Beloit College Catalog 2009-2011 Chp 1 0911:Chp 1 0507.Qxd 6/29/09 2:26 PM Page 1

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Beloit College Catalog 2009-2011 Chp 1 0911:Chp 1 0507.qxd 6/29/09 2:26 PM Page 1

Catalog 2009-2011 Beloit College • Founded 1846 • Beloit, Wisconsin Chp 1 0911:Chp 1 0507.qxd 6/29/09 2:26 PM Page 2

Beloit College Catalog, 2009-2011

Published by Beloit College 700 College St. Beloit, WI 53511

For more information, write or call the Beloit College Admissions Office (800-923-5648 or 608-363-2500); fax (608-363-2075); email [email protected]; or visit us on the Web at www.beloit.edu. The courses of study, assignments of faculty, programs, facilities, policies, services, and activities and fees described herein are subject to change, revision, cancellation, or withdrawal without published notice and without liability, at the discretion of the trustees, faculty, and administrative officers of the College. Students are bound by the requirements and policies set forth in the Beloit College catalog—the edition that pertains to their first year on campus or a more current version, whichever is appropriate. It is the policy of Beloit College, in the administration of its educational policies and programs, financial aid program, employment policies, and other College- administered activities, not to discriminate against students, applicants for admission or employment, or employees on the basis of sex, race, color, religion, national origin, ancestry, age, sexual orientation, physical or mental disabilities, or other traits protected by law which are unrelated to institutional jobs, programs, or activities. ©2009 Beloit College. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, or otherwise, without the prior written permission of Beloit College. Chp 1 0911:Chp 1 0507.qxd 6/29/09 2:26 PM Page 3

Contents

1 Curriculum and Academic Requirements ...... 5 College Mission and Goals • Curriculum and Educational Focus • Degrees Offered • Degree Requirements • Degree Expectations • First-Year Initiatives Program • Sophomore-Year Initiatives Program• Writing Program • Academic Regulations

2 Major Fields of Concentration...... 25

3 Minor Fields of Concentration ...... 167

4 Special Academic Programs...... 189 Center for Language Studies • English as a Second Language • International Education • Domestic Off- Campus Programs • Physical Education, Recreation, and Athletics • Preprofessional Programs • Residency Programs • Special Academic Programs in the Sciences • Special Experiential Programs • Other Special Programs

5 Support Programs...... 215 Dean of Students Office • Academic Advising and Support for Student Success • Career Services • Health and Wellness • Intercultural Affairs • Learning Enrichment and Disability Services • TRIO Department • Writing Center

6 Matriculation...... 225 Admission • Tuition and Fees • Financial Aid

7 Campus Life ...... 235 Residential Life • Co-Curricular Activities • Campus and Community Outreach Center • Community Government • General Policies

8 Directory...... 243 The Campus • Faculty

Academic Calendars...... 257-258

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CHAPTER 1 Curriculum and Academic Requirements Chp 1 0911:Chp 1 0507.qxd 6/29/09 2:26 PM Page 6

Curriculum and Academic Requirements

• College Mission and Goals

• Curriculum and Educational Focus

• Degrees Offered

• Degree Requirements

• Degree Expectations

• First-Year Initiatives Program

• Sophomore-Year Initiatives Program

• Writing Program

• Academic Regulations

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College Mission and Goals

Mission • an understanding of diverse cultures and the effects of culture on Beloit College engages the intelli- behavior gence, imagination, and curiosity of its students, empowering them to lead • an appreciation of aesthetics and the fulfilling lives marked by high achieve- power of creative expression ment, personal responsibility, and pub- • an awareness of the ways in which lic contribution in a diverse society. disciplines interact and overlap Our emphasis on international and interdisciplinary perspectives, the inte- • a core of essential skills for gration of knowledge with experience, productive, meaningful engagement and close collaboration among peers, with the world: professors, and staff equips our students to approach the complex prob- • effective written and oral lems of the world ethically and communication thoughtfully. • logical thinking Goals • quantitative reasoning As a learning community, we value • information literacy • the pursuit of knowledge through • problem-solving free inquiry • judgment • the pursuit of personal, social, and We accomplish these goals through a intellectual development through rigorous, coherent curriculum and multiple paths comprehensive co-curriculum that • a spirit of collaboration, civility, emphasize: and respect • engaged learning • creativity and innovation • collaborative learning • the educational benefits of • experiential learning engaging diverse perspectives, backgrounds, and identities • interdisciplinary and integrated

learning Curriculum and Academic Requirements • active, responsible citizenship • international/global perspectives • integrity of purpose and performance As members of this community, Beloit College students develop: • a passion for learning within and beyond the classroom • depth and breadth of knowledge • an understanding of the significance of human accomplishments across cultures and times • an understanding of the ways in which human communities operate and interact • an understanding of scientific perspectives and processes 7 Chp 1 0911:Chp 1 0507.qxd 6/29/09 2:26 PM Page 8

Curriculum and Educational Focus

Since the beginning, Beloit has been We emphasize bringing together differ- dedicated to the concept of liberal ent ideas through interdisciplinary education. Liberal education is liberat- approaches and courses. ing education. It is education that sets the mind free by developing its intel- In addition to interdisciplinary require- lectual and emotional potential. We ments for all students (see below), stress critical thinking, creativity, prob- Beloit offers a self-designed major in lem solving, communication, the abili- interdisciplinary studies and interdisci- ty to understand the world, and the plinary majors in biochemistry, environ- motivation to act in a responsible fash- mental studies, health and society, and ion within that world. We believe women and gender studies. informed thinking should be com- Students must complete 1 unit of inter- bined with effective action. disciplinary studies courses or 2 units of Beloit emphasizes engaged learning in paired courses designated by faculty as a every aspect of the curriculum, and it cluster. is especially emphasized in three dis- Writing Across the Curriculum. tinctive components of the academic Regardless of discipline, effective writ- program: ing is a critical skill. Writing is also a • International Education. Life in powerful tool for learning. By writing the 21st century demands intercultural about a newly encountered idea or con- communication skills, the application cept, we can sharpen our understanding of multiple perspectives, and the ability of it. Courses across all of the disci- to analyze global issues. International plines emphasize the importance of education is thus critical to liberal edu- writing, and many courses actively con- cation. At Beloit, it is achieved nect course content with writing. Some through a combination of on-campus put special emphasis on the develop- instructional and co-curricular activi- ment of writing ability while others use ties and off-campus studies. writing as a vital tool for learning course material. Students are expected to take at least 2 units involving study or experience of a Students must complete at least 3 courses language and/or culture not their own designated as Learning to Write (LW), and of their relations between nations Writing to Learn (WL), or both. or other entities in a global context. Breadth of Learning. To provide • Experiential Education. We breadth of perspective, Beloit requires believe that learning through action is study in three major disciplinary cate- a powerful way to become educated. gories. Courses are designed to provide Experiential learning includes active a sense of the method, content, and learning in the classroom, laboratory, critical perspective that characterize var- and studio, as well as community ious disciplines. involvement through internships and Division I leadership programs. Natural Sciences and Mathematics Students are expected to include an experiential learning component in • biology their academic program. • chemistry • Interdisciplinary Learning. • geology Important questions and issues are best understood by using knowledge • mathematics and computer science from many different disciplines. The • physics and astronomy promotion of human rights, for example, can benefit from combining the insights of the natural sciences, social sciences, and the arts and humanities. 8 Chp 1 0911:Chp 1 0507.qxd 6/29/09 2:26 PM Page 9

Division II Social Sciences • anthropology • economics and management • education and youth studies • political science and international relations • psychology • sociology Division III Arts and Humanities • art and art history • classics • English • history • modern languages and literatures • music • philosophy and religious studies • theatre arts Students must complete a minimum of 2 units in each of the three divisions. For Division I, at least 1 of the 2 units must be in the natural sciences. Curriculum and Academic Requirements

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Degrees Offered

The Bachelor of Arts and Bachelor of and/or mathematics outside their Science degrees are conferred by major department. Students whose Beloit College upon completion of the major field of concentration is mathe- prescribed requirements. matics or computer science may elect to receive the Bachelor of Science degree The degree normally awarded is that if they present a minimum of 4 units in of Bachelor of Arts. Those whose the natural sciences. This election is major field of concentration is in the normally made at the time of the selec- natural sciences (biology, biochem- tion of the major field of concentration istry, chemistry, geology, and physics) and must be made prior to the begin- may, however, elect to receive the ning of the senior year. Bachelor of Science degree if they present a minimum of 4 units in science

Degree Requirements

A student may choose to be governed ics, one of which must be a natur- by the degree requirements enumerat- al science; AND ed in any one of the following three b. At least 2 units in the division of catalogs: a) the catalog at the time of social sciences; AND entrance; b) the catalog at the time of c. At least 2 units in the division of declaration of major; or c) the catalog arts and humanities. at the time of graduation. Some courses may be excluded from meeting the divisional breadth require- Requirements for the bachelor’s ment because of their narrow, technical, degree are: skill-oriented, or remedial character. Such exclusions are noted in the course 1. Satisfactory completion of the descriptions. College’s writing requirement: a. All students must complete, with 3. Completion of a specific departmen- a grade of “C” or above, a mini- tal or interdisciplinary major with a mum of 3 courses designated as cumulative grade point average of at LW (Learning to Write), WL least “C” (2.0) in all full or fractional (Writing to Learn), or LW/WL. courses in the departmental or inter- b. All students must meet a depart- disciplinary major. Majors require at mental requirement for writing least 8 units, and self-designed inter- (or another form of communica- disciplinary majors require at least 12 tion), designated by their major units. Majors may not require more department or program. (See the than 11 units in any one department appropriate department or pro- and may require no more than 15 gram for specific information.) units total, including supporting 2. Satisfactory completion of the courses. Completion of a major College’s liberal arts breadth requires certification by the appropri- requirements. These requirements ate committee, department, or pro- should normally be completed by gram that all credit and non-credit- the end of the student’s fourth bearing requirements of that major semester. Students may not be have been met. granted junior status until they have 4. Completion of the College’s interdis- completed these requirements. ciplinary requirement: The breadth requirements consist of: a. One unit of interdisciplinary stud- a. At least 2 units in the division of ies; natural sciences and mathemat- OR 10 Chp 10911:Chp0507.qxd6/29/092:26PMPage11 5. Atleast31unitsofearnedcredit, Degree Expectations 1. Studentswillbeexpectedtocom- g. No morethan4unitsofcourse g. Nocreditshallbegrantedfor f. Nomorethan13unitsinany e. No morethan22unitsinany d. Nomorethan2unitsofcredit c. At least16unitsmustbecom- b. Suchcreditisgrantedonthe a. Beloit coursesattempted. age ofatleast“C”(2.0)inall with acumulativegradepointaver- Asetofpairedunitsdesignated b. global context. nations orotherglobalentitiesina own andoftheirrelationsbetween language and/orculturenottheir involving studyorexperienceofa non-credit-bearing activities) plete atleast2units(orequivalent for graduation. ed towardthe31unitsrequired cation departmentmaybecount- work offeredbythephysicaledu- ignated asrepeatable. earned, unlessthecourseisdes- credit haspreviouslybeen repetition ofacourseforwhich required forgraduation. toward thetotalof31units one departmentmaybecounted required forgraduation. toward thetotalof31units one divisionmaybecounted year. ferred toBeloitduringthesenior earned elsewheremaybetrans- pleted atBeloitCollege. and acceptedontransfer. tion, orworkdoneelsewhere level examination,IBexamina- credit byexamination,GCEA- CEEB advanceplacementand Beloit creditbyexamination, basis ofworkdoneatBeloit, by facultyasacluster. 3. Studentswillbeexpectedtocom- 2. Studentswillbeexpectedtoinclude with theiradvisor. their sophomoreyearinconsultation (My AcademicPlanorMAP)during plete acomprehensiveacademicplan in theiracademicprograms. an experientiallearningcomponent k. Those studentswho electaminor k. Nomorethanatotalof2units j. Nomorethanatotalof1unit i. No morethan4unitsoffield h. fulfillment oftheminor. at least2.0incoursespresented cumulative gradepointaverageof officially awarded,achievea must, inorderfortheminortobe required forgraduation. be countedtowardthe31units English asasecondlanguagemay required forgraduation. be countedtowardthe31units teaching assistantship(395)may experience credit. count morethan2unitsoffield the Collegeisrequiredinorderto ter. Theapprovalofthedean may becompletedinonesemes- units offieldexperiencecredit toward amajor.Nomorethan2 credit maybeusedtocount than 2unitsoffieldexperience required forgraduation.Nomore counted towardthe31units and/or lifeexperience)maybe and internationalprograms, field terms,off-campusdomestic tially basedprograms(including experience creditfromexperien-

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First-Year Initiatives Program

First-year students pre-register over the All seminars take an integrative and col- summer for the seminar taught during laborative approach to learning. the fall semester. Enrollment is limited Designed to foster inquiry and discus- to 15 to 17 students per seminar, and sion among participants, the FYI semi- seminar leaders are faculty from all nar becomes a cooperative academic ranks and from all departments. Each experience between students and facul- year students can choose from a wide ty. It seeks to introduce students to the range of exciting and innovative topics. satisfaction of the life of the mind along with the value of personal effectiveness, The objectives of FYI are as follows: self-reliance, and the taking of initiative • To provide students with a richly in achieving worthy ends. inspired introduction to inquiry, criti- After the seminar, the relationship cal thinking, and collaboration in the between leader and student continues liberal arts and to acquaint students during the spring semester with addi- with the mission and values of Beloit tional activities. The spring semester is College. also the time for seminar leaders and • To develop students’ academic administrative staff to facilitate the pro- skills, such as writing and oral presen- posal of competitive Venture Grants so tation. that, as sophomores, students may continue a project begun during the first • To develop students’ awareness year or initiate a new one. These events and understanding of, as well as during the second semester help bring a engagement with, the Beloit College sense of closure to the year-long pro- campus and the community beyond it. gram and also set the stage for the • To develop a strong mentoring Sophomore-Year Initiatives Program. and advising relationship between FYI leader and student to facilitate good Description of Courses academic planning and the develop- 100. First-Year Initiatives Seminar ment of the social and co-curricular (1 1⁄2). Designed to foster inquiry and aspects of the student’s Beloit experi- discussion among participants, the FYI ence. seminar becomes a cooperative academ- The leader serves as the first-year and ic experience. The sharing of ideas and sophomore academic advisor to the the emphasizing of personal responsi- students in his or her seminar. Thus bility for intellectual development first-year students are assigned to an encourage students to engage actively advisor on the basis of their seminar not only in inquiry and analysis but in selection. The shared intellectual expe- the setting and pursuit of personal rience provides a foundation for effec- goals. Graded A, A-, B+, B, B-, C+, C, tive communication between advisor NC (no credit). Offered each semester. and advisee. During New Student Days, all seminars read a common text and engage in activities on and off campus that facilitate critical thinking, campus orientation, and community engagement.

12 Chp 10911:Chp0507.qxd6/29/092:26PMPage13 Venture Grants: and ingroups. with theiradviseesbothindividually tion, FYI-SYIadvisorsmeetinformally My AcademicPlan(MAP).Inaddi- SOAR Week,and5)completionofa Welcome-Back activities,3)Retreat,4) have included1)VentureGrants,2) making. Inpastyears,theseprograms development thatfacilitatedecision- of activitiesbasedonsophomorestudent opportunities. TheCollegeplansaseries activities, andinvestigateexperiential options, becomeimmersedinon-campus evaluate andpursueoff-campusstudy select ordeveloptheirprogramofstudy, During thesophomoreyear,students sultation withfacultyandstaff. dently whileutilizingresourcesincon- Students workincreasinglyindepen- First-Year InitiativesProgram. strategy thatdiffersfromofthe between studentandadvisorbutwitha Program continuesthecloseinteraction The Sophomore-YearInitiatives Enrichment andDisabilityServices Education, andtheLearning Services Office,OfficeofInternational Staff membersfromtheCareer opportunities, andexploreinternships. study, becomeinvolvedinleadership done so),finalizeplansforoff-campus gram ofstudy(iftheyhaven’talready encourage studentstoselecttheirpro- ties withtheiradvisors.Advisorsalso discuss relevanteventsandopportuni- a specialSundaydinnermeetingto September, sophomoresareinvitedto Sophomore Dinners:Earlyin Welcome-Back Activitiesand other typesofpresentations. photo exhibitions,shows,classes,and or sharetheirexperiencesthrough quently presentatStudentSymposium annually. VentureGrantwinnersfre- from $500–$1,500eacharegiven 10 projectswithcashawardsranging campus community.Approximately benefit themselves,others,andthe summer orsophomoreyearthatwill may proposeanexperiencefortheir activities inwhichfirst-yearstudents self-testing, intellectuallychallenging project consistsofentrepreneurial, Sophomore-Year Initiatives Program A VentureGrant exam weeks. and extendedlibraryhoursduring cling programs,interculturalactivities, Interaction Committee(BIC),recy- ment oftheJavaJoint,Beloit initiatives haveincludedthedevelop- plans toaddressthem.Inthepastsuch campus concernsanddevelopaction many more.Sophomoresalsoidentify leader, examiningyourpersonalityand in communityservice,becominga ate school,designingamajor,engaging Topics usuallyincludeattendinggradu- among students,faculty,andstaff. mental needsandfostersinteractions addresses mostsophomoredevelop- vides acomprehensiveprogramthat retreat offcampusinNovemberpro- Sophomor tion andguidance. Office alsoattendtoprovideinforma- for lifeaftercollege. ities andprograms,aswellpreparing about courses,onandoffcampusactiv- encourages makinginformedchoices and productivemanner.Theprocess plan theirtimeatBeloitinaneffective (MAP) isaprocessthathelpsstudents My AcademicPlan:Plan doing so. provided experiencestoassistthemin their collegecareerandfutureare making decisionsregardingtherestof students whoarestillexploringand their majorareencouragedtodoso; week, studentswhohaveyettodeclare attend additionalsessions.Duringthis to attendtheretreatorwhowant February) forstudentswhowereunable Retreat, butoncampus(usuallyin experiences similartotheSophomore Resources): Opportunities, Activities,and SOAR Week(Sophomores’ e Retreat:Afree,two-day SOAR weekprovides

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Writing Program

The ability to write effectively is essen- Description of Courses tial to a liberal arts education because 1 writing helps us to learn, to express our- 100. Writing Seminar( ⁄2 -1). The selves, and to communicate with others. course focuses on the development of The writing program’s mission is to help individual writing abilities in the con- students learn to write for varied audi- text of a specific theme, issue, or set of ences and purposes, as well as to inte- problems. Each section of this seminar grate writing into student learning in uses assignments on course readings all disciplines. The College offers a vari- and drafting/revising of formal papers. ety of writing courses, writing-designat- Specific attention will be given to close ed courses across the curriculum, and a reading of texts and to the effectiveness writing center to support the learning of of various rhetorical choices. May be all student writers. taken up to two times for credit, if section topic differs. (LW) Topics course. Faculty Offered each semester. CHARLES LEWIS, director 230. Talking About Writing (1⁄2). An introduction to the theory and practice TAMARA KETABGIAN of tutoring peer writers. Students observe and conduct Writing Center MEGAN MUTHUPANDIYAN sessions. Students who complete 230 are eligible to work in the Writing STEVEN WRIGHT Center. This course may be used to satisfy the internship requirement for the Requirements rhetoric and discourse major. (WL) Prerequisite: second-year status or con- Beloit requires a two-part writing pro- sent of instructor. gram of all students:

1. All students must complete with a grade of “C” or above a minimum of 3 courses designated as LW (learning to write), WL (writing to learn) or LW/WL. Courses with these designations are offered in departments and programs across the campus. 2. All students must meet requirements for writing (or another form of communication) designated by their major department or program.

LW courses give regular and substantial attention to developing students’ writing skills. WL courses involve regular and substantial writing to serve a variety of learning goals.

14 Chp 10911:Chp0507.qxd6/29/092:26PMPage15 credit. Teachingassistantsreceive any particularcourseonlytwicefor student maybeateachingassistantin of creditrequiredforgraduation.A assistantship (395)withinthe31units than atotalof1unitteaching courses. Studentsmayearnnomore academic creditbyassistingincollege junior andseniorstudentsmayearn Teaching Assistantships: normally required. ¼, ¼, numbered 390andmaybetakenfor Special Projects: course withoutcharge. instructor’s priorapproval,auditthe basis ofprerequisitesmay,withthe qualify foraparticularcourseonthe Students ingoodstandingwhodonot approval oftheinstructorconcerned. prerequisite coursesonlywithwritten es withouthavingpassedthestated description. Studentsmayelectcours- are listedattheendofeachcourse Prerequisites: Prerequisites,ifany, semester hoursorsixquarterhours. considered theequivalentoffour requirements. Theunitofcreditis sional creditinmeetingdegree departmental coursesqualifyfordivi- unit unlessotherwiseindicated.Most Credit: most. bered inthe300rangerequire preparation, whereascoursesnum- 100 rangerequiretheleastprior expected. Coursesnumberedinthe on priorpreparationandknowledge according tolevelofdifficulty,based Numbering: Coursesarenumbered 1. Attendanceatclassesisrequired assisted. the creditassignedforcourse Information General Course Class Attendance Academic Regulations attend classesmayaffectthefinal ponent foreachcourse.Failureto and isconsideredanessentialcom- 1 ⁄ 2 , or1unit.Sophomorestatusis All offeringscarrycreditof1 Special projectsare Qualified 1 ⁄ 2 4. Whenastudenthasanemergency 3. Eachinstructorshouldreporttothe 2. Ifatanypointbeforetheadddead- possible aboutanabsence.Inall the instructorinadvancewhenever the student’sresponsibilitytonotify are evaluatedbytheinstructor.Itis all absences,includingemergencies, sor(s) abouttheabsence.However, the student’sinstructor(s)andadvi- the variousadministrativeofficesand Students Office,whichshallinform student shouldnotifytheDeanof other compellingcircumstances),the (death inthefamily,severeillness,or may receivean“F”inthecourse. course withoutofficiallywithdrawing who discontinuesattendanceina student fromtheCollege.A tions mayresultinseparationofa indifference toattendanceobliga- course requirements.Continued dent isnotattemptingtofulfill in attendanceindicatesthatthestu- affect thestudent’swork.Negligence in theopinionofinstructor, excessive numberofabsenceswhich, director ofacademicadvisingany from aclass. or hehasbeenofficiallydropped has receivedwrittennoticethatshe drop proceduresunlessthestudent class, sheorheshouldfollowregular If astudentdoesnotplantoattend described above. enrolled studentwhohasabsencesas a waitlistedstudentinplaceofan ing thefirstweekofclasses,toenroll this policyistoenablefaculty,dur- initiated drop.Note:Theintentof fy thestudentaboutinstructor- sor. TheRegistrar’sOfficeshallnoti- the instructorandstudent’sadvi- Registrar’s Office,signedbyboth tor shallsubmitadropcardtothe student fromacourse.Theinstruc- with thestudent’sadvisor,dropa an instructormay,inconsultation half ofthescheduledclasssessions, line astudenthasmissedmorethan the instructorofeachcourse. grade, dependingonthepolicyof

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Academic Regulations (continued)

cases, the student is responsible for pare a two-year plan to meet those course work missed. goals. They will consider the many opportunities available at Beloit, both 5. Excused absences for religious holi- academic and co-curricular, such as days must be arranged in advance overseas and off-campus programs, with individual faculty members. internships, work experience on and off Faculty members are encouraged to campus, involvement with clubs, col- be sensitive to students’ religious lege governance, and sports. A com- preferences, and will, if at all possi- pleted MAP will incorporate graduation ble, accommodate student requests and major requirements in addition to for an excused absence. Faculty other experiences. The MAP is a plan- members will also make every effort ning process, and students may change not to schedule exams or quizzes it at any time. Students may declare a on religious holidays when a stu- major in any field of concentration dent’s desire to observe that holiday offered by the College or design their has been expressed. However, the own major. They must declare a major final decision to schedule an exam no later than the time they elect courses or quiz rests with the faculty mem- for the fifth credit term. ber. Honesty Course Selection Honesty of students is assumed. and Changes Dishonesty may result not only in fail- All academic programs of the College ure in the course, but in suspension or are open to all students who meet (or dismissal from the College. (See policy who have had waived) the eligibility in Student Handbook.) requirements. Course Load: The normal course load Academic Advising at Beloit College is 4 units. To be con- Each student is assigned a faculty advi- sidered full-time, a student must be sor to assist with program planning, registered for no fewer than 3 units, course selection, career choices, acade- unless he or she has received approval mic progress, and personal develop- from the advisor and the registrar. To ment. The advisor encourages the stu- be considered half-time, a student must dent to develop the ability to make be enrolled for 1.5 to 2 units. For any responsible decisions. First-year stu- given term, a student may preregister dents will be assigned their first-year for a maximum of 4.75 units. On or seminar leader as their advisor and may after registration day, students wishing remain with that advisor until they to elect units in excess of 4.75 may do declare a major. When a student so with the written authorization of declares a major, his or her advisor will both the major advisor and the regis- be a faculty member within the depart- trar. Such approval requires that the ment or program. student have a minimum grade point average of 2.5 and no incompletes. My Academic Plan Approval shall be made only after evaluating the student’s academic progress (MAP) and Declaring and the reasonableness of his or her a Major program. During the sophomore year, students, Disability Services: Disability accom- in consultation with their advisors, are modations and/or services may affect a expected to consider their personal student’s decision regarding course goals, both academic and co-curricu- selections. A student with a disability, lar, and develop an academic plan. In who seeks accommodation and/or ser- order to complete the academic plan, vices, must meet with the director of students develop goals that reflect the Learning Enrichment and Disability 16 their interests and aspirations and pre- Services Office and have his or her doc- Chp 10911:Chp0507.qxd6/29/092:26PMPage17 course. the studentmustbegradedin drop thecoursepriortodeadline, satisfied thatthestudentintendedto Committee. Ifthecommitteeisnot the AcademicPerformance drop isprovedtothesatisfactionof dropped atalaterdateiftheintentto in afineof$25foreachcourse in thesignedcardontimewillresult instructor andadvisor.Failuretoturn mitting adropcardsignedbythe trar priortothedropdeadlinebysub- must indicatetheirintenttotheregis- Students intendingtodropcourses upon petitionfromthestudent. the AcademicPerformanceCommittee grade of“WP”hasbeenapprovedby recorded unlessalatedroporthe after thisdate,thegradeof“F”willbe dent’s record.Ifacourseisdropped course willbeexpungedfromthestu- the beginningofsecondhalf A coursedroppedatanypointpriorto $25 percourselatefee. their schedulesandwillbeassesseda the registrarbeforeaddingcoursesto term, studentsmustobtainapprovalof course. Afterthefirstweekof advisor andtheinstructorof the term,withapprovalof as latetheendoffirstweek day ofclasses,acoursemaybeelected the courseinstructor.Afterfirst approved bythestudent’sadvisorand changes incourseelectionmustbe After preregistrationiscompleted,any Dropping andAddingCourses: able athttp://www.beloit.edu/dss/. Additional relatedinformationisavail- Administrative PolicyManual. found inChapterIVofthe Disability PolicyforStudentscanbe and DisabilityServicesOffice.The member intheLearningEnrichment student shouldbereferredtoastaff staff) abouthisorherdisability,the alerts aCollegeofficial(facultyor dations and/orservices.Ifastudent eligible toreceivedisabilityaccommo- umentation verifiedbeforeheorsheis tion accordingtothefollowingschedule: are assignedanexpectedyearofgradua- depending oncourseunitsearnedand dents, sophomores,juniors,orseniors, College areclassifiedasfirst-yearstu- students whomatriculateatBeloit Classification: continued absencesfromclasses. marked deficiencyinscholarshiporfor Academic PerformanceCommitteefor sion, ordismissedatanytimebythe probation, placedonacademicsuspen- Any studentmaybewarned,placedon dards. its decisionsbycertainminimalstan- Performance Committeeisguidedin vidually, buttheAcademic standards. Eachcaseisreviewedindi- grades ofallstudentswhohavenotmet Performance Committeereviewsthe At theendofeachterm,Academic these expectations. when heorshefallsbeloweitherof may begivenaprobationaryperiod the endofeightsemesters.Astudent consistent withachieving31unitsby normal courseloadof4unitsatarate and tobeaccumulatingunitsunderthe a 2.0cumulativegradepointaverage student isexpectedtomaintainatleast Standards ofAcademicProgress:A to thescheduleabove. a yearofexpectedgraduationaccording other schoolsareclassifiedandassigned College withadvancecreditsfrom tion. StudentstransferringtoBeloit the basisofexpectedyeargradua- fied uponre-entrancetotheCollegeon trar. Readmittedstudentswillbeclassi- changed withtheapprovalofregis- tion mayhavetheirclassification ahead oftheirassignedyeargradua- who wishtoaccelerateandgraduate fied assuchuponadmission.Students Special studentsandauditorsareclassi- Academic Standing Senior: 23ormoreearnedunits Junior: 15to22.999earnedunits Sophomore: 7to14.999earnedunits First-year: fewerthan7earnedunits Regular undergraduate

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Academic Regulations (continued)

a. Academic Warning: Students may extenuating circumstances. An adverse be placed on academic warning for opinion on the appeal may then be excessive incompletes and/or a appealed to the dean of the College. term average between 2.0 and 1.85. Academic Performance Committee: b. Academic Probation: Students may The Academic Performance be placed on academic probation Committee, which is composed of fac- for a term average below 1.85; a ulty and administrators and is chaired cumulative grade point average less by the dean of students, is charged with than 2.0; or two consecutive semes- monitoring academic performance. The ters of term averages between 1.85 committee also acts on individual peti- and 2.0. Probationary status may tions from students with regard to aca- endanger the continuation of finan- demic regulations, probation, and dis- cial aid. missal. All students have the right to petition the Academic Performance c. Suspension and Dismissal: Students Committee to waive any academic with extremely low term or cumula- requirement. A student seeking an tive averages are subject to the exception to an academic regulation actions of academic suspension or (e.g., late withdrawal from a course) academic dismissal. A student may must petition the Academic be dismissed or placed on academic Performance Committee. The student’s suspension without having been request must be in writing and must placed on warning or probation the indicate the way(s) in which the regula- previous semester. A student may tion works to the student’s disadvan- be placed on academic suspension if tage. In most instances, a statement of both the semester and cumulative support from one or more faculty mem- grade point averages are significant- bers (the student’s advisor, the instruc- ly below a 2.0 but not low enough tor of the course) must accompany the to meet dismissal criteria. A student request. All requests are reviewed indi- may be subject to academic dis- vidually, and the committee may grant missal if his or her cumulative grade an exception to the regulation if it point average at the end of the believes the request has sufficient merit. semester is below 1.0 after the first term; below 1.5 after the second term; below 1.65 after the third Readmission term; below 1.8 after the fourth Students who have been dismissed or term; below 1.85 after the fifth who have withdrawn voluntarily may term; or below 1.9 after the sixth apply to the Academic Performance term. A student is subject to acade- Committee for readmission to the mic dismissal for a semester of all College. Those who have been dis- “F” grades. missed may apply for readmission no earlier than one year after the dismissal. Normally first-term first-year students Students may be readmitted on the are not dismissed for academic defi- approval of the committee, which will ciency, but are instead warned, put on consider each application on an individ- academic probation, or suspended. ual basis. Students seeking readmission However, the Academic Performance should contact the dean of students. Committee may dismiss first-year students if its findings indicate such Academic bankruptcy: A student who has action to be appropriate in the individ- been readmitted after an absence of one ual case. (1) year (two terms) or more, and whose previous academic record was deficient, The actions of academic suspension may, at the time of readmission, submit and dismissal may be appealed by writ- a request to the Academic Performance ing to the Academic Performance Committee that previous work at Beloit Committee. Decisions normally will be re-evaluated by the registrar on the not be changed, except in cases of same basis as credits offered in transfer. 18 Chp 10911:Chp0507.qxd6/29/092:26PMPage19 below). I: Incomplete(see“Incompletes” an evaluation. level (“C”orbetter)butnotassigned CR: Creditearnedatasatisfactory may notbeaudited. and appliedmusiccoursesnormally into creditcourses.Laboratory,studio, Audited coursesmaynotbeconverted tor conceivesasadequateforanaudit. dard ofperformancethattheinstruc- performance, butdoesmaintainastan- of maintaininggraduationstandards attends thecoursewithoutintention beginning ofthecourse,student the consentofinstructorat AU: Auditnotationgivenwhen,with Other grades: Education. Committee onInternational gram approvedthroughthe taken aspartofastudyabroadpro- ing; b)repeatedcourses;c)courses announced priortothecourseoffer- courses designatedCR/NC,as with thefollowingexceptions:a) of thecumulativegradepointaverage, shall beincludedinthecomputation Grades inallcoursesatBeloitCollege (0.0). C (2.0),C-(1.7),D+(1.3),D(1.0),F B+ (3.3),B(3.0),B-(2.7),C+(2.3), awarded asfollows:A(4.0),A-(3.7), system. Gradepointsperunitare Beloit Collegeemploysa4.0grading fies failuretoachievecredit. required forgraduation;and“F”signi- fy passingworkbelowthestandard formance; “C-”,“D+”,and“D”signi- mance; “C”signifiessatisfactoryper- fies articulate,above-averageperfor- and distinctiveachievement;“B”signi- in which“A”signifiesunusualability within arangefrom“A”through“F,” Range ofGrades:Gradesareawarded College afterastudentisreadmitted. graduation mustbecompletedatBeloit A minimumof16unitscreditfor Grading of failuretocompleterequired assign- grade of“I”foracoursesimplybecause Incompletes: Nostudentmayreceivea taken twiceforcredit. not applytodancecoursesthatmaybe lessons andmusicensembles;4)does ferent; 3)doesnotapplytomusic be repeatedforcreditifthetopicisdif- ed. A“topics”courseisonethatmay courses onlyifthesametopicisrepeat- Beloit College;2)appliesto“topics” 1) appliesonlytocoursestakenat The gradingpolicyonrepeatedcourses: “RNC” shallbeposted. a “C”inretakingthecourse,gradeof “RF.” Ifthestudentreceiveslowerthan recorded onthestudent’stranscriptas grade pointaverage,butshallbe shall notbefiguredintothestudent’s “CR” inretakingthecourse,“F” ed CR/NC.Ifthestudentreceivesa to retakeafailedcoursewillbeevaluat- received an“F”grade. may repeatacourseonlyifshe/hehas Repeated Courses:Note:Astudent level workatthetimeofwithdrawal. fies thatthestudentisdoingpassing after theinstructorofthatcoursecerti- Academic PerformanceCommittee withdrawal isapprovedbythe ing thesecondhalfofacourse,when granted uponpetitionofastudentdur- WP: credit fieldterms). U: Unsatisfactory(givenonlyfornon- any othermarksubsequentlyreported. ated. Amarkof“X”willbereplacedby X: Notationusedforworknotyetevalu- tion). credit fieldtermsandathleticparticipa- S: Satisfactory(givenonlyfornon- “Repeated Courses”below). tion ofapreviouslyfailedcourse RNC: description). (see “RepeatedCourses”below,forfull semester ofapreviouslyfailedcourse satisfactory repetitioninasubsequent RF: courses). NC: Nocredit(givenonlyinCR/NC Originally an“F”grade.Indicates Passing withdrawalnotation Indicates unsatisfactoryrepeti- A studentopting (see

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ments on time. Incompletes shall be Student Records/Grade granted only in cases of serious illness or injury, family crisis, or some other Reports/Transcript substantiated unforeseen circumstance Policies beyond the control of the student that would make it impossible to complete Grade Reports: Grades are reported to all course requirements by the end of students, their faculty advisors, and the the semester. Such extenuating circum- dean of students at the end of each stances might include unforeseen term. Reports of unsatisfactory work are unavailability of resources, computer made to students and their advisors as problems or failure, theft, or destruc- may be required. Under the Family tion of materials, etc. Educational Rights and Privacy Act of 1974 (FERPA), as amended, the Students who believe they can demon- College has a responsibility to maintain strate a legitimate need for an incom- the privacy of academic records. At the plete should: 1) obtain an Incomplete end of each semester, grade reports are Contract from the Registrar’s Office; available to students for viewing 2) seek instructor approval to take an through WebAdvisor, the Web-based incomplete and establish the terms of interface to the Datatel administrative the contract; 3) return the contract to database used at Beloit College. A stu- the Registrar’s Office. The deadline for dent may request in writing that final completing this process is the last day grades be sent to the parent(s). of finals week. In cases of illness or injury occurring at the end of the Transcripts: The College maintains semester, notification from the dean of records for each student, both for cam- students to the registrar will suffice to pus reference use and as a service to the initiate the process. Unless the instruc- student. These records are cumulative tor stipulates a shorter time period for both in time and in interest, including completion of the work, an incomplete not only an academic record of each must be satisfied within eight weeks of term the student is in college, but also the end of the semester in which it was information on honors received, finan- received. In exceptional cases (e.g., cial needs, and educational and occupa- lengthy illness) the instructor may tional plans. petition the Academic Performance Permanent records are confidential Committee to extend the period of the between the student and the College. A incomplete. student may request transcripts of his or A regular letter grade will be recorded her permanent academic records at any upon notification by the instructor to time; however, transcripts will not be the registrar. Incompletes normally released without the student’s authoriz- will convert to the grade of “F” at the ing signature and approval from the end of the eight-week period unless a Accounting Office. Requests for tran- request for an extension has been scripts must be presented in writing to approved. As long as an “I” remains the registrar, giving notice of at least on his or her record for a course, a stu- one week. A fee is charged for each dent may not be enrolled for credit in transcript issued. All financial obliga- any course which has that course as a tions to the College must be arranged stated prerequisite. A student may not to the satisfaction of the Accounting graduate while an “I” remains on his Office before a transcript may be pre- or her record. pared for a student. In accordance with FERPA, students who wish to review those records, files, documents, and other materials that contain information directly related to the student and which are maintained by the College, may do so by appoint- 20 Chp 10911:Chp0507.qxd6/29/092:26PMPage21 credit earnedinsuchcoursesto Beloit leges anduniversitiestotransfer nated coursesatotheraccreditedcol- standing arepermittedtotakedesig- the registrar,enrolledstudentsingood advance permissionoftheadvisorand be allowedtowardthedegree.With sion, correspondence,oronline)will tance learningcoursework(e.g.exten- average. Nomorethan3unitsofdis- included intheBeloitgradepoint ther berecordedonthetranscriptnor Grades fromtransfercourseswillnei- ber ofunitsrequiredforgraduation. will applyonlytowardthetotalnum- or 6quarterhours).Transfercredit units (whereaunitequals4semester will berecordedinequivalentcredit Beloit degree.Workdoneelsewhere credits willbeappliedtowardthe units (60semesterhours)oftransfer Transfer Credit:Nomorethan15 sons; or4)inamedicalemergency. reasons; 3)dismissedforacademicrea- warning; 2)suspendedforacademic 1) placedonacademicprobationor dent consentexceptwhenastudentis: information toparentswithoutstu- The Collegewillnotreleaseacademic time/full time). attended, andenrollmentstatus(part educational agencyorinstitution received, themostrecentprevious attendance, degreesandawards members ofathleticteams,dates other activities,weightandheightof in officiallyrecognizedsportsand of birth,academicmajor,participation name, address,telephonelisting,date information” includesthestudent’s ing anygivensemester.“Directory the endoffirstweekclassesdur- by writtennoticetotheregistrar a studentactstorestrictsuchrelease be madeavailabletothepublicunless College “directoryinformation”may tion ofthechallengeinfile. an appealorplaceawrittenexplana- the information,studentmayfile request formodificationorremovalof the custodianofrecordrefusesa sider inaccurateormisleading,andif challenge informationwhichtheycon- ment withtheregistrar.Studentsmay together withallrelevantmaterial she shallarrangefortheexamination, sonable chancetoestablishcredit,heor of thesemester.Ifstudenthasarea- later thantheendofsecondweek to theappropriatedepartmentchairno by examinationshallmakeapplication tion, orbackgroundtoestablishcredit has thenecessaryknowledge,prepara- tent. Astudentwhobelievesheorshe or otherinformationaboutcoursecon- used inthecourseandasyllabus the departmenttitlesofbooksnormally Interested studentsmayobtainfrom faculty membersfromcampus. required bytheabsenceofparticular examination inparticularterms,if department maysuspendcreditby ods ofevaluationequallyrigorous.A the examinationshouldinvolvemeth- course. Ifsuchevidenceisnotrequired, dents whoareregularlyenrolledinthe dence asisnormallyrequiredofstu- laboratory, studio,orothertypeofevi- ment andmayincludeasmuchwritten, form ofevaluationrequiredbyadepart- “examination” istakentomeanany the offeringdepartment.Theword course unlessspecificallyexcludedby examination maybeearnedforany Credit byExamination: occur attheearliestpossibletime. department. Thisconsultationshould ments shouldconsultwiththemajor transfer creditstofulfillmajorrequire- the registrar.Studentswhoexpecttouse major department,inconsultationwith requirements ismadebythechairof transfer creditsusedtowardmajor College. Determinationofthenumber ments mustbecompletedatBeloit toward fulfillmentofmajorrequire- Normally atleasthalfofthecoursesused completion. be presentedassoonpossibleafter Official transcriptsofsuchworkshould the AcademicPerformanceCommittee. senior year,exceptwiththeapprovalof credit maybetransferredduringthe observed. Nomorethan2unitsof tions concerningtransfercreditmustbe and anyfieldofconcentrationrestric- to Beloit.Beloitdegreerequirements College withoutpaymentofextrafees Credit by

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required by the department, to be tion of some creative or scholarly pro- completed no later than the exam peri- ject approved by the department con- od for that course. Credit by examina- cerned. Departments may also require tion shall be evaluated as “satisfactory” an examination and other requirements (equivalent to a grade of “C” or and may withhold the awarding of hon- above) or “unsatisfactory” and shall be ors if the student’s work is not of hon- recorded on the permanent record if ors quality. satisfactory. Failures will not be recorded. A student attempting credit Requirements for departmental honors: by examination shall not be entitled to (a) the consent of the department chair, formal instruction in the subject mat- normally given not later than the begin- ter of the course. There will be a $100 ning of the first term of the senior year fee for completed credit by examina- and reported by the department chair tion. to the registrar not later than two weeks after the opening of that term; (b) a minimum of 1 and a maximum of 2 Academic Honors courses of honors work to be complet- General Honors: Graduation with ed for credit and to be recorded as honors is determined by the student’s departmental honors. Recognition of Beloit College cumulative grade point achievement in departmental honors is average, computed at the time of grad- recorded on the student’s permanent uation. To be graduated cum laude, a record. The chair will furnish the regis- student is required to have earned a trar with the names of those students to grade point average of 3.400; to be whom departmental honors are to be graduated magna cum laude, a student awarded. Those who do not receive is required to have earned a grade honors may be given course credit for point average of 3.600; to be graduat- their work. ed summa cum laude, a student is required to have earned a grade point Note: Individual departments may have average of 3.800. Such honors are additional guidelines or qualifications recorded on the student’s diploma and for departmental honors. Students should permanent record. consult with the department/program chair. Departmental Honors: Departmental honors work offers the promising stu- Dean’s List: A student who attains at dent individual counsel and supervi- least a 3.400 cumulative grade point sion in the accomplishment of a cre- average for the semester will be placed ative or scholarly project, pursued with on the dean’s list. The student must intensity and freedom that is seldom have taken at least 3 graded units for the possible in the classroom. Intended to term and may not have received a grade encourage and reward independent of “F” or “I” in any course that semes- thought, intellectual maturity, and dis- ter. Students on academic probation or tinguished academic achievement, with incompletes from previous terms independent study leading to depart- cannot earn dean’s list recognition. mental honors is offered by all departments of the College. Honors Term Awards Honors work is open to any student Description and purpose of awards: who, in the judgment of the depart- A limited number of Honors Term ment concerned, is promising enough Scholar Awards and Honors Term to do it adequately, has earned at least Service Awards are available to out- a “B” average in the major, and has standing students who would like to completed six terms of credit work. continue their study at Beloit College for an additional term beyond gradua- Departmental honors work centers tion. Students who are selected will upon the writing of a thesis or the receive full tuition remission in undertaking and satisfactory comple- exchange for undertaking a project that 22 contributes significantly to the academ- Chp 10911:Chp0507.qxd6/29/092:26PMPage23 achieve honorsinamajorthe student non-credit-bearing requirementsto posal mayincludethecompletionof requirements forgraduation.Thepro- must havecompletedallcredit-bearing for anhonorstermaward,astudent point average.Inordertobeeligible ed andincludedinthestudent’sgrade credit. Anycoursestakenwillbegrad- may takeupto3additionalunitsof ar) or101(service)for2unitsand students enrollinHTRM100(schol- Application Process:Honorsterm General Informationand at BeloitCollege,whichincludes: Applicants musthaveastrongrecord ors project. major emphasisoftheproposedhon- All applicationsshouldstateclearlythe community, oracombinationofthese. vice totheCollege,service Service Awardsmaybegivenforser- program development.HonorsTerm ic research,educationalor given forprojectsthatinvolveacadem- Honors TermScholarAwardsmaybe sional development. thers theirownacademicorprofes- the Collegeandsimultaneouslyfur- ic and/orco-curricularprogramsof astrongrecordwithrespecttothe • acurricular orco-curricularrecord • activeparticipationinoneormore • goodacademicstanding,witha • to departmentswithintheCollege. types ofservicetotheCollegeor background isexpectedforother organization. Similardemonstrated ment withthatoracloselyrelated supported byahistoryofinvolve- ty organizationoreffortmustbe include servicetoalocalcommuni- ors termserviceprojectsthat posed project:Forexample,hon- background requiredforthepro- dently an honorstermprojectindepen- organize, manage,andcomplete that demonstratestheabilityto departments ordisciplines Scholar Award point averagerequiredfora minimum 3.200cumulativegrade lowing elements: The narrativeshouldincludethefol- documents. a narrativeproposalandsupporting for eithertypeofhonorstermconsist will revieweachproposal.Applications The AcademicPerformanceCommittee credit-bearing graduationrequirements. the studentexpectstocompleteall term breakduringtheinwhich later thantheWednesdayaftermid- Office oftheDeanCollegeno Applications mustbesubmittedtothe tional major,minor,orcertification. may notbeusedtocompleteanaddi- has alreadycompleted.Anhonorsterm student whodropsanhonorsterm College policyfordroppingclasses.A term maydosoinaccordancewiththe Students whowishtodropanhonors accompanied by: The narrativeproposalshouldbe acopyofthestudent’sCollege • letter(s)ofsupportfromtheprimary • g. ifaprojectrelatestodepartment thename(s)of facultyorstaff f. asummaryofthestudent’squalifi- e. adescriptionoftheproposedpro- d. anexplanationofthevalue c. anexplanationoftheproject’svalue b. astatementoftheproposedproject, a. transcript. the College,orcommunity; the project’svaluetostudent, of thestudent’squalificationsand sponsor(s), includinganassessment ports it. tains hasbeenconsultedandsup- program towhichtheprojectper- evidence thatthedepartmentor resented bytheprimarysponsor(s), or programotherthantheonerep- ject. sponsor(s) forthehonorstermpro- member(s) whowillbetheprimary cations forcarryingouttheproject; ject’s contributiontotheCollege; selected coursestothestudent; to thestudent; and coursestobetaken;

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must also drop all other courses in Scholar Awards may be given for pro- which she or he enrolled. jects that involve academic research, educational research, or program devel- An incomplete for the honors term opment. Dropping this course will entail will be granted in accordance with the dropping all other courses for which the College policy for incompletes. student is registered. Graded credit/no Selection: Selection of Honors Term credit. Prerequisite: complete all credit- Awards will be competitive, and appli- bearing requirements for graduation cations will be judged on the merit of and approval of the honors term proposed. the proposal; the qualifications of the 101. Honors Term Service Award student; the value of the project to the (2). This award is available to outstand- student; the value of the proposed con- ing students who would like to continue tribution to the academic and/or co- their study for an additional term curricular programs of the College or beyond graduation. Students who are to the community; and the quality of selected will receive full tuition remis- the recommendation. sion in exchange for undertaking a pro- Final selection will be made by the ject that contributes to the academic Academic Performance Committee. and/or co-curricular programs of the Applicants will be notified of the deci- college and simultaneously furthers their sions approximately two weeks follow- own academic or professional developing the date when applications are due. ment. Honors Term Service Awards may be given for service to the College, Specific decisions will not be based on service to the community, or a combi- a particular quota in any given year, nation of these. Dropping this course but will favor projects that combine will entail dropping all other courses for scholarship and service. which the student is registered. Graded Final Report: An honors term student credit/no credit. Prerequisite: complete shall file a report of the project with all credit-bearing requirements for grad- the dean of the College at the end of uation and approval of the honors term the honors term. The report is due by proposed. the end of the final exam period of the semester in which the honors term is undertaken. The honors term recipi- ent’s primary sponsor will inform the dean of the College whether the student should receive a grade of CR or NC for HTRM 100 or 101. Students must receive a recommendation for CR and file their report in order to receive a grade of CR on their transcript; otherwise, a grade of NC will be assigned and appear on the transcript. 100. Honors Term Scholar Award (2). This award is available to outstanding students who would like to continue their study for an additional term beyond graduation. Students who are selected will receive full tuition remission in exhange for undertaking a project that contributes significantly to the academic and/or co-curricular program of the College and simultaneously furthers their own academic or professional development. Honors Term 24 chp 2 09_11:2007chp 3-05-07.qxd 6/29/09 2:27 PM Page 25

CHAPTER 2 Major Fields of Concentration chp 2 09_11:2007chp 3-05-07.qxd 6/29/09 2:27 PM Page 26

Fields of Study

Major Fields of Concentration Anthropology* Music* Art and art history* Philosophy and religious studies* Studio art Philosophy Art history Religious studies Biochemistry Physics * Biology* Political science* Ecology, evolution, and behavioral Psychology Environmental Science for elementary teaching Mathematical Sociology Molecular, cellular, and integrative Theatre arts Chemistry1* Acting Chemistry Communication Applied Dance Biological Design Environmental Directing Classics Stage management Classical civilization Theatre history Classical philology Women’s and gender studies* Comparative literature Computer science* Preprofessional Programs Economics and management (See chapter 4) Economics • Environmental management and Economics and management forestry program Business administration • Special engineering programs Education and youth studies • Pre-law preparation Children and schools • Medical professions programs Adolescents and schools Youth and society Teacher certification English* Wisconsin-approved programs for Literary studies teacher certification/licensure: Creative writing • Children and Schools (middle child- Rhetoric and discourse hood/early adolescence, grades 1-8) Environmental Studies* • Adolescents and Schools (early ado- Geology* lescence/adolescence, grades 6-12) Geology • Art Education (early childhood – Environmental adolescence, ages birth – 21) Health and Society* History* Beloit also offers programs leading to Interdisciplinary studies (self-designed)* licensure in drama and foreign language International relations education (early childhood – adoles- Mathematics* cence) through the Adolescents and Modern languages and literatures Schools track, and a program leading to Chinese language and culture a coaching certificate for students pursu- French ing licensure at all levels. German Japanese language and culture Modern languages Russian Spanish

*Minor also offered. 1 American Chemical Society certification also offered. 26 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage27 resource management. planning, forensics,andcultural cine, socialwork,publichealth,urban fields, includingeducation,law,medi- anthropology andinotherprofessional tion forawiderangeofcareers,bothin minors tofocustheirstudiesinprepara- pendent researchallowmajorsand time). Advancedcoursesaswellinde- perspective andasithasdevelopedover logical diversity,bothincomparative and physicalanthropology(humanbio- and socialorganizationofthepast), tion), archaeology(thestudyofcultures porary culturesandsocialorganiza- tural anthropology(thestudyofcontem- subfields ofanthropology,includingcul- dents astrongfoundationinthemain The aimoftheprogramistoprovidestu- relation tobiologyandtheenvironment. time andthroughspace,aswellin tural diversityasithasdevelopedover Anthropology isthestudyofhumancul- .Elevendepartmentalunits(atleast6 1. DANIEL SHEA ROBERT SALZER(emeritus) MARIO RIVERA(adjunct) NANCY McDOWELL (history) ROBERT LaFLEUR NANCY KRUSKO,chair WILLIAM GREEN(museumstudies) SHANNON FIE JENNIFER ESPERANZA LISA ANDERSON-LEVY Faculty (11 units) Anthropology Major Anthropology .Threecorecourses,onefrom b. The threefoundationalintroduc- a. of whichmustbetakenoncampus): each corecluster. the endofsophomoreyear; which shouldbecompletedby tory courses(100,110,and120), 3. Writing/Communicationrequire- Supporting courses:Nosinglesetof 2. ment: Communicationwithin thedis- preferably intheirsenioryear. as wellcompleteanhonorsthesis, attention totheserecommendations anthropology shouldpayspecial interested ingraduatework major inanthropology.Students studies areespeciallyrelevanttoa minors inmuseumstudiesandarea analysis areurged.Interdisciplinary processing andcomputer-baseddata language, andproficiencyinword- tistics, competenceinafield-relevant other socialsciences.Coursesinsta- humanities, naturalsciences,and/or to completerelevantcoursesinthe within anthropologymaybeadvised specialized interestsincertainareas ogy major;however,studentswith courses isrelevanttoeveryanthropol- onecoursefromamongthefol- e. three electiveanthropologycourses d. onegeographicallybasedcourse, c. • biologycluster:326,375 • archaeologycluster:210,217, culturecluster:200,201,orany • mended butnotrequired. eign languagearestronglyrecom- courses, overseasexperience,andfor- Note: Participationinfieldwork seniors. designated topicalseminarfor lowing: 380,392,oraspecially advisor. chosen inconsultationwiththe 342, 346,appropriate375courses. 303, 310,311,314,315,316, chosen fromamongthefollowing: ly intherelevantsubfield. field researchmustbepredominant- an optioninanyoftheseclusters,the any onecluster.If351ischosenas be substitutedforacorecoursein Note: ignated. 217, oranyspecialofferingsodes- (Forensic Anthropology),Biology so designated. 240, 312,oranyspecialoffering special offeringsodesignated. Anthropology 250or351may

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Anthropology (continued)

cipline of anthropology occurs may be a special project, and at least through writing, photography and one of them must be a 300-level filmmaking, oral reports, multimedia course. (If the student chooses 326 productions, and the creation of to satisfy #2, an additional 300-level posters that convey information. course must be taken.) Anthropological writing includes a wide variety of styles and genres, Description of Courses including expository essays, labora- 100. Society and Culture (1). An tory reports, research results, ethno- introduction to cultural anthropology. graphic note-taking, cultural A comparative study of contemporary description, and creative fiction. A cultures and the influence of culture on certain amount of reflexivity is thought and behavior, social relations, expected in all anthropological writ- and dealings with the natural and super- ing; that is, the writer must commu- natural. (WL) Offered each semester. nicate to the reader an awareness of 110. Archaeology and Prehistory the ways in which writing itself con- (1). An introduction to archaeology. structs and conveys the message or Human technical and cultural develop- information. ment from the prehominid state to the Writing of various sorts is built into beginnings of history. Offered each the anthropology major. semester. Foundational courses (100, 110, 120. The Human Animal (1). An 120) introduce students to the introduction to physical anthropology, diversity among anthropological which surveys the major components of subfields and the writing styles that the field: primatology, fossil evidence and accompany each. Anthropology 100 evolution, osteology, and contemporary requires essay writing, and students human diversity and genetics. Lectures learn the style of laboratory reports and laboratory. Offered each fall. in 120. Each component of the “core” courses (cultural, biological, 200. Theory and Technique in archaeological) requires students to Cultural Anthropology (1). A review write in the style appropriate to that of major writings in the field to exam- subdiscipline. Almost all elective ine their theoretical positions and the courses, including ethnographic area research techniques that are used to test courses, require students to think, them. Offered each fall. Prerequisite: analyze, synthesize, and present their Anthropology 100. results in writing. Several courses also require that students present the 201. Culture Theory (1). An exami- results of their work orally. Students nation of the various ways in which the who intend to go to graduate school concept of culture has been defined in, are strongly encouraged to complete and defines, anthropology. Special an honors thesis. emphasis on the relationship between culture and evolution, American cultur- Anthropology Minor al anthropology, British social anthropology, and postmodernism. (WL) (6 units) Offered each year. Prerequisite: 1. Two foundational courses chosen Anthropology 100. from Anthropology 100, 110, or 210. Technique and Theory in 120. Archaeology (1). Consideration of the 2. One advanced theory/technique different approaches used to recover, course chosen from Anthropology describe, analyze, and interpret archae- 200, 201, 210, or 326. ologist materials. Emphasis placed on the relationship between different theo- 3. Three additional units in anthropol- retical perspectives and the interpreta- ogy chosen in consultation with the tion of cultural remains. (WL) Offered student’s advisor. Only one of these each fall. Prerequisite: Anthropology 110. 28 chp 2 09_11:2007chp 3-05-07.qxd 6/29/09 2:27 PM Page 29

217. Ceramics in Archaeology (1). An 308. The Anthropology of Religion examination of the many ways in which (1). This course explores how anthro- ceramics inform our understanding of pologists go about understanding reli- ancient behavior such as changing food- gious beliefs and practices in other cul- ways, group affiliations, craft specializa- tures, including the nature of religion tion, and trade. Students learn the basic from a variety of theoretical perspectives methods used to recover, analyze, and (e.g., Durkheim, Weber, Freud, Geertz, transform ceramic data into meaningful Levi-Strauss) and in a multitude of cul- statements about the past. Offered odd tural traditions (mostly non-Western). years, spring semester. Prerequisite: Classes combine lecture, discussion, and Anthropology 110. short student presentations. Offered each year. Prerequisite: Anthropology 100 240. Quantitative Theory and or consent of instructor. Technique (1). An introduction to quantitative and material considerations 309. Contemporary Millenarian in anthropological theory. Quantitative Movements: An Anthropological analysis of data is stressed, including Perspective (1). Human history is elementary parametric and nonpara- replete with social movements in which metric statistics and elementary data the end of the world as it is known is pre- processing. Offered odd years, spring dicted, and these movements continue to semester. Prerequisite: Any anthropology occur throughout the world today. This course above the 100-level or consent of course focuses on relatively contemporary instructor. examples of these movements, such as the Branch Davidians, the communal 250. History of Anthropology (1). religious group at Jonestown, recent The development of anthropology as a “cargo cults,” some Christian Identity Major Fields concept in response to problems of groups, and relevant survivalists. colonialism and academic professional- Intensive reading and class discussion. ism. A survey of the individuals, theo- (WL) Offered each year. Prerequisite: ries, and trends that lead to the current Anthropology 100 or consent of instructor. views and are related to the history of social science generally. (WL) 310. High Civilizations of Antiquity Prerequisite: Anthropology 100. (1). The civilizations of Egypt, Crete, Mesopotamia, India, Southwest Asia, 303. Gender and Ideology in and Middle and South America. Melanesia (1). Melanesian societies Emphasis is on their material and intel- reveal a wide range of social and cultural lectual achievements and investigation constructions of gender, and focus in this into the relative importance of invention course is on exploring these—their con- and cultural diffusion. Offered even struction, their effects, and their mean- years, fall semester. Prerequisite: ing. The course is based on discussion, Anthropology 210 or consent of instructor. primarily of ethnographic readings, and participation is mandatory. (Also listed as 311. Pre-Columbian Art and Women’s and Gender Studies 210). Architecture (1). The principal accent Prerequisite: Anthropology 100 or consent is on the comparative and sequential of instructor. presentations of the major art styles and stylistic areas of Central and South 304. Women, Culture, and Society America before European intervention. (1). A cross-cultural examination of The special background of the archaeol- female statuses focusing on the eco- ogist is used to supply chronological nomic, domestic, political, and reli- control and overview. In particular, the gious positions of women in different historical sequence of style will be used socio/cultural settings, including pre- as an example of the development of sent-day United States. (Also listed as locally determined forms as vehicles to Women’s and Gender Studies 210.) convey universally sacred or tabooed (WL) Prerequisite: Anthropology 200 or themes. (Also listed as Art 211.) Offered 250, or consent of instructor. occasionally. Prerequisite: Anthropology 29 chp 2 09_11:2007chp 3-05-07.qxd 6/29/09 2:27 PM Page 30

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110, a previous art history course, or con- 318. Archaeological Laboratory sent of instructor. Techniques (1). A selected series of analytical problems, including ceramic 312. Environmental Archaeology and lithic technology, provides experi- (1). Environmental archaeology ence with the basic methods used in the attempts to understand the interrela- processing and analysis of archaeologi- tionships between cultures and environ- cal materials. Offered occasionally. ments of the past. This course examines Prerequisite: Anthropology 210 or con- how archaeologists study the environ- sent of instructor. mental contexts of past societies, and it engages students in the practice of 320. Primate Social Behavior and environmental archaeology. Students Ecology (1). The natural history of review the theoretical bases of cultural nonhuman primates from an evolution- ecology and paleoecology and learn the ary, ecological, and social perspective. principal methods of paleoenvironmen- The course includes a survey of the pri- tal reconstruction from archaeological mate order, including an assessment of and non-archaeological data. Major the behavioral characteristics of each topics covered are climate, landscape group in light of modern evolutionary and geoarchaeology, vegetation, fauna, theory. Topic issues and competing and human impacts on environments. paradigms in the field, methodological Students visit nearby archaeological issues, and conservation programs will sites and laboratories, process soil sam- be explored. Offered odd years, spring ples from archaeological sites, conduct semester. Prerequisite: Anthropology 120 team research on plant and animal or Biology 111 or consent of instructor. remains recovered from these samples, and present oral and written research 324. Hominid Paleoecology (1). This reports. Prerequisite: Anthropology 110. course examines in detail the paleoeco- logical context in which humans evolved 314. Archaeology of North America from the Miocene divergence of the (1). Examination of the major culture hominoids to the emergence of modern areas, time periods, and archaeological Homo sapiens. Emphasis is placed on sites of North America. Attention community structure and interspecific focuses on changing subsistence and competition in an effort to derive the settlement strategies, cultural interac- ecological selection pressures that shaped tion, and the emergences of social human evolution. The origins of complexity. Offered odd years, fall bipedality, changing subsistence patterns semester. Prerequisite: Anthropology 210 and the associated dental and skeletal or consent of instructor. adaptations, social behavior, and the expansion of hominid cranial capacity 315. Archaeology of South America will be discussed from these perspectives. (1). The gradual development of tech- Offered occasionally. Prerequisite: nology and culture in South America Anthropology 120 or Biology 110 or con- and the Caribbean, from the early sent of instructor. hunters to the time of the Inca Empire. Offered even years, fall semester. 326. Human Osteology (1). Prerequisite: Anthropology 210 or con- A detailed examination of human skele- sent of instructor. tal anatomy, variation, growth, and development stressing characteristics 316. Archaeology of Meso-America diagnostic of sex, age, and ethnic ori- (1). The development and spread of gin. Emphasis is given to techniques culture in the contiguous areas of useful in demographic reconstruction of Guatemala and Mexico and in Costa past populations. Identification of Rica, Honduras, and the U.S. paleopathological conditions is includ- Southwest. (WL) Offered even years, ed. Specimens from the Logan Museum spring semester. Prerequisite: collections serve as study material. Anthropology 210 or consent of instruc- Lectures and laboratory. Offered in tor. even years, spring semester. Prerequisite: 30 chp 2 09_11:2007chp 3-05-07.qxd 6/29/09 2:27 PM Page 31

Anthropology 120 or Biology 110 or con- 351. Anthropological Fieldwork (1⁄2 - sent of instructor. 2). Provides intensive training in the problems and techniques of anthropo- 328. Medical Anthropology (1). This logical research. Practical training in the course explores the biocultural basis of recovery, recording, and analysis of field health and disease in a cross-cultural data. Summer. Prerequisite: consent of perspective. We use the concept of instructor. adaptation as a means to evaluate the biological and cultural components of 375. Selected Topics in health and disease. We will focus on Anthropology (1⁄2, 1). Special aspects both applied and basic research interests or areas of anthropology based on the in medical anthropology. Topics to be particular interests and experience of the covered include: the relationship instructor. Course content and title will between diet and health, the biology of vary with the instructor. On occasion poverty, gene-infectious disease-envi- the course may be interdisciplinary and ronment interactions, the epidemiologi- partially staffed by a department other cal transition, the relationship between than anthropology. (May be repeated health beliefs and health behaviors, for credit if topic is different). Offered indigenous vs. Western medical prac- each semester. Prerequisite: consent of tices, and the role of medical practition- instructor. ers and their patients in various medical systems. (WL) Prerequisite: 380. Senior Seminar (1). Seminar for Anthropology 100 or 120, plus one course senior anthropology majors; discussion from biology, psychology, or an additional of major issues facing the discipline from anthropology course; or consent of the perspective of three subfields. instructor. Student and faculty research as it bears Major Fields on these issues. Offered each fall. 342. Contemporary Cultures of 1 Latin America (1). Similarities and 390. Special Projects ( ⁄4-1). diversity in contemporary Latin Individual study under faculty supervi- American cultures: urban, peasant, and sion and/or research on an anthropo- tribal. An attempt to understand such logical problem selected by the student. problems as agrarian reform, political Prerequisite: sophomore standing. format, urban growth, social relations, 392. Honors Thesis in Anthropology etc. Offered even years, spring semester. (1⁄2, 1). The writing of a substantial Prerequisite: Anthropology 200 or 250, paper based on an independent project. or consent of instructor. Qualified students may apply; depart- 346. Native North American Peoples ment faculty will select a limited number and Cultures (1). An introduction to of honors candidates each year. the Native peoples and cultures of 395. Teaching Assistant (1⁄2). Work North America, emphasizing historical with faculty in classroom instruction. and ethnological perspectives and mate- Graded credit/no credit. rial culture studies. Readings include works by Native and non-Native 396. Teaching Assistant Research 1 anthropologists and historians as well as ( ⁄2). Course and curriculum develop- autobiographies. Logan Museum col- ment projects with faculty. lections supply important learning resources. Course format combines lectures, discussions, student presentations, guest presentations, and museum object studies. Offered odd years, spring semester. Prerequisite: Anthropology 100 or consent of instructor.

