Paul Sartre. Our approach to the texts will developments of the present. (Fall) center on the social, political and cultural contexts of the plays as well as representations of class, gender and the role of HIS 5017: The Celtic Revival (3 cr.) language. Prerequisite: Introduction to the Analysis of French This course considers the origin and development of a Texts, or its equivalent. (Fall ‘06) movement that catapulted the culture and literature of a poor and backward country into a leading role on the international stage. FRN 5027: French Comedy (3 cr.) The influence of literary giants such as Yeats, Synge, and This course studies the development of French comedy from the O’Casey will be considered, as well as sports and the language medieval period to the twentieth century. Plays to be read with revival. (Spring ‘07) include the medieval farce Maistre Pathelin and Ionesco’s absurd play La Cantatrice chauve. We will study comedies by HIS 5035: The Third Reich (3 cr.) Molière, Marivaux, Beaumarchais, Musset, and Ionesco. In This course examines the origins of Hitler's Germany and the addition to the study of character, style and themes, we will consequences of his ambitions for a Thousand Year Reich. examine how the playwrights use comedy to reflect on their Particular emphasis will be placed on the psychopathology of particular historical periods while commenting on the social and fascism, including the doctrines of racial purity, which led to the political situation of their times. Prerequisite: Introduction to Holocaust, as well as Hitler’s ambitions for world domination. the Analysis of French Texts, or its equivalent. (Fall ‘05) (Spring ‘06)

FRN 5031: French and Francophone Culture through Literature HIS 5037: The Immigrant Experience in America (3 cr.) and Film (3 cr.) This course is an overview of American immigration history In this course we examine contemporary French and from early settlement to the present. Topics include the motives Francophone culture through literature and film. The literary and patterns of early European and African settlement and the works and films to be analyzed will revolve around 5 themes: enactment of early exclusionary laws in the new republic; the family and childhood, women, cities, immigration, and urban "first” great wave of 19th century Irish, German, and later Asian alienation. We will read works by Raymond Queneau, Calixthe immigrants and the impact of these groups on urban Beyala, Joseph Zobel and Mehdi Charef among others, and transportation and agricultural developments; the Ellis Island era watch films by François Truffaut, Louis Malle, Jean-Jacques of the "great migration” and its resulting impact on Beineix, Cédric Klapisch, Mathieu Kassovitz, Mehdi Charef, industrialization; the onset of government restriction in the early Jean–Pierre Jeunet, Euzhan Palcy, Claire Denis, and Agnès 20th century and modern refugee problems. Students will also Varda. Prerequisite: Introduction to the Analysis of French explore current issues of assimilation, acculturation, cultural Texts, or its equivalent. (Spring ‘06) identity and multiculturalism in American society. (Fall)

HISTORY HIS 5040: Harlem Renaissance (3 cr.) HIS 5001: California and the American West (3 cr.) This course discusses the social, economic, cultural, and literary This course focuses on the amazing history of the greatest state significance of the New Negro Movement of the Harlem in America, from its founding by Spanish missionary Father- Renaissance from 1919 through 1929 and the impact it had on President Junipero Serra through its acquisition by the United the self-defining of black people and the establishment of States in the 1840s, the gold rush that provided its jump start, twentieth century Pan-Africanism. (Spring) and into its phenomenal growth and development over the course of the twentieth century and beyond, including its global HIS 5048: World War II Revisited (3 cr.) roles as the gateway for Asian immigration to America and the This course offers an analysis of the causes and course of the production center for international cultural products. greatest conflict in world history, covering all theaters of (Spring ’06) operation. Topics include the military and diplomatic implications of “total war” and the compelling personalities, HIS 5002: The Great War, 1914 -1918: Literature and Life both famous and otherwise, who struggled against each other. (3 cr.) (Fall ‘05) This course studies the First World War as revealed in literature produced by participants, a literature now seen as important in HIS 5051: The French Revolution and Napoleon (3 cr.) shaping the modern imagination. Emphasis will be on British This course focuses on the French Revolution as a watershed in records, but we will also study the literature of France, Germany the political development of western Europe. Special emphasis and the United States. (Spring ‘07) will be paid to the role of ideology, class, and culture during the

HIS 5011: Revolutionary America (3 cr.) old regime and throughout the revolutionary period. The This course studies the period of the late eighteenth century that ongoing historical debate about the interpretation of the saw the overthrow of British imperial rule and the creation of revolution will also be considered. (Fall ‘06)

147

HIS 5056: The Roman Empire (3 cr.) HIS 5113: American Assassins: Political Murder in the United The greatest empire of the ancient Western world is the subject States (3 cr.) of this course. Topics considered will include the Empire’s rise, This seminar examines political murder and murderers in the political, social, military, and religious institutions, the contested United States from the assassination of President Abraham debate over the causes of the Empire’s fall, and its lasting Lincoln to the domestic terrorism of the Unabomber. impact on the ensuing history of the world. (Fall ‘06) Sociological, psychoanalytical, and psychiatric perspectives on the motivations and personality “types” of American political HIS 5067: Topics in the History of American Sports (3 cr.) killers, as well as their own moral and political justifications, Two hundred years ago, sports in the new United States were regrets, or denials of their actions, will be considered. A central generally considered to be minor diversions for children; today, focus will be on understanding law enforcement, judicial, and organized sports and athletics form a major component of our legislative responses to political killing. Perspectives on the culture. The increasing importance of sports, the various roles of government agencies and corporate power in political activities Americans have engaged in, and the meanings they murder and the growth of a popular “conspiracy industry” will have found and made while so occupied will form the content of also be considered. Manifestations of domestic political this course, with football, baseball, and basketball receiving the homicide in modern American fiction, visual art, and music will greatest emphasis. (Fall ‘05) be included. (Fall ‘05)

HIS 5075: American Ideas: 19th century (3 cr.) HIS 5118: Women, the State, and Politics in Africa (3 cr.) This course provides an in-depth analysis of the major U.S. This course examines the formal and informal participation of thinkers of the 19th century. Topics covered include the death African women in politics, their interaction with the state, and of Calvinism and rise of Unitarianism; the Transcendental their role in society. The aim is to understand women as active Movement; debates about slavery and race; states rights, the objects and subjects of change who manipulate social, Constitution and Civil War; the role of women in America; the economic, cultural, and political constraints and opportunities to problem of industrial democracy. Writers consulted include transform their individual and collective lives. Themes include Alexis de Tocqueville, Thomas Jefferson, Ralph Waldo reconstructing the role of women in pre-colonial African Emerson, Henry David Thoreau, William Ellery Channing, society, women’s responses to colonial intervention and rule, Abraham Lincoln, Frederick Douglass, Edward Bellamy, African women in the independence struggle, African women in Catherine Beecher and Harriet Beecher Stowe. (Spring ‘07) the post-colonial political economy, women and the military, and women’s contemporary political and social activism. HIS 5080: The American Century (3 cr.) (Fall ‘06) During World War II, magazine publisher Henry Luce famously defined the twentieth century as “the American Century.” This HIS 5123: The Mississippi: Site, Scene, Symbol (3 cr.) course will consider how, in the last hundred years, the role of This course will examine the social, political, cultural, and the United States in the world grew to gigantic proportions, and natural history of the Mississippi River and its environs. The examine selected issues related to this influence such as popular river will be considered in all its aspects, from the physical and culture, the Cold War and its aftermath, and international geographical through the social, political, and economic to the economic relations. (Fall ‘06) symbolic and spiritual. (Fall ‘06)

HIS 5081: Chivalry in the British Isles, 1770-1914 (3 cr.) HIS 5126: Europe and Its Empires (3 cr.) Drawing on writers like Sir Walter Scott and Alfred Tennyson, The current postcolonial era struggles with the understanding of politicians like Benjamin Disraeli, educators like Thomas the failure of many political experiences as measured by the Arnold and Thomas Hughes, the pre-Raphaelite movement in art standard of an elusive yet overarching modern state. The and the neo-Gothic revival in architecture, this course will trajectory of these states could be better understood by looking examine the emergence of chivalry as an agent of aristocratic at their origins, the European colonial state. This course hegemony and the anchor of conservatism and tradition in examines Europe’s expansion from the fifteenth century through political and culture life in the period between the American the twentieth. It will compare European colonial regimes in Revolution and World War I. (Fall ‘05) America, Asia, and Africa, and their differing impacts, covering the times of exploration, the conquest phase, and the colonial HIS 5091: Politics and Religion in Ireland (3 cr.) period. Keywords will include: nationalism, capitalism, This course examines the relationship between religion and imperialism, assimilation, association, globalism, hegemony, politics as it affected, and indeed defined the conflict between domination, chauvinism, indigenous, expatriate, missionary, native and colonial in Ireland over three centuries. Topics emancipation, segregation, culture, civilization, religion, and covered will include the Reformation, the Tudor conquest of race. (Spring ‘06) Ireland, the Penal Laws, the emergence of “Protestant ascendancy” in the eighteenth century and, finally, the evolution HOLOCAUST AND GENOCIDE STUDIES of entrenched oppositional religious identities that has produced HOLC 5024: Literature of the Holocaust (3 cr.) such a unique and complex legacy in the twentieth century. A study of selected fiction, poetry, and drama depicting the (Fall ‘05) human experience of the Holocaust, 1933-1945, and its continuing significance. The central question to be examined in HIS 5093: The United States in the 1950s and 1960s (3 cr.) this course is how genocide, the ultimate atrocity, can be This course considers American society and culture during two transformed into art. decades of revolutionary change. Topics to be covered include the Civil Rights movement and its imitators, the American HOLC 5035: The Third Reich (3 cr.) experience in Vietnam, consumer culture and suburbia, and This course will examine the origins of Hitler's Germany and the youth culture. (Spring ‘07) consequences of his ambitions for a Thousand Year Reich. Particular emphasis will be placed on the psychopathology of HIS 5094: International Relations Since 1945 (3 cr.) fascism, including the doctrines of racial purity, which led to the This course surveys the course of relations among the nations Holocaust, as well as Hitler's ambitions for world domination. from the conclusion of the Second World War forward, stressing the unique role played by the United States. (Fall ‘06)

148 HOLC 5036: The Holocaust and Film (4 cr.) individual work and collaborate on work in small groups. A One of the most effective ways in which the memory of the seminar report and research paper is required. Holocaust has been kept alive has been through its portrayal on film. One might argue that a whole genre of film has emerged, IRSH 5091: Politics and Religion in Ireland devoted to the examination and remembrance of the Holocaust, This course will examine the relationship between religion and from Alan Resnais’ early documentary, Night and Fog, to politics as it affected, and indeed defined the conflict between Steven Spielberg’s commercial feature, Schindler’s List. This native and colonial in Ireland over three centuries. Topics course will study the evolution of that genre and the changing covered will include the Reformation, the Tudor conquest of nature of the Holocaust’s portrayal. Research paper. Ireland, the Penal Laws, the emergence of ‘Protestant ascendancy” in the 18th century and, finally, the evolution of HOLC 5095: Race, Religion, and Culture (3 cr.) entrenched oppositional religious identities which has produced The purpose of this course is to examine the complex interplay such a unique and complex legacy in the 20th century. Research between race, religion, and culture in a variety of contexts in the paper required. (Fall ‘05). Western hemisphere. The course includes an examination of the impact of racism and sexism on religious practice. ITALIAN ITL 5003: Advanced Italian Conversation (3 cr.) IRISH STUDIES This course is intended for students with a good knowledge of IRSH 5017: The Celtic Revival (3 cr.) Italian grammar who wish to improve their fluency in the The origin and development of a movement that catapulted the language. Emphasis is on reading and discussing various culture and literature of a poor and backward country into a current topics selected mostly from newspaper and magazine leading role on the international stage will form the basis of this articles. Students prepare oral reports and complete short course. The influence of literary giants such as Yeats, Synge, written assignments. Attendance and participation figure in the and O’Casey will be considered, as well as sports and the final grade. Prerequisite: Advanced Italian or its equivalent. language revival. Research paper required. (Spring ‘07) (Spring ‘08)

IRSH 5031: The Medieval Synthesis (3 cr.) ITL 5004: Advanced Italian Conversation and Composition Europe in the Early Middle Ages was an unstable world, with its (3 cr.) collapsing imperial framework, migrating peoples, contrary The purpose of this course is to strengthen and refine the cultures (laws, languages, religions, and values), insecure student's oral and written skills. Conversation and composition economic structures and clashing political strategies. Medieval will be practiced through class discussions of modern literary records and a variety of cultural sources will be studied to bring texts and written assignments. Attendance and participation to life this remarkable time. Students will collaborate on figure in the final grade. Prerequisite: Advanced Italian examining a vital issue of the period through a group seminar Conversation or its equivalent. (Fall ‘07) report. Each student will focus on an aspect of that issue for an individual research paper. ITL 5005: Contemporary Italian Literature (3 cr.) For students with a high degree of proficiency in Italian. IRSH 5076: Troubled Images: Art and Conflict in Ireland (3 cr.) Selected works of contemporary Italian literature will be read This seminar will survey the history of political art in Ireland and analyzed with special emphasis on the different aspects of from the twentieth century to the present. The student will be Italian life and culture they reflect. Written assignments will introduced to the visual arts of modern day Ireland through slide include summaries, linguistic exercises and brief compositions. lectures and readings. Issues of national identity and cultural (Summer) revivalism will be addressed as we look at Irish political art beginning with the Celtic Revival of the late 1840s and ITL 5007: The Short Story: From Boccaccio through the 20th continuing to the Northern Irish mural movement of the 1980s Century (3 cr.) and 1990s. Each student will be required to complete a research The course will examine this popular literary form, which in paper of about 5-20 pages and must present that research in Italy has an ancient tradition that goes back to the Novellino and fifteen-minute oral presentation. A prerequisite of one art Boccaccio's Decameron. Reading will begin with a selection history course or one Irish studies course is required for the from the Decameron and, proceeding in chronological order, seminar. (Fall ‘05). will follow the short story's development through the 20th century with a wide range of short fiction from major writers. IRSH 5081: Chivalry in the British Isles, 1770-1914 (3 cr.) (Spring ‘05) Drawing on writers like Sir Walter Scott and Alfred Tennyson, politicians like Benjamin Disraeli, educators like Thomas ITL 5011: 20th Century Italian Narrative I (3 cr.) Arnold and Thomas Hughes, the pre-Raphaelite movement in art Designed for students who already have a high degree of and the neo-Gothic revival in architecture, this course will proficiency in Italian. Selected works by the century's major examine the emergence of chivalry as an agent of aristocratic authors will be read and analyzed. Discussions will focus on the hegemony and the anchor of conservatism and tradition in problems they address and the changes they reflect in the socio- political and cultural life in the period between the American cultural milieu of contemporary Italy. Selected film classics will Revolution and World War One. Research paper required. be shown. Oral and written assignments. Prerequisite: Ad- (Fall ‘05) vanced Italian or its equivalent. (Fall ‘06)

IRSH 5089: The Celtic Synthesis (3 cr.) ITL 5012: 20th Century Italian Narrative II (3 cr.) From the sixth through the ninth centuries, Ireland enlightened Designed for students who already have a high degree of Western Europe with its spirit, learning, and artistic innovation. proficiency in Italian. Selected works by the century's major This seminar will explore the foundation of the Early Christian authors will be read and analyzed. Discussions will focus on the Celtic synthesis, the Hiberno-Saxon connection, and aspects of problems they address and the changes they reflect in the socio- the medieval world which posed challenges to its existence. cultural milieu of contemporary Italy. Selected film classics will Students will explore continuity (i.e. how the roots of the early be shown. Oral and written assignments. Prerequisite: Advanc- middle ages can be found in pre-Celtic and Celtic societies) and ed Italian or its equivalent. (Spring ‘07) how cultural artifacts document history. Students will do

