Mission Statement of the University of Notre Dame
the poverty, injustice and oppression that burden CONTEXT THE MISSION the lives of so many. The aim is to create a sense of human solidarity and concern for the common This statement speaks of the University of Notre The University of Notre Dame is a Catholic aca- good that will bear fruit as learning becomes service Dame as a place of teaching and research, of schol- demic community of higher learning, animated to justice. arship and publication, of service and community. from its origins by the Congregation of Holy Notre Dame also has a responsibility to ad- These components flow from three characteristics Cross. The University is dedicated to the pursuit vance knowledge in a search for truth through of Roman Catholicism which image Jesus Christ, and sharing of truth for its own sake. As a Catholic original inquiry and publication. This responsibil- his Gospel and his Spirit. A sacramental vision en- university, one of its distinctive goals is to provide a ity engages the faculty and students in all areas of counters God in the whole of creation. In and forum where through free inquiry and open discus- the University, but particularly in graduate and through the visible world in which we live, we sion the various lines of Catholic thought may in- professional education and research. The Univer- come to know and experience the invisible God. In tersect with all the forms of knowledge found in sity is committed to constructive and critical en- mediation the Catholic vision perceives God not the arts, sciences, professions, and every other area gagement with the whole of human culture. only present in but also working through persons, of human scholarship and creativity. The University encourages a way of living con- events and material things. There is an intelligibil- The intellectual interchange essential to a uni- sonant with a Christian community and manifest ity and a coherence to all reality, discoverable versity requires, and is enriched by, the presence in prayer, liturgy and service. Residential life en- through spirit, mind and imagination. God’s grace and voices of diverse scholars and students. The deavors to develop that sense of community and of prompts human activity to assist the world in creat- Catholic identity of the University depends upon, responsibility that prepares students for subsequent ing justice grounded in love. God’s way to us and is nurtured by, the continuing presence of a leadership in building a society that is at once more comes as communion, through the communities in predominant number of Catholic intellectuals. human and more divine. which men and women live. This community in- This ideal has been consistently maintained by the Notre Dame’s character as a Catholic academic cludes the many theological traditions, liturgies and University leadership throughout its history. What community presupposes that no genuine search for spiritualities that fashion the life of the church. The the University asks of all its scholars and students, the truth in the human or the cosmic order is alien emphasis on community in Catholicism explains however, is not a particular creedal affiliation but a to the life of faith. The University welcomes all ar- why Notre Dame historically has fostered familial respect for the objectives of Notre Dame and a eas of scholarly activity as consonant with its mis- bonds in its institutional life. willingness to enter into the conversation that gives sion, subject to appropriate critical refinement. A Catholic university draws its basic inspiration it life and character. Therefore, the University in- There is, however, a special obligation and oppor- from Jesus Christ as the source of wisdom and sists upon academic freedom, which makes open tunity, specifically as a Catholic university, to pur- from the conviction that in him all things can be discussion and inquiry possible. sue the religious dimensions of all human learning. brought to their completion. As a Catholic univer- The University prides itself on being an envi- Only thus can Catholic intellectual life in all disci- sity, Notre Dame wishes to contribute to this edu- ronment of teaching and learning that fosters the plines be animated and fostered and a proper com- cational mission. development in its students of those disciplined munity of scholarly religious discourse be habits of mind, body and spirit that characterize established. educated, skilled and free human beings. In addi- In all dimensions of the University, Notre tion, the University seeks to cultivate in its students Dame pursues its objectives through the formation not only an appreciation for the great achievements of an authentic human community graced by the of human beings but also a disciplined sensibility to Spirit of Christ. 11
The University Obviously, many other aspects of the Univer- Student Life sity have been changed by more than a century and of Notre Dame a half of turbulent and unpredictable happenings in the Catholic Church and in American life and cul- First and foremost, Notre Dame offers its students ture. Fires, outbreaks of infectious diseases, the a quality education, made possible by an excellent Notre Dame is at once a Catholic university, a na- Civil War, waves of European immigrants and faculty, advanced research facilities, experienced ad- tional symbol and an international community of refugees, Church controversies, the Great Depres- ministration and a well-developed educational phi- religious faith, intellectual inquiry and devotion to sion, two world wars and several smaller bloodlet- losophy. But cognizant that values, character and the powerless. Among its conspicuous features are tings, the civil rights movement and other social leadership skill are developed as often in the con- its academic reputation, an elaborately designed convulsions in America, all have involved members text of caring relationships as in selected reading and golden-domed administration building, a fa- of the Notre Dame family and have left deep and from various textbooks, the University offers more mous collegiate football team, a popular shrine to indelible imprints on the character and rich tradi- to its students — a student life rich in depth and the Mother of God, two fascinating lakes, a pleas- tion of the institution. Rev. William Corby, variety, one that is nationally recognized and char- antly landscaped campus and a spirited student C.S.C., a successor to Father Sorin, played a acteristically deep in its impact on those who share body surrounded by an intensely loyal community memorable national role as a Union chaplain at the in it. To make our “definition” of the University of alumni and friends who unabashedly refer to Battle of Gettysburg; Rev. Julius Nieuwland, more complete, we shall briefly describe some of themselves as the Notre Dame “family.” C.S.C., a scientist and faculty member, invented the main aspects of student life. Our first consid- The institution was founded on the site of an synthetic rubber; Notre Dame students were par- eration will be the students themselves. old Catholic missionary outpost in 1842. The ticipants in a nationally publicized scuffle with a re- founders were a small and impoverished band of surgent Ku Klux Klan; the University’s colorful Students. Notre Dame is one of a handful of French and Irish religious brothers whose leader football team and something of its campus atmo- truly national universities, with students drawn was Rev. Edward F. Sorin, C.S.C., an impetuous, sphere were enshrined in American history and from all 50 states and some 70 countries. One fac- strong-willed, and apparently tireless priest. In a myth by a film featuring a memorable performance tor all the students have in common, though, is memoir titled My Notre Dame, Thomas Stritch, by an actor who later became a president. More re- strong academic ability. In addition, an annual sur- professor emeritus of American Studies and Notre cently, a second film dramatized the University’s vey of freshmen taken by the American Council on Dame historian, wrote that Father Sorin “carved spirit and gave a new name to unheralded athletes Education indicates that Notre Dame students, to a Notre Dame out of the Northern Indiana wilder- — Rudy. greater degree than their peers nationally, are confi- ness and by sheer strength of character made it go. Most notably, Notre Dame’s reputation, so dent of academic success and see themselves as hav- He built and rebuilt, recruited students where he zealously nurtured, sustained and celebrated by Fa- ing originality and leadership potential. could, and gradually began the unique image Notre ther Sorin and his successors, has become increas- Dame still enjoys. In a college or university, reputa- ingly international in recent years because of the The Campus. One especially appealing aspect of tion is everything. Somehow Sorin developed a fa- establishment of numerous academic and commu- life at Notre Dame is the campus itself. The vorable one for Notre Dame, one that reverberated nity service programs in the Holy Land, Mexico, University’s 1,250 acres, with two lakes, extensive throughout the American Catholic world, the East- Chile, Ireland, England, Austria, France, Italy, wooded areas and tree-lined quadrangles, contrib- ern Seaboard as well as the Midwest. Long before Spain, Australia, Japan and other countries. ute to a serene park-like atmosphere that does won- football was invented, Notre Dame caught the Despite these remarkable and generally wel- ders to alleviate the pressures of academic life. imagination of American Catholics.” come alterations in institutional shape and scope, The collegiate gothic style of many of the struc- Father Sorin was a member of the Congrega- Notre Dame’s proud and self-conscious claim to be tures, the ornate Main Building (with a golden tion of Holy Cross, a then recently formed Catho- a Catholic university and its intent to be a great dome) and the Basilica of the Sacred Heart and the lic religious community that would own and Catholic university remain unchanged from Father statuary and masonry carvings that abound on administer the University from its foundation until Sorin’s day. The University boasts a core curricu- campus have always been a source of delight to stu- 1967, when the University’s governance was legally lum that includes required courses in theology and dents and tourists alike. transferred to a predominantly lay board of trust- philosophy. In administrative and disciplinary af- ees. The University’s bylaws ensure that the Con- fairs, Notre Dame holds itself responsible to the Residentiality. Over the years no single nonaca- gregation will continue to exert a prominent teaching of the Catholic Church, and it holds its demic characteristic of Notre Dame has made a influence on its administration. They stipulate, for students, faculty and staff responsible for their own greater impression on students than the example, that Notre Dame’s presidents must always conduct, particularly in matters affecting the com- University’s residential tradition. It is a tradition as be chosen from among the priests of the mon good. Precisely because it is a Catholic univer- old as the University itself. Father Sorin established Congregation’s Indiana Province. The Congrega- sity, it is a place where men and women from all at Notre Dame the sort of residential ambience he tion also ministers to the University it founded faiths and backgrounds are to be made welcome. had known at French universities. Nineteenth-cen- through the many Holy Cross priests serving on The staffs of the residence halls, campus ministry, tury students slept, ate, studied and attended classes the University’s faculty, the counselors and chap- the Center for Social Concerns, and the Alumni en masse in wings of the Main Building. The regi- lains who live with the undergraduate students in Association all continue to invite and encourage men was strict: a prefect roused students at 6 a.m., the residence halls, and the staff of the campus Notre Dame students, graduates, faculty and ad- supervised their prayer, meals, study and recreation ministry office. ministrators to pray together, to discuss and share and returned them to bed 16 hours later. In 1972, five years after the change in gover- their hopes, joys and sorrows, to bear with and sus- Times have changed, as well as the discipline, nance, a new chapter of University history began to tain one another, and always to serve those most in but not the importance of residentiality in student be written as the first undergraduate women were need. life. According to a committee focusing on Univer- admitted to Notre Dame. A quarter of a century sity priorities, “Next to its academic mission and later, the majority of living Notre Dame alumni Catholic character, residentiality is the least dispen- have been graduated from a fully coeducational sable of Notre Dame’s hallmarks.” institution. 12
Center for Social Concerns (CSC). The Center for Social Concerns provides a wide variety of ser- vice and social action opportunities, programs, seminars and courses. I. Students may choose from multiple opportuni- ties that serve the needs of others on campus, in South Bend, in the nation and abroad. A. More than 40 service groups provide one-to- one or small-group relationships, in collaboration with many local community organizations. Some of these groups are Big Brothers/Big Sisters, Women’s Care Center and Logan Center. There are other service activities available that are coordinated di- rectly through the halls and other campus organiza- tions. B. Social action groups sponsor workshops, projects and retreats that mobilize students to face issues of injustice. Amnesty International and Pax Christi are two such groups.
Each of Notre Dame’s 27 undergraduate resi- The Office of Campus Ministry provides a se- II. The Center seeks to undergird all service and dence halls has an atmosphere and character of its ries of retreats, catechetical instruction for those social action with an academic foundation. own. Each has its traditions and generates a feeling who wish to join the Catholic Church or find Contemporary ethical and moral issues are studied of loyalty and camaraderie among its inhabitants. deeper understanding of religious matters, a pro- from a variety of perspectives, especially that of the The halls are staffed by rectors, assistant rectors and gram of preparation for marriage, and counseling Catholic Church's social teaching concerning resident assistants who endeavor to challenge, fa- in matters of personal conscience formation. Mass justice and peace. cilitate and support students in integrating the is celebrated daily in the Basilica of the Sacred A. Academic credit is given for the following meaning and practice of Christianity today through Heart and in many of the residence hall chapels. experiential and service learning seminars. (This is the development of a community that is humaniz- There are frequent prayer services of many forms a partial list. See Theology section for a more ing, worshiping and service-oriented. Conse- throughout the year, including ecumenical prayer complete list of one and three credit quently, the residence halls form the base of many services sponsored by Campus Ministry. Students opportunities.) Primarily developed and spiritual, athletic, social and volunteer service ac- who are not Catholic are always welcome at any of coordinated by Center staff, the seminars are tivities. Spirited rivalries between residence halls in the various activities sponsored by Campus Minis- offered through the Department of Theology and various sporting and social events are common. Life try. Congregations of many faiths in South Bend other departments. (See the appropriate college in the residence halls provides the context for many also welcome students in their worship. section for the maximum number of credit hours relationships among students; social fraternities and allowed.) sororities are thus considered unnecessary. Clubs and Organizations. Notre Dame has a First-year students are required to live on cam- wealth of clubs and organizations for interested stu- Note: Three credits are available for each of the pus, and the vast majority of upperclass students dents. Interests and commitments vary widely and following courses. find it worthwhile to do the same when space is are reflected in the number and scope of groups. available. More than 80 percent of undergraduates Some clubs have an academic orientation, rang- THEO 359A: Summer Service Learning live on campus. At the same time, a variety of off- ing from campus branches of national organiza- Internship: ACCION campus housing is available in the South Bend tions, such as the American Institute of Architects, A pioneer in micro-lending, ACCION is a non- area. to strictly local clubs, such as the Chemistry and profit organization with a 37-year history of Finance clubs. reducing poverty and creating employment in the Spiritual Life. Notre Dame stands for the belief Other groups relate to ethnic and special-inter- Americas. ACCION is dedicated to providing that all who teach, work and study at the Univer- est groups. These clubs include the Asian American financial services to the smallest of small business sity should discover, reinforce and strengthen their Association, the Black Cultural Arts Council, the people, and, in turn, families, through providing convictions, values and traditions. A mature reli- Chinese Students Association and the Native loans. Twelve-week Internships will offer students gious or spiritual life is integral to full human de- American Students Association, to name a few. exposure and experience in areas such as velopment. This can be hidden, stifled or allowed Students who enjoy music may choose from a community outreach and marketing, fundraising to stagnate; but it can also be challenged and en- wide selection of choirs, bands and ensembles. Stu- and public relations, management and information couraged to grow. In residence hall life and class- dents may audition for the renowned Notre Dame systems, loan processing and monitoring, micro- room, in liturgy and celebration, in volunteer work Glee Club, the Notre Dame Liturgical Choir, the lending and economic development. and athletic competition, Notre Dame people strive Notre Dame Chorale, the Notre Dame Folk Choir, for a wholeness in their lives, even a holiness, as Voices of Faith Gospel Ensemble or the Notre they discover who they are in these multiple arenas. Dame Women’s Choir. The famous Notre Dame Notre Dame is a professedly Catholic place, Marching Band, the nation’s oldest university which means — at its core — that all are welcome. marching band, is one of many choices available for Beliefs are strengthened by commitment to God, to musicians. Another is the concert band, which trav- one another and to the human family in love and els to a different part of the United States each service, while at Notre Dame and throughout life. spring, representing Notre Dame in concert. Other specialty groups include a jazz band and orchestra. 13
THEO 359B: Summer Service Learning Internship: African American Leadership Intern Program The overall goal of the eight week summer internship is to collaborate with the community of St. Agatha, the ND Alumni Club of Chicago, the Black Alumni Association of ND-Chicago, Multicultural Student Programs and Services and the CSC in the following service-learning opportunities: contribute to specific summer programs of St. Agatha's Parish as determined by the staff, to learn about African American Urban Ministry, develop leadership skills, explore the potential for relationships of partnering with Alumni in Chicago and suburbs, and participate in the follow-up related to all Summer Service Project students. THEO 359C: Summer Service Learning Internship: Hispanic Leadership Intern Program This internship is designed to immerse students in Hispanic communities where they respond to specific areas of need through various programs, such as St. Pius V parish and the Alivio Medical Clinic, both in Chicago, La Casa de Amistad here in South Bend, and the Barrio Station and Our Notre Dame student Eileen Huie, participating in the Center for Social Concerns’ Summer Service Project Lady of Angels Parish in San Diego. Leadership is emphasized. Student interns will live in a Hispanic community for 10 weeks. See Summer Service scheduled group discussions upon return to student/Youth Coordinator will be responsible for Project description (THEO 360) for academic campus. Writing assignments include a journal, a leading a group of participants through these requirements. reflection paper of six to eight pages and responses activities. Assignments are identical to those listed to a set of study questions related to the reading in the THEO 360 (Summer Service Project) THEO 359D: Summer Service Learning Internship: packet. The course is completed during the first description. Worker Justice seven weeks of the fall semester. The result of a collaborative project between the Note: One credit is available for each of the National Interfaith Committee for Worker Justice THEO 360B: Summer Service Learning: following seminars. and several Catholic Colleges and Universities, this International ten-week internship begins in Chicago for an This internship seeks to provide international THEO 356: Social Concerns Seminar: intense week of training and orientation with a service-learning experiences in social concerns, Migrant Experiences Seminar wide array of social justice professionals and inspired by Gospel values and Catholic social This seminar course offers a unique immersion into theologians. Delegation of interns will then travel teachings, through challenging students who have the lives of migrant farmworkers in Florida during to local interfaith committees around the country domestic service-learning experiences to encounter the spring harvest. Students pick tomatoes in the for eight weeks, before returning back to Chicago international realities. Students are provided the fields (donating their wages), live with migrant for reflection and exploration of next steps. Within opportunity to work with and learn from the poor families, assist agencies that serve migrants, and these contexts, undergraduates have the and marginalized in international settings. Students meet with community leaders, never again to take opportunity to learn and increase their ability to also interact and work with persons and grassroots food for granted. apply the principles and foundations of Catholic groups addressing the needs of the poor, learning Social Teaching to a wide range of vocational and from those who raise questions and share insights PSY 310A/THEO 358: Social Concerns Seminar: social arenas, and to work with local interfaith about the social, political, economic, religious and Children and Poverty committees on issues facing workers and develop cultural forces operative in the international The goal of this service-learning experience is to coalition building, organizing, advocacy, public setting. Academic requirements bear similarity to expose participants to issues related to children policy and communication skills. Academic THEO 360, including follow-up presentations, a living in poverty, such as education, early requirements are similar to those associated with pre and post retreat weekend and assisting in the intervention, resiliency, violence, and foster care. THEO 360. future recruiting of next year's interns, and Students will begin their exploration during evaluation/development of the ISSLP site and orientation sessions, which will examine the current THEO 360: Summer Service Learning: Confronting program. state of children in poverty and present insights Social Issues from educators and children's advocates. During a This service-learning course takes place before, THEO 360C: Summer Service Learning: National week in New York City, students will learn from during, and after student participation in the eight- Youth Sports Program individuals and community-based organizations. week Summer Service Projects sponsored by the Notre Dame, in past summers, has been the Visits with both children and program admin- Center for Social Concerns. The goals of the course recipient of an NCAA grant that generously istrators will enable participants to experience are to reflect on the meaning and dynamics of provides for a five-week enrichment and athletic first-hand the realities of growing up in Christian service, compassion and Catholic social program for economically disadvantaged kids, ages poverty. Following the week-long immersion, teaching through readings, journals, discussion and 10 to 16. In this formation program, computer facilitated discussions will occur. reflection with site supervisors and alumni, and instruction, math and science assistance, drug and alcohol education, and other classes beneficial to at-risk youth will be held. Each Notre Dame 14
THEO 361: Social Concerns Seminar: Appalachia THEO 368A: Social Concerns Seminar: Media. Students with interests in journalism usu- The Appalachia Seminar introduces students to the Discernment ally are attracted to an outlet in the various media culture and social issues of the Appalachia region This seminar focuses on senior students open to on campus. through service learning. The course provides the discerning and envisioning the integration of faith/ The Observer, an independent newspaper serv- opportunity for active participation in the theology and social concerns into their lives beyond ing the Notre Dame-Saint Mary’s College commu- community and direct relationship with the Notre Dame. Through engaging students in a nity, is published five times a week, offering a vital Appalachia people. During the week of service in process that builds on their previous connections line of communication within the University, as Appalachia, students learn from individuals and with the CSC and points them toward integrating well as the chance to keep up with the “outside community-based organizations focusing on issues social concerns into their lives beyond ND, world.” of health, education, environment and/or basic students are provided the opportunity to integrate The Scholastic is a news/general information living conditions. their experiences with the insights of speakers and magazine. The Juggler, Notre Dame’s journal of the THEO 362/SOC 363/IIPS 362: Social Concerns the authors of course readings. Alongside the arts, is published once a semester and features Seminar: Cultural Diversity speakers and course readings, students evaluate the prose, poetry, photography and illustrations. The The purpose of this course is to begin to analyze long-term value of this course. Requirements award-winning Dome, the University yearbook, ap- the positive aspects of ethnic and cultural diversity include two written papers and active participation pears every April. as well as related tensions, including racism. in all sessions. There are a number of other student publica- During break, students participate at selected sites THEO 369/IIPS 369: Social Concerns Seminar: tions with more specialized audiences — for ex- ample, Notre Dame Student Business Review and in a five-day program that provides an orientation Leadership Issues to culturally diverse communities and allows This seminar will examine leadership issues from a Technical Review, which appear periodically students to engage in discussions on relevant issues multidisciplinary perspective, focusing on the role throughout the year and are student-produced. with local residents and community leaders. of the leader within organizations promoting WSND/FM and WVFI are the University’s Students participate in preparation and follow-up community service, social awareness, and action for student-run broadcast media. WVFI, which broad- sessions. justice and peace. This course will provide students casts over the Internet, airs mostly progressive rock and special programs, while WSND has a more THEO 363/POLS 333W: Social Concerns with an opportunity to examine and develop their personal leadership styles and potentials through a classical selection (until late evening, when rock Seminar: Washington, D.C. and jazz are featured). This course centers on a trip to Washington, D.C., variety of experientially based learning Annual Events. over fall break, during which students analyze a opportunities. Notre Dame students look for- significant social issue through contact with various THEO 371/IIPS 371: Social Concerns Seminar: ward to participating in several events that occur agencies, government offices and church International Issues annually on campus. organizations. Students examine issues through Directed studies. Inquire at the CSC for more Notre Dame’s theatre department presents sev- dialogue and written reflection. Themes (e.g. information. eral major productions each year, and tryouts are open to all students. The Notre Dame Student Educational Reform, Violence in America) vary THEO 372: Social Concerns Seminar: Field each year. Players present less traditional theatre, providing Education one drama or musical each semester. THEO 365C: Social Concerns Seminar: The Church Directed studies. Inquire at the CSC for more The Sophomore Literary Festival is a celebra- and Social Action information. tion of the literary arts. Visiting authors read from This course centers around a 48-hour immersion their works, expound on personal philosophy and (colloquially known as the "Urban Plunge") in an B. Center faculty offer various three-credit courses offer student workshops. Guests in recent years urban setting during the Christmas break, prior to examining social issues from multi-disciplinary per- have included Ken Kesey, W.P. Kinsella, Jean and return to campus. This course includes a spectives. Each involves community-based learning Robert Hollander, and Candace Bushnell. preparation workshop in the fall semester, readings, or research. Sample offerings include Catholic So- An Tostal, a celebration noted for its creativity, a reflection paper, and follow-up. cial Thought and the Mission of the Church is held during April. The Bookstore Basketball THEO 366: Social Concerns Seminar: Mexico (THEO 274), Restoring Economic Vitality to the tournament (700-plus teams!), Recess and outdoor Service Learning Inner City (ECON/IIPS 367), Leadership and So- entertainment and band performances are a few This seminar involves two weeks of service learning cial Responsibility (PSY 407), and others. highlights of the celebration. in Oaxaca, Mexico. It is designed to expose Students also take advantage of the nearby Lake C. The Center’s Senior Transition Programs offer students to the reality of Latin America through Michigan beaches and the Michigan ski areas. students discernment and information sessions re- intercultural exchange, shared work experience and Trips to Chicago are frequently organized to attend garding postgraduate service opportunities such as faith reflection. Students examine the social, the theatre, museums, shops or sporting events or Holy Cross Associates (HCA) and numerous other cultural and international forces operative in the just to spend the day sightseeing. The South Bend national and international possibilities. region through discussion, relevant readings and community offers shopping, parks, sports, movies written reflection. and cultural events via the Symphony and Theatre There are several facilities at the Center avail- League. The East Race Waterway is an attraction THEO 367: Social Concerns Seminar: Advanced able for use. The Coffee House provides an infor- providing kayaking, tubing and rafting. Studies mal atmosphere for students, faculty, staff and Directed studies. Inquire at the Center for Social alumni to discuss issues and programs. The Re- Concerns (CSC) for more information. source Room furnishes visual accounts of the THEO 368/PSY 310C: Social Concerns Seminar: Center’s programs and provides information on a Contemporary Issues variety of social concerns involvements. Specific Directed studies. Inquire at the CSC for more materials related to postgraduate service opportuni- information. ties also are available. The Reflection Room, on the second floor of the center, offers quiet surround- ings for students and staff to relate spirituality and examine social concerns. 15
