The Graduate School Programs and Policies

2003 – 2004

BULLETIN OF INFORMATION OF THE UNIVERSITY OF NOTRE DAME Volume 98 Number 3 August 2003 2 3

Bulletin of Information of the Notice of Nondiscrimination which all persons possess inherent dignity University of Notre Dame The University of Notre Dame does not dis- as children of God. The individual and criminate on the basis of race, color, na tion al collective experiences of Christians have Postmaster: Send address changes to: Bul le tin or ethnic origin, sex, disability, veteran status, also provided strong warrants for the in- of In for ma tion, University of Notre Dame, or age in the ad min is tra tion of any of its ed u ca - clusion of all persons of good will in their Notre Dame IN 46556. tion al pro grams, ad mis sions policies, schol ar ship communal living. Christians have found and loan pro grams, athletic and other school-ad- their life together enriched by the differ- Publication postage paid at Notre Dame IN min is tered programs, or in em ploy ment. ent qualities of their many members, and 46556 they have sought to increase this richness The Spirit of Inclusion at Notre Dame by welcoming others who bring additional Published five times a year: once in February, “Strangers and sojourners no longer. . .” gifts, talents, and backgrounds to the three times in July, and once in August by the (Ephesians 2:19) community. Uni ver si ty of Notre Dame. The University of Notre Dame strives for The spirit of inclusion at Notre Dame Publication number (USPS 0074-280) a spirit of inclusion among the members flows from our character as a community of this community for distinct reasons of scholarship, teaching, learning, and articulated in our Christian tradition. We service founded upon Jesus Christ. As The closing date for material in this bulletin prize the uniqueness of all persons as God’s the Word through whom all things were was July 15, 2003. creatures. We welcome all people, regard- made, Christ is the source of the order of less of color, gender, religion, ethnicity, all creation and of the moral law which The University reserves the right to change sexual orientation, social or economic class, is written in our hearts. As the incarnate its admission, registration, and graduation and nationality, for example, precisely Word, Christ taught the law of love of God requirements as necessary. The course offer- because of Christ’s calling to treat others as and sent the Holy Spirit that we might live ings and requirements of the University of we desire to be treated. We value gay and lives of love and receive the gift of eternal Notre Dame are continually under examina- lesbian members of this community as we life. For Notre Dame, Christ is the law by tion and revisions are expected. This Bulletin value all members of this community. We which all other laws are to be judged. As a of Information is not a contract; it merely condemn harassment of any kind, and Uni- Catholic institution of higher learning, in presents the offerings and requirements in versity policies proscribe it. We consciously the governance of our common life we look effeect at the time of publication and in no create an environment of mutual respect, to the teaching of Christ, which is pro- way guarantees that the offerings and require- hospitality, and warmth in which none are claimed in Sacred Scripture and tradition, ments will remain the same. Every effort will strangers and all may flourish. authoritatively interpreted by church teach- be made to provide advance information of ing, articulated in normative understand- any changes. One of the essential tests of social justice ings of the human person, and continually within any Christian community is its deepened by the wisdom born of inquiry ©2003 by the University of Notre Dame. abiding spirit of inclusion. Scriptural ac- and experience. The rich heritage of the All rights reserved. counts of Jesus provide a constant witness Catholic faith informs and transforms our of this inclusiveness. Jesus sought out and search for truth and our understanding of This Bulletin was printed on recycled paper. welcomed all people into the Kingdom contemporary challenges in higher of God—the gentile as well as the Jew, education. women as well as men, the poor as well as the wealthy, the slave as well as the free, This statement was adopted by the offi cers of the the infirm as well as the healthy. The social University on August 27, 1997, in conjunction teachings of the Catholic Church promote with an Open Letter to the Notre Dame a society founded on justice and love, in Community. 2 3 Contents

The Graduate School 15 Requirements for the 21 Research Opportunities and Support Doctor of Philosophy Degree Offi ce of Research, 21 Administration, 5 Credit Hours, 15 Graduate Student Union Conference Catholic Character, 5 Residency, 15 Presentation Program, 21 6 Offi cers of Administration Foreign Language Requirement, 15 Graduate Student Research Support, 22 In the University, 6 Award of Master’s Degree to Doctoral Oak Ridge Associated Universities, 22 In the Graduate School, 6 Students, 15 6 The Graduate Council Degree Eligibility, 15 Postdoctoral Scholars 7 Graduate Student Government Advisers and Dissertation Directors, 15 22 Research Associates 7 Graduate Degrees Granted Candidacy Examination, 15 22 Teaching Scholars 7 Areas and Fields of Study Admission to Candidacy, 16 The Dissertation, 16 22 Visiting Scholars Academic Regulations Defense of the Dissertation, 16 22 Research Visitors Submitting the Dissertation, 16 9 Admission to the Graduate School University Resources and Policies Application Requirements, 10 17 One-of-a Kind (OAK) Ph.D. Program Admission to Multiple Degree Program of Study, 17 22 Academic Resources Programs, 10 Admission, 17 University Libraries, 22 Admission to Joint Degree Information Technologies, 23 Programs, 10 Financial Information Interdisciplinary and Specialized Nondegree Applicants, 10 17 Tuition and Expenses Research Institutes, 24 Acceptance, 11 Tuition, 17 Inter-University Visitation Program, 24 11 Enrollment in the University Fees, 17 Kaneb Center for Teaching and Full-time and Part-time Status, 11 Financial Arrangements, 17 Learning, 24 Academic Good Standing, 11 Withdrawal Regulation, 18 Laboratory for Social Research, 25 Continuous Enrollment, 11 Housing and Residence Life, 18 The Snite Museum of Art , 25 Leave of Absence, 12 Accident and Sickness Insurance, 18 25 Other Facilities and Services Withdrawal from the Program, 12 Worker’s Compensation Insurance, 18 Campus Ministry, 25 12 Registration and Courses Travel Accident Insurance, 19 Campus Security, 26 Maximal Registration, 12 University Travel Policy, 19 Child Care, 26 Course Numbers, 12 19 Financial Support Counseling Services, 26 Changes in Student Class Schedule, 12 Application, 19 Food Services, 26 Graduate Grades, 12 Council of Graduate Schools Policy on Graduate School Career Services, 26 Examinations, 13 Accepted Offers of Admission, 19 Health Services, 26 Transfer Credits, 13 Categories of Support, 19 International Student Services and 13 Academic Integrity Fellowships, 19 Activities , 27 14 Academic Counselor Assistantships, 20 Multicultural Student Programs and 14 Grievance and Appeal Procedures Tuition Scholarships, 20 Services, 27 Offi ce for Students with Disabilities, 27 14 Requirements for the Master’s Degree The Army ROTC Two-year Program, 20 Parking, 27 Credit Hours, 14 20 Employment and Loans Residency, 14 Offi ce of Financial Aid , 20 28 Policies on Harassment and Other Foreign Language Requirement, 14 Standards of Progress, 21 Aspects of Student Life Degree Eligibility, 14 Federal Stafford Loan, 21 Thesis Directors, 14 Federal Perkins Loan, 21 continued on next page Master’s Examination, 14 The Notre Dame Loan, 21 Admission to Candidacy, 14 Student Employment, 21 Thesis Requirement, 15 Submitting the Thesis, 15

Note: Page numbers will be corrected upon print publication. 4 5

Centers and Institutes The School of Architecture The Division of Science 29 Alliance for Catholic Education 41 The Program of Studies 150 Biological Sciences 29 Center for Applied Mathematics 155 Chemistry and Biochemistry 29 Center for Astrophysics The Division of Engineering 158 Mathematics 30 Center for Environmental Science and 165 Physics 44 Aerospace and Mechanical Technology 176 Interdisciplinary Program Engineering 30 Center for Flow Physics and Control 179 M.D./Ph.D. Joint Degree Program 48 Chemical and Biomolecular 31 Center for Molecularly Engineered Engineering Materials 51 Civil Engineering and The Division of Social 31 Center for Nano Science and Geological Sciences Technology Sciences 55 Computer Science and Engineering 32 Center for Philosophy of Religion 181 Economics 59 Electrical Engineering 32 Center for Tropical Disease Research 185 Education 64 Engineering and Law Dual Degree and Training 189 Peace Studies Program 33 Charles and Margaret Hall Cushwa 194 Political Science Center for the Study of American 203 Psychology Catholicism The Division of Humanities 212 Sociology 33 Devers Program in Dante Studies 74 Art, Art History, and Design 33 Erasmus Institute 80 Classics 34 Institute for Church Life 82 Early Christian Studies 220 Teaching and Research Faculty 35 Institute for Educational Initiatives 82 East Asian Languages and Literatures 35 Institute for Latino Studies 84 English 224 Academic Calendar 2003-2004 35 W.M. Keck Center for Transgene 89 German Language and Literature 225 Academic Calendar 2004-2005 Research 93 History 226 Campus Map 36 Kellogg Institute for International 99 History and Philosophy of Science Studies 106 Literature 228 GRE Subject Test Requirements 36 Keough Institute for Irish Studies 109 Medieval Studies 229 Correspondence 37 Joan B. Kroc Institute for Interna- 119 Music tional Peace Studies 122 Philosophy 38 Medieval Institute 128 Romance Languages and Literatures 38 Nanovic Institute for European Stud- 135 Theology ies 39 Radiation Laboratory 39 John J. Reilly Center for Science, Technology, and Values 40 South Bend Center for Medical Education 40 Walther Cancer Research Center

Note: Page numbers will be corrected upon print publication. 4 5 The Graduate School

As a Catholic research university, the Univer- of the French “college” and the seminary in Catholic Character sity of Notre Dame offers first-rate academic which Father Sorin and his associates were Father Edward Malloy, Notre Dame’s presi- training in an environment that addresses educated, Notre Dame began as both a sec- dent since 1987, has used these words to questions of value and meaning. We are ondary school and a four-year college offering describe the University’s Catholic character: committed to making quality the hallmark of the baccalaureate degree in the liberal arts. “From its founding in 1842 until the Graduate School. Our intent is to allow It soon adapted to the style and structure of the present Notre Dame has self- faculty to invest in the lives of gifted graduate the typical 19th-century American university, consciously and proudly proclaimed students, equipping them to pass on a vision introducing a science curriculum in 1865, the itself to be a Catholic university. In of inquiry, scholarship, teaching, and service. first American Catholic law school in 1869, one sense, this distinguishes it from an engineering college in 1873, a graduate other colleges and universities which Over the past two decades, Notre Dame has program in 1918, and a college of business in are secular or nondenominational in made dramatic advances in building a distin- 1921. The University was first accredited by origin and/or present institutional guished faculty. Ongoing investment in facili- the North Central Association in 1913. identity. This reference to Catholicity ties also invigorates the University’s graduate builds on a historical connection to programs. For more than a decade major Administration the Roman Catholic Church and its construction projects have added new campus From 1918 to the present, the University’s cultivation of the great transcendental buildings to provide classrooms, faculty of- Graduate School has developed into four divi- values of truth, beauty, and goodness. fices, and research facilities in the sciences, sions—humanities, social sciences, science, It presupposes that a life given over engineering, humanities, and social sciences. and engineering—and the School of Architec- to learning and scholarship can be a ture, and includes 30 departments and pro- valid route to God. Notre Dame has a pivotal role to play as a grams offering master’s and/or Ph.D. degrees Catholic center of learning, a place that wel- in most of the major humanistic, scientific, “In another sense, Notre Dame’s comes the intellectual ferment of a university and engineering disciplines. Catholic character is a call to be a while encouraging its faculty—in a variety of welcoming place, a kind of extended disciplines and from diverse perspectives—to Administered originally by a graduate com- family where individuals from all address ultimate questions, religious founda- mittee of faculty members, the Graduate backgrounds and of every faith can tions, and ethical dilemmas. School was organized formally in 1944 with a both feel at home and be prized for graduate dean and graduate council. In 1971, the special contribution that they History the newly created position of vice president make. It is a call to cultivate a spirit of Located north of the city of South Bend, for advanced studies underlined the Univer- honest and open exchange, always in Indiana, the University of Notre Dame, a sity’s intense focus on building quality in the a valuing context.” Holy Cross institution, was founded in 1842 graduate programs. Since 1990, the Graduate by the Rev. Edward F. Sorin, a priest of the School has been administered by a vice presi- Congregation of Holy Cross. In 1844 it was dent for graduate studies and research, as- chartered by a special act of the legislature sisted by several associate and assistant deans of the State of Indiana. Combining the style and the graduate council.

The University’s total student population of more than 10,000 includes nearly 1,700 graduate students and 1,000 professional students. Approximately 800 graduate and professional degrees are awarded annually. 6 7

Offi cers of Administration Peter Diffley, Ph.D. Mark W. Roche, Ph.D. Associate Dean of the Graduate School I. A. O’Shaughnessy Dean of the College of In the University Arts and Letters and the Rev. Edmund P. Rev. Edward A. Malloy, C.S.C., Ph.D. Michael T. Edwards, M.S.A. Joyce, C.S.C., Professor of German President of the University Associate Director for Research Development Language and Literature

Nathan O. Hatch, Ph.D. Terri Hall, B.A. Carolyn Woo, Ph.D. Provost Assistant Director, Sponsored Programs, Martin J. Gillen Dean of the Mendoza Offi ce of Research Carol A. Mooney, J.D. College of Business and the Raymond Vice President and Associate Provost Richard A. Hilliard, Ph.D. and Milann Siegfried Professor of Director of Research Compliance Entrepreneurial Studies Rev. John I. Jenkins, C.S.C., D.Phil. Jennifer A. Younger, Ph.D. Vice President and Associate Provost Pamela A. Krauser, M.B.A. Director, Electronic Research Administration, Director of University Libraries John F. Affleck-Graves, Ph.D. Offi ce of Research Peter Diffley, Ph.D. Vice President and Associate Provost Karen M. Pace, B.S. Associate Dean of the Graduate School Rev. Mark L. Poorman, C.S.C., Ph.D. Associate Director, Sponsored Programs, James H. Powell, Ph.D. Vice President for Student Affairs Offi ce of Research Associate Dean of the Graduate School Jeffrey C. Kantor, Ph.D. James H. Powell, Ph.D. and Director of the Summer Session Vice President for Graduate Studies Associate Dean of the Graduate School and Barbara M. Turpin, Ph.D. and Research Director of the Summer Session Associate Dean of the Graduate School Louis M. Nanni, M.A. Ellen D. Rogers, M.B.A. Vice President for University Relations Director, Sponsored Programs, Elected Members Carol Colby Kaesebier, J.D. Offi ce of Research Ani Aprahamian, Ph.D. Chair and Professor of Physics Vice President and General Counsel Barbara M. Turpin, Ph.D. James J. Lyphout, M.B.A. Associate Dean of the Graduate School Doris L. Bergen, Ph.D. Associate Professor of History Vice President for Business Operations Diane R. Wilson, M.S.A. Scott C. Malpass, M.B.A. Assistant Dean of the Graduate School Peter C. Burns, Ph.D. Vice President for Finance and Chief Chair and the Henry J. Massman Jr. The Graduate Council Investment Offi cer Associate Professor of Civil Engineering Following is the Graduate Council member- and Geological Sciences ship for the 2003-2004 academic year. In the Graduate School Hope Hollocher, Ph.D. Jeffrey C. Kantor, Ph.D. Ex Offi cio Members Clare Boothe Luce Associate Professor of Vice President for Graduate Studies and Jeffrey C. Kantor, Ph.D. Biological Sciences Research and Dean of the Graduate School Vice President for Graduate Studies and Lionel Jensen, Ph.D. Research, Dean of the Graduate School Anthony K. Hyder, Ph.D. Chair and Associate Professor of East Asian Associate Vice President for Graduate Studies Anthony K. Hyder, Ph.D. Languages and Literatures and Research Associate Vice President for Graduate Studies Edward J. Maginn, Ph.D. and Research Donald B. Pope-Davis, Ph.D. Associate Professor of Chemical and Associate Vice President for Graduate Studies Donald B. Pope-Davis, Ph.D. Biomolecular Engineering and Associate Dean of the Graduate School Associate Vice President for Graduate Studies Richard G. Sheehan, Ph.D. and Associate Dean of the Graduate School Howard T. Hanson, M.S. Professor of Finance and Business Economics Assistant Vice President for Research and Frank P. Incropera, Ph.D. Rabbi Michael A. Signer, Ph.D. Director, Offi ce of Research Matthew H. McCloskey Dean of Engineer- Abrams Professor of Jewish Thought and ing and H. Clifford and Evelyn A. Brosey Terrence J. Akai, Ph.D. Culture, Department of Theology Professor of Engineering (Mechanical) Associate Dean of the Graduate School Joseph P. Wawrykow, Ph.D. Joseph Marino, Ph.D. Andrew B. Deliyannides, Ph.D. Director of Graduate Studies and Associate William K. Warren Dean of the College of Manager of Technical Support for the Professor of Theology Science and Professor of Chemistry Graduate School Paul J. Weithman, Ph.D. Chair and Professor of Philosophy 6 Areas and Fields of Study 7

Appointed Members History and Philosophy of Science Medieval Studies Five appointed members will be announced. Iberian and Latin American Studies Philosophy Italian Studies Physics Graduate Student Representatives Literature Political Science Martiqua Post (Aerospace and Mechanical Music Psychology Engineering) Peace Studies Sociology President of the Graduate Student Union Philosophy Theology Political Science Meg Garnett (History) Psychology Areas and Fields of Study Co-Vice President of the Graduate Student Sociology Union Theology The University of Notre Dame offers grad- Master of Divinity u ate programs leading to master’s and/or Graduate Student Government Master of Education (only for students in the doc tor al degrees in the following areas and Alliance for Catholic Education program) fields of study: Through a council of elected officers, chairs Master of Engineering (only with J.D.) and secretaries, appointed officers, and Master of Engineering in Mechanical Aerospace and Mechanical Engineering representatives from the departments of its Engineering Aerospace Sciences constituent colleges, the Graduate Student Master of Fine Arts in the following fi elds: Advanced Aerospace Vehicle Concepts Union (GSU) provides a variety of services Creative Writing Aeroacoustics and represents its membership on various Design Aero-optics University councils and committees. In par- Studio Art Aerospace Structural Design ticular, it subsidizes graduate student travel to Master of Medieval Studies Aerospace Systems Design present original research, promotes excellence Master of Music Flow Physics and Control in graduate education, looks for the high- Master of Science in Aerospace En gi neer ing High-Lift Aerodynamics est quality of life for graduate students, and Master of Science in Applied Math e mat ics Low Reynolds-Number Aerodynamics maintains a liaison with the administration Master of Science in Bioengineering Low Speed Aerodynamics regarding health care issues. The GSU pub- Master of Science in Chemical En gi neer ing Particle Dynamics lishes the newsletter, provides listserv updates, Master of Science in Civil Engineering Transonic, Supersonic, Hypersonic Flows conducts a graduate orientation program, Master of Science in Computer Science and Vortex Aerodynamics and sponsors teaching and professionalization Engineering Biomechanics and Biomaterials workshops, in addition to providing various Master of Science in Electrical En gi neer ing Biocompatibility social, cultural, and intellectual activities. The Master of Science in Environmental Biological Material Characterization GSU is the graduate students’ official liaison Engineering Computational Modeling of with the University administration and the Master of Science in Mechanical Biomechanical Systems Office of Student Activities. Engineering Design and Manufacture of Next- Master of Science in the following fi elds: Generation Orthopedic Devices The Graduate Student Union finances its Biochemistry Design, Synthesis, and Characterization operations and Conference Presentation Biological Sciences of Novel Biomaterials Grant (formerly known as the Robert Gordon Biophysics Human Body Kinematics Travel Grant) through a yearly, mandatory Chemistry Surgical Simulation activity fee assessed on all graduate students Geological Sciences Tribology through the Office of Student Accounts. The Mathematics Mechanical Systems and Design Graduate Student Union maintains offices Physics Computer Aided Design and in the LaFortune Student Center at the mez- Master of Theological Studies Manufacturing zanine location; send any e-mail inquiries to Doctor of Phi los o phy in the fol low ing fi elds: Design for Manufacturing [email protected]. Telephone: (574) 631-6963 Aerospace and Mechanical Engineering Design Optimization Web: http://www.gsu.nd.edu Biochemistry Dynamic and Control Systems Biological Sciences Mechanism and Machine Theory Graduate De grees Granted Biophysics Robotics Tribology Master of Architecture Chemical and Biomolecular Engineering Solid Mechanics and Materials Master of Architectural Design and Chemistry Composite Materials Urbanism Civil Engineering and Environmental Assisted Cracking Master of Arts in the following fi elds: Geological Sciences Fatigue Art History, Design, and Studio Art Computer Science and Engineering Fluid/Structure Interaction Early Christian Studies Economics Fracture Mechanics Economics Electrical Engineering Manufacturing Processes English English Mechanics of Porous Media French and Francophone Studies History Plasticity German Language and Literature History and Philosophy of Science Structural Stability History Literature Mathematics Thermal and Fluid Sciences 8 9

Boundary Layer Phenomena Parasitology and Infectious Diseases Natural and Man-made Hazard Reduction Chaos in Fluid Systems Physiology Paleontology Computational Fluid Mechanics Plant Science Structural Mechanics and Design Detonation Theory Population Biology Structural Reliability Droplet Sprays Chemical and Biomolecular Engineering Wind Engineering Fire Research Applied Mathematics Classics Fluid/Structure Interaction Biological Materials Early Christian Studies Flow Control Bioseparations Latin Literature Hydrodynamic Stability Catalysis and Surface Science Greek Literature Hydronics Ceramic Materials Computer Science and Engineering Industrial Energy Conservation Chemical Reaction Engineering Algorithms and Theory of Computations Microfl uid Mechanics Combustion Synthesis of Materials Artifi cial Intelligence and Behavior-based Molecular Dynamics Drug Delivery Systems Robotics Multiphase and Buoyant Flows Ecological Modeling Computationally Demanding Applications Reacting Flows Environmentally Conscious Design Computer Architecture in Emergent Solidifi cation of Liquid Metals Fuel Cells Technologies Turbulent Flows Gas-Liquid Flows Computer Systems Design Architecture* Ionic Liquids Computer Vision and Pattern Recognition Architectural Design Materials Science E-technologies Classical Theory in Architecture and Microfl uidic Devices Systems and Networks Urbanism Molecular Modeling and Simulation Economics History and Theory Molecular Theory of Transport Development and International Urban Theory and Design Nanostructured Materials Economics Art, Art History, and Design Parallel Computing Economic Theory, Economic Thought, Studio Art+ Phase Equilibria and Methodology Ceramics Pollution Prevention Institutions (labor, fi nancial, industrial, and Painting Polymer Rheology public) Photography Process Dynamics and Control Electrical Engineering Printmaking Process Optimization and Design Communication Systems Sculpture Process Simulation Control Systems Art History* Statistical Mechanics Nanoelectronics American Superconducting Materials Optoelectronics Ancient Supercritical Fluids Semiconductor Materials and Devices Contemporary Suspension Rheology Signal and Image Processing Medieval Transport in Porous Media Solid-State Integrated Circuits Modern European Chemistry and Biochemistry English Renaissance and Baroque Biochemistry Old and Middle English Design+ Bio-inorganic Chemistry Renaissance Graphic Design Bio-organic Chemistry Restoration and 18th Century Industrial Design Inorganic Chemistry Romantic and Victorian Biological Sciences Materials Chemistry Modern British Animal Behavior Molecular Biology Early American (to 1865) Aquatic Biology Organic Chemistry Middle American (from the Civil War to Biochemistry Organometallic Chemistry 1930) Biogeochemistry Physical Chemistry and Radiation Sciences Post 1930 American Literature Biotechnology Theoretical and Computational Chemistry African American Cancer Biology Civil Engineering and Geological Sciences Latino/a Studies Cell and Molecular Biology Aquatic Chemistry Irish Studies Developmental Biology Bioengineering Drama Ecology Biological Treatment of Hazardous Waste Novel Ecosystem Ecology Dynamics of Offshore Structures Poetry Endocrinology Earthquake Engineering Prose Fiction Environmental Biology Environmental Engineering Literary Theory Environmental Microbiology Environmental Mineralogy Creative Writing++ Evolutionary Biology Finite Element Modeling German Language and Literature* Genetics and Bioinformatics Geotechnical Engineering (See Literature for Ph.D. program) Genomics Groundwater Hydrology The Medieval Period Medical Entomology and Vector Biology High and Low Temperature Geochemistry Reformation and Humanism Microbial Pathogenesis Mantle Petrology German Classical Literature Neurobiology Materials Characterization Goethe and His Age Nutritional Sciences Multiphase Flows 19th-century Drama and Prose 8 Admission to the Grad u ate School 9

Contemporary German Prose Peace Studies* Sociology Modern Lyric Poetry The Role of International Norms and Comparative/Historical Sociology Aesthetics and Ethics Institutions in Peacemaking Cultural Sociology Philosophy and Literature The Impact of Religious, Philosophical, Development Drama and the Theory of Drama and Cultural Infl uences on Peace Education Intellectual History The Dynamics of Inter-Group Confl ict Family History and Confl ict Transformation Political Sociology Medieval History The Promotion of Social, Economic, Quantitative Methodology Modern European History and Environmental Justice Religion United States History Philosophy Social Psychology History and Philosophy of Science Ancient Philosophy Social Stratifi cation History of the Philosophy of Science Contemporary European Philosophy Theory Analytic Philosophy of Science and Epistemology Theology Epistemology Ethics Biblical Studies* History and Philosophy of Biology Logic Christianity and Judaism in Antiquity— 1700 to 1980 Medieval Philosophy Hebrew Bible and Judaica, New Testa- Philosophy of Contemporary Physics Metaphysics ment and Early Church History of Astronomy and Physics Modern Philosophy Early Christian Studies* Medieval Natural Philosophy and Philosophy of Language History of Christianity—Early Church, Medicine Philosophy of Mathematics Medieval Studies, Reformation Studies, History and Philosophy of Economics Philosophy of Mind Modern Studies Philosophy of Mind and Neuroscience Philosophy of Religion Liturgical Studies Social History of Medicine and Philosophy of Science Moral Theology/Christian Ethics Technology Political Philosophy Systematic Theology History and Philosophy of Mathematics Physics Professional Studies* Intellectual History of Science 1600 to Astrophysics (Master of Divinity Program) 1950 Atomic Physics Theological Studies* Scientifi c Revolution Studies Condensed Matter Physics Science and Literature Elementary Particle Physics * Master’s programs only Literature Nuclear Physics + Master’s program and M.F.A. in studio art Classics Statistical Physics/Biophysics and design East Asian Studies Theoretical Physics ++ M.F.A. in creative writing French Political Science German American Government and Politics (in- Irish Studies cluding public law) Academic Regulations Italian Comparative Politics Please note: Spanish (Iberian and Latin American) International Relations The following information represents the mini- (Literatures can be studied in various Political Theory mum standards established by the Graduate combinations) Psychology School. Individual departments may require Mathematics Cognitive Psychology higher standards. Students are expected to be Algebra Counseling Psychology fully cognizant of their department’s Algebraic Geometry Developmental Psychology requirements. Applied Mathematics Quantitative Psychology Complex Analysis Romance Languages and Literatures* No exceptions to the following policies and pro- Differential Geometry (See Literature for Ph.D. program) cedures will be valid without the formal written Logic Comparative Literatures approval of the Graduate School. Partial Differential Equations French and Francophone Studies—Middle Topology Ages, Renaissance, 17th-century Classi- Admission to the Graduate School Medieval Studies cal, 18th-century Enlightenment, 19th Medieval Art Century, 20th Century Admission to the Graduate School is highly Medieval History Italian Studies—Italian Literature: competitive. An applicant for admission to Medieval Literatures Medieval, Renaissance, Modern; the Graduate School must hold a bachelor’s Medieval Music Art History; Architectural History; degree or its equivalent from an accredited Medieval Philosophy Film Studies; Translation; History; American college or university or from a Medieval Theology Philosophy; Music foreign institution of acceptable standing. Music* Iberian and Latin American Studies— Applicants are admitted on the presumption Music Theory Medieval, Golden Age, Colonial that they will hold the bachelor’s degree by Musicology Spanish-American, Modern Spanish the time of graduate matriculation. If at that Performance and Literature Peninsular, Modern Spanish-American time they do not hold a bachelor’s degree, the Periods; Gender Studies Graduate School admission is void. The ap- plicant should have earned at least a B average 10 11 in his or her undergraduate major courses and 11. two (2) copies of a curriculum vitae/ advisers from each unit, the applicant will should meet the level of academic achieve- resumé (recommended) select a plan of study acceptable to all units. ment that implies a developed ability for The Graduate School must approve the writ- advanced study and independent scholarship. Students seeking admission to more than one ten plan of study before the student may department, but who plan to enroll in only begin the program. No more than nine credit An applicant may seek admission in either de- one, must submit separate applications for hours of classes may be counted toward both gree or nondegree status. A degree applicant each department. Only one application fee is degrees. may seek admission to either a master’s or necessary. doctoral program. Only degree students may Admission to Joint Degree Programs be candidates for a degree at Notre Dame. Beyond these Graduate School admission It is possible for a student to pursue a pro- requirements for all graduate departments gram of study combining two programs and It should be understood that admission to a and programs, particular programs may re- leading to a joint degree. An applicant who graduate degree program is not equivalent to quire personal interviews and/or submission seeks to earn a joint degree, either master’s or admission to candidacy for the degree. (See of special materials such as writing samples or Ph.D., must submit a separate and complete “Admission to Candidacy,” under master’s portfolios. Consult the specific department in application to each program and be accepted and Ph.D. degree requirements.) this regard and submit one (1) copy of each by both. The relevant departments must required item. agree upon a plan of study defining what will It should also be understood that admission constitute the joint degree program, and the to the master’s program does not automati- The Graduate Record Examination (GRE) is approved written plan must be on file with cally mean admission to the doctoral program offered several times each year at sites in the the Graduate School before the student may upon completion of the master’s program. A United States and abroad. The annual sched- begin the program. separate decision is required for continuation ules and other information about the GRE in the doctoral program. can be obtained online at http://www.gre.org The application fee must accompany the or from Educational Testing Service (ETS), application. This fee is nonrefundable. The Application Requirements Graduate Record Examination, Box 6000, fee is $50 for all applications submitted after An applicant for admission to a degree pro- Princeton NJ 08541-6000, USA. If you need December 1 for admission to the following gram is required to submit: to call about the GRE, telephone the Educa- fall semester. For applications submitted by 1. one completed “Application for Admis- tional Testing Service at (609) 771-7670. December 1 for admission to the following sion and Financial Aid” form or an fall semester, the application fee is $35. Fees online application The Test of English as a Foreign Language must be paid by check or money order. 2. one completed “Statistical Informa- (TOEFL) is offered several times each year tion and Application Fee” form (paper at sites in the United States and abroad. Unless otherwise specified, the application application) or Signature Page (online Foreign students, except those noted above, deadline is February 1 for admission and application) must submit TOEFL scores as part of their financial aid for the fall semester, and Novem- 3. the application fee application to demonstrate a sufficient com- ber 1 for the spring semester, though some 4. two (2) copies of the Statement of mand of English to meet the requirements of departments have earlier deadlines. Only Intent their field. If not available locally, the an- a few departments offer spring admission; 5. three (3) letters of recommendation and nual schedules and other information about therefore, applicants who wish to begin in the a second copy of each the TOEFL can be obtained online at http: spring are advised to consult the department. 6. a waiver of access form for each letter of //www.toefl.org or from Educational Testing recommendation with original signa- Service (ETS), TOEFL, Box 6151, Princeton Nondegree Applicants tures in ink NJ 08541-6151, USA. If you need to call An applicant for admission to a nondegree 7. two (2) official transcripts from each about the TOEFL, telephone the Educational program is required to submit one completed postsecondary institution attended. Testing Service at (609) 771-7100. Graduate School application and two official International applicants must send both transcripts from each postsecondary institu- an original language and an official (i.e. Admission to Multiple Degree Programs tion attended. (When possible, transcripts notarized) English translation of each An applicant who seeks admission to more should be sent directly to the Graduate transcript. than one master’s degree program in the School by the institution.) Particular de- 8. official Graduate Record examination Graduate School in order to earn two degrees, partments may require personal statements (GRE) General Test scores (students or an applicant who seeks admission to a detailing the applicant’s graduate plans and may temporarily submit two (2) unof- degree program in the Graduate School con- expectations. ficial photocopies) currently with a degree program in another 9. official GRE Subject Test scores if school in the University (i.e., Law School or A nondegree applicant may seek admission required by the department (students Mendoza College of Business) must submit as a departmental nondegree student or as an may temporarily submit two (2) unof- a separate and complete application for each unclassified, visiting, or auditing student in ficial photocopies) program. The applicant must also be accepted the Graduate School. 10. official scores of the Test of English as by each of the cooperating departments. The a Foreign Language (TOEFL) from all Graduate School will consider only applicants A departmental nondegree student is one who nonnative speakers of English (students whose past academic performance indicates has been admitted to a department but does may temporarily submit two (2) unof- the potential for success in each of the pro- not seek an advanced degree from the Uni- ficial photocopies) grams. In consultation with the appropriate versity. An applicant with degree intent who 10 Enrollment in the University 11

lacks one or more admission requirements time graduate students who audit courses will the G.P.A. in any one semester is below 2.5 or may be admitted temporarily to nondegree be charged the normal audit fee of one-half if the G.P.A. is below 3.0 for two consecutive status at the discretion of the department and the current credit hour fee. semesters. Some departments require higher with the approval of the associate dean for averages for enrollment and support graduate admissions. The student may regis- In the summer session, there is no free audit- continuance. ter for one to 12 credit hours in any graduate ed course. Any course taken or audited in the courses for which he or she meets the course summer session will be charged the full price. An adequate G.P.A. is only one factor taken prerequisites. However, no student initially into consideration in determining a student’s admitted to nondegree status will be admitted Acceptance qualifications for an advanced degree. Degree to degree status until all admission require- Official acceptance to the Graduate School students should be aware of their depart- ments have been satisfied. No more than 12 in the academic year is granted only by the ment’s performance criteria. The department credit hours earned by a student while in a associate dean. Applicants will be informed and the Graduate School annually evaluate nondegree status may be counted toward a officially of the results of their application by each graduate student’s overall performance degree program. Admission as a departmental a letter from the associate dean for graduate on the basis of these criteria. nondegree student does not guarantee later admissions. Applicants who intend to accept admission as a degree-seeking student. offers of admission are required to confirm A student must be in academic good standing their acceptance by returning the appropri- to be eligible for new or continued financial An unclassified student is one who is admit- ately completed form that is supplied with an support. ted to the Graduate School in a nondegree offer of admission. status, but who is not a member of a particu- Continuous Enrollment lar department. Such a student may, with A student whose degree program begins or All students must enroll each semester in the the approval of the Graduate School, take continues in the summer must complete a academic year and register for at least one courses in any graduate department, subject summer session course selection form. credit hour per semester to maintain student to approval by the department. This category status. Continuous enrollment is met nor- is usually open to nondegree students who Enrollment in the University mally by both enrollment in the University wish to take courses in more than one de- and registration in a graduate-level course partment or students who have completed Once admitted, all degree and nondegree relevant to the student’s program. A student their degree programs, but wish to continue graduate students must enroll each semester who is concurrently pursuing degrees in the in the University in graduate student status. at the times and locations announced by the Graduate School and in another school in No more than 12 credit hours earned by a University Registrar. the University meets the continuous enroll- student while in a nondegree status may be ment requirement by registering for a course counted toward a degree program. Admission Any admitted student who fails to enroll for in either program. Any exception to this rule, as an unclassified nondegree student does not one semester or more must apply for readmis- including a leave of absence, must be ap- guarantee later admission as a degree-seeking sion upon return. (See “Continuous Enroll- proved by the Graduate School. (See “Leave student. ment,” below.) of Absence,” below.) Degree students who have completed the course work requirement A visiting student is normally a degree stu- Full-time and Part-time Status for their degree must register for at least one dent in another university who enrolls for A full-time student is one who is working full credit hour per semester, including the final credit in selected courses at Notre Dame. time toward his or her degree objective. The semester or summer session in which they Unless otherwise arranged by the home uni- student’s department is responsible for deter- receive their degree. These students may be versity and Notre Dame, the visiting student mining who is a full-time student, and who is considered full-time students whether or not is considered a nondegree student at Notre otherwise a part-time student. they are in residence. Students not in resi- Dame and follows the same application and dence and taking one credit hour pursuant enrollment procedures as a nondegree A nondegree student, however, must register to continuous enrollment requirements are student. for at least nine credit hours per semester, or charged a special registration fee. six in the summer session, to claim full-time An auditor is a nondegree student who meets status. A student who fails to enroll and register for the course prerequisites but receives no aca- one semester or more must apply for readmis- demic credit. With the permission of the All degree-seeking students are expected to sion upon return. instructor and the department chair, a degree maintain full-time status and to devote full student also may audit courses. Audited time to graduate study. No degree student Continuing students (i.e., degree-seeking courses may be recorded on a student’s per- may hold a job, on or off campus, without students who are eligible to continue their manent record only if the student requests the the express permission of his or her depart- studies in the fall semester) may have access instructor to record it at the beginning of the ment and the Graduate School. to University facilities and services from May semester and if he or she attends the course through August without enrolling and reg- throughout the entire semester. A recorded Academic Good Standing istering for academic credit in the summer audit is graded V. Incomplete audits are not Continuation in a graduate degree program session. recorded. The audit grade of V cannot be or in nondegree status, admission to degree changed to a credit grade. candidacy, and graduation require mainte- Leave of Absence nance of at least a 3.0 (B) cumulative grade For exceptional reasons and on the recom- In the academic year, full-time graduate stu- point average (G.P.A.). A student may be mendation of the department, a student in dents may audit courses without charge. Part- dismissed from the department or program if good academic standing may request a leave 12 13 of absence for a maximum of two consecutive open only to those who have completed the Quality point values are used to compute semesters. A request for a leave of absence undergraduate and graduate prerequisites. the student’s G.P.A. The G.P.A. is the ratio must be made before the semester in which of accumulated earned quality points to the the leave is taken, and all leaves of absence The advanced undergraduate courses num- accumulated earned semester credit hours. must be approved by the Graduate School. If, bered 400 through 499 may, with the approv- G.P.A. computation takes into account only for some urgent reason, a student is allowed al of the department chair and the Graduate those grades earned in Notre Dame graduate to leave the University after the beginning of School, be taken to satisfy up to 10 hours of courses by students with graduate status at the semester, the withdrawal procedure below graduate credit requirements. Departments Notre Dame. For courses taken in a depart- must be followed. If at the end of the leave of may place additional constraints on the use ment or college in the University but outside absence period the student does not return, of 400-level courses to meet their degree the Graduate School, or taken outside the the student is considered terminated. Applica- requirements. University, the grade will not be included in tion for readmission is required if the student the G.P.A. computation. wishes to return. No graduate credit is allowed for courses below the 400 level. The grades of C- and D are not awarded in Withdrawal from the Program the Graduate School. To withdraw from the University before the Changes in Student Class Schedule end of the semester, a student must inform A student may add courses only during the A student receives the temporary grade of I the department and the Graduate School as first seven class days of the semester. A stu- when, for acceptable reasons, he or she has well as complete the notice of withdrawal in dent may add courses after this time only on not completed the requirements for a 500- or the Office of the Registrar, 105 Main Build- recommendation of the department and with higher-level graduate course within the se- ing. For information on refunds, refer to approval of the Graduate School. mester or summer session. No grade of I can “Tuition and Expenses.” be given for courses below the 500 level or A student may drop courses during the first to graduating students in the final semester Upon approval of the withdrawal, the Uni- seven class days of the semester. To drop or final summer session of a terminal degree versity enters a grade of W for each course in a course after this period and up to the program. which the student was registered. If a student midsemester point (see the Graduate School drops out of the University without following calendar for the exact date), a student must The student then must complete the course the procedure described above, a grade of F is have the approval of the chair of the depart- work for a grade prior to the beginning of the recorded for each course. ment offering the course, of his or her adviser, final examination period of the next semester and of the Graduate School; however, no in which the student is enrolled. If a student The credit for any course or examination will tuition adjustment will be made after the sev- receives an I for a summer session course, he be forfeited if the student interrupts his or her enth class day of the semester. A course may or she must complete the course work for a program of study for five years or more. be dropped after the midsemester point only grade before the final examination period be- in cases of serious physical or mental illness. gins for the next semester or summer session The University reserves the right to require Courses dropped after this date will be posted (whichever comes first) in which the student the withdrawal of any student when academic on the student’s permanent record with the is enrolled. performance, health status, or general con- grade of W. duct may be judged clearly detrimental to The University temporarily computes this the best interests of either the student or the A course taken for credit can be changed to grade as the equivalent of an F in calculat- University community. an audit course after the midsemester point ing the G.P.A. When the student fulfills the only in cases of serious physical or mental above requirements, the I is replaced by the In the case of a medical leave of absence, illness. new grade. Should the student not complete clearance from the University Health Center the course work as required, the I remains on is required prior to readmission. Graduate Grades the academic record and is computed in the Listed below are graduate grades and the G.P.A. as equivalent to an F. Registration and Courses corresponding number of quality points per credit hour. The department and the Graduate School Maximal Registration A 4 will review a student who receives more than During each semester of the academic year, a A- 3.667 one I in a semester or an I in two or more graduate student should not register for more B+ 3.333 consecutive semesters, to determine his or her than 12 credit hours of graduate courses, i.e., B 3 eligibility for continued support and the 500-, 600- and 700-level courses. In the B- 2.667 enrollment. summer session, a graduate student should C+ 2.333 not register for more than 10 credit hours. C 2 The grades of S and U are used in courses F 0 without semester credit hours, as well as in Course Numbers I 0 (Until Incomplete is removed) research courses, departmental seminars, Courses numbered 500 through 599 are first- NR Not reported colloquia, workshops, directed studies, field level graduate courses into which qualified S 0 Satisfactory education, and skills courses. These courses, advanced undergraduates may be admitted U 0 Unsatisfactory if given the grade of S, do figure in a student’s with the permission of the instructor and V 0 Auditor (graduate students only) earned semester credit-hour total but do not the approval of the chair. Courses numbered W 0 Discontinued with permission figure in the computation of the G.P.A. A 600 and above are advanced graduate courses 12 Academic Integrity 13

grade of U will not count toward the student’s which the graduate degree is conferred. The use of information obtained from another earned semester credit-hour total, nor will it university of origin must submit two tran- student’s paper during an examination, pla- figure in the computation of the G.P.A. scripts directly to the Notre Dame Graduate giarism, submission of work written by some- School. Credits not earned on the semester one else, falsification of data, etc. Violation of The grade of V has neither quality-point nor system, such as trimester and quarter-hour integrity in research/scholarship is deliberate credit-hour value. It is the only grade avail- credits, will be transferred on a pro rata basis. fabrication, falsification, or plagiarism in able to the registered auditor who requests proposing, performing, or reporting research at the beginning of the semester that it be A student transferring from an unfinished or other deliberate misrepresentation in pro- made part of his or her permanent record and master’s program may not transfer more than posing, conducting, reporting, or reviewing who attends the course throughout the entire six semester credit hours into either a Notre research. Misconduct does not include errors semester. The grade of V cannot be changed Dame master’s or Ph.D. program. of judgment, errors in recording, selection, to a credit-earning grade. or analysis of data, differences in opinions If the student has completed a master’s or involving interpretation, or conduct unrelated The grade of W is given for a course that Ph.D. program, he or she may transfer up to to the research process. Misconduct includes a student is allowed to drop after the nine semester credit hours to a Notre Dame practices that materially and adversely affect midsemester point. master’s program and up to 24 semester- the integrity of scholarship and research. credit hours to a Notre Dame Ph.D. program. Examinations Any person who has reason to believe that Unexcused absence from a scheduled final ex- Occasionally, a student may need to do dis- a violation of this policy has occurred shall amination results in an F. An absence excused sertation research at another institution. discuss it on a confidential basis with the in advance results in an I (incomplete). Normally, the student would register for department chair or director of the appropri- the appropriate number of credit hours of ate institute. If a perceived conflict of interest Grade Reports research at Notre Dame. If the student does exists between the chair/director and the ac- Beginning with final grades for the fall 2003 not enroll at Notre Dame and expects to cused, the next highest academic officer shall semester, the Office of the Registrar will no count research hours earned elsewhere to- be notified of the charge. The chair/director longer mail a paper copy of grades unless a ward the Notre Dame degree, the student shall evaluate the allegation promptly. If it is copy is requested. Grade information is avail- must have the approval of the department determined that there is no substantial basis able to students on IrishLink (a secure Web- and the Graduate School in advance. The for the charge, then the matter may be dis- based service). The Printed Grade Report University requires similar prior approval for missed with the fact of dismissal being made Request form is available from the Office of formal courses taken elsewhere and applied known to the complainant and to the accused the Registrar Web site at http://www.nd.edu/ to the degree program. Twenty-four credit if he or she is aware of the accusation. A writ- ~ndreg. hours, including research credit hours, is the ten summary of charges, findings, and actions maximum acceptable for transfer into a Notre shall be forwarded to the vice president for Transfer Credits Dame doctoral program. graduate studies and research as a matter of A department may accept course work com- documentation. Otherwise, the chair will pleted at another accredited university toward No grades of transferred courses are included select an impartial panel consisting of three meeting its degree requirements. A student in the student’s G.P.A. members, one of whom may be a gradu- may transfer credits earned at another accred- ate student, to investigate the matter. The ited university only if: (1) the student is in Academic Integrity chair will inform the accused of the charges. degree status at Notre Dame; (2) the courses The panel will determine initially whether taken are graduate courses appropriate to Integrity in scholarship and research is an es- to proceed directly to a hearing to further the Notre Dame graduate program and the sential characteristic of our academic life and investigate the case, or to dismiss the charges. student had graduate student status when he social structure in the University. Any activity If the panel decides to proceed directly to a or she took these courses; (3) the courses were that compromises the pursuit of truth and the hearing, the hearing will be held within 10 completed within a five-year period prior to advancement of knowledge besmirches the days of the original notification. If the panel admission to a graduate degree program at intellectual effort and may undermine confi- decides that further investigation is neces- Notre Dame or while enrolled in a graduate dence in the academic enterprise. A commit- sary, it shall immediately notify the chair. If degree program at Notre Dame; (4) grades of ment to honesty is expected in all academic it decides that a hearing is not warranted, all B (3.0 on 4.0 scale) or better were achieved; endeavors, and this should be continuously information gathered for this investigation and (5) the transfer is recommended by the emphasized to students, research assistants, will be destroyed. The utmost care will be department chair and approved by the Grad- associates, and colleagues by mentors and taken to minimize any negative consequence uate School. academic leaders. to the accused.

These five requirements also apply to the The procedures for ensuring academic integ- The accused party must be given the op- transfer of credits earned in another program rity in the Graduate School are distinct from portunity to respond to any and all allega- at Notre Dame. those in the Undergraduate Code of Honor. tions and supporting evidence at the hearing. The response will be made to the appointed The University considers a request for credit Violations of academic integrity may occur in panel. The panel will make a final judgment, transfer only after a student has completed classroom work and related academic func- recommend appropriate disciplinary action, one semester in a Notre Dame graduate tions or in research/scholarship endeavors. and report to the chair in writing. The report degree program and before the semester in Classroom-type misconduct includes the will include all of the pertinent documenta- 14 15 tion and will be presented within 30 days Requirements for the departmental directors or codirectors must after meeting with the accused. Copies of the Master’s Degree be consistent with departmental policies and report are to be made available to the accused, must be approved by the Graduate School. the chair, and the vice president. If a viola- In addition to the following Graduate School tion is judged to have occurred, this might requirements, individual departments may have Master’s Examination be grounds for dismissal from the University; higher standards. Students are expected to know By the end of the term following completion research/scholarship violations might be their departmental requirements. of the course work required by the depart- reported to the sponsor of the research effort ment, the degree candidate must have taken (e.g., NSF, NIH, Lilly Foundation, etc.), if Credit Hours an oral and/or written master’s examination appropriate. The number of semester credit hours of demonstrating mastery in his or her field. course work for the master’s degree is speci- Failure in either one or both parts of the If the student chooses to appeal, he or she fied by the student’s department. Students in examination results in automatic forfeiture must address the appeal in writing to the vice a research program must also complete the of degree eligibility, unless the department president for graduate studies and research research requirements of the department. (See recommends a retake. If a retake is recom- within 10 days. The student has the right to also “Transfer Credits,” above.) mended, it must be completed by the end of appear before the vice president or his or her the following semester. The Graduate School delegate. The vice president may decide to Residency allows only one retake of the master’s appoint an ad hoc committee to handle this The minimum residency requirement for examination. appeal, if deemed necessary. the master’s degree is registration in full-time status for one semester during the academic Some departments have an equivalent re- Violations of academic integrity by individu- year or for one summer session. quirement in lieu of the master’s examina- als who are not students are governed by tion. Students are advised to be cognizant of different rules; students who are working on Foreign Language Requirement their respective departmental requirements externally sponsored programs may also be The Graduate School does not require foreign with regard to the master’s examination or its covered by sponsor-mandated rules. Contact language reading proficiency for the master’s substitute. Dr. Richard A. Hilliard, director of research degree. However, some departments do have compliance, (574) 631-5386, for further this requirement. Students should consult A doctoral student may receive the master’s information. their departments concerning this degree without taking the master’s examina- requirement. tion on the recommendation of the depart- Academic Counselor ment and completion of (a) the course work Degree Eligibility required by the department for the master’s The vice president for graduate studies and Failure to complete all requirements for the degree and (b) all written parts of the doctoral research has appointed an academic coun se lor master’s degree within five years results in candidacy or Ph.D. qualifying examination. in the Graduate School to be avail able to forfeiture of degree eligibility. Departments may have additional criteria graduate students who want to con fi den tial ly or may choose not to offer a master’s degree discuss problems they are having in their A master’s program that is pursued during the in this manner; students should consult the programs. The counselor can help a student summer and the academic year must also be departmental guidelines. decide how to resolve the problem. The completed within five years. Graduate School’s ac a dem ic counselor is Dr. Admission to Candidacy Barbara M. Turpin, associate dean. A student attending summer session only must To qualify for admission to candidacy, a complete all requirements within seven years. student must be in a master’s degree program. Grievance and Appeal Procedures He or she must have been enrolled in the pro- Thesis Directors gram without interruption and must main- Students follow the grievance and appeal Each student is assigned an adviser from the tain a minimum cumulative G.P.A. of 3.0 in procedures of the department in which they time of enrollment. This may initially be the approved course work. A student who seeks are studying. Where department procedures director of graduate studies, but an individual admission to candidacy in a research master’s are not clear, students contact the department adviser or thesis director will be chosen as program must also demonstrate research chair and/or the director of graduate studies. soon as practicable, following the depart- capability and receive departmental approval Appeals beyond the department are made di- ment’s policies. of his or her thesis proposal. rectly to the vice president for graduate stud- ies and research/dean of the Graduate School. Advisers and thesis directors are normally Admission to candidacy is a prerequisite to re- Students may seek advice from the associate chosen from the teaching and research faculty ceiving any graduate degree. It is the student’s dean of the Graduate School who serves as of the student’s department. There also may responsibility to apply for admission by sub- academic counselor before beginning a formal be one codirector chosen from the faculty mitting the appropriate form to the Graduate process within the department or an appeal to outside (or within) the student’s depart- School office through the department chair. The the vice president/dean. ment. In exceptional cases, a department may applicable deadline is published in the Graduate choose a thesis director from the Notre Dame School calendar. teaching and research faculty outside the student’s department. Arrangements for extra- 14 Requirements for the Doctor of Phi los o phy De gree 15

Thesis Requirement signed by the thesis director. The candidate Departments may have additional criteria, The thesis is the distinctive requirement pays the binding costs for the two official or may choose not to offer a master’s degree of the research master’s program. With the copies required by the Graduate School and in this manner; students should consult the approval of his or her adviser, the student for any additional copies required by the departmental guidelines. proposes a thesis topic for departmental ap- department or for personal use. proval. The approved topic is researched and Degree Eligibility the results presented under the supervision of Candidates must check with their depart- The student must fulfill all doctoral require- a thesis director. ments for any additions to the Graduate ments, including the dissertation and its School requirements. defense, within eight years from the time of The thesis director indicates final approval matriculation. Failure to complete any of the of the thesis and its readiness for the read- Should a candidate and adviser decide to mi- Graduate School or departmental require- ers by signing the thesis. The candidate then crofilm a thesis, information concerning the ments within the prescribed period results in delivers the number of signed copies of the ProQuest Information and Learning Master’s forfeiture of degree eligibility. completed thesis required by the department Publishing Program may be obtained from to the department chair. These copies are the Graduate School office. Advisers and Dissertation Directors distributed to the two official readers ap- Each student is assigned an adviser from the pointed by the department. Readers are ap- Requirements for the time of enrollment. This may initially be the pointed from among the regular teaching and Doctor of Philosophy Degree director of Graduate Studies, but an indi- research faculty of the student’s department. vidual adviser or dissertation director will be The appointment of a reader from outside the The goal of the University in its Ph.D. pro- chosen as soon as practicable, following the student’s department must have the Graduate grams is to develop productive scholarship department’s policies. School’s prior approval. The thesis director and professional competence in its students. may not be one of the official readers. Each In addition to a broad acquaintance with the Advisers and dissertation directors are nor- reader must unconditionally approve the historical and contemporary state of learning, mally chosen from the teaching-and-research thesis and the department should promptly the University encourages its students and faculty of the student’s department. There report the results to the Graduate School. faculty to make contributions to the advance- also may be one codirector chosen from the ment of their respective fields. faculty outside (or within) the student’s de- Submitting the Thesis partment. In exceptional cases, a department The format of the thesis should follow the In addition to the following Graduate School may choose a dissertation director from the guidelines published in the Graduate School’s requirements, individual departments may re- Notre Dame teaching and research faculty Guide for Formatting and Submitting Disserta- quire higher standards. Students are expected outside the student’s department. Arrange- tions and Theses, available at the Graduate to know their department’s requirements. ments for extra-departmental directors or School office and on the Graduate School codirectors must be consistent with depart- Web site at http://www.nd.edu/~gradsch/. Credit Hours mental policies and must be approved by the The number of semester credit hours of Graduate School. When the thesis is given to the readers, the formal courses, directed studies, and research candidate should also give a complete copy to is specified by the student’s department. (See Candidacy Examination the Graduate School office for a preliminary also, “Transfer Credits,” above.) The candidacy examination consists of two review of the format. This copy may be sub- parts: a written component and an oral mitted electronically as a PDF or delivered as Residency component. The written part of the exami- a printed document. The minimum residency requirement for the nation normally precedes the oral part. It is Ph.D. degree is full-time status for four con- designed, scheduled, and administered by the After the readers approve the thesis and any secutive semesters (may include the summer department. The oral part of the examina- necessary changes have been made, the candi- session). tion is normally taken after the completion date must then present the final version of the of the course work requirement, but no later thesis to the Graduate School for final ap- Foreign Language Requirement than one calendar year prior to defense of proval and submission on or before the date This requirement varies from department to the dissertation. The oral part, among other specified in the Graduate School calendar. department, in both the choice of language things, tests the student’s readiness for ad- Candidates should be cognizant of deadlines and the degree of proficiency required. Stu- vanced research in the more specialized area(s) for graduation established by the Graduate dents should consult their department con- of his or her field. In total, the examination School and the department. cerning this requirement. should be comprehensive. Successful passage indicates that, in the judgment of the faculty, To submit the thesis electronically, the can- Award of Master’s Degree to Doctoral the student has an adequate knowledge of the didate must upload one complete PDF copy Students basic literature, problems, and methods of his to the Hesburgh Library’s Electronic Dis- A doctoral student may receive the master’s or her field. sertation and Thesis database, and provide degree without taking the master’s examina- one signed title page and any other necessary tion on the recommendation of the depart- A board of at least four voting members forms to the Graduate School. ment and completion of: (a) the course work nominated by the department and appointed required by the department for the master’s by the Graduate School administers the oral To submit printed copies of the thesis, the degree and (b) all written parts of the doctoral part of the examination. Normally, this board candidate must present two clean copies, each candidacy or Ph.D. qualifying examination. has the same membership as the student’s 16 17 dissertation committee. Board members are The Dissertation instrument that enables the candidate to chosen from the teaching and research fac- In continuing consultation with the dis- explore with the dissertation committee the ulty of the student’s department. The Grad- sertation director, the candidate explores dissertation's substantive and methodologi- uate School should be consulted before the research areas in his or her field to formulate cal force. In this way, the candidate and the department or the student invites a faculty a dissertation proposal. The methods of ap- committee confirm the candidate’s scholarly member outside the student’s department to proval of the dissertation proposal are deter- grasp of the chosen research area. be a board member. mined by the individual departments. The format of the defense is determined by A faculty member appointed by the Gradu- The department chair or director of gradu- the department with the Graduate School’s ate School from a department other than ate studies will appoint a dissertation com- approval. The defense is chaired by a faculty the student’s department chairs the ex- mittee consisting of the dissertation director member who is appointed by the Graduate amination board. This chair represents the and three readers. Normally, the committee School from a department other than the Graduate School and does not vote. After is drawn from the membership of the stu- candidate’s department. This chair repre- completion of the examination, the chair dent’s oral candidacy board. The Graduate sents the Graduate School and does not calls for a discussion followed by a vote of School must be consulted before the depart- vote. After the examination is completed, the examiners. On a board of four, three ment invites a committee member from the chair calls for a discussion followed by a votes are required to pass. If a department outside the teaching and research faculty of vote of the dissertation committee. At least chooses to have five members, four votes are the candidate’s department. three votes out of four will be required to required to pass. The chair should, before pass a candidate. The chair sends a written the examination begins, ask the student’s The candidate delivers typed copies of the report of the overall quality of the defense adviser to confirm departmental regulations finished dissertation, signed by the director, and the voting results immediately to the for conduct of the examination and voting to the department chair for distribution to Graduate School. procedures. The chair sends a written report the three readers. of the overall quality of the oral examination In case of failure of the defense, on the and the results of the voting immediately to At the same time, the candidate should recommendation of a majority of the exam- the Graduate School. also give a complete copy to the Gradu- iners, another opportunity to defend may ate School, where it will be reviewed for be authorized if this is permitted by depart- In case of failure in either or both parts of compliance with the Graduate School style mental regulations. An authorization for the doctoral candidacy examination, the de- manual. (See “Submitting the Dissertation” a second defense must be approved by the partment chair, on the recommendation of below.) Graduate School. A second failure results in a majority of the examiners, may authorize a forfeiture of degree eligibility and is record- retake of the examination if this is permitted Readers normally have two to four weeks ed on the candidate’s permanent record. by departmental regulations. An authoriza- to read the dissertation, decide whether it tion for retake must be approved by the is ready to be defended, and so indicate Submitting the Dissertation Graduate School. A second failure results in on the appropriate form to the Graduate To receive the degree at the next commence- forfeiture of degree eligibility and is record- School. Reader approval of the dissertation ment, the doctoral candidate who has suc- ed on the student’s permanent record. for defense does not imply reader agreement cessfully defended his or her dissertation or support; it implies reader acknowledg- must submit it to the Graduate School Admission to Candidacy ment that the dissertation is an academically on or before the deadline published in Admission to candidacy is a prerequisite to sound and defensible scholarly product. the Graduate School calendar. Candidates receiving any graduate degree. To qualify for Only a dissertation that has been unani- should be cognizant of deadlines for gradua- admission to doctoral candidacy, a student mously approved for defense by the three tion established by the Graduate School and must: readers may be defended. the department. 1. be in a doctoral program; 2. have been continuously enrolled in Even though the dissertation has been To be accepted by the Graduate School, the the program without withdrawal; approved for defense, revisions may be dissertation should be prepared according to 3. complete the departmental course required. If defects in the dissertation come the formatting guidelines published in the work requirement with a cumulative to light at the defense, the candidate may Graduate School’s Guide for Formatting and average of 3.0 or better; be asked to revise the dissertation before it Submitting Dissertations and Theses, even 4. pass the written and oral parts of the is accepted by the Graduate School and the if the candidate has previously published doctoral candidacy examination. degree is conferred. In that case, it will be the substance of the dissertation in schol- the responsibility of the dissertation direc- arly journals. The guide is available at the It is the responsibility of the student to apply tor, or such person as the committee may Graduate School office and on the Graduate for candidacy admission by submitting the appoint, to report to the Graduate School School Web site at http://www.nd.edu/ appropriate form to the Graduate School office that such revisions have been completed ~gradsch/. through the department chair. Consult the satisfactorily. Graduate School calendar for the appropri- When the dissertation is given to the read- ate deadline. Defense of the Dissertation ers, the candidate should also give a com- In defending the dissertation, the doctoral plete copy to the Graduate School, where candidate supports its claims, procedures, it will be reviewed for compliance with and results. The defense is the traditional 16 Tuition and Expenses 17

the style manual. This copy may be submit- Courses within the home department usually In the academic year, the normal charge for ted electronically as a PDF or delivered as a include an additional directed studies compo- an audited course is one-half the current printed document. nent. An OAK student also gains experience credit-hour fee. However, a full-time graduate as a teaching apprentice in at least one ad- student may audit a course, or courses, with- After successfully defending the disserta- vanced undergraduate class or as an indepen- out charge. The Graduate School determines tion and making any necessary changes, the dent instructor. the definition of full-time. candidate must present the document to the Graduate School for final approval and Primary responsibility for advising rests with In the summer session, there is no free audit- submission. the designated faculty adviser, who is respon- ed course. Any course taken or audited in the sible for organizing a program of study and summer session will be charged the full price. The student may submit the dissertation elec- the appropriate examination and dissertation tronically by uploading one complete PDF committees. The dissertation committee will Library and Athletic Facilities. In addition to copy to the Hesburgh Library’s Electronic include at least two members from Ph.D.- the cost of instruction, tuition charges cover Dissertation and Thesis database, and provid- granting departments in neighboring fields at the use of the library and athletic facilities ing one signed title page and any other neces- Notre Dame. other than the golf course and the ice rink, sary forms to the Graduate School. on which a nominal fee is assessed. Admission Alternatively, the candidate may present two Admission requires a master’s degree and is Fees clean, printed copies of the dissertation, each based on an evaluation of the following: • Nonrefundable application fee: $50 signed by the dissertation director. The candi- ($35 if submitted by December 1 for date pays the binding costs for the two official • undergraduate and graduate G.P.A. admission to the following fall copies required by the Graduate School and • GRE scores semester) for any additional copies required by the • letters of recommendation • Technology Fee: $250* department or for personal use. • appropriate language skills • Health Center Access Fee: $100** • a detailed statement of purpose • Graduate Student Activity Fee: $55 The Graduate Council requires that all • a well-defined program of study doctoral dissertations be microfilmed by • compatibility of intentions with po- * The technology fee provides partial funding ProQuest Information and Learning. Micro- tential mentors and resources at Notre for the University’s enterprise-wide technol- filming costs are also paid at the Graduate Dame ogy infrastructure, which provides all students School office, which handles this publication • compatibility of intentions with the access to the Internet, e-mail, course ware, requirement for the candidate. research profile and academic record of campus clusters, ResNet, and a wide array of the faculty mentor the latest software. This fee provides for the One-of-a Kind (OAK) • the likelihood of eventual placement in growth in student services, such as course and Ph.D. Program the field degree requirements, Web Registration, and value-added Internet-related capabilities. The It is possible at Notre Dame for an exception- Admission standards are exceptionally high, $250 fee will be assessed at $125 per semester. al student to pursue a Ph.D. program with and a prospective OAK student must be a particular faculty member in a department approved, in turn, by the department chair ** The health center access fee provides stu- that does not offer the doctoral degree. Ad- in consultation with his/her colleagues; the dents access to all services at the University mission to such a program is rare and is re- college dean in consultation with a college Health Center and University Counseling served only for the most exceptional students. OAK advisory committee; and the dean of Center, including 24-hour medical care and the Graduate School in consultation with a counseling/mental health assistance, and The One-of-a-Kind (OAK) Ph.D. is con- Graduate School OAK advisory committee. alcohol and drug education programs, as well ferred in the field of study agreed to by the as health education and wellness programs. student, the mentor, the chair of the home This fee provides partial funding to address department, the dean of the college, the dean Financial Information increasing student health and wellness needs, of the Graduate School, and the final dis- Tuition and Expenses along with funding to maintain health facili- sertation committee. The name given to the ties. The $100 fee will be assessed at $50 per field of study may not overlap with a field Please note: The following tuition, fees, hous- semester. already covered by an existing Ph.D. program ing, and living costs are for the academic year at the University without approval from that 2003–2004. Prospective applicants and stu- Financial Arrangements department’s chair. dents are urged to find out the exact costs at Tuition and fees, as well as any required the time of application or registration. deposits, are payable in advance at the begin- Program of Study ning of each semester. Please note that Notre As with other Ph.D. programs, an OAK pro- Tuition Dame does not accept credit cards for pay- gram includes course work, exam preparation For the full-time graduate student, the tuition ment of tuition and fees. Tuition and/or fees culminating in a qualifying examination, and for the academic year 2003–2004 is $27,070. not covered by scholarship are the responsibil- research culminating in a dissertation. Tuition for the part-time student is $1,504 ity of the student. per semester credit hour. A student may not register for a new semester or receive transcripts, certificates, diploma, 18 19 or any information regarding his or her aca- * Executive MBA students are subject to a Notre Dame requires all international and demic record until all prior accounts have different Withdrawal Regulation and Tuition degree-seeking graduate students to have been settled in full. Credit Calculation, both of which may be ob- health insurance coverage. tained from the Executive MBA Program. Withdrawal Regulation At the beginning of each academic year, the Any graduate, law, MBA,* or undergraduate Housing and Residence Life opportunity is provided to show proof of student who at any time within the school Phone: (574) 631-5878 personal health insurance coverage. In the year wishes to withdraw from the University Web: http://orlh.nd.edu event such proof is not presented, the student should contact the Office of the Registrar. To will be automatically enrolled in the avoid failure in all classes for the semester and University housing for both married and University-sponsored plan, and the charge for in order to receive any financial adjustment, single students is available on or adjacent to the premium will be placed on the student’s the withdrawing student must obtain the the campus. account. The last date a graduate or inter- appropriate clearance from the dean of his or national student may be waived from the her college and from the assistant vice presi- Accommodations for students with families University Student Insurance Plan is Septem- dent for residence life. are available in University Village, a complex ber 10, 2003. of 100 two-bedroom apartments with washer/ On the first day of classes, a full tuition dryer, renting for $375 per month, excluding Information regarding the University- credit will be made. Following the first day of electricity and phone. The Cripe Street Apart- sponsored plan is mailed to the student’s classes, the tuition fee is subject to a prorated ments, 24 one-bedroom units, are available home address in July. Additional information adjustment/credit if the student: (1) with- from $465 per month, excluding electricity is available in University Health Services by draws voluntarily for any reason on or before and phone. A $300 deposit is required. contacting the Office of Insurance and the last day for course discontinuance at the Accounts at (574) 631-6114. University; or (2) is suspended, dismissed, or Accommodations for approximately 140 involuntarily withdrawn by the University, full-time, degree-seeking single graduate The cost of the premium for the 2003–2004 for any reason, on or before the last day for men and women are available in the 36-unit academic year (effective August 15, 2003, to course discontinuance at the University; or O’Hara-Grace Graduate Residence adjacent August 15, 2004) is (depending on the plan): (3) is later obliged to withdraw because of to the campus. Each apartment has a kitchen, protracted illness; or (4) withdraws involun- one-and-one-half baths, living, and bedroom Option 1 tarily at any time because of military service, accommodations for four students. Many Student $ 767 provided no credit is received for the classes general and departmental activities are held Spouse $3,634 from which the student is forced to withdraw. in Wilson Commons, a center for graduate One Child $1,406 students located next to the townhouses. All Children $2,601 Upon return of the student forced to with- The student must take out an individual Spouse and All Children $5,529 draw for military service, the University will nine-month contract for $2,780, plus $680 allow him or her credit for that portion of for utilities. The Fischer Graduate Hous- Option 2 tuition charged for the semester in which he ing apartment complex offers apartments Spouse $2,105 or she withdrew and did not receive academic with a kitchen, one full bath, and living and All Children $1,159 credit. bedroom accommodations for two single Spouse and All Children $2,873 students. The student must take out an in- Room and board charges will be adjusted/ dividual nine-month contract for $3,585, The Office of Student Accounts will offer credited on a prorated basis throughout the plus $585 for utilities. A deposit of $300 is students receiving a stipend from the Uni- entire semester. required for either of these graduate housing versity the option of paying the premium options. Housing charges are due and payable through deductions from the academic year Students receiving University and/or Federal by the semester; however, payroll deduc- salary checks. Title IV financial assistance who withdraw tions may be set up for any student receiving from the University within the first sixty per- a stipend. This is handled at the Office of Worker’s Compensation Insurance cent (60%) of the semester are not entitled to Student Accounts, 100 Main Building, (574) Students injured while performing assigned the use or benefit of University and/or Federal 631-7113. duties in University laboratories are covered Title IV funds beyond their withdrawal date. by worker’s compensation insurance as if Such funds shall be returned promptly to the Rates for off-campus apartments and houses they were Notre Dame employees. During entity that issued them, on a pro rata basis, range from $300 to $1,500 per month. List- a period of temporary inability to perform and will be reflected on the student’s Univer- ings of available off-campus accommodations duties as a result of such injuries, workers sity account. may be obtained directly from the Office of compensation provides for continuation of Residence Life and Housing Web site. 66.6% (to state limits) of usual income after This withdrawal regulation may change seven days have passed. Income beyond the subject to federal regulations. Examples of the Accident and Sickness Insurance limits set by workers compensation is subject application of the tuition credit calculation Phone: (574) 631-6114 to the discretion of department chairs where are available from the Office of Student Ac- Web: http://www.nd.edu/~uhs support is from funds allocated by the Gradu- counts upon request. ate School. Income beyond workers compen- sation is subject to the discretion of principal 18 Financial Support 19

investigators and the guidelines of external such as assistantships or fel low ships usu al ly ad mis sions committees. Teaching as sis tance sponsors where support is from funds pro- may not accept additional ap point ments. may be required in the second and third vided by research grants. Rare exceptions are made only on the rec- years of the fellowship. om men da tion of the respective department. Travel Accident Insurance The Clare Boothe Luce Fellowships for wom- Students injured while traveling to confer- Council of Graduate Schools Policy on en and the Arthur J. Schmitt Pres i den tial Fel- ences or on other University business which Accepted Offers of Admission lowships areare four-yearfour-year fel lowlow ships awardedawarded has been approved by the student’s depart- In accordance with a resolution passed by to graduate students en ter ing a program in ment chair are covered by Notre Dame the Council of Graduate Schools in the science or en gi neer ing. Luce and Schmitt travel accident insurance. Compensation in United States, the following policy is in Fellowships require U.S. citizenship. set amounts is available for death or loss of effect: arms or legs. Medical expenses in excess of First- and Dissertation-Year Fel low ships other insurance are paid up to a maximum By accepting an offer of financial aid (such as Several departments offer one-year fel- dollar amount. a graduate scholarship, fellowship, traineeship, low ships for full-time graduate studies and or assistantship) for the next ac a dem ic year, re search toward the doctoral degree. University Travel Policy the enrolled or prospective graduate student Reimbursement for students traveling to com pletes an agreement that both the student In addition to the fellowships named above, conferences or on other University business and graduate school expect to honor. When a talented students from underrep re sent ed is contingent on the availability of resources student accepts an offer before April 15 and groups, including African Amer i cans, Asian and the source of funding. Support from a sub se quent ly desires to withdraw, the stu dent Americans, His pan ics, and Native Ameri- department budget is subject to University may submit a writ ten resignation for the cans, also may be nominated for a variety of travel policy; support from a research grant ap point ment at any time through April 15. two-year fellowships, among them the Coca is subject to funding guidelines for the However, an ac cep tance given or left in force Cola Company, McGuire, Liberal Arts, and grant; support from the Graduate Student after April 15 commits the stu dent not to Uni ver si ty Endowed Fellowships. U.S. citi- Union is subject to the travel guidelines in accept another offer without first obtaining a zenship is required. For the McGuire Fel- place in any given year. written release from the institution to which lowships, provided by the con tri bu tions of a com mit ment has been made. Sim i lar ly, an Mr. and Mrs. Thomas M. McGuire, special Financial Support offer made by an institution after April 15 is con sid er ation is given to African American conditional on presentation by the student of stu dents studying for a master’s degree. Exact amounts for the following aid will a written release from any previously accepted High ly qual i fied African American, Asian vary with the type of support and the de- offer. It is further agreed by the institutions American, Native American, and Hispanic partment. Exact figures can be obtained and or ga ni za tions subscribing to this resolution stu dents accepted to any program in the from the par tic u lar de part ment. Initiation that a copy of the resolution should ac com pa ny humanities or social sciences are eligible for and con tin u a tion of financial support de- every schol ar ship, fellowship, traineeship, and Uni ver si ty Endowed Fellowships. pends on the stu dent’s maintaining good as sis tant ship offer. academic stand ing. Initiation and con- Contributed and Endowed Fel low ships tin u a tion of the fol low ing support programs Categories of Support Several fellowships funded by private con tri - require no specific application to either the The University offers three types of sup port: bu tions and income from en dow ments are department or the Graduate School. fellowships, assistantships, and tu ition schol- awarded annually by in di vid u al academic ar ships. Students may receive one type of departments. Application support or a combination of types. First-time applicants who indicate a need Abrams Fellowship, begun in 1994, funds a for financial support on the ap pli ca tion for Fellowships graduate student in the humanities or social ad mis sion will be considered by the de part - Fellowships provide a tuition scholarship sciences. men tal admissions com mit tee. and a stipend for full-time study by stu dents admitted to doctoral programs. The depart- The Michael J. Birck Fellowship in Elec tri cal To ensure consideration for support, a first- ment provides tuition and stipend support Engineering, established in 1982 by Michael time applicant must submit a com plet ed for the student in good standing once the J. Birck of Lisle, Il li nois, pro vides as sis tance application, including letters of rec om - fel low ship expires. to graduate students in the field of tele com - men da tion, transcripts, and Grad u ate Re- mu ni ca tions. cord Ex am i na tion scores (both general and Ap pli cants for admission are au to mat i cal ly Subject Test if the latter is required by the con sid ered by their academic de part ment The Bond-Montedonico Graduate Fel low ships department), by February 1 pre ced ing the for all of the following Uni ver si ty, en dowed, in Architecture, begun in 1985, as sis t gradu- fall for which the applicant seeks ad mis sion. and con trib ut ed fellowships. ate students in architecture. Any in ter na tion al applicant must also sub- mit a score from the Test of English as a University Fellowships The Wendell F. Bueche Fellowships suppor portt Foreign Language (TOEFL). The Graduate School awards 12-month, graduate students in engineering. four-year Presidential Fellowships to highly Only full-time, degree-seeking students in qualified first-time ap pli cants, who may be residence at the University are el i gi ble for nom i nat ed for the awards by departmental support. Recipients of financial support 20 21

The Joseph Z. Burgee and Joseph Z. Burgee Jr. The Bernard and Helen Voll Fellowship funds The Army ROTC Two-year Program Memorial Fellowship, ini ti at ed by John H. graduate students who are study ing ethics. Phone: (574) 631-6986 or 631-4656, Burgee in 1984, pro vides a stipend for an (800) UND-ARMY ex cep tion al gradu ate student in the master’s Fellowship Consortia Web: http://www.nd.edu/~army/ pro gram in the School of Architecture. The University is an active institutional mem- ber of the following fellowship programs: Graduate students who have two years of The Joseph and Virginia Corasaniti Fel- education remaining may apply for the two- low ship, begun in 1988 by Martin G. Knott, The National Consortium for Graduate year contract program in the Army ROTC pro vides a stipend to a graduate student in De grees for Minorities in Engineering and program. Graduate students are also eligible ar chi tec ture. Special consideration is given to Science (GEM), the central office of which for scholarship benefits in some cases. female ap pli cants of Italian descent. is located at the University of Notre Dame, offers fi nan cial aid and paid sum mer in tern - Administered by the Department of Military The Donald K. Dorini Fellowships pro vide ships to assist mi nor i ty students in obtaining Science of the University of Notre Dame, 12-month stipends to graduate stu dents in a master’s degree in en gi neer ing. this program requires successful completion mechanical engineering who are studying of the two-year undergraduate ROTC basic hydronics. The National Physical Science Consortium pro- course or the equivalent six-week summer vides multi-year fellowships to grad u ate stu- camp at Fort Knox, Kentucky. The Army The Fitzpatrick Fellowship, endowed by Ed- dents in physics, chemistry, and engineering. pays for travel to and from summer camp and ward B. Fitzpatrick in 1987, supports the the student is paid while at camp. Advanced studies of a graduate stu dent in engineering. The Latin American Scholarship Pro gram of placement may also be awarded to qualifying American Universities (LASPAU) offers schol- veterans. This is then followed by two years The Raymond Jones Fellowship sup ports gradu- arships for U.S. graduate study to prom is ing of advanced course ROTC. While participat- ate students in philosophy. Latin Amer i can and Car ib be an students and ing in the program a student will receive a faculty. personal expense allowance. Upon comple- The Walter W. and Margaret C. Jones Fellow- tion, the student is awarded a commission in ship supports students in engineering. Non-University Fellowships the United States Army and serves from three Graduate students have been quite suc cessful months to four years of active duty according The Roy and Joan Laughlin Fellowship is in earning National Science Foun da tion, to the needs of the service and the student’s unrestricted in its support of graduate Mellon, Fulbright, and other highly competi- desires. Options also are available for com- stu dents at Notre Dame since 1989. tive extramural awards. An online, search able missioned service in the Army Reserve or the database is available to access many graduate Army National Guard requiring minimal The Rev. J. David Max Memorial Fund, since and postdoctoral fel low ships and grants. service on active duty. Application for en- 1978, has supported clerics who are studying trance into the program should be made to liturgy in the De part ment of Theology. Fellowship programs in the de part ments of the Military Science Department. biological sciences and psy chol o gy are sup- The McCloskey Fellowships, endowed by port ed by the National Institutes of Health Employment and Loans Thomas D. McCloskey, fund graduate stu- and in the de part ments of bi o log i cal sciences dents in the Kroc Institute for International and chem i cal engineering by the Department Offi ce of Financial Aid Peace Studies. of Education. Telephone: (574) 631-6436 Fax: (574) 631-6899 The Bayer Predoctoral and Postdoctoral Fellow- Assistantships E-mail: [email protected] ships, contributed by Klaus H. Risse, chief Graduate Assistantships Web: http://financialaid.nd.edu executive of fic er of Bayer Inc., fund research- Graduate assistantships are available for qual- ers in the Center for En vi ron men tal Science i fied students in all doctoral pro grams. In addition to the student support pro grams and Technology. described above, students may apply for fed- Research Assistantships eral financial aid opportunities, which include The Navari Fellowship, endowed by Rudolf Research assistantships provide support to student loans and campus em ploy ment. The M. Navari, M.D., supports a grad u ate stu- qualified recipients under research pro grams Office of Financial Aid, located in 115 Main dent in biological sciences. sponsored by government, industry, or pri vate Building, administers all loan and employ- agencies. ment eligibility. Please note that while the Of- The Nolen Fellowship, endowed by James fice of Financial Aid ad min is ters em ploy ment A. Nolen III in 1983, provides stipends for Tuition Scholarships opportunities, graduate student employment graduate students in architecture. The University offers full or partial tu ition is also sub ject to ap prov al by the Graduate scholarships to students qual i fy ing on the School. The Warner-Lambert Fellowships support basis of merit. graduate students in the College of Science. In order to be eligible for federal student International Tuition Schol ar ships. Es tab lished assistance, a student must be a U.S. citizen, The George M. Wolf Graduate Fel low ships, by the Uni ver si ty in 1985, these tuition schol- permanent resident, or eligible noncitizen. installed in 1989, support grad u ate students ar ships are available to eligible in ter na tion al In general, students must be classified as in the Department of Chem is try and students for grad u ate study. degree seeking to participate in the federal aid Bio chem is try. pro grams and be enrolled at least half-time. 20 Research Opportunities and Support 21

The Free Application for Federal Student Aid limit is $8,500; annual unsubsidized bor- cosigner in order to apply. International stu- (FAFSA) is the annual appli ca tion that must row ing limit is $18,500 minus subsidized dents (who are not U.S. citizens or permanent be completed and for ward ed to the processing el i gi bil i ty; aggregate sub si dized/unsubsidized residents) must apply with a creditworthy center, listing Notre Dame (Federal School borrowing limit is $138,500. U.S. cosigner. Code 001840) in the appropriate section. Pri or i ty processing consideration will occur The amount a student may borrow from No Payment While in School. Re pay ment for those applicants submitting the FAFSA by the Stafford Loan Program may be limited of accrued interest and principal begins six February 28 for the following fall se mes ter. by other financial assistance received by the months after the student ceases to be enrolled Applicants should be prepared to submit a student. Financial assistance includes, but in school, not to exceed seven years from the signed photocopy of their federal income tax is not limited to, the following: fellow ships, first disbursement of the first loan, and gen- returns and W-2 forms directly to the Fi nan - assistantships, University schol ar ships, tuition er al ly extends up to 15 years. cial Aid Office upon request. remissions, all types of grants, residence hall appointments, cam pus employment, and Loan Limits. Eligible students may bor row up Standards of Progress any loan received under the auspices of the to the total cost of attendance less any other Recipients of federal financial aid must com- High er Ed u ca tion Act as amended. Should a financial aid that is awarded. ply with the standards of progress set by their student’s eligibility be impacted at any time respective departments for their particular during the loan period, the Stafford Loan will Students considering both the Stafford Loan programs of study. When failure to maintain be subject to ad just ment. All eligibility chang- (subsidized or unsubsidized) and the Notre progress results in the possible loss of federal es will be reported to the student’s lender. Dame Loan are strongly encouraged to also aid eligibility, the Office of Financial Aid will consider using Citibank as their Stafford notify students in writ ing. Appeals indicating Federal Perkins Loan Loan lender, assuming that they have not any mitigating cir cum stanc es must be made The Federal Perkins Loan is a need-based previously borrowed from an oth er lender. For in writing to the associate director of fi nan cial loan made by the University to assist graduate ease during the re pay ment period, provisions aid. students experiencing financial hardship. The have been made for such borrowers to have Perkins Loan Program requires that the stu- one billing state ment sent by Citibank’s Stu- Federal Stafford Loan dent borrower repay, with interest, this source dent Loan Cor po ra tion, thus providing one The terms of the need-based Subsidized of financial as sis tance. The following are some monthly re pay ment process for both loans. Federal Stafford Loan Program require that additional terms, subject to revision by federal the student borrower repay, with interest, this law, of the Perkins Loan: no orig i na tion or Additional information and an application for source of financial assistance. This program insurance fee; five percent interest rate; inter- the Notre Dame Loan for graduate, law, and is referred to as “subsidized” because of the est and repayment begin nine months after graduate business students may be ob tained interest subsidy being paid by the federal the student ceases to be enrolled in school on at http://www.nd.edu/~finaid/graduate/loans/ government to the lender while the student is at least a half-time basis and generally extends ndl.shtml or from the Office of Financial Aid. enrolled in school as well as during the six- over a 10-year period; an nu al borrowing month grace period following enrollment. limit is $6,000; ag gre gate borrowing limit is Student Employment $40,000. Many graduate students working on cam pus The terms of the non-need-based are employed on assistantship agree ments Unsubsidized Federal Stafford Loan Pro gram The Notre Dame Loan directly with their academic de part ments. require that the borrower repay, with interest, The University of Notre Dame offers a pri- Other campus jobs may also be available and this source of financial as sis tance. This pro- vately financed student loan pro gram in co- are posted on the job board at gram is referred to as “unsubsidized” because operation with Citibank and its Student Loan http://studentemployment.nd.edu. the federal gov ern ment is not paying the in- Cor po ra tion (SLC), a long-term provider of school interest to the lender while the student higher education financing programs. Research Opportunities is enrolled in school. Interest on Unsubsidized and Support Stafford Loans begins to accrue after dis- Benefits of this com pet i tive ly priced al ter - burse ment of the loan funds; how ev er, the na tive loan program include: Offi ce of Research student may choose to have the payment of Telephone: (574) 631-7432 the interest deferred during en rollment and Low Interest Rate. Variable interest rate, ad- Web: http://www.nd.edu/~research/ later capitalized (added to the prin ci pal) at justed quarterly, based upon the 91-day T-bill the time repayment begins. plus 2.25 percent. University policies on research and other sponsored programs are maintained on the The following is a list of additional terms of No Loan Fees. “No loan fees” means you get Web site of the Graduate School Office of the Subsidized and Unsubsidized Stafford 100 percent of the money you borrow. There Research at http://www.nd.edu/~research/ Loan, subject to revision by fed er al law: three are no origination or insurance fees—fees Pol_Proc/toc.html. percent origination fee and up to one percent other student loans typically charge. insurance fee; variable interest rate during Graduate Student Union Conference repayment not to exceed 8.25 percent; re- Cosigner Option. Graduate, law, and grad u ate Presentation Program pay ment begins six months after the student business students who have es tab lished a suf- Awards from the Graduate Student Union ceases to be en rolled in school on at least a ficient positive credit history may apply with- will subsidize, in part, expenses incurred by half-time basis and generally extends over a out a creditworthycreditworthy cosignercosigner.. StudentsStudents with no graduate students for presenting the results of 10-year pe ri od; annual subsidized borrowing credit history will need to have a creditworthy research at professional conferences. This 22 23 program was formerly known as the Travel Postdoctoral Scholars the purpose of using University libraries or Grant Program. All graduate students who consulting with a faculty member. The length are dues paying members of the Graduate Telephone: (574) 631-7283 of appointment varies but is normally for Student Union are eligible. This grant is to be Web: http://www.nd.edu/~postdoc/ a semester or a year. Research visitors oc- used as supplemental, last resort funding. casionally receive a stipend, but there are no Postdoctoral Scholar is a University status benefits. Application should be made di rect ly Graduate Student Research Support distinct from faculty or student status. Ap- to the faculty member the student wishes to The Joseph F. Downes Memorial Fund was pointments are made by the Graduate School consult, or to the chair of the ap pro pri ate established in 1973 to assist graduate students for all academic units of the University. department. with costs associated with attendance at work- shops and seminars. The paragraphs below provide summary in- formation on each of the major appointment University Resources The Farabaugh Fund, es tab lished in 1990, categories. and Policies provides funds for graduate research in alco- hol and drug abuse. Research Associates Academic Resources Appointments to non-faculty research University Libraries Retirement Research Foundation Thomas Kirby po si tions with the title Senior Research As- sociate, Postdoctoral Research As so ci ate, or Telephone: (574) 631-6258 Memorial Grant supports student research in Web: http://www.nd.edu/~ndlibs aging and retirement. Research Associate are made by the Graduate School in departments, in sti tutes, and centers The University library system consists of 10 The Albert Zahm Research Travel Fund sub- through out the Uni ver si ty. The length of ap- point ment varies but is normally for one year; libraries, which house most of the books, sidizes, in part, travel expenses incurred by journals, manuscripts, and other non-book graduate students for purposes directly re- renewal is upon mutual agreement between the appointee and the faculty ad vis er. Re- library materials available on the campus. lated to their research. First priority will be Currently, the collections contain nearly three ac cord ed doctoral stu dents who have been search associates receive salary and substantial benefits. Application should be made directly million volumes, more than three million admitted to candidacy and whose research microform units, and over 20,800 audiovisual is the basis for their dis ser ta tion. Research to the faculty mem ber with whom the ap- pli cant wishes to pursue studies. items to support the teaching and research master’s degree students who have com plet ed programs. In the past year, the libraries added all requirements except the thesis will receive over 64,803 print volumes in addition to second priority. Teaching Scholars Appointments to non-faculty teaching po- those in other formats and received about 14,400 serial titles. Oak Ridge Associated Universities si tions with the title Teaching Scholar are Web: http://www.orau.org made by the Graduate School in de part ments throughout the University. The length of Through the Notre Dame Web site and the appointment is normally for one year; re- NT/Windows network, users have immediate Since 1992, students and faculty of the Uni- access to the University Libraries’ catalog, an ver si ty of Notre Dame have ben e fit ed from its new al is upon mutual agreement between the ap poin tee and the chair/director of the ap- array of electronic periodical indexes and full- membership in Oak Ridge As so ci at ed Uni ver - text documents, and professionally developed si ties (ORAU). ORAU is a con sor tium of 96 pointing unit. Teach ing scholars receive salary and substantial benefits. Ap pli ca tion should subject guides to local and Internet-based colleges and uni ver si ties and a con trac tor for resources. From their computers, users may the U.S. De part ment of Energy (DOE) lo- be made directly to the chair/director of the appropriate unit. request individualized reference assistance, cat ed in Oak Ridge, Ten nes see. ORAU works place Interlibrary Loan requests, suggest titles with its member institutions to help their Visiting Scholars for purchase, and recall or renew charged stu dents and fac ul ty gain access to fed er al materials. research fa cil i ties throughout the coun try; to Appointments to non-faculty research po si - tions with the title Visiting Scholar are made keep its mem bers in formed about op por tu n- The Theodore M. Hesburgh Library, a 14- i ties for fel low ship, schol ar ship, and research by the Graduate School in de part ments, institutes, and centers throughout the Uni- story structure, serves as the main library and ap point ments; and to or ga nize research al- its collections are of primary interest to the li anc es among its members. ver si ty. The length of appointment varies but is normally for a semester or a year; students and faculty of the College of Arts and Letters and the Mendoza College of Busi- For more information about ORAU and its re new al is upon mutual agreement be tween the ap poin tee and the chair/director of the ness. The tower also contains the University programs, contact Anthony K. Hyder, associ- Archives, the Medieval Institute Library with ate vice president for grad u ate studies and ap point ing unit. Visiting scholars receive no salary and only limited benefits. Application the Frank M. Folsom Ambrosiana Micro- research at Notre Dame and ORAU council film and Photographic Collection and the member at (574) 631-8591, or Monnie E. should be made directly to the chair/director of the ap pro pri ate unit. Mary K. Davis Drawings Collection, and the Cham pi on, ORAU corporate secretary, at Jacques Maritain Center. (865) 576-3306; or visit the ORAU home page. Research Visitors The Graduate School appoints students Orientation sessions are presented by the enrolled in graduate or undergraduate degree library staff at the start of each semester and programs at other universities to research the summer session and are available to inter- positions with the title Research Visitor for ested students and faculty. 22 Academic Resources 23

A limited number of closed carrels are avail- about 150 paper journals and 355 e-journals, and O’Hara-Grace graduate student resi- able to advanced graduate students upon which deal with all areas of pure mathematics. dences. Ethernet connections are available application to their academic departments. in Hesburgh Library carrels by request and a Lokmobiles, a type of locker on wheels, also The Radiation Chemistry Reading Room, cluster of networked computers is available are available to graduate students upon appli- located in 105 Radiation Research Build- in the married student housing community cation to the Circulation Desk. ing, has a collection of approximately 4,800 center. In addition to the locations listed volumes and receives 27 journals in radiation above, all students have access to ResNet con- The Business Information Center, located in chemistry. It serves many of the information nections in LaFortune Student Center, De- the Mendoza College of Business complex, service needs of the radiation chemical com- Bartolo Interactionary Area, and the second is an innovative, all-electronic facility sup- munity throughout the United States and floor of the Hesburgh Library. porting existing and emerging programs abroad. and research. This state-of-the-art facility is Many support services are provided by the equipped with 30 individual workstations and The Kellogg/Kroc Information Center is OIT. Computers can be purchased in the two group learning areas with six work- located in 318 Hesburgh Center for Interna- OIT Solutions Center on the first floor of the stations each, and provides access to and in- tional Studies and supports its work in inter- Information Technology Center. Students, struction and assistance in the use of a broad national studies. faculty, and staff can purchase computers range of bibliographic, numerical, full-text, and printers at educational discounts. The and graphic databases in business and related The Kresge Library, located in the Law Solutions Center also provides a variety of disciplines. School, is available for use by all students, software at educational discount prices. CDs faculty, and staff although it is not adminis- of Microsoft and Corel software are currently The remaining eight libraries were established tratively a part of the regular library system. available to the Notre Dame community for a to meet the teaching and research needs of It has a collection of over 588,749 volumes of substantial savings through an annual license the College of Engineering, the College of law and law-related materials. fee. See http://www.nd.edu/~ndoit/solutions Science, the School of Architecture, and the for more information about the OIT Solu- Law School. These libraries generally contain The University, along with more than 208 tions Center. the more recent literature and the Hesburgh major universities, colleges, and research Library retains the older materials. libraries, maintains a membership in the Cen- The OIT Help Desk is located in Room 111 ter for Research Libraries, which has access to of the Information Technology Center. The The Architecture Library, located in Bond over 3.5 million volumes of materials and 1.5 Help Desk provides answers to usage ques- Hall, has a collection of over 26,100 volumes million microforms important to research. tions, diagnosis of problems, and problem and over 100 currently received journals per- The University Libraries were elected to the resolution, and is open Monday through taining to various aspects of architecture. Association of Research Libraries in 1962. Friday from 8:00 a.m. to 5:00 p.m. See http: //www.nd.edu/~ndoit/helpdesk for more The Chemistry/Physics Library, located in Information Technologies information about the Help Desk. 231 Nieuwland Science Hall, maintains a Telephone: (574) 631-5600 collection of some 49,291 volumes and cur- Web: http://www.nd.edu/~ndoit Educational Technology Services offers rently receives over 218 paper journals and computer-related, noncredit daytime courses 471 e-journals in all fields of chemistry and The Office of Information Technologies to staff, faculty, and the students of the Notre physics. It can provide database searches and (OIT) supports 11 public-access computer Dame, Saint Mary’s, and Holy Cross commu- bibliographic instruction. clusters around the campus, plus one in the nities. The classes cover a wide range of appli- Hesburgh Library for the exclusive use of cations in both Windows and Macintosh, and The Engineering Library, located on the first graduate students. These clusters provide are free of charge. For more information on floor of the Cushing Hall of Engineering, has access to almost 600 computers, running these and other training programs, see http: a collection of 48,800 volumes and approxi- Macintosh, Windows, and UNIX operat- //www.nd.edu/~ndoit/training. mately 25,000 microform units and receives ing systems, and high-quality printers for all over 450 paper journals and about 1,400 students, faculty, and staff. Five clusters are The OIT maintains a High Performance e-journals related to engineering. The facility usually open 24 hours every day. The OIT Computing Cluster (HPCC) to provide provides database searches as well as biblio- employs student consultants to help support a parallel computing environment for graphic instruction. these facilities. For more information about computationally intensive work and research. the Notre Dame computer clusters, go to Some primary users of the HPCC include The Life Sciences Library, located on the http://www.nd.edu/~ndoit/clusters/. Chemistry, the Radiation Lab, Center for first floor of the Paul V. Galvin Life Sciences Applied Mathematics, Computer Science and Center, houses an estimated 32,000 volumes The clusters, academic and most administra- Engineering, and the Theoretical Solid State and receives approximately 425 print journals tive buildings, and the residence halls are Electrophysics Research Group. The Univer- and 900 e-journals in the field of biologi- linked to a fiber-based campus network that sity community also has access to national cal sciences. It offers database searching and provides access to a number of Notre Dame super-computing and data resource facilities. bibliographic instruction. resources, as well as the Internet. Standard More information about the HPCC can be services include access to electronic mail and found at http://www.nd.edu/~hpcc. The Mathematics Library, located in 001 the World Wide Web. Notre Dame provides Hayes-Healey Center, has a collection esti- direct ethernet connections to the campus The Media Resource Library in DeBartolo mated at 48,000 volumes and subscribes to network to graduate students in Fischer Hall includes many video and other 24 25 multimedia items for use in classes. The Me- Center for U.S.-Japanese Business Studies or pursue research at one of the other three dia library also assists in locating and ordering Center for Zebrafish Research institutions (“host universities”) as a visiting new titles. The Media Resource Library is Cushwa Center for the Study of student. Procedures have been introduced located on the first floor of DeBartolo Hall in American Catholicism to facilitate such visits. The student registers Room 115. Please contact Roberta McMahon Ecumenical Institute (Jerusalem) at both the home and the host universities. at (574) 631-5934. Erasmus Institute Tuition is assessed at the home university at Fanning Center for Business its rate. Registration entries and final grades DeBartolo Hall, the University’s high- Communication are forwarded from the host to the home technology classroom building, has 42 per- Freimann Life Science Center university for listing on the student’s perma- manent computers on podia for class pre- Gigot Center for Entrepreneurial Studies nent record. sentations. Two classrooms have a computer Hank University of Notre Dame Environ- on each student desk for collaborative work. mental Re search Cen ter (UN DERC) Inter-university visitation makes it possible Media-On-Call, a fiber-optic video delivery Hessert Laboratory for Aerospace Research for students to take advantage of courses or system, provides media to all classrooms in Higgins Labor Research Center research opportunities offered by the other DeBartolo and the Mendoza College of Busi- Institute for Church Life three institutions that might not be readily ness complex. In addition to the shared facili- Institute for Educational Initiatives available at the home university. Thus, the ties of the OIT, specific colleges have their Institute for Latino Studies program expands the choices available to own facilities. Interdisciplinary Center for the Study of MCGS students for shaping a degree Biocomplexity program. Anyone using Notre Dame computers and Keck Center for Transgene Research networking resources is responsible for Kellogg Institute for International Stud ies Interested students should review the gradu- observing the policies set forth in the docu- Keough Institute for Irish Studies ate bulletins and class schedules of the host ment G0001 Responsible Use of Information Kroc Institute for International universities and consult with their advisers Technologies at Notre Dame. The full text of Peace Studies and major-field directors. this policy is available from the Help Desk or Laboratory for Image and Signal Analysis online at the Web page: http://www.nd.edu/ Lizzadro Magnetic Resonance Center To participate, a student must complete an ~doc/G0001.html. LOBUND Laboratory “Application for Inter-university Visitation” Maritain Center and secure the necessary approvals from the Interdisciplinary and Specialized Marital Therapy and Research Center home institution. Then the graduate dean of Research Institutes Medieval Institute the host university must approve the visita- In pursuance of its public service com- Mendelson Center for Sports, tion. Finally, an “Intra-MCGS Enrollment mit ment, the University, assisted by various Character, and Community Form” must be completed for each course to private foundations and federal agencies, Multinational Management Program be taken at the host institution. maintains several interdisciplinary and spe- Nanovic In sti tute for Eu ro pe an Stud ies cial ized research institutes. Nuclear Structure Laboratory Participation is restricted to those fields of Philosophic In sti tute study that are under the academic jurisdic- University institutes, centers, and special Radiation Laboratory tion of the graduate deans at both the home programs in clude: Reilly Center for Sci ence, Technology and the host institutions. A degree-seeking Alliance for Catholic Education and Values student must first have completed at least the Center for Applied Mathematics South Bend Center for Medical Ed u cation equivalent of one full semester at the home Center for Asian Studies Walther Cancer Research Center university. No more than nine credit/semester Center for Astrophysics White Center for Law and Government hours of courses from host institutions can Center for Catalysis and Re ac tion form part of a degree program at the home Engineering Those centers with particular relevance for institution. Interested students may obtain Center for Civil and Human Rights graduate education are described in the “Cen- further information and application forms Center for Environmental Science ters, Institutes, and Lab o ra to ries” section of from the Graduate School, 502 Main Build- and Technology this Bulletin. ing. Nondegree or transient students at the Center for Ethics and Culture home institution may not participate in inter- Center for Ethics and Religious Values Inter-University Visitation Program university visitation. in Business The Midwest Catholic Graduate Schools Center for Family Studies (MCGS) is a consortium of the Catholic Kaneb Center for Teaching and Learning Center for Flow Phys ics and Con trol universities of the Midwest that have signifi- Telephone: (574) 631-9146 Center for Mo lec u lar ly En gi neered cant doctoral programs. In addition to Notre Web: http://kaneb.nd.edu Materials Dame, the members are Loyola University Center for Nano Science and Tech nol o gy of Chicago, Marquette University, and Saint The John A. Kaneb Center for Teaching and Center for Orphan Drug Development Louis University. Learning provides the means for faculty and Center for Phi los o phy of Re li gion graduate teaching assistants (TAs) to hone Center for Research in Banking A degree-seeking graduate student at an the art of teaching that has characterized a Center for Social Concerns MCGS university, after initiating a program Notre Dame education over the years. Lo- Center for Trop i cal Dis ease Re search and of studies at the “home university,” may cated in DeBartolo Hall, the Kaneb Center Train ing with appropriate approvals take course work serves faculty as they evaluate and improve 24 Other Facilities and Services 25

their teaching and provides programs for TAs The Snite Museum of ArtArt Chase. Among highlights of the West and the to help them develop their teaching skills and Telephone: (574) 631-5466 Southwest regions are paintings by Higgins, function effectively in their teaching roles. Web: http://www.nd.edu/~sniteart Ufer, Russell, and Remington. The center also helps faculty and TAs use new or existing technology. The museum features col lec tions that place it Traditional works of African art such as tex- among the finest university art museums in tiles, masks, and sculptures are in the collec- Upon completing a series of five or more TA the nation. tion. workshops on teaching, TAs receive a “Striv- ing for Excellence in Teaching” certificate. The Mesoamerican collection highlight is the Twentieth-century styles and movements are comprehensive, ex cep tion al holdings of works seen in paint ings by Miro, O’Keeffe, Avery, In collaboration with departments, col- of the Olmecs, the earliest Mex i can Glackens, Pearlstein, and Scully. Modern leges, and other University units, the center civilization. sculptures by Barlach, Zorach, Cornell, provides analysis and critiques of classroom Calder, and Rickey com plement the paintings instruction, assistance with departmental The Kress Study Collection has been the and draw ings. and college planning, assistance in develop- foundation for de vel op ing Italian Re nais - ing teaching techniques, and University-wide sance art, which includes a rare Ghirlandaio Croatian-American sculptor Ivan Mestrovic, stimulation for reflection on teaching and al tar piece panel. The Baroque collection who taught at Notre Dame from 1955 until learning. high lights works by Bloemaert, Coypel, and his death in 1962, created many works that van Ruisdael. Selections from the Feddersen remain on campus. Ma jor pieces can be seen Laboratory for Social Research Collection of 70 notable Rembrandt van Rijn in the museum, at the Eck Visitor Center, Telephone: (574) 631-7458 etch ings are exhibited frequently; and, the and the Basilica of the Sacred Heart. Web: http://www.nd.edu/~lsrweb 18th-century col lec tion includes such masters as Boucher, Vigeé-Lebrun, Reynolds, Conca, Loan exhibitions from major museums and The Laboratory for Social Research (LSR) and de Mura. private col lec tions, in addition to exhibitions is an interdisciplinary training and service mounted by the Snite, are offered periodi- fa cil i ty. The critically acclaimed John D. Reilly Col- cally in the O’Shaughnessy Galleries, as is the lec tion of Old Master to 19th-century draw- annual exhibition of stu dent art by candidates Service. The LSR provides data-processing ings includes examples by Tintoretto, Tiepolo, for M.F.A. and B.F.A. degrees. Special events and test-grading services through its software Oudry, Fragonard, Ingres, Géricault, Millet, and pro grams include lectures, recitals, films, and optical scanner. Additionally, services and Degas. The Noah and Muriel Butkin and symposia held in the 304-seat Annenberg are provided in questionnaire development, Collection of 19th-Century French Art is the Au di to ri um and in the galleries. programming, and consultation in all phases foundation of one of the museum’s major of research (design, sampling, anal y sis, and strengths, featuring paint ings and draw ings Other Facilities and Services evaluation). by Corot, Boudin, Couture, Courbet, and Gérome. Campus Ministry Research. The LSR offers research services to Telephone: (574) 631-7800 both students and faculty, including con sul - The Decorative and Design Arts Gallery Web: http://www.nd.edu/~ministry ta tive services regarding the formulation of spans the 18th through 20th centuries and research strategies, the development and exhibits early porcelains from Sèvres and Notre Dame is a Catholic institution, which im ple men ta tion of statistical procedures, the Meissen. Ex cep tion al ceramics, furniture, extends a welcome and our desire to be of construction of research-oriented class room glass, and silver pieces represent both the service to students of all denominations and learning ex pe ri enc es, and technical assistance Arts and Crafts and Art Nouveau styles of faith traditions. for quan ti ta tive data. The center provides ac- the 19th century in addition to the Art Deco cess to a large number of data sets that cover and Bauhaus modern movements. Twentieth- Through the programs offered by Campus a wide range of substantive topics. These data cen tu ry-designed pieces by Wright, Stickley, Ministry, we hope to offer opportunities for sets are ac quired through the University’s Tiffany, and Hoffman are also on view. students to deepen their faith, to develop a membership in the interuniversity Consor- spirituality that will serve them well as adult tium for Po lit i cal and Social Research and The Janos Scholz Collection of 19th- believers, and to discuss the religious and through other outside services. Century European Pho tog ra phy contains ethical aspects of questions that are essential some 5,500 images of persons and places for all of us. Teaching. The LSR faculty teach advanced taken during the first 40 years of camera use. quan ti ta tive methods classes in the econom- Pastoral needs of graduate students are met ics, political science, psychology, and sociolo- Native American art focuses on early 19th- in a variety of ways. Liturgies, prayer services, gy de part ments as well as an interdisciplinary century Plains In di an-painted war records retreats, and spiritual counseling are avail- train ing course for first-year graduate stu- and costumes; it also features Mimbres and able through personnel at University Village dents. The LSR also provides un der grad u ate Anasazi painted ceramics from the pre his tor ic and at the Fischer-O’Hara-Grace Graduate and grad u ate as sis tance in using SPSS, SAS, Southwest. Residences as well as through the offices of Systat, Stata, etc. Campus Ministry. There is a chapel at Fischer The developing American collection has Graduate Residences for the use of graduate 19th-century landscapes by Durand and students with daily and Sunday Masses and Inness and portraits by Eakins, Sargent, and opportunities for sacramental reconciliation. 26 27

Campus Ministry offers programs in mar- others, the world, and problem solv ing. Lit- of options are available in 2003–2004. Stu- riage preparation and family life, retreats, er a ture, creative dramatics, music, play, and dents may pick from 10 different meal plans faith sharing, sacramental preparation, and art are integrated into the daily schedule. The providing a variety that can meet any sched- pastoral counseling. It coordinates liturgies six-classroom center is staffed by 20 full-time ule and any budget. in the Basilica of the Sacred Heart and in the employees, in clud ing six lead teachers who residence hall chapels. Graduate students are hold at least a bachelor’s degree. Notre Dame For added flexibility, students may also welcome to participate in these celebrations and Saint Mary’s College students serve as choose from our Domer Dollar or Flex Point and to serve as Eucharistic ministers, lectors, part-time teacher-assistants. programs. Each option allows for greater or members of the Notre Dame liturgical flexibility, safety, and convenience because the choirs and music groups. Campus Ministry The program serves children ages two to six student never has to carry cash to dine in any prepares a listing of all Catholic Masses of- during the school year and two to nine in of Food Services’ operations. Visit the Card fered each week at the Basilica of the Sacred the summer. A number of full- and part-time Services Office Web page to learn more about Heart and in the residence halls. In addition schedules are offered to meet varying family meal plans, Flex Points, and Domer Dollars to this, lists of local Protestant churches, as needs, and the weekly cost of the program (http://food.nd.edu/on_campus_students/ well as synagogues and mosques, are mailed is tied to family income. ECDC also has services/idcard.php) or call the Card Services to all graduate students at the beginning of op er at ed a childcare program at nearby Saint Office at the South Dining Hall: (574) 631- the academic year with times of services and Mary’s for 28 years. 7814. telephone numbers to call for transportation. Call for more information or to get on the Graduate School Career Services Campus Ministry offices are located in the wait ing list. Telephone: (574) 631-5200 Coleman-Morse Center and in 103 Hesburgh Web: http://careercenter.nd.edu Library Concourse. Counseling Services Telephone: (574) 631-7336 (24 hours) The Career Center at Notre Dame offers Campus Security Web: http://www.nd.edu/~ucc stu dents di verse and comprehensive services, Telephone: (574) 631-8338 including individual advising and counseling, Web: http://www.nd.edu/~ndspd The University Counseling Center, located on dossier and credential file services, career as- the third floor of the University Health Cen- sessment inventory testing, group work shops, Safety Information from Notre Dame Security/ ter, offers professional services to all graduate videotape mock in ter views, and more. Police. The security of all members of the students. The center is devoted to meeting campus community is of paramount concern the students’ needs and assisting them with Programs of particular relevance to graduate to the University of Notre Dame. Each year their problems and concerns. These concerns students include the University publishes an annual report might include personal growth and self- • Preparing your curriculum vitae outlining security and safety information enhancement, vocational issues and academic • Job search strategies for Ph.D.s in and crime statistics for campus. This docu- anxieties, interpersonal relationships and industry ment provides suggestions regarding crime social difficulties, depression, substance abuse • Improve your presentation skills prevention strategies and important policy and addiction, and a number of more severe • Learn to network effectively information about emergency procedures, emotional and psychological problems. reporting of crimes, law enforcement services In addition to a wide variety of reference ma- on campus, and information about support The center is staffed by licensed clinical psy- terials available in its Flanner Hall offi ces, the services for victims of sexual assault. The chologists, counseling psychologists, an ad- center also provides an online resource, Go brochure also contains information about diction specialist, clinical social workers, and IRISH (Internet, Recruiting, In ter view ing, the University’s policy on alcohol and other doctoral interns and students who are super- Scheduling, Hotlink), that allows students drugs, the SafeWalk program, and the campus vised by professional psychologists, a consult- to pursue internships, sign up for interviews, shuttle service. You may view the document ing psychiatrist, and a consulting nutritionist. and research careers. on the Web at http://www.nd.edu/~ndspd/ The center operates under an ethical code of safebroc.html. A printed copy of this bro- strict confidentiality. chure is available by sending an e-mail request Health Services Telephone: (574) 631-7497/7567 to [email protected] or by writing to: Office of Professional services are usually by appoint- Web: http://www.nd.edu/~uhs/uhs.html the Director, University Security/Police, 101 ment and can be arranged either in person or Campus Security Building, Notre Dame, IN. by telephone, but provision is always made The University Health Center provides com- for an emergency. Services are offered at a pre hen sive treatment of illness and injuries Child Care minimal fee of $4 per session. There is no to all students enrolled at the University. Telephone: (574) 631-3344 charge for the initial appointment. The services provided include an ambulatory clinic, pharmacy, lab o ra to ry, x-ray facilities, An on-campus childcare center for the Food Services and an inpatient unit. chil dren of faculty, staff, and students was Phone: (574) 631-5000 opened at Notre Dame in 1994. The Early Web: http://food.nd.edu There is no fee to see the University phy- Childhood Development Center (ECDC) si cians or nurses. Students must pay for provides a play-oriented learning cur ric u lum All graduate students, whether they live on pre scrip tions, over-the-counter med i ca tions, that fosters a child’s understanding of self, campus or off campus, may purchase meal supplies, and specially prescribed treatments/ plans for the University dining halls. A variety 26 Other Facilities and Services 27

procedures. A statement of the charges for services and programs that en hance inter- medium to begin dialogue on commonali- services rendered will be mailed to students, national ed u ca tion al ex change are offered ties, differences, and interests. Another major enabling them to file for personal insurance through International Student Ser vic es and programming effort is the First Friday lun- reimbursement. Most charges are covered Ac tiv i ties (ISSA). This office strives to create cheon held to permit faculty, administrators, under the University-sponsored student insur- a supportive at mo sphere where students can and undergraduate and graduate students an ance plan, and the Health Center clerical staff live and learn effectively. The office also pro- opportunity to interact in an informal atmo- files those claims. motes in ter na tion al programs as a means of sphere. The MSPS Building Bridges Program stim u lat ing cross-cultural un der stand ing and provides first-year students with mentors who The ambulatory clinic services are avail able in terest within the campus and community. are faculty, administrators, upperclass MSPS on a walk-in or scheduled basis. Al ler gy shots scholars, and upperclassmen. The participants must be scheduled. Referrals are made to local Services and programs offered include the are exposed to career and graduate school ini- physicians for con sul ta tion and treat ment of International Orientation Program, Fam i ly tiatives, scholarships, and University awards. special cases. In pa tient beds are available for Friendship Program, International Resource For further information, contact the office students during the fall and spring semesters Bureau, annual International Week, in ter na - in the Intercultural Center, 210 La Fortune when prescribed by a University phy si cian. tion al club advising, com mu ni ty outreach, Student Center. general advising, coun sel ing, and referral. Registered nurses provide 24-hour-per-day Offi ce for Students with Disabilities care. There are no inpatient room and board Since many international graduate students Telephone: (574) 631-7141 (voice), fees for on-campus students. Off-campus bring their families with them to Notre (574) 631-7173 (TTY) students pay a nominal inpatient room and Dame, ISSA tries to meet their needs as well. Web: http://www.nd.edu/~osd board fee. All inpatient students pay for their For example, English as a Second Lan guage laboratory tests, medications, and treatments. classes are offered to spouses of degree-seek ing The Office for Students with Disabilities international students, and an In ter na tion al (OSD) provides a variety of services to ensure Laboratory services are provided on site Women’s Club offers sup port and activities that qualified students with disabilities have through a satellite facility of the South Bend to the wives of all international students and access to the programs and facilities of the Medical Foundation, a large local laboratory scholars through out the year. University. Services do not lower course stan- that also serves the local hospitals. dards or alter essential degree requirements, International Student Services and Ac tiv i ties but instead give students the opportunity to In case of emergency, the University Se cu ri ty is located in Room 204 LaFortune Stu dent demonstrate their academic abilities. Students Department provides for trans por ta tion of Center. A separate Office of For eign Student can initiate a request for services by register- students to local hospitals. Local am bu lance Visas is lo cat ed at 112 In sti tute for Ed u ca - ing with the OSD and providing information services are readily available. Trans por ta tion tion al Initiatives Building (formerly the Earth that documents their disability. to local physicians’ offices for care that is not Sci ence Building) and advises international an emergency is pro vid ed by Health Services students and scholars with nonimmigrant While the services or accommodations pro- if a University physician has referred the status. vided depend on the student’s disability and patient. Hours of transportation are limited course or program, some of the services that to 12:15 p.m. to 5 p.m., Monday through Multicultural Student Programs and Services have been used include extended time on Friday, during the academic year when the Telephone: (574) 631-6841 exams and/or separate testing rooms; text- University is in session. Web: http://www.nd.edu/~msps books in a variety of formats, such as large print, Braille, cassette tape, and computer All student health records are kept con fi - The Multicultural Student Programs and disk; readers, note takers, and academic aides; den tial. No information is released to anyone, Services office encourages and supports tra- screening and referral for diagnostic testing including parents and University authorities, ditionally underrepresented students in using for a learning disability or attention deficit without the student’s prior per mis sion. In the all academic and leadership opportunities at disorder; housing modifications; and hearing event of emergency requiring hospitalization, the University. The office focuses on student amplification equipment. OSD also has a when it is im pos si ble to obtain a student’s leadership development skills, provides net- room in the library with CCTV, an Arken- permission, a University physician or the hos- works for internships and summer research stone Reader, and a Braille printer for student pital will notify a parent or legal guardian. positions, and offers diversity and multi- use. cultural educational programming for the International Student Services and Ac tiv i ties entire campus. While working with 19 ethnic For more information on services or to receive Telephone: (574) 631-3825 organizations, Multicultural Student Pro- a copy of the University of Notre Dame Poli- Web: http://www.nd.edu/~issa grams and Services collaborates with other cies and Procedures for Students and Applicants academic and student affairs departments, the with Disabilities, please contact: Coordinator, The University of Notre Dame’s in ter na tion al Student Union board, and Student Govern- Office for Students with Disabilities, 109 student body is made up of 900 stu dents ment to ensure representation of the total Badin Hall, E-mail: [email protected]. from over 100 countries. The campus com- student body in programming efforts. munity benefits from this diversity through Parking opportunities to learn about other cultures, In conjunction with Student Affairs, the Telephone: (574) 631-5053 the sharing of ex pe ri enc es, the pro mo tion of office sponsors an annual fine arts lecture Web: http://www.nd.edu/~ndspd/ intercultural understanding, and the chance series, which addresses various issues impact- parking.html to practice other languages. Many of the ing people of color. This series serves as a 28

Students must reg ister vehicles operated or parked on campus. Information about traffic and parking reg u la tions and vehicle registra- tion is available from the Parking Services office, 117 Campus Se cu ri ty Building.

Policies on Harassment and Other Aspects of Student Life Sexual and discriminatory harassment and harassment in general are prohibited by the University. Definitions and policies re gard ing all forms of harassment and other aspects of student life and behavior are de scribed in the Graduate and Professional Student Handbook, which contains the University’s description of stu dent life pol i cies and procedures for advanced-degree students. The codes, rules, reg u la tions, and policies that establish the official parameters for student life at Notre Dame are contained in the handbook. Unless otherwise noted, the policies and procedures in the handbook apply to all graduate and professional students, whether the be hav ior occurs on or off campus. The handbook may be ob tained from the Office of Res i dence Life and Housing, located at 305 Main Build ing, and is available from the Office of Residence Life and Housing Web site at http: //orlh.nd.edu. 29 Centers, Institutes, and Laboratories

Alliance for Catholic Education to the support of mentor-teachers in the The center works closely with the in ter est ed parochial schools where they teach, all ACE de part ments to formulate, establish, and help Academic Director: teachers are brought together once during the coordinate the applied math e mat ics courses at Thomas Doyle, Ph.D., Professional school year in a retreat setting to deepen and the University. Specialist enhance their commitment to becoming pro- fessional educators. Upon completion of two The primary activities of the center are as Telephone: (574) 631-7052 years in the ACE program, participants will follows: Fax: (574) 631-7939 have fulfilled the requirements for a master of 1. Sponsor lecture series and seminars for Location: 112 Badin Hall education degree and will have provided an faculty and graduate students. E-mail: [email protected] urgently needed presence in the lives of our 2. Sponsor short and long term faculty Web: http://www.nd.edu/~ace nation’s school children. vis i tors working in interdisciplinary re- search projects in applied mathematics. The Alliance for Catholic Education (ACE) In addition to a fully funded graduate pro- 3. Support student research by provid- seeks to develop a corps of highly motivated gram, ACE participants receive a modest ing fellowships to a limited number of and committed young educators to meet monthly stipend, medical insurance, travel grad u ate students designated as center the needs of our country’s most underserved reimbursement, and an educational award of fellows; also by providing summer fel- elementary and secondary schools. $4,725 from the Corporation for National lowships to a limited number of gradu- Service. ate and un der grad u ate students. To carry out its core teaching mission, ACE 4. Sponsor an annual research workshop recruits talented graduates from a broad vari- Begun in 1994, ACE currently has over 150 for graduate students. ety of undergraduate disciplines, representing recent graduates from the University of Notre 5. Promote interdisciplinary research a diverse set of backgrounds and experiences, Dame and Saint Mary’s College, as well as a groups and help secure funding for and provides an intensive two-year service ex- number of other select colleges and universi- re search. perience encompassing professional develop- ties. These graduates teach in over 100 paro- 6. Give institutional recognition to mem- ment, community life, and spiritual growth. chial schools throughout the urban and rural bers of the Notre Dame faculty doing These three components are at the heart of Southern United States. research in applied mathematics. the ACE initiative. They aim to provide excel- lence in education and to maximize opportu- nities for personal and professional growth for Center for Applied Mathematics Center for Astrophysics program participants. Director: Director: ACE teachers undergo an intensive teacher Panos Antsaklis, the H. C. and E. A. Brosey Grant J. Mathews, Professor of Physics education in Notre Dame’s master of educa- Professor of Elec tri cal En gi neer ing tion program under the direction of Thomas Telephone: (574) 631-6919 Doyle. The ACE professional training spans Telephone: (574) 631-7245 Fax: (574) 631-5952 two years and integrates graduate-level course Fax: (574) 631-6579 Location: 225 Nieuwland work with an immersion experience in teach- Location: 262 HurleyHall E-mail: [email protected] ing. During the two summers after admission E-mail: [email protected] Web: http://www.nd.edu/~astro to the program, ACE teachers live and study Web: http://www.nd.edu/~cam together at the University of Notre Dame. The Center for Astrophysics at Notre Dame The summer sessions combine an innovative The Center for Applied Mathematics was University (CANDU) pro vides a syn er - teaching curriculum taught by seasoned prac- established to enhance interdisciplinary use gis tic focal point for various faculty re search titioners and select faculty from the Universi- of applied mathematics and to provide sup- in ter ests under the com mon theme of “as- ty of Notre Dame as well as from other major port for faculty and student research. The tro phys i cal and cos mo log i cal or i gins” and universities with supervised field experience center promotes interaction and co op er a tion encourages col lab o ra tions both within and in both the public and Catholic elementary among the Notre Dame re search ers using beyond the Uni ver si ty com mu ni ty. schools of South Bend, Indiana, and in the math e mat ics in a variety of dis ci plines span- Upward Bound Program at Notre Dame. ning en gi neer ing and sci ence and including The national and international visibility of business and social sciences. It also helps in Notre Dame within the astrophysics com- At the completion of the summer training faculty de vel op ment by acting as a University mu ni ty has steadily increased in recent component, ACE teachers travel to under- source of information on new mathematical years, with world-renowned pro grams in resourced parochial schools of the Southeast con cepts and methods essential for develop- the o ret i cal/observational cos mol o gy, nuclear and Southwest to serve as full-time teachers ing and carrying out innovative and timely as tro phys ics, cosmic-ray physics, dark matter during the regular school year. In addition in ter dis ci pli nary research at Notre Dame. searches, solar sys tem for ma tion, and 30 31 extra-solar planet searches. In addition, Other significant facilities of CANDU sciences, chemical engineering, chemistry Notre Dame has made a com mit ment to include access to the Vatican Tele scope; and biochemistry, civil engineering and the Large Bin oc u lar Tele scope (LBT) in ter - tele scope fa cil i ties at Mt. Stromlo, Aus tra lia, geo log i cal sciences, mathematics, physics, or na tion al col lab o ra tion. When com plet ed, and in South Africa; the Notre Dame nu cle ar anthropology) or visiting from another insti- the LBT will be the largest tele scope in the ac cel er a tor laboratory; and the Notre Dame tution. The center sup ports students through world on a single mount. It will provide Project GRAND cos mic air show er array. the Bayer en dow ment for predoctoral and image res o lu tion as much as 10 times better postdoctoral fel low ships, in addition to vari- than the Hubble Space Tele scope. ous in tern ship op por tu ni ties. Center for Environmental Science Research activities of the center focus on and Technology cross-disciplinary efforts to explore out- Center for Flow Physics stand ing scientific questions con cern ing the Director: and Control origin and evolution of as tro phys i cal phe- Patricia A. Maurice, Associate Professor of nom e na. In addition to the specific sci en - Civil Engineering and Geological Sci enc es Director: tif ic missions outlined be low, CANDU acts Thomas C. Corke, the Clark Professor of as a cross-disciplinary focal point for in ter - Telephone: (574) 631-8376 Aerospace and Mechanical Engineering ac tions among schol ars with related interests Fax: (574) 631-6940 in other de part ments such as mathemat- Location: 152A Fitzpatrick Hall Telephone: (574) 631-7007 ics, history, philosophy, and the Program E-mail: [email protected] E-mail: [email protected] of Liberal Studies. Two specific areas of Web: http://www.nd.edu/~cest Web: http://www.nd.edu/~flowpac re search/collaboration targeted by CANDU fall under the headings of astrophysical and The Center for Environmental Science and The University of Notre Dame has a long cosmological origins. Technology, established in 1987, conducts tradition of achievement in experimental basic scientific and engineering research fluid dynamics and aerodynamics that dates Cosmological origins includes topics such that involves faculty from all divisions of back to 1882, with the development of one as the origin and structure of the universe, the Graduate School. The center serves as a of the earliest wind tunnels in the United the big bang, primordial nu cleo syn the sis, focal point for the promotion and en cour - States. Since 1943, contributions to aircraft cosmic background ra di a tion studies, mea- age ment of the following activities: technology from Notre Dame’s Aerospace sure ments of cos mo log i cal expansion rate, 1. Conduct basic research in pollution Engineering Laboratory have been recog- age, and matter content, the origin and control that combines microbiology, nized world wide through its development evolution of galaxies, space-time geometry, bio chem is try, physical chemistry, geo- of low-turbulence, subsonic, transonic, and and his tor i cal, philosophical, and theologi- chemistry, math e mat ics, and physics supersonic, smoke-visualization wind tun- cal foun da tions. with engineering. nels. These unique wind tunnels continue to 2. Educate undergraduate and graduate support new research, and form the nucleus Astrophysical origins is concerned with the science and engineering students to of the other new facilities. origin of stars and the formation of extra- the need for and methods of science- solar planetary systems, origin and evolution based environmental research. As an outgrowth of this long tradition, the of the elements in stars and supernovae, 3. Develop innovative technologies Center for Flow Physics and Control was origin of cosmic rays, gam ma-ray bursts, ground ed in sound scientific princi- formed in 2001. Research funding comes astrophysical neu tri nos, and gravity waves. ples for application to environmental from a broad number of government agen- prob lems. cies, including all branches of the Depart- The center encompasses a broad range of 4. Develop interdisciplinary teams to ment of Defense (Army, Air Force and academic interests and is a focal point for apply cutting-edge technologies to Navy); DARPA; and NASA Langley, Ames, undergraduate and graduate research proj- real world problems in many areas of Glenn, and Dryden Research Centers. A ects. It provides fellowship support for both na tion al and international concern. general theme of research that bridges this undergraduate and graduate students, and it group involves flow diagnostics, predic- also acts as a forum for public out reach and As a cooperative effort between the Colleges tion, and control. A combination of basic invited lecture series, providing a unique of Engineering and Science, the center fos- research is aimed at verifying or developing academic en vi ron ment for in tel lec tu al prog- ters interdisciplinary environmental research theories for fluid dynamic behavior, and the ress. and education by providing cutting-edge application of theory towards controlling analytical technologies needed to address flows. The work has involved a multitude of Another activity of the center is to pro vide environmental problems. The goals of the flow fields including laminar and turbulent and develop space-based missions. The cen- center are to develop a truly com pre hen sive boundary layers, jets, shear layers, and wakes ter is currently developing a NASA mission research and educational pro gram, and to at incompressible and compressible Mach to detect Earth-mass plan ets orbiting other ensure that students obtain basic scientific numbers. The applications have included stars through an in no va tive grav i ta tion al knowledge needed to address current and transition control, drag reduction, mixing, lensing tech nique. This will also detect future pollution control problems. flow-induced vibration, and acoustics. supernovae at large dis tanc es, pro vid ing a means to measure the age and ac cel er a tion Students connected with the center are either In addition to experiments, the center con- of the universe. enrolled in a degree program in one of the tinues a long tradition of theoretical and participating de part ments (e.g., biological computational fluid dynamics (CFD) and 30 Center for Nano Science and Technology 31

modeling of complex flows. The combination Dame, it is the primary interdisciplinary unit Center for Nano Science of these elements in a single site is a particular ded i cat ed to the molecular-level design, syn- and Tech nolo gy strength of the group. the sis, char ac ter iza tion, and de vel op ment of advanced materials. Director: The facilities in the center are primarily lo- Wolfgang Porod, the Frank M.Freimann cated in the Hessert Laboratory for Aerospace The center’s objective is to utilize mo lec u lar- Pro fes sor of Electrical Engineering Research. This is a modern 40,000-square- level engineering of materials to ex plore foot building that includes laboratories, promising technological applications in a Telephone: (574) 631-6376 computer facilities, fully staffed machine and variety of fields ranging from cat a lysts, adsor- Fax: (574) 631-4773 electronics shops, faculty and student offices, bents, and sensors to fuel cells, biomaterials, Location: 203 Cushing Hall and conference and meeting rooms. and nanomagnetics. An im por tant focus of E-mail: [email protected] the center is integrating ma te ri als engineer- Web: http://www.nd.edu/~ndnano The research facilities include numerous ing over length scales from the molecular high-quality subsonic, transonic, and super- up to macroscopic dimensions so as to have Research conducted in the Center for Nano sonic wind tunnels, as well as specialty facili- maximum utility. A key goal is to serve as a Science and Technology entails the study of ties such as a high-speed heated anechoic jet national re source for exploring long-range small device structures and device-related facility, an anechoic open-jet wind tunnel, molecular-level materials en gi neer ing con- phenomena on a spatial scale of less than one- and an atmospheric boundary layer wind tun- cepts for applications that would otherwise tenth of a micron—that is, one thou sandth nel. Specialized laboratories focus on particle not be possible due to the near-term focus of the diameter of a human hair. The center dynamics, optical measurements, digital time- the commercial sector. integrates research programs in molecular- series acquisition and image processing, and and semiconductor-based nanostructures, computational fluid dynamics. The aim is to develop materials and sys tems device concepts and modeling, nanofabrica- whose structure and components exhibit tion, electrical and optical char ac ter iza tion, Research in the center is broken into five novel and significantly improved physical, and integrated systems-level design to address areas—aero-optics, aero-acoustics, fluid- chemical, and biological prop er ties, phe- common ap pli ca tion goals. structure interactions, multiphase flows, and nom e na, and processes, due to their intelligent flow control—and involves faculty mo lec ular-scale design and en gi neer ing. The center comprises a multidisciplinary col- in the departments of aerospace and mechani- In clud ed among the areas of emphasis are laboration of faculty from the de part ments of cal engineering, electrical engineering, civil the synthesis and characterization of new electrical engineering, com put er science and engineering and geological sciences, computer materials with fea tures on the mo lec u lar engineering, chemistry and bio chem is try, and science and engineering, and mathematics. scale, experimental studies and math e mat i cal physics who are ex plor ing fun da men tal con- modeling, and advanced pro cess ing tech- cepts and issues in nano science and develop- Advisers from industry provide intellectual niques. For example, mo lec u lar-level syn- ing unique en gi neer ing applications using feedback and industrial teaming. thesis and assembly meth ods will result in principles of nano science. The center was chemical/biological sensors with im proved established on a base of 15 years of fac ul ty re- accuracy and sen si tiv i ty that can rapidly test search and educational development at Notre Center for Molecularly large quantities of food for bacterial con- Dame in nano science and technology. Engineered Ma te ri als taminants or airborne toxins; novel catalyst structures that provide both an ideal chemical At present, center faculty are engaged in such Director: en vi ron ment on the molecular scale and the initiatives as quantum-based devices and Arvind Varma, the Arthur J. Schmitt Pro- optimal macrostructure for efficient high- architectures; high-speed resonant-tunnel- fes sor of Chemical En gi neer ing volume chemical, petroleum, and phar ma - ing devices and circuits; photonic integrated ceu ti cal processing; significant im prove ments circuits; the interaction of bi o log i cal systems Telephone: (574) 631-9388 in semiconductor interfaces for solar energy with nanostructures; and the design and Fax: (574) 631-8366 conversion; en vi ron men tal ly benign corrosion fabrication of microelectromechanical Location: 118B Cushing Hall inhibitors; and better sen sors and controls to systems. E-mail: [email protected] increase efficiency in manufacturing. Web: http://www.nd.edu/~cmem In addition to training students for im me - The center integrates interdisciplinary di ate participation in nano science and tech- Materials engineered at the molecular level re search groups in catalysis and reaction nol o gy and preparing them to be pro duc tive offer tremendous potential for new tech- pro cess es, electrochemical interfaces and and extremely competitive in the future no log i cal applications, especially in key pro cess es, nanostructured materials, advanced mar ket place, the center also allows faculty to in dus tries such as aerospace, au to mo tive, processing techniques, and biology inspired con duct avant-garde research and provides biomaterials, chemicals, defense, elec tron ics, materials. It includes researchers from several in dus try leaders with a fo rum, a “think tank,” energy, metals, and tele com mu ni ca tions. departments in the Colleges of Engineer- to explore long-range ideas. Involvement with ing and Science and the Radiation Lab o - in dus tri al tech nol o gists also benefits students The Center for Molecularly Engineered ra to ry. The thrust activities are synergistically by pro vid ing experience in working with the Materials actively explores multidisciplinary planned, coordinated, and executed so as to com mer cial sector. fundamental concepts in materials science provide a coherent approach to targeted and and engineering, with emphasis on the study evolving concepts. of materials at the molecular level. At Notre 32 33

Keck Foundation Initiative In pursuit of these goals, the center spon sors The research interests of the parasitologists The W.M. Keck Foundation Initiative on several different sorts of activities. First, it of- include comparative biochemistry, im mu - “Integrated Nanoelectronics: In for ma tion fers stipendiary fellowships on a com pet i tive nol o gy, pharmacology, cell biology, ge net ics, Processing at the Molecular Level” is a major basis to scholars who then come to Notre genomics, and vaccine development. The research program within the Cen ter for Nano Dame to work on projects in philosophy of major parasitic organisms studied include ma- Science and Technology. religion and Christian philosophy. It also laria parasites, Leishmania, Toxoplasma, My- extends nonstipendiary resident fellowships cobacteria, filarial nem a todes, and Erlichia. This initiative explores the use of to scholars who are on sabbatical leave and Ongoing research projects involve functional nanoelectronics in developing radically dif- would like to come to Notre Dame to work assays of re com bi nant proteins, population fer ent ap proach es to information pro cess ing. on a topic in Christian philosophy or phi- genetics and trans mis sion of malaria parasites, The research aims to combine novel device los o phy of religion; such fellows receive guest gene expression and protein trafficking in con cepts with both fun da men tal fabrica- faculty status and sec re tari al services. par a sit ic protozoa, isolation of mycobacte- tion issues in physics and chemistry and rial virulence factors, signal trans duc tion in higher-level integration issues of systems, The center periodically sponsors con fer enc es mycobacterial-infected cells, and Plas mo di um ar chi tec tures, and al go rithms. This initiative and lectureships on selected issues. genomics. builds on the notion of Quantum-Dot Cel- lu lar Automata (QCA), a concept developed The center also publishes a series of vol umes Excellent facilities exist for studies in volv ing at Notre Dame, which is based on encoding that includes conference proceedings and parasite biochemistry, molecular bi ol o gy, cell binary information through the charge con- monographs. The center will address its sub- biology, electron and confocal mi cros co py, fig u ra tion of quantum-dot cells. ject from within a posture that is com mit ted large scale DNA and cDNA sequencing, and Christian; its perspective (though not microarray and quantitative gene expression Facilities necessarily that of its fellows and lecturers) is analysis, and animal mod els (in clud ing work (http://www.nd.edu/~ndnano/research.htm) that of the committed be liev er, rather than with nonhuman pri mates). Most of the fac- The center has excellent on-site research one of artificial neutrality. ul ty in this program study not only vec tors facilities and capabilities. These include nano- and pathogens of importance in the United lithography and scanning tunneling mi- States but also tropical parasites and their vec- cros co py; nanodevice and circuit fab ri ca tion; Center for Tropical Disease tors in sev er al locations in Africa, Papua New nano-optical characterization in clud ing Re search and Training Guin ea, the Caribbean, and South Amer i ca. femtosecond optics and near-field scanning Research projects also utilize the University of optical microscopy; electrical characterization Director: Notre Dame’s En vi ron men tal Research Cen- at helium temperatures and in 10 T magnetic Frank H. Collins, the George and Winifred ter (UNDERC) in Mich i gan’s Upper Pen in - fields; 50 GHz high-speed circuit analysis; Clark Professor of Biological Sciences su la. Excellent facilities exist for genomic and and device and cir cuit simulation and mod- postgenomic studies through the de part ment’s el ing. In recent years, federal grants received Telephone: (574) 631- 9245 involvement with the In di ana Center for to support research in nano science and tech- Location: 313 Galvin Life Sciences Insect Genomics, a sig nif i cant part of which nol o gy total approximately $10 million. E-mail: [email protected] is located on the Notre Dame campus. Web: http://www.science.nd.edu/biology/ programs/parasitology.html Faculty in the Center for Tropical Disease Center for Philosophy of Religion Research and Training receive support from This world-renowned research group includes major federal funding agencies such as the Director: faculty whose interests center on human NIH, NSF, and USDA, from pri vate foun da - Thomas P. Flint, Professor of Philosophy parasites and their arthropod vec tors as well tions like the John D. and Catherine T. Ma- as the host response to in fec tion. The vector cArthur Foundation, the Gates Foun da tion, Telephone: (574) 631- 7339 biologists’ research in ter ests include genetics, and the Wellcome Trust, from in ter na tion al Location: 418 Malloy Hall genomics, re pro duc tive physiology, vector funding bodies like the World Health Orga- E-mail: [email protected] com pe tence and im mu ni ty, insecticide re sis - nization, and from the University of Notre Web: http://www.nd.edu/~cprelig tance, bio n om ics, pop u la tion genetics, and Dame. The program has had an NIH Train- sys tem at ics. The major vector groups studied ing Grant for almost 30 continuous years that The Center for Philosophy of Religion was in clude mosquito vectors of malaria par a sites, has supported graduate students and postdoc- established at Notre Dame in 1976. Although filarial worms, and arboviruses as well as tick toral fellows. Genome projects for two species op er at ing in close association with the De- vectors of the causative agents of Lyme dis- of mosquitoes, Anopheles gambiae and Aedes part ment of Philosophy, it is not a degree- ease and erlichiosis. This cen ter’s laboratories aegypti, and a number of other insects are grant ing in sti tu tion. Its aim is to advance the house the World Health Or ga ni za tion’s Aedes coordinated through grants to center faculty. understanding of religion and religious belief Ref er ence Center, a large reference collec- These faculty also direct and participate in and to promote and ad vance a specifically tions of AnophelesAnopheles species and genetic strains, the Indiana Cen ter for Insect Genomics, a Christian and theistic approach to some of and an ex ten sive set of genomic and cDNA collaborative network of Indiana academic the main topics and problems of philosophy. li brar ies from the malaria vector Anopheles and bio tech nol o gy institutions that conducts gambiae and the yellowyellow feverfever vectorvector Aedes genomic research with insects of both medical aegypti. and agricultural importance. 32 Erasmus Institute 33

Charles and Margaret Hall Cushwa Hispanic Catholicism, African American Ca- Devers Program in Dante Studies Center for the Study of American tholicism, and Catholicism in International The Albert J. Ravarino Director: Catholicism and Comparative Contexts. Theodore J. Cachey Jr., Professor of Italian Director: Publications and Research Language and Literature Timothy Matovina, Associate Professor of The Cushwa Center’s American Catholic Theology Studies Newsletter, published twice a year, Telephone: (574) 631-5610 reviews the latest scholarship in the field. It Fax: (574)631-6308 Telephone: (574) 631-5441 also features personal news items and provides Location: 102 Hesburgh Library Fax: (574) 631-8471 information on archival holdings pertinent to E-mail: [email protected] Location: 1135 Flanner Hall the study of U.S. Catholicism. Web: http://www.dante.nd.edu E-mail: [email protected] Web: http://www.nd.edu/~cushwa The Cushwa Center offers two publication The William and Katherine Devers Program awards, in conjunction with the University in Dante Studies supports rare book acquisi- The Cushwa Center for the Study of Ameri- of Notre Dame Press. These provide for the tions in the John A. Zahm, C.S.C., Dante can Catholicism is widely recognized as the publication of the best manuscripts submitted Collection, as well as teaching and research leading center for the historical study of Ro- for two series: Notre Dame Studies in Ameri- about Dante across the humanities curricu- man Catholicism in the United States. can Catholicism and The Irish in America. lum, in particular in the medieval and Italian studies areas, through the sponsorship of con- Cushwa Center seminars, conferences, and The fourteen books published to date in these ferences, fellowships, lecture series, seminars, research projects, many of which produce series, as well as the center’s specialized stud- and visiting professorships. It also sponsors scholarly volumes or popular educational ies of the growth of Hispanic Catholicism in print and electronic publications of scholarly publications, engage a national body of histo- the United States and the history of Catholic research through the Devers Series in Dante rians and colleagues from theology, women’s parish life, have helped to build the Cushwa Studies, published by the University of Notre studies, sociology, religious studies, American Center’s reputation. Increasingly, the center is Dame Press, and as a founding member of the studies, and English. The center also provides also earning recognition for important inter- ItalNet Consortium for the creation of schol- resources and critical commentary for media disciplinary research in American religion and arly internet resources in the Italian studies coverage of U.S. Catholicism and collaborates culture, the experiences of women in religious area. The Devers Program also funds an an- with church leaders and pastoral workers to history, the impact of the Second Vatican nual program of research and travel grants for enhance the vitality of Catholic life in the Council on the American Catholic commu- faculty and students. United States. In all aspects of its mission— nity, and the Catholic presences and diverse research, teaching and faculty development, religious practices of U.S. Catholic men and and public service—the Cushwa Center seeks women in the twentieth century. Erasmus Institute interdisciplinary and ecumenical cooperation. Research travel grants, offered annually, as- Director: Events sist scholars who wish to use Notre Dame’s Rev. Robert E. Sullivan, Associate The Cushwa Center sponsors a number of library and archival collection in Catholic Professor of History programs that promote the study of American Americana. Catholicism: Telephone: (574) 631-9346 The center also administers a Hibernian Fax: (574) 631-3585 Twice a year, the American Catholic Stud- Research Award and a program of lectures, Location: 1124 Flanner Hall ies Seminar brings scholars from across the publications, and conferences related to the E-mail: [email protected] country to present papers at Notre Dame. Irish American experience. These activities are Web: http://www.nd.edu/~erasmus Published in a working paper format, these funded by an endowment from the Ancient essays are made available to the public for the Order of Hibernians. The Erasmus Institute was founded to foster cost of duplication. research grounded in Catholic intellectual Twentieth Century Project traditions and focused on significant issues in Once each semester a prominent scholar in Initiated in 1997, “Catholicism in Twenti- contemporary scholarship. Its mission is not the field of American Catholic studies delivers eth Century America” seeks to integrate the to advance study of the church or theology a Cushwa Center Lecture. experiences and contributions of Catholics as such, but rather to bring resources from more fully into the narratives of American two millennia of Catholic thought to bear on The Notre Dame Seminar in American Re- history. Faculty and dissertation fellows par- problems in the humanities, social sciences, ligion is a semiannual gathering of historians ticipated in one of three working groups: and arts. An exemplary case is the use by Sara of American religion and other scholars who Public Presences, Catholic Women, and Maitland of theological perspectives to illu- meet to discuss a recent book published in the Catholic Practices and Identity. Several com- minate the structure and limits of the modern field. The author of the book is present for pleted manuscripts from the project have novel: a contribution to literary understand- the seminar. been published in a new publication series, ing significant to all scholars in the field, Catholicism in Twentieth Century America, regardless of religious belief. Another is Jean The Cushwa Center sponsors a conference which is under the general editorship of Scott Bethke Elshtain’s work on just-war theory in each spring, covering topics such as: Catholi- Appleby and sponsored by the Cushwa Cen- political science: a discourse drawing heavily cism in Twentieth Century America, U.S. ter and Cornell University Press. on Catholic thinkers, especially Augustine, 34 35 but as important to secular-minded politi- In this work, the institute seeks to embody course work, readings, and discussion. The cal theorists as to Christian ones. One can the spirit and mandate of the Second Vatican staff also works with faculty to assist them in imagine analogous research involving notions Council, to implement a mission of trans- incorporating into their courses information of the body in gender studies, conceptions forming the Church and society in light about justice issues, as well as experiential and of authority in sociology, or historical stud- of the Gospel, and to renew the theologi- community-based service learning models ies of religious sources of apparently secular cal, ministerial, pastoral, catechetical, and appropriate to their courses. The center staff institutions or modes of thinking. The liturgical traditions of the Church. In part, invites the discussion of self-initiated social institute favors first-order scholarship over the institute’s efforts are realized through justice, service, and leadership opportunities policy-oriented or applied investigations. its ongoing collaboration with the Center with interested graduate students. Though concerned primarily with the Catho- for Pastoral Liturgy, the Center for Social lic intellectual heritage, the institute supports Concerns, NDVI (the Notre Dame Vocation Retreats International (RI), a professionalprofessional complementary research deriving from other Initiative), STEP (Satellite Theological Edu- organization serving the larger retreat move- Christian intellectual traditions as well as cation Program), and the academic depart- ment, provides the structure and format for from Jewish and Islamic ones. It invites the ments and schools of Notre Dame, especially networking and collaboration among its participation of scholars without regard to the Department of Theology. some 360 member retreat centers and houses religious belief. of prayer. RI also gathers and publishes sig- For more than 25 years, ICL has provided nificant data pertinent to retreat/renewal By encouraging work of this sort, the institute distinguished leadership through its publica- ministry, and publishes various monographs hopes, on the one hand, to enrich our com- tions, training sessions, service to episcopal on topics of interest to those involved. Re- mon academic efforts with neglected assets and national organizations, involvement in treats International conducts the Institute for and, on the other, to strengthen ties between social concerns, research, and educational Adult Spiritual Renewal on the Notre Dame the church’s intellectual life and that of the programs. Guided by its executive committee, campus that attracts more than 500 persons academy. In so doing, the institute seeks to ICL is expanding its programs and initiatives involved in many church ministries. promote scholarship of high quality, reflecting for the special needs of a Church at the begin- a broad array of interests, without aligning ning of the new millennium. The Satellite Theological Education Program itself with any ideological perspective. (STEP) provides quality theological education As a bridge between the University and the to pastoral ministers and other adult Catho- International in the scope of its mission, the Church, ICL links programs and personnel lics from dioceses across the country. The Erasmus Institute offers residential fellowships on campus with Church leaders, University primary services STEP provides are designed at its center on the campus of the University graduates, and others who are concerned with to assist dioceses enhance catechetical, minis- of Notre Dame. These include faculty, post- the development of vital communities of try formation, and adult education programs doctoral, and dissertation fellowships. It also faith. Further, ICL hopes to serve as a catalyst through online courses (“eCourses”). STEP organizes conferences and colloquia on cam- for cooperation among a variety of entities eCourses are conducted entirely online via the puses in this country and abroad, sponsors a and agencies within the University and within Internet with the adult learner in mind, tak- publication program, and arranges summer the Church. ing advantage of the flexibility this medium seminars for graduate students and faculty. allows to bring the resources of Notre Dame Components of the Institute for Church Life to dioceses and parishioners from across the country. STEP’s courses are developed and Institute for Church Life The Center for Pastoral Liturgy is concerned taught by members of the Notre Dame fac- primarily with the pastoral dimensions of ulty. Executive Director: the reform of liturgy that express and shape John Cavadini, Ph.D., Chair and Associate the religious experience of people. Bringing Vocare, the Notre Dame Vocation Ini tia tive, Professor of Theology together a variety of resources, the center’s was established to help students “un der stand staff provides educational programs on the their future work in light of their faith com- Telephone: (574) 631-5510 liturgy and pastoral life to assist parishes and mit ments and provide talented young people Fax: (574) 631-6968 dioceses with renewal of worship. The center with opportunities to ex plore ministry, either Location: 1201 Hesburgh Library also sponsors an annual con fer ence at Notre lay or ordained, as their life’s work.” Vocare E-mail: [email protected] Dame as well as regional con fer enc es, and intends to foster a sense of vo ca tion in a Web: http://www.nd.edu/~icl publishes a newsletter, Assembly, and books broad range of youth, from high-school stu- on various aspects of worship. Established in dents to young adults who have graduated The Institute for Church Life (ICL) exists 1971, the Notre Dame Center for Pastoral from college. It has three com po nent pro- as an integral component of the University’s Liturgy was designated by the bishops in the grams, one directed to Notre Dame students larger mission of teaching, research, and United States as an offi cial liturgical center. and faculty, another to high-school youth, service to society and to the Church. Through and the third to Notre Dame gradu ates as its resources, projects, and affiliate centers the The Center for Social Concerns offers programsprograms they make the transitions into careers. institute reaches out to the whole spectrum of aimed at raising the consciousness of students, Church leaders—its bishops, clergy, religious, faculty, staff, and alumni/ae to social, cultural, and laity—to provide training and service as and justice issues in our society. Experiences well as opportunities for spiritual rejuvenation in the South Bend area, throughout the Unit- and personal growth. ed States, and internationally are developed for participating students and enhanced with 34 W.M. Keck Center for Transgene Research 35