149 ITL 5014: 14th Century Masters: Dante, Petrarch, Boccaccio appreciating the importance of the historical role of the library in (3 cr.) society as well as the modern age of information and Selections from Dante's Vita Nuova and Divina Commedia, technology. The student will become aware of the various types Petrarch's Canzoniere and Boccaccio's Decameron will be of services provided by libraries in response to the needs of analyzed in connection with the philosophical and religious library users and potential users and will identify the major ideas of the period and its socio-political circumstances. Special issues affecting the profession of librarianship. The student will attention will be given to the transition from medieval concepts gain knowledge of the literature of librarianship and develop the and values to the onset of the spirit of the Renaissance. ability to use its resources to locate information. (Summer) (Fall ‘05) LIS/EDU 5297: Information Literacy for Teachers (1 cr.) ITL 5019: Literature, Film and Society (3 cr.) This course teaches graduate students the best practices to Literature and films are examined as a reflection of social reality effectively access information using computerized indexes, full and a source of information of cultural, social and political text databases, book resources and the Internet. Students will conditions and conflicts in 20th century Italy. Novels adapted learn the skills to critically evaluate each information source and into films will also be examined. Oral and written work the search strategies to narrow the focus of their research. Upon assigned. Prerequisite: Advanced Italian or its equivalent. completion of this course, students can use their knowledge of (Spring ‘06) information literacy for lifelong professional and personal pursuits. (Fall) (Spring) LATIN AMERICAN STUDIES LAS 5017: Latin American Civilization in the Arts (3 cr.) MATHEMATICS Through the use of audio-visual materials, visits to museums, MATH 5008: History of Math (4 cr.) and readings, students explore the development of Latin A survey of some of the central ideas in the development of American civilization through artistic production. The course is mathematics. The historical and mathematical context and divided into three sections: (1) the major pre- Columbian content of these ideas will be studied along with the major civilizations and the legacy of indigenous populations. (2) The figures responsible for their development. Prerequisite: period of conquest and three centuries of colonial Fundamental Concepts of Mathematics. administration. (3) The revolutionary period and the efforts made to assert political independence while resolving economic MATH 5031: Advanced Calculus (4 cr.) problems. The course is constructed from an interdisciplinary Emphasis of this course will be on basic concepts of analysis perspective, which emphasizes Latin American art, history, and techniques of proofs. Prerequisite: Calculus III. Coreq- geography, and culture. Prerequisite: Written Spanish, or uisite: Fundamental Concepts of Mathematics. (Spring) permission of the Department. MATH 5034: Linear Algebra (4 cr.) LAS 5028: Latin American Black Literature (3 cr.) This course will discuss vector spaces, linear independence and This course will study the global vision—cultural, social and dependence of vectors, bases, subspaces, linear transformations, aesthetic—of black literature in Latin America presented by representations of linear transformations using matrices, deter- writers such as Cirilo Villaverde, Luis Palés Matos, Nicolás minants, non-singular linear transformations, change of basis, Guillén and Alejo Carpentier.) rank of a matrix, orthogonal linear transformations, character- istic values and vectors of linear transformation, similarity and LAS 5035: Latin American Modernism diagonal matrices, and orthogonal reduction of symmetric A view of the genesis, development and characteristics of this matrices. Prerequisite: Calculus II. Corequisite: Calculus III. literary movement in Latin American letters with special (Fall) emphasis on its most representative “modernista” writers: José Martí, Rubén Darío, José Asunción Silva, etc. MATH 5037: Number Theory (4 cr.) This course will consider basic properties of the natural LAS 5038: Spanish Caribbean Literature (3 cr.) numbers. Topics include primes, congruencies, quadratic Texts from Puerto Rico, the Dominican Republic and Cuba are residues, Gaussian sums, number-theoretic functions, perfect studied with special attention to the relevance of these works to numbers, distribution of primes, and also irrational, algebraic, their social and political context, and to the region's history of and transcendental numbers. Prerequisite: Fundamental slavery, colonization and decolonization. The course also Concepts of Mathematics. (Every third year) includes literary works from some regions of Venezuela, Colombia and Panama that share similar aspects of Caribbean MATH 5040: Modern Algebra (4 cr.) culture and history. Basic concepts and structures of modern algebraic systems. Topics covered include: sets, functions, groups and LAS 5033: Latin American Literature and Social Change (3 cr.) homomorphisms, rings and ideals, fields and filed extensions, This course explores the close relationship between literature Galois theory of the roots of polynomials. Prerequisite: and political ideas in Latin America. Topics include political Fundamental Concepts of Mathematics. Corequisite: Advanced romanticism in nineteenth century Argentina, the Peruvian Calculus. (Every third year) Indianista and indigenista novel, the novel of the Mexican revolution, and debates on gender issues and ideological ideas in MATH 5041: Introduction to Graph Theory (4 cr.) works by Asturias, Arguedas, Scorza, Cardenal, Carpentier, This course will discuss path, circuits and properties of trees, Benedetti, Roa Bastos and Garcia Marquez. planarity and duality, problems relating to the fourcolor conjecture, diagraphs, traversal theory and network flows. LIBRARY AND INFORMATION STUDIES Prerequisite: Fundamental Concepts of Mathematics. (Every LIS 5001: Fundamentals of Library and Information Studies third year) (3 cr.) This graduate level course is being offered in conjunction with MATH 5048: Complex Variables (4 cr.) the Queens College of the City of New York, Graduate School We will study the algebraic properties of complex numbers, the of Library and Information Studies. A student, matriculated at notion of an analytic function and many examples of analytic Queens College, may transfer credits from this course. The functions. The Cauchy Integral Theorem will be proved. We course is designed to assist the student in understanding and will study the Cauchy Integral Formula and its consequences, 150 Taylor and Laurent series expansions and the residue theorem MUE 5051: Resources, Materials and Literature for Teaching and its consequences. Prerequisite: Fundamental Concepts of Instrumental and Vocal Music (3 cr.) * Mathematics. Corequisite: Linear Algebra. (Every third year) Topics in this class will include library resources and references, audio-visual materials, instructional materials for programs such MATH 5060: Topology (4 cr.) as Orff, Kodaly, Dalcroze and Suzuki, along with more An introduction to point set topology. Topics covered include: traditional series. The course is open to upper-level music open sets, closed sets compact sets in metric spaces and education majors, as well as graduate students. (Spring) topological spaces. Prerequisite: Fundamental Concepts of Mathematics. (Every third year) MUE 5052: Composing and Arranging for School Ensembles (3 cr.) * MATH 5077: Numerical Analysis (4 cr.) The purpose of the course is to give those in (or preparing for) This course offers a study of some basic algorithms of numerical the teaching field the ability to compose and to arrange musical computation with emphasis on the theoretical foundations of the scores for their student ensembles. There will be compositional algorithms and various problems related to the practical and arranging projects. Prerequisites: Three semesters of theory implementations of the algorithms. Topics covered include: and orchestration. (Fall) floating point representation, implications of finite precision and errors due to roundoff, solutions of equations using fixed point MUE 5054: Methods for Early Childhood/Childhood Music method, Newton's method and secant method, numerical (2 cr.) * integration and differentiation. Prerequisites: Calculus III, This is a course developed for potential music teachers. Aims, Computer Programming II. (Every third year) methods and materials currently used in music in the elementary grades (K-6) will be explored through workshops, projects, MATH 5097: Mathematical Logic (4 cr.) observations in schools and individual teaching experiences. This course deals with propositional and predicate calculus, This course also serves the needs of elementary classroom Godel’s completeness and incompleteness theorems, and teachers with requisite musical skills. Students should schedule undecidable problems. Prerequisite: Fundamental Concepts of two hours per week for fieldwork in elementary school. Mathematics. (Every third year) Prerequisite: Limited to music education majors or by special permission. (Fall) MUSIC HISTORY AND EDUCATION MUH 5001: Music of the 19th Century (3 cr.) MUE 5055: Technology for Music Educators (3 cr.) * This course offers an intensive survey of the music literature of An introduction to music education technology. Students will the 19th century. The musicological skills developed will learn how to use technology to create teaching materials, both in enable the student to demonstrate an understanding of this printed and interactive formats, and will learn basic period through analysis, listening and discussion of works from programming skills relating to music education. Students will Beethoven s last style period through the works of Brahms and create projects appropriate for various age and skill levels. No Mahler at the turn of the century. A major research project will pre-requisites. Enrollment limited to 12. (Summer) (Spring) introduce students to bibliographic skills in music research. Prerequisite: MUT 1033: Comprehensive Musicianship II or MUE 5057: Methods for Middle Childhood/Adolescent Music permission of the instructor. (Spring ‘06) (2 cr.) * This is a course developed for potential teachers in junior and MUH 5010: Haydn, Mozart and Beethoven (3 cr.) senior high school. The aims, methods and materials currently This seminar examines one of the crucial periods of music used in secondary schools will be explored through projects, history, the transition from the middle of the eighteenth century observations in schools and individual teaching experiences. to the era of Beethoven. Through the works of the era's three Topics will include organization and techniques for vocal and outstanding composers, we will understand the development of instrumental groups, general music, humanities and theory classic genres, the changing world of patronage and public classes. Students should schedule two hours per week for concerts, and the establishment of binary- and ternary- based fieldwork in secondary schools. Prerequisite: Open to music musical forms. Class work will require listening quizzes, two education majors or others by permission. (Spring) examinations, and a major analytical or historical paper. Prerequisite: Survey of Western Music I and II and one year of MUE 5058: Seminar: The Teaching of Comprehensive music theory. (Spring ‘07) Musicianship through Performances (3 cr.) * This course is open to M.A.T. candidates and advanced MUH 5011: Music of the 20th Century and Beyond (3 cr.) performers on all instruments and in voice. Students will This course examines significant musical development from the explore the broadly based musicianship involved in preparing Post-Romantic composers at the turn of the century to the most and teaching stylistically acceptable performances. Special recent postmodern works in the international style. Coursework emphasis will be placed on performance practices, mood will include analysis, research and discussion of the period’s projection, practice techniques and general stage deportment. important compositions, with an emphasis on the skills Students will be expected to prepare and perform a variety of necessary for the Music Senior Listening Examination. works. Prerequisite: Advanced performance ability. (Spring) Requirements include a major research paper on a twentieth century topic, listening quizzes and two examinations. PHILOSOPHY Prerequisite: MUT 2041: Comprehensive Musicianship III; PHL 5000: Plato (3 cr.) ability to read scores. (Fall) Plato (427-347 B.C.) is the greatest literary talent in the history of philosophy. Both through perception and misperception of MUH 5014: African and Eastern Music (3 cr.) his writings, Plato’s influence on subsequent philosophy remains This seminar course in world music will introduce students to unsurpassed. The primary aim of this course is to introduce topics and techniques in Ethno-musicology. After an initial students to Plato’s dialogues, and to provide a foundation for a survey of the music cultures of the Pacific basin, the musics of lifetime of independent study of Plato. There is perhaps no Africa, India, China and Japan will be studied in greater detail. better way to begin one’s personal study of philosophy than with Students will develop a major project based upon one of these Plato’s writings. music cultures. (Spring)

151 PHL 5006: Hegel and Development of Modern Idealism (3 cr.) PHY 5040: Mathematical Methods of Physics (4 cr.) This course studies the post-Kantian development of German This course covers the necessary mathematics for treatment of idealism in Fichte and Schelling and makes a detailed analysis advanced physics topics. Topics include: complex analysis, and critique of Hegel's Absolute Idealism as expressed and partial differential equations, integral equations, Green’s dramatized in Phenomenology of Mind. Prerequisite: per- functions, special functions, boundary problems, Fourier and mission of instructor. (Fall) other transforms, group theory and representations. Emphasis is placed on applications to physical problems. Prerequisite: PHL 5012: Kant (3 cr.) Multivariable calculus (Math 2030: Calculus III or the This course offers an extensive analysis and criticism of Kant's equivalent), ordinary differential equations (Math 2021 or the Critique of Pure Reason. Emphasis will be on arguments in the equivalent). aesthetic and transcendental analytic, with selections from the transcendental dialectic. Students will outline text prior to class PHY 5050: Solid State Physics (4 cr.) discussion and prepare a class presentation of a scholarly This course is a rigorous introduction to solid-state physics. interpretation of Kant's doctrine. Prerequisite: permission of Topics include: crystal structures, properties of periodic lattice, instructor. (Spring) electrons in metals, band structure, transport properties, semi- conductors, magnetism, and superconductivity. Prerequisites: PHL 5013: Freud and Marx (3 cr.) PHY 2021, 2030, & 2040, or equivalents. This class will analyze Freud and Marx's claims to offer a scientific and philosophical interpretation of human culture and PHY 5060 Statistical Mechanics (4 cr.) behavior. Contemporary critiques and modifications of This course provides a rigorous treatment of both classical and psychoanalysis and Marxism will be examined. (Spring) quantum statistical mechanics following PHY 2040 Thermodynamics and Statistical Physics. Topics include: PHL 5014: Descartes (3 cr.) Fundamentals of statistical mechanics, theory of ensembles, Rene Descartes (1596-1650) is known as the Father of Modern quantum statistics, imperfect gases, and cooperative phenomena. Philosophy. This course is designed to introduce Descartes’ Prerequisite: Same as those for PHY 3050. major ideas in the context of a discussion of how to read and evaluate a philosophical text. (Spring) POLITICAL SCIENCE AND LEGAL STUDIES POS 5012: Environmental Politics (3cr). PHL 5029: Heidegger and Sartre (3 cr.) This course will examine several critical debates within the area This course will examine the major ideas of Sartre and of environmental politics. Issues concerning the needs of Heidegger. Students will discuss various themes of being, advanced industrial societies and those of the environment, nothingness, authenticity, irrationality and faith. (Fall) environmental ethics, environmental activism, environmental protection and environmental regulation will be surveyed. The PHYSICS importance of environmental movements (how they are formed) PHY 5010: Advanced Mechanics (4 cr.) and whose interests they serve will be examined in great detail. This course offers an advanced formal treatment of classical Grass roots environmental movements will be studied, along mechanics following PHY 2010 Mechanics. Topics include: with established environmental organizations, to determine the Calculus of variations, Hamilton’s Principle, Lagrangian variety of resources open to those interested in environmental formulation of mechanics, Hamilton’s formulation of politics. Theories of environmental politics will be studied to mechanics, rigid body, coupled oscillations and normal modes, provide a background and context for the on-going debates canonical transformations, Hamilton-Jacobi theory. regarding “rights” and the “environment.” Power relations Prerequisite: Multivariable calculus (Calculus III (Math 2030) between advanced industrialized nations and developing nations or the equivalent), differential equations (Math 2021 or the will be examined in order to identify areas of commonality as equivalent), mechanics (PHY 2010 or the equivalent). well as those are contested. (Fall) POS 5014: Topics in Criminal Law and Procedure (3 cr.) PHY 5020: Quantum Mechanics (4 cr.) This seminar will focus on such topics as police searches of This course provides a formal treatment of non-relativistic homes and cars, vehicular homicide, conspiracy, the insanity quantum mechanics following PHY 2030 Quantum Physics. defense, the death penalty, and the law of murder, and criminal Topics include: the formulation of quantum mechanics in terms law aspects of the war on terrorism. (Fall) of state vectors and linear operators, three-dimensional spherically symmetric potentials, the theory of angular POS 5117: Legal writing and interpretation (3 cr.) momentum and spin, time-independent and time dependent This course focuses on all aspects of legal writing from proper perturbation theory, scattering theory and identical particles. issue formulation to creating cogent legal arguments and Prerequisite: The same as those for PHY 3010 plus PHY 2030 persuasive statements of facts. Case law and statutory material Quantum Physics. will be analyzed to illustrate various problem-solving techniques, culminating in the writing of a Memorandum of PHY 5030 Electrodynamics (4 cr.) Law. (Spring) This course offers a rigorous treatment of classical electrodynamics following PHY 2021 Electromagnetism. POS 5109: Violence: Origins, Effects, Responses. (3cr) Topics include: Electrostatics; magnetostatics, quasi-stationary Are humans innately violent? Does social life necessarily lead to phenomena, and Maxwell’s equation; Special mathematical violence? What are the causes of violent behavior? How can methods for problems in electrostatics; Electromagnetic waves these problems be addressed? This seminar will explore, among and boundary value problems; Potentials and gauge trans- other topics, primitive warfare, cannibalism and violence in the formations; Radiation from charge and current distributions, archeological record, modern warfare and behavior in battle, including multipole expansion of the field, and the field of genocide and Holocaust in history, religious responses to moving charges. Lorentz transformations and special relativity; violence, literary representation from Shakespeare to Rice, Formulation of the field equations and electrodynamics from the artistic representation and responses, violence in the home and action principle; Lagrangian and Hamiltonian forms of theory. workplace, and various psychological and neurological aspects Prerequisite: The same as that for PHY 3010 plus PHY 2021 and impacts of violence. Electromagnetism.

152 POS 5021: Legal Ethics (3 cr.) weapons procurement and development. Research Paper is This course examines the relationship between ethics and the required. (Fall) legal system. It pays special attention to the political context within which this relationship is situated. The course is POS 5093: The United States as a Pacific Power (3 cr.) concerned with such questions as: how are ethical discussions This seminar examines the conduct of United States foreign informed by categories such as class, race and gender? Should policy in East Asia in war and in peace. After a rapid survey of they be? What is the relationship between law and morals? What US expansion in the Pacific through World War II, the focus of are the limits of that relationship, if any? In addition to a inquiry will be on the Korean War and the Vietnam War, the comprehensive approach to controversial issues in legal ethics, two major wars the United States fought in the Pacific region in the course also considers classical readings in the Philosophy of the post-World War II, followed by a study of the Asian Law. (Fall) economic crisis of 1997 and its sequel, political and economic reforms of the countries in the Asian and Pacific Rim. (Fall) POS 5035: American Foreign Policy (3 cr.) The course will study the formation and execution of American POS 5098: Africa in World Politics (3 cr.) foreign policy, including the institutions involved (Presidency, Foreign policies of major African states: their relationships with Congress, State Department, Foreign Service, C.I.A., etc.), as industrialized countries in Western Europe and North America; well as the role of domestic political considerations, particularly their relationships with other developing countries in the Third interest groups. There will also be a survey of U.S. foreign World; their intra-regional collaboration in addressing the policy since World War II and the role played by the various problems of regional conflicts; and, finally, their participation in forces indicated above. (Spring) global affairs through the United Nations and its specialized agencies for promotion of human rights, economic and social POS 5057: Law and Society: The Courts and Unpopular Causes development of the Third World nations. (Spring) (3 cr.) The course focuses on how the United States Supreme Court has POS 5102: Globalization and Nation-states. (3 cr.) answered and failed to address unpopular positions. The thrust How does a global market impact national communities? Does of the course is to integrate the “unpopular issue” with globalization undercut the power of nation states to such an literature, film, and actual Supreme Court cases. (Spring) extent that national sovereignty nowadays means little or nothing? What is the impact of globalization on democratic POS 5067: Politics and Passion: Women and the 21st Century politics, environment, labor standards, social welfare systems (3 cr.) and the distribution of wealth? These questions will be subjected This course will explore many of the cutting edge issues facing to a critical examination from the perspective of both advocates women towards century's end. As women face the new and critics of globalization. (Spring ‘06) millennium, is it still possible to speak of women and politics, or does the evolving political agenda require an even more POS 5111: Law and Literature (3 cr.) complex approach to coalition politics? How will issues such as This seminar looks at the role of law in great literature of the reproductive rights, violence against women, emerging past. Readings will be drawn from novels, poems, essays, and technological changes (pornography in cyberspace), work place plays from different eras and countries, including some classical issues, and sexual harassment be formulated and addressed literature of the ancient world, British literature including approaching the 21st century. Ethical issues raised by Shakespeare, American literature, classic detective fiction such advancing technologies, especially in the area of the politics of as Sherlock Holmes, and the literature of other nations. Satisfies reproduction will be covered, as well as trends and shifts in perspective requirement for Legal Studies and Criminal Law. affirmative action programs. The course will also address (Fall) generational changes concerning women in public office and labor union activity. (Fall) POS 5112: War, Law, and Presidential Prerogative (3 cr.) How have past wars changed law and government? How have POS 5072: Women and the Law (3 cr.) they led to changes in the power of kings, prime ministers, and The legal treatment of women from a sociological perspective. presidents? After looking at the Presidency and the Constitution Topics include: the exclusion of women from critical public today in the war on terror, this seminar turns to antiquity, roles like owning property, voting and jury duty; workplace considering the Persian Wars, the Peloponnesian War, the discrimination including sexual harassment; the role of women battles of Alexander the Great, Rome’s Punic Wars with in the military; abuse and violence; and family issues. (Fall) Carthage, and Rome’s wars of world conquest. It considers the art of war in the writings of Machiavelli and the theme of war POS 5080: Select Public Policy Issues (3 cr.) and princely prerogative in Shakespeare. It examines the early This seminar is devoted to study of important public policy modern and modern eras in western Europe, including issues facing the United States, both at federal and local levels. England’s wars of reformation, England’s Civil War, the French It will examine the nature of the problems to be addressed and Revolutionary Wars and Napoleon. Satisfies perspective will study the process through which a public policy is requirement for Legal Studies and Criminal Law concentrators formulated, implemented and evaluated focusing on the and minors. (Spring) interaction of principal actors: the media, advocacy groups, special interest groups, political parties, various governmental POS 5114: Great Cities, Great Ideas, and Great Law (3 cr.) institutions (including the courts of law) and bureaucrats. This course looks at three great capital cities in history – ancient (Spring) Athens, ancient Rome, and London – and examines the interplay between law, politics, and culture in those cities at different POS 5081: The Public Policy of Science and Technology (3 cr.) times in the past. Readings in the history of law, politics, art and This course will examine the details of the public policy process architecture, literature, philosophy, and music. Satisfies per- as it relates to science and technology. Important debates, and spective requirement for Legal Studies and Criminal Law. the values that inform them, will be explored with a view toward (Fall) (Spring) understanding politics as a value allocation process. Issues covered will include cloning, DNA research, artificial POS 5115 Topics in Business Law intelligence, the development and prescribing of psycho- This seminar addresses relevant topics in law and business. pharmaceutical medications, and the issues surrounding Issues covered will include such topics as the role of law in