Athletics. The name “Notre Dame” no longer The Challenge U Fitness program offers exer- Other facilities used by Irish athletic teams brings thoughts of just a football powerhouse, and cise classes; conducts assessment, testing and con- include: with good reason. Notre Dame has developed into sulting; and provides information through • Notre Dame Stadium, with its 80,795 seats, an outstanding academic institution but at the demonstrations and lectures. More than 20 classes home to Irish football since 1931. same time has expanded its athletic excellence be- are offered in a variety of aerobic, toning and water • Alumni Field, with its 2,500 seats, home since yond the football field. exercise programs, as well as yoga and t’ai chi. Stu- 1990 to men’s and women’s soccer. Intercollegiate dents are encouraged to make informed choices • Moose Krause Stadium, with its 5,000 seats, The University is committed to a well-rounded about their health and fitness and to utilize the nu- home to men’s and women’s outdoor track and program for both men and women. The Fighting merous fitness facilities available to them. men’s and women’s lacrosse. Irish athletic tradition, renowned throughout the Facilities • Frank Eck Stadium, with its 2,500 seats, home to Irish baseball since 1994. United States, encompasses much more than foot- Notre Dame is home to some of the finest athletic ball and basketball. Notre Dame boasts national facilities at any university. The new 78,000-square- • Ivy Field, with many recent improvements, home contenders in many Olympic sports, including foot Rolfs Sports Recreation Center has a large to Notre Dame softball. women’s soccer, baseball, and men’s fencing, all of state-of-the-art fitness room with more than 30 car- Student Union. The unique blend of elements which ranked number one in the country at some diovascular machines and a full complement of that gives the Notre Dame community its identity point during the past two seasons, and women’s strength machines and free weights. The Rolfs also has, over a period of years, shaped the character of basketball, winner of the 2001 national has a three-lane, 1/8 mile track, three courts for the Student Union. championship. basketball, volleyball and badminton, a rink-style The greatest influence on the Student Union is The women’s intercollegiate athletic program, court for soccer and inline hockey and two activity the system of residence halls, which not only pro- which has grown tremendously over the last 15 rooms for dance, aerobics and martial arts. The vides students with a place to live but also serves as years, now includes 13 varsity sports. (There are Rockne Memorial is legendary for its highly com- the principal center for social interaction on cam- also 13 men’s sports.) Notre Dame women athletes petitive pickup basketball games. The “Rock” con- pus. Each hall has its own government, consisting compete in basketball, tennis, fencing, lacrosse, tains not only two basketball courts but also has 10 of a hall president, vice president, cabinet and judi- swimming, volleyball, softball, golf, indoor track, handball/racquetball courts, one combination cial board, which works in cooperation with the outdoor track, cross country, soccer and rowing. squash/handball court, a swimming pool with a hall staff to develop the best possible environment The Notre Dame student body plays an impor- spectator gallery, a smaller pool for family use, a for its residents. As the basic unit of student gov- tant role in the success of the teams that represent climbing wall, a weight room, a fitness room, a bal- ernment, the halls and their needs significantly the University. Anyone who has attended a football let/exercise room and a martial arts room. shape the campuswide Student Union. pep rally or seen a top-ranked basketball team upset In addition to the nine-hole Notre Dame Golf The relatively simple structure of the Student in the Joyce Center knows why. The pride and loy- Course, the 18-hole William K. and Natalie O. Union has evolved gradually in response to chang- alty displayed by “the greatest student body in the Warren Golf Course opened in the spring of 2000 ing attitudes and needs of the student body. At the world” are a moving force that embodies the spirit on the northeast edge of campus. Other outside fa- head of the Student Union is its chief executive of- of the Notre Dame community. Athletic contests at cilities include basketball courts in several ficer, the student body president. Although the du- Notre Dame are an integral part of the social life as locations, 24 outdoor tennis courts and several ties of the job have tended to vary with the well as an opportunity for the athletically gifted to multipurpose playing fields. priorities of each officeholder, in general the stu- test their skills with the nation’s best. Notre Dame’s Joyce Center has been called one dent body president represents the interests of the Intramurals, Club Sports, RecServices and Fitness of the most complete sports complexes in the coun- student body in all areas of life at Notre Dame. Housed in the new Rolfs Sports Recreation Center, try. Not only is there an 11,418-seat basketball/vol- Probably the most representative of the Student the Office of Recreational Sports provides extensive leyball arena but also a fieldhouse containing a Union groups is the Hall Presidents’ Council, opportunities in these four program areas. More two-lane track, a 2,667-seat hockey arena, boxing which meets weekly to discuss the various aspects than 200 activities are offered throughout the year. and weight rooms, and five volleyball courts. Else- of hall life and to coordinate activities among the The Intramural programs allow members of the where in the building are an auxiliary gym, two in- halls. student body to grab a share of the limelight while tramural gyms and a gym for fencing, six handball/ The Campus Life Council was created by the also promoting rivalries among the residence halls. racquetball courts and two squash courts. The University’s Board of Trustees to allow for discus- For others, intramurals are a chance to stay in Rolfs Aquatic Center, with its Olympic-sized swim- sion among students, faculty and administrators shape, get away from the books or enjoy a purely ming pool, completes this complex. concerning life on campus. The council is empow- The Loftus Sports Center houses Meyo Field ered to pass resolutions recommending student life recreational sport. Club sports are recreational or competitive and and the Haggar Fitness Complex. The center, policy changes to the administration. are conducted by student officers with the guidance which measures 614 by 210 feet, also contains The programming arm of the student senate at of the RecSports Office. These clubs determine for practice rooms for lacrosse and soccer, and rooms Notre Dame is the Student Union Board. This themselves the extent of activity and competition. for sports classes and conferences. A six-lane indoor board coordinates such events as lectures, plays, Currently 23 club sports are offered. track circles Meyo Field, a 100-yard synthetic-turf concerts, movies and more. In addition, it coordi- RecServices provides a variety of noncompeti- practice field. Haggar Fitness Complex features nates An Tostal and the Sophomore Literary Festi- 40,000 pounds of weights, used primarily for train- val (which were previously mentioned under tive recreation, including instructional programs, outdoor recreation, informal sport and special ing of the varsity teams. “Annual Events”), as well as the Collegiate Jazz events. Campus fun runs, dance and martial arts The University’s Eck Pavilion, a 35,000-square- Fest, Acoustic Cafe, student bands and other stu- classes, and Late Night Olympics are among the foot structure, is the place on campus for indoor dent performances, professional entertainment and many RecServices programs. tennis. Inside are six courts, coaches’ offices, show- special events. The Student Union Board also coor- ers and lockers, a repair shop, a vending lounge and dinates services such as plant and furniture sales, as an observation deck. The pavilion is used by the well as refrigerator rentals. varsity men’s and women’s tennis teams. 16
The Spirit of Inclusion at Notre Dame
“Strangers and sojourners no longer...” (Ephesians 2:19) The University of Notre Dame strives for a spirit of inclusion among the members of this community for distinct reasons articulated in our Christian tra- dition. We prize the uniqueness of all persons as God’s creatures. We welcome all people, regardless of color, gender, religion, ethnicity, sexual orienta- tion, social or economic class, and nationality, for example, precisely because of Christ’s calling to treat others as we desire to be treated. We value gay and lesbian members of this community as we value all members of this community. We condemn ha- rassment of any kind, and University policies pro- scribe it. We consciously create an environment of mutual respect, hospitality and warmth in which none are strangers and all may flourish. Student Conduct. A Catholic university The University reserves the right to notify a One of the essential tests of social justice within is a society composed of faculty and students whose student that she or he may not return for the fol- any Christian community is its abiding spirit of in- primary purpose is the pursuit of Christian wis- lowing semester or to suspend or dismiss a student clusion. Scriptural accounts of Jesus provide a con- dom. The society can exist only in an atmosphere who has committed a serious transgression of the stant witness of this inclusiveness. Jesus sought out of responsibility and good order. The University University rules and regulations. The University and welcomed all people into the Kingdom of seeks, therefore, to provide those conditions and also reserves the right to deny the privilege of en- God—the gentile as well as the Jew, women as well opportunities best suited for educating the student. rollment to any student whose conduct or attitude as men, the poor as well as the wealthy, the slave as Students registering at the University of Notre is believed to be detrimental to the welfare of the well as the free, the infirm as well as the healthy. Dame enter into an agreement with the University institution. The social teachings of the Catholic Church pro- mote a society founded on justice and love, in based on freedom and mutual responsibility. Saint Mary’s College. Because of the proximity which all persons possess inherent dignity as chil- Students are assured freedom of inquiry, free- and rich tradition common to Notre Dame and dren of God. The individual and collective experi- dom of expression and freedom of action within Saint Mary’s, the two institutions share many ac- ences of Christians have also provided strong the regulations established by the University. In tivities in the area of academics as well as social warrants for the inclusion of all persons of good will turn, the University community expects all of its events, student organizations and community serv- students to be responsible in their social conduct so in their communal living. Christians have found ice projects. The two institutions maintain a coop- their life together enriched by the different qualities as to reflect favorably upon themselves and the erative program permitting a limited number of of their many members, and they have sought to in- community. courses to be taken at the neighboring institution. crease this richness by welcoming others who bring Regulations concerning student conduct are set Because of the extensive cooperation between the additional gifts, talents and backgrounds to the forth in du Lac, A Guide to Student Life, which is two, the campuses are aptly referred to as the community. distributed to each student. All students are respon- “Notre Dame-Saint Mary’s community.” sible for knowing and observing these regulations, The spirit of inclusion at Notre Dame flows as well as obeying Indiana civil and criminal laws, from our character as a community of scholarship, including the laws forbidding the use or sale of teaching, learning and service founded upon Jesus marijuana, narcotics or dangerous drugs and the Christ. As the Word through whom all things were use of alcohol by anyone younger than 21. made, Christ is the source of the order of all cre- ation and of the moral law which is written in our hearts. As the incarnate Word, Christ taught the law of love of God and sent the Holy Spirit that we might live lives of love and receive the gift of eternal life. For Notre Dame, Christ is the law by which all other laws are to be judged. As a Catholic institu- tion of higher learning, in the governance of our common life we look to the teaching of Christ, which is proclaimed in Sacred Scripture and tradi- tion, authoritatively interpreted by Church teach- ing, articulated in normative understandings of the human person, and continually deepened by the wisdom born of inquiry and experience. The rich heritage of the Catholic faith informs and trans- forms our search for truth and our understanding of contemporary challenges in higher education. This statement was adopted by the officers of the University on August 27, 1997, in conjunction with an Open Letter to the Notre Dame community. 17
Academic Profile The Mendoza College of Business offers the African and African American Studies, Gender degree of bachelor of business administration with Studies, Computer Applications, and Peace majors in: Studies may be taken only as supplementary Accountancy majors. In addition, the Arts and Letters supple- DEGREES Finance mentary preprofessional studies major provides AND ACADEMIC PROGRAMS Management students with an opportunity to complete a major Management Information Systems in health-related science. Students may take supple- The University is organized into a First Year of Marketing mentary majors/minors in departments of other Studies, four undergraduate colleges, an architec- The College of Engineering offers curricula colleges, but their dean may specify certain modifi- ture school, a graduate school of four divisions, a leading to degrees of: cations in their major program. Undergraduates may obtain bachelor degrees in combination pro- graduate business school, a law school and several B.S. in Aerospace Engineering graduate research study centers. B.S. in Chemical Engineering grams with other colleges in integrated five-year All incoming freshmen spend their first year in B.S. in Civil Engineering programs. the First Year of Studies and then move into the B.S. in Computer Engineering The course and program requirements for de- college or school of their choice as sophomores — B.S. in Computer Science grees are determined by the various colleges and College of Arts and Letters, Mendoza College of B.S. in Electrical Engineering schools. Business, College of Engineering, College of Sci- B.S. in Environmental Geosciences These colleges are independent of one another and provide academic instruction within ence or School of Architecture. B.S. in Mechanical Engineering In the 2001-02 academic year, students en- the various programs and departments. The dean of rolled in the College of Arts and Letters topped the The College of Science offers the degree of each college has authority, along with the college undergraduate enrollment figures with 2,485. bachelor of science majoring in: council, to determine minimum admission stan- There were 1,806 business students, 995 science Applied Physics dards, requirements for a major and a degree from students, 706 in engineering, and 197 in Biochemistry the program and dismissal from the college and architecture. Biological Sciences University. The College of Arts and Letters offers curricula Chemistry The student who wishes to transfer from one leading to the degree of bachelor of fine arts in art Chemistry/Business college to another college within the University studio or design and bachelor of arts majoring in: Chemistry/Computing must have the approval of the deans of both col- American Studies Environmental Sciences leges. The accepting dean has discretion about Anthropology Mathematics which credits are acceptable toward the degree in Art, Art History and Design Physics the new college. Art Studio Physics/Computing Art History Physics/Education Dual Degree. Programs leading to dual degrees Design Physics in Medicine (two undergraduate degrees, such as a bachelor of Classics Preprofessional Studies arts and a bachelor of business administration) are Arabic Studies Science-Business distinct from programs in which a student receives Classical Civilization Science-Computing one degree with two majors (such as a bachelor Greek Science-Education of business administration with a major in finance Latin The School of Architecture offers the and a major in government). Dual degree programs East Asian Languages and Literatures degree of bachelor of architecture (five-year require the permission of the deans of both Chinese program). colleges. Japanese The requirements for a dual degree generally Economics are as follows: The student completes all of the English University requirements, all of the requirements for Film, Television and Theatre both colleges, all of the requirements for both ma- German and Russian Languages and Literatures jors, and the total number of degree credits speci- German fied for a dual degree in the two colleges. While the Russian total number of hours required does depend on the History two major programs, the minimum required total Mathematics (honors only) number of degree credits is set to be 30 degree Medieval Studies credits beyond the college total for the college with Music the greater required number of degree credits. Philosophy Philosophy/Theology (joint major) Political Science Program of Liberal Studies Psychology Romance Languages and Literatures French Italian Spanish Sociology Theology 18
Academic Governance. The major source of Degree Requirements University Seminars. University seminars are de- academic governance within the University is the signed to foster interaction between first-year stu- Academic Council, made up of administrators, fac- dents and faculty in small settings. These courses, ulty and students from each of the four colleges Application must be made to the registrar for a designated by the “180” number, are offered by ev- and chaired by University President Rev. Edward degree. ery department (except CAPP) within the College A. Malloy, C.S.C. All major decisions concerning The receipt of a baccalaureate degree from the of Arts and Letters and will satisfy the relevant academic policy and scheduling throughout the University requires the satisfactory completion of University requirement in history, literature, fine University are made by this board. the curriculum. This includes: arts and social science and the first course of the Along with the Academic Council, each college philosophy or theology requirement. These semi- is served by a college council representing its fac- University Requirements Courses nars will include a significant writing component ulty and students. The purpose of the council is to Composition 1 and require a minimum of 24 pages with at least suggest and plan academic programs and to make Mathematics 2 one rewrite of a corrected paper. Each first-year decisions regarding academic policy within the col- Natural Science 2 student will be required to complete one Univer- lege. Each college also has a student advisory coun- *History 1 sity Seminar. *Social Science 1 cil whose function is to elicit student ideas and Mathematics. The University requirement of concerns regarding college policy, to formulate *Theology 2 *Philosophy 2 two mathematics courses can be met in one of two those ideas and to make suggestions to the college fashions. Most students in the College of Arts and council. *Fine Arts or Literature 1 †Physical Education 2 Letters will take two mathematics courses of non- ____ duplicating content chosen from a list of courses Advising. Once students have chosen a 14 with numbers starting with 104. (For a list of college, they should contact the Office for Under- courses that duplicate content, see “Science Degree graduate Studies of the appropriate college and * One of these requirements must be a University Credit” in the College of Science section of this speak with one of the advisors: Architecture — Seminar 180. Bulletin.) Students majoring in the Arts and Letters 110 Bond Hall; Arts and Letters — 101 †This requirement can also be fulfilled through first- Preprofessional Program or Mathematics, or in O’Shaughnessy Hall; Business — 101 Mendoza year enrollment in ROTC. other colleges or the School of Architecture, will College of Business; Engineering — 257 Engineer- (a) In addition to these University require- fulfill the requirement through the appropriate cal- ing Building; Science — 229 Nieuwland Science. ments, each college has its own requirements that culus sequence. After a major has been declared, students are as- must be completed. For students in the Mendoza College of Busi- signed a departmental advisor as well. (b) First-year students are required to complete ness, the required calculus sequence is MATH 105- a University Seminar; Composition; two semester 108. Students in the School of Architecture take Pre-Law Advising. Students planning to attend courses in mathematics; two semester courses in MATH 105-110. Also acceptable are the calculus law school may consult with the University pre-law natural science; one semester course chosen from: sequences MATH 105-108, or the calculus se- advisor, Assistant Dean Ava Preacher, in 101 history, social science, philosophy, theology, fine quences required of students in the College of En- O’Shaughnessy Hall. arts; and two semester courses in physical education gineering or the College of Science. Students or in ROTC. Foreign language is not a University majoring in the College of Science will fulfill their The Summer Session. Summer courses are of- requirement, but it is required in the programs of University mathematics requirement through one fered by the regular University faculty to students the College of Arts and Letters, the College of Sci- of the following calculus sequences: MATH 119- at all levels — undergraduate, graduate, profes- ence and the School of Architecture. (The Univer- 120, MATH 125-126, MATH 165-166, or sional and special. sity seminar will satisfy the relevant requirement in MATH 195-196. The sequences MATH 119-120 In addition to meeting the needs of the aca- fine arts, literature, history, social science, philoso- and MATH 195-196 are acceptable for students in demic-year students who are continuing work on phy or theology.) certain programs emphasizing the life sciences such their degrees, the summer session also serves teach- (c) Satisfactory work in a major or a concentra- as biological sciences or the preprofessional pro- ers, industry personnel and professional and career tion program of study. grams in either the College of Science or the Col- groups. These graduate students are provided an (d) A minimum cumulative average of 2.000. lege of Arts and Letters. For students in the College opportunity to work on advanced degrees, fulfill (e) A minimum of 60 credit hours at the of Engineering, the mathematics requirement is certification requirements, improve their profes- University. fulfilled through the calculus sequence MATH sional position or take enrichment courses. The (f) The last year in residence. 125-126 or MATH 165-166. summer session embraces not only the traditional Non-preprofessional students in the College of Composition. The aim of First-Year Composition seven-week period of course work but also a series Arts and Letters may fulfill their mathematics re- is to help students learn how to craft an argument of one- to two-week minicourses and workshops. quirement by taking any of the calculus sequences based on different sources of information. This en- required of students in other colleges or the School tails teaching students a general set of reasoning of Architecture. Additionally, there are other math- strategies that they can use to persuade an audi- ematics courses specially designed for students in ence. A course in argument is essentially a course in this college. These include Finite Mathematics rhetoric: rhetoric provides a way to think about (MATH 104) or Principles of Finite Mathematics writing and speaking as part of conversation, a con- (MATH 107), Survey of Calculus II in Basic Sci- versation that aims to bring about both under- ences (MATH 110), and options courses chosen standing and, perhaps, agreement. from the grouping MATH 111 through 118. (Note: The course MATH 103 fulfills only Univer- sity natural science requirements and not Univer- sity mathematics requirements.) For details concerning the proper selection of a mathematics sequence for a given major, see the heading “Course 2–Mathematics” in the First Year of Studies section of this Bulletin. 19
Natural Science. The University requirement of The social science requirement can be satisfied special cases, the second course may, with the ap- two natural science courses can be met in one of by any three-hour course in the departments of proval of the director of undergraduate studies in two fashions. Students majoring within either the anthropology, economics, political science, psy- philosophy, be taken at a higher level. (Note that College of Science or the College of Engineering chology, and sociology. Informal Logic [PHIL 203], Critical Reasoning will complete this requirement in their first year The University requires that each student take [PHIL 204] and Formal Logic [PHIL 313] do not with a “flagship” introductory sequence such as one social science course. This requirement may fulfill the University requirement.) BIOS 155-156, CHEM 117-118, or PHYS 131- be satisfied by an appropriate University Seminar Students normally are expected to take both of 132. Students majoring within the College of Arts 180. the required philosophy courses at Notre Dame. and Letters or the Mendoza College of Business ei- Theology. Theology is required of all students be- Transfer students to Notre Dame are expected to ther may follow the above pattern and study one cause the University strongly believes that every take at least one philosophy course at Notre Dame. science in depth or alternatively may choose two Those who wish to transfer philosophy credits from student should reflect upon the questions of a hu- from the group of specially designed survey courses man being’s relation to God in a manner that is another college or university must receive the per- offered by the departments of biological sciences, consistent with University-level discourse. mission of the director of undergraduate studies in chemistry and biochemistry, mathematics, physics, The University requires that all students take philosophy and the dean of their college. and preprofessional studies. Among these offerings, two courses (six credit hours) in theology. The Fine Arts or Literature. The University requires students will find courses emphasizing the environ- first course, Foundations of Theology: Biblical one course in fine arts or literature. Students who ment from various perspectives (BIOS 107, BIOS and Historical (THEO 100, 180, or 200), is an have first majors in the College of Arts and Letters 117, CHEM 102, PHYS 104); courses surveying academic introduction to the college-level study of are required to take one course each in fine arts and chemistry, mathematics or physics from the con- Scripture and, through documents of the early literature. ceptual and elementary level (CHEM 101-102, church, a critical understanding of the foundations Fine Arts. Liberal education involves not only MATH 103, PHYS 101-102, PHYS 115-116); and of Christian doctrine. the development of skills of analysis and expression a wide variety of courses on specialized topics of The second course is normally chosen from but also the acquisition of sensitivities to the nu- general interest in science, including BIOS 101 courses numbered 202-299. This course builds on ances of aesthetic value. Fine arts is broadly con- through 117, CHEM 103-104, PHYS 105, PHYS an intelligent grasp of tradition to show how theo- ceived. Courses in painting, sculpture, art history, 110 or 210, PHYS 171-176, and SCPP 101. logical doctrines developed, especially in the music appreciation and history, creative writing, Students are warned that it is possible to lose Catholic tradition. This understanding helps stu- screen arts, filmmaking and theatre are among the degree credit because of overlapping content be- dents come to a more mature comprehension of available offerings. This requirement also may be tween “flagship” courses and survey courses. See their faith and appreciate the intellectual history of satisfied by an appropriate University Seminar 180. “Science Degree Credit” in the College of Science Catholicism. Literature. The literature courses aim at culti- section of this Bulletin. Students with adequate background may peti- vating in the student habits of precision and accu- History. The study of history incorporates the es- tion to substitute a course from the 300 or 400 racy as well as an interest in, a respect for and a sential elements of liberal learning — namely, ac- levels to satisfy the second requirement. reasonable control of the English language. There is quisition of knowledge and understanding, Students normally are expected to take both of precision of thought and word in Shakespeare and cultivation of perspective, and development of com- the required theology courses at Notre Dame. Yeats that is different from, but no less precise munication and critical-thinking skills. It reflects Transfer students to Notre Dame are expected to than, Newton and Euclid. In works of literary art concern for human values and appreciation of vari- take at least one theology course at Notre Dame. these uses of language evoke and sustain a created ous contexts and traditions. It provides a perspec- Those who wish to transfer theology credits from world in which individuals find satisfaction and tive essential to understanding contemporary issues. another college or university must receive the per- fulfillment of their sense of beauty and truth. Most History courses examine various aspects of the mission of the director of undergraduate studies in college students can enrich their whole lives by ac- religious, political, economic, social and cultural theology. quiring discriminating judgment in the selection developments of the principal European and Asian Philosophy. Philosophy is perhaps the only gen- and personal appraisal of what they read and view. nations and of the United States and Latin eral college discipline not formally encountered in The courses in literature, by systematic and exten- America. high school or elementary school. Together with sive practice in the reading of works of various The University requires that each student take theology, it offers an opportunity for students to kinds, will help the student become a judicious one history course. The requirement may be satis- address, in a systematic and intellectually rigorous reader of literary form. fied by an appropriate University Seminar 180. way, ultimate questions about the nature of the hu- Appropriate courses from the departments of English, classics, East Asian languages and litera- Social Sciences. Social sciences, through the de- man person and the meaning of human life in both tures, Romance languages and literatures, German velopment of theoretical perspectives and system- its individual and communal dimensions, about the and Russian languages and literatures, and, occa- atic methodologies, aim at describing and under- origins and destiny of the universe, and about the sionally, American studies satisfy this requirement. standing the human condition today. Comparing nature of understanding and of rational inquiry. In The requirement may also be satisfied by an appro- and contrasting other societies and modes of social this way, philosophy helps students to reflect care- priate University Seminar 180. organization with our own demonstrates the com- fully about the most basic issues involved in the plexities of our time and place. orientation of their lives. Through social science courses, the student All students are required to take at least two Graduation Rate achieves an understanding of the individual in so- courses in philosophy. The first course (PHIL cial relationships. Principles in each course are il- 101, 180 or 201) is meant to introduce the student Of the students entering a full-time, first-year, lustrated from the data of contemporary society. to central philosophical problems and some of the bachelor degree-seeking program in the fall of Human relationships are described and analyzed in most important figures in the history of philoso- 1995, 94 percent graduated within six years. (Note: the cultural, familial, communal, economic and po- phy. The second course gives the student the op- The graduation rate for students entering in the fall litical orders. The study of the social sciences also portunity to explore in greater detail more specific of 1996 will be available in the Office of Institu- involves insights into motives, attitudes and values. issues in philosophical anthropology (PHIL 205- tional Research in August 2002.) The student learns the methods and techniques of 239), moral and political theory (PHIL 240-259) The complete IPEDS Graduation Rate Survey the social sciences. or philosophical theology (PHIL 260-279). In may be found in the Office of Institutional Research. 20
Grading System into an entry of P (“pass”) or Honors at Graduation. In the undergraduate col- F (“fail”) on the student’s leges, degrees will be granted with honors if the record. The instructor will student has a 3.400 cumulative average; a 3.600 cu- not be informed that the stu- mulative average is required for graduation with Letter Point dent has elected the pass-fail high honors; and a 3.800 cumulative average is re- Grade Value Legend grading option. The registrar quired for graduation with highest honors. will interpret the final grades Note: Beginning with the class that enters in the A 4.000 of “A” through “D” as fall of 2001, the following honors-at-graduation regu- A- 3.667 “pass,” which is not com- lation will apply: B+ 3.333 puted into the grade point In the undergraduate colleges or schools, degrees B 3.000 average. If a final grade of will be granted with highest honors (summa cum B- 2.667 “F” is issued, it will be com- laude) if the student’s grade-point average ranks C+ 2.333 puted into the student’s among the top 5.000 percent of those students gradu- C 2.000 Lowest passing grade for grade point average. ating from the student’s college or school; for students graduate students. whose grade-point average ranks among the top C- 1.667 Zero point value for Grades assigned by the registrar, i.e., not to be 10.000 percent of the student’s college or school, de- graduate students. given by the faculty: grees will be granted with high honors (magna cum D 1.000 Lowest passing grade laude); for students whose grade-point average ranks for undergraduate students; Letter among the top 30.000 percent of the student’s college zero point value for graduate Grade or school, degrees will be graduated with honors (cum students. laude). Students who meet the requirements of more F 0 Failure. W Discontinued with permis- than one category of honors will be awarded only the X 0 Given with the approval of sion. To secure a “W” the highest honor for which they qualify. the student’s dean in student must have the autho- extenuating circumstances rization of the dean. Accreditation and Academic Association. beyond the control of the NR Not reported. Final grade(s) The University of Notre Dame is a member of the student. It reverts to “F” if not reported by the instruc- North Central Association of Colleges and Second- not changed within 30 days tor because of extenuating ary Schools, the National Catholic Education Asso- after the beginning of the circumstances. ciation, the Association of American Colleges, the next semester in which the F* No final grade reported for American Council on Education, the National student is enrolled. an individual student. Commission on Accrediting (not an accrediting I 0 Incomplete (reserved for ad- agency), the Council of Graduate Schools in the vanced students in advanced Grades that may be given but are not included United States, and the Midwest Conference on studies courses only). It is a in the computation of the average are as follows: Graduate Study and Research, and it is fully ac- temporary and unacceptable credited by the Indiana State Board of Education. grade indicating a failure to Letter The University is also a member of the Indiana complete work in a course. Grade Conference of Higher Education, the International The coursework must be Association of Universities, the Catholicarum completed and the “I” S Satisfactory work (courses without semester credit Universitatum Foederatio (Federation of Catholic changed prior to the begin- Universities) and the Institute of International hours, as well as research ning of the final examination Education. period of the next semester courses, departmental semi- in which the student is en- nars or colloquia or directed rolled; otherwise, the “I” studies, workshops; field grade remains on the tran- education and skill courses). script and is computed as U Unsatisfactory work (courses equivalent to an “F” in cal- without semester credit culating averages. hours, as well as research P Pass in a course taken on a courses, departmental semi- Pass-Fail basis. Each junior nars or colloquia or directed or senior undergraduate may studies; workshops; field file with the registrar during education and skill courses). the first seven class days of V Auditor (graduate students the semester the decision to only). take one elective course, out- side the student’s major de- If, with the approval of the student’s dean, an “X” partment and not required grade is given in the student’s graduating semester, by the student’s program, it will revert to “F” if not changed within 30 days per semester on a Pass-Fail from the date of graduation. basis. Such a filing is irrevo- If a student receives a grade of “I” in the graduating cable and will result in con- semester, it will revert to “F” if not changed within version by the registrar of the 30 days from the date of graduation. instructor’s final grade report 21
Academic Resources
Faculty. In 2001-02, Notre Dame’s regular teach- ing and research faculty numbered 763 full-time and 408 part-time. Other faculty, such as adminis- trators, professional specialists, librarians, and re- search fellows, numbered 376 full-time and 65 part-time. Ninety-eight percent of the full-time in- structional faculty have terminal degrees; 92 percent of them have doctorates. Ninety-eight percent of the full-time instructional faculty are lay persons.