Institute for Educational Initiatives that promote holistic human development Border and Inter-American Affairs exploresexplores and social justice. In recognition of the im- points of intersection between the interests Director: portance of sport in contemporary society of U.S. Latinos and the populations of their Rev. Timothy R. Scully, C.S.C., Professor of and culture, the center conducts research on countries of origin. Political Science the relationship between sport and broader culture, exploring both the possibilities and The Center for the Study of Latino Religion Telephone: (574) 631-0464 the limitations of sport’s contributions to a conducts ecumenically focused research on E-mail: [email protected] more just and compassionate world. It also the impact of religion on the political, social, Web: http://www.nd.ed/~iei develops and offers educational opportunities cultural, and educational life of U.S. Latinos. for those involved in sport and holds a bien- In its mission to improve the education of nial conference. The center also houses the The Metropolitan Chicago Initiative overseesoversees all youth, particularly the disadvantaged, the Institute for Coaching and Education. research and community-outreach projects Institute for Educational Initiatives conducts focusing on the status of Latino families four programs designed to address specifi c and neighborhoods and ways to improve educational goals. These are the Program Institute for Latino Studies their health, education, and well-being. on the Social Organization of Schools, the Alliance for Catholic Education (ACE), the Director: Mendelson Center for Sports, Character, and Gilberto Cárdenas, Assistant Provost and the Community. Through the research and teach- Julián Samora Professor of Latino Studies W.M. Keck Center for Transgene ing of these programs, the institute seeks to Research contribute to the revitalization of American Telephone: (574) 631-4440 Director: education and, consistent with Notre Dame’s Location: 230 McKenna Hall Francis J. Castellino, the Kleiderer-Pezold mission as a Catholic university, to benefi t E-mail: [email protected] Professor of Bio chem is try parochial education in a special way. Web: http://www.nd.edu/~latino Telephone: (574) 631-9931 The Program on the Social Organization of The Institute for Latino Studies was founded Fax: (574) 631-4048 Schools conducts basic and applied research on in 1999 to advance knowledge and under- E-mail: [email protected] school and the learning process. Researchers standing of the Latino experience in the Web: http://www.nd.edu/~transgen study the formal and informal organization United States. Building upon the outstand- of schools, the curriculum, teacher practices, ing intellectual tradition of Julián Samora The W.M. Keck Center for Transgene Re- and student social relationships in an effort (professor in the Department of Sociology, search employs innovative genetic tech nol o gy to determine how these factors interact with 1959–1985), the institute fosters interdis- to study human diseases that in volve blood- student background and ability to affect ciplinary study, research and outreach in clotting and clot-dissolving proteins, such student learning. Special attention is given to Latino studies as a vital component of the as heart disease, ath ero scle ro sis, and cancer. the study of Catholic schools, particularly in University’s mission. The institute promotes Established in 1997, the center brings to- reference to the education of at-risk students. and develops Latino-focused scholarship by geth er research in transgenic ma nip u la tions working with students, faculty, and fellows to with other laboratories around the world that The Alliance for Catholic Education seeks to create a University-wide academic program, possess special expertise in characterizing the develop a corps of highly motivated and com- including an undergraduate minor in Latino genetically altered animals. The director's mitted young educators to meet the needs of studies. Its Galería América offers exhibitions own laboratory at Notre Dame is considered our country’s most underserved elementary and special programs on Latino art, and the among the foremost worldwide con duct ing and secondary schools. ACE teachers undergo Julián Samora Library and Archives provide basic biochemical research on blood-clotting an intensive teacher education program that resources for study and reflection. mechanisms. spans two years and integrates graduate-level course work with an immersion experience The institute conducts research in areas In establishing this sophisticated cutting-edge in teaching. The ACE program also seeks to central to our nation’s future through five technology at Notre Dame, the center hopes influence and support Catholic education programs: to better understand how certain blood-clot- through educational outreach. Outreach ting and clot-dissolving proteins work in a activities include support for mentoring and The Inter-University Program for Latino Re- living organism, in this case mouse models tutoring in the South Bend area schools, sum- search (IUPLR) is a nationwide consortiumconsortium of disease. In transgene research, scientists mer institutes for Catholic school superinten- of 16 Latino centers for which the institute alter genetic material in a very pre cise man- dents, assistance for foundations interested serves as headquarters. IUPLR is also an ner in an animal’s em bryo, either by adding, in educational issues, and partnerships with official Census Information Center and dis- deleting, or ex chang ing certain genes in the teacher-service programs at other colleges and seminates census information and analysis to few cells of the newly formed embryo. This universities. its consortium members and the public. changes the animal in every cell in its body, for its entire life span, and the changes will be The Mendelson Center for Sports, Character Latino Ecclesial and Pastoral Concerns address-address- handed down to future generations. and Community encourages sportsport parpartici-tici- es pastoral issues and theological questions in pants, sport organizations, sports leaders, and the Catholic context and works closely with By breeding animals with differently al tered educational institutions that sponsor sport the Department of Theology. genes, Notre Dame researchers ex pect to get programs to embody values and behaviors a clearer view of the complex interplay of all 36 37 genes involved in particular diseases. They are Kellogg researchers place special emphasis on Studies (FLAS) fellowship, pre-dissertation attempting to determine how these co ag u- Latin America, reflecting both the region’s travel awards, seed money grants, and dis- la tion proteins function in a living organism; importance to the United States and Notre sertation fellowships to support various stages if the cells have some backup mechanism Dame’s longstanding ties there. Despite its of field research or the writing of doctoral for clotting and clot dissolving; and if there prominence on the institute’s research agenda, dissertations. These grants have funded initial are other processes within the animal, such Latin America does not command exclusive research in many countries and have helped as inflammation, atherogenesis (production attention. Over time, Kellogg has fostered a graduate students to obtain external support of degenerative changes in ar te ri al walls), growing range of research on other regions of at a later date. The winners of these com- tu m or i gen e sis (production of tumors), and the world while retaining the Latin American petitive awards in 2002 included doctoral me tasta sis (the spread of ma lig nant tumors), emphasis for which it is best known. Re- candidates working on topics such as policy for example, that are affected as well. searchers at the institute seek thematic com- making in Lithuania and Ukraine, Catholic parisons with Europe, Asia, and Africa. revival in a Chinese village, and economic reform in Latin American democracies. Kellogg Institute for From the outset, the institute has attempted International Studies to build bridges in innovative ways between For more information about dissertation the United States and Latin America and fellowships and seed money grants for Notre Acting Director: other regions, actively seeking balanced par- Dame graduate students or about the supple- Christopher Welna, Concurrent Assistant ticipation between its U.S. and foreign schol- mental fellowships for graduate students Professor of Political Science ars. The institute collaborates with foreign from Latin America, please contact Academic social science centers in joint research projects Coordinator Holly Rivers at (574) 631-6023 Telephone: (574) 631-6580 and sponsors a continual interchange of ideas or [email protected]. For FLAS and KI/Tinker Fax: (574) 631-6717 with scholars from Latin America and the award information, contact Assistant Pro- Location: 130 Hesburgh Center world over. gram Manager Thayne Cockrum, at (574) E-mail: [email protected] 631-8523 or [email protected]. Also, see Web: http://www.nd.edu/~kellogg Working groups provide a forum for the- our Web site under Grants/Fellowships and matically focused discussion amongst fellows, Research. The Helen Kellogg Institute for International visitors, outside speakers, graduate students, Studies promotes comparative international and the University community. These groups The Kellogg/Kroc Information Center (http: studies. Each year, Kellogg hosts about 15 provide an opportunity for scholars to define //www.nd.edu/~kic) maintains a small col- residential visiting fellows and guest scholars and explore emerging research themes, shape lection focused on current events, including from the United States and abroad. The insti- the field of comparative international study, working papers, newsletters, and reference tute also comprises some 60 Kellogg fellows, and even influence public policy choices. sources. Access to numerous electronic re- all of whom are Notre Dame faculty mem- sources, including indices and full-text data- bers, coming from 13 departments. It awards Research Support for Graduate Students bases, is also available through the center. individual support for research to faculty and Kellogg plays an active role in support of graduate students, and internships and grants graduate training without awarding degrees Keough Institute for Irish Studies to undergraduates. In support of intellectual itself. exchange, Kellogg schedules a twice-weekly Director: speaker series, conferences, round tables, The institute encourages graduate student Christopher B. Fox, Professor of English current affairs panels and cultural events, involvement in research projects, working and it disseminates research through publica- groups, and in its seminars and lectures. Telephone: (574) 631-3555 tions. Through these activities, Kellogg fosters Many graduate students work as teaching Fax: (574) 631-3620 interdisciplinary research on contemporary assistants to professors who teach under- Location: 422 Flanner political, economic, social, and religious issues graduate courses. Regular interaction with E-mail: [email protected] in international affairs. Kellogg fellows, visiting fellows, and interna- Web: http://www.nd.edu/~irishstu tional conference participants keeps students The institute emphasizes five major themes: abreast of international developments and the The Keough Institute for Irish Studies is an democratization and the quality of democ- latest research trends. Kellogg recently estab- interdisciplinary project devoted to teaching racy; growth and development; public policies lished a student and faculty exchange pro- and research in Irish culture, primarily in for social justice; religion and the Catholic gram in Brazil focused on social entrepreneur- the English and Irish languages, and in all its Church; and, social movements and orga- ship with the University of São Paulo (USP), internal and external relations. These relations nized civil society. the Pontifi cal Catholic University of Rio de include not only specifi c connections and Janeiro (PUC-Rio), and Harvard University. comparisons with other cultures, but also The institute promotes research that is ger- recognitions, at both theoretical and empirical mane to major issues in the contemporary Kellogg supplements departmental fellow- levels, of the various ways in which this fi eld world, and its research on democracy attracts ships to attract Ph.D. students from Latin of study can be organized and illuminated worldwide attention. Similarly, Kellogg’s America, awarding a stipend of $5,000 for in the light of contemporary theory. Ireland research on public policies seeks to influence each of five years to outstanding candidates. has an extraordinary tradition in literature not only academic debates but also public (in both the Irish and English languages), policy discussions. Financial assistance to other graduate stu- a unique historical position in relation to dents includes Foreign Language and Area British and European historical development, 36 Joan B. Kroc Institute for International Peace Studies 37

and an infl uence, disproportionate to its size, The University’s Hesburgh Library sustains The institute’s mission embraces both the on the history of the United States. advanced research in all areas of Irish Studies. prevention of violence or war, sometimes Its rare special collections include the A. called “negative peace,” and the building of On the Notre Dame campus, the Keough A. Luce Berkeley Collection, the William cooperative, just relations between people, Institute hosts major conferences, which B. Todd Burke Collection, the 1798 Irish or “positive peace.” Among the many col- have included special conferences on the Rebellion and Act of Union Collection, lege and university programs in peace and Famine and on the Great Irish Rebellion of the Grattan Collection of Irish Pamphlets, conflict studies, the Kroc Institute is a leader 1798, cosponsored by the Irish government; the O’Neill Collection of Irish Music, the in addressing the political, cultural, religious, a conference entitled “Partition and Memory: Keough Vienken Collection of Swift, the social, and economic factors that lay the Ireland, India and Palestine,” cosponsored David J. Butler Collection of Irish Maps, foundation for positive peace. by the United States Institute for Peace; the collections relating to eighteenth-century American Society for Eighteenth-Century drama, the Abbey Theatre and the Cuala The institute pursues its mission through Studies; and North American Celtic Studies Press, and the massive Herbert Allen innovative, interdisciplinary educational Association national meetings. In April 2005, Keough Eighteenth-Century Microfi lm programs on the graduate and undergraduate the institute will host the national meeting of Collection with over 200,000 eighteenth- levels. To foster research on peace, the insti- the American Conference of Irish Studies. century books, broadsides and other printed tute sponsors visiting fellows, working groups, materials. Recent acquisitions include major conferences, and guest lectures by scholars, Graduate students in Irish studies are collections in Irish language materials, the policymakers, and peace practitioners. The encouraged to participate in the regular bi- Goldsmith Kress Collection in Economic institute publishes a semiannual Peace Col- weekly faculty-graduate on-campus seminar Literature and, through the new Irish Fiction loquy, a series of occasional papers, and policy series and in graduate workshops. Recent Initiative and Smurfi t Fund, the Loeber briefs on current issues. speakers have included Benedict Anderson, Collection of Irish Fiction. Containing many Ciaran Carson, Elizabeth Cullingford, David rare eighteenth- and nineteenth-century Themes W. Miller, Seamus Deane, John McGahern, works, the Loeber collection is the most The Kroc Institute’s educational and research Katie Trumpener, Marjorie Howe and David comprehensive collection of Irish fi ction in programs are organized around four themes: Lloyd. the world. Through major funding from the National Endowment for the Humanities and The role of international norms and institutions The month-long Irish Seminar is held in the ongoing Medieval Literature Initiative, in peacemaking. Institute faculty and students Dublin, Ireland, every summer at the Notre the Notre Dame Medieval Institute in the search for ways to make intergovernmental Dame Keough Centre in Newman House. Hesburgh Library also contains substantial organizations and other international institu- The Irish Seminar attracts participants from collections that support Irish studies. tions more effective and representative, and to universities worldwide to participate in increase compliance with fundamental norms discussion and debate with major fi gures, A graduate program in Irish language and of peace and human rights. including recent guests Seamus Heaney, literature may be pursued through the Ph.D. Nuala Ó Faoláin, Stephen Rea and Edward program in literature, and Irish studies The impact of religious, philosophical, and Said. through a doctoral program in English or cultural influences on peace. Through teaching history. and research, the institute explores the eth- Funded opportunities allow students to ics of the use of force, the ways in which the participate in the Irish Seminar or advance world’s religious traditions foment violence or their knowledge of Irish by studying in a joint Joan B. Kroc Institute for encourage peace, the practice of nonviolence, program at the National University of Ireland International Peace Studies the importance of philosophies of global jus- (NUI)-Galway. tice, and the ingredients of cultures of peace. Director: The core faculty in Irish studies at Notre R. Scott Appleby, the John M. Regan Jr. The dynamics of intergroup conflict and conflict Dame includes members of the departments Director and Professor of History transformation. Students and faculty explore of English, history, and classics. The core multidisciplinary understanding of the condi- faculty is also regularly supplemented by Telephone: (574) 631-6970 tions that give rise to violent conflicts in order visiting scholars who come as fellows of the Fax: (574) 631-6973 to identify local and international responses Keough Institute. Recent visiting professors Location: 100 Hesburgh Center able to transform conflicts and encourage have included Thomas Bartlett of University E-mail: [email protected] peacebuilding. All of the institute’s conflict College Dublin, Ciaran Brady of Trinity Web: http://www.nd.edu/~krocinst studies incorporate cross-cultural examination College Dublin, Joseph Cleary of St. Patrick’s of key issues. College-NUI, Terry Eagleton of Oxford The Kroc Institute is founded on the belief University, Maud Ellman of Cambridge that peace is inseparable from the resolu- The promotion of social, economic, and environ- University, John Kelly of Oxford University tion of violent conflicts and the promotion mental justice. Students and faculty interested and Margaret O’Callahan of Queen’s of social justice and equitable development. in social change examine the role of individu- University Belfast. Through the National This comprehensive understanding of peace als, nongovernmental organizations, com- Endowment for the Humanities, the Keough is rooted in the Catholic social tradition, a mercial enterprises, and states, in sustainable Institute also awards an annual fellowship to broadly ecumenical tradition of moral wis- economic development and respect for hu- a visiting scholar to concentrate on research dom that stresses the necessity for justice in man rights, and conflict transformation. and writing while in residence. bringing about peace. 38 39

The institute’s library has long held extensive The institute sponsors conferences, colloquia, With more than 300 alumni from 70 coun- collections relevant to the Latin culture of and research seminars. Each year, there are a tries around the world, the Kroc network of the Middle Ages. Holdings in the history of variety of guest lectures and compact semi- Notre Dame peacemakers is beginning to medieval education are unrivalled in North nars. In 2002, the institute inaugurated the exert a truly uplifting influence in many local America. Recently, the institute has enlarged Conway Lectures, an annual series of three communities, in transnational civil society, its focus to include vernacular and Latin lectures delivered by a distinguished medi- and in policymaking circles. Approximately literatures, musicology, liturgy, medieval Juda- evalist and published under institute auspices. half of the institute’s graduates pursue further ism and Islam, and art history. Microfilms of graduate education, either in their home more than 3,000 medieval manuscripts from For a description of the Master of Medieval countries or in doctoral or professional pro- European libraries and a collection of more Studies and Doctor of Philosophy programs grams in the United States, before accepting than 200 facsimiles of medieval seals supple- in medieval studies, please refer to the Divi- employment in intergovernmental and non- ment this collection. Over the years, the insti- sion of Humanities section of this Bulletin. governmental organizations or conducting tute has accumulated a valuable collection of peace research and education in academic medieval manuscripts, incunabula, and other institutions at home or worldwide. Graduates manuscripts and rare books that are preserved Nanovic Institute for have also taken leadership roles in govern- in the Department of Special Collections. European Studies ment agencies, church-sponsored internation- Also found there is the John Augustus Zahm, al development and humanitarian projects, C.S.C., Dante Collection containing early Director: research institutes, and other peacemaking and rare editions and an extensive and valu- James McAdams, the William M. Scholl efforts around the globe. able set of literary studies of the Divine Com- Professor of International Affairs edy from the 19th and early 20th centuries. For a description of the master of arts pro- Recently, the institute acquired 90 medieval Telephone: (574) 631-5253 gram in peace studies, please refer to the Divi- coins, likewise housed in Special Collections. Fax: (574) 631-3569 sion of Social Sciences section of this Bulletin. Location: 211 Brownson Hall What sets Notre Dame’s institute apart is its E-mail: [email protected] convenient gathering in one place of most Web: http://www.nd.edu/~nanovic Medieval Institute of the printed materials essential to medieval studies. The Reading Room holds major The Nanovic Institute has been at the intel- Director: dictionaries, bibliographical guides, reference lectual crossroads of European studies at Thomas F. X. Noble, the Robert M. Conway works, and primary source collections. The Notre Dame since its founding in 1993. The Director of the Medieval Institute and Profes- Astrik L. Gabriel Universities Collection in institute has particular interest in the ideas, sor of History a separate room offers remarkable resources, institutions, and values that have shaped both published and unpublished, about the the European experience over the past two Telephone: (574) 631-6603 history of medieval universities. Another centuries. Through grants and program sup- Fax: (574) 631-8644 room, equipped with faculty and study car- port, the institute seeks to bring together Location: 715 Hesburgh Library rels, holds a large collection of manuscript faculty and students with interests in both E-mail: [email protected] catalogs and materials pertinent to paleogra- the humanities and the social sciences. By Web: http://www.nd.edu/~medinst/ phy, diplomatics, and early printed books. focusing on issues of importance to Euro- peans today—the nation-state and beyond, The Medieval Institute, established in 1946, Research in the institute is also supported by liberalism and its critics, secularism in the is a center of research and advanced instruc- the University’s Milton V. Anastos Collection contemporary world, and the ongoing crisis tion in the civilization of the Middle Ages, in Byzantine Studies, which has extraordinary of modernity—the Nanovic Institute provides with particular strengths in religious and in- holdings in the intellectual history of the an interdisciplinary home for fields of inquiry tellectual history, Mediterranean civilization, Byzantine Empire. as wide-ranging as theology, politics, philoso- Old and Middle English, Medieval Latin, phy, literature, history, and the arts. theology and philosophy, Dante studies, me- The Frank M. Folsom Ambrosiana Micro- dieval musicology, and liturgy. The graduate film and Photographic Collection consists of The Nanovic Institute’s many faculty fellows studies curriculum combines programmatic microfilms of the 12,000 medieval and Re- organize campus events (including conferenc- interdisciplinary course work, training in the naissance manuscripts held in the Biblioteca es, lectures, and film series) to promote Euro- technical skills of medieval studies, and lin- Ambrosiana in Milan. The collection also pean studies at Notre Dame. Comprehensive guistic preparation. contains about 50,000 photographs and nega- grant programs for students and faculty tives of miniatures and illuminated initials support research and teaching. The institute The institute’s library contains nearly 90,000 from the manuscripts, supplemented by some directly involved in Notre Dame’s growing volumes and various collections of pamphlets, 15,000 color slides. The Mary Davis Draw- activities in Europe and the University’s mis- reprints, and photographic materials. The ings Collection contains photographs, nega- sion in this crucial region of the world. reference collection contains major primary tives, and color slides of the 8,000 drawings source collections, bibliographic and reference in the Ambrosiana. The institute purchases all materials, catalogs, journals, and indexes. volumes related to the Ambrosiana materials and maintains a bibliography of all citations to Ambrosiana manuscripts. 38 John J. Reilly Center for Science, Technology, and Values 39

Radiation Laboratory addition, the laboratory has three cobalt as human, knowledge-producing endeavors, sources (60Co) for irradiation rated at sixteen, and the variety of ways these rapidly chang- Director: four, and one kilocuries. ing institutions have an impact upon and are Dan Meisel, Professor of Chemistry and affected by society at large. Biochemistry Studies with visible and ultraviolet light are carried out using many different types of light In keeping with the University’s mission as Telephone: (574) 631-5457 sources. These include several nitrogen lasers, a preeminent Catholic university, the center Fax: (574) 631-8068 dye lasers, excimer lasers, and high-intensity seeks to make a distinctive contribution to E-mail: [email protected] YAG lasers capable of producing light pulses the humanistic understanding of science and Web: http://www.rad.nd.edu as short as 10-11 sec, for irradiation in the technology. It supports outstanding scholar- visible and ultraviolet regions. Facilities are ship in the fields of science and technology The Radiation Laboratory is a University available for study of radiation processes at studies. Through conferences and publica- institute and a government-owned facility of high pressures and very low temperatures. tions emphasizing the complementary roles the U.S. Department of Energy, a member of Analytical facilities include various types of of scientific, technological, ethical, and theo- the network of national laboratories spread spectrophotometers, electron-spin-resonance logical perspectives, it facilitates broad public across the country. The mission of the labora- (ESR) spectrometers, a Raman spectrograph dissemination of outstanding work reflecting tory is to study chemical reactions initiated for time-resolved studies, high-resolution these viewpoints. Within the Notre Dame by light or ionizing radiation. Such studies Raman spectrograph/microscope, spectrofluo- community, the center endeavors to foster provide the fundamental underpinnings for rimeter and fluorescence lifetime apparatus, a greater awareness of the significance and energy science and technology development gas and liquid chromatographs, capillary complexity of interactions among science, in areas as diverse as solar energy conversion, electrophoresis, an ion chromatograph, a mass technology, and society. nuclear energy, and environmental manage- spectrometer, a differential scanning calorime- ment. Because of its broad applicability, ter, a Fourier-transform infrared spectrometer, Activities pursued at the center fall under the research in the laboratory is frequently the light-scattering and electrochemical appara- headings of academic programs and research subject of interdisciplinary projects involving tus, and other similar types of equipment. (including support of conferences and publi- faculty and students in various areas of sci- A state-of-the-art Atomic Force Microscope cations). ence and engineering. operates in the laboratory to characterize materials on the nanometer scale and near- Academic Programs The Radiation Laboratory’s research programs field-scanning microscopy capabilities are The Reilly Center provides administrative are principally conducted by members of the currently under development. A transmission support and a campus “home base” for three University’s faculty aided by students of all electron microscope is also available at the very different educational programs: levels, postdoctoral fellows, and visiting schol- Rad Lab. Computer facilities support research ars from around the world. Several members programs in theoretical chemistry and kinetic The Graduate Program in History and Phi- of the laboratory faculty are also professors modeling. The laboratory operates its own losophy of Science (HPS), established in 1989, in academic departments. Scientists at the glass, electronics, graphics, and machine offers courses of study leading to both the Radiation Laboratory conduct research in shops. M.A. and Ph.D. degrees. It provides advanced collaboration with faculty members. Graduate training primarily for students intent on a ca- students are accepted as members of the labo- The Radiation Laboratory is home to the reer of teaching and scholarship at the college ratory on recommendation by their faculty Radiation Chemistry Data Center, which and university level. The program relies on and Radiation Laboratory research advisers. provides the international scientific, engineer- the expertise of more than 20 faculty repre- Graduate students frequently are supported ing, and industrial communities with biblio- senting six University departments, making it financially by Radiation Laboratory research graphic and numeric databases on topics of one of the larger research groups in this field fellowships during the development of their importance to the fundamentals of energy in the United States. doctoral dissertations. generation and environmental management. The undergraduate Minor Program in Science, The Radiation Laboratory operates from its Technology, and Values (STV) is available to own building that houses many special facili- John J. Reilly Center for Science, all undergraduates at the University regard- ties developed for the study of the effects of Technology, and Values less of their major field of study. Courses are light and radiation. Three electron accelera- organized around such themes as technology tors are housed in underground vaults adja- Director: and public policy, history and philosophy of cent to the main laboratory building. These Gerald P. McKenny, Associate Professor of medicine, science and religion, environmental accelerators include an 8-million-electron- Theology science and ethics, biotechnology and society, volt (MeV) linear accelerator used to study and medical ethics. chemical and physical processes occurring at Telephone: (800) 813-2304 nanosecond or longer times; a 2 MeV Van Fax: (574) 631-3985 The Five-Year, Double Degree Program in Arts de Graaff accelerator used in studies of Ra- Location: 346 O’Shaughnessy Hall and Letters/Engineering enables students to man spectroscopy of short-lived radicals and Web: http://www.nd.edu/~reilly earn two undergraduate degrees in 10 semes- electronically excited molecules; and a 3 MeV ters of course work. It provides a select group Van de Graaff dedicated to studies of electron The John J. Reilly Center for Science, Tech- of students the opportunity to combine the spin resonance of intermediates produced nology, and Values is committed to advancing values of an intensive liberal arts education during radiation chemical processes. In the understanding of science and technology 40

with their professional training in a doctoral degree in biomedically oriented institutions. The Walther Cancer Center’s engineering. sciences in conjunction with the Notre Dame activities include a wide variety of specific Graduate School. areas including cell biology, biochemistry, Research: Conferences, Lectures, and drug design, clinical oncology, and patient Publications Although all students in the center’s programs care. The center emphasizes collaboration The center regularly brings to campus distin- are registered in the University of Notre and communication among its members in guished speakers to lecture on topics relevant Dame, admission to the medical program is order to maximize the transfer of information to the interests of students and faculty in- a function of the Indiana University Medical between the laboratory and the clinic. volved in all of its academic programs. This School, and applications should be directed includes a major speaker series in the History to its admissions office. Admission to bio- The specific objectives of the research center and Philosophy of Science (HPS), bringing medical graduate programs is a joint function at the University involve four major areas of to campus eight or more well-known scholars of the center and the several cooperating investigation: the molecular biology and gene every year. The center also sponsors activities departments of the Graduate School. Applica- targeting program, the cell biology and cell and lectures specifically devoted to applied tion for these programs should be made to signaling program, drug design and develop- science and technology and to their social and the Office of Graduate Admissions. ment, and clinical oncology. ethical implications. Issues pertaining to risk assessment, the environmental crisis, current At present, biomedically oriented graduate The molecular biology and gene targeting issues in biotechnology, medical ethics, and programs in which the center plays a conspic- program utilizes transgene technology to science and religion have all been the subject uous role are offered in the areas of human develop mice with either delayed expression of lectures or panel discussions recently, as anatomy, human physiology, and neurosci- or expression of mutated forms of proteins. have computer ethics and nuclear weapons ence. The student’s major adviser for these These technologies permit the study of the control. programs is chosen from the center faculty, relative contribution of components of the and the student’s committee is composed of coagulation and fibrinolytic systems in vari- Over the years, the Reilly Center and HPS faculty from the center and the appropriate ous stages of cancer and methods to poten- Program have cosponsored several major graduate departments. tially identify new therapeutic regimens. academic conferences. The most recent events have included “The Need for a New A unique M.D./Ph.D. program is available The cell biology and cell signaling program Economics of Science,” which examined the to outstanding students. These students are studies the mechanisms and regulation of changing economic relations of science and admitted simultaneously to the Indiana Uni- cell proliferation, cell motility, angiogenesis, funded research; a major international con- versity School of Medicine and the University apoptosis, and transformation. Using a variety ference held on “Galileo and the Church;” of Notre Dame Graduate School. The M.D./ of cancer cell culture systems and techniques, and a joint conference on science and values, Ph.D. program is described in the Division of an in vitro assessment of cell proliferation, cell cosponsored by the HPS programs at Notre Science section of this Bulletin. death, invasion, and migration is carried out Dame and the University of Bielefeld (Ger- with an emphasis on the biology of hormone- many). Proceedings of major conferences are Students interested in this program should dependent cancers, experimental therapeutics, made available as volumes in the series Studies contact the office of the director, South Bend and hormone resistance. in Science and the Humanities from the Reilly Center for Medical Education. Other gradu- Center, published through the University of ate students may take courses in the center The drug design and development program Notre Dame Press. In addition, smaller con- subject to approval of the course instructor, investigates the synthesis and the structural ferences are sponsored on an occasional basis. the center director, and the home department details of various potential chemotherapeutic of the student, and subject to the availability agents as well as their interaction with bio- of space in the desired course. logical receptors at the molecular level. The South Bend Center for structural characterization is accomplished Medical Education using high-field nuclear magnetic resonance Walther Cancer Re search Center mass spectroscopy and X-ray crystallographic Acting Director: techniques. John F. O’Malley, Adjunct Associate Director: Professor of Biological Sciences Rudolph M. Navari, M.D., The clinical oncology program studies the Associate Dean, College of Science doctor-patient relationship with the goal of Telephone: (574) 631-5574 improving communication in the areas of Fax: (574) 631-7821 Telephone: (574) 631-9931 truth telling, confidentiality, informed con- Location: B-22 Haggar Hall Fax: (574) 631-4939 sent, decision making, and end-of-life care. E-mail: [email protected] Location: 250 Nieuwland Science Hall Current studies include the development of Web: http://galen.sbcme.nd.edu E-mail: [email protected] an educational intervention for patients with Web: http://cancerresearch.nd.edu a new cancer diagnosis, the development of The South Bend Center for Medical Edu- new antiemetics, antibiotic use in hospice cation is one of eight centers for medical The Walther Cancer Research Center is a care, and palliative care. education in the Indiana University Medical collaboration between the University of Notre School system. The center offers the first- and Dame and the Walther Cancer Institute, a The 21 faculty in the Walther Cancer Center second-year program in medicine and partici- private nonprofit research organization af- are members of the departments of biological pates in programs leading to a master’s and filiated with major universities and medical sciences and chemistry and biochemistry. The School of Architecture Degree Program Second Page Proof 4/10/02 41 The School of Architecture

Chair: issues are explored. The course of studies of four three-credit-hour seminars. Thesis Michael Lykoudis culminates in a thesis that synthesizes the preparation and direction consists of a the- Director of Graduate Studies: student’s design experience. sis preparation course and a six-credit-hour Norman Crowe studio where candidates explore special areas Urban Design: Postprofessional Degree of design and research within the framework Telephone: (574) 631-6137 This concentration is intended for students of the program. The thesis is developed under Fax: (574) 631-8486 entering the University of Notre Dame with a the direction of a specific faculty member Location: 110 Bond Hall professional degree in architecture. whose expertise and interests coincide with E-mail: [email protected] the candidate’s proposal. Approval of all thesis Web: http://www.nd.edu/~arch The goal of the postprofessional degree is to proposals is made by the graduate studies develop design and critical thinking skills committee. The Program of Studies to address architecturally the problems con- fronting contemporary cities. The theoretical In both concentrations, selection of specific The School of Architecture offers graduate direction of this concentration is based on courses is tailored to each candidate in re- programs for the master of architecture pro- the paradigms of traditional European and sponse to the candidate’s interests and under- fessional degree and the master of architec- American cities. The student is compelled to graduate experience. tural design and urbanism postprofessional address design strategies based on an aware- degree. The two available areas of concentra- ness of the complexity of scales and contexts Application tion, the N.A.A.B. accredited professional within which the city’s historical develop- In addition to the Graduate School’s require- degree and the postprofessional degree, are ments unfold. The issues range from envi- ments for application, the following docu- both four semesters in duration. ronmental concerns and the size of a city, to ments are to be submitted with the regular the city’s composition consisting of quarters, application material: Traditional and Classical Architecture: Pro- squares, streets, and blocks, to the balance fessional Degree and Postprofessional Degree of the architecture of the public and private • Letters of Recommendation—for those This concentration is intended for students realms. applicants with practice experience in ar- entering the University of Notre Dame with chitecture, a minimum of one letter of rec- a four-year preprofessional degree in archi- Course work begins with an intensive study ommendation from a registered practicing tecture and seeking a professional graduate of the traditional city’s morphology and architect is required in addition to the refer- degree. It is also open to students who hold a architecture. The second semester is spent in ences required by the Graduate School. five-year degree and wish to study within the residence at the University of Notre Dame’s classical discipline. Rome Studies Center in the Centro Storico, • Portfolio—all applicants must submit a engaging in design, urban history, and theory. portfolio of their work from academic experi- The theoretical direction of the curriculum Paralleling the first concentration, three ence, from independent projects, and/or from is rooted in a world-view based on the prin- studios are offered. These provide the student practice. The portfolio size should be a maxi- ciples of classical architecture. The intent is with opportunities to design in a variety of mum 11 x 14 inches and should include only to foster an orientation to design that is based scales and contexts in which contemporary is- reproductions, not originals. on tradition, is classical in spirit and form, sues of architecture and the city are explored. and is responsive to the exigencies of contem- The course of studies culminates in a thesis A visit to the campus and a personal interview porary practice. that synthesizes the student’s design are encouraged. The School of Architecture’s experience. graduate studies committee conducts Course work begins with an intensive study interviews. of design, theory, and elements of classical Degree Requirements architecture. The second semester is spent in Degree requirements include three course Completed applications and all admission residence at the University of Notre Dame’s components that are applicable to both con- requirements except the portfolio should be Rome Studies Center in the Centro Storico, centrations: advanced architectural design, directed to the Office of Graduate Admis- where the student engages in design, history, theory classes and approved electives, and the- sions. Portfolios only (with self-addressed and theory courses focused on the Rome sis preparation and direction, for a total of 39 return package and sufficient return postage context. The final two semesters are spent credit hours. (Total number of credit hours if return of portfolio is desired) should be on the Notre Dame campus. Three studios for the professional degree varies, depending directed to: Graduate Studies Committee, are offered, providing the student with op- on the candidate’s undergraduate degree.) School of Architecture, University of Notre portunities to design in a variety of scales and Advanced architectural design consists of two Dame, 110 Bond Hall, Notre Dame, IN contexts in which contemporary architectural six-credit-hour studios. Theory classes consist 46556-5652. 42 The School of Architecture 43

Financial Support 647. Thesis Prep II 698A. Special Studies (Rome) Candidates in the program receive financial (3-0-3) Crowe (V-V-V) Younés support in the form of full tuition scholar- Fundamentals of design thesis, including The graduate studies seminar in Rome con- ships and stipends in the form of graduate organization of material, research methods cerns topics in theory and history that pertain assistantships and fellowships including the and procedures, and formation of theoreti- to Rome’s urbanism and architecture. Topics Bond-Montedonico Fellowship program, the cal argument and relationship to the design are either chosen by the student in consul- Joseph Z. Burgee and Joseph Z. Burgee Jr. process. (Fall) tation with the faculty, or assigned by the Fellowship program, the James A. Nolen Jr. faculty. Students are encouraged to choose Fellowship, and the Joseph M. and Virginia 692. Roman Urbanism and Architecture II topics not usually covered in studio and other L. Corasaniti Architecture Fellowship. Teach- (Rome) seminars. The requirements are a notebook ing or research requirements for students (3-0-3) Staff and term paper. (Spring) receiving stipends comprise a minimum of The urban and architectural history of Rome three out of four semesters, 15 hours per within the context of the social and political Faculty week, during the academic semester. factors that brought it about. (Spring) Robert L. Amico, Professor. B.Arch., Univ. of Illinois, 1961; M.Arch., Harvard Univ., 1965. Course Descriptions 693. Architectural Theory I (1978) Each course listing includes: (3-0-3) Westfall • Course number This course reviews, through lectures, dis- Robert Brandt, Professional Specialist. B.S., • Title cussions, analysis of assigned texts, and the Univ. of Southern Indiana, 1986; M.F.A., • (Lecture hours per week—laboratory writing of research papers, the intersection of Indiana State Univ., 1989. (1992) or tutorial hours per week—credits per the religious, civil, architectural, and urban semester) characteristics of the built world within the Rev. Richard S. Bullene, C.S.C., Associate • Instructor Western tradition. (Fall) Professional Specialist. B.S., Univ. of Notre • Course description Dame, 1976; M.S., Univ. of Pennsylvania, • (Semester normally offered) 693A. Architectural Theory II 1992; Ph.D., ibid., 1994. (1993) (3-0-3) Deupi Braulio Casas, Visiting Assistant Profes- Required Courses This seminar explores the philosophical, his- sor. B.Arch., Univ. of Notre Dame, 1994; 643. Advanced Architectural Design I torical, and literary background of traditional M.Arch., ibid., 1996. (2002) (0-8-6) Pajares architecture by probing within the domain of Introduction to classical design principles and architectural theory through a careful reading Norman A. Crowe, Professor and Director of to principles of traditional urbanism. Projects of primary sources, including Vitruvius, Ab- Graduate Studies. B.Arch., Univ. of Oregon, involve drawing the orders, their application bot Suger, Alberti, Serlio, Palladio, Vignola, 1964; M.Arch., Cornell Univ., 1970. (1974) to architecture, and the creation of traditional Claude Perrault, etc. (Fall) Alan Defrees, Associate Professional Specialist. urbanism in the context of existing American B.S., Univ. of Notre Dame, 1974. (1996) settings. (Fall) 693B. Architectural Theory III (3-0-3) Economakis Victor Deupi, Assistant Professor. B.S., Arch., 644. Advanced Architectural Design II (Rome) A survey of contemporary traditional archi- Univ. of Virginia, 1986; M.Arch., Yale Univ., (0-8-6) Staff tecture and urbanism, including works by 1989; Ph.D.Arch., Univ. of Pennsylvania, Designing in the context of the traditional Raymond Erith, Hasan Fathy, Pierre Barbe, 1999. (1999) European city. Projects involve both architec- Demetri Pikionis, Leon Krier, and Demetri Dennis P. Doordan, Professor of Architecture tural design and urbanism. (Spring) Porphyrios, and concluding with the most and Chair and Concurrent Professor of Art, recent events, building, and urban develop- Art History, and Design. B.A., Stanford Univ., 645. Thesis Preparation and Design ments. Emphasis will be given to works that 1973; M.A., Columbia Univ., 1976; M.Phil., (3-0-3) Crowe, Lykoudis, Marcantonio, exemplify the urban, constructional, and ibid., 1978; Ph.D., ibid., 1983. (1990) Stroik formal principles of contemporary traditional Preparatory analyses, precedents, and data architecture. (Spring) Richard Economakis, Associate Professor. required to begin design thesis. (Fall) B.Arch., Cornell Univ., 1983; M.A., ibid., 693C. Architectural Theory IV (Rome) 1996. (1996) 646. Design Thesis (3-0-3) Younés (6-0-6) Staff The purpose of this seminar is to reflect on Barbara Kenda, Assistant Professor. B.Arch., Culminating design studio in the master’s some of the most distinctive issues in ar- Univ. of Ljubljana, 1989; M.Arch., Cornell program. Students individually select their chitectural theory needed by contemporary Univ., 1992; M.S., Univ. of Pennsylvania, thesis and thesis director. Thesis is defended classicists. The selected topics will cover the 1995; Ph.D.Arch., ibid., 1998. (2000) and presented to faculty and student body in following: the reading of history, architecture Michael N. Lykoudis, Chair and Professor. a final review. (Spring) and ontology, architecture and technique, B.Arch., Cornell Univ., 1979; M.Arch., Univ. aesthetics of architecture, imitation and in- of Illinois, 1983. (1991) vention, character and style, politics and the polis, classicism and pluralism, architecture and language, and nature and the man-made. (Spring) 42 Architecture 43

Dino Marcantonio, Assistant Professor. B.A., Univ. of Toronto, 1990; M.Arch., Univ. of Virginia, 1993. (1999) Ettore Maria Mazzola, Visiting Assistant Pro- fessor. Dipl. di Laurea, Univ. degli Studi, La Sapienza, Roma, 1992. (2001) Michael Mesko, Visiting Assistant Profes- sor. B.Arch., Univ. of Notre Dame, 1996; M.Arch., ibid., 1998. (2002) Paloma Pajares, Associate Professor. T.deA., Politécnica de Madrid, 1987; M.Arch., Yale, 1989; Ph.D., Politécnica de Madrid, 1997. (2000) Thomas Gordon Smith, Professor. B.A., Univ. of California, Berkeley, 1970; M.Arch., ibid., 1975. (1989) John Stamper, Associate Professor. B.S., Univ. of Illinois, 1973; M.A., ibid., 1975; M.A., Williams College, 1977; Ph.D., Northwestern Univ., 1985. (1984) Duncan G. Stroik, Associate Professor. B.S.Arch., Univ. of Virginia, 1984; M.Arch., Yale Univ., 1987. (1990) Carroll William Westfall, the Frank Montana Professor. B.A., Univ. of California, Berkeley, 1961; M.A., Univ. of Manchester, England, 1963; Ph.D., Columbia Univ., 1967. (1998) Samir Younés, Director of the Rome Studies Center and Associate Professor. B.Arch., Univ. of Texas, 1981; M.Arch., ibid., 1984. (1991) 44 The Division of Engineering 45 The Division of Engineering

ive departments in the Division of Engineering offer program opportunities to qualified graduate students for advanced instruction and re search leading to the degrees of master of science and doctor of philosophy. The graduate program strikes a balance between ba- Fsic science and engineering application, theory and experiment, and scholarly achievement and professional development. The di vi sion has attracted scholars—faculty, postdocs and students—with interests encompassing a wide range of modern computer science, geological sciences, and engineering the o ry and practice.

Through its program of sponsored research, the division enhances the opportunities available to its faculty and graduate students to conduct research in their areas of interest. Responding to the requirements of an increasingly complex and interrelated social context, the division has developed a number of interdisciplinary programs of advanced teaching and research. Some of these programs are in col lab o ra tion with faculty members of other divisions and institutes within the University, while others involve cooperative efforts with pro fes sion al colleagues from out side or ga ni za tions. (http://www.nd.edu/~engineer/grad u ate/grad.html)

Aerospace and Mechanical Students in either the master’s degree or industrial partners and the Departments of Engineering the doctoral degree programs must satisfy Biological Sciences, Chemical Engineering, departmental and University course require- and Computer Science and Engineering. Chair: ments along with the residence Stephen M. Batill requirement. Mechanical Systems and Design Director of Graduate Studies: Research in this area is in both the theoreti- Thomas C. Corke Every degree-seeking student is required to cal and the experimental aspects of participate in the academic programs of the computer-aided design and manufacturing, Telephone: (574) 631-5430 department by performing a teaching- design for manufacturing, design optimiza- Fax: (574) 631-8341 related assignment. tion, model-based design, reliability, dy- Location: 365 Fitzpatrick Hall namic and control systems, mechanism and E-mail: [email protected] Current research efforts are within the machine theory, robotics, and tribology. Web: http://www.nd.edu/~ame areas of aerospace sciences, biomechanics and biomaterials, mechanical systems and Solid Mechanics and Materials The Program of Studies design, solid mechanics and materials, and Research in this area focuses on the theo- The Department of Aerospace and Mechan- thermal and fluid sciences. retical, experimental, and computational ical Engineering offers graduate programs of aspects of coupled field phenomena in con- study and research leading to the degrees of Aerospace Sciences tinuum mechanics, cyclic plasticity, dam- master of science in aerospace engineering, The aerospace sciences area emphasizes both age mechanics, dynamic deformation and master of science in mechanical engineering, the theoretical and the experimental aspects fracture, fatigue crack initiation, fracture and master of engineering in mechanical of aeroacoustics, aero-optics, aerospace analysis of aircraft structures, high tempera- engineering, as well as doctor of philoso- systems design, high-lift aerodynamics, low ture fatigue of engineering alloys, inelastic phy. In addition, a combination master of Reynolds-number aerodynamics, low speed buckling, interface fracture mechanics, engineering/juris doctor degree program is aerodynamics, particle dynamics, flow con- modeling of composite and fused deposition available only to Notre Dame law students. trol, transonic, supersonic and hypersonic polymeric materials, and structural stability. flows, and vortex aerodynamics. For those students seeking a master’s degree, Thermal and Fluid Sciences the programs aim at proficiency and cre- Biomechanics and Biomaterials Experimental and theoretical research in ative talent in the application of basic and The biomechanics and biomaterials area of- this area is conducted in boundary layer engineering sciences to relevant problems fers opportunities for both basic and applied phenomena, chaos in fluid systems, compu- in the two engineering disciplines. The research using both experimental and com- tational fluid mechanics, detonation theory, doctoral program strives to prepare students putational techniques. Research focuses on droplet sprays, fire research, fluid-structure for creative and productive scholarship. It is the design and manufacture of next-genera- interaction, flow control, food process- designed to suit each student’s interests and tion orthopaedic devices, biological material ing technology, hydronics, hydrodynamic gives students the opportunity to conduct characterization, the design, synthesis, and stability, industrial energy conservation, individual theoretical and/or experimental characterization of novel biomaterials, bio- microfluid mechanics, molecular dynam- research under the supervision of the de- compatability, tribology, surgical simulation, ics, multiphase and buoyant flows, reacting partment faculty. human body kinematics, and computational flows, turbulent flows, and solidification of modeling of biomechanical systems. Collab- liquid metals. orative research efforts are maintained with 44 The Division of Engineering Aerospace and Mechanical En gi neer ing 45

In cooperation with the Department of Civil 541. Advanced Kinematics 552. Mathematical Theory of Robotic Engineering and Geological Sciences, the (3-0-3) Stanisic Manipulation Department of Aerospace and Mechanical An in-depth study of the curvature theory (3-0-3) Goodwine Engineering offers an interdisciplinary pro- of planar one and two degree-of-freedom Prerequisite: AME 469 or equivalent. gram of study and research in the areas of motions. Applications to synthesis of mecha- Homogeneous representation of rigid mo- solid, continuum, and structural mechanics. nisms and control of manipulators. Introduc- tion in R3, exponential coordinates for rigid Courses in these subject areas listed by each tion to spatial kinematics and screw theory. motions, twists and screws, spatial and body department are cross-listed and are offered (Every spring) velocities, and adjoint representation for jointly. Students pursuing research in the coordinate transformations. Manipulator areas of biomaterials and biomechanics may 542. Advanced Mechanical Behavior of kinematics via the product of exponentials take selected courses offered by the Depart- Materials formulation, inverse kinematics, Jacobians, ment of Chemical Engineering. (3-0-3) Staff singularities, and manipulability. Multi- Prerequisite: Consent of instructor. fingered hand kinematics including contact Course Descriptions Description of the mechanical behavior of models, the grasp map, force closure, grasp Each course listing includes: metals, polymers, composites, ceramics, and planning, grasp constraints, and rolling con- • Course number glass, and characterization of the relationships tact kinematics. • Title between macroscopic deformation and frac- • (Lecture hours per week—laboratory ture behavior of solids and meso/micro- and 553. Introduction to Acoustics and Noise or tutorial hours per week—credits per atomic-level mechanisms and models. (2-2-3) Atassi semester) Prerequisite: Consent of instructor. • Instructor 544. Optimum Design of Mechanical Elements A course that treats the fundamentals of • Course description (3-0-3) Renaud sound and noise production, transmission, • (Semester normally offered) Introduction to basic optimization techniques and measurement. Theoretical, experimental, for mechanical design problems. Current ap- environmental, and legislative topics. (Alter- 520. Introduction to Aeroelasticity plications. (Every spring) nate years) (3-0-3) Staff Prerequisite: Consent of instructor. 545. Intermediate Heat Transfer 554. Analytical Dynamics Aerodynamic loadings, steady state aero- (3-0-3) Staff (3-0-3) Skaar elastic problems, flutter analysis under various Fundamentals of heat convection and ra- Fundamental principles and analytical meth- flow conditions, analytical methods in aero- diation, scaling and heat transfer analysis in ods in dynamics with applications to machine elasticity demonstrated by selected problems. external and internal flows, turbulent heat design, robot analysis, and spacecraft control. (As needed) transfer, thermal radiation properties of ideal (Every spring) and real surfaces, radiative transfer in black 521. Numerical Methods and gray enclosures, introduction to radia- 558. Elasticity (3-0-3) Paolucci tive transfer with participating media. (Every (3-0-3) Mason, Corona Interpolation, differentiation, integration, spring) The fundamental theories and techniques in initial value and boundary value problems elasticity are covered. Variational methods for ordinary differential equations; solution 550. Advanced Control Systems and complex variable techniques are included, methods for parabolic, hyperbolic, and ellip- (3-0-3) Goodwine, Skaar and applications are demonstrated by selected tic partial differential equations; applications Prerequisites: ME 437 or equivalent. problems. (Every spring) to classical and current research problems in The application of techniques such as the engineering and science. (Every fall) phase-plane method, Lyapunov method, vec- 559. Advanced Mechanics of Solids tor-format method, the z-transform method, (3-0-3) Staff 530. Physical Gas Dynamics and statistical methods to the design of con- The course covers fundamental principles and (3-0-3) Jumper trol systems. (Alternate years) techniques in stress analysis of trusses, beams, An introduction to quantum mechanics, in- rigid frame, and thin-walled structures. Em- ternal structure, and quantum energy states of 551. Advanced Vehicle Dynamics phasis is placed on energy methods associated monatomic and diatomic gases. Application (3-0-3) Nelson with calculus of variations. (Every fall) to chemical reactions, dissociating gases, and Prerequisites: AERO 444 or ME 335, ME 437 ionized gases. High temperature properties of or equivalent. 560. Finite Element Methods in Structural air. (Alternate spring semesters) The equations of motion of a rigid airplane Mechanics are developed and analyzed. The relationship (3-0-3) Staff 538. Intermediate Fluid Mechanics between aerodynamic stability derivatives, Prerequisite: Consent of instructor. (3-0-3) Staff vehicle motion, and handling qualities is Finite element methods for static and dy- Prerequisites: Elementary fluid mechanics, presented. Also classical and modern control namic analysis of structural and continuum differential equations. theory is applied to the design of automatic systems. Displacement approach for two- and Derivation of governing equations of mass, flight control systems. (Alternate years) three-dimensional solids along with beams, momentum, and energy for a viscous, plates, and shells. Material and geometric compressible fluid; general survey of vortex nonlinearities. (As needed) dynamics, potential flow, viscous flow, and compressible flow. (Every fall) 46 The Division of Engineering 47

561. Mathematical Methods I 599. Thesis Direction 612. Unsteady Aerodynamics and Aeroacoustics (3-0-3) Staff (V-V-V) Staff (3-0-3) Atassi Prerequisite: Consent of instructor. This course is reserved for the six-credit-hour Prerequisites: Fluid mechanics, ideal Multidimensional calculus, linear analysis, thesis requirement of the research master’s aerodynamics. linear operators, vector algebra, ordinary dif- degree. (Every semester) Unsteady flows, unsteady aerodynamics of ferential equations. (Every fall) airfoils, cascades, and finite wings, acoustics 600. Nonresident Thesis Research in moving media, aerodynamic sound, Light- 562. Mathematical Methods II (0-0-1) Staff hill’s analogy, far field conditions, Kirchhoff’s (3-0-3) Staff For master’s degree students. (As needed) method, numerical methods in aeroacoustics. Continuation of AME 561. (Alternate fall semesters) Partial differential equations, characteristics, 601. Viscous Flow Theory I separation of variables, similarity and trans- (3-0-3) Staff 620. Computational Fluid Mechanics form solutions, complex variable theory, sin- Prerequisite: AME 538. (3-0-3) Paolucci gular integral equations, integral transforms. Properties and solutions of the Navier-Stokes Prerequisite: AME 521, AME 538 (Every spring) equations, high and low Reynolds number Generalized coordinate transformation, grid approximations for steady and unsteady generation, and computational methods for 563. Finite Elements in Engineering flows. (Every spring) inviscid flow, viscous incompressible flow, and (3-0-3) Staff viscous compressible flow. (Alternate years) Prerequisite: Consent of instructor. 602. Viscous Flow Theory II Fundamental aspects of the finite element (3-0-3) Staff 621. Thermal Radiation method are developed and applied to the Prerequisite: AME 601 or consent of (3-0-3) Staff solution of PDEs encountered in science and instructor. Prerequisite: Consent of instructor. engineering. Solution strategies for parabolic, Approximate methods in solving the bound- Basic concepts and laws of thermal radiation. elliptic, and hyperbolic equations are ex- ary layer equations. Properties and solutions Radiative properties of gases and surfaces. plored. (As needed) of viscous compressible flows. Introduction to Radiative exchange between surfaces. Gaseous equations of motion in turbulent shear flows. radiation interaction. (Alternate fall 565. Tribology (As needed) semesters) (3-0-3) Schmid, Ovaert Fundamentals of the nature of surface 603. Turbulence 623. Thermal Convection contact. Regimes of fluid film lubrication, (3-0-3) Thomas (3-0-3) Staff friction and wear models, and surface charac- Prerequisite: Consent of instructor. Prerequisite: AME 601. teristics are analyzed and applied to machine Experimental facts, measurements, theory, Forced convection in ducts; Graetz solution elements and manufacturing processes. (As correlations, simple approximations. Homo- and extensions; free or forced flow boundary needed) geneous turbulence, spectra, direct interac- layer heat transfer; turbulent heat transfer; tion, numerical models, theory of Kraichnan, combined forced and free convection; heat 569. Structural Dynamics meteorology, diffusion. (Alternate spring transfer including phase change. (Alternate (3-0-3) Staff semesters) fall semesters) Prerequisite: Consent of instructor. Examines problems in the vibration of con- 604. Hydrodynamic Stability 641. Spatial Kinematics tinuous linear elastic structures, including (3-0-3) Staff (3-0-3) Stanisic strings, rods, beams, membranes, and plates; Prerequisite: Consent of instructor. Prerequisite: Kinematic Synthesis, Linear Hamilton’s principle; solution by separation Introduction of the major fundamental ideas, Algebra and AME 541. of variables, integral equation and transform methods, and results of the theory of hydro- A study of the finite and instantaneous kine- methods; variational methods of approxima- dynamic stability. Examples of major applica- matics of rigid body systems including closed tion including the finite element method; tions are presented. (Alternate fall semesters) and open loop systems with up to five computational methods. (As needed) degrees-of-freedom. Position analysis via 610. Flow Control coordinate transformations. Development of 570. Advanced Measurements Laboratory (3-0-3) Staff Screw Theory with applications to dimen- (2-1-3) Staff Prerequisite: AME 538 sional synthesis of mechanisms and path A graduate short course designed to give Passive, active, and reactive flow management tracking control of manipulators. students laboratory experience in the use strategies to achieve transition delay/advance, of modern measurements and the design of separation control, mixing augmentation, 650. Advanced Topics in Solid Mechanics experiments for specific problems. (Every fall) drag reduction, lift enhancement, and noise (3-0-3) Corona, Mason suppression. Prerequisite: Consent of instructor. 598. Special Studies Topics in solid mechanics normally not cov- (V-V-V) Staff 611. Dynamics of Compressible Fluids ered in elementary graduate courses. Topics Individual or small group study under the (3-0-3) Staff covered may vary. (As needed) direction of a faculty member in a graduate Prerequisite: Consent of instructor. subject not currently covered by any Univer- Theoretical gas dynamics, including proper- 651. Fracture of Materials sity course. (As needed) ties of compressible real fluids and funda- (3-0-3) Staff mental relations for subsonic and supersonic flows. (As needed) 46 The Division of Engineering Aerospace and Mechanical En gi neer ing 47

Prerequisite: AME 559 or equivalent. 666. Stability Theory of Structural Systems Faculty Concepts of fracture of brittle and ductile (3-0-3) Staff Hafi z Atassi, the Viola D. Hank Professor. En- materials. Methods for determination of stress Prerequisite: AME 559 or consent of gineer, Ecole Centrale de Paris; Licence, Univ. intensity factors, crack open displacements, instructor. of Paris, 1963; Ph.D., ibid., 1966. (1969) and energy release rates under static and The general principle of stability of structural dynamic conditions. (Alternate years) systems. Euler buckling and post-buckling Stephen M. Batill, Chair and Professor. B.S., behavior of discrete and continuous systems Univ. of Notre Dame, 1969; M.S., ibid., 652. Mechanics of Irreversible Deformation are presented. (As needed) 1970; Ph.D., ibid., 1972. (1978) (3-0-3) Corona Prerequisite: AME 658 and AME 559 or 667. Theory of Plates and Shells Alan P. Bowling, Assistant Professor. B.S., consent of instructor. (3-0-3) Staff Univ. of Texas, 1983; Ph.D., Stanford Univ., Introduction to inelastic deformation of Prerequisite: AME 559 or consent of 1998. (2001) solids. Basic concepts and applications instructor. Raymond M. Brach, Professor Emeritus. B.S., of classical plasticity, viscoelasticity, and Differential geometry of surface in tensor Illinois Institute of Technology, 1958; M.S., viscoplasticity. form, stress resultants and stress couples, ibid., 1962; Ph.D., Univ. of Wisconsin, 1965. equations of equilibrium, principle of virtual (1965) 653. Mechanics and Failure of Composites work, Sanders-Koiter nonlinear shell theories, (3-0-3) Mason compatibility relations, linear shell theories, Thomas C. Corke, Director of Hessert Labora- Prerequisites: AME 558, AME 561, and AME static-geometric duality, stability of shells, ap- tory for Aerospace Research, Director of Gradu- 562. plications to shells of various geometries. ate Studies, and the Clark Equipment Professor. An introduction to the mechanics and failure B.S., Illinois Institute of Technology, 1974; of composites. Concepts in static and dynam- 697. Directed Readings M.S., ibid., 1976; Ph.D., ibid., 1981. (1999) ic anistropic elasticity are covered as are basic (V-V-V) Staff Edmundo Corona, Associate Professor. Content, credit, and instructor will be an- concepts in viscoelasticity and hygrothermal B.S.A.E., Univ. of Texas, Austin, 1983; M.S., nounced by the department. (As needed.) behavior. These topics lead into a discussion ibid., 1986; Ph.D., ibid., 1990. (1991) of laminate theory, failure theories, shear lag theory, and micro-mechanics of composites. 698. Special Studies Patrick F. Dunn, Professor. B.S., Purdue Univ., (V-V-V) Staff 1970; M.S., ibid., 1971; Ph.D., ibid., 1974. 654. Geometric Nonlinear Control Theory Content, credit, and instructor will be an- (1985) (3-0-3) Goodwine nounced by the department. (As needed) J. William Goodwine, Assistant Professor. B.S., Prerequisite: Consent of instructor. Univ. of Notre Dame, 1988; J.D., Harvard Review of state space linear dynamical control 699. Research and Dissertation Law School, 1991; M.S., California Institute systems, basic Lyapunov theory, and bifurca- (V-V-V) Staff of Technology, 1993; Ph.D., ibid., 1998. tion theory. Basic concepts and methods from Required for candidates for the advanced de- (1998) differential geometry including manifolds, gree in the research program. (Every semester) tangent spaces, vector fields, distributions, James E. Houghton, Assistant Professor Emeri- Frobenius’ Theorem, and matrix groups and 700. Nonresident Dissertation Research tus. B.S.E.E., Univ. of Notre Dame, 1949; their application to nonlinear control includ- (0-0-1) Staff M.S., ibid., 1962. (1952) ing I/O and full state linearization via state This course is reserved to provide the required feedback, controllability and observability, continuing minimal registration of one credit Robert A. Howland Jr., Associate Professor. trajectory generation for nonlinear systems, hour per academic semester for nonresident B.A., Yale Univ., 1965; M.S., ibid., 1966; and applications to stratified systems such graduate students who wish to retain their Ph.D., North Carolina State Univ., 1974. as legged robotic locomotion and robotic degree status. (As needed) (1981) manipulation. Nai-Chien Huang, Professor Emeritus. B.S., 701. Graduate Seminar National Taiwan Univ., 1953; M.S., Brown 657. Continuum Mechanics (2-0-0) Staff Univ., 1958; Ph.D., Harvard Univ., 1963. (3-0-3) Staff Required for all aerospace graduate students. (1969) Prerequisite: AME 558 or AME 538 or con- Discussion of current topics in research and sent of instructor. engineering by guest lecturers and staff mem- Frank Incropera, the Matthew H. McCloskey Deformation and motion of continua and bers. (Every semester) Dean of the College of Engineering and the singular surfaces; general balance equa- H. Clifford and Evelyn A. Brosey Professor of tions; stress principle; balance laws for mass, In addition to the courses listed above, 400- Mechanical Engineering. S.B., Massachusetts momentum, and energy; thermodynamics series courses for advanced undergraduates Institute of Technology, 1961; M.S., Stanford of continua; entropy balance; constitutive may be taken for graduate credit, subject to Univ., 1962; Ph.D., ibid., 1966. (1998) approval of the Department of Aerospace and relationships; material symmetry and invari- Edward W. Jerger, Professor Emeritus. B.S., ance theory; linear and nonlinear constitutive Mechanical Engineering. For information on Marquette Univ., 1946; M.S., Univ. of Wis- models; variational foundations; topics of these courses, refer to the College of Engi- consin, 1947; Ph.D., Iowa State Univ., 1951. special interest. (Alternate years) neering section of the Bulletin of Information, (1955) Undergraduate Programs. 48 The Division of Engineering 49

Eric J. Jumper, Professor. B.S.M.E., Univ. John E. Renaud, Professor. B.S., Univ. of The objective of the doctoral program is to of New Mexico, 1968; M.S.M.E., Univ. of Maine, 1982; M.S., Rensselaer Polytechnic superimpose upon a broad education the Wyoming, 1969; Ph.D., Air Force Institute of Institute, 1989; Ph.D., ibid., 1992. (1992) ability to think independently in new fields, Technology, 1975. (1989) to coordinate technical ideas at an advanced Ryan K. Roeder, B.S., Assistant Professor. level, and to make a systematic approach to Francis M. Kobayashi, Purdue Univ., 1994; Ph.D., Purdue Univ., Professor Emeritus and the solution of new problems. Assistant Vice President Emeritus for Research. 1999. (2001) B.S., Univ. of Notre Dame, 1947; M.S., ibid., Steven R. Schmid, B.S., The course work is chosen in consultation 1948; Sc.D., ibid., 1953. (1948) Associate Professor. Illinois Institute of Technology, 1986; M.S., with department faculty and the disserta- Lawrence H. N. Lee, Professor Emeritus. B.S., Northwestern Univ., 1989; Ph.D., ibid., tion research adviser according to procedures Utopia Univ., 1945; M.S., Univ. of Minne- 1993. (1993) outlined in A Guide to Graduate Studies in sota, 1947; Ph.D., ibid., 1950. (1950) Chemical Engineering. Mihir Sen, Professor. B.Tech., Indian Institute John W. Lucey, Associate Professor. B.S., Univ. of Technology, 1968; Sc.D., Massachusetts The master’s degree program consists of at of Notre Dame, 1957; S.M., Massachusetts Institute of Technology, 1975. (1986) least 15 credit hours of course work, plus 15 Institute of Technology, 1963; Ph.D., ibid., Steven B. Skaar, credit hours of thesis research and graduate 1965. (1965) Associate Chair and Professor. A.B., Cornell Univ., 1975; M.S., Virginia seminar. For the Ph.D. degree, a minimum James J. Mason, Associate Professor. B.S., Univ. Polytechnic Institute and State Univ., 1978; of 30 credit hours of course work is required, of California, 1986; M.S., ibid., 1988; Ph.D., Ph.D., ibid., 1982. (1989) in addition to 42 credit hours of dissertation California Institute of Technology, 1993. research and graduate seminar. There are Michael M. Stanisic, . (1993) Associate Professor required courses in the areas of thermo- B.S., Purdue Univ., 1980; M.S., ibid., 1982; dynamics, reaction engineering, transport Stuart T. McComas, Professor Emeritus. Ph.D., ibid., 1986. (1988) phenomena, and mathematical methods. B.S.M.E., Marquette Univ., 1956; M.S., Albin A. Szewczyk, Univ. of Minnesota, 1960; Ph.D., ibid., Professor Emeritus. B.S.M.E., Univ. of Notre Dame, 1956; After the second semester of residence, each 1964. (1963) M.S.M.E., ibid., 1958; Ph.D., Univ. of Mary- Ph.D. student presents written and oral re- Scott C, Morris, Assistant Professor. B.S., land, 1961. (1962) ports based on thesis research or project work. Michigan State Univ., 1994; M.S., ibid., These reports, along with performance in Flint O. Thomas, B.S., Indiana State 1997; M.S., ibid., 2001 Ph.D., ibid., 2002. Professor. courses, in research, and in teaching assistant- Univ., 1977; M.S.M.E., Purdue Univ., 1980; (2002) ship duties, constitute the comprehensive Ph.D., ibid., 1983. (1988) evaluation in chemical engineering. This Thomas J. Mueller, the Roth-Gibson Profes- allows the faculty to evaluate the student’s Kwang-Tzu Yang, the Viola D. Hank Professor sor of Aerospace Engineering. B.S., Illinois grasp of chemical engineering fundamentals Emeritus of Aerospace and Mechanical Engi- Institute of Technology, 1956; M.S., Univ. of and his or her ability to perform original, neering. B.S., Illinois Institute of Technology, Illinois, 1958; Ph.D., ibid., 1961. (1965) independent research. Students who pass the 1951; M.S., ibid., 1952; Ph.D., ibid., 1955. comprehensive evaluation may continue to Victor W. Nee, Professor Emeritus. B.S., (1955) the Ph.D. program. National Taiwan Univ., 1957; Ph.D., Johns Hopkins Univ., 1967. (1965) Ph.D. students generally take the oral can- Robert C. Nelson, Professor. B.S., Univ. of Chemical and Biomolecular didacy examination before the end of the Notre Dame, 1964; M.S., ibid., 1966; Ph.D., Engineering fifth semester in residence. This examination focuses on the progress achieved in thesis- Pennsylvania State Univ., 1974. (1975) Chair: Mark J. McCready related work and on the proposed future Glen Niebur, Assistant Professor. B.S., Univ. research. of Minnesota, 1986; M.S.M.E., ibid., 1995; Director of Graduate Studies: Mark A. Stadtherr Ph.D., Univ. of California at Berkeley, 2000. The departmental faculty believes that all (2001) Telephone: (574) 631-5580 students seeking advanced degrees in chemi- Timothy C. Ovaert, Professor. B.S., Univ. of Fax: (574) 631-8366 cal engineering should have some experience Illinois, 1981; M.S., Northwestern Univ., Location: 182 Fitzpatrick Hall related to the instruction of others. Therefore, 1985; Ph.D., ibid., 1989. (2000) E-mail: [email protected] all first- and second-year graduate students Web: http://www.nd.edu/~chegdept are assigned teaching assistant duties. These Samuel Paolucci, Professor. B.S., Drexel Univ., duties consist of conducting recitation sec- 1975; Ph.D., Cornell Univ., 1979. (1989) tions for lecture courses, supervising labora- The Program of Studies Joseph M. Powers, Associate Professor. B.S., The department offers programs leading to tory courses, or grading homework. Univ. of Illinois, 1983; M.S., ibid., 1985; the degrees of master of science and doctor of Ph.D., ibid., 1988. (1989) philosophy. The aim of the graduate program Full-time students normally complete the is to prepare qualified candidates for research, Ph.D. degree requirements in about four- Francis H. Raven, Professor Emeritus. B.S., development, teaching, and other professional and-a-half years beyond the bachelor’s degree. Pennsylvania State Univ., 1950; M.S., ibid., careers in chemical engineering. Thus, the Requirements for the master’s degree can 1951; Ph.D., Cornell Univ., 1958. (1958) Ph.D. program is emphasized. normally be completed in two years of full- time study. 48 The Division of Engineering Chemical and Biomolecular Engineering 49

A student pursuing the Ph.D. degree will be treatment of thermodynamic concepts. An 538. Introduction to Statistical eligible to receive an M.S. degree after com- introduction to molecular thermodynamics Thermodynamics for Engineers pleting five semesters in the Ph.D. program, is given, followed by detailed treatments of (3-0-3) Strieder passing the Ph.D. Candidacy Exam, and pre- phase equilibrium, equation-of-state develop- Prerequisite: CHEG 327 or equivalent. paring and submitting for publication a re- ment and activity coefficient models. Development of the fundamentals of statisti- search paper in collaboration with the student’s cal mechanics and thermodynamics. Applica- research advisor(s). This paper shall describe 556. Polymer Engineering tions to monatomic gases and solids, diatomic work in which the student has a primary (not (3-0-3) Hill and polyatomic gases, chemical equilibrium, supporting) role, be submitted to a research Prerequisite: Senior or graduate student stand- dense gases, solids, and liquids. journal or to the proceedings of a technical ing in science or engineering. conference, and be subject to peer review. A course for seniors and graduate students in 542. Mathematical Methods in Engineering I science and engineering who are interested in (3-0-3) Hill New graduate students in chemical engineer- applications of engineering to polymer sci- Prerequisite: Consent of instructor. ing select their research area and director ence and technology. Topics include polymer- Rigorous development of tools of mathemati- during their first semester in residence at ization reactions and the structure, properties, cal analysis and application of these to solve Notre Dame. Areas of current research in- processing, and production of polymers. engineering problems. Topics include matri- clude applied mathematics; biological ma- (Every year) ces, linear and nonlinear ordinary differential terials; bioseparations; catalysis and surface equations, special functions, and modeling. science; ceramic materials; chemical reaction 567. Heterogeneous Catalysis (Fall) engineering; combustion synthesis of materi- (3-0-3) Wolf als; drug delivery systems; ecological model- Prerequisite: Consent of instructor. 544. Transport Phenomena I ing; environmentally conscious design; fuel Introduction to solid state and surface chem- (3-0-3) Chang cells; gas-liquid flows; ionic liquids; materials istry, adsorption, reaction of gases on solid Differential balance equations that govern science; microfluidic devices; molecular mod- surfaces, experimental techniques in catalysis, transport processes are derived and used to eling and simulation; molecular theory of catalyst preparation, and industrial catalytic solve problems that demonstrate the physi- transport; nano-structured materials; parallel processes. cal insight necessary to apply these equations computing; phase equilibria; pollution pre- to original situations. The emphasis in this vention; polymer rheology; process dynamics 598. Special Studies course is on fluid mechanics. (Every year) and control; process optimization and design; (V-V-V) Staff process simulation; statistical mechanics; Prerequisite: Consent of instructor. 545. Transport Phenomena II superconducting materials; supercritical Individual or small group study under the (3-0-3) Leighton fluids; suspension rheology; and transport in direction of a faculty member in a gradu- The differential equations that govern trans- porous media. ate subject not concurrently covered by any port phenomena are applied to the solution University course. (Every semester) of various heat and mass transfer problems. More detailed descriptions of the research in- terests of individual faculty members may be 598A. Phase Transformations in Solids 546. Advanced Chemical Reaction Engineering found in the brochure, Chemical Engineering, (3-0-3) McGinn (3-0-3) Varma University of Notre Dame, and at the depart- This course covers a range of common phase Prerequisite: Undergraduate course in chemi- mental Web site. transformations found in a wide range of cal reaction engineering. materials. Topics covered include phase Analyses and mathematical modeling of In addition to graduate assistantships and diagrams, diffusion, interfaces in solids, so- chemical reactors with emphasis on heteroge- Peter C. Reilly Fellowships, several industrial lidification phenomena, and diffusional and neous reaction systems. (Every year) fellowships also are available for highly quali- diffusionless phase transformations. Nucle- fied students. ation, precipitate growth, ordering, and mar- 552. Mathematical Methods in Engineering II tensitic transformations are all discussed. The (3-0-3) Chang Course Descriptions level is aimed at advanced undergraduate and Prerequisite: CHEG 542 or consent of Each course listing includes: first-year graduate students. instructor. • Course number Continuation of 542, which covers treatment 598C. Electrochemistry and Corrosion • Title of partial differential equations, transform (3-0-3) Miller • (Lecture hours per week—laboratory methods, perturbation methods, and ap- A study of some of the major concepts of or tutorial hours per week—credits per proximation methods, including methods of electrochemistry and materials science that semester) weighted residuals and variational method. provides the student with a foundation for • Instructor (Spring) • Course description understanding, at a conceptual level, some of the important corrosion processes, as well • (Semester normally offered) 553. Advanced Chemical Engineering as the methods of their control as practiced Thermodynamics today in various industrial environments. 510. Advanced Thermodynamics (3-0-3) Maginn (3-0-3) Strieder Prerequisite: Consent of instructor. Prerequisite: CHEG 327 or equivalent. This course is focused on an advanced An advanced treatment of physical and chem- ical thermodynamics for engineers. 50 The Division of Engineering 51

598D. Structure of Solids of these areas various techniques will be dis- 669, 679. Graduate Seminar (3-0-3) McGinn cussed, with both the theoretical and practical (1-0-1) (1-0-1) Staff This class will deal with the crystallographic aspects being described. Staff members, guest speakers, and doctoral structure of solids, primarily as found in met- students discuss current research problems. als, alloys, and ceramics. Imperfections in the 598M. Macromolecular Bioengineering (Every semester) arrangements of atoms will be emphasized, (3-0-3) Ostafin especially as regards their impact on proper- Recent advances in molecular biology have 698. Special Studies in Chemical Engineering ties. The study of structure through x-ray made it possible to thoroughly study biologi- (V-V-V) Staff diffraction will be a recurring theme. cal macromolecules. These macromolecules This number is reserved for specialized and/ can perform many important functions, or experimental graduate courses. Content, 598E. Ceramic Materials such as information transfer, catalysis, energy credit, and instructor will be announced by (3-0-3) Miller acquisition, transport regulation, and energy department. (Every year) An introduction to the principles that gov- generation. This course focuses on the unique ern the synthesis, processing, structure, and characteristics of macromolecules and how 698A. Ceramics performance of modern ceramic materials. they can contribute in the area of engineer- (3-0-3) Miller Emphasis is on the use of these principles to ing, such as in developing nanoscale devices, The theoretical and empirical principles of understand and solve engineering problems innovative materials, information storage de- ceramic materials. with ceramics. vices, energy capture and storage, and many other applications. 698B. Nonlinear Dynamics and Pattern 598F. Chemical Process Simulation and Formation Optimization 598N. Biomedical Engineering Transport (3-0-3) Chang (3-0-3) Stadtherr Phenomena This course reviews some classical pattern This course will provide an overview of the (3-0-3) Palmer formation dynamics in extended domains. computational methodologies used for chemi- This course brings together fundamental Specific topics include Rayleigh-Benard cal process simulation and optimization. Top- engineering and life science principles, and convection, Hamiltonian dynamics, wave ics will include: (1) how to formulate process provides a focused coverage of key concepts in phenomena, solidification, Turing patterns, models; (2) how to solve process models biomedical engineering transport phenome- etc. Analytical and numerical tools will be (linear and nonlinear equation solving, etc.); na. The emphasis is on chemical and physical introduced to reduce the model dimension and (3) how to optimize using process models transport processes with applications toward and to classify the pattern dynamics. (linear and nonlinear programming, global the development of drug delivery systems, optimization, etc.). artificial organs, bioartificial organs, and tis- 698D. Molecular Theory sue engineering. (3-0-3) Maginn 598G. Principles of Materials Selection Prerequisite: Consent of instructor. (3-0-3) Miller 598R. BioProcess Engineering An introduction to statistical mechanical One of the most important tasks that an engi- (3-0-3) Ostafin theories and molecular simulation techniques neer may be called upon to perform is that of BioProcess Engineering is the application of used to calculate properties of interest to materials selection with regard to component engineering principles to design, develop, chemical engineers. design. It is essential that the engineering and analyze processes that use biocatalysts. student become familiar with and versed in These may be in the form of a living cell, its 699. Research and Dissertation the procedures and protocols that are nor- substructures, or their chemical components. (V-V-V) Staff mally employed in this process. This course In this course you learn concepts of cellular Research and dissertation for resident doc- will discuss materials selection issues in several biology, and are introduced to mathemati- toral students. contexts and from various perspectives. A case cal- based engineering analysis of complex study method will be used to frame real-life biological systems. By the end of this course 700. Nonresident Dissertation Research engineering problems so that they can be you should be able to understand basic struc- (0-0-1) Staff carefully analyzed in detail so that the student ture and function of cells, homogeneous and Required of nonresident graduate students may observe the procedures and rationale that heterogeneous enzyme kinetics, the regulation who are completing their dissertations in are involved in the materials selection deci- of cell growth, the design and operation of absentia and who wish to retain their degree sion-making process. Mechanical, IC packag- bioreactors, recovery and characterization of status. ing, and corrosion case studies, in addition to products, and methods in genetic engineering others, will be used. and molecular cloning. Faculty Sudhir Aki, Assistant Research Professor. B.S., 598J. SelectedTopic/Materials Processing 599. Thesis Direction Andhra Univ., 1991; Ph.D., Univ. of Toledo., (3-0-3) McGinn (V-V-V) Staff 1998. (2001) This course covers a limited number of mate- Research to satisfy the six credit hours re- rials processing techniques used by materials quired for the master’s degree. Joan F. Brennecke, the Keating-Crawford researchers as well as industrial manufacturers. Professor of Chemical Engineering. B.S., Univ. The primary areas to be covered include thin 600. Nonresident Thesis Research of Texas, 1984; M.S., Univ. of Illinois, 1987; film processing, fine (“nanoscale”) particle (0-0-1) Staff Ph.D., ibid., 1989. (1989) processing, crystal growth, and a few selected Required of nonresident graduate students ceramics processing techniques. Within each who are completing their theses in absentia and who wish to retain their degree status. 50 The Division of Engineering Civil Engineering and Geological Sciences 51

Hsueh-Chia Chang, the Bayer Corporation Roger A. Schmitz, the Keating-Crawford Many synergies exist among the respective Professor of Chemical Engineering. B.S., Cali- Professor of Chemical Engineering. B.S., Univ. research programs: structural engineers and fornia Institute of Technology, 1976; Ph.D., of Illinois, 1959; Ph.D., Univ. of Minnesota, geotechnical engineers, water chemists and Princeton Univ., 1980. (1987) 1962. (1979) geochemists, groundwater hydrologists, and hydrogeologists all work together to develop Evgeny Demekhin, Ph.D., Mark A. Stadtherr, Research Professor. Director of Graduate Stud- unique new insights in their respective re- Moscow State Univ., 1981. (2002) B.Ch.E., Univ. of Minnesota, ies and Professor. search endeavors. Moreover, the department’s 1972; Ph.D., Univ. of Wisconsin, 1976. Daniel E. E. Hayes, analytical strength is complemented by the Visiting Research Profes- (1996) sor. B.S.M.E., Oklahoma State Univ., 1968; Center for Environmental Science and Tech- M.S., Air Force Institute of Technology, William C. Strieder, Professor. B.S., Pennsyl- nology, which involves faculty from seven 1971; M.S., Univ. of Dayton, 1981. (2001) vania State Univ., 1959; Ph.D., Case Institute science and engineering departments in basic of Technology, 1963. (1966) scientific research in pollution control. Davide A. Hill, Associate Professor. Dottore in Ingegneria Chimica, Univ. di Napoli, Italy, Arvind Varma, Director of the Center for Mo- The department is home to the Environ- 1983; Ph.D., Univ. of California, Berkeley, lecularly Engineered Materials and the Arthur mental Molecular Science Institute, which 1989. (1990) J. Schmitt Professor. B.S., Punjab Univ., 1966; institute blends the environmental science M.S., Univ. of New Brunswick, 1968; Ph.D., Jeffrey C. Kantor, and engineering expertise and facilities of the Vice President for Gradu- Univ. of Minnesota, 1972. (1975) ate Studies and Research, Dean of the Gradu- University with those at Argonne, Sandia, and ate School, and Professor of Chemical and Eduardo E. Wolf, Professor. B.S., Univ. of Oak Ridge National Laboratories. The scien- Biomolecular Engineering. B.S., Univ. of Min- Chile, 1969; M.S., Univ. of California, Davis, tific mission of the institute is to determine nesota, 1976; M.A., Princeton Univ., 1977; 1972; Ph.D., Univ. of California, Berkeley, the effects of nano- and micro-particles (e.g., Ph.D., ibid., 1980. (1981) 1975. (1975) bacteria, natural organic matter, and min- eral aggregates) on heavy metal and actinide David T. Leighton Jr., Professor. B.S.E., transport in geologic systems. Students in the Princeton Univ., 1980; M.S., Stanford Univ., institute experience a highly interdisciplinary Civil Engineering and 1981; Ph.D., ibid., 1985. (1985) research environment and are encouraged to Geological Sciences participate in the internship program, which Edward J. Maginn, Associate Professor. B.S., enables graduate students to conduct research Iowa State Univ., 1987; Ph.D., Univ. of Cali- Chair: with our national laboratory and industry fornia, Berkeley, 1995. (1995) Peter C. Burns Director of Graduate Studies: partners. Mark J. McCready, Chair and Professor. Yahya C. Kurama B.Ch.E., Univ. of Delaware, 1979; M.S., The bioengineering program integrates Univ. of Illinois, 1981; Ph.D., ibid., 1984. Telephone: (574) 631-5380 principles of engineering, microbiology, (1984) Fax: (574) 631-9236 chemistry, and biochemistry to address prob- lems of fermentation engineering, biological Paul J. McGinn, Professor. B.S., Univ. of Location: 156 Fitzpatrick Hall treatment of hazardous wastes, and naturally Notre Dame, 1980; M.S., ibid., 1983; Ph.D., E-mail: [email protected] induced genetic changes in mixed culture ibid., 1984. (1987) Web: http://www.nd.edu/~cegeos systems. An emphasis of study is the use of Albert E. Miller, Professor. B.S., Colorado The Program of Studies forcing functions to select for appropriate School of Mines, 1960; Ph.D., Iowa State The graduate program in civil engineer- population distributions in industrial and Univ., 1964. (1967) ing and geological sciences provides an municipal treatment facilities. interdisciplinary atmosphere conducive to Alex S. Mukasyan, Research Professor. M.S., preparation of qualified candidates for careers The environmental engineering program Moscow Physical Engineering Institute, 1980; in structural/geotechnical engineering, envi- emphasizes water chemistry, hydrology, wa- Ph.D., Institute of Chemical Physics, USSR ronmental engineering, bioengineering, and ter supply, wastewater treatment, and water Academy of Sciences, 1986; D.Sc., Institute geological sciences. pollution control. Research topics include of Structural Macrokinetics, Russian Acad- numerical modeling in surface and subsurface emy of Sciences, 1994. (1997) Advanced study in civil engineering and hydrology, experimental methods in surface Kenneth R. Olson, Adjunct Professor of Bio- geological sciences includes research and and subsurface hydrology, and development logical Sciences (South Bend Center for Medical professional specialization in the following of water and wastewater systems appropriate Education) and Concurrent Professor. B.S., fields: biological treatment of hazardous for rural U.S. areas and developing countries. Univ. of Wisconsin-LaCrosse, 1969; M.S., wastes; earthquake/wind/offshore engineer- Michigan State Univ., 1970; Ph.D., ibid., ing; environmental chemistry; groundwater The structural/geotechnical engineering pro- 1972. (1975) hydrology; hydraulics and water resources; gram provides a modern, progressive curricu- structural mechanics and design; structural lum that emphasizes theory and application Agnes E. Ostafi n, Assistant Professor. B.S., reliability; mantle petrology and planetary along with classical and modern numerical Wayne State Univ., 1989; Ph.D., Univ. of differentiation; sedimentology; environmental solution procedures. Areas of research empha- Minnesota, 1994. (1999) mineralogy; paleontology; low-temperature sis include civil infrastructure development, wind/offshore/earthquake engineering, struc- Andre F. Palmer, Assistant Professor. B.S., geochemistry; and biogeochemistry. Harvard Univ., 1995; Ph.D., The Johns tural design, structural behavior, soil-structure Hopkins Univ., 1998. (2001) 52 The Division of Engineering 53 interaction, soil dynamics, and material char- year, and four hours per week during one ad- wastewater treatment, are discussed. An intro- acterization and durability. Course offerings ditional semester. duction to microbiology and biochemistry is represent a cooperative interdisciplinary effort provided. (Fall) among the Departments of Aerospace and Students in all the graduate programs are Mechanical Engineering, Electrical Engineer- encouraged to include courses from other 534. Design of Biological Waste Treatment ing, and Civil Engineering and Geological departments and colleges within the Univer- Systems Sciences. sity to expand their understanding of today’s (3-0-3) complex technological-social-economic prob- Prerequisite: CE 531 or consent of instructor. The geological sciences program integrates lems. In the past, students have shown par- In-depth discussion of biological waste treat- classical geology with an interdisciplin- ticular interest in extradepartmental courses ment. Review of pilot and full-scale treatment ary view of global evolution and the in biological sciences, chemical engineering, systems from bench scale studies for both do- environment. Research topics include chemistry, economics, electrical engineering, mestic and industrial wastes. Heavy emphasis planetary differentiation, mantle petrology, mathematics, and mechanical engineering. on literature reviews, designs, and discussions. biogeochemistry, environmental geochemistry (Alternate spring) and mineralogy, analytical geochemistry, and Admission to graduate study in civil engineer- mass extinctions. Students are encouraged to ing and geological sciences is not limited to 539. Advanced Hydraulics explore related courses in other departments undergraduate majors in civil engineering (3-0-3) Westerink in order to foster interdisciplinary thinking in and/or geology. Those with undergraduate Application of the basic principles of fluid their research and beyond. majors in other fields of engineering or the mechanics. Study of laminar flow, turbulent physical sciences are encouraged to apply. flow, and dispersion processes with emphasis The programs of study offered by the depart- on conduit and open channel flow. (Fall) ment lead to the master of science degree and Financial aid is available to qualified candi- the doctor of philosophy degree. The depart- dates in the form of tuition scholarships and 544. Advanced Groundwater ment requires a minimum cumulative grade competitive stipends. Additional fellowships (3-0-3) Silliman point average of 3.0 for graduation from its are available for students from underrepre- Prerequisite: CE 444 or consent of instructor. degree programs. sented groups. The equations of flow and transport are derived for porous media and fractured rocks. Although both research and nonresearch Course Descriptions Additional topics include well test analysis, options are available to students seeking the Each course listing includes: advanced transport theory, and state-of-the- master’s degree, the research option is the • Course Number art field methods. (Fall) preferred and normal route. The nonresearch • Title option is allowed only in exceptional cir- • (Lecture hours per week–laboratory 550. Advanced Control Systems cumstances. In the research option, 30 credit or tutorial hours per week–credits per (3-0-3) Staff hours are required with six to 12 of these semester) Prerequisite: EE 337. credits devoted to thesis research, depending • Instructor The application of techniques such as the on the program of study developed in con- • Course Description phase-plane method, Lyapunov method, vec- junction with the department. The research tor-format method, the z-transform method, option requires a completed thesis and an oral Civil Engineering and statistical methods to the design of con- defense of that thesis. The master’s research 525. Advanced Geostatistics trol systems. is commonly completed by the end of the (3-0-3) Silliman fourth semester of enrollment. Prerequisite: CE 331 or consent of instructor. 554. Analytical Mechanics Introduction to modern geostatistical tech- (3-0-3) Staff Requirements for the doctor of philosophy niques, including principal component Prerequisite: ME 356. degree include approximately one academic analysis, factor analysis, kriging, and 3-D Introduction to advanced methods in ana- year of course work (24 credits) beyond the simulation. The focus is on application to lytical mechanics. A study of nonholonomic master’s degree, approximately one year of field data and analysis. Substantial computer systems, stability of motion, and variation doctoral research, and successful completion of programming required. (Every other year) principles in classical and continuum me- the candidacy and dissertation examinations. chanics. 530. Environmental Chemistry Programs of study and research are arranged (3-0-3) Maurice 557. Continuum Mechanics to suit the specific background and interests Prerequisite: Consent of instructor. (3-0-3) Staff of the individual student, with guidance and Applications of acid-base, solubility, complex Prerequisite: Consent of instructor. approval of the faculty of the department and formation, and oxidation reduction equilibria Tensor analysis, general kinematics, equi- in conformity with the general requirements to water supply, wastewater treatment, and librium conditions and thermodynamics of of the Graduate School. natural environmental systems. (Fall) continuous media, constitutive equations. Extensions and applications in the theory of Regardless of funding source, all students 531. Introduction to Bioengineering elasticity, fluid dynamics, thermoelasticity, participate in the educational mission of the (3-0-3) viscoelasticity, and thermoviscoelasticity. department by serving as teaching assistants Prerequisite: Consent of instructor. for eight hours per week during their first Biological systems, including those involved year, four hours per week during their second in the fermentation industry and biological 52 The Division of Engineering Civil Engineering and Geological Sciences 53

558. Elasticity 576. Design of Structures to Resist Natural 598E. Advanced Topics in Reinforced Concrete (3-0-3) Staff Hazards Design The fundamental theories and techniques in (3-0-3) Kareem (V-V-V) Kurama elasticity are covered. Variational methods Prerequisite: CE 486 or consent of instructor. Behavior of reinforced concrete structures un- and complex variable techniques are included, Natural hazards and associated load effects on der earthquakes. Seismic design and detailing and applications are demonstrated by selected structures. Analysis of damage caused by wind of RC structures. Nonlinear-inelastic model- problems. storms, earthquakes, and ocean waves. De- ing and analysis of RC structures. Seismic sign provisions to resist damage from natural evaluation and retrofit of existing structures. 559. Advanced Mechanics of Solids hazards. (Spring) (3-0-3) Staff 598J. Multiphase Flow/Porous Media Prerequisite: Consent of instructor. 581. Experimental Methods in Structural (3-0-3) Staff Advanced topics in mechanics of solids in- Dynamics Thermodynamically Constrained Averag- cluding elasticity, torsion, stability, energy (3-0-3) Staff ing Theory Approach to multiphase flow principles, and inelastic materials. Prerequisite: CE 569 or consent of instructor. in porous media is developed. Averaged Experimental methods in the behavior of conservation equations are developed that 560. Finite Elements in Structural Mechanics structures under dynamic loading. Principles model phases, interfaces, and common lines (3-0-3) Kirkner of vibration measurement and digital signal in multiphase flow. Closure conditions are Prerequisite: CE 356 or consent of instructor. processing. Modal analysis, system identifica- developed using the constrained entropy Finite-element methods for static and dynam- tion, and control. (Alternate spring) inequality. ic analysis of structural and continuum sys- tems. Analysis of two- and three-dimensional 598. Special Studies 599. Thesis Direction solids as well as plates and shells. Introduction (V-V-V) Staff (V-V-V) Staff to nonlinear analysis. Individual or small-group study under the Research to satisfy the six credit hours re- direction of a faculty member in a gradu- quired for the research master’s degree. 563. Finite Elements in Engineering ate subject not concurrently covered by any (3-0-3) Westerink University course. 600. Nonresident Thesis Research Prerequisite: CE 441 or consent of instructor. (0-0-1) Staff Fundamental aspects of the finite-element 598B. Behavior and Design of Building Struc- Required of nonresident graduate students method are developed and applied to the tural Systems who are completing their theses in absentia solution of PDEs encountered in science and (V-V-V) Staff and who wish to retain their degree status. engineering. Solution strategies for parabolic, Behavior and design of gravity load and lat- elliptic, and hyperbolic equations are ex- eral load-resisting systems. Force distribution 661. Random Vibration of Mechanical and plored. (Spring) and elastic drift calculations. Development of Structural Systems ductile structures for seismic-resistant design. (3-0-3) Staff 569. Structural Dynamics Moment frames, braced frames, wall systems, Prerequisite: CE 569 or consent of instructor. (3-0-3) Kirkner hybrid structures. Introduction to tall build- Random vibration analysis of linear and Prerequisite: Consent of instructor. ing concepts. nonlinear systems. Analytical and simula- Vibration of single-degree, multi-degree, and tion methods are used to determine system continuous linear viscoelastic systems. Dy- 598C. Environmental and Technological Aspects performance and reliability. Applications are namic analysis of structural systems in both of Minerals emphasized. (Alternate spring) frequency and time-domain. Also study of (3-0-3) Burns nonlinear and nonclassical damped systems Prerequisite: Consent of instructor. 663. Advanced Finite-Element Methods in with applications to earthquake/wind engi- This course explores the chemistry and struc- Structural Mechanics neering. (Fall) tures of minerals with emphasis on environ- (3-0-3) Kirkner mental and technological issues. Topics of Prerequisite: CE 563 or equivalent. 571. Structural Reliability and Probabilistic environmental significance include the dis- Finite-element methods for static and dy- Bases of Design posal of spent nuclear fuel, contamination of namic analysis of structural and continuum (3-0-3) Staff soils with heavy metals, and the remediation systems. Displacement approach for two- and Prerequisite: CE 331 or consent of instructor. of mine taillings. Emphasis will be on the three-dimensional solids along with beams, Identification and modeling of nondetermin- mineralogy of uranium, lead, mercury, io- plates, and shells. Material and geometric istic problems in the context of engineering dine, selenium, and tellurium. Technological nonlinearities. design and decision making; stochastic con- aspects of minerals, such as the use of zeolites cepts and simulation models. (Fall) and clay minerals as molecular sieves and as 669. Earthquake Engineering waste containment vessels, will be addressed. (3-0-3) Staff 573. Environmental Engineering Design Prerequisite: CE 569 or consent of instructor. (3-0-3) Ketchum 598D. Advanced Structural Stability Analysis of structures and other constructed Prerequisite: Consent of instructor. (V-V-V) Staff facilities under earthquake loads. Modeling Application of physical, chemical, and bio- Development of classical elastic stability of earthquake-induced ground motion and logical unit operations and processes to the relationships. Inelastic buckling, torsional seismic design input. Principles of earthquake functional designs of municipal water pollu- buckling, and load-deflection behavior of resistant design. (Alternate spring) tion control facilities. (Fall) thin-walled metal members. Frame stability. Development of design equations. 54 The Division of Engineering 55

671. Wind Engineering aqueous systems. Topics include thermody- 562. ICP-MS Analytical Techniques (3-0-3) Kareem namics, kinetics, organic and environmental (2-1-3) Neal Prerequisite: CE 569 or consent of instructor. geochemistry, and geomicrobiology. Prerequisite: Consent of instructor. Analysis of structural response due to wind Introduction to the analytical technique of in- loading. Modeling of wind-induced forces. 519. Surface and Subsurface Geophysics ductively coupled plasma-mass spectrometry Principles of design to resist damage due to (3-0-3 ) Staff (ICP-MS). The first half of the course covers high wind loads. (Alternate fall) Prerequisite: GEOS 458 or equivalent. the theory of ICP-MS as well as specialized Study of seismic waves, magnetic and electro- sample introduction techniques. Three weeks 680. Civil Engineering Graduate Seminar magnetic probes, and gravitational and heat are spent in the lab learning machine tuning/ (V-V-V) Staff flow quantization. Special attention is given setup techniques, ICP-MS software, and Presentation of technical papers, topics of to exploration with shear waves, heat flow due sample preparation/calibration protocols. The current research interest, research methodol- to climatic fluctuations, and induced polariza- last third of the course is spent conducting ogy, professional ethics, and registration. tion for detection of contaminated soils. independent projects. Graduate students are strongly advised to relate this project to their 698. Special Studies 528. Environmental Analysis research. (V-V-V) Staff (3-0-3) Staff This number is reserved for specialized and/ Prerequisite: Consent of instructor. 568. Environmental Isotope Chemistry or experimental graduate courses. Content, This course focuses on analytical techniques (3-0-3) Neal credit, and instructor will be announced by and instrumentation used in environmental Prerequisite: Consent of instructor. the department. research. Topics include sample preparation The course focuses on radioactive and stable and extraction methods, potentiometry, spec- isotopes, both natural and manmade, in the 699. Research and Dissertation troscopy (elemental and molecular), chroma- environment. Specific topics include: age dat- (V-V-V) Staff tography (gas, high performance, liquid, and ing, identification of geological reservoirs, and Research and dissertation for resident doc- ion), mass spectrometry, and data acquisition radioactive waste disposal. toral students. and analysis. 598. Special Studies 700. Nonresident Dissertation Research 542. Surfi cial Processes (V-V-V) Staff (0-0-1) Staff (2-3-3) Staff Individual or small-group study under the Required of nonresident graduate students Prerequisite: GEOS 342 or consent of direction of a faculty member in a gradu- who are completing their dissertations in instructor. ate subject not concurrently covered by any absentia and who wish to retain their degree A quantitative study of natural chemical and University course. status. physical processes (e.g., weathering) that produce both erosional and depositional land- 598C. Environmental and Technological Aspects Upper-level Undergraduate Courses forms. One-day field trip is required. of Minerals In addition to the CE courses listed above, (3-0-3) Burns the following courses offered within the 545. Microbes in Fluid-Rock Systems Prerequisite: Consent of instructor. department for advanced undergraduates may (3-0-3) Fein This course explores the chemistry and struc- be taken for graduate credit (to a total of 10 Prerequisite: CE 430/530, GEOS 403/503, or tures of minerals with emphasis on environ- credit hours). equivalent. mental and technological issues. Topics of 441. Numerical Methods in Engineering This course explores current research in- environmental significance include the dis- 442. Water Distribution and Wastewater volving the interaction between microbes posal of spent nuclear fuel, contamination of Collection and geologic systems, focusing on the abil- soils with heavy metals, and the remediation 443. Wastewater Disposal ity of microbes to affect mass transport in of mine taillings. Emphasis will be on the 444. Groundwater Hydrology fluid-rock systems. Readings concentrate on mineralogy of uranium, lead, mercury, io- 445. Introduction to Geotechnical Engineering laboratory, field, and modeling studies of dine, selenium, and tellurium. Technological 452. Introduction to Water Chemistry and environmental and/or geologic interest. aspects of minerals, such as the use of zeolites Treatment and clay minerals as molecular sieves and as 453. Waste Disposal Management 547. Geodynamics waste containment vessels, will be addressed. 466. Structural Steel Design (3-0-3) Staff 470. Construction Management Prerequisite: Consent of instructor. 599. Thesis Direction 486. Reinforced Concrete Design This course applies continuum physics to (V-V-V) Staff geological problems, beginning with plate Research to satisfy the six credit hours re- Geological Sciences tectonics, progressing into the study of stress quired for a research master’s degree. 503. Geochemistry and strain in geologic strata from earth pro- (3-0-3) Fein cesses. Large-scale problems (frictional heat- 600. Nonresident Thesis Research Prerequisites: GEOS 347 and CHEM 321 or ing on faults, flow through volcanic pipes, (0-0-1) Staff consent of instructor. mantle convection) are examined by applying Required of nonresident graduate students An introduction to chemical processes in principles from heat transfer, faulting, and who are completing their theses in absentia igneous, metamorphic, sedimentary, and fluid mechanics. and who wish to retain their degree status. 54 The Division of Engineering Computer Science and Engineering 55

634. Paleoecology Jeremy B. Fein, Director of the Environmental Rev. James A. Rigert, C.S.C., Associate Profes- (3-0-3) Rigby Molecular Science Institute and Associate Pro- sor Emeritus. B.S., Univ. of Portland, 1957; Prerequisite: GEOS 459 or equivalent. fessor. B.A., Univ. of Chicago, 1983; M.Sc., M.S., Cornell Univ., 1960; Ph.D., Univ. of Il- This course covers pre- and postmortem ecol- Northwestern Univ., 1986; Ph.D., ibid., linois, 1971; Ph.D., Texas A&M Univ., 1980. ogy of ancient organisms, their depositional 1989. (1996) (1973) environments, behavior, and relationship to environmental conditions as interpreted from Robert L. Irvine, Professor Emeritus. B.S., Stephen E. Silliman, Professor and Fellow of the rock record. Tufts Univ., 1964; M.S., ibid., 1965; Ph.D., the Center for Social Concerns. B.S.E., Princ- Rice Univ., 1969. (1974) eton Univ., 1979; M.S., Univ. of Arizona, 1981; Ph.D., ibid., 1986. (1986) 635. High-Temperature Geochemistry Ahsan Kareem, Ph.D., the Robert M. Moran (3-0-3) Neal Professor of Civil Engineering and Geological Jeffrey W. Talley, Assistant Professor. B.S.F., Prerequisite: CHEM 321, GEOS 403/503, or Sciences. B.S., W. Pakistan Univ. of Engineer- Louisiana State Univ., 1981; M.A., Assump- equivalent. ing and Technology, 1968; M.S., Univ. of tion College, 1985; M.L.A., Washington Study of magma generations and evolution Hawaii, 1975; Ph.D., Colorado State Univ., Univ. in St. Louis, 1988; M.S.E., Johns from a geochemical and thermodynamic 1978. (1990) Hopkins Univ., 1995; Ph.D., Carnegie standpoint. Recognition of igneous processes Mellon Univ., 2000. (2001) will result in the formulation of petrogenetic Sydney Kelsey, Professor Emeritus. B.Sc., Univ. models using actual data sets. These models of Leeds, 1946. (1967) James I. Taylor, Professor Emeritus. B.S.C.E., Case Institute of Technology, 1956; will be tested using thermodynamic Lloyd H. Ketchum Jr., Associate Professor and approaches. M.S.C.E., ibid., 1962; Ph.D., Ohio State Fellow of the Helen Kellogg Institute for Inter- Univ., 1965. (1976) national Studies. B.S.C.E., Michigan State 698. Special Studies Univ., 1960; M.S.E., Univ. of Michigan, Joannes J. Westerink, Associate Professor. B.S., (V-V-V) Staff 1964; M.Ph., ibid., 1964; Ph.D., ibid., 1972. State Univ. of New York, 1979; M.S., ibid., This number is reserved for specialized and/ (1973) 1981; Ph.D., Massachusetts Institute of Tech- or experimental graduate courses. Content, nology, 1984. (1990) credit, and instructor will be announced by Tracy Kijewski-Correa, the Rooney Family the department. Assistant Professor. B.S., Univ. of Notre Dame, Jennifer R. Woertz, Assistant Professor. B.S., 1997; M.S., ibid., 2000; Ph.D.ibid., 2003. Univ. of Illinois, 1996; M.S., Univ. of Texas, 699. Research and Dissertation (2003) 1998; Ph.D.; Univ. of Texas, 2003. (2003) (V-V-V) Staff David J. Kirkner, Associate Professor. B.S., Research and dissertation for resident doc- Youngstown State Univ., 1971; Ph.D., Case Computer Science and Engineering toral students. Western Reserve Univ., 1979. (1979) Chair: 700. Nonresident Dissertation Research Yahya C. Kurama, Director of Graduate Stud- Kevin W. Bowyer (0-0-1) Staff ies and Associate Professor. B.S., Bogazinci Director of Graduate Studies: Required of nonresident graduate students Univ., 1990; M.S., Lehigh Univ., 1993; Gregory Madey who are completing their dissertations in Ph.D., ibid., 1997. (1998) absentia and who wish to retain their degree Telephone: (574) 631-9978 Kenneth R. Lauer, B.S., status. Professor Emeritus. Fax: (574) 631-9260 Univ. of Alberta, 1947; M.Sc., ibid., 1948; Location: 326 Cushing Hall M.C.E., Cornell Univ., 1952; Ph.D., Purdue Upper-level Undergraduate Courses E-mail: [email protected] Univ., 1960. (1956) In addition to the geological sciences courses Web: http://www.cse.nd.edu listed above, the following courses offered Jerry J. Marley, Associate Professor Emeritus. The Program of Studies within the department for advanced under- B.S., Univ. of Notre Dame, 1957; M.S., Iowa The graduate program in the Department of graduates may be taken for graduate credit (to State Univ., 1962; Ph.D., ibid., 1969. (1969) a total of 10 credit hours). Computer Science and Engineering covers 454. Marine Geology Patricia A. Maurice, Director of the Center the major disciplines of computer science and 458. Geophysics for Environmental Science and Technology and computer engineering. The program is de- 459. Paleontology Professor. B.A., Johns Hopkins, 1982; M.S., signed to prepare students for careers in these Dartmouth, 1985; Ph.D., Stanford, 1994. high technology areas, including university Faculty (2000) teaching and research as well as industrial or governmental research and advanced Clive R. Neal, B.Sc., Univ. Peter C. Burns, Chair and the Henry J. Associate Professor. development. Massman Jr. Professor of Civil Engineering of Leicester, 1982; Ph.D., Univ. of Leeds, 1985. (1990) and Geological Sciences. B.Sc., Univ. of New To achieve this goal, the department offers Brunswick, 1988; M.Sc., Univ. of Western Robert Nerenberg, Assistant Professor. M.S., programs of study and research leading to Ontario, 1990; Ph.D., Univ. of Manitoba, Wayne State Univ., 1992; Ph.D., Northwest- the degrees of master of science in computer 1994. (1997) ern Univ., 2003. (2003) science and engineering and the doctor of philosophy. Current research emphasizes six J. Keith Rigby Jr., Associate Professor. B.S., distinct areas: computing systems in emergent Brigham Young Univ., 1971; M.Phil., Co- technologies, algorithms and the theory of lumbia Univ., 1974; Ph.D., ibid., 1976. (1982) 56 The Division of Engineering 57 computation, prototyping computationally dissertation before an oral examining board. Advisor network analysis system, and various demanding applications, systems and net- In recent years, students have completed the other pieces of network equipment. works software, e-technology, and computer Ph.D. degree requirements in about four to vision and pattern recognition. New in- five years. The Artificial Intelligence and Robotics vestigative thrusts highlighting nontradi- laboratory currently hosts five robots, one tional and interdisciplinary projects, such as Finally, both M.S. and Ph.D. candidates are ActivMedia Pioneer Peoplebot, three Activ- bioinformatics and cognitive science are in required to complete a teaching apprentice- Media Pioneer P2Dxe robots, and one Arrick the planning stages. ship that involves teaching duties of one Robotics Trilobot. All ActivMedia robots have semester for M.S. candidates and two semes- an onboard Linux PC, Sony pan-tilt-zoom Some graduate students are admitted to the ters for Ph.D. candidates. cameras and are equipped with wireless Eth- master’s program. This program requires a ernet links. They are operated using AGES, a minimum of 24 credit hours of course work Research Facilities distributed agent development environment beyond the bachelor’s degree and a master’s Notre Dame’s College of Engineering main- under development in the lab. Additional thesis. A full-time student can complete these tains a cluster of 99 Sun MicroSystems Inc. computing equipment comprises four Dell requirements in three regular academic semes- UltraSPARC 30 workstations with 3D graph- Linux PC desktops, one Dell laptop, and one ters plus the summer, although the majority ics display capability. The cluster also contains SUN UltraSPARC workstation. of students take four semesters. The student 15 iMacs, several Dell Optiplex GXPRO 180 must, upon the acceptance of the thesis, suc- workstations, six Hewlett-Packard 5SiMX Additional equipment is available by individ- cessfully pass an oral thesis defense laser printers, and a Hewlett-Packard 4500N ual research group to support specific research examination. color printer, which are available to students projects. Specialized laboratories that include and researchers. this equipment are the Distributed Computer Those students who show potential for the Lab, the Laboratory of Computational Life doctoral level work may be admitted to the The University’s computing center supports Sciences, the Lab for VLSI, the Robotics Lab, Ph.D. program directly but are expected to AFS file service with 20 UltraSPARC En- and the Computer Vision Research Lab. complete the master’s degree requirements terprise fileservers. These fileservers provide first. Students who complete the master’s over four Terabytes of RAID (0+1) mirrored/ A specialized College of Engineering research program may also apply for admission to the striped file storage space for the campus com- library holds more than 50,000 volumes. The doctoral program during their final semester munity. The computing center also supports Engineering Library augments the Universi- of master’s work. Doctoral students are nor- a cluster of IBM RS/6000s, a 16-processor ty’s Theodore M. Hesburgh Library, which mally required to accumulate a minimum of IBM SP-1, an eight-processor IBM SP-2 contains more than three million volumes 36 credit hours of satisfactory course work be- array and two Silicon Graphics computer/ and receives 625 journals related to engineer- yond the bachelor’s degree, plus a dissertation. servers. The campus is currently connected ing. The Hesburgh Library also provides data- to the VbNS Internet-II back-bone via a 155 base searches and bibliographic instruction. The doctoral program normally requires four million bit-per-second connection. years of full-time work. The requirements Course Descriptions include successful completion of the Ph.D. In addition to the cluster sponsored by the Each course listing includes: qualifying and candidacy examinations, a College of Engineering, the department • Course number dissertation, and the oral dissertation defense maintains a 32-node, 64 processor Sun Ultra- • Title examination. Students are encouraged to SPARC array, three eight-node UltraSPARC • (Lecture hours per week—laboratory pursue course work outside the department 1 arrays, a 10-node 20-CPU Linux cluster, a or tutorial hours per week—credits per whenever such studies support their program two node 4 processor IBM SP-2 array, and semester) in the major field. three Compaq NT fileservers. The depart- • Instructor ment also provides 85 UltraSPARC worksta- • Course description The Ph.D. qualifying examination is written tions, 25 Windows workstations, 25 Linux • (Semester normally offered) and is normally taken in the second spring systems, and 12 Apple Macintosh G3/G4 semester after entering the program with systems, A research ATM network, a research 511. Complexity and Algorithms a bachelor’s degree. Those admitted with a Myrinet gigabit network, a wireless 802.11 (3-0-3) Chen master’s degree are required to take the Ph.D. network, a scanner, color printer, 20 laser A study of theoretical foundations of comput- qualifying examination the first spring after printers, and a large-bed plotter are also avail- er science and a selection of important algo- entering the program. The Ph.D. candidacy able to students. rithm techniques. Topics include the classes requirement, which consists of a written and of P and NP, the theory of NP-completeness, an oral part, is administered to determine if The System and Network Administration lab linear programming, advanced graph algo- the student has identified a viable dissertation contains two Compaq DL380 NT fileservers, rithms, parallel algorithms, approximation topic. The candidacy consists of a written each containing 50 GB of RAID disk stor- algorithms, and randomized algorithms. topic proposal followed by an oral examina- age, a Sun UltraSPARC 60 fileserver, eight (Spring) tion. After passing the Ph.D. candidacy, Compaq Windows 2000 workstations and which typically takes place after the comple- eight Sun UltraSPARC 5 workstations. In ad- tion of the formal course work, the student dition, the lab contains a Cisco 4500 router, devotes essentially all efforts to completing two Cisco 2924 Ethernet switches, an IBM his or her dissertation research. At the dis- 8285 ATM network, an IBM 8271 ATM to sertation defense, the student defends the Ethernet bridge, a Hewlett Packard Internet 56 The Division of Engineering Computer Science and Engineering 57

513. Numerical Methods and Computation 542. Operating System Design 598E. Computational Methods in Biomolecular (3-0-3) Izaguirre (3-0-3) Chandra, Striegel Modeling Introduction to analysis and implementation Computer operating system design for re- (3-0-3) Izaguirre of numerical methods for scientific computa- source management, communication, and Study of algorithmic and computational is- tion. Topics include computer arithmetic, security in a multiprogramming environment. sues in biomolecular modeling: multiple scale solution of linear and nonlinear equations, Students will create modules for an existing solvers for molecular dynamics, performance approximation, numerical integration and operating system. (Fall) of several serial and parallel implementations, differentiation, numerical solution of ordi- software engineering for scientific computing, nary and partial differential equations, and 554. Computer Communication Networks and requirements for interactive modeling. applications of all of these. (Fall) (3-0-3) Staff The analysis of computer communication 598F. Behavior-Based Robotics 521. Computer Architecture protocols. The course focuses on existing (3-0-3) Scheutz (3-0-3) Uhran communications protocols; local area net- This course is designed to provide a forum Classic computer architectures are considered works; routing; queuing analysis; congestion for applying and testing artificial intelligence along with standard parameters for their control mechanisms; analysis of high-level methods and models, especially behavior- evaluation. Characteristics that improve applications. (Spring, odd-numbered years) based techniques, on a robot. While mod- performance are introduced. Various forms of els will be evaluated with respect to their parallel processing with specific implementa- 562. VLSI Computer Design theoretical tenability, most emphasis will be tion examples are given. More recent architec- (3-0-3) Brockman given to issues of practicality. These practical tural approaches to improve performance are CMOS devices and circuits, scaling and considerations will be extensively studied in discussed, such as RISC, Fault Tolerance, and design rules, floor planning, data and control simulations as well as real-world implementa- others. (Spring) flow, synchronization and timing. Individual tions on a variety of robots. Implementations design projects. (Fall) might also comprise new ideas, hopefully 531. Programming Languages giving rise to original research results. (3-0-3) Kogge 566. Computer Graphics An introduction to modern programming (3-0-3) Flynn 598M. Digital Systems Testing concepts and computational models as em- Two-and-three dimensional geometric algo- (3-0-3) Michael bodied in a number of different classes of rithms and transformations; curve and surface A comprehensive and detailed treatment of languages. These include (1) function-based representation; visible surface determination; digital systems testing and testable design. languages such as Lisp, Scheme, SASL, ML; illumination and shading; advanced model- Fundamental concepts as well as the lat- (2) logic-based languages such as Prolog, ing; animation; generation and sensing of est advances and challenges in the field of Parlog, Strand, OPS; and (3) object-oriented light. (Spring) ULSI/VLIS testing are examined. Topics languages such as Smalltalk and C++. (Fall, covered include fault modeling and simula- even-numbered years) 571. Artifi cial Intelligence tion, combinational and sequential circuit (3-0-3) Scheutz, Madey, Flynn test generation, memory and delay test, and 532. Software Engineering This course is intended as a base for further design-for-testability methods such as scan (3-0-3) Schaelicke study in the fields encompassed by artificial and built-in self-test. Testing of embedded A comprehensive course about the method- intelligence. The focus is on representations, cores in systems-on-chip environments is also ologies required to control the complexity strategies, and mathematical formulation with considered. A major outcome of this course involved in the development of large software some applications. (Fall, odd-numbered years) is the analysis, design, and implementation of systems. Students are given the opportunity CAD tools that give solutions to test-related to practically apply software engineering tech- 597. Directed Readings problems. niques taught in this course through several (V-V-V) Staff medium-sized programming problems and Topics will vary from semester to semester 598N. Computer Networks one large-scale development project. Empha- and will be announced in advance. Possible (3-0-3) Chandra sis is on the use of requirements and pro- topics might include: computer-aided design, Course projects will be chosen allowing the totyping for design and software reliability, numerical analysis and computation, distrib- opportunity to explore research ideas of reuse, and development management. (Fall, uted computing, computational geometry, interest with a goal to produce conference- odd-numbered years) special VLSI architectures, and others of quality publications. Good research potential interest to students and faculty. is preferred over a system that just works. 533. Object-Oriented Computing Projects will be evaluated on the demonstra- (3-0-3) Staff 598. Special Studies tion of the lessons learned as well as the Introduction to object-oriented computing (V-V-V) Staff coherent presentation of the results. A public and its application. Topics include: abstract This number is reserved for specialized and/ mini-symposium will be organized at the end data types, encapsulation, inheritance, classes or experimental graduate courses. Content, of the semester with groups presenting their and instances, C++ programming language, credit, and instructor will be announced by experiences. object implementation technologies, and ex- department. (Offered if necessary) ample systems. (Spring, odd-numbered years) 58 The Division of Engineering 59

598Q. Computer Vision Communication and security are reviewed Upper-level Undergraduate Courses (3-0-3) Flynn and important experimental systems are The following undergraduate courses, de- Course is designed to give broad coverage of explored. (Spring, even-numbered years) scribed in the Bulletin of Information, Under- computer vision fundamentals and in-depth graduate Programs, may be taken for graduate coverage of the research literature in a topic of 655. Specialized Parallel Architectures credit: interest to the student. Lectures introducing (3-0-3) Staff 411. Automata the fundamentals of each topic area will be A comprehensive study of the fundamental 413. Algorithms followed by discussions. issues and recent developments of designing 422. Computer System Design parallel and pipelined array processors and 439. Computer Simulation 599. Thesis Direction control/data path in the algorithmic and 443. Compilers (V-V-V) Staff architectural levels. Topics include method- 444. Introduction to System Administration Research to satisfy the six credit hours ologies of mapping algorithms onto proces- 456. Data Networks required for the master’s degree. (Every sor arrays, partitioning, scheduling, resource 458. Network Management semester) binding, algorithm transformations, and fault 471. Introduction to Artifi cial Intelligence tolerance. (Fall, even-numbered years) 472. Introduction to Neural Networks 600. Nonresident Thesis Research (0-0-1) Staff 697. Directed Readings Faculty Required of nonresident master’s degree (V-V-V) Staff Panos J. Antsaklis, Director of the Center for students who are completing their theses in Topics will vary from semester to semester Applied Mathematics, the H. C. and E. A. absentia and who wish to retain their degree and will be announced in advance. Possible Brosey Professor of Electrical Engineering, and status. (Every semester) topics might include: computer-aided design, Concurrent Professor of Computer Science and numerical analysis and computation, distrib- Engineering. Dipl., National Technical Univ. 611. Parallel Algorithms uted computing, computational geometry, of Athens, 1972; M.S., Brown Univ., 1974; (3-0-3) Chen special VLSI architectures, and others of Ph.D., ibid., 1977. (1980) Introduction to parallel computational interest to students and faculty. models (e.g., PRAM, fine-grain networks, Kevin W. Bowyer, Chair, the Schubmehl-Prein and coarse-grain networks); relationship and 698. Special Studies Professor, and Concurrent Professor of Electrical simulation between different models. Parallel (V-V-V) Staff Engineering. B.S., George Mason Univ., 1976; algorithm techniques and their implementa- This number is reserved for specialized and/ Ph.D., Duke Univ., 1980. (2001) tion in various models for sorting, searching, or experimental graduate courses. Content, message routing, data structures, graph prob- credit, and instructor will be announced by Jay B. Brockman, Associate Professor and Con- lems, geometric problems, the FFT and ma- department. (Offered if necessary) current Associate Professor of Electrical Engi- trix operations. Layout techniques and their neering. Sc.B., Brown Univ., 1982; M.S.E.E., relationship to VLSI layout systems. Lower 698E. Advanced Embedded Systems Design Carnegie Mellon Univ., 1988; Ph.D., ibid., bound results on communication complexity. (3-0-3) Hu 1992. (1992) Inherently sequential problems and P-com- This is an advanced graduate level course Ramzi K. Bualuan, Associate Professional pleteness. (Spring, odd-numbered years) intended to expose students to the state-of- Specialist. B.S.E.E., American Univ. Beirut, the-art design and analysis techniques for 1983; M.S., Univ. of Notre Dame, 1985. 643. Principles of Parallel Computing embedded systems. The main topics include (1993) (3-0-3) Schaelicke system modeling, performance and power/ A comprehensive study of the fundamentals energy analysis and estimation, system-level Surendar Chandra, Assistant Professor. B.E., and research frontiers of parallel computing. partitioning, synthesis and interfacing, co- Anna Univ., Madras, 1988; M.S., Worcester Topics include new computing paradigm of simulation and emulation, and re-configu- Polytechnic Institute, 1993; Ph.D., Duke shared-memory, distributed-memory, data- rable computing platforms. Univ., 2000. (2002) parallel and data-flow models; techniques to Danny Z. Chen, Professor. B.S., Univ. San improve parallelism, scheduling theory, algo- 699. Research and Dissertation Francisco, 1985; M.S., Purdue Univ., 1988; rithms for parallel machines, and intercon- (V-V-V) Staff Ph.D., ibid., 1992. (1992) nection networks. (Fall, odd-numbered years) Research and dissertation for resident doc- toral students. (Every semester) Patrick J. Flynn, Associate Professor. 644. Distributed Systems B.S.E.C.E., Michigan State Univ., 1985; (3-0-3) Chandra 700. Nonresident Dissertation Research M.S.C.S., ibid., 1986; Ph.D., ibid., 1990. Study of recent trends in the design of distrib- (0-0-1) Staff (2001) uted operating systems. It examines the role Required of nonresident doctoral students Joseph C. Freeland, Associate Professional Spe- of network operating systems as distinct from who are completing their dissertations in cialist. B.S.E., Purdue Univ., 1985. (1995) distributed operating systems communica- absentia and who wish to retain their degree tion, interprocess communication issues, and status. (Every semester) Eugene W. Henry, Professor Emeritus. questions of synchronization. Distributed B.S.E.E., Univ. Notre Dame, 1954; M.S.E.E., naming, process management, and migra- ibid., 1955; Ph.D., Stanford Univ., 1960. tion and resource allocation are also covered. (1960) 58 The Division of Engineering Electrical Engineering 59

Xiaobo (Sharon) Hu, Associate Professor. B.S., Electrical Engineering dimensional filters, floating point realizations, Tianjin Univ., 1982; M.S., Polytechnic Insti- robust stability of discrete-time systems, and tute New York, 1984; Ph.D., Purdue Univ., Chair: nonlinear discrete-time systems; digital image 1989. (1996) Yih-Fang Huang processing-data compression for image se- Director of Graduate Studies: quences, video data processing, tomographic Yih-Fang Huang, Chair and Professor of Elec- Thomas E. Fuja image reconstruction, and image restoration/ trical Engineering and Concurrent Professor of enhancement; control systems-investiga- . B.S.E.E., Computer Science and Engineering Telephone: (574) 631-5480 tions of stability, robust control, restructur- National Taiwan Univ., 1976; M.S.E.E, Univ. Fax: (574) 631-4393 able control, zero dynamics, modeling, and of Notre Dame, 1980; M.A., Princeton Univ., Location: 275 Fitzpatrick Hall nonlinear servomechanism design; control 1981; Ph.D., ibid., 1982. (2003) E-mail: [email protected] of communication networks; autonomous Jesús A. Izaguirre, Assistant Professor. B.A., Web: http://www.nd.edu/~ee control systems-theoretical developments for ITESM-Mexico, 1991; M.S., Univ. of Illinois realization of control systems with enhanced Urbana-Champaign, 1996; Ph.D., ibid., The Program of Studies operational capabilities; hybrid and discrete 1999. (1999) The department offers programs leading to event systems; and large-scale dynamic sys- the M.S. and Ph.D. degrees in electrical tems-qualitative properties of large-scale Meneloas Karavelas, Assistant Professor. Dipl., engineering. Research areas include commu- dynamical systems addressing Lyapunov National Technical Univ. of Athens, 1995; nications systems; control systems; signal and stability, input-output properties, and decom- M.S., Stanford Univ., 1997; Ph.D., ibid., image processing; solid-state nanoelectronics, position problems. 2001. (2003) microwave electronics, optoelectronic ma- terials and devices, and ultrahigh-speed and Peter M. Kogge, the Ted H. McCourtney Electronic Materials and Devices. The other microwave-integrated circuits. Professor. B.S., Univ. of Notre Dame, 1968; half of the faculty members have research in- M.S., Syracuse Univ., 1970; Ph.D., Stanford terests in this area, which includes solid-state, A research M.S. degree requires a total of 30 Univ., 1973. (1994) nanoelectronics, and optoelectronic materi- credit hours beyond the B.S., with at least 6 als and devices. Current research projects Gregory R. Madey, Director of Graduate credit hours coming from thesis research. A include quantum device phenomena-optical Studies, Professional Specialist, and Concurrent research M.S. also requires the completion properties, localization, universal conductance Associate Professor. B.S., Cleveland State Univ., and defense of an M.S. thesis. A nonresearch fluctuations, transport, interference, and 1974; M.S., ibid., 1975; M.S., Case Western M.S. degree requires 30 credit hours of resonant tunneling; nanoelectronic systems- Reserve Univ., 1979; Ph.D., ibid., 1984. course work. All students must take a written novel circuits-and-systems architectures for (2000) qualifying examination at the end of their the nanoelectronic regime; experimental second semester of graduate study; successful nanoelectronics-nanofabrication of quantum Maria K. Michael, Visiting Assistant Professor. completion of the exam is required to receive dots, cryogenic characterization of single- B.S., Southern Illinois Univ., 1996; M.S., an M.S. degree and to continue to the Ph.D. electron effects, and ultra-small resonant ibid., 1998; Ph.D., ibid., 2002. (2002) program. Doctoral students must accumulate tunneling Lambert Schaelicke, Assistant Professor. Dipl., a minimum of 36 course credits beyond the diodes for ultrahigh-speed digital ICs; nano- Tech. Univ. Berlin, 1995; Ph.D., Univ. Utah, B.S. degree, pass the qualifying and candidacy spectroscopy-high-spatial, spectral, and 2001. (2001). examinations at the Ph.D. level, spend at least temporal resolution investigations of quan- two years in resident study, and write and tum dots via atomic force microscopy and Matthias Scheutz, Assistant Professor. M.A., defend a Ph.D. dissertation. near-field scanning optical microscopy; device Univ. of Vienna, 1989; M.S., ibid., 1993; degradation-studies of the electromigration M.S.E.E., Vienna Univ. of Technology, 1993; Research Areas behavior of ultrasmall metal interconnects Ph.D., Univ. Vienna, 1995; M.S., Indiana Electronic Circuits and Systems. Approximately and hot carrier effects in MOS oxide break- Univ., 1996; Ph.D, ibid., 1999. (1999) half of the faculty members have research down phenomena; optoelectronic materials- Robert Stevenson, Professor of Electrical Engi- interests in this area, which includes systems studies of the optical and material properties neering and Concurrent Professor of Computer and control, signal and image processing, and of compound semiconductor native oxides; Science and Engineering. B.E.E.E., Univ. communications. Projects are conducted in optoelectronic devices-fabrication and Delaware, 1986; Ph.D., Purdue Univ., 1990. the following areas: turbo coding and itera- characterization of waveguides and optical (2003) tive decoding; bandwidth efficient coding components for integrated photonic ICs, and modulation; radio architecture and codes semiconductor lasers, and optical amplifiers; Aaron Striegel, Assistant Professor. B.S., Iowa for deep space and satellite communica- micromachining-fabrication of microelectro- State Univ., 1998; Ph.D., ibid., 2002. (2003) tions; multimedia communication-combined mechanical devices utilizing Si processing, source and channel coding and restoration John J. Uhran Jr., Senior Associate Dean for particularly reactive ion etching; and ultra- techniques for robust transmission of video/ Academic Affairs in the College of Engineering, high-speed circuits and devices for digital and audio; statistical signal processing-array signal Professor of Computer Science and Engineering, microwave circuit applications. processing (radar, sonar) and adaptive inter- and Professor of Electrical Engineering. B.S., Manhattan College, 1957; M.S., Purdue ference mitigation in wireless communica- Research Facilities Univ., 1963; Ph.D., ibid., 1966. (1966) tions; identification and estimation-blind Several major research laboratories in the identification, set membership estimation, department support the study of electronic adaptive equalization, and spectral analysis; and photonic materials and devices and the digital filtering-analysis and design of multi- 60 The Division of Engineering 61 analysis and design of communication sys- The Control Systems Research Laboratory tech niques such as chemical-mechanical tems, control systems, and signal and image contains several workstations networked to a polishing (CMP) and dual-damascene. In the processing. set of dSpace miniboxes (microcontrollers) lab o ra to ry, students will apply these meth- and a network of personal computers (PCs) ods to fabricate a poly-silicon gate CMOS The Nanofabrication Facility allows fabrica- running QNX (a real-time version of UNIX). integrated circuit. The circuits fab ri cat ed, tion of ICs and devices with geometries as such as a sound chip playing the Notre Dame small as 0.02 microns. The 3600-square-foot The Communication Systems Research fight song, typ i cal ly contain more than 5,000 cleanroom contains a photomask generator, Laboratory and the Wireless at Notre Dame tran sis tors. four contact mask aligners, a wafer stepper, (WAND) lab have a full complement of RF nine furnace tubes, a plasma etcher, PECVD, measurement equipment, wide-band digitiz- 550. Linear Systems APCVD, LPCVD, RIE, ICP Deep RIE, five ers, and connections to roof antennas as well (3-0-3) Bauer evaporators, and a sputtering system. Inspec- as a full complement of supporting worksta- Prerequisite: EE 354 or equivalent. tion systems include an ISI SEM, Hitachi tions. State variable descriptions of linear dy nam i cal FESEM, a prism coupler, an interferometer, systems. Solution of state equa tions for an ellipsometer, a variable-angle spectroscopic The department has its own electronics shop con tin u ous-time and discrete-time systems. ellipsometer, two surface profilers, a four- run by a full-time technician, and the Solid- Input-output de scrip tions: impulse response point probe, and two Zeiss optical mi- State Laboratories are overseen by a full-time and transfer function. Con trol la bil i ty, observ- croscopes. A 50-kV SEM/EML system is professional specialist and a full-time techni- ability, canonical forms, stability. Realizations available for nanolithography. Postprocessing cian. Another full-time professional specialist of input-output descriptions. State feedback equipment includes a wafer-dicing saw, and manages the department’s undergraduate and state observers. Poly no mi al matrix and two wire bonders. laboratories. matrix fraction descriptions of linear, time- invariant systems. (Fall) Advanced measurement facilities include low- Application temperature equipment such as a 3He cryo- GRE General Test scores, TOEFL scores for 551. Mathematical Programming stat capable of 300 mK and magnetic fields international students, two transcripts show- (3-0-3) Antsaklis of 11T and a dilution refrigerator capable of ing academic credits and degrees, letters of Theory of constrained optimization com- 10mK, with fields up to 11T. A UHV-STM recommendation from 3 or 4 college faculty ple ment ed by comprehensive com put ing with atomic resolution is available for sample members and a statement of intent should ex er cis es. Linear programming and con vex i ty. characterizations, along with two AFMs. be sent to the Graduate Admissions Office, Simplex algorithm. Optimality conditions University of Notre Dame, 502 Main Build- for nonlinear optimization. Convergence of The High-Speed Circuits and Devices Labo- ing, Notre Dame, Indiana 46556. algorithms. Interior point methods in linear ratory houses a state-of-the-art microwave programming. (Al ter nate spring) and high-speed digital device and circuits The GRE should be taken no later than Janu- characterization facility. Full on-wafer testing ary preceding the academic year of enroll- 553. Advanced Digital Communications capability, including analog characterization ment, particularly if financial aid is desired. (3-0-3) Costello to 50 GHz and digital testing to 12.5 Gb/s, Prerequisite: EE 563 or equivalent. allow for comprehensive characterization of The application deadlines are November 1 Review of the signal space approach to com- both analog and digital high-speed mico- for the spring semester and February 1 for fall mu ni ca tion theory and the derivation of electronic circuits. In addition, facilities for admission. optimum receiver principles. Intersymbol high-speed optoelectronic characterization of interference and equalization. Modulation detectors and photoreceiver subsystems for Course Descriptions and coding for fading and wireless channels. fiber-optic telecommunications are available. Each course listing includes: Introduction to spread spectrum com mu ni c- State-of-the-art microwave CAD, data col- • Course number a tion and digital cel lu lar systems. (Spring) lection, and data analysis facilities are also in • Title place for rapid circuit design and characteriza- • (Lecture hours per week—laboratory 555. Multivariable Control tion. The Semiconductor Optics Lab includes or tutorial hours per week—credits per (3-0-3) Lemmon a 15-watt Argon-ion laser, a tunablemode- semester) Prerequisite: EE 550 or equivalent. locked Ti:sapphire laser delivering femtosec- • Instructor This course studies the design of robust op- ond pulses, an He-Cd laser, and He cryostats • Course description timal controllers for linear continuous-time with high spatial resolution and magnetic • (Semester normally offered) systems. Topics include: normal linear signal/ fields up to 12 Tesla. system spaces, matrix fraction descriptions, 546, 546L. IC Fabrication and Laboratory internal stability, uncertain systems, robust The Laboratory for Image and Signal Analy- (3-0-3) Snider stability, robust performance, SISO/MIMO sis (LISA) features a dozen state-of-the-art This course introduces students to the loopshaping, linear fractional transformations workstations for development and analysis prin ci ples of integrated circuit fabrication. and the generalized regulator problem, H2/ of digital signal, image, and video processing Top ics covered in the lectures include pho- H-infinity optimal control, algebraic Riccati algorithms; equipment for the acquisition, to li thog ra phy, impurity deposition and dif- equation, and balanced model reductions. processing, and real-time display of HDTV fusion, oxidation, thin-film dep o si tion, and (Spring) sequences; cameras; frame grabbers; a flat-bed dry etching, as well as advanced fab ri ca tion scanner; several high-definition, 24-bit color monitors; and specialized printers. 60 The Division of Engineering Electrical Engineering 61

556. Fundamentals of Semiconductor Physics 571. Statistical Signal Processing Schrödinger formulation, time-dependent (3-0-3) Seabaugh (3-0-3) Huang and time-independent Schrödinger equa tion, Prerequisite: EE 357, EE 476 or equivalent. Prerequisite: EE 563 or equivalent. Dirac formulation, Bloch theorem, magnetic Treatment of the basic principles of solids. This course covers essential statistical con- effects, open quan tum systems, and density Topics include periodic structures, lattice cepts for signal and image processing. The ma tri ces. waves, electron states, static and dynamic topics include Bayesian estimation methods properties of solids, electron-electron in ter - such as MMSE and MAP as well as MLE; 598. Special Studies ac tion transport, and optical prop er ties. (Fall) optimality theory of estimation that includes (V-V-V) Staff concepts of sufficiency, con sis ten cy, and Individual or small-group study under the 558, 558L. Microwave Circuit Design and efficiency; Fisher’s in for ma tion; confidence direction of a faculty member in a grad u ate Measurement intervals and basic hy poth e sis testing; clas- subject not currently covered by any Uni- (3-0-3) Fay si cal Fourier-anal y sis based spectral analysis ver si ty course. (Fall and spring) An introduction to microwave circuit design, meth ods and modern eigen-decomposition analysis, and measurement techniques, with based meth ods such as MUSIC and ES PRIT; 598A. Modern Photonics emphasis on computer-aided design and ap- in ter fer ence suppression for emerging com- (3-0-3) Hall plicaiton to modern microwave communica- mu ni ca tion technologies such as wire less Prerequisite: EE 347, 556 or equivalent. tion and senseing systems. (Spring) multiuser com mu ni ca tions. (Spring) A hands-on overview of the important role of photons alongside electrons in modern 561. Multi-Dimensional Signal Processing 576. Microelectronic Materials electrical engineering. Photonics technolo- (3-0-3) Bauer (3-0-3) Kosel gies studied include lasers, optical fibers, An introduction to the analysis and design of Prerequisite: EE 486 or equivalent. integrated optics, optoelectronic devices, and systems that process multidimensional sig- Prerequisite: 476 or equivalent introduction optical modulators. A survey of the properites nals. Emphasis is placed on the study of m-D to electronic properties of materials. of light, its interactions with matter, and tech- digital filters and m-D signals. Spe cif ic top- Principles of materials science applied to niques for generating, guiding, modulating ics include m-D sampling, m-D trans forms, materials issues in fabrication, operation, and and detecting coherent laser light. analysis and design of FIR and IIR m-D reliability of microelectronic devices. (Spring) filters, stability, quantization effects, inverse 598E. Optical Characterization of problems, etc. (Alternate spring) 580. Nonlinear Control Systems Nanostructures (3-0-3) Lemmon (3-0-3) Merz 563. Stochastic Processes Prerequisite: EE 450 or equivalent. Prerequisites: Undergraduate quantum me- (3-0-3) Laneman This course studies the analysis and design of chanics, electricity and magnetism, and solid Prerequisites: MATH 323 and EE 354. nonlinear feedback control systems. Topics state physics. Graduate students of chemistry, This course provides a graduate-level intro- include: Lyapunov stability, Input-Output engineering, materials science, and physics are duction to probability, random variables, and Stability of Perturbed Systems, Model-refer- welcome with approval of the instructor. distribution functions, including random ence adaptive control, sliding mode control, This course treats the optical characterization sequences and probabilistic convergence. It Lyapunov redesign methods, back stepping, techniques that are employed to investigate also covers fundamental concepts of stochas- and feedback linearization. (Alternate fall) the physical properties of modern semicon- tic processes such as stationarity, second-order ducting materials. A brief overview will first statistics, Gaussian processes, Markov pro- 581. Digital Image Processing be given of the basic science and growth cesses, and linear system responses to stochas- (3-0-3) Stevenson of these materials, and the theory for their tic processes. More advanced topics include Prerequisite: EE 563. optical characterization. A detailed descrip- abstract vector space concepts and the vector An introduction to the manipulation and tion will then be provided of measurement space of random variables, random sequence analysis of digital images, intended as a foun- techniques, illustrated by examples of the representations of random processes, and time da tion for research in such fields as visual application of these techniques to current averages and ergodicity. (Fall) communications, medical imaging, and image semiconductor research and technology. analysis. Specific topics include human visual Emphasis will be given to the use of these 566. Solid-State Devices effects, filtering, com pres sion, res to ra tion, techniques to investigate low dimensional (3-0-3) Snider and reconstruction. (Alternate fall) nanostructures such as quantum wells, wires, Prerequisite: EE 556 or equivalent. and dots. In-depth analysis of electronic devices with an 587. Quantum Mechanics for Electrical emphasis on both homojunction and hetero- Engineers 598F. Analog Integrated Circuit Design junction devices. Operation of p-n junctions (3-0-3) Lent (3-0-3) Seabaugh is analyzed, along with BJTs, MOSFETs, and The course focuses on those aspects of quan- This course covers bipolar and complementa- heterojunction devices such as HBTs and tum theory that are of particular relevance ry metal oxide semiconductor (CMOS) am- MODFETs. (Spring) to electrical engineering. It is intended to plifier design, including frequency response, give seniors and first-year graduate students a noise, feedback, stability, and com pen sa tion. working knowledge of quantum mechanics at Op er a tion al amplifiers, bandgap reference a level sufficient to illuminate the op er a tion circuits, oscillators, and phase lock loops are of standard and advanced quantum devices. analyzed. Both analytic and SPICE circuit Topics include classical mechanics versus design meth ods are developed. quantum me chan ics, early quantum theory, 62 The Division of Engineering 63

598G. Robust Stability of Linear Systems 598Z. Advanced Nanolithography 655. Digital Control Systems (3-0-3) Bauer (1-0-1) Bernstein (3-0-3) Antsaklis Prerequisite: A good background in linear Prerequisite: EE 446, EE 546 and EE 598X or Prerequisite: EE 455 and EE 550 or equiva- systems. consent of instructor. lent. This course provides a graduate-level cov- A short introduction to the wide array of Analysis and design of discrete-time and sam- er age of recent results in robust stability of technologies used for performing lithography pled-data control systems. State space descrip- dy nam i cal systems under structured un cer - below 0.1 micron. tions and transfer function de scrip tions using tain ties. Since the content is based on var i ous the z-transform. Control de sign using classical recent publications, there is no textbook 599R. Thesis Direction (root-locus, Bode, Nyquist), state space, and required. Topics will include stability of con- (V-V-V) Staff polynomial techniques. (Al ter nate spring) tinuous and discrete do main poly no mi als, Research to satisfy the six credit hours re- continuous and discrete state space systems, quired for the master's degree. (Fall and 665. Control Systems Optimization and time-variant/nonlinear systems. Funda- spring) (3-0-3) Sain mental tools such as the prin ci ple of argu- Prerequisite: EE 555 or consent of instructor. ment and the Hermite-Biehler Theorem will 600. Nonresident Thesis Research History of the Optimal Control Problem. be covered early in the course. (0-0-1) Staff Ideas of Jacobi, of Lagrange, of Hamilton, Required of nonresident master’s students and of Pontryagin. Necessary conditions for 598H. Instrumentation for Nanoelectronics who are completing their theses in ab sen tia solutions; sufficient conditions for solutions. (3-0-3) Orlov and who wish to retain their degree status. Solution settings in terms of partial differ- Prerequisite: EE 342. (Fall and spring) ential equations and in terms of two-point This lab course is intended to give students boundary value problems. Extensions to the hands-on practice on measurements and 650. Advanced Linear Systems Design case of competing control players. Introduc- applications of nanoelectronics devices com- (3-0-3) Sain tion to the theory of dynamic games. Two- bined with development and implementation Prerequisite: EE 550 or consent of in struc tor. player, zero-sum games. Stochastic games. of interfacing instrumentation. Single-Elec- Applications of modern algebra to prob lems Game value as a random variable. Cumulants tron and Nanomagnetic devices are the pri- of complicated linear system design. Quo- as a random variable description. Cumulant mary subjects of the course. tients and state variable design; free dom and games. (Alternate fall) system-matrix design; tensors and multilinear 598I. Advanced Instrumentation and design. (Alternate fall) 675. Stochastic Control Theory Measurement (3-0-3) Sain (3-0-3) Orlov 653. Information Theory Prerequisite: EE 555 or consent of instructor. Prerequisite: EE 342. (3-0-3) Costello Optimal control in the presence of process This course covers the general information on Prerequisite: EE 563 or equivalent. noise. Cost as a random variable. Minimizing instrumentation and measurements. It aims A study of Shannon’s measure of in for ma tion average cost over many realizations of a pro- to give the broad introduction to electronic to include: mutual information, en tro py, and cess. Optimal control when the system will instrumentation as well as provide in depth channel capacity; the noiseless source coding operate only a small number of times. Distri- coverage of modern instrumentation systems theorem; the noisy channel coding theorem; bution of the cost. Description of stochastic used in cutting-edge research and applications rate distortion theory and data compression; cost by moments or by cumulants. Optimal in microelectronics. Significant attention is channel coding and ran dom coding bounds. stochastic control of cost cumulants. Ap- paid to cover noise and interference reduction (Alternate fall) plication to the protection of buildings from and signal conditioning. Various examples of earthquakes. (Al ter nate fall) practical applications are explained in detail. 654. Coding Theory (3-0-3) Costello 698. Special Studies 598X. Principles of Vacuum Systems for Prerequisite: EE 563 or equivalent. (V-V-V) Staff Microelectronics Error control coding techniques for digital This number is reserved for specialized and/ (1-0-1) Bernstein transmission and storage systems. Linear or experimental graduate courses. Content, Prerequisite: EE 446, EE 546 or consent of block codes, cyclic codes, BCH codes, and credit, and instructor will be announced by instructor. Reed-Solomon codes. Syndrome decoding. department. (Offered as necessary) Fundamentals of vacuum environments and Convolutional codes, maximum likelihood systems for microelectronics applications. A decoding, maximum a posteriori probability 699. Research and Dissertation survey of vacuum pumps, gauges, and prac- decoding, and sequential decoding. Block (V-V-V) Staff tices will be presented. and trellis coded modulation. Low density Research and dissertation for resident doc- parity check codes and turbo codes. Ap- tor al students. (Fall and spring) 598Y. SEM and Nanofabrication plications to computer memories, data net- (1-0-1) Bernstein works, space and satellite transmission, data 700. Nonresident Dissertation Research Prerequisite: EE 446, EE 546 or consent of modems.(Alternate fall) (0-0-1) Staff instructor. Required of nonresident doctoral students A short introduction to fundamentals of scan- who are completing their dissertations in ning electron microscopy and electron beam absentia and who wish to retain their degree lithography. SEM fundamentals will be used status. (Fall and spring) to illustrate issues in nanofabrication by EBL. 62 The Division of Engineering Electrical Engineering 63

Upper-level Undergraduate Courses Daniel J. Costello, the Leonard Bettex Profes- Alexei Orlov, Research Associate Professor. Up to six credits at the 400-499 level may sor of Electrical Engineering. B.S.E.E., Seattle Ph.D., Russian Academy of Science, 1990. be applied toward the M.S. degree, and up Univ., 1964; M.S.E.E., Univ. of Notre Dame, John Ott, . to twelve credits at the 400-499 level may be 1966; Ph.D., ibid., 1969. (1985) Assistant Professional Specialist applied to the Ph.D. The following un der - M.S.E.E., Univ. of Notre Dame, 1998. Patrick J. Fay, Assistant Professor. B.S.E.E., grad u ate courses, described in the Bulletin Wolfgang Porod, Univ. of Notre Dame, 1991; M.S.E.E., Univ. Director of the Center for of Information, Undergraduate Programs, are Nano Science and Technology and the Frank M. available for graduate credit: of Illinois at Urbana-Champaign, 1993; Ph.D., ibid., 1996. (1997) Fre imann Professor of Electrical En gi neer ing. M.S., Univ. of Graz, 1979; Ph.D., ibid., 446. IC Fabrication Laboratory Thomas E. Fuja, Director of Graduate Studies 1981. (1986) 453. Communication Systems and Professor. B.S.E.E., Univ. of Mich i gan, Joachim J. Rosenthal, 455. Control Systems 1981; M.S.E.E., Cornell Univ., 1983; Ph.D., Professor of Mathematics 456. Data Networks ibid., 1987. (1998) and Concurrent Professor of Elec tri cal En gi - 458. Engineering Electromagnetics neer ing. Vordiplom, Univ. Basel, 1983; Dip- 464. Introduction to Neural Networks Martin Haenggi, Assistant Professor. Dipl. El.- lom, ibid., 1986; Ph.D., Arizona State Univ., 466. Topics in Electronic Transport Theory Ing. ETH, ETH Zurich, 1995; Dipl. NDS 1990. (1990) ETH, ibid., 1998; Ph.D., ibid., 1999 (2000) 468. Modern Photonics Michael K. Sain, the Frank M. Freimann Pro- 471. Digital Signal Processing Douglas C. Hall, Associate Professor. B.S., fessor of Electrical Engineering. B.S., St. Louis 472. Analysis of A-C Power Systems Miami Univ., 1985; M.S., Univ. of Illinois Univ., 1959; M.S., ibid., 1962; Ph.D., Univ. 476. Electronic Properties of Materials at Urbana-Champaign, 1988; Ph.D., ibid., Illinois, 1965. (1965) 477. Photovoltaics 1991. (1994) 486. Analog Integrated Circuit Design Ken D. Sauer, Associate Professor. B.S.E.E., 496. Digital Integrated Circuits Yih-Fang Huang, Chair and Pro fes sor of Elec- Purdue Univ., 1984; M.S.E.E., ibid., 1985; trical Engineering and Concurrent Professor of M.A., Princeton Univ., 1987; Ph.D., ibid., Faculty Computer Science and Engineering. B.S.E.E., 1989. (1989) National Taiwan Univ., 1976; M.S.E.E., R. Michael Schafer, Panos J. Antsaklis, Director of the Center for Univ. of Notre Dame, 1979; Ph.D., Princ- Professional Specialist. B.S.E.E., Univ. of Notre Dame, 1975; Applied Math e mat ics, the H. C. and E. A. eton Univ., 1982. (1982) Brosey Professor of Electrical Engineering, and M.S.E.E., ibid., 1977; Ph.D., ibid., 1980. Concurrent Professor of Computer Science and Debdeep Jena, Assistant Professor. Ph.D., (1996) Engineering. Dipl.,Dipl., NationalNational TechnicalTechnical Univ.Univ. Univ. of California, Santa Barbara, 2002. Alan C. Seabaugh, Professor. B.S.E.E., Univ. of Ath ens, 1972; Sc.M., Brown Univ., 1974; Thomas H. Kosel, Associate Professor. B.S., of Virginia, 1977; M.S.E.E., ibid., 1979; Ph.D., ibid., 1977. (1980) Univ. of California, 1967; M.S., ibid., 1970; Ph.D., ibid., 1985. (1999) Peter H. Bauer, Professor. Diplom. Engineer Ph.D., ibid., 1975. (1978) Gregory Snider, Associate Professor. B.S.E.E., in Electrical Engineering, Technische Uni- J. Nicholas Laneman, Assistant Professor. California State Polytechnic Univ., 1983; versitaet Muenchen, 1984; Ph.D., Univ. of Ph.D., Massachusetts Institute of Technology, M.S.E.E., Univ. of California, Santa Barbara, Miami, 1987. (1988) 2002. (2002) 1987; Ph.D., ibid., 1991. (1994) Gary H. Bernstein, Associate Chair and Profes- Michael D. Lemmon, Associate Professor. Robert L. Stevenson, Professor of Electrical sor. B.S.E.E., Univ. of Con nect i cut, 1979; B.S.E.E., Stanford Univ., 1979; M.S.E.E., Engineering and Concurrent Professor of Com- M.S.E.E., Purdue Univ., 1981; Ph.D., Ari- Carnegie Mellon Univ., 1987; Ph.D., ibid., puter Science and Engineering. B.E.E., Univ. of zona State Univ., 1987. (1988) 1990. (1990) Delaware, 1986; Ph.D., Purdue Univ., 1990. William B. Berry, Professor Emeritus. B.S.E.E., (1990) Craig S. Lent, Professor. A.B., Univ. of Cali- Univ. of Notre Dame, 1953; M.S.E.E., ibid., fornia, Berkeley, 1978; Ph.D., Univ. of Min- Paulo Tabuada, Assistant Professor. Ph.D., 1957; Ph.D., Purdue Univ., 1963. (1964) nesota, 1984. (1986) Univ. Tecnica de Lisboa, Lisbon, Portugal, Kevin Bowyer, Chair and the Schubmehl-Prein 2002. (2003) James L. Merz, the Frank M. Freimann Professor of Computer Science and En gi neer ing Professor of Electrical Engineering. B.S., Univ. John J. Uhran Jr., Senior Associate Dean for and Concurrent Professor of Elec tri cal Engineer- of Notre Dame, 1959; M.A., Har vard Univ., Academic Affairs in the College of En gi neer ing, ing. B.S., George Ma son Univ., 1976; Ph.D., 1961; Ph.D., ibid., 1967. (1994) Professor of Computer Science and En gi neer ing, Duke Univ., 1980. (2001) and Professor of Electrical Engineering. B.S., Anthony N. Michel, the Frank M. Freimann Jay B. Brockman, Associate Professor of Com- Manhattan College, 1957; M.S., Purdue Professor Emeritus of En gi neer ing. B.S.E.E., puter Science and Engineering and Con cur rent Univ., 1963; Ph.D., ibid., 1966. (1966) Marquette Univ., 1958; M.S., ibid., 1964; As so ci ate Professor. Sc.B., Brown Univ., 1982; Ph.D., ibid., 1968; D.Sc., Tech. Univ., Graz, M.S.E.E., Carnegie Mellon Univ., 1988; 1973. (1984) Ph.D., ibid., 1992. (2002) Alexander Mintairov, Research Associate Profes- Oliver M. Collins, Professor. B.S., California sor. Ph.D., Ioffe Physical Technical Institute, Institute of Technology, 1986; M.S.E.E., Russia, 1987. (2003) ibid., 1987; Ph.D., ibid., 1989. (1995) 64 The Division of Engineering

Engineering and Law Dual Degree Program The dual degree program in engineering and law is designed for law students who are interested in pursuing careers in areas such as patent, environmental, tele com mu ni ca tions, or similar law specialties. To be el i gi ble for the master of engineering de gree, the can di date must also be a can di date for the juris doctor degree in the Notre Dame Law School. The master’s of engineering program is not avail- able as an individual degree program.