153 creation and financing of corporations and the legal and policy Personality psychology refers to the systematic investigation of consequences of the U.S. tax code. (Fall) people's enduring characteristic patterns of behavior, thoughts, and feelings. Personality psychologists are concerned with POS 5124: War on Terror (3 cr.) human nature, individual differences, as well as intra-personal This seminar is an inquiry into the historical and political roots functioning. These areas of personality are construed differently of the United States involvement in the “War on Terror,” as within various theoretical frameworks. This course examines well as into the ramifications of the war on American interests the major theoretical approaches to personality, critically abroad and American institutions at home, especially its impact evaluating their assumptions and ideas, relevant research, and on domestic priorities and civil liberties. Included in the subject clinical implications. Emphasis is placed on the value of matter of discussion are: the Arab-Israeli dispute, the politics of alternative viewpoints. The appreciation of various personality oil, the Persian Gulf War, Islamic Fundamentalist movements, theories provides a solid foundation for exploring issues of the 9/11 and the United States response both on its foreign assessment, psychopathology, and behavior change. policy and domestic fronts. (Spring ‘05) Recommended: Fundamentals of Psychology. (Fall ‘05 & ‘06) (Spring ‘06 & ‘07) PSYCHOLOGY PSY 5008: Psychology of Relationships (3 cr.) PSY 5023: Physiological Bases of Behavior (3 cr.) Persistent patterns of dealing with significant others are This course surveys the current information on brain-behavior examined from birth through adulthood. John Bowlby, Ronald relationships. Emphasis is placed on a critical approach to the Laing, Carl Rogers, Jean Baker Miller, and other topical writers methods of investigation and how these methods affect our ideas are assigned. Topics include: roles, attachment, love, commit- about brain function. The aim of the course is to provide a ment, symbiosis, autonomy, mutuality, and intimacy. This description, within the present state of the art, of how course will make use of group interaction. Recommended: physiological systems contribute to, cause, or maintain various Fundamentals of Psychology. forms of behavior. Basic concepts in neurophysiology and (Fall ‘05 & ‘06) (Spring ‘06 & ‘07) neurochemistry will be covered. Physiological processes mediating sensation, perception, development, motivation, PSY 5010: Psychology of the Self (3 cr.) hunger, thirst, sleep, arousal, learning, memory, language, As a complement to Psychology of Relationships, this seminar mental illness, and consciousness will be examined. Rec- will deal with the growth of the Self and how it is conceived and ommended: Fundamentals of Psychology. (Fall ‘05 & ‘06) constructed This material will be examined from historical, developmental, therapeutic and physiological perspectives and PSY 5024: Biological Bases of Mental Illness (3 cr.) will bring in the subjective experience of the infant and of the This course will examine the organic bases of such major person who is developing. Thus, it will contain an experiential psychoses and mental disorders as schizophrenia, manic appreciation of the self and its conceptualization. This will depression, dementia and psychophysiological dysfunction. The include material from Developmental Psychology, Social specific cognitive disorders and behavioral abnormalities Analysis, and Neuroscience. Readings from Erich Fromm, associated with each syndrome will be reviewed. Background Mihaly Csikszentmihalyi, William James, Ronald. D. Laing, readings will include material on the psychology of mental Ulric Neisser, and Daniel Stern. Secondary material deals with dysfunction, the genetic determinants of these syndromes, and Mary Calkins, George Herbert Mead Erik Erikson, Carl Rogers, the relevant neuroanatomical and neurochemical substrates and Antonio Damasio, Jaak Panksepp and Social Constructionism. processes. Prerequisite: Physiological Bases of Behavior. Recommended: Fundamentals of Psychology. (Offering is tentative based on student interest.) (Spring '06 & ‘07) PSY 5025: Psychology of Experience (3 cr.) PSY 5015: Special Topics in Cultural Psychology (3 cr.) Early psychologists including Wundt and William James This upper level seminar course will delve into some of the presumed that psychology meant a psychology of experience specific areas of theory and research in cultural psychology, For (which they called consciousness). This was also true of Freud example, we will look more closely at some of the theoretical and Psychoanalysis. It was not true for many years in America work of Lev Vygotsky on the role of culture in development, the thanks to the popularity of John B. Watson and all those who influences of Richard Shweder on the theories providing the were swayed by the school of Behaviorism. Besides foundations for cultural psychology, and the influences of Psychoanalysis, Experience was only readmitted to American culture on concepts of the self. We will be using primary Psychology after WWII when Humanistic Psychology and the sources to evaluate these theories and research and focus on Cognitive Revolution made it fashionable again. This is a current research in the area. Recommended: Fundamentals in seminar-discussion course considering several major sources in Psychology, Culture, Ethnicity, Race and Identity. Early Psychology, William James, Humanistic Psychology, (Spring ‘06; Spring ‘07) Psychoanalysis, and Csikszentmihalyi. Recommended: Funda- mentals of Psychology. (Spring ‘06) PSY 5017: Clinical Psychopharmacology (3 cr.) This course is an in-depth consideration of the use of drugs for PSY 5037: Folk Psychology (3 cr.) the treatment of mental illnesses and disorders. Topics include Psychology of everyday assumptions: what seems to be the history of psychopharmacology, neurochemistry of brain immediately given. Jerome Brunet writes “'Folk” function, general pharmacology principles, methodologies Psychology...is a culture's account of what makes human beings employed in psychopharmacological research, and drug tick.” Both Dilthey and Wundt looked to a cultural basis for treatments for a variety of mental diseases and disorders understanding the human as a decision maker who lived in including anxiety, psychosis, depression, mania, dementia, social relationships that sought meaning in life. This course will epilepsy, and obsessive-compulsive behavior. Issues related to assess assumptions that seem immediately given (normality, recreational drug use and abuse will not be covered. health, relationships, self, gender identity, morality, etc.) and Prerequisite: Physiological Bases of Behavior. (Spring ‘07) which provide the cultural structure of Folk Psychology. Topics also include Cognitive Science, Cultural Psychology, Social PSY 5019: Theories of Personality (3 cr.) Constructionism and narrative as a vehicle for Folk Psychology. This lecture/discussion course is intended to introduce students Recommended: Fundamentals of Psychology. to the theory and research of personality psychology. (Spring ‘06 & ‘07)

154 PSY 5042: Clinical Psychology (3 cr.) motherhood, marriage, divorce, and careers. Attention will also This is a seminar course intended to introduce students to the be paid to the legal and economic position of women, feminist field of contemporary clinical psychology. The course begins movements, and the historical changes in women's positions in with general consideration of historical perspectives, society. Recommended: Fundamentals of Psychology. philosophical issues, and theoretical bases of the study of (Fall ‘05) clinical psychology. Using an integrative theoretical framework, the course examines a broad sampling of current PSY 5063: Social Influence and Persuasion topics and controversies in the field of clinical psychology, This seminar will provide an intellectual forum for discussing including the concept of abnormality, issues of diagnosis and the psychology of social influence and persuasion- the ability of classification, forensic psychology, as well as the nature and a person or group to change the behavior of others. Integrating evaluation of psychological intervention. Prerequisites: theory, scientifically documented research, and practical Fundamentals of Psychology, Theories of Personality, and applications, students will explore such topics as conformity, Abnormal Psychology (Spring ‘07) mindlessness, compliance, obedience, cults, subliminal persuasion, and propaganda. Recommended: Social PSY 5044: Cognitive Psychology (3 cr.) Psychology. (Fall '05 & '06) Historical and contemporary approaches to the study of the mind including developmental theorists will be surveyed. Topics may PSY 5064: The Philosophy of Psychology (3 cr.) include: consciousness, attention, memory, perceptual processes This seminar course will explore the philosophical foundations and information processing, imagery, concepts, language, of scientific psychology. The course will consider the problem solving, reasoning, intelligence, and creativity. problematic nature of the concept of mind from Descartes to the Recommended: Fundamentals of Psychology. present. Students will explore various theories postulated to explain the relationship between the brain and the mind. In so PSY 5047: Seminar in Stereotypes, Prejudice, and Discrim- doing, students will contemplate the ambiguities surrounding ination (3 cr.) relevant concepts such as causation, reductionism, and This upper-level seminar will provide an intellectual forum for explanation. Readings will include primary sources from both discussing the psychology of stereotypes, prejudices, and psychology and philosophy. Requires permission of instructor. discrimination. Utilizing materials from textbooks, scholarly (Fall ‘05 & ‘06) research articles, and the Internet, students will explore such topics as the social psychology of prejudice, the maintenance of PSY 5092: Neuroanatomy and Neurophysiology (4 cr.) Various stereotypes and prejudice, the power and consequences of topics related to the structure and the function of the central and stereotypes, techniques for reducing prejudice, current research the peripheral nervous systems will be considered. Topics will on ethnic and gender stereotypes, and coping with prejudice. include basic concepts in neurophysiology, neurodevelopment, Requires consent of instructor. (Spring '06 & '07) neurochemistry, neuropharmacology, gross and micro- neuroanatomy, neuroimaging methods, functional systems, PSY 5052: Developmental Psychology: Adult (3 cr.) neuropathology, neuropsychology of patients with brain After adolescence, we continue to develop as an adaptive damage, and the biological bases of mental illness. Lecture response to continuous changes in life circumstances. We will material will be augmented by weekly laboratory sessions. explore the current theories about adult development and then Prerequisites: Physiological Bases of Behavior. (Offering is proceed to examine what current research can tell us about: tentative based on student interest.) adults' capabilities, changes in these capabilities that occur over time, influences of the environment on our characteristics, and PSY 5333 Psychology of Emotions (3 cr.) how we influence our own environments and development. In Emotions are considered as adaptive mechanisms that are part of addition, we will explore what is known about continuities human functioning and human experience. The history of between childhood/adolescence and adulthood. Recommended attempts to understand emotions in Western Society and the Developmental Psychology: Infancy through late childhood OR theories developed in Psychology will be studied. The Developmental Psychology: Early through Late Adolescence. physiological mechanisms underlying emotions will be stressed (Fall '06) including the debate on emotional expression. The primary emotions of joy, distress, anger, fear, surprise, and disgust will PSY 5055: Social Development and Attachment (3 cr.) be presented and compared with the secondary, social and The development of attachments and their importance to later higher cognitive emotions such as embarrassment, love guilt, development will be covered. The various theories of shame, pride, jealousy, etc. The relations between emotions and attachment will then be used to help explain how other types of feelings and consciousness will be explored. Selections from social behaviors, such as sharing, caring, empathy, and the work of James, Cannon, Arnold, Ekman, LeDoux, Lewis and aggression develop. Prerequisites: Developmental Psychology: Damasio. (Fall ‘05 & ‘06) Infancy through late childhood and Developmental Psychology: Early through late adolescence. (Spring '06 & '07) SOCIOLOGY AND ANTHROPOLOGY SOC 5003: Classical Social Theory (3 cr.) PSY 5057: Special Topics in Biopsychology (3 cr.) This course will study Karl Marx, Max Weber and Emile This course will focus on contemporary topics in neuroscience. Durkheim, early sociological masters who profoundly Students will be required to read, discuss, and critique literature influenced contemporary social theorists and researchers. Each focusing on common themes. Examples of themes are the developed a perspective (class, bureaucracy and division of biopsychology of learning and memory, the nature of recovery labor) for analyzing the new industrial order that was forming from brain damage, and animal models of dementia, Alzheimer's around them in Europe. Major writings of each will be disease, and Parkinson's disease. Prerequisite: Physiological examined. Bases of Behavior. (Spring '07) (Offering is tentative based on student interest.) SOC 5006: Sociology of Knowledge (3 cr.) This course investigates ideas, meanings, values, and PSY 5062: Psychology of Women consciousness within the context of the social structures and Students will examine literature and research on women's roles conditions in which they originate. Its emphasis is on how and psychological development, sex differences, parenthood- ideas, once created, are maintained or changed.

155 SOC 5007: Globalization and Social Change (3 cr.) communications, white-collar and blue-collar work and social The aim is to develop a sociological perspective that will help stratification; and science and social control. make sense of social changes that are worldwide in nature. Themes include: different meanings of globalization; SOC 5088: Images of Women in American Popular Culture Americanization and global cultures; wealth and poverty in (3 cr.) world-historical perspective; globalization of violence; and An exploration of how images of women in popular culture both efforts to change the world from below that reach across perpetuate stereotypes and, at the same time, create new images national boundaries. Emphasis will be placed on the historical which maintain deceptive distinctions. This course will look at context in which social change unfolds. (Spring) women in the workplace, in the media and in the arts, using both traditional and non-traditional approaches. SOC 5008: World Cities (3 cr.) Current and historical survey of world cities in the making of SPANISH global culture. The course is centered on a series of urban SPN 5012: Spanish Literature and Film (3 cr.) places: Venice, Amsterdam, London, New York, Calcutta, Sao The course considers the complex relationships between film, Paulo, Mexico City, Istanbul, Lagos, and Jakarta. Special literature and the arts in XX century Spanish culture. We survey attention will be given to the social. Political, and economic life Spanish film from the silent era surrealist masterpieces of Luis of cities in the context of North/South inequality. New Buñuel to the post-modern deconstruction of comedy and directions in urban thought and social theory will be explored. melodrama in the works of Pedro Almodovar. Topics include (Fall) film adaptations of novels and plays, the cinematic narrative of avant-garde authors and the integration of the cinematic SOC 5023: Racial Oppression (3 cr.) apparatus in the text. This course examines the following aspects of U.S. racism: 1) the role of racism in advancing reactionary domestic and foreign SPN 5017: Latin American Civilization in the Arts (3 cr.) policies; 2) the impact of social and economic policies on the Through the use of audio-visual materials, visits to museums, Black, Hispanic, and Native American communities; 3) the and readings, students explore the development of Latin racist features of U.S. policies for Latin America, Africa, the American civilization through artistic production. The course is Middle East, and the Far East; and 4) the forms of domestic and divided into three sections: (1) the major pre- Columbian international opposition to racism. civilizations and the legacy of indigenous populations. (2) The period of conquest and three centuries of colonial SOC 5050: Mass Media and Society (3 cr.) administration. (3) The revolutionary period and the efforts An examination of the social, political, and economic contexts made to assert political independence while resolving economic in which American mass media have developed and operate problems. The course is constructed from an interdisciplinary today. Topics include: concentration of media ownership and perspective, which emphasizes Latin American art, history, control; the effects of political economy, ideology, and geography, and culture. Prerequisite: Written Spanish, or organizational structure on news management; the media's role permission of the Department. (Fall) (Spring) in movements for social change in the U.S. and Third World; personal and political consequences of media practice; SPN 5028: Latin American Black Literature (3 cr.) alternatives to the current structure of the media. This course will examine the global vision - cultural, social and aesthetic - of black literature in Latin America presented by SOC 5077: Social Problems (3 cr.) writers such as Cirilo Villaverde, Luis Palés Matos, Nicolás An examination of major social issues from a sociological Guillén and Alejo Carpentier. (Fall) (Spring) perspective. Topics will include: inequalities of race, gender and class; the changing structure of work; crime and SPN 5026: The Modern Spanish Novel (3 cr.) punishment; homelessness; poverty and social welfare; the This course surveys some of the most important novels of the media, ideology and public policy; and the role of government. 19th and 20th centuries, from realistic and naturalistic masterpieces of Galdos and Clarin, to the postmodern authors of SOC 5081: Education and Society (3 cr.) the recent decades. Each novel will be studied in relation to its Many view education as the major vehicle for upward mobility. historical and cultural background. Others understand that education is a means of creating and perpetuating social inequality. This course will address this SPN 5035: Latin American Modernism (3 cr.) debate in light of the history of education in the U.S. and in light A view of the genesis, development and characteristics of this of the relationship of education to other social institutions in our literary movement in Latin American letters with special country, with special consideration given to the correlation emphasis on its most representative “modernista” writers: José between the educational system and adult achievement, taking Martí, Rubén Darío, José Asunción Silva, etc. (Spring) into consideration class, race, and gender. SPN 5038: The Spanish Caribbean Literature (3 cr.) SOC 5083: Social Dissolution (3 cr.) Texts from Puerto Rico, the Dominican Republic and Cuba are The unraveling of societal institutions and of mental frameworks studied with special attention to the relevance of these works to used to make sense of the social world. Topics include: the their social and political context, and to the region's history of breakdown of states, regional wars, cities of violence, cities of slavery, colonization and decolonization. The course also violence, emergent global protest movements, modern genocide, includes literary works from some regions of Venezuela, global terrorism. The course asks how the social sciences, and Colombia and Panama that share similar aspects of Caribbean sociology in particular, have responded to these issues and culture and history. (Fall) (Spring) concludes with a search for solutions at the global level. SPN 5033: Latin American Literature and Social Change (3 cr.) SOC 5085: Science, Technology and Society (3 cr.) This course explores the close relationship between literature An examination of how political and economic interests have and political ideas in Latin America. Topics include political shaped the development of science and technology. Topics will romanticism in nineteenth century Argentina, the Peruvian include: entrepreneurial science; the demise of the independent Indianista and indigenista novel, the novel of the Mexican inventor and the rise of corporate sponsorship; the role of the revolution, and debates on gender issues and ideological ideas in new information technologies in the transformation of

156 works by Asturias, Arguedas, Scorza, Cardenal, Carpentier, The second part traces the spread of Buddhism in Tibet, China Benedetti, Roa Bastos and Garcia Marquez. (Fall) and Japan; the last part focuses on the position of women in Buddhism and on life in a Buddhist monastery. WOMEN’S STUDIES WREL 5010: Women in Chinese and Japanese Religions (3 cr.) WREL 5015: Sexuality and Religion (3 cr.) This course examines the position of women in Confucianism, This course examines the influence of religion on sexual ethics, Taoism, Buddhism, and Shinto, both in terms of the ideals set gender roles, and expectations of sexual pleasure. Readings forth for women by these traditions and the particular adaptation include the Bible, the Kama Sutra, Roman Catholic moral women made of those ideals. Attention is given to Taoist theology (translated from the Latin by the instructor), Taoist goddesses and Buddhist female bodhisattvas. Readings include marriage manuals, Japanese love poetry, feminist perspectives instructional texts for women, autobiographies, and novels. and the advice literature of Protestant evangelicals. Projects (Fall) evaluate what the West might learn from the traditions of Asia and Africa and from its own heretics, cultists and critics. SOC 5088: Images of Women in American Popular Culture An exploration of how images of women in popular culture both WREL 5025: Religion in America (3 cr.) perpetuate stereotypes and, at the same time, create new images The story of the native nations and the Pilgrims, revolutionaries which maintain deceptive distinctions. This course will look at and missionaries, presidents and cult leaders who have made the women in the workplace, in the media, and in the arts, using United States what George Santayana called “a nation with the both traditional and non-traditional approaches. (Spring) soul of a church.” After exploring the religious sources of such basic American values as democracy, capitalism and toleration, WREL 5090: Women in Western Religions (3 cr.) the course will examine how the concept of national destiny has This course examines the position of women in Jewish, Roman developed in crises from the French and Indian Wars through Catholic, and Protestant traditions, with attention to the Vietnam to the Persian Gulf and contemporary culture wars. challenges of those traditions posed by extraordinary women of the past and by modern feminists. WREL 5027: Islam (3 cr.) Through the use of the Qur’an, traditions of Prophet WST 5040: Women and Society: An Introduction to Women's Muhammad, and other sources, this course will examine the Studies (3 cr.) Islamic belief system and its impact on the seventh-century This course is required for Women’s Studies minors. It is an Arabian peninsula and the modern world. interdisciplinary course which examines the competing explanations for women’s subordination and the WREL 5044: Religion and Ethics in Film (3 cr.) institutionalization of gender expectations. Topics include: While establishing a framework for understanding world women and work, family, sports and the economy. religions, ethical theories, and the medium of film, the first part of the course will examine how the stories and myths of the WORLD RELIGIONS world’s religious traditions have been expressed in documentary and feature-length films. The second half investigates how film WREL 5003: Pagans (3 cr.) influences our view of the world and our understanding of The first part of this course will survey some religions not ethical behavior in the public and private spheres. founded by prophets, particularly traditions of Egypt,

Mesopotamia, Greece, Rome, northern Europe, West Africa and WREL 5078: Changing the World--One Step at a Time (3 cr.) North America. The second half considers how such traditions, After an introduction to change strategy around diverse social especially in the forms of witchcraft, voodoo, and movements in justice and religious 'causes,' students select a project around a Native American religions, now influence the general culture of cause and develop a grant proposal for funding of the project. the United States. Students also explore the theoretical and ethical dimensions of

leadership, social entrepreneurship, and venture philanthropy. A WREL 5008: Christianity (3 cr.) research paper on the history and social background of the cause Beginning with Jesus and Paul, the Jews and the Romans, this selected is included in the grant proposal. Students present their course traces the changing forms of Christian faith and practice final project proposals to a funding board and implement their as Christians encountered European pagans, the rise of Islam, projects the following semester if funded. the breakdown of Christian unity into Roman, Greek, and

Protestant forms, the challenges of modernity, and the new WREL 5028: The United States and Islam (3 cr.) Pentecostal explosion in Africa, Asia, and the Americas. Al-Islam, a traditional monotheistic religion, has had a difficult

interface with the modern, pluralistic culture of the United States. WREL 5009: Confucianism (3 cr.) This course explores how this situation came to be. Particular As a philosophy, a system of social ethics, and a religion, emphasis will be placed on: early western ideas about Islam; Confucianism and its later form, Neo-Confucianism, profoundly immigration; African American Islam; Middle East politics; the affects the cultures of China, Korea, Japan and Vietnam to this media and the impact of the September 11, 2001 terrorist attack. day. This course will examine the rise and development of this United States social and foreign policies toward Muslims and tradition, starting with Confucius himself, and proceeding to its Islamic countries are also examined. influence on the social, political and religious life of China and

East Asia. WREL 5032: Malcolm X (3 cr.)

The focus of this course is the ideological journey of the man WREL 5010: Women in Chinese and Japanese Religions (3 cr.) who was born as Malcolm Little and died as El-Hajj Malik El- This seminar examines the position of women in Confucianism, Shabazz. The course also explores the political and religious Taoism, Buddhism and Shinto, both in terms of the ideals set context which Malcolm X developed as a way of understanding forth for women by these traditions and the particular political and religious life in the United States during the 40s, adaptations women make of those ideals. Readings include 50s and 60s. didactic works for women, autobiographies, poetry, and novels.

WREL 5035: Judaism (3 cr.) WREL 5013: Buddhism (3 cr.) A description and investigation of the major forms of Jewish The first part of the course deals with the life and teachings of tradition in the modern world, with attention to their historical the historical Buddha and the early form of Buddhism in India.