University Libraries. The University library sys- tem consists of 10 libraries, which house most of the books, journals, manuscripts and other nonbook library materials available on the campus. Currently, the collections contain nearly 3 million volumes, more than 3 million microform units, more than 3,000 electronic titles and more than 18,000 audiovisual items to support the teaching and research programs. In the past year, the librar- ies added more than 62,563 volumes and received about 23,000 serial titles. The Theodore M. Hesburgh Library, a 14- story structure, serves as the main library, and its collections are of primary interest to the students and faculty of the College of Arts and Letters and the College of Business Administration. The tower also contains the University Archives; the Medieval Institute Library, with the Frank M. Folsom Ambrosiana Microfilm and Photographic Collec- tion, and the Anastos Byzantine Collection; the Mary K. Davis Drawings Collection; and the Jacques Maritain Center. The University, along with more than 208 aca- demic and research libraries, maintains a member- ship in the Center for Research Libraries, which has access to more than 3.1 million volumes of materi- als and more than 1.5 million microfilms impor- tant for research. The University Library was munity, the Academic Code of Honor formally rec- elected to the Association of Research Libraries in Academic Code ognizes the ability of students to take responsibility 1962. for their ethical behavior. The Academic Code of of Honor The Business Information Center, located in Honor commits all students to perform academic the Mendoza College of Business, is an innovative, work honestly. It commits a student to take action all-electronic facility supporting existing and when academic dishonesty occurs. It commits fac- The University of Notre Dame is a community of emerging programs and research. This state-of-the- ulty to strive to engender an atmosphere of trust in students, faculty and administrators who come to- art facility is equipped with 30 individual worksta- the classroom and to share responsibility. The Aca- gether to learn, work and grow in moral character. tions and two group learning areas with six demic Code of Honor advocates responsibility, an Central to the concept of community is a belief in workstations each (with both types of areas provid- integral part of the moral growth that Notre Dame the importance of honorable behavior for oneself ing handicapped access and the group areas fully espouses. and for the community as a whole. The Academic equipped for instructional support), and it provides A handbook provides an outline of procedures Code of Honor fosters this dual sense of honorable access to and instruction and assistance in the use under the Academic Code of Honor and a sum- behavior. of a broad range of bibliographic, numerical, full- mary of the thinking that has gone into the estab- The Academic Code of Honor represents a text and graphic databases in business and related lishment of the code at the University of Notre valuable educational tool for exercising the power disciplines. Dame. To obtain a copy of the handbook, write or of community and for expressing the Christian val- The Kellogg/Kroc Information Center, located call Office of the Provost, 300 Main Building, ues of the University. By setting high standards of in Room 318 of the Hesburgh Center for Interna- Notre Dame, IN 46556, (574) 631-8261. conduct for the members of the Notre Dame com- tional Studies, supports work in international studies. The remaining seven libraries were established to meet the teaching and research needs of the Col- lege of Engineering, the College of Science and the Law School. These libraries generally contain the more recent literature, and the Hesburgh Library retains the older materials. 22
Notre Dame University (CANDU); the Center for Applied Mathematics; the Center for Molecularly Engineered Materials; the Center for Civil and Hu- man Rights; the Center for Continuing Education; the Center for Philosophy of Religion; the Center for Research in Business, embracing the Center for Business Communication, the Center for Ethics and Religious Values in Business, and the Center for Research in Banking; the Center for Social Concerns; the Center for the Study of Contempo- rary Society, which embraces the Gerontological Research Center, the Laboratory for Social Re- search, the Multinational Management Program, and the Philosophic Institute; the Charles and Margaret Hall Cushwa Center for the Study of American Catholicism; the Ecumenical Institute (Jerusalem); the Energy Analysis and Diagnostics Center; the Center for Nano Science and Technol- ogy; the Environmental Research Center (UNDERC); the W.M. Keck Center for Transgene Research; the Walther Cancer Research Center; the Institute for Church Life, which embraces the Cen- ter for Pastoral Liturgy and Retreats International; the Institute for Scholarship in the Liberal Arts; the Jacques Maritain Center; the Reilly Center for Sci- ence, Technology and Values; the Urban Institute for Community and Educational Initiatives; the Thomas J. White Center for Law and Government; and the William and Katherine Devers Program in Dante Studies. The Engineering Library, located on the first The Radiation Chemistry Data Center, located Other laboratories include: the Hessert Center floor of Cushing Hall of Engineering, has a in Room 105 of the Radiation Research Building, for Aerospace Research, the Air and Water Quality collection of 43,570 volumes and approximately has a collection of 4,800 volumes and receives 27 Analysis Laboratory, the Aquatic Biology Labora- 25,000 microform units and receives more than journals in radiation chemistry. It serves many of tory, the Biofluid Mechanics Laboratory, the Ca- 859 paper journals and about 967 e-journals re- the information service needs of the radiation talysis Laboratory, the Fluid Dynamics Laboratory, lated to engineering. The facility provides database chemical community throughout the United States the Bernard J. Hank Family Environmental Re- searches as well as bibliographic instruction. and abroad. search Laboratory, the LOBUND Laboratory, the The Architecture Library has a collection of The Kresge Law Library, although located in Parasitology Laboratory, the Solid State Material more than 25,000 volumes and more than 110 cur- and administered by the Law School, is available and Devices Laboratory, the Vector Biology Labo- rently received journals pertaining to various as- for use by all students, faculty and staff. It has ratory and the Zebrafish Research Facility. These pects of architecture. a collection of more than 563,173 books and research centers contain specialized facilities and The Chemistry/Physics Library, located in microform equivalents of law and law-related equipment. Room 231 of the Nieuwland Science Hall, main- material and subscribes to more than 5,900 serial tains a collection of some 46,039 volumes and cur- publications. Research. The University receives approximately rently receives more than 399 paper journals and $60 million in sponsored research and sponsored 400 e-journals in all fields of chemistry and phys- Institutes, Centers, and Laboratories. The program funds annually. Active programs of schol- ics. It can provide database searches and biblio- many and diverse institutes, centers and laborato- arly work occur in discipline-oriented departments graphic instruction. ries maintained by the University are an indication in the humanities, fine arts, science, social science, The Life Sciences Library, located on the first of the spectrum of scholarly interest that students engineering, law and business areas of the Univer- floor of the Paul V. Galvin Life Sciences Center, are able to join in and profit from. sity. In addition, University institutes and centers houses an estimated 32,000 volumes and receives Institutes, centers and specialized research labo- facilitate research across departmental lines. approximately 602 print journals in the fields of bi- ratories at Notre Dame include the Helen Kellogg The Graduate School’s Office of Research is re- ology, life sciences, and medicine. It offers database Institute for International Studies, the Joan B. Kroc sponsible for assisting faculty in various aspects of searching and bibliographic instruction. Institute for International Peace Studies, the sponsored program activity and technology trans- The Mathematics Library, located in the lower Keough Institute of Irish Studies, the Erasmus In- fer. It reviews and transmits all formal proposals, level of the Hayes-Healy Center, has a collection stitute, the Nanovic Institute for European Studies, monitors the status of proposals, negotiates con- estimated at 35,000 volumes and subscribes to the Medieval Institute and the Radiation Labora- tracts and grants, accepts awards for the University more than 275 paper or electronic journals dealing tory. Other institutes, centers and similar entities on behalf of faculty members, and is responsible for with all areas of pure and applied mathematics. are the Center for Environmental Science and the administrative management of all grants, con- Technology (CEST); the Center for Advanced Sci- tracts and cooperative agreements supporting re- entific Computing; the Center for Astrophysics at search, training, service and equipment. The Office of Research also provides guidance in seeking exter- nal sponsored program support, assistance in pro- posal and budget preparation, and support in all areas of electronic research administration. 23
The Office of Research Home Page is designed The developing American collection has 19th- Admission to assist faculty from all academic units in the iden- century landscapes by Durand and Inness and por- tification of funding sources. Current issues related traits by Eakins, Sargent, and Chase. Among to sponsored program activity as well as proposal highlights of the West and the Southwest regions This year we expect more than 10,000 people will preparation are also highlighted. are paintings by Higgings, Ufer, Russell, and apply for admission to Notre Dame’s entering class. Inquiries regarding this information should be Remington. Most of the applicants will have the academic apti- addressed to the Graduate School, Office of Re- Traditional works of African art such as tex- tude and preparation necessary to complete a de- search, 511 Main Building; www.nd.edu/ tiles, masks, and sculptures are in the collection as gree program at the University. The Committee on ~research. well. Admissions will decide which applicants will be Twentieth-century styles and movements are among the 1,935 included in the class. To under- Snite Museum of Art. The museum features col- seen in paintings by Miro, O’Keeffe, Avery, stand how this is done, it is first necessary to know lections that place it among the finest university art Glackens, Pearlstein, and Scully. Modern sculp- the procedure for applying to Notre Dame. museums in the nation. tures by Barlach, Zorach, Cornell, Calder, and The Mesoamerican collection highlight is the Rickey complement the paintings and drawings. comprehensive, exceptional holdings of Olmec Croatian-American sculptor Ivan Mestrovic, ACADEMIC PREPARATION works, the earliest Mexican collection. who taught at Notre Dame from 1955 until his The Kress Study Collection has been the foun- death in 1962, created many works that remain on dation for developing Italian Renaissance art, campus. Major pieces can be seen in the museum, Most applicants will have taken and successfully which includes a rare Ghirlandaio altarpiece panel. at the Eck Visitors’ Center, and at the Basilica of completed the most challenging program of studies The Baroque collection highlights works by the Sacred Heart. available in their high schools. We strongly recom- Bloemaert, Coypel, and van Ruisdael. Selections Loan exhibitions from major museums and pri- mend a curriculum including four years each of from the Feddersen Collection of 70 notable vate collections mounted by the Snite are offered English, mathematics, science, history and foreign Rembrandt van Rijn etchings are exhibited fre- periodically in the O’Shaughnessy Galleries, as is language. quently; and the 18th-century collection includes the annual exhibition of student art by candidates All successful applicants are admitted to the such masters as Boucher, Vigee-Lebrun, Reynolds, for M.F.A. and B.F.A. degrees. Special events and First Year of Studies. However, entrance require- Conca, and de Mura. programs include lectures, recitals, films, and sym- ments differ slightly for students planning to pur- The critically acclaimed John D. Reilly Collec- posia held in the 304-seat Annenberg Anuditorium sue studies in science and engineering. Sixteen tion of Old Master to 19th-Century Drawings in- and in the galleries. units are required of all students as described cludes examples by Tintoretto, Tiepolo, Oudry, below. Fragonard, Ingres, Gericault, Millet, and Degas. Academic Regulations. Embodied within the For students intending to choose a major in the The Noah and Muriel Butkin Collection of 19th- Academic Code are policies and regulations govern- College of Arts and Letters or the Mendoza College Century French Art is the foundation of one of the ing the student attainment of academic credit and of Business, excluding the arts and letters premedi- museum’s major strengths, featuring paintings and degrees from the University of Notre Dame. Such cal/predental program and the combined arts-engi- drawings by Corot, Boudin, Couture, Courbet, and regulations have been enacted by the Academic neering program, the 16 units must be distributed Gerome. Council of the University, which retains the au- as follows: The Decorative and Design Arts Gallery spans thority and responsibility for its review and amend- English ...... 4 the 18th through 20th centuries and exhibits early ment. The administration and interpretation of Algebra, advanced algebra, porcelains from Sevres and Meissen. Exceptional academic regulations rest with the administrative trigonometry and geometry ...... 3 ceramics, furniture, glass, and silver pieces repre- academic officers of the University, namely, the Foreign language ...... 2 sent both the Arts and Crafts and Art Nouveau provost, the deans and the University registrar. The History ...... 2 styles of the 19th century in addition to the Art responsibility to abide by the Academic Code re- Science ...... 2 Deco and Bauhaus modern movements. Twenti- sides with the students, faculty and administration. Additional English, mathematics, science, eth-century-designed pieces by Wright, Stickley, The complete Academic Code is published in du history, social studies and language courses .... 3 and Hoffman are also on view. Lac, the University’s guide to student life, as well as For students intending to major in the College of The Janos Scholz Collection of 19th-Century the Faculty Handbook. Science, the College of Engineering, the School of European Photography contains some 5,500 im- Architecture, the arts and letters premedical/ ages of persons and places taken during the first 40 predental program or the combined arts-engineer- years of camera use. ing program, the distribution must be: Native American art focuses on early 19th-cen- tury, Plains Indian-painted war records and cos- English ...... 4 tumes; it also features Mimbres- and Algebra, advanced algebra, Anasazi-painted ceramics from the prehistoric trigonometry and geometry ...... 3 Southwest. Advanced mathematics (calculus or precalculus) ...... 1 Foreign language ...... 2 History ...... 2 Chemistry ...... 1 Physics ...... 1 Additional English, mathematics, science, history, social studies and language courses .... 2 The unit is the credit for a year of satisfactory work in an accredited secondary school. The two language units required must be in the same lan- guage. In some cases, the Committee on Admis- sions waives the foreign-language requirement. 24
APPLICATION PROCESS
First-year students are admitted to the University of Notre Dame for only the fall semester of each aca- demic year. A student who wishes to be considered must have the following items on file: (1) a com- pleted application, (2) an official high school tran- script, (3) a letter of evaluation from a secondary school teacher and (4) an official report of scores on the Scholastic Assessment Test (SAT I) by the College Board or the Assessment by American Col- lege Testing (ACT).
Application. New application forms are available in August of each year. After receiving your appli- cation, you should follow the instructions carefully because the application is your opportunity to tell us about yourself. Include any information about your personal and academic circumstances that will help us evaluate your application. Deposits. Students may apply online via our Web site: If admitted, you must confirm your in- ECISION AND OTIFICATION admissions.nd.edu. D N tention to enroll by submitting a $500 advance PLANS payment by May 1. This enrollment deposit is not High School Transcript. Your high school must refundable. submit an official copy of your transcript, includ- Waiting List. ing a listing of your senior-year courses. Students seeking admission to Notre Dame’s enter- Some applicants will be notified ing class must choose to have their applications re- that they have been placed on a waiting list and Teacher’s Evaluation. Only one evaluation will viewed under one of two procedures. will receive a final decision during the period of be required in your application file. The form for mid-May to mid-June. If placed on the waiting list, 1. Early Action — If you are an outstanding student you should make plans to attend another institu- this evaluation is included in the application with strong junior-year SAT I or ACT scores, you packet. The teacher who knows you best, both as a tion because we cannot predict how many appli- should consider applying for Early Action admis- cants will gain admission from the waiting list in a student and as a person, should complete the evalu- sion. You must apply by November 1 and have all ation. Please do not request letters from people given year. Students admitted from the waiting list supporting documents in the Office of Admissions have two weeks to submit a $500 advance pay- who have not been involved in your educational by that date. Early Action applicants will receive a development. ment, confirming their intention to enroll in the decision letter before Christmas. If admitted under first-year class. Notre Dame’s Early Action procedures, you are not Testing. All applicants are required to take the required to withdraw your other college applica- The Campus Visit. We welcome visits from pro- SAT I or ACT. The test results are part of the tions and have until May 1 to confirm your enroll- evaluation process for admission. You must take spective applicants. Our staff members meet with ment at Notre Dame. You will receive financial aid groups of students and parents to discuss admis- one of these tests no later than January of your se- consideration under the same procedures as Regu- nior year. sions policies and procedures, the First Year of lar Action applicants. The Committee on Admis- Studies program, degree programs, student life, fi- The College Board code for the University of sions will defer decisions on some Early Action Notre Dame is 1841, and the ACT code for Notre nancial aid and other topics of interest. applicants until we can compare their credentials Appointments for weekday sessions are avail- Dame is 1252. with those of the Regular Action applicants. We If you have taken other standardized tests (SAT able from March through mid-December. Appoint- will mail a decision to the deferred applicants by ments for Saturday morning sessions are available II, AP, IB, TOEFL), please include the results with early April. If you are denied admission under Early your application. We will use these scores as from early September to early May. You should call Action, that decision is final, and you may not reap- our office for an appointment at least two weeks in supplementary information, although they cannot ply in Regular Action. be used in place of the SAT I or ACT. advance of your visit. Campus tours are available Anyone who wishes to continue the study of 2. Regular Action — Most applicants choose this when classes are in session and on most weekdays French, German or Spanish at Notre Dame should plan, which requires that you apply by January 9 of the summer. If you would like a guided tour, take the SAT II subject test in that language. The and have all supporting documents in the Office of please request tour information when you call for results will be used for placement purposes. Admissions by that date. We will mail decision let- an appointment. Students enrolled in home-school programs or ters by early April. The Office of Admissions is closed on certain in high school programs that substitute certifica- Early Action: holidays and holiday weekends. Be sure to call us tion of competencies for grades must take three Apply by November 1 for an appointment before you confirm any travel SAT II tests: science, history and foreign language. Decision before Christmas plans. Our telephone number is (574) 631-7505. Confirm enrollment at Notre Dame by May 1 Regular Action: Apply by January 9 Decision by early April Confirm enrollment at Notre Dame by May 1 25
During the academic year the Office of Admis- THE SELECTION PROCESS sions enlists many of the scholars to serve as hospi- INTERNATIONAL STUDENTS tality hosts to prospective students. Through this Notre Dame seeks to enroll intelligent, inquisitive, program, applicants may tour the campus and energetic and compassionate students who will Notre Dame welcomes students from around the spend a night in a residence hall. bring a diversity of talents and backgrounds to our world. These international students enhance the campus. In selecting the class, the Committee on cultural and intellectual atmosphere of our Admissions evaluates thoroughly each applicant’s STUDENTS WITH DISABILITIES community. personal and academic credentials. The admission process for international stu- dents who are not Permanent Residents of the Academic Achievement. In evaluating a Each year Notre Dame admits a number of aca- United States differs slightly from the process for student’s academic achievement, the Committee on demically talented students with various disabili- U.S. citizens. To complete an application, an inter- Admissions considers a student’s curriculum, class ties. Once enrolled here, students with disabilities national student must submit a Certification of Fi- rank, concentration of talent in the high school, may use a variety of services intended to reduce the nances. This document is provided with the test scores, teacher evaluation and essays. Most stu- effects that a disability may have on their educa- application and is on our Web site: dents admitted to Notre Dame have taken the most tional experience. Services do not lower course admissions.nd.edu/international/index.cfm. Addi- demanding courses available, rank among the top standards or alter essential degree requirements but tionally, as English proficiency is critical to a students in their schools and have done quite well instead give students an equal opportunity to dem- student’s academic success at the University, stu- on standardized tests. We could cite the average onstrate their academic abilities. Students can ini- dents who do not speak fluent English must take rank and median test results of our admitted stu- tiate a request for services by registering with the the Test of English as a Foreign Language dents, but a listing of such numbers is often misin- Office for Students with Disabilities (OSD) and (TOEFL). The Scholastic Aptitude Test (SAT I) or terpreted. Each year, some applicants with high test providing information that documents his or her the American College Test (ACT) is also required scores and class rank are not admitted while some disability. Individual assistance is provided in se- for admission. Students who have difficulty locat- students with less impressive numbers are selected lecting the services that will provide access to aca- ing a test center that administers the SAT or ACT for admission based on their other outstanding aca- demic programs and facilities of the University. should contact the American Embassy or an Ameri- demic and personal accomplishments. OSD provides services to students with mobil- can school in their area. ity, hearing and visual impairments as well as stu- International students wishing to apply for our Personal Qualities. The lifeblood of Notre dents with learning disabilities. The services that limited need-based financial assistance must com- Dame resides in its people: faculty, staff and stu- are typically used include alternative formats of plete both the Certification of Finances and a CSS dents. Each potential student’s application is stud- textbooks, modifications in the way students take Foreign Student Aid Application. Based upon a re- ied to determine what talents, skills and interests exams, and readers, note takers and academic aides. view of academic credentials, financial need, and that person might offer Notre Dame’s community. The University maintains accessible rooms in availability of scholarship resources, a student may We have a strong interest in people who can make nine residence halls for students with physical be considered for financial assistance. Financial aid unique contributions and will share their talents disabilities. packages may include student loans, student em- with us — talents as musicians, writers, techni- All Notre Dame students must supply the nec- ployment, and University scholarship assistance. cians, tutors, athletes, artists, volunteer workers, ac- essary initiative and determination to discover and To avoid potential problems with international tors, organizers, thinkers, conversationalists, poets, utilize the available campus resources. Students mail, we urge students living outside the United jugglers or dancers. There is need in each freshman with disabilities will find that a truly creative ability States to apply online via our Web site, class for a variety of talents and personalities. The to solve daily problems may be as important to suc- admissions.nd.edu, and to submit all other applica- listing of activities, written statements and evalua- cess as developing alternative skills through aca- tion materials by courier service. tions gives us a view of the person represented by demic experience. We invite admitted applicants to the application. It is important to present talents visit Notre Dame and become familiar with the fa- and intellectual interests on the application form. cilities here before making a final college choice. For more information, contact the Office for The Notre Dame Scholar. Each year the Com- Students with Disabilities at (574) 631-7157 or mittee on Admissions designates a select number of (574) 631-7173 (TTY). the admitted students as Notre Dame Scholars. This recognition is based upon their outstanding academic and extracurricular accomplishments throughout their high school careers. These stu- dents appear to exhibit the greatest potential for academic and social contributions within the Notre Dame community and are generally the strongest prospects from an applicant pool of more than 10,000 individuals. All admitted applicants are considered for the Notre Dame Scholar distinction. Notre Dame Scholars will be notified of the designation in their letter of admission. A monetary award accompanies this distinction if the student has demonstrated substantial financial need as determined by a careful review of the Finan- cial Aid Profile of the College Scholarship Service and the FAFSA. 26
Fees and Expenses special circumstances may require him or her to TRANSFER ADMISSION carry fewer than 12 semester hours in any semester (including a senior in his or her last semester) must seek approval to be part-time from his or her re- Some students are admitted to Notre Dame with In the undergraduate colleges, the University is es- spective college. This request and conversion, if ap- advanced standing. If you wish to apply for admis- sentially a residence school for full-time students. proved, must be made before the seventh class day sion as a transfer student, you must have (1) com- As many students as accommodations will allow are of a fall or spring semester. If permission is granted, pleted at least one academic year at an accredited housed in the campus residence halls. First-year the dean will notify the Office of Student Accounts college or junior college, (2) obtained the equiva- students are obliged to live on campus. Permission of the change of status and an adjustment to tu- lent of at least 27 semester hours of transferable to live off campus must be obtained from the dean ition will be made if necessary. No adjustment to credit, and (3) maintained a cumulative “B” aver- of students. The fees listed below are for the aca- tuition will be made without permission of the age in all courses. (The competition is such that the demic year 2002-03 and are subject to change ac- cording to factors operating within the economy dean. average GPA for admitted students is significantly that affect universities as well as the country as a higher.) The committee gives strong preference to whole. Undergraduate Fees. applicants who have completed Notre Dame’s first- • Technology Fee: $125 per semester. year course requirements. Correspondence courses, Campus Resident Student. The basic fee for • Student Activity Fee: $40 per semester. USAFI courses and credits earned through the Col- the academic year 2002-03 ranges from $16,010 to • Observer Fee (daily student newspaper): $6 per lege Level Examination Program (CLEP) are not $16,085 per semester. This fee entitles the student semester. acceptable. to instruction and tuition for the semester; meals in To be eligible for an undergraduate degree, you The above fees do not cover the cost of textbooks, the University dining halls; a room in a residence must complete at least 60 credits at Notre Dame, stationery, etc., which is estimated at $850 per year hall*; the use of the general library and the depart- including the senior year. Thus, if you are beyond for the average undergraduate student. mental libraries; admission to many lectures, con- sophomore level at another college not in a special The technology fee provides partial funding for certs and entertainments in Washington Hall; program, it is unlikely that you will gain admission the University’s enterprise-wide technology infra- dispensary service and medical attention in the as a transfer student. structure, which provides all students access to the University Health Services (special diagnostic tests, As a transfer applicant you must provide the Internet, e-mail, courseware, campus clusters, medication, X-rays and hospitalization are not in- Office of Admissions with (1) a completed applica- ResNet, and a wide array of the latest software. cluded); the use of the Rockne Memorial, the Joyce tion form, (2) an official transcript from each col- This fee provides for the growth in student services, Center, the Rolfs Sports Recreation Center, the lege attended along with course descriptions, (3) a such as course and degree requirements, Web athletic fields and the University golf course (there final high school transcript and (4) an official SAT Registration, and value-added Internet related is a nominal fee for the use of the golf course and or ACT score. capabilities. for the ice rink in the Joyce Center); a copy of each If you are interested in transferring to Notre issue of the Scholastic (the news magazine of the Dame, please note that we cannot guarantee on- Group Sickness or Accident Insurance. To University) and a copy of the Dome (the yearbook campus housing to transfer students. Off-campus assist in financing any medical or hospital bills, a of the University) in the second semester (for se- housing close to the University is available; stu- group insurance plan is available to students. Notre niors who have left at the end of the first semester, dents are offered campus accommodations from a Dame requires all international students to have there will be a charge of $5 to cover the cost of waiting list if rooms become available. health insurance coverage. mailing the Dome). You must submit your transfer application for At the beginning of the academic year, the op- *Rooms are available in 27 residence halls. A se- the fall semester by April 15. The Transfer Admis- portunity is provided to show proof of personal curity deposit of $50 is required as a room reservation sions Committee will notify you of its decision be- health insurance coverage. In the event such proof guarantee and for any damages that may be caused by tween June 1 and July 15. is not presented, the student will be automatically the campus resident student. This deposit is refundable The deadline for the spring semester is Novem- enrolled in the University-sponsored plan and the upon graduation or departure from the University ber 1. The committee will notify you of its decision charge for the premium will be placed on the after review and approval by the Office of Student between December 1 and January 15. student’s account. The last date an international Accounts. Please contact us to request the appropriate ap- student may be waived from the University Student plication form if you are interested in applying for Insurance Plan is September 15, 2002. Off-Campus Student. The tuition fee for the transfer admission. Write to: Information regarding the University-spon- full-time off-campus student is $12,755 per semes- Office of Undergraduate Admissions sored plan is mailed to the student’s home address ter for the academic year 2002-03, which entitles Attention: Transfer Admissions in July. Additional information is available in Uni- the student to instruction for the semester and Committee versity Health Services by calling the Office of In- those things listed above under the total fee for the University of Notre Dame surance and Accounts at (574) 631-6114. campus resident student, with the exception of Notre Dame, IN 46556-5602 The cost of the premium for the 2002-03 aca- board and lodging. Dispensary service and medical demic year (effective August 15, 2002, to August attention in the University Health Services are Students may apply online via our Web site: 15, 2003) is $641. available to off-campus students, but medication, admissions.nd.edu. diagnostic and other therapeutic facilities are not Payment Regulations. All fees and required de- included in this service. For the off-campus student posits are to be paid in advance of each semester. requiring board and lodging at the University Billing will be made one month before each semes- Health Services in time of illness, there is a charge ter. The University does not accept credit card pay- of $50 a day. ments. Remittance should be made payable to the University of Notre Dame. Notre Dame students Part-Time Undergraduate Student. An under- taking certain courses at Saint Mary’s College that graduate degree-seeking student must be in full- carry special fees will be billed for such charges ac- time status each semester. Any undergraduate cording to Saint Mary’s rates. student who is enrolled in at least 12 credit hours is considered full-time. A student who believes that 27