To be awarded both degrees, the candidate must complete a minimum of 99 credit hours, 75 in law and 24 in the engineering program. The engineering degree awarded will be the master of engineering with a con- cen tra tion in one of the engineering dis ci - plines offered in Notre Dame’s Di vi sion of Engineering. The course work-only mas ter’s program requires the com ple tion of 24 credit hours of en gi neer ing, mathematics, or sci- ence courses ac cept able to the ap pro pri ate en gi neer ing department; six credit hours of ap pro pri ate law courses; and a master’s ex am i na tion. Courses for the M.Eng. will be cho sen in consultation with an adviser in the stu dent’s engineering de part ment. The rec om mend ed distribution of engineering cours es in the Law School cur ric u lum is one each semester during the first and third years of study and two each se mes ter during the second year.

Admission Admission to the program requires a sep a rate application to each school. Ad missions de ci - sions will be made independently by the Law School and by the Graduate School.

Law School applications may be obtained from the Director of Admissions, P.O. Box 959, University of Notre Dame, Notre Dame, IN 46556-0959, telephone (574) 631-6626.

For further information about the en gi - neer ing program, contact the Office of Grad- uate Admissions. 74 The Division of Humanities 75 The Division of Humanities

he Division of Humanities offers graduate programs extending to the doctoral level in English, history, history and philosophy of sci- ence, literature, medieval studies, philosophy, and theology. The division also offers master’s degree programs in art, creative writing, Tearly Christian studies, music, and German and Romance languages and literatures. Because of the increasingly interdisciplinary na- ture of research in all fields, joint Ph.D. programs (e.g. in mathematics and philosophy, or history and philosophy of science and physics) are available as well. It is also pos si ble for exceptional students to design their own one-of-a-kind (OAK) doctoral program in fields in which the University does not offer a reg u lar Ph.D. All of these programs are directed toward preparing students for a life of teaching and scholarship.

Several centers and institutes provide a framework for multidisciplinary research in the humanities. The Medieval Institute, for instance, co or di nates the teaching and research of the largest contingent of medievalists of any North American university. The Nanovic Institute provides a forum for the discussion of key issues in Europe across all fields. The Erasmus Institute brings resources from two millennia of Catholic thought to bear on problems in the humanities, social sciences, and arts. The Notre Dame Center for Ethics and Culture supports scholarly research in ethics and its dissemination in the classroom and the broader culture. The Center for Philosophy of Religion promotes, supports, and dis sem i nates scholarly work in the philosophy of religion and Christian philosophy. Descriptions of these and other University research institutes and centers may be found elsewhere in this Bulletin.

The John A. Kaneb Center for Teaching and Learning offers many workshops and provides services to support graduate students in their teach ing roles.

Art, Art History, and Design to specific courses, graduate students may • Successful completion of ARST 595 pursue an area of interest through a system of (Teaching Methods) each year. Chair: independent study with a faculty adviser and • Successful completion of ARST 545 Dennis Doordan, Professor of Architecture a graduate committee selected by the student. (Area Seminar) each semester. and Concurrent Professor of Art, Art History, Students are expected to develop a personal • Admission to the third year of the and Design direction that culminates in a professional M.F.A. program (M.F.A. candidacy). Director of Graduate Studies: exhibition of visual work or a research project • The successful completion of a written Jean A. Dibble in art history. thesis approved by the student’s thesis committee. Telephone: (574) 631-7602 The Master of Fine Arts Degree • The completion of a thesis project, an Fax: (574) 631-6312 The master of fine arts degree (M.F.A.) at exhibition of creative work that is ap- Location: 306 Riley Hall Notre Dame is for artists and designers with proved by the entire art and design E-mail: [email protected] exceptional talent and strong academic skills. faculty. Web site: http://www.nd.edu/~art The program combines studio work with academic studies in art history and criticism. Students who are not in residence but still The Program of Studies The College Art Association and most other in the process of finishing an M.F.A. degree The Department of Art, Art History, and professional institutions of higher education must be enrolled for a minimum of one credit Design offers the master of fine arts (M.F.A.) recognize the M.F.A. as the terminal degree hour of ARST 600 (Nonresident Thesis degree in studio art and design and the master for artists and designers. This degree has be- Research) each semester. of arts (M.A.) degree in art history. In studio come the standard prerequisite for those who art and design, the department also awards intend to teach at the college level. It is also Admission the M.A. degree, but only to students who appropriate for individuals seeking to further Prerequisites for admission ordinarily include are not accepted to degree candidacy in the develop their professional careers as artists the B.F.A. degree in studio art or design, M.F.A. program. and designers. including courses in art and art history. How- ever, students of exceptional merit who have The aim of the graduate program is to edu- The M.F.A. degree is a studio and research earned the B.A. or B.S. degree in studio art or cate qualified, promising students in various degree that requires three years or six semes- design or the equivalent will be considered. aspects of creative activity and art history. ters of study and 60 graduate credit hours All applicants must have a B (3.0) or bet- Studio and design students may concentrate with a B (3.0) or better average, including ter average in undergraduate major courses. in ceramics, design, painting, photography, nine credit hours of art history, three credit Graduate Record Examination (GRE) scores printmaking, and sculpture, or in a combina- hours in ARHI 681 (Graduate Seminar) and are not required for admission. tion of these disciplines. Art history students 10 credit hours of ARST 697 (Thesis Direc- select from a range of course offerings to tion). Additional requirements include: Art and design majors are evaluated primar- fulfill their professional interests. In addition ily on the basis of a portfolio of 20 slides of 74 The Division of Humanities Art, Art History, and Design 75

recent work and three letters of recommenda- finishing an M.A. degree must be enrolled for an M.A. degree must be enrolled for a mini- tion. All applicants must write a statement of a minimum of one credit hour of ARHI 600 mum of one credit hour of ARST 600 (Non- intent indicating their goals for the M.F.A. Non-Resident Thesis each semester. resident Thesis Direction) each semester. degree and their expectations for graduate studies. Additional requirements include: Studio Art and Design Course • The successful completion of a compre- Descriptions CD Portfolio Submissions: A CD-ROM is hensive examination. This examination Graduate instruction in studio and design is an optional method for submitting a portfo- is taken at the beginning of the fall done primarily on an independent study ba- lio. Submissions however must follow these semester of the second year of study. sis. Students take credit hours each semester guidelines to be considered. • The successful completion of a written with faculty in their chosen media area. The thesis. The student will be expected to program fosters an interdisciplinary environ- • The digital portfolio should be devel- select a thesis topic and adviser by the ment that allows students to also study with oped cross-platform or there should be end of the first year of study. The fin- faculty from other areas of the department to both Apple Macintosh and PC comput- ished thesis must be read and approved meet their creative objectives. Students meet er versions of the portfolio submitted. by the adviser and two other readers. regularly with faculty and graduate students Suggested development applications • Evidence of reading ability in one for- for critiques and seminars. Course listings include Apple QuickTime, Microsoft eign language, either German, French, below reflect the various media areas in which PowerPoint, Macromind Director, or another language approved by the a student can take credits. Macromind Flash, or it can be a Web graduate adviser. Reading ability is site on a CD-ROM. normally demonstrated by obtaining a Course Descriptions • Still images should be organized in a passing grade on the appropriate Grad- Each course listing includes: straight-forward slide show uate Reading Examination administered • Course number arrangement. by the University. This requirement • Title • The file size of the images should not must be fulfilled during the first year of • (Lecture hours per week—laboratory exceed 700 pixels in height or 1000 graduate study. or tutorial hours per week—credits per pixels in width at a resolution of 72 dpi. semester) • The CD and its case or envelope must Admission • Instructor be labeled with the applicant’s name, Admission to the art history program is based • Course description contact information, software needed on Graduate Record Examination scores, • (Semester normally offered) for launching the files, and viewing evaluation of undergraduate transcripts, a directions. writing sample, and letters of recommen- Studio Art Program Courses dation. Successful applicants are normally 509S, 510S. Ceramics Studio To be considered for tuition and stipend expected to hold a B.A. in art history or its (0-V-V) (0-V-V) Staff scholarships, applications should be received equivalent (20 to 30 credit hours in art histo- Studio projects and research in ceramics. by February 1. ry). Students with insufficient undergraduate (Every semester) art history credits may be provisionally admit- The Master of Arts Degree: Art History ted to the program with the stipulation that 511S, 512S. Ceramic Sculpture The M.A. prepares the student for more they make up any deficiencies before being (0-V-V) (0-V-V) Staff advanced graduate work by providing him admitted to regular candidacy. Under- Clay is the primary medium for this advanced or her with the opportunity to solidify gen- graduate courses taken to rectify deficiencies course in sculpture. (Every semester) eral and specialized art historical knowledge will not count toward the 36-credit-hour and to hone research skills. The degree may degree requirement. 533S, 534S. Painting Studio also serve as a foundation for employment (0-V-V) (0-V-V) Staff or further study in fields such as museology, To be considered for tuition and stipend Studio projects and research in painting. visual image management, and art dealing scholarships, applications should be received (Every semester) and investment. The M.A. in art history is by February 1. not a terminal degree. A doctorate is normally 541S, 542S. Sculpture Studio required to teach at the collegiate level. The Master of Arts Degree: Studio Art and (0-V-V) (0-V-V) Staff Design Studio projects and research in three- The M.A. in art history requires the comple- The non-research master of arts degree dimensional media. (Every semester) tion of 36 credit hours of graduate study, (M.A.) program in studio art and design is including six credit hours of thesis research, granted to M.F.A. students who either are 545A. Sculpture/Ceramics Seminar with a B (3.0) or better average. A normal not admitted to M.F.A. candidacy or choose (0-V-1) (0-V-1) Sculpture/Ceramics Staff course load is from nine to 12 credit hours to leave the M.F.A. program with an M.A. A team-taught seminar/critique that brings per semester. The successful completion of degree. The department does not regularly together all the ceramics and sculpture faculty ARHI 596 (Art History Methods) is required. admit students to this program. The non- and graduate students in a weekly dialogue Students must also successfully complete four research M.A. degree requires 40 graduate focusing on issues in contemporary art as seminars in addition to ARHI 596, and take credits, including six credit hours in art his- they relate to student research. This course is at least one course or seminar from each of tory and three credit hours in ARHI 681 required of all ceramic and sculpture candi- the core art history faculty. Students who are (Graduate Seminar). Students who are not in dates each semester leading to and including not in residence but still in the process of residence but still in the process of finishing the M.F.A. thesis year. 76 The Division of Humanities 77

545B. Photography Seminar 582S. Digital Studies from the late Geometric through the Archaic, (0-V-1) (0-V-1) Photography Staff (0-V-V) Staff Classical, and Hellenistic periods. Among A team-taught seminar/critique that brings Prerequisite: Permission of instructor. themes to be treated are the relationship together all the photography faculty and grad- An advanced computer course to give the between the landscape and religious architec- uate students in a weekly dialogue focusing design student the opportunity to pursue ture, the humanization of temple divinities, on issues in contemporary art as they relate to research and development in digital image the architectural expression of religious tradi- student research. This course is required of all making. (Every semester) tion and even specific history, architectural photography candidates each semester leading procession and hieratic direction, emblem to and including the M.F.A. thesis year. 591S. Advanced Design Research and narration in architectural sculpture, (0-V-V) Staff symbolism and allusion through architectural 545C. Painting/Printmaking Seminar An advanced course in the conceptual devel- order, religious revival and archaism, and the (0-V-1) (0-V-1) Painting/Printmaking Staff opment and implementation of professional breaking of the architectural and religious A team-taught seminar/critique that brings level graphic or industrial design problems. canon. (Alternate spring) together all the painting and printmaking Design graduate students only. faculty and graduate students in a weekly dia- (Every semester) 524. Etruscan and Roman Art and Architecture logue focusing on issues in contemporary art (3-0-3) Rhodes as they relate to student research. This course Art History Program Courses Roman art of the Republic and the Empire is required of all painting and printmaking 503. Anthropology of Art is one focus of this course, but other early candidates each semester leading to and (3-0-3) Bellis cultures of the Italian peninsula and their rich including the M.F.A. thesis year. This course is an examination of art as a artistic productions are also considered. In functional part of culture from the anthropo- particular, the arts of the Villanovans and the 585S, 586S. Photography Studio logical point of view. Attention will be given Etruscans are examined and evaluated both as (0-V-V) (0-V-V) Staff to both the evolution of art as part of human unique expressions of discrete cultures and as Studio projects and research in photography culture and to the evolution of the study of ancestors of and influences on Rome. The ori- and photo- related media. (Every semester) art by anthropologists. gins and development of monumental archi- tecture, painting, portraiture, and historical 593S, 594S. Printmaking Studio 521. Classical Greek Art relief sculpture are isolated and traced from (0-V-V) (0-V-V) Staff (3-0-3) Rhodes the early first millennium B.C.E. through the Studio projects and research in printmaking. This course analyzes and traces the develop- early fourth century of the modern era. (Every semester) ment of Greek architecture, painting, and sculpture from the beginning of the fifth cen- 525. Roman Architecture 595. Teaching Methods tury B.C.E. through the death of Alexander (3-0-3) Rhodes (0-0-1) Graduate Director/Staff the Great in 323 B.C.E. Particular emphasis The content of this course spans 11 centuries, This seminar prepares graduate student in- is placed upon the monumental arts, their from the eighth century B.C.E. to the fourth structors for teaching undergraduate courses historical and cultural contexts, and how they century of the modern era, and traces the in the department. Course development, reflect changing attitudes toward the gods, development of Roman architecture from its assignment preparation, time management human achievement, and the relationship origins in Iron Age huts on the Palatine Hill skills, student evaluations, grading, and between the divine and the human. and Etruscan temples and tombs; through the student/instructor dynamics are covered. Roman colonization of the Italian peninsula Required for M.F.A. students in studio and 522. Hellenistic Art and the establishment of basic tenets of town design. (Every fall) (3-0-3) Rhodes planning; through the conquest of Greece This course examines the complex artistic and the consequent hellenization of Rome; Design Program Courses production of the Greek world in the three through the invention of Roman concrete 515S, 516S. Graphic Design Research centuries following the death of Alexander the and the gradual exploitation of its practical (0-V-V) (0-V-V) Staff Great in 323 B.C.E. and the division of the properties and its potential for spatial manip- Special projects in visual communications for immense empire into separately administered ulation; through the architectural expression students of graphic design. (Every semester) kingdoms. The relationship of Hellenistic art of propaganda and ideal in the great building and culture to their classical forebears, the programs of the emperors; to the creation of 517S, 518S. Product Design Research development of an artistic and cultural koine a specifically Christian architecture from the (0-V-V) (0-V-V) Staff in the Hellenistic world, and the hellenization combined architectural forms and spirit of Special projects in product and systems de- of Republican Rome will be considered. Greece and Rome. sign. (Every semester) 523. Greek Architecture 533. Byzantine Art 545D. Design Seminar (3-0-3) Rhodes (3-0-3) Barber (0-V-1) (0-V-1) Design Staff In this course the development of Greek Byzantine art has often been opposed to the A team-taught seminar/critique that brings monumental architecture and the major traditions of western naturalism, and as such together all the design faculty and graduate problems that define it will be traced from the has been an undervalued or little known ad- students in a weekly dialogue focusing on eighth through the second centuries B.C.E., junct to the story of medieval art. In order to issues in contemporary art as they relate to develop a more sophisticated understanding student research. This course is required of of this material we will examine the art pro- all design candidates each semester leading to duced in Byzantium in the period from the and including the M.F.A. thesis year. 76 The Division of Humanities Art, Art History, and Design 77

ninth to the 12th century, a period that marks 544. The High Renaissance in Rome and paintings and prints produced in Flanders, the high point of Byzantine artistic produc- Florence Spain, and the Dutch Republics during the tion and influence. Stress will be placed upon (3-0-3) Staff 17th century, an era of extraordinary inven- the function of this art within the broader set- It was Leonardo’s synthetic achievement that tion. The work of artists such as Rubens, Van ting of this society. Art theory, the notions of changed the course of history painting, and Dyck, Valázquez, Zurbarán, Leyster, Hals, empire and holiness, the burdens of the past, Bramante who adapted and made universal and Rembrandt will be considered in the and the realities of contemporary praxis will ancient Roman monumental architecture for context of a number of interrelated themes be brought to bear upon our various analyses a new generation of princely patrons. The including the business of art, the status of the of material from all media. How we, as art vocabulary of this new modern style became artist, art in service of the state, the rise of historians, can write the history of this rich the visual language of the fledgling Florentine genre, gender stereotypes, allegory, and art, culture will be a central issue of this course. Republic, the “imperial” Rome of Pope Julius religion, and spirituality. (Alternate fall) II, and the humanistic court of Pope Leo X. 541. Trecento: Giotto to the Duomo This course will investigate the formulation of 549. Eighteenth-Century European Art (3-0-3) Gill the High Renaissance in Milan and Central (3-0-3) Coleman Beginning with Giotto’s Scrovegni Chapel Italy as begun by Leonardo and Bramante, Profound and universal inquiry into all as- in Padua, we examine the arts in Italy in the and its formulation in the hands of a younger pects of knowledge marked the history of the 1400s, concluding with Brunelleschi’s revo- generation of artists, most notably, Michelan- century of the Enlightenment and the Grand lutionary design for the dome of the Florence gelo, Raphael, Fra Bartolommeo, and Andrea Tour. The rise of the collective idea of nature; Cathedral of 1436. We consider the regional del Sarto. the study and instrumentality of the antique; traditions of the city-states, including Siena, the foundations of religion, the state, morality Venice, Florence, and Pisa, as well as Rome, 546. Venetian and Northern Italian and reason; the relationship of the arts to the and as expressed in narrative fresco programs, Renaissance Art state; and the philosophy of aesthetic—these altarpieces, sculpture, and architecture. (3-0-3) Coleman were all critically analyzed and questioned. Among our subjects are the royal tombs in This course focuses on significant artistic Naples and Milan, the evolution of the eques- developments of the 16th century in Venice, This course investigates various stylistic trends trian monument, St. Mark’s in Venice, the with brief excursions into Lombardy and in 18th-century art in Italy, France, and character of Gothic expression in Italy, and Piedmont. Giorgione, Titian, and Palladio, England with a focus on the institutionaliza- the impact of the Black Death. the formulators of the High Renaissance tion of art through the academies. Discussion style in Venice, and subsequent artists such also centers on classical art theory and its 542. 15th-Century Italian Renaissance Art as Tintoretto and Veronese are examined. An relationship to the academies in light of the (3-0-3) Rosenberg investigation of the art produced in important social, political, and religious climate of the This course investigates the century most provincial and urban centers such as Brescia, period. We will also consider the aesthetical, fully identified with the Early Renaissance Cremona, Milan, Parma, Varallo, and Vercelli art historical, and social consequences of the in Italy. Individual works by artists such as also provide insight into the unique tradi- writings of Kant, Burke, and Winckelmann. Brunelleschi, Donatello, Ghiberti, Botticelli, tions of the local schools and their patronage. The course begins with the late baroque and Alberti are set into their social, political, (Alternate fall) paintings of Carlo Maratti and his followers, and religious contexts. Special attention is and then moves to subsequent stylistic trends paid to topics such as the origins of art theory, 547. Italian Baroque Art as neoclassicism, Egyptian revival, and the art and audience, portraiture and the defini- (3-0-3) Coleman, Rosenberg rococo. Attention is also given to the vedute tion of self, Medician patronage, and art for The focus of this course is on Roman art of painters and such diverse personalities as Pi- the Renaissance courts of northern Italy and the 17th century. The evolution of the style ranesi, Mengs, Kauffmann, Tiepolo, Watteau, Naples. (Alternate fall) and content of painting, sculpture, and archi- and Chardin. (Alternate spring) tecture in Baroque Italy is considered in light 543. Northern Renaissance Art of the social, political, and religious climate of 551. American Art (3-0-3) Rosenberg the period. Among the artists considered are (3-0-3) Pyne This course traces the development of paint- Caravaggio, the Bolognese Carracci and their This course treats American painting, archi- ing in Northern Europe (France, Germany, followers, Guercino, Artemisia Gentileschi, tecture, and sculpture from the Puritan cul- and Flanders) from approximately 1300 to Bernini, Borromini, and the French expatri- ture through the advent of early 20th-century 1500. Special attention is given to the art of ates Poussin and Claude Lorrain. (Alternate Modernism. It examines the development of Jan van Eyck, Hieronymus Bosch, Albrecht spring) a cultural tradition that was produced by the Dürer, and Rogier VanderWeyden. In tracing northeastern Anglo-American élite classes. the evolution of manuscript and oil painting 548. The Age of Rembrandt: Northern Baroque Among the major themes of the course are: and the graphic media, students become con- Painting the struggle for an American identity; Prot- scious of the special wedding of nature, art, (3-0-3) Rosenberg estant and Catholic forms in American art; and spirituality that defines the achievement Epitomized by the self-conscious art of nature and American identity; the ambivalent of the Northern Renaissance. (Alternate fall) Rembrandt, Northern Baroque painting and relationship of American artists to European printmaking not only became a domestic art; the impact of evolutionary thought on commodity sold in a more modern-look- American art; the representation of race and ing marketplace, it also continued to serve gender; imperialist agendas in American art; its traditional political, moral, and spiritual and the experimentation of American artists functions. This course will concentrate on and architects with artistic Modernism. 78 The Division of Humanities 79

552. British Art 569. The Art of Mythology (3-0-3) Pyne (3-0-3) Gill, McLaren 574. Topics in Baroque Art This course focuses on the crucial period, This cross-disciplinary class is an explora- (3-0-3) Staff from 1760 to 1870, in which a modern na- tion of the representation of classical myth in Topics course on special areas of baroque art. tional identity was formed in England. The Western art and literature, ranging from the (Alternate spring) course explores the ways in which artists and seventh century B.C.E. to the 18th century architects responded to the baffling social C.E. Beginning with mythological subjects in 575. Topics in American Art problems created by the Industrial Revolu- the political and religious sculpture, temple (3-0-3) Staff tion, and the various routes of engagement architecture, and vase decoration of Ancient Topics course on special areas of American and escape these artists took in confronting Greece, we will move on to study Roman art. (Alternate spring) modern England. The themes to emerge painting and sculpture, medieval Ovidian throughout the course are: science, industrial- allegory, the Renaissance reinvention of clas- 576. Topics of British Art ism, and the development of landscape paint- sical types, and 18th-century neo-classicism. (3-0-3) Staff ing; representations of the rural and urban We will compare literary and visual narratives, Topics course on special areas of British art. poor; landscape and the sublime; the “goth- evaluating the discursive modes of each, and (Alternate fall) ick” imagination and the cult of sensibility; analyzing how and why poets, philosophers, the revival of medievalism; the image of the artists, sculptors, and architects selected and 577. Topics in Modern European Art modern industrial city; the regulation of sexu- adapted the episodes that they did. Primary (3-0-3) Staff ality in domestic genre painting; the problem readings will include selections from Greek Topics course on special areas of 19th-century of femininity in pre-Raphaelite painting; and Roman epic, lyric and dramatic poetry, and 20th-century European art. (Alternate evolutionary science and nature; and William Greek and Roman philosophical mythology, spring) Morris, design, and socialism. and early analyses of the relationship between art and myth such as Philostratus’ Eikones. 578. Topics in Contemporary Art 553. 19th-Century European Art Among the artistic works that we will exam- (3-0-3) Staff (3-0-3) Pyne ine will be Raphael’s Roman cycles, Bellini Topics course on special areas of contempo- This survey of 19th-century painting treats and Titian’s poesie, and Bernini’s sculpted rary art. (Alternate spring) the major figures of the period within the dramas. We will consider the erudite contexts context of the social, political, and intellectual for such works, including gardens, drawing 581. Seminar in Greek and/or Roman Art ferment that shaped the culture—primarily, rooms, princely residences, and civic institu- (3-0-3) Staff the numerous political revolutions and the tions. We will discuss the connection between Seminar on specific subjects in Greek and/or rise of industrial capitalism and the middle political power and myth, and concepts such Roman art. (Alternate spring) class in France, England, and Germany. as heroism, metamorphosis, and earthly and Among the artistic movements discussed are divine love. One aim of this class will be to 582. Seminar in Byzantine Art neoclassicism, romanticism, realism, pre- identify the explanatory character of myth, (3-0-3) Barber Raphaelitism, impressionism, and symbolism. and of story-telling within culture, as means Prerequisite: Permission required. Some of the major themes addressed are the of historical self-understanding, self- Seminar on specific subjects in Byzantine art. relationships between tradition and innova- revelation, and catharsis. (Alternate fall) tion, between the artist and public, and between gender and representation, as well 571. Topics in Greek and/or Roman Art 583. Seminar in Renaissance Art as the multiple meanings of “modern” and (3-0-3) Staff (3-0-3) Staff “modernism.” The class will visit the Snite Topics course on special areas of Greek and/or Seminar on specific subjects in Renaissance Museum of Art on occasion to discuss special Roman art. art. (Alternate fall) exhibitions related to topics in the course. (Alternate spring) 572. Topics in Byzantine Art 584. Seminar in Baroque Art (3-0-3) Barber (3-0-3) Staff 563. History of Design: Form, Values, and Prerequisite: A 200- or 300-level Art History Seminar on specific subjects in baroque art. Technology course or permission. (Alternate spring) (3-0-3) Doordan The content of this course will change from This course will provide a historical perspec- year to year. Intended for senior under- 585. Seminar in American Art tive on the development of industrial, prod- graduates and graduate students, it will exam- (3-0-3) Staff uct and graphic design in the 19th and 20th ine narrow themes. Readings and discussion Seminar on specific subjects in American art. centuries. More than the aesthetic styling of will be central to this class. Topics that might (Alternate spring) products, design mediates the intersection of be addressed include: gender and sexuality, technology and cultural values in the modern court culture, monasticism and spirituality, 586. Seminar in British Art era. The role of the modern designer as both and colonialism. (3-0-3) Staff a facilitator and a critic of industrial technol- Seminar on specific subjects in British art. ogy will be examined. Open to all students. 573. Topics in Renaissance Art (Alternate fall) (Alternate fall) (3-0-3) Staff Topics course on special areas of Renaissance art. (Alternate fall) 78 The Division of Humanities Art, Art History, and Design 79

587. Seminar in Modern European Art Faculty Robert Haywood, Assistant Professor. B.A., (3-0-3) Staff Univ. of South Carolina, 1981; M.A., Univ. Charles E. Barber, the Michael P. Grace Profes- Seminar on specific subjects in 19th-century of Michigan, 1988; Ph.D., ibid., 1993. sor of Arts and Letters and Associate Professor. and 20th-century European art. (Alternate (1995) B.A., Courtauld Inst. of Art, London, 1986; spring) Ph.D., ibid., 1989. (1996) Douglas Kinsey, Professor Emeritus. B.A., Oberlin College, 1957; M.F.A., Univ. of Min- 588. Seminar in Contemporary Art Frederick S. Beckman, Professor Emeritus. nesota, 1960. (1968) (3-0-3) Staff B.F.A., Univ. of Notre Dame, 1942; M.A., Seminar on specific subjects in contemporary Columbia Univ., 1949. (1946) Martina Lopez, Associate Professor. B.F.A., art. (Alternate spring) Univ. of Washington, 1985; M.F.A., The Nyame Brown, Assistant Professor. B.F.A. School of the Art Inst. of Chicago, 1990. School of the Art Inst. of Chicago, 1992; 596. Art History Methods (1993) (3-0-3) Rosenberg M.F.A. Yale Univ., 1997. (2002) Martin L. Nguyen, C.S.C., Associate Professor. A survey of the historiography of art history John Caruso, Assistant Professor. B.F.A., Cen- B.A., Univ. of Portland, 1982; M.Div., Univ. with special attention paid to the various ter for Creative Studies, 1987; M.F.A., Univ. of Notre Dame, 1988; M.A., Univ. of Cali- types of methodology that have been applied of Illinois-Chicago, 1996. (1999) to the analysis of art. Special attention is fornia, Berkeley, 1993; M.F.A., ibid., 1995. given to 19th-century and 20th-century art Derek Chalfant, Assistant Professional Spe- (1995) cialist. B.F.A., Herron School of Art, 1990; historical methods. Required of all art history Dean A. Porter, Director Emeritus of the Snite M.F.A., Univ. of Notre Dame, 1994. (1997) graduate students. (Fall) Museum of Art and Professor. B.A., Harpur Robert R. Coleman, Associate Professor and College, 1961; M.A., State Univ. of New York 681. Graduate Seminar Research Specialist in the Medieval Institute. at Binghamton, 1966; Ph.D., ibid., 1974. (3-0-3) Haywood, Pyne B.A., State Univ. College at New Paltz, 1970; (1966) Discussions in this course center on contem- M.A., Univ. of Chicago, 1973; Ph.D., ibid., porary movements, styles, artists, aesthetic Kathleen A. Pyne, Associate Professor and Di- 1988. (1982, 1990) philosophies, and critical theories. Required rector, Program in Gender Studies. B.A., Univ. of all studio/design and art history graduate Rev. Austin I. Collins, C.S.C., Associate of Michigan, 1971; M.A., ibid., 1975; Ph.D., students. (Fall) Professor. B.A., Univ. of Notre Dame, 1977; ibid., 1988. (1988) M.Div., Graduate Theological Union, 1981; Robin F. Rhodes, Associate Professor and Con- Special Courses M.F.A., Claremont Graduate School, 1985. current Associate Professor of Classics. B.A., For students with advanced standing in art, (1985) Univ. of North Carolina, 1974; Ph.D., ibid., art history, and design. Jean A. Dibble, Director of Graduate Studies 1984. (1996) and Associate Professor. B.S., Univ. of Wiscon- 598. Special Studies Charles M. Rosenberg, Professor. B.A., sin, 1979; M.A., Univ. of New Mexico, 1981; (O-V-V) Staff Swarthmore College, 1967; M.A., Univ. of M.F.A., Univ. of Wisconsin, 1988. (1989) This is an independent study course for stu- Michigan, 1969; Ph.D., ibid., 1974. (1980) dents taking credit hours with faculty outside Dennis P. Doordan, Chair and Concurrent Robert Sedlack, Assistant Professor. B.F.A., their media area. Due to the interdisciplinary Professor of Art, Art History, and Design and Univ. of Notre Dame, 1989; M.F.A., Indiana nature of the program, students often study Professor of Architecture. B.A., Stanford Univ., Univ. Bloomington, 1993. (1998) with faculty across media boundaries. (Every 1973; M.A., Columbia Univ., 1976; M.Phil., semester) ibid., 1978; Ph.D., ibid., 1983. (1990) John F. Sherman, Associate Professional Spe- cialist. B.S., Ball State Univ., 1979; M.F.A., Paul A. Down, Associate Professor. B.S., 599. Thesis Direction Indiana Univ., 1981. (1986) (V-V-V) Staff Andrews Univ., 1969; M.F.A., Univ. of Notre Independent research and writing on an Dame, 1982. (1983) Maria Tomasula, Associate Professor. B.F.A., Univ. of Illinois at Chicago, 1987; M.F.A., approved subject under the direction of a Rev. James F. Flanigan, C.S.C., Associate Northwestern Univ., 1989. (1994) faculty member. Required of candidates for Professor. A.B., Univ. of Notre Dame, 1958; the research M.A. in art history and for the M.A., ibid., 1962; M.F.A., George Washing- M.F.A. ton Univ., 1965. (1965)

600. Nonresident Thesis Research Meredith Gill, Assistant Professor. B.A., Univ. (0-0-1) Staff of Melbourne, 1981; M.A., Princeton Univ., Required of all nonresident graduate students 1986; Ph.D., ibid., 1992. (1998) who are completing their theses in absentia Richard Gray, Associate Professor. B.S., Illinois and who wish to retain their degree status. State Univ., 1976; M.F.A., Rochester Inst. of Technology, 1982. (1982) 80 The Division of Humanities Classics 81

Classics 531A. Late Antique/Early Christian Art 503. Intermediate Latin (3-0-3) Barber (3-0-3) Wood, Wouters Chair: Art in late antiquity has traditionally been This course introduces all the fundamentals Keith Bradley characterized as an art in decline, but this of Latin grammar necessary for reading classi- judgment is relative, relying on standards cal Latin of medium difficulty. This course is Telephone: (574) 631-7195 formulated for art of other periods. also offered in the summer. Fax: (574) 631-4268 Challenging this assumption, we will examine Location: 304 O’Shaughnessy the distinct and powerful transformations 520. Roman Epic: Vergil E-mail: [email protected] within the visual culture of the period (3-0-3) Schlegel Web: http://classics.nd.edu between the third and the eighth centuries An introduction to the poetry of Vergil AD. This period witnesses the mutation of covering selections from the Georgics and the The Department of Classics offers instruction the institutions of the Roman Empire into Aeneid. in classical studies and is the administrative those of the Christian Byzantine Empire. home to the programs in Arabic and Irish. The fundamental change in religious identity 550. The Age of Cicero The department cosponsors a master’s degree that was the basis for this development had (3-0-3) Ladouceur program in early Christian studies with the a direct impact upon the visual material that Readings in literary and historical texts of the Department of Theology. The following survives from this period, such that the eighth Late Roman Republic including the speeches courses are available to graduate students. century witnesses extensive and elaborate and letters of Cicero, Sallust’s Catilinarian Graduate students who intend to begin or debates about the status and value of religious Conspiracy, and the poems of Catullus. renew their study of Greek, Latin, Arabic, art in Jewish, Moslem, Byzantine, and Syriac, or Irish are invited to contact the Carolingian society. This course will examine 575. Intro to Christian Latin department for advice. the underlying conditions that made images (4-0-4) Sheerin so central to cultural identity at this period. Permission Required. Course Descriptions “Introduction to Christian Latin Texts” (Me- Each course listing includes: Greek Language and Literature dieval Latin I) has two goals: to improve the • Course Number 501, 502. Graduate Greek I/II student’s all-around facility in dealing with • Title (3-0-3) (3-0-3) Staff Latin texts and to introduce the student to • (Lecture hours per week–laboratory This is a two-semester introductory course the varieties of Christian Latin texts. Medieval or tutorial hours per week–credits per for beginning language students. The course Latin II, a survey of medieval Latin texts, will semester) aims at developing a reading knowledge of follow this course in the spring term. • Instructor Attic prose. Plato and Xenophon are the • Course Description primary authors. • (Semester normally offered) Middle Eastern Languages 503. Intermediate Greek Arabic Classical Literature and Civilization (3-0-3) McLaren 501, 502. Beginning Arabic I/II 515. Romans and Christians Intermediate Greek combines a thorough (3-0-3) (3-0-3) Saadi (3-0-3) Bradley review of the first year’s work with extensive This is a two-semester introductory course to This course will examine the early reading of the unabridged text of a classi- modern standard Arabic. development of the Christian religion in cal author. This course is also offered in the its historical Roman context. It will begin summer. 503. Continuing Arabic with a survey of the political, social, and (3-0-3) Afsaruddin administrative structures of the Roman 550. Age of Herodotus The third (intermediate) course in standard Empire in the period from Augustus (3-0-3) Mazurek Arabic. to Constantine, move to a study of the Prerequisite: 525 or equivalent complexity and diversity of Roman religious Reading in Greek of events and personalities 504. Continuing Arabic life and culture (with special attention of the Persian War: Aeschylus’ tragedy The (3-0-3) Guo to Mystery Cults, e.g., that of Isis), and Persians, selections from Herodotus, and from This course is a continuation of third semes- then examine the development of the Plutarch’s Life of Themistocles. ter Arabic. Emphasis will be on the acquisi- Jesus movement and Rome’s reaction to it. tion of reading, writing, and speaking skills. Particular topics to be studied will include 597. Directed Readings miracle working and the practice of magic, (V-V-V) Staff 505B. Advanced Arabic the problem of the historical Jesus, the Permission of department required. (3-0-3) Saadi sectarian and subversive character of early Commences study of formal Arabic literary Christianity, the issue of how persecution and Latin Language and Literature texts with additional emphasis on classroom martyrdom are to be historically understood, 501, 502. Graduate Latin I/II discussion in Arabic. and the meaning of religious conversion in (3-0-3) (3-0-3) Staff the polytheistic Roman world. Above all Beginning Latin. Graduate students have 506. Advanced Arabic the course will concentrate on the questions a number of options for beginning study (3-0-3) Saadi of how and why in historical terms a new of Latin; please contact the department for A continuation of the study of formal Arabic religious system came to have such appeal advice. literary texts with additional emphasis on that Constantine chose to make himself the classroom discussion in Arabic. fi rst Christian emperor of Rome. 80 The Division of Humanities Classics 81

Syriac 538. Poetry and Politics, 1541–1688 Elizabeth Forbis Mazurek, Associate Professor. 500. Introduction to Syriac Grammar (3-0-3) Ó Buachalla B.A., Oberlin College, 1980; M.A., Univ. of (3-0-0) Amar The political poetry of the period 1541- North Carolina at Chapel Hill, 1985; Ph.D., Introduction to the Syriac language. (Summer 1688 will be discussed and analyzed against ibid., 1988 (1990) only) the historical background. The primary focus will be the mentalité of the native Sarah McKibben, Assistant Professor. B.A., Univ. of California at Berkeley, 1993; 500A. Introduction to Syriac Literature intelligentsia as it is refl ected in the poetry (3-0-0) Amar and as it responded to the momentous M.Phil., National Univ. of Ireland, Dublin, Beginning readings in Syriac literature. (Sum- changes of the period. The origins and rise 1997; M.A., Cornell Univ., 2000; Ph.D., mer only) of the cult of the Stuarts will be examined ibid., 2003 (2002) and the historiography of the period will be Chris McLaren, B.A., Reed 500B. Intermediate Syriac Reading assessed. Assistant Professor. (3-0-0) Amar College, 1989; Ph.D., Stanford Univ., 2003 (2000) This is a new offering designed as a “refresher 598. Special Studies course.” Emphasis will be on reading a vari- (V-V-V) Staff Peter T. G. McQuillan, Associate Professor and ety of prose and poetic texts drawn mainly Permission of department required. Concurrent Associate Professor in the Keough from the writings of St. Ephrem as the basis Institute for Irish Studies. B.A., Univ. College, for review of grammar and basic structures. 597. Directed Readings Dublin, 1981; M.A., ibid., 1983; Ph.D., (Summer only) (V-V-V) Staff Harvard Univ., 1991. (1994) Permission of department required. Breandán Ó Buachalla, the Thomas and Kath- Hebrew Faculty leen O’Donnell Professor of Irish Language and 481, 482. Elementary Biblical Hebrew I/II Literature. B.A., National Univ. of Ireland, Asma Afsaruddin, (3-0-3) (3-0-3) Staff Associate Professor and 1958; M.A., ibid., 1959; Ph.D., ibid., 1970. This is a two-semester introductory course in Fellow in the Joan B. Kroc Institute for Inter- (2003) A.B., Oberlin College, biblical Hebrew; under normal circumstances, national Peace Studies. 1982; M.A., The Johns Hopkins Univ., 1985; Catherine M. Schlegel, Assistant Professor. the student must complete the first in order Ph.D., ibid., 1993. (1996) B.A., Univ. of Chicago, 1978; M.A., ibid., to enroll in the second. 1983; Univ. of California at Los Angeles, Joseph P. Amar, Associate Professor and Con- Ph.D., 1994 (1996) Irish Language current Associate Professor of Theology. B.A., 501, 502. Beginning Irish I/II Catholic Univ. of America, 1970; S.T.B., Daniel J. Sheerin, Professor and Concurrent (3-0-3) (3-0-3) Staff ibid., 1973; S.T.L., ibid., 1974; M.A., ibid., Professor of Theology. B.A., St. Louis Univ., An introduction to modern spoken and writ- 1983; Ph.D., ibid., 1988. (1988) 1965; Ph.D., Univ. of North Carolina, 1969. ten Irish: basic principles of grammar and (1985) sentence structure, as well as core vocabulary. W. Martin Bloomer, Associate Professor. B.A., Robert A. Vacca, Assistant Professor. B.A., Emphasis is placed on the application of these Yale Univ., 1982; M.A., ibid., 1983; M.Phil., Marquette Univ., 1962; Ph.D., Univ. of Chi- principles in everyday situations. Students ibid., 1984; Ph.D., ibid., 1987. (1998) cago, 1973. (1969) learn how to conduct simple conversations: Keith Bradley, Chair and the Eli J. Shaheen talking about oneself and asking information Professor of Classics, and Concurrent Professor Heather A. Wood, Assistant Professor. A.B., of others; talking about family and home; of History. B.A., Sheffi eld Univ., 1967; M.A., Princeton Univ., 1990; Ph.D., Univ. describing the weather and daily activities. ibid., 1968; B. Litt., Oxford Univ., 1975; California-Berkeley, 2002. (2003) Second semester of instruction in the Irish Litt. D., Sheffi eld Univ., 1997. (2001) Language is a continuation of 501. More emphasis will be placed on reading simple Li Guo, Assistant Professor. B.A., Shanghai texts in Irish. International Studies Univ., China, 1979; M.A., Alexandria Univ., Egypt, 1984; Ph.D., 503. Intermediate Irish Yale Univ., 1994. (1999) (3-0-3) McQuillan Brian A. Krostenko, Associate Professor. A.B., A continuation of Irish 501 and 502 with in- Princeton Univ., 1986; M.A. Harvard Univ., creased emphasis on the ability to read 20th- 1989; Ph.D. ibid., 1993 (2001) century literary works in the original Irish. David J. Ladouceur, Associate Professor. A.B., 525. Irish Poetry in Translation Cornell Univ., 1970; Ph.D., Brown Univ., (3-0-3) McKibben 1977. (1976) An examination of poetry written in Irish Sabine G. MacCormack, the Rev. Theodore M. from the early days of the Gaelic Revival up Hesburgh, C.S.C., Professor of Arts and Letters. to the very recent past. B.A., Oxford Univ., 1964; Ph.D., ibid., 1974. (2003) 82 The Division of Humanities 83

Early Christian Studies Contributing Faculty John P. Meier, the William K. Warren Professor of Catholic Theology. New Testament. Director of Graduate Studies: Joseph P. Amar, Associate Professor of Classics Brian E. Daley, S.J. and Concurrent Associate Professor of Theology. Hindy Najman, the Jordan Kapson Professor of Syriac and Christian Arabic literature. Jewish Studies and Assistant Professor of Theol- ogy. Rabbinics, Hebrew language. Telephone: (574) 631-6629 Charles E. Barber, the Michael P. Grace Profes- Fax: (574) 631-4268 sor of Arts and Letters and Associate Professor of Jerome H. Neyrey, S.J., Professor of Theology. Location: 304 O’Shaughnessy Art, Art History, and Design. Early Christian Biblical/literary studies. E-mail: [email protected] and Byzantine art. Web: http://www.nd.edu/~ecs David K. O’Connor, Associate Professor of Keith R. Bradley, Chair and the Shaheen Philosophy and Concurrent Associate Professor The two-year interdisciplinary M.A. program Professor of Classics, and Concurrent Professor of of Classics. in early Christian studies is sponsored jointly History. Roman social and cultural history. Gretchen J. Reydams-Schils, Associate Profes- by the Departments of Classics and Theology, John C. Cavadini, Chair and As so ci ate Profes- sor in the Program of Liberal Studies and Fellow with the participation of faculty in several sor of The ol o gy, and Executive Director of the in the Nanovic Institute for European Studies. other departments (see listing below). It offers Institute for Church Life. Patristic theology. Late antique philosophy. beginning graduate students basic training in philology, theology, history, liturgy, art his- Brian E. Daley, S.J., Director of Grad u ate Michael A. Signer, the Abrams Professor of Jew- tory, and philosophy. Each student develops a Studies in Early Christian Studies and the ish Thought and Culture (Theology) and Fellow curriculum to meet individual needs in con- Catherine F. Huisking Pro fes sor of The ol o gy. in the Nanovic Institute for European Studies. sultation with a committee of faculty advisers. Patristic theology. Rabbinic Judaism. But all curricula are designed to ensure that Blake Leyerle, Associate Professor of Theology Gregory E. Sterling, Associate Dean of Arts and students are equipped with the necessary and Concurrent Associate Professor of Classics. Letters and Professor of Theology. Biblical and language skills (at least two ancient Christian Social history of early Christianity. post-biblical Greek, Coptic. languages and literatures [Latin and/or Greek and/or Syriac] and one or more contemporary Daniel J. Sheerin, Professor of Classics and Robert Vacca, Assistant Professor of Classics. research languages) and with a sturdy grasp of Concurrent Professor of Theology. Christian Greek language. the intellectual, historical, and social contexts Latin literature. of the early church and the methods and resources for studying them. Associated Faculty East Asian Languages and Literatures New disciplinary and critical approaches to Asma Afsaruddin, Assistant Professor of late antiquity, as well as a growing awareness Classics and Fellow in the Joan B. Kroc Institute Chair: of the importance of Christian origins for for International Peace Studies. Islam. Lionel M. Jensen the present life of the churches, have made David E. Aune, Professor of Theology. New early Christian studies a vibrant and rapidly Testament. Telephone: (574) 631-8874 expanding field. Traditional expertise in Fax: (574) 631-4268 philology, history, and theology remains fun- W. Martin Bloomer, Associate Professor of Location: 205 O’Shaughnessy damental, but these skills must now be supple- Classics. Classics, Ancient education. E-mail: [email protected] mented by a broad range of interdisciplinary Paul M. Cobb, Assistant Professor of History. Web: http://www.nd.edu/~eall approaches. An unusually strong faculty pres- Islamic history. ence makes Notre Dame the ideal place for The University of Notre Dame does not offer pursuing this area. Students who come with a Mary Rose D’Angelo, Associate Professor of a graduate degree in Chinese or Japanese. keen interest in the field, but limited formal Theology. Gender in early Christianity. Graduate students who wish to audit a Chi- training in it, may acquire the basic skills nese or Japanese language class must receive Stephen E. Gersh, Professor of Medieval and knowledge necessary for advanced study. permission from the instructor. Studies. Late antique philosophy. Those already adequately prepared in the ba- sics can broaden their competency by studying David T. Jenkins, Assistant Librarian. Course Descriptions the language and culture of Middle Eastern, Byzantine librarian. Each course listing includes: Egyptian, and Byzantine Christianity, and of • Course number Maxwell E. Johnson, Professor of Theology. Rabbinic Judaism and early Islam. • Title Early Christian liturgy. • (Lecture hours per week—laboratory This is a demanding, extended (two academic Mary M. Keys, Assistant Professor of Political or tutorial hours per week—credits per years plus summers) M.A. program that pre- Science. Early Christian political thought. semester) pares students to enter the best doctoral pro- • Instructor Brian Krostenko, Associate Professor of Classics. grams in theology, religious studies, history, • Course description Latin literature and sociolinguistics. art history, and literary studies, already profi- • (Semester normally offered) cient in language study and basic training in David Ladouceur, Associate Professor of the multiple fields of early Christian studies. Classics. Latin language. A limited number of tuition scholarships and stipends are available. 82 The Division of Humanities East Asian Languages and Literatures 83

Chinese Language Courses 211. Courses 101 and 103 are offered only Faculty 101, 102, 103. Beginning Chinese I, II, and III in the spring semester, 102 only in the fall. Michael C. Brownstein, Associate Professor. (3-0-3) (3-0-3) (3-0-3) Yang/Yin Introduction to the fundamentals of modern B.A., California State Univ., Northridge, For students with no background in Chinese. Japanese. Equal emphasis on speaking, listen- 1972; B.A., Monterey Inst. of International A three-semester sequence of three-credit ing, reading, and writing. Introduction of the Studies, 1973; M.A., Columbia Univ., 1978; courses covering the same material as 111- hiragana and katakana syllabaries, and 200 Ph.D., ibid., 1981. (1982) 112 and designed to prepare students to enter kanji. 211. 101 and 103 are offered only in the Liangyan Ge, Associate Professor. B.A., Hefei spring semester, 102 only in the fall. Equal 111, 112. First-Year Japanese I and II Polytechnic, China, 1982; M.A., Nanjing emphasis on the basic skills of listening, (5-0-5) (5-0-5) Hanabusa Univ., China, 1984; Ph.D., Indiana Univ., speaking, reading, and writing. Students may Introduction to the fundamentals of Japanese. 1995. (1995) expect to master a spoken vocabulary of about Equal emphasis on the four skills: speaking, 1,000 words and a written vocabulary of 500 listening, reading, and writing. Introduction Howard Goldblatt, Research Professor. B.A., characters. of the hiragana and katakana syllabaries, and Long Beach State College, 1961; M.A., San 200 kanji. Francisco State Univ., 1970; Ph.D., Indiana 111, 112. First-Year Chinese I and II Univ., 1974. (5-0-5) (5-0-5) Ge 211, 212. Second-Year Japanese I and II Noriko Hanabusa, Associate Professional Spe- For students with no background in Chinese. (5-0-5) (5-0-5) Shiga cialist. B.A., Keio Univ., Japan, 1988; M.A., Introduction to Mandarin Chinese, using Prerequisite: 112 or instructor’s permission. Univ. of Wisconsin, Madison, 1994. (1994) traditional characters. Equal emphasis on the Continued training in the fundamentals of basic skills of speaking, listening, reading, the modern language. Equal emphasis on the Lionel M. Jensen, Chair and Associate Profes- and writing. Students may expect to master a four skills: speaking, listening, reading, and sor, Concurrent Associate Professor of History, spoken vocabulary of about 1,000 words and writing. Introduction to approximately 200 and Fellow in the Helen Kellogg Institute for a written vocabulary of 500 characters. kanji. International Studies. B.A., Williams College, 1976; M.A., Washington Univ., 1980; Ph.D., 211, 212. Second-Year Chinese I and II 311, 312. Third-Year Japanese I and II Univ. of California, Berkeley, 1992. (2000) (5-0-5) (5-0-5) Lin (3-0-3) (3-0-3) Hanabusa Sylvia Li-Chun Lin, Assistant Professor. B.A., 112 or instructor’s permission. Prerequisite: Prerequisite: 212 or instructor’s permis- Tamkang Univ., 1984; M.A., ibid., 1987, St. Grammar review and training in the four sion. The first in a sequence of intermediate John’s Univ., 1988., Univ. of Oregon, 1991; basic skills to higher levels of sophistication: courses offered for those students who did Ph.D., Univ. of California, Berkeley, 1998. oral-aural skills for fluency in communica- not participate in the Year-in-Japan Program. (2002) tion, reading for critical understanding, and Development of oral-aural skills with an the ability to write simple compositions. emphasis on typical conversational situations. Lili I. Selden, Assistant Professor. B.A., Ithaca Improvement of reading and writing skills. College, 1989; M.A., Univ. of Michigan, 311, 312. Third Year Chinese I and II 1993; Ph.D., ibid., 2001. (1999) (3-0-3) (3-0-3) Yin 411, 412. Fourth-Year Japanese I and II Setsuko Shiga, Assistant Professional Special- Prerequisite: 212 or instructor’s permission. (3-0-3) (3-0-3) Shiga ist. B.A., Nanzan Univ., Japan, 1987; M.A., Development of advanced conversational, Prerequisite: 312 or instructor’s permission. Univ. of Iowa, 1992. (1997) reading, and writing skills, using a wide range The second in a sequence of intermediate of authentic materials, including material courses for those students who did not partic- Xiaoshan Yang, Assistant Professor. B.A., from news media. ipate in the Year-in-Japan Program. Aimed at Anhui Univ., China, 1982; M.A., Peking achieving a high proficiency in the four skills: Univ., China. 1985; Ph.D. Harvard Univ., 411, 412. Fourth-Year Chinese I and II speaking, listening, reading, and writing. 1994. (1997) (3-0-3) (3-0-3) Ge Prerequisite: 312 or instructor’s permission. 498. Special Studies Chengxu Yin, Assistant Professional Special- Practice in advanced conversational, reading, (V-V-V) Selden ist. B.A., Peking Univ., 1984; M.A., Univ. of and writing skills, using newspapers, short Prerequisite: Instructor’s permission, based on Massachusetts, 1990; Ph.D., Brandeis Univ., fiction, videotapes, and other authentic student’s performance on a placement exam 1994. (2000) materials. and oral interview at the beginning of the semester. Japanese Language Courses Basic command of Japanese grammar is as- 101, 102, 103. Beginning Japanese I, II, and sumed. This course takes students beyond III textbook Japanese by introducing original (3-0-3) (3-0-3) (3-0-3) Hanabusa/Shiga materials created for Japanese audiences A three-semester sequence of three-credit (literature, current events, and video materi- courses covering the same material as 111- als, etc.) Emphasis is on grammar and syntax, 112 and designed to prepare students to enter vocabulary building, speaking, reading, and writing. 84 The Division of Humanities English 85

English sample, they should provide 25-30 pages of In tro duc tion to Graduate Study, a histori- fiction or non fic tion, or 20 pages of poetry. cal dis tri bu tion of courses, and at least one Chair: course in literary theory. In keeping with its Stephen Fredman Master’s Program policy of encouraging interdisciplinary study, Director of Graduate Studies: the program per mits the student to take up to Sandra Gustafson English and American Lit er a ture 12 credit hours of course work in a field other Director of Creative Writing: This is a 30-credit-hour pro gram, requiring than En glish. Valerie Sayers either 30 cred it hours of course work or 24 credit hours of course work and six credit Foreign Language Requirement Telephone: (574) 631-6618 hours of thesis research. Students must take The student must demonstrate proficiency Fax: (574) 631-4795 one course in lit er ary criticism or theory. in one language verifiably appropriate to the Location: 356 O’Shaughnessy Hall Those seeking the research degree must also student’s area of research by the end of the E-mail: [email protected] demonstrate proficiency in a language ap- second year of full-time residency. Web: http://www.nd.edu/~english pro pri ate to their area of re search. Near the conclusion of the pro gram, the student takes Three-Field Examination The Program of Studies a written ex am i na tion cov er ing three major The student takes ex am i na tions in one his- The Department of English at the Uni ver si ty literary texts and se lect ed criticism; this ex- tor i cal pe ri od selected from among old En g- of Notre Dame is distinguished by its ex traor - am i na tion is designed to test the student’s lish, medieval, Re nais sance, Res to ra tion and di nary diversity. In ad di tion to study in the ca pac i ty for critical study. 18th-century, 19th-century Brit ish, 20th- tra di tion al fields of me di eval, Re nais sance, century Brit ish, early American lit er a ture (to Res to ra tion and 18th-century, Romantic, Master’s Program in English and Law 1865), middle Amer i can literature from the Victorian, early Amer i can, modern Brit ish, This is a program open only to students Civil War to 1930, and post-1930 Amer i can and modern Amer i can lit er a ture, it offers op- already admitted to the Notre Dame Law literature; either a second his tor i cal period por tu ni ties to work in in ter dis ci pli nary fields School who also wish to obtain an M.A. in or a genre (poetry, fiction, drama, nonfic- and programs such as Irish stud ies, literature English. A student would typically take 18 tion prose); and one ex am i na tion in literary and phi los o phy, re li gion and liter a ture, the hours of English courses and 12 hours of law crit i cism and the o ry. One of these three history of science, gen der studies, and the courses. The course on “Law and Lit er a ture,” fields, or di nari ly the field in which the stu- Medieval Institute. The intellectual life of offered in the Law School, can be counted dent in tends to write his or her dis ser ta tion, the department is fur ther enlivened by spon- to wards the 18 hours of En glish. Students is designated the major field. These ex am i- sor ship of con fer enc es, col lo quia, and lec- would nor mal ly pursue the nonresearch de- na tions are in tend ed to determine whether tures, most no ta bly the annual Ward Phil lips gree; those wish ing to com plete the re search the student possesses the the o ret i cal skills and and Philosophy and Literature lec tures which degree would need to complete an additional spe cial ized knowledge necessary for writing have brought a series of dis tin guished literary six hours of thesis research. Ad mis sion is a dissertation and for teaching in his or her critics to our cam pus. The graduate programs through the normal procedures of the Gradu- field. Special reading courses enable stu dents in English seek to com bine a formal course of ate School and the Department of English. to dedicate the majority of their last two study with en cour age ment to de vel op in tel- semesters of course work to prep a ra tion for lec tu al in de pen dence. Students in the Ph.D. M.F.A. in Creative Writing these examinations. pro gram, for example, begin with in ten sive The graduate creative writing program in- course work and move toward in de pen dent cludes workshops with nationally ac claimed Candidacy Examination and spe cial ized study. We also seek to train writ ers and literature class es with a dis tin - The student is examined on a dissertation students not only in the his to ry of literature guished English Department fac ul ty. Stu dents proposal pre pared in consultation with the but also in the traditions of critical in qui ry, participate fully in the in tel lec tu al life of the dissertation director. At this time, the stu dent and we have made the study of literary the o ry department, which in cludes reg u lar visits is ex pect ed to demonstrate that the proposal as well as literary history an integral part of from prominent writ ers. Stu dents may also is viable and he or she is suitably prepared to the pro gram. choose to work as editorial as sis tants on our complete the proposed project. national lit er ary magazine, The Notre Dame Admission Review. Through out the four se mes ters, all Dissertation Applicants to both the M.A. and the Ph.D. stu dents work closely with an adviser on the Upon receiving approval of the proposal, the programs are expected to have com plet ed thesis, which will ul ti mate ly be a pub lish able student pro ceeds with the dis ser ta tion under eight or more upper-division En glish cours es. nov el, collection of stories, vol ume of poetry, continuing su per vi sion of the dis ser ta tion They must also take the Graduate Record or work of literary non fic tion. Course work director. The dissertation is in tend ed to dem- Examination general and sub ject tests. In includes 36 credit hours of writing work- onstrate the student’s readi ness to par tic i pate addition to other materials required by the shops, thesis preparation tu to ri als, and litera- fully in the pro fes sion as a scholar and lit er ary Graduate School, the ap pli cant should submit ture classes. critic. a writ ing sample, preferably a crit i cal literary essay of 10-15 pages. Special con di tions apply Ph.D. Program Further information about fi nan cial aid op- for ap pli cants to the cre ative writing M.F.A. portunities, the department’s many pro grams pro gram. Creative writing ap pli cants need not Course Requirements and activities, and the faculty is con tained take the GRE subject test and they need not The Ph.D. program requires 48 credit hours in a bro chure, obtainable by writ ing to the have taken eight En glish courses. As a writing of course work. Students must take the Graduate School. 84 The Division of Humanities English 85

Concentrations outside the English Department. When the Sparks Summer Fel lows Pro grams, which student begins dissertation work, he or she offers internships in pub lish ing and author Literature and Continental Philosophy will par tic i pate in a dissertation sem i nar de- representation, and all second-year M.F.A. The special field of studies in literature and vot ed specifically to work in early studies. stu dents are eligible to apply for the Sparks continental thought is designed to take ad- Prize, a $20,000 an nu al award to one grad u - van tage of the in ter dis ci pli nary re sourc es in Irish Studies at ing writer each year. Please note that the con ti nen tal thought existing at Notre Dame. The concentration in Irish studies draws request to be considered for fi nan cial support In addition to the resources of the English upon the ex ist ing resources in the Keough is made on the ap pli ca tion for admission. No department, this specialty track draws upon Institute for Irish studies, the English de part - separate application is need ed. other areas in the hu man i ties that have been ment, the Medieval Institute, Notre Dame’s influenced by con ti nen tal thought: phi- Dublin Program, the Irish Sum mer Seminar Preparation for the Pro fes sion: Teaching and los o phy, gov ern ment, sociology, and the ol o gy. in Dublin, and other Notre Dame de part - Schol ar ship In many of these areas re search ers at Notre ments, such as History, ac tive ly par tic i pat ing The English Department offers all grad u ate Dame have achieved national and in ter na - in Irish studies. The ongoing de vel op ment of students a va ri ety of teaching op por tu ni ties tion al rec og ni tion for their scholarly work. Irish studies at Notre Dame provides a unique and professional preparation ac tiv i ties, all The setting of this program pro vides students op por tu ni ty for stu dents to spe cial ize in this designed to provide students with im por tant with a unique opportunity to pursue a Ph.D. area. Students must take three courses in Irish professional experience and to place them in in English specializing in the area of literature lan guage and literature, as fol lows: 101, 102, a highly competitive po si tion for en ter ing the and con ti nen tal philosophy. and 103 or, in place of 103, a course in Irish job market. All be gin ning stu dents enroll in literature translation. Students will complete a semester work shop on “Teach ing Lit er a ture The following rules apply to students pur- the traditional course sequence. and Writ ing,” followed by two in ten sive su ing studies in the field of literature and ori en ta tion meetings on teaching First-Year con ti nen tal thought: Students will complete In addition, students must take four cours es Writ ing. Students then typically teach four the traditional course sequence, Intro duc tion in Irish studies with the English de part ment; semesters of “First-Year Writing,” never more to Graduate Study, and all course dis tri bu tion two of those cours es taken from the Irish than one class a se mes ter and with class re quire ments. Students will take a minimum studies offerings in any one or combination of en roll ments kept to 17. More ad vanced stu- of four courses in the area of literature and the fol low ing de part ments: History, Po lit i cal dents have op por tu ni ties to teach upper-level continental phi los o phy, cho sen in con sul - Science, Irish lan guage or lit er a ture. lit er a ture courses. We also have in sti tut ed a ta tion with their adviser, for a combined total pre doc tor al teaching fellowship that en ables of at least six courses in the special field of Publications students to teach lit er a ture at a neighboring study. With the permission of the graduate The Department of English pub lish es several uni ver si ty, such as the Uni ver si ty of Illinois- director, up to three courses could be taken scholarly journals, Religion and Lit er a ture, The Chicago. Postdoctoral teach ing fel low ships outside of the English De part ment. Spenser News let ter, and Nine teenth-Cen tu ry are also available. Stu dents en ter ing the Con texts, and a literary quar ter ly, The Notre dis ser ta tion phase of the pro gram all partici- Early Studies Dame Re view. All of these pub li ca tions pro- pate in a semester workshop on pro duc ing The concentration in early studies makes vide grad u ate stu dents with the op por tu ni ty a dis ser ta tion proposal in a time ly fashion. it possible for the student to draw on the to learn about the pro cess of editing and Stu dents en roll later in a “Preparing for the de part ment’s strengths in En glish lit er a ture production. Profession” seminar, which con cen trates on before 1700 and in contemporary theory. A pre par ing papers for academic con fer enc es, concentration in early stud ies complements Financial Assistance and Fund ing for submitting essays for pub li ca tion to academic the dis ci plin ary and in tel lec tu al chal leng es Pro fes sion al Ac tiv i ty journals, and de vel op ing strat e gies for en- specific to the student’s area of spe cial iza tion The full range of financial assistance, in- ter ing the job market. Our job place ment ap- (old English, middle En glish, or Renaissance clud ing fel low ships (University Pres i den tial pa ra tus consists of prac tice job in ter views and liter a ture). Char ac ter is tic questions include Fel low ships, first-year fellowships, ethnic fa cil i tates stu dents generally in their searches problematizing traditional models of liter- mi nor i ty fellowships, and others), teach- for ac a dem ic employment. ary history and period boundaries, or fore- ing as sis tant ships, and tuition schol ar ships, grounding the con struc tion of sub jec tiv i ty de scribed in the general Grad u ate Studies Course Descriptions across those boundaries. For this reason, the bro chure, is avail able to students in the Eng- Course offerings are designed for a two-year con cen tra tion re quires the student to develop lish programs. All stu dents ad mit ted into the sequence so that most courses will be of fered a particular theoretical ap proach, chosen in Ph.D. program receive full funding, which every other year. Each course listing includes: con sul ta tion with his or her di rec tor. Dis- continues to be pro vid ed throughout course • Course number ser ta tion projects will normally re quire joint work and dissertation work. The English • Title direction. Stu dents will complete the tra di - Department is also committed to support- • (Lecture hours per week—laboratory tion al course sequence. In addition, students ing stu dents’ in volve ment in pro fes sion al or tutorial hours per week—credits per will take at least four other cours es from the ac tiv i ties. Fund ing is provided for research semester) seventh to the 17th cen tu ry, based on close travel and participation in academic confer- • Instructor consultation and ad vis ing with the faculty ences. All students ad mit ted into the M.F.A. • Course description members in these fields. With the per mis sion pro gram are awarded full tuition scholarships • (Semester normally offered) of the graduate director and the student’s and are also con sid ered for teaching and adviser, students may take up to three courses editorial assistantships. All current M.F.A. students are eligible to apply for the Nicho las 86 The Division of Humanities English 87

501. Graduate Fiction Writing Workshop 530. Old English Language and Readings 546. Studies in 17th-Century British Literature (3-0-3) Gernes, O’Rourke, Say ers, Tomasula (3-0-3) Lapidge, O’Brien-O’Keeffe (3-0-3) Hammill, T. Krier, Lander For students enrolled in the M.F.A. Grammar and literary readings in old En g- Specialized studies in the major dramatic program. lish, designed to give the student an ad e quate works of the 17th century by Shakespeare knowledge of the language for more advanced and others, as well as de tailed readings in lyric 502. Graduate Poetry Writing Workshop study of old English literature. po et ry, and religious and po lit i cal writings. (3-0-3) Gernes, Menes, Matthias For stu dents en rolled in the M.F.A. 530C. Latin Literature of Anglo-Saxon England 549. Republican Aesthetics program. (3-0-3) Lapidge (3-0-3) Hammill A close study of the prin ci pal Anglo-Latin A study of the relations be tween political 505. English for Non-native Speakers authors and texts. thought and aesthetic practice in early mod- (3-0-3) Deane-Moran ern discourses of re pub li can ism. A course designed to improve spoken En glish 530F. Old Norse of non-native speakers, at the in ter me di ate (3-0-3) Lapidge 550. Studies in 18th-Century Literature level, with a specific goal of in creas ing com- A study of the surviving Norse and Ice lan dic (3-0-3) Doody, Fox, Gibbons, Jemielity, mu ni ca tion skills for teach ing, re search, and lit er a ture, both in prose and verse, through Walton discussion pur pos es. the medium of the old Norse language. A study of the poetic tra di tion in Britain stretching from Dryden to Johnson. 506. Introduction to Graduate Study 531. Beowulf (3-0-3) Staff (3-0-3) O’Brien-O’Keeffe, Lapidge 553. Aesthetic Theory and the Enlightenment Introduces students to re search techniques, An intensive study of the epic, in its (3-0-3) Doody literary theory, and the scholarly pro fes sion of original language, and its place in English An examination of the rise of the British literature. Fre quent guest lectures by the Eng- lit er a ture. novel in the 18th century and its im por tant lish faculty will en able students to be come his tor i cal roots in earlier periods. ac quaint ed with research ac tiv i ties taking 533B. Allegory and Symbol place in the department. (3-0-3) Mann 554A. Psychology and Literature in the 18th A course on different ways of reading me- Century 508. Current Issues in Critical Theory di eval allegory and modern critical theories of (3-0-3) Fox (3-0-3) Bruns, Buttigieg, E. Ziarek, allegory. A examination of the de vel op ment of 18th- K. Ziarek century British psychological writing and its An examination of a major crit i cal issue or 538A. Chaucer and Langland relation to the literature of the period. area of crit i cal theory such as struc tur al ism/ (3-0-3) Frese, Mann poststructuralism, semiotics, Marx ism, or A thorough study of Chaucer’s works with 559B. Reading the French Revolution feminism. special attention to the major works in the (3-0-3) Deane can on. An analysis of the ways in which readings of 510. Introduction to Critical Theory the French Revolution in the period from (3-0-3) Bruns, Buttigieg, Hendler, 539A. Studies in Middle English Literature 1790-1830 helped to produce early versions E. Ziarek, K. Ziarek, Hammill (3-0-3) Frese, Mann, Nolan of modernity and of the aesthetic prac tic es Investigation of the prin ci pal figures and ap- An in-depth study of works in the original that accompanied it. proaches to literary criticism that de vel oped middle English language. Previous study of in the modern era. ME language or literature is not a prerequi- 562. Romantic Era Drama and the Public site. Theater 513A. Feminist Critical Theory (3-0-3) Kucich (3-0-3) Baldwin 539B. Arthurian Literature A seminar on dramatic writing of the ro- An introduction to major the o rists and (3-0-3) Frese man tic era and the cultural role of stage schools of fem i nism. A study of the Arthurian tra di tion from per for mance. Mallory to Tennyson. 513B. Theories of Postmodern Culture 562A. Romanticism, Gender, and Colonialism (3-0-3) Collins 544. Shakespeare (3-0-3) Kucich An examination of theories of the cultural (3-0-3) Lander, Holland A study of the interplay of gender and co- production of literature, art, and mass me dia. A study of the plays and their literary re la - lo nial culture in romantic-era writing. tion ships. 515B. The Ancient Novel 564. Nineteenth-Century British Novel (3-0-3) Doody 545. Studies in 16th-Century British Literature (3-0-3) Vanden Bossche A study of the novel in late antiquity and its (3-0-3) Hammill, T. Krier, Lander A study of major British 19th-cen tu ry novels relation to the modern fiction of Cervantes Specialized studies in the various genres of in re la tion to changing class, gen der, and and Richardson. 16th-cen tu ry British literature and their his- social relations dur ing the Vic to ri an period. torical contexts. Readings in po et ry, dra ma, fiction, and nonfictional prose of the period. 86 The Division of Humanities English 87

565. Victorian Poetry and Poetics 573C. History of Modern Aesthetics 590A. Postmodern American Poetry (3-0-3) Sniegowski (3-0-3) E. Ziarek (3-0-3) Fredman A study of the major Vic to ri an poets A study of the history of aes thet ics from the Study of major schools and trends in Amer- and Victorian poetic theory. 18th to the 20th century, this course traces i can poetry af ter World War II. the genealogy of the main debates about the 565B. Victorian Literature: Sexuality and social functions of art in modernity. 592B. American Fiction: 1945–1970 Empire (3-0-3) W. Krier (3-0-3) Psomiades 574. Studies in Modern British Literature A study of American fiction during the A seminar on the linked top ics of sexuality (3-0-3) Bruns, Buttigieg, Green, E. Ziarek de cades after World War II. and Empire in Victorian literature. A study of British poetry, drama, and fiction of the 20th century. 593B. Latino Poetry 567. Gender and Power in Victorian Literature (3-0-3) Menes (3-0-3) Psomiades 576. Irish Literary Modernism A study of prominent con tem po rary Latino/a A historical analysis of forms of power in (3-0-3) Deane poets whose work has enriched and di ver - Victorian literature. A study of Irish revival literature, 1880-1930. si fied the canon of American poetry in the last 20 years. 568. Nineteenth-Century Novel 577B. Representing Ireland (3-0-3) Vanden Bossche (3-0-3) Gibbons 594. American Film and Culture A study of the major fiction writers of the A study of the politics of representation (3-0-3) W. Krier 19th century. in Irish cul ture in terms of contemporary A study of film in relation to American pop- the o ries of romanticism, mo der ni ty, and u lar culture. 570. Modern British Poetry postcolonialism. (3-0-3) Matthias 594A. Black Feminist Criticism A study of the major British poets of the 20th 579A. African Literature (3-0-3) Irving century. (3-0-3) Sniegowski An examination of the ways in which race, Introduction to the field of African lit er a ture gender, and sex u al i ty and their in ter re la - 571. Modern Irish Drama and Revolutionary with a spe cial focus on the issues of in de - tion ships structure the dis course of black Politics pen dence and nation building as well as the women writ ers since the 1970s. (3-0-3) Harris re la tion ship between race and gender. A course on the drama of the Abbey The ater 596A. Afro-American Literature: Major Works and rev o lu tion ary politics during the first 579B. Postcolonial Literature and Periods decades of the 20th cen tu ry. (3-0-3) Johnson-Roullier (3-0-3) Brogan, Irving An introduction to the lit er ary and the o ret i cal A chronological examination of the most 571B. From Brecht to Performance Art: Drama de vel op ments brought about by the decline of significant pe ri ods, writers, themes, and forms and Dramatic Theory, 1930–2000 the period of European imperial dom i na tion. of Afro-American lit er a ture. (3-0-3) Bruns A seminar on the world of Brit ish and Eu- 581A. Early American Literature 598. Special Studies ro pe an theater during the last half-century. (3-0-3) Gustafson (3-0-3) Staff A study of the texts and con texts of lit er a ture Topics vary by semester. 571E. Contemporary British Drama written in America between 1500 and 1800. (3-0-3) Harris 599. Thesis Direction An investigation of the major authors, de vel - 584B. Puritan Imagination in American (V-V-V) Staff op ments, and crises that emerge in British Literature Research and writing on an approved subject drama throughout the 20th century. (3-0-3) Werge under the direction of a faculty mem ber. The Puritan tradition in the writings of Em- 572. Liberalism and Modernism: Newman, erson, Hawthorne, Melville, Dickinson, and 600. Nonresident Thesis Research Arnold, Acton, and Joyce Stowe. (0-0-1) Staff (3-0-3) Deane Required of nonresident grad u ate students A study of principal figures in the de vel - 586. Fictions of the Public Sphere who are com plet ing their theses in ab sen tia op ment of cul tur al and religious debates dur- (3-0-3) Hendler and who wish to re tain their degree status. ing the 19th and early 20th cen tu ries. The relation between private and public spheres in Amer i can fiction of the late 19th 603. Small Press Literature and Publishing 573A. Modern British Novel and early 20th centuries. (V-V-V) Staff (3-0-3) Buttigieg, Green The literature, philosophy and practice of A study of the major fiction writers of the 590. Poetics and Politics in Early 20th-Century literary magazines. modern period. Poetry (3-0-3) Brogan 697. Directed Readings A study of Wallace Stevens and his (3-0-3) Staff contemporaries. Directed readings for ex am i na tions in the doctoral program. 88 The Division of Humanities English 89

699. Research and Dissertation Donald P. Costello, Professor Emer i tus. A.B., Stuart Greene, the O’Malley Director of the (V-V-V) Staff De Paul Univ., 1955; M.A., Univ. of Chicago, First-Year Com po si tion Program and Associ- Independent research and writ ing on an ap- 1956; Ph.D., ibid., 1962. (1960) ate Pro fes sor of English. B.A., State Univ. of proved sub ject under the direction of a faculty New York at Binghamton, 1978; M.A., ibid., Seamus Deane, member. the Donald and Marilyn 1980; Ph.D., Carnegie Mellon Univ., 1990. Keough Professor of Irish Studies and Professor (1997) B.A., Queen’s Univ., Belfast, 1961; 700. Nonresident Dissertation Research of English. (0-0-1) Staff M.A., ibid., 1963; Ph.D., Cambridge Univ., Sandra Gustafson, Director of Graduate Stud- Required of nonresident grad u ate students 1966. (1993) ies and Associate Pro fes sor. B.A., Cornell Univ., 1985; Ph.D., Univ. of California, Berkeley, who are com plet ing their theses in ab sen tia Margaret Doody, Director of the Ph.D. Pro- 1993. (1993) and who wish to re tain their degree status. gram in Literature and the John and Bar bara Glynn Family Professor of Lit er a ture. B.A., Graham Hammill, Associate Pro fes sor. B.A., 701A, 701B. Teaching Seminar Dalhousie Univ., 1960; B.A., Oxford Univ., Louisiana State Univ., 1986; Ph.D., Duke (1-0-1) (1-0-1) Greene, Kucich, Sayers 1962; M.A., ibid., 1967; D.Phil., ibid., 1968. Univ., 1992. (1995) Classroom techniques and meth od ol o gy for (2000) teaching com po si tion, literature, and cre ative Susan Cannon Harris, As sis tant Professor and writing. An analysis of teacher prep a ra tion, James P. Dougherty, Pro fes sor. A.B., St. Louis Concurrent Assistant Professor in the Keough In- class room presentation, and student con sul - Univ., 1959; M.A., Univ. of Penn syl va nia, stitute for Irish Studies. B.A., Yale Univ., 1991; ta tion and work. 1960; Ph.D., ibid., 1962. (1966) M.A., Univ. of North Carolina, 1993; Ph.D., Univ. of Texas, 1998. (1998) John Duffy, Assistant Pro fes sor and Director, 702A. Practicum: Preparing for the Profession University Writing Center. B.A., Boston Col- Kevin Hart, Professor. B.A., Aus tra lian Na- (1.5) Hammill lege, 1977; M.A., Univ. Col lege, Dublin, tional Univ., 1976; Ph.D., Univ. of Mel- A workshop on professional publication, 1979; M.A., Co lum bia Univ., 1982; Ph.D., bourne, 1986. (2002) conference ac tiv i ty, and job search Univ. of Wisconsin, 2000. (1998) procedures. Glenn Hendler, Associate Pro fes sor. B.A., Stephen M. Fallon, Associate Professor of Lib- Brown Univ., 1984; Ph.D., North west ern Faculty eral Studies and Concurrent Associate Professor Univ., 1991. (1994) of English. A.B., Princeton Univ., 1976; M.A., Peter Holland, Kate Baldwin, Assistant Pro fes sor. B.A., McGill Univ., 1978; Ph.D., Univ. of Vir gin ia, Chair of Film, Television, and Amherst Col lege, 1988; M.A., Yale Univ., 1985. (1985) Theatre and the McMeel Pro fes sor in Shake- 1992; Ph.D., ibid., 1995. (1997) speare Stud ies. B.A., Trinity Hall, Cam bridge, Christopher B. Fox, Pro fes sor and Director 1972; Ph.D., ibid, 1977. (2002) Rev. Paul E. Beichner, C.S.C., of the Keough Institute for Irish Stud ies. B.A., Romana Huk, . B.A., Col- Professor Emeritus. A.B., Univ. of Notre Cleveland State Univ., 1971; M.A., State Associate Pro fes sor lege of Wil l iam and Mary, 1981; M.A., Univ. Dame, 1935; M.A., ibid., 1941; Ph.D., Yale Univ. of New York at Binghamton, 1974; of Notre Dame, 1984; Ph.D., ibid., 1987. Univ., 1944. (1945) Ph.D., ibid., 1978. (1986) (2002) Joseph X. Brennan, Professor Emer i tus. A.B., Stephen A. Fredman, Chair and Pro fes sor. Antonette K. Irving, B.A., Providence College, 1945; M.A., Brown B.F.A., California Inst. of the Arts, 1971; As sis tant Professor. Univ. of Virginia, 1992; M.A., Univ. of Kent, Univ., 1949; Ph.D., Univ. of Il li nois, 1953. M.A., California State Col lege, 1976; Ph.D., 1996; Ph.D., New York Univ., 2001. (2000) (1955) Stanford Univ., 1980. (1980) Thomas J. Jemielity, Pro fes sor. M.A., John Jacqueline V. Brogan, Pro fes sor. B.A., South- Dolores Warwick Frese, Pro fes sor. B.A., Col- Carroll Univ., 1958; Ph.D., Cornell Univ., ern Methodist Univ., 1974; M.A., ibid., lege of Notre Dame of Mary land, 1958; 1965. (1963) 1975; Ph.D., Univ. of Texas, 1982. (1986) M.A., Univ. of Iowa, 1961; Ph.D., ibid., Gerald L. Bruns, the William P. and Hazel B. 1972. (1973) Cyraina Johnson-Roullier, Associate Professor. B.S.J., Ohio Univ., 1982; M.A., Ohio State White Professor of English. B.A., Marquette Sonia G. Gernes, Professor. B.A., St. Teresa Univ., 1985; M.A., State Univ. of New York Univ., 1960; M.A., ibid., 1962; Ph.D., Univ. College, 1966; M.A., Univ. of Wash ing ton, at Buffalo, 1990; Ph.D., ibid., 1991. (1991) of Vir gin ia, 1966. (1984) 1971; Ph.D., ibid., 1975. (1975) Edward A. Kline, Professor Emeritus. A.B., Joseph A. Buttigieg, the William R. Kenan Jr. Luke Gibbons, the Grace Director of Irish Muhlenberg College, 1961; Ph.D., St. Louis Professor of En glish and Fellow in the Nanovic Studies, Professor of English, and Concurrent Univ., 1966. (1966) Institute for European Studies. B.A., Univ. of Professor of Film, Television, and Theatre. B.A., Malta, 1968; Ph.D., State Univ. of New York Univ. College, Galway, 1972; M.A., ibid., Theresa M. Krier, Associate Pro fes sor. B.A., at Binghamton, 1976. (1980) 1976; Ph.D., Trinity College, Dublin, 1989. Western Mich i gan Univ., 1977; M.A., Univ. James M. Collins, Associate Pro fes sor of Film, (2000) of Michigan, 1978; Ph.D., ibid., 1983. (1985) Tele vi sion, and Theatre and Con cur rent As- Barbara J. Green, Associate Pro fes sor. B.A., sociate Professor of En glish. B.A., Univ. Univ. of Chi ca go, 1983; M.A., Univ. of Vir- William J. Krier, Associate Professor. B.A., of Iowa, 1975; Centres des Etudes Cin- ginia, 1985; Ph.D., ibid., 1991. (1991) Univ. of Notre Dame, 1965; M.A., Univ. of ematographique, France, 1977; Ph.D., Univ. Michigan, 1966; Ph.D., In di ana Univ., 1973. of Iowa, 1984. (1985) (1969) 88 The Division of Humanities German Language and Literature 89

Greg P. Kucich, Associate Pro fes sor. B.A., San Valerie Sayers, Director of Creative Writing and German Language and Literature Fran cisco State Univ., 1978; M.A., Univ. of Professor. B.A., Fordham Univ., 1973; M.F.A., Michigan, 1979; Ph.D., ibid., 1983. (1983) Columbia Univ., 1976. (1993) Chair: Robert E. Norton Jesse M. Lander, Assistant Professor. B.A., Donald C. Sniegowski, As so ci ate Professor Director of Graduate Studies: Columbia Col lege, 1988; B.A., Univ. Col lege, Emeritus. B.A., Univ. of Notre Dame, 1956; Albert Wimmer Ox ford, 1991; M.A., Co lum bia Univ., 1992; B.A., Ox ford Univ., 1958; M.A., Yale Univ., M. Phil., ibid., 1994, Ph.D., ibid., 1998. 1960; Ph.D., ibid., 1966. (1961) Telephone: (574) 631-5572 (1999) Steve Tomasula, Assistant Pro fes sor. B.S., Location: 318 O’Shaughnessy Michael Lapidge, the Notre Dame Professor of Purdue Uni v., 1976; M.A., Uni v. of Illinois at E-mail: [email protected] English. B.A., Univ. of Calgary, 1962; M.A., Chicago, 1982; Ph.D., ibid., 1995. (1997) Web: http://www.nd.edu/~grl Univ. of Al ber ta, 1965; Ph.D., Univ of To- Chris R. Vanden Bossche, A.B., r on to, 1971. (1998) Professor. The Program of Studies Univ. of Notre Dame, 1972; Ph.D., Univ. of The Department of German and Russian Robert J. Lordi, Professor Emeritus. A.B., Holy California, Santa Cruz, 1982. (1984) Languages and Literatures offers an M.A. Cross College, 1950; M.A., Bos ton College, degree in German. The primary aim of the Edward Vasta, Professor Emer i tus. B.A., Univ. 1955; Ph.D., Univ. of Illinois, 1958. (1958) master’s program is to provide students with a of Notre Dame, 1952; M.A., Univ. of Michi- comprehensive background in the literary and Jill Mann, the Notre Dame Professor of English. gan, 1954; Ph.D., Stanford Univ., 1963. cultural achievements of the German- B.A., Ox ford Univ., 1964; Ph.D., Cambridge (1958) speaking countries. The courses of study Univ., 1971. (1999) James H. Walton, Professor. A.B., Univ. of provided will, in most instances, lead to a John E. Matthias, Professor. B.S., Ohio State Notre Dame, 1959; M.A., North west ern career in teaching and scholarship, but they Univ., 1963; M.A., Stanford Univ., 1966. Univ., 1960; Ph.D., ibid., 1966. (1963) may also serve as fundamental training for (1967) those who plan to enter professions based on Thomas A. Werge, Professor and Concurrent international relations or where an advanced Orlando Menes, Assistant Pro fes sor. B.A., Professor in the Master of Ed u ca tion Program. knowledge of German plays an auxiliary role. Univ. of Flor i da, 1980; M.A., ibid., 1982; B.A., Hope College, 1963; M.A., Cornell Ph.D., Univ. of Il li nois at Chicago, 1998. Univ., 1964; Ph.D., ibid., 1967. (1967) General Requirements (2000) Ivy Glenn Wilson, Instructor. B.A., Stanford Graduate study in German assumes a Lewis E. Nicholson, Associate Pro fes sor Emeri- Univ., 1995; M.A., Yale Univ., 1998; Ph.D., prior undergraduate major in German or its tus. B.A., Univ. of Iowa, 1947; M.A., ibid., Yale Univ., 2002 (2002). equivalent. The graduate adviser, in conjunc- 1948; M.A., Harvard Univ., 1951; Ph.D., tion with the department chair, will help to Ewa Ziarek, ibid., 1958. (1958) Pro fes sor and Fellow in the determine the individual course of study for Nanovic Institute for European Studies. B.A., each student once on campus. All candidates Maura Bridget Nolan, As sis tant Professor. Warsaw Univ., 1984; M.A., State Univ. of for the M.A. degree in German are expected A.B., Dartmouth College, 1988; A.M., Duke New York at Buffalo, 1988; Ph.D., ibid., to take a minimum of 30 credit hours in their Univ., 1992; Ph.D., ibid., 1998. (1996) 1989. (1989) specialized area or related fields. The master’s Katherine O’Brien-O’Keeffe, the Notre Dame Krzysztof Ziarek, Associate Professor and Fellow program combines intensive literary studies Professor of English. A.B., Fordham Col lege, in the Nanovic Institute for Eu ro pe an Studies. with advanced courses in related areas of oth- 1970; Ph.D., Univ. of Penn syl va nia, 1975. B.A., Warsaw Univ., 1985; M.A., State Univ. er disciplines, such as other foreign languages, (1992) of New York at Buffalo, 1988; Ph.D., ibid., art, English, government, history, internation- 1990. (1990) al studies, music, philosophy, psychology, and William A. O’Rourke, Pro fes sor. A.B., Univ. theology. The goal of advanced studies in the of Missouri, Kansas City, 1968; M.F.A., department is the critical understanding and Columbia Univ., 1970. (1981) articulation of the culture of other nations as reflected primarily in their literatures. It is Kathy A. Psomiades, Associate Pro fes sor. A.B., Bryn Mawr College, 1983; M.A., Yale Univ., assumed that applicants for admission to the 1984; M.Phil., ibid., 1987; Ph.D., ibid., M.A. program in German are already fluent 1990. (1990) in the language, especially if they also apply for a teaching assistantship. Paul A. Rathburn, Associate Professor Emeritus. B.A., Holy Cross College, 1956; M.A., St. Upon their arrival on campus, graduate stu- Mary’s Seminary, 1958; M.A., Marquette dents will be advised of their course of studies Univ., 1961; Ph.D., Univ. of Wis con sin, and given detailed instruction on how to plan 1966. (1965) their four semesters of graduate work. Besides taking advanced courses, students are also Jamie Javier Rodriguez, As sis tant Professor. responsible for the reading list that covers the B.A., North Texas State Univ., 1981; A.M., various periods of German literature. Dur- Harvard Univ, 1994; Ph.D., Har vard Univ., ing the first year of study, an oral proficiency 2000. (2002) examination in German will determine can- didacy for the master’s degree. Furthermore, 90 The Division of Humanities 91 incoming graduate students are required to learning, and testing in the classroom. Partici- 530. The Age of Enlightenment attend a week-long orientation prior to the pants are challenged to ask new questions that (3-0-3) Staff beginning of classes, enroll in GE 503 (SLA research efforts have only begun to address A study of the impact of the new physical Theory and Practice: Understanding the Pro- and to make explicit their own theories and sciences and rationalistic philosophy upon fession) and GE 504 (Development of hypotheses of how SLA occurs. The goal is for the life and belles lettres of 18th-century Multi-Media Material for Language Teach- participants to understand, clarify, and articu- England, France, Germany, Spain, and Italy. ing), and work closely with a faculty (or the late their beliefs and practices about language (Offered as Directed Readings) German Supervisor) on departmental matters teaching and learning, including various of teaching, learning, and testing German for theoretical and practical insights into what it 541. Goethe and His Age proficiency. means to be proficient in a language. It is also (3-0-3) Norton hoped that participants will gain a new per- An intensive study of Goethe’s major works of The master’s program is concluded by a spective on how adult learners develop profi- poetry, prose, and drama within the cultural comprehensive written examination designed ciency in a second language (from empiricist framework of his times. to test satisfactory knowledge of two areas to rationalist views), become familiar with of concentration and sufficient competency past and current methodological approaches 548. German Cinema in the Weimar Republic in four other fields of the German literary and practices, reexamine current assumptions (1918–1933) tradition. The precise areas of concentration and language teaching practices, and achieve (3-0-3) Hagens (in English) on the examination will be determined by an integrated perspective of the issues sur- The years between 1918 and 1933 are the the graduate adviser, in consultation with the rounding contextualization of the four skills Golden Age of German film. In its develop- department chair, and is based on the inter- and culture, proficiency-oriented classroom ment from expressionism to social realism, ests of the individual student. To the extent testing, lesson and curriculum planning, and, this German cinema produced works of great possible, graduate students will be given the finally, use of authentic materials and emerg- variety, many of them in the international opportunity to participate in the elementary ing digital technologies for second language avant garde. The seminar will give an over- language teaching of the department. Stu- learning. view of the silent movies and sound films dents in the master’s research program may made during the Weimar Republic and situ- earn up to six of their required 30 credit 504. Development of Multi-Media Material for ate them in their artistic, cultural, social, and hours in researching and composing the thesis Language Teaching political context. The oeuvre of FritzFritz Lang, the required of all research students. (3-0-3) Liontas greatest German director, will receive special This course investigates the parameters in- attention. Should we interpret Lang’s disqui- Course Descriptions volved with multimedia materials develop- eting visual style as a highly individual phe- Each course listing includes: ment, explores second language acquisition nomenon independent of its environment, or • Course number (SLA) research and its impact on language can we read his obsessive themes (world con- • Title teaching, and analyzes and critiques textbooks spiracies and terrorized masses, compulsive • (Lecture hours per week—laboratory and other teaching materials. Participants violence and revenge, entrapment and guilt) or tutorial hours per week—credits per are asked to write a prospectus, including as a Widerspiegelung (mirror(mirror image) of the his- semester) rationale, audience, methodology, and sample torical period? Might his films, as some critics • Instructor materials. have suggested, even illustrate how a national • Course description psyche gets enmeshed in fascist ideology? • (Semester normally offered) Courses in German Literature Not all courses are offered every year. 515. Medieval German Literature The seminar will introduce students to basic (3-0-3) Wimmer categories of film analysis, survey the his- Graduate Reading Courses A survey of the developments in literature tory of German cinema during the Weimar 500. German Graduate Reading and art of the Middle Ages. (Fall) Republic (1918–1933), and provide a closer (3-0-3) Liontas, Weber look at the works of Fritz Lang. Intended as review for graduate students who 520. Love and Violence in Medieval German wish to take the GRE in German. The final Literature Films subtitled, dubbed, or English language; examination of the course, if passed, fulfills (3-0-3) Christensen (in German) readings, lectures, and discussions in English. the requirements of the GRE. This course will investigate the interplay of love and violence in a variety of secular and 550. The Nazi Past in Postwar German Film 503. SLA Theory and Practice: Understanding religious texts by both women and men from (3-0-3) Hagens the Profession the German Middle Ages. Knowledge of How have German films since 1945 been (3-0-3) Liontas Middle High German is not required, but, trying to deal with the Nazi past? How do This methodology course for pre- and in- where available, students will read modern Germans picture their memories of the Third service secondary teachers and graduate teach- German with facing medieval text. Reich? How do they define themselves within ing assistants recognizes the vital need for and against their country’s history? And how second language learning in the curriculum of 526. The Baroque Period do they live with their remembrances now? the future, pursues new directions in second (3-0-3) Staff Primarily, this class aims at issues in the realm language acquisition (SLA) research, and A survey of the development of baroque of ethics—perpetrators, victims, and passive develops creative ways to enhance teaching, forms in literature and art during the 17th accomplices; stereotypes; courage and coward- century. (Offered as Directed Readings) ice; personal and national guilt; revisionism, coming-to-terms, and productive memory; 90 The Division of Humanities German Language and Literature 91

responsibility and the (im)possibility of rec- 570. Modern Lyric Poetry 577. The Holocaust in German Theater and onciliation. Some central questions about (3-0-3) Profit Film German history during the Third Reich A close reading and analysis of 19th- and (3-0-3) Hagens (in German) and the postwar era will be considered. The 20th-century German poetry with particular We will study German, Austrian, and Swiss course will also develop basic categories of emphasis on George, Rilke, Brecht, Lehm- stage plays and films that have the Holocaust film analysis and ask questions about the ann, Krolow, and Piontek. (Every two years) for their central issue. Our close analyses will special capacity of film to help a nation work be framed by broader questions: How can through its past. Films subtitled, dubbed, or 571. 20th Century Prose and Poetry the (re-)presentation of evil on stage or screen English language. (3-0-3) Profit (in German) become meaningful—or is such an endeavor In order to acquaint the student with the beyond the limits of (re-)presentation? What 555. German Drama 1750 to the Present rich diversity characteristic of 20th-century are the respective weaknesses and strengths (3-0-3) Hagens (in German) German literature, a wide variety of materials of theatre and cinema when confronted with We will read and discuss some of the great- will be studied. They will not only encompass this challenging topic? How do German and est plays in the German dramatic tradition, various genres: the short story, the drama Austrian plays and films about the Holocaust by authors such as Lessing, Goethe, Schiller, and the poem, but will also represent various differ from the ones produced in other Kleist, Grillparzer, Nestroy, Freitag, Haupt- time periods: from the beginnings of the 20th countries? mann, Hofmannsthal, Brecht, and Werfel. By century to the 1970s. Among others, read- interpreting classic German-language plays in ings will include: Franz Kafka, Der Landarzt; 579. Aesthetics, Aestheticism, Aestheticization the original, students will learn how to ap- Wolfgang Borchert, Draussen vor der Tür; (3-0-3) Norton proach drama analysis, and develop a sense and Rainer Maria Rilke, Die Weise von Liebe One of the persistent clichés of modern Ger- for the history of drama throughout the past und Tod des Cornets Christoph Rilke. An oral man culture was that Germany was the land 250 years. In addition, we will study a few report, two papers, and a two-hour final will of “poets and thinkers,” with politics largely short, and often English-language, texts in the supplement thorough and engaging class falling outside the equation. Obviously, this theory of drama (Aristotle, Schelling, Car- discussions based upon close readings of the disregard for politics is itself a deeply political rière, and Cavell, as well as our department’s selected texts. gesture, with potentially—and in Germany’s own Hösle and Roche), which will allow case, verifiably—disastrous consequences. In students to differentiate between the basic 572. Modern German Short Story this class, we explore the relationship between genres of drama (tragedy, comedy, and drama (3-0-3) Wimmer (in German) art, theories of art, and politics, with an of reconciliation) and understand better the Post-1945 short stories/Kurzgeschichten to the emphasis on the peculiarly German desire to nature of conflict and reconciliation. Students 1990s, covering a wide range of themes and envision a political utopia based on aesthetic interested in other national literatures will issues. Among the authors discussed will be principles. Spanning nearly two centuries, the have the opportunity to draw comparisons Bichsel, Borchert, Böll, Brecht, Kusenberg, texts we study trace a development that began with plays by authors such as Aeschylus, von der Grün, Kaschnitz, Wallraff, Grass, and in the Enlightenment and reached a conclu- Sophocles, Shakespeare, Calderón, Corneille, others. Teaching method: Introductory lec- sion during the middle of the last century. Racine, and Ibsen; and those interested in tures, student presentations, and discussions. Readings may include works by Herder, film may branch out into analyzing works In German. Requirements: Three papers of Schiller, Hegel, Heine, Marx, Nietzsche, by directors such as Hitchcock, Renoir, approximately 10 pages in length, two exams, Thomas Mann, Walter Benjamin, Heidegger, Ford, Capra, Curtiz, Hawks, Chaplin, and one final examination. Georg Lukacs, and Adorno. Kurosawa. 575. The World as Theater 582. The Literature of Unifi ed Germany 566. Nineteenth-Century German Literature (3-0-3) Hagens (1989–2000) (3-0-3) Norton (in German) “All the world’s a stage”—this insight has (3-0-3) Christensen (in German) The 70 years that separate the death of been dramatized by many playwrights. While How has German identity changed since Goethe in 1832 and the end of the 19th the core of this idea seems to have remained 1989? In what ways has the status quo of century are rich in examples of literary and the same (namely, the world is like a theater, divided Germany been maintained, even for- cultural achievement. This diversity and com- human existence like a play, and we are like tified, by unification? Is the literature written plexity has given rise to a variety of epochal actors), the form of the idea has gone through in Germany since 1989 merely reflecting or designations—Biedermeier,—“Vormärz,” many telling variations. By observing these is it influencing societal, cultural, or political Realism, Naturalism, Symbolism, to name changes, we will not only learn about the change? Or is it indeed independent of such the most prominent—which have served to history of drama and theater over the past changes? In order to begin to answer these categorize each successive generation’s literary, 350 years, but also about the relation between questions, we will read a variety of texts writ- political, and social agenda. In this course, we a stage play and the rest of reality; and most ten in Germany since late 1989. To facilitate will consider the main outlines of 19th- importantly, we will find out what the fore- deep exploration and discussion, we will read century German literature (including in Aus- most dramatists advocated our proper role in a relatively small number of texts that will tria and Switzerland) by studying representa- life should be. We will read, discuss, and write nonetheless represent a wide range of genres tive works of all major genres—prose, poetry, about some of the greatest dramas in the (novel, short story, drama, poetry, and re- drama—and by some of the greatest writers German-language tradition by authors such as portage). Authors will likely include Christa of their day: Mörike, Heine, Grillparzer, Weise, Tieck, Hofmannsthal, Brecht, Weiss, Wolf, Günther Grass, Durs Grünbein, Holger Hebbel, Keller, Meyer, Raabe, Fontane, and Handke, Dürrenmatt, and Tabori. Teschke, Ingo Schulze, Luise Endlich, and George. Doris Dörrie. To illuminate the literary works we will read, we will also read and debate 92 The Division of Humanities 93 what some German authors have written and achieve greater depth in our interpretations medieval world. We will also take a look at are writing about their own social and histori- of the dramatic texts as well as in our under- some of the most interesting modern literary cal role—and the role of their writings—in standing of the theories of conflict resolution. and film adaptations of the Arthurian legend. Germany today. The course will include a number of films (documentary and dramatic) Students of Peace Studies and Political Sci- 591. Evil and the Lie produced since 1989. Students will also regu- ence who are familiar with these pieces of (3-0-3) Profit larly read (on the Web) and report on news of world literature will have acquired a new kind By closely examining (among others) such Germany, especially as it relates to the Ger- of resource for their ability to think through, works as Dürrenmatt’s Der Verdacht, Wilde’s man literary and cultural scene. and to work in, conflict resolution. Being able The Picture of Dorian Gray, and Gide’s The to draw on such artistically crafted illustra- Immoralist, this seminar will hope to come to 583. Seminar on German Women Writers tions of political mediation opens up histori- an understanding of the nature of evil and its (3-0-3) Christensen (in German) cally diverse, cross-cultural, and emotionally relationship to lying, to self esteem, and to Participants in this seminar will explore the nuanced perspectives onto the topic of their self love, among other aspects. rich literary history of women writers from studies. Conversely, students of drama and German-speaking Europe. We will read theatre will acquire more sophisticated tech- 592. Schopenhauer works of many different genres (drama, short nical instruments for the analysis of aesthetic (3-0-3) Hösle story, novella, novel, letter) by women from conflict. Schopenhauer’s philosophy signifies a great the early Middle Ages to the present. In the break in the history of Western philosophy: process, we will encounter Europe’s first Arrangements are being made to invite guest no longer Reason, but the Will becomes the playwright, one of the 21st-century’s brightest speakers from other departments. All discus- grounding principle; Schopenhauer claims young literary stars, and an array of intrigu- sions, texts, and papers in English; special furthermore to integrate in a productive way ing women who came between them. We will arrangements can be made for students of Buddhism into his pessimistic world-view. scrutinize and apply various theoretical and German. His influence on the philosophy, and also on critical approaches to (women’s) literature, the arts of the 19th and 20th centuries, has both in writing and in lively debates. 585. Religious Themes in Modern German been enormous, not least of all because of Literature and Thought his original aesthetics. We will read his main 584. Overcoming Political Tragedy: An Interdis- (3-0-3) Roche work, The World as Will and Representation. ciplinary Course in Drama and Peace Studies This course addresses a variety of religious (3-0-3) Hagens (in English) issues, ranging from 18th-century seculariza- 594. Thomas Mann Drama is a potentially fascinating topic tion and discussions of the theodicy to the (3-0-3) Hösle for Peace Studies because, at the heart of 19th century’s various critiques of religion Thomas Mann is certainly the most influ- traditional drama and theatre, there is con- and 20th-century discussions of religion and ential German novelist of the 20th century. flict—and the question whether it can be intellectuals and of the responsibility of the Rooted in the Bildungsbürgertum of the 19th resolved. Moreover, just as politics often is church. The course addresses both the literary century, influenced by Richard Wagner and dramatic, drama often is political: there is, for embodiment of religious themes and essayis- the philosophies of Arthur Schopenhauer and example, a very extensive tradition of plays tic analyses of religious issues. Authors to be Friedrich Nietzsche, he is at the same time that thematize political revolution, usually in read and discussed include Lessing, Novalis, a profoundly modern writer with remark- the form of either tragedy or comedy. Stu- Hölderlin, Büchner, Grillparzer, Feuerbach, able innovations in narrative techniques. We dents will read classic political dramas that Marx, Nietzsche, Freud, and Hochhuth. shall read three of his novels that deal with are neither tragedies nor comedies but, rather, general cultural (and sometimes also very bring potentially tragic public conflict to 586. Der Artusroman — Arthurian Epic specific German) issues—the humanizing positive yet non-trivial resolution. (3-0-3) Christensen (in German) power of myth (Joseph and his Brothers), the Come explore the enduring legend of King greatness of an outstanding individual and its The class will proceed as follows: Having Arthur and his court as interpreted by Ger- unhealthy impact on his environment (Lotte discussed definitions of tragedy and comedy, man authors of the high Middle Ages (late in Weimar), and the development of modern and what might be the advantages of aesthetic 12th and 13th centuries). We will spend the art at the price of the dissolution of its bonds renditions of conflict, we will then read some majority of the semester on the three best- with morality and its political consequences of the following dramas of political reconcili- known and most complete Arthurian epics (Doktor Faustus). ation: Aeschylus, Oresteia/Eumenides; Shake- in the German tradition: Erec and Iwein speare, Measure for Measure; Calderón, The by Hartmann von Aue, and Wolfram von 595. Nietzsche Mayor of Zalamea; Corneille, Cinna; Lessing, Eschenbach’s Parzival, as well as other later (3-0-3) Hösle Nathan the Wise; Schiller, William Tell; Kleist, German adaptations they influenced. These Nietzsche’s philosophy represents one of the The Prince of Homburg; Brecht,Brecht, The Cauca- tales are among the most imaginative and greatest interruptive moments in the history sian Chalk Circle; Lan, Desire; and Fugard, fascinating in the German canon, full of the of philosophy: no one has destroyed as many Valley Song. (We(We may include selected films, adventures and exploits of knights and ladies. assumptions as radically as Nietzsche. At the such as Meet John Doe, On the Waterfront, or Our exploration of these texts will focus on same time, his work represents a challenge Twelve Angry Men.) We will examine these their relationship to their French and English to the literary mind in as much as Nietzsche plays through the categories both of drama predecessors, on the many twists and turns discovered new forms of expression for analysis and of theories of conflict resolution, in story line and character development that philosophical thought. Everyone interested mediation, and transformation. The expecta- each individual author creates, and on the in- in German intellectual history as well as in tion is that this approach will enable us to formation they suggest about “real” life in the the philosophy of the 20th century should 92 The Division of Humanities History 93

study his work, even if he or she comes to the History Fall applicants who wish to begin studies at conclusion that Nietzsche’s arguments for this Notre Dame the preceding summer should break in the tradition are not convincing. Chair: meet fall application requirements and also John McGreevy summer session admissions requirements 597. Directed Readings Director of Graduate Studies: stipulated in Notre Dame’s Summer Session (V-V-V) Staff Olivia Remie Constable Bulletin of Information. An individual reading or research course for German language degree candidates only. Telephone: (574) 631-7266 General Requirements Fax: (574) 631-4268 Before completing their doctorates, students Faculty Location: 219 O’Shaughnessy Hall must satisfy the departmental requirements Department E-mail: [email protected] for the master’s degree. Doctoral students Kirsten M. Christensen, Assistant Profes- Chair E-mail: John.T. [email protected] receive their master’s after completing 33 B.A., Arizona State Univ., 1984; M.A., sor. Web: http://www.nd.edu/~history credit hours of study including one graduate- Brigham Young Univ., 1991; Ph.D., Univ of level seminar in history and 24 credit hours Texas, Austin, 1998. (1999) The Program of Studies of graduate-level work (seminars, colloquia, Jan-Lüder Hagens, Assistant Professor and The graduate programs in history permit stu- directed readings, supplemental research, and Fellow in the Nanovic Institute for European dents to deepen their knowledge and under- readings) in history or related disciplines. The Studies. M.A., Univ. of Virginia, 1983; Sta- standing of selected historical specializations master’s degree demands satisfactory comple- atsexamen, Univ. of Tübingen, 1988; M.A., and to nourish the historical perspective that tion of course work with a GPA of no less Princeton, 1989; Ph.D., ibid., 1993. (1997) marks the educated citizen. Advanced work than 3.0. Students must also pass an M.A. in history may prepare students for careers in exam (normally the candidacy exams count Vittorio Hösle, the Paul Kimball Professor scholarship and teaching, for certain public in place of a separate M.A. exam), see also of Arts and Letters, Concurrent Professor of service careers, or for careers in research. language requirement below. In order to enter Philosophy, Concurrent Professor of Political the doctoral program, students must satisfy Science, and Fellow in the Nanovic Institute for The history programs accept only students the foreign language requirement and receive European Studies. Ph.D., Univ. of Tübingen, planning to pursue the Ph.D. degree. These the approval of the departmental faculty. 1982; Dr. habil., ibid., 1985. (1999) students are normally awarded a master’s Students entering Notre Dame with a master’s John I. Liontas, Assistant Professor. B.A., Univ. degree in the course of pursuing their doctor- degree in history from another institution of Siegen, Germany, 1985; M.Ed., Univ. of ates. normally have the same course work, writ- South Carolina, 1989; Ph.D., Univ. of Ari- ing, and examination requirements as those zona, 1999. (2000) Admission entering without such a degree, but holders An applicant ordinarily should have com- of the master’s degree may be able to transfer Robert E. Norton, Chair of German and pleted at least 24 credit hours of undergradu- as many as 24 credits into the history Ph.D. Russian Languages and Literatures, Professor of ate work in history. Language preparation program, upon approval of the director of German, and Fellow in the Nanovic Institute is highly desirable; prospective medievalists graduate studies. Normally, no more than six for European Studies. B.A., Univ. of Califor- must know Latin, and prospective modern credits may be transferred and used to replace nia at Santa Barbara, 1982; M.A., Princeton Europeanists must know at least one modern required courses in history. Univ., 1985; Ph.D., ibid., 1988. (1998) European language. Both medievalists and In order to receive a Ph.D., a student must Vera B. Profi t, Professor. B.A., Alverno Col- those pursuing studies in other fields will be complete a total of 72 credit hours of study, lege, 1967; M.A., Univ. of Rochester, 1969; required to demonstrate proficiency in read- including at least three graduate-level semi- Ph.D., ibid., 1974. (1975) ing relevant foreign languages. nars in history (two for students in American Mark W. Roche, the I. A. O’Shaughnessy Dean Incoming graduate students in the history history). Work must be in graduate-level of Arts and Letters, the Rev. Edmund P. Joyce, programs begin studies in the fall semester. courses (seminars, colloquia, directed read- C.S.C., Professor of German Language and Lit- Students applying to enter in the fall should ings, supplemental research and reading, erature, and Concurrent Professor of Philosophy. have complete dossiers (application, tran- dissertation research) in history or related B.A., Williams College, 1978; M.A., Univ. scripts, writing sample, recommendations, disciplines. Tübingen, 1980; M.A., Princeton Univ., and GRE scores) on file with Notre Dame’s 1982; Ph.D., ibid., 1984. (1996) Office of Graduate Admissions no later than In addition to completing prescribed course work, doctoral students must also pass Ph.D. Albert K. Wimmer, Director of Graduate the preceding January 15. The “Statement of candidacy examinations in their specialties. Studies and Associate Professor, and Fellow in Intent” accompanying the application should The candidacy examination will normally be the Nanovic Institute for European Studies and describe the student’s areas of interest as taken sometime in the student’s third year of the Medieval Institute. B.A., Univ. of Munich; explicitly as possible and should list the de- residence. Students wishing to take candidacy M.A., Univ. of Notre Dame, 1964; M.A., partmental faculty members with whom they examinations earlier than the third year of ibid., 1967; Ph.D., Indiana Univ., 1975. wish to study. (Please note that professors residence may do so with the consent of their (1964) designated “emeritus” are retired.) The writ- ing sample should demonstrate the applicant’s academic advisers and the director of graduate skills in writing, analysis, and (if possible) studies. To be eligible to take the candidacy historical research. examination, students must satisfy the for- eign language requirement and complete the required course work in their specialization. 94 The Division of Humanities History 95

Before being advanced to Ph.D. candidacy, Students in American history will normally Writing and Defense of the Dissertation students must submit to the department an take their master’s examination at the same After advancement to Ph.D. candidacy, stu- approved dissertation proposal (see proce- time that they take the written part of their dents must complete a doctoral dissertation, dures outlined below). Within eight years of Ph.D. candidacy examinations. In order to which the department understands to be a enrollment into the history graduate program, receive the master’s degree earlier, a student, substantial piece of research based on primary students must complete a satisfactory doctoral upon completion of at least a year of course sources that makes an original contribution dissertation or risk the loss of their candidacy work, may take and must pass a written to historical knowledge. Departmental pro- status. A student may appeal to the Gradu- two-hour examination, administered by three cedures for approval of the dissertation are as ate School for extension of candidacy status; history professors, normally with whom the follows: granting of extensions may occur for compel- student has taken course work. Students in 1. The dissertation must be read and ap- ling reasons but in no case may that candida- medieval history follow the same procedures proved by the student’s adviser. cy be extended beyond seven years following as their Americanist counterparts. 2. The student then furnishes the department passage of the candidacy examination. with three copies of the thesis. Copies Ph.D. candidacy boards will consist of four or must be furnished to the department Language Requirement five faculty members chosen by the student at least six weeks before the date of the One basic requirement for all candidates for and his/her advisor, and approve by the di- defense. These copies are to be read and the doctorate in history is a reading knowl- rector of graduate studies. The written exam approved within 30 days by three read- edge of one modern foreign language. In each shall consist of four or five two-hour essays ers from the graduate faculty. Students field additional languages or an appropriate on topics selected by the examination board are responsible for incorporating into the skill are prescribed as the faculty in that field within fields chosen by the student; the oral dissertation whatever changes the readers consider necessary. The following provisions exam shall involve questioning by the board find necessary. At this time, the student are in force. Candidates in the field of medi- for not less than 90 minutes and not more submits a complete copy of the disserta- eval history must demonstrate competence than three hours. There must be a gap of at tion to the Graduate School for a prelimi- in Latin and two modern foreign languages, least five working days between the final writ- nary formatting review. one of which is normally French or German. ten exam and the oral exam. 3. Normally the student defends the doctoral Competence in Latin is demonstrated by a dissertation by delivering a brief lecture student’s passing the examination in medieval Students who fail a Ph.D. candidacy exami- that any member of the graduate faculty Latin administered by the Medieval Institute. nation may appeal to the director of graduate may attend. The academic adviser, three Candidates in modern European history must studies to retake the failed portion one time. readers, and an outside chair appointed demonstrate competence in reading two for- by the Graduate School must also attend. eign languages, one of which must be French Advancement to Candidacy for the Ph.D. After the lecture and a period for ques- or German. Candidates in American history While preparing for the Ph.D. candidacy tions and discussion, the committee must must demonstrate competence in one modern examinations, all students should take a one- vote as to whether the dissertation defense foreign language. In all fields, language and semester scheduled course or directed reading has been satisfactory. skill requirements must have been completed course with their academic adviser on a pro- 4. Two clean, corrected, unbound copies of by the student before the student will be per- spective dissertation topic. After successfully the dissertation must be delivered to the mitted to take Ph.D. candidacy examinations. passing the written and oral candidacy exam, Graduate School by the appropriate due the student will consult with the director of date. To receive the M.A., doctoral students must graduate studies about a thesis director and demonstrate a reading knowledge of one other members of a dissertation committee. Distribution Fields modern foreign language. Students must The director of graduate studies, after con- Students in American and modern European demonstrate their knowledge of this language sulting with those colleagues, will create that history will be required to take Ph.D. can- by the end of their third semester in resi- committee. The student will then present a didacy examinations in four or five fields, at dence. dissertation proposal to the committee. The least three of which will be in their major area proposal should include a statement of the of concentration (e.g., American or modern Examinations subject to be addressed; a survey of the rele- European). One of the fields chosen must be First-year examinations in modern European vant sources, where they are located, and how from an area other than that of the student’s history are oral examinations administered the student expects to get to them; how this area of concentration. It might be taken either near the end of the student’s second semester dissertation would contribute significantly within the History Department, or from of residence. The examination board will to knowledge in the field; what languages or another department (e.g., Political Science or consist, whenever possible, of three faculty quantitative skills are required and how the Theology). members who have worked with the student student proposes to gain them; and the time- during the year. Each faculty member may table and financial resources required. The Students in medieval history will be required pose questions based on student course work proposal should be concise; normally 5-10 to take examinations in four or five fields. during the year. The first-year examination pages plus bibliography. The committee may These fields must include one medieval must be no less than 90 minutes and no more accept, reject, or modify the proposal. If and chronological field, one medieval subject than two hours in length. When Europeanist when a proposal is accepted, the committee field, one field specifically focused on the area students have completed other M.A. require- will notify the director of graduate studies of the dissertation, and one outside field. ments, the first-year exam may count in place who will, in turn, nominate the student to of a separate master’s exam. the Graduate School as a Ph.D. candidate. The following fields serve as guidelines. A field might be modified after appropriate 94 The Division of Humanities History 95

consultation between a faculty examiner and Specialization Concentration in Religious History student. Additional fields might be arranged The department offers three fields of study: There is no formal degree program in reli- by a student with faculty members with the United States History, Medieval History, gious history; however, students may choose approval of the director of graduate studies. and Modern European History. Incoming religious history as an area of concentration students must select one of these fields at while fulfilling the normal requirements of United States the time of admission. The faculty prescribes one of the three degree fields. Requirements Colonial/Revolutionary (1600 to 1800) course requirements in each field. In the first for a religious history concentration are as National Period/Civil War and year of study a student must write a substan- follows: Reconstruction (1800 to 1877) tial original paper, which will figure in the 1. Completion of graduate-level courses in Gilded Age/Progressive Era department’s screening of the student for two distinct fields of religious history (for (1877 to 1920) the Ph.D. program. At present the following example, medieval and modern Euro- Recent America (1920 to the present) requirements exist: pean). History of American Religion 2. Compilation of a reading list on religious American Intellectual History A. United States History history with the assistance of a faculty U.S. Diplomatic History By the time a student takes the Ph.D. candi- member in the student’s specialization. African American History dacy examination, the student should have This reading list would serve as a basis of Native American History completed the following: questioning on one portion of the Ph.D. Woman’s History/Gender 1. At least six graduate-level colloquia/ candidacy examination. History of Science and Technology directed readings in United States history. The colloquia must include three of the Once accepted in the doctoral program, stu- Modern European following four pro-seminars: Europe and dents will write dissertations in their respec- Renaissance/Reformation/ the Americas 1450-1680, America 1680- tive areas of specialization, but the topics they Counter Reformation 1790, U.S. 1790 to 1890, and U.S. Since choose may be in religious history. England (17th and 18th centuries) 1890. England (19th and 20th centuries) 2. A minimum of two colloquia in fields of Financial Aid and Other Information Ireland (18th to 20th century) history other than United States history. Financial aid is allocated to the department France (1789 to 1914) 3. At least two research seminars, one of by the University each spring. A portion of Germany and Austria (1815 to 1914) which must be taken in the first year. this aid is available for incoming first-year Germany and Austria (1914 to the present) graduate students and is assigned on the basis East-Central Europe (19th and B. Medieval History of merit after review of application dossiers. 20th centuries) The requirements for medieval specialists are Students already in residence are assigned Russia (19th century) as follows: aid by faculty vote, after an annual general Russia and Soviet Union (20th century) 1. Students must take a total of eight gradu- review of student performance. All available European Intellectual History (19th and ate colloquia/directed readings courses aid is reassigned annually for the term of one 20th centuries) plus three research seminars, one of academic year. Students whose performance European Social History (19th and which must be taken in the first year. The falls below University minima stipulated in 20th centuries) colloquia/directed readings must include the general regulations of this Bulletin or who European Religious History (19th and the two proseminars in medieval history. do not satisfy other published requirements 20th centuries) 2. First-year students must also take at least for aid will have their aid withdrawn. Gradu- European Diplomatic History (19th and one course with extensive reading in Latin ate assistantships are ordinarily reserved for 20th centuries) sources, and the two-semester Introduc- students who have already completed a year tion to Medieval Studies. of graduate work. Medieval Early Middle Ages (500 to 1050) C. Modern European History For general information concerning admis- High Middle Ages (1050 to 1300) Course requirements for modern sions procedures, course and hour require- Later Middle Ages (1300 to 1500) Europeanists are as follows: ments, grades, financial aid, procedures Medieval Social and Economic History 1. Before taking their candidacy examina- pertaining to graduate research, and other Medieval Intellectual and Cultural History tions, students must take a total of three matters, consult the Graduate School regula- Medieval Ecclesiastical and research seminars and at least eight other tions that introduce this Bulletin. Note that Religious History graduate colloquia/directed readings certain departmental degree requirements Medieval Islam courses. As many as two of the colloquia/ (for instance, foreign language proficiency) Medieval Judaism directed readings courses may be taken are more demanding than the Graduate History of Science outside the History Department. School’s general rules. Application forms and History of Gender 2. First-year students must complete at least information concerning noncurricular aspects Dissertation field (required) one seminar using sources in a modern of graduate study at Notre Dame may be European language other than English. obtained by writing the University of Notre Other First-year students must also take what- Dame, Graduate Admissions, 502 Main Latin America ever prescribed introductory courses in Building, Notre Dame, IN 46556. Modern East Asia (China and Japan) their chosen field the department may Africa offer that year. 96 The Division of Humanities History 97

Course Descriptions Seminars in medieval, modern European, and Each course listing includes: 541–549, 588. Variable Courses in Medieval United States history are listed according to • Course number History the following numbering scheme. Occasional • Title (3-0-3) Medieval History Staff seminars in other fields are suitable for Ph.D. • (Lecture hours per week–laboratory “minor” course work. Seminars are all (3-0-3) or tutorial hours per week–credits per 551. Readings in African-American History and taught by the staff. semester) (3-0-3) Pierce • Instructor The Colloquium Series • Course description 554, 568, 569, 570, 574. Courses in United The bulk of elective graduate course work • (Semester normally offered) States History in history at Notre Dame is accomplished in (3-0-3) U.S. History Staff colloquia. Colloquia provide intensive reviews Except in the case of “required” courses for Variable themes in United States history. of the substance and bibliography pertinent students in certain degree programs, courses (Occasional) to various historical periods, regions, topics, offered for historians by other University and/or themes. They comprise readings in, departments are not shown. 566. History of Modern Astronomy reports on, and discussion of the scholarly lit- (3-0-3) Crowe erature, classic historiographical issues, inter- Graduate Lecture Courses This course will treat a number of topics in pretive trends, methods, etc. Many colloquia 500. Reference Bibliography Workshop the history of astronomy in the period from are scheduled according to a repeating cycle; (3-0-0) Library Staff 1700 to the present. Half the course will be a few occur frequently and others are taught An introduction to research resources for devoted to the development of galactic and occasionally. Some colloquia are followed by historians at Notre Dame. Required for first- extragalactic astronomy from the creation related seminars. In some cases, a professor year students in United States and modern of the “island universe” theory in the 18th will permit a student to write a research paper European history; optional for other students. century to the expanding universe theory of (equal to a seminar paper) in the context of (12 to 14 sessions). (Annual) the present century. Another topic that will the colloquium. definitely be treated, although on a more 501, 502. Introduction to Medieval Studies I, II limited scale, is ideas of extraterrestrial life. 601. Medieval Research Seminar (1-0-1) (1-0-1) History and Medieval Insti- Other areas that may be included are the rise (3-0-3) Staff tute Staff of astrophysics, planetary discoveries from An introduction to the substance, research Uranus to Pluto, astronomical instruments 602. Canon Law in High Middle Ages materials, and methodologies of medieval and observatories, radio astronomy, Ameri- (3-0-3) Van Engen studies. Required of all first-year students in can astronomy, and Southern Hemisphere medieval history. (Annual) astronomy. Special attention will be given 604. History in the Contact Zone to philosophically and religiously significant (3-0-3) Biddick 505, 506, 507. Colloquia in American History: aspects of the history of astronomy. Persons to 1790, 1790 to 1890, since 1890 interested in philosophy of science, history of 605. Commercial Revolution of the Middle Ages (V-V-V) History Staff science, astronomy, physics, or the relations of (3-0-3) Constable Introductions to the substance and bibliogra- astronomy to religion and literature may find phy of British Colonial and United States his- this course of value. No specific background 606. Medieval Cities tory. All three are required. (Rotating series) is assumed. Instructor’s permission required (3-0-3) Constable for undergraduates wishing to enroll. 511, 512. Proseminars in the Early and Late 609. Merovingian Franks 450–750 Middle Ages 597. Directed Readings (3-0-3) Noble (3-0-3) (3-0-3) (3-0-3) Staff (3-0-3) Staff A chronological proseminar in substance and Independent study of special topics under 617. History of Conservative Thought bibliography required of all students in medi- the direction of a faculty member. Agreement (3-0-3) Sullivan eval history. (Rotating series) by the faculty member and approval by the director of graduate studies required. 623. Early Modern Europe 514. Diplomatics (Annual) (3-0-3) Staff (3-0-3) Staff The Seminar Series 625. Hildegard of Bingen 517. Paleography Graduate work culminates in the production (3-0-3) Van Engen (3-0-3) Staff of original scholarship. Seminars ordinarily are offered each semester in United States, 626. Devotion and Dissent in the late Middle 518, 520. Other Courses in Medieval modern European, and medieval history. Ages Methodology All doctoral students must successfully com- (3-0-3) Van Engen (3-0-3) History and Medieval Institute Staff plete at least three history seminars. Specific themes, topics, and/or periods addressed 634. Protestant and Catholic Reformation 531–539. Courses in American History by each seminar are determined from se- (3-0-3) Staff (3-0-3) Staff mester to semester by participating faculty Variable themes in the history of the Ameri- and by student needs. Seminars frequently 636. Gender in Modern European History cas. (Occasional) build upon work done in related colloquia. (3-0-3) Bergen 96 The Division of Humanities History 97

637. Europe between the Two World Wars 667. Christianity, Thought, and Culture 701. Graduate Teaching Practicum (3-0-3) Bergen in the U.S. (3-0-3) Director of Graduate Studies (3-0-3) Marsden Study, discussion, and exercises in teaching 639. Seminar: Fin de Siècle Europe history. Required of students in their first year (3-0-3) Wegs 668. Colloquium in Anglo-American of graduate assistantship regardless of years in Intellectual History I residence; optional for other graduate stu- 640. Soviet Russia (3-0-3) Turner dents. (Annual) (3-0-3) Hamburg 669. Colloquium in Anglo-American Additional Courses 641. Sources and Resources in Polish History Intellectual History II 1. Doctoral students are automatically autho- (3-0-3) Crago (3-0-3) Turner rized to enroll for nine graduate credits (500- or 600-level) in ancillary or “minor” 642. Sources and Resources in Irish History 670. Seminar in Anglo-American courses offered by other graduate depart- (3-0-3) Whelan Intellectual History ments in the divisions of humanities and (3-0-3) Turner social sciences. 643. Religion and Society in Europe 2. Doctoral students may enroll for graduate (3-0-3) Kselman Doctoral Program Service Courses credit in other divisions and schools of the 690. Supplemental Research and Reading University in accordance with University 644. Religious Conversion as a Historical (0-3-3) Staff regulations and with prior approval of the Problem Independent study under the direction of the director of graduate studies. (3-0-3) Kselman student’s graduate adviser. May be taken each 3. All graduate students may earn degree semester. credit during the Notre Dame summer 645. Historiography: Problem of Evil session, in accordance with provisions of (3-0-3) Bergen 695. Candidacy Semester Readings the current Summer Session Bulletin of (V-V-V) Staff Information. 646. Nineteenth- and Twentieth-Century A special reading course in which the student 4. Graduate students may take up to two European Intellectual History may enroll only in the semester in which he 400-level history lecture courses for de- (3-0-3) Hamburg or she takes the Ph.D. candidacy examina- gree credit. tion. It permits the student to devote full 647. Cultures in Contact time to preparation for the examination and, Faculty (3-0-3) Constable after its completion, to write a dissertation proposal. Regular graduate course work may R. Scott Appleby, the John M. Regan Jr. Direc- 648. Late Imperial Russia also be pursued during the candidacy semes- tor of the Joan B. Kroc Institute for Internation- (3-0-3) Hamburg ter. (Annual) al Peace Studies, Professor of History, and Fellow in the Helen Kellogg Institute for International 650. Problems and Themes in History of 696. Examination Preparation Studies. B.A., Univ. of Notre Dame, 1978; Technology (V-V-V) Staff M.A., Univ. of Chicago, 1979; Ph.D., ibid., (3-0-3) Hamlin 1985. (1994) 697. Directed Readings Edward N. Beatty, Assistant Professor. B.A., 651. Late Medieval Reform Councils (0-3-3) Staff Princeton Univ., 1983; M.A., Univ. of New (3-0-3) Van Engen Independent study of special topics under Mexico, 1992; Ph.D., Stanford Univ., 1996. direction of a faculty member. Agreement (2000) 653. Seminar: Church and Society Around by the faculty member and approval by the 1200 director of graduate studies required. Gail Bederman, Associate Professor. B.F.A., (3-0-3) Van Engen (Annual) New York Univ., 1978; M.A., Brown Univ., 1984; Ph.D., ibid., 1992. (1992) 658. American Cultural History, 1895 to 699. Research and Dissertation Present (V-V-V) Staff Doris Bergen, Associate Professor, Fellow in the (3-0-3) Bederman Individual conferences and consultation be- Nanovic Institute for European Studies, and tween the doctoral student writing the disser- Fellow in the Joan B. Kroc Institute for Interna- 663. Seminar: American Puritan Thought and tation and the dissertation director. Required tional Peace Studies. B.A., Univ. of Saskatch- Culture of students pursuing dissertation research in ewan, 1982; M.A., Univ. of Alberta, 1984; (3-0-3) Marsden residence. (Annual) Ph.D., Univ. of North Carolina, Chapel Hill, 1991. (1996) 664. Seminar: Comparative Religious 700. Nonresident Dissertation Research Kathleen A. Biddick, Professor and Fellow in Fundamentalisms (0-0-1) Staff the Nanovic Institute for European Studies. (3-0-3) Appleby Continuing registration for the doctorate A.B., Barnard College, 1971; M.A., Univ. of beyond 72 credits; required of students not in Toronto, 1973; Ph.D., ibid., 1982. (1983) 665. Seminar/Colloquia: American residence. (Annual) Evangelicalism and Fundamentalism (3-0-3) Marsden 98 The Division of Humanities History 99

Rev. Thomas E. Blantz, C.S.C., Director of Ivan A. Jaksic, Professor. B.A., Univ. de Chile, Emily L. Osborn, Assistant Professor and Fel- Undergraduate Studies and Professor. A.B., 1975; M.A., State Univ. of New York at Buf- low in the Kellogg Institute for International Univ. of Notre Dame, 1957; S.T.L., Gre- falo, 1978; Ph.D., ibid., 1981. (1994) Studies. B.A., Univ. of California-Berkeley, gorian Univ., Rome, 1961; M.A., Univ. of 1993; Ph.D., Stanford Univ., 2000. (2001) Rev. Robert Lee Kerby, Notre Dame, 1963; Ph.D., Columbia Univ., Associate Professor . A.B., Univ. of Notre Dame, 1955; Richard B. Pierce, 1968. (1968) Emeritus the Carl E. Koch Assistant M.A., ibid., 1956; Ph.D., Columbia Univ., Professor. B.A., Valparaiso Univ., 1985; M.A., D’Arcy Jonathan Dacre Boulton, Professional 1969. (1972) Univ. of Wisconsin, Milwaukee, 1988; Ph.D., Specialist in the Medieval Institute and Concur- Indiana Univ., Bloomington, 1996. (1996) Thomas A. Kselman, Professor and Fellow rent Associate Professor of History. B.A., Univ. Thomas J. Schlereth, of Toronto, 1969; M.A., Univ. of Pennsylva- in the Nanovic Institute for European Stud- Professor of American . B.A., St. Joseph College, 1970; M.A., . nia, 1970; Ph.D., ibid., 1978; D.Phil., Univ. ies Studies and Concurrent Professor of History Univ. of Michigan, 1972; Ph.D., ibid., 1978. B.A., Univ. of Notre Dame, 1963; M.A., of Oxford, 1976. (1990) (1979) Univ. of Wisconsin, 1965; Ph.D., Univ. of Robert E. Burns, Professor Emeritus. B.A., Iowa, 1969. (1972) Semion Lyandres, Northeastern Univ., 1951; A.M., Harvard Assistant Professor and Thomas P. Slaughter, Univ., 1953; Ph.D., ibid., 1961. (1957) Fellow in the Nanovic Institute for European the Andrew V. Tackes Studies. B.A., St. Petersburg State Pedagogi- Professor of History. B.A., Univ. of Maryland, Paul Cobb, Assistant Professor. B.A., Univ. of cal Univ., 1980; M.A., Boston Univ., 1987; College Park, 1976; M.A., ibid., 1978; M.A., Massachusetts, 1989; M.A., Univ. of Chicago, Ph.D., Stanford Univ., 1992. (2000) Princeton Univ., 1980; Ph.D., ibid., 1983. 1991; Ph.D., ibid., 1997. (1999) (2001) George M. Marsden, the Francis A. McAnaney Olivia R. Constable, Director of Graduate Professor of History. B.A., Haverford College, Phillip R. Sloan, Professor in the Program of Studies and Associate Professor. B.A., Yale 1959; B.D., Westminster Theological Semi- Liberal Studies and Concurrent Professor of His- Univ., 1983; Ph.D., Princeton Univ., 1989. nary, 1963; M.A., Ph.D., Yale Univ., 1965. tory. B.S., Univ. of Utah, 1960; M.S., Scripps (1995) (1992) Inst. of Oceanography, 1964; M.A., Univ. of California, San Diego, 1967; Ph.D., ibid., Laura A. Crago, John McGreevy, Assistant Professor and Fellow Chair and the Rev. John A. 1970. (1974) in the Nanovic Institute for European Stud- O’Brien Associate Professor of History. B.A., ies. B.A., Wesleyan Univ., 1983; M.A., Yale Univ. of Notre Dame, 1986; M.A., Stanford James Smyth, Professor. B.A., Trinity Col- Univ., 1990; Ph.D., ibid., 1993. (1991) Univ., 1987; Ph.D., ibid., 1992. (1997) lege, Dublin, 1985; Ph.D., Cambridge Univ., 1989. (1995) Michael J. Crowe, the Rev. John J. Cavanaugh, Rev. Wilson D. Miscamble, C.S.C., Associate C.S.C., Professor Emeritus of the Humanities Professor. B.A., Univ. of Queensland, 1973; Robert E. Sullivan, Director of the Erasmus and Concurrent Professor Emeritus of History. M.A., ibid., 1976; M.A., Univ. of Notre Institute and Concurrent Associate Professor of B.A., Univ. of Notre Dame, 1958; Ph.D., Dame, 1978; Ph.D., ibid., 1980. (1986) History. B.A., Oakland Univ., 1968; M.Div., Univ. of Wisconsin, 1965. (1961) St. John’s Seminary, 1980; Ph.D., Harvard Dian Hechtner Murray, . B.A., Professor Univ., 1977. (1998) Jay P. Dolan, Professor Emeritus. A.B., St. Cornell College, 1971; M.A., Cornell Univ., John’s Seminary, 1958; S.T.L., Gregorian 1974; Ph.D., ibid., 1979. (1984) Julia Thomas, Associate Professor. A.B., Princ- Univ., 1962; M.A., Univ. of Chicago, 1968; eton Univ., 1981; M.A., Univ. of Chicago, Thomas F. X. Noble, Ph.D., ibid., 1970. (1971) the Robert M. Conway 1984; Ph.D., ibid., 1993. (2001) Director of the Medieval Institute and Professor. Philip Gleason, Professor Emeritus. B.S., B.A., Ohio Univ, 1969; M.A., Michigan State James Turner, the Rev. John J. Cavanaugh, Univ. of Dayton, 1951; M.A., Univ. of Notre Univ., 1971; Ph.D.; ibid., 1974. (2000) C.S.C., Professor of the Humanities and Fellow Dame, 1955; Ph.D., ibid., 1960. (1959) in the Nanovic Institute for European Stud- Bernard P. Norling, the Andrew V. Tackes Pro- ies. B.A., Harvard Univ., 1968; A.M., ibid., Daniel Graff, . . B.A., Gonzaga Univ., 1948; Assistant Professional Specialist fessor Emeritus 1971; Ph.D., ibid., 1975. (1995) B.A. Univ. of Illinois, 1990; M.A., Univ. of M.A., Univ. of Notre Dame, 1949; Ph.D., Wisconsin, 1993. (2001) ibid., 1955. (1952) John H. Van Engen, Andrew V. Tackes Profes- sor of History. A.B., Calvin College, 1969; Gary M. Hamburg, Walter Nugent, Professor and Fellow in the the Andrew V. Tackes Professor Ph.D., Univ. of California, Los Angeles, . A.B., . A.B., St. Benedict’s College, 1954; Nanovic Institute for European Studies Emeritus 1976. (1977) Stanford Univ., 1972; A.M., ibid., 1974; M.A., Georgetown Univ., 1956; Ph.D., Univ. Ph.D., ibid., 1978. (1979) of Chicago, 1961. (1984) David Waldstreicher, Associate Professor. B.A., Univ. of Virginia, 1988; M.A., Yale Univ., Christopher S. Hamlin, Rev. Marvin R. O’Connell, . Professor and Fellow Professor Emeritus 1990; Ph.D., ibid., 1994. (1999) in the Nanovic Institute for European Studies. B.A., St. Paul Seminary, 1952; M.A., ibid., B.A., Antioch College, 1974; M.A., Univ. of 1955; Ph.D., Univ. of Notre Dame, 1959. Andrzej S. Walicki, Professor Emeritus. M.S., Wisconsin, 1977; Ph.D., ibid., 1982. (1985) (1972) Univ. of Warsaw, 1953; Ph.D., ibid., 1958. (1986) Nathan O. Hatch, Provost of the University Aideen O’Leary, Assistant Professor. B.A., Trin- and Andrew V. Tackes Professor of History. B.A., ity College–Dublin, 1990; M.A., ibid., 1993; J. Robert Wegs, Professor and Fellow in the Wheaton College, 1968; M.A., Washington Ph.D., Univ. of Cambridge, 1997. (2000) Kellogg Institute for International Studies. B.A., Univ., 1972; Ph.D., ibid., 1974. (1975) Western Illinois Univ., 1963; M.A., Northern Illinois Univ., 1966; Ph.D., Univ. of Illinois, 1970. (1977) 98 The Division of Humanities History and Philosophy of Science 99

History and Philosophy of Science Course work in the philosophy of science example) but need not have the kind of com- draws upon the resources of the University’s petence in a science expected of a student in- Program Director: departmental strengths in philosophy of sci- tent on studying the philosophy of quantum Don A. Howard ence, ethics, the history of philosophy, and mechanics. Sufficient preparation is expected analytic philosophy. The field itself tends to in a humanistic discipline, typically history or Telephone: (574) 631-5015 / (800) 813-2304 divide into four parts, all of which are dealt philosophy, to permit the disciplinary depart- Fax: (574) 631-7418 with at Notre Dame. The first is concerned ment to make a judgment concerning admis- Location: 346 O’Shaughnessy with such themes as explanation, theory- sion at the time of application. Admission E-mail: [email protected] evaluation, theory-change and rationality, and to the doctoral program thus requires a joint Web: http://www.nd.edu/~hps recent continental approaches to the phi- admission decision by the HPS program and losophy of science. The second considers the the disciplinary department. The Program of Studies philosophical issues raised by developments The History and Philosophy of Science in specific fields of science, such as quantum Since financial support is given by the HPS (HPS) Program at the University of Notre mechanics, relativity, space and time, evo- program, initial application materials should Dame is one of a handful of programs in lutionary biology, cognitive neuroscience, be directed to HPS and not to the disciplin- the United States that offers graduate-level sociology of scientific knowledge, and the ary department unless an applicant wishes to instruction up to the Ph.D. in the field of the methodology of economics. The third con- be considered independently for admission to history and philosophy of science. The orga- cerns the history of the philosophy of science. some other program of the University. nization of the Notre Dame HPS program The fourth considers the ethics of science is that of an interdepartmental “committee,” and technology. The program offers a broad Financial Aid leading to a degree satisfying a combination covering in its courses and seminars in more The Notre Dame program offers a limited of requirements determined jointly by the specialized topics. number of fellowship-assistantships to enter- HPS program and the relevant disciplinary ing students each year that include full- departmental graduate program, either phi- An important feature of the program is its tuition scholarships. These provide a duty- losophy or history. attention to the broader relationships between free fellowship for the first year, with services science and culture; science, technology, and expected for stipend continuation in the Because the Ph.D. in HPS incorporates the values; and the interrelations of science and second, third, and fourth years. A fifth-year requirements for a doctorate in a standard religion. The ability to conduct historical and dissertation fellowship is awarded to students disciplinary department, the HPS degree pro- philosophical examination of these issues in making satisfactory progress toward the de- gram leads to a doctoral degree inclusive of, the Notre Dame program forms an important gree. Duties will normally include teaching but broader in scope than, the departmental feature of the course of instruction. assistantship work in the selected disciplinary degree. For this reason it is defined as a five- department (history or philosophy); in the year program, rather than the normal four. Through a regular faculty-student reading undergraduate science, technology, and values Thus students who take the doctoral degree and discussion seminar held each semester, concentration; or in the undergraduate Pro- in the HPS program can claim to have satis- coupled with a visiting speaker series, the dis- gram of Liberal Studies. fied both the disciplinary degree requirements cussions of the broad range of current issues and also those of an HPS degree. This allows in the history, sociology, and philosophy of Applicants are urged to apply for the com- Notre Dame graduates to situate their work science are actively pursued by the combined petitive NSF and Andrew Mellon predoctoral within traditional disciplinary contexts and group. fellowships in the history and philosophy of enables them to qualify for academic posi- science. Deadlines for these applications are tions in regular disciplinary departments. The program draws upon the resources of in November of the year preceding admission three important research centers at the Uni- but may also be applied for in the first year of All designated HPS faculty members with versity of Notre Dame: the Reilly Center for the program. appointments to the graduate faculty may Science, Technology, and Values; the Center serve as graduate student advisers, take part in for Philosophy of Religion; and the Medieval Master’s Program examination committees, and act as the pri- Institute, all of which organize regular semi- Because HPS is a doctoral program, appli- mary directors of dissertation research. nars, speaker series, and major conferences on cants interested only in receiving a terminal current topics. M.A. degree will not be accepted. However, Courses are offered over a wide range of top- this rule does not apply to individuals con- ics in the history of science, from medieval Admissions currently enrolled in other doctoral graduate natural philosophy to the physics, biology, There are no “standard” requirements for programs of the University who seek to earn a medicine, and technology of the 19th and students entering a field as diverse as history nonresearch HPS master’s degree in order to 20th centuries. Particular emphases can be and philosophy of science. Ideally students complement their doctoral studies. Students pursued in medieval natural philosophy and will have had dual training in a relevant whose primary enrollment is in HPS will be medicine, the scientific revolution of the 17th humanistic academic discipline and in some entitled to receive a master’s degree once they century, the history of astronomy, physics, area of science. The extent of the background have completed the written and oral examina- and mathematics, 19th-century European preparation in a science expected of a student tion for Ph.D. candidacy. In addition, in the and American science, technology and medi- will depend on the area of doctoral research event that an admitted HPS student decides cine, the history and philosophy of economic chosen. Someone who elects to specialize in to leave the program or is subsequently dis- thought, and the history of life and physical ancient or medieval natural philosophy will continued by the HPS program or the disci- science in the 20th century. require other special skills (in language, for plinary department, the student may pursue a research (or thesis) terminal M.A. degree. 100 The Division of Humanities 101