157 development and cultural dimensions. upcoming four years; 5) The results of either SAT1: Reasoning Test or ACT WREL 5037: The Holocaust and Culture (3 cr.) (waived for transfer applicants who have earned 30 or more This course provides a background of narrative and theory credits). High school students should plan to complete the regarding the annihilation of Jews in Europe between 1933 and exam no later than the fall term of their senior year; and 1945, then examines works of literature, film and visual art 6) Transfer applicants must submit a Statement of Good connected with the Holocaust. Discussion centers on three Standing Form for every college/university attended. The questions: first, what elements in Western culture made the form must be filled out by a Dean at each college/university Holocaust possible? Second, what can the arts offer those attended. attempting to live in awareness of that event? And third, to what 7) An application fee of $50.00 must accompany the extent are the cultural factors that contributed to the Holocaust application. still active today? Manhattanville participates in the Common Application WREL 5042: Literature of the Holocaust (3 cr.) Program. Students using the Common Application will be A study of selected fiction, poetry, and drama depicting the considered for admission in the same way as students utilizing human experience of the Holocaust, 1933-1945, and its the Manhattanville College application. continuing significance. The central question to be examined in this course is how genocide, the ultimate atrocity, can be Interview transformed into art. (Fall) A personal interview is strongly encouraged and, in some cases, may be required. Applicants are urged to contact the Office of WREL 5078: Changing the World—One Step at a Time (3 cr.) Undergraduate Admissions at (914) 323-5464 or 1-800-32- After an introduction to change strategy around diverse social VILLE to schedule an appointment. Interviews are conducted justice and religious 'causes,' students select a project around a throughout Monday through Friday and on several Saturday cause and develop a grant proposal for funding of the project. dates during the academic year. Tours of the campus are also Students also explore the theoretical and ethical dimensions of available. leadership, social entrepreneurship, and venture philanthropy. A research paper on the history and social background of the cause Art Student Applicants selected is included in the grant proposal. Students present their Students who wish to specialize in art as candidates for the final project proposals to a funding board and implement their Bachelor of Art or Bachelor of Fine Arts degree must present projects the following semester, if funded. portfolios of art work containing varied examples of their best work to the Art Department. If a student is unable to present the WREL 5090: Women in Western Religions (3 cr.) work in person, he or she may submit slides. The Admissions This course examines the position of women in Jewish, Roman Office arranges these portfolio reviews. Catholic, and Protestant traditions, with attention to the challenges of those traditions posed by extraordinary women of Music Student Applicants the past and by modern feminists. Students who wish to specialize in voice or instrumental music as candidates for the Bachelor of Music degree must pass an WREL 5095: Race, Religion and Culture (3 cr.) audition, in addition to following the normal application The purpose of this course is to examine the complex interplay procedures. Students seeking to major in music through the between race, religion and culture in a variety of contexts in the Bachelor of Arts program need not pass an audition for College Western hemisphere. The course includes an examination of the acceptance, but will be required to audition by the end of their impact of racism and sexism on religious practice. sophomore year. Because of this, they should discuss their plans with a member of the music faculty as early as possible in their DMISSIONS college career. A In the audition, which is conducted by the Music Department, Decisions regarding the admission status of applicants are made the student performs three pieces from different musical periods without regard to race, color, creed, gender, national or ethnic and takes a test on general musicianship. Appointments for origin, sexual orientation or handicap. auditions, may be made through the Admissions Office. For those instances where distance makes an audition impossible, UNDERGRADUATE applicants may secure permission from the Music Department to Manhattanville admits men and women as candidates for submit a tape recording. undergraduate degrees if their academic records indicate competence to engage in a challenging liberal arts curriculum. International Applicants The Admissions Committee is particularly interested in a Manhattanville College is extremely proud of its long-standing student's willingness and determination to participate actively in history of having international students as active members of our the process of his or her education. In considering applications community. for undergraduate admission, Manhattanville makes every attempt to evaluate students as individuals, each with her or his Students in any of the following categories must apply for own unique capabilities for learning, and to appraise each one's admission by completing special supplemental application forms capacity for intellectual and emotional growth. available from the Manhattanville College Office of Admissions and the Financial Planning Office: Application Procedure • Non-United States citizens living abroad; Applicants must submit the following materials to the Office of • Non-resident aliens temporarily living in the United States. Admission (Reid Hall) for evaluation: 1) Application for admission; Students from abroad are eligible for admission if they have 2) Official transcript of grades earned to date from secondary completed, with good grades, the academic (classical) secondary school or college; school program offered in their country. Students transferring 3) Two (2) letters of recommendation to include one from a from a college or university in another country must also guidance counselor/transfer counselor and one from a demonstrate an acceptable academic profile. All international/ current or former teacher; foreign applicants must also supply documented proof of their 4) Personal essay describing your goals and objectives for the ability to meet the full cost of attendance. Manhattanville

158 College offers academic (non-need based) scholarships and department sections above. financial aid to international applicants deemed to be eligible. All applicants who speak or write English as a second language Acceptance Plans are required to take the TOEFL (Test of English as a Foreign Manhattanville has three acceptance plans: Language). The minimum score required for consideration is a 1) Early Admissions — students seeking to enter the 550. Test results should be sent to Manhattanville. Information College after three years of high school; concerning this test may be obtained directly by writing to the 2) Early Decision — for students who have decided Program Director, TOEFL Institutional Programs, Box 6155, that the College is their first choice and if accepted Princeton, NJ 08540, or by logging onto www.ets.org. are committed to attend the College; and Applicants seeking to begin studies in the fall semester 3) Regular Admission — the College notifies applicants (September) should submit applications and supporting of their status on a rolling basis as of mid-January. credentials by March 1. All documents written in languages other than English must be accompanied by certified English Early Admission Plan translations. Manhattanville recognizes that some students with records of superior academic achievement and promise may require fewer The Admissions Office will not process applications until it than the traditional four years of secondary school to prepare for receives all supporting documents. Once an application is college. Under the Early Admission Plan, candidates for received and reviewed, a decision is forwarded to the applicant admission must submit their applications by June 1 of their on a rolling basis. Some accepted students may be required to junior year. The final date for submission of all required support register for non-credit, preparatory English courses. These documentation (transcripts, letters of recommendation and courses, which are conducted at the English Language Institute SAT/ACT scores) is July 15. All candidates will receive an of Manhattanville College, will involve additional expense and acceptance or deferment no later than July 31. Applicants extend the time normally required to complete studies for a accepted under this plan must submit their acceptance deposit degree. fee within two weeks of the date of their acceptance. This deposit is not refundable. Physically Challenged Applicants Admission requirements and academic standards for physically Early Decision Plan challenged students are the same as those for other candidates. The College offers an early decision opportunity to candidates They are expected to integrate fully into the student body and to who have decided that Manhattanville is their first choice. An meet the academic standards required of all students. Although Early Decision application must be received by December 1 of some forms of assistance are available, students with disabilities the candidate’s senior year in secondary school. Upon receipt of are encouraged to be as independent as possible. Applicants are the required academic support documents, the candidate is encouraged to have a personal interview with a member of the notified of Manhattanville’s decision no later than December 31. admissions staff and tour the campus. A candidate applying to the College under the Early Decision Plan is required to sign a statement confirming that, upon being Individuals With Special Needs accepted to Manhattanville, he/she withdraws any application The Advisory Committee for Individuals with Special Needs is for admission to other colleges and will file no additional composed of faculty and staff who provide support to people applications. Applicants accepted under this plan must submit with special needs. Special needs include, but are not limited to, their acceptance deposit fee within two weeks of the date of those individuals with learning disabilities, hearing and sight their acceptance. This deposit is not refundable. impairment, and physically handicapping conditions. The Committee welcomes individuals new to our community to Regular Admission Plan make their needs known so that resources can be identified for Students are required to submit their application and support each person. documentation (transcripts, letters of recommendation and SAT/ACT scores) prior to the March 1 deadline (high school) Transfer Students and June 1 (transfers). The Admissions Office will continue to Students from other institutions may be admitted either in the process applications throughout the year so long as enrollment fall or spring semester provided they meet Manhattanville's space remains available. Under the regular admission plan, admission requirements. Transfer students may not enter as candidates will receive an acceptance, denial or deferment on a seniors, since they must complete at least four semesters of rolling basis once the candidate's file is complete. Students fulltime study (or the equivalent) at Manhattanville to satisfy accepted before April 15 should confirm their intention to attend degree requirements. They may enter, however, either in the fall by submitting their acceptance deposit fee by May 1. Students or spring semester. Besides the required academic credentials, accepted after the April 15 date must submit their acceptance transfer students should provide official transcripts of all deposit fee within two weeks of the date of acceptance. This undergraduate studies already undertaken, along with a deposit is non-refundable. statement from a dean or other appropriate official stating that the student is in good academic and social standing. While Advanced Standing and Credit by Examination academic work completed at the college level is a more current Students who have achieved a grade of 4 or 5 on an Advanced indicator of a student's potential success at Manhattanville, the Placement Test of the College Entrance Examination Board may Admissions Committee will also consider the secondary school receive 3 to 6 credits toward their Manhattanville degree. If record and test scores. Personal interviews are strongly students wish to use these credits toward fulfillment of major or encouraged. After acceptance, a candidate for advanced minor requirements, they should consult the appropriate standing will receive a letter from Manhattanville indicating the department chair. Students who have taken college courses amount of previous academic work which will be credited while in high school may receive credit if the course was given toward a degree. The transcript showing the courses completed by college faculty and is reported by college transcript at a level at another college will form part of the student's portfolio at of B or better. The College will grant six semester hours of Manhattanville. Papers or work from the previous college may credit (for a maximum of 28 credits) for each examination taken also be included. If they are not available, the student, after at the Advanced (“A”) level of the British General Certificate of enrolling at Manhattanville, may prepare evidence of the Education on which the student received a grade of C or better. required skills. Students interested in dance, theater to studio art Also, six semester hours of credit (for a maximum of 18 credits) should refer to procedures for acceptance in the appropriate will be granted for each Higher Level Examination in the

159 International Baccalaureate Program on which a student has 1) a Bachelor’s degree from an accredited institution, with a earned a score of 5, 6, or 7. Students may be granted a minimum average of 3.0 on scale of 4.0, and/or a Master’s maximum of 12 semester hours of credit through subject degree in a functionally relevant area is required for the examinations of the College Level Examination Program Advanced Certification programs (CLEP). Students already studying at Manhattanville must 2) a demonstrated aptitude for graduate study request authorization from the Advising Office to take CLEP 3) strong recommendations exams for credit. 4) a strong desire to teach 5) a college preparation which includes satisfactory Transcript of Record completion of prerequisites for the graduate program Official transcripts bear the seal and an authorized signature of the College Registrar or Assistant Registrar. Requests for tran- UITION AND EES scripts must be made in writing and be accompanied by a fee of T F $5 per copy. Transcripts are issued within seven days, except Course registration by a student constitutes acceptance of during periods of registration, examination or commencement responsibility by the student, and the parent or guardian (in the when additional time should be allowed. Transcripts may not be case of a dependent student), to pay all charges on a timely basis released if there is any outstanding indebtedness to the College. as billed by the College. The College reserves the right to withhold issuance of degrees, diplomas, grades, transcripts, recommendations, and to bar or cancel registration, residency, or GRADUATE & PROFESSIONAL STUDIES any other form of association with the College until all student The School of Graduate & Professional Studies has a rolling charges are paid in full. admissions process. A personal interview is required for all programs, and applicants are also required to submit the Tuition and fee charges are assessed on a semester basis; all following: students, and parents or guardians of dependent students are • A completed application form and application fee. The fee responsible for paying all charges when due for the entire is waived for online application. semester. • Official transcripts • Autobiographical essay A late payment fee will be assessed if payments are made after a • Resumes (except MA programs) bill's payment due date. Delinquent accounts that are placed into collection will be charged for all related costs plus interest. Additional requirements for specific programs are as follows: • Master of Arts in Writing – 10-15 page sample of writing The following tuition and fee rates are in effect for the 2005- • MS/Certificate Programs – At least three years of full-time 2006 academic year. These rates, and any and all tuition and fee relevant work experience, and two letters of charges, are subject to change without notice at any time at the recommendation discretion of the College. Additional rates and fees not listed • B.S. Programs (accelerated) – Two years of full-time may apply to certain programs.

equivalent working experience, 2.5 grade point average, and 23 years of age requirement. FULL-TIME UNDERGRADUATE STUDENTS Admissions Deposit (resident students)...... $300 SCHOOL OF EDUCATION Admissions Deposit (non-resident students) ...... $200 The School of Education has a rolling admissions policy. Application Fee...... $50 Comprehensive Fee (per semester)...... $500 Applicants should submit the following credentials to the School (per semester) of Education: Room and Board ...... $5,345 Tuition (per semester) ...... $12,460 • a completed application form

• an application fee of $40 • two recommendations (academic/professional) PART-TIME UNDERGRADUATE STUDENTS Art Laboratory Fee (per course) ...... $85 • a 2-3 page typewritten essay describing their background Audit Fee (per course)...... $280 and philosophy on teaching; Electron Microscopy Fee (per course)...... $135 • official transcripts of all previous college work (both Film Fee (per course) ...... $50 undergraduate and/or graduate) and Laboratory Science Fee (per course) ...... $50 • an interview with a full-time member of the School of Language Resource Center (per course)...... $50 Education is suggested. Registration Fee (per semester)...... $35 Tuition: (per credit, fewer than 12 credits Upon receipt of all the above credentials, the Admissions (per semester) ...... $570 Committee will review the candidate's application for Tuition: B.S. in Behavioral Studies (per credit)...... $465 matriculation and will inform the candidate of its decision. Tuition: B.S. in Communications Management (per credit)...... $465 Students seeking certification in Music (All Grades) must pass Tuition: B.S. in Organizational Management an Entrance Audition by the Music Department, including (per credit)...... $465 performance, piano, and voice skills and an examination in music theory, history, and literature. They must have coursework in Music Theory, Music History and Literature, GRADUATE STUDENTS woodwind instrument performance, brass instrument Art Laboratory Fee (per course) ...... $85 performance, stringed instrument performance, conducting, and Audit Fee (per course)...... $280 percussion instrument performance, as more fully described in Film Fee (per course) ...... $50 the School of Education Graduate Catalog. Laboratory Science Fee (per course) ...... $50 Language Laboratory Fee (per course) ...... $50 Students seeking certification in Visual Art (All Grades) must Registration Fee (per semester) ...... $35 present a portfolio of their work to be reviewed for acceptance Tuition: Master of Arts (per credit) ...... $550 by the Art Department. Tuition: Master of Arts in Teaching Eligibility Requirements: (per credit) ...... $670

160 Tuition: Master of Professional Studies Eligible full-time undergraduate students will receive refunds of (per credit)...... $670 appropriate portions of tuition, fees and, if applicable, room and Tuition: Master of Science (per credit) ...... $570 board charges. These refunds will be reduced by appropriate portions of financial aid, scholarships and loans previously TEACHER EDUCATION applied. Eligible graduate and part-time undergraduate students Education Laboratory Fee (per course)...... $70 will receive refunds of only appropriate portions of tuition Education Practicum Fee (per course) ...... $210 charges, net of applicable portions of financial aid, loans and Student Teaching: scholarships. Fees are not refundable. Undergraduate Students (per semester)...... $485 Withdrawal date is when approved by either Academic Advising Graduate Students (per semester)...... $585 or Registrar’s Office, as appropriate: Graduate application fee ...... $40 Refund On or before first day of classes...... 100% MUSIC LESSONS First two weeks of classes ...... 80% Half-hour lessons in voice or piano (per course) ...... $315 Third week of classes ...... 60% Hour lessons in voice or instrument (per course) ...... $630 Fourth week of classes...... 40% Instrument Rental (per semester)...... $50 Fifth week of classes ...... 20% No refund after fifth week of classes RESIDENCE HALLS FEES Board Financial Aid Repayment Policy 19 Meals Per Week (per semester)...... $2,170 Students receiving financial aid from the College who withdraw 15 Meals Per Week (per semester)...... $2,025 from classes will have their aid reevaluated, possibly 10 Meals Per Week (per semester)...... $2,105 necessitating their repayment of a portion of the financial aid 13 Block Meal Plan (per semester)...... $2,105 received. The necessity to repay financial aid depends upon the Room(per semester) ...... $3,175 type of aid received, applicable government regulations, and the Key Replacement Fee ...... $100 period of time in attendance. Attendance for a partial semester Lock Change Fee...... $100 will generally count as one of the eight semesters of financial Room Damage and Key Deposit...... $145 aid eligibility normally allowed a student. Single Occupancy Double Fee (per semester)...... $2,500 RESIDENCE HALLS FEES Intersession Room Rate (per week) ...... $125 Room and board charges for the Fall and Spring semesters apply Summer Room Rates for the two periods beginning when the residence halls open at Manhattanville Students the beginning of each semester through the end of each final Per Day ...... $35 exam period. Students wishing to remain in the residence halls Per Week ...... $190 beyond the Fall and Spring semesters, most notably during the Manhattanville Students Intersession period and during the summer, must obtain (registered for 3 or more credits per session) permission from and register with the Office of Residence Life Session I or II ...... $630 and pay additional fees. All students residing in the residence Session I and II...... $1,260 halls during the Fall and Spring semesters must participate in the Per Week ...... $150 College’s board program. All first-time freshmen students residing in the residence halls must participate in the 19-meal Non-Manhattanville Students plan during their first year of residence. Per Day ...... $70 Per Week ...... $425 DMISSIONS EPOSIT A D To reserve a place at the College, all new students must submit MISCELLANEOUS FEES an admissions deposit, which is credited to their account for Higher Education Learning Program their first semester. This deposit is not refundable. (per semester)...... $2,310 Late Registration Fee — Undergraduate IBRARY INES First week of registration ...... $305 L F Second week and thereafter ...... $580 Students are responsible for the prompt return of items borrowed Late Registration Fee — Graduate from the library. Items may be renewed in person or at the Late registration before add/drop...... $180 library's web site (http://www.mville.edu/library/). Students are Late registration after add/drop...... $305 charged a daily fee for items that were not renewed and Late Payment Fee...... $500 replacement and processing fees for lost items. Students are ID Card Replacement...... $20 also charged for items that they ordered from other libraries that Transcript Fee (per copy)...... $5 they did not retrieve. Early return fee-residents (per day) ...... $100 FINANCIAL ASSISTANCE REFUND POLICY Funding is provided by federal and state governments, the The following refund schedules apply to all students who college, and private organizations. Financial aid is designed to officially withdraw from full-semester classes. Full-time supplement your family’s ability to pay for college costs undergraduate students must receive authorization from the including tuition, fees, room and board, books, supplies, trans- Academic Advising Office in order to officially withdraw. portation, and other related educational expenses. Graduate and part-time undergraduate students must submit to Our mission is to assist you in finding the resources most the Registrar’s Office a withdrawal application signed by their appropriate to your circumstances that will enable you to afford academic advisor in order to officially withdraw. Refunds are a Manhattanville education. We seek to accomplish this through computed as of the official withdrawal date. Refunds for the expertise of our staff, significant outreach efforts, and timely courses that do not run for a full semester will be computed in publications and notices. proportion to the length of the then current regular semester.