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Art and Art History

The department of art and art history tial component in these endeavors. offers two concentrations for its majors Through formal and informal writing and minors: studio art and art history. assignments, oral presentations, and The purpose of each is to lead students to group critiques, students gain a level appreciate, understand, and develop cre- of comfort and ease in self-expression atively in the visual arts. Studio courses and effective communication. provide a conceptual and process-oriented approach to art-making. Art history is *Students intending to certify to teach in taught with emphasis on the connection schools are advised to distribute these between art and society. units across a wide range of media, in Faculty consultation with their advisor. JOY BECKMAN Art History Major SCOTT ESPESETH (12 units) MARK KLÅSSEN, chair 1. Ten departmental units: a. Art 120 and 125. CHRISTINA NORMORE b. Three 200-level art history courses. JO ORTEL c. Art 103 or 115. d. One additional studio or 200-level SARAH STONEFOOT art history course. e. Art 337 and one additional 300- GEORGE WILLIAMS, JR. level art history course. f. One course in Asian art history. Studio Art Major 2. One year of college-level foreign lan- 1 (10 /2 units) guage. 3. Writing/Communication require- 1. Ten and 1⁄2 departmental units: ment: see studio art major. a. Art 103, 115, 120, 125, and 245. b. Five units of studio courses in a Recommended: Museum studies minor; minimum of two media.* Of the two years of college-level study of at five courses: least one foreign language and (at mini- 1. at least two must be 200-level mum) a reading comprehension of a 2. at least two must be 300-level, second foreign language; and intern- excluding 390. ships. c. Art 385 (1⁄2): Senior seminar is offered in the spring term, and Studio Art Minor each student’s senior exhibit (6 units) occurs in his or her last term in residency. While the exhibit is on 1. Two foundation courses, 103 and display, art faculty conduct an 115. oral examination with the student. 2. One art history course chosen from 125, 231, or 245. 2. Writing/Communication requirement: The department of art and art 3. Three additional units of studio art history teaches and refines skills that courses chosen in consultation with are essential for navigating our the advisor. At least one must be a image-saturated world. Studio art 200-level and one must be a 300- and art history majors are engaged level course. in interpreting, utilizing, and con- tributing to visual culture; develop- (Students may not count 395 or 396 ing the skills of visual, verbal, and towards their minor.) written communication is an essen- 32 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage33 Design (1). 115. IntroductiontoDrawingand 103. IntroductiontoSculpture(1). each student. tools andconsumablematerialsusedby in somecoursestohelpdefraythecostof Note: 396, or397towardstheirminor.) (Students maynotcount390,395, Onetheoryandmethodsofart 4. Twoadditionalunitsofarthistory 3. OneAsianarthistorycourse 2. Twofoundationcourses,120and 1. course. (WL)Offeredeachsemester. tion isalsoacomponentofthis with groupcritiques.Artapprecia- sions, readings,andslidelectures bines studioprojects,classdiscus- embellishments. Thiscoursecom- fiers, symbols,metaphors,and through theuseofunifiers,modi- realize artisticintentareaddressed form viewers’interpretationsand Additionally, principlesthattrans- occupy andactivatespace. volume andthewaystheseelements design. Itstressesline,plane,and fundamentals ofthree-dimensional This studiocourseintroducesthe Offered eachsemester. Group andindividualcritiques. possibilities ofdrawinganddesign. descriptive, formal,andexpressive prehensive understandingofthe other mediaareusedtofosteracom- Pencil, ink,collage,charcoal,and and processesofdesigndrawing. duces thebasicconcepts,techniques, Description ofCourses (6 units) Minor History Art history course,337. 335. advisor. Bothmustbe200-levelor chosen inconsultationwiththe chosen from130,220,or235. 125. Varying studiofeesarecharged This studiocourseintro- tecture, sculpture,andpainting, the and religiouscontextsofworksarchi- Asia. Throughastudyofthehistorical and discontinuitiesofartproducedin a wayofhighlightingthecontinuities organized aroundaseriesofquestionsas ending withthepresent.Thecourseis beginning withtheNeolithicperiodand logically andwillcovertheperiods Japan. Thematerialisarrangedchrono- Asia includingIndia,Korea,China,and course willprovideasurveyofthearts 130. ArtsofAsia:Survey(1).This recommended. Offered eachspring.Prerequisite:Art120 of originalworksart.(WL,LW) also usedasalaboratoryforclosestudy Beloit CollegeWrightMuseumofArtis Chicago, Milwaukee,andMadison.The lectures withdiscussionandfieldtripsto historical settings.Courseincludesslide course emphasizessocial,economic,and from theRenaissancetopresent,this 120 focusingonartandarchitecture Since 1300(1).AcontinuationofArt 125. ArtinEuropeandtheAmericas Offered eachfall. to MilwaukeeandChicago.(LW,WL) sions, extensivereadingsandfieldtrips tural study.Slidelecturesanddiscus- contexts andthroughcomparativecul- close attentiontosocialandhistorical culture areconsideredindepth,with C.E. Worksofartandobjectsvisual culture fromprehistorictimestoc.1400 matic surveyintroducesartandvisual 1300 (1).Thischronologicalandthe- 120. Art,History,andCultureto trols and5megapixels. to adigitalcamerawithexposurecon- ter. and groupcritiques.Offeredeachsemes- discussions, fieldtrips,andindividual jects, lectures,assignedreadings,class with thepractice.Includesstudiopro- torical andaestheticissuesassociated spective. Wewillexamineboththehis- composition, contrast,focusandper- learn theexpressivepotentialoflight, digital photography.Studentswill processes andcreativepossibilitiesof introduces thebasictechniques, Photography (1). 117. IntroductiontoDigital (WL) Prerequisite:continuousaccess This studiocourse

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course will attempt to discover the dimensional objects. Projects are themes that unify the artistic traditions structured to inspire conceptual devel- of Asia and those that set them apart opment. Students learn to understand and will cover topics including the and situate their work within the con- development of images of the Buddha text of contemporary art and theory in India, landscape painting in China while also learning about diverse and Japan, and Japanese woodblock materials and processes including prints. Offered every year. mold-making, woodworking, and metalworking. Emphasis is on safe, 135. Figure Drawing (1). This efficient, and productive studio prac- course will focus on observational tices and tool usage in a working drawing, particularly of the human sculpture shop. Includes readings, figure. Working from live models, a slide talks, class discussions, writings, diverse range of drawing processes and critiques. (WL) Normally offered and media will be utilized in the each fall. Prerequisite: Art 103, 115, or development of a figurative vocabu- 135. lary. Slides, critiques, and discussions will center on figurative themes in art. 211. Pre-Columbian Art and Offered occasionally. Architecture (1). See Anthropology 311 for course description. 150. Specialized Media (1⁄4-1). A studio course covering the techniques and 215. Intermediate Drawing (1). The concepts of media not included in the emphasis of this course will be placed regular offerings of the art department, squarely upon investigating a variety of such as collage, installation, and per- drawing approaches, attitudes, process- formance art. Topics course. Offered es and materials. Students will be chal- occasionally. lenged to create a visual vocabulary that explores the expressive, descriptive 200. Printmaking (1). A studio qualities of line, value, space, and course that introduces the techniques, media. We will interrogate notions of history, and concepts of intaglio print- drawing by confronting idea developing (or etching) as a visual medium of ment, conceptual ways of knowing, and expression. Emphasis is on idea devel- the development of skills and tech- opment and visual representation of niques. This is not an independent specific concepts. This course chal- study course, thus the interaction found lenges students conceptually, theoreti- in presentations, demonstrations, lec- cally, and technically through provoca- tures, and critiques addressing issues of tive readings, slide talks, class discus- content and structure will be vital. sions, and individual projects. Offered in alternate years. Prerequisite: Instruction includes all aspects of the Art 115 or 135. print studio, health concerns, edition- ing, and care and presentation of 220. Arts of China (1). This course prints. (WL) Normally offered each fall. will examine the arts of China from the Prerequisite: Art 103, 115, 135, or Neolithic period through the 20th cen- Interdisciplinary Studies 140. tury. Different media will be studied in the context of concurrent literature, 205. Painting (1). A studio course politics, philosophies, and religions, as covering the materials, processes, and well as in the context of China’s procedures of painting with acrylics. engagement with cultures beyond its Descriptive, formal, decorative, and borders. Broader topics will include the expressive modes are explored. artist’s place in society, intellectual the- Normally offered each semester. ories of the arts, and questions of Prerequisite: Art 115 or 135. patronage. No previous exposure to 210. Intermediate Sculpture (1). Chinese art or culture is required. This studio course emphasizes devel- 225. Computer Art (1). This course opment of the student’s own artistic is designed to investigate the basic voice through the creation of three- 34 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage35 and aperture. era withmanuallyadjustableshutter and continuousaccesstoa35mmcam- 135, orInterdisciplinaryStudies140 course chosenfromArt103,115,117, and groupcritiques.Prerequisite:One readings, classdiscussions,individual Includes lectures,slides,assigned issues associatedwiththepractice. some ofthehistoricalandaesthetic and holgacameras.Italsoaddresses ing alternativedarkroomtechniques black-and-white photography,includ- processes, andcreativepossibilitiesof um. Emphasisisuponthetechniques, ideas throughthephotographicmedi- technically todevelopandexpress challenges studentsconceptuallyand Photography (1). Jomon periodthroughthe20th centu- will examinetheartsofJapan from the 235. ArtsofJapan(1).Thiscourse See Classics227forcoursedescription. 233. RomanArtandArchaeology(1). See Classics226forcoursedescription. 232. GreekArtandArchaeology(1). regular classmeetings.(WL,LW) graphic activity.Fieldtripssupplement tion isdevotedtocontemporaryphoto- photographs asart.Asubstantialpor- also introducescriticalapproachesto contexts areemphasized.Thecourse broader themesandsocialhistorical a loosechronologicalorganization, duction in1839tothepresent.Within the photographicimagefromitsintro- This courseaddressestheevolutionof 231. HistoryofPhotography(1). 230. and individualcritiques. tions, individualprojects,andgroup discussions, writing,slidepresenta- The courseincludesreadings,class through students’artisticproductions. strengthen criticalandresearchskills this course.Itisalsointendedto Creative Suite,willbeintroducedin Adobe PhotoshopandIllustrator graphic-related software,suchas The applicationofphotographicand students’ conceptualdevelopment. digital imaging,aswelltosupport techniques, concepts,andpracticesof Intermediate BlackandWhite This studiocourse that ofothertimes?Howdidmedieval somehow fundamentallydifferentfrom the visualcultureofMiddleAges Europe (1).Ismedievalart“art”?Was 250. TheVisualCultureofMedieval museums. (WL,LW)Offeredeachyear. cultural theoryandfieldtripstoareaart enriched withreadingsincriticaland sidered. Slidelecturesanddiscussionare sized, socialandhistoricalcontextscon- nization, broaderthemesareempha- art. Withinaloosechronologicalorga- developments in20thand21st-century This courseoffersanintroductionto Postmodernism: ArtSince1900(1). 245. Modernismand instructor. LW) Prerequisite:Art125orconsentof Impressionism, amongothers.(WL, Romanticism, Impressionism,andPost- aid inunderstandingsuchmovementsas literary works,andmuseumfieldtrips scholarship, primary-sourcedocuments, of Modernismemerged.Arthistorical period inwhichtheclaimsandpriorities culture, studentsstudyalively,critical discussion ofkeyworksartandvisual America. Throughslidelecturesand culture of19th-centuryEuropeand offers anintroductiontotheartand Nineteenth Century(1).Thiscourse 240. ArtandRevolution:the consent ofinstructor. gender studies.)Prerequisite:Art120or will becrosslistedwithwomen’sand ferent. (WL,LW)(Appropriatetopics May berepeatedforcreditiftopicisdif- women inancientart;AugustanRome. body inancientGreeceandRome; in ancientartmightbe:representingthe Rome c.800B.C.E.to476C.E.Topics and cultureofancientGreece (1). Studyofselectedtopicsinthearts 238. TopicsinGreekandRomanArt Japanese artorcultureisrequired. guilds. Nopreviousexposureto role insociety,systemsofpatronage,and Broader topicswillincludetheartist’s engagement withChinaandtheWest. gions, aswellinthecontextofJapan’s erature, politics,philosophies,andreli- studied inthecontextofconcurrentlit- ry. Theuseofdifferentmediawillbe

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art work visually and culturally to create 285. Topics in the History of Art (1). meaning? What functions and goals did Selected topics of focused interest or this creation of meaning serve? Who was special importance in the history of art. the audience for these images and ideas? May be repeated for credit if topic is dif- This course will consider these ques- ferent. (WL, LW) Offered each year. tions, among others, through examination of key moments, objects, and mon- 300. Advanced Topics in uments in the visual culture of Europe Printmaking (1). In this course, stu- from the third to the 14th centuries, the dents will utilize multiple printmaking so-called medieval millennium. processes in developing a body of work that explores the language of 252. Art and Identity: Postcolonial print media. Techniques such as relief, Theory and Contemporary Native silkscreen, and monoprint will be American Art (1). This course provides demonstrated. Class will include slides, an introduction to a rich but often over- readings, and discussions of printmak- looked body of art being made today by ing in relation to contemporary art a very diverse group of Native American practice. Students will be expected to artists. Drawing upon readings in post- provide independent creative direction colonial theory, the course considers to class projects and toward the con- how identity is inscribed. It also consid- ceptual development of their work. ers how Native artists working today Offered each year. Prerequisite: Art 200 engage multiple histories (Native and or consent. non-Native). The rich collections of the Logan Museum of Anthropology are 305. Advanced Painting (1). This utilized for historical, “artifactual” con- course will place an emphasis on the text, and as a springboard for discussion synergy between individual and group about representation and the politics of exploration in the student’s media of identity. But the primary focus is upon choice. We will identify and investigate contemporary avant-garde art practices the creation of individual expression (i.e., artists making paintings, sculpture, and the cognitive structure of a visual videos, and installations, as well as fine vocabulary. The course will ask stuart prints—of which the Wright dents to challenge their perceptions Museum of Art has a growing collec- and definitions of art in context of the tion), and thus offers a revealing per- contemporary art world. This is not an spective on some of the artistic and cul- independent study course, thus the tural preoccupations (and oversights) of verbal and visual dialogue between stu- modernism and postmodernism. (WL, dents and professor is essential. Offered LW) Offered occasionally. Open to first- each year. Prerequisite: Art 205. year students. 310. Advanced Topics in Sculpture 270. Topics in New Media (1). (1). This studio course builds on con- Selected topics of focused interest or ceptual, theoretical, and technical special interest in the area of new principles covered in Art 210. media. May be repeated for credit if Students have greater latitude to topic is different. explore their own concepts and media in individually directed projects 280. Advanced Topics in Specialized through additional projects and exer- Media (1⁄2, 1). Independent research cises and through discussion and writ- on the concepts and techniques of ten work. This course also includes media not included in the regular demonstrations of processes and indi- departmental offerings. Medium to be vidual research. (WL) Offered each selected by the student with the sup- year. Prerequisite: Art 210. port of the sponsoring faculty member. Assigned reading and individual criti- 325. Computer Art: Principles of cism. Prerequisite: one 100-level studio Graphic Design and Illustration (1). art course. This course examines the visual relationship of content, aesthetics, and 36 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage37 course. and 1100-level200-levelarthistory level arthistorycourses,orjuniorstanding Prerequisite: juniorstandingand2100- 385. SeniorSeminarinArt ( tice. (WL,LW)Offeredeveryyear. current arthistoricaltheoryandprac- portion ofthecourseisdedicatedto approaches, amongothers.Asignificant graphic, feminist,Marxist,andsemiotic critical analysisofformalist,icono- ture. Classsessionsaredevotedtothe pret, andunderstandartvisualcul- ods ofresearchusedtoanalyze,inter- tory andanintroductiontothemeth- toriography ofthedisciplinearthis- Methods (1). 337. ArtHistory:Theoryand Photography (1). 330. AdvancedTopicsin sionally. Prerequisite:Art115. product manufacturers.Offeredocca- leries, graphicdesigncompanies,and tising. Courseincludesfieldtripstogal- the historical/creativeprocessofadver- projects; theyalsoresearchandstudy computer laboratoryastoolsinassigned various programsintheartdepartment tions ofgraphicdesign.Studentsuse the fundamentalsandculturalramifica- advertising andintroducesstudentsto design foreffectivetwo-dimensional practical issuesrelatedtothesenior art course concernedwiththeoretical and 200-level arthistorycourse. junior standingand1100-level and 2100-levelarthistorycourses,or each year.Prerequisite:juniorstanding for creditiftopicisdifferent. in thehistoryofart.Mayberepeated focused interestorspecialimportance History ofArt(1).Selectedtopics 335. AdvancedTopicsinthe Prerequisite: Art230. and groupcritiques.(WL) techniques, slides,readings,individual Course includesdemonstrationsof sis uponconceptualdevelopment. projects andwrittenworkwithempha- explore theirowncreativedirectionin ered inArt117and230.Studentswill photography beyondthebasicscov- the technicalandaestheticnatureof offers acriticalunderstandingofboth This seminaroffersahis- This studiocourse Offered 1 ⁄ 2 ). A history courses;consentofinstructor. standing; B+gradepointaverageinart Prerequisite: Arthistorymajor;junior member inscholarlyresearch. 396. TeachingAssistantResearch( instructor. credit/no credit.Prerequisite:consentof 390. SpecialProjects( spring. and fieldtrips.(WL,LW)Offeredeach art throughguestlectures,discussions, course addressesrecentdevelopmentsin and copyrightlaw.Aportionofthe graduate schoolportfolioapplications, ers careerissuessuchasartistrésumés, tices andpublicity.Thecoursealsocov- exhibition, includinginstallationprac- History ( 392. HonorsThesisinArt/Art Prerequisite: sophomorestanding. course offeringsoftheartdepartment. work outsidethescopeofregular 395. TeachingAssistant( tion, recommendationofthedepartment. approved departmentalhonorsapplica- tory major,seniorstanding,and Prerequisite: declaredartand/orhis- number ofhonorscandidateseachyear. departmental facultywillselectalimited project. Qualifiedstudentsmayapply; stantial paperbasedonanindependent ( 397. ResearchAssistantinArtHistory 1 ⁄ 4 -1). Prerequisite: seniorstanding. Assistance toanarthistoryfaculty 1 ⁄ 2 -1). Thewritingofasub- 1 ⁄ 4 -1). Individual 1 ⁄ 2 ). Graded 1 ⁄ 2 ).

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Biochemistry

Biochemistry is the study of life on a mol- intending to attend graduate ecular level. Hands-on, inquiry-based school are strongly encouraged to experiences ask students to develop their take Chemistry 240. Students own understanding and to communi- intending to attend medical cate it to others to create a deeper knowl- school are strongly encouraged to edge of the chemical basis for biological take Physics 102 and Mathematics processes. Our goal is for students to do 115.) what biochemists actually do. Biochemistry is an interdisciplinary field 3. Writing/Communication require- supported by the biology and chemistry ment: Biochemistry requires skills in departments. Students use sophisticated oral and written communication. techniques and instruments in both General, technical, and laboratory departments to develop a molecular report writing are skills developed in understanding of biomolecules and bio- each class. Public, class, and profes- molecular processes. Biochemistry stu- sional speaking skills are developed dents develop necessary skills for employ- through class presentations, Beloit ment and further education and train- College symposia, and presentations ing in pharmacy, medicine, biology, at scientific meetings. Beloit College chemistry, and biochemistry. Biochemists biochemistry students construct their are key members of interdisciplinary knowledge of biochemical processes teams in medicine, environmental through gathering, organizing, and research, and biotechnology. critically analyzing information. Additionally, students learn to pre- Faculty sent their research logically and per- KEVIN BRAUN suasively. DEMETRIUS GRAVIS Several core courses within the biochemistry major are designated JOHN JUNGCK Writing to Learn (WL) or Learning ALFRED ORDMAN to Write/Writing to Learn (LW, WL) and can be used to satisfy a LAURA PARMENTIER, chair portion of the Beloit College writing requirement: Chemistry 117 (WL), Chemistry 235 (LW, WL), Biology Biochemistry Major 248 (WL), Chemistry/Biology 300 (14 units) (WL), Biology 357 (LW, WL), and Chemistry 385 (LW, WL). 1. Ten units: a. Chemistry 117, 220, 230, and In addition, the major offers semi- 235. nars and capstone experiences that b. Biology 110, 111, 121, 141, or focus on writing and communica- 151. tion. Chemistry 280 covers specific c. Biology 247 and 289. communication skills required by d. Biology/Chemistry 260 and chemistry professionals, including Biology/Chemistry 300. résumé preparation, job searching e. Chemistry 280 (1⁄4), 380 (1⁄4), and interview skills, and computer- and Biology 385 (1⁄2 or 1), 387 based tools. Chemistry 380 provides (1⁄2 or 1), or Chemistry 385(1⁄2). multiple opportunities to present 2. Four supporting units: topical scientific seminars and to a. Mathematics 110 evaluate seminars given by peers. b. Physics 101 Biology 385 is a capstone course c. Two units from Biology 237, that explores an area of biology 248, 345, 357 or Chemistry 225, deeply through careful reading and 240, 245, 250; Mathematics 115 analysis of the research literature or Physics 102, 210. (Students and/or primary investigation and includes oral presentations, writing, 38 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage39 4. Computeranalysisanddatavisualiza- (See chaptersforbiologyandchemistry.) Description ofCourses genomics databasemanipulation. Unix/PERL-based scriptsfor Bank molecularviewers,and Gaussian, Chem3D,ProteinData MathCad, ChemDraw,Spartan, and visualizationtoolsincluding learn tousespecializedcomputation out thecurriculum.Studentsalso sheets andmacrosareusedthrough- in biochemistry.Excel-basedspread- for oralandwrittencommunication supplement andenhancetheskills Computer programsandsoftware processes, andmolecularmodeling. ization, simulationsofbiomolecular data acquisition,analysisandvisual- tion: Computerskillsareessentialfor faculty member. Biologist, underthementorshipofa departmental journal,TheBeloit critical reviewforsubmissiontothe a primaryresearchmanuscriptor experience inwhichstudentsprepare chemistry. Biology387isacapstone body ofknowledgeinthefield and presentalogicaldiscussionof nize, extractwhatismostimportant, and demonstratetheabilitytoorga- provide anopportunitytodevelop ing. Thepurposeofthecourseisto notes, anduseofcomputertextedit- entific literature,writing,style,foot- organization, effectiveuseofthesci- prehensive paper,includingscope, ance onmethodsofwritingacom- stresses groupandindividualguid- istry andbiochemistrymajorsthat is acapstoneexperienceforchem- research manuscript.Chemistry385 the writingofacriticalreviewor and peerreviewculminatesin

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Biology

The biology department seeks to inspire in biology, and some of the concentra- and enable students to grow in their sci- tions stipulate the introductory or entific understanding. Our courses and breadth courses to be taken. Courses curriculum present a dynamic approach taken at other institutions including field to scientific investigation: posing prob- stations, with proper arrangements, can lems for study, proposing and probing satisfy certain course requirements. hypotheses, and persuading peers. Using evolution as the unifying theme of biolo- Note: Students intending to elect a con- gy, we emphasize current biological centration in biology or to pursue a health methods and rigorous conceptual analy- profession should complete an appropriate ses at all scales of organization, from 100-level biology course, Chemistry 117 molecules to cells to organisms to ecologi- or 150, and one other required course in cal communities. We encourage biology science or mathematics during their first majors to interact extensively with pro- two semesters. Such students should con- fessors and with each other, and we use a sult with a member of the biology depart- variety of learning activities to illustrate ment as soon as possible. the tools of the trade, to reinforce con- Note: Students majoring in biology may cepts, and to apply problem-solving tech- choose either the Bachelor of Arts or the niques. We prepare our students to think Bachelor of Science degree. Students critically about important biological anticipating graduate study or a medical issues and to apply their informed career are urged to include Chemistry analyses as citizens and professionals. 117 or 150, 220, 230, 235; Mathematics 110, 115; and Physics 101, 102 in their Faculty undergraduate preparation. Additional AARON BERDANIER courses (e.g. Chemistry 240, 245, 300 and Mathematics 175) may be appropri- MARION FIELD FASS, chair ate for graduate work in biology. Many graduate schools and some professional DEMETRIUS GRAVIS schools require knowledge of a foreign YAFFA GROSSMAN language (e.g. Spanish, French, German, Japanese, or Russian) for admission to KATHRYN JOHNSON their programs. Depending on the specific goal of the student and the requirements JOHN JUNGCK of potential professional or graduate programs, various additional courses in the CAROL MANKIEWICZ sciences and other departments may be RICHARD NEWSOME (emeritus) relevant and appropriate. In some cases course substitutions may be permitted, ETHEL STANLEY with approval of the biology advisor and chair of the biology department. KEN YASUKAWA Concentrations in Biology Fields of Concentration Biochemistry Major The biology department offers students the opportunity to pursue a (14 units) broad background in biology and the See biochemistry in the catalog. supporting sciences through any of four concentrations. Each student Ecology, Evolution, and electing a field of concentration in Behavioral Biology biology must complete a 3-course core 1 sequence, a 4-course breadth (14 ⁄2 units) sequence, 3 courses in chemistry and The ecology, evolution, and behavioral mathematics, and a capstone course. In biology major provides a broad back- addition, students take other courses ground in biology with a focus on how specific to their chosen concentrations organisms evolve and interact with their 40 biological and physical environments. chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage41 3. Writing/Communicationrequire- Supportingcourses(4units): 2. Tenandone-halfdepartmentalunits: 1. 215, 217,247,248,289,and300 Writing toLearn(WL):201,206, courses: ment offersthefollowingwriting requirement. Thebiologydepart- portion oftheBeloitCollegewriting required forthemajor,tosatisfya LW units,whichareotherwise Biology majorstakeatleast3WL, to write. our studentswritetolearnand facilitate andassessstudentlearning; ments throughoutourcurriculumto effectively. Weusewritingassign- each biologymajor’sabilitytowrite developmental sequencetoenhance designed itswritingexperiencesina ment: Thebiologydepartmenthas Onegeologyorphysicscourse c. Onemathematicscoursechosen b. Twochemistrycourseschosen a. Twomolecular,cellular,andinte- d. Fourecology,evolution,and c. Biology247,289,and385or b. Twoorganismalbiologycourses: a. 110, orPhysics101. chosen fromGeology100,105, from Mathematics104or110. 220, 230,or235. from Chemistry117*or150,and 385**. 291**, 300,340,345,357,or Biology 237,248,260,265, grative biologyunitschosenfrom 291**, 337,343,372or385**. Biology 206,210,215,217, additional unitchosenfrom or Anthropology320;andone from Biology291**,343,385**, or Anthropology324;onechosen Biology 291**,337,372,385**, 291** or385**;1chosenfrom chosen fromBiology210,217, unit ofbiologyatthe300-level):1 behavioral biologyunits(atleast1 387. and 121,141,or151. chosen fromBiology110or111; .Eightandone-halfdepartmental 1. ments. their biologicalandgeologicalenviron- a focusonhowhumansinteractwith vides abroadbackgroundinbiologywith The environmentalbiologymajorpro- No coursemaysatisfytworequirements. course contentandadvisorapproval. satify thisrequirementwithappropriate **Biology 291and385maybeusedto Chemistry 150,220,or230. about beginningcourseworkwith a memberofthechemistrydepartment grounds inchemistryshouldconsultwith * Studentswithstronghighschoolback- (14 Environmental Biology .Three ecology,evolution,and c. Biology247,289,and385or b. One organismalbiologycourse a. units: semester. istry majorsattheendofspring distributed tobiologyandbiochem- house journal. Beloit Biologist,thedepartment’sin- manuscripts forpublicationin script. Studentsmaysubmittheir review orprimaryresearchmanu- which thestudentwritesacritical ty-mentored independentstudyin manuscript, orBiology387,afacul- write aculminating,peerreviewed on atopic,discussanddebateit, students readthecurrentliterature topically focusedcourseinwhich biochemistry majors:Biology385,a stone experienceforbiologyand There aretwooptionsforthecap- 372. (LW, WL):337,340,343,357,and Learning toWrite/WritingLearn 1 372, or385**. 210, 215,217,291**,337,343, level) chosenfromBiology206, least 1unitofbiologyatthe300- behavioral biologycourses(at 387. 121, 141,or151. chosen fromBiology110,111, ⁄ 2 units) The BeloitBiologist The is

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Biology (continued)

d. Two molecular, cellular, and inte- 206, 210, 215, 217, 291**, 343, grative biology units chosen from 385** and one chosen from Biology 237, 248, 260, 265, Biology 291**, 337, 372, or 291**, 300, 340, 345, 357, or 385**. 385**. d. Two molecular, cellular, and integrative biology units chosen from 2. Supporting courses (6 units): Biology 237, 248, 260, 265, a. Two chemistry courses chosen 291**, 300, 340, 345, 357, or from Chemistry 117* or 150, 385**. and 220, 230, or 235. e. One additional biology unit above b. One mathematics course chosen Biology 201. from Mathematics 104 or 110. c. Two units in geology: 1 chosen 2. Supporting courses (6 units): from Geology 100 or 110; and 1 a. Two chemistry units chosen from chosen from Geology 235, 240, Chemistry 117* or 150, and 220, or 251. 230, 235, or 240. d. One unit in economics, environ- b. Mathematics 110 and 115. mental studies, interdisciplinary c. One unit from Mathematics 160, studies, political science, or other 175, or 200. course chosen in consultation d. One unit of computer science or with the advisor. mathematics chosen from Computer Science 121, 123, 125, 3. Writing/Communication require- 131, and any full unit mathemat- ment: see Ecology, Evolution, and ics course above 115. Behavioral Biology. 3. Writing/Communication require- * Students with strong high school back- ment: see Ecology, Evolution, and grounds in chemistry should consult with Behavioral Biology. a member of the chemistry department about beginning course work with * Students with strong high school back- Chemistry 150, 220, or 230. grounds in chemistry should consult with a member of the chemistry department **Biology 291 and 385 may be used to about beginning course work with satify this requirement with appropriate Chemistry 150, 220, or 230. course content and advisor approval. **Biology 291 and 385 may be used to No course may satisfy two requirements. satify this requirement with appropriate Mathematical Biology course content and advisor approval. 1 No course may satisfy two requirements. (14 ⁄2 units) The mathematical biology major pro- Molecular, Cellular, and vides a broad background in mathematics and biology, with a focus on mathe- Integrative Biology 1 matical approaches and models of living (14 ⁄2 units) systems. The molecular, cellular, and integrative 1. Eight and one-half departmental biology major provides a broad back- units: ground in the sciences with a focus on the a. One organismal biology course molecular, cellular, and integrative chosen from Biology 110, 111, mechanisms by which organisms regulate 121, 141, or 151. life processes. b. Biology 247, 289, and 385 or 387. 1. Eight and one-half departmental c. Two ecology, evolution, and units: behavioral biology units (at least a. One introductory biology unit 1 unit of biology at the 300- chosen from Biology 110, 111, level): one chosen from Biology 121, 141, or 151. 42 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage43 Course choicesofferedintheminor allow the interactionofhumansand biology. The biologyandsocietyminorfocuseson plementary discipline). applied chemistry(withbiologyasacom- majors inbiology,biochemistry,or The followingtwominorsarenotopento Philosophy 221. and composition,Sociology275, aged tocomplete2unitsinliterature the healthprofessionsarestronglyencour- Note: No coursemaysatisfytworequirements. course contentandadvisorapproval. satify thisrequirementwithappropriate **Biology 291and385maybeusedto Chemistry 150,220,or230. about beginningcourseworkwith a memberofthechemistrydepartment grounds inchemistryshouldconsultwith *Students withstronghighschoolback- 3. Writing/Communicationrequire- 2. Supportingcourses(6units): Minor andSociety Biology Behavioral Biology. ment: seeEcology,Evolution,and Two unitschosenfromChemistry d. c. Physics 101. b. Mathematics 110. Twochemistryunitschosenfrom a. Three molecular,cellular,and d. Twoecology,evolution,and c. Biology 247,289,and385or b. 102 or210. 300**, Mathematics115,Physics 220, 230,235,240,245,260, 235. Chemistry 117*or150,230, 340, 357,or385**. and onechosenfrom265,291**, 260, 291**,300,345,or385**; 291** or385**;onechosenfrom sen fromBiology237,248, integrative biologyunits:onecho- 291**, 337,343,372,or385**. from Biology206,210,215,217, behavioral biologyunitschosen 387. Students anticipatingcareersin (6 units) .Supportingcourses(2units) 2. Fourdepartmentalunits: 1. statistical focus). social sciencesorhumanitiesand1witha as well2supportingunits(1inthe and 300-levelsinthebiologycurriculum, requires 4unitsrepresenting100-,200-, (e.g., environmentorhealth).Theminor the studenttofocusonanissueofinterest 2. Supportingcourse(1unit) 1. Fivedepartmentalunits: 1 supportingunitinchemistry. levels inthebiologycurriculum,aswell units representing100-,200-,and300- minorrequires5 duce, andbehave.The late lifeprocesses,growanddevelop,repro- the mechanismsbywhichorganismsregu- The integrativebiologyminorfocuseson Minor Integrative Biology b. OneunitchosenfromBiology OneunitfromAnthropology320, a. OneunitfromBiology337,343, c. TwounitsfromBiology201,206, b. OneunitfromBiology110,111, a. . OneunitfromChemistry117, a. TwounitsfromBiology300,340, c. Two unitsfromBiology237,247, b. a. OneunitfromBiology110,111, department. with thechairofbiology content, choseninconsultation any othercoursewithstatistical Psychology 150,Sociology305,or Economics 251,Mathematics106, 247, Anthropology240, of thebiologydepartment. sen inconsultationwiththechair ties, orenvironmentalstudiescho- in socialsciences,artsandhumani- Sociology 275,oranyothercourse 328, Philosophy221,224,230, or 372. 215, or217. 121, 141,or151. 150, 220,or230. 345, or357. 248, 260,265,or289. 121, 141,or151. (6 units)

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Description of Courses Three two-hour lecture-laboratory periods per week. Offered each spring. 110. Human Biology (1). The anatomy and basic normal functions of the 201. Biological Issues (1). This human body with consideration of course examines the operation and development, genetics, immunology, limits of scientific inquiry by focusing endocrinology, and related molecular, on several contemporary biological cellular, and ecological concepts. issues such as emerging infectious dis- Laboratory work requires dissection. eases, population growth and the For science and nonscience students. “Green Revolution,” genetic engi- Three two-hour lecture-laboratory peri- neering, and teratogens. The basic ods per week. Offered each fall. biology of these issues is studied, and 111. Zoology (1). A survey of the ani- each issue is examined from an inter- mal kingdom emphasizing evolutionary disciplinary perspective. The issue relationships, structure and function, focus teaches students about impor- representative forms, adaptations, ecol- tant biological phenomena, about the ogy, and behavior of invertebrates and epistemology of science, and about the vertebrates. Laboratory work requires critical examination of biologically dissection. For science and nonscience based social controversies. For nonbi- students. Three two-hour lecture-labo- ology students. Three two-hour lec- ratory periods per week. Offered each ture-laboratory periods per week. May spring. be repeated for credit if topic is different. (WL) Offered each spring. 121. Botany (1). The structure and Prerequisite: one college-level laboratory function of plants emphasizing adapta- science course. tions to the environment. The primary focus is on the ecology, evolution, 206. Environmental Biology (1). An reproduction, anatomy, physiology, and exploration of the interactions among growth and development of flowering organisms with one another and with plants. Nonvascular plants (mosses and the abiotic environment. General prin- liverworts), ferns, and gymnosperms ciples of ecology are examined and (cone-bearing plants) are also exam- applied to contemporary environmental ined. For science and nonscience stu- issues at the local, regional, and global dents. Three two-hour lecture-laborato- scales. Three lecture-discussion class ry periods per week. Offered each fall. periods and one laboratory period per week. (WL) Prerequisite: one college- 141. Microbiology (1). The structure, level laboratory science course. genetics, physiology, and culture of microorganisms with emphasis on bac- 210. Paleobiology (1). See Geology 210 teria and viruses. The course stresses (Paleontology) for course description. scientific principles and experimental 215. Emerging Diseases (1). An methods in the context of disease and exploration of the relationships the environment. For science students. between microorganisms, environ- Three two-hour lecture-laboratory peri- ment, and diseases. General principles ods per week. Offered each fall. of genetics and evolution, as well as Prerequisite: high school chemistry. historical and political factors, are 151. Marine Biology (1). A survey of examined in an effort to explain the marine organisms from microbes to emergence of new diseases. Laboratory mammals. The course emphasizes ecol- experiences include basic microbiolo- ogy, evolution, anatomy, reproduction, gy, data analysis, simulations, and sur- behavior, and physiology of marine vey research. Three lecture-discussion organisms, and reviews marine ecosys- class periods and one laboratory period tems from intertidal to deep sea. per week or three two-hour lecture-lab- Laboratory work requires dissection. oratory periods per week. (WL) For science and nonscience students. Offered each spring. Prerequisite: one college-level biology course. 44 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage45 units oflife.Cellularmechanisms of Biology (1).Cellsarethefundamental 248. CellularandDevelopmental course orconsentofinstructor. Prerequisite: onecollege-levelbiology week. (WL) two-hour lecture-laboratoryperiodsper are usedinlaboratoryexercises.Three Computer-supported statisticalpackages parametric methodsareintroduced. of datausingbothparametricandnon- sampling methods,andstatisticalanalysis logical problems.Experimentaldesign, statistical methodstothesolutionofbio- 247. Biometrics(1). or consentofinstructor. Anthropology 120,324,orGeology210 one ofthefollowing:Biology289or (WL) Offeredspring2010.Prerequisite: Occasional Saturdayfieldtripsrequired. and onelaboratoryperiodperweek. Three lecture-discussionclassperiods comprise themajorcoursematerial. ation, andphylogeneticsystematics tion, contemporaryhypothesesofspeci- theory, thegeneticbasisofmicroevolu- history andphilosophyofevolutionary lutionary historyoflifeonearth.The descent withmodificationandtheevo- 217. Evolution(1). of theinstructor. one college-levelbiologycourseorconsent week. Offeredeachfall.Prerequisite: periods andonelaboratoryperiodper drugs. Threelecture-discussionclass chemical toxinsandpharmaceutical the cellulartargetsofbiologicaland research; thecellbiologyofdiseases; topics suchasstemcellandcloning contemporary andsociallyrelevant aging, anddeath.Discussionsinclude cycle regulation;cancer;cellstress, ity; cellsignaling;divisionand lar matrixandcelladhesion;motil- port; thecytoskeleton;extracellu- cules; membranestructureandtrans- synthesis, andregulationofbiomole- of cells;cellularorganelles;structure, Topics include:originandevolution a focusoneukaryoticcellbiology. that regulatecellularphysiology,with tion andthemolecularmechanisms sive analysisofcellstructureandfunc- 237. CellBiology(1). Offered eachsemester. An explorationof The applicationof A comprehen- or consentofinstructor. Offered eachfall.Prerequisite:Biology 247 laboratory periodperweek. ture-discussion classperiodsandone selection willbediscussed. stances inourenvironment,andnatural genetic engineering,mutagenicsub- seling, domesticbreedingofcrops, surrounding suchitemsasgeneticcoun- solving approach.Socialcontroversies ics aredevelopedthroughaproblem- tion, quantitative,andmoleculargenet- 289. Genetics(1). 260, 300,orconsentofinstructor. 260, 289,300,340,345,357,Chemistry one ofthefollowing:Biology237,248, Offered spring2011.Prerequisite:any ods andonelaboratoryperiodperweek. ety. Threelecture-discussionclassperi- immunology onpublichealthandsoci- tions anddiagnoses,theimpactof scientific research,clinicalcasepresenta- will examineimmunologicaltopicsin bacteria, andparasites.Classdiscussions as wellimmuneresponsestoviruses, deficiencies, andcancerimmunotherapy lar medicine,autoimmunity,immune and inflammation,vaccinesmolecu- cally relevanttopicsincludingallergy diseases. Thiscoursewillexamineclini- normal immunityandimmunesystem and functionoftheimmunesystemin 265. Immunology(1).Development Chemistry 260forcoursedescription. 260. BioMetabolism(1). lege-level mathematicscourse. sent ofinstructor.Recommended:onecol- level biologyorchemistrycourse,con- spring 2011.Prerequisite:onecollege- oratory periodperweek.(WL)Offered hours oflecture-discussionandonelab- and generatingoriginalresearch.Four analysis; buildingascientificapparatus; microscopy andquantitativeimage developmental biology;digitalvideo and modelingapproachestocellular synthesis ofexperimental,theoretical, explored. Laboratoryprojectsemphasize fungal, plant,andprotozoancellswillbe and differencesamonganimal,bacterial, transfer, permeability,heatregulation, mation, morphogenesis,information cytoarchitectural dynamics,patternfor- metabolism andregulation,motility, Mendelian, popula- Three lec- See (WL)

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291. Proseminar (1⁄2-1). Topics vary. empirical perspectives, and observational Designed to pursue topics of special and experimental methods are employed interest such as conservation biology, in field and laboratory exercises to test stream ecology and geology, cell biolo- hypotheses for how and why animals gy, and sexual reproduction of mam- behave as they do. Three lecture-discus- mals. May be repeated for credit if sion class periods and one laboratory topic is different. Offered occasionally. period per week. (WL, LW) Offered fall Prerequisite: established individually for 2009, fall 2011. Prerequisite from one of each offering, usually based on the back- the following: one college-level biology ground developed in other departmental course or one 200-level course in anthro- courses. pology or psychology, or consent of instructor. Recommended: Biology 247, or 300. Biochemistry of Anthropology 240, or Psychology 200, or Macromolecules (1). (WL) See any other statistics course. Chemistry 300 for course description. 345. Molecular Biology (1). An explo- 337. Population Biology (1). An ration of prokaryotic and eukaryotic mol- investigation of the factors that deter- ecular biology. Topics include molecular mine the size of a population, its distri- and subcellular organization of genes, bution, and the kinds of individuals chromatin, chromosomes, and genomes; that it comprises. Population genetics, structure, synthesis, and function of population ecology, ecological genet- nucleic acids and proteins; regulation of ics, and evolutionary ecology will be gene expression and signal transduc- introduced using observational, experi- tion/cell signaling; biotechnology and mental, and theoretical analysis. recombinant DNA technology, sequence Laboratory exercises stress examination analysis in genomics and proteomics. of natural populations in the field. The laboratory emphasizes project-ori- Three lecture-discussion class periods ented independent laboratory investiga- and one laboratory period per week. tions using techniques for: gene cloning; (WL, LW) Offered fall 2010. polymerase chain reaction (PCR); DNA Prerequisite: Biology 247 and 289, or sequence analysis; recombinant protein consent of instructor. production, purification, and characteri- 340. Neurobiology (1). Analysis of zation; covalent modifications of pro- neurophysiology and functional neu- teins and nucleic acids; and analysis of roanatomy. Topics covered include gene expression. Three lecture-discus- nerve cell signaling, sensory and motor sion class periods and one laboratory systems, and higher brain processes. period per week. Offered spring 2010. Laboratory exercises focus on anatomy Prerequisite: any of the following: Biology and neural conduction and require dis- 237, 248, 260, 265, 289, 300, 340, 357, section. Students will prepare a review Chemistry 260, 300, or consent of instruc- paper and oral presentation to under- tor. stand better a specific topic of neurobi- 357. Human Anatomy & Physiology ology. Three lecture-discussion class (1). An investigation of the structure periods and one laboratory period per and function of whole-body systems, week. (WL, LW) Offered fall 2009, including the mechanisms of control and 2011. Prerequisite: Biology 247, integration of various systems. While the Chemistry 117, and at least 1 of the fol- primary focus will be regulation and dis- lowing courses: Biology 237, 248, 260, regulation of human systems, animal 265, 289, 300, 345, 357, Chemistry 260, models will be used to further explore 300, or consent of instructor. the topic. Students will be required to 343. Animal Behavior (1). The study prepare oral and written presentations. of the development, causation, func- Laboratory work requires dissection. tion, and evolution of behavior from a Three lecture-discussion class periods biological perspective. The behavior of and one laboratory period per week. animals is viewed from theoretical and (WL, LW) Prerequisite: Biology 247, 46 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage47 based onthetopicofcourse. Additional coursesmayberequired or higherconsentofinstructor. additional biologycoursesnumbered201 standing, Biology247,andatleasttwo semester. Prerequisite:juniororsenior iology, andurbanecology. animal behavior,obesity,plantecophys- image analysis,diabetes,gametheoryin cognition, bioinformatics,biological ings ofthiscoursemayincludeanimal the topicisdifferent.Upcomingoffer- ment andmayberepeatedforcreditif satisfy thebiologycapstonerequire- Biologist. Thiscoursemaybeusedto departmental journal,TheBeloit may besubmittedforpublicationinthe research manuscript.Themanuscript the writingofacriticalreviewor ing, andpeerreviewculminatesin course includesoralpresentations,writ- and/or primaryinvestigation.This and analysisoftheresearchliterature biology deeplythroughcarefulreading ( 385. CurrentResearchinBiology consent ofinstructor. 240, Psychology150,orSociology305), 247, Mathematics106,Anthropology course andastatistics(Biology Prerequisite: onecollege-levelbiology (WL, LW)Offeredspring2011. and onelaboratoryperiodperweek. Three lecture-discussionclassperiods these levelsusingquantitativemethods. change willbeexaminedateachof ability, biologicaldiversity,andglobal Contemporary questionsaboutsustain- field, andlaboratoryactivities. landscape levelsthroughclassroom, population, community,ecosystem,and dents examinetheseinteractionsatthe different ecosystems.Inthiscourse,stu- distribution oforganismsthatoccurin the patternsoforganismabundanceand study theseinteractionstounderstand nonliving environment.Ecologists interactions betweenorganismsandthe of interactionsamongorganismsand 372. Ecology(1). or consentofinstructor. 265, 289,300,345,Chemistry260, lowing courses:Biology237,248,260, Chemistry 117,andatleast1ofthefol- 1 ⁄ 2 , 1).Thiscourseexploresanareaof Ecology isthestudy Offered each ( 392. IndependentResearchinBiology and chairofbiologydepartment. standing. Consentoffacultysupervisor supervision. 395. TeachingAssistant( chair ofbiologydepartment. ing. Consentoffacultysupervisorand member. Prerequisite:sophomorestand- student withsupervisionbyafaculty Beloit Biologist 387. ManuscriptPreparationforThe ( 391. DirectedReadingsinBiology for upto1unitofcredit. accepted proposal.Coursemayberepeated courses numbered201orhigher,andan 289, andatleast3additionalbiology junior orseniorstanding,Biology247, departmental faculty.Prerequisite: semester andaresubjecttoapprovalby semester andDecember1forspring in thiscoursearedueonJuly15forfall ulty member.Proposalsforenrollment Biologist, underthementorshipofafac- departmental journal,TheBeloit critical reviewforsubmissiontothe pare aprimaryresearchmanuscriptor biology department. Consent offacultysupervisorandchair Prerequisite: consentoffacultysupervisor. rials, orasaresearchassistant. preparation ordesignoflaboratorymate- rience asateachingassistant,inthe on astudent’spermanenttranscriptexpe- Credit). Anopportunitytoacknowledge 398. ProfessionalExperience(Non- ment chair. Consent offacultysupervisoranddepart- Prerequisite: sophomorestanding. lum developmentprojectswithfaculty. ( 396. TeachingAssistantResearch ment chair. Consent offacultysupervisoranddepart- Prerequisite: sophomorestanding. instruction. Gradedcredit/nocredit. with facultyinclassroomandlaboratory 1 1 1 ⁄ ⁄ ⁄ 2 2 2 , 1). , 1). ). Course, laboratory,andcurricu- Research projectconductedbya Individual studyunderfaculty Prerequisite: sophomore ( 1 ⁄ 2 , 1).Studentspre- 1 ⁄ 2 ). Work

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The study of chemistry provides an atom- c. Two units selected from ic/molecular basis for understanding the Mathematics 106, 115, 175; world. Hands-on, inquiry-based experi- Physics 102, 206, 210; Biology ences that ask students to construct their 247; or Computer Science. own knowledge and communicate it to others lead to a deep understanding of 3. In preparation for graduate study in chemical concepts. Our philosophy is that chemistry, as much mathematics, students should learn chemistry by doing physics, and additional chemistry as what chemists actually do, using sophisti- possible, and at least one summer or cated instruments and techniques that semester of full-time research experi- practicing chemists use from the start, ence are strongly recommended. providing molecular-level insight to 4. Writing/Communication require- reinforce an understanding of the ment: In order to adapt to the rapid- macroscopic behavior of materials, and ly changing professional environ- gaining facility in their symbolic repre- ment of the 21st century, chemistry sentation. Chemists are often key players majors require multiple skills in writ- who work together in interdisciplinary ing and communication—general, teams that address important questions technical, and laboratory writing; in medicine, environmental issues, public, class, and professional speak- biotechnology, and nanotechnology. ing; computer skills for analysis and Faculty visualization of data, simulations, and modeling. KEVIN BRAUN a. Chemistry 117 (WL) introduces WILLIAM BROWN (emeritus) students to chemistry by having them write laboratory notebooks KATHLEEN GREENE and formal scientific reports and give oral presentations of their GEORGE LISENSKY research results. b. Chemistry 280, Professional ALFRED ORDMAN Tools for Scientific Careers LAURA PARMENTIER, chair (Sophomore Seminar), covers specific communications skills BROCK SPENCER required by chemistry professionals, including résumé preparation, RAMA VISWANATHAN job searching and interview skills, and computer-based tools. Chemistry Major c. Chemistry 380, Senior Seminar, provides multiple opportunities to (14 units) present topical scientific seminars and to evaluate seminars given by 1. Ten departmental units: peers. a. Chemistry 117 d. Chemistry 385, Senior Thesis, b. Eight units with at least 1 unit involves critical evaluation of a from each of the five branches of topic or original research in con- chemistry: sultation at various stages of revi- Analytical Chemistry: 220, 225 sion with a primary and secondary Organic Chemistry: 230, 235 faculty reader. Physical Chemistry: 240, 245 Inorganic Chemistry: 150, 250 5. Computer analysis and data visual- Biochemistry: 260, 300 ization: Computer skills are essential c. Chemistry 280 (1⁄4), 380 (1⁄4), for data acquisition, analysis and and 385 (1⁄2). visualization, simulations of molecu- 2. Four supporting units: lar processes, and molecular model- a. Mathematics 110 ing. Computer programs and soft- b. Physics 101 ware supplement and enhance the 48 skills for oral and written communi- chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage49 .Ninedepartmentalunits: 1. Eightdepartmentalunits: 1. 5. Computational analysisanddata 5. Writing/Communicationrequire- 4. Inpreparationforgraduatestudyin 3. Six supportingunits:Mathematics 2. (15 units) Major Biological Chemistry (14 units) Major Applied Chemistry . Twoadditionalunitswith1unit c. Chemistry 220,230,235,260, b. a. Chemistry 117 Chemistry280( c. Six unitswithatleast1unitfrom b. a. Chemistry 117 visualization: ment: seechemistrymajor. ence arestronglyrecommended. semester offull-timeresearchexperi- possible andatleastonesummeror physics, andadditionalchemistryas chemistry, asmuchmathematics, ment chair. approved bypetitiontothedepart- complementary disciplineas 110, Physics101,and4unitsina genomics databasemanipulation. Unix/PERL-based scriptsfor Bank molecularviewers,and Gaussian, Chem3D,ProteinData ing MathCad,ChemDraw,Spartan, tation andvisualizationtoolsinclud- also learntousespecializedcompu- throughout thecurriculum.Students spreadsheets andmacrosareused cation inchemistry.Excel-based (Chemistry 240or245)andinor- of chemistry:physicalchemistry in eachoftheremainingbranches and 300. of chemistry.Seechemistrymajor. each offourthefivebranches 385 ( 1 ⁄ 2 ). see chemistrymajor. 1 ⁄ 4 ), 380( 1 ⁄ 4 ), and .Sevendepartmentalunits: 1. 5. Computational analysisanddatavisu- 5. Writing/Communicationrequire- 4. Inpreparationforgraduatestudyin 3. Sixsupportingunits: 2. .Inpreparationforgraduatestudyor 3. Sevensupportingunits: 2. (14 units) Major Chemistry Environmental . Chemistry280( c. Five unitswithatleast1unitfrom b. a. Chemistry 117 d. Chemistry 280( d. alization: seechemistrymajor. ment: seechemistrymajor. ence arestronglyrecommended. semester offull-timeresearchexperi- possible andatleastonesummeror physics, andadditionalchemistryas chemistry, asmuchmathematics, Physics 101andeither102or d. Mathematics110and115. c. Biology 237,248,289,or345. b. Biology110,111,121,141,or a. recommended. internship orprogramarestrongly experience inanenvironmental least onesummerorsemesterof ics, andsocialsciencecoursesat ence, additionalscience,mathemat- employment inenvironmentalsci- department chair. ence, approvedbypetitiontothe disciplinary studiesorpoliticalsci- nomics, environmentalstudies,inter- 110, and3additionalunitsfromeco- Biology 206or372,Geology100 Mathematics 110,Physics101, chemistry. Seechemistrymajor. each offourthefivebranches 250). ganic chemistry(Chemistry150or 385 ( 385 ( 210. 151. 385 or387). 1 1 ⁄ ⁄ 2 2 ) (cansubstituteBiology ). 1 1 ⁄ ⁄ 4 4 ), 380( ), 380( 1 1 ⁄ ⁄ 4 4 ), and ), and

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4. Writing/Communication require- that chemistry has a tremendous effect ment: see chemistry major. on your personal life and on the decisions made by society. Along the way, 5. Computational analysis and data we will cover atoms, molecules, ions, visualization: see chemistry major. and periodic properties; chemical equations, stoichiometry and moles; Lewis American Chemical structures and VSEPR model of bond- ing; reactivity and functional groups; Society Certification states of matter and intermolecular Beloit College is approved by the forces; relationships between structure American Chemical Society for the and properties. Topical applications and undergraduate professional training of issues vary with the instructor and may chemists. Certification by the society include global warming, automobile requires: pollution, and health/nutrition. Three two-hour class periods per week of 1. All requirements of the chemistry or combined lecture, laboratory, and dis- biological chemistry major, with the cussion. (WL) Offered each semester. following changes: Prerequisite: Facility with algebra. Note: a. Mathematics 115, Physics 102 Students with a strong prior background (chemistry major). in chemistry are encouraged to consult b. Additional laboratory experience: with the department about placement in a 1. One course from Chemistry more advanced chemistry course and pos- 370, 375, 390, with laboratory sible retroactive credit for Chemistry 117. work. 127. Biochemical Issues (1). 2. Field term or internship with Biochemical Issues is a course in which laboratory work and compre- students experience doing what many hensive written report. biochemists do. They seek an interesting interdisciplinary area, such as nutrition or Biochemistry Major nerve signalling. The class acquires biochemical data and tests holistic solutions. (14 units) Cooperatively, students acquire relevant See biochemistry in the catalog. biochemical skills beyond introductory biology and chemistry. Individually, each student will complete a project using Chemistry Minor her/his own unique disciplinary back- (5 units) ground, which will result in a poster suit- a. Chemistry 117 able for public presentation. May be b. Four units selected from the five repeated for credit if topic is differ- branches of chemistry. ent.(WL, LW). Offered each semester. See chemistry major. Prerequisite: Chemistry 117 or consent of instructor. c. Chemistry 280 (1⁄4). 150. Nanochemistry (1). Chemistry plays a significant role in the emerging Description of Courses interdisciplinary fields of nanoscience 117. Chemistry (1). Why is chemistry and nanotechnology. The nanoscale important to other sciences, technolo- refers to materials with dimensions on gy, and society? What processes do the scale of nanometers (a thousandth chemists use when dealing with real of a thousandth of a thousandth of a problems? What conceptual models do meter). Control of the material world chemists use to understand and explain at the scale of atoms and molecules can their observations? The focus of this produce materials with fundamentally course is on the reasons for doing sci- different properties and behavior and ence, the intellectual and instrumental has been touted as the next technologi- tools used, the models developed to cal revolution. Some questions we will 50 solve new problems, and the assertion chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage51 class periodsandonelaboratory period the supervisionofinstructor. Three oratory projectandcarryitoutunder required toprepareanindependentlab- ence forChemistry235,eachstudentis tion; aspartofthelaboratoryexperi- scopic methodsofstructuredetermina- thetic proceduresandmodernspectro- Laboratory: basictechniquesandsyn- structure andofreactionmechanisms. modern theoreticalinterpretationof carbon. Considerableemphasison aliphatic andaromaticcompoundsof each). 230, 235.OrganicChemistryI,II(1 220 or230. different topics. May betakenmorethanonceunder and onelaboratoryperiodperweek. and voltammetry.Threeclassperiods uid chromatography;microcalorimetry; scopies; massspectrometry;gasandliq- atomic absorptionandX-rayspectro- nance, infrared,Raman,electronicand magnetic resonance,electronspinreso- ( 225. TopicsinInstrumentalAnalysis facility withmolecalculations. spring. Prerequisite:Chemistry117or ratory periodperweek.Offeredeach 220. Threeclassperiodsandonelabo- tive analysisissatisfiedbyChemistry ration requiringonetermofquantita- ric techniques.Pre-professionalprepa- spectrophotometric, andpotentiomet- application ofgravimetric,volumetric, tion andsoils.Laboratoryworkstresses and redoxequilibriainaqueoussolu- solubility, distribution,complexion, graphical interpretationofacid-base, course emphasizesquantitativeand processes andinchemicalanalysis.This of biologicalandenvironmental are fundamentalintheunderstanding Geochemistry (1).Chemicalequilibria 220. Environmental,Analyticaland chemistry orphysics. spring semester.Prerequisite:highschool laboratory periodperweek. materials? Threeclassperiodsandone What toolscanbeusedtostudysuch als special?Howcantheybeprepared? already exists?Whatmakesnanomateri- consider include:Whatnanotechnology 1 ⁄ 2 ). Possible topicsincludenuclear Reactions andpropertiesof Prerequisite: Chemistry Offered 110 orconsentofinstructor. of chemistry,Physics101,andMathematics Offered eachspring.Prerequisite:oneunit and theoriesofchemicalreactions. cal kinetics,mechanisms,photophysics, ria; electrochemistry;experimentalchemi- modynamics; phaseandchemicalequilib- (1). 240. ThermodynamicsandKinetics Chemistry 235. 117. Chemistry230isprerequisiteto spring (235).Prerequisite:Chemistry (WL, LW).Offeredeachfall(230)and per week.Chemistry235isdesignated lizing techniquesforpreparation and metabolism andelectrontransport uti- Laboratory experimentsinvestigate amino acids,andnucleicacids. Metabolism ofcarbohydrates,lipids, regulation ofcellularprocesses. Molecular biology,bioenergetics,and 260. BiochemistryofMetabolism(1). Geology 200orPhysics210. Prerequisite: Chemistry220or230 period perweek. Three classperiodsandonelaboratory terization ofinorganiccompounds. the synthesis,purification,andcharac- storage. Laboratoryworkemphasizes ics, catalysis,andenergygeneration the fieldsofelectronics,optics,magnet- tors andproteins;applicationsto metals, minerals,ceramics,semiconduc- crystalline andamorphoussolidssuchas atomic andmoleculararrangementsin odic properties;thecharacterizationof among structure,composition,andperi- This coursefocusesontherelationships tion ofmanyemergingtechnologies. intensive worldandareatthefounda- are animportantpartofourmaterials- 250. SolidStateChemistry(1). instructor. 101 andMathematics110,orconsentof Offered eachfall.Prerequisite:Physics and onelaboratoryperiodperweek. tational chemistry.Threeclassperiods using molecularmodelingandcompu- structure andvisualizationofmolecules applied toone-dimensionalsystems; Chemistry (1).Quantummechanics Modeling, andComputational 245. MolecularandVisualization, First, second,andthirdlawsofther- Offered eachfall. Solids

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purification of enzymes, carbohydrates, 380. Chemistry Seminar (1⁄4). and membranes. Three two-hour class Discussion of issues involving chem- periods per week of combined lecture, istry, biochemistry, health, environ- laboratory, and discussion. (Also listed ment, and technology using current as Biology 260.) Offered each spring. articles from the scientific literature. Prerequisite: any 100-level biology course May be taken more than once. One and Chemistry 230, or consent of period per week. Graded credit/no instructor. credit. Offered each semester. Prerequisite: Chemistry 280. 280. Professional Tools for Scientific Careers (1⁄4). Planning your future, 385. Senior Thesis (1⁄2). Group and defining and finding internship and individual guidance on methods of writ- post-college opportunities, locating ing a comprehensive paper, composed of useful technical literature, and comput- critical evaluation of a topic or original er-based visualization and presenta- research in consultation at various stages tions. One period per week. Graded of revision with a primary and secondary credit/no credit. Offered each spring. faculty reader. Prerequisite: Chemistry 117 or sopho- 1 more standing. 390. Special Projects ( ⁄4-1). Research work under faculty supervision. 300. Biochemistry of Macromolecules Prerequisite: sophomore standing. (1). Structural and functional properties 1 1 of nucleic acids, proteins, carbohydrates, 395. Teaching Assistant ( ⁄4, ⁄2). and lipids. Laboratory experiments focus Work with faculty in classroom and labo- on techniques of expression, purification ratory instruction. Graded credit/no and characterization of biomolecules. credit. Three class periods and one laboratory 396. Teaching Assistant Research (1⁄4, period per week. (Also listed as Biology 1⁄2). Course, laboratory, and curriculum 300.) (WL) Offered each fall. development projects with faculty. Prerequisite: Chemistry 220, 235, and Prerequisite: consent of instructor. one from Biology 110, 111, 121, or 141.

370, 375. Advanced Topics (1⁄2, 1). In-depth study of selected topics stressing primary research literature. Lecture, discussion, student presentations, and papers. May include laboratory. Past offerings have included advanced organic chemistry, scientific glassblowing, medicinal chemistry, organometallic chemistry, and laser spectroscopy. May be repeated for credit if topic is different. Offered each semester. Prerequisite: varies with topic.

