2005/2007 Catalog

Wheaton College | Norton, Massachusetts www.wheatoncollege.edu/Catalog2005/2007 catalog  College Calendar

Fall Semester 2005 Fall Semester 2006 New Student Orientation Aug. 27–30 New Student Orientation Aug. 26–Aug. 29 Upperclasses Return August 29 Classes Begin August 30 Classes Begin August 31 Labor Day (no classes) September 4 Labor Day September 5 October Break October 9–10 October Break October 10–11 Mid-Semester October 18 Mid-Semester October 19 Course Selection Nov. 6–10 Course Selection Nov. 7–11 Thanksgiving Recess Nov. 22–26 Thanksgiving Recess Nov. 23–27 Classes End December 8 Classes End December 9 Review Period Dec. 9–10 Review Period Dec. 10–11 Examination Period Dec. 11–16 Examination Period Dec. 12–17 Residence Halls Close Residence Halls Close (9 p.m.) December 16 (9 p.m.) December 17 Winter Break and Winter Break and Internship Period Dec. 16–Jan. 23, 2007 Internship Period Dec. 17–Jan. 24, 2006 Spring Semester 2007 Spring Semester 2006 Residence Halls Open Residence Halls Open (9 a.m.) January 23 (9 a.m.) January 24 Classes Begin January 24 Classes Begin January 25 Mid–Semester March 9 Mid–Semester March 8 Spring Break March 12–16 Spring Break March 13–17 Course Selection April 9–13 Course Selection April 10–14 Classes End May 4 Classes End May 5 Review Period May 5–6 Review Period May 6–7 Examination Period May 7–12 Examination Period May 8–13 Commencement May 19 Commencement May 20 Fall Semester Deadlines 2006 Fall Semester Deadlines 2005 Course registration Course registration concludes September 8 concludes September 9 Last day to declare Last day to declare pass/fail registration September 22 pass/fail registration September 23 Mid-semester grades due Mid-semester grades due (Registrar’s Office) October 18 (Registrar’s Office) October 19 Last day to drop course Last day to drop course without record October 27 without record October 28 Registration deadline for spring courses Registration deadline (Registrar’s Office) November 10 for spring courses (Registrar’s Office) November 11 Spring Semester Deadlines 2007 Course registration concludes Spring Semester Deadlines 2006 (Registrar’s Office) February 1 Course registration concludes Last day to declare (Registrar’s Office) February 2 pass/fail registration February 16 Last day to declare Mid-semester grades pass/fail registration February 17 due (Registrar’s Office) March 9 Mid-semester grades Last day to drop a due (Registrar’s Office) March 8 course without record March 23 Last day to drop a Registration deadline course without record March 24 for fall courses, 2007 Registration deadline for (Registrar’s Office) April 13 fall courses, 2006 (Registrar’s Office) April 14 A current college calendar is available online at: www.wheatoncollege.edu/Catalog  Contents

Learning for Life 5

Wheaton College Mission Statement 6

A Tradition of Innovation 7

The Wheaton Curriculum 13

Academic Resources 21

Academic Standards 29

The Wheaton Community 35

Admission 43

Financial Aid 49

Costs 55

Courses of Instruction 59

Selected Endowed and Other Named Funds 205

Trustees, Faculty, Officers, and Staff 223

Alumnae/i Association 235

Index 237

Contact Information 240   Learning for Life

Wheaton College provides an excellent liberal The emphasis on forging connections arts education in a residential, coeducational in learning goes beyond the classroom to community, enabling students to develop include internships, research fellowships the knowledge and skills to define and reach and field experiences. With the support of their academic, professional and personal the Filene Center for Work and Learning, goals. students undertake outside-the-classroom As members of a vigorous educational learning experiences such as an internship, community, Wheaton’s students are commit- volunteer activity, work-study job or campus ted to the highest standards of scholarship leadership position. This initiative is unique in in all areas of the arts, humanities, sciences higher education and builds on more than a and social sciences. And as intellectual activ- decade of pioneering efforts to link work and ists, they are encouraged to pursue learning learning. in and beyond the classroom. Whether it be Being a responsible citizen of a world at our Boston-area campus or in another made smaller by technology and scarce part of the world, students seek links among resources means learning to appreciate dif- their academic explorations and the real- ferences among people of other countries, world settings of workplace and community. within the U.S., and even on the college Wheaton’s high-quality education begins campus. To increase students’ awareness in the classroom, where collaborations with of perspectives beyond their own, Wheaton professors challenge and transform students has made the study of cultural diversity and into lifelong learners, equipped with the skills the non-Western world an integral part of to participate in shaping the multicultural its curriculum, through courses and experi- world of which they are a part. Wheaton ential learning opportunities in the U.S. and teaches women and men to live and work as abroad. With leadership from the Center equal partners by linking learning, work and for Global Education, the college’s study service in a community that values equally abroad offerings now include more than 33 the contributions of men and women. programs in 20 countries. Students also The college, in turn, takes students seri- participate in internship programs in London, ously as important contributors to its intel- Paris, Moscow, Haifa and Sydney, and in lectual life. The Wheaton Foundation fosters summer fellowships at a language camp in student scholarship through grants for inde- Istanbul, Turkey. Likewise, special opportuni- pendent research. Other funds support col- ties exist for faculty to expand their overseas laborative faculty-student research projects experience; many have gained new insights and field-based learning experiences, which through work and study in countries such may lead to academic credit. Wheaton stu- as Egypt, Israel, Korea, Thailand and the dents may enroll in university courses thanks Seychelles. This commitment to multicul- to a cross-registration program with Brown turalism is also reflected on campus, as the University and other regional institutions. Wheaton community respects and values the The Wheaton Curriculum encourages stu- diversity of each of its members. dents to explore their interests fully through Inside the classroom, Wheaton professors connected courses that examine related work to create a learning environment that topics from multiple perspectives. This in- promotes discussion and collaboration—an novative educational program combines the environment that empowers and enriches breadth of the liberal arts with the opportu- every student. This approach is reflected in nity to develop a fully dimensional view of the the composition of Wheaton’s faculty, whose world. equal numbers of men and women make

  Learning for Life

this college unique among coeducational Learning for life, serving a diverse com- schools. Many of these professors were munity, aspiring to academic excellence pioneers in creating the college’s gender-bal- and personal fulfillment: Wheaton values anced curriculum, in which courses include these commitments as it prepares the next the scholarship and achievements of both generation to contribute to a complex and sexes. Wheaton classrooms themselves have rapidly changing world. While characteristic of become important settings in which to explore the contemporary Wheaton, these traits are how the learning styles, expectations and rooted in the college’s founding, in 1834, as aspirations of men and women may differ. A one of the earliest models of higher educa- student-faculty ratio of 11:1 and discussion tion for women. It is this blend of tradition and classes numbering from 8 to 18 students fur- innovation that has distinguished Wheaton for ther encourage intellectual discourse among more than 165 years, and continues to guide professors and students. the college in its mission.

Wheaton College Mission Statement The Mission of Wheaton College is to provide an excellent liberal arts education in a small, residential, coeducational learning community, enabling students to understand and participate in shaping the multicultural, interdependent world of which they are a part. Collaborations with faculty and staff challenge and transform students into lifelong learners with skills to become problem solvers committed to justice and the global community. Wheaton teaches men and women to live and work as equal partners by linking learning, work, and service in a community that values equally the contributions of men and women.  A Tradition of Innovation

Institutions, like people, are shaped by the Educators of vision experiences, people and events that fill their Lucy Larcom, who taught writing, literature past. The forces that sparked the founding and history from 1854 to 1862, may be of Wheaton College began more than 165 the best known of Wheaton’s 19th-cen- years ago, with a father’s wish to memorial- tury faculty. She certainly characterized ize his recently deceased and much-loved the innovative teacher-scholars who would daughter. Rather than erect a marble statue follow her as Wheaton faculty members. or another static structure, Judge Laban The founder of the student literary magazine Wheaton, at the urging of his daughter-in- Rushlight (which still exists), Miss Larcom law, Eliza Baylies Chapin Wheaton, decided also was the catalyst behind the creation of to create a living monument. The Wheaton “Psyche,” an intellectual discussion group. In Female Seminary opened its doors on April the classroom, she defied accepted methods 22, 1835, with 3 teachers and 50 pupils. of teaching history and English literature, From its founding, Wheaton Seminary eschewing recitation and memorization in was a pioneering institution, offering young favor of discussing ideas. A close friend of women the means to pursue serious study poet John Greenleaf Whittier, Miss Larcom at a time when women’s educational op- compiled several anthologies published tions were few. In planning their school, the under his name, from which she received Wheaton family turned to one of the recog- steady royalty income. nized leaders of the day in female education: Seminary teacher Mary Cragin, mean- Mary Lyon. Miss Lyon created the seminary’s while, made significant contributions in first curriculum with the goal that it be mathematics. Nicknamed “Miss Why?” by equal in the “English branches”—science, students, Mary Cragin pioneered the teach- philosophy, mathematics, rhetoric, history, ing of geometry without textbooks, encour- composition, logic and religious studies—to aging her pupils to think through and solve the curricula of men’s schools. mathematical problems on their own. This Among those whose ideas and influence teaching method earned Miss Cragin national shaped the early Wheaton was Caroline acclaim after she left Wheaton to teach at Cutler Metcalf. Strong-willed, conscientious the St. Louis, Missouri, Normal School. Five and creative, Mrs. Metcalf served as semi- years after her death, the National Teachers nary principal from 1851 to 1876. Finding Monthly praised Mary Cragin as “a woman and retaining outstanding teachers was who came as near the ideal of true teacher, high on her list of priorities. Caroline Metcalf everything considered, as any that we have sought educators willing to put aside tradi- known.” tion and custom to employ the most effective A third outstanding educator during teaching methods possible. Graduates paid Wheaton’s early history was Clara Pike, who tribute to Mrs. Metcalf’s many contributions taught science from 1869 to 1901. At her to their lives and to the institution by creating urging Wheaton built science facilities and the Wheaton Alumnae Association in 1870, acquired equipment unusually sophisticated in honor of Caroline Metcalf’s 20th year as for a female seminary. Miss Pike regularly seminary principal; the group also elected attended classes at the Women’s Laboratory Mrs. Metcalf as its first president. One of the of Massachusetts Institute of Technology, oldest such organizations in the country, the and invited MIT professors to lecture at Wheaton Alumnae/i Association today num- Wheaton. In planning the seminary’s science bers more than 14,000 members worldwide. courses, Miss Pike consulted extensively

  A Tradition of Innovation

with Ellen Swallow Richards, the founder of The year 1935 brought Wheaton’s centen- the Women’s Laboratory at MIT. nial anniversary, which the college commemo- From seminary to college rated with a two-day celebration that included commencement, alumnae reunions, historical Eliza Baylies Chapin Wheaton played an exhibits, and the performance of a pageant ongoing part in the life of the seminary. In written by English department members Ellen the mid-1890s she was among the first to Ballou and Louise Barr MacKenzie. Student recognize that the age of the seminary was enrollment and the size of the faculty in- ending. Four-year colleges were becoming creased steadily during Dr. Park’s presidency, the rule rather than the exception, for women and new buildings continued to appear on the as well as men. (Indeed, seminary enrollment campus horizon. Wheaton’s growth and vital- in 1897 was a mere 25 students.) Convinced ity during these years is particularly notewor- that Wheaton should seek collegiate status, thy in the context of two major world events: Mrs. Wheaton called upon trustees to ap- the Great Depression and World War II. point the Reverend Samuel Valentine Cole as the seminary’s first president. Within six Growth and transformation months of assuming the position, Rev. Cole A. Howard Meneely began his 17-year announced his intention to seek a college tenure as Wheaton president when Dr. Park charter “at some future time if circumstances retired in 1944. By the mid-1950s pursuing shall seem to warrant.” a college education had become an increas- So began a massive revitalization project ingly desirable goal for growing numbers of that resulted in an expanded and strength- students nationwide. Noting Wheaton’s own ened curriculum and several new buildings. steady enrollment growth since World War II, The effect of these improvements was dra- President Meneely voiced his concern that matic: By 1899-1900, Wheaton’s enrollment unless college facilities and the number of had more than tripled. In November 1911, faculty increased across the country, a crisis trustees announced their decision to apply for in education could result. At the same time, a college charter, which was granted by the Dr. Meneely believed that Wheaton should Massachusetts Legislature in February 1912. remain a “small” college, continuing to provide The first half of the 20th century brought students with individualized attention and a further expansion. In planning the physi- homelike atmosphere. cal development of Wheaton’s campus, While agreeing with President Meneely in President Cole consulted with well-known principle, trustees acknowledged the chang- Boston architect Ralph Adams Cram as early ing definition of a small college and voted, in as 1897. Cram’s pencil sketch of a “Court of 1955, to increase Wheaton’s enrollment by Honor”—a rectangular, open space sur- 250 students. This initiative, combined with rounded by groups of buildings—became a another vote taken six years later, doubled blueprint for campus development; a college enrollment to 1,200 students. In turn, such chapel, three dormitories, a library and an growth allowed Wheaton to expand and observatory were constructed between 1900 improve its curriculum, faculty and building and 1925. Ralph Adams Cram would later program. become supervising architect at Princeton, On the academic front, Wheaton estab- Rice, MIT and the U.S. Military Academy at lished in 1959 a major lecture series through West Point. the generosity of Henry Witte Otis. (Two of Mr. Following Samuel V. Cole’s death in 1925, Otis’s daughters graduated from Wheaton.) the Reverend John Edgar Park became Wheaton Professor of Religion J. Arthur Martin Wheaton’s second president. He began his developed the idea for the Otis Lecture Series tenure by modernizing the curriculum. Among to give students, as he put it, “an opportunity his accomplishments: introducing depart- to hear and to come to know distinguished mental honors and senior seminars, institut- theologians and philosophers, and to profit ing a system of academic majors and minors, from the inspiration and guidance of a person and establishing a Wheaton chapter of Phi of such intellectual stature as is usually found Beta Kappa. in our leading universities.” Today, the purpose A Tradition of Innovation  of the Otis Fund has broadened to support a support for student researchers to study colloquium in social justice—a forum through high-frequency sound. Professor Jennings which the Wheaton community may address and Suzanne Townsend Purrington, Class key contemporary social issues. The first of 1960, described this research in an Otis Social Justice Award was presented article published in the Journal of Physical in 1990 to former U.S. Surgeon General C. Chemistry in 1961. Wheaton’s tradition of Everett Koop. Two years later the award faculty-student collaboration in the sciences went to Jonathan Kozol, author and critical continues as exemplified by Professor of observer of American public education. The Astronomy Tim Barker and his students. annual Miriam Lee Tropp Memorial Lecture, With support from the National Science meanwhile, has featured CBS 60 Minutes Foundation, the Wheaton researchers are correspondent Lesley Stahl ’63, economist seeking to uncover supernovae in other Elizabeth Janeway and Chinese political galaxies. In June 1994 the team logged its observer William Hinton, among others; first discovery: a dying star some 65 million the Wright-Shippee Memorial Lecture has lightyears away. brought to campus well-known artists and Another of Wheaton’s most distinguished art historians. faculty members was Rhodes Scholar Ernest During his last year as Wheaton president, John Knapton, professor of history from Dr. Meneely suffered from cancer, and the 1931 to 1968. An authority on the French administration of the college fell increasingly Revolution in general and the Napoleonic era to Dean of the College Elizabeth S. May. Dr. in particular, Professor Knapton wrote more May was named acting president upon Dr. than 50 scholarly articles and book reviews Meneely’s death, and served in that capacity as well as 10 books. Among the latter was from 1961 to 1962 during the search for a Empress Josephine, the definitive biogra- new leader. phy of Napoleon’s wife. In May 1969 Jack Trustees found President Meneely’s Knapton was the only American invited to the successor in Dr. William C. H. Prentice, Third International Congress of Napoleonic a psychology professor and administra- Studies, held at Portoferraio, Elba, to com- tor from Swarthmore College who was to memorate the bicentennial of Napoleon’s hold the Wheaton presidency from 1962 birth. At the conference he presented a to 1975. In completing the building pro- paper titled “American Historical Writing gram necessary to accommodate growing on Napoleon in the Twentieth Century,” for enrollment, President Prentice oversaw the which Wheaton history major Susan Aivano creation of Wheaton’s Watson Fine Arts Hall ’70 did much of the bibliographic work. building, Meadows residence hall and Clark Wheaton recognized Professor Knapton’s Recreation Center. Additionally, in 1966, achievements by awarding him an honorary the college constructed the Elisabeth Amen degree and naming the social sciences build- Nursery School to replace the school built ing in his honor in 1972. in 1931, one of the first laboratory nursery Building on tradition schools in the country. The 1970s also saw the inauguration of Faculty-student collaboration Wheaton’s first woman president: Alice F. Wheaton built on its long-standing commit- Emerson, former dean of students at the ment to student and faculty research in the University of Pennsylvania. During her 16- sciences with the opening of a new science year tenure, President Emerson continued facility in 1968. Since the late 1950s, stu- the tradition of campus improvement and dents had been conducting original research curricular innovation. Physical changes in ultrasonics under the direction of Professor included a major addition to the library; a of Chemistry Bojan Hamlin Jennings. Grants complete renovation of Wheaton’s oldest from the National Science Foundation, building, Mary Lyon Hall; and the creation of the American Chemical Society, and other the Balfour-Hood Student Center. The latter prestigious groups funded the purchase of two initiatives were part of a major fund-rais- scientific equipment and provided financial ing campaign that the college conducted 10 A Tradition of Innovation

from 1983 to 1986. Alumnae, parents, the strengths of the past.” The new leader friends, corporations and foundations con- also was charged with engaging the whole tributed more than $26 million for student of the Wheaton family—students and their scholarships, faculty development, library parents, alumnae/i, faculty, staff members acquisitions and other priorities. Such sup- and friends—in articulating and pursuing the port was characteristic of the renewed sense mission of the college. of purpose and pride with which Wheaton Toward that end, a strategic planning effort celebrated its 150th anniversary in 1984 to began in the fall of 1992 to identify and priori- 1985. Some additions to campus facilities tize goals for the coming decade. The effort since the mid-1980s include the $10 million involved the entire college community, includ- Haas Athletic Center, which opened in 1991 ing alumnae/i and friends, and resulted in the and supports Wheaton’s growing array of adoption of a plan, Excellence and Equilibrium: intercollegiate, intramural and recreational Wheaton in the 21st Century, for ensuring the sports programs; Gebbie Hall, a residence institution’s strength for the future. for about 50 students funded by a $1.2 Central to the plan was the Campaign for million grant from the Gebbie Foundation of Wheaton, successfully concluded in June Jamestown, N.Y.; and a new book store, 2000 with $90 million in support for the housed in a restored historic building and college. The final total, which far exceeded expanded to serve the local community as the original $65 million goal, included a $10 well as the college. million gift from Trustee Adrienne Bevis Mars In January of 1987 Wheaton trustees ’58 and her husband, John, the largest gift recommended, in principle, that the 152- to Wheaton in its history. The effort created year-old women’s college open its doors to a wealth of new resources in diverse areas, young men. After several months of discus- including more than 70 new student scholar- sion among alumnae, parents and friends, ship funds, 12 new endowed faculty chairs, the board approved the move in May of new programs such as the Davis International that year. Wheaton’s first coeducational Fellows program and the Jane E. Ruby class—412 young men and women—arrived Lecture Series, and a host of new facilities. on campus in September 1988. The campaign was capped by the largest On July 1, 1992, Dale Rogers Marshall building project in Wheaton history, the con- became Wheaton’s sixth president. The for- struction of Mars Arts and Humanities and the mer Wellesley College academic dean suc- expansion of Watson Fine Arts. ceeded President Emerson, who left office Following the Campaign, the college’s fac- in November of 1991; Hannah Goldberg, ulty conducted a comprehensive review of the college provost and academic vice presi- curriculum, which resulted in the adoption of dent since 1983, served as acting president an innovative new educational program. The during the interim. Dr. Marshall, a political Wheaton Curriculum reaffirms the college’s scientist who specializes in urban politics, commitment to the traditional breadth and holds degrees from Cornell University, the depth of the liberal arts and sciences while University of California at Berkeley and encouraging students to explore connec- U.C.L.A. tions among their academic, co-curricular In addition to the appointment of a new and work experiences, and to think, learn, president, 1992 brought two other mile- analyze, evaluate, understand and express stones: the graduation of Wheaton’s first themselves within and about all aspects of coeducational class and the enrollment of their lives. the largest freshman class in the college’s On July 15, 2004, Ronald A. Crutcher history. The latter propelled total enrollment became Wheaton’s seventh president. The to an all-time high. former provost of Miami University in Oxford, At Dale Marshall’s inauguration ceremony Ohio, who was inaugurated on April 16, 2005, on October 3, 1992, trustees urged her to has pledged to bring the college greater “heed the proud history of Wheaton College, recognition as a “preeminent liberal arts col- recognizing the promise of the future in lege.” Toward that end, President Crutcher A Tradition of Innovation 11 has begun a strategic planning process to The young women and men now on envision how the college can build upon its campus share with past generations the historical strengths. rich academic tradition of the liberal arts In addition to celebrating the beginning of and sciences. At the same time, today’s President Crutcher’s administration, Wheaton students benefit from a host of cur- also enjoyed an outstanding year of student ricular initiatives begun during the past achievement. The college produced 20 two decades—new programs that help national scholarship winners in 2005, includ- undergraduates explore ideas and concepts ing its second Rhodes Scholar in five years. across academic disciplines, link academic Since 2000, more than 40 Wheaton students study with learning outside the classroom, have won national scholarship awards, appreciate diversity in all its forms and see including the Truman, Fulbright, Madison, themselves as active members of a global Watson, British Marshall, Goldwater and community. Rotary International scholarships. Wheaton is Despite the diversity of the courses and one of only a handful of liberal arts colleges programs that constitute the Wheaton cur- in the country to have produced two Rhodes riculum, all draw on the college’s historic in recent years. The college also was named commitment to the liberal arts and sciences. a Truman Foundation Honor School for its And all help us meet the challenge confront- focus on Truman Scholar candidates and ing every institution of higher learning: to students interested in pursuing careers in prepare young people for lives of conse- public service. quence in the 21st century and beyond. 12 13 The Liberal Arts at Wheaton

A liberal arts curriculum prepares students to (Students who matriculated prior to Fall make knowledgeable choices, to solve prob- 2003 should consult the General Education lems and to lead enriched lives. Wheaton’s requirements, which are available from the unique Connections curriculum invites Registrar’s Office, Academic Advising and students to see how different disciplines online at www.wheatoncollege.edu/catalog.) approach similar issues, and therefore to The Breadth Requirement look at problems from multiple perspectives. Wheaton’s liberal arts curriculum is designed Students at Wheaton are also encouraged to to expand students’ knowledge and give see the connections among their academic, them the skills to make informed choices and co-curricular and work experiences, and to wise judgments throughout life. Foundations think, learn, analyze, evaluate, understand courses enable students to improve their and express themselves within and about all writing and thinking skills and expand their aspects of their lives. view of the world. Connections broaden their These goals are accomplished through areas of knowledge and help them look at both the structure of the curriculum and the problems and issues from multiple perspec- intellectual process that takes place inside tives. and outside the classroom. A first-year semi- nar and foundational courses in writing, quan- Foundations titative analysis, foreign language and the During their first two years, all students at world beyond the Western tradition are fol- Wheaton take courses that provide a founda- lowed or accompanied by students’ choosing tion for further exploration and for the major. or even creating their course Connections. The schedule of courses identifies courses From this breadth of vision students move that fulfill these requirements by using a letter to an in-depth look at a discipline through code in the last column of the course listing. choosing a major field of interest. The inten- First-Year Seminar. Each section of this course sity of discourse inside the classroom and the focuses on a different topic, but each is active learning promoted by a distinguished designed to illustrate how differently people faculty are matched by out-of-class learning may interpret or understand these topics with one’s peers in a multitude of settings on in the arts, humanities, sciences and social and off campus. sciences. Required of students in their first The Wheaton Curriculum semester, the course is designed to foster active learning and class participation and The Wheaton curriculum consists of four stresses many of the skills needed for suc- parts: cess at Wheaton. • Foundations, to assure sophisticated skills Writing. Unless exempted on the basis in writing and quantitative analysis, and a of Advanced Placement test scores or knowledgeable approach to the broader Wheaton’s English placement procedure, all world. students complete a section of English 101 • Connections, pairs or sets of courses in the first year. The course is taught in small connected across disciplinary boundar- groups on a variety of topics; the instructional ies to provide a broad view of the world of emphasis is on developing writing skills. knowledge. Across all levels of the major, students will • The Major and an optional Minor, to ensure encounter increasing emphasis on writing students an in-depth exploration of their within the discipline. interests. Foreign Language. Each student completes at • Electives, to allow students to expand their least two semesters of study in a single lan- intellectual and creative interests. guage at a level appropriate to the student’s 13 14 The Liberal Arts at Wheaton

proficiency. Advanced language courses linked across any two of six academic areas: may also fulfill the arts and humanities re- creative arts, humanities, history, math and quirement. Wheaton offers language instruc- computer science, natural sciences, and tion in Chinese, French, German, Ancient social sciences. Greek, Italian, Latin, Russian and Spanish. Each linked course is a regular Wheaton Students are encouraged to include lan- course that has been approved as part of a guage courses early in their course of study, Connection. For example, the Connection since this may open other opportunities Darwin, Evolution, Race and Culture within their academic careers, such as study links English 235 (Empire, Race, and the abroad or work in major fields (international Victorians) with Biology 111 (Evolution and relations, art history or philosophy). Students Ecology); African Worlds links Anthropology for whom English is a second language may 225 (African Cultures in Transition) with fulfill this requirement with English 106. English 245 (African Literature) and/or Music Quantative Analysis. Students must complete 124 (World Music: Africa and the Americas) one course that emphasizes quantitative and/or History 143 (Africans on Africa) and/ analysis. Courses with the QA designation or Political Science 203 (African Politics). include courses in math, computer science Genes in Contexts links Computer Science and logic, and some statistical methods 121 (DNA) with Philosophy 111 (Ethics). For courses. Math courses are designed both a complete list, see: http://www.wheatoncol- for students planning to continue in math lege.edu/Catalog/CONX/ or use math in other areas and for students Students are normally expected to take who do not expect to study math in depth. a pair or set of linked courses in the same Some math courses also are linked with or adjoining semesters. Students are also other courses (in art or English literature, for invited to discover their own possible linked example) and count toward the Connections courses, and to approach the faculty and requirement as well. propose a Connection. Beyond the West. Recognizing that most Students are encouraged to think about students will have had substantial exposure possible connections early on, though many to the perspectives of Western societ- will prefer to fulfill this requirement in their ies (Europe and English-speaking North sophomore year. (Note that if the chosen America), Wheaton expects students to Connections do not include courses from all complete at least one course that focuses three of the traditional academic divisions— on an aspect of non-Western societies. arts and humanities, natural sciences, and These courses are offered in several differ- social sciences—students will be expected ent departments, and may also serve other to take at least one course in the missing parts of the curriculum, such as Connections division(s). Faculty advisors help students or even the major. Since the Wheaton cur- plan accordingly.) riculum emphasizes issues of race, gender The Major Concentration and global perspectives throughout the The major may be fulfilled in a variety of curriculum, a Foundations course in history, ways. Most Wheaton students elect a culture or issues that have been traditionally traditional academic major by the end of the excluded from Western inquiry will enhance sophomore year from among more than 36 a student’s entire academic career. available choices. The requirements for each Connections of these established major programs are Wheaton’s unique Connections program outlined under individual departmental head- provides an exciting way to explore different ings in the “Courses of Instruction” section areas of knowledge and different ap- of this catalog. Students should meet with proaches to problems. All Wheaton students major advisors to discuss their plans and must take either two sets of two-course outline their major programs before formally connections (a total of four courses), or one declaring their major to the Registrar’s Office. set of three connected courses. Courses are Wheaton offers a number of interde- partmental majors, such as international The Liberal Arts at Wheaton 15 relations, psychobiology, women’s stud- based entirely on where their interests lead. ies, American civilization, mathematics and Additional courses in astronomy, biology, economics, and religion and philosophy, chemistry, computer science, geology or guidelines for which have been determined physics can empower an alert observer of by the departments concerned and approved the natural world and an informed par- by the faculty. Information about these majors ticipant in important changes happening is available under appropriate headings in the in science and technology. Courses in the sections which follow and, in greater detail, arts—music, theatre, dance, creative writing, from major advisors. literature, studio art and art history—can A student may propose her or his own offer lifelong pleasure in artistic performance independent major, which allows the student and expression. Courses in anthropology, to determine and define the focus of study. classics or history will help put contemporary Such majors are normally designed with the events and modern cultures into perspec- guidance of faculty advisors and combine tive. Courses in economics, psychology, courses from two or more departments. political science, or sociology will provide a These majors require the approval of the pro- foundation for understanding how individuals vost, and must be declared by the end of the and groups function and interact. Additional fifth semester. Interested students should talk courses in philosophy or mathematics will with the dean of academic advising and pick strengthen the ability to analyze problems, up petition forms in the advising center. while advanced foreign language study will The Minor Concentration enrich understanding of others and provide a valuable tool for communicating with them. All departments offering majors also offer Students might even want to pursue one or minor concentrations in the same field. Some more of these self-chosen courses through departments also offer minors in more special- an additional Connection. ized areas. Other minors are offered in areas This is an opportunity to take risks, tak- with no corresponding major, including: ing two of these self-chosen courses for • Africana Studies “Pass” credit (students earn a “Pass” with C • Development Studies work or better). Or students may decide to • Education, including Early Childhood, pursue a minor, a coherent set of courses Elementary and Secondary in either a traditional major area, or in one • Environmental Studies of Wheaton’s of interdisciplinary areas, such • Family Studies as Latin American studies, urban studies, • Latin American Studies or women’s studies. Students may even choose a second major, such as one in a • Legal Studies foreign language that will enhance other • Management studies. • Public Policy Enhanced Courses • Urban Studies Every year a number of introductory-level Minor concentrations consist of at least five courses will offer an additional “enhanced” interrelated courses, at least one of which version designed to give students the oppor- is taken at an advanced level (300 level tunity to work with more advanced materials or above). Students planning minors may or engage in additional independent work. consult with appropriate major advisors about Students will be expected to complete all guidelines and restrictions. Only one course in the work for the regular introductory courses a minor program may also be counted toward alongside other students, but may also meet the student’s major, and no course may be separately for additional class hours and included in more than one minor program. may earn additional credit. These courses Electives are identified in the schedule of courses for The Wheaton Curriculum invites students each semester and, for entering students, to explore a broad range of topics, and in the advising publication sent to new to choose a large proportion of courses students over the summer. Registration for 16 The Liberal Arts at Wheaton

these versions of a course will occur dur- student’s academic program. Students may ing the drop/add period after classes have complete up to four credits of field work begun. Any student is free to select an en- courses (but no more than two credits within hanced course after attending the first class the major). Some field work courses are a meeting and learning more about it. part of a department’s normal offerings, but Experimental Courses other field work opportunities are arranged as independent study courses. From time to time, departments design new Internships. Students completing internships courses that are offered on an experimental through the Filene Center for Work and basis. These courses may be offered only Learning may wish to develop these experi- once or may eventually become part of the ences into a field work or independent study regular curriculum. Numbered 198, 298 or course yielding academic credit. Students 398, many times such courses offer unusual interested in this possibility should speak opportunities to study at the cutting edge of with the director of the Filene Center, the a field of knowledge. dean of academic advising, or appropriate Individualized Study faculty before undertaking the internship to Independent majors. Wheaton students inter- determine the best way to prepare for such ested in creating interdisciplinary or cross- a course. Normally the student can expect disciplinary majors may design their own to complete additional research and reading independent major. Students will develop and a paper or project to be evaluated by a their own rationale for their proposed major in faculty member. Field work may consist of consultation with advisors from two or more work in museums, with government or social departments and will select an appropri- service agencies, or in business or public ate program of courses from two or more service offices, but it must be primarily an areas of study in the established curriculum. educational rather than a career-oriented Proposals must be approved by the faculty experience if it is to become the basis for who will advise the program, by the dean academic credit. for advising and by the provost. There is no Global Study. Over the past decade, the minimum grade point average requirement. number of American students studying Guidelines and proposal forms are available abroad has more than doubled, and here in the advising center. Independent majors at Wheaton international study has become who are approved for honors in that field of an ever more popular feature of the under- concentration will be designated Wheaton graduate experience. Increasingly, Wheaton Scholars. students understand that study abroad en- Individual research. Individual research courses riches their academic experience and better are typically undertaken as year long courses prepares them for life after college. in the senior year and involve the production Wheaton offers an exciting range of study of a senior thesis or other advanced work to abroad options and activities through the qualify the student for departmental honors. Center for Global Education to encourage These courses are numbered 500. students to broaden their cultural boundaries Independent study. These courses are arranged and knowledge of the world. individually between faculty and students, Wheaton’s new curriculum emphasizes and provide the means by which students the infusion of global perspectives, and interested in pursuing a topic not covered in the college has set a priority on preparing an existing course may do so with appro- every graduate to be globally competent. To priate scholarly guidance. These courses support these goals, Wheaton now offers are numbered 099, 199, 299, 399 or 499, 33 study abroad programs in 19 countries, depending on the level of the work involved, including Argentina, Australia, Austria, Chile, and are normally undertaken only after the China, Costa Rica, Denmark, England, first year. France, Germany, Ireland, Italy, Japan, Field work. A number of departments offer Mexico, New Zealand, Russia, Scotland, opportunities to integrate field work into a South Africa and Spain. Students select The Liberal Arts at Wheaton 17 from a wide range of academic disciplines, ceive strong support from the faculty advisor. become immersed in the culture of their host Staff at the Center for Global Education will country, and gain unique insights into them- guide students through the process of identi- selves and their world. fying an appropriate non-Wheaton program. To be eligible for study abroad, students In addition to the traditional semester and must be in good academic and social stand- year long options, students may partici- ing and must maintain an overall grade point pate in short-term, faculty-led study abroad average of 2.85. Most students elect to study programs. In past years, these opportuni- abroad in their junior year, but applications ties have included field research in tropical from sophomores (second semester) and biology in Belize and Costa Rica, sociology seniors (first semester) are considered in in Cambodia and Vietnam, and elementary relation to the plan of study and preparation. education/English literature in England. Each fall, the Center for Global Education Off Campus Study in the U.S. sponsors a Study Abroad Fair featuring Salt Institute for Documentary Studies. Selected information about Wheaton overseas partner Wheaton students may participate in a schools and programs. Students may also semester of interdisciplinary studies with a take advantage of general, country-specific concentration in documentary photography, and major-specific information meetings, non-fiction writing and editing, and field -re the resource library at the center, and peer search at the Salt Center, based in Portland, advisors who, as study abroad returnees, Maine. Selected student projects are pub- share their knowledge with prospective study lished in the center’s magazine, become part abroad students. Students submit study of the permanent archives, and are displayed abroad applications to the Center for Global in the Salt Gallery for a wider public audi- Education and receive advice regarding the ence. Enrollment is limited to approximately program most appropriate to meet their 25 students, who receive close guidance academic objectives. Prior to departure, a and individual supervision as they develop mandatory orientation program is offered, as their projects. Students learn the steps of well as a reception to honor those selected to field data collection and the development of participate in study abroad. professional skills needed to shape their inde- In most cases, students who participate pendent research for publication. Grades and in Wheaton study abroad programs pay credits become part of a Wheaton student’s regular Wheaton comprehensive fees that academic record and students pay regular cover most overseas fees and educational Wheaton tuition and fees for this Wheaton-af- expenses. Details are outlined in specific filiated program. program literature available at the Center for The Marine Biological Laboratory, Woods Hole, Global Education and on the center Web site Massachusetts. Wheaton is a member of the at http://www.wheatoncollege.edu/Global/ . Marine Biological Laboratory Consortium in Airfare is covered for all Wheaton programs. Environmental Science. Select students with Students participating in a Wheaton study strong backgrounds in environmental studies abroad program may utilize their fed- may qualify for fall semester study at this eral, state, merit and need-based aid while world-renowned center for research, educa- abroad. tion and training in biology. While at the MBL, Wheaton faculty members serve as students enroll in two core lab and lecture resident directors in the two most popular courses in aquatic ecosystems and terres- study abroad regions—the United Kingdom trial ecosystems, select elective seminars and Australia/New Zealand. Most other study and undertake an independent project. A abroad destinations are visited by Wheaton special effort is made to understand the links faculty or staff at least once per year. between ecosystems on land and in water Students whose academic needs cannot at global, regional and local scales. The MBL be met through Wheaton programs may library is jointly operated with the Woods petition to participate in an approved non- Hole Oceanographic Institution, serving as Wheaton program. Such petitions must re- a primary source of scientific information for 18 The Liberal Arts at Wheaton

the large, multi-institutional Woods Hole The Twelve College Exchange Program. Regional scientific community. Grades and credits be- colleges cooperating with Wheaton in come part of a Wheaton student’s academic exchanging junior-year students include record and students pay regular Wheaton Amherst, Bowdoin, Connecticut College, tuition and fees for this Wheaton-affiliated Dartmouth, Trinity, Wellesley and Wesleyan. program. Admission is competitive, and students should Mystic Seaport Program in American Maritime indicate strong curricular reasons for wishing Studies. Under the auspices of Williams to participate in the exchange. Applications College and the Twelve College Exchange and information on eligibility are available Program, described below, this program through the Academic Advising Center; a mini- offers an interdisciplinary, field-based ap- mum GPA of 2.67 (B-) is required. Grades and proach to studies of the sea: American mari- credits become part of a Wheaton student’s time history, literature of the sea, oceanog- academic record. For the period of study raphy or marine ecology, and marine policy. away, no fees are paid to Wheaton; students Students also learn maritime skills under pay tuition and fees to the host exchange professional instruction, including boat build- institution. Wheaton merit scholarship and ing, ship smithing, sailing or celestial naviga- financial aid funds are not available, though tion. The program offers three field seminars students are eligible for state and federal aid each semester, with a two-week offshore programs. voyage on a research schooner, eight days Washington Semester. Qualified students exploring the coasts of California or Oregon, majoring in political science or economics and a three-day trip to Nantucket. Admission may spend one semester of their junior year is competitive. Applications must be made in at American University (Washington, D.C.) the spring of the preceding year. More infor- studying American government or economic mation is available in the Academic Advising policy. Students enroll in a core seminar, which Center. Grades and credits become part of consists of meetings with guest lecturers from a Wheaton student’s academic record, but a huge network of national and international students pay tuition and fees to Williams organizations and agencies, and class read- College for the Mystic Seaport Program. ings. An elective course or research project is Wheaton merit scholarships are not avail- undertaken, along with an internship place- able, but Wheaton grants are available. ment two days a week. For the period of study The National Theater Institute at the Eugene away, no fees are paid to Wheaton; students O’Neill Theater Center. Under the auspices of pay tuition and fees to American University. Connecticut College and the Twelve College Wheaton merit scholarship and financial aid Exchange Program, described below, funds are not available, though students are students in theater may spend one semes- eligible for state and federal aid programs and ter of concentrated study in directing, play may apply to American University for special writing, acting, movement and voice, design scholarships. and other electives. A final project draws Please note: For more information on financial together all these elements, culminating in aid policies for off-campus study in the U.S., a performance open to the public. The se- please see p. 54. mester opens with two weeks spent abroad, Cross-Registration Options either in Stratford-upon-Avon or at Russia’s Brown University. A limited number of Wheaton Moscow Art Theater (subject to change). students may cross-register for Brown The program is very competitive and may University courses in subjects or areas not require an audition with NTI staff. Grades covered in the Wheaton curriculum. A mini- and credits become part of a Wheaton mum GPA of 2.67 (B-) is required. Applications student’s academic record. Students pay and details regarding eligibility and other limita- tuition and fees to Connecticut College for tions for Brown cross-registration are available the NTI Program. Wheaton merit scholar- in the Academic Advising Center. Both institu- ships are not available, but Wheaton grants tions must approve all applications. are available. The Liberal Arts at Wheaton 19

SACHEM. The Southeastern Association earn a second degree in one of these fields; for Cooperation in Higher Education in the Wheaton A.B. is normally awarded at Massachusetts is a collaborative effort the same time as the second degree. More among nine local colleges that allows full- detailed information about these programs time students to enroll in a limited number and the undergraduate programs of study of courses at other SACHEM institutions. that lead to them is available under dual-de- Members of SACHEM are Bridgewater State gree programs in the catalog. Dual-degree College, Stonehill College, University of programs exist with the following institutions: Massachusetts–Dartmouth, Massachusetts Thayer School of Engineering, Dartmouth Maritime Academy, Dean College, Cape College (B.S. Engineering) Cod Community College, Bristol Community Clark University Graduate School of College and Massasoit Community College. Management (M.B.A.) Students may take courses for credit at any Emerson College (M.A. Mass of the nine colleges with the approval of their Communications and Communications faculty advisors and the Wheaton Registrar, Studies) providing that such courses are unavailable Graduate School of Management, University at Wheaton. of Rochester (M.B.A.) Boston Marine Studies Consortium. Wheaton George Washington University (B.S. students may enroll through the normal Engineering) preregistration process in one of eight Marine Studies courses offered through School of the Museum of Fine Arts (B.F.A.) the member schools of the Boston Marine Worcester Polytechnic Institute (B.S. Studies Consortium. Students may gener- Engineering) ally enroll in no more than two courses, Andover-Newton Theological School (M.A. generally one per semester. Eligible students Religion) must be enrolled as full-time students at New England School of Optometry (Doctor Wheaton and, where appropriate, have the of Optometry) necessary prerequisite courses. Courses are Pre-med and other health professions. Students taught at Brandeis University, Northeastern interested in postgraduate work in medicine, University and the New England Aquarium. dentistry and other health professions should Students must provide their own transporta- consult one of the pre-med advisors early tion. Students should direct questions to the in their first year to plan a program of study advising center. that will ensure their eligibility as a medical or Pre-Professional Programs professional school applicant by their senior Wheaton actively encourages students to year. Medical and dental schools normally continue their education in professional and require a minimum of two semesters of biol- graduate programs. Information and advice ogy, two years of chemistry (including one about graduate schools and undergraduate year of organic chemistry), two semesters of preparation for graduate study is available physics and two semesters of English. Some in the advising center and the Filene Center schools have additional requirements and all for Work and Learning, as well as through admit students who have completed majors graduate school symposia for juniors and outside of the sciences if their record in sci- seniors each semester. Wheaton also offers ence courses is strong. graduate and professional school test-prep- Law. Because law schools recognize the aration courses at no charge. value of traditional liberal arts education, Dual-degree programs. Dual-degree programs there are no set courses making up a pre-law permit a student to begin graduate-level program. An interested student should select study in studio art, communications, engi- courses that will develop an ability to write, neering, business, theology and optometry to argue persuasively and to analyze critically before graduating from Wheaton. A student the arguments of others. Students consid- will take one to three additional years to ering a career in law should consult one of 20 The Liberal Arts at Wheaton

the pre-law advisors about their academic members of the education department to program and to prepare for law school ad- plan courses leading to certification. More in- missions. Wheaton does offer a legal studies formation may be found under the Education minor, but this minor is not a prerequisite for Department listing of courses (p. 112). law school. Management. Preparation for post gradu- Architecture and related fields. Students inter- ate education in management requires no ested in architecture and art-related fields prescribed undergraduate curriculum; most such as architectural restoration, city plan- schools offering the Master of Business ning, landscape design or urban design may Administration degree are concerned with the enroll in advanced degree programs at other overall quality of an applicant’s undergraduate institutions after completing their Wheaton work, and many prefer students who have A.B. Their Wheaton program should include completed majors in traditional liberal arts at least one year of calculus and physics, as fields. Some work, however, in mathematics, well as courses in drawing, art and architec- economics and/or the behavioral sciences is tural history and design. relevant for M.B.A. programs. Communications. In addition to the Emerson Graduate school College program, students may prepare for Many students will be interested in post- journalism or media careers in any of several graduate education in an academic disci- graduate schools of journalism or communi- pline or field, and will find that opportunities cations. Students may prepare by completing for careers in college and university teaching the writing/literature program in the English and research will grow rapidly in the next two department, the studio art major (with an decades. A liberal arts education offers the emphasis on graphic design or photography), best preparation for most graduate school or the sociology major (with an emphasis in programs, and interested students should documentary sociology or media and soci- consult major advisors in appropriate depart- ety). They are encouraged to meet with mem- ments at their earliest opportunity. Juniors bers of the relevant departments or the dean and seniors will be invited to attend graduate of academic advising about their interests. preparation symposia through Academic Teaching. Students may earn a Massachusetts Advising. Further information about gradu- certification for early childhood, elementary ate school admissions and Wheaton’s free and secondary school teaching through the graduate/professional school admission education department. Observation and test-preparation courses (Graduate Record practical teaching experience through super- Exam, Medical College Admission Test, vised student teaching is available at local General Management Admission Test, Law private and public schools, as well as at the School Admission Test) is available in the nursery school run by the college. Students advising center and the Filene Center for considering teaching careers may major in Work and Learning. any liberal arts field, but should meet with 21 Academic Resources

Academic Advising New student advising teams. In addition to Academic advising at Wheaton College is a their First-Year Seminar advisor or transfer shared responsibility between student and advisor, each new student is assigned peer advisor. Advisors assist students as they: and administrative advisors. Advising teams • explore learning inside and outside the are led by the faculty advisor and offer each classroom, student academic, peer and staff support • reflect upon their goals and academic throughout their transition to Wheaton. choices, Preceptors are academic peer advisors • plan their academic programs, and who assist new students throughout orienta- • monitor their progress toward completion tion and their first year at Wheaton. They of all degree requirements. provide peer perspectives on academic Academic advisors can recommend courses issues and responsibilities, guide students and fields of study appropriate to the in their preliminary course selections in individual student’s interests and abilities. preparation for meetings with their faculty Students are responsible for understanding advisors, and serve as study-strategy tutors, the college’s requirements and for seek- offering reading, time management, note- ing appropriate academic advice to guide taking and test-taking strategies. them in their choices; students, not their Administrative mentors assist students advisors, are ultimately responsible for their during their first two years at the college. own academic decisions and for fulfilling the They offer guidance on any administrative requirements for the degree. questions students may have, from financial Advisors may also guide students’ to residential to life planning. They can assist adjustment to the academic expectations of with referrals and problem solving as stu- the college. Students should turn freely to dents navigate their life at the college. their advisors for information and guidance Major advisor. Once a student declares a in all matters that have an impact on their major at Wheaton, he or she will be advised academic activities. If an advisor is unable to by a major advisor. Assigned by the depart- help, he or she will refer the student to other ments, major advisors help students find resources in the college. courses inside and outside of the major that First-Year Seminar advisors and transfer advisors. fit their field of interest, find faculty who share All first-year students are assigned a faculty their academic focus, and assist students advisor when they select their First-Year in setting and making progress on their post- Seminars. Most students are advised by the graduate goals. faculty member who serves as the instructor Pre-professional advisors. In addition to advisors for their seminar. This enables the advi- assigned by the college, Wheaton students sor to offer guidance based upon firsthand interested in a range of professional fields knowledge of the student’s academic skills. may also consult faculty with expertise in Normally, students remain with this advisor those professions. Students may seek pre- until they declare their major. professional advice in the fields of medicine Similarly, all new transfer students are and health, education, law, business, com- assigned to a faculty advisor. They work munications, theology, engineering and art. with that advisor to resolve any transfer Professional advisors. Wheaton College offers credit questions and make their initial course professional advising support through the choices. With the transfer advisor, students Academic Advising Center. The academic identify their areas of academic interest, deans in the advising center are available explore major options and initiate the major to deal with specialized academic con- declaration process. cerns (domestic off-campus study, study 21 22 Academic Resources

skills, learning differences, graduate school, available tutors and times is published each scholarships and advising for students at semester. Study-strategy tutoring, provided academic risk). In addition, they serve as by preceptors, offers help with time manage- “back-up” advisors when faculty advisors are ment, test taking, note taking and reading. A unavailable. schedule for study-strategy tutors is available General academic advising is also each semester from the advising center. available through the deans located in the In addition to the study skills tutoring of- Marshall Multicultural Center. In addition, the fered by preceptors, the Academic Advising Marshall Multicultural Center offers academic Center staff periodically offer academic workshops to the diverse communities at support workshops throughout the academic Wheaton College. year. Topics covered include time manage- Students interested in study away op- ment, major declaration and academic sup- portunities may consult one of the advisors port groups. The advising center also hosts in the Center for Global Education. Both peer two “for-fee” reading and study strategy and professional advisors are available to as- courses offered by Learning Skills—Correct sist Wheaton students as they explore global Read (a two– to three-week course offered learning opportunities. in October) and the Baldridge Reading and Students uncertain about their majors Study Skills course, offered one weekend in or students ready to explore the life and November. career implications of their identified ma- Visit the center online at http://www. jors may wish to consult an advisor in the wheatoncollege.edu/advising. Filene Center for Work and Learning. They Library and Information Services assist students seeking out-of-class learning Library and Information Services (LIS) is a opportunities, service learning, jobs and sum- partner in the use and provision of informa- mer stipends, in addition to helping students tion resources and technology for learning explore the life and career implications of a and teaching at Wheaton College, foster- range of academic choices. ing a community of self-sufficient, lifelong Tutoring services. Tutoring services are avail- learners. Its operations include the academic able to all Wheaton students, at no charge, resources of the Madeleine Clark Wallace through both the Collaborative Learning Library and the Kollett Academic Computing Center and Academic Advising. Center as well as the administrative units of Peer writing tutors, trained and supervised Information Technology & Services. by the Writing Program, provide assistance Madeleine Clark Wallace Library. The Madeleine on written assignments. This tutoring is Clark Wallace Library is an intellectual hub available in Meneely and the Café, with hours on the Wheaton campus. The library is easy posted each semester. In addition, writing to find, located near the center of Wheaton’s associates offer professional assistance on campus, on the south end of the main special projects through the College Learning quadrangle. The facilities, resources and Center. services provided by the library are central Quantitative associates in the to and support the educational mission of Collaborative Learning Center offer profes- the college. Library staff is readily available to sional assistance with quantitative questions. assist students with research or use of the In addition, peer Quantitative Analysis (QA) library facilities. tutors provide assistance to students in need As part of the First-Year Seminar, librarians of fundamental quantitative skills develop- teach basic information-access skills, strate- ment necessary for success in quantitative gies for effective research, and methods for and quantitative-influenced fields. critical evaluation of information. Librarians Course tutors, trained and supervised and academic technologists also partner with by the advising center, provide academic Wheaton faculty to incorporate discipline- tutoring in all academic areas at Wheaton specific research and technology skills into by individual appointment. A schedule of course work beyond the first year to ensure Academic Resources 23 that students develop these critical skills users with closed caption video equipment. by the time they graduate. Students can Academic Computing. The Kollett Academic schedule consultations with subject specialist Computing Center (KACC) provides diverse librarians for in-depth research assistance, resources for Wheaton’s students and fac- as well. ulty. The center has Windows and Macintosh The library offers a rich array of schol- computers, laser printers, scanners, photo- arly materials in many formats. The library’s copiers, and a fax machine. Students can collections include more than 370,000 access course-specific software, web, and circulating volumes, over 1,000 newspapers writing applications or just take a quick look and journals in print, approximately 8,000 at e-mail as they pass through. Video editing video recordings, and unique and historic stations and music composition stations in items in Archives and Special Collections. KACC are maintained for intensive class and These collections have been developed over project work. Elsewhere on campus, there nearly 175 years through selections made are labs for graphic design and photogra- by Wheaton faculty and library staff, as well phy, foreign language, literature and culture, as from book donations from alumnae/i and psychology, physics, astronomy, biology, friends of Wheaton. We encourage students and geographical information systems (GIS.) to recommend items to be added to our Many classrooms on campus have instruc- collections. Wheaton routinely adds 5,000- tional technology installations (computer, 7,000 new books and roughly 500 multime- projector, and other equipment) designed dia items to its library collections every year. by faculty and Media Services to meet their The library provides 24-hour online access specific teaching requirements. (http://www.wheatoncollege.edu/library) Students at Wheaton, as part of a to many resources, including over 7,000 dynamic electronic learning community, use electronic journals, numerous research technology frequently in their courses, as- databases, encyclopedias, and electronic signments and creative work. The purpose reserve readings for courses. Through coop- of the computing center is to support stu- erative borrowing and lending agreements dents in their use of technology, from basic with libraries worldwide, the Madeleine Clark tools at the novice level to professional- Wallace Library can assist students who need level tools at an advanced level. In line with materials not available in the local collections. Wheaton’s commitment to involve students The library provides public computing in faculty research, students have access and printing facilities with Windows and to software and support, and they are Macintosh computers, as well as network encouraged to become proficient with the ports and wireless access for laptop users technologies in use within their chosen disci- throughout the building. All public comput- pline. The center, because of its convenient ers provide access to the Internet and are location between the Wallace Library and the installed with Microsoft Office applications Science Center, is the main distribution point and other productivity software. Listening for Media Services. In addition, it is part of and viewing facilities for multimedia materi- an ongoing planning project to provide tech- als are also available in the library. Group nology-rich work stations, student-centered study rooms, individual carrels, study tables services, and inviting learning spaces. and comfortable seating arrangements are The Kollett Academic Computing Center’s located throughout the building. labs and computer classrooms comply Library employees are ready to help with the Americans with Disabilities Act and students with special needs. There are multiple stations in the KACC are equipped accessible carrels in the Woolley Electronic with universal access technologies includ- Classroom (WEC) and in the Reference ing specialized software and scanners that Room. There is an Optelec machine for the may assist patrons with hearing, visual, and visually impaired in the Reference Reading learning impairments. Workshops are avail- area; the Circulation Department can assist able to augment instruction from professors. 24 Academic Resources

Filene Center for Work and Learning who devise their own summer internships, Since its inception in 1986, the Filene Center service experiences, and structured inde- for Work and Learning has assisted students pendent research in the United States and in the pursuit of meaningful out-of-class- abroad. Additionally, students can apply to room experiences. The center’s goals are funded summer programs to work as English for students to discover and make connec- as a Second Language instructors and camp tions among their academic, co-curricular, counselors in Turkey and summer coun- civic and professional interests. Students selor positions working with inner-city youth work with the Filene Center in multiple ways in Providence, Rhode Island and Boston, through individual advising, workshops, Massachusetts. information sessions and peer mentors. Balfour/Community/Trustee Scholars. Some students During advising conversations, students arrive as merit scholars to Wheaton and have a gain an understanding of their goals, skills summer stipend designated for use during the and strengths, and next steps. To support summer immediately after their sophomore or advising, students can also utilize the career junior year. The Filene Center collaborates with resource library, Web-based career learning these students to explore options for how they tool kit, and discuss careers with alumnae/i. can use their stipend to support their summer Learning from experience—Why it is so important. experiences. Learning from experience provides Wheaton Off-campus Job Location. The Filene Center students with the opportunity to preview collects local and regional off-campus job potential career paths, experience “real postings for summer and term-time employ- world” connections to their course work, ment. Filene Center staff partner with students choose their academic majors and minors to explore part-time and/or seasonal summer with greater discernment, and learn more job options, and students can attend thematic about their emerging interests, strengths workshops offered throughout the academic and values. Whether undertaken during year pertaining to part-time and summer job summers, winter breaks, or incorporated search strategies. into the academic year, internships, jobs Workshops & Web-based Resources. The Filene and community service enable students Center offers workshops throughout the year to experience and learn from the world on such topics as self-exploration, résumé beyond Wheaton. Students partner with writing, researching, interviewing, and job- Filene Center staff to explore opportunities hunting techniques and strategies. Students in a wide variety of organizations, including can develop and refine their career and life museums, hospitals, newspapers, social planning skills through frequent workshop at- service organizations, government agencies, tendance and use of the center’s Web-based brokerage houses and television stations. career learning tool kit (http://www.wheaton- Through this advising partnership with Filene college.edu/Filene). Center staff, students learn to reflect upon Gertrude Adams Professional Development Program. and connect their interests and values to This program began in 1988 to provide future career and educational choices. students with a comprehensive approach to By developing a relationship with the Filene examining life and career choices. Projects Center early and often, students can integrate and activities include programs such as “Major experiences with their academic interests, Connections,” a series of career panels that and build a portfolio of skills and relevant ac- bring Wheaton alumnae/i back to campus to tivities to successfully pursue graduate school talk about the links between their college aca- and employment opportunities. demic major areas of study and their profes- Summer Stipends. With the support of sions. Additionally, there is an alumnae/i Filene foundations, alumnae/i and college funds, Center Liaison Network in selected cities na- the Filene Center administers Wheaton tionwide to assist seniors and graduates with and Davis Fellow competitions for students their relocation and career networking. The Gertrude Adams Professional Development Academic Resources 25

Program is underwritten with the generous College Writing Program. The Wheaton College support of a Wheaton alumna and trustee in English Department oversees the College honor of her mother. Writing Program, keeping a long-standing Visit the Filene Center online at http:// commitment to writing as an intellectual activ- www.wheatoncollege.edu/filene. ity. Every member of our English Department Collaborative Learning Center teaches First-Year Composition (English 101), which is required of all first-year students, The Collaborative Learning Center offers except those who have passed the Advanced resources, programs and services for faculty Placement examination with a 4 or 5, or have and for students to enhance teaching and passed the Wheaton exemption examination. learning across Wheaton’s liberal arts cur- But attention to writing proficiency does not riculum. It promotes curricular innovation by end with the completion of a student’s first supporting faculty efforts to develop, maintain year. Supported by a grant from the Mellon and evaluate all components of the college’s Foundation, the new Wheaton Curriculum academic program according to the goals set allows each department to develop its own for it by the faculty. The center coordinates discipline-situated approach to writing. Within the creation of new courses, of interdisci- each department students both write to learn plinary connections among courses and and learn to write. of academic programs that provide strong Support for student writing is provided foundational skills, instill cross-disciplinary through consultations with our Writing and lifelong learning, and deepen an aware- Associate and our peer writing tutor pro- ness of the diversity of cultural identities and gram. Our Writing Associates teach First-Year of social and civic responsibilities for Wheaton Writing and consult individually with students students. It encourages and supports about their writing projects and processes. dynamic teaching and innovative pedagogy Our peer writing tutor program, begun in through resources and workshops for faculty 1978, offers a collaborative learning model for and has a library of resources on pedagogy students at all stages in their writing develop- and curriculum development for faculty use. ment. The center’s Web site offers information Evidence of writing beyond the classroom on resources and databases of interest to takes many forms, including publications faculty and is the source of information about such as Midnight Oil and Rushlight, which are on-campus programs and resources for cur- written, edited, and managed by Wheaton ricular development. students. The CLC’s resources for students are currently available in the Merrill and Clark Center for Quantitative Analysis. The Center for rooms on the second floor of the Madeleine Quantitative Analysis supports the faculty Clark Wallace Library. The center supports in developing curricular and pedagogical collaborative student learning through the resources that fulfill the college’s commitment College Writing Program and the Center for to making quantitative analysis and numeracy Quantitative Analysis and by coordinating a an integral part of the educational experi- robust tutoring program that offers students ence of every Wheaton graduate. Through the opportunity to work with departmentally its Q. A. learning associates and peer tutors, selected peer tutors trained and paid by the it seeks to provide students with the means Learning Center in introductory and interme- to appreciate and further develop quantita- diate courses across the curriculum. Students tive reasoning skills and numeracy, not only desiring to work in this program, either as in Calculus and Statistics courses, but also tutors or tutees, will find information and across the curriculum. schedules at www.wheatoncollege.edu/clc. Center for Global Education The center is also staffed by professional The Center for Global Education was associates in writing and quantitative analysis established in 2002 to focus attention and who are available to students seeking out- resources on the task of preparing Wheaton side-the-classroom help in these areas. students to be globally competent. The 26 Academic Resources

center’s mandate is linked to the Wheaton Affirm identity. Each and every member of the Curriculum, which redefines a liberal educa- community should see his or her experience tion to include a significant grounding in global reflected in the curriculum, in co-curricular perspectives. The center supports faculty as programs and in social events. One example they develop academic experiences that help of how the center affirms identity is annual students encounter, negotiate and understand theme month programming. Celebrations global issues in relation to their own lives. include Latino/a Heritage Month, National The center manages a wide range of Coming Out Day and Pride Week, Holocaust study abroad programs, the result of recent Remembrance Day, Native Peoples’ Heritage connections and partnerships with overseas Month, Black History Month, and APIMESA institutions. Wheaton programs are located in (Asian Pacific Islander Middle Eastern South 19 countries, as diverse as Australia, South Asian) History Month. The center supports Africa, Argentina, Spain, Denmark, Japan and students, faculty and staff who wish to England. As extensions of Wheaton’s curricu- develop events and programs to recognize, lum, these opportunities enrich the academic celebrate and educate about many aspects experience of students and provide unique of identity, including ethnic, racial, gender, cross-cultural insights. Generally, students sexual identity or orientation, or religious participate in study abroad during their junior facets of identity. year, but sophomores (second semester) and Build community. In addition to recognizing seniors (first semester) are also considered in his or her identity at Wheaton, each per- relation to their plan of study and preparation. son should have the opportunity to learn Most forms of financial aid may be used on about and share in the identities of oth- Wheaton study abroad programs. ers. Community-building programs include The center provides services to Wheaton’s “Beyond First Impressions,” a series of events growing and important population of interna- highlighting the complexity of identity through tional students, visiting scholars and lan- workshops, visiting lectures and dialogues. guage assistants. It sponsors the Model UN Through such programs the center creates seminar and works closely with the Worldfest safe spaces for asking questions and ex- Committee and other student groups to bring pressing curiosity about experiences different cross-cultural programming to campus. The from one’s own. center is committed to institutionalizing global Cultivate leaders. The center aims to work indi- education values on campus—one of the sig- vidually and collectively with students toward nificant ways in which Wheaton is transform- achieving curricular as well as co-curricular ing itself to make its educational experience success. Cultivating academic leadership and relevant for the 21st century. For further excellence through mentoring, cohort groups information, visit the center in the Davis House and individual academic advising allows our (9 Howard Street) or online at http://www. students to set meaningful, attainable goals. wheatoncollege.edu/Global/. Students learn about the diverse array of Marshall Multicultural Center academic opportunities available, including The Marshall Multicultural Center offers a travel and research fellowships, graduate variety of programs and services to the school opportunities, and post graduate entire college community. The Multicultural fellowships and scholarships. Additionally, Pre-Orientation program and New Student the center advises and mentors students Orientation program, “First Impressions,” tra- to develop leadership abilities outside of ditionally kick off the academic year, which is the classroom. Through their involvement filled with academic, social and cultural events in campus organizations, student, staff and that support Wheaton College’s academic faculty committees, curricular and co-curricu- mission. lar initiatives and other activities of personal The center’s work is best understood interest, students are able to develop and through a three-part model of “ABCs,” as de- practice their growing leadership skills. veloped by Beverly Daniel Tatum. We strive to: All programs of the Marshall Multicultural Academic Resources 27

Center are an extension of the college’s Elisabeth W. Amen Nursery School commitment to diversity as an educational The college’s nationally accredited nurs- asset. ery school is affiliated with the Psychology Registrar’s Office Department and has been a site for child The Registrar’s Office handles all mat- study and research since its beginning in ters pertaining to course registration and 1931. The primary functions of the lab school academic records, including transcripts and are to demonstrate good nursery school letters certifying enrollment at the college. practices, to provide a sound educational The electronic schedule of classes and setting for preschool children and to serve as WINDOW, through which students can an active center for child study and research. complete their registrations at the desig- Thus, in addition to providing a supportive nated times (as well as many forms and atmosphere for preschoolers, the nursery publications), are available online through school offers a wide range of experiences to the Registrar’s Office. Declarations of majors college students in the fields of psychology, and minors are filed in this office by the education, family studies and related areas. established deadlines. Students can also The children in this laboratory school benefit find answers to many of their academic, from expert guidance by teachers and college registration and graduation questions at the professors actively working in the fields of information desk in the Registrar’s Office. child development and early childhood educa- Visit the office online at http://www. tion; college students gain hands-on experi- wheatoncollege.edu/admin/registrar. ence in both teaching and research. 28 29 Academic Standards

Credits for the A.B. degree major will be completed in the final two Credit for Work At Wheaton. The unit of credit is years. Exceptions involving, for example, the semester course. One course credit (the courses in anthropology and sociology or equivalent of four semester hours of credit) is art history and studio art are noted in the awarded upon the completion of a semester section on courses of instruction. course, and up to two credits for a year long d. At least sixteen course credits of work course. Fractional credit may be awarded for must be outside the field of the major. courses which involve less than a semester’s e. Both semesters of a year long course work and these fractional credits may also be must be completed before final credit and divided across two semesters. These regula- a grade are earned. tions govern the earning of course credits: Alternative Sources of Credit. Credit toward a. At least 16 of the 32 credits must be the A.B. may be earned in ways other earned in courses taken at Wheaton (“in than through Wheaton courses. Transfer residence”); normally these must include students may apply up to 16 credits toward the last eight credits (the “senior residency the Wheaton degree from courses earned requirement”). Students may, at the time at other institutions before enrolling at Wheaton. These courses may be applied of their matriculation and before the end toward fulfillment of the Wheaton Curriculum of their first semester, seek transfer and/or and major requirements, as appropriate; advanced placement credit for work or however, neither the Connections require- examinations completed before enrolling at ment nor the three Divisional requirements Wheaton, and all students may earn trans- (Social Science, Arts & Humanities, Natural fer credit for appropriate work completed at Science) may be met by any credits earned other accredited institutions. Students plan- outside of Wheaton College. Normally, ning to complete the degree requirements transfer credits will be evaluated before the in fewer than eight semesters, or wishing to transfer student begins work at Wheaton. waive one or both semesters of the senior Wheaton students may also earn credit at residency requirement, should petition the other institutions that can be applied toward Committee on Admissions and Academic graduation requirements. Students complet- Standing before they have completed 20 ing summer school or January courses or course credits. who enroll at other institutions while on a b. The normal semester load is four course leave of absence from Wheaton normally credits (16 semester hours). A full-time stu- submit an “Application for Transfer Credit” dent must enroll in at least seven credits for to the Registrar’s Office before beginning any two consecutive semesters to maintain course work elsewhere. Transfer credits good academic standing. Students seeking must be approved by the chairperson of to enroll in fewer than four credits or more the Wheaton department into which the than 5.5 credits must have the permis- credit shall be transferred. Students must sion of the Committee on Admissions and earn grades of C or better for courses to Academic Standing. Part-time status (fewer transfer successfully to Wheaton College, than three credits) is only granted upon though transfer grades do not appear on the successful petition to the Committee on Wheaton transcript and are not computed in Admissions and Academic Standing. the Wheaton G.P.A. The college also grants academic c. No more than six credits among the first credit for scores earned on College Entrance sixteen (normally in the first two years) Examination Board (C.E.E.B.) Advanced may be completed in any one depart- Placement examinations and other exami- ment, ensuring that most of the work in the nations such as the General Certificate of 29 30 Academic Standards

Education (British University A-Levels), the six course credits in the major must be French Baccalaureate and the International among the last sixteen earned (that is, Baccalaureate, as approved by the associate normally completed in the final two years). dean of studies. The amount of credit and c. A student must maintain an average of any conditions on recording it will be deter- 2.00 (C) across all courses taken in the mined on the basis of departmental evalu- major. Most departments do not permit ation of the examination and the student’s courses in the major to be completed score. The college will grant advanced place- under the pass/fail grading option. ment credit for college-level work completed 5. In the case of students matriculat- before matriculation only when that work has ing prior to Fall 2003, each student must been reviewed and credit recommended by also complete two full credits of physical the appropriate department, subject to the education (usually completed through four approval of the associate dean of studies. half-credit courses) to meet the graduation Application for advanced standing based on requirements. These credits do not count as placement exams or college-level work must part of the 32 academic credits required for be made at the time of matriculation and graduation. completed by the end of the student’s first year. A limit of eight course credits is placed Honors on credits earned in this way. Outstanding students may attain a variety of academic honors at Wheaton. Students Graduation Requirements with semester averages of 3.25 or better 1. A student must present 32 course credits may be named to the Dean’s List. Students for graduation. with cumulative G.P.A.’s of 3.75 at the end 2. A student must attain an average of 2.00 of each year may be designated Presidential (C) across all credits earned at Wheaton to Award recipients. Others with outstanding maintain good academic standing and to achievements in particular areas may earn qualify for graduation. departmental prizes at Honors Convocation 3. Among the 32 course credits presented at the close of the academic year. for graduation, each student must include Students may become candidates for courses that fulfill the Wheaton Curriculum honors in their fields of concentration at (students matriculating Fall 2003 or later) or the invitation of their major departments the General Education Program (students or advisors at the end of their junior year. matriculating prior to Fall 2003). Candidates for honors complete at least two 4. Each student must include among the semesters of special or independent work 32 course credits presented for gradua- beyond the usual departmental require- tion courses that complete requirements ments and an oral examination on that for a major field of concentration. These are work. Most students will fulfill this require- outlined in general here, but each major has ment with two semesters of senior thesis its own specific requirements, which are de- (Individual Research 500) in their senior year. tailed under departmental sections. Students Candidates must also have an average of are expected to declare their majors by no B+ (3.33) in all courses in the major and an later than the end of the fourth semester by overall average of B (3.0). Independent ma- submitting a declaration form, signed by the jors who meet the requirements for honors appropriate major advisor, to the Registrar’s will be designated Wheaton Scholars. Office. Students may be granted the degree a. The major consists of a minimum of nine with Latin honors (cum laude, magna cum courses (more in some departments), at laude, or summa cum laude) on the basis least three of which must be at the 300- of their overall academic record. High-rank- level or above. Some majors require more ing juniors and seniors may be elected to than three advanced-level courses. the Wheaton College chapter (KAPPA of b. At least half the courses in the major must Massachusetts) of Phi Beta Kappa. Selected be completed at Wheaton, and at least departments also nominate students to Academic Standards 31 major honor societies within the discipline. permit courses in the major to be completed Criteria vary by department. under this option. Academic Standards Wheaton students may not elect the Pass/D/F option for courses used to fulfill the Grading. Letter grades are awarded in courses Foundations or Connections requirements of on a four-point scale as follows: the Wheaton Curriculum. A = 4.00 Incomplete Courses. Students who, for reasons B = 3.00 beyond their control, find that they are un- C = 2.00 able to complete course work as scheduled D = 1.00 may ask for an Incomplete by meeting with F = 0 one of the associate deans in academic Plus and minus grades are proportioned advising. Students are expected to pro- fractionally (e.g., B+ = 3.33, C- = 1.67). vide documentation of the circumstances Students must maintain an overall G.P.A. necessitating this Incomplete and the of 2.00 (C) by the end of the first year and request must be supported by the instructor. thereafter. Wheaton awards grades of A+ as Incompletes are recorded with the symbol a commendation, but these grades award no “I” and must be removed within a specified more than 4.00 points. time, normally before the end of the following In yearlong courses a temporary grade is semester. Incompletes cannot be granted awarded at the end of the first semester and by individual instructors. The notation “NG” is replaced by a full-credit grade (most often is used only when an instructor has been two credits) at the end of the year. Students unable to award a final grade; it must be must complete both semesters of a yearlong replaced by a letter grade or Incomplete course to earn a permanent grade and all before the beginning of the next semester. credits. Failure to resolve “NG” grades or overdue Pass/D/F. Students admitted prior to Fall 2003 Incomplete grades will result in the grade may complete up to four full-credit courses being converted to “F” by the close of the under the Pass/D/F option while those admit- following semester. ted Fall 2003 and later may elect this option Occasionally, students may seek to drop only three times. This permits students to en- or withdraw from a course for which they roll in courses they might not otherwise take, have registered. Students may do so up with a minimal risk to their academic standing. to the deadline simply by consulting their Instructors are not informed that students advisor and submitting a Drop form in the have selected this option and will submit nor- Registrar’s Office, as long as this does not mal letter grades, which are then converted leave them with fewer than four credits to P by the Registrar’s Office if the course is of course work (a normal course load). completed with a grade of C or better. This Students seeking to adjust their schedule grade is not computed in the G.P.A. below a normal course load or seeking to Any grade below C is recorded as submit- withdraw from a course after the deadline ted by the instructor and computed in the must petition the Committee on Admissions G.P.A. Students may select this option at any and Academic Standing to do so and are time up to two weeks after final registration urged to meet with one of the deans in by properly informing the Registrar’s Office. the advising center to review the circum- Students should not expect to be able to use stances of their request before submitting it this option after that deadline in order to deal to the committee. When such requests are with academic difficulties in a course. The granted, the course will normally appear on decision to use this grading option must be the student’s transcript with the notation made on the basis of a student’s self-as- “WD.” A student who wishes to withdraw sessment of interests and abilities before the from a course after the deadline without per- deadline, not on the basis of poor perfor- mission will receive a “WF” or “Withdrawal mance after the deadline. Students should with Failure,” computed in the G.P.A. as a also note that most departments do not failing grade. 32 Academic Standards

Audit. Students may elect to audit a course which obliges the student to meet with his or (register for it without doing the work that her instructor immediately. Warnings are not would earn academic credit) with the per- a part of a student’s permanent record, but mission of the instructor. Students seeking provide an opportunity for students to rem- to audit a course must submit a Course edy academic deficiencies at a point when Override form, signed by the instructor, to positive results are still possible. Upperclass the Registrar’s Office by the audit deadline. students may also receive warnings, although Students may not switch a course from credit instructors are not required to submit warn- status to audit status after this deadline. The ings for these students. A student whose grade “AU” designates successful completion work is sufficiently poor as to make passing of a course as an auditor and is assigned only the course improbable may be prohibited by when the student has met the requirements of the instructor from completing the final exami- the instructor for attendance and participation nation and failed in the course before the end as an auditor throughout the semester. of the semester. Good Standing and Normal Progress. To remain First-year students who have been exces- in good standing a student must maintain at sively absent may also receive a mid-semes- least a 2.00 (C) cumulative average, maintain ter excessive absence notification. A student at least a 2.00 (C) average in courses in their receiving such a notice should meet imme- major, and maintain normal progress toward diately with the instructor to determine the the degree. Normal progress requires that a impact of those absences on their grade and student fall no more than two credits behind the probability of successful completion of the his or her class standing. Class standing is course, and to resolve any registration errors. defined as follows: First-year students may also receive Sophomore standing 8 course credits mid-semester commendations, identifying Junior standing 16 course credits that the work they have completed, to date, Senior standing 24 course credits is of exceptional quality. Students receiving Failure to meet any of these criteria could commendations are urged to meet with their result in a range of institutional actions, from instructors and advisors to discuss further placing the student on academic probation work in this area. through suspension for one year or academic Family Educational Rights and Privacy Act dismissal. A student on academic probation The college complies with the federal Family who fails to regain normal good standing after Educational Rights and Privacy Act (FERPA). one semester may be subject to suspension FERPA precludes the college from shar- or dismissal by the Committee on Admissions ing grades or other confidential information and Academic Standing. If a student with anyone other than the student without demonstrates exceptionally poor academic the student’s consent. In particular, unless a performance, the college may suspend that student has signed a Release of Information student immediately, rather than first placing form, parents will not be notified of their son’s the student on academic probation. First- or daughter’s grades. This can prove a chal- time probationary students are considered in lenge for parents accustomed to receiving conditional good standing and remain eligible report cards or notices from their son’s or for financial aid. (For students receiving federal daughter’s school. Students may complete financial aid, please refer to the Student Aid a release through the Registrar’s Office to section for more specific information on the authorize the college to mail copies of grade relationship between good academic standing reports to the individuals designated. and the aid award.) Similarly, if a parent wishes to have a con- Mid-Semester Evaluations. In their first year, versation with an academic dean, instructor, students will be evaluated in each course at faculty advisor or mentor, the student must the mid-semester point; any first-year student sign a Release of Information form. Forms whose work is unsatisfactory (below C level) are available in the Registrar’s Office and the at that time will receive a course warning, advising center. Academic Standards 33

Course Completion Requirements grading basis, registering for an Independent Course Registration. Continuing students Study or Individual Research course, and the register for courses online using WINDOW like. (Wheaton Information Delivered on the Web). 5. WINDOW will only be available during the Students obtain a new registration PIN num- publicized time period. Please plan accord- ber from their faculty advisor in each advising ingly. period preceding the registration week. 6. Registrations submitted to the Registrar’s Students away from the campus at these Office after the last day of registration will be times will be contacted by the registrar and subject to a $15.00 late fee. Registrations may follow different procedures for submit- submitted later than one week after the ting their course registrations. Students not conclusion of registration will be subject to a registered or improperly registered may not $45 late fee. receive credit for their work. Integrity of Academic Work. All work submitted Students may change course registrations for evaluation in a course must be completed without penalty or fee within the first seven in accordance with the standards of aca- days of instruction each semester by log- demic integrity in the college’s Honor Code. ging into WINDOW to drop or add courses. All dependence on the ideas or language of Students wishing to add a course after the others in a student’s written work must be seventh day of instruction may do so only properly acknowledged and documented; with the written permission of the instructor students should consult their instructors and payment of a late fee. Students may drop whenever they are unsure of their responsibil- courses without penalty or fee at any time ities toward the Honor Code. The code also before the mid-semester date, provided they means that a student may not give or receive maintain a normal course load (at least four aid in completing laboratory assignments, credits) and have consulted a faculty advi- computer programs or other work assigned sor. No course may be dropped if it takes a in courses. The Honor Code also precludes a student below a normal course load, or after student’s submitting the same assignment in the mid-semester deadline, without the ap- two or more classes. proval of the Committee on Admissions and Examinations and quizzes are normally Academic Standing. unproctored—completed without faculty The basic steps for degree-seeking stu- present. Students are on their honor to dents to register via WINDOW are: refrain from giving or receiving aid during 1. Prior to course selection week, schedule an exam or quiz, and are obliged by the an appointment with your academic advisor Honor Code to report any allegations of to plan your program of study and obtain academic dishonesty, either to the College your registration PIN. Hearing Board chair or the dean of students’ 2. We suggest that you complete a office. Regulations governing the adminis- Registration Worksheet, including CRN num- tering of final examinations are available in bers, and any pertinent advising notes as well the Registrar’s Office and distributed each as alternate course choices. Have this work- semester to all students taking final examina- sheet with you when you log into WINDOW. tions. 3. According to the registration schedule Students are required to acknowledge in dates (based on class year), plan 10-15 writing the integrity of all work submitted and minutes to log into WINDOW and complete all exams or quizzes completed. the registration process. Always submit Class Attendance. Students are expected to changes and print a copy of your schedule. attend classes regularly and are responsible Your printed schedule is verification that your for all work conducted or assigned in classes registration was processed accurately. they miss. Individual instructors may set 4. See a staff person in the Registrar’s Office individualized attendance policies and en- about any exceptions such as enrolling in force them. In certain classes, it may not be a course on an Audit or Pass/Grade/Fail possible to pass the course once a student 34 Academic Standards

exceeds the number of allowed absences, “I” (or Incomplete). All Incompletes must be no matter how valid the reasons for the approved by one of the associate deans of absences. Accommodations for students studies and require documentation of the who have missed classes, examinations or circumstances necessitating the Incomplete. quizzes, labs, or deadlines for written work Final Exams. Students normally complete their will be made only at the discretion of the final exams during the week following the instructor, who may require the student to last week of classes. Faculty may substitute have medical or other external confirma- a final research paper or some other project tion that the accommodation is justified by in lieu of an examination. circumstances beyond the student’s control. Final examinations may be pre-scheduled In addition, according to Massachusetts or self-scheduled, as determined by the state law, any student whose religious beliefs instructor. Pre-scheduled exams are offered prevent class attendance or participation by the instructor during the final examination in any examination, study or work require- time associated with that class, as published ment on a particular day shall be excused by the Registrar’s Office each semester. Once from any such requirement. The student will a student’s registration in a class is final, he also receive an opportunity to make up any or she should identify any pre-scheduled final examination, study or work requirement that exam times prior to making any end-of-se- may have been missed because of such mester travel arrangements. Alternatively, final absence on a particular day; however, such examinations may be self-scheduled, allowing makeup examination or work shall not create students to select the date and time during an unreasonable burden upon the school. exam week in which they wish to take that No fees of any kind shall be charged by the course final. Please note: The college cannot institution for making this opportunity avail- reschedule exams to accommodate family able. No adverse or prejudicial effects shall plans or holiday travel. The exam schedule is result to any student who takes advantage available at the beginning of each semester. of the provisions of this section. Incompletes (I) may be granted only when Completing Course Work. All course assign- circumstances are confirmed to be beyond ments except for final examinations or work the student’s control; students must receive in lieu of final exams must be completed by permission from an associate dean in aca- the last day of classes each semester. All demic advising and work out a contract with final examinations or work in lieu of exams the instructor for the completion of all work must be completed by the end of the exami- before the end of the next semester. Failure nation period. No regular course work may to complete work by that date shall result in be submitted after the last day of classes. instructions to the faculty member to submit Failure to meet these deadlines may, under a final grade, with zero points awarded for the special circumstances outlined above, be work still outstanding or the award of a grade accommodated by granting the grade of of “F.” 35 The Wheaton Community

Student life at Wheaton is characterized by a A student’s continuing enrollment at Wheaton strong sense of community. The college has is contingent upon the student’s willingness a long-standing tradition of student involve- to uphold and live within the Honor Code. ment and participation in all levels of campus At the March 7, 2003, faculty meeting, affairs. Wheaton students become aware that Wheaton faculty approved the following reso- learning takes place both inside and outside lution: For all course work, students will write the classroom, and they are encouraged to and sign the following: “I have abided by the use their liberal arts experience as preparation Wheaton College Honor Code in this work.” for creative involvement in a changing society. There are specific requirements of aca- A residential learning environment prepares demic and social integrity that are to be fol- students to become world citizens. Students lowed by community members. The College at Wheaton acquire an understanding of and Hearing Board is the vehicle that is used appreciation for responsibility by learning to to maintain the education, application and manage their own lives, actively participating in protection of these standards set forth by the institutional governance and engaging in com- Honor Code. munity service. Women and men at Wheaton Students who have violated the require- learn to work in partnership, care about others, ments of the Honor Code, or who have rea- balance independence and interdependence, son to believe that others have violated the and celebrate human differences. In the academic or social provisions of the code, course of four years here, we expect students should report themselves, confront others to become open to differences in race, class, and encourage them to report themselves, or religion, age, gender, sexual orientation and report violations or alleged violations either to lifestyle, culture, physical ability, language and the chair of the College Hearing Board or to nationality. the dean of students. The Honor Code Honor Code history. The honor system for social Wheaton accepts and encourages indi- responsibility at Wheaton was established viduality while also affirming the community in 1921 to replace the demerit system that dimensions of college life. The Honor Code Wheaton had practiced since its founding in describes each individual’s responsibility as a 1834. In 1925, the honor system expanded member of the Wheaton community: to encompass all academic work. This was the beginning of a self-governance system As members of the Wheaton commu- at Wheaton that required not only academic nity, we commit ourselves to act honestly, responsibly, and above all, with honor and and social integrity of students, but the integrity in all areas of campus life. We are responsibility of all community members to accountable for all that we say and write. uphold the honor system. Over the past de- We are responsible for the academic integ- cades, the Honor Code has evolved to meet rity of our work. We pledge that we will not the changing needs of students and this misrepresent our work nor give or receive institution, but it has continued to maintain unauthorized aid. We commit ourselves to unquestionable integrity and purpose. For a behave in a manner which demonstrates complete set of guidelines, please refer to concern for the personal dignity, rights and the Student Government Constitution. freedoms of all members of the community. We are respectful of college property and Academic responsibility. The rights and respon- the property of others. We will not tolerate a sibilities that accompany academic freedom lack of respect for these values. are at the heart of the intellectual integrity I accept responsibility to maintain the Honor of the college. Academic integrity requires Code at all times. that all work for which students receive credit be entirely the result of their own effort. 35 36 The Wheaton Community

Plagiarism will not be tolerated in any form. to write a paper or take an examination. The Examinations at Wheaton are not proctored. following examples serve to illustrate the All students are responsible for the integrity of most common forms of plagiarism. their examination papers and for the integrity 1. Submitting papers, examinations or as- of the work of others taking examinations. signments written by others is perhaps Statement on plagiarism. The long history of the the most blatant form of plagiarism. Honor Code at Wheaton College is indicative 2. Word-for-word copying of portions of of the uniqueness of its faculty and students, another’s writing without enclosing the who have worked hard to maintain high copied passage in quotation marks and standards of academic integrity. In order acknowledging the source in the ap- to ensure that these standards are upheld, propriate scholarly convention is equally we must remind ourselves of the academic unacceptable. responsibilities that we all inherit as members 3. The use of a particularly unique term or of the Wheaton community. concept that one has come across in We should all be aware that we are part reading without acknowledging the author of a wider community of scholars, and it is or source, while less blatant, is also a the exchange of ideas, information, concepts form of plagiarism. and data that make the advancement of 4. The paraphrasing or abbreviated restate- knowledge possible. However, just as we ment of someone else’s ideas without expect others to acknowledge the ideas acknowledging that another person’s text that we have worked hard to develop, so we has been the basis for the paraphrasing is must also be careful to recognize the people a form of academic dishonesty. from whom we borrow ideas. 5. False citation: Material should not be at- There are several reasons why we should tributed to a source from which it has not acknowledge our borrowing from the work been obtained. of others. We do this certainly to show our gratitude, but also in order to provide our 6. False data: Data that has been fabricated readers with the opportunity to consult our or altered in a laboratory or experiment, sources if they wish to review the evidence, although not literally plagiarism, is clearly a consider other interpretations or determine form of academic fraud. the basis for the cited material. Moreover, we 7. Unacknowledged multiple submission of can determine the author’s own originality a paper for several purposes without prior and insight only in the context of appropriate- approval from the parties involved is a ly identified sources. The citation of relevant violation of the ethics of scholarship. background material is also evidence that the 8. Unacknowledged multiple authors or author has tried to become familiar with the collaboration: while collaboration is views developed by others in the field. entirely appropriate in many instances, Plagiarism (from the Latin for “kidnapper”) the contributions of each author or col- in its most general form is the taking of ideas laborator should be made clear. In cases from another and passing them off as one’s where collaboration is not permitted, such own. Authors who fail to acknowledge their collaboration is a form of academic fraud. sources are, at the very least, guilty of being While students have the responsibility of ignorant about the ethics governing the wider avoiding any form of plagiarism or academic community of scholars; at the worst, they dishonesty, it is the task of the faculty to are guilty of blatant dishonesty. In any case, clarify for students what these responsibili- plagiarism in any form constitutes a seri- ties are. Although the most general forms of ous violation of the most basic principles of plagiarism are clear, Wheaton recognizes that scholarship, and cannot be tolerated. the precise manner in which these guidelines Plagiarism can take many forms, from are implemented may vary across disciplines. the inadvertent passing off as one’s own For this reason, it is extremely important the work of another due to ignorance or that individual faculty members and depart- carelessness, to the hiring of someone else ments make explicit what their expectations THe Wheaton Community 37 are about academic honesty and integrity. and continuing education students may Faculty members also have the responsibility enroll as day students. Both single-sex and of making use of the Honor Code procedures coeducational housing options are available. and reporting violations of these when it is First-year students and sophomores live in necessary to do so. When both students and double rooms, triples or quads; juniors and seniors in double and single rooms. Room faculty recognize their respective responsibili- assignments for new students are based ties and have a shared understanding of them, on residence questionnaires. Returning stu- we can ensure that our system of academic dents select their rooms in a campus-wide values is upheld consistently and equitably. lottery each spring. Respect for intellectual labor and creativity Students take an active role in planning is vital to academic discourse and enterprise. and maintaining their living environments. This principle applies to works of all authors Residence halls are staffed by profession- and publishers in all media. It encompasses als from the student affairs staff who live in respect for the right to acknowledgment, each residential area. In addition, upperclass right to privacy, and right to determine the students known as hall staff mentors live form, manner and terms of publication and on each floor. These Hall Staff Mentors are distribution. available to offer peer counseling on issues of Because electronic information is volatile academic and social adjustment. They also and easily reproduced, respect for the serve as resources within the hall, answer- work and personal expression of others is ing questions about the campus, sponsor- especially critical in computer environments. ing educational and social programs, and Violations of authorial integrity, including promoting a sense of community and respect plagiarism, invasion of privacy, unauthorized for diversity on the floors and in the build- access, and trade secret and copyright viola- ings. Students share responsibility for making tions, may be grounds for sanctions against decisions about residence policies, promoting members of the academic community. security within their buildings, and maintaining The New Student Experience appropriate standards so residents may live Each new academic year begins with an ori- together harmoniously. entation program to welcome new, transfer The residence halls are an important and continuing education students to the learning environment at Wheaton. Students college community. Minority and interna- study together, play and relax with friends, tional students and their families are invited build friendships and work through the is- to a two-day pre-college multicultural work- sues associated with living in a community. shop. Orientation allows students to sample Residence halls and quads initiate social aspects of college life and to become events, faculty-led discussions, potluck familiar with the values Wheaton considers dinners and intramural teams, and sponsor an important part of our liberal arts tradition. Academic choices are explored through campus-wide events. meetings with advisors, student preceptors On Campus and residence hall staff, placement examina- Wheaton offers many opportunities for active tions and workshops designed to address learning outside the classroom. Students, key aspects of academic success. To faculty and administrators serve together on strengthen a sense of community, orienta- tion includes co-curricular activities such as college committees that formulate college concerts, athletic events, and workshops on policy and organize campus events. Elected residential life, multicultural diversity and the student representatives serve as members of Wheaton Honor Code. a variety of administrative groups, including Residential Life the Student-Trustee Liaison Committee, the Educational Policy Committee and the col- The college has 18 residence halls and 11 houses shared by members of all four lege’s Budget Advisory Committee. Students classes. Wheaton students are required to are regularly asked to serve on search com- live on campus for four years and to enroll mittees and task forces in the college. in the college’s meal plan. Students who All students are members of the Student live in communities contiguous to Norton Government Association (SGA) at Wheaton. 38 The Wheaton Community

