Graduate Catalog 2010–11 Mills College Graduate Catalog 2010Ð11

Home , Jon Rose, Mills College, Miya Masaoka, Neil Rolnick

This catalog provides information on graduate admission and financial aid, student life, and academic opportunities for graduates at Mills College. Information for undergraduate students is provided in a separate Undergraduate Catalog.

This catalog is published by: Mills College 5000 MacArthur Blvd. Oakland, CA 94613 www.mills.edu Cover photo: Nic Lehoux Table of Contents

Mills College ...... 3 Education...... 26 Accreditation ...... 3 Early Childhood Education ...... 28 Administration of Programs...... 3 Master of Arts in Education Nondiscrimination Statement...... 3 with an Emphasis in Early Childhood Education ...... 28 Student Privacy Rights...... 3 Master of Arts in Education with Campus Photography ...... 3 an Emphasis in Leadership in Student Graduation and Persistence Rates. . 3 Early Childhood ...... 28 Doctor of Education in Leadership with Academic Calendar ...... 4 an Emphasis in Early Childhood . . . . . 29 Master of Arts in Education About Mills College ...... 6 with an Emphasis in Child Life Overview ...... 6 in Hospitals ...... 29 Faculty ...... 6 Early Childhood Special Education Credential Program...... 29 Academic Environment ...... 7 Educational Leadership ...... 30 Campus Resources ...... 7 Administrative Services Credential . . . 30 Graduate Housing...... 7 Master of Arts in Education ...... 30 History ...... 8 Doctor of Education ...... 31 Studio Art ...... 9 Teacher Preparation ...... 31 Multiple Subjects Credential with Master of Fine Arts in Studio Art ...... 10 an Early Childhood Emphasis ...... 31 Courses...... 10 Multiple Subjects Credential ...... 32 Single Subject Credential: Art, English, Biochemistry and Molecular Biology. . 12 Foreign Language, or Social Studies . . 32 Certificate Program ...... 13 Single Subject Credential: Math or Science ...... 32 Computer Science...... 14 Master of Arts in Education with Master of Arts in Interdisciplinary an Emphasis in Teaching (MEET) . . . . 32 Computer Science ...... 15 Courses...... 33 Post-baccalaureate Programs ...... 16 Post-baccalaureate Certificate Program. . . 16 English ...... 47 Advanced Degree Preparatory Track. . . . . 16 Master of Arts in English and Courses...... 16 American Literature ...... 49 Master of Fine Arts in Creative Dance ...... 19 Writing with an Emphasis in Poetry . . . 49 Master of Arts in Dance...... 20 Master of Fine Arts in Creative Writing with an Emphasis in Prose . . . . 50 Master of Fine Arts in Dance with an Emphasis in Choreography. . . . 21 Master of Fine Arts in Book Art and Creative Writing ...... 51 Master of Fine Arts in Dance with an Emphasis in Choreography Courses...... 51 and Performance...... 22 Courses...... 22

1 Infant Mental Health ...... 61 College Expenses...... 103 Master of Arts in Infant Mental Health . . . 62 2010–11 Tuition and Fees ...... 104 4+1 BA/MA Program...... 62 Residence and Meal Plan Rates...... 105 Tuition and Fees Adjustment Policy . . . . 106 Intermedia Arts...... 63 Billing and Payments ...... 107 Courses...... 64 Special Course Fees and Additional Program Costs ...... 108 MBA...... 66 Other Administrative Fees and Charges . . 108 Master of Business Administration Financial Petitions ...... 109 Accelerated Graduate Study...... 67 Refunds...... 109 Master of Business Administration Regular Full- or Part-Time Graduate Study . . . . 69 Financial Aid ...... 110 The Mills 4+1 BA/MBA Program ...... 69 Departmental Assistance ...... 111 Courses...... 69 Federal and State Aid ...... 112 Rules and Regulations ...... 114 Mathematics ...... 76 Application to the 4+1 BA/MA Program. . 77 Advising and Registration ...... 116 Master of Arts in Mathematics...... 77 Academic Advising ...... 117 Courses...... 78 Student Records on the Web ...... 117 Confirmation of Semester Attendance . . . 117 Music ...... 80 Registration ...... 118 Master of Arts in Composition...... 82 Master of Fine Arts in Electronic Academic Regulations ...... 122 Music and Recording Media ...... 82 Academic Credit...... 123 Master of Fine Arts in Performance and Literature ...... 83 Attendance Requirements ...... 123 Courses...... 84 Transfer Credit Policy ...... 124 Student Status...... 124 Pre-Med ...... 89 Grading...... 126 Post-baccalaureate Pre-Medical Academic Standing ...... 129 Certificate...... 91 Graduation ...... 130 Transcripts and Enrollment Verification . 131 Public Policy ...... 92 Master of Public Policy (MPP) ...... 93 Rosters ...... 133 Courses...... 95 College Officers ...... 133 Board of Trustees ...... 133 Admission ...... 98 Administrative Offices ...... 134 Applying for Admission...... 99 Accepted Students ...... 100 Index ...... 136 International Students...... 101

2 educational records and to seek corrections of Mills College inaccurate or misleading data through informal or formal procedures. FERPA also protects student Accreditation privacy rights by setting strict limits on disclosure Mills College was founded in 1852 and is fully of their educational records without their consent. accredited by the Western Association of Schools Students can seek enforcement of their FERPA and Colleges (WASC), 985 Atlantic Ave., Suite 100, rights by filing complaints with the Family Policy Alameda, CA 94501, 510.748.9001. Documents Compliance Office, U.S. Department of Education, describing the most recent accreditation review by 400 Maryland Ave. S.W., Washington DC 20202- WASC are available on request from the Office of 5920. Information about this office is available on the Provost and Dean of the Faculty at 510.430.2096. the Internet at www.ed.gov/offices/OM/fpco. All graduate programs and degree requirements at Copies of federal regulations governing student pri- Mills are authorized by the faculty. vacy rights are available from the website named Administration of Programs above or the Division of Student Life (DSL) at Mills. A statement on procedural steps for seeking The programs are administered by the provost and to correct inaccurate or misleading data in student the Graduate Council, a committee of the College records is also available from DSL on request at consisting of faculty directors of graduate programs. 510.430.2130. Nondiscrimination Statement Mills considers name, address, phone number, email Mills College does not discriminate on the basis address, dates of attendance, degree(s) awarded, of race, color, marital status, age, religious creed, enrollment status, and major field of study to be national origin, ancestry, sexual orientation, or directory information under FERPA and, as such, disability (in accordance with the Americans with may be disclosed to a third party upon request. Disabilities Act, 1973 Rehabilitation Act Section 504, and implementing regulations) in its admission Campus Photography policies, scholarship and loan programs, or in the Mills College reserves the right to photograph stu- educational programs or activities which it operates. dents for the purpose of institutional promotion. Nor does Mills discriminate on the basis of sex in Whenever possible, Mills observes the common its graduate programs. Mills enforces against unlaw- practice among colleges of obtaining individual ful discrimination through its Campus Policy and permissions for the use of campus photographs in Procedure on Discrimination, which is available which students are prominently featured. However, by request from the Division of Student Life (DSL) permissions are not obtained for the use of student at 510.430.2130. images in photographs of public events on campus, such as rehearsals, performances, lectures, readings, Mills is an equal opportunity employer and seeks athletic events, student life events, alumnae/i events, to comply with all applicable state and federal and College ceremonies. Academic departments, laws and local ordinances prohibiting employment such as but not limited to Dance, Music, and Art, discrimination. All aspects of employment are based also reserve the right to photograph students and on merit, qualifications, and job competence. Mills their work for institutional use. Questions about this does not discriminate against anyone regarding em- policy should be directed to [email protected]. ployment practices, compensation, or promotional or educational opportunities on the basis of race, Student Graduation and color, marital status, age, religious creed, national Persistence Rates origin, ancestry, sex, sexual orientation, disability, veteran status, pregnancy, or medical conditions. In compliance with federal law, Mills reports a 62 It is Mills policy to provide reasonable job accom- percent graduation rate for undergraduate students modations to employees with disabilities who can who began as first-year students in fall 2003 and perform essential functions of jobs for which they earned four-year degrees by spring 2009. The return are otherwise qualified. Inquiries regarding compli- (persistence) rate for Mills first-year students who ance with various employment laws and regulations began their studies in fall 2008 and returned in fall should be directed to Legal Counsel, Mills College, 2009 is 77 percent. 5000 MacArthur Blvd., Oakland, CA 94613. Changes Student Privacy Rights The information in this catalog is current as of Mills complies with the provisions of the 1974 March 2010. Mills reserves the right to make Family Educational Rights and Privacy Act changes affecting policies, fees, curricula, or any (FERPA). FERPA assures students attending a other matters announced in this catalog, in other postsecondary educational institution that they printed materials, or on the College website. have the right to inspect and review certain of their

3 Academic Calendar Fall Semester 2010 Sunday, Aug. 1 Tuition and fees due (late payment fee of $250 may be assessed to students whose payments are not received by this date) Wednesday, Aug. 11 Web Confirmation of Semester Attendance begins Saturday, Aug. 21 Residence halls open at 9:00 am for new and readmitted students Sat–Tue, Aug. 21–24 Orientation for new and readmitted undergraduate students Monday, Aug. 23 Last day for all students to confirm their semester attendance (students confirming after this date may be assessed a $250 late fee) Residence halls open at 9:00 am for continuing students Tuesday, Aug. 24 Orientation for new and readmitted graduate students Tue–Fri, Aug. 24–27 Online registration for new and readmitted students (students registering after August 27 may be assessed a $250 late registration fee) Wednesday, Aug. 25 Instruction begins Monday, Sept. 6 Labor Day Holiday Wednesday, Sept. 8 Last day to add a class Last day to increase credit for a variable-credit course or undergraduate 1-credit course Last day to register for a course with an audit grade option or to change an existing course from graded or Pass/No Pass to Audit or from Audit to graded or Pass/No Pass Friday, Oct. 1 Convocation Friday, Oct. 15 Mid-Semester Holiday Wednesday, Oct. 20 Last day to drop a class Last day to decrease credit for a variable-credit course or an undergraduate 1-credit course Last day to change grade option from graded to Pass/No Pass or Pass/No Pass to graded Monday, Nov. 1 Last day to file graduation applications for undergraduate degrees to be conferred January (fall 2010) or May (spring 2011) Last day for undergraduates graduating in January (fall 2010) or May (spring 2011) to declare a minor Last day to file graduate petitions for candidacy for master’s or doctoral degrees to be conferred May 2011 Wednesday, Nov. 3 Last day to withdraw from a class Mon–Wed, Nov. 8–17 Online registration for continuing and returning students for spring 2011 (continuing and returning students not registered by November 17 may be assessed a $250 late registration fee) Wednesday, Nov. 24 Classes end at 2:30 pm Thur–Fri, Nov. 25–26 Thanksgiving Holidays Monday, Nov. 29 Master’s theses and doctoral dissertations for degrees to be conferred fall 2011 due in the Office of the Provost and Dean of the Faculty Monday, Dec. 6 Instruction ends Tue–Wed, Dec. 7–8 Reading Days Thur–Tue, Dec. 9–14 Final Exams Wednesday, Dec. 15 Residence halls close at noon Friday, Dec. 17 Grades due Sunday, Dec. 19 Grades due electronically

4 Spring Semester 2011 Sunday, Jan. 2 Tuition and fees due (students whose payments are not received by this date may be assessed a $250 late payment fee) Monday, Jan. 10 Web Confirmation of Semester Attendance begins Monday, Jan. 17 Martin Luther King Jr. Holiday Tuesday, Jan. 18 Last day for all students to confirm their semester attendance (students confirming after this date may be assessed a $250 late payment fee) Orientation for new and readmitted students (undergraduate and graduate) Residence halls open at 9:00 am for all students Tue–Fri, Jan. 18–21 Registration for new and readmitted students (students registering after January 21 may be assessed a $250 late registration fee) Wednesday, Jan. 19 Instruction begins Wednesday, Feb. 2 Last day to add a class Last day to increase credit for a variable-credit course or undergraduate 1-credit course Last day to register for a course with an audit grade option or to change an existing course from graded or Pass/No Pass to Audit or from Audit to graded or Pass/No Pass Monday, Feb. 21 President’s Day Holiday Wednesday, March 16 Last day to drop a class Last day to decrease credit for a variable-credit course or an undergraduate 1-credit course Last day to change grade option from graded to Pass/No Pass or Pass/No Pass to graded Mon–Fri, March 21–25 Spring Break Wednesday, March 30 Last day to withdraw from a class Mon–Wed, April 11–20 Continuing and returning student registration for fall 2011 (continuing students not registered by April 20 may be assessed a $250 late registration fee) Friday, April 22 Master’s theses and doctoral dissertations for degrees to be conferred May 2011 due in the Office of the Provost and Dean of the Faculty Last day to file graduate petitions for candidacy for master’s or doctoral degrees to be conferred January 2012 (fall 2011) Wednesday, May 4 Instruction ends Thur–Fri, May 5–6 Reading Days Sat–Thur, May 7–12 Final Exams Thursday, May 12 Graduating student grades due by 4:00 pm, except for Thursday finals Friday, May 13 Residence halls close for non-graduating students at noon Graduating student grades due by noon for Thursday finals Saturday, May 14 123rd Commencement Sunday, May 15 Residence halls close at noon for graduating students Wednesday, May 18 Non-graduating student grades due on paper Friday, May 20 Non-graduating students grades due electronically

5 About Mills College

Overview environment of the campus itself. Graduate pro- Located in the foothills of Oakland, California, grams at Mills offer serious students an opportunity on the east shore of the San Francisco Bay, Mills to delve intensely into their field of study, cross College is an independent liberal arts college for traditional disciplinary boundaries, and explore women with graduate programs for women and men. new ways of thinking. The College educates students to think critically and communicate responsibly and effectively, to At Mills, we value the diversity of people and ideas. accept the challenges of their creative visions, and Thirty-seven percent of our graduate population are to acquire the knowledge and skills necessary to students of color, while another 9 percent identify effect thoughtful changes in a global, multicultural themselves as multiracial. society. Founded in 1852 as an undergraduate college for women, Mills introduced its first graduate programs in the 1920s. Since that time, Mills Faculty has earned a national and international reputation The Mills faculty is composed of an accomplished based on groundbreaking work in fields such as cadre of artists, educators, authors, business pro- electronic music, studio art, and education. fessionals, and scholars. At the heart of our graduate education is the interaction between these distin- Mills offers graduate degree and certificate pro- guished faculty members and talented students. In grams to approximately 550 students annually on an intellectual environment dedicated to advanced an intimate campus with a total student body of study, graduate students work closely with accessible more than 1,500. Our graduate programs include: and engaged faculty to explore their field of study Studio Art, Computer Science, Dance, Education, in the context of broader academic interests, a English, Infant Mental Health, MBA, Music, testament to our heritage as one of the top liberal arts Pre-Med, and Public Policy. colleges in the nation. Statistically, Mills faculty members are also unique. Sixty-two percent of our Mills advanced-degree candidates are accomplished full-time faculty are women, while 25 percent are students who are drawn by the outstanding reputa- faculty of color. Eighty-eight percent of the full- tion of our curriculum, faculty, and the intellectual time faculty have their terminal degree.

6 Academic Environment Campus Resources Amid the green rolling hills and century-old euca- Mills students enjoy an educational environment lyptus trees of the 135-acre Mills campus, graduate enriched by a wide variety of exhibits, concerts, students find inspiration both in their work and in performances, and lectures that support intellectual their environment. Each graduate program forms a exploration and growth. The physical environment community of students and faculty focused intensely of the campus itself provides a source of inspiration on academic pursuits. Ideas, opinions, and minds are with historic cultural resources such as the Littlefield challenged in an open environment of academic excel- Concert Hall, the Center for Contemporary Music, lence and collaboration. As a vital part of the San and the Mills College Art Museum. Francisco Bay Area, Mills is intricately connected to the community. Professors and students work in Students can also experience one-of-a-kind resources the neighboring cities and bring their experience such as the Eucalyptus Press, home to the interna- and knowledge into the classroom. Faculty encour- tionally renowned Book Art Program, or the Chil- age students to get involved with the local artistic dren’s School, the first laboratory school founded and scholarly scenes so that students connect with west of the Mississippi. The Special Collections of a broader community and expand their opportunities the F. W. Olin Library contain more than 22,000 rare for intellectual and professional growth. books and manuscripts, including a copy of Shake- speare’s First Folio, a Mozart manuscript, and a leaf Thanks to the extraordinary reputation of Mills and from a Gutenberg Bible. The Trefethen Aquatic its faculty, we also attract an amazing array of world- Center and Haas Pavilion offer a wide variety of class speakers and performers to the campus. Due options for athletics, physical fitness, and recreation, to the intentionally small size of these events, Mills while the campus Chapel provides a peaceful graduate students have access to these dignitaries environment for spiritual reflection and renewal. and often engage with them one-on-one before, during, and after events. In addition, Mills’ dedicated alumnae/i are an integral part of the life of Graduate Housing the College, participating in activities and sharing Living on campus is a valuable part of the Mills their professional expertise. Since so many Mills experience. Students can take advantage of campus graduates have gone on to success in their areas of programs and services while enjoying a beautiful study, this network and influence can be far reaching. park-like campus environment. For specific housing It all adds up to a dynamic environment that is the descriptions, accessibility, and fees, please visit signature of the Mills graduate experience. Housing under Campus Life at www.mills.edu.

ABOUT MILLS COLLEGE 7 History Founded in 1852 as the Young Ladies’ Seminary in Benicia, California, Mills College boasts a rich history as a leader in women’s education. Mills was founded two years after California was admitted to statehood and the same year the city of Oakland was established. The University of California and Stanford had yet to exist, and newly prosperous miners, farmers, and merchants wanted to educate their daughters without sending them on the perilous journey to East Coast schools.

Over the decades, Mills “firsts” have been numerous: the first women’s college west of the Rockies (chartered 1885); the first laboratory school west of the Mississippi for aspiring teachers (1926); the first women’s college to offer a computer science major (1974) and a 4+1 MBA degree (2001); the first business school in the West designed to advance women (2005); and the first MFA program in book art and creative writing in the nation (2009).

Always a leader in the arts, Mills was among the first liberal arts colleges to offer a modern dance degree (1941), and it became the national center for modern dance outside New York City. The Center for Contemporary Music, dedicated in 1967, is a preeminent center for electronic music. Brown, environmentalist and author Stephanie Mills, Many of the world’s foremost artists, politicians, and business leader Bonnie Guiton Hill, musician Dave scholars have taught, lectured, and performed at Brubeck, and U.S. Congresswoman Barbara Lee. Mills, including Gertrude Stein, Mark Twain, Darius Milhaud, Alfred Neumeyer, John Cage, Isabel For more than 150 years, Mills has continued to Allende, and Gloria Steinem. Notable alumnae/i be a draw to people interested in experimentation, of the College include: pioneering sports announcer leadership, social responsibility, and creativity— Renel Brooks-Moon, dancer/choreographer Trisha the hallmarks of a 21st-century Mills education.

8 Studio Art www.mills.edu/art

COURSES OF INSTRUCTION 9 Studio Art 510.430.2117 I [email protected]

Faculty: Professional Interests For special admission requirements, please visit Samara Halperin www.mills.edu/art. Experimental film and video, cinematography, Master of Fine Arts in Studio Art 16mm animation, production design, writing, (11.5 semester course credits) pop culture Required: Hung Liu ARTS 201 Concentrations in Painting, Sculpture, Painting, drawing, printmaking, installation, Ceramics, Photography, Electronic Arts, Video public art projects (1; 1; 1; 1). This course must be taken each Anna Valentina Murch semester. Sculpture, installation, public art, ecological ARTS 287 Topics in Contemporary Art (1) design, collaborative projects ARTS 288 Contemporary Art and Critical Catherine F. Wagner Thinking (1) Photography, art and science, conceptual art, ARTS 291 Graduate Seminar (.5; .5).This contemporary art philosophy, public art course must be taken twice in the first year. ARTS 293 Degree Exhibition and Artist Mills offers a master of fine arts (MFA) degree Statement (.25; .25). This course must be in studio art led by a distinguished faculty of inter- taken twice in the second year. nationally known artists. The program focuses on And select four courses from the following list, or painting, ceramics, sculpture (including installation), other courses in consultation with faculty advisor: photography, intermedia, video, and electronic arts. ARTS 143 Contemporary Photographic Practice Students are encouraged to work across media I (1) boundaries. The two-year graduate program is ARTS 145 Contemporary Photographic Practice selective, limited to 12 new students each year, II (1) and is designed to meet the demanding standards ARTS 149 Contemporary Photographic Practice of the profession. III (1) The graduate program in studio art provides a com- ARTS 151 Advanced Drawing (1) bination of structure and freedom. Students receive ARTS 161 Advanced Painting (1) individual attention that encourages personal and ARTS 164 Advanced Ceramics (1) professional development. Each graduate student has ARTS 173 Advanced Sculpture (1) a graduate committee consisting of three faculty ARTS 205 Concentrations in Ceramics, members who are responsible for critiquing the Painting, Photography, Sculpture/Intermedia student’s independent work and progress. At the (1). This course may be taken four times. end of the first year of study, the work of each stu- IART 219 Electronic Arts (1) dent is reviewed by all faculty members of the Art IART 220 Advanced Electronic Arts (1) Department and, if passed successfully, the student IART 247 Video I (1) is advanced to candidacy status in the second year. IART 248 Video II (1) At the end of the second year, the program culminates in a public thesis exhibition held in the Mills Or one upper-division course in art history or in College Art Museum, supplemented with a written another academic subject in consultation with artist’s statement. All students must complete the faculty advisor. graduate residency requirement of two years (four semesters) of full-time enrollment consecutively. Courses The Jane B. Aron Art Center houses excellent ARTS 201 Concentrations in Ceramics, Painting, classroom studios for ceramics, painting, drawing, Photography, Sculpture, Electronic Arts, Video photography, sculpture, and intermedia/installation, (1Ð1.25) in addition to the art museum and slide collection. These courses are devoted to independent studio Facilities also include an analog electronic and digi- work, which is reviewed and critiqued by each tal computer lab, video suites, and private graduate student’s graduate committee. Must be taken each studios for each artist. Students are required to work of four semesters. Fall and Spring in these campus studios to encourage interaction Instructor(s): Hung Liu, Anna Valentina Murch, with fellow artists and faculty. Catherine Wagner, and/or Staff.

10 Letter grade only. readings, discussions, presentations, and guest Limit 10 students. speakers. Must be taken twice in the first year. Note(s): 1.25 credit option with additional Fall and Spring assignment. Instructor(s): Hung Liu, Anna Valentina Murch, This course may be taken four times. Catherine Wagner, Staff. Letter grade only. ARTS 205 Concentrations in Ceramics, Painting, Photography, Sculpture/Intermedia (1) Limit 15 students. This course deals with the concerns of specific This course may be taken two times. media, and its content will vary depending on the ARTS 293 Degree Exhibition and Artist instructor. Each medium area will be offered once Statement (.25) every two years. Fall and Spring The exhibition in the Mills College Art Museum Instructor(s): Hung Liu, Anna Valentina Murch, and the artist’s statement complete the degree Catherine Wagner. requirements. Must be taken twice in the second Letter grade only. year. Fall and Spring Limit 15 students. Instructor(s): Samara Halperin, Hung Liu, Anna This course may be taken four times. Valentina Murch, Catherine Wagner, Staff. Letter grade only. ARTS 247 (147) Exploration of Materials, Space, and Time (1) This course may be taken two times. This class will focus on the creation of work for a ARTH 239 (139) History of Performance Art (1) specific place. We will address how one perceives Performance art developed in the ’60s, a highly and notates the space and culture of a chosen situ- theatrical as well as political decade. The course ation for an installation. How can one be sensitive examines work by contemporary performance artists, to the context and continue to develop one’s own primarily in the U.S., and earlier performance personal vocabulary? This process will include history beginning with the European personality sketches, diagrams, photographs, and models leading and theatrical experiments of the Dada, Surrealist, to the choice of real materials and appropriate scale. Futurist, and Russian revolutionary art movements. This class will include field trips and discussion. Performance art is also placed in a wider context Spring of experimental theater, dance and music, and the Instructor(s): Anna Valentina Murch. Dandy tradition. Online course materials. Spring Limit 14 students. Instructor(s): Moira Roth. Offered 2010–11. ARTH 285 (185) Painting of China (1) Prerequisite(s): ARTS 007. The painting of China from the Han to the Qing Must be taken with: ARTS 173. dynasty is studied and concludes with discussions This course may be taken three times. of painting during the Cultural Revolution and ARTS 287 Topics in Contemporary Art (1) contemporary works that are being produced in The course explores the multifaceted world of con- the People’s Republic of China today. Critical temporary art. A broad array of current artists and texts on calligraphy, painting styles and forms, their work will be presented and discussed. Fall together with writings on theory and methodology, Instructor(s): Glen Helfand. will be read. Fall Letter grade only. Instructor(s): Mary-Ann Milford/Staff. Limit 12 students. ARTH 286 (186) Japanese Painting and Prints (1) ARTS 288 Contemporary Art and Critical This course traces the persistence of tradition and Thinking (1) the development of an aesthetic that prevails in This graduate course focuses on contemporary art in Japan’s visual arts. Heian court paintings that its theoretical, historical, and critical aspects. Spring include the Tale of Genji, which were to influence Instructor(s): Staff. Japanese aesthetics to the present day, will be Letter grade only. studied. Ukiyo-e, woodblock prints of Floating Limit 12 students. World that reflect the popular tastes of Edo’s ARTS 291 Graduate Seminar (.5) merchants, will also be studied. Spring The graduate seminar is required for all first-year Instructor(s): Mary-Ann Milford/Staff. students. Course content includes studio visits, Offered in alternation with ARTH 188.

COURSES OF INSTRUCTION 11 Biochemistry and Molecular Biology www.mills.edu/biochemistry

12 Biochemistry and Molecular Biology 510.430.2317 I [email protected]

Faculty: Professional Interests The Biochemistry and Molecular Biology Barbara Bowman Committee, composed of biology and chemistry Molecular phylogenetics, cell biology of yeast faculty members, administers the program and advises students wishing to complete the certificate. John S. Brabson Students use the excellent laboratory facilities of Antifungal compounds and their modes of action, the Biology, Chemistry, and Physics Departments sphingolipid metabolism in Pichia ciferrii and are also encouraged to expand their research Beth Kochly experience by enrolling in a directed research Mechanistic studies and reactive intermediates course or by participating in a summer research in organic chemistry, organic reactions in ionic project on or off campus. liquids Lisa Urry For special admission requirements, please visit Developmental biology of sea urchin embryos www.mills.edu/biochemistry. and larvae, cell-cell and cell-extracellular Biochemistry and Molecular Biology matrix interactions Certificate Program Jared Young (16 semester course credits) Genetics and pharmacology of learned Required: behaviors in the nematode C. elegans BIO 001–002 General Biology I and II (1.25; Mills College provides a certificate program in 1.25) biochemistry and molecular biology for those who BIO 133 Molecular Cell Biology (1) possess a baccalaureate degree in a non-science area BIO 135 Genetics (1) who now wish to enroll in course work equivalent BIOC 141 Protein Chemistry and Enzymology to that required for a BA degree in biochemistry (1) and molecular biology at Mills. Individuals apply BIOC 142 Metabolism and Proteomics (1) to this program through the post-baccalaureate BIOC 143 Analytical Biochemistry (1) Pre-Medical Program. CHEM 017–018 General Chemistry I and II The standard length of the program is three years (1.25; 1.25) (six semesters) and 16 Mills course credits. At CHEM 105–106 Organic Chemistry I and II minimum, students must complete more than half (1.25; 1.25) of their course work for the certificate at Mills and PHYS 061–062 General Physics I and II (1.25; must attain a Mills GPA of 3.0 or higher. The 1.25) certificate program is intended for students with a BIO 191 Senior Seminar (1) or CHEM 191 serious commitment to qualify for graduate study Senior Seminar (1) in biochemistry and molecular biology, molecular Note: It is recommended that students complete genetics, developmental biology, and other post- at least two upper-division biology courses prior graduate science programs. It also provides to taking BIO 191. excellent training for a variety of careers, such as laboratory research, science teaching, science writing, or patent law.

COURSES OF INSTRUCTION 13 Computer Science www.mills.edu/computerscience-grad

14 Computer Science 510.430.2226 I [email protected]

Faculty: Professional Interests Mills also offers post-baccalaureate certificate pro- Steven R. Givant grams focusing exclusively on computer science. Logic and foundations of mathematics, model There are two tracks: one for students planning to theory, general algebra, theory of relations directly enter industry, and a reentry program for students who wish to go on to earn doctorates in Almudena Konrad computer science. Students from our certificate Computer networks, wireless communication, program have been admitted to top graduate schools, modeling, analysis and prediction of network including MIT, University of Washington, University measurements of Virginia, and University of California, San Diego. Barbara Li Santi Artificial intelligence applications in education, For special admission requirements, please visit cognitive science, intelligent tutoring systems, www.mills.edu/computerscience-grad. computer science education, linear algebra Master of Arts in Interdisciplinary Ellen Spertus Computer Science Structured information retrieval, online (11 semester course credits) communities, gender in computer science, social effects of computing Required: CS 111 Introduction to Computer Architecture (1) Susan S. Wang Design and analysis of algorithms, very large- CS 124 Data Structures and Algorithms (1) scale integrated systems, parallel computation CS 214 Programming Languages (1) CS 222 Operating Systems (1) Mills offers unique graduate programs for people CS 232 The Interdisciplinary Computer Science with bachelor’s degrees in other fields who wish Research Process (1) to transition into computer science or interdiscipli- CS 250 Thesis for the Degree of Master of Arts nary work. We believe that knowledge of another in Interdisciplinary Computer Science (1) discipline and computer science is a powerful And select one additional interdisciplinary course combination that allows our graduates to enrich in a discipline related to your prior background themselves and the world. Students can enter this or professional interest for 1 graduate or upper- degree program either after earning their bachelor’s division undergraduate credit. degree or through a five-year joint BA/MA program. And select four courses from: Our Master of Arts in Interdisciplinary Computer CS 113 Compiler Design and Implementation (1) Science (ICS) Program provides students of liberal CS 212 (112) Contemporary Computer arts backgrounds with knowledge of computer Architecture (1) science and how computers interact with other CS 223 (123) Robots, Persons, and the Future (1) disciplines, gives students perspective on the CS 225 (125) Theory of Algorithms (1) strengths and limitations of computers, and suggests CS 227 (127) Linear Optimization (1) what advances are needed in computer science CS 228 (128) Theory of Computation (1) to solve theoretical problems in a variety of fields. The innovative aspect of the program that CS 231 (131) Computer Networks (1) distinguishes it from other master’s programs in CS 263 (163) Computer Graphics (1) computer science is its focus on relating computers CS 270 (170) Software Engineering (1) to other disciplines where the combination has CS 280 (180) Topics in Computer Science (1) potential for great impact, including art, biology, CS 286 (186) Web Programming (1) business, education, health, music, and psychology. Other elective courses may be accepted at the dis- Graduates of this program have found employment cretion of the department. with companies, nonprofits, and educational institutions such as Apple Computer, Google, Note: For courses offered at both the 100 and the Hewlett-Packard, Sun Microsystems, and Chabot 200 level, students enrolled at the 200 level will Space and Science Center. be required to do additional work in the course.

COURSES OF INSTRUCTION 15 Post-baccalaureate Programs in Advanced Degree Preparatory Track Computer Science (8 semester course credits) Since the fall of 1982, Mills has provided a cer- Required: tificate program in computer science for college CS 111 Introduction to Computer Architecture (1) graduates, especially women, who intend to pursue CS 124 Data Structures and Algorithms (1) employment, advancement, or graduate studies in CS 214 (114) Programming Languages (1) computer science and need to acquire the proper background. CS 222 (122) Operating Systems (1) CS 225 (125) Theory of Algorithms (1) The Mills post-baccalaureate program has two CS 228 (128) Theory of Computation (1) tracks for students with different goals. The post- And select two courses from the following: baccalaureate certificate program for students CS 113 Compiler Design and Implementation (1) interested in entering the professional computing workforce has no programming or mathematics CS 212 (112) Contemporary Computer Architecture (1) prerequisites. The advanced-degree preparatory track is for students whose goal is further graduate CS 223 (123) Robots, Persons, and the Future (1) study (MS or PhD) in computer science and has CS 227 (127) Linear Optimization (1) the same special admission requirements as the MA CS 231 (131) Computer Networks (1) program in interdisciplinary computer science. CS 263 (163) Computer Graphics (1) This small program offers support and personal CS 270 (170) Software Engineering (1) attention while students study computer science. CS 280 (180) Topics in Computer Science (1) It also provides substantial opportunity for hands- CS 286 (186) Web Programming (1) on experience with programming on a variety of Other elective courses may be accepted at the computer systems. Each student’s course of study discretion of the department. is tailored to individual needs and includes independent study options. Courses Post-baccalaureate Certificate Program (8 semester course credits) CS 212 (112) Contemporary Computer Architecture (1) Required: Advanced topics in computer architecture and CS 063 Introduction to Computer Science (1) organization. Topics include analog electronics, CS 064 Computer Concepts and Intermediate digital design, modern processors (including Programming (1) pipelining, superscalar parallelism, and branch CS 111 Introduction to Computer Architecture (1) prediction), memory hierarchies, and parallel CS 124 Data Structures and Algorithms (1) computers and networks. Spring CS 214 (114) Programming Languages (1) Instructor(s): Ellen Spertus. MATH 004 Discrete Mathematics I (1) Offered in 2010–11 and then every other year. And select two courses from the following: Offered in alternation with: CS 223. CS 113 Compiler Design and Implementation (1) Prerequisite(s): MATH 006 and CS 111. CS 170 Software Engineering (1) Note(s): Concurrent lab required. CS 180 Topics in Computer Science (1) CS 214 (114) Programming Languages (1) CS 186 Web Programming (1) Theory of and practice in the four main program- CS 212 (112) Contemporary Computer ming paradigms: declarative programming, object- Architecture (1) oriented programming, functional programming, CS 222 (122) Operating Systems (1) and logic programming. Topics include the role CS 223 (123) Robots, Persons, and the Future (1) of structure in programming, procedure activation, CS 225 (125) Theory of Algorithms (1) program semantics, and variable binding and scoping. Languages studied include Java, C++, CS 227 (127) Linear Optimization (1) Prolog, ML, and Scheme. Spring CS 228 (128) Theory of Computation (1) Instructor(s): Ellen Spertus. CS 231 (131) Computer Networks (1) Prerequisite(s): MATH 006 and CS 124. CS 263 (163) Computer Graphics (1) Note(s): Concurrent lab required. Other elective courses may be accepted at the discretion of the department.

16 CS 222 (122) Operating Systems (1) CS 228 (128) Theory of Computation (1) Basic issues in process management, memory An introduction to the mathematical basis for management, protection, and distributed systems. the study of computability and to the formal These concepts are illustrated through examples theory behind compiler design. Topics include the drawn from modern operating systems. Spring formal models of computation such as finite state Instructor(s): Almudena Konrad. automata, pushdown automata, and Turing machines; Prerequisite(s): CS 111 and CS 124. languages and grammars, such as regular languages and grammars, context-free languages and grammars, CS 223 (123) Robots, Persons, and the Future (1) and recursively enumerable languages and grammars; An interdisciplinary study of robots, cyborgs, and the problems that a machine can and cannot wearable computers, nanotechnology, and other solve. Spring technologies that challenge our ideas of what it Instructor(s): Steven Givant, Susan Wang. means to be a human being. Students will gain a Offered in 2010–11 and then every other year. solid technical foundation by building, debugging, Prerequisite(s): MATH 006 or MATH 048. and programming robots. We will also read a wide Note(s): Concurrent workshop required. variety of fiction and essays. All students will have Prerequisite of MATH 006 or MATH 048 may be to write evaluative and predictive essays. Graduate waived by the instructor. students will be required to build a robot of their own design. Fall CS 231 (131) Computer Networks (1) Instructor(s): Ellen Spertus. This course studies the Internet, different types of Offered in 2011–12 and then every other year. computer networks, and many components that Offered in alternation with: CS 212. make up these networks. The course addresses many important issues of networks, such as con- CS 225 (125) Theory of Algorithms (1) gestion control, flow control, routing, quality of An introduction to general algorithmic techniques inservice, security, and network management. Students cluding divide-and-conquer, dynamic programming, will identify the fundamental issues and some of and greedy algorithms. Construction and analysis the current network research efforts. Small-scale of some important classes of algorithms such as research will be required, where students will graph algorithms and string algorithms. An intro- identify a problem, execute network research, duction to the complexity classes P, NP, and NP- and write and present the results. Fall complete (tractable versus intractable problems). Instructor(s): Almudena Konrad. If time allows, special topics, such as approximate Prerequisite(s): CS 064. algorithms, parallel algorithms, computability, and undecidability, may be included. Spring CS 232 The Interdisciplinary Computer Science Instructor(s): Susan Wang. Research Process (1) Offered in 2011–12 and then every other year. This course teaches the research process in the Inter- Prerequisite(s): MATH 006 and CS 124. disciplinary Computer Science Program at Mills Note(s): Concurrent workshop required. College. The students will learn to find research topics, critically read research papers, and write CS 227 (127) Linear Optimization (1) and communicate research results effectively. Other Introduction to linear optimization, optimizing a topics include intellectual property, publishing, linear function subject to a set of linear constraints, funding, performance evaluation, and statistical emphasizing quantitative modeling, methodology, techniques. During the course, students will work and the underlying mathematical structures and toward their research thesis proposal or their final geometrical ideas. Topics include problem formu- thesis write-up. Fall lation, simplex method, sensitivity analysis, and Instructor(s): Almudena Konrad. duality theory. Spring Prerequisite(s): CS 064. Instructor(s): Susan Wang. Note(s): Course is intended primarily for graduate Offered in 2011–12 and then every other year. students in the first year of the ICS Program. Prerequisite(s): MATH 004 or MATH 047 or ECON 081. Note(s): Concurrent workshop required. Prerequisite of MATH 004 or MATH 047 or ECON 081 may be waived by instructor.

COURSES OF INSTRUCTION 17 CS 250 Thesis for Degree of Master of Arts in CS 280 (180) Topics in Computer Science (1) Interdisciplinary Computer Science (1) Offers topics that are not offered in the regular Before commencing work on the thesis project, the curriculum. Topics may include neural networks student must submit a thesis proposal for review and other specialized topics in artificial intelligence, and acceptance by the director of the ICS Program networking, very large-scale integrated systems, and the faculty members of the student’s thesis multimedia design and development, parallel and advisory committee. Only upon completion of a distributed computing, and information retrieval. successful review process may the student proceed Fall with the thesis. Fall and Spring Instructor(s): Staff. Instructor(s): Staff. CS 286 (186) Web Programming (1) Letter grade only. This course studies the design and implementation CS 263 (163) Computer Graphics (1) of Web applications. Students will learn HTML, Principles of three-dimensional computer graphics JavaScripts, CSS, XML, PHP, MySQL, and con- and their applications, including computer animation. temporary Web technologies. There will be several Advanced techniques are derived from a minimal programming assignments and a final project, where set of graphics primitives. Coordinate systems, each student will build a Web application with viewing, transformations, and splines are intro- components covered during the semester. Spring duced in a two-dimensional environment and Instructor(s): Almudena Konrad. extended to three-dimensional systems. Algorithms Offered in 2011–12 and then every other year. for line and polygon drawing, clipping, filling, Offered in alternation with: CS 163. projection, and hidden-line removal lead to realistic Prerequisite(s): CS 064. shading, illumination, and object rendering. Fall Instructor(s): Almudena Konrad. Offered in 2010–11 and then every other year. Offered in alternation with: CS 286. Prerequisite(s): MATH 006 and CS 124. CS 270 (170) Software Engineering (1) A course designed to help students transform themselves into skilled software engineers, able to apply their knowledge of coding, algorithms, and systems to write elegant, efficient, and correct programs. Topics include techniques and tools for design, documentation, collaboration, development, building, testing, debugging, and maintenance, primarily using the extreme programming methodology. Spring Instructor(s): Ellen Spertus. Offered in 2010–11 and then every other year. Offered in alternation with: CS 113. Prerequisite(s): CS 124 and CS 122. Note(s): Prerequisite CS 222 (122) may be taken concurrently.

18 Dance www.mills.edu/dance

COURSES OF INSTRUCTION 19 Dance 510.430.2175 I [email protected]

Faculty: Professional Interests For special admission requirements, please visit Sonya Delwaide www.mills.edu/dance. Modern techniques, ballet, choreography, Master of Arts in Dance composition, partnering, movement for actors, (10.5 semester course credits, dance theater, repertory 7 at the graduate level) Molissa Fenley Prerequisites: Choreography, repertory, technique, thesis The following prerequisites may be taken concur- supervision rently with other course work if not already com- Ann Murphy pleted elsewhere. Dance criticism and analysis, women and dance, DNC 133 Dance Kinesiology (1) dance and literature DNC 174 Ballet History from the 16th Through Judith F. Rosenberg the 19th Centuries (.5–1) Dance in relation to the other arts, music Required: composition for dance and film History/Theory (2 course credits): Founded in 1941, the Mills Graduate Dance Depart- DNC 265 Modern to Contemporary Perfor- ment offers the oldest ongoing dance program in mance: History, Theory, and Practice (1) the country. Located in one of the largest dance DNC 288 Critical Acts: Dancing Strategies, centers in the United States, Mills is at the heart of Theories, and Contexts (1) a vibrant urban dance community. The longevity Seminars (Seminars in other fine arts departments, of our program and its international reputation are with approval from dance faculty, may apply.) Select testaments to the quality of instruction and the courses from the following to equal 3 course credits: successful philosophy that guides our curriculum. DNC 176 Dance Cultures (1) We offer three graduate degrees in dance, including: DNC 291 Early Modern Women: Western Dance Pioneers (.5–1) • MA in Dance DNC 293 Contemporary Issues in • MFA in Dance with an Emphasis in Choreography (.5–1) Choreography DNC 298 Dance Theatre in Traditional and • MFA in Dance with an Emphasis in Contemporary Performing Arts (.5–1) Choreography and Performance Technique (1 course credit) selected from: The strength of our degrees comes from our unique DNC 014 Techniques in International Dance combination of creative and critical dance studies, Styles: Selected Form (.25) choreography, and performance practices. Simply DNC 015 Jazz (.25) put, we stretch the mind as well as the body. We DNC 016 (116) African Haitian and Dunham work with students to become articulate artists who Technique (.25) can express themselves both creatively and through DNC 101 Elementary Ballet (.25) critical discourse. We help them hone their skills DNC 103 Intermediate Ballet (.25) in performance, choreography, research, and writing DNC 105 Elementary Modern Dance (.25) about dance. DNC 107 Intermediate Modern Dance (.25–.5) or The Mills Dance Program is highly selective. We DNC 109 Advanced Modern Dance (.25–.5) intentionally keep classes small to provide the one- DNC 113 Somatic Arts (.25) on-one interaction that is the hallmark of a Mills All students must take .25–.5 course credit per education. This is particularly significant because semester, minimum of two class sessions per week, of the professional caliber of the faculty and visiting for four semesters. Two semesters must include artists who teach in our program. Students have the modern technique. opportunity to work with accomplished dancers, Note: .25 credit equals two technique class sessions choreographers, and scholars who offer a broad and per week; .5 credit equals four or five class sessions varied base of experience in diverse dance forms. per week. Our enviable location in the San Francisco Bay Area connects students to a lively dance scene for artistic inspiration and professional opportunities.