52 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage53 3. Writing/Communication require- Supportingcourses(3units): 2. Sixdepartmentalunits: 1. and ends. cation ofthesewordswhereclassicsbegins self!” Itistheunderstandingandappli- ideal ofclassicalstudies:“Knowyour- One ancientthoughtbestdescribesthis can understandbetterwhoweare. Greeks, andRomans)were,sothatwe better whothey(theancientEgyptians, endeavor. Itsonlygoalistounderstand The studyofclassicsisanentirelyselfish .Eightdepartmentalunits: 1. AARON WENZEL JOHN WATROUS ARTHUR ROBSON(emeritus) GENE MILLER CONSTANTINE HADAVAS,chair Faculty (11 units) Major Classical Philology Major Classical Civilization Classics ment: seeclassicalphilologymajor. Threecourseschoseninconsulta- a. Fourcoursesinclassicalliterature b. Completionofthe100-level a. .Completionofthe108levelor b. Six unitsortheequivalentabove a. 350; andreligiousstudiescourses. 221 and222;Philosophy200 110 and310;Art120;History recommended areAnthropology tion withtheadvisor.Especially 227, 230,or250. Classics 100,150,205,225,226, and civilizationchosenfrom: either GreekorLatin. courses, ortheequivalent,in guage. the equivalentinanotherlan- Greek orLatin. the 100-levelcoursesineither (9 units) Note: EitherEgyptianora .Special projectsandhonorstheses.In c. IntermediateandadvancedGreek b. Civilization,literature,andmytholo- a. 4. Writing/Communication require- Majorsarestronglyencouragedto 3. Supportingcourses(3units): 2. and thepresentationofevidence for involves thedevelopmentofathesis an independentresearchprojectthat year, studentsmaychoosetoworkon their sophomore,junior,orsenior studied. grammatical natureofthetextsbeing of thespecifichistorical,literary,and that focusesontheirunderstanding engage inmorespecializedwriting and Latinlanguagecourses.Students group oralpresentations. papers. Studentsalsogivesoloand ative writing,andshorterresearch response papers,analyticalessays,cre- writing inthesecoursesincludes analyzing theancientworld,student engage theevidencethatsurvivesfor are normallydesignatedWL.To History 221,222).Alltheseclasses 150, 205,225,230,and250, gy courses(ClassicalStudies100, courses thedepartmentoffers: classified underthethreetypesof material examined.Theseskillscanbe standing ofthediversenature skills thatdemonstrateanunder- a broadrangeoforalandwritten ture, studentsareexpectedtodevelop guages, literature,andmaterialcul- classics involvesthestudyoflan- students enrolledinitscourses.Since and writtencommunicationforall emphasizes thedevelopmentoforal ment: Thedepartmentofclassics in ItalyorGreece. participate intheCollege’sprograms Threecourseschoseninconsulta- a. other literatures. and 310;upper-levelcoursesin 120 and237;Anthropology110 222; Philosophy200and350;Art recommended areHistory221and tion withtheadvisor.Especially ed fortheotherclassicallanguage. modern languagemaybesubstitut-

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support. At the end of the project, either classics, art history, or archaeology, students are strongly encouraged to or consent of instructor. present their research publicly at Student Symposium. 227. Roman Art and Archaeology (1). An introduction to the art and archaeology of Etruscan and Roman Description of Courses civilization, from the Early Iron Age up CLASSICAL STUDIES through the rise of Constantinople. (Also listed as Art 233.) Prerequisite: 100. Introduction to Classical one course in either classics, art history, or Studies (1). An investigation of the archaeology, or consent of instructor. people and ideas that shaped and led the Golden Age of Greek and Roman 230. Byzantine Culture (1). An intro- civilization. Specific focus and topic will duction to the literary, philosophical, vary from term to term. The principal and theological currents of thought emphasis will be literary, but any aspect within the developing historical context of the Greek world may be included at of the Byzantine Empire from A.D. 500 the option of the instructor. Designed to 1452. The continuity of the intellec- for both the general student and the tual traditions of classical Greece and major in classics or comparative litera- Rome will be examined as they appear in ture. (WL) Topics course. Offered odd the Greek Fathers, the Orthodox years, fall semester. Liturgy, the heresies, and theories of imperial power. (WL) 150. Classical Mythology (1⁄2, 1). The character and influence of classical 250. Literature in Translation mythology, emphasizing its importance Graeco-Roman Specialties (1⁄2, 1). in literature, religion, and the fine arts. The subject and content of the course May be repeated for credit if topic is will change according to the training different. (WL) Offered each spring. and special interest of the instructor. May be repeated for credit if topic is 205. Graeco-Roman Literature and different. (WL) Offered each fall. its Post-Classical Tradition (1). Focus upon either a specific genre, such 390. Special Projects (1⁄4-1). as tragedy, or period, such as the Italian Prerequisite: sophomore standing. Renaissance. May be repeated for credit 395. Teaching Assistant (1⁄2). Work if topic is different. (WL) Offered each with faculty in classroom instruction. spring. Graded credit/no credit. 225. Myth and Monuments: Greek 396. Teaching Assistant Research Art and Archaeology (1). Detailed, (1⁄2). Course and curriculum develop- interdisciplinary inquiries into the cross- ment projects with faculty. fertilization of myth and history as revealed by the complex of verbal, artis- GREEK tic, and archaeological records. 103. Beginning Ancient Greek I (1). Through this correlation of traditionally Intensive presentation of essential Greek discrete fields, a new picture emerges of forms and syntax enabling the student to the Minoan, Mycenaean, Archaic, and read competently classical texts as soon Classical periods of civilization. Topics as possible. Offered each fall. course. Offered each semester. 108. Beginning Ancient Greek II 226. Greek Art and Archaeology (1). (1). Review of Greek forms and syntax An introduction to the art and archae- followed by readings in Homer, Plato, ology of Greece, from the Early Bronze or the New Testament. Offered each Age up through the Hellenistic period. spring. Prerequisite: Greek 103 or con- Special emphasis is given to Minoan sent of instructor. and Mycenaean civilization, and to archaic and classical Athens. (Also listed 200. Homer and Homeric Hymns as Art 232.) Prerequisite: one course in (1). First half of the term: representative 54 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage55 upon theearlyandmiddledialogues of philosophic language.Primaryemphasis quences thatflowfromthecreationof mythological mode,andtheconse- tory ofconceptualthoughtoverthe 305. GreekPhilosophy(1). courses. development. ter ofGreekmyth,religion,andsocial texture aswellguidestothecharac- sources fortheexaminationofpoetic Homeric hymns,andlyricpoetsserveas 300. EarlyGreekPoetry(1). equivalent. Studies 241.) Pauline epistle.(AlsolistedasReligious will normallyincludeagospeland Testament texturalcriticism.Selections Greek, andthetechniquesofNew New Testament,thelanguageofKoine introduction totheliteratureof 220. NewTestament(1).Ageneral equivalent. analysis. Prerequisite:Greek108or ness tothebrokencircleofage of movementfrommythicconscious- hero; ananalysisofEuripides’depiction time anddestinyupontheSophoclean examination oftheimpingement An in-depthstudyoftheirplays. 215. SophoclesandEuripides(1). equivalent. and artist.Prerequisite:Greek108or and sociologist,asentertainer,moralist, reporter andinterpreter,asethnologist social movement.Thehistorianas interaction ofpersonalmotiveand the Herodoteanviewofhistory.The 210. Herodotus(1).Delineationof Prerequisite: Greek108orequivalent. two dialogueswillbestudiedintensively. principles ofPlato’sphilosophy.Atleast to thedialogueformandinterpretative 205. Plato(1). Prerequisite: Greek108orequivalent. oral traditionofbardicpoetry. hymns andtheircontributionstothe examination ofrepresentativeHomeric and epic.Secondhalfoftheterm:an tive technique,thenatureoforalpoetry an examinationofHomericstyle,narra- books oftheIliadorOdyssey,including Prerequisite: Greek108or Prerequisite: two200-level A generalintroduction The vic- Hesiod, ment projectswithfaculty. ( 396. TeachingAssistantResearch Graded credit/nocredit. with facultyinclassroominstruction. 390. SpecialProjects( courses. spring semester.Prerequisite:two200-level topic isdifferent. the theatre.Mayberepeatedforcreditif acterization, andsocietyinthehistoryof of alternativeapproachestotheme,char- classical periodsthroughaninvestigation of GreektraditioninRomanandpost- tist, andtheatricalcraftsman.Exploration world oftheplaywrightaspoet,drama- age. Detailedattentiontotheinner tive ofandcriticalcommentatoruponhis Aristophanes; eachfigureasarepresenta- of Aeschylus,Sophocles,Euripides,and (1). Closereadingofrepresentativeplays Definition andHistoricalInfluence 315. GreekDrama:Internal Prerequisite: two200-levelcourses. Hellenic orHellenisticperiods. rhetoric uponculturallifeinthe attention tothepracticeandeffectof writing andpoliticalaction.Primary The influenceoflogosuponhistorical 310. GreekHistoryandRhetoric(1). courses. Aristotle. Prerequisite:two200-level Plato andthenomotheticworksof mind. Approachestotheintersection of cal keytosocialhistoryandthe Roman (1). Explorationofthecomicasacriti- 200. RomanLaughterandSociety Latin 103orconsentofinstructor. text. Offeredeachspring.Prerequisite: lowed byareadingofclassicalLatin review ofLatinformsandsyntax,fol- 108. BeginningLatinII(1). and suremanner.Offeredeachfall. possible withLatintextsinacompetent a disciplinedstudenttodealassoon grammar andforms.Designedtoenable and thoroughpresentationofallLatin 103. BeginningLatinI(1). LATIN 395. TeachingAssistant( Prerequisite: sophomorestanding. 1 ⁄ 2 ). Courseandcurriculumdevelop- Offered evenyears, 1 ⁄ 4 -1). 1 ⁄ 2 ). Work Intensive Intensive

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humor and society: from comic, drama, 300. Roman Drama: Internal satiric poetry, and epigrammatic lam- Definition and Historical Influence poon to class structure and social (1). Close reading of representative ethics, personality and stereotype, plays of Plautus, Terence, and Seneca, power politics and statesmanship. each figure as representative of and crit- Attention to antecedence and conse- ical commentator upon his age. quence: from Greek origins to contem- Detailed attention to the inner world of porary forms. Offered even years, fall the playwrights as poets, dramatists, semester. Prerequisite: Latin 108 or and theatrical craftsmen. Consideration equivalent. of their Greek antecedents and investigation of the Roman tradition in post- 205. Epic and Lyric: Vergil and classical history of the drama. Horace (1). In the first module there Prerequisite: two 200-level courses. is general consideration either of the Aeneid or of the Georgics and the 305. Roman Mythology and Eclogues. Attention is directed toward Religion (1). Rome and her gods in stylistics and critical interpretation in the experience of her greatest poets: light of Augustan literature and poli- religion as a verification of myth and tics. The second module includes read- history; private religion and public reali- ing and examination of representative ty; prayer, sacrifice, divination, and works of Horace’s poetry as well as the priesthood, myth and religion as paths poet’s use of metrics and rhetorical to social revolution and political devices. Prerequisite: Latin 108 or reform; the poet as blasphemer and equivalent. propagandist, as satirist, cultural stabi- lizer, and renegade. Prerequisite: two 210. Livy and Tacitus (1). The first 200-level courses. module focuses upon Ab Urbe Condita, Livy’s picture of the priscae 310. Roman History and Rhetoric virtutes and their relationships to his (1). Key periods of Roman history and aims and methods. The second module their characteristics: traditions of archa- focuses upon Tacitus’ portrait of the ic, republican, and imperial historiogra- Roman Empire, his political thought, phy; historical and literary method; and illustrations of character, class, and philosophical and moral traditions; social conditions. Prerequisite: Latin rhetorical and literary history in the 108 or equivalent. midst of political controversy. Prerequisite: two 200-level courses. 225. Medieval Latin Intellect (1). Transformation of Latin thought and 350. Augustine (1). An examination style resulting from contact with of the twin sources of his philosophy Hebraic and Christian thought. Major and theology: Roman (Cicero and figures include Augustine, Boethius, Vergil) and Christian (New Abelard, Aquinas, and Dante. Testament). Advanced study of De Prerequisite: Latin 108 or equivalent. Civitate Dei, involving close reading and analysis, the use of secondary 300, 305, 310: Advanced Latin sources, and the preparation of an Literature Guided Seminars (1 extended scholarly or critical essay. each). The approach consists in large Prerequisite: two 200-level courses. measure of student-centered and independent reading, presentation of 390. Special Projects (1⁄4-1). papers, and analytical criticism. Prerequisite: sophomore standing. Evaluation of the students’ developing 1 philological skills occurs at regular 395. Teaching Assistant ( ⁄2). Work intervals during the term. In general, with faculty in classroom instruction. the role of the professor is to function Graded credit/no credit. as resource person and conductor of 396. Teaching Assistant Research individual and small group conferences. (1⁄2). Course and curriculum development projects with faculty. 56 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage57 of theindividualstudent. the linguisticbackgroundandinterests tory andtraditioninaccordancewith (4) acquireabroadsenseofliteraryhis- compose inthespecificliterarymode;and criticism, translate,and,whenpossible, or moreliteraturesindepth;(3)write read literaturecritically;(2)studytwo opportunities to(1)developanability place, ortime.Themajoroffersstudents ture composedinadifferentlanguage, careful studyofatleastoneotherlitera- and intellectualtradition,butalsoa knowledge ofalanguageplusitsliterary erature requiresnotonlyathorough premise thatresponsiblecriticismofalit- parative literatureatBeloitrestsonthe guistic boundaries.Themajorincom- out specificregardfornationalorlin- themes, periods,theories,andgenreswith- interrelationships amongliterarytexts, Comparative literatureisthestudyof DANIEL YOUD LISA HAINESWRIGHT(English) OSWALDO VOYSEST (English) JOHN ROSENWALD DONNA OLIVER CYNTHIA McCOWN TOM McBRIDE(English) SYLVIA LÓPEZ SCOTT LINEBERGER DIANE LICHTENSTEIN(English) TAMARA KETABGIAN(English) CONSTANTINE HADAVAS,chair SHAWN GILLEN(English) CHRISTOPHER FINK(English) Faculty Comparative Literature (modern languagesandliteratures) (modern languagesandliteratures) (modern languagesandliteratures) (English andtheatrearts) (modern languagesandliteratures) (modern languagesandliteratures) (classics) 2. Writing/Communication require- Ninedepartmentalunits: 1. eign studyandworkprograms. seminars abroad,andinindividualfor- the AssociatedCollegesofMidwest Beloit Collegesstudyabroadprogram, spoken. Opportunitiesareofferedinthe the languageofprincipalliteratureis one termormoreinacountrywhere erature, ifatallpossible,shouldspend The studentmajoringincomparativelit- Recommendations Major Comparative Literature ment, andrevision. including pre-writing,thesisdevelop- tant stagesofthewritingprocess, Emphasis isalsogiventotheimpor- English andtheprincipallanguage. development ofpolishedstyleinboth Particular attentionisgiventothe the criticalsynthesisofideas. and persuasion,closereading, analyses usingtheskillsofargument students willwriteliteraryandtextual ing components.Asbefitsthemajor, principal language,haveheavywrit- whether taughtinEnglishorthe the majorincomparativeliterature, ment: Allcoursesthatcounttoward ThreeComparativeLiterature230 e. Oneadditionalliteraturecourse d. Twocoursesatthe200-levelor c. English195,196,or197. b. ComparativeLiterature190,246. a. substitute foroneofthesecourses. 389 (SeniorThesis)maybeusedto language. ComparativeLiterature them todoworkintheprincipal Literature 230coursesthatallow dents shouldselectComparative courses. Wheneverpossible,stu- guage) atthe200-levelorabove. (in Englishorintheprincipallan- that literature. an emphasisontheclassicworksof consultation withtheadvisor, guage orpartlyintranslationupon literature readintheoriginallan- above intheprincipal(non-native) (9 units)

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Description of Courses 246. Literary History, Theory, Practice (1⁄2, 1). This course investi- 190. Introduction to Literary Study gates various approaches to language, (1). Designed for the potential major texts, reading, representation, literary in comparative literature and other history, and interpretation. Various the- interested students. Possible prerequi- oretical perspectives will be used to ana- site to advanced courses in comparative lyze literary texts. Topics, theories, and literature. Methods of close reading of texts vary with instructor. (Also listed as selected works of poetry, drama, and English 246.) Prerequisite: English or fiction, with training in analysis and Comparative Literature 190 and either critical writing. (Also listed as English English 195, 196, or 197. 190. Comparative literature majors should register for Comparative 389. Senior Thesis (1). The writing of Literature 190.) (WL, LW) Offered a substantial paper employing a compar- each semester. ative critical method, which may include a section on the problems of translation 230. Comparative Literature Topics and examples of translation by the stu- (1). The topic will change from term to dent, either in the principal or sec- term, depending upon the instructor, ondary literature. The paper will be but all will have a specifically compara- completed under the direction of appro- tive dimension and may include study priate instructors and the chair of the of a genre, form (including film), com- comparative literature program. parison of authors, inquiry into a critical problem, exploration of a theme, or 390. Special Projects (1⁄4-1). examination of a period. Students Individually planned programs of read- majoring in comparative literature will, ing or research under the supervision of when appropriate, be required to read, a member of the comparative literature write, and translate using their principal faculty. Prerequisite: sophomore standing. language at some time during the course. May be repeated for credit if topic is different. Offered each semester. Prerequisite: Comparative Literature 190, or consent of instructor.

58 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage59 .Nineandthree-quartersdepartmen- 1. niques ofcomputerscience. but formasteryofconceptsandtech- ment forcomputerprogrammingalone ment doesnotgrantcreditorplace- quent courseatBeloit).Thedepart- institutions, orachievementinasubse- equivalencing ofcoursesfromother (based onexperience,self-teaching, on advisingbyfaculty)and/orcredit may grantadditionalplacement(based of mathematicsandcomputerscience Credit (seechapter6),thedepartment policies ofAdvancedPlacementand Supplemental totheCollege’sgeneral vocations invariouscomputerfields. students forgraduate-levelstudyand gy. Upper-levelelectivecoursesprepare computer scienceandtechnolo- eling andalsofocusonmodelsspecificto more advancedtechniquesforsuchmod- pursuing acomputersciencemajorlearn lem-solving inanydomain.Students courses prepareastudenttodosuchprob- solve real-worldproblems.Introductory stand orinvestigatethesituationto models andtechniquesareusedtounder- niques tomanipulatethatmodel.Such er, andhowtodevisemechanizabletech- to representthatmodelinsideacomput- a modelforreal-worldsituation,how Computer sciencefocusesonhowtocreate ROBIN ZEBROWSKI RAMA VISWANATHAN PETER THERON STEVEN HUSS-LEDERMAN DARRAH CHAVEY PAUL CAMPBELL,chair Faculty (11 Computer ScienceMajor Credit Advanced Placement Computer Science (cognitive science) tal units: 3 ⁄ 4 units) 3. Studentsplanningtoattendgraduate 4. Writing/Communicationrequire- Twosupportingunits: 2. courses thatshouldbetaken. consult withanadvisorforadditional school incomputerscienceshould . Amaximumof1-unit c. Four andone-halfunitsincom- b. Fiveandone-quarterunitsofcore a. ment’s coursesfocusonsuch writ- description. Manyofthedepart- program designdocumentsor code puter scientistsusuallyconsistsof pline. Professionalwritingforcom- not necessarilytrainedinthedisci- how toreporttheirworkothers other professionalsinthefieldand need toknowbothhowwritefor the instructor.Computerscientists and othercoursesasdesignatedby fy include131,205,341,345,381, Computer sciencecoursesthatquali- courses takenelsewhere. advisor aboutpotentialcreditfor should consultwithadepartmental the department.Transferstudents and atleast2coursesfromoutside ics/computer sciencedepartment 2 unitsfrominsidethemathemat- by theCollegeasWLorLW,atleast ment: Atleast5coursesdesignated a. Mathematics110andeither Mathematics 160or200. is a1-unitcourse).Inaddition, toward themajor(eventhoughit Physics 220countsas replace coursesin1b.Notethat Physics 220maybeusedto Computer Science161,261,and topic. taken asecondtimeasdifferent requirement, but301maycountif cannot beusedtomeetthis course usedforrequirement1a. 331, 341,and345.Notethata 241, 251,301,311,321,325, puter sciencetakenfrom221,231, 281, 301,and381takentwice. 123, 125,131,201,205,211, courses: ComputerScience121, mum. applied towardthis1-unitmaxi- advance bythedepartmentmaybe unit ofaninternshipapprovedin 1 ⁄ 2 unit 1 ⁄ 2

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Computer Science (continued)

ing. Explaining our work to non- how information is stored, robots, professionals often requires signifi- artificial intelligence, and the Internet. cantly different skills. While some Offered occasionally. departmental courses emphasize this 125. Introduction to Computer type of writing, often the best train- 1 ing for this writing is in courses in Hardware ( ⁄2). Introduction to the other disciplines. Consequently, organization of the physical compo- computer science majors are nents of a computer (hardware) and required to take writing courses the interface between the hardware both inside and outside the depart- and the programs/instructions (soft- ment. ware) that results in a functioning computational machine. Features an introduction to binary numbers, digi- 5. Computer science majors are expect- tal logic, and elementary program- ed to enroll in Computer Science ming at the raw binary level and the 381 each semester in which they are assembler level (in terms of the in residence in their junior and instruction set for the central process- senior years. ing unit (CPU)). Includes study of the other critical components of the com- Computer Science Minor puter: memory and its hierarchy, 3 (5 ⁄4 units) buses, and their communication with one another and the outside world. 1. Five and three-quarters departmental Offered each fall, first module. units: Prerequisite: Computer Science 121 or a. Three and three-quarters units of experience with programming. core courses: Computer Science 131. Object-Oriented Java 121, 123, 125, 131, 201, 205, Programming (1⁄2). Programming in 281, and 381. Java for students with substantial pro- b. Two units in computer science gramming experience in some language. taken from 211, 221, 231, 241, Basic programming constructs, with 251, 301, 311, 321, 325, 331, emphasis on standard techniques for 341, and 345. specifying and documenting programs, plus object-oriented programming, 2. Computer science minors are expect- including the use of standard Java objects ed to enroll in Computer Science and the creation of new objects. Testing 381 for at least one semester. techniques are emphasized throughout. (LW) Offered each semester, second mod- Description of Courses ule. Prerequisite: Computer Science 121 or 121. Introduction to Programming experience with programming. 1 ( ⁄2). Introduction to computer pro- 161. Data Visualization (1). Framed gramming for students with no or lim- in an interdisciplinary perspective, this ited experience in programming, introductory course focuses on the aes- emphasizing programming constructs thetic and computational principles and (loops, conditionals, recursion) and techniques (including programming object-oriented programming. techniques) for visualizing data and Students work in pairs on increasingly information from different contexts: complex programs to create software molecular, statistical, image, graphics, solutions to problems of general inter- and network/connection-based. est. Offered each semester, first module. Programming and implementation are 123. Great Ideas in Computer based on scripting languages, program Science (1⁄2). Introduction to comput- modules (many based on easy-to-imple- er science in the liberal arts tradition. ment matrix operations), and complete Topics include social and ethical impli- software packages. Students also use cations of computer science, privacy, specialized projection equipment to historical perspective, Moore’s law, view images in 3D. (Also listed as 60 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage61 objects movingsimultaneously. This tion programwithseveralscreen in otherthreads,oragraphicalanima- wait forpossiblecommands(“events”) in onethreadwhilebuttonsandmenus ing acommonsite,programrunning together, suchasremoteusersaccess- system orprogramthatfunction (“threads”), processesinacomputer Basic techniquesforthreadedprograms 205. AlgorithmsandDesign( Prerequisite: ComputerScience131. Offered eachspring,firstmodule. gramming inanappliedcontext. seeking adeeperunderstandingofpro- suitable forawidevarietyofstudents applied problems,hencethecourseis data structurestowritesoftwaresolve Students learntouseabstractionsof dard softwarefortheirimplementation. structures, complexityanalysis,andstan- problem-solving. Coversbasicdata tures withopportunitiesforsoftware Science ( 170. GeneralTopicsinComputer 110 orconsentofinstructor. Computer Science121andMathematics odd years,springsemester.Prerequisite: Interdisciplinary Studies161.) ( 201. DataStructuresandAbstraction ally. Prerequisite:Varieswithtopic. and contentchange. be repeatedforcreditwhenthetitle and contentvary,thecoursemay ble toageneralaudience.Coursetitle 211. ThreadedProgramming( Prerequisite: ComputerScience201. Offered eachspring,secondmodule. structures andalgorithms.(LW) analyzing thetradeoffsinchoiceofdata algorithms insolvingproblems,while and implementthedetailsofthese Computer Science201,studentslearn sive algorithms;goingbeyond analysis ofalgorithms,includingrecur- This coursecoversdetailsofcomplexity rithms fordiversesortingmethods. rithms toimplementthem,plusalgo- ing, andgraphs,togetherwithalgo- lists, generalandbalancedtrees,hash- including advancedlinked-lists,skip Additional coverageofdatastructures, 1 ⁄ 2 ). Practicalcoverageofdatastruc- 1 ⁄ 4 -1). Special topicsapplica- Offered occasion- Offered 1 1 ⁄ 2 ⁄ 2 ). ). Computer Science121,123,125. module. Prerequisite:twocoursesfrom Offered evenyears,springsemester,first client/server socket-basedmodels. based computing,withanemphasison It alsodiscussesmodelsofnetwork- transport, network,andphysicallayers. vices andprotocolsattheapplication, course examinestheInternetanditsser- and alayered-architecturemodel.The works, presentingbothaservicemodel and implementationofcomputernet- Introduction totheconcepts,design, Science 123and125. ond module.Prerequisite:Computer ing. processor architecturesandmultiprocess- The coursealsoexploresalternative subunits constructedusingdigitallogic. tion andstudyofaCPUformedfrom advanced assemblylanguage,andsimula- logic, instructionsetarchitectures, world. Includesformalstudyofdigital interface tomemoryandtheexternal interconnections, aswellintermsofits unit, datapathandcontrol)their subunits (registers,arithmeticandlogic ing unit(CPU)intermsofitsfunctional a modernvonNeumanncentralprocess- depth studyofthehardwareconstituting 231. ComputerNetworks( Computer Science131. Prerequisite: Offered occasionally. of languagetosuitaproblemcontext. and C++.Offersperspectivesonchoice approaches differentfromthoseinJava ters, andpointersbyexamining such asvariables,loops,arrays,parame- and complexitiesoflanguageconcepts Paradigms ( 221. ProgrammingLanguage 131. module. Prerequisite:ComputerScience Offered oddyears,fallsemester,first tion asconcreteprogrammingexamples. driven interfacesandgraphicalanima- cussed inageneralcontext,usingevent- concurrency problems.Topicsaredis- cating betweenthreads,andhandling creating threadedprograms,communi- course introducesbasictechniquesfor 241. ComputerArchitecture( Offered oddyears,fallsemester,sec- 1 ⁄ 2 ). Exploresthedepths 1 ⁄ 2 ). 1 ⁄ 2 ). In-

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251. Web Programming (1⁄2). Web designed as a junior-year capstone expe- design and programming using the rience to unify the topics covered in client-server model, featuring client- several core computer science courses as side scripting, the design of Web pages, well as prepare students for the senior and the development of server-side capstone experience. Offered occasional- script-based applications accessed ly. Prerequisite: Computer Science 123 through the Common Gateway and 201 or consent of instructor. Interface (CGI). Students use 1 JavaScript for client-side scripts and 301. Topics in Algorithms ( ⁄2). PERL and PHP to write server-side Investigation of general techniques for applications. An accompanying theme is the design, comparison, and analysis of good human-computer interface different major classes of algorithms. design. Offered even years, fall semester, The precise topic varies but possible first module. Prerequisite: Computer offerings include: geometric algorithms; Science 131. parallel and distributed algorithms; net- centric algorithms; analysis of algo- 261. Principles of Computation and rithms; graph algorithms; and genetic Modeling (1). Surveys principles of algorithms. May be repeated for credit computational science—basic tech- if topic is different. Offered odd years, niques for the application of computer spring semester, second module. science in different disciplines—in an Prerequisite or co-requisite: Mathematics interdisciplinary fashion, using examples 160 or 200. from art, biology, chemistry, econom- 1 ics, and other disciplines. Discusses fun- 311. Operating Systems ( ⁄2). Surveys damental algorithms and packaged the principles on which modern operat- implementations of numerical methods ing systems are based, including con- needed for modeling and visualization: currency mechanisms, scheduling, matrix operations, numerical solutions memory management, file systems, and of differential equations, and graphical security, with examples from major and image processing. The course contemporary operating systems. explores computational modeling of Offered in odd years, fall semester, second fractals, chaos, and complex adaptive module (not fall 2009). Prerequisite: systems, based on Wolfram’s thesis that Computer Science 125, 205, and 211. a small set of rules can produce com- 321. Database Applications (1⁄2). The plex behavior. Additionally, the course design of modern database systems and features global simulations (systems their practical use: the relational model; dynamics) and local simulations (cellu- the SQL language for queries; and lar automata). (Also listed as Interdisci- access via PHP, Java, and Web inter- plinary Studies 261.) Offered even years, faces. Setup and security of database spring semester. Prerequisite: Computer systems may be covered. Includes a Science 201 and Mathematics 110 or team project to design and implement a consent of instructor. database application based on student 270. Intermediate Topics in interests. This course offers practical experience with databases and their Computer Science (1⁄4-1). Selected aspects of computer science reflecting software implementations and hence particular interests and experience of can be particularly useful to students in the instructor. Course title and content disciplines outside computer science. vary, and the course may be repeated Offered even years, spring semester, first for credit when the title and content module. Prerequisite: Computer Science change. Offered occasionally. 131. Students are encouraged to take Prerequisite: varies with topic. Computer Science 251 to get a background in PHP and script programming 281. Social and Professional Issues or else have experience in creating such (1⁄4). This course addresses risks, liabili- programs. ties, and economic and ethical considerations in computer science. It is 62 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage63 331. GraphicalAlgorithms( Science 205and321. second module.Prerequisite:Computer tion). Offeredevenyears,springsemester, tion details(filestorageandoptimiza- and externalsorting),implementa- algorithms (advancedtrees,hashing, and relationalalgebra),thenecessary foundations ofdatabases(normalization 345. SoftwareEngineering( Prerequisite: ComputerScience205. years, springsemester,firstmodule. implement designs.(LW) stopping shortofwritingcodeto ification ofthebehaviorsobjects, with validationtechniquesandthespec- object designs.Thecourseconcludes language techniquesforspecifying design oftheirinteractions,andmarkup interaction. Treatsextractionofobjects, sizing principlesofhuman-computer user interfacetoaprogramandempha- large programs,includingthegraphical 325. DatabasePrinciples( Design ( 341. Object-OrientedAnalysisand co-requisite: Mathematics160or200. semester, secondmodule.Prerequisiteor of virtualreality. including discussionoffuturedirections ways toimplementvirtualrealities, Combines thesetechniquestoconsider animation, 3Dgraphicsandrendering. Geometric algorithmsandmodeling, porary softwaredevelopmentmodels, ware components.Emphasizescontem- and techniquesforvalidationofsoft- ment, testingmethodologiesandtools, support suchprojects,projectmanage- Includes programmingtechniquesto tools tofacilitateteam-builtprojects. packages, withemphasisontheuseof Techniques inthecreationofsoftware 1 ⁄ 2 ). Object-orienteddesignof Offered oddyears,fall Offered even 1 ⁄ 2 ). The 1 1 ⁄ ⁄ 2 2 ). ). Science ( 370. AdvancedTopicsinComputer Computer Science341. Offered occasionally.Prerequisite: such asextremeprogramming.(LW) Prerequisite: sophomorestanding. problem ortopicincomputerscience. Individual, guidedinvestigationofa ( 381. SoftwareDevelopmentProjects topic. occasionally. Prerequisite:varieswith the titleandcontentchange. course mayberepeatedforcreditwhen Course titleandcontentvary,the ests andexperienceoftheinstructor. puter sciencereflectingparticularinter- 390. SpecialProjects( Science 211beforetakingthiscourse. strongly encouragedtotakeComputer instructor. ComputerSciencemajorsare two courseshigherthan205orconsentof Prerequisite: ComputerScience205and essays. (LW)Offeredeachsemester. reports, writingdesigns,andreflective they regularlypresentideas,progress implementation, anddeployment, licly availablesoftwarethroughdesign, students workinteamstoenhancepub- 1 ⁄ 2 ). In thisseniorcapstoneexperience, 1 ⁄ 4 -1). Selectedaspectsofcom- 1 ⁄ 4 -1). Offered

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Economics and Management

The Samuel J. Campbell Department of to fulfill a two-part international Economics and Management provides requirement—one appropriate three majors—economics, economics and course/experience about relation- management, and business administra- ships between nations and one tion—to allow students to attain their appropriate course/experience about own goals and objectives. All department a country other than the student’s majors are designed to provide a basic own. Many Beloit College courses understanding of the framework and key and a variety of non-course experi- institutions of modern economic systems. ences can fulfill this requirement. An Each major also provides students with overseas seminar, which is strongly the opportunity to develop expertise in encouraged, is an excellent way to quantitative analysis of economic and satisfy both of the components. business data. Because the conduct of commerce in today’s world increasingly 4. Writing/Communication require- requires knowledge of economic and ment: Successful graduates of the political relations between countries, stu- department should be able to speak dents receive the opportunity to develop and write well in order to communi- expertise in international economics and cate complex ideas to different audi- business. ences. The department’s courses give students strong economics-based Faculty analytical skills and the opportunity JEFFREY ADAMS, chair to practice and extend these skills in writing and speaking. Many of the EMILY CHAMLEE-WRIGHT department’s courses are writing-tolearn (WL) classes. Two core courses ROBERT ELDER required of all majors, 251 and 380, are WL classes that provide special JERRY GUSTAFSON writing and speaking opportunities. JOSHUA HALL Departmental majors must also take at least one learning-to-write (LW) WARREN BRUCE PALMER course outside the department and should take this course prior to DIEP NGOC PHAN enrolling in one of the department’s writing-to-learn (WL) courses: Economics Major Economics 204, 206, 209, 235, 251, (13 units) 315, 336, and 380. 5. Experiential education expectation: 1. Ten departmental units (6 of which Successful graduates should develop must be Beloit College units): skills outside of the classroom. This a. Economics 199, 211, 212, 251, can take many forms. The depart- 303, 305, and 380. ment encourages and provides sup- b. Three elective units: no more than port for majors to secure internships, 1 unit from 203, 204, 205, 206, study abroad, or start or lead an 207, 208, 209 and at least 2 units organization. Students may also pro- from 235, 245, 265, 320, 336. pose a suitable experience with advisor consent. 2. Supporting courses (3 units): a. Mathematics 110 and 115. The core of the economics major is econom- b. Mathematics 175, 190, or 200. ic theory. Economic theory is the set of tools the economist uses to understand the bewil- 3. International requirement: Successful dering world of commerce in an attempt graduates of the department should to predict the behavior of individuals and understand economic and political certain groups into which they gather. The relations between countries in order required and elective courses of this major to function well in the global econo- will give students an appreciation for the my. The department requires majors way in which professional economists look 64 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage65 successfully developed. studies areconcentrationsthathavebeen trial andlaborrelations,pre-law policy, internationalmanagement,indus- management, publicmanagementand career planning.Inparticular,private size aparticulardirectionofinquiryor selection ofcourses,astudentcanempha- find immediatelyuseful.Throughcareful the acquisitionofskillsthatorganizations economic ideasandinstitutionsaswell develop afullandrichunderstandingof supporting coursesallowsthestudentto courses. Carefulchoiceofelectivesand ditional economicfieldsandbusiness student todrawuponcoursesinbothtra- a highlyflexibleonethatwillallowthe The economicsandmanagementmajoris matics. a flairforabstractreasoningandmathe- (law, publicpolicy,business)andwhohave are consideringcareersinotherareas major. Butitwouldalsobenefitthosewho economists should,ofcourse,takethis Students wantingtobecomeprofessional stand howitworks. at theworldandhowtheytrytounder- 4. Experientialeducationexpectation: 3. Writing/Communicationrequire- 2. Internationalrequirement: 1. Tendepartmentalunits(6ofwhich (10 units) Management Major Economics and see economicsmajor. ment: seeeconomicsmajor. see economicsmajor. Four electiveunits:nomorethan b. Economics199,211,212,251, a. must beBeloitCollegeunits): 305, 315,320,336. from 214,215,235,245,265, 207, 208,209,andatleast2units 2 unitsfrom203,204,205,206, 302 or303,and380. international tradetheoryandgives stu- spective isviewedthroughthelens of umes inthemodernera.Thishistoricper- sional declines)ininternationaltradevol- quences ofdramaticincreases(andocca- perspective onthecausesandconse- course providesstudentswithahistorical 203. InternationalEconomics(1).This semester. and environmentalissues. and finance,monetaryfiscalpolicy, employment, growth,internationaltrade applications torelevantissuessuchas nomic andmacroeconomictheorieswith economic issues.Itintroducesmicroeco- economic reasoningandcontemporary course takesananalyticalapproachto 199. PrinciplesofEconomics(1). financial marketsandinstitutions. strong forstudentspreparingcareersin administration majorisparticularly diate entryintotheworkplace.Thebusiness from graduatestudyinbusinesstoimme- of post-graduationoptionswiththismajor, tion willbewellpreparedforawiderange Students majoringinbusinessadministra- foundations ofeconomicanalysissequence. ing andfinance.Thesecoursesbuildonthe its coreatwo-coursesequenceinaccount- The businessadministrationmajorhasat 4. Experiential educationexpectation: 4. Writing/Communicationrequire- 3. Internationalrequirement: 2. Elevendepartmentalunits(6of 1. (11 units) Administration Major Business Description ofCourses see economicsmajor. ment: seeeconomicsmajor. see economicsmajor. Four electiveunits:nomorethan b. Economics199,211,212,214, a. which mustbeBeloitCollegeunits): 315, 320,336. from 235,245,265,303,305, 207, 208,209,andatleast2units 2 unitsfrom203,204,205,206, 215, 251,and380. Offered each This

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dents an understanding of contemporary Focus on planning, marketing, develop- policy debates as they relate to interna- ment of pro formas, and opportunity tional commerce. The course focuses on recognition. Course will emphasize the costs and benefits of global economic practical issues and learning by doing. interdependence overall and tracks the Offered each year. Prerequisite: effects of international trade (or lack of Economics 199. trade) within the context of specific countries. This course is designed for students 208. Policy Workshop: Community who plan to enter an international busi- Redevelopment (1). An examination of ness career or to work for government the theory and practice of how commu- and international organizations in activi- nities attempt to develop a better envi- ties affected by international economic ronment. An understanding of the relations. Prerequisite: Economics 199. broad economic forces affecting communities will be introduced and, in par- 204. Economic Development (1). ticular, how real estate markets affect This course examines the social institu- and are affected by broader economic tions, i.e., “rules of the social order,” and social variables. The course will that are necessary for economic growth. draw upon a wide literature from urban In particular, this course focuses on the and regional planning, urban history, evolution of private property rights and design, landscape architecture, and pub- legal and financial institutions that are lic policy. Students will have an oppor- important to the development process tunity to do a group project(s). Projects both historically and in the contempo- will focus on areas of housing, down- rary developing world. We examine town redevelopment, commercial devel- what role international aid and develop- opment, and amenity development. ment policy might play in this process Members of the workshop will have and the challenges associated with ample opportunity to discuss their pro- implementing economic reform in the ject with community development prac- contemporary developing world. (WL) titioners. Offered each year. Prerequisite: Offered each spring. Prerequisite: Economics 199. Economics 199. 209. Comparative Economic Systems 205. Energy and Environmental (1). This course compares the theoreti- Economics (1). This course has two cal foundations and empirical perfor- main themes: First, the most pressing mance of various economic systems, environmental problems, such as cli- including Marxist socialism, Soviet-type mate change, are directly connected to economies, and markets in different cul- the production and consumption of tural contexts. The course also addresses energy. Second, the design and critique the issues of economic reform, including of environmental policies must be monetary reform and privatization. grounded in a solid understanding of (WL) Offered occasionally. Prerequisite: economics. Prerequisite: Economics 199. Economics 199. 206. The Chinese Economy and 211. Foundations of Economic Economic Reform (1). This course Theory: Microeconomics (1). examines the development of the Microeconomics is the study of how Chinese economy since the 1800s, pri- households and firms allocate scarce marily focusing on economic reform resources to competing ends. Students and development since 1978. (WL) learn to use economic models and opti- Prerequisite: Economics 199. mizing techniques to address a variety of decision-making processes, including 207. Entrepreneur Workshop (1). consumer utility optimization and pro- An examination of the processes which ducer profit maximization in the context lead to the successful launch of new of competitive markets, monopoly, oli- enterprises. Consideration of entrepre- gopoly, and monopolistic competition. neurial skills and ways in which they Students will also be introduced to the might be enhanced through education. models and methods of general equilibri- 66 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage67 and sophomorestanding. um analysis.Prerequisite:Economics199 international problems.(WL)Offered are discussedinthecontextofcurrent international andnationalinstitutions tive monetarysystems.Therolesof markets, balanceofpayments,alterna- direct investment;foreignexchange ment, multinationalcorporations, integration, internationalfactormove- policy andbarrierstotrade;economic ories ofinternationaltrade;commercial Finance (1). 235. InternationalTradeand 211, and214. each spring.Prerequisite:Economics199, by buildingfinancialmodels. proficiency usingcomputerspreadsheets and long-termfinancing.Studentsgain of workingcapital,capitalbudgeting, and statisticaltoolstothemanagement nomic principles.Itappliesaccounting agement asanextensionofgeneraleco- theoretical principlesoffinancialman- Finance (1). 215. IntroductiontoBusiness Economics 199and211. finance. Offeredeachfall.Prerequisite: tions requiredforthestudyofbusiness ate” andtolaytheaccountingfounda- to makethestudent“accountingliter- survey offinancialaccountingdesigned Business Finance(1). 214. AccountingFoundationsfor Prerequisite: Economics199and211. sented. Offeredeachsemester. throughout the20thcenturyarepre- New Classical,Keynesian)from thought (e.g.,Classical,Keynesian, economists representingschoolsof Important contributionsfrommacro- scrutiny inavarietyofenvironments. monetary policystrategiesreceive analyses abound.Alternativefiscaland approach istaken,andinternational unemployment. Anopeneconomy ables suchasGDP,inflation,and understanding ofthebehaviorvari- theoretical frameworkfacilitatesan course, constructionofanorganized Theory: Macroeconomics(1). 212. FoundationsofEconomic This coursedevelopsthe Classical andmodernthe- A one-semester Offered In this Economics 199. credit iftopicisdifferent. ment practitioners.Mayberepeatedfor and/or appliedexperienceofmanage- mary researchmaterials,casestudies, topics inadministration.Stressuponpri- In-depth studyofoneormoreselected 270. TopicsinManagement( Prerequisite: Economics199and211. tries arepresented.Offeredeachspring. from regulatedandunregulatedindus- Case studiesandempiricalevidence of theconservative“Chicago School.” ulation isdebated,includingtheviews ciency throughantitrustpolicyandreg- ment’s roleasapromoterofmarketeffi- prices andproductquality).Thegovern- performance ofindustries(e.g.,market ing, andproductdifferentiation)the behavior offirms(e.g.,pricing,advertis- work isusedasabasisforpredictingthe structure-conduct-performance frame- and thevariousformsofoligopoly.The implications ofcompetition,monopoly, that examinesthemarketefficiency first courseinindustrialorganization 265. IndustrialOrganization(1).A 211. semester. Prerequisite:Economics199and and businessevents.(WL)Offeredeach explain, predict,andforecasteconomic techniques arethendevelopedto regression model.Applicationsofthese methods andbuildstothemultiple course reviewsintroductorystatistical business andpublicinstitutions.The used bydecisionmakersinbothprivate introduction tothequantitativetools Economics andManagement(1). 251. QuantitativeMethodsfor 212. Prerequisite: Economics199,211,and national income.Offeredeachfall. money andcredittopricelevels monetary policy.Therelationshipsof ing, theFederalReserveSystem,and mercial bankingsystem.Centralbank- of theoperationmoderncom- commercial banksandacriticalanalysis nature andfunctionsofmoney 245. MoneyandBanking(1). 211, and212. each spring.Prerequisite:Economics199, Prerequisite: 1 The ⁄ 2 , 1). An

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271. Topics in Economics (1⁄2, 1). theory. Role of motivation, conflict, In-depth study of one or more selected communication, and leadership. topics in economics. Stress upon prima- Rational organizational performance ry research materials, case studies, planning and innovation. The executive and/or applied experience of econo- role: power, authority, status. Overview mists or policy analysts. May be repeat- of tasks of the manager, decision proce- ed for credit if topic is different. dures, managerial system vs. intuition. Prerequisite: Economics 199 and 211. Ethics in management. (WL) Offered each fall. Prerequisite: Economics 199 302. Marketing Research Workshop and 211. (1). An introduction to the research methods used by organizations (public 320. Economics of the Public Sector and private, profit and non-profit) to (1). Government spending and revenue understand the wants and desires of their activities in the U.S. economy. Fiscal customers, clients, and constituents to activities of government as they affect more effectively deliver a product or ser- welfare and resource allocation. vice. Topics covered will include: the Principles of taxation, the theory of research process, use of secondary data, public goods and non-market decision- collection of primary data (from focus making. The role of the public sector in groups to experimental design), survey attaining optimality. Offered each design, attitude measurement, sampling, spring. Prerequisite: Economics 199, 211, data analysis, and presentation of and 251. research finding. Prerequisite: Economics 199, 211, and 251. 336. Austrian School of Economics (1). This course surveys the major 303. Econometric Methods and thinkers and debates in the Austrian Models (1). This course introduces School of economics. The two domi- students to techniques of econometric nant schools of thought within the eco- analysis and to models of economic nomics discipline in the 20th century activity. It treats issues with regard to have been mainstream neoclassical eco- specification and estimation of single- nomics and Marxist economics. Austri- and simultaneous-equation models. an economics provides an alternative to Students become acquainted with both of these theoretical approaches. It methods of interpreting statistics seeks to understand the market as a describing the performance of estimat- dynamic, self-ordering, and evolution- ed models, and they learn techniques ary process. Topics covered include for addressing any problems such statis- Austrian arguments on the evolution of tics may reveal. Offered each spring. money, capital formation and its struc- Prerequisite: Economics 199, 211, 212, ture, the use of knowledge in the mar- and 251. ket economy, entrepreneurship, and the philosophy of science. (WL) Offered 305. Mathematical Macroeconomics occasionally. Prerequisite: Economics 199 (1). This course uses techniques from and 211. mathematics to extend the models developed in the Intermediate 380. Economics Senior Seminar on Macroeconomic Theory course. Static, the Wealth and Well-Being of comparative static, dynamic, and opti- Nations (1). This capstone course is mal control models track the behavior for all majors in the department of of macroeconomic variables. These economics and management. As the models illustrate applications of linear title suggests, the central question algebra, differential calculus, and inte- raised in this course is, “What are the gral calculus. Offered each fall. nature and causes of wealth and well- Prerequisite: Economics 199, 211, 212, being?” This is among the discipline’s Mathematics 110 and 115. most important questions, and it is therefore a fitting one to pursue in this 315. Management and Organization capstone course. Economists have (1). Principles of classical organization addressed this question with a wide 68 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage69 Prerequisite: Economics199. International TradeandFinance,etc.). course (e.g.,MoneyandBanking, the appropriateintermediatelevel fields inwhichtheyalreadyhavetaken fied seniorsformoreintensiveworkin course affordstheopportunitytoquali- jects acceptabletothedepartment.This work, underfacultysupervision,onpro- 390. SpecialProjects(1). standing Upton. Nations: AForuminHonorofMiller event: TheWealthandWell-Beingof will reflectthecontentofanannual pline withineconomics.Thisdesign school ofthought,and/orsub-disci- ideas andinfluenceofamajorthinker, this courseisredesignedaroundthe ing debateanddiscovery.Eachyear digms, anditisthesourceofcontinu- variety ofintellectualtoolsandpara- (WL) Prerequisite:senior . Individual

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The education and youth studies depart- Education and Youth ment is committed to an interdisciplinary program of theory and practice that Studies Major promotes social responsibility through The major embodies a scholar-practi- shared scholarship. tioner model in the liberal arts tradi- Four principles define the department’s tion, with the purpose of providing stu- curricular vision: dents with a sequence of intellectual, ethical, and practical experiences that (1) The philosophical, historical, and lead to a broad, integrated knowledge social foundations of the study of youth of youth and education. This knowl- and education include an emphasis on edge is realized in the practical ability to social responsibility to diverse communi- work effectively with children, adoles- ties. cents, and adults in schools and other (2) An integrated curriculum provides social settings. Most often this takes the connections between theory and practice form of preparing students to be teach- and among courses and programs. ers. Education and youth studies department programs are fully accredit- (3) A pluralistic approach to pedagogy ed by Wisconsin’s Department of explores multiple teaching and learning Public Instruction. Teacher education possibilities. at Beloit is fully integrated into an acad- emically rigorous major that stresses (4) Participation in an educational experiential and interdisciplinary learn- community recognizes the significance of ing, a respect for difference, and critical school/college partnerships and state, global perspectives on education and national, and international commit- youth issues. ments. The major features three distinct tracks: As faculty, we are committed to lifelong learning, professional expertise, creative Track One: Children and Schools, and thoughtful action, and the pursuit which may lead to Wisconsin certifi- of intellectual excellence. We support eth- cation (middle childhood – early ical reflection and will work toward adolescence) teaching others and ourselves to respect a global environment with limited Track Two: Adolescents and Schools, resources. As we look to the future and which may lead to Wisconsin certifi- observe changes at local, national, and cation (early adolescence – adoles- international levels, we commit to a cence) responsive curriculum that tries to meet Track Three: Youth and Society, the changing needs of students. which does not lead to Wisconsin Faculty certification SONJA DARLINGTON Students in each track take a common set of core courses and a different set of KATHLEEN GREENE, chair and upper-level courses more specific to licensing officer their interests. All students engage in extensive field experiences, including a JINGJING LOU full term of field work, either as student-teachers or as interns/researchers. WILLIAM NEW Such opportunities are available locally, THOMAS WARREN (emeritus) nationally, and internationally. Track three leads to post-graduate work in a variety of fields related to education and youth, and to graduate study. Recent graduates have gone on to graduate school to become licensed special education and regular teachers, lawyers, 70 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage71 2. AdolescentsandSchools(11units) 1. ChildrenandSchools(11units) following threetracks: and youthstudiesmayselectfromthe Students electingtomajorineducation cation andrelatedfields. to completedoctoralprogramsinedu- cal educationteachersandcoaches, early childhoodspecialists,artists,physi- social workers,mentalhealth .Choose two200-or300-level c. Onecoursechosenfromthefol- b. Education andYouthStudies101 a. c. Writing/Communication require- Choose one200-or300-level b. EducationandYouthStudies101 a. pre-approved disciplinaryorinter- courses notrequiredabove.One education andyouthstudies 262, 272,or282. Education andYouthStudies252, lowing disciplinaryperspectives: (3*). or 102,152,204,267,277,304 reviewed bydepartmentfaculty. portfolios oftheirwork,whichare students constructcomprehensive out theircapstoneexperiences, their programuntilandthrough- course. Fromthebeginningof collaboratively, innearlyevery and informally,individually are calledupontowriteformally of teachingandlearning.Students late theirdevelopingphilosophies ographies andproposearticu- They composeeducationautobi- they bridgetheoryandpractice. read, write,listen,andspeakas department’s program.Students medium andthemessagein ment: Communicationisboththe with aninternationalfocus.) Studies 276or296whenoffered choose EducationandYouth their studentteachingshould (Students goingabroadforpartof outside ofsecondmajor. pre-approved upper-levelcourse course notrequiredaboveora education andyouthstudies 282, and302(3*). or 102,151,204,252,262,272, 3. YouthandSociety(11units) Youth Studies310andeither302or304. units willbesplitbetweenEducationand *If studentisteachingabroad,these3 the followingareas: Wisconsin initialeducatorlicensurein Youth Studiescertifiesstudentsfor The DepartmentofEducationand tor license. tification foraWisconsininitialeduca- and youthstudiesmajormayleadtocer- Only tracksoneandtwooftheeducation complete asecondacademicmajor. for licensureasateacher,studentsmust College catalog. are nolongerpublishedintheBeloit sure, teachercertificationrequirements regulations relatingtoteacherlicen- of frequentchangesinstaterulesand and thedepartmentWebsite.Because consult thedepartment’s ments forallprograms,studentsshould For detailsaboutcertificationrequire- Teacher Certification middlechildhood/earlyadolescence • .Writing/Communicationrequire- d. Choose1unitof200-or300-level c. Choose2unitsofEducationand b. EducationandYouthStudies101 a. d. Writing/Communicationrequire- (grades 1-8) ment: seechildrenandschools. of adepartmentalcourse. plinary coursemaybetakeninlieu approved disciplinaryorinterdisci- es notrequiredabove.Onepre- education andyouthstudiescours- each semester). Youth Studies276(topicswillvary (3), 382. or 102,151152,204,296,306 ment: seechildrenandschools. of therequiredelectives.) with aninternationalfocusasone Studies 276or296whenoffered choose EducationandYouth their studentteachingshould (Students goingabroadforpartof lieu ofadepartmentalcourse. disciplinary coursemaybetakenin In ordertobecertified Handbook

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• early adolescence/adolescence dents who also earn elementary or sec- (grades 6-12) ondary teaching certification. The 4 • art (grades 1-12) units of course work offered by the • drama (grades 1-12) physical education department for this • foreign language (grades 1-12) program may be counted toward the 31 units required for graduation. See a Students interested in certification for member of the education and youth licensure in drama, art, and foreign lan- studies faculty for further details. guage normally complete the adolescents and schools track of the education Required physical education courses and youth studies major, but they include (see physical education depart- should consult with their disciplinary ment in chapter 4 for course descrip- and education and youth studies advi- tions): sors about possible modifications and 300: Prevention and Care of Athletic special provisions that relate to their Injuries areas of interest. 308: Physiological Foundations of The state of Wisconsin has several addi- Athletic Coaching tional requirements for licensure, e.g., passing examinations of basic skills and 310: Principles and Problems of content knowledge. Coaching Student teaching includes 18 weeks of AND the equivalent of 1 unit chosen full-time work in one or more class- from: rooms at the appropriate level(s). 302: Theory of Coaching Basketball Student teaching placements are general- (1⁄2) ly within 20 miles of Beloit College, which include the School District of 304: Theory of Coaching Various Beloit, Turner School District, South Sports (1⁄4) Beloit School District, Rockton School 306: Theory of Coaching Football (1⁄2) District, and Clinton Community School District. Placements made beyond the Four years of participation in a varsity 20-mile limit require a proposal and sport will be counted as equivalent to approval by the department. Students are 1⁄2 unit of coaching in that sport. encouraged to student-teach or engage No more than 4 units of physical edu- in field experience outside the United cation courses may be counted toward States. Those interested in pursuing the 31 units required for graduation. either of these options must complete an Students who wish to take coaching application and approval process, certification courses but do not wish through which they demonstrate that certification may do so, but are subject they will meet all departmental expecta- to the same credit maximum as above. tions in terms of advising, planning, A total of 1 unit of coaching theory is course work, and other relevant experi- required. Additional theory courses ence. In recent years students have may be elected. taught in South Africa, Australia, New Zealand, Ireland, England, Germany, Norway, and Thailand. Description of Courses 101. Education in a Democratic Special Programs: Society (1). This course examines the role of education in a democratic soci- Coaching Certification ety. Students are introduced to the his- The department of education and the torical, philosophical, social, and politi- department of physical education, recre- cal principles and issues of schooling in ation, and athletics offer the opportuni- a democracy. Four interrelated themes ty of professional training in a program of freedom, equity, community, and leading to coaching certification for stu- responsibility provide a conceptual 72 framework and foundation for future chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage73 Offered alternatesemesters. alternate semesters. of fieldexperience.(WL,LW)Offered study ineducation.Includes10hours experience. Includes atleast15hoursoffield laborative andindividualprojects. The courseisorganizedaroundcol- tion, development,andevaluation. logical dimensionsoflearning,motiva- Attention willalsobegiventotechno- experience, andrecentevents. chology, literature,film,personal dren drawnfromthehistoryofpsy- Students engageincasestudiesofchil- perspectives andculturallocations. rary andhistoricalauthorsofdiverse Students readanddiscusscontempo- evaluation inadevelopmentalcontext. as welllearning,motivation,and early childhoodtoadolescence, tive andemotionaldevelopmentfrom course introducesthestudyofcogni- Children’s Development(1). 151. Learning,Motivation,and at least15hoursoffieldexperience. four differenteducationsites.Includes of thecourse,studentswillvisitatleast abilities, andhomeschooling.Aspart education institutions,schoolsfordis- ed andtalentedstudents,religious alternative schools,educationforgift- history ofAfricanAmericaneducation, ticular region),indigenouseducation, education (withanemphasisonapar- ship. Topicsmayincludeinternational that leadtoquestionsofworldcitizen- text ofcircumstancesandperspectives assumptions andputintoawidercon- education willbecritiquedforspecific Personal experienceswithAmerican study thepurpose(s)ofeducation. torical, social,andpoliticalthought,to using principlesofphilosophical,his- variety ofeducationalperspectives, Perspectives (1).Anintroductiontoa 102. AlternativeEducation riences andsocialmeaningsof adoles- ual andgroupdifferencesinthe expe- cents, withspecialattentionto individ- cal andeducationalissuesforadoles- addresses awiderangeofpsychologi- and Education(1). 152. PsychologiesofAdolescence Offered eachspring. This course This hours offieldexperience. enced education.Includesatleast15 and disability,genderhaveinflu- and whyrace,class,language,ability cy. Studentswillcriticallyexaminehow nomics, andeducationyouthpoli- the lensesofhistory,sociology,eco- Issues areexaminedmainlythrough tional needsingeneraleducation. sion ofstudentswithspecialandexcep- class, gender,language,andtheinclu- diversity, withspecialattentiontorace, course willexploreissuesofstudent affect theeducationofyouth.The ferences andhowthosedifferences ment andexplanationofindividualdif- significant researchonthedevelop- course exploresthemajortheoriesand Diversity andEducation(1). 204. ConstructingDifference: permitting. gy, butotherswillbeadmitted,space education andyouthstudiesorpsycholo- students withapriorcourseineither Prerequisite: Preferencewillbegivento and othersettings. 15 hoursoffieldexperienceinschools aspirations. Thecourseincludesatleast ethnic andgenderidentity,career cents: sexuality,conflictandviolence, issues ofparticularinterestforadoles- addresses socialandpsychological and beliefstructures.Thiscoursealso nition andlearning,socialbehavior, physical development,personality,cog- goals ofanintegratedunderstanding theories ofdiverseperspectivewiththe cence. Studentsexploredevelopmental ing Englishabroad.Students will socio-political issuesrelatedto teach- tion, aswellanoverviewof current and methodologyoflanguageacquisi- information onthetheories,contexts, (ESL/EFL). Itincludesfoundational second orforeignlanguage are interestedinteachingEnglishasa course isdesignedforstudentswho or ForeignLanguage(1).This 246. TeachingEnglishasaSecond Studies 234forcoursedescription.) Societies (1). 234. CivilRightsinUncivil the socialsciences. Prerequisite: anyintroductorycoursein (See Interdisciplinary Offered eachfall. Offered yearly. This

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examine, discuss, and apply aspects of children and early adolescents, and the following topics: intercultural assessments in reading and writing for communication, curriculum develop- middle childhood and early adoles- ment and lesson planning, skill-based cents. Includes a weekly placement in methodology, language assessment, an elementary school. Offered each materials critiques, computer/tech- fall. Prerequisite: Education and Youth nology-aided learning, resource devel- Studies 101 or 102, 151 or 152, and opment, classroom research, and 204. socio-cultural theory. Field experience, classroom observations, and 267. Curricula and Theories for practice teaching are included. Adolescents (1). This course is an in- depth examination of the philosophy 252. Developing Mathematical and history of U.S. middle school Reasoning and Numeracy (1). This education and middle school curricu- course explores the question, “What lum theory (development and imple- does it mean to think mathematical- mentation), and methods of instruc- ly?” Humans have invented systems of tion. An integral part will be to learn numbers and symbols to facilitate how to address issues of diversity that thought, action, and communication are embedded in relationships among about space, time, and quantity. How students, teachers, and communities. are these systems and their compo- Course work will include studying a nents learned and taught? How is range of teaching strategies, investigat- competency in using these systems ing student evaluation and assessment promoted and assessed? This course practices, and analyzing classroom explores these and other questions organization and management theo- through the study of mathematics ries and practices. Students will devel- education texts, along with practice ope the structure and content of their teaching, learning, and doing mathe- teaching portfolios. Includes a weekly matics. The standards and principles placement in a middle school. Offered developed by the National Council of each fall. Prerequisite: Education and Teachers of Mathematics provide a Youth Studies 101 or 102, 152, and structure for designing and evaluating 204. the materials examined and developed in this course. Includes weekly classes 272. Investigating the Natural taught in the elementary school. World (1). This course takes a con- Offered each spring. Prerequisite: structivist approach to teaching, learn- Education and Youth Studies 101 or ing, and doing science. Students study 102, 151 or 152, and 204, or consent of theories of science education and instructor. examine past and current science curricula and instruction associated with 262. Exploring Language, those theories. Students design and Literature, and Literacy (1). This perform science investigations, and course is a theoretical and practical then guide a group of elementary investigation into teaching and learn- school children in designing and per- ing about the language arts from first forming their own investigations. through eighth grades. Designed for They design curricula and practice students to study and teach reading instruction and assessment in the areas approaches, including whole language of life science, physical science, earth and phonics, and for students to be and space science, and environmental able to study and direct writing activi- science. Includes a weekly placement ties for creative and analytical purpos- in an elementary school. Offered each es. An emphasis will be given to teach- fall. Prerequisite: Education and Youth ing pupils with a range of social, intel- Studies 101 or 102, 151 or 152, and lectual, emotional, and physical abili- 204 (may be taken concurrently), or ties. Topics include characteristics of consent of the instructor. emergent readers, development of sec- 74 ond language learners, literature for chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage75 and 267. Youth Studies101or102,152,204, spring. ment inahighschool. assignments. Includesaweeklyplace- tion, classperformance,andportfolio for thecourseisbasedonparticipa- ated duringtheterm.Theassessment college supervisoryvisit,willbeevalu- practicum foroneperiodaday,with ject area.Aweek-longteaching tical experienceteachingintheirsub- methods” teacherinordertogetprac- attend regularmeetingswitha“special peer evaluation,etc.Studentswillalso practices, e.g.,cooperativegroups, experiment withgeneralpedagogical with theinstructorofcourseto week, studentswillmeetasagroup specific disciplinaryareas.Oncea assessment andevaluation,allwithin nologies intheclassroom,andpupil management andorganization,tech- planning andteaching,classroom ing willincludespecificsoflesson adolescence stage.Methodsofteach- pupils attheearlyadolescence/late gogical approachestoworkingwith Studies 267,thiscourseexplorespeda- retical aspectsofEducationandYouth teaching. Followinguponthetheo- and preparingforfull-timestudent on teachinginaspecificcontentarea Adolescents (1). 277. PedagogiesandMethodsfor varies bytopic. Offered eachsemester.Prerequisite: student teachingandfieldexperiences. serves asaprerequisiteforoverseas offered withaninternationalfocus,it of age”literature.Whenthiscourseis action, gender,andAfrican“coming service learning,ethics,affirmative policy, law,comparativeeducation, For example,pasttopicshaveincluded when thetitleandcontentchange. tor, itmayberepeatedforcreditonce, and contentwillvarywiththeinstruc- the instructor.Sincecoursetitle the particularinterestsandexpertiseof education andyouthstudiesbasedon addresses specialissuesoraspectsof and YouthStudies(1). 276. AdvancedTopicsinEducation Prerequisite: Educationand This coursefocuses Offered each This course dent teachingandfieldexperiences. serves asaprerequisiteforoverseasstu- offered withaninternationalfocus,it student interest.Whenthiscourseis focus variesaccordingtoinstructorand cation. Methodologicalandcontent comprehensive researchprojectinedu- design, plan,complete,andevaluatea and criticallyanalyzed.Studentswill quantitative methods,willbeexplored approaches employingqualitativeand anthropological, andinterdisciplinary psychological, historical,sociological, large andsmall-scaleprojectsthatuse types ofeducationresearch,including of educationresearch.Majorformsand introduction toprinciplesandmethods Methods (1). 296. Research:Principlesand anthropology. prior coursesineducation,history,or instructor. 102, 151,or152,and204,consentof Education andYouthStudies101or Offered eachspring. sional teachinghabitsandevaluate stu- mentor studentstohelpdevelop profes- and aBeloitCollegesupervisor will teacher instudents’respectivedisciplines extracurricular activities.Acooperating conferences, departmentmeetings,and evaluation, inadditiontoparent-teacher ties forlessonplanning,teaching,and ter teachingexperiencewithresponsibili- Students willparticipateinafullsemes- Elementary/Middle School(1-3). 302. StudentTeachingin Offered eachspring. a weeklyplacementinmiddleschool. other sitesofculturalinterest.Includes historical andarchaeologicalsites, college andlocalarchives,museums, projects inconsultationwithexpertsat Students workonindividualresearch dents atelementaryandmiddleschools. implementation withteachersandstu- engage incurriculumdevelopmentand chology, andculturalstudies.Students education, history,anthropology,psy- are interdisciplinary,withtextsfrom es ofsocialstudieseducation.Readings explores theories,practices,andpurpos- history andsocialscience,thiscourse Historical Worlds(1). 282. EncounteringSocialand An in-depth,critical Prerequisite: two Prerequisite: Focusing on

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dent teaching progress. Offered each director of overseas student teaching. In fall. Prerequisite: Education and Youth most instances, they are visited by a fac- Studies 101 or 102, 151, 204, 252, 262, ulty member from Beloit College. The 272, 282, one elective, and consent of course is open to students who have department. been admitted to the Beloit College overseas student teaching program. 304. Student Teaching in Graded credit/no credit. Available any Middle/Secondary School (1-3). semester. Prerequisite: coursework or Students will participate in a full semes- experience in international or compara- ter teaching experience with responsi- tive education. bilities for lesson planning, teaching, and evaluation, in addition to parent- 360. Practicum in Museum teacher conferences, department meet- Education (1). See Museum Studies 360 ings, and extracurricular activities. A for course description. cooperating teacher in students’ respec- tive disciplines and a Beloit College 382. Senior Thesis (1). Students supervisor will mentor students to help pursue individual research on topics in develop professional teaching habits education under the supervision of a and evaluate student teaching progress. faculty member. Students are encour- Offered each fall. Prerequisite: aged to expand on issues or problems Education and Youth Studies 101 or they have already studied or encoun- 102, 152, 204, 267, 277, one course from tered in their academic careers. 252, 262, 272, or 282, two electives, and Students complete a written report of consent of department. their research and present their research at Student Symposium. 306. Fieldwork: Youth and Offered as an independent project Education (1-3). Students will under- with prior approval of a sponsoring take an intensive, supervised experi- faculty member. Prerequisite: comple- ence in close conjunction with a facul- tion of all education and youth studies ty mentor with whom they maintain major requirements except student frequent communication, in-person teaching or fieldwork and the recom- when possible and otherwise by elec- mendation of the department. tronic means. Students assume respon- 1 sible participant roles within diverse 390. Special Projects ( ⁄4-1). field settings, while observing in a sys- Prerequisite: sophomore standing. tematic, reflective way. Placements are 395. Teaching Assistant (1⁄2). Work made in a wide variety of local, region- with faculty member in classroom al, national, and international settings. instruction. Graded credit/no credit. One unit of credit requires 120 hours Prerequisite: consent of instructor. in the field. Students may, with approval, substitute term-long, off- 396 Teaching Assistant Research campus programs with youth or edu- (1⁄2). Course and curriculum develop- cation dimensions for this fieldwork ment projects with faculty member(s). requirement. Graded credit/no credit. Prerequisite: consent of instructor. Offered each fall. Prerequisite: 397: Research Assistant (1⁄2). Education and Youth Studies 296 and Assistance to a EDYS faculty member consent of instructor. in scholarly research. Prerequisite: 310. Student Teaching: Overseas (1- EDYS major. Departmental approval. 3). Students practice-teach in an overseas primary, middle, or secondary school. During the term, they assume the full responsibility of a teacher. Students are under the close supervision of an experienced classroom teacher, as well as the head teacher of the school. Students make regular reports to the 76 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage77

English advertisements, andelectronicmail. types ofwrittenformats,suchasessays, to analyzemodesofpersuasioninseveral and discoursemajorencouragesstudents pus eachyearasteachers.Therhetoric writers ofinternationalrenowntocam- the Mackeyprofessorship,whichbrings English majorsassistinediting,aswell Journal, anationalpublicationthat the programfeaturesBeloitFiction screenwriting, andnonfictionwriting; writing, poetryplaywriting, practice creativecompositioninfiction springs. Increativewriting,students living partoftheculturefromwhichit studies majorsexamineliteratureasa and rhetoricdiscourse.Literary majors: literarystudies,creativewriting, The EnglishDepartmentoffersthree .Tendepartmental units: 1. STEVEN WRIGHT LISA HAINESWRIGHT JOHN ROSENWALD MEGAN MUTHUPANDIYAN CYNTHIA McCOWN,chair TOM McBRIDE DIANE LICHTENSTEIN CHARLES LEWIS TAMARA KETABGIAN LINDA GREGERSON,Loisand SHAWN GILLEN LYNN FRANKEN CHRISTOPHER FINK FRANCESCA ABBATE Faculty (14 units) StudiesMajor Literary Professor ofCreativeWriting,2009 Willard MackeyDistinguished .English190,195,196,205;and a. 301 or310. 4. Writing/Communication require- Foursupportingcourses: 3. Completionofonethefollowing: 2. imaginative writing.Theydoso in tively inexpository,analytical,and classes—learn tocommunicateeffec- department—and studentsinour ery. Thus,majorsintheEnglish of reasoning,andsourcesdiscov- fully aliveassubjectsofstudy,models so thatliteraryandothertextscome are alsoteachingthemtoreadwell, teaching studentstowritewell,we stories andpoemsdistinctively.In critically, arguepersuasively,andcraft precisely sotheycanlearntothink dents howtouselanguageclearlyand the imaginedworld.Weteachstu- sive emotion,theabstractconcept, express, inproseandverse,theelu- cation. Weteachstudentshowto English anditsmissionofliberaledu- integral partofthedepartment ment: Instructioninwritingisan the advisor. courses choseninconsultationwith Portfolio,whichincludesthefol- b. SymposiumDaypresentation, a. Fiveadditionalliteratureunits:at b. .Reflection(2-3pages)onthe 2. Compilationof20pagesthe 1. lowing twosections: project, revisedcoursepaper).OR ject (e.g.,honorsthesis,special based onsubstantialresearchpro- courses. or twotheory-designated“TD” must alsoincludeeitherEnglish246 (253, 254,257,258).These5units 256) and2mustbeinlaterliterature must beinearlyliterature(251,252, British literature.Ofthese5units,2 literature, andatleast1mustbein least 1ofwhichmustbeinAmerican progress incriticalskills). courses, and/orachartingof response toliterarystudies work selected,acumulative process, briefexplanationofthe an accountoftheselection portfolio (whichmightinclude es. work fromliterarystudiescours- best and/ormostrepresentative

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part by becoming close readers of Rhetoric and Discourse their own and others’ use of language, whether in literary studies, Major creative writing, or rhetoric and dis- (9 units and an internship) course. 1. Eight departmental units: Majors who plan graduate work in liter- a. English 160, 190, 195, 196, 205, ary studies should elect more than the 226, and 360 or an appropriate minimum requirements. In addition, 300-level literary studies course. such students should acquire a thorough b. One 200-level literary studies reading knowledge of at least one foreign course approved by the rhetoric language. and discourse advisors. Creative Writing Major 2. Applied internship in rhetoric and discourse. (13 units) 3. One supporting course chosen from 1. Nine departmental units: Theatre Arts 100, 105 or Philosophy a. English 190, 195, 196, and 205. 100. b. Two advanced creative writing 4. Writing/Communication require- courses from 210, 215, 220, or ment: see literary studies major. 226. c. Three additional English units, Double Majors: Students who complete including at least 1 but no more requirements for any two English majors than 2 creative writing units. are recognized as double majors in (English 310 may count as an English. Such students must complete additional creative writing course.) normal major requirements for support- 2. Completion of one of the following: ing courses. Double majors also are sub- a. Public performance of the stu- ject to the normal restriction of a maxi- dent’s writing; OR mum of 13 department course units for b. Printed booklet containing stu- major credit, and a minimum of 18 dent’s writing. course units outside the department for graduation credit. 3. Four supporting courses: Four courses chosen in consultation with the Special Projects: No more than 1 unit of advisor. standard special projects credit may be applied toward any major. 4. Journalism 228 can count either as a literary studies elective for the cre- Teacher Certification: Students intend- ative writing major or as a supporting ing to teach on the elementary or sec- course. ondary level should confer as soon as possible with the department of education 5. Writing/Communication require- and youth studies and with the appropri- ment: see literary studies major. ate advisor in the department of English. Majors in creative writing who plan (6 units) graduate study are strongly advised to English Minor select additional courses in literature in 1. English 190, 195, 196. consultation with the major advisor. Such students should also acquire a thor- 2. Two from 160, 197, 205, 234, 251, ough reading knowledge of at least one 252, 253, 254, 256, 257, 258. foreign language. 3. One from 246, 271, 301, 310, 360. Students majoring in other disciplines Students with a major in the English who wish to improve their writing skills department may not elect this minor. should take a course such as English 160. 78 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage79 Diaspora (1).Readinglistsvary,but 197. LiteratureoftheEnglish English 190. she/he writes.(WL)Prerequisite: specific historicalcontextwithinwhich each writer’sowncreativityandofthe them, andasuniquedemonstrationof indebted tothetextsthatprecede an understandingofindividualtextsas course’s aimistoprovidestudentswith through the20thcenturies.The includes Americantextsfromthe17th (1). Readinglistsvary,buteach 196. AmericanLiteraryTraditions semester. Prerequisite:English190. which she/hewrites.(WL)Offeredeach of thespecifichistoricalcontextwithin tion ofeachwriter’sowncreativityand cede them,andasuniquedemonstra- texts asindebtedtothethatpre- with anunderstandingofindividual The course’saimistoprovidestudents most recentliteraryhistoricalperiods. British textsfromtheearliestto Reading listsvary,buteachincludes 195. BritishLiteraryTraditions(1). (WL, LW) majors shouldregisterforEnglish190.) Comparative Literature190.English critical writing.(Alsolistedas fiction, withtraininginanalysisand of selectedworkspoetry,drama,and es inEnglish.Methodsofclosereading Possible prerequisitetoadvancedcours- English andotherinterestedstudents. (1). Designedforthepotentialmajorin 190. IntroductiontoLiteraryStudy writing. (LW) es, etc.)tostrengthentheirthinkingand (the library,theWeb,electronicdatabas- mentation, andhowtouseexternalaids of persuasion,logicalfallaciesinargu- writing, studentswilllearnaboutmodes ies. Throughexampleandtheirown and modernrhetoricdiscoursestud- provides anintensiveoverviewofclassical Theory andPractice(1). 160. IntroductiontoRhetorical (See chapter3) Description ofCourses Journalism Minor Offered eachsemester. This course online writing,andwritingfor video.It erary genressuchasgraphicnovels, creative writingthatcrosstraditionallit- This courseexaminesspecificmodesof 223. TopicsinCreativeWriting(1). ally. Prerequisite:English205and220. sion oforiginalstories. fiction-writing. Compositionanddiscus- Advanced practiceinthetechniquesof 221. AdvancedFiction-Writing(1). English 205. Prerequisite: lengths. Offeredeachfall. Practice inwritingfictionofvarious Study ofrepresentativeexamples. The techniquesofshortstorywriting. 220. CreativeWriting:Fiction(1). Theatre Arts110. (WL) screen. (AlsolistedasTheatreArts215.) Practice inwritingscriptsforstageand emphasis onstructureanddialogue. of thecraftdramaticwritingwith 215. WritingforActors(1). 210. occasionally. Prerequisite:English205and sion oforiginalpoems.(WL) poetry-writing. Compositionanddiscus- Advanced practiceinthetechniquesof 211. AdvancedPoetry-Writing(1). Prerequisite:English 205. each fall. discussion oforiginalpoems. methods ofpoetry.Compositionand increase understandingofthenatureand Close analysisofrepresentativepoemsto 210. CreativeWriting:Poetry(1). course orsophomorestanding. semester. Prerequisite:oneliterature and techniques.(LW)Offeredeach Readings tosuggestandillustrateforms tice inwritingpoetryandfiction. Writing (1). 205. IntroductiontoCreative instructor. Prerequisite: English190orconsentof context withinwhichshe/hewrites. specific historical,cultural,andregional each writer’sowncreativityandofthe texts, andasuniquedemonstrationsof of individualtextsasrelatedtoother provide studentswithanunderstanding English diaspora.Thecourse’saimisto each includestextsfromthroughoutthe Prerequisite: English205or Experimentation andprac- Offered occasion- Offered Offered Analysis