161 If you are unable to find the answers to your questions through 7) One or more of the Federal Family Education Loan this catalog, or on our web site, or you wish clarification, please Programs including Stafford Student Loans and Parent do not hesitate to contact a member of our Financial Aid staff by PLUS loans. email, telephone, or a personal visit. A school’s satisfactory academic progress policy must include APPLYING FOR FINANCIAL AID both a qualitative measure (such as cumulative grade point Manhattanville College requires that all students complete the average) and a quantitative measure (such as maximum time Free Application for Federal Student Aid (FAFSA) in order to frame for completion). The law specifies that by the end of the be considered for funds from all available sources. The FAFSA second academic year, the student must have at least a “C ” is available online at http://www.fafsa.ed.gov/, and in the paper average and have an academic standing that is consistent with format from most high school guidance offices and college the requirement for graduation. The following chart comprises financial aid offices. Manhattanville College will also make the requirements for academic pursuit and progress here at these forms available. Please contact our office at (914) 323- Manhattanville College: 5357, and a copy will be mailed to you. Manhattanville College’s federal college code number is 002760. FULL-TIME CUMULATIVE G.P.A. CUMULATIVE All recipients of state and/or federal financial aid must: SEMESTERS* (ON A 4.0 SCALE) CREDIT 1) Be U.S. Citizens or permanent resident aliens; 1 1.7** 15 2) Be formally accepted as degree candidates; 2 1.8** 3) Maintain satisfactory academic progress; 3 1.9 30 4) Not owe a refund of any Title IV funds; 4 2.0 5) And must not be in default on repayment of a student loan. 5 2.0 51 For students considering attendance in the Fall semester, a 6 2.0 FAFSA should be filed by March 1st preceding their start date, 7 2.0 in order to be considered for funding from all sources. Some 72 funding is awarded on a first-come, first-serve basis. 8 2.0 9 2.0 During the application process, kindly provide the following 96 when requested by the college: 10 2.0 1) A Verification Worksheet. Please make sure that you have 11 2.0 120 completed all the sections (A through E). 12 2.0 2) A signed, complete copy of your parents’ federal income tax return, including all schedules, attachments and copies of W-2 statements. Financial aid programs which are subject to the standards of satisfactory academic progress include (but are not limited to) 3) A signed, complete copy of the student’s federal income Federal Pell Grants, Federal SEOG Grant, Federal Work-Study, tax return, including all schedules, attachments and copies Federal Perkins Loan, and Federal Family Education Loan pro- of W-2 statements; or, for non-filers selected for grams (Stafford and Plus). verification, completion of the Income Statement on page 2 of the Verification Form. List all earned/unearned income Satisfactory academic progress for undergraduates is measured received and attach copies of all W-2 statements. in two areas: maintaining an adequate grade point average and successfully completing a required number of credits per 4) Itemization Worksheet semester. 5) Stafford Loan Master Promissory Note Undergraduate students must maintain the required cumulative 6) Loan Entrance Interview grade point average (G.P.A.) necessary to continue as degree 7) Copy of Student’s Drivers License candidates at Manhattanville College. Therefore, they must maintain an academic standing consistent with the standards as 8) Other documents, as requested outlined. Students who are on “financial aid probation” due to their Graduate and Bachelor of Science Degree candidates must G.P.A. may receive aid. Students who are on financial aid complete a Manhattanville Financial Aid form in addition to the probation will be reviewed at the end of each semester. FAFSA, annually. The form is available directly from the Probation may last up to 2 semesters. However, students who Financial Aid Office in Reid Hall, by mail upon request, and on fall to “financial aid suspension” status, will be considered our website. ineligible to receive any form of financial aid. Once they have met the appropriate G.P.A. and degree credit requirements based SATISFACTORY ACADEMIC PROGRESS on their status, their federal financial aid will be reinstated. The Office of Financial Aid will review the academic progress All students receiving any of the forms of financial aid listed of all students who are in receipt of federal aid. Students not below are required to maintain satisfactory academic progress in meeting the minimum credit/G.P.A. requirements will be order to continue to receive financial aid in subsequent notified that they are ineligible to continue to receive financial semesters: assistance or that they have been placed on SAP probation. This 1) Federal Supplemental Education Opportunity Grants notification will be mailed to students at the end of each 2) Federal Perkins Loans semester, with copies forwarded to academic advising. 3) Federal Work Study 4) Federal Pell Grants A student whose eligibility has been suspended may not receive 5) Tuition Assistance Grants any financial aid until he or she makes up the full credit deficit with courses at Manhattanville college at his or her own 6) Aid for Part-time Study expense. When the student meets the minimum credit/G.P.A. requirement, financial aid eligibility will be reinstated.

162

If a student is placed on suspension and there are extenuating Per federal regulations the receipt of private scholarships may circumstances that caused the violation, the student may submit affect a financial aid package. It is incumbent upon the student a SAP appeal. Extenuating circumstances are defined as to notify the Financial Aid and Student Accounts Office of all extraordinary conditions outside of the student’s control. All private scholarships received so that it may be determined if appeals must include third party documentation of these these funds have an effect on other resources awarded. circumstances. SAP appeal forms are available from the Financial Aid Office in Reid Hall on the second floor. Manhattanville’s policy regarding private scholarships is as follows: In addition, undergraduate students must earn their degree, If required by federal regulations to adjust an aid package, the regardless of their program of study, within one hundred and College will eliminate or reduce in this order: eighty (180) credits. Students who have not earned a degree within this time frame are not eligible to receive any further 1) Federal Work-Study federal aid. 2) Perkins Loan 3) Federal Stafford Loan Students who have any questions regarding the SAP policy and financial aid eligibility should contact the Financial Aid Office Manhattanville gift aid will not be reduced unless the total of all at (914) 323-5357. gift aid exceeds the cost of attendance.

The loss of aid in any semester is always contingent upon the To receive or continue to receive financial aid funded by the student’s performance in the previous semester attended. Thus, state, the federal government, or the college (including loans, failure to meet the standards during a fall term disallows grants, jobs, scholarships), you must be making satisfactory payment for the spring semester; failure in the spring for the academic progress, which requires that you achieve and following summer or fall, etc. maintain a cumulative grade point average of at least 2.00 after four semesters of college attendance. In addition, you must FINANCIAL AID AWARDING POLICY complete a minimum number of the total credits attempted. For complete details, please refer to the previous section on Manhattanville awards need based institutional funds based Satisfactory Academic Progress. upon the philosophy that the primary financial responsibility for higher education lies with the student and the student’s parents, followed by state and federal governments. Finally, colleges, SCHOLARSHIPS AND GRANTS universities, private organizations, and foundations attempt to Manhattanville’s generous aid packages often include annual fill any remaining need. The College is committed to helping scholarships and grants from the college. families assess various options to meet the financial obligations of a Manhattanville education whenever possible. ANHATTANVILLE CHOLARSHIPS M S Most of Manhattanville’s institutional funding is awarded on the Incoming freshmen and transfer students are automatically basis of academic performance and demonstrated financial need reviewed for eligibility to receive one of the following in addition to scholarships based solely on merit and awarded in scholarships: recognition of exceptional academic performance. However, a Chairman Scholarship - $15,000 per year financial aid application is required for initial consideration and Board of Trustees Scholarships - $9,000 to $10,000 per year renewal of all institutional funds. Barbara Knowles Debs Scholarship - $15,000 per year

President’s Scholarship - $7,500 per year Every student who provides a complete financial aid application Phi Theta Kappa Scholarship - $8,000 per year is offered self-help assistance in the form of a Federal Student Loan and, possibly, Federal Work-Study. In determining aid Humanities/Performing Arts Scholarship - $6,000 per year packages for freshmen, Manhattanville awards institutional aid Science/Math Scholarship - $6,000 per year on the basis of academic performance and demonstrated financial need. To determine a student’s need for the purpose of awarding its own funding, the College uses Federal Method- RIGHTS AND RESPONSIBILITIES OF ology available through the Free Application for Federal Student SCHOLARSHIP RECIPIENTS Aid (FAFSA). Annual renewal of all scholarships is based on:

1) Maintaining a minimum grade point average of 3.0 Manhattanville attempts to meet a student’s financial need with 2) Attending each semester on a full-time basis (14-16 institutional and government resources. Because sufficient credits). resources are not always available to meet 100% of every student’s need, there is considerable competition for funds. 3) Attending one cultural event per semester of President Priority is given to students who demonstrate exceptional need Berman’s Leadership Committee. and perform at outstanding academic levels. 4) Submission of an essay regarding the event to the Office of the President each semester. Freshman applicants are awarded financial aid based on the information they provide on the FAFSA form. All award values MANHATTANVILLE GRANTS are conditional, subject to full and complete verification of the Consideration for this need-based award is determined through financial aid application, if applicable. If the information the FAFSA process. The applicant must display financial need, originally provided must be changed, adjustments will be made be enrolled as a fulltime matriculated student, and be a U. S. to the applicant’s file, which could result in a decrease of the aid Citizen or Permanent Resident Alien. For Returning Students: listed on the Financial Aid Award Letter.

163 The returning student must continue to make satisfactory outlined previously. If a student does not meet the NYS TAP academic progress toward a degree and must continue to display standards the student may apply for a one-time waiver. a similar amount of financial need from year-to-year in order for a Manhattanville Grant to be renewed. Before being certified for this payment: 1st 2nd 3rd 4th 5th FEDERAL PELL GRANTS (PELL) A student must have accrued at least this many A Federal Pell Grant does not have to be repaid. Pell Grants are credits: 0 3 9 21 33 awarded only to undergraduate students who have not yet earned With at least this grade a bachelor’s degree. For many students, Pell Grants provide a point average: 0 .50 1.00 1.20 2.00 foundation of financial aid to which other aid may be added. Before being certified for this payment: 6th 7th 8th 9th 10th To determine if you’re eligible, the US Department of Education A student must have uses a standard formula, established by Congress, to evaluate the accrued at least this many information you report when you apply. The formula produces credits: 45 60 75 90 108 an Expected Family Contribution (EFC) number. Your Student With at least this grade Aid Report (SAR) contains this number and will tell you if point average: 2.00 2.00 2.00 2.00 2.00 you’re eligible. * 9th and 10th payments of TAP are available only to students in five-year programs approved by NYS Commissioner of Awards for each year will depend on program funding. You can Education. receive only one Pell Grant per award year. How much you get will depend on your Expected Family Contribution (EFC), cost In addition to the above, New York State financial aid programs of attendance, whether you’re a full-time or part-time student require that Program Pursuit be monitored. This means that and whether you attend school for a full academic year or less. during the first year that a student receives state aid (s) he must carry to completion (all grades except “W”) six (6) credit hours FEDERAL SUPPLEMENTAL EDUCATIONAL per semester; during the second year nine (9) credit hours per semester; and during subsequent years twelve (12) credit hours PPORTUNITY RANT O G (FSEOG) per semester. Funded by the federal government and the College. Awarded on the basis of exceptional need and availability of funds. Eligibility for FSEOG is determined during the FAFSA review SATISFACTORY ACADEMIC PROGRESS FOR process. TAP RECIPIENTS ENROLLED IN GRADUATE PROGRAMS TUITION ASSISTANCE PROGRAM (TAP) Before Being Only students who are New York State Residents can receive st nd rd th th th th th TAP. As the largest state grant program in the US, the Tuition Certified for This 1 2 3 4 5 6 7 8 Assistance Program (TAP) provides more than 330,000 New Payment: York State students with awards ranging from $100 to $5,000. A Student Must have Because TAP is a grant, it does not have to be paid back. You Accrued at Least This 0 6 12 21 30 45 60 75 can get TAP for up to four years of undergraduate study, or up Many Credits: With at Least This to five years for certain approved programs. Students in two- 0 2.0 2.5 2.75 3.03.0 3.0 3.0 year programs are eligible for up to three years of TAP for full- Grade Point Average: time study. What Determines the Amount of TAP that I receive? In addition to the above, New York State financial aid programs require that Program Pursuit be monitored. This means that • The amount of tuition charged. during the first year that a student receives state aid (s) he must • Your combined family New York State net taxable income carry to completion (all grades except “W”) six (6) credit hours (NTI); your financial status (dependent or independent of per semester; during the second year nine (9) credit hours per parents); the type of school you are planning to attend and semester; and during subsequent years twelve (12) credit hours the year in which you first receive a TAP award. per semester. • Other siblings enrolled in college. TAP WAIVERS TAP waivers are granted only once to students and only for NEW YORK STATE RESIDENTS extraordinary reasons which are beyond the control of the Information from your completed FAFSA will be provided to student. TAP waivers can only be considered for students who NYS Higher Education Services Corporation (HESC). HESC have maintained good academic standing for all but one will send an Express TAP Application (ETA) to any NYS semester and who fall short of either the published Pursuit or resident that indicated at least one NYS institution on the Progress standard for that one semester. (See the New York FAFSA. Students should complete the application and return it State standards for satisfactory academic progress above.) A to HESC immediately. separate waiver may be available for the 2.00 G.P.A. require- ment in the fifth or subsequent semesters of TAP payment.

SATISFACTORY ACADEMIC PROGRESS FOR Students who wish to be considered for a waiver must complete TAP RECIPIENTS ENROLLED IN a Waiver Appeal Form, which can be obtained from the Dean of UNDERGRADUATE FOUR-YEAR PROGRAMS Studies Office in Founders Hall, Room G8 on the first floor. The Waiver Appeal Form must include a written statement New York State has established criteria for Satisfactory outlining the reasons why they feel they are eligible for the Academic Progress that differs from the Federal Standard waiver. After careful consideration, a decision will be rendered

164 by the Waiver Appeals Committee and the student will be listed with the Office of Career Services and students may use informed in writing of the decision. In addition, that infor- the Job Board to review available opportunities. mation will be shared with the College Registrar so that the State of New York can be properly notified. Graduate students seeking a TAP waiver should request the Waiver Appeals Form FWS is a financial award and is given as part of the financial aid from the academic dean of their program. The persons author- package. It is not an outright gift, but an amount that can be ized to grant waivers are responsible for adhering to the require- earned by working in jobs on or off-campus. Money earned is ments and regulations of the TAP waiver guidelines. They may to be used at the student’s discretion. It may be used to pay for consult with the student, his/her teachers and advisors, or other books, living expenses, or other college costs. Students are parties. However the final decision rests with the committee. encouraged to utilize this financial aid funding wisely. If a student does not find suitable employment and can not earn the amount of the financial aid award, the student will not receive AID FOR PART-TIME STUDY (APTS) the money allotted. Available to: Part- time undergraduate students who are permanent residents of New York State. In addition to financial FWS can be earned on campus and from off-campus jobs if the need criteria, students must not have exhausted their TAP positions are in service to the community and are in the public eligibility (i.e., received eight semesters of TAP). interest. There are strict rules governing these off campus opportunities, and a special section of the Job Board lists If Interested: Forms are available from and must be submitted to available jobs. the Office of Financial Aid by specified filing deadlines. Students who do not have a FWS award may apply for jobs on ADDITIONAL SOURCES OF AID FOR NEW YORK campus under the Campus Employment Program. STATE RESIDENTS Beyond the TAP and APTS programs, additional aid in the form Students seeking employment in both of these programs should of grants and scholarships are awarded yearly through the New come to the Office of Career Services to consult the boards and York State Higher Education Services Corporation, Albany, NY binders. Students will be required to complete registration 12255. papers and an Employment Agreement for each position obtained. Jobs are available for the fall and spring semesters in These include: FWS and CE. 1) Vietnam and Gulf War Veteran Tuition Awards,

2) NYS Regents Award for Children of Deceased Correction The Office of Career Services is open during posted times and Officers, by appointment. Van transportation is available to transport 3) NYS Memorial Scholarships for Families of Deceased students to community service jobs and internships. Police Officers and Firefighters,

4) Children of Deceased or Disabled Veteran Awards, STUDENT LOANS 5) Military Service Recognition Scholarship, Federal Stafford Loans 6) New York Lottery Leaders of Tomorrow Scholarship This loan provides funding to help students pay some of their 7) World Trade Center Memorial Scholarship. own costs. The loan is made to the student, and the student is directly responsible for repayment of this debt. Eligibility is For additional scholarship information, please log onto: contingent upon completion and submission of appropriate application documents. The Stafford Loan carries a variable http://www.hesc.com/. interest rate, set annually, not to exceed 8.25%. Repayment of principal begins six months after you cease to be a student Individuals with disabilities may contact the Office of Vo- enrolled on at least a half-time basis. cational and Educational Services for Individuals with Disabil- There are two types of Stafford Loans. If you demonstrate ities (VESID), NYS Education Department, Albany, NY 12234. sufficient financial need, you will qualify for the Subsidized They provide funds to be used for tuition, fees, etc., as well as Stafford Loan. The federal government pays the interest on this for note takers and interpreters in the instance of a blind or deaf loan while you remain at least a half-time student. If you do not student. Eligibility is determined by VESID. qualify for the full Subsidized Stafford Loan, you may borrow an Unsubsidized Stafford Loan, however, you must pay the interest on this loan while you are in school or opt to capitalize Aid programs for the visually impaired are available through the the interest and pay it, along with the principal, upon leaving Commission for the Blind and Visually Impaired, Department of school. Social Services, Albany, NY 12243.

Stafford Loan funds are borrowed from a lending institution State Aid to Native Americans may be obtained by contacting (bank), known as a lender. Repayment is made directly to the the Native American Education Unit, NYS Education Depart- lender at the end of the six month grace period. Manhattanville ment, Albany, NY 12234. College has assembled a list of preferred lenders, that each provide excellent customer service and diverse borrower benefit FEDERAL WORK-STUDY packages. Federal Work-Study Program (FWSP) The amount of your student loan depends on the number of credits you have successfully completed. If you are a new The Office of Career Services is responsible for the admin- student or have completed fewer than 28 credits, you are eligible istration of the Student Employment Program. The Federal for an annual maximum of up to $2,625. If you have completed Work-Study (FWS) program and Campus Employment (CE) are or transferred in with between 28 and 59 credits, you are eligible the two programs at the College, which make up Student for an annual maximum of up to $3,500. Once you have Employment. All jobs on campus in both of these programs are

165 completed or transferred in with at least 60 credits, you are eligible for an annual maximum of up to $5,500. The federal government deducts 3% in fees from the gross loan amount before forwarding the balance, half in each semester, to the school.

Stafford Loan eligibility is determined by the Financial Aid Office. To apply for and receive such a loan, you must submit a Stafford Loan Master Promissory Note to the Financial Aid Office. If you are an incoming student whose file is complete, you will receive a promissory note from the Financial Aid Office with your Financial Aid Award Letter. If you are a returning student a Master Promissory Note should already be on file.

In either case, you must return the completed promissory note directly to the College for processing. After your correctly completed promissory note has been received and approved by the College, the Student Accounts Office will receive the net amount of the loan and credit it to your account, half in each semester. The FAFSA is the annual application for a Federal Stafford Loan.

Federal Perkins Loans Funded by the federal government and administered by the College. Awarded based on financial need and availability of funds. Eligibility is re-evaluated each year. Repayment begins nine months after the student ceases at least half-time enrollment. The interest rate on this loan is 5%. If eligible, a promissory note must be signed with the Student Accounts Office before Perkins Loan funds can be credited to a student’s account.

Federal Parent Loans (PLUS) If you are a dependent student, your parent may borrow up to the cost of your education, less any financial aid received. Approval is contingent upon a successful credit check. Loan proceeds (minus a 3% origination fee) are disbursed directly to your account, half in each semester. A PLUS loan Pre- Screen form will be enclosed with your financial aid letter, along with a Plus Master Promissory Note (PMPN). To use PLUS loan proceeds for the fall bill, the completed application must be received by the Financial Aid Office no later than June 1st. The PLUS loan carries a variable interest rate set annually, not to exceed 9%.

166 BOARD OF TRUSTEES Paula DeLaurentis ‘87 Scott Pierce (Chair) First Vice President Retired Chairman & CEO TD Waterhouse

Prudential Asset Management Company Rev. James A. Forbes, Jr.

Robert M. Callagy (Vice Chair) Senior Minister Senior Partner The Riverside Church

Satterlee Stephens Burke & Burke LLP Jean Ford, RSCJ ‘48

Mark C. Davis (Vice Chair) Director of Admissions Sprout Creek Farm, Financial Consultant Society of the Sacred Heart

Nancy Roberts King ‘66 (Vice Chair) Robert Hall Chairman Karen McNally Kovach '71 (Secretary) Harborside Securities Chairman Karen Kovach Company Duncan P. Hennes Partner Cesar L. Alvarez Promontory Financial Group, LLC President & CEO Greenberg Traurig, LLP P. Nicholas Kourides General Counsel and Managing Director Richard A. Berman American Express Bank President Manhattanville College Manuel Lopez Sr. Field Vice President Roy J. Bostock Mutual of America Chairman Partnership for a Drug-Free America Michael Michl Executive Vice President Barbara E. Bowe, R.S.C.J. ‘67 MasterCard International Associate Professor of Biblical Studies Catholic Theological Union Barbara J. Rogers, R.S.C.J. ‘74 Headmistress Eileen Brennan ‘71 Newton Country Day School

Peter Bridgman Sally J. Rogers ‘72 Sr. Vice President & Controller Senior Vice President PepsiCo, Inc. The United Hospital Fund

Winnie Briney ‘67 Sylvia Quarles Simmons ’57 President Retired President Motivating the Teen Spirit, LLC American Student Assistance Corporation

D.H. Callahan (Don) ‘78 Anthony L. Watson Chief Marketing Officer President and CEO Morgan Stanley Health Insurance Plan of Greater New York

Linda N. Cassano ’70 President ADMINISTRATION Cassano Associates, Inc. Richard Berman President Martin Clague B.B.A., M.B.A., M.H.A., University of Michigan Retired President & CEO Honorary Doctorate, New York Medical College Covansys Corporation (1995)

Molly Crowley ‘61 Sue Reynolds Director Assistant to the President Crowley Maritime Corporation B.A., Concordia College M.S., Manhattanville College Sergio Danguillecourt ‘90 (1994) Director of the Board Bacardi, Ltd.