20 Thesis (2 course credits): History/Theory (2 course credits): DNC 250A Thesis: Research Project (.5) DNC 265 Modern to Contemporary Perfor- DNC 250B Thesis: Writing (1.5) mance: History, Theory, and Practice (1) (spring/fall sequence) DNC 288 Critical Acts: Dancing Strategies, Theories, and Contexts (1) And select 2.5 more graduate or upper-division undergraduate course credits from the following: Performance (.5 course credit): DNC 134 Dance Improvisation (.5) DNC 152 Repertory Dance Lab (.5) DNC 152 Repertory Dance Lab (.5) Choreography students must participate in other DNC 157 Music for the Dancer (1) student choreographic projects and concerts to DNC 159 Dance Production (.25) satisfy the performance requirement. DNC 179 Laban Studies (.5) Technique (2.5 course credits) selected from: DNC 181 Solo Choreography (.5) DNC 103 Intermediate Ballet (.25) DNC 231 Dance for the Camera (.5) DNC 107 Intermediate Modern Dance (.25–.5) DNC 243 Independent Project (.5–1) DNC 109 Advanced Modern Dance (.25–.5) DNC 253 Theory of Teaching Dance (.5) DNC 113 Somatic Arts (.25) DNC 254 Laboratory Teaching of Dance (.5) All students must take four semesters of modern DNC 270 Seminar in Interdisciplinary technique, five class sessions per week. Students Collaboration (5.–1) must also take two semesters of ballet or one se- DNC 293 Contemporary Issues in mester of ballet and one semester of somatic arts. Choreography (.5–1) Note: .25 credit equals two technique class sessions DNC 296 Live and Media Performance (.5–1) per week; .5 credit equals four or five class sessions DNC 297 Ideas about Space (.5) per week. DNC 298 Dance Theatre in Traditional and Thesis (2 course credits): Contemporary Performing Arts (.5–1) DNC 250A Thesis: Research Project (.5) Once a student has applied to and is accepted to the DNC 250B Thesis: Writing (.5) MA course of study she/he is not eligible to change DNC 250C Thesis: Concert (1) her/his dance degree tracks mid-stream without (spring/fall/spring sequence) reapplying to the MFA program. And select one or more graduate electives or upper- Master of Fine Arts in Dance division course credits for a total of 2 credits from with an Emphasis in Choreography the following list with at least one course chosen (11.5 semester course credits, from DNC 291 or above. (Electives in other fine 8 at the graduate level) art departments, with approval from dance faculty, Prerequisites: may apply.) Intermediate-level modern dance technique upon DNC 174 Ballet History from the 16th Through admission. the 19th Centuries (.5–1) DNC 176 Dance Cultures (1) The following prerequisites may be taken concurrently with other course work if not already DNC 179 Laban Studies (.5) completed elsewhere. DNC 231 Dance on Camera (.5) DNC 133 Dance Kinesiology (1) DNC 243 Independent Project (.5–1) DNC 157 Music for the Dancer (1) DNC 253 Theory of Teaching Dance (.5) DNC 159 Dance Production (.25) DNC 254 Laboratory Teaching of Dance (.5) DNC 181 Solo Choreography (.5) DNC 270 Seminar in Interdisciplinary Collaboration (.5–1) Students who have had a music for dance course DNC 284 Choreographic Project (.5) must take the rhythmic exemption exam. DNC 291 Early Modern Women: Western Required: Dance Pioneers (.5–1) Choreography (2.5 course credits; each course DNC 293 Contemporary Issues in may be taken only once for credit): Choreography (.5–1) DNC 282 Group Choreography (.5) DNC 296 Live and Media Performance (.5–1) DNC 285 Sources and Inventions (.5) DNC 298 Dance Theatre in Traditional and DNC 286 Contemporary Choreography: Contemporary Performing Arts (.5–1) Stylistic and Contextual Investigations (1) DNC 297 Ideas about Space (.5)

COURSES OF INSTRUCTION 21 Master of Fine Arts in Dance with the following list with at least one course chosen an Emphasis in Choreography and from DNC 291 or above. (Electives or seminars Performance in other fine arts departments, with approval from (12 semester course credits, dance faculty, may apply.): 8 at the graduate level) DNC 113 Somatic Arts (.25) Prerequisites: DNC 159 Dance Production (.25) Elementary-level ballet technique upon admission. DNC 174 Ballet History from the 16th Through Advanced-level modern dance technique must also the 19th Centuries (.5–1) be achieved by the beginning of the second year. DNC 176 Dance Cultures (1) DNC 133 Dance Kinesiology (1) DNC 179 Laban Studies (.5) DNC 157 Music for the Dancer (1) DNC 231 Dance on Camera (.5) DNC 159 Dance Production (.25) DNC 243 Independent Project (.5–1) DNC 181 Solo Choreography (.5) DNC 253 Theory of Teaching Dance (.5) Students who have had a music for dance course DNC 254 Laboratory Teaching of Dance (.5) must take the rhythmic exemption exam. DNC 270 Seminar in Interdisciplinary Required: Collaboration (.5–1) Choreography (2 course credits): DNC 284 Choreographic Project (.5) DNC 282 Group Choreography (.5) DNC 291 Early Modern Women: Western Dance Pioneers (.5–1) DNC 285 Sources and Inventions (.5) DNC 293 Contemporary Issues in DNC 286 Contemporary Choreography: Choreography (.5–1) Stylistic and Contextual Investigations (.5) DNC 296 Live and Media Performance (.5–1) DNC 297 Ideas about Space (.5) DNC 298 Dance Theatre in Traditional and History/Theory (2 course credits): Contemporary Performing Arts (.5–1) DNC 265 Modern to Contemporary Perfor- Note: Also see the other undergraduate courses in mance: History, Theory, and Practice (1) and DNC 288 Critical Acts: Dancing Strategies, which graduate students may enroll listed in the Theories, and Contexts (1) Undergraduate Catalog. Performance (1.5 course credits): DNC 255A/B Repertory Dance Company (.5; .5) Courses three consecutive semesters, .5 course credit per semester DNC 231 (131) Dance for Camera (.5) When dance is videotaped it can explode off the Choreography and performance students must par- stage, reaching vast new audiences. But maintaining ticipate in other student choreographic projects and vitality in dance in an electronic medium requires a concerts to satisfy the performance requirement. reorientation of thinking. This class is a laboratory Technique (2.5 course credits) selected from: for investigating these challenges. Participants will DNC 103 Intermediate Ballet (.25) explore film grammar, story structure and experi- DNC 107 Intermediate Modern Dance (.25–.5) mental narrative, and contemporary and historical DNC 109 Advanced Modern Dance (.25–5) context through hands-on creative work, classroom All students must take four semesters of modern viewings and discussion, and readings. Students will technique of which two semesters must be at the learn camera use, storyboarding, and basic Final advanced level, five class sessions per week. Cut editing, and will produce four dance videos. Students must also take two semesters of ballet. Instructor(s): Staff. Note: .25 credit equals two technique class ses- Letter grade only. sions per week; .5 credit equals four or five class Limit 12 students. sessions per week. Prerequisite(s): DNC 282 or DNC 285. Thesis (2 course credits): DNC 250A Thesis: Research Project (.5) DNC 250B Thesis: Writing (.5) DNC 250C Thesis: Concert (1) (spring/fall/spring sequence) And select one or more graduate electives or upper- division course credits for a total of 2 credits from

22 DNC 243 Independent Project (.5Ð1) DNC 254 Laboratory Teaching of Dance (.5) Research and fieldwork in dance movement that Analysis, structuring, and practicing of teaching has an experiential component. Development of skills. Spring methods and materials for dance in particular Instructor(s): Patricia Reedy. contexts (education or other art forms). Fall and Letter grade only. Spring Offered in 2011–12 and then every other year. Instructor(s): Staff. Prerequisite(s): DNC 253. Note(s): This class may be taken two times for a Note(s): No auditors. maximum of 1 credit. DNC 255A (155A) Repertory Dance Company (.5) DNC 250A Thesis: Research Project (.5) The Mills Repertory Dance Company brings for- This course is designed for dance MA and MFA ward the creative process of dance professionals candidates as preparation for the written thesis. Stu- and provides performing experience to a group of dents will explore various research methodologies, student dancers chosen by an audition process. To topic ideas, thesis guidelines, and will complete be eligible, you must have prior dance experience, preliminary research for their projects, culminating be registered in an advanced technique class, or in a thesis prospectus and abstract. Spring be at the intermediate level with the approval of Instructor(s): Ann Murphy. the artistic director. The course involves rehearsals Letter grade only. with renowned choreographers, performances on Limit 12 students. campus, and participation in festivals and outreach events. Each company member must make a one- DNC 250B Thesis: Writing (.5Ð1.5) year commitment. Fall In section B of the Thesis series, candidates, under Instructor(s): Staff. supervision of a thesis advisor, will complete orig- Instructor consent required. inal scholarly research begun the previous semester Letter grade only. and write a formal 30–50 page paper that contributes Limit 15 students. to scholarship in the field. Students will also com- Note(s): Student has to be registered in a modern plete an oral comprehensive exam with both a written technique class for .5 credit. and verbal component. Fall Must be taken with: DNC 107. Instructor(s): Ann Murphy. This course may be taken three times. Letter grade only. Prerequisite(s): DNC 250A. DNC 255B (155B) Repertory Dance Company (.5) The Mills Repertory Dance Company brings for- DNC 250C Thesis: Concert (1) ward the creative process of dance professionals Candidates for the MFA in choreography and the and provides performing experience to a group of MFA in choreography and performance must create student dancers chosen by an audition process. a substantial and original ensemble dance work Eligibility for the company includes having prior using a minimum of three dancers. Those pursuing dance experience, and being registered in advanced a combined degree in performance and choreography technique class (or intermediate level with the will additionally create a solo performed by the approval of the artistic director). The course involves candidate. Spring rehearsals with renowned choreographers, perform- Instructor(s): Molissa Fenley. ances on campus, and participation in festivals and Letter grade only. outreach events. Each company member must Limit 12 students. make a one-year commitment. Spring Prerequisite(s): DNC 250A and DNC 250B. Instructor(s): Staff. DNC 253 Theory of Teaching Dance (.5) Instructor consent required. Teaching dance as a human art experience, estab- Letter grade only. lishing a philosophy, and developing material for Limit 10 students. a course of study. Fall Note(s): Students must be registered in a modern Instructor(s): Staff. technique class for .5 credit. Letter grade only. Must be taken with: DNC 109. Offered in 2010–11 and then every other year. This course may be taken three times.

COURSES OF INSTRUCTION 23 DNC 265 (165) Modern to Contemporary DNC 285 Sources and Inventions (.5) Performance: History, Theory, and Practice (1) A wide range of sources including literature, video, This course investigates 19th–21st century Western film, spoken word, music, current events, and digital concert dance as a hybrid art form inextricably art are investigated as possible tools to cultivate new linked to social, political, technological, and eco- processes of personal expression. Fall nomic forces. We study major canonical dance in Instructor(s): Sonya Delwaide. the U.S. (with some attention to Europe and Russia), Instructor consent required. and examine various genres within the form as a Letter grade only. series of kinesthetic, social, and aesthetic relation- Limit 12 students. ships. Our goal is to grasp the place of concert Note(s): Students who take choreography courses dance in time as personal and social expression, must also register for a dance technique class. with its paradoxical ability to both pioneer liberat- DNC 286 Contemporary Choreography: ed emotion and physicality and solidify traditional Stylistic and Contextual Investigations (.5Ð1) ideas of gender, race, ability, and the body. Fall Students research and use various styles of art Instructor(s): Ann Murphy. making (including Expressionism, Surrealism, DNC 270 (170) Seminar in Interdisciplinary Dada, Pop, Minimalism, installation art, digital art, Collaboration (.5Ð1) etc.) to cultivate new structures and movement This studio seminar will explore the interdisciplinary material. This exploration deepens and challenges nature of the collaborative process. We will focus the conceptual nature of making dances. Spring on aesthetics and cultural concerns in a multiplicity Instructor(s): Molissa Fenley. of contexts and the development of work between Letter grade only. dance, music, art, video, and writing. Movement Limit 15 students. and its component elements of time, space, and Prerequisite(s): DNC 282. force are central to all art forms, and provide the Note(s): Students who take choreography courses means through which life is perceived, experienced, must also register for a dance technique class. and recreated through art. Fall DNC 288 Critical Acts (1) Instructor(s): Staff. Critical Acts is designed to enlarge and critically Offered every other year beginning 2010–11. challenge dancers’ thinking about dance through Note(s): Admission must be approved by faculty. experience, observation, analysis, interpretation, DNC 282 Group Choreography (.5) and theory. We will encounter ideas that have This course will explore methods for developing, given birth to and continue to shape dance and seeing, and understanding ensemble choreography. performance theory, and weigh them in light of Several approaches will be used including: working experience of the body’s knowledge. Our goal is with structural devices that focus on counterpoint; to test modes of perception, record and analyze working with improvisational strategies to help events as faithfully as possible, sharpen individual both generate and organize materials; and building understanding of experience, and deepen our grasp materials in response to specific creative problem of movement as an art form never divorced from solving tasks. Fall thought, culture, and history. Spring Instructor(s): Sheldon Smith. Instructor(s): Ann Murphy. Limit 12 students. Letter grade only. Prerequisite(s): DNC 037 and DNC 181. DNC 291 Early Modern Women: Western Dance DNC 284 Choreography: Construction Project (.5) Pioneers (.5Ð1) The creation and presentation of a dance work This graduate seminar examines the role women designed for performance in a non-proscenium played in shaping contemporary dance in the first environment. The students will work closely with half of the 20th century. Discussions, dance the teacher and will have the opportunity to present viewings, and readings will focus on the intellectual a solo or duet. Spring and artistic contributions of early European and Instructor(s): Staff. American choreographers, looking at their work Limit 10 students. in terms of historical context, race, gender, and Prerequisite(s): DNC 282 and DNC 285 and national identity. Fall DNC 286. Instructor(s): Staff. Recommended Course(s): DNC 107, DNC 109. Letter grade only. Limit 15 students.

24 DNC 292 The Diaghilev Ballets Russes and the DNC 297 Ideas about Space (.5) Making of Modern Culture (.5Ð1) This course explores the particulars of both geo- This course examines the contribution of Diaghilev’s metric and mythic space and their potential use in Ballets Russes to 20th-century modernism. We will creating choreography. Geometric space concerns investigate the cultural context in which he worked, the absolutes of the natural world’s points, constants, as well as the revolutionary collaborations he and directions, whereas mythic space is realized by fostered between innovative choreographers, our spatial perceptions, our senses, our intuitive composers, artists, and writers. Fall and emotional selves. Readings such as Gaston Instructor(s): Staff. Bachelard and Ernst Cassirer are discussed. Artists Letter grade only. from other disciplines will visit the class to describe Limit 15 students. the use of space in their work. Spring Offered in 2011–12 and then every other year. Instructor(s): Molissa Fenley. DNC 293 Contemporary Issues in Letter grade only. Choreography (.5Ð1) Limit 14 students. This seminar will investigate contemporary dance/ DNC 298 Dance Theatre in Traditional and theatre works and artists that have been influenced Contemporary Performance (.5Ð1) by the race, gender, intercultural, social injustice, Dance theatre provides an intellectual, artistic, and physically challenged, and cultural/aesthetic issues somatic understanding of Western dance theatre of their times. We will look at new processes and from its origins in ritual practice to its development ways of thinking in dance which have emerged as an interdisciplinary art form with fluid and elastic in the global context of aesthetics and current boundaries. We begin by examining the form’s directions, and the impact on society. These topical essential components, such as time, space, and investigations may result in the creation of dance/ the body’s basic expressive acts, and then explore theatre works either independently or involving the ways in which these elements are utilized for community partnerships. Spring aesthetic, political, social, ritualistic, or religious Instructor(s): Staff. ends. Studio practice is a component of every Instructor consent required. class. Fall Letter grade only. Instructor(s): Ann Murphy. Limit 15 students. Note(s): Undergraduates may take course with Offered in 2010–11 and then every other year. consent of instructor. DNC 296 (196) Live and Media Performance (.5Ð1) This interdisciplinary performance seminar combines physical training, multimedia performance making, lively theoretical debate, and performance critique. From a variety of readings in new media theories, feminist film theories, gender studies, and performance studies, we examine live and mediated bodies in dance theatre, film, photography, multimedia performance art, video installation, and web-based art. Informed by a theory-in-practice model, students create experimental, multimedia performance works using live action/choreography, still projection, video, music/sound, and text. Spring Instructor(s): Staff. Limit 15 students. Offered in 2010–11 and then every other year. Note(s): Enrollment is limited due to use of equipment, performance time, and rehearsals.

COURSES OF INSTRUCTION 25 Education www.mills.edu/education

26 Education 510.430.3170 I [email protected]

Faculty: Professional Interests Priya Shimpi Jane B. Bowyer Communicative, social, and cognitive development Science education, teacher education, research in in a diversity of learning environments; trans- cognitive development, adolescent learning, relating early childhood research into practice; search methods, issues of diversity in classrooms, the role of culture and experience in children’s technology enhanced learning in science (TELS) attention and learning Ruth Cossey Sabrina Zirkel Preservice and inservice mathematics and science Issues of race and ethnicity in education, creating education, sociology of education in urban envi- more effective multi-ethnic and urban schools, ronments, mathematics reform in elementary and intergroup relations in schools, educational secondary schools leadership for social change David Donahue The widely respected School of Education at English and social studies education, service Mills College offers teaching and administrative learning, literacy, human rights education credentials, master’s degrees, and doctoral degrees Tomás Galguera in graduate education. Students choose from one Teacher education for language-minority students, of three program areas: bilingual education and English-language devel- • Early Childhood Education opment programs, ethnolinguistic diversity in • Teacher Preparation education • Educational Leadership Joseph E. Kahne Within each of these areas, there are numerous Democracy and education, digital media and pub- specialties and focus areas, including child life lic participation, urban educational change and in hospitals, early childhood special education, school policy, service learning, youth development elementary education, secondary education, and Diane Ketelle leadership in early childhood care and education. Administrator knowledge, administrator stories, The School of Education also coordinates a joint narrative inquiry, fictionalizing real experience program with the Psychology Department in infant Linda Kroll mental health. Cognitive development, development of literacy, application of developmental theory to educational Graduate students are taught by distinguished issues, teacher education, teacher development faculty members who are respected as innovators including development of teachers from their in the field of education and whose course work training throughout their careers has been developed from a shared progressive vision of educational practice. Our community is Vicki LaBoskey enriched by new students who join us each year, Self-study of teacher education practices, reflec- many of whom have extensive experience in tion in teaching, narrative in teaching and teacher teaching and educational leadership. The School education, teacher research of Education also partners with a vast network of Linda Perez education professionals who share the school’s At-risk children and families, the application of commitment to equity and social justice. developmental theory to special education issues, mental health and developmental disorders of Graduates of the school’s three programs have infancy and early childhood established themselves as professional leaders Anna Richert working worldwide in urban schools, hospitals, Teacher learning and school reform, teacher and social service and government agencies, and knowledge, professional education/development, in special programs for children, adolescents, teacher research and adults. School of Education alumnae/i have Katherine Schultz started their own schools, written books and Urban teacher education, pedagogical practice research articles, become university professors and teacher learning, international teacher and researchers, and created new social awareness professional development, adolescent literacy of young people’s needs in nonprofit educational in and out of school organizations. The knowledge and skills obtained at Mills, along with hands-on learning opportunities

COURSES OF INSTRUCTION 27 to reflect on the relationship between theory and Year 2 practice, provide a framework for the successful EDUC 227 Issues of Race and Ethnicity in careers of our graduates. For descriptions of each Education (1) program, admission requirements, and financial EDUC 290 Advanced Seminar in Child aid information, please visit the School of Education Development (1) website at www.mills.edu/education. EDUC 294A Graduate Seminar: Research in Education—ECE (1) Early Childhood Education EDUC 294B Research Seminar—ECE (1) If your focus is development and teaching you are The master’s degree programs in early childhood required to take the following courses: education generally require two years of study and EDUC 237 Child Language Acquisition (.5) provide options for specialization either in child EDUC 246 Working with Families and life in hospitals, in early childhood education, or in Community (.5) early childhood special education. The curriculum EDUC 260 History and Theories of Play in includes content and theory in special areas of focus: Human Development, Culture, & Education (.5) research, history, public policy, parent education, And an additional 3.5 credits from the School child development, special education, and practical of Education and College offerings. applications through individualized special fieldwork. Comprehensive exams include a written If your focus is leadership and policy you are project (a research paper or a professional project), required to take the following courses: an oral presentation, and an oral examination at the EDUC 401 School Leadership (1) end of the second year. EDUC 404 Instructional Leadership (1) And an additional 3 credits from the School of Master of Arts in Education (MA) Education and College offerings. with an Emphasis in Early Childhood In addition, students are encouraged to pursue their Education own interests, either through course work in other (13 semester course credits) departments on campus or through the educational This two-year degree program offers the possibility exchange with other local college campuses. of specializing in one of two strands of early childhood education. Strand 1: development and teaching. Master of Arts in Education (MA) Strand 2: administration and policy. It prepares with an Emphasis in Leadership in students for professional leadership in preschool, Early Childhood childcare services, and other programs for children The Leadership in Early Childhood Education Pro- and families. Other possibilities include public gram is designed to help emerging leaders hone their policy, research, adult education, and parent organizational and critical thinking skills and gain education. Students may prepare for professional new strengths through a supportive network of in- opportunities in program development for private structor-student and peer learning experiences. Unlike organizations and public agencies, and for more the structure of our other early childhood education advanced graduate work. It is possible to complete programs, this program consists of evening and some both a master’s degree and a multiple subject weekend classes over one academic year (fall and credential with an emphasis in early childhood spring) and two summer terms. Master’s degree stu- education. See description of multiple subject dents take 10 Mills credits to complete their degrees: credential with an early childhood emphasis. 2 credits in the first summer session, 3.5 credits in Degree Requirements: the fall semester, 2.5 credits in the spring semester, Year 1 and 2 credits in the second summer session. EDUC 234 Research Methodology for Degree Requirements: Observing Children (.5) Summer 1 EDUC 236 Development and Learning in EDUC 276 Leadership in Early Childhood Young Children (1) Seminar (.5–1) EDUC 238 Social, Emotional, and Moral EDUC 421A Inquiry into Leadership: Practice Development and Learning (.5) into Theory I (1) EDUC 291A/B Theory and Practice of Early EDUC 422 Current Policy Issues in Early Childhood Education (1–1.5; 1–1.5) Childhood (.5) Fall EDUC 203 Public Policy: Children, Youth, and Family Issues (.5–1)

28 EDUC 275 Field Experience in Early EDUC 236 Development and Learning in Young Childhood Settings (.5–1) Children (1) or EDUC 238 Social, Emotional, EDUC 276 Leadership in Early Childhood and Moral Development and Learning (.5) Seminar (.5–1) EDUC 242 The Hospitalized Child (1) EDUC 290 Advanced Seminar in Child EDUC 253 Administering Early Childhood Development (1) Programs (.5) EDUC 426 Ethical and Moral Considerations EDUC 254 Medical Information: Children in in Educational Leadership (1) Hospitals and Clinics (.5) Spring EDUC 255 Children with Special Needs: EDUC 203 Public Policy: Children, Youth, and Infants and Young Children (1) or EDUC 214 Family Issues (.5–1) Diversity in Children with Special Needs: Cultural and Family Systems (.5) EDUC 275 Field Experience in Early Childhood Settings (.5–1) EDUC 256 Topics in Child Health and the Exceptional Child (.5) EDUC 276 Leadership in Early Childhood Seminar (.5–1) EDUC 260 History and Theories of Play in Human Development, Culture, & Education (.5) EDUC 421B Inquiry into Leadership: Practice into Theory II (1) EDUC 263 Administrative Practicum in Early Childhood Programs (.5–1) Recommended Electives (optional): EDUC 273A/B Field Experience in Child Life EDUC 238 Social, Emotional, and Moral in Hospitals (1; 1) Development and Learning (.5) or EDUC 407 Human Resources Management (.5) EDUC 291A/B Theory and Practice of Early Childhood Education (1–1.5; 1–1.5) Summer 2 EDUC 294A Graduate Seminar: Research in EDUC 246 Working with Families and the Education—ECE (1) Community (.5) or EDUC 446 Working with EDUC 294B Research Seminar—ECE (1) Families and the Community (.5) PSYC 080 Adolescence (1) or PSYC 142 EDUC 275 Field Experience in Early Attachment and Loss (1) or PSYC 265 Childhood Settings (.5–1) Infancy (1) EDUC 276 Leadership in Early Childhood Seminar (.5–1) In addition, one of the following courses is required: EDUC 406 Fiscal and Business Services (.5) ANTH 172 Alternative Medicine (1) SOC 142 Medical Sociology (1) Doctor of Education in Leadership SOC 147 Social Aspects of Cancer (1) (EdD) with an Emphasis in Early SOC 148 Sociology of Death and Dying (1) Childhood Optional: Applicants to the doctoral program in educational ANTH 130 Ethnicity, Race, and Child leadership who have an interest in early childhood Development (1) education may enroll in the Leadership in Early EDUC 203 Public Policy: Children, Youth, Childhood Program during their first year of and Family Issues (1) study. See description of master’s program. EDUC 214 Diversity in Children with Special Degree Requirements: Needs: Cultural and Family Systems (.5) Degree requirements for the doctor of education in EDUC 246 Working with Families and the leadership with an emphasis in early childhood are Community (.5) consistent with the degree requirements for the EdD EDUC 255 Children with Special Needs: in educational leadership. Infants and Young Children (1) Master of Arts in Education (MA) with EDUC 258 Early Childhood Curricula for Children with Special Needs (.5) an Emphasis in Child Life in Hospitals PSYC 142 Attachment and Loss (1) Child life in hospitals prepares students to work with children in medical and community settings. Early Childhood Special Education The curriculum includes content and theory in the Credential Program special areas integrated with hospital and community Students can earn both the Preliminary Level I observation and field practica. and the Professional Level II credentials. These Degree Requirements: credentials enable teachers to provide educational EDUC 231 Assessment and Intervention for services to children from birth to kindergarten Children with Special Needs (1) who are eligible for early intervention or special

COURSES OF INSTRUCTION 29 education. It can be earned only with a master’s Professional Level II Credential: degree in education with an emphasis in early child- (3.5 semester course credits) hood education or child life in hospitals. Students At this level, each student develops an individual interested in the early childhood special education induction plan in consultation with the advisor. This credential must complete a master’s degree in either requires enrollment in special education pre- and child life or early childhood education. post-induction planning seminars for .25 credit Credential Requirements each, and the following courses: Preliminary Level I Credential: EDUC 203 Public Policy: Children, Youth, and EDUC 214 Diversity in Children with Special Family Issues (1) Needs: Cultural and Family Systems (.5) EDUC 277 Special Education Pre-Induction EDUC 231 Assessment and Intervention for Seminar (.25) Children with Special Needs (1) EDUC 278 Special Education Post-Induction EDUC 236 Development and Learning in Seminar (.25) Young Children (.5) EDUC 352 English Language Development and EDUC 237 Child Language Acquisition (.5) or Content Instruction Methods—Multiple Subj. (1) EDUC 238 Social, Emotional, and Moral EDUC 401 School Leadership (1) Development and Learning (.5) EDUC 242 The Hospitalized Child (1) Educational Leadership EDUC 253 Administering Early Childhood Programs (.5) Each credential or degree program emphasizes EDUC 254 Medical Information: Children in the preparation of educational leaders with the Hospitals and Clinics (.5) knowledge, skills, and commitment needed to EDUC 255 Children with Special Needs: transform organizations and institutions in order Infants and Young Children (1) to create conditions for optimal learning. The Edu- EDUC 256 Topics in Child Health and the cational Leadership Program seeks individuals with Exceptional Child (.5) capacity, passion, and purpose who can envision EDUC 258 Early Childhood Curricula for and implement changes to improve our educational Children with Special Needs (.5) system or related social institutions. EDUC 260 History and Theories of Play in Administrative Services Credential Human Development, Culture, & Education (.5) (ASC) EDUC 263 Administrative Practicum in Early Professional educators can earn both the preli- Childhood Programs (.5) minary California ASC (Tier I) as well as the EDUC 275A/B Field Experience and Seminar professional ASC (Tier II). in Early Childhood Settings (1; 1) Credential Requirements EDUC 291A/B Theory and Practice of Early Childhood Education I/II (.5–1.5; .5–1.5) ASC, Tier I: EDUC 294A Graduate Seminar: Research in EDUC 401 School Leadership (1) Education—ECE (1) EDUC 403 Administrative Leadership: Theory, EDUC 294B Research Seminar—ECE (1) Concepts, and Practice (1) EDUC 379 Teaching Language Arts and EDUC 404 Instructional Leadership (1) Literature in the Primary Grades (1) EDUC 406 Fiscal and Business Services (.5) PSYC 265 Infancy (1) EDUC 407 Human Resource Management (.5) Note: EDUC 313 Introduction to Computers in EDUC 409 Field Experience (1) Education (.5) can also be taken in level II if not EDUC 412 School Law and Public Policy (.5) taken in level I. Also, one level II course can be EDUC 446 Working with Families and the taken in level I. Community (1) In addition to the above courses, one of the fol- ASC, Tier II: lowing courses is required for child life students: Students enroll in EDUC 417A/B Individualized ANTH 172 Alternative Medicine (1) Professional Development Plan. In addition, stu- ANTH 175 Medical Anthropology (1) dents receive field supervision. SOC 142 Medical Sociology (1) Master of Arts in Education (MA) SOC 147 Social Aspects of Cancer (1) Students may complete the master’s degree alone SOC 148 Sociology of Death and Dying (1) or in conjunction with the administrative services credential. The master’s degree program may serve

30 as preparation for the EdD program, but completion EDUC 421B Inquiry into Leadership: Practice of this program is no guarantee of admission to the into Theory II (1) doctoral program at Mills. EDUC 423 Educational Leadership and Public Degree Requirements: Policy (.5) A total of 10 Mills credits (40 semester units) are EDUC 424 Educational Program Evaluation (1) required to earn the master of arts degree in edu- EDUC 426 Ethical and Moral Considerations in cational leadership. Most courses offered through Educational Leadership (.5) the Educational Leadership Program may be applied EDUC 428 Organizational Development and to the MA and the course of study will be deter- School Improvement (1) mined by a student in partnership with her/his EDUC 432 Curricular Leadership (1) Mills faculty advisor. Credits earned toward the With the approval of the advisor, appropriate courses preliminary ASC may be applied to the MA, and from other departments may also be included in the MA course work may be applied toward the EdD. doctoral program. Doctor of Education (EdD) Designed for accomplished practitioners, the doc- Teacher Preparation toral program prepares individuals for professional leadership positions within the educational system Multiple Subjects Credential with an and related organizations. Students may complete Early Childhood Emphasis the doctoral degree alone or in conjunction with the The multiple subjects credential program prepares administrative services credential, Tier I or Tier II. students to teach in any self-contained P–8 class- Degree Requirements: room. This work is completed in conjunction with Completion of the EdD requires a total of 20 Mills an early childhood master’s degree program (with credits. Students who are admitted to the program an emphasis in either early childhood or child life). may petition for transfer of some relevant prior Degree/Credential Requirements: graduate-level work. Upon admission to the pro- EDUC 236 Development and Learning in gram, each student develops a sequence of study Young Children (1) in consultation with the academic advisor. This EDUC 246 Working with Families and the sequence will include core courses related to the Community (.5) theory and practice of leadership, a required set of courses in research methods and an area of special- EDUC 260 History and Theories of Play in Human Development, Culture, & Education (.5) ization, and completion of the doctoral dissertation. The program generally requires three years of course EDUC 300A/B Curriculum and Instruction in the Elementary School (1; 1) work followed by the doctoral dissertation. EDUC 303 Mathematics in the Elementary The required courses in research methods and School (1) specialization include the following and are listed EDUC 347A/B Introduction to the Profession in order of sequence: of Teaching Diverse Learners (.5; .5) EDUC 425 Introduction to Research Design (1) EDUC 348 Building Structures for Equity, EDUC 413 Qualitative Methods (1) Excellence, and Access (1) EDUC 414 Quantitative Methods (1) EDUC 352 English Language Development and Content Instruction Methods—Multiple Subj. (1) EDUC 497 Directed Reading for Dissertation (.5–1) EDUC 373A/B Student Teaching in the Elementary School (1–3; 1–3) EDUC 434 Research Methods: Proposal Design and Development I (1) EDUC 379 Teaching Language Arts and Literature in the Primary Grades (1) EDUC 435 Research Methods: Proposal Design and Development II (1) EDUC 380 Teaching Reading and Language Arts in the Elementary School (1) The remainder of the courses may be chosen, with the approval of the advisor, from the courses listed Note: See Master of Arts in Education with an above for the preliminary ASC (with the exception Emphasis in Early Childhood Education section of EDUC 409) and from the following list: for additional course work. EDUC 402 Teaching for Diversity (1) Note: With regard to the core courses for the MA EDUC 419 Educational Technology and in education with an emphasis in early childhood, Information Systems (.5) students enrolled in this program are not required EDUC 421A Inquiry into Leadership: Practice to take EDUC 234. into Theory I (1)

COURSES OF INSTRUCTION 31 Multiple Subjects Credential opportunities for those who have chosen to leave The multiple subjects credential program prepares the private sector or other professional roles in students to teach in any self-contained K–8 class- order to pursue a career in math or science teaching. room, but is recommended for those interested in Degree/Credential Requirements: teaching grades K–6. EDUC 339 Development and Learning in Degree/Credential Requirements: Adolescents (1) EDUC 236 Development and Learning in EDUC 305A/B Curriculum and Instruction for Young Children (1) Secondary Math and Science Teachers (1; 1) EDUC 300A/B Curriculum and Instruction in EDUC 347A/B Introduction to the Profession the Elementary School (1) of Teaching Diverse Learners (.5; .5) EDUC 303 Mathematics in the Elementary EDUC 348 Building Structures for Equity, School (1) Excellence, and Access (1) EDUC 347A/B Introduction to the Profession EDUC 353 English Language Development and of Teaching Diverse Learners (.5; .5) Content Instruction Methods—Single Subj. (1) EDUC 348 Building Structures for Equity, EDUC 385A/B Student Teaching (1–3; 1–3) Excellence, and Access (1) EDUC 389 Teaching Reading and Writing in EDUC 352 English Language Development and the Secondary Schools (.5) Content Instruction Methods—Multiple Subj. (1) Two of the following: EDUC 373A/B Student Teaching in the EDUC 393 Topics in Chemistry (.5) Elementary School (1–3; 1–3) EDUC 394 Topics in Mathematics (.5) EDUC 379 Teaching Language Arts and EDUC 395 Topics in Biology (.5) Literature in the Primary Grades (1) EDUC 396 Topics in Physics (.5) EDUC 380 Teaching Reading and Language Arts in the Elementary School (1) Master of Arts in Education with an Emphasis in Teaching (MEET) Single Subject Credential: Art, English, Foreign Language, or Social Studies MEET is a 10–12 credit MA program designed to prepare teachers for professional practice in urban This single subject credential program prepares stu- schools. At the end of the first year students receive dents to teach art, English, foreign language (French their preliminary California teaching multiple or or Spanish), or social studies in grades 6–12. single subject credential. Second-year students Degree/Credential Requirements: teach or work in some capacity with school-aged EDUC 339 Development and Learning in students on a regular basis while taking seminar- Adolescents (1) style courses designed to facilitate the continued EDUC 301A/B Curriculum and Instruction for building of their inquiry stance and professional Secondary Teachers (1; 1) practice. Classes during the second year of study EDUC 347A/B Introduction to the Profession are held late afternoon or early evening to accom- of Teaching Diverse Learners (.5; .5) modate working schedules. Second-year students EDUC 348 Building Structures for Equity, engage in a variety of classroom-based research Excellence, and Access (1) projects, which they frame and conduct to build EDUC 353 English Language Development and their knowledge of their students’ learning and Content Instruction Methods—Single Subj. (1) their teaching practice. EDUC 385A/B Student Teaching in the Secondary School (1–3; 1–3) Any time within five years of completing their EDUC 389 Teaching Reading and Writing in credential, students can enter the second year of the Secondary Schools (.5) the program. Given the demands of the program, Plus one additional course from your subject area however, students completing their credential at or an upper-level language course. Mills who want to continue in the MEET program directly will be required to enroll in the program Single Subject Credential: Math or part time. Exceptions to this rule will be made on Science a case-by-case basis. To petition for an exception This single subject credential program prepares students must write a letter indicating the reasons students to teach mathematics, life sciences, or for making the request, which must be signed by physical sciences in grades 6–12. There is a mid- their advisor. A decision on full-time enrollment career math and science track within the single for first year teachers will be made in consultation subject credential program which offers special with the student, the student’s advisor, and the MEET program director.

32 Degree Requirements: candidates who earn master’s degrees, and is For students who completed their teacher creden- strongly recommended for students in early child- tial at Mills: hood education. It is also recommended for all 4–6 Mills course credits from the Mills Mills students who are interested in schools and credential program, their role in society. Fall 4–6 additional Mills course credits from the Instructor(s): Staff. following: EDUC 202 (102/402) Teaching for Diversity (1) EDUC 207A/B Inquiry into the Teaching Emphasizes the effects of cultural, racial, gender, Process: Practice into Theory (1; 1) and social class influences on what children learn EDUC 293A/B Graduate Seminar: Research and how they are taught. Fall in Education (1; 1) Instructor(s): Jane Bowyer. Recommended: EDUC 201 Social Foundations of Education EDUC 203 (103) Public Policy: Children, Youth, (1) and Family Issues (.5Ð1) EDUC 203 Public Policy, Children, Youth, Provides an overview of theory and trends in public and Family Issues (1) policy and federal programs affecting services for EDUC 246 Working with Families and the children and families. Examination of the networks Community (1) of agencies, the legislative maze and process at EDUC 427 Race and Ethnicity in Schools (1) both state and federal levels, advocacy and lobbying, and ways of identifying sources of funding in both For students who did not complete their teacher the public and private sectors. Fall and Spring credential at Mills: Instructor(s): Staff. 10–12 Mills course credits from the following: This course may be taken two times. EDUC 207A/B Inquiry into the Teaching EDUC 204 (404) Instructional Leadership (1) Process: Practice into Theory (1; 1) The course is designed to prepare administrators to EDUC 293A/B Graduate Seminar: Research lead faculties, staffs, and community members to in Education (1; 1) informed and collaborative decisions about curricu- Recommended: lum and instruction, consistent with constructivist EDUC 201 Social Foundations of Education learning theory and reflective practice. Students will (1) study the history of curriculum development in EDUC 203 Public Policy, Children, Youth, the U.S.; contending philosophies and views on the and Family Issues (1) purposes of education in American public schools; EDUC 246 Working with Families and the and current theories and principles regarding the Community (1) design, implementation, and evaluation of curricu- EDUC 403 Instructional Leadership (1) lum and instruction for diverse learners. Fall EDUC 408 Curricular Leadership (1) Instructor(s): Diane Ketelle. EDUC 426 Moral and Ethical Issues in EDUC 207A Inquiry into the Teaching Process: Education (1) Practice into Theory (1) EDUC 427 Race and Ethnicity in Schools (1) EDUC 207A is the first semester of the core course Admitted students should talk to the faculty advisor for the second year of the Master’s in Education for the program about transferring appropriate course with an Emphasis in Teaching (MEET) Program. credit earned elsewhere toward the degree. Drawing on the collective experiences of the teacher/learners in the class, a body of scholarship and writing of other practicing teachers, and the Courses research literature of the university scholarly community, students hone their inquiry skills to EDUC 201 (101) Social Foundations of Education (1) collectively examine the phenomena of teaching Overview of the historical, philosophical, and social and learning in urban school settings. Fall influences shaping educational practices, beliefs, Instructor(s): Anna Richert. and goals through history, from the Greeks to the Letter grade only. present, focusing on major historical events and Note(s): Must be a candidate for the master’s in selected educational reformers. This course (or an education with an emphasis in teaching (MEET) approved equivalent) is required for all credential or consent of the instructor.

COURSES OF INSTRUCTION 33 EDUC 207B Inquiry into the Teaching Process: sexuality in education and to prepare students to Practice into Theory (1) be agents of change in making schools places that EDUC 207B is the second semester of the core class not only include LGBT and queer people but make for MEET students. Continuing in the tradition of the world more just for all. Topics include identity their first-semester work, students study current construction and intersection for teachers and research on urban school teaching as they hone students; “coming out” and “safe schools”; explicit their skills of applying theory to understand and and hidden curriculum about gender, sexuality, challenge their practice. In a similar fashion, they and family; and anti-oppressive education and also work to hone their skills of drawing on instances student activism. Fall of practice to challenge and better understand current Instructor(s): David Donahue. educational theory. Spring Offered 2010–11. Instructor(s): Anna Richert. EDUC 231 Assessment and Intervention for Instructor consent required. Children with Special Needs (1) Letter grade only. Provides an overview of early childhood special Prerequisite(s): EDUC 207A. needs assessment and intervention strategies. A Note(s): Must be a candidate for the master’s in variety of assessment techniques used in early education with emphasis in teaching (MEET) or childhood developmental diagnosis and program consent of the instructor. planning are included, along with demonstrations EDUC 214 (114) Diversity in Children with of the assessment tools and techniques, and models Special Needs: Cultural and Family Systems (.5) of planning individual programs for young children This course examines the significance of cultural at risk in collaboration with families and community values, traditions, and practices in childrearing, agencies. Spring health, and education for young children at risk Instructor(s): Linda Perez. and with special needs. Understanding the special Instructor consent required. needs of children in a multicultural society requires Limit 16 students. knowledge of child development including expertise Prerequisite(s): EDUC 255 and EDUC 258. on a wide range of biomedical factors affecting the This course may be taken two times. special-needs child. Equally important is knowledge EDUC 233 (133) Curriculum and Environments of and sensitivity to family culture and the ability in Early Childhood Education Programs (1) to communicate with children and parents from Curriculum to facilitate age-appropriate learning in diverse cultures. Spring each area of development. Creative, thoughtful use Instructor(s): Staff. of space and appropriate equipment and activities Note(s): Meets the state requirements for early will be evaluated and explored. The creation and childhood special education certification. use of infant and toddler outdoor play areas as an EDUC 227 (427) Issues of Race and Ethnicity in extension of the classroom and how to create age- Education (1) appropriate constructive and purposeful yard spaces This course will explore the social, cultural, eco- for the preschool child will be discussed. Fall nomic, pedagogical, and psychological experiences Instructor(s): Staff. of race and ethnicity in schools and classrooms. We Instructor consent required. will focus on developing a deeper understanding Letter grade only. of the ways race and ethnicity shape students’ Prerequisite(s): EDUC 234. educational experiences; investigating why even Note(s): Open to majors and graduate students in well-meaning educational reforms often fail to child development. adequately address racial and ethnic inequity in EDUC 234 (134) Research Methodology for education; and exploring effective efforts to better Observing Children (.5) address the needs of students of color and their Focus on systematic techniques of observation families. Spring and interpretation of children’s behavior and Instructor(s): Sabrina Zirkel. development with particular focus on the Reggio EDUC 229 (129) Schools, Sexuality, and Gender Emilia pedagogical methods. Four hours of obser- (1) vation laboratory required weekly. This course has two complementary aims: to Instructor(s): Linda Kroll. ground students in queer theory and its usefulness Prerequisite(s): PSYC 140. for questioning normativity around gender and

34 EDUC 236 Development and Learning in Young what a community is, how it functions, its role in Children (1) education, and how to develop strategies for building Overview of developmental processes related to community within institutions supporting the care, planning educational programs for the preschool- education, and development of youth. Students will and elementary school-aged child, with an emphasis develop practical communication skills that will on cognitive development. Implications of physical, enhance their ability to work with all members of cognitive, affective, and social development will the community toward the education of children be studied. Techniques for assessing individual and youth. Spring development within clinical and classroom settings Instructor(s): Staff. will be discussed and tried. Theories of development, Letter grade only. particularly those of Piaget and Vygotsky, will be EDUC 250 Thesis for the Degree of Master of considered in light of educational issues such as Arts in Education (1) developmental, cultural, socioeconomic, and lin- Fall and Spring guistic differences. Fall Instructor(s): Staff. Instructor(s): Linda Kroll. Letter grade only. Instructor consent required. Note(s): Must be enrolled in the credential or MA EDUC 252 Supervision of Adults in Children’s in education program. Programs (.5) Working successfully with adults is a key skill EDUC 237 Child Language Acquisition (.5) needed for leaders in early childhood programs. Theories and research on the stages of child lan- This course will look at the literature examining guage acquisition, first and second language learning, adult learning styles, leadership, and organizational the relationship between language and cognition, and staff development. Methodologies such as and (briefly) the relationship between the develop- mentoring, coaching, and team building will be ment of oral and written language. Students will explored, with analyses on when and how each is complete mini research projects in one of these appropriate and most effective. Self-reflection on areas. Spring students’ own learning styles and adult communi- Instructor(s): Ann Holum. cation will be emphasized. Spring Offered in 2011–12 and then every other year. Instructor(s): Staff. EDUC 238 Social, Emotional, and Moral Instructor consent required. Development and Learning (.5) Letter grade only. Theories and research on children’s social, emotional, Prerequisite(s): EDUC 253. and moral development and its relation to school EDUC 253 (153) Administering Early Childhood learning. Students will complete mini research Programs (.5) projects in relation to one of these areas. Spring Legal, ethical, and practical problems included in Instructor(s): Linda Perez. establishing, supervising, and directing preschools, Instructor consent required. day-care facilities, and other educational programs Prerequisite(s): PSYC 140. for young children. Work with parents, paraprofes- EDUC 242 (142) The Hospitalized Child (1) sionals, and professional teams. Project proposals, Consideration of special problems arising through budgets, and professional reports. Fall hospitalization of children from infancy through Instructor(s): Susan Marchant. adolescence. Designed for, but not limited to, EDUC 254 (154) Medical Information: Children the student interested in a career as a child life in Hospitals and Clinics (.5) specialist. Developmental perspective used has Medical and physiological details of the chronic and applicability for understanding children’s responses acute illnesses for which children are hospitalized, to other critical experiences. Course includes field- as well as the attendant diagnostic and treatment work in hospitals, clinics, or community agencies. procedures, defined and discussed with a view Fall toward better understanding the impact of the Instructor(s): Linda Perez. experiences on children. Fall Instructor consent required. Instructor(s): Staff. Prerequisite(s): PSYC 140. Prerequisite(s): EDUC 242, PSYC 140, or declared EDUC 246 (446) Working with Families and the pre-health science majors with consent of instructor. Community (.5) This course will prepare educators to be culturally responsive professionals. Students will explore

COURSES OF INSTRUCTION 35 EDUC 255 (155) Children with Special Needs: EDUC 260 History and Theories of Play in Infants and Young Children (1) Human Development, Culture, and Education (.5) Focus on special education issues that arise in A study of theories of play in historical and con- teaching infants and young children. The course temporary perspectives, including explanations examines the identification process of special of play in human and animal behavior and the needs and remediation and support available in relationships of play to child development and child care, schools, and hospitals. Fall cultural values. Issues about play and learning in Instructor(s): Betty Lin. childhood are explored through research, reading, Instructor consent required. and observation of children at play. Anthropology, Letter grade only. psychology, sociology, and education are used as Prerequisite(s): PSYC 140 or equivalent, or interdisciplinary sources for study and discussion. instructor consent required. Fall Instructor(s): Julie Nicholson. EDUC 256 (156) Topics in Child Health and the Exceptional Child (.5) Letter grade only. Selected issues and social problems influencing Limit 15 students. contexts of healthcare in pediatrics. Hospital EDUC 261 (161) Interpersonal Communication (1) organizations; perspectives of professionals in chil- This course focuses on the theory and practice dren’s healthcare; social dimensions in prematurity, of dyadic communication, reduction of defensive chronic illness, and adolescent health problems; climates as a means of facilitating effective com- community interactions associated with pediatric munication, the role of communication in estab- AIDS; and ethnic issues in children’s medical lishing and maintaining organizational cultures, experiences are included for examination. A and multicultural communication issues. Special review of health-related issues and problems emphasis on perception, interpersonal dynamics, with implications for educators, professionals in conflict resolution, active listening skills, and the field of health and child welfare, and parents. verbal and nonverbal communication. Spring Exemplary health curricula for children and Instructor(s): Staff. adolescents are critically examined. Community Letter grade only. health resources most frequently utilized by EDUC 263 Administrative Practicum in Early educators and families will be identified. Spring Childhood Programs (.5Ð1) Instructor(s): Susan Marchant. Teaching and administrative experiences in pre- Instructor consent required. school and primary grades or healthcare settings. Letter grade only. Fall Prerequisite(s): EDUC 242. Instructor(s): Linda Perez. EDUC 258 (158) Early Childhood Curricula for This course may be taken two times. Children with Special Needs (.5) EDUC 273A (173A) Field Experience in Child Describes major curriculum models for early inter- Life in Hospitals (1) vention and pre-K special education. Reviews Students work in a hospital or clinic child life pro- developmental and behavioral characteristics of gram or in a community agency serving children. young children with special needs and the inter- Supervision is provided by the hospital staff or by vention strategies that facilitate optimal learning in agency staff and Mills faculty. Fall the least restrictive environment. Includes specific Instructor(s): Susan Marchant. topics such as the development of early literacy Note(s): Open to child life graduate students only. and preacademics, multicultural education for pre- Fieldwork hours individually arranged with school children, interagency coordination, collabora- hospital placement; time required varies tion with families, and developmentally appropriate according to credit received. practice adapted for children with disabilities. Spring Instructor(s): Vicki Van Steenberg. EDUC 273B (173B) Field Experience in Child Instructor consent required. Life in Hospitals (1) Letter grade only. Students work in a hospital or clinic child life pro- Prerequisite(s): EDUC 255. gram, or in a community agency serving children. Note(s): Graduate credential students in ECE Supervision is provided by the hospital staff or by special education have priority for enrollment. agency staff and Mills faculty. Spring Other graduate students are welcome, if space Instructor(s): Linda Perez. available.