The nonresearch HPS M.A. degree requires Ethics of Science and Technology normally drawn from the committee that ap- the completion of 36 credit hours of course Concentration proved the original proposal, but one outside work. Three courses in history of science and Students on the philosophy track who elect member of the committee may be substituted three courses in philosophy of science form the ethics of science and technology con- if deemed desirable for expert judgment of the core of this requirement. The student, in centration will satisfy the philosophy-track the dissertation. If the readers accept the dis- consultation with the HPS program director, course requirements, but with the following sertation, the HPS program director arranges selects the remaining courses. To be eligible exceptions: (1) the student will take at least for a dissertation defense. The defense com- for HPS credit, these courses must bear in four courses in ethics or science and ethics; mittee is composed of at least the dissertation significant ways on the concerns of history (2) PHI 569 (20th-Century Ethics) will be director, the three dissertation readers, and an and philosophy of science. Students taking taken as one of the three required philosophy outside chairperson appointed by the Gradu- the nonresearch HPS M.A. concurrently with core courses; (3) one of the four required his- ate School. After the defense and ensuing a Ph.D. in another Notre Dame program may tory of science courses will be selected from a discussion, the committee decides by majority count up to nine hours of course work toward specified list of courses in the area of science, vote whether the defense of the dissertation both degree programs, subject to approval technology, and values; and (4) an additional project has been satisfactory and determines by the director of HPS and the director of course in ethics will be chosen from a speci- whether any revisions of the dissertation are graduate studies in the other program. Read- fied list of philosophy courses. required as a result of weaknesses revealed in ing knowledge in one foreign language (ordi- the oral defense. narily French or German) will be required. A In late summer after his or her second year, one-hour oral examination, based on course the student will take a written qualifying History Track work, will complete the requirements for examination in the history of philosophy Those who elect the history track toward the the nonresearch degree. Students taking the administered by the Philosophy Department. Ph.D. in history and philosophy of science terminal HPS research M.A. will prepare In the late summer after the third year, the will take a minimum of four courses in his- an extended research paper or formal M.A. student will take a written M.A. compre- tory of science, plus the HPS 560 Proseminar, thesis under the direction of a faculty mem- hensive examination in history of science. and three courses in the general area of phi- ber, for which six hours of thesis credit will This will include examinations in the four losophy of science. In addition, a student be awarded. A one-hour oral comprehensive following areas in the history of science: (1) will take at least eight more courses (three of examination completes the requirements for ancient, medieval, and early-modern natural which must be research seminars) in two of this research M.A. degree. philosophy; (2) history of physical science these fields: American, Modern European, 1700 to 1910; (3) history of life science 1700 or Medieval History. These eight courses can Doctoral Program to present; and (4) science, technology, and include the history of science and technology. HPS students pursue the Ph.D. degree in society (including history of medicine and either a philosophy track or a history track. technology). Students will also be expected to The basic language requirement for Ph.D. turn in at the end of the summer an advanced candidates on the history track is a reading Philosophy Track paper in philosophy normally expected of knowledge of one modern foreign language. Those who elect the philosophy track toward philosophy majors after the second year (see In addition, competence has to be shown the Ph.D. in history and philosophy of sci- philosophy doctoral requirements). In the either in a second language or in a technical ence must satisfy the following course distri- first semester of the fourth year, the student discipline bearing on the student’s research bution requirements. In HPS, they will take will take an oral qualifying examination in the work, such as one of the natural sciences. a minimum of three courses in the general philosophy of science, with a special focus on area of philosophy of science and four courses the problem area in which he or she intends In the late summer after the second year, the in history of science, plus the HPS 560 to write a dissertation. The five members student will take a written M.A. compre- Proseminar. Courses in the history of science of the examination board will be appointed hensive examination in history of science. will be selected from offerings designated as jointly by the HPS program director and the This will include examinations in the four satisfying the examination fields for the his- director of graduate studies in philosophy. following areas in the history of science: (1) tory of science M.A. comprehensive. In addi- ancient, medieval, and early-modern natural tion, students will satisfy a slightly modified Once Ph.D. candidacy requirements have philosophy; (2) history of physical science form of the philosophy graduate program’s been completed, the student will begin 1700 to 1910; (3) history of life science, 1700 requirements, namely, the philosophy preparation of a dissertation proposal under to present; and (4) science, technology, and proseminar and a minimum of one course the guidance of a research director of his or society (including history of medicine and in each of the following areas: logic, history her choice. The proposal will be presented technology). This will replace the long paper of ancient philosophy, history of medieval to a thesis evaluation committee, consisting and examination requirements normally philosophy or science, and history of modern of five faculty chosen jointly by the HPS expected for certain tracks within the History philosophy, and in two of the following three program director and the director of gradu- Department (medieval, modern European) areas: ethics, metaphysics, and epistemology. ate studies in philosophy. The committee can (see history doctoral requirements). In the Students may also be advised to take some approve, reject, or request modifications in spring of the third year, the student will extra work in one of the sciences, if this seems the candidate’s proposal. When the proposal prepare for the Ph.D. candidacy examination, necessary for the specialized research they is approved, the student will work under taken in the late summer. This will consist of are planning. The language requirement for the direction of his or her thesis director to two parts, written and oral. The examination Ph.D. candidates in the philosophy track is a prepare a dissertation that must be approved board will consist of five faculty members reading knowledge of two foreign languages. by the director and three readers appointed appointed jointly by the HPS program direc- by the HPS program director. Readers are tor and the director of graduate studies in 100 The Division of Humanities History and Philosophy of Science 101

history. Each examiner will set a two-hour 500. HPS Colloquium We will investigate some conflicts between written examination in one of five fields, two (1-0-1) Staff Leibniz and Newton with respect to space, of which will be in specialized areas in the his- Discussion of a prominent recent work in the time, causality, and freedom, and we will tory of science and technology, two in other field of HPS, and research presentations by critically study both the methods adopted history fields, and one in the philosophy of visiting scholars. Required course for HPS by Kant to resolve these conflicts (transcen- science. The oral examination will be given students in the first and second years of the dental arguments) and the results supposedly shortly after the written and will involve the program. (Every semester) achieved thereby (transcendental idealism). same five examiners. The Critique as seen fromfrom this perspectiveperspective will 513. The Computer as a Social Phenomenon be contrasted with the Critique as it is under- Once Ph.D. candidacy requirements have (3-0-3) Mirowski stood by some contemporary philosophers. been completed, the student will begin Approaches to understanding the computer preparation of a dissertation proposal under have until recently tended toward one of two 543. Ethics and Science the guidance of a research director of his or extremes: either as a natural-technical object, (3-0-3) Shrader-Frechette her choice. The proposal will be presented generally the province of electrical engineer- This course will focus on typical ethical prob- to a thesis evaluation committee, consisting ing and/or the computer science depart- lems likely to arise on conducting scientific of three faculty chosen by the HPS program ments; or else on the most superficial level, research; the subtle ways in which scientific director and the director of graduate studies with texts on the “information society” or inferences, models, and methods may exhibit in history, plus the student’s research direc- postmodernist riffs on cyberspace. It is begin- bias values; the conflicts of interest that often tor. The committee can approve, reject, or ning to be the case that individual disciplines face researchers; the ethical arguments for request modifications in the candidate’s pro- are being forced to confront how computa- alternative default rules in science; classi- posal. When the proposal is approved, the tional themes might transform their previous cal ethical techniques for resolving ethical student will work under the direction of his research agendas; and some have even begun dilemmas in science; necessary and sufficient or her thesis director to prepare a dissertation to worry about how the Internet might trans- conditions for scientific whistle blowing; ap- that must be approved by the director and form the traditional university education. In propriate behavior under scientific uncertain- three readers appointed by the HPS program this class we begin with the question of ty; and analysis of ways that unethical science director, normally drawn from the com- technological determinism, proceed through can compromise objectivity, consent, due mittee that approved the original proposal. a combined social/technical history of the process, the common good, rights to know, Substitution of one outside expert may be computer and the Internet, and then consider responsibility, and justice. Course texts in- elected if deemed necessary for the student’s some ways in which computers are chang- clude articles from scientific journals, reports dissertation work. If the readers accept the ing the definition of the “human” (using my of the National Academy of Sciences, and dissertation, the program director arranges recent book Machine Dreams) and the defini- three books on ethics of scientific research for a dissertation defense. The defense com- tion of the economy. (Erwin et al., Penslar, and Shrader-Frechette). mittee is composed of at least the dissertation Emphasis will be on actual scientific case director, the three dissertation readers, and an 521. Einstein’s Philosophy of Science studies and on short, analytic papers evaluat- outside chairperson appointed by the Gradu- (3-0-3) Howard ing particular ethical problems in these case ate School. After the defense and ensuing A survey of the historical development of Al- studies. discussion, the committee decides by majority bert Einstein’s philosophy of science, paying vote whether the defense of the dissertation special attention to the contemporary intellec- 550. Plato’s Timaeus as Cultural Icon project has been satisfactory and determines tual and philosophical context. Topics covered (3-0-3) Reydams-Schils whether any revisions of the dissertation are include the influence upon Einstein of such This course will deal with the reception of required as a result of weaknesses revealed in movements or schools as Machian positivism, Plato’s Timaeus, both as a hermeneutical the oral defense. Marburg neo-Kantianism, conventionalism, strategy for a richer understanding of the text and Vienna Circle logical empiricism, as well itself, and as a study of the process of cultural Course Descriptions as Einstein’s influence on the further develop- assimilation. We will use the Timaeus also as a Each course listing includes: ment of the philosophy of science in the 20th window to “survey” topics, such as the history • Course number century, with special emphasis on issues such of Neoplatonism and its impact on the Medi- • Title as the structure and interpretation of theories eval tradition. • (Lecture hours per week—laboratory and the realism-instrumentalism debate. The or tutorial hours per week—credits per nature and significance of interactions be- 560. Introduction to History and Philosophy of semester) tween science and philosophy are also con- Science • Instructor sidered. Note: No background in physics or (1-0-1) Staff • Course description mathematics is assumed. An introduction to the research methods and • (Semester normally offered) the varied areas of specialization in the history 532. Leibniz, Newton and Kant’s First Critique and philosophy of science. This course also The listing includes courses that were offered (3-0-3) Franks functions as an introduction to the graduate in the past three academic years. A close examination of central aspects of HPS program. Required of all entering HPS Kant’s Critique of Pure Reason, considered students. (Every fall) as an attempt to resolve tensions between the model of intelligibility exemplified by Newton’s physics and the model of intel- ligibility articulated in Leibniz’s metaphysics. 102 The Division of Humanities 103

561. Science and Social Values recent developments connected to devel- public responsibility for social welfare. Topics (3-0-3) Kourany opmental genetics, punctuated equilibrium include Enlightenment concepts of medical Should science be value free, or should it be theory, and chaos-theoretical approaches to policy; the public health movement; changing shaped by the needs and ideals of the society evolution. Students will be introduced to the ideas of the hospital; developments in etiol- that supports it? If the former, how can sci- historical and philosophical literature of cur- ogy, pathology, bacteriology, and therapeu- entists shaped by society contribute to it, and rent interest. Satisfies core history tics; and the politics and ideologies of social what claim to the resources of the society can requirement. reform movements. Satisfies core history scientists legitimately make? If the latter, how requirement. can scientists still claim to be objective? These 570. The Molecular Revolution in Biology are some of the questions we shall pursue in (3-0-3) Sloan 573. The Social Uses of Science, 1800 to the this course. Their pursuit will take us through This course offers a historical and philosophi- Present a varied terrain—e.g., C. P. Snow’s “two cal analysis of the origins and development (3-0-3) Hamlin cultures” divide and its manifestation in the of the molecular revolution in biology that Considers the impact of science, both inten- current “science wars,” the case of Lysenko broke into full public view in the early 1950s tional and unintentional, on society during and Soviet science, the current “war” on with dramatic discoveries of the molecular the past two centuries. Topics include major breast cancer, new understandings of scien- structure of DNA and the biophysical mecha- technological applications of the biologi- tific objectivity, and new social philosophies nism of the action potential in the nervous cal and physical sciences, ideological uses of of science (especially those offered by Helen system. The course will approach this with an scientific theories and concepts, the elevation Longino and Philip Kitcher). analysis of the development of the chemistry of science to the position of a central cultural and physics of living materials from Lavoisier norm, the growing emphasis on science in the 565. The Scientifi c Revolution and the German biophysical school (Helm- academic curriculum, and the employment of (3-0-3) Goulding, Crowe holtz), through the remarkable advances in scientific expertise in public decision making. This course studies selected developments in physiology of the French school (Bernard) Satisfies core history requirement. science during the period from 1500 to the and the development of genetics. The course death of Newton in 1727. The focus will be will terminate in the examination of molecu- 574. Problems and Themes in the History of on such major figures as Copernicus, Kepler, lar approaches in contemporary work in hu- Technology Galileo, Huygens, and Newton. Philosophi- man genetics (the Human Genome Project). (3-0-3) Hamlin cal, religious, and historiographical issues will Satisfies core history requirement. Examines concerns of the modern historiog- receive some attention. Satisfies core history raphy of technology. These include problems requirement. 571. Environmental Justice closely related to issues in the history and (3-0-3) Shrader-Frechette philosophy of science—the relation of sci- 566. History of Modern Astronomy This course will survey environmental impact ence to technology, contexts of inventiveness, (3-0-3) Crowe assessment (EIA), ecological risk assessment technological diffusion, relation of technol- Traces the development of astronomy and (ERA), and human-health risk assessment ogy to ideology and rational reconstruction cosmology from the late 17th century to the (HHRA); ethical and methodological issues in the history of technology. Also considers 1930s. Attention is given to the interactions related to these techniques; then apply these problems closely related to issues of social, of astronomy with other areas of science and techniques to contemporary assessments economic, and political history—incentives with philosophical, religious, and social fac- for which state and federal governments are to technical change, effects of technologies, tors. Satisfies core history requirement. seeking comments by scientists and citizens. relation of technological controversy to politi- The course is hands-on, will have no tests, cal process, technological determinism as a 568. Topics in the History of Physical Science but will be project-based, with students work- historical explanation, and the place of tech- 1600 to 1900 ing on actual assessments that they choose nology in the new social history. Satisfies core (3-0-3) Crowe (about 2500 are done in U.S. each year). The history requirement. This course treats selected developments in goal will be to teach students EIA, ERA, and the history of physical science, especially in HHRA and how to evaluate draft analyses, 576. Nature, Economy, and Society the period from 1600 to 1900. Interactions particularly those used to cite facilities or (3-0-3) Mirowski with the main philosophical, social, and make environment-related decisions in which Explores the way the understanding of nature religious currents are included. Satisfies core poor people, minorities, and other stakehold- in both its generic and specific senses has history requirement. ers are themselves unable to provide com- informed the evolution of economic thought. ments. Course will cover flaws in scientific We start with an examination of various econ- 569. The Darwinian Revolution method and flaws in ethics that typically omists who have written on the role of natu- (3-0-3) Sloan appear in these assessments. ral images in economics: Mill, Marx, Veblen, A combined historical and philosophical ap- and Hayek. This serves as a prelude to some proach to the revolution created by the work 572. Science, Medicine and Social Reform, specific historical controversies in the history of Charles Darwin. The course deals with the 1750 to 1950 of economics, such as the relative importance origins of Darwinism; the 19th-century de- (3-0-3) Hamlin of histories of physics and biology in econom- bate over evolution; the subsequent develop- The development of the idea that health care ics, the impact of mathematical formalization ment of mathematical and genetic approaches is a responsibility of government, involving upon the content of economics, the struggle to natural selection theory; and the formula- the interrelations of developments in the to define legitimate experimentation in eco- tion of neosynthetic evolutionary theory. The medical sciences, the social structure of the nomics, the response to sociobiology and course will close with consideration of more medical profession, and changing ideas about psychology, and other related topics. 102 The Division of Humanities History and Philosophy of Science 103

577. History of Economic Thought tionism, we will pause to note as well a few 584. Philosophy of Social Science (3-0-3) Mirowski, Sent major problems in the foundations of the (3-0-3) McKim This is a course that intends to ask how it is special sciences, including indeterminacy and An inquiry into the central forms of explana- that we have arrived at this curious configu- complementarity in quantum mechanics, and tion employed in the social sciences: rational ration of doctrines called “economics” and the conventionality of the metric in relativity choice, intentional, functional, structural, and more importantly, how differing modes of theory. Historicist critiques of neo-positivism, interpretive. One emphasis will be on under- historical discourse tend to ratify us in our chiefly Kuhn’s, will be studied next, followed standing the ways in which these approaches prejudices about our own involvement in by a consideration of the realism- conform to or differ from explanatory this curious project. A basic knowledge of instrumentalism debate. The course con- strategies in the natural sciences. A second economics (including introductory economics cludes with a brief look at new perspectives, emphasis will be on the microfoundations of and preferably intermediate economics) will such as social constructivism and feminist social theory: What assumptions about hu- be presumed. philosophy of science. Satisfies core philoso- man nature and social life are presupposed in phy requirement. (Every fall) adopting a particular explanatory strategy? 578. Philosophy and the Human Sciences (3-0-3) Staff 582. Explanation, Causation, and Scientifi c 585. Feminist Philosophy of Science This course examines the complex and multi- Laws (3-0-3) Kourany faceted process that resulted in the clear sepa- (3-0-3) McKim In recent years feminists have offered rather ration of what we would now call philosophy Can there be causal relatedness without laws? sharp critiques of modern Western science: from the human sciences. That process in- Are scientific explanations always causal? Are for example, that it has been controlled by cluded the transformation and emergence of a there really any laws of nature? How could we men right from the start, with women exclud- number of more specific fields, including psy- know? The triad of concepts mentioned in ed from its most important activities; that it chology, anthropology, and sociology, from the course title are deeply rooted in scientific has sought from the start to dominate nature a more general realm of largely philosophical practice and have provided central themes with a method characterized by such so-called investigation. We will trace the history of for philosophical reflection about science and masculine traits as disinterestedness and the human sciences as they differentiated the world science seeks to understand. Yet emotional detachment, and (at least in recent from older philosophical inquiry and defined each remains highly controversial. This course times) aggressiveness and competitiveness; themselves, mainly through some form of explores some of the best current thinking and that it has tended to leave women largely affiliation or opposition to philosophy, on about how these notions and their interrela- invisible in its knowledge and research, or the one hand, and the exact sciences, on the tionships should be understood. portrayed in negative terms, and has thereby other. Particular emphasis will be placed on justified such things as inferior educational late-nineteenth-century debates about epis- 583. Philosophy of Biology and athletic opportunities for women, infe- temological and methodological issues, and (3-0-3) Moss rior medical treatment for women, and infe- their interconnection to debates concerning An examination of major problems in the rior positions for women in the workplace, the institutional and academic location of the philosophy of biology and recent work on the family, and every institution of human human sciences. those problems. The course begins with a life. At the same time, feminists have drawn comparison between traditional “biological our attention to a number of recent cases of 579. Colloquium in Anglo-American philosophy” and “philosophy of biology” scientific research that they have considered Intellectual History proper, an expression that emerged in the exemplary—not subject to the above kinds (3-0-3) Turner 1970s in the context of Anglo-American of critique, and indeed, pointing us toward A readings course in selected topics in Anglo- philosophy of science. A significant array of a much better (more useful, more objective, American intellectual history from the late issues and key figures in this modern subdisci- truer, etc.) science, and they have put forward 17th century through the late 19th century. pline will be presented critically, more par- various theories to explain and justify such “Anglo-American,” as used here, comprises ticularly: (1) The problem of the autonomy an evaluation. In this course we shall explore those discourses common to Britain and (vs. provincialism) of biological sciences and this terrain of so-called “feminist philosophy Anglophone North America. This does not the related debates over physical-chemical re- of science”—these critiques and cases of preclude occasional French or German voices. ductionism and teleology. (2) Problems raised exemplary scientific research and justificatory Examples might include sensationalist psy- by specific biological theories and concepts: theories—paying particular attention to chology, evangelical Calvinism, Newtonian systematics, cell theory, evolutionary theory, articulating and assessing the theories. We physics, republicanism, Scottish common- and genetics. These theories will be examined shall also explore the relation between this sense philosophy, liberalism, and Darwinism. from three points of view: their claim to unify feminist philosophy of science and so-called the biological sciences, their structure and “mainstream philosophy of science.” Such 581. Philosophy of Science explanatory power, and the specific problems exploration will lead us to an interesting (3-0-3) Howard, McKim of definition raised by certain theoretical con- vantage point from which to reflect on what A survey of major problems, movements, cepts (concepts of the cell, of selection and philosophy of science (neither “feminist” nor and thinkers in 20th-century philosophy of fitness, of species, of categories and taxa, of “mainstream”) can and should be like. science. The course begins with a look at the the gene). (3) Two problems in the epistemol- historical background to logical empiricism, ogy of medicine will be analyzed: definitions its rise to prominence, and its early crit- of disease and notion of a ‘cause’ of a disease. ics, such as Popper. After a study of major (4) Finally, two ethical problems involving problems in the neo-positivist tradition, such major epistemological issues will be discussed: as confirmation, explanation, and reduc- eugenics and race. 104 The Division of Humanities 105

586. Philosophical Problems in Physics 590. Economics and Philosophy 674. The Question of Laws in Scientifi c and (3-0-3) Staff (3-0-3) Mirowski, Sent Ethical Thought This is a course for graduate students in the Covers a range of discrete topics located at (3-0-3) Joy history and/or philosophy of science who are the intersection of philosophy and econom- The concept of laws of nature in modern not specializing in foundational problems ics, including: how economists have reacted science not only shapes our thinking about in physics but who wish to examine in some to the evolution of the philosophy of science nature, but also structures important in- reasonable detail a selection of fundamental in the 20th century; how conceptions of the quiries in ethics and metaphysics. But ever philosophical issues associated with major natural and the social shape their beliefs; the since Newton, the concept of laws of nature technical advances in the history of physics, role and content of mathematical discourse in has been defined in radically different ways, beginning from Galileo and Newton, and economics; implications of different theories and the very existence of such laws has been ending with quantum mechanics. of probability for both theoretical and empiri- questioned. This seminar will begin by con- cal (econometric) practice; the recent attempt sidering several influential accounts of laws 587. History of the Philosophy of Science up to to reclaim ground from moral and political of nature, including earlier treatments (those 1750 philosophy; and the looming importance of of Newton, Hume, Kant) and 20th-century (3-0-3) McMullin, Joy cognitive science and artificial intelligence. treatments (those of Lewis, Armstrong, and The classical authors in theory of science: critics of laws, Cartwright and Van Fraassen). Plato, Aristotle, Bacon, Descartes, Locke, 591. Methodological Issues in Economics It will then investigate what issues are at stake Newton, and Hume. The connections be- (3-0-3) Mirowski, Sent in a commitment to the coherence and exis- tween epistemology and theory of science will Contemporary work in the philosophy of tence of laws of nature. These issues concern be emphasized. Satisfies core philosophy of science on issues such as explanation, veri- the scientific study of nature, ethical inquiry science requirement. fication, and prediction is employed in the regarding moral responsibility, and the meta- critical examination of economic theorizing physical disagreements about the compatibili- 588. History of the Philosophy of Science 1750 in the neoclassical, Keynesian, and Marxist ty of human freedom and causal determinism. to 1900 traditions. (3-0-3) McMullin, Howard, Jauernig 680. Scientifi c Realism and Anti-Realism The second half of the history of “classical” 592. Topics in Economic Theory (3-0-3) McMullin philosophy of science. Themes: the epistemic (3-0-3) Mirowski The controversy regarding scientific realism status of scientific knowledge-claims; the This course will analyze the promises and has been one of the two or three focal is- presuppositions, techniques, and modes of problems of alternative economic theories of sues in the philosophy of science over recent inference appropriate to natural science; the the behavior of scientists and comparisons of decades. After a brief look at the historical ontological status of scientific constructs. science to a market. It will provide a compre- origins of the controversy in early astronomy We shall begin with Reid and Kant, go on hensive survey of the existing literature and and in Newtonian mechanics, we shall go to Comte, Whewell and Mill, and end with then review the capacity of economic lan- on to examine the criticisms, defenses, and Mach and Poincaré. Satisfies core philosophy guage and theories to elucidate the structures explications of realism in the writings of van of science requirement. of science. It will further open up an inquiry Fraassen, Laudan, Putnam, Boyd, Hacking, into the effect of economics upon the actual and others. 589. Science and Religion conduct and content of science. Particular (3-0-3) Ashley topics that will be covered are: the intellectual 684. Philosophy of Cognitive Science Science and religion are complex phenomena history of theories of an economics of science, (3-0-3) Ramsey that can be analyzed in terms (at least) of evolving formats of university/government In this course, we will begin by examining the their epistemological, existential, and social and university/industry relations, labor eco- philosophical underpinnings of cognitive sci- dimensions. Both science and religion gener- nomics views on science, the economics of ence. We will then look at some of the impli- ate justified beliefs. The criteria and spheres the dissemination and validation of findings, cations of cognitive research for a number of of justification for these beliefs overlap and the conception that science is a public good, traditional philosophical issues and debates. interrelate in extremely complicated ways that the economics of fraud in science, the causes Questions to be addressed include: Is the have led both to conflict and to mutual en- and consequences of the division of labor in mind separate from the brain? Could we ever richment. This is an upper-division science, and the economics of intellectual make a machine that feels pain? Are humans undergraduate- or introductory graduate-level property rights. systematically irrational? Do we have innate review of these complicated interrelations. knowledge? There will be two major divisions to the 599. Thesis Direction course. In the first we will take up meth- (V-V-V) Staff 685. Continental Philosophy of Science odological issues, considering different ap- Research and writing on an approved subject (3-0-3) Gutting proaches to correlating science and religion. under the direction of a faculty member. A survey of recent French and German work In the second part of the course we will deal in philosophy of science. Figures discussed in depth with the correlations between scien- 600. Nonresident Thesis Research might include Bachelard, Canguilhem, Fou- tific cosmologies and Christian doctrines of (0-0-1) Staff cault, and Habermas. creation and God’s providential governance of Required of nonresident graduate students creation. who are completing their theses in absentia and who wish to retain their degree status. 104 The Division of Humanities History and Philosophy of Science 105

686. Historical Foundations of Space-Time 697. Directed Readings Antioch College, 1974; M.A., Univ. of Wis- Theory (V-0-V) Staff consin, 1977; Ph.D., ibid., 1982. (1985) (3-0-3) Brading, Jauernig, Howard Readings and discussion of chosen texts under This course is an historically organized survey the personal supervision of a member of the Don A. Howard, Director, Professor of Phi- of major issues in the philosophical founda- faculty. losophy, and Fellow in the Nanovic Institute for tions of space-time theory. The seminar will European Studies. B.Sc., Michigan State Univ., 1971; A.M., Boston Univ., 1973; Ph.D., start with a review of the development of 699. Research and Dissertation space-time theory from Newton to Einstein. (V-V-V) Staff ibid., 1979. (1997) Then, after a nontechnical but rigorous in- Independent research and writing on an ap- Anja Jauernig, Assistant Professor of Philosophy. troduction to current physical conceptions proved subject under the direction of a faculty B.A., Univ. of Bonn, 1994; B.S., ibid., 1995; of space and time (both special and general member. M.A., ibid., 1997; M.A., Princeton Univ., relativity), we will turn our attention to vari- 1999. (2002) ous specific topics, such as: conventionalism 700. Nonresident Dissertation Research and the structure of space-time; the “hole” (0-0-1) Staff Lynn S. Joy, Professor of Philosophy. A.B., argument in general relativity; causality and Required of nonresident graduate students Radcliffe College, Harvard Univ., 1971; space-time; space-time substantivalism; space, who are completing their theses in absentia A.M., Harvard Univ., 1981; Ph.D., ibid., time, and individuation; temporal becoming; and who wish to retain their degree status. 1982. (2000) black holes and space-time singularities. Janet Kourany, Associate Professor of Philoso- Faculty phy. B.S., Columbia Univ., 1965; Ph.D., 687. Historical Foundations of the Quantum J. Matthew Ashley, Associate Professor of ibid., 1977. (1982) Theory (3-0-3) Howard, Brading Theology and Fellow in the Center for Social A. Edward Manier, Professor of Philosophy. B.S., St. Louis Univ., 1982; M.T.S., This course is an historically organized survey Concerns. B.S., Univ. of Notre Dame, 1953; A.M., St. Weston School of Theology, 1988; Ph.D., of major issues in the philosophical founda- Louis Univ., 1956; Ph.D., ibid., 1961. (1959) Univ. of Chicago, Divinity School, 1993. tions of quantum mechanics. Working with (1993) Vaughn R. McKim, Associate Professor of Phi- a mix of primary and secondary texts, we will losophy. B.A., Oberlin College, 1962; M.A., first survey the development of the quan- Katherine A. Brading, Assistant Professor of Yale Univ., 1964; Ph.D., ibid., 1966. (1966) tum theory through the emergence of wave Philosophy. B.Sc., King’s College, Univ. of and matrix mechanics in the 1920s, the aim London, 1992; B.Phil., Oxford Univ., 1996; Rev. Ernan McMullin, the John Cardinal being to understand the context in which D.Phil., Oxford Univ., 2001 (2004) O’Hara Professor Emeritus of Philosophy. Bohr’s complementarity interpretation and B.Sc., National Univ. of Ireland, 1945; B.D., debates about it first arose. A careful study of Michael J. Crowe, the Rev. John J. Cavanaugh, Maynooth College, 1948; Ph.D., Univ. of the Bohr-Einstein debate over the complete- C.S.C., Professor Emeritus of the Humani- Louvain, 1954. (1954) ness of quantum mechanics will be followed ties, Program of Liberal Studies. B.S., Univ. of Philip E. Mirowski, by a review of the major controversies over Notre Dame, 1958; B.A., ibid., 1958; Ph.D., the Carl E. Koch Profes- B.A., Michigan State Univ., interpretation in the second half of the 20th Univ. of Wisconsin, 1965. (1961) sor of Economics. 1973; M.A., Univ. of Michigan, 1976; Ph.D., century, including the measurement problem, Christopher B. Fox, Professor of English and ibid., 1979. (1990) hidden variables theories, and Bell’s theorem. Director of the Keough Institute for Irish Stud- The course will conclude with a look at new ies. B.A., Cleveland State Univ., 1971; M.A., Lenny Moss, Assistant Professor of Philosophy questions of interpretation unique to the con- State Univ. of New York at Binghamton, and Fellow in the Nanovic Institute for Euro- text of quantum field theory. The course will 1974; Ph.D., ibid., 1978. (1986) pean Studies. B.A., San Francisco State Univ., not assume advanced training in physics. 1981; Ph.D., Univ. of California, 1989; Paul W. Franks, Assistant Professor of Philoso- Ph.D., Northwestern Univ., 1998. (1999) 688. Theology and the Natural Sciences phy and Fellow in the Nanovic Institute for (3-0-3) McMullin European Studies. B.A., Oxford Univ., 1986; Philip L. Quinn, the John A. O’Brien Professor The rapid progress of the natural sciences M.A. Oxford Univ., 1990; Ph.D., Harvard of Philosophy. B.A., Georgetown Univ., 1962; over the last few centuries has raised numer- Univ., 1993. (2000) M.S., Univ. of Delaware, 1966; Ph.D., Univ. ous issues for Christian theology, just as of Pittsburgh, 1969. (1985) Robert D. Goulding, Assistant Professor in Aristotelian natural philosophy did in the the Program of Liberal Studies. B.Sc., Univ. of William M. Ramsey, Associate Professor of Phi- 13th century. Dealing with those issues had Canterbury, 1989; B.A., Univ. of Canterbury, losophy. B.S., Univ. of Oregon, 1982; Ph.D., a transformative effect on theology at that 1990; M.A., Warburg Inst., Univ. of London, Univ. of California, San Diego, 1989. (1989) earlier moment. Is something similar happen- 1992; Ph.D., ibid., 1999. (2003) ing today? Ought it? To enter into issues of Esther-Mirjam Sent, Associate Professor of Eco- this sort involving two very different ways of Gary M. Gutting, Professor of Philosophy and nomics. Doctorandus, Univ. of Amsterdam, knowing inevitably involves two other ways: Fellow in the Nanovic Institute for European 1989; Ph.D., Stanford Univ., 1994. (1994) philosophy and history. The contribution of Studies. A.B., St. Louis Univ., 1964; Ph.D., Kristin Shrader-Frechette, the F. J. and H. M. these latter to the four-way dialectic will be ibid., 1968. (1969) O’Neill Professor of Philosophy, Concurrent Pro- emphasized. Such a dialectic makes heavy Christopher S. Hamlin, Professor of History, fessor of Biological Sciences, and Fellow in the epistemic demands, as case histories will Fellow in the John J. Reilly Center for Science, Joan B. Kroc Institute for International Peace demonstrate. Technology, and Values, and Fellow in the Studies. B.Sc., Xavier Univ., 1967; Ph.D., Nanovic Institute for European Studies. B.A., Univ. of Notre Dame, 1972. (1998) 106 The Division of Humanities Literature 107

Phillip R. Sloan, Professor in the Program of Intellectual Strength and Support The Ph.D. in literature emphasizes the devel- Liberal Studies and Concurrent Professor of His- Notre Dame is well known as an intellectual opment of linguistic expertise as well as train- tory. B.S., Univ. of Utah, 1960; M.S., Scripps center for the study of the ancient world, reli- ing in criticism, theory, and research. To this Inst. of Oceanography, 1964; M.A., Univ. of gion and literature, medieval life and culture, end, the program will either provide directly California, San Diego, 1967; Ph.D., ibid., Irish literature and culture, the Renaissance, or facilitate the acquisition of grants, fellow- 1970. (1974) and modernism. Admitted students enjoy the ships, or other forms of funding through company of their peers and close association various agencies to support advanced students Thomas A. Stapleford, Assistant Professor in with a diverse and lively group of faculty, in a research-oriented year abroad. the Program of Liberal Studies. B.A., B.M.E., not only within the departments listed above Univ. of Delaware, 1997; M.Sc., Univ. of but also in numerous other departments Admissions Edinburgh, 1998; Ph.D., Harvard Univ., and institutes at Notre Dame, such as the The program in literature admits only stu- 2003. (2003) Department of English, the Devers Program dents intending to pursue the doctorate. Stu- James C. Turner, the Rev. John J. Cavanaugh, in Dante Studies, the Erasmus Institute, the dents who have already completed the M.A. C.S.C., Professor of the Humanities and Fellow Kellogg Institute for International Studies, degree in a relevant literary field or in a re- in the Nanovic Institute for European Studies. the Keough Institute for Irish Studies, the lated nonliterary field (such as anthropology, B.A. Harvard Univ., 1968; M.A., ibid., 1971; Kroc Institute for International Peace Studies, history, theology, philosophy, etc.) are encour- Ph.D., ibid., 1975. (1995) the Nanovic Institute for European Studies, aged to apply. Work completed at another and the Medieval Institute. These institutes, institution may, upon determination by the like the departments, bring distinguished program’s administrative board, be credited Literature scholars as visiting professors and speakers to toward the Ph.D. degree. An advanced level campus and hold conferences of international of preparation in the languages relevant to a Program Director: repute. Students will be welcomed as valued student’s proposed course of study is requisite Margaret A. Doody and contributing members of this community for all applicants to the program and indis- Director of Graduate Studies: of scholars. pensable for students in the program. Collin Meissner Notre Dame’s library system houses nearly Incoming students begin studies in the Telephone: (574) 631-0481 three million volumes and subscribes to more fall semester. Students applying to enter in Location: 336 O’Shaughnessy Hall than 23,000 serial publications. In addition the fall should have complete dossiers (ap- E-mail: [email protected], [email protected] to its general holdings, the system’s main plication, transcripts, writing samples (one Web: http://www.nd.edu/~litprog library, the Theodore M. Hesburgh Library, in English and one demonstrating facility also has world-renowned special collections examining literature in a foreign language), The Ph.D. in literature at the University of in Dante, the Byzantine world, the Italian letters of recommendation, and GRE (general Notre Dame is an innovative interdisciplin- Renaissance, the French Revolution and test only) scores on file with Notre Dame’s ary program that focuses on the study of Enlightenment, the Spanish Inquisition, Office of Graduate Admissions no later than literature from a transnational and intercul- Southern Cone literature, Irish literature, February 1. Applicants should describe their tural perspective. Combining in one doctoral and medieval literature and history. Students areas of interest as explicitly as possible on the program the forces of several departments and can also access the art exhibits and collec- “Statement of Intent” accompanying the ap- programs—[Classics (Arabic, Greek, Latin, tions housed in Notre Dame’s Snite Museum, plication and ideally should list the prospec- Syriac), East Asian studies, French and Fran- one of the top university art museums in the tive faculty with whom they wish to study. cophone studies, German, Iberian and Latin country. The writing samples should demonstrate the American studies (Portuguese, Spanish), Irish applicant’s skills in writing, analysis, and liter- studies, Italian studies], philosophy, and the- Financial Assistance and Funding for Profes- ary research. Proficiency in language ought ology—the Ph.D. in literature brings together sional Activity also to be demonstrated by examination or outstanding faculty and resources to The full range of financial assistance, in- agreed-upon method at this time. enable doctoral students to study literature cluding fellowships (University Presidential both within traditional disciplines and across Fellowships, first-year fellowships, ethnic Online Application disciplinary and national boundaries. minority fellowships, and others), teaching The URL for the Graduate School’s online assistantships, and tuition scholarships, de- application is http://www.nd.edu/~gradsch/ Designed for the intellectually creative stu- scribed in the front section of this Bulletin is applying/appintro.html. dent, the Ph.D. in literature requires both available to students in the Ph.D. Program in depth and breadth of language study while Literature. All admitted doctoral students will General Requirements for the Doctoral offering students curricular flexibility in the be fully funded for at least five years with sti- Degree design of a degree that is responsive to their pends and full-tuition scholarships. Stipends The Ph.D. Program in Literature offers an own interests in literature. Uniquely tailored will come in the form of teaching fellowships, innovative academic framework for the for- to take advantage of the University’s many re- research fellowships, and graduate fellow- mation of future scholar-teachers in both the sources, the program offers an unprecedented ships. While all admitted students will receive classical and modern languages and litera- level of intellectual and financial support. stipends and full tuition waivers, merit-based tures. Guided by the director and by faculty fellowships of $18,000 will be awarded to advisers in their primary field, students are selected applicants. expected to fashion individualized courses of study bringing together an integrated blend of courses in their primary field, in related 106 The Division of Humanities Literature 107

field(s), and/or in literature more broadly con- Course Descriptions 510A. Roman Martyrs strued. The doctoral program has been de- Each course listing includes: (3-0-3) Lapidge signed in recognition of and in anticipation of • Course number more dramatic changes in the way literature • Title 571 B. From Brecht to Performance Art: Drama is being taught and studied. The program’s de- • (Lecture hours per week—laboratory and Dramatic Theory, 1930-2000 sign allows for the development of graduates or tutorial hours per week—credits per (3-0-3) Bruns with multiple interdisciplinary competencies: semester) in a national literature, in a cross-cultural field • Instructor 572. Liberalism and Modernism: Newman, or genre, in the multiple valencies of a litera- • Course description Arnold, Acton and Joyce ture as understood from a transnational and • (Semester normally offered) (3-0-3) Deane even global perspective, and in the instruction of one or more foreign languages. Courses for fall 2003 include the following: 593B/493B. Latino Poetry (3-0-3) Menes Students in the program will be required The following two courses, which are re- to complete a minimum of 54 credit hours quired, are produced by the Ph.D. Program French of study (18 courses) during three years of in Literature and should normally be offered 593. French Caribbean Literature course work, including a minimum of six every year. They are open to graduate stu- (3-0-3) Ayo, Coly courses in their primary field of study, five in dents not in the program, but permission to the primary field and/or related fields, and attend must be obtained. German five specially designed seminars in literature. 557A. Schiller (in German) Students must complete during their first two 580B. The World’s Story: Love, Desire and (3-0-3) Norton years of study the program’s specially designed Identity course in literary theory, as well as a team- (3-0-3) Goldblatt, Doody 592A. Drama on Political Confl icts taught course in world literature that will A team-taught course treating literature from (3-0-3) Hösle focus attention on multiple regions, periods, different traditions, including European, Near and languages within and beyond the borders Eastern, and Far Eastern. This is a required Irish of Europe and the Americas. Before the end course for the Ph.D. in literature and should 542I. Poetry & Politics, 1541-1688 of their second year of course work, students normally be taken in the first year of study. (3-0-3) Ó Buachalla will be expected to complete at least one course each in philosophy and theology so as 581. Literary Theory Italian to better understand the historical disciplines (3-0-3) Program faculty 541I. European Romanticism that have shaped the ways we talk and think This is a required course of the Ph.D. in (3-0-3) Ferrucci about literature. literature and should be taken in the first year of study. 527I. Petrarch: The Soul’s Fragments Course Requirements (3-0-3) Cachey Primary field* 6 courses 18 credit hours Examples of courses meeting requirements of Primary and/or the literature program offered with different 585. Modern Italian Poetry/Translation Studies related fields 5 courses 15 credit hours constituent departments. (3-0-3) Welle Literature 5 courses 15 credit hours seminars Note: This is not an exhaustive list of courses. Philosophy Philosophy 1 course 3 credit hours The following courses may not be offered 567. Aesthetics Theology 1 course 3 credit hours every year. (3-0-3) Rush

* Primary field and related fields may be Suggested Courses 523. Early Medieval Philosophy organized around periods (e.g., late antiquity, (3-0-3) Gersh medieval, Renaissance, Enlightenment, fin de Literature siècle, etc.); around genres (e.g., epic, tragedy, 556. The Novel as an Agent of Change 574. Kant’s Practical Philosophy comedy, the ancient and/or modern novel, (3-0-3) Doody (3-0-3) Hösle etc.); around literary movements (e.g., mod- ernism, symbolism, the avant-garde, etc.); or 510. Introduction to Literary Criticism 579. Political Philosophy around languages (e.g., ancient Greek, Latin, (3-0-3) Toumayan (3-0-3) Sterba French, Spanish, German, Italian, etc.). 520. European Literature and the Vernacular 581. Philosophy of Science Reading Courses. Given the innovative nature Arts (3-0-3) Howard of the program and the encouragement of a (3-0-3) Boitano wide variety of pursuits, some courses taken 659. Divine Providence by graduate students will be individual study 515L. Graduate Seminar: Age of Cicero (3-0-3) Flint conducted with an individual professor. The (3-0-3) Ladouceur program’s Graduate Studies Manual outlines 661. Philosophical Theology (Metaphysics of the rules and procedures governing such English Creation) courses. 506. Introduction to Graduate Studies (3-0-3) Burrell (3-0-3) Buttigieg 108 The Division of Humanities Medieval Studies 109

Spanish Preparation for the Profession ate students please visit our Web site at http: 583. Spanish-American Novel Notre Dame’s innovative literature Ph.D. //www.nd.edu/~litprog. (3-0-3) Ibsen considers a national literature’s disciplinary integrity as part of the underlying foundation Faculty 591. Twentieth-century Caribbean Literature that supports a truly interdisciplinary and (3-0-3) Anderson translinguistic course of study. The built-in Martin Bloomer, Associate Professor of Classics. flexibility of the program promotes ways of B.A., Yale Univ., 1982; M.A., ibid., 1983; M.Phil., ibid., 1984; Ph.D., ibid., 1987. Theology relating literary material across disciplinary (1998) 511A. Exegesis: Gospels divisions in order to facilitate the develop- (3-0-3) Neyrey ment and training of future scholars who will Keith R. Bradley, Chair and the Eli J. Shaheen be well prepared and positioned to respond to Professor of Classics and Concurrent Professor of 521. Early Christianity: An Introduction current and developing needs in the language History. Litt.D., Sheffi eld, 1997. (3-0-3) Cavadini and literature job market. Joseph A. Buttigieg, the William R. Kenan Jr. 603. Hebrew Bible Seminar: The Pentateuch As a natural component of their professional Professor of English and Fellow in the Nanovic (3-0-3) Page development, students will apply their teach- Institute for European Studies. B.A., Univ. ing assistantships in a variety of venues—lan- of Malta, 1968; B.Phil., Univ. of Oxford 603J. Judaica Seminar: Early Jewish Herme- guage courses, mythology, ancient literature, (Heythrop College), 1970; M.A., Univ. of neutics English composition, and 300-level courses in Malta, 1974; Ph.D., State Univ. of New York, (3-0-3) Najman English literature. The required practicum in Binghamton, 1976. (1980) the beginning of the fourth year will offer stu- Theodore J. Cachey Jr., Director of Graduate 605A. The Jewish-Christian Debate in the High dents an opportunity to team-teach a course Studies and Professor in Romance Languages Middle Ages with a regular faculty member in their field. and Literatures (Italian) and the Albert J. (3-0-3) Signer Ravarino Director of the Devers Program in The program also offers a “Preparing for the Dante Studies. B.A., Northwestern Univ., 661. Philosophical Theology Profession” doctoral colloquium that discusses 1978; M.A., Univ. of California, Los Angeles, (3-0-3) Burrell a number of issues related to the study of 1982; Ph.D., ibid., 1986 (1990). literature from a professional perspective. Languages This will include discussion of new develop- Seamus Deane, the Donald and Marilyn The basic requirement for all doctorate can- ments in the field as well as the examination Keough Professor of Irish Studies and Professor didates in the program is three languages, two of topics of germane importance to the study of English. B.A., Queen’s Univ., Belfast, 1961; of which must be in addition to the native of literature. In addition, the colloquium will M.A., ibid., 1963; Ph.D., Cambridge Univ., tongue. Students in literature are minimally address issues surrounding the development 1966 (1993). required to demonstrate near-native profi- of a dissertation topic, research strategies, and Margaret Doody, Director of the Ph.D. Pro- ciency in the language of their primary field the timely production and completion of a gram in Literature and the John and Barbara and a scholarly reading knowledge of an dissertation. Also, this seminar will introduce Glynn Family Professor of Literature. B.A., additional language, but the language compo- students to professional scholarly activities Dalhousie Univ., Halifax, 1960; B.A., Oxford nent will vary according to the individualized such as preparing papers for academic confer- Univ., 1962; M.A., ibid., 1967; Ph.D., ibid., program of study. Language requirements are ences, submitting essays for publication to 1968; Honorary L.L.D., Dalhousie Univ., designed to provide a rigorous base for in- academic journals, and developing strategies 1985. (2000) depth study of two or more literary traditions for entering the job market. The program’s and to ensure that students will successfully job placement apparatus works locally with Julia V. Douthwaite, Assistant Provost for Inter- compete for placement in national literature students through everything from producing national Studies, Professor of French Language departments as well as interdisciplinary a letter of application to mock interviews, and Literature, and Fellow in the Nanovic programs. to the production of a “job talk.” In addi- Institute for European Studies. B.A., Univ. of tion, the program’s faculty make use of their Washington, 1980; M.A., ibid., 1984; Ph.D., Examinations extended network of contacts throughout the Princeton Univ., 1990. (1991) The permission-to-proceed examination in profession to make hiring institutions aware Christopher R. Fox, the program will be administered in January of Notre Dame candidates on the job market. Director of the Keough of the second year in residence. Institute for Irish Studies and Professor of Eng- lish. B.A., Cleveland State Univ., 1971; M.A., Participating Faculty State Univ. of New York, Binghamton, 1974; The Ph.D. candidacy examination will nor- The following is a partial list of Notre Dame Ph.D., ibid., 1978. (1986) mally take place at the end of August in the faculty who came together to develop the third year of residence. It will consist of a Ph.D. Program in Literature. They form a Luke Gibbons, the Grace Director of Irish written and an oral component. One take- core group of outstanding scholars who will Studies, Professor of English, and Concurrent home exam, focused on a special reading list be joined by numerous other faculty whose Professor of Film, Television, and Theatre. B.A., created by the student and his/her advisers, interests and expertise will enable students to Univ. College, Galway, 1972; H.Dip.Ed., will function as a bridge to the dissertation craft doctoral degrees responsive to their own National Univ. of Ireland, Maynooth, 1976; proposal. particular interests in world literatures. For a M.A., Univ. College, Galway, 1976; Ph.D., complete listing of participating faculty and Trinity College, Dublin, 1989. (2001) their scholarly interests and current gradu- 108 The Division of Humanities Medieval Studies 109

Howard Goldblatt, Visiting Research Professor Medieval Studies What sets Notre Dame’s in sti tute apart is its of Chinese. B.A., Long Beach State College, convenient gathering in one place of most 1961; M.A., San Francisco State Univ., 1971; Director: of the printed materials essential to medieval Ph.D., Indiana Univ., 1974. Thomas F. X. Noble stud ies. The Reading Room holds major dictionaries, bib lio graph i cal guides, ref er ence Vittorio Hösle, the Paul G. Kimball Profes- Telephone: (574) 631-6603 works, and primary source col lec tions. The sor of Arts and Letters, Concurrent Professor of Fax: (574) 631-8644 Astrik L. Gabriel Universities Col lec tion in Philosophy, Concurrent Professor of Political Location: 715 Hesburgh a separate room of fers remarkable resources, Science, and Fellow in the Nanovic Institute E-mail: [email protected] both pub lished and un pub lished, for the his- . Dr. habil., Univ. of for European Studies Web: http://www.nd.edu/~medinst tory of medieval universities. An oth er room, Tübingen, 1986; Ph.D., ibid., 1982. (1999) equipped with fac ul ty and study car rels, Lionel M. Jensen, Chair and Associate Profes- The Medieval Institute holds a large col lec tion of manuscript cata- sor of East Asian Languages and Literatures, The Medieval Institute, es tab lished in 1946 logs and ma te ri als pertinent to pa le og ra phy, Concurrent Associate Professor of History, and and located on the seventh floor of the Hes- diplomatics, and early print ed books. Fellow in the Helen Kellogg Institute for In- burgh Library, is a center of research and ternational Studies. B.A., Williams College, advanced in struc tion in the civ i li za tion of the Research in the institute is also supported by 1976; M.A., Washington Univ., 1980; Ph.D., Middle Ages, with par tic u lar strengths in re li - the Uni ver si ty’s Milton V. Anastos Col lec tion Univ. of California, Berkeley, 1992. (2000) gious and intellectual his to ry, Med i ter ra nean in Byz an tine studies, which has ex traor di nary civ i li za tion, old and middle En glish, medi- holdings in the history of the Byz an tine Robert E. Norton, Chair and Professor of eval Latin, the ol o gy and philosophy, Dante em pire. German and Russian Languages and Literatures studies, medieval mu si col o gy, and liturgy. (German) and Fellow in the Nanovic Institute The grad u ate studies cur ric u lum combines The Frank M. Folsom Ambrosiana Mi cro film for European Studies. B.A., Univ. of Califor- pro gram mat ic inter-disciplinary course work, and Pho to graph ic Collection consists of nia, Santa Barbara, 1982; M.A., Princeton train ing in the technical skills of medieval microfilms of the 12,000 medieval and Re- Univ., 1985; Ph.D., ibid., 1988. (1998) studies, and lin guis tic prep a ra tion. nais sance manu scripts held in the Biblioteca Breandán Ó Buachalla, the Thomas and Kath- Ambrosiana in Milan. The col lec tion also The institute’s library con tains nearly 90,000 leen O’Donnell Professor of Irish Language and contains about 50,000 pho to graphs and nega- volumes and various collections of pamphlets, Literature (Classics). B.A., National Univ. tives of min ia tures and illuminated ini tials reprints, and pho to graph ic ma te ri als. The of Ireland, 1958; M.A., ibid., 1959; Ph.D., from the manu scripts, sup ple ment ed by some ref er ence collection con tains major primary ibid., 1970. (2003) 15,000 color slides. The Mary Davis Draw- source col lec tions, bibliographic and ref er ence ings Collection con tains pho to graphs, neg a - Mark W. Roche, the I. A. O’Shaughnessy Dean materials, catalogs, journals, and indexes. tives, and color slides of the 8,000 draw ings of Arts and Letters, Rev. Edmund P. Joyce, in the Ambrosiana. The institute pur chas es all C.S.C., Professor of German Language and Lit- The institute’s library has long held ex ten sive volumes related to the Ambrosiana ma te ri als erature, and Concurrent Professor of Philosophy. col lec tions relevant to the Latin cul ture of and maintains a bib li og ra phy of all citations B.A., Williams College, 1978; M.A., Univ. the Middle Ages. Holdings in the history of to Ambrosiana manu scripts. Tübingen, 1980; Ph.D., Princeton Univ., medieval education are un ri valled in North 1984. (1996) America. Re cent ly, the institute has en larged The institute regularly spon sors major con fer - its focus to include vernacular and Latin enc es and hosts a variety of guest lec tures and Dayle Seidenspinner-Núñez, Chair and Pro- lit er a tures, mu si col o gy, liturgy, me di eval Juda- seminars every year. In fall 2002, the in sti tute fessor of Romance Languages and Literatures ism and Islam, and art history. Mi cro films of will inaugurate the Conway Lec tures, an (Spanish). B.A., Univ. of California, Berkeley, more than 3,000 medieval manu scripts from annual series of three lectures de liv ered by 1968; M.A., ibid.; Ph.D., Stanford Univ., Eu ro pe an li brar ies and a col lec tion of more a distinguished me di eval ist and published 1977. (1997) than 200 facsimiles of medieval seals sup- un der institute auspices. Alain Toumayan, Associate Professor in Ro- ple ment this collection. Over the years the mance Languages and Literatures (French) and institute has ac cu mu lat ed a valuable collec- The Program of Studies Fellow in the Nanovic Institute for European tion of me di eval manu scripts, in cun ab u la, The institute admits graduate students in- Studies. B.A., Univ. of Pennsylvania, 1976; and other manu scripts, and rare books that ter est ed in pur su ing the M.M.S. and Ph.D. M.A., Yale Univ., 1978; M.Phil., ibid., 1980; are pre served in the De part ment of Special in an interdisciplinary program. The student Ph.D., ibid., 1982. (1989) Col lec tions. Also found there is the John must pass a Latin competency test by the Augustus Zahm, C.S.C., Dante Col lec tion fourth semester of course work and formally containing early and rare editions and an demonstrate a read ing knowl edge of two ex ten sive and valu able set of literary stud ies modern European languages. One should be of the Di vine Com e dy from the 19th and completed be fore the end of the first year and early 20th cen tu ries. Re cent ly, the institute the other before the end of the second year. ac quired 90 me di eval coins, like wise housed in Special Collections. 110 The Division of Humanities Medieval Studies 111

The Master of Medieval Stud ies Degree com mit tee approval. The ad vis er and the studies. Pro fes sors from various disciplines three readers of the dis ser ta tion pro pos al must will participate. Course Requirements approve it. To receive the M.M.S. degree, students must 503A. Medieval Spanish Literature: From take: Joint Program in Medieval Phi los o phy Reconquest to Renaissance 1. Introduction to Medieval Studies (MI Students admitted to the in sti tute with a (3-0-3) Seidenspinner-Núñez 501, MI 502, each one credit hour); special in ter est in philosophical authors or The defining feature of me di eval Spain is the 2. Medieval Latin II (MI 576 Medieval topics may be admitted to the joint pro gram Reconquest, the fluctuating re pos ses sion of Latin Survey); in medieval philosophy. lands conquered by Muslim in vaders in 711 3. Paleography (MI 517); that con tin ued for more than 700 years. This 4. one graduate-level course in medi- Administered jointly with the Department of course will survey the masterworks of the eval history, pref er a bly one of the Philosophy, the program modifies the stan- Spanish Middle Ages within the ideo log i cal, proseminars offered incoming graduate dard doctoral program for medieval studies in sociocultural, and political context of re con - stu dents in me di eval history; the following ways: quest Spain and will include the kharjas, 5. one graduate-level course in medieval 1. Four courses are taken in the De- Poema de mio Cid, romancero,romancero, Los milagros de literature, ei ther the medieval vernacu- part ment of Philosophy, not counting nuestra Senora byby GonzaloGonzalo de Berceo,Berceo, Conde lars or medieval Latin, wherein the lit- courses cross-listed in the institute. Typ- Lucanor byby DonDon JuanJuan Manuel,Manuel, Libro de buen erature is read in the medieval language; i cal ly, the phi los o phy cours es include amor byby JuanJuan Ruiz,Ruiz, Arcipreste de Talavera byby 6. one graduate-level in tro duc to ry course work in an cient and modern philoso- Alfonso Martinez de Toledo, Carcel de amor in medieval philosophy or theology; phy as well as thematic sem i nars in the by Diego de San Pedro, Celestina byby FernandoFernando 7. one graduate-level course in medieval area of a student’s special interest. For de Rojas, and mis cel la neous se lec tions. Pri- music or medieval art. stu dents with little prior prep a ra tion in ma ry texts will be sup ple ment ed with critical, recent phi los o phy, the course “An a lyt ic scholarly, cultural, and the o ret i cal readings. Students must choose four fields from among Phi los o phy” may be required as a fifth 32 offered by the institute, master the ap pro - course. 511. Proseminar in Medieval History I pri ate reading lists, and pass an oral ex am i- 2. A special manuscript stud ies course in (3-0-3) Noble na tion with four professors. Stu dents must the trans mis sion and redaction of uni- A historiographical in tro duc tion to me di eval have completed 34 credit hours and passed ver si ty texts is taken in the institute. history be tween the years 500 and 1100. The the examination in me di eval Latin to receive 3. At least one section of the com pre - purpose of the course is to ac quaint students the M.M.S. degree. hen sive ex am i na tions is taken in an area with im por tant debates on the whole range of of phi los o phy outside the me di eval pe- historical topics in this era, major historical The Doctoral Degree riod, with a member of the Department monographs, and the ap proach es of major All students, both those en ter ing with a B.A. of Philosophy serving as examiner. con tem po rary historians. and those entering with an M.A., will take 4. Where appropriate, a mem ber of the the aforementioned M.M.S. program. Stu- phi los o phy de part ment serves as one of 512. Proseminar in Medieval History II dents with the appropriate master’s or equiv- the read ers of the dissertation. (3-0-3) Biddick, Constable, Van Engen a lent degree may apply for credit trans fer in An introduction to the main topics, in ter - ac cor dance with Graduate School re quire - Applications for admission to the program pre ta tions, and themes of the study of the ments, but also will be required to take one are made by let ter to the secretary of the Joint high and later Middle Ages, 1100 to 1400. year of course work in the M.M.S. program. Program Committee. We will read primary sources each week, but After successful com ple tion of this additional the emphasis will be on the in ter pre ta tions year of course work in the M.M.S. program, Course Descriptions made by historians and medievalists over the stu dents may seek ad mis sion to the doc tor al Each course listing includes: cen tu ries (but es pe cial ly during the late 20th program. • Course number cen tu ry) of the culture, econ o my, society, • Title re li gion, and politics of this period. At ten tion Students admitted to the Ph.D. program • (Lecture hours per week—laboratory will be paid in each of the seminars to “new must take one additional year of course work or tutorial hours per week—credits per approaches” to the study of the culture of the and prepare two ad di tion al fields, one of semester) Middle Ages—in other words, the the o ry and their own choosing and one in the area of • Instructor as sump tions un der ly ing in ter pre ta tions, the their dissertation research. The Ph.D. writ ten • Course description selection of questions asked and to be asked examination consists of five written ex ams, • (Semester normally offered) of the sourc es, and the choice of sources on given by pro fes sors in five chosen fields. The which to base those in ter pre ta tions. oral examination, which fol lows if at least Relevant courses in other de part ments are four written exams are passed, will pursue cross-listed in the Medieval Institute and vice 514. Diplomatics questions in the chosen fields, and fo cus upon versa. (3-0-3) D. J. Boulton the field of the dis ser ta tion. Gives students practical ex pe ri ence in lo- 501, 502. Introduction to Medieval Studies cat ing, read ing, and understanding doc u - After successful completion of both writ ten (1-0-1) (1-0-1) Noble and fac ul ty ments from England, France, the Empire, and oral ex am i na tions, the candidate, in con- A one-credit-hour course de signed to in- Italy, and Spain. All such material will be sultation with the di rec tor and the stu dent’s tro duce students to the basic bib li og ra phies, placed in its cul tur al, scholarly, in sti tu tion al, ad vis er, prepares a dis ser ta tion proposal for handbooks, and research tools in medieval and human setting. 110 The Division of Humanities Medieval Studies 111

516. Proseminar in Medieval Music Origen, in the middle of the third cen tu ry. 524. Later Medieval Mystical Theology (3-0-3) Bower By reading a wide selection of com plete texts (3-0-3) Emery An introduction to the the o ret i cal and prac- in trans la tion from the pe ri od, we will try to In the Latin world, the term mystical ti cal facets of the discipline of music during develop a sense of how Christian think ers, the ol o gy was largely a by-product of the the Middle Ages. Read ings in Calcidus, Mac- in the first two centuries of the church’s his- wide spread reception of the writings of robius, Boethius, Isidore, Musica enchiriadis, to ry, ex pressed their emerg ing sense of the pseudo-Dionysius the Aeropagite in the Guido d’ Arezzo, and John of Garland; an com mu ni ty’s distinctive faith and form of later Mid dle Ages. Like other me di eval arts ex am i na tion of the basic genres of chant and life, in tension and dialogue with Judaism, and sciences, the subject of mystical theol- their place in the mass and the office hours; as Gnostic religion, and Hel le nis tic culture, and ogy was defined by a corpus of au thor i ta tive well as tropes, hymns, se quenc es, and or ga- how the outlines of the tradition of ortho- texts, topics, questions, etc. Moreover, as num. Students are ex pect ed to have a working dox Christian theology first emerged in this Dionysius himself taught, mys ti cal theology knowledge of Latin. pro cess. Readings will include early Christian was con ceived to be reciprocally re lat ed to poetry and Biblical apocrypha, letters of “intelligible” or scholastic theology. In this 517. Paleography pastoral admonition, mar tyr-acts, apologetic course, we shall read a se ries of texts that were (3-0-3) M. Boulton lit er a ture, and selections from the more theo- in clud ed in the historically actual library of An introduction to Latin pa le og ra phy from log i cal ly-ambitious works of Irenaeus, Clem- mystical theology. the beginnings of Latin writings to about ent of Alexandria, and Origen. 1500. Seminars will cover the de vel op ments 525. Lyric and Narrative in Medieval French of handwriting over the course of this pe- 522. Historical Theology: Medieval Literature ri od and practical exercises in read ing vari- (3-0-3) Wawrykow (3-0-3) M. Boulton ous hands. Spe cial emphasis will be giv en The High Middle Ages wit nessed tre men dous Examines the ideology of trou ba dour poetry to the technique of de scrib ing me di eval creativity in theology, and the writ ings of and its in flu ence on French lit er a ture of the manu scripts, to the nature of pa leo graph i cal theologians as diverse as Thomas Aquinas and 12th, 13th, and 14th centuries. We will trace re search, and to the implications of pa le - Mechthild of Magdeburg have proven to be this influence from the nar ra tive re sponse og ra phy for other forms of re search. Students of enduring significance. This course ex am - to lyric poetry in the ro manc es of Lancelot are ex pect ed to have a working knowl edge of ines the high medieval achievement in the- and Guillaume de Dole, through the erotic Latin. ol o gy, both scholastic and spiritual, through pseu do-au to bi og ra phies (Roman de la Rose, close study of se lec tions from the most Remede de Fortune), to the tenden cy of lyric 518. Islam: Religion and Culture im por tant theologians of the 13th and early cycles to recount stories (Chris tine de Pizan’s (3-0-3) Afsaruddin 14th cen tu ries. While considerable attention Cent Ballades). InIn these worksworks and others, the A study of the rise of Islam in the Arabian will be given to doctrinal de vel op ment and confrontation of lyric and narrative ten den - peninsula in the seventh century and its in tel lec tu al disagreement, cul tur al as well as cies, the com bi na tions of song and speech, subsequent consolidation as a major world re- literary ques tions will also receive their due. and the intertextual implications of hybrid ligion and civ i li za tion. Lectures and read ings To what extent did institutional and ed u ca - works will be of particular in ter est. will deal with the life of the Proph et Muham- tion al changes stimulate theo log i cal progress? mad, the qur’an and its in ter pre ta tion, early Why did theologians employ such a broad 525A. Topics in Early Christianity Islamic his to ry, com mu ni ty for ma tion, law range of genres? And are dif fer ent genres (3-0-3) Cavadini, Leyerle and ritual, the ol o gy, phi los o phy, mysticism, better suited to cer tain theological tasks? How and literature. do earlier writings, both Chris tian (scriptural, 526. Editing Scholastic Texts patristic, and early me di eval) and non-Chris- (3-0-3) Emery 519A. Medieval Theory of the Will tian (es pe cial ly, but not ex clu sive ly, Ar is to t- Takes students through the steps of editing a (3-0-3) Dumont e lian), figure in the high me di eval theological medieval scholastic text, from the be gin ning The concept of the will as a distinct faculty enterprise? search for manu scripts through their com- of rational desire is arguably one of the gen- par i son and construction of apparatus. u ine ly original and most influential de vel - 523. Early Medieval Philosophy op ments of medieval philosophy. This course (3-0-3) Gersh 528. Topics in Medieval Theology: will trace the origin and evo lu tion of the will A survey of medieval philo soph i cal lit er a ture The Sacraments from Anselm of Can ter bury to Duns Scotus, from ca. 400 to ca. 1200 based on orig i nal (3-0-3) Prügl focusing in particular on the emergence of texts. We shall re view the most well-known Pastoral necessity as well as heresies and un- voluntarism at the end of the 13th cen tu ry, au thors and works in the first in stance: certainties about the nature of the sac ra ments according to which the will became a com- Au gus t ine (So lil o quies, De Libero Arbitrio, made it unavoidable for the me di eval church plete ly self-de ter min ing, ra tio nal pow er. The Con fes sions), Boethius (Opuscula Sacra, De to reflect upon its most dis tinc tive liturgical con se quenc es of this for oth er aspects of Consolatione Philosophiae, logical works), rites. Within the context of the for ma tion and me di eval eth i cal theory, such as vir tues and Eriugena (Periphyseon), Anselm of Can ter bury growth of scho las ti cism, the sacraments pro- natural law, will also be ex am ined. (Monologion, Proslogion), the “School of vid ed an excellent train ing ground to test the Chartres” (Commentaries on Boethius). How-How- strength of western theo log i cal thought. Due 521. Early Christianity: An Introduction ev er, con sid er able emphasis will be placed on to the in flu ence of Peter Lombard’s collec- (3-0-3) Cavadini, Daley major traditions ignored by earlier histories tion of patristic “Sententiae,” the sacraments This course will consider the origins of of me di eval phi los o phy: glossing of Plato finally became a major field within the insti- Chris tian nonbiblical theological lit er a ture, Latinus, Aristotles Latinus, Macrobius, and tutionalized the ol o gy at the universities. This from the time of the New Testament until Martianus Capel la. course will focus on those events and texts 112 The Division of Humanities Medieval Studies 113 of the earlier Mid dle Ages which chal lenged and there fore a sound training in old English 533C. English Religious Writing theologians like Paschasius Radbertus, Beren- grammar and a good reading knowledge of (3-0-3) Nolan gar of Tour, and Lanfranc of Bec to specify old En glish literature, es pe cial ly poetry, are This course will explore the tradition of their views about the Eu cha rist. It will con- es sen tial prerequisites for the course. religious writ ing in middle English, be gin ning sider the formation of a systematic trea tise on with Richard Rolle and ending with the the sacraments in the French schools of the 531C. Constructing Subjects in religious con tro ver sies of the 15th cen tu ry. 12th century, and finally present the syn the sis Anglo-Saxon England We will pose a se ries of related ques tions: why of high scholastic sacramental the ol o gy in (3-0-3) O’Brien-O’Keeffe do writers begin to pro duce devotional ma- Th o mas Aquinas and Bonaventure. This course addresses the ques tion of the very te ri al in English in the 14th century? What ex ist ence of the subject in the early Middle are the implications of writ ing about sacred 530. Introduction to Old English Ages. To frame the question, par tic i pants in matters and sacred texts in the ver nac u lar? (3-0-3) O’Brien-O’Keeffe the course will read some con tem po rary theo- What are the ma jor theo log i cal questions at This introduction to the study of old En glish rists of sub jec tiv i ty as well as some patristic is sue in these texts? How can heresy be dis tin - will fo cus on the elements of the lan guage writers on the self. The rest of the course will guished from or tho doxy? What is the emerg- preparatory to read ing and an a lyz ing a variety investigate con struc tions of sub jec tiv i ty in ing definition of the “or tho dox” to be found of prose and verse texts. Is sues for discussion main ly prose texts written in England before in the re pres sive leg is la tion of the early 15th and study will in clude: current and past con- approximately 1100. century? We will be particularly concerned to structions of phi lol o gy, the canon, the politics read “religious” and “lit er ary” texts in tan dem, of ed it ing, issues in trans la tion, in ter pre ta tive 533A. Allegory and Symbol placing Chaucer’s saints’ lives next to Julian strat e gies, subject for ma tion, is sues in period (3-0-3) Mann of Nor wich’s “shewings,” for example. The con struc tion, research tools, and pos si bil i ties Allegory has often been re gard ed as a poor re- course will also consider the critical tra di tion, for fu ture work. No prior ex pe ri ence with old lation of symbol, a colorless and two-di men - ex plor ing historical, theoretical, ma te ri al ist, or mid dle English is necessary. sion al genre in which didactic intent stifles lit er ary, feminist, and other ways of think- po et ic creativity. In recent years, how ev er, ing about the sacred, the vernacular, and the 530C. Latin Literature of Anglo-Saxon England there have been numerous suc cess ful attempts heretical. (3-0-3) Lapidge to reclaim it as a major genre whose mode of During the early Middle Ages, England was operation highlights fun da men tal ques tions 534. Lyric Poetry of the Renaissance in the vanguard of European learning, and about the nature of lan guage and its relation (3-0-3) DellaNeva a number of Anglo-Latin au thors—notably to reality. This course will work jointly with This course will focus on the poetry and Aldhelm, Bede, and Alcuin—helped to de ter - medieval texts and modern crit i cal the o ries poetic theory of the leading the o rist of the mine the course of ed u ca tion and let ters for of al le go ry, using them for re cip ro cal il lu - Pléiade, Joachim Du Bellay. We will begin by 500 years and more. The course will provide a mi na tion, to outline different ways of reading reading Du Bellay’s literary manifesto for the historical in tro duc tion to the large and unex- allegories and responding to their par tic u lar upstart Pléiade group, the Deffense et illustra- plored cor pus of pre-Conquest Anglo-Latin complexities. It will also ask how we are to tion de la langue française. We shall then con- liter a ture; the focal point of the course will be define the difference between al le go ry and sider Du Bellay’s ear li est poetry, the sequence the close study (in the Latin original) of the symbol, when we stop using these terms of love poetry entitled Ol ive. At this juncture principal Anglo-Latin au thors and texts, as merely as labels for works we do or don’t we shall examine how Du Bellay’s literary well as of the dis tinc tive literary genres which admire. Texts to be con sid ered will include theory relates to his ear li est poetic pro duc - were pi o neered and de vel oped by Anglo-Latin Prudentius’s Psychomachia, Dante’s Divine tion, as we consider the role of imitation of au thors, such as the enigma or literary riddle. Comedy, The Romance of the Rose, Piers Plow- classical and Italian models in his canzoniere. man, Chaucer’s early po ems, Malory’s Quest of The course will also examine Du Bellay’s 531. Beowulf the Holy Grail, and Henryson’sHenryson’s beast fables. non-love po et ry, namely the se quenc es en- (3-0-3) Lapidge, O’Brien O’Keeffe titled the Antiquitez and espe cial ly DDuu BBellay’sellay’s Beowulf is the longest and earliest sur viv ing 533B. Middle English Drama mas ter piece, the Re grets. Topics for discussion heroic poem in any medieval Ger man ic lan- (3-0-3) Nolan here include the con cepts of parody and satire guage, and has been rec og nized for over two This course will cover the origin, de vel - as well as Du Bellay’s re la tion ship with Italy centuries as a literary mas ter piece. Yet, on op ment, and per for mance of middle English (antique and modern) and with his chief po- examination, the rea sons why it is reck oned drama in the 14th and 15th centuries. We etic ri val, Ron sard. Because im i ta tion theory a mas ter piece are not always clear: its narra- will begin with the emergence of the dra ma and prac tice is crucial in the works of Du tive design is fre quent ly oblique and ob scure; from the quem quaeritis trope in the Easter Bellay, students will read a number of Italian its language is dense and often im pen e tra ble; liturgy, and examine carefully the claim that texts, in clud ing the poems of Petrarch and and it relates to a Germanic so ci ety which the secular dramas of the later Middle Ages the Petrarchists (avail able in Italian as well as can barely be re con struct ed, let alone un der - moved from the altar to the church steps to English trans la tion); some attention will also stood, by modern schol ar ship. The aims of the streets. Each of the four major Corpus be given to English poets who were in spired the course will be to un der stand the nar ra tive Christi cycles will be discussed, along with by Du Bel lay, most es pe cial ly Spenser. design and po et ic language of Beowulf, and saints’ plays and morality plays. We will also then to attempt to understand these features survey the major critical ap proach es to the of the poem in the context of early Germanic drama, from formalist accounts of ty pol o gy society. The language of Beowulf is difficult and genre to cultural ma te ri al ist notions of ritual, allegory, and symbol, to his tor i cist examinations of city and performance. 112 The Division of Humanities Medieval Studies 113

538. Chaucer: Canterbury Tales 543. Seminar: Medieval Spain 558. Northern Renaissance Painting (3-0-3) Frese (3-0-3) Constable (3-0-3) Rosenberg A study of the Canterbury Tales readread in the This course examines the his to ry and his to - The development of painting in northern original middle English. Chaucer’s com ic ri og ra phy of medieval Spain from the eighth Europe (France, Germany, Flanders, and genius will shape the approach to the text, to the 15th century. Readings con cen trate Hol land) from approximately 1300 to 1500. which has been carefully con sti tut ed by its on the economic, social, and political de vel - Special attention will be given to the art of author as a vir tu al anthology of medieval op ment of the pen in su la and the cross-cul- Jan van Eyck, Hieronymus Bosch, Albrecht fictional forms—everything from bawdy tural exchange between its peoples. Particular Dürer, and Pieter Brueghel. In tracing the stories to saints’ lives engaged Chaucer’s most emphasis will be placed on the Muslim-Chris- evolution of manuscript and oil painting and mature imaginative energies in this, his last tian encounter and the ways in which this the graph ic media, the stu dent will become great work. The class will work its way to ward relationship has shaped the field of Span ish conscious of the special wedding of nature, an appreciation of the ka lei do scop ic subtleties medieval his to ry. art, and spirit that defines the achieve ment of in volved in his poetic shap ing of this wide, the North ern Renaissance. deep, and hu mane ly en vi sioned text-world. 547. Dante I (3-0-3) Cachey, Moevs 559. Early Medieval Art: The Illuminated Book 539C. First Aid in Middle English Many have considered Dante’s Comedy to be (3-0-3) Barber (1-0-1) Mann the greatest po et ic achievement in West ern This course will investigate the art pro duced Middle English without pain! This com pact literature. It is also per haps the most perfect in Western Europe between the seventh and seminar will meet twice weekly for three syn the sis of medieval culture and the most 11th centuries. Often char ac ter ized as a Dark weeks in the spring term. It will provide a powerful expression of what even today Age, this period in fact dem on strates a fertile, grounding in middle English grammar and re mains the foundation of the Cath o lic un- fluid, and inventive response to the leg a cy of syntax by working through a specially-pre- der stand ing of human nature, the world, and Late Antique Chris tian i ty. The course will pared booklet, and also practice in trans lat ing God. This course is an in-depth study, over fo cus on the production and re cep tion of middle English texts. The course is strongly two semesters, of the entire Comedy, in its illuminated manu scripts, using facsimiles of rec om mend ed for any graduate stu dent plan- his tor i cal, philo soph i cal, and literary context, these works as a basis for teach ing. Students ning to take a mid dle English course, wheth er with se lect ed readings from the minor works will be come familiar with art-his tor i cal meth- or not middle English is their major field. (e.g., Vita Nuova, Convivio, De vulgari elo- ods for the ex am i na tion of such works and quentia). will be invited to con tem plate the in ter play 539E. Problems in Textual Criticism of word and image that these books propose. (1-0-1) Lapidge 548. Dante II Categories of ma te ri al discussed include: Textual criticism is the art and science of (3-0-3) Cachey, Moevs In su lar art, the Carolingian scriptoria, Otton- evaluating ev i dence of manuscript-read ings in Many have considered Dante’s Comedy to be ian imperial image mak ing, Anglo-Saxon art, the process of es tab lish ing a text, and involves the greatest po et ic achievement in West ern Spanish Apocalypses, and Italian Exultets. understanding of the vagaries of medieval literature. It is also per haps the most perfect manuscript trans mis sion. This compact syn the sis of medieval culture and the most 565. St. Augustine’s Confessions spring seminar will offer an op por tu ni ty to powerful expression of what even today (3-0-3) Sheerin discuss the prob lems that are posed by the re mains the foundation of the Cath o lic un- This course provides an in tro duc tion to St. transmissional histories of texts com posed der stand ing of human nature, the world, and Augustine’s Confessions, through reading of (in Latin and old English) during the Anglo- God. Dante I and Dante II areare a close study,study, extensive selections from the Latin text, a Saxon period, but com par a tive ma te ri al from over two se mes ters, of the entire Comedy, in careful read ing of the entire work in English ear li er (classical and bib li cal) and later texts its cultural (his tor i cal, literary, artistic, and translation, and the application of a variety of will also be brought into play. In par tic u lar, philo soph i cal) context. Dante II focuses on critical approaches, old and new. attention will be given to ways of ad ju di - the Purgatorio and the Paradiso, with some cat ing the apparatus criticus that accompanies discussion also of the Monarchia. 566. Trecento: Giotto to the Duomo “crit i cal” edi tions, and to the different sorts (3-0-3) Gill of prob lems that are posed by texts trans- 552. Early Renaissance Italy Beginning with Giotto’s Scrovegni Chapel mit ted in single manu scripts, in au to graph or (3-0-3) Rosenberg in Padua, we will examine the arts in It a ly idiograph manu scripts, or in multiple cop ies, The development of Italian painting, sculp- in the 1300s, conclud ing with Brunelleschi’s and the ways of de ter min ing the genealogical ture, and ar chi tec ture from 1280 to 1480. rev o lu tion ary design for the dome of the re la tion ship (and rep re sent ing it in a stemma Works by such artists as Giotto, Masac- Florence Cathedral of 1436. We will con- codicum) between in di vid u al manu scripts in cio, Brunelleschi, Donatello, Alberti, and sid er the regional traditions of the city-states, cases where a work is preserved in more than Botticelli will be considered in the context including Siena, Venice, Flo rence and Pisa, one manu script. of the period that gave birth to the modern as well as Rome, and as ex pressed in narrative language of art and witnessed the revival of fresco programs, al tar piec es, sculp ture, and 540. Classics of the Italian Renaissance the centrality of man as the greatest of God’s ar chi tec ture. Among our subjects are the royal (3-0-3) Cachey creatures. tombs in Naples and Milan, the evolution Five literary classics and the critical dis course of the eques tri an monument, St. Mark’s in sur round ing them, including Poliziano’s Venice, the character of Goth ic expression in Stanze per la giostra, Sannazaro’s Arcadia, Italy, and impact of the Black Death. Machiavelli’s Il Principe, Castiglione’s Corteg- iano, and Ariosto’s Orlando furioso. 114 The Division of Humanities Medieval Studies 115

568. Readings in Byzantine Greek in Latin and phi lol o gists wish ing to acquire of the gnome and prov erb as spe cies of sapi- (1-0-1) Jenkins some un der stand ing of this spe cial ized and ential literature, but as a work ing practice we Ongoing weekly reading group of Byz an tine important type of lit er a ture. Al though gram- shall focus in the main on the his to ry of some Greek. Readings are focused on short but mar and syntax will be explained by the of the great col lec tions (Publilius Syrus, aka com plete texts in hopes of pro duc ing and instructor whenever nec es sary, a knowl edge of Sen e ca Philosphus; the Distichs of Cato). Read- making accessible workable trans la tions. basic Latin will be assumed. ing a text for its sententiae is both a scribal act In ter me di ate knowledge of clas si cal or New and a herme neu tic process—in brief, a good Testament Greek is required. 574. Introduction to Plotinus way to ex am ine a very different sort of read- (3-0-3) Gersh ing and writing from the modern. Far from 569. History of the Italian Language The course will be divided into two parts: being museum items, col lec tions of verbal (3-0-3) Cachey (1) A general survey of Plotinus’ phi los o phy lore are meant to be used, em bel lished, and This course presents an in tro duc tion to es- based on writings of his early and middle imitated. Another major focus thus will be sen tial texts and topics surrounding the Ital- periods; (2) A close study of Plotinus’ long est on new collections (Alcuin, Othlo, Egberts, ian “questione della lin gua” with a focus on treatise (divided into four parts by Por phy ry): perhaps a fi nal week on the apex of the tradi- the Me di eval and Renaissance pe ri ods, from Enneads III.8, V.8, V.5, II.9. In both parts tion, Erasmus’ Adagia). the origini and Dante’s De vulgari eloquentia of the course, our aim will be not only to (c. 1305) to Pietro Bembo’s Prose della volgar un der stand Plotinian thought as a system of 580. Medieval Art Seminar: Vision and Ecstasy lingua (1525) and the linguistic debates of em a na tive monism but also to eval u ate the in Medieval Art the High Renais sance. A post-Renaissance ex pos i to ry and argumentative techniques by (3-0-3) Barber per spec tive on the language question will also which this thought is or ga nized into ver bal This seminar will address a wide range of be ex plored. Besides reg u lar sem i nar pre sen - discourse. medieval texts and objects that will enable us ta tions addressing course readings, students to analyze the nature of medieval vision as it will be required to de vel op research projects 575A. Medieval Latin I: Introduction to per tains to the visual arts. The type of texts ex am in ing the impact of the lan guage ques- Christian Latin included will be theological, li tur gi cal, lit- tion on the de vel op ment of Italian literary (3-0-3) Sheerin er ary, epistolary, rhe tor i cal, and philo soph i cal. history utilizing primary source ma te ri als This course has two goals: to improve the Objects will include ar chi tec ture, il lu mi nat ed from Re nais sance hold ings in the Department student’s all-around facility in dealing with manu scripts, frescoes, mosaics, and icons. of Special Col lec tions, Hesburgh Library. Latin texts and to in tro duce the student to The seminar will en com pass both Byzantium the varieties of Christian Latin texts and basic and the Latin West. The pri ma ry purpose of 571. The Vulgate and Related Texts resources that facilitate their study. Study the seminar is to ex am ine the complexity of (3-0-3) Bower of syntax and vo cab u lary will be fa cil i tat ed vi su al experience as a form of knowledge. The Readings and critical dis cus sion of the var i ous by regular exercises in Latin com po si tion. secondary pur pose is con sid er the extent to layers of texts in the Vulgate Bible: 1) the Ex po sure to texts will be pro vid ed through which this experience is ecstatic, dis rupt ing old, essentially unrevised layer (Acts, Epis tles, com mon readings, which will ad vance in the our mod ern ist notion of the observant subject Apocalypse); 2) Jerome’s revised Psalter (Gali- course of the se mes ter from the less to the as the foun da tion of knowl edge. can); 3) Jerome’s re vised Gos pels; 4) Jerome’s more de mand ing: Latin trans la tions of Scrip- translations from the He brew (Ca non i cal ture, exegesis, hom i let ic, texts dealing with 581. Medieval German Literature Books of the Old Tes ta ment, in clud ed the re li gious life, formal theo log i cal texts, and (3-0-3) Wimmer Psalter iuxta Hebraicum). Some of Jerome’s Christian Latin poetry. A survey of German literature from its be gin - in tro duc to ry material will also be read, along nings during Germanic times until the 17th with several passages from Au gus t ine’s de doc- 576. Medieval Latin II: Medieval Latin Survey century. Ideas, issues, and topics are discussed trina christiana. An el e men ta ry knowl edge of (3-0-3) Sheerin in such a way that their con ti nu ity can be Latin is prerequisite; stu dents will be ex pect ed This will be a survey of the varieties of me di - seen throughout the cen tu ries. Read ings in- to translate in class. eval Latin literary texts. Keith Sidwell’s Read- clude modern German selections from major ing Medieval Latin will serve as the base text, medieval authors and works such as Hil- 573. Latin for Medieval Philosophy with occasional sup ple ments especially for the debrandslied, Rolandslied, Nibelungenlied, (3-0-3) Gersh pe ri od after the 12th century. Goals for the Iwein, Parzival, Tristan, courtly lyric poetry, The aims of the course will be both lin guis tic course are en hance ment of reading skills and the German mys tics, secular and religious and philo soph i cal. Via the reading of 25-30 ex pe ri ence of an overview of me di eval Latin medieval drama, Der Ackermann aus Böhmen, short extracts, we shall on the one hand study literature, with acquisition of bib lio graph i cal and the beast epic Reineke Fuchs. the evolution of Latin style and tech ni cal vo- knowledge that will allow the student to con- cabulary through patristic, Carolingian, 12th- tinue working on her/his own in this area. 582. The Medieval Book century scho las tic and humanistic writ ings, (3-0-3) Bower and on the other con sid er the manner and 579. Latin Wit and Wisdom: The Collection A historical survey of the medieval book as ex tent to which philo soph i cal thought itself and Use of the Sententiae a cultural, archeological, artistic, and com- has been in flu enced by the language in which (3-0-3) Bloomer mer cial object from about A.D. 300 to 1500. it is pre sent ed and ar tic u lat ed. The course This seminar will examine the long tra di tion General out line: (1) the early Middle Ages: is aimed at phi los o phers wishing to prepare of collection of sententiae, the Latin aph o - from scroll to codex, the Bible in the early them selves for the study of primary sources risms that were an in te gral part of ancient and Middle Ages, insular gospel books, con ti - me di eval schooling, moral for ma tion, and nen tal book production; (2) the Carolingian learning. We shall begin with a brief over view Re nais sance and its heritage: spir i tu al and 114 The Division of Humanities Medieval Studies 115

pedagogical foun da tions of book culture, 586. Apuleius form of law in the Mid dle Ages: its status in deluxe products, critical texts, authors and (3-0-3) Bradley law, its authority over against pos i tive leg is - their manu scripts, the glossed book, and the An investigation of the his tor i cal Apuleius. la tion or court de ci sions, and quite particu- monastic scriptoria of the 10th to the 12th The seminar will examine the Roman-Af- larly the venues and practices in the church centuries; (3) the later Middle Ages: the ri can context into which Apuleius was born, where custom was pre sumed to pre vail. university book trade, popular spir i tu al i ty and rec re ate the ed u ca tion al travels to Carthage, the book trade (i.e., Book of Hours). Ath ens, and Rome that occupied his early life, 603. Seminar: Story and History in 13th- and focus especially on his trial for magic in Century Europe 583. Art History Seminar: The Courts of Sabratha in 158/9, before following him back (3-0-3) Van Engen Renaissance Italy to Carthage where he spent the rest of his This course explores the place of “stories” (3-0-3) Rosenberg life. Notice will be taken of all of Apuleius’ in the mak ing of medieval culture, and the Historically the history of Italian Re nais sance writ ings, but special attention will be paid to degree to which we can draw “history” from art has been dominated by three cit ies: Flo r- the Apology, and to the doc u men ta ry nature them. It will touch upon some of the same ence, Venice, and Rome, but a splendid world and sociocultural importance of the Meta mor - conceptual problems raised recently in dis cus - of courtly culture which blended tra di tion al pho ses. sions of the distinction be tween fiction and feudal/chivalric values with a growing hu man - history. The course will focus on ex am ples is tic interest in classical antiquity, flourished 590. Byzantine Art from three key areas of storytelling: the exem- right along side these three cen ters. Although (3-0-3) Barber pla, which became so crucial to sermons and Jakob Burckhardt acknowledged this fact in Byzantine art has often been opposed to the moral in struc tion; chronicles (such as Salim- his 19th-century clas sic essay The CivCiv i li za tion traditions of Western naturalism, and as such bene’s), which became ever more storylike in of the Re nais sance in Italy, it is only re cent ly has been an undervalued or little known ad- their con struc tion; and hagiography. that schol ar ly attention has re turned to the junct to the story of medieval art. In order to ex traor di nar i ly important alternative vi su al develop a more so phis ti cat ed un der stand ing 605. Colloquium: Commercial Revolution in and cultural tradition of the Italian Re nais - of this material we will ex am ine the art pro- the Middle Ages sance courts. Building on this ris ing tide of duced in Byzantium in the period from the (3-0-3) Constable interest, this seminar will focus on art and pa- ninth to the 12th century, a period that marks The theory of a commercial revolution in Eu- tronage in five princely cities (Milan, Na ples, the high point of Byz an tine artistic pro duc - rope and the rise of so-called “European hege- Ferrara, Mantua, and Urbino) from the 14th tion and influence. Stress will be placed upon mony” provides a focus for looking at a broad through the 16th centuries. Its goal will be to the function of this art within the broader set- spec trum of issues and documents relevant to define the nature of courtly cul ture in Re- ting of this society. Art theory, the notions of the rise of agrar i an, com mer cial, and ur ban nais sance Italy. Issues which will be addressed empire and holiness, the bur dens of the past institutions in medieval Europe. This course in the se mes ter in clude: the court art ist, the and the realities of con tem po rary praxis will will con cen trate on the prob lems of the shift- image of the rul er and the ideology of pow er, be brought to bear upon our var i ous analyses ing balance of power in the Med i ter ra nean palace and for tress, the prince’s private space, of material from all media. How we, as art world in the Middle Ages. Al though it is easy aris to crat ic leisure and villeggiatura, Renais- historians can write the history of this rich to see a shift from Mus lim to Christian hege- sance ur ban ism, and the role of wom en as culture will be a cen tral issue of this course. mony in this period, it is much harder to find courtly patrons. an explanation for this change. Theories range 597. Directed Readings from crude cultural su pe ri or i ty to subtler 585. Der Artusroman/Arthurian Epic (V-V-V) Staff ex pla na tions involving dif fer en tial technology, (3-0-3) Christensen Specialized reading related to the student’s mer can tile, and agrarian de vel op ment; po- This course will explore the enduring legend area of study. lit i cal and military structure; monetarization of King Arthur and his court as in ter pret ed and me tal lic balance; or demographic shifts in by German authors of the high Middle Ages 598. Special Studies reaction to the Black Death. This col lo quium (late 12th and 13th centuries). We will spend (V-V-V) Staff will consider these changes, and their possible the majority of the semester on the three Topics vary by semester. ex pla na tions, in light of both pri ma ry texts best-known and most com plete Arthurian and secondary in ter pre ta tions. epics in the German tra di tion: Erec and Iwein 602. Canon Law in the High Middle Ages by Hartmann von Aue, and Wolfram von (3-0-3) Van Engen 606. Colloquium: Medieval Cities Eschenbach’s Parzival, as well as later Ger man This course will introduce students to the (3-0-3) Constable ad ap ta tions they influenced. These tales are study of can on law in the high Middle Ages. This colloquium examines the de vel op ment among the most imag i na tive and fas ci nat ing It will teach them the structure and usage of and structure of urban centers in Europe and in the German canon. Our ex plo ra tion of Gratian’s Decretum, the uni ver si ty textbook, the Mediterranean world from late antiquity these texts will focus on their re la tion ship to and of the papal Decretales (1234), the only to the later Middle Ages. Through a dis- their French and English pre de ces sors, on the truly authorized lawbook of the medieval cus sion of primary texts, sec ond ary historical many twists and turns in story line and char- church. In addition, stu dents will learn to use studies, and works on modern urban the o ry, ac ter de vel op ment that each individual au thor and to read the ex ten sive glossating and com- we will track the his to ry of urban life in the creates, and on the in for ma tion they suggest men tary literature that grew up around these Middle Ages, with par tic u lar attention given about life in the me di eval world. We will also au thor i ta tive texts. To focus the stu dents’ his- to the to pog ra phy, so ci ety, culture, and econ- take a look at some film adaptations of the torical approach, the fall 2003 semester will o my of cities in south ern Europe. Arthurian legend. focus on teachings about cus tom, ar gu ably the most omnipresent and so cial ly sig nif i cant 116 The Division of Humanities Medieval Studies 117

609. Merovingian Franks, 450 to 750 633. Medieval Exegesis Seminar the eighth to the 15th cen tu ry. Special at ten - (3-0-3) Noble (3-0-3) Signer tion will be devoted to po lit i cal, social, eco- This course will survey and analyze key lit- Our focus will be on the re la tion ship be tween nom ic, and cultural con tacts between Jews, er a ture and sources on the es tab lish ment, biblical interpretation and the po lem i cal Christians, and Muslims in this region. The de vel op ment, and eventual col lapse of the literature written by Jewish and Christian au- course will focus pri ma ri ly, but not ex clu - Merovingian Frankish kingdom. Central thors from 1050 to 1200. Stu dents will read sive ly, on secondary mono graphs and articles. is sues will include: the na ture, origins, and the recent accounts of this literature by Gavin Stu dents may write either a re search paper or audiences of the major sourc es; Frank ish Langmuir, Anna Sapir Abulafia, Gil bert a his to rio graph i cal essay. ethnicity; Frankish king ship; central and Dahan, and Jeremy Cohen. Excerpts from local in sti tu tions in the Frankish kingdoms; medieval Christian authors such as Abelard, 661. Philosophical Theology: The Metaphysics the economy of Merovingian Francia; the Gilbert Crispin, Guibert of Nogent, Bernard of Creation Merovingian church; academic and in tel - of Clairvaux, Peter the Venerable, Petrus (3-0-3) Burrell lec tu al in sti tu tions; problems of language and Alfonsi, and Alan of Lille. Passages from Jew- The religious traditions which averred the free com mu ni ca tions; and Merovingian relations ish au thors such as Rashi, Rabbi Joseph Kara, cre ation of the universe—Ju da ism, Chris ti- with their neighbors. Student re spon si bil i ties Rabbi Samuel ben Meier, and Rabbi Jo seph an i ty, and Islam—subjected Hel len ic views will in clude: substantial weekly reading as- of Orleans will also be studied. Students will on actuality and pos si bil i ty to a radical chal- sign ments (most but not all sources will be be expected to make an oral pre sen ta tion and lenge, yet it took time for thinkers in these read in trans la tion; scholarly works in French write a paper that pro vides an explication of traditions to work out the philosophic im pli - and German will be assigned); pe ri od ic oral the ar gu ments in a po lem i cal work. ca tions of that doc trine. We shall trace that and written reports; and two or three syn- growing debate, as it began with al-Farabi thet ic essays. 634. Medieval Theology Seminar: Christology and Ibn Sina, and was filtered through Moses of Aquinas Maimonides to Aquinas. Attention will be 612A. Augustine and Philosophy (3-0-3) Wawrykow paid to the ways in which these diverse re li - (3-0-3) Gersh Thomas Aquinas offered sus tained re flec - gious faiths influenced philosophic reflection An introduction to Au gus t ine’s work con cen - tions on Jesus Christ in a wide variety of his on these matters, and how the consequent trat ing on his reaction to ear li er philo soph i cal works and, throughout his career, Thomas’s views of actuality and possibility can affect materials (a reaction nat u ral ly con di tioned Christology played a central role in his entire current metaphysical dis cus sion of issues like by his Christian out look). Dur ing the course, theology, providing a distinctive cast to his di vine eternity and simpleness, as well as the we shall examine his relation to scepticism un der stand ing of God and the human per son. relations between created and creating (e.g., in Contra Academicos), to StoicStoic linguis tic This course ex am ines the Thomistic ac com - freedom. theory (in De Dialectica), to Pythagore an ism plish ment in Christology, pay ing par tic u lar ly (in De Quantitate Animae), and especially to close at ten tion to the different ways in which 673. Medieval Liturgy Neoplatonism (e.g., in De Ordine, So lil o quies, Thomas organized his various dis cus sions of (3-0-3) Driscoll De Immortalitate Animi, De Vera Religione, Christ and to the principal de vel op ments in The purpose of this seminar is to examine the Confessions). AuAu gus t ine’sine’s rere la tion to the philo- his depiction of Christ. various sac ra men tal rites in the Mid dle Ages, soph i cal generalities of the handbook tra- especially the Eucharistic liturgy, and to at- di tion will also be an issue. Part of the course 635. The Jewish-Christian Debate in the High tempt to reconstruct them within the con text will be devoted to the philosophical readings Middle Ages of litur gi cal enactment, ar chi tec tur al space, in De Civitate Dei. Part of the course will be (3-0-3) Signer artistic and mu si cal dec o ra tion, etc. The semi- devoted to the transmission of “philo soph i cal” The growth of urban centers in Europe and nar must necessarily deal with li tur gi cal texts, Augustinism to the Mid dle Ages. Iberia during the Middle Ages re kin dled the but this is only a first step for understanding literary debates between Jews and Christians the broader di men sions of the liturgy. Ar chi - 621. Early Christianity Seminar: The Theology that began in the Early Church. Both Jews tec tur al, artistic, and mu si cal components will of the Cappadocian Fathers and Christians con struct ed images of the be taken into con sid er ation. Nu mer ous com- (3-0-3) Daley Other that were grounded in earlier ar gu - men tar ies on the liturgy are also an im por tant This seminar will study a broad and rep re - ments from Scrip ture and augmented them source for garnering the me di eval understand- sen ta tive sam pling of works by the three great with the new tools of reason and linguistic ing of the liturgy, es pe cial ly in its allegorical Cappadocian Fathers in an attempt to see knowl edge. Our seminar will read both Jew- in ter pre ta tion. A tan gen tial but key element their own characteristic synthesis of Trini- ish and Christian doc u ments analyzing them for the understanding is the devotional and tarian theology, theo log i cal an thro pol o gy, in light of the work of modern his to ri ans spiritual prac tic es that grew up along side the eschatological hope, and ascetical spir i tu al i ty. such as Gilbert Dahan, Jeremy Cohen, David official liturgy. There fore, some attention will Spe cial attention will be given to their influ- Berger, and Gavin Langmuir. In addition to be given to these di men sions, including li tur - ence on each other’s thought, and to their reading dis pu ta tion literature, we shall an a lyze gi cal drama. place in the longer tradition of Greek patristic papal policy, noble pa tron age, and canon law. theology. Greek language ability will not be 688. Medieval Legal History required, but those with intermediate or bet- 647. Cultures in Contact (3-0-3) Rodes ter knowledge of Greek will be able—as part (3-0-3) Constable Studies the formative period of the Anglo- of the course re quire ment—to par tic i pate in This colloquium will consider the cross-cul- American legal system using 14th-century a section in which we will read and interpret tural history of the western Med i ter ra nean, Year Books and other ma te ri als from the same original texts. including North Africa, south ern Italy, and period. Stu dents are graded on in di vid u al France, Sicily, and the Iberian Pen in su la from presentations and pa pers. Topics are flexible, 116 The Division of Humanities Medieval Studies 117

as long as they involve the use of primary Thomas F. X. Noble, the Robert M. Conway Keith R. Bradley, Chair and the Eli J. Shaheen source material involving England from about Director of the Me di eval Institute and Pro fes sor Pro fes sor of Clas sics and Concurrent Professor 1250 to 1350. of History. B.A., Ohio Univ., 1969; M.A., of History. B.A., Sheffi eld Univ., 1967; M.A., Michigan State Univ., 1971; Ph.D., ibid., ibid., 1968; B.Litt., Oxford Univ., 1970; 696. Field Examination Preparation 1974. (2001) Litt.D., Sheffi eld Univ., 1997. (2001) (3-0-3) Director Marina B. Smyth, B.S., Na tion al Rev. David B. Burrell, C.S.C., Offers students a pos si bil i ty, normally in their Librarian. the Rev. Theo- Univ. of Ire land, 1963; M.M.S., Univ. of second or third year, to work closely with a dore M. Hesburgh, C.S.C., Professor of Arts and Notre Dame, 1977; Ph.D., ibid. and Univ. professor in preparing for one of their field Letters, Professor of Theology and Philosophy, College Dublin, 1984; M.L.S., Indiana Univ., examinations. and Fellow in the Joan B. Kroc Institute for In- 1992.(1990, 1993) ternational Peace Studies. A.B., Univ. of Notre Dame, 1954; S.T.L., Gregorian Univ., 1960; 696A. Dissertation Proposal Preparation Ph.D., Yale Univ., 1965. (1964) (V-V-V) Director Associated Faculty Offers students the op por tu ni ty to work with Theodore J. Cachey Jr., Director of Gradu- Asma Afsaruddin, Associate Pro fes sor of Clas- their ad vis er in preparing their dis ser ta tion ate Studies in Romance Languages and Lit- sics and Fellow in the Joan B. Kroc Institute for proposal. eratures, Pro fes sor of Italian Language and International Peace Studies. A.B., Oberlin Col- Literature, and the Albert J. Ravarino Director lege, 1982; M.A., Johns Hopkins Univ. 1985; 697. Directed Readings of the Devers Program in Dante Studies. B.A., Ph.D., ibid., 1993. (1996) (V-V-V) Director North west ern Univ., 1974; M.A., Univ. of Offers students a pos si bil i ty, normally in their Joseph P. Amar, Associate Pro fes sor of Classics Cal i for nia, Los An ge les, 1982; Ph.D., ibid., second or third year, to work closely with a and Concurrent Associate Professor of Theol- 1986. (1990) professor in preparing a topic mu tu al ly agreed ogy. B.A., Catholic Univ. of Amer i ca, 1970; John C. Cavadini, Chair and As so ci ate Pro- upon. Student and pro fes sor must sign a form S.T.B., ibid., 1973; S.T.L., ibid., 1974; M.A., fessor of The ol o gy, and Executive Director of that records the readings. ibid., 1983; Ph.D. ibid., 1988. (1988) the Institute for Church Life. B.A., Wesleyan 699. Research and Dissertation Charles E. Barber, the Michael P. Grace Profes- Univ., 1975; M.A., Marquette Univ., 1979; (V-V-V) Staff sor of Arts and Letters and Associate Pro fes sor of M.A., Yale Univ., 1980; M.Phil., ibid., 1983; Independent research and writ ing on an ap- Art, Art His to ry, and Design. B.A., Courtauld Ph.D., ibid., 1988. (1990) Inst. of Art, 1986; Ph.D., ibid., 1989. (1996) proved sub ject under the direction of a faculty Kirsten M. Christensen, As sis tant Professor of member. Kathleen A. Biddick, Pro fes sor of History and German Language and Lit er a ture. B.A., Arizo- Fellow in the Nanovic Institute for European na State Univ., 1984; M.A., Brigham Young 700. Nonresident Dissertation Research Studies. A.B., Barnard Col lege, 1971; M.A., Univ., 1991; Ph.D., Univ of Texas, Austin, (0-0-1) Staff Univ. of Toronto, 1973; Ph.D., ibid., 1982. 1998. (1999) Required of nonresident grad u ate students (1983) who are com plet ing their theses in ab sen tia Paul M. Cobb, Assistant Pro fes sor of His to ry. and who wish to re tain their degree status. Alexander Blachly, Professor of Mu sic. B.A., B.A., Univ. of Massachusetts, 1989; M.A., Haverford Col lege, 1967; M.A., Columbia Univ. of Chicago, 1991; Ph.D., ibid., 1997. Faculty Univ., 1972; Ph.D., ibid., 1995. (1993) (1999) Abbot Astrik L. Gabriel, Di rec tor of the Frank W. Martin Bloomer, Associate Pro fes sor of Clas- Robert R. Coleman, Associate Pro fes sor of Art, M. Folsom Ambrosiana Mi cro fi lm and Pho- sics. B.A., Yale Univ., 1982; M.A. ibid., 1983; Art His to ry, and Design, and Research Special- to graph ic Collection and Pro fes sor Emeritus. M.Phil., ibid., 1984; Ph.D., ibid., 1987 ist in the Medieval Institute. B.A., State Univ. Ph.D., Univ. of Budapest, 1936; Privatdoz- (1998) College of New York, New Paltz, 1970; M.A., ent, ibid., 1941; Ecole des Chartes; Hautes Univ. of Chicago, 1973; Ph.D., ibid., 1988. D’arcy Jonathan Dacre Boul ton, Professional Etudes, Paris, 1932–36; Cor re spond ing Fel- (1982, 1990) Spe cial ist in the Medieval Institute and Concur- low, Inst. de France, 1962; Cor re spond ing rent As so ci ate Professor of His to ry. B.A., Univ. Olivia R. Constable, Director of Grad u ate Fellow, Bavarian Academy of Sci enc es, 1971; of Toronto, 1969; M.A., Univ. of Pennsylva- Studies and As so ci ate Professor of History. B.A., Hon or ary Member, Hun gar i an Academy of nia, 1970; Ph.D., ibid., 1978; D.Phil., Ox- Yale Univ., 1983; Ph.D., Princeton Univ., Sciences, 1983. (1948) ford Univ., 1976. (1990) 1989. (1995) Stephen Ellis Gersh, Pro fes sor. B.A., Cam- Maureen B. McCann Boulton, Professor of Rev. Brian Daley, S.J., Director of Grad u ate bridge Univ., 1969; M.A., ibid., 1973. (1977) French Language and Lit er a ture. B.A., College Studies in Early Christian Studies and the Louis E. Jordan, Librarian. B.A., Univ. of of New Rochelle, 1970; M.A., Univ. of Penn- Catherine F. Huisking Pro fes sor of The ol o gy. Massachusetts, 1973; M.A., Univ. of Chi ca go, sylvania, 1972; Ph.D., ibid., 1976; M.Litt., B.A., Fordham Univ., 1961; B.A., Ox ford 1974; Ph.D., Univ. of Notre Dame, 1980; Oxford Univ., 1980. (1985) Univ., 1964; M.A., ibid., 1967; Ph.D., M.L.S., Indiana Univ., 1981. (1981) Loyola Seminary, 1966; Lic. Theo., Hoch- Calvin M. Bower, Professor of Mu sic. B.Mus., s chule Sankt Georgen, 1972; D. Phil., Ox- Ralph M. McInerny, the Michael P. Grace Univ. of South west ern Lou i si ana, 1960; ford Univ., 1979. (1996) Professor of Medieval Studies. B.A., St. Paul M.M., George Peabody College, Vanderbilt Sem i nary, 1951; M.A., Univ. of Min ne so ta, Univ., 1963; Ph.D., ibid., 1967. (1981) 1952; Ph.L., Univ. Laval, 1953; Ph.D., ibid., 1954. (1955) 118 The Division of Humanities Music 119

JoAnn DellaNeva, Associate Pro fes sor of French Michael Lapidge, the Notre Dame Pro fes sor of Dayle Seidenspinner-Nuñez, Chair of Ro- and Comparative Literature. A.B., Bryn Mawr English. B.A., Univ. of Calgary, 1962; M.A., mance Languages and Lit er a tures and Professor College, 1976; M.A., Univ. of Penn syl va nia, Univ. of Alberta, 1965; Ph.D., Univ. or To- of Spanish Language and Lit er a ture. B.A., 1978; M.A., Prin c e ton Univ., 1980; Ph.D., ronto, 1971. (1999) Univ. of Cal i for nia, Ber ke ley, 1968; M.A., ibid., 1982. (1982) ibid., 1971; Ph.D., Stanford Univ., 1977. Blake Leyerle, Associate Pro fes sor of Theology (1977) Rev. Michael S. Driscoll, As so ci ate Pro fes sor of and Concurrent Associate Professor of Classics. Theology. B.A., Carroll Col lege, 1969; S.T.B., B.A., Yale Univ., 1982; M.A., Duke Univ., Daniel J. Sheerin, Professor of Clas sics and Gregorian Univ., 1977; S.T.L., San Anselmo, 1988; Ph.D., ibid., 1991. (1990) Concurrent Professor of Theology. B.A., St. 1980; S.T.D., Inst. Catholique de Paris, Louis Univ., 1965; Ph.D., Univ. of North Jill Mann, 1986; Ph.D., Sorbonne, Paris, 1986. (1994) the Notre Dame Pro fes sor of Carolina at Chapel Hill, 1969. (1985) English. B.A., Oxford Univ., 1964; Ph.D., Stephen D. Dumont, Associate Professor of Cambridge Univ., 1971. (1999) Susan Guise Sheridan, the F. J. and H. M. Philosophy. B.A., Wabash College, 1969; O’Neill II As so ci ate Professor of An thro pol o gy. Julia Marvin, M.A., Univ. of Toronto, 1976; M.S.L., Pon- Assistant Pro fes sor in the Program B.A., Univ. of Mary land, 1984; M.A., ibid., B.A., Princeton Univ., tifi cal Inst. of Me di eval Studies, 1979; Ph.D., of Lib er al Studies. 1986; Ph.D., Univ. of Colorado, 1992. 1988; M.A., ibid., 1992; Ph.D., ibid., 1997. Univ. of Toronto, 1982. (2001) (1992) (1997) Kent Emery Jr., Professor in the Program of Rabbi Michael A. Signer, the Abrams Professor Christian R. Moevs, Associate Pro fes sor of Ital- Liberal Stud ies and Fellow in the Medieval of Jewish Thought and Culture (Theology) and ian Language and Literature. B.A., Harvard Institute. B.A., Univ. of Virginia, 1966; M.A., Fellow in the Nanovic Institute for European Univ., 1980; M.A., Co lum bia Univ., 1989; Univ. of Toronto, 1968; Ph.D., ibid., 1976. Studies. B.A., Univ. of California, Los An- Ph.D., ibid., 1994. (1994) (1985) ge les, 1966; M.A., Hebrew Union College- Maura Bridget Nolan, As sis tant Professor of JIR, 1970; Ph.D., Univ. of Toronto, 1978. Alfred J. Freddoso, Professor of Philosophy. A.B., Dartmouth Col lege, 1988; (1992) B.A., St. John Vianney Sem i nary, 1968; English. A.M., Duke Univ., 1992; Ph.D., ibid., 1998. Ph.D., Univ. of Notre Dame, 1976. (1976, John Van Engen, the Andrew V. Tackes Profes- (1996) 1979) sor of History. A.B., Calvin Col lege, 1969; Katherine O’Brien O’Keeffe, the Notre Dame Ph.D., Univ. of California, Los An ge les, Dolores Warwick Frese, Pro fes sor of English. A.B., Fordham College, 1976. (1977) B.A., Col lege of Notre Dame of Mary land, Professor of En glish. 1970; Ph.D., Univ. of Penn syl va nia, 1975. 1958; M.A., Univ. of Iowa, 1961; Ph.D., Joseph Wawrykow, Director of Grad u ate Stud- (1992) ibid., 1972. (1973) ies and Associate Pro fes sor of Theology. B.A., Aideen O’Leary, Assistant Pro fes sor of History. Univ. of Manitoba, 1978; M.A., ibid., 1980; Meredith J. Gill, Assistant Professor of Art, B.A., Trinity College, Dublin, 1989; M.Litt., M.A., Yale Univ., 1981; M.Phil., ibid., 1984; Art His to ry, and Design. B.A., Univ. of Mel- ibid., 1992; Ph.D., Cam bridge Univ., 1997. Ph.D., ibid., 1987. (1986) bourne, 1981; M.A., Prin c e ton Univ., 1986; (2000) Ph.D., ibid., 1992. (1998) Albert K. Wimmer, Director of Grad u ate Stud- Mark C. Pilkinton, Professor of Film, Televi- ies and As so ci ate Professor of German Lan guage Li Guo, Assistant Professor of Classics. B.A., B.S., Mem phis State Univ., and Literature, Fellow in the Medieval Institute, Shanghai International Studies Univ., 1979; sion, and The atre. 1969; M.A., Univ. of Virginia, 1971; Ph.D., and Fellow in the Nanovic Institute for Euro- M.A., Alexandria Univ., 1984; Ph.D., Yale Univ. of Bristol, England, 1975. (1984) pean Studies. M.A., Univ. of Notre Dame, Univ., 1994 (1999) 1964; M.A., ibid., 1967; Ph.D., In di ana Thomas Prügl, Assistant Pro fes sor of Theology. Paula M. Higgins, Professor of Mu sic. B.A., Univ., 1975. (1964) B.A., Univ. of Munich, 1984; Lic. Theo., Mt. Holyoke College, 1976; M.F.A., ibid., 1988; Th.D., ibid., 1994. (2001) Prin c e ton, 1978; Ph.D., ibid., 1987. (1990) Gretchen J. Reydams-Schils, Associate Profes- Rev. John I. Jenkins, C.S.C., Vice Presi- sor in the Program of Liberal Studies and Fellow dent and Associate Provost of the Uni ver si ty in the Nanovic Institute for Eu ro pe an Studies. and Associate Professor of Phi los o phy. B.A., B.A., Catholic Univ. of Leuven, 1987; M.A., Univ. of Notre Dame, 1976; M.A., ibid., Univ. of Cin cin nati, 1989; Ph.D., Univ. of 1978; M.Div., Jesuit School of The ol o gy at California, Ber ke ley, 1994. (1994) Ber ke ley, 1988; S.T.L., ibid., 1988; D.Phil., Oxford Univ., 1989. (1988) Robert E. Rodes, the Paul J. Schierl/Fort How- ard Cor po ra tion Professor of Legal Eth ics and Encarnación Juárez, Assistant Professor of Professor of Law. A.B., Brown Univ. 1947; Spanish Language and Lit er a ture. Lic., Univ. of LL.B., Harvard Univ., 1952 (1956) Barcelona, 1977; M.A., Univ. of California, Ber ke ley, 1981; Ph.D., ibid., 1987. (1995) Charles M. Rosenberg, Pro fes sor of Art, Art History, and Design. B.A., Swarthmore Col- Mary M. Keys, Assistant Pro fes sor of lege, 1967; M.A., Univ. of Michigan, 1969; Political Science. B.A., Boston College, 1988; Ph.D., ibid., 1974. (1980) M.A., Univ. of Toronto, 1989; Ph.D., ibid., 1998. (1994; 1996) 118 The Division of Humanities Music 119

Music hours are taken in lit er a ture, chamber music, Applied Music opera work shop, and or ches tral excerpts, as All courses are usually of fered each Chair: ap pro pri ate. All students in this degree pro- se mes ter. Paul Johnson gram must pass a com pe ten cy ex am i na tion Director of Graduate Studies: in ba sic music theory and history before they 501. String Performance Techniques Ethan Haimo graduate. This ex am i na tion covers the stan- (1-0-1) Buranskas, Plummer dard theoretical and his tor i cal issues included Performance class/master class format de- Telephone: (574) 631-6211 in a typ i cal un der grad u ate music program. signed to give string students op por tu ni ties in Fax: (574) 631-4539 which to perform. Location: 105 Crowley Hall The master of music in per for mance is a E-mail: [email protected] degree designed to give intensive training to 152A Orchestra Web: http://www.nd.edu/~music a student who has finished a master’s degree (V-0-1) Stowe elsewhere and who wants further training An ensemble devoted to prep a ra tion and The Program of Studies in his or her instrument (but does not wish performance of or ches tral music of the 18th The Department of Music of fers programs to pursue a doc tor ate). This program is de- to 20th centuries. leading to two degrees: master of music (in signed for highly advanced students who performance and literature or per for mance) are pre par ing to enter the professional ranks 502. Vocal Performance Techniques and master of arts (in musicology or the o ry). of per form ing mu si cians and is designed to (1-0-1) Resick place maximum emphasis on the study of Development of interpretation skills per- All applicants must fulfill the general re- the student’s prin ci pal in stru ment. Two full- tain ing to songs and operatic literature. quire ments for admission into the Grad u ate length re cit als are required (eight re cit als as School. Applicants for the per for mance de- ac com pa nists for pianists wishing to spe cial ize 503. Diction I—German gree programs should come to campus for an in ac com pa ny ing). Ex ten sive repertoire will (1-0-1) Resick audition if possible. If a per son al audition is be cov ered during this two-year pro gram, Elements and expressive tech niques of Ger- not pos si ble, ap pli cants may submit a video giving the students direct practical experience man diction, uti liz ing the International Pho- or cassette tape re cord ing with their ap pli - with a wide range of the most challenging net ic Alphabet. ca tion. Ap pli cants for the M.A. pro grams works written for the in stru ment: solo, or- must submit an un der grad u ate paper or other ches tral, and chamber. 504. Diction II—English, Italian example of their writing. (1-0-1) Resick The master of arts degrees in musicology and Elements and expressive tech niques of En glish All master’s degree programs require 36 credit theory provide the student with inten sive and Italian diction, utilizing the In ter na tion al hours and normally require two years for professional training in the schol ar ship of Phonetic Alphabet. completion. Details of each de gree pro gram music. These programs are de signed to en- vary sub stan tial ly, de pend ing on the student’s able the students, upon grad u a tion, to enter 505. Diction III—French specialty or in stru ment; therefore, students a top-level doctoral program at an oth er uni- (1-0-1) Resick should obtain a copy of the de part ment’s of- versity. Students in the M.A. programs must Elements and expressive tech niques of French ficial Bul le tin of Information, which con tains pass a reading examination in French, Latin, diction, uti liz ing the International Phonetic specific information on each of the pro grams. or German, must submit a master’s thesis to Alphabet. A sketch of each program fol lows: the grad u ate com mit tee, and must pass a final writ ten com pre hen sive ex am i na tion. Students 506. Piano Performance Class The master of music degree in per for mance whose interests are in me di eval music will (1-0-1) Blacklow and literature provides an intensive program ben e fit from the exceptional re sourc es of the Master class format designed to give piano of graduate studies for the stu dent with a Medieval In sti tute. students op por tu ni ties in which to proven ability in performance and an in ter est perform. in the literature of his or her instrument. All Course Descriptions stu dents in this degree program must present Each course listing includes: 508. Orchestral Excerpts two full re cit als: a qualifying recital dur ing the • Course number (1-0-1) Buranskas, Plummer first year of study and a degree recital in the • Title Excerpts from the standard orchestral lit- second year. (Students in the piano-accompa- • (Lecture hours per week—laboratory er a ture en com pass ing styles from the 18th nying con cen tra tion perform in two cham ber or tutorial hours per week—credits per cen tu ry through the 20th cen tu ry. In struct ed music recitals and serve as ac com pa nists for semester) by in di vid u al members of the fac ul ty. six recitals.) • Instructor • Course description 509. Chamber Music The courses of study vary from in stru ment to • (Semester normally offered) (V-0-V) Buranskas, Plummer, Resick, in stru ment, given their different needs and Blacklow possibilities. In general, all stu dents in the Course numbering does not in di cate level of Intensive study and per for mance of cham ber M.M. in performance and lit er a ture take 12 student achieve ment. Repetition of the course music for advanced performers. credit hours in a prin ci pal instrument and numbering on a tran script indicates further an additional nine credit hours in a core of studies. 510. Piano courses in music history and theory (three (V-0-V) Blacklow cred it hours in each). The remaining 15 credit Individual instruction. 120 The Division of Humanities Music 121

511. Organ Core of Courses in Music His to ry and The o ry included courses on Handel and the Ger man (V-0-V) Cramer This core of courses provides a basic cur- Lied. Also sat is fies Core History require- Individual instruction. ric u lum required of all students in the per for - ments. mance and literature and mu si col o gy/theory 512. Harpsichord programs. Each student must take 12 cred it 542, 543. Studies in Medieval Music (V-0-V) Catello hours from the core, six in theory and six in (3-0-3) (3-0-3) Bower, Higgins Individual instruction. his to ry. An examination of the music from the fifth through 15th centuries. 514. Voice 531. Analytic Topics (V-0-V) Resick, Riley-Schofield (3-0-3) Johnson, Smith 544, 545. Studies in Renaissance Music Individual instruction. Detailed analysis of selected works. (3-0-3) (3-0-3) Blachly, Higgins An examination of the music from 1430 to 515A. Violin 532. Twentieth-Century Analysis 1600. (V-0-V) Plummer (3-0-3) Haimo, Johnson Individual instruction. Techniques of composition em ployed by 546. Handel’s Operas and Oratorios composers of the 20th century. (3-0-3) Frandsen 515B. Viola An examination of Handel’s operas (in clud ing (V-0-V) Staff 533. Schenkerian Analysis Rinaldo, Julius Caesar, and Xerxes) and ora- Individual instruction. (3-0-3) Smith torios (including Esther, Israel in Egypt, and Intensive analysis of musical composition Jephtha), with a particular focus on Handel’s 516. Cello utilizing the Schenkerian method. approach to drama and mu si cal char ac ter - (V-0-V) Buranskas iza tion in each genre, and his ap pro pri a tion Individual instruction. 534. Tonal Forms and re def i ni tion of operatic con ven tions in (3-0-3) Haimo the context of the English theatrical oratorio. 517. Brass Topics relating to the prob lems of form in (V-0-V) Dye tonal music. 548, 549. Studies in Classical Music Individual instruction. Ar range ments pos si ble (3-0-3) (3-0-3) Higgins, Youens with mem bers of Chicago Sym pho ny with 535. Opera An examination of the music from 1750 to chair’s permission. (3-0-3) Youens 1820. Topics relating to the his to ry of opera. 518. Woodwinds 550. Studies in Lied (V-0-V) Dye 536. Chamber Music Genre (3-0-3) Youens Individual instruction. Ar range ments pos si ble (3-0-3) Youens The study of selected German art-songs for with mem bers of Chicago Sym pho ny with Topics relating to the his to ry of chamber solo voice and piano by the masters of the chair’s permission. music. genre.

519. Percussion 537. Church Music Other Courses in Music (V-0-V) Staff (3-0-3) Blachly, Bower, Frandsen, Higgins 540. Bibliography of Music Individual instruction. Topics relating to the his to ry of church mu- (3-0-3) Jones sic. This course has five main ob jec tives: 525, 526. Advanced Conducting I and II 1. To learn about music in libraries, its (2-0-2) Staff 538. Symphonic Music con trol and organization, and to de- Study and practice of ad vanced skills in (3-0-3) Bower velop a sense of comfort with li brary con duct ing. Score analysis for con duc tors; Topics relating to the his to ry of sym phon ic collections of music. re hears al techniques; principles of stylistic music. 2. To study standard ref er ence works in teg ri ty in performance. in music—both print and electronic 539. Theory Review for Performers sources—and understand their value, 528. Opera Workshop (2-0-2) (2-0-2) Dwyer deficiencies, and potential uses. (V-0-V) Resick For M.M. students who need theory review. 3. To develop an ability to evaluate new Prerequisite: vocal training. reference sourc es and to choose works Musical and stage preparation of an opera The Studies Series that will be of the greatest value to any production cul mi nat ing in public per for - The following series of cours es treats prob- par tic u lar project. mance. Admission by audition only. lems in historical periods and gen er al areas of 4. To develop a sense of the state of mu- musical re search. They will be listed in sched- si cal doc u men ta tion in general. 529. Vocal Coaching ules for each se mes ter with further de scrip - 5. To demonstrate this knowl edge and (1-0-1) Resick tions indicating the focus for that semester. these abilities by performing the pre- Development of interpretation skills per- The range of ap proach to these courses is lim i nary work for a major research tain ing to songs and operatic literature. broad; they may be general surveys of a pe- project. ri od or an area or they may center around a specific topic with in a period or area or even a specific composer. Re cent offerings have 120 The Division of Humanities Music 121

563, 564. Composition 598. Special Studies Walter R. Ginter, Adjunct As so ci ate Professor. (V-0-V) (V-0-V) Haimo, Johnson (V-V-V) Staff B.Mus., Westminster Choir Col lege, 1956; Private instruction in com po si tion. Individual study under per son al direction of a M.Mus., ibid., 1957. (1975) faculty member. Ethan T. Haimo, 565. Band Arranging Director of Graduate Studies B.A., Univ. of Chicago, 1972; (3-0-3) Dye 599. Thesis Direction and Professor. Covers the basic orchestrational, technical, (V-V-V) Staff M.F.A., Princeton Univ., 1974; Ph.D., ibid., and formal problems associated with arrang- Planning and developing the master’s thesis 1978. (1976) ing pre-existing material for band. This course for M.A. stu dents. Paula M. Higgins, Professor. B.A., Mount will be project-oriented, and instruction will Holyoke College, 1976; M.F.A., Princeton focus on the student’s own arrangements. 600. Nonresident Thesis Research Univ., 1978; Ph.D., ibid., 1987. (1990) (0-0-1) Staff 575. String Literature Required of nonresident grad u ate students Paul G. Johnson, Chair and Associate (3-0-3) Buranskas, Plummer who are com plet ing their theses in ab sen tia Professor. B.Mus., North west ern Univ., 1976; Concentrated study of the prin ci pal lit er a ture and who wish to re tain their degree status. M.F.A., Prin c e ton Univ., 1980; Ph.D., ibid., written for the string instruments. 1981. (1981) Faculty Eugene J. Leahy, Professor Emeritus. B.Mus., 579. Wind Literature Alexander Blachly, B.A., Haverford Univ. of Notre Dame, 1947; A.B., ibid., (3-0-3) Staff Professor. College, 1967; M.A., Columbia Univ., 1972; 1951; M.Mus., De Paul Univ., 1949; M.A., An exploration of the history of the lit er a ture Ph.D., ibid., 1995. (1993) ibid., 1952; D.F.A., Chicago Mu si cal College, for winds from the works of Giovanni and 1952. (1952) Andrea Gabrieli to the present century. John Blacklow, Assistant Professor. B.A., Harvard Univ., 1987; M.M., Julliard School, Rev. Patrick H. Maloney, C.S.C., Associ- 581, 582. Piano Literature 1989; D.M.A., Univ. Southern California, ate Professor Emeritus. A.B., Univ. of Notre (2-0-2) (2-0-2) Blacklow 1996. Dame, 1950; M.Mus., Cath o lic Univ. of Concentrated study of the prin ci pal lit er a ture America, 1956. (1956) written for the keyboard. Calvin M. Bower, Professor. B.Mus., Univ. of Southwestern Louisiana, 1960; M.M., James S. Phillips, Assistant Professor Emeritus. B.A., Univ. of Notre Dame, 1956; M.A., 583, 584. Organ Literature George Peabody College, Vanderbilt Univ., ibid., 1961. (1965) (3-0-3) (3-0-3) Cramer 1963; Ph.D., ibid., 1967. (1981) Concentrated study of the prin ci pal lit er a ture Karen L. Buranskas, Associate Pro fes sor. Carolyn R. Plummer, Associate Professor. written for the organ. B.Mus., Indiana Univ., 1973; M.M., Yale B.Mus., Indiana Univ., 1970; M.Mus., New Univ., 1977. (1979) En gland Conservatory, 1973. (1989) 587. Advanced Violin Literature Georgine Resick, B.M., (3-0-3) Plummer Darlene Catello, Adjunct In struc tor. B.A., Associate Professor. American Univ., 1973; Artist Di plo ma, Extensive study of violin rep er toire with an Denison Univ., 1959; M.Mus., Univ. of Peabody Conservatory, 1975. (1990) emphasis on sonatas, concertos, and solo Notre Dame, 1976; M.Mus., Univ. of Mich- works from the Baroque period to the 20th i gan, 1987. (1988) Peter H. Smith, Associate Pro fes sor. B.M., century. William Cerny, Professor Emer i tus. B.A., Yale Juilliard School, 1986; M.M., ibid., 1986; Univ., 1951; B.Mus., ibid., 1952; M.Mus., M.A., Yale Univ., 1987; M.Phil., ibid., 1989; 588. Advanced Cello Literature ibid., 1954. (1972) Ph.D., ibid., 1992. (1991) (3-0-3) Buranskas Extensive study of cello rep er toire with an Craig J. Cramer, Pro fes sor. B.Mus., Daniel C. Stowe, Associate Pro fes sion al Special- emphasis on sonatas, concertos, and solo Westminster Choir College, 1976; M.Mus., ist. A.B., Univ. of California, Davis, 1984; works from the Baroque period to the 20th Eastman School of Music, 1977; Performer’s M.M., Univ. of Southern California, 1986; century. Cer tifi cate, ibid., 1978; D.M.A., ibid., 1983. M.A., Cornell Univ., 1989. (1993) (1981) Susan L. Youens, Professor. B.Mus., South- 590. Qualifying Recital Lawrence Dwyer, Associate Pro fes sion al Spe- western Univ., 1969; M.A., Harvard Univ., (0-0-0) Staff cialist. B.A., Univ. of Notre Dame; M.S., 1971; Ph.D., ibid., 1975. (1984) For first-year students. Univ. of Illinois (Urbana), 1967. (2002) Other Graduate Courses Ken Dye, Director of Bands and Professor. 591. Graduate Recital B.M., Univ. of Southern California, 1974; (0-0-0) Staff M.A., California State Univ., Long Beach, Formal registration for final project in 1980; M.B.A., Univ. of Houston, 1985; performance. Ed.D., ibid., 1983. (1998)

596. Qualifying Recital Mary E. Frandsen, Assistant Pro fes sor. B.M., (0-0-0) Staff State Univ. of New York at Potsdam, 1980; Formal registration for qual i fy ing recital for M.A., Eastman School of Music, 1985; stu dents in performance and lit er a ture. Ph.D., ibid., 1997. (1997) 122 The Division of Humanities Philosophy 123

Philosophy philosophers within each. In practice, the annual Ernan McMullin Perspectives in Phi- former is handled as a function of the latter: losophy series brings three or four prominent Chair: inasmuch as our students are expected to have philosophers to campus. Each gives a public Paul Weithman had surveys of these periods as undergradu- lecture and a conference is held on his or her Director of Graduate Studies: ates, the graduate seminars on specific figures work. In addition, there are many visiting Leopold Stubenberg or themes are designed to develop and deepen lecturers in philosophy from other universi- an appreciation for historical context and for ties. Within the department, there is also a Telephone: (574) 631-6471 the philosophical issues that emerge. The role continuing series of weekly colloquia, where Fax: (574) 631-0588 of the history courses is twofold. One aim of each Friday afternoon a faculty member or Location: 100 Malloy Hall the courses offered in the history of philoso- graduate student presents a paper in an infor- E-mail: [email protected] phy is to enhance the students’ knowledge mal setting with discussion following. Web: http://www.nd.edu/~ndphilo and appreciation of the basic works that have shaped our philosophical traditions so that Finally, our students, with departmental The Program of Studies their subsequent research and teaching will support and outside funding, regularly visit The graduate program in philosophy at Notre have a historical foundation as rich as pos- distinguished philosophy departments both Dame provides intensive professional train- sible. Of equal importance, however, is the in the United States and abroad to undertake ing in philosophy. It is a doctoral program, development of these classical historical areas further study. Notre Dame graduate students although students may choose to terminate at as foci of genuine research fields in their own have recently visited at Arizona, Brown, the master’s level. In recent years, an average right. Given its tradition and scope, the de- Michigan, North Carolina, Ohio State, of six Ph.D.s in philosophy has been awarded partment is able to have a considerable num- Cambridge, Oxford, Louvain, Göttingen, each year and fellowship aid has been forth- ber of people doing serious scholarly work in Tübingen, Münster, and Halle. coming from a variety of sources. At present each of these historical periods. In addition, there are 65 doctoral students in residence it can draw on the resources of the Medieval There are six specialized institutes, the work and 42 graduate faculty. Institute, the classics department, and the his- of which is associated with that of the de- tory department to supplement its efforts. partment. Kenneth M. Sayre directs the The department is one in which all major interdisciplinary Philosophic Institute, which philosophical viewpoints and approaches are Though the primary goal of the graduate has been supported by the National Science respected and given serious attention. The program has always been to produce broadly Foundation. The Medieval Institute has rich typical Notre Dame philosopher (whether educated philosophers, the size of the depart- resources of medieval manuscripts, includ- student or faculty) is someone who combines ment has also facilitated the development ing a microfilm collection of the holdings of a particular specialized competence with a of a number of areas of special strength in the famous Ambrosiana Library in Milan. willingness and ability to interact with and research and teaching. At the present time, Students may take specialized courses in learn from other approaches to philosophy. the department offers students with particular paleography and medieval history offered The department is one in which the interac- interests in any of the following fields unusual by the institute. Ralph McInerny directs the tion of diverse areas and styles of philosophy opportunities to work with a strong group Jacques Maritain Center, from which comes is an important influence on each member’s of scholars in their area of specialization: much of the work in English on Maritain. work. This model of interactive pluralism has philosophy of religion, medieval philosophy, The Center for Philosophy of Religion, under enabled the department to become a major philosophy of science, ethics, continental the direction of Thomas Flint, hosts visiting presence in the mainstream of the American philosophy, metaphysics, and philosophy fellows, sponsors conferences and symposia, philosophical profession while preserving and of math and logic. The fields of philosophy and publishes a monograph series. The Reilly enhancing its distinctive character as part of of mind, epistemology, and contemporary Center for Science, Technology, and Values, a Catholic university. Faculty and students analytic philosophy are also strongly repre- under the direction of Gerald McKenny, with interests in almost any major area of sented. Special concentrations in medieval sponsors research, visiting lectures, and peri- philosophy find the resources for serious and philosophy and in continental philosophy odic conferences on value-related issues in sci- thorough exploration of their interests and are available through the department. A joint ence and technology. Finally, the Notre Dame for profitable encounters with alternative Ph.D. in logic between the mathematics Center for Ethics and Culture, headed by approaches. Those concerned with issues and and philosophy departments is also possible. David Solomon, fosters research and teach- projects arising from their interest in or com- Graduate-level work in the history of science ing inspired by the ethical and political ideals mitment to Christian (and especially Catho- is available through the University’s graduate embodied in Catholic social teaching. lic) traditions have an unequalled opportunity program in the history and philosophy of to pursue these concerns while maintaining science. Students specializing in philosophy of A number of journals of international reputa- fruitful connections with the entire range of science have the opportunity to incorporate a tion are associated with the department: The contemporary philosophical activity. master’s degree from this program into their Notre Dame Journal of Formal Logic (edited program of doctoral studies in philosophy. by Michael Detlefsen); Deutscher Idealismus- In the structure of the program there is a Students may also apply for admission to the Ein Internationales Jahrbuch/German Ideal- strong emphasis on the history of philoso- special HPS philosophy track Ph.D. ism—An International Yearbook (edited byby phy. The major historical periods (ancient, Karl Ameriks); Grazer Philosophische Studien medieval, and modern) are treated in depth In addition to a wide range of graduate (edited by Leopold Stubenberg and Marian both with regard to the general contours of courses (about 30 are offered each year), the David of Notre Dame, and Johannes Brandl these historical periods and in terms of the department provides many other aids to the of Paris-London-Universität Salzburg); and particular themes and tenets of the major students’ philosophical development. The Notre Dame Philosophical Reviews (edited byby Gary Gutting). 122 The Division of Humanities Philosophy 123

Requirements for the Ph.D. in Philosophy course work and passing a special M.A. oral The written examination is taken near the Entering students are expected to have the candidacy examination. The research M.A. end of the summer following the first year of equivalent of an undergraduate major in is a 30-hour degree program requiring the course work. Each student takes a six-hour philosophy. If their major has been in another preparation of a master’s thesis. A student examination in the history of philosophy field they may still be admitted, but in such may complete six of the 30 credit hours in (three hours covering ancient and medieval cases deficiencies may have to be made up on research courses. (Continuing students may and three hours covering modern). a noncredit basis at Notre Dame. Each ap- receive a nonresearch M.A. upon successful plicant for graduate admission to the depart- completion of the written Ph.D. candidacy The second part of the candidacy examina- ment is required to furnish, in addition to the examinations and 30 credit hours of graduate tion consists of a one-and-one-half-hour materials requested by the Graduate School, course work.) oral examination by a board of five faculty a sample of the applicant’s written work in examiners taken during a student’s third year philosophy (approximately 10 to 15 pages in Course Requirements of residence. This examination must be taken length). All doctoral students are expected to meet the no later than one year following the comple- following general course distribution require- tion of the research paper requirement. The For the doctorate a student must complete ments during their first two years of course purpose of the oral examination is to confirm a 47 semester-credit-hour residency require- work. (Each semester course is worth three a candidate’s readiness to begin significant ment. Students who enter the doctoral credit hours.) research in his or her chosen area of concen- program with an M.A. are normally excused 1. History of Philosophy tration. Areas of concentration available in from six to 12 credit hours of graduate course (a) Ancient Philosophy the department for the oral examination and work. Any philosophy graduate student is (b) Medieval Philosophy for subsequent dissertation research include: permitted to take up to six credit hours of (c) Modern Philosophy ancient philosophy approved undergraduate course work in phi- 2. Metaphysics medieval philosophy losophy and up to six credit hours of course 3. Epistemology modern philosophy work in related fields to satisfy the 47 credit 4. Ethics ethics hours. Those who choose to concentrate in 5. Philosophy of Science political philosophy such specialized fields as logic and philosophy 6. Symbolic Logic philosophy of science of science may be required to take courses in philosophy of religion other departments in support of their spe- Course requirements in history of philosophy contemporary European philosophy cialization. Students are expected to maintain may be satisfied by taking any of a number metaphysics a minimum B average in all of their course of graduate courses offered in a historical epistemology work. area, though no course may be used to satisfy philosophy of mind more than one general area requirement. philosophy of language The faculty as a whole formally evaluates the Passing the Intermediate Symbolic Logic formal logic progress of first- and second-year graduate course (PHIL 513) satisfies the department’s philosophy of mathematics students at the end of their first and second graduate requirement in formal logic. Taking summers in the program. The first-year evalu- the core course in metaphysics, epistemology, Language Requirement ation focuses on the students’ performance in ethics, and philosophy of science fulfills the Acquiring the doctoral degree involves passing courses and on the comprehensive exam in requirements in those areas. Beginning stu- GREs in two foreign languages. At least one the history of philosophy, which is taken at dents are encouraged to complete the require- of these examinations must be completed be- the end of the first summer. The second-year ments as early as feasible, consistent with fore the oral candidacy examination is taken. evaluation focuses on the students’ perfor- their academic backgrounds and in consulta- Though German, French, Greek, and Latin mance in courses, as teaching assistants, and tion with the director of graduate studies. In are the standard choices, with the concur- on the second-year research paper, which is addition to the courses listed above, graduate rence of the director of graduate studies, some completed by the end of the second sum- students are required to take a proseminar other language may be substituted where the mer. Students in the third year and beyond in philosophy (PHIL 501) during their first candidate’s dissertation is likely to require the are evaluated at the beginning of each spring semester, the colloquium seminar (PHIL 601 use of the alternate language. term. and 602) during their first year, a practicum for teaching assistants (PHIL 595) before TA- Dissertation Students who have successfully completed ing for the first time, and a practical seminar After completing the candidacy require- the research paper then begin to prepare for on teaching (PHIL 701) during their fourth ments and under the guidance of their chosen an oral candidacy exam in an advanced field year. faculty advisers, doctoral candidates begin of philosophy. After passing the oral exam, preparation of a written thesis proposal and students submit a dissertation proposal. Both Candidacy Examination representative bibliography for presentation the oral exam and the dissertation proposal The candidacy examination for the Ph.D. to the thesis evaluation committee. This must be completed by the end of the fourth consists of two parts: (1) a written examina- committee is an ad hoc board of five graduate year. If the faculty judge at any stage that a tion in the history of philosophy, and (2) an faculty members appointed by the director student’s progress is unsatisfactory, the stu- oral examination in the student’s chosen area of graduate studies to review the candidate’s dent may be required to terminate his or her of concentration. proposal. A doctoral candidate is expected to graduate studies with an M.A. A student may incorporate into the proposal those commit- receive a nonresearch M.A. degree in philoso- tee members’ recommendations that, in their phy after finishing 30 credit hours of graduate view, render it a viable and acceptable thesis 124 The Division of Humanities Philosophy 125 project. This proposal is to be submitted and 515. Plato 614. Augustine and Anselm approved as soon as possible following com- (3-0-3) Sayre (3-0-3) Gersh pletion of written and oral candidacy exams. A textual study of selected middle and late An introduction to the thought (philosophi- dialogues, with concentration on the Theate- cal and theological) of Augustine and Anselm Having completed the doctoral candidacy re- tus, the Sophist, the Parmenides, and Philebus. of Canterbury. Certain thematically con- quirements in the third year of residence and nected ideas will be placed in relief in order to formulated an acceptable doctoral thesis pro- 516. Aristotle reveal the profound coherence and continuity posal, the candidate is expected to complete (3-0-3) Loux of the Augustinian and Anselmian specula- and present a doctoral dissertation during the An investigation of the central concepts of tive systems. These ideas will include Being, fourth or fifth year of residence. Aristotle’s philosophy with emphasis on his Truth, Mind, and Will together with associ- metaphysics. Aristotelian doctrines will be ated ontological, epistemological, and ethical Further information about financial aid op- examined against the background of Platonic questions. portunities, the department’s many programs and pre-Socratic thought. and activities and its faculty is contained in Area Three: Modern Philosophy the brochure Graduate Studies in Philosophy at 517. Aristotle’s Philosophical Anthropology 522. Hume: Ethics and Philosophy of Mind Notre Dame, available by writing directly to (3-0-3) Loux (3-0-3) Joy the department. An examination of Aristotle’s views on prob- An exploration of how modern philosophers lems in what we call the philosophy of mind in the British empiricist tradition developed Course Descriptions and the theory of action. Texts to be read new theories of moral psychology and hu- Each course listing includes: include Books I and II of the Physics, the De man action, with special attention to Hume’s • Course number Anima, and large chunks of the Nicomachean project of giving an empirical explanation of • Title Ethics, along with snippets from the Parva how the human mind works. • (Lecture hours per week—laboratory Naturalia. or tutorial hours per week—credits per 532. Leibniz, Newton, and Kant’s First semester) Area Two: Medieval Philosophy (See also Critique • Instructor Medieval Institute offerings) (3-0-3) Franks • Course description 519. The Medieval Theory of the Will A close examination of central aspects of • (Semester normally offered) (3-0-3) Dumont Kant’s Critique of Pure Reason, considered as This course will trace the origin and evolu- an attempt to resolve tensions between the These courses are representative of offerings tion of the concept of the will from Anselm model of intelligibility exemplified by New- in the program over a two-year period. of Canterbury to Duns Scotus, focusing in ton’s physics and the model of intelligibility particular on the emergence of voluntarism articulated in Leibniz’s Metaphysics. Area One: Ancient Philosophy at the end of the 13th century, according to 505. Debate Between Plato and Aristotle which the will became a completely self-de- 533. Hume (3-0-3) Gersh termining, rational power. (3-0-3) Delaney, Joy A study of the history of the debate between A careful reading of the Treatise of Human the two main ancient traditions of philoso- 522. Introduction to Plotinus Nature. phy with special reference to the theory that (3-0-3) Gersh Platonism and Aristotelianism can, in some A general survey of Plotinus’ philosophy 534. Kant’s Third Critique profound manner, be reconciled. based on writings of his early and middle (3-0-3) Rush, Moss periods, and a close study of Plotinus’ longest An in-depth discussion of Kant’s Critique of 507. Moral Perfection and the Exemplary Sage treatise (divided into four parts by Porphyry): Judgment, focusing on Kant’s aesthetic theory, (3-0-3) O’Connor Enneads III. 8, V. 8, V. 5, II.9. his views on teleology, and scientific method- A consideration of themes from ancient pa- ology. The reception of Kant’s views in post- gan, Christian, and Jewish reflection on virtue 523. Early Medieval Philosophy Kantian philosophy and history of science is and the sage. In addition to the ancient texts (3-0-3) Gersh also discussed. themselves, we will be considering contem- An introduction to medieval philosophy in porary work by philosophers such as Annas, the prescholastic period based on the reading 536. Kant’s First Critique Cavell, Foucault and Hedot. of primary sources. (3-0-3) Ameriks An introduction to Kant’s philosophy with 508. Socrates and Athens 527. Boethius: An Introduction primary emphasis on the Critique of Pure (3-0-3) O’Connor, Vacca (3-0-3) Gersh Reason. A study of the moral upheaval in Athens A study of Boethius, one of the foundational during the Peloponnesian War, using Thucy- figures of medieval culture, in an interdisci- Area Four: Nineteenth- and Twentieth- dides, Aristophanes, Euripides, and Sophocles plinary and open-ended manner, simultane- Century Philosophy as primary sources. Then an examination of ously studying philosophical-theological and 526. Twentieth-Century Thomism Socrates as responding to that crisis, using literary subject matter and applying philo- (3-0-3) McInerny Alcibiades I, Gorgias, and other dialogues. sophical-theological and literary methods. At century’s end, received opinion was that Thomism as Existential is opposed to “Aris- totelian Essentialism.” The major moments of these developments will be discussed as 124 The Division of Humanities Philosophy 125

well as difficulties that soi-disant Existential 645. Foucault Area Six: Metaphysics, Philosophy of Mind Thomism must face. The relevance of recent (3-0-3) Gutting 550. Metaphysics work in Aristotle for rethinking Thomas’s A survey and assessment of Foucault’s (3-0-3) Loux, Plantinga, Rea, van Inwagen philosophy will be considered. philosophical project, through a reading and A survey of some of the main topics of meta- discussion of some of his major works: The physics. Topics to be covered include the 538. Hegel History of Madness, The Order of Things, Disci- metaphysics of modality, mind-body prob- (3-0-3) Ameriks pline and Punish, and The History of Sexuality lem, antirealism, and the nature of natural A close study of the Phenomenology of Spirit, (volumes 1 and 2). laws. This is the core course for metaphysics. with special emphasis on Hegel’s epistemol- (Each academic year) ogy and social theory. Area Five: Philosophy of Religion 528. Creation and Freedom 655. Agency, Action and Action Explanation 545. German Idealist Themes (3-0-3) Burrell (3-0-3) Kim (3-0-3) Franks Modern western notions of freedom equate A discussion of questions such as: What is it A seminar on themes from German Idealism, freedom with choice and exalt “doing what I to be an agent? What is an action? Are actions focusing both on classical texts by Fichte, wanna do”—something already exposed by explained or understood causally or nomo- Schelling and Hegel, and on contemporary Socrates as effective bondage to our endless logically, or in some other distinctive ways? texts by Brandom, McDowell, etc. needs. When freedom turns out to be bond- What roles do “reasons” play in explaining age, and demands exploitation of other hu- actions? 547. Heidegger mans and of the earth to satisfy its demands, (3-0-3) Watson something seems wrong! We shall examine 664. Topics in Philosophy of Mind A close reading of Heidegger’s seminal work classical and modern sources to highlight the (3-0-3) Ramsey, Stubenberg Being and Time. contrast, locating the signal difference in the Study of selected issues of contemporary presence (or absence) of a creator. interest in the field. 647E. Heidegger and Praxis (3-0-3) Dallmayr 570. Philosophy and Christian Theism 668. Freedom and Responsibility A seminar exploring Heidegger’s philoso- (3-0-3) Plantinga (3-0-3) Warfield phy with an accent on his contributions to How, if at all, does Christian belief bear on An examination of recent work on freedom, “practical philosophy” (including ethics and the traditional concerns of philosophers? Is determinism, and moral responsibility, begin- politics). there such a thing as Christian philosophy? ning with Peter van Inwagen’s An Essay on After considering the bearing of some com- Free Will. 548. Contemporary Continental Philosophy mon views of faith and reason on these ques- (3-0-3) Gutting, Watson, Rush tions, we turn to more specific questions 682. Time and Persistence An examination of structuralist and post- in epistemology, ethics, and philosophical (3-0-3) Rea structuralist developments in contemporary anthropology. An exploration of central issues in the phi- French philosophy. losophy of time, with special emphasis on the 652. Topics in Philosophy of Religion presentism/four-dimensionalism debate and 556. Searle (3-0-3) Quinn the tenser/detenser debate. (3-0-3) Warfield A seminar focusing on various topics in An examination of the work of John Searle. philosophy of religion. Recent topics have Area Seven: Ethics, Political Philosophy, and Topics to be addressed include the philosophy included ethics, religious epistemology, and Aesthetics of action, philosophy of mind, “social real- religion and politics. 567. Aesthetics ity,” the nature of reference, speech acts, and (3-0-3) Rush others. 654. The Problem of Evil A consideration of some of the fundamental (3-0-3) van Inwagen questions in aesthetics and philosophy of art, 564. Pragmatism This seminar is both an examination of the e.g., the nature of aesthetic representation, (3-0-3) Delaney argument from evil and an introduction to expression in art, the concept of beauty, what After some introductory reading from con- current philosophical thinking about the distinguishes art from ‘mere things’, the struc- temporary pragmatism (Rorty, West, Putnam, argument. Also discussed is the larger topic ture and function of imagination. Brandom, etc.) the course turns to representa- of “the problem of evil,” how that problem tive basic texts of classical pragmatism (Peirce, should be formulated and what the relation is 568. Contemporary Ethics James, and Dewey) to determine the roots of between this problem and the question: How (3-0-3) Solomon pragmatism so as to understand this perspec- should theists respond to the argument from An examination of key issues in contempo- tive and assess the claims of contemporary evil? rary ethics. Readings will vary from year to positions to this designation. year but will be drawn from the most influen- 659. Divine Providence tial contemporary work in moral philosophy. (3-0-3) Flint The view of providence offered the propo- nents of middle knowledge, and the objec- tions raised against this Molinist view by both Thomists and contemporary analytic philosophers. 126 The Division of Humanities Philosophy 127