The SGA Executive Board is composed media take part in managing and operating of elected student officers who oversee a Wheaton’s campus radio station, WCCS. variety of campus functions, including the Among college- and student-sponsored Student Senate, Programming Council, events are drama and dance presentations, Educational Council, College Hearing Board, concerts, art exhibitions, scholarly colloquia, Intercultural Board and Finance Committee. films and lectures. The SGA administers a budget from student Wheaton students also celebrate a num- activities fees, which supports an exten- ber of annual events, including Homecoming, sive program of social and cultural events, the Academic Festival, the Boston Bash, campus communications and more than 60 Spring Weekend, the Women’s Music student organizations each year. Festival, Worldfest@Wheaton and class- Activities abound in the arts, athletics, sponsored events such as Class Weekend academics, politics, religion, service and and the Valentine semi-formal. communications. Special-interest clubs Balfour-Hood Center enrich intellectual and social life, and new The Balfour-Hood Campus Center is open organizations are formed by students every Monday through Friday, 8 a.m. to 2 a.m., and year to accommodate the changing needs Saturday and Sunday, 10 a.m. to 2 a.m., dur- of the campus population. Among them are ing the academic year. The following is a list academic interest clubs, global awareness of facilities and services located in the center. groups, foreign language clubs, multicul- For further information, dial the Information tural associations (such as Black Students’ Desk line at ext. 3833. Association, Asian and Southeast Asian Association, Latino Students’ Association), Atrium. The Atrium is the large open area Hillel, political organizations, religious groups, adjacent to the Information Desk on the first various men’s and women’s groups (such floor of the Balfour-Hood Campus Center. as the Lesbian, Gay, Bisexual, Transgender This space is also used for outside vendors Alliance or the Wheaton Organization for to sell their merchandise. Women) and sports clubs. All sports clubs Band Practice Room. Scheduled and coordi- are funded and administered by the Student nated by the Band Club, this room is located Government Association. Students who on the mezzanine level. The room is available participate in sports clubs are required to at 5 p.m., after the close of the work day. sign a waiver of liability and participate at Café. Located on the mezzanine level of the their own risk. Balfour-Hood Center, off the Dimple-side Wheaton students also find opportunities entrance, the Café offers specialty coffees, to discover or expand upon their creative sandwiches, soups, salads, muffins and talents. They become active in the theatre bagels, and ice cream treats. company, which often produces the works of Continuing Education and Day Student Lounge. This student writers, or act in major productions room is the gathering place for commuting of the theatre department. They perform with students. It is located on the first floor next to student bands and read their original poetry the 1962 Room. and prose in campus coffeehouses. The Ellison Dance Studio. This large workout space Wheaton Dance Company, the Chorale, the for the Dance Company and aerobic and Jazz Band, the World Music Ensemble and TaeBo classes is located at the end of the the Orchestra all sponsor major produc- first floor hallway on the right. tions each semester. Four a cappella singing Fitness Center. Free weights, nautilus stations groups entertain at campus functions: the and aerobic workout equipment are available Whims, the Wheatones, the Gentlemen in the Fitness Center, which is located at the Callers, and The Blend. Many students end of the first floor hallway past Events and write for one of the student publications: Conferences. Locker rooms are adjacent to the Wheaton Wire, the campus newspaper; the Fitness Center. Rushlight, the literary magazine; or Nike, the Game Room. The Game Room, open daily from yearbook. Students interested in broadcast 10 a.m. until 2 a.m., offers pool, foosball, air THe Wheaton Community 39 hockey, ping pong, darts and board games. Officers, Programming Council, Student It is located on the first floor across from the Banker, Wheaton Wire (newspaper) and Information Desk. Nike (yearbook). This space is available to Information Desk. Located in the Atrium and all SGA-recognized clubs and organizations. staffed by Campus Center Assistants, the Located on the mezzanine level. Information Desk is the central location for WCCS Radio Station. The student-coordinated information dissemination on campus. This radio station, with offices and a broadcast desk handles the Info. Desk Line (ext. 3833), studio is located near the Dance Studio on transportation schedules, Game Room the first floor. equipment signout, flower delivery pickup and Athletics, Recreation and Physical Education access to the Band Practice Room. Reaching for excellence on the athletic field Loft. The night spot for pizza, wings, entertain- can be the perfect complement to intellectual ment and social events, the Loft is located growth in the classroom. Wheaton athletics, at the end of the Atrium-level hallway, up the whether at the intercollegiate, intramural or stairs on the left and around the corner by recreational level, offer students the opportu- the parking lot entrance to the Balfour-Hood nity to tone the spirit as well as the body, to Center. sharpen the will to succeed and the desire to Media Center. Located on the balcony level of compete, to teach the value and rewards of the second floor, the Media Center supports team work. Wheaton athletes are students campus events with projection systems, who seek an education as well as oppor- loudspeakers and videotaping. It also pro- tunities to develop and mature both on the vides audio-video and computer systems in playing field and off. The college generally classrooms. attracts student athletes who are looking for Meeting Rooms. The New Yellow Parlor and the good competition, which the New England 1960 Room are located on the balcony. Both area provides, who want to develop their rooms can be reserved through the Office of skills and who want a challenge as well. Events and Conferences. With a natatorium, gymnasium and field 1962 Room. This lounge area is equipped with house, the Haas Athletic Center is the setting a 52”-screen TV with access to cable and a for both recreational and intercollegiate ath- DVD/VCR. It is located on the Atrium level to letics. The eight-lane stretch pool provides a the right of the Continuing Education and Day place for recreational swimming and diving, Student Lounge. intramural water polo and volleyball; it is Office of Events and Conferences Services. the home of Wheaton’s nationally ranked Coordinates campus events, including room synchronized swimming team, and the in- reservations, equipment requests and food tercollegiate swimming and diving teams for requests. It is located on the left through the women and men. The Emerson Gymnasium double doors to the right of the WCCS broad- offers facilities for basketball, volleyball and cast booth (past the dance studio). badminton. The Beard Field House, home of Wheaton’s national champion track team, Office of Student Life. Student Life comprises Residence Life, Student Activities and includes a six-lane track, five indoor tennis Multicultural Programs. The office is located courts, three basketball courts, and space above the Café. for long jump and batting practice. Indoor soccer and Frisbee are also played there. Office Services. The campus printing shop with In addition, the college has seven lighted copy and fax machines is located beyond the outdoor tennis courts plus a practice court; Atrium, behind the Post Office mailboxes. playing fields for soccer, lacrosse, field Post Office. Located directly off the Atrium on the hockey and softball; the Sidell Baseball first floor, the Post Office houses student, -fac Stadium; and the Clark Recreation Center for ulty and administrative mailboxes, and facilities intramurals and social activities. The Fitness for sorting and distributing campus mail. Center, housed in the Balfour-Hood Student Student Government Association . Offices for the Center, contains Nautilus equipment, free Student Government Executive Board, Class weights and cardiovascular machines such 40 The Wheaton Community

as the “Stair-master.” Aerobics classes are medical team of the Norton Fire Department held in the Ellison Dance Studio. and Sturdy Memorial Hospital in nearby Wheaton competes in the NCAA Division Attleboro. III. Women’s teams include cross-country, Outreach. The director of student health basketball, soccer, field hockey, volleyball, services, in cooperation with the Wheaton lacrosse, softball, synchronized swimming, Counseling Center, the Office of Student tennis, track and field, and swimming and Life, the Student Health Advisory Board and diving. The college fields men’s teams in local public health agencies, provides regular baseball, cross-country, soccer, lacrosse, programs on sexuality, stress, wellness, drug basketball, tennis, track and field, and swim- and alcohol abuse, and current health topics ming and diving. that are relevant to college students. Intramural activities are organized in flag Confidentiality. Health services observes strict football, floor hockey, volleyball, softball, soc- rules of confidentiality in the doctor-patient cer, basketball, water polo, pool and Ping- relationship. Under no circumstances are re- Pong. Recreational opportunities abound, cords ever shown or discussed with anyone with a full schedule of aerobics classes and without knowledge and written consent of the availability of the fitness center and swim- the student. Medical records are kept on file ming pool. to ensure continuity and quality health care. The instructional program in athletics Only the health services staff has access to includes golf, swimming, tennis, badminton, the contents of medical charts. This policy archery, fencing, an exciting leadership pro- means that no one has access to informa- gram—Project Adventure—and yoga. tion about medical or personal histories with- Wheaton values recreational and intercol- out signed authorization from the sender. legiate athletics not only for its importance in This information remains confidential. developing lifelong practices of fitness but for Students should be aware that if they the leadership skills it fosters in participants. have their own insurance policy (not Health Care Wheaton’s), treatment will be billed to that Wheaton student health services are policy (which is not covered by Wheaton’s provided by the Norton Medical Center, confidentiality regulations) and a statement associated with Sturdy Memorial Hospital for services provided may be sent to the in Attleboro. The center is located on the policy owner. Wheaton campus on Taunton Avenue next to Counseling. The Counseling Center provides the bookstore. Services to Wheaton students support and counseling services to students are coordinated by the director of student as they deal with the inevitable problems, health services, whose office is located in stress, difficulties in relationships, and con- the medical center. The center provides flicts they will encounter in their young adult outpatient services Monday through Friday. years. In order to meet the developmental Services are available to students during the needs of an increasingly diverse student academic year by appointment only. Some body, the center provides flexible and varied services and referrals are billable to students’ approaches to helping students, both on required health insurance, but routine care campus and with referrals to off-campus is provided as part of the college’s contract resources. The center offers a variety of with Sturdy Hospital. That hospital and the outreach programs ranging from lunchtime Mansfield Health Center in Mansfield provide discussion groups to workshops focusing direct care when the Norton Medical Center on specific themes. The Counseling Center is not open. is staffed by licensed mental health profes- Emergency health care. Emergency medi- sionals and graduate interns in advanced cal treatment is provided by the Norton training. Any concern that a student brings Medical Center during daily business hours. to the center is treated with respect, caring After hours and on weekends, emergency and confidentiality. medical treatment is provided by Wheaton Counseling services are confidential and public safety officers or the emergency free of charge to all Wheaton students. THe Wheaton Community 41

The Larger Community GATRA, provides regular connections to Students at Wheaton have the benefit of at- trains and the Boston metropolitan trans- tending a college in a New England town with portation system. Students travel regularly access to nearby Boston and Providence, to visit museums and to attend concerts, Rhode Island. Boston and Providence pro- the theatre or social events at other colleges vide opportunities for internships, jobs, field and universities. College vans are rented work or shopping. Students are also actively to student organizations for field trips and involved in internships and community service sponsored excursions. Students may also projects in local communities, including register cars on campus. There is a limit on Norton, Mansfield, Attleboro and Taunton. the number of parking permits available for The local public transportation system, first-year students. 42 43 Admission

Wheaton enrolls a diverse group of students The submission of standardized test who share certain characteristics: the desire results is optional. Applicants who wish their to explore knowledge in the classroom and in scores to be considered should arrange the world, the willingness to seek challenges for official score reports to be sent from and the confidence to participate in the the appropriate testing agency (the College exchange of ideas. Board and/or ACT) directly to the Wheaton Admission is very competitive and is Admission Office. Reports must be received based on both the applicant’s academic and no later than the application deadline for the personal qualifications. Wheaton students corresponding decision plan. Unofficial test come from hundreds of different secondary scores (i.e., those reported on high school schools each year, and the college recog- transcripts) will not be considered. Non-na- nizes and values the variations in curricular tive English speakers must submit the results background and academic preparation of the TOEFL or ELPT exams. represented among applicants. Each Because of the college’s commitment student’s secondary school performance and to evaluating all applicants as individuals, background will be considered individually in the Admission Office encourages students assessing his or her potential for success at to submit any additional material that may Wheaton. illuminate their particular talents and interests. It is the college’s policy to admit students Though not required, such submissions may without regard to gender, race, color, creed, include: slides of original artwork, samples national origin or sexual orientation. Wheaton of creative writing and audio or videotapes. complies with the requirements set forth in Once received in the Admission Office, the Family Educational Rights and Privacy these items will not be returned. Therefore, Act (FERPA) of 1974, as amended, and the students should make all necessary copies regulations in implementation thereof. prior to including them with their application Admission of Freshman materials. Please note that CDs and com- Although Wheaton does not prescribe rigid puter disks will not be reviewed by the art entrance requirements, the college strongly department. Studio art faculty will review only recommends the following high school cur- slide and print portfolios. riculum: four years of English with emphasis All admission offers are contingent upon on composition skills, three or four years of completion of all secondary school require- mathematics, three or four years of a foreign ments (i.e., graduation or its equivalent). language, three years of social studies, Interviews. It is recommended that all students and three years of laboratory science and who apply to Wheaton will arrange for a several academic electives. Honors-level, personal interview with a member of the ad- advanced placement (AP) and International mission staff prior to the application deadline. Baccalaureate (IB) courses as well as sub- On-campus interviews for current-year appli- stantive courses in the visual and performing cants are available by appointment between arts add further strength to an applicant’s re- April 1 and January 15. If you are unable to cord. These guidelines are not requirements, schedule a visit to the campus, the Office however; each student’s program is viewed of Admission will, upon request, attempt to in light of the opportunities open to him or arrange an interview with a member of the her. Academic achievement, challenge of Alumni and Parent Admission Committee the curriculum, evaluations by teachers and (APAC) near your home or school. counselors, and writing skills are all used to Please contact the Office of Admission determine the quality of a candidate’s record. well in advance to schedule an on-campus

43 44 Admission

or APAC interview. We recommend that you and demonstrated extracurricular commit- make your arrangements by calling the office ment. As a Trustee Scholar, each student toll free at 800-394-6003 (or 508-285-8251 receives a $10,000 scholarship in addition outside the United States) between the hours to a one-time $4,000 stipend to support of 8:30 a.m. and 4:30 p.m. (Eastern Time) research, career-development or community Monday through Friday. Appointments for service opportunities in the summer of either overseas students may be scheduled by e- their sophomore or junior year. mailing the Office of Admission. Community Scholars. The Community Scholars Applying. Wheaton uses the Common program recognizes students who demon- Application as its only application (with strate both strong academic performance and supplementary submissions). Students may an ongoing commitment to community ser- obtain all necessary forms and instructions vice and/or leadership. Community Scholars directly from the Wheaton Admission Office each receive a $7,500 scholarship and a one- (http://www.wheatoncollege.edu/admis- time $3,000 stipend to support community sion), from the Common Application Web site service, internships or research opportunities (http://www.commonapp.org), or from most in the summer of either their sophomore or high school counseling offices. Applications junior year at Wheaton. must be submitted with the required applica- Each of these scholarship awards is renew- tion fee of $55 by January 15 of the student’s able annually upon the achievement of at least senior year. Applicants will be notified of a 3.0 GPA. admission committee decisions by early April. Merit Scholarships may be used only Since Wheaton subscribes to the Candidates’ during terms of enrollment at Wheaton or on Reply Date, admitted students wishing to Wheaton-affiliated programs. Merit scholar- enroll must do so by May 1 with a non-refund- ship funds may not be used for non-affiliated able deposit of $300. programs (abroad or domestic). For a current Named Scholar Programs list of Wheaton-affiliated programs abroad, There are no separate applications re- contact the Center for Global Education. For quired for merit scholarship consideration a current list of Wheaton-affiliated programs at Wheaton. Students are selected from the in the United States, contact the Academic pool of first-time freshman applicants at the Advising Office. time of admission to the college. If a financial Early Decision Plan aid applicant is a merit scholarship recipient, If Wheaton is a student’s first choice college, it will reduce his/her eligibility for need-based she or he may wish to consider one of the financial aid. early decision plans. For “ED I,” completed Class of 2009 Awards applications are due November 15 and should Balfour Scholars. Established in 1983 with a include grades from the first term of twelfth gift from the Lloyd G. and Mildred Balfour grade (and the results of the SAT or ACT Foundation, the Balfour Scholar award exam, if the applicant wishes these scores to enables Wheaton to recognize entering fresh- be considered). Notifications are sent by the men who have demonstrated outstanding end of December. Students who decide that academic ability, unusual talents and potential Wheaton is a first choice after November 15 for leadership. Each Balfour Scholar receives may utilize “ED II,” which requires that all ap- a $12,500 scholarship in addition to a one- plication materials be received by January 15. time $4,000 stipend to support research, Students applying under either early career-development or community service decision plan are free to initiate applications opportunities in the summer of either their to other colleges, but must withdraw them sophomore or junior year. Balfour Scholars when notified by Wheaton of acceptance and represent the most outstanding students in financial aid (if eligible). the applicant pool. It is not always possible to reach a definite decision on an application under the early de- Trustee Scholars. Trustee Scholars are recog- nized for their superior academic achievement cision plans. In this case, a student is released Admission 45 from the Early Decision Agreement and will be as a Foreign Language (TOEFL) in addition considered among the regular applicant pool to all other required application materials. for an April 1 decision. In some cases, early Students are expected to earn a minimum decision candidates may be denied admis- score of 550 on the paper version (or 213 sion rather than being reconsidered with the on the computer-based version) of TOEFL, regular decision applicant pool. and must submit their scores by January 15 Applicants accepted under the early deci- of the year they intend to enter Wheaton. To sion plans will be expected to pay a non-re- receive Wheaton application forms, students fundable deposit of $300 in early January (ED should write directly to the Admission Office I) or early March (ED II). for detailed information. Where possible, the Second Semester Admission Admission Office will arrange an interview with a Wheaton graduate in the applicant’s Wheaton accepts a limited number of home country. students for admission in the second se- Wheaton encourages all U.S. citizens and mester. Candidates applying for mid-year permanent residents who seek support for admission must complete their applications their education to apply for financial aid. Non- by November 15; notifications are sent by U.S. citizens without permanent residency January 1. Candidates for freshman ad- status who require financial aid to meet their mission may be considered for mid-year educational expenses are not encouraged entrance, depending upon individual circum- to apply for admission to Wheaton, as the stances. college is unable to provide them with need- Deferred Admission based financial support. Non-U.S. citizens For many students a college career is richer are eligible to receive Wheaton’s merit schol- and more relevant if, between high school arships. and college, they take some time to gain the Every financial aid decision is based on a broader experience and added maturity that combined evaluation of the student’s demon- may come from some non-academic, interim strated financial need and overall high school activity. For this reason, Wheaton usually will record. No student who can finance only one grant deferred admission to candidates who year at Wheaton should enroll with the expec- are accepted through the normal process, tation that financial aid and/or scholarships will upon receipt of the $300 non-refundable tu- be available in subsequent years. ition deposit. Accepted applicants who wish International students at Wheaton hail to enroll as full-time students in other colleges from more than 50 countries and territo- before coming to Wheaton should plan to ries, including Austria, Belgium, Bhutan, reapply for admission, and must submit tran- Brazil, Canada, Chile, Colombia, Egypt, scripts of all post-high school academic work. England, France, China, Central African Early Admission Republic, Germany, Guatemala, Haiti, Hong An unusually mature and well-qualified Kong, India, Indonesia, Israel, Hong Kong, student who wishes to enter college after Japan, Jordan, Republic of Korea, Kuwait, three years of high school may apply for early Lichtenstein, Malaysia, Nepal, Netherlands, admission to Wheaton. A strong academic Nicaragua, Norway, Pakistan, Panama, Peru, record and supporting recommendations Philippines, Portugal, Russia, Saudi Arabia, from teachers and counselors will be major South Africa, Spain, Switzerland, Taiwan, factors in the evaluation of candidates for Thailand, Turkey, Ukraine, the United Arab early admission. A personal interview is Emirates, Venezuela, Vietnam and Wales. required. Admission of Transfer Students International Students Each year Wheaton admits students to the Wheaton is pleased to receive applications freshman, sophomore and junior classes. from international students. Students for To transfer to Wheaton, a candidate must whom English is not the native language must combine strong secondary school prepara- submit scores earned on the Test of English tion, a promising record at another college 46 Admission

and satisfactory personal credentials. In order Admission of Special Students to receive a Wheaton degree, a student must Wheaton encourages qualified individuals who attend Wheaton for at least two years (four live within commuting distance of the college semesters), one of which is normally the to enroll as special students in regular course senior year, and must complete a minimum of work at the college. They are invited to discuss 16 course credits in residence. their specific interests with the Admission The admission committee considers Office. Students not seeking a Wheaton de- candidates for entrance in both the fall and gree may enroll in courses directly through the spring terms; candidates for the spring Registrar’s Office. Financial aid is not available term should submit their applications by for special students. November 15. They will be notified of the Admission of Continuing Education Students admission decision by early January. To be eligible for continuing education admis- Transfer applicants for the fall term who sion, a candidate will typically have been complete their applications by the April away from full-time education for at least 1 deadline will be notified by mid-May. three years or be 24 years of age or older. Applications received after April 1 will be While admission criteria for this program are reviewed individually and decided upon as broadly defined and flexible, admission is space at the college permits. Official tran- based on the evaluation of each candidate’s scripts of college work in progress should be individual academic goals and background. forwarded as soon as possible after the close An interview, therefore, is a most important of the term. An interview and campus visit feature of the application process. Application for transfer applicants are strongly recom- forms and interview appointments should mended. If the candidate is unable to visit the be requested from the Admission Office. campus, the admission office will attempt to Applications for the fall semester should be arrange an interview with a Wheaton gradu- submitted by April 1. ate near the student’s home or college. Admission of Disabled Students Readmission Wheaton is committed to achieving equal Students seeking readmission to the college educational opportunity and full participa- must submit an application to the Committee tion for students with disabilities. It is the on Admissions and Academic Standing. This college’s policy that no qualified person shall will include a statement of their activities while be excluded from participating in any college away from the college and of their plans if program or activity, be denied the benefits of readmitted. Students who have enrolled in any Wheaton program or activity, or otherwise another college or taken courses elsewhere be subjected to discrimination with regard must submit transcripts of that work with to any program or activity. Wheaton College their application. will make every effort to provide reasonable Students who voluntarily withdraw from accommodations and appropriate support for the college in academic good standing otherwise qualified students with disabilities. and with no history of medical, disciplinary Students requesting accommodations or or academic problems may expect to be seeking support services should notify the readmitted. Students who have a history of ADA/504 coordinator at least one month prior medical, disciplinary or academic problems to the start of classes for a given semester so should understand that the Committee on that the college has sufficient time to evaluate Admissions and Academic Standing will want and respond to the request. to determine how these problems have been The college Committee on Admissions and addressed while the student has been away Academic Standing is charged with responsi- from Wheaton. The committee will sometimes bility for reviewing appeals of college policies recommend that a student be conditionally and practices on issues related to students readmitted with the understanding that the with disabilities and the college’s efforts to student must meet specified expectations in provide reasonable accommodations and order to continue. support. Admission 47

Visiting Students are considered non-degree candidates; stu- Students attending colleges or universities dents wishing to transfer to Wheaton upon within the Twelve College Exchange who wish completion of their visiting semester or year to spend a year or a semester at Wheaton should follow the guidelines for transfer should make arrangements with the ex- admission. change coordinator at their own institutions. Contacting the Admission Office Students from other colleges may apply To contact the Admission Office, for visiting student status for a year or a you may write a letter, call 800-394- semester through the Wheaton Admission 6003, or send an e-mail message to Office. These students should arrange to take [email protected]. We are leaves of absence from their own institutions accessible on the World Wide Web at to assure their readmission upon completion http://www.wheatoncollege.edu. of their work at Wheaton. Visiting students 48 49 Financial Aid

Financial aid at Wheaton is a partnership Wheaton also expects the student to pay that draws on the combined resources of a portion of his or her own expenses, from the student and his or her family, federal and summer earnings, savings or other assets state governments, and the college itself. as well as from wages earned during the Wheaton believes that the primary responsi- academic year. We typically expect students bility for paying for college lies, to the extent to contribute between $1,400 and $1,600 possible, with families themselves. Eligibility each academic year. for all need-based aid from the college is de- Together, the amount of the parents’ termined by a combination of financial need responsibility and the student’s resources and academic promise, with financial need make up the expected family contribution. the predominant factor. The difference between the total cost of edu- Wheaton also offers merit-based scholar- cation (tuition, fees, room, board, books and ships to recognize outstanding academic supplies, and personal and travel expenses) achievement at the high school level and con- and the expected family contribution is the tinued achievement in college. If a financial aid student’s eligibility for aid. applicant is the recipient of one of the college’s Sources of Aid merit scholarships, this award will reduce his Each year, Wheaton attempts to fund as or her eligibility for need-based aid. many financially eligible students as pos- Institutional financial aid and merit scholar- sible. Eligible students who complete the aid ship support are limited to a maximum of eight application on time may receive a “package” semesters. Students who require additional of resources. A financial aid package typically semesters to complete their degree are not includes a combination of grant assistance eligible for need-based or merit scholarship from Wheaton, student loans (on which no funding after their eighth semester. Merit payments are required until after the student scholarships may only be used while en- leaves school), and/or work-study awards rolled at Wheaton or on a Wheaton-affiliated (subsidized student employment). The level program. of grant funding will depend on a student’s Determining Eligibility need level, academic promise and availabil- Wheaton determines the amount that a family ity of funds. In years when the demand for can realistically be expected to contribute institutional grant assistance exceeds avail- toward total college expenses by reviewing able funds, we may not be able to fully fund the family’s overall financial circumstances every eligible aid recipient. In such cases, the as presented on the financial aid application. student and family must work together to This needs analysis takes into account such secure adequate funding. In all cases, fami- factors as family income and assets, manda- lies are encouraged to seek other sources of tory expenses (federal, state, and local taxes financial assistance. and Social Security payments, for example), Federal Aid Programs extraordinary expenses, family size and the Federal Pell Grant. This is a federal grant number of siblings attending undergraduate awarded to students with high financial need. college. In addition to examining the family’s Pell Grants may range from $400 to $4,050 current circumstances, the needs analysis at- and need not be repaid. Wheaton requires all tempts to assess the family’s ability to finance students applying for financial assistance to college costs. Thus, families may meet their apply for Pell funds via the Free Application responsibility to the educational partnership for Federal Student Aid (FAFSA) each year. through a combination of resources: savings, current income and, often, some long-term Federal SEOG Grant. The Federal Supplemental financing. Educational Opportunity Grant (FSEOG) is 49 50 Financial Aid

awarded to students who demonstrate an of 8.25 percent. A 3 percent origination fee exceptional need for assistance. Wheaton de- is deducted from the total amount borrowed termines the size of the student’s award based prior to disbursement. Freshmen may bor- on the amount of FSEOG funds available to row up to $2,625 for the year, sophomores the college each year. Ranging from $500 to up to $3,500, and juniors and seniors up to $3,000, these grants need not be repaid. $5,500. Repayment of principal (and inter- Federal Perkins Loan. This low-interest federal est, if deferred) begins six months after the loan is offered through Wheaton to students student leaves school, graduates or drops with exceptional need. No interest is charged below half-time attendance. Repayment and no payments are required until nine requires a minimum monthly payment months after the student leaves school. Once of at least $50 and extends for up to 10 repayment begins, interest accrues at 5 per- years. Students who wish to apply for the cent. The minimum monthly payment is $40 Unsubsidized Stafford Loan must complete with a maximum 10-year repayment. This the Free Application for Federal Student Aid loan may be deferred if the student attends in addition to the bank loan application; all graduate school full time. Wheaton deter- forms and applications are available from the mines the size of a student’s Perkins Loan, Office of Student Financial Services. which may range from $500 to $4,000 per Federal Work Study. This is a campus employ- year. The student signs a promissory note ment program in which the federal govern- upon arrival on campus in the fall. ment pays a portion of the student’s wage. It Federal Subsidized Stafford Student Loan. This is is intended to assist with personal expenses a federally subsidized student loan available (such as travel, books and supplies) during from banks and other lenders. No interest is the academic year. While it is the student’s charged and no payments are required until responsibility to find a position, Student six months after the student leaves school. At Financial Services maintains an online job that time, interest begins to accrue at an an- directory of positions available on campus nually variable rate based on the 91-day trea- as well as community service opportuni- sury bill rate plus 3.10 percent, with a cap of ties. Wheaton is a participant in the America 8.25 percent. The minimum monthly payment Reads program, in which federal work study is $50 and the maximum repayment period is students are placed as reading tutors for 10 years. Repayment may be deferred if the preschool and elementary school students. student goes on to full-time graduate school. The college holds a job fair early in the fall A 3 percent origination fee is deducted from semester during which students can meet the total amount borrowed prior to disburse- potential campus employers. Wheaton stu- ment. Repayment of principal and interest dents typically work between eight and ten begins six months after the student leaves hours per week; paychecks are issued every school, graduates or drops below half-time other week. attendance. Maximum eligibility for freshmen Special Considerations. Federal and state pro- is $2,625, sophomores, $3,500, and juniors grams are subject to annual appropriations and seniors, $5,500. approval. Programs or funding levels may be Federal Unsubsidized Stafford Loans. Students subject to change based on federal or state who are not eligible for the Subsidized budgetary constraints. Stafford Loan program may still be eligible State Aid Programs for a Stafford loan without the federal interest State Scholarships/Grants. Connecticut, subsidy. Although repayment of principal is Maine, Massachusetts, New Hampshire, deferred during enrollment, interest does Pennsylvania, Rhode Island and Vermont accrue. The student borrower has the option have scholarship/grant programs for students of making interest payments while in school, who are residents of those states. Students or having the accrued interest capitalized should check with their state scholarship (added to the principal borrowed prior to office for specific eligibility information and the start of repayment). Interest accrues at a application deadlines. Wheaton requires stu- variable rate determined annually, with a cap Financial Aid 51 dents from these states to apply properly for students who have been awarded Federal such scholarship funds. Wheaton will not re- Work-Study funding as a part of their need- place anticipated state scholarship or grant based aid package. The college does not dollars with institutional funds for students guarantee the availability of on-campus who fail to complete the application process. employment for all students. The college If a state scholarship/grant is approved after may limit the hours or earnings of students the student’s initial aid award, the college to comply with federal regulations and to reduces the Wheaton Grant award dollar for make employment more widely available to dollar, providing that all need has been met. the student population. For more informa- Gilbert Grants. The Gilbert Grant Program is tion on student employment policies and made up of funds allotted to Wheaton by the procedures, visit http://www.wheatoncollege. Commonwealth of Massachusetts. Awarded edu/Admin/SFS/SEO. to high-need residents of the state, Gilbert Wheaton Scholarships Grants usually range from $500 to $2,500. There are no separate applications re- Massachusetts No-Interest Loan. The quired for merit scholarship consideration Massachusetts No-Interest Loan (NIL) at Wheaton. Students are selected from the Program offers a zero interest, long- pool of first-time freshman applicants at the term student loan to financially needy time of admission to the college. If a financial Massachusetts residents. Wheaton will aid applicant is a merit scholarship recipient, award loans to eligible students ranging it will reduce his/her eligibility for need-based between $1,000 and $4,000. A promissory financial aid. note is signed by the student on campus. Class of 2009 Awards Special Considerations. Federal and state pro- Balfour Scholars. Established in 1983 with a grams are subject to annual appropriations gift from the Lloyd G. and Mildred Balfour approval. Programs or funding levels may be Foundation, the Balfour Scholar award subject to change based on federal or state enables Wheaton to recognize entering budgetary constraints. freshmen who have demonstrated outstand- Wheaton Grants ing academic ability, unusual talents and The college funds these need-based student potential for leadership. Each Balfour Scholar grants with general scholarship resources, receives a $12,500 scholarship in addition income from endowed funds, and annual to a one-time $4,000 stipend to support gifts from alumnae/i, parents, and friends. research, career-development or commu- Awards range from $2,000 to $28,000 and nity service opportunities in the summer of need not be repaid. Because of the college’s either their sophomore or junior year. Balfour commitment to meeting the needs of first- Scholars represent the most outstanding year and returning students, the availability students in the applicant pool. of Wheaton grant aid is limited for new trans- Trustee Scholars.Trustee Scholars are recog- fer students. nized for their superior academic achieve- Student Employment ment and demonstrated extracurricular com- The Office of Student Financial Services mitment. As a Trustee Scholar, each student coordinates the on-campus student employ- receives a $10,000 scholarship in addition ment program. In order to work on campus, to a one-time $4,000 stipend to support students must demonstrate that they are research, career-development or community eligible to work in the United States. In addi- service opportunities in the summer of either tion, student employees must complete re- their sophomore or junior year. quired payroll and work authorization forms. Community Scholars. The Community Scholars Students are not eligible to work or be program recognizes students who demon- paid until all required paperwork has been strate both strong academic performance completed and approved. The SFS staff is and an ongoing commitment to commu- available to help students with these forms. nity service and/or leadership. Community Priority for campus jobs is given to Scholars each receive a $7,500 scholarship 52 Financial Aid

and a one-time $3,000 stipend to support financial aid that may be available outside community service, internships or research the college (for example, community-based opportunities in the summer of either their scholarships). sophomore or junior year at Wheaton. Students applying for financial assistance Each of these scholarship awards is must complete both the CSS PROFILE and renewable annually upon the achievement of the FAFSA. The Wheaton CSS code number at least a 3.0 GPA. is 3963 and the Wheaton FAFSA code num- Merit Scholarships may be used only ber is 002227. For more information, please during terms of enrollment at Wheaton or on call the Office of Student Financial Services at Wheaton-affiliated programs. Merit scholar- 508-286-8232. Please note that need-based ship funds may not be used for non-affiliated financial aid is available only to U.S. citizens programs (abroad or domestic). For a current and U.S. permanent residents. list of Wheaton-affiliated programs abroad, Required documents for financial aid contact the Center for Global Education. For The Free Application for Federal Student Aid (FAFSA). a current list of Wheaton-affiliated programs The FAFSA is used to determine eligibility for in the United States, contact the Academic federal funding and is required of all financial Advising Office. aid applicants. The FAFSA is available from Private Outside Scholarships high school guidance offices and college Outside sources of funding can significantly financial aid offices. The FAFSA is also avail- reduce a student’s debt burden and work able on the Internet at http://www.fafsa. commitment over the years. For those rea- ed.gov. Students and their parents should sons, we encourage students to investigate complete and return the form to the proces- as many alternative funding sources as pos- sor as soon as possible after January 1. sible. If Wheaton has not been able to meet Although the form asks for specific informa- the full amount of a student’s need-based tion from student and parent tax returns, financial aid eligibility, outside scholarships applicants should not wait to complete tax may be used first to replace any unmet returns for the current year before submitting eligibility. If the scholarship amount exceeds the FAFSA. Complete the aid forms in early the amount of unmet eligibility, we will reduce January using the best possible estimates of the “self-help” portion of the package (work- family income; corrections can be submitted study and/or student loan). Only when all later. Wheaton’s federal code number for the self-help has been eliminated will we have to FAFSA is 002227. reduce the grant portion of the package. PROFILE application. Wheaton uses the informa- Students and families should research tion from PROFILE to determine eligibility private scholarships through as many means for institutional funding. The PROFILE is as possible. The best sources are within the only available on the Internet at http://www. student’s local community and high school. collegeboard.org, and processing takes Students may use the World Wide Web to only 48 hours. CSS will send each student research a myriad of scholarship possibilities. an individualized application based on the Applying for Aid registration information provided. Wheaton’s institutional code number for PROFILE is Admission and financial aid decisions at 3963. Applicants with questions about the Wheaton are made independently of one PROFILE service should call the Office of another. Once a student is admitted to the Student Financial Services at 508-286-8232. college, aid is awarded based on a combined assessment of financial eligibility and the Student and parent tax returns. Wheaton also overall strength of the candidate. We urge requires students and their parent(s) to all prospective students concerned about submit copies of their federal income tax meeting college costs to apply for financial returns. Individuals who are using estimates assistance when applying for admission on FAFSA and PROFILE because they have to Wheaton. We also encourage students not yet completed the appropriate year’s tax and their families to investigate all forms of return must submit the most recent year’s tax Financial Aid 53 return by the published deadline. Applicants Financial Aid in Continuing Years should include all pages, schedules and W-2 Financial aid is awarded for one year at a forms. Once a current year tax form has been time; students must reapply to be consid- filed, a complete copy must be forwarded to ered in subsequent years. As during the the college. Students and parents who have first year, eligibility for aid is based both on not and will not be filing a federal tax return the family’s financial circumstances and the must send a letter stating this and listing all student’s academic performance. While sources of income for the year. the college strives to minimize fluctuations Noncustodial Parent’s Statement. If a student’s in a student’s award from year to year, natural parents are separated, divorced or some changes will be inevitable. A sibling’s never married, the parent with whom the graduation from college or an increase in a student does not live (the noncustodial par- parent’s salary, for example, would decrease ent) must complete a Noncustodial Parent’s the student’s need, and, correspondingly, Statement. When the student completes his or her financial aid package. Likewise, the CSS PROFILE online, they will be given the loss of a parent’s job or a sibling entering instructions to forward to their noncustodial college has the potential to increase the parent for the online Noncustodial Parent’s overall aid award. Statement. If the noncustodial parent cannot Irrespective of changes in eligibility, access the online form, please contact SFS. Wheaton expects students to shoulder a Business/Farm Supplement. Student or parent(s) greater share of college expenses as time who own a business or farm must submit goes on. Juniors and seniors have more a Business/Farm Supplement to Wheaton. earning potential than underclassmen, for This form will be sent to the student with the example, and are able to borrow more PROFILE application. Applicants who do not money through federal programs. Expecting receive this form may request one directly students to use these additional potential re- from the Office of Student Financial Services. sources, the college packages slightly larger This form should be returned directly to loans and larger work expectations from one Wheaton when completed. If the business year to the next. files a corporate or partnership tax return, Academic Standing and Satisfactory we request a copy of the business tax return Progress along with the Business/Farm supplement. Institutional aid is awarded for a maximum Aid Deadlines of eight semesters to students in good academic standing. (Academic standing Admission Submit Submit all other Plan FAFSA/PROFILE documentation by for each class is defined in the Academic Early Decision I Nov. 1* Nov. 15 Standards section of this book.) Federal regulations require that aid be Early Decision II Jan. 15 Jan. 15 denied to students who fail to meet the Regular Decision Jan. 15 Feb. 1 Freshmen college’s academic progress standards. This Regular Decision, April 1 April 15 includes a requirement that a student’s G.P.A. Transfer Candidates meet or exceed the graduation standard (2.0) Returning March 1/April 1 April 20 by the end of sophomore year. Each spring, Students the Student Financial Services Office reviews It is critical that applicants complete their the academic progress of each financial aid applications on time. We cannot ensure that applicant. Applicants who have not met the funding will be available for late applicants. qualitative (G.P.A.) and/or quantitative (credits Late applicants may be placed on a financial earned) requirements will receive notice aid waitlist. that they are ineligible for further financial assistance. Students who believe their * ED I candidates cannot submit the FAFSA by Nov. 1. Wheaton will send an estimated award based on the circumstances warrant an exception to these CSS PROFILE, tax returns and supplements. In order policies must submit a letter of appeal to the to finalize the financial aid award, ED candidates must file the FAFSA after Jan. 1 and before May 1 and Student Financial Services Office. submit current year tax returns. 54 Financial Aid

Study Away grams is limited. In years when the demand Wheaton-affiliated Programs Abroad.Students for financial support for non-affiliated pro- participating in Wheaton-affiliated programs grams exceeds available dollars, the college abroad pay tuition, room and board charges may reduce awards, or may limit support to directly to Wheaton, and may use their one semester. Merit scholarships may not financial aid award and merit scholarships to be used on non-affiliated programs abroad. fund these programs. The only portion of a Non-affiliated Programs in the U.S. (Domestic). student’s award that is not available for use Although remaining eligible for federal and in a Wheaton-affiliated program abroad is the state aid, students attending approved, but work award; Wheaton does not replace these non-affiliated programs in the United States funds unless a student has eligibility for an are not eligible for institutional funding (need- increased federal Stafford Loan. Wheaton’s based grant or merit scholarship) or work Center for Global Education has significantly awards. This includes the 12X and American expanded the number of Wheaton’s program University (Washington Semester) programs. affiliations; qualified Wheaton students may Exceptions to this policy are for the now enroll in a Wheaton program abroad in programs at the National Theatre Institute many countries around the world. Additional and the Mystic Maritime Program, for which program affiliations are considered each year, a student may apply for need-based grant in response to student and faculty inter- funding only. Merit Scholarships may not be est. Program affiliations are also periodi- used for NTI or Mystic. cally reviewed and may be discontinued. To Eligible Terms. Wheaton funding (merit and obtain a current list of Wheaton-affiliated need-based) is available only for programs programs abroad, contact the Center for during the fall and spring semesters. Global Education directly or visit http://www. Students interested in participating in short wheatoncollege.edu/global. term programs (summer or winter) may con- Wheaton-affiliated Programs in the U.S. (Domestic). tact Student Financial Services to determine Wheaton maintains affiliations with a very if they have any remaining federal or state limited number of specialty programs eligibility for use on these programs. located in the United States. Students Annual Review. Study away policies are re- participating in Wheaton-affiliated programs viewed yearly and are subject to change. in the United States pay tuition, room and Beyond Financial Aid board charges directly to Wheaton, and may Though not all students qualify for financial use their financial aid award and merit schol- aid, Wheaton offers a variety of programs arships to fund these programs. The only to every family working to finance a college portion of a student’s award that is not avail- education. Alone or in tandem with other able for use in a domestic Wheaton-affiliated financing options, these programs can help program is the work award; Wheaton does aided families meet their contribution as well not replace these funds unless a student has as assist all families with financing college eligibility for an increased federal Stafford costs. Applications for these programs are Loan. A current list of Wheaton-affiliated pro- available from the Student Financial Services grams in the United States may be obtained Office. This list is not all inclusive, and may from the Academic Advising Center. change from year to year. The staff in Student Non-affiliated Programs Abroad. Students may Financial Services would be glad to provide petition for approval to attend non-affiliated you with current program information. programs abroad. If the student’s program Federal Unsubsidized Stafford Student Loan is approved, s/he may apply for need-based financial aid based on the program cost Federal PLUS Loan (not to exceed Wheaton’s cost). Institutional MEFA—Family Education Loan need-based grant aid for non-affiliated pro- Interest-Free Monthly Payment Option 55 Costs

Wheaton tuition and fees represent approxi- are small charges, however, for medicines mately two-thirds of the annual cost of a dispensed by the health center, for laboratory Wheaton education. The difference between work and for some clinical services. costs and tuition fees is met by income Student Health Insurance. All college students in earned on endowed funds and gifts to the Massachusetts are required to be covered Wheaton Annual Fund. by health insurance and to indicate that they Tuition and Fees have coverage equivalent to or in excess Annual Fees for 2005–2006. The tuition fee for of that provided by the Wheaton College both resident and non-resident students is Student Health Insurance Plan. This plan $32,115. The student activities fee is $235 is available through the Office of Student for all students. The residence fee is $4,130 Financial Services. Students are automati- for room. Board charges are $3,700. All cally enrolled in the plan unless a waiver is resident students are also charged a $120 requested and approved. In accordance with network access fee. Massachusetts state law, students who are granted a waiver must be enrolled in a health General Fee. All new students will be charged insurance plan that satisfies state regulations. a general fee of $50, which is used to defray All students are sent a brochure describ- the cost of common area damage to dorms ing the Wheaton College Student Health and other buildings. This is a one-time fee Insurance Plan, the process for requesting a that is charged in the first semester of enroll- waiver, and the state requirements for student ment. health insurance. Study Abroad Administrative Fee. Students The plan offered by Wheaton provides participating in a Non-Wheaton Approved twelve-month coverage for areas including Program will be charged a $500 administra- preventive health care, accidents, illness, tive fee per academic year of study abroad hospitalization, emotional disorders, alcohol- to support the Center for Global Education in ism and sports injuries. Further details on the providing services to students. Students par- health plan can be obtained through the di- ticipating in a short-term study abroad pro- rector of student health services or the Office gram (January or Summer) will be charged of Student Financial Services. a $250 administrative fee. This fee will be The college requires international students, applied to the Wheaton College student bill or U. S. students living abroad who do not during regular billing cycles. have coverage by a domestic carrier, to Special Fees and Expenses enroll in the Wheaton College Student Health • Music performance fees are $450 per se- Insurance Plan. mester for non-majors taking performance Optional Accident Insurance Plan. Wheaton also courses for academic credit. Non-credit offers an optional accident insurance plan for lessons are $300 per semester for 30- any student who waives the Wheaton Student minute lessons; $600 per semester for Health Plan. The purpose of the accident plan 60-minute lessons. is to provide low-cost secondary insurance • The transcript fee is $2 for each copy. coverage, particularly for varsity athletes • Automobile registration is $50 per year. (under the accident sections of both policies, Special fees are set each year and are sub- varsity athletes are covered 100 percent, sub- ject to change. ject to the policy limitations). The cost of the Health Services Fees. There are no charges for optional accident insurance (for 2005-2006) is visits to the professional staff of the Norton $127. The details of the plan are mailed with Medical Center during clinic hours. There the billing information packet each June.

55 56 Costs

Other Expenses. It is estimated that approxi- Tuition Special Programs mately $2,000 will cover a student’s general All Part-time Non-degree (Special) Students expenses for such items as books, supplies, are required to pay for all classes at the time clothing, recreation, laundry and transporta- of registration. tion during the academic year. This estimate is based on a modest standard of living and Program Credit Cost Conditions Audit cost may vary from student to student depending Part-time $4,014 Per course; may $100 per non-degree not live in campus course on individual needs and expectations. (special) student housing Fines. There are various fines administered by Part-time $4,104 Per course; approval degree student by petition to CAAS different offices of the college. These include and SFS only; may not library fines, fines for violation of the alcohol live in campus housing policy, fire safety violation fines and fines for Visiting full-time Apply through Admission student tuition Office, full-time status, damage to college property. Students who approved for campus violate college policies will be subject to housing disciplinary action, which may also include Alumnae/i Audit $50 per a substantial fine. Questions should be di- course Norton Resident $150 Per course for $15 per rected to the Office of the Dean of Students four courses (no course or the office issuing the fine. Failure to pay more than one course per semester fines may result in the withholding of grades for four semesters) or transcripts or prevent registration. Tuition Policy for Degree Students. Tuition Fees May Change charges for degree students are not based In the face of rising costs affecting all facets on credit hours for courses. While the of higher education, tuition and fee increases normal course load is four courses per se- have been necessary each year for the past mester, some students are approved by the decade. As such increases may continue to Committee on Admissions and Academic be necessary, parents and students are ad- Standing to take additional courses; vised that the Board of Trustees may change extenuating circumstances may justify an the fee schedule from one academic year to occasional request for a reduced course the next, and make changes required by law load. Students living on campus are required during the academic year. to pay full tuition regardless of the number of courses they take in a given semester. Payments Students who are within two credits of Schedule of Payments. Statements including completing the requirements for graduation tuition, room, board, activities fee, health and who do not live on campus may request insurance, phone and network fee, and a pro-rated tuition charge; if a student choos- general fee are mailed in July and December. es to reside on campus, full tuition will be The payment due date is August 1 for the charged but no restrictions will be placed on fall semester and January 1 for the spring the number of courses she or he may take. semester. Other fees and miscellaneous Students should be aware that request- charges will be billed as incurred through ing a reduced course load could affect the the monthly billing process. Miscellaneous financial aid they are receiving in the current charges are due on the first of the month fol- or future semesters. We recommend that lowing the billing statement. Checks should any financially aided student petitioning for be made payable to Wheaton College, a reduced course load meet with a Student include the student name and identification Financial Services counselor to review the number, and be mailed as instructed. impact on their aid eligibility. To avoid late-payment fees, students should provide the college with an accurate and up-to-date billing address and complete payment by the published deadline. Please allow sufficient time to mail in payment, particularly if you experience difficulty with Costs 57 the postal service in your area. Late-pay- late payment be made in the form of bank or ment fees will be assessed at the rate of $50 cashier’s check, payable to Wheaton College. per month. This may be requested in cases where the Payment Policy. Full payment and/or accept- student is seeking immediate clearance of able documentation that demonstrates the a past due balance for such purposes as balance will be fully paid must be received participation in registration, room lottery or prior to the published deadline. Payment release of an official transcript or diploma. A must be made in U.S. dollars and checks certified or bank check may also be request- must be drawn on U.S. banks. ed if there is an account history of payments Acceptable documentation includes returned for insufficient funds. enrollment in the Interest-Free Monthly Interest Free Monthly Payment Option. Education Payment Option, a copy of an award letter expenses can be easier to pay when spread for an outside scholarship or a copy of a bill- over predictable, interest-free monthly pay- ing authorization or sponsorship letter. ments. Our Interest-Free Monthly Payment Please note, loans based on the cred- Option, offered in partnership with Tuition itworthiness of the borrower may not be Management Systems, Inc.,(r) is an alterna- deducted without approval from the lender. tive to large annual or semester payments A copy of an approval notice with disburse- and helps limit borrowing. The Interest-Free ment dates will be accepted as documenta- Monthly Payment Option is available for an tion for this type of loan. enrollment fee of $65, which includes: con- Late payment. Late payment fees will be venient, interest-free, monthly payments; life assessed at the rate of $50 per month. insurance coverage for your payment bal- Students who reside in campus housing may ance; 24-hour, toll-free automated account not be permitted to move into their campus information through Family InfoLine and residences until their accounts are settled personal account service Monday through with the Student Financial Services Office. Saturday. Wheaton College policy states that Families and students may also take any student with a balance greater than advantage of Tuition Management Systems $2,000 and 60 days past due may not free education payment counseling service, be permitted to enroll. In addition, college BorrowSmart(r). This service helps fami- policy requires the withholding of all credits, lies and students make informed choices educational services, issuance of transcripts about combining the Interest-Free Monthly and certifications of academic records from Payment Option with low-interest educa- any person whose financial obligations to tional loans. Using BorrowSmart(r) helps the college (including delinquent accounts, you determine the loan amount you need, deferred balances and liability for damage) keeping your monthly payments within your are overdue and/or unpaid. If any overdue budget and helping reduce debt burden obligation is referred either to the college after graduation. For more information or to collection department or to an outside enroll in the Interest-Free Monthly Payment agency or attorney for collection efforts Option, call 1-800-722-4867 and speak with and/or legal suit, the debt is increased to an education payment counselor. cover all reasonable costs of collection, Financial Leave Policy and Registration Hold including collection agency and attorney Any student whose past-due account bal- fees and court cost. Accounts referred for ance is $2,000 or more will have a regis- collection may also be reported to a national tration hold placed on his or her student credit bureau. By registering for any class in record. This action will prevent the student the college, a student accepts and agrees to from participating in the registration process be bound by the foregoing college policy as for the following term until the past-due ac- applied to any preexisting or future obligation count is paid in full. If the balance is not paid to the college. by the end of the term, the student will be Late payments by bank or cashier’s check. The placed on financial leave of absence for the college reserves the right to require that a following term. 58 Costs

Diploma and Official Transcript Holds 80% if notice is received by the end of the Any student who has a past-due account 2nd week of classes. balance will have a financial hold placed on Fall 2005–September 9, 2005 his/her official transcript and diploma. Once Spring 2006–February 3, 2006 the balance is paid in full, the official record 60% if notice is received by the end of the can be released. 3rd week of classes. Room Lottery Hold Fall 2005–September 16, 2005 Any student who has a past-due account Spring 2006–February 10, 2006 balance will have a financial hold placed on 40% if notice is received by the end of the his/her participation in the room selection 4th week of classes. process (lottery). Once the past-due balance Fall 2005–September 23, 2005 is paid in full, the student can select from the Spring 2006–February 17, 2006 remaining rooms. 20% if notice is received by the end of the Refund Policy 5th week of classes. Students must notify the Registrar’s Office in Fall 2005–September 30, 2005 writing that they are leaving Wheaton in order Spring 2006–February 24, 2006 to be eligible for a refund. The date the writ- Room & Board Per Semester. There will be no ten notice is received by the Registrar’s Office refund of the room charge once classes is used as the official date of withdrawal. begin each semester. The refund policy does not apply to students Seventy-five percent of the board asked to leave the college involuntarily during charge will be refunded on a pro-rata basis an academic term. Students on involuntary determined by the date the written notice is leave or dismissal are eligible for a prorated received by the Registrar’s Office. board charge only, based on the last date of Local Telephone and Internet Service Per Semester. enrollment. The local telephone and Internet service Eligible students who leave during their charge will be refunded on a pro-rata basis first semester at the college will have their determined by the date the written notice is charges prorated based on the number of received by the Registrar’s Office. weeks of attendance, until the tenth week. Credit Balances. Wheaton College will Students who complete at least ten weeks, maintain and apply credit balances for but do not complete the full first semester, will continuing students to future charges. You not be eligible for a refund. may request a refund of a credit balance All other eligible students will have their by submitting a written request to Student charges refunded as follows: Financial Services. Tuition Refund Per Semester To request a refund, you must complete 100% if notice is received prior to the start of a Refund Request form, a printable copy of the term. which is available on this Web site. Fall 2005–August 30, 2005 Spring 2006–January 24, 2006 Courses of Instruction 59 Courses of Instruction

This section of the catalog outlines, by Academic Planning department, the requirements for all major Students planning a program of study or and minor concentrations at the college and concentration are urged to review require- provides descriptions of the courses offered ments and course descriptions before meeting by each department at the time of publi- with their advisors. Not all courses listed here cation. It also provides information about are taught every year, and students should dual-degree programs offered by the college consult the sources identified above for cur- in conjunction with other institutions. rent information about offerings in a particular While information in the catalog and in semester. Courses are numbered to indicate these schedules is intended to be accu- levels of advancement as follows: 100-199, rate at the time of publication, the college elementary or introductory; 200-299, interme- reserves the right to make changes in cours- diate; 300 and above, advanced. Information es, course scheduling and instructors as is available on-line through WINDOW (at necessary. Up-to-date information regarding https://window.wheatoncollege.edu) about departmental requirements for major and mi- prerequisites that must be completed before nor programs may always be obtained from enrolling in a course and whether the course major advisors or from the Registrar’s Office. fulfills a breadth requirement of the Wheaton Current information about degree require- Curriculum or a general education require- ments and courses is available in the on-line ment. Most courses are offered for one course version of the catalog, available at: http:// credit; a course credit at Wheaton is the www.wheatoncollege.edu/Catalog/. equivalent of four semester hours. 60 African, African American, Diaspora Studies

(for example, programs in Latin America, African, African Francophone Africa and the Caribbean) may require intermediate fluency in the national American, Diaspora language. Introductory and intermediate courses in a number of African languages are Studies also available through a link with Brown and For current information about course descriptions, scheduling, Boston universities. new courses and departmental staff, please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog. Anthropology 225 African Cultures in Transition Deyonne Bryant, Coordinator 255 Women in Africa As a field of inquiry, African, African American, Diaspora Studies examines the Art History experiences of people of African descent in 263 African American Art the United States, Africa and the Caribbean, Classics as well as in Latin America, Europe and Asia. 130 Egypt in the Greco-Roman World The program allows students and faculty to 298 Tutorial in Coptic explore the range of interrelated cultures, histories, art and intellectual contributions Economics of Africans and people of African descent 222 Economics of Race and Racism throughout the Diaspora. The faculty also 252 Urban Economics views participation in co-curricular activities 305 International Finance (student and faculty colloquia, guest lectures, 309 Labor Economics and Industrial Relations campus projects) as vital to the develop- ment of students as responsible citizens of English the college community and the world. The 235 Empire, Race and the Victorians interdisciplinary program in African, African 244 Contemporary Caribbean Literature in American, Diaspora Studies is an essential English component of the college’s mission to “en- 245 African Literature able students to understand and participate 247 Aesthetics in African American Women’s in shaping the multicultural, interdependent Fiction world of which they are a part.” It encourages 256 The Discourses of Cultural Diversity in students to complement classroom learning U.S. Fiction with study, research, and internship opportu- nities abroad and in the United States. 257 Race and Racism in U.S. Cinema 347 Contemporary African American Fiction Minor French Studies The minor in African, African American, Diaspora Studies consists of five or more 235 Introduction to Modern French Literature courses chosen from the group listed below. 331 Other Voices, Other Stories: Great Works One course must be at or above the 300 of Lesser-Known Authors from France and the level. Courses listed for the minor may be Francophone World augmented periodically by special courses or History seminars on topics applicable to the minor. 143 Africans on Africa: A Survey Please consult the schedule of courses 209 African American History to 1877 offered each academic year under the numbers 298 and 398. Students considering 210 African American History: 1877 to the study abroad programs should consult both Present the Africana studies program coordinator 213 The History of the Civil Rights Movement and advising staff in the Center for Global 339 Slavery in the Americas Education for program information and credit 398 Gods, Identities and Politics transfer. African, African American, Diaspora Studies minors, particularly those planning Interdepartmental on study, research and internships over- 098 Mapping Minorities in the United States seas, are strongly encouraged to pursue a Music language concentration that will complement 212 World Music: Africa and the Americas their studies. Some study abroad programs 272 African American Originals I: Spirituals, provide on-site language training, but others Blues and All That Jazz Ancient Studies 61

273 African American Originals II: Rhythm and 202 America: The New Nation, 1776 –1836 Blues, Rock and Contemporary Jazz 203 America: The Nation Divided, 1836–1876 292 Broadway Bound: American Musical 204 Industry and Empire: Theatre The United States, 1876–1914 Political Science 205 America between the Wars: 1914–1945 201 Contemporary Urban Politics 206 Modern America: 1945 to the Present 203 African Politics 209 African American History to 1877 371 African American Politics 210 African American History: 398 Black Political Thought 1877 to the Present Psychology 220 The Making of Latino America 251 Multicultural Issues in Psychology 230 U.S. Women to 1869 Sociology 231 U.S. Women since 1869 230 Race and Ethnicity 338 U.S. Labor History or any other course in American history. One additional course from the above groups or from a related field is required. At least one American Studies related course from another discipline. For current information about course descriptions, scheduling, Seminar new courses and departmental staff, please refer to the college An appropriate seminar (depending upon the catalog available on-line at www.wheatoncollege.edu/Catalog. individual focus of the major) is required for seniors. Alexander Bloom, Samuel Coale, English 401 Seminars Coordinators History 401 Seminars Major History 050 Senior Colloquium in American A major in American Studies is offered jointly Studies by the English and History departments. The major consists of 11.5 courses in History, English, Religion, Art History, Philosophy and related fields. Ancient Studies English For current information about course descriptions, scheduling, At least four courses are required: new courses and departmental staff, please refer to the college 253 Cosmic Struggle to Civil War: American catalog available on-line at www.wheatoncollege.edu/Catalog. Literature to 1860 Joel C. Relihan, Coordinator 255 Cultural Diversity in American Literature: From the Civil War to the 1940s The Classics and Religion departments sponsor an interdepartmental major in And two from the following: Ancient Studies. 256 The Discourses of Cultural Diversity in U.S. Fiction Major 260 American Voices in Lyric Combat Majors in ancient studies choose one of 341 Public Poetry, Private Poetry three tracks—Hebrew, Greco-Roman and New Testament. Students are required to 343 Fiction of the Modern study at least one ancient language (Hebrew, 376 Literary and Cultural Theory Greek, Latin) and to be able to apply that or any other course in American literature. language in a required two-semester inde- History pendent research project. In preparation for At least four courses are required: this independent research project, each track requires students to take six courses relevant 331 Social and Intellectual History of the to the ancient world, choosing courses from United States to the Civil War those offered in the departments of Classics, 332 Social and Intellectual History of the Religion, Art History and Philosophy. A United States since 1876 minimum of two courses must be at the And two from the following: 300 level. All majors must complete a senior 201 American Colonial History independent project (two semesters). 62 Ancient Studies

Hebrew track (for students who enter with a knowledge of Hebrew) Anthropology Religion 109 Introduction to the Hebrew For current information about course descriptions, scheduling, new Bible and Religion 209 Hebrew Bible Studies courses and departmental staff, please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog. Two courses in Classics at or above the 200 level Bruce Owens, Coordinator Two additional approved elective courses Faculty: Kerner, Owens, Ruedas Greco-Roman track The Anthropology program offers a major in Anthropology within the Sociology and Two courses in either Greek or Latin at or Anthropology Department. The program pro- beyond the 200 level vides students with an understanding of human Two appropriate courses in Religion social behavior, social systems and cultures Two additional approved elective courses within a dynamic global context. It examines New Testament track the social and cultural forces that operate with- Religion 110 Literature of the New in Asia, Africa, Latin America, Europe and the Testament and 210 Jesus and the Gospels South Pacific, as well as in American society. One course in Classics at or above the 200 Major level The major in anthropology consists of 10 Either Religion 109 Introduction to the courses that must include Anthropology 102, Hebrew Bible or 209 Hebrew Bible Studies Anthropology 280, Anthropology 301 and One other appropriate course in Religion Anthropology 401 or two semesters of inde- One additional approved elective course pendent study at the 500 level (by invitation of the department). Anthropology 101 is highly Approved elective courses recommended. Majors must also take one Any course in the Classics Department at or course dealing with a specific world area. This above the 200 level. requirement may be fulfilled either through de- Approved courses in the Religion partment offerings or an approved area offering Department are those that feature any of in another department. Students may petition the cultures of the ancient Mediterranean, the department to have other related courses including accepted toward the major. Religion Additional courses in other departments 109 Introduction to the Hebrew Bible that may be approved for credit in the major 110 Literature of the New Testament include: 204 Scripture in Judaism, Christianity and Art History 255 Pre-Columbian Art and Islam Architecture 209 Hebrew Bible Studies Art History 256 Native North American Arts and Culture 210 Jesus and the Gospels Classics 135 Myth and Folklore 310 New Testament: Acts and Letters Classics 266 Women, Power and Paganism 316 Islam: Faith and Practice English 245 African Literature 322 Judaism: Faith and Practice Music 211 World Music: Eurasia Art History Music 212 World Music: Africa and the 273 Greek Art and Architecture Americas 274 Roman Art and Architecture Psychology 306 Infancy across Cultures Philosophy Religion 357 Indigenous Religions 203 Ancient Philosophy Sociology 301 Sociological Theory Sociology 330 Money, Sex and Power Minor The minor in Anthropology consists of either Anthropology 101 or Anthropology 102, at least one 300-level course and at least one, but not more than two, area courses for a total of five courses in anthropology. Anthropology 63

Courses ogy, warfare and stratification by ethnicity 101. Human Evolution and gender. Discoveries related to human and cultural Kerner evolution are constantly changing our view of 226. Anthropology of Art where we came from and how we got to be Considers art as diverse as Maori canoe the way we are. This course considers the prows, Warhol’s Pop, aboriginal sand draw- latest findings and controversies concerning ings, gang graffiti, Tibetan tangkas, children’s evolutionary theory, our relationship to apes, finger painting and Mapplethorpe’s photo- our sexuality, bipedalism and capacity for graphs from an anthropological perspective, language, the relevance of “race,” our links to asking: Why do humans make art? How and Neanderthals, the development of what we why does art affect us and those of other call civilization and other topics. cultures? What are the relationships between Owens, Ruedas art, artists and society? Artists are encour- 102. Introduction to Cultural Anthropology aged to participate. Explores cultural diversity in the contempo- Owens rary world and introduces the analytical and 230. Language and Culture methodological tools that anthropologists This course presents an overview of the use to understand cultural similarities and major areas of study in linguistic anthropol- differences in a global context. This course ogy. Linguistic anthropology is concerned will acquaint students with the extraordinary with the many ways that language and range of human possibility that anthropolo- communication make us what we are as gists have come to know, provide a means of human beings and affect our daily social and better understanding the culturally unfamiliar cultural lives. Topics covered include: evolu- and offer a new perspective through which to tion of language; how language and culture examine the cultures that they call their own. affect the way we know the world; language Kerner, Owens, Ruedas acquisition; language and communicative be- 210. Feast or Famine: The Ecology and haviors associated with social classes, races Politics of Food and genders. This course concerns how food is produced, Ruedas distributed and consumed. Topics covered 235. Peoples and Cultures of Latin America include: how culture shapes taste, cuisine, This course examines the historical traditions nutrition and food production systems, as and cultural diversity of the Latin American well as the ecological, economic and political region. Particular attention is given to the factors that cause famine and food short- creation and expression of regional “popular” age. Films, case studies, guest speakers, cultures by considering: ethnicity, gender, action/service field work and modeling exer- social stratification, mass media, religious cises provide opportunities to think creatively change,”peasant” societies and social move- about policy and action to increase food ments. We discuss these topics in a wider security for the most vulnerable at home and sociopolitical context of colonialism, nation- abroad. Students are expected to meet the state formation, rural-urban relations and challenge of bringing these issues into a fo- influences of globalization. rum for discussion on the Wheaton campus. Ruedas Kerner 240. Anthropology of the City 225. African Cultures in Transition The 20th century has been characterized by This course takes a topical/historical ap- massive urban growth throughout the world. proach to the study of sub-Saharan African Ethnographic studies serve as a basis for societies. The diversity of unique African studying the causes, processes and conse- cultural features (in kinship, economy, politics quences of urban migration and urbaniza- and ritual) will be considered against the tion, as well as cross-cultural similarities and backdrop of interactions with Europe, the variations in urban ways of life. This course Americas, the Middle East and Asia from examines how people negotiate urban life as the precolonial period to the present. Topics a particular sociocultural world. We develop covered include: lineages and stateless so- an anthropological view of cities by survey- cieties, chiefdoms and long-distance trade, ing rural-urban influences, neighborhoods, slavery, colonialism and underdevelopment, ethnicities, subcultures, social networks social movements and resistance, cosmol- and stratification to understand how social 64 Anthropology

relations are constructed and how cultural 270. Psychological Anthropology knowledge is distributed in cities, including Shamanic cures, ecstatic trance, spirit the metropolitan area. possession, dream interpretation, identity Department negotiation and other psychological phe- nomena that pose challenges for anthropo- 245. Indigenous Movements of Latin America logical explanation are examined in order to This course takes a topical/historical ap- better understand the relationship between proach to contemporary fortunes and sociocultural context and individual experi- challenges facing native peoples in Latin ence and thought. Case studies from diverse America. We will consider transformations cultural settings are bases for exploring in “native identity” as engaged by nations, contemporary issues and topics in this field. economic forces and global interests. We will Owens also explore emergent forms of resistance and self-determination by examining ongoing 280. Research Methods strategies of leadership, alliance, accom- In this seminar students learn how to devel- modation, revolt and the uses of multimedia op a testable hypothesis, conduct a review technologies. of research literature, define an appropriate Ruedas sample and employ a range of ethnographic methodologies in one or more research 250. Power and Leadership sites. The course culminates in the design of This course is about the nature of power, a pilot project and proposal. structures of authority and how leadership is Kerner, Srinivas negotiated and challenged. These issues are explored from a cross-cultural perspective 285. Stability and Change in the South Pacific and also historically, with a special emphasis Melanesian and Polynesian societies have on local-level politics in colonial and postco- been considered the final frontier of “primi- lonial states. Changing circuits of power and tive” culture. Warfare, cannibalism, sorcery, influence in this new era of globalization will ritualized gender reversals, institutionalized be explored as part of the continuing transfor- homosexuality and nonmonetary exchange mation of the world capitalist system. are prevalent throughout the South Pacific. Kerner This course examines both the stability of such traditions and the broad impact of 255. Women in Africa development in this culture area. What contributions have women made to Kerner the societies of Africa prior to colonialism? How and why did colonialism affect men and 295. Peoples and Cultures of South Asia women differently? What are the implications Religious diversity and conflict, ritual per- of gender inequality for economic develop- formance and festivity, caste, colonialism, ment in Africa today? These questions are ancient civilizations, nationalism and modern considered from ethnographic, autobiographi- struggles over development schemes are all cal and fictional accounts. Gender, class and features of South Asia that anthropologists cultural identity will be focal points. find particularly interesting. This course ex- Kerner plores the extraordinary cultural diversity of this region that extends from the Himalayas 260. Women and Development to Sri Lanka and Pakistan to Bhutan in Without a consideration of women’s lives order to better understand the differences in the Third World, our understanding of and commonalities that divide and unite its worldwide problems such as poverty, famine, peoples. and AIDS is seriously deficient. This course Owens, Srinivas is concerned with the impact of conquest, colonialism and postcolonial dependency on 301. Seminar in Anthropological Theory women in Africa, Asia and Latin America. The This seminar provides a selective survey approach is anthropological, entering the sub- of the past one hundred years of anthro- ject “from the bottom up.” Through the use of pological theory, with a particular focus on life histories, novels and films, we will have the the contributions of American, British and privilege of hearing the voices of Third World French theorists in the development of an- women as they recount their strategies for thropological paradigms that are now most coping with the difficult circumstances of their important in the discipline. Evolutionary, daily lives and their dreams for the future. functionalist, historical particularist, culture Kerner and personality, structuralist, symbolic/inter- Art and Art History 65 pretive, ecological materialist, Marxist/world 398. Experimental Courses systems, feminist, poststructuralist and Visual Culture and Pictorial Lives: A Visual postmodernist schools of thought receive Anthropology of Home Media Fall 2005 major attention. Readings include primary Richard Chalfen theoretical texts, classic and contemporary 401. Senior Seminar ethnographies and biographical materials on A semester of directed research in which a number of influential anthropologists. students explore topics of their own choice Kerner, Owens through their own original research. Students 333. Economic Anthropology meet regularly in a seminar setting, which The seminar explores capitalism and alterna- provides a framework in which to discuss the tive forms of economic organization, chal- many stages of the research process, and lenging students to reconceptualize “econo- offer collaborative support for fellow students my” as a cultural system. Students compare pursuing their individual projects. Students nonmonetized economic relations in different will be expected to produce a completed societies and interactions between economic thesis in February as their capstone to the cores and peripheries. This reconceptualiza- major. tion informs a critical understanding of the Kerner, Owens implications for participation in the global 500. Individual Research economic system and its impact on the rest Open to majors at the invitation of the de- of the world. partment. Ruedas 340. Seminar on Religion in Anthropological Perspective In places throughout the world, people are killing one another in the name of ‘religion’ or Art and Art History ‘religious beliefs.’ Attempts to make sense of For current information about course descriptions, scheduling, these and other phenomena (such as trance, new courses and departmental staff, please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog. fundamentalism and ecstatic worship) that we call religious often reveal deep-seated Claudia R. Fieo, Chair prejudices and unfounded assumptions. This Faculty: Cunard, Evans, Fieo, Finstein, seminar examines how anthropologists have Forman, Howard, Lane, Levy, McPherson, sought to understand such phenomena from Murray, Solan, Stone the perspectives of practitioners in order to The Art and Art History Department offers develop conceptual frameworks that facilitate two areas of concentration within the major, cross-cultural understanding. one with emphasis on the history of art (Art Owens History), the other with emphasis on the 350. Gender and Social Organization making of art (Studio Art). A comprehensive A unified analysis of gender and kinship is offering in Asian art may be combined with considered essential to an understanding of the Asian Studies major. Lectures are often social organization. This course starts from supplemented by visits to museums, collec- the premise that cultural conceptions of tions and architecturally significant buildings gender are not “natural” categories. In this in neighboring cities. In addition, the Watson course we will consider how marriage, family Gallery organizes and brings many exhibi- and household organization both reflect and tions to the campus. Whenever possible, structure cultural definitions of gender and original works of art from the Wheaton sex-role behavior and the dynamic interac- College collection are used in class and tion of public and private domains in the Wheaton’s extensive art library is an integral production of culture. We will be comparing part of the art program. Students may also small-scale societies to more complex forms work with the gallery director installing exhibi- (peasant and industrial economies) and we tions and caring for the permanent collection. will also consider the differences among Museum of Fine Arts Seminar Program those societies that organize descent bilater- ally, matrilineally and patrilineally. Seminar The MFA Seminar Program offers students participants are responsible for preparing and from Wheaton and other area colleges and presenting the readings and conducting two universities the opportunity to participate small field work projects. in Art History seminars that are taught by Kerner curators and conservators at the Museum of 66 Art and Art History

Fine Arts in Boston. One or two seminars are 101. Great Works I offered each semester. A chronological survey of architecture, sculp- ture and painting from prehistory through Major the proto-Renaissance of the 14th century. The Art History concentration consists of at Emphasis on historical/cultural context and least 12 semester courses including: stylistic analysis of works of art. The course is Art History 101 and 102 or their equivalents team taught, with faculty lecturing in their ar- (ARTH 201 and ARTH 202) eas of specialization. Two short papers based Art History 401 Seminar on original works at the Museum of Fine Arts, Two semester courses in Studio Art: Boston. Three hours lecture and one hour discussion section per week. One must be either Studio Art 111, 112, or 116. The other may be any 100- or 200-level 102. Great Works II studio art course. Any 100-level Studio Art A continuation of Art 101, covering architec- course MUST be taken before the senior year. ture, sculpture and painting in Western art Seven additional courses. from the early Renaissance to the present. Emphasis on historical/cultural context and Concentrators must take at least one se- stylistic analysis of works of art. The course mester course from each of the following five is team taught, with faculty lecturing in their groups: areas of specialization. Three hours lecture Art History and one hour discussion period per week. 1. 273 or 274 (Classical) 103. Survey of the History of Asian Art I 2. 223, 231, 352 or 353 (Medieval) An introduction to the art of India, Southeast 3. 260, 263, 270, 275 or 276 (Nineteenth Asia, Central Asia and the Far East. Century) Presentation of the basic characteristics 4. 263, 314, 317, 318 or 360 (Twentieth and salient features of the earliest civiliza- Century) tions and cultures of India, China and Japan. Subsequently, the emphasis will be on 5. 103, 104, 105, 106, 221, 223, 224, 225, Buddhism and its art (architecture, sculpture, 255 or 256 (non-Western) painting); its rise and early development in and at least two semester courses from the India; and its spread, flourishing and distinc- following group: tive manifestations in a wide variety of cultural 232, 241, 270, 332 or 336 (Renaissance/ and ideological contexts. Baroque) McPherson For the major the college requires at least 104. Survey of the History of Asian Art II three courses at the 300 level or above. This survey covers four areas: Students may elect up to 16 credits in art. It is urged that students take a course 1. Hindu art of India and Cambodia, includ- in European history prior to 1800. Students ing the major deities and their manifestations who plan to do graduate work in art history as represented in the arts, and the Hindu are strongly advised to develop a reading temple, its metaphysics and distinctive knowledge of German and French. Italian varieties. Emphasis is on meaning or content, may sometimes be substituted. context/s and form, as well as interrelation- ships among these. Minor 2. Painter and painting in China, including A minor in Art History consists of Art History the Five Dynasties (Northern Sung through 101 and 102 or Art History 201 and 202 Ch’ing dynasties). Topics include: the theory and three additional courses, at least one of and practice of painting, landscape painting, which must be at the 300 level. The minor is Ch’an Buddhist painting and painting of the designed to provide a cohesive chronological eccentrics and individualists. survey of art history, augmented by in-depth 3. Art of Japan, primarily the medieval and study of three areas in which the student has subsequent periods (Kamakura through a particular interest. Studio Art majors may Tokugawa). minor in Art History by taking three additional Art History courses beyond the three required 4. Later Indian painting: The Mughal and for the studio major (for a total of six). Rajput outlooks and approaches. McPherson Courses Art and Art History 67

105. Art in East Asia I with an opportunity to experience direct ob- The course examines the art and architec- servation of early modern objects combined ture of China, Japan, and Korea. Lectures with critical discussion of relevant social, will survey East Asian art chronologically political, economic and religious issues. and thematically, beginning with Neolithic Levy ceramics, and ending with developments in Buddhist and secular art and architecture in 201. Great Works I (Enhanced) Art History 201 and Art History 202 comprise the 9th and 10th centuries. We will be con- a yearlong course that provides an in-depth cerned throughout with issues pertinent to examination of the development of the art the wider study of visual and material culture, object from prehistoric to modern times; including the interpretation of meaning from this course is designed for students seeking objects and images; the relationship between greater academic challenge in the field of art archaeology and modern nationalism; history than is available in the standard intro- cultural interconnections and the diversity ductory 101 course. Students will approach of individual cultural traditions; reflections of the material on several levels: through lecture social stratification in material culture; issues classes held jointly with Art 101/102; through of style and artistic intent; the interplay be- an 80-minute weekly discussion section tween literary, visual, and performative artistic based on a seminar model and including stu- production. dent-led discussions and seminal readings McPherson in the field and, most importantly, through 106. Art in East Asia II a spring trip to New York City led by both The course examines the art and architec- faculty and students and intended to empha- ture of China, the Japanese archipelago and size the significance of the study of original the Korean peninsula. Lectures will survey works of art and architecture. Because of the East Asian art chronologically and themati- advanced nature of this course, an additional cally, from the Song Dynasty (960–1279) in half credit is offered to students enrolled China, the Heian Period (794–1185) in each semester, for a total of one additional Japan, and the Koryo Dynasty (918–1392) credit for the year. in Korea, through recent developments. We will examine both canonical works of art 202. Great Works II (Enhanced) Continuation of Art History 201. and architecture, as well as popular visual culture and “folk” art production. We will be 221. Arts of India concerned throughout with issues pertinent The development of Indian art from the Indus to the broader study of visual and material Valley civilization to the present, studied culture, including the meaning(s) expressed against the background of India’s cultural his- by or derived from objects and images; tory and religious faiths. Art and architecture transnational influences and cultural hybridity of the Indian subcontinent and Sri Lanka, in art production; the artistic contributions of Buddhist, Hindu, Jain and Islamic. regional and ethnic minorities and women; McPherson material and visual culture as a reflection of 223. Islamic Art and legitimation for social stratification; art The development of Islamic art throughout as a forum for social protest and change; the Near East, Persia, Iran, North Africa issues of style and artistic intent; the interplay and Spain. Special attention to architectural between material, visual, and performative monuments and painting. art forms; and the relationship between art and cultural identity. 224. Arts of China McPherson This course surveys the development of the major artistic traditions of China from 115. Ritual and Representation in historical, cultural and religious perspectives. Early Modern Florence An intensive course taught in Florence, Italy, Topics include the development of Chinese over a three-week period in January, this culture, the response of this culture to the interdisciplinary though fundamentally art advent of Buddhism and Chinese paintings. historical course explores the relationship McPherson between social rituals associated with the life 225. Arts of Japan cycle and visual and material culture. Taught Beginning with the earliest cultures, this entirely on-site, this course provides students course surveys the major artistic traditions of 68 Art and Art History

Japan from a variety of perspectives. Topics from the Eastern Woodlands to the Pacific include the joint impact of Buddhism and Northwest, with special emphasis placed Chinese/Korean culture on Japan, the role of upon artistic production following European patronage and cultural values on the develop- contact. Required museological study involv- ment of architecture, sculpture and painting, ing local collections. and Japan’s artistic response to influences Evans from the West. Aesthetic perceptions and pre- 260. American Art and Architecture: dilections of the Japanese and how they are Colonial to 1865 reflected and embodied in the visual arts. An examination of the visual arts in North McPherson America from the 17th century to the era 231. Italian Medieval Art and Culture of the Civil War, considering their role in the Italian medieval art is very different from that formation of national identity. In addition to of the rest of Europe because it clings to a class readings and lectures, students will classicism inherited from its Roman past, study original works and extant structures in augmented by frequent borrowings from Boston, Providence and Newport. Byzantium. The course concentrates on the Evans art of Italy from the time Constantine made 263. African American Art Rome a “Christian” capital until the time of This course explores the contribution of Giotto, with particular attention to the eccle- African American artists to the visual culture of siastical and social structures peculiar to Italy the United States, from the work of 18th and that shaped its art in a distinct way. 19th century enslaved and free blacks to the Lane production of contemporary African American 232. Art and Architecture of the 14th and 15th artists. Students examine the various strate- Centuries in Italy gies that African American artists have used to Designed to introduce students to the art of the establish an independent artistic identity and early Renaissance in Italy, with special attention to provide a political voice for their audiences. paid to Florence. Issues such as technique, Evans style, iconography, patronage, historical con- 270. The Art of the Print text and art theory are discussed in detail. The development of woodcut, engraving, Levy etching, lithography, etc., from the 15th 241. Northern Renaissance Painting 1400–1550 century to the present. Special attention The effects of secular patronage on late to the work of Dürer, Rembrandt, Daumier, Gothic painting in France and Flanders Whistler and Cassatt. Religious, social and/or (Pucelle, the Limbourg brothers), followed by political aspects of their work also consid- a thorough analysis of the realistic and mysti- ered. Print collections in the Watson Gallery cal currents in northern culture and painting and the Museum of Fine Arts, Boston, will from Jan van Eyck to Hieronymus Bosch; be highlighted. This course culminates in the a study of the spread of the Flemish style organization and mounting of an exhibition to Germany and France and the impact of of prints drawn from Wheaton’s collection of humanism (Dürer, Grünewald, Brueghel). 1,000 impressions. Lane Lane 255. Pre-Columbian Art and Architecture 273. Greek Art and Architecture A historical and cultural examination of the ar- An investigation of the art and architecture chitecture, sculpture and allied arts of the an- of the Greek world from the Aegean Bronze cient Andes and Mesoamerica. Spanning the Age cultures to the Hellenistic period. Taught first millennium B.C. to the time of the Spanish chronologically, but from a sociocultural per- Conquest, this course considers the role of spective, particular attention is paid to the role the arts in the establishment and maintenance and representation of gender in Greek society. of pre-Columbian political/religious authority. Levy Evans 274. Roman Art and Architecture 256. Native North American Arts and Culture After a brief consideration of Etruscan art, An introduction to the art, architecture and the course concentrates on Roman art and allied arts of native North American peoples. architecture with particular emphasis on the Students will consider cultural periods from cultural role played by visual art in Roman the prehistoric to the present and regions society. Etruscan and Roman holdings at the Art and Art History 69

Rhode Island School of Design Museum, and related styles in France (e.g., Picasso, Boston Museum of Fine Arts and the Braque, Sonia and Robert Delaunay); Wheaton Collection are spotlighted. Expressionism in Germany (e.g., Kirchner, Lane Marc, Kandinsky, Münter, Kollwitz); the inter- 275. Neo-Classicism, Romanticism, Realism national Dada and Surrealist movements (e.g.. A survey of European painting and sculpture Duchamp, Miró, Dalí). Works of art consid- from the eve of the French Revolution to ered in terms of style, content, theory and in the mid-19th century. Emphasis on concur- relation to their social and political context. rent developments in France, England and Murray Germany, with Italy and Spain also consid- 318. Art since 1945 ered. Works of art examined in terms of style, An introduction to art, art theory and criti- content and theory and in relation to the cism in the second half of the 20th century. social and political context. Emphasis on Abstract Expressionism, Pop Murray art, Color-field painting, Minimal, Conceptual, 276. Impressionism and Post-Impressionism Environmental and Performance art. Class An examination of Impressionist and Post- time devoted to issues and developments Impressionist painting in France. Works of art through the mid-1980s. Exhibitions in Boston, considered in terms of style, theory, content Providence and Wheaton’s gallery provide and social context (e.g., the transformation exposure to more recent work and an oppor- of Paris in the Second Empire). Emphasis on tunity to engage in art criticism. painting, although sculpture and the decora- Murray tive arts are included as time permits. 332. Art and Architecture of the 16th Century in Italy Murray Designed to introduce students to the art 298. Experimental Courses of 16th-century Italy, with special attention Architecture, Modernity and Cultural Identity in paid to Florence, Rome and Venice. Issues Modern Japan Spring 2006 of technique, style, iconography, patronage, This class will explore the origins and devel- historical context and art theory are discussed opment of modern architecture in Japan from in detail. the Meiji Period (1868–1912) through recent Levy decades. Our chronological coverage will be 336. Sex and Death in Early Modern Venice enriched with reference to thematic concerns This course, organized thematically, offers such as the relationship between cultural a critical look into the complexities of ritual, identity, architectural form, and modernity; space and spectatorship in early modern the influence of pre-modern Japanese archi- Venice. Investigations of visual culture are tectural principles upon modern movements framed by issues of gender, race and other in Japan and the Euro-American world; the identity categories. dialectic between “native” and “foreign” Levy forms and design philosophies; the role of money and social power in architectural 352. Early Medieval Art and Culture design; the development of the modern The transformation of late antique art and architectural profession in Japan; issues of architecture to suit the needs of Christian colonialism, racism, and gender in Japanese cultures in the Greek East and Latin West, architectural design. from the early paintings in catacombs to the McPherson year 1000. Lane 314. Modern Architecture A study of architectural evolution in the West 353. Castles, Cathedrals and Monasteries from the French Revolution to the present, The art of the Western medieval world from in light of technological, political and social the 11th to the 13th centuries. Special at- developments. Particular attention focused tention paid to the Romanesque monastic on avant-garde movements of the late 19th pilgrimage sites, their architecture and deco- and 20th centuries. rations; to the castles of northern Europe, Evans their construction and design; and to the great cathedrals of Gothic France, their archi- 317. Cubism, Expressionism and Surrealism tecture, sculpture and stained glass. Social, A study of major developments in art during political and economic factors involved in the the first half of the 20th century: Cubism production of this art are stressed. Lane 70 Art and Art History

360. American Art and Architecture: 1865–1945 for the visual arts. Many painters turned from Between the Civil War and World War II, abstraction to a realistic depiction of their sur- American art and architecture demonstrated roundings, sometimes with a social or political an unprecedented sense of confidence. subtext, sometimes not. In photography, a Examining the roles of empire building, documentary aesthetic was replacing the commerce and the rise of urban culture, elegant abstractions of Alfred Stieglitz and his this course will chart the development of circle. Art patronage, previously mostly the American art from the American Renaissance purview of individuals, was taken over by mu- to the triumph of the midcentury New York seums and by government agencies, notably School. the WPA. This seminar will examine paintings Evans and photography of the Depression era, seek- ing to understand the ways art portrayed the 398. Experimental Courses stories of the truly disenfranchised as well as 399. Selected Topics of the middle class. The key figures—Edward An opportunity to do independent work in Hopper, Charles Sheeler, Walker Evans, a particular area not included in the regular Berenice Abbott—are well represented in the courses. MFA’s collections. Their works, studied in the 401. Seminar original, will be the focus for examining the The study of particular periods, special topics visual culture of the 1930s. or individual artists. A list for the following Issues in Contemporary Art year is announced each spring. Subjects are This seminar will examine a variety of critical chosen to meet the needs and interests of issues, both practical and theoretical, sur- the particular group of art history majors. rounding the art of our time. In addition, we will explore the various approaches to exhibi- 500. Individual Research tion making at a museum as well as at other Offered to selected majors at the invitation of venues such as commercial galleries and the department. not-for-profit spaces. The class will include in- 999. Seminar courses offered through the Museum depth examination of contemporary works of of Fine Arts in Boston art in the MFA’s collection, many of which are Egypt Lost and Found: Boston and the Genesis of rarely on view. Students will consider these American Egyptology works with an eye toward the organization of The MFA’s Egyptian collection is one of the an exhibition. There will be structured visits to largest and most comprehensive in the local galleries and not-for-profit spaces, read- world. This course will examine how it got ing and writing assignments, and presenta- that way. After the Civil War, when the first tions; participation in discussions is essential. public art museums were founded in the The Materials and Techniques of Works of Art United States, Boston took the lead in col- This course provides an introduction to the lecting ancient Egyptian art. The seminar will materials used in a wide variety of works of focus on the beginnings of American interest art (stone, ceramic, metal, glass, paint, wood, in Egyptology (with special attention to paper, textiles, manmade materials includ- Boston) and its cultural and intellectual milieu. ing plastics), where the materials come from, The main thrust will be the various stages in and how they are utilized to make works of the formation of the MFA’s Egyptian collec- art. Most course meetings will focus on a tion—including its 40 years of excavation in specific material and will include an intro- Egypt and the Sudan—and its interpretation. ductory lecture and visits to the Museum’s Works of Egyptian art in the MFA’s collection conservation laboratories and/or galleries to will be studied in detail, both in the classroom examine closely and discuss individual works and in the galleries, and the rationale behind of art made from that material. How materials the installations of these objects in the galler- deteriorate over time, and how such changes ies will be explored and analyzed. Although can dramatically affect the appearance of a this is not a standard course in Egyptian art, work of art, will also be discussed. Overview students will learn a good deal about it—and lectures will discuss the nature of materials its appreciation—along the way. from a scientific point of view, defining basic Depression Modern: American Art in the 1930s concepts that are necessary to understand Although the United States was under the materials used in works of art. One lecture extreme political, economic, and social stress will describe how knowledge of materials and in the 1930s, it was a surprisingly vital era techniques can be applied to authentication Studio Art 71 problems. Readings are drawn from a wide take two foundation-level courses (Studio Art range of books, articles, and conference 116 or Studio Art 111 or Studio Art 112) and publications. Grading will be based on seven three additional courses, one of which is a to eight short assignments; each will require 300-level course. Students contemplating a students to examine artifacts on display at the studio minor should take careful note of the Museum of Fine Arts. prerequisites for 200- and 300-level courses. Art History majors may minor in Studio Art by taking four additional studio courses above and beyond the two required for the major (for Studio Art a total of six). For current information about course descriptions, scheduling, Courses new courses and departmental staff, please refer to the college Foundation programs catalog available on-line at www.wheatoncollege.edu/Catalog. 111. Two-Dimensional Design Claudia R. Fieo, Chair As an introduction to visual language, this The Art and Art History Department offers course will focus on the development of prob- two areas of concentration within the major, lem-solving skills as it applies to the funda- one with emphasis on the history of art (Art mental concepts of design. Projects explore History), the other with emphasis on the mak- the integration of art elements and principles ing of art (Studio Art). as a foundation for visual composition and creative expression. Major Fieo The Studio Art concentration consists of at 112. Three-Dimensional Design least 13 semester courses, including: An introduction to basic sculptural concepts Art History 101 and 102 or their equivalents for beginners. Emphasis on learning to see (ARTH 201 and ARTH 202) which must be three-dimensionally by working in a variety of taken before the senior year. media. No previous experience required. Three semester courses in studio art foundations: Cunard Studio Art 111 Two-Dimensional Design, 112 116. Drawing I Three-Dimensional Design and 116 Drawing I An introductory course which will explore ba- These foundation courses MUST be taken sic drawing techniques through various media before the senior year. and motifs. A strong emphasis will be placed One semester of Studio Art 402. on working from perception and learning to One additional semester course in Art History. see. No previous experience required. And six additional semester courses in studio Howard, Stone art from the following areas (with a possible Upper-level courses emphasis in the student’s major interest): drawing, painting, printmaking, sculpture, 205. Drawing II photography, and graphic design. Studio Continued exploration of drawing principles concentrators are urged to take Art History and techniques; emphasis on personal visual 318. Studio Art 399 is normally reserved for statements. fall semester seniors. Cunard, Stone For permission to enter the studio con- 210. Sculpture I centration, students must submit a portfolio A course exploring sculptural concepts based of their work to the department during their on the observation of the human form through sophomore year. Faculty review portfolio modeling and construction. Emphasis on vari- submissions once during the fall and once ous techniques. during the spring semester. All students who Cunard wish to be studio majors MUST be approved and accepted by the end of their sophomore 215. Relief Printmaking year. Please see the chair of the department An introduction to relief printing; students will for more information. create both black-and-white and color prints in woodcut, linocut and contemporary relief Minor techniques. Emphasis is placed on the devel- A minor in Studio Art consists of five studio opment of personal imagery. courses, at least one of which must be at the Fieo 300 level. This means that the student must 72 Studio Art