36 Note(s): Open to child life graduate students only. EDUC 276A Leadership in Early Childhood Fieldwork hours individually arranged with Seminar (.5Ð1) hospital placement; time required varies This seminar accompanies the fieldwork com- according to credit received. ponent of the Leadership in Early Childhood Prerequisite(s): EDUC 242. Education Program. Goals of the seminar include the connection of theory, policy, and systems EDUC 275 (475) Field Experience in Early Childhood Settings (.5Ð1) analysis to the practical experience gleaned from the field placement. Students will keep ongoing Graduate students in early childhood special journals and conduct inquiry projects under the education work in early intervention and pre- guidance of both Mills faculty and the supervisors school placements under the supervision of in the field. Fall school staff and a Mills supervisor. Graduate Instructor(s): Staff. students in the Leadership in Early Childhood Note(s): Restricted to students enrolled in the Education Program work in settings such as early Leadership in Early Childhood Education care and education, family service centers, child Program. Offered summer, fall, and spring. mental health consultation agencies, child care Must be taken with: EDUC 275. resource and referral agencies, legislative offices, This course may be taken five times. public benefit law firms, and charitable foundations, under the guidance of Mills faculty and site EDUC 276B Leadership in Early Childhood supervisors. Fall and Spring Seminar (.5) Instructor(s): Staff. This seminar accompanies the fieldwork component Note(s): Will be offered in the summer as well as of the Leadership in Early Childhood Education fall and spring. Program. Goals of the seminar include the con- Must be taken with: EDUC 276A. nection of theory, policy, and systems analysis to This course may be taken three times. the practical experience gleaned from the field placement. Students will keep ongoing journals EDUC 275A Field Experience in Early Child- hood Special Ed or Infant Mental Health (1) and conduct inquiry projects under the guidance of both Mills faculty and the supervisors in the Graduate students who are working on their early field. Spring childhood special education specialist credential Instructor(s): Julie Nicholson. will work in early intervention and preschool Limit 15 students. placements under the supervision of school staff Note(s): Restricted to students enrolled in the and a Mills supervisor. Hours of seminar are Leadership in Early Childhood Education arranged with the Mills supervisor. Fall Program. Offered summer, fall, and spring. Instructor(s): Staff. Must be taken with: EDUC 275B. Instructor consent required. This course may be taken two times. Limit 12 students. Prerequisite(s): EDUC 255. EDUC 276C Leadership in Early Childhood Seminar (.5Ð1) EDUC 275B Field Experience in Early Child- hood Special Ed or Infant Mental Health (1) This seminar accompanies the fieldwork component of the Leadership in Early Childhood Education Pro- Graduate students who are working on their early gram. Goals of the seminar include the connection childhood special education specialist credential of theory, policy, and systems analysis to the prac- will work in early intervention and preschool tical experience gleaned from the field placement. placements under the supervision of school staff Students will keep ongoing journals and conduct and a Mills supervisor. Hours of seminar are inquiry projects under the guidance of both Mills arranged with the Mills supervisor. Spring faculty and the supervisors in the field. Summer Instructor(s): Staff. Instructor(s): Staff. Instructor consent required. Limit 15 students. Letter grade only. Note(s): Restricted to students enrolled in the Limit 12 students. Leadership in Early Childhood Education Prerequisite(s): EDUC 275A. Program. Note(s): Education 275B is a class that accom- Must be taken with: EDUC 275. panies field placement in early childhood special This course may be taken four times. education. Students enrolled in this class must be doing student teaching and have passed the CBEST test.

COURSES OF INSTRUCTION 37 EDUC 277 Special Education Pre-Induction Instructor(s): Staff. Seminar (.25) Prerequisite(s): EDUC 134A. This course discusses and integrates the core aca- Note(s): Arrangements must be made in the spring demic and non-college activities to be taken under prior to enrollment. the professional level II early childhood special EDUC 291B (191B) Theory and Practice of Early education specialist credential. Students meet with Childhood Education (1Ð1.5) the College advisor and support provider to develop Continuation of first-semester course. Survey of a professional induction plan that outlines specific theoretical bases of early childhood curriculum, course work, individual performance goals, and pro- examination of current practices, and application fessional non-college activities. Fall and Spring of theory through participation in a teaching team Instructor(s): Linda Perez. under the supervision of the professional staff in Instructor consent required. the Children’s School. Three half-days each week Letter grade only. with daily sessions critiquing practice and a week- Limit seven students. ly seminar on the theoretical foundations. Spring EDUC 278 Special Education Post-Induction Instructor(s): Staff. Seminar (.25) Prerequisite(s): EDUC 291A or permission of This course is the final process in obtaining the instructor. professional level II early childhood special edu- Note(s): Arrangements must be made in the fall cation specialist credential. Students meet with the prior to enrollment. College advisor and the field support provider to EDUC 293A Graduate Seminar: Research in evaluate the completion of the professional induction Education—MEET (1) plan and the credential program. Fall and Spring Review and critical analysis of current educational Instructor(s): Linda Perez. research. Includes reviewing pertinent literature Instructor consent required. and designing a master’s research project to be Letter grade only. submitted for approval by the Committee for Limit seven students. Protection of Human Subjects. This course is the EDUC 280 (180/480) Special Topics in first in the two-course research series EDUC 293A Education (1) and EDUC 293B. Fall Exploration of themes and/or topics not offered as Instructor(s): Tomás Galguera. part of the regular curriculum. Course content to Note(s): Required for MEET candidates. Other be determined by the instructor. May be repeated students may take the course with the approval for credit when topics differ. Fall and Spring of the instructor and the School of Education. Instructor(s): Staff. EDUC 293B Research Seminar—MEET (1) EDUC 290 Advanced Seminar in Child Through a combination of lectures, demonstrations, Development (1) hands-on exercises, and workshops, this course, Advanced seminar in theories of child development the second in the master’s degree research project and the application of developmental theory to sequence for MEET students, provides the continued early childhood educational practice. Fall support and guidance necessary to complete their Instructor(s): Linda Kroll. master’s degree research project. This course is a Note(s): Limited to early childhood and early continuation of EDUC 293A. Spring childhood leadership graduate students. Instructor(s): Anna Richert. This course may be taken two times. Note(s): Required for MEET candidates. Other EDUC 291A (191A) Theory and Practice of Early students may take the course with the approval Childhood Education (1Ð1.5) of the instructor and the School of Education. First of a two-semester series. Survey of theoretical EDUC 294A Graduate Seminar: Research in bases of early childhood curriculum, examination Education—ECE (1) of current practices, and application of theory Review and critical analysis of current educational through participation in a teaching team under the research. Includes designing and, where appropriate, supervision of the professional staff in the Children’s initiating a pilot research study. This course is the School. Three half-days each week with daily first in the two-course research series EDUC 294A sessions critiquing practice and a weekly seminar and EDUC 294B. There are two sections of on the theoretical foundations. Fall EDUC 294A: section one is for ECE/DPT and SPED students; section two is for child life and ECE students. Fall

38 Instructor(s): Priya Shimpi. applied to specific areas—social studies, science, Note(s): For ECE and education graduate students. art, music, drama, and physical education. Review Other students may take the course with special of health-related issues, including mainstreaming, approval of the instructor and the department. are examined throughout the year. Spring Two sections are offered: section one is for ECE/ Instructor(s): Vicki LaBoskey. DPT and SPED students; section two is for child Letter grade only. life and ECE. Note(s): Open to undergraduates admitted to the education 4+1 program and graduate students EDUC 294B Research Seminar—ECE (1) enrolled in the MSK credential program. Through a combination of lectures, demonstrations, hands-on exercises, and workshops, this course, EDUC 301A Curriculum and Instruction for the second in the master’s degree research project Secondary Teachers (1) sequence for ECE/DPT, SPED, and child life The first of a two-semester series. Provides core students, provides the continued support and instructional component for secondary credential guidance necessary to complete their master’s de- candidates in art, English, and social studies. gree research projects. This course is a continuation Includes overview of issues of curriculum and of EDUC 294A. There are two sections of EDUC instruction for secondary classrooms. Structure 294B: section one is for ECE/DPT and SPED of knowledge in content areas as basis for under- students; section two is for child life and ECE standing curricular planning as student-teacher students. Spring considers what and how to teach, and for what Instructor(s): Priya Shimpi, Staff. reasons. Other topics include instructional/ Note(s): For ECE and education graduate classroom management strategies, planning students. Other students may take the course and assessment, and mandated state and local with special approval of the instructor and the frameworks for secondary subjects. Fall department. Offered in two sections: section one Instructor(s): Staff. is for ECE/DPT and SPED students; section two Letter grade only. is for child life and ECE students. Note(s): Open to undergraduates with instructor approval. EDUC 300A Curriculum and Instruction in the Elementary School (1) EDUC 301B Curriculum and Instruction for EDUC 300A and 300B present an overview of cur- Secondary Teachers (1) riculum and instruction issues for all elementary The second of a two-semester series. Provides core credential candidates. Fall: general approaches to instructional component for secondary credential classroom management, lesson planning, and candidates in art, English, and social studies. methods of teaching and assessment in diverse Includes overview of issues of curriculum and settings are considered through the lenses of instruction for secondary classrooms. Structure equity and social justice. Spring: these ideas are of knowledge in content areas as basis for under- applied to specific areas—social studies, science, standing curricular planning as student-teacher art, music, drama, and physical education. Review considers what and how to teach, and for what of health-related issues, including mainstreaming, reasons. Other topics include instructional/ are examined throughout the year. Fall classroom management strategies, planning Instructor(s): Vicki LaBoskey. and assessment, and mandated state and local Letter grade only. frameworks for secondary subjects. Spring Note(s): Open to undergraduates admitted to the Instructor(s): Staff. education 4+1 program and graduate students Letter grade only. enrolled in the MSK credential program. EDUC 303 Mathematics in the Elementary EDUC 300B Curriculum and Instruction in the School (1) Elementary School (1) This course is designed to familiarize students with EDUC 300A and 300B present an overview of cur- current recommendations from recent research, the riculum and instruction issues for all elementary state of California, and other experienced educators credential candidates. Fall: general approaches to on the content of elementary school mathematics classroom management, lesson planning, and and on the strategies for the teaching of that content methods of teaching and assessment in diverse to diverse populations of students. Spring settings are considered through the lenses of Instructor(s): Ruth Cossey and Linda Honeyman. equity and social justice. Spring: these ideas are Note(s): Admission to Teachers for Tomorrow’s Schools Credential Program.

COURSES OF INSTRUCTION 39 EDUC 305A Instruction for Secondary Math and studied. Reviews health-related issues with impli- Science Teachers (1) cations for educators, professionals in the field Two semester-long courses provide core instruc- of health and child welfare, and parents. Health tional component for secondary math and science curricula for children and adolescents examined. credential candidates. Includes an overview of Community health resources most frequently issues of curriculum and instruction for secondary utilized by educators and families identified. Fall classrooms. Structure of knowledge in content Instructor(s): Anna Richert. areas is used as basis for understanding curricular Note(s): By permission of instructor. planning as the student-teacher considers what and EDUC 347A Introduction to the Profession of how to teach, and for what reasons. Also includes Teaching Diverse Learners (.5) instructional/classroom management strategies, This course provides an overview of the issues planning, technology, assessment for secondary and dilemmas facing educators and the profession classrooms, and mandated state and local frame- of teaching. The course is designed to assist students works for secondary subjects. Fall in making the transition from student to teacher Instructor(s): Ruth Cossey. by examining in depth their assumptions about EDUC 305B Teaching Methods for Integrated teaching, learning, and schooling. The course Secondary Science and Math Instruction (1) focuses considerable attention on the moral and The second of a two-semester series demon- ethical dimensions of the teacher’s work, and on strates approaches to and materials for the activity- the complexities of teaching in settings characterized oriented interdisciplinary teaching of science and by diversity. Fall mathematics. Students will be required to design Instructor(s): Anna Richert. and implement lessons in their student teaching Note(s): Open to undergraduates admitted to the assignments that manifest techniques and approaches education 4+1 program. shown. California Science and Mathematics Frame- EDUC 347B Issues in Education: An works and adolescent cognition theories will help Introduction to the Profession of Teaching (.5) students assess effectiveness of their teaching and A continuation of EDUC 347A provides an over- curriculum. Spring view of the issues and dilemmas facing educators Instructor(s): Ruth Cossey. and the profession of teaching. The course is Instructor consent required. designed to assist students in making the transition Letter grade only. from student to teacher by examining in depth Prerequisite(s): EDUC 305A. their assumptions about teaching, learning, and EDUC 313 Introduction to Computers in schooling. The course focuses considerable attention Education (.5) on the moral and ethical dimensions of the teacher’s Study of development and learning used to analyze work, and on the complexities of teaching in settings issues and trends in applying computers to public characterized by diversity. Spring school disciplines. Course provides students in Instructor(s): Anna Richert. credential programs experience in using databases, Instructor consent required. spreadsheets, and word processing for classroom Prerequisite(s): EDUC 347A. record keeping, curriculum development, and assign- Note(s): Open to undergraduates admitted to the ment and test question preparation. Students will education 4+1 program. explore and evaluate software currently available EDUC 348 Building Structures for Equity, for use in developing student skills or enhancing Excellence, and Access (.5) education through use of simulations or experiments A laboratory workshop to accompany EDUC 347A. in different academic and vocational disciplines The purpose of this laboratory is to explore issues taught in schools. Fall involved in becoming a teacher-leader for educa- Instructor(s): Staff. tional equity. This course will have students exam- Instructor consent required. ine personal, interpersonal, and institutional impacts EDUC 339 Development and Learning in of the intersection of oppressions surrounding race, Adolescents (1) ethnicity, language, gender, and class. The central Overview of developmental processes related to question for the course is: how can we teach each planning educational programs for the junior and child well in a racist society? Fall senior high school student. Implications for the Instructor(s): Ruth Cossey. physical, cognitive, affective, and social growth Letter grade only. characteristics of adolescents, and techniques and Note(s): By permission of instructor. materials for assessing individual development Must be taken with: EDUC 347A.

40 EDUC 352 English Language Development and EDUC 373B Student Teaching in the Elementary Content Instruction Methods—Multiple Subj. (1) School (.5Ð3) An exploration of teaching practice for multiple Second semester of two-semester fieldwork subject preservice teachers of English learners that sequence for elementary credential students. The is informed by relevant second language acquisition graduated introduction to full classroom teaching theory and research. Through demonstrations and responsibility begins during the fall semester with analyses of tasks associated with the teaching of observation, classroom assistance in the form of listening, speaking, reading, and writing skills as individual tutoring, small group leadership, and well as readings, in-class discussions, and lectures, team teaching. During the second semester, the students will develop not only the pedagogical student will gradually assume responsibility for skills but also the theoretical expertise needed to planning and teaching all parts of the curriculum. teach both English and subject-matter content to Spring English-language learners. Instructor(s): Vicki LaBoskey. Instructor(s): Tomás Galguera. Letter grade only. Instructor consent required. Prerequisite(s): EDUC 373A. Letter grade only. Note(s): Open only to graduate students enrolled Note(s): Open to undergraduates with instructor in the MSK credential program. approval. EDUC 379 Teaching Reading, Language Arts, EDUC 353 English Language Development and and Literature in Elementary School (1) Content Instruction Methods—Single Subj. (1) Two-semester sequence: EDUC 379 and 380. An exploration of teaching practice for single sub- Approaches to reading instruction in the elementary ject preservice teachers of English learners that is school will be studied, including development of informed by relevant second language acquisition oral language and listening comprehension as a theory and research. Through demonstrations and basis for learning to read; English language structure; analyses of tasks associated with the teaching of planning, organizing, and managing reading instruc- listening, speaking, reading, and writing skills as tion based on ongoing assessment; word analysis; well as readings, in-class discussions, and lectures, fluency; vocabulary; academic language and back- students will develop not only the pedagogical ground knowledge; and comprehension. Awareness skills but also the theoretical expertise needed to of and planning for cultural, linguistic, and ethnic teach both English and subject-matter content to diversity, as well as for children with special needs, English-language learners. will be stressed. Teaching reading is the focus. Fall Instructor(s): Tomás Galguera. Instructor(s): Linda Kroll. Instructor consent required. Instructor consent required. Letter grade only. Note(s): Open to undergraduates with instructor Note(s): Open to undergraduates with instructor approval. approval. EDUC 380 Teaching Reading and Language EDUC 373A Student Teaching in the Elementary Arts in the Elementary School (1) School (.5Ð3) Methods, materials for planning, and evaluating The first in a two-semester fieldwork sequence for instruction of reading and language arts in the elementary credential students. The graduated intro- elementary school. Classroom organization, planning duction to full classroom teaching responsibility for small group and individual instruction, and begins during the fall semester with observation, diagnostic techniques for assessing progress. classroom assistance in the form of individual Attention given to techniques for teaching reading tutoring, small group leadership, and team and language arts for student use in different teaching. Fall contexts. Appreciation for cultural and linguistic Instructor(s): Linda Kroll, Vicki LaBoskey, Staff. diversity and importance in language arts instruction Letter grade only. emphasized. The teaching of writing is the focus Note(s): Only for graduate students enrolled in the in this course. Spring MSK credential program. Instructor(s): Linda Kroll. Prerequisite(s): EDUC 379.

COURSES OF INSTRUCTION 41 EDUC 385A Student Teaching in the Secondary EDUC 395 Topics in Biology (.5) School (1Ð3) A survey of recent major developments in biology. First part of a two-semester fieldwork sequence for Designed to provide a background for teaching in secondary credential students. The introduction to the secondary school. Fall and Spring classroom teaching responsibility begins during the Instructor(s): Staff. fall semester with observation, individual tutoring, EDUC 396 Topics in Physics (.5) small group leadership, and team teaching. By the A survey of recent major developments in physics. end of the first semester, the student-teacher assumes Designed to provide a background for teaching in full responsibility for a unit of classroom instruction. the secondary school. Fall and Spring Team teaching, observation, and assistance in addi- Instructor(s): David Keeports. tional classes may also be part of fieldwork. Fall Instructor(s): Ruth Cossey, Tomás Galguera. EDUC 398 Teaching Methods for Integrated Secondary Science and Mathematics EDUC 385B Student Teaching in the Secondary Instruction (1) School (1Ð3) Various approaches to and materials for the activity- Part two of a two-semester fieldwork sequence for oriented interdisciplinary teaching of science and secondary credential students. The introduction mathematics will be demonstrated. Students will be to classroom teaching responsibility continues dur- required to design and implement lessons in their ing the spring semester with the student-teacher student-teaching assignments that manifest tech- assuming full responsibility for a minimum of niques and approaches shown. California Science one unit of classroom instruction. Team teaching, and Mathematics Frameworks and adolescent cogni- observation, and assistance in additional classes tion theories will help students assess effectiveness are also part of the fieldwork experience during of their teaching and curriculum. Spring the spring. Spring Instructor(s): Ruth Cossey. Instructor(s): Ruth Cossey, Tomás Galguera. Letter grade only. Prerequisite(s): EDUC 385A. EDUC 401 School Leadership (1) EDUC 389 Teaching Reading and Writing in the Core course for students seeking the administrative Secondary Schools (.5) services credential (ASC). Along with study of the Application of theory and methods of instruction changing nature of leadership, students will examine to improve reading and writing skills in middle the changing role and nature of the public school school and high school. Consideration of problems leader. Students will study and experience some in reading and writing about specific content areas, key challenges of the job: leading faculty, parents, assessment and remediation of students with limited students, and other constituents toward leveraging literacy skills, enhancement of the literacy skills the school’s resources and talents to the levels of gifted and talented students, and techniques for needed to create the optimum conditions for teaching improving the literacy of students for whom and learning. Spring English is a second language. Spring Instructor(s): Diane Ketelle. Instructor(s): David Donahue. Letter grade only. Letter grade only. Note(s): Only open to graduate students in Note(s): Open to undergraduates with instructor educational leadership. approval. EDUC 402 (102/202) Teaching for Diversity (1) EDUC 393 Topics in Chemistry (.5) Emphasizes the effects of cultural, racial, gender, A survey of recent major developments in chemistry. and social class influences on what children learn Designed to provide a background for teaching in and how they are taught. Spring the secondary school. Fall and Spring Instructor(s): Jane Bowyer. Instructor(s): Staff. EDUC 403 Administrative Leadership: Theory, EDUC 394 Topics in Mathematics (.5) Concepts, and Practice (1) A survey of recent major developments in mathe- This course explores and reflects on various, matics. Designed to provide a background for sometimes contending, purposes of education. teaching in the secondary school. Fall and Spring Related theories of leadership, strategies, and Instructor(s): Barbara Li Santi. practices will be the basis for the development of a personal professional perspective, including a philosophy of education and leadership and a conception of the educational system. Draws

42 from literature on leadership, management, EDUC 409B Field Experience (1) organizational behavior, and systems analysis, Places students in administrative settings to conduct along with other relevant studies. Fall projects, preferably collaboratively with a group Instructor(s): Staff. of teachers who will provide them with leadership EDUC 404 (204) Instructional Leadership (1) experiences where they can apply course work, including theory, concepts, and strategies. The The course is designed to prepare administrators to intent is to enable the students to begin to develop lead faculties, staffs, and community members to competencies necessary to lead and manage an informed and collaborative decisions about curricu- organization or group to attain its goals effectively, lum and instruction, consistent with constructivist efficiently, and with integrity. Spring learning theory and reflective practice. Students Instructor(s): Staff. will study the history of curriculum development in the U.S.; contending philosophies and views EDUC 412 School Law and Public Policy (.5) on the purposes of education in American public This course is designed to develop students’ schools; and current theories and principles regard- knowledge and understanding of the crucial role ing the design, implementation, and evaluation of of the ethical and legal execution, formulation, curriculum and instruction for diverse learners. Fall and enforcement of policy in the successful man- Instructor(s): Diane Ketelle. agement of schools and school systems. Students EDUC 406 Fiscal and Business Services (.5) will review the California Educational Code, examples of school policies, and the administrator’s This course challenges the view that the primary role in both executing and formulating policy. role of business managers should be as guardians Emphasis will be placed on the interpretation of of budget limits. Instead, it explores the use of law in serving the educational interests of students business services as a primary instrument for and families. Summer achieving school and district educational goals. Instructor(s): Staff. Students will learn to assess the cost-effectiveness and cost-benefits of programs, and to coordinate, EDUC 413 Qualitative Methods (1) leverage, and converge resources toward creating As applications of inquiry in school settings require optimum conditions for teaching and learning. more holistic and site-specific research designs, Summer this course prepares students’ use of qualitative Instructor(s): Staff. research tools by introducing concepts of grounded EDUC 407 Perspectives on Human Resource theory and theoretical sensitivity in designing field Management (.5) methods. Fieldwork methods, strategies for quali- This course prepares future administrators with tative observation, interviewing, and accurate and theory, knowledge, skills, and sensibilities to detailed field notes are included. Analysis strategies, attract, select, and develop personnel; create case development, cross-case comparison, pattern policies and conditions to retain the best; and pro- matching, and theme mapping are used to illustrate vide opportunities for their growth and advancement ways of working with qualitative data. Fall to enhance the quality of education for students. Instructor(s): Sabrina Zirkel. This course draws from the substantial literature on EDUC 414 Quantitative Methods (1) the management of human resources, organizational This course introduces students to the application development, human relations, professional devel- of quantitative methods in educational research. opment, and other areas of study relevant to the Major topics include formulation and testing of purposes of this course. Spring hypotheses, sampling, establishing validity and Instructor(s): Staff. reliability, and instrumentation. Examples of various EDUC 409A Field Experience (1) types of observation and survey instruments are Places students in administrative settings to conduct used to illustrate the uses and limitations of such projects, preferably collaboratively with a group tools. The forms and uses of standard design (such of teachers who will provide them with leadership as pre- and post-testing) and their applications to experiences where they can apply course work, specific interventions or research questions are including theory, concepts, and strategies. The covered. Spring intent is to enable the students to begin to develop Instructor(s): Joseph Kahne. competencies necessary to lead and manage an organization or group to attain its goals effectively, efficiently, and with integrity. Fall Instructor(s): Staff.

COURSES OF INSTRUCTION 43 EDUC 417A Individualized Professional EDUC 421A Inquiry into Leadership: Practice Development Plan (.5) into Theory I (1) As required by the California Credential Accredita- Introduces students to the theory and practice of tion Commission, candidates for the administration action research, with a special focus on issues of services credential (ASC) develop, in consultation leadership in education. Emphasis on designing with their advisor, an individualized professional and implementing an action research project related plan that maps out course work as well as non- to one’s practice. Fall college experiences that lead to the development Instructor(s): Diane Ketelle. of required competencies. Fall Letter grade only. Instructor(s): Diane Ketelle. EDUC 421B Inquiry into Leadership: Practice Limit 15 students. into Theory II (1) Note(s): This course is required to complete the Continues the exploration of theoretical and prac- Tier II credential requirements. tical issues in action research. Emphasis on the EDUC 417B Individualized Professional analysis of data and drawing conclusions leading Development Plan (.5) to action for educational leadership. Spring As required by the California Credential Accredita- Instructor(s): Diane Ketelle. tion Commission, candidates for the administration Letter grade only. services credential (ASC), in consultation with their Prerequisite(s): EDUC 421A. advisor, assess their learning of competencies EDUC 422 Current Policy Issues in Early identified in EDUC 417A. Spring Childhood (.5) Instructor(s): Diane Ketelle. An overview of current research on disciplines and Limit 15 students. domains that influence early childhood, including Note(s): This course is for Tier II administrative neuroscience, pedagogical perspectives, family sup- credential students. port systems, family mental health, and cognitive EDUC 419 Educational Technology and development of young children. Includes social Information Systems (.5) policy issues related to young children, and focuses Technology is revolutionizing the organization and on the importance of linking public policy develop- management of information that an organization ment with research and best practices. Summer needs to carry out its missions. Educational leaders Instructor(s): Staff. need to know and be able to use technology for Letter grade only. managing and designing educational systems. This This course may be taken two times. course provides practical and experimental frame- EDUC 423 Educational Leadership and Public works for applying technology to student and Policy (.5) institutional needs. Fall Legislation and public policy determine the Instructor(s): Staff. fiscal, programmatic, and operational purview Letter grade only. of childhood programs. Increasingly, educational EDUC 420 Education Research Colloquium (.5) administrators and other leaders must exercise This colloquium is designed to introduce doctoral political skills to influence policy supportive of students to the breadth of possibilities for research their aims. This course explores the interdependence topics in education, the variety of ways to frame of educational and other disciplines that impact research questions, and the diverse methods of young children and their families through legislation answering research questions. The texts for this and regulatory decisions, and examines the role course will draw on scholarly work from faculty of leader-practitioners in influencing policy and in the Mills School of Education. Students will regulatory development on local as well as state understand not only the particular interests of and national levels. Fall Mills faculty, but begin to identify faculty with Instructor(s): Joseph Kahne. scholarly interests similar to their own that inspire Letter grade only. their thinking and who may work with them on EDUC 424 Educational Program Evaluation (1) their dissertation committee. Spring Students will study efforts of school systems to Instructor(s): David Donahue. establish systems of accountability. In doing so, Letter grade only. they will encounter and learn the uses and limitations of evaluation as an instrument of policy and for improving educational programs, as well as develop skills and awareness of the important role

44 well-designed evaluation systems play in the oper- EDUC 432 Curricular Leadership (1) ation of an effective educational institution. Spring This course focuses on the role of educational Instructor(s): Staff. administrators as curriculum leaders. Emphasis Letter grade only. is given to the concept of schools as communities EDUC 425 Introduction to Research Design (1) of learners and to the use of inquiry as a basis for Spring The course explores the challenges facing those curriculum planning and development. working to design, implement, and evaluate edu- Instructor(s): Staff. cational policies and programs. Students will deepen Offered in 2010–11 and then every other year. their sense of the practical challenges of the policy Note(s): Must be in Educational Leadership process and their sense of the roles scholars have Program. and can play in relation to these issues. Attention EDUC 434 Research Methods: Proposal Design will also be paid to oral presentations of ideas and and Development I (1) facilitation of classroom discussion. Summer This course introduces students to the elements of a Instructor(s): Susan Christopher. research/dissertation proposal. The course examines the importance of varied aspects of proposal design, EDUC 426 Ethical and Moral Considerations in Educational Leadership (1) including development of a research question and This course is organized around the concept of problem statement; identification and review of education as a moral enterprise and of the role of relevant literatures; formulation of conceptual educational leadership in modern society, and pro- frameworks; description and justification of vides students with opportunities to examine their research methods; and consideration of ethical own values, beliefs, and attitudes in relationship research practices. Students will study these issues to their leadership responsibilities and practice. as they relate to proposal design in general and in Emphasis is given to the exercise of leadership relation to their specific research interests. Spring in the service of the school community. Presents Instructor(s): David Donahue. various ethical frameworks and perspectives on Letter grade only. ethics, including the importance of ethical principles EDUC 435 Research Methods: Proposal Design in decision making. Fall and Development II (1) Instructor(s): Staff. Focuses on refinement of research questions and Letter grade only. conceptual frameworks, the use of literature to EDUC 427 (227) Issues of Race and Ethnicity in contextualize research questions, and advanced Education (1) instruction on research methods. Supports students This course will explore the social, cultural, eco- as they complete the doctoral qualifying exam, nomic, pedagogical, and psychological experiences defend a dissertation research proposal, and gain of race and ethnicity in schools and classrooms. We approval for research from the Mills College will focus on developing a deeper understanding Human Subjects Review Committee. Fall of the ways race and ethnicity shape students’ Instructor(s): Sabrina Zirkel. educational experiences; investigating why even Letter grade only. well-meaning educational reforms often fail to Prerequisite(s): EDUC 434. adequately address racial and ethnic inequity in EDUC 446 (246) Working with Families and the education; and exploring effective efforts to better Community (.5) address the needs of students of color and their This course will prepare educators to be culturally families. Spring responsive professionals. Students will explore Instructor(s): Sabrina Zirkel. what a community is, how it functions, its role EDUC 428 Organizational Development and in education, and how to develop strategies for School Improvement (1) building community within institutions supporting Examines the application of organizational theory the care, education, and development of youth. to school change and improvement. Presents views Students will develop practical communication of organizations as rational, human, political, and skills that will enhance their ability to work with symbolic systems and examines ways in which all members of the community toward the education these conceptual frames shape the interpretation of children and youth. Spring of events and experiences. Examines research Instructor(s): Staff. on educational change and the implications for Letter grade only. leaders. Spring Instructor(s): Staff. Letter grade only.

COURSES OF INSTRUCTION 45 EDUC 450 Dissertation Research (1) PSYC 242 (142) Attachment and Loss (1) The dissertation research course provides an oppor- John Bowlby’s seminal work in attachment, sepa- tunity for students who are working on their disser- ration, and loss. Explores the influence of separation tations to receive ongoing support and guidance. and loss on normative and atypical development. Fall Students are only eligible to enroll in this course Instructor(s): Carol George. once they have completed all their doctoral course Letter grade only. work. Students must enroll in this course during Prerequisite(s): PSYC 049 and a grade of “C” the time they are working on their proposals and or better in PSYC 140. their dissertations. Students may take this course PSYC 243 (143) Parents and Caregiving (1) for up to six semesters. Fall and Spring This course examines the topic of parents and Instructor(s): David Donahue, Diane Ketelle, caregiving from an interdisciplinary perspective, Sabrina Zirkel. looking closely at both the content and structure Pass/No Pass only. of several influential discourses. Contemporary This course may be taken six times. approaches to conceptualizing parents and care- EDUC 475 (275) Field Experience in Early giving specifically of infants and small children Childhood Settings (.5Ð1) within the fields of developmental and clinical Graduate students in early childhood special psychology, evolutionary biology, sociology, and education work in early intervention and preschool cultural studies are reviewed. Gender, race and placements under the supervision of school staff class—as well as other salient aspects of culture— and a Mills supervisor. Graduate students in the constitute a central focus throughout. Spring Leadership in Early Childhood Education Program Instructor(s): Staff. work in settings such as early care and education, Instructor consent required. family service centers, child mental health consul- Prerequisite(s): PSYC 049 and PSYC 140. tation agencies, child care resource and referral Recommended Course(s): PSYC 142. agencies, legislative offices, public benefit law PSYC 265 (165) Infancy (1) firms, and charitable foundations, under the Theories and research in physical growth, perception, guidance of Mills faculty and site supervisors. cognition, and socioemotional and language devel- Fall and Spring opment in infants. Spring Instructor(s): Staff. Instructor(s): Carol George. Note(s): Will be offered in the summer as well as Prerequisite(s): PSYC 049 and PSYC 140. fall and spring. Must be taken with: EDUC 276A. PSYC 291 (191) Thesis Project (1) This course may be taken three times. Design and execution of an original experiment or other research work in conjunction with a psy- EDUC 480 (180/280) Special Topics in Education (1) chology faculty member’s research. Each student Exploration of themes and/or topics not offered as must plan her own project in consultation with a part of the regular curriculum. Course content to psychology faculty member and must obtain the be determined by the instructor. May be repeated faculty member’s agreement to supervise her/his for credit when topics differ. Fall and Spring project. Fall and Spring Instructor(s): Staff. Instructor(s): Staff. Instructor consent required. EDUC 497 Directed Reading for Dissertation Letter grade only. (.5Ð1) Limit 14 students. Students read extensively in their area of interest Prerequisite(s): PSYC 084 and PSYC 151. under the direction of a faculty member. This directed reading is a requirement for students in PSYC 292 Thesis Research (1) the doctoral program. Fall and Spring The completion of an original experiment or re- Instructor(s): Joseph Kahne. search study under the supervision of a psychology This course may be taken four times. faculty member. Each student must obtain the faculty member’s agreement to supervise her/his project completion. Spring Instructor(s): Staff. Instructor consent required. Letter grade only.

46 English www.mills.edu/english

COURSES OF INSTRUCTION 47 English 510.430.3130 I [email protected]

Faculty: Professional Interests Kirsten Saxton Elmaz Abinader Women and the law, the history of the novel, Creative writing, fiction and nonfiction, theories 18th-century British literature and culture, of creativity, teaching creative writing post-colonial literature and culture, theories of sexuality, pedagogy, composition studies Diane Cady Chaucer, late medieval culture, medieval romance, Ruth Saxton medieval and early modern drama, new econo- Modern British literature, feminist theory, the mic criticism, gender studies, cultural studies novel, Doris Lessing, Virginia Woolf, American women writers, teaching of writing, composition, Carlota Caulfield contemporary fiction Avant-garde, interdisciplinary approaches to poetry and art, Latin American and Spanish Cynthia Scheinberg women writers, United States Latino/a literature Victorian literature, emphasis poetry, Anglo-Jewish literature, women’s studies, religion and literature, Héctor Mario Cavallari feminist theory, genre studies, cinema studies, Critical theory, narratology, and contemporary composition and pedagogy, community service/ Spanish poetry as well as Latin American fiction, service learning curriculum development culture, and cinema Juliana Spahr Julie Chen Poetry and poetics, cultural studies, anti-colonial Traditional and experimental bookbinding, artists’ literature and theory books, letterpress printing Thomas Strychacz Ajuan Mance American literature, mass culture, political and African American literature, 19th-century cultural approaches to literature, science fiction American literature, U.S. popular culture, the oral tradition in U.S. literature, Black feminist Kathleen A. Walkup thought, African American art Nineteenth- and 20th-century women printers, history and practice of typography, women and Brinda Mehta literacy, moveable books Post-colonial literature from Africa, the Caribbean, the Middle East, and France; Located in the heart of the San Francisco Bay Area, transnational feminist theory; and cultural Mills College is at the center of a vital artistic and studies literary community. Our graduate programs in Cornelia Nixon English are distinguished by their long-established Fiction writing, modern British literature, contem- reputations, outstanding faculty, and intimate com- porary fiction munity of writers and scholars. Sarah Pollock We offer a master of arts (MA) degree in English Magazine and newspaper writing and editing, and American literature and a master of fine arts creative nonfiction, environmental and natural (MFA) degree in creative writing with a focus on history writing poetry or fiction, or creative nonfiction. We also Patricia Powell offer the first interdisciplinary degree in book art Creative writing: fiction and nonfiction; and creative writing in the nation. Our degree Caribbean literature; African women writers; programs allow students to work closely with gay and lesbian literature; contemporary fiction nationally and internationally renowned faculty Stephen Ratcliffe in an individually tailored course of study. Creative writing, modern American poetry, Our curriculum emphasizes the interconnectedness Shakespeare, Renaissance poetry, English of the creative and the scholarly—MA and MFA Romantic poetry, contemporary poetry and candidates form a dynamic community devoted to poetics the study of and creation of literature. In addition Kathryn Reiss to our core faculty, visiting writers offer classes each Creative writing, fiction for juveniles and young semester. Recent visiting faculty include: Faith adults, historical fiction, suspense fiction, Adiele, Daniel Alarcón, Will Alexander, Cristina literature and time Garcia, Marc Bamuthi Joseph, Walter K. Lew,

48 Micheline Aharonian Marcom, Leslie Scalapino, the modern languages and literatures programs, Gail Tsukiyama, and Truong Tran. the Ethnic Studies Department, and the Book Art Program. Language courses taken through the Students have many cocurricular opportunities to modern languages and literatures programs can be teach and tutor literature and writing under faculty particularly useful if you intend to pursue a PhD. supervision and/or as part of our Writing Center. You may also take classes outside of the division Through the Contemporary Writers Series and The in departments such as Dance, Music, and Art Place for Writers, students are plugged into the local (check with individual departments for registration and national literary scene. Graduate students edit restrictions). and publish 580 Split, a national literary magazine. MA Research Project (ENG 250A): Taught in Our alumnae/i publish and perform widely in the rotation by literature faculty, this course is the national literary scene, embark on successful careers capstone experience for the MA degree, and in publishing and teaching, and often continue their allows the student to complete an advanced studies in prestigious PhD programs. scholarly research project of her/his choice of For special admission requirements, please visit topic. Taken in the last semester (offered spring www.mills.edu/english. only). The MA Research Project class fulfills one of the four required literature classes taken at the Master of Arts in English and American graduate-only level. Literature (a minimum of 10 semester course credits) Master of Fine Arts in Creative Writing The basic curricular components for the MA pro- with an Emphasis in Poetry (a minimum gram consist of eight literature course credits of 11 semester course credits) including the MA Research Project class (ENG The basic curricular components of this program 250A) and two electives: consist of: • four of the 10 courses must be taken at the • four writing workshops (4) graduate (200) level only (excludes split-level • three literature credits (3) courses) • three elective credits (3) • two of the 10 courses may be taken at the • thesis credit (1) upper-division undergraduate (100) level Students are admitted to one of three genres: poetry, • no more than two Independent Study (ENG fiction, or creative nonfiction.* 295) courses may be taken to satisfy these requirements, and the graduate (200) level Writing Workshop Credits (4): At least three of only requirement may not be satisfied through the four required writing workshops must be in the Independent Study admitted genre. Two of these workshops must be Also see 200-level courses in Book Art, Ethnic taken consecutively during the first year. The depart- Studies, and Letters. ment recommends that students work with several Literature Classes: To fulfill the literature require- different instructors, as exposure to varied perspec- ment you must take literature and theory courses tives is crucial to one’s development as a writer. (craft classes cannot be taken for literature credit). Registration for workshops is facilitated through Literature courses offered through the Ethnic the graduate coordinator’s office in the department, Studies Department, as well as courses offered which places students in workshops based upon in English through the modern languages and student requests and availability of seats. Please literatures programs, may be included. note that we can only guarantee each student one workshop in their admitted genre per semester. Electives: For your two electives, you can take Students are welcome to take more than one craft classes, literature classes, pedagogy classes,* workshop per semester on a space-available basis. and creative writing workshops in the English Department, as well as classes offered through

* While students may apply to switch creative writing genres while they are in the MFA program, they should keep in * If you are interested in teaching composition in the future mind that if their application is approved by the department, or in working as a teaching assistant (TA) at Mills, you they are still required to take the three required workshop may also want to consider taking Theories and Strategies of credits in the new genre of study which might extend their Teaching Writing (ENG 272) as an elective. If you become total number of semesters in the program. Students should a TA, either in the Writing Center or in the ENG 001 class- contact the department’s graduate programs coordinator for room, ENG 272 is required. more information and procedures.

COURSES OF INSTRUCTION 49 Literature Credits (3): Literature, theory, and Master of Fine Arts in Creative Writing craft courses may be taken to fulfill the literature with an Emphasis in Prose (a minimum requirement. At least 1 of the literature credits must of 11 semester course credits) be a literature or theory class. At least 1 of the lit- The basic curricular components of this program erature credits must be a craft class. (Craft classes consist of: are literature courses taught from the perspective of • four writing workshops (4) practicing writers.) None of the required literature • three literature credits (3) credits may be fulfilled through independent study. • three elective credits (3) Literature courses offered through the Ethnic • thesis credit (1) Studies Department, as well as those offered in Students are admitted to one of three genres: poetry, English in the modern languages and literatures fiction, or creative nonfiction.* programs, may be taken to satisfy the literature credit. Students who are unsure whether a course Writing Workshop Credits (4): At least three of counts toward the literature requirement should the four required writing workshops must be in check with their advisor. the admitted genre. Two of these workshops must be taken consecutively during the first year. The Electives (3): The 3 elective credits can be any department recommends that students work with graduate-level or upper-division undergraduate several different instructors, as exposure to varied course offered by the College for academic credit. perspectives is crucial to one’s development as a Students are urged to consult with their advisor writer. Registration for workshops is facilitated about which electives would be most useful for through the graduate coordinator’s office in the their course of study. department, which places students in workshops based upon student requests and availability of seats. Students interested in teaching composition in the Please note that we can only guarantee each student future or in working as a teaching assistant (TA) one workshop in their admitted genre per semester. at Mills may want to consider ENG 272 Theories Students are welcome to take more than one and Strategies of Teaching Writing as an elective. workshop per semester on a space-available basis. Students who are awarded a TA position, either in the Writing Center or in the ENG 001 classroom, Literature Credits (3): Literature, theory, and are required to take ENG 272. craft courses may be taken to fulfill the literature requirement. At least 1 of the literature credits Students interested in teaching creative writing may must be a literature or theory class. At least 1 of wish to consider ENG 271 Theories of Creativity the literature credits must be a craft class. (Craft and the Teaching of Creative Writing as an elective. classes are literature courses taught from the per- Pedagogy and advanced composition courses spective of practicing writers.) None of the required offered by the English Department, as well as literature credits may be fulfilled through inde- book art courses, count as elective credit. pendent study. Thesis Credit (1): ENG 250 is the two-semester Literature courses offered through the Ethnic course that is typically completed in the final year Studies Department, as well as those offered in of study. The course does not have an assigned English in the modern languages and literatures class period but requires regular meetings between programs, may be taken to satisfy the literature the student and the thesis director. Students will credit. Students who are unsure whether a course submit their choices for thesis directors and readers counts toward the literature requirement should and the department will finalize thesis committee check with their advisor. assignments at the beginning of the final year of Electives (3): The 3 elective credits can be any study. Students will register for the thesis course graduate-level or upper-division undergraduate during the spring semester of the final year using the section number that corresponds with the assigned thesis director. Please see the department’s graduate * While students may apply to switch creative writing genres programs coordinator for full thesis schedule and while they are in the MFA program, they should keep in guidelines. mind that if their application is approved by the department, they are still required to take the three required workshop credits in the new genre of study which might extend their total number of semesters in the program. Students should contact the department’s graduate programs coordinator for more information and procedures.