569. Twentieth-Century Ethics by the needs and ideals of the society that 680. Scientifi c Realism (3-0-3) Solomon, Sterba, Shrader-Frechette supports it? If the former, how can scientists (3-0-3) McMullin A survey of a number of central positions and shaped by society contribute to it, and what A study of the criticisms, defenses, and expli- issues in contemporary ethical theory. The claim to the resources of the society can scien- cations of scientific realism in the writings of course will begin with an examination of the tists legitimately make? If the latter, how can van Fraassen, Putnam, Fine, Hacking, Lau- main metaethical positions developed from scientists still claim to be objective? dan, Psillos, Kukla, and Ganson. 1903 to 1970—intuitionism, emotivism, prescriptivism, and the various forms of 581. Philosophy of Science 686. Philosophy of Space and Time: Kant, ethical naturalism. This will provide a back- (3-0-3) Gutting, Howard, McKim Einstein ground for a discussion of issues arising from An analysis of the distinctive character (3-0-3) Howard the more recent revival of classical norma- of science as a complex mode of inquiry. An introduction to contemporary metaphys- tive theory. This is the core course for ethics. Competing views on the nature of scientific ics and its relation to the philosophy of sci- (Each academic year) explanation and the ontological import of ence. Three topics to be covered in depth are: scientific theory will be discussed in the con- special relativity, the debate over relative and 571. Justice text of classical and contemporary literature. absolute space, and Kant’s views on space. (3-0-3) Wolterstorff (Each academic year) An attempt to bring together the philosophi- 687. Interpretative Problems in Quantum cal and theological literature on justice. A 583. Philosophy of Biology Mechanics focus of the course will be on the concepts of (3-0-3) Moss (3-0-3) Staff human justice and God. Central issues in the philosophy of science Intended for graduate students in physics and from the perspective of the life sciences with in the history and/or philosophy of science 577. Political Liberalism and Religion particular emphasis upon topics in evolu- who wish to examine in some reasonable de- (3-0-3) Quinn, Weithman tion theory and sociobiology and upon the tail the roots, both historical and philosophi- A consideration, from the point of view of topic of intertheoretical integration in the life cal, of quantum mechanics and the profound philosophy and legal theory, of whether reli- sciences (from organic chemistry to cognitive conceptual problems to which that theory has gious arguments ought to be excluded from neuroscience). Topics to be covered include: given rise. political debate on certain issues. teleology, reductionism and supervenience, the biological basis of cognition, explanation, 688. Theology and the Natural Sciences 579. Political Philosophy scientific realism, theory change, and the (3-0-3) McMullin (3-0-3) Sterba critical appraisal of alternate research A study of issues raised for Christian theology A course focusing on John Rawl’s most recent strategies. by the rapid progress of the natural sciences formulation of his theory of justice, Justice as over the last few centuries. Fairness: A Restatement and The Law of Peoples 587. History of the Philosophy of Science and the moral and political alternatives to (3-0-3) McMullin Area Ten: Logic and Philosophy of Language Rawl’s theory. Focus on Aristotle, Bacon, Descartes, Galileo, 513. Intermediate Logic Newton, Vico, Whewell, and Poincaré. The (3-0-3) Bays, Detlefsen, Blanchette 580. Ethics and Risk connections between theory of science and An introduction to the basic principles of (3-0-3) Shrader-Frechette epistemology will be emphasized, as will the formal logic. The course includes a study of An investigation of classical ethical papers, all influence of metaphysics upon the origins of inference, formal systems for propositional in contemporary, analytic, normative ethics, science. and predicate logic, and some of the proper- that attempt to develop the ethical theory ties of these systems. The course will concen- necessary to deal with legitimate imposition 588. History of the Philosophy of Science 1750 trate on proving some of the major results of of risk of harm. to 1900 modern logic, e.g., the completeness of first- (3-0-3) Howard, McMullin order logic, the undecidability of first-order Area Eight: Epistemology The second half of the history of “classical” logic, the Lowenheim-Skolem theorems, and 562. Epistemology philosophy of science. Themes: the epistemic Gödel’s incompleteness theorems. (Spring) (3-0-3) David, De Paul, Stubenberg, Warfield status of scientific knowledge-claims; the The aim of this course is to survey and evalu- presuppositions, techniques, and modes of 590. Topics in Philosophical Logic: Modal ate the major approaches to understanding inference appropriate to natural science; the Metatheory epistemic value, viz., internalist theories such ontological status of scientific constructs. (3-0-3) Bays as coherentism and foundationalism, and We shall begin with Reid and Kant, go on A study of topics in the metatheory of modal externalist theories such as reliabilism. This is to Comte, Whewell and Mill, and end with logic starting with some basic correspondence the core course for epistemology. (Each aca- Mach and Poincaré. theory, and then discussion of completeness demic year) and the finite modal property. 589. Religion and Science: Confl ict or Concord Area Nine: Philosophy of Science (See also (3-0-3) Plantinga 591. Gödel’s Theorems listings for History and Philosophy of Science) A look at one of the most interesting and im- (3-0-3) Detlefsen 560. Science and Social Values portant topics of the last 500 years, the rela- A thorough examination of the technical (3-0-3) Kourany tion of the newly emerging modern science to background and proofs of Gödel’s theorems A consideration of such questions as: Should religious belief—in particular Christianity. and related results. Application of this materi- science be value free, or should it be shaped al to issues in philosophy of mind, philosophy 126 The Division of Humanities Philosophy 127

of mathematics, and epistemology will also be 701. Teaching Practicum Peace Studies, and the Nanovic Institute for Eu- considered. (1-0-1) Neiman ropean Studies. LL.B., Univ. of Munich, 1955; A course required of all graduate students M.A. Southern Illinois Univ., 1956; Ph.D., 593. Philosophy of Mathematics before teaching a course on their own respon- Duke Univ. 1960. (1978) (3-0-3) Staff sibility. The goal will be for each prospective Marian A. David, Professor. Magister Phi- A seminar focusing on central topics in the teacher to produce viable syllabi and ratio- losophiae, Karl-Franzens Univ., 1985; M.A., philosophy of mathematics. nales for the courses they will be teaching. Univ. of Arizona, 1989; Ph.D., ibid., 1990. (1989) 695. Special Topics: Philosophy of Mathematics Upper-level Undergraduate Courses Workshop In addition to the courses listed above, certain Cornelius F. Delaney, Professor. B.A., St. (3-0-3) Detlefsen, Bays courses offered in the department’s under- John’s Seminary, 1961; M.A., Boston College, An ongoing research seminar in philosophical graduate major program are open to graduate 1962; Ph.D., St. Louis Univ., 1967. (1967) logic and the philosophy of mathematics. students for credit or audit. Such courses may be recommended to students whose under- Michael R. De Paul, Professor. B.A., Univ. of Other Graduate Courses graduate backgrounds are lacking in certain Notre Dame, 1976; M.A., Ohio State Univ., 501. Proseminar respects. The courses available are: 1979; Ph.D., Brown Univ., 1983. (1982, (1-0-1) Stubenberg 301. Ancient and Medieval Philosophy 1990) Required of all first-year students. An intro- 302. Modern Philosophy Michael Detlefsen, Professor. A.B., Wheaton duction to the methods of graduate research 303. Nineteenth- and Twentieth-Century College, 1971; Ph.D., Johns Hopkins Univ., in philosophy. (Fall) Philosophy 1975. (1983) 313. Formal Logic 595. Teaching Methods: TA Practicum 422. Epistemology Stephen D. Dumont, Associate Professor. B.A., (1-0-1) Neiman 423. Ethical Theory Wabash College, 1974; M.A., Univ. of To- A one-credit course required of all philosophy 443. Analytic Philosophy ronto, 1976; M.S.L., Pontifi cal Inst. of Medi- graduate students during the year they first 445. Introduction to Phenomenology aeval Studies, Univ. of Toronto, 1979; Ph.D., begin to assist in teaching. Univ. of Toronto, 1982. (2001). Faculty Thomas P. Flint, Director of the Center for 599. Thesis Direction Karl Ameriks, the McMahon-Hank Professor Philosophy of Religion and Professor. B.A., (V-V-V) Staff and Fellow in the Nanovic Institute for Euro- St. Ambrose College, 1975; Ph.D., Univ. of For students doing thesis work for a research pean Studies. B.A., Yale Univ., 1969; Ph.D., Notre Dame, 1980. (1982) master’s degree. Emerita. B.A., Laval Univ., 1950; M.A., ibid., Paul Franks, Assistant Professor. B.A., 1951; L.Ph., ibid., 1952; Ph.D., ibid., 1954. 600. Nonresident Thesis Research Oxford Univ., 1986; M.A., ibid., 1990; (1971) (0-0-1) Staff Ph.D., Harvard Univ., 1993. (2000) For master’s degree students working in Timothy Bays, Assistant Professor (on leave Alfred J. Freddoso, Professor. B.A., St. John absentia. B.A., Northwestern Univ., 2003–2004). Vianney Seminary, 1968; Ph.D., Univ. of 1988; Ph.D., Univ. of California, Los Ange- Notre Dame, 1976. (1976, 1979) 601, 602. Colloquium Seminar les, 1995; Ph.D., ibid., 1999. (1999) (1-0-1) Staff Gary M. Gutting, Professor and Fellow in the Patricia A. Blanchette, Associate Professor. A one-hour seminar each semester tied to Nanovic Institute for European Studies. A.B., B.A., Univ. of California, San Diego, 1983; the talks given in the department’s ongoing St. Louis Univ., 1964; Ph.D., ibid., 1968. Ph.D., Stanford Univ., 1990. (1993) colloquium series. Required of all first-year (1969) students. Joseph Bobik, Professor. B.A., St. Bernard’s Col- Don A. Howard, Director of Graduate Studies lege and Seminary, 1947; M.A., Univ. of Notre in History and Philosophy of Science and Profes- 697. Directed Readings Dame, 1951; Ph.D., ibid., 1953. (1955) (V-0-V) Staff sor of Philosophy. B.Sc., Michigan State Univ., Readings and discussion of chosen philosoph- Sheilah Brennan, Associate Professor Emerita. 1971; A.M., Boston Univ., 1973; Ph.D., ical texts under the personal supervision of a B.A., Laval Univ., 1950; M.A., ibid., 1951; ibid., 1979. (1997) L.Ph., ibid., 1954. (1971) member of the graduate faculty. Anja Jauernig, Instructor. B.A., Rheinische Rev. David B. Burrell, C.S.C., the Rev. Theo- Friedrich-Wilhelms-Univ., 1994; B.S., ibid., 699. Research and Dissertation dore M. Hesburgh, C.S.C., Professor of Arts and 1995; M.A., ibid., 1997; M.A., Princeton (V-V-V) Staff Letters, Professor of Theology and Philosophy, Univ., 1999 Required of students in residence engaged in and Fellow in the Joan B. Kroc Institute for In- full-time dissertation research. Rev. John I. Jenkins, C.S.C., Vice President and ternational Peace Studies. A.B., Univ. of Notre Associate Provost of the University and Associate Dame, 1954; S.T.L., Gregorian Univ., 1960; Professor. B.A., Univ. of Notre Dame, 1976; 700. Nonresident Dissertation Research Ph.D., Yale Univ., 1965. (1964) (0-0-1) Staff M.A., ibid., 1978; M.Div., Jesuit School of For doctoral candidates not in residence while Fred R. Dallmayr, the Packey J. Dee Professor Theology at Berkeley, 1988; S.T.L., ibid., working on the dissertation. Required to of Political Science, Professor of Philosophy, and 1988; D.Phil., Oxford Univ., 1989. (1988) Fellow in the Kellogg Institute for International maintain degree candidacy. Lynn Joy, Professor. A.B., Radcliffe College, Studies, the Kroc Institute for International 1971; A.M., Harvard Univ., 1981; Ph.D., ibid., 1982. (1988, 2000) 128 The Division of Humanities 129

Thomas Kelly, Assistant Professor. B.A., Univ. St.B., ibid., 1940; M.A., Univ. of Notre Romance Languages and of Notre Dame, 1994; Ph.D., Harvard Univ., Dame, 1944; Ph.D., Laval Univ., 1945. Literatures 2000. (2003) (1987, 1989) Chair: Janet Kourany, Associate Professor. B.S., Co- John H. Robinson, Director of the Thomas J. Dayle Seidenspinner-Núñez lumbia Univ., 1965; Ph.D., ibid., 1977. White Center for Law and Government, Associ- Director of Graduate Studies: (2000) ate Fellow in the Law School and Concurrent Theodore Cachey Assistant Professor of Law and Philosophy. B.A., Michael J. Loux, the George N. Shuster Profes- Boston College, 1967; M.A., Univ. of Notre B.A., Telephone: (574) 631-6886 sor of Philosophy (on leave spring 2004). Dame, 1972; Ph.D., ibid., 1975; J.D., Univ. College of St. Thomas, 1964; M.A., Univ. of Fax: (574) 631-3493 of California, Berkeley, 1979. (1981) Chicago, 1965; Ph.D., ibid., 1968. (1968) Location: 343 O’Shaughnessy Fred Rush, Assistant Professor. B.A., Washing- E-mail: [email protected] Alasdair MacIntyre, Senior Research Profes- ton and Lee Univ., 1978; Ph.D., Columbia Web: http://www.nd.edu/~romlang B.A., Queen Mary College, 1949; M.A., sor. Univ., 1996. (2001) Manchester Univ., 1951. (1988, 2000) The Program of Studies Kenneth M. Sayre, Professor. A.B., Grinnell A. Edward Manier, B.S., Univ. of The Department of Romance Lan guag es and Professor. College, 1952; M.A., Harvard Univ., 1954; Notre Dame, 1953; A.M., St. Louis Univ., Literatures of fers an M.A. degree in French Ph.D., ibid., 1958. (1958) 1956; Ph.D., ibid., 1961. (1959) and Francophone Studies, Ital ian Studies, Kristin Shrader-Frechette, the F. J. and H. and Iberian and Latin American Studies. Ralph M. McInerny, the Michael P. Grace M. O’Neill Professor of Philosophy, Concurrent The primary aim of the mas ter’s program is Professor of Medieval Studies. B.A., St. Paul Professor of Biological Sciences, and Fellow in to pro vide students with a com pre hen sive Seminary, 1951; M.A., Univ. of Minnesota, the Joan B. Kroc Institute for International back ground in the lit er ary and cultural 1952; Ph.L., Univ. Laval, 1953; Ph.D., ibid., Peace Studies. B.A., Edgecliff College, Xavier achieve ments of French-, Ital ian-, and Span- 1954. (1955) Univ., 1967; Ph.D., Univ. of Notre Dame, ish-speak ing countries, both sep a rate ly and in relation to each other. Ad di tion al ly, the Vaughn R. McKim, Associate Professor. B.A., 1971. (1998) master’s program may, with the per mis sion of Oberlin College, 1962; M.A., Yale Univ., William D. Solomon, Associate Professor and the de part ment, include ad vanced cours es in 1964; Ph.D., ibid., 1966. (1966) the W. P. and H. B. White Director of the Cen- related areas of other disciplines, such as art, Rev. Ernan McMullin, the John Cardinal ter for Ethics and Culture. B.A., Baylor Univ., En glish, government, his to ry, international O’Hara Professor Emeritus of Philosophy. 1964; Ph.D., Univ. of Texas at Austin, 1972. stud ies, music, phi los o phy, psy chol o gy, and B.Sc., National Univ. of Ireland, 1945; B.D., (1968, 1977) theology. In deed, in the Italian Stud ies pro- Maynooth College, 1948; Ph.D., Univ. of gram, such allied cours es are con sid ered an James P. Sterba, Professor and Fellow in the Louvain, 1954. (1954) in te gral com po nent of the stu dent’s prep a - Joan B. Kroc Institute for International Peace ra tion. This interdis ci plin ary and com par a tive Studies (on leave spring 2004). B.A., La Salle Lenny Moss, Assistant Professor (on leave fall approach to the Ro mance literatures is a College, 1966; M.A., Univ. of Pittsburgh, 2003). B.A., San Francisco State Univ., 1981; hall mark of the master’s program. The var- 1972; Ph.D., ibid., 1973. (1973) Ph.D., Univ. of California, Berkeley, 1989; i ous courses of study pro vid ed will, in most Ph.D., Northwestern Univ., 1998. (1999) Leopold Stubenberg, Associate Professor. B.A., instances, lead to a career in teaching and David K. O’Connor, Associate Professor of Karl-Franzens Univ., 1984; M.A., Univ. of schol ar ship, but they may also serve as fun da - Philosophy and Concurrent Associate Professor Arizona, 1988; Ph.D., ibid., 1992. (1990) men tal train ing for those can di dates who plan of Classics. B.A., Univ. of Notre Dame, 1980; to enter pro fes sions where a knowl edge of Peter van Inwagen, the John Cardinal O’Hara Ph.D., Stanford Univ., 1985. (1985) Romance lan guag es plays an aux il ia ry role. Professor of Philosophy. B.S., Rensselaer Poly- Alvin Plantinga, the John A. O’Brien Profes- technic Inst., 1965; Ph.D., Univ. of Roches- Students interested in pursuing the Ph.D. sor of Philosophy. B.A., Calvin College, 1954; ter, 1969. (1995) in literature degree with French and Franco- M.A., Univ. of Michigan, 1955; Ph.D., Yale Ted A. Warfi eld, Associate Professor. B.A., phone, Iberian and Latin American, or Italian Univ., 1958. (1974, 1981) Univ. of Arkansas, 1991; Ph.D., Rutgers studies as a primary field should consult the Philip L. Quinn, the John A. O’Brien Professor Univ., 1995. (1995) Ph.D. Program in Literature listing in this of Philosophy. B.A., Georgetown Univ., 1962; Bulletin for further information. Stephen H. Watson, Professor (on leave fall M.S., Univ. of Delaware, 1966; Ph.D., Univ. 2003). B.A., Carroll College, 1972; M.A., of Pittsburgh, 1969. (1985) Admissions Duquesne Univ., 1975; Ph.D., ibid., 1979. Graduate study in French and Francophone William M. Ramsey, Associate Professor. B.S., (1983) Studies, Italian Studies, or Iberian and Latin Univ. of Oregon, 1982; Ph.D., Univ. of Cali- Rev. Charles Weiher, C.S.C., Assistant Pro- American Studies as sumes a prior un der - fornia, San Diego, 1989. (1989) fessor Emeritus. B.S., Univ. of Notre Dame, grad u ate major or its equivalent in the re- spec tive field. All ap pli cants are required to Michael C. Rea, Associate Professor (on leave 1942; M.A., ibid., 1956; Ph.D., ibid., 1960. take the Grad u ate Record Exam; in ad di tion, spring 2004). B.A., Univ. of California at Los (1956) if English is neither the applicant’s native Angeles, 1991; M.A., Univ. of Notre Dame, Paul J. Weithman, Chair and Professor. B.A., lan guage or language of in struc tion, the 1994; Ph.D., ibid., 1996. (2001). Univ. of Notre Dame, 1981; M.A., Harvard ap pli cants must also submit TOEFL scores. Rev. Herman Reith, C.S.C., Associate Profes- Univ., 1986; Ph.D., ibid., 1988. (1991) In ad di tion to the materials re quired by the sor Emeritus. Ph.B., Gregorian Univ., 1938; 128 The Division of Humanities Romance Languages and Literatures 129

Grad u ate School, the applicant should submit mem ber in the de part ment. Two of the 10 tests the candidate’s knowledge of two areas a writing sample and an au dio cas sette tape cours es may be at the 400 lev el. of concentration and com pe ten cy in the to dem on strate the ap pli cant’s abil i ty in the re main ing fields. target lan guage; if the ap pli cant is a non-na- Comprehensive Master’s Ex am i na tion. For the tive speaker of En glish, an audiocassette tape final written examination, the student choos- Combined B.A./M.A. Program in Italian Stud- in English should be for ward ed as well. es five of seven fields (medieval, Re nais sance, ies. The De part ment of Romance Lan guag es 17th century, 18th century, 19th century, and Literatures offers its majors in Italian General Requirements 20th century, Francophone) in which to be Studies the op por tu ni ty to par tic i pate in its The master’s programs en cour age the stu dent examined. Each area will be tested for a total graduate program through a com bi na tion to work close ly with his/her ad vis er to design of one hour. B.A./M.A. degree in Italian Studies. This pro- a course of study to suit individual needs, gram requires students to take 30 credit hours in ter ests, and future goals. All can di dates Combined B.A./M.A. Program in French at the 200-level or above during the normal for an advanced de gree are expected to take and Francophone Stud ies. The Department four-year un der grad u ate period, followed by a minimum of 30 credit hours of cours es in of Ro mance Languages and Lit er a tures of- a to tal of 30 credit hours of grad u ate courses their field of spe cial iza tion, in clud ing LLRO fers its majors in French the opportunity to taken during the fourth and fifth years in 510 In tro duc tion to Lit er ary Criticism and a par tic i pate in its graduate program through res i dence. Six credit hours will be counted grad u ate course in com par a tive Romance a com bi na tion B.A./M.A. degree in French. toward both the un der grad u ate and the grad- literature. This program requires stu dents to take 30 u ate degrees. During their senior year, par tic i- credit hours at the 200-level or above dur ing pants in this pro gram com plete two graduate During the second semester of the first year of the normal four-year un der grad u ate period, courses, take the qualifying exam giv en to graduate study, the student must pass an oral fol lowed by a total of 30 credit hours of all first-year grad u ate students, and apply to qualifying ex am i na tion. The master’s candi- graduate courses tak en during the fourth and the Grad u ate School for ad mis sion during date will choose from a selection of texts and fifth years in res i dence. Six credit hours will the spring semester. B.A./M.A. students are must demonstrate competency in an a lyz ing a be counted toward both the un der grad u ate eligible for a teach ing fellowship during their liter ary text in the target lan guage before the and the graduate degrees. Dur ing their senior fifth year that includes a tuition waiver and graduate faculty. At this time, fac ul ty mem- year, par tic i pants in this pro gram complete a generous teach ing stipend. Well-qualified bers will discuss and eval u ate the stu dent’s two graduate cours es, take the qualifying students who are interested in this program per for mance in the master’s program. exam given to all first-year graduate students, should con tact the Director of Grad u ate and apply to the Grad u ate School for ad mis - Studies or the Graduate Co or di na tor in Ital- Before taking the com pre hen sive written sion during the spring semester. B.A./M.A. ian Studies at the beginning of their junior examination at the end of the second year, the students are eligible for a teach ing fellowship year. student must demonstrate competency in a during their fifth year that includes a tuition second for eign language by passing the GRE. waiver and a generous teach ing stipend. Well- Program in Iberian and Latin American qualified students who are interested in this Studies Students preparing for a ca reer in teaching program should con tact the Director of Grad- Course requirements. All can di dates for a have the op por tu ni ty to teach several lan- u ate Studies or the Graduate Co or di na tor in master’s degree in Iberian and Latin Amer- guage courses before com ple tion of the mas- French at the be gin ning of their junior year. i can Studies are required to take a minimum ter’s degree. A preliminary work shop, LLRO of 30 credit hours or 10 courses. LLRO 510 501 Methods of Foreign Language Teach ing Program in Italian Studies In tro duc tion to Literary Crit i cism, required of and LLRO 501L Practicum in Teach ing are Course requirements. All can di dates for a all stu dents, is taken during the first se mes ter required of all graduate teach ing assistants. master’s degree in Italian Studies are re quired in residence. The minimum of 10 cours es to take a minimum of 30 credit hours or 10 in cludes at least six courses in Ibe ri an and Program in French and Francophone Stud ies cours es. LLRO 510 In tro duc tion to Literary Latin American literature and one course in Course requirements. All can di dates for a Criticism, required of all students, is taken Comparative Romance Lit er a ture; when ap- master’s degree in French and Francophone during the first se mes ter of residence. The propriate, a course in art, history, phi los o phy, Stud ies are required to take a mini mum of minimum of 10 courses includes four to or an oth er allied field may substitute for the 30 credit hours or 10 cours es. LLRO 510 six courses in Italian lit er a ture (two of these Comparative Romance Lit er a ture course with In tro duc tion to Lit er ary Crit i cism, required of cours es may be taken at the 400-level) and per mis sion. Two of the 10 courses may be at all stu dents, is taken during the first se mes ter one course in Com par a tive Romance Lit- the 400 level. of res i dence. In addition, the minimum of 10 er a ture. The remaining credit hours may be courses in cludes at least six courses in French fulfilled through Italian studies cours es in Comprehensive Master’s Ex am i na tion. The and Francophone literature and one course in Italian lit er a ture, history, art history, phi- final written ex am i na tion is eight hours in comparative Ro mance lit er a ture. Two courses los o phy, music, ar chi tec ture, and com par a tive length and administered in four two-hour may be in a second national lit er a ture or in lit er a ture. sessions over two days. The examination an allied field; students tak ing both courses in com pris es the following eight fields: Me- the same national lit er a ture or in comparative Comprehensive Master’s Ex am i na tion. The di eval, Golden Age, 18th- and 19th-century liter a ture will be des ig nat ed as having fulfilled written master’s examination is four hours in pen in su lar, 20th-century pen in su lar; co lo nial a minor in that field. Occasionally, at the length and covers the fol low ing areas: Me- Latin American, 19th-century Latin Amer- invitation of the pro gram faculty, these two di eval, Re nais sance, 17th and 18th cen tu ries, i can, Latin American literature 1880-1946, cours es may instead be ful filled by writing a 19th century, and 20th century. The exam and 1947 to the present. mas ter’s thesis under the di rec tion of a faculty 130 The Division of Humanities 131

Combined B.A./M.A. Program in Iberian and in courses taught by teaching assistants. Open 531. Lyric Poetry of the Renaissance Latin American Studies. The De part ment only to teaching assistants in the department. (3-0-3) DellaNeva of Romance Languages and Lit er a tures of- A study of Petrarch’s Rime sparse, Maurice fers its majors in Spanish the op por tu nity to 510. Introduction to Literary Criticism Scève’s Délie, and Shakespeare’s Sonnets. par tic i pate in its graduate program through (3-0-3) Douthwaite, Heller, Toumayan a com bi na tion B.A./M.A. degree in Span- Various trends of modern literary criticism as 551. Dialogues Across the Channel: French, ish. This program requires stu dents to take they relate to the study of romance lit er a tures. English, and Irish Women Writers, 16th through 30 credit hours at the 200-level or above Required for all M.A. students in romance 19th Century dur ing the normal four-year undergraduate languages and literatures. (3-0-3) Douthwaite period, fol lowed by a total of 30 credit hours Using the tools of literary history, fem i nist of graduate courses tak en during the fourth 517. The Languages of Italy, I and II theory, and women’s social history, students and fifth years in residence. Six credit hours (3-0-3) Cachey, Welle will analyze the works of French, English, can be counted toward both undergraduate The diversity of literary languages of Italy and Irish women writing in the period 1654 and graduate degrees. Dur ing their senior studied separately and in relation to one to 1846 and chart the ex change of literary year, par tic i pants in this program com plete another, including indigenous and im port ed themes and ideas be tween national tra di tions. two graduate courses, take the qualifying vernaculars (including Provençal), Latin lit- Authors include Lafayette, Burney, Morgan, exam giv en to all first-year grad u ate stu dents, eratures (including the Macaronicae), Italian Shelly, and Sand. and apply to the Graduate School for admis- literature, and the literary canon in dialect. sion during the spring se mes ter. B.A./M.A. Part I focuses on the medieval and Renais- 569. Silent Cinema stu dents are eligible for a teach ing fellowship sance periods while part II treats mod ern (3-0-3) Welle during their fifth year that in cludes a tuition and con tem po rary Italian lit er ature and the A historical analysis of the emergence and waiver and a generous teach ing stipend. Well- literary canon in dialect (in clud ing Goldoni, development of silent cinema in Europe and qualified students who are interested in this Belli, Porta, Pasolini, Zanzotto). the United States before 1930. Em pha sis on program should contact the Di rec tor of Grad- film genres, modes of production, film styles, u ate Studies and/or the grad u ate liaison in 518. Transatlantic Encounters film culture, and cinema in relation to Spanish at the beginning of their junior year. (3-0-3) Cachey society. Examines the literature related to the dis- Course Descriptions cov ery, exploration, and conquest of the 570. Film and Literary Interactions Each course listing includes: “New World” (1492-1600). (3-0-3) Welle • Course number The historical interactions of film and lit er a- • Title 519. Literature and History of Travel ture in a broadly comparative and theoretical • (Lecture hours per week—laboratory (3-0-3) Cachey framework. or tutorial hours per week—credits per An exploration of the interactions of trav el semester) and literature in the formation of Western 585. Modern Italian Poetry and Translation • Instructor European identities, from Gilgamesh to Studies • Course description global tourism and travel writings from the (3-0-3) Welle • (Semester normally offered) medieval period as well as from na tion al The historical development of modern Ital- literatures during the Renaissance, baroque, ian poetry and an introduction to trans la tion The Department of Romance Languages and Enlightenment, and post-En light en ment studies. Literatures offers courses in a three-year cycle. periods. While an individual course may not be of- 586. Immigrant Voices in Contemporary Brazil- fered each year, courses that cover the area of 520. Paleography ian Literature specialization are offered within the two years (3-0-3) Boulton (3-0-3) Ferreira that it takes to com plete the de gree An introduction to Latin paleography from The literary representation of European (Ital- requirements. the beginnings of Latin writing to about A.D. ian, German, and Spanish) and non-Euro- 1500. Classes will consist of lectures on the pean (Japanese and Lebanese) im mi grants in Romance Literatures developments of hand-writing over the course contemporary Brazilian prose fic tion. Topics 501. Foreign Language Acquisition and of this period and special em pha sis will be to be addressed include: the role of minori- Instruction given to practical exercises in reading vari- ties in Brazil; ethnic and cul tur al diversity; (1.5-0-1.5) Farley ous hands and to the technique of describing national and communal iden ti ty; traveling An introduction to theories of foreign lan- medieval manu scripts. and exile; home, be long ing, and dislocation; guage acquisition and methods of for eign and the relationship between memory and language instruction related to them, in- 521. The Medieval Romance writing. clud ing the direct, cognitive, com muni ca tive, (3-0-3) Boulton and input (natural) approaches. Required of By examining representative English, French, French Studies teaching assistants in the department. German, and Italian romances of the 12th 505. History and Fiction, Scudéry to Tocqueville and 13th centuries and a selection of critical (3-0-3) Douthwaite 501L. Practicum in Teaching works, the course will attempt to define the This course studies two textual traditions, (1.5-0-1.5) Farley, Dubreil, Ryan-Scheutz characteristics and the nar ra tive tech niques of fiction and historiography, as interrelated Lab session for 501 for the practice of strat- the medieval romance. genres in the period 1654 to 1856. The o - e gies taught in 501 and their im ple men ta tion ret i cal readings in intellectual, social, and 130 The Division of Humanities Romance Languages and Literatures 131

cultural history will orient literary dis cus - 543. Pascal Wittig, Brossard, Le Clézio, Tournier, Ben sions. Au thors studied include Bossuet, Mme. (3-0-3) MacKenzie Jelloun. de la Guette, Prévost, Perrault, and Michelet. An in-depth investigation of the scientific, polemical, and apologetic works of Blaise 578. Proust: A World Lost and Regained 522. Readings in Old French Pascal. (3-0-3) Perry (3-0-3) Boulton A close study of one of the most in flu en tial An introduction to the language and lit er ature 552. Metamorphoses in Prose: 17th to 19th writers of the past century, whose novel alter- of medieval France. We will read a variety of Centuries nates poetic prose with the criticism of art, texts in verse and prose com posed in the 12th, (3-0-3) Douthwaite history, society, politics, and psychology. The 13th, and 14th cen turies. The diverse origins and developments in semester is dedicated to reading several vol- French narrative fiction from the 17th to umes from A la re cher che du temps perdu. 523. Lyric and Narrative in Medieval French the early 19th century. Pertinent aspects of Literature French social, cultural, and political his to ry 593. Shifting Tableaux of “Caribbeanness”: (3-0-3) Boulton will be examined along with literary texts, by Postcolonial Discourses in French Caribbean A study of narrative transformations of the authors such as d’Urfé, Lafayette, Graffigny, Literature. themes of the courtly lyric in the 13th and Diderot, and Hugo. (3-0-3) Coly 14th centuries. This seminar will explore the particular con- 562. Literature of the Fin-de-Siècle and the tri bu tions of the French Caribbean to 20th- 528. Medieval Romance: Chrétien de Troyes Belle Époque century postcolonial theory and crit i cism. (3-0-3) Boulton (3-0-3) Perry Topics include the early modern imag in ing of An examination of Chrétien’s evolution as a Prose and poetry by Huysmans, Rachilde, “the uncivilized island sav age,” postcolonial writer, his treatment of the Arthurian leg end, Noailles, Mallarmé, Barrès, Gide, Proust, rearticulations of “Caribbeanness,” and how and the conventions he established for the Valéry, and Colette, within the context of race, gender, class, and sexuality complicate genre. aes thet ics at the turn of the 20th century. the term “postcolonialism” in the context of Ex cerpts from the writings of Schopen-hauer, the Caribbean. 530. Love Poetry of the Renaissance Nietzsche, and Bergson. Dis cus sions of mu- (3-0-3) DellaNeva sic (Wagner, Debussy) and dance (Duncan, 597. Directed Readings An in-depth reading of the love lyrics of Diaghilev). (V-V-V) Staff Ronsard or Maurice Scève, particularly as they relate to the Italian Petrarchist 564. Flaubert 599. Thesis Direction tradition. (3-0-3) Toumayan (V-V-V) Staff A study of all of Flaubert’s published prose For students doing thesis work for a re search 531. Lyric Poetry of the Renaissance works. We will also consider se lec tions from master’s degree. (3-03) DellaNeva his Carnets, his Voyage en Egypte, and his An in-depth study of the oeuvre of one or two correspondence. Special attention will be 600. Nonresident Thesis Research poets (e.g., Du Bellay), including given to problems of literary history, nar ra tive (0-0-1) Staff non-am a to ry poetry. genre, and style. For master’s degree students working in ab- sentia. 532. The Renaissance Woman 565. Baudelaire and the Symbolists (3-0-3) DellaNeva (3-0-3) Toumayan 697. Directed Readings A survey of images of women in Re nais sance A study of the poetry of French sym bol ists (V-V-V) Staff texts authored by men followed by an in- with special attention to the works of depth examination of the works of female Baudelaire, Mallarmé, Rimbaud, and Ver- Italian Studies authors of the French Renaissance. laine. 501. Italian Language Acquisition (3-0-3) Ryan 541. Racine et la Critique Moderne 571. Modern French Poetry from Symbolism An overview of current thinking about (3-0-3) MacKenzie through Surrealism sec ond-language acquisition theories and Racine’s tragedies as seen through the optic of (3-0-3) Perry meth ods, with particular emphasis on their the critical methods espoused, for ex am ple, The modern development of the notion of ap pli ca tion in the Italian language class room. by Barthes (structuralism), Goldmann (Marx- the poet as visionary writer, as reflected in ism), and Mauron (psy cho anal y sis). verse and prose poetry from Baudelaire to the 502. Cultural Studies of Modern Italy surrealists and beyond. (3-0-3) Welle 542. Autour/Auteurs de Port-Royal This course provides an interdisciplinary (3-0-3) MacKenzie 572. Cross Currents in Twentieth-Century focus on Italian culture, politics, and so ci ety In this seminar we will examine the works of French and Francophone Fiction from unification in 1870 until the 1960s. writers who either literally or by asso ci a tion (3-0-3) Perry Ex am in ing the critical paradigms, theoretical espoused a Jansenist viewpoint. Au thors A critical survey of the past century as em- issues, and methodologies of cultural studies, include Pascal, La Bruyere, Lafayette, and bod ied in representative fictional works. em pha sis is also given to the Italian tra di tion Racine. Authors from among the fol low ing: Gide, of lit er ary/cultural analysis through the work Proust, Colette, Bernanos, Breton, Camus, of De Sanctis, Croce, Gramsci, De Martino, Sartre, Sarraute, Robbe-Grillet, Duras, and Eco. 132 The Division of Humanities 133

503. The Italian “Questione della Lingua” and 550. Alfi eri, Foscolo, and Leopardi society and culture. Writers include Man- the Renaissance History of the Book (3-0-3) Moevs zoni, De Amicis, Verga, Collodi, Tarchetti, (3-0-3) Cachey A study of selected works from the three D’Annunzio, Pirandello, Svevo, Aleramo, An advanced introduction to the history of greatest poets of the neoclassical and early ro- Invernizio, Lampedusa, Moravia, and Gadda. the Italian language from Le origini to the mantic period, with particular attention paid High Renaissance with special em pha sis on to the tension and fusion in their thought 585. Modern Italian Poetry and Translation Dante, Petrarch, and Boccaccio during the between enlightenment and ro man tic concep- Studies medieval period and Bembo, Castiglione, and tions of self, humanity, and na ture. (3-0-3) Staff Machiavelli for the Renaissance. The historical development of modern Ital- 560. Manzoni ian poetry and an introduction to trans la tion 509. The Italian Lyric (3-0-3) Moevs studies. (3-0-3) Moevs (in Italian) A close reading of the Promessi Sposi in its A close textual analysis of selected lyric mas ter - historical and cultural context, with special 587. History of Italian Cinema II: 1945 to the piec es from the breadth of the Ital ian tradition, attention focused on its artistic and social Present from Cavalcanti to Montale. The course is aims as a novel at once historical, political, (3-0-3) Welle designed to deepen the stu dents’ appreciation and self-consciously Catholic. A close analysis of genres, spectatorship, of poetry and poetic craft, to develop their di rec tors, movements, and theoretical issues confidence in ap proach ing and mastering poet- 570. Twentieth-Century Italian Women Writers from neorealism to Italian television in the ic texts, and to acquaint them with the greatest (3-0-3) Ryan third millennium. poetic voices of Italian literature. This course examines the development of female discourse in novels of this century, 597. Directed Readings 520. Topics in Medieval and Renaissance starting with a text by Nobel Prize winner (V-V-V) Staff Literature Grazia Deledda and ending with best-selling (3-0-3) Cachey, Moevs contemporary author Susanna Tamaro. We The following courses in Italian studies A study of the genres, movements, and major will trace and identify the subtleties and varia- are cross-listed from participating writers of the medieval and Re nais sance peri- tions among women’s voices that are slowly departments: ods. The course varies from year to year, but establishing more prominent po si tions within 505. Family and Sentiment in Medieval Society past topics have included Boccaccio, lyric po- the Italian literary canon. 524. Ancient Italian Art and Architecture etry, Dante’s Paradiso, Petrarch, Machiavelli, 533. Italian High Renaissance and and Ariosto. Class discussions, presentation, and writ ing Mannerist Art assignments will examine themes such as 542. Fifteenth-Century Italian Art 525. Dante childhood, adolescence, and moth er hood; 544. High Renaissance and Mannerist Art (3-0-3) Cachey, Moevs feminist movements in Italy and gender roles 545. Italian Baroque A focus on three overarching themes: (1) within certain historical con texts; and the 549. Eighteenth-Century European Art Dante’s poetics, (2) Dante’s “minor” works, varied nature of re la tion ships between women 571. Twentieth-Century Italian Architecture and (3) Dante’s reception, es pe cial ly con tem - and men, or women and other wom en. and Design po rary critical reception in North Amer i ca. 583. Urban Space of Italy 580. What Is Popular Literature? 584. Politics and Culture 531. Petrarch and Boccaccio (3-0-3) Welle 586. Culture in Italian Cities (3-0-3) Cachey, Moevs A historical examination of modern and An extensive and intensive reading of the post-modern literary forms in Italy from the 599. Thesis Direction Canzoniere and the Decameron, together with be gin ning of the 19th to the end of the 20th (V-V-V) Staff lesser works of the masters. cen tu ry. Emphasis on the historical novel, For students doing thesis work for a re search melo dra ma, and the feuilletton; crime, de- master’s degree. 535. La letteratura di viaggio: storia e critica tec tive, and mystery novels; romances, the (3-0-3) Cachey film-novel, the foto-romanzo, the fumetto, and 600. Nonresident Thesis Research The problematic place of travel within the the e-zine. (0-0-1) Staff context of Italian literary history and the For master’s degree students working in relationship of travel to the category of the 582. History of Italian Cinema I: 1895 to 1943 absentia. literary itself is studied in primary source texts (3-0-3) Welle of the medieval, Renaissance, and modern Traces the development of silent film, the Spanish periods. transition to sound, and film under fas cism, 503. Topics in Medieval Spanish with particular emphasis on film’s re la tion ship Literature 536. Classics of the Italian Renaissance to theater, literature, spec ta cle, and social and (3-0-3) Seidenspinner-Núñez (3-0-3) Staff cultural history. The literature of medieval Spain in light of Five literary classics and the critical dis course recent developments in critical theory. surrounding them, including Poliziano’s 583. Modern Italian Novel “Stanze per la giostra,” Sannazaro’s Arcadia, (3-0-3) Welle 511. Spanish Golden Age Theater Machiavelli’s Il Principe, Castiglione’s Corteg- Major works of Italian fiction from the 1840s (3-0-3) Juárez iano, and Ariosto’s Orlando Furioso. until the 1960s are analyzed in re la tion Readings of representative plays by Cervantes, to European literary currents and Ital ian Lope de Vega, Tirso de Molina, Ruíz de 132 The Division of Humanities Romance Languages and Literatures 133

Alarcón, and Calederón de la Barca in their together with his drawings and their in ter - Ideally, this seminar will produce certain hy- his tor i cal and cultural con text. The works will re la tion with his literary works. potheses about the present state of dra mat ic be studied in the light of the theatrical theory practice in the continent. of the period as well as the contemporary 546. Generation of 1927: Theatre and Poetry criticism. (3-0-3) Jerez-Farrán 587. Topics in Mexican Literature The course includes a study of the theatre (3-0-3) Ibsen 513. Autobiographical Narratives of the Golden (mainly that of Lorca) and the poetry of the A study of representative movements and Age most representative poets of the so-called gen- authors of 20th-century Mexican literature (3-0-3) Juárez eration of 1927, with special emphasis on the through an examination of their aesthetic A study of fictional and historical au to bi o- metaphorical experiments of these poets, their tendencies and sociohistorical contexts. g ra phy in the Golden Age with attention to stylistic development, thematic pre oc cu p- the development of the genre and the social a tions, and personal aesthetic cre dos. These 588. Spanish-American Short Story and political problems represented in such aspects will be studied against the cultural, (3-0-3) Ibsen, Anderson texts as Lazarillo de Tormes, Guzmán de Alfar- historical, and social background of their time An overview of the principal tendencies ache, El Buscón Estebanillo González as wellwell as and coun try. of short narrative in 20th-century Span- the spiritual au to bi og ra phy of Santa Teresa de ish Amer i ca, as well as major trends in Jesús, the life of the soldier Alonso de Contre- 570. Modernization and “Modernismo” in narratological theory. Among the authors ras, and the adventures of Catalina de Erauso, Spanish America: A Critical View discussed are Horacio Quiroga, Jorge Luis La monja Alférez. (3-0-3) Olivera-Williams Borges, Julio Cortázar, Rosario Ferré, An to nio An in-depth study of processes of mod ern - Skármeta, and Luisa Valenzuela. 515. Cervantes and His Time iza tion in Latin America and the literary (3-0-3) Juárez pro duc tion, written between 1880 and 1910, 590. Twentieth-Century Literature of the A close reading of Cervantes’ Don Quijote as responses as well as aesthetic and ideologi- Hispanic Caribbean in relation to the prose tradition of the Re- cal propositions to the socio-po lit i cal trans- (3-0-3) Anderson, Heller nais sance: novella, the pastoral ro mance, the for ma tions of the region. Special at ten tion This course offers a comprehensive over view romance of chivalry, the hu man ist dialogue, will be paid to the lyric pro duc tion, but other of contemporary Cuba, Puerto Rico, and the and the picaresque novel. We will also pay aes thet ic systems, such as narrative fiction Dominican Republic. Special at ten tion is attention to the his tor i cal, social, and cul tur al (short stories and novels), and essay will be given to questions of national identity and to context of the work. studied. the themes of moral, social, and po lit i cal de- cay. Critical and theoretical works ac com pa ny 531. Nineteenth-Century Spanish Novel 571. Creating a Nation/Creating a Woman the reading of primary texts on a num ber of (3-0-3) Jerez-Farrán (3-0-3) Olivera-Williams related topics. Au thors studied in this course Two forms of literary representation in the An in-depth study of the most rep re sen ta tive include Gabriel García Márquez, Luis Rafael novel from the 1840s to the 1880s: the ro- works by male and female authors of the Sánchez, Guillermo Cabrera Infante, Rein- man tic-melodramatic and the realist- 19th-century Spanish-American lit er a ture. aldo Arenas, Rosario Ferré, Juan Bosch, and nat u ral ist form. The main focus of the seminar an a lyz es how others. these works establish intertextual dialogues 540. Avant-Garde Literature in Spain to create images of nation, cit i zen ship, and 591. Literature and Popular Culture in the (3-0-3) Jerez-Farrán woman. Hispanic Caribbean The aesthetics and poetics of movements such (3-0-3) Anderson as cubism, expressionism, dadaism, sur re - 574. Topics in Southern Cone Literature This course focuses on the important in flu - al ism, and futurism studied in re la tion to the (3-0-3) Olivera-Williams ence of popular culture—music, film, tele- most representative literary works of the first A study of representative movements and au- vi sion—in the fiction, theatre, and poetry of three decades of the 20th century in Spain. thors of 20th-century Southern Cone (Argen- the Hispanic Caribbean. Special attention is tina, Chile, and Uruguay) literature through given to the rich musical his to ry and her i tage 543. Twentieth-Century Spanish Novel an examination of their aesthetic tendencies of Cuba, Puerto Rico, and the Do min i can (3-0-3) Jerez-Farrán and sociohistorical contexts. Republic, and we study the important social A study of the development of the novel as an and political components of musical genres, artistic genre in 20th-century Spain, from the 583. Modern Spanish-American Novel including bomba, plena, son, salsa, and me- Spanish-American War of 1898 to mod ern (3-0-3) Ibsen, Anderson ren gue. Authors studied include Nicolás Guil- Spain examined within the context of the so- Studies, through representative works, the lén, Louis Palés Mato, Pedro Mir, Guillermo cial, political, aesthetic, and in tel lec tu al crisis modern aesthetic, cultural, and historical Cabrera Infante, Ana Lydia Vega, Magalí of the times in which they were written. tendencies that characterize the 20th-cen tu ry García Ramis, and others. Spanish-American novel. 545. Federico García Lorca: Prose, Theatre, 593. Studies in Colonial Literature Poetry, and Drawings 585. One Century of Spanish-American (3-0-3) Anadón (3-0-3) Jerez-Farrán Theater: Theory and Praxis The development of narrative forms in Latin An in-depth study of Spain’s preeminent poet (3-0-3) Olivera-Williams America. Examples of different prose works and playwright, García Lopez, that includes An in-depth study, with the support of the- are studied: chronicles, hu man is tic histories, the rural tragedies, the avant-garde ex per i- o ries about drama, of the most rep re sen ta tive and letters. Special attention is given to the men ta tions of his New York literary output, Spanish-American plays of the 20th century. emergence of the novel. 134 The Division of Humanities Theology 135

596. The Historical Novel in Latin America Faculty Andrew Farley, Director of the Span ish Lan- (3-0-3) Anadón guage Program and Assistant Pro fes sor of Span- Samuel Amago, Assistant Professor of Spanish. The concepts of “history” and “fiction” are ish Language and Lit er a ture. B.A., Furman B.A., Univ. of California, San Diego, 1996; examined in relation to Latin-American Univ., 1994; M.A., Univ. of Geor gia, 1996; Ph.D., M.A., Univ. Virginia, 1999; Univ. historical novels. The Tragicomedia de don Ph.D., Univ. of Il li nois at Ur ba na-Cham- Virginia, 2003. (2003) Enrique de Castro, considered to be the ear- paign, 2000. (2001) li est example of this genre, is studied first, but José Anadón, Professor of Span ish Isabel Ferreira, Instructor of Por tu guese and the main emphasis is placed on more recent Language and Lit er a ture. B.A., Albion Col- Brazilian Studies. B.A., Rhode Island College, texts. lege, 1968; M.A., Univ. of Mich i gan, 1970; 1994; M.A., Brown Univ., 1997. (2001) Ph.D., ibid., 1974. (1975) 594. Modern Spanish-American Poetry Janet Fisher-McPeak, As sociate Professional Thomas Anderson, Assistant Pro fes sor of Span- (3-0-3) Heller, Olivera-Williams Specialist and Concurrent Lec tur er. B.A., ish Language and Literature and Fellow in An overview of the major trends in Span ish- Col o rado Women’s Col lege, 1975; M.A., the Helen Kellogg Institute for International American poetry from the “vanguardia” to Middlebury College, 1976; M.A., ibid., Studies. B.A., Bowdoin College, 1992; M.A., the present, with an em pha sis on poetics and 1979; A.B.D., ibid., 1988; Ph.D., ibid., Univ. of Pennsylvania, 1994; Ph.D., ibid., 1998. the social inscription of the works. Authors 1997. (1989) studied include Vincente Huidobro, César (1998) Ben A. Heller, Associate Pro fes sor of Vallejo, Pablo Neruda, Jorge Luis Borges, Paul F. Bosco, Associate Pro fes sor Emeritus of Spanish Language and Literature. B.A., Univ. Gabriela Mis tral, José Lezama Lima, Octavio Italian Language and Literature. A.B., Wayne of Pennsylvania, 1981; M.A., Wash ing ton Paz, Ernesto Cardenal, Alejandra Pizarnik, Univ., 1934; M.A., Harvard Univ., 1935; Univ.; Ph.D., ibid., 1990. (2000) and others. Ph.D., ibid., 1942. (1947) Kristine L. Ibsen, Professor of Spanish Lan- Maureen B. McCann Boulton, Professor of 595. Images of Nature in Spanish-American guage and Literature and Fellow in the Kellogg French Language and Literature. B.A., College Literature Institute for European Studies. B.A., Cal i for nia of New Rochelle, 1970; M.A., Univ. of Penn- (3-0-3) Heller State Univ., Ful ler ton, 1983; M.A., Univ. of sylvania, 1972; Ph.D., ibid., 1976; M. Litt., This course traces the images and met a phors Cal i for nia, Los Angeles, 1984; Ph.D., ibid., Oxford Univ., 1980. (1985) with which Spanish-American writ ers and in- 1991. (1992) terested foreign travelers have de scribed Lat- Theodore J. Cachey Jr., Di rec tor of Gradu- in-American nature. Earthly paradise, green Carlos Jerez-Farrán, As so ci ate Professor of ate Studies, Professor of Italian Lan guage and inferno, a wasteland to be populated, or more Spanish Lan guage and Lit er a ture and Fellow Literature, and the Albert J. Ravarino Director nurturing aspect of the madre patria, these in the Nanovic Institute for Eu ro pe an Studies. of the Devers Program in Dante Studies. B.A., images and others have re flect ed ideo log i cal B.A., Univ. of Sheffi eld, 1980; M.A., Univ. of North west ern Univ., 1974; M.A., Univ. of biases and shaped na tion al cultures and iden- Massachusetts at Amherst, 1983; Ph.D., ibid., Cal i for nia, Los Angeles, 1982; Ph.D., ibid., tities. Authors con sid ered include: Columbus, 1987. (1986) 1986. (1990) Carvajal, Humboldt, Darwin, Sarmiento, Encarnación Juárez, Assistant Professor of Gallegos, Rivera, and Vargas Llosa. Ayo Abiétou Coly, Assistant Professor of French Spanish Language and Lit er a ture. Licenciatura, Language and Lit er a ture and Fellow in the Univ. Barcelona, 1977; M.A., Univ. of Cali- 596. Translating Hispanic Literature: Theory Nanovic Institute for European Stud ies. B.A., fornia, Ber ke ley, 1981; Ph.D., ibid., 1987. and Practice Université Cheikh Anta Diop (Sénégal), (1995) (3-0-3) Heller 1994; M.A., ibid., 1996. (2001) Workshop serving as an introduction to Louis A. MacKenzie Jr., As so ci ate Professor of JoAnn DellaNeva, Associate Pro fes sor of French literary translation, emphasizing practical French Lan guage and Literature. B.A., Univ. and Com par a tive Literature. A.B., Bryn Mawr discussions of each other’s work on prose of Notre Dame, 1969; M.A., Middlebury College, 1976; M.A., Univ. of Pennsylvania, and poetry translation exercises, as well as Col lege, 1972; Ph.D., Cornell Univ., 1976. 1978; M.A., Prin c e ton Univ., 1980; Ph.D., in di vid u al projects designed according to (1983) ibid., 1982. (1982) the student’s own interests. Com plemen ta ry Christian R. Moevs, Associate Pro fes sor of Ital- discussion of selected readings in transla- Bernard E. Doering, Professor Emeritus of ian Language and Literature. B.A., Harvard tion history and theory (Steiner, Robinson, French Language and Literature. B.S., Univ. Univ., 1980; M.A., Columbia Univ., 1989; Venuti, and others). of Dayton, 1944; M.A., Wash ing ton Univ., Ph.D., ibid., 1994. (1994) 1955; Ph.D., Univ. of Col o rado, 1967. 597. Topics in Latin-American Film (1965) Maria Rosa Olivera-Williams, Associate Profes- (3-0-3) Anderson, Ferreira, Ibsen, Heller, sor of Span ish Language and Literature. B.A.S., Julia V. Douthwaite, Assistant Provost for Inter- Olivera-Williams Univ. of Toledo, 1976; M.A., Ohio State national Studies, Pro fes sor of French Language This course considers a variety of issues—na- Univ., 1978; Ph.D., ibid., 1983. (1982) tional identity, colonialism, the status of and Literature, and Fellow in the Nanovic women, violence and state repression, mem- Institute for Eu ro pe an Stud ies. B.A., Univ. of Catherine Perry, Associate Professor of French o ry, etc.—through the medium of film, while Washington, 1981; M.A., ibid., 1984; Ph.D., Language and Literature and Fellow in the also providing an overview of the major Princeton Univ., 1990. (1991) Nanovic Institute for European Studies. B.A., trends in contemporary Latin-Amer i can film. Indiana Univ., 1987; M.A., ibid., 1989; M.A., Prin c e ton Univ., 1991; Ph.D., ibid., 1995. (1993) 134 The Division of Humanities Theology 135

Colleen Ryan-Scheutz, As sis tant Professor of Theology history of Christianity, liturgical studies, Italian. B.A., Univ. of Notre Dame, 1990; moral theology, spirituality, and systematic M.A., Middlebury Col lege, 1993; Ph.D., Chair: theology. Indiana Univ., 1997. (1999) John C. Cavadini Director of Graduate Studies: Apart from liturgical studies, an area of con- Dubreil Sébastien, Assistant Pro fes sor of French Joseph Wawrykow centration is normally constituted by: Language and Literature. M.A., Univ. of Director of M.A./M.T.S. Programs: • five courses in the area of Nantes, 1994; Ph.D., Emory, 2001. (2002) J. Matthew Ashley concentration; Dayle Seidenspinner-Núñez, Chair of Director of M.Div. Program: • one course each in four other areas; Romance Languages and Literatures and Profes- Rev. Michael E. Connors, C.S.C. • one free elective. sor of Span ish Language and Lit er a ture. B.A., Univ. of California, Ber ke ley; 1968; M.A., Telephone: (574) 631-7811 Liturgical Studies ibid., 1971; Ph.D., Stanford Univ., 1977. Fax: (574) 631-4291 Basic requirements (21 credits): Liturgical his- (1997) Location: 130 Malloy Hall tory, liturgical theology, ritual studies, Eucha- E-mail: [email protected] rist, Christian initiation, liturgical prayer, and Alain P. Toumayan, Associate Pro fes sor of Web: http://www.nd.edu/~theo liturgical year. French Language and Literature and Fellow in the Nanovic Institute for European Studies. The Summer Master of Arts Program Electives (nine credits): There are no required B.A., Univ. of Pennsylvania, 1976; M.A., Yale The summer master of arts in theology is courses for any of the areas of concentration Univ., 1978; M.Phil., ibid., 1980; Ph.D., designed to provide graduate-level training except for liturgical studies. However, those ibid., 1982. (1989) in theology through one of several areas of planning to teach in high school should take study within the department. It offers a well- Hugo J. Verani, Research Pro fes sor of Span- THEO 557: Educating in Faith: Catechesis defined and yet flexible educational program ish Language and Literature. B.A., Phillips in Catholic Schools, during their summer that allows for a diversity of goals of individ- Univ., 1966; M.A., Univ. of Wis con sin, 1967; course work. ual students. It is also sensitive to the profes- Ph.D., ibid, 1973. (2002) sional and pastoral context of the educational Those needing a more general and flexible John P. Welle, Professor of Italian Language interests of the candidates. program of studies may pursue a general and Literature, Concurrent Pro fes sor of Film, M.A. program, in which the course of study Television, and Theatre, and Fellow in the The program serves the following is planned in consultation with the director. Nanovic In sti tute for European Stud ies. B.A., constituencies: The sole requirement is the inclusion of at St. John’s Univ., 1974; M.A.T., St. Thomas • those seeking to teach theology at the least one course in each area of study. This Col lege, 1975; M.A., Indiana Univ., 1980; high school level; may be of particular interest to those teaching Ph.D., ibid., 1983. (1983) • those seeking to serve the church or theology in high school who wish to use the diocese in an enhanced capacity; summer M.A. to enhance their effectiveness • those seeking theological training to in teaching in a number of different areas. augment their work in other profes- sional contexts (i.e., hospitals, social Comprehensive Exams work, etc.). In the last semester of course work, students should prepare five questions that they would Students seeking to go on for doctoral work like to explore in the comprehensive exams. in theology, or seeking more training to teach These questions will guide both the student in high school, should apply to the M.T.S. and the adviser in the construction of exam program. bibliographies. The student should then meet with the area adviser to refine these questions Applicants must have GRE scores of 1500 and construct her/his bibliography, drawing or better, 1000 and 4/6 in the new test, and from the five annotated bibliographies pro- at least six courses for credit in theology or vided by each area. A bibliography should be religious studies on their official transcripts. made up of 20 books, with 12 books from the bibliography in the area of concentration and Program Description two books from each of the other four areas. The summer M.A. in theology is a 30 credit- The bibliography should also contain five re- hour degree, consisting of classes in consecu- cent journal articles, so that students become tive summer sessions. Summer M.A. students acquainted with the journals in their fields of may take courses during the academic year study. The bibliographies must be approved for credit towards their degree. However, no both by the area adviser and the summer academic year tuition scholarships will be M.A. director no later than one month before provided for such course work. the student hopes to take exams. M.A. ex- ams are given in the first week of November, There are six areas of concentration for the April, and July. Students must be enrolled and summer M.A. in theology: biblical studies, registered for a thesis research class during the semester they plan to take their exams. 136 The Division of Humanities Theology 137

The exam board, to be chosen by the sum- In order to introduce every M.T.S. student to studies, six in history of Christianity, six in mer M.A. director in consultation with the the full range of theological education, every liturgical studies, six in moral theology, and area adviser, will be made up of two faculty student in the program must take at least six nine in electives, including three credit hours from the area of concentration, and one credit hours in biblical studies, six in the his- in Judaism. faculty from another area. Students pursuing tory of Christianity, three in liturgical studies, the general M.A. degree may have an exam three in moral theology, and three in system- Master’s Colloquium board chosen from three different areas. The atic theology. There are five areas of concen- The master’s colloquium is designed both to student may confidentially choose the inclu- tration. Students must take at least 15 credit familiarize M.T.S. students with the methods sion of one member of the board (subject to hours in the area of their concentration. and content of the five areas of theological availability), and the exclusion of one faculty study and to develop integrative skills regard- member. Each member of the exam board Areas of Concentration ing the five areas of theological investigation. will submit three questions, framed in light of A faculty member and a student lead each the five questions proposed by the student, to Biblical Studies: The concentration in biblical colloquium from one of the five areas, pre- the area adviser, who will then formulate five studies involves 15 credit hours in biblical senting a topic of interest to the colloquium questions, and submit them to the summer studies, six in history of Christianity, three in and leading the ensuing seminar discussion. M.A. director for final approval. liturgical studies, three in moral theology, and Attendance is mandatory for all M.T.S. stu- three in systematic theology. In place of elec- dents. The comprehensive exams themselves are tives, biblical studies students will take nine made up of written and oral exams. The credit hours in one ancient language (Greek, Research Language Requirement student will be asked to answer three of the Hebrew, or Latin) and nine credit hours in All M.T.S. students must pass a Graduate five questions during the four-hour written another ancient language. Reading Exam in either German or French, exams, given on the Monday of exam week. usually by the end of their third semester, These written answers will then be distrib- History of Christianity: The concentration in order to graduate. Students who already uted to the board, and will form the basis of in history of Christianity involves 15 credit know one of these languages upon admis- the 40-minute oral exam on Wednesday or hours in history of Christianity (with the sion to the program should take the GRE Thursday of the same week. During the oral possibility of three to be taken outside the in that language in their first semester, and exams, questions not answered by the student department), six in biblical studies, six in acquire a second language during their time on the written exam may be addressed, as systematic theology, three in liturgical stud- in the program, in order to pass an exam in may books on the bibliography and courses ies, and three in moral theology. Six credit that language as well. The University offers taken by the student. Evaluation of the stu- hours will normally be devoted to the study intensive language courses in German and dent’s performance will be made on the basis of ancient languages. Nine credit hours will French, free of tuition, every summer, with of both the written and oral exams. be electives, distributed according to the exams at the end of the course. Students who interests of the students, and may include wish to acquire a language other than French Applications courses outside the Department of Theology or German during their time in the program Applications to the summer M.A. program (e.g., philosophy, Medieval Institute, history, may petition the M.T.S. director for a substi- are due May 1 and must include an applica- art history, etc.), with the prior approval of tution, based entirely on their future research tion form, a statement of intent, transcripts history of Christianity faculty and the M.A./ interests. This language may not be one they of degrees and course work, three letters of M.T.S. director. already know upon admission to the program, recommendation, and GRE scores. All ap- as the point of this requirement is to continue plication materials should be directed to the Liturgical Studies: The concentration in litur- to acquire language skills while in the M.T.S. Graduate School. gical studies will involve 15 credit hours in program. liturgical studies, six in biblical studies, six in history of Christianity, six in systematic Comprehensive Exams The Master of Theological Studies Program theology, three in moral theology, and 12 in The comprehensive exams are administered The master of theological studies (M.T.S.) is electives. toward the end of the final semester of course specifically designed to train graduate stu- work. M.T.S. students are asked to submit dents for future doctoral work in the various Moral Theology: The concentration in moral two research papers written in their second disciplines within the study of theology. The theology will involve 15 credit hours in moral year of courses that indicate the nature and M.T.S. is a 48-credit-hour degree designed theology, nine in a second area, nine in a direction of their studies. A board of three to give students exposure to the full range third area, six in a fourth area, and six in a faculty, appointed by the M.T.S. director on of theological studies while also allowing fifth area. In the fourth semester of course the basis of course work taken by the student, them to develop competence in an area of work, students in the area will be required to administers a 60-minute oral exam, which concentration. Along with two years of full- take a research seminar and prepare to present explores the student’s competency in the area time course work, the M.T.S. also includes a research paper in a public format, similar of concentration and the student’s ability to participation in the master’s colloquium, to a scholarly conference, in preparation for think creatively and synthetically. competency in one modern language, and a future work in the academy. comprehensive oral exam to be given at the Prerequisites: end of the second year of course work. Bibli- Systematic Theology: The concentration in • a bachelor’s degree cal studies and history of Christianity also systematic theology will consist of 15 credit • applicants to the M.T.S. program are have ancient language requirements. hours in systematic theology, six in biblical expected to have a background in the 136 The Division of Humanities Theology 137

humanities (preferably including theol- sponsors many educational initiatives in social annually offers courses in both homiletics ogy or related disciplines) and/or the justice and direct service to the poor. Because and liturgical celebration for students whose social sciences of the size of the Department of Theology at ministry will involve the preaching of God’s • Graduate Record Examination scores Notre Dame and the significant number of word and leadership in worship. Through the with an aggregate score of at least 1800, visiting professors, a wide offering of courses Marten program, M.Div. students benefit or 1200 and 4.5/6 for the new exams is available in all areas of theology. from symposia and workshops on preaching in contemporary society, and the program Tuition Scholarships The M.Div. program includes a variety of stu- occasionally hosts a visiting professor to offer Students admitted to the M.T.S. program dents: members of the Congregation of Holy additional courses in those areas. The vision receive full-tuition scholarships for the dura- Cross studying for the priesthood, laywomen and generosity of the Marten family ensure tion of their program. and laymen, and members of religious con- the continuance of deep spiritual renewal of gregations. With this community of students, local faith communities—a major thrust of Applications the University furthers the expansion and di- Vatican II—and adds a significant dimension Applications to the M.T.S. program are due versification of ministry and fosters a realistic to theological education at Notre Dame. February 1 and must include an applica- and helpful context for ministerial education. tion form, a statement of intent, transcripts Lay Ministry and Seminary Formation of degrees and course work, three letters of The Program of Studies The Lay Ministry Formation Program is a recommendation, and GRE scores. All ap- The program of studies leading to the master critical part of the comprehensive curriculum plication materials should be directed to the of divinity degree normally extends over six of the M.Div. degree. Students preparing Graduate School. semesters and encompasses 83 credit hours. for lay ministry participate in weekly prayer, Students may use additional semesters to celebration of the Eucharist, and monthly To receive more information about the M.A. acquire further theological depth. Credit meetings that focus on topics pertaining or the M.T.S. programs, please contact: requirements are usually allocated in the fol- to the personal, professional, spiritual, and lowing way: professional development of the aspiring lay Director of the M.A./M.T.S. Programs minister. The program also fosters a sense of 130 Malloy Hall Biblical studies 12 hours community among the students. Department of Theology Historical studies 6 hours University of Notre Dame Systematic theology 15 hours Moreau Seminary, located on the Notre Notre Dame, IN 46556-4619 Christian ethics 6 hours Dame campus, under the direction of the Telephone: (574) 631-5254 Canon law 3 hours Congregation of Holy Cross, serves as the re- E-mail: [email protected] Liturgy 6 hours ligious formation house for the congregation’s Web: http://www.nd.edu/~theo Field education 10 hours seminarians pursuing their theological studies Pastoral studies 14 hours at Notre Dame. The Congregation of Holy Elective 9 hours Cross offers a one-year candidate program at The Master of Divinity Program Synthesis seminar 2 hours Moreau Seminary for college graduates who The master of divinity (M.Div.) is a profes- qualify and who have a strong interest and sional theological degree designed to prepare Field Education desire in taking a step toward investigating students for learned and effective ministry in Contemporary life is a source of theology as a vocation in priesthood or brotherhood in the Roman Catholic Church. The studies of well as the milieu of ministry. The field edu- Holy Cross. Scripture, the history of Christian tradition, cation program provides an initial joining of systematic theology, liturgy, and Christian service with theological reflection. Prerequisites for Admission ethics are joined to field experience and train- 1. The completion of a bachelor’s degree; ing in pastoral skills to form a comprehensive To facilitate theological integration and per- 2. Evidence of a capacity for independent ministerial curriculum. sonal appropriation, the field education pro- study and scholarship. Such evidence gram consists of: (1) internships in parishes, is offered by (a) GRE scores of at least The University of Notre Dame is a special hospitals, and social agencies; (2) regular indi- 500 in both verbal and analytical test; setting for an M.Div. program. The intellec- vidual supervision with a competent authority (b) a transcript of study for the bache- tual opportunities and challenges of a major at this place of work; and (3) weekly seminars lor’s and any graduate degree; and (c) teaching and research university are appro- at the University in which students analyze recommendations from three instruc- priate backdrops for pastoral studies. Notre case studies based on their work and discuss tors or professors; Dame is a crossroads for people and programs issues of importance relative to active ministry 3. At least 18 credit hours in philosophy touching church life, as it attracts representa- in the church today. This threefold process or the equivalent, and 12 credit hours tive figures from dioceses and religious move- unites with the students’ concurrent studies in in theology or religious studies; ments in all parts of the United States. There scripture, history, and systematic theology to 4. Evidence of a mature personality ca- is an extensive, well-conceived campus min- enable them to develop professional identities pable of ministering to others; to this istry program with its spectrum of liturgical in ministry. end, one recommendation supporting and pastoral opportunities. The Institute for the candidate’s ability for ministerial Church Life offers programs in continuing John S. Marten Program in Homiletics and leadership is to be submitted; education for bishops, priests, and religious Liturgics 5. At least one year of full-time service leaders, as well as national programs in liturgy Inaugurated in 1985 through an endowment work in ministry in the Catholic training. The Center for Social Concerns by the John S. Marten family, this program Church; 138 The Division of Humanities Theology 139

6. An autobiography written according The Doctoral Program Course of Studies to a form specified by the M.Div. Doctoral studies at Notre Dame provide the 1. Residency director; opportunity for advanced study in theology The period of “residency” normally consists of 7. A letter of intent specific to the M.Div. through specialization in one of five areas. two years of course work for those who have program that sets forth, first, the goals a master’s degree in theology. In the rare case of the candidate for the Christian min- Christianity and Judaism in antiquity cov-cov- of a student admitted without master’s-level istry, and second, a view of how the ers four disciplines: the Hebrew Scriptures; work, the period of residency is three years. M.Div. program will assist the candi- Judaism, especially second temple and early date in attaining his or her goals; rabbinic Judaism; the New Testament and Major Fields. Within the program areas, 8. A personal interview held at the Univer- Graeco-Roman world; and other Christian students concentrate their course work in a sity, with representatives of the M.Div. sources to the early medieval period. These major field. These major fields are defined as program. are frequently studied in isolation from one follows: another; in CJA they are studied together Tuition Scholarships for their mutually illuminating interrelation- • Christianity and Judaism in antiquity Students admitted to the M.Div. program are ships. At the same time, the integrity of each Hebrew Bible and Judaica eligible for full-tuition scholarships, which are discipline is respected. Judaism is explored in New Testament and early church renewable for the duration of the three-year its own right as well as in its relationship to • History of Christianity program. Christianity. Christianity is explored by itself Early church as well as in its dependence upon Judaism Medieval studies Application and its conscious emerging distinction from Reformation and modern studies In order to receive an application to the Grad- Judaism. Both are explored within the larger • Liturgical studies uate School (due February 1), prospective contexts of the ancient near East and the • Moral theology/Christian ethics applicants for the M.Div. program must first Greco-Roman world, which are also studied • Systematic theology file a pre-application form directly with the in their own right. Department of Theology. To receive more in- Course Requirements. Students are expected formation and the pre-application form, visit History of Christianity exploresexplores the study of to take 14 courses during residency: eight our Web site at http://www.nd.edu/~mdiv. the history of Christianity in all its rich of these must be in the major field of study; complexity. The program focuses on three three must be outside the major fields; and Applicants are admitted to the M.Div. pro- major periods: ancient, medieval, and three are electives. gram according to the norms and procedures Reformation-modern. The University has of the University’s Graduate School. Continu- particularly strong library holdings and fac- Language Requirements. Students are required ance in the program is based on the student’s ulty resources in the ancient and medieval to pass examinations in three languages, cumulative grade point average, performance periods. Greek or Latin, French, and German. The in field education and skills courses, an an- level of competence required is the ability to nual academic review by the theology faculty, Liturgical studies advancesadvances the study and read standard theological sources pertinent to and the Graduate School’s regulations. understanding of the worship life of the the area of study with the aid of a dictionary. Christian church in its various traditions. The Students in the history of Christianity pro- To receive more information about the program is inspired by the conviction that gram must know the ancient language at an M.Div. program, please contact: liturgy, in its several and diverse manifesta- advanced level. Students in liturgical studies tions, is the key to the church’s identity, ethos, are required to know four languages, all at the Director of the M.Div. Program and orientation toward God and the world. It basic level. Students in Christianity and Juda- 131 Malloy Hall integrates three subdisciplines: liturgical his- ism in antiquity are required to pass exami- Department of Theology tory, liturgical theology, and ritual studies. nations in five languages: one ancient at an University of Notre Dame advanced level, one ancient at an intermediate Notre Dame, IN 46556-4619 Moral theology/Christian ethics studies a num- level, one ancient at a beginning level, and Telephone: (574) 631-4256 ber of subdisciplines including foundational, two modern languages. The language require- E-mail: [email protected] medical, and social ethics. The program ment should be fulfilled as soon as possible Web: http://www.nd.edu/~mdiv encourages interaction with philosophical and must be fulfilled by the end of the second ethics. While the program concentrates on summer of residence. Vocational Discernment the Roman Catholic tradition, it engages and For information regarding discernment of is open to a variety of traditions. Advising. When a student enters the program, a vocation with the Congregation of Holy the faculty member who serves as the coor- Cross, please contact: Systematic theology engages in the disciplined dinator for the area of studies will function and critical inquiry into the major tenets as a preliminary adviser. During the second Director of Vocations of Christian faith, especially as understood semester in residency, each student, after Congregation of Holy Cross within Catholicism. The program addresses a appropriate consultation, selects an adviser in Box 541 wide range of concerns including the histori- his or her area of research interest. Notre Dame, IN 46556 cal development of theology, constructive Telephone: (574) 631-6385 issues, and comparative theology. Evaluations. At the end of each semester the E-mail: [email protected] entire graduate faculty of the department will Web: http://www.nd.edu/~vocation 138 The Division of Humanities Theology 139

evaluate the progress of students. These evalu- • facility in some of the languages re- listing of 400-level courses open to graduate ations are designed to facilitate the progress of quired for study in the program: Greek, students, please refer to the theology section students through the program and to identify Latin, Hebrew, French, and German. in the Bulletin of Information, Undergraduate both strengths and weaknesses. Area coordi- Programs. nators write letters to the students reporting The graduate programs are open to all quali- the conclusions of the evaluation. These fied students regardless of religious affiliation. Master’s and Doctoral Courses provide more specific commendations and 500. M.A.-M.T.S. Colloquium recommendations than course grades. If there Scholarships (3-0-0) Zachman is serious doubt about the student’s ability to The doctoral program requires a full-time Required for all M.A. and M.T.S. students. complete the Ph.D. degree, he or she may be commitment. For this and other reasons, each (Every semester) asked to leave the program. doctoral student receives full funding. The funding may come from the University or an 500C. Faith and Traditions 2. Independent Study outside source. Funding is full tuition plus a (0-0-3) Miscamble After the period of course work, students stipend for five years. The University provides Required for non-degree-seeking seminarians spend a period of time, normally nine three funding programs: department fellow- only. (Every semester) months, of independent study organized ships, minority fellowships, and presidential around a series of topics. These topics are fellowships. In addition, students receive 503. Pentateuch meant to expand the students’ intellectual some benefits for travel to professional con- (3-0-3) Page, Ulrich, VanderKam breadth and skills and involve matters of ferences and summer dissertation support. Intended primarily for M.A., M.T.S., and inquiry that extend beyond their course work. M.Div. students, this course promotes close After consultation with the adviser, the stu- Applications and critical reading of biblical texts and disci- dent will propose a series of 10 topics, seven Applications to the Ph.D. program are due plined theological reflection on them. Partici- in the major field of study and three outside January 15, and must include an application pants will be expected to read the Pentateuch the major field. At least one of the topics in form, a statement of intent, transcripts of in its entirety and have a sound idea of its the major field will deal with the subject on degrees and course-work, three letters of rec- contents and structure. Much of the basic which the student intends to write a disserta- ommendation, and GRE scores. All materials information needed will be acquired through tion. The program of independent study is should be directed to the Graduate School. reading; class meetings will concentrate on approved by a committee and forms the basis Applicants are accepted for matriculation in theological issues arising out of the biblical for candidacy examinations. the fall semester only. and secondary reading. Topics include the following: doctrine of creation; holiness and 3. Candidacy Examinations To receive more information about the doc- sin; biblical law and Christian ethics; cov- Offered only twice a year, in October and toral program, please contact: enant: grace and obligation; Exodus, Passover, March, the examinations are usually taken liberation; wilderness themes: providence, in the second semester after the two-year Director of the Ph.D. Program guidance, institutions; community models. residency. The exams consist of three days of Department of Theology (Every fall) written examinations and a 90-minute oral University of Notre Dame examination. Successful completion of the 121 Malloy Hall 503A. Introduction to Hebrew Bible written examinations is required for admis- Notre Dame, IN 46556-4619 (3-0-3) Ulrich sion to the oral examination. Telephone: (574) 631-5732 This course provides an overview and critical E-mail: [email protected] study of the Hebrew Scriptures in their liter- 4. Dissertation Proposal Web: http://www.nd.edu/~theo ary, historical, and theological contexts. The The dissertation proposal is to be submitted focus will be principally on reading and gain- by the beginning of the semester following Course Descriptions ing an informed understanding of the biblical oral candidacy examinations. Each course listing includes: text, but this will be done against the back- Course number • ground of the history, literature, and religions 5. Dissertation Title • of the magnificent civilizations in the ancient The completed dissertation must be submit- (Lecture hours per week—laboratory • Near East. Further aspects include analysis ted within eight years from matriculation or tutorial hours per week—credits per and use of the tools of historical-critical into the program. After approval by a com- semester) scholarship; ancient mythology; the processes mittee composed of the dissertation adviser Instructor • by which the Scriptures were composed; and three other readers, the dissertation is Course description • Old Testament theology; and contemporary defended orally. (Semester normally offered) • theological issues. The course is designed to prepare students both for graduate biblical Prerequisites: The courses are offered regularly by the studies and for intelligent effectiveness in the a bachelor’s degree; department in the course of any two-year • contemporary church. (Fall) • a master’s degree or the equivalent with period. They are divided into three categories: a concentration in the proposed field of (1) master’s and doctoral courses; (2) courses study; specifically for M.Div. students; and (3) • cumulative GREs in the pre-October advanced or doctoral courses. For a complete 2002 format of at least 1800; compa- rable scores in the post-October 2002 format; 140 The Division of Humanities Theology 141

504. Prophets 509A. Aramaic of both God and Jesus in the gospel, and (3-0-3) Page, Ulrich, VanderKam (3-0-3) VanderKam (5) knowledge of the historical and cultural We expect to cover the historical develop- Prerequisite: One year of Hebrew or Syriac. In background of Jesus and his interpreters. The ment of prophecy in Israel and early Judaism addition to covering the grammar and syntax, focus will be on Matthew, but this means inclusive of early Christianity. Our method of the principal goal will be to read the biblical that Mark will also be studied, as well as the work combines survey by means of set read- texts in Aramaic (Ezra 4:8-6:18; 7:12-26; Q source and materials in Luke that impinge ings and “close readings” of selected prophetic Daniel 2:4b-7:28). As time permits, we will on Matthew (such as genealogy, birth narra- texts. Attention will be given to comparative also read selections from Old Aramaic monu- tives, resurrection appearances). As Virgil said material in ancient and other cultures and mental inscriptions, Imperial or Achemenid about the devious Greek who tricked the Tro- to the sociological coordinates of prophetic Aramaic (e.g., Elephantine papyri), and Jew- jans to take the horse inside the city, “From phenomena, including ecstasy. Participants ish literary Aramaic from the later period one example, you know them all.” Matthew, will be invited to reflect on the theological (e.g., Genesis Apocryphon). (Alternate spring, carefully studied, equips one to read the rest. significance of prophetic mediation and the odd-numbered years) (Fall) place of prophecy in Christian life today. (Alternate spring) 509B. Greek: Euripides 512. Gospel of John (3-0-3) McLaren (3-0-3) Aune, D’Angelo, Meier, Neyrey, 505. Wisdom This course will consist of in-depth readings Sterling (3-0-3) Page, Ulrich, VanderKam of selections from a number of Euripidean The course will seek to improve exegetical The first part of the course offers an introduc- plays, along with a detailed examination of skills, to grasp the structure of the gospel of tion to biblical wisdom literature and a study the dramatic, literary, religious and philo- John, and to explore John’s relationship to of the books Proverbs, Job, Ecclesiastes, the sophical backgrounds against which they were the letters and its function and history in the Wisdom of Ben Sira, and Wisdom. After composed, performed and received. We will community and milieu in which it was writ- this comes an analysis of the Book of Psalms. be primarily concerned with the language and ten. The course will consider issues of genre, (Alternate spring) formal characteristics of the works themselves, context, and theology, including the wisdom but will attend also to the ways in which traditions from the gospel’s Christology, its 507A, 507B. Elementary Biblical Hebrew I, II those works helped define the revolution- understanding of community that affirms the (3-0-3) (3-0-3) Anderson, Page ary intellectual milieu of late fifth-century autonomy of the believer, the significance of This is a two-semester introductory course in Athens, and the methods by which they have prophecy in Christology and community life, biblical Hebrew; under normal circumstances, been analyzed and explained in 19th- and the ways the women and men participated in the student must complete the first in order 20th-century scholarship. the community, the community’s combina- to enroll in the second. The fall semester tion of resentment toward and relatedness to will be devoted to learning the grammar of 509C. Coptic “the Jews,” and their rejection of the Roman biblical Hebrew. The spring semester will be (3-0-3) Sterling imperial order. (Alternate fall) divided into two parts. For the first six weeks This course introduces students to Coptic, we will finish and review the grammar. In the final descendant of ancient Egyptian. 513. Pauline Writings the remaining part of the course we will read Coptic is important for an who are interested (3-0-3) Aune, Neyrey, Sterling and translate texts from the Hebrew Bible, in the historical Jesus, Gnosticism, textual An exploration of the historical Paul and his Qumran, and Rabbinic literature. The course criticism of the New Testament, asceticism, reception in the early church. The course has will focus on developing reading and compre- or early Christian history. We will work our four basic units. First, we will reconstruct hension skills in biblical Hebrew through the way through a grammar, and then read a Paul’s life and explore the significance of study of biblical texts. In addition, students selection of texts including excerpts from the specific events for his thought. Second, we will learn how to use reference grammars, Gospel of Thomas and some fragments only will work through the uncontested letters concordances, and apparatus to the Biblia from the Martyrdom of Polycarp. The course highlighting crucial issues. Third, we will at- hebraica. The course encourages students to is designed to enable students who have no tempt to explore Paul’s thought systematically. think about the grammatical forms and their previous training in Coptic to read simple to Finally, we will consider the reception of Paul implications for biblical interpretation. (Sum- moderately difficult texts. Its serves to fulfill by the early church in the first two centuries. mer, each fall, and spring) the third ancient language requirement for We will use his ancient Receptionsgeschichte to Ph.D. students in CJA. (Spring) raise the issue of his contemporary reception. 507H. Intermediate Hebrew The course also serves to introduce students (3-0-3) VanderKam 511. Exegesis: Gospels to the critical study of ancient texts at a grad- The course builds on the lessons learned in (3-0-3) Neyrey uate level. This will entail the introduction Elementary Hebrew and offers the opportu- This course aims to assist students in learn- and use of numerous contemporary method- nity to increase one’s knowledge of Hebrew ing to do a critical reading of a gospel, in this ologies. (Alternate fall) by reading and analyzing passages from the case, the Gospel of Matthew. The parameters Hebrew Bible. There will also be some read- of this course are: (1) critical investigation of 514. Prayer, Worship, Priesthood, and Temple ing selections from other texts such as the the sources of the gospels, (2) acquaintance (3-0-3) Neyrey Dead Sea Scrolls. with the literary forms which make up the This course will necessarily give special at- gospels, in particular the elements of the tention to the Letter to the Hebrews because 508A. Elementary Greek I encomium, (3) the literary structure of the of its concern to define Jesus as priest and (3-0-3) Staff gospel in general and the arrangements of victim who enters a new temple to offer the Introduction to the Greek language. its parts, (4) the distinctive understandings 140 The Division of Humanities Theology 141

perfect sacrifice. Yet it will take up a social- Requirements include class participation, a in which Judaism was presented in liturgy science model of prayer and use it as the lens final examination, the memorization of a few and catechesis. Reactions from the Jewish for the reading of OT and NT prayer texts; important dates and places, and two papers, communities were diverse: from suspicion to special attention will be given to the various one of which will be an exercise in the close welcoming. prayers of Jesus, both in the garden and on reading of an additional primary source and the cross. Moreover, notions of fixed holy the other and exploration of early Christian This course assumes no background space (temple) and sacrifice will be addressed exegesis. knowledge in these subjects and will explore through the lens of the social sciences. Finally, a number of issues, which emerge from the attention will be given to “sacrifice,” espe- 522. Historical Theology: Medieval history of Christian thought and theology: cially the sacrifice of praise celebrated in the (3-0-3) Prügl How did a negative image of Judaism New Testament. Development of Christian theology in medi- develop within Christianity? In what ways eval Western Europe up to the 14th century did these unfavorable teachings contribute 519. Christianity in Africa and medieval theologians from Boethius to toward violence against the Jews? What is the (3-0-3) Kollman Ockham. Themes include monastic, scholas- relationship between Christian anti-Jewish This course will explore the history of Chris- tic, apocalyptic theology; “authorities” (e.g., teachings and anti-Semitism? Is there any tianity in Africa, beginning with the early Aristotle, Augustine, Pseudo-Dionysius); and correspondence to Christian hostility within church but with heightened attention to the reading of the Bible. (Alternate fall) Judaism? In what ways have Jewish authors more recent growth of Christianity on the reacted to Christian tradition? To answer continent. Particular topics to be addressed 523. Historical Theology: Reformation these questions we will turn to the history include: the dynamics of missionary activity (3-0-3) Zachman of Jewish-Christian relations in the ancient, before, during, and after the colonial period; An examination of the theology of such major medieval and modern periods. the rise of African Independent Churches; the protestant figures as Luther, Zwingli, Calvin, interaction between Christianity and Islam in Melanchthon, Simons, and Cranmer in the 529. St. Bonaventure: Theology and Spirituality the past and present; and contemporary issues context of competing Catholic visions of in 13th-Century Scholasticism surrounding Christianity and the African reform. (Alternate spring) (3-0-3) Prügl nation-state. We will also investigate theologi- Along with Thomas Aquinas and Albertus cal questions surrounding the relationship 525. Topics in Early Christianity Magnus, St. Bonaventure is considered one of between Christianity and culture. In addition (3-0-3) Cavadini the leading and most influential theologians to a final exam, students will have the option This course will be an examination of tradi- of the high Scholastic period. Although he of one longer research paper or several shorter tions of biblical interpretation in the early had to abandon his promising career as a papers. church. Since the greatest proportion of university teacher in order to lead the fledg- exegetical literature in the early church was ling Franciscan order as its minister general, 520. Women and the Origins of Christianity homiletic, this course will also entail an Bonaventure continued his theological work (3-0-3) D’Angelo examination of traditions of preaching. We until the end of his life. Critical of the grow- The course will examine the origins of Chris- will devote considerable attention to ancient ing influence of Aristotelian thought within tianity and the documents of the New Testa- allegorical schools of interpretation (Origen), theology, he deliberately chose the tradition ment from a feminist perspective, analyzing to reactions against it (“Antiochene” exegesis), of St. Augustine, Ps.-Denis and Hugh of St. New Testament texts and other sources of and to Western exegetes (Augustine, Gregory Victor as the basis for his theology. The recent early Christianity in order to remember the the Great). We will also look at the uses of the emphasis on his spiritual writings notwith- participation of women in the early Christian Bible in ascetical literature (desert fathers and standing, Bonaventure developed a highly movement and to describe the theological mothers, etc.). speculative and consistent theology, which stance of each work and author in relation spans the whole horizon of scholastic theol- to the inclusion of women in the gospel. It 526. Topics in Medieval Theology ogy. Providing an introduction to Bonaven- will also look at the ways these texts affect the (3-0-3) Prügl, Wawrykow ture’s life and writing, the course will focus lives of women today, attempting to be alert Close examination of a selected important on central aspects of his theology such as the to issues of class and race as well as of gender. topic in medieval theology. Topic changes Trinity, creation, Christology, anthropology, yearly. and theological epistemology. 521. Early Christianity: An Introduction (3-0-3) Cavadini 528. Jews and Christians throughout History 529A. Boethius: An Introduction This course provides an introduction to the (3-0-3) Signer (3-0-3) Gersh history and thought of the first 500 years of In October 1965, during the closing days The course will attempt a study of Boethius, the Christian church. The approach taken of the II Vatican Council, the document one of the foundational figures of medieval will be largely that of social history: we will Nostra Aetate (Declaration on non-Christian culture, in an interdisciplinary and open- try to discover not only the background and Religions) reversed a negative attitude of the ended manner. Our approach will be inter- context of the major theological debates but Catholic Church toward Judaism and the disciplinary in that we shall simultaneously also the shape and preoccupations of “ordi- Jewish people. This remarkable change put an study philosophical-theological and literary nary” Christian life in late antiquity. Topics end to nearly two thousand years of Christian subject matter and simultaneously apply to be studied will therefore include canon contempt for Judaism as “perfi dy” and for philosophical-theological and literary meth- formation, martyrdom, asceticism, Dona- the Jewish people as “killers of Christ.” ods. It will be open-ended in that students tism, Arianism, and Pelagianism. The class Nostra Aetate promotedpromoted “dialogue”“dialogue” with Jews,Jews, will be expected to react creatively to the will stress the close reading of primary texts. and called for positive changes in the ways topics under review in terms of their own 142 The Division of Humanities Theology 143 independent studies and research (e.g., in is that difference? In the last analysis, can 15-20 pages or three analytical papers based connecting Latin and vernacular materi- one have a theory of hermeneutics or merely on required readings (5-8 pp.). als). During the course we shall read a broad practice it? Requirement: one final essay (ca. selection of passages in Latin and in English 20 pp). (Fall) 536. Theologians of Grace translation drawn from Boethius’ work in (3-0-3) Hilkert the fields of science (arithmetic), music, 532. Christology Grace, the foundation for Christian faith and logic, and theology. Part of the course will be (3-0-3) Krieg life, is both unavoidable and intangible. The devoted to a close study of De Consolatione This course examines the contemporary context for grace is freedom; its opposite is Philosophers Plato and Aristotle and the Christology: the meaning of the doctrine sin; its concretization, charism. The course Greek scientists Nicomachus and Ptolemy, of Chalcedon, the theological significance looks briefly at this reality described by some without forgetting the theology of Augustine. of the historical Jesus, the theological role writings of the New Testament, then at the Turning from Boethius to Boethius in quota- of belief in the resurrection of Jesus Christ, controversial history of grace and free will tion marks and Boethius “under erasure,” we and the understanding of Jesus Christ as and at major theologians of grace: Augustine, shall study Boethius read intertextually by redeemer. It pursues these issues by study- Aquinas, Luther, and Rahner. The extent glossators, commentators, and other writers ing the Christologies of Karl Rahner, Gerald of grace and realizations of grace in art are from the eighth to the 14th century. Require- O’Collins, Brian McDermott, and Jon So- touched upon. (Fall) ment: one final essay (ca. 20 pp.) brino. The course requires the writing of four essays on the assigned texts, secondary litera- 541. Contemplation and Action 530. Fundamentals of Systematic Theology ture, and lectures. (Fall) (3-0-3) Ashley (3-0-3) Doak This course will examine the interaction This course is a graduate-level introduction to 533. Ecclesiology between Christian spirituality and theology. the nature, tasks, and methods of systematic (3-0-3) McBrien We will do this by considering articulations theology. It will proceed through a focus on An examination of the nature and mission of the relationship between contemplation 20th-century theological contributions to the of the church, with special emphasis on the and action in certain Reformation spirituali- doctrine of revelation, with special attention Second Vatican Council, its theological and ties (particularly that of Ignatius of Loyola), being given to the sources and methods used doctrinal antecedents, and postconciliar which then had an impact on the develop- by major theologians. In addition to refining developments. (Spring) ment of Latin American liberation theologies, our understanding of the Christian doctrine with their distinctive emphasis on action of revelation, this study should result in a 534. The Mystery of God (praxis) for justice. We will begin with a care- clearer grasp of such basic theological topics (3-0-3) O’Regan ful analysis of the background and content as: the relation of faith and reason, the use of The general aim of the course is to introduce of Ignatian spirituality; then we will consider Scripture and tradition as theological sources, the student to the Catholic tradition of reflec- those Latin American theologians (including the significance of contemporary experiences, tion on the triune God who always remains Juan Luis Segundo, Jon Sobrino, and Gustavo and the theological importance of praxis. mysterious even in, or precisely in, his revela- Gutiérrez) who have been influenced by (Fall) tion in history and in our lives. The peda- Ignatian spirituality and have attempted to gogic aim is familiarity with the tradition that produce both a theology and a spirituality of 531. Hermeneutics: Ancient and Modern is the church’s common possession. (Spring) liberation. Requirements: midterm, final, and (3-0-3) Gersh research paper. The course will be a study of general 535. Theology of Edward Schillebeeckx hermeneutics (with special reference also to (3-0-3) Hilkert 544. Myth and Story philosophical-theological and literary herme- The theological project of Edward (3-0-3) Dunne neutics) through the staging of an encounter Schillebeeckx traces one trajectory in the An interpretation of myth starting from the between classic texts dealing with this subject development of Catholic theology in the 20th question “What kind of story are we in?” and from the late ancient period and from the century. This course will explore the evolu- “What kind of story am I in?” and dealing 20th century, respectively. From the earlier tion in Schillebeeckx’s thought from an early with (a) the life story, (b) the spiritual adven- time-period the texts will include Origen: sacramental and dogmatic theology grounded ture, and (c) the journey with God in time. On First Principles; Augustine: On Christian in the thought of Thomas Aquinas, through (Spring) Teaching, On the Literal Interpretation of Gen- the turn to history and eschatology in the esis; Proclus: selections from exegetical works mid 1960s, to his later focus on radical suf- 545. Selected Themes in Comparative Theology dealing with Homer and Plato; from the later fering (“negative contrast experience”) as the (3-0-3) Malkovsky time-period Heidegger: Being and Time, What necessary starting point for theology today. A The metaphysical system of the Hindu monk is Called Thinking; selections fromfrom exegeticalexegetical second goal of the course will be to provide Shankara (ca. 700 C.E.), which is known as works dealing with Hoelderlin; Gadamer: an overview of major areas of systematic Advaita Vedanta, offers a non-dualistic inter- Truth and Method; and Derrida:Derrida: Of Gram- theology that have been the focus of Schil- pretation of reality based on the revealed Upa- matology. In addition to studying the texts lebeeckx’s contemporary writings including nishads. This system is important today, not carefully—the first requirement of an ex- theology of revelation, sacramental theology, only because Shankara represents the pinnacle egete—we shall constantly ask questions such Christology/Soteriology, ecclesiology, and of Hindu philosophical theology, but also be- as the following: What is the relation between theology of ministry. Requirements: Careful cause his thought is the most widely accepted hermeneutics and “reality”? Is there a signifi- preparation of required reading as preparation among Hindu theologians today, and further, cant difference between philosophical-theo- for lectures and discussion, midterm and final because Advaita presents a challenging alter- logical and literary hermeneutics? If so, what examinations, and either a research paper of native to the theism of the Semitic religions. 142 The Division of Humanities Theology 143

Our course will pursue a twofold goal. First, review of these complicated interrelations. and the authority of church teaching, we we will examine some of Shankara’s writings There will be two major divisions to the will consider ethical issues that have pastoral in translation to determine the essence of his course. In the first we will take up meth- dimensions. We will focus on effective pasto- teaching, but also to uncover the reasons why odological issues, considering different ap- ral translation of church teaching and moral quite variant interpretations of his thought proaches to correlating science and religion. theology in the areas of bioethics, sexuality, have been given, especially in recent decades, In the second part of the course we will deal and social justice. We will also study the pro- both by Hindus and by adherents to other in depth with the correlations between scien- fessional ethics of pastoral leadership. (Fall) faiths. Second, we will compare Shankara’s tific cosmologies and Christian doctrines of thought with Christian theology on founda- creation and of God’s providential governance 555. Feminist/Multicultural Theologies tional issues, giving special attention to the of creation. Requirements: participation in (3-0-3) Hilkert teaching of Aquinas. We shall examine such small reading groups outside of class, mid- An exploration of how the voices of women themes as theological method, doctrine of the term, final exam, and research paper. have helped to reshape theological discourse Absolute, ontology, anthropology, and soteri- and to bring to light new dimensions of the ology. We will ask three questions throughout 550. Foundations of Moral Theology living Christian tradition. Like other libera- the course: Just what is, finally, nonduality? (3-0-3) Odozor tion theologies, feminist theologies take the What significance might the teaching of This course is intended to provide a theoreti- experience of suffering and missing voices in nonduality have for Christian faith and reflec- cal and practical introduction to the theory of the tradition as the starting points for theo- tion? How does a specifically Christian inter- morality, with a special emphasis on Catholic logical reflection on the mystery of God and pretation of Shankara’s Advaita compare with moral theology. Topics to be studied include all of reality in relation to God. Using the the assessments of others? (Alternate fall) the foundations of morality; the conditions of writings of feminist, womanist, Latina, mu- voluntariness; and moral norms and possible jerista, Asian, and Third World theologians, 547. Modern Theology exceptions to them. Course requirements will this class will focus on the following questions (3-0-3) Ashley include a midterm and a final examination. and areas of theology: the theological task and Nineteenth-century Christian theologians (Spring) vocation, the significance of gender and social were challenged both to defend the legitimacy location in the fields of theological anthropol- of Christian faith and theology in an increas- 551. Social Ethics ogy and Christology, theologies of the cross ingly secularized intellectual culture and to (3-0-3) Whitmore in the face of contemporary suffering, the develop an authentic response to a dark un- Analysis of basic issues and alternatives in mystery of God, and implications of women’s derside of scientific, technological, and eco- Christian social ethics. The nature of the spirituality in our day. Students will have the nomic progress that became more and more church as moral decision maker, relation opportunity to join an optional reading group apparent as the century progressed. In many between church and society, and the place of that will focus on classic texts in the develop- ways their successes and their failures still set social science for social ethics. ment of feminist theologies. the agenda for theologians today. This course offers a survey of their responses, with a view 553. Virtue and Sin in the Christian Tradition 560. Liturgical History to understanding the situation in which the- (3-0-3) Porter (3-0-3) Johnson ology still has to take its bearings. The prima- There has been considerable interest recently Survey of liturgical history and sources with ry figures we will cover are Immanuel Kant, in recovering traditions of reflection on the regard to both Eastern and Western rites. G. W. F. Hegel, Friedrich Schleiermacher, virtues as a resource for Christian ethics. In Fundamental liturgical sources including Johann Sebastian Drey, Soren Kierkegaard, this course, we will explore this tradition basic homiletic and catechetical documents John Henry Newman, and Karl Barth, but through an examination of three of its key of the patristic period. Basic introduction to we will also attend to other theologians (anti- figures, namely Augustine, Aquinas, and the methodology of liturgical study. Require- theologians), such as Ludwig Feuerbach, D.F. Jonathan Edwards. Through a close reading ments will include short papers and exams. Strauss, and Friedrich Nietzsche. Require- of primary texts (in English) and contempo- (Fall) ments: short analytical papers on readings, on rary writings on these texts, we will reflect which class discussions will be based, a mid- on what these authors understood by virtue, 561. Christian Initiation term, and a final exam. how their theories of virtue both interpret a (3-0-3) Johnson past tradition and influence their successors, This course will trace the development and 548. Religion and Science and how those theories might be relevant to interpretations of the Rites of Christian (3-0-3) Ashley Christian ethics today. Course requirements Initiation in East and West from the New Science and religion are complex phenomena will include several short papers and a longer Testament period to the modern period of that can be analyzed in terms (at least) of paper on a topic to be determined in consul- ecumenical convergence. In light of this their epistemological, existential, and social tation with the instructor. historical investigation some modern forms of dimensions. Both science and religion gener- these rites (e.g., RCIA, LBW, BCP, etc.) will ate justified beliefs. The criteria and spheres 554. Christian Ethics and Pastoral Practice be considered critically. Requirements include of justification for these beliefs overlap and (3-0-3) Odozor two take-home exams, short papers on as- interrelate in extremely complicated ways that The relationship between Christian eth- signed questions, and an oral presentation on have led both to conflict and to mutual en- ics and the contemporary ministry in the a selected modern rite. (Fall) richment. This is an upper-division church. Following a general review of themes undergraduate- or introductory graduate-level in Christian ethics, including conscience, sin, Scripture and the moral life, natural law, 144 The Division of Humanities Theology 145

562. Eucharist the time of Christ and the early church to the Courses Specifi cally for Master of Divinity (3-0-3) Driscoll present. Emphasis will be placed on the way Students The church makes the Eucharist and the in which theological convictions in the areas 500B, 500C. Faith and Traditions I, II Eucharist makes the church. A biblical, his- of Christology, pneumatology, eschatology, (3-0-3) (3-0-3) Miscamble torical, systematic, and liturgical treatment of ecclesiology, and so on, have shaped Chris- Required of all C.S.C. candidates. the Eucharist, emphasizing pastoral consider- tian teaching on the nature of peace and the ations. (Spring) permissibility of using violence. Cases will 576. Foundations of Pastoral Care be used to examine certain aspects of just (1-0-1) Vachon 564. Liturgical Theology war theory, with the purpose of addressing Self-assessment of skills for ministry. This is a (3-0-3) Staff the question: is just war theory applicable required course for first year M.Div. students. The goal of this course is a comprehensive to warfare in the era of the modern nation (Fall) understanding of the nature and develop- state? Other issues will be taken up as well, ment of the Christian Eucharist. In order to including the military chaplaincy, ROTC in 577B. Health Care Chaplaincy accomplish this end, an examination of both Catholic colleges and universities, the role of (1-0-0.5) Bowman the structure and the content of the Eucha- Christian churches in mobilizing for war, and This course will provide an introduction to ristic liturgy will be undertaken. A positive the use of violence in revolution. Texts will pastoral ministry within acute and long-term theological method will be employed whereby include: Reinhold Niebuhr, Moral Man and health care settings. Both theoretical and the Eucharist will be studied from a historical Immoral Society; John Howard Yoder, Chris- practical resources will be addressed. Spiritual perspective, after which a systematic theologi- tian Attitudes Toward War, Peace, and Revolu- assessment, grief and crisis ministry, prayer, cal reflection upon various aspects will be tion: A Companion to Bainton; U.S. Catholic Scripture, sacraments, and ministry with undertaken with a commentary on contem- Bishops, The Challenge of Peace; and others. older adults are selected areas that will be ad- porary theory and practice. (Variable) Undergraduates should receive permission to dressed. (Spring) take this course. 565 Liturgical Theology —Word and 577F. Ministry to the Poor Weekend Workshop Sacrament 571. The Vulgate and Related Texts (1-0-.5) John Roberto (3-0-3) Melloh (3-0-3) Bower Nurturing the Faith of Families throughout the “Liturgical theology” is often treated as an ex- Readings in the Latin of the Vulgate, texts by Entire Life Span—at Home and in the Parish. ploration of “liturgy as a source of theology,” Jerome associated with his translation and This weekend workshop will provide partici- or “liturgy as theologia prima,” approaches readings from Augustine (de Doctrina Chris- pants in all ministries with practical directions that have definite merit. This course, howev- tiana) concerning how Scriptures should be for promoting family faith development at er, will focus on word and sacrament as sacred read. Latin readings will be at an intermediate home and in the parish. Explore a variety of realities, taking up questions concerning level, and some review of grammar will be strategies, in-home activities, and resources theologies of the word and of the sacraments, offered. for empowering families at each stage of the and will examine sacramenta in genere, as well family life cycle to share, celebrate, and live as theological approaches to the word of God. 572. Ritual Studies their faith at home and in the world. Dis- The starting point will be an examination of (3-0-3) Melloh cover ways to address family needs and reach the “medieval sacramental synthesis,” but will The pastoral liturgist is one who fosters families at home. Discover ways that parish move from there to contemporary approaches critical praxis in the liturgical life of a local ministries and programs can become more to word and sacraments. Students will have church. This course is designed to introduce family-friendly, creating a family-involving the option of choosing various assignments, students to ritual studies through a treatment parish community and family-friendly minis- but all will prepare a final paper and a “take- of ritual, symbol, language, myth and story, tries. (Spring) home” midterm examination. Depending on time and space, music, and art. Students will class size, students may have the opportunity discuss and employ a method for analysis of 577H. Liturgical Music for in-class “oral presentations.” worship events. (Fall) (1-0-0.5) Connors A basic introduction to the fundamentals of 566. Pastoral Rites 597. Directed Readings liturgical music, especially in a parish setting. (3-0-3) Staff (V-V-V) Staff (Spring) The historical, theological, and pastoral Research and writing on an approved subject dimensions of the occasional offices that under the direction of a faculty member. 578A. Hispanic Ministry Weekend Workshop minister to life’s journeys and passages: recon- (1-0-.5) Zapata ciliation, ministry to the sick, Christian mar- 599. Thesis Direction An introduction to the practical fundamentals riage, ordination, and Christian burial. An (V-V-V) Staff of Christian ministry among Hispanic popu- ecumenical approach will be taken but with For students doing thesis work for a research lations. (Fall) emphasis on the reformed rites of the Roman master’s degree. Catholic Church. (Spring) 578B. Youth Ministry Weekend Workshop 600. Nonresident Thesis Research (1-0-.5) Staff 567. Christian Attitudes Toward War, Peace, (0-0-1) Staff The development and implementation of and Revolution Required of nonresident master’s degree youth ministry programs. (Fall) (3-0-3) Baxter students who are completing their theses in This course is a survey of Christian under- absentia and who wish to retain their degree standings of war, peace, and revolution from status. 144 The Division of Humanities Theology 145

578C. Marriage Preparation 584. Articulating Faith II 585. Leadership and Authority (V-V-V) Dillon (2-0-2) J. Poorman (2-0-2) Connors This course addresses practical approaches Note: Second-year M.Div. students only. Note: Third-year M.Div. students only. to the ministry of preparing couples for the Field Education is an integral component of Through supervised field experience and sacrament of marriage. (Spring) education for ecclesial ministry. Through field seminars, students treat issues inherent in education, students pursue the integration their exercise of authority. In particular 578D. Social Justice Weekend Workshop of theological competence with pastoral skill they analyze the theology displayed by their (V-V-V) Clark in a developing identity as a public minister. actions. Students are required to write a This workshop addresses the theory and prac- The goal of the second year of field education contract, case study, two-page book review, tice of the church’s social justice ministries, is facility in articulating the Christian faith, weekly journal, and end-of-year report of field especially in the parish. (Fall) particularly as understood in Roman Catholic placement. Course requirements include four tradition, and in fostering the development to six hours weekly at placement site, journal, 579B. Grief and Loss Counseling Weekend of faith with others. The goal is approached etc. as above, weekly supervisory sessions of Workshop through a threefold constellation of learning 30 minutes, attendance at weekly field edu- (1-0-.5) Connors contexts: field work in a ministry placement, cation seminars, and three interviews with This workshop will address issues concerning supervision of that work, and a field educa- instructor. (Fall) terminal illness, death, and loss. (Spring) tion seminar. The primary learning dynamic for the seminar is dialogical and includes 588. Pastoral Administration 579C. Campus Ministry Weekend Workshop conversation about assigned texts and critical (1-0-1) Jarret (1-0-.5) Staff incidents as reported by participants using the A basic introduction to the administrative Introduction and analysis of the challenges prescribed case study method for this course. dimensions of pastoral ministry, including of ministry in a higher-education setting. Requirements: staff development, planning, programming, (Spring) • An approved filed placement consisting and finances. This is a required skills course of 4-8 hours of active involvement per for second-year M.Div. students. (Fall) 581. Images and Models of Ministry I week, including supervision, prepara- (1-0-1) Connors tion, and travel time. 591. Canon Law Note: First-year M.Div. students only. • Reflection/conversation with the place- (3-0-3) Smith, OFM Through supervision and seminars, the tools ment supervisor for approximately Note: M.A.-M.Div. students only. of field education will be developed. Focus 30 minutes per week or one hour every The purpose of this course is to provide will be on diagnosing skills, clarifying goals, other week. students studying for ministry with an intro- concretizing objectives, identifying methods • A learning contract (following the form duction to the law of the Roman Catholic of learning, and understanding theology outlined in the Student Handbook), Church. General principles for the interpreta- implied therein. Students are required to keep signed by student and supervisor, and tion of canon law as well as its history, and its a ministry journal; write a contract, a critical submitted for approval by mid-Septem- relationship to theology and pastoral praxis incident, and a two-page reflection paper on ber. are discussed. Although attention is given to readings; and the end-of-the-semester evalua- • Attendance at the Wednesday seminar, the laws and canonical jurisprudence con- tion of field placement. (Fall) reading of all assigned texts, and active cerning marriage, other selected canonical participation in all class conversation. topics of value to those in ministry are con- 582. Images and Models of Ministry II • One critical incident report per se- sidered as well. (Fall) (2-0-2) Connors mester using the prescribed case study Through supervision and seminars, the tools method, a brief oral presentation of 592A. Liturgical Celebration and Ministry I of field education will be developed. Focus the incident, and facilitation of group (1-0-2) Melloh will be on diagnosing skills, clarifying goals, discussion of the incident during a A study of the structure of the Eucharistic concretizing objectives, identifying methods Wednesday class session. Rite and the Liturgy of the Hours with em- of learning, and understanding the theology • One class session with full or paired phasis on ministerial roles. (Fall) implied therein. Students are required to keep responsibility for facilitation of group a ministry journal; write a contract, a critical discussion of assigned texts. 592B. Liturgical Celebration and Ministry II incident, and a two-page reflection paper on • Submission of all semester-end (1-0-1)Melloh readings; and the end-of-the-semester evalua- documents: student interim report, A study of the structure of the Eucharistic tion of field placement. (Spring) supervisor’s interim report (see Student Rite and the Liturgy of the Hours with em- Handbook), and a ministryministry log. phasis on ministerial roles. (Spring) 583. Articulating Faith I • A three-way meeting, scheduled (2-0-2) J. Poorman during early December, and includ- 593A. Preaching I Note: Second-year M.Div. students only. ing the student, the instructor for this (1-0-2) Melloh In conjunction with supervised ministe- course, and the placement supervisor. An introduction to homiletics. (Fall) rial placements, students examine operative (Spring) ecclesiologies, pastoral strategies, and practical 593B. Preaching II theologies of ministry. (Fall) (1-0-2) Melloh A continuation of Preaching I, this course treats exegesis for preaching, methods of homily preparation and delivery. (Fall) 146 The Division of Humanities Theology 147

593C. Preaching III 603J. Judaica Seminar: Early Jewish 611. New Testament Seminar: “The Neglected (2-0-2 ) Melloh Hermeneutics Factor in the New Testament: GOD” A continuation of Preaching II, with empha- (3-0-3) Najman (3-0-3) Neyrey sis on the theological dimensions of preach- This course focuses on the development of In the early 1970s Nils Dahl published a ing. The main work of the course will be biblical interpretation in ancient Judaism. In small but potent article “The Neglected preparation, delivery, and review of homilies. the first part of the course we will consider Factor in New Testament Theology: God.” Assigned readings to be discussed in class. pre-rabbinic traditions (e.g., texts from the This seminar seeks to un-neglect God in the In addition to preaching and reading assign- Hebrew Bible, Qumran, Greek-speaking Ju- following ways: (1) Greco-Roman philosophy ments, each student will prepare a short paper daism). We will then turn to various rabbinic developed a formula for its god-talk, which on a theology of preaching. (Spring) collections and examine continuities and is very influential in reading Paul; (2) many discontinuities in scriptural interpretation. NT writers talk about the nature of God: [a] 594. Reconciliation Ministry There will be some consideration of the rab- God’s two attributes —mercy and justice, and (1-0-1) Weiss binic hermeneutical principles and discussion [b] God’s two powers—creative and execu- Reconciliation Ministry is designed to: (1) of interpretive method within rabbinic tradi- tive; (3) the social sciences are indispensable introduce ministry students to the history and tions. In the final section of the course we will for considering: [a] “be ye holy as I am holy”; theology of the sacrament of reconciliation; look at later interpretive traditions in Judaism [b] honor, glory, and praise; and [c] patron/ (2) provide an initial “confessional experi- from the geonic and early medieval periods. benefactor and client. (4) In addition, one ence” (practicum) from which students can Students will develop an understanding of must consider God in terms of providence benefit from guidance, supervision, and interpretive continuity between the biblical (Acts) and debates over theodicy. (5) Always constructive criticism; (3) assist students in and post-biblical periods and they will devel- lurking are issues of God’s justice (faithfulness understanding the importance of penance/ op an appreciation for Jewish understanding and loyalty). (6) No consideration of God reconciliation in the life and ministry of the of inspired interpretation and revelation in a is complete without attention to worship: church. (Fall) post-destruction context. prayer, sacrifice, doxology. Finally, who else is called “god”? Moses in Exod 7:1, but also 596. Synthesis Seminar 604. Hebrew Bible Seminar Jesus in John and Hebrews. This course then (2-0-2) Connors (3-0-3) Page, Ulrich, VanderKam has two foci: un-neglect about what is said Note: Third-year M.Div. students only. Investigation of historical, literary, and theo- about God (survey of documents, themes, The Synthesis Seminar is both a point of ar- logical aspects of the Hebrew Bible. (Offered etc.) and creative research by seminar mem- rival and a point of departure—arrival, in that with varying topic each spring) bers to aid in un-neglecting God. it seeks to ingrate the course of formal studies with one’s theology of ministry, and depar- 605. Judaica Seminar: The Jewish-Christian 612. New Testament Seminar ture in that it is provisional, leaving one with Debate in the High Middle Ages (3-0-3) Aune, D’Angelo, Meier, Neyrey, questions for the journey. (3-0-3) Signer Sterling The growth of urban centers in Europe and Investigation of historical, literary, and theo- Each participant chooses a topic that will Iberia during the Middle Ages rekindled the logical aspects of the New Testament. (Of- serve as a focus for synthesis. Synthesis is the literary debates between Jews and Christians fered with varying topic each semester) operative word; this is not research on an that began in the early church. Both Jews and entirely new topic. Synthesis should illustrate Christians constructed images of the other 621. Early Christianity Seminar: Trinitarian both theological and ministerial prepared- that were grounded in earlier arguments from Theology of the Cappodocian Fathers ness. In developing the topic, attention is Scripture and augmented them with the new (3-0-3) Daley to be paid to at least three theological areas tools of reason and linguistic knowledge. Our Seminar on a selected theological topic in the (Scripture, ecclesiology, patristics, ethics, and seminar will read both Jewish and Christian patristic period. practical theology). Class notes, papers, and documents analyzing them in light of the examinations may provide a basis for research. work of modern historians such as Gilbert 622. Early Christianity Seminar (Spring) Dahan, Jeremy Cohen, David Berger, and (3-0-3) Cavadini, Daley, Leyerle Gavin Langmuir. In addition to reading Studies of selected patristic texts and early 600. Nonresident Thesis Research disputation literature we shall analyze papal Christian history. (Offered with varying topic (0-0-1) Staff policy, noble patronage, and canon law. each spring) Required of nonresident master’s degree students who are completing their theses in 610A. Advanced Greek 634. Historical Seminar: Medieval absentia and who wish to retain their degree (3-0-3) Aune, D’Angelo, Sterling (3-0-3) Signer, Wawrykow status. For Ph.D. candidates who require Greek as a Seminar on a selected theological topic in the major research language. Others should con- medieval period. Advanced or Doctoral Courses sult instructor before registering. (Fall) 603. Hebrew Bible Seminar 635. Historical Theology: The Theology of Soren (3-0-3) Page, Ulrich, VanderKam 610B. Advanced Hebrew Kierkegaard Investigation of historical, literary, and theo- (3-0-3) Najman, Page, Ulrich, VanderKam (3-0-3) Zachman logical aspects of the Hebrew Bible. (Offered For Ph.D. candidates who require Hebrew This course will examine the development of with varying topic each fall) as a major research language. Others should Kierkegaard’s understanding of the genuine consult instructor before registering. Christian life from the time of his first works written after his breakup with Regine Olsen, 146 The Division of Humanities Theology 147

to his final statement of the ideal of being 651. Ethics Seminar: Methods to ask how the theological, ethical, and social a Christian just before his final “attack on (3-0-3) Baxter, Porter, Ryan, Whitmore claims are related by the writer(s) in question. Christendom.” We will focus in particular on A selection of American, European, and those works that discuss his understanding of Latin-American authors, with emphasis on 661. Philosophical Theology sin and faith in Christ. The works to be read ecumenical interaction and consensus-forma- (3-0-3) Burrell will include his Journals (edited(edited bbyy Hannay),Hannay), tion within the discipline. (Topic changes How does free creation challenge a reigning Fear and Trembling, The Concept of Anxiety, each fall.) worldview? What key philosophical issues are Philosophical Fragments, Concluding Unscien- at stake, and why? We shall trace the debate tific Postscript, Works of Love, The Sickness Unto 652. Ethics Seminar: Modern Moral Thought that ensued among Jewish, Christian, and Death, and Practice in Christianity. We will also (3-0-3) Herdt Muslim thinkers, beginning with al-Farabi use the new biography of Kierkegaard written In the wake of 16th-century confessional and Ibn Sina, and then filtered through by Hannay. The written requirements may strife, ethical reflection was typified by an Moses Maimonides to Aquinas. By explor- be fulfilled either by a series of six-page essays attempt to prescind from theological con- ing their attempts to secure the primacy of on the different readings for the semester, or a troversies and to model ethics on scientific actuality over possibility, in their efforts to short paper and one longer research paper on a and mathematical theories. At the same time, formulate the creator as a cause-of-being—a theme or work of Kierkegaard’s. thinkers worked from inherited understand- notion novel to the Greeks and apparently ings of the virtues, divine commandments, less than intelligible to moderns—we hope to 642. Systematic Seminar: Doctrine of God and natural law. In the first half of the semes- unveil the specific challenges which classical (3-0-3) O’Regan ter, we will focus on the tradition of modern and contemporary attempts to formulate the This seminar focuses on contemporary under- natural law in the 17th century, contrasting it creator/creature relation pose to conventional standings of the Trinity that operate in terms with earlier natural law thinking and consid- philosophical discourse, suggesting a relation defined by Rahner’s paradigm shift to the ering the reasons for its decline after Locke. between faith and reason more internal than economy of salvation. Besides Rahner’s clas- In the second half, we will turn to the 18th- often suspected. sic work, The Trinity, we will read works by century moral sense school, exploring the LaCugna, Moltmann, Balthasar, Pannenberg, ways it sought to avoid problematic aspects 671. Early Christian Liturgy and Milbank. The selection of authors is made of modern natural law theory, in particular (3-0-3) Johnson with a view to underscoring the variety of its theological voluntarism and its elitism. An introduction to the liturgical sources, emphases that this paradigm shift allows, their Throughout, we will seek to delineate how ancillary documents, and methodologies for varying degrees of hospitality to talk of the im- the issues that emerged in this period set the study of Christian liturgy in the churches manent Trinity, and in the event of hospitality the terms for all subsequent moral thought, of the first four centuries of the Christian era. their different emphases in figuration. Given and reflect on the ways in which this period The course concentrates on the Eucharist and the economic turn in contemporary discussion defined moral philosophy over against moral its anaphora, the rites of Christian initiation, of the Trinity, a leitmotif in the course is the theology. In addition to primary readings the origins and early evolution of the liturgi- topic of divine possibility. Does the economic taken from J. B. Schneewind’s Moral Philoso- cal year, and the Liturgy of the Hours. turn make it either necessary or advisable to phy fromfrom MontaigneMontaigne to Kant and JonathanJonathan surrender, or at least to seriously qualify, the Edwards’ The Nature of True Virtue, we will 672. Eastern Liturgies patristic axiom of divine impassability? read selected chapters from Schneewind’s The (3-0-3) Staff Invention of Autonomy, along with short selec- Topics vary from year to year. 643. Systematic Seminar: Christ tions by Bonnie Kent, G. Scott Davis, and (3-0-3) Krieg Alasdair MacIntyre. 679. Reformation Liturgy Seminar Seminar on selected topics concerning Jesus. (3-0-3) Mitchell 657A. Theological Perspectives in Medical This course will explore the most important 644. Systematic Seminar: Grace Ethics Christian liturgies that appeared during the (3-0-3) Hilkert (3-0-3) Ryan Reformation(s) of the 16th and 17th centu- Seminar on selected topics and theologians This seminar will explore contemporary ries in Europe. Beginning with a discussion concerning sin, grace, and salvation. questions in medical ethics in the context of Martin Luther’s writings on sacramental of Christian theological commitments. The theology (plus his proposals, in Latin and 646. Systematic Seminar: Topics in Systematic seminar will focus, in part, on methodol- German, for liturgical reform), the course will Theology ogy and the issues surrounding the use of move to a study of Reformed liturgy (Zwing- (3-0-3) Cunningham religious language in policy debates within a li, Bucer, Calvin, Knox); Anglican liturgy (the Seminar on selected sources and theologies pluralistic society. We will also consider a set 1549 and 1552 prayer books of Edward VI about systematic theology. of problems in medicine that raise important and subsequent [e.g., Elizabethan] revisions theological as well as ethical questions, e.g., of the Book of Common Prayer); the responseresponse 647. Systematic Seminar: Theological developments in reproductive and genetic of the “Catholic Reformation” (sometimes Anthropology technologies. called the “Counter-Reformation”); and the (3-0-3) Hilkert Puritan liturgy (Middleburg, John Cotton, This seminar treats the Christian understand- 658. History of Theology/Ethics/Social Order the Westminster director). Following these ing of human life in relation to the triune (3-0-3) Staff historical investigations, individual rituals will God. It delves into the themes of creation, The aim of this course is to do close readings be examined in greater detail, among them: sin, grace, and the coming of God’s new in the history of theological social theory and the rites of Baptism and Confirmation, creation. Eucharist, Marriage, and Christian Burial. 148 The Division of Humanities Theology 149

John C. Cavadini, Chair and As so ci ate Profes- 680. Modern Liturgies Seminar Other Graduate Courses sor of The ol o gy, and Executive Director of the (3-0-3) Mitchell 697. Directed Readings Institute for Church Life. B.A., Wesleyan Univ., The purpose of this course is to introduce stu- (0-0-V) Staff 1975; M.A., Marquette Univ., 1979; M.A., dents to the movements, documents, issues, Research and writing on an approved subject Yale Univ., 1981; M.Phil., ibid., 1983; Ph.D., and personalities that gradually coalesced to under the direction of a faculty member. ibid., 1988. (1990) form what is commonly called (in Europe and Rev. Michael E. Connors, C.S.C., Director of North America) “the modern liturgical move- 699. Research and Dissertation M.Div. Program and Assistant Professor. B.A., ment.” The period covered stretches from (V-V-V) Staff Illinois College, 1977; M.Div., Univ. of Notre ca.1600 to 2000 C.E., and deals with histori- Research and dissertation for resident doc- Dame, 1983; Th.D., Regis College, Toronto cal developments in both post-Reformation toral students. School of Theology, 1997. (1997) Europe and North America, and among both Roman Catholic and Protestant churches. 700. Nonresident Dissertation Research Lawrence S. Cunningham, the John A. O’Brien (0-0-1) Staff Professor of Theology. A.B., St. Bernard Col- 681, 684. Liturgical Theology Required of nonresident graduate students lege, 1957; S.T.L., Gregorian Univ., 1961; (3-0-3) Driscoll, Johnson who are completing their dissertations in M.A., Florida State Univ., 1963; Ph.D., ibid., Topics vary from year to year. absentia and who wish to retain their degree 1968. (1987) status. Rev. Brian Daley, S.J., Director of Graduate 682. Ritual Studies Studies in Early Christian Studies and the Cath- (3-0-3) Melloh Faculty erine F. Huisking Professor of Theology. B.A., Analysis of the levels of meaning to be found Gary Anderson, Professor. B.A., Albion Col- Fordham Univ., 1961; B.A., Oxford Univ., in an observed rite in light of selected ritual lege, 1977; M.Div., Duke Divinity School, 1964; M.A., ibid., 1967; Ph.D., Loyola Semi- theorists. 1981; Ph.D., Harvard Univ., 1985. (2003) nary, 1966; Lic. Theo., Hochschule Sankt Georgen, Frankford, 1972; D.Phil., Oxford 683. Sacramental Theology J. Matthew Ashley, Director of Graduate Stud- Univ., 1979. (1996) (3-0-3) Staff ies for Theology Master’s Degree Programs, Topics vary from year to year. Associate Professor, and Fellow in the Center for Mary Rose D’Angelo, Associate Professor. B.A., Social Concerns. B.S., St. Louis Univ., 1982; Fordham Univ., 1969; M.Phil., Yale Univ., 685. Liturgical Theology M.T.S., Weston School of Theology, 1988; 1972; Ph.D., ibid., 1976. (1994) (3-0-3) Amar Ph.D., Univ. of Chicago Divinity School, Mary Doak, Assistant Professor. B.A., Loyola Topics vary from year to year. 1993. (1993) Univ. of Chicago, 1987; M.A., Univ. of Chi- David Aune, Professor. B.A., Wheaton Col- cago, 1988; Ph.D., ibid., 1999. (1999) 689. Dissertation Research Seminar lege, 1961; M.A., ibid., 1963; M.A., Univ. of (3-0-3) Staff Rev. Michael S. Driscoll, Associate Professor. Minnesota, 1965; Ph.D., Univ. of Chicago, For students in final semester of course work B.A., Carroll College, 1969; S.T.B., Grego- 1970. (1999) to begin collegially the basic research for their rian Univ., 1977; S.T.L., San Anselmo, 1980; dissertation topics. Required for liturgy stu- Rev. Michael Baxter, C.S.C., Assistant Professor S.T.D., Inst. Catholique de Paris, 1986; dents; elective for others. (Spring) and Fellow in the Kroc Institute for Interna- Ph.D., Sorbonne, Paris, 1986. (1994) tional Peace Studies. B.A., Allegheny College, Rev. John S. Dunne, C.S.C., the John A. 690. CJA Research and Resources Seminar 1977; M.Div., Univ. of Notre Dame, 1983; O’Brien Professor of Catholic Theology. A.B., (3-0-3) Sterling Ph.D., Duke Univ, 1996. (1999) Univ. of Notre Dame, 1951; S.T.D., Grego- A 12-week seminar designed to introduce Joseph Blenkinsopp, the John A. O’Brien Pro- rian Univ., 1957. (1957) advanced students to the critical texts, in- fessor Emeritus of Old Testament Studies. B.A., dices, reference works, journals, linguistic Keith J. Egan, Adjunct Professor. Ph.B., Mt. Univ. of London, 1948; S.T.L., International tools, systems of abbreviation, searching Carmel College, 1952; M.A., Catholic Univ. Theological Inst., Turin, 1956; D.Phil., Ox- strategies, textual methods, and electronic of America, 1959; Ph.D., Cambridge Univ., ford Univ., 1967. (1970) resources available for the study of the four 1965. (1983) fields encompassed by the Christianity and Rev. Paul F. Bradshaw, Professor and Director, Rev. Virgilio Elizondo, Visiting Professor of Judaism in antiquity section of the Theology Undergraduate London Program. B.A., Cam- Latino Studies, Associate Director of Latino Department. Three weekly sessions will be bridge Univ., 1966; M.A., ibid., 1970; Ph.D., Theology and Pastoral Concerns, and Fellow in devoted to each of these four fields: Hebrew Kings College, Univ. of London, 1971; D.D., the Kellogg Institute for International Studies. Bible, Judaism, New Testament, and early Oxford Univ., 1994. (1985) B.S., St. Mary’s Univ., 1957; M.A., Ateneo Christianity. Seminar sessions will be run by Rev. David B. Burrell, C.S.C., the Rev. Theo- Univ., Manila, 1969; S.T.D./Ph.D., Inst. faculty members with expertise in the area dore M. Hesburgh, C.S.C., Professor of Arts and Catholique, 1978. (2000) of students represented during that session. Letters, Professor of Theology and Philosophy, The grade for the successful completion of Josephine Massyngbaerde Ford, Professor and Fellow in the Joan B. Kroc Institute for In- Emerita. B.A., Univ. of Nottingham, 1957; this course will be “S” (satisfactory), and it is ternational Peace Studies. A.B., Univ. of Notre open for students from other areas who wish B.Div., King’s College, Univ. of London, Dame, 1954; S.T.L., Gregorian Univ., 1960; 1963; Ph.D., Nottingham Univ., 1965. to take one, two, or three of the three-week Ph.D., Yale Univ., 1965. (1964) segments. This seminar is required of all CJA (1965) students. 148 The Division of Humanities Theology 149

Rev. Charles Gordon, C.S.C., Assistant Profes- Rev. Richard P. McBrien, the Crowley-O’Brien- Rev. Mark Poorman, C.S.C., Vice President sor. B.A., Univ. of Notre Dame, 1978; M.Div., Walter Professor of Theology. A.B., St. Thomas for Student Affairs and Associate Professor. B.A., ibid., 1986; Ph.D., Cambridge Univ., 1999. Seminary, Conn., 1958; M.A., St. John Semi- Univ. of Illinois, 1976; M.Div., Univ. of Notre (1996) nary, Mass., 1962; S.T.L., Gregorian Univ., Dame, 1980; Ph.D., Graduate Theological 1964; S.T.D., ibid., 1967. (1980) Union, Berkeley, 1990. (1990) Rev. Eugene Gorski, C.S.C., Professional Specialist. M.M., Univ. of Notre Dame, 1953; Gerald McKenny, Director of the Reilly Center Jean Porter, the John A. O’Brien Professor of M.M., ibid., 1955; S.T.L., Gregorian Univ, for Science, Technology, and Values, and Associ- Moral Theology. B.A., Univ. of Texas at Austin, Rome, 1961; S.T.D., Inst. Catholique de ate Professor. B.A., Wheaton College, 1979; 1976; M.Div., Weston School of Theology, Paris, 1971. (1999) M.Div., Princeton Theological Seminary, 1980; M.A., Yale Univ., 1981; Ph.D., ibid., 1982; Ph.D., Univ. of Chicago, 1989. (2001) 1984. (1990) Jennifer Herdt, Associate Professor. B.A., Oberlin College, 1989; M.A., Princeton John Meier, the William K. Warren Professor of Thomas Prügl, Assistant Professor. B.A., Univ. Univ., 1991; Ph.D., ibid., 1994. (1999) Catholic Theology. B.A., St. Joseph’s Seminary, of Munich, 1984; Lic.Theo., ibid., 1988; 1964; S.T.L., Gregorian Univ., 1968; S.S.D., Th.D., ibid., 1994. (2001) M. Catherine Hilkert, B.A., Associate Professor. Biblical Inst., Rome, 1976. (1999) Univ. of Dayton, 1971; M.A., Catholic Univ. Maura A. Ryan, Associate Provost of the of America, 1979; Ph.D., ibid., 1984. (1996) Rev. John Allyn Melloh, S.M., Coordinator of University and Associate Professor. B.A., St. the John S. Marten Program in Homiletics and Bonaventure Univ., 1979; M.A., Boston Col- Maxwell Johnson, B.A., Augustana Professor. Liturgics and Professional Specialist. B.A., Univ. lege, 1987; M.Phil., Yale Univ., 1990; Ph.D., College, 1974; M.Div., Wartburg Seminary, of Dayton, 1965; B.S., Ed., ibid., 1966; M.A., ibid., 1993. (1992) 1978; M.A., St. John’s Univ., 1982; M.A., Univ. of Notre Dame, 1972; Ph.D., St. Louis Univ. of Notre Dame, 1989; Ph.D., ibid., Rabbi Michael A. Signer, Univ., 1974. (1978) the Abrams Profes- 1992. (1997) sor of Jewish Studies and Fellow in the Nanovic Rev. Leon Mertensotto, C.S.C., Associate Institute for European Studies. B.A., Univ. of M. Cathleen Kaveny, the John P. Murphy Professor. B.A., Univ. of Notre Dame, 1953; California, Los Angeles, 1966; M.A., Hebrew Foundation Professor of Law and Professor of S.T.L., Gregorian Univ., 1957; S.T.D., Univ. Union College-JIR, 1970; Ph.D., Univ. of A.B., Princeton Univ., 1984; M.A., Theology, of Fribourg, 1961. (1961) Toronto, 1978. (1992) 1986; M.Phil., 1990; J.D., 1990; Ph.D., 1991, Yale Univ.. (1995) Nathan Mitchell, Associate Director and Profes- Gregory E. Sterling, Associate Dean of Arts and sional Specialist and in the Center for Pastoral Letters and Professor of Theology. A.A., Florida Robert A. Krieg, Professor and Fellow in the Liturgy and Concurrent Professional Specialist College, 1974; B.A., Houston Baptist Univ., Nanovic Institute for European Studies. B.A., in Theology. B.A., Meinrad School of Theol- 1978; M.A., Pepperdine Univ., 1980; M.A., Stonehill College, 1969; Ph.D., Univ. of ogy, 1966; M.Div., ibid., 1970; M.A., Indiana Univ. of California, Davis, 1982; Ph.D., Notre Dame, 1976. (1977) Univ., 1971; Ph.D., Univ. of Notre Dame, Graduate Theological Union, Berkeley, 1990. Rev. John Lahey, C.S.C., Associate Professional 1978. (2001) (1989) A.B., Univ. of Notre Dame, 1966; Specialist. Hindy Najman, the Jordan Kapson Professor Eugene C. Ulrich, the Rev. John. A. O’Brien M.Th., ibid., 1969; D.Min., Andover-New- of Jewish Studies and Assistant Professor. B.A., Professor of Old Testament Studies. Litt.B., ton, 1974; J.C.B., Catholic Univ. of America, Stern College, Yeshiva Univ., 1989; Ph.D., Xavier Univ., 1961; Ph.L., Loyola Univ., 1979; J.C.L., ibid. 1981; J.C.D., ibid., 1988. Harvard Univ., 1998 (1998) 1964; M.Div., Woodstock College, 1970; (1982) M.A., Harvard Univ., 1967; Ph.D., ibid., Rev. Jerome Neyrey, S.J., Professor. B.A., St. 1975. (1973) Blake Leyerle, Associate Professor and Concur- Louis Univ., 1963; M.A., ibid., 1964; M.Div., rent Associate Professor of Classics. B.A., Yale Regis College, 1972; M.Th., ibid., 1972; M.A., James C. Vanderkam, the John A. O’Brien Univ., 1982; M.A., Duke Univ., 1988; Ph.D., Yale Univ., 1975; Ph.D., ibid., 1977; S.T.L., Professor of Old Testament Studies. A.B., Cal- ibid., 1991. (1990) Weston School of Theology, 1987. (1992) vin College, 1968; B.D., Calvin Theological Bradley J. Malkovsky, Associate Professor. Seminary, 1971; Ph.D., Harvard Univ., 1976. Rev. Thomas F. O’Meara, O.P., the William B.A., St. John’s Univ., 1975; M.A., Univ. of (1991) K. Warren Professor Emeritus of Theology. Bacc. Tübingen, 1983; Ph.D., ibid., 1994. (1992) Phil., St. Thomas College, 1958; Lic.Phil., Joseph P. Wawrykow, Director of Graduate Rev. Edward A. Malloy, C.S.C., President of ibid., 1959; M.A., Aquinas Inst., 1963; Studies and Associate Professor. B.A., Univ. of the University and Professor of Theology. B.A., M.Div.Theo., ibid., 1963; Ph.D. Theology, Manitoba, 1978; M.A., ibid., 1980; M.A., Univ. of Notre Dame, 1963; M.A., ibid., Ludw. Max. Univ., Munich, 1967. (1981) Yale Univ., 1981; M.Phil., ibid., 1984; Ph.D., 1967; M.Th., ibid., 1969; Ph.D., Vanderbilt ibid., 1987. (1986) Cyril O’Regan, Professor. B.A., Univ. College Univ., 1975. (1974) Dublin, Ireland, 1974; M.A., ibid., 1978; Todd D. Whitmore, Associate Professor and Timothy Matovina, Director of the Cushwa M.A., Yale Univ., 1983; M.Phil., ibid., 1984; Fellow in the Joan B. Kroc Institute for Inter- Center for the Study of American Catholicism Ph.D., ibid., 1989. (1999) national Peace Studies. B.S., Wabash College, B.A., Indiana Univ., 1979; M.Div., ibid., 1985; Ph.D., Univ. of and Associate Professor. Rev. Hugh Rowland Page Jr., Director of the 1978; M.Div., Toronto School of Theology, Chicago, 1990. (1990) Program in African and African American St. Michael’s College, 1983; Ph.D., Catholic Studies and Associate Professor. B.A., Hampton Randall C. Zachman, Associate Professor. B.A., Univ. of America, 1993. (2000) Inst., 1977; M.Div., Pittsburgh Theological Colgate Univ., 1975; M.Div., Yale Divinity Seminary, 1980; S.T.M., General Theological School, 1980; Ph.D., Univ. of Chicago, 1990. Seminary, 1983; A.M., Harvard Univ., 1988; (1991) Ph.D., ibid., 1990. (1992) 150 The Division of Science 151 The Division of Sci ence

n the Division of Science, programs in graduate study leading to the degree of doctor of philosophy are offered in the fields of bi o log i cal sci enc es, biochemistry, chemistry, mathematics, and physics. Programs leading to the degree of master of science are also available in Ithese departments. In its programs of research and instruction, the Division of Science proposes: (1) to educate ethically grounded scientists of disciplined in- telli gence who can participate fruitfully in the affairs of human society; (2) to conduct research dedicated to the discovery and in te gra tion of truth and to train additional scientists with comparable skills and ideals; and (3) to interpret the principles and discoveries of science, with their im pli ca tions and significance, by lectures, research, articles, and books.