220. Painting I 325. Lithography An introduction to oil painting, focusing This course will explore the fundamental on the basic problems of color, form and drawing techniques and printing process of composition. Projects will include still life, the stone lithography and pronto plate lithogra- figure and color exercises. Emphasis will be phy while emphasizing the development of placed on working from perception. personal imagery. Stone Fieo 230. Figure Drawing and Anatomy 330. Intermediate Photography Students will develop their drawing skills This course is designed to encourage stu- through a focused study of the human dents to explore and develop visual percep- figure. Weekly drawing sessions with the tion and a personal point of view. Basic tech- model will be supplemented by studies from niques will be reviewed and refined and more the human skeleton as well as anatomical sophisticated techniques introduced. This is texts covering the major muscle groups at a rigorous course with weekly visual assign- rest and in motion. This course connects to ments. Admission to the course is based on Biology 106. portfolio examination and/or interview with Stone the instructor. Howard 240. Beginning Photography The fundamentals of photography including 350. Graphic Design II the use of the camera, composition, light This course continues to focus on design as and subject; developing, printing and enlarg- communication with further exploration of ing processes also studied and performed the relationship between typography and im- by the student. Students must have a 35mm age using traditional design techniques and camera or a medium-format camera that computer graphics. allows for total control. Fieo Howard 398. Experimental Courses 250. Graphic Design I Special Topics in Printmaking Fall 2005 The concept of design as communication Fieo will be explored as students solve graphic design problems and develop an under- 399. Selected Topics standing of traditional and modern typogra- An opportunity to do independent work at an phy and design layout . advanced level. Students must preregister Fieo with their independent advisor after submit- ting a written statement of intent for faculty 298. Experimental Courses approval. 310. Sculpture II 402. Senior Projects An exploration of sculptural concepts This is the capstone experience for studio through some advanced techniques. art majors. This is a semester-long course Cunard which meets once per week for three hours. 315. Intaglio Printmaking Senior students are expected to produce a This course introduces the various traditional defining body of work in the medium of their and contemporary platemaking techniques choice, which will be exhibited in the Beard and the printing process used to create an Gallery at the end of the semester. A variety intaglio print. Emphasis is placed on experi- of topics will be discussed in this seminar. mentation and the development of personal The seminar will also provide students with imagery. a series of critiques on the development of Fieo their work as it progresses toward the Senior Studio Majors Exhibition. 320. Painting II A continuation of Painting I, more empha- 500. Individual Studio sis will be placed on developing an indi- Offered to selected students at the invitation vidual response to subject matter. Painting of the department. technique, color mixing and compositional development within a series will be explored. Stone Asian Studies 73

223 Islamic Art Asian Studies 224 Arts of China For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college 225 Arts of Japan catalog available on-line at www.wheatoncollege.edu/Catalog. Economics 232 Economic Development Bruce Owens, Coordinator 305 International Finance The Asian Studies program draws upon the perspectives of History, Religious Studies, History Anthropology, Sociology, Political Science, 221 History of Early Islamic Societies Art History and Music in order to provide 222 Introduction to Chinese Civilization students with a range of multidisciplinary ap- 224 Introduction to Japanese Civilization proaches to gaining a broad understanding 225 Women in East Asia: Japan and Korea of this vast and diverse area and acquiring a more detailed knowledge of a topic or area 227 Women in East Asia: China that is of particular interest to them. 365 Modern China 367 Modern Japan Major The major in Asian Studies consists of 10 Music courses. With the advice and approval of the 211 World Music: Eurasia coordinator, students are expected to de- Political Science velop a coherent and well-balanced program. 209 Chinese Foreign Policy Majors should achieve a broad familiarity with 223 Contemporary Chinese Politics Asian cultures and a specialized knowledge 263 The Politics of the Middle East of at least one of the following areas: Middle East (including both Islamic and Judaic 401 Seminar cultures), South Asia and East Asia (China, Religion Japan and Korea). Under certain circum- 102 Introduction to the Study of World stances students may substitute relevant Religions courses not included in the Asian Studies 109 Introduction to the Hebrew Bible course listings. 212 Sacred Texts of Asia The capstone requirement for this major is either a senior seminar offered in a disci- 230 Mysticism and Spirituality pline appropriate to the student’s program 316 Islam: Faith and Practice or an independent research project, pursued 325 Hinduism: Thought and Action under the guidance of a member of the pro- 326 Buddhism: Thought and Action gram, that results in a senior research paper. There is no language requirement for the Sociology major or minor, but students who are inter- 280 Asians and America ested in learning an Asian language should 330 Money, Sex and Power consult the coordinator about the various Minor opportunities available. Courses in Asian Minors are required to take at least five of the languages may not be counted toward the courses listed as appropriate for the major, Asian Studies major or minor. Majors con- including History 141 or History 142 (or an sidering graduate school should begin study acceptable alternative) and may concentrate in of an Asian language as early as possible. any of the regions listed above for the major. Students are also urged to take advantage of junior year abroad (JYA) opportunities available in Asia. The program coordinator and Center for Global Education offer guid- ance on such opportunities. Anthropology 295 Peoples and Cultures of South Asia Art History 103 Survey of the History of Asian Art I 104 Survey of the History of Asian Art II 221 Arts of India 74 Astronomy

of celestial objects, celestial navigation and Astronomy astroarchaeology. Students will present their For current information about course descriptions, scheduling, own planetarium programs using our portable new courses and departmental staff, please refer to the college planetarium and carry out independent catalog available on-line at www.wheatoncollege.edu/Catalog. research projects using our nine computer- Timothy Barker, Coordinator ized telescopes and research-grade CCD Faculty: Barker, G. Collins, J. Collins cameras. Barker For course listings and major requirements see Physics. 302. Astrophysics Electromagnetic radiation, properties of stars, Minor stellar structure and evolution, the origin of The minor in Astronomy consists of the elements, galactic structure and evolution, Astronomy 130, Astronomy 140, Astronomy active galaxies and cosmology. 202, Astronomy 203 and Astronomy 302. Barker Courses 120. Extraterrestrial Life A scientific investigation into the possible existence of life elsewhere in the universe. Biology Topics include cosmic evolution, the nature For current information about course descriptions, scheduling, and development of life on Earth, solar sys- new courses and departmental staff, please refer to the college tem exobiology, the astronomical require- catalog available on-line at www.wheatoncollege.edu/Catalog. ments for life, interstellar travel and communi- cation, and the implications of contact. Edmund Y. Tong, Chair Barker Faculty: Barrett, Brennessel, Cato, Dyer, Kollett, Kricher, Mallory, McCafferty, Morris, 130. The Universe Morris, Shumway, Tong Properties of stars and how they are born and Biologists study living systems at different lev- die; black holes, galaxies, quasars and the els of organization. To ensure students are ex- origin and evolution of the universe. Weekly posed to all levels of biological organization, two-hour laboratories retrace the steps the Biology Department focuses students on involved in measuring the age and size of the study of cells and molecules, organisms the universe, with enrichment laboratories in and systems. astronomical photography and observing. Barker Off-campus credit 140. The Solar System It is essential that students get permission The processes which shape the surfaces from the Biology Department before taking and atmospheres of planets and satellites courses to be counted toward the major in and how the planets have evolved in different summer programs, field research programs directions. Students will learn how planetary and JYA programs. data are gathered and how to interpret those Major Requirements data and will design a mission to address one Biology 111 Evolution and Ecology and 112 of the many remaining mysteries of the solar Cells and Genes (Biology 111 and 112 can system. be taken in any order.) Collins, Barker Four 200-level courses, at least three of 202. Frontiers of Astronomy which must have a laboratory. Students will write on topics of their own Three 300-level biology courses, at least two choosing in modern astronomy, such as neu- of which must have a laboratory. tron stars, black holes, quasars, active galax- Chemistry 153 Chemical Principles and 154 ies, the Redshift Controversy, the big bang Inorganic Reactions and the fate of the universe. Prerequisite: one previous course in astronomy. Three related courses from biology, chemistry, Barker mathematics or physics. The 200- and 300-level biology courses must 203. Observational Astronomy include a minimum of one course from each A laboratory-oriented course covering as- of the following biology areas: cells and mol- tronomical coordinate systems, the motions ecules, organisms, systems. Biology 75

Capstone: 298 Concepts in Ecology The capstone in Biology can be fulfilled in 303 Evolution several ways. Students may conduct an 317 Molecular Ecology and Evolution independent research project which is ap- 318 Tropical Field Biology proved by the department and supervised 361 Vernal Pool Conservation Biology by faculty ( Bio 499) or conduct research as part of an honors thesis ( Bio 500). In some 364 Freshwater and Marine Botany cases, a specially designed Bio 399 course 398 Conservation Biology (Independent Study) may fulfill the capstone Related majors requirement. The capstone may also be Students interested in the biological sci- experienced in specially designed and desig- ences may consider declaring a major in nated seminars (Bio 400) usually taken in the Biochemistry, Environmental Science or senior year. Psychobiology, and should meet with the Area requirements designated program coordinators to discuss Biologists study living systems at different the program of interest. levels of organization. To ensure students are Health professions exposed to all levels of biological organi- Students planning a career in medicine, zation, effective with the class of 2004, dentistry, veterinary or other health profes- students in the biology major must take at sions should consult a health professions least one course in each of the three follow- advisor early in the first year in order to plan ing areas: cells and molecules, organisms, a suitable program. Medical schools require systems. a minimum of two semesters of biology, Cells and molecules two semesters of physics, two semesters of 211 Genetics mathematics, four semesters of chemistry 219 Cell Biology and two semesters of English. The MCATs 221 Microbiology and Immunology include material from anatomy, microbiology, physiology and genetics. Therefore, those 254 Developmental Biology 200-level courses are recommended. 298 Bacteriology Also see information on Wheaton’s pre- 305 Biochemistry med advising. 307 Cell Evolution Honors/ graduate school 316 Molecular Biology and Biotechnology Biology departmental honors will be awarded 321 Immunology on the basis of a B+ or better average in 324 Neurobiology the major, an overall average of B or better, 347 Endocrinology and a grade of B+ or better on the Individual Organisms Research Project. Students intending to continue their 205 Nutrition study of biology in graduate school are 207 The Biology of Exercise strongly encouraged to take organic chem- 220 Evolution of Invertebrates istry. Graduate and pre-health programs 226 Comparative Animal Behavior usually require students to have an exposure 244 Introductory Physiology to organic chemistry, calculus and physics. 252 Parasitology and Symbiosis Minor 255 Vertebrate Evolution and Anatomy A minor in Biology consists of five courses. 262 Plant Biology No more than two courses may be at the 100 331 Advanced Marine Biology level; at least one course must be at the 300 level and at least three of the courses must 348 Advanced Physiology have a laboratory. 375 Ornithology Courses Systems 201 Environmental Science 101. An Introduction to Biology 215 Ecology This course is taught using an issues-ori- ented approach and includes topics of 231 Marine Biology current interest to today’s society, such as: 261 Vernal Pool Conservation Biology the human genome project, genetic testing, 76 Biology

genetically modified foods, the population to be a substitute for a course in ecology and explosion, nutrition, cancer and biodiversity. students planning to pursue careers in ecol- This course encourages critical thinking and ogy or environmental science are advised to questioning and teaches you tools that will take Biology 215 or Biology 218 in addition to enable you to evaluate scientific arguments this class. Three hours lecture per week. and make appropriate decisions affecting Shumway your life and society. This is an introduc- 205. Nutrition tory, laboratory-based course in biology for The course focuses on nutrients, their diges- nonmajors. Three hours lecture and three tion and metabolism. The application of the hours of laboratory per week. fundamentals of nutrition to daily life, health 106. Basic Anatomy and Physiology issues such a s dieting, exercise, weight A survey of the essential principles in human control, eating disorders, heart disease, physiology combined with basic human cancer, safety of food additives and geneti- anatomy. The emphasis is placed on neuro- cally modified foods. Three hours lecture per muscular structures and functions, since the week. Students will design and implement an course is connected to a studio art course, independent study project. Studio Art 230, as well as a theatre course, Brennessel Theatre Studies and Dance 140. Three hours 207. The Biology of Exercise integrated lecture/lab per week. Each student Responses and adaptations of the human is required to do a “connected project.” body to exercise with emphasis on metabo- 111. Evolution and Ecology lism, skeletal muscles and the cardiovascular- The study of evolution as a process, as it relates respiratory system. Topics include aerobic to patterns of distribution and abundance of performance, anaerobic capacity and the organisms in ecosystems. Three hours lecture, relationships between exercise and nutrition, three hours laboratory per week. Bio 111, re- weight control, strength and endurance train- quired for majors in the biological sciences, may ing, sex and age differences, health states, be taken either before or after Biology 112. drugs and performance aids. McCafferty Tong 112. Cells and Genes 211. Genetics Introduces the cell as the basic unit of life, The nature of genes, gene function and gene genes as the basic unit of inheritance, and regulation. The transmission of inherited discusses the cellular and molecular process- characteristics and the behavior of genes es and principles shared by living organisms. in populations. Laboratory includes the col- Three hours lecture, three hours laboratory lection and analysis of data from Drosophila per week. Bio 112, required for majors in crosses. Three hours lecture, three hours the biological sciences, may be taken either laboratory per week. before or after Biology 111. Dyer Morris 215. Ecology 115. Natural History of New England Forests A survey of the basic principles of ecology, par- A field-based course with observational and ticularly terrestrial ecosystems of New England. experimental activities. Students will learn to Laboratory emphasizes field work. Three hours identify the common flora and fauna of the lecture, three hours laboratory per week. surrounding forest community. The course Kricher will also examine historical and contemporary 219. Cell Biology human impact on New England forests. Field The organization, functions and behaviors trips to coastal forest ecosystem and Fisher of eukaryotic cells. Cell architecture and cell Museum at the Harvard Forest. motility will serve as themes to investigate Cato similarities and specializations of protist, plant 201. Environmental Science and animal cells. Other topics include organ- An overview of current environmental con- elle function, the cytoskeleton, cell division, cerns and the scientific theory needed to intracellular transport. Lab will emphasize address them. Population growth, community digital imaging to study cells and cell behav- ecology, biodiversity, endangered species iors. Three hours lecture and three hours lab management, ground-water quality and per week. introduced species. This class is not intended Morris Biology 77

220. Evolution of Invertebrates malian systems. Three hours lecture, three The goals for this course are to make your hours laboratory per week. A service learning knowledge of the invertebrates a functional component is also included. and integral part of your life as a biologist; to Tong learn to recognize and discuss all of the phy- la of invertebrates as well as some subphyla 252. Parasitology and Symbiosis and classes; to understand the evolution of Parasitology as a world health problem with the invertebrates. discussions on economic, political and medi- Dyer cal aspects of parasite control. Descriptive parasitology and symbiosis. Genetic and 221. Microbiology and Immunology physiological interactions between associ- The biology of microorganisms concentrating ated organisms. Three hours lecture. on bacteria and viruses and including a sec- Dyer tion dealing with the fundamental concepts of immunology. The laboratory focuses on 254. Developmental Biology the techniques used to culture and identify Cellular and molecular mechanisms of microorganisms. Three hours lecture, three animal embryogenesis with an emphasis on hours laboratory per week. experimental method and on comparisons Brennessel of patterns of development. Topics include fertilization, mitosis and the cell cycle, pat- 226. Comparative Animal Behavior tern and axis formation, neurodevelopment, See Psychology 226. organogenesis and animal cloning. The labo- ratory will include observations of both fixed 227. Drugs and Behavior and living embryos. Three hours lecture, See Psychology 227. three hours laboratory per week. 231. Marine Biology Morris An introduction to the biology of marine 255. Vertebrate Evolution and Anatomy organisms from an ecological perspective. The evolutionary history of vertebrates Species interactions, distribution patterns and the vertebrate body form as revealed and adaptations to the marine environment by the fossil record and the anatomy of for the rocky intertidal, soft bottom, subtidal, extant vertebrates. Laboratory emphasizes deep sea, estuarine and coral reef habitats. comparisons among the various classes of Laboratories and field trips will provide a vertebrates with a focus on skeletal anatomy. survey of marine algae and invertebrates. Three hours lecture, three hours labora- Three hours lecture, three hours laboratory tory per week. (Formerly titled, Chordate per week. Anatomy and Evolution). Shumway Kricher 242. DNA 261. Vernal Pool Conservation Biology An amazing blend of biology, chemistry, An introduction to the biology of vernal computing and mathematics emerges when pools and their inhabitants, conservation considering the molecule “Deoxyribonucleic issues surrounding vernal pools and the Acid” (DNA). DNA is the blueprint of life for all science required to understand those issues. organisms on Earth and throughout evolu- Students will actively engage in research on tionary time. This course explores DNA from vernal pools. Juniors and seniors enrolled at the following four points of view: molecular the 300 level will serve as principal investiga- biology, applied mathematics, organismal tors for research projects and as mentors for and evolutionary biology, and computer sci- students enrolled at the 200 level, who will ence. Historical and ethical aspects of DNA serve as assistant investigators. Three hours are discussed. Does not count as a 200-level per week plus research time. Biology course for the Biology major but may Shumway count as a related course in the major. Dyer, LeBlanc 262. Plant Biology An introduction to the biology of plants, in- 244. Introductory Physiology cluding mosses, club mosses, ferns, horse- The function of various animal organ tails, cycads, conifers and flowering plants. systems, especially the ways in which they Morphology, ecology and evolution will be interact to maintain homeostasis of the addressed for each group. Laboratories will individual. Most examples are from mam- include examination of live specimens from 78 Biology

all major plant taxa, student-devised experi- cludes methods for histological preparations ments and field trips. Three hours lecture, and an independent project. Three hours three hours laboratory per week. lecture, three hours laboratory per week. Shumway Dyer

298. Experimental Course 316. Molecular Biology and Biotechnology Concepts in Ecology Spring 2006 The molecular basis for biological processes. An introduction to the conceptual basis Synthesis, structure, function and regulation for ecology with a strong focus on applied of the genome, transcriptome and pro- ecology. Major topics include ecological en- teome. A detailed examination of genome ergetics, population and community ecology, dynamics and the control and regulation of human ecology, and biodiversity studies. genome expression. Contemporary topics Three hours lecture. in biotechnology such as genetic engineer- Kricher ing, cloning, molecular medicine, infectious diseases and biological weapons will also be Bacteriology Fall 2005 discussed. Three hours lecture, three hours The goals for this course are: To make your laboratory per week. knowledge of the bacteria a functional and McCafferty integral part of your life as a biologist; to learn to recognize and discuss all of the 317. Molecular Ecology and Evolution major groups of bacteria as well as many An introduction to the concepts and issues specific examples of practical (medical, in molecular evolution and the emerging field environmental and industrial) importance; to of molecular ecology. Course emphasizes understand the evolution of the bacteria; to the unique insights provided by the appli- become comfortable with and conversant on cation of molecular methods to questions most bacterial groups in situ, in spite of their in ecology and evolution. Topics include apparent invisibility. rates and processes of molecular evolution, Dyer phylogenetic systematics, phylogeography, population genetics, forensics and conserva- 303. Evolution tion genetics. Three hours lecture and three A detailed examination of the causes and hours laboratory per week. mechanisms of evolution. This course McCafferty emphasizes the major concepts of modern evolutionary biology by exploring contem- 318. Tropical Field Biology porary issues. Topics include the basics An exploration of the biology of tropical rain of evolutionary genetics, natural selection, forests and coral reefs. Course will be taught adaptation, speciation, the origins of biologi- during January 2006 in Costa Rica and cal diversity, evolution in modern society, Belize. Previous 200-level courses in biology and the conflict between evolution and and permission of the instructors required. creationism. Three hours lecture, three hours McCafferty, Shumway laboratory per week. 321. Immunology McCafferty An overview of the mammalian immune 305. Biochemistry system with an emphasis on humans by us- The chemistry and metabolism of biological ing medical case studies. Topics will include: molecules. The laboratory will introduce the immune cell types, antibodies, self-non-self student to concepts and techniques of isola- recognition, vaccinations and HIV/AIDS. tion and characterization of biomolecules, Student will review selected journal articles enzyme kinetics and genetic engineering. and write a paper reviewing a disease of their Three hours lecture, four hours laboratory choice. Three hours of lecture per week. per week. Morris Brennessel 323. Behavioral Neuroscience 307. Cell Evolution See Psychology 323. Structures and functions of subcellular 324. Neurobiology components of prokaryotes and eukaryotes. Organization and function of nervous Evolution of prokaryotic and eukaryotic cells. systems emphasizing cellular and molecular Aspects of cell differentiation, multicellularity mechanisms. Topics include cell biology and cell-cell communication. Laboratory in- of neurons, neuron growth, motor proteins Biology 79 and the cytoskeleton, physiology of excit- as culture and microscopic examination of able membranes and biological circuits. algae. Three hours lecture and discussion, Laboratory emphasizes experimental three hours laboratory per week. methods and includes tissue culture and Shumway microscopy. Three hours lecture, three hours 375. Ornithology laboratory per week. The study of the origin, anatomy, physiology, Morris classification, behavior and ecology of birds. 331. Advanced Marine Biology Much emphasis on field work. Three hours A detailed analysis of marine environments lecture, three hours laboratory per week. and the adaptations of animals to marine Kricher habitats. Topics include physical oceanog- 398. Experimental Course raphy, life in flowing fluids and physiological adaptations to the marine environments. Conservation Biology Fall 2005 An upper-level course in Conservation Lecture, laboratory and mandatory field Biology. Laboratories include field trips, map- trips are tightly integrated and culminate in ping and environmental applications of GIS. completion of an individually chosen, collab- Elizabeth Mallory orative research project. Three hours lecture, three hours laboratory per week. 399. Selected Topics Morris Discussion and research on special aspects of biology such as animal or plant physiol- 347. Endocrinology ogy, animal development, ecology, microbi- The mechanisms by which various hormones ology and genetics; content varies with the produce their actions. Emphasis on hormone interest of students and instructors. Offered receptors, the binding of hormones to recep- at the discretion of the department. tors and the subsequent effector-induced re- sponses. Topics include production, release, 499. Independent Research (one semester) distribution and metabolism of hormones. One semester independent research super- Aspects of endocrine pathophysiology and vised by a member of the Biology Department. evolutionary aspects of endocrinology will be Approval of the department is required. discussed. A library research paper using pri- 500. Individual Research (two or more semesters) mary literature and an oral presentation of the Two semesters are required for departmen- paper is also included. Three hours lecture tal honors. Two to four semester courses. and discussion per week. Members of the department supervise the Tong individual research of a limited number of 348. Advanced Physiology advanced students with a B+ average in the In-depth study of physiology and biophysics major and a B average overall. Preliminary of the cardiovascular-respiratory system at consultation with advisors in the area of the organismal, cellular and subcellular levels. student’s special interest and the approval of Discussion topics include pathophysiological the department are required. conditions, physical stress, environmental 999. Course Offerings through effects. Laboratory includes techniques and Affiliated Institutions instrumentation in animal and human physio- Additional information may be obtained logical experimentation. Three hours lecture, about course offerings through affiliated three hours laboratory per week. institutions (Williams-Mystic, MBL and Tong Marine Studies Consortium) at the Academic 361. Vernal Pool Conservation Biology Advising Office and the department web See Biology 261. pages. 364. Freshwater and Marine Botany Through the Marine Studies Consortium Taxonomy, ecology, evolution and eco- Biology nomics of cyanobacteria, algae and plants 290 Biology of Whales inhabiting freshwater and marine ecosys- 291 Introduction to Marine Mammals tems. Lake, estuary, rocky intertidal, open 380 Wetlands Ecology, Hydrology, Restoration ocean, kelp bed, seagrass, salt marsh and 390 Biology of Fishes mangrove ecosystems will be studied. Labs will include collecting trips to local lakes, 391 Wetlands estuaries, salt marsh and beaches as well 80 Biology

Interdepartmental and one of the following at the 300 level: 210 Water Resources Planning and 305 Biochemistry Management 307 Cell Evolution 215 Coastal Zone Management 316 Molecular Biology and Biotechnology Through Williams College-Mystic Seaport Maritime 324 Neurobiology Studies Program 347 Endocrinology Marine Ecology (200 level) Chemistry Oceanography (200 level) 153 Chemical Principles or Through Marine Biological Laboratory Semester in 173 Chemical Principles (Enhanced) Environmental Science 253 Organic Chemistry I Aquatic Ecosystems (300 level) 254 Organic Chemistry II Terrestrial Ecosystems (300 level) 331 Analytical Chemistry I Mathematical Modeling of Ecosystems (300 level) 355 Physical Chemistry I Microbial Methods in Ecology (300 level) 356 Physical Chemistry II Mathematics 104 Calculus II Physics Biochemistry 170 Introductory Physics I For current information about course descriptions, scheduling, 171 Introductory Physics II new courses and departmental staff, please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog. The capstone in Biochemistry shall con- sist of an oral presentation by seniors at a Barbara Brennessel and Elita Pastra-Landis, symposium for Biochemistry majors held in Coordinators the spring semester. The presentation will be A student interested in understanding the based on a review of recent primary literature molecular basis of living systems may major on an approved topic or a student’s indepen- in Biochemistry, offered jointly by the Biology dent research. and Chemistry departments. A background in the physical sciences necessary to under- stand life at the molecular level is required and the opportunity to study living organ- Bioinformatics isms as functioning systems is provided. For current information about course descriptions, scheduling, The major in biochemistry is interdisciplin- new courses and departmental staff, please refer to the college ary and requires courses from the Biology, catalog available on-line at www.wheatoncollege.edu/Catalog. Mathematics, Chemistry and Physics departments. Rochelle (Shelly) Leibowitz and Shawn Major McCafferty, Coordinators Senior majors are required to write an essay Bioinformatics is an interdisciplinary area of or prepare an oral report on a topic designed study involving the collection, storage, retriev- to demonstrate their ability to integrate al, management, and analysis of biological biochemical concepts. The topic selected by information resulting from a myriad of projects the biochemistry advisors will be distributed ranging from the sequencing of genomes to at the beginning of the second semester. drug discovery. Understanding the relation- ship between linear sequences of DNA, the The major consists of the following courses structure and function of proteins, and the or their equivalents: associated scientific, health, and ethical Biology implications of this information is considered 112 Cells and Genes one of the greatest challenges in 21st-cen- two of the following courses at the 200 level: tury science. Combining the strengths of the liberal arts within the context of interdisciplin- 211 Genetics ary studies in biology, chemistry, computer 219 Cell Biology science, mathematics, and statistics, the 221 Microbiology and Immunology Bioinformatics major prepares students for a 254 Developmental Biology world that relies on collaboration. Chemistry 81

Major The major consists of a minimum of 14 Chemistry For current information about course descriptions, scheduling, courses plus a capstone experience. new courses and departmental staff, please refer to the college Required courses catalog available on-line at www.wheatoncollege.edu/Catalog. Biology Elita Pastra-Landis, Chair 112 Cells and Genes Faculty: Benoit, Cockcroft, Ellison, Kalberg, 211 Genetics Kukla, Lane, Muller, Pastra-Landis, Stewart 305 Biochemistry The curriculum of the Chemistry Department 316 Molecular Biology and Biotechnology includes introductory courses both for stu- dents who have studied chemistry previously Chemistry and for those who are beginning the subject. 153 Chemical Principles These courses aim for a broad understanding 154 Inorganic Reactions of scientific theories and methods as well as 253 Organic Chemistry I an appreciation of the interplay between sci- ence, the environment and society. They em- 254 Organic Chemistry II phasize both theory and experimentation and Computer Science prepare students for further study in graduate 115 Programming Fundamentals and medical schools, academic or industrial 116 Data Structures research, and secondary-level teaching. The use of modern instruments and computers for 325 Database Systems data acquisition as well as data analysis is an 215 Algorithms or Biology 242 DNA integral part of laboratory work. Supervised Mathematics individual research is encouraged. 151 Accelerated Statistics Major 241 Theory of Probability or Chemistry courses 216 Computational Molecular Biology 153 Chemical Principles or Capstone experience 173 Chemical Principles (Enhanced) or Recommended courses 183 Accelerated Chemical Principles 154 Inorganic Reactions or Biology 174 Inorganic Reactions (Enhanced) or 219 Cell Biology 184 Accelerated Inorganic Reactions 221 Microbiology and Immunology 253 Organic Chemistry I 254 Developmental Biology 254 Organic Chemistry II 303 Evolution 331 Analytical Chemistry I 317 Molecular Ecology and Evolution 332 Analytical Chemistry II Chemistry 355 Physical Chemistry I 352 Physical Chemistry 356 Physical Chemistry II Economics 361 Advanced Inorganic Chemistry 112 Introduction to Microeconomics 400 Seminar Mathematics Additional courses 211 Discrete Mathematics Physics 170 Introductory Physics I and 171 Introductory Physics II Philosophy Mathematics 104 Calculus II 111 Ethics An additional course in mathematics is Physics recommended for students contemplating 170 Introductory Physics I graduate studies. 171 Introductory Physics II The curriculum offered for those planning to major in Chemistry is certified by the American Chemical Society. Certification requires the courses needed for the major plus Chemistry 362 and Chemistry 305. Chemistry 500 can be substituted for Chemistry 305, if the inde- 82 Chemistry

pendent work is in Biochemistry. quantum theory, electron configurations, Combined majors with other departments periodic relationships, chemical bonding such as Biology, Physics, Political Science or and structure. Designed for science majors. Art can be arranged. Three hours lecture and three hours labora- tory per week. Minor Benoit Any five chemistry courses including one at the 300 level. Only two courses can be at 154. Inorganic Reactions the 100 level. Properties of liquids and solutions, aqueous equilibria, precipitation reactions, acids and Courses bases, reaction rates, oxidation-reduction, 103. Chemistry and Your Environment electrochemistry, qualitative analysis and Fundamental chemical principles and chemi- nuclear chemistry. Three hours lecture and cal aspects of air and water pollution as three hours laboratory per week. well as energy production and resources. Benoit For the non-science major who desires an 173. Chemical Principles (Enhanced) introduction to chemistry with applications to Basic concepts: atomic structure, chemi- environmental problems. Three hours lecture cal reactions, thermochemistry, gas laws, and two hours laboratory per week. No prior quantum theory, electron configurations, knowledge of chemistry required. periodic relationships, chemical bonding and Kalberg, Benoit structure. Designed to give well-prepared 104. The Chemistry of Life students interested in the sciences an en- Fundamental principles of organic chemistry hanced experience with additional labora- leading up to a discussion of biologically tory, problem-solving and writing opportuni- relevant molecules. Topics covered include ties. One and one-half credits. Three hours amino acids, proteins, lipids, carbohydrates lecture and three hours laboratory per week and pharmaceuticals along with some plus additional laboratory and problem-solv- discussion of the biological effects of each. ing sessions. Three hours lecture and two hours labora- Pastra-Landis tory per week. 174. Inorganic Reactions (Enhanced) Kalberg Properties of liquids and solutions, aqueous 109. Edible Chemicals equilibria, precipitation reactions, acids and For the non-science major who is interested bases, reaction rates, oxidation-reduction, in the chemical basis of food and cooking. electrochemistry, qualitative analysis, and The focus is on the chemical constituents of nuclear chemistry. Designed to give well-pre- food, their structures, functional properties pared students interested in the sciences an and interactions. The laboratory component enhanced experience with additional labora- examines chemical characteristics of carbo- tory, problem-solving and writing opportuni- hydrates, proteins, lipids and micronutrients. ties. One and one-half credits. Three hours Genetically modified foods are discussed, lecture and three hours laboratory per week with attention to their potential and their plus additional laboratory and problem-solv- problems. Three hours lecture and two ing sessions. hours laboratory per week. Stewart Pastra-Landis 183. Accelerated Chemical Principles 145. Art, Color and Chemistry Nuclear chemistry, electrons and electro- The scientific basis of art media including the magnetic radiation, stoichiometry, solution chemical basis for color, molecular interac- chemistry, chemical bonding, molecular tions and reactions involved in the creation shape, properties of gases, intermolecular of works of art, and methods for dating and forces and liquids. Topics are developed authenticating works of art. Two two-and- to show the centrality of chemistry with its one-half-hour integrated lab/lecture meet- connections to the world and to other disci- ings per week. plines. Designed for well-prepared students. Muller Three hours lecture and three hours labora- tory per week. 153. Chemical Principles Ellison Basic concepts: atomic structure, chemi- cal reactions, thermochemistry, gas laws, Chemistry 83

184. Accelerated Inorganic Reactions titrations and optical methods. Three hours The solid state, thermochemistry, energy lecture and four hours laboratory per week. and organic chemistry, entropy and free Muller, Kukla energy, chemical kinetics, chemical equi- librium, equilibrium in the aqueous phase, 332. Analytical Chemistry II electrochemistry, materials chemistry. Topics Theory and application of electrochemistry are developed to show the centrality of and separation techniques to the solution of chemistry with its connections to the world chemical problems. Three hours lecture and and to other disciplines. Designed for well- four hours laboratory per week. prepared students. Three hours lecture and Benoit, Kukla three hours laboratory per week. 352. Physical Chemistry Ellison See Chemistry 355 Physical Chemistry I and 253. Organic Chemistry I Chemistry 356 Physical Chemistry II The chemistry of carbon compounds 355. Physical Chemistry I including structure and bonding, acid-base Thermodynamics as a basis for consideration properties and stereochemistry. Theory of of the properties of matter, electrolytic and reaction mechanisms, methods of synthesis nonelectrolytic solutions and electrochem- and spectroscopy. The chemistry of alkanes, istry. Three hours lecture and four hours alkenes, alkyl halides and free radicals. In the laboratory per week. laboratory, fundamental techniques for the Ellison, Kukla isolation, purification and characterization of organic compounds. Three hours lecture 356. Physical Chemistry II and four hours laboratory per week. Reaction kinetics with applications to mecha- Pastra-Landis, Lane nisms and quantum mechanics. Three hours lecture and four hours laboratory per week. 254. Organic Chemistry II Ellison, Kukla A continuation of Chemistry 253. The chem- istry of aromatic, carbonyl and acyl com- 361. Advanced Inorganic Chemistry pounds. In the laboratory organic reactions Principles of bonding, structure and reactions and synthesis projects, including isolation in inorganic chemistry, with emphasis on and mass, infrared, uv and nmr spectros- transition metal complexes. This includes copy. Three hours lecture and four hours correlation of structure and reactivity, sym- laboratory per week. metry and group theory, organometallics and Pastra-Landis, Lane catalysis. Three hours lecture and four hours laboratory per week. 298. Experimental Courses Kalberg Trace Metals Spring 2006 Laura Muller 362. Advanced Organic Chemistry Structure and reactivity of organic com- 303. Current Problems in Environmental Chemistry pounds including reaction mechanisms and An overview of major biogeochemical path- synthetic methods. Discussion of primary ways and basic principles of atmospheric journal reports of recent synthetic accom- and aquatic chemistry, highlighting human plishments. A common theme throughout perturbation of natural cycles. Investigation the course is carbon-carbon bond-forming of significant environmental problems includ- reactions. Three hours lecture and four hours ing air and water pollution, ozone depletion, laboratory per week. global warming and hazardous wastes, with Kalberg an emphasis on reading scientific literature and writing science papers. Three hours 400. Seminar lecture per week. Selected topics from contemporary chemistry. Benoit Pastra-Landis 305. Biochemistry 500. Individual Research See Biology 305. Research under the direction of individual de- partment members for two semester course 331. Analytical Chemistry I credits. A thesis is required of each student. Chemical equilibrium and its application to the analysis of inorganic substances including neutralization and complexometric 84 Chinese

studies; in special preparation for graduate Chinese work in classics or classical archaeology; in For current information about course descriptions, scheduling, special preparation for the teaching of Greek new courses and departmental staff, please refer to the college or Latin at the secondary level. catalog available on-line at www.wheatoncollege.edu/Catalog. Minor Faculty: Zou Minors are available in each of the separate Courses concentrations: Greek, Latin, Classics and Classical Civilization. 101. Introductory Chinese Courses 298. Intermediate Chinese Language and Culture Classical civilization (readings in English) Advanced Chinese Courses marked with an asterisk are pend- ing approval of the Educational Policy Committee. 130. Egypt in the Greco-Roman World Classics A study of the influence of ancient Egyptian For current information about course descriptions, scheduling, culture in the Greco-Roman world. Lectures new courses and departmental staff, please refer to the college and discussions will examine the historical, catalog available on-line at www.wheatoncollege.edu/Catalog. economic, literary, artistic and religious ties Joel C. Relihan, Chair between Egypt and Greece from the Bronze Faculty: Evans, Relihan Age to late antiquity and the early Christian era. The Classics Department offers courses in Relihan the languages, literatures and cultures of Greek and Roman antiquity. All concentra- 135. Myth and Folklore tors in classical languages are encouraged Mythology and mythography of the Greeks to participate in foreign study and archaeo- and Romans, focusing on tales of the Trojan logical programs and substitutions for some War. Comparison with myths of the ancient requirements may be allowed for those who Near East and other cultures; discussion of undertake them. what myths are and what they reveal about the societies from which they come. Major Evans The major programs in Classics (nine courses, with at least three at the 300 level or Topics in classical literature above) allow students to concentrate in either The following courses are offered at both the of the languages individually (Greek, Latin), 200 and the 300 level. All 300-level courses in the two languages combined (classics) or are designated Writing Intensive. in literature and culture (classical civilization). 254/354. The Drama of Fifth Century Athens Concentrators in the languages will plan with The explosion of political and intellectual their advisor a selection of complementary energy in Athens in the fifth century and its classical civilization courses (Art History 273 repercussions, focusing on Greek historical and Art History 274, Philosophy 203 and texts (Herodotus and Thucydides) and Greek Religion 110 and Religion 210 count as clas- drama (text, theatre, performance, interpreta- sics); concentrators in classical civilization tion). Topics will include the evolution of the are required to take three semester courses Athenian Empire after the Persian War, the in either Greek or Latin. All concentrators are interrelationships of politics, religion and the encouraged to complete a senior thesis; they arts, the diverse forms of comedy and trag- are also encouraged to participate in foreign edy, and the dissolution of Athenian power study and archaeological programs. after the Peloponnesian War. Classics 254 Ancient Studies forms a connection with Theatre Studies and The Classics and Religion departments have Dance 351. drawn up guidelines for an interdepartmental Evans major in Ancient Studies. In addition, the 256/356. The Ancient Romance Classics Department will work with students Stories of lovers destined to be separated to provide individualized programs when nec- and reunited, of pirates and thieves, false essary or appropriate: in other interdisciplinary death and miraculous revival, of identity lost Classics 85 and found. From Homer’s Odyssey through duces students to the reading of simple Attic Daphnis and Chloe and The Ethiopian prose. Resources in the audio lab and the Tale to utopian and picaresque literature, computer lab will assist students in proper Petronius’ Satyricon and the historical fan- pronunciation and in drill and review. tasy The Romance of Alexander the Great. Evans 298. Experimental Courses 213/313. Theologia: Religious and Tutorial in Coptic Philosophical Inquiry Relihan Talking about God in Greek: hymns, narra- tives, myths, catechisms. Translation and Topics in classical civilization analysis of key texts: Homer and Hesiod, The following courses are offered at both Pre-Socratics and Hellenistic philosophers, the 200 and the 300 level. All 300-level Septuagint and New Testament, neo- courses are designated Writing Intensive. Platonists. 205/305. The Fall of the Roman Republic Evans The history of Rome from 133 B.C.E. to 69 215/315. Private Lives and Public Citizens C.E.: the problems of empire, the fall of the A study of the Greek household of the Roman Republic, “band-aid” solutions, civil Classical era. Key texts include Xenophon’s wars and, finally, Augustus and the infamous Oeconomicus and Lysias’s Murder of Julio-Claudians. Emphasis on political, intel- Eratosthenes. Greek 215 forms a connection lectual and social changes. with Sociology 330. Relihan Evans 262/362. The Ancient Landscape: 222/322. Homer, Iliad From Mythology to Ecology Achilles and Hector at the walls of Troy. The land outside the walls of the city: how it Selections from the Iliad. was used and abused, praised and feared, personified in myth and religion. Topics 224/324. Homer, Odyssey will include agriculture and ancient farming The wanderings of Odysseus. Selections manuals, deforestation, the cult of streams from the Odyssey, Books 9–12. and fountains, the divinities of the wild, the 226. Attic Drama Eleusinian mysteries and the literature that The tragic hero. Selections from Sophocles idealizes the country life. and Euripides. Relihan 351. Elementary Greek Prose Composition 266/366. Women, Power and Paganism An introduction to the study of the public 352. Advanced Greek Prose Composition and private lives of women in Mediterranean Latin courses antiquity from classical Athens and Rome to late antiquity (fifth century BCE to fourth 101. Elementary Latin century CE). The relationship of secular A two-semester course that covers the authority to religious custom in the Greco- essential grammar of classical Latin and Roman city-states and empires, and the introduces students to the reading of simple social status of women within these cultures Latin prose. Resources in the audio lab and as understood (and misunderstood) by civic the computer lab will assist students in prop- institutions and religious customs, including er pronunciation and in drill and review. medicine, law, mythology, art and politics. Relihan Special attention to religious practices that 211/311. From Romulus to Rome allowed women more visible and powerful The legendary history of Rome. Selections social identities, including state festivals, the from the Roman historians, primarily Livy; so-called mystery cults, and the emerging the relationship between myth and history in Rabbinic (Jewish) and Christian traditions. the Romans’ view of their origins. Evans 213/313. Latin Epistolography Greek courses The study of Roman letters and the develop- 101. Elementary Greek ment of the edited collection of letters as a A two-semester course that covers the es- Roman literary genre. Readings will be from sential grammar of classical Greek and intro- Cicero, Fronto, Pliny, and Augustine. 86 Classics

215/315. The Crisis of the Roman Republic Wheaton falls into three categories: (1) a Social, political, and military factors lead- major, (2) a minor or (3) an interdisciplin- ing to the crisis of the end of the Roman ary major (see Mathematics and Computer Republic. Readings will be from Caesar, Science). A complete look at our Computer Sallust, Cicero, and Velleius Paterculus. Science faculty, students and program can be found on our Web page at: http:// 217/317. Roman Satire cs.wheatoncollege.edu. Studies in computer The origins and development of Roman science provide students with the necessary prose and verse satire. Texts will include background and skills to design and write Horace’s Satires, Petronius’s Satyricon and software for tomorrow’s computing tools. Seneca’s Apocolocyntosis. The major prepares students for gradu- Relihan ate programs in computer science and/or 222/322. Roman Comedy careers in the computing industry. The minor Selections from Plautus and Terence and addresses the changing needs of a liberally a consideration of the origins and develop- educated person in a technological society. ment of comic drama in the ancient world. Facilities 224/324. Poetry in Motion: Didactic Poetry and Wheaton provides an impressive array of Roman Science computational work environments for stu- An introduction to classical poetry through dents in computer science courses. In addi- the study of the poetics of observational as- tion to fully networked dorm rooms, campus tronomy. Selections from Vergil’s Georgics, classrooms and labs, a dedicated computer Manilius’s Astronomica, and other lyric and science lab features 20 dual-boot Windows/ epic poets who describe the constellations Linux servers. A networked classroom and the Zodiac. provides experience in MacOSX. Working in Relihan a blend of these different operating systems, 226/326. Eros and Erato: Love Poetry in the providing a broad range of experience, Roman World students use a number of development The study of the conventions of love and of environments as they gain experience in an poetry. Selections from the lyric Horace and array of different programming languages, Catullus and the elegiac Ovid; love poetry including C/C++, Java, Perl and LISP. from late antiquity and the Latin Middle Ages Connections will also be read. The department embraces Wheaton’s 228/328. Epics and Heroes committment to connections, especially in Selections primarily from Vergil’s Aeneid. linking comuputing to the liberal arts. New Heroic and anti-heroic conventions in Ovid’s entry-level offerings include “Poetry and Metamorphoses and in the Silver Latin epic the Computer,” connecting “Computing will also be addressed. for Poets” with the English department’s “Renaissance Poetry.” Another new course 351. Elementary Latin Prose Composition is “Graphic Design and Web Programming,” Relihan connecting “Graphic Design I” in the Art 352. Advanced Latin Prose Composition department with “Web Programming, Relihan Graphics, and Design.” These courses join “Computer Architecture” in the department’s growing list of connections. Major Computer Science The major in Computer Science consists of For current information about course descriptions, scheduling, a minimum of 12 courses: six core com- new courses and departmental staff, please refer to the college puter science courses, three mathematics catalog available on-line at www.wheatoncollege.edu/Catalog. courses, a senior seminar and two elec- tives with at least five of those courses at Mark D. LeBlanc, Coordinator the 300 level or above. For those students Faculty: Gousie, LeBlanc, Michaud who place out of the introductory course(s), It is an exciting time to study computing. the additional course(s) needed to meet the From science to the humanities, computing minimum requirement will be determined in is at the center of interdisciplinary scholar- consultation with the department. Courses ship and research. Computer Science at used to fulfill the major requirements may Computer Science 87 not be taken on a pass/fail basis. To major in Courses Computer Science, the department strongly 106. The Universal Machine recommends that students achieve at least Computers may be one of the most ubiqui- a C+ average in the first two Computer tous tools in today’s technology-saturated Science courses and that the first two Math life, but the task-oriented view many users courses be completed by the second year. have may be a limited one; while the com- Required courses puter is an excellent vehicle for word pro- 115 Programming Fundamentals cessing or online communication with friends 116 Data Structures and family, its real strength lies in the ways it can be applied as a universal tool toward a 215 Algorithms broad range of problems in the world. This 220 Computer Organization and Assembly course explores the real nature of comput- Language ers from the inside out, beginning with the Select two of these three physical nature of the machine inside the 335 Principles of Programming Languages box and journeying through the layers of 345 Operating Systems how it functions. We explore both the math- 375 Theory of Computation ematical underpinnings of how the computer Three math core courses, to include works and the many ways in which it can be used, from the analysis of large sets of data Mathematics 211 Discrete Mathematics through spreadsheets and databases to the and two from creation of Javascript programs for interac- Computer Science 111 Foundations of tive web pages. Three hours of lecture and a Computing Theory one-hour laboratory each week. Mathematics 101 or 102 Calculus with Michaud, LeBlanc Economic Applications Mathematics 104 Calculus II 111. Foundations of Computing Theory Discrete mathematics represents the core Mathematics 221 Linear Algebra mathematical and problem-solving principles Two additional Computer Science (or in computer science education. It is not pos- Mathematics with permission) electives both sible to make creative and effective use of at the 300 level. computers without involving oneself in math- A senior seminar. ematical considerations. This course intro- Computer Science 401 Senior Seminar duces many of the mathematical concepts that appear later in the Computer Science Minor major. Everyday scenarios are related to dis- The minor in Computer Science requires crete topics including algorithms, networks completion of six courses: five required and data communication, parity and error, courses (one at the 300 level) and one sup- finite state machines, regular expressions, porting course. matrices, propositional logic, Boolean alge- Required courses bra, sets and relations in databases, graphs 115 Programming Fundamentals and trees. Students use these techniques to solve real-world problems, such as form- 116 Data Structures ing SQL queries, designing shortest-path 215 Algorithms communications between cell towers and 111 Foundations of Computing Theory pattern matching across entire genomes and or Mathematics 211 Discrete Mathematics volumes of English text. One 300-level Computer Science course. LeBlanc Supporting course 115. Programming Fundamentals (only one is needed) Problem-solving techniques and algorithm development with emphasis on program any 100-level Computer Science course design, introductory numerical methods Mathematics 101 Calculus I and object-oriented programming from the Mathematics 102 Calculus with Economic client perspective. This course is intended Applications for those seeking a thorough and rigorous Physics 110 Electronic Circuits exposure to programming; an ideal course Physics 170 Introductory Physics I for those considering graduate school in any field. Topics covered include C++ syntax, 88 Computer Science

coding, debugging, testing and good docu- 198. Experimental Course mentation style. Concepts include arithmetic 215. Algorithms and logical operations, simple input and output, functions and the introductory data An introduction to the mathematical founda- structures of arrays, records and classes. tions, design, implementation, and compu- Three hours of lecture and a two-hour labo- tational analysis of fundamental algorithms. ratory per week. Problems include heuristic searching, sorting, Michaud, Gousie, LeBlanc several graph theory problems, DNA string matching and the theoretical expression of 116. Data Structures their orders of growth. Out-of-class as- An introduction to the theoretical and practi- signments and in-class labs emphasize the cal aspects of data structures. Emphasis balance between theoretical hypotheses is on abstract data types and the use of and experimental verification. C/C++, Java, the C++ class mechanism to support their Perl or Maple are applied to various solu- implementations. Examples include stacks, tions. Three hours of lecture and a two-hour queues, linked lists, binary search trees and laboratory per week. general trees and their applications. Pointers LeBlanc, Michaud and recursion are used in some implementa- tions. Three hours of lecture and a two-hour 220. Computer Organization and Assembly Language laboratory per week. Gousie, LeBlanc A detailed look at the internal organization and logic of computers. The programming 131. Computing for Poets portion of the course considers a common The use of computers to manage the stor- assembly language and how such instruc- age and retrieval of written texts creates new tions are translated to the binary instructions opportunities for scholars of ancient and of a traditional 32-bit machine language. other written works. Recent advances in Addressing modes and stack behavior computer software, hypertext and database related to subroutine calls are discussed in methodologies have made it possible to ask detail. The computer organization portion of novel questions about a story, a trilogy, an the course discusses gates, storage circuits, anthology or corpus. This course teaches the arithmetic and logic unit, fetch/execute computer programming as a vehicle to cycles, and data paths. Microcoding is explore the formal symbol systems currently discussed in detail. The question of perfor- used to define our digital libraries of text. mance, in relation to a computer’s architec- Programming facilitates top-down thinking ture and the choices made by programmers, and practice with real-world problem-solving is a major theme throughout the course. skills such as problem decomposition and Gousie writing algorithms. LeBlanc 242. DNA See Biology 242. 161. Web Programming, Graphics and Design As Web pages proliferate on the Internet, 298. Experimental Course it is becoming increasingly important to 325. Database Systems understand today’s technology. This course In an age of information, it is crucial to under- covers basic Web page design and creation stand how to design systems to manage and using current software tools. Web pages are organize potentially large collections of data. brought to life by adding custom graphics. This course involves an in-depth study of the Web programming is covered, using Java issues involved in today’s database man- Applets, JavaScript, or a similar language. agement systems (DBMS). Topics include Programming allows students to create the theories behind database architecture more sophisticated pages that include user (including the relational model), database interaction, animation, and more realistic design and DBMS implementation, as well computer graphics. Students practice many as the collection, organization and retrieval of concepts while in the classroom, and design data through query languages such as SQL. and program their own Web pages as a Michaud major component of the course. Gousie 335. Principles of Programming Languages A theoretical study of the principles which govern the design and implementation of Computer Science 89 contemporary programming languages. This 2-D and 3-D geometric transformations, includes language syntax (lexical proper- projections, viewing and visible surface de- ties, BNF notation and parsing); language termination. Modeling techniques, including representations (data structures, control fractals, surfaces of rotation and L-systems structures and runtime environments); and are discussed. Advanced topics such as ray practical experience with language styles tracing, texture mapping and shading are (procedural, functional, logical and object- covered as time permits. Major program- oriented). Particular focus is on object-ori- ming projects put theory into practice, using ented languages. Labs, homework and pro- OpenGL or other computer graphics ap- gramming assignments include selections plication programmer interfaces. from languages that are object-oriented Gousie (Java, C++, C#), functional (LISP), declara- 375. Theory of Computation tive (PROLOG) and used for data-interface Many complex problems can be solved (PERL), building system tools (C) and object- using a finite state machine approach. This based applications (Visual Basic). course is a look at various kinds of such Gousie, LeBlanc theoretical machines and how understand- 345. Operating Systems ing them can lead to practical solutions Operating systems are the software core to programming problems. Topics include of computers. This most fundamental of regular languages, context-free languages, all system programs controls all of the finite automata, pushdown automata, computer’s resources and provides the base nondeterminism and Turing machines. The upon which all application programs are halting problem and the problem of comput- written. The course introduces the theoreti- ability versus undecidability are investigated. cal structure of current computer operating The topics are shown to have applications to systems, including batch, multiprogramming compiler design; portions of a compiler are and multiprocessor systems. Specific strate- implemented in a major project. gies for input-output, interrupt handling, file Gousie management and concurrency are dis- 398. Experimental Courses cussed. Practical experience is gained by Systems and Parallel Programming (Fall 2005) writing module simulations, implementing Daniel Saffioti) concurrency by using threads and altering actual operating system software. Advanced Topics in Computer Science (Fall 2006) Gousie 399. Independent Study 355. Artificial Intelligence An individual or small-group study in com- The idea of a thinking machine captivates puter science under the direction of an ap- us as a culture and our long struggle toward proved advisor. An individual or small group an approximation of that goal has pushed works on the conception, design and imple- us to examine what underlies our own mentation of a significant computer science thought processes and how we may create project. Interdisciplinary projects are strongly problem-solving models based on different encouraged. Students are also expected to definitions of what constitutes “intelligence.” assume a greater responsibility in the form of This course examines the fundamentals of leading discussions and working examples. artificial intelligence, including searching for 401. Senior Seminar problem solutions, game playing, logical A seminar featuring historical and/or reasoning, task planning and robotics. We contemporary topics in computer science. also explore the advanced topics of natural Roundtable discussions, student-led presen- language communication between man and tations, writing and a major programming machine and the challenge of designing a project are featured. machine that learns from experience. Michaud, LeBlanc 499. Independent Research An individual research project in computer 365. Computer Graphics science under the direction of an approved A look at many of the mathematical tools, advisor. Typically, this involves a review of data structures, algorithms and hardware the primary literature that leads to the design associated with the creation of imagery on and implementation of a computational the computer. The course covers aspects experiment or the development of a large such as scan conversion, color, animation, software system. 90 Computer Science

500. Individual Research 20002. Voting Theory, Math and Congress Research under the direction of individual Not all elections are determined by simply Computer Science faculty for two semester counting who gets the most votes and de- course credits. A thesis is required of each claring that person the winner. Mathematical student enrolled in this course. theories of voting can create alternative voting methods that may then be applied to congressional elections as well as to the everyday functioning of the legislative Connections branch. These courses, meant to be taken For current information about course descriptions, scheduling, simultaneously, will explore the relationship new courses and departmental staff, please refer to the college between theory and practice through a joint catalog available on-line at www.wheatoncollege.edu/Catalog. project in which students from both classes work together on a simulation of a political Wheaton’s unique Connections program campaign and election. provides an exciting way to explore different Connections: Math 217 Voting Theory and areas of knowledge and different approaches Pols 311 Congress and the Legislative to problems. All Wheaton students must take Process either two sets of two-course connections (a total of four courses), or one set of three con- 20003. Logic and Digital Circuits nected courses. Courses are linked across In logic, students employ a variety of any two of six academic areas: creative arts, methods to determine the truth values of humanities, history, math and computer sci- statement forms and the validity of argument ence, natural sciences, and social sciences. forms. These methods depend on an under- Students are normally expected to take a standing of basic logical relations: negation, pair or set of linked courses in the same disjunction, conjunction and implication. or adjoining semesters. Students are also These relations also form the foundations of invited to discover their own possible linked digital electronic circuits. Students in both courses, and to approach the faculty and these courses will learn to follow specific propose a Connection. Students are encour- paths (physical or not) in order to arrive at a aged to think about possible connections conclusion or termination of a circuit. Logic early on, though many will prefer to fulfill this students will see, in Electronic Circuits, the requirement in their sophomore year. (Note physical manifestation of logical rules and that if the chosen connections do not include procedures. Physics students will be intro- courses from all three of the traditional aca- duced to philosophical issues that arise in demic divisions—arts and humanities, natural the analysis of logical forms. sciences, and social sciences—students will Connections: Phil 125 Logic and Phys 110 be expected to take at least one course in Electronic Circuits the missing division(s). Faculty advisors help students plan accordingly.) 20004. The Calculus of Microeconomics Microeconomics becomes all the more Connections interesting when techniques from calculus can be applied to many of the issues it ad- 20001. Human Biology and Movement Knowledge of the anatomy and physiology dresses. In particular, the graphic repre- of the skeletal, muscular, cardiovascular and sentation of marginal analysis, continuity respiratory systems is important to dancers, and optimization in microeconomics can be helping them understand how the bones, approached analytically through the tools of muscles and joints work together to produce differentiation, the major topic in introductory movements and how the heart and lungs calculus. All examples and projects in the cooperate to provide energy for continued introduction to the calculus offered in Math movement. Students in these connected 102 will have a basis in economics; problem courses will relate theory and application: sets and class time in Economics 102/112 dancers will learn how to improve technique, will involve application of the calculus. form and stamina; biology students will find Connections: Math 102 Calculus with dynamic applications for their understanding Economic Applications and Econ 102 of anatomy and physiology. Introduction to Microeconomics or Econ 112 Connections: Bio 106 Basic Anatomy and Introduction to Microeconomics Physiology and Thea 110 Jazz Dance or Thea 140 Ballet Connections 91

20005. Microbes and Health cultures. The German language courses Both these courses deal extensively with may fulfill the foreign language foundations the human immune system. Biology 221 requirement. covers such topics as the role of microbes Connections: Ger 201 or Ger 202 (mostly viruses and bacteria) in causation of Intermediate German with Hist 102 The diseases, covering HIV and related viruses Development of Modern Europe since 1789 as well as the health behaviors and risk factors associated with conditions caused 20008. Gender Inequality: Sociological and by infectious organisms. Psychology 265 Literary Perspectives uses HIV and AIDS as a case study for The major concerns of this connection are understanding the intersections of behav- examined in Sociology 260: How do we ior and infectious disease and focuses on learn to be women and men? How are the impact of stress on immune response. our cultural beliefs and social institutions The laboratory exercises in Biology 221 will gendered? How do different sociological and illuminate for students some of the practi- feminist theories illuminate gender relations? cal clinical procedures used to diagnose How can we better understand the perpetu- infectious diseases. Psychology 265 will ation of inequality by examining images of help students understand how psychological women in the media, sexism in language experience influences health and how infec- and violence against women? How is sexism tious diseases impact the lives of chronically related to racism, class stratification and ill individuals. heterosexism? Connections: Bio 221 Microbiology and A number of these questions will be Immunology and Psy 265 Health Psychology pursued in French Studies 236 through a close reading and discussion of a series 20006. Animal Power of literary texts that explore the lives of Students taking these connected courses women who, in widely different social set- will learn to explore religious themes through tings, confront beliefs and institutions that visual forms, in addition to their more typical establish and perpetuate gender inequality expression in textual media, and will draw and privileged male dominance. Students inspiration and a content base from this will consider various reactions to patriarchal background information as they develop hegemony by women in two traditional their own creative expression. They should institutions: married life and the convent. plan to enroll in the courses in the same Unhappily married women (Iseut, Phèdre, semester, choosing whichever of the three Emma Bovary) turn variously to adultery, studio courses is offered when the religion incest, madness and suicide in an attempt course is available. Religion 277 begins to deal with their plight. Bent on expiating with myths and visual images of animals in her sense of guilt through the sacrifice of a variety of religious traditions; both classes her child’s freedom, a mother forces her will participate in a field trip, which offers the illegitimate daughter (Suzanne Simonin) opportunity to observe how animals are fea- into the convent against her will, where she tured in religious art. Art students will present is brutalized physically and where she be- their creative work to the rest of the students comes the object of lesbian desire. Despite in the religion course for critique at the end their apparent victimization, all of these of the semester. women possess enormous strengths and Connections: Rel 277 Religion and Animals adopt particular strategies that inform their with Arts 215 Relief Printmaking or Arts 315 resistance to gender inequality. Intaglio Printmaking or Arts 325 Lithography Connections: Fr 236 Introduction to Early 20007. German Language in European History French Literature and Soc 260 Gender This connection seeks to place language Inequality learning in a historical context. Students will 20009. Performing into Theory learn about the significance of Germany in The creative process and the theoretical en- modern European history while studying terprise are intertwined; artistic creation and the language and literature of that nation. rational reflection influence one another re- The two courses include consideration of ciprocally. This connection engages students issues of gender, class and multi-ethnicity, in the rich possibilities of a collaboration particularly at the intersections of German between the performing arts and philosophy. and Jewish and German and Middle Eastern Students will critically and creatively 92 Connections

explore the boundaries between theory incorporated into the course and students will and practice, reason and imagination, mind use this and other tools to create an adver- and body. We want both to embolden and tisement for math that includes prose, verse, humble the theoretical stance by challeng- song, drawing, graphics and/or other media. ing it to critically evaluate pathbreaking Connections: Arts 250 Graphic Design I and or genre-blurring creative performance. Math 127 Colorful Mathematics Simultaneously, we will discover the way in which ideas in their intellectual and histori- 20012. Reading Children cal context affect artistic expression. In so Reading Children examines literature’s doing, we hope to extend theory’s “self- responsiveness to children and their needs. understanding” and demystify the creative Each course explores literate processes from process. distinct but connected perspectives; each requires students to read children’s literature Connections: Eng 287 Writing for and attends to children’s responses to text. Performance and Phil 236 Aesthetics Both courses study the history of childhood 20010. Body, Form and Motion as a context for understanding childhood The sequence of presentations in Biology reading. 106 on various anatomical and physi- In English 286 students practice critical ological topics will coincide with lessons and cultural analysis of texts. In Education and assignments in the figure drawing class. 390 critical analysis often centers at the As students learn the major bones in the letter, word, sentence and story levels as human body, they will also create sketches participants study the processes involved in of the articulated skeleton. As they learn to learning to read. draw human figures in the lying, sitting and This connection will deepen students’ standing positions and in motion, they will understanding about reader response theory study the anatomical features of all the major at many levels of development and experi- muscles, the physiology of muscle move- ence. English 286 brings this critical strand ment, and cardiovascular and respiratory into the foreground, since authors, editors, changes during physical activity. Students will publishers and sellers are almost never be expected to produce a “connected” final members of the target audience. Education project. For example, a student who draws 390 also focuses on these “consumers of the figures in different positions or in motion will literature” as they grow and develop as read- write an analytical report that discusses types ers and thinkers. Like the authors, publishers of major muscle activity produced with each and sellers of children’s books, teachers are position or movement. As students under- not children. The course therefore examines stand the anatomical and physiological basis the challenges of planning instruction to take of every bump, angle and curve of figure into account the social and cognitive worlds drawings, they will refine their artistic skills. of children and the literacy practices that will This connection should significantly engage and enhance learning. heighten students’ appreciation of science Connections: Eng 286 Children’s Literature and motivate them to learn more about the and Educ 390 Teaching of Reading and the biology of the human body while developing Language Arts techniques in figure drawing. 20013. Aging and Death Connections: Arts 230 Figure Drawing and This connection focuses on the processes of Anatomy and Bio 106 Basic Anatomy and aging and dying in the U.S. and cross-cultur- Physiology ally. Students will be able to compare and 20011. Communication through Art and Mathematics contrast approaches to this subject matter Art and mathematics are both forms of from the points of view of the social sciences communication. The concept of design as and the humanities. The sociology course fo- communication is explored in Studio Art 250 cuses on demography, attitudes toward aging through traditional and modern typography and death, and structural inequalities based and design layout. This connection takes on age. The religion course emphasizes reli- the idea of communication through design gious beliefs about death and what happens and extends it to communication through after death, religious and ethical questions mathematics, particularly as it is used in about end-of-life issues and the effects of advertising. Several topics linking math and death on attitudes toward life. The primary computer graphic 3-D representation are connection between the two courses will be Connections 93 experiential learning. Students in the connec- ing students’ awareness and understand- tion will undertake semester-long internships ing of the ethical issues stemming from the at EPOCH, an assisted living facility in Norton. use of our growing knowledge of DNA and Both courses are established service learning the genome. Many students taking this courses. connection will be expected someday to Connections: Rel 162 Perspectives on Death make professional decisions about DNA- and Dying and Soc 220 Aging in America related issues and an understanding of the ethical implications of those decisions 20014. Modern Italy will serve them (and the larger community) These two courses focus on modern Italy very well. As technology and medicine find from interdisciplinary and cross-divisional per- ways to utilize genetic information, increas- spectives, exploring the historical, political and ingly complex issues with more serious sociocultural phenomena that have shaped consequences will emerge. Students who contemporary Italy. Political Science 225 uses have taken this connection will be better case studies and films to explore current equipped to evaluate and address these Italian policies, such as immigration, taxes issues as they arise and are more likely to and education, through an analysis of their take a broader view of the effects of their historical roots in Italy’s political movements actions. In addition, students will learn Perl, (e.g., feminism and the 1968 international deemed by many in bioinformatics to be youth movement) and in Italy’s long-standing one of the more accessible string-matching problems (e.g., political bureaucracy and cor- languages, useful for genome searches and ruption). Italian Studies 235 approaches many pattern matching for phylogenetic trees. of these phenomena through literature, art Connections: Bio 242 DNA or Comp 242 (such as Futurism), and historical and literary DNA or Comp 215 Algorithms or Bio 211 criticism. It considers how Italy’s contempo- Genetics or Bio 307 Cell Evolution with Phil rary history has shaped Italian women’s lives 111 Ethics and work, and how women and their produc- tion, in the broadest sense, have shaped 20016. Logic and Programming contemporary Italy. Thus, students who make Logical equivalence, propositional expres- this connection will be learning not only about sions and clear reasoning are cornerstones modern Italy, but also about how different of learning to write computer programs or disciplines (social science and the humani- software. Further grounding in logical reason- ties) develop illuminating methodologies for ing will help students in computer science to analyzing historical frameworks and cultural see a theoretical side of programming and productions. the philosophical side of writing collections of Connections: Itas 235 Italian Women Writers statements in languages that make machines in Translation and Pols 225 Italian Politics perform logical instructions. Philosophy stu- dents will benefit by focusing on the use and 20015. Genes in Context application of logic in the writing of computer At the 50-year anniversary of the discovery programs and will come to see, firsthand, the of the structure of DNA, it is clear that the point of logical precision. technology and medicine related to DNA have Connections: Phil 125 Logic and Comp 115 generated a wide range of ethical implica- Programming Fundamentals tions. This connection permits students interested in studying the genome at different 20017. Ecology and Public Policy levels to consider and apply those implica- “Anthropogenic ecology,” the effect of hu- tions in their work. The 100-level DNA course manity on ecosystems, is an emerging area is team taught, by a biologist and a computer of influence in ecology and is related to the scientist; students may sign up for it as either discipline of conservation ecology, which in Computer Science 242 or Biology 242. Three turn deals with such issues as ecosystem different upper-level courses, Computer management for biodiversity, reintroduction Science 215, Biology 211 and Biology 307, of native species, elimination of invasive spe- also study DNA and the genome. Any one cies and protection of endangered species of these four courses may be connected to and ecosystems. While there are many good Philosophy 111, which emphasizes topics examples of the importance of conservation dealing with DNA technology and applica- ecology, none is better than the methods tions. by which the policies that govern the U.S. This connection takes as its goal increas- national park system are formulated. 94 Connections

In this Connection, Biology 215 deals in English 280. Effective communication in with the basics of ecology, including anthro- both courses also explores the visual dis- pogenic examples, while Political Science play of quantitative information, as students 321 specifically examines the budget of read and design charts, graphs and/or the National Park Service. Students in this figures; in English 280 document design course role play in making decisions for (e.g., font selection, page layout, spacing, allocation of National Park Service funds. etc.) also serves as an important rhetorical The Park Service, probably the single larg- element. est manager of public lands, botanical and Connections: Eng 280 Professional and animal species, and cultural artifacts in the Technical Writing and Math 211 Discrete world, owns some 357 parks and other Mathematics designated areas, encompassing 80 million 20019. The Darwin Connection: Evolution, Race acres in the United States. and Culture These connected courses enable students to learn more about the issues Though evolutionary thought long preceded that must be resolved in making sound the work of Charles Darwin, it is his work, On the Origin of Species budgetary decisions. For ecology students, beginning with a pragmatic examination of the reality of (1859), that essentially defined what has budgeting in the area of conservation sci- become the discipline of evolutionary biol- ence will add immeasurably to the value ogy. Darwin was a Victorian gentleman, of their introduction to the discipline. For well educated and affluent. His identity as a political science students, an introduction to scientist was as much informed and affected how an ecologist views the various issues by his perceptions of Victorian society as by in park administration and policy making will his work in science. And the impact of his provide insights about how science informs work on society, in turn, was immediate. decision and priority making. This connection seeks to teach students about Darwin in the context of his 19th-cen- Connections: Bio 215 Ecology and Pols 321 tury world. Information on Darwin, includ- Public Administration and Public Policy ing his own writings—books, letters and 20018. Communicating Information journals—is truly voluminous and readily Information abounds. A liberal arts education available. Students in Biology 111 will learn should seek to instill not only the ability to how Darwin the scientist was influenced, acquire and produce information, but also indeed molded, by Victorian culture, con- the ability to organize and communicate it cerns and values. Students in English 235 effectively. will learn what evolutionary biology really is Professional/Technical Writing asks and why Darwin’s scientific work had such students to articulate problems, make a dramatic impact on his era. Darwin’s writ- recommendations and to support those ing has often been used in English literature recommendations using information ex- courses for its general eloquence and its pressed as numbers, words and visuals. skilled use of metaphor, aspects that sci- Discrete Math similarly challenges stu- ence students will find engaging and helpful dents to analyze information in the form of in understanding evolutionary theory. problems and to convey those analyses as Connections: Bio 111 Evolution and Ecology solutions using symbols, words and visuals. and Eng 235 Empire, Race and the Victorians Language and logic, in both courses, are a means of learning material and developing 20020. The Art of the Print thinking processes; both courses implicitly Students completing this connection will and explicitly address the false dichotomy learn to understand printmaking from the between numbers and words. Students in perspectives of artist, connoisseur, collector, Professional/Technical Writing learn that conservator and art historian. They will dis- data play a crucial role in the construction cover that the material taught in Art History of effective professional arguments. 270 makes richer sense when they have Additionally, both courses use group experimented with printmaking and begun problem solving and collaborative commu- to develop their own personal imagery in nication. An exercise involving the descrip- Studio Art 315. tion and reproduction of a Lego model in Art History 270 focuses on the history Mathematics 211, for example, parallels an of prints, particularly the Old Masters, who abstract-drawing process-writing exercise were among the greatest printmakers of all Connections 95 time. Students in this class work directly with 20022. Computer Architecture the prints in the Wheaton College Collection, Students taking these two courses will con- learning how to handle and care for them nect the practical experience and knowledge and to identify media. They also learn about gained through creating electronic circuits the history of prints from the early 15th with a theoretical understanding of how century to the early 19th century. Becoming data are stored and transmitted within the print collectors and organizing an exhibition structure of a computer. drawn from the Wheaton collection are also Computer Science 220 focuses on the requirements of the course. Since there is workings of a computer at a relatively high a great deal of emphasis on the object and level, looking primarily at how data in binary on the techniques of the Old Masters in the form (0s and 1s) are transmitted through art history class, becoming a printmaker in circuits, from memory through the CPU to Studio Art 315 will give students a wonderful arrive at an answer. In order to represent opportunity to create prints and truly under- this, we use the notion of a series of “black stand the intricacies of this medium. boxes” to describe what happens to the Connections: Arth 270 The Art of the Print data in each component. In Physics 110 (a and Arts 315 Intaglio Printmaking laboratory-based course), students actually build these “black boxes” and see how the 20021. Clothes electronic components work. This hands- The two courses in this connection will allow on approach will give students a much students to apply the research they do in deeper understanding of the components Art History 241 to the hands-on practice of that are discussed at a higher level in the costume design. Computer Science course. Art History 241 surveys the painting pro- Connections: Comp 220 Computer duced for a wide variety of patrons in north- Organization and Assembly Language and ern Europe from the late 14th to the mid-16th Phys 110 Electronic Circuits centuries, among them men and women from courts and civic organizations, church 20023. Global Music leaders and private citizens who emerged as Global Music connects the study of culture part of an expanding middle class in Europe and society generally (in Anthropology 102) and who were actively involved in the art to the study of music within specific cultures market. Their clothes typically reflected or and societies: Music 211 considers the established their status within their com- musical traditions of India, Japan, Indonesia munities and marked differences between and the Middle East, as well as Celtic and male and female social positions. The ability Rom (gypsy) traditions of Europe; Music 212 of artists to mimic precisely the textures and looks at the music of Africa, Latin America colors of these clothes helped to establish and the Caribbean, as well as ethnic music the concept of clothes as status symbols of the U.S., including Native American, Anglo and gave an important social function to American, African American and Hispanic portraiture. traditions. Connecting Art History 241 with Theatre Ethnomusicology and anthropology are Studies and Dance 204 will foster discussion both interdisciplinary fields that cross the of class and gender issues, often an impor- boundaries of social science, the humani- tant dimension of the theatre. It will also stim- ties and the arts in order to comprehend ulate students to produce creative projects commonalities of the human experience in Theatre Studies and Dance 204, where across a wide range of cultural variations. In students will have the opportunity to design addition to sharing this comparative project, a play suited to the subject matter covered anthropologists and ethnomusicologists in the art history class (e.g., Faust set in the also share certain methodological tech- period of Bosch’s “Garden of Delights”). One niques: participant observation, intensive of the most important aspects of a costume interviewing, archival and documentary designer’s job is research; for the period of audiovisual research in local communi- the Renaissance, relying on artwork is often ties, often in “exotic” locations. Students the only source of research available. will be encouraged, whenever possible, to attend performances, lectures and films Connections: Arth 241 Northern Renaissance that enhance our understanding of cultural Painting 1400–1550 and Thea 204 diversity and human expression. Introduction to Costume Design Connections: Musc 211 World Music: 96 Connections

Eurasia or Musc 212 World Music: Africa and pharmaceutical industry, which has grown into the Americas with Anth 102 Introduction to a multibillion-dollar enterprise merging eco- Cultural Anthropology nomic principles and biomedical research to develop and distribute therapeutics around the 20024. Modern China: Tradition and Contemporary Politics world. Students in Biology 112 are introduced Students who begin this connection with to modern cell and molecular biology in both History 365, which covers the political, social, lecture and laboratory settings, while those in intellectual and cultural history of China from Economics 112 are introduced to the behav- the late 18th century to the present, will find iors of economic markets, pricing and product they have an excellent historical background distribution. The Biopharma Connection will for Political Science 223, which focuses engage Cells and Genes students in discuss- mainly on political developments in China ing the economic implications of the bio- after 1949. Those whose schedules do not medical research they discuss and engage permit this order may take the political sci- Microeconomics students in the process of ence course first. Both courses may also biological research. count toward a major or minor concentration Shared lecture topics illustrating important in Asian Studies. principles from both biological and economic perspectives will include vaccine develop- Connections: Hist 365 Modern China and ment and distribution, drug therapy and hu- Pols 223 Contemporary Chinese Politics man cloning, and the human genome project. 20025. The Math in Art and the Art of Math Through independent laboratory research Mathematics and art have always been in the Cells and Genes lab, students will connected. Math has been used to create have the opportunity to do an independent works of art (perspective, golden rectangles, research project in which they design and fractals, even visualizations of the fourth di- perform their own experiments, analyze and mension), while art has been used to expand present their own data and make their own mathematical knowledge (artistic perspec- scientific discoveries. This project will offer tive shaped the drawing of mathematical students invaluable insights into the scientific diagrams; da Vinci illustrated a math text on process and into the inevitable pitfalls and the Golden Mean). Math has also been used occasional breakthroughs that accompany to analyze art, for example, classifying figures scientific discovery—insights critical to under- based on their symmetry or using fractals standing why R&D budgets are so big in the to study 17th-century Japanese woodcuts pharmaceutical industry. or Jackson Pollock. Revolutions in art and Connections: Bio 112 Cells and Genes and in math, moreover, have often been closely Econ 112 Introduction to Microeconomics tied: the Renaissance in art preceded and to some extent made possible the Renaissance 20028. Germanies: History vs. Culture in math; the new mathematical ideas of the The two courses in this connection explore fourth dimension and non-Euclidean geom- the historical reality and cultural concept of etry coincided roughly with the movement Germany from the sometimes compatible, away from realism in the early 20th century. sometimes contradictory perspectives of Mathematics 122 will use the math- history and German studies. German 250 ex- ematical mode of inquiry to pose and answer amines 20th-century Germany through novels, questions relating to art and art history. The films and other art forms. Topics in History course will progress chronologically from an- 240 include the unification of Germany under cient Egypt and Greece to the Renaissance Bismarck, Germany and World War I, Weimar and move forward from there. While the culture, the rise of National Socialism, the material in the course is entirely mathemati- Holocaust and World War II, the Wall, Berlin cal, its topics and examples and much of the and reunification. The courses include shared work the students do will be drawn from the readings and lectures and are scheduled to be field of art and from materials that students taken simultaneously. will encounter in Art History 102. Connections: Hist 240 German History: Connections: Math 122 Math in Art and Arth 1848–Present and Ger 250 German Culture 102 Great Works II 20029. Living Architecture 20026. Biopharma These biology and art history courses share Students taking these two courses will have the assumption that architecture, whether built coordinated opportunities to study the global by humans or by nature, follows simple struc- Connections 97 tural principles. These shared principles, pursue their research without the distraction termed “Rules to Build By” in these courses, of politics. are illustrated in the common characteristics These courses offer a bridge across this of structures as different in scale as living divide by adding scientific information to the cells and Gothic cathedrals. political debate in Political Science 109 and For example, the first Rule to Build By by showing the practical and political as- states, “To maximize flexibility, assemble pects of human impacts on Earth systems complex structures from simple repeat- to students in Physics 160. Students com- ing units.” In Cell Biology this principle is pleting the connection will learn both sides illustrated by cell skeletons which exist in of the politics-science relationship in detail; countless shapes by recombining common all students will benefit from the expanded identical subunits in different patterns. In breadth of discussion in both classes. medieval architecture, the principle is il- Connections: Pols 109 International Politics lustrated in Romanesque buildings that were and Phys 160 Geology constructed from modular units to create 20031. Science FACTion additive architecture that was efficient, flex- These entwined courses introduce students ible and diverse. The second posits that “To to the beauty and power of mathematics construct self-supporting structures, balance and show how mathematical ideas have forces of tension and compression,” a prin- influenced literary science fiction. Students ciple manifested in cells by mitotic spindles examine how concepts of combinatorics, in- and the arched stable scaffolds that support finity, topology, logic, computability, number cell division, and in cathedrals by flying but- theory and cryptography are both interrelat- tresses that support stone walls. ed and linked to the most influential science Living Architecture students work fiction of the past 40 years: a lovely look at together in Wheaton’s Imaging Center for the intertwinings of the nature of language Undergraduate Collaboration (ICUC) in and the language of nature. several joint laboratory exercises. One lab utilizes techniques of polarization imaging Connections: Math 123 The Edge of Reason to detect the forces at work on skeletons and Eng 243 Science Fiction of cells and of cathedrals. In another lab, 20032. Cultural Flows in South Asia digital image analysis is used to detect pat- These two courses address sociocultural terns in visual data in diverse objects and issues central to the South Asian region of materials. For example, this versatile tech- the world, home to approximately 1.5 billion nique can be used equally well to find hid- peoples, and they model for students the den patterns in neural networks—webs of strengths of multidisciplinary approaches interconnected nerve cells, as in the Bayeux to the study of this area. Anthropology and Tapestry (a 230-foot-long embroidery that ethnomusicology study human culture from records the Norman Conquest in 1066). distinct but complementary disciplinary Studying dramatically different subjects perspectives. While ethnomusicology is a through the shared approaches available relatively young discipline with a hybrid theo- in the ICUC lab will crystallize students’ retical toolbox and a specifically performative understanding of important relationships focus, anthropology brings to bear a broad in methodology between these apparently and deep body of theory on the study of disparate fields. social structure and cultural expression. The Connections: Bio 219 Cell Biology and Arth professors of the two courses will give guest 353 Castles, Cathedrals and Monasteries lectures in one another’s classes during the semester. Students who wish to complete 20030. Politics and Global Change this connection should plan to enroll in both Politicians and government regulators often courses in the same semester. make decisions that affect our natural world without understanding the science that Connections: Anth 295 Peoples and explains how that world operates. Many Cultures of South Asia and Musc 221 Music issues concerning the use and modification and Dance of South Asia of our natural environment, such as water 20033. History and Politics of U.S. Foreign Policy use, desertification, air and water pollution, The Cold War and post-Cold War history and climate change, cross national boundar- studied in History 206 are intimately con- ies, but global treaties often prove difficult to nected to U.S. foreign policy; and the foreign ratify or enforce. Many scientists also wish to policy studied in Political Science 229 forms 98 Connections

and shapes the substance of much of the In “Computing for Poets” (Computer history of this period. Students taking these Science 131) all students will be expected paired courses will be exposed to the histori- to design experiments by asking original cal analysis of critical events and documents questions of a book, poem, author, or that have had and continue to have an im- corpus of texts, and to write computer pro- pact on the formulation and implementation grams in Perl to analyze a given text. This of U.S. foreign policy. They will learn about might be an ancient work, a set of poems the political structures and relationships that or even a student’s paper written for some led to the formulation of foreign policy over other course. Students who have first taken time, and they will have a chance to debate English 313, however, will be required to and critique policies, thus developing their use authors studied in that course for their critical thinking and analytical skills. experiments. In a final programming project, Connections: Hist 206 Modern America: students will write software to conduct an 1945 to the Present and Pols 229 United authorship attribution experiment using States Foreign Policy 17th-century poets. Students who take English 313 after 20034. The Historical Context of Contemporary completing the current version of COMP American Culture 131 will be required to write an analytic pa- This two-course connection enables stu- per on one of the poets from the authorship dents to apply the historical study of modern attribution experiment they have performed America to their understanding of the art and in that course. culture of the period. Students must take Connections: Comp 131 Computing for History 206 and one of the creative arts or Poets and Eng 313 Early Modern English humanities courses. Poetry Connections: Hist 206 Modern America: 1945 to the Present with Arth 318 Art since 20038. Top Secret 1945 or Eng 247 Aesthetics in African What are secrets and why do we need to American Women’s Fiction or Eng 249 keep them hidden? Once we have secrets, Hollywood Genres or Eng 257 Race and how do we keep other people, companies, Racism in U.S. Cinema or Musc 273 African organizations, and countries from uncover- American Originals II: Rhythm and Blues, ing them? Rock and Contemporary Jazz or Rel 223 Your computer log-in password and Religion in Contemporary America your credit card number are two secrets you want to keep hidden from strangers. 20037. Poetry and the Computer Microsoft’s source-code is a secret, and English Renaissance poets explored the the formula that produces Coca-Cola is resources of their language in the new age coded, locked in a vault, and kept under of print and were fascinated by techniques tight security. Al Qaeda has secrets that the of Latin, French, and Italian versification. U.S. government wants to know. The U.S. Their experimentation with sound and government has military secrets, diplomatic word patterns makes their work particu- secrets, and policy secrets it doesn’t want larly interesting to study with the analytical anyone, even allies, to know. tools available through computer programs. This two-course connection enables Recent advances in computer software—hy- students to relate the “hows” of encoding pertext, database methodologies, and the secret information in the Math course to the Text Encoding Initiative (TEI)—have made “whats” and the “whys” of doing so in the it possible to query texts for recurrences of domains of government and business in the linguistic and lexical features and to “auto- Political Science and Economics courses. matically” prepare exhaustive concordances Students will learn what information policy and stylistic textual analyses. Students makers and planners believe is neces- participating in this Connection will discover sary to keep secret and how to construct how programming (or scripting) facilitates unbreakable codes to keep these secrets top-down thinking and practice with real- secure. world, problem-solving skills such as prob- Connections: Math 202 Cryptography with lem decomposition and writing algorithms. Pols 229 United States Foreign Policy or They will be required to complete work in Pols 379 National Security Policy or Econ one course that relies on work already done 361 Industrial Organization and Public Policy in the other. Connections 99

20039. Ideas of Antiquity tion of Web pages, most of them not very Much of contemporary Western culture—its interesting and poorly designed. This two- political, ethical, and legal systems; its artistic, course connection enables students to learn musical, and literary expressions; its scien- basic graphic design principles and then tific theories and rational explanations; its apply them to Web pages that incorporate theological and metaphysical commitments— interesting graphics, animation, and dynamic originates in the ideals and institutions of content. Such successful pages can be classical Greek culture. This two-course made only by learning programming and connection focuses on the times, places and other techniques beyond the skill of most events of ancient Greece within which some Web masters. of the most important classical ideas arose. Connections: Comp 161 Web Programming, Such contextualization will illustrate both the Graphics and Design with Arts 250 Graphic universal nature and the potential application Design I of classical ideas while deepening students’ understanding of the historical conditioning 20043. Music: The Medium and the Message and particularity of them. Our experience of music, whether by Beethoven, Billie Holiday, the Beatles or Connections: Hist 100 Ancient Western the Bad Plus, consists of the emotions and History with Phil 203 Ancient Philosophy subjective impressions communicated and 20040. Political Theories, Political Realities: Ideas inspired by the arrangement of sounds. As and Practices in Past Politics in verbal communication, both the sounds Students in these connected courses will study themselves and the particular method of the material and institutional frameworks which organizing them determine these effects. In generated pre-modern political theories and will Music 114, the focus is on the vocabulary, come to understand the complexities of putting grammar and syntax of this language of these theories in practice and the often nearly sound (the “message”). In Physics 107 the unbridgeable gap between the ideal and the focus is on the actual sounds themselves, real. Early European history saw the develop- in terms of their mathematical and physical ment of the majority of basic legal and political relationships (the “medium”). Studying musi- structures and ideologies (e.g., common law cal material from both these perspectives and jury trials, representative government and deepens our understanding and appreciation the separation of church and state). Knowledge of this essentially mysterious phenomenon. of these ideas and practices, and of the Connections: Musc 114 Music Theory I: theorizing behind them, becomes crucial to our Advanced Fundamentals and Counterpoint understanding of such historical phenomena as with Phys 107 or Musc 107 The Physics of nation-state building, imperialism, the conduct Music and Sound of war and efforts to establish systems of national and international law. 20044. Mathematics of Chemical Analysis Connections: Hist 101 The Development of In Analytical Chemistry I and Analytical Modern Europe from the Medieval Era to Chemistry II students learn how to determine 1789 and Pols 207 Political Theory: Ancient the quantitative composition of a chemical Greece to the Renaissance sample. What these techniques all have in common is the need to do calculations to 20041. Colonial Encounters determine composition and statistical analy- This two-course connection examines ques- sis to interpret the data. Advanced statistical tions of race, ethnicity, religion, gender, and methods such as those taught in Accelerated sexuality in the contexts of empire, nation and Statistics are incredibly useful in determining transnational cultural identities. Combining both the validity and significance of the data. the study of French language and literature Connections: Chem 331 Analytical Chemistry I with either sociology course makes it pos- or Chem 332 Analytical Chemistry II and Math sible to interrogate colonial and postcolonial 151 Accelerated Statistics discourses, conflicts and identities. Connections: Fr 235 Introduction to Modern 20045. Mathematical Tools for Chemistry French Literature with Soc 200 Social The two semesters of Physical Chemistry Movements or Soc 280 Asians and America examine the theoretical underpinnings of the physical behavior of molecules at both the 20042. Graphic Design and Web Programming macroscopic (thermodynamics in Physical The ease with which anyone can create and Chemistry I ) and microscopic (quantum post a Web site has resulted in a prolifera- mechanics in Physical Chemistry II ) levels. 100 Connections

Specifically, these courses teach the math- 23002. Food ematical representation of molecular behavior. This two- or three-course connection links Students taking this connection will establish Anthropology 210, which is required, to a diverse mathematical toolbox and then use one or two courses in the sciences. The it as they solve complex physical problems. anthropology course covers such topics as Connections: Chem 355 Physical Chemistry I how culture shapes taste and cuisine, how or Chem 356 Physical Chemistry II and Math different forms of food production affect 221 Linear Algebra or Math 236 Multivariable social structure and nutrition, and the political Calculus factors that cause famine and food short- age. Currently, the course has substantial 20046. The Greeks on Stage units on eating disorders and the causes and 20047. Molecules to Masterpieces consequences of malnutrition, as well as on Molecules to Masterpieces helps students food safety and the controversies around connect the art they create in Studio Art 111 genetically modified food. It has several com- / Studio Art 116 or the art they study in Art ponents that interface with and complement History 101 / Art History 201 to its chemical components of each of the science courses underpinnings. All of the classes in this con- as well as an extensive service learning nection look at art through a historical lens, fo- component. cusing on what materials were used by artists Biology 205 contains substantial units on in specific periods.Art, Color, and Chemistry weight control and eating disorders and on adds the explanation of why those materials critical issues in nutrition, such as the world were useful in creating lasting, and sometimes food supply and the influence of advertis- not-so-lasting, works of art. ing. Biology students will gain in-depth perspectives on the cultural aspects of food Connections: Chem 145 Art, Color and availability, food choice and eating customs. Chemistry and Arth 101 Great Works I or Anthropology students will appreciate the Arth 201 Great Works I (Enhanced) or Arts biological parameters underlying the contri- 111 Two-Dimensional Design or Arts 116 bution of nutrients to health and disease. Drawing I Biology 262 features a survey of the 23001. African Worlds plant kingdom and a study of plant anatomy. The African Worlds connection enables Students learn the distinguishing features of students to explore the range of interrelated each plant phylum and of selected families cultures, histories, politics, art and intellectual of flowering plants, the evolutionary features contributions of African people living south of each group, the ecology of each group, of the Sahara. A combination of disciplinary and how plants from these groups are perspectives is critical to understanding the utilized by human societies. The course contemporary challenges that face the conti- looks especially at plants that are important nent. Common areas of concern explored in in the lives of students, as sources of food, this connection include the precolonial legacy beverages, medicines, and industrial prod- of African cultures and civilizations and how ucts, and as objects of aesthetic beauty. they interacted with other parts of the world Complementary to the service learning system; the impact of European colonial component of Anthropology 210, students overrule; the link between politics, art, perfor- enrolled in Plant Biology go out into the field mance and ritual; and the impact of African of the supermarket, the Harvard Botanical cultures on Europe and the Americas. Museum and the cranberry bog. This may be completed as a two- or Chemistry 109 will most clearly connect three-course connection; students complet- in two arenas: the function of micronutrients ing only two courses should be sure that and the potential and problems of geneti- each course is in a different area. These cally modified foods. The Edible Chemicals courses may also be included in the Africana course focuses specifically on the chemical Studies minor concentration. components of food; the constituents of Connections: Anth 225 African Cultures in food, their chemical structures, functional Transition and/or Eng 245 African Literature properties and their interactions. A labora- and/or Musc 212 World Music: Africa and the tory component of the course examines not Americas and/or Hist 143 Africans on Africa: only the chemical characteristics of proteins, A Survey and/or Pols 203 African Politics carbohydrates, fats and micronutrients, but also their behavior together, in cook- ing and in digestion. A separate section of Connections 101 the course focuses on genetically modified writing component that focuses on the va- foods, their potential and problems and the riety of conventions used in these different reality of their presence on our supermarket disciplines. shelves. Connections: Eng 240 Gender, Genre and Connections: Anth 210 Feast or Famine: Poetry and/or Psy 261 Psychobiology of The Ecology and Politics of Food with Bio Sex and Gender and/or Soc 260 Gender 205 Nutrition and/or Bio 262 Plant Biology Inequality and/or Psy 290 Psychology of and/or Chem 109 Edible Chemicals Women 23003. Modern Latin America 23005. Women in the United States This is a two- or three-course connection These seven connected courses focus on that links courses from four different possible women in the United States, addressing the areas: the humanities, the arts, the social intersections of gender, race, and class in sciences and history. Students completing U.S. history, in U.S. social structures, and in these courses will gain a multidisciplinary un- U.S. literature and literary theory. Students derstanding of the sociopolitical and cultural may combine them in a variety of ways to phenomena that have shaped contemporary create two- or three-course connections Latin America. Students who can take either with different emphases, exploring the his- Hispanic Studies 280 or Hispanic Studies tory of women, the positioning of women 316 in their connection will derive the ad- in current society, or the representations of ditional insight that can only be gained by women in gendered discourse, past and reading texts on Latin America in the original present. language, from a distinctly Latin American Students might, for instance, trace perspective. African American women’s resistance Connections: Anth 235 Peoples and to the dominant culture in history and in Cultures of Latin America or Pols 233 literature. They could examine the relation- The Politics of Latin America and/or Hist ship between women and industrialization 219 Norte, Caribe y Sur: Mexico, Cuba in both economics and history. Or they and Argentina and/or Musc 220 Music in might explore how theories of psychological Latin American Culture and/or Hisp 280 development play out in literary representa- The Hispanic World: Introduction to Latin tions. American Culture or Hisp 316 Spanish More specifically, students taking American Literature II: Contemporary English 247, Psychology 290, and History Literature 231 will address body image in a novel by Toni Morrison, in psychological work on an- 23004. Gender orexia, and in discussions of beauty in the This two- or three-course connection allows 1920s. Students taking History 230, English students to explore gender from a variety 377, and Economics 241/Sociology 241 will of disciplinary perspectives: the humanities, discuss “woman’s sphere” and the politics social science courses in psychology or of domesticity in 19th-century novels, sociology and/or the scientific perspective of drawing on the domesticity engendered by psychobiology. Students may complete any household economies. Seven courses from three of the courses listed below or any two three different areas (History, Humanities, from different areas (the two social science Social Science) may be combined to create courses cannot constitute a two-course two- or three-course connections. connection). Any two-course connection must This combination of courses will ask stu- include one course from two of the three dents to consider the intersections between areas. Three-course connections will gender, sexuality, race, ethnicity and class. include courses in two or three of the areas English 240 examines the ways in which (e.g., two social science courses and a poetic genres encode gender. Psychology history course; two humanities courses and 290 explores gender issues by study- a social science course; a history course, ing the psychology of women. Sociology a social science course, and a humanities 260 focuses on cultural norms and social course). Two courses from the same area structural aspects of gender. Psychology would not constitute a connection, however. 261 focuses on the biological basis of is- Students may, if they wish, take more than sues surrounding sex, gender and sexuality. the two or three courses required to com- The courses will also be linked by a shared plete a connection with this topic. 102 Connections