50 course offered by the College for academic credit. BOOK 217 Visible Language: Typography, Students are urged to consult with their advisor Books, and Printing (1) about which electives would be most useful for BOOK 220 Bookbinding: Traditional Forms their course of study. and Modern Variations (1) BOOK 221 Bookbinding: Building the Students interested in teaching composition in the Contemporary Book (1) future or in working as a teaching assistant (TA) BOOK 284 The Book in an Edition (1) at Mills may want to consider ENG 272 Theories and Strategies of Teaching Writing as an elective. Electives (2 semester course credits): May include Students who are awarded a TA position, either in 100- or 200-level courses in literature or interdis- the Writing Center or in the ENG 001 classroom, ciplinary seminars as well as courses in other dis- are required to take ENG 272. ciplines that complement the student’s particular field of inquiry. Examples would include courses in Students interested in teaching creative writing may music, dance, intermedia art, and craft and pedagogy wish to consider ENG 271 Theories of Creativity courses offered through the English Department. and the Teaching of Creative Writing as an elective. Course Sequence Pedagogy and advanced composition courses Year one offered by the English Department, as well as Fall (3 semester course credits) book art courses, count as elective credit. BOOK 230 Artists’ Books: Conceptual Approaches (1) Thesis Credit (1): ENG 250 is the two-semester Creative writing workshop 1 (1) course that is typically completed in the final year of study. The course does not have an assigned class Book art concentration 1 (1) period but requires regular meetings between the Spring (3 semester course credits) student and the thesis director. Students will submit Creative writing workshop 2 (1) their choices for thesis directors and readers and the Book art concentration 2 (1) department will finalize thesis committee assignments Elective 1 (1) at the beginning of the final year of study. Students will register for the thesis course during the spring Year two semester of the final year using the section number Fall (3 semester course credits) that corresponds with the assigned thesis director. BOOK 236 Work in Context: Writing, Book Please see the department’s graduate programs Art, and Public Presentation (1) coordinator for full thesis schedule and guidelines. Book art concentration 3 (1) Creative writing workshop 3 (1) Master of Fine Arts in Book Art and Spring (2.5 semester course credits) Creative Writing (a minimum of 12.5 semester course credits) ENG 250 Thesis for MFA Degree (1) BOOK 261 Seminar in Professional Practice (.5) BOOK 230 Artists’ Books: Conceptual Approaches (1) Elective 2 (1) BOOK 236 Work in Context: Writing, Book Nonresident Semester (1 semester course credit) Art, and Public Presentation (1) BOOK 251 Thesis and Exhibition (1) BOOK 251 Thesis and Exhibition (1) BOOK 261 Seminar in Professional Practice (.5) Courses ENG 250 Thesis for the MFA Degree (1) Graduate-level creative writing concentration ENG 201 (101) Development of the English courses (3 semester course credits). Choose from Language (1) the following list (with approval of advisor; courses This course examines the development of the may be repeated for credit): English language, from its Anglo-Saxon roots to its modern American dialects. We will also explore the ENG 267 Graduate Creative Nonfiction Workshop (1) larger political and cultural functions of language, including the role the English language played (and ENG 268 Graduate Fiction Workshop (1) plays) in the development of English and American ENG 270 Graduate Poetry Workshop (1) identity, its use in the project of colonization, and Book art concentration courses (3 semester course the way language intersects with constructions of credits). Choose three from the following list (with class, race, and gender. Fall approval of advisor; courses may be repeated for Instructor(s): Diane Cady. credit):

COURSES OF INSTRUCTION 51 ENG 202 (102) Advanced Expository Writing (1) class, and gender, and the consolidation of national A course in expository writing for students who feel identity. Authors may include: Andreas Capellanus, they need to polish their styles, and for those who Jean de Meun, Chrétien de Troyes, the Pearl-Poet, still need some work on basic problems. A good Chaucer, Malory, and Marie de France. Fall deal of emphasis is placed on sentence patterns and Instructor(s): Diane Cady. on paragraph organization. In addition to expository Offered in 2010–11 and then every other year. and persuasive writing exercises, the student will Offered in alternation with: ENG 205. Spring also practice descriptive and narrative prose. ENG 207 (107) Artful Prose: Grammar and Style Instructor(s): Staff. for Writers (1) Note(s): Students looking specifically for work on This class focuses on syntax as style—the essential style and syntax should consider taking ENG 207 structure of the sentence and the relation of style to Artful Prose: Grammar and Style for Writers. the craftsmanship, artistry, and voice of the writer. ENG 203 The Craft of Fiction (1) Designed to enhance students’ ability to think about Graduate class in the craft of fiction, limited to MFA and incorporate issues of prose style in deliberate students. Discussion will focus on the techniques and sophisticated ways, the class will offer students of successful fiction, using the works of various a vocabulary and a skill set for implementing published writers and organized around a theme, nuanced issues of English style and syntax. Class structure, or sub-genre. Students will respond to is recommended for creative and critical writers. the published works in class discussion, in response Spring papers, and in their own creative writing. Fall and Instructor(s): Kate Brubeck/Staff. Spring Note(s): Students seeking more work on the structure Instructor(s): Cornelia Nixon, Patricia Powell, and development of critical papers and argumen- Micheline Marcom, and Staff. tation are welcome, but may also want to consider Letter grade only. ENG 202 (102) Advanced Expository Writing. Limit 16 students. ENG 209 (109) The Craft of the Young Adult Note(s): Limited to students in the Master of Fine Novel (1) Arts in Creative Writing Program. This course will examine a wide selection of fiction This course may be taken three times. aimed at readers aged 10–16, focusing on the ENG 204 The Craft of Poetry (1) authors’ crafting of the novel, including plot and Graduate class in the craft of poetry. Discussion will theme, style, and character development. We will focus on students’ writing as well as the poetry of consider the historical events, social issues, gen- several published writers. Fall and Spring res, and series that have shaped generations of Instructor(s): Juliana Spahr, Staff. American readers in the 20th century. Fall Limit 16 students. Instructor(s): Kathryn Reiss. Note(s): Open to graduate students in the English Letter grade only. Department only; graduate students in other Limit 16 students. departments need consent of the chair of the Recommended Course(s): ENG 255. English Department. ENG 211 Contemporary Magazine Production This course may be taken four times. (.25) ENG 205 (105) The Age of Chaucer (1) Introduces students to contemporary literary mag- This course provides an intensive introduction to azine editing. Course will involve discussion about Chaucer, with a focus on the Canterbury Tales. the history and trends of literary magazines and Close reading will be augmented by examinations their role in contemporary culture, as well as offer of Chaucer’s sources, his social and cultural context, production support and faculty oversight for 580 and secondary scholarship. Fall Split, the English Department’s graduate-student- Instructor(s): Diane Cady. edited magazine which is distributed nationally. Fall Offered in 2011–12 and then every other year. Instructor(s): Juliana Spahr. Offered in alternation with: ENG 206. Pass/No Pass only. Limit 12 students. ENG 206 (106) Medieval and Renaissance Note(s): Open only to English graduate students Romance (1) with instructor consent. This course deconstructs the term “romance,” This course may be taken two times. exploring some of its decidedly “unromantic” concerns, such as the construction of categories of race,

52 ENG 215 (115) Shakespeare (1) Herrick, Herbert, Marvell, and others. Issues will This course provides an intensive introduction to include how these poets went about making poems; Shakespeare. Close reading will be augmented by the (inter)connection between form and content; examinations of Shakespeare’s social and cultural the elements of poetry, speaker, and audience; the context and secondary scholarship. Fall and Spring theory and poetics of English Renaissance poetries; Instructor(s): Diane Cady, Stephen Ratcliffe, the formation of canon; and attitudes toward love Marcia Eppich-Harris, Staff. (carnal and divine) and toward women. Spring Instructor(s): Stephen Ratcliffe. ENG 217 (117) 20th-Century African American Literature (1) Offered in 2010–11 and then every other year. This course will investigate some of the literary ENG 226 Craft of Creative Nonfiction (1) forms, artistic strategies, and intellectual concerns This class includes a study of the literature of creative that shaped and defined African American literature nonfiction as well as a discussion of techniques during the 20th century. Writers may include DuBois, and strategies in the writing. The thematic focus Hughes, Hurston, Baldwin, Wright, Himes, Morrison, may change each year. Spring Shange, Lorde, and others. The course will also Instructor(s): Elmaz Abinader, Staff. focus on the sociopolitical and historical context Limit 16 students. for these writers and their works. Fall This course may be taken four times. Instructor(s): Ajuan Mance. ENG 231 (131) 18th-Century Poetry and Prose (1) Offered in 2011–12 and then every other year. Eighteenth-century England is often referred to as Offered in alternation with: ENG 247. the Age of Reason, a period of seemingly political ENG 218 (118) Listening to Reading (1) stability and formally elegant literature. However, We will examine the interrelation of sound, shape, the 18th century was also a period of chaos. In a and meaning in contemporary “experimental” world seemed turned upside down, daily life was poetry. We will look from certain ancestors dangerous and unpredictable, and women and the (Mallarm, Stein, Zukofsky, Niedecker, Creeley, lower classes—both disenfranchised—posed new and Cage) to descendants of current writers threats to the social order. We will read canonical (Bernstein, Berssenbrugge, Coolidge, Eigner, and lesser-known works in light of these views of Guest, Grenier, Hejinian, Howe, Palmer, and that period. Fall Scalapino). We will read their essays in “poetics” Instructor(s): Kirsten Saxton. to frame our reading of innovative writing and Offered in 2011–12 and then every other year. to see how the traditional boundaries between Offered in alternation with: ENG 232. criticism and/or theory and poetry might be ENG 232 (132) 18th-Century English Novel (1) reimagined and redefined. Fall This course examines the English novel from its Instructor(s): Stephen Ratcliffe. beginning, with Aphra Behn and Daniel Defoe ENG 219 (119) Fiction Since 1960 (1) through Jane Austen at the end of the century. We Students will read late 20th- and early 21st-century consider the evolution of the novel’s structure, and works of fiction, many of which explore how public how the concerns of the age get embedded in the events impinge on private lives in times of intense structure. Texts may include: Roxana, Pamela, historical pressure. Close reading and discussion, Tom Jones, Tristram Shandy, Humphrey Clinker, term paper, and final exam. Graduate students will Fanny Hill, and Pride and Prejudice. Fall give oral reports on secondary texts. Primary texts by Instructor(s): Kirsten Saxton. James Baldwin, Raymond Carver, Milan Kundera, Offered in 2010–11 and then every other year. Jhumpa Lahiri, Gabriel García Márquez, Lorrie Offered in alternation with: ENG 231. Moore, Sigrid Nunez, Michael Ondaatje, Grace ENG 247 (147) Survey of 19th-Century African Spring Paley, Jean Rhys, and Marilynne Robinson. American Literature (1) Instructor(s): Cornelia Nixon. This course will investigate some of the literary Open to sophomores, juniors, seniors, and strategies and intellectual concerns of African graduate students. American writers before and after the Civil War. Offered every other year beginning 2010–11. It will examine works by writers such as Equiano, ENG 221 (121) English Renaissance Poetry (1) Jacobs, Douglass, Harper, Hopkins, and DuBois. Reading and discussion of 16th- and 17th-century Fall English poetry, including work by Wyatt, Raleigh, Instructor(s): Ajuan Mance. Sidney, Spenser, Shakespeare, Donne, Jonson, Offered in 2010–11 and then every other year. Offered in alternation with: ENG 217.

COURSES OF INSTRUCTION 53 ENG 250 Thesis for the MFA Degree (1) paying particular attention to aspects of craft as Supervised by a major advisor with an appointed well theoretical priorities and cultural positions. two-member faculty committee. Fall and Spring Discussions will focus on matters of exile, place Instructor(s): Staff. and displacement, language, colonialism, gender, sexuality, and more. We will also examine theoretical ENG 250A MA Research Project (1) work that helps locate the writings within the his- All English MA candidates will take this course torical, philosophical, and aesthetic traditions of during their last semester. In the course, they will the literature. Spring each complete a publishable paper of 25–40 pages Instructor(s): Patricia Powell. as a thesis. They will also polish professional skills Offered 2010–11 and then every other year. such as: presenting conference papers, teaching literature, completing an annotated bibliography, ENG 258 Contemporary Fiction by Women (1) researching literary criticism, revising work into This course examines short fiction in English written different forms, etc. Spring by women after 1960. We consider form, style, and Instructor(s): Staff. aesthetics, as well as historical context. We also Letter grade only. examine literary representations of identity with Limit nine students. special attention to the intersections of race, gender, class, nationality, and sexuality. Spring ENG 252 (152) Poets of Color of the 20th and 21st Centuries (1) Instructor(s): Ruth Saxton. This course examines the movements of poets of Limit 16 students. color of the last hundred years with emphasis on Offered in 2011–12 and then every other year. how the Harlem Renaissance foreshadowed the Offered in alternation with: ENG 158. Black Arts Movement, the Spoken Word Movement, ENG 259 Graduate Novel Workshop (1) and poetry by writers of color. Through discussion, Designed to offer the MFA student a series of research, writing, and presentation, we examine and workshops in which to initiate, develop, and create methodologies that address characteristics complete a full-length novel. Fall and cultural attributes of the writing. Special Instructor(s): Cornelia Nixon, Staff. attention is paid to creation of new forms, themes, Limit 12 students. tributes, and historic testimony. Fall Note(s): Open to graduate students in English Instructor(s): Elmaz Abinader. Department programs only; consent of the chair ENG 255 Graduate Fiction for Children and of the English Department required for all other Young Adults Workshop (1) graduate students. In this graduate-level writing workshop focusing ENG 260 Graduate Novel Workshop (1) on fiction (especially the novel) for children and Designed to offer the MFA student a series of teenagers, students will read extensively to famil- workshops in which to initiate, develop, and iarize themselves with a sampling from the body complete a full-length novel. Spring of children’s literature, and will write chapters and Instructor(s): Cornelia Nixon, Staff. an outline of their own novel for younger readers. Limit 12 students. Special emphasis in class discussion will be on Note(s): Open to graduate students in English character and plot development, structure, subplots, Department programs only; consent of the chair setting, atmosphere, and dialogue. We will also of the English Department required for all other look at issues in children’s publishing. Spring graduate students. Instructor(s): Kathryn Reiss. Limit 12 students. ENG 261 (161) Modern Drama (1) Note(s): Open to graduate students in English A study of 20th-century drama in America and Department programs only; consent of the chair Europe. Includes some discussion of traditions of the English Department required for all other and social conditions that have influenced the graduate students. development of the theater. Readings from O’Neill, Recommended Course(s): ENG 209. Brecht, Ibsen, Hellman, Miller, Beckett, Pinter, This course may be taken two times. Williams, and Stoppard. Spring Instructor(s): Ajuan Mance, Tom Strychacz. ENG 257 Topics in African Literature (1) Offered in 2011–12 and then every other year. Focusing primarily on fiction, we will explore Offered in alternation with: ENG 164. works in English by writers from all over Africa

54 ENG 263 (163) American Literature to 1865: ENG 267 Graduate Creative Nonfiction Romanticism (1) Workshop (1) With an emphasis on the years 1830 to 1865, This course will explore the techniques and char- this course will explore several works that have acteristics of writing that weave creativity into significantly influenced the study of literature in nonfiction writing. In the workshop setting, the the U.S. Writers include Emerson, Hawthorne, writers will exchange and discuss their works of Douglass, Stowe, Jacobs, Poe, Whitman, Dickinson, autobiography, memoir, family history, biography, and Melville. Discussions will focus on issues personal essay, writing about travel and place, such as the American Renaissance, historical and letters. Emphasis will be placed on personal context, and national identity. Fall research, historical reconstruction, representation Instructor(s): Tom Strychacz, Ajuan Mance. of truth, literary license, and the development of Offered in 2010–11 and then every other year. voice. Fall and Spring Offered in alternation with: ENG 265. Instructor(s): Elmaz Abinader, Patricia Powell, Staff. ENG 264 (164) Modern American Fiction (1) Limit 12 students. We will have an opportunity to trace formal and Note(s): Open to graduate students in English thematic developments in American fiction since Department programs only; consent of the chair 1920. Discussions will include considerations as of the English Department required for all other to the effects of two world wars and the Great graduate students. Depression on American writing, the nature of This course may be taken four times. artistic experimentation and aesthetic reevaluation initiated by the famous Lost Generation of the ENG 268 Graduate Fiction Workshop (1) ’20s, and the increasing role of women and writers A workshop, discussion, and mutual criticism class from ethnic minorities in changing the role of for the student who has already begun to achieve literature in the academy and in society. Spring an individual voice. Frequent consultations with Instructor(s): Ajuan Mance, Tom Strychacz. the instructor. Fall and Spring Offered in 2010–11 and then every other year. Instructor(s): Elmaz Abinader, Cornelia Nixon, Offered in alternation with: ENG 161. Patricia Powell, Micheline Marcom, Staff. Limit 12 students. ENG 265 (165) American Literature from 1865 to 1920: Realism (1) Note(s): Open to graduate students in English The course focuses on American fiction between Department programs only; consent of the chair the Civil War and World War I. Readings selected of the English Department required for all other from: Cather, Chestnutt, Chopin, Crane, Dreiser, graduate students. Far, Harper, Howells, James, Johnson, Mourning This course may be taken four times. Dove, Twain, Wharton, Zitkala-Sa, and others. ENG 269 Graduate Nonfiction Magazine In addition to analysis of literary form and theme, Workshop (1) we will consider the historical context for these A journalist’s approach to writing nonfiction. Work- works, including urbanization, industrialization, shop, discussion, and mutual criticism. Includes the rise of big business, women’s suffrage, and the study and practice of elements that strengthen post-Civil War race relations. Fall nonfiction: interviews, anecdotes, factual research, Instructor(s): Tom Strychacz. and background narrative. Instruction about how Offered in 2011–12 and then every other year. to do primary and secondary research for nonfic- Offered in alternation with: ENG 263. tion articles; how to explore markets and shape work for specific publications; how to approach ENG 266 (166) Modern American Poetry (1) editors and develop relationships with them; how The focus of this course is modernism in American to create a professional network; and what to look poetry. We will try to understand what modernism for in contracts. Fall was by looking at some 19th-century backgrounds Instructor(s): Sarah Pollock. (Whitman and Dickinson), by reading a selection of Limit 12 students. poems by the classic modernist poets (Stein, Stevens, Note(s): Open to graduate students in English Williams, Pound, Eliot, H. D., and Moore) and poets Department programs only; consent of the chair writing in traditions that followed these writers of the English Department required for all other (Objectivist, Black Mountain, Confessional, Beat, graduate students. and New York School). Spring This course may be taken two times. Instructor(s): Stephen Ratcliffe. Offered in 2011–12 and then every other year.

COURSES OF INSTRUCTION 55 ENG 270 Graduate Poetry Workshop (1) ENG 276 (176) The Victorian Period: Prose, A workshop, discussion, and mutual criticism class Poetry, and Drama (1) for the student who has already begun to achieve Although the Victorian period (1832–1901) has an individual voice. Frequent consultations with been read as the bastion of prudish, conservative the instructor. Fall and Spring British culture, recent approaches cite it as offering Instructor(s): Juliana Spahr, Stephen Ratcliffe, a rich spectrum of divergent voices concerned with Truong Tran, Staff. political, social, and literary reforms. This course Limit 12 students. explores writers and poets who transformed genres Note(s): Open to graduate students in English of the essay, lyric and dramatic poetry, and autobi- Department programs only; consent of the chair ography, in order to engage contemporary issues of the English Department required for all other such as gender identity, political and religious graduate students. reform, and modernization. Spring This course may be taken four times. Instructor(s): Ruth Saxton, Cynthia Scheinberg. Offered in 2011–12 and then every other year. ENG 271 Theories of Creativity and the Offered in alternation with: ENG 288. Teaching of Creative Writing (1) Through the study of historical and current theories ENG 277 Advanced Practicum in English (.25Ð1) on creativity, we will examine and evaluate the This course covers a variety of directed and super- practices of teaching creative writing. Topics will vised experiences in classroom teaching at Mills. include the origins of creativity, the relevance of They are restricted to students with appropriate craft to creativity, and whether creative writing background and proven ability as determined by can be taught. Spring the faculty supervisor, and require approval of the Instructor(s): Elmaz Abinader, Staff. head of the department in which they are undertaken. Offered in 2011–12 and then every other year. Fall and Spring Instructor(s): Staff. ENG 272 Theories and Strategies of Teaching Writing (1) Pass/No Pass only. An introduction to current theories of writing This course may be taken two times. pedagogy with an emphasis on issues related to ENG 280 (180) Special Topics in Literature and first-year college composition. Includes practical Culture (1) strategies and techniques for teaching writing Topics are selected to offer interdisciplinary or in college/university courses. Course requires cross-cultural perspectives on literature and culture. 2-hour-per-week practicum in relevant college Examples of such topics are: African American writing course. Fall and Spring poetry since 1965, autobiography, characterization in Instructor(s): Ruth Saxton, Cynthia Scheinberg, Western literature, lesbian literature, and literatures Kara Wittman. of Asian/Pacific Americans and the Asian Note(s): Required for graduate students receiving Diaspora. Fall and Spring departmental assistantships in the College Instructor(s): Staff. Writing Program. Enrollment may be concurrent ENG 281 (181) The British Novel in the 20th with assistantship. Century and Beyond (1) ENG 275 (175) English Romantic Poetry (1) The 20th century presented special problems for This course is a selective survey of British poetry writers of fiction. We shall consider these and from 1789–1832, a time of rapid, often violent, explore the new techniques that were used to political and cultural changes and reaction to these deal with them. The early modern experimenters, changes. We will consider the intersections of Virginia Woolf, James Joyce, E. M. Forster, and large and small revolutions, turning points, circles, D. H. Lawrence, will be carefully considered. We moments, including for example: political revo- shall also read selected texts by Buchi Emecheta, lutions—French and American—and revolutions Doris Lessing, Zadie Smith, and Jeanette of manners, science, and industry. We will muse Winterson. Fall on the ways in which poets of the era engage Instructor(s): Ruth Saxton. with notions of the fantastic, the ethical, the self, Offered in 2011–12 and then every other year. theatricality, museums, sex, nationalism, gender, ENG 282 Critical Theory (1) religion/spirituality, violence/resistance. Spring This course, open to students at an advanced level Instructor(s): Kirsten Saxton, Staff. of literary study, will examine the development Offered in 2011–12 and then every other year. and implications of a variety of critical schools and methods that have arisen within the past 50

56 years and how they have transformed the study of (listening, speaking, reading, and writing) in teaching literary texts. Emphasis will be given not only to composition, focusing not only on what content to understanding the critical methods and assumptions, teach but when and how (through pedagogy, lesson but also to applying them to literary texts read in planning, and creating exercises). Contents will class. Areas to be covered will include historical/ include grammar, logic of English composition, cultural studies, structuralism and post-structuralism, connection of rhythm and phrasing in pronunciation and feminist criticism. Fall to writing, and literary accounts of teaching ESL Instructor(s): Tom Strychacz; Diane Cady. or being a non-native speaker. Spring Limit 16 students. Instructor(s): Kate Brubeck and Staff. Letter grade only. ENG 283 (183) Advanced Seminars in English (1) Note(s): Open only to graduate students. Topics vary from year to year. The following are samples: Henry James and Edith Wharton; imperial ENG 288 (188) The 19th-Century British Novel (1) fictions: empire and the British novel, 1660 to An examination of the development of the British present; Toni Morrison; Virginia Woolf; Doris novel, focusing on the transformation of the novel Lessing; the Gothic; characterization in Western from popular to “high” culture, and how writers literature; epistolarity; 19th-century British women’s used it as a vehicle for speaking on many of the poetry; Gertrude Stein and her descendants; and central political and social issues of the day. Writers queer alchemy. Fall and Spring include Dickens, Thackeray, Eliot, Gaskell, the Instructor(s): Staff. Brontës, and Hardy. Topics include the rise of Limit 16 students. women writers, the moral and social function This course may be taken two times. of the novel, realism, and the art for art’s sake movement. Spring ENG 284 (184) Studies in Creative Nonfiction Instructor(s): Cynthia Scheinberg. Prose (1) Offered in 2010–11 and then every other year. An exploration and analysis of works of creative Offered in alternation with: ENG 276. nonfiction with varying emphases on genres of memoir, essay, travel writing, oral history, and more. ENG 297 Practicums and Internships (.25Ð1) We examine the recent influx of these works in the Under faculty supervision, a graduate student in 20th and 21st centuries, and explore their generic English may receive up to 1 credit for work in elements and implications as “true” as well as the field. This includes internships on magazines, “creative” texts. Literatures written in and translated reviews, and scholarly journals, work with pub- to English provide a global perspective. Spring lishers and book companies, or teaching on a regular Instructor(s): Elmaz Abinader and Staff. basis in a school or community center. Faculty Offered 2010–11. supervisor and department head approval is required. Fall and Spring ENG 285 Prose Revision and Publication for MFA Students in Fiction and Nonfiction (1) Instructor(s): Staff. Pass/No Pass only. Students will read early and late drafts of successfully published works, books on revision, the writing BOOK 213 (113) Artists’ Books: Concept, life, the practice of prose and prose style, and pro- Content, Form (1) fessional handbooks on marketing their work. They What are some conceptual building blocks for will submit revised drafts of prose previously dis- artists’ books? How do form and content interact cussed in a graduate workshop and do research on in their creation? By what critical standards are work published by individual literary magazines, they judged? To explore these questions students which they will present to the class, and learn how will create their own artists’ books. We will read to submit their own work for publication. Spring from literature, visual studies, and the history and Instructor(s): Cornelia Nixon and Staff. practice of bookmaking, and curate small exhibitions Letter grade only. to document concepts and working methods of Limit 16 students. contemporary book artists as an exploration of Note(s): Open only to MFA students in creative current professional practice. Fall writing. Instructor(s): Kathleen Walkup. Letter grade only. ENG 286 Teaching English as a Second Limit 12 students. Language (1) Open to sophomores, juniors, seniors, and Students will study common areas of interference graduate students. confronting non-native speakers writing in English Offered in 2011–12 and then every other year. and learn approaches to using all four content areas This course may be taken two times.

COURSES OF INSTRUCTION 57 BOOK 217 (117) Visible Language: Typography, BOOK 230 Artists’ Books: Conceptual Books, and Printing (1) Approaches (1) This course explores the language of type and its This course explores the broad range of historical, relevance to our own written and visual creations. conceptual, and theoretical approaches that encom- Students can produce printed books of their writing pass the medium of the artist’s book. Through or explore the use of type as image. We will examine readings, close examination of historical and contemporary trends in visual poetics and legibility contemporary examples, and hands-on creative and study typographic history and culture. Students projects, we will consider the artists’ book as a will learn studio techniques that range from letter- form and locate it within the broader context of press printing to the creation of a Web “zine.” contemporary writing and visual art. Fall Workshops, guest artists, and field trips. Fall Instructor(s): Kathleen Walkup. Instructor(s): Kathleen Walkup. Instructor consent required. Letter grade only. Letter grade only. Limit 12 students. Limit 12 students. Note(s): No auditors. Recommended Course(s): ENG 218. Recommended Course(s): BOOK 027. BOOK 240 (140) Time and Space in the Artist’s This course may be taken two times. Book (1) BOOK 220 (120) Bookbinding: Traditional This course explores the artist’s book as a time- Forms and Modern Variations (1) based medium. What common issues does the This course begins with the construction of several book have in relation to other time-based media traditional hardcover bindings before moving to such as music, film, and performance, and how do more complex techniques such as multi-section they diverge? How can the physical structure of exposed sewing and basic leather binding. Students the book be used to draw the reader into a deeply will design their own variations on traditional tech- focused viewing experience? In the course of niques and materials. Students will also learn basic developing their own artists’ books, students will box construction and methods of surface decoration. integrate bookbinding, paper engineering, and Students will also learn how to design and create image-making techniques. Spring artists’ books using techniques learned in class. Fall Instructor(s): Julie Chen. Instructor(s): Julie Chen. Letter grade only. Limit 12 students. Limit 15 students. Note(s): No auditors. Offered 2010–11. This course may be taken two times. Recommended Course(s): BOOK 027. BOOK 221 (121) Bookbinding: Building the BOOK 261 Seminar in Professional Practice (.5) Contemporary Book (1) This seminar will prepare students for their profes- Students will develop a strong working knowledge sional practice in book art. Topics to be considered of the tools and materials used in contemporary include exhibiting and curating in galleries and bookbinding while learning how to integrate museums; publishing and self-publishing artists’ structure with content in the development of their books; preparation of a professional portfolio and own one-of-a-kind artists’ books. We will move CV; and the business of selling work, among other from simple non-adhesive structures through vari- issues. Field trips, guest artists, and lecturers. Spring ous hardcover bindings and on to innovative three- Instructor(s): Julie Chen. dimensional book forms. Students will use various Letter grade only. binding methods and simple mark-making methods Limit 15 students. to explore the structure and content of artists’ Offered 2010–11. books. Spring BOOK 284 (184) The Book in an Edition (1) Instructor(s): Julie Chen. Producing books in editions is a complex and Limit 12 students. challenging undertaking. Students will create Note(s): No auditors. or compile content of their choosing, then edit, Recommended Course(s): BOOK 027. design, and produce their own books in small This course may be taken two times. editions. We will focus on the interdependence of form and content through studio work, readings,

58 and the examination of historical and contemporary LET 231 (131) Aspects of Hispanic American models while we explore contemporary publishing Cultures (1) practice. Especially suitable for students in creative Intellectual, social, and political factors will be and performing arts and those who are interested considered in this critical examination of selected in publishing. Spring periods and aspects in the cultural formation of Instructor(s): Kathleen Walkup. Hispanic peoples, from pre-Columbian America and Letter grade only. early Spain to present-day cultural developments Limit 12 students. in Latin America and Hispanic communities in the Note(s): No auditors. United States. Theoretical grounding for the analysis Recommended Course(s): BOOK 027, BOOK 117. of cultural production will also be provided. Fall This course may be taken two times. or Spring Instructor(s): Carlota Caulfield, H. Mario ETHS 239 (139) Asian/Pacific American Women Writers (1) Cavallari. Note(s): Offered fall or spring. Check course Reading works by Asian/Pacific American women, schedule for availability. we focus on how these writers represent distinctly Asian/Pacific American experiences. We explore LET 248 (148) Contemporary French Theory (1) past and present social and political issues of par- Introduction to the most influential theoretical ticular relevance to APA women, and consider how contributions of contemporary French thought, these issues appear in the texts. Additional topics from structuralism to deconstruction and post- include the impact of feminist thought, debates modernism. Selected writings from Lévi-Strauss, regarding feminism versus cultural nationalism, Barthes, Lacan, Derrida, Foucault, Bourdieu, and and resistance and compliance to Orientalist others. Spring depictions of APA women. Spring Instructor(s): Christian Marouby. Instructor(s): Vivian Chin. Offered in 2011–12 and then every other year. Offered in 2011–12 and then every other year. Offered in alternation with: LET 159. Offered in alternation with: ETHS 120. LET 249 Post-Colonial Conditions: LET 211 (111) Theorizing Cultural Studies in Contemporary Women’s Writings from Africa (1) the Americas (1) Exploration of contemporary social issues in Africa This course examines key theories in cultural through the work of contemporary women writers studies from the Caribbean and North America. from Francophone and Anglophone traditions, We will study the intellectual roots of cultural including Ken Bugul (Senegal), Flora Nwapa studies to determine who produces and theorizes (Nigeria), Ama Ata Aidoo (Ghana), Nawal El culture; the relation between culture, resistance, Saadawi (Egypt), Bessie Head (Botswana), Farida and social change; and the inscription of culture Karodia (South Africa), and Calixthe Beyala in hegemonic power systems. Issues discussed (Cameroon/France). Issues include women’s include Caribbean creolization, popular culture education, women and nation building, female such as the Bollywood film industry, borderland sexuality, spirituality, exile and expatriate writing, thinking, Rastafarian resistance, food as philosophy indigenous African feminisms, and changing of thought, subaltern identity. Spring gender roles. Students will also be introduced to Instructor(s): Brinda Mehta. post-colonial theory. Fall Offered in 2011–12 and then every other year. Instructor(s): Brinda Mehta. LET 215 (115) African and Caribbean Offered in 2010–11 and then every other year. Literatures (1) Offered in alternation with: LET 215. A study of African oral tradition and its impact on written forms of literary expression. The course will focus on the political, literary, and cultural importance of the Négritude movement and the Harlem Renaissance. Readings will be based on selected works by Caribbean, West and North African, and African American authors. Fall Instructor(s): Brinda Mehta. Offered in 2010–11 and then every third year.

COURSES OF INSTRUCTION 59 LET 255 (155) Reading War in Post-Colonial mass media and transculturation since the ’30s. Literature from Africa and the Middle East (1) Areas of study include the Caribbean (Cuba and This course will focus on representations of war in Puerto Rico), Mexico, and the Cono Sur (Uruguay, post-colonial novels from Nigeria, Algeria, Rwanda, Argentina, and Chile). Fall or Spring Somalia, Lebanon, and Iraq. We will explore the Instructor(s): Carlota Caulfield, H. Mario historical contexts of war in literature, creative Cavallari. resistance to military and political oppression, the Offered in 2011–12 and then every third year. link between trauma and memory, women’s efforts Note(s): Offered fall or spring. Check course to “wage peace,” and war and sexuality in novels schedule for availability. by Assia Djebar, Nuruddin Farah, Buchi Emecheta, LET 268 (168) Women in the Cinema of Spain (1) Hanan Al-Shaykh, Nuha Al-Radi, and Boris Diop, Analysis and discussion of films by or about among others. Spring women and gender issues in the cinema of Spain. Instructor(s): Brinda Mehta. Topics include gender roles, the woman as “Other,” Offered in 2010–11 and then every third year. the construction of the female subject, women LET 259 (159) Anthropology and Literature (1) in/and relations of power, traditional and canonical Exploration of the imaginary or speculative representations of women’s social practices, and the dimension of the Western vision of the primitive. role of cinema in women’s practices of resistance We will seek to define the specular space between and critical opposition. Fall or Spring anthropology and literature in which Western civi- Instructor(s): H. Mario Cavallari. lization, from antiquity to the present, has projected Offered in 2010–11 and then every other year. its (mis)conceptions, fascinations, and prejudices Note(s): Offered fall or spring. Check course about those peoples it once called savages. Readings schedule for availability. include texts from Columbus’ travel narratives LET 269 (169) Hispanic Cinema (1) to Malinowski’s journals, Lévi-Strauss’ Tristes Structural and historical analysis of major exponents Tropiques, Rousseau’s second discourse, Freud’s in contemporary Hispanic film, including the cinema Totem and Taboo, and Bachofen’s theory of of Latin America, Spain, and U.S. Spanish-speaking Mother Right. Spring communities. Drawing from both formal and socio- Instructor(s): Christian Marouby. cultural models of description, the course examines Offered in 2010–11 and then every other year. the film production of well-known directors. A Offered in alternation with: LET 148. grounding in film theory is concurrently provided LET 262 (162) U.S. Latino Literature and Culture and developed throughout the semester. Films in (1) original language with English subtitles. Fall or A study of U.S. Latino literature and culture with Spring special emphasis on the 20th century. Works by Instructor(s): H. Mario Cavallari. Chicano, Puerto Rican, Mexican, Cuban, Domi- Offered in 2010–11 and then every other year. nican, and other authors writing in the U.S. will be Note(s): Offered fall or spring. Check course analyzed. By examining works of fiction, poetry, schedule for availability. theater, and popular culture, attention will be given to gender, class, and ethnicity in the representations LET 271 (171) Fantastical Writings: 20th- Century Latin American Fiction (1) of the experience of U.S. Latinos. The course will The focus emphasizes short narrative texts which introduce critical concepts for the study of Latino/a designate “uncanny,” “abnormal,” and/or “extraor- literature and culture. Fall or Spring dinary” experiences as a challenge to some of the Instructor(s): Carlota Caulfield, H. Mario fundamental assumptions underpinning realist fiction, Cavallari. and as a way to engage in critical consideration Note(s): Offered fall or spring. Check course of philosophical, literary, and other humanistic schedule for availability. questions. Topics include the nature of reality, LET 266 (166) National Literatures of Latin being and existence, time and space, death, humor, America (1) the power of words and imagination, and the limits The literary expression of a particular region of human knowledge. Fall and Spring through a variety of authors, genres, and periods, Instructor(s): H. Mario Cavallari. concentrating on literary accounts of historical Offered in 2010–11 and then every other year. events, political crises, and the phenomena of

60 Infant Mental Health www.mills.edu/imh

COURSES OF INSTRUCTION 61 Infant Mental Health 510.430.3170 I [email protected]

Faculty: Professional Interests Required: Carol George EDUC 231 Assessment and Intervention in Developmental psychology, social and emotional Young Children (1) development, trauma and loss, attachment theory EDUC 238 (138) Social, Emotional, and Moral Development and Learning (.5) Linda Perez EDUC 242 (142) The Hospitalized Child (1) At-risk children and families, the application of developmental theory to special education EDUC 255 (155) Children with Special Needs: Infants and Young Children (1) issues, mental health and developmental EDUC 275A/B Field Experience in Infant disorders of infancy and early childhood Mental Health (1; 1) Infant mental health is an interdisciplinary field EDUC 291A/B Theory and Practice of Early founded on the principle that early relationship- Childhood Education (1; 1) based intervention in the context of family, PSYC 161 Clinical Psychology (1) community, and culture can support normative PSYC 242 (142) Attachment and Loss (1) emotional and behavioral development and help PSYC 243 Parents and Caregiving (1) children at risk and their families prevent future PSYC 265 (165) Infancy (1) developmental problems. PSYC 291 Thesis Project (1) The Mills Infant Mental Health Program provides PSYC 292 Thesis Research (1) students with the skills and knowledge to become In addition, students may take an elective or an practitioners or researchers that specialize in work- independent study for up to 1 credit if the student ing with children from birth through age five. Our has already met some of the above required courses. program builds on a solid background in psychology, 4+1 BA/MA Program research methodology, and normative development. (10 semester course credits) Graduate courses include advanced study of devel- The 4+1 BA/MA is designed for Mills students to opment, assessment, and special needs children, earn a BA in psychology and an MA in infant mental combined with fieldwork and a master’s thesis. health in five years. This specialized master’s degree Each student works with an advisor to create a is unique to Mills College. The program integrates a plan of graduate study that fits her/his goals. carefully designed curriculum that combines under- In addition to entering careers in the early child- graduate and graduate specialized course work and field placement with a broad background in the hood field, graduate students may also use this liberal arts and sciences. The undergraduate portion program as a bridge to other graduate training, of the program requires students to complete such as doctoral work in psychology, early child- the Mills College BA as psychology majors (see hood special education, or occupational therapy. Undergraduate Catalog for the psychology infant Mills also offers a one-of-a-kind 4+1 BA/MA mental health track). The +1 MA year begins fall program for undergraduate students that combines of the student’s fifth year at Mills. undergraduate and graduate course work and field +1 MA Courses: placement with a broad background in the liberal EDUC 231 Assessment and Intervention for arts and sciences. Students graduate in five years Children with Special Needs (1) with a bachelor’s degree in psychology and master EDUC 238 (138) Social, Emotional, and Moral of arts degree in infant mental health. Development and Learning (.5) EDUC 242 (142) The Hospitalized Child (1) For additional information see the Early Childhood EDUC 255 (155) Children with Special Needs: Education and Infant Mental Health Graduate Infants and Young Children (1) Programs Handbook and for special admission EDUC 275A/B Field Experience in Early requirements, please visit www.mills.edu/imh. Childhood Special Education or Infant Master of Arts in Infant Mental Health Mental Health (1; 1) (13.5 semester course credits) PSYC 161 Clinical Psychology (1) The master’s degree in infant mental health requires PSYC 243 Parents and Caregiving (1) two years of study and is designed for students PSYC 291 Thesis Project (1) with a baccalaureate degree in psychology or a PSYC 292 Thesis Research (1) master’s degree in child development. Elective or Independent Study (.5)

62 Intermedia Arts

COURSES OF INSTRUCTION 63 Intermedia Arts 510.430.3197 I [email protected]

Faculty: Professional Interests Attention is paid to the full range of technical James Fei options available to contemporary artists, and an Composition, improvisation, sound installation, understanding of the strengths and drawbacks of live electronic music, recording, intermedia both “low-tech” and “high-tech” means. Within that context, students may utilize practices such Samara Halperin as analog electronics, single-channel or installation Experimental film and video, cinematography, video, web-based work, digital sound manipulation, 16mm animation, production design, writing, image processing, interactive artworks, hypertext, pop culture simulation, and installation, and may explore their Anna Valentina Murch integration with more traditional art forms, including Sculpture, installation, public art, ecological dance, performance, music, sculpture, photography, design, collaborative projects and painting. David Bernstein John Cage, American experimentalism, avant- Bridging departments in the Fine Arts Division, garde music and aesthetics, Arnold Schoenberg’s the Intermedia Arts Program aims to foster cross- tonal theories, post-tonal theory and analysis, fertilization and collaboration between disciplines 20th-century music literature, the history of late and to encourage artistic explorations that fall 19th- and early 20th-century harmonic theory outside the boundaries of traditional modes of production. Chris Brown Composition and improvisation, interactive electronic music, musical instrument building Courses and new instrumental resources, sound installations, algorithmic composition, 21st- IART 219 (119) Electronic Arts (1) century performance practice, world music This studio course will take a broad look at the ways in which computers are affecting contemporary art Ken Burke making. Through an investigation of history, current Film, communication theory, video production, discourses, and extensive applications of digital scriptwriting, social effects of mass media media, students will become familiar with basic Fred Frith operating systems, software, and peripheral devices, Composition and songwriting; the performance as well as underlying architectures that comprise of both composed and improvised music; collabo- the digital terrain. Students are expected to use some ration in the fields of theater, dance, and film; facet of computer technology in the completion of improvisational pedagogy a final project. Maggi Payne Instructor(s): James Fei. Interdisciplinary electroacoustic composition Limit 15 students. and performance; the creation of works for IART 220 (120) Advanced Electronic Arts (1) electronic and visual media; music recording This studio course expands the exploration of and editing digital media in contemporary art with an emphasis The Intermedia Arts Program focuses on con- on time-based applications, interactivity, multimedia ceptual, critical, and aesthetic explorations in scripting, and the integration of computers into artistic production, utilizing a variety of current installations, environments, and performance. technological means. In this program, students are Students are expected to use some facet of encouraged to develop their own individual and computer technology in the completion of a diverse approaches to video, electronic, and digital final project. Spring arts. This artistic production is supported by the Instructor(s): James Fei. study of the history, criticism, and theory of Limit 15 students. these disciplines, with an emphasis on issues of representation, experimental approaches to art practice, changing notions of the performative, and the impact of technology on the way we understand, negotiate, and generate social space.

64 IART 241 (141) Constructing the Technological IART 247 (147) Video I (1) “Other” (1) This course integrates video production with a Humans, in our search for understanding, have critical examination of experimental video as an constructed models of ourselves throughout history. art form, political tool, and social practice. Through Mechanical, figurative, responsive, and problem substantial production projects, readings, screenings, solving, these models take on previously unimagined analysis, and in-class discussion and critique, this possibilities as they incorporate new technologies. course will explore contemporary issues in video. This course presents introductory methods for It is designed to introduce students to the technical building our own robots, automata, and artificial and conceptual aspects of production and develop intelligences. Combining an exploration of these individual aesthetic, analytic, and critical skills. intriguing disciplines with contemporary art theory Fall and Spring and practice, science fiction, and popular culture, Instructor(s): Staff. each student will build on simple methods to create Limit 12 students. a unique technological “other.” Fall This course may be taken two times. Instructor(s): Staff. IART 248 (148) Video II (1) Limit 15 students. This course emphasizes the continued acquisition Open to sophomores, juniors, seniors, and and refinement of individual aesthetic, conceptual, graduate students. critical, and technical skills in video production This course may be taken three times. and analysis. In addition to readings, screenings, IART 243 (143) History of Intermedia and and in-class discussion and critique, students are Electronic Art (1) each required to conceive and complete a large- This course addresses the recent history of artworks scale video production project which reflects their that evolved out of experiments with technology. particular interests in the methods and modes of Enabled by the emergence of industrial, military, video practice. Fall and Spring medical, digital, and electronic technologies, artists Instructor(s): Staff. have persistently moved into these new realms of Limit 12 students. media, with the history of experimentalism provid- Prerequisite(s): IART 247. ing aesthetic and conceptual continuity. Whether This course may be taken three times. utopian or critical, theoretical or functional, these artworks present a fresh and challenging approach to technology resonant within the art historical context. Spring Instructor(s): Staff. Open to sophomores, juniors, seniors, and graduate students. Offered in 2010–11 and then every other year. This course may be taken two times.

COURSES OF INSTRUCTION 65 MBA www.mills.edu/mba

66 MBA 510.430.3173 I [email protected]

Faculty: Professional Interests are ready for the demands and challenges of the Eirik Evenhouse business environment. Economics of transfer programs, economics of the There are three ways to earn a Mills MBA. In all family, health economics, behavioral economics, cases, the 10 graduate-level courses (five core and statistics, econometrics five electives) must be taken at Mills. The programs Deborah Merrill-Sands listed outline the paths taken by students: Leadership, women and leadership, diversity 1. Accelerated Graduate Study (The Fast Track) and inclusion, corporate social responsibility, Earn the Mills MBA in two semesters if the sustainability required foundation courses have been satisfied. Siobhan Reilly 2. Regular Full- or Part-Time Graduate Study Labor economics, public policy, poverty, urban (The Flex Track) economics, international economics Enroll at Mills in whichever MBA foundation Lorien Rice courses not yet completed, along with the 10 Labor economics, public policy, poverty, graduate-level courses, and earn an MBA in education economics, applied econometrics two to four semesters. David Roland-Holst 3. The Mills 4+1 BA/MBA Program International trade and finance, economic Incorporate the eight economics prerequisite development, environmental economics courses in the BA course work and then complete Roger Sparks the MBA in one additional graduate year. Applied microeconomics, banking, energy economics, labor economics For special admission requirements, please visit Nancy Thornborrow www.mills.edu/mba. Labor economics, macroeconomics, statistics, Master of Business Administration econometrics Accelerated Graduate Study The Mills MBA Program is built upon a solid core of (The Fast Track) economic course work, ensuring that our graduates Foundation Curriculum will have the opportunity to advance to the highest To be eligible for the Mills MBA Program, appli- levels of management. Students develop a solid cants and current students must complete seven foundation by taking courses in the following areas: required foundation courses (or approved equiva- finance, accounting, micro and macroeconomic lencies) in economics, accounting, quantitative theory, managerial economics, and quantitative methods, and finance: methods for business. In addition, students take 1. Intermediate Microeconomics a required set of core courses in marketing, 2. Intermediate Macroeconomics operations, human resources, MIS, and a course 3. Financial Accounting entitled Ethics, Leadership, and Entrepreneurship. 4. Managerial Accounting We also offer a variety of electives that allow 5. Quantitative Methods for Business students to develop concentrations in the following 6. Managerial Economics areas: finance, global business, marketing, nonprofit management, and socially responsible business. All 7. Corporate Finance classes stress the importance of social responsibility These requirements can be satisfied in three ways: and ethical business practices. 1. As part of regular undergraduate studies 2. As post-baccalaureate course work at Mills To develop strong strategic and creative thinking or another accredited institution skills, the majority of Mills MBA classes involve 3. As a Flex Track MBA student, completing group work to encourage team building and to the degree in more than one year enable students to serve as both leaders and All foundation courses must be completed prior to participants. Students learn to communicate a student’s last semester in the MBA Program. No effectively through these highly interactive classes grade below a C will fulfill degree requirements. and through frequent in-class presentations. The combination of the two produces graduates who The final requirement for entry into the Fast Track is a summer internship.