Withdrawal Regulation. Any graduate, law, Student Financial Aid Student Expense Budget. Of course, expenses MBA* or undergraduate student who at any time for college will vary from one institution to another within the school year wishes to withdraw from the and are subject to change from one year to the University should contact the Office of the Regis- The Office of Student Financial Services, which next. Estimated average expenses for first-year trar. To avoid failure in all classes for the semester includes the Offices of Financial Aid, Student undergraduates at Notre Dame for the 2002-03 and to receive any financial adjustment, the with- Accounts, Cashier Services, and Student Employ- academic year include: drawing student must obtain the appropriate clear- ment, administers all student financial aid pro- ance from the dean of his or her college and from grams, a broad array of financial products and Tuition and Fees ...... $25,840 the assistant vice president for Residence Life. services, and payment plans, to assist in helping to Room, Board and Phone ...... 6,810 On the first day of classes, a full-tuition credit make a Notre Dame education affordable for all Books ...... 850 will be made. Following the first day of classes, the families. Personal/Transportation ...... 1,400 tuition fee is subject to a prorated adjustment/credit ——— if the student (1) withdraws voluntarily for any rea- Principles. Notre Dame subscribes to the prin- Total $34,900 son on or before the last day for course discontinu- ciples of student financial aid administration as en- ance at the University, or (2) is suspended, dorsed by the College Scholarship Service of the There will be variations in the above costs based on dismissed or involuntarily withdrawn by the Uni- College Board and the National Association of Stu- residence hall accommodations, travel costs and versity, for any reason, on or before the last day for dent Financial Aid Administrators. Notre Dame, personal expenses. It should be noted that, because course discontinuance at the University, or (3) is along with the hundreds of other institutions, states of rising costs, annual increases in the above budget later obliged to withdraw because of protracted ill- and organizations which follow these principles, in- can be anticipated. ness, or (4) withdraws involuntarily at any time be- cludes demonstrated financial need as a criterion in cause of military service, provided no credit is awarding financial aid. In addition to a student’s Family Contribution. The University assumes received for the classes from which the student is academic and personal credentials, financial need is parents will contribute to their children’s education forced to withdraw. an essential factor in the awarding of the to the extent they are capable as long as the student Upon return of the student forced to withdraw University’s scholarship/grant programs. is enrolled as an undergraduate. Notre Dame can- for military service, the University will allow him or Among the many myths that exist about the fi- not accept financial responsibility for students her credit for that portion of tuition charged for the nancial aid process, perhaps the most common is whose parents discontinue this support for reasons semester in which he or she withdrew and did not that which claims that only the low-income family other than ability to pay. It is important to note receive academic credit. is eligible for financial aid. Unfortunately, as a re- that the family includes both the parents and the Room and board charges will be adjusted/cred- sult, many students do not even apply for aid be- student. Students seeking financial aid will be ex- ited on a prorated basis throughout the entire cause it is assumed that the family income is too pected to contribute toward their educational ex- semester. high. Although income is an important factor in penses. This self-help may include resources from a Students receiving University and/or Federal determining a family’s ability to pay for college, it portion of their own assets, as well as earnings re- Title IV financial assistance who withdraw from the is only one of the many factors considered. The size sulting from work prior to and during their enroll- University within the first sixty percent (60%) of of the family, age of parents, number of family ment at Notre Dame. In a very real sense, students the semester are not entitled to the use or benefit of members in college, assets and liabilities and pri- who borrow also contribute to their costs from University and/or Federal Title IV funds beyond vate school costs are also considered. their future earnings. their withdraw date. Such funds shall be returned Equally significant in determining need is the Given the premise that families have the pri- promptly to the entity that issued them, on a pro cost of attending an institution. The same student mary responsibility for paying for the cost of a rata basis, and will be reflected on the student’s may have adequate family resources for attendance student’s education, Notre Dame will attempt to University account. at a public institution but may show substantial assist those families who cannot meet all of their This Withdrawal Regulation may change sub- need at a higher-cost institution, such as Notre expenses. ject to federal regulations. Examples of the applica- Dame. Those families feeling the need for financial tion of the tuition credit calculation are available assistance are encouraged to investigate the possi- Verification. The federal government requires the from the Office of Student Accounts upon request. bilities outlined herein. University to verify and document certain informa- *Executive M.B.A. students are subject to a differ- Inherent in the concept of need is the premise tion provided by students and their families in rela- ent Withdrawal Regulation and Tuition Credit Cal- that the primary responsibility for financing a col- tion to an application for assistance. Such docu- culation, both of which may be obtained from the lege education lies with the family. Notre Dame as- ments may include copies of federal income tax re- Executive M.B.A. Program. sumes that families will contribute to the student’s turns and W-2 forms. For purposes of verification, education to the extent they are capable. the University currently participates in the Federal Payment Plan for Budgeting Educational The difference between the family contribution Quality Assurance Program. Expenses. The University makes available an in- and the student’s total collegiate expenses for a terest-free monthly payment plan through Aca- given year is financial need. Another way of express- Financial Aid Application Process. To be con- demic Management Services (AMS), One AMS ing this concept is outlined below: sistent in estimating a family’s ability to pay, Notre Place, P.O. Box 991, Swansea, MA 02777. This Dame has subscribed to a nationally approved uni- plan allows families to spread out education pay- College Budget form method of needs analysis. Many institutions ments over a 10- or nine-month period rather than – Family Contribution and other organizations involved in the administra- make two larger payments, one at the beginning of tion of student financial aid programs also sub- = Financial Need each semester. scribe to this institutional methodology. The annual fee to enroll in the AMS program is $50. That cost includes a life insurance provision called Tuition Protection Coverage, which would pay the University the remaining balance of the plan in the event that the designated bill payer should die. For more information on the AMS Monthly Payment Plan, call AMS at (800) 635- 0120. 28
Because the federal government is a major pro- It should also be noted that a prospective first- Because the amount of financial aid awarded an vider of student aid, it has created a set of criteria year or transfer student should not wait for an admis- individual reflects the family financial situation, the to determine a student’s eligibility for its programs. sions decision prior to filing for financial aid. Priority University, as a matter of policy, does not publicly This information is gathered annually on the Free consideration will be given to students who meet announce the amount of aid awarded. All informa- Application for Federal Student Aid (FAFSA). All the FAFSA and CSS PROFILE filing deadlines. tion received by the Financial Aid Office is treated students seeking financial aid consideration for ei- Additional consideration may be given to late ap- as confidential. ther federal and/or non-federal student aid pro- plicants if funding permits. All forms of aid awarded by the University are grams must file the FAFSA. The FAFSA is available Upon proper and timely submission of the subject to adjustment based upon additional at www.fafsa.ed.gov and should be filed between FAFSA and the CSS PROFILE, the applicant will awards received by the student in excess of the es- January 1 and February 15 for prospective first-year automatically be considered for all forms of assis- tablished need. Students receiving aid from the students, January 1 and February 28 for continuing tance, including academic scholarships, which the University of Notre Dame must notify the Office students, and January 1 and March 31 for prospec- Financial Aid Office administers. of Financial Aid of all other forms of educational tive transfer students. assistance from financial aid sources other than The College Scholarship Service (CSS) also Financial Need. Upon receipt of the FAFSA and those directly administered by the Office. provides a supplemental application known as the CSS PROFILE, the Financial Aid Office will care- The total financial aid received by a student CSS Financial Aid PROFILE. This application of- fully review the information in light of the may not exceed the total cost of education. ten allows the student and family to provide addi- applicant’s individual circumstances and the fund- tional, more comprehensive information with ing levels of the various programs it administers. It Renewal of Financial Aid. It is important to which the institution can make a better evaluation will consider any special circumstances mentioned note that the vast majority of financial aid pro- of the family’s financial circumstances. The PRO- in the narrative section of the CSS PROFILE or grams are not automatically renewed from year to FILE (along with the appropriate fee) must be sub- brought to its attention by the student or parents. year. Because of changes in family circumstances, mitted to CSS by February 15 for prospective The result of this analysis is an expected family con- financial aid policies, funding levels and college first-year students, February 28 for continuing stu- tribution figure, which is subtracted from the stu- costs, the CSS PROFILE and the FAFSA must be dents, and March 31 for prospective transfer stu- dent expense budget to determine financial need. filed annually. The deadline for renewal application dents to be considered for all the financial aid If financial need is demonstrated, the Financial for all forms of assistance administered by the programs administered by Notre Dame, including Aid Office is committed to providing financial aid University’s Office of Financial Aid, including scholarship/grant programs. Students seeking only resources to meet the financial need. In many cases scholarships, is February 28. federal aid need to file only the FAFSA. Students where assistance is made available, it is done in applying for both federal and institutional aid con- package form; that is, two or more forms of assis- International Students. Financial aid opportu- sideration must file the FAFSA and the CSS PRO- tance are combined with each other to meet the nities for international students are limited. Inter- FILE, listing the University of Notre Dame as a demonstrated need. In most cases this may include national students should be prepared to finance, recipient. The federal code for identifying Notre opportunities for scholarships, loans and/or work. either privately or through a sponsor, the full cost Dame on the FAFSA is 001840. Notre Dame’s of their Notre Dame education. The International CSS code for the PROFILE is 1841. Student Certification of Finances (available at Students may obtain the CSS PROFILE at http://financialaid.nd.edu) must be submitted at www.collegeboard.com or by calling (800) 778- the time of application for admission, illustrating 6888. and documenting sufficient financial support to The CSS PROFILE is made available in the fall meet the projected cost of a Notre Dame under- of the year and may be filed as soon as the appli- graduate education. cant and family have reasonable estimates of what Prospective first-year students wishing to be family income figures for the current calendar year considered for limited need-based financial assis- will be. In some cases, it may be necessary to wait tance must first complete an International Certifi- until the calendar year is completed to obtain more cation of Finances along with an International accurate information. In either case, the CSS PRO- Student Financial Aid Application (available at FILE must be submitted as directed. If tax infor- http://financialaid.nd.edu). Based upon a review of mation for the previous calendar year is not yet academic qualifications, financial need and avail- completed, reasonable estimates may be used. Ap- ability of student aid resources, an applicant may plicants for financial aid should also be prepared to be considered for financial assistance, including a submit directly to the Office of Financial Aid cop- self-help component of a student loan and student ies of parents’ and student’s Federal tax returns and employment along with University scholarship as- parents’ W-2 forms for the calendar year prior to sistance. The Certification of Finances and the CSS the academic year for which financial assistance is International Student Financial Aid Appilcation being requested. These documents should be will be reviewed along with the student’s admission signed and sent directly to the Financial Aid Of- application. fice, which reserves the right to request additional documentation and/or clarification of a family’s fi- nancial situation. 29
The Certification of Finances is kept on file for Students not receiving scholarship/grant assis- State Scholarships and Grants. Although pro- continuing international students, outlining the tance may be considered in subsequent years based grams vary from state to state, all applicants are en- family’s annual responsibility to meet educational on financial need and the availability of University couraged to seek information about the possibility expenses as a condition of continued enrollment at scholarship/grant resources. of obtaining a state scholarship/grant as a student the University of Notre Dame and for satisfying Students receiving scholarships/grants are often at Notre Dame. Details regarding application pro- the U.S. Immigration and Naturalization Service’s asked to cooperate in the University’s relations with cesses, eligibility requirements, amounts, etc., vary regulations required for maintaining an officially benefactors. This may include granting the Univer- from state to state. Among the states that currently authorized U.S. Student Visa status. sity permission to release academic information to award scholarship/grant assistance to Notre Dame scholarship/grant donors. Students receiving schol- students are Indiana, Pennsylvania, Rhode Island arships may also be asked to correspond directly and Vermont. FINANCIAL AID PROGRAMS with the benefactor(s) of their scholarship(s). Military Scholarships. The University of Notre Notre Dame Alumni Club Scholarships. Many Dame, in cooperation with the military services, of- There are numerous types of financial aid opportu- Notre Dame Alumni Clubs offer scholarships to fers Army, Navy, Marine Corps and Air Force Re- nities for students. The process outlined above is students in their geographic area. Since these serve Officers’ Training Corps (ROTC) programs that which the student follows for all aid programs awards are based upon information supplied by the for interested and qualified students. Satisfactory administered by the Financial Aid Office of Notre University’s Admissions and Financial Aid offices, course completion leads to an Officer’s Commis- Dame. Through this one process, applicants are applicants who follow the standard admissions and sion upon graduation from the University. considered automatically for all aid programs at the financial aid procedures of the University will be ROTC scholarships are available on a competi- University for which they are eligible, including considered by alumni clubs offering such awards. tive basis for both men and women. Scholarships academic scholarships. Students are also strongly Some alumni clubs will require additional steps, may be awarded to cover up to the full cost of tu- encouraged to pursue opportunities outside the such as the completion of a local application and/or ition, books and fees, plus an in-school subsistence. University. Information regarding some of these a personal interview. Scholarships are awarded on merit and personal outside programs is outlined below. However, be- qualifications. Applications must be filed during cause students come to Notre Dame from all 50 Federal Pell Grant. The Pell Grant is a non- the fall semester of the student’s high school senior states and many foreign countries, further details repayable grant made available by the federal gov- year. about state and local programs must be obtained ernment to eligible undergraduate students enrolled Application forms and further program descrip- through the student’s and family’s individual ef- in a degree-granting program. tions are available from high school counselors, forts. Notre Dame cooperates with the U.S. Depart- military recruiting officers and ROTC departments Most aid programs will fall into one of three ment of Education in administering this program. at any participating college or university. categories of assistance: scholarships/grants, student Applicants must be U.S. citizens or permanent resi- First-year students and upperclassmen are eli- employment or loans. dents of the United States. gible to voluntarily enroll in the three-year ROTC The FAFSA serves as the application for the college programs at Notre Dame and compete for a SCHOLARSHIPS/GRANTS Pell program. Eligibility is determined by a U.S. limited number of scholarships within the units. Department of Education formula uniformly ap- For more information, contact: ROTC (Army, plied to all applicants. Within four to six weeks af- Navy and Marine Corps or Air Force), University Scholarship/grant assistance is a type of aid that is ter applying, the student will receive a Student Aid of Notre Dame, Notre Dame, IN 46556. free of repayment obligation. Report (SAR) from the federal government. Eli- gible students will be notified by the Financial Aid Other Federal Assistance Benefits. Certain Notre Dame Scholarships/Grants. All students Office of Notre Dame. In 2002-03, the grants may students may be eligible for special forms of federal accepted for admission, who have completed the fi- range from $400 to $4,000 at Notre Dame. agency benefits. Among these agencies are nancial aid process as outlined above, are automati- Americorps, the Veterans Administration, the Of- cally considered for University scholarships and SEO Grant. Notre Dame participates in the Fed- fice of Vocational Rehabilitation and the Bureau of grants. The level of University assistance is based eral Supplemental Educational Opportunity Grant Indian Affairs. Further details may be obtained on demonstrated financial need and academic per- Program (SEO Grant). These federal grants cur- through the appropriate local office of the particu- formance and will thus vary from student to rently range up to $4,000 for students with excep- lar agency. student. tional financial need. The Financial Aid Office Renewal of University scholarship/grant assis- selects recipients from among the most needy ap- Private Scholarships. Many private organiza- tance is based upon a review of students’ academic plicants, in accordance with guidelines established tions provide financial assistance to Notre Dame performance at the University and their annually by the U.S. Office of Education. The number and students. Scholarship information may be obtained demonstrated financial need. amount of these grants will depend upon the avail- by contacting civic, professional, religious, and A self-help component, including student loan ability of funds from the federal government each other community organizations. and campus employment programs, serves as the year. Federal SEO Grant funds are available only to The Financial Aid Information Page at foundation of a financial aid package prior to U.S. citizens or permanent residents of the United www.finaid.org and the College Board Online at scholarship/grant consideration. The amount of States. www.collegeboard.com provide scholarship search self-help will grow annually, based on several fac- information. tors, including increases in cost, annually deter- Caution is advised when using fee-based schol- mined financial need, and self-help limits of loan arship search enterprises. Students also should be and work programs. careful in providing confidential/personal informa- tion (e.g., credit card numbers) to such organiza- tions. 30
Applicants are automatically considered for this Federal Stafford Loan Program. Undergraduate STUDENT EMPLOYMENT program as a part of the financial aid process out- students are currently eligible to borrow through lined above. As with any federally sponsored aid the Federal Stafford Loan Program. General eligi- program, the student must be a U.S. citizen or have bility requirements include U.S. citizenship or per- Excellent part-time employment opportunities, in- permanent residence in the United States. manent residency in the United States, as well as cluding those offered through the need-based Fed- The interest rate on Federal Perkins Loans is enrollment on at least a half-time basis, good stand- eral Work-Study and Paid Community Service currently 5 percent. The student may have up to 10 ing at the University, and satisfactory academic Programs as well as other programs, are made avail- years to repay the loan but could have less, depend- progress. able in an effort to assist students in meeting some ing on the total borrowed. Under current regula- Federal Stafford Loans are generally made of the costs related to college attendance. tions, interest and repayment begin nine months available to eligible Notre Dame students through Approximately 40 percent of Notre Dame un- after leaving school or when the student ceases to one of several major lenders recommended by the dergraduates are employed on campus annually. be enrolled on at least a half-time basis. Schedule University. Many student employees average 10-12 hours for repayment of loans, including interest, is on a The program offers a long-term, repayable loan of work per week. Students are paid on a biweekly quarterly basis. opportunity to assist students in meeting their edu- basis via a direct deposit to their personal bank ac- Students may defer repayment of the loan (and cational expenses. counts. Hourly rates vary depending on the job re- no interest accrues) while enrolled as at least half- All first-time borrowers complete and forward a quirements. The basic hourly wage rate is $6.35. time students at eligible institutions. Master Promissory Note to the Office of Financial The Job Board, located at http:// All or part of a Federal Perkins Loan may be Aid at the University. The Office of Financial Aid studentemployment.nd.edu, provides a comprehen- cancelled for borrowers who enter certain teaching will certify the student’s enrollment, cost of educa- sive listing of jobs available to students, including areas or specified military duty. tion, academic standing and the amount of other community service positions (e.g., tutoring, sup- financial aid awarded. port services, program assistants) along with on- To determine a student’s eligibility for a feder- campus jobs in areas such as the dining facilities, ally subsidized Stafford loan, the following formula the many campus libraries, the computer labs, and is used: office/clerical positions. Student Expense Budget - (Family Contribution + Financial Aid) LOANS = Federal Stafford Eligibility
It is possible for students from various income Borrowing a student loan is a matter that should be levels to qualify for Federal Stafford Loans. Stu- undertaken with the greatest of deliberation and dents following the financial aid application proce- with full knowledge of the significant responsibili- dures previously outlined are automatically ties involved. Notre Dame borrowers have a proven considered for these loans. record of responsible borrowing and repayment of After the Office of Financial Aid certifies the loan obligations. To assist borrowers, the Univer- Master Promissory Note, the lender reviews the ap- sity provides them with an outline of their rights plication and then forwards it to the guarantor for and responsibilities. In addition, all borrowers are final review. The guarantor or the lender then noti- advised of their loan repayment options and obliga- fies the student of approval of the loan. Approxi- tion upon leaving the University. In an effort to mately 3 percent of the amount borrowed will be provide additional information regarding a deducted prior to the loan being disbursed in order borrower’s rights and responsibilities, the Office to pay for the origination and guarantee of the of Financial Aid offers general counseling to all loan. The applicant should mail the Master Prom- borrowers. issory Note to the Office of Financial Aid before July 1. Federal Perkins Loan. Notre Dame participates Loan proceeds are typically disbursed electroni- in the Federal Perkins Loan Program. As with all cally at the beginning of each semester to the student loans, student borrowers will be responsible student’s account at the University. One-half of the for repaying, with interest, this source of financial annual amount, after subtracting loan origination assistance after terminating their education. Within fees, is credited at that time. conditions prescribed by law and regulations issued For those students qualifying under terms out- by the U.S. Department of Education, Notre lined above, the government will pay the interest Dame selects student recipients, arranges the loans to the lender for the borrower during periods of and is responsible for collection. The annual alloca- school attendance as well as during other autho- tion of funds to the University by the federal gov- rized periods of deferment. For this reason, this ernment limits both the number of loans and program is known as the Subsidized Federal maximum amount available per student. Stafford Loan. 31
Current regulations permit undergraduate stu- The total combined subsidized and dents to borrow up to $2,625 per year for fresh- unsubsidized aggregate borrowing for these stu- OTHER men, up to $3,500 for sophomores, and up to dents cannot exceed $46,000 for undergraduates. $5,500 per year for three more undergraduate Another major difference between the provi- Monthly Payment Plan. The University offers a years, with a cumulative total of $23,000 for un- sions of the subsidized and unsubsidized Stafford monthly payment plan through Academic Manage- dergraduate study. Loan is that the federal government is not paying ment Services (AMS). With the AMS interest-free Federal Stafford Loans must be repaid in full in-school interest to the lender while the student is payment plan, a family has the opportunity to with interest, except when the borrower is deceased enrolled in school. Interest may be paid monthly or spread tuition payments over a 10- or nine-month or totally and permanently disabled. Repayment quarterly by the borrowers or may be added to the period. The annual fee to enroll is $50. That cost begins six months after termination of at least half- principal balance of the loan (capitalized). includes a life insurance provision called Tuition time enrollment. Repayment may generally be ex- Protection Coverage, which would pay the Univer- tended over a period of up to 10 years but could The Notre Dame Undergraduate Loan Pro- sity the remaining balance of the plan in the event vary, depending upon the amount borrowed. Cer- gram. The University, in cooperation with that the designated bill payer should die. Addi- tain borrowers may also be eligible for loan consoli- Citibank and its Student Loan Corporation (SLC), tional information may be obtained by contacting dation options that allow for extending payment offers a very competitively priced non-need-based AMS at (800) 635-0120. periods beyond 10 years. The interest rate will vary student loan program to assist undergraduate stu- annually. Specific repayment plans are arranged be- dents with the financing of their education. Terms Federal Parent Loans (PLUS). The Federal tween the lending institution and student. Under of the Notre Dame Undergraduate Loan include: PLUS loan provides a borrowing option for parents very limited conditions, a student may have part of • Variable interest rate based upon the 91-day of dependent undergraduate students. Based upon the Stafford Loan obligation repaid for certain T-Bill plus 2.5 percent. a parent’s creditworthiness, a parent may borrow kinds of military service. • Interest begins to accrue upon disbursement of through this federally guaranteed, non-need-based Unsubsidized Federal Stafford Loans generally the loan. loan program. Additional terms, subject to revision involve the same provisions as those available • No origination fee or insurance fee. by federal law, include: through the subsidized program, except as noted • Repayment of accrued interest and principal • Variable interest rate. below. Students following the financial aid applica- beginning six months after the student ceases • Three percent origination fee and up to 1 per- tion procedures outlined above, who do not dem- to be enrolled in school, not to exceed seven cent insurance fee. onstrate financial need as defined by federal years from the first disbursement of the first • Repayment on both principal and interest usu- regulations, can receive consideration for these loan, and generally extending up to 15 years. ally beginning within 60 days of disbursement unsubsidized loans. • Opportunity for eligible students to borrow up of the funds, generally extending up to 10 To determine a student’s eligibility for an to $10,000 annually, with an undergraduate years. unsubsidized Stafford loan, the following formula aggregate of $50,000. • Opportunity for parents to borrow up to the is used: • Requirement of a creditworthy U.S. resident full cost of education minus student aid. Student Expense Budget co-signer. • Deferment of principle and interest, offered by - Financial Aid Additional information and an application for some lenders during the student’s enrollment the Notre Dame Undergraduate Loan may be ob- Federal Unsubsidized Stafford Loan Eligibility period. (Contact lender for details.) tained from the Office of Financial Aid (http:// One provision of unsubsidized loans that dif- financialaid.nd.edu) or Citibank’s Student Loan Corporation at (888) 812-3479. fers significantly from the subsidized program re- The University provides borrowers with a list of lates to borrowing limits for independent students preferred PLUS loan lenders. The preferred lenders and for dependent students whose parents have have established themselves as quality institutions been denied PLUS loan (see below) eligibility. based upon efficiency in loan origination, respon- Based upon the student’s program length, the com- siveness to questions, quality of servicing and long- bination of subsidized and unsubsidized Stafford term participation and commitment in the federal annual borrowing cannot exceed the following loan loan program. The basic provisions for loans of- limits: fered by these preferred lenders are consistent with Year Amount all federally insured educational loans. In addition, 1st ...... $ 6,625 these preferred lenders participate in Notre Dame’s 2nd ...... 7,500 electronic application and fund transfer process. 3rd-5th ...... 10,500 This participation provides a superior service in terms of processing and delivery of funds. Further information and an application may be obtained from the Office of Financial Aid. 32
Standards of Progress A. Academic Good Standing: In general, stu- (minimum semester GPA) and for Academic Satis- dents must meet the University’s minimum re- factory Progress (minimum cumulative credits for Recipients of quirements for academic good standing, as outlined earned) for undergraduate recipients of federal fi- in du Lac, to receive federal financial aid. Failure to nancial aid. Standards for both full-time and part- Financial Aid retain academic good standing will result in aca- time students, as well as for four-year and five-year demic probation and probation for purposes of fed- academic programs, are shown. The University of Notre Dame requires all recipi- eral financial aid. Students may receive federal aid Undergraduate transfer students will be placed ents of institutional financial aid to maintain aca- while in this probationary status. However, once on the chart below based on the advanced status demic good standing as outlined in du Lac. In students are declared “subject to dismissal,” if they determined at the point of admission (number of addition, the Higher Education Act as amended are “continued on probation,” they are not auto- transfer credits accepted). Such students will then and subsequent federal regulations require institu- matically eligible for federal financial aid. be evaluated using the criteria listed. tions to define, publish and implement Standards B. Academic Satisfactory Progress: Students The Standards of Progress are reviewed at the of Progress for students receiving federal financial must earn credits at the rates prescribed to main- end of each even-numbered semester for the quan- aid. Recipients of aid through the following pro- tain eligibility for federal financial aid. The follow- titative aspect of the policy; the Standards are re- grams are subject to these standards: Pell Grant, ing letter grades do not result in credits earned: F, viewed each semester for the qualitative aspect of Supplemental Educational Opportunity Grant X, I, U, V, W, NR. the policy. Students terminated from federal aid for (SEO Grant), State Student Incentive Grant Full-time undergraduate students are expected failure to maintain these standards must achieve all stated grade point average and cumulative credits (SSIG), Stafford Loan, Perkins Loan, PLUS loan to complete degree requirements in either eight or and Federal Work-Study (FWS). The outlined 10 semesters, depending on their academic pro- earned requirements for their academic year level Standards of Progress are established for this gram. The chart below outlines the minimum re- before aid can be reinstated. Students who are ter- purpose. quirements for Academic Good Standing minated and wish to return with aid for the follow- ing semester may use the time between semesters to accomplish readmittance, achieve the minimum cu- mulative credits earned requirement or complete courses for which the grade of X or I has been as- UNDERGRADUATE STANDARDS OF PROGRESS FOR RECIPIENTS OF FEDERAL FINANCIAL AID signed. Semesters Minimum Minimum Cumulative Minimum Cumulative The Financial Aid Office will notify students in writing when failure to maintain progress results in Semester Credits Earned Credits Earned the loss of financial aid. Appeals of such a decision, GPA Required of Required of based on mitigating circumstances, must be made Full-time Students Part-time Students in writing by the student to the Financial Aid Of- 1 1.7 fice. Appeals will be evaluated, and a written deci- sion will be forwarded to the student within three 2 1.85 20 10 weeks of the receipt of the appeal. 3 2.0 4 2.0 48 24 5 2.0 6 2.0 84 42 7 2.0 8 2.0 120 60 9 2.0 10 2.0 156 78 11 2.0 12 2.0 96 13 2.0 14 2.0 114 15 2.0 16 2.0 132 17 2.0 18 2.0 150 19 2.0 20 2.0 168 Full-time is defined as 12 hours or more; part-time is defined as 11 hours or less. 33
Reserve Officers Training Corps Programs