Connections: History Hist 230 U.S. Women Authors from France and the Francophone to 1869, Hist 231 U.S. Women since 1869 World, Itas 235 Italian Women Writers in Humanities, Eng 247 Aesthetics in African Translation, Rel 142 Religion and Sexuality, American Women’s Fiction, Eng 377 Natural Science, Psy 261 Psychobiology of Feminist Criticism, Social Science, Econ Sex and Gender, Social Science, Anth 350 241 Women in U.S. Economy, Psy 290 Gender and Social Organization, Educ 270 Psychology of Women, Wmst 312 Feminist Issues of Adolescent Development, Psy 235 Theory Human Sexuality, Soc 310 Beyond Global Feminism, Soc 330 Money, Sex and Power, 23006. Sexuality Wmst 312 Feminist Theory What is sexuality? What is its biological basis? How does society constrain and 23007. African Diaspora in New World construct it? How is sexuality represented The courses in this connection connect the and, again, constructed in such discourses tradition of African American music to impor- as literature, film, and religion? How does tant aspects of American history and culture sexuality intersect with race? How do sexu- as studied from the perspectives of history ality and race circulate and clash in global and/or sociology. Students will learn to con- contexts? These are some of the questions textualize material across courses in these that students taking courses in this connec- disciplines. History and sociology address tion will address. issues of race and ethnicity, resistance, the More specifically, for example, students church, community building, and the histori- in English 236 and History 341 will gain cal, political and economic backgrounds of perspectives on the Victorian sexologists. these issues. Music explores the intangible Those in Anthropology 350 and English 272 reservoir of creativity and spiritual energy may deepen their understanding of trans- that helped an oppressed community not gender, while those in Sociology 330 and only to survive, but to flourish artistically. This Italian Studies 235 will focus on globaliza- connection encourages students to synthe- tion and gender violence. Psychology 261 size history and sociology with artistic and and Sociology 310 provide perspectives theological issues through music. on power and bodily pain; Sociology 310 This may be completed as a two- or and English 272, on post-colonialism and three-course connection. All connections representations of gender, sexualities, and must include at least one of the music cultures. Students completing Sociology courses; two-course connections must be 310, English 236, and French Studies 331 constructed with courses from different will learn about Western (and imperialist) departments. discourses on sexuality, nation and power. Connections: Musc 272 African American Other combinations will provide other Originals I: Spirituals, Blues and All That perspectives and focuses on the general Jazz and/or Musc 273 African American topic of sexuality. Altogether there are 13 Originals II: Rhythm and Blues, Rock and courses from four different areas (History, Contemporary Jazz with Hist 209 African Humanities, Natural Science and Social American History to 1877 and/or Hist 210 Science) from which students may create African American History: 1877 to the two- or three-course connections. Present and/or Soc 230 Race and Ethnicity Students have considerable flexibility in creating these connections. Two-course 23008. Italian Culture, Language and Society The First-Year Seminar section forming the connections must combine one course basis of this connection examines differ- from each of two of the available areas. ent ways of seeing Italy and the complex Three-course connections must include nature of Italian life reflected in the concept courses from at least two of the areas. of la dolce vita . Course materials, in English Students interested in this topic may wish and Italian, include films, fiction, history, to take more than the two or three courses and personal accounts of life in Italy today. required to complete a connection. The centrality of language to the historical Connections: History Hist 341 Sex and disunity and eventual unification of Italy is a Culture in the 19th-Century U.S., Humanities theme that runs throughout the seminar, and Eng 236 Sex, Work and the Victorians, Eng the politics of art and the ways in which lan- 272 Romancing the Novel, Eng 348 Sexual guage reflects cultural values emerge as im- Politics of Film Noir, Fr 331 Other Voices, portant themes in the course. These themes Other Stories: Great Works of Lesser-Known Connections 103 mean that either or both of the other two 242 they may explore the religious roots of courses provide stimulating interdisciplinary the current environmental crisis by examin- intersections of culture, art and language. ing the spiritual origins of our ideas about Combining these courses will also provide a nature. strong foundation for students who wish to This may be completed as a two- or study or travel in Italy. three-course connection, but only one of Great Works II is a continuation of Art the science courses may be used in the History 101, covering architecture, sculpture three-course combination. None of the and painting in Western art from the early courses need be taken concurrently or Renaissance to the present. Among the pe- consecutively. riods covered in this course are Italian art of Connections: Bio 201 Environmental the 14th, 15th, and 16th centuries, including Science or Chem 103 Chemistry and Your Sienese, Florentine and Venetian paintings, Environment or Chem 303 Current Problems Renaissance architecture, Italian Baroque in Environmental Chemistry with Soc 315 art and architecture, as well as modern Society, Technology and the Environment periods of art that originated in Italy, such and/or Rel 242 Religion and Ecology as Futurism. Readings in Contemporary Italian 23010. Black Aesthetics Literature is designed to improve students’ Black Aesthetics examines African American oral and written abilities to communicate contributions to the visual arts, music and abstract and sophisticated ideas in Italian. literature of the United States. Placing The course also introduces them to con- African American creativity within historical, temporary Italian writers and thus broadens sociological and political contexts, students their understanding of the Italian world may explore how black artists forged a cre- through poetry, short stories and other tex- ative culture that both illustrated their unique tual production such as advertising and film. experience and identity and transformed the Italian 200 is normally a fourth-semester arts of the dominant culture within which Italian course with Italian 101,102 and 150 they worked. as prerequisites, but there are also usually a May be completed as a two- or three- number of first-year students in the course. course connection; at least two of the four areas (Humanities, Creative Arts, History, Connections: First-Year Seminar La dolce Social Science) must be represented. vita with Arth 102 Great Works II and/or Itas 200 Advanced Intermediate Italian Connections: Arth 263 African American Art or Eng 209 African American Literature 23009. The Environment and Culture or Musc 272 African American The courses in this connection investigate Originals I: Spirituals, Blues and All That Jazz our relationship with the natural world from or Musc 273 African American Originals II: different perspectives. They will offer mul- Rhythm and Blues, Rock and Contemporary tidisciplinary approaches to understanding Jazz with Hist 209 African American History the environment and our human interaction to 1877 or Hist 210 African American with it, to addressing such issues as climate History: 1877 to the Present or Soc 230 change, population growth and endangered Race and Ethnicity species, and to assessing the impacts— positive and negative—of technology on the 23011. Revolution! environment and human society. Social change, even revolutionary change, Students will take one of the three occurs in a variety of venues: in the home, science courses, each of which provides at places of worship and on the streets. a basic understanding of the underlying These connected courses allow students to physical, chemical and biological pro- examine many types of social movements cesses controlling the natural world. They and change, both in the U.S. and globally, will learn how science can inform policy and to compare and reflect on the methods decisions and how social and economic of protest that are used in them. Students concerns can shape the environment. In will study and analyze controversial issues Sociology 315 they will have the opportunity involving racial, ethnic and national identity, to consider the cultural, social and environ- as well as religion, sexuality and class, all of mental impacts of contemporary Western which shape our culture. civilization and its technologies. In Religion Theatre Studies and Dance 215, Theatre and Social Change, is the required course 104 Connections

in this connection. By completing one or inspiration and a content base from this more of the History and Sociology courses, background information as they develop students will have an opportunity to apply their own creative expression. They should historical and social perspectives and perti- plan to enroll in the courses in the same nent theories of social change to their under- semester, choosing whichever of the three standing of the theatre as a tool for conflict studio courses is offered when the religion resolution. And they will consider how course is available. Religion 277 begins individualized, dramatized stories can realize with myths and visual images of animals in or “perform” social issues in the theatre. a variety of religious traditions; both classes In addition to the theatre course, students will participate in a field trip which offers the must take one or two other courses to com- opportunity to observe how animals are fea- plete either a two- or three-course connec- tured in religious art. Art students will present tion. Note, however, that only one Sociology their creative work to the rest of the students course will count in the connection. in the religion course for critique at the end Connections: Thea 215 Theatre and Social of the semester. Change with Hist 337 Power and Protest Connections: Rel 277 Religion and Animals in the United States and/or Soc 200 Social and/or Bio 226 or Psy 226 Comparative Movements or Soc 230 Race and Ethnicity Animal Behavior with Arts 215 Relief Printmaking or Arts 315 Intaglio Printmaking 23012. Visualizing Information or Arts 325 Lithography Whether created or analyzed, produced for professional or folk purposes, viewed as 23014. Film and Society data or expression, images are an increas- Increasingly, fictional film is used as a lens to ingly common component of contemporary view the social dynamics of the society that communication in both scholarly and popular produced the film. Analysts, critics and theo- venues. Each of the courses in this con- rists rely on a variety of conceptual frame- nection addresses the process of creating works and models to interpret, analyze and information out of images and their display. assess these texts and the history of their The increasing reliance on visual imagery in production and audience reception. These digital communication has put a premium approaches include film studies, culture on developing a genuine visual literacy in the studies and criticism in the humanities, and encoding and deciphering of visual communi- content and thematic analysis in the social cation. This connection will allow students to sciences, as well as philosophic investiga- appreciate the importance, power, and value tions of the arguments made in film. of using visual media for both gathering and This connection enables students to disseminating knowledge. explore various aspects of this rich field in Two-course connections must include different national cinemas. In the First-Year courses from two of the five areas represent- Seminar, The Dreams We See , offered ed in the connection (Creative Arts, Social every year, students learn how to analyze Science, Natural Science, Math/Computer selected American box office hits from Science, Humanities). Three-course connec- over the last century as primary historical tions may include courses in two or three of documents. Political Science 345 relies on the areas, but no more than one course from contemporary films to examine political and any one department. (Two courses from the social issues in post-Communist Russia. same area do not constitute a connection.) In French Studies 246, students learn to Connections: Arts 250 Graphic Design I or distinguish between modes of representa- Arts 350 Graphic Design II or Eng 289 Word tion like realism, surrealism and subjective and Image with Psy 312 Perception or Soc narratives to see how they reinforce or resist 282 Visual Sociology and/or with Bio 219 Cell paradigms of class, gender, or nationalism. Biology or Bio 254 Developmental Biology In Italian Studies 320 students examine how and/or with Comp 365 Computer Graphics works by major Italian film directors respond and/or with Fr 352 The Quill and the Brush to aesthetic and cultural debates and reflect the Italian socio-historical context, while 23013. Animal Power in Religion, Art and Science Political Science 225 is organized around Students taking these connected courses Michael Walzer’s concept of politics as an will learn to explore religious themes through art of unification and includes ten films that visual forms, in addition to their more typical are narratives about Italian unification and expression in textual media, and will draw nation building. Development Studies 105

Any two-course connection must include one course from each of the two Development Studies areas, social science or language (the FYS For current information about course descriptions, scheduling, course is counted as a Social Science). new courses and departmental staff, please refer to the college Three-course connections must also catalog available on-line at www.wheatoncollege.edu/Catalog. include courses from two of the areas, but Gordon Weil, Coordinator no more than one course from any one The Development Studies minor is made up of department. courses from several different disciplines, all of Connections: Fsem 101 The Dreams We which share a focus on the process of change See and/or Pols 225 Italian Politics and/or and development of Third World nations. The mi- Pols 345 Understanding Russian Politics nor includes courses that focus on the concerns and Society through the Prism of Film with of specific regions and courses on the process Fr 246 Introduction to French Cinema or Itas of development in general. 320 Italian Cinema Minor 30001. Learning to Learn in Math and Science The minor consists of five courses from the list This three-course connection seeks to below. The courses must come from at least address issues in the nature and quality of two departments (Anthropology and Sociology math and science education in America by are considered separate departments) and must strengthening the math and science training include at least one course at the 300 level or of potential teachers in unusual and stimulat- above. They must also include at least one of the ing ways. It will have immediate relevance core courses (marked c) and at least one area and appeal to Wheaton education minors, course (marked a). most of whom go on to become early child- hood and elementary school teachers, by Anthropology increasing their confidence in understanding 210 Feast or Famine: The Ecology and Politics math and science and their appreciation for of Food the relevance of math and science in their (a) 225 African Cultures in Transition everyday lives. (a) 235 Peoples and Cultures of Latin America Each of these courses devotes time to modeling appropriate pedagogies and dis- 240 Anthropology of the City cussing differences in learning styles, ways (a) 245 Indigenous Movements of Latin of knowing, and similar topics that develop America stronger learners. All emphasize confidence 250 Power and Leadership building as science learners and educators. 255 Women in Africa Mathematics 133 will specifically address 260 Women and Development issues in math education through prob- lem-solving activities and the infusion of (a) 285 Stability and Change in the South gender and multicultural issues in this area. Pacific Interdepartmental 111 involves data sharing 333 Economic Anthropology and analysis, and emphasizes both group Economics field-based projects and standards-based (c) 232 Economic Development content and preparation for subject-matter teacher tests. History Students completing this connection (a) 219 Norte, Caribe y Sur: Mexico, Cuba and should plan to take the math course and Argentina the science course before Education 371 or 225 Women in East Asia: Japan and Korea 381, which must be taken in the fall of the 227 Women in East Asia: China senior year, prior to student teaching in the spring. (a) 365 Modern China Connections: Educ 371 Early Childhood (a) 367 Modern Japan Curriculum or Educ 381 Elementary Political Science Curriculum with Int 110 or Int 111 Ponds (a) 203 African Politics to Particles and Math 133 Concepts of (a) 223 Contemporary Chinese Politics Mathematics (a) 233 The Politics of Latin America (a) 263 The Politics of the Middle East (c) 323 Comparative Political Development 106 Dual Degree Programs

required exhibition of their work at Wheaton Dual-Degree Programs at the end of their fifth year. For current information about course descriptions, scheduling, In addition to elective studio work in any new courses and departmental staff, please refer to the college of the media offered at the Museum School, catalog available on-line at www.wheatoncollege.edu/Catalog. students will be expected to take two Contact program coordinators early. These courses in visual and critical studies (Art programs are highly competitive. History) at the school in their fifth year. M.A. in Mass Communication and B.F.A. in Studio Art through the School of the Museum of Fine Arts (Boston) Communication Studies John Grady, Coordinator M.A. in Mass Communication and Dual-degree program with Emerson College. Communication Studies with Emerson Mass communication fields include television College and radio broadcasting and film produc- M.B.A. with the Graduate School of tion, while communication studies includes Management at the University of Rochester advertising, political communication and M.B.A. with the Graduate School of public relations. Wheaton students who Management at Clark University qualify for the program begin by taking two B.S. in Engineering, Engineering Sciences graduate courses at Emerson in the summer and Science Management after their junior year and may be admitted M.A. program with the Andover-Newton to the program at that time or at the begin- Theological School ning of their senior year. Wheaton students Dual-degree program with the New England then take two courses during the summer College of Optometry after their Wheaton graduation and two full semesters at Emerson in the year following B.F.A. in Studio Art their graduation from Wheaton. Tim Cunard, Coordinator For admission to the program Wheaton This program awards the bachelor of fine students must have a cumulative Wheaton arts degree (and the Wheaton A.B.) after a G.P.A. of at least 3.0 at the time of applica- fifth year of full-time study in residence at the tion. In the summer after their sophomore School of the Museum of Fine Arts (Boston). year, students are urged to complete an Students should apply to the Museum internship in communications, which may School Admissions Office through the be arranged with the Filene Center. Wheaton coordinator in their junior year. M.B.A. with the University of Rochester They will be expected to submit a portfolio John A. Walgreen, Coordinator of their work at that time; admissions is selective and contingent on approval by Students should be aware that the both schools. Interested students are urged Rochester Graduate School of Management to consult the Wheaton coordinator early in program is highly competitive and admission their Wheaton careers and no later than the decisions are made by the Graduate School fourth semester. Other options for Wheaton of Management only after a student has students to study at the Museum School are completed five semesters at Wheaton. also available. Requirements while in attendance at Students accepted into the program will Wheaton: normally complete the equivalent of at least 1. Since admission is not automatic, two three-credit courses at the Museum students should choose a major and make School before beginning the fifth year in normal progress toward completing it. Any residence there and may do so either by liberal arts major is acceptable. An elemen- cross-registering during the regular aca- tary knowledge of calculus is required. demic year or by enrolling in the school’s Economics and statistics courses are summer program. Credit for this work may recommended. be transferred to Wheaton and applied to 2. The University of Rochester requires out- the Wheaton A.B. degree. The school offers standing scholarship for the first five semes- day and evening courses throughout the ters and recommends taking the Graduate year. In addition, students will complete Management Admission Test (GMAT) by a studio major at Wheaton, including the January of the junior year. senior seminar. They will participate in the 3. The five-year program leads to the Dual Degree Programs 107 simultaneous award of the A.B. degree from a student to spend the first two years at Wheaton and the degree of master of busi- Wheaton, the junior year at Dartmouth ness administration from the University of as part of the Twelve College Exchange Rochester. Program, studying engineering and other M.B.A. with Clark University applicable courses, and the senior year at John A. Walgreen, Coordinator Wheaton to complete the A.B. degree. The student then returns to Thayer in the fifth Wheaton students may apply in their junior year to complete the bachelor of engineer- year to the Graduate School of Management ing degree. at Clark University in Worcester. Students Entrance requirements vary between accepted for the program must complete the institutions and with individual fields of the following courses at Wheaton: study, and interested students must work Prerequisites closely with the coordinator throughout their Mathematics 101 Calculus I years at Wheaton in order to ensure their el- igibility for admission into the programs. No Mathematics 104 Calculus II particular academic program is prescribed, Background Courses but a student’s three-year program should Mathematics 141 Introductory Statistics include at least two courses in English (in- Economics 150 Principles of Financial cluding writing courses), six courses in the Accounting humanities and social sciences, four to six courses in mathematics, two to six courses Economics 201 Macroeconomic Analysis in physics and one course in computer pro- Economics 202 Microeconomic Analysis gramming. Courses in biology, chemistry Economics 330 Applied Econometrics or economics are also expected for some Managerial Accounting at Stonehill College programs. (Business Administration 204) Acceptance into a dual-degree program is dependent upon the strength of the Core Courses student’s three-year academic record at Industrial and Organizational Psychology at Wheaton, the degree to which the student Stonehill College (Psychology 309) has completed appropriate course require- Economics 213 Money and Banking ments for the proposed field of study, and Economics 309 or Sociology 215 Working: perceived abilities and promise for the Society and the Meanings of Work successful completion of such a program. Economics 255 Corporate Finance Wheaton students must complete three As Wheaton seniors admitted to the years in residence at Wheaton. program, students attend four M.B.A. core M.A. in Religion or background courses at Clark, which Barbara Darling-Smith, Coordinator Wheaton counts toward the undergraduate The dual-degree program with Andover- Wheaton A.B. Students then complete the Newton Theological School prepares M.B.A. program at Clark as full-time Clark students for careers in religion. It permits the students in their fifth academic year. completion of requirements for the bachelor B.S. in Engineering, Engineering Sciences or of arts degree from Wheaton and the degree Science Management of master of arts in religion from Andover- John Michael Collins, Coordinator Newton in five years. The degrees are awarded simultaneously. Students ordinarily Agreements with Worcester Polytechnic attend Wheaton for seven semesters and Institute and George Washington University spend three semesters at Andover-Newton. allow students completing three years at Areas of concentration for the program are: Wheaton and two or more additional years at these institutions to earn a bachelor of Bible arts degree from Wheaton and a bachelor’s World Religions degree in one of a variety of engineering Philosophy of Religion fields. Programs in aeronautical or aero- Religion and Society space engineering may also be arranged at Religion and the Arts other institutions on an individual basis. The program with the Thayer School of History of Christian Thought Engineering at Dartmouth College requires It is possible for students to complete teach- er certification requirements in secondary 108 Dual Degree Programs

education in the field of religion during the se- quantitative techniques. Courses cover mesters spent at Andover-Newton Theological both domestic and international aspects School or to earn advanced standing toward of economics. They include principles and the degree of master of divinity. Students methods of economic research and analysis should consult the coordinator early in the of issues that apply both to the private and second semester of their sophomore year. public sectors of an economy. Course work Doctor of Optometry at Wheaton may be augmented by partici- pation in the Washington, D.C. Economic Barbara Brennessel, Coordinator Policy Seminar, a one-semester academic The dual-degree program with the New program and internship during the junior England College of Optometry will permit pre- year administered by American University. pared and motivated Wheaton students with the professional goal of a doctor of optometry Major degree to complete the Wheaton bachelor of The Economics major consists of at least 11 arts degree and the New England College of semester courses. These include Economics Optometry doctorate in seven years. Wheaton 101, Economics 102 or Economics students who gain acceptance to this pro- 112, Mathematics 102 or another math gram will apply to the New England College of course subject to departmental ap- Optometry during their junior year. If they have proval, Mathematics 141, Economics 201, demonstrated superior achievement in both Economics 202 and five other economics the Wheaton curriculum and the optometry courses, at least two of which must be standardized tests, they may begin studies at the 300 level and one at the 400 level. at the New England College of Optometry in Economics courses used to fulfill major re- the fourth year, after completing three years of quirements may not be taken pass/fail either Wheaton’s liberal arts curriculum, normally as at Wheaton or elsewhere. An overall average a biology major. The fourth year, at the New of C in all courses is necessary for comple- England College of Optometry, will provide tion of the major. the credits needed for the student to earn the Double majors and interdepartmen- Wheaton A.B. at the same time as he or she tal majors in Art, Development Studies, begins doctoral study. English, History, Mathematics, Philosophy, This program is designed for the aca- Political Science, Psychology, Russian demically outstanding student who has a Studies, Sociology and Hispanic Studies strong and realistic motivation toward the have been developed. Students with optometric profession. Successful applicants particular interests can design an interde- will be superior high school students, espe- partmental major with the approval of the cially in math and science, with acceptable departments involved, the dean of academ- SAT scores. Applicants will be interviewed ic advising and the provost. by representatives of both Wheaton College Independent study and honors work are and the New England College of Optometry; encouraged. Majors who are considering it is expected that most candidates for this graduate work in economics are strongly program will identify themselves at the time encouraged to take an extensive number of of their admission to Wheaton or within the mathematics courses. See the department first semester. chair to determine the most appropriate ones. Minors The following minor concentrations are of- Economics fered in economics: the American Economy, For current information about course descriptions, scheduling, the International Economy and Economic new courses and departmental staff, please refer to the college Theory. catalog available on-line at www.wheatoncollege.edu/Catalog. The American Economy John Alexander Gildea, Chair The minor concentration in the “American Faculty: Buck, Freeman, Gildea, Miller, Economy” provides students with a focus Walgreen, Weil, Williams, Wyss on the institutions, issues and policies of The Economics Department offers a variety the American economy. The introductory of courses that encompass the study of economics courses give an overview of economic theories, history, institutions and economic analysis and its application to the Economics 109

U.S. economy. The upper-level courses in pline. Their introduction is pursued in greater the minor develop in greater depth the study depth through the intermediate analysis of specific areas of the American economy. courses, Foundations of Political Economy Five of the following courses (or their and Mathematical Economics .The History of equivalents), including Economics 101 and Economic Thought examines the historical de- Economics 102 and at least one 300-level velopment of contemporary economic theory. course, are required. Five of the following courses (or their equivalents), including Economics 101 and Economics Economics 102 and at least one 300-level 101 Introduction to Macroeconomics course, are required. 102 Introduction to Microeconomics Economics 213 Money and Banking 101 Introduction to Macroeconomics 222 Economics of Race and Racism 102 Introduction to Microeconomics 241 Women in U.S. Economy 201 Macroeconomic Analysis 252 Urban Economics 202 Microeconomic Analysis 255 Corporate Finance 288 Foundations of Political Economy 303 Public Finance 311 History of Economic Thought 309 Labor Economics and Industrial Relations 336 Mathematical Economics 360 Economics of Regulation 361 Industrial Organization and Public Policy Courses 101. Introduction to Macroeconomics The International Economy Macroeconomics covers the economic The minor concentration in the “International functioning and problems of society. Major Economy” provides students with a focus on topics include national income and growth, international economic issues. The intro- unemployment, inflation and stabilization poli- ductory economics courses give students cies, federal revenues, expenditures and the a general perspective from which they can deficit and money and banking. begin to analyze economic problems, while Gildea, Miller, Walgreen, Williams the remaining courses take up specific concerns. These range from problems faced 102. Introduction to Microeconomics by Third World countries in their struggle for Microeconomics explains economic behavior development to the international trade and of decision makers in the economy—con- balance of payments concerns of industrial- sumers, business firms, resource owners and ized capitalist countries to the transitions of governments. Major topics include pricing the formerly centrally-planned economies. and the operation of markets for goods and Five of the following courses (or their services and for resources, the behavior of equivalents), including Economics 101 and firms and industries in different market set- Economics 102 and at least one 300-level tings, income distribution and public policy. course, are required. Gildea, Walgreen, Wyss Economics 112. Introduction to Microeconomics Microeconomics explains economic behavior 101 Introduction to Macroeconomics of decision makers in the economy—con- 102 Introduction to Microeconomics sumers, business firms, resource owners and 232 Economic Development governments. Major topics include pricing 233 Sweatshops in the World Economy and the operation of markets for goods and 305 International Finance services and for resources, the behavior of firms and industries in different market set- 306 International Trade tings, income distribution and public policy. Economic Theory Freeman The minor in “Economic Theory” provides 150. Principles of Financial Accounting students with a study of the analytical The principles of accounting used by eco- methods used by economists. The introduc- nomic organizations, including the prepara- tory courses give a basic development of tion and interpretation of financial state- the methodologies which economists use to ments. (This course does not count toward address the subject matter of their disci- the economics major.) Buck 110 Economics

201. Macroeconomic Analysis shops have returned to the United States, Economic aggregates and their theoretical the richest economy in the world. We also relationships. Topics include national income ask what role the spread of sweatshops in analysis, economic fluctuations, stabiliza- the developing world played in the alleviation tion policies, inflation, unemployment, and perpetuation of poverty. theory of aggregate demand and supply, Miller and economic growth. General equilibrium, Neoclassical, Monetarist, Keynesian and 241. Women in U.S. Economy Theories and empirical analysis of women’s New Classical, Post Keynesian theoretical work in the United States. Topics include the frameworks are considered. influence of feminist thought on econom- Miller ics, a multicultural history of women’s work, 202. Microeconomic Analysis labor force participation, occupational The theory of the economic behavior of distribution and wages, the gender division the individual household, firm and market. of labor in household production (housework Topics include the allocation of consumer and child rearing) and related policy issues. income, cost and production functions, the Wyss determination of price and output under perfect and imperfect competition, the pric- 252. Urban Economics The identification, description and analysis of ing and optimal allocation of resources and problems that are basically urban in nature. welfare economics. Topics include the urbanization process, Walgreen urban poverty, transport, housing, urban 213. Money and Banking renewal, the problems of metropolitan gov- This course studies the nature of money and ernment, the design of urban environments credit in a modern economy; the operations and city planning. of banks, the Federal Reserve System and Williams financial markets; the impact of the money supply on prices, income and employment; 255. Corporate Finance The economics of corporate finance. Topics United States monetary policy and its rela- include capital budgeting, financial structure tionship to other forms of stabilization policy; and the cost of capital, sources and forms of and current domestic and international long- and short-term financing, the opera- monetary problems. tions of the capital market, corporate taxes Walgreen and the control of corporations. 222. Economics of Race and Racism Gildea Explores the interaction of race and racism with economic dynamics in society. The 288. Foundations of Political Economy A radical view of the dynamics of a capital- focus is on the United States although ist economy and of the dimensions of the many topics covered are applicable to current economic crises in the United States. other countries. Topics include theories of Topics include the elements of Marxist theory racism, housing issues, education, employ- (e.g., historical materialism, alienation, labor ment discrimination, business formation and theory of value) and problems of modern economic history. capitalism (e.g., imperialism, sexism, racism). Williams Wyss 232. Economic Development Studies economic problems of less devel- 298. Experimental Courses oped countries and policies to promote 303. Public Finance development. Topics include theories of de- Analysis of the revenue and expenditure velopment and underdevelopment, the role policies of the public sector in light of the of the agricultural and international sectors, allocation, distribution and stabilization specific problems of unemployment, income functions of government. Topics include the distribution and malnutrition. proper role of government, industrial policy, Wyss the management of externalities, the budget deficit, public expenditures, and the nature 233. Sweatshops in the World Economy and incidence of the U.S. tax system. This course engages students in the contro- Miller versy regarding sweatshops and their role in the global economy. We ask why sweat- Economics 111

305. International Finance and evaluate studies using this technique. This course examines international financial Students will use the computer to run their relations among nations. Topics covered own regressions. include the balance of payment accounts, Freeman foreign exchange rate determination, mon- etary and fiscal policies in an open economy, 336. Mathematical Economics Introduction to the application of mathemati- global financial liberalization, financial and cal tools and techniques to economic analy- currency crises, debt crises, the debate on sis. Topics include solving linear economic fixed versus flexible exchange rate regimes models using matrix algebra, comparative including “dollarization,” currency unions and static analysis, multivariable optimization with monetary unions. and without constraints, and linear program- Freeman ming. 306. International Trade Gildea This course examines the effects of inter- national trade on economic growth, income 360. Economics of Regulation Analysis of government regulation and its distribution, and labor and environmental impact on society. Three major areas are cov- standards. The topics covered include ered: economic regulation, social regulation theories of trade, welfare effects of trade and anti-trust policy. Topics include environ- restrictions, U.S. and E.U. trade policies, mental regulation, merger policy, business trade issues of developing nations, multi- pricing and marketing practices, regulation lateral trade negotiations under GATT and of public utilities, health and safety regulation WTO, preferential trade agreements and and deregulation. multinational enterprises in the world trading Walgreen system. Freeman 361. Industrial Organization and Public Policy The role of the large business corporation in 309. Labor Economics and Industrial Relations the United States economy. The competitive Economics of labor markets, labor unions structure of American industry and problems and collective bargaining. Topics include of monopolistic behavior and performance. labor force participation; employment and Policies to promote better market performance. unemployment; wage rates; education and Walgreen training; labor market discrimination; issues, techniques and outcomes of collective bar- 399. Selected Topics gaining, and public policies affecting workers A course for advanced students, the content and labor unions. Neoclassical, institutional- of which is determined according to the ist and radical theoretical frameworks are interests of the students and the instructor. considered. This course is offered at the discretion of the Freeman department. 311. History of Economic Thought 401. Seminar: Topics in Law and Economics The development of economic thought from Economic analysis of legal rules and institu- the mercantilist period to the present with pri- tions. Topics include the common law doc- mary emphasis on the classical economists, trines of property, contracts and torts. Crime Marx, the Marginalists and Keynes. Topics and the legal process. investigated are the relationship between Walgreen economic theory and its historical milieu, the 402. Seminar: Current Economic Issues role of paradigms in the development of eco- A discussion of problems and controversies nomic ideas and the historical antecedents to facing today’s policy makers and an economic current schools of economic thought. analysis of the costs and benefits associated Miller with various policy solutions. Topics chosen 330. Applied Econometrics for discussion will depend upon class interest, Applications of regression analysis, a versa- recent research and current events. tile statistical tool frequently used in empirical Gildea economic studies as well as in other social 403. Global Economic Controversies and natural sciences. The primary emphasis This seminar will highlight a series of current will be on developing a sound understand- international debates. Students will study ing of the ordinary least squares method, competing perspectives and will develop their thus enabling students to read, understand 112 Economics

own positions on each topic, both in writing Department coordinator for planning and as- and in classroom discussions. The debates sessment; second, the Minor Concentration chosen for discussion each semester will Form must be approved by the coordinator depend on timeliness, class interests and and the student’s major advisor; and third, recent research. Potential topics include glo- the student submits the form to the college balization of environmental protection, trade registrar. liberalization, international labor standards Criteria for Retention and Admission to the and immigration. Practicum and for Licensure Wyss All students seeking licensure must take and pass the Communication and Literacy sections of the Massachusetts Tests for Educator Licensure (MTEL) BEFORE entry Education into all senior-year courses. Additionally, For current information about course descriptions, scheduling, early childhood and elementary education new courses and departmental staff, please refer to the college minors must pass the MTEL Foundations of catalog available on-line at www.wheatoncollege.edu/Catalog. Reading test before entry into the senior-year curriculum course. Admission to the practi- Vicki Bartolini, Chair cum is by permission of the department. Frinde Maher, Mary Lee Griffin, Coordinators Normally, to gain admission to the practicum, Faculty: Bartolini, Griffin, Maher, Mallette, students must maintain a CGPA of B-. For Olson, Werner entry into the practicum, students must also The offerings of the Education Department receive a B- or better in education curriculum serve those interested in the liberal study of courses. They must demonstrate satisfactory education as well as those preparing for a completion of the field work experiences and career in teaching. While no major is offered, show promise of fulfilling the Massachusetts courses in education include opportunities for Licensure Standards. Completion of the teaching and for meeting licensure require- practicum does not guarantee licensure. To ments for public school teaching at the early achieve Massachusetts licensure, students childhood (Pre-K–2), elementary (1–6) and must demonstrate basic competency in the secondary (8–12) levels in Massachusetts. Massachusetts Department of Education Standards and pass all relevant sections Minor of the Massachusetts Tests for Educator Students who are planning to seek licen- Licensure (MTEL) . Students then apply to the sure with a minor in Education and student state to be licensed. teaching in their senior year should consult with the appropriate coordinator as soon as Requirements for licensure possible in their Wheaton career. Early, careful Described below are the specific requirements advising enables students to plan their four- for Massachusetts teacher licensure at the ear- year schedules to meet all Massachusetts ly childhood, elementary and secondary levels, licensure requirements. All education courses as well as departmental requirements for the required for licensure involve field study and general minor. All students seeking licensure training in area schools. Students consid- must take and pass the MTEL Communication ering teaching in independent schools or and Literacy Test BEFORE entry into senior- charter schools may not need to be licensed, year courses. In addition, early childhood and although licensure is sometimes required by elementary education minors must pass the employers. Current information about the MTEL Foundations of Reading Test before performance of Wheaton graduates on the the fall of senior year. During the senior year Massachusetts Tests for Educator Licensure all education minors seeking licensure are ex- (MTEL) is available at www.wheatoncollege. pected to take the appropriate subject matter edu/catalog/educ . test or tests. Students seeking licensure in either Criteria for Admission to Minor Programs program must also undertake at least one Upon entry into one of the following, January, spring or summer internship in an Education 240, Education 250 or Education educational setting prior to student teaching. 260, a student may apply to enroll in the This internship should be at least 40 hours in Education Department’s minor concentration. duration and should be undertaken through This process involves three steps: first, the the auspices of the Filene Center’s Learning student meets with the appropriate Education Education 113

Outside the Classroom program. A record complete a semester-long, two-and-one-half- of this internship will go on the student’s credit student teaching practicum plus a one- Work and Public Service Record at the credit seminar in teaching methods. While Filene Center; a copy will go in his or her student teaching, Wheaton students will be at Education Department file. the cooperating schools for the entire school Finally, students must have achieved day and will follow the public school calendar. a B- CGPA, at least a B- in the curriculum They may take only one additional Wheaton courses and obtained permission from the credit during the semester and this must be department in order to gain admission to fulfilled after the regular school hours. A stu- the student-teaching practicum. dent must notify the department chair of any incomplete grade from the previous semester. Early Childhood Education: Teachers of An incomplete may disqualify the student from Students With or Without Disabilities (Pre-K–2) admission to the practicum. One hundred To qualify for licensure, a student must hours of practicum must be completed at the complete the major concentration and a Pre-K–K level and 200 hours at the 1–2 level. minor program in early childhood educa- One setting must be an inclusion classroom. tion with appropriate course work. He or Arts, sciences and humanities distribution course she must also pass the following three work in the field of early childhood education Massachusetts Tests for Educator Licensure: A student must also take approximately nine MTEL Communication and Literacy, MTEL courses equivalent to 36 semester hours of Foundations of Reading and MTEL Early credit in the following areas: psychological Childhood Subject Test. foundations, children’s literature, the sci- Major requirements for early childhood education ences, mathematics and the social sciences. A Wheaton student will complete a major These requirements are normally met by concentration (usually equivalent to at least careful selection of liberal arts courses that 36 semester hours of credit) in a liberal fulfill Wheaton’s general distribution require- arts subject-matter field relevant to early ments. Consult the departmental coordina- childhood education. Please consult the tors for a list of courses that are especially departmental coordinators to determine ap- recommended. Specifically, students are also propriate subjects for the major. required to take Mathematics 133 to fulfill their mathematics requirement, unless a waiver is Minor requirements in early childhood education granted by the Mathematics Department. A student must complete the prepracti- cum and the practicum. The prepracti- Elementary Education (Grades 1–6) cum consists of courses and experiences To qualify for licensure, a student must specifically designed to meet the licensure complete the major concentration and a standards. The practicum involves full-time minor program in Elementary Education and student teaching and practice in the role of take appropriate course work in the interdis- a classroom teacher at cooperating schools. ciplinary field of elementary education. He The following prepracticum courses are or she must also pass the following three required: two of the three courses Education Massachusetts Tests for Educator Licensure: 240, Education 250 and Education 260; MTEL Communication and Literacy, Education 251; Educ 375; Education 385 MTEL Foundations of Reading and MTEL and Education 390. All of these, as well as Elementary Subject Test. required arts, sciences and humanities distri- Major requirements for Elementary Education bution course work, must be completed be- fore the two practicum courses, Education A Wheaton student will complete a major 396 and Education 395. Also required are concentration (usually equivalent to at least Mathematics 133 or Mathematics 101, 36 semester hours of credit) in a liberal arts Psychology 103 and one of the following: subject-matter field relevant to elementary first aid, lifesaving or CPR training. Field education. Please consult the departmental work training: A student must complete a coordinators to determine appropriate sub- minimum of 20 hours of classroom observa- jects for the major. tion, tutoring and teacher assisting in each Minor requirements in Elementary Education of two prepracticum courses. A student must complete the prepracti- Practicum requirements cum and the practicum. The prepracti- During the senior year, a student will cum consists of courses and experiences specifically designed to meet the licensure 114 Education

standards. The practicum involves full- English, History, Mathematics, Biology and time student teaching and practice in the French, German and Hispanic Studies. To role of a classroom teacher at cooperat- qualify for licensure, a student must complete ing schools. The following prepracticum appropriate courses in the major and fulfill courses are required: two of the three the course requirements leading to a minor courses Education 240, Education 250 and in Secondary Education. He or she must Education 260; Education 251; Education also pass the appropriate sections of the 385 and Education 390. All of these, as well Massachusetts Tests for Educator Licensure. as required arts, sciences and humanities Major and minor requirements in secondary education distribution course work, must be com- Massachusetts licensure standards require pleted before the two practicum courses, demonstration of subject-matter competence Education 396 and Education 395. Also re- as well as teaching competence during the quired are Mathematics 133 or Mathematics student teaching practicum. Each participat- 101, Psychology 103 and one of the follow- ing academic department has therefore de- ing: first aid, lifesaving or CPR training. Field veloped a specific set of course requirements work training: A student must complete a and other experiences in the major that fulfill minimum of 20 hours of classroom observa- the subject-matter standards. Before students tion, tutoring and teacher assisting in each undertake a secondary education program, of two prepracticum courses. they must consult with their major advisor and Practicum requirements the secondary education program coordina- During the senior year, a student will tor. At that time, the student and depart- complete a semester-long, two-and-one- ment advisor will plan a major program that half-credit student teaching practicum plus meets the subject-matter requirements of the a one-credit seminar in reflective teaching Massachusetts licensure standards, as well as practices. While student teaching, Wheaton the minor program to fulfill the student’s minor students will be at the cooperating school concentration requirements in secondary for the entire school day and will follow the school education. public school calendar. They may take only A student must take the following pre- one additional Wheaton credit during the practicum courses: two of the three courses semester and this must be fulfilled after Education 240, Education 250 and Education the regular school hours. A student must 260; Education 270 and Education 391; all of notify the department chair of any incom- these must be completed before the practi- plete grade from the previous semester. An cum courses, Education 396 and Education incomplete may disqualify the student from 395. They must also take a course in special admission to the practicum. education, Education 251. Arts, sciences and humanities distribution course Field work training work in the field of elementary education A student must complete a minimum of A student must also take approximately 15–20 hours of classroom observation, tutor- nine semester courses equivalent to 36 ing and teacher assisting in at least two of the semester hours of credit in the following prepracticum courses. areas: literature, the sciences, mathematics and the social sciences. These require- Practicum requirements ments are normally met by careful selection During the senior year, a student will complete of liberal arts courses that fulfill Wheaton’s a semester-long, two-and-one-half-credit general distribution requirements. Consult student teaching practicum plus a one-credit the Education Department faculty for a list of seminar in teaching methods. While student courses that are especially recommended. teaching, the Wheaton student will be at the Specifically, students are also required to cooperating school for the entire school day take Mathematics 133 to fulfill their math- and follow the public school calendar. The ematics requirement, unless a waiver is student may take only one additional Wheaton granted by the Mathematics Department. credit during this semester and this (full-credit or half-credit) course must meet after the Secondary education (grades 8–12) (Modern close of school. Students must notify the de- foreign languages: 5–12) partment chair of any incomplete grade from Students may prepare for Massachusetts the previous semester and this may prevent teacher licensure in a secondary school in admission to the practicum. one of the following major concentrations: Education 115

General Minor in Education with special needs. Current special educa- Upon application, a student may be tion models and strategies for working with admitted to a general minor in Education. children with special needs in the regular Normally this does not include preparation classroom will be examined. Field observa- to teach, but rather provides an opportunity tion is required (9 hours). to study specific issues and related topics in Werner education. Five courses are required, three 270. Issues of Adolescent Development of which must be education courses. The re- Multiple perspectives on the physical, cogni- maining two courses need not be within the tive and psychosocial transitions related to department so long as they are appropriately adolescent development. Topics include related to the subject of study. One 300- current versions of developmental theory; level course is required. Permission of the specific issues related to early, middle and Education Department faculty is necessary. late adolescence; the adolescent peer Courses culture; sexualities and sex education; multi- cultural issues in adolescence; and chang- Foundations of education ing male/female roles. Field experience is Students fulfill the foundations of education required (20 hours). requirement by taking two out of the follow- Maher ing three courses: 275. Learning in the Social Sciences 240. Multiple Perspectives on Literacy This course examines the literacy skills This course explores the roles of teacher needed for social studies reading and writ- and learner through the lens of students’ ing. Through a dual focus on pedagogy and literacy development. Classroom contexts social studies content, the course explores and the intersection of home, community theoretical perspectives, methods and mate- and school form the foundation of this field- rials brought to bear on the study of history, based course. Through a shifting focus on geography, economics, and civics and theory and practice, students conceptualize government in the elementary classroom. and reconceptualize the roles of teacher and Massachusetts Curriculum Framework for learner. History and Social Science outlines academ- Griffin ic content and skills essential to the study of human experience past and present. 250. Schooling in America A survey of the American school, emphasiz- Griffin ing historical and sociological perspectives. 299. Selected Topics Readings will focus on the history, goals A course for interested students on aspects and structure of American schools, as well of the American educational system, the as current issues such as the standards content and topics of which are determined movement and recent innovations such as according to the interests of the students multicultural education. and instructor. This course is offered at the Maher discretion of the department. 260. Teaching and Learning 375. Issues in Early Care and Education Teaching and Learning has its focus at the This course examines complex issues deter- crossroads where theory and educational mining and affecting the quality of early care practice intersect. Through readings, discus- and education for young children. Current sions and field experiences, students will research related to notions of childhood as examine their beliefs as well as myths and well as national and international policies metaphors related to teaching and learning. will be discussed. Students choose among Weekly field work may be required. several options for off-site visits, according Bartolini, Griffin, Werner to interests, transportation and scheduling availability. Perspectives on the learner Bartolini 251. Special Education, Pre-K–12 This course surveys the history of special Curriculum and methods education in the U.S. including national and 371. Early Childhood Curriculum state special education laws and proce- This course is designed to develop an un- dures for identifying and servicing children derstanding of teaching and learning in the 116 Education

early childhood classroom (Pre-K through 3). methods and practices used. Discipline- Planning, instruction and evaluation phases specific training in teaching methods will be of teaching will be examined with a focus provided. Field experience: a minimum of 20 on the curriculum areas of math, science, hours of classroom observation and participa- health, art and movement. Curriculum tion in area secondary schools. Open only to frameworks, integrated curriculum methods seniors who plan to student teach. and developmentally appropriate practices Maher will be an integral part of the course. A minimum of 20 hours field work is required, The practicum in teaching scheduled as a lab. A series of workshops in 395. Seminar in Teaching Methods health, expressive arts, technology and the A series of two-hour seminar sessions integrated curriculum will be held throughout that use the Massachusetts Professional the course. Standards for Teachers to focus on effective Bartolini instructional strategies and classroom man- 381. Elementary Curriculum agement techniques. The seminar provides This course is designed to develop a con- opportunities for reflection, support, sharing ceptualization of teaching and the role of the and guidance during student teaching. The teacher in elementary education (grades 1–6). seminar must be taken concurrently with The planning, instruction and evaluation phas- Education 396. (One credit) es of teaching will be examined with a focus Section 1. Early Childhood (Vicki L. Bartolini, on the curriculum areas of math and science. Mary Lee Griffin) A minimum of 20 hours field work is required, Section 2. Elementary (Vicki L. Bartolini, Mary scheduled as a lab. A series of workshops in Lee Griffin) the expressive arts, health, technology and the Section 3. Secondary (Frinde Maher) integrated curriculum completes the course. Bartolini 396. Student Teaching Practicum in the Public Schools 385. Early Childhood and Elementary Curriculum A full-time, full-semester student-teaching This course is designed to develop a con- experience in which students assume increas- ceptualization of teaching and the role of the ing professional responsibility for teaching in a teacher in early childhood and elementary local public school. Concurrent enrollment in education settings (grades Pre-K–6). The Education 395 is required. By permission of planning, instruction and evaluation phases the instructor. of teaching will be examined with a particular Section 1. Early Childhood (Vicki L. Bartolini, focus on the curriculum areas of math and Mary Lee Griffin) science. A minimum of 20 hours field work Section 2. Elementary (Vicki L. Bartolini, Mary is required, scheduled as a lab. A series of Lee Griffin) workshops in the arts, health, technology Section 3. Secondary (Frinde Maher) and MTEL test preparation complete the course. Peer counseling and tutoring Bartolini 020. Developmental Issues for College Students 390. Teaching of Reading and the Language Arts An introduction to student development An introduction to reading, writing and theories, this course is one component of the related language activities in early childhood residence hall staff selection process. Areas and elementary education with emphasis addressed will include leadership styles, val- on the development of an understanding of ues clarification and interpersonal skills. the reading process. The appropriateness of current curricula, methods and materials will 022. Intellectual and Social Development be considered in light of philosophical and in the College Years practical objectives. A minimum of 20 hours College transitions highlight intellectual and of field work, scheduled as a lab. social development in late adolescence. Griffin Change may promote instability or higher functioning. Outcomes may be mediated by a 391. Secondary School Curriculum range of support. This course, for preceptors, A study of the secondary school curriculum explores college student development/cop- (grades 8-12) with emphasis on approaches ing and the efficacy of transitional support to teaching at the secondary level and the systems. English 117

025. Introduction to Tutoring Writing included among at least 13 English courses An introduction to the theory, methods and beyond English 101. practice of tutoring in the writing of essays Major in English and other college assignments. As peer tu- tors, students will provide assistance to other The major in English consists of 10 or more students through individual tutoring and courses in English beyond the 100 level. perhaps workshops. These requirements include: Dearing English 290, a section of English 401, two other courses at the 300 level or above and 026. Introduction to ESL Tutoring two courses that focus on literature writ- Dearing ten before 1800. The 300- and 400-level 030. Head Residents Seminar courses must be taken at Wheaton. Designed for head residents, this course Major in English with a concentration will help students develop the skills required for leadership and program planning roles The English major with a concentration in residence halls. Specific issues such as requires 11 courses. Students fulfill the same homophobia, prejudice and racism will be requirements as for the basic English major addressed. and also choose a five-course concentration, for a total of 11 courses in the major. It is normally desirable that one of the five cours- es in the concentration be at the 300 level or above. One of the five courses can, with English the approval of the department, be taken in For current information about course descriptions, scheduling, a department other than English. In general, new courses and departmental staff, please refer to the college if a student wants to count a course that is catalog available on-line at www.wheatoncollege.edu/Catalog. not specifically listed for a concentration in the catalog, he or she needs to petition the Katherine Conway, Chair department for approval. Similarly, a student Faculty: Bryant, Buck, Campana, Christian, who wants to create a concentration that is Clark, Coale, Conway, Craghead, Dearing, not listed below needs to petition the depart- Drout, Feather, Judson, Kanost, Krebs, ment. Students who want to major in English Lavin-Peter, Lebduska, Meehan, Pearl, with a particular concentration should nor- Standing, Stenger, Williams, Woods mally apply by the end of the junior year. The English curriculum offers a balance of old and new literature, film and print media, The concentration in creative writing writers recognized in the traditional canon With permission of the department, a stu- with writers who have been traditionally dent interested in creative writing may enroll marginalized through a variety of literary and in a program that emphasizes writing and critical approaches. All courses integrate literature equally. Students wishing admission concepts and scholarship on race and its to the Creative Writing concentration should intersections with class and gender as part submit a portfolio of work to the department of the English Department’s commitment early in the first semester of the junior year. to advancing Wheaton’s New Curriculum. Detailed guidelines are available from the The English Department participates in department. Students hoping to apply for interdisciplinary major programs in American admission to the concentration are strongly Studies, Theatre Studies and Dance, and advised to discuss their course plans with Women’s Studies. English majors wish- the director of the creative writing program, ing to study abroad may do so through preferably by the end of their first year or dur- Wheaton’s Center for Global Education sites ing the first semester of sophomore year. in England, Australia, Ireland, New Zealand The English major with a concentration in and Scotland. Majors who plan their junior Creative Writing consists of 11 or more year away should take at least three courses courses beyond the 100 level, including: toward their major (beyond English 101) At least six courses in literature, including before leaving. All 300- and 400-level English English 290, one literature course at the 300 requirements must be taken at Wheaton. level and English 401. At least one course Majors contemplating graduate study in must be in literature from before 1800 and at literature should normally take English 306, least one course must be in contemporary English 313, English 376, and English 377, literature. 118 English

At least five writing courses above the 100 Major in dramatic literature and theatre level, normally including three courses at the The major in dramatic literature and theatre 200 level and two courses at the 300 level is administered jointly by the Theatre and or above. The concentration must include English departments. See the Theatre at least one 200- or 300-level sequence Studies and Dance department listing for (e.g., poetry writing/advanced poetry writing requirements. or fiction writing/advanced fiction writing). Students who successfully complete an Minor advanced writing course may be invited to The English minor is in literature and consists undertake an English 499 independent study of at least five courses, one of which must in writing or a 500-level honors project, with be at the 300 level or above and one of the permission of the department. which is English 290 or the equivalent. It should have some kind of planned coher- Other concentrations ence, focusing, for instance, on a genre or The following are examples of other potential a period rather than being a mere random concentrations within the English major. A sampling. student wishing to create a concentration not listed or to modify a listed concentra- Courses tion, needs to petition the department for Writing courses for first-year students and approval. sophomores The concentration in literature, film and race 101. Writing The five courses can include such courses Required of all first-year students except as English 247, English 255, English 256, those who have passed the Advanced English 257, English 345, English 347. Placement examination with a 4 or 5 or have passed the Wheaton exemption examina- The concentration in colonial and postcolonial literature tion or have taken a college writing course The five courses can include such courses that does not fulfill the high school gradua- as English 235, English 244, English 245, tion requirement. The focus for the writing English 246. and reading varies from section to section, permitting a student to follow special inter- The concentration in drama ests and avoid duplication of work done in The five courses can include such courses secondary school. Some sections empha- as English 241, English 246, English 273, size personal writing; others provide practice English 274, English 309, English 310. in critical writing. The topic for each of the The concentration in gender sections will be announced before the date The five courses can include such courses of course selections and sent to all entering as English 236, English 240, English 247, students during the summer. Recent topics English 272, English 327, English 348, and have been The Press, Women’s Literature, English 377. Experience, Creative Writing, Popular Culture, Gothic Fiction, Women and Men The concentration in medieval/Renaissance in Sports, the Environment, Contemporary literature Fiction, Madness and Literature, and The five courses can include such courses Autobiography. as English 207, English 208, English 273, All sections stress writing. At least one English 306, English 309, English 310, short paper each week or a longer paper English 313. biweekly is required. There is ample op- The concentration in poetry portunity for conferences; students with The five courses can include such courses specific problems will be urged to seek ad- as English 208, English 232, English 240, ditional help through the free student-tutor- English 260, English 283, English 313, ing program sponsored by the English and English 326, English 341, English 383. Education departments. The concentration in modern and contemporary Fall Semester, 2005 (see also Spring Semester culture and media sections) The five courses can include such courses as English 249, English 256, English 257, Section A01 Writing about Multicultural Lives English 341, English 343, English 348, What does it mean to live in more than one English 357, English 376. culture, and perhaps speak more than one English 119 language? What advantages and challenges the readings are long and difficult, requiring do such experiences present? How do they serious attention on the part of the reader, influence how we understand ourselves, we will work patiently together connecting as well as how others see us? Considering our reading and thinking about these essays our differences can reveal what we have in and others to the writing that each student common. We will explore these and other will produce during the semester. The types ideas while developing the skills necessary of written work undertaken by students for college writing. Assignments include include (1) short-response essays after each both formal and informal writing, with an reading selection designed to guide students emphasis on process and revision, as well back into the selection for deeper under- as the relationships among reading, thinking, standings of the text; (2) writing assignments and writing. We will work as a class, in small focused on testing assumptions and probing groups, and individually. examples, and (3) longer, more formal es- Williams says that make connections between the selected readings. Classroom discussions Section A02 Writing about Conflict and Identity will follow a workshop method that employs Each of us defines who we are as individuals whole-group discussions, peer review, and and as members of society through a life- individual conferences with me as well as long series of interactions with others and by the Writing Associates and peer tutors. This means of our relationship with the signs and course is suited to students willing to work dictums that make up the fabric of our cul- hard on their critical thinking, reading, and ture. Such interactions involve instances of writing—and who do not mind uncertainty, conflict that play out both within and against paradox, and difference. our continuously developing sense of self, or Bryant identity: identity is fluid; it is—like writing—a process. Peering through the prism of con- Section A04 Writing about London flict and identity we will explore the work of From Big Ben to the Tower of London and both “professional” and student writers with a quick pint at the pub: is this your idea of the goal of shaping our own experiences London? In this class we will explore the and perceptions into strong, fluid essays. history of modern London through a variety Course work will include keeping daily jour- of literary and historical writings, and visual nals, writing between five and eight essays texts such as maps, paintings, television of varying length, working together as peer shows and films, in order to look behind the editors and as full workshop members, and tourist’s London. From the 18th century on- becoming aware of the paramount impor- ward the city was the metropolitan center of tance of revision. Essays will be structured, the British Empire, as reflected in the build- and students are expected to know and ings, the layout of the city, and its inhabit- follow the basic rules of grammar. Some of ants. You will study topics such as the use of the numerous writers whose work we might architecture to reflect England’s idea of itself encounter include Gerald Early, Deborah as an imperial nation, and the ways in which Tannen, Emily Prager, Stephen King, Gary different neighborhoods, and even particular Trudeau, Joy Harjo, John McPhee, and Jane streets, come to symbolize the class and Smiley. Please bring a notebook/journal to racial relations of the city. We will look at the the first (and every) class. diverse peoples who have lived in and left Judson their mark on London: the ruling elites who governed England and designed the city; the Section A03 Writing about Unsafe Subjects coffeehouse intellectuals of the 18th century; In this section of first-year writing, students the working class poor of the 19th-century will read and write about challenging and slums including Irish and Jewish immigrants; provocative topics, such as French sociolo- and the South Asian and Caribbean immi- gist Jean Baudrillard’s travelogue/medita- grants of the later 20th century. The class will tion on contemporary America, or feminist teach you to recognize and meet college- philosopher Susan Bordo’s work on the level writing requirements. You should expect objectification of the male body in popu- to write and rewrite, to discuss drafts with lar media and culture, or Nietzsche’s “On your peers, and to set standards for yourself Truth and Lies,” excerpted from his work that you will spend the rest of your college Philosophy and Truth , and, my favorite, career trying to live up to. child psychiatrist Adam Philips’s psychoana- Buck lytical reading of Harry Houdini. Although 120 English

Section A05 Writing about H.O.U.S.E. Music make conscious our unconscious obedience To develop and apply an understanding of to ideas and systems already familiar and strategies that writers use in producing effec- in place. It is also a way to uncover human tive writing, this section of ENG 101 will em- motivations that drive private and public rebel- ploy musical samples, a series of contempo- lions. Finally, the idea of conformity may be rary writings such as Anthony Thomas’ “The seen as a means of survival, rather than as the House the Kids Built,” documentary films definition of a healthy, well-adjusted individual. such as Paris Is Burning and related writings Writing about Authority will include keeping such as Phillip Brian Harper’s “The Subversive a journal, participating in peer reviews, the Edge: Paris Is Burning, Social Critique, and mandatory revision of essays and participation the Limits of Subjective Agency,” which in a full-class workshop. Five to six short, for- demonstrate why some groups in the United mal essays are a requirement of this course. States and abroad believe that “It’s All About Active class discussion is a vital part of this House Music.” The essays students will course. examine are useful for studying the craft of Campana written discourse because they demonstrate, for example, how writers conceptualize a Section A07 Writing About Authority project, examine cultural practices, con- Writing about Authority will focus on develop- template audience, develop a claim into an ing the student’s ability to write critically about argument, or manipulate structure to convey several forms of authority, from the personal point of view. Early class discussions will and concrete (e.g., parents, siblings, friends) grow out of our efforts to collectively define to the social and abstract (e.g., society in HOUSE music and use that definition as a all aspects, which would include past and framework for reading course texts. We will present perceptions of race, women, govern- also evaluate and model essays to critically ment and educational systems with a special analyze course material, apply strategies, focus on trends, particularly those that have and thoughtfully articulate our insights about changed our perception of human behav- what makes a piece of writing effective. Class ior). Writing about Authority will include an assignments and activities for this section will understanding of the companions of author- include weekly readings, participating in/or ity: Conformity and Rebellion. Students will leading class discussion, in-class journaling, examine the creative responses to oppressive peer feedback and editing sessions, short authority as well as the needs that drive one’s response papers, and longer, peer-edited, decision to conform or rebel. Since our texts prompt-driven papers. will include essays, fiction and poetry, from Christian authors both past and present, we will be exploring our current relationship to author- Section A06 Writing about Authority ity, as well as the responses of those before Writing about Authority will focus on develop- us. Writing about these ideas is a way to ing the student’s ability to write critically about make conscious our unconscious obedience several forms of authority, from the personal to ideas and systems already familiar and and concrete (e.g., parents, siblings, friends) in place. It is also a way to uncover human to the social and abstract (e.g., society in motivations that drive private and public rebel- all aspects, which would include past and lions. Finally, the idea of conformity may be present perceptions of race, women, govern- seen as a means of survival, rather than as the ment and educational systems with a special definition of a healthy, well-adjusted individual. focus on trends, particularly those that have Writing about Authority will include keeping changed our perception of human behav- a journal, participating in peer reviews, the ior). Writing about Authority will include an mandatory revision of essays and participation understanding of the companions of author- in a full-class workshop. Five to six short, for- ity: Conformity and Rebellion. Students will mal essays are a requirement of this course. examine the creative responses to oppressive Active class discussion is a vital part of this authority as well as the needs that drive one’s course. decision to conform or rebel. Since our texts Campana will include essays, fiction and poetry, from authors both past and present, we will be Section A08 Writing about Contemporary Differences exploring our current relationship to author- What’s the difference between a terrorist, an in- ity, as well as the responses of those before surgent and a freedom fighter? The differences us. Writing about these ideas is a way to between these terms lie not only in their defini- English 121 tions, but also in who chooses to use them Section A11 Writing for College and why. Analyzing differences—between defi- You will be asked to do a lot of writing in nitions, data, theories, and points of view—lies college, and this course will help you to do at the heart of academic inquiry and discourse. it well. You will work with the instructor and Exploration of differences reveals what core your classmates on different kinds of writing values and ideals are at stake in moral, political assignments, and you’ll get more comfort- and cultural disputes: what people really care able with writing while you improve your about and why. In this course we’ll read and skills. The course will include both formal write texts that employ differences to evaluate and informal writing, and you will confer with information, present arguments, and explore the instructor about individual drafts, and, at the history and values that lie at the heart of times, read and respond to other students’ contemporary controversies. What does the writing in a workshop setting. difference between 50 Cent and Eminem sig- nify, if anything? To whom, and why? Should it Section A12 Writing about Consumer Culture signify anything? What makes “red states” dif- We will explore various readings and examine ferent from “blue states” and why does the di- a variety of familiar cultural phenomena vide between them cause so much discussion and institutions—education, entertainment, and concern? Will it really affect us in ways advertising, and the marketplace, among we’ll care about? Should religious convictions others—in order to discover and analyze shape our laws on gay marriage and abortion? how and why the context of a consumer We will keep journals and learn how to locate culture informs and influences the choices credible information. We’ll record our immedi- that we make. Both brief, informal writing as- ate responses and discuss our differences of signments and longer, more structured and opinion, continually returning to the page to developed ones will be assigned regularly shape, revise and reread as we develop skill at throughout the semester. Students will be describing, analyzing and presenting differ- required to attend class consistently, to par- ences in writing. ticipate in class discussions in an active and Kanost informed way, to turn in all assignments on Section A09 Writing about Multicultural Lives time, and to share their work in written and What does it mean to live in more than one oral peer evaluations. culture, and perhaps speak more than one Craghead language? What advantages and challenges Section A13 Writing about Poetry do such experiences present? How do they How and why do poets make poems? In influence how we understand ourselves, as this course, we will read, listen to, and write well as how others see us? Considering our about the work of many different poets, differences can reveal what we have in com- including contemporary multicultural poets. mon. We will explore these and other ideas While exploring aspects of poetic craft (such while developing the skills necessary for col- as imagery, sound patterns, and fixed forms), lege writing. Assignments include both formal students will work on developing the aca- and informal writing, with an emphasis on demic tools necessary for success in college. process and revision, as well as the relation- Assignments will include a variety of informal ships among reading, thinking, and writing. and formal written responses, including We will work as a class, in small groups, and explication, comparison, analysis, and per- individually. suasion. Critical thinking, reading, and writing Williams skills, especially the process of revision, will Section A10 Writing for College be enhanced through class discussions, peer You will be asked to do a lot of writing in college, reviews, and individual conferences. and this course will help you to do it well. You Standing will work with the instructor and your class- Section A14 Writing about Popular Culture mates on different kinds of writing assignments, Popular culture loves paradox: it is cutting- and you’ll get more comfortable with writing edge but cannibalistic, easy to recognize while you improve your skills. The course will in- but hard to define, and it trades mercilessly clude both formal and informal writing, and you on our desire both to fit in with and stand will confer with the instructor about individual out from the crowd. From “reality TV” to drafts, and, at times, read and respond to other the World Wide Web, we want more: more students’ writing in a workshop setting. bandwidth, more channels, more individu-

122 English

alized entertainment, more sophisticated Section A16 Writing for College forms of voyeurism. In this course, we will in- You will be asked to do a lot of writing in vestigate how our everyday encounters with, college, and this course will help you to do and consumption of, popular culture movies, it well. You will work with the instructor and television, the Internet, advertising, books, your classmates on different kinds of writing music, fashion, body art, and architecture assignments, and you’ll get more comfort- affect our lives. Popular culture informs able with writing while you improve your everything from our shared assumptions skills. The course will include both formal about politics, desire, social justice, religion, and informal writing, and you will confer with and individuality to the way we understand the instructor about individual drafts, and, at race, class, age, sexuality, and gender. We times, read and respond to other students’ will be using popular culture as an occasion writing in a workshop setting. for the lively exchange of ideas, for sharing Lavin-Peter and problematizing cultural knowledge, and for honing our critical thinking and writing Spring Semester, 2006 skills. Students will be expected to work Section B20 Writing about Multicultural Lives hard, have fun and take intellectual risks What does it mean to live in more than one both in class discussion and written work. culture, and perhaps speak more than one In addition to completing a variety of writing language? What advantages and challenges assignments, analytical essays, free-writing, do such experiences present? How do they response papers, etc., students will also influence how we understand ourselves, participate in small-group discussions, peer as well as how others see us? Considering workshops, and meetings with the professor. our differences can reveal what we have in Stenger common. We will explore these and other Section A15 Writing about Travel ideas while developing the skills necessary In 1295, Marco Polo returned home to for college writing. Assignments include Venice and very soberly reported that he both formal and informal writing, with an had seen a unicorn in Java. Actually, what emphasis on process and revision, as well he saw was a rhinoceros, but his confu- as the relationships among reading, thinking, sion becomes understandable when we and writing. We will work as a class, in small consider that Polo was among the very first groups, and individually. Europeans to encounter such an animal. Williams Still, this sort of mistake raises a number of Section B21 Writing about Authority difficult questions: How can we adequately Writing about Authority will focus on devel- describe that which is completely foreign oping the student’s ability to write criti- to us? To what extent does writing about cally about several forms of authority, from new places require new vocabularies? Why the personal and concrete (e.g., parents, are even the most honest travelers so often siblings, friends) to the social and abstract regarded as liars? In this course, we will (e.g., society in all aspects, which would answer these—and many more—questions include past and present perceptions of by reading and responding to a diverse race, women, government and educational group of travel writers, including Polo on systems with a special focus on trends, the Mongol Empire, Lady Mary Wortley particularly those that have changed our per- Montagu on Turkey, Jan Morris on Kashmir, ception of human behavior). Writing about and V.S. Naipaul on India. Throughout the Authority will include an understanding of semester, we will focus on critical read- the companions of authority: Conformity and ing, thinking, and writing, and you will hone Rebellion. Students will examine the creative these skills through classroom discussions, responses to oppressive authority as well peer-review workshops, and a variety of as the needs that drive one’s decision to assignments pertaining to both the techni- conform or rebel. Since our texts will include cal and the analytical aspects of the writing essays, fiction and poetry, from authors both process. The goal of this course is to help past and present, we will be exploring our you become more critical as a reader and current relationship to authority, as well as more persuasive as a writer, more adept at the responses of those before us. Writing understanding arguments and more adept about these ideas is a way to make con- at formulating them. scious our unconscious obedience to ideas Pearl and systems already familiar and in place. English 123

It is also a way to uncover human motiva- others—in order to discover and analyze tions that drive private and public rebellions. how and why the context of a consumer Finally, the idea of conformity may be seen culture informs and influences the choices as means of survival, rather than as the defi- that we make. Both brief, informal writing as- nition of a healthy, well-adjusted individual. signments and longer, more structured and Writing About Authority will include keeping developed ones will be assigned regularly a journal, participating in peer reviews, the throughout the semester. Students will be mandatory revision of essays and partici- required to attend class consistently, to par- pation in a full-class workshop. Five to six ticipate in class discussions in an active and short, formal essays are a requirement of informed way, to turn in all assignments on this course. Active class discussion is a vital time, and to share their work in written and part of this course. oral peer evaluations. Campana Craghead Section B22 Writing about Authority Section B24 Writing for College Writing about Authority will focus on devel- You will be asked to do a lot of writing in oping the student’s ability to write criti- college, and this course will help you to do cally about several forms of authority, from it well. You will work with the instructor and the personal and concrete (e.g., parents, your classmates on different kinds of writing siblings, friends) to the social and abstract assignments, and you’ll get more comfort- (e.g., society in all aspects, which would able with writing while you improve your include past and present perceptions of skills. The course will include both formal race, women, government and educational and informal writing, and you will confer with systems with a special focus on trends, the instructor about individual drafts, and, at particularly those that have changed our per- times, read and respond to other students’ ception of human behavior). Writing about writing in a workshop setting. Authority will include an understanding of the companions of authority: Conformity and Section B25 Writing about Popular Culture Rebellion. Students will examine the creative Popular culture loves paradox: it is cutting- responses to oppressive authority as well edge but cannibalistic, easy to recognize but as the needs that drive one’s decision to hard to define, and it trades mercilessly on conform or rebel. Since our texts will include our desire both to fit in with and stand out essays, fiction and poetry, from authors both from the crowd. From “reality TV” to the World past and present, we will be exploring our Wide Web, we want more: more bandwidth, current relationship to authority, as well as more channels, more individualized entertain- the responses of those before us. Writing ment, more sophisticated forms of voyeurism. about these ideas is a way to make con- In this course, we will investigate how our scious our unconscious obedience to ideas everyday encounters with, and consump- and systems already familiar and in place. tion of, popular culture movies, television, the It is also a way to uncover human motiva- Internet, advertising, books, music, fashion, tions that drive private and public rebellions. body art, and architecture affect our lives. Finally, the idea of conformity may be seen Popular culture informs everything from our as means of survival, rather than as the defi- shared assumptions about politics, desire, nition of a healthy, well-adjusted individual. social justice, religion, and individuality to the Writing About Authority will include keeping way we understand race, class, age, sexuality, a journal, participating in peer reviews, the and gender. We will be using popular culture mandatory revision of essays and partici- as an occasion for the lively exchange of pation in a full-class workshop. Five to six ideas, for sharing and problematizing cultural short, formal essays are a requirement of knowledge, and for honing our critical thinking this course. Active class discussion is a vital and writing skills. Students will be expected to part of this course. work hard, have fun and take intellectual risks Campana both in class discussion and written work. Section B23 Writing about Consumer Culture In addition to completing a variety of writing We will explore various readings and exam- assignments, analytical essays, free-writ- ine a variety of familiar cultural phenomena ing, response papers, etc., students will also and institutions—education, entertainment, participate in small-group discussions, peer advertising, and the marketplace, among workshops, and meetings with the professor. Stenger 124 English

Section B26 Writing about Knowing and Not Knowing differences between these terms lie not only What do we know? What do we under- in their definitions, but also in who chooses stand? What have we learned? The answers to use them and why. Analyzing differenc- to these questions multiply exponentially es—between definitions, data, theories, and the moment we ask what knowing means. points of view—lies at the heart of academic Late-19th-century artist Paul Gauguin’s inquiry and discourse. Exploration of differ- painting asks, “Where do we come from? ences reveals what core values and ideals Who are we? Where are we going?” All of us are at stake in moral, political and cultural ask these questions of ourselves, con- disputes: what people really care about and sciously or unconsciously, nearly every day. why. In this course we’ll read and write texts Our experiences build on ways to approach that employ differences to evaluate informa- the implications rather than determine the tion, present arguments, and explore the answers. With this in mind, we will explore history and values that lie at the heart of a variety of turning points—in our own lives, contemporary controversies. What does the world events, and in essays, stories, poems, difference between 50 Cent and Eminem and films—that bring questions of the evolv- signify, if anything? To whom, and why? ing life to the front of our minds. Personal Should it signify anything? What makes “red essays will lead to analysis of readings and states” different from “blue states” and why the semester will culminate in a research does the divide between them cause so paper of each student’s choosing. Revision much discussion and concern? Will it really plays a crucial role in this course, as does affect us in ways we’ll care about? Should sharing writing and ideas with openness of religious convictions shape our laws on gay heart and mind. Be prepared to invest your- marriage and abortion? We will keep journals self in a vibrant community of critical thinkers and learn how to locate credible information. and writers who support and challenge We’ll record our immediate responses and each other to take argument to the highest discuss our differences of opinion, continu- levels of contradiction and clarity. We’ll read ally returning to the page to shape, revise essays by Jamaica Kincaid, Wallace Shawn, and reread as we develop skill at describ- Amy Tan, James Baldwin, George Orwell, ing, analyzing and presenting differences in Eduardo Galeano; poems by June Jordan, writing. W. H. Auden, Derek Walcott, Anne Carson, Kanost Sarah Gambito; stories by Samuel Beckett, James Baldwin, Grace Paley, Raymond Section B29 Writing for College You will be asked to do a lot of writing in Carver, Hilton Als, Italo Calvino; and more. college, and this course will help you to do Meehan it well. You will work with the instructor and Section B27 Writing about and at the Margins your classmates on different kinds of writing Race, class, gender and sexuality. What are assignments, and you’ll get more comfort- the limitations of language? What happens able with writing while you improve your to meaning when language is put under skills. The course will include both formal pressure? This introductory-level course and informal writing, and you will confer with seeks to develop analytical reading and writ- the instructor about individual drafts, and, at ing strategies through attention to moments times, read and respond to other students’ when language struggles or fails. Because writing in a workshop setting. of the lack of an adequate language to describe marginalized experiences, writing at the margins is often particularly fraught Section B30 Writing about Conflict and Identity Each of us defines who we are as individuals with such failures. How do we move beyond and as members of society through a life- these failures of language? A wide variety of long series of interactions with others and by “texts” will offer a chance to practice differ- means of our relationship with the signs and ent kinds of reading as well as an exposure dictums that make up the fabric of our cul- to different writing strategies. ture. Such interactions involve instances of Feather conflict that play out both within and against Section B28 Writing about Contemporary our continuously developing sense of self, or Differences identity: identity is fluid; it is—like writing—a What’s the difference between a terrorist, process. Peering through the prism of con- an insurgent and a freedom fighter? The flict and identity we will explore the work of English 125 both “professional” and student writers with a specific audience. In addition to preparing the goal of shaping our own experiences and frequent shorter writing assignments and perceptions into strong, fluid essays. Course the final large report, students will also be work will include keeping daily journals, writ- required to attend at least one career-related ing between five and eight essays of varying workshop or seminar offered by the Filene length, working together as peer editors and Center and to prepare a short report based as full workshop members, and becoming on that seminar. aware of the paramount importance of revi- Lebduska sion. Essays will be structured, and students 281. Creative Nonfiction are expected to know and follow the basic This course is designed to give students rules of grammar. Some of the numerous practice in crafting the nonfiction story. As writers whose work we might encounter such, workshop participants will use the include Gerald Early, Deborah Tannen, Emily techniques of fiction writing to tell their real- Prager, Stephen King, Gary Trudeau, Joy life stories. Class discussions will be based Harjo, John McPhee, and Jane Smiley. on the students’ manuscripts and readings in Please bring a notebook/journal to the first creative nonfiction. (and every) class. Bryant Judson 282. Literary Translation 010. Basic Writing An introduction to the theory and practice A small class for students who want indi- of literary translation. In addition to reading vidualized instruction and practice in writing translations and discussing the pleasures and who need to achieve a satisfactory level and problems of translation, students will of proficiency in written academic English. undertake individual projects in translation In addition to one class meeting per week, of poetry and fiction of their choice. Open to students meet individually with the course sophomores, juniors and seniors with read- instructor and a writing tutor to identify and ing competency in one or more languages pursue solutions to specific writing problems. in addition to English. Previous experience in The course is normally taken either prior to creative writing is desirable, but not required. or at the same time as English 101. Standing Dearing, Campana 283. Poetry Writing: Form and Craft 060. Writing for Multilingual (ESL) Students An introduction to poetry writing and poetics. English 060 is designed to help non-native Student writing, as well as issues of craft and speakers of English to gain the knowledege, technique, will be discussed in class and in skills, and practice necessary to succeed individual conferences. Some experience in at college writing. Students who place into writing poetry is preferred, but not essential. this course must take it for two semesters, Standing once concurrently with English 101 in the fall semester, and then once more in the 284. Introduction to Fiction Writing spring, in order to fulfill the First-Year Writing This course is designed to give students and Foreign Language requirements. With practical knowledge of the basics of craft permission of the instructor, other students as well as insight into the creative process. for whom English is a second language may Workshop participants will study and prac- elect to take the course once for one-half tice the techniques of writing the character- credit or twice for one full credit. driven story through guided exercises. Open Dearing, Williams to sophomores, juniors, and seniors with permission of the instructor. 198. Experimental Course Bryant

Other writing courses 285. Literary Journalism Combines practice in expository journalistic 280. Professional and Technical Writing writing with basic reporting skills and discus- An advanced course in practical writing, with sion of the cultural work of journalism. The emphasis on writing as problem solving and focus in the class will be on depth rather on conciseness and clarity. Each student will than timeliness, on rewriting and revision select a particular local problem requiring a rather than writing quickly. Students should professional or technical solution, research expect to publish some of their work in an the history of that problem, and write a appropriate forum. report recommending a course of action to 126 English

287. Writing for Performance 384. Advanced Fiction Workshop What is performance? From the wave of a This course allows students to study and hand and the way we hold utensils to our in- practice various aspects of fiction writing tonation patterns and use of vocabulary, what through workshops and readings in the often appear to be “unconscious” behaviors long story, the novella and the novel. Class actually play out as signifying performances discussions will be based on the students’ for spectators on the stage of everyday life. manuscripts and selected published works. Together, we will re-create, revise, expand, Significant written output and revision are and contextualize our own performances expected of workshop participants. and “stage” them — everywhere but in the Bryant theatre. Readings in philosophy, performance 388. Advanced Playwriting theory, art history, theatre, and current events After we’ve written one or two plays, what will help to foster a climate of heightening we have to hold onto in those terrifying and transforming the details and language of moments of facing the blank page are more autobiography. refined instincts, a sharper sense of im- Meehan mediacy, some tools for creating character, 288. Playwriting: Form and Craft dialogue, setting, and dramatic arc, and Conflict. Paradox. Mystery. Suspense. Gossip. probably a stronger determination to make Poetry. Lies. All the ingredients of great plays. the beast fly. Through a series of writing From dreams, memories, coupons, newspa- exercises and an ongoing discussion of per articles, rare books, overheard snippets individual creative process, we will focus on of conversation, visual images, and sounds, developing, shaping, refining, and energizing you will be encouraged to create fragments of our content. Plays written in this course will dramatic writing (i.e., dialogues, monologues, be included in the annual spring New Plays settings) unique to your own imagination and Festival. Readings of contemporary plays, temperament. Then our focus will shift to revi- theory, manifestos, and reviews will supple- sion and expansion — deepening character, ment our creative work. refining language, and building a dramatic Meehan arc. Readings of contemporary plays, theory, 499. Independent Writing manifestos, and reviews will supplement our As part of the Creative Writing concentra- creative work. tion, after successful completion of a least Meehan one advanced writing workshop, students 289. Word and Image may be invited to undertake a semester of This course focuses on interrelations between independent writing under the guidance of creative writing and visual imagery. Following and with permission of the instructor. explorations of writers’ responses to visual Bryant, Standing phenomena (including painting, sculpture, photography, artists’ books, scientific imagery, English literature and languages and other media) and artists’ responses to First-year students who have received language, you will have the opportunity to write advanced placement credit or who have about and to create multimedia pieces and to passed a first-year/sophomore writing collaborate with others, both inside and outside course in the first semester are eligible to the class. This course is designed primarily for elect any course at the 200 level except creative writing students, but artists, musicians, 247, 270, 290. Other freshmen who are dancers, filmmakers, and others interested in interested in English and feel that their work multimedia projects incorporating texts are also in school has been especially strong may encouraged to enroll. ask instructors in 200-level courses to admit Standing them. Their cases will be strengthened if they can describe their work in English dur- 298. Experimental Courses ing the last two years of school and provide 383. Advanced Poetry Workshop grades, sample papers, and test scores. Intensive practice in the writing of poetry. 207. Medieval Literature: Beowulf and Others Exercises and independent work, using as- The class will examine medieval literature signed readings as models, will be discussed from the Anglo-Saxon period to the end of in workshop sessions and individual confer- the 15th century. All texts will be in transla- ences. tion or modernized. We will read Beowulf, Sir Standing English 127

Gawain and the Green Knight and Dante’s 235. Empire, Race and the Victorians Inferno as well as various shorter texts from By the end of the 19th century, Britain had the Old and Middle English periods. the most powerful colonial empire in the Drout world. That empire was acquired during a key time in the formation of European and 208. Anglo-Saxon Literature American ideas about race and we have in- Students in this class will learn Anglo-Saxon, herited many of the Victorians’ assumptions the earliest form of English. We will mix the about race, ethnicity and relations between study of language with the study of literature Western Europe, Africa, Asia and America. and by the end of the semester students This course explores literature about the will be able to translate Anglo-Saxon poetry. British Empire, the political, social and Readings will include famous and beloved sometimes even sexual issues that underlay poems such as Beowulf, The Dream of the the acquisition of colonies and the scientific Rood, The Wanderer and The Seafarer as writings that helped to shape definitions of well as prose texts and less well known race. We will read poetry, nonfiction prose, poems. The course uses King Alfred, an ex- novels, travel literature and plays, and we will perimental computerized learning assistant. share resources and some class time with Drout Biology 111. 209. African American Literature and Culture Krebs A survey of African American literature and 236. Sex, Work and the Victorians its interplay with other modes of cultural Male and female Victorians were obsessed production in African America. Students will with “the Woman Question” in employment, examine representations of African American education and other public and private experiences in poetry, drama, autobiogra- areas. Upper-, middle- and working-class phy, fiction, and film/documentary. Individual Victorians wondered about the effects that projects and small-group work will enable both industrialization and the abolition of students to engage in the contexts out of slavery in British colonies would have on which the experiences detailed in the texts traditional relations among social classes emerge. and races. This course will examine Victorian Christian literature that explores ideas about women’s 224. Eighteenth-Century Literature and Culture role and sexuality as well as literature that A general survey of 18th-century poetry, focuses on new kinds of work and the prose, drama, and culture, covering such concerns about class that arose from the traditional authors as Swift, Rochester, changes of industrialism. We will read poetry, Dryden and Pope as well as Lady Mary nonfiction prose, novels, travel literature and Wortley Montague, Anne Finch, and Aphra plays. Behn. We will examine Pepys’ and Defoe’s Krebs accounts of England in times of fire and 240. Gender, Genre and Poetry plague and read travel narratives that will Poets are male. Muses are female. But help to bring into focus the 18th-century what happens when the conventions get English response to encounters—and tales reversed? This course introduces you to the of encounters—with the world and people study of poetry by focusing on how gender beyond Europe. gets associated with types of poetry and Pearl what individual poets do to subvert or refuse 232. Romantic Reveries and Revolutionary Visions those associations. We will also ask what What has the British Romantic legacy gender has to do with categories such as of writers like Wordsworth and Keats, race, class, and sexuality in the writing of Coleridge and Shelley left us? How did they poetry. You will read poems from different grapple with their revolutionary ideals as well periods and cultures with an emphasis on as their own historical circumstances? We the relationship between works that have will critically and culturally examine their po- come to exemplify a particular genre, such etic exploration of the mind in all its psycho- as Homer’s epic poem The Illiad or sonnets logical complexities, the political dimensions by Shakespeare and later works that revise of their lyric assertions and the images that those models. still seem to affect our contemporary culture. Buck Coale 128 English

241. Modern Drama Grace Nichols, Olive Senior, V. S. Naipaul, The Although it is impossible to read all the plays Mighty Sparrow and Jean Binta Breeze. of the modern period in one semester, by Buck reading the “blockbusters” alongside lesser- and little-known avant garde plays, we will 245. African Literature An introduction to sub-Saharan African litera- together build a foundation for taking up ture, orature and film in English and English the important question of how the “canon” translation. Authors usually include Chinua becomes encoded. Supplemental readings of Achebe, Ama Ata Aidoo, J. M. Coetzee, Tsitsi particular productions, manifestos, theo- Dangarembga, Buchi Emecheta, Bessie Head, retical essays, biographical accounts, and Ngugi wa Thiong’o, Wole Soyinka and Amos historical material will enrich individual and Tutuola, among others. collective responses to the dramatic texts. In Standing this way, all of us become active participants in keeping the “body” of modern drama 246. Modern Irish Literature alive. Authors will include Samuel Beckett, A study of the role of literary culture in the Bertolt Brecht, Georg Büchner, Jean Genet, formation of modern Ireland since the late 19th Lorraine Hansberry, Eugène Ionesco, Eugene century. We will examine the response of Irish O’Neill, Gertrude Stein, August Strindberg, writers to English racial stereotypes of the Irish Tennessee Williams, and others. and their attempt to create new images of Meehan Ireland and Irishness. Topics will include the vi- ability of the Irish language in modern literature, 242. Hollywood Film since 1970 the use of Irish mythology, the place of women 243. Science Fiction in national culture, the role of the United States This course is an examination of recent in contemporary Irish culture, and debates science fiction (mostly written after 1970) about the censorship of homosexuality. We and the ways in which the genre fits into will read drama, poetry and fiction by familiar and shapes the wider culture. In most years figures such as Wilde, Yeats, Lady Gregory, the course will be linked to Math Thought Joyce, and Friel and less-familiar figures such and students will be required to take both as Marina Carr, Frank McGuinness, Marie courses in order to take either one. In those Jones, and Mary Dorcey. years the course will focus on the ways that Buck mathematics and science fiction interact to describe the contemporary world and 247. Aesthetics in African American Women’s Fiction This course focuses on beauty and “race” in shape the future. When not linked to Math several novels written by African American Thought, the course will examine the ways women writers since 1953. We will examine that science fiction creates worlds and offers the manner in which the novels present them- salvation, and how gender, power and race selves as accounts of the direct, ordinary hu- are developed in a science fiction context. man experiences of black women in American Drout by destabilizing the widely held aesthetic 244. Contemporary Caribbean Literature in English ideals governing the form and content of con- An introduction to the work of Anglophone temporary realist fiction. Caribbean writers who grapple with the Bryant issues of colonialism, class, race, ethnicity and gender in a context of often-conflicting 249. Hollywood Genres What makes a western a western, a musical a allegiances to Europe, North America, Africa musical? For Hollywood, genre has historically and Asia. The main emphasis will be on fic- served as a form of product differentiation tion and poetry published since the 1950s, organized around specific narrative codes and but we will also read some earlier 20th-cen- conventions. Genres reveal much about how tury literature to better understand the priori- Hollywood interacts with and responds to ties and concerns of later writers. As we shifts in audience tastes and cultural values. read, we will find some common concerns The course will introduce students to a variety reappearing, such as anti-imperialism and of Hollywood genres and theories of generic nationalism, migrancy and homeland, and formation in order to increase our understand- the relationship of literature to oral traditions ing of the commercial, artistic and ideologi- and Caribbean music such as calypso, reg- cal function of genres. Required weekly film gae and dub. Authors usually include Derek viewing. Walcott, Kamau Brathwaite, Louise Bennett, Stenger English 129