COURSES OF INSTRUCTION 67 The Mills MBA Program requires all students to Marketing electives: obtain substantive work experience before begin- MGMT 223 Advertising and Public Relations (1) ning their final year of study. Practical experience MGMT 231 Marketing Strategy (1) in a business or nonprofit organizational environ- MGMT 233 Marketing Research (1) ment serves three purposes: Nonprofit management electives: 1. Students are exposed to the disciplines of management structure and conduct, an exper- MGMT 228 Governmental Accounting and ience that contributes to emotional maturity, Nonprofit Accounting (1) refined judgment, and a more focused sense MGMT 270 Nonprofit Management (1) of personal development objectives. MGMT 271 Strategic Philanthropy and Social 2. Work experience helps students understand Enterprise (1) their prior and later academic training more Socially responsible business electives: pragmatically. MGMT 271 Strategic Philanthropy and Social 3. Prior employment is an important asset for Enterprise (1) future placement and career development. MGMT 272 Corporate Social Responsibility (1) Required prior work experience for the MBA Pro- MGMT 274 Innovation in Business (1) gram generally takes the form of a paid or unpaid Graduate Electives Curriculum internship over the summer prior to the final year Required: (5 semester course credits chosen of MBA course work. The San Francisco Bay Area from the following) offers a wide variety of internship opportunities that MGMT 202 Administrative Behavior (1) enhance the academic program. Placement assistance MGMT 203 Organizational Theory (1) for this internship is available from the College upon MGMT 211 Money and Financial Institutions (1) or after admission to the Mills MBA Program. In MGMT 212 Intermediate Financial Accounting some cases, significant prior work experience will (1) be recognized in lieu of the internship. MGMT 213 Individual Investment (1) After satisfaction of the prerequisites, the Fast Track MGMT 218 Financial Derivatives (1) Mills MBA consists of a final year of full-time MGMT 219 International Finance (1) study in the graduate curriculum. MGMT 220 Competitive Strategy (1) Graduate MBA Curriculum MGMT 221 Labor Economics (1) To receive the Mills MBA degree, a student must MGMT 222 Legal Environment of Business (1) complete 10 graduate courses consisting of five MGMT 223 Advertising and Public Relations (1) required core courses and five electives. MGMT 224 Communication for Business (1) Graduate Core Curriculum MGMT 225 Information Technology (1) Required: (5 semester course credits) MGMT 227 Negotiations (1) MGMT 226 Management Information Systems MGMT 228 Governmental Accounting and (1) Nonprofit Accounting (1) MGMT 230 Marketing Management (1) MGMT 231 Marketing Strategy (1) MGMT 232 Operations Management (1) MGMT 233 Marketing Research (1) MGMT 234 Human Resources Management (1) MGMT 237 Public Sector Economics: The MGMT 244 Ethics, Leadership, and Economics of Government (1) Entrepreneurship (1) MGMT 239 Urban Economics (1) The electives provide an opportunity for students to MGMT 240 Health Economics (1) focus on one of five areas: finance, global business, MGMT 242 Industrial Organization and Public marketing, nonprofit management, or socially Policy (1) responsible business. MGMT 245 Women and Business (1) Finance electives: MGMT 246 Multinational Business Strategy (1) MGMT 213 Individual Investment (1) MGMT 253 Environmental Economics (1) MGMT 218 Financial Derivatives (1) MGMT 255 International Trade (1) MGMT 219 International Finance (1) MGMT 260 Capital Markets, Real Estate, and Global business electives: Consulting (1) MGMT 219 International Finance (1) MGMT 270 Nonprofit Management (1) MGMT 246 Multinational Business Strategy (1) MGMT 271 Strategic Philanthropy and Social MGMT 255 International Trade (1) Enterprise (1)

68 MGMT 272 Corporate Social Responsibility (1) To receive the MBA degree, students must complete MGMT 274 Innovation in Business (1) the prerequisite courses, the summer internship, MGMT 275 Entrepreneurship (1) the graduate core curriculum, and five graduate MGMT 280 Topics in Business (1) elective courses. MGMT 282 Modeling and Data Analysis (1) MGMT 283 Advanced Seminar (1) Courses MGMT 287 Internship in Management (1) MGMT 200 Microeconomic Theory (1) MGMT 288 Management Practicum (1) A comprehensive introduction to advanced principles Master of Business Administration of microeconomics, including consumer and firm Regular Full- or Part-Time Graduate behavior. Conceptual emphasis is on price-directed Study (The Flex Track) markets and resource allocation, with additional Enroll at Mills in whichever MBA foundation treatment of welfare economics and government courses you have not yet taken, and then stay for regulation. Fall a final year of full-time study in the graduate cur- Instructor(s): Siobhan Reilly. riculum. For applicants who lack some or all of the Recommended Course(s): ECON 050. MBA foundation courses, it may take more than Crosslisted with: ECON 100. one year to complete the Mills MBA. The usual MGMT 201 Macroeconomic Theory (1) stay in the Flex Track program is 18–24 months. Theory of income and employment; role of the The Flex Track allows students to take the foun- monetary system; history of business fluctuations; dation curriculum on a full- or part-time basis, analysis of the “cycle”; and fiscal, monetary, and although full-time tuition must be paid by any stu- direct measures for mitigating fluctuations. Spring dent enrolled in more than one course in a semester. Instructor(s): Lorien Rice. All or part of these courses can be taken at Mills Letter grade only. or at an approved alternative institution. The best Recommended Course(s): ECON 050. way to map out a feasible and expedient path to Crosslisted with: ECON 101. fulfilling all the requirements for the Flex Track MGMT 202 Administrative Behavior (1) MBA is to contact us directly for advising. Information gathering, decision making, and implementation processes of modern organizations, and The Mills 4+1 BA/MBA Program the possible “pathologies” to which they are subject. The 4+1 option is designed to allow Mills under- Spring graduates, majoring in economics or other fields, Instructor(s): Paul Schulman. to earn both a BA and an MBA in five years, with Letter grade only. all requirements for the BA degree completed during Crosslisted with: GOVT 102. the first four years. MGMT 203 Organizational Theory (1) The 4+1 program includes a summer internship Major theories of organizational structure, leader- between graduation and the fifth year. Completion ship, communication, and control processes. Fall of the prerequisite course work and the required Instructor(s): Paul Schulman. internship ensures that 4+1 participants enter the Letter grade only. fifth year prepared for the graduate business cur- Crosslisted with: GOVT 101. riculum. The San Francisco Bay Area offers a wide variety of internship opportunities that enhance MGMT 211 Money and Financial Institutions (1) the academic program. An introduction to the study of financial institutions. The American banking system as an industry and Interested economics majors should discuss their its relationship to the behavior of the economy is plans with the program’s director and their major the primary subject. Other financial institutions, advisor no later than the beginning of their junior such as savings and loan firms, credit unions, savings year to ensure that they have time to satisfy the banks, and financial markets in common stocks, prerequisites. Students majoring in other subjects bonds, and commodities are also examined. Fall should begin curricular planning in their sophomore Instructor(s): Staff. year. Undergraduates are not eligible to take Prerequisite(s): ECON 050. graduate courses in this program for credit toward Crosslisted with: ECON 113. any Mills BA degree.

COURSES OF INSTRUCTION 69 MGMT 212 Intermediate Financial Accounting (1) MGMT 218 Financial Derivatives (1) This course expands upon the financial accounting Covers derivatives markets, including options, concepts and principles developed in the first finan- futures contracts, and swaps. Explores methods cial accounting course ECON 073/MGMT 214. It for valuing derivatives and developing risk man- further covers the detailed rules of GAAP, their inter- agement strategies. Develops analytical tools such pretation, real-world application, and their impact as binomial trees, the Black-Scholes model, and on the readers of the financial statements. Spring values at risk. Spring Instructor(s): Tom Li. Instructor(s): Roger Sparks. Letter grade only. Prerequisite(s): ECON 116. Prerequisite(s): MGMT 214. Crosslisted with: ECON 118. Crosslisted with: ECON 112. Note(s): This course is open to MBA students only. MGMT 213 Individual Investment (1) MGMT 219 International Finance (1) An investigation of securities markets and individual A comprehensive introduction to international investment in equities, bonds, and options. Course financial markets and international financial strat- explores investment principles, fundamental and egy for multinational business. Foreign exchange technical analysis, and online investment resources and international capital markets are discussed in to develop and maintain model portfolios. Spring detail, as well as practical issues such as financing Instructor(s): David Roland-Holst. international trade, international investment, joint Letter grade only. ventures, and foreign currency management. Spring Prerequisite(s): MGMT 281. Instructor(s): David Roland-Holst. Crosslisted with: ECON 114. Letter grade only. Offered in 2010–11 and then every other year. MGMT 214 Financial Accounting (1) Offered in alternation with: MGMT 242. Elementary accounting theory, with emphasis on Prerequisite(s): ECON 155. the preparation and interpretation of financial statements. Fall and Spring MGMT 220 Competitive Strategy (1) Instructor(s): Tom Li. Covers the strategy decisions of firms and indi- Crosslisted with: ECON 073. viduals. Topics include game theory and the theory of firm boundaries. Explores such emerging topics MGMT 215 Managerial Accounting (1) as dynamics of pricing rivalry, entry and exit This course describes and analyzes the tools strategies, competitive rivalry and cooperation, available for measurement, control, and planning contract incompleteness, specific investments, of business firms. Emphasis will be on the and agency problems. Fall accounting of costs in business. Spring Instructor(s): Roger Sparks. Instructor(s): Tom Li. Letter grade only. Prerequisite(s): ECON 073. Prerequisite(s): ECON 136 or MGMT 236. Crosslisted with: ECON 115. Note(s): This course is open to MBA students only. MGMT 216 Corporate Finance I (1) MGMT 221 Labor Economics (1) An introduction to the concepts and tools of cor- The labor market, labor movement, and employee- porate finance, and a discussion of the practical employer relations with emphasis on current issues. realities of financial decisions. Topics, among others, Spring include present value and the internal rate of return, Instructor(s): Nancy Thornborrow. portfolio theory, debt-versus-equity financing, and Offered in 2011–12 and then every other year. the efficiency of capital markets. Fall Offered in alternation with: ECON 141. Instructor(s): Roger Sparks. Prerequisite(s): ECON 050. Crosslisted with: ECON 116. Crosslisted with: ECON 121.

70 MGMT 222 Legal Environment of Business (1) MGMT 226 Management Information Systems (1) An introduction to legal processes and substantive Gives future business managers a broad introduction legal issues relating to business. We examine substan- to the theory and reality of planning for the use of tive areas of business law including contracts, torts, technology in business, of choosing and managing intellectual property, employment law, business the introduction of necessary business technology, entities, and real estate. We also explore how cases and of managing the IT (information technology) are brought to court, alternative dispute resolution, function. Will make business managers far better and other practical considerations of business law. informed consumers of the business technology. Fall Will help IT managers work more effectively with Instructor(s): Scott Verges. business partners. Course does not teach the nuts- Letter grade only. and-bolts details of technology. Spring Instructor(s): Phillip Gordon. MGMT 223 Advertising and Public Relations (1) Letter grade only. Managing advertising and public relations as Note(s): This course is open to MBA students only. part of the broader promotional mix. Creating and executing successful advertising and PR campaigns; MGMT 227 Negotiations (1) messaging and copy development. Emphasis is The course examines the dynamics that occur on methods for measuring and testing campaign before, during, and after negotiations and the effectiveness. Fall theory behind various negotiation approaches. Instructor(s): Jordan Holtzman. Topics to be addressed will include: claiming Letter grade only. versus creating value (also known as distributive and integrative bargaining); preparation strategies; MGMT 224 Communication for Business (.5Ð1) the nature of power; psychological aspects of Communication is fundamental to successful negotiation; experience and expertise; multi- business planning and execution. This course party/group negotiations; culture and gender; examines professional communications skills with communications and perception; mediation and an emphasis on business writing. Students will other alternative dispute resolution systems; working develop an understanding of the writing process, with lawyers; and organizational change and salary how to self-edit, strike the right tone, and structure negotiations. Fall and Spring various forms of business writing including emails, Instructor(s): Staff. memos, customer letters, press releases, and perfor- Letter grade only. mance evaluations. Effective listening, presentation Note(s): This course is open to MBA students only. tips, dealing with conflict, nonverbal communication, running meetings, and other interpersonal commu- MGMT 228 Governmental Accounting and nication techniques will also be covered. Spring Nonprofit Accounting (1) Instructor(s): Barbara Blissert. This course is a comprehensive examination of Letter grade only. the basic accounting concepts and practices used Note(s): This course is open to MBA students only. in governmental and nonprofit agencies. The course is designed to teach the preparation of MGMT 225 Information Technology (1) financial statements for nonprofit and governmental In this advanced hands-on class students are intro- organizations; the student will gain a thorough duced to computer applications used for simulation understanding of the financial activities of and analysis in the social and policy sciences. Topics nonprofit and governmental agencies through vary, but typically include advanced applications an analysis of the basic financial statements— of standard desktop software, statistical packages, specifically, the balance sheet, the income state- relational databases, network analysis, geographic ment, and the statement of cash flows. Spring information systems, intelligent agent models, and Instructor(s): Staff. systems dynamics simulation. Data and examples are Letter grade only. drawn from economics, history, political science, Prerequisite(s): MGMT 214. public policy, anthropology, and sociology. Fall Crosslisted with: ECON 128. Instructor(s): Dan Ryan. Letter grade only. Limit 15 students. Note(s): Students expected to possess basic computer skills and an openness to things mathematical, and to have undertaken previous course work in social sciences beyond the introductory level.

COURSES OF INSTRUCTION 71 MGMT 230 Marketing Management (1) MGMT 233 Marketing Research (1) Applies the case study method to marketing man- The course is targeted for students who are expecting agement and problem solving in a multicultural to be marketing managers or marketing researchers. environment. Teaches methods for managing By the end of the course, students will be able product positioning, pricing, distribution, and to translate a marketing problem into a feasible external communications. Examines customer research question; understand various types of behavior, demand determination, and marketing research that exist and the conditions under which research. Emphasis is on developing fully integrated each of them is appropriate; and interpret the marketing programs. Fall results of marketing research to make actionable Instructor(s): Lisa Cain. recommendations for decision makers. Spring Letter grade only. Instructor(s): Lisa Cain. Note(s): This course is open to MBA students only. Letter grade only. Prerequisite(s): MGMT 230. MGMT 231 Marketing Strategy (1) Note(s): This course is open to MBA students who This course builds upon MGMT 230 Marketing have already completed MGMT 230. Management with a stronger emphasis on the strategic considerations associated with each MGMT 234 Human Resources Management (1) element of the marketing mix. In addition to a Provides an overview of the essential functions mix of cases and lectures, we will use a computer and theories of human resources management in a simulation over several weeks to allow for practice global work environment. Illustrates the need for in marketing decision making. Students will make management to understand an integrated approach resource allocation decisions, determine market toward human resources planning, staffing, perfor- entry/exit strategies, and analyze competitors. mance management, compensation and benefits, The simulation provides a hands-on approach for labor relations, and employee separation. Special learning these aspects of marketing strategy. Spring attention is paid to the role of HRM in ensuring Instructor(s): Lisa Cain. compliance with legal regulations within the Letter grade only. employment relationship. Fall Prerequisite(s): MGMT 230. Instructor(s): Barbara Blissert. Letter grade only. MGMT 232 Operations Management (1) Note(s): Open to MBA students only. Introduces operations as a functional area of management and examines its link with other functional MGMT 236 Managerial Economics (1) areas of the firm. Teaches about the acquisition and This course develops methods for solving business allocation of resources to support the production and administrative problems. The course provides and delivery of goods and services. Both manu- a link between economic theory and practice by facturing and service systems will be covered. showing—through examples, case studies, and Introduces contemporary issues faced by operations discussion—how economic analysis can be usefully managers today, such as total quality management, applied to managerial decision making. The topics just-in-time approaches, and process reengineering to be covered include risk analysis, econometric to improve productivity and control costs. The case studies of demand, costs and productivity, the method is emphasized and computer applications design of optimal pricing schemes, strategic are used. Fall thinking, and global business issues. Spring Instructor(s): Nancy Williams. Instructor(s): Roger Sparks. Letter grade only. Letter grade only. Note(s): This course is open to MBA students only. Prerequisite(s): ECON 100. Crosslisted with: ECON 136.

72 MGMT 237 Public Sector Economics: The MGMT 242 Industrial Organization and Public Economics of Government (1) Policy (1) Public Sector Economics explores how government Microeconomic principles applied to everyday can protect our collective well-being when markets market interactions between firms, consumers, fail. It examines market failures and explores and public agencies. Emphasis is on real examples policies to address the problems they cause, like of business competition and strategy, consumer pollution, congestion, poverty, inequality, and the welfare, and the role of government in overseeing underprovision of public goods such as public and regulating market outcomes. Spring safety and scientific research. It examines who Instructor(s): David Roland-Holst. really bears the burden of taxes, and analyzes Letter grade only. government programs like welfare, food stamps, Offered in 2011–12 and then every other year. Medicare, and Social Security. It specifically Offered in alternation with: MGMT 219. addresses issues of fairness. Spring Prerequisite(s): ECON 050. Instructor(s): Siobhan Reilly. Crosslisted with: ECON 142. Prerequisite(s): ECON 050. MGMT 244 Ethics, Leadership, and Crosslisted with: ECON 134, PPOL 215. Entrepreneurship (1) MGMT 239 Urban Economics (1) Surveys critical topics in business ethics including: Urban Economics uses economic analysis to theories from classical philosophy useful in ana- explore why and where cities develop and how lyzing ethical dilemmas, corporate character vs. they grow. It also examines important issues cities individual responsibility, whistleblowing, corporate face, including land use, transportation, education, governance, and determining acceptable levels of housing, funding, crime, concentrated poverty, and consumer, investment, and environmental risk. segregation. Fall Leadership skills—such as wielding power, Instructor(s): Siobhan Reilly. communication, and conflict management—are Offered in 2010–11 and then every other year. covered. Students solve cases that present ethical Recommended Course(s): ECON 050. and leadership challenges in the context of entre- Crosslisted with: ECON 139. preneurial culture. Includes guest speakers, case analysis, historical and contemporary readings, MGMT 240 Health Economics (1) and videos. Spring This course applies the tools of microeconomics to Instructor(s): Nancy Williams. the study of the healthcare sector in the United States, Letter grade only. with a focus on issues of equity and efficiency. It Note(s): This course is open to MBA students only. analyzes healthcare as a commodity, the demand for health and medical care, the incentives facing care MGMT 245 Women and Business (1) providers, the functioning of insurance markets, This course uses business cases, journal articles, and the roles of government and the private sector. and class discussions to explore a variety of issues It examines current programs as well as competing relevant to women’s working experiences in man- proposals for reform of the system. Spring agerial and professional positions. Students will Instructor(s): Eirik Evenhouse. study the strategies of women entrepreneurs and Letter grade only. explore ways to resolve problems that can be more Offered in 2010–11 and then every other year. acute for women. Problems unique to minority Prerequisite(s): ECON 050. women are also examined. Fall Crosslisted with: ECON 140. Instructor(s): Nancy Thornborrow. Letter grade only. Offered in 2011–12 and then every other year. Offered in alternation with: MGMT 221. Note(s): This course is open to MBA students only.

COURSES OF INSTRUCTION 73 MGMT 246 Multinational Business Strategy (1) MGMT 263 Quantitative Methods for Business (1) This course provides a comprehensive introduc- Introduction to standard statistical methods for tion to strategic business practices in an era of analyzing business and financial data. Covers globalization. After a review of the principles of descriptive statistics, probability, sampling distri- international trade and finance, we cover manage- butions, statistical inference and hypothesis testing, ment, operations, marketing, and financial strategy and multivariate regression analysis. Emphasis on in the context of multinational business. Students developing proficiency with standard statistical should have a high level of interest in all issues software, and on becoming a critical consumer related to globalization. Spring of statistical information for purposes of decision Instructor(s): David Roland-Holst. making. Fall Letter grade only. Instructor(s): Eirik Evenhouse. Letter grade only. MGMT 253 Environmental Economics (1) This course will focus on the application of MGMT 264 Econometrics and Business economic analysis to the problems of resource Forecasting (1) depletion and environmental pollution. Several A comprehensive introduction to statistical methods fundamental questions will be addressed: Does for economic and business decisions. Emphasis is economic growth necessarily imply environ- on practical applications of statistical software and mental destruction? What are the optimal levels data interpretation. Spring of pollution control and energy conservation? What Instructor(s): Eirik Evenhouse. policy options exist for achieving these goals? Letter grade only. Should the government sell permits to pollute, tax Prerequisite(s): ECON 050 and ECON 081. polluters, or impose direct legal restrictions on the Crosslisted with: ECON 164. quantities of pollutants? We will also examine the MGMT 270 Nonprofit Management (1) effects of market structure and uncertainty on the Designed for individuals who plan to provide rate of resource depletion. Fall leadership within the nonprofit sector, either as Instructor(s): Roger Sparks. funders, managers, or board members. Provides an Letter grade only. overview of the nonprofit sector, followed by several Offered in 2012–13 and then every third year. sessions focused on the importance of mission and Offered in rotation with: ECON 113, ECON 148. strategy. Discusses marketing, nonprofit sources of Prerequisite(s): ECON 050. income including fundraising and earned income, Crosslisted with: ECON 153. governance and nonprofit boards, managerial control MGMT 255 International Trade (1) and financial statements, program evaluation, A comprehensive introduction to the theory and international non-governmental organizations institutions of international economic relations. (NGOs), organizational evolution and strategic Both classical and modern trade theories will be change, and the future of the sector. Fall covered, and discussion will focus on current issues Instructor(s): April Gilbert. of U.S. trade and the world economy. Fall Letter grade only. Instructor(s): David Roland-Holst. Note(s): This course is open to MBA students only. Letter grade only. MGMT 271 Strategic Philanthropy and Social MGMT 260 Capital Markets, Real Estate, and Enterprise (1) Consulting (1) This elective examines the evolving dialogue This course provides an in-depth understanding of between profit motives and social causes. The first three business disciplines; recent areas examined half of the course focuses on strategic philanthropy were management consulting, capital markets, and by examining the historical and emerging collabora- real estate. The instructors, one for each five-week tions between nonprofit and for-profit organizations. segment, are business professionals currently The second half focuses on social entrepreneurship working in these fields. They familiarize students and the application of entrepreneurial business with the overall scope of the field, the variety of models to social issues. The main assignment is transactions that take place, and the specialty areas a case study of strategic philanthropy or a social that exist. By doing hands-on projects, students business plan (per student interests). Spring are introduced to skills necessary for success in Instructor(s): Ellen O’ Connor. these specialties. Spring Letter grade only. Instructor(s): Staff. Note(s): Open to MBA students only. Letter grade only.

74 MGMT 272 Corporate Social Responsibility (1) MGMT 282 Modeling and Data Analysis (1) This course will examine the definitions of corpo- Provides analytical concepts/tools for the manage- rate social responsibility and examples of good ment of operations and decision making within and bad corporate citizenship based on some of organizations. Enhances students’ ability to per- those definitions. The course places an emphasis form the quantitative analysis necessary to make on green business and ways in which corporations good decisions. Includes decision analysis, fore- minimize their impact on the environment and, by casting, simulation, and quantitative modeling in extension, on communities and people living in spreadsheets. Fall and Spring that environment. Fall Instructor(s): Jasmin Ansar. Instructor(s): Phillip Gordon. Letter grade only. Letter grade only. Note(s): This course is open to MBA students only. Prerequisite(s): MGMT 281. MGMT 274 Innovation in Business (1) The course will examine the innovation process in MGMT 283 Advanced Seminar (1) business, the role of the entrepreneur in that process, In-depth examination of and critical inquiry into a and the factors that enable, or hinder, that process. specific subject through shared readings, discussion, The course will provide examples and information and written assignments. Course content to be from around the world, since innovation and entre- determined by the instructor. May be repeated preneurship, despite the perception of the popular for credit when topics differ. Fall and Spring press, is not unique to the U.S. Fall Instructor(s): Staff. Instructor(s): Phillip Gordon. Letter grade only. Letter grade only. Crosslisted with: ECON 183. MGMT 275 Entrepreneurship (1) MGMT 287 Internship in Management (0) The course is organized around the preparation Required prior work experience for the MBA of a strategic plan and process for successfully Program generally takes the form of a paid or launching a new business venture. Plans may be unpaid internship over the summer prior to the within the for-profit and/or nonprofit sectors. final year of MBA course work. Placement Additionally, actual start-up processes may be assistance for this internship is available from undertaken and supported by course work per the College upon or after admission to the MBA students’ readiness to execute. The teaching Program. In some cases, significant prior work approach emphasizes hands-on access to infor- experience will be recognized in lieu of the mation and people via case studies, guest speakers, internship. Summer and fieldwork. Spring Instructor(s): Staff. Instructor(s): Ellen O’ Connor. Pass/No Pass only. Letter grade only. Note(s): No credit is given for these summer Note(s): Open to MBA students only. internships as they are done in preparation for the MBA Program, not as part of the program. MGMT 280 Topics in Business (1) Crosslisted with: ECON 187. Discussion of a specific business topic(s). Spring Instructor(s): Staff. MGMT 288 Management Practicum (1) Letter grade only. A faculty-supervised field practicum, which provides experience directly related to a student’s MGMT 281 Introduction to Statistics (1) career goals and academic program, may be taken Experimental design, descriptive statistics, proba- for credit. The Bay Area offers numerous oppor- bility, probability distributions, random variables, tunities for such a hands-on type of learning sampling, estimation, and hypothesis testing. experience. Fall and Spring Understanding statistical inference; examples Instructor(s): Staff. drawn from social science. Fall Letter grade only. Instructor(s): Nancy Thornborrow. Crosslisted with: ECON 081, PPOL 201.

COURSES OF INSTRUCTION 75 Mathematics www.mills.edu/mathematics-grad

76 Mathematics 510.430.2134 I [email protected]

Faculty: Professional Interests Application to the 4+1 BA/MA Program Maia Averett A Mills undergraduate student who has declared a Algebraic topology, homotopy theory, women mathematics major, or is close to declaring it, must: and mathematics • choose a tentative MA thesis advisor in the Steven R. Givant Mathematics Department; and Logic and foundations of mathematics, model • submit to this advisor her Mills and transfer theory, general algebra, theory of relations transcripts (if any) and a detailed plan for her course of study, including the undergraduate Barbara Li Santi and graduate courses intended to complete all Artificial intelligence applications in education, requirements for the BA and MA degrees. cognitive science, intelligent tutoring systems, computer science education, linear algebra To ensure proper planning and admission to the program, applications should be submitted by the end Ellen Spertus of the sophomore year/beginning of the junior year. Information retrieval, online communities, social issues, computer architecture, compilers Master of Arts in Mathematics Zvezdelina Stankova (8 semester course credits) Algebraic geometry, representation theory, Prerequisites combinatorics, Olympiad problem solving, To be considered for the 4+1 BA/MA Mathematics Berkeley Math Circle Program, a Mills undergraduate student must have: Susan S. Wang • declared a mathematics major (or be close to Design and analysis of algorithms, very large- declaring); scale integrated systems, parallel computation • a mathematics GPA of at least 3.5 (including all Mills and transferred courses counted The 4+1 dual-degree program in mathematics is toward the BA mathematics major); designed to enable Mills undergraduates to earn • earned at least an A- in each of the following both a BA and an MA in five years. The program four courses: MATH 047, MATH 048, MATH prepares strong mathematics majors for graduate/ 049, and MATH 050 (or their equivalent, if research mathematics in a supportive and person- transferred); alized environment. Because of the diverse interests • an overall Mills GPA of at least 3.0; and of our faculty, students can choose among a variety • demonstrated potential for graduate-level of topics including algebra, algebraic geometry, work in mathematics. algebraic logic, analysis, biostatistics and mathematical biology, combinatorics, computational Exceptions shall be made at the discretion of the mathematics, geometry, linear algebra, logic, number Mathematics Department. The 4+1 BA/MA program theory, representation theory, and topology. With the is highly selective. Candidates will be accepted to distinction of graduating with both a BA and an the program after a full evaluation by the MA, our students will be prepared to succeed in Mathematics Department. doctoral programs in mathematical science and/or in Maintaining High Standards a wide range of academic, industry, and government To continue in the 4+1 BA/MA program, every jobs that require advanced knowledge of pure and year the student must have: applied mathematics. • shown satisfactory progress toward the BA and MA degrees; For special admission requirements, please visit www.mills.edu/mathematics-grad. • maintained an undergraduate mathematics GPA of at least 3.5; • maintained a graduate mathematics GPA of at least 3.0; and • maintained an overall Mills GPA of at least 3.0.

COURSES OF INSTRUCTION 77 Students in the graduate 4+1 BA/MA in Mathematics of 2 credits and with the prior approval of the MA Program earn a BA degree in mathematics at Mills thesis advisor. Exceptions shall be granted at the and then complete the following MA requirements: discretion of the Mathematics Department. Graduate mathematics courses, select six (6): After the MA thesis is written and approved by MATH 242 Real Analysis (1) the MA thesis advisor, the student gives a public MATH 252 Abstract Algebra II (1) presentation of the MA thesis in front of the MATH 254 Foundations of Geometry (1) department, including a period for questions and MATH 260 Complex Analysis (1) answers. The MA thesis quality and the student’s knowledge in the topic are then evaluated by a MATH 280 Topics in Mathematics: departmental committee for successful completion MATH 280A Topics in Algebra (1) of the BA/MA program. MATH 280B Topics in Algebraic Geometry (1) MATH 280C Topics in Algebraic Logic (1) Courses MATH 280D Topics in Analysis (1) MATH 242 (142) Real Analysis (1) MATH 280E Topics in Applied Linear Continuation of Real Analysis I. Topics include: Algebra (1) local and global behavior of functions of a single MATH 280F Topics in Combinatorics (1) variable; continuity and limits; Intermediate Value MATH 280G Topics in Geometry (1) Theorem; continuous functions on compact intervals MATH 280H Topics in Linear Algebra (1) and on the plane; Rolle’s Theorem; Mean Value MATH 280I Topics in Mathematical Logic Theorem; l’Hospital’s rule for indeterminate forms; and Foundations of Mathematics (1) linearization and convexity; Taylor polynomials; MATH 280J Topics in Number Theory (1) the Riemann integral; Fundamental Theorems of MATH 280K Topics in Representation Calculus; sequences and series of functions; the Theory (1) Lebesgue integral; point-sets in the plane, integrals MATH 280L Topics in Topology (1) with a parameter; differentiating improper integrals, Picard iteration and applications to differential Notes: For courses offered at both the 100 and the equations. Spring 200 level, students enrolled at the 200 level will Instructor(s): Steven Givant, Zvezdelina Stankova. be required to do additional work in the course. Prerequisite(s): MATH 141. Thesis Requirement: Note(s): MATH 242 is designed for students in the Two semesters of thesis work during the last year of BA/MA program in mathematics. the BA/MA program, under the supervision of the MATH 250A Thesis for the Degree of Master of student’s MA advisor: MATH 250A/B Thesis for the Arts in Mathematics (1) Degree of Master of Arts in Mathematics (1; 1). The MA thesis is developed over two semesters during the last year of the BA/MA program, under Special Skills Requirements: the supervision of the student’s MA advisor. Before One semester foreign language course or program- commencing work on the thesis, the student must ming language course at the undergraduate level, submit a thesis proposal for review and acceptance counted toward the BA degree. Exemptions shall by the student’s MA advisor. The thesis can be be considered at the discretion of the Mathematics expository in nature based on graduate-level books Department. and/or research papers, or original work on graduate- Students taking MATH 242 and/or MATH 252 level material. Fall and Spring shall be exempted from the undergraduate mathe- Instructor(s): Staff. matics major BA requirements MATH 142 and/or Letter grade only. MATH 152. The latter will have to be replaced with MATH 250B Thesis for the Degree of Master of two other approved courses for the mathematics Arts in Mathematics (1) major BA degree. Completion of the master’s thesis begun in MATH 250A. The student will defend her/his completed MATH 280 is in the format of independent study thesis in a public presentation with the mathematics and can be taken repeatedly for a maximum of 2 faculty in attendance. Fall and Spring credits. Cross-registering at the University of Instructor(s): Staff. California, Berkeley, Mathematics Department for Letter grade only. graduate-level courses is possible for a maximum

78 MATH 252 (152) Abstract Algebra II (1) MATH 260 (160) Complex Analysis (1) Groups, subgroups, group homomorphisms An introduction to the calculus of functions that and isomorphisms, Lagrange’s Theorem, normal have complex numbers as arguments and values. subgroups, quotient groups, fundamental group Topics include algebra and geometry of complex isomorphism theorems, symmetric and alternating numbers; elementary functions of a complex variable; groups, direct products, classification of finite differentiation and integration of complex functions; abelian groups, integral domains, Euclidean Cauchy’s Integral Theorem; Taylor’s and Laurent’s domains, principal ideal domains, unique factor- (infinite) series for complex functions; residues; ization domains, factorization of quadratic integers, and conformal mapping. Spring and the field of fractions of an integral domain. Instructor(s): Maia Averett, Steven Givant. Additional topics include: Sylow Theorems, Offered in 2011–12 and then every other year. structure of finite groups, abstract vector spaces, Offered in alternation with: MATH 154. subspaces, linear independence, bases, field Prerequisite(s): MATH 141. extensions, and splitting fields. Spring MATH 280 (180) Topics in Mathematics (1) Instructor(s): Maia Averett, Steven Givant, Offers topics that are not offered in the regular Barbara Li Santi, Zvezdelina Stankova. curriculum from the following fields: algebra, Instructor consent required. algebraic geometry, algebraic logic, analysis, Prerequisite(s): MATH 151. applied linear algebra, combinatorics, geometry, Note(s): MATH 252 is designed for students in the linear algebra, mathematical logic and foundations BA/MA program in mathematics. of mathematics, number theory, representation MATH 254 (154) Foundations of Geometry (1) theory, and topology. Fall A survey of various systems of geometry from Instructor(s): Staff. a modern point of view, using techniques from algebra and logic. Possible topics include Euclidean geometry, non-Euclidean geometries (such as elliptic, hyperbolic, and parabolic geometry), affine geometry, projective geometry, and finite geometries. Fall Instructor(s): Steven Givant, Zvezdelina Stankova. Offered in 2010–11 and then every other year. Offered in alternation with: MATH 260. Prerequisite(s): MATH 050.

COURSES OF INSTRUCTION 79 Music www.mills.edu/music Photo credit: Cesar Rubio

80 Music 510.430.2171 I [email protected]

Faculty: Professional Interests • Master of Fine Arts in Music Performance David Bernstein and Literature (with specializations in solo and chamber music or in improvisation) John Cage, American experimentalism, avant- garde music and aesthetics, Arnold Schoenberg’s These programs successfully blend appreciation for tonal theories, post-tonal theory and analysis, past accomplishment and skills with commitment to 20th-century music literature, the history of late artistic innovation and technological advancement. 19th- and early 20th-century harmonic theory The graduate faculty of leading composers, per- John Bischoff formers, and scholars prides itself on its creative Composition; electronic music for solo openness and accessibility to students. performers, computer network bands, and The programs in composition and electronic music instrumental ensembles; alternative tuning keep Mills at the forefront of new music. Directed systems; electroacoustic instrument construction by a core of distinguished composers and sound Chris Brown artists, including John Bischoff, Chris Brown, Fred Composition and improvisation, interactive Frith, Roscoe Mitchell, Pauline Oliveros, Maggi electronic music, musical instrument building Payne, and Les Stuck, these programs welcome and new instrumental resources, sound stellar guests to their teaching rosters, most recently installations, algorithmic composition, 21st- Joëlle Léandre in 2006, and Hilda Paredes and century performance practice, world music Zeena Parkins in 2007. James Fei Composition, improvisation, sound installation, The Music Department also has at least one visiting live electronic music, recording, intermedia composer in residence each year. Lou Harrison was Fred Frith the first Jean Macduff Vaux Composer-in-Residence Composition and songwriting; the performance in 1998–99, followed by Gordon Mumma, José of both composed and improvised music; collabo- Maceda, Bun-Ching Lam, Cecil Taylor, Meredith ration in the fields of theater, dance, and film; Monk, Terry Riley, James Tenney, Maggie Nichols, improvisational pedagogy Helmut Lachenmann, Muhal Richard Abrams, and, most recently, Julia Wolfe. The Music Department Nalini Ghuman has also recently established an endowed residency Nineteenth- and 20th-century Western classical in honor of the electronic music composer/performer music and opera; solo and chamber piano David Tudor; Paul DeMarinis initiated this residency performance; ethnomusicology (particularly in 2000–01, followed by Maryanne Amacher, Steina North Indian vocal music and Welsh folk music); Vasulka, Trimpin, Ron Kuivila, Jon Rose, Keith cultural studies; post-colonial perspectives on Rowe, and Bob Ostertag. musical orientalism, nationalism, and cross- cultural musical exchange The College’s Center for Contemporary Music Roscoe Mitchell (CCM), with its roots in the historic San Francisco Composition and the performance of composed Tape Music Center, is world renowned for its and improvised music innovative work in electroacoustic and computer Maggi Payne music, performance art, recording media, and Interdisciplinary electroacoustic composition sound synthesis. Its popular public events include and performance; the creation of works for Songlines, a series of symposia on sound, nature, electronic and visual media; music recording and new music technologies that brings together in and editing an informal setting guest composers, performing artists, and researchers. Guests have included The Mills Music Department has enjoyed an inter- Robert Ashley, Nicolas Collins, Amelia Cuni, national reputation in the field of contemporary Luc Ferrari, Janice Giteck, Louis Goldstein, Carla music for well over half a century, occupying a Kihlstedt, Kitundu, Christina Kubisch, Annea unique place in Bay Area culture. Our two-year Lockwood, Miya Masaoka, Neil Rolnick, Tetsu graduate degree programs continue this tradition Saitoh, and “Blue” Gene Tyranny. of excellence. Mills offers three graduate degrees: • Master of Arts in Composition Our commitment to creating interdisciplinary works with other fine arts departments is enhanced by • Master of Fine Arts in Electronic Music and Recording Media Mills’ Intermedia Arts Program, which generates

COURSES OF INSTRUCTION 81 many fresh ways of making and thinking about MUS 159 Seminar in Musical Performance, music and sound art. Composition, and Improvisation (1) MUS 163 The World of Opera (1) For special admission requirements, please visit MUS 170 African American Music: The www.mills.edu/music. Meaning and the Message (1) Master of Arts in Composition MUS 180 Special Topics in Music: Deep (11 semester course credits) Listening (.5–1) Required: First-Year Review: All Candidates MUS 210 Selected Issues in Contemporary Students in all graduate music programs must Performance and Improvisation (1) demonstrate professional standards of achievement MUS 212 Seminar in 20th-Century Literature in their chosen field. At the end of the first year of and Theory (1) or MUS 237 Seminar in Music residence (two semesters of full-time enrollment Literature and Criticism (1) or its equivalent), students must submit a portfolio MUS 224 Contemporary Instrumentation and representing the work accomplished during the Orchestration (1) or MUS 266 Advanced period of enrollment. Only after completion of a Orchestration Seminar (1) successful faculty review will the student be per- MUS 248 Post-Tonal Theory and Analysis (1) mitted to proceed with the second year of study. MUS 256 Tonal Analysis (1) Inquiries concerning any of these requirements MUS 250 Thesis (1), which consists of the should be addressed to the Music Department at preparation and performance of a major work 510.430.2171. during the Signal Flow Graduate Thesis Festival, accompanied by a journal-length Master of Fine Arts in Electronic article presented to a committee of faculty Music and Recording Media members for discussion and review. (12 semester course credits) MUS 291 Composition Seminar (1)* Several concentrations are possible within this And select courses from the following to equal 1 degree program: credit: • composition and performance utilizing MUS 225 Individual Instruction in Performance electronic media; and Composition (.5) • instrument building and systems design for MUS 260 Practicum (.5) interactive electronic music; and And select 3 course credits in electives. • intermedia work based in music, but also involving a variety of other time-based forms, The following undergraduate courses are open to such as video, interactive CD-ROMs, Internet, graduate students as well: and installation-based works. MUS 101 20th-Century Styles and Techniques I: 1900–1945 (1) Classes in the Electronic Music and Recording Media Program take place in the studios of the MUS 102 20th-Century Styles and Techniques II: 1945 to the Present (1) Center for Contemporary Music (CCM), and students pursuing intermedia work may also MUS 112 Cross-Currents in Rock Music (1) enroll in IART 219 Electronic Arts and IART 220 MUS 114 Musics of the World: The Pacific, Advanced Electronic Arts, which meet in the Prieto Asia, and India (1) Multimedia Lab, as well as relevant courses in MUS 116 Women and Creative Music (1) dance and video. Students should budget additionally MUS 117 History of European Music to 1750 (1) for materials required for work in these media. An MUS 118 Classic and Romantic Music (1) average of $600 per semester is required to cover MUS 120 American Music (1) costs for CDs, DVDs, storage devices, software, MUS 121 Film Music: Mood and Meaning (1) and electronic supplies. MUS 147 Introduction to Electronic Music (.5–1) Required: MUS 154 Introduction to Computer Music (.5–1) MUS 212 Seminar in 20th-Century Literature MUS 155 Advanced Chromatic Harmony and and Theory (1) Post-Tonal Analysis (1) MUS 250 Thesis (1), which consists of a performance of a major work during the Signal Flow Graduate Thesis Festival, accompanied by a journal-length article, presented to a committee of faculty members * MUS 291 may be taken a second time to fulfill an elective credit. for discussion and review.

82 MUS 251 Seminar in Computer Music (1) in the chosen field. At the end of the first year of MUS 252 Seminar in Electronic Music residence (two semesters of full-time enrollment Performance (1) or its equivalent), students must submit a portfolio MUS 291 Composition Seminar (1)* representing the work accomplished during the And select one course from: period of enrollment. Only after completion of a MUS 210 Selected Issues in Contemporary successful faculty review will the student be per- Performance and Improvisation (1) mitted to proceed with the second year of study. IART 219 Electronic Arts (1) Inquiries concerning any of these requirements IART 248 Video II (1) should be addressed to the Music Department at And select one course from: 510.430.2171. MUS 224 Contemporary Instrumentation and Orchestration (1) Master of Fine Arts in Performance and Literature MUS 264 Advanced Audio Recording (1) (12 semester course credits) MUS 266 Advanced Orchestration Seminar (1) Two different specializations are possible within And select courses from the following to equal 1 this degree program, each having different credit: requirements: MUS 225 Individual Instruction in Performance 1. specialization in solo and chamber music and Composition (.5) 2. specialization in improvisation MUS 260 Practicum (.5) And select 4 semester course credits in electives, Students should budget additionally for individual which may include appropriate 100- or 200-level instrument or voice lessons that may be required for courses in other departments. the degree (see below). The cost of these lessons per semester varies widely from instructor to instructor, The following undergraduate courses are open to in a range from $350 to $1,100 depending also on graduate students as well: the number of lessons taken. We offer scholarships MUS 101 20th-Century Styles and Techniques I: every semester to help offset this extra expense. 1900–1945 (1) Auditions to determine the amount of these MUS 102 20th-Century Styles and Techniques II: scholarships take place on the first Thursday of 1945 to the Present (1) each semester. MUS 112 Cross-Currents in Rock Music (1) Required for solo and chamber music MUS 114 Musics of the World: The Pacific, specialization: Asia, and India (1) MUS 212 Seminar in 20th-Century Literature MUS 116 Women and Creative Music (1) and Theory (1) MUS 117 History of European Music to 1750 (1) MUS 224 Contemporary Instrumentation and MUS 118 Classic and Romantic Music (1) Orchestration (1) MUS 120 American Music (1) MUS 237 Seminar in Music Literature and MUS 121 Film Music: Mood and Meaning (1) Criticism (1)* MUS 147 Introduction to Electronic Music (.5–1) MUS 250 Thesis (1), which consists of a full recital with well-researched program notes, MUS 154 Introduction to Computer Music (.5–1) accompanied by a journal-length article, MUS 155 Advanced Chromatic Harmony and presented to a committee of faculty members Post-Tonal Analysis (1) for discussion and review. MUS 159 Seminar in Musical Performance, And select one course from: Composition, and Improvisation (1) MUS 210 Selected Issues in Contemporary MUS 163 The World of Opera (1) Performance and Improvisation (1) MUS 170 African American Music: The MUS 211 Improvisation Workshop (1) Meaning and the Message (1) And select one course from: MUS 180 Special Topics in Music: Deep Listening (.5–1) MUS 248 Post-Tonal Theory and Analysis (1) First-Year Review: All Candidates MUS 256 Tonal Analysis (1) Students in all graduate music programs must And two courses (1 credit total) of: demonstrate professional standards of achievement MUS 231 Performance Collective (.5)

* MUS 291 may be taken a second time to fulfill an elective * MUS 237 may be taken a second time to fulfill an elective credit. credit.