167 Mary Corrarino Gabriele Wickert Senior Vice President for Student Affairs and Acting Provost and Dean of Faculty General Counsel B.S., University of Rochester B.A., Manhattanville College M.A., State University of New York, Albany J.D., Fordham University Ph.D, University of Massachusetts (1996) (1976)

Kevin Hunter Denise Carson Dean of Students Registrar B.A., Bard College B.A., Bard College M.S., State University of New York Brockport M.A., Manhattanville College (2000) (1978)

L.A. Adams Margaret Causey, RSCJ Director of International Student Services Academic Dean B.F.A., Virginia Commonwealth University B.A., Louisiana State University M.I.I.M., School for International Training M.S., Washington University (1996) M.T.S., Weston Jesuit School of Theology Ph.D., Marquette University Stacy Bailey (1997) Director of Multicultural Affairs B.A., State University of New York Imma De Stefanis (1996) Associate Academic Dean B.A. Pace University Pamela Duncan M.A. University of California, Berkeley Director of Counseling Center Ph.D. Boston College B.A., Hunter College (2003) M.A., Adelphi University Ph.D., Adelphi University Rhonna Goodman (2001) Director of the Library B.A., Boston University Delia Flores M.L.S., Pratt Institute Director of Commuter Student Services M.S., Manhattanville College B.A., San Francisco State University (1997) M.A., University of San Francisco (2002) Judith H. Lewis Director of the English Language Institute Mary Kornman B.A., Wheaton College Associate Dean and Director of Special Programs M.P.S., Manhattanville College B.A., Manhattanville College (1997) J.D., Brooklyn Law School (2002) Joseph Redington Associate Dean of Studies Keith Levinthal B.A., University of Scranton Director of Athletics M.A., University of Maryland B.A., Hobart College (1997) (1999) Lea Rutmanowitz Ross Novak Associate Provost Director of Residence Life A.B., Barnard College B.S., Ohio University M.A., M.Phil., Ph.D., Columbia University M.E., Ohio University (1989) (1999) Shelley Wepner Karen King Sheridan Dean, School of Education Director of Duchesne Center for Religion and B.S., University of Pittsburgh Social Justice M.S.Ed., Ed.D., University of B.A., Manhattanville College Pennsylvania (2004) MAW, Manhattanville College Open Position Sakina Williams Vice President for Institutional Advancement Director of Student Activities B.S., University of Maryland (2003)

168 Mary Lee Bradley Joanne Banfield Major Gifts Officer Director of Human Resources B.A., Ohio University B.A., Iona College (2002) (1998)

Barbara Brooks Norma Bass, CPA Director of Marketing and Communications Controller B.S.J., Northwestern University B.S., Queens College M.F.A., Bennington College M.B.A., Bernard Baruch (1998) (1997)

John Galgano Larry Arps Acting Alumni Director Vice President and Chief Information Officer B.A., Manhattanville College B.A., Carleton College J.D., Pace University Law School M.S., M.B.A., Columbia University (2003) (1997)

Sandra Horsman Jim Konchan Major Gifts Officer Director of Administrative Systems B.A., College of New Rochelle B.A., City University of New York, Queens College M.A., Manhattanville College (1991)

(2000) George Psihountas Audrey Shuman Nathanson Director of Network Operations/Academic Systems Development Officer B.A., Manhattanville College B.A., Wesleyan University M.S., Polytechnic University M.B.A., Columbia University School of Business (1992)

(2002) Gale Justin Ann Matheson Director of Instructional Technology Director of Donor Relations B.A., Vassar College M.Phil., Ph..D., City University of New York (1982) (2001) Rami Qubain Annual Fund Coordinator Paul Brown B.A., Manhattanville College Director Institutional Research B.A., City College of New York (2003) M.B.A., Iona College Ruth Dowd, R.S.C.J. (2004) Dean of the School of Graduate and Professional Studies B.A., Manhattanville College J. Gregory Palmer M.A., Ph.D., Fordham University Vice President of Operations B.S., Northeastern University (1956) M.B.A., The University of Hartford Andrea Covell (1995) Assistant Dean B.A., Marymount College Joseph Hinchey M.Ed., Columbia University Teachers College Director of Campus Safety Ph.D., University of Southern California (2001)

(2000) Ada Gallo

Don Richards Director of Business Affairs & Conference Services Associate Dean B.A., Manhattanville College B.A., Fordham University (1985)

M.A., Notre Dame Dan Hannon Ph.D., University of Notre Dame Director of Maintenance M.B.A., Long Island University B.A., State University of New York, Cortland (1991)

(1990)

Open Position Vice President of Finance and Administration and Treasurer

169 Jose Flores Anthony LaMagra Vice President for Enrollment Management and Student Professor of Music Development Director of Music B.S., Manhattan College B.Mus., M.Mus., Yale University M.B.A., Iona College Ed.D., Teachers College, Columbia University (1993) (1967)

Maria Barlaam Greta Levart Director of Financial Aid Dance and Theater Department B.A., Nazareth College B.A., George Washington University M.S., University of Bridgeport (1975) (1999) Miram Lewin Jose Flores Psychology Department Director of Admissions B.A., Swarthmore College B.A., Manhattanville College M.A., Ph..D., Harvard University M.L.S., Manhattanville College (1970) (1993) Nancy Lind FACULTY Professor of English B.A., Barnard College Faculty Emeriti M.A., Ph..D., New York University

(1965) Mary Lee Baranger

Professor of Art History Jean MacDonald B.A., Barnard College Religion Department Ph.D., New York University B.A., M.A., Manhattanville College (1966) M.A., Ph..D., Catholic University

(1963) Mathew Broner

Studio Art Department Ruth Murdoch B.F.A., M.F.A., Cranbrook Academy of Art French Department (1967) B.A., M.A., Vassar College

Ph.D., Columbia University Eleanor Carr, R.S.C.J. Art History Department (1955)

B.A., M.A., Manhattanville College Catherine R. Myers M.A., Ph..D., New York University English Department (1964) B.A., Bryn Mawr College M.A., St. Hilda’s College (Oxford University) Mary T. Clark, R.S.C.J. Ph.D., Brown University Philosophy Department (1968) B.A., Manhattanville College M.A., Ph..D., Fordham University Mary Newton (1951) Biology Department

B.A., College of New Rochelle Howard Hyman M.S., Ph..D., Fordham University Political Science and Legal Studies Department (1959) B.A., City College of New York

M.A., Ph..D., New School for Social Research Eileen O’Gorman, R.S.C.J. (1968) English Department

B.A., Manhattanville College Myrna Klotzkin M.A., Ph..D., Fordham University Chemistry Department M.Ed., Harvard University B.A., State University of New York, Albany (1947) Ph.D., Rensselaer Polytechnic Institute

(1964) John Pavlos

Chemistry Department Stefania Koren B.S., M.S., Ph..D., Western Reserve University Library and Information Studies (1967) LLB, MLSc., Hebrew University

(1968)

170

Claude Roquin Allison Amend Professor of French Writing Consultant for the Academic Writing Bacc., Lic. en Droit, Dipl d’Et. Sup. de and Composition Program Doct. en Dr., Paris B.A., Stanford University M.A., Ph.D., City University of New York M.F.A., University of Iowa (1966) (2005)

John Ross Hon. Daniel Angiolillo* Studio Art Department Adjunct Lecturer in Legal Studies B.F.A., Cooper Union B.S., Boston College (1964) J.D., Saint John’s University (1996) Edward Ryan Ryan-Bicardi Professor of Economics Robert Ashkinaze* Director, Economic Freedom Institute Adjunct Lecturer in History and Clinical Field Supervisor B.S., Wharton School, University of Pennslyvania in Education M.A., Duke University B.A., Long Island University (1958) M.A., City College of New York (1996) Jacqueline Sareil French Department Jay Azzolina* L.es L. Paris Adjunct Lecturer in Music and Musician (Jazz Guitar) (1968) B.Mus. Berklee College of Music M.F.A., SUNY, Purchase Alberta Albrecht Siemialkoski (1967) Biology Department B.A., Seton Hall College David Baer* M.S., Fordham University Adjunct Lecturer in Studio Art Ph.D., Rutgers University B.A./L.A. SUNY, Purchase (1982) (1998)

Kathryn Sullivan, R.S.C.J. Mary Lee Baranger* Religion Department Professor of Art History B.A., Manhattanville College B.A., Barnard College M.A., Ph.D., University of Pennsylvania Ph.D., New York University (1938) (1966)

Gerard Thormann Tina Bardsley* History Department Adjunct Lecturer in Management B.es L., Aix-Marseille B.B.A., Iona College B.A., M.A., Ph.D., Columbia University M.B.A., Pace University (1959) (1994)

Maria Wolsky Harriett Barnett* Biology Department Adjunct Lecturer in Education M.D., Royal Hungarian University of Budapest B.A., Brooklyn College (1956) M.S., College of New Rochelle (1992) Full-Time and Part-Time Faculty *Part-time faculty Norman J. Bashias The date in parentheses is the year of first appointment to the College Associate Professor of Mathematics and Computer Science David C. Adams B.A., New York University Associate Professor of Management Ph.D., City University of New York B.S.M.E., Rochester Institute of Technology (1998) M.S., College of Environmental Science and Forestry, Syracuse University Angela Bastone* Ph.D., Syracuse University Adjunct Lecturer in Education (1999) B.S., The College of Mount St. Vincent M.P.S., Manhattanville College Barbara H. Allen-Lyall* (2002) Adjunct Lecture in Education B.A., Pace University M.S., University of Bridgeport (1996)

171 Ann Bavar Tabari Bomani* Professor of Studio Art Adjunct Lecturer of African Studies B.F.A., Manhattanville College B.A., Hofstra Unviersity M.A.L.S., Manhattanville College M.S., Brooklyn College (1980) (1998)

Jeff W. Bens Lawson Bowling Associate Professor of English/Director of Creative Associate Professor of History and Professional Writing B.A., Emory University B.A., Brown University M.S., University of Pennsylvania M.F.A., University of California at Los Angeles M.A., M.Phil., Ph.D., Columbia University M.F.A., Warren Wilson College (1984) (2001) Francis P. Brancaleone Carolee Berg Associate Professor of Music Assistant Professor of Sociology and Anthropology Diploma, Palestrina Institute of Ecclesiastical Music B.A., M.S., University of Bridgeport B.Mus., Eastman School of Music Ph.D., University of Illinois Ph.D., City University of New York (1998) (1974)

Richard Alan Bernsley* Fred J. Brandt Adjunct Lecturer of Political Science and Legal Studies Assistant Professor of Education B.S., M.A., New York University B.A., M.A., City College of New York J.D. Rutgers University School of Law M.S., Queens College of New York (1998) M.S., Long Island University M.S., Ph.D., Fordham University Annemarie Bettica (2002) Associate Professor of Biology B.S., Fordham College R. Bruce Brasell* M.S., Ph.D., Fordham University Adjunct Lecturer of Communications Studies (1987) B.S., University of South Alabama M.A., Ph.D., New York University Laurie Bilik* (2002) Adjunct Professor, Leadership and Strategic Management B.A., Skidmore College Norman Brooks* M.A., M. Phil., New York University Adjunct Lecturer in Music (1999) B.S., SUNY, Potsdam M.A., Teachers College, Columbia University Louis Boccanfuso* (1997) Adjunct Lecturer in Education A.A. Hunter College Laura Brown* B.A., Fordham University Adjunct Lecturer of English M.A., Fordham University B.F.A, SUNY, Albany M.A., Manhattan College (2002) (2002) Cynthia Brosnan* Andrew Bodenrader* Adjunct Lecturer in Organizational Management Preceptor and Adjunct Lecturer of English and Human Resource Development B.A., Emerson College B.A., Rutgers University M.A., New York University M.B.A., New York University (2000) (1997)

Ellen Boehm* Meredith Brown* Clinical Field Supervisor in Education Adjunct Lecturer in Education B.S., Mercy College B.A., College of New Rochelle M.A.T., Manhattanville College M.P.A. Long Island University (1996) (2002)

Lucy Boland* James B. Bryan Librarian Associate Professor of Economics B.A., Western Connecticut State University A.B., University of Notre Dame M.L.S., St. John’s University Ph.D., University of Virginia (1995) (1984)

172 Sue Burcroff* Zhang Chen Clinical Field Supervisor in Education Associate Professor of Physics B.S. Penn State B.A., Fudan University (PRC) (2000) M.A., M.Phil., Ph.D., Columbia University (1998) Harriet W. Cabell* Mark Cherry Adjunct Assistant Professor in Leadership and Visiting Artist-in-Residence in Music Strategic Management B.A., Catholic University of America B.S., College of William and Mary (1999) M.A., Ed.D., University of Alabama, Tuscaloosa (1994) Camilla Jantke Chiappari* Adjunct Lecturer of German Ronald Cappon* B.A., Humberside Business School (England) Musician (Voice) and Fachhochschule Munster (Germany) B.M., DePaul University (2004) M.M., Manhattan School of Music (1999) Laura Chmielewski Writing Consultant for the Academic Writing John Carney and Composition Program Assistant Professor of Political Science and Legal Studies B.A., St. Joseph’s University B.A., City University of New York (Brooklyn) M.A., Fordham University M.A., Ph.D., The Graduate Faculty of the New School for M.Phil., City University of New York Social Research (2005) (2003) Lyn Christie* Alison Carson Musician (Bass) Assistant Professor of Psychology B.M.C.H.B., Otago University (New Zealand) B.A., Franklin and Marshall M.D., New York State University M.A., Ph.D., Boston College Diploma, Juilliard School of Music (2003) (1988)

Earl Carter* Megan Cifarelli* Musician and Adjunct Lecturer in Music Adjunct Lecturer of Art History B.M.E., Howard University B.A., University of Notre Dame M.A., New York University M.A., M.Phil., Ph.D., Columbia University M.M., Manhattan School of Music (1998) (1999) Antonia Cipollone* Thomas Cassilly* Adjunct Lecturer of Political Science and Legal Studies Adjunct Lecturer in Political Science B.B.A., Adelphi University A.B., Princeton University J.D. Pace University School of Law M.A., Ph.D., Columbia University (1996) (1991) Mary T. Clark, R.S.C.J.* George Castellanos Professor of Philosophy. Associate Professor of Spanish and Latin American B.A., Manhattanville College Studies M.A., Ph.D., Fordham University B.A., Iona College (1951) M.A., Middlebury College M.Ph, Ph.D., City University of New York William Coates* (1991) Adjunct Professor,Organizational Management and Human Resource Development Margaret Causey, R.S.C.J. B.S., University of Maryland Associate Professor of World Religions M.S., University of Bridgeport M.S., Washington University M.S.A., Western Connecticut State University M.T.S., Weston Jesuit School of Theology (1999) Ph.D., Marquette University (1997) Edward Cofino* Adjunct Lecturer in Education Robin L. Cautin B.A., Iona College Assistant Professor of Psychology M.S., College of New Rochelle B.A., University of Delaware (1984) M.A., Ph.D, Case Western Reserve University (2001)

173 Carmelo Peter Comberiati Keith Darcy* Professor of Music/Director of Music Adjunct Lecturer of Leadership and Strategic B.S., New York University Management M.A., Binghamton University B.S., Fordham University Ph.D., The University of Michigan M.B.A., Iona College (1983) (1994)

Catherine Coppola* Anthony Dede* Musician (Piano) Adjunct Lecturer in Education and Clinical Field B.S., New York University Supervisor M.M., Manhattan School of Music B.S., M.S., City University of New York Ph.D., City University of New York Ph.D. Fordham University (1999) (2002)

Susan Corcoran, Esq.* Anthony DeGregorio* Adjunct Assistant Professor in Organizational Adjunct Lecturer in Education Management B.A., Empire State College and Human Resource Development M.A., Manhattanville College B.S., Cornell University (1999) J.D., Pace University (1997) Everett J. Delahanty, Jr. Professor of Psychology Harold Cornell* B.A., St. Joseph’s College Adjunct Instructor in Organizational Management and M.A., Ph.D., Fordham University Human Resource Development (1961) B.A., College of William and Mary M.B.A., Pace University Hilda Demski* (1994) Clinical Field Supervisor in Education B.F.A.,Carnegie Mellon Bronwyn Cross-Denny* M.A., Hunter College Adjunct Lecturer of Sociology (2000) B.S., Western Michigan University M.S.W., Fordham University Robert Derrell (2005) Assistant Professor of Economics and Finance B.S., Marquette University Michael Crystal* M.A., Ph.D., Fordham University Adjunct Professor in Leadership and Strategic (2000) Management B.A., University of Hartford Sadrud-Din Shah* M.B.A., University of Connecticut Adjunct Lecturer in Studio Art (1998) B.F.A., SUNY, Purchase (2002) Norma Curbelo* Adjunct Lecturer in Spanish Pepe Diaz-Salazar* B.A., Mercy College Adjunct Lecturer in Dance & Theatre M.A., Long Island University M.A., Hunter College (2002) (2003)

Darlene D’Alliessi William DiBartolo* Assistant Professor of Chemistry Adjunct Lecturer in Education and Clinical Field B.A., Manhattanville College Supervisor M.S., Ph.D., Yale University B.A., Iona College (2004) M.S., Iona College (2002) Alessandro Daniele* Adjunct Lecturer in Italian Marie Dionisio* M.A., Lingue e Letterature Straniere Moderne, Universita' Adjunct Lecturer in Education degli Studi di Firenze B.A., SUNY Cortland (2002) M.A., University of Bridgeport M.A., Northeastern University (1994)

174 Mirela Djordjevic Sheila Fane* Assistant Professor in Mathematics & Computer Science Adjunct Lecturer in Studio Art B.S., M.S., University of Belgrade B.A., Manhattanville College Ph.D., University of Maryland M.F.A., Pratt Institute, Graduate School of Art & Design (2002) (2000)

Georgia Doran* Stephan Feldstein* Adjunct Lecturer in Education and Clinical Field Adjunct Lecturer in Management Supervisor B.S., New York University B.A., The College of St Rose M.B.A., City University of New York, Baruch College M.A., Michigan State University (2000) (2002) Joanne Ferrara Ruth Dowd, R.S.C.J. Assistant Professor of Education Professor of Philosophy B.S., City University of New York, York College B.A., M.A., Manhattanville College M.S., Yeshiva University Ph.D., Fordham University (1996) (1982) Robert Ferrari* Andrew Dowling Adjunct Lecturer in Leadership and Strategic Assistant Professor of Education Management B.A., St. Alphonsus College B.S., Economics, Villanova University M.S., Bank Street College M.B.A., New York University Ph.D., Fordham University (1997) (2004) Alexandra Ferreira* Margaret Dunne* Preceptor Clinical Field Supervisor of Education B.A., SUNY, Purchase College B.A., M.A.T., Manhattanville College M.A., Manhattanville College (1986) (2005)

Abne Eisenberg* Corie Feiner* Adjunct Lecturer of Communications Studies Adjunct Lecturer of English B.A., M.A City University B.A., University of Pittsburgh Ph.D., Sierra States University M.F.A., New York University (2003) (2004)

David Eisenhower Virgina Fiore* Professor of Sociology Clinical Field Supervisor in Education B.A., Lincoln University B.A., Hunter College M.A., Ph.D., Rutgers University M.S., Hunter College (1978) (1997)

C. Tony Ely* Ara Fitzgerald Adjunct Lecturer in Communications Studies Associate Professor/Associate Director Dance & Theatre B.A., University of Texas at Austin B.A., Connecticut College M.A., UCLA M.A.L.S., Wesleyan University M.S., Syracuse University (1992) (2003) Beth W. Fonfrias* Claire Erland* Preceptor and Adjunct Lecturer of Academic Writing Adjunct Lecturer in Lecturer of Education and Clinical B.A., M.A., San Francisco State University Field Supervisor (1989) B.A., M.P.S., Hunter College (2002) Hannah Fox Assistant Professor of Dance and Theatre Laurel Ernst* B.A., University of Oregon Adjunct Lecturer in Education M.A., New York University B.A., Southern Connecticut State University (2004) M.A., Teachers College, Columbia University (1995) James Frank Assistant Professor of Studio Art B.F.A., Ohio Wesleyan University M.F.A., Cranbrook Academy of Art, Michigan (2004)