The University of Notre Dame offers the opportu- nity to combine the pursuit of an academic degree with earning an officer’s commission in either the United States Army, Navy, Marine Corps or Air Force. Students enrolled in any of the colleges of the University may participate in the Reserve Offic- ers Training Corps (ROTC). Selection of courses in the student’s academic major is independent of those selected for ROTC. First-year students en- rolled in any of the three ROTC programs are ex- empted from the University’s requirement for physical education. The three ROTC programs are under the cam- pus jurisdiction of the associate provost who serves as the director of military affairs. The College of Arts and Letters and the Col- lege of Business Administration accept a maximum of 12 free elective credits from the 300- and 400- level military sciences only. Credit from the 100- and 200-level courses does not count toward the degree requirements and must be subtracted from the total number of degree credits listed on the Army ROTC freshman orientation on the Notre Dame campus transcript. In the College of Engineering, ROTC students 111. Orientation to Military Science are permitted a maximum of six credits of upper- MILITARY SCIENCE (1-1-1) Hennessey level air, military or naval science as substitutes for A study of the organization of the Army with em- specified degree requirements determined by the Chair and Professor: phasis on career opportunities for ROTC gradu- department. Not more than three credits may be Lt. Col. David A. Mosinski, USA ates. Military courtesy and discipline, customs and substituted for history or social science. All air, Assistant Professors: traditions of the service, and development of lead- military or naval science credits not so substituted Lt. Col. John L. Arata, USA (Ret.) ership fundamentals through practical exercise. are not credited toward degree requirements in Maj. Gary Masapollo, USAR programs. Capt. Bartholomew J. Hennessey, USA 112. Basic Military Leadership In the School of Architecture, ROTC students Maj. David M. Wood, USA (1-1-1) Hennessey are permitted a maximum of six credits of 400-level A study of functions, duties and responsibilities of air, military or naval science courses as substitutes The Army ROTC Program develops leadership junior leaders. Operations of the basic military for electives within the 163 credit hours required ability and prepares students for the challenges and team. Basic First Aid CPR certification. Special at- for the bachelor of architecture degree. responsibilities they will face as Army officers and tention will be given to the development of leader- The College of Science will count a maximum civilian leaders. Through a series of classroom ship potential through practical exercises. of six credit hours of upper-level (300- or 400- courses and practical exercises, cadets learn self- 211. Applied Leadership I level) ROTC courses toward the 124-credit-hour confidence, time management and decision-making (2-1-2) Arata requirements. These courses will be counted as free skills. The role of the professional officer in the Study and application of map-reading skill, mili- electives. preservation of peace and national security is em- tary communication systems and procedures and phasized, with particular attention placed on ethi- Army leadership fundamentals. The course will de- cal conduct and the officer’s responsibilities to velop basic individual skills in the above areas society. The program culminates in an officer’s through class work and practical exercises. commission as a Second Lieutenant in the Active 212. Applied Leadership II Army, Army Reserve or Army National Guard. (2-1-2) Arata Opportunities for follow-on postgraduate study The Army’s structure, staff organization and func- also exist. tion, as well as an overview of small unit funda- mentals up to platoon level, the principles of war as Course Descriptions. The following course de- a historical study, and small unit leadership in tac- scriptions give the number and title of each course. tical settings are the focus of this class. The Lecture hours per week, laboratory and/or tutorial branches of the Army will also be reviewed. hours per week and credits per semester are in pa- rentheses. The instructor’s name is also included. 34
311. Advanced Leadership I Student Organizations and Activities. All 111. Introduction to Naval Science (2-1-2) Wood AROTC students have the opportunity to partici- (2-0-2) Military decision making, problem analysis and in- pate in a variety of activities, to include Drill A general introduction to sea power and the Naval tegrated planning of platoon operations. Analysis of Team, Ranger Challenge Team, Color Guard and Service with emphasis on the mission, organization, the components of leadership through practical ex- the Fightin’ Irish Battalion’s newsletter and Web regulations, broad warfare components and career ercises and historical examples. Includes a 48-hour page. AROTC students also have the opportunity opportunities of the Navy and Marine Corps. Re- field training exercise. to attend Airborne School, Northern Warfare quired for all NROTC freshmen. Fall. 312. Advanced Leadership II School and Mountain Warfare School during the 112. Sea Power and Maritime Affairs (3-1-3) Wood summer break. (2-0-2) Advanced military decision making, problem analy- A seminar on defense and maritime policies, naval sis and integrated planning with synchronization of Student Awards and Prizes. history and the capabilities and roles of the U.S., multiple assets. This is conducted on the basis of The Dixon Award. A $200 cash award presented to Russian and other navies. Spring. an outstanding senior who has displayed excep- platoon operations and tactics. Includes two 48- 211. Naval Ships Systems I tional performance during the annual Dixon hour field training exercises. (3-0-3) Challenge. 411. The Professional Officer A study of steam turbine (nuclear and fossil fuel), (2-1-2) Mosinski Veterans of Foreign Wars of the U.S. Sword. An gas turbine and internal combustion marine pro- Advanced study of military leadership and manage- Army officer’s sword presented annually to the pulsion plants and shipboard auxiliary systems with ment. Discusses staff organization, functions, and battalion’s cadet commander. applied thermodynamic concepts. An introduction processes. Analyzes counseling methods and re- Patrick Haley Award. A wristwatch presented annu- to ships’ stability. Fall. sponsibilities. Examines organizational climate and ally to the student who attains the highest grade 212. Leadership and Management I training management. point average. (3-0-3) 412. Military Management Col. William T. Brooks Award. A pair of jump A study of the principles of leadership and manage- (2-1-2) Mosinski boots and a plaque given to the most outstanding ment, including management theory, communica- Study of the Law of War, Code of Conduct, per- student who graduated from Airborne School. tion, counseling, professional responsibility and the sonnel management, information on awards, sepa- control and direction of personnel. Spring. Dr. Michael McKee Award. A $100 cash award pre- rations, promotions, evaluations, assignments and 300. Physical Preparation and Training counseling techniques. Includes precommissioning sented each year to the outstanding member of the batallion’s Drill Team and/or Honor Guard. (0-3-0) seminars to address current military problems, A series of physical fitness workouts, including car- trends and customs. diovascular, upper body development and agility 413. Military History NAVAL SCIENCE training required of second- and first-class Marine (1-0-1) Masapollo options and recommended for third- and fourth- Prerequisites: Completion of MSCI 111, MSCI Chair and Professor: class Marine options and all Navy options consid- 112, MSCI 211 and MSCI 212. Capt. J.M. Shelton, USN ering a career with SEALs. This course is offered in An analysis of American military history from the Assistant Professors: preparation for the rigors of Officer Candidate Revolutionary War through the Spanish-American Cmdr. Gregory Luttrell, USN School, the Basic School and the Fleet Marine War. An exploration of great military leaders, Maj. M.E. Lyon, USMC Force. battles, evolution of modern warfare and the em- Lt. Cmdr. D. Walsh, USN *311. Navigation ployment of weapons. This course meets the mili- Lt. J.M. Flemish, USN (3-1-3) tary history requirement for U.S. Army ROTC Lt. M.W. Meredith, USN A study of the theory and principles of navigation: cadets prior to completion of the program. Lt. A.D. Outcalt, USN dead reckoning; piloting; electronic, inertial, and celestial navigation. Navigational aids and nautical Additional AROTC Curriculum (Professional The mission of the NROTC Program is to develop rules of the road are also discussed. Fall. Military Education) Requirements. In addition midshipmen morally, mentally and physically and to the military science requirements outlined to imbue them with the highest ideals of honor, *312. Naval Operations above, AROTC scholarship students are required courage and commitment in order to commission (3-0-3) to complete other specified University courses. college graduates as officers who possess a basic A study of the theory of ship movements and em- These additional requirements are taken as a part of professional background, are motivated toward ca- ployment, including communications, sonar-radar the student’s field of study or as degree electives, reers in the Naval Service and have a potential for search, relative motion and maneuvering board. depending upon the college in which the student is future development in mind and character so as to Tactical formations and dispositions, seamanship enrolled. Students will be notified of such require- assume the highest responsibilities of command, and signals are also discussed. Spring. ments prior to joining the AROTC program. These citizenship and government. 411. Naval Ships Systems II requirements include the following categories: (3-0-3) Military History, Computer Literacy and Written Course Descriptions. The following course de- An analysis of the theory and principles of opera- Communications. An approved list of courses in scriptions give the number and the title of each tion of naval weapons systems, including types of each category that meets this professional military course. Lecture hours per week, laboratory hours weapons and fire-control systems, capabilities and education requirement is available. per week and credits for each semester are in paren- limitations, theory of target acquisition, identifica- theses. The instructor’s name is also included. tion and tracking, trajectory principles and the ba- sics of naval ordnance. Fall. 35
412. Leadership and Ethics Additional NROTC Curriculum Requirements. (3-0-3) In addition to the Naval Science requirements out- AEROSPACE STUDIES A seminar on practical leadership skills for any lined above, NROTC scholarship students are re- Chair and Professor: manager focusing on the specific leadership and quired to complete other specified University Col. Mark Gehri, USAF management responsibilities of the new Navy of- courses. These additional requirements are taken as Assistant Professors: ficer. Teaches skills needed to transfer from a stu- a part of the student’s field of study or as degree Capt. Jeffrey Sturgell, USAF dent to a manager. Explores Naval ethical issues, electives, depending upon the college in which en- Capt. William Zimmerman, USAF Naval law, and Navy policies and programs. rolled. Students will be notified of such require- Capt. Alan Acree, USAF Spring. ments prior to joining the NROTC Program. †413. Amphibious Warfare I The Air Force Reserve Officer Training Corps Student Organizations and Activities. All (3-0-3) (ROTC) is an educational program designed to NROTC students are integrated into the Midship- A study of the origin and development of amphibi- give men and women the opportunity to become man Battalion organization. In addition to partici- ous warfare, with emphasis on leadership, tactics, an Air Force officer while completing a degree. The pation in all other University organizations and the principles of war and application to the modern Air Force ROTC Programs develop leadership and activities for which eligible, NROTC students may battlefield. This course alternates every other fall management skills students need to become leaders participate in specific NROTC organizations and semester with NSCI 415 and is required of first- in the 21st century. In return for challenging and activities such as the color guard, intramural ath- and second-class Marine options. rewarding work, we offer the opportunity for ad- letic teams, the NROTC Unit newspaper and year- †414. Amphibious Warfare II vancement, education and training, and the sense book and the NROTC sailing program. (2-0-1) of pride that comes from serving our country. Examination of significant amphibious operations, Student Awards and Prizes. Upon completion of the Air Force ROTC program Inchon to the present. Emphasis in wargaming and students are commissioned as second lieutenants in The Secretary of the Navy Distinguished Graduate class projects. This course alternates every other the Air Force. Following commissioning there are Award. The annual recognition of the top graduat- spring with NSCI 416 and is required of first- and excellent opportunities for additional education in ing midshipman. second-class Marine options and recommended for a wide variety of academic fields. Navy options considering a career with SEALs. The Strake Award. An officer’s sword presented an- †415. Evolution of Warfare I nually to the senior midshipman with the highest Course Descriptions. The following course de- (3-0-3) aptitude ranking. scriptions give the number and title of each course. An exploration of warfare as an instrument of for- The Col. Brian C. Regan Award. A Marine Corps Lecture hours per week, laboratory and/or tutorial eign policy throughout history. An analysis of the Officer’s sword presented annually to the Marine hours per week. Credits each semester are in great captains, military organizations and military option senior midshipman with the highest apti- parentheses. theorists of history. This course is required of first- tude ranking. 111. The Foundations of the United States Air Force and second-class Marine options and alternates ev- The Vincent J. Naimoli Award. A service sword (1-0-1) Acree ery other fall semester with NSCI 413. given annually to a graduating senior midshipman A survey course designed to introduce students to †416. Evolution of Warfare II who has become distinguished as an individual who the United States Air Force and Air Force ROTC. (2-0-1) “routinely gives 110 percent.” Featured topics include: mission of the Air Force, Examination of combat leadership and tactical de- The Naval Reserve Officers Association Award. A ser- officership and professionalism, military customs cision making, and the moral, physical and military vice award presented annually to the Midshipman and courtesies, Air Force officer opportunities, and judgment required in combat. This course alter- who most embodies the Navy’s core values of an introduction to communication skills. nates every other spring with NCSI 414 and is re- honor, courage and commitment. quired of first- and second-class Marine options 112. The Foundations of the United States and recommended for Navy options considering a Numerous other awards are presented annually by Air Force career with SEALs. various patriotic organizations to recognize excel- (1-0-1) Acree Additional study of the organizational structure of 111D . . . 412D. Drill/Leadership Laboratory lence in academic achievement and military the Air Force, with emphasis on leadership and (1-0-0) aptitude. communication skills. Practical exercises in leadership, including close or- der drill and professional development classes. 111L-112L. Leadership Laboratory* (0-1-0) (0-1-0) Sturgell * Required of Navy option students only. Prerequisite: Concurrent enrollment in AS 111, AS † Required of Marine option students only. 112. ‡ One hour per week each semester required for active A study on Air Force customs and courtesies, drill NROTC students. Taken in lieu of physical training and ceremonies, and military commands. Also in- during freshman year. Reflected in schedule of classes cludes studying the environment of an Air Force with suffix “D” following various NSCI course officer and learning about areas of opportunity numbers. available to commissioned officers. 36
211. The Evolution of USAF Air and Space 412. National Security Affairs/ Power Preparation for Active Duty International Study (1-0-1) Gehri (3-0-3) Sturgell Programs A course designed to examine general aspects of air Prerequisite: Enrollment in POC for AFROTC ca- and space power through a historical perspective. dets. AS 411. Utilizing this perspective, the course covers a time Further focus on the military as a profession, Director: period from the first balloons and dirigibles officership, military justice, civilian control of the Thomas Bogenschild through the Korean War and into the Cold War military, preparation for active duty, and current is- Associate Director: era. sues affecting military professionalism. Claudia Kselman 212. The Evolution of USAF Air and Space 411L-412L. Leadership Laboratory* Assistant Directors: Power (0-1-0) (0-1-0) Sturgell Bridget Green (1-0-1) Gehri Prerequisite: Concurrent enrollment in AS 411, AS Julliet Mayinja Further study from the Vietnam War to the space- 412. Carmen Nanni age global positioning systems of the Persian Gulf Additional activities classified as leadership and Kathleen Opel War. Effective communication techniques are also management experiences involving planning and emphasized. controlling military activities of the cadet corps, Since 1964, Notre Dame has made it possible for students to earn credits toward graduation in inter- 211L-212L. Leadership Laboratory* and the preparation and presentation of briefings national study programs. Study in another tradi- (0-1-0) (0-1-0) Sturgell and other oral and written communications. Also tion, direct personal experience of another language Prerequisite: Concurrent enrollment in AS 211, AS includes interviews, guidance and information that and culture and travel all broaden and deepen the 212. will increase the understanding, motivation and liberal education of the whole person to which the Further study on Air Force customs and courtesies, performance of other cadets. University has always been committed. drill and ceremonies, and military commands. Also * Leadership Laboratory is open to students who are Qualified students from the undergraduate col- includes additional emphasis on the environment members of ROTC or who are eligible to pursue a leges can apply to spend a semester or a year abroad of an Air Force officer and learning about areas of commission as determined by the professor of Aero- in one of our programs. Participation is normally opportunity available to commissioned officers. space Studies. during the sophomore or junior year. 311. Air Force Leadership Studies Admission into several of the programs is quite (3-0-3) Zimmerman Student Organizations and Activities. All Air competitive. Participation is not a right. Offers of Prerequisite: Enrollment in POC for AFROTC Force ROTC cadets are given opportunities to par- admission are made at the discretion of the ISP cadets. ticipate in a variety of extracurricular activities to staff in consultation with faculty and staff of the A study of leadership, management fundamentals, develop their leadership skills. Activities associated University. professional knowledge, and communication skills with Air Force ROTC include the Arnold Air Soci- Notre Dame programs are located in Angers, required of an Air Force officer. ety, oriented toward service to the local commu- France; Dublin, Ireland; Fremantle and Perth, Aus- 312. Air Force Leadership Studies nity, and the Drill Team, Honor Guard and Rifle tralia; London, United Kingdom; Monterrey, (3-0-3) Zimmerman Squad, who perform at campus and community Mexico; Puebla, Mexico; Nagoya, Japan; Salzburg Prerequisite: Enrollment in POC for AFROTC ca- functions while developing individual drill and Innsbruck, Austria; Rome, Italy; Toledo, dets. AS 311. proficiency. Spain; Rio de Janeiro and São Paolo, Brazil; and Further study of the Air Force personnel and evalu- Jerusalem. Notre Dame also has a small exchange Student Awards and Prizes. ation systems, leadership ethics and additional program with L’Institute d’etudes politiques (Sci- communication skills. The Notre Dame Air Force Award, and Air Force ences-Po) in Paris. Notre Dame students may apply officer’s sword, is presented to the top graduating to Saint Mary’s College programs in Maynooth, 311L-312L. Leadership Laboratory* senior in Air Force ROTC. Ireland; and the Semester Around the World pro- (0-1-0) (0-1-0) Sturgell gram. The International Study Programs Office Prerequisite: Concurrent enrollment in AS 311, AS The Nöel Dubé Award is presented to the senior also facilitates applications to approved programs in 312. class Arnold Air Society member who has contrib- Athens, Greece; Berlin, Germany; Cairo, Egypt; Activities classified as leadership and management uted the most to furthering the ideals and goals of Santiago, Chile; Shanghai, China; Tokyo, Japan; experiences involving planning and controlling the society within the University and local and Moscow, St. Petersburg, and Vladimir, Russia. military activities of the cadet corps, and the prepa- community. Programs are also sponsored by the School of Ar- ration and presentation of briefings and other oral The Paul Robérge Award, named in memory of an chitecture in Rome and by the Law School and the and written communications. Also includes inter- alumnus of the Notre Dame ROTC program, an- M.B.A. Program in London. The College of Engi- views, guidance and information that will increase nually recognizes the top pilot candidate in the neering offers a summer program in London. There the understanding, motivation and performance of Professional Officer’s course. is a summer program available for students from all other cadets. Other awards are sponsored by various local and colleges also in London. 411. National Security Affairs/ national organizations to recognize excellence Candidates for Angers, Rio de Janeiro, Preparation for Active Duty within the cadet corps. Innsbruck, Rome, São Paolo, Toledo, Nagoya, (3-0-3) Sturgell Monterrey, Puebla, and Santiago must demonstrate Prerequisite: Enrollment in POC for AFROTC skills in the language of the country sufficient to cadets. make their period of residence and study fully prof- An examination of the national security process, re- itable. These skills may be developed through in- gional studies, advanced leadership ethics and Air tensive language courses in the freshman or Force doctrine. sophomore year. Previous study of the language in high school is mandatory for some programs. 37
Without additional cost or delay in graduation, international study programs make a unique contri- bution to the excellence of liberal education in the undergraduate colleges and frequently have proved an asset in career development. Students with compelling academic reasons for participating in non-Notre Dame programs are eli- gible to apply for a Leave of Absence for study in a program offered by another college or university. They may not, however, take a leave of absence to attend international programs in cities where Notre Dame offers its own programs.
Course Descriptions. While details of a given program may vary, normal course offerings are listed below. Additional local electives from the host university may be chosen with approval of the director. Instruction is in English in Athens, Cairo, Dublin, Jerusalem, Rome, Perth, and Fremantle; Japanese and English in Nagoya and Tokyo; Chi- nese and English in Shanghai; French in Angers and Paris; Spanish in Toledo, Monterrey, Puebla, and Santiago; Portuguese in Brazil; Russian in Rus- sia; and German and English in Innsbruck. The notation following a course description in- Semester students will take a required course POLS 355 AF/SOC 355 AF (Jardin) dicates which University requirement can be filled for the relevant semester. French Politics Since the Fifth Republic 3 by the course, according to the dean’s office in the The courses listed below are offered within the Description and analysis of French political institu- College of Arts and Letters. Centre Internationale des Études Francaises tions, parties, issues and political participation Any language course of three hours or more (CIDEF) at the Université Catholique de l’Ouest since 1958. (POLS major, SOC major, University may fulfill a language requirement if not completed (UCO). Students with a high level of French may social science requirement) prior to study abroad. It may apply to the language also take a course in another Institute or Depart- ANTHRO 325 AF (Viesner) and literature major, but students must obtain de- ment at the UCO. Studio Art majors may also take partmental approval for each course applied to the Cultural Anthropology 3 studio art courses in the Institut des Beaux Arts in This seminar will present a general overview of cul- major. Language courses may also be used as Angers. electives. tural anthropology and some of its most character- istic concepts, theories, and methods. Topics to be A social science course in the fields of anthro- Preliminary Session pology, psychology or sociology will complete a be- discussed include identities, culture, beliefs, the havioral science requirement in the Mendoza ROFR 210 AF imaginary, and the cultural study of economics. College of Business. Intensive Oral French 3 (University social science, COB Behavioral Science These courses may also fulfill requirements in Small homogeneous group-intensive instruction Requirement) and drill on various aspects of French language, majors beyond the language and literature depart- ROFR 203 AF mainly oral. Orientation and adaptation to life and ments. For major credit in history, economics, gov- Colloquial French 1 ernment, etc., the student must consult with the study in France. ROFR 204 AF department. Fall Semester The French of the Hotel Business and Tourism 3 (Five courses, 15 credits accepted) This course covers the tourist industry in France and trains the student in the language of tourism ANGERS PROGRAM ROFR 275 AF/ROFR 462 AF and the hotel and restaurant businesses. Prepares French Literature and Cuisine 3 the student for the Certificate in French for Tour- Université Catholique de l’Ouest, (Douthwaite/Viglione) ism. Angers, France This course explores the French fascination with Director: Julia Douthwaite food from two vantage points: the literary history ROFR 211 AF of great French writers, and the technical history of French Language—Lower Level 3 Many students who study in Angers choose first or French cooking from the Renaissance to the Continued study of spoken and written French for second majors in French. Declared and prospective present. Team-taught by a chef cuisinier and a pro- students with the lowest level of proficiency, as de- French majors must go to the Department of Ro- fessor of literature, the course covers works of culi- termined by previous courses, testing, and observa- mance Languages and Literatures for an advising nary history and authors such as Rabelais, tion. sheet before they participate in the program. Baudelaire, Balzac, Huysmans, Colette, and ROFR 213 AF Students who choose to study in Angers for the Delerm. (University literature. French major. 400- French Language—Intermediate Level 3 year will take one required course each semester. In level credit by permission of instructor only.) Continued study of spoken and written French for fall semester 2002, they may take either ROFR 275 students who would normally have had two or AF (Douthwaite), ANTHRO 325 AF (Viesner), or three years in high school and one year intensive at POLS 355 AF/SOC 355 AF (Jardin). In spring se- Notre Dame. mester 2003, students are required to take either ROFR 271 AF (Douthwaite) or POLS 322 AF/ SOC 352 AF (Jardin). 38
ROFR 215 AF ROFR 257 AF SOC 235AF/ROFR 235 AF Comprehension and Expression 3 Writing in French I 3 Sociocultural Studies 3 Emphasis on comprehension of colloquial spoken An advanced course in writing of French, with spe- Illustrated lectures to help students become ac- French by listening to the radio and on reading the cial emphasis on the vocabulary, structure and quainted with various regions and aspects of colloquial French of newspapers and magazines. stylistics of the written form of the language. France; also lectures, discussions, and field trips on For lower and intermediate students. ROFR 361 AF aspects of French contemporary civilization. May be elected by students in French 211 normally; ROFR 217 AF Masterpieces of 19th-Century French Literature 3 others must have director’s permission. (Social sci- Intermediate French Romanticism, realism, naturalism, and symbolism ence) for the Alliance Francaise Exam 3 will be studied. For students in the intermediate A general language course preparing students for levels of French language course. (University litera- SOC 237AF/ROFR 237 AF the Alliance Francaise diploma. ture) Sociocultural Studies—Intermediate Level 3 Description same as above. Course intended for ROFR 223 AF ROFR 362 AF students in the intermediate levels of the French French Language—Advanced Level 3 Advanced French Literature II 3 language courses. (Social science) Most advanced level of further study of spoken and In-depth reading of two selected works each from written French, for students with the highest level the 19th and 20th centuries. Open only to students SOC 265 AF/ROFR 265 AF of language proficiency. in ROFR 224. (University literature) Sociocultural Studies—Advanced Level I 3 This course treats Paris and the Ile de France, ROFR 225 AF ROFR 373 AF Anjou, two regions of eastern France, French de- Advanced French Language Preparation 19th-Century French Literature 3 mography, and the educational system. (Social sci- for the Alliance Francaise Exam 3 Lectures and extensive readings on and from ence) A general language course preparing students for French literature of the various schools and genres the Alliance Francaise diploma. of the 19th century. (University literature. In com- POLS AF 2 The European Union ROFR 241 AF bination with ROFR 374 fulfills ROFR 372—Sur- vey II requirement of French major . This course discusses the evolution of the European Business French—Lower Level 3 Union, including issues such as monetary, agricul- Introduction to the basic vocabulary of French ARHI 237A, 23/B AF tural and environmental policies, demographics, business, with the goal of enabling students to History of French Art 1— and immigration. communicate in person, on the telephone, and in From Lascaux to the Revolution 3 letter in commercial situations (e.g., banks, busi- Illustrated lectures on French architecture and re- POLS AF 2 nesses, travel agencies). For lower and intermediate lated painting, sculpture, and tapestry. 237A is for France and Its Institutions students. students at a lower level of French proficiency, This course discusses the French electoral system, 237B for students at the intermediate level or the role of the cour de cassation, and the ongoing ROFR 243 AF struggles between local elected official and central- French/English Translation—Lower Level 3 above. (Fine arts) ized power. Translation from novels, newspapers, and maga- MUS 245 AF zines to find French equivalents for English words History of Music 3 Spring Semester and expressions. For lower and intermediate stu- Music in France during the Middle Ages, Renais- (Five courses, 15 credits accepted) dents. sance, and 18th century. (Fine arts) ROFR271AF/ROFR 452AF ROFR 245 AF HIST 351A, 351B, 351C AF The French Revolution French Phonetics—Lower Level 3 History of France and the French I 3 and the Vendee (Douthwaite) 3 Introduction to theoretical aspects of French pho- A survey of French history from earliest times to This course explores the history and literature of netics with application to correction of students’ the Revolution. Sections A, B, and C are targeted the French Revolution (1789-1799). We will pay spoken French. at students with lower, intermediate, and advanced particular attention to the tensions between Pari- proficiency in French. (History) ROFR 247 AF sian republicanism and the counter-revolution of la Writing in French—Intermediate Level 3 PHIL 323 AF Vendee (near Angers). We will study texts on the An intermediate course in writing that aims to Modern French Philosophy 3 Revolution (speeches, historical novels, newspa- teach students to write clearly and precisely and to French philosophy and philosophers mainly of the pers) and visit sites of historical interest in order to increase their vocabulary of formal French. 17th and 18th centuries. May not be elected by understand how and why the Vendee wars were so ROFR 251 AF students in French 211. (Second Philosophy) bloody and caused such bitterness—a legacy that Business French—Advanced Level 3 ECON/SOC 353 AF continues to haunt this region today. Literary au- Introduction to and exercises in the language cur- Economic Geography of France I 6 thors studied include Hugo, Balzac, Michelet, rently used in business in France and French-speak- Introduction to economic geography of France, Chenier. (University Literature. French major 400 ing countries. primarily in the contemporary period. Prepares stu- level credit by permission of instructor only.) ROFR 253 AF dents for the advanced diploma in French business POLS 322 AF, SOC 352 AF (Jardin) French/English Translation—Advanced Level 3 given by the Parisian Chamber of Commerce and The Formation of the European Political System 3 Translation from novels, newspapers, and maga- Industry. (Social science) The purpose of this course is to analyze the consti- zines to find French equivalents for English words tution of an integrated political system at the su- and expressions. Advanced students only. pranational level in Europe. The main idea of the course is to study the interaction between national ROFR 255 AF life and the EU process of integration. French Phonetics—Advanced Level 3 Introduction to theoretical aspects of French pho- netics with application to correction of students’ spoken French. 39
ROFR 203AF ROFR 370 AF Colloquial French 1 Masterpieces of 20th-Century French Literature 3 ATHENS, CAIRO PROGRAMS ROFR 205 AF Literature of the various periods and style of the 20th century, from surrealism to existentialism and French Grammar 3 All courses are offered for Notre Dame credit beyond. For students in the intermediate levels of through special arrangement with American Uni- ROFR 212 AF French language courses. (University literature) French Language—Lower Level II 3 versity in Cairo and the College Year in Athens Continuation of French 211. ROFR 374 AF Program. For details, see AUC and CYA catalogs 20th-Century French Literature 3 in the International Study Programs Office, 152 ROFR 214 AF Lectures and extensive readings on and from Hurley, or visit the Web sites of the AUC French Language—Medium Level II 3 French literature of the various schools and genres (www.aucegypt.edu) and the CYA Continuation of French 213. of the 20th century. (University literature. In com- (www.cyathens.org). ROFR 218 AF bination with ROFR 373 fulfills Survey II require- Intermediate French Language for Alliance Francaise ment of French major.) AUSTRALIA PROGRAM Exam 3 ECON/SOC 354 AF Continuation of French 217. Economic Geography of France II 6 ROFR 224 AF Continuation of ROFR 353. (Social science) The semester-long program in Australia is designed French Language—Advanced Level II 3 HIST 352A, 352B, 352C AF for juniors and is open to students from all col- Continuation of French 223 AF. History of France and the French II 3 leges. Most students will enroll in courses at the University of Notre Dame Australia. However, a ROFR 226 AF A survey of French history from the revolution to special program has been developed for students in Advanced French Language—Preparation the present. (History) the colleges of science and engineering who will en- for the Alliance Francaise Exam 3 ARHI 238A, 238 B AF roll in courses at the University of Western Austra- Continuation of French 225. History of the French Arts—From the Revolution lia (UWA) during the fall semester. ROFR 236 AF/SOC 236 AF to the Present 3 Students can take up to five courses (15 credits) Sociocultural Studies 3 Illustrated lectures on 19th- and 20th-century art either semester in any combination depending on Continuation of ROFR 235/SOC 235. forms in France. (Fine arts) their major/college requirement and individual (Social science) MUS 246 AF need. The curriculum is subject to revision, often ROFR 244 AF History of Music in France II 3 depending on the courses added or dropped by the Translation, English/French 3 Music in France in the 19th and 20th centuries. universities. A listing of courses offered in previous Continuation of ROFR 243AF. (Fine arts) semesters is available in the International Study Programs Office, 152 Hurley. ROFR 246 AF THEO 220 AF French Phonetics II 3 The Church Since Vatican II 3 Fall Semester The nature of the church, its membership, its mis- Continuation of French 245. Notre Dame onsite faculty: Michael J. Crant sionaries, and its relationship with other churches. ROFR 252 AF (Second theology) Business French II 3 Students enrolled at Notre Dame Australia (NDA) Continued development in active use of business PHIL 323 AF can take up to 15 credits. A list of course offerings French. Modern French Philosophy II 3 for the fall normally is available around the end of French philosophy and philosophers of the 19th March in the International Study Programs office. ROFR 254 AF and 20th centuries. Admission may be requested by General course offerings may be available on French/English Translation 3 students in French 212; open to all students in NDA’s study abroad Web site, www.nd.edu.au/ Translation from novels, newspapers, and maga- ROFR 214 and 224. (Second philosophy) abroad. zines to find French equivalents for English words Students enrolled at the University of Western and expressions. Advanced students only. POLS AF The European Union 2 Australia should carry a minimum of 24 UWA ROFR 258 AF This course discusses the evolution of the European points, which translates to about 16 Notre Dame Writing in French II 3 Union, including issues such as monetary, agricul- credit hours. Course offerings are available on A continuation of the first semester. tural and environmental policies, demographics UWA’s Web site, www.publishing.uwa.edu.au/ handbooks. Hard copies also are available in the In- ROFR 266 AF/SOC 266 AF and immigration. ternational Study Programs Office. Sociocultural Studies 3 POLS AF Following is a sampling of science and non-sci- Continuation of ROFR 265/SOC 265. France and Its Institutions 2 ence courses that students may take at UWA. (Social science) This course discusses the French electoral system, ROFR 362 AF the role of the cour de cassation, and the ongoing Advanced French Literature II 3 struggles between local elected official and central- In-depth reading of two selected works each from ized power. the 19th and 20th centuries. Open only to students in ROFR 224. (University literature) 40