COURSES OF INSTRUCTION 83 And two courses (1 credit total) of: representing the work accomplished during the MUS 225 Individual Instrumental Instruction (.5) period of enrollment. Only after completion of a And select 4 semester course credits in electives. successful faculty review will the student be permitted to proceed with the second year of study. Required for specialization in improvisation: MUS 210 Selected Issues in Contemporary Inquiries concerning any of these requirements Performance and Improvisation (1) should be addressed to the Music Department at MUS 211 Improvisation Workshop (1) 510.430.2171. MUS 212 Seminar in 20th-Century Literature and Theory (1) Courses MUS 224 Contemporary Instrumentation and Orchestration (1) MUS 205 Selected Issues in Composition (.5Ð1) MUS 250 Thesis (1), which consists of the Individual problems in composition, planned to preparation and performance of a major strengthen the student’s knowledge of contemporary improvisational work during the Signal Flow techniques and forms and to develop the student’s Graduate Thesis Festival, accompanied by a fluency and stylistic growth. Fall and Spring journal-length article, presented to a committee Instructor(s): Pauline Oliveros, Guest composers. of faculty members for discussion and review. And four courses (2 credits total) of either: MUS 210 Selected Issues in Contemporary Performance and Improvisation (1) MUS 225 Individual Instrumental Instruction (.5) or MUS 260 Practicum (.5) Evolution of performance practice in contemporary music is examined through seminar discussion, And four courses (2 credits total) of: research, and ensemble participation. Special topics MUS 242 Music Improvisation Ensemble (.5) will be selected that will include examination of the And 3 semester course credits in electives. literature and techniques of innovative performers. Students will create individual and collaborative The following undergraduate courses are open to projects using improvisation, and ways of integrating graduate students as well: improvisation into formal compositional structures, MUS 101 20th-Century Styles and Techniques I: as the central focus. May be repeated for credit with 1900–1945 (1) the permission of the instructor. Spring MUS 102 20th-Century Styles and Techniques II: Instructor(s): Staff. 1945 to the Present (1) Letter grade only. MUS 112 Cross-Currents in Rock Music (1) Limit 16 students. MUS 114 Musics of the World: The Pacific, This course may be taken two times. Asia, and India (1) MUS 116 Women and Creative Music (1) MUS 211 (111) Improvisation Workshop (1) MUS 117 History of European Music to 1750 (1) This course will offer practical experience of non- MUS 118 Classic and Romantic Music (1) idiomatic or pan-idiomatic improvisation in small and large group contexts. Emphasis will be on MUS 120 American Music (1) listening, understanding social structures and how MUS 147 Introduction to Electronic Music (.5–1) they affect improvisation, basic ear training to MUS 154 Introduction to Computer Music (.5–1) improve rhythmic and melodic skills, and building MUS 159 Seminar in Musical Performance, self-confidence. Students should have at least Composition, and Improvisation (1) intermediate instrumental or vocal skills. Fall MUS 163 The World of Opera (1) Instructor(s): Staff. MUS 170 African American Music: The Instructor consent required. Meaning and the Message (1) Offered in 2011–12 and then every other year. MUS 180 Special Topics in Music (.5–1) Offered in alternation with: MUS 210. First-Year Review: All Candidates MUS 212 Seminar in 20th-Century Literature Students in all graduate music programs must and Theory (1) demonstrate professional standards of achievement Intensive studies in various aspects of the history, in the chosen field. At the end of the first year of theory, and literature of contemporary music. Topics residence (two semesters of full-time enrollment may include the New York School; theories of the or its equivalent), students must submit a portfolio

84 20th-century avant-garde; 20th-century theories of MUS 227 (127) Contemporary Performance musical time; postmodernist aesthetics and criticism; Ensemble (.5) the American experimentalist tradition; minimalism, This ensemble is dedicated to the study and perfor- music and politics in the 1960s, Morton Feldman, mance of contemporary music from a wide range of Karlheinz Stockhausen, and John Cage. Spring perspectives, including both established “classics” Instructor(s): David Bernstein. and selected new works written by student com- Limit 15 students. posers especially for the group. All instruments and This course may be taken two times. voices are welcome. Auditions for new members of the ensemble are held during the first session MUS 219 (119) Performance Practice of Fall and Spring Baroque and Classical Music (1) of each semester. Instructor(s): Steed Cowart. A study of historical performance practices of This course may be taken eight times. Baroque and classical music, with emphasis on both research and performance. A survey of the MUS 228 (128) Gamelan Ensemble (.5) musical forms and compositional and performance The performance practice and theory of Javanese styles of each period through music examples and gamelan music are studied through playing and source readings. Small ensemble work with class composing in this traditional Indonesian percussion performances and guest lectures by prominent ensemble, using the famed American gamelan built early music specialists. The course concludes by composer Lou Harrison with William Colvig. with a final concert. Fall All levels of musical expertise are welcome. Fall Instructor(s): Sandra Soderlund. and Spring Offered in 2011–12 and then every other year. Instructor(s): Daniel Schmidt. Offered in alternation with: MUS 117. This course may be taken eight times. MUS 224 (124) Contemporary Instrumentation MUS 229 (129) African Drumming (.5) and Orchestration (1) Renowned performer and teacher CK Ladzekpo Historical, analytical, and practical study of instru- introduces the rhythmic principles and drumming mentation and orchestration, with emphasis on practices of the music of the Ewe of West Africa—a gaining advanced facility in writing for the orchestral people who live in a region that traverses southeast instruments. The course surveys fundamental and Ghana, coastal Togo, Benin, and western Nigeria. advanced techniques for writing for each instrument. In the communal view of the Anlo-Ewe, rhythm The course also covers the basics of score reading, provides the regular pulsation or beat which is the notation, and copying. Focus will be on instrumen- focal point in uniting the energies of the entire com- tation and orchestration from the standpoints of 20th- munity in the pursuit of their collective destiny. century and world musics. Students are required to This course provides a grounding in drumming turn in several small and one large orchestrational and rhythmic techniques within a cultural focus assignment, as well as analytical projects. Spring that accentuates their origins in the lives of a people. Instructor(s): Staff. Instructor(s): CK Ladzekpo. Limit 15 students. This course may be taken four times. Offered in 2011–12 and then every other year. MUS 230 (130) Vocal Jazz Improvisation Offered in alternation with: MUS 266. Ensemble (.5) MUS 225 Individual Instruction in Performance The ability to sing in tune is required; an adven- and Composition (.5) turous spirit is suggested. This class explores the Open to all graduate students. Lessons are not boundaries of vocal ensemble through an array covered by tuition and must be arranged in person of improvisational exercises and lesser-known, through the Music Department’s administrative yet expanded, jazz choral arrangements. Voice assistant prior to the first day of classes. Students technique; ensemble blend and balance; and jazz may audition for lesson scholarships which must rhythms, song forms, and scat singing are also be applied for through the Music Department’s integral to this work which often yields greater administrative assistant prior to the first day of personal and creative freedom. Informal group classes. Fall and Spring audition at the first rehearsal. Culminates in a Note(s): See individual lesson instructors in “salon” performance. Fall and Spring faculty roster. Instructor(s): Molly Holm. This course may be taken four times. This course may be taken four times.

COURSES OF INSTRUCTION 85 MUS 231 (131) Performance Collective (.5) nate in a lunchtime concert. Performing Renaissance This is a class devoted to the practice and per- music will develop skills in rhythm, sightreading, formance of vocal and instrumental chamber intonation, and ensemble playing. Fall and Spring music from the Baroque era to the 20th century. Instructor(s): Louise Carslake. Through participation in weekly master classes This course may be taken four times. you will enhance your skills as a chamber musi- MUS 235 (135) Early Music Ensemble—Baroque cian, develop your interpretation of a variety of (.5) musical styles and periods, as well as prepare for This class explores the music of the 17th and 18th and perform in concerts held in Mills Hall and centuries for mixed ensembles of instruments and Littlefield Concert Hall. Fall and Spring voices. All instrumentalists and singers are welcome. Instructor(s): Staff. The department has harpsichords for keyboard Note(s): Entry to the course is determined by players who wish to gain experience playing audition. figured bass. The course will culminate in a This course may be taken four times. lunchtime concert. Participation in the Baroque MUS 232 (132) Early Music Vocal Ensemble— Ensemble will develop skills in rhythm, sightreading, Beginning (.5) intonation, ensemble playing, and ornamentation. The purpose of this vocal ensemble is to study and Fall and Spring perform early music. Emphasis is on the musical Instructor(s): Louise Carslake. styles and forms of the Middle Ages, Renaissance, This course may be taken eight times. and Baroque periods. Students will develop their MUS 236 (136) Music Instrument Building ability to perform in small ensembles and improve (.25Ð.5) such aspects of singing as intonation, articulation, Students design and build their own musical instru- phrasing, balance, and interpretation. This course is ments. Instruction includes guidance at all stages, geared toward students and faculty who have not as well as skills development. No prior hand-tool had much vocal or choral experience and have or machine-tool experience required. Spring beginning sightreading skills. Fall and Spring Instructor(s): Daniel Schmidt. Instructor(s): Cindy Beitmen. Limit 10 students. This course may be taken eight times. This course may be taken four times. MUS 233 (133) Early Music Vocal Ensemble— MUS 237 (137) Seminar in Music Literature and Intermediate (.25) Criticism (1) The purpose of this vocal ensemble is to study and This seminar is devoted to the intensive examination perform early music. Emphasis is on the musical of a major topic in musical literature (recent topics styles and forms of the Middle Ages, Renaissance, include Orientalism and Western music; and music, and Baroque periods. Students will develop their dance, and culture in fin-de-siècle France), with ability to perform in small ensembles and improve exploration of appropriate research methods and such aspects of singing as intonation, articulation, bibliographical resources. Students may choose phrasing, balance, and interpretation. This course a focus for their research depending on their is designed for students and faculty with choral individual emphasis, whether historical studies, experience and sightreading skills who are analysis, compositional style, or performance interested in working on more advanced practice. Emphasis on developing advanced skills repertoire. Fall and Spring in oral and written communication through in-depth Instructor(s): Cindy Beitmen. interdisciplinary studies. This course may be taken eight times. Instructor(s): Nalini Ghuman. MUS 234 (134) Early Music Instrumental Limit 15 students. Ensemble—Renaissance (.5) Open to seniors only. The Renaissance Ensemble provides both experi- Note(s): Graduate students from other disciplines enced and beginning students with an opportunity who have some musical background are welcome. to play 15th- and 16th-century music. The Music Graduate theses may be developed out of this Department has a collection of Renaissance instru- seminar’s research paper and presentation. ments such as recorders and a viola de gamba for This course may be taken two times. loan to ensemble members. The course will culmi-

86 MUS 242 Music Improvisation Ensemble II (.5) MUS 251 Seminar in Computer Music (1) This intensive course gives experienced musical Theory and practice of computer music: digital improvisers a chance to further refine their skills at audio recording and mixing, software synthesis, every level. Revisiting the basic building blocks of digital signal processing, and instrument and sound music we will examine questions of form, rhythm, design. Presentation and discussion of student works timbre, and melody from the improviser’s per- of electronic music, development of experimental spective, while working to improve both individual compositional strategies made possible by electronic and group improvising techniques. The semester technology. Fall will culminate in a public performance conceived Instructor(s): Chris Brown. and directed by the ensemble members. Fall and Limit 15 students. Spring Note(s): Qualified undergraduates may take this Instructor(s): Fred Frith. class as an Independent Study, only with Instructor consent required. instructor’s sponsorship. Limit 12 students. Recommended Course(s): MUS 154. Note(s): Registration for this course requires the This course may be taken two times. instructor’s consent for any student who is not in MUS 252 Seminar in Electronic Music the improvisation specialization of the MFA Performance (1) Performance Program. Real-time performance systems, concert audio, This course may be taken two times. and interactive electronics: sound diffusion, MUS 248 (148) Post-Tonal Theory and Analysis (1) MIDI controllers, analog-to-digital interfaces, An intensive study of theoretical issues associated electronic instrument building, interactive sound with music from the early 20th century to the most installations, composition languages, and computer recent experimental works. Emphasis is placed on music networks. Presentation and discussion of developing and learning analytical methods and student works of electronic music; development compositional techniques applicable to post-tonal of experimental compositional strategies made music (such as pitch-class sets, centricity and possible by electronic technology. Spring important referential collections, invariance, Instructor(s): Chris Brown; John Bischoff. combinatoriality, and integral serialism). The Limit 15 students. structure of the course may vary from a focus on a Note(s): Undergraduates may enroll as specific analytical method to analyses of a series Independent Study students with the consent of of works approached through different theoretical instructor. perspectives. Fall MUS 256 (156) Tonal Analysis (1) Instructor(s): David Bernstein. An intensive study of a single analytical method Offered in 2011–12 and then every other year. or a comparative survey of various 20th-century Offered in alternation with: MUS 256. analytical techniques, such as Schenkerian analysis, Recommended Course(s): MUS 101, MUS 102. Schoenbergian tonal theory, and Lehrdahl and This course may be taken two times. Jackendoff’s generative theory for tonal music, as MUS 250 Thesis for the Master’s Degree (1) applied to a selection of tonal music. Readings The thesis requirement, supervised by a faculty from older treatises may also serve as possible committee, consists of a written paper and a per- guides to analysis and the formulation of histori- formance component that takes place either as part cally tempered analytical methodologies. Fall of the Signal Flow Festival or as a separate recital. Instructor(s): David Bernstein. Students also participate in group meetings to dis- Offered in 2010–11 and then every other year. cuss preliminary plans for their performance and Offered in alternation with: MUS 248. written thesis, and attend two graduate review ses- This course may be taken two times. sions during which they critically evaluate their MUS 257 (157) Seminar by Visiting Professor own work and that of their peers. Fall and Spring (.5Ð1) Instructor(s): Staff. Fall and Spring Letter grade only. Instructor(s): Visiting professor. Limit 15 students.

COURSES OF INSTRUCTION 87 MUS 259 (159) Seminar in Musical Perfor- of digital signal processors. Digital recording and mance, Composition, and Improvisation (1) editing will also be covered as well as CD-burning A seminar in creative music making and improvi- techniques. No previous music experience is sation for composers and performers, including required. Spring students from other disciplines. Emphasis is placed Instructor(s): Maggi Payne. on developing individual styles in composition Limit 17 students. and performance. Students work individually and Prerequisite(s): MUS 261 or consent of instructor. collaboratively. Interdisciplinary collaborations MUS 265 (165) Sound Art (1) are highly encouraged. Improvisation across An introduction to the history and practice of sound disciplines is part of this exploration. We also art, an interdisciplinary field with influences from evaluate compositions and interdisciplinary music, sculpture, and interactive electronic arts. works from the last 30 years. Fall This course will survey groundbreaking work done Instructor(s): Maggi Payne. by sound artists during the last three decades, and Limit 15 students. discuss the critical responses to it. Technologies Note(s): Open to non-majors with permission of relevant to the practice will be introduced and instructor. used in directed projects. Students will create MUS 260 (160) Practicum (.5) and install their own sound artworks as the final Individual instruction in composition and impro- outcome of the course. Fall visation. Students may also enroll to study topics Instructor(s): James Fei. in music history, theory, ethnomusicology, or Limit 15 students. performance literature that are relevant to their Recommended Course(s): MUS 147, MUS 154, creative practice. Fall and Spring MUS 261. Instructor(s): Staff. MUS 266 Advanced Orchestration Seminar (1) Instructor consent required. A seminar combining analysis of the orchestration Limit eight students. of selected 20th-century works with practice in Note(s): Maximum enrollment varies by instructor, scoring original compositions for large ensembles. in a range from 4 to 10 available places. Scores to be studied include music by Varhse, Ives, This course may be taken three times. Souza, Stravinsky, Ligeti, Nono, Feldman, Earle MUS 261 (161) Sound Techniques of Recording Brown, Scelsi, Stockhausen, Gubaidulina, Gil (1) Evans, and Spike Jones. Students will be required to This course in recording engineering covers basic report on their study of one particular 20th-century acoustics, the design and use of microphones, score, and to compose a short composition for mixing consoles, tape machines (analog and any imaginable ensemble over 25 players (with digital), compressors, limiters, equalizers, reverb or without electronics). Spring units, noise reduction, and other peripheral Instructor(s): Staff. equipment. Students will become proficient in Offered in 2011–12 and then every other year. our professional recording studios. May be taken Offered in alternation with: MUS 224. two times for credit. No previous music experience Prerequisite(s): MUS 224. is required. Fall Instructor(s): Maggi Payne. MUS 291 Composition Seminar (1) Limit 17 students. Individual and group work, discussion and per- Note(s): Enrollment priority to upper-level music formance of student works, and examination of majors, graduate students in music, upper-level past and present composers. MUS 291 in the fall intermedia arts majors, then other upper-level is recommended for students entering the MA students. in composition. MUS 291 in the spring is recom- This course may be taken two times. mended for students preparing compositions for their Signal Flow presentations. Fall and Spring MUS 264 (164) Advanced Audio Recording (1) Instructor(s): Staff. This course will concentrate on the 24-track re- Limit 15 students. cording studio, utilizing multi-track recording and This course may be taken two times. overdubbing, advanced microphone, equalization and compression techniques, mixing, and the use

88 Pre-Med www.mills.edu/premed

COURSES OF INSTRUCTION 89 Pre-Med 510.430.2317 I [email protected]

Faculty: Professional Interests Post-bac pre-med students enroll in regular Mills Sandra M. Banks courses taught by distinguished faculty, with separate Chemical education, organic chemistry-spectro- lectures designed specifically for pre-med students. scopy and organic chemistry reaction mechanisms The average class size is about 25 students, large enough to offer a diverse intellectual community Barbara Bowman but small enough to provide individual attention. Molecular phylogenetics, cell biology of yeast At Mills, students find a supportive environment of John S. Brabson motivated peers who work collaboratively toward Antifungal compounds and their modes of action, mutual goals. Faculty members are accessible and sphingolipid metabolism in Pichia ciferrii involved in helping students succeed. Kristina Faul Oceanography, climate change, the chemistry of Teaching assistants are available in each course past oceans, paleoceanography for individual help. Students plan their academic course work with one of several faculty advisors. David Keeports Other aspects of their preprofessional training are Molecular spectroscopy, physics and chemistry planned in consultation with the pre-health profes- education, software development sions advisor, John Brabson, or with Jo Scullion, Susan Spiller program coordinator. Physiology and molecular biology of plants and photosynthetic bacteria Graduates of the Mills Pre-Med Program achieve Lisa Urry a 90 percent acceptance rate to medical school Developmental biology of sea urchin embryos or other health science professional school and and larvae, cell-cell and cell-extracellular matriculate at some of the nation’s most respected matrix interactions schools of medicine, including UCSF, Stanford, Harvard, UCLA, Washington University, and Yale. For more than 25 years, Mills College has been Linkages with two allopathic medical schools and preparing students to become physicians and other one osteopathic medical school allow some of our healthcare professionals. Our program is designed select students to start medical school in the fall for students with bachelor’s degrees who lack some after completing their studies at Mills and skipping or all of the basic science courses to pursue study the glide year. in the fields of allopathic medicine, osteopathic medicine, dentistry, pharmacology, veterinary For special admission requirements, please visit medicine, or optometry. Students who need to www.mills.edu/premed. complete all of the basic pre-medical science courses usually take two years (four semesters) to complete the program. Students who have completed a year of general chemistry and a semester of calculus are often able to finish in one year. The program is flexible and can be tailored to fit a student’s specific background in science and mathematics.

90 Post-baccalaureate Pre-Medical Typical course schedule for two years: Certificate First Year: In order to earn the program certificate, students CHEM 017 and 018 General Chemistry I and II must complete one-half of the science courses with Lab required by medical schools at Mills and achieve BIO 001 and 002 General Biology I and II with a minimum 3.0 GPA. Lab Required Courses Second Year: • General Biology with Lab CHEM 105 and 106 Organic Chemistry I and II • General Chemistry with Lab with Lab • General Physics with Lab (one semester of PHYS 061 and 062 General Physics I and II calculus is required) with Lab • Organic Chemistry with Lab See schedule of courses in biology, chemistry, and Some medical schools have additional requirements physics. such as calculus and/or biochemistry; see Medical School Admission Requirements published annually by the Association of American Medical Colleges concerning the prerequisites at particular schools. Depending on the extent of their preparation and time, students often elect to take additional biology and chemistry courses beyond the basic medical school requirements. Some of the more popular classes include biochemistry, genetics, human physiology, neurobiology, immunology, developmental biology, microbiology, and molecular cell biology. A full-time course load for students in the post- baccalaureate Pre-Medical Program is usually two or three courses per semester. Most courses have associated laboratories or workshops, which translate to between 2.5 and 4 credits total per semester. Physical education activity courses do not count toward this limit. Overloads of up to 5 credits may be permitted with approval of the program director, John Brabson. No student may enroll for more than 5 credits.

COURSES OF INSTRUCTION 91 Public Policy www.mills.edu/publicpolicy

92 Public Policy 510.430.2147 I [email protected]

Faculty: Professional Interests Analytic Foundation Carol Chetkovich Policy professionals must draw on skills and Social identity and public policy, public par- concepts from multiple disciplines, so our analytic ticipation, organizational culture and change, foundation courses provide training in economics, nonprofit management politics and the policy-making process, statistics, law, and ethics. In addition, because we believe Mark Henderson that good policy analysis or management requires Environmental policy in the United States and an understanding of how issues are affected by China, urbanization and land conservation, race, ethnicity, class, and gender, the program also global climate change, science and decision includes course work designed to enhance student making, policy applications of geographic awareness in these areas. information science (GIS) Advanced Professional Training Marc A. Joseph Metaphysics, the philosophy of mind and The seven advanced core courses offer students language, logic and the philosophy of logic, opportunities to augment and deepen their skills the philosophy of mathematics, the history of through guided practice. Our Professional Chal- philosophy, classical studies lenges sequence prepares students to understand and work effectively in various political and organi- Elizabeth Potter zational contexts. In our course on simulations and Gender and science, intersections of feminism advanced software applications, students develop and epistemology, philosophy of science computer-based skills for modeling and analyzing Siobhan Reilly problems of policy and management. A financial Public economics, labor economics, economics of accounting requirement ensures that graduates are the family, health economics, urban economics, prepared to work with financial statements in budget international economics analysis positions or program management. We also Dan Ryan include in-depth training on local policy making, Organizational features of communities, sociology with opportunities for students to work with local of information, sociological uses of geographic organizations on current community-level issues. information systems Multidisciplinary skill training comes together in Paul R. Schulman the two-semester Integrative Core, in which students Bureaucratic organizations and public policy apply various analytic frameworks to a series of making; science, technology, and public policy current policy problems, using real-world data and Nancy Thornborrow interacting with practicing policy analysts and Labor economics, macroeconomics, statistics, managers. The Integrative Core culminates in the econometrics student’s own policy analysis conducted for an Bruce B. Williams external client. With faculty assistance, students Economic development and social change, select the topic and client, using the project as an comparative race and ethnic relations, historical opportunity to develop substantive expertise in a sociology, urban sociology, rural sociology particular policy area such as education, the envi- Laurie Zimet ronment, or health. The two elective courses can First amendment/constitutional law, business also be used to build substantive knowledge or law, civil litigation alternatively, to deepen analytical capacity in areas such as statistics or economics. The master’s degree program in public policy provides students with the skills and perspectives Master of Public Policy (MPP) required to formulate, implement, and evaluate The degree includes two levels of requirements: the public policies (government actions to address foundation courses and the advanced curriculum. social problems). Our curriculum includes two Those who have met the foundation requirements levels of course work—an analytic foundation and through earlier course work (at Mills or elsewhere) a set of advanced professional courses—and can may enter the advanced curriculum and complete be completed in one to two years, depending on the degree in one academic year. For those who prior course work. need to complete some foundation requirements, the degree may take up to two years.

COURSES OF INSTRUCTION 93 Foundation Requirements Advanced Curriculum Prior to entering the advanced curriculum, stu- The advanced curriculum consists of seven required dents must have completed all or nearly all of the courses and two electives that offer students oppor- following foundation courses (Mills courses or tunities to augment and deepen their skills through their equivalents): practical application. These courses emphasize • Politics of the Policy-Making Process both conceptual and applied dimensions of policy • Introduction to Economics/Economic Policy making, governance, and management, training Analysis students to identify policy options and work through • Ethics of Policy/Politics implementation strategies. The curriculum is • Law and Society structured to expose students to the types of • Introduction to Statistics challenges they will face as professionals, such as working in teams under tight deadlines with • Public Sector Economics multiple constituencies and competing interests. • Methods of Policy Analysis • Dynamics of Race, Ethnicity, Gender, or Class Required: (requirement may be met with any course that PPOL 220 Professional Challenges I: exposes students to analysis of these structural Organizational Efficacy (1) dimensions) PPOL 221 Professional Challenges II: Political For the names and numbers of the Mills courses Efficacy (1) meeting these requirements, see the list of courses PPOL 230–231 The Integrative Core I and II: in our undergraduate 4+1 program. Equivalent Application/Integration of Policy Analysis Frameworks (2) courses are those we determine to have covered the essential material covered in the Mills foun- PPOL 225 Simulations and Computer Applications (1) dation courses. PPOL 227 Local and Community Policy Flexible Options for Meeting Foundation Making, Planning, and Management (1) Requirements MGMT 214 Financial Accounting (1) We are happy to work with candidates who are interested in the one-year Mills MPP Program but Two graduate electives will be chosen by the student have not fulfilled all of the program’s prerequisites. and approved by the program director or advisor. We will review your past course work to determine Electives must be selected to deepen the student’s which of the requirements have been met and knowledge of either analytic methods or a policy identify the best options for completing the area of concentration. Students should be aware prerequisites. Some candidates take the necessary that graduate-level courses in a substantive policy courses here at Mills on a part-time or full-time area or advanced methods may require satisfaction basis. Others take course equivalents that we of prerequisites. have identified at other institutions (such as local campuses in the California State University system or community colleges) in which students can enroll on a temporary basis.

94 Courses PPOL 207 Philosophy of Law (1) Analytical and normative investigation of legal con- PPOL 200 (100) Methods of Policy Analysis (1) cepts, emphasizing the application of those concepts This course aims to prepare citizens to help their in the U.S. legal system. Analysis and evaluation communities make informed and effective decisions. of the relation between laws and morals; the role of We will explore practical applications of the prin- liberty and justice in constitutional decisions regard- cipal methods of policy analysis. These include a ing free speech, privacy, and forms of discrimination; variety of quantitative and qualitative analytical and the relation between legal systems and persons tools used by policy analysts to frame issues, subject to those systems, focusing especially on the generate alternative options, project outcomes, nature of criminal responsibility and the moral and inform decision making in a democratic society. justification of punishment. Fall In addition, we will develop and practice oral and Instructor(s): Marc Joseph. written communication skills relevant to policy Offered 2010–11 and then every other year. analysis, culminating in a policy analysis paper Crosslisted with: PHIL 125. and presentation. Spring Instructor(s): Mark Henderson. PPOL 209 The Public Policy-Making Process (1) Prerequisite(s): PPOL 202. The politics and major institutions involved in the Recommended Course(s): PPOL 209, PPOL 201. formulation and execution of public undertakings. Analysis of specific public policies and the political PPOL 201 Introduction to Statistics (1) environment within which they operate. Students This course covers the following topics: descriptive will craft a policy analysis that defines and describes statistics, probability, probability distributions, a public problem, assesses an existing policy in random variables, sampling, estimation, hypothesis relation to that problem, and proposes a policy testing, statistical inference, and linear regression. alternative. Fall Examples used are drawn largely from social Instructor(s): Paul Schulman. science. Fall Crosslisted with: GOVT 121. Instructor(s): Eirik Evenhouse. Crosslisted with: ECON 081, MGMT 281. PPOL 213 Economic Policy Analysis (.25) PPOL 213 workshops study the relevance of PPOL 202 Introduction to Economics (1) economic theory and its application to policy An introduction to economic theory and its appli- analysis. This course is a supplement to PPOL 202 cation to contemporary economic problems. Fall Introduction to Economics and should be taken and Spring concurrently with PPOL 202 unless PPOL 202, Instructor(s): Siobhan Reilly, Lorien Rice. or its equivalent, has already been satisfied. PPOL Crosslisted with: ECON 050. 213 is a core course requirement for the MPP, PPOL 203 Feminist Social Ethics (1) though it is open to anyone with PPOL 202 or An analysis of ethical issues of current concern equivalent. Fall and Spring including preferential hiring, sexual harassment, Instructor(s): Jeff Deason. pornography, rape, and reproductive issues such Instructor consent required. as abortion, sterilization, and surrogacy. Spring Must be taken with: PPOL 202. Instructor(s): Elizabeth Potter, Staff. PPOL 215 Public Sector Economics: The Crosslisted with: WMST 094. Economics of Government (1) PPOL 205 Law and Society (1) Public Sector Economics explores how government The dynamic relationship between law and the can protect our collective well-being when markets society it serves and controls, with an emphasis on fail. It examines market failures and explores the judicial and legislative roles in the legal process. policies to address the problems they cause, like Special consideration of some of the more difficult pollution, congestion, poverty, inequality, and the social goals and problems confronting the legal underprovision of public goods such as public system. Fall safety and scientific research. It examines who Instructor(s): Laurie Zimet. really bears the burden of taxes, and analyzes Crosslisted with: SOSC 093. government programs like welfare, food stamps, Medicare, and Social Security. It specifically addresses issues of fairness. Spring Instructor(s): Siobhan Reilly. Prerequisite(s): PPOL 202. Crosslisted with: ECON 134, MGMT 237.

COURSES OF INSTRUCTION 95 PPOL 216 (116) Qualitative Methods in Policy PPOL 221 Professional Challenges II: Political Research (1) Efficacy (1) Introduces students to the theory and methods A major challenge for any policy analyst and of qualitative research, including philosophical policy change agent is to match policy design to foundations, formulation of research questions, the requirements for enactment and implementation. negotiation of entry and access, the ethics of field- This course will offer a practicum in political work, sampling, data collection techniques, recording feasibility, first teaching the student how to do and transcription, analysis and presentation of an institutional inventory of major organizations qualitative data, and the evaluation of qualitative and institutions necessary for implementation of research. Students will be required to conduct specific policies. Students will also examine the some field research, such as a few interviews political environment of specific policy arenas and and some field observations, so the course will learn strategies for coalition building, negotiation, be particularly appropriate to those engaging in, and generating public support. Spring or preparing for, a research project. Fall Instructor(s): Staff. Instructor(s): Carol Chetkovich. Instructor consent required. Offered 2010–11. Letter grade only. Prerequisite(s): GOVT 121. PPOL 217 Ethical Reasoning in Politics and Public Policy (1) Note(s): This is a required course for the MPP. Investigation of major normative disputes in such PPOL 225 Simulation in the Social and Policy areas as public assistance and entitlements, the envi- Sciences (1) ronment, civil rights, and healthcare policy making. In this advanced hands-on class, students are intro- An examination of the difficulties of applying duced to computer applications used for simulation ethical argument to policy making. Spring and analysis in the social and policy sciences. Topics Instructor(s): Paul Schulman. vary, but typically include advanced applications Offered 2010–11 and then every other year. of standard desktop software, statistical packages, Crosslisted with: GOVT 139. relational databases, network analysis, geographic information systems, intelligent agent models, and PPOL 220 Professional Challenges I: Organizational Efficacy (1) systems dynamics simulation. Data and examples This course is informed by the concept of reflective are drawn from economics, history, political science, practice, in which the professional develops a public policy, anthropology, and sociology. Spring repertoire of actions and then employs this reper- Instructor(s): Dan Ryan. toire in ways that incorporate the constraints and Limit 15 students. opportunities presented by any given situation. Note(s): Students expected to possess basic The case studies and theoretical material focus on computer skills and an openness to things organizational contexts, so that students become mathematical and to have undertaken previous adept at reading these and devising appropriate course work in social sciences beyond the policies or strategies for implementation. Fall introductory level. Instructor(s): Carol Chetkovich. Crosslisted with: SOC 125. Instructor consent required. PPOL 227 Local and Community Policy Making, Letter grade only. Planning, and Management (1) Note(s): This is a required course for the MPP. This course covers analytical techniques and management practices for policy making at the local level. Substantive learning goals include understanding the varying needs and opportunities of “localities” and “communities”; appreciating the role of local government and community-based organizations; and the application of geographic information systems (GIS) to local issues such as transportation, environment, and housing. Course material is drawn from the Bay Area and students undertake a field practicum as part of the course. Fall Instructor(s): Mark Henderson. Instructor consent required. Letter grade only. Note(s): This is a required course for the MPP.

96 PPOL 230 Integrative Core I: Application/ PPOL 235 Environmental Policy Analysis (1) Integration of Policy Analysis Frameworks (1) This course is a reading seminar exploring political The Integrative Core sequence, a two-semester responses to environmental problems. Students will capstone of the MPP Program, is designed to inte- examine the social and cultural origins of attitudes grate and deepen skills developed in the foundation toward the exploitation and conservation of natural courses. Students analyze a series of policy and resources, and the institutional structures that shape managerial problems, using foundation skills public policy in this field. American and interna- along with new techniques introduced in this tional case studies will be considered in comparing course. Methodological tools include statistical the effects of ecological crises and policies on techniques, organizational analysis, economics, different populations and in applying alternative political analysis, legal and ethical reasoning, analytical approaches such as political ecology and other social science frameworks. Fall and environmental impact assessment. Spring Instructor(s): Mark Henderson. Instructor(s): Mark Henderson. Instructor consent required. Letter grade only. Prerequisite(s): PPOL 200 and PPOL 201 and PPOL 215. Note(s): This is a required course for the MPP. Prerequisite courses are also crosslisted at the undergraduate level (PPOL 100, ECON 081, ECON 134). PPOL 231 Integrative Core II: Application/ Integration of Policy Analysis Frameworks (1) This second semester of the MPP Integrative Core sequence serves as a research seminar for students writing their Masters Policy Reports (MPRs). By the first class meeting, each student will have identified a government agency or nonprofit organization that will serve as the client, and will have specified a policy problem facing that agency or organization to be the focus of the MPR research. Students will give presentations on the progress of their projects, provide feedback to each others’ presentations and written drafts, and discuss relevant methodological issues. Spring Instructor(s): Carol Chetkovich. Instructor consent required. Letter grade only. Prerequisite(s): PPOL 230. Note(s): Open to MPP candidates in their final semester only.

COURSES OF INSTRUCTION 97 Admission

Applying for Admission Accepted Students International Students

98 Applying for Admission If applying online, applicants must pay by credit card or electronic check. Payment by electronic Admission Requirements check, rather than credit card, may delay processing. Admission to graduate study at Mills is contingent upon the completion of a bachelor’s degree from an Special Status/Non-Degree Applicants accredited college or university. U.S. institutions Prospective students who possess a baccalaureate must be accredited by one of the six regional accred- degree from an accredited college or university itation associations listed at the Council for Higher and who wish to enroll in graduate classes for Education Accreditation website. The criteria used credit but not a degree program must submit two for admission decisions vary according to each official transcripts confirming the baccalaureate program. They reflect an evaluation of the appli- degree and one letter of recommendation in cant’s potential for graduate work. addition to completing an abbreviated application for admission available through the Office of Mills does not discriminate in its graduate admission Graduate Admission. If approved, students can policy on the basis of race, color, marital status, age, be considered non-matriculated for up to two religious creed, national origin, ancestry, sex, sexual semesters; at that time, students must apply orientation, or disability, but reserves the right to re- for formal admission to a specific program, fuse admission to anyone on the basis of previous demonstrate the need for continued status as academic record, letter of recommendation, or, in non-matriculated students, or withdraw. Special the case of the fine arts areas, auditions, portfolios, non-degree students are not eligible for Federal manuscripts, or other works submitted. Stafford Loans. English and art graduate programs do not allow special non-degree students. Graduate Record Examination (GRE)/Standardized Test Scores Application Forms and Materials Most graduate programs at Mills do not require GRE A link to the online graduate admission application or standardized test scores. Applicants should review and a downloadable PDF application are available the program-specific section(s) of this catalog, the on the program’s application webpage. website, and the program’s supplemental application for program application requirements. All programs also require program-specific supplemental applications which may be downloaded For those taking the GRE, Mills College’s code as PDF documents from the program’s application is 004485 and a department does not need to be webpage. Online applicants are not required to specified. submit separate supplemental applications as they are already included within the online application. Application Deadlines Fall: Please refer to www.mills.edu/admission/ Applicants may request hard copies of the applica- graduate for application deadlines. tion and supplemental application from the Office of Graduate Admission. Spring: November 1 priority deadline for receipt of spring admission applications. All applications and supporting materials submitted to the Office of Graduate Admission are the property Studio Art, Dance, English, Post-baccalaureate Pre- of Mills College and cannot be returned to the Medical, and some School of Education Programs applicant for later use. do not accept applications for spring admission. Please contact the Office of Graduate Admission Transcripts for current information. Two (2) copies of official transcripts from each postsecondary institution attended must be sent in Application Fees sealed envelopes from the institution or from the Hard-copy applications require a $50 nonrefundable applicant. If the applicant is a current Mills student application fee, payable to Mills College and drawn or Mills alumnae/i, she/he should contact the Office from a U.S. bank as a personal check or money of Graduate Admission for transcript requirements. order. This fee must be included with application. The Office of Graduate Admission cannot accept An applicant still completing her/his degree should credit card payments for hard-copy application send official transcripts showing all completed and fees and cannot grant application fee waivers.

ADMISSION 99 in-progress academic work. Prior to enrollment, Application Process accepted applicants must also send two (2) official transcripts confirming the awarded degree. 1. Upon completion of processing an online or hard-copy application and application fee, the Recommendations applicant will receive an email from the Office Three (3) letters of recommendation are required. of Graduate Admission confirming receipt of If the applicant is a current Mills student or Mills the application, with the applicant’s Banner ID alumnae/i, she/he should contact the Office of number. It may take up to two weeks during Graduate Admission for program-specific recom- peak application periods for the applicant to mendation requirements. receive an email that contains her/his Banner ID number. Recommendations should come from academic or Applicants may use their Banner ID number professional contacts who can comment on the to access the Mills Resource Portal. The portal applicant’s character and potential for graduate allows the applicant to view missing application study. The Office of Graduate Admission strongly materials and update her/his contact information. recommends applicants contact references as early The portal is continually being updated during in the application process as possible. peak application periods.

Recommendation forms are included in the hard- 2. Approximately two to three weeks after the copy admission application packet, which is available priority deadline, completed applications are sent from the Office of Graduate Admission. Recom- to the program for review. Review times vary. mendation forms may also be downloaded as PDF 3. Departmental admission committees consider documents from the program’s application webpage. requests for admission and forward their recommendations to the Office of Graduate Admission The online application allows applicants to supply for processing. the email addresses of three references. Once the application has been submitted and the application 4. Applicants are notified of the admission decision fee paid, references are emailed links to an online as well as any financial aid or scholarship, if reference form. Applicants may log back in to awarded. The notification letter will come from the online system and send reminder emails to the Office of Graduate Admission. references. 5. In order to ensure a place in a program, admitted students must submit their deposit and Statement Other Application Materials of Intent to the Office of Graduate Admission. Applicants may mail applications with completed materials (such as writing samples or transcripts) 6. Deposited students receive an email confirming enclosed, or submit parts of the application piece- that the Office of Graduate Admission has meal with her/his full name and program of interest received their deposit. on each page of all supporting materials. Applications 7. General orientation materials are sent from the will not be considered complete until all supporting Division of Student Life; orientation informa- materials (such as transcripts and recommendations) tion is also available on their website. have arrived. Faxed and photocopied materials are not official and will not be accepted. Financial Aid Please see the Financial Aid section for more A completed graduate admission application, a information. supplemental application, and an application fee are required for all graduate applicants. Applicants should consult the program-specific section(s) on Accepted Students the Mills College website for program application Concurrent Enrollment Policy requirements, such as art portfolios, writing samples, Concurrent enrollment in two graduate programs or standardized test scores. at Mills College is possible only under some circumstances. A student interested in this option Art portfolios, dance samples, and music samples must apply to, and be accepted into, each of the should be sent directly to the respective department. graduate programs. Concurrent enrollment requires All other application materials should be sent to the consent of both graduate departments. It is the the Office of Graduate Admission. responsibility of the student to work with academic

100 advisors in each program to develop an academic Readmission Process/Leave of Absence plan that allows for completion of the degrees. If a student is enrolled in a graduate academic pro- That academic plan should identify core courses gram at Mills College and then chooses to leave for that must be taken for completion of the degree in a period of time, she/he has up to two years to re- each program. The number of unduplicated courses activate her/his status. Within that time frame, she/he in each field shall be determined by the departments. is required to fill out the Application for Readmission. Rules concerning maximum course loads must be She/he must follow the procedures laid out in the followed. Thus, completion of two programs will form and submit it to the Office of Graduate require longer than the time allowed for the com- Admission. After two years’ time, a new application pletion of one program. and supporting materials must be submitted.

If accepted to two programs, students will only be Graduate Probationary Admission offered one financial aid package. If a student applies for graduate work in a field different from her/his undergraduate concentration, Deposit Policy or if the undergraduate GPA is below that recom- Mills College requires a $300 nonrefundable tuition mended for admission, the applicant may be offered deposit for all programs except studio art. Mills admission to graduate study on a probationary basis College requires a $500 nonrefundable tuition for one semester. This is a period during which the deposit for the studio art graduate program. This student must establish an academic record at Mills deposit is applied toward the new student’s first- that qualifies her/him to advance to degree status. semester tuition. Some courses taken before admission to degree status may be accepted as fulfilling degree require- The deposit may be paid online via credit card or ments by departmental approval only. Admission electronic check. Deposits may also be made by as a probationary candidate does affect a student’s money order or check and be sent to the Office of allowable federal student loan limits. Graduate Admission.

Deposits are required to hold an applicant’s slot in International Students a graduate program. A deferred student’s deposit is Admission applied against the new student’s first-semester Mills encourages applications from graduates of tuition. See Deferment Policy. colleges and universities abroad that have the equivalent of an American bachelor’s degree, and An accepted and deposited graduate student who international students who have graduated from chooses not to attend Mills College forfeits her/his American universities. Admission of international deposit. However, an accepted student who with- students is highly competitive and is based on a draws before starting her/his academic program has close examination of a variety of credentials. one academic year to have her/his deposit reinstated. Refunds are not given. International applicants must submit the same application materials as American applicants. In Deferment Policy addition, international applicants are required to An applicant accepted into a Mills graduate submit additional supporting materials; see below. program may request to delay her/his studies and defer admission for up to two semesters with Financial Information/Certification of department approval. A deposit is required to hold Finances the applicant’s space in the program. After two The Certificate of Finances form (available on semesters, the applicant must reapply to the the program application website and through the academic program of her/his choice through the Office of Graduate Admission) and supporting bank Office of Graduate Admission. documents must be submitted with the application. Per U.S. government regulation, an international Please note that any financial aid funding offered applicant should have sufficient funds for two does not carry over from the original semester it years of tuition, fees, and living expenses in the was awarded, if she/he chooses to defer. Deferred United States. Faxed and photocopied materials accepted students must reapply for any departmental are not official and will not be accepted. aid, scholarships, and/or financial aid.

ADMISSION 101 International applicants should be aware that finan- Recommendations cial assistance is very limited. Even applicants who Letters of recommendation should testify to the receive financial aid must be prepared to contribute international applicant’s English writing and significantly to the cost of their education. Failure speaking ability, as well as potential for success in to pay outstanding fees prevents students from graduate studies. If, after the accepted applicant registering for classes and endangers maintaining arrives, it appears that further help in language is valid visa status. needed, a tutor’s services may have to be obtained at the applicant’s expense. U.S. government regulations prohibit students with an F-1 student visa from off-campus employment. I-20 Form While the visa does allow for on-campus employ- An I-20 form will be provided only after the ment, Mills College is, unfortunately, unable to offer admitted student has confirmed her/his intention on-campus jobs to international students except to enroll by forwarding the $300 nonrefundable in situations where assistantship opportunities are tuition deposit ($500 for studio art) to the Office of awarded upon acceptance. Mills financial aid is Graduate Admission. This deposit will be credited very limited, and the College cannot guarantee to the student’s first-semester tuition. assistance to any graduate student. The I-20 form will allow international applicants Transcripts to apply for an F-1 student visa to come to the Mills College requires: Two (2) hard copies of United States. Applicant students should take the official, evaluated transcripts in English of all I-20 form, their passport, proof of their financial undergraduate and graduate work; one (1) hard ability, and copies of their educational records to copy of official transcripts translated in the appli- the nearest U.S. Consulate in their country. Upon cant’s native language, if applicable. consulate approval, an official at the consulate will stamp an F-1 visa inside the passport. Together Transcripts and credentials must be evaluated by a with the I-20 form, this student visa will enable foreign credential evaluation agency. Please refer the student to enter the United States. to the NACES website for a current listing of these agencies. It is important for international students to follow U.S. Citizenship and Immigration Services (USCIS) TOEFL/IELTS regulations. A prospective student may not obtain The Test of English as a Foreign Language (TOEFL) an I-20 from one institution and use it to attend or the International English Language Testing another. International students must be in continuous System (IELTS) is required for all non-native full-time enrollment in order to maintain their valid speakers of English unless she/he holds the student visa status. equivalent of a bachelor’s degree from a university or college located in the U.S., Canada, The College advises international applicants to or Great Britain. communicate clearly with the U.S. Consulate or Embassy in their country to receive the most For fall admission, these tests should be taken accurate information and guidance in seeking by the end of November of the preceding year. opportunities for study abroad. Generally, international students are admitted for the fall semester. Housing On-campus housing is available for graduate Graduate programs in English and computer science students. Please see the appropriate section of this require minimum TOEFL scores of 250 on the com- catalog and the Mills College website for more puter-based test, 600 on the paper-based test, 100 information about on-campus housing. for the Internet-based exam, or an IELTS overall band-score of 7.0 or greater. All other programs If international students plan to live on campus, the require a minimum of 213 on the computer-based College recommends they apply for on-campus test, 550 on the paper-based test, 80 for the housing early. If international students plan to live Internet-based exam, or an IELTS overall band- off campus, the Office of Graduate Admission score of 6.0 or higher. advises them to research commuting options and neighborhoods.

102 College Expenses

2010–11 Tuition and Fees Residence and Meal Plan Rates Tuition and Fees Adjustment Policy Billing and Payments Special Course Fees and Additional Program Costs Other Administrative Fees and Charges Financial Petitions Refunds

103 2010–11 Tuition and Fees 2Campus Comprehensive Fee: The Campus Com- Students must pay or arrange payment for all prehensive Fee supports basic medical services at semester charges (minus applicable financial the Mills Student Health Center, the technology aid) by August 1, 2010, for the fall semester and infrastructure, graduate activities, and some public January 2, 2011, for the spring semester. Students safety services such as the Mills shuttle and on- are responsible for monitoring their account balance campus parking. Each Mills student is allowed one and for verifying payments regardless of who is parking permit and the use of the Mills shuttle free handling the finances. of any additional charge. No portion of the Campus Comprehensive Fee can be waived or petitioned. Charges that are incurred after the term begins are 3 added to the student account when the action occurs AC Transit Fee: The graduate students voted to and are due immediately. The College reserves the participate in the Alameda-Contra Costa Transit right to change fees at the beginning of any semester. EasyPass program, which allows all graduate students an unlimited bus pass. Students are Full-Time Graduate Tuition and Fees charged this fee in exchange for the bus pass.