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may focus on specific topics that cross set of courses, “Texts and Historical literary genres such as point of view, Contexts,” all of which approach litera- setting, and narrative. May be repeated ture by locating it in its historical con- for credit if topic is different. Offered text. Studies in Medieval Literature occasionally. Topics course. Prerequisite: might be: Feudalism and Quest English 190, 205. Romance; Chaucer and His Contemporaries; Privileged Access: 226. Creative Non-Fiction (1). Study Medieval Dream-Visions and the and practice in the essay as a literary Politics of Truth. (WL) Topics course. form. Some historical survey of the per- Prerequisite: varies with instructor. sonal essay in the English-speaking world, especially in Britain and America. 252. Studies in Renaissance Special attention to what makes essays Literature (1). Literature 1500 to mid- “literary,” and practice in writing such 1600s, second of a set of courses, essays. (WL) Offered each spring. “Texts and Historical Contexts,” all of Prerequisite: English 205. which approach literature by locating it 1 in its historical context. Studies in 227. The Mackey Workshop ( ⁄2). Renaissance Literature might be: Advanced practice in poetry-writing, Renaissance Love Poetry; Shakespeare fiction-writing, play-writing, or essay- and His Contemporaries; Teasing writing. Genre varies with the particular Time: Masque, Pageant, Pastoral. (Also instructor, who will always be the Lois listed as Theatre Arts 252, when appro- and Willard Mackey Distinguished priate.) Topics course. Prerequisite: varies Professor of Creative Writing. with instructor. Prerequisite: varies with instructor. 253. Studies in Restoration and 234. English-Language Literature in 1 Enlightenment Literature (1). International Contexts ( ⁄2, 1). These Literature mid-1600s to late 1700s, courses focus on literature written in third of a set of courses, “Texts and English by writers not natively either Historical Contexts,” all of which American or British. In many cases, approach literature by locating it in its they write in a “post-colonial” context. historical context. Studies in Texts are located both internationally Restoration and Enlightenment and in relation to their own cultural Literature might be: Satire and and historical context. Topics and texts Sensibility, Dryden to Sterne; The Rise may vary with instructor. English- of the Novel; and the Reading Middle Language Literature in International Class. Topics course. Prerequisite: varies Contexts courses might include: with instructor. Coming-of-Age in Australia; The Color Line in South-African Literature; The 254. Studies in Romantic Literature Literature of Scottish Nationalism; (1). Literature late 1700s through early Narrative in Post-Colonial India. (Also 1800s, fourth of a set of courses, “Texts listed as Theatre Arts 234, when appro- and Historical Contexts,” all of which priate.) Topics course. Prerequisite: approach literature by locating it in its varies with instructor. historical context. Studies in Romantic Literature might be: Inventing “Folk” 246. Literary History, Theory, and Historicizing Fiction: Wordsworth, Practice (1). This course investigates Scott, Cooper, Irving; Re-Writing various approaches to language, texts, Satanic Rebellion, Blake to Emily reading, representation, literary history, Bronte. Topics course. Prerequisite: and interpretation. Various theoretical varies with instructor. perspectives will be used to analyze literary texts. Topics, theories, and texts 256. Studies in American Literature vary with instructor. Prerequisite: Before 1860 (1). American literature English 190 and either 195, 196, or 197. to 1860, fifth of a set of courses, “Texts and Historical Contexts,” all of which 251. Studies in Medieval Literature approach literature by locating it in its (1). Literature before 1500, first of a 80 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage81 junior standing;orconsentofinstructor. 195, 196,and246ortwo“TD”courses; Topics course.Prerequisite:English190, repeated forcreditiftopicisdifferent. and/or rhetoricalcontexts.Maybe ture inideological,artistic,historical dents theopportunitytoexaminelitera- this advancedseminarwillprovidestu- Topics willchange,butallsectionsof 301. LiteratureinContext(1). with instructor. dents andfaculty.Prerequisite:varies ticular interestsandexpertiseofstu- They arisefromandrespondtothepar- courses varyinsubjectandapproach. Complementing otherofferings,these problems inliteratureand/orcriticism. Criticism (1). 271. TopicsinLiteratureand Prerequisite: varieswithinstructor. Doctorow, Morrison. History: Coetzee,Rushdie,Barthes, Metafiction andtheDiscoursesof Harlem Renaissance;Postmodern ism: Stein,Eliot,Joyce,Woolf;The Century, mightbe:LiteraryModern text. StudiesinLiterature,Later20th ture bylocatingitinitshistoricalcon- allofwhichapproachlitera- Contexts,” courses, “Texts andHistorical 20th Century(1).Seventhofaset 258. StudiesinLiterature,Later Prerequisite: varieswithinstructor. the AmericanExperience.Topicscourse. Atlantic Connections;Immigrantsand and IndustrializingAmerica;Trans- Victorian Temper;LiteraryRegionalism and Early1900s,mightbe:The text. StudiesinLiterature,Later1800s ture bylocatingitinitshistoricalcon- Contexts,” all ofwhichapproachlitera- set ofcourses,“Texts andHistorical 1800s andEarly1900s(1).Sixthofa 257. StudiesinLiterature,Later instructor. Topics course.Prerequisite:varieswith Nation; EstablishingaNationalVoice. Personal NarrativesinaDeveloping Literature Before1860mightbe: historical context.StudiesinAmerican Attention tospecial Topics course. - 390. SpecialProjects( determined atcompletionofcourse.) 375. IndependentStudy. consent ofinstructor. occasionally. Prerequisite:English160or prose rhetoricordiscourse.Offered tion tosomeparticularmanifestationin otics, speech-acttheory)anditsapplica- of theory(e.g.,ethos,encomium,semi- communication ofsomeselectedaspect theory. Thecourseofstudyinvolvesthe major aspectofrhetoricalordiscourse vides athematic,in-depthstudyofsome Discourse Topics(1).Thiscoursepro- 360. AdvancedStudyinRhetoricand 190 and195;orconsentofinstructor. Prerequisite: juniorstandingandEnglish credit ifcontentchanges.Topicscourse. course vary.Mayberepeatedoncefor of genrewriting.Specifictopicsinthe majors withinterestsinparticulartypes ative-writing majorsorliterary-studies ed inthecourse.Recommendedforcre- ative workswithineachcategoryinclud- will beexpectedtoproduceoriginalcre- formalist poetry,etc.).Thestudentalso story, thehorrorNewJournalism, erature (sciencefiction,thedetective development ofcertainsub-genreslit- cific textsthatdefinethehistoryand General topicsincludethestudyofspe- tion ofspecializedliteraryforms. Composing inForms(1). 310. LiteratureasProcess: and discourseprojects. projects; English160and190forrhetoric priate genrecourseforcreative-writing erature projects,English205plusappro- standing; andEnglish190or195forlit- toward anymajor.Prerequisite:Junior special projectscreditmaybeapplied ment. Nomorethan1unitofstandard supervised byamemberofthedepart- ing, writing,research,andconsultation Individually plannedprogramsofread- 1 ⁄ 2 , 1). (Credit An examina-

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Environmental Studies

The environmental studies program PABLO TORAL (political science) includes disciplinary majors in environmental biology, environmental chemistry, Environmental Biology and environmental geology, and an interdisciplinary major and minor in Major environmental studies. The environ- 1 (14 ⁄2 units) mental studies majors and minor enable students to analyze the relationship The environmental biology major pro- between human society and the environ- vides a broad background in the biolog- ment. This relationship involves three ical sciences with a focus on how major components that are interconnect- humans interact with their biological ed: (1) the effect that human populations and geological environments. See the have on the environment, including biology department for details. environmental degradation and restoration; (2) the benefits humans derive from Environmental their environment, such as the services Chemistry Major and natural resources used to sustain societies; (3) the threat to humans from (14 units) natural hazards such as landslides, The environmental chemistry major earthquakes, floods, and volcanic erup- provides an understanding of the chem- tions. The interactions of humans with ical sciences with a focus on environ- the environment are influenced by varia- mental processes and human interactions in the natural environment such as tions with these processes. See the chem- the geology, geography, climate, flora, istry department for details. and fauna, and also by variations in and characteristics of human cultures Environmental Geology such as economics, government, and societal values and ethics. Major 1 Faculty (13 ⁄2 units) PAUL CAMPBELL (mathematics) The environmental geology major provides an understanding of how earth GEORGIA DUERST-LAHTI systems operate and how humans inter- (political science) act with the environment. See the geology department for details. WILLIAM GREEN (anthropology and museum studies) Environmental Studies YAFFA GROSSMAN (biology) Major 1 GEORGE LISENSKY (chemistry) (14 ⁄2 units) CAROL MANKIEWICZ The environmental studies major pro- (geology and biology) vides an interdisciplinary approach to the study of interactions between CARL MENDELSON (geology) humans and the environment. The major includes introductory and WARREN BRUCE PALMER advanced courses in the natural sci- (economics and management) ences, social sciences, arts and humanities, and interdisciplinary approaches to LAURA PARMENTIER (chemistry) environmental issues. Core environ- JAMES ROUGVIE (geology) mental courses introduce students to the interdisciplinary study of environ- BROCK SPENCER (chemistry) mental issues and form the foundation for the major. Environmental Studies SUSAN SWANSON, chair (geology) 380: Senior Colloquium in Environmental Studies provides an 82 MATTHEW TEDESCO (philosophy) chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage83 .Twoadditionalunitsrelatedtothe 6. Twoadditionalnaturalscienceand 5. Twoadditionalsocialscienceand 4. Onestatisticalanalysisunitchosen 3. Threeunitsofenvironmentally 2. Fourunitsofintroductorypolitical 1. mental issuesthattheyhavestudied. the diverseperspectivesonenviron- opportunity forstudentstoreflectupon environmental studiesadvisor. chosen inconsultationwithan an internship,orresearchexperience courses atorabovethe200-level, 5, orotherenvironmentallyrelated environment fromitems2,4,and 102*, Physics210*. Mathematics 104,110,Physics101, 100, 110,200,215,230,235,240, Science 121,123,131,Geology Chemistry 117,220,Computer 215, 217,337,343,357,372, Biology 111,121,141,151,201*, in consultationwiththeadvisorfrom than 1unitatthe100-level,chosen mathematics units,withnomore 246*, 265. 160*, 180,235*,236*,240*,241*, 220*, PoliticalScience110,130*, Economics 204*,271,Philosophy sor, fromAnthropology312, chosen inconsultationwiththeadvi- more than1unitatthe100-level, arts andhumanitiesunits,withno 305. 106, Psychology150,Sociology 247, Economics251,Mathematics from Anthropology240,Biology Political Science255,Sociology250. Studies 258,280,Philosophy224, Economics 205,Environmental related coursesfromBiology206, Twounitsofintroductorynatural c. Economics199. b. a. Oneintroductorypoliticalscience ence courses. science, economics,andnaturalsci- Geology 100,110,Physics101. 121, 141,151,Chemistry117, ments chosenfromBiology111, science fromdifferentdepart- 110, 130,160,180. unit chosenfromPoliticalScience .EnvironmentalStudies380( 7. .Informationofinteresttoenviron- 6. Environmentalstudiesmajorsmay 5. Additionalcoursesmaybeusedto 4. Starredcourses(*)maybeusedto 3. Nocoursemaybeusedtosatisfytwo 2. Studentsareencouragedtodevelopa 1. Notes: Writing/Communicationrequire- 9. Asummerorsemesteroffull-time 8. Environmental Managementand study abroadprogram, Ridge sciencesemester,Tanzania Biological Laboratoryprogram,Oak study abroadprogram,Marine Wilderness FieldStation,CostaRica index headings:CoeCollege in thecatalogunderfollowing mental studiesmajorsmaybefound environmental studies. environmental chemistry,orminorin ogy, environmentalgeology,or not alsomajorinenvironmentalbiol- of environmentalstudies. tation withtheadvisorandchair satisfy requirementsfollowingconsul- during thecourse. one environmentallyrelatedproject ed thatthestudentengagesinatleast agreement oftheinstructor,provid- satisfy therequirementswith environmental studiesmajor. separate requirementsforthe plan ofstudywiththeiradvisor. about environmentalissues. communicate todiverseaudiences writing andspeakinginwaysthat opportunities forstudentstoexplore Environmental Studies380,provides major. Thecapstonecourse, disciplinary coursesrequiredforthe social science,humanities,andinter- writing stylesinthenaturalscience, Students areexposedtoavarietyof human/environment interactions. tions thatinformtheexaminationof ies incorporatesthemultipletradi- ment: Writinginenvironmentalstud- or actionisstronglyrecommended. experience inenvironmentalresearch 1 ⁄ 2 unit).

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Forestry, Chamberlin Springs, and scientific topics that might benefit from Newark Road Prairie. spatial analysis. Lecture, discussion, computer laboratory, and possible field Environmental Studies study. Readings and discussion emphasize the scientific basis of existing and Minor (6 units) proposed policy. Student presentation of the legal, ethical, societal, and economic 1. One unit of introductory economics issues surrounding a particular policy is or political science from Economics an important component of the course. 199, Political Science 110, 130, Prerequisite: one lab-science course, sopho- 160, 180. more standing, or consent of instructor. 2. One unit of introductory natural sci- 280. Topics in Environmental Studies ence from Biology 111, 121, 141, (1⁄2, 1). Designed to pursue topics in 151, Chemistry 117, Geology 100, environmental studies that are not 110, Physics 101. addressed in the regular course offerings. 3. Four units of environmentally relat- Topics vary, but they may include ed courses from Biology 206, Challenges of Global Change or Economics 205, Environmental Environment and Society. May be Studies 258, 280, 380, Philosophy repeated for credit if topic is different. 224, Political Science 255, Prerequisite: sophomore standing and any Sociology 250, or other environ- two courses that satisfy the Environmental mentally related courses numbered Studies major or consent of instructor. 200 or above, an internship, or 380. Senior Colloquium in research experience chosen in con- Environmental Studies (1⁄2). The sultation with an environmental senior colloquium provides a capstone studies advisor. opportunity for students of environmental studies. This course uses a variety Notes: of perspectives to examine human interactions with the environment and politi- 1. No more than 2 courses taken to cal and cultural responses to these inter- satisfy major requirements may actions. Students may perform research, count toward the environmental pursue an internship or other experien- studies minor. tial opportunity, or bring previous experiences to the course. All students will 2. Environmental biology, environ- reflect on these experiences, make a mental geology, environmental public presentation, and investigate pro- chemistry, and environmental stud- fessional opportunities in environmental ies majors may not minor in studies. (LW) Offered each spring. environmental studies. Prerequisite: senior standing in an envi- Description of Courses ronmentally-related major. 390. Special Projects (1⁄4 - 1). 258. Interdisciplinary Applications of 1 Research work under faculty supervision. Geographic Information Systems ( ⁄2, Prerequisite: sophomore standing. 1). This course examines the theory and methods of computer-based Geographic 392. Honors Thesis (1⁄2, 1). The writ- Information Systems (GIS) and their ing of a substantial paper based on inde- application to interdisciplinary topics pendent study or project. Qualified stu- such as urban and regional planning and dents may apply by submitting an appli- environmental management. Students cation by the mid-point of the term learn to collect and display various types prior to the term in which the honors of spatial data. Interpretation and analy- research would be conducted; environ- sis of spatial data are also emphasized. mental studies program faculty will Through individual and group projects, select a limited number of honors candi- students are encouraged to explore dates each year. May be repeated for up political, economic, sociological, and/or to 1 unit of credit. Prerequisite: declared 84 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage85 395. TeachingAssistant( departmental honorsapplication. mental studiesmajor,anapproved age incoursesrequiredfortheenviron- standing, 3.4minimumgradepointaver- environmental studiesmajor,senior with facultyonaresearchproject. 396. ResearchAssistant( Graded credit/nocredit. tory, andfieldinstructionofaclass. Work withfacultyinclassroom,labora- 1 1 ⁄ 2 ⁄ 4 , 1).Work , 1 ⁄ 2 ).

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Geology

The department of geology is committed 4. Strongly recommended: to preparing all Beloit students to be a. proficiency in a spoken foreign responsible citizens of planet Earth. Our language. program promotes an understanding of b. summer internship or field-inten- the way earth systems operate and how sive program incorporating they have evolved and how humans inter- aspects of geology. act with the environment. This understanding is accomplished through an 5. In preparation for graduate study interdisciplinary approach that inte- and professional work in geology, grates knowledge across the sciences and and in consultation with the major through the development of strong skills advisor, students should elect addi- in critical thinking, problem solving, tional courses in geology and mathe- and communication. matics. In addition, and depending on interests, students should elect In addition, we strive to prepare students additional courses in biology, chem- to be competent professionals in geology, istry, computer science, and physics. capable of pursuing graduate studies and/or careers in the earth sciences and 6. Writing/Communication require- related disciplines. Graduates will be able ment: The department of geology to recognize and engage a variety of sci- strives to develop the communica- entific problems. Their solutions to those tion skills of our students. We recog- problems will be informed by a social con- nize that complete understanding of science sensitive to both the possibilities any discipline requires the ability to and limitations of the finite resources of express that understanding in both the planet. oral and written form. Geology is a highly visual science; consequently, Faculty we also train students to design STEPHEN BALLOU effective illustrations and figures to convey complex information. CAROL MANKIEWICZ Our majors learn the skills necessary CARL MENDELSON, chair to compose oral presentations, which are typically accompanied by high- JAMES ROUGVIE quality slides or computer-generated illustrations; in addition, they learn RICHARD STENSTROM (emeritus) to write papers using conventions SUSAN SWANSON appropriate to geologic inquiry. Many students employ these skills to HENRY WOODARD (emeritus) communicate research findings at professional conferences in the form Geology Major of oral or poster presentations. 1 All 200- and 300-level courses (12 ⁄4 units) include assignments fashioned to help students communicate profes- 1. Nine and 1⁄4 departmental units: a. Geology 100 or 110, 105, 200, sionally through oral presentations and written reports. Such skills are 215 (11⁄4), 380 (1⁄4), 381 (1⁄4), and cultivated to a significant degree in 385 (1⁄2). b. Four units from Geology 205, our WL courses: 210, 220, 230, 235, and 240. 230: Sedimentology 235: Geomorphology 2. Supporting courses (3 units): 325: Tectonics a. Mathematics 110 and Physics 101. Our thesis requirement is designed b. One chemistry course from 117, to develop disciplinary expertise in 220, 230, or 250. communication. The following courses support the thesis require- 3. Thesis. ment and are designated LW: 86 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage87 .Sixand 1. .Fiveand 1. 6. Writing/Communication require- Inpreparationforgraduatestudy 5. Stronglyrecommended: 4. Thesis. 3. Supportingcourses(7units): 2. Major (13 Environmental Geology (5 Minor Geology .Geology100or110,200,215 a. 385: ThesisResearch 380 and381:DepartmentalSeminar .Fourunitsfrom200-levelcourses. b. Geology100or110and105. a. ment: Seegeologymajor. policy. puter science,physics,andpublic courses inbiology,chemistry,com- students shouldelectadditional tion, anddependingoninterests, geology andmathematics.Inaddi- should electadditionalcoursesin with themajoradvisor,students mental geology,andinconsultation and professionalworkinenviron- Summerinternshiporfield-inten- b. Proficiencyinaspokenforeign a. Threefromappropriatecoursesin d. OnefromBiology247, c. OnefromChemistry117,220, b. TwofromBiology121,151,206, a. TwofromGeology230,235, b. 1 ⁄ 4 (1 ( If Geology215istaken,atotal of of environmentalgeology. sive programincorporatingaspects language. with themajoradvisor. must bechoseninconsultation and politicalscience;suchcourses environmental studies,economics, Mathematics 106or110. 230, 250,orPhysics101. or Geology105. 240. - 6units) 1 ⁄ 2 1 ). ⁄ 4 ), 380( 1 ⁄ 4 1 departmental units: ⁄ 4 or 6departmentalunits: 1 ⁄ 1 4 ⁄ 4 units) ), 381( 1 ⁄ 4 ), and385 Saturday orSundayfieldtrip. Students discussion, laboratory,fieldstudy. One emphasis oncurrentevents.Lecture, tion areamongtopicsconsidered,with landslides, coastalprocesses,andpollu- floods, volcanicactivity,earthquakes, ards oftheEarth.Naturalresources, we shouldexerciseinbeinggoodstew- forces ofchange,andproperconstraints ment tonaturalandanthropogenic standing theresponseofourenviron- geologic principlestohelpinunder- Geologic Hazards(1). 110. EnvironmentalGeologyand Sunday fieldtrip. laboratory, fieldstudy.OneSaturdayor the conceptoftime.Lecture,discussion, is revealedintracingthedevelopmentof human dimensionofhistoricalgeology phere, atmosphere,andbiosphere.The tion oftheEarth’slithosphere,hydros- forms alogicalpictureoftheco-evolu- and radioactive-agedeterminations tions, fossils,stratigraphiccorrelations, tion. Informationfromrockassocia- allows asynthesisoftheEarth’sevolu- magnetic field,andearthquakestudies the Earth’scrust,reversalsof sea-floor spreading,heatflowthrough that wasbroughtaboutbytheideasof recent revolutioningeologicthinking 105. EvolutionoftheEarth(1).The Offered yearly. 110 maynottakethiscourseforcredit. Students whohavecreditforGeology One SaturdayorSundayfieldtrip. tory. Lecture,laboratory,fieldstudy. tion andanalysisinthefieldlabora- processes, developingskillsforobserva- used todeciphercomplexinteractive placed onhowscientificmethodscanbe processes thatactuponit.Focusis including itsstructure,composition,and Introduction tothestudyofEarth, 100. PrinciplesofGeology(1). .Declaredminorsingeologyareinvit- 2. Description ofCourses spring fieldexcursion. encouraged toparticipateinthe ed toelectGeology171andare 3 ment. courses willsatisfythisrequire- 1 ⁄ 4 units from200-levelgeology Offered eachspring. Application of

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who have credit for Geology 100 may surface and groundwater hydrogeology not take this course for credit. Offered field methods. The interpretation of yearly. data as plotted on maps, sections, and aerial photographs. Field observations 171. Field Excursion Seminar (1⁄4, 1 and measurements are synthesized with ⁄2). The geology, geography, history, maps and cross-sections in written and environment of a region to be reports. Lecture, laboratory, field study. studied during an extended field excur- Five-week course offered odd years, sum- sion. A student may take the seminar mer. Prerequisite: two units in geology. for credit more than once. Graded credit/no credit at discretion of instruc- 220. Structural Geology (1). tor. Prerequisite or co-requisite: Geology Mechanical principles applied to folds, 100 or 105 or 110. faults, joints, igneous plutons, and secondary structural features of the Earth. 200. Mineralogy (1). The study of Laboratory study of deformative minerals, including their composition, processes by models and experiments, properties, occurrence, and classifica- and analysis of structures by graphical, tion. Lectures and laboratory include mathematical, and computer tech- discussion of basic crystallography and niques. Lecture, laboratory, field study. crystal chemistry, and introduction to Offered odd years, spring semester. optical mineralogy and the properties Prerequisite: Geology 100 or 110 and and occurrences of common rock- 200. forming minerals. Lecture, laboratory, field study. Offered each fall. 230. Sedimentology (1). The origin, Prerequisite or co-requisite: Geology 100 distribution, deposition, and lithifica- or 110. tion of common rock-forming sediments. Lectures, laboratories, and field 205. Petrology (1). The study of work consist of collecting and analyz- rocks, including their composition, ing data and determining the geologic classification, and tectonic setting. history and significance of sediments Lectures and laboratory focus on the and sedimentary rocks by means of the processes that control the formation of binocular and petrographic micro- rocks in the context of plate tectonics scopes and various mechanical and and planetary evolution. Lecture, labo- computer techniques. (WL) Offered ratory, field study. Offered each spring. even years, fall semester. Prerequisite: Prerequisite: Geology 200. Geology 100 or 110; Geology 105 and 210. Paleontology (1). The history of 200 highly recommended. life from its origins to the present. The 235. Geomorphology (1). This course preservation, distribution, and identifi- focuses on the origin and development cation of invertebrate fossils and of of landforms created by fluvial, glacial, selected vertebrate and plant fossils. eolian, and karst processes. In addition, Competing evolutionary theories are the relationships of landforms to under- evaluated in the perspective of geologic lying geologic structures and the histo- time. Fossils are studied as once-living ry of geologic and climate changes as organisms adapting to changing recorded by surface features are ecosystems. Lecture, discussion, labo- explored. Landscapes and surface ratory, field study. (Also listed as processes are analyzed using air photos Biology 210.) Offered even years, fall and topographic maps as well as field- semester. Prerequisite: Geology 105 or mapping techniques and geographic Anthropology 120 or one course in biolo- information systems. (WL) Offered each gy. Geology 100 or 110 recommended. fall. Prerequisite: Geology 100 or 110. 1 215. Field Geology (1 ⁄4). 240. Hydrogeology (1). An introduc- Techniques of collecting, recording, tion to the components of the hydro- and presenting geologic data. The use logic cycle with an emphasis on the of the Brunton compass, magnetome- movement of water through geologic ter, GPS, surveying techniques, and 88 chp 2 09_11:2007chp 3-05-07.qxd 6/29/09 2:27 PM Page 89

media. Field-monitoring methods and ate thesis. (LW) 380 offered each spring; analysis of hydrogeologic data through 381 offered each fall. graphical, mathematical, and computer- 385. Thesis Research-Geology modeling techniques. Applications to 1 issues of water quality, water supply, ( ⁄2, 1). Individual field and/or labora- and water resources management. tory research problems in geology. May Lecture, laboratory, field study. Offered be elected by the student in consultation even years, spring semester. Prerequisite: with the department chair and staff Geology 100 or 110; Mathematics 110 members either during the regular highly recommended. school year or during the vacation periods. Research programs may lead to 250, 251. Advanced Topics in consideration for the Walter S. Haven Geology (1⁄2, 1). Topics of current prizes in geology. (LW) Prerequisite: interest or of special importance in the sophomore standing and consent of the field of geology chosen to take advan- faculty supervisor and department chair. tage of the expertise of either the regu- 1 lar faculty or of visiting lecturers. 390. Special Projects ( ⁄4 -1). Prerequisite: dependent upon subject Individual study under faculty supervi- matter. sion; evaluation based on appropriate evidence of achievement. Prerequisite: 325. Tectonics (1). The structural and sophomore standing. chemical evolution of the continental lithosphere from the Archean to present. Lectures and laboratory focus on the kinematics of plate motions, continental

growth, geochronology, geo- Major Fields thermobarometry, and thermal modeling. Mountain belts from Earth, Venus, and Mars are used as case studies. Basic computer and mathematical skills, including calculus, are expected. (WL) Offered occasionally. Prerequisite: Geology 205, 220; Mathematics 110; or consent of instructor.

331. Stratigraphy (1⁄2). Historical development of stratigraphy, principles of correlation, use of fossils as time and environmental indicators, facies, regional lithologic associations, construction and interpretation of paleogeologic maps and cross-sections using surface and subsurface data. Offered occasionally. Prerequisite or co-requisite: Geology 105 or 230. 380, 381. Departmental Seminar (1⁄4 each). (Both required for graduation.) During the spring and fall terms, all second-term junior and first-term senior majors participate in a seminar with the geology staff. The seminar consists of readings and discussions dealing with the philosophical and historical roots of geology, review and discussion of recent publications in geology, and preparation of the undergradu- 89 chp 2 09_11:2007chp 3-05-07.qxd 6/29/09 2:27 PM Page 90

Health and Society

The health and society major provides a prerequisites for core courses listed program for the interdisciplinary study in number 3, below. of health and medical care in the United States and around the world. The major 3. One unit of mid- or upper-level sci- combines the study of the natural sciences, ence: Anthropology 326, Chemistry social sciences, and the humanities to 230, Geology 240 or any biology enable students to explore critical topics course above 216. such as social inequalities and health, 4. Three units chosen from the core cultural differences in defining and health and society courses: treating health problems, the function of Anthropology 328, Biology 215, the health care system, and questions Philosophy 221, Sociology 275, related to human rights and health. Interdisciplinary Studies 265, or Students who choose the health and society Interdisciplinary Studies 252/ major have an opportunity to do intern- Womens and Gender Studies 252. ships at local hospitals, clinics, and health Biology 215 may not be used to sat- departments or to develop internship and isfy both requirements 1 and 4. research opportunities during study abroad programs. 5. One unit of statistics or appropriate research methods course chosen Health and society graduates have pur- from: Anthropology 240, Biology sued advanced degrees in medicine, pub- 247, Economics 251, Mathematics lic health, social work, and health law. 106, Psychology 150, or Sociology They work in governmental and non- 305. governmental organizations and in business. 6. Four units of theme courses defined by the student and the advisor. At Faculty least 3 must be above the 100-level. GREG BUCHANAN (psychology) These themes can include but are not limited to the following: SUZANNE COX (psychology) • Child health MARION FIELD FASS, chair • Economics and policy (biology) • Genetics and biotechnology • International health perspectives NANCY KRUSKO (anthropology) • Neuroscience • Nutrition and society LAURA PARMENTIER (chemistry) • Mental health and culture • Religion and ethics MATTHEW TEDESCO (philosophy) • Social justice PABLO TORAL (international relations) Theme statement: Each student who elects a health and society major must submit a statement of focus identifying the theme Health and Society selected and a set of courses that will Major (14 units) address that theme. This should ordinarily be completed by end of fifth semester. 1. Two units from the following intro- Reflective essay before graduation. ductory sciences: Biology 110, 141, 215, Chemistry 117, 230, or 7. Completion of a substantial experi- Geology 110. Biology 201 when the ential learning and/or research pro- topic is related to health. ject through an internship, field experience, and/or research project, 2. Two units from the following social or through an experience embedded sciences: Anthropology 100 or 120, in a practicum-based course for a Economics 199, Sociology 100, total of 1⁄2 unit, determined in con- Political Science 110, 160, sultation with the advisor. This may Psychology 100, chosen to provide be completed with a field placement 90 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage91 11. Honorsinhealthandsociety: 10. Writing/Communicationrequire- .Threeunitschosenfromthecore 1. 9. Completionof 8. Studentsinterestedinhealthand Minor Health andSociety self-designed honorsproject. junior yearforhonorsanddevelopa courses inthemajormayapply Students witha3.7GPAorabovein College studentsymposia. from studyawayorresearchatBeloit aged topresenttheirexperiences of themajor.Studentsareencour- also writeareflectiveessayattheend about healthissues.Studentswill communicate todiverseaudiences writing andspeakinginwaysthat opportunities forstudentstoexplore Health andSociety340,willprovide for themajor.Thecapstonecourse, and interdisciplinarycoursesrequired science, socialhumanities, variety ofwritingstylesinthenatural health. Studentswillbeexposedtoa that informthestudyofpublic incorporates themultipletraditions ment: Writinginhealthandsociety Society 340. Women’s andGenderStudies 252. Interdisciplinary Studies252/ Interdisciplinary Studies265, or Philosophy 221,Sociology275, Anthropology 328,Biology215, health andsocietycourses: in Dakar,Senegal. ipation intheAIDSAdvocacycourse French fluencyisnecessaryforpartic- practitioners intheUnitedStates. students whowillbehealthcare guage. Spanishfluencyisvaluableto develop fluencyinasecondlan- society arestronglyencouragedto program. abroad ordomesticoff-campusstudy field placementwithinastudy may alsobecompletedthrougha Health andSociety341or342.It Community Partnerships,oras through CareerServices,theDuffy (6 units) 1 ⁄ 2 unit ofHealthand 341. HealthandSocietyInternship States andothernations.Topicscourse. health andmedicalcareintheUnited semesters toconsidercurrentissuesin 5. Completionof 4. Completionofaninternshipand/or Oneunitofstatisticsorappropriate 3. Oneadditionalcourse,relatedtothe 2. Project 342. HealthandSocietyResearch Society 340. ProSeminarinHealthand ( Courses: Health andSociety 1 ⁄ 2 Society 340. domestic off-campusstudyprogram. placement withinastudyabroador also becompletedthroughafield tion withtheminoradvisor.Itmay done asafieldplacementinconsulta- unit. Theinternshipmayalsobe Society 341or342,foratotalof research projectasHealthand 305. 106, Psychology150,orSociology 247, Economics251,Mathematics from: Anthropology240,Biology research methodscoursechosen health ormedicalcare. completed onatopicconcerning a significantresearchpapercanbe instructor andthestudentagreethat course inanyareawhichthe tion withtheadvisor.Thiscanbea student’s interest,choseninconsulta- ). ( ( 1 1 ⁄ ⁄ 2 2 ). ). A seminarofferedmost 1 ⁄ 2 unit ofHealthand 1 ⁄ 2

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History

The study of history is the study of other varieties of breadth may humanity, of society, and of civilization. petition the department. In its simplest definition, history is the d. A historical depth requirement study of the way in which present ways of involving at least 3 units at the doing and thinking have come about in 100- or 200-level within a partic- the past. Only in a vague sense is history ular period and geographical field. prophetic; essentially history is descriptive One unit from outside the depart- and analytic in its approach. It seeks to ment may count toward this describe the past to the degree that the requirement with departmental record will allow. It is an analysis of approval. Students are encouraged human motivation, of those institutions to continue the development of that people have created to further social historical depth through writing a well-being, and of those patterns of habit research paper in their depth field and thought that make for security and in a 300-level seminar. stability in any age. History is both e. Two units at the 300-level involv- humanistic study and social science. ing significant historical research- History deals with facts, but the facts are based writing. History 395, 396, always viewed with perspective. and 397 do not satisfy this Faculty requirement. History 390 or courses from outside the depart- FRED BURWELL (archivist) ment may fulfill the requirement if approved in advance by the ROBERT HODGE (emeritus) department. One unit from off- MONA JACKSON campus programs, such as the ACM Newberry Library Program, ELLEN JOYCE may count toward this requirement. ROBERT LaFLEUR, chair 2. Writing/Communication require- EDWARD MATHIEU ment: Reading and writing are the primary tools of historical inquiry, BEATRICE McKENZIE and while historians may evaluate oral and material sources as they set LINDA STURTZ out to discover the past, the normal means by which they communicate History Major their discoveries to a wider audience (10 units) is through essay writing and the formal research paper. It is our convic- 1. Ten units: tion that mastering the art of the his- a. Two units of History 150, com- torical essay benefits all of our stu- pleted in the first and second dents because the skills required are year. at the heart of what it means to think b. One unit of history lab. Lab critically. Students fulfill the writ- courses include History 190, 293, ing/communication requirement 294, 295. History 190 is recom- through the incremental develop- mended for students in their first ment of writing skills through the and second year. curriculum. Thus, students must c. A historical breadth requirement complete 1 WL or LW departmental involving course work engaging unit at the 100-, 200-, and 300- history across chronological and level. geographical fields. In consulta- 3. Students intending to pursue gradu- tion with their advisors, students ate study in history should achieve must construct a plan to develop competence in at least one additional historical breadth. The plan must language beyond English. be approved by the department. 92 Students who wish to explore chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage93 become anhistorian.Thiscourse is issue ofwhysomeonewouldwantto the fieldofhistorybyaddressing course seekstoexcitestudentsabout ious kindsofsources.Finally,the ence doinghistorybyworkingwithvar- class alsoaimstogivestudentsexperi- have treatedproblemsinthepast.The which historians(andnon-historians) providing samplesofthevariouswaysin ferent approachestowritinghistoryby course acquaintsstudentswiththedif- 190. HistoryWorkshop(1). Offered eachsemester. Nationalism. (WL,LW)Topicscourse. European LaborHistory;Nationsand States; TheWorkersareRevolting: and CulturalHistoryoftheUnited Slavery intheAtlanticWorld;Social Travelogues inEastAsia;Comparative Popular Culture;Memoirsand Europe; TheChineseAlmanacand Identity andReligioninEarlyModern Looking EastfromMedievalEurope; source material.Topicsinclude: distinguish primaryandsecondary historical questionsandtolearnhow ate differinginterpretationsofthesame time. Studentsareexpectedtoappreci- tive oracrossasignificantbreadthof comparative socialandculturalperspec- historical analysisandinterpretationina each instructorapproachestheissueof chronology. Regardlessofthetopic, surveys basedongeographicalareaand history ratherthanprovidingtraditional ing particularthemesorproblemsin students tohistoricalinquirybyexplor- Thinking (1). 150. IntroductiontoHistorical One unitat the300-level,notinclud- 3. 2. Threeunitsatthe200-level. 1. Twounitsatthe100-level.History Description ofCourses (6 units) Minor History arrangement withtheadvisor. fulfill thisrequirementonlybyprior ing 395,396,397.History390will 190 isstronglyrecommended. This courseintroduces This orders, andthedevelopmentof theclas- Roman Republic,thestruggle ofthe origins andantecedents.Theriseofthe 222. RomanCivilization(1). to first-yearstudents. torians. (WL)Offeredoccasionally.Open literature andhistoryonGreekhis- Emphasis ontherelationshipbetween city-state, andtheriseofMacedonia. Peloponnesian Wars,thedeclineof and classicalcivilization,thePersian Age, theriseofcity-state,archaic origins, theBronzeAge,Middle 221. GreekCivilization(1). description. LW) SeeTheatreArts218forcourse 218. TheatreHistoryII(1).(WL, tion. See TheatreArts217forcoursedescrip- 217. TheatreHistoryI(1).(WL,LW) to first-yearstudents. Postcolonial Histories.(WL,LW) and theRenaissance;Colonial Books andReadersintheMiddleAges Research Methods-ChinaandBeyond; Medieval andEarlyJapan;Historical majors andnon-majors.Topicsinclude: ulty andmeettheneedsofhistory the currentresearchinterestsoffac- area, ortimeperiod.Suchtopicsreflect Topical studyonaspecifictheme,issue, 210. TopicsinHistory( students. Offered occasionally.Opentofirst-year (WL,LW) Soviet Uniontothepresent. ment andtheestablishmentof century throughtheprovisionalgovern- the historyofRussiafrommid-19th political, andeconomicdevelopmentin Soviet Union(1). 205. RevolutionaryRussiaandthe first-year students. (WL, LW)Offeredoccasionally.Open to times throughthemid-19thcentury. in thehistoryofRussiafromearliest al, political,andeconomicdevelopments 200. ImperialRussia(1).Social,cultur- Prerequisite: History150. major. (WL,LW)Offeredeachyear. sophomore yearorbeforetheydeclarea should completeitbytheendoftheir required forallhistorymajors,who Social, cultural, 1 ⁄ 2 , 1). Greek Roman Open

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sical culture to the death of ing the Civil War. In the intervening Constantine. Emphasis on Roman his- years, Americans grappled with how torians. (WL) Offered occasionally. they should govern themselves, who Open to first-year students. should be included in the polity, and how society should be organized. 223. Medieval European Civilization Reformers considered the controversial (1). This course surveys the period issues of women’s rights, the plight of from the dissolution of the classical Native Americans, and the place of Greco-Roman world into three kindred slavery in a nation founded on the pre- civilizations (Byzantium, Islam, and cept that “All men are created equal.” Latin Christendom) to the formation of This course covers the periods of the a new civilization in the West. The pri- French and Indian War, the American mary focus of the class is to develop a Revolution, the early national and synthetic understanding of the Middle antebellum periods, before concluding Ages through an integrated exploration with the Civil War. Offered spring of its art, music, literature, theology, semester. Open to first-year students. politics, and sociology. (Also listed as Interdisciplinary Studies 217.) (WL, 243. U.S. Nationalism and LW) Offered every year. Open to first- Internationalism, 1861-1945 (1). year students. Emphasis on domestic social issues and foreign relations during the Civil War, 235. Race, Class, and Gender in Early post-war Reconstruction, the Gilded North America. (1). This course exam- Age and Progressive Era, World War I, ines the history of North America and the 1920s, the Great Depression, and the Caribbean in the 16th, 17th, and World War II. Themes include war and early 18th centuries by focusing on the reconstruction, federal and state rela- variety of societies that emerged from tions, race, immigration, women’s suf- the “contact” of Europeans, Africans, frage, and the rise of U.S. power in the and Native Americans in the Atlantic world. Offered occasionally. Open to colonial world. These societies ranged first-year students. geographically from the French trapper world in the North to the Spanish, 245. The United States in the 20th Dutch, and English communities in the Century, 1945-Present (1). Emphasis Caribbean. The course compares the on foreign relations and domestic social motivations and results of various colo- issues: the emerging Cold War, nial endeavors, but concentrates on the McCarthyism, the Korean War, the ways that distinctive societies emerged 1950s, Kennedy and Johnson, civil and the subsequent process of rights, the Vietnam War, Nixon and Creolization and adaptation. (Also listed Watergate, Ford, Carter, Reagan, and as Women’s and Gender Studies 200.) Bush. (WL, LW) Offered each spring. (WL, LW) Offered each fall. Open to Open to first-year students. first-year students. 248. Survey of U.S. Women’s 238. 1756-1865: Confederation to History (1). An introductory course Confederacy (1). In the Plan of examining women’s economic, politi- Union prepared during the 1754 cal, and cultural position in the United “Albany Convention,” Anglo- States from the 17th century to the American colonists met to consider present. The course will consider how uniting for their common defense. women’s experiences varied over time That plan failed, but a later experiment and how differences in ethnicity, class, in unity succeeded when the united conditions of freedom and other factors colonies declared independence. affected those experiences. The course Nevertheless, social, cultural, and ideo- will address the interdependence logical differences persisted, and the between the transformation of union formed in 1776 was tried and women’s roles and changes in the fami- tested before finally fracturing with the ly, men’s roles, and the economy. (Also secession of South Carolina, precipitat- listed as Women’s and Gender Studies 94 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage95 description. (1). SeePoliticalScience275forcourse 275. UnitedStatesForeignPolicy Open tofirst-yearstudents. 200.) (WL,LW)Offeredoccasionally. sized. (AlsolistedasReligiousStudies Germany, andRussiamaybeempha- Europe, thoughFrance,Britain, gious, andothercommunitiesacross comparative, drawingonnational,reli- social-historical investigationisbroadly 1789 tothepresent.Thiscultural-and revolutions of‘modern’Europefrom social, economic,national,andgender place ofChristianityinthepolitical, (1). 267. ChristianityinModernEurope first-year students. (WL, LW) Women’s andGenderStudies210.) mary categoryofanalysis.(Alsolistedas changes whengenderbecomesthepri- consider howthestoryofEurope women’s placeinEuropeanhistoryand play, studentsattempttodiscover ondary readings,film,anoveland centuries. Usingprimarysources,section movementinthe19thand20th to socialism,andthewomen’slibera- political participation,theirrelationship public/private dichotomy,women’s of women’swork,thecreation themes, includingthechangingforms ry tothepresent.Itfocusesonseveral women inEuropefromthe17thcentu- This seminarexploresthehistoryof 266. WomeninModernEurope(1). Open tofirst-yearstudents. LW) Offeredoccasionally,fallsemester. listed asReligiousStudies230.)(WL, framework ofmedievalsociety.(Also written, andtounderstandingthelarger mary sourcematerial,bothvisualand saints. Particularattentionispaidtopri- age, andthecultsofvariousmedieval heretical beliefs,thepracticeofpilgrim- special emphasisonthedevelopmentof practices ofmedievalChristians,witha the religiousbeliefsanddevotional Middle Ages(1).Thiscourseexamines 264. PopularPietyandHeresyinthe Open tofirst-yearstudents. 210.) (WL,LW)Offeredoccasionally. In thiscourse,studentsexplorethe Offered occasionally.Opento Korea, andJapan,emphasizes major majorcivilizationsofEastAsia, two” course introducesstudentstothe“other relevant tothemodernworld.The long andrichhistoriesthataredeeply course willexploretwocivilizationswith History II-KoreaandJapan(1). 292. IntroductiontoEastAsian to first-yearstudents. order. (WL,LW)Offeredeachyear.Open History 291and292maybetakeninany for furtherworkinEastAsianhistory. and writingthatwillprovideafoundation ry anddevelopskillsinhistoricalanalysis its pre-dynasticrootsintothe20thcentu- build abroadknowledgeofChinafrom historical andculturalmaterialsasthey Students willworkwithanarrayoflively the broadercontextofEastAsianhistory. ety andtheroleChinesecultureplayedin explore thefoundationsofChinesesoci- History I-China(1).Thiscoursewill 291. IntroductiontoEastAsian first-year students. Offered evenyears,fallsemester.Opento change fromyeartoyear.(WL,LW) comprehensive, andtopicswithinit American countries.Thecourseisnot peoples, andissuesinanumberofLatin 1810 andthencoversavarietyoftopics, course beginswiththerevolutionof certain LatinAmericancountries.The the revolutionaryandnationalperiodsof 1810 (1). 283. LatinAmericanHistorySince year students. LW) Offeredoccasionally.Opentofirst- Iberian Caribbeansettlements.(WL, among French,Dutch,English,and tigates thesimilaritiesanddifferences Caribbean culturalforms.Italsoinves- moments, andtheemergenceof struction ofraceandgenderatvarious local andAtlanticcontexts,thecon- economic change,emancipationin systems, thenatureofslaveexperiences, ment, thedevelopmentofboundlabor Topics includeexplorationandsettle- context ofEuropeanandU.S.empires. study oftheCaribbeanpastwithin takes amultidisciplinaryapproachto Although thisisahistorycourse,it History oftheCaribbean(1). 282. EmpireandSlavery:TheEarly A surveyofselectedtopicsin This

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themes within and between each of topic is different. Offered occasionally. these areas. Students will work with an Prerequisite: consent of instructor; one array of lively historical and cultural previous history class at Beloit College. materials as they build a broad knowl- 310. Advanced Topics in History edge of two countries with unique his- (1⁄2-1). This seminar-style course allows torical and cultural traditions that were for topical study on specific themes, nonetheless shaped by interaction with issues, areas, or time periods. Such top- China in the broader East Asian con- ics reflect the current research and text. History 291 and 292 may be teaching interests of faculty members taken in any order. (WL, LW) Offered and meet the needs of history majors each year. Open to first-year students. and non-majors. Topics include: 293. Archival Research (1⁄2, 1). Writing and Speaking in Medieval Students in this course undertake a European Communities; Commerce study of a document, collection of doc- and Culture in Early Modern China; uments, or rare book in the College The World in Miniature-French Studies Archives or Special Collections. They of Chinese Culture; History and transcribe, edit, and/or write a sub- Landscape; Community Oral History; stantial essay about the materials they “Whiteness” in North American study. They are guided in this through History; The American War in Vietnam. regular meetings with the instructor (WL, LW) Prerequisite: consent of and when appropriate with the College instructor. Archivist. May be repeated for credit if 383. Mexico and the United States topic is different. Offered occasionally. (1). This seminar on the history of Prerequisite: consent of instructor; one Mexico and Mexico’s relationship with previous history class at Beloit College. the United States since 1810 covers the 294. Research Colloquium (1⁄2). This revolutions for independence, the Texas course allows students to engage in war for independence, the Mexican- substantive research on a topic of their American War, Antonio Lopez de Santa own choosing. Class meetings focus on Anna, Benito Juarez, Maxmilian’s methods for finding and evaluating Mexico, Porfirio Diaz, Madero and appropriate sources, defining a suitable Mexico’s 20th century revolution, U.S. topic, writing multiple drafts and per- intervention, and post-World War II fecting the art of documenting evi- U.S.-Mexican relations. (WL, LW) dence. Oral presentations, peer review Offered occasionally. of drafts, and individual consultation 384. World War II-Seminar (1). with the instructor all familiarize stu- The main perspective is from the dents with the idea of historical writing United States, but seminar members are as both collegial conversation and encouraged to write papers and discuss scholarly process. May be repeated for issues from the perspectives of the other credit if topic is different. Offered occa- main belligerents and significant neu- sionally. Prerequisite: consent of instruc- trals. (WL, LW) Offered occasionally. tor; one previous history class at Beloit Prerequisite: junior standing. College. 385. Advanced Writing Seminar 295. Historiography Workshop (1⁄2). (1⁄2, 1). Student research, discussion, and This class explores the “History of reports on varying historical topics, with History,” that is, the evolution of ideas consideration of the theoretical and his- and perspectives about the study of the toriographical aspects of their study. past. Usually, this class will focus on Students have an opportunity to conduct the development of historiography more in-depth research on an existing about a particular topic, region, or project. May be repeated for credit if period and enable students to achieve a topic is different. (WL, LW) Offered deeper understanding of how and why occasionally. Prerequisite: junior standing. we understand the past in the ways we do today. May be repeated for credit if 96 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage97 390. SpecialProjects( standing. Offered occasionally.Prerequisite:junior through priorcoursework.(WL,LW) student hasalreadybecomefamiliar tural historyofanareawithwhichthe jects. Allresearchwillcenteronthecul- cussions oftheiroriginalresearchpro- and inquirybeforeproceedingtodis- general readingsaboutculturalpractice Each weekstudentswilldiscussasetof ture anditsusesforhistoricalstudy. seminar willexploretheconceptofcul- 386. HistoryandCulture(1). department facultycommittee. ing incompletes,approvalofproposalby average of3.0inthemajor,nooutstand- Prerequisite: minimumgradepoint or theequivalentthereof.(WL,LW) above foramaximumof3fullcourses students withsophomorestandingor ate evidenceofachievement.Opento sion, withevaluationbasedonappropri- Individual workunderfacultysupervi- 1 ⁄ 2 -1). This 397. ResearchAssistant( consent ofinstructor. ment projectswithfaculty.Prerequisite: courses; departmentalapproval. ing; B+gradepointaverageinhistory Prerequisite: historymajor;juniorstand- ty memberinscholarlyresearch. Assistance toahistorydepartmentfacul- 395. TeachingAssistant( ( 396. TeachingAssistantResearch consent ofinstructor. Prerequisite: Graded credit/nocredit. with facultyinclassroominstruction. 1 ⁄ 2 ). Courseandcurriculumdevelop- 1 1 ⁄ 4 ⁄ 2 -1). ). Work

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The interdisciplinary studies programs programs and independent study projects enable Beloit College students to explore into a cohesive curriculum of study. and address complex issues through Students electing this option may apply as inquiry between and beyond disciplinary early as their third semester but no later boundaries. In these programs, students than their fifth semester. Deadline for analyze and synthesize information from application is four weeks before the last multiple perspectives and construct new day of classes if the application is to be forms of knowledge. The interdisciplin- acted on that semester. ary offerings include courses, program- supported majors, and self-designed Interested students should request propos- majors and minors. al guidelines from the chair of the interdisciplinary studies committee and Interdisciplinary majors (listed in chap- should consult two faculty members, who ter 2): environmental studies, health should assist the student in planning the and society, interdisciplinary major: major and preparing the proposal. self-designed, and women’s and gender Since an interdisciplinary studies major studies. requires well-developed integrative skills, Interdisciplinary minors: (listed in chap- students who wish to propose such a major ter 3 unless otherwise noted): African will have to demonstrate academic abili- studies, American studies, ancient ty beyond minimum competence: Mediterranean studies, Asian studies, Normally, these students are expected to computational visualization and model- have and maintain a 3.0 cumulative ing, environmental studies (chapter 2), grade point average. European studies, health and society (chapter 2), interdisciplinary minor: 1. In preparing final proposals, students self-designed(chapter 2), journalism, should keep in close touch with their Latin American and Caribbean studies, intended advisors and should have legal studies, medieval studies, museum each advisor send a supporting state- studies, peace and justice studies, per- ment to the chair of the interdisci- forming arts, Russian studies, women’s plinary studies committee indicating and gender studies,(chapter 2). agreement to work with the applicant until the completion of the pro- Faculty posed major. MARION FIELD FASS, chair of health and society 2. The proposed major should have a descriptive and appropriate title. This CATHERINE ORR, chair of women’s title will appear on the student’s and gender studies transcript. SUSAN SWANSON, chair of 3. A list of courses should include all environmental studies courses pertaining to the proposed major. These courses should be CHARLES WESTERBERG, chair of divided into “core courses” and interdisciplinary studies “supplementary courses” and should reflect depth as well as breadth. ROBIN ZEBROWSKI, Courses should not number more cognitive science than 15 total. No more than 5 units may already be completed at the Interdisciplinary Major: time the application process begins. Special projects courses should be self-designed listed under the categories indicated, (12-15 units) together with the names of instructors who will supervise them. Special Students, in consultation with appropri- projects’ instructors should indicate ate faculty members, may develop their their willingness to supervise these own major. A self-designed major com- courses. Up to 3 units of special pro- 98 bines courses from various departments/ chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage99 8. Interdisciplinary Studies350is 8. An abstractofonepageshould 7. A conceptualrationaleshouldcover 6. A copyoftheacademictranscript 5. A proposedterm-by-termcourse 4. required. A statementonthemethod(s)of d. Aoneortwo-paragraphstate- c. Names ofadvisors. b. Titleoftheproposedmajor. a. include: this proposal?”Theabstractshould the question:“Whatisessenceof should answeraspreciselypossible introduce theproposal.Theabstract Explain whyadepartmentalcon- f. Proposeafinalpaperorproject e. d. Explainhowtheproposedmajor c. Tietogetherthevariouscompo- b. Explainhowtheproposedmajor a. Statehowtheproposedmajoris should: the proposedmajor.Therationale essay shoulddescribeandexplicate and experience.Thissubstantive the totalinterdisciplinarymajorplan should beincluded. including approvedspecialprojects. should beasspecificpossible, subject tochange,buttheplans ments. Courseschedulingwillbe that willsatisfygraduationrequire- schedule shouldlistallthecourses major. ject workmaycounttowardthe approach. focus andintentionsofthemajor. taining apreciseindicationofthe ment ofgoalsandobjectivescon- student’s intellectualgoals. centration wouldnotservethe pleting themajor. acquired intheprocessofcom- the broadrangeofknowledge that willsynthesizeandintegrate resources atBeloitCollege. library, studio,andother can besupportedbyfaculty, nents oftheproposedmajor. disciplines. will integrateandreflectonthe consistent withtheliberalarts. 9. Writing/communication require- 1. Theproposedminorshouldhave: tion istobeactedonthatsemester. before thelastdayofclassesifapplica- Deadline forapplicationisfourweeks senting toserveasminoradvisor(s). approved bythefacultymember(s)con- minor concentrationsaftertheyhavebeen The committeeevaluatesproposalsfor the interdisciplinarystudiescommittee. Final approvaloftheseminorsrestswith minor andmayincludespecialprojects. gration isaccomplishedwillvarywiththe although themannerinwhichsuchinte- from severalacademicdisciplines, ary minorthatintegratesperspectives A studentmaydesignaninterdisciplin- (6 units) self-designed Minor: Interdisciplinary communication. requires synthesis,analysis,andclear students willcreateaprojectthat pleting Interdisci plinary Studies350, their writing.Inaddition,bycom- op integrativeskillsthatwillinform major, thesestudentswillalsodevel- process ofcreatinganindividualized Through theproposalandapproval writing skillsinmanyoftheircourses. interdisciplinary majorswilldevelop ment: Studentswhodesigntheirown . Afieldofstudythatismorethan f. Arationale(approximately750 e. Three unitsatthe200-levelor d. Atleast2unitsfromeachoftwo c. Six unitsthatareexplicitlyinte- b. Adescriptiveandappropriatetitle. a. major. an extensionofthestudent’s to theminor. ideas orquestionsthatarecentral an articulationofthepurposeand contributes totheminoraswell tion ofhoweachindividualcourse words) thatincludesanexplana- above. different disciplines. grated.

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Additional requirements: well as the cultural contexts in which they will study abroad. From time-to- 1. No more than two-thirds of the units time in the course, participants will required for the minor may be taken also examine cross-cultural theory and in one department. undertake activities to develop skills 2. No more than 4 units that count useful to the study abroad experience. toward the minor may be in progress Students are encouraged to apply the or completed prior to approval of the learning that takes place through the minor. course to guide their study abroad and to anticipate the follow-up activities 3. No more than 3 courses from an they will want to undertake upon their institution other than Beloit College return to the United States. may count toward the minor. Prerequisite: going on a study abroad or 4. No more than 2 courses counting accepted into a study abroad program. toward the minor may also count 201. Study Abroad II: Reflection toward the student’s major. and Integration (1⁄4). This course 5. Students with self-designed minors helps students to reflect upon their are urged to take Interdisciplinary academic and intercultural experiences Studies 350. abroad and to integrate those experiences into their perspectives and 6. One or more faculty member(s) endeavors. Some students will have must act as the advisor(s) for the studied abroad outside the U.S., while minor. others will have come to the U.S. as international students. Collaborative Description of Courses work among students who have studied in different locales enables them to One unit from among any of the follow- understand their individual experi- ing courses may be used to fulfill the ences in a broader international con- interdisciplinary studies requirement. text. Course participants examine the Other courses which may be taken to ful- ways in which their study abroad has fill the interdisciplinary studies require- expanded their angles of vision as ment include one-time offerings as well learners and actors, undertake a pro- as those courses listed at the end of this ject to convey some of their learning section. to an audience outside the classroom, 103. Cultural Approaches to Math and take up topics they may not have (1). See Mathematics 103 for course explored yet in relation to their home description. and “second” host countries. Prerequisite: have returned from a 161. Data Visualization (1). See study abroad program or be an Computer Science 161 for course descrip- exchange student. tion. 207. Victorian Garbage: Disgust 200. Study Abroad I: Developing and Desire in British Literature and Intercultural Competencies (1⁄4). Culture (1). This course explores the This course challenges students to significance of garbage in Victorian explore differences, both concrete and period literature and culture. What did abstract, between their home environ- it mean to be dirty—and clean—in a ments and the environments in which culture riven by changing notions of they will study abroad. Participants urban life and industrial labor, of gen- integrate abstract and concrete per- der and sexuality, of colony and spectives by investigating specific topics metropolis, and of social class and eco- with reference to both U.S. contexts nomic value? In the words of one and study abroad sites. Through this anthropologist, waste is “matter out of comparative method, the participants place”: it by definition challenges cul- should generate greater understanding tural, psychological, and conceptual of the self and the home context as 100 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage101 Leadership (1).Inthiscoursestudents Experiments inEthicaland Effective 225. DoingtheRightThingWell: Prerequisite: TheatreArts106. College andBeloitcommunities. performances inthesurrounding given theopportunitytocreateactivist change. Inaddition,studentswillbe discussion andeventuallybringabout sage thathasthepossibilitytoincite focus isondevelopingapersuasivemes- cal andpersonalissuesintoaction.The course thatasksstudentstoturnpoliti- mance. TakingActionisaperformance street andpsychotherapeuticperfor- as wellotherinternationaltrendsin Moreno’s psychodramatictechniques; Legislative Theatre;JacobLevy Theatre, Forumand sational acting;AugustoBoal’sImage masses. Thecoursewillcoverimprovi- techniques totakeamessagethe who areinterestedinusingtheatrical Taking Actioniscreatedforstudents create dialogueinyourcommunity. atre canofferexcitingpossibilitiesto theatre, psychodrama,andguerrillathe- spective? Whywaitfortheplay?Street find awaytocommunicateyourper- got somethingtosay,butyoucan’t Therapy, andActivism(1). Theatre, 222. TakingAction: tion. (1). SeeHistory223forcoursedescrip- 217. MedievalEuropeanCivilization instructor (forIDSTorWGSTcredit). (for Englishcredit);orapprovalof English 190,195,andjuniorstanding sent oftheinstructor. other majorsmayenrollwiththecon- ical processofdisciplinaryformation, introduce Englishmajorstothehistor- health. Althoughthiscourseseeksto tecture, urbanplanning,andpublic psychoanalysis, thevisualarts,archi- other fields,includinganthropology, will treatmaterialsfromavarietyof Along withthe19th-centurynovel,we by CharlesDickensandhispeers. scum” thatweencounterinliterature and tothefallenwomen“human ing totheactualdetritusofLondon both literallyandmetaphorically,turn- boundaries. Thiscourseexaminesdirt Prerequisites: You’ve more standingorconsentofinstructor. arts, andreligion. experience expressedinliterature,the ogy, ethics,politics,themediaandblack on philosophy,theology,history,sociol- justice. Interdisciplinaryworkwillfocus civil rightsmovement’squestforracial dealing withhislifeandplaceinthe along withrelatedsecondarymaterials speeches ofMartinLutherKing,Jr., examination ofselectedwritingsand the QuestforRacialJustice(1). 228. MartinLutherKing,Jr.,and venue. government, socialaction,oranother through employment,clubs,sports,student some leadershipcapacityonoroffcampus, either currentlyorwithinthepastyear,in seminar arerequiredtobeinvolved, phies. Prerequisite:Allstudentsinthe texts, films,guestspeakers,andbiogra- Resources includeclassicandpopular tion, written,oral,Web,and/orvisual. practice invariousformsofcommunica- team buildingforproblemsolving,and local leaders,fieldtrips,casestudies, es areemployed,includinginterviewing historical leaders.Avarietyofapproach- well asthoseoflocalcommunityand lenges oftheirownleadershipefforts,as analyze theefficacyandethicalchal- stand thedominantcultureand actfrom members ofsubordinategroups under- groups enculturatetheirothers,how Attention isgiventohowdominant tion torace,ethnicity,gender,andclass. trol thelesspowerful,withspecialatten- rate, exclude,and/orcivilizeandcon- dominant groupsemploytoincorpo- Coursework addressesthemeansthat activism, andwelfaresystems. criminal andjuvenilejustice,political tion andschooling,healthhygiene, youth-related issues,includingeduca- from otherregions.Mostcasesrelateto cases fromNorthAmericawith since themid-19thcentury,comparing justice/injustice astheyhavedeveloped human rights,civilsociety,and (1). Studentsexplorethemeaningsof 234. CivilRightsinUncivilSocieties description. (1). 233. ComparativeReligiousEthics See ReligiousStudies221forcourse Prerequisite: sopho- An

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their own social position, and how all of International Phonetic Alphabet. Next, these various actors interact with the we study the sounds and spelling of State. Students research, discuss, and English, development of written lan- write about case materials in conjunc- guages, and the relation between spo- tion with explorations of theories drawn ken and written language. This work from several disciplines, including phi- readies us to trace the history of losophy, political science, anthropology, English from its Indo-European roots and literature. Students engage in local through development from Old to internship/service experiences related Middle to Modern English. We also to course materials. This will be a dis- study the development and use of dic- cussion-oriented course requiring short tionaries and grammars, and semantic papers, participation in class activities, innovation—word coinage. And we including field trip, class presentations, sample research in linguistics and soci- et al. (Also listed as Education and olinguistics, attending particularly to Youth Studies 276.) Prerequisite: sopho- linguistic differences among English more standing. speakers: between African-American 236. Liberal Education and and white American speakers, e.g., and Entrepreneurship (1). An examination between masculine and feminine speak- of research pertaining to student devel- ers. Throughout, we take semantic opment and the impact of college with and syntactic evolution as a window on emphasis on the outcomes of liberal socio-cultural process. Prerequisite: at education. Relation of impact to skills least one year of learning a non-native and motives of the entrepreneur. language. Discussion of measures of preferred 249. Central Asia: A Sense of Region learning styles, motivation, and non- (1). Between the Caspian Sea and the cognitive skills as associated with entre- region of Lake Baikal, Central (Inner) preneurial orientation. Consideration of Asia is a region of millions of square definition, role, and social significance miles, inhabited by non-Slavic and non- of the entrepreneur. Students will be Chinese peoples—Azeri, Kazakh, encouraged to consider entrepreneur- Kirghiz, Mongol, Tajik, Tibetan, ship as a profession, but will not be Turkmen, Uighur, Uzbek, et al. taught to start new ventures. Although their number is close to 100 239. Psychology and Law (1). This million, we know little of their way of course examines the ways in which psy- life and their societies, and even less of chology can enhance our understanding their histories and their aspirations. of the American legal system, assist in They are now resuming the course of the solution of legal problems, and con- their independent development, after tribute to the development of a more being dominated—directly or indirect- humane and just legal system. Topics ly—by the neighboring empires of considered include criminal responsibili- Russia and China, among others. This ty, mental health law, eyewitness identi- interdisciplinary lecture-discussion fication, children’s testimony, predic- course emphasizes the region’s environ- tion of violence, jury decision-making, ment, which had the primary effect on psychological consequences of incarcer- the inhabitants’ way of life, their histo- ation, and capital punishment. ry, and their marginalization in the Contributions of other disciplines (e.g., modern era. Parts of the region are still sociology, politics, communications) described as belonging to “the Third also will be addressed. World,” while others are making promising moves toward moderniza- 242. The English Language (1). tion. Beyond a strategic location and an This course investigates the origins and abundance of natural resources, Central development of the English language. Asia is rich in tradition. It was the cen- We begin with a brief introduction to ter of history’s largest land empire. It language in general. Then, to describe more than once exerted epoch-making spoken sounds, we learn the historical influence on its neighbors 102 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage103 peoples wereeasypreytofalse ideolo- tion-bound leadership,theregion’s large parttoshortsightedandtradi- ing IndustrialRevolution.Owingin Enlightenment orademocracy-build- European historyasrational or mostofsuchcrucialstagesin Central Europewasforcedtomissall belt” betweenhostilealliances, Habsburg, Romanov.As“theshatter- surrounding empires:Ottoman, object ofexpansionistdesiretothe strated, astheregionbecame geography onnationallifeisdemon- Christian Europe.Theimpactof their promisingdevelopmentwithin Poland, Bohemia,andHungary—and Europe’s earliestviablenation-states— region, thecoursepresentsCentral the markedlydiversepeoplingof ronment, whichhadmuchtodowith Hungarians. Lookingfirstattheenvi- marily byPoles,Czechs,Slovaks,and Europe, i.e.thelandsinhabitedpri- vail inthegeographicalcenterof ing pastandpresentrealitiesthatpre- ary lecture-discussioncourse,survey- of Place(1). 255. East/CentralEurope:ASense be takenforcreditonlyonce. significant laboratorycomponent.May er globalissuesand/ormayincludea the instructors,thiscoursemayconsid- and physicalviolence.Dependingon HIV/AIDS, andformsofpsychological ing childbirth,breastcancer,aging, experience ofhealthandillness,includ- critical topicsfocusedonwomen’s Topics coveredwillbeselectedfrom United Statesandaroundtheworld. experience ofhealthandillnessinthe political factorsthatimpactwomen’s social, psychological,cultural,and This coursefocusesonthebiological, 252. Women’sHealth:Topics(1). our modernlife. representation—became componentsof diplomatic immunityandparliamentary dehydrated foodtosuchpracticesas items suchasuseofthestirrupand niques ofitspeoples—fromsimple (including Europe),andsurvivaltech- 252.) listed asWomen’sandGenderStudies This isaninterdisciplin- Offered biennially. (Also 261 forcoursedescription. Modeling (1). 261. PrinciplesofComputationand 260 forcoursedescription. 260. RaceTheory(1).SeePhilosophy and culturalcontextsoftheinterpreters. activity, anactivityshapedbythesocial introduction toscienceasahuman dinosaurs andtheirworldprovidean child psychology.Interpretationsof ture, film,pictorialarts,economics,and in avarietyofdisciplines,suchaslitera- restorations. Dinosaurcultureisstudied and museumreconstructions (warm- vs.cold-blooded),parentalcare, debates aboutextinction,physiology sies involvingdinosaurs,including The courseexplorescurrentcontrover- dinosaurs andtheworldtheyoccupied. (1). 259. DinosaursandTheirLostWorld ples. Offeredbiennially. feeling, thinking,andbehaviorofitspeo- those aspectsofitspastthatshapedthe the region’sfuturecoursebypresenting course attemptstoprovideguidancefor promising andconfusingperiod.This Eastern Europeanneighbors.Itisa building”—along withtheirBalkanand Slovaks arenowinthemidstof“nation- 1989, Poles,Czechs,Hungarians,and Subsequent totheliberatingyearof oppression. ing themtodecadesofspirit-killing ry’s mostdestructivewarsandsubject- gies, leadingthemintosomeofhisto- pathogen. Whatcanbedone topro- unhealthy people,povertyis a disadvantaged peopleareoften removal. Therefore,sinceeconomically access tocleanwaterandwaste Nicaraguans lackfood,shelter,and dollars perday.Impoverished must makealivingonlessthantwo Nicaraguans. ManyNicaraguanfamilies spire toeconomicallysuppressmost canes) alongwithpoliticalstrifecon- quakes, volcaniceruptions,andhurri- Numerous naturaldisasters(earth- poorest countryinLatinAmerica. Currently, Nicaraguaisthesecond Health andMicrocredit(1). 265. NicaraguainTransition: An interdisciplinaryinvestigationof See ComputerScience