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

Biological Sciences laboratory research in biology. They include facilities and specialized instrumentation for controlled environment rooms, photographic biological research. In addition, the Univer- Chair: facilities and an optical facility (scanning and sity maintains a Bioscience Core Facility to Charles F. Kulpa Jr. high-resolution transmission electron micro- provide basic biochemical support for cel- Director of Graduate Studies: scopes, plus confocal imaging system), radio- lular and molecular biology. The University Gary A. Lamberti isotope rooms with specialized equipment, publishes the journal The American Midland ultracentrifuges, centralized automated se- Naturalist. Telephone: (574) 631-6552 quencing and imaging systems, sterile transfer Fax: (574) 631-7413 rooms, computing equipment, and facilities Because there are many opportunities for Location: 107 Galvin Life Sciences Center for behavioral and electrophysiological re- fruitful research in areas that tend to bridge E-mail: [email protected] search. The recently completed Hank Center gaps between subdisciplines of biology or Web: http://www.science.nd.edu/biology for Environmental Science adds more than between biology and other disciplines, the 20,000 square feet of state-of-the-art research areas of concentration are not rigidly defined. The Program of Studies space for aquatic ecology and environmental Special programs exist in aquatic ecology, The graduate program in biological sciences biology that includes greenhouses, wet labora- evolution and environmental biology, cellular is designed to provide students with depth of tories, a field sample processing room, and a and molecular biology, developmental biol- knowledge and insight into their particular fully equipped shop. ogy, microbiology, parasitology, physiology, areas of interest and a broad background in and vector biology, but even within each of the whole area of biology. Special efforts are In addition, the Freimann Life Science Cen- these programs there is considerable flexibility made to place the students’ areas of interest ter provides a modern animal care facility for in the choice of courses. Students are expect- into proper perspective with the other areas research and teaching. Two lakes on campus, ed to plan, with their advisory committee, a of biology and with cognate sciences. The several nearby natural areas, and the Universi- program of courses and research appropriate goal is to train the students to be professional ty’s 7,500-acre Environmental Research Cen- to their individual needs. biologists in every good sense of the word ter (UNDERC) in northern Wisconsin and “professional.” the upper peninsula of Michigan offer a wide In addition to the University-wide require- variety of habitats for ecological, limnological, ments of the Graduate School, applicants To achieve this goal, all students are encour- and entomological field studies. for admission to graduate studies in this aged to take appropriate courses in other department should be adequately prepared departments as well as in biological sci- A specialized teaching and research library in general biology, physics, organic chemis- ences. Formally structured interdisciplinary is housed in the Life Sciences Center as a try, mathematics through calculus, and one programs are available in biochemistry and branch of the campus library. The department or more areas of the life sciences. Course biophysics (see program description in this maintains and operates a PC-based Local deficiencies in these certain areas and prereq- Bulletin), and with the Department of Civil Area Network (LAN) and a Macintosh LAN. uisites for advanced graduate courses may be Engineering and Geological Sciences and the The LANs are connected to University-wide made up at Notre Dame. Department of Chemical and Biomolecular networks. The department’s Greene- Engineering. Nieuwland Herbarium contains about The master’s degree is a 24-credit-hour pro- 250,000 specimens. The Radiation Labora- gram requiring the satisfactory completion The Department of Biological Sciences is tory, a University institute for high-energy of a minimum of 18 credit hours of course housed in the Galvin Life Sciences Center. radiation studies, and the Center for Environ- work, passing a research proposal review, and The facilities are excellent for most types of mental Science and Technology also provide 150 The Division of Science Biological Sciences 151

completing a suitable master’s thesis. A stu- Most graduate students in Biological Sciences 514. Field Parasitology dent must include six of the 24 credit hours are awarded full-tuition scholarships and are (2-1-3) Adams in thesis research. supported as teaching or research assistants Prerequisites: BIOS 241, 250 and 415, 415L (TAs or RAs). A student supported by a or equivalent, and consent of instructor. For the degree of doctor of philosophy, the teaching assistantship typically works 10 to 12 This is a course using current and classi- student is expected to complete a 72-credit- hours per week. Typical duties include teach- cal methods of identification of parasites in hour requirement. This is composed of at ing in an undergraduate laboratory section, natural populations. Field collection will be least 24 credit hours of course work and the setting up the laboratory, and grading papers. done during fall break at UNDERC for sub- remainder as thesis research. The student The student also takes classes and is expected sequent molecular and morphological labora- must pass a comprehensive examination to carry on thesis research. TA appointments tory analysis. Special attention will be given consisting of both an oral and a written ex- are for nine months and are generally supple- to applying modern approaches to studying amination, write and officially have approved mented with a two- or three-month summer the common symbiotic relationships of fish, a dissertation on research conducted under stipend from individual faculty research amphibians, and mollusks at UNDERC. The the direction of an adviser and committee, grants and/or departmental funds. A student UNDERC participation is mandatory to take and pass a defense of the dissertation. supported by a research assistantship registers this course. (On demand) for some classes and carries out thesis research Students in the doctoral degree program must under a faculty research adviser. RA support 515. Vector Genetics also fulfill a one-year teaching requirement comes from government, industrial, or private (3-0-3) Besansky and Severson that usually involves assisting in the instruc- grant funds. RA appointments are generally Prerequisite: A course in genetics (BIOS 250 tion of undergraduate or graduate laboratory for 12 months. or 303) or equivalent, and consent of courses. This requirement may be automati- instructor. cally fulfilled if the student has a graduate Course Descriptions The principles of genetics as they apply to assistantship for financial aid. Each course listing includes: arthropod vectors of disease agents. (On • Course number demand) Incoming graduate students may be assigned • Title an interim faculty adviser by the director of • (Lecture hours per week—laboratory 516. Physiological Chemistry of Animal graduate studies. These assignments are made or tutorial hours per week—credits per Parasites with consideration of the specific academic semester) (2-3-3) Staff interests of the student. It is the responsibility • Instructor Prerequisites: Biochemistry (CHEM 420 or of the interim adviser to guide the student’s • Course description equivalent) and consent of instructor. program until a research adviser is selected. • (Semester normally offered) Biochemistry and comparative biochemistry By the end of the first semester of the second of animal parasites. Emphasis on intermedi- year of residence the Ph.D. student must have 504. Developmental Genetics ary metabolism, enzymology, antiparasitic chosen a faculty member as a research adviser (3-3-4) Staff agents, and host-parasite relationships. (On and have begun a research program. The Prerequisite: An introductory genetics (BIOS demand) master’s student should choose an adviser by 250 or BIOS 303) or equivalent. the end of the first year of residence. The stu- Selected topics in developmental genetics 518. Cell Variation and Growth dent, in consultation with his or her adviser, dealing with mechanisms of gene action. (3-3-4) Staff selects an advisory committee. The members Consideration of the role of genes in the Prerequisite: Cell biology (BIOS 241 or 341) of this committee will contribute guidance, embryology, morphology, physiology, and or equivalent. expertise, and stimulation to the student in behavior of organisms. (On demand) A comparison of developmental processes, his or her graduate program and will serve as e.g., growth and differentiation in single- the examining committee for the candidacy 508. Population Genetics cell and metazoan animals at the cell and examinations and for the final defense. (3-0-3) Hollocher cell organelle levels of organization. Systems Prerequisite: Introductory genetics (BIOS 250 analyzed are embryonic, regenerative, normal, Financial Assistance or BIOS 303) or equivalent. and neoplastic. Laboratory: tissue culture, Students are offered financial assistance on a This course will describe and mathematically organ culture, cell reaggregation, microscopy, competitive basis, with consideration given analyze the processes responsible for genetic bright-field cytochemistry, phase; fluores- to grades, GRE examination scores, recom- change within populations. (On demand) cence. (On demand) mendations, and other factors. The University offers three types of support to full-time 511. Protozoology 520. Arbovirology graduate students: fellowships, graduate and (3-3-4) Staff (2-0-2) Grimstad research assistantships, and tuition scholar- Prerequisite: A parasitology course (BIOS Prerequisite: Consent of instructor. ships. Students may receive one type of sup- 415) or equivalent, or consent of instructor. A study of the methods and mechanisms of port or a combination of types. A number Emphasis on developmental biology and transmission of viruses by arthropod vectors of fellowships for women and minorities are evolutionary trends, analysis of mechanisms and of the life histories of the vectors as they available. To be considered, Biological Sci- involved in host-parasite relations and disease, pertain to viral transmission. (On demand) ences requires that all application materials and epidemiology of parasitic protozoa. (On must be received by the Graduate Admissions demand) Office by February 1. 152 The Division of Science Biological Sciences 153

520L. Arbovirology Laboratory 530. Immunobiology of Infectious Disease 536. Advanced Virology (0-3-1) Grimstad (3-0-3) Staff (3-0-3) Fraser Prerequisite: BIOS 520 or concurrent. Prerequisite: BIOS 462, 415, 435, or consent Prerequisite: Consent of instructor. Laboratory studies on arthropod-borne vi- of instructor. Current molecular aspects of virology includ- ruses. (On demand) This course provides a critical overview of ing diagnosis, prevention, therapy, and ge- various infectious organisms and how they netic manipulation. (On demand) 524. Ichthyology interact with their host. Examples will include (3-3-4) Staff intracellular and extracellular pathogens, 538. Neurobiology Prerequisite: Consent of instructor. generation of toxins, molecular mechanisms (3-0-3) Staff The evolution, taxonomic classification, of invasion, and immune activation and Prerequisite: Consent of instructor. anatomy, physiology, aquaculture, and zooge- protection. Students will be expected to give Morphology and function of the different ography of fishes, with an examination of the oral presentations based on critical review of nervous systems found in animals. The role life history of selected species. (On demand) primary literature as well as written reports. of receptors and effectors shall be discussed. (On demand) Special attention will be given to questions of 524L. Ichthyology Laboratory neuronal control of behavior patterns. (On (0-3-1) Staff 531. Molecular Biology I demand) Corequisite: BIOS 524 and consent of (3-0-3) Huber instructor. Prerequisite: BIOS 156, 202, CHEM 224, 539. Advanced Cell Biology I An examination of fish species reflecting 248 or equivalent, or consent of instructor. (3-0-3) Staff lecture topics. (On demand) The first of a two-semester sequence that Prerequisite: Consent of instructor. will provide an introduction to molecular An upper-level course directed at graduate 525. Community Ecology biology, molecular genetics, and nucleic acid students and advanced undergraduates with (3-0-3) Lodge biochemistry. Lecture topics include physical previous background in cell and molecular Prerequisite: General Ecology (BIOS 312) or chemistry of nucleic acids, bacterial genetics, biology. The course focuses on the molecu- equivalent, and consent of instructor. principles of cloning, DNA replication and lar basis and regulation of cell structure and Community ecology concepts, historical de- recombination, prokaryotic and eukaryotic function, covering key topics that include velopment, philosophical, and methodologi- transcription, and RNA processing and trans- membrane structure, function, and transport, cal approaches. Emphasis is on competition, lation. Listed also as CHEM 531. (Fall) cellular energetics, organelle biogenesis, pro- predation, temporal, and spatial variability, tein trafficking, vesicular transport, signaling, exotic species, and food webs. (On demand) 532. Molecular Biology II and cytoskeletal function. (On demand) (3-0-3) O’Tousa 527. Stream Ecology Prerequisite: BIOS 531 540. Advanced Cell Biology II (3-3-4) Lamberti and Tank The second semester of the sequence. Lecture (3-0-3) Staff Prerequisite: General ecology (BIOS 312) or topics include: transposable elements, yeast Prerequisite: Consent of instructor. equivalent, and consent of instructor. genetics, gene families, molecular aspects of A continuation and expansion of topics This course explores the interaction of bio- development, animal viruses, and computer- presented in Advanced Cell Biology I. (On logical, chemical, and physical features of assisted analysis of nucleic acids and proteins. demand) streams and rivers. Quantitative analysis of Listed also as CHEM 532. (Spring) stream biota and periodic physical features is 543. Ethics and Science conducted during field laboratory sessions. 533. Proteins and Nucleic Acids (3-0-3) Shrader-Freschette Human impacts on flowing waters are ex- (3-0-3) Staff Prerequisite: Consent of instructor. plored, along with current theory of stream The structure, stability, and interactions of Use of four ethical theories and five classical ecology. (On demand) proteins and nucleic acids will be discussed. logical/analytical criteria to ethically evalu- The chemical rules by which these biological ate case studies in contemporary science. 528. Environmental Microbiology macromolecules operate will be examined. Problems analyzed via contemporary science (2-0-2) Kulpa (On demand) include practical issues of plagiarism, at- Prerequisite: Consent of instructor. tribution, peer reviewing, data sharing, data A characterization of the roles of microbes in 535. Comparative Endocrinology ownership, collaborative science, scientific natural and manmade environments; their (3-0-3) Boyd misconduct, paternalism, whistleblowing, interrelations with each other, with higher Prerequisite: Consent of instructor. conflicts of interest, secrecy in science, and organisms, and with human affairs. (On A systematic comparative analysis of chemical advocacy in science. Methodological issues to demand) mediation in biological systems with special be dealt with include scientists misrepresent- emphasis on vertebrate species. A study of ing their opinions with confirmed science, 529. Theoretical Population Ecology the structure and function of endocrine tis- cooking and trimming their data, failure to (3-0-3) Belovsky sues, the biochemistry of hormones and their attend to the purposes for which their re- Prerequisite: Consent of instructor effects on the physiology and behavior of search may be used or misused, and scientists’ An in-depth discussion of issues in popula- organisms. (On demand) use of evaluative presuppositions, question- tion ecology from the analytical and theoreti- able inferences and default rules, question- cal points of view. (On demand) begging validation and benchmarking, and misleading statistics. (On demand) 152 The Division of Science Biological Sciences 153

554. Biological Research Applications of Cycling of nutrients and carbon, plant dents’ needs. Prospective subjects include Computers communities, hydrology, successional devel- plant taxonomy or biology of lower plants. (3-2-4) Hellenthal opment, and management in wetland ecosys- (On demand) Prerequisite: Consent of instructor. tems will be explored. Several Saturday field Data processing techniques that have direct trips are mandatory. (On demand) 573. Topics in Ecology application to biological research and teach- (V-V-V) Staff ing. Emphasis is on the use of computers for 564. Behavioral Ecology Prerequisite: Consent of instructor. the solution of specific biological data han- (3-0-3) Lodge Subject matter changes depending on stu- dling and analysis of problems. (On demand) Prerequisite: An ecology course and consent of dents’ needs. Prospective subjects include instructor. systems analysis in ecology or biogeography. 556. Histology Emphasis is placed on the behavioral compo- (On demand) (3-3-4) Staff nents of species interactions and their im- Prerequisite: Consent of instructor. portance in natural selection and population 574. Topics in Evolutionary and Systematic An in-depth examination of the normal struc- regulation. Topics include adaptations and Biology ture of vertebrate animal tissues and cells. natural selection, group and kin selection, so- (V-V-V) Staff Histological techniques (fixation, embedding, ciality and cooperations, sexuality and mating Prerequisite: Consent of instructor. staining) will be taught in the laboratory. (On systems, predator and prey behavior, behavior Subject matter changes depending on stu- demand) of competitors, territoriality, coevolutionary dents’ needs. Prospective subjects include arms races, signals, thermoregulation, and numerical taxonomy and population genetics. 558. Biological Electron Microscopy habitat selection. (On demand) (On demand) (3-3-4) Staff Prerequisite: Consent of instructor. 568. Introduction to UNDERC 575. Topics in Developmental Biology Characteristics and biological applications (1-0-1) Belovsky (V-V-V) Staff of transmission and scanning electron mi- Open only to students previously accepted Prerequisite: Consent of instructor. croscopy. Current methods in ultrastructural into the UNDERC program. (Spring) Subject matter changes depending on stu- preparation and analysis. (On demand) dents’ needs. Prospective subjects include 569. Practicum in Aquatic Biology developmental physiology, determination 560. Environmental Physiology and (V-V-6) Staff and differentiation, extracellular matrix, and Biochemistry Practical training in aquatic and environ- invertebrate development. (On demand) (3-0-3) Duman mental biology through lecture and field Prerequisite: Consent of instructor. experience at the University’s environmental 576. Topics in Biocomputing A course concentrating on physiological research facility located in northern Wiscon- (V-V-1) Staff and biochemical adaptations that enable sin and the upper peninsula of Michigan. Prerequisite: Consent of instructor. organisms to exist under extremes of such Course includes an independent research A specific area concerning the use of comput- environmental variables as temperature, project. (Summer) ers in biology will be covered each time the oxygen concentration, osmotic concentration, course is given. Lectures, demonstrations, and pressure, water availability, pH, etc. (Fall: on 570. Topics in Cell Biology laboratory are variable, depending upon the demand) (V-V-V) Staff subject treated. (On demand) Prerequisite: Consent of instructor. 561. Advanced Aquatic Ecology Subject matter changes depending on stu- 577. Topics in Genetics/Molecular Biology (3-3-4) Lamberti and Lodge dents’ needs. Prospective subjects include (V-V-V) Staff Prerequisite: An ecology course and consent of bioisotopes or chemistry of cell organelles. Prerequisites: Consent of instructor. instructor. (On demand) Selected topics in molecular biology as re- Population interactions, community analysis, flected by the current literature. (On demand) biogeochemical cycles, and ecosystem struc- 571. Topics in Physiology ture and functioning in streams, lakes, and (V-V-V) Staff 578. Scientifi c Writing oceans. (On demand) Prerequisite: Consent of instructor. (3-0-3) Boyd Subject matter changes depending on stu- Prerequisite: Consent of instructor. 562. Aquatic Insects dents’ needs. Prospective subjects include Students are instructed in the skills needed to (3-3-4) Hellenthal invertebrate and vertebrate physiology. (On write publication-quality manuscripts. (On Prerequisite: A course in entomology, inver- demand) demand) tebrate zoology, or ecology and consent of instructor. 571A. Physiology Practicum 579. Topics in Parasitology and Vector Biology The taxonomy and ecology of insects having (V-V-V) Staff (V-V-V) Staff aquatic stages in their life cycles. (Spring: on Subject matter changes depending on stu- Prerequisite: Consent of instructor. demand) dents’ needs. (On demand) Subject matter changes depending on stu- dents’ needs. Prospective topics include 563. Wetland Ecology 572. Topics in Botany specific diseases (e.g., Malaria, dengue), (3-0-3) Staff (V-V-V) Staff molecular genetics of vectors, bioinformatics, Prerequisites: BIOS 312, 312L, or equivalent Prerequisite: Consent of instructor. and others. (On demand). and consent of instructor. Subject matter changes depending on stu- 154 The Division of Science Biological Sciences 155

580. Seminars 680. BBMG Seminar Crislyn D’Souza-Schorey, the Walther Cancer (1-0-1) Staff (V-V-V) Staff Institute Assistant Professor. B.Sc., Univ. of Advanced level, current topics in the areas Special seminar series for MBP participants. Bombay, India, 1986; M.Sc., ibid., 1988; listed below. An introductory course in the Ph.D., Univ. of Texas, San Antonio, 1992. area or consent of the instructor is usually 699. Research and Dissertation (1998) required. (V-V-V) Staff A. Ecology Research and dissertation for resident doc- John G. Duman, the Martin J. Gillen Professor B. Developmental Biology toral students. (Every semester) of Biological Sciences. B.S., Pennsylvania State C. Physiology/Neurobiology/Behavior Univ., 1968; Ph.D., Univ. of California, San Diego (Scripps Institute of Oceanography), D. Genetics/Molecular Biology 700. Nonresident Dissertation Research E. Parasitology/Vector Biology (0-0-1) Lamberti 1974. (1974) F. Cell Biology/Microbiology Students away from campus register for one Jeffrey Feder, Associate Professor. B.A., Pomona credit hour each semester during regular College, 1980; Ph.D., Michigan State Univ., 599. Thesis Direction academic year only. (Every semester) 1989. (1993) (V-V-V) Staff Research and direction for resident master’s Other graduate courses taught on an irregular Michael T. Ferdig, Assistant Professor. B.S., students. (Every semester) basis: Univ. of Nebraska, Lincoln, 1987; M.S., ibid., 1990; Ph.D., Univ. of Wisconsin, 600. Nonresident Thesis Research 501. Advanced Molecular Genetics Madison, 1997. (2001) (0-0-1) Lamberti 502. Genetics of Lower Eukaryotes Malcolm J. Fraser Jr., Professor. B.S., Wheel- Students away from campus register for one 503. Advanced Microbial Physiology ing College, 1975; M.S., Ohio State Univ., credit hour each semester during regular 506. Cytogenetics 1979; Ph.D., ibid., 1981. (1983) academic year only. (Every semester) 509. Plant Anatomy 510. Experimental Parasitology Paul R. Grimstad, Assistant Chair and Associ- 611. Experimental Parasitology 512. Helminthology ate Professor. B.A., Concordia College, 1967; (3-3-4) Adams 517. Biological Microtechniques M.S., Univ. of Wisconsin, 1972; Ph.D., ibid., Prerequisite: Consent of instructor. 523. Practicum in Environmental Biology 1973. (1976) A seminar and laboratory on current methods 526. Invertebrate Pathology Kristin M. Hager, Assistant Professor. B.Sc., used in parasitological research. Protozoan, 534. Plant Physiology Univ. of Illinois, 1989; Ph.D., Univ. of Ala- helminth, and arthropod parasites will be 537. Microbial Genetics bama, Birmingham, 1996. (2000) considered. (On demand) 541. Physical Chemistry for Biologists 565. Nutrition Ronald A. Hellenthal, Assistant Chair and 622. Advanced Immunology 590. Seminar in Microbial Genetics Professor. A.A., Los Angeles Valley Col- (3-0-3) Staff 672. Special Problems II lege, 1965; B.A., California State Univ., Prerequisites: Principles of microbiology, 681. Special Problems in Microbiology Northridge, 1967; Ph.D., Univ. of Minne- immunology, biochemistry, or consent of sota, 1977. (1977) instructor. Faculty Edward H. Hinchcliffe, A course concerned with the immunochemis- Assistant Professor. John H. Adams, B.A., B.Sc., Univ. of Dayton, 1989; Ph.D., Univ. of try of antigens, antibodies, and their interac- Associate Professor. Hendrix College, 1978; M.Sc., Univ. of Il- Minnesota, 1995. (2001) tion. Antibody biosynthesis and the cellular linois, 1982; Ph.D., ibid., 1986. (1991) aspects of the immune response are also Hope Hollocher, the Clare Boothe Luce considered. (On demand) Gary E. Belovsky, the Gillen Director of Associate Professor. B.A., Univ. of Pennsyl- UNDERC and Professor. B.B.A., Univ. of vania, 1982; Ph.D., Washington Univ., St. 663, 664, 665. Methods in Cellular and Notre Dame, 1972; M.F.S., Yale Univ., 1972; Louis, 1991. (2000) Molecular Biology Ph.D., Harvard Univ., 1977. (2001) (V-V-V) Staff David R. Hyde, the Navari Family Director Prerequisite: Consent of instructor. Harvey A. Bender, Professor. B.A., Western of the Center for Zebrafi sh Research and Profes- Laboratory instruction in biochemical, Reserve Univ., 1954; M.S., Northwestern sor. B.S., Michigan State Univ., 1980; Ph.D., molecular biological, and immunological Univ., 1957; Ph.D., ibid., 1959. (1960) Pennsylvania State Univ., 1985. (1988) techniques. The course is divided into three Nora J. Besansky, Professor. B.S., Oberlin Col- Alan L. Johnson, Professor. B.A., Univ. of nine-week sections: protein purification and lege, 1982; M.S., M.Phil., Yale Univ., 1987; Vermont, 1972; M.S., ibid., 1975; Ph.D., modification, gene cloning and expression, Ph.D., ibid., 1990. (1997) Cornell Univ., 1979. (1993) and immunochemistry and cellular immu- nology. Students will learn a wide range of Sunny K. Boyd, Associate Professor. A.B., Charles F. Kulpa Jr., Chair and Professor. B.S., methodologies intended to prepare them for Princeton Univ., 1981; M.S., Oregon State Univ. of Michigan, 1966; M.S., ibid., 1968; research. (On demand) Univ., 1984; Ph.D., ibid., 1987. (1987) Ph.D., ibid., 1970. (1972) Frank H. Collins, the George and Winifred Gary A. Lamberti, Director of Graduate Stud- 671. Special Problems I Clark Professor of Biological Sciences. A.B., ies, Assistant Chair, and Professor. B.S., Univ. (V-V-V) Staff Johns Hopkins Univ., 1966; M.A., Univ. of of California, Berkeley, 1975; Ph.D., Univ. of Special topics in the field of interest of indi- East Anglia, 1973; M.S., Univ. of California, California, Berkeley, 1983. (1989) vidual graduate students. (Every semester) Davis, 1980; Ph.D., ibid., 1981. (1997) 154 The Division of Science Chemistry and Biochemistry 155

David M. Lodge, Professor and Fellow of the Chemistry and Biochemistry found in the research laboratories of indi- Joan B. Kroc Institute for International Peace vidual faculty members, department facilities Studies. B.S., Univ. of the South, 1979; Chair: include the Lizzadro Magnetic Resonance D.Phil., Oxford Univ., England, 1982. Marvin J. Miller Research Center, the Molecular Structure and (1985) Director of Graduate Studies: Mass Spectrometry Facilities, and the Surface Richard E. Taylor Science Laboratory. The latter is maintained Lei Li, B.S., Shandong Associate Professor. jointly by the Department of Chemistry and Univ., China, 1985; Ph.D., Georgia State Telephone: (574) 631-7058 Biochemistry and the Department of Electri- Univ., 1995. (2003) Fax: (574) 631-6652 cal Engineering. In addition to holdings in Mary Ann McDowell, Assistant Professor. Location: 251 Nieuwland Science Hall Hesburgh Library, all the major chemical, B.S., Univ. of Nebraska, Lincoln, 1988; E-mail: [email protected] biochemical, and biophysical specialty jour- M.S., ibid., 1990; Ph.D., Univ. of Wisconsin, Web: http://www.science.nd.edu/chemistry nals are available in the Chemistry-Physics Madison, 1995. (2001) Research Library located in Nieuwland Sci- The Program of Studies ence Hall. Other relevant holdings are found Rev. James J. McGrath, C.S.C., Assistant The graduate programs in chemistry and bio- in the Life Sciences Library located in Galvin Chair and Associate Professor. A.B., Univ. of chemistry at Notre Dame are directed toward Life Sciences Center. The Radiation Research Notre Dame, 1955; M.A., Univ. of Califor- the master’s and Ph.D. degrees. Applications Laboratory, which is operated by the U.S. De- nia, 1963; Ph.D., ibid., 1966. (1965) are taken from students seeking a degree in partment of Energy, is one of the world’s lead- either chemistry or biochemistry. Kenneth R. Olson, Adjunct Professor. B.S., ing research centers in radiation chemistry Univ. of Wisconsin, LaCrosse, 1969; M.S., and draws scientists from all over the world to The Ph.D. program is designed to prepare the Michigan State Univ., 1970; Ph.D., ibid., the Notre Dame campus. The laboratory has student for a career in research or college-level 1972. (1975) a staff of approximately 20 research scientists, teaching in chemistry, biochemistry, and re- two of whom have joint appointments in the Joseph E. O’Tousa, Professor. B.S., Univ. of lated fields. Advanced courses in several areas Department of Chemistry and Biochemistry California, Irvine, 1976; Ph.D., Univ. of of chemistry and biochemistry are available (see Radiation Laboratory in this Bulletin). Washington, Seattle, 1980. (1985) (see list below) along with regular seminars and special topics courses. Students usually Currently, there are over 140 graduate stu- Jeanne Romero-Severson, Associate Professor. begin active research during the spring semes- dents and approximately 45 postdoctoral B.S., Univ. of Wisconsin, Madison, 1974; ter of their first year. Admission to candidacy investigators in the department. Visiting M.S., ibid., 1975; Ph.D., ibid., 1984. (2003) for the doctoral degree occurs after comple- scientists from the United States and foreign Jeffrey S. Schorey, Assistant Professor. B.Sc., tion of written and oral examinations in the countries are often in residence. Southeast Missouri State Univ., 1985; Ph.D., area of specialization. Univ. of Texas Health Science Center, San Course Descriptions Antonio, 1992. (1998) The department considers teaching an in- Each course listing includes: tegral part of the education of a graduate • Course number David W. Severson, Professor. A.A., Rochester student. Teaching performance, therefore, is • Title Community College, 1970; B.A. Winona considered as part of the semiannual gradu- State Univ., 1975; M.Sc., Univ. of Wisconsin, • (Lecture hours per week—laboratory ate student evaluations. A minimum of one or tutorial hours per week—credits per LaCrosse, 1978; Ph.D., Univ. of Wisconsin, year of teaching experience is required of all Madison, 1983. (1997) semester) advanced degree-seeking students. • Instructor Neil F. Shay, Associate Professor. B.S., Univ. • Course description Both the Ph.D. and master’s degrees require a Massachusetts, Amherst, 1976; M.A.T., ibid., • (Semester normally offered) 1979; Ph.D., Univ. Florida, 1990. (2000) dissertation based upon experimental and/or theoretical research. The department partici- 420. Principles of Biochemistry Jennifer L. Tank, the Galla Assistant Profes- pates in interdisciplinary programs involving (3-0-3) Staff sor. B.S., Michigan State Univ., 1988; M.S., the Departments of Biological Sciences, Phys- A general treatment of the various areas of Virginia Polytechnic Institute and State Univ., ics, and Engineering. These programs include modern biochemistry; including protein 1992; Ph.D., ibid., 1996. (2000) the Keck Transgene Center, the Walther structure and function, bioenergetics, mo- Cancer Research Center, the Radiation Labo- Martin P. Tenniswood, the Coleman Professor lecular basis of genetic and developmental ratory, the Center for Environmental Science of Life Sciences. B.Sc., Trent Univ., Ontario, processes, cellular mechanisms and intermedi- and Technology, and the Center for Nano 1973; Ph.D., Queen’s Univ., Kingston, 1979. ary metabolism. (Fall and spring) (1998) Science and Technology. A student normally selects his or her area of research and thesis 443. Inorganic Chemistry Kevin T. Vaughan, Assistant Professor. B.A., adviser by the end of the first semester. (3-0-3) Sevov Hamilton College, 1984; M.S., State Univ. Group Theory, Molecular Orbital Theory, New York, Buffalo, 1986; Ph.D., Cornell The Department of Chemistry and Bio- structure, and spectroscopy are used as ve- Medical College, 1992. (1998) chemistry has excellent facilities for research, hicles for the introduction of molecules from including most modern instruments for JoEllen J. Welsh, Professor. B.A., Rutgers inorganic, organometallic, solid state, and investigations in the major areas of chemistry Univ., 1975; Ph.D., Cornell Univ., 1980. organic chemistry. (Fall) and biochemistry. In addition to equipment (1998) 156 The Division of Science 157

521. Fundamentals of Biochemistry 610. Organometallic Chemistry reactivity, and probe metabolic processes in (3-0-3) Nowak (3-0-3) Brown biological systems. 1D, 2D, and 3D spectros- The chemical properties of biological mol- Structure and reactions of organometallic copy and MRI/MRS are treated. (Every other ecules such as amino acids, proteins, nucleo- compounds and applications to synthetic and year) tides, carbohydrates, lipids, and enzymes. catalytic reactions. (Every other fall) Physical and chemical principles are utilized 627, 628. Special Topics in Biochemistry to understand biological processes. (Fall) 611, 612. Seminar in Inorganic Chemistry (V-0-V) (V-0-V) Staff (1-0-1) (1-0-1) Staff Prerequisite: Permission of instructor. 522. Intermediary Metabolism Lectures on the topic of inorganic chemistry. Recent offerings have included: Glycoconju- (3-0-3) Staff gates; Spectroscopy in Biochemistry; Chemis- Prerequisite: CHEM 521. 615. Inorganic Mechanisms try and Biology of RNA. A study of the chemical reactions characteris- (3-0-3) Brown, Fehlner tic of living systems: mechanisms, regulation, A general treatment of the mechanisms of 631, 632. Advanced Organic Chemistry I, II and energetics of metabolism. (Spring) inorganic reactions, including an examination (3-0-3) (3-0-3) Wiest, Miller of the sources of mechanistic data. (Every The theoretical basis of organic reaction 531. Molecular Biology I other fall) mechanisms and a detailed study of the prep- (3-0-3) Huber aration and reactions of organic functional The first of a two-semester sequence that pro- 616. Solid State and Cluster Chemistry groups. (Fall and spring) vides an introduction to molecular biology, (3-0-3) Sevov, Fehlner molecular genetics, and nucleic acid biochem- A survey of synthesis, structure (geometric 634. Structure Elucidation istry. Topics include: physical chemistry of and electronic), spectroscopic, dynamic prop- (3-0-3) Staff nucleic acids, bacterial genetics, principles of erties, and reactivity of solid state and mo- The interpretation of data from NMR, IR, cloning, DNA replication and recombination, lecular cluster compounds of the main group MS, UV, and x-ray methods with an empha- prokaryotic and eukaryotic transcription, and and transition metal elements. (Spring) sis on the practical as opposed to the theoreti- RNA processing and translation. Listed also cal point of view. (Spring) as BIOS 531. (Fall) 617, 618. Special Topics in Inorganic Chemistry (V-0-V) (V-0-V) Staff 635, 636. Seminar in Organic Chemistry 532. Molecular Biology II Recent offerings have included: Advanced (1-0-1) (1-0-1) Staff (3-0-3) Staff Laboratory Techniques in Inorganic Chemis- Lectures on the topic of organic chemistry. The second semester of the sequence. Lecture try; MOs in Organometallics x-ray topics include: yeast genetics and molecular Crystallography. 637, 638. Special Topics in Organic Chemistry biology; retroviruses and transposable ele- (V-0-0) (V-0-0) Staff ments; transgenic mice; and special topics 620. Bioinorganic Chemistry Recent offerings have included: Advanced covering cell cycle regulation, oncogenes, de- (3-0-3) Scheidt Physical Organic Chemistry; Computers in velopment in Drosophila, signal transduction, The role of metals in biological systems. Chemistry; Enzymes in Organic Synthesis; and cloning of human disease genes. (Spring) (Every other spring) Chemical Basis of Gene Expression.

535. Medicinal Chemistry 621, 622. Seminar in Biochemistry 639. Synthetic Organic Chemistry (3-0-3) Staff (1-0-1) (1-0-1) Staff (3-0-3) Taylor Prerequisite: CHEM 224 or equivalent. Lectures on the topic of biochemistry. Prerequisite: CHEM 632. The chemical, biological, and medical aspects A systematic and critical study of the syn- of medicinal agents. The course will include 623. Enzyme Chemistry thetic methods of modern organic chemistry CNS depressants, CNS stimulants, benzo- (3-0-3) Nowak including the development of multistage diazepines, cardiovascular agents, analgesics, Prerequisite: CHEM 522. syntheses and organometallic reagents. (Fall) cascades (arachidonic acid, renin, peptides) Physical and chemical properties and mecha- antibiotics, cancer, transmitters, teratogens, nism of action of enzymes and their role in 641. Statistical Mechanics I metabolism, drug design, cholesterol, anti- metabolic processes. (Every other spring) (3-0-3) Gezelter inflammatory agents, antiulcer agents, Foundations of statistical mechanics; canoni- Alzheimer’s and Parkinson’s diseases. (Every 624. Advanced Biochemical Techniques cal, microcanonical, and grand canonical other fall) (2-6-4) Staff ensembles; thermodynamic properties of Prerequisite: Permission of instructor. chemical substances in terms of partition 599. Thesis Direction Advanced laboratory in biochemical tech- functions; chemical equilibrium; thermal (V-V-V) Staff niques with emphasis on protein purification, radiation; quantum statistics; and chemical Research and reading for master’s students. enzyme kinetics, carbohydrate analysis, and kinetics and the approach to equilibrium. DNA cloning and sequencing. (Spring) (Spring) 601, 602. Seminar in Chemistry (V-0-0) (V-0-0) Staff 626. NMR Spectroscopy in Chemistry and 642. Chemical Kinetics Prerequisite: Registration as graduate student Biochemistry (3-0-3) Jacobs in chemistry. (3-0-3) Serianni Rates and mechanisms of chemical reactions Lectures by invited speakers. A survey of modern NMR methods used in the condensed phase; formalisms, theory. to determine molecular structure and con- (Fall) formation, study chemical and biochemical 156 The Division of Science Chemistry and Biochemistry 157

643, 644. Seminar in Physical Chemistry 655. Chemical Reaction Dynamics Research. B.S., Univ. of Scranton, 1964; M.S., (1-0-1) (1-0-1) Staff (3-0-3) Jacobs Univ. of Iowa, 1966; Ph.D., ibid., 1968. Lectures on the topic of physical chemistry. Prerequisite: CHEM 649 or permission of (1970) instructor. Patricia Clark, the Clare Booth Luce Assistant 645, 646. Seminar in Radiation Chemistry An overview of experiments and theories that B.S., Georgia Institute of Technolo- (1-0-1) (1-0-1) Staff examine the detailed mechanisms by which Professor. gy, 1991; Ph.D., Univ. of Texas, 1997. (2001) A continuing informal discussion of areas in atoms and molecules react. Topics include radiation chemistry currently active either at potential energy surfaces, impact parameters, Xavier Creary, the Charles L. Huisking Sr. Notre Dame or elsewhere. energy consumption and disposal, classical Professor of Chemistry. B.S., Seton Hall Univ., trajectory simulations, and quantum scatter- 1968; Ph.D., Ohio State Univ., 1973. (1974) 647, 648. Special Topics in Physical Chemistry ing methods. (Every other year) (V-0-V) (V-0-V) Staff Thomas P. Fehlner, Associate Chair, and the Current topics of modern theoretical and 680. Seminar in Biochemistry, Biophysics and Grace-Rupley Professor of Chemistry. B.S., Siena experimental physical chemistry. A recent Molecular Biology College, 1959; M.A., Johns Hopkins Univ., offering is: Computer Simulation of Organic (1-0-1) Staff 1961; Ph.D., ibid., 1963. (1964) and Biological Molecules. Lectures on the topics of biochemistry, bio- J. Daniel Gezelter, Assistant Professor. B.S., physics, and molecular biology. Duke Univ., 1989; CPS, Univ. of Cambridge 649. Quantum Mechanics 1990; Ph.D., Univ. of California at Berkeley, (3-0-3) Gezelter 697. Directed Readings 1995 (1999) A chemically oriented survey of quantum me- (V-V-V) Staff chanics at an intermediate level; wave packets, Reading and research on specialized topics Holly V. Goodson, Assistant Professor. A.B., commutator relations, angular momentum, that are immediately relevant to the student’s Princeton Univ., 1988; Ph.D., Stanford central field problems, harmonic oscillators, interests and not routinely covered in the Univ., 1995 (2000) and approximation methods. Some relevant regular curriculum. Gregory V. Hartland, Associate Chair and mathematical concepts are developed: matrix Associate Professor. B.S., Univ. of Melbourne, algebra orthogonal functions. (Every other 699. Research and Dissertation 1985; Ph.D., Univ. of California, Los Ange- fall) (V-V-V) Staff les, 1991. (1994) Research and dissertation for resident doc- 650, 651. Computational Chemistry I, II toral students. Paul Helquist, Professor. B.A., Univ. of Min- (3-0-3) (3-0-3) Gezelter, Wiest nesota, 1969; M.S., Cornell Univ., 1971; An overview of the fundamental theory, 699Z. Visiting Student Research Ph.D., ibid., 1972. (1984) methodology, and applications of computa- (V-V-V) Staff Kenneth W. Henderson, Associate Professor. tional chemistry. Topics include simulation Research for visiting students. First Class Honours in Chemistry, Univ. of techniques such as molecular dynamics and Strathclyde (U.K.),1990; Ph.D., ibid., 1993. Monte Carlo as well as a wide range of quan- 700. Nonresident Dissertation Research (2002) tum chemistry methods. Applications center (0-0-1) Staff on organic molecules and biological systems Required of nonresident graduate students Paul W. Huber, Associate Professor. B.S., such as proteins and DNA. Hands-on com- who are completing their dissertations in Boston College, 1973; Ph.D., Purdue Univ., puter experience is an integral part of these absentia and who wish to retain their degree 1978. (1985) courses. (Fall and spring) status. Dennis C. Jacobs, Professor and Fellow of the 652. Molecular Spectroscopy Faculty Center for Social Concerns. B.S., Univ. of Cali- (3-0-3) Hartland fornia, Irvine, 1981; B.S., ibid., 1982; Ph.D., Brian Baker, Assistant Professor. B.S., New Prerequisite: CHEM 649 or permission of Stanford Univ., 1988. (1988) Mexico State Univ., 1992; Ph.D., Univ. of instructor. Iowa, 1997. (2001) S. Alex Kandel, Assistant Professor. B.S., Yale A study of the interaction of light with mat- Univ., 1993; Ph.D., Stanford Univ., 1999. ter, at the single- and multi-photon level. J. Eli Barkai, Assistant Professor. B.S., Tel-Aviv (2001) Topics include group theory, molecular vibra- University, 1991; M.S., ibid., 1994; Ph.D., tional analysis, nonseparability of electronic, ibid., 1998. (2002) Viktor Krchnak, Research Professor. Ph.D., vibrational, and rotational motion, angular Institute of Organic Chemistry, Prague, 1974. momenta coupling, and time-independent Subhash Chandra Basu, Professor. B.S., Cal- (2003) and time-dependent perturbation theory. cutta Univ., 1958; M.S., ibid., 1960; Ph.D., M. Kenneth Kuno, Assistant Professor. B.A., (Every other year) Univ. of Michigan, 1966; D.Sc., Univ. of Cal- cutta, 1976. (1970) Washington University - St. Louis, 1993; Ph.D., MIT, 1998. (2003) 653. Surface Chemistry Seth N. Brown, Associate Professor. B.S., Mas- (3-0-3) Kandel, Jacobs, Lieberman sachusetts Institute of Technology, 1988; A. Graham Lappin, Professor. B.Sc., Univ. of The chemistry and physics of surfaces and Ph.D., Univ. of Washington, 1994. (1996) Glasgow, 1972; Ph.D., ibid., 1975. (1982) interfaces. Topics include scanning probe mi- Marya Lieberman, Associate Professor. B.S., croscopy, atomic force microscopy, near-field Francis J. Castellino, Dean Emeritus of Science, Massachusetts Institute of Technology, 1989; scanning optical microscopy, image analysis the Kleiderer-Pezold Professor of Biochemistry, Ph.D., Univ. of Washington, 1994. (1996) and surface templating. and Director of the Keck Center for Transgene 158 The Division of Science Mathematics 159

Joseph P. Marino, the William K. Warren Rev. Joseph Walter, C.S.C., Chair of Prepro- Areas of Research Foundation Dean of the College of Science, and fessional Studies and Associate Professor. B.S., Professor of Chemistry. B.S., Pennsylvania State Duquesne Univ., 1951; Ph.D., Univ. of Pitts- Applied Mathematics Univ., 1963; Ph.D., Harvard 1967. (2002) burgh, 1955. (1961) The Department of Mathematics has about half-a-dozen faculty members actively in- Dan Meisel, Professor and Director of the Olaf Guenter Wiest, Associate Professor. Vor- volved in a variety of areas of mathematics Radiation Laboratory. B.S., Hebrew Univ. in diplom, Univ. of Bonn, 1987; M.S., ibid., and its applications to physics, engineering, Jerusalem, 1967; Ph. D., ibid., 1974. (1998) 1991; Ph.D., ibid., 1993. (1995) biology, and problems arising from industry. Marvin J. Miller, Chair and the George and The research disciplines they are pursuing, Winifred Clark Professor of Chemistry. B.S., often in conjunction with members of other North Dakota State Univ., 1971; M.S., Mathematics departments at Notre Dame, include the following: numerical analysis of PDE and Cornell Univ., 1974; Ph.D., ibid., 1976. Chair: of polynomial systems, nonlinear dynamical (1977) Steven A. Buechler systems and partial differential equations, Director of Graduate Studies: Shahriar Mobashery, the Navari Professor of control theory, mathematical biology, opti- Julia Knight Chemistry and Biochemistry. B.S, University of mization theory, interior point algorithms, Southern California, 1981; Ph.D., University coding theory, and cryptography. of Chicago, 1985. (2003) Telephone: (574) 631-7245 Fax: (574) 631-6579 1. . PartialPartial differdifferentialential equations Thomas L. Nowak, Professor. B.S., Case In- Location: 255 Hurley Hall Applied PDE arise from various applications in the real stitute of Technology, 1964; Ph.D., Univ. of E-mail: [email protected] world; the important role of mathematical Kansas, 1969. (1972) Web: http://www.science.nd.edu/math analysis and numerical study is to provide Nicholas F. Paoni, Research Professor. B.S., qualitative and quantitative information The Program of Studies Univ. of California-Davis, 1972; Ph.D., Univ. about the system being considered. The The purpose of the doctoral program in math- of Notre Dame, 1977. (2002) objectives are: to study the existence, unique- ematics is to assist students in developing into ness, convergence, and asymptotic behaviors Victoria A. Ploplis, Research Professor and As- educated, creative, and articulate mathemati- of the solution; to establish mathematical sociate Director of the Keck Center for Transgene cians. The program consists of basic courses in theory about the model; to study the special Research. B.A., The Dominican Univ., 1975; the fundamentals of algebra, analysis, geom- properties of the solution. Ph. D., Univ. of Notre Dame, 1981. (1998) etry, logic, and topology; more advanced topics and seminars; and approximately two to three Mary Prorok, B.S., There are many exciting examples of such Research Associate Professor. years of thesis work in close association with State Univ. of New York at Buffalo, 1982; problems where faculty at Notre Dame are a member of the faculty. Limited enrollment Ph.D., ibid., 1991. (1998) involved. and the presence of active groups of strong (1) Free boundary problems (a PDE prob- Elliot D. Rosen, mathematicians provide excellent opportuni- Research Associate Professor. lem where the domain is moving) appear B.A., Columbia College, 1969; Ph.D., Univ. ties for research in algebra, complex analysis, in material with solid and liquid states, of Iowa, 1980. (1984) partial differential equations, logic, algebraic in cell growth problems from biology, in geometry, differential geometry, topology, and semiconductor manufacturing through W. Robert Scheidt, the William K. Warren applied mathematics. Most students complete film growth. Professor of Chemistry and Biochemistry. B.S., the program within five years; some finish in (2) Homogenization problems. Many Univ. of Missouri, 1964; M.S., Univ. of four years; a few in three. Michigan, 1966; Ph.D., ibid., 1968. (1970) systems from engineering and industry have two or more different scales which Students are supported by fellowships and Anthony S. Serianni, Professor. B.S., Albright are treated through Homogenization tech- teaching assistantships. Students’ teaching College, 1975; Ph.D., Michigan State Univ., nique, an important technique which is responsibilities are integrated into their pro- 1980. (1982) very useful for obtaining important features fessional development as mathematicians. Slavi C. Sevov, Professor and Director of Grad- of the system. (3) Blowup problems. In many reaction uate Recruitment. B.S., Univ of Sofi a, 1983; First-year students have no teaching duties diffusion systems with nonlinear source M.Sc., ibid., 1985; Ph.D., Iowa State Univ., and usually devote themselves full time to terms, finite time blowup may occur. 1993. (1995) courses. The oral candidacy examination Understanding the exact behavior of the is taken during the second year. A reading Bradley D. Smith, Professor. B.S., Univ. of blowup will be very helpful in understand- knowledge of one approved language, in addi- Melbourne, 1982; Ph.D., Pennsylvania State ing the system. tion to English, is required. Univ., 1988. (1991) 2. Coding and Cryptography. In collaboration Richard E. Taylor, Director of Graduate Stud- The Department of Mathematics has its own with several faculty in the electrical engineer- ies and Associate Professor. B.S., State Univ. of building with good computer facilities and ing department we investigate the algebraic New York, Oswego, 1987; Ph.D., Rensselaer a comprehensive research library of nearly properties of block codes and convolutional Polytechnic Institute, 1992. (1995) 35,000 volumes that subscribes to 275 cur- codes. Coding theory is concerned with the rent journals. Graduate students are provided Igor N. Veretennikov, storage and transmission of information Research Assistant Pro- with comfortable office space and are assured M.S., Moscow Institute of Physics and and the ability to recover the information as fessor. a stimulating and challenging intellectual Technology, 1989; Ph.D., University of Notre completely as possible even if some of the experience. Dame, 1997. (2003) 158 The Division of Science Mathematics 159

data are lost. A good example is the genetic rigorous mathematical analysis for the justi- ring, given by polynomial functions on the set code stored in a DNA molecule or the ISBN fication of the proposed perturbation series of solutions. While commutative algebra deals used by book publishers. Coding theory is coupled with numerical implementation of with the algebraic structure of such a ring, widely applied in data communication and these algorithms and large-scale computa- algebraic geometry focuses on the geometry mathematically it is interconnected with alge- tional simulations to gain new insight into of solution sets. Such sets include parabolas, braic geometry on the algebraic side and with the underlying physical models. spheres, Euclidean space, projective spaces, information theory on the analytic side. For and a vast array of beautiful and intricate con- about three years, one to two faculty mem- 4. Mathematical Biology. Several members crete curves, surfaces, and higher dimensional bers and several graduate students have been of the department are participating in an sets. For example, to study the set of solu- working on the construction of new one-way interdisciplinary biocomplexity program at tions of the parabola y=x^2-3x +1 in C^2, we trapdoor functions to be used in the next Notre Dame which is supported by NSF. construct the ring C[x,y]/(y - x^2 + 3x - 1) generation of public key cryptography. Biocomplexity is the study of the unique where C represents the complex numbers. complex structures and behaviors that arise This ring represents polynomial functions 3. Computation and Numerics. One on-going from the interaction of biological entities on the parabola. In the same way we study project, being carried on with mathemati- (molecules, cells, or organisms). While physi- the solution set of a system of any number of cians and engineers at other institutions, is cal and chemical processes give rise to a great polynomial equations by relating the algebraic the development of the new area of numerical variety of spatial and temporal structures, the structure of its ring of polynomial functions algebraic geometry. This area is to algebraic complexity of even the simplest biological to the geometry of the set. geometry what numerical linear algebra is to phenomena is infinitely richer. linear algebra. Its goal is the development of In the Department of Mathematics research efficient numerical algorithms to solve sys- The biocomplexity group, which consists is conducted in many parts of this subject, tems of polynomials in several variables. This of researchers from the physics, mathemat- including adjunction theory, Castelnuovo amounts to the development of numerical ics, and computer science and engineering theory, curve theory, various aspects of the techniques to manipulate algebraic variet- departments, studies multicellular aggregates, projective classification of varieties, the study ies. The approach taken is to numerically such as embryonic and mature tissues, which of group actions, liaison theory, minimal free model the classical notion of generic points often share the properties of “excitable media” resolutions, Rees algebras, and the numerical by random points on irreducible components and “soft matter,” familiar to modern con- analysis of polynomial systems. There is also of the solution set. Classical interpolation densed matter physics and dynamical systems activity in nearby areas dealing with coding techniques combined with homotopy con- theory. Changes in tissue shape and form theory, cryptology and nonlinear partial dif- tinuation techniques are used to numerically during development and repair, skeletal for- ferential equations. (See the section on inter- do what elimination theory does in computer mation, gastrulation, segmentation, are well disciplinary mathematics.) algebra programs. One recent success is the suited to analysis by physical and mathemati- development of numerical techniques to cal concepts, particularly in conjunction with The main areas of focus in research on al- decompose a complex algebraic variety into modern knowledge of cells’ adhesive forces gebraic geometry and commutative algebra its irreducible components. In particular, this and the molecular composition and rheology include: gave the first homotopy algorithm to find the of cytoplasm and extracellular matrix. exact set of isolated solutions of a system of 1. Theory of Infinitesimals. This study involves polynomials: previous homotopy algorithms 5. Optimization. Optimization is an inter- using polynomials to construct the “simplest find a finite set of solutions containing the disciplinary area of applied mathematics. possible” geometric object obeying certain isolated solutions, but often also containing Recently there have been breakthrough restraints; for example, a surface containing solutions from positive dimensional developments in the area of interior-point certain points and having specified tangents components. algorithms of optimization which enabled and curvatures. This has immediate applica- researchers to solve important large scale tion to the study of infinitesimal interpolation Another project, involving mathematicians, problems in electrical engineering, mechani- in science overall, as well as to the analysis of engineers, and scientists from Notre Dame cal engineering, portfolio allocation, protein singularities and deformations in algebraic and elsewhere, is the development of numeri- folding, and many other areas. Most of the geometry. cal and analytical techniques for the solution departments in the University have faculty of free boundary and boundary value prob- who use optimization as an important tool 2. Commutative Noetherian Rings. Properties lems. Such problems arise in fluid mechanics for solving problems. of ideals in a commutative Noetherian ring (free surface fluid flows), biology (tumor and R are studied; more precisely, with invariants blood vessel growth), and electromagnetics Algebraic Geometry and Commutative associated to an ideal as well as to structures and acoustics (direct and inverse scattering Algebra of various algebras associated to an ideal as of radiation from complicated geometries), The roots of algebraic geometry and com- the Blowup algebras. These are algebraic to name just a few. The techniques currently mutative algebra are to be found in the constructions that are related to an essential being investigated are geometric perturbation 19th-century study of algebraic equations in step in the process of desingularization, the theory (the “small parameter” is the defor- relation to the geometry of their solutions. blowup of a variety along a subvariety. For ex- mation of the free or complicated boundary Such a line of investigation goes back at least ample, a curve that has a singular point (such from a canonical geometry) coupled with to Descartes and the idea of coordinatizing as the solution set of~y^2=x^3 in the plane) analytic continuation techniques (e.g., Pade the plane. Commutative algebra and algebraic may be “treated” by blowing up the point (in approximation). This area of research involves geometry study the solutions of those equa- this case the origin). tions by forming an algebraic object, called a 160 The Division of Science Mathematics 161

3. Liaison Theory. This deals with the idea and CR-structures on spaces with non-posi- modular representations provide even more that when the em union of two solution sets tive curvature. invariants. Some aspects of the classification is especially nice, then a good deal of infor- of finite simple groups relied on the availabil- mation about one may be gleaned from in- 3. Partial Differential Equations and Rieman- ity of precise information about the nature of formation about the other. Several aspects of nian Geometry. Many geometric problems are representations for the finite Lie type groups. liaison theory (also called linkage theory) are equivalent to problems in the theory of partial A finite Lie type group is closely related to the studied in our department. It is an old theory, differential equations. Indeed, some proper- group of rational points of a simple algebraic but developments of the last five years or so ties of partial differential equations are best group over a field of positive characteristic. have reestablished it as an exciting area. interpreted in a geometric way. Prescribing We study mainly the “rational” representation the curvature of surfaces in three-dimensional theory of these algebraic groups; one may 4. Minimal Free Resolutions. The minimal free space, the isometric imbedding problem, typically obtain from such study information resolution of an ideal describes all the genera- variational problems in Riemannian geometry on the modular representations of the corre- tors of the ideal, all the relations among the such as the Yamabe problem—all of these sponding finite Lie type groups. generators, the relations among the relations, are geometric questions which involve a deep etc. Current interest includes finding the understanding of nonlinear partial differential 2. Representation Theory and Geometry. One minimal free resolutions for ideals of generic equations. can often study representations of a group by forms and ideals of fat points. constructing the group as the symmetries of 4. Gromov-Witten Invariants and Quantum a geometrical object and considering some Differential Geometry Cohomology. String theory has been a great class of functions on the object. For example, The striking feature of modern differential source of inspiration for many exciting new the rotation group in three variables may be geometry is its breadth, touching so much of developments in mathematics, one of which regarded as the symmetry group of the two- mathematics and theoretical physics. It uses a is the theory of Gromov-Witten invariants dimensional sphere, and the representations wide array of techniques from areas as diverse and quantum cohomology. It has profound of the rotation group arise from decomposing as differential equations, real and complex applications in symplectic geometry, alge- functions on the sphere according to the ac- analysis, topology, Lie groups, and dynamical braic geometry, and integrable systems. Our tion of the Laplace operator. In more sophis- systems. Activity at Notre Dame covers the research here has been focused on the generat- ticated settings, representations are associated following areas at the forefront of current ing function of Gromov-Witten invariants to geometric objects with singularities, and it research: and its relation with the Virasoro algebra. is a subtle and interesting question to under- stand the relation between the singularities 1. Submanifold Geometry. The geometry of Algebra—Lie Theory and the corresponding representations. a space is often reflected in its distinguished The notion of a Lie group had its origins in classes of submanifolds. Our research in this the study of the “continuous symmetries” of One can also study the reverse problem and area includes minimal submanifolds, surfaces differential equations. Lie theory has sub- use representation theory to study geometrical of constant mean curvature, isoparametric sequently become an enormously rich and problems, including classical 19th-century submanifolds, and volume minimizing cycles. beautiful theory with fundamental applica- intersection theory. In particular, a certain Such submanifolds are themselves of physi- tions in mathematics (e.g., group theory, kind of geometric structure called a Poisson cal interests (membranes, soap films, soap differential equations, topology, harmonic structure yields a new approach to intersec- bubbles, and supersymmetric cycles). Umbilic analysis, differential geometry), physics, and tion theory problems. The Poisson structure points of immersed surfaces have also been chemistry. is closely related to quantum groups. extensively studied. This theory has connec- tions to compressible plane fluid flow and The algebra group at Notre Dame studies the 3. Global Structure of Lie Representation general relativity. representation theory, structure and geometry Categories. There are many important rela- of semisimple Lie groups and Lie algebras, tionships which have emerged in recent years 2. Global Differential Geometry. One of the Kac-Moody Lie algebras and groups, finite between categories of finite or infinite-dimen- most important areas of differential geometry and algebraic groups, and quantum groups, sional representations of algebraic groups, is the study of how curvature influences the using a variety of algebraic, geometric and affine Lie algebras, and quantum groups. In topological and analytic structures of Rieman- combinatorial methods. Our research involves all these theories, an important role is played nian or Kähler manifolds. Our research in the detailed study of specific representations by the Weyl group, which is a crystallographic this area includes results on the Euler number (e.g., constructing and parametrizing rep- Coxeter group. We have initiated the study of Kähler manifolds, complex surfaces of resentations, determining their dimensions, of certain representation theories naturally positive bi-sectional curvature, A-genus and tensor products, extensions, etc), the study of associated to (possibly non-crystallographic) metric of positive scalar curvature, Witten spaces with Lie group actions and their con- Coxeter groups and begun to study, for crys- genus and metric of positive Ricci curvature, nections to representations, and the study of tallographic Coxeter groups, the relationships spectrum of the Laplace operator, connections global properties of representation categories. of such categories with categories of represen- between manifolds of negative curvature, tation-theoretic or geometric interest in Lie dynamical systems and ergodic theory, closed 1. Detailed Study of Representations. The char- theory. We have also begun to study certain geodesics and marked length spectrum, har- acter table of a finite group provides a rich very similar representation categories which monic functions on non-compact spaces with collection of invariants of the group; clas- are less directly related to classical Lie theory. Gromov’s hyperbolicity, splitting theorems, sically, the “characters” correspond to ordi- isoperimetric inequalities, minimal volume nary (complex) representations. Of course, 160 The Division of Science Mathematics 161

Partial Differential Equations is devoted to the study of the corresponding there is recent work. There has been quite a Partial differential equations is a many-faceted Cauchy problem for such equations. Recent lot of work on computability and complex- subject. Our understanding of the funda- developments in the area involve the use of ity in familiar kinds of mathematical struc- mental processes of the natural world is based harmonic analysis techniques to establish exis- tures—groups, linear orderings, Boolean largely on partial differential equations. Ex- tence and uniqueness of solutions under low algebras, etc. Much of this work has involved amples are the vibrations of solids, the flow of regularity initial data. connections between definability and com- fluids, the diffusion of chemicals, the spread plexity. There has also been work on com- of heat, the interactions of photons and elec- In fact, there is a very close connection plexity of models of arithmetic. The standard trons, and the radiation of electromagnetic between partial differential equations and model, consisting of the natural numbers waves. Today partial differential equations harmonic analysis, starting with Fourier series with addition and multiplication, is comput- have developed into a vast subject that in- and the heat equation and continuing with able; i.e., the operations are computable. teracts with many other branches of math- fundamental solutions, the construction of Tennenbaum showed that no non-standard ematics such as complex analysis, differential inverses to elliptic equations and pseudo- model can be computable. A recent result geometry, harmonic analysis, probability, and differential equations, the solution to wave says that for any non-standard model there is mathematical physics. equations and Fourier integral operators, to an isomorphic copy of strictly lower Turing spectral analysis, and asymptotic techniques degree. The Laplace equation and its solutions, the methods. Harmonic analysis techniques form harmonic functions, form a link between a major part of the modern theory of linear The other broad area of active work is model partial differential equations and complex and nonlinear partial differential equations. theory, particularly classification theory and analysis, since analytic functions are the o-minimality. In recent years, methods devel- solutions to the Cauchy-Riemann equations. The research of the partial differential equa- oped in the context of stability theory have Boundary behavior of analytic functions on tions group also includes the study of free been used to analyze structures such as pseu- a domain is studied through the Neumann boundary problems, reaction-diffusion equa- dofinite fields, pseudo-algebraically closed problem, which is a boundary value prob- tions, variational inequalities, homogeniza- fields, difference fields, and quadratic forms lem for an elliptic (Laplace-like) operator. tion problems, and other equations arising over finite fields. This research has yielded Furthermore, nonelliptic equations appear as from industrial applications. applications to arithmetic number theory. natural objects in the study of manifolds that Model-theorists now have a good understand- are boundaries of domains. These equations Logic ing of how these dependence relations fit in are similar to the degenerate elliptic equations The research in mathematical logic at Notre a general framework. Ongoing work general- arising in sub-Riemannian geometry and Dame is mainly in two broad areas: comput- izes techniques from the geometrical stability diffusion processes. Solvability and regularity ability theory and model theory. Comput- theory of superstable theories to this broader of solutions to such equations form an active ability theory concerns computability and class. This research is likely to give insight direction of research. The methods involved complexity, often measured by Turing degree. into the model-theoretic properties of bilinear include subelliptic estimates and microlocal A set is computable if there is a program for forms and groups definable in structures such analysis. computing its characteristic function on an as those mentioned above. ideal computer that never crashes. Set A is Another direction of research is devoted to Turing reducible to set B if there is a program The standard example of an o-minimal struc- nonlinear elliptic partial differential equations for computing the characteristic function of ture is the field of real numbers. In the early with emphasis on second order equations. A on a computer equipped with a CD-ROM 1980s, it was noticed that many properties Differential geometry provides a rich source giving the characteristic function of B. Turing of semi-algebraic sets (sets definable in the of such equations. Examples are the minimal reducibility is a partial ordering on the set of field of reals) can be derived from a very few surface equation and the Monge-Ampere subsets of the natural numbers, and the Tur- axioms, essentially the axioms defining o- equation. One important property studied ing degrees are the equivalence classes of the minimal structures. After Wilkie proved that by researchers in this field is the regularity of corresponding equivalence relation. A set is the exponential field of real numbers is o- solutions, in particular the impact of regular- computably enumerable if it is the range of minimal, the subject has grown rapidly. From ity of coefficients and boundary values on a computable function, or, equivalently, the a model-theoretic point of view, these struc- that of solutions. An active area is the study domain of a partial computable function. The tures resemble strongly-minimal structures, of properties of geometric objects associated set E of all computably enumerable subsets of and many tools and methods of classification to solutions, e.g., level sets of solutions. Stud- the natural numbers forms a lattice under the theory can be adapted to o-minimal struc- ies are focused on the geometric structure of operations of union and intersection. Soare tures. This remarkable combination of tools these sets, and methods are from geometric showed that the collection of “maximal” sets from stability theory and methods of semi- measure theory. is a definable orbit in E. There is ongoing algebraic and subanalytic geometry provides work on automorphisms and the relation elegant and surprisingly efficient applications Yet another direction involves the study of between complexity and structural properties, not only in real algebraic and real analytic nonlinear evolution equations arising in definable in the lattice. geometry, but also in analytic-geometric cat- mathematical physics such as the Euler equa- egories (e.g., groups of Lie type) over arbitrary tions of hydrodynamics or various infinite Well-known theorems may pose interesting real closed fields. dimensional analogues of completely integra- problems in computability. This is true, in ble Hamiltonian systems like the Korteweg- particular, for Ramsey’s theorem, on which de Vries equation. A large amount of work 162 The Division of Science Mathematics 163

Topology classification, and their differentiable clas- 597. Directed Readings There is a large topology group at Notre sification. There is also research in three (V-V-V) Staff Dame, and the research of its members cov- manifolds and the four manifolds they bound Readings not covered in the curriculum ers a wide area of currently active areas. For using gauge theory, especially the invariants which relate to the student’s area of interest. a more detailed view of our current research based on the Sieberg-Witten equations. one can consult the departmental Web page 600. Differentiable Manifolds and its information about individual faculty Course Descriptions (3-0-3) Staff members. The following course descriptions give the Topics covered will include: differentiable number and title of each course. Basic se- manifolds, vector fields, differential forms, Basic algebraic topology is one active area of quences 601–610, seminars 671–686, and and tensor analysis; inverse and implicit research here. Research continues on various reading and research courses 698–700 are function theorems, transversality, Sard’s theo- types of homotopy theory, both stable and offered every year. The courses numbered rem, Morse theory, integration on manifolds, unstable, often from an axiomatic point of 512–522 and 621–666 are topics courses. Stokes Theorem, de Rham cohomology. view. One area of application is to the study Each year topics courses are offered in alge- of Lie groups by homotopy theoretic meth- braic geometry, differential geometry, algebra, 601, 602. Basic Algebra ods. Other problems in homotopy theory partial differential equations, complex analy- (3-0-3) (3-0-3) Staff under active consideration are problems sis, topology, logic, and applied mathematics. Standard results in group theory and ring that elucidate the influence of topology on The particular topics change (probably never theory; modules, linear algebra, multilinear differential geometry. A particular interest repeating), and the instructors rotate within algebra; Galois theory; Wedderburn theory; is in questions of which manifolds support groups. Thus, students are exposed to a vari- elements of homological algebra; introduction metrics, the curvature of which is positive in ety of topics in which various members of the to an advanced topic in algebra. various senses and of how many such metrics faculty have interest and expertise. The list there are. below includes the courses offered every year, 603, 604. Basic Real Analysis plus a typical selection of topics courses. Each (3-0-3) (3-0-3) Staff Controlled topology is another area of active course listing includes: Rigorous review of the calculus of several vari- research. One direction concerns various as- ables; measure and integration on the real line pects of rigidity, which loosely means describ- • Course number and in general measure spaces; Haar measure; ing the ways that a discrete group can act on • Title Banach spaces; Fourier series. Euclidean space. This problem is a rich source • (Lecture hours per week—laboratory of inspiration and has lead to groundbreaking or tutorial hours per week—credits per 605, 606. Basic Complex Analysis work on stratified spaces by many people, not semester) (3-0-3) (3-0-3) Staff just at Notre Dame. Work on various foun- • Instructor Analytic functions; Cauchy’s theorem; Tay- dational issues in controlled topology leads to • Course description lor and Laurent series; singularities, residue the study of stratified spaces. • (Semester normally offered) theory; complex manifolds; analytic continu- ation; conformal mappings; entire functions; Basic geometric topology is an area that over- 513. Coding Theory meromorphic functions. laps some of the above. Work not previously (3-0-3) Migliore, Rosenthal mentioned includes work on how algebraic An introductory seminar with the ultimate 607, 608. Basic Topology invariants of a manifold affect the homotopy goal being the recent developments in alge- (3-0-3) (3-0-3) Staff type of its group of topological or differen- braic coding theory involving the intercon- Topological spaces and metric spaces; the tiable symmetries. This leads to further prob- nection between algebraic curves over finite fundamental group and covering spaces; lems in algebraic topology and in algebra. fields and Goppa codes. homology theory; basic theorems in algebraic There is also research on the classification of topology. various geometrically interesting manifolds. 517. Foundations of Computational Mathematics 609, 610. Basic Modern Logic Algebraic K-theory is an active area of re- (3-0-3) Staff (3-0-3) (3-0-3) Staff search as well. Ongoing research investigates The course is a solid theoretical introduction Propositional calculus and predicate logic, the link between algebra and topology that to numerical analysis. Topics covered include completeness, compactness, omitting types lies at the center of K-theory. Contributions polynomial interpolation, least squares, nu- theorems, results on countable models; recur- have been made to the study of L-theory, the merical integration, numerical linear algebra, sive and recursively enumerable sets, Turing quadratic analogue of K-theory that figures and an introduction to numerical solutions of degrees, the Friedberg-Muchnik theorem, prominently in applications of topology to ordinary and partial differential equations. minimal degrees; axioms of ZFC, ordinals the study of manifolds and stratified spaces. and cardinals, constructible sets. 521, 522. PDE and Applied Mathematics Research in low-dimensional manifolds is yet (3-0-3) (3-0-3) Hu 611. Geometric Methods for Dynamical Systems another area represented at Notre Dame. Re- Basic estimates, fixed point theorems, and the (3-0-3) Alber search in gauge theory is applied to the study theory of elliptic second order partial differ- This class reviews the linear and nonlinear of four dimensional manifolds as well as more ential equations. Second semester these tools dynamical systems, such as Duffing’s, Van der traditional techniques applied to the algebraic are used to study problems in applied math- Pol’s and Lorentz equations, geometry of the topology of four manifolds, their topological ematics, such as free boundary problems and phase space, symplectic structures, variational variational inequalities. methods, nonlinear Hamiltonian systems, 162 The Division of Science Mathematics 163

integrable systems, quasiperiodic motion, av- 614. Applied Analysis 657. Topics in Topology eraging method, discrete dynamical systems, (3-0-3) Hu (3-0-3) Dwyer and the logistic function. Laplace equations: Green’s identity, fun- Emphasizes homotopy theory. Dual purpose: damental solutions, maximum principles, to impart to the student a certain amount We also cover bifurcation phenomena and Green’s functions, Perron’s methods. Parabolic of basic information (fibre bundles, spectral transition to chaos and theory of patterns. equations: Heat equations, fundamental solu- sequences, cohomology operations, etc.) and These include Hamiltonian vector fields, tions, maximum principles, finite difference to teach the student how to grapple with the normal forms, stable and unstable manifolds, and convergence, Stefan Problems. First order existing and extensive advanced material in an structural stability, Poincare maps, Liapunov equations: characteristic methods, Cauchy inquiring but skeptical way. exponents, power spectra, Hopf bifurcation, problems; vanishing of viscosity-viscosity Smale diffeomorphism, perturbations of solutions. Real analytic solutions: Cauchy- 658. Ends of Manifolds and Maps nonlinear systems, the geometric structure of Kowalevski theorem, Holmgren theorem. (3-0-3) Connolly the perturbed phase space, chaos and non- The initial solutions of the question as to integrability in Hamiltonian systems, KAM 621, 622. Topics in Algebraic Geometry when a manifold is the interior of a compact theory, perturbation of homoclinic orbits, (3-0-3) (3-0-3) Sommese manifold with boundary (by Browder-Livesay, Poincare-Melnikov method; for example, Topics from recent years include geometry of Levine, and Siebenman); the recasting of this Arnold diffusion, symbolic dynamics, hyper- compact complex surfaces, complex adjunc- theory by Quinn with its far-reaching conse- bolic sets, strange attractors, numerical route tion theory, intersection theory of algebraic quences. to chaos. Theory of patterns include fractals, schemes. the Julia and Mandelbrot sets, lattice-based 661. Topics in Logic: Computable Structures models, pattern dynamics in physics and biol- 625. Differentiable Manifolds and the Hyperarithmetical Hierarchy ogy, pattern inference, pattern recognition, (3-0-3) Hind (3-0-3) Knight and metric pattern theory. Foundation to begin studying differentiable Results connect definability in computable manifolds, forms, and vector bundles; brief structures with bounds on complexity. The 612. Discrete Mathematics introduction to Morse theory; Riemannian results apply to familiar kinds of mathemati- (3-0-3) Rosenthal manifolds. cal structures (vector spaces, orderings, Bool- The course will provide an introduction into ean algebras). The proofs involve priority different subjects of discrete mathematics. 647, 648. Differential Geometry constructions, arbitrarily nested, and forcing. Topics include (1) Graph Theory: Trees and (3-0-3) Staff graphs, Eulerian and Hamiltonian graphs; This course provides an introduction to 662. Topics in Logic—Finite Model Theory tournaments; graph coloring and Ramsey’s modern differential geometry. Topics include: (3-0-3) Buechler theorem. Applications to electrical networks. Riemannian manifolds, connections, parallel An overview of the model theory of classes of (2) Enumerative Combinatorics: Inclusion- translation, geodesics, the exponential map, finite structures. 0-1 laws, Fagin’s Theorem, exclusion principle, Generating functions, the torsion and curvature, Jacobi fields, first Ehrenfeucht games and ultra-products of Catalan numbers, tableaux, linear recur- and second variation of arc length, cut loci finite structures. Generic structures and limits rences and rational generating functions, and conjugate locus, and elementary com- of finite structures are discussed. and Polya theory. (3) Partially Ordered Sets: parison theorem. Distributive lattices, Dilworth’s theorem, Zeta 665. Elements of Symplectic Geometry and polynomials, Eulerian posets. (4) Projective 651, 652. Topics in Algebra Nonlinear Integrable Problems and combinatorial geometries, designs and (3-0-3) (3-0-3) Dyer (3-0-3) Alber matroids. Basic properties of polytopes and polyhedra Methods of symplectic geometry; those that with an emphasis on counting the numbers use interesting examples from the applica- 613. Optimization of faces using techniques from commutative tions of analysis and those that serve as links (3-0-3) Faybusovich algebra and representation theory. between geometry and modern analysis; Vector spaces and convex sets; convex Hull; unexpected results in both pure and applied theorems of Caratheodory and Radon; Helly’s 653, 654. PDE Methods in Complex Analysis mathematics via the application of such Theorem; convex sets in Euclidean space; the (3-0-3) (3-0-3) Shaw methods to nonlinear Hamiltonian systems. Krein-Milman theorem in Euclidean space; Methods of solving partial differential equa- extreme points of polyhedra; applications; the tions in complex analysis. Central questions: 666. Topics in Differential Geometry moment curve and the cyclic polytope; the solutions of Cauchy-Riemann equations in (3-0-3) Staff cone of nonnegative polynomials; the cone several variables, regularity of solutions up to This is an adanced topics course in differ- of positive semidefinite matrices; the idea of the boundary, and solvability and estimates ential geometry. The following topics were semidefinite relaxation; semidefinite program- for tangential Cauchy-Riemann equations on taught in previous years: geometry of sub- ming; cliques and the chromatic number of the boundaries. manifolds; minimal surfaces; manifolds of a graph; the Schur-Horn theorem; and the non-positive curvature; analysis on symmetric Toeplitz-Hausdorff theorem. 655, 656. Topics in Complex Analysis spaces; sympletic geometry; and complex dif- (3-0-3) (3-0-3) Stanton ferential geometry and spectral geometry. Complex manifolds. Hermitian and Kähler manifolds. Connections, curvature, Chern classes on holomorphic vector bundles, Hodge theorem. Sheaf Theory. Kodaira Em- bedding Theorem. 164 The Division of Science Mathematics 165

The actual topics studied in courses num- Samuel Evens, Associate Professor. P.A. and Applied Mathematics bered 671 through 686 will appear on the B.A., Haverford College, 1984; Ph.D., Mas- Mark S. Alber, Professor. M.S., Moscow In- student’s transcript when possible. sachusetts Institute of Technology, 1988. stitute of Technology, 1983; Ph.D., Univ. of (1999) Pennsylvania, 1990. (1990) 671, 672. Seminar in Algebra Alexander J. Hahn, Director of the Kaneb (V-0-V) (V-0-V) Staff Leonid Faybusovich, Professor. M.S., Len- Center for Teaching and Learning, Professor of Topics vary by semester. ingrad Polytechnic Institute, 1978; Ph.D., Mathematics, and Fellow of the Nanovic Insti- Harvard Univ., 1991. (1991) tute for European Studies. B.S., Loyola Univ., 673, 674. Seminar in Analysis Los Angeles, 1965; M.S., Univ. of Notre (V-0-V) (V-0-V) Staff Michael Gekhtman, Associate Professor. B.S., Dame, 1968; Ph.D., ibid., 1970. (1972) Topics vary by semester. M.S., Kiev State Univ., 1985; Ph.D., Ukrai- nian Academy of Science, 1990. (1999) George McNinch, Assistant Professor. B.S., 675, 676. Seminar in Complex Analysis Samford Univ., 1990; Ph.D., Univ. of Or- Brian Hall, Associate Professor. B.A. and B.S., (V-0-V) (V-0-V) Staff egon, 1996. (1996) Cornell Univ., 1988; Ph.D., ibid., 1993. Topics vary by semester. (1999) Timothy O’Meara, Provost Emeritus of the 677, 678. Seminar in Topology University and the Rev. Howard J. Kenna, Bei Hu, Professor. B.S., East China Normal (3-0-3) (3-0-3) Staff C.S.C., Professor Emeritus of Mathematics. Univ., 1982; M.S., ibid., 1984; Ph.D., Univ. Topics vary by semester. B.Sc., Univ. of Capetown, 1947; M.S., ibid., of Minnesota, 1990. (1990) 1948; Ph.D., Princeton Univ., 1953. (1962) Cecil B. Mast, Associate Professor Emeritus. 681, 682. Seminar in Mathematical Logic Richard Otter, Professor Emeritus. A.B., B.S., DePaul Univ., 1950; Ph.D., Univ. of (V-0-V) (V-0-V) Staff Dartmouth College, 1941; Ph.D., Indiana Notre Dame, 1956. (1959) Topics vary by semester. Univ., 1946. (1947) Gerard K. Misiolek, Associate Professor. M.S., 683, 684. Seminar in Number Theory Barth Pollak, Professor Emeritus. B.S., Illinois Warsaw Univ., 1987; Ph.D., State Univ. of (V-0-V) (V-0-V) Staff Institute of Technology, 1950; M.S., ibid., New York, Stony Brook, 1992. (1993) Topics vary by semester. 1951; Ph.D., Princeton Univ., 1957. (1963) David P. Nicholls, Assistant Professor. B.S., Warren J. Wong, Professor Emeritus. B.S., Univ. of Illinois, Urbana, 1993; Sc.M., Brown 685, 686. Seminar in Geometry Univ. of Otago, 1954; M.S., ibid., 1955; Univ., 1995; Ph.D., ibid., 1998. (2001) (V-0-V) (V-0-V) Staff Ph.D., Harvard Univ., 1959. (1964) Topics vary by semester. Joachim J. Rosenthal, Professor of Mathematics Algebraic Geometry and Concurrent Professor of Electrical Engineer- Other Graduate Courses ing. Vordiplom, Univ. Basel, 1983; Diplom, 697. Directed Readings Mario Borelli, Associate Professor. B.S., Scuola ibid., 1986; Ph.D., Arizona State Univ., (V-0-V) Staff Normale di Pisa, 1956; Ph.D., Indiana Univ., 1990. (1990) Readings not covered in the curriculum 1961. (1965) which relate to the student’s area of interest. Michael Sigal, the Rev. Howard J. Kenna, Karen Chandler, Assistant Professor. B.S., C.S.C., Memorial Professor of Mathematics. Dalhousie Univ., 1987; Ph.D., Harvard 699. Research and Dissertation Ph.D., Tel Aviv Univ., 1976. (2003) Univ., 1992. (1995) (V-V-V) Staff Research and dissertation for resident gradu- Alan Howard, Professor. B.A., Rutgers Univ., Complex Analysis ate students. 1953; Ph.D., Brown Univ., 1965. (1968) Jeffrey Diller, Associate Professor. B.S., Univ. 700. Nonresident Dissertation Research Juan C. Migliore, Professor. B.A., Haverford of Dayton, 1988; Ph.D., Univ. of Michigan, (0-0-1) Staff College, 1978; Ph.D., Brown Univ., 1983. 1993. (1998) (1989) Required of nonresident graduate students Wilhelm F. Stoll, the Vincent J. Duncan and who are completing their dissertations in Claudia Polini, Assistant Professor. B.S., Uni- Annamarie Micus Duncan Professor Emeritus absentia and who wish to retain their degree versita degli Studi di Padova, 1990; Ph.D., of Mathematics. Ph.D., Univ. of Tubingen, status. Rutgers Univ., 1995. (2001) 1953. (1960) Faculty Dennis M. Snow, Professor. B.S., Merrimack Pit-Mann Wong, Professor. B.Sc., National College, 1975; M.S., Univ. of Notre Dame, Taiwan Univ., 1971; Ph.D., Univ. of Notre Algebra 1977; Ph.D., ibid., 1979. (1982) Dame, 1976. (1980) Andrew J. Sommese, the Vincent J. Duncan Katrina D. Barron, Assistant Professor. A.B., Differential Equations Univ. of Chicago, 1987; Ph.D., Rutgers and Annamarie Micus Duncan Professor of Univ., 1996. (2001) Mathematics. B.A., Fordham Univ., 1969; Matthew Gursky, Associate Professor. B.S., Ph.D., Princeton Univ., 1973. (1979) Univ. of Michigan, 1986; Ph.D., California Matthew J. Dyer, Associate Professor. B.Sc., Institute of Technology, 1991. (2001) Sydney Univ., 1983; M.Sc., ibid., 1985; Ph.D., ibid., 1988. (1989) Qing Han, Associate Professor. B.S., Beijing Univ., 1986; M.S., Courant Institute, 1991; Ph.D., ibid., 1993. (1994) 164 The Division of Science Physics 165

A. Alexandrou Himonas, Associate Chair Topology complete only the master’s degree. However, and Professor. B.S., Patras Univ., 1976; M.S., a program leading to the degree of master Francis X. Connolly, Professor. B.S., Fordham Purdue Univ., 1982; Ph.D., ibid., 1985. of science is available; it involves satisfactory Univ., 1961; M.S., Univ. of Rochester, 1963; (1989) completion of graduate course work without Ph.D., ibid., 1965. (1971) any thesis requirement. Mei-Chi Shaw, Professor. B.S., National John E. Derwent, Associate Professor. B.S., Taiwan Univ., 1977; M.S., Princeton Univ., Univ. of Notre Dame, 1955; Ph.D., ibid., The master of science nonresearch program 1978; Ph.D., ibid., 1981. (1987) 1960. (1963) requires 24 credit hours of approved course Nancy K. Stanton, Professor. B.S., Stanford work and passage of an oral Master’s examina- William G. Dwyer, the William J. Hank Univ., 1969; Ph.D., Massachusetts Institute tion. Each program of course work is chosen Family Professor of Mathematics. B.A., Boston of Technology, 1973. (1981) in consultation with a faculty adviser. College, 1969; Ph.D., Massachusetts Institute of Technology, 1973. (1980) Differential Geometry Interdisciplinary programs between physics Liviu Nicolaescu, Associate Professor. B.S., and chemistry or biology are also available. Jianguo Cao, Professor. B.S., Nanjing Univ., Univ. Al. I Cuza, Iasi, Romania, 1987; Ph.D., 1982; M.S., ibid., 1985; Ph.D., Univ. of Michigan State Univ., 1994. (1998) All incoming graduate students are given Pennsylvania, 1989. (1996) interviews to determine their preparation for Stephan A. Stolz, the Rev. John A. Zahm, Richard Hind, Assistant Professor. B.A., Cam- and to assist in planning their course work. C.S.C., Professor of Mathematics. B.S., Univ. of bridge Univ. U.K., 1993; Ph.D., Stanford Courses 503, 505, 506, 507, 508, 510, 601, Bielefeld, 1975; M.S., Univ. of Bonn, 1979; Univ., 1997. (2000) 602, 603, and three from among 605, 607, Ph.D., Univ. of Mainz, 1984. (1988) 609, 613, and 617 (or their equivalents) are François Ledrappier, the John and Margaret required for admission to Ph.D. candidacy. Laurence R. Taylor, Professor. B.A., Princeton McAndrew Professor of Mathematics. B.S., Univ., 1967; Ph.D., Univ. of California, In addition, students must pass a qualifying École Polytechnique, 1968; Ph.D., Univ. Berkeley, 1971. (1973) examination on undergraduate physics, which Paris, 1975. (2002) is given early in the fall and spring terms, E. Bruce Williams, Professor. B.S., Massachu- prior to being invited to take the candidacy Xiaobo Liu, Associate Professor. B.S., Tsinghua setts Institute of Technology, 1967; Ph.D., examination. The candidacy examination is Univ., P.R. China, 1987; Ph.D., Univ. of ibid., 1972. (1975) normally taken after the end of the fourth se- Pennsylvania, 1994. (1999) mester. There is no foreign language required Brian Smyth, Professor. B.S., National Univ. for a Ph.D. in physics. Students are expected of Ireland, 1961; M.S., ibid., 1962; Ph.D., Physics to begin research in their second semester. Brown Univ., 1966. (1966) Chair: The major areas of research are as follows: Frederico J. Xavier, Professor. B.S., Univ. Fed- Ani Aprahamian eral De Pernambuco, 1971; M.S., ibid., 1973; Director of Graduate Studies: Astrophysics, Cosmology, and Astronomy Ph.D., Univ. of Rochester, 1977. (1985) Kathie E. Newman The Notre Dame program in astrophysics, cosmology, and astronomy combines observa- Logic Telephone: (574) 631-6386 tional and theoretical tools to investigate the Steven A. Buechler, Chair and Professor. B.A., Fax: (574) 631-5952 origin and evolution of matter in the uni- B.S., Eastern Illinois Univ., 1975; M.A., Location: 225 Nieuwland Science Hall verse. Active areas of research run the gamut Univ. of Maryland, 1977; Ph.D., ibid., 1981. E-mail: [email protected] from the first instants of cosmic expansion, (1987) Web: http://www.science.nd.edu/physics through the birth and development of the solar system, to the present complex interac- Peter Cholak, the John and Margaret McAn- The Program of Studies tions of stars and gas in galaxies. drews Associate Professor of Mathematics. B.A., The graduate program in physics is a combi- Union College, 1984; M.A., Univ. of Wis- nation of course work and research designed Theoretical Astrophysics consin, 1988; Ph.D., ibid., 1991. (1994) to prepare the student for a career in univer- Cosmology. We investigate the origin of the sity, industrial, or governmental research or Abraham Goetz, Associate Professor Emeritus. physical universe, with an eye to understand- in college or university teaching. There is a M.S., Univ. of Wroclaw, 1949; Ph.D., ibid., ing how events early in the Big Bang may sequence of basic courses in the fundamental 1957. (1964) have left observable relics today. An example areas of physics. In addition, the student will of such an event is cosmological inflation, the Julia F. Knight, Director of Graduate Studies take advanced courses and seminars in spe- extremely rapid expansion of the very early and the Charles L. Huisking Professor of Math- cialized areas. The research work of the stu- universe driven by vacuum energy. We study ematics. B.A., Utah State Univ., 1964; Ph.D., dent is emphasized and he or she is required models of inflation and how these models are Univ. of California, Berkeley, 1972. (1977) to join in a physics research program of the tested by observations of fluctuations in the department within the first year. cosmic microwave background radiation. We Sergei Starchenko, Associate Professor. M.S., also study ways in which the cosmic vacuum Univ. of Novosibirsk, 1983; Ph.D., ibid., The graduate program is primarily a doctoral 1987. (1997) energy or “dark energy” are manifest in the program, leading to the degree of doctor of present universe. We also study how the Vladeta Vuckovic, Associate Professor Emeritus. philosophy, and the department ordinar- formation of light elements during the epoch M.S., Univ. of Belgrade, 1949; Ph.D., ibid., ily will not accept students who intend to of primordial nucleosynthesis can be used to 1953. (1963) 166 The Division of Science Physics 167 constrain the physical conditions occurring Observational Astronomy and Astrophysics to make comets and perhaps initiate planet earlier during the Big Bang and we study the Cosmic Rays. A recently completed extensive formation. Because the young disk around possible imprint of cosmic phase transitions air shower (EAS) array allows the experimen- a star is often heavily obscured by dust, the directly on the microwave background. tal study of cosmic rays. The particle energies early stage of the preplanetary disk evolution studied are from 30 to 300 GeV with a single is poorly understood. In this research, we Moving from the early to the adolescent muon trigger and ultra high energies(UHE) use the abundance of the molecular gases and universe, we study the formation and evolu- from 100 TeV (100 Trillion electron Volts) their isotopes to provide important informa- tion of galaxies. We are developing detailed to a 100,000 TeV with a shower trigger. The tion concerning the amount of thermal and simulations that describe how stars form and spectrum and composition of cosmic rays chemical processing of icy grains as well as re-emit heated enriched gas while the galaxy at UHE is an area of intense interest. The clues as to how comets formed during the collapses into a halo and disk. Such studies unique use of proportional wire chamber early history of our solar system. Are comets probe the galaxy formation process and can detectors together with absorbers allows the loose “rubble piles” of planetesimals or are be used to derive more reliable estimates of measurement of the angle of each second- comets uniform chunks of ices and dirt like the age of the universe. We also are investigat- ary track and its identification as a muon or very large “dirty snowballs”? In our studies ing the nature and origin of the dark matter electron, thus distinguishing the shower as of comets, we have used the high resolution that makes up most of the mass of the uni- gamma (muon poor) or hadronic. The track- imaging capabilities of the Hubble Space verse. We have ongoing studies of neutrino ing chambers provide high angular resolution; Telescope to investigate the structure of dark matter, as well as the formation and evo- together with the muon identification, they the “cores” of tidally fragmented comet lution of stellar remnants, which may provide allow a sensitive search for stellar or galactic Shoemaker-Levy 9. Understanding the struc- the source for the observed microlensing. point sources of UHE gamma rays. Extrapo- ture of these comets will provide a better lating muon trajectories backward reveals understanding of how comets formed and of Numerical Relativity. We investigate Ein- their height-of-origin; this height is sensitive the initial accretion conditions that were pres- stein’s general relativity through computer to the nature of the cosmic ray primary and ent in the early solar nebula. simulations of the full (3+1) dimensional thus enables a measurement of the atomic relativistic equations. For example, we model composition of primary cosmic rays. The sin- How planets are formed in these disks is the merger of a binary pair of neutron stars. gle muon trigger allows a high statistics study even less well understood. This observational This is a system that should provide one of of cosmic ray anisotropies (Compton-Getting research program uses high-resolution spectra the strongest signals for gravity wave detec- effect) and space and angle correlations with of ices, dust, and gas phase molecules in the tors. These highly energetic merger events gamma ray bursts detected by satellite experi- disks of pre-main sequence stars to study the may also provide a means to explain the ments. We are also examining the association physical conditions in planet forming regions. occurrence of cosmological gamma ray bursts. of UHE photons arriving with low-energy Specifically, infrared observations of gas phase + We also model the accretion of material onto gamma ray bursts. molecules such as CO, H2, H3 , and H2O can a neutron star or black hole as a source of be used to understand the chemical processes, x-ray bursts. Supernovae and Cosmology. The history environment, and dynamical evolution of and content of the universe is one of the ‘other solar systems’ that may be in the pro- Nucleosynthesis in Stellar Explosions and most pressing questions in astrophysics. We cess of planet formation. The abundance and Stellar Evolution. We study the evolution are part of a team using supernovae to probe excitation of these molecules can be used to of a massive star as its core collapses to form the expansion history of the universe and we clarify the time scales and initial conditions a type II supernova. Just before collapse the have recently found evidence of a new form for planet building and may also provide a critical mass of the core is determined by nu- of energy that is causing the expansion to new technique to find protoplanets. Infrared merous weak nuclear decays that decrease the accelerate. Some types of supernovae make spectroscopic data are obtained from the electron pressure and remove energy in the precise distance indicators, and their bright- Infrared Telescope (IRTF) and the 10 meter form of neutrinos. We calculate these rates. ness means they can be seen at early epochs Keck Telescope on Mauna Kea. As the collapse ensues, we study the effects of when the expansion was different than its changes in the nuclear equation of state, such current rate. We are also studying the varia- The Search for Gravitational Microlensing. as a transition to quark-gluon plasma. Some tions in properties of nearby supernovae to We are actively participating in the MACHO changes affect the evolution of the explosion understand their limitations as cosmological Project survey of the Large Magellanic Cloud. and the neutrino signal. This probes physi- probes. This survey is one of the first that can detect cal properties of matter at high temperature “dark matter” in the form of massive compact and density. After the collapse, we study Understanding the Process of Disk and objects (otherwise invisible) via “gravitational the cooling and neutrino emission from the Planet Formation Around Young Stars. microlensing,” the general relativistic ampli- proto-neutron star. These neutrinos provide Planet formation has been known for many fication of background starlight. The analysis important extra energy to the explosion and years to be tied to the accretion and evolution of this data set of more than eight million an environment in which heavy elements can of gas and dust in disks around young HAeBe stellar light curves has evidenced many mi- be synthesized. and T Tauri stars. During this early phase of crolensing events with an average timescale star formation, the cold shell around an em- of about 2.5 months. This single data set We also study hydrodynamic models for the bedded star collapses to form a preplanetary comprises more observations of individual evolution of nova outbursts and x-ray bursters disk of dust and dirty ices and reveals a pre- stars than have been made during the entire with extensive nuclear reaction networks, and main-sequence star representative of the Sun history of astronomy prior to this survey. The the synthesis of elements in various phases of when our solar system was forming. Over the simplest interpretation of these results is that stellar evolution. next million years or so, these ices condense a previously unknown population of objects 166 The Division of Science Physics 167

that comprise about 50 percent of the total at the Atomic Physics Accelerator Labora- Buckyball Collisions with Multicharged mass of the galactic halo causes the micro- tory (APAL) at Notre Dame. The delayed Heavy Ions lensing. The typical mass of these objects is photon coincidence technique is also being A “buckyball” molecule is made up of 60 roughly half a solar mass, suggesting that they investigated as an alternative approach for carbon atoms in a spherical shell, with the may be predominantly white dwarfs. These measuring atomic lifetimes. A recent study structure of a “soccer ball,” and is the most results are the first positive detection of dark of the transition rate between the 6s and 7p stable molecule known. When colliding with matter in our galaxy and provide important states in cesium has yielded one of the most multicharged heavy ions, many electrons constraints on cosmology (see above) as well precise atomic measurements of the neutral are transferred from target to projectile, and as new insight into galactic structure and weak charge, an important parameter of the other electrons are scattered away. We con- dynamics. Standard Model of weak and electromagnetic tinue a collaborative work with a group in interactions. Further work is proceeding. Lyon, France, to study the dynamic processes We are also using this gravitational micro- involved. Of particular interest is the stabil- lensing technique to search for planets orbit- Other Atomic Structure Measurements ity of the carbon-cage once it is ionized—for ing stars located toward the galactic center. We are studying the rare and highly excited example up to five times ionized C60 can be sextet systems of ionized 5-electron systems. stable with sufficiently low internal energy. Atomic Physics In these states, the five electrons all have The stability of these associated molecules Atomic physics research at Notre Dame in- their spins aligned in one sense, resulting in depends sensitively on the internal energy, volves the experimental and theoretical study highly excited states well above the normal which is typically supplied in the multich- of atomic structure as it relates to the under- ionization limit. Their stability makes them arged ion collision. These experiments, which standing of electroweak, quantum electro- favorable as possible upper states for x-ray detect all fragments and electrons in each dynamic (QED), and relativistic many-body laser systems. Previous work in this area has collision, can help develop and test theories interactions. Experimental measurements in been full of ambiguities. Standard fast-beam- of ion-molecule interactions. The collisions high Z ionic systems are motivated by the foil experiments are being used to measure are also used to search for photon decays from desire to test QED corrections in atomic energies and transition rates for electric dipole the fragments of the collisions. theory. Precision measurements of forbidden transitions. transition strengths, hyperfine structures, and Hyperfi ne Structure Measurements atomic lifetimes test many-body calculations Measurements of Forbidden Transition Studies of hyperfine structures in neutral and important to the interpretation of parity Amplitudes ionized atoms are made in a Doppler-free nonconservation (PNC) in atoms and atomic The occurrence of parity nonconservation geometry of laser induced fluorescence stud- structure in general. The similarity of our (PNC) in atoms provides a mechanism for ies of atoms accelerated in the APAL facility. interests strongly enhances the interaction testing the Standard Model of electroweak Initial studies in the rare gas isoelectronic between the theoretical and experimental interactions at energies inaccessible to high- sequence include measurements in the singly atomic physics groups at Notre Dame. energy accelerators. The detailed interpreta- charged alkali atoms where configuration tion of PNC experiments requires accurate interaction in low-lying metastable levels is Lifetimes in Alkali-like Systems knowledge of atomic structure. This program considerable. Studies are also beginning in This research program focuses on measure- focuses on measurements of atomic transition several rare-earth systems as part of an investi- ments of excited state lifetimes in neutral amplitudes that are important to the interpre- gation of PNC in atoms. alkali and alkali-like charged systems. Preci- tation of PNC experiments. Measurements of sion measurements of atomic lifetimes are the magnetic dipole and electric field induced Atomic Structure of Highly Charged Ions important to the analysis of data from many amplitudes in the cesium 6s 2S1/2-7s 2S1/2 Spectroscopic measurements of fine structure fields and provide fundamental atomic struc- transition provide direct calibrations of PNC transition energies in highly charged ions ture information. Scientists in astrophysics, experiments. The measurement techniques are performed to test our understanding of geophysics, and plasma fusion depend on developed for cesium will be extended to relativistic atomic structures in few-body lifetime measurements as means for calibrat- other atoms of interest for testing the Stan- systems. Experiments are performed at heavy- ing relative values of oscillator strengths. dard Model and atomic theory. ion facilities: the Tandem Laboratory at From a theoretical point of view, alkali-like Notre Dame, the ATLAS facility at Argonne atoms provide the simplest open shell systems Forbidden Transitions in Helium National Laboratory, and the GSI facility in for detailed comparisons between experiment Following our theoretical results, which show Germany. Our recent measurements of n=2 and theory. In addition, the interpretation of a dependence of magnetic dipole transitions state energies in Ar16+ using beam-foil spec- parity nonconservation experiments requires (M1) on the negative energy states of the troscopy have provided sensitivity to high- accurate knowledge of the atomic structure relativistic atomic system, we are attempt- order QED terms in helium-like ions which including radial matrix elements. Through ing excitation of the 2s3S-3s3S transition have not yet been calculated. Experiments are initial experiments in cesium, we have de- at 427 nm. In addition, the two-photon underway for precise fine structure measure- veloped an apparatus for measuring atomic transition rate between the same two states ments in heavier He-like and Li-like ions. lifetimes by laser excitation of a fast atomic will be measured. These measurements and beam. This technique is extremely versatile other forbidden transition rate measurements and can be applied to a wide variety of atomic provide sensitive tests of many-electron rela- systems. The experiments are carried out tivistic atomic theory, such as the work of the theoretical group at Notre Dame. 168 The Division of Science Physics 169

Rydberg Spectroscopy of Few Electron Ions This reorganization is one of the mechanisms Facilities The atomic structures of high angular mo- by which cells migrate long distances during The Department of Physics has sterile cell mentum Rydberg states in highly charged embryonic development and wound healing. culture capability, video microscopy, and neu- ions are sensitive to long-range electron-ion ron tracing equipment. Shared facilities with interactions for these highly excited states The interaction between two cells during the Department of Biological Sciences in- that are not seen in normal atomic structures. sorting is determined only by their surface clude a complete animal care facility, Fluores- Our spectroscopic measurements of Be-like adhesion and membrane fluctuations. We cent Scanning Confocal Microscopy, Electron Si10+,S12+, and Cl13+ ions have provided use the Potts model computer simulation to Microscopy, general histology, intracellular Rydberg state structures up to principal quan- analyze simple, random cell aggregates. Over recording, and voltage sensitive dye imaging. tum numbers n>10. A new measurement of short times, cells behave almost as ideal mol- the Be-like N3+ Rydberg structures has been ecules, performing biased random walks in a Condensed Matter Physics performed using laser-stimulated recombina- rough energy landscape. Condensed matter research at Notre Dame tion spectroscopy at the heavy-ion storage involves the experimental and theoretical ring (TSR) in Heidelberg, Germany. Exten- Neural Networks study of novel materials systems. These serve sions of these measurements to more highly Despite recent advances in the application both as models for understanding fundamen- excited states in heavier ions are planned. of electronic neural networks, we under- tal condensed matter physics and as prototype stand little about the way the brain actually materials for technical applications. Close Theoretical Atomic Physics performs computations. Certain areas of the collaborations exist between the experimental Relativistic and correlation effects in heavy brain have well-defined specialized functions; and theoretical groups in this effort. Work atoms are studied using various methods, others seem able to perform several different involves the preparation and analysis of these including relativistic Hartree-Fock theory, types of computation in overlapping regions. systems both on and off campus, and includes relativistic many-body perturbation theory, How does this segregation of information close collaborations with faculty in other configuration interaction methods, and itera- occur? Does the connection pattern allow departments such as electrical engineering tive all-order methods. Applications are made different numbers of neurons to perform the and chemical and biomolecular engineering to predict accurate energies, transition rates, same computation? at Notre Dame. An element characteristic of and hyperfine constants for low-lying levels experimental condensed matter research is of atoms and ions with one, two, and three The dynamics of factually coupled map lat- the ability of a student to personally conduct valance electrons. Specialties of the group tices (a simplified model of neural networks) his or her own experiment through all stages include atomic structure calculations done have different spatial patterns from those of with the help of an adviser, including sample in support of experiments on violations of either locally or globally connected lattices, preparation, experiment, and analysis. Spe- fundamental symmetries in atoms. Radiative suggesting that fractal connectivity allows the cific areas of interest are discussed below. corrections to energy levels of simple systems, brain to use the same region of association including higher-order QED corrections in cortex for several different tasks. In collabora- Magnetism neutral helium, are also among current re- tion with the Biological Sciences Department, Magnetic materials are examined by a variety search topics. we distinguish, experimentally, essential of techniques to understand the fundamen- characteristics from accidental. In amphib- tal nature of many-body magnetism and to Biological Physics/Biophysics ians, the number of neurons in the brain investigate the possibility of applications. Biological physics applies the quantitative varies inversely with the polyploid number. Examples include colossal magnetoresistance methodology of physics to study complex During development the brain compensates compounds that change resistance by orders biological processes. Research in the Depart- for differences in the number of neurons, of magnitude when placed in a magnetic ment of Physics includes experiment, theory, possibly by increasing the number of synapses field, and dilute magnetic semiconductors. and computer simulation. We also collaborate per neuron. Measuring the three-d connec- and share facilities with the Department of tion patterns in Xenopus has shown that the Mesoscopic Physics Biological Sciences. Students with an interest neurons of the regions in the frog’s brain that Few-atom clusters, fullerenes, and other exot- in biological physics are eligible for the Mo- integrate multiple sensory inputs fall into ic systems probe the basic mechanisms of sys- lecular Biosciences Program, which provides classes of differing shapes and connectiv- tems of few atoms. Single-electron charging additional fellowship support and broader ity described by fractal scaling exponents as effects and related phenomena are explored. course choices. We aim to design clean, sim- predicted by simulations. Motivated by several recent experimental ple, quantitative experiments that distinguish discoveries, the vortex states of submicron individual physical mechanisms. Examples Understanding the dynamics of lung inflation superconducting disks are studied theoreti- of current research include cell sorting and is an important problem with applications in cally. In particular, we are interested in the neural networks. respiratory physiology. Lungs are branching microscopic structure of the multiquantum structures in which the dynamics of air mo- giant vortex, a novel state of vortex matter oc- Cell Sorting tion is rather complex and often irregular. We curring in strongly confined superfluids. Cell-type dependent surface adhesion mol- develop statistical mechanics models to de- ecules (e.g., cadherins) participate in many scribe the closure and opening of airways and Semiconductor Physics cellular processes from gastrulation to cancer the respiratory patterns associated with these Thin-film II-VI semiconductor samples are metastasis. The contact energy between cells processes. Also, ongoing research addresses prepared by molecular beam epitaxy, includ- depends on these molecules, and because cells the breathing patterns of preterm infants, the ing heterostructures and quantum wells. diffuse, mixtures of different cell types rear- goal being to develop theoretical models to These, as well as bulk samples, are studied by range to minimize their boundary energies. capture the irregularity of the infant breathing a variety of experimental techniques includ- cycle. 168 The Division of Science Physics 169

ing laser spectroscopy, x-ray and neutron Additional Theoretical Research The study of electroweak symmetry breaking scattering, and electron transport. Work on In addition to the research discussed above, and a search for new phenomena is in prepa- heterostructures includes the development of theoretical condensed matter physics re- ration, utilizing the Large Hadron Collider blue-light semiconducting lasers. Theoretical search includes the following areas. The basic (LHC) under construction at CERN, near efforts involve the study of magnetic frustra- properties of non-equilibrium systems are Geneva, Switzerland. A consortium of U.S. tion in diluted magnetic semiconductors, the investigated with application to surface and and foreign physicists is building two large analysis of strain distributions and stability growth phenomena and vortex dynamics. multipurpose detectors, and Notre Dame of heterostructures and alloys. In addition, Tools include continuum stochastic equa- is involved with one of these called CMS. Monte Carlo simulations are used to investi- tions, renormalization group, and numerical CMS is specialized to study the massive Higgs gate the dynamics and morphology of surface simulation. boson, an essential part of the standard model growth by MBE, phase diagrams of semicon- responsible for mass generation, and the ductor alloy systems, and the interplay be- High-Energy Physics spectra of super-symmetric particles. Notre tween elastic interactions and ordering/phase Notre Dame has a substantial presence in Dame is an active member of the hadronic separation of lattice-mismatched alloys. both experimental and theoretical high- calorimetry subgroup of CMS. energy physics, as detailed below. It should be Structural Studies noted that the research of the theoretical and The study of CP violation in B meson decay X-ray absorption fine structure (XAFS) experimental group members shows parallel is being performed with the BaBar detector and x-ray scattering are used to study the interests in several areas, such as heavy quark at the PEP II storage ring currently run- surfaces and internal interfaces of solids and Higgs physics and supersymmetry. This ning at SLAC. Our understanding of CP and liquids, phase transformations and leads to a more cohesive interaction between violation, which up until recently had only ordering phenomena in condensed-matter theory and experiment at Notre Dame. been observed in the decay of the neutral K systems, the atomic-scale structure of semi- In addition, we have an extensive effort in meson, is rather limited. Large CP violating conductors, and through collaborations, the education and outreach through QuarkNet, effects have now been found in the decay of structure of metalloproteins, catalysts, and a collaboration of particle physics research B mesons. CP violation is a subtle effect in environmentally-relevant systems. Because of groups located at 60 U.S. universities and which nature distinguishes between matter the unique advantages of synchrotron radia- laboratories. This program partners students and antimatter and such an effect is needed tion, these experiments are conducted at the and teachers with experiments conducting to understand the prevalence of matter over MRCAT beamlines at the Advanced Photon research at the energy frontier and at the antimatter in our world. The studies demand Source at Argonne National Laboratory, world’s most powerful accelerators, located at precision measurements of very large samples where Notre Dame is a major participant. CERN in Switzerland, Fermilab in Illinois, of B mesons. Notre Dame is involved in the and Stanford in California. tracking and event reconstruction and analy- Superconductivity sis for BaBar. High-temperature superconductors are Experimental High-Energy Physics studied from the perspective of microwave Experimental research in high-energy phys- Detector development at Notre Dame in- absorption and other techniques with a view ics at Notre Dame centers on a number of cludes the development of new scintillators to probing fundamental mechanisms. These projects. Notre Dame is involved in the study and waveshifters, and the development of op- include investigations of the response of of weak vector bosons and heavy quarks at tical fibers as particle detectors. Several of our high-temperature superconductor thin-film the Fermilab Tevatron collider, the search for experiments have used optical fiber technolo- systems to ultra-short duration, far-infrared the Higgs boson and super-symmetry at the gy for tracking or for calorimetry. The need to light to evaluate potential applications for CERN LHC and the study of CP violation in read out these devices accurately and quickly and the intrinsic electronic properties of these B meson decay at Stanford Linear Accelerator has led to a number of advances in fast scin- novel materials. Theoretical work includes Center (SLAC). Modern high-energy physics tillators and in visible-light photon detectors. studies of two-dimensional antiferromag- detector development is also an important The Notre Dame group has pioneered devel- nets, their relationship to high temperature part of the program. opments in these detector technologies, and superconductors, and the degree to which was proposer and coleader of the construction this potential relationship may be tested by The study of weak vector bosons, heavy effort for the Central Fiber Tracker (CFT) for experiments such as photoemission, neutron quarks, and QCD phenomena at the Fermi- the DØ experiment at Fermilab. scattering, scanning tunneling spectroscopy, lab Tevatron collider is carried out with the and tunneling in planar junctions. Our theo- DØ detector. A major upgrade to the detector Education and Outreach retical research program also includes the has recently been completed. The upgrade QuarkNet is a federally funded national study of the recently discovered high tempera- improves the detector’s ability to study top program partnering high school teachers with ture superconductor, magnesium diboride and beauty quarks by providing magnetic particle physicists working on high-energy (MgB2). This compound seems to be a prime tracking in addition to the detector’s out- colliding beam experiments at Fermilab, example of a two-band superconductor. Our standing calorimetry. The DØ group was a CERN and SLAC and on non-accelerator theoretical study is aimed at revealing novel co-discoverer of the top quark and will now and fixed target experiments. Notre Dame phenomena that could be present in MgB2, take advantage of the Tevatron’s unique ca- is directly involved in the management of such as new Josephson-like effects and un- pabilities as the world’s current sole source of the National QuarkNet Program and also conventional electronic structure around a top quarks. The collider is also one of the few operates the Notre Dame QuarkNet Center spin impurity. The tools employed in this area facilities in which the W boson, responsible located adjacent to the campus where high include finite-temperature field theory, with for the well-known charged weak interac- school teachers and students can participate functional integrals and Feynman diagrams tions, can be produced and studied. “hands-on” in construction of state-of-the-art providing systematic approximation methods. particle physics detectors. 170 The Division of Science Physics 171

Theoretical High-Energy Physics boson interactions. Testing the various theo- Notre Dame is built around a broad program Theoretical high-energy physics at the Uni- ries, either directly at high-energy colliders or in low energy experimental nuclear science versity of Notre Dame runs the gamut from indirectly using rare phenomena and precise that overlaps with the highest-priority scien- the very phenomenological to the very ab- predictions of low-energy parameters, is of tific objectives in modern nuclear physics. stract. The research areas of particular interest great interest to theorists and experimentalists Work is typically carried out at the accelerator include violations of discrete symmetries, alike. facilities in our own laboratory as well as at a rare decays, particle-antiparticle oscillations, variety of accelerators in locations throughout quantum field theoretic problems, supersym- Another active area of study is the overlap of the world. Our main research areas include metry and grand unification, astroparticle particle physics with astrophysics and cosmol- radioactive ion beams, nuclear astrophysics, physics and cosmology, symmetry groups and ogy. When new theories are formulated to ex- nuclear structure, fundamental symmetries, algebras, and topological questions. While the plain experimental observations or the origin and weak interactions. methods used and the systems studied vary of existing theories, inevitably new and exotic considerably, the goals in the end are similar: particles and interactions are predicted; these Nuclear Structure Laboratory explaining what really makes our universe tick can radically change the early evolution of the The Nuclear Structure Laboratory at the and understanding at a deep level the theories universe, the behavior of stellar objects, or University of Notre Dame is one of only three that allow such an explanation. even the vacuum itself. Astrophysical observa- medium scale accelerator laboratories in the tions can, in turn, dramatically constrain such United States funded by the National Sci- A violation of time reversal (T) invariance has theories, often bounding their parameters far ence Foundation. At present, we operate two been observed in the decays of neutral kaons. more stringently than terrestrial experiments. accelerators in our laboratory— a model FN Its role as a fundamental element of nature’s Properties of massive neutrinos, of supersym- Tandem Van de Graaff accelerator capable grand design has been fully appreciated, yet metric particles, and of more exotic relics, of an acceleration potential in excess of 10 we lack a real theoretical understanding of such as quintessence, which may explain the MV and a model KN single-ended Van de it—not surprisingly, since T violation is con- mysterious dark energy observed by astrono- Graaff 3 MV accelerator capable of produc- nected with central mysteries of the Standard mers, are some examples of current research. ing the high intensity particle beam currents Model, namely the problem of mass genera- necessary for the study of nuclear astrophysics tion and family replication. One predicts On a more mathematical, abstract level, phenomena. A third accelerator, a model JN with considerable confidence that the decays research is in progress on various aspects of single-ended Van de Graaff 1 MV accelera- of beauty mesons will exhibit truly large T symmetries and their applications. The role tor, is presently being installed to extend the asymmetries. The phenomenology of beauty of symmetries in physics cannot be over- nuclear astrophysics research program to the and charm hadrons is extended with the goal stated; indeed, all of high-energy physics is very low energy regime. of determining the size of the fundamental founded on symmetry principles of various weak-interaction parameters and arriving sorts. Two examples, CP and supersym- Having our own accelerator laboratory offers at predictions for T asymmetries with as metry, were mentioned above. Another area our students a tremendous advantage in that much quantitative precision as possible. This of active study is infinite-dimensional Lie they are trained to operate all the equipment involves extracting the fundamental quark algebras, in particular Kac-Moody, Virasoro, within the laboratory, including the accelera- dynamics from the observable hadron dynam- and W-algebras applicable to conformal tors. This “hands-on” experience is simply not ics. Novel field-theoretic methods based on field theories and integrable systems, and the possible at larger national accelerator facilities, heavy-quark expansions have been developed algebras corresponding to the group of maps and is a key component of the education of for this task; they are continually refined. from spheres and tori to compact simple Lie our students. groups. The cohomology of these groups and One broad area of research at Notre Dame is the Lie algebras, and their connection with The KN and JN accelerators contain standard supersymmetry (SUSY), a symmetry relating the problem of anomalies in current algebras, RF ion sources, capable of producing high bosons and fermions that could explain many are being examined. Relativity groups (Gali- intensity positively charged beams of a variety puzzles such as the origin of fundamental lean and Poincare) in < 4 dimensions and of light ions. Ion beams for the FN Tandem interactions or the longevity of our universe. their projective unitary representations and accelerator are provided by two external ion While many compelling arguments suggest physical applications is another area of inter- sources. A standard sputter ion source is that nature is, at some level, supersymmetric, est. Finally, the topology of a space, and not used to produce a wide variety of negatively there are as yet no complete and convincing just its symmetry properties, determines its charged ion beams, and a duoplasmatron ion supersymmetric standard models. Different physics. One topic of current research is the source is used to provide negatively charged assumptions about the mechanism by which role that topology plays in determining the helium beams. Beams injected into the FN SUSY is broken lead to different ways of relationship between a particle’s spin and the Tandem accelerator can be provided in either meeting present experimental constraints and quantum statisticist obeys. continuous or pulsed modes. generate rich phenomenologies for future experiments. Some applications of SUSY un- Nuclear Physics Some of the unique capabilities at Notre der study at Notre Dame are unified theories The nucleus is a unique many-body quantum Dame include the Blue Giant detector array, of the strong and electroweak forces; flavor system of fermions (neutrons and protons) consisting of 32 ion-implanted Si detec- symmetries that can explain the observed interacting under the strong, electromagnetic, tors capable of covering a very large angular quark and lepton mass hierarchies and predict and weak interactions. It is therefore an excel- range, and the Twinsol radioactive ion beam new effects such as rare decays and neutrino lent laboratory for the study of the funda- facility, consisting of a pair of large bore oscillations, and novel signatures in Higgs mental forces as exhibited in various nuclear superconducting solenoid magnets. Other properties. Research in nuclear physics at facilities include a moving tape system with 170 The Division of Science Physics 171

an additional superconducting solenoid for 1. New experimental techniques and 2. We have recently measured the elec- the study of weak interactions, an array of methods have been developed to tron-neutrino correlation in a Fermi Ge detectors (three 55% and two Clovers) successfully measure the 12C(α,γ)16O nuclear β decay with unprecedented for gamma spectroscopy measurements, and reaction rate that is crucial for un- precision. Our measurement allows us a state-of-the-art RDM device for lifetime derstanding the fate of late stars and to put the most stringent constraints measurements. the ignition of supernovae. These possible on scalar contributions to the techniques are now applied for deter- weak interaction. Interdisciplinary programs that utilize high- mining the stellar neutron sources for 3. We are currently working on prepar- current particle beams to study phenomena the s-process in the Red Giant and ing an experiment that will search for of interest in atomic and condensed-matter Asymptotic Giant phases of stellar Time-Reversal-Symmetry Violation physics, and in the engineering of solid-state evolution. in the decay of neutrons. Our experi- devices, are also being pursued. A brief sum- 2. To simulate the origin of lead in our ment has already produced the most mary of the most important research work of universe, s-process measurements on sensitive probe of this observable and our faculty and staff is given below. Ni and Pb isotopes have been initi- an upcoming run will further improve ated at the new n-TOF facility at our precision. Radioactive Nuclear Beams CERN/Geneva. The results will be 4. We are working on a high-precision One of our major research programs is di- implemented into nucleosynthesis determination of the electron-neutri- rected toward the study of reactions induced simulations of stellar evolution. no correlation in the nuclear β decay by short-lived radioactive nuclear beams. This 3. The 19F(p,γ) and 20Ne(p, γ) reactions of 8B and 8Li, which should allow us is an area that was pioneered in the Nuclear determine the origin and fate of fluo- to make the most accurate measure- Structure Laboratory at Notre Dame, where rine and neon in hydrogen-shell burn- ments to date of G-parity breaking, the world’s first usable beams of radioactive ing of deeply convective massive stars. and could allow determination of the nuclei at non-relativistic energies were de- The observed elemental abundances up-down quark mass difference. veloped in 1987. The research encompasses at the surface of these stars are in- studies of reactions induced by short-lived consistent with the accepted rates for Nuclear Structure nuclei that are important for the under- these reactions. We have remeasured The focus of this work is on studies of the standing of astrophysical and cosmological the rates using new detector tech- fundamental modes of motion in nuclei. The processes, as well as investigations of the niques and found results that differ dynamics of many-body quantum systems, structure of exotic nuclear species at the limits considerably from previous work. including nuclei, rely heavily on fluctuations of nuclear stability. Some of the future initia- 4. A strong experimental program has around an equilibrium shape. For many tives include: focused on the study of the ignition nuclei the equilibrium shape is nonspherical, and the end-point of the so-called resulting in a spectrum that is dominated by 1. The development of Twinsol as a mo- “rp” process in x-ray bursts to deter- rotational structure. Of particular interest in mentum separator to study explosive mine the temperature, density, and studies of rotational dynamics are the charac- stellar hydrogen and helium burning. time scale for x-ray burst modelling. terizations of “super-deformed” structures and 2. The Sub-Coulomb dissociation of 8B, Complementary to that, large-scale the search for “hyper-deformation,” which which is important both as it relates nucleosynthesis modelling has been involves highly elongated nuclear shapes. to the problem of “missing” solar performed to simulate the associated neutrinos and because 8B is a “pro- luminosity and nucleosynthesis condi- An interesting new twist to rotational motion ton-dripline” nucleus that has been tions at the surface of neutron stars. is the concept of “tilted axis rotation” whereby proposed to have a quite exotic “pro- the nuclear rotation may occur about more ton-halo” structure. Fundamental Interactions and Weak Decays than one axis. This results in interesting and 3. The development of a new rabbit The primary goal of this research effort is novel phenomena such as “wobbling mo- system for the study of the (β,n) cor- to use the atomic nucleus as a laboratory to tion” (akin to that of a wobbling top) and relations in 8B β decay in searching probe for new physics beyond the “Standard breakdown of chiral symmetry (the nuclei for G-parity violation resulting from u Model” of elementary-particle interactions. demonstrating left- and right-handedness). and d quark mass differences. We are also actively working on understand- Another topic of investigation is the so-called ing nuclear structure issues that are critical for “anti-magnetic rotation” which is a novel Nuclear Astrophysics determining the efficiency of solar neutrino form of nuclear motion: a symmetric rota- The research activities of the nuclear astro- detectors. Some examples of the work being tion of nucleonic currents, leading to regular physics group are focused on measurements done are: rotational bands of nuclei. of reaction and decay processes that are im- portant for the understanding of hydrogen, 1. The very small electron-capture branch Vibrational dynamics in nuclei are not yet helium, and carbon burning phases during in the decay of 116In has recently been well understood. Schematically, vibrations stellar evolution, and in explosive stellar measured. This decay rate is a test of can be described as multipole distortions events such as novae, supernovae, and x-ray nuclear structure calculations that spanning the range from monopole to high bursts. In addition to the experimental work, are being used to translate observed multipole oscillations around an equilibrium large network simulations of nucleosynthesis double β decay rates into upper limits shape. Research is focused on isoscalar dipole in these stable-burning and explosive sce- for parameters that characterize phys- oscillations (which are directly related to the narios are carried out. A few examples of the ics beyond the Standard Model. nuclear incompressibility), as well as on studies being presently carried out are: quadrupole and octupole modes resulting in 172 The Division of Science Physics 173 low-lying collective excitations superimposed In principle, research is possible in any area physics; x-ray and fluorescence characteriza- onto the underlying rotational structure. of physics depending upon the mutual inter- tion of solids; low-temperature thermody- Nuclear incompressibility is a fundamental est of the teacher and faculty mentor. Twelve namic studies; and optical and far-infrared property of nuclear matter and is crucial to high school teachers are supported in this studies of semiconductors. XAFS and x-ray our understanding of the phenomena of stel- program each summer. scattering experiments are also carried out at lar collapse, supernovae, and collective flow the ANL, and neutron diffraction studies are in high-energy heavy-ion collisions. The only Graduate Facilities in Physics performed at the National Institute of Stan- way to experimentally determine this quan- The Department of Physics, located in dards and Technology. High-energy elemen- tity is via the monopole and isoscalar dipole Nieuwland Science Hall, has excellent re- tary particle physics research is carried out vibrations in nuclei. search facilities both on and off campus. at the Tevatron Collider at Fermi National Astronomy/astrophysics research facilities Accelerator Laboratory (FNAL), Brookhaven The mass of a nucleus is one of its most include 20 nights a year at the 1.8 meter Vati- National Laboratory (BNL), Stanford Linear fundamental properties. Experimental nuclear can Advanced Technology Telescope (VATT) Accelerator (SLAC), and the Large Hadron masses and various mass models typically and 10 nights a year at the soon-to-be-com- Collider at the CERN Laboratory in Geneva, show excellent agreement near stability. Far pleted 2x 8.5 meter Large Binocular Telescope Switzerland. On-campus facilities are used from stability where there is very little or no (LBT). Current research is also conducted for the development of new particle detection information known, mass models diverge using a variety of telescopes, including the systems, including scintillating fiber tracking widely. Nuclear masses play a particularly cru- Hubble Space Telescope (HST), the Keck and tile-fiber calorimeter detectors, and for cial role in nucleosynthesis processes that take Telescope, the NASA Infrared Telescope detector development and instruction for the place in stellar explosions. For example, the (IRTF), and the Steward and Cerro-Telolo QuarkNet education and outreach project. rp-process (rapid proton capture) is thought Observatories. An air-shower array located Research facilities include 1-MV, 4-MV, and to occur on the accretion disks of x-ray burst- next to the campus is used to study high- (30- 9-MV Van de Graaff nuclear accelerators; a 1- ing binary neutron star systems. The r-process 300GeV) and ultrahigh-energy (greater than meter magnetic spectrograph; a multidetector (rapid neutron capture) is responsible for the 100TeV) cosmic rays, utilizing position-sensi- array for gamma-ray spectroscopy; and a dual synthesis of the heavy elements in cataclysmic tive proportional wire detectors for precision superconducting solenoid system for radioac- stellar scenarios. Both processes involve the angle measurements and particle identifica- tive beam studies. Nuclear physics programs creation of nuclei far from stability. Our cur- tion. Facilities for accelerator-based atomic are also under way at ANL, the National rent research interests are both in theory and physics research include the Atomic Physics Superconducting Cyclotron Laboratory, experiment. Accelerator Lab at Notre Dame (APALand), and Thomas Jefferson National Laboratory, which includes a 200 kV heavy ion accelera- among others. Computing facilities include In theory, we are developing a reliable struc- tor and various vacuum ultraviolet and visible the University’s SGI Origin 2000 super- ture-based mass model. In experiment, we monochromators, high-resolution position- computer, plus University and departmental have a research program for the measurement sensitive photon detectors, and Doppler-free computer clusters that include PCs and of nuclear masses along both processes. Some laser excitations chambers, as well as other Macintoshes, and UNIX workstations that examples are given below. table-top laser excitation systems. Precision include Suns, IBMs, SGIs, and Linux PCs. measurements in atomic Cs, necessary for High-speed Ethernet connections are avail- 1. Mass measurements of the N=Z wait- interpretation of parity nonconservation ex- able in all University offices, laboratories, and ing point nuclei 68Se, 80Zr, and periments, are carried out using Ti-sapphire, residences, with outside network access avail- 84Mo of the rp-process. dye, and diode lasers. Experiments on highly able through the NSF’s vBNS project. The 2. Mass measurements of neutron rich charged ions are also carried out at Argonne department also has a well-equipped research nuclei Ag, Sn, and Cd. National Laboratory (ANL) and at GSI- library. A well-equipped machine shop and a Darmstadt, Germany. x-ray-atom interactions capable staff of technicians serve the needs of The main expertise of the Nuclear Structure are also studied at national synchrotron radia- the experimental research groups. groups lie in γ ray spectroscopy measure- tion facilities. In biophysics, cell culture and ments using multi detector arrays, electron neurobiology facilities are available. The 300- Course Descriptions spectroscopy, and in the determination of the Mhz magnetic resonance imager (MRI) is a Each course listing includes: lifetimes of nuclear states using techniques vertical super-wide bore seven-Tesla magnet • Course number capable of covering a wide range of intervals, with exchangeable probes (up to 64 mm in • Title from a femto-second to several hundred diameter) and gradient sets (up to 100 Gauss/ • (Lecture hours per week—laboratory picoseconds. cm) for imaging microscopy and biological or tutorial hours per week—credits per applications. The facility is equipped for in semester) Research Experiences for Teachers (RET) vivo study of small animals. Condensed-mat- • Instructor Notre Dame operates a Research Experience ter physics facilities are available for molecu- • Course description for Teachers (RET) program; which pairs lar-beam epitaxy (MBE) of semiconductor • (Semester normally offered) high school teachers from the North Central films, super-lattices, and microstructures Indiana/Southwest Michigan region with and for bulk crystal growth, including a 500. Physics Colloquium physics faculty in the department. Teachers in traveling solvent floating zone furnace; low- (1-0-0) Bunker RET participate in a paid eight-week program temperature electron tunneling; microwave, A discussion of current topics in physics by of summer research and receive academic optical, and infrared photoresponse studies of guest lecturers and members of the faculty. graduate research credit. superconductors; resonance studies in ferro- (Every year) magnetic and paramagnetic materials; surface 172 The Division of Science Physics 173

503. Methods of Theoretical Physics I 531, 532, 533. Current Topics in Physics 598C. Directed Research in Condensed Matter (3-0-3) Staff (3-0-1) (3-0-1) (3-0-1) Staff Physics A study of the methods of mathematical Discussion of topics of current interest in (V-V-V) Staff physics. Topics include linear vector spaces, physics. (Offered as needed) This course is for high school teachers partici- matrices, group theory, complex variable pating in condensed matter physics research theory, infinite series, special functions, and 587. Interpretive Problems in Quantum in the Physics Department, for example as differential equations. (Every year) Mechanics participants in the RET (Research Experience (3-0-3) Staff for Teachers), or similar programs that part- 505. Theoretical Mechanics This course is intended for graduate students ner high school teachers with condensed mat- (3-0-3) Staff in physics and in the history and/or philoso- ter physicists. Participants will be introduced Lectures and problems dealing with the me- phy of science who wish to examine in some to condensed matter physics in informal chanics of a particle, systems of particles, and reasonable detail the roots, both historical and lectures with faculty, with course notes and rigid bodies. The Lagrangian and Hamiltoni- philosophical, of quantum mechanics and the reference texts available. Additionally, they an formulations of classical mechanics; theory profound conceptual problems to which that will participate in directed research associ- of small oscillations. Introduction to special theory has given rise. The main vehicle for ated with current condensed matter physics relativity. Introduction to nonlinear dynamics this will be a study of original seminal pa- experiments being carried out by department and chaos; bifurcation theory. (Every year) pers in the field (e.g., those by Planck, Bohr, faculty. Students maintain a research logbook Heisenberg, Schrödinger, Born, Einstein, and submit a written research summary at the 506. Electromagnetism Podolsky and Rosen, von Neumann, Bell, conclusion of the research period. (3-0-3) Staff Bohm) and of related papers in the founda- Electrostatics; Laplace’s and Poisson’s equa- tions of physics literature. Some background 598N. Directed Research in Nuclear Physics tions; Legendre’s and Bessel’s equations; in physics, especially in the formalism of (V-V-V) Kolata Green’s functions; static multipole expan- quantum mechanics, is desirable. However, This course is for high school teachers partici- sions; magnetostatics; magnetic vector and the relevant physics and philosophy will be pating in nuclear physics research in the Phys- scalar potentials; Maxwell’s equations; plane presented in the course itself. (Offered as ics Department, for example as participants in waves. (Every year) needed) the RET (Research Experience for Teachers), or similar programs that partner high school 507, 508. Quantum Mechanics I and II 598A. Directed Research in Atomic Physics teachers with nuclear physicists. Participants (3-0-3) (3-0-3) Staff (V-V-V) Berry will be introduced to nuclear physics in General Hilbert Space formulation of Quan- This course is for high school teachers partici- informal lectures with faculty, with course tum Mechanics; Schrödinger vs. Heisenberg pating in atomic physics research in the Phys- notes and reference texts available. Addition- picture; symmetries and conservation laws; ics Department, for example as participants in ally, they will participate in directed research Feynman path integrals; harmonic oscillator; the RET (Research Experience for Teachers), associated with current nuclear physics ex- the Coulomb problem; the Bohm-Aharonov or similar programs that partner high school periments being carried out by department effect; the theory of angular momentum; EPR teachers with atomic physicists. Participants faculty. Students maintain a research logbook correlations and Bell’s inequality; Bose- will be introduced to atomic physics in and submit a written research summary at the Einstein and Fermi-Dirac statistics; elementa- informal lectures with faculty, with course conclusion of the research period. ry approximation methods; scattering theory. notes and reference texts available. Addition- (Every year) ally, they will participate in directed research 598R. Directed Research in Particle Physics associated with current atomic physics ex- (V-V-V) Ruchti 510. Methods of Experimental Physics periments being carried out by department This course is for high school teachers par- (2-2-3) Staff faculty. Students maintain a research logbook ticipating in particle physics research in the A lecture and laboratory course on methods and submit a written research summary at the Physics Department, for example as partici- of modern experimental physics. The course conclusion of the research period. pants in the QuarkNet, or similar programs is designed to expose first-year graduate stu- that partner high school teachers with particle dents to all aspects of experimental physics 598B. Directed Research in Biophysics physicists. Participants will be introduced from instrumentation and data acquisition (V-V-V) Staff to particle physics in informal lectures with to statistical treatment of data. Computer- This course is for high school teachers partici- faculty, with course notes and reference texts related equipment includes LABVIEW data- pating in biophysics research in the Physics available. Additionally, they will participate in acquisition software, Pentium MMX personal Department, for example as participants in directed research associated with current par- computers, and Ultrasparc work-stations. In- the RET (Research Experience for Teachers), ticle physics experiments being carried out by strumentation includes state-of-the-art detec- or similar programs that partner high school department faculty. This activity can include tors from inorganic scintillators to solid state teachers with biophysicists. Participants will detector design, construction and operation, detectors, lasers, x-ray sources, and NMR and be introduced to biophysics in informal as well as data recording, data reduction and ESR magnets. The course is designed around lectures with faculty, with course notes and physics analyses. Students maintain a research 10 experiments in astrophysics, atomic, reference texts available. Additionally, they logbook and submit a written research sum- condensed matter, high energy, and nuclear will participate in directed research associated mary at the conclusion of the research period. physics. An important part of the course is with current biophysics experiments being equipment design, familiarity with various carried out by department faculty. Students detection systems, electronic pulse-process- maintain a research logbook and submit a ing, and in-depth knowledge of computer to written research summary at the conclusion equipment interfaces. (Every year) of the research period. 174 The Division of Science Physics 175

598S. Directed Research in Astrophysics ization program for gauge theories and the 613. Solid-State Physics (V-V-V) Mathews renormalization group; asymptotic freedom (3-0-3) Staff This course is for high school teachers partici- and slavery; spontaneous realization of sym- Free electron theories of solids; Drude and pating in astrophysics research in the Physics metries and the Higgs mechanism; Grand Sommerfeld theory; crystal and reciprocal lat- Department, for example as participants in Unification. (Offered as needed) tices; diffraction; Bloch electrons; band struc- the RET (Research Experience for Teachers), ture and the Fermi surface; cohesive energy; or similar programs that partner high school 605. Astrophysics classical and quantum theory of the harmonic teachers with astrophysicists. Participants will (3-0-3) Staff crystal, phonons; dielectric properties of be introduced to astrophysics in informal An introductory course in astrophysics cover- insulators; semiconductors; paramagnetism lectures with faculty, with course notes and ing such topics as spectral and color indices, and diamagnetism, magnetic ordering; super- reference texts available. Additionally, they photometry, variable stars, mass functions, conductivity. (Every year) will participate in directed research associated theoretical stellar models, synthesis of ele- with current astrophysics experiments being ments, white dwarfs, neutron stars, super- 614. Solid-State Physics carried out by department faculty. Students nova, cosmic rays, galaxies, and cosmology. (3-0-3) Staff maintain a research logbook and submit a (Every year) Advanced topics in condensed matter physics written research summary at the conclusion chosen from such areas as: critical phenom- of the research period. 606. Many Body Theory ena; high-temperature superconductivity; (3-0-3) Staff quantum fluids; spin glasses; quantum wells 601. Electrodynamics Second quantization; density matrix; double- and quantum dots; quantum Hall effect; (3-0-3) Staff time Green’s functions; temperature Green’s “soft” condensed-matter systems. Survey of Scattering and diffraction; special relativity; functions; static and time-dependent proper- modern experimental techniques such as mo- covariant formulation; radiation from charg- ties of a system of electrons in the normal lecular-beam epitaxy; dilution refrigerators; es; multipole expansions; radiation damping. state; superconductivity; Goldstone theorems; XAFS, ESR, x-ray, and neutron scattering. (Every year) phase transitions in one and two dimensions. (Offered as needed) (Offered as needed) 602. Statistical Thermodynamics 617, 618. Elementary Particle Physics (3-0-3) Staff 607, 608. Atomic Physics (3-0-3) (3-0-3) Staff Review of basic elements of phenomenologi- (3-0-3) (3-0-3) Staff Relativistic transformations and kinematics; cal thermodynamics; kinetic theory and trans- Atomic structure and properties. Spectros- symmetries and conservation laws; selection port equation; dilute gases in equilibrium; copy of simple and complex atomic systems, rules; basic elements of group theory; the classical statistical mechanics; microcanonical, the Schrödinger and Dirac equations, quark model and fundamental interactions canonical and grand canonical ensembles; Hartree-Fock methods, allowed and forbid- in nature; abelian and nonabelian gauge quantum statistical mechanics; the renormal- den radiative transitions, and hyperfine theories; the Standard Model of High Energy ization group, critical phenomena and phase splitting. Further topics that may be covered Physics, its Feynman rules and renormaliza- transitions. (Every year) are laser-atom interactions, laser cooling and tion; the Higgs mechanism; the CKM matrix; trapping, photoionization, atomic collisions, Supersymmetry and Supergravity; Grand 603. Quantum Mechanics III many-body perturbation theory, quantum Unification; empirical foundations: accelera- (3-0-3) Staff electrodynamics, and atomic parity non- tors, detectors and experimental techniques; Advanced topics in nonrelativistic quantum conservation. (The first semester is offered crucial experiments. (The first semester is mechanics: advanced approximation meth- every year; the second semester is offered as offered every year; the second semester is of- ods, partial wave expansions, and the optical needed.) fered as needed.) theorem, Berry’s phase; relativistic quantum mechanics; the Dirac equation, the electro- 609, 610. Nuclear Physics 619. Stars and Stellar Evolution magnetic interactions of the Dirac particle, (3-0-3) (3-0-3) Staff (3-0-3) Staff the fine structure of atoms, Klein’s paradox; The nucleus as a Fermi gas; the Von Weiz- Observables of stellar astronomy and star clas- basic elements of quantum field theory: La- säcker mass formula; tensor algebra and the sification, astrophysical hydrodynamics, stel- grangian and Hamiltonian formulation, the Wigner-Eckart theorem; isospin; lar interiors, hydrostatic equilibrium, energy existence of antiparticles, the Feynman rules independent-particle motion; the many-body transport, stellar opacities, equation of state, with elementary applications; one-loop re- problem in nuclear physics; the Hartree-Fock thermonuclear reaction rates, nucleosynthesis. normalization and the renormalization group. self-consistent field; the shell model; col- The evolution of main sequence and post (Every year) lective nuclear motion; rotations and vibra- main sequence stars along the Hertzsprung- tions; pairing forces; nuclear reaction theory; Russell diagram, stages of thermonuclear 604. Quantum Field Theory electromagnetic and weak interactions; fun- burning. Stellar pulsations and transients. (3-0-3) Staff damental symmetries and searches for “new Basic theory of star formation and gravita- General formulation of quantum field physics” in the context of the nucleus; nuclear tional collapse. Formation and evolution of theories; the spin-statistics theorem; CPT astrophysics; the solar neutrino problem; use planetary systems. Relativistic hydrodynamics invariance and its tests; local gauge theories; of electron scattering as a tool to investigate including white dwarfs, neutron stars, black symmetries, conservation laws, Ward identi- the structure of the nucleon and the nucleus; holes, accretion discs and x-ray transients. ties and anomalies; Feynman path integrals; quarks and gluons in relativistic heavy ion Binary star evolution. Stellar collapse and Feynman rules for abelian and nonabelian collisions. (The first semester is offered ev- supernovae. (Offered as needed) gauge theories; ghosts; the general renormal- ery year; the second semester is offered as needed.) 174 The Division of Science Physics 175

620. Galactic Dynamics and Theoretical 655, 656. Topics in Elementary Particle Physics Albert-László Barabási, the Emil T. Hofman Cosmology (2-0-2) (2-0-2) Staff Professor of Physics. B.A., Univ. of Bucharest, (3-0-3) Staff Discussion of research and current literature 1989; M.A., Univ. of Budapest, 1991; Ph.D., A course on stellar systems, galaxies, and in elementary particle physics. (Every year) Boston Univ., 1994. (1995) the large-scale structure of the universe David P. Bennett, and microwave background. Observational 657, 658. Topics in Theoretical Physics Research Associate Profes- properties of galaxies and galactic clusters. (2-0-2) (2-0-2) Staff sor. B.S., Case Western Reserve Univ., 1981; Galaxy morphology. Galaxy models includ- Discussion of research and current problems Ph.D., Stanford Univ., 1986. (1996) ing: gravitational collapse and star formation, in theoretical physics. (Every year) H. Gordon Berry, Professor. B.A., Oxford galactic halos, galactic chemical evolution, Univ., 1962; M.S., Univ. of Wisconsin, 1963; potential theory, stellar orbits, and the theory 659, 660. Topics in Solid-State Physics Ph.D., ibid., 1967. (1994) of the equilibrium configurations of stellar (2-0-2) (2-0-2) Staff systems. The theory of spiral structure, colli- Discussion of research and current literature Ikaros I. Bigi, Professor. M.Sc., Univ. sions and encounters between stellar systems, in solid-state physics. (Every year) München, 1973; Ph.D., ibid., 1976. (1988) and two-body relaxation in the approach to Howard A. Blackstead, Professor. B.S., North equilibrium. Dark matter content of galaxies, 661. Astrophysics Seminar Dakota State, 1962; M.A., Dartmouth Col- clusters, and the intergalactic medium. Mod- (2-0-2)(2-0-2) Staff lege, 1964; Ph.D., Rice Univ., 1967. (1969) els of large-scale structure including cold, hot, Discussion of research and current literature and mixed-dark matter models. The forma- in astrophysics. (Every year) Bruce A. Bunker, Professor. B.Sc., Univ. tion and evolution of galactic and extraga- of Washington, 1974; Ph.D., ibid., 1980. lactic cosmic radiation. The origin, radiation 671. Early Universe Seminar (1983) transport, and structure of the cosmic micro- (2-0-2) Staff Neal M. Cason, Professor. A.B., Ripon Col- wave background radiation and other diffuse Application of particle and nuclear physics lege, 1959; M.S., Univ. of Wisconsin, 1961; backgrounds. Inflationary cosmology, cosmic to the early universe. Subjects covered will Ph.D., ibid., 1964. (1965) phase transitions, primordial nucleosynthesis. include: isotropy and homogeneity of the (Offered as needed) universe, microwave background radiation, Philippe A. Collon, Assistant Professor. Li- “Big Bang” cosmology, inflation models, the cencie, Univ. Catholique De Louvian, 1993; 621. General Relativity “standard model” of high energy physics, Ph.D., Univ. of Wien, 1999. (2003) (3-0-3) Staff baryosynthesis and “Grand Unified” theories, Malgorzata Dobrowolska-Furdyna, Physical principles of general relativity, tensor nucleosynthesis, cosmic strings, and “dark” Professor. M.S., Warsaw Univ., 1972; Ph.D., Polish algebra, Einstein field equations. The matter. (Every year) Academy of Sciences, 1980. (1988) Schwarzschild solution and applications, in- cluding terrestrial and near-terrestrial experi- 699. Research and Dissertation Morten R. Eskildsen, Assistant Professor. B.Sc., ments, and (non-rotating) black holes. Stellar (V-V-V) Staff Univ of Copenhagen, 1993; M.Sc., ibid., structure, white dwarves, and neutron stars. Research and dissertation for resident gradu- 1994; Ph.D., ibid., 1998.(2003) Standard cosmology and the Friedman solu- ate students. tions, the early universe, relict background Stefan G. Frauendorf, Professor. M.S., Tech- radiation, and the cosmological helium abun- 700. Nonresident Dissertation Research nical Univ. of Dresden, 1968; Ph.D., ibid., dance. (Offered as needed) (0-0-1) Staff 1971. (1998) Required of nonresident graduate students Jacek K. Furdyna, the Aurora and Tom Mar- 623, 624. Topics in Contemporary Physics who are completing their dissertations in quez Professor of Physics and Fellow of the (3-0-3) (3-0-3) Staff absentia and who wish to retain their degree Nanovic Institute for European Studies. B.S., A study in depth of selected topics of current status. Loyola Univ., Chicago, 1955; Ph.D., North- interest. (Offered as needed) western Univ., 1960. (1986) In addition to the foregoing, certain advanced 625, 626. Special Topics in Physics undergraduate courses may be taken for Umesh Garg, Professor. B.S., Birla Institute of (3-0-3) (3-0-3) Staff graduate credit. Technology, Pilani, India, 1972; M.S., ibid., Discussions of topical concepts in physics. 1974; M.A., State Univ. of New York, Stony (Offered as needed) Faculty Brook, 1975; Ph.D., ibid., 1978. (1982) Ani Aprahamian, Chair and Professor. B.A., Peter M. Garnavich, Assistant Professor. B.S., 651, 652. Topics in Nuclear Physics Clark Univ., 1980; Ph.D., ibid., 1986. (1989) Univ. of Maryland, 1980; M.S., Massachu- (2-0-2) (2-0-2) Staff setts Inst. of Technology, 1983; Ph.D., Univ. Discussions of research and current literature Gerald B. Arnold, Professor. B.A., Northwest- of Washington, 1991. (1999) in nuclear physics. (Every year) ern Univ., 1969; M.S., Univ. of California, Los Angeles, 1972; Ph.D., ibid., 1977. (1978) Joachim Görres, Research Professor. B.S., Univ. 653, 654. Topics in Atomic Physics of Munster, 1974; Diplom., ibid., 1979; (2-0-2) (2-0-2) Staff Dinshaw Balsara, Assistant Professor. M.S. Ph.D., ibid., 1983. (1989) Discussion of research and current literature (Physics), Indian Inst. of Tech., Kanpur, Anna Goussiou, Assistant Professor. B.S., in atomic physics. (Every year) 1982; M.S. (Astronomy), Univ. of Chicago, 1989; Ph.D., Univ. of Illinois at Urbana- Aristotle Univ. of Thessalonika, Greece, 1989; Champaign, 1990. (2001) M.S., Univ. of Wisconsin-Madison, 1995; Ph.D., ibid., 1995. (2003) 176 The Division of Science 177

Dale R. Harshman, Visiting Professor. B.S., Terrence W. Rettig, Professor. B.A., Defi ance Fridolin Weber, Visiting Professor of Physics. Pacifi c Lutheran, 1978; M.Sc., Western College, 1968; M.S., Ball State Univ., 1970; M.S., Univ. of Munich, 1982; Ph.D., ibid., Washington Univ., 1980; Ph.D., Univ. of M.A., Indiana Univ., 1972; Ph.D., ibid., 1985; Ph.D., ibid, 1992. (2000) British Columbia, 1986. (1999) 1976. (1983) Michael C. F. Wiescher, the Frank M. Michael D. Hildreth, Assistant Professor. Randal C. Ruchti, Professor. B.S., Univ. of Freimann Professor of Physics. Vordiplom, A.B., Princeton Univ., 1988; Ph.D., Stanford Wisconsin, 1968; M.S., Univ. of Illinois, Univ. Munster, 1972; Diplom, ibid., 1975; Univ., 1995. (2000) 1970; Ph.D., Michigan State Univ., 1973. Ph.D., ibid., 1980. (1986) (1977) Anthony K. Hyder, Associate Vice President for James R. Wilson, Adjunct Professor. B.S., Graduate Studies and Research and Professor. Steven T. Ruggiero, Associate Professor. B.S., Univ. of California, Berkeley, 1943; Ph.D., B.S., Univ. of Notre Dame, 1962; Ph.D., Air Rensselaer Polytechnic Institute, 1975; M.S., ibid., 1952. (1996) Force Institute of Technology, 1971. (1991) Stanford Univ., 1977; Ph.D., ibid., 1981. Tomasz Wojtowicz, (1983) Visiting Research Associate Boldizsár Jankó, Assistant Professor. Univ. Professor. M. Sc., 1980, Warsaw Univ.; Ph.D., Dipl., Eötvös Univ., Budapest, Hungary, Shafa D. J. Al Saddawi, Adjunct Assistant 1988, Institute of Physics, PAS; Ph.D., ha- 1991; Ph.D., Cornell Univ., 1996. (2000) Professor. B.Sc., Baghdad Univ., 1969; M.Sc., bilitation, 2000, Institute of Physics, PAS. Warsaw Univ., 1985; Ph.D., ibid., 1989. (2001) Colin Philip Jessop, B.A., Associate Professor. (1999) Univ. of Cambridge (Trinity College); M.A., ibid.; Ph.D., Harvard Univ., 1994. (2003) Ulyana I. Safronova, Visting Professor. M.S., Moscow Physical-Technical Inst., 1958; Interdisciplinary Program Walter R. Johnson, the Frank M. Freimann Ph.D., Vilnus Univ., 1964. (1998) Professor of Physics. B.S.E., Univ. of Michigan, The Molecular Biosciences Program 1952; M.S., ibid., 1953; Ph.D., ibid., 1957. Jonathan R. Sapirstein, Professor. B.S., Stan- Codirectors: (1958) ford Univ., 1973; Ph.D., ibid., 1979. (1984) David R. Hyde, Professor of Biological Sciences Gerald L. Jones, Professor. B.S., Univ. of Kan- Paul E. Shanley, Associate Professor. B.S., Paul W. Huber, Professor of Chemistry and sas, 1956; Ph.D., ibid., 1960. (1963) Northeastern Univ., 1960; M.S., ibid., 1962; Biochemistry Ph.D., ibid., 1966. (1968) James J. Kolata, Professor. B.S., Marquette Telephone: Univ., 1964; M.S., Michigan State Univ., William D. Shephard, Professor. B.A., (574) 631-8054 (Hyde), 1966; Ph.D., ibid., 1969. (1977) Wesleyan Univ., 1954; M.S., Univ. of Wis- (574) 631-6042 (Huber) consin, 1955; Ph.D., ibid., 1962. (1963) Christopher F. Kolda, Assistant Professor. B.A., Location: Johns Hopkins Univ., 1990; M.S., Univ. of Steven N. Shore, Adjunct Professor. M.Sc., 264 Galvin Life Sciences (Hyde), Michigan, 1992; Ph.D., ibid., 1995. (2000) SUNY-Stony Brook, 1974; Ph.D., Univ. of 437 Stepan Chemistry (Huber) Toronto, 1978. (1995) E-mail: Larry O. Lamm, Research Associate Professor. [email protected], B.S., East Carolina Univ., 1978; M.S., ibid., Carol E. Tanner, B.S., Associate Professor. [email protected] 1983; Ph.D., Univ. of Notre Dame, 1989. Univ. of Illinois, Urbana-Champaign, 1980; Web: http://www.science.nd.edu/MBP/ (1994) M.S., Univ. of California, Berkeley, 1982; MBP.html Ph.D., ibid., 1985. (1990) A. Eugene Livingston, Professor. B.Sc., Univ. of Alberta, 1969; M.Sc., ibid., 1970; Ph.D., Erdinch R. Tatar, Adjunct Assistant Professor. Current research probing the molecular de- ibid., 1974. (1978) Ph.D., Univ. of Notre Dame, 2000. (2000) tails of the biological sciences requires simul- taneous application of genetic, biochemical, John M. LoSecco, Professor. B.S., Cooper Jeffrey H. Terry, Adjunct Assistant Professor. and molecular biological principles and Union, 1972; A.M., Harvard Univ., 1973; B.Sc., Univ. of Chicago, 1990; Ph.D., Stan- expertise. The Molecular Biosciences Program Ph.D., ibid., 1976. (1985) ford Univ., 1997. (2002) (M.B.P.) provides a broad range of training Monica Lynker, Guest Assistant Professor. Nikolai G. Uraltsev, Adjunct Associate Profes- opportunities for students seeking careers Vordiplom, G.H. Siegen, 1984; Ph.D., UT sor. Ph.D., LNPI, Gatchina, 1983. within this active research field. Faculty par- Austin, 1990. (2000) ticipants of the Department of Biological Sci- Vance D. Vanderburg, Adjunct Professor. B.S., ences and the Department of Chemistry and Grant J. Mathews, Professor and Director of Syracuse Univ., 1960; Ph.D., Purdue Univ., Biochemistry administer the M.B.P. within the Center for Astrophysics. B.S., Michigan 1965. (2000) the College of Science. Students interested in State Univ., 1972; Ph.D., Univ. of Maryland, the M.B. program should apply for admission Jadwiga Warchol, Research Professor. B.Sc., 1977. (1994) to the Department of Biological Sciences or Univ. of Warsaw, 1962; M.Sc., ibid., 1963; Chemistry and Biochemistry depending on Patrick J. Mooney, Visiting Research Assistant Ph.D., ibid., 1969. (1984) their research interests. Professor. B.S., Univ. of Notre Dame, 1978; Mitchell R. Wayne, Ph.D., ibid., 1986. (1998) Associate Dean of the College of Science and Professor. B.S., Univ. of Research Facilities Kathie E. Newman, Director of Graduate California, Los Angeles, 1977; M.S., ibid., The Department of Biological Sciences, Studies and Professor. B.Sc., Michigan State 1980; Ph.D., ibid., 1985. (1991) housed in the modern Galvin Life Sciences Univ., 1974; Ph.D., Univ. of Washington, complex, has excellent facilities for all labora- 1981. (1983) tory research in molecular biology. Facilities 176 The Division of Science Interdisciplinary Program 177

and training opportunities are available in Intermediary Metabolism, Molecular Biology Advanced Cell Biology II genetics, molecular and cell biology, and I, and Advanced Biochemical Techniques. The biochemical, structural, and biophysical developmental biology. The Department of In Organic Chemistry, a student is required properties of key systems involved in cellular Chemistry and Biochemistry has training to take Advanced Organic Chemistry I, Ad- adhesion, cell cycle regulation, programmed opportunities in the fields of gene expression, vanced Organic Chemistry II, and Synthetic cell death (apoptosis), and the relationship to protein structure and enzyme kinetics. Many Organic Chemistry, with an additional nine mechanisms of disease leading to carcinogen- M.B.P. faculty have research activities within credit hours of courses. esis, aging. the newly established Walther Cancer Center and Keck Transgene Center. All M.B.P. students must pass both oral and Immunobiology of Infectious Diseases written comprehensive examinations. Stu- Course focuses on the cellular and molecular The University maintains modern research dents will conduct original research and write mechanisms behind human diseases. Specifi- facilities in support of the Molecular Biosci- an approved dissertation on this work. The cally, the design and effects of drug treat- ences Program. The Biosciences Core Facility work is conducted under the direction of an ments on microbial and cellular processes maintains instrumentation for DNA, RNA, adviser participating in the M.B.P. Students and the development and implementation of and peptide synthesis, amino acid and car- in the program also must complete a one-year vaccines. bohydrate analysis, and protein and peptide teaching requirement that usually involves as- sequencing. The Department of Biological sisting in the instruction of laboratory courses Topics in Tumor Biology Sciences houses an optics facility for confocal within their discipline. All students partici- Course examines the cell and molecular basis microscopy and scanning and transmission pate in the seminar activities of the program. of tumor genesis and development in specific electron microscopy and a new flow cytom- cancer cell types. etry facility equipped with a Coulter Epics XL Course Descriptions flow cytometer and a Coulter ALTRA flow Both required and elective courses of the Mo- Chemistry and Biochemistry sorter. The College of Science NMR Facility lecular Biosciences Program are categorized Fundamentals of Biochemistry contains state-of-the-art high field spectrom- according to the department offering the Chemistry of carbohydrates, amino acids, eters that support both chemical and biologi- course. Please refer to the section on degree proteins, nucleotides, nucleic acids, lipids, cal nuclear magnetic resonance research. The requirements for more information. and enzymes. Mass Spectrometry Facility is equipped to analyze high mass biomolecules and deter- Biological Sciences Intermediary Metabolism mine exact masses of low and medium size Developmental Genetics A study of the chemical reactions characteris- molecules. The Freimann Life Science Center Analysis of the cellular and molecular genetic tic of living systems. provides a modern animal care facility. The mechanisms underlying animal development, staff of certified veterinary technicians ensures with emphasis on major vertebrate and inver- Molecular Biology I proper care and use of laboratory research tebrate model systems. Physical chemistry of nucleic acids, bacterial animals. Several science libraries are found on genetics, principles of cloning, DNA replica- campus in Nieuwland Science Hall, the Radi- Immunology tion and recombination, prokaryotic and ation Laboratory, and the Galvin Life Scienc- An introductory course emphasizing the cells eukaryotic transcription, RNA processing and es Building. Additional resources are available and tissues of the immune system and the translation. Listed also as BIOS 531. in the main campus Hesburgh Library. nature and function of antigens and antibodies. Molecular Biology II Degree Requirements Yeast genetics and molecular biology; retrovi- Students participating in the Molecular Bio- Molecular Biology I ruses and transposable elements; recombinant sciences Program must complete the degree Physical chemistry of nucleic acids, bacterial DNA: tools and applications in Drosophila, requirements of either the Department of genetics, principles of cloning, DNA replica- yeast, and mice. Listed also as BIOS 532. Biological Sciences or the Department of tion and recombination, prokaryotic and Chemistry and Biochemistry. Several courses eukaryotic transcription, RNA processing and Enzyme Chemistry are designed for all M.B.P. students, and are translation. Listed also as CHEM 531. Physical and chemical properties and mecha- usually taken during the first year of graduate nism of action of enzymes and their role in school. There are additional elective courses Molecular Biology II metabolic processes. in each department to allow for specialization Yeast genetics and molecular biology; retrovi- within the M.B.P. Students in the Biological ruses and transposable elements; recombinant NMR Spectroscopy in Chemistry and Sciences are required to take Molecular Biol- DNA: tools and applications in Drosophila, Biochemistry ogy I and II, Fundamentals of Biochemistry, yeast, and mice. Listed also as CHEM 532. A survey of modern NMR methods used and five elective courses. These are minimum to determine molecular structure and con- requirements. The student’s research ad- Advanced Cell Biology I formation, study chemical and biochemical viser and committee may require additional The basic biochemical, structural, and bio- reactivity, and probe metabolic processes in courses based on the background and research physical properties of key systems involved biological systems. interests of the student. In the Department of in membrane transport, protein trafficking, Chemistry and Biochemistry there are specific bioenergetics, cell signaling, vesicular trans- Chemical Basis of Gene Expression requirements depending on the focus of the port, organelle biogenesis, and cytoskeletal Emphasis is placed on eukaryotic gene struc- study. A student in Biochemistry is required functions. ture, replication, transcription, and to take Fundamentals of Biochemistry, translation. 178 The Division of Science Programs 179

Advanced Organic Chemistry I and II istry. Information about these tests can be Subhash C. Basu, regulation of glycosyl- The theoretical basis of organic chemistry and obtained from: transferases during development, DNA poly- a detailed study of the preparation and reac- GRE ETS merase-associated lectin in eukaryotic DNA tions of organic compounds. P.O. Box 600 replication. Princeton, NJ 08541-6000 Francis J. Castellino, in vivo and in vitro Synthetic Organic Chemistry structure-function relationships of blood A systematic and critical study of the syn- Faculty and Research coagulation and fi brinolysis proteins. thetic methods of modern organic chemistry, Biological Sciences including the development of multistage Patricia L. Clark, protein folding in cellular John H. Adams, molecular interactions of syntheses. environments, ribosomal interactions with malaria merozoites with host erythrocytes and polypeptide chain conformations. genetic/antigenic variation of Plasmodium. Teaching, Research Fellowships Holly V. Goodson, dynamics of microtubule Financial support is available to all students. Crislyn D’Souza-Schorey, Small GTPases in assembly, regulation of cytoskeletal structure. The Molecular Biosciences Program nomi- cell signaling and membrane traffi cking. nates outstanding applicants for University- Paul Helquist, design, synthesis, and mecha- John G. Duman, Physiological and biochemi- wide fellowships, some of which are specific nism of antibiotics and anticancer agents. for female and minority candidates. The cal adaptations to subzero temperatures, espe- M.B.P. also administers program-specific fel- cially (1) structure and function of antifreeze Paul W. Huber, RNA-protein interactions, lowships that support incoming and matricu- proteins and ice nucleating proteins, and (2) RNA localization, regulation of transcription. lating students. Research assistantships are studies of transgenic plants expressing insect Marvin J. Miller, synthetic and bioorganic available in many of the research laboratories, antifreeze proteins. chemistry, microbial iron transport agents, and teaching assistantships are available to Malcolm J. Fraser Jr., baculovirus molecular amino acids, peptides and ß-lactam antibiot- all students. Teaching assistantships typically genetics, transposons, transgenic engineering ics. involve 10 to 12 hours of work per week of insects. teaching within an undergraduate laboratory Thomas L. Nowak, mechanisms of enzyme course. All M.B.P. students are awarded full- David R. Hyde, molecular genetics of Dro- activation and catalysis, carbohydrate me- tuition scholarships. sophila vision, molecular genetics of eye tabolism, biochemical applications of NMR development and retinal degeneration in spectroscopy. Application and Admission zebrafi sh, mechanisms of neuronal regenera- Anthony S. Serianni, biomolecular structure Students interested in the Molecular Biosci- tion in zebrafi sh. determination via isotope-edited NMR meth- ences Program must apply for admission Alan L. Johnson, ovarian follicular growth, ods. to one of the departments involved in the differentiation, and atresia; apoptosis. program, Biological Sciences or Chemistry Bradley D. Smith, biomimetic chemistry, and Biochemistry. Applicants should choose Lei Li, molecular genetic basis of visual disor- biomembrane fusion, phospholipid fl ip-fl op, the department that best serves their training ders, circadian clock and olfactory centrifugal antimicrobial agents. goals. Each department has different degree inputs on visual sensitivity. requirements, as described above. Usually the Olaf G. Wiest, physical and computational Joseph E. O’Tousa, maturation, structure, research adviser will be in the same depart- organic chemistry protein-ligand interactions, and function of rhodopsin, molecular genet- ment as the student, although this is not a rational drug design. ics of retinal degeneration, control of cell necessity. death processes. Further Information For additional information about the Mo- To apply to this program, please submit Jeffrey S. Schorey, molecular and cellular lecular Biosciences Program, write one of the a completed Graduate School application processes of mycobacterium-host cell interac- codirectors, Dr. David R. Hyde or Dr. Paul form. On this application, you must specify tions. to which of the host departments (Biological W. Huber, at the addresses given above. Sciences or Chemistry and Biochemistry) you Neil F. Shay, molecular, cellular, and physi- are applying, and specify that your area of ological aspects of nutrition and nutrient For information specific to the departments interest or specialization will be the Molecular defi ciencies. involved in the Molecular Biosciences Pro- gram, please write the corresponding graduate Biosciences Program. Transcripts of all previ- Martin P. R. Tenniswood, tumor biology, director: ous academic credits, three recommendation apoptosis in hormone-dependent cancers. forms from undergraduate instructors aware of your qualifications, and a statement of Kevin T. Vaughan, dynactin complex, dynein- Biological Sciences: purpose are also required. mediated organelle transport. Dr. Gary Lamberti Director, Graduate Studies JoEllen J. Welsh, breast cancer, apoptotic Graduate Record Exam (GRE) General Dept. of Biological Sciences mechanisms. Test scores must also be submitted and your University of Notre Dame choice of one Advanced Study Examination. Notre Dame, IN 46556 Chemistry and Biochemistry The GRE advanced test is required for con- Telephone: (574) 631-6552 sideration within the Department of Biologi- Brian M. Baker, biophysical chemistry of E-mail: [email protected] cal Sciences and is highly recommended for macromolecular interactions, receptor-ligand the Department of Chemistry and Biochem- interactions in immunity. 178 The Division of Science M.D./Ph.D. Joint Degree Program 179

Chemistry and Biochemistry: doctoral degree in any of these disciplines. SBCM 504. Human Physiology Dr. Richard Taylor Course and faculty listings specific to the (3-3.5-8) Olson Director, Graduate Studies medical training may be found below. The study of the physiology of the cardio- Dept. of Chemistry and Biochemistry vascular, respiratory, renal, endocrine, and University of Notre Dame Admission gastrointestinal systems. Emphasis is placed Notre Dame, IN 46556 Admission to the program requires separate on medical aspects of human physiology. Telephone: (574) 631-5759/6705 applications to the Notre Dame Graduate Student participation laboratories are used to E-mail: [email protected] School and the Indiana University School of demonstrate classic physiologic principles and Medicine. The Graduate School will accept current bioanalytic techniques. MCAT scores in place of the GRE scores M.D./Ph.D. Joint Degree Program required of all applicants. The parallel appli- SBCM 505. Histology/Embryology cations will be coordinated and tracked by the (2.5-3.5-5) Hamlett Acting Director: South Bend Center for Medical Education, The study of microscopic anatomy of normal John F. O’Malley which serves as the central office for the com- human tissues. Light microscopy receives the bined degree program. Representatives from major emphasis, but electron microscopic Telephone: (574) 631-5574 Notre Dame and the I.U. School of Medicine structure is included in areas of special inter- Fax: (574) 631-7821 monitor and oversee the program. est. Two lecture hours per week are devoted to Location: B-22 Haggar Hall the fundamentals of embryology. E-mail: [email protected] Application to the joint degree program will Web: http://galen.sbcme.nd.edu not jeopardize a student’s application to either SBCM 512. Introduction to Clinical Medicine the Graduate School or the School of Medi- I: Behavioral Science The Program of Studies cine. The student may be admitted to either (2-0-2) Macri The University of Notre Dame and Indiana school independently. Students admitted into This course focuses on the emotional, intel- University School of Medicine offer a joint the joint degree program will receive both lectual, and social development of the human M.D./Ph.D. degree for exceptional students tuition and stipend assistance. being. Every attempt is made to help medical interested in academic medicine. This un- students understand their own personalities usual partnership between a private Catholic For information and application materials, and to begin the process of using themselves university and a state-supported medical interested students should contact the South as therapeutic agents. school was formed in 1995. The program Bend Center for Medical Education. draws on the strengths of the medical faculty SBCM 556. Medical Microbiology and the research excellence of the graduate Course Descriptions (3.5-5-7) Staff program faculty to train scientists who can The following courses are central to center A diversity of microbiology and related bridge the gap between clinical medicine and programs. Each course listing includes: subtopics are studied within this course, basic life sciences. • Course number including immunology, virology, bacteriol- • Title ogy, parasitology, mycology, and aspects of The South Bend Center for Medical Educa- • (Lecture hours per week—laboratory infectious disease. While primary emphasis is tion (Indiana University School of Medicine) or tutorial hours per week—credits per on the biology and pathogenic mechanisms has announced plans to build a new medical semester) of individual organisms, microbe relation- education facility that will also house the • Instructor ships are discussed extensively throughout the Notre Dame Transgene Center. • Course description course. • (Semester normally offered) General Requirements SBCM 600. Introduction to Clinical Medicine To earn the joint degree, students will com- SBCM 501. Gross Anatomy I: The Patient-Doctor Relationship plete the first two years of medical school at (3-9-8) O’Malley (2-0-2) Magneson, staff the South Bend Center for Medical Educa- An intensive study of the gross structure A multidepartmental interdisciplinary course tion (SBCME), located on the Notre Dame of the human body, accomplished through designed to introduce students to medical campus, and continue at Notre Dame for maximum student participation in the dis- ethics, history taking, and the patient- three more years to pursue the University’s section of the human cadaver together with doctor relationship through interactions with doctoral degree through the Graduate School. formal lectures and assigned readings. faculty and patients in a variety of settings. The last two years of medical school then In small groups facilitated by primary care will be completed at the Indiana University SBCM 503. Neuroscience and behavioral science faculty, students direct School of Medicine’s main campus in (3.5-3.5-5) Kingsley their learning toward the complexity of the Indianapolis. An integrated course that canvasses the bio- context from which a patient seeks medical physics, biochemistry, anatomy, physiology, care. In order to achieve this, students exam- Program descriptions and requirements, as and pathology of the human nervous system ine normal human behavior and development well as course and faculty listings for all of and its vasculature. throughout the life cycle. Issues addressed Notre Dame’s doctoral programs, may be include preventive health care, sexuality, cul- found elsewhere in this Bulletin. Students in tural diversity, minority health issues, religion the M.D./Ph.D. program may pursue the and spirituality, family dynamics, the eco- nomics of health care, and death and dying. 180 The Division of Science

SBCM 605. Medical Genetics Additional programs in biomedically related (2-0-2) McKee sciences appear elsewhere in the Bulletin in A survey course of lectures and discussions the Department of Biological Sciences (para- dealing with the mechanisms and patterns sitology, vector biology, virology, bacteriology, of inheritance. Emphasis on human genetic and chemistry and biochemistry). disorders. Students may also participate in the Memorial Hospital Regional Genetic Coun- Faculty seling Clinic, where they will be introduced to genetic diagnosis, management, and coun- Daryl D. Christ, Associate Professor of Pharma- seling of patients with genetic diseases. cology and Adjunct Associate Professor (biologi- cal sciences). B.S., Univ. of Iowa, 1964; Ph.D., Loyola Univ. of Chicago, 1969. (1987) SBCM 651. Introduction to Medicine–II (19-0-19) Magneson, team William C. Hamlett, Adjunct Professor (bio- A multidepartmental multidisciplinary course logical sciences). B.S., Univ. of South Carolina, designed to introduce clinical medicine. 1970; M.S., ibid., 1973; Ph.D. Clemson Includes medical history taking and physi- Univ., 1983. (1991) cal examination skills learned at the bedside with direct patient contact. Clinical medicine Robert E. Kingsley, Adjunct Associate Professor is surveyed concurrently with emphasis on (biological sciences). B.A., Univ. of Michigan, pathophysiology and diagnosis. Problem- 1965; Ph.D., Indiana Univ., 1971. (1974) solving skills are stressed, including synthesis Edward E. McKee, Adjunct Associate Professor and interpretation of medical data. (chemistry and biochemistry). B.S., Pennsyl- vania State Univ., 1972; Ph.D., ibid., 1977. SBCM 652. Biostatistics (1991) (1-0-1) Christ Biostatistics for medical students. Kenneth R. Olson, Adjunct Professor (bio- logical sciences) and Concurrent Professor of SBCM 653. General Pathology Chemical and Biomolecular Engineering . B.S., (3-1-4) Prahlow Univ. of Wisconsin, LaCrosse, 1969; M.S., The study of diseases that affect human tis- Michigan State Univ., 1970; Ph.D., ibid., sues. Emphasis is placed on the principles of 1972. (1975) inflammation, necrosis, repair, growth dis- John F. O’Malley, Adjunct Associate Professor turbances, and hemodynamic and metabolic (biological sciences). B.S., Holy Cross College, disorders. Students participate in laboratory 1952; M.S., Worcester State, 1957; Ph.D., exercises, which are constructed for problem Creighton Univ., 1971. (1971) case analysis. Joseph A. Prahlow, Adjunct Associate Professor SBCM 654. Pharmacology (clinical) (biological sciences). B.S., Valparaiso (5-2-7) Christ Univ., 1986; M.D., Indiana Univ. School of A systematic study of the mechanism of ac- Medicine 1990. (2000) tion, disposition, and fate of drugs in living systems with emphasis on drugs of medical importance.