Academic 4 Student Health Plan: The Student Health Plan Semester Year consists of medical coverage provided by Kaiser Tuition 1 $13,530 $27,060 Permanente and dental insurance provided by (see exceptions below) MetLife. Fall semester insurance coverage runs Tuition, Studio Art 1 $16,260 $32,520 from August 15–January 14. Spring semester insur- Tuition $14,480 $28,960 ance coverage runs from January 15–August 14. Doctorate in Education1 All enrolled graduate students are charged for the Tuition, Post-bac Pre-Med1 $12,980 $25,960 Student Health Plan. The health plan charge may be Campus Comprehensive Fee 2 $458.50 $917 waived with proof of comparable insurance cover- AC Transit Fee3 $50 $100 age and when a Student Health Plan Waiver is completed online at the StudentNet website during Student Health Plan4 $1,159 $2,318 the open enrollment period, April 11–August 31 for the fall semester or December 1–January 31 Part-Time Graduate Tuition and Fees for the spring semester. Student Health Plan Academic Waivers may be accepted up to 10 days after the Semester Year published deadline with a late health plan waiver fee of $150, but no waivers will be accepted after 1 Per Course Credit $6,766 Varies the 10-day late period. International students are (see exceptions below) required to purchase the Student Health Plan. Per Course Credit1 $7,240 Varies Doctorate in Education Students in “In Progress” status are not charged Per Course Credit1 $6,490 Varies for medical services nor may they opt to buy in. Post-bac Pre-Med Campus Comprehensive Fee 2 $458.50 $917 All Mills students are required to waive or enroll 3 in the Student Health Plan each fall by going to AC Transit Fee $50 $100 the StudentNet website during open enrollment. Student Health Plan4 $1,159 $2,318 Students returning from a leave of absence or who are readmitted or reinstated to Mills must waive or Auditor Fees enroll in the Student Health Plan at the StudentNet website during open enrollment of the semester that Full-time students are not charged for auditing class- they return to Mills. Students who are readmitted/ es. Part-time Mills students are charged $500 per reinstated after open enrollment closes must contact audited course. Non-Mills students are charged the director of wellness and community outreach in $750 per audited course. the Division of Student Life. These students will 1 be granted an extension of 10 days beyond the Tuition: Students enrolled in 2 or more credits closure of open enrollment to waive or enroll in will be charged the full-time tuition rate. Students the plan through the director of wellness and com- enrolled in fewer than 2 credits will be charged munity outreach. Students who fail to do so will the per-course-credit rate. be enrolled in the Student Health Plan and charged

104 for the full semester. Students who are readmitted/ Residential Rates for the 2010–11 reinstated beyond the 10-day grace period will be Residence Agreement automatically enrolled in the Student Health Plan and their student accounts will be charged for the Rate for Semester Academic full semester. If a student’s health insurance provider Option Rate Year changes, she/he must submit new insurance information with her/his new health insurance provider’s Single Room $3,015 $6,030 coverage information to the director of wellness and Double Room $2,655 $5,310 community outreach in the Division of Student Life (two occupants, per person) within 30 days of the change. Super Single Room $3,725 $7,450 (double room with Students who have a waiver on file and wish to only one occupant) reverse it due to loss of coverage may submit a Larsen House $3,980 $7,960 Student Health Plan Enrollment/Change form to the director of wellness and community outreach in Ross House $3,980 $7,960 the Division of Student Life. The date of enrollment Prospect Hill Apartments $3,980 $7,960 will be the day following the termination date from Courtyard Townhouses $4,136 $8,272 the prior plan. Students who enroll for coverage in • Joan Danforth House the fall term after September 11 or in the spring • Vivian Stephenson House term after February 15 will pay the appropriate • Clare Springs House semester health plan charge, which will be prorated. (nine-month agreement) Waiver reversals may be submitted anytime through- Courtyard Townhouses $1,838 n/a out the year. (three-month summer agreement) Dependent Rates* Summer agreement is not covered by financial aid. Partner/spouse $2,283 Underwood Apartments $7,740 $15,480 Child(ren) $1,902 (ten-month agreement) Family $4,184 Underwood Apartments $3,096 n/a (two-month Summer Fees summer agreement) Mills offers a limited number of academic oppor- Summer agreement is not covered by financial aid. tunities during summer. The costs for these opportunities are: Meal Plan Rates for the 2010–11 Independent Study $250 Residence Agreement Internship: $250 Directed Research: no charge Semester Rate for Plan Rate Academic Year Residence and Meal Plan 19-Plus Plan $2,807 $5,614 10-Plus Plan $2,700 $5,400 Rates 15-Plus Plan $2,598 $5,196 Year-round residency for the Courtyard Townhouses and Underwood Apartments requires the submission 12-Meal Plan $2,459 $4,918 of the deposit and first month’s payment for the contract to be considered valid. The two-month Meal plans are required for residents living in Ege, summer “rollover” period is required for residents Ethel Moore, Mary Morse, and Orchard Meadow. of the Underwood Apartments who plan to stay for the following academic year. Applicants for 19-Plus Plan 12-month residency in the Courtyard Townhouses • 19 meals per week, to be used at the Founders will be given priority over nine-month applicants. Commons Dining Room. Summer housing is not covered by financial aid. • $150 in Points per semester, which must be used by the check-out day of each semester. • Points can be used at any of the campus dining *All rates are in addition to the Student Health facilities. Plan charge and will be assessed to the student’s • Weekly meal counts reset every Wednesday account. Dependent coverage includes medical at 2:00 am. through Kaiser only. Dental is not included.

EXPENSES 105 10-Plus Plan or withdrawal should also review the Return of • 10 meals per week, to be used at the Founders Federal, State, and Institutional Financial Aid Commons Dining Room. Policy in the Financial Aid section of this catalog. • $500 in Points per semester, which must be used by the check-out day of each semester. The leave of absence/withdrawal date is the date • Points can be used at any of the campus that students provide official notification to the dining facilities. M Center of their intent to take a leave of absence • Weekly meal counts reset every Wednesday or withdraw from the College. Once a student has at 2:00 am. completed the procedure for a leave of absence or withdrawal from the College, a tuition adjustment 15-Plus Plan will be applied to the student’s account which, in • 15 meals per week, to be used at the Founders turn, may or may not result in a refund to the student. Commons Dining Room. A student will receive a refund only if there is a • $250 in Points per semester, which must be credit balance on the student’s account after the used by the check-out day of each semester. tuition adjustment has been made and after federal, • Points can be used at any of the campus institutional, and/or state financial aid has been re- dining facilities. turned to the programs, according to the Return of • Weekly meal counts reset every Wednesday Federal, State, and Institutional Financial Aid Policy. at 2:00 am. The Campus Comprehensive Fee and payment plan 12-Meal Plan enrollment fee are nonrefundable once instruction • 12 meals per week, to be used at the Founders begins. Commons Dining Room. • No Points associated with this plan. Tuition charges will be adjusted as follows: • Weekly meal counts reset every Wednesday at 2:00 am. Official Date of Notification Adjustment Important Notes Prior to first day All tuition charges and fees The 10-, 15-, and 19-Plus Plans are designed for of instruction refunded (except the non- students who want to eat meals in the traditional all- refundable enrollment deposit you-can-eat dining room, but also want flexibility for new students) with Points. With these plans students can use their First day of Credited 90 percent of Points at any time in the Tea Shop, Café Suzie, or instruction to tuition charges1 the Founders Commons Dining Room. add deadline Add deadline to Credited one-half of tuition Each semester, students may revise their meal drop deadline charges2 plan choices up to one week (seven days) after the After drop No adjustment residence halls open for continuing students. After deadline this date students may buy “up” to a higher plan, but not “down” from any plan. 1Students who take a leave of absence or withdraw Mills Points, which can be used at any time in any up to and including the day of the add deadline will of the campus dining facilities, can be added to any be ineligible to participate in the Student Health plan. Points may be purchased at the HMDS office Plan. Consequently, they will be credited 100 percent using cash, check, money order, or credit card. for the Student Health Plan charge as long as they have not used any healthcare services. Tuition and Fees 2Students who take a leave of absence or withdraw after the add deadline will not receive any adjust- Adjustment Policy ment to the Student Health Plan charge and will Leave of Absence or Withdrawal be insured until the end of the coverage period. All students considering a leave of absence or withdrawal should refer to the Leave of Absence and Residential students who take a leave of absence Withdrawal sections in the Academic Regulations or withdraw from the College will be released from part of this catalog for the official procedure. All their obligation to pay housing charges only if financial aid recipients considering a leave of absence they are released from their Residence Agreement

106 prior to the commencement of the occupancy period by contacting the M Center in writing. There will (see Deposits and Refunds on the Mills website). be a $25 per semester per address charge for re- Meal plan charges are adjusted based on the date questing paper bills. The charge will appear on the of check-out from the assigned residence. student’s account.

Change in Enrollment Status Students may also complete an Authorization for Students who drop from full time to part time Disclosure of Student Account Information form before the first day of the term will have their (available online and in the M Center) authorizing tuition adjusted to reflect their new enrollment Mills College to release information regarding status. Students who drop from full time to part their student account to parents, spouses, and time on or after the first day of the term but by the other designated individuals. add deadline will have 80 percent of the tuition charges associated with the dropped credits credited Students who take a leave of absence from the to their student account. This adjustment may or College and who have an outstanding balance will may not result in a refund to the student. After the be billed quarterly. Students who have withdrawn add deadline, no adjustment will be made. from the College and who have an outstanding balance will be billed by Mills College Collections. Part-time students who reduce credits or drop courses before the first day of the term will have Payments in Full their tuition adjusted to reflect the number of credits Students wishing to pay their tuition and fees in full for which they are registered. Part-time students can pay by cash, check, credit card, wire transfer, who reduce credits or drop courses on or after the or electronically through a checking or savings first day of the term but by the add deadline will account. Payments by credit card or electronic have 80 percent of the tuition charges associated checking or savings accounts can be made online. with the dropped credits credited to their student While there is no fee for paying electronically account. This adjustment may or may not result in through a checking or savings account, a conven- a refund to the student. After the add deadline, no ience fee is charged for credit card payments. All adjustment will be made. fees are payable in U.S. dollars.

Payments by Installment Billing and Payments Students who prefer to pay their balance in install- Billing Statements ments may set up a monthly payment plan online Registered students will receive an electronic bill through the Mills Resource Portal. Each semester, before each semester. New students and continuing students pay in five equal installments, plus an students who have not registered will receive an enrollment fee, by automatic bank withdrawal, electronic billing worksheet, which they will use check, or credit card. While there is no fee for to determine their amount due. paying electronically through a checking or savings account, a convenience fee is charged for credit Semester Student Billed Payment Deadline card payments. All fees are payable in U.S. dollars. Fall Early July August 1 Students who do not meet the installment payment deadlines may be assessed a $50 late payment fee Spring Early December January 2 each month.

Billing statements will be sent electronically to all Late Payments registered students in mid-September for the fall Students who do not meet the payment deadlines semester and in mid-February for the spring semester. will not be allowed to confirm their semester attendance, register for classes, or occupy on- eBill enables students to view, print, and download campus housing. Accounts with past due balances their billing statement from the Web and submit are subject to late payment fees. payments online. Students may authorize any third party to receive a copy of their eBill by creating an Mills College reserves the right to place a hold on authorized user account. a student’s account for overdue balances. This hold will prevent students from accessing services such Authorized users are notified by email when a bill as registration, ordering transcripts, participating is available for viewing. Paper bills will no longer in the selection process for housing, and receiving be sent unless special arrangements have been made their diploma or certificate. Students’ accounts

EXPENSES 107 must be paid in full before a diploma, transcript, discs and DVDs, hard drives, software, and elec- or certificate can be issued. tronic supplies.

Students on leave of absence who do not pay their Physical Education outstanding balance by the due date on their first Course fees are charged for classes that result in bill will be assessed a quarterly late fee that starts American Red Cross certification. Fees ($40–$100) at $25 and increases by $25 increments, e.g., $25, include textbooks, training materials, and ARC $50, $75, $100, etc. All College services, including fees. Equestrian classes have a fee payable to the transcripts and readmission, will be withheld until stables ($400–$450). Sailing classes have a fee the student account is paid in full. payable to the boathouse on Lake Merritt ($60–$70).

Studio Art Special Course Fees and Students in the Studio Art MFA Program are pro- Additional Program Costs vided with on-campus studios and are charged a mandatory supplemental art studio fee of $500 per Book Art semester. An additional materials fee is required Book art studio fees for individual courses range for graduate studio art classes in ceramics, elec- from $100 to $250. If a student drops a studio tronic arts, photography, video, and ARTS 205 class by the add deadline the fee will be reversed; Concentrations in Ceramics, Painting, Photography, otherwise, the fee will remain on the student’s Sculpture/Intermedia. The fee varies for each area account. Students in the Book Art and Creative of concentration ($125–$300). If a student drops by Writing MFA Program pay an additional fee of the add deadline a class that has a course materials $450 per semester. fee, the fee will be reversed; otherwise, the fee will remain on the student’s account. Dance Graduate students in dance should expect to incur additional expenses related to their graduate perform- Other Administrative Fees ances and thesis concert. Contact the department for additional information. and Charges Late Fees1 MBA Program Students who take prerequisite courses for the Late Add, Drop, or Withdrawal up to $250 MBA Program when they are not yet officially Late Confirmation of Semester Attendance $250 admitted into that program are charged at the rate Late Health Plan Waiver $150 of $3,080 per course credit. Late Payment (Aug. 1/Jan. 2) $250 MPP Program Late Payment Plan Payment $50 Students who take prerequisite courses for the Late Registration $250 MPP Program when they are not yet officially admitted into that program are charged at the rate Other Fees of $3,080 per course credit. Art Studio Fee $500 Music Book Art and Creative Writing Studio Fee $450 Individual instruction fees, which are in addition to the course credit charge, provide for one lesson Housing Damage Charge Variable per week (a total of 14 per semester). Fees range Payment Plan Enrollment Fee $50/semester from $700 to $2,000, depending on the instructor. Reinstatement Processing Fee $150 A list of instructors and their fees is available from 2 the Music Department. Practice rooms may be Returned Check Charge $25 rented for $60 per semester. Thesis-In-Progress Fee (first semester)3 $100 Traffic Fine Variable Graduate students in the Electronic Music and Recording Media MFA Program should budget 1 for additional materials required for work in this Late Fees: Any late fees that are reversed due to a medium. An average of $600 per semester is student’s status changing from active to inactive may required to cover the cost of recordable compact be reinstated if the student becomes active again.

108 2Returned Check Charge: There is a $25 charge If the Student Health Plan Waiver was not submitted for each returned check. After a check is returned by the published deadline, the Student Health Plan for insufficient funds, the College will only accept charge cannot be petitioned. payment via guaranteed funds (cash, cashier’s check, money order, or electronic transfer) for Fees assessed by the Academic Standing Committee the remainder of the academic year. (ASC) must be appealed directly to the ASC. Traffic fines must be appealed directly to Public Safety. 3Thesis-In-Progress Fee: The fee for “In Progress” status is $100 for the initial semester with a $100 increase for each subsequent semester, e.g., $200 Refunds for the second semester, $300 for the third semester, If there is a credit balance on a student’s account, etc. This fee is subject to change. a refund may be issued.

Tuition adjustments caused by an official leave of Financial Petitions absence, withdrawal, or change in enrollment status The Financial Petition Committee reviews all may or may not result in a refund to the student. petitions that relate to the late payment fee, late Please review the Tuition and Fees Adjustment registration fee, late confirmation of semester Policy for detailed information. attendance fee, late health plan waiver fee, reinstatement fee, and tuition adjustments. Petitions must be submitted to the M Center in writing, during the semester in which the charge has been assessed or it will not be reviewed. Students may not re-petition the same charge once a decision has been made unless new information is presented. The Financial Petition form is available online and in the M Center.

EXPENSES 109 Financial Aid

Departmental Assistance Federal and State Aid Rules and Regulations

110 Departmental Assistance Scholarship, and the H. Middleton Fellowship. In addition, the Evelyn V. Staton Fellowship in Fine General Information Arts may provide a scholarship for graduate work Institutional financial aid policies and decisions of African American students studying art or music. regarding departmental aid vary from one academic program or department to another. Applicants should English Department be aware that departmental assistantships and schol- In addition to the departmental assistantships and arships are limited. Second-year students who have alumnae scholarships, the English Department had a chance to demonstrate their abilities to their awards the Mary Baty Gossage Graduate Fellowship department may be given preference for these in English, established in 1977 in memory of Mary awards in some programs. An email notification will Gossage, to the best graduate candidate for the year. be sent to the student indicating that the financial Also, the Marion Hood Boess Haworth Endowment aid award is ready to be viewed in myMILLS via for Children’s Literature was established in 1983 by the Mills Resource Portal. Please note that there Mills alumna Marjorie Haworth ’42 for the purposes is no institutional financial assistance available of encouraging and supporting the creation of high- for work toward the biochemistry and molecular quality literature for children. biology certificate, nor for students who are taking the prerequisite courses for the MBA and the MPP Music Department Programs at the reduced course rate. The Elizabeth Mills Crothers Fellowship in Music, founded in 1923 by Mrs. William H. Mills as a Students should contact the individual departments memorial to her daughter, is awarded annually to directly for information regarding departmental aid. a candidate for the degree of master of arts or master of fine arts who shows unusual creative Departmental Assistantships ability in music. The Robert Maas Memorial Most graduate programs have a small number Scholarship for students of violoncello and the of assistantships awarded to select students on a Antonia Menaglia Scholarship for students of competitive basis. Graduate assistants serve their piano are awarded to candidates for the master department for a minimum of 12 and normally not of fine arts degree in music performance and more than 20 hours per week for a full assistantship. literature. The Evelyn V. Staton Fellowship in Fine The work each student performs depends on Arts may provide scholarships for graduate work of specific departmental needs, academic programs, African American students studying music or art. and the student’s areas of expertise. Assistants may help tutor or coach undergraduates and serve as Post-baccalaureate Pre-Medical assistants to faculty, as laboratory and audiovisual Certificate Program assistants, or as teachers in the Children’s School. Students entering the program are not eligible The full graduate assistantship provides one-half to apply for teaching assistantships in biology, tuition credit and a stipend, which is taxable income. chemistry, or physics until they have completed Some departments require a departmental assist- a full academic year at Mills. A small amount of antship application. Many graduate departments alumnae scholarship aid is available to students choose to select second-year graduate students with entering the program. Students completing the whose work and needs they are more familiar. program and entering medical school are eligible to However, the individual academic departments receive Scheffler Pre-Medical Science Scholarships. are under no obligation to award or guarantee an Scholarship recipients are selected on the basis of award to any student. merit by a faculty committee.

Alumnae Tuition Scholarships Lorry I. Lokey Graduate These graduate student scholarships were originally School of Business funded from donations by Mills alumnae. These The Lorry I. Lokey Graduate School of Business scholarships are awarded based on criteria deter- offers numerous scholarships and grants including mined by each academic department. the Barbara Wolfe MBA Fellowship, established in 2000, the recently established Barbara Pinnell Art Department McClelland MBA Scholarship, and the Jean and In addition to the departmental assistantships, the Y. H. Kwong Fellowship to assist MBA students. Art Department offers the following named awards: the Catherine Morgan Trefethen Fellowship, the Sara Lewis Graduate Fellowship, the Nell Sinton

FINANCIAL AID 111 School of Education ation date defined by their program requirements The School of Education offers numerous scholar- upon entrance to Mills. Financial aid eligibility ships in addition to the departmental assistantships continues only to this expected date of graduation. and alumnae tuition scholarships described above. These include the Open the Gate Robert Noyce Eligibility Teacher Scholar Program for teaching credential Eligibility for need-based financial aid depends on students in mathematics and science, the Flora a student’s financial need, which is defined as the Foundation Scholarship for teachers of color, and difference between estimated expenses and estimated the Alameda County First Five/Every Child Counts resources. Financial need for each applicant is deter- Scholarship for students in the Leadership in Early mined after a careful review of the information Childhood Program. Further information about submitted as part of the financial aid application. financial aid opportunities and resources may be found on the School of Education website. In establishing eligibility, expenses related to attendance are considered: fees payable to the College, plus an allowance for books, supplies, and personal Federal and State Aid expenses. Living expenses are considered in deter- General Information mining financial need for commuters, but the Mills The M Center at Mills College awards Federal award will not cover the often higher costs of living Stafford Loans to graduate students who qualify off campus. based on the results of their Free Application for Federal Student Aid (FAFSA). Departmental assis- Federal Verification Process tance is determined by each individual department Federal verification is a process mandated by the in conjunction with the M Center. Recipients may federal government in which students and/or parents accept or reject any portion of the offer. are required to provide secondary documentation to support data reported on the FAFSA. Approximately In 2009–10, over 70 percent of Mills graduate 30 percent of students are selected by the federal students received some portion of their aid directly government for this verification review and are from the College. Eighty percent of our graduate notified of their selection on their Student Aid students received more than $12.3 million in aid Report (SAR). in 2009–10. An installment payment plan is also available to help meet educational expenses. Students selected for federal verification are required to submit to Mills a signed copy of the student’s The academic program, in conjunction with the prior year federal tax return (and parents’ prior year M Center, awards institutional aid each spring federal tax returns if the student is dependent and for those who are admitted for the upcoming fall provided parent data on the FAFSA). Students must semester. Financial aid decisions for the spring also complete either a dependent or independent semester are made later in the year. Applications verification worksheet (based on their status as de- from continuing students are reviewed once spring termined by the FAFSA), which is available on the grades have been submitted to ensure students Mills College financial aid website. The tax forms have met the financial aid satisfactory academic and the Federal Verification Worksheet should be progress policy standards. submitted to the M Center within 30 days of the request date. Failure to submit the requested docu- Need-based financial aid is renewed on the basis of mentation will result in the withdrawal of the stu- financial need and satisfactory academic progress. dent’s financial aid award for the academic year. A In some rare cases, merit is also considered. A revised award letter will be mailed and/or the student financial aid application must be filed each year in will be notified if her/his financial aid award changes which renewal is requested. Merit-based financial as a result of the verification process. aid is renewed on the basis of merit only. Federal Stafford Loans Recipients of financial aid may be required to sub- There are two types of Stafford Loans available to mit income verification, income tax forms, or other Mills graduate and certificate students: the Federal documents that confirm income sources and amounts. Subsidized Stafford Loan and the Federal Unsubsi- The number of semesters of eligibility for entering dized Stafford Loan. Both programs are administered graduate students is established by the initial gradu- by the M Center.

112 To be considered for a Stafford Loan, a student must the Unsubsidized Stafford Loan, cannot exceed the be a U.S. citizen/national or eligible non-citizen, student’s cost of attendance for the given academic must not be in default on a federal student loan year. Unlike the Federal Subsidized Stafford Loan or must have made satisfactory arrangements to Program, the government does not pay the interest repay it, and must not owe money back on a fed- while the student is in school, and the borrower has eral student grant or must have made satisfactory the option to make regularly scheduled interest pay- arrangements to repay it. The student also must be ments while in school or agree to have the interest enrolled at least half time in an eligible program added to the principal. No repayment of the prin- and must maintain satisfactory academic progress cipal is required while the student is in school at for financial aid. least half time at an eligible postsecondary institution or during grace or deferment periods. Regular Federal Subsidized Stafford Loan monthly payments begin six months after the student This loan enables students who have demonstrated graduates or is no longer enrolled at least half time financial need to borrow to help pay for college at an eligible postsecondary institution. The lender expenses. The annual borrowing limit is $8,500 for may deduct origination and federal default fees of graduate students enrolled in a master’s degree or up to a maximum of 1.5 percent from the amount doctoral degree program. For students enrolled in of the loan prior to the disbursement of funds. an eligible certificate program, the annual borrowing limit is $5,500. The Federal Subsidized Stafford How to Apply Loan does not accrue interest while the student is Applications filed after the published deadline will enrolled at least half time. be accepted. However, priority for determining student loan eligibility will be given to students This loan program has a deferment provision so who meet the following deadlines. that no repayment of the loan is required while the student is enrolled at least half time at an eligible Form Required: postsecondary institution. The federal government • Free Application for Federal Student Aid will pay the in-school interest which accrues on (FAFSA) the Federal Subsidized Stafford Loan as long as the borrower is enrolled at least half time in an Priority Financial Aid Application Deadlines: eligible degree or certificate program. • February 1 for fall admission • November 1 for spring admission Repayment begins six months after the borrower graduates or is no longer enrolled at least half time Note: Students who will not be enrolled in a master’s at an eligible postsecondary institution. The lender or doctoral degree program at Mills are considered may deduct origination and federal default fees of to be fifth-year undergraduates for purposes of up to a maximum of 1.5 percent from the amount federal student aid and must fill out their FAFSA of the loan prior to the disbursement of funds. accordingly. This requirement includes students in the following programs: Federal Unsubsidized Stafford Loan • Biochemistry and Molecular Biology This loan is available to students who do not qual- Certificate Program ify for the Federal Subsidized Stafford Loan or to • Post-baccalaureate Certificate Program in independent students who want an additional loan Computer Science to supplement the Federal Subsidized Stafford • Post-baccalaureate Pre-Medical Certificate Loan. For graduate students enrolled in a master’s Program or doctoral degree program, the annual borrowing limit is $20,500 less the amount of the Subsidized Loan Eligibility Notification Stafford Loan for which the student qualifies. Once the FAFSA is received by the federal For independent students enrolled in an eligible processor, the results will be forwarded to Mills, certificate program, the annual borrowing limit is where loan eligibility can be determined by the $10,500 less the amount of the Federal Subsidized M Center. An email notification will be sent to the Stafford Loan for which the student qualifies. student indicating that the financial aid award is ready to be viewed in myMILLS via the Mills Re- A student does not have to demonstrate financial source Portal. The student will be required to com- need for a Federal Unsubsidized Stafford Loan ex- plete additional requirements to complete the appli- cept to the extent that total financial aid, including cation process for the Federal Stafford Loan(s).

FINANCIAL AID 113 First-time Federal Stafford Loan borrowers at Cal Grant Teaching Credential Program Benefit Mills College must complete the Stafford Loan Students who received Cal Grants as undergraduates entrance counseling requirement online and com- within the final 15 months of enrollment may qualify plete a Master Promissory Note with the lender for an additional year of funding while pursuing a prior to certification of their loan(s). Upon leaving teaching credential. Eligible students are required to Mills College, borrowers must complete loan exit submit both a Free Application for Federal Student requirements. Aid (FAFSA) for the academic year in which benefits are requested and the request for Cal Grant Graduate PLUS Loan Teaching Credential Program Benefits form through Students enrolled in a master’s or doctoral degree the California Student Aid Commission’s website. program may also apply for a Graduate PLUS Both documents are also available at the M Center. Loan after accepting the maximum annual amounts for which the student qualifies in Stafford Loans. Work-Study Students may borrow up to the total cost of atten- Because on-campus work eligibility is prioritized dance minus the amount of Federal Stafford Loans for undergraduate students, graduate students typi- and other aid received. To qualify, a student must cally are not eligible for on-campus work-study be a U.S. citizen, a U.S. permanent resident, or an positions. Graduate students seeking part-time or eligible non-citizen and must have a valid Social other employment opportunities are encouraged to Security number. There may be an origination fee utilize the off-campus job listing services of Career of up to 3 percent and a federal default fee of Services located in the Division of Student Life. 1 percent. Interest begins to accrue immediately and up to $2,500 of the interest paid each year is tax deductible. Payment starts within 60 days of Rules and Regulations the last disbursement but can be deferred while Return of Federal, State, and the student is in school. The student will be given Institutional Financial Aid (for up to 10 years to repay the loan. Students are not financial aid recipients only) awarded Graduate PLUS Loans in their initial If a student withdraws before 60 percent of the award offer because students must also be credit- enrollment period (semester) has passed, federal worthy as determined by the lender. regulations require that Title IV funds be returned to the programs according to a prorated schedule. How to Apply Title IV funds include Stafford Loans and PLUS Students must submit the FREE Application for Loans. The withdrawal date used to determine the Federal Student Aid (FAFSA). Also, students must return of federal funds is the date the student notifies complete a Master Promissory Note with the lender the M Center of her/his intent to take a leave of and meet the lender’s credit eligibility requirements. absence or withdraw from the College. However, if a student leaves without beginning the Mills official State Loan Assumption Program withdrawal process or providing notification of her/ Assumption Program of Loans for Education his intent to withdraw, the withdrawal date will be (APLE) the 50 percent point in the semester unless Mills The APLE is a competitive teacher incentive pro- determines the last date of an academically related gram designed to encourage outstanding students, activity of the student. district interns, and out-of-state teachers to become California teachers in subject areas where a critical The percentage of Title IV funds to be returned teacher shortage has been identified or in designated is calculated by the number of calendar days not schools meeting specific criteria established by the completed within a semester, as defined by the with- superintendent of public instruction. In order to be drawal dates above, divided by the total number of eligible for this assumption program, the student calendar days in the semester (from the first day of must be approved to receive or have received an classes for the semester to the last day of finals). educational loan(s) and must not be in default on For example, if there are 100 calendar days in a any educational loan(s). The student must also agree semester and the student withdraws on the 25th to teach in a designated California public school or day, 75 days have not been completed. This may in subject areas where a critical teacher shortage result in the return of 75 percent of Title IV funds has been identified. Additional information and received by the student. However, if a student an application can be found on the California withdraws after 60 percent of the enrollment period Student Aid Commission’s website or by calling has passed, no Title IV funds need to be returned. 916.526.7590.

114 Both Mills and the student may be responsible for Financial Aid Satisfactory Academic returning federal funds to their source. Mills will Progress Policy return the lesser of the institutional charges times Full-time graduate degree students, with the excep- the percentage of unearned Title IV aid or the tion of MBA candidates, are expected to complete total of Title IV aid disbursed minus the amount a minimum of 2 credits per semester and maintain of Title IV aid earned by the student. The student a minimum 3.0 semester and cumulative grade is responsible for returning the difference between point average (GPA). Part-time graduate students the amount of Title IV aid returned by Mills are expected to complete all credits for which they and the total amount of unearned Title IV aid. In are enrolled and maintain a minimum 3.0 semester each case, funds must be repaid to the following and cumulative GPA. sources, in order, up to the amount received from each source: Full-time MBA candidates and certificate students are expected to complete a minimum of 2 credits 1. Federal Unsubsidized Stafford Loan per semester and maintain a minimum 2.75 semester 2. Federal Subsidized Stafford Loan and cumulative GPA. Part-time MBA candidates 3. Federal PLUS Loan and certificate students are expected to complete all 4. Other Title IV programs credits for which they are enrolled and maintain a minimum 2.75 semester and cumulative GPA. Although Mills will return loan amounts directly to the lender, amounts to be returned by the student Master’s and doctoral degree candidates and certifi- are repaid in accordance with the terms of the cate students are eligible for financial aid through promissory note; that is, a student would begin their original anticipated degree date, which is making payments on her/his student loan after established by the M Center upon entrance to the grace period, if applicable, has expired. Mills. Full-time students enrolled in a master’s degree program or the post-baccalaureate Pre- If there is a credit balance on the student’s account Medical Certificate Program may receive federal after the adjustment for tuition and/or room and financial aid for a maximum of four semesters. board is made and the amount of unearned Title IV Full-time students enrolled in an eligible certificate aid due from Mills is returned to the Title IV aid program may receive federal financial aid for a programs, any institutional or state funds received maximum of two semesters. Students pursuing a by the student will be returned to the aid programs doctorate in education may receive federal financial up to the amounts received for each source and for aid for a maximum of six semesters. as long as there is an amount to refund. Institutional aid will be prorated. Note: Students who are planning to take a reduced course load due to disability will need to submit an If there is a credit balance remaining on the student’s academic plan (forms are available from Services account after institutional and state funds have been for Students with Disabilities) to the M Center returned, a refund for the remaining credit balance before the end of the first week of classes for the will be issued to the student. semester, complete the number of credits indicated on the academic plan, and maintain a minimum If there is a balance due remaining on the student’s 3.0 semester and cumulative GPA to maintain sat- account after all aid is returned, a billing statement isfactory academic progress. Any changes to the will be issued and is due upon receipt. academic plan for a given semester should be submitted before the end of the first week of classes The federal formula for the return of Title IV funds for that semester. is available upon request from the M Center.

FINANCIAL AID 115 Advising and Registration

Academic Advising Student Records on the Web Confirmation of Semester Attendance Registration

116 Academic Advising Once eligible, students must log in to the Mills The advisor is the student’s principal connection Resource Portal, update their personal informa- to the academic programs of the College and is tion as necessary, and confirm their semester the first person to whom the student should turn attendance online. for advice on academic questions. The primary responsibility of the advisor is to offer appropriate Confirming attendance enables students to obtain a suggestions for a sound and balanced academic student ID card, move into their campus residence, program and to guide the student toward meeting and apply for a parking permit (if needed). the degree requirements. The advisor should also assist the student in defining educational goals; Once students confirm their semester attendance, the provide direction, criticism, and praise as needed Tuition and Fees Adjustment Policy goes into effect. to help the student achieve those goals; and help the student see the relationship between educational Students who confirm their semester attendance goals and longer-range personal and career goals. after the published deadline may be assessed a $250 late fee. New students who do not confirm Upon enrolling, a student is assigned a departmental their semester attendance by the add deadline, advisor. The advisor will help plan the student’s including those who have made payments and/or program, choose courses, and make decisions registered for classes, will have their student sta- concerning career goals. tus changed to “Inactive” by the College.

Each student shares in the responsibility for ensuring See the Academic Calendar for exact dates. that their academic needs are met. To this end, students are expected to read the College catalog, Continuing Students keep track of their own academic program, and be All enrolled students are required to confirm their well prepared with relevant notes, plans, or questions semester attendance at Mills each semester by the when seeking the help of their advisor. published deadline (see the Academic Calendar). Students must pay or arrange payment for their semester charges before confirming their semester Student Records on the Web attendance. An email notification will be sent to The Mills Resource Portal, accessed from the Mills students when they are eligible to confirm their website, provides a link to myMILLS where students semester attendance. can confirm their semester attendance, register, and access their general student information, schedule Note: Students in “In Progress” status are not of classes, academic transcript, transfer credit report, required to confirm their semester attendance. grades, student account, financial aid information, and graduation status. Students can also update their Once eligible, students must log in to the Mills mailing and email addresses and other personal Resource Portal, update their personal informa- information through myMILLS. tion as necessary, and confirm their semester attendance online. Confirmation of Semester Confirming attendance enables students to validate their student ID card, move into their campus resi- Attendance dence, and apply for a parking permit (if needed). New Students All enrolled students are required to confirm their Once students confirm their semester attendance, the attendance at Mills each semester by the published Tuition and Fees Adjustment Policy goes into effect. deadline (see the Academic Calendar). Students who confirm their semester attendance All students entering Mills for the first time are after the published deadline may be assessed a required to confirm their semester attendance $250 late fee. Students who do not confirm their on or before Orientation. Students must pay or semester attendance by the add deadline, including arrange payment for their semester charges before those who have made payments or registered for confirming their semester attendance. An email classes, will be considered as having withdrawn notification will be sent to students when they are without notifying the College. eligible to confirm their semester attendance. See the Academic Calendar for exact dates.

ADVISING AND REGISTRATION 117 Registration Course Selection General Information The spring course schedule is available on the Mills website beginning in early November; the All students may register online through myMILLS fall course schedule is available beginning in late via the Mills Resource Portal. All new and readmit- March. The online course schedule reflects any ted students will have access to online registration changes in course offerings approved after the during Final Registration, which takes place at the publication of the catalog. beginning of each term. Before students can register online, they must Prior to registering, all students must consult with consult with their assigned advisor to finalize their advisors regarding their course selection. The their schedule and obtain approval of their course advisor must approve the student’s course selection selection. Students may access Student Records/ before the student will be allowed to register. View Student Information in their myMILLS account via the Mills Resource Portal to confirm Registering online requires that the advisor release their advising assignment. the registration hold that has been placed on the student’s record. Therefore, only students who have Course Levels made arrangements for their advisor to release this Graduate students should enroll for classes at the hold will be able to register online. Students who appropriate level for their degree program: wish to register in the M Center must have a Regis- 100 level: Advanced undergraduate courses tration Agreement form signed by their advisor. (restrictions apply) 200 level: Master’s Refer to the Academic Calendar for registration 300 level: Credential dates and deadlines. 400 level: Doctorate

Continuing Students Class Meeting Times Continuing students will have access to online Classes that meet on Monday, Wednesday, and registration on the days designated for their class Friday are scheduled for 50 minutes, or a total of level during Continuing Student Registration, which 150 minutes of instruction per week. Classes that takes place in mid-April for the following fall meet Tuesday and Thursday are scheduled for 75 semester and in mid-November for the subsequent minutes, for a total of 150 minutes of instruction spring semester. Exact dates for registration are per week. Seminars are scheduled for one class included on the Academic Calendar. Continuing meeting per week on Tuesday, Wednesday, or students, including those studying off campus or Thursday, for 150 minutes. Evening classes are on a leave of absence, must register by the end of generally scheduled for one meeting per week for Continuing Student Registration or incur a $250 150 minutes, although occasionally a class may late registration fee. meet for 75 minutes, two evenings per week.

Entering and Readmitted Students Adding a Course Entering and readmitted students register during During the period of time that they have access, Final Registration at the beginning of the term. Exact students may add courses online. Students who dates are available on the Academic Calendar. wish to add a course to their schedule after regis- Late Registration tration may do so without penalty up to the add deadline, which is the end of the first two weeks of Students who register after the published registration classes. Exact dates are available on the Academic deadline may be assessed a $250 late registration Calendar. Students wishing to add a class after fee. Late registration does not excuse a student from their online access has expired must complete an the regular assigned work of a course. Students Add/Drop form and secure the signature of the wishing to register after the add deadline must advisor and, if the course is closed, the signature petition the Academic Standing Committee (ASC). of the instructor. After the add deadline, students Students who do not register by the add deadline, may add a course only with the approval of the even if they have confirmed their semester atten- Academic Standing Committee. If the petition is dance, will be considered as having withdrawn approved, the course will be added to the student’s without notifying the College. schedule and a late add fee of $150 will be charged to the student’s account. Add/Drop forms are available in the M Center and online.

118 Dropping a Course Changing Grade Options During the period of time that they have access, Students who wish to change the grading option students may drop courses online. Once their access of a course may do so online during the period of has expired, students who wish to drop a course time they have access or by completing an Add/Drop must complete an Add/Drop form and secure the form and securing the signatures of the advisor and signature of their advisor, and, beginning the third instructor. The course with the original grading week of classes, the signature of the instructor. option is listed as a drop and the same course Students may drop courses at any time during the with the new grading option is listed as an add. first eight weeks of the semester and these courses Beginning the ninth week of the term, students may will not appear on their transcript. Exact dates are change the grading option of a course only with available on the Academic Calendar. Students are the approval of the Academic Standing Committee. advised to refer to the Tuition and Fees Adjustment Students should refer to the Academic Calendar Policy if the drop will change their enrollment for the exact deadline. status to part time. Part-time students and auditors who reduce credits or drop courses after the first Pass/No Pass (P/NP) Grading Option day of the term should also refer to the Tuition and Graduate students may elect to register for a course Fees Adjustment Policy. on a “Pass/No Pass” basis, but no course graded in this manner may be applied toward the degree After the first eight weeks of the semester, students (with the exception of EdD students who take their may drop a course only with the approval of the Directed Reading for Dissertation (EDUC 497) Academic Standing Committee. If the petition is and Dissertation Research (EDUC 450) courses approved, the course will be dropped from the for “P/NP”). Students select this option when they student’s schedule and a late drop fee of $150 register or may change to or from this grading will be charged to the student’s account. Add/Drop option within the first eight weeks of the semester. forms are available in the M Center and online. Beginning the ninth week of the term, students may change the grading option of a course only with the Withdrawing from a Course approval of the Academic Standing Committee. During the ninth and tenth weeks of the semester, Students should refer to the Academic Calendar students may withdraw from a course by completing for the exact deadline. an Add/Drop form, securing the signatures of the advisor and instructor, and submitting the form to Auditing a Course the M Center. Courses from which a student has Students may formally audit a course with withdrawn will appear on the transcript with a “W” permission from the instructor and faculty advisor. grade, which is not calculated in the student’s GPA. Auditors do not participate in class work, take After the first 10 weeks of the semester but not examinations, or receive credit, and they may not beyond the final day of instruction, students may subsequently request to receive credit by examina- withdraw from a course only with the approval of tion. Full-time students do not pay an additional the Academic Standing Committee. If the petition fee to audit a course; part-time students may refer is approved, a late withdrawal fee of $150 will be to the Tuition and Fees section of this catalog for charged to the student’s account. Add/Drop forms information regarding the costs associated with are available in the M Center and online. auditing courses. Students who audit a course cannot take the course later for credit. Full-time Students should refer to the Academic Calendar for students do not pay an additional fee to audit a the exact add, drop, and withdrawal deadlines. course; part-time students pay one-half the regular per-course-credit rate. Unofficial Withdrawal Students who do not formally drop a course and who Students who choose to audit a course after have not attended the course may receive either an registration but before the add deadline may “F” grade or a “UW” (“Unofficial Withdrawal”) at register for the course or change the grading option the discretion of the instructor. of a course online during the period of time they

ADVISING AND REGISTRATION 119 have access or by completing an Add/Drop form, Special Courses securing the appropriate signatures, and submitting Advanced Teaching Practica it to the M Center no later than the add deadline. These courses cover a variety of directed and super- Under no circumstances will a student be allowed vised experiences in classroom teaching. They are to enroll to audit a course after the add deadline. restricted to students who have appropriate back- In addition, students will not be allowed to change ground and proven ability, as determined by the a grading option to or from “Audit” after the add faculty supervisor, and require approval of the head deadline. Students who drop all course work except of the department in which they are undertaken. an audited course must complete an Application Students enrolled in advanced teaching practica are for Auditor Status, available online and in the not permitted course overloads. Advanced teaching M Center (see Auditors). practica are numbered 277 in the department concerned. Students must submit an Advanced Teaching Auditors Practicum Enrollment form, available in their grad- Individuals who are not regular degree-seeking uate department. These courses are “P/NP” only. Mills students are welcome to audit Mills courses. An Application for Auditor Status is available Directed Research online and in the M Center and requires the Some graduate programs offer an opportunity for signatures of the student, the instructor, and the students in the program to assist a faculty member head of the applicable department. Once these with advanced research. Directed research is offered signatures are obtained, the form is submitted to for 1 credit and may be taken twice. Directed the M Center and the student will be enrolled in research may be undertaken only upon the recom- the course(s). The auditor may attend the class mendation of the faculty research supervisor and only after the form is submitted and the fee has the head of the department after departmental dis- been paid. Refer to the Tuition and Fees section cussion. Courses are numbered 279 in the depart- of this catalog for information regarding the costs ment concerned. Directed Research Application associated with auditing courses. Mills does not forms are available in the M Center and online. provide transcripts for auditors. These courses are “P/NP” only.

Variable Credit Individual Music Instruction Courses that are listed in the catalog with a range These courses, open to all students, are available for of credit give the student the option to choose individual instruction in composition, voice, and a the amount of credit they wish when registering. number of instruments. Placement in these courses Changing the amount of credit after registration is requires an audition with the Music Department. done through the Add/Drop process. Requests for The generic course is numbered MUS 225 and is adding credit for these courses must be done by the graded for students in the Music Program or “P/NP” add deadline; requests for reducing credit must be for others. done by the drop deadline. Refer to the Academic Calendar for exact dates. Students who wish to enroll in individual instrument or voice instruction should register for the generic Cancelled Courses course as listed in the Course Schedule. The student Courses may be cancelled at the College’s discretion. must then contact the Music Department for an In the case of a course cancellation, students will audition in order to be placed with an instructor. be dropped from the class and notified by email. Once placements are confirmed by the Music Department, the specific course and instructor will be added to the student’s schedule and the generic course removed. Since auditions are a part of the process, students should not assume that they will be enrolled in the class.

Students who have registered for the generic music instruction course and are not placed with an instructor will be responsible for dropping the course.