SA 200 PA SCI SA 300 PA SCI SA 300 PA SCI Marine Science 202 Geography: Environmental Planning Geomorphology 302 This unit provides an introduction to the and Management 304 This unit enables students to gain a basic under- multidisciplinary aspects of marine science. Using The objectives of this unit are for students to be- standing of the principles of geomorphology and the framework of an important marine environ- come aware of the need for, and the complexities the processes of erosion and deposition in a variety ment—Shark Bay, one of Australia’s World Heri- of, environmental management; to be able to criti- of terrestrial, estaurine, and marine environments. tage Properties—it outlines how all the cize constructively work done by environmental SA 200 PA SCI multidisciplinary aspects of marine science are es- agencies and consultants, managers and decision- Structural Geology and Geomechanics 264 sential in understanding and managing such an makers; to appreciate the need for environmental This unit provides an introduction to the principles ecosystem. Aspects covered include oceanography, management to be combined with integrated, re- of structural geology and geomechanics, with prac- geology, and geomorphology, and how the marine gional land-use planning; and to learn and apply a tice in methods of analyzing simple structures. organisms interact with the geochemistry of the range of methods used in environmental manage- Topics include rheology of rock; P-T conditions in environment. ment and planning. the lithosphere, mechanical basis of rock failure, SA 200 PA SCI MATH 325 PA extension, transcurrent and contractional faults, Applied Microbiology 218 Differential Equations 3 joints, veins, fold geometry, decollements, fold ver- This unit provides an introduction to applied and Prerequisites: MATH 228. gence and section drawing, experimental deforma- environmental aspects of microbiology. It covers This course covers ordinary and partial differential tion, analog modeling, diapirism, rock cleavage, the scope and range of industrial products and pro- equations. Fourier series, initial and boundary schistosity, and gneissosity. cesses involving microorganisms, such as brewing, value problems, linear algebra and transformation EE 222 PA winemaking, food microbiology, and the produc- techniques. Introduction to Electrical Science tion of antibiotics and amino acids. The role of mi- ME 334 PA The content of this course provides an understand- croorganisms in the environment is introduced, Fluid Mechanics 3 ing of basic circuit laws; these will be used to ana- and the uses that are made of them, such as A basic course in fluid mechanics. Topics include lyze linear and nonlinear circuits and also DC and bioremediation (pollution control), microbial fluid properties, hydrostatics, conversation laws, di- AC circuits. The laboratory work will draw on the leaching of valuable metals, and wastewater treat- mensional analysis, internal and external flows. knowledge students have gained in the lecture ment, also are covered. The lectures are comple- course to design and build a model autonomous mented by a laboratory component and field trips. CE 331 PA Stochastic Concepts 3 moving vehicle. SA 200 PA SCI Development of probabilistic concepts and simula- SA 200/300 PA PHIL Molecular Genetics 230 tion models and their relevance and application to The Environment and Social Justice This unit focuses on genetic events at the level of real design and decision problems encountered in (Philosophy 208/308) the gene across the wide spectrum of eukaryotic or- civil engineering. This unit considers underlying questions about en- ganisms. It includes topics such as chromosome vironmental obligations, values, and social justice. structure, gene families and mobile genetic ele- CE 336 PA Structural Mechanics I 3 It includes a study of animal liberation, environ- ments, sex determination, developmental genetics mental imperialism, radical environmentalism, in plants and animals, the generation of genetic di- Application of the principles of mechanics to the stress and deformation analysis of structural sys- deep ecology, and ecofeminism. The rise of radical versity, and the eukaryotic chromosome. It also environmentalism is examined in its philosophical covers natural selection and applications to plant tems. Behavior and analysis of redundant structures. and historical context. Differing forms of environ- and animal breeding, and the artificial generation mentalism are considered in application to specific of novel genotypes (genetic engineering). AME 226 PA cases of environmental conflict, where human in- SA 300 PA SCI Mechanics II 3 terests appear to be at odds with the protection of Zoology 302 (Genetics and Evolution) Prerequisites: AME 225, MATH 225. natural variety and endangered species. Introduction to Newtonian dynamics. Kinematics This unit examines the genetic structure of popula- SA 200/300 PA HIST tions, the factors that maintain genetic variation and kinetics (energy, linear and angular momenta) of particles, systems of particles and rigid bodies. From Sudan to Saddam: Representation within populations and cause divergence among of Australia’s Foreign Wars (History 270/370) populations, the origin of species, and mechanisms ES 371 PA This course analyzes Australia’s foreign wars and of macroevolution. The emphasis is on the integra- Field Experience 3 their domestic contexts, through their representa- tion of fundamental concepts, approaches to solv- Two-week research project with a Western Austra- tions in media such as film and fiction, memory ing problems, and the application of genetic and lian company involved in science and/or engineer- and memorial, art and architecture, and ceremony evolutionary ideas and methods to questions in ing research. and commemoration. It deals with Australia’s part fields such as ecology, behavior, conservation biol- in the New Zealand Maori wars, the Sudan con- ogy, and systematics. GEOS 498 PA / ES 370 PA Mining and the Environment 3 flict, the Boer War, World War I and World War SA 200 PA SCI Environmental effects of mining through all areas II, the Cold War, Korea, Vietnam, and the Gulf. It Soil Science 240 of mining, from exploration and establishing a raises questions about the place of wars in national This unit examines the role of microorganisms and working mine, through extraction and refining pro- histories, myth, and memory. It discusses the soil fauna in developing and sustaining soil condi- cesses, ending with the decommissioning of the meaning of representation and its relationship to tions for plant growth. Nutrient cycling and symbi- mine and monitoring protocols. the reality of war and to the histories of Australia’s otic associations with plants are considered in wars written by Australian war historians. agricultural, horticultural, and natural ecosystems. SA 300 PA SCI The introduction to plant nutrition includes ab- Environmental Microbiology 303 sorption, transport, and function of nutrients in re- This unit provides students with the opportunity lation to growth. The unit deals with the for a comprehensive understanding of microbes in management of plants, fertilizers, and soil to mini- the natural environment, how their activities affect mize land degradation. human activities, and an appreciation of the practi- cal use of such knowledge. 41
SA 100 PA ANTH SA 200/300 PA ARHI HIST 331 IR/SOC 372 IR Anthropology and Sociology: Art, Empire, and Colonial Contests Introduction to Ireland 3 Sociocultural Change and Modernization (Fine Arts 227/337) Evolution of Irish culture from prehistory to the (Anthropology 102) This unit examines the ways in which representa- contemporary period—landscape, archaeology, his- This unit deals with the impact of Western expan- tional and museological practices were centrally in- tory, economy, society, politics and an introduc- sion and colonization, social and economic change, vested in fabricating and maintaining colonial tion to contemporary issues. migration and urbanization, the transformation of mastery and empire. The unit chronicles the rela- PHIL 322 IR Third World and Fourth World societies, applied tionships between forms of representation and the Introduction to Phenomenology 3 anthropology, ethical issues, and anthropology’s construction of colonial “order” from the 19th cen- This course provides a historical and critical intro- role in the modern world. Anthropological and so- tury through to the mid-20th century. Consider- duction to the phenomenological tradition as de- ciological perspectives on large-scale societies also ation is given to the various regimes of veloped by Brentano and Husserl. are introduced, using Australia as an example. representation that emerged in the 19th century and to the importance of the construction of other- SA 200 IR SA 100 PA HIST The History of the Irish Catholic Church 3 Aboriginal and Torres Strait Islander Histories ness to the manufacture of national identiry and imperial purpose. The unit also examines the ways This course traces the development of Catholicism and Modern Australia (Aboriginal History 100) in Ireland from St. Patrick to the present. This unit is an introduction to the contested his- in which museological practices and the culture of torical realities of Aboriginal and non-Aboriginal spectacle and display become indispensable to the FTT 300 IR/ENGL 300 IR European organization of the world-as-exhibition. Australia. Historical aspects of the British Empire Framing Ireland: Film, Literature, and post-colonial political, economic, social, and Such a world is driven by a desire to organize and and Irish Culture 3 cultural life in Australia, as well as ideas and meth- possess “realities” behind their “representations.” This course examines some of the dominant images ods underpinning historical and recent interpreta- of Ireland in film and literature in a wider cultural Spring Semester tions of events and peoples, are studied. and historical context. Course lists will be available in the International SA 200/300 PA ENGL Spring Semester Sites of Subversion in Australian Writing Study Programs office in the fall of 2001. Students will take five courses for 15 credits from a wide va- (English 247/347) HIST 331 IR/SOC 372 IR This unit closely examines a range of texts, includ- riety of arts and letters and business offerings. Introduction to Ireland 3 ing fiction, poetry, autobiography, plays, and FIN 361 FA See above. mixed-genre pieces from the 1890s onward, that Business Conditions Analysis 3 PHIL 308 DI focus upon the struggle with identity, with alien- This course involves an integration of advanced Medieval Irish Philosophy 3 ation, and with domination. Writing has been a macroeconomic theory with contemporary policy, This course focuses on the contribution of the Irish significant means of constructing the nation, but it challenges and action. Neoplatonic philosopher John the Scot. The course also has been a vital instrument of cultural critique. HIST/SOC 375 FA aims to treat medieval philosophy from the per- Australian writing is acutely perceptive to the Australian History and Society 3 spective of the Irish contribution to European cul- workings of power and the possibilities of literary This course covers the broad sweep of Australian ture during the so-called “Dark Ages.” (Second resistance. history as well as some issues and developments of philosophy requirement/philosophy major) SA 200 PA special significance in the past and today. (History SA 200 IR Professional Writing 280 or social science) The History of the Irish Catholic Church 3 This unit aims to analyze and develop strategies See above. and skills needed for effective professional writing. It provides instruction and practice in key forms of DUBLIN PROGRAM written communication encountered in profes- INNSBRUCK PROGRAM sional contexts, including reports, policy state- The Dublin program is open to juniors in Arts and ments, media releases and public-relations Letters, Business, Engineering and Science for a se- announcements, and documentary scripting. Heffterhof near Salzburg, Austria, for the prelimi- mester or a year. Students will enroll in courses in nary session. SA 200/300 PA ARHI their major(s) at University College Dublin or Picturing Australia: Issues of Coloniality and Idendity Trinity College Dublin and will also take courses University of Innsbruck, Innsbruck, Austria, for in Australian Art (Fine Arts 203/303) at Notre Dame’s Dublin Center. For course list- the two semesters. This unit traces the discourses of identity and na- ings at the Irish universities, contact the Interna- Director and Academic Coordinator: tion in Australian art from 1788 until the present tional Study Programs Office, 152 Hurley Gernot Guertler day. Of particular interest is the problematic rela- Building, 631-5882. tionship between the political and cultural ambi- In addition to the courses listed below, stu- dents will select one course from the University of tions of the European colonizers and indigenous Director: Prof. Kevin Whelan Innsbruck. Courses taken in German at the univer- cultural practices. Also dicussed are the aesthetic Associate Director: Katie Keogh means that the artists of European origin used to sity may be taken pass-fail. forge a sense of place, and the responses by indig- Fall Semester Preliminary Session, Salzburg enous cultures, particularly in the United States Professor Whelan will offer a course in Irish His- and New Zealand. This unit includes discussion tory and Society. The Notre Dame Center will also GE 210 IA about the collections of Austrialian art in the Art offer the following theology, philosophy, and fine Intermediate Oral German 3 Gallery of Western Australia and the Lawrence arts courses. Small homogeneous group-intensive drill on Ger- Wilson Art Gallery of the University of Western man language, structure and vocabulary. Australia. GE 250 IA Intensive Oral German — Advanced 3 42
Fall Semester ECON 226 IA Courses for international students are listed be- (Five courses, 18 credits accepted) European Economic Integration 3 low. For a listing of all courses offered at the Tec, GE 231 IA Introduction to structure and interplay of eco- visit the Web at www.mty.itesm.mx/rectoria/pi/ Grammar, Conversation I and Tutorial nomic systems of Western Europe. (Social science) internationalstudents, or the International Studies — Intermediate (DAF II) 5 PHIL 321 IA Office at 152 Hurley. Prerequisite: GE 101-102F. A course will be offered that will fill the second *Students are encouraged to take advantage of the Continued study of German language with stress philosophy requirement. following culture mini-courses for their own enjoy- on the written as well as the spoken aspects. ment: Mexican Cuisine, Mexican Dances and Latin HIST 356 IA American Rhythms. GE 233 IA European History and Civilization 3 Practical Reading, Conversation I and Tutorial — A survey of European and Austrian history from Here is a sample of courses offered for Interna- Advanced (DAF III) 5 early times to the present, with particular emphasis tional Students: Prerequisite: GE 121-122F. on cultural aspects. (History) ROSP 101A, 102A MX Continued study of German language with stress THEO 250 IA 3 on the written as well as the spoken aspects. Basic Spanish I-II 6 A course will be offered that will fill the second Development of oral and written language. Appli- ARHI 239 IA theology requirement. (Second theology) cation of basic grammatical knowledge to writing History of the European Arts 3 and reading comprehension. Introduction to au- Introduction to European architecture, painting thentic Spanish texts. Beginner’s level. and sculpture, with particular attention to examples JERUSALEM PROGRAM students will encounter during their travel. (Fine ROSP 111F MX arts) Intermediate Spanish I 6 Fifteen credits will be accepted for the spring 2003 Review of basic concepts and study of intermediate GE 312 IA/ANTH 213 IA semester. Students will enroll in a Middle Eastern grammar. Development of oral and written lan- Understanding Austrian Culture 3 History course at Bethlehem University, a contem- guage. Application of basic grammatical knowledge A course designed to confront students with as porary Middle East international relations course at to writing and reading comprehension. Introduc- many aspects of Tyrol’s and Austria’s culture as Hebrew University, and several courses at Tantur, tion to a variety of texts and different types of com- possible. Notre Dame’s Ecumenical Institute. positions. Presentations and discussions about POLS 345 IA different cultural topics. Intermediate low-level. European Politics in the 20th Century 3 Director: Rev. David Burrell, C.S.C. ROSP 112F MX An introductory outline of characteristics of con- Intermediate Spanish II 6 temporary Austrian politics. A discussion of 20th- HIST/THEO 307 JE Study of grammar in greater depth. Reading of century European history, including developments Holy Land Geography and Archaeology 3 newspaper articles and reports, essays and short sto- after World War I, the rise of Fascism and Nazism, A survey of the topography, human settlements, ries. Students write and represent possible situa- and the theory and practice of Nazism. Aspects of shifting political boundaries, natural resources, tions at an intermediate and advanced level, present political science (e.g., democracy, political parties, farming patterns and economic practices, climatic speeches and report results from oral surveys. Inter- election systems, conflicts, media systems, the Eu- conditions and archaeological discoveries that re- mediate high-level. ropean Union, and Europe at the end of the cen- veal basic facts about the peoples who have inhab- ROSP 115F, 215F MX tury) will be covered. ited this land over time and how they have lived. Advanced Spanish I-II 6 Required of all students. (History or theology) PSY 237 IA Development of written, oral and comprehension Trends in Psychoanalysis 3 THEO 388 JE skills at advanced and superior levels. This course studies the role of psychoanalysis in Religions in Dialogue: Judaism, Christianity, Islam 3 understanding emotional development and inter- ROSP 237A, 237B MX AL 100 JE personal relationships and places psychoanalysis in Composition I-II 3 Conversational Arabic/Hebrew 3 the context of the history of our civilization. (Social Development of Spanish writing skills. Beginner science) and intermediate levels. MONTERREY PROGRAM ROSP 390 MX Spring Semester Advanced Composition 3 (Five courses, 15 credits accepted) Developemt of Spanish writing skills at a native- GE 238 IA Instituto Tecnologico y de Estudios Superiores de like level. German Literature 3 Monterrey (ITESM) ROSP 231A, 231B, 231C MX Selected readings from literature written in Ger- Communicative Skills Development I-III 3 man; an introduction to genres, periods and au- Students enroll in Spanish language and in Mexi- Development of Spanish oral and written skills. Be- thors. (University literature or German major) can and Latin American culture, art, history, sociol- ginner, intermediate and advanced levels. ogy and business (electives) courses for inter- AL 212 IA national students. Those with a high level of profi- ROSP 236 MX Ideas, Values and Images 3 ciency in Spanish are encouraged to enroll in Spanish for Business 3 A reading, writing and discussion course on the courses in the other departments of the university, Intensive practice of Spanish using business termi- topics of nature, society, the individual, art and which include business administration, engineer- nology and vocabulary. Readings related to current God. (Core) ing, humanities and the social sciences. Students business issues. Presentation of oral and written re- may apply for internships in schools, banks and ports, as well as simulations of situations that in- other businesses in the area. Service opportunities volve the correct use of sociolinguistic and are also available in Monterrey. paralinguistic elements. 43
ROSP 211/212 MX ROSP 235C MX Spanish for Bilingual Students 3 Mexican and Latin American Civilization MOSCOW, ST. PETERSBURG, AND Designed for near-native Spanish students who and Culture 3 VLADIMIR, RUSSIA PROGRAMS wish to improve their use of formal Spanish — oral Analysis of historical, political, economical and so- and written. cial factors to better understand contemporary Students may enroll in a Russian Language and Mexican and Latin American culture. Concepts ROSP 301 MX Area Studies program through the American Coun- such as art, family, time, work, death, religion, and Academic Spanish 3 cil of Teachers in Russian. They may choose to music are overviewed. Introduction to the Spanish-speaking university study in Moscow, St. Petersburg, or Vladimir for classroom. Improvement of grammar, reading and HIST 323 MX one semester or an academic year. Students must note-taking skills, college-level formal papers and Mexican History 3 have completed two years of Russian or the equiva- essay exam answers. Formal presentations and Overview of Mexican history, pre-Hispanic culture, lent at the University level before participation. reports as expected in the Mexican educational conquest, colonialization and viceroyalty, indepen- They take courses in grammar and contemporary system. dent life and revolution. (History) Russian language, vocabulary, and conversation, as ROSP 302 MX SOC 479 MX well as in literature, Russian and Soviet culture, Translation 3 Sociocultural Values in Mexico and Latin America 3 history, politics, and the mass media. Course de- Designed for students with an advanced command The student will analyze, criticize and make deci- scriptions are available in the International Study of the Spanish language who wish to develop their sions on contemporary human issues, current af- Programs office, 152 Hurley. ability to translate from English or French different fairs, life situations and social issues characterized kinds of texts (scientific, cultural, journalistic. etc.). by change in Mexico and Latin America, from a NAGOYA PROGRAM critical perspective. (Sociology) ROSP 303 MX Spanish Phonetics and Phonology 3 SA 400 MX BA Center for Japanese Studies, Nanzan University, Description and analysis of the Spanish phonemic Doing Business in Mexico I-II — Nagoya, Japan and phonological system, contrasting with other Beginner and Intermediate Levels 3 languages (French, English, German and Japanese), Social basis underlying current styles of Mexican Students are required to take an 8-credit Japanese Study pronunciation of different Spanish dialects. management. Operational analysis of the manager’s course at the appropriate level each semester. Stu- role in different types of Mexican organizations. dents may elect to take the second-semester 8- ROSP 304 MX Cultural influences and behavior patterns. Mexican credit language course on a Pass/Fail basis, as long Teaching Spanish As a Second Language 3 laws, regulations, compensation plans and fringe as they do so early in the semester. A practical arts Designed for Spanish majors who plan to teach benefits. Comparisons between practices in the course in Chinese Black Ink Painting, Woodblock Spanish as a Second Language. Overview of the United States and in Mexico are used for analysis. Printing, or Calligraphy will satisfy the University’s most important methodologies for the teaching of fine arts requirement. Students will not receive second languages. Guest lectures, class lectures and visits to local companies. (Business elective) credit for any other practical arts courses. In addi- ROSP 310 MX tion to the courses listed below, advanced students Introduction to Literature in Spanish 3 SA 400 MX BA may enroll in one of a number of two-credit semi- Overview of literary theory and application to Mexican Business Management 3 nars in translation, classical Japanese, and readings Spanish and Latin American texts. Plot, character- A practical introduction to the national and inter- in the social sciences or literature. These seminars ization, atmosphere, theme, time, narrator’s voice, national business conditions in Mexico. Global, re- will be taught in Japanese. gional and national trends will be evaluated to symbol, text and subtext. Literary genres: legend, testimony, poetry, drama, short story. Written re- develop a holisitc perspective on the issues that af- Fall Semester ports, reading analysis and answers to open fect business opportunities in Mexico. These trends (Up to four courses, 18 credits accepted. Students questions. will be obtained through an information-scanning must enroll in EALJ 225 NJ or EALJ 325 NJ.) process that leads students to focus on an area of ROSP 329 MX interest. (Business elective) EALJ 225 NJ Latin American Literature 3 Intensive Second-Year Japanese I 8 Overview of the contemporary Latin American cul- SA 400 MX BA This is an intensive course to establish a solid foun- Seminar on Business Operations in Mexico 3 ture. Reading, analysis and discussion of the most dation in the four basic language skills: speaking, representative works of 20th-century writers: Juan This seminar is designed to increase the effective- listening, reading, and writing. Students should Rulfa, Garcia Marquez, Jose Donoso, Elena ness of international executives working (or who have at least a basic working knowledge of both Poniatowska, Carlos Fuentes. plan to work) in Mexican contexts. Its focus is on hiragana and katakana when they start this course. increasing cross-cultural strategic and operational ROSP 235A, 235B MX competence via an emphasis on cognitive under- EALJ 325 NJ Mexican Culture I-II 3 standing and behavioral skills development. (Busi- Intensive Third-Year Japanese 8 Overview of the Mexican way of thinking. Conclu- ness elective) Students should be able to recognize approximately sions are drawn from analysis of cultural elements 200 kanji characters before starting this course. The and concepts. Among them: art, family, time, main objectives are to enable students to acquire work, death, religion, music and cuisine. Beginner important grammatical patterns, such as honorific/ and intermediate-high levels. humble expressions, giving and receiving verbs, conditionals, and causative/passive sentences, and to gain a well-balanced command of the four skills of speaking, listening, reading, and writing, as well as an appreciation of the sociolinguistics of modern Japanese. 44
BA 481 NJ ARST 263 NJ Japanese Business I: Survey of Japanese Business 3 Hanga: Woodblock Printing 2 PUEBLA PROGRAM A survey course on Japanese business and manage- Original printmaking with instruction in the tech- ment. Focuses on contemporary corporate practices niques of planning the wooden block, taking care Fall or spring semester, or academic year in the areas of management, industrial relations, of tools, handcutting, and using the baren. (Fine Universidad de las Americas marketing, finance, and international business. arts) Cholula, Puebla Mexico EALL 261 NJ SOC 351 NJ Director: Prof. Albert LeMay (fall); Japanese Literature I: From the Meija Era to Recent Japanese Culture 2 Prof. Carlos Ibarra (spring) Years 3 Interrelations between Japanese language and cul- A historical survey of modern Japanese poetry, nov- ture. Role of women, Keigo and Japanese society, Students enroll in courses in the Universidad de las els, and drama from the Meiji era to the present. concept of uchi/soto, empathy, nonverbal Americas. Spanish language and Mexican culture (University literature or Japanese major) communication. courses are offered through the Department of EALL 356 NJ Spring Semester Languages, and students who are proficient in Japanese Culture: Japan in Fiction 3 Spanish may take courses with Mexican students in (Students must take EALJ 325 NJ or EALJ 425 NJ This course discusses images of Japan and Japanese various colleges and disciplines, including anthro- and three other courses.) people found in primarily American works of fic- pology, literature, studio arts and graphic design, tion. Offers opportunities to analyze and EALJ 325 NJ international relations, and economics. Information deconstruct ways popular writers portray Japan and Intensive Third-Year Japanese 8 about UDLA courses can be obtained in the Inter- its people. Continuation of EALJ 225 NJ. national Study Programs Office, 152 or 158 ECON 322 NJ EALJ 425 NJ Hurley. Japanese Economy I: Intensive Fourth-Year Japanese 8 Students must consult with their departments Contemporary Japanese Economy 3 Students will learn to handle various tasks such as regarding major credit for courses taken at UDLA, A survey of the modern Japanese economy, its his- thesis writing, oral presentation, and note-taking. except in the case of Spanish Language and Litera- torical background, basic conditions, industrial Class is oriented toward those who want to use ture courses. Those courses have the same numbers structures, policies, and problems. The Japanese Japanese in their professional lives. For those who as their equivalents at Notre Dame and will auto- economy is compared to other economies. took EALJ 325 in the fall. matically count toward the Spanish major. (Social science) Sample courses at UDLA taken by previous Japanese Business II: Working in Japan 3 participants in the Notre Dame UDLA program FIN 475 This course examines the concepts, assumptions, are listed below. For a more complete listing, con- International Financial Management 3 and practices essential to an understanding of the tact the International Study Programs Office, 152 Deals with international financial markets and in- continuously changing world of work in Japan. Hurley. ternational dimensions of corporate financial man- EALL 262 NJ agement. Japanese Literature II 3 Fall Semester HIST 350 NJ An introduction to the world of classical Japanese SA 200 PM: PHYS 4 Japanese History: The Western World and Japan 3 literature, from its inception to the late Heian The basic principles of mechanics, fluid mechanics, A survey of the encounter between the Western period (794-1185). (Literature) thermal physics, wave motion, sound, electricity, world and Japan since the 16th century. (Social ECON 323 NJ magnetism, optics. The equivalent of PHYS 221 at science) Japanese Economy II; Economic Development Notre Dame. With laboratory. (Offered for SCPP, Japanese Politics 3 of Japan 3 ALPP, SCI/BA, ES, SCI/ED, BIOS and SCI Com- This course surveys the basic contours and patterns Japan’s economic development from the 1860s to puting students.) of politics and policymaking in postwar Japan. The the 1970s, and current problems and prospects. SA 200 PM ANTH: Socioeconomic Problems of course covers formal political institutions, informal Case study of a successful economy with non-West- Mexico 3 political practices, and policymaking in the Japa- ern traditions. (Social science) Problems in contemporary Mexico pertaining to nese political system, with reference to case studies SOC 351 NJ education, economics, and ethnic groups, among as well as general topics. Japanese Society 3 other topics. (Fulfills University social science re- THEO 240 NJ An introduction to the main features of Japanese quirement.) Japanese Religion—Religion in Contemporary society in a historical as well as comparative con- ANTH 200 PM, AL 200 PM, BA 200 PM Intern- Japan 3 text. (History) ships/Community Service 3 An introduction to the religious life of the Japanese ARST 261 NJ 80 hours of internship or community service, bi- people today. Traces religious traditions and con- Sumie: Chinese Black Ink Painting I 2 weekly journals, final paper. Wide variety of place- temporary religious movements and trends. ments. To be graded S/U; ANTH credit granted Japan’s traditional painting in Chinese black ink only if done in conjunction with SA 200 PM ARST 366 NJ with brush. Introduces basic methods and forms in ANTH: Socioeconomic Problems of Mexico. (Elec- Shodo: Calligraphy I 2 portraits, landscapes, birds, and flowers. (Fine arts) Writing with a brush. Various styles of writing. tive credit only.) Kanji and kana are introduced. Contemporary works by well-known calligraphers are studied. (Spring also) (Fine arts) 45
Fall and/or Spring Semester SA 300 PM GOVT: Society and State ROSP 318PM: Golden Age Spanish Literature 3 A survey of Spanish literature from the 16th and SA 200 PM: Tourism 3 in the United States 3 17th centuries. Tourism as a social phenomenon of the contempo- Historical evolution of society in the US, its eco- rary world and its political, socio-economic and nomic, political, and cultural bases, and its relation ROSP 319PM: Modern Spanish Literature 3 cultural implications. (Elective credit only.) with diverse ideas to shape national identity from Study of Spanish literature from 1700 to the its origins to the present. (Fulfills University social present. SA 300 PM: BA: International Business 3 science requirement.) Virtual trips to many countries, different forms of ROSP 328PM: business, and how different cultures, regulations, SA 300 PM GOVT: Foreign Policy Colonial Spanish American Literature 3 and languages affect the way business is conducted. of the United States 3 Study of colonial texts from the 16th through the Study of the fundamental ideologies and interests (Elective credit only.) 18th centuries in Spanish America. shaping U.S. foreign policy, the institutions in- SA 300 PM ANTH: Global Ethnology 3 volved, and the instruments of formulation and ex- ROSP 487PM: Caribbean Literature 3 Introduction to the social life and culture of dis- ecution. (Fulfills University social science Panoramic view of the characteristics and general tinct groups (e.g. Chinese, Japanese, Islamic, Afri- requirement.) evolution of Caribbean literature and study of the can, Aboriginal). The cultural richness of humanity most representative works of the 20th century. ROSP 201PM: Grammar 3 and the similarities and differences among diverse ROSP 492PM: Mexican Literature 3 populations. (Fulfills University social science re- Taught at three levels, based on student’s profi- ciency. Review of grammatical structures to im- Students will read the most prominent works of quirement) prove communication in Spanish. 20th-century Mexican literature as a background SA 300 PM ANTH: Archeology of Mesoamerica I 3 for understanding messages communicated in con- The idea of Mesoamerica as a cultural area, the first ROSP 231 PM: Oral Expression 3 temporary media. human occupation of the area. Review of the ideas Oral presentations in real situations, including in- terviews, guided visits, and film, among other situa- ROSP 493B: Nueva Narrativa in Latin America 3 of the arrival of the first humans to the area, the Studies the Latin American novel from the second Archaic era, the development of agriculture, forma- tions. half of the 20th century and the “boom” of the tion of the first sedentary groups in the Protoclassic ROSP 236 PM: Business Spanish 3 1960s era. (Fulfills University social science requirement.) Business vocabulary and discussion of business cul- SA 300 PM ANTH: Archeology of Mesoamerica II 3 ture in Mexico. Spring Semester Study of Mesoamerica from the formation of the ROSP 237 PM: Composition 3 SA 200 PM AL/BA: first major social organizations, the Classical cul- Works toward development of composition skills Internship/Community Service 3 tures, to the era of the European conquest. (Fulfills through description, narration, comparison/con- 80 hours of internship or community service, bi- University social science requirement.) trast, and thesis papers. Taught at two levels based weekly journals, final paper. Wide variety of place- SA 300 PM ENGL: Americans in Mexico 3 on student’s proficiency. ments. To be graded S/U. (Elective credit only.)