252. Contemporary Drama: The Tip of the Iceberg issue, this course understands racial forma- Just as painting changed with the invention tions in the U.S. to be more multiple. We will of the camera, contemporary plays continue watch films from a wide historical range that to be influenced by television and film. Some speak to and problematize the experiences playwrights use the influence to create a new of Chicanos, African Americans, Asian twist on the realistic tradition, while others Americans, Native Americans and Anglo write highly theatrical, often non-linear pieces Americans (yes, white is a race, too) in the that can only be performed for the stage. We U.S. Required weekly film viewing. will address the inherent tensions between Stenger these dramatic strategies, taking up the question of how content (political, socioeco- 258. Introduction to Film Studies nomic, race, gender, and aesthetic concerns) Film Studies provides an interdisciplin- affects form. Readings will range from recent ary approach to understanding how film Pulitzer Prize winners to hot-off-the-press interacts with our broader culture. The unproduced plays by some of America’s course explores how film language, nar- most renowned, as well as emerging, play- rative, genres, stars, audience reception, wrights. film exhibition and synergies with other Meehan media determine how and which films are produced and consumed in the U.S. 253. Cosmic Struggle to Civil War: American We will view films from the 1940s through Literature to 1860 the 1990s to examine how films mediate, A critical and cultural exploration of works reinforce and resist dominant social values, and ideologies from Navajo and Hopi tales of paying special attention to how Hollywood origins to Puritan pathologies and predes- film has represented gender, sexuality, race tined patterns, from enlightened progress and class. Required weekly film viewing. to slave narratives and romantic reveries. Stenger Writers will include Wheatley, Edwards, Bradstreet, Franklin, Hawthorne, Stowe, 260. American Voices in Lyric Combat Douglass, Poe and others. We will examine Who can claim to be an “American” voice? literature as historical and cultural document And how? Langston Hughes or Walt as well as individual testimony and demonic Whitman? Emily Dickinson or Elizabeth vision. Bishop? Hart Crane or Sylvia Plath? T. S. Clark, Coale Eliot or Marianne Moore? This course will explore American poetry from several van- 255. Cultural Diversity in American Literature: tage points, including race, gender, class, From the Civil War to the 1940s historical circumstance, cultural imperative, A critical survey of race, class, ethnic and linguistic patterns and the whole uncertain gender issues in works by African American, idea of an “American” voice. Asian American, Native American and Coale Anglo American writers such as Chesnutt, Dunbar, Du Bois, Hughes, McKay, Eastman, 271. Nineteenth-Century Narrative Eaton (Sui-Sin Far), Standing Bear, James, The 19th century had many different story- Wharton, Chopin, Hemingway and Faulkner. telling modes, from the satirical romances of Jane Austen to the psychological realism of 256. The Discourses of Cultural Diversity in U.S. George Eliot to the ghost stories of Dickens Fiction and the detective tales of Arthur Conan Examination of writers since the post-World Doyle. This course provides an overview of War II period from a variety of discourses the many kinds of narrative loved by 19th- and traditions in U.S. culture, including century Britons and helps students develop Native American, African American, Latino/a skills in close reading as well as historical and Asian American. and cultural analysis. Christian, Craghead Krebs 257. Race and Racism in U.S. Cinema 272. Romancing the Novel U.S. cinema has always struggled with both A course addressing both high-culture and race and racism. This course examines the pop-culture romances, from Jane Austen long, complex history of representations to Harlequin. Works may include Pride (and erasures) of racial difference in U.S. film. and Prejudice, Jane Eyre, Daisy Miller, The Although most mainstream films and public Making of a Marchioness, Lady Chatterley’s discussions frame race as a black-and-white 130 English

Lover, Lolita, Oranges Are Not the Only Fruit, interests and other cultural contexts. Readings The English Patient, a Harlequin romance and include Alice’s Adventures in Wonderland, criticism of romance fiction. Little Women, The Secret Garden, The Tale of Clark Peter Rabbit, Charlotte’s Web, Where the Wild Things Are and much more. 273. Malcontents, Monarchy and Revenge in Early Modern Drama Clark The decades from 1590 to 1640 produced 290. Approaches to Literature and Culture some of the richest—and most vio- This course introduces current debates in lent—drama written in English. Playwrights the field of English studies. It tackles a variety such as Marlowe, Kyd, Dekker, Jonson, of ways of approaching literary and cultural Webster, Beaumont and Fletcher as well as texts, including film, from the Freudian to the Shakespeare dramatized nationhood and feminist to the postcolonialist. What difference nightmarish revenge for London audiences does knowledge about the historical period who also were entertained by bear baiting or cultural context in which a text was written and public hangings. As global exploration make to the way we read it? Does knowing and commerce accelerated, the English the author of a text change our reading of it? public and private theatres excited playgoers Is film authorship different from literary author- by portraying foreign characters and societ- ship? Does our own class, race or gender ies as degenerate and immoral. Students will affect our reading? We will read theory about read selected plays and historical and cultural language and representation, race in literature texts, perform and produce scenes, and write and the economics of literary and cultural a variety of papers as well as a revenge play production, and we will test these ideas on to understand more fully the social and imagi- literature and other kinds of texts such as native worlds of early modern English theatre. advertisements, film and other visual media. Conway Buck, Conway, Krebs 274. Restoration Theatre and Beyond 306. Chaucer From Aphra Behn’s The Rover to The A study of the Canterbury Tales and other Beggar’s Opera to Sheridan’s School for Chaucerian verse in the original Middle Scandal, this course covers shifting modes of English. We will discuss the ways that humor, wit, and sophistication portrayed on Chaucer portrays the social and cultural the English stage, while taking into account struggles of the 14th century as we marvel at the social, cultural, and political elements driv- the poet’s skill with verse and laugh at his dirty ing change in the English state. The course stories. Students do not need previous experi- covers the Restoration antimoralist backlash, ence with medieval literature or Middle English the theatre’s relationship to the mid-18th-cen- to be successful in the course. tury rise of the novel, the late century move Drout toward sensibility and the changes to English theatre that arrive with the 19th century. 309. Shakespeare and the Performance of Cultures Pearl “What is my nation?” This key question from Henry V can be interjected into many of 276. Victorian Poetry Shakespeare’s plays. This course will look Victorian culture valued poetry: children especially at how Shakespeare’s plays serve recited it in the parlor, soldiers sang it en route to define places and peoples. We will inves- to battle and the queen kept Tennyson on her tigate how different productions may have bedside table (his poetry, that is). This course aided rebellion and question how others may brings you a range of Victorian poetry and be used for affirmation of nationhood. How highlights some of the recurrent themes of the have different productions fortified pride—and period (such as imperialism and gender roles) prejudice? Richard II , and Henry IV , along as well as issues of form (with special atten- with Hamlet ,Othello ,Twelfth Night ,Cymbeline tion to the dramatic monologue, comic poetry , and the Tempest may be among the plays and narrative poetry). we’ll read. In-class discussion and scene Krebs performance along with a variety of papers, 286. Children’s Literature exams and a final project will be part of this An in-depth historical survey of British and course as we examine the plays primarily from U.S. children’s literature focused on appreciat- the critical lenses of cultural materialism and ing the texts as literature, but also addressing Reception Theory. their responsiveness to children’s needs and Conway English 131

310. Shakespeare and the Company He Keeps position of dominance in literary conscious- Focusing on Shakespeare’s poetry and plays ness. The early elements of novelistic form, and the sources he used as well as the the rise and fall of epistolarity and the vehicles social and cultural contexts that produced for social commentary all reveal the 18th them, this course looks, too, at the dramatic century to modern eyes in exquisite detail.The responses the Bard’s work provoked. We’ll narratives of geographic exploration and tales read, for instance, Shakespeare’s ‘English’ of encounters with non-European society sonnet and compare it to some of Sidney’s contribute importantly to the creation of the Petrarchan sonnets. We’ll read and perform English novel, the genre that grew dramati- scenes from Shakespeare’s The Taming cally and eclectically in the 18th century. of the Shrew as well as the response to Pearl Shrew, The Woman’s Prize , written by 326. Eighteenth-Century Poetry: Epic, Satire and John Fletcher, Shakespeare’s replacement Wit, 1660–1798 All for Love at the Globe. Through Dryden’s The full scope of 18th-century poets, includ- we’ll be able to see how gender and race ing Rochester, Pope, Swift, Goldsmith, Antony and Cleopatra are constructed in Dryden, Finch, Montagu and others, illustrate Henry V King Lear Much Ado About . , , and the centrality of poetry as a dominant form of Nothing Hamlet and are included as well. social, political and interpersonal expression in Class discussion and scene performance, the 18th century. as well as papers, exams and a final project Pearl are part of the tools we’ll use to understand Shakespeare better through a variety of criti- 341. Public Poetry, Private Poetry cal lenses. Is rap poetry? Do poetry slams encourage Conway “bad” poets? We will look at questions like these in order to examine two competing 313. Early Modern English Poetry ideas about poetry’s role in the contemporary We begin with Skelton and proceed to world. Is poetry the last refuge of the indi- sonnets by Wyatt, Surrey, Sidney, Drayton, vidual in a world dominated by corporations, Spenser, Shakespeare, and Mary Wroth. as poet Robert Pinsky argues? Or can poetry Various theoretical perspectives will help us be the effective vehicle for public culture, to consider how gender is constructed by as when Maya Angelou read her poetry at the sonneteers as well as Jonson, Herrick, Clinton’s presidential inauguration? Poets will Queen Elizabeth I, and Amelia Lanyer. usually include established writers like Sylvia Through our close reading we’ll examine the Plath, Robert Lowell, Adrienne Rich, Rita literary conventions of form and meter and Dove, Joy Harjo and Yusef Komunyakaa and the divergence from such conventions made newer names like the gay, Cuban American by Donne, Herbert, Marvell, Milton, and poet Rafael Campo and slammers such as Bradstreet. Willie Perdomo and Tracie Smith. Conway, Woods Buck 320. Beowulf 343. Fiction of the Modern In this course students will translate all Fiction responding to the radical changes in Beowulf of , the Anglo-Saxon poem that the late 19th and early 20th centuries—indus- is usually called the earliest English epic. trialization, urbanization, colonization, mass Topics of discussion will include manuscripts culture, the women’s movement and the influ- and material culture, comparative philology, ence of Marx and Freud. We will study writers heroism and epic morality, influence, adapta- who searched for new ways to represent and tion and oral tradition. Students must be explore experiences that the traditional novel proficient in Old English, having taken either did not or could not express. The thematic English 208 or its equivalent. focus of the course will vary from year to year, Drout but will always include comparison between 325. The Eighteenth-Century Novel writers from the modernist period with one Aphra Behn’s famous novella Oroonoko, or two later 20th century or contemporary Fielding’s irrepressible Tom Jones, novels. Readings by writers such as Djuna Richardson’s domestic dilemma, Pamela, Barnes, Joseph Conrad, Jean Rhys, D. the elegant Princess of Cleves and the not- H. Lawrence, Jack London, E. M. Forster, so-elegant Moll Flanders all mark the rise of James Joyce, Samuel Selvon, Monique Ali, the novel in the 18th century to its modern Sadie Smith, Virginia Woolf, William Faulkner, 132 Engineering

and writers representing the Harlem all major film movements have a special Renaissance. relationship to the metropole. In this course, Buck we will adopt an interdisciplinary approach to understanding the relationship between 344. Woolf and Joyce and Others film production and consumption, urban In different ways, James Joyce and Virginia space, architecture and cultural geography. Woolf revolutionized the forms of the novel Required weekly film viewing. to focus on the inner world of the mind as Stenger well as outer “reality.” But they also focused on psychological as well as social experienc- 376. Literary and Cultural Theory es that had been traditionally marginalized. This course enables students to explore in They brought into focus—and into ques- greater depth some of the ideas introduced tion—”realistic” forms of storytelling that had in English 290. Topics will change from been rendered invisible. They challenged year to year, but the course will include the conventional ideas of literature, politics study of language theories, postcolonial and gender. And they stretched the limits theory, cultural studies theory, and film and of thought, feeling and expression through media theory. This course will be especially dazzling experimentation and comedy. The important for students who wish to attend first half of the semester will focus on James graduate school in English. Joyce’s Ulysses, the second half on works Krebs, Stenger by Virginia Woolf. 377. Feminist Criticism Buck Do women read or write differently? Has 347. Contemporary African American Fiction their work been marginalized? What differ- A study of the African American novel from ence do race, class and sexual orientation 1945 to the present. Emphasis will be make? We will explore U.S., British and placed on the significance of Afro American French approaches to feminist criticism; also myths, legends and rituals in the black psychoanalytic, Marxist, African American, American novel. Authors will include Ralph queer, postcolonial and cultural-studies ap- Ellison, James Baldwin, Gayl Jones, Alice proaches. Walker, Toni Cade Bambara, Toni Morrison, Clark Ernest Gaines, Charles Johnson and John Edgar Wideman. Other special courses Bryant 401. Seminars Seminars study individual authors or 348. Sexual Politics of Film Noir Film noir refers to a group of films made pri- special topics. A list for the following year marily in the decade or so after World War II is announced each spring. Students will and which frequently addressed, in the nar- be asked to express preferences among rative terms of the thriller, crises surround- the subjects offered. Each group meets ing gender, sexuality and race in American weekly. There are certain sections especially culture. The course will investigate through a suited to writing and literature majors and to feminist framework how the sexual politics of American studies majors. postwar films noir and of more recent neo- 500. Individual Research and Writing noirs engage and diagnose these crises. Open to senior majors by invitation of the The course will have strong applications for department; other interested students students interested in film studies, gender should consult with the chair of the depart- studies, American studies and cultural stud- ment. ies. Required weekly film viewing. Stenger 357. Cinema and the City From its beginning, cinema has been Engineering fascinated with the city as a site of social For current information about course descriptions, scheduling, cohesion, capital flows and intense ideologi- new courses and departmental staff, please refer to the college cal conflicts. From Hollywood to Bollywood catalog available on-line at www.wheatoncollege.edu/Catalog. to Hong Kong, from Soviet socialist realism (See Dual-Degree Programs) to German expressionism, Italian neo-real- ism and the French New Wave, virtually Environmental Studies 133 Environmental Science 305 Biochemistry 318 Tropical Field Biology For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college 331 Advanced Marine Biology catalog available on-line at www.wheatoncollege.edu/Catalog. 364 Freshwater and Marine Botany 375 Ornithology Scott W. Shumway and Jani Benoit, Coordinators Chemistry The Environmental Science major provides 254 Organic Chemistry II students with the necessary background in 331 Analytical Chemistry I biology, chemistry and mathematics that is Biology 999 Course Offerings through required to understand natural processes affiliated institutions and to apply the methodology of scientific research to environmental problems. The program is designed to prepare students to work in the environmental field and/or pur- sue further study in graduate or professional Environmental Studies programs in environmental science. For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college Major catalog available on-line at www.wheatoncollege.edu/Catalog. Core courses Scott W. Shumway, Coordinator Biology Environmental Studies combines the study 111 Evolution and Ecology of natural sciences with courses from the 112 Cells and Genes humanities to create a balanced view of how 201 Environmental Science the environment works and the way civiliza- 215 Ecology tion looks at it. The minor in Environmental Studies is designed to help students appre- Chemistry ciate the diversity and complexity of current 153 Chemical Principles or environmental issues. Solving environmental 173 Chemical Principles (Enhanced) problems requires an interdisciplinary ap- 154 Inorganic Reactions or proach and frequently involves collaboration 174 Inorganic Reactions (Enhanced) of individuals with expertise in the natural sciences, social sciences and humanities. 253 Organic Chemistry I Therefore, students are encouraged to view 303 Current Problems in Environmental the environment from different perspectives, Chemistry to integrate the knowledge they acquire Mathematics with their in-depth knowledge in their major, and to gain practical experience through an 104 Calculus II or internship with an environmental focus. 151 Mathematics Accelerated Statistics Minor Physics The minor in Environmental Studies consists 160 Geology of five courses selected from the group Electives listed below. At least two courses must be selected from the humanities and social Four courses from the following list, includ- sciences and at least two from natural sci- ing at least two courses at the 300 level, one ences. At least one course must be at the of which must be from the biology listing: 300 level or above. In addition, each student Biology is required to complete an internship related 211 Genetics to the environment. Internships must be ap- 221 Microbiology and Immunology proved by the faculty coordinator. 226 Comparative Animal Behavior Humanities and social sciences 231 Marine Biology Anthropology 101 Human Evolution 252 Parasitology and Symbiosis Anthropology 210 Feast or Famine: The Ecology and Politics of Food 262 Plant Biology Classics 262 or Classics 362 The Ancient 303 Evolution 134 Environmental Studies

Landscape: From Mythology to Ecology a family context and the family as an institu- Economics 360 Economics of Regulation tion in a matrix of other social institutions. As Interdepartmental 210 Water Resources an institution with many functions, the family Planning and Management is subject to cultural variation and historical change through processes of adaptation Interdepartmental 215 Coastal Zone and transformation. The minor in Family Management Studies at Wheaton is based primarily in hu- Philosophy 111 Ethics man development and family sociology, but Political Science 321 Public Administration it also provides a broad-based liberal arts and Public Policy perspective on the family viewed from a wide Political Science 361 Environmental Conflict range of disciplines. Students are encour- Resolution aged to develop internships related to child Religion 242 Religion and Ecology and family services in the community and to Sociology 315 Society, Technology and the do research and internships at Wheaton’s Environment Elisabeth Amen Nursery School. Minor Natural sciences The minor consists of five courses: Biology Required 201 Environmental Science Sociology 235 Families in Transition and one 215 Ecology of the following: 221 Microbiology and Immunology Anthropology 350 Gender and Social 226 Comparative Animal Behavior Organization 231 Marine Biology Economics 241 Women in U.S. Economy 252 Parasitology and Symbiosis Sociology 311 Violence against Women 262 Plant Biology Electives 290 Biology of Whales Anthropology 255 Women in Africa 291 Introduction to Marine Mammals Classics 266 Women, Power and Paganism 303 Evolution English 286 Children’s Literature 318 Tropical Field Biology Political Science 022 Legal Issues in Public 331 Advanced Marine Biology Policy: Family Law 364 Freshwater and Marine Botany Psychology 203 Developmental Psychology 380 Wetlands Ecology, Hydrology, Restoration Psychology 235 Human Sexuality Chemistry Psychology 306 Infancy across Cultures 103 Chemistry and Your Environment Psychology 342 Laboratory in Child and Family Assessment 303 Current Problems in Environmental Chemistry Religion 142 Religion and Sexuality Physics 160 Geology Biology 999 Course Offerings through French Studies Affiliated Institutions For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog.

Jonathan David Walsh, Chair Family Studies Faculty: Anderson, Danehy, Davis, For current information about course descriptions, scheduling, Gallagher, Walsh new courses and departmental staff, please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog. We in the Department of French Studies believe that a nation’s language, literature Kersti Alice Yllo and Derek Price, and culture are inseparable and that French Coordinators literature is a privileged archive of French culture. Studying a culture in the language of The minor in Family Studies is designed for that culture and investigating the similarities students who wish to study individuals within French Studies 135 and differences within and among national ditional oral reports, longer or more frequent cultures offer for us and for our students writing assignments and the development of invaluable insights into our own language a substantial annotated bibliography. and our own culture. The faculty members A number of the major requirements in French Studies at Wheaton want to give may be met during a junior year spent all students access to the beauty and power at a French-speaking university in study of the French language and to the rich diver- programs approved by the department. sity and high achievements of French and Application to such programs is made Francophone cultures in the very broadest during the first semester of the sophomore sense. year. Note that the college requires that at Major least one-half of the courses in the major be taken at Wheaton. Students with a good The French Studies major consists of 10 or mastery of the French language who are more courses, at least two of which must be majoring in other fields can pursue these taken the senior year. fields during a junior year abroad with the Required approval of their major department. French Studies Majors are encouraged to select courses in areas such as European his- 235 Introduction to Modern French Literature tory, philosophy, religion or history of art, 236 Introduction to Early French Literature which will strengthen their awareness of the 245 Introduction to French Culture French cultural background. Work in other Cultural studies courses national literatures, including English, is strongly encouraged. At least one of: 317 Intellectual and Cultural History of Minor France before 1789 The French minor consists of five French 320 From François I to François Mitterand: A courses, including at least two at the 300 Cultural History of Politics and Architecture level. 346 New Wave and Newer: French Cinema Courses since the 1950s Language and culture courses Period courses Students who have studied French before At least one course in each of the following are placed in these courses according to periods: their performance on the Wheaton place- Middle Ages or Renaissance (French Studies ment test. Enrollment in each section is 301 or French Studies 302) limited to 20 students. (French 102, 211 and 221 are yearlong courses.) Seventeenth or 18th century (French Studies 327 or French Studies 329) 102. Beginning French Nineteenth or 20th century (French Studies Develops the ability to understand and 331, 338, 347, 349, 356 or 357) speak authentic French in a meaningful con- text. The French in Action videodisks and Electives cassettes introduce students to language, At least two other courses above French customs, culture and everyday life in France. Studies 245 (may include those listed Four classes per week, plus work in the above). language lab or media center. (By prior arrangement with the chair of the 211. Intermediate French French Department, students may substitute Students expand their French grammar and History 322 or Art History 276 or Art History vocabulary while being introduced to a vari- 353 for one of these electives.) ety of situations from everyday life in France. Senior concentration course Emphasis on idiomatic oral production and In consultation with the faculty of the depart- comprehension first, on reading and writing ment, each senior will designate a 300-level second. Three classes per week, plus work course as a “senior concentration course,” in in the language lab and weekly meetings which the senior major will engage in course with the French language assistant. work beyond that undertaken by other stu- 221. Reading and Conversation dents. This advanced work will include ad- Designed to enhance the student’s abil- 136 French Studies ity to read, write and speak French through 245. Introduction to French Culture close study and discussion of selected What does it mean to be French today? readings—fiction, plays, poetry, essays and What factors contribute to French national articles, as well as films, newscasts and mul- identity and how has that identity evolved in timedia programs in French. Frequent short recent years? In this course we look at the papers and/or oral presentations. In the first values that define French identity and how semester, the course will emphasize reading; they are transmitted from one generation to in the second, the emphasis will be on oral the next. We look closely at education, gov- communication. ernment, religion, demographics, and social Gallagher, Walsh policies as they affect work, race relations, and the family. We conclude by studying 295. Advanced French Grammar how the European Union has changed An intensive review of essential grammar French identity and politics. for advanced French studies, with empha- Walsh sis on structural exercises, writing and oral presentations. The course is appropriate for Advanced culture and literature courses those who need to master the more difficult Before enrolling in a 300-level course, stu- grammar and idioms of the language before dents should have completed at least two of continuing in the advanced cycle of literature the three required courses at the 200 level and culture courses. (French 235, 236 and 245). Prerequisites Walsh may be waived by the instructor for students 296. Writing and Speaking in French with special preparation. Recommended as an introduction to the 301. Medieval French Literature 300-level curriculum in French. Stresses clear, Representative works of the 12th through precise and idiomatic expression in both writ- the 15th centuries in modern French transla- ing and speech through translation, exposés, tion: La Vie de Saint Alexis, La Chanson de debates, discussions and a series of short Roland, Tristan et Iseut, Chrétien de Troyes’ papers. Work on grammar and pronunciation Yvain and Lancelot, Aucassin et Nicolette, as needed. Les Lais of Marie de France, Le Mystère Anderson d’Adam and the poetry of François Villon. Introductory culture and literature courses Gallagher Intended for students who have studied 302. Renaissance Literature and Society French for three or four years in secondary Not for a thousand years had there been school, whose placement scores indicate such an upheaval in Western Europe as comparable preparation or who have com- in the 16th century, marked by the end of pleted French 211 (with permission of the Rome’s hegemony and the consequent instructor) or French 221. fragmentation of Christendom and, para- doxically, by a concomitant rediscovery of 235. Introduction to Modern French Literature the pagan cultures of ancient Greece and Postcolonial encounters: What does it mean Rome. We will consider these and other as- for the colonized to write in the language pects of the period as we read and discuss of the colonizer? We will try to answer that the Heptaméron of Marguerite de Navarre; question through film screenings and the Rabelais’ seriocomical epic Gargantua; and reading and discussion of novels, plays, selected essays by Montaigne, the inventor poems and essays by 20th-century French of the genre; as well as the poetic badi- writers such as Marguerite Duras as well nage of Marot, works of the Lyonnais poets as Vietnamese, African and West Indian Maurice Scève and Louise Labé; du Bellay’s Francophone writers. Les Regrets; and representative works from Danehy the prince of poets, Pierre de Ronsard. 236. Introduction to Early French Literature Gallagher Reading and discussion of novels, plays and poems by major French authors from the 307. Translation, Art and Craft An exploration of what the phrase “lost in Middle Ages to the 19th century. We will read, translation” implies. Translation is considered discuss and write about Tristan et Iseut, po- here not as an end in itself, but as an effective ems by Ronsard, Racine’s Phèdre, Diderot’s means to enrich vocabulary, to refine writing La Religieuse and Flaubert’s Madame Bovary. style, to review grammar, and to appreci- Gallagher French Studies 137 ate better what is “untranslatable” in French work defies traditional literary forms and and English. Not recommended for students introduces new modes of expression, seeking extensive oral practice in French. whether as narrative experiments, figures of Anderson discourse or alternative texts—the body, for example, as metaphor or “text.” We explore 317. Intellectual and Cultural History of France before 1789 how these writers respond to marginaliza- A selective study of the pre-Revolutionary tion, subjugation or oppression through history, thought, art and literature of France. literature and how their stories operate on Emphasis on the events, ideas and works a political level. The course begins with of the past which modern Frenchmen and a short introduction to French feminism. women know as part of their cultural heritage. Authors include Cixous, Leclerc, Duras, Letessier, Hébert, Ernaux, Djébar, Tadjo, Bâ. 320. From François I to François Mitterand: Walsh A Cultural History of Politics and Architecture Focusing on great works of art and architec- 338. Literature and Society in Post-Revolutionary ture, from the châteaux of the Loire Valley, France Fontainebleau and Versailles to the great How did writers reflect and react to changes works of Napoléon, Haussmann and François in French society and how did literary forms Mitterand, we examine the construction of evolve in the years following the tumultuous French national identity while investigating events of the French Revolution and the rise the personal and political motives that have and fall of Napoléon? Study and discussion driven French heads of state to build a cul- of works by novelists and poets such as tural empire with universal aspirations. Constant, Balzac, Flaubert, Zola, Baudelaire Danehy and Rimbaud. 327. Moralists and Misanthropes, Sociability and 346. New Wave and Newer: French Cinema since Individualism in Literature of the Ancien Régime the 1950s Examines texts from mid-17th- to mid-18th- What is implied by the expression “the sev- century France that influenced public opinion enth art”? How have French directors both and shaped modern moral and social ideas. resisted and appropriated the Hollywood Special attention is paid to the notions of formula? How have they challenged social, sociability, honnêteté, the birth of individual- political and sexual norms? Discussion ism and to related questions of language and of films by Truffaut, Varda, Claire Denis, reciprocity. Readings include essays, plays Godard, Buñuel, Tavernier and others. and novels by authors like La Rochefoucauld, Lectures in English; readings, written work La Bruyère, Molière, Marivaux, Voltaire, and discussions in English (French Studies Diderot, Graffigny and Rousseau. 246) or in French (French Studies 346). Walsh Walsh 329. Love and Libertinage in the Early French Novel 347. Literature, the Arts and Society from the From the late 17th century onward, French Belle Epoque to Vichy Emphasis on representative shorter works novels depict the waywardness of heart and in prose, theatre, poetry and cinema. mind in stories of love and seduction. As Readings may include Proust, Apollinaire, they test the realms of nature and reason, Colette, Césaire, Sartre and the surrealists. they bear witness to the dramatic social and Consideration of issues such as the decline ideological changes which occurred over of the realist novel, cross-pollination in the the course of the 18th century before the arts, the communal loss of innocence after Revolution, changes reflected in sometimes the “Great War,” and the birth of négritude. disturbing power strategies between the Anderson sexes. Readings include works by Mme de Lafayette, Abbé Prévost, Crébillion fils, Mme 349. Les Trente Glorieuses Riccoboni, Diderot, Laclos and Sade. The 1945–1975 period was marked by Walsh both material prosperity and cultural fer- ment. Is there a relationship between these 331. Other Voices, Other Stories: Great Works of Lesser-Known Authors from France and the two worlds? Particular focus on France in Francophone World the 1950s. Likely readings: existentialism This course studies novels and short stories (Sartre, Camus), postwar poetry (Prévert, by contemporary women writers whose Ponge), feminine voices (Beauvoir, Sarraute, 138 French Studies

Duras, Rochefort), essays in cultural criticism sciences—will be read as time permits. (Barthes) and the nouveau roman (Robbe- A course for those going on to graduate Grillet). study or for anyone wanting access to the Anderson mass of untranslated material—journalistic, general or highly specialized—available only 352. The Quill and the Brush in French. Intended for those with little or no What do we mean by “word” or “image,” previous study of French. and what do we do with them individually Gallagher or in combination? In this creative writing course, we investigate the relationship be- 246. Introduction to French Cinema tween word and image in graphic novels or What is implied by the expression “the sev- medieval tapestries; we deconstruct adver- enth art”? How have French directors both tisements, photographs, movies. Students’ resisted and appropriated the dominant works will take many forms, from surrealist Hollywood formula? How have they chal- “Cadavres Exquis” to poems, collages, lenged social, political and sexual norms? short stories, short videos. Theoretical texts In this course students will study works by Barthes, Sontag and Berger. by some of France’s greatest directors, Danehy learn about the theory of the “auteur” and the impact of the New Wave in the 1960s. 356. Le Théâtre et la Société Française Special attention is given to technique Through the study of plays by major French and film analysis. Includes films by Renoir, playwrights of the 17th, 18th and 20th Carné, Cocteau, Melville, Truffaut, Godard, centuries, we will attempt to define how Rohmer, Rivette, Duras, Denis, Beneix, mentalities and the political and social Jaoui. Lectures and readings in French. environment of these periods helped Walsh shape theatrical masterpieces by Corneille, Racine, Molière, Marivaux and Giraudoux. Danehy 357. French Theatre in the 20th Century Varied forms and innovations in the French First-Year Seminar theatre since the turn of the century, includ- For current information about course descriptions, schedul- ing farces by Feydeau, presurrealist and ing, new courses and departmental staff, please refer to the college catalog available on-line at www.wheatoncollege. surrealist inventions by Jarry, Apollinaire, edu/Catalog. plays by Cocteau, Claudel, Giraudoux, Sartre and Camus and some “absurd” Susanne Woods, Coordinator theatre creations of Beckett, Ionesco, Vian The First-Year Seminar is designed for and and Arrabal. required of new students at the beginning of 398. Experimental Course their college studies. It offers students the opportunity to learn in small classes through Courses given in English reading and regular discussion, writing 241. Masterpieces of French Literature and critical engagement with controversial Reading and discussion of significant works ideas. Sections are taught by faculty rep- from the 12th through the 20th centuries resenting every part of the college’s liberal in English translation, including Tristan and arts curriculum. Each section focuses on a Iseut, The Princess of Clèves, Phèdre, The topic from current events or history or within Nun, Old Goriot, Madame Bovary, Thérèse one of the traditional areas of academic Desqueyroux and The Voyeur. study which has generated controversy Gallagher among the scholars, policy makers and oth- ers who have grappled with it. The role of 242. French for Reading Knowledge controversy in shaping human understand- Intended for students who wish to acquire ing and motivating social and political action in a short time a good reading knowledge is the common theme which unites all of French; the focus of the course will be sections. As students develop their own po- on this one skill only. Toward the end of the sitions in the topics of their seminars, they semester, supplementary readings from learn how knowledge and understanding specific areas of students’ interest —the depend on the clash and synthesis of mul- humanities, social sciences and natural tiple points of view. They can also expect to First-Year Seminar 139 develop a range of academic skills, includ- Section 13 Visions of Paris ing critical reading and thinking, writing Professor Danehy, French Studies TTh and oral presentation, library research and Section 14 The Vietnam Experience and the the use of electronic technology for their Shape of American Life learning. Section topics and descriptions Professor Bloom, History TTh vary from year to year and are published in the First-Year Seminar brochure, which Section 15* Utopia: Dreams and Realities is mailed to new students in June. Recent Professor Tomasek, History MW sections have covered topics in the arts, Section 16** In Search of the Muse: Why Do ecology, international relations, social and We Make Music? public policy, personal development, the Professor Harbold, Music TTh sciences and history. Students typically are placed in a FYS section by late June before Section 17** Spectacular Voices: Celebrated registering for other first-semester courses. Icons of World Music Traditions Professor Searles, Music MW The instructor of their First-Year Seminar section is normally their faculty advisor for Section 18** From the River Jordan to Jazz the first year. and Beyond: The Music of Black Americans Professor Sears and Professor Crutcher, FYS Sections for Fall 2005 Music TTh Section 1 “It’s Art Because I Say It Is!” Section 19 “Life, Death and Meaning” Professor Howard, Art MW Professor Partridge, Philosophy MW Section 2 Festivals: Creative Chaos and Section 20 la dolce vita Extraordinary Order Professor Vogler, Political Science TTh Professor Owens, Anthropology MW Section 21 Russia in Crisis Section 3 Outbreak! The Intersection of Plagues and Epidemics with Human Culture and Professor Powell, Political Science and History Russian Studies TTh Professor Brennessel, Biology TTh Section 22* Animal Consciousness Section 4 Closer to the Fire: Energy Production Professor Wulff, Psychology MW in the 21st Century Section 23 Art, Politics and Society: Russia Professor Benoit, Chemistry TTh and America Section 5 What’s So Funny? Professor Rosset, Russian and Russian Professor Relihan, Department of Classics Studies TTh MW Section 24 The Dreams We See: Society and Section 6 Responsibility and Economic Policy: the Movies Critical Thinking and Current Issues Professor Grady, Sociology MW Professor Williams, Economics MW Section 25 Self-Fashioning, Then and Now: Section 7 Poverty in a Global Context Gender and Race in Renaissance Literature and Professor Weil, Economics MW Popular Culture Professor Feather, English MW Section 8 Text to Sex Connections: Exploring Literacy and Gender *Residental Seminar: Single-sex housing is available if Professor Griffin, Education MW (Note: you are placed in this seminar. However, neither wellness Meets from 2 to 3:20 p.m.) space nor quiet study buildings are available. Please consider this if selecting this seminar. Section 9 “Am I Living Out my Parent’s **Residential Seminar: Wellness space is available if Dreams?” you are placed in this seminar. However, no single-sex Professor Werner, Education MW housing is possible nor is space in a quiet study building. Please consider this if selecting this seminar. Section 10* Rings, Swords and Monsters: Tolkien, Wagner, Beowulf Professor Drout, English MW Section 11 Whose Language Is It Anyway? Professor Dearing, English TTh Section 12 Discipline and Punishment Professor Craghead, English TTh 140 German

after completing a German course at German Wheaton) may be earned by those students For current information about course descriptions, scheduling, who matriculate with a score of 4 or 5 on the new courses and departmental staff, please refer to the college German Advanced Placement Examination catalog available on-line at www.wheatoncollege.edu/Catalog. (ETS). Joel C. Relihan, Coordinator 101. Elementary German Faculty: Lee, Mayer, Relihan This course develops the ability to un- The German Department offers courses in derstand and speak German in a real-life German language, literature, film and culture, context. Extensive use of video and tapes to both in German and English. Students may develop skills in listening, speaking, reading choose to major in German or in German and writing. Special attention paid to cultural Studies—or to minor in German. We have aspects of language and to Germany after recently been active in film and video, in the Wall. Three classes a week plus a weekly theatre, and in multicultural studies—and intensive session with our German language active in connections with history and in the assistant. sciences. Mayer Major in German 102. Elementary German The major in German consists of ten courses A continuation of German 101 with empha- beyond the level of German 201 and includes sis on speaking and listening skills through a minimum of four courses at the 300 level use of video and video filmmaking. and German 401. Beyond the basics of lan- Mayer guage and literature, we concentrate on film 201. Intermediate German and video filmmaking; theatre; pedagogy; and A course that puts to practical use German multicultural studies. skills acquired at Wheaton or elsewhere. We Major in German Studies will pay special attention to contemporary In this major, students pursue interdisciplin- Germany. This course consists of three ary studies in a number of fields that relate hours of class a week and a weekly intensive directly to German; it does not require as session with our German language assistant. much proficiency in the language as does our Lee German major. Students construct their own 202. Intermediate German program of 10 courses: six within the German A continuation of German 201 with an em- Department and, with our approval, four in phasis on speaking and listening through the other departments. The six courses must use of video and video filmmaking. include at least two courses at the 300 level Lee and German 401 or the equivalent. 240. Advanced German We encourage students to go abroad on our The emphasis of this course is on increas- exciting new Wheaton in Germany program ing your reading, speaking and writing skills. at the University of Regensburg in consortium Reading of literary and nonliterary texts; with Vanderbilt and Wesleyan. Each year, this viewing of videos and film; writing of short program features a resident director from one compositions; and conversations in German. of these three German faculties. Lee, Mayer Minor 242. Introduction to German Studies The German minor provides a global compo- This advanced course emphasizes German nent to many other majors. It consists of five cultural studies: an introduction to the stud- courses in German, one at the 300 level. ies of literature, culture and film. Courses Lee, Mayer Language courses Courses in literature and culture We encourage students both to begin and to These courses are conducted in German continue their study of German at Wheaton. and all reading and writing is in German. We focus on proficiency and communication in our language classes. During orientation, 303. Telling Fantastic Tales: Märchen und Novellen we provide a placement test for incoming From fairy tales to the fantastic novellas and students with a background in German. Up love stories of the Romantic Era to modern to two Wheaton graduation credits (awarded stories of the Wall and reunification, the course German 141 focuses on the art of telling stories in German: of who is allowed to claim Germany as their cultural context, purpose and technique. “home,” their Heimat. Literary (prose, poetry) Lee and nonliterary (film, popular music, journal- ism) texts by intercultural writers and artists 304. Literary Greatest Hits: Erbe und Canon. of the last two decades challenge the narrow A survey of great works of German litera- and exclusive concept of “Germanness.” This ture and the Germans who created them. course will explore important moments in Canon-building, cultural icons, concepts of the history of their struggle and responses to genius and greatness—and alternative can- these challenges. ons that call the Germanness of that culture Lee into question. Lee 398. Experimental Courses 364. German Theatre and Culture Business German Spring 2006 This course will offer students the experi- This course will introduce students to differ- ence of observing the process of working ences in “small c” culture and communication on the production of a play by a professional in the world of German business transactions. theatre company in Freiburg, Germany. In Students will study the economic geogra- collaboration with students and instructors in phy of Germany, strategies of advertising, German Theatre classes being conducted si- marketing, management, banking, personal multaneously at Colgate University, Lafayette relations, and related topics relevant to doing College and Vassar, the class will interpret business in Germany. the play and develop a well-researched plan Lee for its staging. In addition to viewing a tape Translation Theory and Practice Spring 2007 of the performance and analyzing other ma- The work of the course focuses on both the terials (costume and set designs), students theory and practice of translating. Theories of will have the chance to interview actors, translation will be studied to provide a context designers and the director of the German for evaluating competing translations of the production at the Theater Freiburg through same text and to promote thinking about video conferencing throughout the term. possible ways to approach a translation. Mayer Translation of literary works from German to 370. Classicism and Romanticism in German English and English to German will be com- Literature pared and evaluated. This class will be a survey of ideas and liter- Mayer ary movements in Germany between 1750 Ars Poetica Spring 2007 and 1850. Particular attention will be given This course explores the art and ideas of to the transition from the Classical to the German-speaking cultures through a thematic Romantic Period: the critique of the Classical selection of poets and relevant painters over by Romantic authors, the role of Shakespeare the last five centuries. We will analyze individual as a model for both, the elevation of music poems and paintings within their historical, as the highest form of artistic expression, the intellectual, as well as aesthetic contexts, as long career of Goethe encompassing both we study the characteristics of poetic language periods. Authors to be read include Goethe, and learn the practical aspects of reciting and Schiller, Lessing, Schlegel, Kleist, Brentano, interpreting poetry. Eichendorff, Büchner and Heine. Lee Mayer 401. Senior Seminar 374. Film and German Culture Intensive, independent, self-designed re- This course consists of a weekly film series search for majors meeting with faculty on a focusing on Expressionism, New Wave and weekly basis. the newest films from Germany. Enhanced by Lee a study of fairy-tale and romantic novella and readings in contemporary German literature. 500. Individual Research Lee Honors thesis research. Many of our seniors are now choosing to do innovative, two- 380. Identity and Difference in German Culture semester honor theses, which they begin What does it mean to be a German today? preparing for in terms of research and con- Recent political, cultural and literary debates nections while junior year abroad. in Germany have addressed the question Lee, Mayer 142 German

Courses in English tion, as it also deepens our understanding of These courses are conducted in English; all the women’s movement in Germany as well reading and writing is in English translation. as in America. In addition, we will expand our There are no prerequisites and no knowl- knowledge of basic film aesthetics and apply edge of German or of German culture is ex- this knowledge to the interpretation of the pected. Additional work for German majors films viewed during the semester. to get 300-level credit. Lee 250. German Culture 273. Film and German Culture An interdisciplinary course in 20th-century This course consists of a weekly film series German culture, history, politics and thought. focusing on Expressionism, New Wave and Weekly examination of historical sources, the newest films from Germany. Enhanced material and popular culture and novels/arts/ by a study of fairy tales and romantic novella film, looking for continuity and contradic- and readings in contemporary German tions. Topics include: World War I, Weimar literature. culture, Insiders and Outsiders, the German Lee Other, Hitler, the Holocaust, the Wall, Berlin 298. Experimental Courses and post-unification. This course is some- times team-taught and always has a number These courses are taught in English. German of guest speakers. majors have the option to get 300-level credit Lee with extra reading and work assignments in German. 262. The Morality and Fate of Forbidden Knowledge Women of German Cinema Fall 2005 This course will investigate the perplexing This course examines the women of German ethical questions raised by the Renaissance cinema, as filmmakers themselves, as sub- shift in attitude toward the Faust legend. jects of male filmmakers, and as spectators. The flirtation with forbidden knowledge will While each film will be explored in relation to be studied by drawing on religious, mytho- the socio-historical, politico-cultural and aes- logical, literary, philosophical, and scientific thetic contexts of its production, the primary texts. Taking recent developments in genetic focus will be on the imagery, representation, engineering as a case in point, we will ask to and agency of women and the female body, what extent the pursuit of knowledge can en- as well as the principal characteristics of hance or be damaging to human experience. female filmmaking. Lee, Mayer Lee 267. Lulu, Lola and Leni: Women of German Cinema Holocaust Spring 2006 This course examines the women of German This course will investigate the problems cinema, as filmmakers themselves, as sub- and controversies surrounding the depiction jects of male filmmakers, and as spectators. of the Nazi period in German history from While each film will be explored in relation to the perspectives of historians, playwrights the socio-historical, politico-cultural and aes- and poets, literary critics, documentary and thetic contexts of its production, the primary feature film directors and artists constructing focus will be on the image and representation public memorials in commemoration of the of the female body and agency and the prin- Holocaust. cipal characteristics of women’s filmmaking Mayer explored through such notions as a “feminine German Lyrical Poetry and the Tradition of the Art aesthetic.” This class covers a wide variety of Song Spring 2006 works from the early beginnings of German The tension between language and music will cinema to the present. Each week is themati- be explored in terms of various theories of and cally structured around one film and several programs for setting words to music. The inter- readings, on topics such as “the male gaze,” pretive qualities of recitation, setting and perfor- “gender and modernity,” “the body beautiful,” mance will be studied and whenever possible, “fascist aesthetics,” “the Cold War and sexual rehearsed. Selected works of Schubert, repression,” and “female spectatorship.” Schumann, Brahms, Wolf and Mahler will Reading and discussions of contemporary be examined as well as the poets: Goethe, feminist (film) theories will aid us in addressing Eichendorff, Heine, and Mörike. This course will the issue of gender and agency both from be cross-listed in the Music Department. the viewpoint of production and consump- Mayer, Sears Hispanic Studies 143

Kafka and the Kafkaesque Fall 2006 key texts: Homer and Hesiod, Pre-Socratics This course examines Kafka’s life and major and Hellenistic philosophers, Septuagint and works in the historical and social context of New Testament, neo-Platonists. early-20th-century Central Europe. Central Evans themes are: generational conflicts, the 215/315. Private Lives and Public Citizens function of humor and parody in his writ- A study of the Greek household of the ings, modernity in and as crisis, the figure Classical era. Key texts include Xenophon’s of the outsider as well as the “foreign,” the Oeconomicus and Lysias’s Murder of eccentric, the illogical, the uncanny—the Eratosthenes. Greek 215 forms a connection Kafkaesque. Several film adaptations that at- with Sociology 330. tempt to visualize Kafka’s imaginative depths Evans will also be studied. Lee 222/322. Homer, Iliad Achilles and Hector at the walls of Troy. Selections from the Iliad. 224/324. Homer, Odyssey Greek The wanderings of Odysseus. Selections For current information about course descriptions, scheduling, from the Odyssey, Books 9–12. new courses and departmental staff, please refer to the college 226. Attic Drama catalog available on-line at www.wheatoncollege.edu/Catalog. The tragic hero. Selections from Sophocles Faculty: Evans, Relihan and Euripides. For descriptions of majors and minors, see Advanced courses Classics The department’s 300-level courses con- Courses centrate exclusively on the improvement of Greek language skills. Students in the 101. Elementary Greek A two-semester course that covers the es- 300-level versions of the above intermedi- sential grammar of classical Greek and intro- ate courses read the Latin texts covered in duces students to the reading of simple Attic the courses with which they meet and other, prose. Resources in the audio lab and the related texts. Greek and Classics majors computer lab will assist students in proper are strongly urged to take 351 and 352 in pronunciation and in drill and review. sequence. Evans 351. Elementary Greek Prose Composition Intermediate courses 352. Advanced Greek Prose Composition The following 200-level courses are open to students who have successfully completed Greek 101; students who have previously studied Greek must take the department’s placement test. These courses do not form Hispanic Studies sequences. Each course combines gram- For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college matical study and review with practice in catalog available on-line at www.wheatoncollege.edu/Catalog. close reading and textual analysis. Students will learn how to study and do research in Mary Beth Tierney-Tello, Chair specific disciplines in both primary and sec- Faculty: Alba, Blanco-Cano, Caba, ondary materials. Readings in the original are Houldsworth, Ledezma, Medina, Shaw, supplemented by readings in English; critical Tierney-Tello writing in English is stressed. These courses The Hispanic Studies Department offers a will frequently be offered as connections broad range of courses in the language, courses. Courses which have not yet received literature and cultures of the Spanish-speak- formal approval by the Educational Policy ing world. The department complements its Committee are marked with an asterisk. curriculum through Wheaton’s interdisciplin- 213/313. Theologia: Religious and ary Programa de Estudios Hispanicos en Philosophical Inquiry la Universidad de Cordoba (PRESHCO), in Talking about God in Greek: hymns, narratives, Spain, which offers courses in various as- myths, catechisms. Translation and analysis of pects of Hispano-Muslim art and civilization, 144 Hispanic Studies

Spanish art, economics, history, geography, Hispanic literature language, literature and music. PRESHCO is Two required survey courses from: sponsored by a consortium of Oberlin College, 305 Literary Currents in Spain I: From the Smith College, Trinity College, Wellesley Middle Ages to the End of the Golden Age College, Wheaton College and the College 306 Literary Currents in Spain: 18th, 19th of Wooster. Before enrolling in a first Spanish and 20th Centuries course at Wheaton, all students who have studied Spanish must take the placement 315 Spanish American Literature I: exam given by the department. Applicants for Colonialism to Modernism admission who intend to continue the study 316 Spanish American Literature II: of Spanish at Wheaton are strongly advised Contemporary Literature to take the Spanish Achievement Test of Senior seminar the College Entrance Examination Board. One senior seminar (Hispanic Studies 400) Applicants who have taken an advanced that allows students to integrate the diverse placement course in Spanish language or liter- perspectives gained in courses and read- ature and who score 4 or 5 on the Advanced ings. Placement Examination administered by the Educational Testing Service may receive up to Electives two Wheaton degree credits for this advanced Five more elective courses at the 200 level work upon successful completion of a 300- (starting with 220 or above) or 300 level. level course in Hispanic studies at the college. Study Abroad Major The opportunity to study abroad is an inte- Requirements are intentionally broad and gral part of the program of Hispanic Studies flexible to accommodate the diverse interests at Wheaton. Serious students of Hispanic of students, while being sufficiently focused Studies are expected to spend their junior to assure development of appropriate year or a semester abroad, with PRESHCO knowledge and skills. Students interested in in Spain, PMCSP in Mexico, or another ap- this program should discuss their plans with proved program in Latin America or Spain. the department as early as possible in order to design an individualized program of study Minor depending upon their personal preferences Any combination of five courses at the 200 and career aspirations. level (starting with 220 or above), including Majors and minors in Hispanic Studies at least one at the 300 level or equivalent. usually go on to further studies or employ- Courses ment in a wide variety of areas. These include graduate studies, teaching, law, government, Language courses publishing and editing, interpreting, personnel Language courses at the elementary and work and a multitude of positions in interna- intermediate levels in Spanish are offered tional relations, business and banking. on an intensive basis and are taught with The department encourages students to an eclectic, functional five-skills approach. develop a second major or minor in such ar- This integrated approach simultaneously eas as American Studies, Anthropology, Art, develops all the fundamental skills: speak- Computer Science, Economics, Education, ing, comprehension, reading, writing and English, History, International Relations, cultural awareness. In language courses, Latin American Studies, Legal Studies, classroom practice in speaking is supple- Management, Music, Philosophy, Political mented by work in the language laboratory. Science, Psychology, Religion, Sociology, Our language courses offer students Theatre, Women’s Studies or a second an opportunity to acquire communication language. skills while developing an awareness and The major consists of nine courses dis- appreciation of Hispanic culture. These tributed as follows: courses are designed for students in any field or major that benefits from the ability to Hispanic civilization and culture communicate in Spanish and knowledge of One of: Hispanic culture and civilization. 260 The Hispanic World: Introduction to 101. Basic Spanish Spain’s Social and Cultural History A yearlong course conducted by intensive 280 The Hispanic World: Introduction to Latin oral method for students with no preparation American Culture Hispanic Studies 145 in the language. Its goal is to provide more students will discuss contemporary topics than a basic knowledge of Spanish while with the goal of ensuring good communica- developing the fundamental skills: under- tion skills. Attention will also be placed upon standing, speaking, reading, writing and developing students’ knowledge of syntax cultural awareness. Four class meetings per and writing ability. Four class meetings per week plus work in the language laboratory week plus work in the language laboratory and media center. and media center. 102. Basic Spanish 240. Advanced Oral and Written Continuation of Hispanic Studies 101. Communication II: Composition This course is designed to improve students’ 105. Review of Basic Spanish writing skills in Spanish, with emphasis on Intensive one-year review of the basic struc- the practice of various types of writing: ture of Spanish for students with some previ- formal letters, diaries, poetry, essays, short ous knowledge of the language but who are stories, and analysis of literary texts and not ready for intermediate work. Intensive social and political issues in the Hispanic oral method. Comprehensive grammar world. Attention is also given to improving review, with activities designed to improve conversational skills. Three class meetings the fundamental skills: listening, speaking, per week plus work in the language labora- reading, writing and cultural awareness. Four tory and media center. class meetings per week plus work in the language laboratory and media center. 260. The Hispanic World: Introduction to Spain’s Social and Cultural History 106. Review of Basic Spanish A study of the major trends and develop- Continuation of Hispanic Studies 105. ment in the evolution of Spanish society and 150. Intermediate Spanish culture, from its origins to the present, from This intensive one-semester course provides historical, political, social, artistic and intel- further development and practice of all lectual perspectives. language skills. Comprehensive grammar Medina review, with activities designed to enhance 270. Studies in Latin American Culture: the fundamental skills: listening, speaking, Cuba and the Pursuit of Freedom reading, writing and cultural awareness. Four An advanced course that provides an class meetings per week plus work in the introduction to Cuban culture while maintain- language laboratory and media center. ing and improving Spanish language skills. 200. Advanced Intermediate Spanish The course is designed to give students an Reading and discussion in Spanish of a overview of the evolution of Cuban culture number of Spanish and Spanish American and society from the colonial times to the texts (drama, novel, short stories and present, with emphasis on the 19th and poetry). Nonliterary texts such as films and 20th centuries. Readings include novels, music will also be included. The course is short stories, plays, poetry, essays and designed: 1) to improve students’ ability to historical sources. Some of the authors that communicate orally and to express them- will be considered are José María Heredia, selves in written Spanish; 2) to broaden their Gertrudis Gómez de Avellaneda, José understanding of the Hispanic world; 3) to Martí, Nicolás Guillén, Lydia Cabrera, Alejo introduce them to contemporary Hispanic Carpentier, Fidel Castro, Guillermo Cabrera writers. Four class meetings per week plus Infante, Lourdes Casal, Nancy Morejón and work in the language laboratory and media Dolores Prida. center. Medina 220. Advanced Oral and Written 280. The Hispanic World: Introduction Communication I: Conversation to Latin American Culture Designed to improve students’ ability to An advanced course which provides an speak Spanish at an advanced level, the introduction to Spanish-speaking Latin course provides intensive practice in conver- American culture while maintaining and im- sational skills through reading and discus- proving Spanish language skills. The course sion of current works that reveal sociocul- is designed to give students an overview of tural aspects of the Hispanic world. Using the diverse cultures of the region, moving political and social ballads, popular verse, id- historically from the first encounters of colo- ioms, articles, short stories, plays and films, nial times to the various communities which 146 Hispanic Studies make up present-day Latino culture. While be able to increase their fluency in Spanish the temptation in such a course is to attempt through personal and continued contacts to obscure differences in order to present a with the language and, at the same time, coherent narrative, our focus will rather be on assist the Hispanic community in programs the way many different and divergent voices related to foster care, refugees, hospitalized make up Latin American identity and culture. children and adolescents, battered women and their children, legal advocacy, rape Literature survey courses crisis, AIDS, substance abuse, runaways, family emergency shelter and in after-school 305. Literary Currents in Spain I: From the Middle Ages to the End of the Golden Age programs, etc. Readings and class discus- A study of literary movements and genres in sion will focus on the literatures, histories Spanish literature from the medieval period to and cultures of Latinos in the U.S. and other the end of the Golden Age through the read- issues pertaining to this community. ing and discussion of representative works. Course in translation 306. Literary Currents in Spain: 18th, 19th and 20th 235. Contemporary Latin American Fiction in Centuries Translation A study of literary movements and genres in Readings in translation of significant works by Spanish literature from the 18th century to the modern authors from Latin America. present through the reading and discussion of representative works. (Also see courses offered through PRESHCO) PRESHCO 315. Spanish American Literature I: Colonialism to Modernism Hispanic Studies 999 A study of Spanish American literature from PRESHCO is housed in the University of the colonial period to 1910 through the read- Córdoba’s Facultad de Filosofia y Letras, ing and discussion of representative works. where courses are taught in Spanish by professors of the University of Córdoba and 316. Spanish American Literature II: Contemporary other foreign scholars. This interdisciplinary Literature A study of Spanish American literature from program has been in operation since 1981 modernism to the present through the reading and has three basic objectives: and discussion of representative works. 1. To encourage the personal and intellectual growth that comes from living and studying in Studies in literature a foreign country; 320. Studies in Spanish Literature of the Middle 2. To increase the student’s command of the Ages and the Golden Age Spanish language; 3. To foster knowledge and appreciation of 330. Studies in Spanish Literature of the 18th and 19th Centuries Spanish culture through studies in the hu- manities, social sciences and fine arts as they 340. Studies in Spanish Literature of the 20th pertain to Spain. Century Applicants must have completed Hispanic 350. Studies in Spanish American Literature: Studies 200 or the equivalent prior to par- Narrative ticipation in the program and may receive as many as four course credits per semes- 360. Studies in Spanish American Literature: Drama and Poetry ter. All courses may be counted toward a major or minor in Hispanic studies. Students 370. Studies on Hispanic Women Writers interested in PRESHCO or other programs in 399. Independent Study Latin America or Spain should consult with the PRESHCO coordinator and the Center for 400. Seminar in Hispanic Studies Global Education . Special course Courses Offered by PRESHCO 300. Spanish Practicum Internship Language In collaboration with the Filene Center for 1301. Advanced Oral and Written Communication Work and Learning , majors and minors in Three class hours per week plus additional Hispanic Studies are placed in agencies in practice outside class. An exploration of Massachusetts or Rhode Island that need various kinds of textual material viewed as Spanish-speaking volunteers. Students will Hispanic Studies 147 examples of linguistic registers with special Fine Arts attention to semantics and discourse in the 1700. The Music of Spain contemporary Spanish world. This course is A panorama of Spanish music with a focus normally required for all students during their on its most significant and distinctive aspects, first semester in Córdoba (unless exempted from the medieval period to the polyphony of by the resident director, in consultation with the Golden Age and the nationalist trends of individual campus coordinators). (Fall and the last two centuries. (Fall and Spring) Spring) 1701. Spanish Art: From the Islamic Period to El Greco 1306. Topics in Spanish Phonology and Linguistics A survey of the most significant artistic A review of Spanish phonetics and phonol- expressions—architecture, painting and sculp- ogy with an eye toward improving pronuncia- ture—that emerged in Spain from the eighth tion and facility in identifying different accents to the 16th centuries. (Fall) and dialects. Together with extensive class work, students may choose to participate 1702. Spanish Art: From Velázquez to Picasso in a practicum working with local non-gov- A continuation of the course described above, ernmental organizations or in other settings exploring artistic milestones from the 17th to to increase contact with contemporary the 20th centuries. (Spring) language usage. (Fall and Spring) 1720. Seminar: Methods and Techniques in 1310. Translation Andalusian Art Restoration Theoretical and practical aspects of the An integrative seminar entailing classroom translation of both literary and nonliterary instruction, extensive field work and hands-on texts. Classes are centered on the discussion practice in the creation and restoration of arts of weekly translation exercises and are di- specific to Andalusia. (A portion of this course rected toward increasing students’ linguistic takes place at the Escuela de Artes Aplicadas competence in both English and Spanish. y Oficios Artísticos de Córdoba.) (Spring) (Spring) 1730. History of Spanish Architecture Literature An examination of the principal works of Spanish architecture from prehistoric times to 1601. Introduction to Spanish Literature I the modern works of Antoni Gaudi and Rafael An examination of representative texts and Moneo. (Spring) literary movements from the medieval period to the Golden Age. (Fall) History 1602. Introduction to Spanish Literature II 1401. Roman Andalusia An examination of representative texts and An exploration of the social and cultural his- literary movements from the 19th and 20th tory of the Roman aspects of Andalusia, from centuries. (Spring) the second century B.C.E. to the 5th century C.E. (Fall) 1611. Seminar: Studies in Spanish Theatre Focusing on a different historical period each 1404. The Spanish Middle Ages semester, the seminar will explore key aes- An examination of the unique configuration of thetic, cultural and political facets of selected Christian, Islamic and Jewish cultures in Iberia representative texts. (Fall) during the medieval period. Focus on political, economic and social factors, as well as con- 1612. Seminar: Studies in 19th-Century Literature Close reading and analysis of representative tact with other European powers. (Fall) texts from the 19th century. (Spring) 1405. Imperial Spain, 1492-1711 The inner history of the “Spanish Century,” 1613. Seminar: Studies in 20th-Century Literature Critical analysis of key texts from the when Spanish military might was peerless and Generation of 1898 to the present. (Fall) Spanish influence was supreme in Europe and America, is examined in all its contradictions. 1614. Seminar: 20th-Century Feminist Expression (Spring) An examination, through various media, of feminist expression in contemporary 1406. The Colonization of America Spain with particular attention to currents in A critical examination of political, cultural, Spanish feminist thought. (Spring) economic and racial cross-currents between Spain and the Americas during the colonial period. Particular focus on the making and 148 Hispanic Studies implementation of the policies of the Spanish gendered notions of space, education, reli- monarchy in the New World. (Spring) gion and culture through a variety of periods in Spanish history. (Fall) 1407. Political Reform and Social Change, 1808-1936 1914. From Text to Film: Spanish and An analysis of the political transmutations Latin American Cinema that followed the great wave of bourgeois Focusing on six novels by Spanish and Latin revolutions in Western Europe, which American authors that have been adapted for brought with them the movement known film, the course examines questions of form, as Constitutionalism. Examination of the medium and narrative. (Fall) particular transformations occasioned by the 1915. The Semitic Legacy in Hispanic Societies dual nature of Spanish economic develop- An analysis of the formation of “semitic ment. (Spring) culture” (primarily Hebrew and Arabic) in both 1410. Seminar: El Franquismo and Eastern and Western contexts and its lasting the Transition to Democracy influence on the Spanish ways of life and cul- An analysis of the complex period of the ture. Emphasis given to the role of Córdoba Franco dictatorship, from its Civil War begin- as a crossroads of intellectual, cultural and nings to its conclusion and the transition to artistic currents. (Fall) democracy. (Spring) 1916. Islam: Beginnings, Introduction into Spain Geography and Contemporary Andalusia An examination of the origins of Islam in 1500. The Geography of Spain Arabia and its introduction into and evolution A study of the basic components of the within Spain beginning in 711 C.E. Particular Iberian Peninsula in its ecological, human, attention to the diversity of Islamic religious economic and social dimensions, and an thought and philosophy, competing notions analysis of Spanish landscapes and regional regarding lasting Islamic influence in Spanish diversity. (Fall) identity, and the role of Andalusia as a cul- Philosophy tural site for contemporary Islamic thought. (Spring) 1811. Political Philosophy: Spain and Latin America An examination of the development of con- 1917. Image, Gender And Sexuality: cepts of nationhood, colonialism and human Contemporary Spanish Cinema Focusing on recent Spanish films by impor- rights within a Spanish and Latin American tant filmmakers, the course analyses the context. (Fall) ways in which societal codes dealing with Interdisciplinary courses and seminars gender and sexuality are presented, explored and oftentimes subverted. (Spring) 1910. The European Union: Economics and Society An examination of the impact of the political Archaeology economy of the European Community on the economic and social structures of mem- 1920. Andalusian Archaeology: Theory and Practice A course encompassing both theory and ber states (growth, employment, standard of hands-on practice. Readings and lectures in living), with special emphasis on present-day archaeological theory and methods (including Spain. (Spring) differences between American and European 1911. The European Union: approaches), complemented by extensive Political Structures and Institutions practice at local sites. (Fall) An examination of communitarian forms of government and political cooperation among 1921. Theory and Methods in the Study of member nations. Particular focus on ways in Prehistoric Material Culture which participation in the EU and adherence Taking advantage of Córdoba´s rich offering to a supranational structure have informed of research sites, this course combines an Spanish government, jurisprudence, eco- understanding of general approaches to the nomics and society. (Fall) study of prehistoric remains with hands-on practice in the Facultad´s “Laboratorio de 1912. Women in Spanish Society. Prehistoria,” visits to the Museo Arqueológico An inquiry into how a feminist focus reconfig- de Córdoba and other local research facilities. ures both the content and form of cultural (Spring) and archival research. The course examines History 149

Offerings at the Facultad de Filosofía y Letras Major PRESHCO students, as part of their academ- The major program in History requires a ic program, are encouraged to take a course minimum of 10 courses. These include: offered as part of the regular offerings at the Facultad de Filosofía y Letras or another Area of concentration division of the University of Córdoba (for Five courses in an area of concentration— example, Economics, Education, or Law). America, Asia or Europe—or in a period of Doing so can facilitate greater integration concentration, such as the 20th-century. into Spanish student life and offers stu- Period concentrations must include courses dents an extensive array of courses in areas drawn from all three areas. At least two of not common in study-abroad programs. these five courses must be at the 300 level Additional fees required by the university or above. for a one-credit course are covered by the Outside the concentration PRESHCO program. The grade received is Three courses outside the area of concen- transferred to American grading standards tration, one of which must be in each of the and reported to the home institution for pro- other two areas. One of the three courses gram credit. Given the fact that the Spanish may be in Latin American history, if the other university calendar differs considerably from two courses are in the two areas outside of that in the U.S. (requiring accommodations the area of concentration. Concentrators in in terms of class meetings and due dates for a period must take three courses in periods assignments and examinations), students outside the one chosen for concentration. interested in this option should speak to their coordinator before departure or with the Junior colloquium Resident Director upon arrival. History 302 is required of all majors in the In addition to informing students about first semester of the junior year, except those the many offerings of the University of on LOA or approved study away, who must Córdoba, the program identifies a short list take it in the senior year. of courses that may be of particular interest to students learning about Spain and its Seminar culture. These offerings are enhanced for History 401 Seminars program participants by additional course No more than three 100-level courses shall meetings and discussion sections. A list of be counted toward the major. these courses is available approximately Occasionally, by permission of the two months before the beginning of each department chair, students may substitute semester and is sent to all accepted stu- as an elective a course offered by another dents. department. Students interested in PRESHCO or Guidelines have been established for in- other programs in Latin America or Spain terdepartmental major programs combining should consult with the PRESHCO coordi- history with art, economics, political science, nator and the Center for Global Education . philosophy or religion. The department also participates in a number of other interde- partmental or combined major programs including American Studies, Asian Studies, German, International Relations, Russian and History Russian Studies, and Women’s Studies. For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college Minor catalog available on-line at www.wheatoncollege.edu/Catalog. The History minor consists of at least five courses. Four courses must be in either a Alexander Bloom, Chair single area or a single period of concentra- Faculty: Baker, Bezis-Selfa, Bloom, Cathcart, tion. One course must be outside the area or Chandra, Kwak, Liang, Quinn, Tomasek period of concentration. At least one of the The History Department offers a variety of four courses of concentration must be at the courses grouped in three categories: general 300 level or above. No more than two 100- interest courses, national histories and ad- level courses may count for the minor. vanced courses. History courses are also included in the following special minor programs: Africana Studies, Development Studies, 150 History

Family Studies, Latin American Studies and ined; the development of monasticism and Management. Christian philosophy. Throughout the basic Courses narrative of events, the course will focus on the medieval outlook as expressed in Explorations in history—courses of general philosophy, art, literature and music. interest Quinn 100. Ancient Western History 213. The History of the Civil Rights Movement A survey of all pre-Christian Western societ- This course will examine, through readings ies and cultures, including Neolithic, Celtic, and films, those events which led up to and Egyptian, Greek and Roman, up to the included the civil rights movement in the advent of Christianity and the collapse of the United States, as well as those mass move- Roman Empire in the West. Topics covered ments it inspired throughout the 1960s and will include women, family, religious beliefs, the 1970s. We will explore the hopes and and the development of the arts and ideas. dreams, actions and strategies, of the pro- Quinn gressive members of this movement which 101. The Development of Modern Europe from the began decades before sit-ins galvanized Medieval Era to 1789 student activism. This course will center on A study of the foundations of modern Europe. the historical context which helped to shape Among the topics examined are the devel- the political and social reality of the times. opment of modern states, the emergence We will examine how the basic tenets of this of a capitalist economy, the Renaissance, movement continue to influence us today. the Reformation, overseas expansion, the Cathcart Scientific Revolution and the Enlightenment. 217. Mundo Brasileiro Baker Explores construction of Brazil and its 102. The Development of Modern Europe since 1789 diaspora since 1500 through documents, Europe from the French Revolution to the scholarly works, fiction, music and film. present. Topics include: the development of Topics include: environmental change, industrialism, nationalism, romanticism, im- colonization and its impact on indigenous perialism, democracy, socialism, communism peoples, African slavery and its legacies, and fascism; the impact of two world wars; migration to and from Brazil, gender norms, totalitarianism; and Europe’s post-World War politics and economic development, rise of II renaissance. mass culture, urbanization and industrializa- Baker tion, how outsiders have viewed Brazil, and impact of all these on Brazilians’ struggle to 143. Africans on Africa: A Survey define what is “Brazilian.” Course will make Africa’s development paralleled European special efforts to connect class and campus development up to the eve of European colo- to Brazilian communities of southern New nization of the continent. Whereas the African England. slave trade robbed the region of millions of Bezis-Selfa her people, a distinctly African holocaust, the slave trade, and its eventual demise in 218. First Global Societies: Colonial Latin America the early 19th century, also set the stage for Provides introduction to early modern his- European colonization. This course is a broad tory of the Hispanophone and Lusophone survey of the history of the African continent Americas, principally through interpretation prior to colonization, during colonization and of documents. Topics include: indigenous through the postcolonial period to the pres- societies before contact with Europeans; ent. Its perspective will be uniquely African. conquest and colonization of Americas We will focus on the interruption of African by Iberians; rise of African slavery; social, development and the strategies of resistance economic, political, and cultural develop- and accommodation adopted by various ments under colonial rule, and revolutions for groups through an examination of selected national independence. texts, literature and film. Bezis-Selfa Cathcart 219. Norte, Caribe y Sur: Mexico, Cuba and Argentina 207. Medieval Europe Explores key themes in modern Spanish A survey of the history and culture of Europe, America’s history through focus on Mexico, 300 –1300. The institutions of feudalism, Cuba and Argentina. Topics include: na- monarchy and the church will be exam- tion-building and economic development in History 151 the 19th century; the decline and abolition 227. Women in East Asia: China of slavery; the experience of indigenous This course examines the status roles of peoples under national rule; roles of western women in Chinese society from ancient Europe and the U.S. in shaping politi- times to the present. The influence of cal, economic, and cultural development; Confucianism, Daoism, Buddhism, modern Mexican Revolution, Cold War and Cuban nationalism, communism, and contemporary Revolution, and recent efforts at economic liberal and feminist ideas as well as changing and political reform. economic forces in shaping women’s lives is Bezis-Selfa the main focus of the course. Chandra 221. History of Early Islamic Societies Surveys Middle Eastern history from 600s 285. History of Science to the Scientific A.D. to present. Focuses on consolidation Revolution. and development of Islamic societies in clas- Current dominance of “science” as a symbol sical, medieval, and early modern periods. of progress and prosperity has its roots in Topics include: emergence of Islamic faith, the cultural traditions of medieval Christian life of Muhammad, empires and states Europe and its selective appropriation of a from Umayyad Caliphate through Ottoman Greek heritage. This course addresses the Empire, role of women and minorities, major historical context, structure and develop- cultural trends, and relations with Christian ment of science, and explores science as a Europe. Also introduces modern era of cultural and sociological phenomenon while European imperialism, nationalist move- tracing changes in the perception of nature ments, post-colonial societies, and historical and human knowledge over time. factors that have contributed to conflicts in Quinn the contemporary Middle East. 298. Experimental Course Liang Japan: Early Civilization to the Modern 222. Introduction to Chinese Civilization Revolution Fall 2005 This course examines the main political, From the emergence of a court-centered social, intellectual, and cultural events and state fifteen hundred years ago to a warrior- currents of China from ancient times to the dominated society centuries later, Japan’s present in the context of changing territorial early civilization has captivated a range of and economic realities. imaginations. The people, institutions, and Chandra ideas behind these visions of Japan will be the focus of the first half of the course. 223. Introduction to Indian Civilization The second half of the course will focus on This course examines the main political, Japan’s modern revolution, the invention and social, intellectual, and cultural events and reinvention of Japanese identity, and how currents of India from ancient times to the Japan has made its indelible mark on the present in the context of changing territorial world in which we live. and economic realities. Kwak Chandra Military History Spring 2006 224. Introduction to Japanese Civilization An introduction to the history of war and This course examines the main political, the armed forces. This course will focus on social, intellectual and cultural events and European military history but will include ma- trends of Japan from ancient times to the terial on the U.S. armed forces as well. The present in the context of changing territorial military will be examined both as a vehicle and economic realities. through which armed conflict is conducted, Chandra and as a society distinct from the civilian 225. Women in East Asia: Japan and Korea world. Topics include tactics and strategy, This course examines the influence technology, leadership, military tradition and of Shintoism, Confucianism, Daoism, culture, and military/civilian relations. Buddhism, colonialism, communism, de- Baker mocracy, feminism, and changing economic Modern Middle East Spring 2006 forces in shaping women’s lives from ancient Liang times to the present. Chandra 152 History

National histories diplomatic questions which begin and end the era. 201. American Colonial History Provides introduction to colonial history of Bloom North America. Topics include: indigenous 206. Modern America: 1945 to the Present societies before contact with Europeans Despite America’s preeminent position in the and Africana; European reconnaissance and world since 1945, the anxieties of the Cold colonization; rise of indentured servitude and War and the nuclear age pervaded postwar racial slavery; social and cultural exchange life. Issues such as civil rights, McCarthyism, among and between Native peoples, Vietnam, the counterculture, Watergate, Africans, and Europeans; connections of economic fluctuations and political cynicism North America to the Caribbean Basin and all raised particular concerns. This course will Atlantic world; conflicts between European trace American history in these years—politi- colonizers for dominance of North America; cal, social and cultural. and social, political, and economic develop- Bloom ment of mainland British North America in 18th century. 208. Out of Many, Fewer: American Indian Histories Bezis-Selfa Examines histories of indigenous peoples of portions of North America that became 202. America: The New Nation, 1776–1836 the continental United States from their Considers the process by which Americans arrival to the present, though it focuses on created a new nation and forged a national 1600-1880. Seeks present experiences of identity from the period of the Revolution American Indians from Indian perspectives as through the Jacksonian era. Topics include: often as possible. Topics include: settlement, the course of American political growth; the pre-contact culture, interaction with colo- experiences of Native Americans, African nizers, impact of U.S. territorial expansion, Americans and women in the new republic; assimilation and reservation life, Termination, the beginnings of northern industry; and the American Indian Movement, and recent flourishing of reform movements. efforts aimed at cultural revival and self-de- Tomasek termination. 203. America: The Nation Divided, 1836–1876 Bezis-Selfa Explores the development of divergent pat- 209. African American History to 1877 terns of life in three distinct regions of the Examines the early history of people of United States (the West, North and South) in African descent in North America, placing order to comprehend the emergence of sec- the experiences of African Americans at the tionalism, the violent struggle of the Civil War center. Includes a survey of African history and the readjustments of the Reconstruction before European incursions and attention to years. enslavement, culture, women’s experiences, Tomasek community and family life among both free 204. Industry and Empire: The United States, and enslaved blacks, and the role of African 1876–1914 Americans in the American Revolution, the Examines how industrialization in the late Civil War and Reconstruction. 19th century transformed work, home life, Cathcart class dynamics, ethnic diversity, gender rela- 210. African American History: 1877 to the Present tions, race relations, politics and foreign pol- This course follows the freed slaves and icy. Such changes redefined what it meant other African Americans from the end of to be American and led to the creation of the Reconstruction through the institution of modern nation. segregation, the migrations north, life in ur- Cathcart ban America, the civil rights movement after 205. America between the Wars: 1914–1945 World War II and the contemporary realities The two world wars bracket a period of of race in the United States. Particular inter- extremes in American history: the Roaring est will be paid to cultural history, family life, Twenties and the Great Depression of the gender roles and identity. thirties. This course will follow the political Cathcart and social history of these years, with special 215. History of Russia attention to the lives of individual Americans, A survey of the growth and development of the artistic creations of the period, and the Russia from its medieval foundations to the History 153 recent breakup of the Soviet Union. Topics plines and methodologies pertinent to the include: political, social, religious and eco- American Studies major. Required of and nomic developments; the conflict of Eastern limited to senior American Studies majors. and Western traditions; Russia’s emergence Bloom as a European power; 19th-century revolu- 302. The Junior Colloquium tionary and reform movements; the creation This course serves as an introduction to of the Soviet Union and its flawed drive for the study of history. It examines the ways in modernization and domination in global which historians have viewed the past over politics. the centuries. Readings are from several Baker areas of history, including America, Asia 220. The Making of Latino America and ancient, medieval and modern Europe. Examines history of peoples who together Special attention will be given to the newer comprise the largest “minority” in the United historical approaches to the past: these States, from Latino perspectives whenever include women’s history, black history, psy- possible. Focuses on experiences of four chology and history, and social history. national groups—Mexicans, Puerto Ricans, Quinn Cubans, and Dominicans-to consider how 313. Issues in the History of Women in Europe Latinos have shaped and been shaped by life A thematic approach to issues within the in their homelands and in the U.S. broad perspective of women’s experiences Bezis-Selfa in Europe from prehistory to the present. 230. U.S. Women to 1869 Topics will include matriarchal, goddess- Surveys the history of women in the United worshipping cultures; women within patriar- States from the colonial period to 1869. chy; women and Christianity; the education Examines both the process through which a of women; development of women’s political distinctly European-American middle-class and legal rights; debates concerning repro- concept of “womanhood” came to dominate ductive freedom. the culture of the new nation and the strate- Quinn gies through which women of diverse races, 314. Renaissance, Reformation and Revolution: classes and ethnicities struggled against that Europe 1350–1650 culture. The dissolution of the medieval synthesis Tomasek and the rise of humanism; developments 231. U.S. Women since 1869 in culture and thought in Italy and on the Surveys the history of women in the United Continent; religious Reformation. Includes States from 1869 to the present. Explores an examination of the impact of intellectual the achievements of middle-class European- changes on popular classes and issues of American reformers and discusses the sig- gender. nificance of differences of race, class, culture Quinn and sexual orientation among women in the 324. Topics in 19th-Century European History United States. An examination, through class work and Tomasek an independent reading project, of sev- 240. German History: 1848–Present eral topics of particular import both to the A survey of German history from the failed contemporary world and to 19th-century revolutions of 1848 to national reunification Europe. Topics may include: the impact of in the 1990s. Topics include: the unification industrialism, urban development, imperial- of Germany under Bismarck, Germany and ism, international relations, Darwinism, the World War I, the Weimar period, the rise of status of women, liberalism and socialism, National Socialism, the Holocaust and World revolution and others. War II, division and the problems of a newly Baker reunited Germany. 328. Europe since World War II Baker A detailed examination of Europe’s dimin- Advanced courses ished role in the world after 1945: postwar reconstruction, justice for victims of Nazism, 050. Senior Colloquium in American Studies the Cold War, decolonization, postwar Through readings and discussion the course culture in East and West, youth protest will seek to bring together the various disci- movements, the impact of neoconservatism, 154 History the fall of communism and the rising threat tion. Emphasizes understanding of slavery of right-wing violence. and enslavement through interpretation of Baker primary sources. Bezis-Selfa, Cathcart 331. Social and Intellectual History of the United States to the Civil War 340. Gender and Work in the 19th-Century U.S. The evolution of American society from the What is women’s work and who does colonial period to the Civil War and how it? Have the answers to these questions various Americans attempted to describe, changed over time? This course examines explain or alter the world in which they lived. the persistence of a gender division of labor Readings will come from primary sources, that has differentiated women’s work from such as Franklin, Paine, Douglass, Emerson that of men; that division’s organization over and Thoreau, as well as works of contempo- time, place and occupation; and its variation rary social history. by race, class and region. Bloom Tomasek 332. Social and Intellectual History of the United 341. Sex and Culture in the 19th-Century U.S. States since 1876 Examines the history of thinking about The response of American intellectuals, the nature and meaning of sexuality, with analysts and writers to the changes ac- particular attention to the religious, medi- companying the growth of modern American cal, psychiatric and sexological discourses society from the Industrial Revolution to the in the United States and Europe; popular present day. Readings will include William responses to these discourses; and the James, Emma Goldman, Henry Adams, Jane changing boundaries between “normality” Addams and Richard Wright, as well as con- and “deviance.” temporary analysts of modern American life. Tomasek Bloom 365. Modern China 337. Power and Protest in the United States A close look at China’s political, social and Democracy, citizenship and civil rights in cultural development from 1842 to the pres- the United States are not static concepts ent. Focus will be on both the foreign and unaffected by societal change, nor apt to be domestic factors in China’s transition from its changed without pressure from marginalized imperial past to a modern nation-state. populations. In this course, we will examine Chandra how the growing consciousness and activ- ism of several marginalized populations dur- 367. Modern Japan ing the 20th century developed into social A detailed look at the multifaceted transfor- movements which changed the meaning mation of Japan since the Meiji Restoration and the delivery of democracy, citizenship of 1868. Japan’s ambitions, achievements and civil rights. These changes directly af- and problems will be closely examined. The fected the lives of marginalized populations major focus will be on political change, but in the United States, and indirectly the lives attention will also be directed to intellectual, of the majority population and global com- social and economic questions. munities as well. Chandra Cathcart 370. European Radical Movements A thematic examination of political move- 338. U.S. Labor History Explores history of work and working ments, social groups and cultural trends Americans from colonial era to present. through which Europeans searched for new Examines how race, technology, politics, understandings of the world, before and af- gender, organizational innovations and global ter the devastation of World War I. Focusing economic changes have shaped workers’ on relatively benign movements such as consciousness and their experience of work. pacifism, health and new religions as well Cathcart as the more infamous ideologies of racism, fascism and Stalinism. 339. Slavery in the Americas Baker Examines slavery and slave societies in the Americas (mainly colonial British North 398. Experimental Course America and the U.S., Caribbean, and Brazil) Gods, Identities and Politics Fall 2005 from rise of Atlantic slave trade to aboli- Bezis-Selfa Interdepartmental 155

Early Modern Spain Fall 2005 Liang Interdepartmental For current information about course descriptions, scheduling, The State, Dissent and Human Rights in East new courses and departmental staff, please refer to the college Asia Fall 2005 catalog available on-line at www.wheatoncollege.edu/Catalog. This conference course draws upon episodes Courses listed here are offered from time to from the 20th-century history of China and time by faculty members in more than one Korea to understand the traditional and mod- department. See also Connections for a list- ern ideologies of the state and the notions ing of connected courses. of human rights as reflected in campaigns of student and citizen opposition to the state. Courses Student research and presentations are an 110. Ponds to Particles important part of the course. Want to know how science connects to the Chandra real world? This interdisciplinary course is to- Korea and the World: An International History of tally hands-on, problem-based science, with Korea, 1600-2000 Fall 2005 authentic applications. You’ll work as part of This seminar-like course covers the cultural, po- a team in service to a local township to solve litical, and social impact of Korea’s international- real problems for that community. Using ization from early modern times to the contem- “just-in-time” teaching, your instructors will porary period. The first part of the course will serve you as coaches and partners in your explore the turbulent interplay between Choson problem-solving endeavors. The course Korea, dynastic overthrow in China, civil war in includes many field trips, ranging from short Japan, and the threat of Western imperialism. on-campus explorations to daylong expedi- The second part of the course will focus on tions on Boston Harbor, Cape Cod and 20th century Korea—the colonial experience, Quabbin Reservoir. division, war, and relations between the two The first semester will focus on water Koreas, Japan, China, Russia, and the United problems on Cape Cod; the second se- States. From slave society to nuclear arms, mester (Interdepartmental 111) will focus on the aim of this course is to introduce modern energy problems. Students are encouraged Korean history to those students who appreci- to take both semesters (the experiences ate the intriguing connections between the you have in the second semester will build familiar and the unexpected. on those you have in the first), but enrolling Kwak for only one semester is acceptable. Early childhood/elementary education Environmental History of Europe Spring 2005 minors are strongly advised to take this Quinn course both semesters to meet their sci- 399. Selected Topics: Independent Work ence requirements. Offered from time to time to allow students to Cato, Morgan study a particular topic not included in regular 111. Ponds to Particles courses or to engage in field work programs for credit in conjunction with the Filene Center See Interdepartmental 110. for Work and Learning. Cato, Morgan 401. Seminars 210. Water Resources Planning and Management Designed to allow intensive investigation of a Through the Marine Studies Consortium. limited period or topic in history; subjects to 215. Coastal Zone Management be offered are reviewed annually. A minimum Through the Marine Studies Consortium. of three courses are offered each year, the titles to be announced each spring. 225. Maritime History 500. Individual Research Through the Marine Studies Consortium. Offered to selected majors at the invitation of the department with a view toward develop- ing a program leading to consideration for departmental honors. Students interested in being considered for such a program should contact the department chair at any time dur- ing the junior year or at the beginning of the fall semester in the senior year. 156 International Relations

International Relations International Relations 402 Senior Seminar For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college Foreign language catalog available on-line at www.wheatoncollege.edu/Catalog. Competence at the intermediate level in a modern foreign language. (For languages Darlene L. Boroviak and Gordon Weil, taught at Wheaton, the equivalent would be Coordinators passing French Studies 211, German 202, The international relations program prepares Italian Studies 202, Russian and Russian students for the complexities of globaliza- Studies 211 or Hispanic Studies 150.) tion by challenging them to develop a broad Area concentrations understanding of international issues from historical, economic and political perspec- Each major must choose four courses in tives. Students can tailor the program to meet one of the following areas, including courses their specific objectives. Students wishing to from at least two departments, at least one participate in various exchange programs, of which must be political science. With junior year abroad, or other relevant programs permission, students may substitute an ap- should consult with the program coordinators propriate course other than those listed. at an early date to ensure that they can com- Europe and Russia plete all requirements. International Relations History 102 The Development of Modern majors are encouraged to participate in Europe since 1789 relevant internship and/or field work experi- History 328 Europe since World War II ences, both in the U.S. and abroad. Political Science 215 Contemporary Major European Governments and Politics The major in International Relations consists Political Science 249 Russian Foreign Policy of 10 courses, plus competency at the inter- Political Science 255 Russian Politics mediate level in a modern foreign language. The major includes five core courses, at Political Science 265 Politics and Society in least four courses in one geographical area Eastern Europe concentration and at least one applied topics Political Science 325 European Integration course. Each major’s program should be Political Science 345 Understanding Russian carefully constructed with the coordinators. Politics and Society through the Prism of Students who plan to do graduate work Film in International Relations should develop Asia substantial proficiency in a foreign language. Students are also encouraged to develop Anthropology 285 Stability and Change in the research and analytical skills appropri- the South Pacific ate for the major by taking either a research Anthropology 295 Peoples and Cultures of methods course in political science or history South Asia or an analysis course in economics. Students History 365 Modern China should take Mathematics 141 for their math History 367 Modern Japan requirement. Political Science 209 Chinese Foreign Policy Core courses Political Science 223 Contemporary Chinese Politics Required of all students. Religion 212 Sacred Texts of Asia Economics 305 International Finance or Middle East/Africa/Latin America Anthropology 225 African Cultures in 306 International Trade Transition (note that Economics 101 and 102 are pre- Anthropology 235 Peoples and Cultures of requisites) Latin America Political Science History 219 Norte, Caribe y Sur: Mexico, 109 International Politics Cuba and Argentina 229 United States Foreign Policy History 221 History of Early Islamic Societies 309 International Law and Organization or Political Science 203 African Politics 339 Theories of International Relations Italian Studies 157

Political Science 233 The Politics of Latin Class of 2008 at least four of the nine must America be in Italian. Political Science 263 The Politics of the Courses Middle East Nine courses from the following: Religion 316 Islam: Faith and Practice Italian Studies Applied topics courses 200 Advanced Intermediate Italian At least one of the following courses must be 220 Advanced Oral and Written part of the major: Communication: Composition and Anthropology 210 Feast or Famine: The Conversation Ecology and Politics of Food 235 Italian Women Writers in Translation Anthropology 240 Anthropology of the City 260 Italian Civilization Anthropology 250 Power and Leadership 305 Studies in Italian Literature I Economics 232 Economic Development 306 Studies in Italian Literature II Political Science 309* International Law and 320 Italian Cinema Organization 330 Modern Italian Theatre Political Science 323 Comparative Political Development Art History Political Science 339* Theories of 115 Ritual and Representation in Early International Relations Modern Florence Evaluated field work experience (overseas 231 Italian Medieval Art and Culture internship program or relevant Washington, 232 Art and Architecture of the 14th and D.C., U.N. or other domestic experience.) 15th Centuries in Italy 274 Roman Art and Architecture *Political Science 309 and Political Science 339 may not be used as both core courses and applied 332 Art and Architecture of the 16th Century courses. Each may count for either a core course or in Italy an applied course. 336 Sex and Death in Early Modern Venice Minor 401 (When it concerns Italian topics) The minor in International Relations re- quires the completion of Economics 305 Political Science or Economics 306, Political Science 109, 225 Italian Politics Political Science 229, Political Science 309 Other combinations are also possible, if and one course from the Applied Topics students take advantage of special courses Courses of the major program. that deal directly with Italy and/or Italians in Courses America offered by other departments. Such courses will vary from year to year. 402. Senior Seminar We also encourage majors to spend their junior year abroad with an approved program, such as Middlebury in Florence or Ferrara and IES in Milan or Rome. Italian Studies Minor For current information about course descriptions, scheduling, The minor in Italian Studies consists of at new courses and departmental staff, please refer to the college least five courses from the course list for catalog available on-line at www.wheatoncollege.edu/Catalog. the Italian Studies major (starting with Italian Tommasina Gabriele, Chair Studies 200 or above.) Starting with the Faculty: Bianchi, Gabriele, Hanson Class of 2008 at least two of these courses must be in Italian. The program of Italian Studies offers courses in the language, literature, civilization, art and Courses politics of Italy. Language courses Major Language courses at the elementary and The major in Italian Studies consists of intermediate levels in Italian are offered on at least nine courses (starting with Italian an intensive basis and are taught with an Studies 200 or above.) Starting with the eclectic, functional five-skills approach. This integrated approach develops simultane- 158 Italian Studies ously all the fundamental skills: speaking, sive practice. Three class meetings per week comprehension, reading, writing and cultural plus work in the language laboratory and awareness. media center. Our language courses offer students an opportunity to acquire communication skills Civilization course while developing an awareness and appreci- 260. Italian Civilization ation of Italian culture and civilization. These A study of the major trends and development courses are designed for students in any in the evolution of Italian society and culture, field or major that benefits from the ability from its origins to the present, from a histori- to communicate in Italian and knowledge of cal, political, social, artistic and intellectual Italian literature, culture and civilization. perspective. Before enrolling in a first Italian course at Wheaton, all students who have studied Literature survey courses Italian must take the placement exam given 305. Studies in Italian Literature I by the department. A study of literary movements and genres Elementary language courses from the medieval period to the end of the 16th century through the reading and 101. Basic Italian discussion of representative works by Dante, A yearlong course conducted by intensive oral Petrarch, Boccaccio, Machiavelli, women method for students with no preparation in writers of the Renaissance and others. the language. Its goal is to provide more than Discussion of the Inquisition and Venice’s a basic knowledge of Italian by developing the central role in print culture. fundamental skills: understanding, speaking, reading, writing and cultural awareness. Four 306. Studies in Italian Literature II class meetings per week plus work in the A study of literary movements and genres language laboratory and media center. from the 17th century to the present through reading and discussion of representative 102. Basic Italian works by such authors as Galileo, Carlo Continuation of Italian Studies 101. Goldoni, Giovanni Verga, Grazia Deledda, 150. Intermediate Italian Anna Banti and Italo Calvino. This intensive one-semester course provides Studies in literature or culture further development and practice of all lan- guage skills. Comprehensive grammar review, 320. Italian Cinema with activities designed to enhance listening, This course introduces students to Italian speaking, reading, writing and cultural aware- cinema, film analysis and 20th century Italian ness. Four class meetings per week plus history (including fascism, war, the “econom- work in the language laboratory and media ic miracle” of the 1960s and migration). We center. will study cinematic techniques and styles through close visual readings of films by Advanced intermediate language courses Rossellini, De Sica, Fellini, Antonioni, Pasolini, 200. Advanced Intermediate Italian Wertmüller, Bertolucci and others. We will Reading and discussion in Italian of Italian see how these films reflect the aesthetic and texts (drama, novel, short stories, poetry). cultural debates in the Italian socio-historical Nonliterary texts such as films and music context. Required weekly film viewing and included. Designed to improve the students’ readings. ability to communicate orally and to express Bianchi themselves in written Italian; to broaden their 330. Modern Italian Theatre understanding of the Italian world; to intro- This course explores the shifting zones duce them to contemporary Italian writers. between stage and audience, between writ- Four class meetings per week plus work in ten text and social intervention. Beginning the language laboratory and media center. with Pirandello’s seminal masterpiece, Six 220. Advanced Oral and Written Communication: Characters in Search of an Author , stu- Composition and Conversation dents will explore the radical artistic and This course is designed to improve the political potential of theatre in modern Italian student’s speaking and writing skills in Italian society. Readings and viewings may include: at an advanced level and will develop fluid avant-garde Futurist theatre; De Filippo’s conversational and writing skills through inten- Neapolitan theatre; Martinelli’s Afro-Italian Latin 159 collaborations; and works by Betti, Pasolini, will learn how to study and do research Maraini, Ginzburg and the reowned Fo-Rame in specific disciplines in both primary and team. secondary materials. Readings in the original Gabriele are supplemented by readings in English; critical writing in English is stressed. These 399. Selected Readings courses will frequently be offered as connec- Course in translation tions courses. Courses which have not yet received formal approval by the Educational 235. Italian Women Writers in Translation Policy Committee are marked with an aster- A study of the dramatic shifts in social, politi- isk. cal and economic roles of Italian women in the 20th century, beginning with Aleramo’s 211/311. From Romulus to Rome famous autobiographical novel, A Woman The legendary history of Rome. Selections (1906). Includes the complex treatment of from the Roman historians, primarily Livy; women under fascism; representations of the relationship between myth and history in women as wives and mothers; women in the Romans’ view of their origins. the workforce; women’s political victories 213/313. Latin Epistolography (suffrage and divorce); personal and social The study of Roman letters and the develop- struggles for sexual self-determination; the ment of the edited collection of letters as a place of Italian women writers in the canon. Roman literary genre. Readings will be from Amongst the readings: Sibilla Aleramo, Maria Cicero, Fronto, Pliny, and Augustine. Messina, Dacia Maraini, Alba De Céspedes. Lectures, discussions, readings, films and 215/315. The Crisis of the Roman Republic papers in English. Italian majors and minors Social, political, and military factors lead- may select to do readings and papers in ing to the crisis of the end of the Roman Italian. Republic. Readings will be from Caesar, Gabriele Sallust, Cicero, and Velleius Paterculus. 217/317. Roman Satire The origins and development of Roman prose and verse satire. Texts will include Latin Horace’s Satires , Petronius’s Satyricon and Seneca’s Apocolocyntosis . For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college Relihan catalog available on-line at www.wheatoncollege.edu/Catalog. 222/322. Roman Comedy Selections from Plautus and Terence and Faculty: Relihan a consideration of the origins and develop- For descriptions of majors and minors, see ment of comic drama in the ancient world. Classics. 224/324. Poetry in Motion: Didactic Poetry and Courses Roman Science 101. Elementary Latin An introduction to classical poetry through A two-semester course that covers the es- the study of the poetics of observational as- sential grammar of classical Latin and intro- tronomy. Selections from Vergil’s Georgics, duces students to the reading of simple Latin Manilius’s Astronomica, and other lyric and prose. Resources in the audio lab and the epic poets who describe the constellations computer lab will assist students in proper and the Zodiac. pronunciation and in drill and review. Relihan Relihan 226/326. Eros and Erato: Love Poetry in the Intermediate courses Roman World The following 200-level courses are open to The study of the conventions of love and of students who have successfully completed poetry. Selections from the lyric Horace and Latin 101; students who have previously Catullus and the elegiac Ovid; love poetry studied Latin must take the department’s from late antiquity and the Latin Middle Ages placement test. These courses do not form will also be read. sequences. Each course combines gram- 228/328. Epics and Heroes matical study and review with practice in Selections primarily from Vergil’s Aeneid. close reading and textual analysis. Students 160 Latin