SBCM 654. Systemic Pathology (8-0-8) Prahlow The study of disease and its relationship to structural and functional abnormalities of specific organ systems. Emphasis is placed on both pathologic anatomy and clinical mani- festations of disease.

CHEM 667M. Biological Chemistry (5-0-5) McKee The lecture sequence provides an analysis of current biochemical topics and an introduc- tion to those areas of biochemistry that are especially relevant in medicine. Emphasis is placed on metabolic pathways, endocrine control, and related clinical problems. 181 The Division of Social Sciences

he Division of Social Sciences offers programs of graduate study leading to the Ph.D. in economics, political science, psychology, and so ci ol o gy. Programs leading to the master of arts degree are also available, including an interdisciplinary master’s degree in peace Tstudies, as well as a master of education degree. The division seeks to professionally develop graduate students by providing them with a thorough analysis of current theoretical de vel - op ments in the various disciplines, training in modern research techniques, personal contact with faculty and their research efforts, and a program tailored to the students’ individual professional needs and interests.

Centers and institutes provide a framework for multidisciplinary approaches to issues in the social sciences. The Helen Kellogg Institute for International Studies promotes com par a tive international research on themes relevant to contemporary society. Building on a core interest in Latin America, the Kellogg Institute fosters research on many regions of the world, attempting to expand understanding of democracy, de vel - op ment, social justice, and other important in ter na tion al goals challenging humankind. The Joan B. Kroc Institute for International Peace Studies is a leader in addressing political, cultural, religious, social, and economic factors that lay the foundation for peace. Descriptions of these and other research centers may be found elsewhere in this bulletin.

The Laboratory for Social Research facilitates the use of social science research methodology and trains faculty, graduate students, and oth- ers within the University in the proper use of social science research techniques. It also facilitates the task of social science research for those involved in it, while educating users and enabling them to be self-reliant and independent in social science techniques and technology.

Economics economics from the University of Notre shops, and (4) dissertation work. In addition Dame will be distinctive for their combina- to the core courses, doctoral students take a Chair: tion of technical competence, familiarity with minimum of nine other courses, including Richard A. Jensen alternative approaches, and concern for values three courses in a field of specialization. The Director of Graduate Studies: in economics. graduate economics program offers three Kali P. Rath fields of specialization: development and The program in economics, designed to fulfill international economics; economic theory, Telephone: (574) 631-7698 the above goals, rests on the following princi- history of economic thought, and methodol- Fax: (574) 631-8809 pal elements: ogy; and institutions (such as labor, financial, Location: 245 O’Shaughnessy industrial, and public institutions). Students 1. A solid foundation in micro- and E-mail: [email protected] are alternatively allowed to tailor their own macroeconomic theory, statistics and Web: http://www.nd.edu/~economic field clusters. Each of the field clusters offers a econometrics, political economy, history unique approach to the field that distinguish- of economic thought, and methodology. The University of Notre Dame has recently es the Notre Dame program from others. It approved a restructuring of its Economics is expected that after completing the course 2. Training in the analysis of the creation Department. As a result, changes are being work, students will do their advanced study and distribution of wealth, the causes of introduced in both the organization of the and research in one of the fields where Notre poverty and inequality, and the formula- faculty and the structure and content of its Dame and the faculty excel. master’s and doctoral programs. The restruc- tion of policies to alleviate poverty and promote the development of urban cen- tured graduate program will be located in the Doctor of Philosophy ters, backward regions, and underdevel- newly created Department of Economics and The requirements for the Ph.D. are a mini- oped countries. Econometrics. During the transition period, mum of 16 graduate courses, including seven no new students will be admitted; for the fall core courses and a three-course field cluster of 2004 there will be no new entering class. 3. Full use of the variety of methodolo- requirement; successful completion of com- As the transition is completed, informaton gies, including neoclassical, post-Keynes- prehensive examinations in macroeconomic will be made available on the departmental ian, neo-Marxian, and institutionalist, theory, microeconomic theory, and political website. available for the study of economic rela- economy; a written dissertation; and fulfill- tions and events. ment of University requirements with respect The Program of Studies The graduate doctoral program consists to grade point average and residency. The The goal of the Department of Economics of four major elements: (1) graduate core typical doctoral program takes four years, is to graduate students who have the exper- courses required of all Ph.D. students, (2) although it can be accomplished in less tise to assist in the solution of the economic field and other elective courses, (3) work- time, especially if the student has had some problems facing humanity. Graduates in 182 The Division of Social Sciences 183 previous graduate work. Normally, students theory and analysis. Major topics include maximum likelihood estimation, nonlinear complete their course work within two years, differential and integral calculus and matrix regression models, Karnaugh maps, hypoth- write their comprehensive examinations at the algebra. eses testing with likelihood ratio, Wald, end of the first year, participate in workshops, Rao tests, ANOVA, and spline regression and in the third year develop and present a 501. Macroeconomic Theory I methods. dissertation proposal. After a director and (3-0-3) Dutt, Mark, Ros three readers have agreed to serve on the Prerequisite: ECON 302 or equivalent. 603. Macroeconomic Theory II student’s dissertation committee, the student An overview of alternative static macro (3-0-3) Dutt, Mark, Ros carries out the proposed research with their models (such as Keynesian, monetarist, new Prerequisite: ECON 501 or equivalent. advice and guidance. classical, new Keynesian, and post-Keynes- Analysis of recent contributions and contro- ian models); microeconomic foundations of versies in macroeconomic theory emphasizing Master of Arts macroeconomics; an introduction to business alternative approaches such as new classical, Both a research and a nonresearch M.A. de- cycles, growth, and open economy issues. new Keynesian, and post-Keynesian ap- gree are available. The basic requirements for proaches. Macroeconomic dynamics involv- each are Economics 500, 501, 502, 508, and 502. Microeconomic Theory I ing the analysis of growth distribution and 591, a total of 30 credit hours, and successful (3-0-3) Jensen, Rakowski cycles. completion of the M.A. comprehensive exam- Prerequisite: ECON 301 or equivalent. inations covering macroeconomic theory, mi- Mathematical presentation of neoclassical 604. Microeconomic Theory II croeconomic theory, and political economy. models of consumer behavior, behavior of the (3-0-3) Jensen, Rath For the research M.A., a thesis (which counts firm, and analysis of markets under perfect Prerequisite: ECON 502 or equivalent. six credits toward a 30-credit-hour total) is and imperfect competition. Analysis of mar- General equilibrium analysis, welfare eco- required. The non-research M.A. entails 30 ket failures, choice under uncertainty, and the nomics, and game theory. Issues in applied credit hours of regular course work, but no economics of information. microeconomics. Discussion of alternative thesis requirement. approaches to microeconomics. 506. History of Economic Thought and Special Features Methodology II. Elective Graduate Courses The economics program is flexible enough (3-0-3) Mirowski, Sent 513. The Computer as Social Phenomenon to accommodate the needs and background Introduction to the history of economic (3-0-3) Mirowski of the individual student so that courses in a thought and methodological issues in eco- This course takes the perspective of “science number of other areas can be added easily and nomics. Survey of preclassical, classical, studies” and applies it to issues that do not fit logically. Marxian, marginalist, and other approaches. easily into either computer science or eco- Issues in the philosophy of science concerning nomics. These include: Does the computer In addition to regular seminars and work- explanation, verification, and prediction. have a well-defined existence? How has the shops, the economics department sponsors computer influenced our theories of human lectures, seminars, round table discussions, 508. Political Economy nature? Is the “new information economy” and conferences with guest economists from (3-0-3) Ruccio, Wolfson a real phenomenon? It also deals with some around the world. Alternative approaches to political economy, emerging issues in Internet commerce. including classical, Marxian (both classical Other features of the program include a high and contemporary), post-Keynesian, institu- 515. Economic Methodology faculty-student ratio, Macintosh computers, tional, feminist, and neoclassical approaches. (3-0-3) Mirowski, Ruccio, Sent IBM PCs, and computer terminals through- Methods of analysis in these approaches are Philosophy of science issues of explanation, out the campus area, and opportunities to illustrated by examining the basic concepts of verification, and prediction are used to cri- utilize the services of the Laboratory for political economy such as class, state, gender, tique neoclassical, Keynesian, Marxian, and Social Research. race, power, institutions, crisis, and develop- other heterodox economic theories. ment as well as concrete historical and con- Course Descriptions temporary issues. 516. Problems in Political Economy Each course listing includes: (3-0-3) Dutt, Ruccio, Wolfson • Course Number 591. Statistics Alternative theories (institutionalist, Marxist, • Title (3-0-3) Lee, Marsh and post-Keynesian) and their application to • (Lecture hours per week–laboratory Exposition of statistical techniques with ap- researchable problems. Major emphasis on or tutorial hours per week–credits per plications in development, labor theory, and preparation for writing a dissertation using an semester) public policy economics. Testing hypotheses alternative methodology. • Instructor in economic theory and estimating behavioral • Course Description relationships in economics. 517. Growth and Distribution Theory (3-0-3) Dutt, Mark I. Required Graduate Courses 592. Econometrics I Alternative theories of growth, income distri- 500. Mathematics for Economists (3-0-3) Lee, Marsh bution, and prices from a theoretical point of (3-0-3) Jensen, Lee, Mukhopadhyay Prerequisite: ECON 591, ECON 303, or view. It first considers simple macroeconomic Prerequisite: ECON 301, ECON 302, or equivalent statistics course. theories of growth and income distribution. equivalents, or permission of instructor. Properties of estimators, methods of esti- It then systematically examines money and Mathematical methods used in economic mation, general linear regression model, inflation, technological change, sector issues, 182 The Division of Social Sciences Economics 183

government activity, and open economy 562. Research Methods and Policies of theoretical principles of economic liberal- issues in terms of the alternative theoretical Development ism, the course focuses on the impact of approaches. Students will be required to (3-0-3) Kim economic factors and conditions on politics write a paper. Research and planning methods applicable and the political and economic consequenc- to development problems including project es of the organization of the world economy 521. Monetary Economics appraisal and computable development along free market principles. It concludes (3-0-3) Bonello, Wolfson modeling. Case studies in Third World by scrutinizing the relationship between Major theoretical and empirical studies on development. domestic politics and the project for deeper the demand for and the supply of money, economic integration in the case of the the impact of money in alternative mac- 564. International Finance European Union. roeconomic models, and major topics in (3-0-3) Kim, Lee, Mark monetary policy. Empirically based examination of exchange 581. Industrial Organization -rate and balance-of-payments issues and (3-0-3) Jensen 522. Financial Institutions, Markets, and the debt problem. Introduction to the study of industrial Instability structures and their relationship to eco- (3-0-3) Wolfson 565. International Political Economy nomic performance. Competing theories An examination of the workings of the (3-0-3) Mosley of the determinants of structure at the level financial system. Topics include financial This seminar explores the interaction be- of individual industries and sectors and the crises and the business cycle, institutional tween politics and economics in the inter- role of structure in the competitiveness of and structural change affecting financial national system, with an emphasis on the firms in the regional, national, and global markets and institutions, the global finan- theoretical development of the subfield of economy. Role of competitive forces in rela- cial system, financial fragility, regulatory international political economy. We will tively unregulated environments and role of policy and financial restructuring, the politi- investigate the balance between coopera- regulation and industrial policy in creating cal economy of central banking, and money tion and conflict, the effect of international successful industries. and credit in the economy. institutions on economic relations, and the mutual impact of domestic and interna- 593. Econometrics II 531. Theory of Public Finance tional politics. Throughout the course, we (3-0-3) Lee, Marsh, Mukhopadhyay (3-0-3) Betson, Sullivan will consider how well models developed in Prerequisite: ECON 592. The effects of public expenditure and taxa- other fields of political science or econom- A survey course in practical, applied econo- tion policies on resource allocation and ics can be applied to international political metric techniques. Students learn how to income distribution. economy. We will also attempt to identify make effective use of such techniques as the “state of the art” in the study of interna- spline regression, switching regressions, 541. Labor Institutions tional political economy. disequilibrium models, robust regression, (3-0-3) Ghilarducci nonlinear estimation, logit, probit, tobit, Wage and benefit determination under 571. International Trade censoring, truncation, and event history collective bargaining and the decline of (3-0-3) Dutt, Kim, Mark analysis. Extensive computer applications. union bargaining power, and labor market Theoretical models and empirical analysis segmentation including dual labor market of international trade and factor move- 594. Mathematical Economics analysis and the labor process debate. ments. Alternative approaches to trade (3-0-3) Jensen, Marsh, Rath theory, including Hekscher-Ohlin, models Linear algebra and the theory of linear 542. Labor Economic Theory of imperfect competition, and nonorthodox programming; applications to the theory of (3-0-3) Ghilarducci, Sullivan approaches. Discussion of welfare issues, the firm, production, and demand theory. Three paradigms in labor economic theory: commercial policy, and regional integration. Queuing theory; game theory, dynamic neoclassical, radical, and institutional. programming; and decision making under Theories of time use, household formation, 572. Open Economy Macroeconomics uncertainty. women’s employment, wage determination, (3-0-3) Mark, Ros efficiency wages, labor market dynamics, Macroeconomic theory and policy in open 595. Topics in Applied Econometrics and unemployment are among the areas economies. Balance of payments account- (3-0-3) Mukhopadhyay covered. ing, basic theory of fiscal and monetary Applications of econometric techniques to policy under alternative exchange rate re- economic problems in the fields of micro, 561. Development Economics gimes, and recent developments in the area macro, and international economics. (3-0-3) Dutt, Ros, Ruccio of exchange rate economics. Implications of A general introduction to the field of de- the social issues for current policy issues in 596. Computing for Social Sciences velopment economics, with concentration the areas of stabilization policies and inter- (0-1-1) Mukhopadhyay initially on questions of a macrostrategic national borrowing. A once-a-week lab course familiarizing nature. The final topic is macroanalysis of students with statistical programs useful for country development programs, examining 578. Political Economy Postindustrial Societies social scientists. country studies, and macro models. (3-0-3) Messina This course investigates the nexus between politics and economics in the postindustrial societies. After a brief discussion of the 184 The Division of Social Sciences 185

596A. Computing for Social Science Research 673. Seminar in International Economics 697. Directed Readings (0-1-1) Staff (3-0-3) Dutt, Kim, Mark, Ros (V-V-V) Staff A lab course designed to introduce basic Special topics in international trade and open By arrangement with individual instructors. statistical techniques. economy macroeconomics. Subject matter to Satisfactory/unsatisfactory grading with vari- vary from year to year. able number of credit hours. 598. Special Studies (V-V-V) Staff IV. Workshops 699. Research and Dissertation Prerequisites: written consent of instructor. 615, 616. Workshops in Economic Theory, His- (V-V-V) Staff Independent study under the direction of a tory of Economic Thought and Methodology Research and dissertation for resident doc- faculty member. Course requirements may (1-0-1) (1-0-1) Staff toral students. include substantial writing as determined by A forum for students to present their cur- the director. They will disenroll a student rent research in economic theory, history of 700. Nonresident Dissertation Research early for failure to meet course requirements. economic thought, and methodology, and to (0-0-1) Staff Students who have been disenrolled or who discuss various papers and research of interest Required of nonresident graduate students have failed at the end of the first semester are to the participants. who are completing their dissertations in disqualified for Special Studies in the follow- absentia and who wish to retain their degree ing term. 645, 646. Workshops in Institutions status. (1-0-1) (1-0-1) Staff III. Graduate Seminars A forum for students to present their current 701. Graduate Seminar 612. Seminar in Methodology and the History research in institutional economics (concern- (V-V-V) Staff of Economic Thought ing labor, financial, industrial, and public The objectives of the seminar are to acquaint (3-0-3) Mirowski, Ruccio, Sent institutions) and to discuss various papers and future economics teachers with the growing Special topics in economic methodology and research of interest to the participants. literature in economics education; with the history of economic thought. Subject matter essential elements of educational theory that to vary from year to year. 665, 666. Workshops in Development and are applicable to economic instruction; and International Economics with the opportunity to improve their teach- 614. Game Theory and Applications (1-0-1) (1-0-1) Staff ing technique. (3-0-3) Jensen, Rath A forum for students to present their current The objective is to develop the basic concepts research in development and international 702. Graduate Practicum of game theory and to apply them to under- economics and to discuss various papers and (V-V-V) Staff stand strategic interactions in both market research of interest to the participants. This course is designed to provide practical and nonmarket environments. Specific topics teaching advice and experiences for those include subgame perfect equilibrium in re- 675. Dissertation Workshop graduate students who plan to teach at the peated games, folk theorems, stick and carrot (V-V-V) Staff university level, either after they complete strategies, bargaining, incentive and mecha- This workshop involves one or more faculty their degree or as a teaching assistant here nism design, signaling games, and strategic discussing with students at the early stages at the University. The issues covered in this voting. of their research how to select a disserta- course include: establishing explicit teach- tion topic and to begin their research. The ing objectives, preparing a course syllabus, 619. Seminar in Economic Theory discussion is supplemented by students at an teaching in various classroom settings—small (3-0-3) Dutt, Jensen, Rath advanced stage of research, who highlight the lecture courses to large or even jumbo-sized Special topics in economic theory. Subject main points in their project and share their lecture courses, seminars, reading courses, and matter to vary from year to year. experience in researching and writing independent research/study—adjusting to dissertations. special student needs, assessing student learn- 633. Seminar in Public Sector Economics ing, gender/ethnic concerns, using educa- (3-0-3) Betson, Sullivan, Warlick V. Other Graduate Courses tional technologies, out-of-classroom student Special topics in public sector economics. 599. Thesis Direction contact, and balancing research and teaching Subject matter to vary from year to year. (V-V-V) Staff demands. This course is taken by a student wishing to 643. Seminar in Labor Economics earn a research master’s degree. The student Each class participant will be expected to (3-0-3) Ghilarducci, Sullivan works under the guidance of one or more develop a course syllabus, prepare some stu- Special topics in labor economics. Subject faculty member to produce a master’s thesis. dent assessment instruments, draft lecture matter to vary from year to year. material, and conduct a minimum of three 695. Special Topics live lecture/discussions that will be videotaped 663. Seminar in Development Economics (3-0-3) Staff and evaluated. The video taped sessions will (3-0-3) Dutt, Kim, Ros, Ruccio By arrangement with individual instructors. be the centerpiece of this seminar. There will Special topics in development economics. Regular letter grading with fixed 3.0 credit be no text, but each participant will be ex- Subject matter to vary from year to year. hours only. pected to purchase at least three high-quality videotapes. (Educational Media of the Office of Information Technology will determine the tape specifications.) These tapes will remain the property of the seminar participant. 184 The Division of Social Sciences Education 185

All graduate students who currently serve as Richard A. Jensen, Chair and Professor, and James X. Sullivan, Assistant Professor. B.A., teaching assistants, or plan to serve as teach- Fellow in the Helen Kellogg Institute for Inter- Univ. of Notre Dame, 1993; Ph.D., North- ing assistants in the near future, are expected national Studies. B.A., Univ. of Kansas, 1971; western Univ., 2002. (2002) to enroll in this seminar one time. Ph.D., Northwestern Univ., 1980. (2000) Thomas R. Swartz, Professor. B.A., LaSalle Kwan Suk Kim, Professor. B.A., Seoul Nation- College, 1960; M.A., Ohio Univ., 1962; VI. Upper-Level Undergraduate Courses and al Univ., 1959; M.A., Univ. of Minnesota, Ph.D., Indiana Univ., 1965. (1965) Graduate Courses in Other Departments 1961; Ph.D., ibid., 1967. (1967) In addition to the regular graduate courses Jennifer L. Warlick, Associate Professor. B.A., listed above, certain undergraduate economics William H. Leahy, Professor. B.A., Univ. of Duke Univ., 1972; M.A., Univ. of Wisconsin, courses are available to graduate students. Up Notre Dame, 1959; M.A., ibid., 1960; Ph.D., 1975; Ph.D., ibid., 1979. (1982) to 10 such credit hours may be counted for ibid., 1966. (1963) the M.A. or for the Ph.D. These are courses Charles K. Wilber, Professor Emeritus. B.A., at the 400 level and require the permission Byung-Joo Lee, Associate Professor. B.S., Seoul Univ. of Portland, 1957; M.S., ibid., 1960; of the student’s adviser and the director of National Univ., 1982; M.A., Pennsylvania Ph.D., Univ. of Maryland, 1966. (1975) State Univ., 1984; M.S., Univ. of Wisconsin, graduate studies to qualify for graduate credit. Martin H. Wolfson, B.A., 1986; Ph.D., ibid., 1988. (1996) Associate Professor. Similar approval is needed for graduate-level Swarthmore, 1966; M.A., American Univ., courses offered by other departments. Nelson C. Mark, the DeCrane Professor of 1975; Ph. D., ibid., 1984. (1989) International Studies and Fellow in the Helen Faculty Kellogg Institute for International Studies. B.A., Rev. Ernest J. Bartell, C.S.C., Professor Emeri- Univ. of California at Santa Barbara, 1978; Education tus. Ph.B., Univ. of Notre Dame, 1953; A.M., Ph.D., Univ. of Chicago, 1983. (2002) Univ. of Chicago, 1954; M.A., Holy Cross Lawrence C. Marsh, Associate Professor. B.A., Director: College, 1961; Ph.D., Princeton Univ., 1966. College of Wooster, 1967; M.A., Michigan Thomas L. Doyle (1961, 1966, 1980) State Univ., 1969; Ph.D., ibid., 1976. (1975) Telephone: (574) 631-9779 David M. Betson, Associate Professor. B.A., Philip E. Mirowski, the Carl E. Koch Profes- Fax: (574) 631-7939 Kalamazoo College, 1972; M.A., Univ. of sor of Economics. B.A., Michigan State, 1973; Location: 112 Badin Hall Wisconsin, 1975; Ph.D., ibid., 1980. (1982) M.A., Univ. of Michigan, 1976; Ph.D., ibid., E-mail: [email protected] Frank J. Bonello, Associate Professor. B.S., 1979. (1990) Web: http://ace.nd.edu Univ. of Detroit, 1961; M.A., ibid., 1963; Kajal Mukhopadhyay, Research Assistant Pro- Ph.D., Michigan State Univ., 1968. (1968) fessor and Associate Director in the Laboratory The Program of Studies The master of education (M.Ed.) program Charles Craypo, Professor Emeritus. B.A., for Social Research and Concurrent Research Assistant Professor of Economics. B.A., Indian is housed in the Institute for Educational Michigan State Univ., 1959; M.A., ibid., Initiatives, which provides research leadership 1961; Ph.D., ibid., 1966. (1978) Statistical Institute, 1987; Ph.D., Indiana Univ., Bloomington, 1996. (1996) in education and fosters efforts in education John T. Croteau, Professor Emeritus. A.B., that are informed by social science research. Holy Cross College, 1931; M.A., Clark Univ., James J. Rakowski, Associate Professor. B.A., The only clients for this master’s program are 1932; Ph.D., ibid., 1935; LL.D., St. Joseph’s Creighton Univ., 1963; Ph.D., Univ. of Min- students enrolled in the Alliance for Catholic Univ., Canada, 1956; Honorary LL.D., Univ. nesota, 1968. (1967) Education. (The ACE program is described in the “Centers, Institutes, and Laboratories” of Prince Edward Island, 1976. (1953) Kali P. Rath, Director of Graduate Studies and section of this Bulletin.) Amitava K. Dutt, Professor. B.A., Univ. of Associate Professor. B.A., Utkal Univ., 1977; M.A., ibid., 1980; M.A., Johns Hopkins Calcutta, 1975; M.A., ibid., 1977; Ph.D., Students in this program work toward Univ., 1988; Ph.D., ibid., 1992. (1990) Massachusetts Institute of Technology, 1983. licensure, consistent with the standards in (1988) Jaime Ros, Professor. B.A., Univ. of Paris the state of Indiana, in each of the follow- Teresa Ghilarducci, Director of the Higgins XII, 1971; M.A., National Univ. of Mexico ing areas: middle childhood (i.e., elementary Labor Research Center, Associate Professor, (UNAM), 1974; Diploma in Econ., Cam- education), early adolescence (middle school), Fellow in the Nanovic Institute for European bridge Univ., 1978. (1990) adolescence and young adulthood (high school), English language arts, social studies, Studies, and Fellow in the Joan B. Kroc Institute David F. Ruccio, B.A., Associate Professor. science, mathematics, and foreign languages. for International Peace Studies. A.B., Univ. Bowdoin College, 1976; Ph.D., Univ. of Like most teacher accreditation programs at of California, Berkeley, 1978; Ph.D., ibid., Massachusetts at Amherst, 1984. (1982) 1984. (1983) the master’s level, content-area courses must Esther-Mirjam Sent, Associate Professor. Doc- be completed before entering the master’s Denis A. Goulet, the William and Dorothy torandus, Univ. of Amsterdam, 1989; Ph.D., program, which provides education course O’Neill Professor in Education for Justice, Pro- Stanford Univ., 1994. (1994) work only. fessor Emeritus of Economics, and Fellow in the Joan B. Kroc Institute for International Peace Roger B. Skurski, Professor. B.S., Cornell A total of 37 (39 for elementary) credit hours Studies. B.A., St. Paul’s College, 1954; M.A., Univ., 1964; M.S., Univ. of Wisconsin, 1967; of course work and teaching experience are ibid., 1956; Ph.D., Univ. of São Paulo, 1963. Ph.D., ibid., 1970. (1968) required, with an overall grade point of at (1979) least 3.0. Half of the course work will occur 186 The Division of Social Sciences 187 in two summer sessions, with 10 to 12 credits Admission is a two-stage process. A selec- 572, 574, 576, 578; 550. Integrative Methods earned in each. The faculty who teach in the tion committee composed of Notre Dame Elective: 580. Children’s Literature, 584. Art M.Ed. program are drawn from a variety of faculty, administrators, and staff assesses the across the Curriculum, 586. Contemporary disciplines and colleges within and, in some candidates, identifying approximately 80 who Educational Technology, or 588. Coaching and cases, from outside the University. will be asked to join the program. These 80 Youth students will then be invited to apply to the The first summer includes practice teaching Graduate School for admission. From this 4. Second School Year: all tracks (8 credits) in South Bend-area elementary and second- point on, the admissions process is identical 595. Supervised Teaching (two semesters) ary schools as well as nine or 10 credit hours to that of every other master’s program at the 597. Clinical Seminar (two semesters) of course work. During each semester of the University. Assessment in Content Area II or 517. Assess- first school year, students take three credits of ment in Elementary Education supervised teaching experience at an assigned Course Sequence Catholic school in the southern United States All ACE students are placed in one of three Course Descriptions and during the second semester, students take Each course listing includes: developmental level curricular tracks: elemen- two credits of a distance learning seminar. In tary, middle school, or high school, depend- • Course number the second summer, students again take 10 or ing on their ACE placement. Those in the • Title 11 credit hours of course work. During the middle school and high school tracks are then • (Lecture hours per week—laboratory second school year, students each semester placed in a content area: mathematics, sci- or tutorial hours per week—credits per once again participate in a three-credit super- ence, social studies, English/language arts, or semester) vised teaching experience in their assigned foreign language. The particular methods and • Instructor school and in a one-credit distance learning content courses will depend on the develop- • Course description seminar that focuses on state standards and mental level track. • (Semester normally offered) assessment methods. Throughout the two years, supervision is accomplished by measur- 1. First Summer (11/12 credits) 502. Introduction to Teaching ing students against professional performance All tracks: (25-0-1) Staff indicators while students build a teaching 502. Introduction to Teaching An introduction to the meaning and practice portfolio documenting their progress in 503. Practicum of contemporary teaching, including class- developing as a teacher. 504. Introduction to Computers in Education room organization and management, and to 506. Teaching in Catholic Schools historical highlights in public and Catholic In addition to the credit-hour and GPA 550. Integrative Seminar education. Class meets for one week. (First requirements, students must complete two Elementary: 519. Teaching of Reading/ summer) years of service in teaching with supervised Instructional Planning; 513. Language Arts I; teaching grades of not less than 3.0. The 515. Mathematics in Elementary Education I 503. Practicum teaching portfolio is evaluated by both Middle school: 522. Introduction to Middle (1-15-2) Staff University faculty and master teachers, who School Teaching/Instruction Planning; Seminar An intense practicum in the South Bend provide recommendations for continued in Content Area I: 560, 562, 564, 566, or 568 area schools during the summer. The experi- development. High school: 521. Introduction to High School ence will include approximately 5-6 weeks Teaching; Seminar in Content Area I: 560, of closely supervised teaching experience as During the summer sessions, students live in 562, 564, 566, or 568 well as weekly reflections on that experience. community in Notre Dame residence halls, Elective: 582. Liturgical Music Extensive planning of instruction is required. participating in presentations and programs Meets for six weeks. (First summer) aimed at stimulating their academic under- 2. First School Year: all tracks (8 credits) standing of education, especially as it relates 595. Supervised Teaching (two semesters) 504. Introduction to Computers in Education to community and spiritual development. 597. Clinical Seminar (one semester) (10-0-1) Staff 543. Topics in Educational Psychology (second Introduction to instructional computing Admission Requirements semester) via hands-on experience with productivity/ The M.Ed. program seeks to admit individu- Elective: 582. Liturgical Music instructional software. Introduction to social, als who have the competence and commit- moral and technological issues of educational ment to be outstanding teachers and who are 3. Second Summer (10/11 credits) computing through literature, lecture, and willing to serve for two years as teachers in Elementary: 540. Exceptionality in Childhood; discussions. Class meets for two weeks. (First cooperating Catholic schools. Competence 544. Child Development and Moral Education; summer) for admission is assessed through evaluation 514. Language Arts II ; 516. Content Methods; of written essays, interviews, grade point aver- 550. Integrative Methods 506. Teaching in Catholic Schools age (at least a 3.0 in the major), standardized Middle school: 541. Exceptionality in Early (2-0-1) Staff test scores, and letters of recommendation. Adolescence; 545. Development and Moral An overview of six core topics of Catholic Commitment to the community and spiritual Education in Early Adolescence; Seminar in teaching along with a discussion of their ideals of the program is necessary. Content Area II: 570, 572, 574, 576, 578; influence and impact on Catholic school 550. Integrative Methods culture and teaching. Class meets for seven High school: 542. Exceptionality in Adolescence; weeks. (First summer) 546. Development and Moral Education in Adolescence; Seminar in Content Area II: 570, 186 The Division of Social Sciences Education 187

507. Teaching Religion in Catholic Schools Education. The ability to analyze the results 541. Exceptionality in Early Adolescence (2-0-1) Staff in terms of stated unit goals, to reflect on (8-15-3) Staff An overview of six core topics of Catholic the effectiveness of the unit planning, and to A survey in exceptionality with emphasis on teaching along with initial planning with adjust future units to reteach core knowledge the middle grades child is followed by in- grade level master teachers to teach these top- and skills will be emphasized. (Second year depth study of the common learning prob- ics in Catholic schools. Class meets for seven Internet course) lems in the middle school, especially reading, weeks. (First summer) writing and mathematics disability. Both 519. Teaching of Reading/Instructional teaching strategies and assessment are consid- 513. Language Arts in Elementary Education I Planning ered. Class meets for six weeks, with one week (10-0-1) Staff (10-0-3) Staff of lab. (Second summer) The effective use of teaching materials and An exploration of the research and in- strategies in the elementary classroom (K-6) structional strategies of reading instruction 542. Exceptionality in Adolescence for the teaching of writing, speaking, listen- including emergent literacy, reading readi- (8-15-3) Staff ing, and spelling, their scope and sequence ness, phonemic awareness, phonics, word A survey in exceptionality with emphasis in relation to grade level standards, and the recognition, vocabulary development, fluency, on the high school student is followed by integration of these language arts skills with cultural literacy, and reading comprehension, in-depth study of the common learning other subjects in the elementary curriculum. as well as particular strategies for reading problems in the high school, especially read- Readings will be selected from the Interna- remediation. The second part of the course ing, writing and mathematics disability. Both tional Reading Association and the National will enable students to conceptualize and con- teaching strategies and assessment are consid- Council of Teachers of English. Class meets struct effective unit and lesson plans. Class ered. Class meets for six weeks, with one week for three weeks. (First summer) meets for seven weeks. (First summer) of lab. (Second summer)

514. Language Arts in Elementary Education II 521. Introduction to High School Teaching 543. Topics in Educational Psychology (12.5-0-2) Staff (10-0-3) Staff (V-V-2) Staff The development of a literature-based, the- An introduction to the culture and dynam- Readings on topics in Educational Psychol- matic unit which will integrate the language ics of the high school classroom. Central to ogy relevant to the experiences of first year arts skills and the curriculum content areas the course is instructional planning which teacher. Analytic reflection on the readings for their particular grade level along with emphasizes unit planning based on goals and their applications within the local class- the theories for and practice in constructing derived from state standards and assessments room and school setting. (First year, second traditional and performance assessments. which measure student progress in meeting semester Internet course) Readings will be selected from the Interna- these goals. Lesson planning based on unit tional Reading Association and the National goals focus on an integrative survey of strate- 544. Child Development and Moral Education Council of Teachers of English. Class meets gies and methods which lead to effective daily (10-2-3) Staff for three weeks. (Second summer) instruction. Class meets for seven weeks. A systematic treatment of the cognitive, so- (First summer) cial, biological, and personality development 515. Mathematics in Elementary Education I relating to education and an examination of (10-0-2) Staff 522. Introduction to Middle School Teaching the theoretical and research bases of moral The effective use of teaching materials and (13-0-3) Staff development and their implications for the strategies in the elementary classroom (K-6) An introduction to the culture and dynam- classroom, with an emphasis on childhood. for the teaching of mathematics. Readings ics of the middle school classroom. Central Class meets for five weeks, with one week of will be selected from the National Council to the course is instructional planning which lab. (Second summer) of Teachers of Mathematics. Class meets for emphasizes unit planning based on goals three and a half weeks. (First summer) derived from state standards and assessments 545. Development and Moral Education in which measure student progress in meeting Early Adolescence 516. Content Methods for Elementary these goals. Lesson planning based on unit (10-2-3) Staff Education goals focus on an integrative survey of strate- A systematic treatment of the cognitive, so- (10-0-2) Staff gies and methods which lead to effective daily cial, biological, and personality development A program of reading which will enable instruction. Class meets for four weeks. (First relating to education and an examination of participants to develop effective units of study summer) the theoretical and research bases of moral which integrate reading, writing, mathemat- development and their implications for the ics, social studies and science. Readings will 540. Exceptionality in Childhood classroom, with an emphasis on early adoles- be selected from the publications of the major (8-15-3) Staff cence. Class meets for five weeks, with one professional associations in elementary curric- A survey in exceptionality with emphasis week of lab. (Second summer) ulum. Class meets for three and a half weeks. on the elementary-aged child is followed (Second summer) by in-depth study of the common learning 546A. Development and Moral Education in problems in the elementary grades, especially Adolescence 517. Assessment in Elementary Education reading, writing and mathematics disability. (10-2-3) Staff (V-V-2) Staff Both teaching strategies and assessment are A systematic treatment of the cognitive, so- Readings on the theories for and practice in considered. Class meets for six weeks, with cial, biological, and personality development the strategies to construct traditional and one week of lab. (Second summer) relating to education and an examination of performance assessments in Elementary the theoretical and research bases of moral 188 The Division of Social Sciences 189 development and their implications for the 564. Foreign Language Education I and theory. Class meets for seven weeks. classroom, with an emphasis on adolescence. (8-0-2) Staff (Second summer) Class meets for five weeks, with one week of The development of class experiences, activi- lab. (Second summer) ties and content-specific methods for middle 573. Social Studies Assessment and high school classes, based on readings se- (V-V-2) Staff 546B. Development and Moral Education in lected from the publications of the American Readings on the theories for and practice in Early and Late Adolescence Council for the Study of Foreign Language the strategies to construct traditional and per- (10-2-3) Staff and current research and theory. Class meets formance assessments in Social Studies. The For those desiring certification at both levels, for seven weeks. (First summer) ability to analyze the results in terms of stated a systematic treatment of the cognitive, so- unit goals, to reflect on the effectiveness of cial, biological, and personality development 566. Mathematics Education I the unit planning, and to adjust future units relating to education and an examination of (8-0-2) Staff to reteach core knowledge and skills will be the theoretical and research bases of moral The development of class experiences, activi- emphasized. (Second year Internet course) development and their implications for the ties and content-specific methods for middle classroom, with an emphasis on early and late and high school classes, based on readings 574. Foreign Language Education II adolescence. Class meets for five weeks, with selected from the publications of the National (10-0-3) Staff one week of lab. (Second summer) Council of Teachers of Mathematics and A review of class experiences, activities and current research and theory. Class meets for content specific methods within the context 550. Integrative Seminar seven weeks. (First summer) of unit goals and assessments for middle and (V-0-1) Staff high school classes, based on readings selected An integration of the professional, com- 568. Science Education I from the publications of the National Coun- munal, and spiritual dimensions of the ACE (8-0-2) Staff cil for the Study of Foreign Language and program. Participants engage in active listen- The development of class experiences, activi- current research and theory. Class meets for ing as well as interactive and collaborative ties and content-specific methods for middle seven weeks. (Second summer) learning exercises to integrate these pillars of and high school classes, based on readings ACE in their professional service to Catholic selected from the publications of the National 575. Foreign Language Assessment Schools. Class meets ten hours the first week; Science Teachers Association and current (V-V-2) Staff two hours for seven weeks thereafter. (First research and theory. Class meets for seven Readings on the theories for and practice in summer) weeks. (First summer) the strategies to construct traditional and per- formance assessments in Foreign Language. 550A. Integrative Seminar 570. English/Language Arts Education II The ability to analyze the results in terms of (2-0-1) Staff (10-0-3) Staff stated unit goals, to reflect on the effective- An integration of the professional, com- A review of class experiences, activities and ness of the unit planning, and to adjust future munal, and spiritual dimensions of the ACE content-specific methods within the context units to reteach core knowledge and skills will program. Participants engage in active listen- of unit goals and assessments for middle and be emphasized. (Second year Internet course) ing as well as interactive and collaborative high school classes, based on readings selected learning exercises to integrate these pillars of from the publications of the National Coun- 576. Mathematics Education II ACE in their professional service to Catholic cil of Teachers of English and current research (10-0-3) Staff Schools. Class meets for seven weeks. (Second and theory. Class meets for seven weeks. A review of class experiences, activities and summer) (Second summer) content specific methods within the context of unit goals and assessments for middle and 560. English/Language Arts Education I 571. English/Language Arts Assessment high school classes, based on readings selected (8-0-2) Staff (V-V-2) Staff from the publications of the National Coun- The development of class experiences, activi- Readings on the theories for and practice in cil of Teachers of Mathematics and current ties and content specific methods for middle the strategies to construct traditional and research and theory. Class meets for seven and high school classes, based on readings performance assessments in English/Language weeks. (Second summer) selected from the publications of the National Arts. The ability to analyze the results in Council of Teachers of English and current terms of stated unit goals, to reflect on the 577. Mathematics Assessment research and theory. Class meets for seven effectiveness of the unit planning, and to (V-V-2) Staff weeks. (First summer) adjust future units to reteach core knowledge Readings on the theories for and practice in and skills will be emphasized. (Second year the strategies to construct traditional and per- 562. Social Studies Education I Internet course) formance assessments in Mathematics. The (8-0-2) Staff ability to analyze the results in terms of stated The development of class experiences, activi- 572. Social Studies Education II unit goals, to reflect on the effectiveness of ties and content-specific methods for middle (10-0-3) Staff the unit planning, and to adjust future units and high school classes, based on readings A review of class experiences, activities and to reteach core knowledge and skills will be selected from the publications of the National content specific methods within the context emphasized. (Second year Internet course) Council for the Social Studies and current of unit goals and assessments for middle and research and theory. Class meets for seven high school classes, based on readings selected weeks. (First summer) from the publications of the National Coun- cil for the Social Studies and current research 188 The Division of Social Sciences Peace Studies 189

578. Science Education II 583. Folk Choir 596. Capstone Essay (10-0-3) Staff (2-1-1) Staff (V-V-1) Staff A review of class experiences, activities and Work with the folk choir, which continues to During the two year program, ACE teachers content specific methods within the context build the repertoire for Catholic school use. accumulate a portfolio of accomplishments of unit goals and assessments for middle and Class meets for seven weeks. (Second summer which demonstrates their growth vis-a-vis high school classes, based on readings selected elective) general and content-specific professional from the publications of the National Science standards. The portfolio provides a basis for Teachers Association and current research and 584. Teaching Art Across the Curriculum reflective analysis of their performance in the theory. Class meets for seven weeks. (Second (8-0-1) Staff classroom relative to the best practices of and summer) A selection of practical methods and discus- latest research in the profession. In a final es- sion topics to enable teachers to integrate art say, ACE teachers will summarize and reflect 579. Science Assessment while teaching such subjects as English, writ- upon their growth in the three pillars of the (V-V-2) Staff ing, reading, drama, social studies, language ACE program. (Final semester) Readings on the theories for and practice in arts, math and chemistry at the elementary the strategies to construct traditional and and high school level. Class meets for two 598. Special Topics performance assessments in science. The weeks. (Second summer elective) (V-V-V) Staff ability to analyze the results in terms of stated Topics vary by semester. unit goals, to reflect on the effectiveness of 586. Contemporary Educational Technology the unit planning, and to adjust future units (8-0-1) Staff to reteach core knowledge and skills will be Integration of computing skills and critical Peace Studies emphasized. (Second year Internet course) thinking strategies required to use modern technology for enhanced teaching and learn- Director: 580. Educating in Faith: Catechesis in Catholic ing. Class meets for two weeks. (Second R. Scott Appleby Schools summer elective) Director of Graduate Studies: (15-0-3) Staff Cynthia K. Mahmood Theoretical and practical dimensions of 588. Coaching and Youth catechesis within class sessions designed to be (8-0-1) Staff Telephone: (574) 631-6970 highly dialogical and interactive. This course Readings and discussion on the social sci- Fax: (574) 631-6973 is designed to assist current or prospective entific research on coaching strategies that Location: 100 Hesburgh Center teachers of theology at the secondary level promote the social development of youth E-mail: [email protected] in the catechesis of young adults in Catholic through sport; applications of research find- Web: http://www.nd.edu/~krocinst schools. Class meets for three weeks. (Second ings are emphasized. Class meets for two summer elective) weeks. (Second summer elective) The Program of Studies The Joan B. Kroc Institute for International 581. Introduction to Children’s Literature 593. Clinical Seminar Peace Studies offers an interdisciplinary (8-0-1) Staff (V-V-1) Staff master’s degree in peace studies and a field Introduction to the use of children’s literature The course focuses on the development of the of concentration within doctoral programs in elementary and middle school classrooms. teacher as a professional and reflective practi- in traditional disciplines. Graduate work in Class meets for two weeks. (Second summer tioner. Evidence is accumulated in a portfolio peace studies at the institute is highly inter- elective) of accomplishments which demonstrates national in character and designed to equip growth vis-a-vis general and content-specific students with both theoretical understanding 582. Liturgical Music in Catholic Schools standards. Reflective analysis relative to best and practical skills. The master’s program (2-1-2) Staff practices and current research is documented. attracts highly qualified students from all Introduction to folk liturgical music and its (Four semesters Internet) continents and major cultural regions of the appropriate use in K-12 Catholic education. world, with three-fourths of the students Students’ work in the liturgical folk choir 595. Supervised Teaching coming from outside the United States. In a during the summer can be used appropriately (0-30-2) Staff highly selective process, the institute accepts with respect to sacraments and occasions The course focuses on classroom teaching. 20 students annually in its 11-month master for celebration in Catholic schools. Credit It includes the observation of classroom of arts program. The institute particularly awarded during the spring semester, with teaching, examination of instructional and seeks students from war-torn areas or regions registration required in the previous summer planning materials, meetings with the ACE where violence could erupt, and actively seeks and fall semesters. Summer class meets for teacher, mentor teacher and building prin- to ensure cultural, religious, and socioeco- seven weeks; Internet-only class during aca- cipal, and the collection of field notes and nomic diversity among participants. Peace demic year. (First summer, first year Internet evaluations for formative and summative studies students engage in building commu- elective) assessment. (Four semesters) nity as they share their diverse perspectives on the problems of peace and justice facing the world. The program prepares peace stud- ies students for careers in scholarly research, teaching, public service, religious leadership, political organizing, or social action. Four 190 The Division of Social Sciences 191 major themes characterize the graduate cur- The group of 50 fellows supporting the in- 517. International Migration and Human riculum: stitute is drawn from 15 departments in the Rights: Research and Policy social sciences and humanities and the schools (3-0-3) Bustamante • The role of international norms and of law and business at the University of Notre This seminar focuses on research reports on institutions in peacemaking: Institute Dame. U.S. immigration from Mexico for a critique faculty and students search for ways (a) of research methods and basic differences in to make intergovernmental organiza- Course Descriptions the interpretation of data. A review of the tions and other international institu- The following list includes courses offered on literature is discussed with an emphasis on tions more effective and representative a regular basis. Many, although not all, are policymaking on immigration in the United and (b) to increase compliance with offered on an annual basis. States and Mexico. A comparison is made be- fundamental norms of peace and hu- • Course number tween the debate on migrants’ human rights man rights. • Title in various parts of the world. A critique on • (Lecture hours per week—laboratory scientific theories focusing on the relationship • The impact of religious, philosophi- or tutorial hours per week—credits per between international migrations and human cal, and cultural influences on peace: semester) rights is also included. Suggested for first-year Through teaching and research, the • Instructor graduate students of sociology, political sci- institute explores the ethics of the use • Course description ence, and peace studies. (Every spring) of force, the ways in which the world’s • (Semester normally offered) religious traditions foment violence or 521A. War, Human Rights, and Peacebuilding encourage peace, the practice of nonvi- 502. Origins of Violence and Cultures of Peace (3-0-3) Johansen olence, the importance of philosophies (3-0-3) Mahmood This required course examines major global of global justice, and the ingredients of In this core graduate course we look at peace issues and multilateral responses to them in cultures of peace. and violence in the broadest geographic the areas of human rights and war prevention. and chronological contexts. We begin with The course, which emphasizes peace research • The dynamics of intergroup conflict a review of the anthropology literature on methods and findings, includes study of the and conflict transformation: Students human aggression, from evolutionary origins theory and practice of peacebuilding in its and faculty enhance multidisciplinary through ethnographic variation. From biol- broadest sense of nurturing social integration understanding of the conditions that ogy we move on to consider the social and and promoting justice as the work of peace. give rise to violent conflicts in order political functions of violence and its ritual Discussion of human rights issues will include to identify local and international and spiritual interpretations across the world’s the Universal Declaration and Covenants; the responses able to transform conflicts cultures. We look at nonviolent societies and rights of women and children; efforts to hold and encourage peacebuilding. All of the investigate their distinguishing features. Fi- individuals accountable to prohibitions of institute’s conflict studies incorporate nally, we explore how the cultural contexts of war crimes and crimes against humanity; and cross-cultural examination of key issues. violence and nonviolence intersect with to- questions of identity as they affect sovereignty day’s global political order and contemporary and compliance with human rights norms. • The promotion of social, economic, and theories of war and peace. Ethical and meth- Discussion of war/peace issues will include environmental justice: Students and fac- odological questions play a central role in our debates among peace researchers, feminists, ulty interested in social change examine deliberations throughout the course, with the and political realists on causes of violence the role of nongovernmental organiza- ultimate aim of bringing our information and and conditions of peace; arms control and tions and commercial enterprises, and understandings to bear on practical action disarmament; intergroup tension reduction; states, in sustainable economic develop- toward peacemaking today. (Every fall) and efforts by international commissions, the ment, respect for human rights, and United Nations, and nongovernmental orga- conflict transformation. 515E. Images of War and Peace in Literature nizations to implement humanitarian norms (3-0-3) Ruthann Johansen of peace and human rights and gradually To earn the M.A. degree, students must dem- Using English language novels and poetry of replace the rule of force with the rule of law onstrate proficiency in one foreign language, the 20th century, this course will (1) examine in international relations. (Every fall) participate in an academic or community- the metaphors and themes that unmask the based internship, and successfully complete realities of war and disclose the aspirations 522A. International Political Economy and 30 hours of credit and a comprehensive exam. and struggles for peace, and (2) explore the Sustainable Development ways literary works themselves through lan- (3-0-3) Staff Requirements of the program include the fol- guage, rhythms, and images become battle- This required course focuses on the global lowing core seminars and courses: grounds on which the human imagination economic and environmental problems and IIPS 502. Origins of Violence and Cultures creates an individual’s sense of self and con- the multilateral responses to cope with them. of Peace structs and deconstructs cultural ideologies. Its vantage point is that economic globaliza- IIPS 521. War, Human Rights, and Literature translated into English from other tion is a complex phenomenon; it has both Peacebuilding languages may be the focus of independent positive and negative consequences that IIPS 522. International Political Economy research projects within the course. (Every vary from one society and social group to and Sustainable Development spring) another. The course deals, in particular, with IIPS 556. Conflict Transformation and the impact of globalization on sustainable Strategic Peacebuilding development, social equity, labor, health, and IIPS 557. Effective Peacebuilding environment. It also discusses the political 190 The Division of Social Sciences Peace Studies 191

aspects of globalization that are, among other 556A, B. Confl ict Transformation and Strategic 566. Nonviolent Social Change things, related to the democratic and gover- Peacebuilding (3-0-3) Cortright nance deficits in international relations. Dem- (2-0-2) Lederach, Mahmood, Hayner This course will examine strategies of nonvio- ocratic governance of global economic and This required course will introduce students lent social change as reflected in the writings environmental relations requires the reform of to the key concepts related to conflict trans- of Dr. Martin Luther King Jr., Mohandas K. the existing international institutions and the formation and peacebuilding theory and Gandhi, Gene Sharp, and Latin American development of new ones. Particularly impor- practice as an integrated framework. The advocates of liberation theology. These will be tant are the contributions of non-state actors, primary purposes are to familiarize students contrasted and compared with very different especially NGOs, in initiating, implementing, with approaches to promote constructive and traditions of social change advocacy in the monitoring, and enforcing international rules. strategic change processes in settings of deep- work of Saul Alinsky and Malcolm X. The This aspect of globalization harks back to the rooted conflict and provide them with oppor- course will also look at historical examples emergence of new, autonomous transnational tunity to integrate the theory with practical of nonviolent social change and explore the spaces and networks that become arenas of aspects of designing and implementing those factors accounting for the success or failure global civil politics and culture promoting strategies on the ground. During class time, of various social change movements, includ- new ethical standards, participation, transpar- students will be exposed to case studies, simu- ing: the U.S. civil rights movement, the ency, and accountability. (Every spring) lations, inductive theory development, and 1989 democratic revolutions in Central and elicitive approaches to conflict intervention. Eastern Europe, and the U.S. peace move- 525A. Ethics and International Relations Workshops on professional development will ment. The main part of the course will be (3-0-3) Philpott complement academic activities and presenta- an examination of the practical methods of The class explores diverse international issues tions. (Fall, spring) nonviolent social change. The techniques of through normative political philosophy and nonviolent action will be thoroughly assessed. case studies. It is suitable for students of po- 557. Effective Peacebuilding Specific methods to be studied include: power litical theory and international relations alike. (3-0-3) Lopez analysis, coalition building, media communi- Topics include the justice of war, the problem This required course is designed to permit cations, fund-raising, grassroots organizing, of killing innocents, terrorism, nuclear weap- critical examination of some of the macro and and lobbying. (Every spring) ons, intervention, human rights and plural- micro conditions that are needed in order for ism, distributive justice, the status of borders, a political and social system to live in peace. 575. Democratic Theory and Multiculturalism globalization and development, and women’s As it is more difficult to establish peace out (3-0-3) Dallmayr rights. These will be explored through com- of a war or warlike set of circumstances, we We live increasingly in a multicultural world. peting moral frameworks, including duty focus especially on this situation—bringing But is this trend compatible with democ- based and consequentialist frameworks. societies from war and collective violence to racy? In recent decades, democratic theory (Every spring) peace, especially a sustainable peace. Within has been a battlefield between “liberals” and these concerns we pay particular attention “communitarians.” In both camps, multicul- 550. International NGO Management to the role that local and international non- turalism is problematic. Liberals give primacy (3-0-3) Culbertson governmental organizations play (or might to autonomous individuals, outside cultural This course will provide an introduction play) in the peacebuilding enterprise. We also contexts. Communitarians stress community to concepts and skills needed for effective examine the problems and tensions that arise values, neglecting the multiplicity of cultural management in nongovernmental organiza- as one group committed to sustainable peace and religious values. The seminar explores the tions working in the international context. wants to advance human rights issues, espe- possibility of a multicultural democracy, be- In addition to an overview of NGOs and cially accountability concerns, as a precondi- yond liberal detachment and communitarian their diverse roles in society, students will tion for settling the violent conflict. (Every parochialism. Starting from the liberal- critically explore several current issues and summer) communitarian debate, the seminar proceeds trends having an impact on NGOs. These to a discussion of multicultural democracy include the changing relationships between 565. International Political Economy both on the domestic level and on that of public, for-profit, and nonprofit entities; the (3-0-3) Mosley “cosmopolitan democracy.” (Every fall) development of partnerships between local This seminar explores the interaction between and international NGOs; and emerging pat- politics and economics in the international 579A. Terrorism and Political Philosophy terns of NGO financing. With these issues system, with an emphasis on the theoretical (3-0-3)Sterba in the background, discussion will then turn development of the subfield of international Following 9/11, the United States govern- to the challenges facing program managers in political economy. We will investigate the bal- ment has made war on terrorism its number NGOs. Class sessions will examine specific ance between cooperation and conflict, the ef- one priority. But how should we understand strategies and methods for program plan- fect of international institutions on economic the terrorism that the U.S opposes? Is it ning, monitoring and evaluation; fund-raising relations, and the mutual impact of domestic something only our enemies have engaged and grant writing; budgeting and financial and international politics. Throughout the in or have we ourselves and our allies also management; decision making; and handling course, we will consider how well models engaged in terrorist acts? More importantly, is personnel issues. The course will give par- developed in other fields of political science terrorism always wrong, or are there morally ticular attention to the unique role of values or economics can be applied to international justified acts of terrorism? When we actually (personal and organizational) in the NGO political economy. We also will attempt to confront wrongful acts of terrorism, what context and their impact on management, as identify the “state of the art” in the study of are the morally defensible responses? Is war well as issues of management style and orga- international political economy. (Every fall) a morally defensible response to the terror- nizational culture. (Every spring) ism of 9/11? If war is a morally defensible 192 The Division of Social Sciences 193 response to terrorism, how is terrorism related organizations about the evolving role of the in an international community of sovereign to issues of international justice? Do failures multinational enterprise, and how that role states, whose policies reflect differing social of international justice motivate acts of ter- should be managed. backgrounds and varying national interests. rorism? Did they do so in the case of 9/11? (Every spring) Are morally defensible responses to terror- 633. International Law ism required to correct for related failures of (3-0-3) Carozza, Shelton 679A. Dispute Resolution international justice? If so, what implications, This course uses a problem-oriented approach (3-0-3) Fick if any, does this have for the U.S. achieving to introduce students to international law, This course considers the theory and proce- a morally defensible response to 9/11? This not as a body of static rules, but rather as dure of different legal methods for resolving course will focus on evaluating competing a decision-making process that includes a disputes with an emphasis on negotiation, answers to these and other central questions structure of decision makers as well as a body mediation, and arbitration. It consists of read- relating to 9/11. We shall approach these of highly flexible prescriptions. International ings, analysis of disputes (both real and hypo- questions through an evaluation of competing law is seen as a process of continuous interac- thetical) and methods for resolving them, and conceptions of justice because that is the only tion, of continuous demand and response. simulation problems. Students who have taken way we can ultimately hope to have defensible The Nuremberg Trials are used as a means the Legal Negotiation course may only receive answers to them. (Every spring) of developing an understanding of the inter- two credit hours for this course. (Every spring) national legal process. Using problems 580. Ethnic Confl ict and Peace Processes pertaining to environmental protection, 694A. Universal Protection of Human Rights (3-0-3) Darby economic well-being, human rights, and war (3-0-3) Carozza This team-taught course focuses on the eth- prevention, students engage in analysis of Prerequisite: International Law or equivalent. nic conflicts that are found across the world international institutions, procedures, and A foundational course in international human today, and considers the special issues of prescriptions. Finally, an examination is made rights law. Focuses primarily on examples peacebuilding where ethnicity is implicated. A of the potential contribution of international from United Nations-related human rights review of theories of ethnicity is followed by law to a sustainable future. (Every fall) regimes and examines the historical and in-depth consideration of the following cases: jurisprudential bases of international human Kashmir, Punjab, Cyprus, Northern Ireland, 660. Theories of International Relations rights law; the normative frameworks of the Israel/Palestine, South Africa, Sri Lanka, and (3-0-3) Lieber principal universal human rights treaties Spain (Basques). Students work in teams to This course provides first- and second-year and of customary international law; and the develop plans toward peacebuilding in these graduate students with an in-depth investiga- institutional mechanisms for interpreting, and other areas of their choosing. What works tion of the major theories that have guided monitoring compliance with, and enforcing and what doesn’t work where racial, religious, Western scholarship and policymaking in those norms. linguistic, and other “primordial” affiliations international relations in the post-1945 entangle with political conflict? We review world. In this course we are not as much 694B. International Humanitarian Law successes and failures and propose possible concerned with learning about the world as (3-0-3) Méndez new approaches. (Every fall) much as we are concerned about learning This course discusses international humani- how scholars and policy makers learn about tarian law (IHL). It attempts to study inter- 589. Arab-Israeli Confl ict the world. In particular, we will be examining national law that limits the use of violence in (3-0-3) Dowty those frameworks and methods that modern international and non-international armed This course will focus on the historical de- social science employs in describing, explain- conflicts. The course will be practice-oriented, velopment of the Arab-Israel conflict and ing, and predicting international events. The designed to elicit a critical assessment of IHL. current issues of that conflict on both the rationale underlying this approach is that Students are required to come prepared to Israeli-Palestinian and interstate (Israeli-Arab) these frameworks are the “real world” upon discuss the week’s readings and encouraged to dimensions. Class participation will be em- which policymakers base much of their judg- offer comments and opinions from their own phasized; course requirements include a take- ment. (Every fall) experiences or knowledge. home exam over background material and a substantial research paper. 671. International Human Rights Law Other Graduate Courses (3-0-3) Méndez 597. Directed Readings 611. Globalization and Multinational This course examines human rights as legally (V-V-V) Staff Corporate Responsibility protected rights in international law, with Directed readings on an approved subject (1.5-0-1.5) Tavis reference to the practice of states in general, under the direction of a faculty member. Globalization is galloping across our world at including the United States; reviews the wider a dramatic pace—enhancing global produc- recognition of substantive human rights in 599. Thesis Direction tivity but leaving many people behind in the a growing number of international instru- (V-V-V) Staff process. As the key integrating institutions, ments; appraises future prospects of further Research and writing on an approved subject multinational enterprises deserve much of progress as well as inherent obstacles and under the direction of a faculty member. the credit for the productivity, but are also possibility of overcoming prejudices and inextricably involved in the associated social discrimination; examines the extent to which 600. Nonresident Thesis Research destruction. The objective of this course is human rights have become part of positive (0-0-1) Staff to enhance the awareness and understanding international law; evaluates the effectiveness Required of nonresident graduate students of future business executives, governmental and weaknesses of existing legal institutions; who are completing their theses in absentia officials, or managers of nongovernmental and assesses endeavors to realize human rights and who wish to retain their degree status. 192 The Division of Social Sciences Peace Studies 193

697. Directed Readings Rev. Michael J. Baxter, C.S.C., Assistant Paul V. Kollman, C.S.C., Assistant Professor of (V-V-V) Staff Professor of Theology Theology Directed readings on an approved subject under the direction of a faculty member. Doris L. Bergen, Associate Professor of History Keir A. Lieber, Assistant Professor of Political and Fellow in the Nanovic Institute for Euro- Science pean Studies Upper-level Undergraduate Courses Daniel A. Lindley III, Assistant Professor of In addition to the courses listed above, the Jeffrey H. Bergstrand, Associate Professor of Political Science following 400-level courses may be taken for Finance and Business Economics graduate credit in accordance with the restric- David M. Lodge, Professor of Biological tions established by the Graduate School and Rev. David B. Burrell, C.S.C., the Rev. Theo- Sciences dore M. Hesburgh, C.S.C., Professor of Arts and with the consent of the director of graduate Scott P. Mainwaring, the Eugene and Helen Letters (Philosophy and Theology) studies. Conley Professor of Political Science 419. Topics In Social/Cultural Anthropology Paolo G. Carozza, Associate Professor of Law A. James Mcadams, Director of the Nanovic 419. Self, Society, and Environment and Fellow in the Nanovic Institute for Euro- Institute for European Studies and the William 424. The Holocaust pean Studies 427. Advanced Moral Problems M. Scholl Professor of International Affairs 431. Race, Ethnicity and Power Paul M. Cobb, Assistant Professor of History Juan Méndez, Professor of Law and Director of 432. Anthropology of War and Peace Kathleen Collins, Assistant Professor of Political the Center for Civil and Human Rights 441. Latin American Politics Science 451. Politics of Tropical Africa Layna Mosley, Assistant Professor of Political 456. Tradition and Modernization in China Barbara Connolly, Assistant Professor of Science and Fellow in the Nanovic Institute for and Japan Political Science European Studies 479. International Migration and Daniel J. Myers, Chair and Associate Professor Human Rights E. Mark Cummings, the Notre Dame Professor of Sociology 484. Economic Development Latin America of Psychology Fred R. Dallmayr, the Packey J. Dee Profes- Carolyn R. Nordstrom, Associate Professor of Core Faculty sor of Political Science, Professor of Philosophy, Anthropology Fellow in the Kellogg Institute for International R. Scott Appleby, the John M. Regan Jr. Direc- Emily L. Osborn, Assistant Professor of History tor, and Professor of History Studies, and Fellow in the Nanovic Institute for European Studies Richard B. Pierce, Assistant Professor of History David Cortright, Visiting Research Fellow, and President of Fourth Freedom Forum, Goshen, Alan K. Dowty, Professor of Political Science Donald B. Pope-Davis, Associate Vice President and Associate Dean of Graduate Studies, Direc- Indiana Barbara J. Fick, Associate Professor of Law tor of the McNair Scholars Program, and Profes- John Darby, Professor of Comparative Ethnic Michael J. Francis, Professor of Political Science sor of Psychology Studies and Fellow Rev. Patrick D. Gaffney, C.S.C., Associate Victoria D. L. Sanford, Assistant Professor of Robert C. Johansen, Senior Fellow, and Profes- Professor of Anthropology Anthropology sor of Political Science Teresa Ghilarducci, Director of the Higgins Dinah L. Shelton, Professor of Law John Paul Lederach, Professor of International Labor Research Center, Associate Professor of Kristin Shrader-Frechette, the O’Neill Professor Peacebuilding and Fellow Economics, and Fellow in the Nanovic Institute of Philosophy and Concurrent Professor of Bio- for European Studies George A. Lopez, Director of Policy Studies logical Sciences and Senior Fellow, and Professor of Political Denis A. Goulet, the William and Dorothy James P. Sterba, Professor of Philosophy Science O’Neill Professor Emeritus in Education for Cynthia K. Mahmood, Director of Graduate Justice and Professor Emeritus of Economics Lee A. Tavis, the C. R. Smith Professor of Busi- ness Administration (Finance) and Director of Studies and Fellow, and Associate Professor of Frances Hagopian, the Michael Grace III the Program on Multinational Managers and Anthropology Associate Professor of Latin American Studies Developing Country Concerns J. Daniel Philpott, Fellow, and Assistant Profes- George S. Howard, the Morahan Director of A. Peter Walshe, Director of the African Studies sor of Political Science the Arts and Letters Core Course Program and Program and Professor of Political Science Raimo Väyrynen, Senior Fellow, and Professor Professor of Psychology Andrew J. Weigert, Professor of Sociology of Political Science Lionel M. Jensen, Department Chair and Charles K. Wilber, Counselor to the Director, Associate Professor of East Asian Languages and Todd D. Whitmore, Associate Professor of and Professor Emeritus of Economics Literatures and Concurrent Associate Professor Theology of History Rev. Oliver F. Williams, C.S.C., Academic Fellows Ruthann K. Johansen, Concurrent Associate Director of the Center for Ethics and Religious Asma Afsaruddin, Associate Professor of Professor in the College of Arts and Letters and Values in Business and Associate Professor of Classics Associate Professional Specialist and Assistant Management Director in the College of Arts and Letters Core Course 194 The Division of Social Sciences 195

Political Science cal Science Association for the best disserta- conducts research, teaching, and public edu- tion in public law and the Leo Strauss Award cation on war prevention and global security, Chair: for the best dissertation in political theory. the promotion of human rights and justice, Rodney Hero and international dimensions of social, Director of Graduate Studies: The faculty is strong, and it is growing and economic, and environmental justice. (Ap- Andrew C. Gould changing. The department currently has plicants interested in an M.A.-only program 42 faculty members, including scholars of in peace studies should apply directly to the Telephone: (574) 631-4270 national and international recognition. Kroc Institute.) The Nanovic Institute for Fax: (574) 631-4450 European Studies facilitates lectures, confer- Location: 217 O’Shaughnessy M.A. students must complete a minimum ences, and research opportunities on a variety E-mail: [email protected] of 30 hours in course credits and must pass of issues relating to contemporary European Web: http://www.nd.edu/~governme a comprehensive written examination in politics and society. Its programs are designed their major field. A minimum of 12 hours to appeal to graduate students working in The Program of Studies of course work is required in the major field, any area of the social sciences or humanities, The primary aim of the graduate program in and a minimum of nine in a second field. including comparative European politics, the political science is to train qualified candi- However, M.A. students are not eligible for relations among European states and devel- dates for research and teaching. The depart- funding, and we rarely offer admission to opments in the EU, and European political ment offers M.A. and Ph.D. degrees. It has those seeking only the M.A. theory and history. The Program in American four major subfields: Democracy supports and facilitates research, 1. political theory; Doctoral Program teaching, and other activities that explore and 2. comparative politics; Ph.D. students must complete the following assess the quality of democracy in the United 3. international relations; requirements: States. The program currently sponsors a 4. American politics. 1. A total of 60 credit hours of courses, working paper series, a speaker series, occa- including at least 48 credit hours of sional conferences, and other activities. The department has faculty with a wide range substantive courses; of interests. Its particular strengths include 2. At least 12 hours of courses and com- These and other research initiatives of the political theory; democratic institutions; prehensive written exams in two of the department faculty aid graduate students ethnicity, religion, and nationalism; political department’s four subfields (American through lively scholarly communities and economy; international humanitarian issues politics, comparative politics, interna- numerous opportunities for research sup- and peace studies; Latin American politics; tional relations, and political theory); port, dissertation-year fellowships, and other regime change; political participation; politics 3. At least nine hours of course credits in a resources. and literature; and constitutional studies. student-defined area of specialization; The highly selective student body is drawn 4. A proseminar and a quantitative methods The department also makes substantial use from a large pool of applicants from many course; of the Laboratory for Social Research. The countries: in 2003 we had 259 applicants for 5. A reading exam in one foreign language; lab provides consulting in statistical analysis 13 openings. The department’s community of 6. A master’s paper; and computer applications and serves as the graduate students is marked by a diversity of 7. An oral examination, based on the stu- repository for data from the Inter-University interests, backgrounds, and nationalities. The dent’s dissertation proposal; Consortium for Political and Social Research small size of the graduate program facilitates 8. A Ph.D. dissertation and its successful and other archives. close interaction between faculty and students oral defense. and allows us to offer financial assistance to Course Descriptions virtually all students we admit. Students in the department are advised to The following list includes courses offered consult the listing of courses in other depart- during the last three academic years by cur- In recent years, 80 percent of Notre Dame ments, particularly in sociology, economics, rent faculty members. Some courses are of- Ph.D. recipients in political science have been history, philosophy, and theology. Courses in fered on an annual basis, and many others appointed to full-time teaching and research other departments selected in consultation are offered less frequently. Because this list is positions. Recent appointments of Notre with the student’s adviser are counted toward restricted to the past three academic years, it Dame Ph.D.s in political science include a degree. is not exhaustive. Students should also consult tenure-track positions at leading universities the list of courses in other departments. (e.g., the University of Pennsylvania, Uni- Research Institutes versity of Pittsburgh, Florida State, Purdue, Department faculty and graduate students Each course listing includes: Florida International University, Oklahoma, also work in several major research institu- • Course number Louisiana State University, Pepperdine, tions at Notre Dame. The Kellogg Institute • Title SUNY-Stony Brook, California State for International Studies promotes advanced • (Lecture hours per week—laboratory University-Sacramento) and at renowned study, teaching, and research on international or tutorial hours per week—credits per liberal arts colleges (e.g., Bowdoin, Connecti- problems, especially of developing countries. semester) cut College, Bates, Whittier). Students in the Kellogg scholars focus on democratization • Instructor department have fared well in winning pres- and development in Latin America and on • Course description tigious fellowships and prizes, including the related research on all world regions. The • (Semester normally offered) Edwin Corwin Award of the American Politi- Kroc Institute for International Peace Studies 194 The Division of Social Sciences Political Science 195

501. Introduction to Quantitative Methods • models for dealing with sample selection politics and governance through their own (3-0-3) Wolbrecht, Sanders bias: tobit and Heckman models, political and policy patterns and in their im- This course is an introduction to the use of • techniques for modeling time-series data. plementation of “national” domestic policies. statistical methodology in the social sciences; Three bodies of literature will be the focus of it is not a course on statistics. The class em- Throughout, we will focus on understanding analysis: U.S. federalism and intergovernmen- phasizes the role of statistics as a tool, rather the theoretical underpinnings of the model tal relations; state governance, politics and than an end in itself. While we learn a variety and developing and evaluating applications public policy; and urban/local politics (with of statistical techniques, the focus is upon of the models to substantive problems in the most extensive attention given to the the logic of these techniques rather than their political science. Students will be asked to do second of the three). mathematical intricacies. There will be a series data-analysis exercises, to evaluate published of exercises and exams, coupled with a major research relying on quantitative techniques, In general, the approach will be comparative project in which students will be required and to do a research project on a topic of while at the same time giving close attention to gather and analyze data on an empirical their own choosing. to historical and contemporary theoretical problem of their choice. and analytical debates in the field. Moreover, American there will be considerable attention to the 502. Proseminar 504. Seminar on the Supreme Court significance of subnational politics for under- (3-0-3) Coppedge, Gould (3-0-3) Kommers standing the U.S. political system in general, This is a required course for all first-year This seminar examines the politics and as well as the approaches to studying that graduate students in the Department of Po- process of decision making in the United system. litical Science. It is what is commonly called a States Supreme Court. It covers the Court’s “scope and methods” course; that is, a course organization, jurisdiction, and procedures; 510. Political Participation designed to survey the great variety of themes the nomination and confirmation of justices; (3-0-3) Campbell and approaches in political science and to the role of law clerks and advocates; and Many observers wonder why more Americans guide you through the fundamental debates outside influences on the Court’s personnel. don’t vote. Others wonder why anybody votes about what political science is or should be. The seminar also includes major units on the at all. This course cuts a swath through a large This course is also about democracy because Court’s exercise of its discretionary jurisdic- and methodologically diverse literature that the best way to teach about methods is to tion, the setting of the Court’s agenda, oral examines these and other questions relating to apply them to an interesting topic, and argument and the opinion-writing process, political engagement. Readings include both democracy is a topic of central interest to the impact of Supreme Court decisions, some golden oldies and hits right off the po- almost all of us these days. There is abundant and judicial-legislative relationships. Last, litical science charts. Some will be normative, literature that demonstrates the relevance of and importantly, the seminar explores vari- others empirical. Students will grapple with our course themes to democracy. Therefore, ous methods and approaches to the study of questions like how a nation’s political insti- in the process of learning about the scope judicial decision making. Grades will be based tutions facilitate political participation (or and methods of political science, this course on a term paper, class participation, and oral not), and whether it matters that some kinds will also familiarize you with some key ideas reports. of people are more likely to participate in about what democracy is, what it could be, politics than others. The focus will be on the how it is changing, what causes it, and how 506. Field Seminar in American Politics United States, but perspectives from other na- we measure it. (3-0-3) Wolbrecht tions will be offered as well. Given the topic This is the “core” seminar in American poli- of the course, it should come as no surprise 601. Advanced Quantitative Methods tics, designed to provide a survey of the most that the instructor asks for full participation (3-0-3) Sanders important literature in the field. The seminar in class discussions as well as a paper. Like the Quantitative methods are often used to un- is intended to present the student with a assigned readings, this can be empirical or derstand the behavior and interactions of broad, eclectic view of the current state of the normative—or even a little of both. individuals, governments, and nations. This literature in American politics. The readings course is designed to provide students with attempt to provide a sampling of classic and 511. The American Founding an understanding of the quantitative tools recent theory and substance in the hope of (3-0-3) M. Zuckert that are useful for doing quantitative politi- suggesting where scholars stand, and where This seminar centers on James Madison’s cal research. We will begin by reviewing the they seem to be headed, with respect to some Notes of the proceedingsproceedings in the constitu- basics of statistical inference and the linear major topics in the American subfield. tional convention, but attempts to view the regression model, with a thorough discus- thoughts and deeds of the delegates in the sion of the problems that arise in regression 507. American Subnational Politics and broader context of the American Revolution analysis and the solutions to those problems. Government and the American experience in the decade The bulk of the course will be devoted to the (3-0-3) Hero between the start of the revolution and the following topics: The purpose of this seminar is to provide a drafting of the Constitution on the one hand, • extensions to the basic regression model: careful and extensive overview of the scholarly and of broader developments in political simultaneous equations and time-series/ issues and literature concerning American philosophy (e.g., the all-important thought of cross-sectional models, “subnational,” especially state, politics. The Montesquieu) on the other. Each student will • maximum-likelihood techniques for assumption and approach taken is that state prepare a research paper explaining a theme modeling categorical dependent vari- and local governments in the United States related to the course materials. ables: logit/probit, ordered logit/probit, are important in and of themselves, but they multinomial logit/probit, and count are also critical in how they shape national models, 196 The Division of Social Sciences 197

512. Completing the Constitution: The Post- institutional development while assessing the to around 30 cases, readings will include Civil War Amendments leadership behavior of incumbents within selections from The Federalist Papers and (3-0-3) M. Zuckert it. Readings will survey conceptual strategies writings by Tocqueville, Calhoun, Lincoln, This seminar will explore the thesis that the for understanding institutional development Martin Diamond, Herbert Storing, Charles post-Civil War amendments to the Consti- and leadership performance. Students will Taylor, and others. Grades will be based on an tution (the 13th, 14th, and 15th) are best write brief, critical essays on readings that will objective exam covering the cases, oral reports understood as efforts to “complete the Con- focus class discussion. Additionally, students in class, and a term paper. This is a graduate stitution,” that is, to carry through the logic will prepare research papers using a case or course, but senior undergraduates may regis- of the original founders where they stopped database to assess the utility of one concep- ter with the instructor’s consent. short for various reasons. At the center of the tual approach for understanding presidential seminar are the Congressional debates on the leadership. Comparative various amendments and related civil rights 505. Comparative Constitutional Law legislation. Each student will prepare a re- 518. Legislative Studies (3-0-3) Kommers search paper exploring a theme related to the (3-0-3) Griffin This seminar introduces graduate students course materials. This course will examine both the organi- and law students to the developing field of zational choices within legislatures and the comparative constitutional law and constitu- 514. Political Parties and Interest Groups outside influence on legislator behavior. tionalism. Leading American constitutional (3-0-3) Wolbrecht Topics to be covered include problems of cases in topical areas such as church-state rela- In the United States, as in most democracies, collective choice, the party versus preferences tions, freedom of speech, right to life issues political parties and interest groups are central debate, legislative elections, roll call behavior, (abortion, death penalty, and assisted suicide), mediating institutions linking citizens and the legislator home style, and the historical devel- political representation, gender and racial dis- political decision makers who govern them. opment of legislative institutions. Although crimination, and social and economic rights In an effort to understand the role of politi- particular attention will be paid to the U.S. will be compared with similar cases handed cal parties and interest organizations in the Congress, comparative legislatures will also be down by Canada’s Supreme Court, Germany’s American political system, we will examine considered. Federal Constitutional Court, and the Euro- issues of historical development, membership, pean Court of Human Rights. Selected cases organization, tactics, competition, and repre- 520. Elections and Public Policy are also drawn from the Hungarian, Indian, sentation, among others. While the primary (3-0-3) Radcliff and South African Constitutional Courts. focus is the American case, the questions and This course examines the relationship be- The seminar’s task is threefold: to identify the concepts addressed in this course are appli- tween the electoral choices of voters and the similarities and differences in the reasoning cable to other democratic systems. public policy regimes that the governments so and outcomes of the cases, to explain these chosen pursue. The central focus is thus on differences and similarities, and then to dis- 515. Religion and the Constitution whether and how different types of electoral cuss aspects of American constitutional law in (3-0-3) Barber outcomes (which parties win elections and the light of the foreign materials. In addition, Does constitutionalism in America presup- in what institutional contexts) actually deter- the seminar will consider and identify the pose a supreme being? Does the maintenance mine the policies that governments pursue. uses that particular courts have made of com- of constitutional institutions depend on the parative analysis in deciding questions arising prevalence of religious or specifically Chris- 521. Federalism and the Constitution under their respective constitutions. Graduate tian faith and morals? To what extent can or (3-0-3) Barber students with a background in political theo- should constitutional government accom- Beginning in 1995, the Rehnquist Court has ry, comparative government, or constitutional modate religious beliefs, institutions, and sought to restore some of the immunities law should find the seminar informative and practices? Is constitutionalism in America on from federal power that the states enjoyed intellectually challenging. Grades are based on a collision course with the religious commit- prior to the late 1930s. Cases decided under oral reports, general participation, and a term ments of a substantial portion of the Ameri- the Commerce Clause and the 10th and 11th paper that assesses some aspect of American can people? This seminar will explore these Amendments reflect the view that “federal- constitutional law in the light of foreign and related issues. Readings include classical ism” is a fundamental feature of the American constitutional developments. writers such as Locke and Jefferson, con- constitutional order, dear to the framers and temporary scholars and social critics such as integral to the values of “limited government” 541. Theoretical Approaches in Comparative Stanley Fish and Richard John Neuhaus, and and “liberty.” Critics of this “states’ rights Politics leading decisions of the U.S. Supreme Court. revolution” contend that the framers’ first pri- (3-0-3) (3-0-3) Hagopian, Mainwaring The course is open to graduate students and ority was a strong national government and This course has two objectives. First and law students. Space may be available to a few that advances in personal and civil liberties foremost, it provides an overview of major seniors who have instructor’s permission. have historically come at the expense of states’ theoretical approaches to comparative poli- Course grade will be based on a term paper, rights. This course asks what American “fed- tics. We will examine structural approaches, class participation, and assigned oral reports. eralism,” as a normative concept, is, whether contingent action arguments, institutional- it is a genuine constitutional principle, and if ism, rational choice, political culture, and 517. The Presidency: Institution and so for what textual, historical, or moral rea- eclectic approaches. We will also spend one Performance sons. The first part of the course will review week discussing international influences on (3-0-3) Arnold Supreme Court cases. The second part will domestic politics. This course develops a two-part perspec- review what statesmen and political philoso- tive on the U.S. presidency, examining its phers have said about the subject. In addition 196 The Division of Social Sciences Political Science 197

An important secondary objective is to pro- and constrain the trajectories of democratic 550. Theories of Identity and Confl ict vide some awareness of comparative methods consolidation and state- and market-oriented (3-0-3) Collins in political science. Toward this objective, we reform. This course covers theories of ethnicity, na- will begin the semester with some readings on tionality, and religious identity, and their rela- methods in comparative politics, and we will 544. State Building and Regime Change tion to social movements, violence, and civil discuss methods of inquiry throughout the (3-0-3) Gould conflict. The course includes a range of ap- semester. In this seminar we will discuss classic and proaches and debates on the sources of iden- contemporary works on questions of state- tity, causes of identity mobilization, changing 542. Comparative Parties and Party Systems building and regime change in the modern identity, the causes of conflict, and strategies (3-0-3) Mainwaring world. State-building and regime change con- for resolving identity-based conflict. We will This course will focus on comparative par- stitute two distinct yet interrelated outcomes read rational choice approaches, including ties and party systems. The major purpose is that are perennially at the top of research Laitin, Fearon, Weingast, Bates, etc., as well to acquaint students with some of the most agendas in political science and sociology. as institutionalist theories, such as Horowitz, important theoretical and comparative litera- Why and how do bureaucracies develop? and culturalist and social theories. ture on one of the major themes in political What are the differences in the organizational science. infrastructure of various states and why do 586. Game Theory, Politics and Institutional these differences emerge? Why do different Analysis The course has three main units. We will political regimes emerge? What accounts (3-0-3) Gould, Rath begin with some general reflections on why for transitions from one type of regime to This course will focus on game theory as parties matter. In Part I, we will also examine another? While there are many possible ways employed in empirical analyses of politics and the literature on the decline of parties and the of structuring a look at the broad body of institutions. It will cover some fundamental rise of other vehicles of representation. research seeking to answer these questions, concepts of game theory: basic elements of this course adopts a threefold division in its games; several equilibrium concepts and In Part II, we will discuss three leading presentation: we will examine, in turn, ex- different types of game. Selected applica- theoretical approaches to the analysis of why planations that focus on rationality, culture, tions include: explanations of political party different party systems emerge in different and structure. We will also examine renewed competition, legislative decision making, the nations. In particular, we will discuss authors attention to modernization theories and to maintenance of democracy and constitution- who emphasize social cleavages, voters’ prefer- political-economy. alism, interethnic cooperation and conflict, ences (the spatial model), and electoral sys- differences in social norms, transitions from tems as factors shaping party systems. 545. The Political Economy of Postindustrial socialist to market economies, the political Societies economy of reforms and the economics of Part III of the course focuses on parties rather (3-0-3) Messina sovereign debt. than party systems as the unit of analysis. This course investigates the nexus between A fundamental question is the way parties politics and economics in the postindustrial 644. Comparing Democracies function internally. To what extent can parties societies. After a brief discussion of the theo- (3-0-3) Coppedge be seen as rational actors as opposed to orga- retical principles of economic liberalism, the This is a seminar on the nature and con- nizations with logics that may not follow the course focuses on the impact of economic sequences of democracy. It is a companion normal dictates of rationality? More broadly, factors and conditions on politics and the course to POLS 575, Comparative Research what shapes how parties compete and political and economic consequences of the on Democratization, which examines causes function? organization of the world economy along free of democracy. However, neither seminar market principles. It concludes by scrutiniz- is a prerequisite for the other. Comparing 543. Democracy and Markets in Latin America ing the relationship between domestic politics Democracies is a semester-long workshop (3-0-3) Hagopian and the project for deeper economic integra- devoted to establishing rigorous criteria for This course examines the two most significant tion in the case of the European Union. evaluating how democratic “democracies” are changes in Latin American politics in the and what difference it makes. We will read latter part of the 20th century: the consolida- 546. Politics of Nation and Community and discuss selected theoretical works that tion of democratic political regimes and the (3-0-3) propose definitions of and justifications for transition to an economic order in which This course combines readings in compara- democracy. We will break down the concepts market forces play a predominant role in the tive politics and political theory in order to into measurable components and function allocation of resources. It begins by introduc- consider political community, nationalism, and as a research team to produce qualitative and ing contending theoretical perspectives on the alternatives to the nation-state. Possible mean- quantitative indicators of the quality of de- ways in which these political and economic ings and applications of “internationalism” re- mocracy. Students will also present and cri- transitions take place and the extent to which ceive critical examination. Readings range from tique their own research on the consequences they are mutually reinforcing or constraining. Charles Taylor to Eric Hobsbawn to Michel of these qualities of democracy for regime It then analyzes the roles of various politi- Foucault, all the while probing approaches to stability, social equity, or other outcomes. cal and social actors and institutions in the national identity and modern dilemmas of The seminar includes practical instruction processes of democratization and economic governance. Students keep a journal, write one on concept formation, measurement theory, liberalization. Specifically, the focus is on the short paper, and work for the latter half of the dimensional analysis, and other methodologi- changing foundations of citizen association semester on a major research paper, the latter cal tools that would be useful for analyzing and participation, channels of political repre- combining a case study with the theoretical many complex political phenomena besides sentation, and political institutions that shape literature discussed in class. democracy. 198 The Division of Social Sciences 199

645. Comparative Research on Democratization making theories. We will also review the 527. War, Human Rights, and Peacebuilding (3-0-3) Coppedge history of American foreign policy and as- (3-0-3) Johansen This course is both a survey of major works sess several prominent policy problems cur- The course considers: (a) global peace is- seeking to explain the birth and survival of rently facing decision makers. We will work sues: the workings of the balance of power democracy and a research seminar that al- extensively on formulating, critiquing, and system and nationalism; arms trade and arms lows students to explore these topics on their testing theories, with a focus on case-study control; economic sanctions; approaches to own and as members of a research team. methodology. Book/article reviews and a international tension reduction; implement- Discussions will examine how leading politi- major research paper are required. Students ing fundamental norms of peace; (b) global cal scientists have studied democratization will lead class at times, will present their own human rights issues: the Universal Declara- from a great variety of approaches, including work, and will participate in debates. Quali- tion and Covenants; rights of women and case studies and comparative history, rational fied undergraduates may take the course with children; collective rights; gross violations of choice, political culture, institutionalism, permission. human rights as correlates of violence and modernization, and large-sample compari- war; efforts to hold individuals accountable sons. The substantive readings provide fodder 525. Ethics and International Relations to prohibitions of crimes against humanity for discussing major issues of research design. (3-0-3) Philpott and war crimes; fundamental norms of hu- Lectures will provide user-friendly introduc- Ethics and International Relations explores man rights; issues of identity as they affect tions to a variety of analytic techniques. Re- diverse international issues through norma- exercise of state sovereignty; and compliance search assignments will encourage hands-on tive political philosophy and case studies. with human rights norms; (c) multilateral experience with data collection and statistical It is suitable for students of political theory responses: the work of the UN and its agen- analysis. There is virtually no overlap between and international relations alike. Topics in- cies in peacebuilding as well as in reducing this course and POLS 579, Comparing De- clude the justice of war, the problem of kill- violence and helping those victimized by it; mocracies, which examines the nature and ing innocents, terrorism, nuclear weapons, attention to regional international organiza- consequences of democracy. intervention, human rights and pluralism, tions; examination of the recommendations distributive justice, the status of borders, of high-profile international commissions 654. The Politics of Tropical and Southern globalization and development, and women’s on issues of security and human rights; the Africa rights. These will be explored through com- politics of implementing their recommenda- (3-0-3) Walshe peting moral frameworks, including duty- tions, including the role of nongovernmental At first the course will concentrate on tropi- based and consequentialist frameworks. organizations; and (d) peace research findings cal Africa: traditional political systems, the and research methods in the areas of peace impact of colonialism, the rise of African 526. International Political Economy and human rights; similarities and differences nationalism, political independence and its (3-0-3) Mosley between world order/peace studies scholar- aftermath—the phenomenon of military/ This seminar explores the interaction between ship and political realism. bureaucratic states and the search for legiti- politics and economics in the international mate forms of government. The focus shifts system, with an emphasis on the theoretical 528. Issues in Arab/Israeli Confl ict for the second half of the semester: the rise development of the subfield of international (3-0-3) Dowty of Afrikaner nationalism, the consolidation political economy. We will investigate the bal- This course will focus on the historical de- of the apartheid state, black protests and the ance between cooperation and conflict, the ef- velopment of the Arab-Israeli conflict and liberation movement, the Frontline States, fect of international institutions on economic current issues of that conflict on both the and the U.S. policy towards the region. There relations, and the mutual impact of domestic Israeli-Palestinian and interstate (Israeli-Arab) will be two examinations. Students who wish and international politics. Substantive topics dimensions. Class participation will be em- to write a research paper should think in include the international trade system, the phasized; course requirements include a take- terms of signing up for “Special Studies” in a international monetary and financial systems, home exam over background material and a subsequent semester. the role of the global economy in economic substantial research paper. development, and the impact of economic 681. Democracy and Democratic Theory globalization on domestic societies. 529. Theories of International Relations (3-0-3) O’Donnell (3-0-3) Lieber This seminar will explore and discuss what Throughout the course, we will consider how This course provides a survey of major to my mind are the main meanings, conun- well models developed in other fields of po- theoretical traditions and their applica- drums, and predicaments of democratic litical science or economics can be applied to tions in the study of international relations. theory and practice since its origins until to- international political economy. We also will The course explores recent changes in and day. Active participation in class, two written attempt to identify the “state of the art” in the debates on the key theoretical approaches; reports on selected readings per each student, study of international political economy. This especially neorealism, liberal institutional- and an option between a research paper or a course serves as a basis for future research in ism, and structural theories. A main objective take-home exam will be expected. the fields of international political economy, of the course is to clarify and assess various international relations, and comparative polit- methodological commitments, ranging from International Relations ical economy. It also prepares students for the empiricism to constructivism, that are built in 524. American Foreign Policy international political economy component these theoretical ideas and their consequences (3-0-3 Lindley of the international relations comprehensive for the design and conduct of research. The This course examines in detail theories about exam. Students are expected to participate in course does not dwell upon the practice of American foreign policy ranging from struc- all class sessions, to write several short papers, tural, state-level policy process, to decision and to write and present a research design at the end of the course. 198 The Division of Social Sciences Political Science 199

international relations, but it makes an effort Commissions; the Commission on Global ternational relations, and comparative politi- to link up theories and methods surveyed Governance; and subsequent international cal economy. The course also is open (with with the real world. This happens by trac- efforts. Students explore opportunities for the instructor’s permission) to undergraduate ing the long-term developments in security and impediments to implementing their own students who would like a more theoretically (war, peace, and deterrence) and economic preferred visions of future world order. oriented exploration of international political (protectionism, free trade, and globalization) economy. strategies by state and non-state actors. In this 535. Sustainable Development context, there will be a special focus on the (3-0-3) Staff 626. The Political Economy of International international political and economic orders This course investigates the politically popu- Institutions and their historical transitions. The students lar concept of sustainable development both (3-0-3) Mosley are expected to read carefully the assigned to explore competing values embedded in This seminar addresses the formation and material, participate actively in the class the term, and to think pragmatically about functioning of international institutions from discussions, write a publishable book review, how sustainable development could be a rational-choice perspective. We consider the develop a research design, and complete a implemented around the world. We look at ways in which theories developed in other final examination. the constraints on sustainable development branches of political economy—including imposed by the global systems of trade, aid collective action and path dependence—can 532. International Organization and finance, and the opportunities for local be employed to understand international (3-0-3) Staff decision makers to make more sustainable institutions. Under what conditions do inter- International organizations (IOs) and insti- choices. We explore these challenges in depth national institutions influence state behavior? tutions are pervasive in international rela- through case studies in various regions of the What are the conditions that facilitate change tions. IOs can facilitate cooperation as well world, such as tropical deforestation in South- in international institutions? What is the as institutionalize competition and conflict, east Asia, nuclear safety in the former Soviet relationship between ideas and interests in including warfare. This course will examine Union, biotechnology in Kenya, Brazil, India, international relations theory? the origins, roles, and prospects for IOs, with and China, corporate environmentalism in an emphasis on understanding change in Mexico and Brazil, and toxic waste trade Theory intergovernmental organizations such as the between developing and developed countries. 571. Plato’s Trilogy UN system and regional organizations. Each (3-0-3) C. Zuckert student will present a briefing on a selected 588. The United Nations and the Maintenance In this seminar we will explore the signifi- IO and write a research paper on some aspect of International Peace and Security cance of the differences in the philosophical of IO politics. (3-0-3) Johansen positions, political teachings, and pedagogical Students will examine (1) the theory and styles Plato presents in Socrates (especially the 533. Peace and World Order I practice of United Nations peacemaking, Theaetetus) and the EleaticEleatic SStrangertranger (in the (3-0-3) Johansen peacekeeping, and enforcement; (2) propos- Sophist and Statesman). Students will be asked This course examines various ways of under- als for strengthening UN capabilities in these to write a major interpretive study as well as a standing the causes and dynamics of inequal- areas; and (3) the prospects for employing critique of a recent critical work. ity and collective violence in contemporary the UN more effectively to reduce the role of international relations. For this purpose military power in the world system. 572. Cicero and the Romans special attention is paid to the following ex- (3-0-3) Nicgorski planations: power rivalries and international 625. International Political Economy This course offers the opportunity to study anarchy, the acquisition and proliferation of (3-0-3) Mosley, Väyrynen major issues in political theory, moral phi- military capabilities, global socioeconomic This seminar explores the interaction between losophy, and jurisprudence as they appear in inequities, and ideological and cultural differ- politics and economics in the international the writings of Cicero and in the teachings of ences as well as the deterioration of the envi- system, with an emphasis on the theoretical the philosophical schools of ancient Rome. ronmental security. In addition to providing development of the subfield of international Lucretius is also read. Topics considered in- a critical description and explanation of the political economy. We will investigate the bal- clude the relation of practice and theory, the causes of violence, the course also considers ance between cooperation and conflict, the ef- virtues and expediency, the basis of right and key methodological issues and examines the fect of international institutions on economic law, and the natures of republican and mixed efforts of peace and conflict studies to bet- relations, and the mutual impact of domestic constitutions. Above all the course provides ter understand and mitigate the problems of and international politics. Throughout the an opportunity for reading and discussing violence. course, we will consider how well models some of Cicero’s most significant writings. developed in other fields of political science Cicero’s skepticism and his metaphysical and 534. Peace and World Order II or economics can be applied to international theological views come to attention in certain (3-0-3) Johansen, Väyrynen political economy. We also will attempt to of the readings. Cicero, a leading statesman of This course examines alternative approaches identify the “state of the art” in the study of the late Roman Republic, endeavored to me- to achieving a peaceful, just, and environ- international political economy. diate between the work of Greek theorists and mentally healthy world order. Students Roman practice; in time, his writings became will explore efforts by governments and This course is intended to prepare students among the most important sources on ancient citizens’ groups to improve international for the IPE component of the preliminary moral and political thought for the Christian institutions and to implement world order exams in international relations, and to lay tradition. His acknowledged influence on key reforms such as suggested in the reports of the groundwork for future research in the American founders was much greater than the Palme, Brandt, Brundtland, and South fields of international political economy, in- that of Plato or Aristotle. 200 The Division of Social Sciences 201

573. Aristotle 575. Medieval Political Theory democratic foundations. This seminar-style (3-0-3) Goerner (3-0-3) Roos course focuses on the reading and discussion A basic introduction to Aristotle’s “human This course is aimed at introducing students of these books. Special attention is given to philosophy” (ta anthropina philosophia) by to some of the main elements of political the concepts of history, science, nature, mo- reading the Nicomachean Ethics and the theory in the Middle Ages. It will use one dernity, and democracy itself as they appear Politics. The aim of the course: obtain a criti- survey book, but its main concentration in the three works and in related writings. cal understanding of the main substantive will be a more intensive investigation of the structure of Aristotle’s theory of excellence in thoughts of Thomas Aquinas and Augustine. 579. Democratic Theory and Multiculturalism personal and political practice as well as of the The course will pay special attention to the (3-0-3) Dallmayr method used in presenting the theory. The conception of nature in Aquinas, and the rela- We live increasingly in a multicultural world. course will be conducted in seminar style: tionship between nature and grace, politics But is this trend compatible with democ- participants will be expected to take turns and salvation, contemplation and action, and racy? In recent decades, democratic theory presenting short, tightly argued introductions virtue and law. has been a battle field between “liberals” and to key passages with a view to focusing discus- “communitarians.” In both camps, multicul- sion on the principal interpretive and theo- 576. Hume’s Practical Philosophy turalism is problematic. Liberals give primacy retical questions posed by the particular text (3-0-3) Hösle to autonomous individuals, outside cultural under discussion. Each seminar participant is Hume is not only one of the most revolution- contexts. Communitarians stress community also expected to write a critical research paper ary theoretical philosophers; in his essays values, neglecting the multiplicity of cultural adjudicating a disagreement in the relevant, he deals with many moral, economical and and religious values. The seminar explores the current, scholarly literature (usually two political questions and defends a peculiar possibility of a multicultural democracy, be- articles) on some issue in Aristotle’s ethico- form of liberalism. In the course, we will read yond liberal detachment and communitarian political theory. the “Treatise of Human Nature’” the “Inquiry parochialism. Starting from the liberal- concerning the Principles of Morals” and his communitarian debate, the seminar proceeds 574. Rousseau various essays on political issues. A particular to a discussion of multicultural democracy (3-0-3) Botting accent of the course is to probe into the con- both on the domestic level and on that of In this graduate political theory seminar, we nections between Hume’s epistemology and “cosmopolitan democracy.” Some of the texts will read three of Jean-Jacques Rousseau’s anthropology and his concrete political views. used are Charles Taylor’s Multiculturalism, works that he composed and published al- Bhikhu Parekh’s Rethinking Multiculturalism, most simultaneously—JulieJulie (1761), Emile 577. Social Contract Iris M. Young’s Inclusion and Democracy, Seyla (1762) and On the Social Contract (1762)— (3-0-3) Goerner Benhabib’s Democracy and Difference, and and ask whether or not they can be under- The seminar reads one or more works by a David Held and Archibugi’s Cosmopolitan stood as substantively interrelated works of major social contract theorist. (In recent years Democracy. political theory. Students will write a 25-page the seminar has treated one of the following: research paper on Rousseau, a five-page book Hobbes, Locke, Rousseau, and Rawls). The 580. Theories of Modernity review of a major work of Rousseau scholar- aim is to achieve a critical understanding of (3-0-3) Dallmayr ship, and give an in-class presentation based the theorist’s teaching on the relationships of “Modernity” today is a contested concept, on the book review. individual, social, and political life. Partici- embroiled in multiple and often conflicting pants are expected to take turns presenting interpretations. For some, modernity is the 575. Medieval Political Theory: Thomas short, tightly argued introductions to key highway to social progress, the advancement Aquinas passages with a view to focusing discussion of knowledge, and human liberation. For (3-0-3) Keys on the principle interpretive and theoretical others, modernity is an aberration, a devia- This seminar in medieval thought will focus questions posed by the particular text under tion from the path charted in ancient and on the politically relevant writings of Thomas discussion. Each seminar participant is also medieval times—an aberration manifest in Aquinas. Special attention will be given to expected to write a critical research paper the “crisis of modernity.” Still others view the interplay between faith and reason, and adjudicating a disagreement in the relevant modernity as deficient but salvageable, or else between ethics and politics, in his work. Our scholarly literature (usually two articles) on as exhausted and obsolete (to be replaced by aim will not be solely to gain a historical grasp some issue. postmodernity). In our age or globalization, of one of the great thinkers of the past, but modernity also plays a crucial role in debates also and especially to examine what relevance 578. Nature and Modern Democracy about Western colonialism and hegemony. the problems he tackled and the approaches (3-0-3) Nicgorski The seminar seeks to chart a course through he proposed might have for us today. We will From 1951 to 1953, the University of Chi- these debates. Beginning with a survey of read selections from Aquinas’s commentaries cago Press published three sets of the Walgreen some social science literature on modernity on Aristotle’s Nicomachean Ethics and Politics; Lectures dealing with the intellectual basis of and modernization, the seminar turns to Ju- the Summa Theologiae on political authority various 20th-century challenges to democra- rgen Habermas’s defense of modernity (as an and government, justice, prudence, and law; cy. These three books—Yves Simon’s Philoso- “unfinished project”) and to Charles Taylor’s and the De Regno (On Kingship). Students will phy of Democratic Government, Leo Strauss’s qualified defense. Discussion then shifts to also gain familiarity with contemporary sec- Natural Right and History, and Eric Voegelin’s critics of modernity, from Strauss, Voegelin, ondary literature and debate regarding aspects The New Science of Politics—have—have functioned and MacIntyre to Adorno and Derrida. Some of Aquinas’s ethical and political thought. to outline three highly influential and over- attention will also be given to non-Western lapping approaches to defining the crises of critics of “Western” modernity. Some texts for modern democracy and to restoring viable 200 The Division of Social Sciences Political Science 201

the seminar are: Jurgen Habermas, The Philo- Theory of Justice and his late Political Liberal- 600. Nonresident Thesis Research sophical Discourse of Modernity; M. Passerin ism. The guiding questions will be: (1) that (V-V-V) Staff d’Entreves and Seyla Benhabib, Habermas and of Rawls’s development—how are we to Required of nonresident graduate students the Unfinished Project of Modernity; Charles understand the various phases of his thought; who are completing their theses in absentia Taylor, A Catholic Modernity?; Anthony Gid-Gid- (2) that of Rawls as a philosopher of liberal- and who wish to retain their degree status. dens, The Consequences of Modernity; and ism—does Rawls present a plausible and Gary Gutting, Pragmatic Liberalism and The attractive version of liberalism; and (3) that of 671. Socrates Critique of Modernity. Selective reference will the inherent truth and value of Rawls’s theory. (3-0-3) C. Zuckert also be made to Agnes Heller, A Theory of Who was Socrates, and what effect did he Modernity; Eric Voegelin, Modernity Without 594. Nature, Grace, History have on later history and thought? Accord- Restraint; Alasdair MacIntyre,MacIntyre, After Virtue; (3-0-3) Roos ing to Cicero, Socrates was the first political Hans Blumenberg, The Legitimacy of the Mod- This seminar will explore several interrelated philosopher; according to Nietzsche, he was ern Age; and Scott Lasch, Another Modernity. themes concerning the relationship between a logical monster, a pessimist disguised as an religious belief and politics. It will criti- optimist; according to Kierkegaard, he was a 587. Global Human Rights cally compare several authors on a variety of moral teacher, second only to Jesus. We will (3-0-3) Dallmayr questions including the status of politics, its examine several of the Platonic dialogues We live in an age of rapid globalization. Part natural versus conventional status, whether leading up to Socrates’ trial and death in an of this globalizing process is the extension of religion is understood as natural theology or attempt to discover which of these or other the idea of “human rights” to societies around divine particular providence, whether reason later interpretations is correct. the globe. Rooted in modern Protestant and and revelation can conflict, toleration of other Enlightenment principles, the idea of hu- religions, and what claims are made about 672. Plato’s Laws man rights forms part not only of globaliza- the role of revealed religion in establishing (3-0-3) C. Zuckert tion, but also of the worldwide drive toward political obligation. Readings will include In his last and longest dialogue, Plato ex- democratization and human emancipation. parts of Plato’s Laws, Augustine’s City of God, plored the nature and limitations of the rule Although enjoying widespread and deserved Aquinas’s Summa Theologica, Maimonides’ of law. What are its sources—intellectual and popularity, human rights discourse is also Guide of the Perplexed, Alfarabi’s Plato’s Laws, emotional? Must the laws have or at least be enmeshed in difficult theoretical or philo- John Calvin’s Institutes of the Christian Re- believed to have a divine foundation? How sophical quandaries. The seminar will review ligion, and selections from Martin Luther. can people be persuaded freely to obey? What three main question areas. (1) Question of Requirements will include two five-page set of laws and institutions would be best and grounding: What is the source of human seminar papers, four one-page commentaries, why? Plato’s Laws contains the first explica- rights? To what extent can rights be justified, and a 20-page term paper due at the end of tion and analysis of the “mixed regime” that or what is the “rightness” of human rights? (2) the semester. is transformed by later, modern theorists into Question of universality: Is the idea of human the “separation of powers” and “checks and rights peculiarly Western (tied to Western 596. Machiavelli and Shakespeare balances” of the American Constitution. Plato modernity)? How can the idea be defended (3-0-3) M. Zuckert himself seems to think that a regime that against charges of ethnocentrism and such This seminar will explore the relations be- attempts to form the character of its citizens counter-ideas as “Asian” or “Islamic” values? tween these two great writers; the central would be preferable. We will investigate the (3) Question of application: If one admits the hypothesis is that Shakespeare was a deeply reasons why. Students will be required to lead universality of human rights, can such rights political artist, akin to, if not quite a political a discussion of part of the text and to write a only be exercised by subjects against their philosopher, whose works reveal an almost long seminar paper. own government, or can they also be pressed obsessive concern with the texts and themes against hegemonic superpowers oppressively of Machiavelli. We will proceed by reading 674. Hegel intervening in other societies? Can they be texts that seem to be in dialogue with each (3-0-3) Staff marshalled against multinational conglomer- other; examples include The Prince on found- The seminar examines the political philoso- ates and the effects of global capital specula- ers along with A Midsummer Night’s Dream; phy of Hegel. As a critic of both the modern tion? And what about the destruction of Machiavelli’s comedy Mandragola along liberal state and the 18th- and 19th-century natural resources (such as rainforests) and the with Shakespeare’s The Rape of Lucrece, both romantic reactions to it, Hegel attempted to survival rights of native communities? Stu- versions of the story of the Roman matron construct a political philosophy which could dents are expected to participate actively in Lucretia; Machiavelli’s Discourses on Livy and make sense of these competing models of the class discussions, to present a number of oral Shakespeare’s Coriolanus and Julius Caesar on state and ultimately posit the beginnings of reports, and to write a research paper related the early and late days of the Roman republic; their overcoming and synthesis. We will study to the topic of the seminar. Machiavelli on the conquest of Fortuna, along Hegel’s theories of the state, politics, society, with Macbeth. and history with attention to their develop- 591. Rawls ment from his early writings to his mature (3-0-3) M. Zuckert 599. Thesis Direction work. Students will be expected to write one John Rawls has undoubtedly been the most (0-0-1) Staff substantial paper on some aspect of Hegel’s significant theorist of the liberal tradition in Research and writing on an approved subject thought and will be responsible for critical the late 20th century, and this seminar will under the direction of a faculty member. presentations of the readings. explore the body of his work, including his early doctoral dissertation, through his A 202 The Division of Social Sciences 203

675. Kant Faculty for International Peace Studies. B.A., Fort Hays (3-0-3) Hösle State Univ., 1960; Ph.D., Univ. of Virginia, Peri E. Arnold, Professor and Director of the The purpose of the seminar is to become 1963. (1966) Hesburgh Program in Public Service. B.A., familiar with Kant’s practical philosophy and Roosevelt Univ., 1964; M.A., Univ. of Chi- Edward A. Goerner, A.B., particularly with its implications for political Professor Emeritus. cago, 1967; Ph.D., ibid., 1972. (1971) Univ. of Notre Dame, 1952; M.A., Univ. of philosophy and the philosophy of history. Chicago, 1957; Ph.D., ibid., 1959. (1960) We will start with Kant’s Groundwork and Louis J. Ayala, Assistant Professor. B.A., the Critique of Practical Reason, which lay the Princeton Univ., 1995; Ph.D., Stanford Andrew C. Gould, Director of Graduate Stud- foundation of his enterprise, continue with Univ., 2001. (2001) ies, Associate Professor, Fellow in the Helen Kant’s materially most important works Meta- Kellogg Institute for International Studies, and Sotirios A. Barber, Professor. B.A., Univ. of physics of ethics and Anthropology and then Fellow in the Nanovic Institute for European Illinois, 1964; M.A., Univ. of Chicago, 1966; deal with the smaller works on the philosophy Studies. A.B., Harvard Univ., 1985; M.A., Ph.D., ibid., 1973. (1986) of history and the relation between theory Univ. of California, Berkeley, 1986; Ph.D., and practice. Eileen Botting, Assistant Professor. B.A., ibid., 1992. (1993) Bowdoin College, 1993; B.A., Cambridge John Griffi n, Instructor. B.A., Boston College, 680. Heidegger and Praxis Univ., 1995; M.A., Yale Univ., 1997; M. 1990; J.D., Univ. of Colorado School of Law, (3-0-3) Dallmayr Phil., ibid., 1998; M.A., Cambridge Univ., 1995; M.A., Duke Univ., 2000. (2002) In recent years there has been much debate 1999; Ph.D., Yale Univ., 2001. (2001) concerning Heidegger’s politics. Although Frances Hagopian, the Michael Grace III Asso- David Campbell, Assistant Professor. B.A., important, the controversy has often had ciate Professor of Latin American Studies. B.A., Brigham Young Univ., 1996; M.A., Harvard the effect of impeding access to Heidegger’s Brandeis Univ., 1975; Ph.D., Massachusetts Univ., 2001. (2002) philosophy and its implications. One of the Institute of Technology, 1986. (1999) larger issues often obscured is this: What is Kathleen A. Collins, Assistant Professor, Fellow Rodney E. Hero, Chair of Political Science the relation between philosophy and politics, in the Joan B. Kroc Institute for International and the Packey J. Dee Professor of American between theory and praxis? How can philoso- Peace Studies, and Fellow in the Helen Kellogg Democracy. B.S., Florida State Univ., 1975; phy and praxis enter into a relationship which Institute for International Peace Studies. B.A., M.A., Purdue Univ., 1976; Ph.D., ibid., is mutually enriching while preserving their Univ. of Notre Dame, 1993; M.A., Stanford 1980. (2000) respective integrity? The seminar explores Univ., 1995; Ph.D., ibid., 2000. (2001) Heidegger’s philosophy with an accent on Robert C. Johansen, Professor, Fellow in the his contributions to “practical philosophy” Barbara Connolly, Assistant Professor and Helen Kellogg Institute for International Stud- (including ethics and politics). Following a Fellow in the Nanovic Institute for European ies, and Fellow in the Joan B. Kroc Institute for close reading of some of Heidegger’s key texts Studies. B.A., Brown Univ., 1988; M.A., International Peace Studies. B.A., Manchester — from (parts of) to the Univ. of California, Berkeley, 1990; Ph.D., Being and Time Let- College, 1962; M.A., Columbia Univ., 1963; and ibid., 1997. (2001) ter of Humanism On the Way to Language Ph.D., ibid., 1968. (1986) — the seminar turns to some assessments of Michael Coppedge, Associate Professor, Fellow the “practical” implications of his thought in Mary M. Keys, Assistant Professor. B.A., Bos- in the Helen Kellogg Institute for International our time of globalization, technological domi- ton College, 1988; M.A., Univ. of Toronto, Studies, and Fellow in the Nanovic Institute nance, and civilizational conflict. 1989; Ph.D., ibid., 1998. (1996) for European Studies. B.S., Randolph-Ma- con College, 1979; M.A., Yale Univ., 1982; Donald P. Kommers, the Joseph and Elizabeth 697. Directed Readings Ph.D., ibid., 1988. (1995) Robbie Professor of Political Science, Concurrent (V-V-V) Staff Professor of Law, and Fellow in the Nanovic Reading and research on specialized topics Fred R. Dallmayr, the Packey J. Dee Profes- Institute for European Studies. B.A., Catholic that are immediately relevant to the student’s sor of Political Science, Professor of Philosophy, Univ. of America, 1954; M.A., Univ. of Wis- interests and not routinely covered in the Fellow in the Helen Kellogg Institute for Inter- consin, 1957; Ph.D., ibid., 1962. (1963) regular curriculum. national Studies, Fellow in the Joan B. Kroc Institute for International Peace Studies, and David C. Leege, Professor Emeritus. B.A., 699. Research and Dissertation Fellow in the Nanovic Institute for European Valparaiso Univ., 1959; Ph.D., Indiana Univ., (V-V-V) Director of Graduate Studies Studies. LL.B., Univ. of Munich, 1955; M.A., 1965. (1976) Independent research and writing on an Southern Illinois Univ., 1956; Ph.D., Duke approved subject under the direction of the Univ., 1960. (1978) Keir Lieber, Assistant Professor and Fellow in director of graduate studies. the Joan B. Kroc Institute for International Alan K. Dowty, Professor and Fellow in the Peace Studies. B.A., Univ. of Wisconsin-Madi- 700. Nonresident Dissertation Research Joan B. Kroc Institute for International Peace son, 1992; M.A., Univ. of Chicago, 1996; (0-0-1) Director of Graduate Studies Studies. B.A., Shimer College, 1959; M.A., Ph.D., ibid., 2000. (2001) Required of nonresident graduate students Univ. of Chicago, 1960; Ph.D., ibid., 1963. (1975) Daniel A. Lindley III, Assistant Professor and who are completing their theses in absentia Fellow in the Joan B. Kroc Institute for Interna- and who wish to retain their degree status. Michael J. Francis, Director of the Latin tional Peace Studies. B.A., Tufts Univ., 1983; America Area Studies Program, Professor, Fellow Ph.D., Massachusetts Institute of Technology, in the Helen Kellogg Institute for International 1998. (1999) Studies, and Fellow in the Joan B. Kroc Institute 202 The Division of Social Sciences Psychology 203

George Lopez, Professor of Political Science, Benjamin F. Radcliff, Associate Professor. B.A., Psychology Director of Policy Studies and Senior Fellow Univ. of Illinois, 1984; M.A., ibid., 1986; in the Joan B. Kroc Institute for International Ph.D., ibid., 1991 (1991) Chair: Peace Studies, and Fellow in the Helen Kellogg Cindy S. Bergeman Institute for International Studies. B.A., Saint L. John Roos, Professor. B.A., Univ. of Notre Director of Graduate Studies: John Fisher College, 1972; Ph.D., Syracuse Dame, 1965; M.A., Univ. of Chicago, 1968; Laura A. Carlson Univ., 1975. (1986) Ph.D., ibid., 1971. (1969) Mitchell Sanders, Assistant Professor. B.A., Telephone: (574) 631-6650 Scott P. Mainwaring, the Eugene and Helen Fax: (574) 631-8883 Conley Professor of Political Science, Fellow in Duke Univ., 1991; Ph.D., Univ. of Rochester, 1997. (2001) Location: 118 Haggar Hall the Helen Kellogg Institute for International E-mail: [email protected] Studies, and Fellow in the Joan B. Kroc Insti- Rev. Timothy R. Scully, C.S.C., Professor, Web: http://www.nd.edu/~psych tute for International Peace Studies. B.A., Yale Fellow in the Helen Kellogg Institute for Inter- Univ., 1976; M.A., ibid., 1976; Ph.D., Stan- national Studies, and Fellow in the Nanovic The Program of Studies ford Univ., 1983. (1983) Institute for European Studies. B.A., Univ. The graduate program seeks an individualized A. James McAdams, Director of the Nanovic of Notre Dame, 1976; M.Div., ibid., 1979; balance between training in basic research Institute for European Studies, the William M. M.A., Univ. of California, Berkeley, 1985; and the learning of skills in applied behavioral Scholl Professor of International Affairs, Fellow Ph.D., ibid., 1989. (1990) science. The basic training program rests on the assumption that there is a common in the Helen Kellogg Institute for International Alvin R. Tillery Jr., Assistant Professor. B.A., core of knowledge required for effective ac- Studies, and Fellow in the Joan B. Kroc Institute Morehouse College, 1993; Ph.D., Harvard tion in either sphere. It consists of mastery for International Peace Studies. B.A., Earlham Univ., 2000. (2000) College, 1976; M.A., Univ. of California, of the general areas in psychology (such as Berkeley, 1977; Ph.D., ibid., 1983. (1992) Raimo Väyrynen, Professor, Fellow in the cognition, perception, and social) and of Nanovic Institute, and Senior Fellow in the basic methods (such as inferential statistics, Anthony M. Messina, Associate Professor, Joan B. Kroc Institute for International Peace research design, and the skills of scientific Fellow in the Helen Kellogg Institute for Inter- Studies. Cand.Soc.Sci., Univ. of Tampere, writing). Solid training in this core prepares national Studies, and Fellow in the Nanovic 1968; Lic.Soc.Sci., ibid., 1970, Dr.Soc.Sci., the student to make an active contribution Institute for European Studies. B.A., Assump- ibid., 1973. (1993) to scholarly research as academics or to solve tion College, 1975; M.A., Drew Univ., 1977; problems in various community, clinical, A. Peter Walshe, Director of the African Studies Ph.D., Massachusetts Institute of Technology, or other nonacademic settings. The student Program, Professor, and Fellow in the Joan B. 1984. (1999) becomes an active pursuer of knowledge and Kroc Institute for International Peace Studies. is trained to put knowledge already acquired Peter R. Moody Jr., Professor. A.B., Vanderbilt B.A., Wadham College, Oxford Univ., 1956; to use in practical settings. Univ., 1965; M.A., Yale Univ., 1967; Ph.D., M.A., Oxford Univ., 1959; D.Phil., ibid., ibid., 1971. (1971) 1968. (1966) Graduate programs exist at the doctoral level Layna Mosley, the Thomas J. and Robert T. Christopher J. Welna, Director of Latin in cognitive, counseling, developmental, and Rolfs Professor of Political Science, Fellow in the American Studies, Acting Director of the Kellogg quantitative psychology. Helen Kellogg Institute for International Stud- Institute for International Studies, and Concur- ies, Fellow in the Nanovic Institute for Euro- rent Assistant Professor. B.A., Carleton College, I. Cognitive pean Studies, and Fellow in the Joan B. Kroc 1978; M.A., Princeton Univ., 1982; Ph.D., Doctoral candidates in cognitive psychol- Institute for International Peace Studies. B.A., Duke Univ., 1997. (1998) ogy can acquire knowledge in several areas Rollins College, 1993; M.A., Duke Univ., of cognition, including human memory, 1996; Ph.D., ibid., 1999. (1999) Christina Wolbrecht, the Packey J. Dee Associ- attention, psycholinguistics, perception, ate Professor of Political Science. B.A., Pacifi c sensation, cognitive neuroscience, and higher Walter J. Nicgorski, Professor in the Program Lutheran Univ., 1992; M.A., Washington order processes, as well as expertise in experi- of Liberal Studies and Concurrent Professor of Univ., 1994; Ph.D., ibid., 1997 (1997). mental methods and quantitative analysis. Political Science. A.B., Georgetown Univ., Research in these substantive areas stresses 1960; M.A., Univ. of Chicago, 1962; Ph.D., Catherine Zuckert, the Nancy Reeves Dreux issues in memory retrieval, spatial cognition, ibid., 1966. (1964) Professor of Political Science. B.A., Cornell Univ., 1964; M.A., Univ. of Chicago, 1967; language production and comprehension, Guillermo O’Donnell, the Helen Kellogg Ph.D., ibid., 1970. (1998) music cognition, visual and auditory process- Professor of Political Science and Fellow in the ing, attention, and aging. A sophisticated Helen Kellogg Institute for International Stud- Michael Zuckert, the Nancy Reeves Dreux Pro- array of methodologies are used, including ies. LL.B., National Univ. of Buenos Aires, fessor of Political Science. B.A., Cornell Univ., eye tracking, event related potentials, and 1957; M.Phil., Yale Univ., 1971; Ph.D., ibid., 1964; M.A., Univ. of Chicago, 1967; Ph.D., psychophysical scaling. This combination of 1986. (1982) ibid., 1974. (1998) experiences prepares students for postdoctoral careers in university, industry, and govern- Daniel Philpott, Assistant Professor, Fellow in ment settings. the Helen Kellogg Institute for International Studies, and Fellow in the Joan B. Kroc Institute for International Peace Studies. B.A., Univ. of Virginia, 1989; Ph.D., Harvard Univ., 1996. (2001) 204 The Division of Social Sciences 205

II. Counseling III. Developmental Developmental Psychopathology The counseling psychology program, which Doctoral candidates in the developmental Researchers in this area focus on dysfunction- is accredited by the American Psychological program study development of individuals, al development in families and individuals Association, is dedicated to preparing research families, and how the two interrelate. A life- across the life span, including evaluating chil- scholars, who are grounded in traditional and span perspective is emphasized for both the dren for behavioral and emotional disorders, innovative methodologies, culturally astute, individual (infancy to old age) and the family mental retardation, and learning disabilities. informed, and aspire to making a significant (formation to dissolution). Typical as well as Research on topics such as the impact of contribution to scholarship in the discipline. atypical development, normative transitions, marital conflict on children’s emotions; child Faculty members are conducting research in and the impact of nonnormative events are neglect; important transitions during the teen following areas of psychology: multicultural, examined. The methodology of developmen- years; and the causes of developmental delays health, marital, social-counseling interface, tal research is stressed, and effort is made to in the children of adolescent mothers is un- and research methods. Research training starts generate knowledge and theory that have po- derway. Results are sometimes used to formu- early in the program as all students participate tential for application to social issues related late and evaluate intervention programs for in research with their advisor and in an ongo- to the development of individuals across the remediating dysfunctional behavior. Of re- ing research seminar with the full program life span. Areas of specialization emphasize lated interest is the identification of not only faculty. In addition to the core counseling theoretical frameworks that view the indi- the risks and vulnerabilities associated with courses, all students take a sequence of statis- vidual from a systems perspective, methodol- development, but the protective mechanisms tics and methodology courses that provides ogy to assess family interaction and patterns that promote more optimal outcomes as well. a foundation for their research activities. of change, and intervention techniques to Students are expected to be engaged in pro- facilitate human development. The emphasis IV. Quantitative ductive research activities throughout their is on developing substantive knowledge bases Doctoral candidates in the quantitative pro- graduate studies. necessary for careers in research and scholar- gram receive advanced training in statistical ship, in teaching, and in intervention. Con- methods and quantitative models applicable The counseling program faculty represent a centrations in developmental psychology vary to psychology. The quantitative area em- variety of research interests. Several faculty according to the specific interests of students phasizes a wide range of topics, including members are interested in social, social- and fit into three categories: cognitive devel- traditional analysis of variance and regression, cognitive, and cultural issues in mental and opment, socioemotional development, and categorical data analysis, structural equa- physical health. One area of research focuses developmental psychopathology. tion modeling, dynamical systems modeling, on social-cognitive factors influencing per- resampling methods, and item response theo- ceptions of discrimination and stigmatized Cognitive Development ry. Quantitative students will typically apply status, and the relationship of perceived social This area stresses research in various specialty these methods to a topic in a substantive area inequity to psychological health, social action areas in cognition, including memory and of psychology, such as cognitive, counseling, engagement, and perceived social networks. cognitive changes during childhood, cognitive or developmental. The extent of the substan- Another area of research concerns the effects styles, and metacognition. Also included in tive training above and beyond the quantita- of concealment of stigma and the general this area is an opportunity to interface with tive training will depend on the interests of processes and results of secret keeping. The our developing emphasis in educational psy- the individual student. effects of concealment are studied with regard chology and our cognitive program. Develop- to its effects on mental and physical health. mental research emanating from the cognitive The quantitative program faculty train Also, there is a program of research on mul- program focuses on the effects of age on the students to have expertise in a variety of ticultural psychology, counseling, and educa- neural architecture supporting executive con- analytical tools and to advance methodology tion. This research includes cultural and racial trol and prospective memory, as well as the through novel research on statistical applica- identity development, cultural competency representation and processing of information tions and creative use of existing techniques. training, multicultural supervision, accultura- in situational models. Areas of expertise within the program include tion, and issues of mental health for persons math modeling and statistics. As in all of our of color. Socioemotional Development programs, there is great flexibility of curricu- Research in this area of developmental psy- lum, and students may work with a variety of Program faculty also conduct research in the chology focuses on social and emotional faculty, both within and between programs. areas of marital discord, coping with chronic development in infancy, early childhood, and terminal illness, and the adequacy of tra- adolescence, and later life. Particular areas of Curriculum ditional research methods. In the marital area emphasis are attachment, parenting behav- The graduate program in psychology is pri- research activity focuses on marital discord iors, friendships, and social support. The in- marily oriented toward the doctoral degree and depression. Research on chronic illness terface between personal characteristics (such and consists of two stages. The first requires has focused on coping with cancer from the as personality, gender, or temperament) and a minimum of 24 hours of course work and perspective of self-regulation and self-efficacy contextual factors (such as family environ- completing and defending a research thesis. theories and on the coping efficacy of care- ment, marital conflict, or parental adjustment During their first year, students are expected givers. Finally, research is being conducted to the teen’s transition into adolescence) is to take PSY 507 and 508. Upon completion into the adequacy of traditional research highlighted. Faculty research, using behavior- of first-stage requirements, a student is eligi- practices in psychology, with a focus on the al genetic methodologies, also assesses genetic ble to receive a master’s degree by completing development and testing of alternative re- and environmental influences on individual the additional requirements of the Graduate search procedures. differences in many of these attributes. School and their particular program. 204 The Division of Social Sciences Psychology 205

The second stage of the program ordinar- I. Quantitative Methods Courses 509. Exploratory and Graphical Data Analysis ily involves two more years of course work, 506. Formal Representations of Psychological (3-0-3) Boker research activity, practicum (where appro- Hypotheses The process by which psychological knowl- priate), and preparation for the doctoral (3-0-3) Wenger edge advances involves a cycle of theory devel- preliminary examinations, followed by an This course would serve as an introduction to opment, experimental design and hypothesis additional year of work on the dissertation methods for representing hypotheses regard- testing. But after the hypothesis test either and internship (in the counseling program). ing psychological processes and phenomena does or doesn’t reject a null hypothesis, where To fulfill the doctoral degree requirements, as mathematical and/or computational mod- does the idea for the next experiment come students must take Advanced Research Meth- els. Emphasis is placed on stochastic process from? Exploratory data analysis completes this ods (PSY 610) or Psychological Measurement models, and analytic and computational tools research cycle by helping to form and change (PSY 609), one additional statistics course, for constructing and exploring such models, new theories. After the planned hypothesis and at least four graduate-level seminars and in the context of particular psychological testing for an experiment is finished, explor- achieve a total of 72 or more credit hours. phenomena, will be introduced. Issues of atory data analysis can look for patterns in In the second stage, the written prelimi- model identifiability and testability will be these data that may have been missed by the nary examinations and the oral dissertation emphasized. Students will be responsible for original hypothesis tests. Successful explorato- proposal defense are ordinarily completed constructing and exploring the predictions ry analyses help the researcher modify theo- during the third year. The awarding of the of a formal representation of a hypothesis in ries and modify or design novel experiments doctor of philosophy degree requires: (1) their own area of expertise and interest. with focused hypothesis tests. A second use of satisfactory performance on the departmental exploratory data analysis is in diagnostics for preliminary examinations; (2) completion of 507. Quantitative Methods in Psychology I hypothesis tests. There are many reasons why course requirements with a B average; and (3) (3-0-3) Maxwell, Schuster a hypothesis test might fail. There are even submission of an approved dissertation to the Prerequisite: Elementary Statistics or its times when a hypothesis test will reject the Graduate School. equivalent. null for an unexpected reason. By becoming All first-year psychology graduate students at familiar with data through exploratory meth- Special Facilities Notre Dame are required to take a two-se- ods, the informed researcher can understand Haggar Hall contains faculty offices, a variety mester statistics sequence. The first semester what went wrong (or what went right for the of research laboratories, a faculty-student begins with an introduction to descriptive wrong reason). lounge, and classrooms. In addition, the statistics, probability theory, and statistical University Counseling Center is available inference. Well-known one- and two-sample 510. Seminar in Quantitative Psychology as a training facility for doctoral students tests will be presented. In addition the course (3-0-3) Boker, Maxwell, Schuster, Yuan in the counseling psychology program, and introduces students to regression analysis for This seminar is designed to facilitate the ac- the Laboratory for Social Research provides analyzing the dependence of a continuous quisition of a minor in quantitative psychol- a number of interdisciplinary training and variable onto one or more other variables. ogy and to assist quantitative students in the research services. Emphasis is given to an adequate specification development of their early research projects. of the regression model by including polyno- Methodological and analytical tools will be Application mial and interaction terms in the regression highlighted and discussed, the procedures for In order to be considered for admission in functions and to the evaluation of the regres- doing research on quantitative issues will be August, applications and supporting materi- sion model by means of model comparison examined, and direction on how to write up als must be received by January 2 of that year and residual analysis. (Fall) the results will be provided. (the University’s deadline is February 1). No applicants are considered for January admis- 508. Quantitative Methods in Psychology II 565. Quantitative Genetics sion. The program is oriented to students (3-0-3) Maxwell (3-0-3) Bergeman who plan to attend on a full-time basis. Ap- Prerequisite: PSY 507. Quantitative genetic research provides a plicants will be expected to have completed The second semester of the required sequence powerful tool for studying both genetic and undergraduate courses in general and experi- focuses on experimental design and analysis of environmental influences on individual differ- mental psychology and statistics. Applicants variance as a method for investigating mean ences in behavioral development. This course must take the Graduate Record Examination. differences among groups, whether or not the covers the genetic principles, methods (in- Advanced subject test in psychology is pre- groups are formed experimentally. The course cluding family, twin, and adoption designs), ferred, but not required. begins by developing principles for assessing and analytical techniques (e.g., intraclass the validity of various types of experimental correlations and model-fitting analyses) Course Descriptions and non-experimental approaches for investi- necessary for understanding hereditary and Each course listing includes: gating psychological phenomena. This semes- environmental influences on behavior. The • Course number ter continues the model comparison theme use of multivariate and longitudinal models • Title developed in the first semester by showing is stressed. • (Lecture hours per week—laboratory how questions of mean differences can be or tutorial hours per week—credits per conceptualized in terms of various statistical semester) models. Special emphasis is placed on repeat- • Instructor ed measures designs, including the multivari- • Course description ate approach to data analysis. (Spring) • (Semester normally offered) 206 The Division of Social Sciences 207

607. Multivariate Analysis ethics. Techniques of scientific writing and 618B. Formal Representations of Psychological (3-0-3) Boker, Maxwell, Schuster journal editing are described and practiced. Hypotheses II Prerequisite: PSY 508. (3-0-3) Wenger Multivariate analysis provides the fundamen- 611. Dynamical Systems Data Analysis Prerequisite: Permission of instructor. tal basis for psychometric measurement and (3-0-3) Boker This course extends the methods introduced the identification of underlying common Questions posed by researchers in psychology in PSY 618A by considering particular forms factors associated with behavior. This course require studying evolving behavior over time. of stochastic models in psychology. Course begins with a review of linear algebra and Dynamical systems methods were developed content will vary by semester and will include provides the student with a background in to study just such evolving systems and can one-dimensional and multidimensional sig- multivariate regression, multivariate analysis be helpful in both experimental design as nal detection theory (as an approach to both of variance and covariance, factor analysis, well as analysis of resulting data. This course modeling and measurement), deterministic canonical correlation, and discriminant presents methods that can be used to analyze and stochastic linear dynamic systems theory function analysis. This course provides the intra-individual variability from a dynamical as methods for modeling phenomena, and foundations for more advanced methods for systems perspective. Recently developed simple neural networks and learning models. longitudinal modeling. (Fall) techniques such as mutual information, state- In all cases, issues of model identifiability and space embedding, fractal dimension, and testability will be considered. Students will 608A. Structural Equation Modeling surrogate data tests are presented along with be responsible for constructing and exploring (3-0-3) Boker, Yuan more traditional time series and linear statisti- the predictions of a formal representation of a Prerequisite: PSY 508. cal methods. hypothesis in their own area of expertise. Structural equation modeling has become one of the most powerful tools available for the 613. Longitudinal Data Analysis 692C. Introduction to Categorical Data analysis of experimental and epidemiological (3-0-3) Maxwell Analysis data arising in gerontological research. This The first reading in this course is a book (3-0-3) Schuster course presents a variety of models in the chapter by John Nesselroade describing two The course provides an introduction to ana- context of practical theory in order to develop fundamentally different ways of conceptual- lyzing categorical data by means of log-linear the student’s ability to translate competing izing change: change in individual differences models. The log-linear model approach is theories into testable alternative structural or individual differences in change. The very well suited to analyze the joint distribu- models. (Spring) former can be studied by such techniques as tion of categorical variables and the associa- multiple regression and standard longitudinal tion among categorical variables, as well as 608B. Advanced Structural Equation Modeling applications of structural equation modeling, the dependence of categorical variables upon (3-0-3) Boker, Yuan but the latter requires a different approach. In other variables. Hence, research questions This course builds on the practical approach particular, this course focuses on multilevel pertaining to the joint distribution, the asso- used in PSY 608A by introducing a general models (i.e., hierarchical linear modeling, or ciation, and/or the dependence of categorical algebraic method for calculating covariance HLM) as a methodology for studying indi- variables can be answered using log-linear and means expectations. Multigroup struc- vidual growth and individual differences in models. Participants of the course are expect- tural modeling with means are introduced change. ed to have a basic understanding of statistical and models from twin studies, growth curve inference (hypothesis testing and parameter analysis models, and missing data models are 617. Seminar in Quantitative Psychology estimation) and regression analysis. used as examples. (3-0-3) Boker, Maxwell, Schuster, Yuan Discussion-oriented course focusing on spe- II. Cognitive Area 609. Psychological Measurement cial topics in quantitative psychology. 514. Cognitive Psychology (3-0-3) Bergeman, Yuan (3-0-3) Carlson Prerequisite: PSY 507. 618A. Formal Representations of Psychological A general overview of the field of cognitive This course introduces concepts from classical Hypotheses 1 psychology, including issues in perception, at- test theory, generalizability theory, and item (3-0-3) Wenger tention, memory, language, problem solving, response theory. Students review the founda- Prerequisite: Permission of instructor. reasoning, cognitive neuropsychology, and tions of test instruments construction from This course serves as an introduction to cognitive science. these three perspectives in creating self-report, methods for representing hypotheses regard- standardized, and observation/interview ing psychological processes and phenomena as 515, 516. Instructional Systems Design measures. The course also highlights issues of mathematical and/or computational models. (3-0-3) (3-0-3) Crowell equality across groups, assessing change versus Emphasis is placed on stochastic models, and This course provides an introduction to the measurement error, criterion-referenced tests, analytic and computational tools for con- field of instructional technology with par- and clinical versus statistical prediction. (Ev- structing and exploring such models in the ticular emphasis on computer-based learning. ery other spring) context of particular psychological phenom- Topics for consideration include instructional ena will be introduced. Issues of model inden- design and measurement, computer hardware 610. Advanced Research Methods tifiability and testability will be emphasized. components/requirements and approaches to (3-0-3) Carlson, Day Students will be responsible for constructing instructional programming. A project require- This course offers students an overview of and exploring the predictions of a formal ment will enable students to get practical philosophy of science, study design, threats to representation of a hypothesis in their own experience in the development of educational internal and external validity, measurement, area of expertise. courseware. qualitative research methods, and research 206 The Division of Social Sciences Psychology 207