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vide more resources for impoverished Transylvania, et al.) await solution, and people and make them healthier? What the civilizational struggle for the alle- can be done to improve the environ- giance of its peoples is far from over. ment of economically disadvantaged Offered biennially. Nicaraguans and make them healthier? For the past 25 years, more than 250 273. Artificial Intelligence in Fact institutions using micro-credit pro- and Fiction (1). This course is an grams based upon the Grameen introduction to cognitive science methodology have provided small through artificial intelligence. Readings loans to the poor. These small loans include many of the classic science fic- support personal initiative and enter- tion stories of authors like Stanislaw prise allowing individuals, families, and Lem and Isaac Asimov, as well as inter- communities greater access to disciplinary readings that introduce the resources and help break the cycle of student to the actual state of the field of poverty. Graded credit/no credit. artificial intelligence. This course juxta- Prerequisite: consent of instructor. poses the “what ifs” of science fiction with the “what is” from the field itself. 268. Peace and Security Studies (1). We survey the field of AI from Alan See Political Science 257 for description. Turing’s work in the 1950s through the current theoretical explorations of 272. The Balkans: A Sense of Region philosophers, psychologists, and com- (1). Forming a southeast appendage to puter scientists. The questions we ask the larger continental extension known involve what “intelligence” is, how it as Europe, the Balkans is a region of shows itself in human beings and other about 320,000 square miles, inhabited animals, and what it might look like in by some 90 million people. Its relatively a machine. modest size notwithstanding, the region and its peoples have played a 280. Dance Kinesiology (1). This role of considerable importance in his- course will include a basic introduction tory. Classical Greece and Rome to human anatomy and kinesiology, claimed it as a valued part of their specifically as applied to dance. Students empires, and Byzantium considered it a will learn the bones of the body, the constituent as well as a potential threat muscles, their attachments and their to its dominance. Its earliest inhabi- actions. The course will also take a tants—Illyrians, Wlachs, Dacians, et broad look at the theory and practice of al.—left only faint traces of their pres- a wide variety of Somatics (approaches ence, as they became outnumbered by to improving the use of the body in South Slavs. Once the zone of lively movement). Students will increase their commerce between Europe and the awareness and knowledge of their bodies Orient, the Balkans lost out to the and their own individual movement pat- Atlantic explorer-traders, and its terns. Offered odd years, spring semester. nascent cultures were nipped in the bud Prerequisite: previous dance experience. by centuries of armed struggle against Islamic invasion. 285. Religion, Revolution, and Modernity (1). Many modern thinkers The region became most marginalized predicted that religion would ultimately in the modern era, as the decline of have very little or no social role in pub- Ottoman rule was combined with the lic or civil society. Clearly, this is not occasional involvement of other powers. the case. From fundamentalist resur- The region’s strategic location, com- gence in Christianity and integralist bined with a glaring failure to quell movements in Islam, to progressive sharply conflicting ethnic aspirations, ecumenical movements for peace and made the Balkans the spark of recurring human rights, religion is still very much conflicts and the site of brutal con- part of our public world, boldly inter- frontations. Today, the Balkans is rela- facing with the political sphere and tively quiet, even if a number of thorny vying with political institutions for issues (Cyprus, Macedonia, legitimacy and allegiance. It is no 104 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage105 Beloit andNicaraguaeveryotherspring. course withafocusonhealthistaughtin Senegal. Aswell,aCitiesinTransition offered inChina,Ecuador,Russia,and 2009, CitiesinTransitioncoursesare Cities inTransitioncourse.Asofspring College studyabroadprogramwitha Prerequisite: acceptancetoaBeloit social problems. human impactontheenvironment,and spaces, theeffectsofglobalization, ments ofpeoplefromruraltourban vs. modernity,gender,poverty,move- topics tobeexploredincludetradition tions, andresearchprojects.Possible unteer placementsinlocalorganiza- significance toinformalinterviews,vol- sites ofcultural,historical,andsocial mapping exercises,andvisitstovarious ranging fromobservations,fieldnotes, these explorationswillusetechniques ty. Dependingonthecourselocation, rations ofthecitybeyonduniversi- combining classroomworkwithexplo- ments inwhichtheyliveandstudyby cally withthecomplexurbanenviron- course enablesstudentstoengagecriti- 288. CitiesinTransition(1). or consentofinstructor. Prerequisite: atleastsophomorestanding science. Offeredoccasionally. anthropology, economics,andpolitical gious studies,sociology,psychology, from theperspectiveofphilosophy,religious movementsinmodernsociety gion, religiousinstitutions,andreli- approach thestudyofrolereli- on aglobalscale.Thiscoursewill dramatic impacton“modernsociety” themselves inunforeseenwaystohavea only survived,buthavere-invented called “traditionalreligions”havenot private, individualsphere;rather,so- religion tomattersofthespiritin longer possibletoreducetheroleof rituals encounteredinAfrican tradi- and dyingthroughacomparison of will examinethephenomenaofliving plinary globalengagementseminar what itistobehuman.Thisinterdisci- tally boundtothedeepestquestionsof issues oflifeanddeatharefundamen- Traditions (1).Inourcivilization, 318. LivingandDyinginGlobal Topics course. This may repeatthecourse;theywillearn in itasjuniorsorseniors.Students disciplinary majors.Studentswillenroll who arepursuingself-designedinter- course isrequiredofjuniorsorseniors Interdisciplinary Studies( 350. AdvancedSeminarin 390. SpecialProjects( LW) interdisciplinary studiesminors.(WL, also countasthecapstoneforsome tional relationsmajors,thiscoursemay to theseminar.Requiredofallinterna- of theirchoice,andpresentresults independent researchprojectonatopic discuss relevantliterature,undertakean global theme.Studentswillreadand (1). Aninterdisciplinaryseminarona 375. InternationalRelationsSeminar ary majororminor. Prerequisite: anapprovedinterdisciplin- complete acapstonemajorproject. provide opportunitiesforstudentsto disciplinary topic;thesecondhalfwill around commonreadingonaninter- first halfofthecoursewillrevolve unit ofcrediteachtimetheyenroll.The instructor. 328 andjuniorstanding,orconsentof course, orSociology275,Anthropology lives. Prerequisite:onereligiousstudies deal withlossandgriefintheirown opportunity tocreateframeworks course willprovidestudentswithan and Christianity.Intheprocess, roots intheAfricancontinent—Islam followers oftwotraditionswithdeep tional religionswiththosethatengage 370 fordescription. Development (1).SeeMuseumStudies 370. ExhibitDesignand Prerequisite: sophomorestanding. committee andtheregistrar. approved bytheinterdisciplinarystudies student andtheinstructor(s) be workedoutbetweentheindividual topics withapace,scope,andformatto work onexploratorycross-disciplinary study providesthemeansforstudentsto Interdisciplinary studiesindependent 1 ⁄ 4 -1). 1 ⁄ 2 ). This 1 ⁄ 2

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Interdisciplinary Studies Program (continued)

INTERDISCIPLINARY COURSE 370. Exhibit Design and OFFERINGS OTHER THAN Development (1). THOSE LISTED PREVIOUSLY. Performing Arts (PERF) (For course descriptions, see chapter 3; for 263. An Introduction to the Women’s and Gender Studies, Health Performing Arts (1). and Society, and Environmental Studies, 388. Senior Seminar in Performing Arts see chapter 2.) One unit from among (1⁄2). any of the following courses may also be used to fulfill the interdisciplinary 389. Performance Project in studies course requirement. Performing Arts (1⁄4). African Studies (AFST) Russian Studies (RUST) 385. Senior Thesis (1⁄2, 1). 250. A Survey of Russian Culture (1). Asian Studies (ANST) 270. Topics in Russian and Soviet Film 242. China: The Long Revolution (1). (1). 351. Senior Colloquium in Asian Women’s and Gender Studies Studies (1⁄2). (WGST) 150. Introduction to Women’s Studies Environmental Studies (ENVS) (1). 258. Geographic Information Systems (1⁄2, 1). 155. Introduction to Gender Studies 280. Topics in Environmental Studies (1). (1⁄2, 1). 160. Introduction to Feminisms (1). 380. Senior Colloquium (1⁄2). 252. Women’s Health: Topics (1). Health and Society (HEAL) 260. Topics in Women’s and Gender 340. Pro Seminar in Health and Society Studies (1⁄2, 1). (1⁄2). 301. Feminist Theory (1). 341. Health and Society Internship (1⁄2). 320. Undoing the Dimorphic Paradigm: Gender-Bending, Actual and 342. Health and Society Research (1⁄2). Imaginative (1). Journalism (JOUR) 360. Advanced Topics in Women’s and 125. Introduction to Journalism (1). Gender Studies (1⁄2, 1). 225. Magazine Feature Writing (1). 370. Senior Colloquium in Women’s 228. Practicum in Literary Editing (1). and Gender Studies (1⁄2, 1). 301. Topics in Journalism (1). Note: Other courses may fulfill the interdisciplinary studies requirement Legal Studies (LGST) and are designated as “IS” in each 200. Introduction to Legal Studies (1⁄2). term’s schedule. 300. Advanced Seminar in Legal Studies (1⁄2). Museum Studies (MUST) 245. Introduction to Museum Studies (1). 275. Introduction to Collections Management (1). 360. Practicum in Museum Education (1). 106 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage107 5. Interdisciplinary Studies375. 5. Three internationallyorientedcours- 4. Four unitsinonemodernlanguage 3. Economics 199andtwoother 2. 1. Fourunitsofpoliticalscience: able vocationsintheseareas. dents havefoundinterestingandvalu- mental organizations.ManyBeloitstu- tional governmentalandnon-govern- tration andmanagement,international business,internationaladminis- academic world,government,interna- professional schoolandforcareersinthe major preparesstudentsforgraduateor by thedepartmentofpoliticalscience.The interdisciplinary programadministered The internationalrelationsmajorisan EMILY CHAMLEE-WRIGHT PABLO TORAL JOHN RAPP DIEP NGOCPHAN MATTHEW LIEBER RACHEL ELLETT BETH DOUGHERTY,chair ANDRÁS BOROS-KAZAI Faculty International Relations (13-15 units) Major International Relations meet therequirementslistedabove. ments otherthantheonesusedto two ofwhichmustbefromdepart- es approvedbytheadvisor,atleast (except thestudent’sfirstlanguage). courses inanymodernlanguage or 2unitsbeyondintermediate economics courses. upper-level internationallyoriented b. Threecourseschoseninconsulta- PoliticalScience160. a. ment. do notcounttowardthisrequire- Science 110,280,285,and287 tion withtheadvisor.Political 8. Writing/Communication require- It ishighlyrecommendedthatastu- 7. Students arehighlyencouragedto 6. with theadvisor. national studentsdiffer.Pleaseconsult Courses acceptableforU.S.andinter- towards thisrequirement. Courses takenabroadoftencancount * Whentopicisappropriate. 221. Psychology 265;ReligiousStudies101, Mathematics 103;Philosophy110; nary Studies103,249,255,272; 201; History150*,310*;Interdiscipli Anthropology 100,342,375*;Biology courses include,butarenotlimitedto: Examples ofinternationallyoriented nomics fordescriptions. 203, 204,206,209,and235.Seeeco- are: with aninternationalrelationsemphasis Economics andmanagementcourses political sciencefordescriptions. 270, 272,273,275,330,and386.See 248, 255,257,260,261,262,265, 235, 236,237,240,241,246,247, national relationsemphasisare: Political sciencecourseswithaninter- departmental listings. For otherpossiblecourses,seeappropriate Description ofCourses requirement. Seminar) tofulfillthemajorwriting 375 (InternationalRelationsSenior complete InterdisciplinaryStudies findings. Studentsarerequiredto and effectivepresentationofresearch practical policiesandthesynthesis analysis, proposal,andadvocacyof tiple modesofwriting,includingthe are expectedtobeproficientinmul- ment: Internationalrelationsmajors field termorinternship. or doaninternationallyoriented dent spendatermstudyingabroad in theircourseofstudy. develop anareaorthematicemphasis -

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Mathematics

Beloit teaches both applied mathematics, BC exam may receive credit for both which stresses problems arising through Mathematics 110 and 115, and place- contact with nature and society, and ment into courses requiring those as pure mathematics, which addresses prob- prerequisites, if the student has studied lems of intrinsic aesthetic interest. the necessary additional topics not cov- Students are free to choose to concentrate ered by the exam. on one or the other. The faculty attempts to set the beauty, rigor, and usefulness of Mathematics Major mathematics within its historical context 1 (12 ⁄4 units) and multicultural heritage. Courses guide students toward the ability to give 1. Nine and 1⁄4 departmental units (at clear oral and written expression of the level 110 or higher) including: mathematical ideas they learn. a. Mathematics 215 and 240. Faculty b. Two units of mathematics courses BRUCE ATWOOD numbered between 300 and 380, inclusive. PAUL CAMPBELL, chair c. Mathematics 384 (1⁄2) and 385 (1⁄4). DARRAH CHAVEY d. Four and 1⁄2 additional units of mathematics electives at level 110 DAVID ELLIS or higher. BENJAMIN NEWTON 2. Supporting courses (3 units): a. One unit of computer science. RANJAN ROY b. Two courses in physics, or 1 AMY SHELL-GELLASCH course in physics and 1 course emphasizing quantitative methods, chosen in consultation with the Advanced Placement major advisor. and Credit 3. Mathematics majors are encouraged Supplemental to the College’s general to do an internship or field experi- policies for advanced placement and ence involving the application of credit (see chapter 6), the department mathematics. Prospective graduate of mathematics and computer science students are advised to take at least may grant additional advanced place- two terms of a modern foreign lan- ment (based on advising by faculty) guage, preferably French, German, and/or credit (based on achievement Japanese, or Russian. in a subsequent course). 4. Writing/Communication require- A student who has studied calculus pre- ment: Mathematics students should viously but has not previously received learn both how to write prose and credit for Mathematics 110 or equiva- how to write mathematics. Majors lent, and who enrolls for Mathematics must take at least 5 courses designat- 115 and receives a grade of C or better, ed by the College as WL or LW, at may be granted retroactive credit for least 2 of which must be from inside Mathematics 110. the mathematics/computer science A student who receives a grade of C or department and at least 2 of which better in Mathematics 190 or must be from outside the depart- Mathematics 201, and who has not ment. (Transfer students reduce this previously received credit for by 1 course per year of advanced Mathematics 115 or its equivalent, may standing.) Departmental courses that be granted retroactive credit for qualify include 205, 215, 230, 240, Mathematics 115. 300, 310 and 385, and other courses as designated by the instructor. A student who receives a 5 on the CEEB Advanced Placement Calculus 108 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage109 5. Mathematicsmajorsareexpectedto matics coursenumbered110or higheror open tostudentswhohavetaken amathe- Offered occasionally.Prerequisite:not native numbersystems,andinfinitesets. map coloring,knotsandsurfaces,alter- theory, tilings,networks,symmetries, include combinatorialpuzzles,number ematics. Materialvaries.Sampletopics beauty andvitalityofpresent-daymath- thought andanappreciationofthe importance ofmathematicsinhuman non-mathematics majorsasenseofthe Thinking (1). 100. IntroductiontoMathematical 2. Mathematicsminorsareexpectedto 1. Sixdepartmentalunits: Description ofCourses (6 units) Mathematics Minor years. dence intheirjuniorandsenior semester inwhichtheyareresi- (one of383,384,or385)each enroll inMathematicsColloquium side thedepartment. writing coursesbothwithinandout- matics majorsarerequiredtotake disciplines. Consequently,mathe- ing forthisiswritingcoursesinother type ofwriting,oftenthebesttrain- departmental coursesemphasizethis nificantly differentskills.Whilesome nonprofessionals oftenrequiressig- such writing.Explainingourworkto ment’s upper-levelcoursesfocuson proof-based. Manyofthedepart- writing formathematiciansisusually trained inthediscipline.Professional work toothersnotnecessarily in thefieldandhowtoreporttheir how towriteforotherprofessionals Mathematicians needtoknowboth least onesemester. enroll inMathematics383forat Threemathematicscoursesatlevel b. Mathematics110,115,175. a. or 240. units shouldbechosenfrom215 190 orabove.Atleast1ofthese This courseaimstogive tions ofderivativestooptimization and tial, andlogarithmicfunctions,applica- of polynomial,trigonometric,exponen- and continuity,derivativesintegrals differential andintegralcalculus.Limits 110. CalculusI(1). consent ofthedepartmentchair. First-term first-yearstudentsmusthave Anthropology 240,orPsychology150. pleted oraretakingMathematics205, bra. Notopentostudentswhohavecom- Prerequisite: facilityinhighschoolalge- ric tests.Offeredeachsemester. regression andcorrelation,nonparamet- variance, contingencytables,linear bility, hypothesistesting,analysisof Descriptive statistics,elementaryproba- behavioral, social,andnaturalsciences. and statisticswithillustrationsfromthe Concepts (1). 106. IntroductiontoStatistical high schoolmathematics. occasionally. Prerequisite:threeyearsof social andbiologicalsciences. mathematical modelsapplicabletothe these methodscanbeusedtobuild The courseemphasizeswaysinwhich gramming, gametheory,andpatterns. ematics: probability,graphs,linearpro- introduction tofinitemethodsinmath- 104. FiniteMathematics(1). each semester. Interdisciplinary Studies103). modern mathematics.(Alsolistedas factors influencedthedevelopmentof and toothercultures,howcultural mathematics is,bothtoWesternculture helps thestudentunderstandwhat Middle East,andIndia).Thecourse mathematics (developedinEurope,the and analyzesthemthroughWestern various peoplesofthePacificIslands, South AmericanIndians,Africans,and gated byculturessuchasNorthand course treatsmathematicalideasinvesti- ing, games,orkinrelationships.This art, navigation,religion,record-keep- other cultureswithinthecontextsof “mathematical” ideasmaybeviewedby Mathematics (1). 103. CulturalApproachesto calculus. who haveAdvancedPlacementcreditfor Introductory probability What wethinkofas An introductionto Offered Offered An

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Mathematics (continued)

approximation, the Mean Value 200. Combinatorics and Graph Theorem, and the Fundamental Theory (1). Combinatorial counting Theorem of Calculus. Offered each semes- principles, generating functions and ter. Prerequisite: four years of high school recurrence relations, introduction to mathematics, including trigonometry graph theory, graph-theoretic algo- and either college algebra or precalculus. rithms, and their implementation. Applications to operations research, 115. Calculus II (1). Techniques of computer science, and social science. integration, L’Hôpital’s Rule, infinite Offered even years, fall semester. sequences and series, Taylor series and Prerequisite: Mathematics 115; applications, first-order differential equa- Computer Science 121 and 123, or tions, and introduction to the calculus equivalent. of multivariable functions, including partial derivatives and multiple integrals. 201. Vector Calculus (1). Offered each semester. Prerequisite: Differentiation and integration of func- Mathematics 110. tions of several variables; integration on 1 surfaces; vector analysis; theorems of 117. Calculus Colloquium ( ⁄4). Green, Stokes, and Gauss; applications Presentations by faculty, participants, to ordinary and partial differential equa- and occasional guest speakers on a vari- tions and to geometry. Offered even ety of topics related to calculus and its years, spring semester. Prerequisite: applications to other disciplines. Graded Mathematics 115. credit/no credit. Offered each fall. Prerequisite: concurrent enrollment in a 205. Mathematical Statistics I (1). mathematics course numbered 110 or Probability calculus for discrete and con- higher or Advanced Placement credit for tinuous probability distributions of one calculus. and several variables, including order statistics, combining and transforming 160. Discrete Structures (1). random variables, and the use of Introduction to the mathematical basis moment-generating functions. for computer science, including logic, Introduction to hypothesis testing. counting, graphs and trees, and dis- (WL) Offered even years, fall semester. crete probability. Offered odd years, fall Prerequisite: Mathematics 115. semester. Prerequisite: Computer Science 121 and Mathematics 110. 208. Chaotic Dynamical Systems (1). An introduction to the mathematical 175. Linear Algebra (1). Linear equa- theory of dynamical systems, with special tions and matrices, abstract vector attention to systems exhibiting chaotic spaces and linear transformations, behavior. One-dimensional dynamics: orthogonality, eigenvalues and eigen- fixed points, periodic orbits, chaotic vectors. Emphasizes development of orbits, and the transition to chaos. Two- abstract thinking and a variety of appli- dimensional dynamics: fractal images, cations of linear algebra in science and Julia sets, and the Mandelbrot set. social science. Offered each fall. Includes computer experiments with Prerequisite: Mathematics 115; some chaotic systems; applications. Offered computer programming experience is odd years, spring semester. Prerequisite: desirable. Mathematics 115. 190. Differential Equations (1). 215. Abstract Algebra (1). Axiomatic Solution methods for first-order differ- treatment of selected algebraic structures ential equations, linear differential including groups, rings, integral equations, power-series solutions, the domains, and fields, with illustrative Laplace transform, numerical methods, examples. Also includes elementary fac- stability, applications. Offered odd years, torization theory. (LW) Offered each spring semester. Prerequisite: spring. Prerequisite: Mathematics 175. Mathematics 115. 230. Topics in Geometry (1). Topics chosen to illustrate modern approaches 110 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage111 270. TopicsinMathematics( Prerequisite: Mathematics175or208. of functions.(WL)Offeredeachfall. functions, infinitesequencesandseries differentiation andintegrationofreal bers, metricconceptsandcontinuity, 240. RealAnalysis(1). other coursesdependingonthetopic. ally. Prerequisite:Mathematics175,or the department.(WL)Offeredoccasion- if topicisdifferent,withtheapprovalof to geometry.Mayberepeatedforcredit 375. ComplexAnalysis(1). or 208. semester. Prerequisite:Mathematics175 ical spaces.Offeredoddyears,spring homotopy groupsandabstracttopolog- dimensional manifolds.Introductionto compact surfaces,structureofthree- invariants ofknots,classification 335. Topology(1).Topological Prerequisite: Mathematics205. Offered oddyears,springsemester. sion andanalysisofvariance.(WL) hypothesis tests.Inferenceforregres- goodness offit,anddistribution-free distributions. One-andtwo-sample, inference usingthenormalandrelated the generalizedlikelihoodratio,and ment ofhypothesistestsbymeans Properties ofpointestimators,develop- 310. MathematicalStatisticsII(1). 175 orhigher. and 2mathematicscoursesnumbered Prerequisite: 1unitofcomputerscience (WL) Offeredoddyears,fallsemester. use ofcomputerpackagesasneeded. nomena, includingteamprojectsand mathematical modelsofreal-worldphe- Construction andinvestigationof 300. MathematicalModeling(1). Prerequisite: varieswithtopic. topic isdifferent. instructor. Mayberepeatedforcreditif ing theinterestsandexperienceof Selected aspectsofmathematicsreflect- or 240. semester. Prerequisite:Mathematics201 applications. Offeredevenyears,spring residues andpoles,conformalmapping, integration, TaylorandLaurentseries, plex plane,analyticfunctions,complex Offered occasionally. The realnum- The com- 1 ⁄ 4 -1). 385. MathematicsColloquium( semester. Prerequisite:Mathematics175. matics professionals.(LW)Offeredeach other topicsofsignificancetomathe- sentations themselves.Discussionson 385 andwritepreliminarydraftsofpre- talks givenbystudentsinMathematics ematics. Theyreviewmanuscriptsand write papers,andpresenttalksinmath- Students learnhowtoresearchtopics, 384. MathematicsColloquium( Mathematics 175. Prerequisite: Graded credit/nocredit. times forcreditiftopicisdifferent. mathematics minors.Maybetakentwo loquium isespeciallyrecommendedfor guest speakers.Thisversionofthecol- on selectedtopics,withoccasional Presentations byparticipantsandfaculty 390. SpecialProjects( 384, juniorstanding. each semester.Prerequisite:Mathematics may betakenmorethanonce.Offered occasional guestspeakers.Thecourse participants onselectedtopics,with Presentations andwrittenpapersbythe ( 396. TeachingAssistantResearch Graded credit/nocredit. with facultyinclassroominstruction. 380. TopicsinMathematics( 395. TeachingAssistant( ing. the departmentchair.Sophomorestand- Prerequisite: approvaloftheprojectby to doatleastonesuchproject. the departmentencourageseachmajor development ofmathematicalmaturity, such investigationisimportanttothe ics orproblemsinmathematics.Since Individual guidedinvestigationsoftop- 383. MathematicsColloquium( Prerequisite: varieswithtopic. topic isdifferent. instructor. Mayberepeatedforcreditif ing theinterestsandexperienceof Selected topicsinmathematics,reflect- ment projectswithfaculty. 1 ⁄ 2 ). Course andcurriculumdevelop- Offered occasionally. 1 ⁄ 4 -1). 1 ⁄ 2 ). Work 1 ⁄ 4 -1). 1 1 1 ⁄ ⁄ ⁄ 2 4 4 ). ). ).

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Modern Languages and Literatures

The department seeks to help students Fields of Concentration gain fluency in reading, writing, and speaking the foreign languages they study Six different majors are offered by the and to gain knowledge of their litera- department: Chinese language and cultures and cultures. Faculty help students ture, French, German, Japanese lan- to make connections between this disci- guage and culture, modern languages, pline and other disciplines within the lib- Russian, and Spanish. eral arts tradition and in the world In addition to the languages specified beyond the College, including profession- above, course work also is regularly al aspirations. They also help students to offered in Hungarian. For information acquire a deep and compassionate on courses in English as a Second understanding of peoples and their cul- Language (ESL), see chapter 4. ture, especially through the study of liter- Students needing to begin instruction at atures. A significant emphasis on inter- one of the 100-level courses must com- national affairs is incorporated into the plete the 100-level sequence before tak- curriculum. Majors are encouraged to ing any 200- or 300-level courses. study abroad in a country where the tar- Students needing to begin with French get language is spoken, and faculty help 100, Spanish 100, or a 100-level course students to think critically, especially of their principal language in the mod- about their own culture in comparison ern languages major shall construct a with others. program in consultation with their Faculty major advisor, making sure to take those specific courses designated in the KORNELIA ENGELSMA description of the major. In no case will THOMAS FREEMAN a student be required to take more than 11 units in the department nor more TIMOTHY HOLIAN than a total of 15 units for the major. SCOTT LINEBERGER 1. The rule requiring special permission for election ahead of classification is SYLVIA LÓPEZ waived for students taking language courses. MELINA LOZANO 2. Skills acquired independently in for- SCOTT LYNGAAS eign languages are evaluated by the department, and placement is assigned AKIKO OGINO accordingly. The department grants credit by examination only for those literature OLGA OGURTSOVA courses offered by the department on the DONNA OLIVER Beloit campus. Credit also may be granted to incoming students for a score of 4 or SHIN YONG ROBSON 5 in the Educational Testing Service advanced placement test. AMY SAAR 3. Students certifying to teach a foreign 1 JACK STREET language must earn at least 8 ⁄2 units in their major language. SHINJI TAKAHASHI 4. Students with an outstanding grade OSWALDO VOYSEST point average overall and in their major language may, at the invitation of the DANIEL YOUD, chair department, obtain departmental honors by completing an honors thesis project (1 unit of Special Project 390). 5. Normally, at least 5 of the language units counted toward the major must be 112 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage113 .Threesupportingcourses: 2. Ninedepartmentalunits: 1. company ororganization. programs, andinterningwithalocal organization, tutoringinafter-school as volunteeringinalocalagencyor experiential learningwhileabroad,such 7. Weencourageadditionaltypesof count inthedepartment. abroad tofindoutwhichcreditswill advisor beforeregisteringforcourses abroad mustcheckwiththeirlanguage plete listofprograms.)Majorsgoing study abroad.(Seechapter4foracom- College’s numerousopportunitiesfor aged totakeadvantageofBeloit languages andliteratureareencour- 6. Majorsinthedepartmentofmodern be approvedbythedepartmentchair. taken atBeloitCollege.Exceptionsmust (12 Culture Major Chinese Language and .Twoothersupportingcourses, b. OneunitofintroductoryChinese a. TwounitsofAsianliteratureor c. OneunitofClassicalChinese: b. SixunitsofChineselanguage a. 1 China. course thatdealsprimarilywith any one-timeofferingortopics Science 236,240,241,295*,or 288*, Philosophy250,Political Interdisciplinary Studies249, History 150*,210*,310*, Literature 230*,Economics206, 130, 285*,Comparative Anthropology 375*,ArtHistory courses thatfocusonChina: from thefollowinggroupof one ofwhichmustbechosen history: History210. Japanese 240,260,or280. literature orculturecourse: of thesecreditswithaJapanese or 280.Astudentmayfulfillone culture: Chinese250,255,260, 230. 115, 200,205,220. (above 100):Chinese105,110, ⁄ 2 units) .Writing/Communicationrequire- 7. NativespeakersofChinesemaynot 6. Studentsmayapplycreditearned 5. Majors arestronglyencouragedto 4. .AsianStudies351( 3. with theapprovalofadvisor. gram maysubstituteforrequiredcourses, Courses takeninastudyabroadpro- deals primarilywithmodernChina. to takeatleastonesupportingcoursethat Note: Studentsarestronglyencouraged * IfEastAsiaiscovered * IfChinaiscovered. on thewritingprocess—prewriting, persuade, etc.Sinceweoftenfocus lyze, describe,narrate,synthesize, dents uselanguagecreativelytoana- ing inadvancedclasseswherestu- and vocabulary—tolessguidedwrit- in languageclasses—grammarpoints that reinforcesthemateriallearned dents movefromstructuredwriting writing requirementbyhavingstu- and literaturesmeetstheCollege’s department ofmodernlanguages guistic areasareimportant.The reading, andwriting.Allfourlin- language skills—speaking,listening, nities tobecomecompetentinfour languages offerstudentsopportu- ment: Coursesinmodernforeign receive creditasteachingassistants. major inChinese;however,theymay Language Studiestowardthemajor. through BeloitCollege’sCenterfor Shandong University. tutions—Henan Universityor China ateitherofourpartnerinsti- spend atleastonesemesterabroadin .Oneofthesupportingcourses c. deals primarilywithEastAsia. time offeringortopicscoursethat 295*, 330*,386*,oranyone- 200*, 240*,PoliticalScience235, 210*, 310*,ReligiousStudies Literature 230*,History150*, 130, 235,285,Comparative Asian Studies242,ArtHistory East Asia:Anthropology375*, group ofcoursesthatfocuson may bechosenfromthefollowing 1 ⁄ 2 unit).

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Modern Languages and Literatures (continued) writing, and rewriting—we are con- German Major (12 units) fident that the problem solving skills associated with this process will 1. Eight departmental units (above transfer to courses outside of our German 110). department. 2. Supporting courses (4 units). Choose French Major (13 units) one of the three options available: a. Four courses chosen from histories Students who begin the major with of philosophy, science, art, music; French 100 will construct a major pro- Western civilization; comparative gram in consultation with their advisor; literature; English; history; political this program will not exceed 11 units science; or the literatures of Spain, within the department nor more than 15 France, Italy, and Russia. units total. b. Double majors are encouraged, and in such cases required courses 1. Nine departmental units (200-level in the other majors are acceptable and above): as supporting courses toward a a. French 210, 215, and 380. major in German. b. One unit of French literature c. The student may submit a proposal numbered 240 or above. to the major advisor for an individ- c. Five elective units in French. ual plan of courses for meeting the 2. Supporting courses (4 units) requirement of four supporting Choose one of the three options courses. available: 3. Majors normally spend one semester a. Four courses chosen from appro- in Germany on the Beloit College priate offerings in art history or Erfurt exchange or on an equivalent history; English 190 program in Austria or Switzerland. (Comparative Literature); With the consent of the advisor, some Philosophy 110, 200, 205; courses completed abroad may be Political Science 280 or 285. used to count toward the major. A course in German, Russian, or Spanish literature is recommend- 4. Majors are encouraged to live at least ed. one semester in the German House. b. Double majors are encouraged, 5. Writing/Communication require- and in such cases required courses ment: See Chinese language and cul- in the other majors are acceptable ture major. as supporting courses toward a major in French. Japanese Language and c. The student may submit a proposal to the major advisor for an Culture Major individual plan of courses for 1 ⁄2 meeting the requirement of 4 (12 units) supporting courses. 1. Nine departmental units: 3. Majors normally spend one term in a a. Six units of Japanese language country in which French is the com- (above 100): 105, 110, 115, 200, mon idiom. With the consent of the 205, 220. advisor, some courses completed b. One unit of Japanese literature- abroad may be used to count toward taught in Japanese: Japanese 230. the major. c. Two units of Asian literature or culture in translation: 240, 260, or 4. Majors are expected to live at least 280. A student may fulfill one of one semester in the French House. these credits with a Chinese litera- 5. Writing/Communication require- ture or culture course: Chinese ment: See Chinese language and cul- 250, 255, 260, 280. ture major. 114 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage115 3. AsianStudies351( with theapprovalofadvisor. gram maysubstituteforrequiredclasses, Courses takeninastudyabroadpro- deals primarilywithmodernJapan. to takeatleast1supportingcoursethat Note: Studentsarestronglyencouraged * IfEastAsiaiscovered * IfJapaniscovered 2. Threesupportingcourses: 6. NativespeakersofJapanese maynot 5. Studentsmayalsoapplycredit 4. Majorsarestronglyencouragedto .Oneofthesupportingcourses c. Twoothersupportingcourses, b. OneunitofintroductoryJapanese a. major inJapanese;however,they the major. Center forLanguageStudiestoward earned throughBeloitCollege’s University. particularly Kansai-Gaidai Beloit Collegeexchangeprogram, spend atleastonesemestera with EastAsia. topics coursethatdealsprimarily 250*, oranyone-timeoffering Religious Studies200*,240*, 240, 241,295,*330,*386*, Philosophy 250,PoliticalScience 150*, 210*,294*,310*, 230*, Economics206,History 285*, ComparativeLiterature Asian Studies242,ArtHistory East Asia:Anthropology375*, group ofcoursesthatfocuson may bechosenfromthefollowing deals primarilywithJapan. offering ortopicscoursethat 240*, 250*,oranyone-time 295*, ReligiousStudies200*, Political Science235*,236, Interdisciplinary Studies288*, 210*, 310*,368*, Literature 230*,History150*, 130, 235,285*,Comparative Anthropology 375*,ArtHistory courses thatfocusonJapan: from thefollowinggroupof one ofwhichmustbechosen history: History210. 1 ⁄ 2 unit) 7. Writing/Communicationrequire- .Supportingcourse(1unit): 2. 1. Elevendepartmentalunits: nor morethan15unitstotal. not exceed11unitsinthedepartment tion withtheiradvisor;thisprogramwill construct amajorprograminconsulta- principal languageatthe100-levelwill Students whobegintheirstudyofthe the major. accepted beforethestudentmaydeclare literatures forapprovalandbeofficially department ofmodernlanguagesand The planmustbesubmittedtothe will includespecificacademicgoals. up acomprehensiveplanofstudiesthat tions. Forthismajor,astudentdraws interested ininternationalcommunica- ented. Itishighlydesirableforstudents language-oriented thanliterature-ori- designed forstudentswhoaremore The modernlanguagesmajoris (12 units) Modern Languages Major ture major. ment: SeeChineselanguageandcul- tants. may receivecreditasteachingassis- .One relevantnon-departmental a. c. Exceptionstotheabovemustbe Fiveunitsinnomorethantwo b. SixunitsfromeitherFrench, a. with theadvisor. course choseninconsultation approved bythedepartment. above. than theonechosenunder1.a., modern foreignlanguagesother 3. Oneunitofliterature. 2. Oneunitofadvancedcomposi- 1. Oneunitofcivilization/cul- include: in theprincipallanguageandmust or above.Coursesmustbetaught Japanese, andRussianfrom110 level orabove;Chinese, German, orSpanishatthe200- tion orstylistics. ture.

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Modern Languages and Literatures (continued) 3. Students may count toward the as supporting courses toward a modern languages major no more major in Russian. than 2 units of a language not regu- c. The student may submit a propos- larly taught at Beloit. al to the major advisor for an individual plan of courses for meeting 4. The modern languages major nor- the requirement of 4 supporting mally spends at least a semester in a courses. country in which his or her primary foreign language is spoken. The stu- 3. Majors normally spend one semester dent should have, whenever possi- or academic year in Russia on Beloit ble, similar experience of the other College’s program in Moscow. With languages and peoples included in the consent of the advisor, some the plan. This may be accomplished courses completed abroad may be by studying abroad for a semester or used toward the major. academic year, by working abroad on a field term, or by private travel 4. Majors are encouraged to live at least and work abroad during vacation one semester in the Russian House. terms. With the consent of the advi- 5. Writing/Communication require- sor, some courses completed abroad ment: See Chinese language and cul- may be used toward the major. ture major. 5. Majors are highly encouraged to live at least one semester in a relevant Spanish Major (13 units) language house. Students who begin the major with Spanish 100 will construct a major pro- 6. Writing/Communication require- gram in consultation with their advisor; ment: See Chinese language and cul- this program will not require more than ture major. 11 units within the department nor more Russian Major (13 units) than 15 units total. 1. Nine departmental units (above 1. Nine departmental units (above 110): 105): a. Spanish 210, 215, 240. a. One unit taken from each of the b. One unit from Spanish 220 or following groupings: 225. 1. Russian 210, 215. c. Two units from 280, 290 (One 2. Russian 250, 255, 260 or must have an emphasis on Spanish- Russian Studies 250. America and one on Spain). 3. Russian 220, 310, 315. d. One unit from 260, 270, or 275. b. Russian 360 e. One unit from 320, 360, or 370. c. Five elective units in Russian. f. One elective unit in Spanish (Experiential learning for credit is 2. Supporting courses (4 units) strongly encouraged). Choose one of the three options available: 2. Supporting courses (4 units) a. Students may select any 4 units Choose one of the three options from the following courses: available: English 190 (Comparative a. Four courses chosen from Literature), 246; Economics 238; Anthropology 342; English 190 History 200, 205; (Comparative Literature), 246; Interdisciplinary Studies 277; History 283, 383; Political Science Music 210; Political Science 160, 272, 273. An elementary knowl- 240; Russian Studies 250, 270. edge of Latin is desirable. b. Double majors are encouraged, b. Double majors are encouraged, and in such cases required courses and in such cases required courses in the other majors are acceptable in the other majors are acceptable as supporting courses toward a major in Spanish. 116 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage117 Language andCulture( 103. IntroductiontoChinese Chinese 105. Prerequisite: Chinese100isrequiredfor Mandarin. Offeredeachyear. and basicgrammaticalstructuresin 1,000 combinedwordsandphrases, characters areintroduced,morethan writing. Approximately600traditional skills: listening,speaking,reading,and sions stresstheacquisitionofbasic introduction toMandarin.Classses- each). 100, 105.First-YearChineseI,II(1 5. Writing/Communicationrequire- 4. Majorsareencouragedtoliveatleast 3. Majorsnormallyspendatleastone CHINESE Description ofCourses simplified characterstosharpen reading, ters, studentsaddmoretraditional and basic grammaticalstructuresandcharac- prior competencies.Afterareviewof selections, thesecoursesbuildupon compositional exercisesandreading (1 each). 110, 115.Second-YearChineseI,II character-writing. everyday communicationandChinese course alsoteachesbasicvocabularyof grammatical patternsofMandarin.The ends ofculturalorigins,andsomebasic graphic signsrelatedtomythandleg- methods ofitswritingform,thepicto- its dialectalsystems,thehistoryand some basicelementsofChinesesuchas background, thiscourseintroduces students withnoChineselanguage ture major. ment: SeeChineselanguageandcul- one semesterintheSpanishHouse. count towardthemajor. completed abroadmaybeusedto consent oftheadvisor,somecourses Ecuador, program.Withtheprior semester abroadonBeloit’sQuito, Thestudentmaysubmitapropos- c. courses. the requirementof4supporting vidual planofcoursesformeeting al tothemajoradvisorforanindi- These beginningcoursesofferan Through aural,oral,and 1 ⁄ 2 ). Open to This courseprovidesstudents with an Literature I:pre-QintoTang(1). 250. MasterpiecesofChinese Chinese 115orconsentofinstructor. and modernChinese.Prerequisite: other works.TaughtbothinEnglish Liezi, Lunyu,Mengzi,andShijiamong Han periods.Selectionsaredrawnfrom Spring andAutumn,WarringStates narrative andphilosophicaltextsforthe The focusisonreadingandtranslating vocabulary oftheclassicallanguage. atic knowledgeofthegrammarand aims toprovidestudentswithasystem- years ofstudymodernChinese.It dents whohavealreadycompletedtwo Chinese languageisintendedforstu- (1). 230. ReadingsinClassicalChinese instructor. Prerequisite: Chinese205orconsentof different. TaughtinChinese. May berepeatedforcreditiftopicis Chinese literatureandexpositoryprose. unedited originalsfromcontemporary and speakingChinese.Thereadingsare expression throughreading,writing, lary, thiscoursedevelopsfluencyof grammar anddevelopmentofvocabu- Chinese (1). 220. AdvancedReadingsinModern which istheprerequisiteforChinese205. instructor isrequiredforChinese200, Prerequisite: Chinese115orconsentof expansion inbothspeakingandwriting. Chinese, thesecoursesstressvocabulary characters. Conductedmainlyin pers, inbothtraditionalandsimplified contemporary literatureandnewspa- students throughselectedreadingsin nents, thesethird-yearcoursesguide written, aural,oral,andculturecompo- (1 each).Continuingthecombined 200, 205.Third-YearChineseI,II is theprerequisiteforChinese115. alent isrequiredforChinese110,which year. Prerequisite:Chinese105orequiv- texts attheadvancedlevel.Offeredeach level toworkwithoriginalChinese ter-pattern approachatthebeginning edge studentsgainedfromthecharac- This courseaimstotransfertheknowl- writing, listening,andspeakingskills. This introductiontotheclassical With selectedreviewof

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Modern Languages and Literatures (continued) introduction to Chinese literature from 100, 105. Elementary French I, II (1 circa 1000 B.C.E. to the end of the each). Essentials of French grammar. Tang dynasty (907 C.E.). Readings will Composition, conversation, and oral be drawn from a wide range of genres, practice. Reading of French prose. Four including myth, philosophical argu- hours of classroom instruction and ment, history, biography, letters, and recitation and two hours of independent essays. Special attention will be paid to preparation for each classroom hour, the development of the poetic tradition including laboratory-type exercises, are from the Shi Jing (classic of poetry) to required. Students are graded, in part, the shi (regulated verse) of the Tang. on their command of oral use of French. Taught in English. Offered each year. 255. Masterpieces of Chinese 110. Intermediate French (1). This Literature II: Song to the Present course continues to develop oral com- (1). This course is a continuation of prehension, speaking, reading, and writ- Chinese 250. We will follow the devel- ing skills in French through readings opment of the poetic tradition after and discussions of cultural materials Tang, reading representative works in from France and other Francophone the ci (lyric) and qu (aria) forms. We countries. These include literary texts will also chart the rise of vernacular and texts on contemporary issues. The narrative and the drama. Our survey of course also includes a thorough review modern Chinese fiction and poetry of French grammar and extensive oral (post 1890) will assess the impact of work using CDs and computer support. Western models and the persistance of Prerequisite: French 105 or equivalent. traditional themes and attitudes. Taught in English. 210. French Conversation and Composition (1). Speaking, reading, 260. Selected Topics in Chinese and writing French with a view to devel- Civilization (in translation) (1). oping fluency in expression. Required of A seminar course involving study of all majors. (LW) Prerequisite: French selected topics in Chinese civilization. 110 or equivalent. Topics may focus on a particular theme, such as an introduction to tra- 215. Advanced French Language and ditional Chinese culture, examination Composition (1). This course covers of a period, foreign influence on complex grammar points, oral expres- Chinese society, intersections of culture sion, and vocabulary building. It partic- and society, Chinese cinema, arts and ularly emphasizes written expression calligraphy. May be repeated for credit through structured writing assignments, if topic is different. Taught in English. including culture reviews, essays, letters, and stories. Cultural materials include 280. Chinese Literature: Historical films and longer texts including novels. Genres and Modes (1). In this course, Required of all majors. (LW) students will investigate the themes and Prerequisite: French 210 or equivalent. formal properties of particular genres of Chinese literature. An emphasis will be 220. French and Francophone placed on situating literary works in Civilizations (1). The reading of a their cultural and historical contexts. variety of texts based on the culture Possible topics include: contemporary and the life of France and the fiction, modern drama, traditional Francophone world. Discussion of cur- poetry and poetics, traditional drama, rent events to develop oral expression. and classical tales. May be repeated for Required of all teaching majors. (LW) credit if topic is different. Taught in Prerequisite: French 210 or 215 or con- English. (WL) sent of instructor. FRENCH 240. Character of French Literature Note: All courses numbered 210 and (1). An introduction to French litera- higher are conducted in French. ture that presumes no previous prepara- 118 tion in French literature. Works are chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage119 logic andreason,includingBergson, prose, andtheatreagainsttraditional emphasis onthereactioninpoetry, French literaturesince1900,with 20th-Century FrenchLiterature(1). 295. TheRationalandIrrationalin or consentofinstructor. media. (WL)Prerequisite:French240 ious modesofinterpretationintwo filmed versionsinordertoexaminevar- mon amour,incomparisonwiththeir from LaBêtehumaine and screenplaysofdifferentperiods, Cinema (1). 290. TheFrenchNovelandthe 240 orconsentofinstructor. French colonies.Prerequisite: social contextsofwritinginformer the cultural,economic,political,and innovative narrativetechniquesandon Africa. Anemphasiswillbeplacedon Maghreb, Quebec,andSub-Saharan These includetheCaribbean, of post-colonialcontextsworldwide. of theFrancophonenovelinavariety This courseexploresthedevelopment 285. TheFrancophoneNovel(1). instructor. Prerequisite: French240orconsentof (re)writing “Caribbeanness.” hybridity, identity,authenticity, of thethemesinclude(neo)colonialism, tions andrevisingFrenchhistory.Some challenging theFrenchliterarytradi- and apoliticalconsciousness,both lectuals hasrevealedanoriginalpoetics production ofFrenchCaribbeanintel- perplexities, andchoices.Theliterary articulate theirreflections,dilemmas, bols andotherliterarydevicesusedto will focusonthethemes,motifs,sym- writers fromNégritudetoCréolité,we essays writtenbyFrenchCaribbean acclaimed literaryworksandcritical (1). 280. CaribbeanLiteratureinFrench or consentofinstructor. nology. (WL)Prerequisite:French215 devices. Versificationandliterarytermi- and contrastofthemesliterary the threemajorgenres.Comparison Medieval. Anattemptismadetodefine selected forallperiodsexceptthe Reading someofthemost Analysis ofseveralnovels to Hiroshima (WL) literary criticism.Requiredofallmajors. topics inFrenchculture,literature,and 380. Seminar(1).Reportsonspecial erature coursesorconsentofinstructor. ent. (WL) be repeatedforcreditiftopicisdiffer- theories, oronaparticulartheme.May single authororliterarywork, the instructor.Topicsmayfocusona particular interestsandbackgroundof Special areasofliteraturebasedonthe 360. FrenchLiteraryStudies(1). 240 orconsentofinstructor. absurdists. (WL)Prerequisite:French and Surrealism,contemporary l’esprit nouveau,Dada,AndréBreton in fluent,idiomaticconversation, so knowledge ofgrammarandvocabulary goal ofthecourseistocombine systematic vocabularybuilding.The grammatical difficultiesandfocuseson German grammar.Itreviewspersistent that studentshaveagraspofbasic Composition (1). 210. GermanConversationand German 105orequivalent. es. Offeredeachfall.Prerequisite: language lablisteningandWebexercis- class meetingsaweeksupplementedby in thecontextofGermanculture.Four developed inGerman100and105,set A reviewandcontinuationofskills 110. IntermediateGerman(1). customs, andculture.Offeredeachyear. introducing Germanliterature,music, drills areinterspersedwithdiscussions nities toviewGermanfilms.Language guage laboratoryandfrequentopportu- supplemented bypracticeinthelan- writing. Fourclassmeetingsperweek emphasis onlistening,speaking,and ing communicativeskillswithanequal (1 each). 100, 105.ElementaryGermanI,II German. assumed. Mostcoursesrequirepapersin a moreadvancedlevelofcapabilityis German. BeginningwithGerman250, and 300-levelclassesareconductedin Note: Unlessotherwisestated,all200- GERMAN A basicGermancoursestress- Prerequisite: TwoFrenchlit- This courseassumes

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Modern Languages and Literatures (continued) that students are equipped to travel and Leftists), The Impact of German live in German-speaking countries. Unification on Literature, The Art of Students describe a wide variety of situ- German Film, Masterpieces of German ations and discuss a wide range of top- Literature and Thought in Translation ics in German. They also view German (taught in English; readings in English films, listen to tapes with dialogues and for those with no background in stories featuring conversational German, in German for those with suffi- German, and write free and guided cient background), The Impact of the German compositions. Four class meet- Hitler Era on German Literature ings a week supplemented by language (including Holocaust literature, German laboratory practice. (WL, LW) Offered Literature in Exile, and Literature and each spring. Prerequisite: German 110 Propaganda in the Fascist State), and or equivalent. various comparative studies of the interaction between German literature and 218. Readings in German (1). The other literatures. course focuses on understanding German literary texts and, depending 275. Masterpieces of German on students’ interests, also presents Literature I: The Early Period, 800- materials from a variety of fields in the 1700 (1). A study of the great flowering humanities, natural and social sci- of medieval German literature: knights in ences, ranging from philosophy, histo- shining armor, fair damsels in distress, ry, psychology, and international rela- dragons, and witchcraft—this is the world tions, to economics and business. The of the famous German epic poems that course is designed for students at an had a profound impact on European lit- intermediate level of German who erature: the Niebelungenlied, the romance wish to build vocabulary and make the of Tristan and Isolde, and Parzival. transition to reading complex, These works are read in modern German advanced texts. May be repeated for translation, along with the courtly love credit if topic is different. Prerequisite: poetry of troubadours or Minnesänger German 210 or the equivalent or the such as Walter von der Vogelweide, con- consent of the instructor. sidered the greatest European lyric poet of the Middle Ages. Attention will be 220. Introduction to German given to the themes and thoughts that Literature and Culture (1). Designed characterize the medieval mind and to for majors and non-majors, this course the impact of “courtly love” on present gives an overview of German literature, day views and behavior. The course also philosophy, history, art, and music examines the decline of medieval values from the earliest beginnings to the pre- and reviews the literature of the sent, focusing on the characteristics of Reformation, focusing on the writings of different periods. Students read a histo- Martin Luther and on baroque literature ry of German literature supplemented exemplified by Andreas Gryphius. with excerpts from outstanding works. Prerequisite: German 220 recommended. Students are also expected to work 280. Masterpieces of German with German audio-visual materials in Literature II: Enlightenment and the the College collection. Prerequisite: Age of Goethe, 1700-1832 (1). A German 210 or equivalent or consent of study of the works of Lessing, Goethe, instructor; German 218 recommended. Schiller, Hölderlin, and Kleist. Special 250. German Studies (1). A course in attention will be paid to Germany’s which the subject matter varies from most important contribution to world term to term. May be repeated for literature: Goethe’s Faust. Prerequisite: credit if topic is different. Some possi- German 210 or consent of instructor. ble topics include: Minority Voices in German 220 strongly recommended. Contemporary German Literature 285. Masterpieces of German (Jews, Turks, Gypsies, Asylum Seekers, Literature III: Romanticism and the Lesbians, Gays, Neo-Nazis, and 19th Century, 1800-1900 (1). 120 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage121 Offered eachyear. tening, speaking,reading,and writing. (Kanji). Instructionandtraininginlis- approximately 100Chinesecharacters Hiragana andKatakana,aswell terns, thetwophoneticalphabets, the basicJapanesegrammaticalpat- basic Japanese.Studentslearnmostof (1 each). 100, 105.First-YearJapaneseI,II Hungarian writers.Offeredeachspring. practice. Appropriatereadingsfrom composition, conversation,andoral Essentials ofHungariangrammar, 100. ElementaryHungarianI(1). of Wisconsin-Madison. to takeGermancoursesattheUniversity There alsoareopportunitiesforstudents mended. instructor. German220stronglyrecom- Prerequisite: German210orconsentof relativity theory,andtheriseoffascism. of suchdevelopmentsaspsychoanalysis, ers theinfluenceonGermanliterature who camebeforethem,anditconsid- entiate 20th-centurywritersfromthose specific themesinliteraturethatdiffer- Grass. Thecourseseekstounderscore Kafka, ThomasMann,andGünter of representativeauthorssuchasRilke, modern Germanliteratureandastudy (1). Literature IV:The20thCentury 305. MasterpiecesofGerman recommended. sent ofinstructor.German220strongly music. Prerequisite:German210orcon- and Marxinphilosophy,Wagner Schopenhauer, Fichte,Schelling,Hegel, Special attentiontotheimpactof German art,philosophy,andmusic. related toparalleldevelopmentsin Heine, Büchner,andHauptmann,are works ofimportantwriters,including Naturalism, andImpressionism.The Junges Deutschland,Realism, the 19th-centurymovements,suchas Eichendorff, andE.T.A.Hoffmann, represented bywriterssuchasNovalis, themes oftheRomanticmovementas This coursedelineatesthecentral HUNGARIAN JAPANESE An overviewofmajortrendsin Provides afoundationin tions throughtheageswhilemaintain- in ancientperiodsundergotransforma- to seehowliteraryconceptsestablished readings offerstudentstheopportunity tion. Organizedchronologically,the such asdiaries,essays,poetry,andfic- modern times,coveringvariousgenres Japanese literaturefromancientto Literature (1).Thiscoursesurveys 240. IntroductiontoJapanese different. Prerequisite:Japanese205. May berepeatedforcreditiftopicis of Japanesepoetry,postmodernJapan. image, constructionsofgender,history particular theme,suchastextand focus onasingleauthorortext, modern Japaneseliterature.Topicsmay selected worksofbothclassicaland sive textualanalysisinJapaneseof (1). 230. ReadingsinJapaneseLiterature Prerequisite: Japanese205. repeated forcreditiftopicisdifferent. give presentationsinJapanese.Maybe sites andvideos;writepapers study relevantJapaneselanguageWeb authentic Japaneselanguagematerials; speaking Japanese.Studentsread providing opportunityforhearingand aim ofincreasingfluencyinreadingand Japanese societyandculture,withan aspects ofpastandcontemporary involving anexaminationofsignificant Civilization (1). 220. ReadingsinJapanese consent ofinstructor. Japanese. Prerequisite:Japanese115or positions. Classeswillbetaughtin read simpleessaysandwriteshortcom- new Kanjiareintroduced.Studentswill Japanese culture.Newspeechstylesand guage anddeepentheirknowledgeof students’ basicskillsintheJapaneselan- (1 each). 200, 205.Third-YearJapaneseI,II Japanese 105orconsentofinstructor. sition. Offeredeachyear.Prerequisite: comprehension, speaking,andcompo- Japanese tostresstraininginlistening work withKanji.Classestaughtin basic patternsofJapanese.Continue (1 each).Athoroughreviewofthe 110, 115.Second-YearJapaneseI,II A seminarcourseinvolvinginten- These coursesaimtoexpand A seminarcourse

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Modern Languages and Literatures (continued) ing their basic tenets—those of the each fall. Prerequisite: Russian 110 or “Japanese mind.” Taught in English. equivalent. 260. Selected Topics in Japanese 215. Russian Conversation and Literature (in translation) (1). A Composition II (1). Speaking, reading, seminar course involving intensive tex- and writing Russian with a view to fur- tual analysis of particular topics in ther developing fluency in expression. Japanese literature. Topics may center Conducted in Russian. Offered each on a single theme, author, genre, or lit- spring. Prerequisite: Russian 210 or erary period. Possible genres, themes, equivalent. and authors include: gothic literature, America in Japanese literature, modern 220. Readings in Russian Civilization literature, Kawabata, Natsume, (1). An examination of significant Mishima, and Tanizaki. May be repeat- aspects of past and contemporary ed for credit if topic is different. Russian society and culture, with an aim Taught in English. of increasing fluency in reading and providing opportunity for hearing and 280. Japanese Popular Culture and speaking Russian. Prerequisite: Russian Literature (1). Dealing with popular 210 or equivalent or consent of instructor. Japanese media—manga (comics), popular novels, film, and animation—this 250. 19th-Century Russian course offers a critical examination of Literature (in translation) (1). An how they are reflected in Japanese cul- examination of the development of ture through time. To approach these 19th-century Russian literature as it popular forms of expression, various moved away from its adherence to the theoretical readings will be assigned for essentially Western models of the Neo- discussion. Since manga and animation Classical and Romantic periods toward are very popular not only in Japan but the so-called “Golden Age” of Russian also in the United States and else- realism. In the 19th century, Russian lit- where, studying these media is impor- erature emerged as an original, indepen- tant to understanding an increasingly dent movement, characterized by pro- global youth culture. Taught in found ethical questioning and moral English. awareness and concerned with issues of conscience and responsibility. Authors RUSSIAN studied include Pushkin, Gogol, 100, 105. Elementary Russian I, II Lermontov, Turgenev, Dostoevsky, (1 each). Essential Russian grammar. Tolstoy, and Chekhov. Oral practice and composition. Four 255. 20th-Century Russian hours of classroom instruction. Two Literature (in translation) (1). An additional hours of independent prac- examination of 20th-century Russian tice in the laboratory are required literature both before and after the weekly. Students are graded, in part, on Revolution. Topics will include the their command of the oral use of anti-realist trends of the early part of Russian. Offered each year. the century, the development of the 110, 115. Intermediate Russian I, II avant-garde, the effect of revolution (1 each). Review of grammar. and civil war on literature and the arts, Composition and conversation. Rapid the boldly creative NEP period, the reading with oral practice. Readings in invention and implementation of modern prose. Offered each year. Socialist Realism, problems of censor- Prerequisite: Russian 105 or equivalent. ship and dissent, the “Thaw” and developments in literature in the post-Stalin 210. Russian Conversation and years. Offered occasionally. Composition I (1). Speaking, reading, and writing Russian with a view to 260. Topics in Russian Literature (in developing fluency in expression. translation) (1⁄2, 1). Selected topics in Conducted in Russian. (LW) Offered 19th- and 20th-century Russian literature. Topics may focus on a single 122 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage123 consent ofinstructor. previous knowledgeofSpanish orwith 100 isopenonlytostudentswith no laboratory arerequiredweekly.Spanish independent practiceinthelanguage instruction andadditionalhoursof modern prose.Fourhoursofclassroom practice inconversation,andreadingof approach. Elementarycomposition, mar basedonacommunicative (1 each). 100, 105.ElementarySpanishI,II Spanish. Note: Allcoursesareconductedin instructor. Prerequisite: Russian210orconsentof ed forcreditiftopicisdifferent. the Russianshortstory.Mayberepeat- and revolution,Russianromanticism, women inRussianliterature,literature or onaparticulartheme,suchas may focusonasingleauthorornovel, 20th-century Russianliterature.Topics Russian ofselectedworks19th-and involving intensivetextualanalysisin Literature (1). 360. SelectedTopicsinRussian consent ofinstructor. quette. Prerequisite:Russian210or signing contracts,andbusinesseti- banks, makingdeals,preparingand cation, negotiations,dealingwith work environment,businesscommuni- include conversationalRussianinthe Russia andwithRussians.Topics in pursuingworkopportunities geared tostudentswhoareinterested with Russians(1).Thiscourseis 315. WorkinginRussia,Dealing instructor. Prerequisite: Russian210orconsentof writing, speaking,andlistening. develop thefourbasicskills:reading, ical vocabularyastheycontinueto Students acquireastrongbasisinpolit- rent eventsandinternationalrelations. Russian grammarinthecontextofcur- course providesanintensivereviewof 310. PoliticalRussian(1). repeated forcreditiftopicisdifferent. or onaparticularperiod.Maybe author ornovel,onaparticulartheme, SPANISH Essentials ofSpanishgram- A seminarcourse Offered eachyear. This listening, speaking,andwriting in reading andprovidingopportunityfor tions, aswellincreasingfluencyin about theregion’sculturalmanifesta- present withtheaimoflearningmore from thepre-Columbianperiodto aspects ofLatinAmericancivilizations Civilizations (1).Astudyofsignificant 220. ReadingsinLatinAmerican Prerequisite: Spanish210orequivalent. structured writing.(WL,LW) emphasizes writtenexpressionthrough addresses theaimsofSpanish210,but and Composition(1). 215. AdvancedSpanishLanguage equivalent. each year.Prerequisite:Spanish110or refine theirwriting.(WL,LW)Offered ties andoffersstudentsopportunitiesto reviews persistentgrammaticaldifficul- increase vocabulary.Thiscoursealso pronunciation, developfluency,and speaking Spanishdesignedtoimprove Composition (1). 210. SpanishConversationand Spanish 105orequivalent. the languagelaboratory.Prerequisite: and/or computer-basedassignmentsin dents willcompletevideo,audio, of classroominstructionperweek,stu- America. Inadditiontothefourhours reflect theculturesofSpainandSpanish reading, andwritingSpanish.Readings achieving functionalabilityinspeaking, of Spanishgrammarwiththegoal An intensivereviewofthefundamentals 110. IntermediateSpanish(1). tinuation ofSpanish100.) (This courseisnotintendedtobeacon- tion. Prerequisite:consentofinstructor. oral comprehensionandcommunica- refining vocabulary,pronunciation,and developed, emphasiswillbeplacedon address. Whileallfourskillswillbe der, number,andformalvs.informal and grammaticalconceptssuchasgen- everyday vocabulary,thepresenttense, as recognitionand/oruseofelementary orthography andpronunciationaswell presumes abasicknowledgeofSpanish some exposuretoSpanish,thiscourse (1). 107. SpanishforAdvancedBeginners Designed forstudentswhohave Intensive practicein This course

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Modern Languages and Literatures (continued) Spanish. Offered odd years, spring semes- low current events in Latin America and ter. Prerequisite: Spanish 215 or consent Spain and examine them in light of his- of the instructor. torical, political, cultural, and social developments. Prerequisite: Spanish 220 225. Readings in Spanish or 225 and 1 college-level Spanish litera- Civilization (1). A study of significant ture course, and a good knowledge of aspects of past and contemporary Portuguese for students interested in Spanish society and culture, with the Brazil. aim of learning more about the country’s cultural manifestations, as well as 280. Selected Topics in 20th-Century increasing fluency in reading and pro- Hispanic Literature (1). viding opportunity for listening, speak- A seminar course involving intensive ing, and writing in Spanish. Offered textual analysis of 20th-century Spanish even years, spring semester. Prerequisite: literature, Spanish-American literature Spanish 215 or consent of instructor. or both. Topics may cover a single author, work, genre, or a particular 240. Introduction to Hispanic theme. May be repeated for credit if Literatures (1). A genre-based topic is different. (WL) Prerequisite: approach to reading and writing about Spanish 240. the literature of Spain and Spanish America. Analysis of prose, poetry, 290. Selected Topics in 19th-Century drama, and essays through class discus- Hispanic Literature (1). sion, oral presentations, and written A seminar course involving intensive assignments. Prerequisite: Spanish 215 textual analysis of 19th-century Spanish or equivalent or consent of instructor. literature, Spanish-American literature or both. Topics may cover a single 260. Topics in Hispanic Literature author, work, genre, or a particular (in translation) (1). Selected topics in theme. May be repeated for credit if Hispanic literature. Topics may focus topic is different. Prerequisite: Spanish on a single author or novel, on a partic- 240. ular theme or period. May be repeated for credit if the topic is different. 320. Studies in Hispanic Civilization Spanish majors will complete some of and Culture (1). A course designed to the coursework in Spanish. examine in-depth social, cultural, histor- Prerequisite: one college-level literature ical and/or literary selected topics par- course. ticular to the Spanish-speaking world. This course may be taught in English, if 270. Introduction to Latino Studies team taught. When taught in English, (1). This course examines topics relat- majors will be required to do some or all ed to the Latino/a experience in the of the written work in Spanish. United States. Using films, documen- Prerequisite: Spanish 220 or 225 or con- taries, multidisciplinary writings and/or sent of instructor. literary pieces—poetry, narrative, and drama—this course not only examines 360. Selected Topics in Spanish- the history of Latinos in the U.S. but American Colonial Literature (1). may also focus on the main Latino sub- A seminar course involving intensive populations in the United States, on textual analysis of Spanish-American identity and ethnicity, immigration, as colonial literature. Topics may center on well as issues relating to language, a single author, work, genre, or on a acculturation/assimilation, gender and particular theme. May be repeated for sexuality, social movements, and poli- credit if topic is different. Prerequisite: tics. May be repeated for credit if topic Spanish 240 and one other Spanish litera- is different. Taught in English or ture course. Spanish. Prerequisite: Spanish 240 or consent of instructor. 370. Selected Topics in Golden Age Literature (1). A seminar course 275. Current Events in Latin involving intensive textual analysis of America and Spain (1). Students fol- Spanish Renaissance and Baroque litera- 124 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage125 modern languagesandliteratures; sec- faculty memberinthedepartment of one fromhis/heradvisoranda including twolettersofrecommendation: course; completionofanapplication, one yearofacollege-levelforeignlanguage ly. Prerequisite:successfulcompletionof language isdifferent. speaker. Mayberepeatedforcreditifthe weekly tutorialsessionswithanative daily studyandattendthreehoursof also engageinintensive,independent based tutorialstostudyalanguage,but tapes, and/or,whenavailable,Web- use texts,CD-ROMs,audiocassette dents enrolledinaSILOcoursenotonly monly taughtlanguages.Ingeneral,stu- tinue toacquirebasicskillsinlesscom- motivated studentstheoccasiontocon- Language Opportunity(SILO)provides Opportunity I( Self-InstructionalLanguage 100. course. 240 andoneotherSpanishliterature topic isdifferent. theme. Mayberepeatedforcreditif author, work,genre,oronaparticular ture. Topicsmaycenteronasingle LANGUAGE OPPORTUNITY SELF-INSTRUCTIONAL Opportunity II( 105. Self-InstructionalLanguage cumulative gradepointaverageof2.75. ond-year standingorhigher;minimum modern languagesandliteratures;sec- faculty memberinthedepartmentof one fromhis/heradvisoranda including twolettersofrecommendation: course; completionofanapplication, year ofacollege-levelforeignlanguage Prerequisite: successfulcompletionofone guage isdifferent. May berepeatedforcreditifthelan- tutorial sessionswithanativespeaker. study andattendthreehoursofweekly engage inintensive,independentdaily tutorials tostudyalanguage,butalso and/or, whenavailable,Web-based texts, CD-ROMs,audiocassettetapes, enrolled inaSILOcoursenotonlyuse taught languages.Ingeneral,students to acquirebasicskillsinlesscommonly vides motivatedstudentstheoccasion Language Opportunity(SILO)pro- 1 1 Prerequisite: Spanish ⁄ 2 Offered occasionally. ⁄ 2 ). ). Offered occasional- Self-Instructional Self-Instructional 390. SpecialProjects( cumulative gradepointaverageof2.75. ond-year standingorhigher;minimum DEPARTMENT OFFERINGS 395. TeachingAssistant( Prerequisite: sophomorestanding. ate evidenceofachievement. sion withevaluationbasedonappropri- Individual workunderfacultysupervi- ment projects. ( 396. TeachingAssistantResearch Graded credit/nocredit. with facultyinclassroominstruction. 1 ⁄ 2 ). Course andcurriculumdevelop- 1 ⁄ 4 -1). 1 ⁄ 2 ). Work

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Music at Beloit College offers students Questions and discussion will relate the opportunity and the joy of creating both to the student’s general music musical activities in both liberal arts study and to her/his chosen senior and pre-professional settings. While both project or recital, if one was pursued. majors and non-majors are exposed to performance and analysis within a his- 4. The department recommends at least torical perspective, the department 2 units of study of a foreign lan- emphasizes logic, problem-solving, and guage. Languages especially valuable research/scholarship to better prepare for musicianship and scholarship in students’ understanding of being a Western music are French, German, musician in the world around them. Italian, Russian, and Spanish. Students interested in music of non- Faculty Western or other Western cultures DANIEL BAROLSKY are urged to pursue related language study. JAMES COGAN 5. Writing/Communication require- J. IAN NIE ment: The department stresses the importance of writing and oral skills F. RENATO PREMEZZI in verbal language and in music notation; because of music’s interna- OLEG PROSKURNYA tional nature, it encourages foreign language study. Music 330 and nor- SUSAN RICE mally 200-level courses are designat- EUDORA LINDMAN SHEPHERD ed LW and WL, and they incorpo- (emerita) rate research papers, listening reports, and response papers to ROBERT TOMARO music performance. These activities refine descriptive and analytical skills CHARLES WESTERBERG, chair useful for both amateur and professional musicians. Senior projects MAX YOUNT (emeritus) require higher levels of research and Twenty-five qualified adjunct instruc- expression. Through the music theo- tors teach applied music and lead ry courses and through applied ensembles. music, the department develops con- fident use of music notation—in speaking, writing, teaching, Music Major (11 units) rehearsal, and performance. 1. Eleven departmental units: a. Music 130 (1⁄2), 131, 201, 202, Music Minor (6 units) 203, 230, 330, and 1 elective music course at the 200-level or 1. Six departmental units: above. a. Music 130 (1⁄2), 131, 230; and 2 b. One and three-fourths units of additional units from Music 201, Applied Music 010-044 (with no 202, or 203. more than 1⁄2 unit in composition, b. Three-fourths unit of Applied conducting, or improvisation). Music 010-044 (with no more c. One and three-fourths units of than 1⁄2 unit in composition, con- Music Ensemble 050-074. ducting, or improvisation). c. Three-fourths unit of Music 2. To declare this major, each student Ensemble 050-074. must have a curricular planning meeting with a music advisor. Description of Courses 3. In the final semester of study the 1 student is required to complete an 100. Introduction to Music I ( ⁄2). oral review with the music faculty. This course explores music of many dif- 126 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage127 110. ClassPianoI( sionally. in sequence.(WL,LW)Offeredocca- Music 100and101separatelyorboth features. Studentsmaytakeeither ferent selectionsofmusicandmusical methods ofMusic100,butitusesdif- This coursehasthesameaimsand scales andarpeggiopatterns, trans- a finalexamination,threesolos, all chords, rootpositionandinversions.In minor, augmentedanddiminished minor arpeggios,handsseparately;all forms) twooctaves,handsseparately;all are: allminorscales(thedifferent (besides playingpieces)tobemastered monization. Specifictechnicalskills at thekeyboard,transpositionandhar- in basicmusicianship,readingnotation Students willcontinuetodevelopskills is acontinuationofMusic110. 101. IntroductiontoMusicII( LW) Offeredoccasionally. Music readingisnotrequired.(WL, specific featuresofmusicalconstruction. pieces arepresentedinconnectionwith orally andinwriting.Somemusical techniques ofdiscussingmusicboth given totheartoflisteningand build musicalthinking.Emphasisis ferent periodsandculturesinorderto 111. ClassPianoII( or amusicmajor. express aninterestinfurthermusicstudy Preference willbegiventostudentswho singing, orconsentofinstructor. experience inanotherinstrumentor credit. Prerequisite:somepreviousmusic required. Maybetakenonlyoncefor gio patterns,andtranspositionare ination, threesolos,allscaleandarpeg- position andinversions.Inafinalexam- hands separately;allmajorchords,root hands separately;allmajorarpeggios, tonalities; allmajorscalestwooctaves, are: pentatonicpositionsinallmajor (besides playingpieces)tobemastered monization. Specifictechnicalskills at thekeyboard,transposition,andhar- in basicmusicianship,readingnotation ing station.Studentswilldevelopskills ed keyboardsandinstructor’smonitor- instruction inalabof10interconnect- the firstoftwosemestersclasspiano 1 ⁄ 1 2 ⁄ ). Thiscourseis 2 ). Thiscourse 1 ⁄ 2 ). 130. FundamentalsofMusic( nomenon. Offeredeveryyear. ance ofrockandrollasaculturalphe- and formedthecontextforappear- States fromtheendofWorldWarII conditions thatexistedintheUnited form. Theclasswillexplorethesocietal of rockandrollasapopularmusic caused andwerebytheadvent tural changesintheUnitesStatesthat contemporary society.Itexaminescul- cultural impactofthismusicalformon 1955 tothepresentandexamines traces theevolutionofrockmusicfrom American Culture(1). 127. RockMusicHistoryand each fallsemester. legacies, willbearticulated.Offered the differentperiodsofjazz,andtheir Third-Stream. Stylisticcharacteristicsof music, popularsongs,fusion,and blues, ballads,worksongs,church including American-originatedragtime, working definitionofjazzisbroad, reserve materialdetailthehistory.The used intheclass,andtextbooks Recorded examplesandlivemusicare the 20thcenturytopresent. the developmentofjazzfromearlyin 125. JazzStyles(1).Studentsstudy dition. Offeredeveryspring. cant andpowerfulrelationshiptra- music andfilmhavedevelopedasignifi- ancient Greeks.Fromabout1895, theatrical presentationssincethe visuals. Musichasbeeninvolvedwith formed score,andmusicforabstract cally forfilms,musicalswithaper- adapted forfilms,musicwrittenspecifi- ing musicforsilentmovies, to synthesizingmusicandfilm,includ- explore andanalyzevariedapproaches 123. FilmMusic(1). major. interest infurthermusicstudyora will begiventostudentswhoexpressan 110 orconsentofinstructor.Preference only onceforcredit.Prerequisite:Music position arerequired.Maybetaken skills, includingeartraining,sight- and beginningpracticalmusicianship reading, writing,andanalyticalskills, This coursedevelopsbeginningmusic This coursewill This course 1 ⁄ 2 ).