Heroic and anti-heroic conventions in Ovid’s Anthropology Metamorphoses and in the Silver Latin epic 235 Peoples and Cultures of Latin America will also be addressed. 245 Indigenous Movements of Latin America Advanced courses Art The department’s 300-level courses concen- 255 Pre-Columbian Art and Architecture trate exclusively on the improvement of Latin Hispanic Studies language skills. Students in the 300-level versions of the above intermediate courses 270 Studies in Latin American Culture: Cuba read the Latin texts covered in the courses and the Pursuit of Freedom with which they meet and other, related texts. 280 The Hispanic World: Introduction to Latin and Classics majors are strongly urged Latin American Culture to take 351 and 352 in sequence. 300 Spanish Practicum Internship 351. Elementary Latin Prose Composition 315 Spanish American Literature I: Relihan Colonialism to Modernism 316 Spanish American Literature II: 352. Advanced Latin Prose Composition Contemporary Literature Relihan 350 Studies in Spanish American Literature: Narrative Special courses are also offered occasionally on women writers from Latin America and Latin American Studies other topics. For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college History catalog available on-line at www.wheatoncollege.edu/Catalog. 218 First Global Societies: Colonial Latin America John Bezis-Selfa, Coordinator 219 Norte, Caribe y Sur: Mexico, Cuba and The minor in Latin American and Latino/a Argentina Studies will develop an integrated under- 220 The Making of Latino America standing of the cultures and histories of Latin America and of Latinos/as in the United 339 Slavery in the Americas States. The minor offers opportunities to Music explore the arts, economies, indigenous and 220 Music in Latin American Culture African cultures, literatures, and the political and social dynamics of most of the Western Political Science hemisphere. The Latin American and Latino/a 233 The Politics of Latin America studies program is part of a wider interdisci- Sociology plinary effort at Wheaton to develop an ap- preciation and broader understanding of the 285 Latino Community diversity and dynamism of cultures in Latin America, the U.S. and the world. Minor The minor consists of five courses as Legal Studies described below. Those interested should For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college consult the coordinator and/or participating catalog available on-line at www.wheatoncollege.edu/Catalog. faculty to design their program. Language competence Jay S. Goodman, Stephen Mathis, Language competence at the advanced level Coordinators of Portuguese or Spanish (for Spanish the The Legal Studies minor defines an area equivalent would be passing Hispanic Studies of study within the liberal arts. It includes 220). courses that examine legal institutions from Additional courses a humanistic or social science perspective. Five courses selected from at least three of Minor the five disciplines listed below. Students are required to take a minimum of five semester courses in the minor. Mathematics 161

Although it is possible to take only courses Required core courses in philosophy and political science, courses Mathematics/Computer Science from related fields, including sociology and One course from: psychology, may be included or substituted with the approval of one of the coordinators. Mathematics 101 Calculus I Mathematics 104 Calculus II Philosophy Computer Science 106 The Universal At least two required: Machine 255 Feminism, Philosophy and the Law Computer Science 115 Programming 260 How Judges Reason Fundamentals 265 Philosophy of Law Quantitative methods 321 Contemporary Social and Political Mathematics 141 Introductory Statistics Philosophy Microeconomic theory Political Science Economics 202 Microeconomic Analysis At least two required: 291 Judicial Politics Additional courses 309 International Law and Organization Three courses from the following list, at least one of which must be outside the Economics 341 Constitutional Law I: The Supreme Department, and at least one of which must Court and the Constitution be at the 300 level. 351 Constitutional Law II: Civil Rights and Any Economics course other than 101 or 102 Civil Liberties not included in the core requirements. 022 Legal Issues in Public Policy: Family English 280 Professional and Technical Law Writing 023 Legal Issues in Public Policy: Criminal History 338 U.S. Labor History Law Mathematics 211 Discrete Mathematics 024 Legal Issues in Public Policy: Torts or Mathematics 221 Linear Algebra 025 Legal Issues in Public Policy: The Law of Sexuality and Gender Political Science 321 Public Administration and Public Policy Sociology 215 Working: Society and the Meanings of Work Management For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog. Mathematics For current information about course descriptions, scheduling, John A. Walgreen, Coordinator new courses and departmental staff, please refer to the college The courses included in the Management catalog available on-line at www.wheatoncollege.edu/Catalog. minor are ones that would be particularly useful for a student intending to earn an Bill Goldbloom Bloch, Chair M.B.A. or to seek an entry-level position in Faculty: Bloch, Kahn, Leibowitz, Ratliff, business. However, the minor does not en- Sklensky courage students to develop business skills The Mathematics and Computer Science in any narrow sense. Rather, drawing on the Department offers students a commitment breadth and depth of the courses offered to combining our knowledge with cutting- in the liberal arts tradition, the minor seeks edge technologies, initiating majors into the to foster an understanding of business’ role lush and varied realms of Mathematics. You in society and to reinforce a high level of will leave Wheaton with the fundamentals, literacy in the basic areas of quantitative and heightened powers of analysis and logic and communication skills. See also Dual-Degree a firm grasp on the first stage of your career. Programs. A bachelor’s degree in Mathematics is a key that unlocks hundreds of different doors, Minor ranging from law school to systems analysis The minor in Management consists of six to a career in business to graduate study in courses. Mathematics. 162 Mathematics

Major infinitesimal. The universe is perceived and The Mathematics major consists of a mini- understood by observing changes and the mum of 11 courses. Normally, the courses derivative is the premier intellectual tool for will be: grasping and precisely describing change. Carbon dating archaeological finds, ana- Mathematics lyzing the explosive growth rates of small 101 Calculus I or populations, optimizing the size and shape 102 Calculus with Economic Applications of packing containers and maximizing profits 104 Calculus II are among the important ideas discussed in Calculus I. 211 Discrete Mathematics 221 Linear Algebra 102. Calculus with Economic Applications 301 Real Analysis or The mathematical content is very similar to that of Math 101, but the natural connections 321 Abstract Algebra between the techniques from Calculus I and 401 Seminar microeconomics are emphasized. For exam- Five additional courses at the 200 or 300 ple, the derivative from calculus is applied to level, at least two of which are at the 300 the marginal analysis and optimization that are level. approached graphically in microeconomics. The department recommends that at least five Ratliff courses be completed by the end of the sec- 104. Calculus II ond year. For those students who place out of Taking the Fundamental Theorem of Calculus calculus, the major consists of a minimum of as a starting point, Calculus II explores the so- 10 courses. Any additional course(s) needed lution of definite integrals by both analytic and to meet the minimum requirement will be de- computational methods. These ideas provide termined in consultation with the department. a gateway to the careful study of infinite se- Students who are considering attending ries. The deep structure of an infinitely differ- graduate school in mathematics are strongly entiable function and the beauty of snowflake encouraged to take both Math 301 Real fractals are two mathematical notions that can Analysis and Math 321 Abstract Algebra. be understood through infinite series. Students who are education minors and are student teaching during spring of the senior 122. Math in Art year can substitute an additional 300-level This course investigates mathematics in the course for the Senior Seminar with depart- context of its myriad connections with art. mental approval. Possible topics: the Golden Ratio in ancient Courses beyond Math 104 used to fulfill Greece, the Renaissance and modern day; the major requirements may not be taken on proportion in art; the geometry of perspec- a pass/fail basis. To major in mathematics, a tive; symmetry; non-Euclidean geometry and student needs at least a C+ for the average early 20th-century art; chaos and fractals; and of her/his Calculus I and Calculus II grades. visualizing the fourth dimension. Sklensky Minor The mathematics minor requires five courses: 123. The Edge of Reason Consciousness has been memorably de- Mathematics scribed as a flashlight trying to illuminate itself. 101 Calculus I or (Perhaps art is the human activity that best 102 Calculus with Economic Applications understands the surrounding darkness?) The 104 Calculus II Edge of Reason is the boundary between light and dark: the mathematics at the border 221 Linear Algebra or between knowing and not-knowing. In this 236 Multivariable Calculus course, we’ll use logic and reason to grapple One additional course at the 300 level with ideas and concepts that are literally One additional course at the 200 or 300 level beyond the reach of human imagination. The Edge of Reason is for anyone interested in Courses understanding the mental models our minds 101. Calculus I make. While people who enjoy math are Calculus is the elegant language developed encouraged to take the course, the only pre- to model changes in nature and to for- requisites are an open mind, a big mouth, and mally discuss notions of the infinite and the an inquiring spirit. The payoffs are keener ana- Mathematics 163 lytical abilities, a new way of looking at reality, will be covered. May not be counted toward a penchant for expressing the inexpressible, the Mathematics major. and the ability to tolerate sleep deprivation. Bloch, Kahn An intertwined co-requisite is English 243 202. Cryptography taught by Michael Drout at the same time, on We live in an ocean of information and alternating days. This is a yearlong course secrets, surrounded by codes and ciphers. consisting of one class each semester. By Actions as prosaic as making a call on a taking both semesters, students will attain cellphone, logging onto a computer, purchas- the QA and AH designations and also fulfill ing an item over the Internet, inserting an a two-course Connections requirement. ATM card at the bank, or using a satellite dish However, a student may enroll in only The for TV reception all involve the digitizing and Edge of Reason . encrypting of information. Companies with Bloch proprietary data and countries with classified 127. Colorful Mathematics information: all kinds of organizations need The mathematics behind coloring, drawing, a way to encode and decrypt their secrets and design will be investigated and the art of to keep them hidden from prying eyes. This coloring, drawing, and design will aid in the course will develop from scratch the theoreti- study of other math topics. Topics include: cal mathematics necessary to understand African unicursal tracings, coloring maps, historical codes, including the German coloring graphs, symmetry, border patterns, Enigma, and current sophisticated crypto- tessellations. systems, such as the government, industry, Leibowitz and Internet standards: the public-key RSA, the DES, and the Rijndael codes. 133. Concepts of Mathematics Required of Elementary Education minors. 211. Discrete Mathematics Mathematical topics which appear in every- Combining the iron rules of logic with an day life with emphasis on problem solving artist’s sensitivity is part of the aesthetics of a and logical reasoning. Topics include ratios mathematical proof. Discrete mathematics is and proportion, alternate bases, number the first course which asks students to create theory, geometry, graph theory and prob- their own rigorous proofs of mathematical ability. truths. Relations and functions, sets, Boolean Leibowitz algebra, combinatorics, graph theory and algorithms are the raw items used to develop 141. Introductory Statistics this skill. Strongly recommended for social science Leibowitz students. This course aims to answer several profound questions: Given the impossibil- 212. Differential Equations ity of collecting complete data, how do we Since the time of Newton, some physical pro- accurately answer questions about a large cesses of the universe have been accurately population of people, industrial products modeled by differential equations. Recent or mechanical devices? How do we test advances in mathematics and the invention interesting hypotheses which apply to a large of computers have allowed the extension of group? On each space flight, theChallenger these ideas to complex and chaotic systems. had a one in 15 chance of a failure of a critical This course uses qualitative, analytic and part—how do we understand a statement numeric approaches to understand the long- such as this? The notions of confidence term behavior of the mathematical models intervals, hypothesis testing and probability given by differential equations. provide a framework for answering these and Bloch other questions. May not be counted towards 216. Computational Molecular Biology the Mathematics major. Mathematical models and computer algo- 151. Accelerated Statistics rithms played a role in sequencing the human Strongly recommended for science and genome and continue to play a role as biolo- graduate school-bound social science stu- gists deal with enormous amounts of data dents. This course covers all the interesting that need to be processed and analyzed. questions and tools of Mathematics 141, plus This course deals with the theory (but not a deeper look at probability, regression and computer programming) of the computational tests of significance. In addition, the impor- techniques used in molecular biology. tant ANOVA test and other advanced topics Leibowitz 164 Mathematics

217. Voting Theory 321. Abstract Algebra This course examines the underlying There are several axioms which are intrinsic mathematical structures and symmetries to the rational, the real and the complex of elections to explain why different voting numbers. Taking these abstracted axioms as procedures can give dramatically differ- a starting point has led to an understanding ent outcomes even if no one changes their of the mathematics behind symmetries of vote. Other topics include the Gibbard- wallpaper patterns, universal product codes, Satterthwaite Theorem concerning the ma- symmetries of crystals and a whole class of nipulation of elections, Arrow’s Impossibility unbreakable secret codes. Theorem and nonpolitical applications of Ratliff, Sklensky consensus theory. 327. Graph Theory Ratliff A graph is a mathematical structure con- 221. Linear Algebra sisting of dots and lines. Graphs serve as Many important geometric transformations mathematical models for many real-world of n-dimensional Euclidean space can be applications: for example, scheduling com- formulated within the algebraic framework mittee meetings, routing of campus tours, of vectors and systems of linear equations. and assigning students to dorm rooms. In Astonishingly, the same techniques can also this course, we study both the theory and be applied to understanding the structure of the utility of graphs. solutions of systems of differential equations. Leibowitz Linear transformations represented by matri- 331. Geometry ces, determinants, eigenvalues and eigenvec- The characterization of different geom- tors are the fundamental tools to grasp these etries by means of the relations that hold in deep concepts. them, the axioms that define them and the Kahn transformations that leave them invariant. 236. Multivariable Calculus Euclidean and non-Euclidean geometries, A continuation of the rich field of ideas projective geometry, affine geometry, inver- touched upon in Calculus II. Topics include sive geometry. the extension of the ideas of the deriva- Ratliff, Bloch tive, the integral and optimization to func- 351. Number Theory tions which depend on several variables. Divisibility properties of the integers, prime Furthermore, alternative coordinate systems and composite numbers, modular arith- for space and some applications of all of metic, congruence equations, Diophantine these ideas to energy and force fields are equations, the distribution of primes and dis- discussed. Several beautiful theorems relating cussion of some famous unsolved problems. an enclosed space to the energy flux through Leibowitz its boundary form the crown of the course. 361. Complex Analysis 241. Theory of Probability Complex numbers were invented or dis- This course is an introduction to mathematical covered to find roots of cubic polynomials. models of random phenomena and process, Extending calculus to complex numbers including games of chance. Topics include continues to bring forth beautiful ideas such combinatorial analysis, elementary probability as the Mandelbrot Set and powerful applica- measures, conditional probability, random tions to quantum mechanics. This course variables, special distributions, expectations, will take primarily the geometric perspective generating functions and limit theorems. in understanding the surprising theorems in Kahn complex analysis. 301. Real Analysis Bloch Many useful functions are closely approximat- 381. Combinatorics ed by infinite sums of well-chosen trigonomet- A study of graph theory and general count- ric functions: these sums are called Fourier ing methods such as combinations, per- series. At the instructor’s discretion, either mutations, generating functions, recurrence Fourier series or the topology of n-dimension- relations, principle of inclusion-exclusion. al metric spaces is the organizing principle Leibowitz for this in-depth study of the substructure of calculus. Bloch, Ratliff Mathematics and Economics 165

398. Experimental Course Computer Science Mathematical Statistics Spring 2006 115 Programming Fundamentals Kahn 116 Data Structures 399. Independent Study 215 Algorithms An individual or small-group study in math- 220 Computer Organization and Assembly ematics under the direction of an approved Language advisor. An individual or small group inten- Five additional courses beyond the 100 level sively studies a subfield of mathematics not Either three in math and two in computer normally taught. An independent study pro- science or four in math and one in com- vides an opportunity to go beyond the usual puter science, including a Senior Seminar undergraduate curriculum and deeply explore (Mathematics 401 or Computer Science and engage an area of interest. Students are 401) and at least two courses at the 300 or also expected to assume a greater responsi- 400 level. bility, in the form of leading discussions and working examples. 401. Seminar A seminar featuring historical and/or contem- porary topics in mathematics. Roundtable Mathematics and discussions, student-led presentations and Economics writing are featured. For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog.

Tommy Ratliff, John Alexander Gildea, Mathematics and Coordinators Computer Science The interdepartmental major in Mathematics For current information about course descriptions, scheduling, and Economics provides an opportunity new courses and departmental staff, please refer to the college for students interested in both economic catalog available on-line at www.wheatoncollege.edu/Catalog. and mathematical analysis to use certain mathematical concepts and techniques Bill Goldbloom Bloch, Chair in understanding and analyzing economic The Mathematics and Computer Science ma- problems, processes and policies. A student jor brings together aspects of theoretical and with this combination of disciplines would be applied work that reinforce each other well. prepared for graduate study at institutions The major provides sound undergraduate stressing mathematical economics. Courses preparation for a world of work that increas- beyond Mathematics 104 and Economics ingly involves computer use. The major also 102 used to fulfill the major requirements provides excellent preparation for graduate may not be taken on a pass/fail basis. study in computer science or applied math- Major ematics, as well as in quantitatively oriented programs in management or public policy. The major consists of a minimum of 14 courses: seven Economics courses and Major seven Mathematics courses. The major consists of a minimum of 13 Economics courses. Courses beyond the 100 level used to fulfill the major requirements may not be 101 Introduction to Macroeconomics taken on a pass/fail basis. 102 Introduction to Microeconomics Required courses 201 Macroeconomic Analysis 202 Microeconomic Analysis Mathematics 330 Applied Econometrics 101 Calculus I or 336 Mathematical Economics 102 Calculus with Economic Applications 402 Seminar: Current Economic Issues 104 Calculus II 211 Discrete Mathematics Mathematics 221 Linear Algebra 101 Calculus I 104 Calculus II 166 Mathematics and Economics

141 Introductory Statistics or another theory course at or above the 200 151 Accelerated Statistics level 211 Discrete Mathematics or 209 Western Music I: Medieval, Renaissance, 221 Linear Algebra Baroque or One course at the 300 or 400 level. 210 Western Music II: Classical, Romantic, Modern Two additional courses at the 200 or 300 level. 211 World Music: Eurasia or 212 World Music: Africa and the Americas Two additional 200-level courses, other than Music the required history or theory courses. Two 300-level courses. For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college Music 402 Senior Conference catalog available on-line at www.wheatoncollege.edu/Catalog. One year of credit performance study and .5 credit (one year) of ensemble performance. Elizabeth Ann Sears, Chair Students who place out of Music 114 or Faculty: Allen, Britto, Cashen, Hohannesian, Music 115 through proficiency tests must still Falls-Keohane, Hann, Harbold, Irkaeva, take three theory courses. No course taken MacPherson, Madkour, McSweeney, pass/fail can satisfy a major requirement. Mouradjian, Raney, Russell, Searles, Sears, Urban Minors The Music Department offers a variety of There are five minor concentrations in Music, approaches to the study of music. Studies in each involving five semester courses. both Western European music and ethno- Music history musicology provide in-depth learning for the major through courses in listening, perfor- Music 114, 115, 209, 210 and one course at mance, music literature and history, music the 300 level. criticism, composition and theory. Electives Music theory and composition enable majors to pursue advanced study Music 114, 115, 214, 307 and 308. in areas of personal interest. Many tradi- tional and interdisciplinary courses are open American music to majors and nonmajors alike. Individual Music 114, 115, two courses from 220, 262, performance instruction is available either 272 and 273 and 292, and one course in for credit or on a noncredit basis in piano, American music at the 300 level. harpsichord, organ and voice; most of the Ethnomusicology standard orchestral instruments (violin, viola, cello, bass, flute, oboe, clarinet, bassoon, Music 113 or 114, Anthropology 102, Music trumpet, trombone, tuba); and jazz (guitar, 211 or 212, one course from 220, 262, jazz piano and saxophone). Students may Music 272, 273, 282, 292, and one course participate in a variety of faculty-directed in ethnomusicology at the 300 level. ensembles , including Chorale, Chamber Music performance Singers, Chamber Orchestra, Jazz Band, Music 114, Music 115, Music 214, another Wind Symphony and World Music Ensemble music course at or above the 200 level, for credit or noncredit. at least one year of a double credit per- Major formance course (two years are strongly These requirements apply to Music majors recommended) and a required half recital. who declare their music major in the For a definition of “double credit” see 2003–2004 academic year and beyond. Courses in Performance. Performance areas The major in Music consists of 11.5 semes- are designated on the transcript, e.g., “minor ter courses: in music performance (voice).” Music Courses in History and Theory 114 Music Theory I: Advanced Fundamentals 100. Introduction to Music and Counterpoint For students with little or no experience, 115 Music Theory II: Tonal Harmony learning to understand the elements, struc- ture and emotional expressiveness of music 214 Music Theory III: Form and Analysis or through attentive listening to performances Music 167 from many cultures and historical periods. Focus on musical traditions and aesthetics of Considerable lecture demonstration. the African continent, Latin America and the Raney Caribbean; and music in the United States, including Native American, Anglo American, 107. The Physics of Music and Sound African American and Hispanic traditions. See Physics 107. Searles 113. Introduction to Music Theory Designed for non-music majors or students 214. Music Theory III: Form and Analysis Approaches to analyzing compositional with little music theory background who wish forms, phrase structure and more advanced to gain experience with the fundamental harmonic progressions in music of the 18th- concepts of music notation, scale forms, in- and 19th-century Western repertoire. tervals, triads, seventh chords and rhythmic Urban structures. Includes individual computer-as- sisted instruction. 220. Music in Latin American Culture Madkour Study of Latin American and Latino/a music cultures and the syncretization of European, 114. Music Theory I: Advanced Fundamentals and Counterpoint African and indigenous influences in the Music notation, scale forms, intervals, U.S., Caribbean, Central and South America. triads, seventh chords, rhythmic structures. Topics covered include indigenous/native, Includes individual computer-assisted in- mestizo and African-based musical forms; struction. May be exempted upon successful samba, salsa, merengue and other dance completion of a test given individually during musics; and the Nueva Cancion (“New orientation and the first week of classes. Song”) movement. Contact the instructor to schedule this Allen exemption test. 221. Music and Dance of South Asia Urban A study of the inseparable worlds of music 115. Music Theory II: Tonal Harmony and dance on the South Asian subcontinent Four-part diatonic progressions and voice (India, Pakistan, Nepal and other countries), leading, simple modulation, analysis of works traversing a stylistic spectrum from popular and excerpts from 18th- and 19th-century and folk to high-art classical genres and a Western repertoire. One 30-minute lab per range of performance settings encompass- week in addition to regular class meetings. ing ritual, festival, musical theatre, concert Madkour hall and cinema. An ethnomusicological ap- proach places the arts within social, political, 209. Western Music I: Medieval, Renaissance, historical and religious contexts. Baroque Allen The study of representative compositions in their historical settings. Lecture, listening, 242. Conducting discussion. Develops a repertoire of skills necessary for MacPherson leading effective rehearsals and intelligent performances. Emphasis on learning efficient 210. Western Music II: Classical, Romantic, Modern conducting techniques that will work with sing- The study of representative compositions ers and instrumentalists. Other topics include in their historical settings. Lecture, listening, rehearsal technique, score reading, perfor- discussion. mance-related music analysis and ear training. MacPherson Labs with singers and instrumentalists. 211. World Music: Eurasia Harbold An ethnomusicological study of music and 262. Vernacular Dance in America other expressive arts within human culture. The study of American vernacular dance as Focus on classical, folk, religious and popu- an indicator of significant historical, social lar traditions of India, Japan, Indonesia and and artistic trends, contextualizing dance the Middle East, as well as Celtic and Rom in the contemporary cultural climate that (gypsy) traditions from Europe. both shaped and reflected the influence of Searles dance as an expressive form. Consideration 212. World Music: Africa and the Americas of relevant theoretical works from the fields An ethnomusicological study of music and of dance ethnography, ethnomusicology other expressive arts within human culture. and culture studies and experience with the 168 Music dances themselves through lecture demon- other arts, in the context of the cultural and strations. political upheavals of that period. Searles Urban 272. African American Originals I: Spirituals, Blues 307. Composition and All That Jazz The development of technical facility in mu- African American music from early spiritu- sic composition through individual study and als to bebop and the historical and social group discussion and analysis. context in which the music was created. A Madkour balance of lecture, listening and discussion. Considerable use of film. 308. Analytical Survey of Western Music Sears Discovering the interactions of time, space, language, timbre and form as they occur in 273. African American Originals II: Rhythm and Western European music from the Middle Blues, Rock and Contemporary Jazz Ages to the 21st century. African American music from rhythm and Madkour blues to rock and roll, from Latin-influenced Cubop and Brazilian Bossa Nova to contem- 309. Music Nationalism and Identity porary jazz. Study of the influence of African- This course examines the crucial role played based musical aesthetics and traditions in the by music in the construction of individual, United States since 1945. A balance of lec- community and national identity in the 19th ture, listening and discussion. Considerable and 20th centuries. Through the lens of art, use of film. folk and popular music traditions, we will Allen study music “revivals”; the role played by music in nationalist movements in Europe, 282. Music and Worship in World Cultures the Americas and Asia; and the culture Study of music and dance in religious and clashes that occur when musical systems spiritual practice in Europe, Asia, Africa and encounter each other. the Americas. We will explore the dialectics Allen between: sacred and secular, virtuosity and devotion, and religious belief and sociopoliti- 312. American Musical Traditions to 1945 cal forces, in Islam, Judaism, Christianity, This class will survey the cultivated and ver- Hinduism, Buddhism and indigenous African nacular traditions of American music, both and Native American spirituality. sacred and secular, from the Yankee tune- Allen smiths and immigrant musics of the colonial period to jazz and musical theatre at the end 292. Broadway Bound: American Musical Theatre of World War II. Considerable independent A survey of American Musical Theatre, focus- listening, viewing and writing. ing on three areas: the African American Sears experience (through shows such as The Green Pastures, Cabin in the Sky, Show 332. Teaching Music in the United States Boat, Carmen Jones, Porgy and Bess and Introduction to important philosophies in The Wiz); Western views of Asia (Madama music education, teaching styles, learning Butterfly, South Pacific and The King and I); strategies and curriculum design. Includes and romantic treatments of American his- teaching practicum at the Elisabeth W. tory (The Girl of the Golden West, 1776 and Amen Nursery School . Oklahoma!). Emphasis on film viewing and Sears discussion. 398. Experimental Course Sears Beethoven Fall 2005 302. ‘The Modern Composer Refuses to Die!’: Music A study, through discussion, listening, and in the 20th Century performance, of the life and works of this Composer Edgard Varèse’s rallying cry most iconic and influential composer in reflects the rebellious spirit of composers the Western musical tradition. Beethoven’s who emerged from the decaying European life will be viewed against the social and classical and romantic music tradition of the political history of his time. His works will 19th century striving to create new musical be examined from the viewpoints of style, languages and ideals. The course will survey form, compositional technique, performance the important composers of the 20th century, practice, and reception history. their music and their interactions with the MacPherson Music Performance 169

German Lyrical Poetry and the Tradition of the Art individual performance instruction is avail- Song Spring 2006 able either for credit or on a noncredit basis. Goethe’s inability to appreciate Schubert’s All performance courses fulfill creative arts settings suggests the conflicting demands curriculum requirements. of poetry and music. The tension between Ensemble performance courses language and music will be explored in terms of various theories of or programs Students may participate in any of five for setting words to music leading to the faculty-directed ensembles with or with- extraordinary attempt in the compositions of out academic credit: Chorale, Chamber Hugo Wolf to preserve the integrity of both. Orchestra, Jazz Band, Wind Symphony and The interpretive qualities of recitation, setting World Music Ensemble. Criteria for credit are and performance will be studied and, when- available from the director of the ensemble ever possible, rehearsed. Selected works or the director of performance. Ensemble of Schubert, Schumann, Brahms, Wolf and participation is also open on an audit or Mahler will be examined as well as the poets a pass/grade/fail basis. If taken for credit, Goethe, Eichendorff, Heine, and Mörike. This ensembles award 1/4 credit per semester: course will be cross-listed with the German however, two semesters of participation Department. are required, resulting in 1/2 credit for the Mayer, Sears year. Membership in some ensembles is by audition (see descriptions below), but there 399. Selected Topics are no pre- or co-requisites. A student may May be offered from time to time to allow count a maximum total of two ensemble students to study a particular topic not credits (four years of participation) toward included or not emphasized in regular the 32 credits required for graduation. courses. Individual performance courses 402. Senior Conference Instrumental or voice lessons may be taken A course designed to culminate work done (a) with or (b) without academic credit. (a) To in the music major. Topics, format and qualify for performance study with academic instructor(s) will vary, but the course will credit, a student must pass an audition (see include weekly seminars and the writing, individual course description for audition presentation and discussion of a substantive requirements) and enroll in Musc 114 and paper. Musc 115 during the first year of study and Urban in one semester course at or above the 500. Individual Research 200 level during the second year of study. Offered to selected majors at the invitation of Students may repeat any level of study for the department. Students interested in such academic credit and accumulate up to four a program, which is normally carried out by credits at one level. Students who wish to candidates for departmental honors, should progress to the next level of study and are contact the department chair during the committed to more advanced repertoire and junior year or at the very beginning of the fall more intensive practice will request promo- semester of the senior year. tion at the end-of-semester jury and must have the approval of the instructor. Usual credit: Credit for instrument or voice is given for two consecutive semesters of study counting as one semester course for the Music Performance year. Each semester there are 12 private 60- For current information about course descriptions, scheduling, minute lessons or the equivalent; six hours new courses and departmental staff, please refer to the college of preparation are required weekly. Credit catalog available on-line at www.wheatoncollege.edu/Catalog. students must pay a private lesson tuition Elizabeth Ann Sears, Chair fee of $450 per semester; however, there is no fee for declared music majors. Students Courses in ensemble and individual perfor- may declare majors as early as the second mance are offered to enhance a student’s semester of their first college year. Double musical understanding, technical excellence credit: Students entering at the 300 or 400 and artistic expression at a particular level of levels may request academic credit equal to advancement. Students may participate in a semester course per semester of lessons. a variety of faculty-directed ensembles and 170 Mathematics Performance

This program calls for twelve 60-minute students who play woodwind, brass or lessons per semester; 12 hours of weekly percussion instruments. The ensemble preparation are required, as well as half of a rehearses weekly and presents several public solo recital for each year of enroll- concerts each year, both on and off campus. ment in the program. Acceptance into this Repertoire includes standard wind en- program is determined by special audition. semble and concert band literature from the Credit students must pay a private lesson Renaissance through the 20th century. tuition fee of $450 per semester; however, Raney there is no fee for declared music majors. 025. Wheaton Jazz Band (b) Instrumental or voice lessons without The jazz band is open by audition to academic credit are offered at any level of Wheaton brass and woodwind players, ability. A fee of $300 is charged for twelve guitarists, bass players, keyboardists, 30-minute lessons each semester or $450 percussionists, drummers and vocalists. for twelve 45-minute lessons or $600 for Other instruments may be incorporated twelve 60-minute lessons. This fee is non- with permission of the instructor. Repertoire refundable after the end of the registration covers a wide range of styles, including period. Specific requirements for all credit swing, bebop, progressive and fusion jazz. performance courses may be obtained from The ensemble rehearses weekly, presenting the instructor of the course or the director several performances each year. of performance. Auditions for performance Britto courses are held early in the first semester and by appointment for the second semes- 030. World Music Ensemble ter. Practice pianos, harpsichords and organ The World Music Ensemble performs music may be used without extra fee. Students from a variety of world traditions, including must assume the cost of credit or noncredit Brazilian, Irish and South Indian music. Open lessons taken off campus. to all singers and instrumentalists regardless of background, the ensemble is a workshop Major for both learning repertoire and for learning See the major in Music. how music is taught in different cultural set- Minor tings. We rehearse weekly and give a public See the minor concentration in Music performance at the end of the semester. Performance. Allen Courses in Performance 040. Beginning Class in Voice Group lessons meeting for one hour once a 010. Wheaton College Chorale week. Students will study folk song, art song The Wheaton Chorale is open to all students and musical theatre repertoire and develop by audition. The chorale rehearses three technique through specific vocal exercises. hours weekly, performing two to three times Students will sing in unison and individually. each semester. Repertoire consists of music Class size is limited to four to six students from various traditions, including major and the students will share the fee for one- works, standard Western-practice choral hour, noncredit lessons. literature, folk musics of the world, jazz, gospel and more. 050. Piano Lessons Harbold For declared or prospective music majors who need to fulfill the performance require- 015. Wheaton Chamber Orchestra ment see major requirements and who do The chamber orchestra is open to all not have the background to qualify for Music Wheaton students who play orchestral string Performance 150. May be taught as a group instruments. The orchestra rehearses weekly lesson. and presents several concerts each year, 110. Flute both on and off campus. Repertoire includes Hohannesian music from the Renaissance through the 20th century and often involves collaboration 130. Violin with other campus ensembles. Falls-Keohane Raney 131. Viola 020. Southeastern Massachusetts Wind Symphony 132. Cello The wind symphony is open to all Wheaton Irkaeva Philosophy 171

134. Classic Guitar 431. Viola 140. Voice 432. Cello Mouradjian Irkaeva 150. Piano 434. Classic Guitar MacPherson, Sears, Urban 440. Voice 151. Organ Mouradjian Russell, MacPherson 450. Piano 152. Harpsichord MacPherson, Sears, Urban MacPherson 451. Organ 210. Flute Russell, MacPherson Hohannesian 452. Harpsichord 230. Violin MacPherson Falls-Keohane Other Instruments 231. Viola Qualified students may pursue credit or 232. Cello noncredit study of any instrument not listed Irkaeva above with off-campus teachers approved by the department. However, this study, 234. Classic Guitar whether for credit or not, is paid for by the 240. Voice students, who must also provide their own Mouradjian transportation. 250. Piano MacPherson, Sears, Urban 251. Organ Philosophy Russell, MacPherson For current information about course descriptions, scheduling, 252. Harpsichord new courses and departmental staff, please refer to the college MacPherson catalog available on-line at www.wheatoncollege.edu/Catalog. 310. Flute Nancy Kendrick, Chair Hohannesian Faculty: Bruno, Kendrick, Mathis, Partridge 330. Violin The Philosophy Department offers a broad Falls-Keohane range of courses in traditional areas of philosophical inquiry. In addition, the depart- 331. Viola ment provides several courses of interest to 332. Cello students with specific career goals, such as Irkaeva law, medicine and business. 334. Classic Guitar Major The major consists of 10 semester courses. 340. Voice Mouradjian Required courses 350. Piano Philosophy MacPherson, Sears, Urban 125 Logic 351. Organ 203 Ancient Philosophy Russell, MacPherson 207 Modern Philosophy: Descartes to Kant 352. Harpsichord 401 Advanced Seminar in Philosophy in the MacPherson senior year

410. Flute Special areas Hohannesian At least one course is required from each of 430. Violin two special areas: Falls-Keohane 172 Philosophy

Value theory students’ ability to reason clearly and precise- 236 Aesthetics ly. Analysis of logical equivalence, soundness 265 Philosophy of Law and the relation of truth to validity. 321 Contemporary Social and Political Kendrick Philosophy Intermediate courses Metaphysics 203. Ancient Philosophy 224 Minds and Machines An introduction to the thought of Plato and 325 Metaphysics Aristotle: knowledge and truth, the nature of reality, the good life and the good society. At least two courses (in addition to Attention also to Socrates and the pre- Philosophy 401) are required at the 300 level Socratic philosophers. or above. Not more than two courses at Partridge the 100 level, other than Logic, may count toward the major. Students may be invited 207. Modern Philosophy: Descartes to Kant by the department to become honors candi- The foundations of theory of knowledge dates or to elect other independent work. and metaphysics through the writings Guidelines have been established for in- of Descartes, Leibniz, Spinoza, Locke, terdepartmental major programs combining Berkeley, Hume and Kant. Attention to the Philosophy with Religion, Political Science ways in which these thinkers anticipate vari- or History. ous issues in contemporary thought. Minor Kendrick The minor consists of five philosophy 208. American Philosophy courses, including one at the 300 level and America’s contribution to philosophical one from each of the following special areas: thought, focusing on the classical pragma- Value Theory (PHIL 236, PHIL 265, or PHIL tists Charles Pierce, William James and John 321) and Metaphysics (PHIL 224 or PHIL Dewey. Emphasis on epistemological and 325) Only one course at the 100 level, other metaphysical concepts, such as belief, truth, than Logic, may count. The department the nature of knowledge and justification. also participates in the minor programs Kendrick in Environmental Studies, Family Studies, 224. Minds and Machines Legal Studies, Public Policy, Psychology and Can a computer think? What is the nature Women’s Studies. of thought? How does technology affect our Introductory courses conception of ourselves? This introductory course explores issues in the philosophy of 101. Introduction to Philosophy mind. An examination of fundamental problems of Kendrick philosophy. Topics will vary and may include faith and reason, appearance and reality, the 225. Philosophy of Religion relation of mind and body, human nature, See Religion 225. nihilism and morality. This course does not 233. Philosophy and Literature assume previous study of philosophy or Plato began the ancient quarrel between intent to specialize. poetry and philosophy; this course seeks 111. Ethics rapprochement. Philosophical examination of An introduction to moral reasoning through the relationship among readers, writers and the study of ethical theories and their appli- literary texts, illuminating the nature of the cation to practical problems such as capital mind and imagination, the domain of ethics punishment, world hunger, animal rights and the task of moral philosophy. Topics and the environment. Special attention to include existentialism, the paradox of fiction developing and defending one’s own moral and ethical criticism. positions. Readings from traditional and Partridge contemporary sources. 236. Aesthetics 125. Logic The branch of philosophy that concerns itself An introduction to categorical, propositional with beauty and art. Examines the main his- and predicate logic with particular emphasis torical and contemporary theories of art and on methods of discovering and proving the the aesthetic experience. Special emphasis validity of arguments. Designed to improve Physics 173 on the nature of aesthetic value, the limits 401. Advanced Seminar in Philosophy of aesthetic theory and the contributions of Topics will vary from year to year, according aesthetic inquiry to other philosophical fields. to the interests of students and members Partridge of the department. Required of majors and minors in their senior year, encouraged for 255. Feminism, Philosophy and the Law junior majors and minors. An examination of issues in law and philoso- phy posed by feminist theory, including how 500. Individual Research society views women and their roles, and how that view affects the legal and societal status of women. Mathis Physics 260. How Judges Reason For current information about course descriptions, scheduling, A consideration of fundamental issues in the new courses and departmental staff, please refer to the college conception and practice of law in the United catalog available on-line at www.wheatoncollege.edu/Catalog. States. Emphasis on the analysis of forms of legal reasoning, designed to provide Timothy Barker, Chair students with a basic understanding of the Faculty: Barker, Chen, G. Collins, J. Collins, judicial process. Holyoke Mathis The Wheaton Physics/Astronomy Department provides the students with an 265. Philosophy of Law outstanding individualized curriculum that An examination of contemporary issues in challenges them to become involved in every legal theory. Materials will be drawn from an- stage of the experimental process, from the thropology and sociology, as well as philoso- design of the experiment through the inter- phy, to develop a framework for comparative pretation of data. The mark of a Wheaton study of legal institutions across cultures. physics education is to complement rigorous Mathis course work with substantive experiences 298. Experimental course that call for students at all levels to confront Advanced courses uncertainty in an experiment, and to make rational and informed decisions as to how to 321. Contemporary Social and Political Philosophy probe nature’s ways. A critical examination of recent theories of a just society, including the work of Nozick, Capstone Experience Rawls, Habermas, Young and Benhabib. All majors in their junior or senior year are re- Offered in alternate years. quired to participate in a research project for Mathis one semester or for a summer. Each student is required to write a report and give an oral 325. Metaphysics presentation on the project. An investigation of philosophical problems involving space and time, causation, agency, Major in physics contingency and necessity, and the distinc- The major in Physics consists of a minimum tion between mind and matter. of 10 semester physics courses, including Kendrick Physics 225 and Physics 350, chosen in consultation with members of the depart- 329. Nineteenth-Century Continental Philosophy ment so as to form a coherent program in Critical examination of post-Kantian idealism support of the student’s interests and goals. and the materialist turn in the context of the Two semesters of calculus are also required German Enlightenment. Intensive study of and continuation in mathematics through dif- some of the following thinkers: Kant, Hegel, ferential equations is strongly recommended Fichte, Schopenhauer, Marx, Feuerbach, and is needed for students who plan to at- Kierkegaard and Nietzsche. tend graduate school in physics. Partridge Major in Astronomy and Physics 388. Tutorial The student will do all the work required for This interdisciplinary major, requiring at least any 200-level course not already taken, plus 10 courses, provides an opportunity for additional independent work to be arranged students to pursue their interest in astronomy in advance with the instructor. at a deeper level than is possible through the minor in astronomy by taking courses in 174 Physics physics that provide additional perspective on sound, the characteristics of sounds pro- the fundamental principles underlying astro- duced by different instruments, sound record- nomical research. This major is not recom- ing and reproduction and human perception mended for students planning to do graduate of sound. Includes lecture demonstration. work in astronomy; such students should J. Collins major in physics. 110. Electronic Circuits Required courses A laboratory-oriented introduction to modern electronics, which progresses from simple Astronomy circuits using discrete solid-state components 130 The Universe to those using integrated circuits common to 140 The Solar System computers and control devices. Students will 202 Frontiers of Astronomy gain insight into the way computers work and learn how to use microcomputers to control 203 Observational Astronomy simple devices. No previous work in physics 302 Astrophysics or electronics is required. Physics Chen 170 Introductory Physics I and/or 120. Extraterrestrial Life 171 Introductory Physics II A scientific investigation into the possible 225 Modern Physics existence of life elsewhere in the universe. Topics include cosmic evolution, the nature 350 Experimental Physics and an additional and development of life on Earth, solar sys- 300-level course or Physics 399 Selected tem exobiology, the astronomical require- Topics ments for life, interstellar travel and communi- Physics and Engineering—Dual Degree cation, and the implications of contact. Students who are interested in using physics Barker as a base to pursue an engineering career 130. The Universe should consider participating in a Wheaton Properties of stars and how they are born and dual-degree program in engineering. This die; black holes, galaxies, quasars and the program allows students completing three origin and evolution of the universe. Weekly years at Wheaton and two or more additional two-hour laboratories retrace the steps years at another institution to earn a bachelor involved in measuring the age and size of of arts degree from Wheaton and a bachelor’s the universe, with enrichment laboratories in degree in engineering. astronomical photography and observing. Departmental honors Barker Departmental honors will be awarded to stu- 140. The Solar System dents who successfully complete the Senior The processes which shape the surfaces Honors Thesis and have an average of B+ and atmospheres of planets and satellites or better in the major and an average of B or and how the planets have evolved in different better overall. directions. Students will learn how planetary Minor in Physics data are gathered and how to interpret those data and will design a mission to address one The minor in physics consists of a minimum of the many remaining mysteries of the solar of five courses, including Physics 225 and system. Physics 350, chosen in consultation with G. Collins, Barker members of the department. Minor in Astronomy 160. Geology The origin, evolution and behavior of the The minor in astronomy consists of Earth, the processes that shape the Earth Astronomy 130, Astronomy 140, Astronomy today, and investigation of the geologic record 202, Astronomy 203 and Astronomy 302. to see how these processes have operated in Courses the past. Topics include earthquakes, volca- noes, erosion, rocks and minerals, the interior 107. The Physics of Music and Sound of the Earth, Earth history and plate tectonics. For students of music and others. What Laboratories and field trips to investigate local sound is, how sounds combine, the dis- geology are included. tinctions between musical and nonmusical G. Collins Physics 175

170. Introductory Physics I 225. Modern Physics The principles of Newtonian mechanics Introduction to the special theory of relativ- as applied to solids, liquids and gases. ity, atomic physics, nuclear physics and Introduction to heat and thermodynamics. elementary quantum theory. This course Recommended for students in science, may be considered to be a third semester of mathematics and engineering dual-degree introductory physics. programs. No previous work in physics is Chen assumed. Three hours lecture, three hours laboratory per week. 226. Optics Geometric and wave optics, including reflec- J. Collins tion, refraction, scattering, diffraction, inter- 171. Introductory Physics II ference, polarization and nonlinear phenome- The fundamentals of electric and mag- na. Applications to microscopes, telescopes, netic phenomena including circuit theory. spectroscopy, lasers, fiber optics, holography The theory of oscillations and waves. and a variety of modern optical materials. Introduction to geometrical and physical op- The course includes a significant amount of tics. Recommended for students in science, laboratory work outside of class. mathematics and engineering dual-degree J. Collins programs. Three hours lecture, three hours laboratory per week. 298. Experimental Courses J. Collins 302. Astrophysics Electromagnetic radiation, properties of 180. Introductory Physics I (Enhanced) stars, stellar structure and evolution, the An enhanced version of Physics 170, of- origin of the elements, galactic structure and fering students an opportunity to work at evolution, active galaxies and cosmology. a faster pace and/or with more advanced Barker materials. Typically these courses award an additional half credit for the extra work and 310. Statistical and Thermal Physics time required of them. The principles of the physics of systems hav- J. Collins ing many particles. A statistical (microscopic) approach to the thermodynamic (macro- 181. Introductory Physics II (Enhanced) scopic) properties of many-particle systems, An enhanced version of Physics 171, of- such as pressure, volume, temperature, fering students an opportunity to work at entropy, free energy and heat capacity. a faster pace and/or with more advanced J. Collins materials. Typically these courses award an additional half credit for the extra work and 311. Classical Mechanics time required of them. Advanced topics dealing with classical J. Collins mechanical systems. Small oscillations and waves. The calculus of variations, Fourier 202. Frontiers of Astronomy analysis and series solutions of differential Students will write on topics of their own equations are some of the mathematical choosing in modern astronomy, such as neu- methods developed and used. tron stars, black holes, quasars, active galax- Chen ies, the Redshift Controversy, the big bang and the fate of the universe. Prerequisite: one 314. Electric and Magnetic Fields previous course in astronomy. Classical electricity and magnetism, electro- Barker magnetic fields and waves. Vector calculus and much of potential theory will be devel- 203. Observational Astronomy oped and used throughout the course. A laboratory-oriented course covering as- Chen tronomical coordinate systems, the motions of celestial objects, celestial navigation and 350. Experimental Physics astroarchaeology. Students will present their Advanced laboratory. Students will perform own planetarium programs using our por- a variety of experiments from the various table planetarium and carry out independent branches of physics and astronomy chosen research projects using our nine computer- to suit their individual needs and interests. ized telescopes and research-grade CCD Chen cameras. Barker 176 Physics

360. Geophysics Use of the principles of physics to under- Political Science stand current geologic phenomena and the For current information about course descriptions, scheduling, evolution of the Earth and planets. Topics new courses and departmental staff, please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog. include the structure and evolution of the interiors of the Earth and other planets, Darlene L. Boroviak, Chair deformation of solid material, seismology, Faculty: Allen, Boroviak, Dworetz, Goodman, heat generation and transport, dynamics of Huiskamp, Murphy, Powell, Vogler, Wilson the ocean and atmosphere, hydrology, grav- The Political Science Department offers ity anomalies, geomagnetism and impact a broad range of courses in the field of cratering. American, international and comparative poli- G. Collins tics (encompassing non-Western and Western 370. Quantum Mechanics systems) and political theory. To acquaint The principles of quantum mechanics. students with important research techniques, Schroedinger’s equation and applications the department offers a course in modern so- to some physical systems. Observables, cial science research methods. Every student operators and expectation values. Operator majoring in Political Science participates in a algebra. Angular momentum and spin. department seminar. Participation in political Approximation methods. campaigns, individual research and other field Chen projects is encouraged. The department spon- sors a semester in Washington, D.C. under 398. Experimental Courses the American University Washington Semester Mathematical Physics Fall 2005 Program. The faculty also supports and main- Chen tains information on appropriate junior year Numerical Modeling Spring 2006 abroad studies in political science. G. Collins Major 399. Selected Topics The major in Political Science consists of 10 Independent study on topics in physics, semester courses, including four core courses astronomy or geology not covered by the and one course from each of the four area regular course offerings. Content varies with groupings. At least three of the ten courses the interest of students and instructors. must be at the 300 level or above. Majors should complete Political Science 200 before 499. Independent Research their senior year and they are encouraged to A research project in physics, astronomy or take Mathematics 141 for their math require- geology supervised by a faculty member of ment. Any student may propose an individual the department. major program for consideration by the depart- 500. Senior Honors Thesis ment’s entire faculty. The department welcomes Investigation of a problem in physics, astrono- individual research on the part of its majors. my or geology under the guidance of a faculty member. Need to write a thesis and take an Core courses oral examination. Open to junior and senior Political Science majors who are candidates for departmental 101 The American Political System honors. 200 Modern Political Inquiry: An Introduction to Research Methods 401 Seminar And one of: 207 Political Theory: Ancient Greece to the Renaissance or 217 Contemporary Political Ideology or 227 Political Theory: Renaissance to the American Founding

International relations Political Science 109 International Politics Political Science 177

209 Chinese Foreign Policy 227 Political Theory: Renaissance to the 229 United States Foreign Policy American Founding 249 Russian Foreign Policy 357 Political Theory: Visions of Modernity 309 International Law and Organization Minor 339 Theories of International Relations Guidelines have been established by the Economics, History, Political Science, and Comparative Western societies Sociology and Anthropology Departments Political Science for interdepartmental concentrations. The department offers a joint minor in Urban 115 Introduction to Comparative Politics Studies with the Sociology and Anthropology 215 Contemporary European Governments Department. and Politics It is possible for nonmajors to have a 225 Italian Politics minor concentration in either American 255 Russian Politics Politics or Comparative Politics/International 265 Politics and Society in Eastern Europe Relations. Each minor consists of a mini- 325 European Integration mum of five courses in the appropriate area. The minor in American Politics must include 335 Politics of Divided Societies Political Science 101 and at least one 345 Understanding Russian Politics and course in American politics at the 300 level. Society through the Prism of Film The minor in Comparative/International Politics must include Political Science 109 Comparative non-Western or Political Science 115 and at least one Political Science course in international or comparative poli- 203 African Politics tics at the 300 level. 223 Contemporary Chinese Politics Courses 233 The Politics of Latin America 101. The American Political System 263 The Politics of the Middle East An introduction to American politics using a 323 Comparative Political Development systems approach and covering aspects of political behavior along with institutional de- American scription and analysis of public policy. Open Political Science to freshmen, sophomores and juniors. 201 Contemporary Urban Politics Goodman 221 Women in Politics 109. International Politics 231 The American Presidency After a brief introduction to salient events 291 Judicial Politics in world politics since World War II, basic con- cepts in the analysis of international politics 311 Congress and the Legislative Process are considered. The course will analyze the 321 Public Administration and Public Policy various types of international actors (nations, 326 Political Psychology international organizations, liberation move- 331 Media and Politics ments, multinational corporations), their goals 341 Constitutional Law I: The Supreme and how they seek to attain them and the de- Court and the Constitution terminants of international political behavior. Boroviak, Wilson 351 Constitutional Law II: Civil Rights and Civil Liberties 115. Introduction to Comparative Politics 361 Environmental Conflict Resolution The comparative study of the political pro- 371 African American Politics cess in Western and non-Western societies. No political system will be studied in depth, 381 Media, Technology and Social Reality though the course provides the concepts Theory and tools for such study in the future. Huiskamp Political Science 200. Modern Political Inquiry: An Introduction to 207 Political Theory: Ancient Greece to the Research Methods Renaissance An introduction to the guiding principles of 217 Contemporary Political Ideology modern social science research, along with 178 Political Science instruction in the actual use of research Ideologies will be considered both in terms techniques including surveys, statistical of their intellectual content and their practical analysis of political data, and data process- implications for societies. ing by computers. Dworetz 201. Contemporary Urban Politics 221. Women in Politics Urban, suburban and metropolitan govern- This course examines gender, race and ment and policy problems. The course will class as categories of analysis for under- focus on local political conflict in the context standing the political experiences of individu- of the federal system in which both the als in U.S. society. In an attempt to elucidate national government and the states play the conceptions and ideas which shape important roles. Policy formulation, imple- cultural and sexual identities, this course mentation and evaluation, including commu- will consider all types of women. We will nity development, housing, education and examine how feminist analysis and womanist welfare will be explored via field work. analysis reconceptualizes political science and politics. 203. African Politics An introduction to African politics. The 223. Contemporary Chinese Politics course will focus on major issues, including An introduction to the political institutions political change, institutions, processes, eco- and processes of the People’s Republic of nomic development, female roles, ethnicity China. Covers the political experience of the and foreign policy. PRC since 1949 with a focus on the post- Huiskamp 1978 era. Wilson 207. Political Theory: Ancient Greece to the Renaissance 225. Italian Politics An introductory survey of political thought An examination of the dramatic changes in from ancient Greece to the Renaissance. contemporary Italian politics that mark the Topics include the origins of political phi- transition to the Second Republic. Through a losophy in the writings of Plato and Aristotle; series of case studies and films, the course early Christian and Reformation political will focus on topics such as political culture thought; Machiavelli and the birth of modern and the myth of a “backward” Italy, feminism political theory. Readings are chosen to and the “youth question,” electoral reforms, illustrate the development of ideas about immigration, bureaucracy and corruption, human nature, politics, citizenship, power the fight against the Mafia, federalism and and the state. local government reform, and Italy and the Dworetz European Union. Vogler 209. Chinese Foreign Policy An introduction to the study of Chinese 227. Political Theory: Renaissance to the American foreign policy. The course will focus on pro- Founding viding explanations for China’s foreign policy A study of the development of modern politi- behavior as well as inquiring into the major cal thought in the writings of Hobbes, Locke, issues that have shaped the development of Rousseau and the Federalists. The course the foreign policy of the People’s Republic examines these theorists’ ideas about of China. freedom, authority, rights and revolution, Wilson and considers their different perspectives on politics and society. Enrollment limited. 215. Contemporary European Governments and Dworetz Politics A comparative study of contemporary 229. United States Foreign Policy European political systems. Special atten- An examination of the goals of American tion given to the relationship of government foreign policy and of the making and imple- structures and the policy-making process. menting of policy to attain those goals in the Boroviak Cold War period. Boroviak 217. Contemporary Political Ideology A study of competing belief systems of con- 231. The American Presidency temporary world politics, including commu- Development and problems of presidential nism, fascism, military authoritarianism, Third leadership in an era of crises. Includes both World nationalism and capitalism/liberalism. a historical analysis of the development of Political Science 179 presidential powers and the application of simulation of international negotiation, those powers in contemporary American participants model real-world international politics. interactions between countries. Vogler Huiskamp 233. The Politics of Latin America 291. Judicial Politics An introduction to the dynamics of politics Focuses on judicial politics in the United in Latin America. Themes include political States as reflected in the criminal law pro- economy, military authoritarian intervention, cess. The course is organized in terms of transitions to democracy, social movements points of discretion where political decisions and the U.S. role in the area. Countries are made: the police and arrest, treatment of used as examples include Brazil, Mexico, the accused, bail, plea bargaining, conspira- Argentina, Colombia, El Salvador and Chile. cy law, contempt, sentencing and prisons. Huiskamp Vogler 249. Russian Foreign Policy 309. International Law and Organization A study of contemporary Russian for- A study of the role of international law and eign policy behavior with an emphasis organizations in international relations. on Russia’s struggle to define a foreign Attention given to the legal relations of states policy strategy in a post-communist world. through analysis of cases and documents. Approximately one-quarter of the course will Some emphasis given to the United Nations. be devoted to historical antecedents of the Boroviak Soviet period. Wilson 311. Congress and the Legislative Process An analysis of who gets elected to the 255. Russian Politics House of Representatives and the Senate, The course will be directed to an examina- how they get elected and what they do once tion of the attempts since the dissolution in office. Topics covered include: elections, of the Soviet Union to set a course for an constituencies, party organizations, com- emergent Russian state. Some time will also mittees, rules and norms, interest groups, be spent on examining political processes in executive liaison, policy outcomes and the the other CIS states. impact of reforms. Wilson 321. Public Administration and Public Policy 263. The Politics of the Middle East An analysis of theories of administrative An introduction course in contemporary behavior and current policy problems. The Middle East politics focusing on the internal last half of the course is an administration dynamics of Middle East societies, the “game” based on the budget of the National political relations among states in the region Park Service. and the involvement of the superpowers in Goodman Middle East affairs. 323. Comparative Political Development 265. Politics and Society in Eastern Europe A broadly comparative survey of the politi- After a brief introduction to the history of cal economy of less developed countries, Central and Eastern Europe, the course diversities and similarities across Asia, Africa will focus on the current situation in each and Latin America. of the nations of the area. Attention will be Huiskamp directed to the political, economic and social developments in these countries, as well as 325. European Integration the progress they have made in shifting to A study of various attempts to unify Western political democracy and a market economy. Europe, including the European Union and Powell NATO; the implications of the establishment of a common market in Western Europe in 273. Inter-American Relations 1992; and the impact of changes in Eastern This course will instruct students in the Europe on European integration. theory and practice of international negotia- Boroviak tion through the analysis of case studies as 326. Political Psychology well as role-playing through a negotiation See Psychology 326. simulation—”the international relations of the Americas.” In this interactive Web-based 180 Political Science

331. Media and Politics (with English subtitles)—to understand the An intensive study of media in political situation within the country. Topics include campaigns, using video archive materials the transition to political democracy and a and student projects on media in the 1994 market economy and social problems such gubernatorial and Senate campaigns. as alcohol abuse, drug abuse, HIV/AIDS, Goodman environmental degradation, the war in 333. Popular Movements and Religious Sentiment Chechnya and the situation of women. in the Americas Powell Religious sentiment and popular social 351. Constitutional Law II: Civil Rights and Civil movements in the Americas. A study of reli- Liberties gious sentiment in the Western tradition and A study of U.S. Supreme Court decisions, how different conceptions of divinity have with analyses and debates on affirmative influenced contemporary social movements. action, equal protection, abortion rights, The course examines both defensive work- freedom of speech and religion, govern- ing-class movements (the Christian identity ment searches and seizures, privacy, private movement; white supremacists; citizen property rights, capital punishment, the right militias) and groups focused on popular em- to die and related issues. powerment (the civil rights movement; libera- Vogler tion theology; participatory action-research). Huiskamp 357. Political Theory: Visions of Modernity A study of the political thought of phi- 335. Politics of Divided Societies losophers who established the political and A study of the role of ethnic or cultural theoretical agendas for the modern world. divisions in the politics of various societies. Readings include some of the major works The course will look at how various societ- of Jean-Jacques Rousseau, G. W. F. Hegel, ies respond to the challenges posed by this Karl Marx and Frederick Engels. Topics conflict. Various theoretical approaches will include equality, democracy, alienation, revo- be explored. Case studies include Canada, lution and the relation between philosophy of Northern Ireland, South Africa, Belgium, history and political theory. Cyprus, Sri Lanka and the U.S. Dworetz Huiskamp 361. Environmental Conflict Resolution 339. Theories of International Relations A field work-based course. The class- The course surveys theories of international room component will focus on the theory relations (e.g., realism, the causes of war, and practice of interest-based resolution functionalism, decision-making analysis) with of environmental conflicts and on their the underlying goal of providing students merits, building on the work of Fisher, Urey with a framework—or frameworks—with and Susskind. In field work assignments, which to analyze and critique behavior in the students will analyze the interests of the international arena. conflicted parties, develop strategies for Wilson interest-based negotiation of compromise, 341. Constitutional Law I: The Supreme Court and and develop scenarios for this negotiation. the Constitution Class simulation developed by the Program A study of the politics of the U.S. Supreme on Negotiation at Harvard Law School. This Court and the Constitution, with analyses course may be counted toward the minor in and debates on major Supreme Court Environmental Studies. decisions on the powers of the president, Murphy Congress and the courts, the proper role of 371. African American Politics national and state governments in a federal The relationship between African Americans system, and the guarantee of a republican and the American political system since form of government. moving from protest to politics in their quest Vogler for freedom is the course’s central theme. 345. Understanding Russian Politics and Society Examined are the changing role of civil rights through the Prism of Film organizations and the related successes of An examination of political and social issues varied strategies for political empowerment in post-communist Russia, relying heavily on on this quest for freedom. films—primarily those produced in Russia Political Science 181

379. National Security Policy ment or a political campaign in Boston, Focuses on issues of national security and Providence and surrounding communities. strategies for policy implementation in the A semester of tutorial work (or its equivalent) United States and Russia in the post-Cold with an instructor before and after the field War era. Topics covered include mis- experience and a paper relating the schol- sile defense, terrorism, weapons of mass arly literature to the experience are required. destructiion, military doctrine and military Students who enroll in this course are preparedness. expected to work a minimum of eight hours Powell a week at their internship. Additionally, at 381. Media, Technology and Social Reality the conclusion of the internship experience, Reflections on the nature and implications students must complete a Work and Public of technology in general and communica- Service Assessment through the Filene tions technology in particular. The relation- Center. Enrollment on an as-available basis. ship between the shaping or “informing” of Short courses social consciousness and the development of communications media is explored. The 020. Model United Nations course aims to demystify the forces and rela- Preparation for and participation in a na- tions which constitute social reality. tional model United Nations conference (The Dworetz Harvard National Model U.N.). The course may be taken for credit more than once as 398. Experimental courses long as different states are represented. Black Political Thought Fall 2005 Conference costs, including room and This course will focus on the historical and board, are the responsibility of the student. contemporary theories, anti-systemic move- Course begins on or about November 1. ments, and social forces in Africa and the No add or drop after this date. Enrollment African Diaspora that have fostered anti-sys- limited to 20 students. tematic challenges to the legacies of slavery, Wilson colonialism, racism, sexism, and capitalism in the Black World. The course will compare 022. Legal Issues in Public Policy: Family Law and contrast the divergent forms that Global A mini-course on an important current legal Apartheid has taken across space and time. issue. Topic: Family Law. (One-half credit) We will critically analyze the development of Goodman Pan-Africanism, divergent forms of African 023. Legal Issues in Public Policy: Criminal Law and African Diaspora, Marxism, feminism, A mini-course on an important current legal nationalism, from a comparative theoreti- issue. Topic: Criminal Law. (One-half credit) cal framework. Other important elements Goodman include the engaging of the modernist, post- modernist, poststructuralist, Marxist, neo- 024. Legal Issues in Public Policy: Torts Marxist, feminist, womanist and Afrocentrist A mini-course on an important current legal perspectives. issue. Topic: Torts. (One-half credit) Allen Goodman Political Advocacy Spring 2006 025. Legal Issues in Public Policy: The Law of Murphy Sexuality and Gender 401. Seminar A mini-course on an important current legal issue. Topic: The Law of Sexuality and American Politics Gender. (One-half credit) Focuses on contemporary issues facing the Goodman American political system. Vogler 029. January Internship in Washington, D.C. International/Comparative Politics An opportunity for students to work as interns Focuses on global processes and trends in the nation’s capital and meet weekly for characteristic of the current international structured discussion. The Filene Center order. for Work and Learning provides support in Wilson developing intern positions. Students will be required, without exception, to work in 421. Government Field Work Washington from January 3 through January Individually designed and supervised field 24. work in agencies of state and local govern- Murphy 182 Psychology

312 Perception Psychology 324 Childhood Behavior Disorders For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college 343 Laboratory in Cognitive Psychology catalog available on-line at www.wheatoncollege.edu/Catalog. 347 Laboratory in Assessing Personality 369 Clinical Psychology Kathleen Morgan, Chair Faculty: Baron, Berg, Fhagen-Smith, Sociocultural Kirkpatrick, Maybury, Morgan, Murphy, Two of the following: Nelson, Price, Thompson, Wulff, Zucker, 203 Developmental Psychology Zuriff 232 Social Psychology The offerings of the Psychology Department 251 Multicultural Issues in Psychology reflect the remarkable diversity of topics and 260 Psychology of Religion approaches that constitute modern-day psychology. Most students will want to begin 290 Psychology of Women their exploration of psychology by taking 306 Infancy across Cultures a 100-level course focused on a particular 326 Political Psychology topic. 334 Practicum in Human Services Laboratories and field placements 340 Laboratory in Social Research Methods On-campus laboratory facilities include the 345 Laboratory in Developmental Psychology Elisabeth Amen Laboratory Nursery School, 380 Children in the Navajo Nation human and animal experimental labs and a Of the six courses in the above three catego- psychobiology lab that includes a vivarium. ries, one must be a 300-level course and one Off-campus field work with either children or must be a laboratory course (i.e., at least two adults may be conducted in community-in- 300-level psychology courses are required). tervention agencies, psychiatric mental hos- pitals, social service agencies and industrial Seminar or thesis organizations. 400 Psychology Senior Seminar or 500 Major Senior Honors Thesis Courses in the following subject areas outside The major consists of at least 10 credits. of psychology are also recommended: writing; Statistics philosophy, including logic and ethics; other Mathematics 141, Mathematics 151, or social sciences; computer science; biology Biology 212. and the physical sciences. Biological Minor Two of the following: Students minoring in Psychology should take 198 Brain, Mind, and Behavior five Psychology courses, at least one of which is at the 300 level. A minimum of five credits 226 Comparative Animal Behavior is required. 227 Drugs and Behavior 235 Human Sexuality Courses 341 Lab in Behavioral Neuroscience 101. Introductory Psychology 348 Laboratory in Animal Communication A survey of the basic principles and findings and Cognition of psychology as a social and biological sci- ence and practice. Individual Two of the following: 200. Modes of Psychological Inquiry A newly designed course intended to provide 211 Learning and Memory an introduction to the pluralistic psychology 221 Experiencing: The Phenomenology of of the 21st century. Five broad theoretical per- Everyday Life spectives will be featured: the biological, the 222 Cognition behaviorist, the cognitive, the psychodynamic 241 Personality — The Study of Lives and the humanistic. The course will begin 247 Abnormal Psychology with a systematic overview of each of these perspectives. We will then discuss a wide 250 Psychoanalysis range of research methodologies and their 272 Psychological Anthropology corresponding methods. To make the various Psychology 183 research methods more vivid and to make 227. Drugs and Behavior clearer their relative strengths and limitations, An introduction to the study of drug use, we will use a number of them ourselves over abuse and addiction, with a focus on rec- the course of the year, gathering and analyz- reationally used drugs. Topics range from ing data to answer questions of interest. (A the neurochemical action of drugs to the two-semester series with Psychology 201.) consequences of their use for society. Morgan or Kirkpatrick 201. Modes of Psychological Inquiry Continuation of Psychology 200. 232. Social Psychology An introduction to the systematic study 202. Quantitative Research Methods of human social behavior. Considers how 203. Developmental Psychology people perceive and react to others and how An introduction to concepts and methods they are affected by social situations. Topics for a scientific and ecologically sensitive ap- include attitudes, prejudice, helping, aggres- proach to development, with a primary focus sion and interpersonal attraction. on the multiple influences that create change Zucker, Berg and continuity, universals and cultural speci- 235. Human Sexuality ficity. Development from conception to late A comprehensive introduction to the biologi- childhood is emphasized. Includes observa- cal, behavioral, psychological and cultural tion in the Elizabeth W. Amen Nursery School. aspects of human sexuality. Considers Price the relation of sexual values and behavior; 211. Learning and Memory anatomy, arousal and response; varieties of A study of the scientific analysis of behavioral sexual behavior; sexuality through the lifes- processes—classical and operant condition- pan; sexual problems; and important social ing, extinction, stimulus control and aversive issues such as rape, incest and pornogra- control—as well as applications of this analysis phy. Classroom exercises, films and guest to education and psychotherapy. presentations. Nelson Murphy 221. Experiencing: The Phenomenology of 241. Personality — The Study of Lives Everyday Life A study of the nature of human personality, An introduction to the phenomenological including its structure, development and on- approach in psychology and its application to going dynamics. Employing a variety of clas- ordinary, everyday experiences as well as to sic and modern theoretical perspectives and uncommon ones. Applies phenomenological research findings, addresses the fundamen- methods and interpretations to achieve in- tal question of how we are to understand sights into such activities as writing, imagining ourselves and others in the diverse situations and driving a car as well as to the less-acces- in which humans find themselves. sible experiential worlds of animals, children Wulff and autistic or paralyzed adults. 247. Abnormal Psychology Wulff A survey of the chief forms of psychological 222. Cognition disorder and current modes of explanation A survey of scientific studies of everyday and treatment. Issues include the defini- thinking, with particular focus on memory, tions of normality and abnormality and the concept formation, language, problem solv- goals of intervention. Case studies focus the ing, reasoning and decision making. An eco- discussion. logical approach is emphasized. Emphasis on Murphy reading primary sources and on performing 250. Psychoanalysis replications of published studies. Introduction to psychoanalysis as a theory, Price therapy and window into the unconscious; 226. Comparative Animal Behavior topics include dream interpretation, male An introduction to evolutionary theory as and female sexuality, neurosis, psychody- an organizing framework for comparing namics and the nature of the unconscious. representative behavior patterns in humans Zuriff and other animal species. Includes analysis 251. Multicultural Issues in Psychology of both the mechanisms and the functions of An introduction to multicultural issues in behaviors. psychology that explores the literature Morgan 184 Psychology on ethnic identity development. Special 312. Perception emphasis on African American, European A study of nonstimulus determinants of American, Latino/a, Asian American and perception (e.g., culture, personality, learning); Native American families. May include a field field phenomena (organization, space percep- component. tion, the constancies); theories of perception (e.g., Gestalt, transactionalism); and sensation 260. Psychology of Religion (psychophysics, signal detection, the senses, A descriptive and interpretive study of reli- scaling). gious attitudes, experiences and practices. Drawing on biological, behavioral, psychoan- 323. Behavioral Neuroscience alytic, Jungian, existential-phenomenologi- An introduction to the physiology of behavior, cal and humanistic viewpoints, this course with a special focus on neurophysiology, neu- considers the nature of religious experience; roanatomy and sensory physiology. Six hours the meaning of religious images, creeds and a week, lab/lecture combined. rituals; and the origins and significance of Kirkpatrick individual differences in religious outlook. 324. Childhood Behavior Disorders Wulff A survey of behavioral disorders of childhood 265. Health Psychology in both clinical and educational settings, with A biopsychosocial model of health: how bio- a review of various perspectives on etiology logical, psychological and social processes and treatment. Emphasis on evaluation of the and their interaction influence health. Topics effectiveness of treatment. include mind-body interactions, health Baron behavior and interventions, patient-doctor 326. Political Psychology relationships, and chronic and advanced The study of psychological influences on illnesses. political thinking and behavior. Personality and Berg politics, intergroup conflict, political cognition 272. Psychological Anthropology and genocide are some of the topics to be See Anthropology 270. considered. Zucker 290. Psychology of Women Examines psychological theories and re- 334. Practicum in Human Services search about women and gender. Discusses Students intern in a community mental health similarities as well as gender differences and or human service agency for one day or two the multiple causes for those differences. half-days a week. They receive supervision Explores the ways in which ethnicity, class both at the agency and by the professor. and sexual orientation interact with gender The weekly class meeting integrates the field in the U.S. work experience with the theoretical litera- Murphy ture. Placements may address issues such as homelessness, family violence, adolescent 301. Culture Wars on Campus: Psychological Perspectives pregnancy, AIDS, mental illness and child care. An examination of what psychology can Baron contribute to our understanding of four 340. Laboratory in Social Research Methods debates directly affecting students in the The study of the important conceptual, practi- liberal-conservative culture wars: freedom of cal and ethical issues involved in doing social expression, feminism, affirmative action, and psychological research. Students will conduct sexuality. studies using experimental and correlational Zuriff methods and learn to write an APA-style 306. Infancy across Cultures paper. Topics have included attitudes toward The nature and nurture of infants from the abortion, affirmative action and Wheaton’s perspectives of Western research, beliefs honor code. and practices, and of selected non-Western Zucker, Berg contemporary societies, especially the 341. Lab in Behavioral Neuroscience Navajo. Examines childbirth, newborn ca- An introduction to the physiology of behavior, pacities, caretaker-infant relationships, early with a special focus on neurophysiology, neu- experience and changes during infancy, all in roanatomy and sensory physiology. Six hours cultural contexts. a week, lab/lecture combined. Price Kirkpatrick Psychobiology 185

342. Laboratory in Child and Family Assessment is sought through service learning relation- Covers fundamental principles involved ships with a Navajo community school and in assessing child and family behavior in domestic hosts in Arizona during January. various contextual settings. Students learn Service may include classroom instruction practical techniques in interviewing, con- and field supervision of students, as well ducting classroom behavioral observations as domestic chores for our host families. and scoring intelligence testing protocols. In Readings, reflective exercises, journal writing addition to conducting a study using experi- and literature searches all will contribute to mental and correlational methods, students papers developed during spring semester. will learn to write an APA-style research Additional fees may be necessary for travel. proposal. Price 343. Laboratory in Cognitive Psychology 400. Psychology Senior Seminar The design, implementation, evaluation and Senior psychology majors will participate in interpretation of experiments in learning discussions of advanced topics based on (e.g., operant conditioning, discrimination), original sources, enabling them to under- perception (e.g., sensation, recognition) and stand their previous psychology courses cognition (e.g., memory, concept formation). from an analytical perspective that identifies major assumptions in the field. 345. Laboratory in Developmental Psychology Early childhood development will be as- 500. Senior Honors Thesis sessed in the Elizabeth W. Amen Nursery Half-credit courses School through cross-sectional and longitudinal quantitative research methods. 032. Advanced Topics in Psychobiology A seminar on a specialized area of psychobi- Students will design and implement the spe- ology to be announced each year. Students cific methodologies, analyze the data using will lead discussions and present oral reports SPSS and interpret the results in written APA based on original sources in their chosen format. Ethical issues will be addressed. areas of interest within the general topic for Price that year. 347. Laboratory in Assessing Personality Morgan or Kirkpatrick A survey and critical analysis of the methods that psychologists have developed to assess 097. Concepts in Psychobiology: Senior Seminar in Psychobiology individual differences in human personal- A historical survey and discussion of the ity. Includes both standardized testing development and continuing significance of procedures and more idiographic, qualita- the concepts, techniques and themes that tive methods for observing and describing comprise the field of psychobiology. Topics individual differences. include the mind/brain relationship, cognitive Wulff neuroscience, ethology, localization of func- 348. Laboratory in Animal Communication and tion and the neuron doctrine. Cognition Kirkpatrick A comparative introduction to current theories and methodologies for investiga- tion of the nature of communication in, and cognitions and problem-solving abilities of, nonhuman animals. Lab/lecture combined. Psychobiology Morgan For current information about course descriptions, scheduling, new courses and departmental staff, please refer to the college 369. Clinical Psychology catalog available on-line at www.wheatoncollege.edu/Catalog. An introduction to the field of clinical psy- chology. Considers the basic tools of the Kathleen Morgan, Meg Kirkpatrick, Robert clinician, including interviewing, observation L. Morris, Coordinators and assessment; the major theories of coun- The interdepartmental major in seling and psychotherapy; and professional Psychobiology is intended to fill the needs and ethical issues. Case studies, demon- of students seeking understanding of the strations and videotapes will be used. biological bases of behavior. The field of Murphy psychobiology includes all of the interface between Psychology and Biology. This in- 380. Children in the Navajo Nation cludes neurobiology, psychoneuroimmunol- A cultural perspective on child development 186 Psychobiology ogy, animal behavior, psychopharmacology, Psychology 380, Psychology 399, Biology cognitive neuroscience, neuroendocrinology, 303, Biology 305, Biology 324, Biology 331, health psychology, physiological psychology Biology 348, Biology 399. and developmental psychobiology, to name a A documented research, internship or practi- few. Psychobiologists examine the evolution- cum experience of no fewer than 120 hours, ary, physical and biological bases of behavior typically after the sixth semester. and experience. In doing so, they focus Different electives may be appropriate on the physical structures, chemicals and depending upon the career goals that a physical events involved in the production of particular student may have for himself or behavior. Students majoring in psychobiology herself. Options among these or others are will be prepared for graduate training in any best decided upon in consultation with one of the fields mentioned above, as well as for of the psychobiology advisors. professional training in medicine or veterinary medicine. They may find jobs in research Recommended electives laboratories, zoological parks, aquariums, Biology 201, Biology 205, Biology 215, industry or education. Biology 221, Biology 231, Biology 303, Major Biology 318, Biology 347, Classics Students majoring in Psychobiology are 120, Philosophy 215, Philosophy 224, encouraged to pursue independent research Psychology 032, Psychology 211, as a way to integrate the two fundamental Psychology 222, Psychology 227, disciplines. Psychology 265, Psychology 235, Psychology 312 Requirements Recommended for graduate training in neurosci- Biology 111 Evolution and Ecology ence Biology 112 Cells and Genes Biology 305, Biology 324, Physics 170, Psychology 101 Introductory Psychology Physics 171, Psychology 222, Psychology or Psychology 198 Brain, Mind and Behavior 227, Psychology 312 Psychology 202 Quantitative Research Methods Recommended for graduate training in animal Biology 211 Genetics behavior Biology 215, Biology 305, Biology 318, Psychology 226 Comparative Animal Psychology 211, Psychology 312, Behavior Psychology 348 or Biology 226 Comparative Animal Behavior Students interested in the health professions or Psychology 227 Drugs and Behavior are encouraged to consult one of the health Mathematics 141 Introductory Statistics career advisors in addition to their advisor in or Mathematics 151 Accelerated Statistics psychobiology. or Biology 212 Biometry Psychology 341 Lab in Behavioral Neuroscience At least one semester of chemistry: Public Policy Chemistry 103 or Chemistry 104 or For current information about course descriptions, scheduling, Chemistry 153 or Chemistry 154. new courses and departmental staff, please refer to the college Biology 244 Introductory Physiology catalog available on-line at www.wheatoncollege.edu/Catalog. or Biology 255 Vertebrate Evolution and John A. Walgreen, Coordinator Anatomy The minor in Public Policy Studies is an Biology 219 Cell Biology interdisciplinary program designed to intro- or Biology 254 Developmental Biology duce students to the analytical skills and At least two 300-level labs—one from institutional perspective characteristic of ca- each of the two contributing disciplines reers in public service. Courses address the (biology and psychology). Suggested lab political context of policy making, alternative courses include the following (but others disciplinary approaches to policy forma- will be accepted with permission of the tion and implementation and appreciation advisors): Psychology 334, Psychology of value conflicts in the policy process. In 343, Psychology 345, Psychology 348, addition, students are encouraged to pursue Religion 187 substantive policy issues that draw on the the following areas. At least three courses will expertise of Wheaton faculty members in be taken from one of these areas; at least two such areas as environmental regulations, courses from a second area; and at least one criminal justice, technological development, course from a third. labor-management relations, poverty and Scriptural studies welfare, anti-trust and regulation, and health care. 109 Introduction to the Hebrew Bible 110 Literature of the New Testament Minor 204 Scripture in Judaism, Christianity and The minor consists of six courses, at least Islam one of which must be at the 300 level, 207 Introduction to Rabbinic Literature including: 210 Jesus and the Gospels Economics 101 Introduction to Macroeconomics or 102 Introduction to 212 Sacred Texts of Asia Microeconomics 310 New Testament: Acts and Letters And one course in statistical or research 342 Liberation Theology methods: Western religious traditions Mathematics 141 Introductory Statistics 204 Scripture in Judaism, Christianity and or Political Science 200 Modern Political Islam Inquiry: An Introduction to Research 223 Religion in Contemporary America Methods 232 Faith after the Holocaust or Sociology 302 Research Methods in Sociology 282 Music and Worship in World Cultures Other courses may be selected by students 322 Judaism: Faith and Practice in consultation with the coordinators. No 323 Seminar in Jewish Thought more than three courses in any department 342 Liberation Theology may count toward the minor. Asian and non-Western religious traditions 108 Engaged Buddhism 212 Sacred Texts of Asia Religion 316 Islam: Faith and Practice For current information about course descriptions, schedul- 325 Hinduism: Thought and Action ing, new courses and departmental staff, please refer to the 326 Buddhism: Thought and Action college catalog available on-line at www.wheatoncollege. 357 Indigenous Religions edu/Catalog. Contemporary and comparative religious thought Jonathan Brumberg-Kraus, Chair 102 Introduction to the Study of World Faculty: Brumberg-Kraus, Darling-Smith, Religions Timm 142 Religion and Sexuality The study of religion plays two roles. It 162 Perspectives on Death and Dying provides a quintessential liberal arts experi- ence for all students and cultivates religion 204 Scripture in Judaism, Christianity and majors. The Religion Department seeks to Islam provide specialized courses for students 208 Religion in Modern Literature majoring in the discipline, and general 225 The Philosophy of Religion courses for students interested in religion 230 Mysticism and Spirituality but who are pursuing other majors. 232 Faith after the Holocaust Major 242 Religion and Ecology The Religion major consists of nine semester 260 Psychology of Religion courses. 277 Religion and Animals Requirements 340 Seminar on Religion in Anthropological 102 Introduction to the Study of World Perspective Religions At least three courses at or above the 300 401 Seminar level, including Religion 401, are required of all and seven courses selected from three of majors. 188 Religion

Interdepartmental majors and traditions of the texts and the concrete Majors in Religion and Philosophy and social situations to which these texts are Religion and History are offered jointly with religious responses. Focus on the Bible’s the Philosophy and History Departments, re- treatment of general themes in the study of spectively. Students electing either joint major religion such as ideas of the holy, religious should consult with the chairs of the two de- language and myth, ritual, monotheism and partments concerning the courses required. goddess worship, prophecy, theodicy, salva- The Classics and Religion Departments tion, gender, the religious value of the secular, have drawn up guidelines for an interde- and interpretation. partmental major in Ancient Studies. For the Brumberg-Kraus Dual-Degree Programs with Andover-Newton 110. Literature of the New Testament Theological School, contact Barbara Darling- The literature of the New Testament, with Smith . special attention to the form and content of Minor the New Testament documents, their rela- Minor concentrations are available in tionship to one another and their witness to Comparative Religion, Bible, World Religions the character of early Christianity. and Judaic Studies. For the minor in Judaic Brumberg-Kraus studies, see Jonathan Brumberg-Kraus. A 142. Religion and Sexuality minor consists of five courses approved by A study of religious views on sexual choices, the department, one of which must be at or life styles and problems of today, including above the 300 level. love, marriage, sex roles, homosexuality, Courses celibacy, contraception, abortion, and sexual and domestic violence. 102. Introduction to the Study of World Religions Darling-Smith A survey of the major world religions for the beginning student. Religions discussed will 162. Perspectives on Death and Dying include indigenous religions (American Indian Study of the grief process. Exploration of and African traditions), religions of India cross-cultural rituals surrounding death (Hinduism and Buddhism), China (Taoism and and speculation from various religions on Confucianism) and those originating in the immortality, resurrection, and reincarnation. Middle East (Judaism, Christianity and Islam). Investigation of end-of-life moral questions. Religion will be considered as a worldview Darling-Smith expressed through doctrine, myth, ethi- 204. Scripture in Judaism, Christianity and Islam cal system, ritual, personal experience and This course focuses on the religious function society. of sacred scriptures in the three Western 108. Engaged Buddhism religious traditions: Judaism, Christianity and An introduction to contemporary Buddhist Islam. Attention will be paid to scripture as thought and practice, exploring the role of myth of origins; the relative importance of Buddhism in addressing issues of social and sacred story, prophecy, and law in the three environmental concern. Basic concepts, text traditions; authority; and the importance of traditions and history of Buddhism will provide interpretative traditions. We will also investi- the foundation for understanding the contem- gate the ritual functions of scripture, artistic porary developments of “engaged Buddhism” representations and contemporary efforts to and its response to issues of social justice, interpret the relevance of textual traditions. race, gender ethnicity, consumerism, adver- Brumberg-Kraus tising culture, info-age technology and the 207. Introduction to Rabbinic Literature natural environment. This course introduces the most impor- Timm tant rabbinic documents of antiquity: the 109. Introduction to the Hebrew Bible Mishnah and the Babylonian Talmud (the An overview of the diverse, sometimes con- Bavli). Attention will be paid to their ritual, flicting, religious perspectives represented in mythic, and ethical dimensions, especially the Hebrew scriptures concerned primarily their distinctive exegetical and theological with the biblical texts as the expressions of approaches to the Torah. religious beliefs and ways of life. Examination Brumberg-Kraus of the historical contexts and literary forms Religion 189

208. Religion in Modern Literature destiny. Special attention will be given to Modern fiction as a means of exploring contemporary challenges to traditional, diverse views on the nature and meaning of patriarchal theology. human existence and the search for faith. Timm The writings of such authors as Katherine Paterson, Hurston, Morrison, Unamuno, 230. Mysticism and Spirituality An examination of mysticism as well as other Roiphe, Rushdie, Naipaul, Waugh, Roth, forms of personal religious consciousness Malamud, Wiesel and O’Connor are to be and the way individuals have integrated considered. religious experience with their general Brumberg-Kraus understanding of existence. Attention will be 209. Hebrew Bible Studies given to accounts of mysticism and spiritual- An examination of the Hebrew scriptures with ity found in different cultures and historical special attention to the Exile and the later periods. Fundamental issues include: the Hebrew biblical period. Special topics will be character of religious experience; the signifi- announced from year to year. cance of gender in spirituality; self-realization Brumberg-Kraus and self-transformation; the relationship of interior experience and public life; altered 210. Jesus and the Gospels This course studies selected versions of the states of consciousness. life of Jesus across many genres (scholarly, Timm fictional, cinematic and devotional) and 232. Faith after the Holocaust across many centuries (from canonical and The death of six million Jews at the hands apocryphal Gospels to medieval allegories to of the Nazis and their collaborators in World modern novels and films) in order to explore War II represents a radical challenge to faith the ways generations of Christians at different in Judaism, in Christianity and in Western times and places have fitted the story to their humanism. The course begins with a histori- own needs and situations. cal overview of the Holocaust and then uses Brumberg-Kraus literature of Holocaust survivors and the 212. Sacred Texts of Asia philosophical and theological response of A study of some of the major religious tradi- Jewish and Christian authors to articulate tions which have emerged in South and East the challenge of the Holocaust to faith. The Asia. Hinduism, Buddhism, Confucianism course concludes with a discussion of the and Taoism will be explored by considering implications of the Holocaust for Western representative scriptural texts and subse- culture. Because the questions which this quent commentary traditions as a way to course explores are highly varied and defy uncover their respective answers to fun- simple answers, a variety of disciplines, texts damental questions about ultimate reality, and media will be employed, including films humanity and salvation. and outside experts. Timm Brumberg-Kraus 223. Religion in Contemporary America 242. Religion and Ecology An overview of the wealth of diversity in An exploration of resources from various religions practiced in the United States, in- religions for developing a healthy respect cluding a study of mainstream Protestantism, for nature and the environment, as well as Judaism and Roman Catholicism, as well as a study of the religious roots of the current Native American traditions, Evangelicalism, environmental crisis. Included are discus- African American religion, Eastern religious sions of the relationships between feminist traditions and feminist spiritualities. spirituality and ecological sensitivity and Darling-Smith between Native American cultures/religions and ecological sensitivity. 225. The Philosophy of Religion Darling-Smith A study of questions emerging from the philosophical analysis of religious thought. 260. Psychology of Religion Both religious and anti-religious thinkers will See Psychology 260. be considered on fundamental issues: the 277. Religion and Animals existence of God, the status of revelation and This course analyzes what religions have had faith, the problems of conflicting truth claims to say about human relationships with other of different religions, immortality and human animals and whether religious traditions have 190 Religion included or excluded animals from humans’ 325. Hinduism: Thought and Action moral responsibilities. Topics include an A thematic and conceptual inquiry into some exploration of animals in story and animals of the most important religious and philo- as religious symbols; an exploration of how sophical traditions within Hinduism. Major different human animals are from nonhuman consideration given to questions about the animals; and a look at how religious tradi- nature of ultimate reality, suffering and libera- tions can foster ethical regard and compas- tion, language and revelation, personal exis- sion for animals. tence and death, eros and asceticism, myth Darling-Smith and ritual. Regular film and other audiovisual presentations will provide insight into the 282. Music and Worship in World Cultures contemporary Hindu worldview. See Music 282. Timm 310. New Testament: Acts and Letters 326. Buddhism: Thought and Action This course studies Pauline Christianity A thematic and conceptual inquiry into some through an examination of the Letters of Paul of the most important religious and philosophi- and Luke’s Acts of the Apostles. We will pay cal traditions within Buddhism. Attention given special attention to the social historical con- to the major schools of Buddhist thought, as text and structures of Pauline Christianity. well as topical inquiries into issues regarding We will discuss its ideals of community women in Buddhism, meditation practices, and authority, its Christian self-definition Buddhist art and architecture, and the influ- in regard to emerging Rabbinic Judaism, ence of Buddhism on contemporary Western the significance of religious conversion for religious pluralism. The course features close Pauline Christianity, and the relationship of readings of Buddhist texts in translation and early Christian literature and ethics to other regular audiovisual presentations. Greco-Roman literary and cultural conven- Timm tions, e.g., Acts and ancient novels. Brumberg-Kraus 340. Seminar on Religion in Anthropological Perspective 316. Islam: Faith and Practice See Anthropology 340. Pagan Arabia, the life and teaching of Muhammad, the spread of Islam, the devel- 342. Liberation Theology opment of Muslim thought, Islamic mysti- Theology is rational reflection upon faith; lib- cism and modernism. Course involves field eration theology is reflection by people of faith trips to an Islamic center and interviews with who find themselves in situations of oppres- contemporary Muslims. sion. In this course we will read the writings Brumberg-Kraus of various groups—global women and men, African-American women and men, and 322. Judaism: Faith and Practice white women—and their struggles to relate This course introduces the distinctive dimen- Christian and Jewish teachings to liberation. sions of Jewish religious and cultural world- Darling-Smith views in theory and in practice. Students will study not only classic Jewish texts, but also 357. Indigenous Religions visit local synagogues, observe celebrations An exploration of the rituals, myths and of Jewish holidays, and conduct interviews symbols of indigenous religions and the with members of the local Jewish communi- interconnection between these religious forms ties. and native ways of life. Focuses on Native Brumberg-Kraus American religious traditions, but indigenous religions in Africa, Australia and pre-Christian 323. Seminar in Jewish Thought Europe will also be considered. This seminar is intended to deepen students’ Darling-Smith understanding of major trends of Jewish thought and to practice the methods char- 398. Experimental Courses acteristic of the academic study of Judaism. Talmud Spring 2006 Students will analyze common readings in Jonathan Brumberg-Kraus class discussion and pursue independent 399. Independent Study study culminating in a major research paper Advanced students, in consultation with the in consultation with the instructor. appropriate instructor, may arrange to pursue Brumberg-Kraus independent study on topics not covered by the regular course offerings. Russian and Russian Studies 191