175

Larry S. Frankel* Peter Gardella Adjunct Lecturer in Studio Art Professor of World Religions M.A., in Photography, New York University B.A., Harvard College (1999) M.T.S., Harvard Divinity School M.A., M.Phil., Ph.D., Yale University Judy Freier* (1983) Adjunct Lecturer in Education B.A., Queens College Elisabeth Gareis* M.A., Fairfield University Adjunct Lecturer in Education Ed.D., Nova Southeastern University B.A., Friedrich-Alexander University Erlangen- (2000) Nuremberg MA., Ed.D., University of Georgia Sheryl Fultz* (1999) Adjunct Lecturer in Studio Art Pratt Institute M.S. Communication Design Patricia Gauch* (1998) Adjunct Professor in Writing B.A., Miami University Deborah Furletti* M.A.T., Manhattanville College Adjunct Lecturer in Studio Art Ph.D., Drew University B.F.A. Manhattanville College (1994) (2002) Patricia Susan Gerrity Claire Gabriel* Associate Professor of Psychology Librarian B.A., Mills College B.A., M.A., New York University M.S., Ph.D., George Peabody College for Teachers of M.L.S., Columbia University Vanderbilt University (2001) (1982)

Mareda Gaither-Graves* Kerry Gibson* Musician (Voice) Librarian B.S., Juilliard School of Music B.A., Douglass College, Rutgers University M.M., Ithaca College M.L.S., Drexel University M.S., College of New Rochelle (2001) D.M.A., University of Maryland (1999) Anne J. Gold* Lecturer in Communication Program Elizabeth Gallagher* B.A., SUNY, Oswego Librarian M.S., Iona College B.A., College of New Rochelle (2002) M.A., Long Island University M.L.S., Pratt Institute Maria Christina Gonzalez* (1996) Adjunct Lecturer of Spanish B.A., Los Andes University (Colombia) Anna Sachko Gandolfi (2004) Professor of Economics and Finance B.A., Barnard College Jacquelyn Gordon* M.A., Ph.D., Columbia University Adjunct Lecture of English (1988) B.A., Yale University (1980) John Galgano* Preceptor Lorraine Gray* B.A., Manhattanville College Clinical Field Supervisor in Education J.D., Pace University Law School B.A., Marquette University (2005) M.A., Ph.D., University of Detroit (1985) Daniel Garcia* Adjunct Lecturer in Education Edward Graybow* B.S., University of South Florida Adjunct Lecturer in Education and Clinical Field M.B.E., Hunter College Supervisor (2000) B.A., Florida State University M.A., New York University P.D., Manhattan College (2002)

176 Sheldon Grebstein* Judith Hausman* Scholar in Residence Clinical Field Supervisor in Education B.A., University of Southern California Adjunct Lecturer M.A., Columbia University B.A., Sarah Lawrence College Ph.D., Michigan State University M.Ed. in TESOL, Boston University (1995) (1984)

Gillian Greenhill Hannum Carol Heady* Professor of Art History Adjunct Professor in Organizational Management and B.A., Principia College Human Resource Development M.A., Ph.D., Pennsylvania State University B.A., Wooster State College (1987) M.S., Manhattanville College (2001) Michael Gulino* Adjunct Lecturer of Education Clifton Heaton* B.S. ,Manhattan College Clinical Field Supervisor in Education M.A., Teachers College, Columbia University B.A., Hamilton M.S.Ed., Lehman College M.A.T., University of Vermont (1997) (2000)

Mirella Hajjar* Frederick Heckendorn III Adjunct Lecturer of Studio Art Assistant Professor of Education B.B.A., University of St. Joseph, Beirut B.A., M.A., Queens College M.F.A., M.A.L.S., Manhattanville College P.D., Post College (2000) Ed.D., Hofstra University (2002) Lynda Hanley* Librarian Lorraine Hecker* B.A., University of Minnesota Clinical Field Supervisor in Education M.P.A. Pace University B.S., University of Bridgeport M.L.S., Long Island University M.S., City University of New York, Queens College (2001) (1986)

Judith Harary* Gene A. Herbster* Clinical Field Supervisor in Education Adjunct Professor, Leadership and Strategic Management B.A., M.A., Brooklyn College B.A., Seton Hall University M.S., College of New Rochelle M.A., Seton Hall University (1996) M.S., Stevens Institute of Technology (1999) Nancy Harris Associate Professor of Sociology and Anthropology Joanna Clapps Herman* B.A., Manhattanville College Adjunct Professor of Writing M.A., Ph.D., New York University B.A., SUNY, Empire State College (1987) M.A., City University of New York (1999) Alessandra Hart Coordinator of Italian John Herman* B.A., Sarah Lawrence College Adjunct Professor of Writing M.A., Queens College B.A., University of Wisconsin M.Phil., Columbia University M.A., Ph. D., University of California (1982) (1995)

Van Hartmann William Herman* Associate Professor of English Adjunct Professor of Writing A.B., Stanford University B.S., City College of City University M.A., Ph.D., University of North Carolina M.F.A., Ph.D., Fordham University (1979) (2000)

James C. Hasenfus* Susan Hirsch* Adjunct Lecturer in Political Science & Legal Studies Adjunct Lecturer in Education B.A., Rhode Island College B.S., M.S., Yeshiva University J.D., University of Bridgeport School of Law (2002) L.L.M., Boston University School of Law

177 Jonathan Huberth* Geoffrey Kidde Adjunct Lecturer in Dance & Theatre Assistant Professor of Music B.A., Amherst College B.A., Columbia University M.F.A., Yale School of Drama M.Mus., New England Conservatory (1999) D.M.A., Columbia University (2002) Marina Izquierdo* Adjunct Lecturer of Spanish Gerard Kiernan B.A., M.A., University of Valencia, Spain Professor of Mathematics and Computer Science (2003) B.A., M.A., Boston College Ph.D., Rutgers University Lynnette Jeffrey* (1968) Adjunct Lecturer of Mathematics and Computer Science B.A., Manhattanville College Maureen Kindilien* (2000) Librarian B.A., Quinnipiac College James Edwards Jones M.L.S., Southern Connecticut State University Associate Professor of World Religions (2002) B.S., Hampton University M.A.R., Yale University Kevin Klein* D.Min., Hartford Seminary Adjunct Lecturer in Studio Art (1990) B.A., Yale University M.F.A.,Columbia University Harold Jones* (2000) Musician (Flute) Diploma, Juilliard School of Music Claudia Knafo* (1971) Musician (Piano) B.A., Goucher College Mary Ann Joyce M.M., The University of Michigan Professor of Music D.M.A., Boston University B.Mus., Fontbonne College (2002) M.A., Ph.D., Washington University (1979) Arnold Koltun Professor of Mathematics and Computer Science Laura Kaufman B.S.E.E., City College of the City University of Professor of Art History New York B.A., Swarthmore College M.S.E.E., University of Southern California M.A., Ph.D., New York University Ph.D., Polytechnic Institute of New York (1974) (1975)

Robert J. Keiber* Mary Kornmann* Adjunct Lecturer in Organizational Management Preceptor and Adjunct Lecturer of Sociology B.S., East Carolina University B.A., Manhattanville College M.Ed., University of North Carolina J.D., Brooklyn Law School (Spring, 1997) (2002)

Theresa Kelleher Nancy Krim* Associate Professor of World Religions/Director of Asian Adjunct Lecturer in Master of Arts in Writing Studies Program M.A., Stanford University B.A., Manhattanville College (2004) M.A., University of Hawaii Ph.D., Columbia University Laurence Krute (1982) Associate Professor of Education, Adjunct Lecturer in Political Science Paul L. Kerlee* B.A., Harvard University Adjunct Lecturer in Music Education M.A., Tulane University B.A., Linfield College Ph.D., Columbia University M.S.M., Union Theological Seminary (1985) (1985) Raymond Langley Professor of Philosophy B.S., Georgetown University M.A., Ph.D., Fordham University (1961)

178 Christopher Lauber* Michelle Longhitano* Adjunct Lecturer in Classics Adjunct Lecturer in Mathematics B.A., Lehman College B.A., M.A.T., Manhattanville College M.A., Hunter College (1997) (1999) Billy Joe Lucas Amy Learmonth Professor of Philosophy Assistant Professor of Psychology B.A., University of Houston A.B., Bryn Mawr College M.A., McMaster University Ph.D., Temple University Ph.D., University of Texas, Austin (2004) (1981)

Phyllis Lefton David M. Lugowski Professor of Mathematics and Computer Science Assistant Professor of English/ B.A., Barnard College Director of Communication Studies M.A., M.Phil., Ph.D., Columbia University B.S., Worcester Polytechnic Institute (1977) M.A., Ph.D., New York University (2000) Greta Levart* Professor of Dance and Theater Maria Jose Lujan B.A., George Washington University Assistant Professor of Spanish (1975) B.A., M.A., University of Murcia, Spain Ph.D., University of Murcia, Spain Mary Ellen Levin (1997) Assistant Professor of Education B.A., University of Vermont Jerome P. McCluskey* M.S., Pace University Adjunct Lecturer in Management Ed.D., Teachers College, Columbia University B.B.A., Belmont Abbey College (2004) (2002)

Pat Levy* Wendy McFarlane Adjunct Lecturer in Education Assistant Professor of Biology B.A., Brooklyn College B.S., University of Guelph, Canada M.S., Brooklyn College Ph.D., McMaster University, Canada (1995) (2004)

Elizabeth Lewis* Patricia McGinnis* Adjunct Lecturer of English and Academic Writing Adjunct Lecturer in Dance & Theatre and Composition Program B.A., Manhattanville College B.A., Radcliffe College Certified by American Center for Alexander Technique M.A., University of Michigan (1999) (1983) Elizabeth McGowan* Albert Liberi* Adjunct Lecturer in Education Adjunct Lecturer of Education B.S., Wagner College B.S., Manhattan College M.S., St. John's University M.A., Columbia University (2002) (1999) Elliot Magaziner* Rosalie Liebowitz* Musician (Violin) and Adjunct Lecturer in Music Adjunct Lecturer in Management Diploma, Juilliard School of Music B.S., Iona College (1971) M.A., Long Island University (1999) Stacey Forsyth Mahan* Adjunct Lecturer of Dance and Theater David Lipsky* B.A., New York University Adjunct Professor in Organizational Management and Ed.M., Harvard University Human Resource Development (2004) B.S., Cornell University M.A., Ph.D., Hofstra University Iris Maitland* (1999) Adjunct Lecturer in Education and Clinical Field Supervisor B.A., Hunter College M.S., Manhattan College (1999)

179

Scott Manner* Kenneth Mias Adjunct Lecturer in Organizational Management Instructor of Economics, Finance and Management and Human Resources B.S., St. John’s University B.A., Geneseo State M.B.A., Long Island University M.S., Manhattanville College (2003) (1998) Patricia Misciagno Anne Martin* Associate Professor of Political Science and Adjunct Lecturer of Writing Legal Studies B.A., M.A., Manhattanville College B.A., State University of New York, Purchase (1999) M.A., Ph.D., New York University (1995) Geoffrey Martin* Adjunct Assistant Professor in Organizational Claudette Monaco* Management Clinical Field Supervisor in Education M.A., University of London B.S., Hunter College Ph.D., London School of Economics M.S., Manhattan College (1996) M.S., Hunter College (1996) Jonathan Mastrojohn* Adjunct Lecturer of Art Michael Montel* B.F.A., SUNY at Purchase College Adjunct Lecturer in Dance & Theatre (2003) B.S., Syracuse University (1999) Randy Matusow* Adjunct Lecturer in Studio Art Sheila Morehouse M.F.A., Brooklyn College Professor of Chemistry (1999) B.A., Salve Regina College M.S., Cornell University Mohamed Mbodj Ph.D., Columbia University Associate Professor of History/Director of African Studies (1970) Program B.A., M.A., University of Dakar Colin Morris D.E.A., Ph.D., University of Paris Associate Professor of History/Director of American (1999) Studies B.A., University of Manchester Binita Mehta M.A., Ph.D., University of Rochester Assistant Professor of French (1999) B.A., St. Xavier College, Bombay University M.A., The University of Georgia Paula E Moskowitz* M.Phil., Ph.D., City University of New York Librarian (2003) B.A., Pace University M.L.S., SUNY, Albany Wosenyelesh Mekuria (1994) Writing Consultant for the Academic Writing and Composition Program Alakananda Mukerji B.A., Hunter College Associate Professor of Studio Art M.A., University of California (Los Angeles) B.F.A, M.F.A., Banaras Hindu University, India (2005) M.A., Athens University, Greece M.A., SUNY, New Paltz Michele Melia* Ph.D., Banaras Hindu University, India Librarian (1997) B.A., University of Vermont M.A., Cornell University James Mullin* M.L.S., Syracuse University Adjunct Lecturer in Education and Clinical Field (2002) Supervisor B.A., M.A., LaSalle University Marshall G. Metzger* M.S., Notre Dame University Adjunct Professor, Management Communications (2000) B.S.E., Princeton University M.B.A., Harvard University John D. Murray (2000) Professor of Sociology and Anthropology B.A., Merrimack College M.A., Ph.D., University of Massachusetts, Amherst (1975)

180 Sarah Davies Murray* Rose Perlmutter* Adjunct Lecturer of Political Science and Legal Studies Adjunct Lecturer in Education and Clinical Field B.S.F.S., Georgetown University Supervisor M.A., University of Chicago B.A., Hunter College Ph.D., New York University M.S., University of Bridgeport (2003) (2002)

Jana Mroczek* Marion D. Perret Adjunct Lecturer of Pshychology Professor of English B.S., Cornell University A.B., Bryn Mawr College M.A., Hunter College Ph.D., Yale University (2004) (1980)

Sue O'Donnell Laurel S. Peterson* Adjunct Lecturer of Art Adjunct Professor in Organizational Management B.A., SUNY, Buffalo and Human Resource Development M.A., SUNY, Purchase B.A., Wheaton College (IL) (2004) M.A., Manhattanville College (1996) Angela Okajima Adjunct Lecturer of Art Lee Peterson* B.F.A., Alfred University Instructor of English as a Second Language M.F.A., Hunter College B.A., Oberlin College (2003) M.F.A., Sarah Lawrence College (2000) Joan Pappalardo* Clinical Field Supervisor in Education Anthony Piccolo B.A., Hunter College Professor of English M.A.T., Manhattanville College B.A., Dartmouth College (1991) M.A., Ph.D., New York University (1967) William Pappas* Adjunct Lecturer in Education Lowell Pollack* B.S., University of Massachusetts Clinical Field Supervisor in Education M.Ed. Cambridge College B.A., City University of New York (2002) M.A., Teachers College, Columbia University (1993) Vaughn Patterson* Adjunct Lecturer in Dance & Theatre Bruno Ponterio* B.A., Lycoming College Adjunct Lecturer in Education (2000) B.A., East Stroudsburg University M.A., Montclair State College Andrew Paul, Esq.* (1993) Adjunct Assistant Professor in Organizational Management and Human Resource Development Michael Posnick B.A., SUNY Albany Professor, Director Dance & Theatre J.D., George Washington University Law Center B.A., M.S.Ed., Yeshiva University (1994) M.F.A, Yale Drama School (1994) Matthew Pauley Associate Professor, Political Science and Legal Anthony Pranzo* Studies/Director of Legal Studies Adjunct Lecturer of Economics, Finance and B.A., Williams College Management J.D., Harvard Law School B.A., Fordham University M.A., Ph.D., Harvard University M.B.A., Pace University (2000) (2003)

William C. Perkins Liz Prince* Professor of Economics Adjunct Lecturer in Dance & Theatre B.A., State University of New York at Potsdam B.A., Bard College M.A., State University of New York at Binghamton (2000) Ph.D., Rutgers University (1987)

181 Valerie Pullman* Stephen Rogers* Adjunct Lecturer in Dance & Theatre Musician (Accompanist) B.A., Bennington College B.M., Indiana University M.A., Teacher’s College, Columbia University M.M., Professional Studies Cert., Manhattan School (1998) of Music (2000) Neta Pulvermacher* Adjunct Lecturer of Dance and Theater Leroy Rose* M.A., Teachers College, Columbia University Adjunct Lecturer in Education (2003) B.S., University of the West Indies M.A., Brooklyn College Harvey Rachlin* Ed.D, Columbia University Adjunct Lecturer in Music (2001) B.A., Hofstra University (1995) Steven Rosenberg* Adjunct Lecturer in Education Lourdes Ravelo* B.A., M.S., Brooklyn College Adjunct Lecture in Spanish Ed.D., Hofstra University B.A., SUNY, Purchase (1996) (2000) Tim Ross Joseph Redington* Assistant Professor of Studio Art Adjunct Lecturer of American Studies and English B.F.A., Cooper Union School of Art B.A., University of Scranton M.F.A., Columbia University M.A., University of Maryland (1992) (1997) Ken Rothchild* Terrence J. Reynolds* Adjunct Lecturer in Dance & Theatre Adjunct Lecturer in Music A.B., Dartmouth College B.S., University of Connecticut M.F.A., NYU School of the Arts M.M., University of Akron (1999) (2001) Anthony Rudel* Jennifer A. Rich* Adjunct Professor of Communication Studies and English Director, Academic Writing and Composition Program B.A., Columbia University and Adjunct Lecturer of English (2004) B.A., Oberlin College Ph.D., City University of New York Baboucarr Saho* (2002) Adjunct Professor of African Studies B.A., M.A., Ph.D., Howard University, Washington D.C. Donald J. Richards* (1996) Adjunct Assistant Professor of History B.A., Fordham University Deborah Saleeby-Mulligan* M.B.A., Long Island University Adjunct Lecturer of Art History M.A., Ph.D., University of Notre Dame B.A., C.W. Post, Long Island University (1991) M.A., Hunter College M.Phil., City University of New York Patricia Robison* (2001) Adjunct Lecturer in Education B.S., SUNY, New Paltz Mary Sanford* M.A., The City University of New York Adjunct Lecturer in Education (2000) B.A., Mercy College M.A., College of New Rochelle Kathleen D. Rockwood M.A., Ph.D., Fordham University Associate Professor of Education (2001) B.A., Syracuse University M.S., Southern Connecticut State University Patricia Sans* Ed.D., Fordham University Adjunct Lecturer in Education (2002) B.S., State University College at Oswego M.S., University of Bridgeport Carolina Rodriguez* (2002) Adjunct Lecturer in Spanish B.A., Manhattanville College (2001)

182 Dolores Santoliquido* Eleanor Schwartz* Adjunct Lecturer in Studio Art Adjunct Lecturer in Education B.F.A., Manhattanville College B.A., Barnard College (1987) M.S., College of New Rochelle (1989) Anthony Santucci Professor of Psychology Thomas Schwartz* B.A., Iona College Adjunct Professor in Leadership and Strategic M.A., Ph.D., Kent State University Management (1989) B.A., University of Wisconsin M.A., Brigham Young University William Sawicki* Ph.D., University of California at Los Angeles Adjunct Lecturer of Physics (1999) B.S., Manhattan College M.S., Adelphi University Josette Seibles (1998) Associate Professor of Education B.A., Denison University Joy Scantlebury* M.A., St. Peter’s College Instructor of English as a Second Language Ph.D., University of Cincinnati B.A., Smith College (2004) M.A., Teachers College, Columbia University (2000) Monique Selinger* Adjunct Lecturer in French Ernest Schefflein* M.P.S., Manhattanville College Musician (Woodwinds) (1997) B.Mus., M.Ed., M.Mus., Manhattan School of Music (1988) Phyllis Shalant* Adjunct Lecturer in Education Natalie Schifano* B.A., Brooklyn College Adjunct Lecturer in Education and Clinical Field M.A., Manhattanville College Supervisor (1998) B.A., M.A., Lehman College Ed.M., Ed.D., Columbia University Martin Shapiro* (2000) Adjunct Lecturer in Management B.A., Southern Illinois University Greta Schnee* M.A., Ph.D., New York University Adjunct Lecturer in Dance & Theatre (1990) B.F.A., Brooklyn College M.A., New York University Baila Shargel* (2001) Adjunct Lecturer in World Religions B.A., Goucher College Steven Schneider* B.H.L., Baltimore Hebrew College Adjunct Lecturer in Education M.A., D.H.L., Jewish Theological Seminary B.A., Hunter College (2004) M.S., Lehman College M.S., Queens College Rabbi Norton D. Shargel* (2002) Adjunct Lecturer in World Religions B.A., Johns Hopkins University David Schotzko* B.H.L., Baltimore Hebrew College Musician (Percussion) M.H.L, D.H.L., Jewish Theological Seminary B.M., Oberlin Conservatory (1998) M.M., Yale University School of Music (2002) Sylvia Simon* Adjunct Lecturer in Education and Clinical Field George Schreer Supervisor Assistant Professor of Psychology B.S., City College B.A., Binghamton University M.S., College of New Rochelle M.S., Ph.D., Syracuse University (2002) (1999) Karen Sirabian* Edward Schwartz Adjunct Professor of Writing Professor of Mathematics and Computer Science B.A., New York University A.B., New York University M.A., Manhattanville College M.A., Ph.D., Yeshiva University (1998) (1981)