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singing, and rudimentary keyboard sitions are studied. The course empha- facility. Topics of study include scales, sizes aural familiarity, as well as knowl- intervals, triads, tonality, key signa- edge of composers and works within tures, and the circle of fifths. Meets the the historical context. (WL, LW) full semester. Prerequisite: a music course or music experience. 131. Music Theory I (1). This course develops intermediate music reading, 205. Opera and Musicals (1). From a writing, and analytical skills, and inter- selected number of operas and musicals, mediate musicianship skills, including this course explores the implications of ear training, sight-singing, and key- each work within the context of its peri- board facility. Topics of study include od and its impact upon the present age. simple and compound meters, syncopa- Each chosen work is thoroughly exam- tion, melodic and rhythmic motives, ined from the perspective of both the writing and analysis of melodies, and audience and the performer. (WL, LW) elementary harmony. Prerequisite: Music 130 or successful completion of an 220. Vox Feminae (1). Vox Feminae exam administered by the instructor. is a musical, historical and sociological investigation into women’s choruses 200. Selected Topics in Music (1⁄2, and singing societies. The class 1). Academic classes that are offered in embraces both the academic and musi- response to student interest in a partic- cal through dual components of ular area of music. Topics have included research and practical musical applica- Virtuosity and Public Spectacle and tion, with class time carefully divided Beethoven. Other possible topics might between academic investigation and include symphonic, keyboard, and vocal rehearsal. Each member of the class is literature, counterpoint, 20th-century responsible for participating as both a music theory, or interactive media in researcher and an active member of music. May be repeated for credit if the choral ensemble, with at least one topic is different. Offered occasionally. performance scheduled at the end of the semester. (Also listed as Women’s 201. Renaissance and Baroque Music and Gender Studies 230) Prerequisite: (1). After looking at background mater- open to all female students by consent of ial from medieval times, the course will the instructor; men interested in the examine the music and cultures of the course should contact the instructor. 15th and 16th centuries in Europe, the period of the Renaissance. The course 230. Music Theory II (1). A study of will continue by noting the changes in music of the “common practice” peri- the 17th century that brought about the od, with emphasis on harmonic analysis baroque style. It will conclude around and music writing. The course covers 1750 with the music of Bach and his all of the basic harmonies and elemen- contemporaries. (WL, LW) Prerequisite: tary techniques of modulation. Foun- a music course or music experience. dations for formal analysis are begun, and the course continues to build skills 202. Classical and Romantic Music in keyboard harmony, sight singing, (1). Forms and compositional styles and ear training. (LW) Prerequisite: apparent in music of the Classical and Music 130 and 131. Romantic periods—along with the biographies of specific composers and 260. Introduction to Recording and their representative works—are studied, Editing Techniques (1). This course with particular attention to historical instructs students in the rudimentary context (c. 1750-1900). (WL, LW) techniques of sound recording. The Prerequisite: a music course or music course offers students the opportunity experience. to explore the many different techniques of recording, both live and in 203. 20th and 21st Century Music studio. Aside from recording tech- (1). The divergent styles apparent in niques, the course also offers the stu- 20th and 21st century musical compo- 128 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage129 390. SpecialProjects( sent ofinstructor. Prerequisite: seniorstandingandcon- or originalcomposition.(WL) research, preparationofperformance, musical scholarshipthroughoriginal given theopportunitytoexperience with themusicfaculty;theywillbe Students willworkincloseconsultation experience inanyareaofmusicstudy. This courseprovidesaculminating After thattime,thefullfeeischarged. during thefirstfiveweeksofterm. if anappliedmusiccourseisdropped able. Thetermfeeof$225ispro-rated offered asqualifiedinstructorsareavail- All appliedcoursesare 351. SeniorRecital/Project( (WL, LW) the principalformsofWesternmusic. Advanced harmonicanalysisandstudyof (1). 330. MusicTheoryIII:Analysis or consentofinstructor. Prerequisite: Music131,orPhysics155, dent techniquesinediting. APPLIED MUSIC more standing. music department.Prerequisite:sopho- the regularcourseofferingsof Individual workoutsidethescopeof 044. Bass 043. Cello 042. Viola 041. Violin 035. Percussion 034. Tuba 033. Trombone 032. Trumpet 031. Horn 025. Saxophone 024. Bassoon 023. Clarinet 022. Oboe 021. Flute 020. Recorder 018. Guitar 016. Organ 015. Harpsichord 013. Piano 012. Voice 011. Conducting++ 010. Composition+ A continuationofMusic230. Prerequisite: Music230. 1 ⁄ 1 4 ⁄ 4 unit andare -1). 1 ⁄ 2 , 1). The followingcoursesare instructor. ++Prerequisite: Music230orconsentof 111, 130,131,230,330. in appliedmusicstudiesorMusic110, Fundamentals ofmusicaretobelearned and critiquingthestudent’screativework. for eachstudentandconsistsofcoaching + Studyofcompositionisindividualized an opportunitytoexplorethe repertoire 059. PianoEnsembleoffersstudents the musicofbigbands. consists ofavarietystyles,including interests ofparticipants.Itsrepertoire programs andactivitiesdependonthe members oftheCollegecommunity;its 058. JazzEnsemble dards inensembleplaying. literature andtoworkforhighstan- baroque, classical,andmodernchamber The groupisabletorehearsethe group ofstringplayersandafewwinds. 057. ChamberOrchestraisaselect rehearsed andperformed. A widevarietyoforchestramusicis for advancedstudentinstrumentalists. conductor. Thisistheprimaryvehicle to allstudentsbyconsultationwiththe 056. BeloitCollegeOrchestra Repertoire includesclassicalandjazz. sometimes withpianoorharpsichord. and mixedgroupsofstringswinds, wind quintets,saxophoneensembles, Common arestringquartets,wood- groups areformedeachsemester. 055. ChamberMusicInstrumental 054. KeyboardAccompanying tions isrequired. by consentoftheinstructor;noaudi- ty. Membershipisopentoallstudents members ofthesurroundingcommuni- students, faculty,staff,and College choral ensemblecomposedofBeloit 051. MasterworkChorusisalarge Chamber Singers. tion andconcurrentmembershipin Membership iscontingentuponaudi- emphasis onvocaljazzrepertoire. explores allstylesofmusic,withan choral ensemblethatembracesand 050. CollegeStreetSingers ENSEMBLES is opentoall 1 ⁄ 4 unit. is asmall is open

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for piano duet and piano four-hands. Open by consent of the instructor. 061. Recorder Ensemble (The Quavers) gives students an opportunity to explore recorder music from the medieval to the modern. Open by consent of the instructor. 062. Chamber Singers is a choral ensemble devoted to the study and performance of quality choral literature of all styles and historical periods and to the development of musicianship, choral singing, and fundamental musical skills. Membership is open to all students through audition. 063. Flute Choir is open to qualified flute performers by audition with the director. This group performs varied literature for different combinations of flutes. 066. Concert Band consists of students and community members. It performs a large variety of classical and modern music. Membership is open to all students by consent of the instructor. 067. Saxophone Ensemble, usually a quintet, performs all styles of music from jazz to classical. 068. Percussion Ensemble is open to all percussionists. Experience is desired but not essential. A complete collection of instruments, including all mallet instruments, is available. 074. Creative Arts Ensemble is an improvisatory mixed-media ensemble for students at any level of performance. It approaches the creative arts from a musical perspective, but visual artists, poets, writers, dancers, and other performing artists are encouraged to participate. ~~~~~~~~~~~~~~~~~~~~~~~ Beloit Janesville Symphony is a semi- professional orchestra open to qualified instrumentalists through yearly auditions. Often, well-known guest soloists appear with the orchestra. BJS is not available for credit. Students may audition to play for pay.

130 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage131 Philosophy andReligiousStudies 1. Nine and tion ofideaswithclarityandeffectiveness. thinking, anditdemandsacommunica- studies deepensandexpandscritical room. Thestudyofphilosophyandreligious contacts bothinsideandoutsidetheclass- development ofstudentsthroughpersonal is committedtotheintellectualandmoral the liberalartsisencouraged.Thefaculty broader, interdisciplinaryexplorationof cialization inacentraldisciplineand Through thisrangeofoptions,bothaspe- in anotherdepartmenttheCollege. or incombinationwithamajorminor ate adoublemajorwithinthedepartment Students maymajorineitherorcre- in bothphilosophyandreligiousstudies. department offersafullrangeofcourses The philosophyandreligiousstudies ROBIN ZEBROWSKI MATTHEW TEDESCO PHILIP SHIELDS GENE MILLER D. HEATHMASSEY DEBRA MAJEED,chair NATALIE GUMMER GARY COOK(emeritus) Faculty 2. Supporting courses(4units): 2. (13 Philosophy Major (cognitive science) .Philosophy 385( c. Twoseminarsfrom350and/or b. Philosophy 100,110,200,205, a. . Fourcourses,choseninconsulta- a. Twoelectiveunitsinphilosophy. d. 1 380. 220. accept coursesintheothermajors majors, andinsuchcaseswill ment wishestoencouragedouble tion withtheadvisor.Thedepart- writing inthediscipline. quium addressesspeakingand ⁄ 2 units) 1 ⁄ 2 departmental units: 1 ⁄ 2 ). Thiscollo- 3. Majors arestronglyadvisedto 3. Supporting courses(4units): 2. Nine departmentalunits: 1. 2. ReligiousStudies101or105. 1. Philosophy100,110,and255. 3. Fouradditionalunitsinreligious 2. ReligiousStudies250. 1. ReligiousStudies101or105. 2. Fouradditionalunitsinphilosophy. 1. Philosophy100and110. .Majorsarestronglyadvisedtoacquire 3. (13 units) Religious StudiesMajor Studies Minor Philosophy andReligious (6 units) Religious StudiesMinor Philosophy Minor ential learningopportunity. ship, studyabroad,orotherexperi- also encouragedtopursueanintern- dent’s individualprogram.Theyare guage choseninrelationtothestu- ate levelinaclassicalormodernlan- acquire proficiencyattheintermedi- Choseninconsultationwiththe a. Sixelectiveunitsinreligiousstud- c. ReligiousStudies250and399. b. ReligiousStudies101or105. a. studies. available arePhilosophy100and200. for whichcreditbyexaminationis gram. Theonlyphilosophycourses in relationtotheirindividualpro- classical ormodernlanguagechosen intermediate levelproficiencyina advisor. with religiousstudies). ies (includingcoursescross-listed major inphilosophy. as supportingcoursestowarda (6 units) (6 units)

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Philosophy and Religious Studies (continued) 3. Two additional units in religious Religious Studies 220.) Offered each studies. spring. Prerequisite: sophomore standing. Description of Courses 224. Environmental Ethics (1). PHILOSOPHY Critical examination of alternative approaches to a variety of topics having 100. Logic (1). The principles and to do with our relation to nature or the practices of sound reasoning, with atten- environment. Topics may include tion to three major areas: the logic of Western philosophy of nature, the language, formal or deductive logic (in human treatment of nonhuman animals, both Aristotelian and modern symbolic preservation of species and natural forms), and inductive logic. Offered each objects, obligations to future genera- semester. tions, and non-Western perspectives on 110. Introduction to Philosophy environmental ethics. In addition to (1). Study of selected major thinkers issues of environmental ethical theory, and problems in philosophy by use of the course may address specific problems primary sources. Readings may include such as population and world hunger, Plato, Descartes, Hume, Kant, and pesticides, global climate change, and others; problems usually include theory hazardous wastes. Offered occasionally. of knowledge, metaphysics, ethics, and Prerequisite: sophomore standing. philosophy of religion. Offered each 230. Philosophy of Science (1). semester. Consideration of the nature and limits 200. Ancient Philosophy (1). of scientific inquiry through a study of Philosophical problems and positions its fundamental concepts and methods. traced from their beginnings among The course incorporates certain aspects the pre-Socratics through post- of the history of science, with major Aristotelian Roman philosophers, attention to classical figures from the including a special focus on Plato and time of Galileo onward, and attempts to Aristotle. Prerequisite: Philosophy 110 or develop an understanding of the rela- consent of instructor. Offered each fall. tion between the sciences and those nonscientific disciplines and activities 205. Modern Philosophy (1). that emphasize values. Offered occasion- Philosophical problems and positions ally. Prerequisite: Philosophy 100 or 110 from the 17th and 18th centuries, gen- or consent of instructor. erally covering major rationalist and empiricist figures from Descartes 232. Philosophy of Art (1). Explores through Kant. Offered every third the questions surrounding the interpre- semester. Prerequisite: Philosophy 110 or tation and evaluation of art. For exam- consent of instructor. ple, considers whether there is such a thing as an aesthetic experience, 220. Ethical Theory (1). Evaluation whether the intentions of the artist of alternative systems for determining shape the meaning of the work, whether and justifying ethical values. Focus is works of art are illuminated by art theo- upon classical theorists, like Aristotle, ry, and whether art has a unique role to Kant, and Mill, and contemporary crit- play in society. Offered occasionally. ics. Offered every third semester. Prerequisite: Philosophy 110 or consent of Prerequisite: Philosophy 110 or consent of instructor. instructor. 234. Existentialism (1). Explores the 221. Biomedical Ethics (1). An question of the meaning of human exis- examination of ethical questions related tence as it has been discussed from the to medicine and biomedical research. late 19th century to the present day. Special emphasis on such issues as Drawing on a variety of sources, includ- abortion, euthanasia, confidentiality, ing plays, poetry, novels, films, and tra- informed consent, research on animals ditional philosophical texts in the exis- and human subjects, and allocation of tentialist tradition, and focuses on topics 132 scarce medical resources. (Also listed as chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage133 ments forandagainsttheexistence of temporary philosophyofreligion:argu- Central problemsinclassicalandcon- 255. PhilosophyofReligion(1). instructor. Prerequisite: Philosophy110orconsentof philosophies. between ChineseandEuropean to moralityandsociety.Comparisons reality andknowledgetheirrelation in theirpre-Buddhistforms.Theoriesof Classical Chinesephilosophies,largely 250. ChinesePhilosophy(1). or consentofinstructor. occasionally. Prerequisite:Philosophy110 bility, justice,andpunishment. legal conceptssuchasliberty,responsi- well asaninvestigationofimportant examination oftheconceptlaw,as 243. PhilosophyofLaw(1).An Philosophy 110orconsentofinstructor. Offered occasionally.Prerequisite: be repeatedforcreditiftopicisdifferent. Heidegger, Foucault,andDeleuze.May from RyleandQuinetoHusserl, ism. Figuresthatmaybestudiedrange mind, criticaltheory,orpost-structural- include phenomenology,philosophyof European tradition.Possibletopics American analyticorthecontinental Emphasis maybeoneithertheAnglo- movements, andthinkerssince1900. Philosophy (1).Selectedproblems, 240. SelectedTopicsin20th-Century of instructor. Prerequisite: Philosophy110orconsent physics. Offeredoccasionally. and pragmatist)totraditionalmeta- (existentialist, materialist,positivist, well aschallengesfromvariousangles ence, consciousness,andhistory,as German idealistapproachestoexperi- Marx, andNietzsche.Inquiresinto but notlimitedtoHegel,Kierkegaard, Kant andthe20thcentury,including Survey ofmajorphilosophersbetween 238. 19th-CenturyPhilosophy(1). consent ofinstructor. sionally. Prerequisite:Philosophy110or bility tothecommunity. relationship toGod,andone’sresponsi- nature offreedomanditslimits,one’s such asthenotionofindividuality, Offered occasionally. Offered occa- Offered Science 280forcoursedescription. 280. ClassicalJustice(1).SeePolitical 385. ColloquiuminPhilosophy( 110, 200,205. philosophy, ideallyincludingPhilosophy sionally. Prerequisite:atleast3coursesin credit iftopicisdifferent. major movements.Mayberepeatedfor philosophers, centralproblems,or Philosophy 110,200,or205. view. from variousphilosophicalpointsof and science,critiquesofreligiousbeliefs language, theproblemofevil,religion God, thenatureofreligiousbeliefand Philosophy ( 380. Seminar:SelectedTopicsin Prerequisite: Philosophy200. philosophical issuesandpositions. own timesandintermsofperennial ters ofPlato,bothinthecontexthis research onthemajordialoguesandlet- Reading, discussion,andstudent 350. ThePhilosophyofPlato(1). description. See PoliticalScience285forcourse 285. ModernPoliticalTheory(1). 390. SpecialProjects( or consentofinstructor. each fall.Prerequisite:juniorstanding Required ofmajors.(WL,LW)Offered the totalcreditmaynotexceed1unit. be takenmorethanonceforcredit,but departmental faculty.Thecoursemay ing papertobereadandgradedby sentation andwillprepareacorrespond- major willmakeatleastonesuchpre- speakers. Eachseniordepartmental on selectedtopics,withoccasionalguest Oral presentationsbytheparticipants sion, withevaluationbasedon appro- Individual workunderfaculty supervi- Studies 260.) of race.(AlsolistedasInterdisciplinary in themetaphysics,ethics,andpolitics ical context,aswellrecentdebates examines theconceptofraceinhistor- be sociallyconstructed.Thiscourse posed biologicalbasis,andhowitmay about themeaningofrace,itssup- race andracism,focusingonquestions 260. RaceTheory(1).Inquiryinto Offered occasionally.Prerequisite: 1 Offered occasionally. ⁄ 2 , 1). Study ofindividual 1 ⁄ 4 Offered occa- -1). 1 ⁄ 2 ).

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Philosophy and Religious Studies (continued) priate evidence of achievement. ture and society. Introduces students to Ordinarily open only to students with religion in the United States through at least a B average in two previous phi- the consideration of thematic approach- losophy courses. Prerequisite: sophomore es that cut across religious traditions and standing. considers diverse and creative forms of RELIGIOUS STUDIES religious expression and transformation. Through the study of religious tradi- Religious Studies at Beloit College is an tions in multicultural America, students academic field of study that is inherently develop critical perspectives on under- global and ethical in focus and inter- standing diverse religious phenomena disciplinary in approach. The compara- and the power of religious devotion at tive study of religion turns the attention work in the context of our local society. of students to questions of ultimate Offered every year. meaning and value, as it encourages them to examine their personal decision- 200. The Comparative Study of making processes and their responsibili- Religious Communities (1). An investi- ties as global citizens. Through the exam- gation of distinctive religious communi- ination of the distinctive institutions, ties through a comparative and historical beliefs, rituals, sacred writings, ethics, lens. Courses may focus on communities and myths of the world’s diverse cultures of different religious traditions that are and civilizations, students consider the related through historical and cultural power of religious movements in shaping context or thematic emphasis; alternative- human history and current events. The ly, they may investigate diverse communi- religious studies program prepares stu- ties that adhere to one particular tradi- dents for graduate study and for numer- tion. Courses include: Religious ous careers, including fields such as law, Traditions in the Middle East, South communications, business, education, Asian Religious Traditions, East Asian social work, health, and ministry. Religious Traditions, Abrahamic Traditions in History and Literature, 101. Understanding Religious Christianity in Modern Europe, Judaism, Traditions in a Global Context (1). Christianity, Islam, Buddhism, An investigation of three or more Fundamentalisms, New Religious major religious traditions that are prac- Movements. May be repeated for credit if ticed across political and cultural topic is different. Offered at least every boundaries. This foundational course year. Prerequisite: Religious Studies 101 or emphasizes the historical diversity of 105 or consent of instructor. these traditions, their distinctive narra- tives, beliefs, and practices, and the 210. Religion and Acculturation (1). lived experience of specific religious An examination of the transmission of communities and individuals in the religious traditions across cultural, lin- context of the contemporary world. guistic, and ethnic boundaries. Courses Through the study of major religious emphasize the mutual transformation of traditions, students develop critical per- traditions and the communities that spectives on understanding diverse reli- practice them through historical gious phenomena and the power of processes of transmission. Courses religious worldviews in a global con- include: The Black Church in the U.S., text. Offered every year. Buddhism in North America, Islam in North America, Colonialism and 105. Understanding Religious Religion, Cyberreligions. May be repeat- Traditions in Multicultural America ed for credit if topic is different. Offered (1). A critical examination of major at least every second year. Prerequisite: religious movements in North America Religious Studies 101 or 105 or consent of with emphasis upon their distinctive instructor. histories, features, and practices and the development of religious pluralism, as 220. Religious Thought (1). An well as the impact of religious beliefs examination of religious doctrines, and values upon North American cul- ethics, and conceptions of reality in their 134 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage135 Literature. Mayberepeatedfor credit Autobiography, Interpreting Buddhist Religious Biographyand The NewTestament,Qur’an, Courses include:TheOldTestament, ods ofscholarlyinterpretation. tion anddevelopingappropriatemeth- standing thehistoryoftheirinterpreta- tions, withanemphasisonunder- tions oflanguageinoneormoretradi- gious literatureandstudyofconcep- Literature (1). 240. ReligiousLanguageand tor. Studies 101or105consentofinstruc- second year.Prerequisite:Religious topic isdifferent. Traditions. Mayberepeatedforcreditif Art andPerformanceinReligious Religion inDailyLife,SacredSpaces, Piety andHeresyintheMiddleAges, Gender inReligiousPractice,Popular ences, andconcepts.Coursesinclude: ship betweenreligiouspractices,experi- sis isplacedonexploringtherelation- one ormoretraditions.Specialempha- of diverseformsreligiouspracticein 230. ReligiousPractice(1). of instructor. Religious Studies101or105consent least onceeveryyear.Prerequisite: credit iftopicisdifferent. Responsibilities. Mayberepeatedfor Theologies, HumanRightsand and Non-Violence,Liberation Theologizing HarryPotter,Violence to particularthemes.Coursesinclude: to particularreligiouscommunitiesor historical contexts,withreferenceeither sophomore standing. at leasteverysecondyear.Prerequisite: Interdisciplinary Studies233.)Offered global context.(Alsolistedas possibilities ofethicalrelativismina on grapplingwiththeproblemsand and Confucianism.Emphasisisplaced of Buddhism,Christianity,Judaism, spectives offeredbyparticularstrands this courseexaminestheethicalper- tral problematictobeinvestigated, ple” duringtheHolocaustascen- courage committedby“ordinarypeo- (1). 221. ComparativeReligiousEthics Using theatrocitiesandactsof A closereadingofreli- fee tlatevery Offered atleast Offered at A study 390. SpecialProjects( religious studiesorconsentofinstructor. sionally. Prerequisite:atleast3coursesin credit iftopicisdifferent. major movements.Mayberepeatedfor individual persons,centralissues,or standing andconsentofinstructor. in senioryear.Prerequisite: research isrequired.Maybetakentwice 80-page thesis.Publicpresentationof ters areexpectedtoproducea50- dents writingathesisovertwosemes- produce a25-to40-pagethesis;stu- thesis overonesemesterareexpectedto another medium).Studentswritinga ing inathesispaper(orequivalent independent researchprojectculminat- advisor, studentsundertakeamajor Studies (1). 399. SeniorThesisinReligious ing andconsentofinstructor. Religious Studies( 380. Seminar:SelectedTopicsin studies. (WL,LW)Offeredeachfall. endeavors inrelationtotheircurrent students canviewandshapetheirfuture diverse anglesofvisionthroughwhich and functionofreligion,aswell the explorationofnature,meaning, vides acommonpointofreferencefor gion. Thismethodologicalcoursepro- employed intheacademicstudyofreli- duction todiverseapproaches the StudyofReligion(1). 250. InterdisciplinaryApproachesto 220 fordescription. 241. NewTestament(1). Studies 101or105instructorconsent. every otheryear.Prerequisite:Religious if topicisdifferent.Offeredatleast ( 396. TeachingAssistantResearch tor. junior standingandconsentofinstruc- credit/no credit.Prerequisite:atleast 395. TeachingAssistant( Prerequisite: sophomorestanding. 1 ⁄ 2 ). Prerequisite:atleastjuniorstand- Under theguidanceofan 1 ⁄ 2 , 1). 1 ⁄ 4 Offered occa- -1). 1 A studyof See Greek ⁄ 2 An intro- ). Graded

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The physics program at Beloit College ing.) Departmental WL, LW courses could be the ideal major for a student include Physics 130, 250, 380, and interested in liberal arts and science. other courses as designated by the Physics and astronomy faculty use instructor. dynamic, interactive methods of teaching to challenge students, ensuring that they 4. Physics majors planning to attend develop the strong problem-solving skills graduate school in physics are strong- that are useful in a wide range of ly urged to take all of the core 300- careers. Practical work in the laboratory level physics courses (320, 330, 340, reinforces theoretical classroom work; and 350) and Mathematics 175. many students participate in both formal 5. All physics majors are encouraged to and informal research projects, taking do an internship or independent advantage of well-equipped labs and research. machine shops. The flexible major allows students to pursue individual interests. Physics Minor (6 units) Current research interests of Beloit physics faculty encompass a wide variety of fields, 1. Four departmental units: including quantum chaos, planetary a. Physics 101. astronomy, laser spectroscopy, nuclear b. Three additional elective units: physics, and science education. One course must be at the 200- Faculty level or above. No more than 1 total unit of DAVID DOBSON (emeritus) Physics 300, 390, and 395. NICOLE MOORE 2. Supporting courses (2 units): Mathematics 110 and 115. J. PATRICK POLLEY BRITT SCHARRINGHAUSEN Description of Courses 101. General Physics I (1). An intro- PAUL STANLEY, chair duction to the fundamental concepts of classical mechanics: Newton’s laws, con- 1 Physics Major (11 ⁄2 units) servation of momentum and energy, and oscillatory and rotational motion. Four 1. Nine and 1⁄2 departmental units: class hours and one laboratory period a. Physics 101, 102, 206, 210, 380 per week. Students planning to take (1⁄2). additional physics courses should take b. At least 1 unit chosen from 320, Mathematics 110 concurrently with 330, 340, or 350. Physics 101. Offered each fall. c. Four additional elective units: Prerequisite: high-school mathematics, No more than 2 100-level units. including trigonometry. No more than 1 total unit of Physics 300, 390, and 395. 102. General Physics II (1). A contin- One unit of computer science or uation of Physics 101. Introduction to mathematics may be substituted geometric optics, electric circuits, and for a physics elective, with depart- electric and magnetic fields. Four class mental approval. hours and one laboratory period per week. Offered each spring. Prerequisite: 2. Supporting courses (2 units): Physics 101 and Mathematics 110. Mathematics 110 and 115. 115. Light, Lasers, and Holography 3. Writing/Communication require- (1). Designed to introduce non-science ment: Majors are required to take at majors to the physics of optics and least four courses designated WL or holography. The course begins with an LW, at least one of which must be investigation of human vision through outside the department. (Transfer the study of monocular and binocular students reduce this requirement by vision before proceeding to the study of 136 1 course per year of advanced stand- color theory. Interference and diffrac- chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage137 may berequired. Depending onthetopic,othercourses school algebraandtrigonometry. Physics 101or130andfacilitywithhigh- lution. Offeredoccasionally.Prerequisite: or extragalacticastrophysics,stellarevo- Examples oftopics:cosmology,galactic from therealmofmodernastronomy. in-depth developmentofaselectedarea 200. TopicsinAstronomy( each year. the scientificprocessinphysics. cant experimentsinordertounderstand recreate anumberofhistoricallysignifi- series ofparadigmsinphysics.Students cal physicsisstudiedbyexamininga mathematics, technology,andtheoreti- present, isexplored.Theinterplayof physics, fromlatemedievaltimestothe in whichthehistoricaldevelopmentof 150. HistoryofPhysics(1). oratory periodperweek.(WL) software. Fourclasshoursandonelab- indoor observationsusingplanetarium binoculars andtelescopes,aswell ries includeoutdoorobservationsusing ing oftheuniverse.Eveninglaborato- astronomers toourcurrentunderstand- observations andphysicallawsthatlead lar, andgalacticsystems.Studyofthe on thedevelopmentofplanetary,stel- to modernastronomy,withemphasis 130. Astronomy(1). Offered evenyears,fallsemester. transmission andreflectionholograms. sessions duringwhichstudentscreate semester andfourholographicstudio are eightlaboratorysessionsduringthe physics oflasersandholography.There tion arestudiednext,followedbythe Offered eachspring. deal withroomacousticsanddesign. The latterportionofthecoursewill tion; andphysicalresponsestosounds. aural illusions;electronictonegenera- Western musicalscalesandchords; air; sound;harmonics;resonance; tions ofstrings,rods,andcolumns theoretically andexperimentally,vibra- this coursewewillinvestigate,both a majorportionoftheQuadrivium.In the sevenoriginalliberalarts,forming physics ofmusicisanimportantpart 155. PhysicsofMusic(1).The An introduction 1 A course ⁄ 2 Offered , 1). An currently. 190 shouldbetakenpreviouslyorcon- Physics 102,206,orMathematics tion, andFourieroptics. chaos, opticalinterferenceanddiffrac- nonlinear behaviorandapproachesto damped oscillators,coupled and opticsarecovered,including Mechanics, electricityandmagnetism, ductory physicscourses,101and102. data analysisbeyondthelevelofintro- Covers experimentaltechniqueand 115. Physics102recommended. Prerequisite: Physics101andMathematics and vectoranalysis.Offeredeachfall. analysis, introductiontolinearalgebra partial differentialequations,Fourier Scientists (1). 206. MathematicalMethodsfor Prerequisite: Physics206and210. Offered oddyears,springsemester. energy physics,elementaryparticles. els, nucleardecayandreactions,high (1). 235. NuclearandParticlePhysics Prerequisite: Mathematics110. construction. Offeredmostfallsemesters. duction toelectroniccircuitdesignand provide sciencemajorswithanintro- of thecourse.Thecourseisdesignedto ner tosignals,comprisesthesecondhalf circuits thatrespondinadiscreetman- course. Digitalelectronics,thestudyof nals, comprisesthefirsthalfof respond inacontinuousmannertosig- electronics, thestudyofcircuitsthat analog anddigitalelectronics.Analog 220. Electronics(1). recommended. 101 andMathematics115.Physics102 Offered eachspring.Prerequisite:Physics ment andstatisticalanalysisofdata. independent useofadvancedequip- physics. Thelaboratorywillrequire atomic, nuclear,andcondensedmatter of theseideastoselectedtopicsin tivistic quantummechanics.Application ty, earlyquantumtheory,andnon-rela- duction tothespecialtheoryofrelativi- 210. ModernPhysics(1).Anintro- 208. IntermediatePhysicsLab( Relativistic dynamics,nuclearmod- Solution ofordinaryand Introduction to Prerequisite: 1 ⁄ 2 ).

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249. Metalworking for Physicists 320. Statistical Mechanics (1). First, (1⁄4). This course introduces the student second, and third laws of thermodynam- to the use of hand and machine tools, ics; principles of classical and quantum and the metal joining techniques used in statistical mechanics and their relation- the construction of experimental appara- ships to thermodynamics; fluctuations; tus in physics and astronomy. Preference applications of the theory of gases, liq- is given to students who have declared a uids, and solids; heat engines. Offered major or minor in physics. Graded cred- odd years, fall semester. Prerequisite: it/no credit. Offered each semester. Physics 102 and Mathematics 115.

250. Advanced Laboratory (1⁄2). 330. Dynamics (1). Dynamics of parti- Experiments from acoustics, atomic cles and rigid bodies, oscillatory motion, physics, electricity and magnetism, fluid variational methods, Hamilton’s princi- dynamics, mechanics, nuclear physics, ple, Lagrangian dynamics, systems with optics, optoelectronics, solid state many degrees of freedom. Both analytical physics, and thermodynamics. May be and numerical techniques are utilized. repeated for credit with departmental Offered odd years, spring semester. permission. (WL) Offered each spring. Prerequisite: Physics 206. Prerequisite: Physics 210. 340. Electromagnetism (1). Classical 260. Topics in Physics (1⁄2, 1). An in- field theory. Maxwell’s equations, waves depth development of a selected area of and radiation, fields in continuous physics. Examples of topics: general rela- media; relativistic considerations. tivity, nonlinear dynamics, acoustics. Offered even years, spring semester. May be repeated for credit if topic is dif- Prerequisite: Physics 102 and 206. ferent. Offered occasionally. Prerequisite: Physics 206. Depending upon the topic, 350. Quantum Mechanics (1). other courses may be required. Foundations and mathematical techniques of quantum mechanics, including 280. Tools for Physics and variational methods and perturbation Astronomy (1⁄2). Equips students with theory; applications to atomic, molecu- skills to succeed in upper-level physics lar, and nuclear structure and processes. courses and beyond. Students learn how Offered even years, fall semester. scientists communicate in papers and Prerequisite: Physics 206 and 210. oral presentations. Use LaTeX docu- 1 ment preparation system to write papers 380. Department Seminar ( ⁄2). with professional-looking equations, Topics of current research or of histori- tables, and figures. Learn how to find cal, philosophical, or epistemological articles in the scientific literature, under- interest in physics. The seminar will stand them quickly, and cite them cor- involve oral and written presentations by rectly. Discover how Matlab, each student. (LW) Offered each spring. Mathematics, and other tools help visu- Prerequisite: junior or senior standing, alize, explore, and solve problems. Find with a major in physics. 1 out how and when to apply for summer 390. Special Projects ( ⁄2, 1). REUs, internships, jobs, and graduate Independent library research or indepen- school. Prerequisite: sophomore standing. dent theoretical work in physics, astronomy, or a cross-disciplinary area involving 300. Research (1⁄2, 1). Research project conducted by a student with super- physics or astronomy. Prerequisite: at vision by a faculty member. Projects least 2 units of physics and sophomore may include a laboratory investigation, standing. Physics 206 recommended. a design study, or other work in applied 395. Teaching Assistant in Physics physics or astronomy. The work must (1⁄4, 1⁄2). Work with faculty in classroom be documented, and a final report suit- and laboratory instruction. Graded cred- able for publication is required. it/no credit. Prerequisite: sophomore Prerequisite: Physics 210. Consent of fac- standing. Consent of faculty supervisor ulty supervisor and department chair. and the chair of the department. 138 Physics 250 recommended. chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage139 1. Nine departmentalunits(5ofwhich 1. service. tual life,itscoreprograms,andthrough by participatingresponsiblyinitsintellec- works tostrengthentheCollegeasawhole Thedepartment public servicecareers. journalism, teaching,activism,andother future vocationsinlaw,government, foundation forgraduateeducationand study ingovernmentandpoliticsasa offers opportunitiesformorespecialized For majorsorminors,thedepartment public affairsinlocaltoglobalcontexts. effective participationinciviclifeand designed toequipstudentsforresponsible, Introductorycoursesare perspectives. peace, citizenship,andjusticefromdiverse include theexplorationofpower,conflict, These tions, processes,andproblems. ful considerationofpoliticalaims,institu- offers coursesthatencouragethethought- scholarship aboutit,andthedepartment actively engageinthepoliticalworldand Tofurtherthesepurposes,faculty science. introduction tothedisciplineofpolitical ing themwithacoherent,comprehensive eral educationofBeloitstudents,provid- tional relationsanintegralpartofthelib- make thestudyofpoliticsandinterna- The departmentofpoliticalscienceseeksto PABLO TORAL JOHN RAPP MATTHEW LIEBER RACHEL ELLETT GEORGIA DUERST-LAHTI,chair BETH DOUGHERTY ANN DAVIES ANDRÁS BOROS-KAZAI Faculty (13 units) Political ScienceMajor Political Science . Atleast1unitfromeachofthe a. must betakenatBeloitCollege): 217, 218,221,225,227. U.S. politics:110,206,215,216, four subfields: .Writing/Communicationrequire- 5. Studentsarestronglyencouragedto 4. Anexperientiallearningactivitythat 3. Supportingcourses(4units): 2. tained researchandwritingproject. seek toprovidestudentswithasus- stone seminars(300-levelcourses) requirements. Inaddition,ourcap- of theminfulfillingtheirmajor seniors shouldhaveencounteredeach forms ofwriting,andgraduating ducing studentstoeachofthese structured withaneyetowardintro- papers andreports.Ourcurriculumis applied politics,suchasposition other formsofwritingrelatedto tual exegesis,policyanalysis,and research-oriented projects,closetex- ferent kindsofworkinvolvedin modes ofwriting,includingthedif- expected tobeproficientinmultiple ment: Politicalsciencemajorsare in theircourseofstudy. develop anareaorthematicemphasis by theadvisor. research specialprojects,asapproved pus studysemester,honorsproject,or might includeaninternship,off-cam- TwounitsfromPhilosophy100 c. One unitinhistory. b. Oneunitineconomics. a. No morethan3unitsatthe100- d. Fouradditionalunitsinpolitical c. One unitfromPoliticalScience b. language, oranystatistics. (Logic), any(non-native) level maycounttowardthemajor. science. Interdisciplinary Studies375. 306, 310,330,380,386,or 287. Political Theory:180,280,285, 262, 270,273,275. 246, 247,250,255,257,260, International Relations:160,237, 261, 265,270,272,273. 236, 237,240,241,248,255, Comparative politics:130,235,

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Political Science Minor 180. Introduction to Political Thinking (1). Investigation of different (6 units) approaches to basic questions of political life, such as the possibilities and limits of 1. Six units of political science, with no justice, power, freedom, and the good more than 3 at the 100-level. society, as well as the philosophic presup- positions about human nature and social Description of Courses responsibility that underlie these perspectives. Readings may include philosophical 110. U.S. Federal Government and texts and literature as well as classical and Politics (1). Introduction to U.S. gov- contemporary political science. Emphasis ernment and politics at the national and will be placed on analytic and critical state levels. Provides background on writing. Usually offered once each year. guiding principles, constitutional guar- Open to first- and second-year students antees, the federal system, major institu- only. tions, and mechanisms that link citizens to officials. Covers both federal and state 206. Topics in Gender Politics (1). levels and their interaction in topics such Selected topics emphasizing relations as elections and political executives, between gender(s) and politics. which include the president and gover- Considers political power derived from nors. Illustrative use of public policy gender and the effects gender produces materials as well as current events and in political processes, institutions, or issues. Serves as a basic course for any policies. May be repeated for credit if student wishing to gain a foundation in topic is different. (Also listed as U.S. politics and as the prerequisite for Women’s and Gender Studies 240.) many courses in the American politics Offered occasionally. Prerequisite: varies subfield. Offered each semester. with offering. 130. Introduction to Comparative 215. U.S. Parties, Groups and Politics (1). Introduction to the inter- Elections (1). Investigation of the nal politics and policies of various coun- nature and functioning of political parties tries throughout the world. Themes of and groups and their roles in representa- the course include: methods and tive government. Special attention given approaches of comparative analysis; to campaigns, with fieldwork required. democratic vs. authoritarian systems; Offered even years, fall semester. political culture and state traditions; Prerequisite: Political Science 110 or 160 political attitudes and ideologies; execu- or consent of instructor. tive, legislative, and judicial systems; 216. U. S. Media and Politics in a electoral and party systems; interest Global Context (1). Exploration of the groups and other civil society actors; symbiotic relationship between the media political economy; and selected domestic and politics, along with the forces that and foreign policy issues. Students may drive news journalism and political cover- elect to use this course as part of their age. Focus is on national politics. Offered preparation for study abroad. Offered every third semester. Prerequisite: sophomore each semester. standing or consent of instructor. 160. International Politics (1). 217. U.S. Congress (1⁄2, 1). Analysis of Introduction to the workings of the the complexity and conflicts of the insti- international political and economic sys- tution and its members. Considers con- tems from both a practical and theoreti- stitutional foundation and structure, cal perspective. Offers a brief history of committees, procedures, elections, and the key events which have shaped inter- relation to the presidency. Some focus on national politics, introduces the major policy making. Offered every third semes- theoretical approaches of the discipline, ter. Prerequisite: Political Science 110. and explores mechanisms for conflict and cooperation. Offered each semester. 218. U.S. Presidency (1⁄2, 1). Examination of the institution of the 140 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage141 sent ofinstructor. Prerequisite: sophomorestandingorcon- Offered evenyears,fallsemester. process, andnationalsecuritylegislation. cases addressingfreespeechanddue tive powersinwartime,SupremeCourt with particularattentionpaidtoexecu- the faceofnationalsecuritychallenges, liberties andtheseparationofpowersin Security (1).Anexaminationofcivil 227. ConstitutionalismandNational Science 110orconsentofinstructor. third semester.Prerequisite:Political enhance powerpotential. Special attentiontouseofmedia branch, selection,power,andleadership. with Congress,theEOPandexecutive constitutional foundationsandrelations presidency throughfocusonitsweak sent ofinstructor. Prerequisite: PoliticalScience130 orcon- Offered evenyears,fallsemester. administrative, judicial,andlocal). and institutions(executive,legislative, parties, partysystems,interestgroups, ment. Comparisonofelections,political cal attitudes,socialization,andrecruit- democratization, socialcleavages,politi- political cultures,includingpatternsof and Japan.Studyofstatetraditions Federal RepublicofGermany,France, from amongtheUnitedKingdom, democracies, includingatleasttwo of threeormoreadvancedindustrial Democracies (1). 235. PoliticsofAdvancedIndustrial more standingorconsentofinstructor. Offered eachyear.Prerequisite:sopho- Extensive useofSupremeCourtcases. speech, religion,andcriminaljustice. ties intheUnitedStates,includingfree sis onthelawandpracticeofcivilliber- the judicialprocess,withspecialempha- An introductiontothestudyoflawand 225. U.S.ConstitutionalLaw(1). sent ofinstructor. Prerequisite: sophomorestandingorcon- repeated forcreditiftopicisdifferent. announced beforeregistration.Maybe Particular focusofthecoursewillbe law, legaltheory,orthehistoryoflaw. Selected topicsorproblemsinpublic 221. TopicsinPublicLaw(1). A comparativestudy Offered every ences oncontemporaryChinesepolitics the firsthalfofsemesterinflu- 241. ChinesePolitics(1). sent ofinstructor. Prerequisite: PoliticalScience130orcon- Offered oddyears,fallsemester. women, minorities,anddissidents. policies, andsocialcleavages,including tions, recruitmentpatterns,economic paths topower.Alsocomparesinstitu- political cultures,Marxistideology,and repression. Comparesstatetraditionsand others resistchangeandevenintensify undergo reformand/orrevolutionwhile and whensomeCommunistsystems Communist systems.Focusesonwhy China, andotherCommunistorpost- Soviet Union,thePeople’sRepublicof political systemsofRussiaandtheformer Communist Systems(1).Studyofthe 240. CommunistandPost- Economics 199recommended. Prerequisite: PoliticalScience160; Offered oddyears,springsemester. ism, andhistoricalinstitutionalism. functionalism, liberalintergovernmental- such asfederalism,functionalism,neo- ism, treatylaw,andintegrationtheories European andthechallengeofnational- of identity,suchasthemeaningbeing to theTreatyofRome.Addressesissues European integration,fromtheRomans including anoverviewofpastattemptsat the historyofEuropeanUnion(EU), 237. EuropeanUnion(1).Areviewof of instructor. in JapaneseandKoreanhistory,orconsent Political Science130or235,anycourse odd years,springsemester.Prerequisite: reflects so-called“Asianvalues.” racy ineachofthethreecountries cies; andsecond,whetherornotdemoc- of majoritarianandconsensusdemocra- each ofthecountriesfitwithinmodel how democraticstructuresandvaluesin comparative themeswillinclude:first, contrast differentregimes.Twomain individual countriesandcompare cultures andgovernmentalstructuresof This coursewillalsostudythepolitical racies: Japan,SouthKorea,andTaiwan. tics ofthethreemajorEastAsiandemoc- Examination andcomparisonofthepoli- 236. DemocracyinEastAsia(1). Overview in Offered

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from pre-modern Chinese political cul- Examines the major factors that shape ture and state tradition as well as from African politics – the state; social groups; China’s “Long Revolution” of the 19th politics of identity (gender/ethnicity/ and 20th centuries, including the rise of class); international donors and financial nationalism and communism in China institutions. Prerequisite: Political from the early 20th century up to 1949, Science 130 or consent of instructor. concluding with a survey of the main ideological and policy shifts in China 255. Global Political Ecology (1). from 1949 to the present. The second Social activity is inextricably related to half of the semester examines the struc- the environment. However, many ture of the Chinese Party-State, the approaches to social organization take nature and extent of economic and polit- the environment for granted. Students ical reform in the contemporary era, will read about different ecologies, polit- social cleavages, and selected domestic, ical and apolitical, as well as the actors, “greater China,” and foreign policy issues, and mechanisms of international issues. Counts for Asian studies minor environmental policy-making. We will and international relations major. review the role of Congress, the party Offered even years, spring semester. system, and civil society groups involved Prerequisite: Political Science 130 or one in green politics and pay close attention course on China or consent of instructor. to the relative success of green parties in Europe, their role in domestic politics 246. Global Political Economy (1). and in the European Union. We will Examination of how the economy and also study the politicization of the envi- politics influence one another. Analyzes ronment in developing countries, paying schools of thought such as mercantilism, close attention to the role of outside liberalism, and Marxism and provides actors and the fundamental differences theoretical support for a deep analysis of in approach that exist between environ- some of the international political and mental groups in the north and those in economic institutions in the areas of the south. Offered odd years, fall semes- development, international trade, and ter. Prerequisite: sophomore standing. international financial flows. Pays close attention to the role of multinational 257. Peace and Security Studies (1). enterprises and regional integration as Examination of different approaches to part of a broader development strategy, peace by bringing together perspectives and reviews arguments about the rela- from anthropology, psychology, philoso- tionship between economic development phy, and political science, among others. and liberal democracy. Offered even years, A core component of the course is an fall semester. Prerequisite: Political Science understanding and application of tech- 160; Economics 199 recommended. niques of conflict resolution. We will use a number of case studies, based on inter- 247. African International Relations national conflicts as well as conflicts (1). Study of major issues in contem- affecting Beloit. (Also listed as porary African politics. Case studies of Interdisciplinary Studies 268.) Offered representative conflict situations and even years, fall semester. Prerequisite: related topics, including genocide, sophomore standing. child soldiers, famine, secession, UN and regional intervention, failed states, 260. International Organization and and the exploitation of natural Law (1). Introduction to the political resources. Offered every third semester. foundations of international institutions Prerequisite: Political Science 160 or and international law. Primary attention consent of instructor. to the transformation of the United Nations, the growth of specialized agen- 248. Contemporary African Politics cies, and the contemporary legal frame- (1). Guides students through the work. Problems of international peace struggle for democratization and eco- and security, arms control, economic nomic development from the post- development, and social welfare and independence era to the present day. human rights in international organiza- 142 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage143 130 orconsentofinstructor. proposals. Prerequisite:PoliticalScience dents theopportunitytogeneratepolicy democracy aroundtheworld.Offersstu- understand thechallengesofbuilding and comparativemethodsneededto fundamental theories,conceptualtools side multipartyelections.Examinesthe elements simultaneouslyexistingalong- regimes characterizedbyauthoritarian lenges ofpromotingdemocracyin Exploration ofthecontemporarychal- 261. PromotingDemocracy(1). or consentofinstructor. tions. Prerequisite:PoliticalScience160 Offered fallsemester.Prerequisite: repeated forcreditiftopicisdifferent. Afghanistan, andTurkey.Maybe Asia, focusingonIran,Iraq, for democracy;andthepoliticsofWest economic development,andprospects ing identity,religion,socialgroups, processes ofMideaststates,emphasiz- (1). 270. TopicsinMiddleEastPolitics or consentofinstructor. lution. tracted socialconflict,andconflictreso- intervention, themanagementofpro- the sourcesofethnicconflict,secession, the constructionofnationalidentity, Study ofthemeaning“nation,” ing nationalismandethnicpolitics. cepts andtheoreticaldebatessurround- (1). Anexplorationofthecentralcon- 265. NationalismandEthnicPolitics and fourth-yearstudents. instructor. Preferencegiventothird- Political Science160orconsentof Offered everythirdsemester.Prerequisite: health, andeconomicconditions. erties, refugeestatus,thedeathpenalty, genocide, torture,civilandpoliticallib- human rightswillbeaddressed,suchas emerging norms.Thefullrangeof der and/orculturalpractices,and tarian emergencies,theimpactofgen- mental organizations,complexhumani- the UnitedNationsandnongovern- application. Topicsincludetheroleof and humanitarianlaw,intheory The studyofinternationalhumanrights 262. HumanRightsSeminar(1). Topics include:thepolitical Prerequisite: PoliticalScience160 Political Science160or272. years, springsemester.Prerequisite: with theUnitedStates. paying specialattentiontotheirrelations Argentina, Brazil,Cuba,andMexico, of specificcountries,including 1990s andanalysisoftheforeignpolicies talization ofregionalblocssincethe among others.Includesstudyoftherevi- ism, anddemocratizationtheories, corporatism, bureaucraticauthoritarian- ernization theory,dependency and Caribbeansocieties,includingmod- international systemonLatinAmerican theories thatexplaintheimpactof international relations,aswellthose of LatinAmericaandtheCaribbeanin al schoolsofthoughttoexplaintherole review ofthetheoriesinformedbysever- America andtheCaribbean(1).A 273. InternationalRelationsofLatin ter. Prerequisite:sophomorestanding. Studies. Offeredoddyears,springsemes- course forLatinAmericanandCaribbean there. Thiscourseservesasagateway ries, cultures,andtraditionsthatexist closely atthediversityofpoliticalhisto- lack ofaccountabilityrulers,andlook prominent roleofthepresident,and the weaknessofpartysystem, challenges facedbytheregion,suchas approach inanalyzingsomeofthemain and theCaribbean.Wetakeacritical systems ofthecountriesLatinAmerica Caribbean (1).Astudyofthepolitical 272. PoliticsofLatinAmericaandthe individual, andthejustsociety—as wellas ing questionsaboutthecommunity, the medieval philosopher.Addressesendur- tems withanaccountofAsianor parison oftheGreekphilosophicalsys- sical politicalphilosophythroughacom- 280. ClassicalJustice(1).Studyofclas- instructor. Political Science160orconsentof tor. Science 110or160consentofinstruc- History 275).Prerequisite:Political post-Vietnam warera.(Alsolistedas eign policy,withanemphasisonthe content ofpost-WorldWarIIU.S.for- (1). Theformulation,conduct,and 275. UnitedStatesForeignPolicy Offered even

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how we as observers should situate our- 310. Public Leadership: Influence In selves in relation to such questions. (Also Policy, Administration, Institutions, listed as Philosophy 280.) Offered odd and Elections (1). Capstone course that years, fall semester. Prerequisite: Political requires a major original research paper or Science 180 or sophomore standing. a major practicum. Based around readings on public leadership in theory and prac- 285. Modern Political Theory (1). tice, it explores the ways change occurs in An examination of the revolutionary the public sector of U.S. politics. Covers challenge to classical political philoso- general political science topics, but focus- phy posed by such writers as es upon public leadership as related to the Machiavelli, Hobbes, Locke, Rousseau, environment, health care, economic and Marx. Broad themes include the development, and education. May be role of ethics in domestic and foreign taken in conjunction with an additional policy; the relation between individual 1⁄2 unit of special project honors thesis or and community, the nature of rights internship. Offered every third semester. and duties, and the meaning of human Prerequisite: junior or senior standing, any freedom and equality. (LW) (Also list- 100-level political science course, and any ed as Philosophy 285.) Offered each 200-level political science course. spring. Prerequisite: Political Science 180 or sophomore standing. 330. Studies in Comparative Politics (1). Capstone course that examines a par- 287. U.S. Political Thought (1). ticular theme applied to various regions Study of the main currents and issues in and countries of the world across time the development of North American and space. Students will develop their political ideas, from colonial times to own major research paper on a country or the present. Includes writings of intel- theme and will present that paper in class. lectuals and political leaders as well as Potential topics might include: electoral political documents. Offered even years, and party systems; comparative East Asian fall semester. Prerequisite: Political foreign policy; comparative African poli- Science 180 or sophomore standing. tics; law and development; comparative 295. Studies in Politics (1⁄2, 1). judicial politics; and the interrelationship Selected topics or problems in govern- of American and Chinese politics. Offered ment and politics or in relating political occasionally. Prerequisite: junior or senior studies to other disciplines. The focus standing and two courses in comparative selected for a particular offering of the politics. course will be announced before regis- 380. Political Theory and Public Law: tration. May be repeated for credit if Research Seminar (1). Capstone seminar topic is different. Prerequisite: Political for students interested in political theory Science 100 or consent of instructor. or public law. Emphasizes framing 306. Advanced Topics in Feminism research questions, formulating hypothe- and Politics (1). Capstone course in ses, and the use of primary and secondary which students are expected to under- sources. Includes seminar presentations take a major research paper in addition and peer review. Particular focus of the to reading classic feminist theory and course will be announced before registra- contemporary feminist scholarship in tion. Usually offered each year. political science. Themes will vary each Prerequisite: junior or senior standing and seminar but will always include key femi- at least one 200-level law or political theory nist writings from the 1960s and 1970s. course. Other topics depend upon student inter- 386. Studies in Comparative Political ests and recent scholarly developments. Thought (1). Capstone course that (Also listed as women’s and gender stud- examines a particular theme, applied to ies.) Offered every third semester. various thinkers and countries of the Prerequisite: senior standing, any 200- world across time and space. Students will level political science course, and an intro- develop their own major research paper ductory women’s and gender studies on a particular thinker or country and will 144 course. chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage145 ( 396. TeachingAssistantResearch Graded credit/nocredit. with facultyinclassroominstruction. comparative politics and 2coursesinpoliticaltheoryand/or Prerequisite: juniororseniorstanding in fiction.Offeredoccasionally. political thought;andideology comparative utopianthought;Chinese anarchism astheoryandmovement; themes include:comparativedissent; present thatpaperinclass.Potential 390. SpecialProjects( 395. TeachingAssistant( political science. cal sciencemajorswitha“B”averagein with consentofthedepartment,topoliti- tal guidance.Prerequisite:available, for superiorstudentsunderdepartmen- Individual researchorreadingprojects ment projectswithfaculty. 1 ⁄ 2 ). Course andcurriculumdevelop- 1 ⁄ 4 -1). 1 ⁄ 2 ). Work

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Psychology

Psychology is the science of mind, behav- that investigate questions about mind ior, and experience. Although psychology and behavior, as well as career opportu- is a relatively new science, it already con- nities related to psychology. cerns itself with an astonishing variety of phenomena. Some border on biology and 1. Nine and 1⁄2 departmental units (at chemistry; others touch on anthropology least 61⁄2 of which must be taken at and sociology. Beloit’s curriculum Beloit): acquaints students with the major sub- a. Core courses: Psychology 100, fields of psychology—developmental, 150, 200, 300, and 1⁄2 unit of experimental, personality, and social. either 320 or 330 or 1 unit of 380. Faculty involve students in the theories, b. Developmental psychology: 1 unit methods, evidence, and practice of psy- from Psychology 210, 215, or chology, and they work toward liberal 225. education in the discipline rather than c. Experimental psychology: 1 unit technical preparation in a particular from Psychology 230, 235, or brand of psychology. Consequently, stu- 240. dents learn how to pose meaningful ques- d. Clinical and personality psycholo- tions about human behavior and how to gy: 1 unit from Psychology 250 or explore those questions using the methods 252. of psychological science. e. Social and cultural psychology: 1 Faculty unit from Psychology 260 or 265. f. Advanced topics: 1 unit from KRISTIN BONNIE Psychology 310, 315, 355, 360, or GREGORY BUCHANAN, chair 385. 2. Supporting courses (3 units): SUZANNE COX a. One unit in the biological or ALEXIS GROSOFSKY chemical aspects of behavior, chosen in consultation with the major WILLIAM SCOTT advisor. b. One unit in philosophical or socio- LAWRENCE WHITE cultural approaches to issues relevant to psychologists, chosen in ROBIN ZEBROWSKI consultation with the major advisor. (cognitive science) c. One unit in an area related to the student’s future career plans, cho- Psychology Major sen in consultation with the major 1 advisor. (12 ⁄2 units) 3. Writing/Communication require- Twelve and 1⁄2 units consisting of 4 1⁄2 units of required core courses, 5 units ment: The department of psychology of electives in the department, and 3 recognizes the importance of oral and units of electives outside the depart- written communication and helps its ment. The core courses ensure that students develop these skills within a each student has a thorough under- disciplinary context. Students in psy- standing of key issues and concepts in chology courses learn to read and the discipline, as well as methods used interpret the results of psychological by research psychologists. Electives in studies. They also learn to report the the department, drawn from 1.b.-1.f., results of psychological studies, orally ensure that each student will complete and in written form. Indeed, one a survey course in each of the primary required LW (Learning to Write) subfields of psychology and an course—Psychology 200, Research advanced course in one of the primary Methods and Design—is devoted, in subfields. Electives outside the depart- part, to teaching students how to ment, drawn from 2.a.-2.c., ensure that write research reports in a profession- each student explores other disciplines al style dictated by the American 146 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage147 conception throughadolescence. ines growthanddevelopmentfrom Development (1). 215. ChildGrowthand Psychology 100. ence. Offeredeachyear.Prerequisite: include atleast15hoursoffieldexperi- ment, retirement,anddeath.May interpersonal relations,careerdevelop- ment, genderdifferences,familyand tributions ofgeneticsandtheenviron- issues willbeaddressed,suchasthecon- and olderadulthood.Awiderangeof changes thatoccurbetweenconception the physical,social,andcognitive Psychology (1).Thiscourseexamines 210. Life-SpanDevelopmental Psychology100 and150. Prerequisite: (LW) Offeredeachsemester. ous methodologies,andresearchethics. ence, hypothesistesting,theuseofvari- addressed includethephilosophyofsci- and communicatingofresearch.Issues the planning,conducting,interpreting, (1). 200. ResearchMethodsandDesign Prerequisite: Psychology100. using SPSS.Offeredeachsemester. Students alsolearntoanalyzedata ance, andnonparametrictechniques. correlation, regression,analysisofvari- experimental design,hypothesistesting, include descriptivestatistics,simple niques usedinpsychology.Topics tion ofdatawithemphasisontech- students totheanalysisandinterpreta- Psychology (1). 150. StatisticalApplicationsin semester. and contentofthefield.Offeredeach acquaints studentswiththemethods wide rangeofrepresentativetopics chological issuesandphenomena.A This courseintroducesstudentstopsy- 100. IntroductiontoPsychology(1). Description ofCourses and theresultsoftheirownresearch. on thecriticalliteratureinfield courses inthemajorastheyreport skills inthespecialized,upper-level refine andcontinuetoapplytheir Psychological Association.Students This courseimmersesstudentsin This courseintroduces This courseexam- lem solving,decisionmaking, and the include theaccuracyofmemory,prob- ior. Generalissuestobecovered tal processesinvolvedinhumanbehav- This courseexaminessomeofthemen- 240. MemoryandCognition(1). Prerequisite: Psychology100. are addressed.Offeredoccasionally. events, andpsychologicalperceptions between physicalstimuli,physiological sented, andtheinterrelationships Different theoriesofperceptionarepre- function ofhumansenseorgans. This courseexaminestheanatomyand 235. SensationandPerception(1). Prerequisite: Psychology100. disorders. Offeredoccasionally. sion, sexualbehavior,andpsychological intake, learningandmemory,aggres- sleep andarousal,foodwater and appliedtomanytopics,suchas gy. Thisknowledgeisthenintegrated anatomy, physiology,andpharmacolo- develop abasicknowledgeofbrain biological basesofbehavior.Students This courseisanintroductiontothe 230. PhysiologicalPsychology(1). consent ofinstructor. Women’s andGenderStudiescourse,or Prerequisite: Psychology100andany Offered onceeverythreesemesters. as Women’sandGenderStudies220.) listed 15 hoursoffieldexperience.(Also May include at least members. class by disorders; andadditionaltopicsselected women, suchasdepressionandeating workplace; clinicalissuesrelevantto women’s rolesinthefamilyand life span;psychologicalaspectsof female socialdevelopmentacrossthe non-existence ofgenderdifferences; research evidencefortheexistence/ cation andgender-typedbehavior; on thedevelopmentofgenderidentifi- course examinestheoreticalviewpoints 225. PsychologyofWomen(1). sophomore standing. Prerequisite:Psychology100and year. 15 hoursfieldexperience. etc.) areaddressed.Mayincludeatleast tive, psychodynamic,socialcontexts, developmental psychology(e.g.,cogni- Differing theoreticalperspectivesin Offered each This