518. Memory able interface of peripherals to a computer), 620. Seminar in Psychophysics (3-0-3) Radvansky, West use of various test equipment (oscilloscope, (3-0-3) Dawson A specialized course covering basic issues function generator), exposure to more so- A study of the relations between physical vari- in human memory, including models of phisticated equipment (scleral reflectance eye ables and their psychological effects. Topics memory, forms of memory representation, tracker, purkinje eye tracker, head mounted will vary with the interests of the students and basic memory phenomena, developmental eye tracker, ERP system), data manipulation, the instructor. changes in memory performance, and current trimming, and analysis. research. 621. Research Projects in Learning 529. Neuropsychology (0-0-3) Crowell, Whitman 519. Learning (3-0-3) Gibson, West Supervised research in learning. (3-0-3) Crowell, West This course investigates the relationship A study of the methods, theories, and facts between mind and brain from the perspec- 622. Research Projects in Perception associated with the investigation of the ba- tives of cognitive psychology, neuroscience, (0-0-3) Carlson, Dawson, Gibson, Wenger sic processes in learning. Emphasized areas and computer science. Major topics include Supervised research in perception. include classical conditioning, instrumental brain imaging techniques (e.g., PET, MRI, learning, and operant training. The various fMRI, and ERP), hemispheric specialization, 623. Research Projects in Cognitive Processes research paradigms used in these areas will be motor control, object recognition, spatial (0-0-3) Borkowski closely examined. Some attention also is given processing, attention, language, memory, Supervised research in cognitive processes. to basic motivation theory. (Every other fall) executive functions, and consciousness. The major objective of the course is to show how III. Counseling Area 520. Psycholinguistics each of these mental processes can be linked 501A–H. Science/Practice Seminar (3-0-3) Eberhard to neuroanatomical substrates. (2-0-1) Smith This course focuses on the major theoretical Classic and contemporary topics in the sci- issues motivating research in each of the three 563. Cognitive Development ence and practice of counseling psychology. primary areas of psycholinguistics: language See course description under the developmen- Topics rotating by semester. Typical topics in- acquisition, comprehension, and production. tal area course offerings. clude ideographic versus nomothetic research, Topics that will be covered include the debate clinical versus actuarial prediction, evidence over whether the mechanisms of language and 612. Language and Thought based practice, and manualized treatment. acquisition are innate, past and present theo- See course description under the developmen- retical perspectives on the interaction between tal area course offerings. 502. Research Seminar linguistic and discourse processes during lan- (3-0-3) Staff guage comprehension, and the pragmatic and 615A. Seminar in Cognition: Memory This seminar focuses on specific topics within linguistic factors involved in communicating (3-0-3) Radvansky, Wenger, West counseling psychology research. The course is thoughts through speech. intended to help students to develop research 615B. Seminar in Cognition: Learning expertise and hone their critical thinking and 521. Perception and Attention (3-0-3) Crowell presentation skills. (Spring) (3-0-3) Gibson, Wenger A specialized course covering basic founda- 615C. Seminar in Cognition: Perception 531. Personality tions and recent theories of perceptual pro- (3-0-3) Dawson, Gibson, Carlson, Wenger (3-0-3) Kelly, Meara, Merluzzi cessing attention. This course considers the history and back- 615D. Seminar in Cognition: Language ground of the study of personality as well as 522. Human Reasoning and Problem Solving (3-0-3) Eberhard, Carlson the influence that heredity, culture, learning, (3-0-3) Radvansky and motivation have on the development of A specialized course covering issues of how 615E. Seminar in Cognition: Attention personality throughout the life span. It also people perform tasks that require logical (3-0-3) Gibson, Carlson deals with personality abnormality, perceptu- reasoning. Also covered are topics on how al-cognitive influences on personality, creativ- people solve problems that confront them 615G. Seminar in Cognition: Spatial Cognition ity, and other topics. (Spring) in the world, including issues of analogical (3-0-3) Carlson reasoning. Emphasis will be on current issues 532. Professional Psychology: Methods and in human reasoning and problem solving. 619. Seminar in Psychophysiology Practice (3-0-3) West (3-0-3) Kelly, Merluzzi 525. Cognitive Methods The research, theories, and methodologies Students will be introduced to the key re- (3-0-3) Carlson employed in the electrophysiological study of search methods, empirical findings, and This course will focus on methodology the thinking, feeling, and behaving organism theories from the clinical/counseling psychol- specific to studies in cognitive psychology are discussed. Particular emphasis is placed on ogy literature. Prospects for developing and and cognitive science. The goal is to equip the interrelationships among the cognitive, testing new theories of psychotherapy will the student with the necessary skills to set affective, and neurologic processes and the be discussed. Students will be encouraged to up and run a lab. To that end, topics will manner in which these components relate and begin conceptualizing research projects and include basic programming (enough to get contribute to the total functioning system. developing their own integrated theoretical an experiment up and running in Basic, C, approaches to treating clients. (Fall) and Pascal), basic electronics (enough to en- 208 The Division of Social Sciences 209

533. Adult Psychopathology 540. Clinical Skills and Interventions II 644. Supervision of Counseling (3-0-3) Staff (3-0-1) Corning (3-0-3) Pope-Davis, Steibe-Pasalich DSM IV classification of mental illness. Prerequisite to practicum. Prepares doctoral An examination of strategies for supervising Theoretical and research approaches to an counseling students in various dimensions counseling as well as practice at being a super- understanding of the etiology of personality of the therapeutic, including providing an visor of counseling activities. (Fall) disturbances. (Spring) advanced skill base for clinical case manage- ment. (Spring) IV. Developmental Area 534. Group Dynamics and Consultation (3-0-3) Merluzzi 542. Neuropsychological Assessment A. General Courses The course will cover the theoretical founda- (3-0-3) Staff 535. Developmental Psychopathology tions of small group behavior. Research on This course covers brain physiology and nor- See course description under the counseling interpersonal behavior, communication, and mal and abnormal neuropsychological func- area course offerings. small group dynamics will be used as the basis tioning. In addition, procedures for assessing for laboratory experiences in which these pro- the integrity of neuropsychological function- 561. Theories of Development Across the Life cesses can be observed and coded. The theory ing are described. Span and research on interpersonal behavior, (3-0-3) Bergeman, Narváez, Day communication, and small group dynamics 631A. Adult Individual Psychological A survey of the issues, theories, and research will be applied to group therapy and family Assessment relevant to human psychological change therapy through a series of laboratory classes. (2-4-3) Smith across the life span. Finally, the information on group dynamics An examination of the theoretical founda- will be applied to the consultation process. tions and practical applications of individual 562. Socio-Emotional Development I Models of consulting will be reviewed rang- intelligence tests and projective techniques. (3-0-3) Braungart-Rieker ing from clinical supervision to consulting in ($10 fee) (Fall) Current research and theory in social and commercial business and health care. (Spring) emotional development in infancy and early 631B. Adult Individual Psychological childhood are reviewed. Some of the topics 535. Developmental Psychopathology Assessment—Laboratory covered include: attachment, temperament, (3-0-3) Cummings (2-3-3) Staff emotion regulation, parenting and family This course articulates principles for a life- Supervised experience in using psychological issues, and peer relationships. span perspective on the origins and develop- assessment instruments with adults. (Spring) ment of individual patterns of adaption and 563. Cognitive Development maladaption. (Spring) 633. Supervised Counseling Practicum (3-0-3) Day, West, Narváez (1-6-3) Staff Major theories in cognitive development and 536. Diversity Issues: Gender, Race, Sexuality Supervised counseling experiences with vari- data relevant to those theories are reviewed. (3-0-3), Pope-Davis ous types of clients. Mechanisms that might account for observed This course provides students with theory, A. University Counseling Center developmental changes across the life span knowledge, and skills in diversity issues per- B. University Counseling Center (e.g., processing speed) are discussed. taining to clinical and counseling psychology. C & D. Community placements (Spring) E & F. Advanced practicum 564. Psychology of Aging (Fall, spring, summer) (3-0-3) Bergeman 537. History and Systems/Ethics A broad survey of topics relevant to the psy- (3-0-3) Pope-Davis, Merluzzi 637, 638, 639. Supervised Internship in Coun- chology of aging including social and biologi- This course has two sections. The first cov- seling Psychology cal aspects, personality, maladjustment and ers historical trends and influential theorists (0-0-1) (0-0-1) (0-0-1) Staff psychopathology, psychological correlates of in psychology. The second covers ethical and Work with clients individually, in groups, aging, and special problems related to the professional issues involved in psychological and in field setting as a full-time counseling psychological and physical well-being of the research and practice. In the latter section trainee. (Every year) elderly. issues of ethics ethnicity and culture are reviewed. (Fall) 642A. Psychological Assessment of Children 565. Behavioral Genetics (3-0-3) Staff (3-0-3) Bergeman 538. Preventive Intervention and Program This course is designed to provide (1) an Behavioral genetic research provides a pow- Evaluation overview of the procedures available for the erful tool for studying both genetic and (3-0-3) Staff psychological assessment of children and (2) environmental influences on individual differ- This course covers preventive practices as well supervised experience in the utilization of ences in development. The course will cover as evaluating the effectiveness of such prac- these procedures. (Fall) the genetic principles and methods necessary tices. (Spring) for understanding hereditary influences on 642B. Psychological Assessment of Children— behavior and will overview genetic and envi- 539. Clinical Skills and Interventions I Laboratory ronmental influences on behavioral, biomedi- (3-0-1) Corning (2-3-3) Staff cal, and biobehavioral attributes. Prerequisite to practicum. Prepares doctoral Supervised experience in using psychological students in foundational clinical skills and assessments with children. (Spring) various counseling techniques. (Fall) 208 The Division of Social Sciences Psychology 209

family systems perspective, that is, an assump- 566. Socio-Emotional Development II tion that relationships are bidirectional, or 663. Teaching and the Development of Thought (3-0-3) Gondoli more complex, the relevance of research to (3-0-3) Day This course focuses on socio-emotional devel- understanding adjustment, and research de- An examination of current research in cogni- opment from adolescence to late adulthood. sign and methodology for the study of family. tion and instruction. The focus is on how Topics include the life-span view of attach- cognitive processes can be enhanced through ment, developmental changes in the nature 646. Seminar in Family Therapy education. Also included are readings and dis- and importance of friendship and social sup- See course description under counseling area cussions on how individual differences, such port, and autonomy and connection in family course offerings. as special aptitudes, may influence learning in and peer relationships. the classroom. 646A. Children/Families in Confl ict 612. Language and Thought (3-0-3) Cummings 664. Personality, Psychopathology, and Aging (3-0-3) Staff Current trends and findings pertaining to (3-0-3) Bergeman The psychology of language is approached conflict within families and the effects of The personality development and psycho- from a number of different perspectives, conflicts within families on children will be pathological problems of the elderly are con- drawing on research from linguistics, cogni- considered. A focus will be on interrelations sidered in connection with biological, social, tive psychology, language acquisition, devel- between family systems (marital, parent-child, and personal factors that relate to changes opmental psychology, and philosophy. Issues and sibling) and methodologies for studying beyond young adulthood. Etiologies of men- covered include: the production and under- these questions. A particular concern will be tal health disorders and therapeutic interven- standing of speech, children’s acquisition of how positive and negative conflict processes tions are covered. their first language, the development and in the marital relationship affect children. structure of concepts and categories, and the The role of interparental conflict in various 665. Motivation and Academic Learning relations between cognition and language. family contexts (divorce, parental depression, (3-0-3) Turner violence and abuse, custody, and physical The course examines student motivation 632. Adult Personality Assessment illness or disability) and relations between for learning as a function of both individual (3-0-3) Staff family and community conflict and violence, differences and classroom environments. This course is a continuation of PSY 630 and will be examined. The positive side of family We study the major theories of achievement focuses on more complex issues in psychologi- conflict will also be considered, including the motivation and will discuss them from theo- cal assessment of adults. Topics include pro- elements of constructive marital and fam- retical, empirical, and developmental points jective testing, neuropsychological screening, ily conflict and strategies for promoting for of view. Formulating motivational implica- learning disabilities, assessment responses to constructive conflict processes within families. tions for teaching and learning in K through specific questions (i.e., potential for violence, 12 and college classrooms is an integral part dementia vs. depression), and an introduction 646B. Marital Therapy Seminar of the course. to forensic assessment issues (i.e., parent- (3-0-3) Smith ing, competency). This course assumes prior This didactic course covering the principles 666. Seminar: Theory and Research in Aging understanding of basic assessment techniques and practice of couples therapy prepares train- (3-0-3) Bergeman such as intelligence and achievement testing, ees for the companion practicum (646C), This course covers contemporary research self-report personality inventories, and basic through which they will subsequently carry topics in gerontological research, theoretical report writing skills. cases at the Marital Therapy and Research approaches to these issues, and types of re- Clinic. Sample topics include communica- search designs used in the study of the aged. 635. Laboratory II and III tion, problem-solving, domestic violence, (3-0-3) Staff parenting, and sex/intimacy. B. Mental Retardation Courses Supervised clinical practicum for second-year 667. Seminar: Experimental Analysis of doctoral students in counseling psychology. 646C. Marital Therapy Practicum Behavior (V-V-V) Smith (3-0-3) Whitman 636A. Practicum IV and V Trainees who have successfully completed The basic principles governing human behav- (3-0-3) Staff the Marital Therapy Seminar (646B) register ior within the framework of social, operant, Supervised clinical practicum for third-year for this supervised practicum every semester. and respondent learning. The technology doctoral students in counseling psychology. They carry cases at the Marital Therapy and derived from these principles is surveyed with Research Clinic. special attention to the analysis of behavior 645. Marriage, Children, and the Family and application of change procedures within (3-0-3) Cummings 661. Seminar in Developmental Psychology educational, home, and institutional settings. This course focuses on current trends and (3-0-3) Bergeman, Borkowski, Day findings in several major areas of research on Contemporary topics will be offered from 668. Seminar: Mental Retardation family relationships and their implications for either the child development or the life span (3-0-3) Borkowski, Whitman human development, including marital rela- development area. A general descriptive, theoretical, and empiri- tionships, parent-child relationships, marital cal overview of the area of mental retardation relationships and children, sibling relation- 662. Research Projects in Developmental with special emphasis on the etiology and ships, the role of extended family in family Psychology modification of retardation within a learning- functioning, and intergenerational transmis- (3-0-3) Staff developmental framework. sion of family patterns. Themes include a Supervised research in developmental psychology. 210 The Division of Social Sciences 211

669. Seminar: Comparative Approaches to 695A. Research/Special Topics 699. Research and Dissertation Cognition and Intelligence (V-V-V) Staff (V-V-V) Staff (3-0-3) Borkowski For resident graduate students who have com- Methods, data, and theory relating to cogni- 695B. Reading/Special Topics pleted all course requirements for the Ph.D.; tive changes in normal and handicapped (V-V-V) Staff maximum of 12 hours allowed. children, adults, and the aged are considered. The content focus is on the use of theories of V. Additional Course Offerings 700. Nonresident Dissertation Research intelligence and cognition to understand the 685. Seminar in Social Psychology (0-0-1) Staff performance of “special” children. (3-0-3) Staff For doctoral students. Contemporary topics in social psychology. 670. Developmental Issues in Mental Student participation includes presenting re- 701A. Graduate Seminar: Introduction to Retardation search results and experimental proposals and Teaching (3-0-3) Borkowski, Whitman leading discussions. Sample topics include (1-0-1) Staff Effect of early experience upon the incidence social cognition, person perception, attitudes, Designed to be taken concurrently with the and development of mental retardation is and stereotypes. first two semesters of a student’s teaching examined. Special attention is given to the assistantship, ordinarily in years one, two, or defect vs. difference theories and the contro- VI. Research and Unspecifi ed Courses three. It will meet five times (approximately versies surrounding the issue of intelligence. 593, 594. Seminar: Special Topics every third week) per semester for 1-1/2 (3-0-3) (3-0-3) Staff hours. The primary goals of the course are to 671. Sociocultural Aspects of Mental Topics and prerequisites to be specified by the orient students to the profession of teaching, Retardation instructor. assist them in their assigned tasks as TAs, and (3-0-3) Borkowski, Whitman practice the skills of observing and reflecting An examination of the reciprocal effects of 595A, B. Seminar in Behavioral Techniques in on their experiences in the classroom set- the mentally retarded and society upon each Business ting. An additional five hours of observing/ other. The effects of the family, institutional- (3-0-3) (3-0-3) Staff interviewing in other departments of the ization, and normalized community programs An ongoing seminar on the principles of University and in local schools/colleges/ upon the retarded and their ethical implica- behavioral techniques and their application to universities will be required. The courses will tions are examined within a psychological and ongoing organizational and work settings. be graded Satisfactory or Unsatisfactory. sociological perspective. 596A, B. Practicum in Behavior Management N.B. Those who are assigned teaching as- 672. Research and Theory in Mental (V-V-V) (V-V-V) Crowell sistantships, but who do not plan to take the Retardation Supervised internship in practice of behavior above course for credit, would be welcome to (3-0-3) Borkowski, Whitman management. participate as fully as they wish in the meetings, Current research literature in mental retarda- especially the processing of their experience as tion with emphasis devoted to the types of 599. Thesis Direction TAs, but they would not be responsible for any theories and methodologies being employed. (V-V-V) Staff materials or activities outside these meetings. For students doing work for a research mas- 673. Mental Retardation: Learning, Memory, ter’s degree, maximum of six hours allowed. 701B. Graduate Seminar: Theories and and Cognition Methods (3-0-3) Borkowski, Whitman 600. Nonresident Thesis Research (3-0-3) Day Current research in learning, memory, and (0-0-1) Staff Recent theory and research on students’ learn- cognition in both normal and retarded chil- For master’s degree students. ing is reviewed, particularly as such learning dren. Focus is on theories and techniques that occurs in institutions of higher education. yield behavioral generalization across time 647. Seminar: Computer Programming and Models of effective instruction are described. and settings. Applications Other topics include writing lesson plans, (3-0-3) Staff developing a teaching philosophy, testing, and 675, 676. Practicum: Behavioral Assessment An introduction to computer programming grading. (Offered every other fall for students and Programming with the Mentally Retarded for psychologists. in their second year or beyond.) (3-0-3) (3-0-3) Borkowski, Whitman A practicum providing the student with the 695. Seminar: Special Topics 702A. Graduate Practicum: Course Planning opportunity to develop, use, and assess the (3-0-3) Staff (3-0-3) Staff effects of behavior modification procedures in Topics and prerequisites to be specified by the Students will meet on a regular basis as they institutional, school, and other community instructor. prepare to be the instructor of record in an settings. Intro or Stats/Methods or 300-level content 696. Seminar: Instrumentation in Psychology course (e.g., abnormal, developmental, cogni- 677A, B. Research Projects in Mental (3-0-3) Staff tive, etc.). Ordinarily, students will have their Retardation Practical training in the use of instruments teaching assignment for the following year by (0-0-V) (0-0-V) Borkowski, Whitman and types of equipment often employed in this point and can focus on a specific prepara- Students are supervised during the conceptu- psychological research. tion. They will write objective, create syllabi, alization, conduct, data analysis, and formal critique planned assignments, design tests, written presentation of projects using men- tally retarded subjects. 210 The Division of Social Sciences Psychology 211

discuss grading, etc. In conjunction with the Gabriel A. Radvansky, Associate Professor. William F. Tageson, Associate Professor Emeri- current instructor of record, they may be B.A., Cleveland State Univ., 1987; M.A., tus. B.A., San Luis Rey College, 1948; M.A., responsible for giving a lecture/presenting a Michigan State Univ., 1989; Ph.D., ibid., Catholic Univ. of America, 1955; Ph.D., unit in the instructor’s class. Grading is S/U. 1992. (1993) ibid., 1960. (1969) (Offered every spring for students in their Michael J. Wenger, Assistant Professor. B.S., second year or beyond.) Developmental Area Univ. of Washington, 1982; M.S., ibid., 1989; Ph.D., Binghamton Univ., 1994. Cindy S. Bergeman, Chair and Associate 702B. Graduate Practicum: Course Delivery (1999) Professor. B.S., Univ. of Idaho, 1979; M.S., and Evaluation Pennsylvania State Univ., 1987; Ph.D., ibid., (1-0-1) Staff Robert L. West, B.A., Assistant Professor. 1989. (1990) (May be elected for a maximum of two se- Western Kentucky Univ., 1991; M.A., ibid., mesters.) Graduate students who are new 1993; Ph.D., Univ. of South Carolina, 1996. John G. Borkowski, the McKenna Family Pro- instructors of record, ordinarily in their (1999) fessor of Psychology and Fellow in the Institute fourth or fifth years, will meet throughout for Educational Initiatives. A.B., St. Benedict’s the semester to reflect on their experience of Counseling Area College, 1960; M.A., Ohio Univ., 1962; teaching, engage in group problem solving, Ph.D., Univ. of Iowa, 1964. (1967) and revise their syllabi. A central component Willis E. Bartlett, Associate Professor Emeritus. of this level of the teaching practicum is being B.S., Ohio State Univ., 1960; M.A., ibid., Julia M. Braungart-Rieker, Associate Professor. observed by other class members as well as the 1962; Ph.D., ibid., 1967. (1968) B.S., Syracuse Univ., 1987; M.S., Pennsyl- vania State Univ., 1990; Ph.D., ibid., 1992. supervisor, and learning to improve teaching Alexandra Corning, B.S., Assistant Professor. (1992) skills through the integration of constructive Univ. of Florida, 1988; M.S., Loyola Univ., feedback. Grading is S/U. (Offered fall and 1990; Ph.D., Ohio State Univ., 1994. (2000) E. Mark Cummings, the Notre Dame Professor spring semesters). of Psychology, and Fellow in the Joan B. Kroc George S. Howard, the Morahan Director of Institute for International Peace Studies. B.A., 702C. Graduate Practicum the Arts and Letters Core Course Program, Pro- Johns Hopkins Univ., 1972; M.A., Univ. of (V-V-V) (V-V-V) Staff fessor, and Fellow in the Joan B. Kroc Institute California, Los Angeles, 1973; Ph.D., ibid., B.A., Marist Supervised teaching in the classroom or for International Peace Studies. 1977. (1996) laboratory for first year composition or other College, 1970; M.A., Southern Illinois Univ., departmental courses. May be elected for a 1972; Ph.D., ibid., 1975. (1981) Jeanne D. Day, Professor. B.A., Univ. of maximum of two semesters. California, San Diego, 1974; M.A., Univ. of Anita E. Kelly, B.S., North- Associate Professor. Illinois, 1977; Ph.D., ibid., 1980. (1980) western Univ., 1986; M.S., Univ. of Florida, Faculty 1988; Ph.D., ibid., 1991. (1994). Dawn M. Gondoli, Assistant Professor. B.A., State Univ. of New York at Buffalo, 1986; Sheridan P. McCabe, Cognitive Area Associate Professor Emeri- M.S., Univ. of Arizona, 1991; Ph.D., ibid., tus. A.B., St. Mary’s Seminary, 1952; S.T.B., D. Chris Anderson, B.S., 1994. (1996) Professor Emeritus. ibid., 1954; M.A., Catholic Univ. of America, Univ. of Portland, 1955; M.A., ibid., 1957; 1956; Ph.D., ibid., 1958. (1967) Darcia Narváez, Associate Professor. B.A., Ph.D., ibid., 1966. (1967) Univ. of Northern Colorado, 1976; M.Div., Naomi M. Meara, the Nancy Reeves Dreux Laura A. Carlson, Director of Graduate Stud- Luther Northwestern Seminary, 1984; Ph.D., Professor of Psychology Emerita. B.A., Ohio B.A., Dartmouth Univ. of Minnesota, 1993. (2000) ies and Associate Professor. State Univ., 1958; B.Sc., ibid., 1960; M.A., College, 1987; M.A., Michigan State Univ., Syracuse Univ., 1962; Ph.D., Ohio State John Francisco Dos Santos, Professor Emeritus. 1991; Ph.D., Univ. of Illinois, 1994. (1994) Univ., 1967. (1986) B.S., Tulane Univ., 1948; M.S., ibid., 1952; Charles R. Crowell, Associate Professor and Ph.D., ibid., 1958. (1965) Thomas V. Merluzzi, Associate Professor. A.A., Director of the Computer Applications Program. St. Thomas Seminary, 1966; M.A., Ohio Julianne C. Turner, Assistant Professor and B.A., Univ. of Notre Dame, 1969; M.A., State Univ., 1971; Ph.D., ibid., 1975. (1974) Concurrent Assistant Professor in the Institute Univ. of Iowa, 1972; Ph.D., ibid., 1973. for Educational Initiatives. B.A., College of (1974) Donald Pope-Davis, Associate Vice President New Rochelle, 1968; M.Ed., Boston Col- for Graduate Studies and Associate Dean of the William E. Dawson, Associate Professor. B.S., lege, 1975; Ph.D., Univ. of Michigan, 1992. Graduate School, Professor of Psychology, Direc- Wayne State Univ., 1961; M.A., ibid., 1963; (1995) tor of McNair Program, Fellow in the Center Ph.D., Harvard Univ., 1968. (1969) for Social Concerns, and Fellow in the Institute Thomas L. Whitman, Professor. B.S., St. Nor- Kathleen M. Eberhard, Assistant Professor. for Educational Initiatives. B.A., Illinois Bene- bert College, 1962; M.A., Univ. of Illinois, B.A., Univ. of Rochester, 1987; M.A., Michi- dictine College, 1976; M.Sc., Indiana Univ., 1965; Ph.D., ibid., 1967. (1967) gan State Univ., 1991; Ph.D., ibid., 1993. 1978; Ph.D., Stanford Univ., 1989. (2000) (1996) David A. Smith, Associate Professor. B.A., Bradley S. Gibson, Associate Professor. B.S., Univ. of Minnesota, 1983; M.A., ibid., 1986; Colorado State Univ., 1982; Ph.D., Univ. of Ph.D., State Univ. of New York, Stony Brook, Arizona, 1992. (1994) 1991. (1997) 212 The Division of Social Sciences 213

Quantitative Area in colleges and universities, and as practitio- psychology, family, sociology of religion, com- ners in government and the private sector. parative historical, political sociology, sociol- Steven M. Boker, Assistant Professor. B.S., ogy of education, and sociology of culture. Univ. of Denver, 1972; M.A., Univ. of Preference for admission to the graduate Virginia, 1994; Ph.D., ibid., 1996. (1996) program in sociology is given to students who If the emphasis and needs of the student’s Rev. William A. Botzum, C.S.C., Professor have taken social science at the undergradu- interests require course work in other de- Emeritus. B.A., Univ. of Notre Dame, 1938; ate level. A course in elementary statistics is partments, the student may undertake such Ph.D., Univ. of Chicago, 1950. (1948–51, also preferred. If a student does not have this courses with the approval of his or her adviser 1966) course, it may be made up while in graduate and the director of graduate studies. It is also school. possible for the student to construct specialty Scott E. Maxwell, the Matthew A. Fitzsimons areas provided faculty specialization is Professor of Psychology. B.S., Duke Univ., The M.A. degree requires 30 hours of credit, available. 1972; M.A., Univ. of North Carolina, 1974; of which six credit hours may be earned for Ph.D., ibid., 1977. (1982) the master’s thesis. All students must com- To fulfill the training and research require- Christof Schuster, Assistant Professor. B.A., plete and defend a research thesis for the ments, each candidate must select two Technical Univ. of Berlin, 1987; M.S., ibid., master’s degree. specialty areas and pass a comprehensive 1992; Ph.D., ibid., 1997. (1999) examination in each. Dissertation research The doctoral program normally occupies four must be undertaken in at least one of the Anre Venter, Associate Professional Specialist. years of full-time work for students with the specialty areas. B.A., Univ. of Cape Town, 1980; M.A., Univ. bachelor’s degree. Core requirements must of Notre Dame, 1994; Ph.D., ibid., 1996. be fulfilled in the first two years according to Faculty members in sociology are affiliated (1996) scheduled sequencing. Intensive independent with various institutes and centers providing study in the student’s field of specialization additional opportunities for graduate studies: Ke-Hai Yuan, Associate Professor. B.S., Beijing Institute of Technology, 1985; M.A., ibid., is generally initiated in the second year. It the Center for Research on Educational Op- 1988; Ph.D., Univ. of California at Los is expected that the student will have com- portunity, the Helen Kellogg Institute for In- Angeles, 1995. (2001) pleted all but the dissertation requirement by ternational Studies, the Erasmus Institute, the the conclusion of the third or fourth year of Institute for Latino Studies, and the Nanovic graduate study. Institute for European Studies.

Sociology Several basic courses are required of all stu- Teaching and research assistantships, fellow- Chair: dents who enter with only a bachelor’s de- ships for applicants from minority groups, Daniel J. Myers gree; in addition, they are required of other dissertation-year fellowships, and tuition Director of Graduate Studies: students who cannot demonstrate previous scholarships are available. David M. Klein equivalent work at the graduate level. These courses include: one semester of classical For a more detailed description of the gradu- Telephone: (574) 631-6463 sociological theory, for three credit hours; a ate program requirements, the student is Fax: (574) 631-9238 one-semester overview of sociological meth- urged to send for a copy of the department’s Location: 810 Flanner Hall ods, for three credit hours; one semester of special bulletin. E-mail: [email protected] advanced social statistics (SOC 593), for Web: http://www.nd.edu/~soc three credit hours (the student must have Course Descriptions taken a more elementary statistics course as a Each course listing includes: The Program of Studies prerequisite, or have received the permission • Course number The Department of Sociology offers train- of the instructor); a proseminar, extending • Title ing leading to the conferral of two graduate across two semesters for a total of three credit • (Lecture hours per week—laboratory degrees: the master of arts (M.A.) and the hours (includes an introduction to faculty or tutorial hours per week—credits per doctor of philosophy (Ph.D.). Although the and facilities at the University and sessions on semester) M.A. degree is available to graduate students, professional skills such as computing); and • Instructor admission is given to applicants whose goal is one semester of participation in a research • Course description the doctorate. practicum for a total of three credit hours. • (Semester normally offered)

The principal aims of this graduate training Students are required to take at least four 502. Population Dynamics are to educate students in the theory and seminars, including at least one from each (3-0-3) Williams methods of social science, and to develop in of the following two divisions: (1) advanced Demography, the science of population, is them a competence as professionals in specific seminars in sociological theory and (2) ad- concerned with virtually everything that fields of sociology. A mastery of sociology vanced seminars in sociological methods or influences, or can be influenced by, popula- in general and a strong background in the social statistics. tion size, distribution, processes, structure, techniques that are used in scholarship and or characteristics. This course pays particular teaching in the discipline will enhance the Beyond these, students may choose their areas attention to the causes and consequences potential of graduates for employment as aca- of specialization in sociology, but the depart- of population change. Changes in fertility, demic and applied researchers, as instructors ment is particularly strong in methodology mortality, migration, technology, lifestyle, and statistics, theory, organizations, social and culture have dramatically affected the 212 The Division of Social Sciences Sociology 213

United States and the other nations of the explore the long tradition of Cuban immigra- U.S. immigration from Mexico and critiques world. These changes have implications for a tion to the United States, the elements of research methods and basic differences in number of areas: hunger, the spread of ill- Cuban culture that have emerged and rein- the interpretation of data. A review of the ness and disease, environmental degradation, forced this tradition of migration, and the im- literature is discussed with an emphasis on health services, household formation, the pact that Cubans have had on the Miami area policymaking on immigration in the U.S. and labor force, marriage and divorce, care for the as well as the changes within the community Mexico. A comparison is made between the elderly, birth control, poverty, urbanization, as it develops into a well-established minority debate concerning migrants’ human rights business marketing strategies, and political group within the United States. in various parts of the world. A critique of power. An understanding of these is impor- scientific theories focusing on the relationship tant as business, government, and individu- 511. Classical Social Theory between international migrations and human als attempt to deal with the demands of the (3-0-3) Halton, Valenzuela, Weigert rights is also included. changing population. An examination of the characteristics of the 19th-century episteme in knowledge and the 519. Social Stratifi cation in American Society 503. The Information Society space occupied by the human sciences. Spe- (3-0-3) Carbonaro (3-0-3) Hachen cific theorists are discussed. (Fall) This course is designed to give students an This seminar explores the social, politi- overview of the major theories and empirical cal, economic, cultural, and organizational 513. Research Methods research that describe and explain social and impacts of the information technology (3-0-3) LeClere, Williams, Pinglé economic inequality in American society. In revolution. Among the topics examined are Introduction to the philosophy of science, the course, we will cover the following topics: globalization, networked enterprises, transfor- theory construction, research design, mea- social mobility across generations; gender and mation of work and employment, mass com- surement, and sampling as they apply to racial inequalities in status and income; the munication, conceptions of time and space, sociological research. (Spring) role of labor markets in creating inequality; new social movements, the role of the nation studies of the “underclass” (or urban poor); state, and the crisis of democracy. Attention is 515. Political Sociology and the role of social policy in ameliorating also given to assessing the adequacy of exist- (3-0-3) Fishman, Valenzuela the social problem of poverty. Special atten- ing sociological theories for understanding A survey of the major theoretical traditions tion will be given to the role of education as the changes that are occurring as the result of in the field, followed by a special focus on a mechanism of stratification in each of the the information technology revolution. issues such as the process of state formation, topics covered. sequences and forms of political development, 504. Exploring Identities the social bases of parties and their formation, 520. Organizations (3-0-3) Pinglé the characteristics of party systems, the ori- (3-0-3) Hachen How do we define ourselves? What are the gins of democracies, the breakdown of de- This seminar is an in-depth introduction various components of one’s identity and how mocracies, the characteristics of authoritarian to theories of and research on organization. do we begin to understand these issues socio- regimes, etc. Examples and case studies will Theoretical perspectives on social organi- logically? These themes form the outlines of be drawn from Europe and the Americas. zation examined include functionalism, this course. We will explore identities, their systems theory, contingency models, action formation, and their consequences, in post- 516. Visual Sociology: Exploring Society frameworks, and both Marxian and Weberian colonial and in Western societies, in peaceful, Photographically approaches. The utility of theoretical perspec- and in societies experiencing ethnic/racial (3-0-3) Cárdenas tives is assessed by examining organizational conflict, among women and men, and in This course examines the uses of photography dynamics. Among the topics investigated are developed and in developing countries. Draw- and film in sociology and explores the impact goals and strategies, technologies, decision ing on novels, films, autobiographies, and of visual expression on society. This includes making, conflict, power, legitimation process- sociological arguments we will piece together introductory work in documentary photog- es, forms of control, and organization- a framework for understanding the identity raphy and film, gender advertising, ethno- environment relations. landscapes of which we are a part. graphic film, political cinema, muralism, and social protest art. This is a sociology course 521. Labor Markets and Social Class 510. The Legacy of Exile: Cubans in the U.S. and emphasizes the study of societal aspects (3-0-3) Hachen (3-0-3) Guillermo, Grenier of photography, film, and artistic expression, In alternating years, focuses on social class This class deals with one of the most visible rather than technique, without ignoring the and labor markets. The seminar on social and political of all U.S. immigrant groups: relationship between the two aspects. The class examines theories of and research on Cubans. The theme of the class is that the course does not emphasize the technical/lab class structure, class formation, and social Cuban presence has been shaped by the expe- training in photography. This course, while inequalities. Special attention is given to rience of exile. In understanding the case of broad in scope, relies on content that is very issues concerning the nature of the “middle the Cuban immigration to the United States, heavily grounded on a social problem context class,” historical changes in class structures, the students will gain insight into the dynam- as is found in the U.S., the American South- the relation between class and income, ics of U.S. immigration policy, the differences west, Mexico, and Latin America. intergenerational mobility, and debates about between immigrants and exiles, inter-ethnic the emergence of new social classes. The semi- relations among newcomers and established 517. International Migrations and Human nar on labor markets focuses on economic residents, and the economic development Rights and sociological approaches to understanding of immigrant communities. The class will (3-0-3) Bustamante labor market processes and structures. After This seminar focuses on research reports on examining economic analyses of supply and 214 The Division of Social Sciences 215 demand in labor markets, various sociological concepts as well as major empirical studies States as they existed in earlier periods to give perspectives are discussed, including segmen- that examine the world through one or more another basis for comparison among families tation theories, discussions of internal labor of these perspectives. We will explore both today. markets, research on job mobility, and models theoretical and practical arguments for the of employment relations. Historical, case selection of one or more of these conceptual 539. Sociology of Education study, quantitative, and comparative research approaches as the basis for studying how so- (3-0-3) William Carbonaro is surveyed. cial connections shape the human experience. Sociologists have identified the school as a The course is intended to stimulate a critical fundamentally important social institution 524. Cultural Studies: Art and Cultural reading of recent literature on contemporary that both shapes, and is shaped by, the larger Critique society and to assist students who wish to use society. In this course, we will examine where (3-0-3) Halton one or more of these concepts in their work. schools “came from,” how schools “work,” Cultural studies is a catchall term describing and focus on how they “fit” with society’s a wide array of writings in the social sci- 530. Crime and Deviance in Ideological main social, economic, and political institu- ences and humanities, the common concern Perspective tions. Topics covered in the course will in- of which involves a concept of culture and (3-0-3) Welch, McVeigh clude school expansion, the school as an agent a sense that the borders between disciplines This seminar course examines selected issues of socialization, schools and social inequality, are either unnecessary or, at the least, highly in the study of crime and deviance such as school organization, and school reform. permeable. Although the term “culture” has white-collar crime, gang violence, and por- come into the foreground in the social sci- nography. Issues will change each time the 541. Family Policy Seminar ences, literary criticism, and philosophy, it course is offered. We compare responses made (3-0-3) Aldous often signifies a highly contested terrain with by those representing the left and right in The seminar covers family policy in the widely diverse understandings of what consti- American society and critique the adequacy of United States and in other countries, with tutes a culture. The seminar will explore the these responses from a sociological viewpoint. a concentration in the United States. There ways the arts relate to cultural critique, both are comparisons of the background, content, as expression of new modes of feeling and 531. Social Interaction and consequences of policies in the various understanding and as a source for a critical (3-0-3) Weigert countries. Such provocative topics as welfare perspective. This course develops a symbolic interactionist policy, parental leave, and child care are dis- perspective within social psychology. Read- cussed. The relation between families and the 525. Sociology of Culture ings focus on theoretical and empirical aspects work setting or families and government will (3-0-3) Spillman of the interactional dimensions of the way also be addressed. A discussion format is used. Examines thinking about values, norms, sym- we live as selves in relationship to others and Students write a term paper on some aspect of bols, and rituals in sociological analysis. We social organizations. Students are responsible family policy. read important classical and contemporary for discussions and a term paper. texts with concrete illustrations. 542. Labor Movement Formation and Politics 534. The Schooled Society: How Schools Shape (3-0-3) Valenzuela 527. Culture and Power Who We Are and How Society Works There have been two important changes in (3-0-3) Spillman (3-0-3) Carbonaro, Sikkink the position of workers within national societ- How do norms, values, symbols, and ritu- Everyone knows schools teach students the ies since their early “heroic” period of protest. als operate to dominate or empower? In this “three Rs” (reading, ’riting, and ’rithmetic). First, workers have won the right to organize class we will examine a number of important However, few people think about the fourth into unions, and second, organized workers classical and contemporary texts that offer “R” that schools teach us: our roles in soci- have created new political parties or estab- answers to this question, which has been a ety. In this course, we will examine how our lished privileged links to existing ones. The theme of recent work in a variety of fields in experiences in school affect who we are as course focuses on this dual process of change sociology. At the same time we will examine individuals. How do schools influence the by examining various theoretical perspectives. concrete cases selected from studies of devel- way in which we play our many roles in life? opment, deviance, gender, mass communica- Do schools have a “hidden curriculum” to 545. Family I tions, organizations, social movements, and make us good workers, conscientious citizens, (3-0-3) Aldous, Klein stratification. responsible family members, etc.? What stake Covers current theoretical developments in do various actors in society have in the people the area of the family as well as particular 528. Social Ties, Social Networks, Social we become? We will examine both functional- data collection methods. Contemporary and Capital ist and conflict interpretations of how schools continuing issues that family scholars have (3-0-3) Fishman reproduce social relations and who benefits addressed are covered in the context of theory This course examines three fundamental and from such social arrangements. and research. Application of family research interrelated sociological concepts, each of findings to policy, therapy, and other service- which offers us an approach to the study of 535. World Families oriented fields is also covered. (Typically social connections and their impact on the (3-0-3) Aldous, Klein offered in the fall) human experience. Social ties, social net- World Families is a course designed to exam- works, and social capital overlap substantially ine families across space and through time. 546. Family Problem Solving in their scholarly usage but the concepts are The families to be studied come from a num- (3-0-3) Klein far from identical. We will review theoretical ber of societies other than the United States. This course provides an in-depth analysis of and methodological literature on all three Also considered will be families in the United the processes families use to solve the prob- 214 The Division of Social Sciences Sociology 215

lems they face. Material is drawn from the 551. Sociology of Religion I 566. Sociology of Consumption social psychology of small groups, the sociol- (3-0-3) Christiano, Welch, Yamane (3-0-3) Halton ogy of formal organizations, and research and Classical and contemporary theories in the Consumption touches on themes that were theory directly concerned with family prob- sociology of religion. Culture, stratification, not only crucial to the founders of sociology, lem solving. ideology, and determinations of experience but that reach from the sources of identity are some of the key issues related to societal and small-scale processes to the problems of 547. Designing Research Projects: Practical and personal formulations of religion. Clas- the emerging global economy and culture. Problems and Theoretical Issues sical authors such as Durkheim, Marx, and Consumption studies are becoming increas- (3-0-3) Fishman Weber are considered. ingly prominent throughout the social The course is intended to familiarize students sciences. with practical problems and options—as well 553. Building Democratic Institutions in Latin as some underlying theoretical issues—en- America and European First Wave Democracies Today’s consumer societies offer the promises countered by social scientists in the course of (3-0-3) Valenzuela of affluence, of conveniences, of “the good qualitative or field research. Themes covered Elements of democratic regimes emerged long life.” Yet it is by no means clear that the mas- include consideration of the relationship before the regimes as such can be identified sive technological advances and material gains between broad interpretive categories and as being minimally in place. Beginning with in advanced industrial societies have contrib- specific empirical observations as well as the a brief discussion of the essential features of uted to a better way of life—many would say delineation of a research problem. Research democracies, the course examines how and increased meaninglessness is the actual result; strategies discussed include comparative why such institutions emerged, and the criti- a “goods life” instead of “the good life.” This historical work, historical case studies, ob- cal moments in which the actual transitions seminar will consider some of the central is- servation, survey research, and qualitative to the new democratic regimes occurred. The sues and works in the emerging field of con- interviewing. Students are asked to formulate course focuses on democratizations that took sumption studies. a research proposal and to carry out practical place before World War II, and will examine exercises involving the use of several research key European and Latin American cases. 567. Schools in Society strategies. (3-0-3) Hallinan 557. Historical and Comparative Sociology This seminar examines and discusses major 549. Sociology of Masculinity (3-0-3) Valenzuela contemporary issues about schools and the (3-0-3) Staff Reviews some of the basic techniques in schooling process. Topics include the role of This seminar explores the social construc- historical research, discusses comparative schools in society; the political, economic, tion of masculinity its many forms, both research designs in the social sciences, and ex- and social dimensions of schooling; education traditional and emerging, through readings, amines critically major works using compara- reform and its underpinnings; the social and movies, discussions, and writing assignments. tive analysis. Students are encouraged to write organizational structure of schools; and the Members of the seminar will seek a better proposals using comparative analysis. transformation of higher education. Invited understanding of shifting roles, identities, speakers from off and on campus lead or and social structures that influence the way 560. Research in Sociology of Education participate in the discussions. both males and females develop the meaning (3-0-3) Hallinan of masculinity. Topics include socialization, This seminar is a research practicum in the 569. School Organization and Community role conflicts, gender violence, sexuality, the sociology of education. It will address theo- (3-0-3) Hallinan impact of fathering, and men’s movements. retical, empirical, and policy-related issues This course will provide students with knowl- The course draws attention to the often un- in education from a sociological perspective. edge about the current state of educational noticed existence of multiple masculinities in Ongoing research and analysis of major lon- practice in the United States. Contemporary the United States and around the world. This gitudinal surveys will be discussed. Students educational issues will be analyzed from course is intended to complement the study will have the opportunity to participate in the perspective of sociological theory and of gender in other disciplines. the analyses of these data. The seminar would research. The seminar will have two compo- be useful to students beginning research on a nents. First, students will read and critique 550. Sociology of Development: Theories and master’s thesis or doctoral dissertation in the studies published in sociology and education Issues sociology of education. journals. Second, students will make progress (3-0-3) Bustamante, Valenzuela on their own research projects in sociology of The first part examines critically major 565. Religion in Postwar America education, make presentations of this work theoretical statements, classical and contem- (3-0-3) Yamane in class, and submit a final paper as a course porary, that inform the field. Readings are This course surveys the major developments requirement. from Smith, Marx, Durkheim, Weber, and in religious life in the United States since the present-day modernization and dependence 1950s through an in-depth examination of 570. School Organization in Public Policy perspective authors. The second part discusses several of the most important recent books (3-0-3) Hallinan specific issues of Third World development. on the subject, such as: Wade Clark Roof’s In this seminar students employ sociologi- Topics vary but generally include trends in Spiritual Marketplace, Tom Beaudoin’s Virtual cal theory and research to examine current urbanization, impact of multinational corpo- Faith, Christian Smith’s American Evangeli- educational issues and policies. Topics may rations on host countries, political authori- calism, and Helen Berger’s A Community of include school organization, student achieve- tarianism or democracy, equity versus growth, Witches. With these works as the backdrop, ment, national assessment, school choice, etc. each student will research and write his or her school integration, student networks, and family’s religious history across three school financing. generations. 216 The Division of Social Sciences 217

571. Protests, Riots, and Movements 577. Families and their Interrelations with 590. Computing for Social Science Research (3-0-3) Myers Gender (1-0-1) LeClere This course is concerned with how people (3-0-3) Aldous This is a laboratory course designed to intro- act together to pursue collective political A consideration of the part gender plays in duce first-year graduate students to the basic aims via extrainstitutional forms of behavior: family processes like the couple formation computational and statistical techniques used When and why do people go outside the through cohabitation and/or marriage, having in social science quantitative research. The conventional political structure to address and rearing children, division of labor, and main goal of the course is to show students social issues important to them? During the the post-children era. how to build and access a data set for analy- course, we examine political behavior ranging sis. As such, it is complementary to the core from the relatively mild (like a letter writing 578. CREO Seminar statistical and econometrics course offered in campaign) to the severe (like rioting, looting, (3-0-3) Hallinan the social sciences. Students will be exposed and killing). We also discuss aspects of collec- Most sessions of the CREO Seminar feature a to the different operating systems available tive behavior that are less political in nature presentation of educational research by an in- at Notre Dame, and to a variety of statistical (like panics and fads). Some of the social vited speaker from off campus or by a Notre software applications. Topics treated include movements we discuss include the civil rights Dame faculty member or graduate student. reading data in different formats and check- movement, the women’s movement, the anti- The content of the presentation is discussed ing it for errors, carrying out exploratory war movement, the gay and lesbian move- and students write a brief reaction. Other ses- analyses, recoding and creation of new vari- ment, pro-life and pro-choice movements, sions are devoted to a discussion of chapters ables, merging data sets, performing extracts, and the environmental movement (among in the Handbook on the Sociology of Education. and moving a data set between different many others). In the end, we try to explain The seminar runs for both semesters during operating environments. how grievances, resources, the political en- the academic year and students receive three vironment, repression, individuals, decision credits for the entire year. 591. Proseminar making, and movement tactics all contribute (2-0-2) Hachen, Myers, Williams to the success and failure of protest move- 585. Materials and Methods of Demographic Designed to acquaint first-year graduate ments, their impact on social change, and the Analysis students with the resources available in the future of activism. (3-0-3) LeClere department and at the University to assist This course is a survey course in techniques them with their research. The key component 574. Society and Identity widely used in demographic analysis. These of the seminar is a series of presentations by (3-0-3) Weigert techniques include those that describe faculty on their current research. This course looks at sources, dynamics, and population structure, analyze demographic consequences of identity in contemporary dynamics, and evaluate demographic data. In 592. Statistics I society. Identity is conceived as definitions addition, many of the analytic skills and tech- (3-0-3) Myers, Sikkink, Williams of an individual that self and others use as a niques stressed throughout the course have Prerequisite: Prior course in statistics. basis for interacting with one another. Signifi- more general applicability in social science This course reviews basic descriptive statistics cant outcomes of the way we are defined are research. The aim of the course is to acquaint and probability, then concentrates on infer- the life chances, evaluations, and emotional students with the nature and structure of a ential hypothesis testing (analysis of variance, meanings we experience. The course format variety of techniques and to provide students linear regression, dummy variables, standard- is a discussion seminar. Grades are based on with the experience in applying those ized coefficients, chi-square tests and basic participation, an essay examination, and a techniques. contingency table analysis). (Fall) 15-page research paper. 586. Primary Data Collection and Survey 593. Statistics II 575A, B. Research Practicum (M.A.) Methodology (3-0-3) Myers, Sikkink, Williams (3-0-3) (3-0-3) Fishman, Hachen, Hallinan (3-0-3) LeClere The second course in the graduate sequence The aim of this research practicum is to assist This course is offered to graduate students in focuses on the general linear model in all second-year graduate students in writing their sociology and other social sciences who have its forms: special topics in multiple regres- master’s theses. an interest in the design, implementation, sion (multicollinearity, autocorrelation, and use of social surveys and databases in heteroscedasticity), nonlinear models, causal 576. Social Breakdown in American Society social science research. The course examines modeling (recursive and nonrecursive sys- (3-0-3) Welch all practical aspects of survey design including tems), structural equations, logit equations, This course examines the apparent weaken- sample design and selection, questionnaire and probit models. (Spring) ing of the fabric of social life in America that design, measurement, mode of administra- has occurred within the past half-century. It tion, field methods, data editing, and data- 599. Thesis Direction investigates the past influences of both the base development. We also cover theoretical (V-V-V) Staff market economy and the political welfare developments in survey methodology, includ- Reserved for the six-credit-hour thesis re- state on several central societal problems, such ing research on cognitive process and ques- quirement of the master’s degree. as the deterioration of interpersonal trust, tionnaire response, the role of social theory the erosion of social obligations and informal in questionnaire design, and other specialized 600. Nonresident Thesis Research social control, and the lessening of altruistic topics. This course will prove useful for both (0-0-1) Staff concern for others. Students will discuss the conducting primary data collection and inter- For master’s degree students. significance of these problems, as well as preting data from secondary sources. potential solutions. 216 The Division of Social Sciences Sociology 217

604. Seminar in the Family 618. Meaning, Materialism, and Modern Life 646. Family II (3-0-3) Aldous, Klein (3-0-3) Halton (3-0-3) Aldous, Klein This seminar is directed to the advanced stu- In the 20th century the problem of meaning Focuses on a critical analysis of current issues dents interested in specific topics and research has come to the forefront of modern civiliza- in the family. Such topics as work-family rela- developments in the family area. The students tion, animating revolutionary movements in tions, changing gender roles, and historical are encouraged to plan their own research art, forming the basis of a variety of philoso- studies are included. Other issues of particular and theory projects or to work on their thesis phies and social theories, looming as the silent interest to participating students and faculty proposals. Offered to students specializing in spectre behind mass society and its drama of are explored. (Typically offered in the spring) family. consumption. Yet despite its obsession with meaning—or perhaps because of it—the 20th 652. Sociology of Religion II 610. Seminar in Theory and Social Psychology century as a whole might be said to avoid the (3-0-3) Christiano, Welch, Yamane (3-0-3) Weigert central questions of the purpose of life: Why Contemporary empirical studies in the so- A discussion of current theoretical approaches are we here? Where are we going? ciology of religion are examined. Current in sociological social psychology. Atten- developments and movements of religious tion is paid to the interrelationship between By exploring the rise of the modernist world behavior are related to such issues as political macrosociological processes and the forma- view, key expressions of 20th-century modern action, family structure, economic actions, tion of self-identity. Application is made to culture and recent criticisms of modernity and leisure. contemporary interpretations of American and “post-”culture, we will attempt to achieve culture. a new understanding of the problem of mean- 659. Sociology of Education ing and the possibilities of a transformed (3-0-3) Hallinan, Sikkink, Carbonaro 613. Contemporary American Theory civilization. Key topics to be taken up in This seminar examines in depth the various (3-0-3) Halton the course include the problem of meaning, ways schools and classrooms are organized A survey of current developments including the rise of modern materialism, the modern for instruction and the consequences of that social Darwinism, pragmatism, structural metropolis, artistic modernism and post- organization for students’ cognitive and social functionalism, and Chicago school. modernism, and the prospects of epochal development. Of particular concern are is- transformation. sues of equity and organization. More general 615. Advanced Theory Construction topics related to equity issues in education (3-0-3) Klein 619. Seminar in Social Theory are also discussed, including school desegre- Techniques of formalized theory building are (3-0-3), Halton, Klein, Weigert gation plans, public versus private schools, covered, including axiomatic systems, causal Content specified by agreement among facul- and school funding. Social science research models, and cybernetic systems. The course ty, students, and the committee for graduate informing these issues will be highlighted. is based on principles in the philosophy of studies. May be directed to the analysis and The focus is on stratification and equity in science and gives students experience in shap- research of topics such as issues on the episte- elementary and secondary schools, rather ing the structural and linguistic features of mology of the social sciences, specific orienta- than higher educational institutions. the theories to be used in their dissertation tions in contemporary sociological theory, the research. theoretical contributions of particular indi- 675A, B. Research Practicum (Ph.D.) viduals, etc. Offered to students specializing (3-0-3)(3-0-3) Fishman, Hachen, Hallinan 617. Advanced Theory Seminar: Interpretation in social theory. The aim of the research practicum is to assist (3-0-3) Halton graduate students in writing their dissertation Social theory, formerly more the province of 622. Event History Analysis proposals. sociologists, has come to the forefront of con- (3-0-3) Hachen, LeClere temporary intellectual life for philosophers, This course provides an in-depth introduc- 680. Writing for Academic Journals literary critics, and others in the humanities. tion to event history analysis methods for (3-0-3) Welch This seminar will be geared toward coming analyzing change in discrete dependent vari- This seminar is intended for advanced (post- to terms with some of the principal issues ables. The course draws on methodological M.A.) graduate students in sociology. It re- and controversies animating contemporary and empirical research from the social sci- quires students to develop and submit a paper theory, particularly the nature of signification ences. Special attention is given to the rela- to an appropriate academic journal. The and interpretation, and will reveal how much tionship between theories of social change, course takes students through the following in the sociological tradition figures into these life-cycle processes, and dynamic models. The steps: (1) final preparation of a manuscript, contemporary debates. We will explore the course begins by examining nonparametric (2) pre-submission review, (3) selecting an traditions of interpretation that form the basis discrete-time life table models and then turns appropriate journal, (4) submitting the paper, for much contemporary social theory, includ- to continuous-time discrete-state models (5) reviewing process, (6) interpreting review- ing semiotics and semiology, phenomenology, for the analysis of hazard rates. Parametric ers’ and editors’ comments, (7) revising the pragmatism, and interpretive sociology. and partially parametric models that allow paper, and (8) re-submission. for dependency of rates both on explanatory Topics will include: What is the place of the factors and time are introduced. Problems 697A, B. Directed Readings act and of action/practice as a basis for inter- concerning censored data and competing risks (V-V-V) Staff pretation? Are there natural bases for signifi- are also addressed. Prerequisite: Departmental permission. cation and social construction? What are the Reading and research on highly specialized varieties of ways in which the self can be seen topics that are immediately relevant to the as a complex of signs, relativism, and objec- student’s interests and that are not routinely tive interpretation? covered in the regular curriculum. 218 The Division of Social Sciences 219

699. Research and Dissertation Faculty Maureen T. Hallinan, Director of the Center (V-V-V) Staff for Research on Educational Opportunities, Joan Aldous, the William R. Kenan Jr. Professor For resident graduate students who have com- Chair of Graduate Admissions, and the William of Sociology. B.S., Kansas State Univ., 1948; pleted all course requirements for the Ph.D. P. and Hazel B. White Professor of Arts and Let- M.A., Univ. of Texas, 1949; Ph.D., Univ. of ters. B.A., Marymount College, 1961; M.S., Minnesota, 1963. (1976) 700. Nonresident Dissertation Research Univ. of Notre Dame, 1968; Ph.D., Univ. of (0-0-1) Staff Jorge A. Bustamante, the Eugene and Helen Chicago, 1972. (1984) For doctoral students. Conley Professor of Arts and Letters and Fellow Eugene W. Halton, Professor. A.B., Princeton in the Helen Kellogg Institute for International Univ., 1972; Ph.D., Univ. of Chicago, 1979. 701. Graduate Teaching Seminar Studies. LL.B., Centro Univ. Mexico, 1954; (1982) (3-0-3) Christiano, Klein M.A., Univ. of Notre Dame, 1970; Ph.D., The purpose of this course is to prepare ibid., 1975. (1986) Rev. C. Lincoln Johnson, Associate Profes- graduate students in sociology for a career in sor. B.A., Univ. of Arkansas, 1963; B.D., William Carbonaro, Assistant Professor and teaching at colleges and universities. Course Southern Methodist Univ., 1966; M.A., New Fellow in the Institute for Educational Initia- content includes treatment of practical con- School for Social Research, 1968; Ph.D., tives. B.A., Washington Univ. in St. Louis, cerns of teachers such as construction of a Univ. of Kansas, 1973. (1971) syllabus, selection of readings, composition 1990; M.A., ibid., 1991; M.A., Univ. of of lectures, and grading of student perfor- Wisconsin-Madison, 1996; Ph.D., ibid., David M. Klein, Director of Graduate Studies mance. In addition, seminar time is devoted 2000. (2000) and Associate Professor. B.A., Univ. of Wash- ington, 1967; Ph.D., Univ. of Minnesota, to discussion of larger issues, including the Gilberto Cárdenas, Director of Center for 1978. (1976) role of sociology in the liberal arts curricu- Latino Studies, the Julian Samora Professor of lum, the mission of teachers in the American Latino Studies, Assistant Provost for Institu- Richard A. Lamanna, Associate Professor professoriate, and the state of the academic tional Relations and Diversity, and Fellow in Emeritus. B.S., Fordham Univ., 1954; M.A., labor market. A term project is required of all the Helen Kellogg Institute for International ibid., 1961; Ph.D., Univ. of North Carolina, participants. Studies. A.A., East Los Angeles College, 1967; 1964. (1964) B.A., California State Univ., Los Angeles, 702. Graduate Teaching Practicum 1969; M.A., Univ. of Notre Dame, 1972; Felicia B. LeClere, Director of the Labora- (3-0-3) Christiano, Klein Ph.D., ibid., 1977. (1999) tory for Social Research, Associate Professor of Supervised experience for graduate students Sociology, and Fellow in the Center for Social in the teaching of undergraduate sociology. Kevin J. Christiano, Associate Professor. B.A., Concerns. A.B., Mount Holyoke College, Enrollment normally is limited to those College of William and Mary, 1977; M.A., 1980; M.A., Univ. of Minnesota, 1985; M.S., students who have taught one course on their Princeton Univ., 1980; Ph.D., ibid., 1983. Pennsylvania State Univ., 1987; Ph.D., ibid., own or who will be teaching such a course. (1983) 1990. (1997) The purpose is to contribute to the profes- Leonard F. Chrobot, Adjunct Professor, Con- Rory M. McVeigh, Assistant Professor. B.A., sional development of students. current Professor of History, and Coordinator Univ. of Arizona, 1991; M.A., Univ. of North of American Polish Research. B.A., St. Mary’s Carolina-Chapel Hill, 1993; Ph.D., ibid., Upper-level Undergraduate Courses College, Orchard Lake, Mich., 1960; M.Div., 1996. (2002) A sampling of all possible 400-level courses SS. Cyril and Methodius Seminary, 1964; to fulfill noncredit prerequisites or to fill M.A., Purdue Univ., 1967; Ph.D., Wayne Daniel J. Myers, Chair and Associate Profes- up to 10 credit hours of the credit-hour State Univ., 1975. (1989) sor, and Fellow in the Joan B. Kroc Institute requirement: for International Peace Studies. B.A., Ohio 414. Minorities in America Fabio B. DaSilva, Professor Emeritus. B.A., State Univ., 1988; M.A., ibid., 1991; M.S., 419. Self, Society, and Environment Univ. of Sao Paulo, 1957; M.A., ibid., 1960; Univ. of Wisconsin, 1995; Ph.D., ibid., 1997. 423. Race, Ethnicity, Identities Ph.D., Univ. of Florida, 1963. (1967) (1998) 425. Ethnicity in America Robert M. Fishman, Associate Professor, Fellow Monique Payne, Visiting Instructor. B.A., 431. The Fifties in the Helen Kellogg Institute for International Duke Univ., 1997; M.A., Northwestern 432. Blues in American Culture Studies, and Fellow in the Nanovic Institute for Univ., 1999; Ph.D., ibid. (2003) 442. Family Careers (Family Development) European Studies. B.A., Yale College, 1977; 463. Health and Sickness M.A., Yale Univ., 1979; M. Phil., ibid., 1980; Vibha Pinglé, Assistant Professor and Fellow 466. Sex Inequality in the Workplace Ph.D., ibid., 1985. (1992) in the Helen Kellogg Institute for International 467. Global Food Systems Studies. B.A., Delhi Univ., 1988, M.A., David S. Hachen Jr., Associate Professor. B.A., Brown Univ., 1990; Ph.D., Brown Univ. Lake Forest College, 1974; M.A., Univ. of 1996. (2000) Wisconsin, 1978; Ph.D., ibid., 1983. (1987) Ann Marie Power, Professional Specialist. B.A., Westchester Univ., 1974; M.Ed., Boston Univ., 1977; M.A., Univ. of Notre Dame, 1993; Ph.D., ibid., 1999. (2000) 218 The Division of Social Sciences Sociology 219

David Sikkink, Assistant Professor and Fellow in the Institute for Educational Initiatives. B.A., Bethel College, 1985; M.A., Univ. of North Carolina, 1994; Ph.D., ibid., 1998. (1999) Lynette P. Spillman, Associate Professor and Fellow in the Helen Kellogg Institute for Inter- national Studies. B.A., Australian National Univ., 1982; M.A., Univ. of California, Berkeley, 1984; Ph.D., ibid., 1991. (1992) J. Samuel Valenzuela, Professor, Fellow in the Helen Kellogg Institute for International Studies, and Fellow in the Nanovic Institute for European Studies. Lic., Univ. de Concep- cion, 1970; Ph.D., Columbia Univ., 1979. (1986) Robert H. Vasoli, Associate Professor Emeri- tus. A.B., LaSalle College, 1952; M.A., Univ. of Notre Dame, 1953; Ph.D., ibid., 1964. (1957) Andrew J. Weigert, Professor and Fellow in the Joan B. Kroc Institute for International Peace Studies. B.A., St. Louis Univ., 1958; M.A., ibid., 1960; B.A., Woodstock Col- lege, 1964; Ph.D., Univ. of Minnesota, 1968. (1968) Michael R. Welch, Associate Professor. B.A., LeMoyne College, 1972; M.A., Univ. of North Carolina, 1975; Ph.D., ibid., 1980. (1981) Richard A. Williams, Associate Professor. B.A., Creighton Univ., 1977; M.S., Univ. of Wisconsin, 1981; Ph.D., ibid., 1986. (1986) David Yamane, Assistant Professor. A.B., Univ. of California, Berkeley, 1991; M.S., Univ. of Wisconsin, 1991; Ph.D., ibid., 1998. (1998) 220 Teaching and Research Faculty 221 Teaching and Research Faculty

The following list represents the Teaching and Research Faculty in the academic year 2003–2004.

JOHN H. ADAMS, Associate Professor of Biological KATE BALDWIN, Assistant Professor of English JEFFREY H. BERGSTRAND, Associate Professor of Sciences DINSHAW BALSARA, Assistant Professor of Physics Finance and Business Economics, Fellow in the Helen ASMA AFSARUDDIN, Associate Professor of Kellogg Institute for International Studies, and Fellow ALBERT-LÁSZLÓ BARABÁSI, the Emil T. Hofman in the Joan B. Kroc Institute for International Peace Classics and Fellow in the Joan B. Kroc Institute for Professor of Physics International Peace Studies Studies CHARLES E. BARBER, the Michael P. Grace SUDHIR AKI, Assistant Research Professor of GARY H. BERNSTEIN, Associate Chair and Professor of Arts and Letters and Associate Professor of Professor of Electrical Engineering Chemical and Biomolecular Engineering Art, Art History, and Design H. GORDON BERRY, Professor of Physics MARK S. ALBER, Professor of Mathematics SOTIRIOS A. BARBER, Professor of Political Science WILLIAM B. BERRY, Professor Emeritus of Electrical JOAN ALDOUS, the William R. Kenan Jr. Professor J. ELI BARKAI, Assistant Professor of Chemistry and of Sociology Engineering Biochemistry SAMUEL AMAGO, Assistant Professor of Spanish NORA J. BESANSKY, Professor of Biological Sciences KATRINA D. BARRON, Assistant Professor of DAVID M. BETSON, Associate Professor of JOSEPH P. AMAR, Associate Professor of Classics and Mathematics Concurrent Associate Professor of Theology Economics REV. ERNEST J. BARTELL, C.S.C., Professor KATHLEEN A. BIDDICK, Professor of History and KARL AMERIKS, the McMahon-Hank Professor Emeritus of Economics of Philosophy and Fellow in the Nanovic Institute for Fellow in the Nanovic Institute for European Studies WILLIS E. BARTLETT, Associate Professor Emeritus European Studies IKAROS I. BIGI, Professor of Physics of Psychology ROBERT L. AMICO, Professor of Architecture ALEXANDER BLACHLY, Professor of Music SUBHASH CHANDRA BASU, Professor of JOSÉ ANADÓN, Professor of Spanish Language and Chemistry and Biochemistry John Blacklow, Assistant Professor of Music Literature STEPHEN M. BATILL, Chair and Professor of HOWARD A. BLACKSTEAD, Professor of Physics D. CHRIS ANDERSON, Professor Emeritus of Aerospace and Mechanical Engineering PATRICIA A. BLANCHETTE, Associate Professor Psychology PETER H. BAUER, Professor of Electrical of Philosophy GARY ANDERSON, Professor of Theology Engineering REV. THOMAS E. BLANTZ, C.S.C., Director of THOMAS ANDERSON, Assistant Professor of REV. MICHAEL J. BAXTER, C.S.C., Assistant Undergraduate Studies and Professor of History Spanish Language and Literature and Fellow in the Professor of Theology and Fellow in the Joan B. Kroc JOSEPH BLENKINSOPP, the John A. O’Brien Helen Kellogg Institute for International Studies Institute for International Peace Studies Professor Emeritus of Old Testament Studies PANOS J. ANTSAKLIS, Director of the Center for TIMOTHY BAYS, Assistant Professor of Philosophy W. MARTIN BLOOMER, Associate Professor of Applied Mathematics, the H. C. and E. A. Brosey EDWARD N. BEATTY, Assistant Professor of History Classics Professor of Electrical Engineering, and Concurrent Professor of Computer Science and Engineering FREDERICK S. BECKMAN, Professor Emeritus of JOSEPH BOBIK, Professor of Philosophy Art, Art History, and Design R. SCOTT APPLEBY, the John M. Regan Jr. STEVEN M. BOKER, Assistant Professor of Director of the Joan B. Kroc Institute for International GAIL BEDERMAN, Associate Professor of History Psychology Peace Studies, Professor of History, and Fellow in the REV. PAUL E. BEICHNER C.S.C., Professor FRANK J. BONELLO, Associate Professor of Helen Kellogg Institute for International Studies Emeritus of English Economics ANI APRAHAMIAN, Chair and Professor of Physics GARY E. BELOVSKY, the Gillen Director of MARIO BORELLI, Associate Professor of GERALD B. ARNOLD, Professor of Physics UNDERC and Professor of Biological Sciences Mathematics PERI E. ARNOLD, Professor of Political Science and HARVEY A. BENDER, Professor of Biological JOHN G. BORKOWSKI, the McKenna Family Director of the Hesburgh Program in Public Service Sciences Professor of Psychology and FellowFellow in the InstituteInstitute for Educational Initiatives J. MATTHEW ASHLEY, Director of Graduate DAVID P. BENNETT, Research Associate Professor Studies for Theology Master’s Degree Programs, of Physics PAUL F. BOSCO, Associate Professor Emeritus of Italian Language and Literature Associate Professor of Theology, and Fellow in the CINDY S. BERGEMAN, Chair and Associate Center for Social Concerns Professor of Psychology EILEEN BOTTING, Assistant Professor of Political Science HAFIZ ATASSI, the Viola D. Hank Professor of DORIS L. BERGEN, Associate Professor of History, Mechanical Engineering Fellow in the Nanovic Institute for European REV. WILLIAM A. BOTZUM, C.S.C., Professor DAVID AUNE, Professor of Theology Studies, and Fellow in the Joan B. Kroc Institute for Emeritus of Psychology International Peace Studies LOUIS J. AYALA, Assistant Professor of Political D’ARCY JONATHAN D’ACRE BOULTON, Science Professional Specialist in the Medieval Institute and Concurrent Associate Professor of History BRIAN BAKER, Assistant Professor of Chemistry and Biochemistry MAUREEN B. McCANN BOULTON, Professor of French Language and Literature 220 Teaching and Research Faculty 221

CALVIN M. BOWER, Professor of Music JOSEPH A. BUTTIGIEG, the William R. Kenan Jr. PATRICIA CLARK, the Clare Boothe Luce Assistant ALAN P. BOWLING, Assistant Professor of Aerospace Professor of English and Fellow in the Nanovic Institute Professor of Biochemistry and Mechanical Engineering for European Studies PAUL COBB, Assistant Professor of History KEVIN W. BOWYER, Chair and the Schubmehl- THEODORE J. CACHEY JR., Director of Graduate ROBERT R. COLEMAN, Associate Professor of Art, Prein Professor of Computer Science and Engineering Studies in Romance Languages and Literatures, Art History, and Design and Research Specialist in the and Concurrent Professor of Electrical Engineering Professor of Italian Language and Literature, and the Medieval Institute Albert J. Ravarino Director of the Devers Program in SUNNY K. BOYD, Associate Professor of Biological Dante Studies REV. AUSTIN I. COLLINS, C.S.C., Associate Sciences Professor of Art, Art History, and Design DAVID CAMPBELL, Assistant Professor of Political RAYMOND M. BRACH, Professor Emeritus of Science FRANK H. COLLINS, Director of the Center for Aerospace and Mechanical Engineering Tropical Disease Research and Training and the George JIANGUO CAO, Professor of Mathematics KATHERINE A. BRADING, Assistant Professor of and Winifred Clark Professor of Biological Sciences Philosophy WILLIAM CARBONARO, Assistant Professor of JAMES M. COLLINS, Associate Professor of Film, Sociology and Fellow in the Institute for Educational Television, and Theatre and Concurrent Associate KEITH R. BRADLEY, Chair and the Eli J. Shaheen Initiatives Professor of Classics and Concurrent Professor of Professor of English History GILBERTO CÁRDENAS, Director of Center for KATHLEEN A. COLLINS, Assistant Professor of Latino Studies, the Julian Samora Professor of Latino Political Science, Fellow in the Helen Kellogg Institute REV. PAUL F. BRADSHAW, Professor of Theology Studies (Sociology), Assistant Provost for Institutional and Director, Undergraduate London Program for International Studies, and Fellow in the Joan B. Relations and Diversity, and Fellow in the Helen Kroc Institute for International Peace Studies ROBERT BRANDT, Professional Specialist in Kellogg Institute for International Studies Architecture OLIVER M. COLLINS, Professor of Electrical LAURA A. CARLSON, Director of Graduate Studies Engineering JULIA M. BRAUNGART-RIEKER, Associate and Associate Professor of Psychology Professor of Psychology PHILIPPE A. COLLON, Assistant Professor of PAOLO G. CAROZZA, Associate Professor of Physics JOSEPH X. BRENNAN, Professor Emeritus of Law, Fellow in the Nanovic Institute for European English Studies, and Fellow in the Joan B. Kroc Institute for AYO ABIÉTOU COLY, Assistant Professor of French International Peace Studies Language and Literature and Fellow in the Nanovic SHEILAH BRENNAN, Associate Professor Emerita Institute for European Studies of Philosophy JOHN CARUSO, Assistant Professor of Art, Art History, and Design BARBARA CONNOLLY, Assistant Professor of JOAN F. BRENNECKE, the Keating-Crawford Political Science, Fellow in the Joan B. Kroc Institute Professor of Chemical Engineering BRAULIO CASAS, Visiting Assistant Professor of for International Peace Studies, and Fellow in the Architecture JAY B. BROCKMAN, Associate Professor of Nanovic Institute for European Studies Computer Science and Engineering and Concurrent NEAL M. CASON, Professor of Physics FRANCIS X. CONNOLLY, Professor of Associate Professor of Electrical Engineering FRANCIS J. CASTELLINO, Dean Emeritus of Mathematics JACQUELINE V. BROGAN, Professor of English Science, Director of the Keck Center for Transgene REV. MICHAEL E. CONNORS, C.S.C., Director Research, and the Kleiderer-Pezold Professor of NYAME BROWN, Assistant Professor of Art, of M.Div. Program and Assistant Professor of Theology Biochemistry Art History, and Design OLIVIA R. CONSTABLE, Director of Graduate DARLENE CATELLO, Adjunct Instructor in Music SETH N. BROWN, Associate Professor of Chemistry Studies and Associate Professor of History and Biochemistry JOHN C. CAVADINI, Chair and Associate Professor MICHAEL COPPEDGE, Associate Professor of of Theology and Executive Director of the Institute for MICHAEL C. BROWNSTEIN, Associate Professor Political Science, Fellow in the Helen Kellogg Institute Church Life of East Asian Languages and Literatures for International Studies, and Fellow in the Nanovic WILLIAM CERNY, Professor Emeritus of Music Institute for European Studies GERALD L. BRUNS, the William P. and Hazel B. White Professor of English DEREK CHALFANT, Assistant Professional THOMAS C. CORKE, Director of Hessert Specialist in Art, Art History, and Design Laboratory for Aerospace Research, Director of RAMZI K. BUALUAN, Associate Professional Graduate Specialist in Computer Science and Engineering KAREN CHANDLER, Assistant Professor of Mathematics Studies, and the Clark Equipment Professor of STEVEN A. BUECHLER, Chair and Professor of Aerospace and Mechanical Engineering Mathematics SURENDAR CHANDRA, Assistant Professor of Computer Science and Engineering ALEXANDRA CORNING, Assistant Professor of REV. RICHARD S. BULLENE, C.S.C., Associate Psychology Professional Specialist in Architecture HSUEH-CHIA CHANG, the Bayer Corporation Professor of Chemical Engineering EDMUNDO CORONA, Associate Professor of BRUCE A. BUNKER, Professor of Physics Aerospace and Mechanical Engineering DANNY Z. CHEN, Professor of Computer Science KAREN L. BURANSKAS, Associate Professor of and Engineering DAVID CORTRIGHT, Visiting Research Fellow Music in the Joan B. Kroc Institute for International Peace PETER CHOLAK, the John and Margaret PETER C. BURNS, Chair and the Henry J. Studies McAndrews Associate Professor of Mathematics Massman Jr. Professor of Civil Engineering and DANIEL J. COSTELLO, the Leonard Bettex Geological Sciences DARYL D. CHRIST, Adjunct Associate Professor Professor of Electrical Engineering of Biological Sciences and Associate Professor of ROBERT E. BURNS, Professor Emeritus of History Pharmacology (SBCME) DONALD P. COSTELLO, Professor Emeritus of REV. DAVID B. BURRELL, C.S.C., the Theodore English KIRSTEN M. CHRISTENSEN, Assistant Professor M. Hesburgh, C.S.C., Professor of Arts and Letters, of German and Russian Languages and Literatures LAURA A. CRAGO, Assistant Professor of History Professor of Theology and Philosophy, and Fellow in the and Fellow in the Nanovic Institute for European Joan B. Kroc Institute for International Peace Studies KEVIN J. CHRISTIANO, Associate Professor of Studies Sociology JORGE A. BUSTAMANTE, the Eugene P. and CRAIG J. CRAMER, Professor of Music Helen Conley Professor of Sociology and Fellow in the LEONARD F. CHROBOT, Adjunct Professor of CHARLES CRAYPO, Professor Emeritus of Helen Kellogg Institute for International Studies Sociology, Concurrent Professor of History, and Coordinator of American Polish Research Economics 222 Teaching and Research Faculty 223

XAVIER CREARY, the Charles L. Huisking Sr. BERNARD E. DOERING, Professor Emeritus of ANDREW FARLEY, Director of the Spanish Professor of Chemistry and Biochemistry French Language and Literature Language Program and Assistant Professor of Spanish JOHN T. CROTEAU, Professor Emeritus of JAY P. DOLAN, Professor Emeritus of History Language and Literature Economics MARGARET DOODY, Director of the Ph.D. PATRICK J. FAY, Assistant Professor of Electrical MICHAEL J. CROWE, the Rev. John J. Cavanaugh, Program in Literature and the John and Barbara Engineering C.S.C., Professor Emeritus of the Humanities and Glynn Family Professor of Literature LEONID FAYBUSOVICH, Professor of Concurrent Professor Emeritus of History DENNIS P. DOORDAN, Professor of Architecture Mathematics NORMAN A. CROWE, Director of Graduate and Chair and Concurrent Professor of Art, JEFFREY FEDER, Associate Professor of Biological Studies and Professor of Architecture Art History, and Design Sciences CHARLES R. CROWELL, Director of the Computer JAMES P. DOUGHERTY, Professor of English THOMAS P. FEHLNER, Associate Chair of Applications Program and Associate Professor of JULIA V. DOUTHWAITE, Assistant Provost for Chemistry and Biochemistry and the Grace-Rupley Psychology International Studies, Professor of French Language Professor of Chemistry E. MARK CUMMINGS, the Notre Dame Professor and Literature, and Fellow in the Nanovic Institute JEREMY B. FEIN, Director of the Environmental of Psychology and Fellow in the Joan B. Kroc Institute for European Studies Molecular Science Institute and Associate Professor of for International Peace Studies PAUL A. DOWN, Associate Professor of Art, Art Civil Engineering and Geological Sciences LAWRENCE S. CUNNINGHAM, the John A. History, and Design MICHAEL T. FERDIG, Assistant Professor of O’Brien Professor of Theology ALAN K. DOWTY, Professor of Political Science and Biological Sciences MARY ROSE D’ANGELO, Associate Professor of Fellow in the Joan B. Kroc Institute for International ISABEL FERREIRA, Instructor of Portuguese and Theology Peace Studies Brazilian Studies CRISLYN D’SOUZA-SCHOREY, the Walther THOMAS L. DOYLE, Academic Director of ACE BARBARA J. FICK, Associate Professor of Law and Cancer Institute Assistant Professor of Biological and Director of the Master of Education Program Fellow in the Joan B. Kroc Institute for International Sciences REV. MICHAEL S. DRISCOLL, Associate Professor Peace Studies REV. BRIAN DALEY, S.J., Director of Graduate of Theology JANET FISHER-MCPEAK, Associate Professional Studies in Early Christian Studies and the Catherine F. JOHN DUFFY, Assistant Professor of English and Specialist and Concurrent Lecturer in Romance Huisking Professor of Theology Director, University Writing Center Languages and Literatures FRED R. DALLMAYR, the Packey J. Dee Professor JOHN G. DUMAN, the Martin J. Gillen Professor of ROBERT M. FISHMAN, Associate Professor of of Political Science, Professor of Philosophy, Fellow Biological Sciences Sociology, Fellow in the Helen Kellogg Institute for in the Helen Kellogg Institute for International International Studies, and Fellow in the Nanovic Studies, Fellow in the Nanovic Institute for European STEPHEN D. DUMONT, Associate Professor of Institute for European Studies Philosophy Studies, and Fellow in the Joan B. Kroc Institute for REV. JAMES F. FLANIGAN, C.S.C., Associate International Peace Studies PATRICK F. DUNN, Professor of Aerospace and Professor of Art, Art History, and Design Mechanical Engineering JOHN DARBY, Professor of Comparative Ethnic THOMAS P. FLINT, Director of the Center for Studies and Fellow in the Joan B. Kroc Institute for REV. JOHN S. DUNNE, C.S.C., the John A. Philosophy of Religion and Professor of Philosophy International Peace Studies O’Brien Professor of Catholic Theology PATRICK J. FLYNN, Associate Professor of Computer FABIO B. DASILVA, Professor Emeritus of Sociology AMITAVA K. DUTT, Professor of Economics Science and Engineering MARIAN A. DAVID, Professor of Philosophy LAWRENCE DWYER, Associate Professional JOSEPHINE MASSYNGBAERDE FORD, WILLIAM E. DAWSON, Associate Professor of Specialist in Music Professor Emerita of Theology Psychology WILLIAM G. DWYER, the William J. Hank Family CHRISTOPHER R. FOX, Director of the Keough JEANNE D. DAY, Professor of Psychology Professor of Mathematics Institute for Irish Studies and Professor of English SEAMUS DEANE, the Donald and Marilyn Keough KEN DYE, Director of Bands and Professor of Music MICHAEL J. FRANCIS, Director of the Latin Professor of Irish Studies and Professor of English MATTHEW J. DYER, Associate Professor of America Area Studies Program, Professor of Political ALAN DEFREES, Associate Professional Specialist in Mathematics Science, Fellow in the Helen Kellogg Institute for International Studies, and Fellow in the Joan B. Kroc Architecture KATHLEEN M. EBERHARD, Assistant Professor of Institute for International Peace Studies CORNELIUS F. DELANEY, Professor of Philosophy Psychology MARY E. FRANDSEN, Assistant Professor of Music JOANN DELLANEVA, Associate Professor of French RICHARD ECONOMAKIS, Associate Professor of and Comparative Literature Architecture PAUL FRANKS, Assistant Professor of Philosophy EVGENY DEMEKHIN, Research Professor of KEITH J. EGAN, Adjunct Professor of Theology MALCOLM J. FRASER JR., Professor of Biological Sciences Chemical and Biomolecular Engineering REV. VIRGILIO ELIZONDO, Visiting Professor of MICHAEL R. DEPAUL, Professor of Philosophy Latino Studies, Associate Director of Latino Theology STEFAN G. FRAUENDORF, Professor of Physics and Pastoral Concerns, and Fellow in the Helen ALFRED J. FREDDOSO, Professor of Philosophy JOHN E. DERWENT, Associate Professor of Kellogg Institute for International Studies Mathematics STEPHEN A. FREDMAN, Chair and Professor of KENT EMERY JR., Professor in the Program of English MICHAEL DETLEFSEN, Professor of Philosophy Liberal Studies and Fellow in the Medieval Institute VICTOR DEUPI, Assistant Professor of Architecture JOSEPH C. FREELAND, Associate Professional MORTEN R. ESKILDSEN, Assistant Professor of Specialist in Computer Science and Engineering JEAN A. DIBBLE, Director of Graduate Studies and Physics DOLORES WARWICK FRESE, Professor of English Associate Professor of Art, Art History, and Design SAMUEL EVENS, Associate Professor of Mathematics JEFFREY DILLER, Associate Professor of THOMAS E. FUJA, Director of Graduate Studies STEPHEN M. FALLON, Associate Professor of and Professor of Electrical Engineering Mathematics Liberal Studies and Concurrent Associate Professor of MARY DOAK, Assistant Professor of Theology English JACEK K. FURDYNA, the Aurora and Tom Marquez Professor of Physics and Fellow in the MALGORZATA DOBROWOLSKA-FURDYNA, Nanovic Institute for European Studies Professor of Physics 222 Teaching and Research Faculty 223

ABBOTT ASTRIK L. GABRIEL, Director of DENIS A. GOULET, the William and Dorothy SUSAN CANNON HARRIS, Assistant Professor the Frank M. Folsom Ambrosiana Microfi lm and O’Neill Professor in Education for Justice, Professor of English and Concurrent Assistant Professor in the Photograph Collection and Professor Emeritus of Emeritus of Economics, and Fellow in the Joan B. Kroc Keough Institute for Irish Studies Medieval Studies Institute for International Peace Studies DALE R. HARSHMAN, Visiting Professor of Physics REV. PATRICK D. GAFFNEY, C.S.C., Associate ANNA GOUSSIOU, Assistant Professor of Physics KEVIN HART, Professor of English Professor of Anthropology, Fellow in the Helen Kellogg DANIEL GRAFF, Assistant Professional Specialist GREGORY V. HARTLAND, Associate Chair and Institute for International Studies, and Fellow in the in History Joan B. Kroc Institute for International Peace Studies Associate Professor of Chemistry and Biochemistry RICHARD GRAY, Associate Professor of Art, Art UMESH GARG, Professor of Physics NATHAN O. HATCH, Provost of the University and History, and Design the Andrew V. Tackes Professor of History PETER M. GARNAVICH, Assistant Professor of BARBARA J. GREEN, Associate Professor of English Physics DANIEL E. E. HAYES, Visiting Research Professor of STUART GREENE, the O’Malley Director of Chemical and Biomolecular Engineering LIANGYAN GE, Associate Professor of East Asian the First-Year Composition Program and Associate Languages and Literatures ROBERT HAYWOOD, Assistant Professor of Art, Professor of English Art History, and Design MICHAEL GEKHTMAN, Associate Professor of JOHN GRIFFIN, Instructor in Political Science Mathematics RONALD A. HELLENTHAL, Assistant Chair and PAUL R. GRIMSTAD, Assistant Chair and Associate Professor of Biological Sciences SONIA G. GERNES, Professor of English Professor of Biological Sciences BEN A. HELLER, Associate Professor of Spanish STEPHEN ELLIS GERSH, Professor of Medieval LI GUO, Assistant Professor of Classics Language and Literature Studies MATTHEW GURSKY, Associate Pro fes sor PAUL HELQUIST, Professor of Chemistry and J. DANIEL GEZELTER, Assistant Professor of Biochemistry Chemistry and Biochemistry SANDRA GUSTAFSON, Director of Graduate Studies and Associate Professor of English KENNETH W. HENDERSON, Associate Professor TERESA GHILARDUCCI, Director of the of Chemistry and Biochemistry Higgins Labor Research Center, Associate Professor GARY M. GUTTING, Professor of Philosophy and of Economics, Fellow in the Nanovic Institute for Fellow in the Nanovic Institute for European Studies GLENN HENDLER, Associate Professor of English European Studies, and Fellow in the Joan B. Kroc DAVID S. HACHEN JR., Associate Professor of EUGENE W. HENRY, Professor Emeritus of Institute for International Peace Studies Sociology Computer Science and Engineering LUKE GIBBONS, the Grace Director of Irish Studies, MARTIN HAENGGI, Assistant Professor of JENNIFER HERDT, Associate Professor of Theology Professor of English, and Concurrent Professor of Film, Electrical Engineering RODNEY E. HERO, Chair of Political Science and Television, and Theatre JAN-LÜDER HAGENS, Assistant Professor of the Packey J. Dee Professor of American Democracy BRADLEY S. GIBSON, Associate Professor of German and Russian Languages and Literatures and PAULA M. HIGGINS, Professor of Music Psychology Fellow in the Nanovic Institute for European Studies MICHAEL D. HILDRETH, Assistant Professor of MEREDITH GILL, Assistant Professor of Art, KRISTIN M. HAGER, Assistant Professor of Physics Art History, and Design Biological Sciences M. CATHERINE HILKERT, Associate Professor of WALTER R. GINTER, Adjunct Associate Professor FRANCES HAGOPIAN, the Michael Grace III Theology of Music Associate Professor of Latin American Studies DAVIDE A. HILL, Associate Professor of Chemical PHILIP GLEASON, Professor Emeritus of History ALEXANDER J. HAHN, Director of the Kaneb and Biomolecular Engineering EDWARD A. GOERNER, Professor Emeritus of Center for Teaching and Learning, Professor of A. ALEXANDROU HIMONAS, Associate Chair Political Science Mathematics, and Fellow in the Nanovic Institute for European Studies and Professor of Mathematics ABRAHAM GOETZ, Associate Professor Emeritus of EDWARD H. HINCHCLIFFE, Assistant Professor Mathematics ETHAN T. HAIMO, Director of Graduate Studies and Professor of Music of Biological Sciences HOWARD GOLDBLATT, Visiting Research RICHARD HIND, Assistant Professor of Professor of Chinese BRIAN HALL, Associate Professor of Mathematics Mathematics DAWN M. GONDOLI, Assistant Professor of DOUGLAS C. HALL, Associate Professor of PETER HOLLAND, Chair of Film, Television, and Psychology Electrical Engineering Theatre and the McMeel Professor in Shakespeare HOLLY V. GOODSON, Assistant Professor of MAUREEN T. HALLINAN, Director, Center for Studies Chemistry and Biochemistry Research on Educational Opportunities, Chair of Graduate Admissions in Sociology, and the William P. HOPE HOLLOCHER, the Clare Boothe Luce J. WILLIAM GOODWINE, Assistant Professor of and Hazel B. White Professor of Arts and Letters Associate Professor of Biological Sciences Aerospace and Mechanical Engineering EUGENE W. HALTON, Professor of Sociology VITTORIO HÖSLE, the Paul G. Kimball Professor REV. CHARLES GORDON, C.S.C., Assistant of Arts and Letters, Concurrent Professor of Philosophy, Professor of Theology GARY M. HAMBURG, Professor of History and Concurrent Professor of Political Science, and Fellow in Fellow in the Nanovic Institute for European Studies JOACHIM GÖRRES, Research Professor of Physics the Nanovic Institute for European Studies WILLIAM C. HAMLETT, Adjunct Professor of JAMES E. HOUGHTON, Assistant Professor REV. EUGENE GORSKI, C.S.C., Professional Biological Sciences (SBCME) Specialist in Theology Emeritus of Aerospace and Mechanical Engineering CHRISTOPHER S. HAMLIN, Professor of ALAN HOWARD, Professor of Mathematics ANDREW C. GOULD, Director of Graduate History and Fellow in the Nanovic Institute for Studies and Associate Professor of Political Science, European Studies DON A. HOWARD, Director of Graduate Studies Fellow in the Helen Kellogg Institute for International in History and Philosophy of Science, Professor of Studies, and Fellow in the Nanovic Institute for GRAHAM HAMMILL, Associate Professor of English Philosophy, and Fellow in the Nanovic Institute for European Studies QING HAN, Associate Professor of Mathematics European Studies ROBERT D. GOULDING, Assistant Professor in the NORIKO HANABUSA, Associate Professional GEORGE S. HOWARD, the Morahan Director of Program of Liberal Studies Specialist in East Asian Languages and Literatures the Arts and Letters Core Course Program, Professor of Psychology, and Fellow in the Joan B. Kroc Institute for International Peace Studies 224 Teaching and Research Faculty 225

ROBERT A. HOWLAND JR., Associate Professor of ROBERT C. JOHANSEN, Professor of Political EDWARD A. KLINE, Professor Emeritus of English Aerospace and Mechanical Engineering Science, Fellow in the Helen Kellogg Institute for JULIA F. KNIGHT, Director of Graduate Studies and BEI HU, Professor of Mathematics International Studies, and Senior Fellow in the Joan B. the Charles L. Huisking Professor of Mathematics Kroc Institute for International Peace Studies XIAOBO (SHARON) HU, Associate Professor of FRANCIS M. KOBAYASHI, Assistant Vice President Computer Science and Engineering RUTHANN K. JOHANSEN, Concurrent Associate Emeritus for Research and Professor Emeritus of Professor in the College of Arts and Letters and Aerospace and Mechanical Engineering NAI-CHIEN HUANG, Professor Emeritus of Associate Professional Specialist and Assistant Director Aerospace and Mechanical Engineering in the College of Arts and Letters Core Course PETER M. KOGGE, the Ted H. McCourtney Professor of Computer Science and Engineering YIH-FANG HUANG, Chair and Professor of ALAN L. JOHNSON, Professor of Biological Sciences Electrical Engineering and Concurrent Professor of JAMES J. KOLATA, Professor of Physics Computer Science and Engineering REV. C. LINCOLN JOHNSON, Associate Professor of Sociology CHRISTOPHER F. KOLDA, Assistant Professor of PAUL W. HUBER, Codirector of the Molecular Physics MAXWELL JOHNSON, Professor of Theology Biosciences Program and Associate Professor of DONALD P. KOMMERS, the Joseph and Elizabeth Chemistry and Biochemistry PAUL G. JOHNSON, Chair and Associate Professor Robbie Professor of Political Science, Concurrent ROMANA HUK, Associate Professor of English of Music Professor of Law, and Fellow in the Nanovic Institute DAVID R. HYDE, the Navari Family Director of WALTER R. JOHNSON, the Frank M. Freimann for European Studies the Center for Zebrafi sh Research, Codirector of the Professor of Physics THOMAS H. KOSEL, Associate Professor of Molecular Biosciences Program, and Professor of CYRAINA JOHNSON-ROULLIER, Associate Electrical Engineering Biological Sciences Professor of English JANET KOURANY, Associate Professor of Philosophy ANTHONY K. HYDER, Associate Vice President for GERALD L. JONES, Professor of Physics VIKTOR KRCHNAK, Research Professor of Graduate Studies and Research and Professor of Physics LYNN JOY, Professor of Philosophy Chemistry and Biochemistry KRISTINE L. IBSEN, Professor of Spanish Language ENCARNACIÓN JUÁREZ, Assistant Professor ROBERT A. KRIEG, Professor of Theology and and Literature and Fellow in the Helen Kellogg of Spanish Language and Literature Fellow in the Nanovic Institute for European Studies Institute for International Studies ERIC J. JUMPER, Professor of Aerospace and THERESA M. KRIER, Associate Professor of English FRANK INCROPERA, the Matthew H. McCloskey Mechanical Engineering Dean of the College of Engineering and the H. Clifford WILLIAM J. KRIER, Associate Professor of English and Evelyn A. Brosey Professor of Mechanical S. ALEX KANDEL, Assistant Professor of Chemistry BRIAN KROSTENKO, Associate Professor of Classics Engineering and Biochemistry THOMAS A. KSELMAN, Professor of History and ROBERT L. IRVINE, Professor Emeritus of Civil JEFFREY C. KANTOR, Vice President for Graduate Fellow in the Nanovic Institute for European Studies Engineering and Geological Sciences Studies and Research, Dean of the Graduate School, and Professor of Chemical and Biomolecular GREG P. KUCICH, Associate Professor of English ANTONETTE K. IRVING, Assistant Professor of Engineering CHARLES F. KULPA JR., Chair and Professor of English MENELOAS KARAVELAS, Assistant Professor of Biological Sciences JESÚS A. IZAGUIRRE, Assistant Professor of Computer Science and Engineering M. KENNETH KUNO, Assistant Professor of Computer Science and Engineering AHSAN KAREEM, the Robert M. Moran Professor of Chemistry and Biochemistry DENNIS C. JACOBS, Professor of Chemistry and Civil Engineering and Geological Sciences YAHYA C. KURAMA, Director of Graduate Studies Biochemistry and Fellow in the Center for Social and Associate Professor of Civil Engineering and Concerns M. CATHLEEN KAVENY, the John P. Murphy Foundation Professor of Law and Professor of Theology Geological Sciences IVÁN A. JAKSIC, Professor of History ANITA E. KELLY, Associate Professor of Psychology DAVID J. LADOUCEUR, Associate Professor of BOLDIZSÁR JANKÓ, Assistant Professor of Physics Classics THOMAS P. KELLY, Assistant Professor of Philosophy ANJA JAUERNIG, Assistant Professor of REV. JOHN LAHEY, C.S.C., Associate Professional Philosophy SYDNEY KELSEY, Professor Emeritus of Civil Specialist in Theology Engineering THOMAS J. JEMIELITY, Professor of English RICHARD A. LAMANNA, Associate Professor BARBARA KENDA, Assistant Professor of Emeritus of Sociology DEBDEEP JENA, Assistant Professor of Electrical Architecture Engineering GARY A. LAMBERTI, Director of Graduate Studies, REV. ROBERT LEE KERBY, Associate Professor Assistant Chair, and Professor of Biological Sciences REV. JOHN I. JENKINS, C.S.C., Vice President Emeritus of History and Associate Provost of the University and Associate LARRY O. LAMM, Research Associate Professor of Professor of Philosophy LLOYD H. KETCHUM JR., Associate Professor of Physics Civil Engineering and Geological Sciences and Fellow LIONEL M. JENSEN, Chair and Associate Professor in the Helen Kellogg Institute for International Studies JESSE M. LANDER, Assistant Professor of English of East Asian Languages and Literatures, Concurrent J. NICHOLAS LANEMAN, Assistant Professor of Associate Professor of History, and Fellow in the Helen MARY M. KEYS, Assistant Professor of Political Electrical Engineering Kellogg Institute for International Studies Science MICHAEL LAPIDGE, the Notre Dame Professor of RICHARD A. JENSEN, Chair and Professor of TRACY KIJEWSKI-CORREA, Assistant Professor English Economics and Fellow in the Helen Kellogg Institute for of Civil Engineering and Geological Sciences International Studies KWAN SUK KIM, Professor of Economics A. GRAHAM LAPPIN, Professor of Chemistry and Biochemistry CARLOS JEREZ-FARRÁN, Associate Professor of ROBERT E. KINGSLEY, Adjunct Associate Professor Spanish Language and Literature and Fellow in the of Biological Sciences (SBCME) KENNETH R. LAUER, Professor Emeritus of Civil Nanovic Institute for European Studies Engineering and Geological Sciences DOUGLAS KINSEY, Professor Emeritus of Art EDWARD W. JERGER, Professor Emeritus of EUGENE J. LEAHY, Professor Emeritus of Music DAVID J. KIRKNER, Associate Professor of Civil Aerospace and Mechanical Engineering Engineering and Geological Sciences WILLIAM H. LEAHY, Professor of Economics COLIN PHILIP JESSOP, Associate Professor of DAVID M. KLEIN, Director of Graduate Studies Physics and Associate Professor of Sociology 224 Teaching and Research Faculty 225

FELICIA B. LECLERE, Director of the Laboratory SABINE G. MacCORMACK, the Rev. Theodore ELIZABETH FORBIS MAZUREK, Associate for Social Research, Associate Professor of Sociology, and M. Hesburgh, C.S.C., Professor of Arts and Letters Professor of Classics Fellow in the Center for Social Concerns (Classics) ETTORE MARIA MAZZOLA, Visiting Assistant JOHN PAUL LEDERACH, Professor of ALASDAIR MACINTYRE, Senior Research Professor Professor of Architecture International Peacebuilding and Fellow in the Joan B. of Philosophy A. JAMES McADAMS, Director of the Nanovic Kroc Institute for International Peace Studies LOUIS A. MacKENZIE JR., Associate Professor of Institute for European Studies, the William M. Scholl FRANÇOIS LEDRAPPIER, the John and Margaret French Language and Literature Professor of International Affairs, Fellow in the Helen McAndrew Professor of Mathematics GREGORY R. MADEY, Director of Graduate Kellogg Institute for International Studies, and Fellow BYUNG-JOO LEE, Associate Professor of Economics Studies, Professional Specialist, and Concurrent in the Joan B. Kroc Institute for International Peace Studies LAWRENCE H. N. LEE, Professor Emeritus of Associate Professor of Computer Science and Aerospace and Mechanical Engineering Engineering REV. RICHARD P. McBRIEN, the Crowley- O’Brien-Walter Professor of Theology DAVID C. LEEGE, Professor Emeritus of Political EDWARD J. MAGINN, Associate Professor of Science Chemical and Biomolecular Engineering SHERIDAN P. McCABE, Associate Professor Emeritus of Psychology DAVID T. LEIGHTON JR., Professor of Chemical CYNTHIA K. MAHMOOD, Director of Graduate and Biomolecular Engineering Studies in Peace Studies, Associate Professor of STUART T. McCOMAS, Professor Emeritus of Anthropology, and Fellow in the Joan B. Kroc Institute Aerospace and Mechanical Engineering MICHAEL D. LEMMON, Associate Professor of for International Peace Studies Electrical Engineering MARK J. McCREADY, Chair and Professor of SCOTT P. MAINWARING, the Eugene and Helen Chemical and Biomolecular Engineering CRAIG S. LENT, Professor of Electrical Engineering Conley Professor of Political Science, Fellow in the MARY ANN McDOWELL, Assistant Professor of BLAKE LEYERLE, Associate Professor of Theology Helen Kellogg Institute for International Studies, and Biological Sciences and Concurrent Associate Professor of Classics Fellow in the Joan B. Kroc Institute for International Peace Studies PAUL J. McGINN, Professor of Chemical and LEI LI, Associate Professor of Biological Sciences Biomolecular Engineering BRADLEY J. MALKOVSKY, Associate Professor of KEIR LIEBER, Assistant Professor of Political Theology REV. JAMES J. McGRATH, C.S.C., Assistant Chair Science and Fellow in the Joan B. Kroc Institute for and Associate Professor of Biological Sciences International Peace Studies REV. EDWARD A. MALLOY, C.S.C., President of the University and Professor of Theology JOHN McGREEVY, Chair and the Rev. John A. MARYA LIEBERMAN, Associate Professor of O’Brien Associate Professor of History Chemistry and Biochemistry REV. PATRICK H. MALONEY, C.S.C., Associate Professor Emeritus of Music RALPH M. McINERNY, the Michael P. Grace SYLVIA LI-CHUN LIN, Assistant Professor of East Professor of Medieval Studies Asian Languages and Literatures A. EDWARD MANIER, Professor of Philosophy EDWARD E. McKEE, Adjunct Associate Professor of DANIEL A. LINDLEY III, Assistant Professor of JILL MANN, the Notre Dame Professor of English Chemistry and Biochemistry (SBCME) Political Science and Fellow in the Joan B. Kroc DINO MARCANTONIO, Assistant Professor of Institute for International Peace Studies GERALD McKENNY, Director of the Reilly Center Architecture for Science, Technology, and Values and Associate JOHN I. LIONTAS, Assistant Professor of German JOSEPH P. MARINO, the William K. Warren Dean Professor of Theology and Russian Languages and Literatures of the College of Science and Professor of Chemistry SARAH McKIBBEN, Assistant Professor of Classics XIAOBO LIU, Associate Professor of Mathematics NELSON C. MARK, the DeCrane Professor of VAUGHN R. McKIM, Associate Professor of A. EUGENE LIVINGSTON, Professor of Physics International Studies and Fellow in the Helen Kellogg Philosophy Institute for International Studies DAVID M. LODGE, Professor of Biological CHRIS McLAREN, Assistant Professor of Classics Sciences and Fellow in the Joan B. Kroc Institute for JERRY J. MARLEY, Associate Professor Emeritus of International Peace Studies Civil Engineering and Geological Sciences REV. ERNAN McMULLIN, the John Cardinal O’Hara Professor Emeritus of Philosophy GEORGE A. LOPEZ, Professor of Political Science, GEORGE M. MARSDEN, the Francis A. McAnaney Fellow in the Helen Kellogg Institute for International Professor of History GEORGE McNINCH, Assistant Professor of Mathematics Studies, and Director of Policy Studies and Senior LAWRENCE C. MARSH, Associate Professor of Fellow in the Joan B. Kroc Institute for International Economics PETER T. G. McQUILLAN, Associate Professor Peace Studies of Classics and Concurrent Associate Professor in the JULIA MARVIN, Assistant Professor in the Program Keough Institute for Irish Studies MARTINA LOPEZ, Associate Professor of Art, of Liberal Studies Art History, and Design RORY M. McVEIGH, Assistant Professor of Sociology JAMES J. MASON, Associate Professor of Aerospace ROBERT J. LORDI, Professor Emeritus of English and Mechanical Engineering NAOMI M. MEARA, the Nancy Reeves Dreux Professor Emerita of Psychology JOHN M. LOSECCO, Professor of Physics CECIL B. MAST, Associate Professor Emeritus of MICHAEL J. LOUX, the George N. Shuster Professor Mathematics JOHN MEIER, the William K. Warren Professor of Catholic Theology of Philosophy GRANT J. MATHEWS, Director of the Center for JOHN W. LUCEY, Associate Professor of Aerospace Astrophysics and Professor of Physics DAN MEISEL, Director of the Radiation Laboratory and Professor of Chemistry and Biochemistry and Mechanical Engineering TIMOTHY MATOVINA, Director of the Charles SEMION LYANDRES, Assistant Professor of and Margaret Hall Cushwa Center for the Study REV. JOHN ALLYN MELLOH, S.M., Coordinator History and Fellow in the Nanovic Institute for of American Catholicism and Associate Professor of of the John S. Marten Program in Homiletics and European Studies Theology Liturgics and Professional Specialist in Theology MICHAEL N. LYKOUDIS, Chair and Professor of JOHN E. MATTHIAS, Professor of English JUAN MÉNDEZ, Professor of Law, Director of the Center for Civil and Human Rights, Fellow in the Architecture PATRICIA A. MAURICE, Director of the Center for Helen Kellogg Institute for International Studies, and MONICA LYNKER, Guest Assistant Professor of Environmental Science and Technology and Professor of Fellow in the Joan B. Kroc Institute for International Physics Civil Engineering and Geological Sciences Peace Studies SCOTT E. MAXWELL, the Matthew A. Fitzsimons ORLANDO MENES, Assistant Professor of English Professor of Psychology 226 Teaching and Research Faculty 227

THOMAS V. MERLUZZI, Associate Professor of HINDY NAJMAN, the Jordan Kapson Professor of AIDEEN O’LEARY, Assistant Professor of History Psychology Jewish Studies JOHN F. O’MALLEY, Acting Director of the South REV. LEON MERTENSOTTO, C.S.C., Associate DARCIA NARVAEZ, Associate Professor of Bend Center for Medical Education and Adjunct Professor of Theology Psychology Associate Professor of Biological Sciences JAMES L. MERZ, the Frank M. Freimann Professor CLIVE R. NEAL, Associate Professor of Civil REV. THOMAS F. O’MEARA, O.P., the William K. of Electrical Engineering Engineering and Geological Sciences Warren Professor Emeritus of Theology MICHAEL MESKO, Visiting Assistant Professor of VICTOR W. NEE, Professor Emeritus of Aerospace TIMOTHY O’MEARA, Provost Emeritus of the Architecture and Mechanical Engineering University and the Rev. Howard J. Kenna, C.S.C., ANTHONY M. MESSINA, Associate Professor of ROBERT C. NELSON, Professor of Aerospace and Professor Emeritus of Mathematics Political Science, Fellow in the Helen Kellogg Institute Mechanical Engineering CYRIL O’REGAN, the Charles L. Huisking Professor for International Studies, and Fellow in the Nanovic ROBERT NERENBERG, Assistant Professor of Civil of Theology Institute for European Studies Engineering and Geological Sciences WILLIAM A. O’ROURKE, Professor of English MARIA K. MICHAEL, Visiting Assistant Professor of KATHIE E. NEWMAN, Director of Graduate JOSEPH E. O’TOUSA, Professor of Biological Computer Science and Engineering Studies and Professor of Physics Sciences ANTHONY N. MICHEL, Dean Emeritus and the REV. JEROME NEYREY, S.J., Professor of Theology MARIA ROSA OLIVERA-WILLIAMS, Associate Frank M. Freimann Professor Emeritus of Engineering MARTIN L. NGUYEN C.S.C., Associate Professor of Professor of Spanish Language and Literature JUAN C. MIGLIORE, Professor of Mathematics Art, Art History, and Design KENNETH R. OLSON, Adjunct Professor of ALBERT E. MILLER, Professor of Chemical and WALTER J. NICGORSKI, Professor in the Program Biological Sciences (South Bend Center for Medical Biomolecular Engineering of Liberal Studies and Concurrent Professor of Political Education) and Concurrent Professor of Chemical and MARVIN J. MILLER, Chair of Chemistry and Science Biomolecular Engineering Biochemistry and the George and Winifred Clark DAVID P. NICHOLLS, Assistant Professor of ALEXEI ORLOV, Research Associate Professor of Professor of Chemistry Mathematics Electrical Engineering ALEXANDER MINTAIROV, Research Associate LEWIS E. NICHOLSON, Associate Professor EMILY L. OSBORN, Assistant Professor of History Professor of Electrical Engineering Emeritus of English and Fellow in the Helen Kellogg Institute for International Studies PHILIP E. MIROWSKI, the Carl E. Koch Professor LIVIU NICOLAESCU, Associate Professor of of Economics Mathematics AGNES E. OSTAFIN, Assistant Professor of Chemical and Biomolecular Engineering REV. WILSON D. MISCAMBLE, C.S.C., Associate GLEN NIEBUR, Assistant Professor of Aerospace and Professor of History Mechanical Engineering JOHN OTT, Assistant Professional Specialist in Electrical Engineering GERARD K. MISIOLEK, Associate Professor of THOMAS F. X. NOBLE, the Robert M. Conway Mathematics Director of the Medieval Institute and Professor of RICHARD OTTER, Professor Emeritus of NATHAN MITCHELL, Associate Director and History Mathematics Professional Specialist in the Center for Pastoral Liturgy MAURA BRIDGET NOLAN, Assistant Professor of TIMOTHY C. OVAERT, Professor of Aerospace and and Concurrent Professional Specialist in Theology English Mechanical Engineering SHAHRIAR MOBASHERY, the Navari Professor of CAROLYN R. NORDSTROM, Associate Professor REV. HUGH ROWLAND PAGE JR., Director of Chemistry and Biochemistry of Anthropology, Fellow in the Helen Kellogg Institute the Program in African and African American Studies CHRISTIAN R. MOEVS, Associate Professor of for International Studies, and Fellow in the Joan B. and Associate Professor of Theology Italian Language and Literature Kroc Institute for International Peace Studies PALOMA PAJARES, Associate Professor of PETER R. MOODY JR., Professor of Political BERNARD P. NORLING, the Andrew V. Tackes Architecture Science Professor Emeritus of History ANDRE F. PALMER, Assistant Professor of Chemical PATRICK J. MOONEY, Visiting Research Assistant ROBERT E. NORTON, Chair of German and and Biomolecular Engineering Professor of Physics Russian Languages and Literatures, Professor of SAMUEL PAOLUCCI, Professor of Aerospace and LAYNA MOSLEY, the Thomas J. and Robert T. Rolfs German, and Fellow in the Nanovic Institute for Mechanical Engineering Assistant Professor of Political Science, Fellow in the European Studies NICHOLAS F. PAONI, Research Professor of Helen Kellogg Institute for International Studies, THOMAS L. NOWAK, Professor of Chemistry and Chemistry and Biochemistry Fellow in the Nanovic Institute for European Biochemistry MONIQUE PAYNE, Visiting Instructor of Sociology Studies, and Fellow in the Joan B. Kroc Institute for WALTER NUGENT, the Andrew V. Tackes Professor International Peace Studies CATHERINE PERRY, Associate Professor of French Emeritus of History Language and Literature and Fellow in the Nanovic LENNY MOSS, Assistant Professor of Philosophy KATHERINE O’BRIEN-O’KEEFFE, the Notre Institute for European Studies THOMAS J. MUELLER, the Roth-Gibson Professor Dame Professor of English JAMES S. PHILLIPS, Assistant Professor Emeritus of Aerospace Engineering BREANDÁN Ó BUACHALLA, the Thomas and of Music ALEX S. MUKASYAN, Research Professor of Kathleen O’Donnell Professor of Irish Language and J. DANIEL PHILPOTT, Assistant Professor of Chemical and Biomolecular Engineering Literature (Classics) Political Science, Fellow in the Helen Kellogg Institute KAJAL MUKHOPADHYAY, Research Assistant REV. MARVIN R. O’CONNELL, Professor for International Studies, and Fellow in the Joan B. Professor and Associate Director in the Laboratory for Emeritus of History Kroc Institute for International Peace Studies Social Research and Concurrent Assistant Research DAVID K. O’CONNOR, Associate Professor of RICHARD B. PIERCE, the Carl E. Koch Assistant Professor of Economics Philosophy and Concurrent Associate Professor of Professor of History DIAN HECHTNER MURRAY, Professor of History Classics MARK C. PILKINTON, Professor of Film, DANIEL J. MYERS, Chair and Associate Professor of GUILLERMO O’DONNELL, the Helen Kellogg Television, and Theatre Sociology and Fellow in the Joan B. Kroc Institute for Professor of Political Science and Fellow in the Helen International Peace Studies Kellogg Institute for International Studies, 226 Teaching and Research Faculty 227

VIBHA PINGLÉ, Assistant Professor of Sociology and FRANCIS H. RAVEN, Professor Emeritus of MITCHELL SANDERS, Assistant Professor of Fellow in the Helen Kellogg Institute for International Aerospace and Mechanical Engineering Political Science Studies MICHAEL C. REA, Associate Professor of Philosophy VICTORIA D. L. SANFORD, Assistant Professor of ALVIN PLANTINGA, the John A. O’Brien Professor REV. HERMAN REITH, C.S.C., Associate Professor Anthropology, Fellow in the Helen Kellogg Institute for of Philosophy Emeritus of Philosophy International Studies, and Fellow in the Joan B. Kroc Institute for International Peace Studies VICTORIA A. PLOPLIS, Associate Director of the JOHN E. RENAUD, Professor of Aerospace and Keck Center for Transgene Research and Research Mechanical Engineering JOHN FRANCISCO DOS SANTOS, Professor Professor of Chemistry and Biochemistry Emeritus of Psychology GEORGINE RESICK, Associate Professor of Music CAROLYN R. PLUMMER, Associate Professor of JONATHAN R. SAPIRSTEIN, Professor of Physics TERRENCE W. RETTIG, Professor of Physics Music KEN D. SAUER, Associate Professor of Electrical CLAUDIA POLINI, Assistant Professor of GRETCHEN J. REYDAMS-SCHILS, Associate Engineering Mathematics Professor in the Program of Liberal Studies and Fellow in the Nanovic Institute for European Studies VALERIE SAYERS, Director of Graduate Studies in BARTH POLLAK, Professor Emeritus of Creative Writing and Professor of English Mathematics ROBIN F. RHODES, Associate Professor of Art, Art History, and Design and Concurrent Associate KENNETH M. SAYRE, Professor of Philosophy REV. MARK POORMAN, C.S.C., Vice President Professor of Classics LAMBERT SCHAELICKE, Assistant Professor of for Student Affairs and Associate Professor of Theology J. KEITH RIGBY JR., Associate Professor of Civil Computer Science and Engineering DONALD POPE-DAVIS, Associate Vice President Engineering and Geological Sciences R. MICHAEL SCHAFER, Professional Specialist in for Graduate Studies, Associate Dean of the Graduate Electrical Engineering School, Professor of Psychology, Director of McNair REV. JAMES A. RIGERT, C.S.C., Associate Professor Program, Fellow in the Center for Social Concerns, and Emeritus of Civil Engineering and Geological Sciences W. ROBERT SCHEIDT, the William K. Warren Fellow in the Institute for Educational Initiatives JOHN H. ROBINSON, Director of the Thomas Professor of Chemistry and Biochemistry WOLFGANG POROD, Director of the Center J. White Center for Law and Government, Associate MATTHIAS SCHEUTZ, Assistant Professor of for Nano Science and Technology and the Frank M. Fellow in the Law School, and Concurrent Assistant Computer Science and Engineering Freimann Professor of Electrical Engineering Professor of Law and Philosophy CATHERINE M. SCHLEGEL, Assistant Professor DEAN A. PORTER, Director Emeritus of the Snite MARK W. ROCHE, the I. A. O’Shaughnessy Dean of Classics Museum of Art and Professor of Art, Art History, and of Arts and Letters, the Rev. Edmund P. Joyce, C.S.C., THOMAS J. SCHLERETH, Professor of American Design Professor of German Language and Literature, and Studies and Concurrent Professor of History Concurrent Professor of Philosophy JEAN PORTER, the John A. O’Brien Professor of STEVEN R. SCHMID, Associate Professor of Moral Theology ROBERT E. RODES, the Paul J. Schierl/Fort Aerospace and Mechanical Engineering Howard Corporation Professor of Legal Ethics and ANN MARIE POWER, Professional Specialist in Professor of Law ROGER A. SCHMITZ, the Keating-Crawford Sociology Professor of Chemical Engineering JAMIE JAVIER RODRIGUEZ, Assistant Professor JOSEPH M. POWERS, Associate Professor of JEFFREY S. SCHOREY, Assistant Professor of Aerospace and Mechanical Engineering RYAN K. ROEDER, Assistant Professor of Aerospace Biological Sciences and Mechanical Engineering JOSEPH A. PRAHLOW, Adjunct Associate Professor CRISTOF SCHUSTER, Assistant Professor of of Biological Sciences (SBCME) JEANNE ROMERO-SEVERSON, Associate Psychology Professor of Biological Sciences VERA B. PROFIT, Professor of German and Russian REV. TIMOTHY R. SCULLY, C.S.C., Professor of Languages and Literatures L. JOHN ROOS, Professor of Political Science Political Science, Fellow in the Helen Kellogg Institute MARY PROROK, Research Associate Professor of JAIME ROS, Professor of Economics for International Studies, and Fellow in the Nanovic Chemistry and Biochemistry ELLIOT D. ROSEN, Research Associate Professor of Institute for European Studies THOMAS PRÜGL, Assistant Professor of Theology Chemistry and Biochemistry ALAN C. SEABAUGH, Professor of Electrical Engineering KATHY A. PSOMIADES, Associate Professor of CHARLES M. ROSENBERG, Professor of Art, English Art History, and Design DUBREIL SÉBASTIEN, Assistant Professor of French Language and Literature KATHLEEN A. PYNE, Director of the Gender JOACHIM J. ROSENTHAL, Professor of Studies Program and Associate Professor of Art, Mathematics and Concurrent Professor of Electrical ROBERT SEDLACK, Assistant Professor of Art, Art History, and Design Engineering Art History, and Design PHILIP L. QUINN, the John A. O’Brien Professor of DAVID F. RUCCIO, Associate Professor of Economics DAYLE SEIDENSPINNER-NÚÑEZ, Chair of Philosophy RANDAL C. RUCHTI, Professor of Physics Romance Languages and Lit er a tures and Professor of Spanish Language and Lit er a ture BENJAMIN F. RADCLIFF, Associate Professor of STEVEN T. RUGGIERO, Associate Professor of Political Science Physics LILI I. SELDEN, Assistant Professor of East Asian Languages and Literatures GABRIEL A. RADVANSKY, Associate Professor of FRED RUSH, Assistant Professor of Philosophy Psychology MIHIR SEN, Professor of Aerospace and Mechanical MAURA A. RYAN, Associate Provost of the Engineering JAMES J. RAKOWSKI, Associate Professor of University and Associate Professor of Theology Economics ESTHER-MIRJAM SENT, Associate Professor of COLLEEN RYAN-SCHEUTZ, Assistant Professor Economics WILLIAM M. RAMSEY, Associate Professor of of Italian Philosophy ANTHONY S. SERIANNI, Professor of Chemistry SHAFA D. J. AL SADDAWI, Adjunct Assistant and Biochemistry KALI P. RATH, Director of Graduate Studies and Professor of Physics Associate Professor of Economics DAVID W. SEVERSON, Professor of Biological ULYANA I. SAFRONOVA, Visiting Professor of Sciences PAUL A. RATHBURN, Associate Professor Emeritus Physics of English SLAVI C. SEVOV, Director of Graduate Recruitment MICHAEL K. SAIN, the Frank M. Freimann and Professor of Chemistry and Biochemistry Professor of Electrical Engineering PAUL E. SHANLEY, Associate Professor of Physics 228 Teaching and Research Faculty 229

MEI-CHI SHAW, Professor of Mathematics LYNETTE P. SPILLMAN, Associate Professor of LEE A. TAVIS, the C. R. Smith Professor of Business NEIL F. SHAY, Associate Professor of Biological Sociology and Fellow in the Helen Kellogg Institute for Administration (Finance), Director of the Program Sciences International Studies on Multinational Managers and Developing Country MARK A. STADTHERR, Director of Graduate Concerns, Fellow in the Helen Kellogg Institute for DANIEL J. SHEERIN, Professor of Classics and International Studies, and Fellow in the Joan B. Kroc Concurrent Professor of Theology Studies and Professor of Chemical and Biomolecular Engineering Institute for International Peace Studies DINAH L. SHELTON, Professor of Law, Fellow JOHN STAMPER, Associate Professor of Architecture JAMES I. TAYLOR, Professor Emeritus of Civil in the Helen Kellogg Institute for International Engineering and Geological Sciences Studies, and Fellow in the Joan B. Kroc Institute for MICHAEL M. STANISIC, Associate Professor of International Peace Studies Aerospace and Mechanical Engineering LAURENCE R. TAYLOR, Professor of Mathematics WILLIAM D. SHEPHARD, Professor of Physics NANCY K. STANTON, Professor of Mathematics RICHARD E. TAYLOR, Director of Graduate Studies and Associate Professor of Chemistry and SUSAN GUISE SHERIDAN, the F. J. and H. M. THOMAS A. STAPLEFORD, Assistant Professor in Biochemistry O’Neill II As so ci ate Professor of An thro polo gy the Program of Liberal Studies MARTIN P. TENNISWOOD, the Coleman JOHN F. SHERMAN, Associate Professional SERGEI STARCHENKO, Associate Professor of Professor of Life Sciences Specialist in Art, Art History, and Design Mathematics JEFFREY H. TERRY, Adjunct Assistant Professor of SETSUKO SHIGA, Assistant Professional Specialist JAMES P. STERBA, Professor of Philosophy and Physics in East Asian Languages and Literatures Fellow in the Joan B. Kroc Institute for International Peace Studies FLINT O. THOMAS, Professor of Aerospace and STEVEN N. SHORE, Adjunct Professor of Physics Mechanical Engineering GREGORY E. STERLING, Associate Dean of Arts KRISTIN SHRADER-FRECHETTE, the F. J. and JULIA THOMAS, Associate Professor of History H. M. O’Neill Professor of Philosophy, Concurrent and Letters and Professor of Theology Professor of Biological Sciences, and Fellow in the Joan ROBERT L. STEVENSON, Professor of Electrical ALVIN R. TILLERY JR., Assistant Professor of B. Kroc Institute for International Peace Studies Engineering and Concurrent Professor of Computer Political Science MICHAEL SIGAL, the Rev. Howard J. Kenna, Science and Engineering MARIA TOMASULA, Associate Professor of Art, C.S.C., Memorial Professor of Mathematics WILHELM F. STOLL, the Vincent J. Duncan and Art History, and Design RABBI MICHAEL A. SIGNER, the Abrams Annamarie Micus Duncan Professor Emeritus of STEVE TOMASULA, Assistant Professor of English Professor of Jewish Thought and Culture and Fellow in Mathematics ALAIN P. TOUMAYAN, Associate Professor of the Nanovic Institute for European Studies STEPHAN A. STOLZ, the Rev. John A. Zahm, French Language and Literature and Fellow in the DAVID SIKKINK, Assistant Professor of Sociology C.S.C., Professor of Mathematics Nanovic Institute for European Studies and Fellow in the Institute for Educational Initiatives DANIEL C. STOWE, Associate Professional Specialist JAMES C. TURNER, the Rev. John J. Cavanaugh, STEPHEN E. SILLIMAN, Professor of Civil in Music C.S.C., Professor of the Humanities and Fellow in the Engineering and Geological Sciences and Fellow in the WILLIAM C. STRIEDER, Professor of Chemical Nanovic Institute for European Studies Center for Social Concerns and Biomolecular Engineering JULIANNE C. TURNER, Assistant Professor of STEVEN B. SKAAR, Associate Chair and Professor of AARON STRIEGEL, Assistant Professor of Computer Psychology and Concurrent Assistant Professor in the Aerospace and Mechanical Engineering Science and Engineering Institute for Educational Initiatives ROGER B. SKURSKI, Professor of Economics DUNCAN G. STROIK, Associate Professor of JOHN J. UHRAN JR., Senior Associate Dean Architecture for Academic Affairs in the College of Engineering, THOMAS P. SLAUGHTER, the Andrew V. Tackes Professor of Computer Science and Engineering, and Professor of History LEOPOLD STUBENBERG, Director of Graduate Professor of Electrical Engineering Studies and Associate Professor of Philosophy PHILLIP R. SLOAN, Professor in the Program of EUGENE C. ULRICH, the Rev. John. A. O’Brien Liberal Studies and Concurrent Professor of History JAMES X. SULLIVAN, Assistant Professor of Professor of Old Testament Studies Economics BRADLEY D. SMITH, Professor of Chemistry and NIKOLAI G. URALTSEV, Adjunct Associate Biochemistry ROBERT E. SULLIVAN, Director of the Erasmus Professor of Physics Institute and Concurrent Associate Professor of History DAVID A. SMITH, Associate Professor of Psychology ROBERT A. VACCA, Assistant Professor of Classics THOMAS R. SWARTZ, Professor of Economics PETER H. SMITH, Associate Professor of Music J. SAMUEL VALENZUELA, Professor of Sociology, THOMAS GORDON SMITH, Professor of ALBIN A. SZEWCZYK, Professor Emeritus of Fellow in the Helen Kellogg Institute for International Architecture Aerospace and Mechanical Engineering Studies, and Fellow in the Nanovic Institute for European Studies BRIAN SMYTH, Professor of Mathematics PAULO TABUADA, Assistant Professor of Electrical Engineering JOHN H. VAN ENGEN, the Andrew V. Tackes JAMES SMYTH, Professor of History WILLIAM F. TAGESON, Associate Professor Professor of History GREGORY SNIDER, Associate Professor of Electrical Emeritus of Psychology PETER VAN INWAGEN, the John Cardinal Engineering JEFFREY W. TALLEY, Assistant Professor of Civil O'Hara Professor of Philosophy DONALD C. SNIEGOWSKI, Associate Professor Engineering and Geological Sciences CHRIS R. VANDEN BOSSCHE, Professor of Emeritus of English JENNIFER L. TANK, the Galla Assistant Professor of English DENNIS M. SNOW, Professor of Mathematics Biological Sciences VANCE D. VANDERBURG, Adjunct Professor of WILLIAM D. SOLOMON, the W. P. and H. B. CAROL E. TANNER, Associate Professor of Physics Physics White Director of the Center for Ethics and Culture JAMES C. VANDERKAM, the John A. O’Brien and Associate Professor of Philosophy ERDINCH R. TATAR, Adjunct Assistant Professor of Physics Professor of Old Testament Studies ANDREW J. SOMMESE, the Vincent J. Duncan ARVIND VARMA, Director of the Center for and Annamarie Micus Duncan Professor of Molecularly Engineered Materials and the Arthur J. Mathematics Schmitt Professor of Chemical Engineering ROBERT H. VASOLI, Associate Professor Emeritus of Sociology 228 Teaching and Research Faculty 229

EDWARD VASTA, Professor Emeritus of English THOMAS A. WERGE, Professor of English and RANDALL C. ZACHMAN, Associate Professor of KEVIN T. VAUGHAN, Assistant Professor of Concurrent Professor in the Master of Education Theology Biological Sciences Program EWA ZIAREK, Professor of English and Fellow in the RAIMO VÄYRYNEN, Professor of Political Science, ROBERT L. WEST, Assistant Professor of Psychology Nanovic Institute for European Studies Fellow in the Helen Kellogg Institute for International JOANNES J. WESTERINK, Associate Professor of KRZYSZTOF ZIAREK, Associate Professor of English Studies, and Senior Fellow in the Joan B. Kroc Institute Civil Engineering and Geological Sciences and Fellow in the Nanovic Institute for European for International Peace Studies CARROLL WILLIAM WESTFALL, the Frank Studies ANRE VENTER, Associate Professional Specialist in Montana Professor of Architecture CATHERINE ZUCKERT, the Nancy Reeves Dreux Psychology THOMAS L. WHITMAN, Professor of Psychology Professor of Political Science HUGO J. VERANI, Research Professor of Spanish TODD D. WHITMORE, Associate Professor of MICHAEL ZUCKERT, the Nancy Reeves Dreux Language and Literature Theology and Fellow in the Joan B. Kroc Institute for Professor of Political Science IGOR VERETENNIKOV, Research Assistant International Peace Studies Professor of Chemistry and Biochemistry MICHAEL C. F. WIESCHER, the Frank M. VLADETA VUCKOVIC, Associate Professor Freimann Professor of Physics Emeritus of Mathematics OLAF GUENTER WIEST, Associate Professor of DAVID WALDSTREICHER, Associate Professor of Chemistry and Biochemistry History CHARLES K. WILBER, Counselor to the Director ANDRZEJ S. WALICKI, Professor Emeritus of of the Joan B. Kroc Institute for International Peace History Studies and Professor Emeritus of Economics A. PETER WALSHE, Director of the African E. BRUCE WILLIAMS, Professor of Mathematics Studies Program, Professor of Political Science, and RICHARD A. WILLIAMS, Associate Professor of Fellow in the Joan B. Kroc Institute for International Sociology Peace Studies REV. OLIVER F. WILLIAMS, C.S.C., Academic REV. JOSEPH WALTER, C.S.C., Chair of Director of the Center for Ethics and Religious Values Preprofessional Studies and Associate Professor of in Business, Associate Professor of Management, and Chemistry and Biochemistry Fellow in the Joan B. Kroc Institute for International JAMES H. WALTON, Professor of English Peace Studies JADWIGA WARCHOL, Research Professor of Physics IVY GLENN WILSON, Instructor of English TED A. WARFIELD, Associate Professor of JAMES R. WILSON, Adjunct Professor of Physics Philosophy ALBERT K. WIMMER, Director of Graduate JENNIFER L. WARLICK, Associate Professor of Studies and Associate Professor of German Language Economics and Literature, Fellow in the Medieval Institute, and STEPHEN H. WATSON, Professor of Philosophy Fellow in the Nanovic Institute for European Studies JOSEPH P. WAWRYKOW, Director of Graduate JENNIFER R. WOERTZ, Assistant Professor of Civil Studies and Associate Professor of Theology Engineering and Geological Sciences MITCHELL R. WAYNE, Associate Dean of the TOMASZ WOJTOWICZ, Visiting Research College of Science and Professor of Physics Associate Professor of Physics FRIDOLIN WEBER, Visiting Professor of Physics CHRISTINA WOLBRECHT, the Packey J. Dee Associate Professor of Political Science J. ROBERT WEGS, Professor of History and Fellow in the Helen Kellogg Institute for International Studies EDUARDO E. WOLF, Professor of Chemical and Biomolecular Engineering ANDREW J. WEIGERT, Professor of Sociology and Fellow in the Joan B. Kroc Institute for International MARTIN H. WOLFSON, Associate Professor of Peace Studies Economics REV. CHARLES WEIHER, C.S.C., Assistant PIT-MANN WONG, Professor of Mathematics Professor Emeritus of Philosophy WARREN J. WONG, Professor Emeritus of PAUL J. WEITHMAN, Chair and Professor of Mathematics Philosophy HEATHER A. WOOD, Assistant Professor of Classics MICHAEL R. WELCH, Associate Professor of FREDERICO J. XAVIER, Professor of Mathematics Sociology DAVID YAMANE, Assistant Professor of Sociology JOHN P. WELLE, Professor of Italian Language and KWANG-TZU YANG, the Viola D. Hank Professor Literature, Concurrent Pro fes sor of Film, Television, Emeritus of Aerospace and Mechanical Engineering and Theatre, and Fellow in the Nanovic Institute for European Studies XIAOSHAN YANG, Assistant Professor of East Asian Languages and Literatures CHRISTOPHER J. WELNA, Acting Director of the Kellogg Institute for International Studies, Director CHENGXU YIN, Assistant Professional Specialist in of Latin American Studies, and Concurrent Assistant East Asian Languages and Literatures Professor of Political Science SUSAN L. YOUENS, Professor of Music JOELLEN J. WELSH, Professor of Biological Sciences SAMIR YOUNÉS, Director of the Rome Studies MICHAEL J. WENGER, Assistant Professor of Center and Associate Professor of Architecture Psychology KE-HAI YUAN, Associate Professor of Psychology 224 Academic Calendar Academic Calendar 225

Academic Calendar 2003-2004

Fall Semester 2003 Spring Semester 2004 Aug. 18- Jan. 5-21 Web enrollment Sept. 3 Web enrollment Jan. 13 Classes begin Aug. 26 Classes begin Jan. 21 Last day for course changes Aug. 26 Mass—formal opening of school year Feb. 1 Deadline for applying to the Graduate School for fall semester 2004 admission and fi nancial aid Sept. 3 Last day for course changes Mar. 6-14 Midsemester break Oct. 18-26 Midsemester break Mar. 15 Classes resume Oct. 27 Classes resume Mar. 17 Registration for summer semester 2004 Oct. 31 Last day for course discontinuance Mar. 19 Last day for course discontinuance Nov. 1 Application deadline for admission to the Graduate School for spring semester 2004 Apr. 6-21 Registration for fall semester 2004 Nov. 12- Apr. 8 Last day for application for admission to candidacy for Dec. 3 Registration for spring semester 2004 the doctor’s or master’s degree in May 2004 Nov. 26 Last day for application for admission Last day for master’s examinations and Ph.D. to candidacy for the doctor’s or master’s dissertation defenses for graduation in May 2004 degree in January 2004 Apr. 16 Last day for presenting completed theses Last day for master’s examinations and and dis ser ta tions in the Graduate School Ph.D. dissertation defenses for graduation offi ce for graduation in May 2004 in January 2004 Apr. 9-12 Easter holiday Nov. 27- Apr. 13 Classes resume Nov. 30 Thanksgiving holiday Dec. 1 Classes resume Apr. 28 Last class day Dec. 5 Last day for presenting completed theses Apr. 29- and dissertations in the Graduate School May 2 Reading days offi ce for graduation in January 2004 May 3-7 Final examinations Dec. 10 Last class day May 10 All grades due in Registrar’s offi ce by 3:45 p.m. Dec. 11-14 Reading days May 14 Graduate School reception for Ph.D. Dec. 15-19 Final examinations and master’s degree candidates and their guests Dec. 22 All grades due in Registrar’s offi ce by 3:45 p.m. Summer Session 2004

Jan. 4 January offi cial graduation date (no ceremony) June 17 Web enrollment begins June 22 Classes begin July 2 Last day for master’s examinations and Ph.D. For more information, visit the Offi ce of the Registrar’s dissertation defenses for graduation in August 2004 web site at http://registrar.nd.edu. July 9 Last day for presenting completed theses and dissertations in the Graduate School offi ce for graduation in August 2004 Aug. 5 Last class day Aug. 6 Final examinations Aug. 11 August offi cial graduation date (no ceremony) 224 Academic Calendar 225

Academic Calendar 2004-2005

Fall Semester 2004 Spring Semester 2005 Aug. 17- Jan. 3-19 Web enrollment Sept. 1 Web enrollment Jan. 11 Classes begin Aug. 24 Classes begin Jan. 19 Last day for course changes Aug. 24 Mass—formal opening of school year Feb. 1 Deadline for applying to the Graduate School for fall semester 2005 admission and fi nancial aid Sept. 1 Last day for course changes Mar. 5-13 Midsemester break Oct. 16-24 Midsemester break Mar. 14 Classes resume Oct. 25 Classes resume Mar. 18 Last day for course discontinuance Oct. 29 Last day for course discontinuance Mar. 25-28 Easter holiday Nov. 1 Application deadline for admission to the Graduate School for spring semester 2005 Mar. 29 Classes resume Nov. 10- Apr. 4-22 Registration for fall semester 2005 Dec. 1 Registration for spring semester 2005 Apr. 8 Last day for application for admission to candidacy for Nov. 24 Last day for application for admission the doctor’s or master’s degree in May 2005 to candidacy for the doctor’s or master’s Last day for master’s examinations and Ph.D. degree in January 2005 dissertation defenses for graduation in May 2005 Last day for master’s examinations and Apr. 15 Last day for presenting completed theses Ph.D. dissertation defenses for graduation and dis ser ta tions in the Graduate School in January 2005 offi ce for graduation in May 2005 Nov. 25- Apr. 27 Last class day Nov. 28 Thanksgiving holiday Apr. 28- Nov. 29 Classes resume May 1 Reading days Dec. 3 Last day for presenting completed theses May 2-6 Final examinations and dissertations in the Graduate School May 9 All grades due in Registrar’s offi ce by 3:45 p.m. offi ce for graduation in January 2005 May 13 Graduate School reception for Ph.D. Dec. 8 Last class day and master’s degree candidates and their guests Dec. 9-12 Reading days May 13-15 Commencement weekend Dec. 13-17 Final examinations

Dec. 20 All grades due in Registrar’s offi ce by 3:45 p.m. Summer Session 2005 Jan. 2 January offi cial graduation date (no ceremony) June 16 Web enrollment begins June 21 Classes begin July 1 Last day for master’s examinations and Ph.D. For more information, visit the Offi ce of the Registrar’s dissertation defenses for graduation in August 2005 web site at http://registrar.nd.edu. July 8 Last day for presenting completed theses and dissertations in the Graduate School offi ce for graduation in August 2005 Aug. 4 Last class day Aug. 5 Final examinations Aug. 10 August offi cial graduation date (no ceremony) 226 Campus Map 227 226 Campus Map 227 6 5 4 99 71 17 68 53 79 75 29 31 54 30 26 17 45 73 48 69 16 43 78 46 25 44 98 22 50 105 299 307 209 401 304 520 452 450 308 512 ...... Radiation Research Building Radiation Research Cafeteria Reckers/Public Life Annex Reyniers Life Building Reyniers of ArtRiley Hall and Design Memorial Rockne Center Aquatic Rolfs Center Recreation Sports Rolfs Heart of the) Sacred (Basilica Center Parish Heart Sacred ce Offi Security Common Sesquicentennial Memorial Mestrovic Shaheen Hall Siegfried of Art Museum Snite (Columba Hall) Joseph of St. Solitude Hall Sorin Hall Dining South Hall Edward’s St. Laundry Michael’s St. Stadium Hall Stanford Center Stepan Chemistry Hall Stepan Center Student Courts Tennis Club University Services Health University Village University Center Visitors’ (Eck) Hall Walsh Club House Golf Warren Course Golf Warren Hall Washington Tower Water Hall Welsh Commons Wilson WNDU Stations Hall Zahm Province Archives Center Archives Province 8 7 79 49 85 65 43 96 37 80 72 12 96 36 82 81 32 28 21 10 52 60 97 13 56 64 76 24 63 35 212 510 303 401 309 205 402 513 152 309 106 511 403 211 ...... Education) Center) Clinic) Joyce Center (Joyce Athletic and Convocation and Convocation Athletic Center (Joyce Joyce Hall Keenan Hall Keough Knights of Columbus Council Hall Knott Hall Krause Stadium Center Student LaFortune Laundry Michael’s) (St. Laundry Center Pick-up Lewis Hall Library (Hesburgh) Center Loftus Sports Hall Lyons Center Distribution Mail Building Main Gate Main Hall Malloy Services Center Support Mason Hall McGlinn (Center for Continuing Hall McKenna College of Business Mendoza Field Meyo Seminary Moreau Services Center for Academic Morse Inn Morris Hall Morrissey Science Hall Nieuwland Hall Dining North Union Credit Dame Notre Residences Graduate O’Hara-Grace College Old Hall O’Neill Hall O’Shaughnessy Hall Pangborn Therapy and Research (Marital House Paris Center (ROTC) Pasquerilla East Hall Pasquerilla West Hall Pasquerilla ce Offi Post Plant Power Presbytery Law School Log Chapel Ivy Softball Field Softball Ivy 3 9 67 59 62 28 39 89 84 84 90 61 86 88 72 66 47 15 43 41 74 77 53 100 206 204 520 521 208 110 310 301 407 302 450 300 309 521 156 ..... FG35 ...... 520/521 302, 450 ...... FG01-FG33 ...... Building Studies Sciences Fisher Hall Fisher Fischer Graduate Residences Graduate Fischer East Gate Stadium Baseball Eck Center Eck Bookstore Dame Notre Hammes Pavilion Tennis Eck House Edison Building Facilities Center Facilities/Maintenance Hall Farley and Shrine House Retreat Fatima Mall Fieldhouse Station Fire of Studies Year First Community Center Graduate Fischer of Engineering Hall Fitzpatrick Hall Flanner Facility Services Support Food Life Science Center Freimann Life Sciences Center Galvin Courses Golf Course Golf Memorial Burke Course Golf Warren Hall Grace Lady of Lourdes of Our Grotto Complex Fitness Haggar Hall Haggar Bookstore Dame Notre Hammes Center for Environmental Family Hank Center Hayes-Healy Center for International Hesburgh Library Hesburgh Center Research Aerospace Hessert House Cross Holy Hall Howard Huddle Hall Hurley Center (OIT) Technology Information Initiatives for Educational Institute Design) and Art of Hall (Riley Gallery Isis Notre Dame Alumni Association/ Dame Notre Center Visitors’ Dame Notre Eck

Early Childhood Development Center Early Childhood Development 5 1 36 91 23 14 54 79 18 29 92 14 58 94 43 60 17 51 81 70 28 28 30 27 42 40 83 20 520 213 410 210 521 302 303 301 304 106 158 150 ...... (Joyce Center) (Joyce Huddle) Arts Performing Alumni-Senior Club Alumni-Senior Field Alumni Soccer Alumni Hall Architecture Art Gallery Center and Convocation Athletic Press Maria Ave Hall Badin Building Band Heart of the Sacred Basilica Boat House (Architecture) Bond Hall Bookstore Dame) Notre (Hammes Hall Breen-Phillips Hall Brownson Course Golf Memorial Burke Center/ Student Cafeteria (LaFortune Hall) Dining Cafeteria (North Hall/Reckers) Dining Cafeteria (South Building Campus Security Hall Carroll Cartier Field Hall Cavanaugh Center for Continuing Education Hall) (McKenna Concerns Center for Social Fountain Memorial Clarke Coleman Center for Campus Ministry Centers Coleman-Morse Columba Hall Hall Corby Center Tennis Courtney Union Credit Dame) (Notre of Music Hall Crowley of Engineering Hall Cushing Center for the DeBartolo Hall DeBartolo Hall Faculty Decio Hall Dillon ALPHABETICAL LISTING OF ALPHABETICAL CAMPUS BUILDINGS Building) (Main Admissions Alumni Association GRE Subject Test Requirements

228 GRE Subject Test Requirements 229

GRE Subject Test Requirements The following is a list of the graduate programs at the University and the graduate degrees conferred. Please note that the Uni ver si ty requires all ap pli cants to take the GRE. Many programs also require the GRE Subject Test.

Degrees Subject Test Subject Test Subject Test Not Re quired Program Offered Required Not Required But Strongly Recommmended Aerospace and Mechanical Engineering M.E.M.E., M.S.Aero.E., M.S.M.E., Ph.D. n Architecture M.Arch. n Art, Art History, and Design M.A., M.F.A. n Biochemistry Ph.D. n Biological Sciences M.S., Ph.D. n Chemical and Biomolecular Engineering M.S.Ch.E., Ph.D. n Chemistry Ph.D. n Civil Engineering and Geological Sciences† M.S., M.S.BioE., M.S.C.E., M.S.Env.E., Ph.D.n Computer Science and Engineering M.S.C.S.E., Ph.D. n Creative Writing M.F.A. n Early Christian Studies M.A. n Economics††† M.A., Ph.D. n Education (ACE participants only) M.Ed. n Electrical Engineering M.S.E.E., Ph.D. n English M.A., Ph.D. n German Language and Literature M.A. n History Ph.D. n History and Philosophy of Science Ph.D. n Literature Ph.D. n Mathematics M.S.A.M., Ph.D. n Medieval Studies M.M.S., Ph.D. n Music M.A., M.M. n Peace Studies† † M.A. n Philosophy Ph.D. n Physics Ph.D. n Political Science Ph.D. n Psychology Ph.D. n Romance Languages and Literatures M.A. n Sociology M.A., Ph.D. n Theology M.A., M.T.S., M.Div., Ph.D. n

† Includes Bioengineering and Environmental Engineering

† † Separate application required. Contact the Graduate Admissions Offi ce, University of Notre Dame, 502 Main Bldg., Notre Dame, IN 46556– 5602 requesting the peace studies application. E-mail contact is [email protected] or for specifi c questions, [email protected].

† † † Admissions to the graduate program have been suspended for academic year 2003-2004.

Where to write for GRE and TOEFL information:

GRE•ETS TOEFL GRE and TOEFL application booklets generally are avail able at U.S. P.O. Box 6000 P.O. Box 6151 colleges and universities and at U.S. consulates and U.S. Information Princeton, NJ 08541-6000 Princeton, NJ 08541-6151 Services offi ces abroad. Check with these sources before writing to U.S.A. U.S.A. Princeton.

Web: http://www.gre.org Web: http://www.toefl .org 228 Correspondence Correspondence 229

Correspondence

The University’s address is Security: Security Offi ce 8873 East Asian Languages and 7182 Physics [email protected] University of Notre Dame, (631-5555) [email protected] Literatures [email protected] Notre Dame IN 46556. 6650 Psychology [email protected]@nd.edu Student Accounts: 100 Main Building 7698 Economics [email protected] The area code for all telephone calls is (631-7113) [email protected] 6163 Radiation Laboratory 574. The University’s main number 5482 Electrical Engineering [email protected] is 631-5000. The Graduate School’s Student Activities: 315 LaFortune [email protected] fax number is 631-4183 and e-mail is Student Center (631-9314) 6886 Romance Languages and [email protected]. [email protected] 6618 English [email protected] Literatures [email protected]

Admissions (Graduate): 502 Main Student Affairs: 316 Main Building 5572 German and Russian Languages 5293 Social Concerns, Center for Building (631-7706) [email protected] (631-5550) and Literatures [email protected] [email protected]

Graduate Studies and Research, Offi ce Summer Session: 510 Main Building 9017 Government and International 7458 Social Research, Laboratory for of: Vice President for Graduate Studies (631–7282) [email protected] Studies [email protected] [email protected] and Research and Dean of the Graduate School, 416 Main Building (631-6291) Departments 7266 History [email protected]@nd.edu 6585 Sociology [email protected]@nd.edu [email protected] The following represent the telephone numbers (Prefi x: 631) and e-mail 5015 History and Philosophy of 5574 South Bend Center for Medical Campus Ministry: 103 Hesburgh addresses of the departments, centers, Science [email protected] Education [email protected] Library (631-7800) [email protected] and institutes affi liated with the Graduate School. 8294 Institute for Educational 4254 Theology—M.A. and M.T.S. Career Development: 248 Flanner Initiatives [email protected] Program [email protected] Hall (631-5200) 4379 Aerospace and Mechanical [email protected] Engineering [email protected] 6580 Kellogg Institute for Interna- 5682 Theology—M.Div. Program tional Studies [email protected] [email protected] Center for Social Concerns: 8630 Applied Mathematics, Center for Social Concerns (631-5293) Center for [email protected] 3555 Keough Institute for Irish 5732 Theology—Ph.D. Program [email protected] Studies i [email protected] [email protected] 3096 Architecture [email protected] Counseling Center: University Health 6970 Kroc Institute for International WWW ND Home Page Center (631-7336) 7602 Art, Art History, and Design Peace Studies [email protected] You can fi nd complete information [email protected] about all of Notre Dame’s graduate pro- Financial Aid: 115 Main Building 5825 Maritain Center, Jacques grams online. The URL for the Gradu- (631-6436) fi [email protected] 6552 Biological Sciences [email protected] ate School’s site on the World Wide [email protected] Web is http://www.nd.edu/~gradsch. Graduate School Offi ce: 502 Main 7245 Mathematics [email protected] Building (631-6291) [email protected] 7366 Center for Tropical Dis- To request an application, submit the ease Research and Training 6603 Medieval Institute online inquiry form or send an Graduate Student Union: [email protected] [email protected] e-mail message to [email protected]. LaFortune Student Center (631-6963) www.science.nd.edu/biology/ [email protected] programs/parasitology.html 6093 Molecular Biosciences Program For More Information [email protected] For further admissions information, Health Services: University Health 5580 Chemical Engineering contact: Center (631-7497 or 7567) [email protected] 6211 Music [email protected] University of Notre Dame 5600 Offi ce of Information Housing: Student Residences, 7058 Chemistry and Biochemistry Offi ce of Graduate Admissions Technologies [email protected] 305 Main Building chemistry.webmaster@www. 502 Main Building www.nd.edu/~ndoit on-campus housing (631-5878) chem.nd.edu Notre Dame IN 46556-5602 off-campus housing (631-5583) 631-7706 University Village (631-9145) 5510 Church Life, Institute for 6841 Offi ce of Multicultural Stu- [email protected] [email protected] dent Programs and Services [email protected] Business and Law Information concerning business and Insurance: Accounts and Insurance, 5381 Civil Engineering and law degrees is obtained by writing or 109 University Health Center Geological Sciences 7157 Offi ce for Students with calling: (631-6114) [email protected] Disabilities [email protected] Mendoza College of Business International Student Services and 8802 Computer Science and 5435 Pastoral Liturgy, Notre Dame Graduate Division, Activities (ISSA): 204 LaFortune Engineering [email protected]@nd.edu Center for [email protected] 631-8488 Student Center (631–3825) [email protected] 5441 Cushwa Center for the 0481 Ph.D. Program in Literature Notre Dame Law School Study of American Catholics [email protected] Offi ce of Admissions, Library: Director, 221 Hesburgh [email protected] 631-6627 Library (631-5252) 4278 Philosophy [email protected] 7090 Early Christian Studies Registrar: 105 Main Building [email protected] 7339 Philosophy of Religion, Center (631-7043) [email protected] for [email protected]@nd.edu