120 Independent Study awarded credit and taken for a letter grade. Before Students with proven ability and sufficient arranging an internship through Career Services, background in a given subject may apply for an students should check with their advisor about independent study course in that subject area. Inde- department policy regarding community work or pendent study courses are offered for a maximum field experience. Internships must be approved in of 1 credit and are officially numbered 295, 395, advance by a faculty supervisor, the faculty advisor, and 495 on the graduate level. Independent study and the Academic Standing Committee; therefore, may be undertaken only upon the recommendation retroactive approval is not permitted. of the head of the department concerned after departmental discussion. Independent Study forms Cross-Registration are available online and in the M Center. These Students who wish to participate in Mills’ cross- courses can be taken for a letter grade or as “P/NP.” registration program must complete the Cross- Registration Permit, which requires approval of Internships each institution’s registrar, the student’s advisor, Graduate students typically do not enroll for intern- and the instructor of the course. The student attends ships. Field practica and field-based experience for the first class session at the host institution to credit is under the guidance of the department in secure the instructor’s signature. (See the cross- which the student is receiving a graduate degree. registration program webpage for eligibility Such practica are usually directly related to the requirements, participating schools, deadlines, student’s career goals and academic program, are and procedures for enrolling.) arranged by the faculty in the department, and are

ADVISING AND REGISTRATION 121 Academic Regulations

Academic Credit Attendance Requirements Transfer Credit Policy Student Status Grading Academic Standing Graduation Transcripts and Enrollment Verification

122 Academic Credit conjunction with a performance or compilation of an artistic work. Students must enroll in the appro- Definition of Mills Semester Course priate thesis class by their last semester of regular Credit enrollment. Students may take up to three additional A typical academic course at Mills is offered for 1 years to complete their thesis, but must maintain “In semester course credit. These courses usually meet Progress” status during this period (see In Progress for 150 minutes per week for 14 weeks, and require Status). Thesis guidelines are available from the a minimum of 12 hours of outside work per week. academic department. A Mills graduate semester course credit is equivalent to 4 semester units, or 6 quarter units. Doctoral candidates are required to complete a dissertation. Students are required to register in EDUC 450 Dissertation Research each semester Attendance Requirements that they are working on their dissertation. However, Degree Requirements once they have defended their dissertation and are To earn a degree, each student must meet the min- working on final revisions, they may petition for imum course requirements as specified by the depart- “In Progress” status rather than enrolling in EDUC ment concerned. A student’s degree requirements, 450 (see In Progress Status). including sequence requirements, are those stated in the catalog in the year in which she/he is admitted All students submitting a thesis or dissertation are to Mills. Master’s degree candidates must take a required to pay a nonrefundable $45 thesis/disser- minimum of 4 course credits at the 200 level toward tation processing fee at the time the thesis/disser- the total required for the degree. For these students, tation is turned in to the Office of the Provost and some advanced upper-division work (100 level) Dean of the Faculty. may be accepted by the department. Candidates for the credential enroll in courses at the 300 level; Courses Outside Degree Field doctoral degree candidates enroll in courses at the As a liberal arts college, Mills encourages students, 400 level. Post-baccalaureate certificate students even at the graduate level, to take some courses in enroll in courses at the undergraduate level. a related discipline but outside the degree field. These courses count toward the degree only with All graduate students should consult the depart- department approval. mental or program listing for information regarding appropriate course levels and complete degree Residency Requirement requirements. A graduate degree at Mills, with the exception of the MBA and MPP, requires full-time enrollment Thesis and Comprehensive Examinations for a minimum of four semesters. The MBA and Most departments offering an advanced degree MPP require full-time enrollment for a minimum require a final project or examination. For MA of two semesters. Degree candidates must be candidates, it may take the form of a comprehen- enrolled in course work leading to the degree, or sive examination of at least six hours and may be enrolled as a continuing candidate “In Progress” written, oral, or a combination of both, at the dis- in the semester in which the degree is awarded. cretion of the department. For MFA candidates, it may be a substantial essay relating to their project Part-time graduate study is considered on a case- or performance, to be approved by the department. by-case basis and must be approved in writing by the department. Students who are in attendance Master’s candidates in certain departments are part time in any semester must enroll for five or required to complete a thesis with 1 or 2 graduate more semesters before completing the degree with course credits (refer to specific degree requirements the exception of the MBA and MPP. If part-time for details). The thesis may be a critical written study is approved, all policies and stipulations must exposition (type A) or a creative work in the fine be followed. Note: The MFA program in studio art arts, interdisciplinary computer science, or creative and teacher credential programs do not permit writing (type B). part-time studies. No exceptions will be made.

The bibliographical format of the thesis must be A student may not receive a degree in a semester approved by the reference librarian. Certain pro- in which she/he is officially on a leave of absence. grams of study require a thesis or formal paper in

ACADEMIC REGULATIONS 123 Program Limits unit systems commonly used by other colleges The maximum period of time allowable to complete and universities. As such, transfer credit from programs on the master’s level, with the exception institutions not on the semester course credit of the master’s in teaching, is five years; for the system must be converted upon transfer to Mills. doctoral level, three years following completion of course work and the qualifying exam, generally Semester and quarter units will be converted to six years total. The Master’s in Education with Mills semester course credits using the following Emphasis in Teaching (MEET) Program allows equivalents: for eight years maximum for the completion of the • 4 semester units equal 1 Mills credit degree. Students in this program complete their • 6 quarter units equal 1 Mills credit credential course work first and then have up to five years in which to teach and gain experience The sum of the converted credit for a given before returning to complete the master’s degree. institution is rounded to the nearest .25 semester course credit. Concurrent Enrollment in Two Graduate Programs at Mills Cross-Registration Concurrent enrollment in two graduate programs at Graduate students are permitted to apply up to 1.5 Mills is possible only under some circumstances. course credits (6 semester units) of cross-registra- A student interested in this option must apply to tion course work toward their degree. Graduate and be accepted into each of the graduate programs. students must be enrolled at least part time at Concurrent enrollment requires the consent of both Mills to cross-register at another campus. One graduate departments. It is the responsibility of the cross-registration course may be taken per semes- student to work with academic advisors in each ter. Information regarding cross-registration is program to develop an academic plan that allows available online and in the M Center. for completion of the degrees. That academic plan should identify core courses that must be taken for completion of the degree in each program. The Student Status number of unduplicated courses in each field shall Full-time Status be determined by the departments. Rules concerning Full-time graduate study is 2 semester course maximum course loads must be followed. Thus, com- credits per semester. pletion of two programs will require longer than the time allowed for the completion of one program. Course Load Maximum Transfer Credit Policy Degree Program Course Load Students who have attended another college or uni- MFA in Studio Art or 4.5 semester versity as graduate students and have not applied MFA in Dance course credits the work done there to an advanced degree may MA in Education, Child Life 5 semester have, with department approval, up to 1.5 semester in Hospitals, Infant Mental course credits course credits (6 semester units) transferred toward Health, or Post-baccalaureate a master’s degree at Mills. Up to 6 semester course Pre-Medical students credits (24 semester units) of course work done at MBA and MPP 5.5 semester another college or university toward a master’s course credits degree may be used toward the doctoral degree at Teaching credentials 6 semester Mills. An official transcript of such credits must course credits be submitted at the time of admission. Transcripts are reviewed by the student’s department, which then authorizes the M Center to place the credits Overload on the student’s record. Students in programs with a 4-credit limit may petition the Academic Standing Committee (ASC) Credit earned at other institutions through the cross- for an overload maximum of 4.5 credits. Students in registration program is treated as transfer credit. programs with higher credit limits may not petition the ASC for overloads. Transfer Credit Equivalents Mills College follows the semester course credit (SCC) system, as opposed to the semester or quarter

124 In Progress Status as listed above. For more information, contact the Students who have completed the formal course international student advisor in the Division of work for the master’s degree may need additional Student Life. time to complete their theses or comprehensive exams. These students and doctoral degree students Special Non-Degree Student Status who have defended their dissertation and are Prospective students who possess a baccalaureate working on final revisions may petition for “In degree from an accredited college or university Progress” status rather than enrolling in EDUC and who wish to enroll in graduate classes for 450. In these cases students must apply for “In credit but not a degree program must submit two Progress” status by completing and submitting official transcripts confirming the baccalaureate the Request for In Progress Status form available degree and complete an abbreviated application online and in the M Center. Although this form is for admission. If approved, students can be con- required only for the initial semester of “In Progress” sidered non-matriculated for up to two semesters; status, students must confirm their “In Progress” at that time, students must apply for formal status each semester until they have graduated or admission to a specific program, demonstrate withdrawn. Once a student is “In Progress” she/he the need for continued status as non-matriculated may not register for courses nor take a leave of students, or withdraw. Special non-degree students absence. The limit for “In Progress” status is three are not eligible for Federal Stafford Loans. years (six semesters). (See Candidacy Lapsed.) Leave of Absence Students who apply for “In Progress” status to Students in good standing may take a leave of continue writing their thesis will be registered for absence from the College for a period not exceeding a “Thesis-in-Progress” course (0 credit, “P/NP”) four consecutive semesters. A student wishing to take each semester until their thesis is completed and a leave of absence should contact the M Center to submitted. This course, used by the thesis advisors complete the required paperwork. Enrolled students to track their students’ progress, requires a “Pass” who wish to apply for a leave of absence or a (“P”) each semester for the student to remain in withdrawal effective for the term in which they the program. Students must have already enrolled are currently enrolled must file the leave petition in the specific thesis course in their department by the last day of instruction. (usually numbered 250) prior to the beginning of the “In Progress” period. Students should contact the M Center to learn the financial ramifications of taking a leave of The fee for “In Progress” status is $100 for the absence. (See Tuition and Fees Adjustment Policy initial semester with a $100 increase for each sub- and Return of Federal, State, and Institutional sequent semester ($200, $300, $400, etc.). This fee Financial Aid.) is subject to change. The initial semester payment must be submitted with the Request for In Progress Students who wish to complete college work else- Status form. where while on leave from Mills are advised to discuss this with their department, as limited transfer Continued Practical Training credit is available to graduate students. Upon com- Candidates for the master’s in education with an pletion of the courses, the student should request emphasis in teaching (MEET) are allowed up to official transcripts to be mailed to the M Center. five years between the completion of the creden- These transcripts must be received by the end of tial component of the program and readmission to the student’s first semester of return to Mills. the master’s component of the program. Students who wish to extend a leave of absence or During this period of non-enrollment, international return early from a leave of absence must contact students must apply for “In Progress” status and the M Center. are registered in a Continued Practical Training course (0 credit, “P/NP”). This course, used by the If, after two years, the student does not return to College to confirm that the training is continuing, Mills, a formal withdrawal must be filed with the requires a “Pass” (“P”) each semester in order for M Center or the student will be considered as ter- the student to remain in the program. International minated enrollment without notifying the College MEET students are assessed the “In Progress” fees (see Withdrawal).

ACADEMIC REGULATIONS 125 International students are not permitted to take a Students who initially enrolled in the master’s in leave of absence and should consult with the inter- education with an emphasis in teaching (MEET) national student advisor in the Division of Student may leave the College for up to five years after Life regarding any breaks in attendance. completing their credential and then return to the College to complete the master’s portion of their Leaves of absence are generally not granted in the program in one additional year. MEET students Studio Art Program. In addition, students who have must contact the Education Department about filed for “In Progress” status are not permitted to their plans to return and complete an Education- take a leave of absence. Returning MEET Application. There is no fee for students returning within five years. MEET Withdrawal students who do not return within five years and Students wishing to terminate their enrollment in the who then wish to complete the master’s portion of College should contact the M Center to complete the program must apply for readmission through the required paperwork. Students should contact the Office of Graduate Admission, pay the $50 the M Center to explore the financial ramifications readmission fee, and will be required to complete of withdrawing from the College. (See Tuition and the full two years for the master’s degree. Fees Adjustment Policy and Return of Federal, State, and Institutional Financial Aid.) Grading Students who fail to confirm their semester General Information attendance, register for courses, or both without Graduate courses intended to count toward the petitioning for a leave of absence or withdrawal degree must be taken for letter grades (A–F) only, are considered to have terminated their enrollment with the exception of dissertation preparation courses without notifying the College. A $150 processing for doctoral students, which may be graded “Pass/ fee will be charged to all students who are reinstated. No Pass” (“P/NP”). Letter grades are recorded as A, A-, B+, B, B-, C+, C, C-, D+, D, D-, or F. Candidacy Lapsed Although all grades will be calculated in the GPA, If a student has not completed her/his thesis at the only courses with a “C” grade or better will fulfill end of six semesters of “In Progress” status, her/ degree requirements. Graduate students may take his candidacy for the degree will be considered PE courses for “Audit” (“AU”) only. lapsed, and a status of “Candidacy Lapsed” (“CL”) recorded. A grade of “NC” (“No Credit”) will be Equivalents of letter grades are as follows: entered for the thesis. If the student wishes to be reinstated in the program and finish the thesis, a Grade Description Points readmission application and $50 readmission fee A Excellent 4.0 must be submitted to the Office of Graduate Admission. If readmitted, the student must then A- 3.67 submit a Request for In Progress Status form to B+ 3.33 the M Center along with the $700 “In Progress” B Good 3.0 fee for the reinstatement of the “In Progress” status. Fees for subsequent semesters of “In Progress” B- 2.67 status will increase by increments of $100. The C+ 2.33 student will have an additional three semesters to C Satisfactory 2.0 complete the thesis. C- 1.67 Readmission D+ 1.33 A student who has withdrawn with or without D Passing, but unsatisfactory 1.0 notifying Mills, has been disqualified, or whose D- .67 candidacy has lapsed and who wishes to return must contact the Office of Graduate Admission F Failure 0 to request an application for readmission. A $50 readmission application fee must accompany the application. Contact the department concerned for information about readmission deadlines.

126 Other grades used to report student progress are: not complete their thesis during their period of candidacy will have the “PR” grade changed to AU Audit 0 (Not computed an “NC” (“No Credit”). into GPA) AW Audit Withdrawal 0 (Not computed Class Attendance (registered as auditor, into GPA) Students are expected to attend all classes for which but failed to attend) they are registered. Academic work proceeds up to I Incomplete 0 (Not computed the date and hour of the beginning of holidays and into GPA) semester breaks and resumes promptly at the end of such breaks at the time specified in the Academic IE Incomplete Extended 0 (Not computed into GPA) Calendar. Students are accountable for any work missed by absence from classes. NC No Credit 0 (Not computed into GPA) Instructor Drops NP No Pass 0 (Not computed Instructors may, at their discretion, drop a student into GPA) from a class due to non-attendance at the first class P Pass (minimum of C- 0 (Not computed meeting. work required) into GPA) PR In Progress (thesis and 0 (Not computed Examinations and Assignments special courses only) into GPA) Faculty members establish the requirements and the nature of academic exercises and examinations. RD Report Delayed (faculty 0 (Not computed has not submitted a grade) into GPA) Examinations must be turned in at the scheduled completion time, and it is expected that all exami- UW Unofficial Withdrawal 0 (Not computed nations and manuscripts represent the student’s (registered, but failed into GPA) individual work. to attend) W Official Withdrawal (after 0 (Not computed An examination period occurs at the end of each eighth week of term) into GPA) semester. The faculty member concerned decides whether an examination is to be given in a particular Final grades are not subject to change by reason of course. The final examination, if given, may be one a revision of judgment on the instructor’s part or on of two types: the basis of a second trial, e.g., a new examination • A take-home examination with time and or additional work undertaken or completed after regulations determined by the faculty member the date of the semester report. • A scheduled examination—the class meeting time determines the time at which the The grade point average (GPA) of each student is examination is scheduled (see Final obtained by dividing the number of grade points Examination Schedule) earned by the number of semester course credits carried. Master’s and doctoral degree candidates Final examinations must be completed during the and teaching credential candidates must achieve days designated as the final examination period on and maintain a cumulative GPA of 3.0 or higher. the Academic Calendar. Students in the post-baccalaureate certificate programs, and special, non-degree graduate students Graduate students registered in undergraduate must maintain a GPA of 2.75 or higher. Grades for courses submit to the same examinations required transferred courses are not calculated into the GPA, of undergraduates. with the exception of grades for courses taken through cross-registration. All assignments, projects, term papers, and course assignments are due no later than 5:00 pm on the In Progress Grades last day of instruction. No examinations may be The temporary notation of “PR” (“In Progress”) given by instructors during the last five teaching indicates a course in progress. The “PR” grade is days of each semester. used only for thesis courses and other specifically designated courses in the School of Education that, Failure to take the final examination, or submit a by the nature of the course work involved, cannot paper or report that has been substituted for it, is be graded at the end of a given term. In the case counted as a failure in the examination. Exceptions of a “PR” grade for the thesis, students who do are made for reasons beyond the student’s control,

ACADEMIC REGULATIONS 127 at the discretion of the instructor. In such cases, the existing “I” grade will be replaced by an “IE” students may submit an Incomplete Grade Request/ grade indicating that an extension was granted. Report form for the course. The course will be Students may petition for only one extension. graded “I” until the examination has been taken, Further extensions will not be granted. which must occur by the end of the next semester (see Incomplete Work). The same policy applies to graduate students enrolled in undergraduate courses. Incomplete Work When, for reasons beyond her/his control, a student Grade Reports is unable to complete the final portion of her/his Students may access their semester grades online work in a course, she/he may request to receive in myMILLS via the Mills Resource Portal. Grade the temporary grade of “Incomplete” (“I”). When reports are mailed upon written request of the student. the outstanding work is submitted, the instructor Grade reports are not sent to the parents of students. will grade the work and the final grade will be Students who have not fulfilled their financial or recorded by the registrar with a notation of “Inc other obligations to the College will not be able to Grade Removed,” which will appear on the stu- access their grades until the obligations are met. dent’s transcript. Grade Appeal Procedure For a student to receive an “Incomplete,” she/he Any appeal of a grade must be undertaken before must obtain an Incomplete Grade Request/Report the end of the following semester or, in the case of form and file it with the appropriate information graduating students, before graduation. Reasons for and signatures. The form documents the percent- appeal are to correct an actual error in computation age of work completed, the grade for this work, or an error in entering the grade, or to address cases the work remaining to be completed, and the date where some part of the student’s work has been by which the remaining work is due. This form unintentionally overlooked. The first step in the must be filed by the last day of instruction, or, in procedure is an informal consultation between the case of a student’s inability to take the final the instructor and student. If the matter remains examination, by the end of the final examination unresolved, the next steps involve an appeal to the period. Without this form filed in the M Center, department head and to the academic dean of the the instructor is required to assign a letter grade. division. If the matter still remains unresolved, an A student applying for an “Incomplete” should appeal may be made to the provost and dean of refer to the Academic Standing section of this the faculty, who will make a final disposition of catalog to determine how the “Incomplete” will the appeal. affect her/his academic standing. Repeating a Course Faculty members may not assign an “Incomplete” Students who have received a passing grade in a at will; nor may students simply elect to take an course are not allowed a reexamination therein, “Incomplete” without sufficient cause. An “Incom- nor may they repeat the course. (Certain graduate- plete” is not intended to permit a student more time level courses may be repeated for credit, as noted for the work of a course than is normally allowed, in the course description in the catalog.) Students and will not be approved unless the student has may repeat any course in which they receive an already completed a minimum of two-thirds of “F.” Although the “F” remains on the record, the the course work. second grade is also recorded and calculated into the GPA. The student must complete the remaining work no later than the last day of instruction of the following Unsatisfactory Performance semester, or the date agreed upon with the instructor, If a student’s work is unsatisfactory, an early aca- whichever is earlier, whether or not she/he is demic warning may be sent to the student via email enrolled at Mills. If the remaining course work is by the instructor during the semester. A copy of not completed within the required time, the “Incom- this early academic warning is sent to the Division plete” will become an “F.” of Student Life and to the student’s advisor, who confers with the student regarding improvement In extraordinary circumstances, a student may of her/his studies. petition the Academic Standing Committee for an extension of the “Incomplete” deadline. If approved,

128 Academic Standing • normal progress toward the degree is not present. General Information Students’ academic progress is reviewed by the MBA and MPP students may be placed on proba- Academic Standing Committee (ASC) each tion if: semester to determine their academic standing as • their cumulative GPA is lower than 3.0 (2.75 defined below. The ASC will examine students’ in their first semester); or academic records based solely on Mills academic • normal progress toward the degree is not work and cross-registration courses. Consideration present. does not include transfer course work. Students who are placed on probation will have Individual graduate programs may establish and the permanent notation of “Probation” placed on administer more stringent requirements governing their transcript for the specific semester in which probation and dismissal in a specific program. their academic standing was not satisfactory. Failure to achieve the required level of academic proficiency within the specified time period will Removal from Probation lead to automatic dismissal. Students placed on probation are required to achieve a term and cumulative GPA of 3.0 or higher (term Satisfactory Academic Standing GPA may be 2.75 or higher for MBA and MPP Satisfactory academic progress is defined as: students) for the subsequent semester to be removed • minimum cumulative GPA of 3.0 (2.75 for from probation. post-baccalaureate certificate students or MBA and MPP students in their first semester) Students on probation who take a leave of absence • minimum term GPA of 3.0 except MBA and will be considered as on continued probation. MPP students Disqualification Warning All students who have been placed on probation, Students in all programs except MBA, MPP, and either on entry or after their first semester in atten- post-baccalaureate certificate are issued a warning dance and whose progress for the following term letter if their cumulative GPA is at least 3.0 but meets the definition of probation (above) are subject term GPA is below 3.0 and show normal progress to disqualification. Individual graduate programs toward the degree. may establish and administer more stringent requirements governing probation and disqualification in Post-baccalaureate certificate students are issued a specific program. Failure to achieve the required a warning letter if their cumulative GPA is at least level of academic proficiency within the specified 3.0 (2.75 in their first semester) but term GPA is time period will lead to automatic dismissal. below 3.0 (2.75 in their first semester) and show normal progress toward the degree. Appeal of Disqualification Students who are disqualified will have this notation Probation on their transcript unless they successfully appeal Students in all programs except MBA, MPP, and the disqualification, in which case a notation of post-baccalaureate certificate may be placed on “Probation” will replace the notation of “Disquali- probation if: fication.” In either case, the notation is permanent. • their cumulative GPA is lower than 3.0; or To appeal the disqualification, students may write • their cumulative GPA is at least 3.0 but their to the Academic Standing Committee (ASC) with term GPA is lower than 3.0; or an explanation of the circumstances which led to • normal progress toward the degree is not their poor academic performance. Letters of support present. from two faculty members who have worked with the student are also required. Appeals must be Post-baccalaureate certificate students may be received no later than the deadline for the first placed on probation if: ASC meeting of the semester immediately following • their cumulative GPA is lower than 3.0 (2.75 the disqualification. in their first semester); or • after their first semester, their cumulative GPA is at least 3.0 but their term GPA is lower than 3.0; or

ACADEMIC REGULATIONS 129 Academic Standing Committee (ASC) health or safety of the student or any other person. Students who wish to request an exception to aca- The president of the College may delegate the demic policy or procedure must petition the ASC, investigation or hearing of any disciplinary case to which meets each week during the term. Completed a committee appointed by the president to provide petitions, supporting documentation, etc., must be the procedural rights noted above. delivered to the M Center two business days before the next scheduled meeting. Students should not The College is not obligated to afford any procedur- petition a member of the ASC directly. Students al rights or remedies to students in cases involving should not assume that an exception will be misconduct that result in a decision to suspend or approved and are advised to continue with their expel, except the procedures outlined above including current program in the meantime. Students wishing the Tuition and Fees Adjustment Policy and Return to appeal a grade should not petition the ASC of Federal, State, and Institutional Financial Aid. (see Grade Appeal Procedure).

For more information, including the ASC meeting Graduation schedule, contact the M Center. Petitions to the Petition for Candidacy ASC are available online and in the M Center. All degree candidates must submit a Petition for Candidacy to the M Center. The petition must be Student Misconduct and Expulsion approved and filed before the candidate’s final The College may suspend or expel any student for semester at Mills (see Academic Calendar for any of the following reasons: deadlines). The Petition for Candidacy form is • lack of cooperation in maintaining the ideals available online and in the M Center. and standards of the College or failure to profit by its purposes and policies Comprehensive Examination • conduct contrary to the standards, rules, and Comprehensive examinations must be completed and regulations applicable to students which are grades submitted before a student will be allowed established from time to time by the College, to graduate or participate in Commencement. student government, and faculty • conduct of any nature that endangers the health Thesis or Dissertation or safety of the student or any other person Two copies of the approved thesis or dissertation must be filed with the Office of the Provost and Cases involving misconduct are customarily heard Dean of the Faculty approximately one week prior by the student Judicial Board established by the to the end of instruction for the term in which the Associated Students of Mills College (ASMC) student intends to graduate. Refer to the Academic Constitution. Such cases are subject to the specific Calendar for deadlines. These approved copies must procedures established from time to time by the be signed by the thesis director or dissertation chair, ASMC Constitution, unless the College exercises committee members, the reference librarian, and its right to decide the case as described below. the associate provost or provost. They will be deposited in the College library. The College reserves its right at all times to suspend or expel a student, whether or not the Judicial Board All students submitting a thesis or dissertation are re- has acted in the matter, provided that the student quired to pay a nonrefundable $45 thesis/dissertation be given: processing fee at the time the thesis/dissertation is • written notice explaining the nature of the turned in to the Office of the Provost and Dean of charge; the Faculty. • an opportunity to respond in person to the official or committee making the If the type B thesis (a creative work in the fine arts, recommendation to suspend or expel; and interdisciplinary computer science, or creative • a written decision explaining the reasons for writing) is of such a nature that it cannot be any action taken. duplicated, the original work will become the property of the College and will be deposited in In addition, the College may suspend any student the library. If the creator of a type B thesis intends on an interim basis of no more than 10 class days to copyright the thesis, the College retains a non- without notice of any other procedure in the event exclusive copyright interest. of conduct involving an imminent threat to the

130 No student will be permitted to graduate or partic- the degree, the area of study, and the date of the ipate in the Commencement ceremony until the student’s actual graduation. thesis or dissertation is turned in and a passing grade for the thesis submitted. Doctoral dissertations must Diplomas will not be released under certain be successfully defended in order for doctoral conditions: candidates to be eligible to participate in the • If a student is in financial default, the College Commencement ceremony. may withhold her/his diploma until all financial obligations are met. Dates for Conferral of Degree • If a student has received any “Incomplete” or Mills College confers degrees three times per year. “In Progress” grades for the spring or has any Students who complete all requirements for the missing grades, the diploma will be held until degree in the fall will have an official graduation the incomplete courses are completed and graded date of January 2 of the following year. Students or the missing grades have been submitted. who complete all requirements at the end of the • If a student attended another institution spring semester will have an official graduation through cross-registration during the final date that corresponds to the date of Commencement. spring semester, the diploma will be held until Students who complete all requirements in the an official transcript from the institution is summer will have a graduation date of September 1. received and reviewed and credit is granted. • Diplomas for doctoral students will be released Master’s degree candidates who have completed all only upon receipt of a Diploma Release form of their course work except the thesis must apply in the M Center from the School of Education. for “In Progress” status and pay the “In Progress” fee each semester until the thesis is completed and submitted (see In Progress Status). Transcripts and Enrollment Verification Commencement The Commencement ceremony, which takes place Transcripts each May, includes the formal conferral of the degree The official Mills College transcript includes for students who have completed all requirements all levels of academic work completed at Mills, in the previous summer term, fall semester, or including undergraduate and graduate. All transcripts spring semester. For MA, MFA, MBA, and MPP come in individually sealed envelopes, unless candidates, this includes completion of all formal otherwise specified. Transcript requests are not course work including the thesis, graduate research processed if the student has an outstanding obligation project, or comprehensive examination. For doctoral to the College, financial or otherwise. We cannot candidates, this includes completion of all formal accept phone or email requests. course work and the defense of their dissertation. For certificate candidates, this includes the com- For the fastest service, Mills College has authorized pletion of all course work. The conferral of the National Student Clearinghouse to provide online degree is signified by the awarding of the doctoral transcript ordering. The service allows payment or master’s hood, if applicable, and the symbolic with any major credit card or debit card with a presentation of the diploma or certificate. credit card logo.

Students with “Incomplete” grades or whose com- Transcripts may be ordered online via the Mills prehensive examinations either have not been graded Resource Portal or by going directly to the National or have received a failing grade are not eligible to Student Clearinghouse secure site. participate in the Commencement ceremony. If you do not have a credit card, please submit a Formal academic regalia are required of all students completed Transcript Request form or a written participating in the graduation ceremonies. request with payment in the form of check, cash, or money order to the M Center. Checks are made Diplomas payable to Mills College. Diplomas for students who have completed their requirements either in the previous summer or We cannot accept faxed Transcript Request forms fall are mailed in February. Diplomas for spring and the requests cannot be processed without graduates are mailed in June. The diploma bears payment.

ACADEMIC REGULATIONS 131 Written requests are submitted to the M Center Requests with GPA submitted via myMILLS will and should include the following information: be processed within two business days. There is • Your current name no fee to obtain enrollment verification. • Name used while in attendance • Social Security Number or Mills student Enrollment verification includes the following: ID number • Current enrollment status: full time or part time • Dates of attendance • Explanation of full-time status, including • Date of birth Mills semester course credits to semester • Number of copies credits conversion • Contact name and complete address of • Current and past terms attended, including recipient(s) term beginning and end dates • Your current mailing address and phone • Number of credits enrolled for current and number past terms • Check or money order made payable to • Degree(s) awarded or pending Mills College • Expected graduation date and term • Your signature • Field of study • GPA (when requested) Fees • Transcript fee is $10 per copy. Students may view the status of an enrollment ver- • Rush delivery fee is an additional $25 per ification request by logging in to their myMILLS recipient. account and clicking on the “Enrollment Verifi- cations and Loan Information” link. Service • Standard service—please allow five business In-Person Enrollment Verification days upon receipt for processing. Students who have a supplemental form(s) to be • Rush and rush international service requests completed as part of the enrollment verification are processed within 24 hours upon receipt may bring the form(s) to the M Center and submit and sent via overnight mail. Rush service may a request in person by completing the Enrollment also be requested in person at the M Center. Verification Request form, available in the M Center. Enrollment verification that does not require addi- Current students may print an unofficial transcript at tional forms can be requested online via myMILLS. any time through myMILLS via the Mills Resource Portal. After Commencement, students who have Third-Party Requests earned their degrees are sent one complimentary Mills College has authorized the NSC to provide official transcript. degree and enrollment verification for its students. Students who receive requests from a third party Degree and Enrollment Verification for degree or enrollment verification may refer Online Enrollment Verification them to: Students may request enrollment verification (with or without the GPA) online in myMILLS via the National Student Clearinghouse Mills Resource Portal. The enrollment verification www.studentclearinghouse.org can be mailed, faxed, or held for pick up at the Phone: 703.742.4200 Fax: 703.742.4239 M Center. Students may also print enrollment Email: [email protected] verification without the GPA directly from myMILLS Mail: 2300 Dulles Station Blvd., Suite 300 via the National Student Clearinghouse (NSC) by Herndon, VA 20171 clicking on the “Enrollment Verifications and Loan Information” link in the main menu. Contact the M Center for more information.

Enrollment verification certifies past and current semesters. For enrollment verification for a future semester, the student must be registered in classes and the following disclaimer will be printed on the verification: “The verification of any future term noted here is based solely on the student’s registration and cannot be verified officially until instruction has begun.”

132 Board of Trustees Member List Rosters Kathleen Burke; Chair, Mills Board of Trustees College Officers Julia M. Almanzan ’92; Deputy County Counsel, County of Los Angeles Janet L. Holmgren President James Andrasick; Matson Navigation Company, Inc. Ramon Torrecilha Executive Vice President Richard Barrett; Union Leasing Corporation

Sandra Greer Mara-Michelle Batlin ’83; NGO Alliance Provost and Dean of the Faculty Wendy Brody ’68 Renée Jadushlever Vice President for Operations Earl Cheit; Lifetime Trustee ’01, University of Cynthia Brandt Stover California Vice President for Institutional Advancement Gordon H. Chong; Chong Partners Architecture LaDene Diamond Nita Clark ’91 Vice President for Finance and Administration and Treasurer Joan Danforth ’53; Honorary Lifetime Trustee ’98

Therese Leone Lauriann Delay; Morgan Stanley Vice President and General Counsel Thomas Ehrlich; Carnegie Foundation Giulietta Aquino Dean of Undergraduate Admission Lyn Flanigan ’65; Alumna Trustee

Joi D. Lewis James Fowler; Apple, Inc. Dean of Student Life and Vice Provost Nan Gefen; Founding Editor/Publisher, Marianne Sheldon Persimmon Tree Assistant Secretary to the Board of Trustees and Professor of History Daisy Gonzales ’07; Fellow, California State Assembly Board of Trustees Sabrina Hellman; Community Philanthropist Mills College is incorporated under the laws of the State of California and is controlled by a Board of Sandra Hernandez; San Francisco Foundation Trustees that is responsible for all its business and Maryellen Cattani Herringer; Attorney affairs. The board appoints the president of the College, who is the executive and educational Janet L. Holmgren; Mills President head of the College and the chief executive officer of the faculty. The president is a member of the Linda Jaquez-Fissori ’92; President, AAMC board and all its standing committees. The board, Board of Governors on recommendation of the president, also appoints principal officers of the College and members of Merrill Kasper ’83 the faculty. Maribelle Leavitt; Roda Ventures, LLC Community participation in board deliberations is Lorry I. Lokey; Founder, Business Wire assured through the structure of working committees for the board. Under the College bylaws, student John McDonnell; Reed Smith LLP and faculty leaders are members of two standing committees of the Mills Board of Trustees—the Alex Orgel Moses ’64 Educational Policies and Student Life Committees.

133 Helen Muirhead ’58; Lifetime Trustee ’05 Art Museum, Aron Art Center 510.430.2164, [email protected] Jane Newhall ’36; Lifetime Trustee ’89 Athletics, Haas Pavilion Alexandra Rinde ’08; Law Student, University of 510.430.2172, [email protected] California, Berkeley School of Law Audiovisual Technical Services, Fine Arts Annex Gayle Rothrock ’68; Alumna Trustee 510.430.2211, [email protected] Board of Trustees, Mills Hall Room 10 Cristine Russell ’71; Health Correspondent 510.430.2345 Barbara Sandoval-Terrazas ’73; Tiburcio Café Suzie, Rothwell Center Vasquez Health Center, Inc. 510.430.3101, [email protected]

Katherine Schapiro; Sentinel Asset Management Campus Facilities, Corporation Yard 510.430.2146, [email protected] Clare Springs ’66; Honorary Lifetime Trustee Career Services, Cowell Building ’03; Springs & Associates PC 510.430.2130, [email protected] Vivian Stephenson; Honorary Lifetime Trustee Cashier, Sage Hall ’09 510.430.3205, [email protected]

Myra Strober; Stanford University Central Systems and Administrative Computing Lucie Stern Room 33, 510.430.2241, [email protected] Roselyne Chroman Swig; Lifetime Trustee ’08 Chapel Evelyn Thorne ’48; Lifetime Trustee ’01 510.430.2130, [email protected] Chapel Rental Linda Cohen Turner ’68; The College Choice 510.430.2145, [email protected] Toni Renee Vierra ’98; Healthy Buildings USA Children’s School, Education Center 510.430.2118, [email protected] Glenn Voyles; Retired Investment Manager College Events, Sage Hall Room 147 Margaret B. Wilkerson; Professor Emerita, 510.430.3230, [email protected] University of California, Berkeley Counseling and Psychological Services, Cowell Barbara Ahmajan Wolfe ’65; Retired Corporate Building, 510.430.2130, [email protected] Executive Development/Institutional Advancement, Carnegie Hall Room 150, 510.430.2097, [email protected] Dining Services, Sage Hall Room 138 Administrative Offices 510.430.2042, [email protected] Academic Records/M Center, Carnegie Hall Division of Student Life, Cowell Building Room 101, 510.430.2000, [email protected] 510.430.2130, [email protected] Accounts Payable, Sage Hall Room 105 Employee Services, Sage Hall 128 510.430.2121, [email protected] 510.430.2282, [email protected] Admission, Undergraduate, Mills Hall Room 222 EthicsPoint 510.430.2135, [email protected] To report fraudulent, ethical, or financial Admission, Graduate, Mills Hall Room 226 violations, please contact EthicsPoint. 510.430.3309, [email protected] Finance Office, Sage Hall Alumnae Association of Mills College, Reinhardt 510.430.2089, [email protected] Alumnae House, 510.430.3373, [email protected] Financial Aid/M Center, Carnegie Hall Room 101 Alumnae Relations, Reinhardt Alumnae House 510.430.2000, [email protected] 510.430.2123, [email protected]

134 Founders Commons Dining Hall President’s Office, Mills Hall Room 109 510.430.2061, [email protected] 510.430.2094, [email protected] General Counsel (Legal), Mills Hall Room 119 Provost, Mills Hall Room 202 510.430.2228, [email protected] 510.430.2096, [email protected] Health Programs, Cowell Building Room 3 Public Safety, CPM Room 113 510.430.2260, [email protected] 510.430.5555 Escort and Shuttle Service, 510.430.2124 Housing Management and Dining Services, Sage [email protected] Hall Room 138, 510.430.2127, [email protected] Registrar/M Center, Carnegie Hall Room 101 Human Resources, Sage Hall Room 131 510.430.2000, [email protected] 510.430.2282, [email protected] Residential Life, Cowell Building Information Technology Services, Lucie Stern 510.430.2130, [email protected] Room 21, 510.430.2005, [email protected] Services for Students with Disabilities, Cowell Institutional Advancement, Carnegie Hall Room Building, 510.430.2130, [email protected] 150, 510.430.2097, [email protected] Spiritual and Religious Life, Chapel Institutional Research and Planning, Mills Hall 510.430.2130, [email protected] Room 217, 510.430.2084, [email protected] Student Accounts/M Center, Carnegie Hall Jobs, Sage Hall Room 128 Room 101, 510.430.2000, [email protected] 510.430.2282, [email protected] Student Activities, Rothwell Center Library, F. W. Olin 510.430.2322, [email protected] 510.430.2196, [email protected] Student Diversity Programs, Rothwell Center Lost and Found, Sage Hall Room 141 510.430.3165, [email protected] 510.430.3151, [email protected] Student Government, Rothwell Center M Center, Carnegie Hall Room 101 510.430.2108, [email protected] 510.430.2000, [email protected] Tea Shop, Rothwell Center Mail and Copy Center, Rothwell Center 510.430.3262, [email protected] 510.430.2149, [email protected] Telephone Services, Lucie Stern Room 32 Marketing, Mills Hall Room 124 510.430.3265, [email protected] 510.430.2157, [email protected] Transcripts/M Center, Carnegie Hall Room 101 Media Relations, Mills Hall Room 211 510.430.2000, [email protected] 510.430.2320, [email protected] Treasurer’s Office, Sage Hall Room 135 Payroll, Sage Hall Room 102 510.430.2125, [email protected] 510.430.2122, [email protected] Web Publishing, Lucie Stern Rooms 24, 28, 30 Pool, Trefethen Aquatic Center [email protected] 510.430.2170

ROSTERS 135 B Index Billing Payments, and Deadlines, 107 A Statements, 107 Academic Calendar, 4 Biochemistry and Molecular Biology, 12 Certificate Program, 13 Academic Credit, 123 Faculty, 13 Academic Regulations, 122 Board of Trustees, 133 Academic Credit, 123 Academic Standing, 129 C Attendance Requirements, 123 Calendar, Academic, 4 Enrollment Verification, 131 Certification of Finances, 101 Grading, see Grading, 126 Graduation, 130 Children’s School, 7, 38 Misconduct and Expulsion, 130 Class Meeting Times, 118 Program Limits, 124 College Expenses, 103 Residency Requirement, 123 College Officers, 133 Student Status, 124 Commencement, 131 Transcripts, 131 Transfer Credit Policy, 124 Computer Science, 14 Advanced Degree Preparatory Track, 16 Academic Standing, 129 Courses, 16 Committee, 130 Faculty, 15 Accepted Students, 100 Master of Arts, 15 Accreditation, 3 Post-Baccalaureate Certificate Program, 16 Adjustment Policy, Tuition and Fees, 106 Post-Baccalaureate Programs, 16 Administration of Programs, 3 Concurrent Enrollment, 124 Administrative Concurrent Enrollment Policy, 100 Fees and Charges, Other, 108 Confirmation of Semester Attendance, 117 Offices, 134 Course Load, 124 Admission, 98 Course(s), 118 Application Deadlines, 99 Adding a, 118 Application Fees, 99 Cancelled, 120 Application Forms and Materials, 99 Dropping a, 119 Application Process, 100 Fees, Special, 108 Applying for, 99 Levels, 118 International Applicants, 101 Meeting Times, 118 Probationary, 101 Pass/No Pass (P/NP) Grading Option, 119 Requirements, 99 Selection, 118 Advising and Registration, 116 Special, 120 Academic Advising, 117 Withdrawing, from a, 119 Confirmation of Semester Attendance, 117 Credit Course Selection, 118 Academic, 123 Course, Adding, Dropping, or Withdrawing, 118 Transfer, 124 Cross-Registration, 121 Variable, 120 Registration, 118 Cross-Registration, 121 Student Records on the Web, 117 Application D Deadlines, 99 Dance, 19 Forms and Materials, 99 Courses, 22 Process, 100 Faculty, 20 Art, Studio, 10 Master of Arts, 20 Courses, 10 Master of Fine Arts with an Emphasis in Faculty, 10 Choreography and Performance, 22 Master of Fine Arts, 10 Master of Fine Arts with an Emphasis in Assistantships, Departmental, 111 Choreography, 21 Assumption Program, State Loan, 114 Deadlines, Application, 99 Attendance Requirements, 123 Deferment Policy, 101 Auditing a Course, 119 Deposit Policy, 101 Auditors, 120 Diplomas, 131 Disqualification, 129 Dissertation, 130

136 E Program, Additional, 108 Education, 26 Summer, 105 Courses, 33 Tuition and, 104 Early Childhood Education, 28 Financial Aid, 110 Doctor of Education in Leadership (EdD) with Alumnae Tuition Scholarships, 111 an Emphasis in Early Childhood, 29 Art Department, 111 Early Childhood Special Education Credential Departmental Assistantships, 111 Program, 29 English Department, 111 Master of Arts (MA) with an Emphasis in Federal and State Aid, 112 Child Life in Hospitals, 29 Federal, State, and Institutional Financial Aid, Master of Arts (MA) with an Emphasis in Return of, 114 Early Childhood Education, 28 Graduate PLUS Loan, 114 Master of Arts (MA) with an Emphasis in Lorry I. Lokey Graduate School of Business, Leadership in Early Childhood, 28 111 Educational Leadership, 30 Music Department, 111 Administrative Services Credential (ASC), 30 Post-Baccalaureate Pre-Medical Certificate Doctor of Education (EdD), 31 Program, 111 Master of Arts in Education (MA), 30 Rules and Regulations, 114 Faculty, 27 Satisfactory Academic Progress Policy, 115 Teacher Preparation, 31 School of Education, 112 Master of Arts in Education with an Stafford Loans, 112 Emphasis in Teaching (MEET), 32 State Loan Assumption Program, 114 Multiple Subjects Credential, 32 Work-Study, 114 Multiple Subjects Credential with an Early Financial Information, 101 Childhood Emphasis, 31 Financial Petitions, 109 Single Subject Credential: Art, English, Foreign Language, or Social Studies, 32 G Single Subject Credential: Math or Science, Grade Options, Changing, 119 32 Grading, 126 English, 47 Appeal Procedure, 128 Courses, 51 Class Attendance, 127 Faculty, 48 Examinations and Assignments, 127 Master of Arts in English and American Grade Reports, 128 Literature, 49 In Progress, 127 Master of Fine Arts in Book Art and Creative Incomplete Work, 128 Writing, 51 Instructor Drops, 127 Master of Fine Arts in Creative Writing with an Repeating a Course, 128 Emphasis in Poetry, 49 Unsatisfactory Performance, 128 Master of Fine Arts in Creative Writing with an Graduate PLUS Loan, 114 Emphasis in Prose, 50 Graduate Record Examination, 99 Enrollment Policy, Concurrent, 100 Graduation, 130 Enrollment Status, change in, 107 Comprehensive Examination, 130 Enrollment Verification, 131 Diplomas, 131 Enrollment, Concurrent, 124 Petition for Candidacy, 130 Expenses, College, 103 Thesis or Dissertation, 130 Administrative Fees and Charges, Other, 108 Graduation and Persistence Rates, Student, 3 Course Fees, Special, 108 Program Costs, Additional, 108 H Expulsion, 130 Health Plan, Student, 104 Housing, 102 F Housing, Graduate, 7 Faculty, 6 Federal Aid, 112 I Graduate PLUS Loan, 114 I-20 Form, 102 Stafford Loans, 112 IELTS, 102 Federal, State, and Institutional Financial Aid, Infant Mental Health, 61 Return of, 114 4+1 BA/MA Program, 62 Fees Faculty, 62 Administrative, Other, 108 Master of Arts, 62 Application, 99 Intermedia Arts, 63 Course, Special, 108 Courses, 64 Late, 108 Faculty, 64 Other, 108 International Students, 101

INDEX 137 L Privacy Rights, Student, 3 Leave of Absence, 101, 125 Probation, 129 Readmission Process, 101 Probationary Admission, 101 Loans Program Limits, 124 Assumption Program, State, 114 Programs, Administration of, 3 Graduate PLUS, 114 Public Policy, 92 Stafford, 112 Courses, 95 M Faculty, 93 Master of Public Policy (MPP), 93 Mathematics, 76 Application to the 4+1 BA/MA Program, 77 R Courses, 78 Readmission, 126 Faculty, 77 Master of Arts, 77 Readmission Process, Leave of Absence, 101 MBA, 66 Recommendations, 102 Accelerated Graduate Study (The Fast Track), 67 Registration, 118 Courses, 69 Registration, Cross, 121 Faculty, 67 Registration, see Advising and Registration, 116 Graduate MBA Curriculum, 68 Regulations, Academic (see Academic Mills 4+1 BA/MBA Program, 69 Regulations), 122 Regular Full- or Part-Time Graduate Study (The Flex Track), 69 Requirements, Attendance, 123 Meal Plan Rates, 105 Residence Rates, 105 Mental Health, see Infant Mental Health, 61 Residency Requirement, 123 Mills College Resources, Campus, 7 Academic Environment, 7 Rosters, 133 Campus Resources, 7 S Faculty, 6 Graduate Housing, 7 Scholarships, Alumnae Tuition, 111 History, 8 Stafford Loans, 112 Misconduct and Expulsion, 130 Standardized Test Scores, Graduate Record Molecular Biology (see Biochemistry and Examination (GRE), 99 Molecular Biology), 12 State Aid, 112 Music, 80 Statements, Billing, 107 Courses, 84 Student Graduation and Persistence Rates, 3 Faculty, 81 Student Health Plan, 104 Master of Arts in Composition, 82 Student Privacy Rights, 3 Master of Fine Arts in Electronic Music and Recording Media, 82 Student Records on the Web, 117 Master of Fine Arts in Performance and Student Status, 124 Literature, 83 Students, Accepted, 100 Summer Fees, 105 N Nondiscrimination Statement, 3 T Thesis, 123, 130 O TOEFL, 102 Officers, College, 133 Transcripts, 102, 131 Offices, Administrative, 134 Transfer Credit Policy, 124 P Trustees, Board of, 133 Payments Tuition and Fees, 104 Billing and Deadlines, 107 Adjustment Policy, 106 In Full, 107 Installment, 107 V Photography, Campus, 3 Variable Credit, 120 Policies Verification, Enrollment, 131 Concurrent Enrollment, 100 W Deferment, 101 Deposit, 101 Web, Student Records on the, 117 Pre-Med, 89 Withdrawal, 126 Faculty, Biology, 90 Withdrawing from a Course, 119 Post-Baccalaureate Pre-Medical Certificate, 91 Work-Study, 114 Typical course schedule for two years, 91

138 Ofﬁ ce of Graduate Admission Mills College 5000 MacArthur Blvd. Oakland, CA 94613

Phone: 510.430.3309 Fax: 510.430.2159 [email protected] www.mills.edu

2025 08.10