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Psychology (continued)

rationality of thought processes. social behavior, communication, emo- Specific topics such as selective atten- tional experiences, and psychopatholo- tion, subliminal perception, neurologi- gy. Offered each year. Prerequisite: cal bases of memory, and effects of sophomore standing and either aging will be discussed. Offered occa- Psychology 100 or Anthropology 100. sionally. Prerequisite: Psychology 100. 285. Selected Topics in Psychology 250. Personality Psychology (1). (1⁄2, 1). This course examines selected This course investigates different topics in psychology that reflect particu- empirical approaches to the study and lar interests and experience of the understanding of human personality, instructor. May be repeated for credit if including historically important and topic is different. Prerequisite: current conceptualizations of personali- Psychology 100. Other courses may be ty. Topics include the definition and required, depending on the topic. measurement of personality; biological and cultural aspects of personality; psy- 300. History and Systems of choanalytic, cognitive, and behavioral Psychology (1). This course investi- perspectives; gender differences; and gates the origins of contemporary personality disorders. Offered each year. thought in psychology, examining psy- Prerequisite: Psychology 100. chological ideas and methods as the products of both early psychologists 252. Psychological Disorders (1). and sociocultural forces. Prerequisite: This course examines psychological dis- Psychology 200, two other 200-level cours- orders from the four major theoretical es, and senior standing. perspectives: biological, psychodynamic, cognitive, and behavioral. It also 310. Developmental explores the etiology, diagnosis, and Psychopathology (1). This course treatment of mental illness and the role focuses on the etiology, future course, of the mental health professional. and treatment of many childhood psy- Other topics include the definition of chological disorders (e.g., attachment mental illness, cross-cultural issues in disorders, autism, conduct disorder, diagnosis, and ethical issues. Offered depression). Participants apply a devel- each year. Prerequisite: Psychology 100. opmental perspective to the processes of adaptive and maladaptive behavior. 260. Principles of Social Psychology Both research-theoretical and clinical- (1). This course examines the ways in practical approaches to understanding which an individual’s thoughts, feel- psychopathology are emphasized. May ings, and behaviors are influenced by include at least 15 hours of field experi- the real or implied presence of others. ence. Offered occasionally. Prerequisite: Topics include social perception and Psychology 100, 200, and 210 or 215; attribution processes, attitude forma- Psychology 250 or 252 strongly recom- tion and change, majority and minority mended. influence, helping behavior, interpersonal attraction, small group dynamics, 315. Pediatric Psychology (1). This and intergroup relations. Offered each course focuses on the application of year. Prerequisite: Psychology 100 or developmental and clinical psychology Sociology 100. in applied interdisciplinary settings such as children’s hospitals, developmental 265. Cross-Cultural Psychology (1). clinics, pediatric/medical and psychi- This course examines individual psy- atric group practices, and schools. chological functioning across and with- Participants apply a developmental per- in various cultures. Topics include spective to processes of adaptive and social perception and cross-cultural maladaptive behaviors within the health research strategies, universal compo- care system. Both research-theoretical nents of psychological functioning, and clinical-practical approaches to and cultural variations in mental pediatric psychology are emphasized. processes, psychosocial development, May include at least 15 hours of field 148 experience. Offered occasionally. chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage149 330. AdvancedResearchSeminar Prerequisite: Psychology300. discussed. Offeredeachspring. findings intheirfieldsarepresentedand problems, investigativestrategies,and with othersintheclass.Thesignificant out thecourseoftheirmajorprogram, specialized expertise,acquiredthrough- psychology. Studentssharetheirown nation ofcurrenttopicsandissuesin 320. SeniorSeminar( course inresearchmethods),and260. Prerequisite: Psychology100,200(ora environment. Offeredoccasionally. tion, sports,thelegalsystem,and tal andphysicalhealth,business,educa- lems. Areasofapplicationincludemen- standing andsolutionofsocialprob- ries, andresearchfindingstotheunder- of socialpsychologicalmethods,theo- This coursefocusesontheapplication 360. AppliedSocialPsychology(1). of instructor. with agradeof“B”orbetterconsent cal study.Prerequisite:Psychology200 conducting, andreportingapsychologi- with advancedexperienceindesigning, ( and societycoursestronglyrecommended. 210 or215;Psychology252ahealth Prerequisite: Psychology100,200,and 1 ⁄ 2 , 1) . Thiscourseprovidesstudents 1 ⁄ 2 ). Anexami- 390. SpecialProject( depending onthetopic. methods). Othercoursesmayberequired, 100 and200(oracourseinresearch topic isdifferent. instructor. Mayberepeatedforcreditif ticular interestsandexpertiseofthe topics inpsychologythatreflectthepar- Graded credit/nocredit. with facultyinclassroominstruction. ( 385. AdvancedTopicsinPsychology invitation. faculty supervision. research byasuperiorstudentunder 395. TeachingAssistant( Prerequisite: sophomorestanding. cal topicselectedbythestudent. sion and/orresearchonapsychologi- Individual studyunderfacultysupervi- 380. SeniorThesis( 1 ⁄ 2 , 1). This courseexaminesadvanced Prerequisite: Psychology Prerequisite: by 1 ⁄ 1 2 ). Independent ⁄ 4 -1). 1 ⁄ 2 ). Work

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Science for Elementary Teaching

Students electing this major must success- If 4 courses are taken: Physics 101, fully complete 4 units in one department 102, and 130, plus one from 206 and 2 units in each of the other three sci- (Mathematical Methods of Physics), 210 ence departments of the division of nat- (Modern Physics), 220 (Electronics), ural science and mathematics. Courses to 245 (Solid-State Physics). fulfill these requirements are elected Note: An exception to the schedule of according to the schedule listed below. required courses in biology, chemistry, Faculty geology, and physics is allowed if a student KATHLEEN GREENE, chair elects a special projects course in one of the four departments and thereby exceeds the minimum number of units required from Science for Elementary that department. In such a case, the Teaching Major (15 units) required number of units in one other department could be reduced by an 1. BIOLOGY amount equal to the unit value of the spe- If two courses are taken: one from cial projects course. Requests for approval Biology, 111 (Zoology), 121 (Botany), of exceptions should be submitted in writ- 141 (Microbiology), or 151 (Marine ing to the program advisor. Biology), plus Biology 206 (Environmental Biology). 5. EDUCATION & YOUTH STUDIES Complete the following education If four courses are taken: two from courses: Education and Youth Studies Biology 111, 121, 141, 151; plus 206 101 or 102, 151, 204, and 272. and 1 from the 200- or 300-level offerings of the department, chosen in con- 6. CAPSTONE sultation with advisor. Complete an appropriate capstone course or experience, approved by the 2. CHEMISTRY student’s advisor. If 2 courses are taken: any 2 of Chemistry 117 (General Chemistry), Note: Students planning to certify will 220 (Chemical Equilibrium), 230 need to take all of the appropriate certifi- (Organic Chemistry 1), and 250 cation requirements as part of their pro- (Inorganic Chemistry). gram. Consult the program advisor and the Department of Education and Youth If 4 courses are taken: Chemistry 117, Studies Handbook for details about certi- 220, 230, and 250. fication. 3. GEOLOGY 7. WRITING/COMMUNICATION If 2 courses are taken: either Geology REQUIREMENT 100 (Principles of Geology) or 110 (Environmental Geology and Geologic Prescribed courses in the education Hazards) and 105 (Evolution of the department provide for comprehensive Earth). and systematic opportunities for practicing, improving, and demonstrating a If 4 courses are taken: Geology 100 or range of communication skills. Because 110, plus 105, 210 (Paleontology), and the science course work chosen by sci- either 200 (Mineralogy) or 215 (Field ence for elementary teaching majors Geology). varies widely, the contribution of science courses to the development of writing Note: If advanced placement is granted and other communication skills is seen out of Geology 100, students taking 2 as significantly augmenting that of the courses must take 105, plus one of 200, education courses. 210, 215; students taking 4 courses must take 105, 200, 210, and 215. 4. PHYSICS If 2 courses are taken: any 2 from Physics 101, 102, and 130. 150 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage151 3. Writing/Communication require- Supporting courses(2units): 2. Nine departmentalunits: 1. improve oursocialandindividuallives. ing answers,andsearchingforwaysto faculty togetherinraisingquestions,seek- Sociology atBeloitengagesstudentsand tools, and(3)practicalresearchskills. and critiquestheconceptual/theoretical rience “inthefield”thatinforms,tests, ment, andeffectsofinstitutions,(2)expe- cise thinkingabouttheorigins,develop- (1) conceptsandtheoriesthatprovokepre- thinking citizens.Sociology’stoolsinclude: and enablethemtobecomecritical, of sociologythatclarifythoseconnections goal istogivestudentstheanalyticaltools vidual livesandsocialinstitutions.Our the complicatedconnectionsbetweenindi- The challengeofsociologyisitsinsightinto CAROL WICKERSHAM CHARLES WESTERBERG CAREY PIERATT-SEELEY,chair KATHRYN LINNENBERG CARLA DAVIS Faculty Sociology (11 units) Major Sociology writing asaprincipalmeansof learn- practice. Thesecoursesincorporate expression ofsociologicalideasand aid thestudentinexplicationand the developmentofwritingskillsto as LWorWLspecificallypromote ment: Sociologycoursesdesignated Twocourses choseninconsultation a. Fiveelectiveunitsinsociology, b. Sociology100,300,305,and310. a. multicultural/international content. supporting courseshavesignificant ommend thatatleastoneofthe with anadvisor.Westronglyrec- required coursesforthemajor.) avoid conflictsinobtaining by theendoffourthtermto encouraged todeclarethemajor major advisor.(Studentsare chosen inconsultationwiththe texts, popularmedia,guestspeakers, course willbetaughtutilizing academic as thosechosenbyclassparticipants.The abuse, globalization,andhunger,aswell rights, civiltorture,substance refugee resettlement,welfare,human nizing. Theissuesstudiedwillinclude charitable giving,andcommunityorga- islative reform,economicdevelopment, advocacy, non-violentdirectaction,leg- globally, including,butnotlimitedto: lems, bothintheUnitedStatesand means ofaddressingcurrentsocialprob- Problems (1). PracticalApproachestoSocial 150. Offered eachsemester. instructor forfurtherinformation.) instructor foreachsection.Consult analytical perspective.(Contentvariesby The goalistointroduceasociological socialization; populationandecology. methodology; raceand/orethnicity; and stratification;socialchange;theory; roles; culture;sexandgender;socialclass sized aresocialstructure,institutionsand society andindividuals:elementsempha- for understandingtherelationshipof Study ofthebasicsociologicalelements 100. IntroductiontoSociology(1). WL: Thesecoursesfocusonwritingto LW: Thesecoursesdevotesignificant Description ofCourses and/or methodofthediscipline. order tomasterthesubstance,theory, study and/orresearchmaterialsin which studentswriteregularlyonthe epistemology. Theyarecoursesin praxis consistentwithsociological construct andexpressconcepts above. ings, oranycombinationofthe research methods,andempiricalfind- tive issues,theory,presentationof the professionaldiscussionofsubstan- mic sociology,potentiallyincluding sentation skillsinthegenreofacade- attention todevelopingwrittenpre- papers forprofessionalpresentation. term papers,essayexaminations,and response papers,researchproposals, encompass summaryandcritical riculum. Writinginthisgenremay ing andcriticallyengagingthecur- Examination ofvarious

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Sociology (continued)

field trips, and lecture and discussion. and maintained within social systems; The class will conclude with a compara- and the variations in these constructions tive research paper and student presen- by age, class, ethnicity, race, and sexual tations. Offered each year. Open to first- orientation. (Also listed as Women’s and year students. Gender Studies 220.) Offered each year. Prerequisite: Sociology 100 or consent of 210. Families in Transition (1). instructor. Dominant demographic changes in family structure in the West. Major varia- 230. Political Sociology (1). This tions in family life as rooted in differ- course focuses on stratified power rela- ences of social class, ethnicity, and reli- tionships examined from the conflict gion. Exploration of select topics such perspective in sociology. Classical con- as single motherhood, childrearing prac- ceptions of “power” will be examined, tices, marriage, and family policy. focusing on theories of political econo- Offered each year. Prerequisite: Sociology my from Karl Marx, Max Weber, and C. 100 or consent of instructor. Wright Mills. Contemporary theories of socio-economic development will also 215. Social Movements (1). This be explored, including development, course explores collective movements dependency, and world system perspec- for social change and specifically exam- tives. Substantively, the course will ines efforts to address social injustice revolve around issues of political and through reform or revolution. We con- economic development, exploration, sider a variety of domestic and interna- trade, military domination, colonialism, tional social movements, in both histori- modern political changes, economic cal and contemporary contexts. This imbalances, and cultural diffusion in class also provides a survey of the lead- international comparative perspective, ing theories that attempt to explain and focusing on inequities between the so- predict social movements, including called first and third worlds. Offered theories of culture and political-econo- each year. Prerequisite: Sociology 100 or my, resource mobilization, political consent of instructor. opportunity, and discourse framing. Among the movements to be studied 250. Sociology of the Environment are political movements of the “right” (1). Using case studies, this course will and the “left,” movements of race and consider the sociological aspects of the ethnicity, of gender and sexuality, environment, various public policies, peace, human rights, the environment, and the prospects for the resolution of and religion. The goal of the class is to important environmental problems. provide pragmatic tools for social Three major themes will be introduced: engagement toward a more civil society. the interplay of environment, culture, (WL) Offered each year. Prerequisite: and politics; the importance of power Sociology 100 or consent of instructor. and social class in environmental analysis; and the relation between the social 220. The Sociology of Race and and physical environments. The first half Ethnicity (1). An examination of the will focus on specific cases supported by meanings and the social forms connect- films, readings, lectures, and discussion. ed with racial and ethnic status. Offered The second half will involve group pro- each year. Prerequisite: Sociology 100 or jects and individual research efforts. consent of instructor. Offered occasionally. Prerequisite: 225. The Sociology of Sex and Sociology 100 or consent of instructor. Gender (1). An examination of sex and Any student interested in environmental gender as sociological constructs and as studies is encouraged to enroll. central organizing features of social 255. Identity, Self, and Society (1). structures. Topics to be discussed This course explores the basic concepts include: origins of sex/gender systems; and leading theories on the social con- theoretical explanations for gender struction of self and identity. Analytical inequalities; the mechanisms by which discussions will address the nature vs. 152 masculinity and femininity are created chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage153 Prerequisite: Sociology100orconsentof specific attention. minorities, andthedisadvantagedreceive emphasized, andconcernsofwomen, medical care.Policyconsiderationsare ships; andtheorganizationofhealth professionals; patient/physicianrelation- recruitment andsocializationofhealth the socialpsychologyofillness; epidemiology; morbidityandmortality; logical perspective.Topicsincludesocial illness, andmedicalcarefromthesocio- Society (1).Anexaminationofhealth, 275. Health,MedicalCare,and sent ofinstructor. year. Prerequisite:Sociology100orcon- ishment, andjustice.(WL) criminal justiceasrelatedtolaw,pun- and appliedanalyses;criticalappraisalof cal foundationsandeffects.Theoretical social, cultural,institutional,andpracti- enforcement, courts,corrections—their of moralorderandsocialcontrol.Law and thecriminaljusticesystemasforms American andComparative(1). 270. CriminalJustice:North 100 orconsentofinstructor. Offered eachyear.Prerequisite:Sociology they arerelatedtosocialinequality. life changesandpatternsofbehavioras mobility? Explorationofsomespecific ty? Whatdoweknowaboutsocial related? Howcanwemeasureinequali- inequality? Howareinequalityvariables inequality. Whatarethebasesofsocial Exploration ofstructuredsocial 260. SocialStratification(1). sent ofinstructor. year. Prerequisite:Sociology100orcon- nently inthiscourse.(WL)Offeredeach Erving Goffmanwillfiguremostpromi- ries ofGeorgeHerbertMeadand groups, andthemassmedia.Thetheo- tional institutions,peergroups,gender and cultureatlarge,thefamily,educa- socialization contexts,suchassociety spectives willfocusontheimpactof spectives onthesocialself.Theseper- importantly, symbolicinteractiveper- perspectives onidentity,and,most on theself),somesocialpsychological influence ofheredityandenvironment nurture debate(examiningtherelative Offered occasionally. Offered each Law 100 orconsentofinstructor. Offered eachyear.Prerequisite:Sociology nities andinterestgroups.(WL) ming fromdiverseprofessionalcommu- est-laden definitionsofdeviancestem- eties ofdeviancebythevalueandinter- and morality,thecreationofvari- flicts betweenfreedomandcontrol,law social change.Moralandethicalcon- value orders,interestgroups,andrapid ing theoreticalperspectives,alternative “social deviance”arisingfromconflict- Difficulties indefiningandexplaining deviance andtheirapplication. Freedom andControl(1). 280. SocialDeviance:Issuesof aged toenroll. instructor. Pre-medicalstudentsencour- majors arewelcome. services, andthearts.Studentsfromall tion, government,healthcare,social angles. Sitesinclude:business,educa- sociological andinterdisciplinary examining communitiesfromvarious ing assignmentsfocusingontexts weekly seminarwithreadingandwrit- leaders. Inaddition,allwillattenda supervised byexperiencedcommunity per semester)atanassignedfieldsite mately sevenhoursaweek(90 ship. Eachstudentwillspendapproxi- civic engagement,service,andleader- describe, andanalyzethechallengesof ety?” Studentswillexperience, course is:“Whatmakesagoodsoci- overarching questionaddressedbythis historical andpoliticalsociology.The graphic data,ethnographicanalysis, tions andcommunitiessuchas:demo- logical toolsforunderstandinginstitu- acquainted withvarious,basicsocio- reflection, studentswillbecome hands-on engagementandacademic Partnerships Seminar(1).Through 285. DuffyCommunity the program.Applicationsareavailable and providereferencesforacceptance to research proposal.Studentsmust apply second timewillproduceaprojector whereas studentstakingthecoursefor time willproducealiteraturereview, Students takingthecourseforfirst rather thantwofallorspringclasses. and onespringsemester(inanyorder), for credit,butstudentsmusttakeonefall May betakentwice Theories of

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from Carol Wickersham or online at of leading theories in the functionalist, www.beloit.edu/duffy. conflict, and interpretive historical perspectives. The focus is on the following 290, 291. Topical Studies in 1 classical theorists: Durkheim, Marx, and Sociology ( ⁄2, 1). Topics studied in a Weber. (WL) Offered each year. sociological perspective, e.g. philoso- Prerequisite: Sociology 100 or consent of phy and ethics of social science, social instructor. policy issues, urban studies, education, adolescence and child development, or 315. The Sociology of Law (1). social welfare. May be repeated for Primarily analyzes law and legal institu- credit if topic is different. Offered occa- tions as sociological constructs. sionally. Prerequisite: Sociology 100 or Alternative theoretical models of law com- consent of instructor. pared and applied to a case study. Law as ideology and morality. Law and justice 300. Survey of Research Methods explored. Institutions and roles in the (1). An introduction to the principal American legal process considered in the research strategies available to sociolo- context of socio-historical changes in soci- gists, including observations, surveys, ety. Occasionally, a major social issue and experiments, archives, documents, and its implications for law and society will be biographies. Class members will think the focus of students’ analyses and presen- about the underlying philosophy and tations. Conducted largely as a seminar. logic of each method, as well as the Offered occasionally. Prerequisite: Sociology quality of data gathered by that 100 or consent of instructor. method. Students will design and carry out a research project using one or 320, 321. Research Practicum (1⁄4-1). more of these data collection approach- Practicum provides an opportunity for es. (LW) Offered each year. Prerequisite: student research. Students may propose Sociology 100. research projects and faculty may also do so, inviting students to participate as col- 305. Social Statistics (1). This course leagues. Offered occasionally. Prerequisite: focuses on “the doing of social science elected major in sociology and Sociology 300. research” with an emphasis on quantitative analysis. The specific topics cov- 340. Contemporary Sociological ered include data description, an intro- Theories (1). An exploration of contem- duction to statistical inference, and porary social thought. Emphasis is on a hypothesis testing and linear regression. survey of leading theories in the func- Students are required to complete a tionalist, conflict, and interpretive histor- series of assignments designed to pro- ical perspectives. The focus is on the fol- vide a working familiarity with data lowing contemporary theorists: Mills, analysis and SPSS (Statistical Package Parsons, Foucault, Bourdieu, and for the Social Sciences), a statistical Gramsci. (WL) Offered occasionally. software package widely used in busi- Prerequisite: for non-sociology majors, ness and the social sciences. The overall Sociology 100 or consent of instructor. goal of the course is to make students 1 better consumers of quantitative social 390. Special Projects ( ⁄4-1). Primarily science results by giving them a better for students interested in investigating a understanding of how “the numbers” specialized research problem. Individual are produced. Topics include: cross- work under faculty supervision. tabulation tables, Chi-square, t-tests, Prerequisite: major in sociology and con- ANOVA, bivariate regression, and mul- sent of a department faculty member. tiple regression. Offered each year. Sophomore standing. Prerequisite: Sociology 100 or consent of 395. Teaching Assistant (1⁄2). Work instructor. Cannot be taken for credit if with faculty in classroom instruction. Psychology 150 has already been taken. Graded credit/no credit.

310. Classical Sociological Theory 396. Teaching Assistant Research (1⁄2). (1). An exploration of the history of Course and curriculum development 154 social thought. Emphasis is on a survey projects with faculty. chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage155 tracks: arts mayselectfromthefollowingseven Students electingtomajorintheatre and community-basedactivities. school, professionaltraining,teaching, theatre disciplines,aswellgraduate tional andavocationalinvolvementin program preparesthestudentforvoca- long learningandexperimentation.The and aestheticunderstanding,life- tion andmediapractice,intellectual spectives necessaryfortheatricalproduc- offer intensiveexplorationofthecoreper- edge ofperformanceandculture.Courses and thesignificanceofabroadknowl- importance ofdisciplinaryfoundations, study andexperientiallearning,the stresses theinterdependencyofacademic acquired andapplied.Theprogram skills withbroadapplicationare tent throughwhichacademicandlife munication providetheformandcon- pline andartoftheatre,dance,com- a well-roundedhumanbeing.Thedisci- capabilities andunderstanding,butalso only apractitionerpossessingartistic cating thewholeperson,todevelopingnot with facultyandstaffcommittedtoedu- duction withinaliberalartscontext, program thatfocusesontheatricalpro- The departmentprovidesanexperiential RODNEY UMLAS DONNA THORSON GINA T’AI(dance) AMY SARNOco-chair CYNTHIA McCOWN DAVID KNUTSON CHRISTINE JOHNSON(dance) TRACY HAZEN CHARLES DRURYco-chair CARL BALSON(emeritus) RENAY AUMILLER(dance) Faculty Theatre Arts Theatre Major Arts .Communication(11units) 2. 1. .Writing/Communicationrequire- d. Only 1unitoftheatrepracticumin c. Fouradditionalunits(2 b. Theatre Arts100,105,150,160, a. Writing/Communicationrequire- e. Only1unitoftheatrepracticumin d. Fouradditionalunits(2 c. TheatreArts106,112,199,206, b. TheatreArts217,218. a. Acting (11units) ment: seeactingmajor. concentration. counted forthetheatrefieldof at leasttwodifferentareasmaybe the advisor. side) choseninconsultationwith within thedepartmentand2out- 200, 245,and260. sentation. ten documentation,andvisualpre- and physicalcommunication,writ- of thatartthroughmeansoral artistic processesandtheproducts tique comprehensivelyboththe be abletodescribe,explain,andcri- centrated. Inaddition,theyshould theatre artinwhichtheyhavecon- communicate clearlythroughthe Graduating majorsmustbeableto es, andstagecraftcourses. Broadcast Journalism,designcours- communication skillsaregainedin to MassMedia(WL,LW).Visual Communication, andIntroduction (WL, LW),Theoriesof Analysis (WL),TheatreHistory Dance History(WL),Script Proficiency inwritingisacquired ticipation inproduction). Public Speaking,andpractica(par- dance courses,OralInterpretation, proficiency isachievedinactingand interactive modes.Physicalandoral courses pertinenttothreedistinct the successfulcompletionofvarious in theatreartsisattainedthrough ment: Competentcommunication concentration. counted forthetheatrefieldof at leasttwodifferentareasmaybe the advisor. side) choseninconsultationwith within thedepartmentand2out- and 306.

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3. Dance (11 units) side) chosen in consultation with a. Theatre Arts 106 or 110. the advisor. b. Dance 218 and 242. d. Only 1 unit of theatre practicum c. Four units chosen in consultation in at least two different areas may with the advisor from among 113, be counted for the theatre field of 115, 117, 213, 215, 217, 313, concentration. 315, and 317. (At least 1 unit e. Writing/Communication require- must be at the 300-level.) ment: see acting major. d. Four additional units (2 units within the department and 2 out- 7. Theatre History (11 units) side) chosen in consultation with a. Theatre Arts 217, 218. the advisor. b. Theatre Arts 110, 199, 244, 252, e. Only 1 unit of theatre practicum and one course in theory and crit- in at least two different areas may icism. be counted for the theatre field of c. Four additional units (2 units concentration. within the department and 2 out- f. Writing/Communication require- side) chosen in consultation with ment: see acting major. the advisor. d. Only 1 unit of theatre practicum 4. Design (11 units) in at least two different areas may a. Theatre Arts 217, 218. be counted for the theatre field of b. Theatre Arts 106, 112, 199, and concentration. 2 units from 115 (1⁄2), 220 (1⁄2), e. Writing/Communication require- 221 (1⁄2), 227, 228, and 321 (1⁄2). ment: see acting major. c. Four additional units (2 units within the department and 2 out- Note: The department of theatre arts side) chosen in consultation with encourages an internship, field term, or the advisor. summer participation in a professional d. Only 1 unit of theatre practicum theatre environment or specialized over- in at least two different areas may seas study in theatre. be counted for the theatre field of concentration. Description of Courses e. Writing/Communication require- THEATRE ARTS ment: see acting major. 100. Public Speaking (1). Basic prin- 5. Directing (11 units) ciples of effective communication for a. Theatre Arts 217, 218. public speaking and small group delib- b. Theatre Arts 106, 112, 199, 310, eration. Intensive focus on speech com- and 350. position (informative, ceremonial, and c. Four additional units (2 units persuasive). A fundamental course for within the department and 2 out- those students interested in a single side) chosen in consultation with course to develop speaking skills. the advisor. Suitable for theatre majors and non- d. Only 1 unit of theatre practicum majors. Offered each spring. in at least two different areas may 105. Oral Interpretation (1). Oral be counted for the theatre field of interpretation of literature with atten- concentration. tion to reading aloud such forms as e. Writing/Communication require- poetry, narrative prose, and drama. ment: see acting major. Special emphasis on voice and diction. 6. Stage Management (11 units) Offered each fall. a. Theatre Arts 217, 218. 106. Fundamentals of Acting (1). b. Theatre Arts 106, 112, 199, A fundamental acting course designed to 1 1 240 ( ⁄2), 310, and ⁄2 unit from develop basic acting skills with strong 115, 221. emphasis on the Stanislavski method. c. Four additional units (2 units Focuses on the analysis of dramatic within the department and 2 out- 156 action and the process of developing a chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage157 and constructionofbasicstage scenery, equipment andmaterials;the planning ing familiarizationwiththeatrical course intechnicalproductioninclud- 115. Stagecraft( years, fallsemester. techniques willbetaught. other theatricalfabricmodification addition, silkpainting,dyeing,and nation ofauthenticperiodclothing.In be examinedthroughfilmandexami- sories. Anoverviewofperiodstyleswill the processofbuildingcostumeacces- Sewing skillswillbeenhancedthrough mask-making, andcorset-making. related skills,whichincludemillinery, Students willlearnarangeofcostume- 114. CostumeTechniques(1). knowledge. Offeredeachfall. does notpresupposeanytechnical realization ofstagedesigns.Thisclass ment ofdesigns;anoverviewthe of professionalpracticesinthedevelop- from thedesigner’spointofview;study introduction to:researchmethods, for thestage.Thisclassincludesan the principlesofdesignandtechnology Technology (1).Anintroductionto 112. IntroductiontoDesignand Offered evenyears,springsemester. mental productionsisrequired.(WL) endeavor. Attendanceatmajordepart- significance oftheatreasabasichuman standing ofthecreativeandcultural theatre isrealizedaswellanunder- appreciation oftheprocessbywhich give theplayreaderandplaygoeran playscript. Thecourseisdesignedto tion fromthe“blueprint”of titioners inbuildingaunifiedproduc- techniques usedbytheatreartists/prac- explore theinterpretivemethodsand drama. Atthesametime,theywill elements, principles,andtheoriesofthe students willgainafoundationinthe plays, bothclassicalandcontemporary, By readingarepresentativenumberof approach totheatreasaperformingart. This coursetakesapage-to-stage 110. IntroductiontoTheatre(1). semester. non-majors. Offeredevenyears,spring character. Applicableformajorsand 1 ⁄ 2 ). A beginning Offered even emphasis onstructureanddialogue. the craftofdramaticwritingwith 215. ScriptWriting(1). Theatre Arts106. shop. Offeredeachspring.Prerequisite: mance ofarole.Intensivescenework- and playanalysisasitaffectstheperfor- grated withcomparablestudyofscene Study ofcharacterdevelopmentinte- skills studiedinFundamentalsofActing. Study (1). 206. Acting:CharacterandScene included. (WL)Offeredoddyears. opments, andcurrentissueswillbe research inmassmedia,technicaldevel- effects. Topicssuchasprogramming, theories, practices,professions,and with discussionofmediainstitutions, communication’s vitalroleinsociety, tal media.Thiscoursewilllookatmass lite, andotherprintelectronicdigi- aspects ofradio,television,cable,satel- cial system,socialinteraction,andlegal The courseexploresthehistory,finan- 200. IntroductiontoMassMedia(1). papers required.(WL)Offeredeachfall. director, designer,andactor.Major the pointsofviewscholar,critic, reading. Workswillbeanalyzedfrom analysis accompaniedbyextensiveplay major methodsofdramaticandplay 199. ScriptAnalysis(1). even years,typicallyinfallsemester. and theaudience.(WL,LW)Offered use ofsymbolsandsigns,themedium, factors thataffectcommunicationsuchas communication. Theexaminationofthe cation rangingfrominterpersonaltomass A studyofvarioustheoriescommuni- 160. TheoriesofCommunication(1). each fall. production. Lecturewithlab. sion, plusanintroductiontofilm-style program productionforradioandtelevi- tices, elementarytransmissiontheory, Control roomtechniques,studioprac- 150. BroadcastProduction(1). occasionally. College theatreproductions.Offered sible laboratoryexercisesthatsupport fundamentals ofstagelighting,andpos- stage rigging,andscenicproperties;the Continuation oftheacting Analysis of A studyof Offered

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Practice in writing scripts for stage, tele- of basic mechanical and conceptual vision, and other media. (Also listed as solutions in a variety of theatre spaces English 215.) (WL) Prerequisite: and genres for the development of English 205 or Theatre 110. research and presentation skills. Projects and readings may include comedy, 217. Theatre History I (1). The tragedy, melodrama, musicals, opera, study of the development of world and ballet. Offered even years, spring theatre from antiquity to the English semester. Prerequisite: Theatre 112. Restoration, including a section on non-Western theatre traditions. 228. Lighting Design (1). This course Emphasis is placed on the examination focuses on the fundamentals of lighting, of theatre as a cultural, social, political, including the history, styles, and aes- and religious barometer of the times. thetics of lighting design. Exploration Representative plays, practitioners, and of the design process will include practi- practices will be examined. Required cal projects such as light plots, essays, of all majors. (Also listed as History and sketches for productions. Individual 217.) (WL, LW) Offered odd years, fall topics in lighting include optics, color semester. psychology of light, position, control, distribution, and timing. Offered odd 218. Theatre History II (1). years, spring semester. Prerequisite: Continuation of Theatre History I from Theatre 112. the Restoration in England to mid-20th century. Required of all majors. (Also 234. Contemporary World Theatre: listed as History 218.) (WL, LW) A Culturally Inclusive Perspective Offered even years, spring semester. (1). This course specifically treats the 1 dramatic literature of emerging nations, 220. Scenic Painting ( ⁄2). This is an native populations, and minority cul- introductory-level course in scenic tures. The student will be exposed to a painting technique. Beginning with wide range of works by playwrights in choice of paint and ending with touch- non-Western and submerged Western up, this class will work on the skills nec- traditions. Emphasis will be placed on essary to transform raw materials into a plays written within the last two dramatic environment for a theatrical decades. (Also listed as English 234, production. Students will be introduced when appropriate.) (WL) Topics course. to techniques such as faux painting Offered occasionally. (wood grain, marble, and foliage), glazes, washes, and other basic tech- 240. Stage Management (1⁄2). Basic niques needed to do trompe-l’oeil, the principles, responsibilities, duties, prob- illusionistic representation of real lems, and actual training in specific objects. Offered occasionally. skills needed to become a stage manag- Prerequisite: Theatre 112 or consent of er at any level. Offered odd years, fall instructor. semester.

221. Drafting for the Stage (1⁄2). The 244. Modern Drama (1). The devel- focus of this class is on drafting as a opment of modern dramatic literature form of communication for visual ideas. and theatre styles from Ibsen and This will be a project and critique-ori- Strindberg to Ionesco and Edward ented course, the focus of which is the- Albee, with consideration of significant atrical drafting. Skills to be developed in variations in style as demonstrated by this class include understanding of scale, the chief contemporary dramatists of two-dimensional representation of continental Europe, England, Ireland, three-dimensional objects, and literacy and the United States. (WL) Topics of orthographic plotting and reading. course. Offered occasionally. Offered occasionally. 245. Advanced Broadcast Production 227. Scenic Design (1). This course (1). A course to develop and refine focuses on the fundamentals of scenic skills in radio and television production. design theory through the application Topics covered will include recording 158 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage159 print media.Studentscollaborate with they areusedindigital,electronicand theoretical perspectivesofpersuasionas Persuasion (1).Thiscourseintroduces 261. SeminarinAppliedTheoriesof studied. Offeredeachspring. society aresomeofthetopicstobe vision, history,ethics,andimpacton writing, productionforradioandtele- broadcast journalism.Newssources, The studyandpracticeofskillsusedin 260. BroadcastJournalism(1). Topics course. English 252.) historical context.(WL)(Alsolistedas as expressionandengagementofits methodology: thestudyofdramaticart tent intheBritishRenaissance,butto not tospecificwritersorbodiesofcon- This courseisconceivedbyreference others forcomparisonandcontrast. and Fletcher,Webster,Marlowe, a dramatist,usingplaysbyBeaumont examination ofShakespeare’sgrowthas course mightincludewide-ranging rather thanforcreditinEnglish.Sucha and maybetakenfortheatreartscredit ture, thecoursewillbecross-listedhere focuses specificallyondramaticlitera- Renaissance (1). 252. DramaoftheBritish varies withtopic. ent. Offeredeachyear.Prerequisite: be repeatedforcreditiftopicisdiffer- Dramatic TheoryandCriticism.May Costume Design,DesignResearch,and Pattern MakingofPeriodStyles, Voice fortheActor,CostumeHistory, might include:AuditionWorkshop, non-major intheatre.Suchcourses dents. Designedforboththemajorand and/or demonstratedneedsofthestu- and backgroundoftheinstructor dance, basedontheparticularinterests related fieldsincommunicationor exploration ofaspectstheatreor 250. TheatreStudies( spring. Prerequisite:TheatreArts150. for thebroadcastmedia.Offeredeach grams, fieldproduction,anddirecting announcing, producingbroadcastpro- tal editing,performanceskills, techniques, editingofsound,tapedigi- Offered occasionally. When English252 1 ⁄ 2 , 1). An 321. TheatreDesignStudio( 106, 112,199,and206. spring semester.Prerequisite:TheatreArts will alsobestressed.Offeredevenyears, communication, discipline,andconcept in theatreart.Technicalskill,vision, appreciation ofthedirectorialfunction directorial imagination,andenhanced and craft,developmentofanactive plays. Concentrationonbasictechnique First principlesandpracticeindirecting 310. FundamentalsofDirecting(1). fall. Prerequisite:TheatreArts106,206. credit iftopicisdifferent. and television/film.Mayberepeatedfor 19th-century Realism,Expressionism, dell’arte, Molière,Farce,Absurdist, Elizabethan, Restoration,Commedia term. Stylescoveredmayinclude:Greek, res. Twostyleswillbecoveredeach ture ofmajordramaticperiodsandgen- performance appropriatetothelitera- Introduction andpracticeinthestylesof 306. Acting:PerformanceStyles(1). if topicisdifferent. movements. Mayberepeatedforcredit ual artists,selectedworks,ormajor and directing.Studiesmaybeofindivid- ter includedrama,acting,dance,design, course mayfocusforaparticularsemes- offered. Subjectareasonwhichthe designated foreachterminwhichitis al theatre,thesubjectofwhichwillbe ( 275. InternationalTheatre:Topics consent ofinstructor. Prerequisite: juniororseniorstanding LW) Offeredevenyears,springsemester. marketing, andadvertisingcareers.(WL, students interestedinpublicrelations, Persuasion isgearedtowardadvanced media. SeminarinAppliedTheoriesof message campaignthatusesthemass implement theorytobuildapersuasive work collaborativelyastheyanalyzeand the needsoforganization.Students create apersuasivecampaignthatsuits a community-basednon-profitclientto tion toportfoliodevelopment. Theclass skills usedindesign,withspecial atten- oriented todevelopgraphicandanalytic alization. Advancedwork,individually Projects indesigntheoryandconceptu- 1 ⁄ 2 , 1). A seminarcourseininternation- Offered occasionally. Offered each 1 ⁄ 2 ).

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will be a studio/seminar style course in orientation emphasizes dance’s relation which students regularly present their to theatre and the fine arts as well as its research, analysis, and designs to the fundamental connection to the broad lib- class for discussion and critique. eral arts curriculum, including—among Offered occasionally. Prerequisite: others—the disciplines of history, religion, Theatre Arts 112. literature, physiology, and anthropology. The department’s objective is dance liter- 325. Theatre Management (1). acy, producing intelligent dancers and Overview of major areas of theatre man- sensitive viewers. The dance program agement, combining both the theoreti- aims at kinesthetic, cognitive, and cre- cal and the pragmatic. Primary subjects ative understanding and the develop- covered include: management philoso- ment of skills, keen perception, imagina- phy, organization, audience appeal and tive problem solving, concentration, and development, public relations, season respect for craft important to original selections, budgets, publicity, printing, work in all fields. programs, box-office, house management, fund raising, contracts, role of 100. Fundamentals of Dance (1). the theatre manager in the total theatre An introduction to dance as a theatre operation and surrounding community. art, including dance history and training Although the focus is strongly on the- in basic dance technique. Students will atre, the material delineated is equally learn exercises and movement applicable to all art forms and, to a sec- sequences designed to help develop ondary degree, to any area of good awareness to the end of developing an management. Offered occasionally. understanding of the possibilities and Students interested in taking this course potential for expression and communi- should see Professor Sarno. cation through a discipline of movement and gesture. Intended principally 350. Directing II (1). Expansion of for students without previous dance the development of directorial skills and experience. The course includes discus- techniques with emphasis on various sion of dance history and aesthetics and theories and styles of directing. Many of an introduction to dance forms and ter- the major directors from the past and minology. Offered occasionally. present will be studied and their respec- tive methods put into actual usage by 109. Ballroom Dancing (1⁄4). An the class as a stimulus to the student’s introduction to ballroom dancing, own creative methods and imagination. including basic steps in some of the Each student will direct a complete pro- most popular European, Latin, and duction of a one-act play for public per- American ballroom dance rhythms. formance. Offered odd years, spring Rhythms taught include rumba, cha- semester. Prerequisite: Theatre Arts 310; cha, mambo, tango, waltz, foxtrot, jit- junior or senior standing. terbug (swing), jive, and polka. 1 Additional rhythms may be chosen 390. Special Projects ( ⁄4-1). from salsa, samba, pasodoble, Viennese Individual work under faculty supervi- waltz, merengue, charleston, etc., based sion with evaluation based on appropri- on student interest. Discussion about ate evidence of achievement. the history of ballroom dance and the Prerequisite: ordinarily open to students relationships between dance styles and with at least a “B” average in two previ- other cultural phenomena. ous theatre arts courses. 113. Modern Dance I (1⁄2). A dance DANCE technique class that incorporates various Dance courses are offered within the modern dance styles. The emphasis is theatre arts curriculum and share with on alignment, stretching, quality of the rest of the program the department’s motion, and performance attitude. philosophy that courses in theory and his- Offered each fall. tory should be integrated with performance. The department’s humanistic 160 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage161 117. JazzDanceI( Offered eachfall. theory, andaestheticsoftheartform. mental understandingofvocabulary, ballet movementsandacquirefunda- observe, analyze,andperformclassical ples ofballet.Studentswilllearnto acquaint studentswiththebasicprinci- movement combinations,designedto exercises atthebarre,centerwork,and taught intheclassicalmanner,with Fundamentals ofballettechniqueare classic danceformofballet. 215. BalletII( Dance 113orconsentofinstructor. to twotimesforcredit.Prerequisite: cy andcombinations.Maybetakenup ther emphasisonmovementproficien- tinuation ofModernDanceIwithfur- 213. ModernDanceII( 115. BalletI( 142. DanceImprovisation( 115 orconsentofinstructor. Offered eachfall.Prerequisite:Dance be takenuptotwotimesforcredit. and explorationofballeticstyle.May on centeradagioandallegrosequences addressed inBalletI.Greateremphasis and extensionoftheprinciples spring. creating varietyindance.Offeredeach dynamics, andprojectionasameansof include theimportanceofspace, basic dancevocabulary.Discussionswill movement stylecombinations,and ment, stretch,strength,isolations, ments ofthejazzstyle,includingalign- practical applicationofthebasicele- rary jazzdance.Eachclasswillentail the theoryandtechniqueofcontempo- Offered evenyears,springsemester. movement asasensorialexperience. ing withthebodywhileemphasizing ing theskilloflisteningandrespond- with executionandfocusondevelop- visation. Thecoursewillfusecreation through individualandgroupimpro- will experiencemovementdiscovery improvisation techniques.Students tion courseusingdanceandtheatre This isamovement-basedimprovisa- 1 ⁄ 1 2 ⁄ ). Introductiontothe 2 ). Anelaboration 1 ⁄ 2 ). A coursein 1 ⁄ 2 ). A con- 1 ⁄ 2 ). 315. BalletIII( instructor. Prerequisite: Dance213orconsentof times forcredit.Offeredeachfall. mance attitude.Maybetakenuptotwo ther emphasisonstylizationandperfor- tinuation ofModernDanceIIwithfur- style. Maybetakenuptotwo timesfor of moredifficultelementsthe ballet in BalletIandII,includingapplication and extensionofthetechniqueslearned ( 250. SelectedTopicsinDance fall. Prerequisite:consentofinstructor. or havetakenitpreviously.Offeredeach concert, mustberegisteredforthisclass Chelonia, thedepartment’sannualdance Anyone interestedinchoreographingfor mance attheendofsemester. mance inclassandforastudioperfor- compose movementstudiesforperfor- style, andabstraction.Studentswill on tomorecomplexissuesofform, space, andline.Thecoursethenmoves ples beginningwiththebasicsoftime, and applicationofchoreographicprinci- 242. Choreography(1). 100 recommended. years, springsemester.Prerequisite:Dance eties tothepresent.(WL)Offeredeven enced dancefromearlyprimitivesoci- processes, andpersonalitiesthatinflu- dance. Itwillfocusontheforces, growth, anddevelopmentoftheatrical an historicalsurveyoftheorigins, 218. DanceHistory(1).Thiscourseis instructor. Prerequisite: Dance117orconsentof credit. Offeredoddyears,springsemester. ed. Maybetakenuptotwotimesfor stylistic combinationswillbeincorporat- ticated techniques,stepvariations,and addressed inJazzDanceI.Moresophis- tion andextensionoftheprinciples 217. JazzDanceII( 313. ModernDanceIII( sionally. Prerequisite:varieswithtopic. credit iftopicisdifferent. of thestudents.Mayberepeatedfor instructor and/ordemonstratedneeds ticular interestsandtrainingofthe of danceorrelatedfieldsbasedonpar- 1 ⁄ 2 or 1). Concentrated studyofaspects 1 ⁄ 2 ). Acontinuation 1 ⁄ 2 ). Offered occa- Discussion A continua- 1 ⁄ 2 ). Acon-

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credit. Offered each spring. Prerequisite: Dance 215 or consent of instructor.

317. Jazz Dance Technique III (1⁄2). The study and practical application of jazz dance technique, building upon techniques and concepts learned in Jazz Dance I and II. Opportunities for creative exploration will be incorporated into the semester. May be taken up to two times for credit. Offered each spring. Prerequisite: Dance 217 or consent of instructor.

350. Advanced Topics in Dance (1⁄2, 1). Advanced study of dance and/or related fields based on particular curricular focus, special interests of faculty, and demonstrated needs of students. May be repeated for credit if topic is different. Offered occasionally. Prerequisite: varies with topic. THEATRE PRACTICUM Supervised laboratory experience, offering 1⁄4 unit credit, in conjunction with actual productions or work experiences directly related to department of theatre arts productions. No more than three practica may be elected in one term. Only 1 unit in at least two different areas may be counted for the theatre field of concentration. Graded credit/no credit. Offered each semester. Note: Students may sign up for practica for participation in a departmental production only with an instructor’s consent. 084. Choreography 085. Dance 086. Directing 087. House Management 088. Make-up 089. Properties 090. Sound 091. Acting 092. Box Office 093. Costumes 094. Lighting 095. Publicity 096. Scenery 097. Stage Management 098. Broadcasting 099. Pit Orchestra

162 chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage163 nature. keeping withthefield’sinterdisciplinary drawn fromavarietyofdisciplinesin Women’s andgenderstudiesfacultyare representations, andbodies. learning around,genderedidentities, theoretical approachesto,andactive engage studentsinaninvestigationof disciplinary-based, cross-listedcoursesto courses, topicsandanumberof the minoruseinterdisciplinarycore and physicalability.Boththemajor sexuality, ethnicity,nationality,religion, identity categories,includingrace,class, bound upinacomplexmatrixofother humans. Suchprocessesareinextricably processes ofgenderconstructionforall women asgenderedbeingsandthe conditions centraltounderstandingboth cultural, political,economic,andglobal framework forexaminingthehistorical, Women’s andgenderstudiescreatesa CONSTANTINE HADAVAS NATALIE GUMMER KATHLEEN GREENE MARION FIELDFASS(biology) JENNIFER ESPERANZA RACHEL ELLETT GEORGIA DUERST-LAHTI CARLA DAVIS(sociology) SONJA DARLINGTON SUZANNE COX(psychology) EMILY CHAMLEE-WRIGHT GREGORY BUCHANAN LISA ANDERSON-LEVY Faculty Women’s andGenderStudies (classics) (religious studies) (education andyouthstudies) (anthropology) (political science) (political science) (education andyouthstudies) (economics andmanagement) (psychology) (anthropology) 3. History requirement:1unitofstudy 3. Global requirement:1unitorstudy 2. Two ofthefollowingcourses: 1. LISA HAINESWRIGHT(English) CAROL WICKERSHAM(sociology) OSWALDO VOYSEST LINDA STURTZ(history) JOHN ROSENWALD(English) SUSAN RICE(music) LAURA PARMENTIER (chemistry) JO ORTEL (art andarthistory) CATHERINE ORR,chair DEBRA MAJEED(religiousstudies) (anthropology) NANCY McDOWELL EDWARD MATHIEU(history) JINGJING LOU SYLVIA LÓPEZ, KATHRYN LINNENBERG DIANE LICHTENSTEIN(English) NANCY KRUSKO(anthropology) TAMARA KETABGIAN(English) (10 units) Studies Major Women’s andGender (modern languagesandliteratures) (education andyouthstudies) (modern languagesandliteratures) (sociology) tion withadvisor. spective. Tobedecidedinconsulta- or genderthroughahistoricalper- that exploressomeaspectofwomen decided inconsultationwithadvisor. national orglobalperspectives.Tobe aspect ofwomenorgenderininter- abroad experiencethatexploressome 155, and160. Women’s andGenderStudies150,

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4. Methods requirement: 1 unit of 2. One unit of 300-level course work study that provides a methodological that engages theoretical concepts rel- grounding appropriate to studying evant to women’s and gender studies, women or gender. To be decided in including Women’s and Gender consultation with advisor. Studies 301, 306, 320, or other courses so designated by the 5. Experiential learning requirement: a 1 Women’s and Gender Studies ⁄2-unit internship as well as pre- and Curriculum Committee. post-internship units designed to offer both preparation and reflection, each 3. At least 2 1⁄2 additional units of worth 1⁄4 unit. To be decided in con- women’s and gender studies course sultation with advisor. work. 6. One unit of 300-level course work Description of Courses that engages theoretical concepts rel- 150. Introduction to Women’s evant to women’s and gender stud- Studies (1). This course takes seriously ies, including Women’s and Gender the need to understand women’s richly Studies 301, 306, 320, or other diverse lives from global perspectives. As courses so designated by the a topics-based and women-centered Women’s and Gender Studies course, Introduction to Women’s Curriculum Committee. Studies works to both retain the long 7. One unit of senior colloquium: tradition of consciousness-raising out of Women’s and Gender Studies 370. which the discipline emerged, as well as make use of the vast expanse of research 8. Two additional units in women’s and material now available in aiding our gender studies course work. understanding about women and gen- 9. Writing/Communication require- der both locally and globally. It exam- ment: Because women’s and gender ines the relation between experiential studies draws on a number of disci- knowledge and more traditional forms plinary traditions, writing takes on of scholarship, and it investigates a vari- various functions in this interdisci- ety of topics which include differences plinary program. Each of the intro- based on race, ethnicity, class, sexuality, ductory courses, for example, utilizes and nation; creative responses to writing as both a reflective and gen- oppression; and women’s experiences erative tool in the examination of within institutions such as family, reli- cultural myths, stereotypes, and rep- gion, media, economy, health, and the resentations of gendered subjects. state. Offered each year. Courses at the 300-level demand 155. Introduction to Gender Studies that students both engage and artic- (1). This course is an interdisciplinary ulate theoretical perspectives that and cross-cultural introduction to the develop broader vocabularies and critical interrogation of gender. The encourage conceptual sophistication variability and specificity of gendered through the practice of writing. identities are explored, taking into Finally, cross-listed courses allow stu- account popular culture, post-structural- dents the opportunity to experience ism, the queer, and embodied subjectiv- other disciplines’ writing traditions ity—to name but a few possibilities. and approaches. Offered each year. 160. Introduction to Feminisms (1). Women’s and Gender This course investigates the theoretical Studies Minor assumptions of practitioners within vari- 1 ous movements aimed at eliminating (5 ⁄2 units) gender-based discrimination and introduces students to the multiplicity of 1. Two of the following courses: ideas that have come to constitute femi- Women’s and Gender Studies 150, nist thought. Various assumptions, 164 155, and 160. chp 209_11:2007chp3-05-07.qxd6/29/092:27PMPage165 Studies ( 260. TopicsinWomen’sandGender credit onlyonetime. tory component.Maybetakenfor and/or mayincludeasignificantlabora- this coursemayconsiderglobalissues violence. Dependingontheinstructors, and formsofpsychologicalphysical birth, breastcancer,aging,HIV/AIDS, of healthandillness,includingchild- topics focusedonwomen’sexperience covered willbeselectedfromcritical States andaroundtheworld.Topics ence ofhealthandillnessintheUnited ical factorsthatimpactwomen’sexperi- social, psychological,cultural,andpolit- This coursefocusesonthebiological, 252. Women’sHealth:Topics(1). each year. they willinevitablyconflict.Offered has itsmeritsandlimitations,how torically andsociallysituated,howeach placed onhowtheseapproachesarehis- thought areinvestigated.Emphasisis nist, womanist,andotherpro-women approaches, andphilosophiesoffemi- the academy.Prerequisite:Women’sand ships totheorizinginsideand outside of of feministactivismandtheirrelation- to thehistoryandcurrentincarnations tual claims.Specialattentionwillbepaid its modesofarticulation,andintellec- of thisfield:itsfunctionsandtensions, a comprehensive,in-depthexploration and conflicts.Thiscoursewillundertake own components,methods,debates, constituted arich,dynamicfieldwithits ences. Asaresult,feministinquiryhas women’s diversehistoriesandexperi- been engagedinanexplorationof decades, contemporaryfeministshave knowledge. Formorethanthree ry asasitefortherestructuringof focuses oncontemporaryfeministtheo- 301. FeministTheory(1). consent ofinstructor. and GenderStudies150,155,or160, topic isdifferent. each term.Mayberepeatedforcreditif announced inpreregistrationmaterial or visitinglecturers.Topicsare expertise andinterestsofregularfaculty studies, offeredtotakeadvantageofthe to thefieldofwomen’sandgender 1 ⁄ 2 , 1).Topicsofimportance Prerequisite: Women’s This course and GenderStudies( 370. SeniorColloquiuminWomen’s courses) orconsentofinstructor. (including twoofthethreeintroductory in women’sandgenderstudiescourses if topicisdifferent. als eachterm.Mayberepeatedforcredit are announcedinpreregistrationmateri- ceived asadvanced-levelclasses.Topics faculty expertise.Courseswillbecon- tage offacultyorstudentinterestand gender studies,offeredtotakeadvan- important tothefieldofwomen’sand and GenderStudies( 360. AdvancedTopicsinWomen’s course, orconsentofinstructor. one 200-levelwomen’sandgenderstudies and GenderStudies150,155,or160, every otheryear.Prerequisite:Women’s intersect andhowtheydiffer. discourses andmedia,askinghowthey and differences.Andwecomparevarious bilities itopens,investigatingsimilarities ieties invest“thirdness”andwhatpossi- and invariouscontexts,weaskwhatanx- the arts.Atvarioushistoricalmoments (auto)biography, popularculture,and ogy andpsychiatry,history phy, e.g.,biologyandmedicine,psychol- discourses: myth,religion,andphiloso- to contemporary)andinvarioussocial ness, workingacrosstime(Renaissance instances ofandresponsesto“third”- nine andmale/masculine.Weexamine bridge thedividebetweenfemale/femi- der, transsexuality,intersexuality—that e.g., queerness,cross-dressing,transgen- “third”-ness: figuresandphenomena— gender dimorphism.Itfocuseson Western cultures:heterosexualizedsex- lematizes thegendersystemdominantin and Imaginative(1).Thiscourseprob- Paradigm: Gender-Bending,Actual 320. UndoingtheDimorphic course, orconsentofinstructor. 200-level women’sandgenderstudies Gender Studies150,155,or160,andone 306 fordescription. and Politics(1).SeePoliticalScience 306. AdvancedTopicsinFeminism for studentsto:1)activelyreflect ontheir minors. Thepurposesofthecourse are women’s andgenderstudiesmajors and is designedasa“capstone”experiencefor rrqiie 5units Prerequisite: 1 1 ⁄ 2 ⁄ 2 , 1). , 1).Topics This course Offered

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women’s and gender studies education Women’s Lives: Religious Biography through—among other things—a port- and Autobio graphy, and 20th-Century folio; 2) research a specific area of inter- Hispanic Women’s Literature. est in more depth and/or breadth than previous survey or topics courses have 210. Historical and Global demanded; and 3) apply that research Perspectives on Women and Gender beyond the classroom so that it not only (1). Courses in this category consider produces some positive change in the women’s and gendered identities, roles, lives of others but also prepares students experiences, and ideologies in historical for life after Beloit. Offered each spring. and global contexts. They will explore Prerequisite: 5 units in women’s and gen- ways in which events, institutions, poli- der studies courses (including 2 of the 3 tics, economics, cultures, and sciences introductory courses, 1 300-level women’s have both influenced and been influ- and gender studies course, and a methods enced by gender. Such courses might course). include: Gender and Ideology in Melanesia, Survey of U.S. Women’s 390. Special Project (1⁄4-1). History, Women Writers, Women and Individual work under faculty supervi- Gender in Islam, and the Image of sion, with evaluation based on appro- Women in Latin American 19th- priate evidence of achievement. Century Letters. Prerequisite: sophomore standing. 220. Sex, Gender, and the Body (1). 392. Honors Thesis (1⁄2, 1). The Courses in this category examine the writing of a substantial paper based on interrelationships between sex, gender independent study or project. Qualified and the body by considering biological, students may apply. psychological, and sociocultural factors. 1 Topics might include human sexuality, 395. Teaching Assistant ( ⁄2). Work sexual identities, roles and orientations, with faculty in research or classroom individual bodies, and the body politic. instruction. Graded credit/no credit. Such courses might include: Human Prerequisite: consent of instructor. Sexual Identities and Psychology of 396. Research Assistant (1⁄2). Women. Work with faculty doing research. 230. Performance and Representation Prerequisite: consent of instructor. (1). Courses in this category focus on ways in which gender is performed Cross-listed Course and/or represented in various cultural Descriptions forms and contexts. Possible topics include art, media, popular culture, nar- Courses under these rubrics are listed rative, music, religion, and dance. Such as both courses in a department and courses might include: Burning Sapphos courses that count as electives for the and Laughing Medusas, Educating women’s and gender studies major and Women: Gender and Schooling, minor. Any cross-listed course may be Narrating a Tradition: African-American repeated for credit if topic is different. Women’s Novels, and Women in Music: 200. Constructing Identity and International Perspectives, and Gender Difference (1). Courses in this catego- in Religious Practice. ry investigate constructions of gender, race, class, ethnicity, desire, and 240. Theory, Practice, and Change notions of (ab)normality in particular (1). Courses in this category analyze rela- cultural, linguistic, and historical con- tionships among knowledge production texts. Emphasis will be placed on and political action. Emphases include understanding and subverting the the ideas, skills, and strategies used by norms and institutions that construct change agents who work for social jus- identity and difference. Such courses tice. Such courses might include: Sex and might include: Race, Class, and Gender Gender Matters in U.S. Politics and in Early North America, Writing Gender Ideology and Governing As We 166 Know It. chp 3 09_11:169-218=03-05.qxd 6/29/09 2:27 PM Page 167

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Minor Fields of Concentration

Interdisciplinary Disciplinary Beloit offers the following standard Disciplinary minors are offered by the interdisciplinary minors: following departments. See chapter 2 under the appropriate department for African studies descriptions. American studies Anthropology Ancient Mediterranean studies Art Asian studies • art history Computational visualization and • studio art modeling Biology Environmental studies (see chapter 2) • biology and society European studies • integrative biology Health and society (see chapter 2) Chemistry Interdisciplinary minor: self-designed Computer science (see chapter 2) English Journalism Geology Latin American and Caribbean studies History Legal studies Mathematics Medieval studies Music Museum studies Philosophy and religious studies Peace and justice studies • philosophy Performing arts • religious studies Russian studies • philosophy and religious studies Women’s and gender studies Physics (see chapter 2) Political science Interdisciplinary minors address a particular area of inquiry around a specialized theme. These minors include examination of intellectual, methodological, and practical implications of focusing inquiry in the context of values, ethics, public and personal responsibility, social issues, and global concerns. Students may declare an interdisciplinary minor as early as their third semester, but no later than the beginning of their seventh semester. Such declaration requires approval of the interdisciplinary minor faculty advisor.

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African Studies

African studies at Beloit College is an Conservation Biology*; interdisciplinary program for the study Economics 204, 235*; Education of African politics, economics, cultures, and Youth Studies 276*; Geology and environment in a global context, 100*, 110*; History 210*, 282*; focusing on themes such as development, Mathematics 103*; Political democracy, regionalism, gender, ethnic- Science 248, 261*, 262, 265; ity, environmental issues, poverty, con- Religious Studies 200 (when topic flict, AIDS, and other health issues. is Islam). Students choose courses from a variety of disciplines in the arts and humanities, b. No more than 2 units of an the sciences, and the social sciences. approved African or European lan- Many students who elect an African guage, usually Arabic, French, studies minor will build their plan of Portuguese, or Swahili. study to include a semester studying in c. Other courses, such as regular an African country. The African stud- department courses, interdiscipli- ies minor is designed to provide students nary courses, special projects, and with multidisciplinary academic tools to study abroad, may meet this effectively understand issues which they requirement with the consent of encounter and study. The curriculum the African studies advisor. in African studies offers important educational experiences for students * Because the primary emphasis of these contemplating careers in environmen- courses is not Africa, they may count tal affairs, politics, public health, law, toward the minor if papers and/or pro- diplomacy, and the arts. jects are done that focus on an African Faculty topic. Such courses must be approved by the instructor and the African studies EMILY CHAMLEE-WRIGHT advisor, and students will be asked to sub- (economics and management) mit a portfolio of their work to the African studies advisor.

SONJA DARLINGTON Minor Fields (education) 3. African Studies 385 (1⁄2, 1), an inde- BETH DOUGHERTY, advisor pendent study or directed readings (political science) course. Students who do not complete a study abroad experience will RACHEL ELLETT (political science) be required to take African Studies 385 for 1 unit. MARION FIELD FASS (biology) 4. Minors are strongly encouraged to DEBRA MAJEED (religious studies) complete at least one semester of study abroad in Africa; options BEATRICE McKENZIE (history) include Beloit’s Morocco, Senegal, and student teaching in South Africa programs, the ACM Programs in African Studies Minor Botswana and Tanzania, and inde- 1 (5 /2 - 6 units) pendent study programs. Upon consultation with the minor advisor, 1. Political Science 247. course work taken through an 2. Four units drawn from the follow- approved study abroad program may ing courses, representing at least substitute for required and elective two divisions: courses. No more than 3 units of study abroad credit may count a. Any of the following courses: toward the minor. Anthropology 328*, 375*; Biology 201*, 206*;

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Description of Courses 385. Senior Thesis (1⁄2, 1). Individually planned programs of reading, writing, research, and consultation under the supervision of a faculty member. This project will serve as the capstone for the African studies minor. Students may work to elabo- rate and enhance projects done on a semester abroad or may undertake a set of readings and research to tie together previous course work.