183 Christina Siry Denise Sullivan* Instructor of Education Adjunct Lecturer in Organizational Management B.S., St. John’s University and Human Resources Development M.S., Hunter College A.B., Boston College (2004) M.E.D., Boston University A.B.D., University of South Carolina Richard Slade* (1994) Musician (Voice) B.A., Yale University Thomas Taaffe* M.Mus., New England Conservatory Adjunct Assistant Professor in Organizational (2002) Management B.A., Iona College Eric Slater M.A., St. John’s University Assistant Professor of Sociology and Anthropology Ph.D., City University of New York B.A., Ph.D., Binghamton University (1996) (2000) Ann Tarumoto* Regina Smith* Adjunct Lecturer in Asian Studies Preceptor and Adjunct Lecturer of English B.A., Barnard College B.A., University of Maryland M.A., Hiroshima University M.F.A., Sarah Lawrence College (1994) (2001) Dotti Templeton* Frederick Snyder* Adjunct Professor in Organizational Management Musician (Trombone) and Human Resource Development Diploma, Juilliard School of Music B.A., Marymount College (1974) M.S., Manhattanville College (2000) Gerald Spielholtz* Adjunct Lecturer of Chemistry Nancy E. Todd B.S., City University of New York Associate Professor of Biology M.S., University of Michigan B.A., Bryn Mawr College Ph.D., Iowa State University M.Phil., Ph.D., George Washington University (1999) (1998)

Randye Spina* Frances Trelease* Adjunct Lecturer of Communications Studies Adjunct Lecturer of Communications Studies and English B.A., Pace University B.A., University of Connecticut M.B.A., University of Dallas Graduate School M.B.A., University of Connecticut (2003) (2003)

William Stammer* Donna Tropsa Adjunct Lecturer in Political Science and Legal Studies Assistant Professor of Education B.A., J.D., New York University B.A., Manhattanville College (1982) J.D., Suffolk University Law School (2001) Sarah A. Steigerwald Matthews* Adjunct Lecturer in Music Helen Tsoukanov* B.M., Crane School of Music at SUNY Potsdam Adjunct Lecturer in Education M.M., University of Illinois B.A., Maurice Thorez Teachers Training College (2003) M.P.S., Manhattanville College (1996) Karen Steinmetz* Preceptor and Adjunct Lecturer of Academic Writing Rev. Wilfred Tyrell* B.A., New York University Preceptor and Adjunct Lecturer of World Religions M.A.W., Manhattanville College B.A., SUNY, Stony Brook (1998) M.A., Fordham University M.Div., Catholic University of American William Stopper* Adjunct Instructor in Organizational Management and Patricia Vardin Human Resource Development – Academic Advisor Associate Professor of Education B.A., St. Mary’s College B.S., University of Wisconsin M.B.A., University of Connecticut M.A., Ed.D., Teachers College, Columbia University (1994) (2002)

184 Frederique Vieron-Feller* Susan Whalen* Adjunct Lecturer of French Adjunct Lecturer in Education B.S., University of Paris B.A., University of New Hampshire M.S., Rene Descartes University, Paris M.S., College of New Rochelle (2004) (1998)

Evelyn Walker* Patricia Wheelhouse* Adjunct Lecturer in Management Adjunct Lecturer of Music B.B.A., M.B.A., Iona College B.A., Manhattanville College (1998) M.F.A., SUNY, Purchase (2004) Patricia Walker* Adjunct Instructor in Music Irene Whelan B.S., M.S., SUNY, Potsdam Associate Professor of History (1997) B.A., University College, Galway M.A., Ph.D., University of Wisconsin, Madison Robert Wals* (1990) Adjunct Lecturer in Management B.A., Brown University Gabriele Wickert M.B.A., Harvard University Professor of German and International Studies (1982) B.S. University of Rochester M.A., SUNY, Albany Jing Wang * Ph.D., University of Massachusetts Adjunct Lecturer of Asian Studies (1976) B.A., Taiyuan Teacher's College (China) B.A., Hunter College Kenneth Wilkowski* (2002) Adjunct Lecturer of Chemistry B.S., City University of New York Robert Watson* M.S., Ph.D., Johns Hopkins University Adjunct Lecturer in International Management (1998) B.S., Lewis and Clark M.B.A., University of Southern California Randolph Williams (2005) Professor of Studio Art B.S., New York University Morrison DeSoto Webb* M.A., Sir George Williams University Adjunct Professor in Management Communications (1988) B.A., Amherst College J.D., Harvard Law School Cecilia Ann Winters (2000) Associate Professor of Economics and Management B.A., SUNY, Old Westbury Joan Rudel Weinreich M.A., Ph.D., Fordham University Associate Professor of Education (1987) B.A., Barnard College, Columbia University M.A., New York University Yutaka Yamada* Ph.D., Fordham University Adjunct Lecturer of Asian Studies (1986) B.A., Keio University Ph.D. University of North Carolina Juliette Wells (2003) Assistant Professor of English B.M., Peabody Conservatory Kwan Ha Yim B.A., M.A., Johns Hopkins University Professor of Political Science M.A., M.Phil., Ph.D.,Yale University B.A., Dartmouth College (2003) Ph.D., Fletcher School, Tufts University (1964) Shelley Wepner Dean and Professor of Education Anna K. Yeung-Cheung B.S., University of Pittsburgh Assistant Professor of Biology M.S.Ed., Ed.D., University of Pennsylvania B.S., National Taiwan University (2004) M.S., Ph.D., University of Georgia (1993) John A. Wenninger* Adjunct Lecturer in Economics B.A., Wisconsin State University M.A., Ph.D., Washington University, St.Louis (2003)

185 HISTORY & EDUCATIONAL COMMITMENT Manhattanville’s tradition is based on an educational heritage that fosters the free exchange of ideas between students and teachers within the context of challenging academic programs. Through this exchange the College encourages the development of human values and a view of society as a community requiring each person’s support. A liberal arts education at Manhattanville seeks to cultivate the growth of conscience as well as intellect — the ability both to reach personal moral decisions by the use of reason and understanding and the courage to defend these convictions. The alumni who have become leaders in business and the professions testify to the usefulness of the College’s definition of a liberal arts education.

The College began as the Academy of the Sacred Heart, a school for girls founded on Houston Street in New York City in 1841. It was one of a world-wide network of schools maintained by the religious congregation founded in France in 1800 with the name of Society of the Sacred Heart. Like its sister schools, the Academy accepted pupils ranging in age from the elementary grades through high school. After the 12th grade, two more years were added, the so-called “superior classes,” which prepared students for independent work, and allowed a wider choice of subjects. The last two years of undergraduate work were added in 1917, and the institution was chartered by the State of New York as a college for women — with the new name, Manhattanville College of the Sacred Heart. Still committed to the values that shaped its founders’ belief in the liberal arts, the College became coeducational in 1971 and independent of the Society of the Sacred Heart after 1971.

Changes in the nature of the institution did not take place without corresponding changes in locale. The success of the school in the 1840's was such that a larger area was needed, and Houston Street was abandoned for the “salubrious air” of Astoria. This place, too, quickly proved too small, and the Lorillard estate north of the present 125th Street on the upper West Side was bought. In 1847 this was a rural area; gentlemen’s estates and small farms were its characteristic features, and the district was known as Manhattanville. Hence the name of the modern College. As the College and the city grew, better conditions for the largely residential student body became necessary. After one hundred and five years another move brought the College to Purchase New York, just 25 miles north of New York City to the property formerly owned by the Whitelaw Reid family, in 1952.

The long tradition of the school, which preceded the College charter, determined the character the College would have: a firm belief in the liberalizing effect of the liberal arts, a lively sense of tradition, a wide-ranging interest in the most humane manifestations of the human spirit, a continuing effort to enhance the local community and to accept responsibility for this segment of human history. These forces are alive today on the College campus. It is the challenge of students and faculty to keep them active, to translate them into terms which can be effective in a world re-made and re-interpreted by science and technology, and, perhaps, threatened by the very success of human ingenuity.

Under the leadership of its 10th president, Richard A. Berman, a new mission statement was created. Manhattanville College's mission is to "educate students to become ethically and socially responsible leaders for the global community." Manhattanville continues to dedicate itself to the values of the College founders: academic excellence and a deep respect for intellectual values; development of the whole person, mind, body and spirit, in an atmosphere of responsible freedom; the building of a caring, compassionate, nurturing community, founded on mutual respect and accountability for individual actions; and a special commitment to social awareness and a moral obligation to educate our students about the role they can play in improving their community and world around them.

The Portfolio System, at the undergraduate level, emphasizes student responsibility. Young men and women must submit a coherent plan for their education: they must master the appropriate academic skills; they are urged to enter a period of graduate study and to prepare themselves for a useful contribution to their time and world. It is recognized that this means a strenuous four years. Manhattanville hopes to recruit students with the energy and the courage to undertake such a program.

By its successful pursuit of its mission the College believes that good human values will be fostered, respect for one’s self and for others will be encouraged and its graduates will be enabled by both their training and vision to assist and to improve their world.

186 EQUAL EMPLOYMENT OPPORTUNITY AND AFFIRMATIVE ACTION POLICY Manhattanville College does not discriminate on the basis of race, color, national origin, age, sex and disability in its programs or activities. This policy applies to access to all activities and programs under the College sponsorship as well as to application and selection for admission, employment, and all other personal procedures within the College.

Consistent with the requirements of Title IX of the Education Amendments of 1972, as amended, and Part 86 of 45 C.F.R., Manhattanville College does not discriminate on the basis of sex in the conduct of its education programs or activities (including employment therein and admission thereto). Inquiries concerning the application of Title IX and Part 86 of 45 C.F.R. may be referred to Gabriele Wickert, Provost, 2900 Purchase Street, Purchase, N.Y. 10577 (914) 323-5208, or to the Director, Office of Civil Rights (Region II), 26 Federal Plaza, New York, N.Y. 10007.

Every effort has been made to ensure the accuracy of the information in this catalog; however, courses and programs are subject to change. Students are advised to consult the latest Course Schedule when registering. The Catalog is not a contract and nothing in this Catalog can be construed as the basis for a contractual claim.

187 Index Academic Advising...... 13 Athletics ...... 19 Academic Computing Services...... 15 Facilities...... 19 Academic Counseling Program (A.C.P)...... 13 Intramurals and Wellness...... 19 Academic Probation and Dismissal ...... 6 Audit ...... 8 Academic Resource Center...... 13 Bachelor of Arts...... 3 Academic Resource Programs ...... 14 Bachelor of Fine Arts...... 3 Accelerated Study ...... 3, 114 Bachelor of Music...... 4 Acceptance Plans ...... 159 Bachelor of Science Early Admission Plan ...... 159 B.S./M.A.T...... 115 Early Decision Plan...... 159 Behavioral Studies ...... 114 Administration ...... 167 Communications Management ...... 115 Admission Plans Organizational Management...... 115 Regular Admission Plan ...... 159 Benziger Student Center ...... 16 Admission, Graduate Biochemistry...... 34 Certificate in Non-Profit Leadership ...... 121 Biology...... 34 Graduate & Professional Studies ...... 160 Environmental Studies...... 36 M.A.T./M.P.S...... 121 Neuroscience Concentration ...... 36 Master of Arts in Liberal Studies...... 120 Board of Trustees...... 167 Master of Arts in Writing...... 120 British Literature...... 63 Master of Science in International Career Services ...... 16 Management...... 121 Certificate Master of Science in Leadership and Finance...... 53 Strategic Management ...... 120 International Management ...... 75 Master of Science in Management Management...... 56 Communications ...... 120 Non-Profit Leadership ...... 121 Master of Science in Organizational Chemistry...... 40 Management and Human Resource Classics ...... 42 Development...... 121 College Science and Technology Entry Admissions...... 158 Program (C.S.T.E.P) ...... 13 Art Student Applicants...... 158 Communications Studies ...... 43 International Applicants...... 158 Community Service ...... 8 Music Student Applicants...... 158 Commuter Life...... 17 School of Education...... 58 Computer Science ...... 81 Transfer Students ...... 159 Connie Hogarth Center for Social Action...... 18 Undergraduate...... 158 Cooperative programs...... 10 Advanced Standing and Credit by Corporate Seminars...... 121 Examination ...... 159 Counseling ...... 17 Affirmative Action Policy...... 187 Course Listings African Studies...... 19 Graduate...... 123 American Literature...... 63 Undergraduate...... 19 American Studies...... 22 Course Types Anthropology ...... 106 Audit ...... 8 Application Procedure ...... 158 Independent Study ...... 8 Art ...... 24 Internship ...... 8 B.F.A./Education ...... 28 Lecture ...... 8 Digital Media/Graphic Design...... 28 Seminar ...... 8 Three-Dimensional Design ...... 28 Summer School...... 8 Two-Dimensional Design ...... 28 Tutorial...... 8 Art (Studio) ...... 27 Creative and Professional Writing...... 63 Art History ...... 24 Criminal Law ...... 96 Art Studio...... 15 Dance & Theater...... 46 Asian Studies ...... 32 Dance Therapy Concentration ...... 47

188 Dean of Students...... 17 Higher Education Opportunity Dean’s List...... 9 Program (H.E.O.P.)...... 14 Departmental Honors...... 9 History...... 70 Directions...... 191 Social Studies...... 70 Distribution Requirements...... 5 History of Manhattanville College...... 186 Domestic Study...... 12 Holocaust and Genocide Studies ...... 74 Double Major...... 3 Honors Options ...... 8 Dual Degree Programs...... 115 College ...... 8 Duchesne Center for Religion and Dean’s List...... 9 Social Justice...... 18 Degree...... 9 Economics, Finance, Management ...... 51 Departmental...... 9 Educational Committment of Manhattanville186 Freshman...... 8 Educational Support...... 13 Portfolio Honors...... 9 English ...... 62 Human Resource Development, M.S...... 121 American Literature...... 63 Incomplete...... 6 British Literature...... 63 Independent Study ...... 8 Creative and Professional Writing...... 63 Information Literacy Requirement ...... 79 English Education ...... 63 International Applicants...... 158 Film Studies ...... 64 International Literature in English...... 64 International Literature in English...... 64 International Management, Certificate in ...... 55 English Language Institute (ELI)...... 12 International Student Services, Office of...... 17 College Prep Program...... 12 International Studies ...... 75 Credit-Bearing Courses...... 13 Internship ...... 8 Intensive Programs...... 12 Inventory of Programs Part-Time Courses ...... 12 Graduate...... 2 Summer Programs...... 13 Undergraduate...... 1 Environmental Studies...... 36 Irish Studies ...... 76 Equal Employment Opportunity...... 187 Italian ...... 77 Facilities and Resources...... 15 Latin American Studies...... 78 Faculty...... 169 Law ...... 9 Federal Supplemental Educational Lecture ...... 8 Opportunity Grant (FSEOG)...... 164 Legal Studies...... 95 Fees ...... 160 Library And Information Studies...... 79 Field Work ...... 8 Library Information Services...... 14 Film Studies ...... 64 Audio/Visual Services ...... 15 Finance Major ...... 53 Collections ...... 14 Financial Assistance...... 161 Expanded Hours...... 14 Federal Programs ...... 162 Facilities...... 14 State Programs ...... 164 Rare Book and Archives ...... 14 Foreign Language Laboratory Resources ...... 16 Reference ...... 15 Fourth Credit Option...... 8 Major and Minor...... 5 French ...... 68 Management...... 54 German...... 69 Human Resource Management...... 55 Global Awareness ...... 5 International Management ...... 55 Grading and Evaluations...... 6 Marketing...... 55 Graduate & Professional Studies ...... 120 Master of Science Graduate Programs...... 4 Human Resource Development ...... 121 Graduation Credit Requirements ...... 6 Leadership and Strategic Management..... 120 Grants...... 163 Mathmatics...... 79 Grievance Procedures Multicultural Center...... 18 Graduate...... 123 Music...... 83 Undergraduate...... 7 Music Management...... 89 Health Services ...... 17 Music Theater ...... 90

189 Music History and Education...... 151 Romance Languages ...... 105 New York City Trips ...... 18 Scholarships ...... 163 Off-Campus Study ...... 10 School of Education...... 4 Part-Time Study...... 3 School of Graduate and Professional Studies ... 4 Performing Arts Facilities...... 16 Science Laboratories...... 16 Philosophy...... 90 Seminar ...... 8 Physical Education and Sport Pedagogy Social Justice Program...... 105 (M.A.T.)...... 122 Sociology ...... 106 Physically Challenged Applicants ...... 159 Spanish...... 109 Physics ...... 93 Student Activities and Organizations ...... 18 Political Science...... 95 Student Employment...... 16 Criminal Law ...... 96 Student Life...... 17 Legal Studies...... 96 Student Loans...... 165 Portfolio System...... 4 Student Media Facilities ...... 16 Post-Baccalaureate Pre-Health Professions Student Retention...... 7 Program...... 10 Study Abroad ...... 10 Preceptorial ...... 5 Study Plan ...... 5 Pre-Health Professions...... 9 Summer School...... 8 Pre-Medical Studies...... 9 Teacher Certification ...... 3 Pre-Professional Studies ...... 9 The Chapel...... 16 Law ...... 9 Transcripts...... 160 Post-Baccalaureate Pre-Health Tuition and Fees...... 160 Professions Program ...... 10 Tutorial...... 8 Pre-Health Professions...... 9 Undergraduate Course Listings...... 19 Program Evaluation ...... 5 Undergraduate Programs ...... 3 Psychology...... 101 V. P. for Student Affairs ...... 17 Registration Requirements...... 7 Women’s Studies ...... 111 Research Project...... 8 Work-Study...... 165 Residence Facilities ...... 16 World Religions...... 112 Residence Life ...... 18 Writing Competency...... 5 Residency Requirements...... 7

190 DIRECTIONS By Car From New York City.- Major Deegan Expressway New York State Thruway (Interstate 87) north to exit 4. Right to Cross County Parkway, east to Hutchinson River Parkway. North on Hutchinson River Parkway to exit 27 at Route 120 (Purchase Street). Left on Purchase Street to campus.

From upstate New York .- Tappan Zee Bridge east to Cross Westchester Expressway (Interstate 287). Continue on Cross Westchester Expressway east to Hutchinson River Parkway (exit 9 north). Hutchinson River Parkway north to exit 27 at Route 120 (Purchase Street). Left on Purchase Street to campus.

From Putnam and Dutchess Counties.- south on Interstate 684 to Exit 2. Follow Route 120 south (Purchase Street) to campus (about four miles). From New England Merritt Parkway/Hutchinson River Parkway south to exit 27 in New York (not in Connecticut) at Route 120 (Purchase Street). Right onPurchase Street to campus. Or Connecticut Turnpike (Interstate 95) to Cross Westchester Expressway(Interstate 287) west to Hutchinson River Parkway (exit 9 north). Hutchinson River Parkway north to exit 27 at Route 120 (Purchase Street). Left on Purchase Street to campus.

From New Jersey and Newark Airport.- George Washington Bridge east on Cross Bronx Expressway. (Interstate 95). Turn onto New York State Thruway (Interstate 87) north. Follow New York City directions from here.

From Long Island and Kennedy and LaGuardia Airports.- Throggs Neck Bridge or Whitestone Bridge north to Hutchinson River Parkway north to exit 27 at Route 120 (Purchase Street). Left on Purchase Street to campus.

By Train Harlem Division of Metro North from Grand Central Station. New York City to White Plains (approximately three trains every hour). Anderson Hill Road bus (schedule at station) or taxi to campus.

New Haven Division of Metro North from Grand Central Station. New York City to Rye (approximately two trains every hour). Taxi to campus.

By Plane Airport limousine (hourly service) from Kennedy and LaGuardia Airports to StoufferÕs Inn or the Crowne Plaza Hotel in White Plains. Taxi to campus.

United Airlines, the Delta Connection and some commuter airlines from upstate New York, Boston, and Washington, D.C. fly into Westchester County Airport, approximately ten minutes from Manhattanville College. Taxi to campus.

191 MANHATTANVILLE COLLEGE Catalog: 2005−2007