Study of 20th- century American authors who ROSP 240PM: Pronunciation 3 SA 400 PM: ANTH: Cholula: wrote and write about Mexico (taught in English). A study of phonetics in Spanish for non-native The Dynamics of a Sacred City 3 (Fulfills University literature requirement.) speakers. Cholula is the oldest living city in the Americas, SA 300 PM: PHIL: Professional Ethics 3 ROSP 255PM: Mexican Civilization and this course will treat the historical, economic, Ethical implications in all professions. Fundamen- and Culture 3 ethnic, religious, and social factors that give the tal notions of ethics and the practical applications Acquaints the students with the most important as- city its identity and its character as part of the in situations all professional encounter. (Fulfills pects of Mexican history, art, religion, and cus- Mexican nation-state. Visits to local sites and com- University Philosophy requirement.) toms, as well as the present social situation in munity service required. (Fulfills University social SA 300 PM PHIL: Aesthetics 3 Mexico. science requirement.) Introductory course on the idea of personal creativ- ROSP 308 PM: Medieval Spanish Literature 3 ity, knowledge of man and appreciation of the Study of Spanish literature from its inception to PARIS PROGRAM beautiful. (Fulfills University Philosophy require- 1600—its main tendencies, most relevant works, ment.) and representative authors. (Fulfills the ROSP 318 SA 300 PM MARK: International Marketing 3 requirement.) In 1999 the University of Notre Dame began an Study of international markets with the goal of de- ROSP 309PM: Literature of the Conquest 3 exchange program with the Institute of Political signing strategies of successful commercialization of Study of the texts generated by the “discovery” and Studies (Sciences-Po) in Paris. Offered as a year- products or services for these markets. conquest of America in its historical context. (Ful- long or a second-semester program, it is limited to fills the ROSP 328 requirement.) two students. Students must have a very high level SA 300 PM GOVT: of French, and an excellent grade-point average and International Politcal Economy 3 ROSP 310PM: Short Story and Novel 3 should have a major in history or a social science. The theoretical, methodological and political bases Structural and theoretical examination of the narra- Students will take courses in European economics, for the macroeconomics of States. The theory and tive genre. politics, sociology, and history, and in French lan- political economics of the foreign sector and the di- ROSP 311PM: Poetry 3 guage. Successful completion of a year of study re- verse forms of international economic relations. Study of the beginning, development, and transfor- sults in a diploma from Sciences-Po, which is (Fulfills University social science requirement.) mation of poetry through the analysis of represen- widely recognized in Europe and the United States. tative texts. Theoretical and structural analysis; representative poetic forms, figures. 46
Unique Opportunity for Social Entrepreneurs RIO DE JANEIRO PROGRAM ROME PROGRAM Students participating in the Rio program in the spring semester will have the opportunity to partici- Pontifícia Universidade Católica do Rio de Janeiro pate in a special program— for future “social en- John Cabot University (PUC-Rio) trepreneurs”—aimed at those who are preparing for Rome, Italy Rio de Janeiro, Brazil careers aimed at social progress. In addition to en- www.johncabot.edu rolling in “Portuguese for Foreigners” and “Intro- Students must consult with their departments re- duction to Brazilian Contemporary Society,” Students enroll in classes at John Cabot University, garding major credit for courses taken at PUC-Rio. students who choose to participate in this project an American university in Rome, which offers Courses are available in many disciplines, including will participate in a for-credit internship with a courses in art, business, classics, government, his- business; economics; law; social communication nonprofit organization. These students are also en- tory, literature, philosophy and psychology. All (journalism and publicity); geography and environ- couraged to enroll in courses such as “Community courses are taught in English (with the exception of ment; history, social work and social sciences; in- Development” or courses within the Program for Italian language classes). A variety of JCU courses ternational relations; theology; industrial design; Entrepreneurial Studies (Programa de Formação de have been approved by Notre Dame departments architecture/urbanism; education; philosophy; Empreendedores), such as “Entrepreneurship-Busi- for major credit; however, students must consult modern languages, literatures, and linguistics; and ness Plans,” “Entrepreneurship-Communication,” with their department to confirm courses for their psychology. Science and Technology courses are and “Behaviors and Attitudes of Entrepreneurs.” major. All students are required to take one Italian also available. For futher information regarding SA 300 RB: SOC: Community Development 3 language course during their semester or year in PUC-Rio and its courses, visit the Web at Basic concepts and theories on community devel- Rome. www.puc-rio.br/ccii or visit the Office of Interna- opment. Methodological procedures. The role of For a listing of all courses offered at John tional Study Programs at 152 Hurley. A few sample the social worker as a member in social movements Cabot, visit the International Study Programs of- courses offered at PUC-Rio are listed below, as well that are composed of interdisciplinary teams. fice at 152 Hurley Building or visit John Cabot’s as a description of a special spring-semester pro- Analysis of experiences. Readings include The Ur- course descriptions at www.johncabot.edu/ gram for “social entrepreneurs.” ban Phenomenon by Otavio Velho and Community Academics/DegreePrograms/coursedescriptions/ The Brazilian first term (our spring semester) Organization by Murray Ross. coursedescriptions.htm. runs from March through July; the second term The following is only a sampling of courses SA 300 RB: BA: Entrepreneurship— (our fall semester) runs from August through De- that are offered at John Cabot University. cember. Students will arrive in time to participate Business Plans 3 in a preliminary intensive language session in Janu- Structure of a business plan. Concept of a business 300 ARHI RE ary/February or July. “start-up.” Basic types of businesses. Business mod- Medieval Rome and Its Monuments 3 els. Structuring and organization of a business unit. An on-site survey of urbanism, as well as develop- Preliminary Session Alliances and partnerships. Functional characteris- ments in figural media and architecture, in Rome tics of different areas of a business and of the from the 4th to the 14th century. While the course SA 200 RB: ROPO Intensive Portuguese 3 personnel necessary for implementation and func- will emphasize the abundant religious art remain- A four-week, pre-semester intensive Portuguese- tioning of the business. The areas of marketing and ing in the city, it will also examine such secular language course. Focuses on development of Portu- advertisement: their attributes and characteristics. achievements as towers, housing, defenses and guese written and oral skills. Prepares foreign Concepts and principles of financial planning. Na- roads. (Fine Arts) students to take regular courses at PUC-Rio during tional and regional policies. Strategic planning and 300 ARHI RE the school year. business planning. Development of business plans. Italian High Renaissance Art 3 Semester courses SA 300 RB: BA: Entrepreneurship— An extension of the study of Italian art and archi- Communication 3 tecture in the Renaissance through the second half During the semester, students will generally enroll The basics of communication, both verbal and of the 15th century into the first three decades of in “Portuguese for Foreigners,” “Introduction to nonverbal. Influential factors in communication the 16th. The works of Botticelli, Ghirlandaio, Brazilian Contemporary Society,” and two or three processes. Communication, interactive harmony, Pollaiuolo and others will be studied, along with electives. and conflict. Oral and written communication. works by those whose innovations initiated the SA 200 RB: ROPO: Portuguese for Foreigners 3 Techniques for developing letters, reports, projects, High Renaissance style: Leonardo da Vinci, Designed to develop written and oral skills in the etc. Strategies for participation in meetings, inter- Michelangelo, Bramante and Raphael. Numerous Portuguese language. Offered at various levels. views, and business situations. on-site visits in Rome are included, as well as a re- SA 300 RB: SOC: Introduction to Brazilian SA 300 RB: BA: Behaviors and Attitudes quired trip to Florence. (Fine Arts) Contemporary Society 3 of Entrepeneurs 3 200 ARST RE (Spring semester) Paradigms and mental models. The current scene Drawing (Rome Sketchbook) 3 A cross-disciplinary study of how Brazilian society of the business world. Profile, characteristics, and This course makes use of the unparalleled resource was formed, using sociology, political science, and attitudes of entrepreneurs. Evaluation techniques that is the city of Rome itself; each class meets at a anthropology. An analysis of the major social, po- and development of self-knowledge. Techniques different site around the city. Students work in litical, and cultural issues that persist even today. for development of creativity, cooperation, compe- sketchbook form, creating over the course of the tition, and confidence. Techniques for public pre- term a diary of visual encounters. Instruction, apart sentations and interpersonal relationships. from brief discussions of the sites themselves, fo- cuses on efficient visual note-taking: the quick de- scription of form, awareness of light, and the development of volume in space. 47
300 CLAS RE ENGL 340 RE FIN 231 RE Ancient Roman Art and Architecture 3 Introduction to Shakespeare 3 Business Finance 3 A survey of the major creative achievements of Ro- The course examines selected plays of Shakespeare, This course examines both the theoretical and ap- man art and architecture from the eighth century with emphasis on Shakespeare’s development as a plied foundations necessary for making decisions in B.C. to the early fourth century A.D. in Italy and dramatist and his techniques of character develop- financial management. Main topics include the fi- throughout the Empire, with emphasis on the spe- ment. Major critical approaches to the plays are nancial system, international financial markets, effi- cific Roman contributions to the classical tradition, discussed. About ten plays are examined, among cient markets, analysis of risk and return, basic especially in architecture. (Fine Arts) them: Romeo and Juliet, Richard II, Henry IV, portfolio theory, valuation, capital budgeting, and CLAS 301 RE 3 Henry V, A Midsummer Night’s Dream, As You Like capital structure management. Roman Literature and Culture It, Othello, Measure for Measure, The Winter’s Tale, FIN 370 RE The philosophies, art, customs, and political and and The Tempest. Investment Theory 3 social structures of ancient Rome examined ENGL 410 RE This course concentrates on the operation and through the literary works it produced. The range British Literary Traditions I 3 function of securities markets. It emphasizes basic of authors aims to cover the whole of the Roman The course deals with works by major writers in the techniques for investing in stocks and bonds. Tech- experience. All texts are studied in translation. English language over a period of nearly 1,000 nical analysis is introduced and portfolio theory BA 363 RE years. Beginning with Anglo-Saxon poetry, this sur- discussed. (Free elective for FIN majors; FIN 370 Business Law: Contracts and Agency 3 vey continues through the Middle Ages and the Re- for all other BA majors) Students in this course explore basic legal principles naissance and concludes with Milton. In the FIN 475 RE in reference to business conduct. The course begins context of the course, students should develop both International Finance 3 with an examination of the common law of con- their general background knowledge of literary his- The course emphasizes the structure and analysis of tracts, followed by Article 2 of the Uniform Com- tory as well as their ability to appreciate and criti- international capital and financial markets, Euro- mercial Code and the Convention on Contracts for cize particular texts. currency financing and the financing of interna- the International Sale of Goods, the legal character- ENGL 411 RE tional transactions. istics of partnerships, limited partnerships, and cor- British Literary Traditions II 3 200 FTT RE porations (including limited-liability companies), This course deals with works by major British writ- Mass Media and Society 3 secured transactions, and the law of bankruptcy. ers in the period 1660 to 1832. Approximately The main emphasis of the course resides in delin- ECON 123/223 RE equal attention is devoted to writers of the Restora- eating the complex relationship that exists between Principles of Macroeconomics 3 tion and the 18th century and to writers of the Ro- the mass media and other social institutions, from An introduction to the basic principles of the mantic Movement. The course may thus debate in government to local political activist groups: the re- macroeconomy, such as national income account- particular the relative values of conservative Classi- ciprocal interplay between the mass media and so- ing, determination of national income, business cism and revolutionary Romanticism as the eternal ciety—how both are structured and shaped by the cycles, inflation, unemployment, fiscal and mon- alternatives that underlie so much of man’s specula- other—and what limits this interplay. Particular at- etary policy, macroeconomics in the open economy tive and creative activity. tention is devoted to analyzing media products in and economic growth. ENGL 412 RE their specificity and their status as popular or mass culture. ECON 124/224 RE American Literary Traditions I 3 The course deals with the development of Ameri- Principles of Microeconomics 3 200 POLS RE A survey of the principles of price theory that fo- can Literature from the mid-17th century to mod- Italian Politics and Society 3 cuses on the determination of prices and quantities ern times, with an emphasis on the creation of a This course examines the major features of the po- distinctive American “voice.” Attention will be in individual markets, market interdependence, litical and social systems of the Italian Republic. market structure, market failures, government poli- given to writers in the Puritan period and the early Topics of analysis include the Constitution, the cies and international trade. Republic, as well as to those who contributed to Italian economy, the role of the state, unions, the the pre-Civil War “American Renaissance,” the rise relationship between North and South, the U.S.- ECON 471 RE of Realism and Naturalism, and the “Lost Genera- Italian partnership, and the European Union. Spe- International Economics 3 tion.” cial attention is given to the political developments An introduction to international trade and finance. ENGL 468B RE leading to the establishment of the Second Analysis of the causes and consequences of interna- Republic. tional trade and investment. Major topics include Victorian Fiction 3 international trade theory, international trade Considering both the history and the development 300 POLS RE of critical concepts about the Victorian novel, the policy, exchange rates and open-economy macro- Political Development in the Third World 3 economics and international macroeconomic course examines novels by such major figures as The purpose of this course is the explain why such policy. Dickens, Bronte, Eliot, Wilde, and Hardy. a wide variety of political systems can be found in the Third World. Attention is given to problems of ENGL 200 RE ENGL 473 RE nation-building and the role of charismatic leader- Introduction to Creative Writing 3 Modern Fiction 3 ship, as well as the problems of policy implementa- This is a course that presents opportunities for cre- The course deals with novels selected in terms of a tion in these countries. ative writing while probing major issues of literary particular theme or a particular period of time aesthetics. within the 20th century as, for example, the devel- opment of the traditional theme of romantic love in the first or the second third of the century. The novels studied may include both works written in English and works in translation. 48
300 POLS RE MARK 231 RE PHIL 222 RE Institutions and Policies of the European Union 3 Principles of Marketing 3 Existentialism 3 A survey of the history of the politics, institutions, The role of marketing in the socioeconomic sys- The course aims at a phenomenological analysis, and policies of the European Union from its ori- tem. Major decision areas: selecting target markets, discussion and development of the most important gins to the present day. Covered are the historical positioning strategy and the marketing mix (prod- theme in existential philosophy: the Self under- evolution of the European Union from its begin- uct planning, pricing, promotion and distribution) stood as consciousness confronting a world and en- nings through the end of the 1990s, the union’s in- strategy. Skill development in demand/competitive gaged in human action. The course will explore stitutions and processes, the recent major analysis, teamwork and effective communications. issues such as freedom, responsibility decision, fini- developments and challenges, such as the Single MARK 350 RE tude, alienation. These issues will be discussed in European Act, the Maastricht Treaty and the En- Consumer and Industrial Buyer Behavior 3 their existential contexts as they emerge from the largement Issue, monetary union, the major policy Social, cultural, and psychological factors influenc- works of philosophers such as F. Nietzsche, G. areas of the union, and a discussion of future sce- ing the behavior of consumers. Models of buyer be- Marcel, J.P. Sartre, M. Heidegger, etc. (Second narios in Europe. havior, consumption patterns, market Philosophy) HIST 111 RE segmentation, attitude formation and change, PHIL 300 RE Western Civilization I 3 brand loyalty, adoption of innovations and store Philosophies of Art and Beauty 3 A survey of the history and major cultural achieve- choice decisions. Implications of consumer research This course is a survey of classical and modern ments of the ancient Egyptians, early Near-Eastern for marketing management. theories on the appreciation of art and beauty. At- civilizations, Ancient Greece and Rome, with an MARK 381 RE tention is given to the analysis of perception and of emphasis on those achievements which have International Marketing 3 the aesthethic experience in their interaction with formed the basis of Western Civilizations. An investigation of the marketing concept in a glo- language and culture. Special consideration is given HIST 112 RE bal environment. Factors in assessing world mar- to contemporary visual arts and poetry. Western Civilization II 3 keting opportunities; international marketing of PSY 111/211 A survey of the history and major cultural develop- products, pricing, distribution and promotion pro- Introductory Psychology 3 ments from the fall of the Roman Empire through gram development in dynamic world markets. A general introduction to the study of human be- the Renaissance, Reformation and the Age of En- Marketing practices which various businesses adapt havior, how heredity and environmental, social, lightenment. Attention is given to the impact of to the international environment are studied. At- and psychological factors affect human develop- non-western civilizations on the events and ideas of tention is also given to comparative marketing sys- ment and behavior. Motivation, emotion, learning, the times. tems, and planning and organizing for export- intelligence, perception, and memory and how they HIST 325 RE import operations. work. An overview of the various psychological Italy in the 19th Century 3 MGT 231 RE schools of thought on human development and The course deals with the process of Italian Unifi- Principles of Management 3 personality. A brief exposure to research and dis- cation (the Risorgimento), the problems of the new Introduction to the manager’s role and the manage- cussions of the findings and implications of psy- Italian kingdom and Italy’s role in the world up to ment process in the context of organizations and chology data on some major contemporary the death of King Umberto I in 1900. society. Focus on effective management of the cor- problems. HIST 326 RE poration in a changing society and on improved de- PSY 350 RE cision making and communication. Processes Developmental Psychology 3 Italy in the 20th Century 3 The course examines the continuing problems of covered: planning, organizing, coordinating and Follows the development of the child through ado- united Italy in the 20th century, the origins and controlling. Teamwork and individual participa- lescence, with emphasis on the complexity and con- tion are emphasized. tinuity of psychological development. Also character of the Fascist movement, the personality and rule of Mussolini, and the postwar recovery MGT 389 RE emphasized is the interaction and interdependence and difficulties of the Italian Republic. Management Competencies 3 of the various systems: biological, genetic, and en- vironmental, as well as the interaction and the in- The course examines human personality, behavior HIST 386 RE terdependence of cognitive and social factors in the Europe Since 1945 3 and relationships as applied to business, industrial and organizational settings. Topics include social various stages of development. Particular attention Because of its closeness to our time, the subject of is placed on attachment theory, the development of this course combines elements of classical historical systems at work; human needs, attitudes, human relations; leadership patterns, group dynamics, the self, and possible pathological outcomes of studies with other elements of economics and po- faulty development. litical science. Although the basic structure of the teamwork, communication, motivation, participa- course will be chronological, some themes such as tion and reward system; technology and people, PSY 352 RE the emergence of the European Union and the role managing change, models of organizational behav- Social Psychology 3 played by Western Europe in the Cold War will ior and management. Teamwork and group partici- The scientific study of how people think about, in- also be dealt with from other perspectives, such as pation are emphasized. fluence, and relate to one another. Students are in- ideology and theory. MGT 472 RE troduced to recent research in areas such as the self Operations Management 3 in the social world, social beliefs and judgments, at- HIST 409 RE titudes and behavior, conformity, persuasion, ag- Management issues related to the procurement and Historical and Philosophical Aspects of the Italian gression, prejudice, altruism, love, and attraction. Renaissance 3 allocations of resources in the production of goods and services in order to meet organizational goals. Cultural, gender, and genetic influences also are The objective of this course is to relate studies in emphasized. the art and literature of the Renaissance to their Topics covered include product and process design. historical background in Italy and to examine the Facility size, location and layout, quality manage- significance of the term “renaissance” in its histori- ment, production planning and control. cal context. 49
ROIT 201 RE ROSP 235 SC, SOC 362 SC, ANTH 362 SC In the FFLCH, the following courses are rec- Comprehensive Second-Year Italian 3 Chilean Culture and Civilization 2 or 3 ommended: Political Science: “Social Policies,” This course focuses on consolidating the student’s Mandatory intensive orientation course covering “Brazilian Political Institutions,” “Political Culture, ability to use Italian effectively. Emphasis is given Chilean culture, politics, economics, literature and Democratic Consolidation, and Human Rights,” to grammar review and vocabulary expansion. Se- history. Instruction in Spanish. “Society and Citizenship.” Sociology: “Brazilian Po- lected readings acquaint students with contempo- ROSP 236 SC litical Institutions,” “Sociology of Violence,” “La- rary Italy. Spanish for Foreigners 3 bor and Unions,” “Society and Citizenship in Brazilian Thought,” “Social and Political Change ROIT 202 RE Language and culture through speaking, writing, in Latin America.” Anthropology: “A History of Bra- Intermediate Italian II 3 experiential learning. zilian Anthropology,” “Cultural Practices in the This course emphasizes the development of reading Urban Context.” and composition skills. Readings include short sto- Ilades courses: Students may apply Ilades Semi- In the FEA, the following courses are recom- ries and newspaper articles. nar credits to various disciplines: mended: Economics and Business: “Labor Econom- ROIT 231 RE THEO 300 SC ics” and “Unions and Collective Bargaining.” Conversational Italian 3 Perspectives on Poverty 3 For further information regarding these courses This course is designed to develop the student’s Seminar format; study of meaning and significance or the São Paulo program, please visit 152 Hurley ability to write correctly in Italian while reinforcing of poverty in Latin America. Significance of pov- Building. oral communication skills. Contemporary texts erty in Latin America from theological and various provide the basis for class discussions geared toward social science perspectives. SHANGHAI PROGRAM expanding vocabulary and reviewing grammar. Stu- SOC 300 SC, POLS 300 SC, ANTH 300 SC dents write weekly compositions, do oral presenta- Approaches to Development 3 tions and keep a journal. Integration of experiential learning — service work The Shanghai Program at East China Normal Uni- ROIT 315 RE in poor neighborhoods of Santiago — with reading versity is intended for students wishing to acceler- Selected Topics in Italian Literature 3 and reflection. ate their acquisition of Chinese and is strongly The course offers an in-depth exploration of a par- recommended for majors and minors. All students ticular theme or period in Italian literature. Atten- must take a Chinese language course and may SÃO PAULO PROGRAM tion will be given to the historical and cultural choose electives from other courses on Chinese his- contexts in which the selected works grew. Possible tory, culture and politics offered in English. All topics include The Italian Novel, Short Stories and Universidade de São Paulo (USP) courses are eligible for Notre Dame credit through Italian Regional Identity, Women Writers, and São Paulo, Brazil special arrangement with the Council on Interna- The Italian Poetic Tradition. tional Educational Exchange (C.I.E.E.). For pro- gram specifics, visit C.I.E.E.’s Web site at ROIT 341 RE Unique spring-semester program for political www.ciee.org, or visit 161 Hurley. Modern Italian Drama 3 science, economics, or business majors in- An introduction to 20th-century Italian drama terested in social entrepreneurship. through the study of plays by Chiarelli, Pirandello, Students with a strong background in business, TOKYO PROGRAM Betti, Fabbri and Fo. Since the course is based on economics, or political science may participate in discussion, special emphasis will be on oral expres- the São Paulo program during the spring semester. sion. A guided term paper on a play not studied in The São Paulo program presents a unique opportu- Faculty of Comparative Culture, class will help students to improve their writing nity for students preparing for careers aimed at so- Sophia University, Tokyo, Japan skills. cial progress—future “social entrepreneurs.” Students who participate in this program will par- The Tokyo Program is open to sophomores and ticipate in a for-credit internship with a nonprofit juniors. All students must take a Japanese-language SANTIAGO PROGRAM organization. Students will enroll in “Portuguese course and can choose from a wide variety of for Foreigners,” as well as courses recommended by courses offered in English, including business, eco- USP’s faculty in political science and in economics nomics, history, literature, philosophy, and sociol- On-site coordinator: Estela Rojo and business administration. For a complete list of ogy. All courses are offered for Notre Dame credit through special arrangement with the Council on Fall or Spring Semester political science and other courses offered by the FFLCH (Faculty of Philosophy, Languages, and International Educational Exchange (CIEE). Students take courses at the Pontificia Universidad For program specifics, see www.nd.edu/ Catolica (PUC) through a consortium of the Uni- Humanities), visit www.fflch.usp.br/bem-vindo. For a complete list of courses offered by the FEA ~intlstud/locations/facilitated/japan/tokyo.html, or versity of Notre Dame and the University of Wis- visit 161 Hurley. consin at Milwaukee. During the spring semester, (Faculty of Economics, Business, and Accounting), visit www.fea.usp.br/recursos/ccint/ccinte.html, students also may enroll in “Perspectives on Pov- erty” and “Approaches to Development,” offered and follow the link titled “Information for Stu- by the Universidad Alberto Hurtado, a Jesuit uni- dents.” versity in Santiago. Students are required to take Chilean Culture. Spanish for Foreigners is required for most students. These courses are described be- low. For the catalogue of courses at the PUC, con- tact the International Study Programs office, 152 Hurley. Students also are encouraged to visit PUC’s Web site at www.puc.cl/dara/html/ framecursos.html. 50
GSC 350 SP ROSP 238 SP TOLEDO PROGRAM Spanish Women 3 Spanish for Professional Life Development 3 A theoretical and practical approach to the funda- Designed for students for whom Spanish will be a mental transformations that have conditioned the basic tool for their working and professional future. Centro de Estudios Internacionales, lives of Spanish women from the golden age to the Practical cases provide (1) knowledge of the Fundacion Ortega y Gasset, Toledo, Spain present. Spring semester only. (Social science or economy, the labor markets, and Spanish and Latin gender studies) American professional culture, and (2) linguistics Fall and Spring Semesters skills (conversation, listening/comphrehension, Four or five courses, 15 credits accepted per semes- HIST 334 SP reading, and writing) and the sociocultural pecu- ter. The courses listed below may be offered in the The Cultural Heritage of Spain 3 liarities of the language that allow for successful use fall and/or spring semester. The philosophy course Contemporary Spanish history (especially 20th of Spanish in professional life. is offered in the fall only; the theology course is century), art, society (education, family, church), offered in the spring. politics, customs and traditions, current events. Re- ROSP 241 SP Internships also are available in Toledo for gional geography and history. Intended primarily Colloquial Spanish 3 three (3) credits. Students may apply for intern- for the beginning or intermediate Spanish-language Characteristic phenoma of the Spanish language in ships in several areas, including government, the student. (History) its colloquial spoken form. Variations based on age, arts, social service and communications. Credit HIST 336 SP/POLS 336 SP (crosslisted) social and regional background, etc. New lexical, toward a major must be approved by an advisor in Spain Since 1936 3 morphological and syntactical coinages. the major department. Main features and social significance of General ROSP 280 SP ANTH 350 SP Franco’s authoritarian regime as opposed to the Spanish Phonetics 3 Archaeology of the Iberian Peninsula 3 German and Italian models. Origins of the Civil Intensive study of the phonetics and philology of The diverse cultures of Iberia as seen through an War and later social and economic development. Spanish aimed at mastering articulation in the lan- analysis of the most important archaeological sites Problems in the political and constitutional guage. Pronunciation exercises with the objective of of the peninsula. (Social science) transition since 1985. (History or social science) correcting common phonetic problems experienced by the foreign student. Different Spanish dialects ANTH 351 SP PHIL 320 SP will also be analyzed. Ethnology and Folklore of the Iberian Peninsula 3 Spanish Philosophy 3 The various forms of traditional life in the Iberian Analysis of Spanish philosophy in its two most sig- ROSP 310 SP Peninsula in terms of social and economic features nificant periods — the 16th century and the 20th Textual Analysis 3 as well as literary, artistic and religious aspects. (So- century. Philosophers studied include Juan Luis Critical reading of Spanish and Spanish-American cial science) Vives, Miguel de Unamuno, Jose Ortega Y Gasset texts: works representing principal genres—novel, and Xavier Zubiri. Fall semester only. drama, poetry, essay—diverse approaches to litera- ARHI 350 SP (Second philosophy) ture. Terminology of criticism, literary problems Christian, Muslim, Jewish Art: Toledo 3 and techniques. (University literature or Spanish The art and archaeology of the three cultures that ROSP 200 SP major) determined the national character of Spain today Introduction to the Study of Spanish Linguistics 3 are studied in and around Toledo. (Fine arts) The course will cover phonology, morphology, syn- ROSP 328 SP tax, semantics, lexicology, pragmatics, discourse Survey of Spanish American Literature I 3 ARHI 353 SP analysis, sociolinguistics, and the history of the An introduction to and survey of major works from Master Painters of Spain 3 Spanish language. Students will be introduced to the Colonial period to Independence and Romanti- Development of Spanish painting studied in the the study of linguistic theory, as well as its relation cism. The course will include texts by Bernal Diaz works of five of Spain’s greatest artists: El Greco, to social, cultural and literary studies. del Castillo, Fray Bartolome de las Casas, Garcilaso Velazquez, Goya, Picasso, Dali. Visits to the Museo de la Vega, Alonso de Ercilla, Sor Juana Ines de la del Prado and the Museo de Arte Contemporaneo, ROSP 223 SP Cruz, Jose Joaquin Frenandez de Lizardi, Esteban Madrid. (Fine arts) Advanced Spanish Grammar and Composition 3 Echerverria and Jorge Isaacs. Spring semester only. ARHI 355 SP Difficult aspects of Spanish grammar and structures (University literature or Spanish major) Art and Architecture in Spain: Periods and Styles 3 are mastered through composition writing. Treats ROSP 400 SP Characteristics of the major periods in Spanish art problems of style as well as language. Several com- Society Through Spanish and Latin American and architecture, including Greek and Roman, Ro- positions are written outside class each week, and Cinema 3 manesque, gothic, baroque and neoclassical. (Fine common errors are reviewed. This class will explore Spanish and Latin American arts) ROSP 231 SP societies using films created by Spanish and Latin ECON 376 SP Advanced Spanish Conversation 3 American artists. Ten films will be analyzed from a Spain and the European Union 3 Classroom discussions centering on contemporary historical and sociological point of view. Fall se- Study the process of the formation of the European mester only. (Spanish major elective) issues in Spain and other subjects of interest. Peri- Union. Analysis of the economic repercussions on odic error evaluation and systematic review of ROSP 411 SP its members and especially in Spain. Daily newspa- the most frequent structural and grammatical Spanish Golden Age Theater 3 per and magazine coverage of the ongoing process problems. This course will focus on Baroque theater. Plays by will be followed and discussed. (Social sciencce) Lope de Vega, Cervantes, Tirso de Molina, POLS 351 SP Calderon de la Barca or Luis Velez de Guevara will Politics and Society in Latin America 3 be read and discussed in class. A research paper will Contrasts in political and social structures of vari- be completed by each student regarding one of the ous Spanish-American nations in the 20th century plays. In addition, students will attend at least one to show their diversity but also to provide insight live theater production in Toledo or Madrid. into the problems they share. (Social science or Spring semester only. (University literature or government major) Spanish major) 51