401. Seminar 211 Intermediate Russian II Selected topics will be chosen to integrate 240 Advanced Russian I and supplement the work done in the major. 241 Advanced Russian II Each member of the seminar will write a pa- per and will present an oral report to majors 242 Advanced Conversation and Grammar and members of the Religion Department. Review I Brumberg-Kraus,Darling-Smith, and Timm 243 Advanced Conversation and Grammar Review II 500. Individual Research Students who place at the advanced level Open to majors by invitation of the depart- (240+) are only required to complete two ment for work culminating in a senior honors semesters. thesis. Russian literature and culture Three semester courses selected from: 101 Russian Folklore Russian and Russian 200 or 300 Russia: Icons to Revolution Studies 201 or 301 Russia: From Revolution to the For current information about course descriptions, scheduling, Present new courses and departmental staff, please refer to the college 203 Russian Drama catalog available on-line at www.wheatoncollege.edu/Catalog. 281 Russian Arts and Culture Joel C. Relihan, Coordinator 282 Modern Russian Film Faculty: Aptekman, Baker, Powell, Relihan, 284 Women in Russian Culture Rosset, Weil, Wilson 305 Topics in Russian Literature The Russian and Russian Studies pro- 351 Selected Prose Writers gram offers a wide range of courses in the 352 Russian Poetry Russian language (from the elementary to 370 Russian for the Arts, Business and the advanced level), Russian art and culture, Politics literature, history, economy and politics. Summer study in the United States or abroad Courses in other departments is strongly recommended for all majors at the Three semester courses selected from at least end of the sophomore or junior year. Study in two different departments. Courses include: Russia on a junior year (or semester) abroad program is similarly highly recommended. History Credit is normally given for such study. Early 215 History of Russia consultation with the department is advised. Students who do outstanding work in either Political Science Russian major may become members of 249 Russian Foreign Policy Alpha Epsilon, the Wheaton College Chapter 255 Russian Politics of the National Slavic Honor Society, Dobro 265 Politics and Society in Eastern Europe Slovo. 345 Understanding Russian Politics and Major in Russian Studies Society through the Prism of Film The Russian Studies major is a broad-based, The major requires a minimum of three interdisciplinary course of study. It is designed courses at the 300 level. These may be to give students a basic knowledge of Russia selected from the culture courses or from the and the former Soviet Union through the courses in other departments. Substitutions study of art and culture, history, language and by permission of the department. literature, as well as economic, social and Major in Russian language and literature political issues. It consists of a minimum of The Russian Language and Literature major 10 semester courses. is designed to provide students with a sound Russian language knowledge of Russian language, culture and literature. Students who choose this major will Four semester courses selected from: usually have had some prior study of Russian 110 Beginning Russian I or they may opt for summer study or a junior 111 Beginning Russian II year (or semester) abroad. 210 Intermediate Russian I 192 Russian and Russian Studies

The major consists of a minimum of nine guage, including reading, writing and speak- semester courses. ing. Emphasis is placed on colloquial lan- Russian language and literature in Russian guage and the ability to converse in Russian. Class work is supplemented by one hour per Four semester courses, beginning at the week in the language laboratory. advanced language level: Rosset 240 Advanced Russian I 241 Advanced Russian II 111. Beginning Russian II A continuation of Russian and Russian 242 Advanced Conversation and Grammar Studies 110 with further emphasis on Review I grammar and conversation. Class work is 243 Advanced Conversation and Grammar supplemented by one hour per week in the Review II language laboratory. 351 Selected Prose Writers Rosset 352 Russian Poetry 210. Intermediate Russian I 370 Russian for the Arts, Business and Written and spoken Russian. More funda- Politics mentals of Russian grammar, with emphasis Russian literature and culture courses in English on oral practice, comprehension and com- Four courses, selected from: position. Class work is supplemented by one hour per week in the language laboratory. 101 Russian Folklore 200 or 300 Russia: Icons to Revolution 211. Intermediate Russian II 201 or 301 Russia: From Revolution to the Continuation of Russian and Russian Studies Present 210. Written and spoken Russian. More fun- damentals of Russian grammar, with further 203 Russian Drama emphasis on oral practice, comprehension 281 Russian Arts and Culture and composition. Class work is supplement- 282 Modern Russian Film ed by one hour per week in the language 284 Women in Russian Culture laboratory. 305 Topics in Russian Literature Advanced language courses Senior seminar 240. Advanced Russian I 402 Seminar Review of Russian grammar. Russian roots The major requires a minimum of three cours- and word formation. Russian syntax and com- es at the 300 level or above. Substitutions by position. Emphasis on vocabulary building. permission of the department 241. Advanced Russian II Courses Review of Russian grammar. Russian style Language courses and syntax, with emphasis on composition. By passing a proficiency test administered by 242. Advanced Conversation and Grammar Review I the department in September and May each Review of Russian grammar. Emphasis on year, a student may satisfy the first or the oral comprehension and verbal proficiency. first two years of the Russian language and place directly into the advanced-level courses. 243. Advanced Conversation and Grammar Review II Students who have taken three years or more Review of Russian grammar. Emphasis on of Russian at the secondary school level verbal proficiency and Russian cultural/politi- are expected to place into Russian 210 (or cal vocabulary. the Russian 240 series, with departmental Literature and culture courses given in Russian permission). All students in language courses are These courses are designed for Russian required to attend class regularly and, as majors and are conducted in Russian, but are an integral part of their class preparation, to open to all qualified students with permission work in the language laboratory for at least of the department. one hour per week. Students also have ac- 351. Selected Prose Writers cess to the laboratory for independent work. The study in Russian of selected prose works 110. Beginning Russian I by some of the following writers of the 19th The principal elements of the Russian lan- and 20th centuries: Pushkin, Lermontov, Pavlova, Gogol, Turgenev, Dostoevsky, Russian and Russian Studies 193

Tolstoy, Teffi, Chekhov, Zamyatin, Soviet Union to the momentous changes Zoshchenko, Bunin, Solzhenitsyn, Tokareva. of the 1990s. The focus will be on literature and art, grappling with aesthetic concerns 352. Russian Poetry amid censorship, purges and rapid political A survey in Russian of poets from the early change. Readings might include: Akhmatova, 19th century to the present. Emphasis both Babel, Zamyatin, Nabokov, Gorky, Pasternak, on analysis and on reading/performance of Solzhenitsyn, Bitov, Baranskaia, Tokareva, poetic works. Petrushevskaia. Cultural materials cover the Rosset avant-garde, Soviet theatre and ballet, samiz- 370. Russian for the Arts, Business and Politics dat and other unofficial art, glasnost and the A study in Russian of the special terms, new trends of the past few years. jargon and style used in specific professional fields, including the art world and museums, 203. Russian Drama A survey of modern Russian theatre, includ- international business and politics. Also ing some opera and ballet. The course includes a brief survey of Russian computer includes a brief history of Russian theatre and terminology. its traditions in directing and set/costume Rosset design. Readings include a variety of short to 402. Seminar full-length plays by such writers as Pushkin, Integration of the student’s work in previous Gogol, Ostrovsky, Chekhov, Kharms, Gippius, courses through independent work chosen Erdman, Shvarts, Aitmatov, Petrushevskaia with the approval of the department. and Nina Sadur. Rosset 500. Individual Research Open to senior majors by invitation of the 281. Russian Arts and Culture department. Begins with a brief survey of Russian political history, then focuses on Russian and Soviet Courses given in English art, including some non-Russian works Courses in culture, literature and civilization from former republics of the Soviet period conducted in English are open to all students (Georgia, Armenia, Latvia, Central Asia). without regard to foreign language proficiency. Includes ballet and theatre, cinema, classi- 101. Russian Folklore cal music as well as bard music and formerly A general, interdisciplinary introduction to underground rock, some literature and poetry, Russian culture with special emphasis on and art from the icons to the avant-garde to folklore, tracing its development from pre- unofficial and official art. Christian times to the present. The course will Rosset center on the study of folk tales, epics and 282. Modern Russian Film ballads; beliefs, traditions and superstitions; The course will acquaint you with the cul- the influence of folklore on the development ture of modern Russia through its cinema. of Russian literature and art. Lectures with discussion and analysis of a 200. Russia: Icons to Revolution series of Russian films from Eisenstein to A broad survey course with primary empha- current productions, emphasizing content sis on the classics of the 19th century. The and moral/political issues as well as artistic study of strong passions and clashing beliefs technique. in 19th-century Russian literature and culture. 284. Women in Russian Culture Focus on love and social commentary in A historical survey of the cultural and political the works of Pushkin, Lermontov, Gogol, impact of women in Russia, with emphasis Pavlova, Chekhov, Dostoevsky and Tolstoy. on the 20th century. Works by and about Cultural materials include icons and Russian women, including works by Russian women wooden architecture, the myths of St. in politics, literature and poetry, theatre and Petersburg and Moscow, Russia’s expansion painting. into the Caucasus and Siberia, 19th-century Rosset music, and trends in 19th-century painting. 298. Experimental Courses 201. Russia: From Revolution to the Present Jewish-Russian Culture Spring 2006 The study of Russian literature and culture Aptekman in the 20th century, from the turmoil of the Revolution through the terror of Stalin’s 194 Russian and Russian Studies

300. Russia: Icons to Revolution Minor Advanced version of Russian and Russian The minor in Sociology requires five courses, Studies 200 Russia: Icons to Revolution including Sociology 190 and four additional 301. Russia: From Revolution to the Present courses in sociology, one of which must be Advanced version of Russian and Russian at the 300 level. Studies 201. Courses 305. Topics in Russian Literature Introductory/core courses Topics will vary to meet student demand and interest and might include: the Russian 104. Contemporary Social Problems novel, the Silver Age, Soviet classics, This course is organized into three sections: Russian women writers, or others. First, the social action section deals with how social change can be realized through the implementation of political strategies and tac- tics in the creation and /or alleviation of prob- lems of moral indignation. The theory section Sociology provides major sociological perspectives for For current information about course descriptions, scheduling, examining certain public issues. Finally, the new courses and departmental staff, please refer to the college problems section takes an in-depth look at catalog available on-line at www.wheatoncollege.edu/Catalog. specific social problems such as pollution, Hyun Sook Kim, Chair poverty and crime. Faculty: Chalfen, Grady, Harris, Kim, Trevino McCormack, Trevino, Yllo 190. Self and Society The Sociology program offers a major This course examines theoretical modes in Sociology within the Sociology and of sociological inquiry through an in-depth Anthropology Department. The program study of the self and society. Through clas- focuses on human social behavior, social sical and contemporary readings, five areas organization and cultures, and contemporary are explored: the construction of the self; the social problems. Issues of race, ethnic- dynamics of social groups; the power of so- ity, class, gender, sexuality, religion, and cial structures and circumstances; deviance; technology—within both the United States and globalization and social change. and global context—are addressed in a 232. Social Psychology wide range of courses. These courses are See Psychology 232. grouped in three areas: deviance and social control, inequality and social change, and 301. Sociological Theory institutions and social organization. The primary objective of this course is to provide a broad overview of the major socio- Major logical theorists and theories. Accordingly, The major program in Sociology requires 10 the student will become familiar with the courses and must include: classical (pre- World War II) as well as with 190 Self and Society the contemporary (post- World War II) theo- 301 Sociological Theory retical paradigms in sociology. Students will 302 Research Methods in Sociology cultivate their sociological imaginations as 402 Senior Seminar or they learn to apply the theories. Kim, Trevino 403 Senior Pro-seminar or two semesters of 500 Individual Research 302. Research Methods in Sociology An introduction to the scientific method Students are expected to take Sociology and its application to sociological research. 190 in their freshman or sophomore year, Topics include formulation of research Sociology 301 and Sociology 302 in their ju- problems, sampling, measurement, data nior year and Sociology 402 or Sociology 403 collection and analysis, and an introduction in their senior year. Students must also take to the computer statistical package MINITAB. Sociology 272 or Mathematics 141. In addi- Emphasis is on research design. tion, majors must take at least one course in Yllo each of the three areas: deviance and social control, inequality and social change, and 402. Senior Seminar institutions and social organization. A semester of directed research in which stu- Sociology 195 dents receive individual attention while carry- pire making, nation building, nationalism, war ing out an empirical study. The seminar offers and modernity. The class demystifies geno- guidance and a framework for the many cide and analyzes why some atrocities are stages of the research process. Students will responded to as genocides while other similar be expected to produce a thesis and present crimes are denied and unacknowledged. it publicly in February. Grady, Yllo 311. Violence against Women This seminar explores the nature of violence 403. Senior Pro-seminar against women, focusing on current research The Pro-seminar deals with conceptual on woman battering, rape, child sexual abuse analysis and critiques of theories, methodolo- and pornography. Students will compare gies and paradigms employed by sociolo- theoretical approaches and will critically gists and by different sociological schools examine empirical research. The impact of of thought. Various themes are explored race/ethnicity and class on the abuse experi- through the application of concepts, theories, ence are considered. A major part of the paradigms and sociological imagination. seminar involves original research by students A senior thesis and an oral defense of the on an issue of their choice or an internship at thesis are required. a local program. The semester will culminate Trevino, Harris, Kim in a symposium on violence against women 500. Individual Research organized by seminar members. Open to majors at the invitation of the de- Yllo partment. Inequality and social change Deviance and social control 095. Cultures, Communities and Change 211. Criminology Taught in Vietnam and Cambodia, this This course provides a historical account of three-week course focuses on the socio- the major schools of thought in the discipline economic, cultural and political change of of criminology. The individual actor, the social Southeast Asia. The course is field based and environment, the law and the criminal justice includes the study of local markets, factories, system will be examined in order to better agricultural coops, housing projects, NGO understand violent crime, juvenile delin- programs, museums, and historical sites. quency, gangs, organized crime, white-collar Harris, Kim crime, etc. We will also focus on the alterna- 200. Social Movements tive of restorative justice. The course examines national liberation Trevino movements, social revolutions, and protests 221. Deviance and Social Control and struggles for social justice. Through es- The primary objective of this course is to sential and inspiring readings, we will explore develop a sociological and critical analysis the local and global impact of colonialism and of various types of deviant behaviors and capitalism and struggles to confront oppres- deviant statuses including criminality, delin- sion, injustice and inequality. quency, alcoholism, mental illness, physical Kim defects, etc. 210. Inequality Trevino What is class? How does one’s class posi- 231. Organized Crime tion shape or influence one’s social stand- Specific attention is being paid to organized ing? The “class” lens is used to study social crime’s origins, history, culture, organizational stratification, inequality, mobility, poverty, structure and goals. Various types of criminal wealth, power, taste, and political and cultural organizations will be considered: the Cosa consciousness. Race, gender, sexuality and Nostra, the Yakuza, the crimes of business immigrant status are also considered within corporations, international and domestic ter- American and other social-cultural contexts. rorism, organized political crime, motorcycle Kim gangs, etc. 220. Aging in America Trevino Aging in the U.S. is examined in sociological, 240. Conflict and Genocide historical and cross-cultural context. Issues An intensive study of racial, ethnic, national, concerning family, work and retirement, sexu- religious and sexual conflicts in relation to em- ality, elder abuse, and death and dying are 196 Sociology explored. The aging experience is analyzed in Special attention on Orientalism, colonialism, connection to gender, race and class inequali- war, capitalism and labor, transnational mi- ties. This is a service learning course involving gration, racial exclusion, ethnic communities, field placement in local elder organizations. citizenship and identity struggles. Yllo Kim 230. Race and Ethnicity 298. Experimental Courses Racial and ethnic minorities in the United Sociology of Sexuality Fall 2005 States and other countries, including the different ways in which minority-dominant 310. Beyond Global Feminism group and minority-minority group relation- A study of feminist discourses and meth- ships are created, structured and become odologies on the questions of “woman,” crystallized in social institutions and patterns gender oppression, patriarchy, women’s of social action. A look at various explana- liberation, women’s rights and sisterhood. tions for the ways these relations work out Essentialist, universalist, relativist, cultural- in different societies and between different ist, and critical arguments and perspectives groups. Finally, the cultures and ideologies are examined to understand contentious of the different groups and the way these debates in and between Western, Third cultures and ideologies help create and are World, global, postcolonial and transnational themselves created by the pattern of minority feminisms. group relations. Kim Harris, Kim 330. Money, Sex and Power 240. Conflict and Genocide An intense study of capitalism and globaliza- An intensive study of racial, ethnic, national, re- tion and their dependence on sexual labor ligious and sexual conflicts in relation to empire and desire. The seminar analyzes sex work, making, nation building, nationalism, war and tourist culture and economy, travel and modernity. The class demystifies genocide and leisure, militarization, racialized bodies and analyzes why some atrocities are responded labor, and transnational ties among ethnic, to as genocides while other similar crimes are immigrant and gay/lesbian communities. denied and unacknowledged. Kim 260. Gender Inequality Institutions and social organization How do we learn to be women and men? 215. Working: Society and the Meanings of Work How are our cultural beliefs and social institu- What role does work play in people’s lives? tions gendered? How do different sociologi- Why is work organized the way that it is? cal and feminist theories illuminate gender Should it or can it be changed? How does relations? How can we better understand work affect the way that people treat each the perpetuation of inequality by examining other? Can work be controlled and man- images of women in the media, sexism in aged? This course will address these ques- language and violence against women? How tions while investigating the social, political is sexism related to racism, class stratification and cultural forms of work in the United and heterosexism? States and Japan. Yllo Grady 270. Immigration 225. Health and Medicine There are currently massive and rapid move- This course will examine medicine as an ments of people across national borders institution and explore the consequences for jobs, residence, political asylum, family of its organization for public policy. Should integration, trade, business and tourism. doctors control health care? Should medi- This course explores multiple causes and cine be socialized? Has medicine made us consequences of immigration. Depending on healthier? Does our system of health care the instructor, this course will focus on global devalue women? The course will investigate migration (Kim) or immigration in the U.S. these and other questions. context. Grady Harris, Kim 235. Families in Transition 280. Asians and America Has the obituary for the American fam- A multidisciplinary study of social and cultural ily been written prematurely? How can we encounters between Asians and/in America. Sociology 197 better understand contemporary families questions in an exploration of the impact by studying families cross-culturally and in that our social relations and technological diverse social and racial/ethnic groups. How systems have had on the conditions of hu- a social scientific analysis illuminates the man existence in contemporary society. nature of gender, dating, marriage, parent- Grady ing, violence and divorce. We explore the 322. Sociology of Law changing nature of the family as an institu- tion as well as the transitions individual Examines the interrelations between law families undergo. and various aspects of society. Employs a Yllo comparative and historical approach and addresses such questions as, How and 240. Conflict and Genocide why does law develop? Under what social An intensive study of racial, ethnic, national, conditions does a differentiated legal system religious and sexual conflicts in relation to em- emerge? How do legal systems vary with pire making, nation building, nationalism, war different forms of social institutions? and modernity. The class demystifies geno- Trevino cide and analyzes why some atrocities are responded to as genocides while other similar 340. Gender and Health crimes are denied and unacknowledged. This course focuses on constructions of gender and sex and their implications for 255. Living in Cities: Urban Sociology understanding determinants of population Cities are the most important form of health. It considers how gender roles, race/ settlement in the modern world. They are ethnicity, class, culture, and frameworks workshops of innovation in technology, of addressing gender and biological sex culture and manners. Because the city is a “shape” conceptions, questions, explana- settlement and not an institution, the course tions and interventions for the societal pat- will encourage students to use methods and terns of health, disease, and well-being. concepts derived from several disciplines Harris to understand the city. The course explores the organization, growth and conflicts of a Specialized methods number of the world’s major cities. 272. Analyzing Social Trends Grady Have you ever wondered whether the 275. Media and Society population is growing too fast? How many of The role and influence of the media in con- us are poor? How ethnically diverse are we? temporary societies, with specific attention Is the American family falling apart? These to questions regarding: the influence of the questions are debated all the time in the media over people’s lives in “mass society,” media. But are they telling the whole story? the political ideology inherent in mass media This team-taught course will provide the key messages, the organization of media indus- to analyzing descriptive statistics—including tries and the media as means for subcultural how they are constructed, displayed and expressions. disseminated—to illuminate the stories that Harris lie hidden behind the headlines. Harris, Grady 285. Latino Community The course will examine the various Latino 282. Visual Sociology populations in the United States: Mexican What do snapshots, home movies and Americans, Cuban Americans, Puerto advertising tell us about modern societ- Ricans, Dominicans, etc. Issues that are ies? What role should graphic design play unique to these populations will be consid- in social research? What do we do when ered: culture (normative and esthetic), bilin- we go to the movies (whether in Calcutta gualism, the immigrant experience, family or Boston), and what do we see when we life, the church, education and so on. get there? These are a few of the questions Trevino that social scientists ask as they produce or interpret the images that the camera has 315. Society, Technology and the Environment made, which play an ever more important Have our cities created a way of life that is role in how we view and conduct our lives impossible to sustain? Is our technology out and communicate with others. of control? How should we relate to our en- Grady vironment? We will consider these and other 198 Sociology

292. Documentary: Sociological Movie Making Fine Arts Center contains two performance How can social scientists use video to carry spaces: the Dorothy Littlefield Weber ’38 out social research and to communicate Theatre, a 350-seat proscenium house with a what they discover? What are the oppor- modular thrust, and the Kresge Experimental tunities (and the pitfalls) that visual expres- Theatre, a “black box” with flexible seating sion poses for the student? What are the that can accommodate up to 120 spectators. strengths and weaknesses of the documen- Productions in these theatres, directed by tary and photojournalistic tradition and how both faculty and students and numbering an is that tradition connected to the social sci- average of six per year, cover a lot of territory: ences? This course will enable students to everything from an annual Dance Concert develop the analytic and practical skills nec- and New Plays Festival to ancient Greek essary to produce a visual essay. The focus tragedy, modern realism, Shakespeare, farce, of the course is on documenting the town Beckett, musicals, and Moliere. Students are of Norton and each student will produce an encouraged to study away from Wheaton independent project consisting of a digitally for at least one semester during their junior edited movie on some aspect of the town’s year. Popular programs include the National history, lifestyles or culture. Student access Theatre Institute in Waterford, Connecticut to a video camera is recommended. and London’s British American Drama Grady Academy and Boston University Internship Program. Students have also participated in 392. Feminist Research This seminar examines critiques of traditional programs in France, Ireland, Australia and social science and its methods, focusing on New Zealand. In an effort to gain valuable the controversies that surround the scientific theatre experience in a professional setting, method, objectivity, politics and the purpose students also frequently arrange internships of research. We will explore “feminist meth- with area companies. Past connections odology” and debate whether such a thing have been established with Trinity Repertory even exists. The seminar also focuses on Company in Providence, American Repertory models of feminist research and looks at the Theatre in Cambridge, the Huntington connections between the personal, political Theatre in Boston and the Roundabout and intellectual. Theatre in New York. Yllo Major The major in Theatre Studies and Dance is administered jointly by the Theatre and English Departments. It includes a minimum Theatre Studies and of twelve courses: eight from theatre and four from English (or other departments offering Dance dramatic literature courses during a given For current information about course descriptions, scheduling, semester—see explanation below). new courses and departmental staff, please refer to the college Three concentrations are available within catalog available on-line at www.wheatoncollege.edu/Catalog. the major: acting/directing, theatre design and dance. The major must include three David M. Fox, Chair courses at or above the 300 level. Faculty: Burlington, Conway, Fox, Madden, McNamee, Meehan, Mrozowski, Stein, Required courses Stenger English The Department of Theatre Studies and Four courses from the English Department, Dance offers students a wide array of including at least one course in Shakespeare courses in acting, directing, theatre design (English 309 or English 310) and three and history, dance, dramatic literature, courses from among the following: playwriting and film theory. Central to the department’s mission are the development 241 Modern Drama of communication skills—both oral and writ- 242 Hollywood Film since 1970 ten— careful attention to how theatre and 246 Modern Irish Literature dance function as collaborative art forms, 249 Hollywood Genres and an emphasis on theatre and dance 258 Introduction to Film Studies as windows to diverse cultures, lifestyles and intellectual perspectives. The Watson 273 Malcontents, Monarchy and Revenge in Early Modern Drama Theatre Studies and Dance 199

274 Restoration Theatre and Beyond Acting Courses 287 Writing for Performance 101. Beginning Acting 288 Playwriting: Form and Craft Students in this course are introduced to the 348 Sexual Politics of Film Noir internal and external demands of turning psy- 357 Cinema and the City chology into behavior. The bare necessities 388 Advanced Playwriting of investing yourself in the moment, genuinely With permission from English and Theatre talking and listening, playing objectives and Department chairs, dramatic literature personalizing material are initially explored courses offered through other departments via games, improvisations and exercises. A (e.g., Music 292 or Classics 254) may be midsemester monologue and final scene are used to satisfy this requirement. also presented. Fox and Burlington Theatre 102. Public Speaking 103 Introduction to Theatre This course provides the student with greater 275 The History of Western Theatre self-confidence and ease with speaking, 276 Non-Western Theatre and Performance while enhancing use of language, delivery, 371 Ensemble Experiments and organization. Students will participate in an intensive series of prepared speeches, de- Concentrations bates, and impromptu exercises. Appropriate Three credits in one of the following areas of for all majors. specialization: Madden Acting/Directing 105. Movement for the Performing Arts Theatre Studies and Dance 101, 202, 211, A course designed to explore the psycho- 311, 351 logical connection to human movement potential. Special attention is devoted to the Theatre design development of kinesthetic awareness, bal- Theatre Studies and Dance 203, 204, 205, ance, release, alignment and use of space. 302 The course also introduces students to a va- Dance riety of movement techniques beginning with Somatic Training, the Alexander Technique, Theatre Studies and Dance 110 and 140 or Impulse Training, Bodywork and basic Laban four semesters of Theatre Studies and Dance for actors and dancers. 320, and either Music 262 or 292 All acting/directing and dance concentrators 120. Voice and Speech must take one course from theatre design. All The subject of this course is vocal life. It is an theatre design concentrators must take one introductory class for anyone who wants a course from either acting/directing or dance. beautiful voice and clear, articulate speech. It With careful planning and appropriate ap- is about finding your own voice, rediscover- proval, double majors and self-designed ing your own originality, exploring your artistic majors are also welcome possibilities. skills and talents, while reinforcing and ex- panding your communicating personality. The Minor student will experiment with basic exercises The Theatre Studies and Dance minor for improving physicality and opening up new consists of at least five interrelated courses, voice potential. at least one of which normally shall be at 211. Intermediate Acting the 300 level. The minor includes Theatre This course takes the acting fundamentals Studies and Dance 103, Theatre Studies put forth at the beginning level to a critical and Dance 371 and three other courses next step. Students confront the emotionally approved by the department chair in one high stakes of more demanding and more or more of the following areas of specializa- complicated dramatic worlds. The plays of tion: acting/directing, theatre design, theatre Russian writer Anton Chekhov serve as an history, dance, dramatic literature, playwriting important focal point in the class. Limited to and film theory. In special circumstances and sophomores, juniors, and seniors. with approval from all department faculty, Burlington minors may substitute independent projects for Theatre Studies and Dance 371. 200 Theatre Studies and Dance

298. Experimental Courses 204. Introduction to Costume Design Scene Painting Development of critical thinking from a This course introduces the techniques of costume designer’s viewpoint. Emphasis will scene painting through practical projects, in be given to script analysis, period research, a studio format. Students will learn traditional fabric, color theory and the sketching of methods of scenic painting, including layout, finished costume renderings. faux finishing, representational painting, Stein related skills, and proper tool use and care. If 205. Stagecraft applicable, the class will paint the scenery for Examination of the technical challenges the Theatre Department’s production. encountered in mounting a major produc- Stein tion. Backstage procedures, construction 351. Advanced Acting techniques, theatre safety, tool operation Focus on the proper use and all-too-frequent and maintenance, drafting, materials and misuse of “style” in the theatre. The class supplies. Students will be assigned crew encounters via readings, games, improvisa- positions in department productions as a tions and presentations the worlds of Greek practical aspect of their training. and Shakespearean tragedy and absurdist 302. Introduction to Lighting Design tragicomedy. Students must keep a weekly An examination of the fundamental principles journal and present at least three scenes. of light. The development of original design Limited to juniors and seniors. projects from the perspective of a lighting Fox designer. The skills of a lighting designer: script analysis, drafting, instrument and color Directing selection. Students will be assigned crew 202. Beginning Directing positions in department productions as a Examination of the myriad theories/practices practical aspect of their training. of play direction with special emphasis on 399. Selected Topics the fundamentals of script analysis, overall Independent research and/or practicum at organization, use of space and collabora- the advanced level monitored by a faculty tive creation. Practical directing problems member. encountered via scene work from plays both classical and modern. Theatre history Burlington 275. The History of Western Theatre 311. Intermediate Directing Focus on the evolution of Western drama This course takes directing fundamentals put from ancient to modern times. Diverse forth at the beginning level to a critical next theatrical styles, movements and production step. Strong emphasis on what is meant by modes are examined via scripts, research directorial concept, vision or interpretation projects and videotapes. and how it affects the collaborative work that Madden is theatre. Students direct both original and established scripts. 276. Non-Western Theatre and Performance Fox An overview of various non-Western performance traditions and methodologi- 399. Selected Topics cal approaches. The course investigates Independent research and/or practicum at a wide variety of performances, carnivals the advanced level monitored by a faculty and religious rites from Melanesia and Asia member. (Papua New Guinea, India, Sri Lanka, Japan, China, Korea, Tibet, Java and Bali), the Theatre design Caribbean, and Africa. Live performance 203. Introduction to Scene Design and film complement assigned readings of Development of critical thinking through scripts, theoretical writings and anthropologi- the study of design development, scenic cal studies. styles, elements of design and methods of Madden visual presentation of scenic design. Design 292. American Musical Theatre projects range from script analysis to collage, A survey of American musical theatre focus- color and 3-D visual presentations. ing on three areas: the African American Stein experience, the American view of Asia and Theatre Studies and Dance 201 the romantic treatment of American history. to the present with an emphasis on how to Emphasis on film viewing and discussion. transform the written word into relevant live This course is cross-listed with the Music performance. Appreciation of the theatre Department. through a brief study of its history, acting- Sears directing-design theory and practicum, and discussion of tragic vs. comic visions. Dance Fox 110. Jazz Dance 115. Masks and Puppets Introductory through intermediate jazz An introduction to the essence of acting dance technique, including the study of with masks and puppets. Through a series body isolations, syncopation and specific of physical explorations, improvisations, jazz dance traditions. Emphasis is placed on theatre games and acting compositions, enhancing musical and rhythmic phrasing, students will explore neutral and character efficient alignment, clarity in complex move- mask possibilities. Research will involve ment combinations and the refinement of mask origins from many cultures and the performance style. A working knowledge of history of masks and mask making around jazz dance is the desired goal of this course the world. Neutral and character masks after of study. the style of Jacques Lecoq and puppets in Mrozowski the Bunraku style of Japanese puppetry will 140. Ballet be created. Students will also fashion a final Introductory through intermediate study of performance piece in which they will score the principles and vocabularies of classi- and play music. cal ballet. Class comprises three sections: 199. Selected Topics barre, center and allegro. Emphasis is Independent research and/or practicum at placed on correct body alignment, develop- the introductory level monitored by a faculty ment of whole body movement, musicality member. and the embodiment of performance style. The fundamental requirements of classical 215. Theatre and Social Change dance are taught in conjunction with dance A course that investigates how theatre can combinations. be used to help communities talk about dif- Mrozowski ficult issues regarding race, ethnicity, sexual- ity, gender, economic status, religion and 320. Dance Company politics. Writers and/or performance artists This course offers an in-depth explora- studied include Anna Deavere Smith, Moises tion of the aesthetic and performing issues Kaufman, Tony Kushner, Danny Hoch and surrounding specific dance idioms—bal- Suzan-Lori Parks. let, modern, jazz and others—through the Burlington study and performance of selected repertory works. Students receive a half-credit for par- 299. Selected Topics ticipation in the Wheaton Dance Company. Independent research and/or practicum at Limited to four semesters. the intermediate level monitored by a faculty Mrozowski member. 399. Selected Topics 371. Ensemble Experiments Independent research and/or practicum at Development of a theme-based theatre proj- the advanced level monitored by a faculty ect, including the writing and performance member. of a script, the design of sets, lights and costumes, and the preparation of effective Other courses publicity. This is the Theatre Studies and Dance Department’s senior seminar/cap- 020. Rehearsal and Production stone experience. Students may petition for Students receive a half-credit for participat- an alternative capstone. Limited to senior ing as actors, assistant directors, designers, majors and minors. stage managers or technicians in a faculty- directed mainstage production. Limited to 500. Individual Research two semesters. Honors thesis work monitored by one or more faculty members. 103. Introduction to Theatre A survey of plays from the ancient Greeks 202 Urban Studies

provides students with a critical framework that Urban Studies allows them to examine women’s issues across For current information about course descriptions, scheduling, the curriculum as well as in the world at large. new courses and departmental staff, please refer to the college catalog available on-line at www.wheatoncollege.edu/Catalog. Major The major in Women’s Studies consists of at John Grady, Coordinator least nine courses, with three or more courses An interdepartmental minor in Urban Studies at the 300 level or above. Students are encour- is offered by the Departments of Political aged to pursue a concentration within the major; Science and Sociology. possible concentrations include: social science, Minor humanities, arts or a particular social issue or theme. Women’s Studies majors are urged to The minor consists of six courses: pursue internships, service learning opportunities Political Science 200 Modern Political and independent research that will complement Inquiry: An Introduction to Research their course work in Women’s Studies. Methods or Sociology 302 Research Methods in Introduction and Theory Sociology Women’s Studies Political Science 321 Public Administration 201 Introduction to Women’s Studies and Public Policy 312 Feminist Theory or Economics 252 Urban Economics Political Science 201 Contemporary Urban Women in U.S. Society Politics Two of the following: Sociology 255 Living in Cities: Urban Economics Sociology 241 Women in U.S. Economy Urban Studies 301 and Urban Studies 302 Field Work in the Urban Community History Courses 230 U.S. Women to 1869 231 U.S. Women since 1869 301. Field Work in the Urban Community Individually designed and supervised field Sociology work in agencies of state and local govern- 260 Gender Inequality ment; community service organizations; Other courses may qualify with permission of and programs and nonprofit associations in the Women’s Studies advisor. Boston, Providence and surrounding com- munities. Seminars integrate field work with Women in International Perspective the academic program. Two of the following: 302. Field Work in the Urban Community Anthropology See Urban Studies 301 Field Work in the 255 Women in Africa Urban Community 260 Women and Development 350 Gender and Social Organization Classics Women’s Studies 266 Women, Power and Paganism For current information about course descriptions, scheduling, French Studies new courses and departmental staff, please refer to the college 331 Other Voices, Other Stories: Great Works catalog available on-line at www.wheatoncollege.edu/Catalog. of Lesser-Known Authors from France and the Brenda Wyss, Coordinator Francophone World Academic advisor for the major: Claire Buck Hispanic Studies Women’s Studies is an interdisciplinary 370 Studies on Hispanic Women Writers major explicitly geared toward the study of women and their gender roles. By encourag- Italian Studies ing students to examine the new scholarship 235 Italian Women Writers in Translation on women in relation to traditional materials, Russian and Russian Studies Women’s Studies involves a “re-vision” of knowledge. The major in Women’s Studies 284 Women in Russian Culture Women’s Studies 203

Sociology 235 Human Sexuality 310 Beyond Global Feminism 290 Psychology of Women Sociology 330 Money, Sex and Power Religion Electives 142 Religion and Sexuality Two of the following not used above: Russian and Russian Studies Anthropology 284 Women in Russian Culture 255 Women in Africa Sociology 260 Women and Development 260 Gender Inequality 350 Gender and Social Organization 310 Beyond Global Feminism Art History 311 Violence against Women 336 Sex and Death in Early Modern Venice 330 Money, Sex and Power 340 Gender and Health Classics 392 Feminist Research 266 Women, Power and Paganism Minor Economics The minor in Women’s Studies consists of 241 Women in U.S. Economy five or more courses: Women’s Studies 201, English at least one 300-level course and three elec- 236 Sex, Work and the Victorians tives, only one of which may be taken at the 240 Gender, Genre and Poetry 100 level. Students are encouraged to do an interdisciplinary independent study and 247 Aesthetics in African American Women’s related internships. Fiction 272 Romancing the Novel Women’s Studies Courses 348 Sexual Politics of Film Noir Anthropology 377 Feminist Criticism 255 Women in Africa French Studies 260 Women and Development 331 Other Voices, Other Stories: Great Works 350 Gender and Social Organization of Lesser-Known Authors from France and the Art History Francophone World 336 Sex and Death in Early Modern Venice Hispanic Studies Classics 370 Studies on Hispanic Women Writers 266 Women, Power and Paganism History Economics 225 Women in East Asia: Japan and Korea 241 Women in U.S. Economy 227 Women in East Asia: China 230 U.S. Women to 1869 English 231 U.S. Women since 1869 236 Sex, Work and the Victorians 313 Issues in the History of Women in Europe 240 Gender, Genre and Poetry 340 Gender and Work in the 19th-Century U.S. 247 Aesthetics in African American 341 Sex and Culture in the 19th-Century U.S. Women’s Fiction 272 Romancing the Novel Italian Studies 348 Sexual Politics of Film Noir 235 Italian Women Writers in Translation 377 Feminist Criticism Philosophy French 255 Feminism, Philosophy and the Law 331 Other Voices, Other Stories: Great Works Political Science of Lesser-Known Authors from France and 025 Legal Issues in Public Policy: the Francophone World The Law of Sexuality and Gender Hispanic Studies Psychology 370 Studies on Hispanic Women Writers 261 Psychobiology of Sex and Gender 204 Women’s Studies

History of women and how they are constructed; 225 Women in East Asia: Japan and Korea women’s perspectives in literature and in the 227 Women in East Asia: China sciences; and the roots and prospects of the contemporary women’s movement. 230 U.S. Women to 1869 231 U.S. Women since 1869 225. Women in East Asia: Japan and Korea 313 Issues in the History of Women in Europe See History 225. 340 Gender and Work in the 19th-Century U.S. 236. Human Sexuality 341 Sex and Culture in the 19th-Century U.S. See Psychology 235. Italian 241. Women in U.S. Economy 235 Italian Women Writers in Translation See Economics 241. 255. Women in Africa Philosophy See Anthropology 255. 255 Feminism, Philosophy and the Law 260. Gender Inequality Political Science See Sociology 260. 025 Legal Issues in Public Policy: The Law of Sexuality and Gender 261. Psychobiology of Sex and Gender See Psychology 261. Psychology 261 Psychobiology of Sex and Gender 262. Women and Development See Anthropology 260. 235 Human Sexuality 290 Psychology of Women 267. Women in German Cinema See German 267. Religion 272. Romancing The Novel 142 Religion and Sexuality See English 272. Russian 295. Gender and Health 284 Women in Russian Culture See Sociology 340. Sociology 312. Feminist Theory 260 Gender Inequality This advanced-level course is designed 310 Beyond Global Feminism to explore in depth many of the theoreti- 311 Violence against Women cal frameworks and methodological issues 330 Money, Sex and Power that are touched upon in women’s studies and gender-balanced courses. The course 392 Feminist Research focuses on historical and contemporary writ- Women’s Studies ings from a range of perspectives, including 201 Introduction to Women’s Studies liberal feminism, radical feminism, socialist feminism and postmodernism. Special top- 312 Feminist Theory ics such as racism, lesbianism and interna- In addition, many departments offer special tional women’s issues are also examined. courses and seminars with topics applicable to the major or minor. Please see the Women’s 316. Islam: Faith and Practice studies advisor for permission to count the 325. Hinduism: Thought and Action course towards either the major or minor. 326. Buddhism: Thought and Action Courses Sociology 142. Religion and Sexuality See Religion 142. 280. Asians and America 201. Introduction to Women’s Studies 330. Money, Sex and Power An introduction to topics and themes in Minor women’s experiences from a cross-cultural, historical and interdisciplinary perspective. Minors are required to take at least five of Topics may include women’s historical roles the courses listed as appropriate for the in the family, the workforce and public and major, including History 141 or History 142 private spheres in different societies; the (or an acceptable alternative) and may con- psychology of changing gender roles; images centrate in any of the regions listed above for the major. 205 Selected Endowed and Other Named Funds

Lectureships established in 1958 through the of 1975, in support of Wheaton’s generosity of Henry Witte Otis, a National Endowment for the Mary Bloor Loser Endowment Fund: Established in 1987 by Thomas N. longtime friend of the college and Humanities Challenge grant. Loser and Ann T. Bloor in honor of father of two Wheaton alumnae, Ruth S. Berry ’25 Book Fund: his wife (and Mrs. Bloor’s daughter), in memory of his wife, Marjorie Established in 1986 by Ruth S. Mary Bloor Loser, Class of 1942, Maxfield Otis and later expanded Berry, Class of 1925. The income and her father, Carl Bloor, to fund to honor also the memory of his from this fund is to be used to the Mary Bloor Loser Musical Series. daughter, Marilla Claire Otis, Class purchase books for the library re- of 1950. stricted to the area of humanities. Annie E. Carter Memorial Lecture: Established in 1886 by the Wheaton Mary F. Porter Lecture: Established Dr. Eugene L. and Louise L. Bestor Seminary Alumnae Association in in 1908 by a bequest from the Library Fund: Established in 1983 memory of Annie E. Carter, teacher estate of Mary French Porter, Class by Ruth Louise Bestor Messenger, at Wheaton Seminary from 1862 of 1859. Class of 1944, in honor of her par- to 1881. The Jane E. Ruby Lecture in the ents, Eugene and Louise Bestor, Humanities: to purchase library materials Annie Talbot Cole Memorial Established in 1993 by a bequest from the estate of supporting the study of science at Lecture: Established in 1916 by a gift from Calista S. Mayhew Jane E. Ruby, Professor of History Wheaton College. in memory of her niece, Annie Emerita, Provost, friend and honor- Deborah K. Burnstine ’80 & Talbot Cole, first wife of Wheaton ary degree recipient of Wheaton Elizabeth B. Burnstine ’85 Judaica President Samuel Valentine Cole. College. The lecture series brings Book Fund: Established in 1985 in prominent speakers to campus honor of their two Wheaton daugh- Deemer Forum on Ethics in the annually. ters, Deborah K. Burnstine and Professions: Established in 1997 by Mr. and Mrs. Kenneth C. Deemer LaDonne Heaton Schulman Elizabeth Burnstine and combined (Louise McKeon Deemer, Class of Alumnae/i Lecture Fund: with the Jewish Book Fund and the 1933) to encourage discussion and Established in 1993 in memory of Judaica Fund. The purpose of this reflection on ethics as an essential LaDonne Heaton Schulman, Class fund is to purchase books for the ingredient in the code of professional of 1957, Wheaton’s first Fulbright library relating to the humanities. conduct for a wide range of careers. scholar, by alumnae/i, family and Class of 1924 Library Fund: friends. Established in 1974 by the Class of Annie Austin Emerson Lecture: Established in 1898 by the New Miriam Lee Tropp Memorial 1924 in honor of their 50th class England Wheaton Seminary Club in Lecture: Established in 1967 in reunion, to purchase books, peri- memory of Annie Austin Emerson, memory of Miriam Lee Tropp, Class odicals or other materials for the Class of 1871, teacher at Wheaton of 1965, by her family and friends. Madeleine Clark Wallace Library. Seminary from 1872 to 1876. Wright-Shippee Memorial Fund Class of 1927 Library Fund: for the Arts: Established in 1954 Established in 1952 by the Class Lucy Larcom Lecture: Established in 1896 by an anonymous donor in in memory of Elizabeth Wright of 1927 in honor of their 25th memory of Lucy Larcom, teacher Shippee, Class of 1937, by her class reunion, to purchase books at Wheaton Seminary from 1854 family. Restricted to lectures in art for the Madeleine Clark Wallace to 1867. and support of the Shippee Rental Library. Collection. Frances M. Coakley ’68 Memorial Amy Otis Lecture in Art: Established Book Fund: Established in 1972 in 1931 by the Class of 1931 in Library Funds honor of Professor Otis, a member by Mr. and Mrs. James F. Coakley of the Art Department from 1914 Judith S. Ball and Deborah H. as an expendable fund for the to 1932. Schwartz ’75 Library Fund in purchase of poetry books for the American Studies: Established library in memory of their daughter, Otis Social Justice Symposium in 1995 by Mr. and Mrs. Martin Frances M. Coakley, Class of 1968. and Award: Formerly named the Schwartz in honor of their Wheaton This fund became endowed in Otis Lectures in Religion, this daughters, Judith Ball, Class of 1983 with additional gifts received lectureship was broadened in scope 1964 and Deborah Schwartz, Class in memory of Mrs. Coakley and her and renamed in 1990. Originally sister, Mrs. Ruth Melican. 205 206 Selected Endowed and Other Named Funds

Justine Taber Collingwood ’13 Ha-Yom Yizkor Book Fund: Shirley G. Libby ’41 Book Fund: Library Fund: Established in 1995 Established in 1989 by Bernie Established by Theodore I. Libby in by Ann Taber Nugent, Class of and Iris Jacobs and the Ha-Yom honor of his wife Shirley G. Libby, 1957, in loving memory of her aunt, Congregation to purchase books of Class of 1941. The purpose of this Justine Taber Collingwood, Class Judaica acquisitions. fund is to provide state of the art of 1913, to support the Madeleine Helen Schimmenti Hawkins ’50 technology and enhanced printed Clark Wallace Library. Library Fund: Established in 1990 materials to further student and Digital Asset Management Fund: This by William Hawkins, husband of faculty study, research and col- expendable fund was provided by Helen Schimmenti Hawkins, Class laboration through the library. the Frank M. Barnard Foundation, of 1950, in loving memory, to pur- Sam Maltese ’96 Library Fund: Inc. to support the preservation and chase books and materials for the Established in February of 1995 in management of the digital assets of Madeleine Clark Wallace Library. memory of Sam Maltese, Class of Wheaton College. Janet Heller Family Art Endowment 1996, by family and friends to sup- Madeleine G. Fenton ’31 Book Library Fund: Established in port the Madeleine Clark Wallace Fund: Established in 1981 by 1989 by Franklin Hannoch, Jr. to Library. Alfred Fenton in honor of his wife, purchase illustrated art reference Margaret H. McKim ’32 Book Fund: Madeleine Gooch Fenton, Class books for the library. Established in 1988 by Margaret of 1931, (and enhanced with gifts Alice Friend Ireland ’34 Endowed Holmes McKim, Class of 1932, to from family in 1982 and 1983) to Library Fund for the Support of support the library’s acquisition purchase books for the library. Art & Music: Established in 1995 of books, periodicals and other Beverly Fowle Fiertz ’53 Library by Alice Friend, Class of 1934, printed materials. Fund for the Humanities: in support of Wheaton’s National National Endowment for the Established in 1988 by Beverly Endowment for the Humanities Humanities Library Fund: Fowle Fiertz, Class of 1953, in Challenge for the Madeleine Clark Established by a challenge grant honor of her 35th class reunion, Wallace Library. from the National Endowment for to purchase library acquisitions Helen Pratt Jenkins ’24 Library the Humanities in 1990, to pur- restricted to the humanities. Fund: Established in 1984 by A. chase library materials in the areas Ruth A. Fletcher ’35 & Leo W. Diehl Jenkins, Jr., son of Helen of history, philosophy, languages, Fletcher Memorial Archives Pratt Jenkins, Class of 1924, in her linguistics, literature, archeology, & Special Collections Fund: memory to purchase books for the jurisprudence, the history, criticism Established in 1998 by Frederick college library. and theory of the arts, ethics, Fletcher, in memory of his mother, comparative religion, and those Wilmer A. and June Barbara aspects of the social sciences that Ruth Andrews Fletcher, Class of Jenkins Book Fund: Established by 1935, to benefit archives and employ historical or philosophical June Barbara Jenkins Peterson, approaches. special collections. Class of 1949, as a book fund in Francis Gaul III Library Fund: memory of her husband. Nancy Norton Book Fund: Established in honor of Professor Established in 1994 by Francis Henrietta Jennings Book Fund: Gaul, father of Francis Gaul III, in Emerita Nancy P. Norton, a Established in 1965 through member of the History faculty from honor of his son’s 1995 graduation donations in honor of Henrietta from Wheaton College. 1953–1986. The purpose of this Jennings, Professor of Economics fund is to purchase books in history Nancy J. Gilson Memorial Library from 1931 to 1965 and member of for the library and to support a prize Fund: Established in 1988 by the Library Visiting Committee from of a book awarded during Honors Dr. and Mrs. Milton M. Gilson in 1967 to 1972. Convocation as the Nancy Norton memory of their daughter, Nancy Robert E. and Jane Keiter Library Prize in History. Jean Gilson, Class of 1967, to Fund: Established by Robert and provide funds for the purchase of Mary Sue Noto ’69 Book Fund: Jane Oxford Keiter, Class of 1964 Established in 1986 by classmates, library materials and services in the to support the Madeleine Clark study of psychology. family and friends in memory of Wallace Library. Nancy Sue Noto to support the Hilda Frame Harris ’31 Book Fund: Celeste F. Klein ’44 Endowed purchase of books for the library. Established in 1990 through a Library Fund: Established in 1999 bequest from Hilda Frame Harris, Roberta J. M. Olson Library Fund in by Robert Z. Klein in memory of Art History: Established in 1994 by Class of 1931, to provide staff Celeste M. Klein ’44. salaries, architect’s fees, the library Victor Parachini in honor of Roberta newsletter and access to online J. M. Olson for the purpose of journals. purchasing books, periodicals, Selected Endowed and Other Named Funds 207 audio-visual aids and any materials to promote the study and application Banning-Ford Prize in Education: to help with the study and apprecia- of the newest and most innovative Established in 1980 by the Education tion of the history of art. aspects of technology in society. Department in honor of Professor Evelyn Irene Banning, a member George and Helen MacGregor Paul Stitt Family Library Fund for the of the Education Department from ’27 Library Fund: Established in Arts: Established by Mr. and Mrs. 1953 to 1969, and Marjorie Hill Ford, 1987 through gift annuities and William Britton Stitt, (Susan Keene lecturer in education and director of enhanced in 1995 by a bequest Stitt ’58) in 1994. Income to be the Elisabeth Amen Nursery School from the estate of Helen M. Paul, used from the endowed fund for the from 1956 to 1976. Class of 1927, to purchase books acquisition of new Library materials at the discretion of the Library supporting the study, appre- Burlingame-Moles Prize in Spanish: Committee. ciation and history of the Fine and Established in 1965 by members of Helen Wann Piper ’39 Historical Performing Arts at Wheaton. the Spanish Department in honor of Professor Frances Marie Burlingame, Collection on Women Endowed John M.P. Thatcher IV ’01 Endowed a member of the Spanish Department Library Fund: Established in 1993 in Library Fund for the Sciences: from 1943 to 1961. Endowed in 1973 honor of Helen Wann Piper, Class of Established in 2001 by John and and renamed to also honor Professor 1939, to aid Wheaton College in the Margaret Thatcher in honor of Lucinda Moles, a member of the National Endowment for Humanities their son, John M. P. Thatcher IV Spanish Department from 1956 to Challenge for the library. ’01 to support the purchase of 1973. Dorothy and William Pye & Ralph science resources for the library. Bent Book Fund: Established in The resources purchased will be Miriam F. Carpenter Prize in Art: 1983 by Rosemary Pye, Class of designated with a preference for Established by students in 1944 in 1968, in honor of her parents, psychobiology and the natural honor of Miss Carpenter, Dean of the Dorothy and William Pye, and sciences. College from 1929 to 1944. her grandfather, Ralph Bent, for Hayden B. & Onaita MacIntyre Paul F. Cressey Prize in Sociology: the purchase of books for the Tibbetts ’51 Book Fund: Established Established in 1965 by friends of Madeleine Clark Wallace Library. in May 1997 by Hayden Tibbetts, Professor Cressey, a member of Nancy Sutherland Reynolds ’38 Jr. in the memory of his wife, Onaita the Anthropology and Sociology Library Fund: Established in 2004 MacIntyre Tibbetts, Class of 1951 as Department from 1932 to 1964. with annuity gifts from Nancy a library book fund. Lydia J. Dorman Prize in Religion: Sutherland Reynolds, Class of Eliza Wheaton Book Fund: Established in 1926 by Maud Dorman 1938, the income from this en- Established in 1980 by members Brewer in memory of her mother, dowed fund will be used to support of the Wheaton Associates. The who attended Wheaton Seminary the Madeleine Clark Wallace Library purpose of this fund is to purchase from 1851 to 1852. at Wheaton College. books for the Library, as a more Helen Zoe Duncan Prize in Piano Rose B. Robbins Endowed concrete proof of the Associates Performance: Established in 1980 Book Fund for the Humanities: concern for Wheaton to the in honor of Professor Duncan, a Established in 1998 by in memory Wheaton Associates Book Fund. member of the Music Department of Rose B. Robbins by Francine Willis Family Library Fund: from 1946 to 1980. Craven, Class of 1963 for her Established in 1995 by Gary Willis English Literature Prize:Established mother. The purpose of this fund is P’92 to support the purchase of in 1984 by the English Department. to purchase books for the library in humanities materials for the library. the humanities, as her mother loved Linda F. Epstein ’82 Award: Mabel Woolley ’25 Charitable Trust British and American literature, art, Established in 1985 by Susan Endowed Library Fund: Established music and history. Rittenburg Epstein, Class of 1958, in in 2004 to support the Wheaton honor of her daughter’s accomplish- Sesquicentennial Endowed Library College library. ments. Fund: Established in 1983 for the purpose of Library projects. Evans-Marshall Prize in Chemistry: Prizes Established in 1959 by chemistry Stahl Family Library Fund: Holcombe M. Austin Prize in alumnae of the classes of 1929 Established by Lesley Stahl, Class Philosophy: Established in 1960 through 1959 in honor of Professor of 1963, and members of her fam- by Amanda Tevepaugh Macaulay Mildred W. Evans, a member of the ily, to purchase books, materials and Sara Terry Graves, both Class Chemistry Department from 1929 and services for the Madeleine of 1960, in honor of Professor to 1962, and Professor Maud A. Clark Wallace Library related to Austin, a member of the Philosophy Marshall, a member of the Chemistry new technologies in modern society Department from 1941 to 1972. Department from 1934 to 1973. 208 Selected Endowed and Other Named Funds

Faculty Prize in Classics: Meg L. Kearns ’99 Endowed Prize J. Arthur Martin Prize in Religion: Established in 1979 by members of in Psychology: Established by a gift Established in 1978 by students, the Classics Department. from Peter F. Kearns, in memory of alumnae and friends in honor of Professor Martin, a member of the Faculty Prize in Psychology: Meg Kearns, to endow a prize fund Established in 1974 by members of in psychology. Religion Department from 1947 to 1978. the Psychology Department. Jean Mulcahy Keefe Prize in Abbey McClosky ’92 Memorial Catherine Filene Shouse Prize in Economics: Established in 1984 by Prize in International Relations: Economics: Established in 1919 Harry V. Keefe, Jr. in memory of his by Catherine Filene Shouse, Class wife, Jean Mulcahy Keefe, Class of Established in 1992 in loving of 1918. 1944, in honor of her 40th reunion. memory of Abbey McClosky, Class of ’92, by her family and friends. Maria Victoria DeLuca Forsythe Anne Louise Knowles ’55 Prize in Margaret Mead Leadership Award Prize in Studio Art: Established in English: Established in 1995 in 1984 by faculty, family and friends memory of Anne Louise Knowles ’55 in Anthropology: Established in in memory of Maria Victoria DeLuca by friends, classmates and family. 1978 by faculty and administration in honor of Margaret Mead, Doctor Forsythe, wife of Professor Sidney Fred Kollett Prize in Mathematics of Humane Letters 1978. Forsythe. and Computer Science: Established A. Howard Meneely Prize: Debi Field McGrath ’70 Athletic in 1997 in memory of Fred Kollett, Established in 1964 in memory of Award: Established in 1983 by Debi Professor of Mathematics and Field McGrath, Class of 1970 and Computer Science from 1979 to Dr. Meneely, President of Wheaton given annually to the outstand- 1997, by his family, friends and from 1944 to 1961. ing female athlete in one of the colleagues. Lucretia Coffin Mott Prize in competitive programs sponsored by Hedda Korsch Prize in German: Sociology: Established in 1986 by the Athletic Department. This award Established in 1956 by students, Dr. Thomas Osborne, a member recognizes extraordinary athletic alumnae and faculty in honor of of the Wheaton Department of ability as well as demonstrated Professor Korsch, a member of the Sociology and Anthropology from sportsmanship and contribution to German Department from 1936 to 1964 to 1986, with gifts from Dr. her team, the college and the world 1956. Osborne and from the Henderson of sport. Foundation. Lucretia Coffin Mott, Daniel Lewin Prize in Government: Dr. Osborne’s great-great-aunt, was Claudia Friese ’82 Special Established in 1969 by students, a noted women’s rights advocate Recognition Award: Established in faculty, relatives and friends in and a staunch abolitionist in the 1983 by Claudia Friese, Class of memory of Professor Lewin, a mem- mid-nineteenth century. 1982, to recognize the less visible, ber of the Government Department behind the scenes dedication to the from 1963 to 1966. Ney/Stineman ’92 Wheaton athletic program exhibited by many Foundation Award: Established in Littlefield-Mandell Prize in French: 1993 by John D. Hamilton, P’61, Wheaton students. Established in 1965 to honor the Gebbie Foundation, family and Garabedian Prize in Music: Professor E. Dorothy Littlefield, a friends in memory of Christa N. Established in 1960 by Mr. member of the French Department Stineman and Allison Wells Ney, and Mrs. Maurice L. Clemence from 1926 to 1967. Renamed in both Class of 1992. (Gwendolyn Monroe, Class of 1972 to honor also Professor Lena 1934) in honor of Professor Carl L. Mandell, a member of the French Nancy Norton Prize in History: Garabedian, organist and director of Department from 1941 to 1973. Established in 1986 by the history the choir from 1936 to 1960. Endowed in 1983 by Dr. and Mrs. department and endowed in 1993 by Stephany Roller Mendelsohn, Sally Gale Gilman Award: Edward D. Miller (Leslie Coombs, Established in 1987 through a Class of 1964). Class of 1962, in honor of Professor Emerita Nancy P. Norton, a bequest from the estate of Sally Prudence G. Lusky Memorial Prize member of the history faculty from Gale Gilman, Class of 1962. in Russian: Established in 1974 by 1953–1986. Lillian Hellman Prize: Established family and friends in memory of in 1977 by members of the faculty Prudence G. Lusky, Class of 1976. Norton Singers Prize in Drama: Established in 1986 by the history and administration in honor of Lillian Clinton V. MacCoy Prize in Ecology: department and endowed in 1993 Hellman, Doctor of Letters 1961. Established in 1957 by Barbara by Stephany Roller Mendelsohn, Young Bodden, Class of 1956, History of Art Prize: Established in Class of 1962, in honor of Professor in honor of Professor MacCoy, a 1934 by Mrs. Genevieve Teachout Emerita Nancy P. Norton, a member of the Biology Department Madden, Class of 1935. member of the history faculty from from 1944 to 1970. 1953–1986. Selected Endowed and Other Named Funds 209

Edward F. O’Dowd Prize for Villars Prize in Science: The Villars Evelyn Danzig Haas ’39 and her Excellence in Latin: Established Prize in Science was created in late husband Walter, Mr. and Mrs. in 1985 by Margaret O’Dowd memory of Trudy Villars, Professor Victor Parachini, Jr. P’84 and Lesley O’Connor, mother of Margaret of Psychobiology at Wheaton Parachini ’84. M. O’Connor, Class of 1985, in College from 1980 until her untimely Bojan Hamlin Jennings Chair in memory of Edward F. O’Dowd, death in 1990. the Natural Sciences: Established graduate of Boston Latin and Madeleine Clark Wallace Prize in in 1985 with gifts from The Mars Harvard University, and in rec- Mathematics: Established in 1935 Foundation and Mr. and Mrs. Arnold ognition of Boston Latin School’s by Madeleine Clark Wallace, class of R. Smith (Frances Vinton, Class of 350th anniversary and Wheaton 1934. Endowed in 1986 through a 1951) in honor of Professor Bojan College’s 150th anniversary. bequest from her estate. Hamlin Jennings, Professor of Edna D. Parks Prize in Music Wheaton Scholar Prize: Established Chemistry from 1943 to 1985. Theory: Established in 1976 by in 1987 by former Wheaton Henrietta Jennings Faculty Chair for music majors in honor of Professor Scholars. Outstanding Teaching: Established Parks, a member of the Music in 1997 by Sandra Ohrn Moose Department from 1957 to 1976. Professorships ’63, Janet Lindholm Lebovitz ’72, Endowed in 1983. Pauline Simington Newcomer ’36 Mildred Bray ’30 Endowed Chair: H. M. Pastra-Landis Prize in and other alumnae/i and friends in Established in 2003 by a bequest Physics: Established in 1995 by honor of Professor of Economics from Mildred Harding Bray, Class family and friends in honor of Henrietta Jennings. the 70th birthday of Professor of 1930. Jane Oxford Keiter ’64 Professorship: Samuel Valentine Cole Professorship Emeritus Harry M. Pastra- Established in 1994 by Jane Oxford in English Literature: Established Landis, a member of the Physics Keiter ’64 and her husband Robert in 1966 by a bequest from Helen Department from 1953 to 1992. E. Keiter, member of the Wheaton Wieand Cole in memory of her Phi Beta Kappa Prize: Established College Board of Trustees, as an husband, Wheaton President from in 1955 by the Wheaton Chapter. investment in education during the 1897 to 1925. Awarded to freshmen. Campaign for Wheaton. William Isaac Cole Professorship Helene Pruszynski Outstanding A. Howard Meneely Professorship: in Sociology: Established in 1966 Leadership Award: Established Established in 1971 by Mr. and Mrs. by a bequest from Helen Wieand in 1980 by the Class of 1980 Brackett H. Clark in memory of A. Cole in memory of her brother-in- in memory of classmate Helene Howard Meneely, President from law, Treasurer from 1913 to 1926, Pruszynski. 1944 to 1961. Professor of Sociology from 1916 Senior Athletic Award: Established to 1925 and Trustee from 1926 to Anne J. Neilson ’49 Endowed in 1978 to recognize a member 1935. Professorship in the Sciences: of the graduating class who has Established in 1999 by Anne J. Shelby Cullom Davis Professorship made a significant contribution Neilson, Class of 1949. This faculty in Russian Studies:Established in to the success of the Wheaton chair is to be awarded to a tenured 1993 with a gift from the Shelby College Athletic Program. member of the Wheaton faculty for Cullom Davis Foundation. Shepardson Award for outstanding teaching and research Hannah F. Goldberg Chair in Outstanding Senior Dean’s Intern: in the sciences. Teaching Innovation: Established Established in 1990 by Nancy William C. H. and Elsie D. Prentice in 1998 during the Campaign for Shepardson in memory of her hus- Professorship: Established in 1975 Wheaton by college trustees, friends band, Erwin (Skip) Shepardson. in honor of William C. H. Prentice, and colleagues in honor of Hannah President from 1961 to 1975, Sophomore Prize in Biology: Goldberg, Provost and Academic and Mrs. Prentice, with gifts from Established in 1959 by Shirley Vice President of Wheaton from trustees, alumnae, faculty, staff and Stilwell Gordon, Class of 1959, 1984 to 1998. in honor of Professor Jane L. friends. Mary L. Heuser Chair in the Chidsey, member of the Biology Jane Ruby Professorship in the Arts: Established in 1996 during Department from 1939 to 1973. Humanities and Socal Sciences: the Campaign for Wheaton in Established in 1997 by John F. Helen Meyers Tate Memorial Prize honor of Mary Heuser, Professor Mars and Adrienne Bevis Mars ’58, for Original Verse: Established in of Art, Emerita, by Trustee Emerita member of the Wheaton College 1941 by members of the Class of Magdalena Vanderlyn Quinby ’31 Board of Trustees, in memory of 1922 in memory of Helen Meyers P’67 and her husband Robb, with Jane E. Ruby, Professor of History Tate, Class of 1922. major support from Trustee Emerita 210 Selected Endowed and Other Named Funds from 1954 to 1978, to recognize Helen E. Clark ’60 Faculty Fund: honor of Alice F. Emerson, the fifth outstanding teaching and research Established in 1986 by Helen E. President of Wheaton College. in the Humanities or Social Clark, Class of 1960. The income from this fund is to be Sciences. Clemence Family Endowed Fund used to promote global awareness. Dorothy Reed Williams ’43 Chair in for Faculty & Student Research: Faculty Research and Study Fund: Social Science: Established in 1993 This fund was established to Established by Dr. and Mrs. Paul E. by Mr. and Mrs. L. Stanton Williams underwrite the expense associated Gray P’80 (Priscilla King Gray ’55). (Dorothy Reed, Class of 1943)” with independent student-faculty Alden and Beverly Fowle Fiertz study opportunities. The income will ’53 Faculty Fund: Established in support student stipends & faculty Faculty Funds May 1997, by Beverly Fowle Fiertz, remuneration, and purchase project Arts Center Endowment Fund: This Class of 1953 to be used as a equipment and materials, registra- fund was established for the sup- faculty sabbatical fund to ensure tion and travel costs for academic port and maintenance of the new that tenured faculty have the op- conferences and research. arts center project. portunity to engage in appropriate Copeland Fund: Established in 1992 academic research, while at the Celeste Gottesman Bartos ’35 by a bequest from the estate of same time, ensuring that Wheaton Fund for Visual Arts: This fund Marion H. Copeland ’24. students continue to benefit from was established within the Evelyn quality teaching. Danzig Haas ’39 Visiting Artists Deemer Fund: Established in Program & Arts in the City by 1979 with gifts from Mr. and Fischer Endowed Faculty Fund in Celeste Gottesman Bartos, Class of Mrs. Kenneth C. Deemer (Louise Classics: Established in 1985 by 1935. The purpose of this fund is McKeon Deemer, Class of 1933), Ariail Fischer Gores ’69. income is to be used for the acqui- to support the expenses associated Fisher-Symmes-Morsh Faculty sition of art for the gallery located in with visiting visual artists. Fund: Established in 1989 by Watson Fine Arts. Ruth Gordon Archer ’24 Physical Joseph E. Morsh, husband of Edith Education Endowment Fund: Ellalou Dimmock Vocal Performance Symmes Morsh ’20, and activated Established in 1997 through the Fund: Established in 1995 by upon his death in 1996. colleagues, students and friends of matured life income gifts of Ruth Mary Tibbetts Freeman Faculty Ellalou Dimmock, Professor of Music Gordon Archer ’24 in memory of Fund: Established in 1984 by in Performance, from 1963 to 1995. her aunt, Sara S. Thrasher. Margaret Joy Tibbetts ’41 in mem- Endowed in 1995 by a gift from ory of her sister, Mary Tibbetts Patricia Higgins Arnold ’66 and Professor Dimmock. Christopher B. Arnold Fund for Freeman, Class of 1938. Caroline C. Edwards ’70 Fund Faculty Enrichment: Established Susan Srodes French ’61 Faculty for Film and Visual Studies: in 1997 by Patricia Higgins Arnold Fund: Established in 1989 by the Established in 2005 by Caroline C. ’66, member of the Wheaton Class of 1961 for salaries for his- Edwards ’70. College Board of Trustees. tory professors. Caroline C. Edwards ’70 Master Jane Simpson Bemis ’39 Faculty Debra Glidden ’68 Music Class in the Visual and Musical Fund: Established in 1988 by Jane and Theatre Endowed Fund: Arts: This fund was established Simpson Bemis, Class of 1939, for Established in 1997 by Debra in February of 2004 by Caroline support of faculty salaries, research Glidden, Class of 1968, to C. Edwards, Class of 1970. The and other academic pursuits. support the Music and Theatre purpose of this fund is to support Departments. Nancy Monick Budd ’59 and William bringing visual and musical artists Budd Endowed Fund for Faculty to Wheaton College to teach a class Elizabeth Godfrey ’30 and Support: Established in 1999 in or classes to Wheaton students. Elizabeth Johnson Pingree ’30 honor of Nancy Monick Budd ’59 Faculty Fund:Established by and William Budd by alumnae/i and Caroline C. Edwards ’70 Professor Margaret Mudge, Class of 1930. friends. of Film Production and Visual Studies: Established in 2005 by Eric G. Goullaud Faculty Fund: Clark Fund for Language Caroline C. Edwards ’70. Income from this fund to be used Instruction: This fund was estab- to support faculty. lished in April of 2003 by Virginia Edith Baird Eglin ’57 Faculty Fund: R. Clark, Class of 1953, to support Established in 1984 by Edith Baird Evelyn Danzig Haas ’39 Visiting equipment replacement and main- Eglin, Class of 1957. Artists Program & Arts in the City: tenance for the Clark Language Established in the spring of 2003 Alice F. Emerson Global Awareness by the Evelyn and Walter Haas, Jr. Library. Fund: Established in 1991 by Foundation, the purpose of this the Wheaton community in Selected Endowed and Other Named Funds 211 fund is to enhance every student’s Norman Woodason Johnson tion plan. Even while students are education—and life—by broaden- Endowed Fund for Math and overseas, advisors remain in com- ing opportunities for exposure to Computer Science: Established munication in order to help students the wide world of the arts. Through in 2000 by Penny Johnson Burns achieve their unique program goals. the Evelyn Danzig Haas ’39 Visiting and Robert O. Burns in honor Dale Rogers Marshall Fund for Artists Program & Arts in the City, of Mrs. Burn’s brother, Norman Global Education: Established in leading artists of all kinds—musi- W. Johnson, Professor Emeritus 2004 by members of the Wheaton cians and dancers, painters and of Mathematics. This fund is to College Board of Trustees, alumnae/ sculptors, photographers and be used at the discretion of the i, staff and friends in honor of Dale printmakers, writers and direc- Department of Mathematics and Rogers Marshall, sixth President tors—now come to campus for Computer Science to promote of Wheaton. This fund will support intensive, short-term engagements better understanding of and greater global education at Wheaton. to work with students and faculty on appreciation for Mathematics and a variety of projects. computing in the greater Wheaton Dale Rogers Marshall Visiting Artists Program Endowed Fund: Edward N. & Charlotte Corlew community. Appropriate projects for support include but are not limited Established in 2004 by members Hartley ’30 Faculty Fund: of the Wheaton College Board of Established in 1987 through a gift to, annual lectures, symposia, or other public events. Trustees, alumnae/i, staff and from the trust of Charlotte Corlew friends in honor of Dale Rogers Hartley, Class of 1930, in memory Charles and Mary Kaye P’83 Faculty Marshall, sixth President of of Edward and Charlotte Hartley’s Fund: Established in 1986 by the Wheaton. This fund will support the commitment to teaching and quality. Kayes in honor of their daughter Visiting Artists Program at Wheaton. Emily C. Hood Fund for Arts and Gretchen Kaye ’83. Master Class in the Arts Given by an Sciences Partnerships: Established Jane Oxford Keiter ’64 Fund: Alumna: This fund was established by Emily C. Hood, Class of 1953, Established by Robert E. and Jane in January of 2004 by an anony- member of the Wheaton College Oxford Keiter ’64. mous donor. The purpose of this Board of Trustees in 2003 in honor Dr. Ernest J. Knapton Fund for fund is to support a master class of her 50th reunion, this fund will Faculty Salaries: Established by the with a preference for the visual arts. support independent research Class of 1938 in celebration of its Josephine McFadden ’61 Endowed partnerships between students and 50th reunion. faculty in the disciplines of the arts Fund for Science Equipment: This and/or sciences, including technol- Vaino Kola Studio Art Fund: endowed fund for science equip- ogy projects. Established in 1995 by alumnae/i, ment was established in 2004 parents and friends in honor of by Josephine McFadden, Class Bojan H. Jennings and Maud A. Vaino Kola, Professor of Art from of 1961, to annually upgrade and Marshall Chemistry Equipment 1969 to 1974. improve the equipment and technol- Fund: Established in 1995 by ogy that is used in teaching and Suzanne Purrington, Class of 1960, Library Salary Fund: Established by various Wheaton employees. research in the following depart- and many others, in honor of Bojan ments: physics, astronomy, chemis- H. Jennings and Maud A. Marshall, Nina Solomon Magowan ’77 Faculty try, biology, biochemistry, computer professors emeritae of chemistry. Fund: Established in 1986 by Nina science, mathematics, environmen- These funds are to be used to Solomon Magowan, Class of 1977 tal science and psychology. purchase chemistry equipment. with her gift to the Sesquicentennial Campaign. Sylvia F. Meadows Faculty Fund: Henrietta Jennings Faculty Fund for Established in 1987 through a gift Outstanding Teaching at Wheaton: Constance M. Maheu ’40 from the Trust of Sylvia F. Meadows Established in 1997 by Sandra International Advising Endowment and the Class of 1918. Income used Ohrn Moose ’63 along with other Fund: Established in 2005 through to support salaries of librarians with gifts from alumnae and friends in the estate of Constance M. Maheu faculty status. memory of Henrietta C. Jennings, ’40, this fund will help support the Professor of Economics from 1931 advisers in the Center for Global William S. Mullin Faculty Fund: to 1965, whose demand for excel- Education. Global Center advisers Established by Elizabeth Mullin, lence challenged and inspired her provide students with counsel Class of 1964. The income from students. and mentoring as they research, this fund is to be used towards the endowment of faculty chairs. Carter-Wallace History Faculty plan and asses their study and Fund: Established in 1986 by Mr. work abroad opportunities. During Anne J. Neilson ’49 Endowed and Mrs. Henry Hoyt, Jr. in honor individualized advising sessions, Fund for the Chemical Sciences: of their daughter, Heather Hoyt advisors work closely with students Established in 1999 by Trustee Neburka ’89. to develop a detailed global educa- Emerita Anne J. Neilson ’49. The 212 Selected Endowed and Other Named Funds purpose of the fund is to purchase Catherine Filene Shouse Fund in George I. Alden Trust, with match- scientific equipment for the chem- Economics: Established by gifts ing gifts from alumnae, parents istry department and to support from the Lincoln and Therese and friends. Filene Foundation, Inc., of Boston, chemically based investigations in Gwendolyn Dodge Alden Massachusetts in honor of sciences other than chemistry. Scholarship: Established in 1958 Catherine Filene Shouse ’18. Dorothy Newton ’21 Faculty Fund: by Gwendolyn Dodge Alden, Class Established in 1989 by a gift from Marcia Spencer Stansfield of 1926. Endowed Fund for Faculty Salaries: the Estate of Dorothy Newton ’21. Alumnae Memorial Scholarship: Established in 1994 through a Established in 1966 by the Wheaton Vernon D. and Jean Hare Platt ’41 bequest from the estate of Marcia Fund: Established in 1986 by Jean College Alumnae Association. Spencer Stansfield. Hare Platt ’41 with her gift to the Margaret U.S. Athey ’97 Anne Huber Tripp Endowment Sesquicentennial Campaign to sup- Scholarship: Established in 1997 Fund: Established through a be- port faculty and academic ventures in honor of Margaret Athey’s quest from Alvine Clark Huber ’29 in the Art Department. graduation from Wheaton College to honor her daughter, Anne Huber by her parents, Elizabeth L. Athey Warner G. and Mary H. Rice ’23 Tripp ’56. Faculty Fund: Established in ’68 and Frank W. Lloyd, and her 1973 with a gift annuity from Wareham Family Fund: This fund grandmother, Margaret Stoffregen Mary Wallace Rice ’23 and added was established in October of 2004 Athey. by Cornelia Clifford Wareham, to periodically with gifts to the Helen Knight Atwood Scholarship: Class of 1974. The purpose of this Pooled Income Fund. The fund was Established in 1974 in memory endowed fund is to provide science activated in 1996 upon the death of Helen Knight Atwood, Class of equipment for the college. of Mr. Rice. 1922, by her children. Adolph Weil Family Faculty Adele and William Rogers Faculty Phyllis Maynard Baldwin ’47 Endowment Fund: Established by Fund: Established in 1995 by Dale Endowed Trustee Scholarship: Mr. and Mrs. Adolph Weil, Jr. in Rogers Marshall, sixth president of Established in 1999 by Linda honor of their daughter Jan Weil ’74. Wheaton College, in honor of her Baldwin, Class of 1973, in honor parents, Adele and William Rogers. Richard White Sons Science Fund: of her mother, Phyllis Maynard Carlton T. Russell Organ Fund: This Established in 2004 by Richard Baldwin, Class of 1947. White Sons, Inc. The income from fund was established in March Lloyd G. and Mildred Balfour this endowed fund will be used to 2004 to honor the retirement Scholarship: Established in 1983 support the ABI 3100 automated of Carlton T. Russell, Professor by the Balfour Foundation in honor gene sequencer until such time of Music and College Organist of Mr. and Mrs. Balfour, longtime as the machine requires replace- from 1962 to 2004. The fund will friends of the College. support periodic restoration and ment. At that time, the monies from renovation of the Casavant Organ this endowed fund will be used Eliot Fitch and Christine Price in Cole Memorial Chapel beyond towards the purchase of a new gene Bartlett ’46 Scholarship: regular maintenance. sequencer. Established in 1993 through a be- quest from the estate of Eliot Fitch Marion Willi Whittemore ’57 Faculty Carolyn Heller Schwarz ’25 Faculty Bartlett, late husband of Christine Fund for Music: Established in Fund: Established by Mabel Tingley Price Bartlett, Class of 1946. Woolley ’25 and increased by 1987 by Mr. and Mrs. Fred B. gifts from the Frances K. Geballe Whittemore (Marion Willi ’57). Anson M. and Jean Jones Charitable Income Trust and Ruth Beard ’65 Trustee Scholarship: Berry ’25. Scholarships Established in 1997 by Jean Jones Beard, Class of 1965, and Anson Sesquicentennial Faculty Fund: E. Mildred Abbott ’31 Endowed M. Beard, Jr., member of the During the college’s 150th anniver- Scholarship: Established in 1999 Wheaton College Board of Trustees sary campaign, all gifts restricted through a bequest from the estate since 1971. to faculty endowment (other than of E. Mildred Abbott, Class of 1931. those establishing named funds) Doris Taylor Bishop Memorial Mary Dana Abbott ’02 Scholarship: Scholarship: Established in were credited to this fund to sup- Established in 1960 by Mary Dana port faculty salaries. 1969 by family, alumnae and Abbott, Class of 1902. friends in memory of Professor Shaw Family Endowment Fund: George I. Alden Trust Scholarship: Bishop, a member of the Classics Established by Sheila Shaw, profes- Established in 1984 by a challenge Department from 1955 to 1969. sor of English at Wheaton, and her grant from the Trustees of the husband, Sidney Shaw. Selected Endowed and Other Named Funds 213

Marjorie McNamara Bland ’62 Margaret K. Chapin ’28 Scholarship: Class of 1945 Scholarship: Scholarship: Established in 1997 Established in 1993 through a Established in 1955 by the Class by Marjorie Bland ’62. bequest from the estate of Margaret of 1945. Abigail and Charles Boote K. Chapin, Class of 1928.” Class of 1950 Scholarship: Scholarship: Established in 1983 The Centennial Scholars’ Established in 1950 by parents of by Margo C. Boote, Class of 1942, Endowment: Established in 1984 by members of the Class of 1950. in memory of her parents. Natalie Johnson Fry, Janet Smock Class of 1951 Scholarship: Reed and Ernestine Bricker Roberts, both of the Class of 1939, Established in 1951 by parents of Scholarship: Established in 1972 classmates and friends. members of the Class of 1951. by Mr. and Mrs. Reed Bricker Chidsey-Marshall Scholarship: Class of 1952 Scholarship: in honor of their daughter, Jean Established in 1972 by alumnae Established in 1952 by parents of Bricker Trautman, Class of 1948. and friends in honor of Professor members of the Class of 1952. Iris C. Brown ’27 Scholarship: Maud A. Marshall, a member of the Class of 1953 Scholarship: Established in 1988 through a Chemistry Department from 1934 Established in 1953 by parents of bequest from the estate of Iris C. to 1973, and Professor Jane L. members of the Class of 1953. Brown, Class of 1927. Chidsey, a member of the Biology Department from 1939 to 1973. Class of 1954 Scholarship: Nancy Monick Budd ’59 and Established in 1954 by parents of William B. Budd Scholarship: The Putnam and Elizabeth Friend members of the Class of 1954. Established by Mr. and Mrs. Budd, Cilley ’29 Scholarship Fund: parents of Mary Budd Logan Established in 1989 by Mr. and Class of 1955 Scholarship: ’83 and parents-in-law of Nancy Mrs. Putnam Cilley (Elizabeth Friend Established in 1955 by parents of Niekrash Budd ’86 for the benefit Cilley, Class of 1929). members of the Class of 1955. of deserving students of Wheaton Sarah Warner Clark Scholarship: Class of 1956 Scholarship: College. Established in 1938 through a Established in 1956 by parents of Caroline Hodges Cady Scholarship: bequest from the estate of Sarah members of the Class of 1956. Warner Clark, Class of 1857. Established in 1965 through a Class of 1957 Scholarship: bequest from the estate of Caroline Class of 1916 Reunion Scholarship: Established in 1957 by parents of Cady Hewey, Class of 1895, in Established in 1966 by the Class members of the Class of 1957. memory of her mother, Caroline of 1916. Class of 1964 Memorial Hodges Cady, Class of 1873. Class of 1921 Scholarship: Scholarship: Established in Antoinette Frances Carpenter Established in 1968 by the Class 1985 by members of the Class Fund: Established in 1977 through of 1921. of 1964 on the occasion of their a bequest from the estate of Class of 1924 Scholarship: 20th Reunion and in memory of Caroline T. Bartlett in honor of Established in 1928 by the Class deceased classmates. Antoinette Frances Carpenter, of 1924. Class of 1966 Memorial Class of 1855. Class of 1934 Endowment Fund: Scholarship: Established in Frances Reed Carpenter ’30 Established in 1984 by the Class of 1985 by members of the Class Scholarship: Established in 1986 1934 on the occasion of its 50th of 1966 on the occasion of their by Frances Reed Carpenter, Class Reunion. 20th Reunion and in memory of of 1930, through a bequest from deceased classmates. the estate of her husband, Henry D. Class of 1936 Scholarship: Dorothy Lindeman Classen ’43 Carpenter. Established in 1986 by the Class of 1936 on the occasion of its 50th Endowed Scholarship: Established Carrow-Phillips-McElyea Fund: Reunion. in 1997 through a bequest from Established in 1985 by Carol Phillips Dorothy Lindeman Classen ’43. McElyea, Class of 1970, in honor of Class of 1937 Scholarship: Carolyn M. Clewes & Leota C. the women who have made signifi- Established in 1986 by members of Colpitts Scholarship: Established cant contributions to her life. the Class of 1937 in anticipation of their 50th reunion. in 1998 by the estate of Carolyn Annie E. Carter Scholarship: M. Clewes, Professor of History Established in 1912 by the Trustees Class of 1944 Memorial at Wheaton from 1941 to 1980. It of Wheaton College in memory of Scholarship: Established in 1984 by also honors the memory of Leota Annie E. Carter, a teacher at Wheaton members of the Class of 1944 on C. Colpitts, Dean of Students at Seminary from 1862 to 1881. the occasion of their 40th Reunion Wheaton from 1949 to 1968. and in memory of deceased classmates. 214 Selected Endowed and Other Named Funds