ROSP 417 SP Undergraduate All London Program courses are Notre Dame Writers of the Spanish Empire and Its Decline 3 courses. Credit hours are recorded on the student’s Masterpieces by Spain’s most significant Renais- London Program transcript, and quality points are applied to the cu- sance and golden age writers, including Lope de mulative average in the usual manner. During the Vega, Tirso, Calderón, Cervantes, Garcilaso, semester in London, each student must carry a Góngora, Quevedo and the authors of the Director: course load of between 15 and 17 credits, including picaresque novels and mystic poetry. Fall semester Anastasia F. Gutting a mandatory three credits of fine or performing only. (University literature or Spanish major) Director of Undergarduate Studies in London: arts. Most students are able to earn three to six Paul Bradshaw ROSP 441 SP hours of credit toward their majors and to satisfy Associate Directors: some University-wide course requirements. 20th-Century Spanish Literature 3 Terri L. Bays Contemporary Spanish literature from the Genera- Tadeusz R. Mazurek Course Descriptions. The following descriptions tion of 1898 to the postwar era. Major literary cur- Associate Director of Undergarduate Studies rents, the political and social events that have give the number, title, and credit hours for courses in London: shaped them and representative authors and works. the program routinely offers. Providing general in- Laura Holt (University literature or Spanish major) formation about the program’s vast array of offer- 2002-03 VISITING U.S. FACULTY: ings, this list does not purport to be a definitive list ROSP 449 SP Ernest Bartell, C.S.C. of courses available in any one semester, nor does it Contemporary Spanish Women Writers 3 Patrick Dunn provide a full account of prerequisites and other re- This course guides students through the study of James Flanigan, C.S.C. strictions. In the usual course of events, however, literary works by Spanish women writers of the past Stephen Fredman one may expect to find science and engineering three decades. Students learn about Spanish history Christopher Hamlin courses offered in the fall, PLS and business courses of the 20th century and women’s participation Eugene Henry (Emeritus) in the spring. For the most full and up-to date in- across the political spectrum, the feminist move- Eugene Livingston formation on the courses offered in any given se- ment, the social-political and cultural changes since mester, please consult our web site at www.nd.edu/ Franco’s death in 1975, and the role of Spanish Notre Dame undergraduates from the colleges ~londonpr. women writers in the transition to democracy. of Arts and Letters, Business, Engineering, and (Spanish major literature elective) Science may elect to spend one semester of their COLLEGE OF ARTS AND LETTERS ROSP 452 SP junior year in the Undergraduate London Program. Recent Spanish Film 3 While in London, students take classes offered AFAM 496 LA/ANTH 496 LA/ POLS 496LA/GSC Students study the role of Spanish movies as a re- by Notre Dame and British professors at Notre 496 LA/IIPS 496 LA/JED 496LA/SOC 496 LA flection of 20th-century mass society. Ten films Dame London Centre near Trafalgar Square. Media, Racial Equality Internship V will be viewed that are especially representative and Students participating in the program live as a Upon approval by the program, students work as permit the understanding of essential aspects of group in residential facilities with supervision interns for the Commission for Racial Equality Spanish culture, history, and society. The movies provided by the program. The semester enables Media Office, which is a clearinghouse of informa- will include works by directors including Carlos students to combine serious academic study with tion on race relations in the United Kingdom. Saura, Alejandro Amenábar, and Pedro Almodóvar, the opportunity to live and travel in Europe. among others. Spring semester only. (Spanish ma- The Undergraduate London Program, a AL 366 jor literature elective) division of the University Provost’s Office, operates Medical Practice and Ethics in the UK 3 ROSP 494 SP separately from the International Studies Programs. This course is intended to introduce preprofes- Narrative in Spanish America 3 We encourage students interested in London sional students to the UK’s system of socialized Narrative currents in Spanish America from studies for the regular academic year to direct medicine. Carpentier and the emergence of magical realism to further inquiries regarding location, staff, facilities, AL 398 LA the present day. Authors studied include Garcia curriculum, and requirements to the London Pro- SS: Internship V Marquez, Borges, Fuentes, Vargas Llosa, Cortazar, gram at 153 Hurley Hall, Notre Dame, IN 46556; AL 495 M and others. (University literature or Spanish major) Telephone: (574) 631-7414; Fax: (574) 631-3978. Students should also visit our web site at PPE Colloquium 1 THEO 257 SP www.nd.edu/~londonpr. PPE concentrators will research a pertinent topic of Spanish Mysticism and Theology 3 interest while in London. Students will be required Focus on the main trends of Spanish mysticism Program of Studies. In 1981, the College of Arts to write a paper summarizing their findings. (Carmelite, Franciscan) and the remarkable figures and Letters initiated a program for a junior semes- ANTH 315 LA of religious expression of the 16th century in Spain, ter in London, believing that the educational and Ethnicity, Race, and Identity in Britian and Europe including the Jesuits and Dominicans. Spring se- cultural benefits of study with British scholars in Today 3 mester only. (Second theology) London are particularly valuable. In 1997—its tre- In this introductory course we will explore some of mendous success having attracted attention from the social, political and cultural aspects influencing other colleges within the University—the London national identity, cultural identity and ideas about Program was expanded to accommodate both the “race.” With the end of the British Empire, ideas demand and the curricular needs of students from and perceptions of what it means to be “British” or all of Notre Dame’s colleges. Notre Dame’s British “English” have undergone changes. What I would faculty is selected to be at least on par with that of like to do in this course is to introduce some of the the home campus, including experts whose work is theoretical approaches, debates and discussions in internationally recognized in their fields. relation to these processes. We will also look at some of the ethnographic studies on social life in Britain and Europe. 52
ARHI 247 ARST 121 S ENGL 478C LA/FTT 439 LA/ANTH 363 LA/ The Golden Age of Art in the Netherlands 1 Basic Drawing I 3 GSC 478C Using the rich holdings of the Wallace Collection This course deals with form depiction in its many The British Imagination 3 and the National Gallery, this course will examine aspects and modes and is intended for beginning This course explores the nature and experience of the development of visual art in the Netherlands, students as well as advanced students who need ad- the British “way of life” in the 20th century. It contrasting it with parallel developments in reli- ditional experience in drawing. draws on all aspects of the media, from fiction and gion, science, and early capitalism. The course will poetry to television soap operas and newspapers, to ARST 498 S culminate in a visit to the exhibition “Rembrandt’s consider some central themes: nationalism, imperi- Special Studies V Portraits of Women” at the Royal Academy of Art. alism, the class system, the monarchy, the popular Upon approval by the Program, qualified students imagination, race, politics. ARHI 355LA/GSC 355LA can pursue independent study in art studio: di- Pre-Raphaelite Movement 1 rected readings, research or creative projects. FTT 206 LA This course will explore the art of the Pre- An Introduction to the Theatre in Britain 1 ECON 375 LA/HESB 375 Raphaelites, a distinctively Brisith group of artists, This course charts the development of the theatre Regional Economic Integration in the Global from the founding of the Pre-Raphaelite movement in Britain, from its origins in the celebration of the Economy 3 in 1848 to c. 1864. Based as much as possible in Mass and medieval miracle plays through to the Intra-regional economic integration may be viewed London museums, this course will identify the vi- present day. Particular attention will be given to sual characteristics of pre-Raphaelite paintings, as furthering globalization, impeding globalization, theatre in the English provinces by following the drawings and watercolors. or both. This course explores specific issues arising history of the Theatre Royal, Bristol, the oldest in the process of regional integration by comparing working theatre in the country. ARHI 356 LA selected experiences of European countries during Art and Society in Victorian London 1 the development of the E.U. with those of Ameri- FTT 235LA This course will introduce you to the main themes can countries during that of Western-hemispheric Playing Shakespeare 2 of Victorian art. We will investigate the relations trading groups: NAFTA, the Central American This course is for students who would like to ex- between art and society in 19th-century London, Common Market, and Mercosur. Fall only. plore practical approaches to the staging of explore artistic neighborhoods and lifestyles, and Shakespeare’s plays both in terms of acting and di- consider how artists approached subjects such as ECON 382 LA/POLS 439 LA recting. The course will consider the original play- life and death, love and sexuality, work and leisure, The European Union 3 ing conditions of the Elizabethan outdoor theatre This course discusses the relationship between the urban living and city streets. and their influence on scripts and performance. E.U. and the economies and economic policies of ARHI 359 LA its member states. Among the topics examined are FTT 385 LA The British House, Town and Country: the effects of the E.U. on trade and growth, agri- In Shakespeare’s Playhouse 1 18th- and 19th-Century Architecture in Context 1 culture, regional policy and the attempts to fix ex- The course will examine the place of theatre in A study of the interiors and exterior decorations of change rates within the E.U. Elizabethan society and will explore the perfor- houses and of the social and historical role of the mance conditions of the Elizabethan outdoor play- ENGL 367LA house as a container of collections of art. The house. Particular reference will be made to the Victorian Literature 3 course focuses on houses the students will visit, Globe Theatre (1599). Key writers responded to the social, intellectual and e.g., Vanbrugh’s Blenheim Palace, Lord religious challenges of the Victorian era in ways FTT 420 LA 3 Burlington’s Chiswick House, Adam’s Syon House that were often innovative and challenging. This History of British Cinema and Osterley Park, and Sir John Soane’s House and course will consider a range of texts from the pe- The history of the British cinema has been one of Museum. riod, looking closely at style, language and form as unevenness, with periods of great cinematic ARHI 373 LA well as central themes such as industrialization, achievement followed by periods of stagnation or Contemporary Art in Great Britain 1 commerce, religion, town and country, the Great even near collapse. We will watch a selection of The course introduces Britain’s principal contem- Exhibition, the position of women and childhood. British films and discuss such issues as the represen- porary painters, with focus on the meaning and im- tations of “Britishness,” films of the colonial and ENGL 440 LA plications of works of art and the techniques post-colonial periods, Northern Ireland and Scot- Shakespeare and His Contemporaries 3 employed. Attention is paid to the role of govern- land, class, race, and gender issues, Anglo-American An exploration of playhouse, script and perfor- ment and business sponsorship, art colleges and relations, and the impact of “Thatcherism” on the mance. Students will see two plays at the Globe galleries in promoting art in Britain. British film industry. Theatre and one elsewhere. ARHI 375 LA FTT 479 LA ENGL 442 LA Postmodernism 1 European Film in Opposition to Hollywood Criticism and Culture: The British Tradition This course explores the evolution of postmodern (1945 to the Present) 3 of Literary Theory, 1902 to the Present 3 thought and examines its development in the con- Examines European challenges to norms of Classi- This course will provide students with a clear out- text of the late modern movement. Issues such as cal Hollywood narrative/style. Many of the films line and understanding of the major thinkers of the the classical revival in painting, the influence of attempt to define particular national cinemas—e.g., literary-critical tradition in Britain. It will explain pop on new figurative art, new-wave Italian design British Realism or Italian Neo-Realism. The UK their cultural and theoretical propositions and show and Memphis and postmodern architecture will be will be represented by Loach’s Kes (1969) and these against their historical, philosophical and ar- seen against a backdrop of political and social Reisz’s Sat. Night and Sun. Morning (1960). tistic backgrounds. change in the 1980s. FTT 493B LA ARHI 381 LA SS: Internship, Television 3 Great Age of European Painting, FTT 493C LA Sculpture and Architecture, 1750-1939 3 SS: Internship, Theatre 3 A survey of the major movements in European art history. Museum and gallery visits are part of the course. 53
FTT 493D LA MUS 240 LA/FTT 208 LA POLS 438 LA/IIPS 438 LA/IRST 438 LA SS: Internship, Media 3 Concert Life in London 1 Ethnic Conflict Regulation in Ireland FTT 496F LA 3 This course aims to provide the basis for an in- and Northern Ireland 3 London Internship formed appreciation of works for both the main- Course topics include foundations of conflict, na- stream and contemporary repertoire heard live in tionalism, state legitimacy, conflict regulation, HIST 3XX concert. Through listening, comparing and discuss- colonization and resistance, church and state, parti- History of Science and Technology in the UK 3 ing, students are encouraged to develop their ability tion and civil rights. This course introduces students to the history of to articulate their responses and make considered POLS 443I LA 19th-and 20th-century scientific and technological critical judgments of the music heard and of its development in the UK. Throughout the term, Government and Politics of Britain 3 performance. A survey of modern British politics focusing on students will visit various sites of scientific and technological significance. MUS 261 LA/FTT 209 LA contemporary political developments, economic The Art of Ballet 1 trends, social problems and governmental HIST 306I LA/CLAS 306 LA An introduction to both the art and the craft of institutions. “The Conquered and the Proud”: Rome, the World ballet in its historical context and as a form of artis- PSY 398 90 LA Empire, 202 B.C.-A.D. 218 3 tic expression. This course will examine the causes and nature of Special Studies Jr. V Roman imperialism and seek to explain the Ro- PHIL 244I LA Upon approval by the program, psychology majors can assist in an academic research project based in mans’ success in warmaking and absorbing other Philosophy of Law 3 cultures. Study will focus on Rome’s Classical Age This course aims to introduce students to the main the United Kingdom. (c. 200 B.C.-A.D. 200). issues in the philosophy of law and examine several PSY 398 91 LA applied topics relating to these issues. Part of the HIST 333I LA Special Studies Jr. V course will be an introduction to key theoretical Upon approval by the program, psychology majors British History 1900-1990 3 questions such as what should be the relationship This course will examine 20th-century British his- can assist in an academic research project based in between morality and the law, why should we obey the United Kingdom. Spring only. tory in its political, social, economic and cultural the law, what is the justification for punishment, aspects. Themes include Britain’s decline as a world etc. as well as an examination of key concepts such PSY 418 LA power, the impact of the two world wars and rela- as “rights,” “consent,” and “mens rea.” Influences on Early Social tions with the United States. and Cognitive Development 3 PHIL 261 LA HIST 370I LA In developing an understanding of how young chil- The Philosophy of Religion 3 dren come to understand their world and the The English Civil War 3 This course is an introduction to the philosophy of This course will follow the attempts of King people in it, we will look at influences as diverse as religion. Topics covered include arguments for and genetics and environment, family and sibling rela- Charles I to impose unpopular political and reli- against the existence of God, the divine attributes tions, friendships and starting school. gious policies upon England and how resistance to (omniscience, omnipotence, eternity, simplicity); these acts led to civil war. Topics include Oliver immortality and the soul, the justification of reli- PSY 419 LA/SOC 220 LA Cromwell, the New Model Army, and the execu- gious belief, and the relation between religion and Developmental Disabilities: Integrating Theory tion of the king. morality. and Practice 3 HIST 433 I The course examines how children with severe de- PHIL 274 LA velopmental disabilities come to understand their The Second World War: A Military History 3 Introduction to Metaphysics 3 world and how teachers and other school-based This course examines land, sea and air campaigns This course is an introduction to metaphysics. of 1939-1945, beginning with pre-WWII military professionals devise programs to meet children’s Topics covered include the freedom of the will, the very individual needs. The course will be based at a theories and examining their confirmation, modifi- identity of persons, the mental and the physical, cation or replacement under pressure of combat. It school for pupils with severe learning disabilities. substances and properties, the nature of events, and Each week, students will spend time with pupils considers whether the Allies won solely through a the nature of change. massive material superiority rather than achieving and professionals in classrooms. This practical fo- victory on the battlefield. We will visit several mu- PHIL 277 LA/PSY 277 LA cus will be followed by a lecture. Students will have opportunities to meet with parents and families of seums: the Imperial War Museum, National Army A Philosophical Introduction to the Mind 3 Museum, and the RAF and Battle of Britain Muse- An introduction to the philosophy of the mind and young people with disabilities. ums at Hendon. the philosophy of psychology. The main topics will SOC 368 LA 3 include the concept of mind and the relation of the Modern British Society MSCI 311 LA mental and the physical, the problem of conscious- Military Science (Army ROTC) 3 This course has two aims: to investigate the social ness, action and the explanation of action, and the structure and culture of contemporary Britain and MUS 224 LA/FTT 207 LA view of the mind of the main schools of psychol- to use this investigation to acquaint students with Opera As Drama 1 ogy, including psychoanalysis and cognitive some important issues and debates in the discipline This course provides students with the musical and science. of sociology. historical background needed to view and appreci- PLS 382 LA THEO 238B LA ate two operas in London. Each opera is discussed, Great Books Seminar IV 3 seen in person and then discussed again. Students Christianity in Britain — Past and Present 3 The fourth in the series of great books seminars of We shall trace the history of the Christian church enrolling in this course should, if possible, have the Program of Liberal Studies intended for, but some background in music. in Great Britain from its earliest roots down to the not restricted to, program majors. Spring only. present. Throughout the course we shall pay special POLS 398 LA attention to the relationship between the Roman Parliamentary Internship 3 Catholic and Anglican churches and to the interac- A select group of students work as interns for mem- tion between religion and politics in the United bers of Parliament and write a research paper on Kingdom. The course will include site visits, film some aspect of modern British society or politics. presentations and guest lecturers. 54
THEO 245 LA EE 348 LA Physical Education Catholic Social Teaching 3 Electromagnetism I 3 This course will address Catholic social teaching in This is a basic course in electromagnetic field two ways. Each pair of sessions will involve a lec- theory, using Maxwell’s equations as the central Chair of Physical Education ture and discussion on individual topics. Students, theme. Vector analysis is employed extensively. Fall and Associate Athletic Director: either singly or in groups, will make presentations only. Thomas Kelly on the major documents of the (modern) social AME 321 LA Assistant Professor and Director of Golf Instruction: magesterium, from Leo XIII to the U.S. Bishops’ Differential Equations and Applied Mathematics 3 Noel B. O’Sullivan pastoral on the economy and the UK Bishops’ Prerequisites: MATH 226 or 216. Assistant Professor and Director of Aquatics: document on the Common Good. This course covers ordinary and partial differential Dennis J. Stark THEO 438B LA equations, Fourier series, initial and boundary Associate Professional Specialist and Director Christianity in Britain — Past and Present 3 value problems, linear algebra and transformation of Rockne Memorial Building: For theology majors. This course is the same as techniques. Fall only. Br. Louis Hurcik, C.S.C. Associate Professional Specialists: THEO 238B LA, but additional work will be AME 334 LA required. Michele Gelfman Fluid Mechanics 3 Jill Grant Lindenfeld This is a basic course in fluid mechanics. Topics in- Fran McCann MENDOZA COLLEGE OF BUSINESS clude fluid properties, hydrostatistics, conservation Dianne Patnaude laws, dimensional analysis, internal and external Diane Scherzer flows. Fall only. FIN 361 LA Assistant Professional Specialists: Business Conditions Analysis 3 Marisha Fortner This course will examine economic policy, national COLLEGE OF SCIENCE Denise Goralski income accounting, income determination, and be- Kristin Kohrt havior of economic aggregates such as total output MATH Assistant Professional Specialist and price level. Spring only. Math majors may be eligible to study an advanced and Assistant Athletic Trainer: mathematics course at the University of London. William F. Meyer Jr. Contact the program for further details. COLLEGE OF ENGINEERING The objective of the physical education depart- PHYS 221 LA ment is to develop skills, knowledge, greater inter- Physics I 3 est and awareness of the need and benefits offered CE 336 LA Prerequisites: MATH 119 and 120 or MATH 125 through wellness and lifetime leisure activities. It is Structural Mechanics I 3 and 126. intended that through participation in various Application of the principles of mechanics to The first semester of a two-semester calculus-based physical activities, students contribute to and en- the stress and deformation analysis of structural introductory physics course intended primarily for hance their physical, mental and social growth. systems. Behavior and analysis of redundant students of the life sciences. Fall only. To complement and enhance physical educa- structures. Fall only. tion activities, the department offers a required CSE 321 LA course in Contemporary Topics for College Stu- Computer Architecture I 4 SUMMER ENGINEERING PROGRAM dents. This course presents an understanding of An introduction to several architectural concepts various components of fitness and selected lifestyle For a description of the Summer Engineering Lon- that are present in current scalar machines together issues that have an impact on the individual. Stu- don Program, see page 261 of this Bulletin. with an introduction to assembly language pro- dents will learn to formulate and implement their gramming. Commercial computer-aided design own fitness and wellness programs through self- software is used to deepen the student’s under- testing, evaluations, exercises and self-assessments. standing of bus protocols and input/output. Fall 111, 112. Physical Education Activity only. (0-3-0) (0-3-0) Staff CSE 331 LA All Notre Dame first-year students must take two Data Structures 3 semesters of physical education as a University re- This course will cover fundamental techniques in quirement. However, those who enroll and remain the design and analysis of non-numerical algo- in an ROTC program are exempted from physical rithms and their data structures; elementary data education. structures such as lists, stacks, queues; and more The department believes that basic swimming advanced ones such as priority queues and search skills are important for the student. A swim test trees. Fall only. will be administered at the beginning of the year to determine each student’s ability. EG 498 C Technology in the UK 1 Students will study and visit various sites of signifi- cance for the history of engineering. Fall only. EE 344 LA Signals and Systems I 3 Topics covered include transform techniques for solving continuous-time linear differential systems, time-domain and frequency-domain analysis. Fall only. 55
Most students will be able to elect four of the Information The OIT maintains a High Performance Com- following activities to complete their requirement. puting Cluster (HPCC) to provide a parallel com- It is strongly recommended that activities from Technologies puting environment for computationally intensive both the wellness and lifetime sports tracks be work and research. In addition, the University taken. community has access to national supercomputing The Office of Information Technologies (OIT) American Ballroom Dance and data resource facilities. For more information, supports 13 public access computer clusters on visit www.nd.edu/~hpcc. Basic Activities campus. These clusters provide students, faculty Contemporary Topics for College Students The Office of Information Technologies pro- and staff with access to almost 600 computers run- vides an array of technology-based services that Fencing ning Macintosh, Windows and UNIX operating First Aid support teaching and learning at the University. At systems, as well as access to high-quality printers. least 65 classrooms are equipped with instructional Fitness Development Five clusters are usually open 24 hours every day. computers, house projection, and audio systems, al- Golf The OIT employs student consultants to help sup- Handball lowing faculty to include multimedia materials in port these facilities. For more information about their teaching. A variety of playback devices (CD/ Ice Skating the ND computer clusters, go to www.nd.edu/ Latin Ballroom Dance DVD/VCR) can be delivered to any classroom on ~ndoit/clusters. campus, upon request. Where technology is in use, Officiating Students living in residence halls have access to Racquet Sports technical support is provided, often within minutes ResNet, the residence hall computer network con- of a call being placed from a classroom to the sup- Rugby necting undergraduate residence halls and the Self Defense port dispatch center maintained by OIT. graduate student residences. ResNet is also avail- Two permanent instructional labs are available, Skiing: able in the Huddle, the DeBartolo Interactionary Cross Country with 30 computers in each for hands-on instruction Area and the second floor of the Hesburgh Library. in computer-related disciplines. A portable lab can Downhill ResNet provides a dedicated Ethernet connection Soccer be reserved that utilizes laptop computers and wire- for every student living on the Notre Dame cam- less networking to transform a seminar room into Swimming: pus. This means that students can connect their Lifeguard Training an instructional lab. A number of classrooms have own computers directly to the campus computer cable TV and can access satellite teleconferences. A Lifesaving network using an Ethernet jack instead of dialing videoconferencing service is in development. Water Safety Instructor in using a telephone line and modem. Standard ser- Team Handball OIT operates a library of media-based curricu- vices include access to electronic mail, the Internet, lar materials; faculty may place on reserve items for Tennis and institutional file space (NDAccess). Students Volleyball student review. Faculty may request class sessions should review the OIT’s recommendations for be recorded and made available on a variety of me- Water Aerobics computers that run well on ResNet. This informa- Weight Training dia. Video and audio production and post-produc- tion is published on the World Wide Web at tion services are available. A range of media Yoga www.nd.edu/~ndoit/resnet. conversion services is available to students and fac- All activities are offered at the beginning level; The OIT provides many support services. ulty alike. however, some activities are offered at an interme- Computers can be purchased in the OIT Solutions Notre Dame’s colleges provide some similar diate level. If the student has a physical disability Center on the first floor of the Information Tech- services within their purview, and there is an in- and is unable to participate in activity classes, a spe- nology Center. Students, faculty and staff can pur- creasing collaboration between the colleges and cially designed program will be arranged. chase computers, printers, and other peripheral OIT to support teaching and learning through the devices at educational discounts. The Solutions use of technology. The OIT’s Instructional Com- Center also provides a variety of software at educa- puting and Media Services can be accessed by call- tional discount prices. CDs of Microsoft and Corel ing (574) 631-9181 or by visiting our service software are currently available to the Notre Dame location at 128 DeBartolo Hall. community for a substantial savings compared to In addition to the shared facilities of the OIT, the retail price of these applications. See specific colleges have their own facilities. www.nd.edu/~ndoit/solution ffor more informa- Anyone using Notre Dame computers and net- tion about the OIT Solutions Center. working resources is responsible for observing the The OIT Help Desk, located in Room 111 of policies set forth in the document G0001 Respon- the Information Technology Center, provides an- sible Use of Information Technologies at Notre Dame. swers to usage questions, diagnosis of problems and The full text of this policy is available from the problem resolutions. Help Desk hours are 8:00 OIT Help Desk or on the World Wide Web at a.m. to 5:00 p.m. Monday through Friday, except www.nd.edu/~doc/G0001.html. noon to 1:30 p.m. on Wednesdays. For more infor- For more information about the many services mation about the Help Desk, see www.nd.edu/ the OIT offers the Notre Dame community, visit ~ndoit/helpdesk. www.nd.edu/~ndoit. OIT offers computer-related, non-credit day- time courses to staff, faculty, and students of the Notre Dame, Saint Mary’s and Holy Cross com- munities. The classes cover a wide range of applica- tions in both Windows and Macintosh and are free of charge. For more information on these and other Education Services programs, see www.nd.edu/ ~ndoit/training. 56
The Career Center Workshops, Programs and Special Seminars. Internships and Summer Jobs. The Career The Career Center collaborates with the College of Center spends a great deal of time with first-year, Arts and Letters, Mendoza College of Business, sophomore, and junior students to help them with A Special Place for Students. The Career Cen- College of Engineering, College of Science, School locating and applying for internships and summer ter at Notre Dame offers students a place to learn of Architecture, and the M.B.A. Career Develop- jobs. Internships, career mentoring, and about career opportunities all over the world. Our ment Office to coordinate a wide variety of career externships are also sponsored by Notre Dame services are diverse and comprehensive, and our programs, services, seminars, and workshops for alumni who develop short-term career experiences staff assists undergraduate and graduate students students. A sample list of these programs and semi- for students. In addition, The Career Center man- with all levels of career advising and exploration. nars includes: ages the Intern Center program, with more than The Career Center provides students with indi- • Careers 2002—Job fairs in Atlanta, Chicago, and 15,000 organizations for students to pursue. In vidual advising and counseling, career assessment Washington, D.C. many cases, an internship search involves a specific inventories, group workshops, special presentations • Job fair consortium programs in Los Angeles and strategy targeted at a particular geographic location; to academic departments, employer information New York City thus, it is common for students to develop their sessions, videotape mock interviews, job searching • College of Business Career Forum own internship by researching and networking with beyond on-campus interviews, and more. • College Engineering Industry Day potential internship sponsors. We expect that students will take ownership of • Winter Career and Internship Fair their career direction and be willing to devote the • Wall Street Forum For additional information, contact: • First Friday Open Houses with Multicultural time and energy necessary to conduct a successful The Career Center search for jobs, internships, fellowships, and/or Affairs 248 Flanner Hall graduate schools. Utilizing our technology through • English Department Career Night (574) 631-5200 Go IRISH (Internet, Recruiting, Interviewing, • College of Architecture Career Fair http://careercenter.nd.edu Scheduling, Hotlink), students have 24/7 access to • Professional Development Seminar internship and full-time opportunities and can sign • Medical school interviewing Hours: 8:00 a.m.–5:00 p.m. up for interviews online and research careers. • Graduate School Fair Evening hours: Monday–Wednesday, The Career Center’s facilities, located in • Collaboration and support with the Alliance for 5:00– 8:00 p.m. Flanner Hall, have greatly enhanced the technology Catholic Education and the Center for Social On-call hours in Flanner 248: Monday–Friday available to students, serving as a “mini cluster” for Concerns 1:00–5:00 p.m. students to produce résumés, write cover letters, • Program support for the Department of Athletics Computer Lab, Flanner Hall First Floor: Open 24 and search for careers on the Web. This complex and student athletes hours a day, seven days a week operation offers students a spacious facility with a • Dossier and credential file services wide variety of information about writing résumés • Senior “Kickoff” orientations The Career Center Counseling Staff: and researching careers, employer directories, job • Junior “Spring Training” career orientations Lee J. Svete, Director bulletins, internship resources, and annual reports. • Go IRISH workshops [email protected] • Résumé and cover letter writing Graduate and Professional Schools. The Ca- • On-site job interviews Paul Reynolds, Associate Director reer Center staff works closely with faculty and aca- • Job search strategies (College of Business) demic departments to support students’ efforts to • Internship Networking Night [email protected] gain acceptance into law and medical schools, as • Beyond on-campus recruiting Rose Kopec, Associate Director well as graduate programs in the arts, sciences, hu- • Internships and summer jobs (College of Engineering) manities and more. Catalog information on specific • Videotape mock interviews [email protected] graduate school programs is available on The Ca- • Get Connected Career Shadow Program Anita Rees, Associate Director reer Center’s Web site: careercenter.nd.edu. • College of Science Career Night (College of Arts and Letters) • Career Search “City Tour” series—Atlanta, Bos- [email protected] ton, New York, St. Louis, Los Angeles, San Fran- cisco, Dallas, Houston, Washington, D.C., and the Kevin Monahan, Assistant Director Twin Cities (Alumni Career Programs) [email protected] Allison Keller, Assistant Director (College of Science) [email protected] Robin Sullivan, Assistant Director (Internships) [email protected] Web Master: Vincent Melody [email protected] 57
Moreau Seminary, also located on the Notre Admission is selective for both programs, and Holy Cross Dame campus, is the principal formation house for personal interviews are required. Tuition scholar- Seminary Formation the Congregation of Holy Cross. The one-year ship assistance is provided for both the Old College Candidate Program is designed for those with a and Candidate programs. bachelor’s degree in any field who are ready to dis- For additional information, contact: The Old College undergraduate seminary program cern their readiness for vowed religious life and be- is housed in the original campus structure built in gin academic and pastoral training. Applicants Rev. James King, C.S.C. 1843. It welcomes high school graduates with a must demonstrate a capacity for advanced theologi- Director of Vocations serious interest in exploring a vocation as a priest or cal studies. They must also be practicing Roman P.O. Box 541 brother in the Congregation of Holy Cross. Catholics in good standing with the Church and of Notre Dame, IN 46556 Old College provides an introduction to reli- solid personal character with a demonstrated po- www.nd.edu/~vocation gious life and ministry in Holy Cross through par- tential for ministry. Near the end of this first year, ticipation in daily Mass, prayer, and devotional Candidates decide whether to continue in the for- exercises; supervised ministry placements; spiritual mation program and petition for admission to the direction; academic preparation; community activi- novitiate. ties; and personal attention to the individual’s for- mation needs. Old Collegians take all classes with other Notre Dame students and are expected to ac- tively participate in clubs, organizations, and other aspects of campus life. They are also encouraged to consider semester-long or yearlong foreign study programs sponsored by the University. This unique program combines a challenging religious forma- tion program with the opportunity to enjoy a com- plete Notre Dame undergraduate experience. 58