Eleanor Whitney Collier ’35 Marion P. Dana Scholarship: Faith and William Endowed Scholarship: Established in 1980 by Established in 1982 by Marion P. Scholarship: Fund established by Trustee Emeritus Abram T. Collier Dana, Class of 1907. an anonymous donor to be used to award scholarship aid to deserving and Eleanor Whitney Collier, Class Mabel W. Daniels Scholarship: of 1935, parents of Debora Collier Established in 1973 through a students. Zug, Class of 1963. bequest from the estate of Mabel Charles K. Fassett Music Allyson Joy Connor ’96 Memorial Wheeler Daniels, a former member Scholarship: Established in 1995 Scholarship: Established in 1997 in of the Visiting Committee on Music. by Althea Krause Leyon ’57, Laura Fassett Russell ’86 and friends in memory of Allyson Joy Connor ’96 Eleanor Broderick Daunis ’38 honor of Laura’s father, Charles by her family and friends. and Elisabeth Daunis Slocum ’68 K. Fassett, Professor of Music at Continuing Education Endowed Scholarship: Established in 1998 Wheaton from 1963 to 1995. Scholarship: Established in 1995 by Eleanor Daunis ’38 in honor on the occasion of the tenth an- of her daughter, Elisabeth Daunis Follett Family Scholarship Fund, in niversary reunion of CE students, Slocum ’68, on her 30th reunion, Memory of Helena Converse Follett by Jean Plapis Campbell, CE, in and to mark her own 60th reunion. ’36: The Follett Family Scholarship Fund in Memory of Helena memory of her mother Phyllis Jean Phyllis Hussey Davidson ’22 Converse Follett, Class of 1936, Cosgrove Plapis, to help future Scholarship: Established in 1973 students entering or returning to through a bequest from the estate was established for the purpose of college to benefit from a Wheaton of Phyllis Hussey Davidson, Class providing scholarship aid to a wor- education. of 1922. thy student, with first preference for students interested in foreign Catherine Conover Endowed Norma L. Dickey Endowed languages or students interested in Scholarship: Established by Scholarship Fund: This fund was international programs. Christopher Covert in honor of established through a bequest from Catherine Conover, to support the estate of Norma L. Dickey, Richard V. & Mildred Carlson student aid grants. Class of 1942, to support student Ford Scholarship: Established by Rosemary Ford Kotkowski ’47 in Mildred Libby Cook ’31 Scholarship scholarships at Wheaton. honor of her parents Richard and Fund: Established in 1999 through Hannah Valentine Durfee Mildred Carlson Ford. Income from a bequest from the estate of Mildred Scholarship: Established in 1983 this fund is to be used for scholar- Libby Cook, Class of 1931. by Sarah D. Test, in memory of ship aid for deserving students. Channing and Nancy Cox her great grandmother, Hannah Josephine Wilding Freeman Scholarship: Established in 1971 Valentine Durfee, Class of 1842. ’44 Endowed Fund: Established through a bequest from the estate Lucky Dallo Eisner ’53 Scholarship: in 1993 by Josephine Wilding of Nancy Cox, Class of 1939, in Established in 1976 by Trustee Freeman ’44 on the occasion of memory of her father, Governor of Emeritus Edgar R. Eisner and her 70th birthday. Massachusetts from 1921 to 1934 Lucky Dallo Eisner, Class of 1953. and Wheaton Trustee from 1926 Endowed as a full scholarship in Katherine Langsdorf Friedlich to 1956. 1985. Scholarship: Established in 1970 by Mr. and Mrs. Robert S. Weil Emma F. Cunliff Scholarship: Daniel F. Elliott Scholarship: (Virginia Loeb, Class of 1942), in Established in 1929 through a Established in 1999 in memory of memory of Katherine L. Friedlich, bequest from the estate of Emma F. Daniel F. Elliott, the grandfather of Class of 1942. Cunliff, Class of 1868. Sharon Lauricella, Class of 1994, Elizabeth A. Garrigues ’49 Curtis Dahl Endowed Scholarship and Dan Lauricella, Class of 1998, Scholarship: Established in 2001 Fund: Established in 1999 by by his family. by Elizabeth A. Garrigues, Class of friends and former students of Natalie Evelyn Emery ’77 1949. The income from this fund Professor of English, Emeritus Scholarship: Established in 1988 is to be used for general student Curtis Dahl. by Nathan and Ruth E. Emery in scholarship support. Charles A. Dana Scholarship Fund: memory of their daughter, Natalie Established in 1978 with a chal- Evelyn Emery, Class of 1977. Marion B. Gebbie Scholarship Fund: Established in 1965 by the lenge grant from the Charles A. Ida Josephine Everett Scholarship: Gebbie Foundation in memory of Dana Foundation, and with match- Established in 1928 by the Class Marion B. Gebbie, Class of 1901. ing gifts from alumnae, parents and of 1915 in honor of Ida Josephine friends. Everett, Dean of the College from Lillian and Anthony Gigante 1912 to 1921. Scholarship: Established in 1996 by Dr. Linda Gigante ’72 in honor Selected Endowed and Other Named Funds 215 of her parents, Lillian and Anthony Jack Hart Scholarship: Established in memory of her parents, Ethel Gigante. in 1961 by family and friends in H. and Frederick A. Holden. The Emma W. Gleason Scholarship: memory of Jack Hart, father of Ina purpose of this fund is to provide Established in 1961 through a June Hart, Class of 1962. scholarship aid to Wheaton College bequest from the estate of Emma Ruth Hathaway ’36 Scholarship: students. W. Gleason, “a friend of Wheaton”. Established in 1981 through a Judge Nancy Ann Holman Kathryn Bilgore Gold ’69 bequest from the estate of Ruth Washington State Scholarship: Scholarship Fund: Established in Hathaway, Class of 1936. Established in 1997 in honor of 1991 through a gift from the Estate William Randolph Hearst Endowed Trustee Nancy Ann Holman ’56 by of Kathryn Bilgore Gold, Class of Scholarship Fund for Minority her friends and colleagues in the 1969, to provide scholarships for Students: Established in 1994 by state of Washington. students who demonstrate aca- the Hearst Foundation. Helen D. Hood Scholarship: demic excellence and need. Beatrice Parker Hemingway ’10 Established in 1959 through a Carolyn Ricker Goodrich ’27 Scholarship: Established in 1935 bequest from the estate of Helen Scholarship: Established in 1993 through a bequest from the estate Davis Hood, mother of Gilbert H. through a bequest from the estate of Beatrice Parker Hemingway, Hood, Jr., Trustee from 1956 to of Carolyn Ricker Goodrich, Class Class of 1910. 1985, and Emily Hood Norris, Class of 1927. of 1920, and grandmother of Emily Patricia “Peaches” Henning ’56 C. Hood, Class of 1953. Barbara Bean Gorman ’28 Scholarship: Established in 1997 Scholarship for Students from by Patricia “Peaches” Henning ’56 Holmes Mercier Scholarship: the State of Maine: Established in and Dr. Katherine M. Kendall in Established in 1993 by Betty 1983 by Leon A. Gorman and his memory of Dr. Carl Garabedian, Holmes Reiley in memory of her brothers John and James on behalf Professor of Mathematics and Choir sister Ruth Holmes Mercier ’31 of their mother, Barbara Bean Director/Organist at Wheaton from and in honor of her sister Esther Gorman, Class of 1928. 1936–1960. Holmes ’36 and her niece Marie Mercier ’69. Eric G. Goullaud Scholarship Fund: Hildegarde Marburg Hennington ’37 The income from this fund is to be Scholarship: Established in 1999 Virginia Olivier Howard ’48 used for student scholarships. by Hildegarde Marburg Hennington, Endowed Scholarship: This fund Class of 1937. was established by Virginia Olivier Priscilla King Gray ’55 Scholarship Howard, Class of 1948, to sup- Fund: Established in 1984 by Dr. Allen A. & Sheila Lewis Henry ’64 port scholarship aid at Wheaton and Mrs. Paul E. Gray (Priscilla Scholarship: Established in 1998 by College. King, Class of 1955), parents of Allen A. and Sheila Lewis Henry ’64. Amy Gray Sluyter, Class of 1980. Harriet Eleanor Hughes ’18 Elizabeth Beadle Herrmann ’51 Scholarship: Established in 1951 Alma C. Grew ’63 Endowed Scholarship: Income from this fund through a bequest from the estate Scholarship: This fund was estab- is to be used for student scholar- of Mrs. Lois Peirce-Hughes in lished in June of 2004 through a ships. memory of her daughter, Harriet bequest from the estate of Alma Fannie Park Hodges Scholarship: Eleanor Hughes, Class of 1918 and C. Grew, Class of 1963, to support Established in 1987 by Henry Park Trustee of the College from 1935 scholarship aid for worthy Wheaton Hodges in honor of his mother, to 1949. College students. Fannie Park Hodges, a member Norman M. and Edith C. Hussey Ellin Wynne Hales ’52 Scholarship: of the Wheaton Female Seminary, Scholarship: Established in 1995 Established in 1966 by Burton W. Class of 1888. by Dorothy Hussey Bonsall ’48 in Hales, Jr. and Ellin Wynne Hales, James D. and Millicent C. Hogan memory of her parents, and funded Class of 1952. P’77, P’87 Family Endowed through a bequest from the estate Frances Hall ’39 Endowed Scholarship: Established in 2000 of Norman M. Hussey. Scholarship: This fund was estab- by James D. and Millicent C. Hogan Lillia Babbitt Hyde Scholarship lished in January of 2004 through in honor of their daughters, Millicent Fund:Established in 1960 by the a bequest from Frances Hall, Class Hogan-Whitely, Class of 1977, and Lillia Babbitt Hyde Foundation. of 1939, for scholarship purposes. Cynthia Hogan, Class of 1987. International Relations Scholarship: Irene L. Hamilton ’23 Scholarship: Ethel H. and Frederick A. Holden Established in 1959 by the Board of Established in 1939 by Mr. and Scholarship Fund: Established in the International Relations Club. Mrs. Joseph S. Hamilton in 2004 through an estate gift from memory of their daughter, Irene Dorothy H. Candage, Class of 1927, Hamilton, Class of 1923. 216 Selected Endowed and Other Named Funds

Alice Friend Ireland ’34 Endowed June Rockwell Levy Scholarship: deserving students with preference Trustee Scholarship: Established in Established in 1967 by the June to students from a foreign country October 2002 to provide scholar- Rockwell Levy Foundation. expecting to return to their native ship awards to outstanding students Teddy Krause Leyon ’57 and country. in Maine. Anne Leyon Kilkenny ’84 Music Maxine and Frances Poel Mason Florence O. Jensen ’34 Scholarship: Scholarship Fund: Established Scholarship: Established in 1984 Established in 1992 through a in 1996 by Althea Krause Leyon, in memory of Frances Poel Mason bequest from the estate of Florence Class of 1957, and John Leyon, by her daughter, Trudy L. Mason, O. Jensen, Class of 1934. parents of Anne Leyon Kilkenny, Class of 1963, and friends. In Harry V. Keefe, Jr. Boston Latin Class of 1984.The purpose of this 1994, the scholarship was renamed Scholarship: Established in 1997 by fund is to provide students with in memory of Maxine Mason, Harry V. Keefe, Jr., husband of the individual music lessons fees. Trudy’s sister. late Jean Mulcahy Keefe ’44 and Lincoln Family Endowed Frank and Gertrude Mason Trustee of the College. Scholarship Fund: Established in Scholarship: Established in 1983 Katherine M. Kendall Endowed 1999, income from this fund is to by Helen Mason Bancroft, Class of Scholarship Fund: Established in be used for scholarship aid. 1935, in memory of her parents. 1999 by Patricia “Peaches” Henning Carrol Tenenbaum Lippman ’63 Mary Law McClintock Scholarship: ’56 and Dr. Katherine M. Kendall. Memorial Scholarship: Established Established in 1956 by the Annie M. Kilham Scholarship: in 1995 by friends of Carol McClintock Alumnae Association Established in 1932 through a Tenebaum Lippman, Class of in memory of Miss McClintock, bequest from the estate of Annie M. 1963, to celebrate her life and her Principal of the McClintock School Kilham, Class of 1870 and Trustee devotion to Wheaton. in Boston. from 1897 to 1933. Livengood Family Scholarship: Nancy Fifield McConnell ’68 Martin Luther King Jr. Scholarship: Established in 1983 by Mr. and Government Scholarship: Established in 1968 by faculty, staff Mrs. Herbert Owen Livengood Established in 1998 by Mr. and and students as the Martin Luther (Kathryn Elaine Poss, Class of Mrs. Richard Newcomb (Janet King, Jr. Scholarship. Endowed in 1935), parents of Margaret Lucile Haines Newcomb ’41) in honor 1984 in honor of Judy F. Rosenblith, Livengood, Class of 1969. of their daughter, Nancy Fifield a member of the Psychology Helen Loud ’21 Scholarship: McConnell ’68, on her 30th Department from 1965 to 1984. Established in 1998 by the estate reunion. Mary B. Lane ’28 Scholarship: of Helen L. Loud ’21. McCune Endowed Scholarship Established in 1978 by Richard B. Harold S. Lupton Scholarship: Fund: Established in 1998, the Lane, father of Lisa Lane, Class Established in 1973 by Gladys fund supports internships with of 1981, in memory of his mother, A. Lupton in recognition of community-based organizations, Mary B. Hayward Lane, Class of her husband’s many years of direct volunteer activity and non- 1928. service to Wheaton as a member profit placements, both domestic and foreign. Amelia Lauricella Scholarship: of the Buildings and Grounds Established in 1994 by Peter Department. Walter O. McIntire Scholarship: Lauricella, father of Sharon ’94 and Mary Clute Lyon ’44 Endowed Established in 1941 by friends of Daniel ’98, Anna Lauricella and Scholarship: Established in 1996 Professor Mclntire, a member of Thomas Lauricella, in memory of with a gift from Mary Clute Lyon, the Philosophy Department from Amelia Lauricella, Peter’s grand- Class of 1944. 1914 to 1941. mother and Thomas and Anna’s Genevieve Teachout Madden ’35 Priscilla Wastcoat McKenney ’34 sister. Scholarship: Established in 1987 Memorial Scholarship: Established Evelyn Freeman Lawson ’28 in memory of Genevieve Teachout in 1977 by family and friends Scholarship: Established in 1985 Madden, Class of 1935 by her in memory of Priscilla Wastcoat by Evelyn Freeman Lawson, Class husband John C. Madden, her McKenney, Class of 1934. of 1928. son John, Jr., and her daughter Elizabeth Hurd McMurray ’28 George Sargent Leubuscher ’25 Margaret Madden Huff, Class of Scholarship: Established in 1985 Scholarship: Established in 1985 by 1969. by Elizabeth Hurd McMurray, Class George Sargent Leubuscher, Class Georgia Marin ’18 Endowment of 1928. of 1925, on the occasion of her Fund: Established in 1990 by Charles E. Merrill Trust Scholarship: 60th reunion. Georgia H. Marin, Class of 1918, Established in 1975 through a grant this fund provides scholarship aid to from the Charles E. Merrill Trust. Selected Endowed and Other Named Funds 217

Estelle Merrill Scholarship: O’Keefe Family Scholarship: Elaine Neefus Poole ’33 Established in 1911 by members Established in 1996 by Sandra Scholarship: Scholarship fund of the New England Wheaton Club Thrasher O’Keefe, Class of 1976, created through a matured Pooled in memory of Estelle Hatch Merrill, and Kenneth O’Keefe. Income Fund and annuity from Class of 1877, founder and first Elaine Neefus Poole. This fund is Frederick Harlan Page and Grace president of the Club, and Wheaton to provide scholarship aid for a Wallace Page Scholarship: Trustee in 1896. Established in 1952 through a be- student majoring in political life. Metcalf Scholarship: Established quest from the estate of Frederick Dorothy Prior ’26 Scholarship: ca. 1876 by the Wheaton Seminary Harlan Page, Trustee from 1916 Established in 1926 by Perley A. Alumnae Association in honor of to 1952. Prior in honor of his daughter, Caroline C. Metcalf, principal of the Dorothy Prior, Class of 1926. Ruth Tompkins Papageorge ’32 Seminary from 1850 to 1876. and George Papageorge Endowed Helene Pruszynski ’80 Scholarship: Benjamin S. and Estelle D. Moss Scholarship: Established in 1998 Established in 1980 in memory of Scholarship: Established in 1951 by through the matured life income Helene Pruszynski, Class of 1980. family and friends of Mr. and Mrs. gifts of Ruth Tompkins Papageorge Endowed in 1983 by alumnae, fam- Moss, grandparents of Peggy Moss ’32. ily and friends. Crystal Michelman, Class of 1954, Thomas Anthony Pappas Family Muriel Reynolds ’24 Memorial on the occasion of their 50th wed- Endowed Scholarship in the Scholarship: Established in 1982 in ding anniversary. Liberal Arts: Established in 1997 memory of Muriel Reynolds, Trustee Mary Elizabeth Robinson Murphy by the Thomas Anthony Pappas from 1950 to 1971, with gifts to the Scholarship: Established in 1951 by Charitable Foundation. Sesquicentennial Campaign desig- family and friends of Mr. and Mrs. nated for scholarship endowment. J. Edgar Park Scholarship: Moss, grandparents of Peggy Moss Established in 1944 by alumnae Linda S. Robbins ’87 Endowed Crystal Michelman, Class of 1954, and friends in honor of Dr. Park, Scholarship: Established in 1999 in on the occasion of their 50th wed- President from 1926 to 1944. memory of Linda S. Robbins ’87 by ding anniversary. her family. Elizabeth Chase Perkins ’22 Marcia Silver Nalebuff ’54 Scholarship: Established in 1975 Alice Padelford Roberts ’21 Scholarship: Established in 1996 through a bequest from the estate Memorial Scholarship Fund: with a gift from Marcia Silver of Elizabeth Chase Perkins, Class Established in 1994 through a Nalebuff, Class of 1954. of 1922. bequest from the estate of Alice Janet Haines Newcomb Humanities Padelford Roberts, Class of 1921. Dorothy Gifford Perry ’20 Scholarship: Established in 1996 Scholarship: Established in 1948 Lee Roberts Roberts ’37 by Richard W. Newcomb in honor of by Donald P. Perry in memory of Scholarship: Established in 1986 his wife Janet, Class of 1941, on the his wife, Dorothy Gifford Perry, by Lee Roberts Roberts, Class of occasion of her 55th reunion. Class of 1920. 1937, in honor of her 50th reunion. Diana Horton Nicosia Scholarship: Leslie H. Pfeiffer Scholarship: Clara and Lester E. Rosenburg Established in 1983 by Mr. and Mrs. Established in 1985 by Mrs. Ruth Scholarship: Established in 1969 Mario Nicosia (Diana Horton, Class Pfeiffer in memory of her husband. by Mr. and Mrs. Rosenburg in honor of 1974). Mrs. Pfeiffer’s nieces, Judy Klie of their daughter, Carol Rosenburg Nike Scholarship: Established in Fryett ’67 and Susan Schaller ’76, Freedman, Class of 1956. 1953 by the College yearbook staff. are Wheaton alumnae. Carol Frost Ross ’64 Scholarship: Virginia Wakeman Noyes ’25 Joyce Glore Phillips ’51 Memorial Fund established by Carol Frost Scholarship: Established in 1985 Scholarship: Established in 1985 Ross, Class of 1964 to support through a gift annuity agreement in memory of Joyce Glore Phillips, a Wheaton student with demon- by Herman M. Noyes in memory of Class of 1951, by her husband strated need. his wife, Virginia Wakeman Noyes, Charles E. Philips and family, Helen M. Sampson ’32 Endowed Class of 1925. Activated in 1993 members of the Class of 1951 and Scholarship: Established in 1999 upon Mr. Noyes’ death. friends. through the matured life income Ohrn Family Scholarship: Piper Scholarship Fund: Established plans of Helen M. Sampson, Class Established in 1983 by Sandra Ohrn in 1984 by Helen Wann Piper, Class of 1932. Moose, Class of 1963 and Trustee of 1939, in memory of her husband, Sargent Family Scholarship Fund: from 1981 to 1991, in honor of her Howard Piper. Income from this fund to be used parents. for scholarship assistance to one needy student. 218 Selected Endowed and Other Named Funds

Irene Sausser Scholarship: Nellie S. Smith Scholarship: Trudy Villars Memorial Established in 1983 by Mr. and Established in 1967 by Nellie Scholarship: Established in 1990 Mrs. William R. Anixter (Nancy S. Smith, aunt of Irma Condon by family and friends in memory Sausser, Class of 1950) in memory Burdon, Class of 1931. of Professor Villars, a member of of Mrs. Anixter’s mother. Donna Ingemie Sorenson both the Psychology and Biology Departments from 1980 to 1990. Savitt-First Scholarship: ’66 Chemistry Scholarship: Established in 1985 by Mr. and Established in 1996 in honor of Lovis Sawyer Nichols ’25 and Sukey Mrs. Robert C. First (Deborah Donna Ingemie Sorenson, Class Nichols Wagner ’56 Scholarship: Savitt, Class of 1963) and her of 1966. Established in 1993 with a Pooled parents Mr. and Mrs. William Savitt. Angela Spence-Shaw Trust: Income Fund gift by Barrett C. Nichols in memory of his wife Lovis Saxon Family Endowed Scholarship Established in 1999 in memory of Sawyer Nichols ’25 and in honor of Fund: Established in 2003 by Angela Spence-Shaw by alumnae/i his daughter Sukey Nichols Wagner Robert and Margery Saxon, parents and friends. ’56, and activated in 1994 by of Meg Saxon, Class of 1995, and Tanya Louise Starzenski Memorial Trustee Sukey Nichols Wagner ’56. Jill Saxon, Class of 2000, to sup- Scholarship: Established in port scholarship aid for students 1995 in memory of Tanya Louise Michael and Linda Walsh ’78 who have financial need and come Starzenski by her parents, Bruce Endowed Scholarship: Established from the state of Massachusetts. and Louise (Nichols) Starzenski, in 2003 by Michael and Linda Walsh, Class of 1978, with a prefer- Dolores Maddocks Sayles ’28 Class of 1946. ence to support student scholars Scholarship: Established in 1983 Marjorie Sumner and Margaret from the Midwest who are majoring by Madison Sayles in his wife’s Whelpley Scholarship: Established in the physical sciences. name on the occasion of their 50th in 1994 by Marjorie Sumner, Class wedding anniversary. of 1942. Arline J. Walton ’33 Scholarship: Established in 1984 by a bequest Audrey MacLeod Schneiderman Surdna Foundation Scholarship: from the estate of Arline J. Walton, ’48 Scholarship Fund: Established Established in 1974 by the Surdna Class of 1933. in 1984 by Audrey MacLeod Foundation of New York City. Schneiderman, Class of 1948. Annie E. Wardwell Scholarship: Nancy Adams Taylor ’53 Established in 1940 through a be- Schuman-Zwecker Scholarship: Scholarship: Established in 1959 quest from the estate of Isabella M. Established in 1983 by Mady by Nancy Adams Taylor, Class of Wardwell, Class of 1868, in memory Schuman, Class of 1972, in honor 1953. of her sister, Annie E. Wardwell, of her parents and in memory of Tenth Anniversary Scholarship: Class of 1861. her grandparents. Established in 1986 by the Isabella M. Wardwell Fund: Lila Bacon Segal ’46 Scholarship: Wheaton College Alumnae Established in 1940 by a bequest Established in 1965 by Lila Bacon Association in honor of President from the estate of Isabella M. Segal, Class of 1946. Alice F. Emerson’s 10th anniver- Wardwell, Class of 1868. Ariadne Shilaeff Scholarship of the sary as President of the College. Jeannette Kittredge Watson ’02 Arronson Foundation: Established in Claire Hyman Steinert Thorn ’29 Scholarship: Established in 1967 by 1986 by the Arronson Foundation at Scholarship Fund: Established the IBM Corporation in memory of the request of Amy Kohn Goldberg, in 1990 through a gift from the Jeannette Kittredge Watson, Class Class of 1974, in honor of Professor Estate of Claire Hyman Steinert of 1902. Emerita Ariadne Shilaeff, a member Thorn, Class of 1929, and of the Russian Department from 1971 increased by gifts from several Hazel Wilcox Weden ’25 & Faith to 1985. friends and members of her family, Weden Fenske ’54 Endowed Scholarship: Established in 2000 Walter Cleveland Shipley to provide scholarships to deserv- in memory of Hazel Wilcox Weden, Scholarship: Established in 1966 ing students at Wheaton. Class of 1925 and in honor of her by family and friends in memory of Hiram Greenwood Tucker daughter, Faith Weden Fenske, Professor Shipley, a member of the Scholarship: Established in Class of 1954. Psychology Department from 1941 1928 by the Wheaton College to 1966. Alumnae Association in memory Virginia L. Weil ’42 Scholarship Fund: Established in 1979 by Robert Margaret Dunn Smith ’73 Endowed of Professor Tucker, a member of S. Weil, Wheaton Trustee from Trustee Scholarship: Established in the Music Department from 1879 1968 to 1992, in honor of his wife, 1999 by Margaret Dunn Smith ’73. to 1922. Virginia Loeb Weil, Class of 1942 . Selected Endowed and Other Named Funds 219

Katharine Wellington ’28 J. Annette Blake Williams level of academic excellence and Scholarship: Established in 1992 Scholarship: Established in 1929 social responsibility in high school through a bequest from the estate of by Fred H. Williams in memory of and while at Wheaton College. Katharine Wellington, Class of 1928. his wife J. Annette Blake Williams, Eleanor Coonley Annual Fund Class of 1872. Kathleen Welsh ’75 Memorial Scholarship: Established in 1999 Scholarship: Established in 1977 Woodman-Ryan-Hall Scholarship: by Patricia H. Arnold ’66, member by family and friends in memory of Established in 1950 by Mr. and Mrs. of the Wheaton College Board Kathleen Welsh, Class of 1975. C. W. Ryan (Hazel Woodman, Class of Trustees, in honor of Eleanor Eliza Baylies Wheaton, Class of of 1911), parents of Brenda Ryan Coonley. Hall, Class of 1949. 1926 Scholarship: Established in Pauline and John Deaver Annual 1984 by members of the Class Fund Scholarship: Established in of 1926 in honor of Eliza Baylies Annual Fund Support 2003 by John and Pauline Deaver, Wheaton, and presented to the Dorothy Littlefield Weber ’38 Class of 1943, for student scholar- College on the occasion of their Endowment Fund for Annual Fund ships. 60th reunion. Support: Established in February of Glavin Family Annual Fund Wheaton Associates Scholarship: 2003 by Dorothy Littlefield Weber Scholarship: Established in 2003 Established in 1983 by the ’38. This fund was established to provide scholarships for students Wheaton Associates. understanding the importance of with financial need. the Annual Fund and its role in Wheaton College Alumnae helping the college reach new levels Katharine Brockway Grenholm ’57 Scholarship: Established in 1959 of excellence in the teaching and Scholarship: Established in 1996 by by the Wheaton College Alumnae learning that are the core of a liberal Jane Rowe Mraz ’57 and David M. Association. arts mission. It permits Wheaton Mraz, in memory of friend and class- Wheaton College Program to attract talented students, faculty mate Kate Brockway Grenholm ’57. Scholarship: Established in 1966 and staff. Vital needs such as schol- Virginia Olivier Howard ’48 Current through gifts to the Wheaton arships, competitive faculty salaries Year Annual Fund Scholarship: College Program, a capital fund and many vibrant educational pro- Established in 1995 by Virginia raising program in the 1960s. grams are all made possible through Olivier Howard, Class of 1948, to Wheaton News Scholarship: the Annual Fund” support scholarship aid at Wheaton Established in 1938 by the staff of College. the College newspaper. Annual Fund Scholarships Fred Kollett Annual Fund Wheaton Rhodes Endowed C. John Birkmann, Jr. Annual Fund Scholarship: Established in 2004 in Scholarship: Established in 1998 Scholarship: Established in 2003 memory of Fred Kollett, Professor by Molly Rhodes Glendinning ’42. by Betsy Birkmann Gabrielson ’78 of Mathematics and Director of in memory of her father to support Academic Computing by David L. Edith M. White Scholarship: scholarships for students with a Wagner, member of the Wheaton Established in 1936 by friends in desire to pursue a Wheaton career College Board of Trustees. memory of Miss White, Dean of of study in the physical or behavoiral Freshmen from 1929 to 1935. Lindholm-Lebovitz Annual Fund sciences. Scholarship: Established in 2004 by Joan Bloomberg Whitehill ’67 Nancy Monick Budd ’59 and Janet Lindholm Lebovitz, Class of Scholarship Fund: Established in William B. Budd Scholarship Fund: 1972, to provide student scholar- 1984 by Joan Bloomberg Whitehill, Established in 1995 by Nancy ships. Class of 1967. Monick Budd ’59 and William B. Agnes M. Lindsey Current Use Whittemore Trustee Scholarship Budd, member of the Wheaton Scholarship: Established in 1958 Fund: Established in 1997 in honor College Board of Trustees. and supported by the Agnes M. of Marion Whittemore, Class of Lindsay Trust of Massachusetts. 1957, on the occasion of her 40th Callow Family Annual Fund: Established in 2003 to provide reunion. Anne Long ’52 Annual Fund student scholarships. Scholarship: Established in 2004 Marion Dix Whitten Scholarship: Dorothy Epstein Carver ‘55 50th by Anne Long, Class of 1952, to Established in 1983 by family mem- provide scholarships for students bers and Nancy Hemenway Whitten Reunion Annual Fund Scholarship: Established in 2004 by Dorothy with financial need. Barton, Class of 1941, in honor of Epstein Carver, Class of 1955, to her mother. Dale Rogers Marshall Annual Fund provide financial assistance to a Scholarship: This Annual Fund student who has demonstrated a scholarship was established in April 220 Selected Endowed and Other Named Funds of 2004 by Wendy Blum Luke, Study Away Endowed Funds Emily C. Hood Fund for Arts and Sciences Partnerships: Established Class of 1964, in honor of retiring January/Summer School by Emily C. Hood ’53, member Wheaton College President, Dale Scholarships: The college of- of the Wheaton College Board of Rogers Marshall. fers scholarships to Wheaton Trustees, in 2003 in honor of her Constance H. Miller ’58 and undergraduates for study at 50th reunion, this fund will support Linda H. MacDuffie ’60 Annual approved summer school or independent research partnerships Fund Scholarship: Established in January term programs. Further between students and faculty in 2002 by Constance Halverstadt information and application forms the disciplines of the arts and/or Miller ’58 and Linda Halverstadt for the scholarships listed below sciences, including technology MacDuffie ’60. are available from the Advising projects. Multinational Charitable Trust Center. Deadlines for submission Julia R. Lange Fellowship: Scholarship: Funding provided are November 16 for the January Established in 1974 in memory of by the Multinational Charitable term; April 15 for all others. Julia R. Lange through a bequest Trust supports scholarship aid at Alumnae/i Association from the estate of her daughter, Wheaton College for United World Scholarships for Graduate Study: Mathilde M. Lange, a mem- College students. Funds are raised annually by ber of the Biology and Zoology Wheaton alumnae/i clubs in vari- Family of Diane C. Nordin Annual Departments from 1921 to 1949. ous parts of the country for two Fund Scholarship: Established Provides several grants annually to scholarships, normally awarded to in 2004 by the family of Diane Wheaton graduates for advanced members of the graduating class C. Nordin to honor her mother, study in the field of medicine or the in support of graduate or profes- Jeannette S. Nordin. This scholar- biological sciences, with medicine sional study in any field. ship celebrates Mrs. Nordin’s receiving the first priority. more than 30 years of service and Karen Strauss Cook ’74 Woodlake Fellowship Program: dedication as a teacher. Distinguished Fellowship Program: Established in 1993 by Marta J. Established in 1997 by Karen Rosemary Pye ’68 Scholarship: Drury P’96 to be awarded to finan- Strauss Cook, Class of 1974, Established in 1995 by Rosemary cially aided women of color study- member of the Wheaton College Pye ’68. ing at Wheaton College. Fellowship Board of Trustees. To be used to recipients are awarded stipends for Schuman-Zwecker Annual Fund support Wheaton’s Distinguished educationally meaningful intern- Scholarship: Established in 2001 Fellows Program. by Mady Schuman, Class of 1972. ships, helping them fully explore Shelby Cullom Davis Foundation their academic and professional Robert D. Stillman and Margaret Domestic and Global Internships aspirations. Clover Stillman ’59 Annual Fund Program: Established in 1994 Scholarship: Established in 2002 by the Shelby Cullom Davis Joseph M. and Susan Stampler Paresky ’68 Fellowships: by Robert D. and Margaret Clover Foundation to provide intensive Established in 1986 by Joseph Stillman, Class of 1959. globally focused internships, M. Paresky and Susan Stampler Cheryl A. Vedoe ’74 Annual Fund both domestic and international, Paresky, Class of 1968, member Scholarship: Established in 2003 for Wheaton students. These of the Wheaton College Board by Cheryl A. Vedoe ’74, member internships enhance the students’ of Trustees. Fellowships are for of the Wheaton College Board of courses of study; provide op- graduate study in a degree grant- Trustees, to provide scholarship aid. portunities to utilize and expand ing program to the senior man on their academic experiences; Wheaton College Bhutan and woman who have excelled and strengthen their academic, Scholarship: This scholarship was academically, have made a signifi- personal, and professional futures. established by Adrienne Bevis cant contribution to the campus Mars, Class of 1958 and her son Patricia W. Eberhart ’68 Art Travel community and have demonstrated Michael Mars, to support scholar- Endowment: Established in 1998 exceptional personal growth during ship aid for worthy students from in memory of Patricia W. Eberhart four years at Wheaton. Bhutan. ’68 by her family and friends. Income from this fund will be used Phi Beta Kappa Grace Shepard Scholarship: Established in to provide grants to deserving memory of Grace Shepard, a mem- students wishing to pursue the ber of the English Department from study of art history and/or studio 1913 to 1940, by her sister, Edith art abroad. May Shepard. Provides a stipend Selected Endowed and Other Named Funds 221 for graduate study, with preference Suzanne Fogelson Golden ’67 Barbara Shalita Samuelson ’64 given to a member of the senior Filene Center Fund: Established in Work and Learning Endowment: class majoring in classical studies. 1998 by Suzanne Fogelson Golden Established in 1997 by Barbara ’67, to support out-of-classroom Jane E. Ruby Fellowship: S. Samuelson ’64 to support Established in 1978 by alumnae experiences. internships. and friends in honor of Professor Patricia Dunn Grey ’80 Endowed Catherine Filene Shouse ’18 Ruby, a member of the History Fund for the Filene Center for Work Endowed Fund: Established in Department from 1954 to 1976, and Learning: Established in 1999 2003, this fund supports the and Provost from 1976 to 1978. by Patricia Dunn Grey, Class of integration of experiential and Provides support to a graduating 1980, member of the Wheaton academic learning by providing senior or Wheaton graduate to College Board of Trustees, and her summer internships. begin, continue or resume profes- husband, Richard Grey. John C. Talanian, Jr. ’93 Work and sional or other advanced training. Keefe Family Foundation Work Learning Fellow Endowment Fund: Helen and Irma Wieand Fellowship: and Learning Fellows Endowment: Established in 2004 by John C. Established in 1961 by Professor Established in 2004 by Kathleen Talanian, Jr., Class of 1993, the Helen Wieand Cole, a member of Keefe Raffel through the Keefe purpose of this fund is to provide the Classics Department from 1911 Family Foundation, the income a stipend for a student complet- to 1915 and from 1918 to 1925, from this endowed fund will be ing a summer internship through Trustee from 1936 to 1965 and used to support student intern- the Filene Center for Work and second wife of President Samuel ships in the areas of education or Learning. Valentine Cole. Provides one to environmental issues. Sukey Nichols Wagner ’56 three scholarships each year to Mars Fellows Endowed Fund: Endowed Fund for the Filene Wheaton graduates for further Established in 2000 by John F. Center: Established in 1998 by education in the humanities. Mars and Adrienne Bevis Mars, Trustee Sukey Nichols Wagner ’56 Blakely F. Bundy ’66 Back to the Class of 1958, member of the and her husband Rodney Wagner. Future Fund: Established in 1997 Wheaton College Board of Trustees. Katharine Conroy Whalen ’70 by Mr. and Mrs. Harvey H. Bundy Nancy Lyon Porter ’43 Community Endowed Fund for the Filene III (Blakely Fetridge Bundy ’66) to Service Fellows Endowment Fund: Center for Work and Learning: ensure that seniors at Wheaton Established in 2004 through a gift Established in 2001 by Katharine have increased opportunities to from the Frank H. and Nancy L. Conroy Whalen, Class of 1970 and focus on issues of balancing work Porter Advised Fund - 25% of the member of the Wheaton College and family as they prepare for their Cleveland Foundation at the request Board of Trustees, to support lives post-graduation. of Elizabeth Porter Daane, Class of student internships arranged 1977 and member of the Wheaton through the Filene Center for Work Filene Center Endowed Funds College Board of Trustees. This and Learning. Dorothy Yeomans Flanagan ’71 fund will support student intern- Fund for Co-Curricular Learning: ships in community service. Student Loan Funds Established in 2001, to support Sonya Dozoretz Rhodes ’64 Diane L. Troderman ’63 Student stipends and travel expenses Work and Learning Endowment: Loan Fund: Established in 1996 by for students with financial need Established in 2000 by Sonya Diane Leshefsky Troderman ’63. engaged in learning opportunities Dozoretz Rhodes, Class of 1964, in locations other than the college, by her husband, Robert Rhodes. especially beyond the borders of the United States. 222

Photo 223 Trustees, Faculty, Officers and Staff

Board of Trustees Patricia Dunn Grey ’80, A.B. Karen S. Cook ’74, A.B., M.B.A. Los Angeles, California New York, New York Officers of the Board Deborah Haigh Dluhy ’62, A.B., Ph.D. Janet F. Haas, B.A., M.D. Edgar Eisner, B.A., M.A. Chair Radnor, Pennsylvania New York, New York Cambridge, Massachusetts Janet Tiebout Hanson ’74, A.B., M.B.A. Paul E. Gray, S.B., S.M., Sc.D., D.B.A., Ph.D., L.H.D. Debra Kent Glidden ’68, A.B., M.B.A. Bedford, New York Cambridge, Massachusetts Vice chair Katherine A. Malone Hesser ’01, A.B. Evelyn Danzig Haas ’39, A.B., L.L.D. Atlanta, Georgia Boston, Massachusetts San Francisco, California Thomas J. Hollister, B.A., M.B.A. James S. Hoyte, B.A., J.D. Vice chair Lexington, Massachusetts Winston R. Hindle Jr., B.S., M.S., L.L.D. Concord, Massachusetts Chicago, Illinois Denise Jefferson ’65, A.B., M.A., D.F.A. Emily C. Hood ’53, A.B. Roderick G. Wallick B.A., M.B.A. New York, New York Boston, Massachusetts Treasurer James B. Karman, B.A. Plainville, Massachusetts Sudbury, Massachusetts Robert E. Keiter, A.B., M.B.A. Lakeville, Connecticut Susan M. Colson ’96, A.B. Patricia A. King ’63, A.B., J.D., L.L.D. Secretary Washington, D.C. Anne J. Neilson ’49, A.B. Winchester, Massachusetts South Easton, Massachusetts Roy Lennox, B.A., M.A., M.B.A., Ph.D. Armonk, New York Hope Hamilton Pettegrew ’61, A.B. The Board Hancock, New Hampshire Monique Shire Slap ’81, A.B., M.B.A. Patricia Higgins Arnold ’66, A.B. Armonk, New York James V. Sidell P’76, ’79, B.A., M.A. Mattapoisett, Massachusetts Cambridge, Massachusetts Diana Davis Spencer ’60, A.B. Lawrence S. Bacow, B.S., J.D., Ph.D. Washington, D.C. Lesley R. Stahl ’63, A.B., L.L.D. Medford, Massachusetts New York, New York Cheryl A. Vedoe ’74, A.B., M.B.A. Anson M. Beard, Jr., B.A., L.L.D. Half Moon Bay, California Ruth Ann Stewart ’63, A.B., M.S. Greenwich, Connecticut New York, New York Louis N. Vinios, B.A. Carol Samuels-Botts ’74, A.B., M.D. Milton, Massachusetts Robert S. Weil, B.A., M.B.A. Silver Spring, Maryland Montgomery, Alabama David L. Wagner, B.A., M.B.A. Roger H. Brown, B.A., M.B.A. Evanston, Illinois Belmont, Massachusetts Professors and Sukey Nichols Wagner ’56, A.B., M.A. Administrators Emeriti Wayne Budd, B.A., J.D. Norfolk, Connecticut Boston, Massachusetts Edwin Briggs Virginia A. Weil ’65, A.B., M.B.A. Professor of English, Emeritus John P. Burlington ’99, A.B. Washington, D.C. Windermere, Florida Thomas R. Brooks Katharine C. Whalen ’70, B.A., M.A. Associate Provost, Emeritus Richard Chait, M.A., Ph.D. Oakland, California Cambridge, Massachusetts Rosalie Brown Ciummei Professor of Physical Education, Nancy Pearlstine Conger ’67, A.B. Life Trustee Emerita Millington, New Jersey Adrienne Bevis Mars ’58, A.B., L.L.D. Ronald A. Crutcher, B.Mus, M.M.A, McLean, Virginia Barbara Ann Clinger D.M.A. Ex officio Professor of Mathematics, Emerita Norton, Massachusetts Trustees Emeriti Travis L. Crosby Professor of History, Emeritus Elizabeth Porter Daane ’77. A.B., LSW, Mary Ellen Avery ’48, A.B., M.D., A.M., MSSA Sc.D., Sc.D. Med. Alice F. Emerson Moreland Hills, Ohio Wellesley, Massachusetts President Emerita Lou Ann Daly ’76, A.B., Ph.D. Abram T. Collier, A.B., LL.B., L.H.D., Pozzi Escot Marblehead, Massachusetts Litt.D., L.L.D., D.B.A. Professor of Music, Emerita Peterborough, New Hampshire

223 224 Trustees, Faculty, Officers and Staff

Charles Knight Fassett Carlton T. Russell Roderick G. Wallick Professor of Music, Emeritus Professor of Music, College Organist, Vice President for Finance and Hannah F. Goldberg Emeritus Operations, Chief Financial Officer Provost and Academic Vice President, Ariadne Schilaeff M.B.A., Boston College Professor of History, Emerita Professor of Russian, Emerita B.A., Dartmouth College Deanna Grimm Sheila Shaw Susanne Woods Professor of Physical Education, Professor of English, Emerita Provost, Professor of English Ph.D., Columbia University Emerita Frances Ann Shirley M.A. (Hon.), Brown University Paul C. Helmreich Professor of English, Emerita B.A., M.A., University of California, Los Professor of History, Emeritus; College Paul Joseph Sprosty Angeles Historian Professor of Psychology, Emeritus Bojan Jennings Thora Haysey Stukas Faculty Professor of Chemistry, Emerita Registrar, Emerita Marcus Allen Norman Woodason Johnson Robert Sundling Taylor, Assistant Professor of Political Science Professor of Mathematics, Emeritus Professor of English, Emeritus Ph.D., Binghamton University-SUNY Hilda Kahne Kathleen Marilyn Vogt B.A., Binghamton University-SUNY Professor of Economics, Emerita Professor of English, Emerita Matthew Allen Vaino Kola Mary H. Whelan Associate Professor of Music, Professor of Art, Emeritus Associate Librarian and Director of Coordinator of Asian Studies, Director of Rosalind Ekman Ladd Technical Services, Emerita World Music Ensemble Professor of Philosophy, Emerita Jeanne Theis Whitaker Ph.D., Wesleyan University Asta Helena Lepinis Professor of French, Emerita M.A., Wesleyan University B.A., Haverford College Professor of German, Emerita Philip Reece Wilson Janet Taylor Letts Associate Professor of Physics, Kirk Anderson Professor of French, Emerita Emeritus Associate Professor of French Ph.D., Princeton University Dale Rogers Marshall M.A., Princeton University President, Professor of Political Officers of B.A., St. Olaf College Science, Emerita Administration Marina Aptekman Hilda Bolster Mason Ronald A. Crutcher Visiting Assistant Professor of Russian Associate Professor of Physical President, Professor of Music Ph.D. Brown University Education, Emerita B.Mus., The University of Miami M.A., Clark University M.M.A., Yale University Elizabeth Stoffregen May B.A., Hebrew University Professor of Economics, Dean of the D.M.A., Yale University Anni P. Baker College, Emerita Sue A. Alexander Assistant Professor of History Dean of Students Thomas Julian McCormick Ph.D., Boston College B.A., Antioch College Professor of Art, Emeritus B.A., University of Maryland Gail Berson Roberta J.M. Olson Timothy Barker Vice President for Enrollment and Professor of Art, Emerita Chair, Professor of Astronomy, Director Marketing; Dean of Admission and Harry Moore Pastra-Landis of Science Programs Student Aid Professor of Physics, Emeritus Ph.D., University of California, Santa M.A., Emerson College Cruz Jean Pearce A.B., Bowdoin College Associate College Librarian, Emerita B.A., Swarthmore College Terry Metz Grace Baron Richard Pearce Vice President for Library and Professor of Psychology Professor of English, Emeritus Information Services Ph.D., M.A., Boston College Myrna Schmidt Pearson B.A., Gustavus Adolphus College Professor of Chemistry, Emerita M.L.S., University of Minnesota Susan Barrett Lab Instructor, Department Assistant in Judy Francis Rosenblith Eric J. Snoek Biology Professor of Psychology, Emerita Vice President for College B.A., Suffolk University Roberto Ruiz Advancement Professor of Spanish, Emeritus B.A., University of Massachusetts Trustees, Faculty, Officers and Staff 225

Vicki L. Bartolini Jonathan Brumberg-Kraus Vipan Chandra Chair, Associate Professor of Education Chair, Associate Professor of Religion Professor of History Ph.D., Boston College Ph.D., M.A., Vanderbilt University Ph.D., Harvard University M.Ed., Rhode Island College M.H.L., Rabbinical Ordination A.M., Harvard University B.A., Marshall University Reconstructionist Rabbinical A.M., Agra University (India) Jani Benoit B.A., Harvard College A.B., Agra University Assistant Professor of Chemistry Paul W. Bruno Xuesheng Chen Ph.D., University of Maryland Visiting Assistant Professor of Professor of Physics M.S., University of Connecticut Philosophy Ph.D., M.S., Boston College B.A., Connecticut College Ph.D, M.A., B.A., Boston College B.S., University of Science and Michael Berg Deyonne Bryant Technology of China Assistant Professor of Psychology Samuel Valentine Cole Assistant Shawn Christian Ph.D., M.S., University of Professor of English Assistant Professor of English Massachusetts, Amherst Ph.D., M.A., University of Houston Ph.D., University of Michigan B.S., Tufts University Creative Writing Program M.A., Temple University John Bezis-Selfa M.Ed., B.S., University of B.A., Florida State University Associate Professor of History, Southwestern Louisiana Beverly Lyon Clark Coordinator, Latin American Studies Claire Buck Meneely Professor of English Ph.D., M.A., University of Pennsylvania Professor of English Ph.D., Brown University B.A., University of California at Ph.D., B.A., University of Kent at B.A., Swarthmore College Berkeley Canterbury Samuel Coale Alberto Bianchi Maryann Buck Professor of English Assistant Professor of Italian Studies Instructor of Economics Ph.D., Brown University Ph.D., Rutgers University C.A.G.S., M.B.A., B.S., Bryant College B.A., Trinity College Laurea, Università degli Studi di Urbino Stephanie Burlington Beth F. Cockcroft Rosana Blanco-Cano Assistant Professor of Theatre Lab Instructor in Chemistry, Visiting Assistant Professor of Hispanic M.F.A., Trinity Rep Conservatory/ Department Assistant Studies Rhode Island College Geoffrey Collins B.A. Tulane University A.B., Wheaton College Assistant Professor of Geology Alexander Bloom Maria Yaquelin Caba Ph.D., Brown University Chair, Professor of History Assistant Professor of Hispanic Studies B.A., Carleton College Ph.D., Boston College Ph.D., Princeton University John Michael Collins M.A., Boston College M.A., Princeton University Professor of Physics A.B., University of California, Santa Cruz B.A., Lehman College, City University Ph.D., M.A., Boston College Joseph Bono of New York B.A., College of the Holy Cross Instructor of Music in Performance Constance Campana Katherine Conway M.Ed., Bridgewater State College Writing Associate Chair, Associate Professor of English B.M., New England Conservatory of M.F.A., Brown University Ph.D., M.A., University of Music B.A., Brown University Massachusetts, Amherst Darlene L. Boroviak Jeffrey Cashen B.A., Regis College Chair, Professor of Political Science Instructor of Music in Performance S. Elaine Craghead Ph.D., Washington University, St. Louis Dolita Cathcart Writing Associate B.A., Beloit College Assistant Professor of History Ph.D., University of Rhode Island Barbara Brennessel Ph.D., Boston College M.A., George Mason University Goldberg Professor of Biology M.A., University of Massachusetts, B.A., College of William and Mary Ph.D., Cornell University Graduate Boston Betsy Cronin School of Medical Sciences A.B., Harvard-Radcliffe Colleges Program Coordinator for the Arts B.S., Fordham University Deborah Cato Ronald A. Crutcher Rick Britto Instructor of Biology President, Professor of Music Visiting Instructor of Music in M.S., B.A., Bridgewater State College D.M.A., Yale University Performance, Director of Jazz Band Richard M. Chalfen M.M.A., Yale University B.M., Berklee College of Music Cole Visiting Professor of Sociology B.Mus., The University of Miami Ph.D., M.A., B.A., University of Pennsylvania 226 Trustees, Faculty, Officers and Staff

Tim Cunard Nancy Evans Tommasina Gabriele Professor of Art Assistant Professor of Classics Acting Chair, Professor of Italian Studies M.F.A., Ohio State University Ph.D., Brown University Ph.D., M.A., Rutgers University B.F.A., Ohio University M.Phil., Brown University A.B., Bryn Mawr College Cecile Danehy A.B., Smith College Edward J Gallagher Associate Professor of French R. Tripp Evans Henrietta Jennings Professor of French Ph.D., University of Virginia Associate Professor of Art Ph.D., A.M., Brown University M.A., University of Virginia Ph.D.,M.A., Yale University A.B., LaSalle University (Philadelphia) D.E.U.G., Universite de Dijon–France B. A., University of Virginia John Alexander Gildea French Baccalaureat–Academie de Sheila Falls-Keohane Chair, Professor of Economics Dijon, France Visiting Instructor of Music Ph.D., M.A., Duke University Barbara Darling-Smith B.M., New England Conservatory B.A., Wake Forest University Assistant Professor of Religion Jennifer Feather Bill Goldbloom-Bloch Ph.D., Boston University Visiting Assistant Professor of English Associate Professor of Mathematics, M.A., Boston University M.A., Brown University Assistant Provost B.A., Spring Arbor College B.A., Columbia University Ph.D., University of California, Berkeley Denise Davis Peony Fhagen-Smith B.A., Reed College Visiting Instructor of French Assistant Professor of Psychology Jay S. Goodman Ph.D.,M.A., Brown University Ph.D., Pennsylvania State University Professor of Political Science B.A., University of California, Santa Cruz M.S., Pennsylvania State University J.D., Suffolk University Law School Francisco Fernandez de Alba B.A., Wellesley College Ph.D., Brown University Assistant Professor of Hispanic Studies Claudia R. Fieo M.S., Stanford University Ph.D., Cornell University Chair, Professor of Art B.A., Beloit College M.A., Syracuse University M.F.A. in Printmaking, Il Bisonte Michael B. Gousie B.A., Nazareth College International School of Advanced Associate Professor of Computer Diplomado en Magisterio, Universidad Printmaking through Rosary College, Science Complutense de Madrid and St. Patrick Graduate School of Art Florence, Italy Ph.D., Rensselaer Polytechnic Institute College of Education, Dublin (Ireland) M.A. in Printmaking, Rosary College M.S., University of New Hampshire Susan Dearing Graduate School of Art at Villa B.S., Providence College Coordinator of English as a Second Schifanoia,Florence, Italy John Grady Language and Basic Writing Programs B.F.A. in Graphic Design, Carnegie- Professor of Sociology M.A., Lesley College Mellon University, College of Fine Arts, Ph.D., Brandeis University B.A., Brown University Amy D. Finstein A.M., Yale University Michael Drout Visiting Instructor of Art History A.B., Boston College Prentice Associate Professor of English M.A., University of Virginia School of Mary Lee Griffin Ph.D., Loyola University Architecture Associate Professor of Education M.A., Stanford University B.A., Brandeis University Ph.D University of Rhode Island / Rhode (Communication), University of Deborah Forman Island College Missouri-Columbia Visiting Assistant Professor of Art M. Ed Rhode Island College B.A., Carnegie Mellon University M.F.A., Parsons School of Design B.S. Wheelock College Steven Dworetz M.S., Massachusetts College of Art Daniel Hann Associate Professor of Political Science B.F.A., Rhode Island School of Design Visiting Instructor of Music in Ph.D., Rutgers University David M. Fox Performance B.A., York College Chair, Professor of Theatre B.M., Rhode Island College Betsey Dexter Dyer M.F.A., Brandeis University Kerra Gazerro Hanson Bojan Jennings Professor of Biology B.S., Northeastern University Visiting Instructor of Italian Studies Ph.D., M.A., Boston University James Freeman M.A., Ohio State University A.B., Wheaton College Assistant Professor of Economics B.A.,Providence College Herbert Richard Ellison Ph.D., Florida State University Tim Harbold Chair, Professor of Chemistry M.A., University of North Carolina, Assistant Professor, Choral Director Ph.D., Brown University Greensboro M.M., New England Conservatory A.B., Clark University B.A., Wabash College B.A., Williams College Trustees, Faculty, Officers and Staff 227

Michelle A. Harris Nancy Kendrick Elizabeth Lavin-Peter Assistant Professor of Sociology Associate Professor of Philosophy Visiting Instructor of English Ph.D., University of Michigan Ph.D. University of Illinois at Urbana- M.A., Tufts University M.A., University of South Florida Champaign B.A., Connecticut College B.A., University of South Florida M.A., B.A. University of South Florida Lisa Lebduska Seta der Hohannesian Sheila Kennedy Associate Professor of English and Professor of Music in Performance Adjunct Professor of Political Science Director of College Writing B.A., Smith College M.A., Harvard University Ph.D., M.A., University of Rhode Island Graduate Studies in Music, Brandeis A.B., Wheaton College M.S., Long Island University University Donna O. Kerner A.B., Duke University Caleb W. Holyoke III Professor of Anthropology Mark D. LeBlanc Visiting Assistant Professor of Geology Ph.D., M. Phil., CUNY Professor of Computer Science Ph.D., Brown University M.A., New York University Ph.D., M.S., University of New M.S., University of Vermont B.A., Kirkland College Hampshire B.S., James Madison University Hyun Sook Kim B.A., University of Maine Bernadette Houldsworth Chair, Professor of Sociology Domingo Ledezma Instructor of Hispanic Studies Ph.D., M.A., New School for Social Assistant Professor of Hispanic Studies M.A.T., Rhode Island College Research Ph.D, Brown University B.Sc.Hons. University of Salford U.K. B.S., University of Wisconsin, Madison M.A., Brown University Andrew Howard Meg Kirkpatrick B.A., Universidad Central de Venezuela Professor of Art Assistant Professor of Psychology Tessa Lee M.F.A., Southeastern Massachusetts Ph.D., Dartmouth College Assistant Professor or German University A.B., Smith College M.Phil., Yale University M.Ed., Bridgewater State College Linda Kollett M.A., Seoul National University; B.S., University of Rhode Island Visiting Associate Professor of Biology B.A., Soong Sil University, Korea; Gerard Huiskamp Ph.D., Northwestern University Philosophy Associate Professor of Political Science B.A., Cedar Crest College Rochelle Leibowitz Ph.D., M.A., University of North Paula M. Krebs Professor of Mathematics Carolina at Chapel Hill Professor of English Ph.D., Rutgers University B.A., Marquette University Ph.D., M.A., Indiana University M.S., Rutgers University Zarina Irkaeva B.A., LaSalle College B.A., Queens College (CUNY) Instructor of Music in Performance John Kricher Allison Levy M.M., B.M., St. Petersburg Meneely Professor of Biology Assistant Professor of Art History Conservatory, Russia Ph.D., Rutgers University Ph.D., Bryn Mawr College Donald Judson B.A., Temple University M.A., Bryn Mawr College M.A., American University Visiting Assistant Professor of English Rosemary Kukla B.A., Newcomb College, Tulane M.F.A., Brown University Lab Instructor in Chemistry University M.A., Bowling Green University Ph.D., Rutgers University B.A., University of Rhode Island M.Ed., Boston University Yuen-Gen Liang Michael Kahn A.B., Hunter College, CUNY Assistant Professor of History Ph.D., Princeton University Associate Professor of Mathematics Tae Yang Kwak B.A., University of California, Berkeley and Director of Quantitative Analysis Visiting Instructor of History Ph.D., University of Washington A.M., Harvard University William MacPherson M.S., University of Iowa M.A., B.A., University of Chicago Visiting Assistant Professor of Music, B.S., University of Kansas and Staff Accompanist Evelyn Staudinger Lane Ph.D., Harvard University Christopher Kalberg Associate Professor of Art, Director of A.M., Harvard University Assistant Professor of Chemistry Haas Visiting Artists Program A.B., Brown University Ph.D. Duke University 1998 Ph.D., Brown University B.S. Loras College 1993 M.A., Tufts University Jennifer Madden Rebecca Kanost B.A., Wellesley College Visiting Instructor of Theatre M.A., Brown University Visiting Assistant Professor of English Nancy Lane B.A., Bridgewater State College M.F.A., Brown University Lab Instructor in Chemistry M.A., B.A., University of Oklahoma M.A., Harvard University B.A., Connecticut College 228 Trustees, Faculty, Officers and Staff

Ahmed Madkour Sean McPherson Cheryl Mrozowski Assistant Professor of Music Instructor of Art Assistant Professor of Theatre Ph.D., University of Pittsburgh M. Arch., University of California, M.A., American University M.A., B.A., Cairo Conservatoire Berkeley B.A., Salve Regina College Frinde Maher B.A., Williams College Laura Muller Keiter Professor of Education Mark McSweeney Associate Professor of Chemistry Ed.D., Boston University Visiting Instructor of Music in Ph.D., University of Texas at Austin M.A., Harvard Graduate School of Performance A.B., Bard College Education Vocal Performance Program, Boston Bianca Cody Murphy B.A., Radcliffe College University Professor of Psychology Claire L. Mallette Hector Medina M.P.A., Harvard University Visiting Instructor of Education Associate Professor of Hispanic Studies Ed.D., Boston University M. Ed., Lesley College Ph.D., Brown University M.Ed., Northeastern University B.S., Bridgewater State College M.A., Brown University B.A., Marymount Manhattan College Elizabeth P. Mallory B.A., Lehman College, (CUNY) Jeremiah Murphy Visiting Assistant Professor of Biology Charlotte Meehan Associate Professor of Political Science Ph.D., Dartmouth Collge Assistant Professor of Playwriting Ph.D., A.M., Indiana University B.A., Ohio Wesleyan University M.F.A., Playwriting, Brown University A.B., University of Notre Dame Stephen Mathis M.F.A., Creative Writing, Brooklyn College Loeb Fellow in Advanced Environmental Chair, Associate Professor of Philosophy B.A., SUNY, Binghamton Studies, Harvard Design School Ph.D., University of Kansas Lisa N. Michaud Ann H. Murray M.A., Duke University Assistant Professor of Computer Science Professor of Art, Director of Beard and B.A., Washington & Lee University Ph.D., M.S., Computer and Information Weil Galleries, Mary L. Heuser Chair Karol Maybury Sciences, University of Delaware in the Arts Visiting Assistant Professor of B.A., Computer Science / English, Ph.D., M.A., Brown University Psychology Williams College B.A., Dickinson College Ph.D.,M.A., University of California, Davis John Miller Madani Naidjate B.A., Regis College Professor of Economics Quantitative Analysis Associate Reinhard Mayer Ph.D., University of Pittsburgh Ph.D., Boston University Visiting Associate Professor of German B.A., Washington & Jefferson College M.S., Boston University Ph.D., Northwestern University Kimberly Anne Miller B.S., Boston University M.A., Eberhard-Karls Universität, Assistant Professor of Women’s Studies Rolf Nelson Tübingen (Tufts Program) Ph.D., M.A., University of Wisconsin- Assistant Professor of Psychology B.A., Tufts University Madison Ph.D., University of California, Berkeley Shawn McCafferty B.A., George Washington University B.A., Macalester College Assistant Professor of Biology Kathleen Morgan Janice Okoomian Ph.D., SUNY Stony Brook Chair, Williams Associate Professor of Visiting Assistant Professor of M.Sc., SUNY, Stony Brook Psychobiology Women’s Studies B.S., North Carolina State University Ph.D., M.A., University of California, Ph.D., A.M., Brown University Karen M. McCormack Davis B.A., Wesleyan University Visiting Assistant Professor of Sociology B.A., Canisius College Kirsten Olson Ph.D., M.A., Boston College Robert L. Morris Visiting Assistant Professor of Education B.A., Clark University Associate Professor of Biology Ph.D., M.Ed., Harvard University John McNamara Ph.D., Harvard University A.B., Vassar College Visiting Assistant Professor of Music in A.B., Lafayette College Bruce Owens Performance Shari Morris Associate Professor of Anthropology M.A., Boston Conservatory of Music Laboratory Instructor in Biology Ph.D., M. Phil., M.A., Columbia B. M., University of Rhode Island M.S., Northeastern University University Colin C. McNamee B.S., Pennsylvania State University B.A., McGill University Theatre Manager/Technical Director Joanne Mouradjian John Partridge A.B., Wheaton College Assistant Professor of Music in Assistant Professor of Philosophy Performance, Soprano Soloist Ph.D. & M.A. Johns Hopkins University M.M., Boston University B.A. College of William and Mary B.S., Rhode Island College Trustees, Faculty, Officers and Staff 229

Elita Pastra-Landis Daniel Saffioti Deborah C. Stewart Professor of Chemistry Visiting Fellow in Computer Science Lab Instructor in Chemistry Ph.D. Harvard University, Graduate Julie Searles B.A., Goucher College School of Arts and Sciences Visiting Instructor of Music Patricia Stone M.A. Harvard University M.A., Wesleyan University Associate Professor of Art B.A. Wheaton College B.A., Wesleyan University M.F.A., Yale University, School of Art Jason Pearl Elizabeth Ann Sears B.F.A., University of New Mexico Visiting Instructor of English Chair, Professor of Music, Director of Harrison Straley M.A., Boston University Performance Program Quantitative Analysis Associate B.A., University of Vermont Ph.D., Catholic University of America Ph.D., University of Virginia David E. Powell M.M., Arizona State University M.A., Emory University Shelby Cullom Davis Professor of B.M., New England Conservatory of B.S., University of Richmond Russian Studies Music Lee Thompson Ph.D., M.A., Yale University Walter Shaw Visiting Assistant Professor of B.A., Amherst College Visiting Assistant Professor of Hispanic Psychology Derek Price Studies Ph.D., Emory University Associate Professor of Psychology Ph.D., University of North Carolina, M.A., University of Texas at El Paso Ph.D., M.A., University of Denver Chapel Hill B.A., Vassar College B.A., University of California at Santa M.A., University of Georgia Mary Beth Tierney-Tello Barbara B.A., Berea College Chair, Associate Professor of Hispanic Candice T. Quinn Scott W. Shumway Studies Associate Professor of History Professor of Biology Ph.D., Hispanic Studies, Brown University Ph.D., M.A., Cornell University Ph.D., Brown University A.M., Hispanic Studies, Brown University A.B., Wheaton College B.S., Tufts University B.A., Wellesley College A.A., Cape Cod Community College Janice Sklensky Jeffrey R. Timm M.T.S. (Master’s of Theological Studies) Assistant Professor of Mathematics Professor of Religion Harvard Divinity School, (in progress) Ph.D., M.S., Northwestern University Ph.D., M.A., Temple University Earl Raney A.B., University of California, Berkeley B.A., Washington College Assistant Professor of Music in Victoria Solan Kathryn Tomasek Performance, Music Director and Visiting Assistant Professor of Art, Associate Professor of History Conductor of the Chamber Orchestra Director of Watson Gallery Ph.D., M.A., University of Wisconsin- and Wind Symphony, Trumpet Instructor Ph.D., M.Phil., M.A., Yale University Madison B.M., Boston University School for B.A., Oberlin College B.A., Rice University the Arts Tulasi Srinivas Edmund Y. Tong Tommy Ratliff Visiting Assistant Professor of Chair, Professor of Biology Chair, Associate Professor of Sociology/Anthropology Ph.D., M.S., University of Wisconsin, Mathematics Ph.D., Boston University Madison Ph.D., Northwestern University M.A., University of Southern California, B.A., Concordia College M.S., Northwestern University Los Angeles A. Javier Trevino B.A., Rhodes College B.A., Bangalore University Associate Professor of Sociology Joel C. Relihan Sue Standing Ph.D., Boston College Chair, Professor of Classics Jane Ruby Professor of English, Writer M.A., Northern Arizona University Ph.D., M.A., University of Wisconsin- in Residence B.A., University of North Texas Madison, 1985 A.B., Oberlin College Guy Urban B.A., University of Illinois at Urbana- M.A., Boston University Associate Professor of Music Champaign, 1976 Jane A. Stein M. M., New England Conservatory of Francoise Rosset Visiting Instructor of Theatre/Design Music Associate Professor of Russian B.F.A, Webster University Conservatory David Vogler Ph.D.,M.A., Yale University of Theatre Arts Professor of Political Science B.A., Bryn Mawr College Josh Stenger Ph.D., University of North Carolina Javier Ruedas Assistant Professor of Film Studies and A.B., University of Florida Visiting Assistant Professor of Literature John A. Walgreen Anthropology Ph.D., Syracuse University Professor of Economics Ph.D., Tulane University M.A., Syracuse University Ph.D., A.M., A.B, Boston College M.A., Tulane University B.A., University of California, Los B.A., University of Texas Angeles 230 Trustees, Faculty, Officers and Staff

Jonathan David Walsh Shining Zou Timothy Barker Chair, Associate Professor of French Visiting Instructor of Chinese Bojan Hamlin Jennings Professor Ph.D., University of California, Santa B.A., Beijing Normal University of Natural Sciences, Professor of Barbara Gail Sahar Zucker Astronomy, Director of Science B.A., University of Connecticut, Storrs Associate Professor of Psychology Programs, Associate Provost Gordon Weil Ph.D.,University of California, Los A.B., Swarthmore College Professor of Economics, Associate Angeles Ph.D. University of California, Santa Provost, Faculty Liaison to the B.A., University of Southern California Cruz President Gerald Zuriff Lynda S. Marcoccia Ph.D., M.A., Tufts University Professor of Psychology Executive Assistant to the Provost and B.A., Tulane University Ph.D., Harvard University Secretary to the Faculty Marge Werner B.A., Columbia University Patricia Brown Santilli Director, Nursery School Registrar & Dean for Academic Ed.S., University of Colorado Systems M.A., Bridgewater State College Administrative Offices B.A., Emmanuel College B.S., Ohio University Office of the President A.M., Boston College David Williams Ronald A. Crutcher Gordon Weil Writing Associate President, Professor of Music Professor of Economics, Associate M.A.T., School for International B.Mus., The University of Miami Provost Training M.M.A., Yale University B.A., Tulane University B.A., Hampshire College D.M.A., Yale University M.A., Ph.D., Tufts University Russell Williams Susan Colson Kersti Yllö Assistant Professor of Economics Executive Assistant to the President; Associate Provost, Professor of Ph.D., University of Massachusetts, Secretary to the Board of Trustees Sociology Amherst A.B., Wheaton College B.A., Dartmouth College B.A., Amherst College Ph.D., Indiana University Monica Key Jeanne Wilson Director of Events for the President’s Professor of Political Science Office collaborative Learning Center Ph.D., M.A., Indiana University B.A., Simmons College Constance Campana A.B., University of Michigan M.A., Simmons College Writing Associate M.F.A., Brown University Susanne Woods Jeremiah Murphy B.A., Brown University Provost, Professor of English Director of Public Affairs, Associate Ph.D., Columbia University,English Professor of Betty Collins and Comparative Lit. Political Science Assistant Director for Collaborative M.A., U.C.L.A.,English A.B., University of Notre Dame Learning Center B.A., U.C.L.A.,Political Science A.M., Indiana University B.A., Stonehill College David Wulff Ph.D., Indiana University S. Elaine Craghead Professor of Psychology Loeb Fellow in Advanced Environmental Writing Associate Ph.D., University of Michigan Design, Harvard Design School B.A., College of William and Mary B.A., Wittenberg University Gordon Weil M.A., George Mason University Th.D.(honorary), Lund University, Professor of Economics, Faculty Liaison Ph.D., University of Rhode Island Sweden to the President Michael Kahn Brenda Wyss B.A., Tulane University Director of Quantitative Analysis and Associate Professor of Economics M.A., Tufts University Associate Professor of Mathematics and Coordinator of Women’s Studies Ph.D., Tufts University B.S., University of Kansas Ph.D., University of Massachusetts, M.S., University of Iowa Amherst Academic Affairs Ph.D., University of Washington B.A., University of Missouri, Columbia Lisa Lebduska Susanne Woods Kersti Alice Yllö Provost and Professor of English Director of College Writing and Professor of Sociology, Associate B.A., M.A., University of California, Los Associate Professor of English Provost and Director of the College Angeles A.B., Duke University Learning Center M.A. (Hon.), Brown University M.S., Long Island University Ph.D., M.A., University of New Ph.D., Columbia University Ph.D., M.A., University of Rhode Island Hampshire B.A., Denison University Trustees, Faculty, Officers and Staff 231

Madani Naidjate Barbara Lynn Gaylord Amy Greer ’01 Quantitative Analysis Associate Associate Dean for International Assistant Director of Admission Ph.D., Boston University Programs A.B., Wheaton College M.S., Boston University A.B., Elmira College M.A., University of Pittsburgh B.S., Boston University M.A., New York University Amy E. Markham H. Chuck Straley Michelle L. Hall Director of Admission Quantiative Analysis Associate Associate Director B.A., Hartwick College David Williams B.A., Manhattan College M.A., Boston College Writing Associate Naemi McPherson Elizabeth A. Mohan ’05 MAT, School for International Training Assistant Director Student Financial Services Counselor BA, Hampshire College Center for Global Education A.B., Wheaton College B.A., Mount Mary College Janet M. Nason Filene Center for Work and Student Financial Services Counselor Learning Marshall Multicultural Center Claudette C. Newport Daniel Golden Raquel Ramos Student Employment Coordinator Director Assistant Director for Advising B.A., Queens College, City University B.A., Stonehill College of New York Jennifer Sanborn Judy S. Purdy M.A., Ph.D., Indiana University Assistant Director for Academic and Associate Director of Admission Campus Life B.A., University of Massachusetts Ed Canton B.A., Hope College M.A., Columbia University Associate Director/ Work and Learning: M.S., Syracuse University International and Technology Programs Charlene A. Reynolds B.A., University of Pennsylvania Alex E. Vasquez Student Accounts Manager M.Ed., Boston University Associate Dean for Academic and B.S. Bryant College Campus Life Loren F. Simmons ’05 Sheila Dvorin B.S., M.S., University at Albany, State Assistant Director of Admission Associate Director/Internships and University of New York Experiential Learning Programs A.B., Wheaton College A.B., University of Rochester Lynne M. Stack ’81 M.A., Hunter College, CUNY Admission and Student Senior Associate Director of Admission Kay Kimball Gruder Financial Services A.B., Wheaton College Associate Director for Reflective Gail Berson Edward L. Walker Learning Initiatives Vice President for Enrollment and Assistant Director of Admission and B.A., Bennington College Marketing; Dean of Admission and Coordinator of Multicultural Recruitment M.Ed., Lesley College Student Aid A.B., Bates College A.B., Bowdoin College Elizabeth Hallowell Ian S. Watson M.A., Emerson College Associate Director/Alumnae and Assistant Director of Admission Gertrude Adams Programs Robin E. Randall B.A., M.A., University of Colorado, A.B., Ed.M., Harvard University Associate Dean of Student Financial Boulder Services Pamela Bongas McIntyre Donna M. White B.S., Ithaca College Faculty Fellow in Service-Learning Information Systems Coordinator M.B.A., Simmons College B.S., University of Oklahoma M.A., Bowling Green State University Susan Jenks Beard ’90 College Advancement Ph.D., University of Missouri, Columbia Director of Financial Aid Programs A.B., Wheaton College Eric J. Snoek Center for Global Education Linda P. Carlson Vice President for College Advancement B.A., University of Massachusetts Susan M. Atkins Admission Systems Manager Director of Study Abroad Matthew Cushing Millie Andrews M.Ed., Seattle University Assistant Director of Admission; Head Development Researcher, Advancement B.S., Western New England College Men’s Soccer Coach Systems Harvey Charles B.S., University of Massachusetts Jeanne M. Brown Mildred Bray Dean for Global Education Michael Geller ’96 Donor Relations Officer and Associate Professor of Education Associate Director of Admission B.A., University of Massachusetts at B.A., Caribbean Union College A.B. Wheaton College Amherst M.A., Andrews University Ph.D., The Ohio State University 232 Trustees, Faculty, Officers and Staff

Mary M. Casey Jocelyn King Chuck Furgal Director of Development Reunion Gifts Officer Director of Public Safety B.A., Mount Holyoke College B.A., College of the Holy Cross B.S., Assumption College M.Ed., Harvard University Susan Kobayashi M.A., Anna Maria College Leslie Carbone Senior Development Officer Barbara Martin Lema Assistant Director, Alumnae/i Relations B.A., Indiana University Assistant Vice President and Director & Annual Giving Michele L’Heureux of Human Resources B.A., Davidson College Assistant Director, Alumnae/i Relations B.A., University of Rhode Island M.S.W., Boston College & Annual Giving John M. Sullivan Heather Corbett A.B., Wheaton College Director of Business Services Associate Director of Alumnae/i M.A., Temple University B.S., M.S., M.B.A., Northeastern Relations and Annual Giving Juliette Merrer University A.B., Wheaton College Director of Major Gifts Hannah Benoit B.A., Cornell University Library and Information Associate Director of Communications, J.D., University of Miami School of Law Services (LIS) Web Development Melissa Nederostek Leadership and Organizational A.B., Connecticut College Assistant Director, Alumnae/i Relations Development (LOD): Barbara Dill & Annual Giving Terry Metz Associate Director of Publications B.A., The Pennsylvania State University Vice President for Library and Wendy P. Faxon Skip Nordhoff, Information Services Director of Corporate and Foundation B.A., Denison University B.A., Gustavus Adolphus College Relations M.A., The Catholic University of America M.L.S., University of Minnesota B.S., University of Missouri Jennifer Raxter, Colleen Wheeler Manager of Technology Outreach (MTO) Tracy A. Frederickson Jane Renner B. Music, University of Massachusetts, Director, Advancement Systems Data Management Coordinator Amherst B.A., Clark University B.S., University of New Hampshire Dena M. Getzie M.A., Eastman School of Music, Diane Robbins University of Rochester, NY Senior Development Officer Director, Annual Giving B.A., St. John Fisher College B.A., Simmons College M.S., University of Rochester, The Research and Instruction (RI): Kristen Turcotte Margaret Warner Graduate School of Kathleen Ebert-Zawasky, Ed.D. Assistant Director of Events and Education and Human Development. Director of Technology for Research Conferences and Instruction Michael Graca A.B., Wheaton College Director of Communications B.A., Mount Saint Mary College Alice Tobin Zaff B.A., C.W. Post College M.S., University of North Dakota Director of Principal Gifts Ed.D., Boston University Molly Herlihy B.A., Skidmore College Associate Director, Corporate and Margaret F. Gardner Foundation Relations Associate Librarian for Research and B.A., Tufts University Finance and Operations Instruction A.B., Brown University Marjorie Houston Roderick G. Wallick M.L.S., University of Rhode Island Director of Gift Planning Vice President for Finance and A.B., University of Rhode Island Operations, Chief Financial Officer Judith Aaron B.A., Dartmouth College Research and Instruction Librarian, Sharon M. Howard M.B.A., Boston College part-time Director of Alumnae/i Relations and A.B., Goucher College Annual Giving David T. Caldwell M.S., Simmons College A.B., Wheaton College Director of Institutional Research and Planning Gary Ahrendts Jayne Iafrate B.A., University of Rochester Faculty Technology Liaison Associate Director of Communications, B.S., Virginia Polytechnic Institute and College Editor Robert F. Campbell State University B.A, California State University Director of Physical Plant M.S., Lesley University A.M., Harvard University Jeanne M. Finlayson Assistant Vice President for Finance Kenneth Davignon B.S., Northeastern University Faculty Technology Liaison B.F.A. Rhode Island School of Design Trustees, Faculty, Officers and Staff 233

Diane DeMelo Madison Student Life Faculty Technology Liaison Jean S. Callaghan Claudia Bell B.S. Bridgewater State College Serials/Electronic Resources Librarian Associate Dean for Student Life M.A. University of Massachusetts B.A., Windham College B.A., Utica College of Syracuse Jeanne Farrell M.L.I.S., University of Rhode Island University Faculty Technology Liaison John Furfey M. S. Syracuse University B.S., Springfield College Systems Librarian Nancy Just Scott Hamlin B.A., Colgate University Associate Director of Student Life Faculty Technology Liaison M.L.S., Simmons College for Housing B.A. St. Lawrence University Marcia E. Grimes B.S., University of Vermont M.A. University of California, Davis Public Services Librarian M.Ed., University of Vermont M.F.A. Yale School of Drama B.A., Alma College Andrea Holden Chrissa Lindahl M.A., James Madison University Assistant Director of Student Life Research and Instruction Librarian Ellen Kane B.S., Worcester State College B.A., St. Olaf College Assistant Director of Media Services M.A., Webster University M.S.L.I.S., Simmons College B.A. Rhode Island College Daren Capirchio Jenni Lund Deryl Kenney Campus Center Coordinator Faculty Technology Liaison Cataloging and Metadata Librarian B.F.A., University of Massachusetts at B.A., Wellesley College B.S., Massachusetts College of Dartmouth M.Ed. Harvard Graduate School of Liberal Arts M.F.A., Savannah College of Art and Education M.L.I.S., University of Rhode Island Design Christin Ronolder Robert F. Muttart Jessika Murphy Curator of Visual Resources Director of Media Services Program Coordinator B.A., SUNY College at Brockport A.B. Trinity College B.A., Keene State College M.A., University of Massachusetts, M.Div., S.T.M., Union Theological Scott Rattigan Amherst Seminary Campus Center Coordinator Timothy J. Sondermann M.Ed., Columbia University M.B.A., Bryant College Research and Instruction Librarian B.S., Bryant College B.S., Binghamton University Technology Infrastructure (TI): Mary Beth Fecteau M.L.I.S., University of Rhode Island Matthew Burch Area Coordinator Zephorene Stickney Director of Technology Infrastructure B.A., Anna Maria College Archivist; Special Collections Curator B.A., SUNY at Oneonta B.S., Anna Maria College A.B., Mount Holyoke College Technology Support (TS): Traci King Resources and Access (RA): Susan Morgado Area Coordinator Gloria Barker Director of Technology Support B.S., Central Michigan University Director of Collections and Technical A.S., Fisher College M.A., Central Michigan University Services A.S., New England Institute of Technology Doreen Long B.A., University of California, Santa Cruz Area Coordinator M.S., Simmons College Student Affairs B.A., Valparaiso University Susan Cornacchia M.Ed., Northeastern University Sue A. Alexander Director of Library Technology and Dean of Students J.P. Kelliher Public Services B.A., Antioch College Area Coordinator B.S., Boston University B.A., Wheaton College Jack Kuszaj M.L.I.S., University of Rhode Island M.A., Springfield College Associate Dean of Students Thomas McAuley B.S., Springfield College Director of Administrative Information Health M.Ed., University of Massachusetts, Systems Amherst Craig S. Andrade B.S., M.A., Illinois State University Director of Student Health Services Alex E. Vasquez Betty Lynn Brown B.S., Bridgewater State College Associate Dean for Academic and Catalog Librarian M.P.H., Boston University Campus Life B.A., SUNY, Binghamton B.S., M.S. University at Albany, State M.A., M.L.S., University of Wisconsin, University of New York 234 Trustees, Faculty, Officers and Staff

Counseling Kathy DiSilvestri Kelli Myers Martha Lamb Assistant Athletic Trainer Head Volleyball Coach Psychologist B.S., Bridgewater State College B.S., University of Maryland B.A., Queens College Adam Eastwood M.S., Ohio University Ed.M., Boston University Associate Athletic Trainer, WAM Eric Podbelski Donna Goodwill Coordinator Head Baseball Coach College Counselor B.S., Bridgewater State College B.A., Brandeis University B.A., Providence College Anna Eng Luis Reis M.S.W., Boston University Head Synchronized Swimming Coach, Head Women’s Soccer Coach, PE Peter Guthrie PE Instructor Instructor College Counselor B.S., The Ohio State University B.S., California State University at East B.A., University of Durham, England Jean-Paul Gowdy Bay (formerly California State University M.A., University of Minnesota Head Men’s and Women’s Swimming at Hayward) M.S.W., Simmons College and Diving Coach, Aquatics Director, Paul Souza Robin Woods PE Instructor Head Men’s and Women’s Indoor/ College Counselor B.A., Middlebury College Outdoor Track and Field Coach, PE A.B., Smith College Melissa Hodgdon Instructor M.S.W., University of Connecticut Head Women’s Basketball Coach B.S., Pennsylvania State University M.Div., Yale Divinity School B.S., Springfield College M.S., Eastern Nazarene College M.S., Niagara University Greg Steele Athletics Mary Jacobs Head Athletic Trainer Dave Begley Head Women’s Lacrosse Coach B.S., Central Washington University Director of Intramurals, Recreation B.A., Trinity College M.A., San Jose State University and Club Sports Josh Kessler Peter Toner B.A., Bridgewater State College Assistant Sports Information Head Men’s Lacrosse Coach, Equipment Rebecca Begley Coordinator Manager Head Field Hockey Coach B.A., Saint Michael’s College B.S., Springfield College M.P.E., Springfield College B.A., Dickinson College Gina Loudenburg Randi Carine Head Softball Coach, Senior Woman Brian Walmsley Facility Manager and Fitness Center Administrator Head Men’s Basketball, Coach, PE Director B.A., University of Northern Colorado Instructor B.A., Wheaton College M.A., University of Northern Colorado B.S., Bentley College Ed.M., Bridgewater State College Marc Mangiacotti Pam Wojnar Paul Carr Assistant Men’s and Women’sIndoor/ Assistant Director Head Men’s and Women’s Cross Outdoor Track and Field Coach, PE B.A., George Mason University Country Coach Instructor M.S.S., United States Sports Academy B.S., University of Massachusetts B.S., Bridgewater State College Chad Yowell Matt Cushing M.S., University of Houston Executive Director Head Men’s Soccer Coach Lynn Miller B.S., Utah State University B.S., University of Massachusetts Head Men’s and Women’s Tennis M.S.T., Portland State University Scott Dietz Coach, PE Instructor Assistant Director for Media Relations B.S., Plymouth State University (for- B.S., Westminster College merly Plymouth State College) M.S., Pennsylvania State University 235 Alumnae/i Association

The Wheaton Alumnae/i Association provides of Wheaton alumnae/i, many of whom are strong and continuous volunteer and financial located in the Boston area. support of the college, while promoting con- Students also have the opportunity to con- nections among alumnae/i and furthering the nect with alumnae/i at the association’s education and interests of women and men. Annual Leadership Conference in the fall, Organized in 1870, today the association Commencement Reunion Weekend in the represents more than 15,000 Wheaton alum- spring and at student and alumnae/i events nae/i in every state and in nearly 60 countries throughout the year. around the world. The association is governed The Alumnae/i Association supports the col- by a Board of Directors comprised of 18 lege in other important ways. Volunteers recruit members. Three students are elected to the prospective students through the Alumnae/i Alumnae/i Board, each for a one-year term. Parent Admission Committees; organize regional The president of the Alumnae/i Association events across the country that bring Wheaton serves as a member of the Wheaton Board alumnae/i together; connect classmates with of Trustees, along with five alumnae/i trust- each other at Commencement Reunion; and ees elected by the alumnae/i. Membership in raise financial contributions to the college the association is conferred upon those who through the Annual Fund. The Black Alumnae/i attended Wheaton College for one or more Network brings together Wheaton’s alumnae/i years. of color and serves as a resource for current Alumnae/i offer a variety of opportunities students, while the Lesbian, Gay, Bisexual, and to current students. Alumnae/i serve as career Transgender Alumnae/i Association also serves internship sponsors and act as mentors to as a network for alumnae/i and current students. students during and after their undergraduate The association reaches out to the alum- experience. The Filene Center for Work and nae/i for their thoughts and ideas about how Learning invites alumnae/i back to campus best to shape and promote a strong, dynamic to share their work and family experiences and active alumnae/i community that will sup- with students. As students search for jobs, port Wheaton in the 21st century. they can tap into the valuable career network

Wheaton College Alumnae/i Board of Directors, 2005 – 2006 Kate Malone Hesser ’01 Deb Roselli Kelly ’86 President Jamaica Plain, MA National Regional Chair Waterford, CT Monique Shire Slap ’81 Carol Samuels-Botts ’74 Armonk, NY Silver Spring, MD Directors-at-Large Tiffani Wise Freeman ’93 Vice President Designated Directors Black Alumnae/i Steering Committee Reneé Poutré ’88 Chris McAllister ’94 Chair Cambridge, MA National Annual Fund Chair Owings Mills, MD Secretary Southbury, CT Becky Hemperly ’88 Muffy Newman Pepper ’62 Nancy Rossiter Mobley ’75 Lesbian, Gay, Bisexual and Transgender Wilmington, NC Nominating Committee Chair Alumnae/i Steering Committee Chair Alumnae/i Trustees Westwood, MA Medford, MA J.P. Burlington ’99 Cheryl Seitles Palmerini ’00 Stephanie Burlington ’97 Windermere, FL National APAC Chair Student Alumnae/i Activities Chair Nancy Pearlstine Conger ’67 South Salem, NY Norton, MA Green Pond, NJ Sue Little Doyle ’77 Sharon Howard ’87 Lou Ann Daly ’76 National Reunion Chair Ex-Officio Marblehead, MA Leominster, MA 235 236 237 Index

Academic Advising 21 Attendance at classes 33 Academic Computing Center 23 Auditing Courses 32 Academic Probation 32 Academic Resources 21-27 Balfour Scholars 44 Academic Standards 29-34 Biochemistry 80 Academic Standing 32 Biology 74 Accreditation 240 Books and supplies, costs of 55 Administration 230 Brown University, cross-registration 20 Academic Affairs 230 Budget Payment Plan 57 Admission and Student Financial Services 231 Business Administration 20 College Advancement 232 College Officers 224 Calendar, academic 2 Finance and Operations 232 Campus activities 37-38 Library and Information Services 232 Career development 24 Student Affairs 233 Career Exploration Internships 24 Admission 43-47 Chemistry 81 Application for 44 Chinese 84 Continuing Education 46 Classics 84 Deferred 45 College Learning Center 25 Early Action 45 Communications 20, 106 Early Decision 44 Computer Science 86 Disablilities 46 Connections 13, 90 International Students 45 Contact Information 240 Interviews 43 Continuing Education 46 Named Scholarships 44 Costs 55-58 Readmission 46 Counseling 40 Second Semester 45 Course Completion Requirements 33 Special Students 46 Course Registration Procedures 33 Transfer Students 45 Credit, Alternative Sources of 29 Visiting Students 47 Curriculum, The Wheaton 13-20 Advanced Placement 29, 30, 43 Connections 14, 90 Advisors 21 Electives 15 African, African American, Diaspora Studies 60 Enhanced Courses 15 Alumnae/i Association 235 Experimental Courses 16 Alumnae/i Board of Directors 235 Foundations, Beyond the West 14 Alumnae/i Parent Admission Committee 235 Foundations, First Year Seminar 13, 138 American College Testing Program (ACT) 43 Foundations, Foreign Language 13 American Studies 61 Foundations, Quantitative Analysis 14 Ancient Studies 61 Foundations, Writing 13 Anthropology 62 Independent Major 16 Architecture 20 Independent Study 16 Art 65 Individual Research 16 Art History 65 Individualized Study 16 Asian Studies 73 Major Concentration 14 Astronomy 74 Minor Concentration 15 Athletics 39 237 238 Index

Dance, Theatre Studies and 198 First-Year Seminar 13, 138 Davis International Fellows Scholarships 24 Foreign Language 13 Dean’s List 30 French Studies 135 Deferred Admission 45 Degree Credit Requirements 29 General expenses 55 Departmental Honors 30 German 140 Development Studies 105 Global Education, Center for 25 Disabilities, Students with 46 Global Study 16 Documentary Studies, Salt Institute for 17 Good Standing 32 Domestic Study Away Programs 17 Grading System 31 Dormitories 37 Graduate school preparation 21 Drama (see Theatre) 198 Graduation requirements 30 Dual Degree Programs 19, 106 Greek 143

Early Action, Admission 44 Health Care 40 Early Decision, Admission 44 Health Insurance 55 Economics 108 Health Professions 19, 75 Education 20, 112 Health Service Fees 55 Electives 15 Hispanic Studies 143 Endowed Funds History 149 Annual Fund Scholarships 219 History, Wheaton 7 Annual Fund Support 219 Honor Code 35 Awards for Study Elsewhere 220 Honors 30 Faculty Funds 210 Filene Center 224 Independent Major 16 Lectureships 205 Independent Study 16 Professorships 209 Individual Research 16 Scholarships 212 Individualized Study 16 Student Loan Funds 221 Integrity of Academic Work 33 Engineering 19, 106, 133 International Relations 156 English 117 International Students 45 Enhanced Courses 15 Internships 16, 24 Environmental Science 133 Italian Studies 157 Environmental Studies 133 Exchange Programs 18 Journalism 20 Experiential Study 16 Judaic Studies 188 Experimental Courses 16 Junior Year Away 16-18, 29

Faculty 224 Latin 159 FAFSA (Free Application for Latin American Studies 160 Federal Student Aid) 52 Latin Honors 30 Family Studies 134 Law 19 Federal Aid Programs 49-50 Legal Studies 160 Fees and Expenses 55 Library 22 Field Work 17, 27 Loans 49 Filene Center for Work and Learning 24 Final Exams 34 Madeleine Clark Wallace Library 22 Financial Aid 49-54 Major Concentration 14 Applications for 52 Management 20, 107, 161 Management Minor 161 Index 239

Marine Studies Requirements for Completing Courses 33-34 Marine Biological Laboratory, Woods Residence Halls 37 Hole 17 Residential Life 37 Boston Marine Studies Consortium 19 Russian and Russian Studies 191 Maritime Studies, Williams-Mystic 18 Mathematics 161 SACHEM 19 Mathematics and Computer Science 165 Schedule of Payments 56 Mathematics and Economics 165 Scholarships 44, 50, 212, 220 Mid-semester evaluations 32 Scholastic Aptitude Test (SAT) 44 Minor Concentration 15 Sociology 194 Mission Statement 6 Spanish 143 Multicultural Center 26 Special Academic Programs 15 Music 165 Special Fees and Expenses 55 Special Students 46 New Student Experience 37 State Aid Programs 50 Non-discrimination Policy 240 Student Activities Fee 55 Nursery School, Elisabeth W. Amen 27 Student Employment 49 Student Government Association 39 Optometry 19, 106 Student Life 35-41 Orientation 37 Studio Art 71 Study Abroad 17, 55 Pass/D/F 31 Study Abroad, Administrative Fee 55 Payments 56 Phi Beta Kappa 30 Teaching careers 20 Philosophy 171 Test of English as a Foreign Language Physics and Astronomy 173 (TOEFL) 43, 45 Plagiarism, Statement on 36 Theatre Studies and Dance 198 Political Science 176 Theatre, National Theater Institute 18 Preceptor Program 21 Transfer Credit Policy 29 Premedical Students 19 Transfer Students 45 Pre-professional Preparation 19 Trustees 205 President 9 Tuition 55 Professional Development, Tutoring Programs 24 Gertrude Adams Program 24 Twelve College Exchange 19 PROFILE Application 52 Psychobiology 185 Urban Studies 184 Psychology 182 Public and Community Service 25 Visiting Students 46 Public Policy 186 Washington Semester, American Quantitative Analysis, Center of 25 University 19 Wheaton Fellows Program 25 Readmission 46 Wheaton Foundation Grants 25 Refunds 58 Withdrawal 31 Registrar 27 Women’s Studies 186 Registration Procedures 33 Writing Program 26 Religion 19, 107, 187 240

Contact Information Statement of Nondiscrimination Address correspondence by mail to the office Wheaton College is committed to the prin- concerned, Wheaton College, 26 E. Main ciples of Equal Opportunity as defined under Street, Norton, MA 02766 federal and state law, and does not discrimi- nate unlawfully on the bases of race, color, To reach faculty or staff by e-mail, use creed, disability, national/ethnic origin, age, the following format: religion, sex, sexual orientation, or disabled [email protected]. veteran/Vietnam era veteran status in its Main campus 508-286-8200 admission policy, programs, or activities, FAX 508-285-8270 educational policies, scholarship and loan Academic Advising 508-286-8215 programs, athletic and other college-adminis- [email protected] tered programs or employment practices and programs. Admission 508-286-8251 The following person has been designated [email protected] to handle inquiries regarding the nondiscrimi- Alumnae/i Relations and Annual Giving 508- nation policies: 286-8207 Affirmative Action Officer [email protected] Wheaton College Athletics 508-286-8216 Human Resources Center for Global Education 508-286-4950 26 E. Main Street Norton, Massachusetts 02766 College Advancement 508-286-8223 (508) 285-8200 Communications 508-286-8235 Statement of Accreditation Dean of Students 508-286-8218 Wheaton College is accredited by the New Filene Center for Work & Learning 508-286-8211 England Association of Schools and Colleges, Inc., a non-governmental, nationally recognized Human Resources 508-286-8206 organization whose affiliated institutions include Marshall Multicultural Center 508-286-3669 elementary schools through collegiate institutions offering post-graduate instruction. Accreditation President’s Office 508-286-8244 of an institution by the New England Association [email protected] indicates that it meets or exceeds criteria for the Provost’s Office 508-286-8212 assessment of institutional quality periodically Public Safety 508-286-8213 applied through a peer group review process. An accredited school or college is one which has Registrar 508-286-8247 available the necessary resources to achieve its Patricia Brown Santilli, registrar stated purposes through appropriate educational Student Life Office 508-286-8214 / 286-8222 programs, is substantially doing so, and gives reasonable evidence that it will continue to do so Student Financial Services 508-286-8232 in the foreseeable future. Institutional integrity is also addressed through accreditation.

Information in this catalog was accurate at the time of publication. Wheaton reserves the right to make changes from time to time affecting its curriculum, fees or other matters as educational and financial considerations require. For current information about course descriptions, scheduling, new courses and departmental staff, go to www.wheatoncollege.edu/catalog.