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American Studies

American studies is an interdiscipli- American Studies Minor nary field of inquiry characterized by 1 continuous growth and change. Once a (5 /2 - 6 units) combined study of American literature Of these units, courses must be taken in and history, American studies now at least three different departments. draws upon the methodologies of a vari- Students desiring to complete a minor ety of disciplines to create a multi- in American studies must fulfill the fol- focused perspective on American life. lowing requirements: The pluralistic construction of the United States, and the ongoing debate 1. One introductory level course in about the terms “America,” “North American literature and one other America,” and the “Americas” broad- course designated American Studies ens the field even further. (AMST). Outside the English The American studies program at department, 100-level courses with Beloit (AMST) allows students to American studies content can be explore representative elements and found in economics, education, diverse definitions of the American music, philosophy and religious experience as they complete general and studies, political science, and degree requirements. Students in the women’s and gender studies. program may take courses with 2. Declaration of the minor and consul- American studies content in depart- tation with the American studies ments throughout the College. advisor. All American studies minors are self- 3. Three disciplinary or interdisciplinary designed. In collaboration with the “concentration” courses, chosen in American studies advisor and others, consultation with the advisor, which students choose a program of interrelat- are clearly American studies in con- ed 1) core, 2) concentration, and 3) tent and interrelated to one another capstone courses or projects which togeth-

either in topical, historical, or the- Minor Fields er promote a coherent understanding of matic perspectives. No more than aspects of American life. two of these courses may be in the Faculty same department. Paired and team- taught courses are recommended in CYNTHIA McCOWN, advisor this phase of the minor. Students (English and theatre arts) should retain major written assign- Departments and programs whose fac- ments done in these courses for pre- ulty frequently or regularly offer sentation at the completion of the AMST courses include anthropology, minor. art and art history, economics and 4. A capstone experience. Choices management, education, English, should be interdisciplinary in environmental studies, health and approach, related to American stud- society, history, interdisciplinary studies courses previously taken, and ies, legal studies, music, philosophy made in consultation with the advi- and religious studies, political science, sor. The capstone should allow stu- sociology, and women’s and gender dents to demonstrate a measurable, studies. All programs offer topics interdisciplinary, and coherent courses which may be designated as understanding of elements of American studies. American life and culture. In consultation with the advisor, students may choose: a. An upper-level American studies course (1⁄2 or 1). (These courses are usually listed in the registration booklet under American 171 chp 3 09_11:169-218=03-05.qxd 6/29/09 2:27 PM Page 172

American Studies (continued)

studies, but course approval can Music 123, 125, 200*. reside with the advisor.) OR Philosophy 224, 380*. b. Under the direction of a faculty member as a special project Political Science 110, 215, 216, 217, 218, 221*, 225, 227, 272, 273, 306, (AMST 390, 1⁄2 unit), one of the following: 310, 380. 1. A field project and report. Psychology 260, 285, 360, 385. 2. A research project and paper. Religious Studies 105, 210*. 3. A presentation given in a Sociology 210, 220, 225, 250, 270, public forum. 275, 315. 5. Another academic activity designed Theatre Arts 160, 200, 250*, 261. by the student and approved by the Women’s and Gender Studies 150, advisor. 260*, 360. 6. At the conclusion of the capstone *American emphasis experience, students will present a portfolio of work done in the con- Students should check catalog and regis- centration phase and the capstone, tration booklet descriptions to make sure along with a descriptive list of the above courses fulfill American studies courses taken and a short reflective requirements. essay. Special resources: Native American material culture in museum collection and archive holdings, including oral histories of Beloit and civil rights material. Courses Courses from the current College catalog which may satisfy American studies requirements include but are not limited to: Anthropology 304, 314, 315, 316, 342, 346. Art 280, 285*. Dance 218, 250*. Economics 199, 270*, 271*, 320. Education and Youth Studies 101, 204, 276*. English 190*, 196, 256, 257*, 258*. Health and Society 340. History 235, 238, 243, 245, 248, 275, 283, 383, 384, 386*. Interdisciplinary Studies 228, 236, 239. Legal Studies 200, 300. 172 chp 3 09_11:169-218=03-05.qxd 6/29/09 2:27 PM Page 173

Ancient Mediterranean Studies

The ancient Mediterranean studies Ancient Mediterranean minor is an interdisciplinary program of study in which the student enters Studies Minor Mediterranean civilizations and (6 units) explores them from one of a number of perspectives. This is a minor in which 1. Two courses in Greek, Latin, or philology, anthropology, archaeology, Egyptian, or 2 courses from the fol- intellectual and social history, and reli- lowing: History 221, 222; gion come together to reveal the Philosophy 200. Mediterranean world. As a capstone experience, students undertake a com- 2. Classics 100. parative project during their senior 3. Three courses chosen from: year. Anthropology 110, 310; Art 120, Faculty 237; Classics 150, 205, 225, 226, 227, 230, 250; Political Science 280; CONSTANTINE HADAVAS, advisor Religious Studies courses approved (classics) by the advisor; or courses listed in 1, GENE MILLER (classics) above, if not used to meet that requirement. DANIEL SHEA (anthropology) 4. No more than 3 of the courses PHILIP SHIELDS (philosophy) required for the minor may be from one department. JOHN WATROUS (classics) 5. Courses taken to satisfy major requirements do not count toward this minor. 6. Three of the 6 units required for this minor must be above the 100 level. Minor Fields

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Asian Studies

Beloit College prides itself on the Asian Studies Minor strength of its innovative and interdisciplinary Asian studies minor. (6 units) Characterized by both the breadth and depth of its course offerings, the pro- 1. One unit from History 210— gram studies the diverse cultures and Chinese History and Culture or societies of Asia: their past, their present, Japanese History and Culture. In and their future. Beloit graduates with some circumstances, other courses Asian studies experience have found may be counted for this requirement. rewarding careers in many fields: jour- Contact the Asian studies advisor for nalism, academia, government, law, permission. and business. The Asian studies advisor 2. Asian Studies 351 (1⁄2 unit). has information on careers and assists students in applying to graduate pro- 3. Two units of an approved Asian lan- grams in Asian studies or disciplinary guage, usually Arabic, Chinese, or programs with an Asian focus. Japanese. Faculty 4. a. Two and 1⁄2 units from at least two departments other than modern lan- JOY BECKMAN guages and literatures approved by (art history and director of the the Asian studies advisor as contain- Wright Museum) ing a minimum 25 percent Asian ANDRÁS BOROS-KAZAI studies content. Contact Asian stud- (international relations) ies advisor for current list of qualifying courses. OR JENNIFER ESPERANZA b. As an alternative, students may (anthropology) graduate with a minor in Asian stud- NATALIE GUMMER ies by completing requirements 1 (religious studies) and 2 above along with successful completion of a Beloit College or ROBERT LaFLEUR, advisor other study abroad program in an (history and anthropology) Asian country approved by the Asian studies advisor and the Committee SCOTT LINEBERGER on International Education. (modern languages and literatures) Note: Students who are majoring in JINGJING LOU (education) Chinese language and culture or Japanese language and culture may not DEBRA MAJEED (religious studies) elect the Asian studies minor. AKIKO OGINO Resources and Opportunities (modern languages and literatures) Beloit College offers its students excellent opportunities to study in Asia WARREN BRUCE PALMER through its own exchange programs (economics and management) and through programs offered by other JOHN RAPP (political science) institutions. Students regularly study in China, Hong Kong, and Japan. In SHIN YONG ROBSON recent years, they have also studied in (modern languages and literatures) India, Mongolia, Nepal, and Thailand. JOHN ROSENWALD (English) The Beloit College Center for Language Studies (CLS) offers inten- PHILIP SHIELDS (philosophy) sive eight-week summer programs in Chinese and Japanese (and other lan- DANIEL YOUD guages). This demanding program (modern languages and literatures) requires a high degree of motivation 174 chp 3 09_11:169-218=03-05.qxd 6/29/09 2:28 PM Page 175

but provides rapid language acquisi- struggles. In addition, the course will tion in a small, personal setting. demonstrate how the concept of revolution continues to have an impact on Both the Logan Museum of the way Chinese view their history and Anthropology and the Wright on their expectations for China’s future Museum of Art at Beloit College have development. impressive holdings related to Asian culture and civilization. 351. Senior Colloquium in Asian Studies (1⁄2). An interdisciplinary Description of Courses series of lectures and presentations on Interdisciplinary courses—for other topics related to Asian civilizations and qualified courses contact Asian studies cultures. Depending on instructor(s), advisor. the course will focus on history, politics, art, philosophy, language, or cul- 242. China: The Long Revolution ture of selected Asian societies from (1). An examination of Chinese soci- prehistoric to early modern times. ety and culture as seen through the Serves as a capstone course to the social, political, cultural, and econom- Asian studies minor. Offered each ic revolutions of the 19th and 20th spring. Prerequisite: History 210 - centuries. The course will feature Chinese history and culture or Japanese materials from history, government, history and culture. A comparable literature, and other disciplines to course in Asian studies may count with emphasize the theme that “modern consent of Asian studies advisor. China” developed from a long series of revolutionary experiences and Minor Fields

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Computational Visualization and Modeling Computational science has been identi- Computational fied as an important interdisciplinary field, based on the development and Visualization and routine use of sophisticated desktop com- Modeling Minor puter hardware and software in many 1 disciplines over the past decade. (5 /2 units)

Computational visualization and mod- 1. Three and 1⁄2 units consisting of eling (CVM) is a minor for students Computer Science 121, 131, 201, who are interested in a study of the most and Computer Science/ important areas in computational sci- Interdisciplinary Studies 161, 261. ence, namely techniques for visualization of information (data) and connec- 2. Two units in a single department tions, as well as simulation and model- chosen from the following list: ing of the real world, using a computer. a. Art 150 (when offered as 1 unit of Both of these rubrics provide new and Specialized Media: Visual powerful ways to ask questions, obtain Communications), 225, 325. fresh insights, and solve problems in many different fields including art, b. Biology 289, 337, 372. biology, chemistry, economics, environ- c. Chemistry 220, 245. mental studies, and physics. d. Economics 251, 302, 303. Faculty e. Physics 206, 260 (when the topic PAUL CAMPBELL is nonlinear science or computa- (mathematics and computer tional physics), 330, 350. science) Some of the courses in the list above may DARRAH CHAVEY have prerequisites. Students should con- (computer science) sult in advance with the appropriate department chair and instructor to ROBERT ELDER determine if the prerequisites have been (economics and management) satisfied. YAFFA GROSSMAN (biology) f. One unit chosen from courses not listed above, in particular special STEVEN HUSS-LEDERMAN topics courses that satisfy the (computer science) CVM rubrics in a given depart- JOHN JUNGCK (biology) ment used for the requirement above, or Environmental Studies GEORGE LISENSKY (chemistry) 258, when offered as a full unit, may be substituted with the prior PAUL STANLEY (physics) approval of the minor advisor. SUSAN SWANSON (geology) RAMA VISWANATHAN, advisor (chemistry and computer science) GEORGE WILLIAMS, JR. (art and art history)

176 chp 309_11:169-218=03-05.qxd6/29/092:28PMPage177 of atleastoneforeignlanguage. and demonstratingausefulknowledge places considerableemphasisonstudying local press.Therefore,Europeanstudies from thecafésandpagesof reality speakstousbestfromthestreet, Theories mayexistintranslation,but close proximity. human beingscoexistandflourishin consociation, inwhichmanydiverse to createconditionsforpost-ideological bined aimofdelvingintothesemattersis a few.Ithasbeenassertedthatthecom- ance, heritageandbelief,justtomention gender relations,assimilationandtoler- and groupidentity,ethnic,class, bling/promising aspectsofindividual marily people-issues,addressingthetrou- sharply urgentmanner.Theyarepri- European studiesechoglobalissuesina orderly coexistence),thethemesof resource baseandacheckeredrecordof inhabited continents(withashrinking Since Europeisoneofthesmallest agement tomulti-lingualpackaging). architecture totraffic,fromcircusman- challenges inarangeofcontexts(from observe variousapproachestouniversal able workshop-laboratoryinwhichto experiences, and(2)asareadilyavail- source oftime-tested,on-going,andfresh to utilizeEurope(1)asastorehouseand the fieldofEuropeanstudiespromptsus Proceeding fromtheaboveobservations, strong globalimpact. tudes, andpracticescontinuetohavea earth’s realestate,theirnotions,atti- world. EvenasEuropeansrulelessofthe same appearstobetruefortherestof remains undeniable.And,inaway,the States tothe(old/new)continent saint, theconnectednessofUnited America afteramedievalEuropean Far beyondthefactthatexplorersnamed est size. prising whenconsideringEurope’smod- and politicaldiversity,whichmaybesur- rich ethnic-linguistic,cultural,economic, ronmental salmagundiismirroredina Land—in avarietyofimages.Thisenvi- to theUrals,fromMaltaFranzJosef easy toseethecontinent—fromAzores Europe isbothexoticandfamiliar:It European Studies .Threeunitsfromthefollowinglist,as 4. Onespecialprojectwithapprovalof 3. OneunitofaEuropeanforeignlan- 2. OneEuropeanhistorycoursethatis 1. ANDRÁS BOROS-KAZAI,advisor Faculty (6 units) European StudiesMinor (international relations) 200, 210,220,230. Science 205,295;ReligiousStudies 271; History150,210;Political 230; English234,254,257,258, 255, 285;ComparativeLiterature and theEuropeanStudiesadvisor:Art and withtheconsentofinstructor only whenthetopicisappropriate courses maycounttowardtheminor Hungarian courses.Thefollowing Russian coursesabove110,andall All French,German,Spanish,and Theatre Arts217,218,244,or252. 285; Psychology300;Sociology310; Political Science235,237,240,280, Philosophy 110,200,205,238,240; 272; Music201,202,203; Interdisciplinary Studies217,255, 218, 223,264,266,267,384; 252, 253;History200,205,217, Economics 209;English195,251, 245; Classics205,225,230; minor program:Art120,231,240, total arerepresentedinthestudent’s long asatleastthreedepartments the Europeanstudiesadvisor. level. others), thiscoursemaybeatthe100 ly taughtlanguages(Hungarianor 110 levelorabove.Forlesscommon- Spanish), thesecoursesmustbeatthe guages (French,German,Russian, guage. Forcommonlytaughtlan- country. focused onmorethanoneEuropean 177 Minor Fields chp 3 09_11:169-218=03-05.qxd 6/29/09 2:28 PM Page 178

Journalism

Students may elect a minor in journal- English department may be counted ism to supplement their major concen- toward the journalism minor. tration in any College department. Journalism at Beloit is a liberal arts, Description of Courses interdisciplinary program that also 125. Introduction to Journalism (1). includes the possibility of practical jour- Basic techniques of reportage, from nalistic experience. The aims of the pro- researching to writing to editing. gram are to make students proficient in Emphasis on writing for newspapers, major kinds of journalistic composition though other print and broadcast media (such as news stories, magazine features, also will be examined. Written assign- editorials, and columns); and to help ments may include news stories, book students practice journalism in broader and movie reviews, interviews, human contexts (such as societal, intellectual, interest stories, feature articles, and edi- ethical, and experiential contexts). torials. (WL, LW) Offered each fall. Faculty 225. Magazine Feature Writing (1). CHRISTOPHER FINK, advisor A survey of writing modes associated (English) with print journalism, with primary emphasis on magazine feature writing. SHAWN GILLEN (English) Assignments may include profiles, personal essays, travel articles, interviews, CHARLES LEWIS (English) biographies, reviews, satire, and TOM McBRIDE (English) extended feature articles with a research component. (WL, LW) Offered each spring. Prerequisite: Journalism 125 is Journalism Minor recommended. (5 units) 228. Practicum in Literary Editing (1). This course is an editing workshop 1. Journalism 125 and 225 (preferably aimed at selecting manuscripts for pub- in that order). lication in the Beloit Fiction Journal, an established national literary magazine. 2. One course with an international or Students will read and critically assess multicultural dimension. unpublished manuscripts submitted by 3. One course in another medium of writers from all over the world. communication related to journalis- Prerequisite: Junior standing or consent tic activity. of instructor. 4. One internship chosen in consulta- 301. Topics in Journalism (1⁄2, 1). tion with a journalism advisor, or Seminar for advanced study of a topic one semester of experience in an or topics in journalism, with a strong editorial position of The Round reading and research component. Table, or Journalism 228. Topics and texts vary with instructor. Courses include Documentary 5. One supporting course relevant to Literature, Arts Journalism, Women in the prospective career interest of Journalism, Investigative Journalism, the student or English 226. (A and others. Offered occasionally. course used to fulfill an all-College Prerequisite: varies with instructor and distribution requirement may not topic. be used as the supporting course for the journalism minor.) 6. Normally courses taken to satisfy a major may not be counted toward the journalism minor, and no more than two other courses from the 178 chp 309_11:169-218=03-05.qxd6/29/092:28PMPage179 our hemisphericneighbors. economic, andpoliticaldevelopmentof role oftheUnitedStatesinsocial, the Caribbeanandtounderstand intrinsic natureofLatinAmericaand background withwhichtoappreciatethe provide studentswithabroad,liberal American cultureandcivilizationto and Brazilian,French,Spanish- ence, internationalrelations,history, pology, biology,economics,politicalsci- minor promotescourseworkinanthro- American andCaribbeanstudies diverse andpivotalregion,theLatin tions. Giventhecomplexityofsucha the region’shistory,people,andinstitu- have cometorepresentthetrademarkof certain commondevelopmentalpatterns government, orinnovativesocialideas, economic development,varyingformsof Whether intheformofnewmodels tially tothecomplexityofregion. tural heritagehascontributedsubstan- other indigenoustongues.Thisrichcul- English, Maya,Quechua,Aymara,and such asSpanish,French,Portuguese, cultures withavarietyoflanguages Indian, African,Asian,andEuropean Caribbean representanintertwiningof The countriesofLatinAmericaandthe OSWALDO VOYSEST PABLO TORAL,advisor LINDA STURTZ(history) DANIEL SHEA(anthropology) BEATRICE McKENZIE(history) SCOTT LYNGAAS SYLVIA LÓPEZ NANCY KRUSKO(anthropology) Faculty Caribbean Studies Latin Americanand (modern languagesandliteratures) (political science) (modern languagesandliteratures) (modern languagesandliteratures) done atthecompletionofcourse. minor advisoraportfolioofthework minor willbeaskedtoturninthe ing tocountthesecoursestowardthe such workbeforeenrolling.Studentswish- instructor andtheminoradvisorabout topic. Consultwithboththecourse Latin Americanand/orCaribbean ten forthemandotherworkfocusona toward theminoronlyifpaperswrit- and theCaribbean,theymaybecounted with anasteriskisnotLatinAmerica *Because theemphasisofcoursesmarked Nomorethanthreecoursestakenin 5. TwounitsfromBiology206*; 4. OneunitfromFrench210,215; 3. TwounitsfromAnthropology 2. OneunitfromSpanish220or 1. .MinorswithaSpanishAmerican 1. RECOMMENDATIONS (6 units) Caribbean StudiesMinor Latin Americanand may counttowardstheminor. the sameprogramordepartment Spanish courses240orabove*. 240*, 246*,255*,257*;andall Mathematics 103*;PoliticalScience Interdisciplinary Studies265; 280; History150*,282,385*; Economics 204*,209,235*;French Spanish 210,215. Political Science273. 316, or342;History283383; 311/Art 211,Anthropology315, Political Science272. substitute forcertainrequired and earned throughtheseprograms may minor advisor,atotalof2units site. Uponconsultationwiththe Beloit CollegeStudyAbroadWeb under theprogramfinderon Latin AmericaortheCaribbeanlisted Costa Rica,oranotherprogramin Colleges oftheMidwestProgramin Ecuador Program,theAssociated through eitherBeloit’sQuito, least onesemesterofstudyabroad focus areencouragedtocompleteat 179 Minor Fields chp 3 09_11:169-218=03-05.qxd 6/29/09 2:28 PM Page 180

Latin American and Caribbean Studies (continued) elective courses. In order to qualify for these programs, students should begin the study of Spanish and/or French language as early as possible. 2. The study of Portuguese is strongly recommended for those wishing to focus on Brazil. 3. Minors are encouraged to spend at least one semester living in the Spanish or French House. 4. Normally, courses taken to satisfy the major requirements may not count toward the Latin American and Caribbean studies minor. Exceptions must be arranged with the program advisor.

180 chp 309_11:169-218=03-05.qxd6/29/092:28PMPage181 .LegalStudies200( 1. studies minor. toward therequirementsoflegal major concentrationmaycount Normally, nocoursesusedtosatisfya minor challengingandsatisfying. law school,willfindthelegalstudies ests, notonlythoseplanningtoattend institutions. Studentswithvariedinter- responsibilities ofindividualsandsocial and punishment,rights resolutions, lawandmorality,crime ness, theevolutionofdisputesandtheir ical foundationsoflaw,modelsfair- of topicssuchashistoricalandphilosoph- plinary perspectivestobearonarange texts. Tothisend,webringdiversedisci- ing ofthelawwithinitsvariouscon- minor istofosteracriticalunderstand- The primarygoalofthelegalstudies LAWRENCE WHITE,advisor CHARLES WESTERBERG MATTHEW TEDESCO WILLIAM NEW WILLIAM GANSNER Faculty .Oneunitfromamongthefollow- 3. Threeunitsfromatleasttwoofthe 2. (5 Legal StudiesMinor Legal Studies (psychology) (sociology) (philosophy) (education andyouthstudies) (legal studies) ing: Philosophy221,224;Religious Philosophy243. d. Interdisciplinary Studies234, c. Sociology270,291,340. b. Political Science221,225,227, a. following departmentsorprograms: sophomore orjunioryear. 1 / 2 239. 260, 262,285,380. units) 1 ⁄ 2 ) duringthe Studies ( 300. AdvancedSeminarinLegal Prerequisite: Sophomorestanding. and socialinstitutions. rights andresponsibilitiesofindividuals resolutions, crimeandpunishment, models offairness,disputes,andtheir law, thestructureoflegalsystem, cal andphilosophicalfoundationsof ous contexts.Topicsincludethehistori- understanding ofthelawwithinitsvari- issues thatarenecessarytogainacritical basic conceptsofjurisprudenceandto ( 200. IntroductiontoLegalStudies .CompletionofLegalStudies300 4. programs. courses fromdifferentdepartmentsor 200, andtwoadditionallegalstudies junior orseniorstanding,LegalStudies ting. Offeredeachyear.Prerequisite: oral presentationsinacolloquiumset- pants discusscommonreadingsandgive and facultyfacilitators.Seminarpartici- legal studies,selectedjointlybystudents unifying themewithinthedomainof .Completionofaninternshipinalaw- 5. Description ofCourses 1 ⁄ 2 ( or Sociology280. Studies 220(whenappropriate),221; at least related setting.Theinternshipcarries minor advisor. arranged inconsultationwiththe ). Thiscourseintroducesstudentsto 1 ⁄ 2 ) duringthejuniororsenioryear. 1 1 ⁄ 2 ⁄ 2 ). unit ofcreditandis This seminarexploresa Offered eachyear. 181 Minor Fields chp 3 09_11:169-218=03-05.qxd 6/29/09 2:28 PM Page 182

Medieval Studies

The minor in medieval studies offers introduce students to a range of discipli- students the opportunity to acquire an nary and interdisciplinary approaches to understanding of the historical, cultur- the past in order to enhance their under- al, and social forces that shaped standing of how knowledge is organized Western civilization during the Middle today. Ages. Its primary goal is to foster a holistic appreciation of European cul- The minor’s curricular contribution is ture in the period between the end of two-fold: First, to give undergraduate antiquity and the rise of the early mod- students who have an interest in ern nation-states. The culture of the medieval studies the benefit of advising Middle Ages continues to captivate the about available courses and resources modern imagination, and opportuni- both on- and off-campus; second, to allow ties for original, creative, and multi- those undergraduates who complete sub- disciplinary research abound, even at stantial work in medieval studies to the undergraduate level. In addition, enhance their applications to graduate the evolution of the mental, physical, programs (in part by ensuring that they ecclesiastical, and political “maps” of will have embarked on the requisite lan- Europe in this period stretches our guage study). understanding of cultural identity and Faculty expands our perspective of how such identity was constituted in the pre- ELLEN JOYCE, advisor (history) national, pre-modern era. The study of KOSTA HADAVAS (classics) this historical period is not limited to events and developments in European LISA HAINES WRIGHT (English) history alone—we encourage students to explore ways that medieval Europeans came into contact with other cultures Medieval Studies Minor and how people of various religious per- (6 units) spectives negotiated their spiritual and political boundaries. 1. Interdisciplinary Studies 217/ Medieval studies is inherently interdis- History 223. Offered every year, this ciplinary because the texts, cultures, course will serve as the core course and languages it encompasses are not for the minor. represented by any single department or 2. Three (or 4) of the courses listed field of study. The divisions of academic below in art history, history, litera- fields as we know them today do not ture, philosophy, and religion, of appropriately define or describe this which 1 must be numbered 300 or period of history when the border above and which must include at between history and literature was least 2 different subject designators. indistinct and when music and the (Students may, in consultation with visual arts more often served ideologi- the medieval studies advisor, design a cal, rather than purely aesthetic, social, special project that would substitute and personal functions. An interdisci- for a 300-level course.): Art 120, plinary minor focused on medieval 250, 285*, 335*; Classics 230; studies is an especially fitting way to English 251*; History 150*, 210*, help students approach the rich diversity 264, 310; Latin 225; Spanish 320*. of cultures and languages encompassed by medieval civilization and to explore *Courses marked with an asterisk may the decisive impact that such multiplic- count toward the minor only when the ity had on modern Western culture. In topic is appropriate. addition, it provides a fruitful counter- Other courses may substitute for elec- point to the conventional study of lan- tives with the consent of the medieval guages and civilizations oriented studies advisor. Our definition of the according to modern cultural and lin- medieval period is deliberately broad, guistic divisions. This minor serves to and courses in either late antiquity or 182 chp 3 09_11:169-218=03-05.qxd 6/29/09 2:28 PM Page 183

the early modern era will be counted 5. International and experiential work: toward the minor if a student success- up to 2 units of off-campus course fully establishes their relevance to his work may be accepted for the minor. or her overall program of study. Students are strongly encouraged to include a semester of study abroad in 3. Capstone experience: Students are their plan of study. The following encouraged to undertake special programs are particularly appropriate: projects or independent studies to Galway, Ireland; Rennes, France; explore areas of particular interest Erfurt, Germany; Glasgow, Scotland; and to present such work as cap- Florence, Italy. Students are also stone experiences when appropri- strongly encouraged to investigate ate. Minors are also strongly the ACM’s domestic off-campus encouraged to participate in the Newberry Library Program in the Interdisciplinary Studies 350 semi- Humanities, as well as the shorter nar, if space permits, and if they are (block-length) courses that are occa- undertaking a substantial indepen- sionally offered on appropriate topics. dent project. 4. Two semesters of Latin (Latin 103, 108, or more advanced work) or one semester of a relevant foreign language at the intermediate level (French 210, Spanish 210, German 210, or other languages by approval). Proof of language proficiency may be accepted as a substitute. (Note: Latin is fundamental for advanced work in medieval studies and therefore given priority.

Other modern European languages Minor Fields are also expected for graduate work in the field).

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Museum Studies

Students may complete a minor in muse- Description of Courses um studies to supplement any major. Class work is combined with experience 245. Introduction to Museum in the Beloit College museums (Logan Studies (1). A survey of the education- Museum of Anthropology and Wright al, curatorial, exhibition, public rela- Museum of Art) and off-campus muse- tions, and research missions of museums. Museum studies students use this ums. Stress is placed on the role of background to build the basis for a vari- museums in various communities, their ety of possible museum careers or gradu- organizational and administrative struc- ate programs. tures, their ethical, moral, and legal obligations, and sources of support. The staff of the Beloit College museums Lecture, discussion, and field trips. teach the core courses of the minor and, Offered each fall. Prerequisite: sophomore in conjunction with other academic standing or consent of instructor. departments, work with students to create a program stressing (1) understand- 275. Introduction to Collections ing of the contexts and uses of cultural Management (1). An introduction to and natural objects and collections, (2) the methods of collections manage- awareness of the legal, moral, social, and ment, registration, and preservation in other roles and responsibilities of muse- museums. Stress is placed on the nature ums as educational institutions, and (3) of organic and inorganic materials and practical experience in on- and off-cam- their deterioration, methods of preven- pus museums. tive preservation, modes of acquisition and registration, collections policy, and Faculty legal and ethical issues affecting the DAN BARTLETT management of museum collections. The course consists of lectures, field JOY BECKMAN trips, and laboratory experience in the (art history) Beloit College museums. Offered each spring. Prerequisite: Museum Studies WILLIAM GREEN, advisor 245 or consent of instructor. (anthropology) 295. Topics in Museum Studies (1). NICOLETTE MEISTER Special aspects or areas of museum studies. May be repeated for credit if topic is different. Prerequisite: sopho- Museum Studies Minor more standing. (6 units) 360. Practicum in Museum Education (1). A practicum and semi- 1. Museum Studies 245 and either nar on the theory and practice of educa- 275, 360, or 370. tion in museums and similar informal 2. Three of 5 designated courses: learning environments. Topics include Anthropology 200, 210; types of museum education, history and Anthropology 311/Art 211, Art current trends, learning theories and 120, 125. Other courses may be styles, object-based learning, and pro- substituted, as determined by the gram development. Students participate needs of the student and approved in museum education projects for by the program advisor. diverse audiences and various community outreach programs. (Also listed as 3. Museum Studies 390 (1). Education and Youth Studies 360.) 4. Participation in the ongoing Prerequisite: sophomore standing or con- programs of the Beloit College sent of instructor. museums. 370. Exhibit Design and 5. A registered internship in a museum Development (1). A survey of museum or another approved institution. exhibit theory and practice. The course examines best practices in creating 184 chp 309_11:169-218=03-05.qxd6/29/092:28PMPage185 consultation withtheprogramadvisor. ence. Appropriatetopicsselectedin museum theorytopracticalexperi- independent studycourserelating 390. SpecialProjects(1). or consentofinstructor. tion. Prerequisite:MuseumStudies245 exhibit planning,design,andinstalla- edge ofandexperienceintheskills niques, andissues,aswellknowl- current exhibitapproaches,tech- critical perspectiveonawiderangeof environments. Studentswillgaina exhibits aseffectiveinformallearning A directed 185 Minor Fields chp 3 09_11:169-218=03-05.qxd 6/29/09 2:28 PM Page 186

Peace and Justice Studies

The peace and justice studies minor pro- Peace and Justice vides students broad opportunities for critical study of diverse issues such as the Studies Minor economic, social, scientific and political (6 credits ) dimensions of justice, conflict resolution, models of cooperation and conflict, dis- 1. Interdisciplinary Studies 234 and pute settlement mechanisms, peacemak- 268. Other courses may be substitut- ing, peacekeeping, peace-building, ed, with the approval of the minor mediation, philosophical and religious advisor, when required by scheduling foundations of peace, gender, race, cul- conflicts. tural dimensions of peace and justice, domestic and international law and 2. Three of 13 designated elective institutions, human rights, origins of courses: Economics 204; Education war and peace, terrorism, the environ- and Youth Studies 204; Chemistry ment, and responsibilities of individuals 127 (Topic: Art and Science of and social institutions. Students who Negotiation); History 282; minor in peace and justice studies may Interdisciplinary Studies 222; be better prepared to enter careers in Philosophy 220; Political Science non-governmental organizations, social 262, 280; Religious Studies 220; activism, law, social work, religious Sociology 215, 270. Other courses organizations, government, business may be substituted, as determined by and international organizations. the needs of the student and Students in the minor are encouraged approved by the advisor. New peace to seek possibilities to study the subject and justice studies-designated cours- while studying abroad or enrolled in es, when approved, will be domestic off-campus programs. announced in the semester schedule booklet. Faculty 3. Completion of an approved intern- DEBRA MAJEED (religious studies) ship that carries at least 1⁄2 unit of WILLIAM NEW, advisor credit. Examples of internships are (education and youth studies) those conducted through many of Beloit’s off-campus programs, ALFRED ORDMAN (biochemistry) Chicago’s urban studies program, and the Duffy Community CATHERINE ORR Partnerships internship program. (women’s and gender studies) 4. Interdisciplinary Studies 350 (1⁄2). AMY SARNO (theatre arts) 5. Normally, no more than 1 unit taken PABLO TORAL (political science) to satisfy major requirements may be counted toward the minor. CAROL WICKERSHAM (sociology)

186 chp 309_11:169-218=03-05.qxd6/29/092:28PMPage187 .Threeadditionalunits(2ofwhich 4. Oneunitofapplied,ensemble,or 3. .PerformingArts388( 2. PerformingArts263. 1. courses, and3additionalunits. priate applied,ensemble,orpractice and relatedperformanceproject,appro- an introductorycourse,aseniorseminar expression inthisprogram,consistingof Individual talentsandvisionsfind activities intheperformingartsareas. for studentstostructureandformalize The minoralsoprovidesopportunities torical, andspiritual/personalvalues. tainment, communication,social,his- enced, andanalyzedinregardtoenter- performance willbeobserved,experi- broad societalcontexts.Theritualof activities inbothspecificartisticand interrelationships ofperformingarts examines theorigins,techniques,and The performingartsminorexploresand F. RENATOPREMEZZI,advisor Faculty (5 Performing Minor Arts Performing Arts (music) ments orprograms. from theofferingsofotherdepart- evant totheperformingartsselected of the3unitscouldbeacourserel- dance, music,andtheatrearts.One ty advisorfromcourseofferingsin selected inconsultationwithafacul- must be200-levelorabove)to practice courses. concurrently. Performing Arts389( 1 / 2 units) 1 1 ⁄ ⁄ 4 4 ), taken ) and Arts ( 388. SeniorSeminarinPerforming important partofthiscourse. Attendance atcampuseventswillbean tainment, societal,andspiritualvalues. in ordertobetterunderstanditsenter- and communicationindiversecultures the ritualofperformanceasexpression Students willexperienceandanalyze ticular artisticandbroadsocialcontexts. tions oftheperformingartsinbothpar- niques, interrelationships,andimplica- attempt toexploretheorigins,tech- Performing Arts(1). 263. AnIntroductiontothe Normallycoursestakentosatisfy 5. Performing Arts388. ence. Takenconcurrentlywith nates directlyinaperformanceexperi- grams, andorganizationsculmi- mally relatestoexistingcourses,pro- forming artsproject.Thisactivitynor- mulates andrealizesasignificantper- consultation withafacultyadvisor,for- Description ofCourses Performing Arts( 389. PerformanceProjectin concurrently withPerformingArts389. and collaborativeopportunities. experiences byexploringcommonalities meetings focusonperformanceproject other aspectsofproduction.Weekly solutions, resources,techniques,and discuss projects,sharedproblemsand toward theperformingartsminor. major requirementsmaynotcount 1 ⁄ 4 ). Students attendaseminarto 1 ⁄ 4 ). Thestudent,in This coursewill Taken 187 Minor Fields chp 3 09_11:169-218=03-05.qxd 6/29/09 2:28 PM Page 188

Russian Studies

Russia is a country rich in culture and 4. Students must complete 2 units of history, with a remarkably expressive electives from the list below or any language and an even more remark- course not already elected from able national literature. The contribu- above: tion of Russian thinkers and artists to Economics 209 the world of ideas has been undeniably enormous. Although its status as a mod- History 210 (appropriate topic) ern superpower has been somewhat ten- Political Science 240 uous since the demise of the Soviet Russian Studies 270 Union, Russia continues to play a major role in the course of events Any Russian language courses, 110 throughout the world. The Russian or above. studies program at Beloit is designed to Other courses, such as interdiscipli- allow students to explore this broad area nary studies courses, special projects, of study through a multidisciplinary and appropriate study-abroad cours- approach. The basic framework for the es may substitute for electives with minor rests upon course work in lan- the consent of the Russian studies guage, literature, history, political sci- advisor. ence, and culture. Students will begin to understand the way Russians per- Description of Courses ceive themselves and the world around them, as well as the concerns that have 250. A Survey of Russian Culture motivated their actions throughout the (1). This course examines the essential years. This approach will provide stu- themes that have persisted throughout dents with a more complete picture of Russia’s long history and the way in the complex nature of this country and which those themes are manifested in its people. the cultural traditions of the Russian people. Topics include folklore, reli- Faculty gion, music, art, literature, and social EDWARD MATHIEU (history) history. OLGA OGURTSOVA 270. Topics in Russian and Soviet Film (1). This course examines Russian (modern languages and literatures) and Soviet film from the 1920s to the DONNA OLIVER, advisor present. Topics vary and may include (modern languages and literatures) the relations between Soviet and Western film theory; the depiction of J. PATRICK POLLEY Russian history in Soviet film (for (physics and astronomy) example, the mythology of the October Revolution); the impact of glasnost on JOHN RAPP (political science) Soviet film; or developments in post- Soviet film. Films by pioneering Russian directors such as Vertov and Russian Studies Minor Eisenstein will be studied in the context (6 units) of their impact on film theory, as well as of their relation to Russian and 1. Russian Studies 250 and Russian Soviet history. 105. 2. One unit from History 200, 205, or 210 (if focus is on Russia). 3. One unit from Russian 250, 255, or 260.

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CHAPTER 4 Special Academic Programs chp 4 0911:169-218=03-05.qxd 6/29/09 2:28 PM Page 190

Special Academic Programs

• Center for Language Studies (CLS) Summer Program

• English as a Second Language (ESL)

• International Education

• International Co-Curricular Activities • Beloit Study Abroad Programs • Associated Colleges of the Midwest Study Abroad Programs • Off-Campus Programs (Domestic)

• Physical Education, Recreation, and Athletics

• Preprofessional Programs

• Environmental Management and Forestry Cooperative Program • Special Engineering Programs • Pre-Law Preparation • Health Professions Programs • Residency Programs

• Special Academic Programs in the Sciences

• Special Experiential Programs

• Other Special Programs

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Center for Language Studies

Center for Language Studies (CLS) Description of Courses offers a rare summer opportunity for intensive beginning, intermediate, or ARABIC advanced study of critical languages 100A, 105A. First-Year Arabic I, II under the close supervision of an expert (1 1⁄2 each). An introduction to language team. Students receive indi- Modern Standard Arabic (MSA) with vidual attention in a demanding pro- an emphasis on spoken communica- gram that requires a high degree of tion. Modern Standard Arabic, the motivation. The classes are small and written language in 26 Arab countries, personal, with two instructors for every is used as a formal medium of commu- 12 students. nication between Arabs. It is also the The center offers eight-week intensive language in which modern and con- language programs in Arabic, Chinese, temporary Arabic literature, newspa- Japanese, and Russian. Successful com- pers, and textbooks are written. pletion of one level of the language pro- Although each Arab country has its gram normally constitutes 3 Beloit own unique dialect, knowledge of College units (12 credit hours) for MSA enables students to communi- approximately 200 hours of instruction. cate in any Arab country. In addition Total classroom and other supervised to thorough coverage of required text- instruction averages 25 hours per week books, outside materials such as (Monday through Friday). Students also Internet resources and Arabic films, attend tutorial sessions. songs, and newspapers are also used. 110A, 115A. Second-Year Arabic I, After successfully completing the begin- 1 ning level program, a student should be II (1 ⁄2 each). This course is designed able to enter intermediate-level courses to review and expand a student’s in the language at virtually any college knowledge of the Arabic language and university. The student also will structure. It will help students work have a working foundation of the lan- with Modern Standard Arabic in a guage that can be used during residence variety of contexts that foreground abroad. Students who successfully com- various linguistic skills like reading, plete the intermediate program will be writing, listening, and speaking, in able to begin advanced course work at addition to a rich cultural component. the upper division level. 200A, 205A. Third-Year Arabic I, 1 Special Programs All programs are open to undergradu- II (1 ⁄2 each). This course is designed ate and graduate students, advanced to review, advance, and expand stu- high school students, elementary and sec- dents’ knowledge of the Arabic lan- ondary school educators, members of the guage. The primary emphasis is to business community, and adults who are extend students’ comprehension, ver- interested in language study for acade- bal communication, and writing abili- mic purposes, career or personal enrich- ties in Modern Standard Arabic ment, or preparation for travel or resi- (MSA). It will give students the dence abroad. opportunity to further improve their oral and writing skills. The primary The Beloit program is concerned not texts will be Al-Kitaab II and Al- solely with the skills of speaking, reading, Kitaab III, which will help students writing, and oral comprehension of a work with MSA in a variety of con- language, but also with understanding texts that foreground various linguistic the relationship between language and skills (reading, writing, listening, and culture. speaking), in addition to a rich cultural component. Staff 220A, 225A. Fourth-Year Arabic I, PATRICIA ZODY, director II (1 1⁄2 each). This course will further strengthen the skills that students began to develop in third-year Arabic. 191 chp 4 0911:169-218=03-05.qxd 6/29/09 2:28 PM Page 192

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Al-Kitaaab III, the primary text, will ing Chinese. The course introduces help students work with Modern students to a range of authentic mate- Standard Arabic in a variety of con- rials, including essays, short stories, texts that foreground various linguis- and newspaper articles in both simpli- tic skills (reading, writing, listening, fied and traditional characters. The and speaking), in addition to a rich course also provides personalized cultural component. A significant instruction through selected readings amount of authentic supplementary in literature and the social sciences. texts will be used from a variety of 220A,225A. Fourth-Year Chinese genres (literary, journalistic, etc.). 1 Students will learn to use more pre- I, II (1 ⁄2 each). With selected review cise vocabulary and be able to make of grammar and development of more complicated arguments and vocabulary, this course develops fluen- begin to engage in abstract topics. cy of expression through reading, writing, and speaking Chinese. The CHINESE readings are unedited originals from contemporary Chinese literature and 100A, 105A. First-Year Chinese I, expository prose. Taught in Chinese. II (1 1⁄2 each). Students of first-year Chinese receive an intensive intro- JAPANESE duction to Mandarin. Class sessions 100A, 105A. First-Year Japanese I, establish a solid foundation of con- 1 versational, reading, writing, and lis- II (1 ⁄2 each). The first-year course tening comprehension skills. provides a solid foundation in basic Traditional characters will be taught. Japanese. Students learn the two pho- A cultural component is interspersed netic alphabets—Hiragana and with daily language studies. Katakana—as well as approximately 150 Chinese characters (Kanji) and 110A, 115A. Second-Year Chinese basic Japanese grammatical patterns. I, II (1 1⁄2 each). The second-year Through texts and supplementary intensive course is designed for stu- materials, the course offers thorough dents who have completed one year instruction and rigorous training in all of formal training (or its equivalent) four language skills: listening, speak- in both written and spoken ing, reading, and writing. Practice in Mandarin. Through oral/aural exer- the language laboratory and individu- cises and graded reading sections, the alized study sessions outside the class- course amplifies the material taught room supplement the formal instruc- at the beginning level. After a thor- tion. A cultural component is inter- ough review of basic Mandarin gram- spersed with daily language studies. matical structures and vocabulary, 110A, 115A. Second-Year Japanese students add more traditional and 1 simplified characters to perfect read- I, II (1 ⁄2 each). The second-year ing, writing, listening, and speaking course presents a review of basic pat- skills. In the process, students trans- terns of Japanese and covers the essen- fer knowledge gained from the char- tial Kanji characters. Classes and many acter-pattern learning approach of cultural lectures are conducted in first-year Chinese to work with origi- Japanese to stress training in compre- nal Chinese texts drawn from litera- hension (both reading and aural), ture, history, politics, and business. speaking, and composition. Special emphasis is placed upon the develop- 200A, 205A. Third-Year Chinese ment of free conversational skills. I, II (1 1⁄2 each). A course in con- 200A, 205A. Third-Year Japanese versation and composition, third- 1 year, intensive Chinese increases pro- I, II (1 ⁄2 each). Third-year Japanese ficiency in the four language skills by continues to develop more complicat- developing fluency in expression ed and enhanced communicative abili- through reading, writing, and speak- ties in all four language skills. Students develop an awareness of different 192 chp 4 0911:169-218=03-05.qxd 6/29/09 2:28 PM Page 193

styles and levels of speech, such as slides, and the Internet are used as written and spoken styles, formal and supplementary materials. Classes are informal speech, men’s and women’s conducted in Russian. speech, and especially Keigo, so that 210A, 215A. Third-Year Russian I, they can communicate appropriately 1 in both written and spoken forms of II (1 ⁄2 each). The task of third-year the language. In addition, the ability Russian is to master vocabulary and to read and write about more com- language skills by concentrating on plicated ideas and the expansion of oral communication and self-expres- knowledge of Kanji and vocabulary sion. The course increases proficiency are also emphasized. The course uses in the “four skills” by developing flu- selected literary works that vary from ency in speaking, reading, and writing year to year. Russian. Language acquisition and cultural awareness are integrated through 220A, 225A. Fourth-Year the viewing, discussion, and analysis of Japanese I, II (1 1⁄2 each). This classic and contemporary Russian films course covers advanced practice in without subtitles. Classes are conduct- speaking, reading, writing, and listen- ed in Russian. ing comprehension in Japanese. For 310A, 315A. Fourth-Year Russian the oral component, students prac- 1 tice both formal and informal regis- I, II (1 ⁄2 each). This course provides ters through conversation, perfor- an intensive review of Russian gram- mances of one-act plays, oral presen- mar in the context of current events tations, and interview tests. In addi- and international relations. Students tion, by writing essays and translating acquire a strong basis in political passages from newspapers and novels, vocabulary as they continue to develop students develop reading skills and the four basic skills: reading, writing, strategies. To improve listening com- speaking, and listening. The textbook prehension, students listen to audio- is supplemented by materials on busi- tapes, as well as watch movies and ness Russian, thematically based dia- TV programs. logues, and role-playing exercises. To provide further topics for discussion, RUSSIAN students view daily satellite news broadcasts from Russia. Language 100A, 105A. First-Year Russian I, acquisition and cultural awareness are II (1 1⁄2 each). First-year Russian Special Programs integrated through the viewing, dis- develops the “four skills” (speaking, cussion, and analysis of classic and listening, writing, and reading) in the contemporary Russian films without context of a communicative-based subtitles. Classes are conducted in text. The language is standard con- Russian. temporary spoken Russian, and the reading texts, examples, and exercises are designed not just to inculcate the word order and intonation of contemporary Russian, but also to teach the students skills needed to speak Russian freely, beyond a mere copy- ing of pattern skills. 110A, 115A. Second-Year Russian I, II (1 1⁄2 each). Second-year Russian offers a comprehensive review of basic Russian grammar in the context of everyday situations and further develops students’ listening, speaking, reading, and writing skills. Russian videos, cassette tapes, 193 chp 4 0911:169-218=03-05.qxd 6/29/09 2:28 PM Page 194

English as a Second Language

The ESL program prepares non-native 235. Advanced Reading and speakers of English for academic course Writing (1). This course provides work at the College. Students with suf- international students who have a ficient, but less than native, English good command of English with addi- language competency (as demonstrated tional exposure to academic and infor- by TOEFL and SAT scores and other mal reading and writing. Vocabulary, indicators) are admitted to the College reading strategies, and writing skills but may need further work in ESL. The are further developed. Students learn Admissions Committee may recom- the rhetorical modes used in U.S. col- mend intensive English language study lege classrooms and expand their at a reputable ESL institute prior to understanding of academic research enrollment as a condition of admission. standards in the U.S. In addition, readings on cultural and historical top- A maximum of 2 units of course work ics will introduce students to various in ESL may count toward the 31 units writing styles within the literary field. required for graduation. (LW) Offered each fall. Faculty 242. U.S. Culture and Film (1). CHRISTINA EDDINGTON, Film develops students’ overall com- instructor (Office of International mand of English as they interact with Education) multiple forms of language (spoken, written, formal, informal, academic, commercial, etc.). The class explores Description of Courses intercultural topics including cross- 230. Advanced Speaking and cultural adjustment issues, U.S. cul- Listening (1). This course focuses ture(s), and the U.S. academic culture on academic and social communica- and its expectations. Through films, tion: giving presentations, improving varied readings, and discussions, stu- note-taking skills, participating in dents develop greater knowledge of class discussions, and learning U.S. culture and history. Assignments American slang. Students listen to a engage students in research and devel- variety of media as well as present, op their analytical skills. (LW) Offered debate, and discuss both academic each spring. and informal topics. Assignments on and off campus expose students to U.S. English at its natural speed and in its varied forms. Offered each fall.

194 chp 40911:169-218=03-05.qxd6/29/092:28PMPage195 staff, andotherresourcedevelopment; United States;supportforfaculty, content andattentivetotheroleof riculum richininternationalandglobal abroad andexchangeprograms;acur- students fromaroundtheworld;study includes theenrollmentandsupportof international education.Thisapproach ic andcomprehensiveapproachto These goalsarefacilitatedbyadynam- change. responsibly tohumaneandpositive actions impactothers,andcontribute understand howtheirstatusand forces, bothhumanandphysical, tives, beknowledgeableaboutglobal ability tounderstandmultipleperspec- among andwithincultures,havethe to commonalitiesanddifferences their relationshiptoothers,besensitive to understandtheirownidentityand where theyliveandwork,willbeable graduate studentswho,nomatter al education,BeloitCollegeaspiresto In providingaprogramofinternation- statement forInternationalEducation: are describedintheCollege’smission tion provides.Thegoalsofthiseducation learning thataninternationaleduca- students shouldengageinthekindof and co-curricularlearning,allBeloit al students.Rather,throughclassroom or cometoBeloitCollegeasinternation- students, notjustthosewhostudyabroad tional educationaretoextenditall College’s currentprioritiesforinterna- to aliberalartseducation.Amongthe importance ofinternationaleducation adopted astrategicplanstressingthe renewed whentheboardoftrustees ment tointernationaleducationwas In February2002,theCollege’scommit- overseas togaina“worldview.” tional education,andtosendstudents ment opportunitiestosupportinterna- the curriculum,providefacultydevelop- enhance theinternationalcharacterof a majorinitiativewaslaunchedto missionaries abroad.Intheearly1960s, children ofBeloitgraduatesservingas enrolling internationalstudentsandthe Shortly afteritsfounding,itbegan of providinginternationaleducation. Beloit Collegehasadistinguishedhistory International Education the office. Education servesasanadvisorygroupto The CommitteeonInternational international educationalopportunities. ing programsandactivitiesthatprovide charged withadministeringandpromot- located inInternationalHouse,is The OfficeofInternationalEducation, ular activities. tion, includingafullrangeofco-curric- ment hospitabletointernationaleduca- encouragement ofacampusenviron- the hostingofvisitingscholars;and are: ties promotinginternationaleducation Examples ofcurrentco-curricularactivi- while atothers,theydotheteaching. Thus, attimesstudentsaretaught, activities bothasobserversandactors. and toenablestudentsparticipatein community ininternationaleducation intended toinvolvethebroadcampus International co-curricularactivitiesare BARBARA SPENCER,assistantdirec- JOSHUA MOORE,associatedirector KATHY LANDON, JOSIELYN INALDO,assistantdirector CHRISTINA EDDINGTON,ESL ELIZABETH BREWER,director Staff of theirlearning,otherspresent dents focusontheintercultural aspects other thantheirown.Whilesome stu- tions abouttheirstudiesinacountry forum forstudentstomakepresenta- rated inNovember2002toprovidea inaugu- long, campus-wideeventwas International Symposium.Thisday- www.beloit.edu/oie/ Co-Curricular Activities International tor andoff-campusstudiesadvisor program coordinator and internationalstudentadvisor instructor

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research conducted abroad, or partic- for students to gain hands-on experi- ipate in panel discussions focusing on ence in the U.S. or abroad to enhance current international events. and extend their international education. Students have used the funds to The Weissberg Chair. Thanks to a conduct research, engage in intern- generous donation to the College, ships, and attend conferences, and the Weissberg Chair each year brings have disseminated their findings in to campus a distinguished public fig- symposia and other forums upon ure for a week-long residency. return to campus. Focusing on a particular aspect of international affairs, the chair holder International Education Week. This delivers a major public address, par- event is held each November at cam- ticipates in a scholarly panel, lectures puses across the United States. At in classes, meets with students and Beloit College, the week involves stu- faculty in a variety of formats, and dents, faculty, and staff from across gives a faculty forum presentation. the campus. In 2008, activities includ- Chair holders have included Hanan ed: an international poetry reading, an Ashrawi, a Palestinian spokesperson; international dance festival, the Ambassador Carlos Alzugaray, a International Symposium, the Ivan M. Cuban diplomat; Alain Destexhe, for- and Janice S. Stone lecture on the former Secretary General of Médecins eign policy implications of the sans Frontières; Roy Gutman, a Russia/Georgia conflict by interna- Pulitzer Prize-winning international tional politics professor Lincoln journalist; Dai Qing, prominent Mitchell, Columbia University, inter- Chinese environmental activist, and nationally focused exhibits in the General Anthony Zinni, Marine library, the Logan Museum of Corps (Ret.) former Commander in Anthropology and the Wright Chief of the U.S. Central Command, Museum of Art, and international and special envoy for Secretary of food served every night in the dining State Colin Powell in the Middle hall. East; Raufa Hassan al-Sharki, activist for the advancement of human rights Study Abroad and dignity in Yemen; Richard Study abroad provides critical learning Goldstone, international jurist and opportunities for students in all disci- leading figure in guiding nations plines. Approximately 50 percent of any from conflict to legal and constitu- Beloit graduating class will have studied tional governments; Jan Egeland, abroad for a semester or academic year United Nations conflict mediation either on a Beloit or non-Beloit pro- advisor; and Elisabeth Rhyne, expert gram. Beloit facilitates study abroad by in the role of microfinance in eco- providing advising, recognizing credit nomics and social development. earned abroad as Beloit credit, and The Weissberg Program in allowing eligible students to use finan- International Human Rights. This cial aid toward the tuition costs of program began activity in the 2008- study abroad. 09 academic year with an inaugural Of utmost importance to successful lecture by past Weissberg Chair Roy study abroad is sound preparation and Gutman and an alumni panel discus- planning. Students interested in study sion on pathways to careers related to abroad should begin their investigation human rights. A student grant pro- early, both to develop a sound rationale gram provides funding for students to for a particular program and to embed gain hands-on experience with that program within their overall stud- human rights work over the winter ies at Beloit. Advising about study break and during the summer. abroad begins with faculty advisors and Support for Student Projects. A continues with staff in the Office of variety of sources, provide funding International Education. 196 chp 40911:169-218=03-05.qxd6/29/092:28PMPage197 grade pointaverageof3.0or higher. mic goals.Someprogramsrequirea program fitswithintheiroverallacade- experience), anddemonstratehowthe cific program(coursework,language, have relevantpreparationforthespe- must beingoodacademicstanding, To qualifyforstudyabroad,students tion andinterests. their academicandpersonalprepara- participate inprogramsappropriateto enables studentsineverydisciplineto abroad opportunities,theCollege tries. Byprovidingavarietyofstudy tunities withuniversitiesin38coun- Program (ISEP)addsexchangeoppor- International StudentExchange the College’smembershipin semester oryearofstudy.Additionally, institutions cometoBeloitfora through whichstudentsfrompartner involve anexchangerelationship study abroadprograms,manyofwhich dozen semesterandacademic-year College currentlyadministersovera enrollment inuniversitiesabroad.The institutions andproviders,direct grams, programsofferedbyother combination ofBeloitCollegepro- Beloit studentsstudyabroadona and interview. ration inthestudyabroadapplication opportunity todemonstratethisprepa- other experiences.Theyaregivenan through coursework,research,and Students prepareforstudyabroad ments inwhichtheyliveandstudy. learn aboutandfromtheenviron- ulate theirculturalexperience,and and values,developtheabilitytoartic- that challengetheirownassumptions engage withsituationsandquestions cies andcommunicationskills,learnto study, developinterculturalcompeten- gain newperspectivesontheirfieldsof study abroad.Studentsareexpectedto educational environmentsthrough for immersioninotherculturaland Beloit Collegeprovidesopportunities abroad: the followinglearninggoalsforstudy International Educationhasdeveloped study abroad,theCommitteeon To guidestudents’thinkingabout ing experientialeducation. research, orotherformofcredit-bear- engaged insomekindoffieldwork, language whileabroad,manyalso majority ofstudentsstudiedanother East, and8percentinOceania.The America, 10percentintheMiddle in Europe,12percentLatin Africa, 19percentinAsia,46 cent ofstudyabroadtookplacein Training (SIT).Approximately15per- (IES), andtheSchoolforInternational International EducationofStudents Exchange (CIEE),Instituteforthe Council onInternationalEducational Danish InternationalStudies(DIS), Colleges oftheMidwest(ACM), options includedtheAssociated ties abroad.Otherstudyabroad gram andenrolleddirectlyinuniversi- ticipated intheISEPexchangepro- Senegal, andTurkey.Studentsalsopar- Hungary, Japan,Morocco,Russia, Morocco, Germany,HongKong, to China,Ecuador,Estoniaand with institutionsabroadtookstudents programs. BeloitCollege‘spartnerships in 41countriesthrough70different abroad forasemesteroracademicyear In 2008-09,151studentsstudied travels toNicaraguaoverspringbreak. and healthofferedeverysecondspring interdisciplinary courseinmicrocredit Morocco everysecondfall,whilean cultural psychologyinEstoniaand offers afaculty-ledprogramincross- member. Thepsychologydepartment under thedirectionofaBeloitfaculty On occasion,studentstravelabroad the OfficeofInternationalEducation relevant topicsinassignments. Aswell, frequently areencouragedtofocuson abroad orwhohavealreadydoneso courses, studentspreparingtostudy tially internationalinfocus.Inother routinely offercoursesthataresubstan- return tocampus.Manydepartments for off-campusstudyandwhenthey on campusforstudentsastheyprepare Beloit Collegeprovidesmanyresources Where studentsstudyabroad integration Study abroadpreparationand

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offers .25 unit interdisciplinary cours- Morse Library es. IDST 200 helps students prepare The Beloit College library has a knowl- for study abroad, while IDST 201 edgeable staff to assist students seeking offers opportunities to reflect on and information about countries, partner integrate their study abroad experi- university libraries, and other resources ences into their ongoing studies. Non- around the world. Some of this infor- credit bearing opportunities for prepa- mation is accessible through links on ration and integration include the the library Web site. The library also International Symposium, digital sto- has a large collection of films. rytelling, and activities in residence halls and departments. Beloit College Museums Language Study The Logan Museum of Anthropology and the Wright Museum of Art’s collec- Nearly two-thirds of Beloit College tions, exhibits, and courses provide students study a language during their opportunities to study objects from college career. Languages are regularly many periods and cultures around the offered in two departments at Beloit world. College. Greek and Latin are taught in the classics department. The department of modern languages and litera- Beloit Study Abroad tures teaches elementary, intermedi- Programs ate, and advanced courses in Chinese, In addition to the programs described French, German, Japanese, Russian, below, others may be offered from time and Spanish. A basic Hungarian lan- to time. guage course is offered each spring. A self-instruction language opportunity China Program, Kaifeng or Jinan (SILO) program offers instruction in Students live in an international stu- Arabic each semester. A number of dent residence on both campuses and special interest halls are devoted to take courses intended to increase flu- languages, while student clubs exist ency in Mandarin. Students are for each of the languages taught at enrolled at one of the universities but Beloit. will learn about both cities in a site- Center for Language Studies based learning course called “Chinese (CLS) Cities in Transition.” Taught by a Beloit College faculty member, this One of the nation’s finest and most interdisciplinary course enables stu- intensive summer language programs, dents to strengthen their language the Center for Language Studies, skills while gaining a greater under- offers students opportunities to earn a standing of the environments in which full year of language credit in eight they are living. The cities of Kaifeng weeks. The program combines the and Jinan serve as the major texts for teaching of language and culture. the course. On-site portions of the Beloit offers programs in Arabic, course take place in late August and Chinese, Japanese, and Russian. mid-October, beginning with 10 days CLS classes are small—the average of instruction in Kaifeng. Fall or acad- student to teacher ratio is 6:1— and emic year. provide a strong collaborative learning Ecuador Program, Quito environment for students and faculty. As part of the immersion experience, Students on this program study at the students live in language-designated University of San Francisco’s (USFQ) dorms, eat at language-designated campus in the Cumbaya section of tables, and participate in language- Quito. A private, liberal arts institu- designated activities. tion, the university aims to educate the future leaders of Ecuador. Beloit College students enrolled at the 198 chp 40911:169-218=03-05.qxd6/29/092:28PMPage199 or spring. tion intothelocalcommunity. in theprogramtofacilitateintegra- Spanish arerequiredforparticipation Four semestersofcollege-level nity serviceaspartoftheprogram. are encouragedtoengageincommu- Students livewithhostfamiliesand context oftheGalápagosIslands. ogy, andconservationwithinthe Beloit unit,focusonevolution,ecol- intensive courses,eachworth faculty members.Thesethree-week, University ofSanFranciscodeQuito courses taughtinEnglishby track andtakeaseriesofmodular track ortheenvironmentalscience they chooseeitherthesocialscience remainder ofthesemester.There travel totheGalápagosfor initial orientationinQuito,students Arts andSciences(GAIAS).Afteran Galápagos AcademicInstituteforthe University ofSanFrancisco’s Beloit studentsattendingthe Environmental scienceisthefocusfor Galápagos Ecuador GAIASProgram, ic year. host families. in theprogram.Studentslivewith Spanish arerequiredforparticipation of foursemesterscollege-level tion ispartofthecourse.Aminimum Placement inacommunityorganiza- room andcommunity-basedlearning. Quito intransition,combiningclass- dents takeacoursefocusingon to theiruniversitycourses,Beloitstu- dio art,dance,andmusic.Inaddition humanities, andsocialsciencestostu- Beloit, rangingfromsciences, nearly everydisciplineavailableat Spanish. Coursesareavailablein USFQ takealltheircoursesin ty townofTartu,Estonia,where stu- ty-led programbeginsinthe universi- participate intheprogram.Thefacul- although studentsinanymajormay Program iscross-culturalpsychology, The focusoftheEstonia/Morocco Tartu andFez Estonia/Morocco Program, Fall, spring,oracadem- 3 ⁄ 4 Fall tories. Springoracademicyear. lent). Housingisinon-campusdormi- years ofcollegeGerman(orequiva- another fieldwhohaveatleasttwo German languagemajorsorin flexibly designedtomeettheneedsof or whollyinEnglish.Thisprogramis some ofwhichmaybetaughtpartially ophy, andinterdisciplinarystudies, ture, history,politics,religion,philos- tinue withcoursesinGerman,litera- the startofregularclasses.Theycon- month ofGermanlanguagepriorto Students beginwithanintensive University inthestateofThuringia. This programisbasedatErfurt Germany Program,Erfurt tries. Nextscheduledforfall2010. live withhostfamiliesinbothcoun- ter followingtheprogram.Students spective totheirprojectsinthesemes- students addaU.S.comparativeper- of thetwopsychologycourses.Some literature andart,thesecondhalf course inArabiclanguageandculture, Fez, Morocco,wherestudentstakea begins inEstoniaandcontinues is acomparativeresearchprojectthat methods. Attheheartofprogram chology, andcross-culturalresearch Estonian society,cross-culturalpsy- guage andculture,contemporary dents takecoursesinEstonianlan- Program throughauniquecurriculum accommodated ontheHungary Any ofBeloitCollege’ssubjects canbe Hungary Program,Budapest spring, oracademicyear. experiential learningcomponent. city ofHongKongandincludean one ormorecoursesthatfocusonthe Hong Kongareencouragedtotake Chinese studies.Studentsstudyingin tics, business,sociology,literature,and focus ininternationalrelations,poli- Students studycourseswithanAsian dents. CoursesaretaughtinEnglish. liberal artsinstitutionwith2,000stu- being made.LingnanUniversityisa to seepoliticalandeconomichistory provides studentswithopportunities Hong Kongisacityintransitionand Hong KongProgram, Fall,

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that combines courses in Hungarian Morocco Program, Ifrane language, history and society, culture Al Akhawayn University offers liberal and art with a research seminar. arts courses taught in English. Students in the seminar carry out a Moroccan and American students find research project under the guidance a familiar yet foreign setting in the of a faculty member in their speciality exchange. Students can take a wide and meet together with the other range of courses in sciences and math, program students to discuss research humanities, business, and social sci- methodologies and design their ences. Several women’s studies courses research projects. This program is and courses in Islam are offered. based at the József Eötvös Collégium Students highly recommend courses in of Eötvös University. Students live Arabic. Previous study of Arabic or with Hungarian roommates in the French is required. Students live with Collégium. In addition to program Moroccan students in residence halls. classes, students may enroll in the Fall or spring. Collégium’s Anglo-American workshop courses and in university cours- Russia Program, Moscow es taught in English. While no prior Russian State University for the Hungarian language study is Humanities is the location of the required, it is encouraged. Fall. Russia Program. This urban university ISEP: International Student of 4,000 students is located on the Exchange Programs northern side of Moscow, two blocks off Tverskaya Street and about a half- Beloit College joined the ISEP net- hour walk from Red Square. Students work in 2008 to provide students take intensive Russian language cours- with access to universities in 38 es, some of which focus on history, lit- countries. Additionally, students erature, art, and politics. Advanced from ISEP’s international members students of Russian may take regular may come to Beloit College for a university courses. In addition to their semester or year of study. ISEP is a Russian language courses, Beloit worldwide network of 275 member College students enroll in a course on colleges and universities. Many ISEP Moscow in Transition, in which the institutions provide opportunities in city of Moscow serves as the primary fields of study not available through text. Students in this course undertake other study abroad options. projects to deepen their engagement Japan Program, Osaka with the city. Moscow cultural life is a rich mix of world-class museums, the- In the Asian Studies program at atres, and dance companies, and stu- Kansai Gaidai University, students dents are encouraged to take advan- take classes with other international tage of these as well as to engage with students and some Japanese students the city in other ways. Completion of preparing to study abroad in English- third-year Russian is strongly recom- speaking countries. Most Beloit stu- mended prior to study in Moscow. dents take intensive Japanese along Students live in an international resi- with courses taught in English, in art dence hall on campus. Fall or academ- history, studio art, economics and ic year. Spring in exceptional cases only. business, history, law, literature, religion, Japanese culture, and women’s Senegal Program, Dakar studies. Students normally live with a French-speaking West Africa is the Japanese family. The university pro- focus of this program located in Dakar vides opportunities to interact with in affiliation with the Baobab Center. Japanese students in co-curricular Students study Wolof, one of the activities. A 3.0 GPA and two years major regional languages, take social of Japanese are required. Fall, spring, science and humanities courses at the or academic year. Baobab Center and enroll in a course 200 chp 40911:169-218=03-05.qxd6/29/092:28PMPage201 University allowsittonominate up College’s partnershipwithHenan course toprepareforthis.Beloit graduation andmaytakeaTEFL or moreteachingabroadfollowing Beloit graduatesoftenspendayear tries. South Africa,Wales,andothercoun- Ireland, NewZealand,Scotland, teaching inAustralia,England, chance todopartoftheirstudent nities exist.Studentsalsohavea in Beloit-areaschools,otheropportu- student teachingusuallytakesplace educational philosophies.Although experience withteachingstylesand teachers andadministratorstogain in avarietyofschoolsettingswith and youthstudiesdepartmentwork cation programinBeloit’seducation Beloit studentsintheteachercertifi- Beloit studentsteachabroad cases. dents. Spring.Fallinexceptional in residencehallswithTurkishstu- also offered.Studentsliveoncampus in English.Turkishforforeignersis Courses attheuniversityaretaught find courseofferingsinmostfields. and evolvingculture.Studentswill pus life,sportsactivities,anddiverse innovative curriculum,excitingcam- is knownforitscomprehensiveand side ofIstanbul.YeditepeUniversity established in1996ontheAnatolian University, afoundationuniversity exchange programwithYeditepe is thelocationofTurkey Istanbul, thecityontwocontinents, Turkey Program,Istanbul Fall 2009;infutureyears,spring. with SenegalesefamiliesinDakar. prior tostudyinDakar.Housingis pleted threeyearsofcollegeFrench French. Studentsshouldhavecom- city ofDakar.Courseworkisin ing ofkeycontemporaryissuesinthe designed todeepentheirunderstand- course, theyundertakeprojects on DakarinTransition.Inthis Campus Opportunities Other InternationalOff- Office ofCareerServices. found byconsultingwithstaffatthe and workabroadopportunitiescanbe Many shortandlong-terminternships Internships Wisconsin andChile. at thesummerfieldschoolsitesin ment mayparticipateintheexcavation Students intheanthropologydepart- Anthropology FieldSchool arrangements. JET programinJapanandother graduates teachabroadthroughthe University inKaifeng,China.Other to spendayearteachingEnglishatthe to threegraduatingseniorseachyear also enrichedbyfieldtrips. munity life.Theacademicprogramis the opportunitytoparticipateincom- mitories inGaboroneofferstudents Family staysorgraduatestudentdor- program stafforuniversityfaculty. field projectundertheguidanceof lege, andcompleteanindependent visiting memberfromanACMcol- from theprogramdirector,whoisa language. Studentsalsotakeacourse and socio-economiclifeSetswana aspects ofAfricanpolitical,cultural ulty membersoffercoursesinmany Botswana. UniversityofBotswanafac- and politicaldevelopmentin cant challengesofsocial,economic, life, thisprogramaddressesthesignifi- center ofitseconomicandpolitical in Gaborone,thenation’scapitaland Located attheUniversityofBotswana in Africa Botswana: Culture&Society the followingstudyabroadprograms: tuition remission.)TheACMsponsors grams abroadarenoteligiblefor is aconsortiummember,ACMpro- liberal artscolleges.(AlthoughBeloit Midwest (ACM),aconsortiumof14 the AssociatedCollegesof Beloit Collegeisanactivememberof Programs ACM StudyAbroad Spring.

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Brazil: Exchange Program available for students of anthropology, Each spring semester, students will archaeology, economics, geography, study at the Universidade Federal de geology, history, political science, lit- Juiz de Fora (UFJF), one of Brazil’s erature, fine arts, and sociology. best-regarded universities. The city of Students prepare for their research Juiz de Fora is located in the south- during a month-long orientation eastern part of Brazil, in the state of which includes intensive language Minas Gerais. Just 115 miles from Rio training and a review of field work de Janeiro (two hours by bus) and 315 methodology. Their field study may miles from São Paulo, with a popula- be integrated with an ongoing project tion of approximately 500,000, Juiz or undertaken independently under de Fora is a university town. Students the supervision of a faculty advisor. will have the opportunity to take class- Spring. es in a variety of subject areas in the Florence sciences, social sciences, humanities and arts, as well as intensive The Florence Program provides an Portuguese language. For each U.S. opportunity to study Renaissance student participating in the Brazil painting, sculpture, architecture, histo- Exchange program, a Brazilian student ry, and literature for students interest- will then spend the following fall ed in Romance Languages and the semester at their campus, creating a humanities. Italian language instruc- two-way exchange. tion, a studio art course, and courses providing a broad perspective on Costa Rica: Studies in Latin Italian contributions to world civiliza- American Culture and Society tion facilitate the study of Florentine artistic and cultural heritage. Visits to Studies in Latin American Culture museums and galleries, short field trips and Society is an interdisciplinary to other cities throughout Italy, and program for students seeking a com- discussions with local scholars supple- prehensive understanding of life in ment this course work. Staying with Latin America and wishing to devel- Italian host families enriches partici- op fluency in Spanish. Language pants’ awareness of modern Italian life study is stressed as the key to under- as well. Fall. standing the culture. Course work in language, literature, geography, India Studies anthropology, politics, and culture The Indian subcontinent provides a enables students to develop insights rich and complex background for the which are reinforced by field trips study of a non-Western civilization. and two weeks of field work in rural India Studies program participants live areas. In San José and its environs, with Indian host families in Pune, a students live with families both to city that is both traditional and highly improve their language ability and industrialized. This offers students an enjoy personal involvement in the opportunity to observe the interaction daily life of a Latin American com- of tradition and modernity that char- munity. Fall. acterizes contemporary India. Costa Rica: Tropical Field Students enroll at Tilak Maharashtra Research Vidyapeeth where they have language instruction, choose four other courses, The Tropical Field Research Program and complete independent study pro- is designed for advanced work in all jects. Additionally, students enjoy field disciplines. Costa Rica supports an trips and a variety of extracurricular extraordinary variety of plant and ani- activities that can be arranged, such as mal life and provides rich research dance, yoga, weaving, and batik. Fall. opportunities for students of tropical biology and ecology. An equally broad range of research topics is 202 chp 40911:169-218=03-05.qxd6/29/092:28PMPage203 January inFlorence( Italian languageisofferedevery break. Anoptionalintensivecoursein enjoy aweek-longmid-semester spend eightweeksineachcityand ment thiscoursework.Students cussions withlocalscholarssupple- areas ofEnglandandItaly,dis- galleries, theatres,shorttripstoother Italian language.Visitstomuseums, literature andtheatre,aswell political contextofart,architecture, Participants studythehistoricaland two historicallyprominentcities. compares theartisticachievementsof The LondonandFlorenceProgram Context London andFlorence:Artsin spring, oracademicyear. usually inFebruaryorMarch. internship inanotherregionofJapan, a month-longculturalpracticumor able. Thefull-yearprogramincludes term orsemesteroptionisalsoavail- for afullyearofstudy,although of life.Theprogramisrecommended total immersionintheJapaneseway inant featureoftheprogram,offering culture andisinmanywaysthedom- an informaleducationinJapanese living experienceinTokyoprovides courses taughtinEnglish.Afamily- from awiderangeofAsianstudies guage study,electivesmaybechosen sions. Inadditiontorequiredlan- guage practiceandculturaldiscus- orientation providingintensivelan- Liberal StudiesinTokyoafterabrief University’s SchoolofInternational Students studyatWaseda Japan Study human evolution,andtheecology of they takecoursesinintensive Swahili, Region ofTanzania.Attheuniversity Dar esSalaamandtheNorthern their timebetweentheUniversityof and ecologicalsites.Studentsdivide world’s greatestpaleoanthropological conduct fieldworkinsomeofthe graduates auniqueopportunityto The Tanzaniaprogramoffersunder- Evolution andEcology Tanzania: StudiesinHuman 3 ⁄ 4 unit). Spring. Fall, open toBeloitCollegestudentsare: Current domesticoff-campusprograms average of3.0orhigher. Some programsrequireagradepoint within theiroverallacademicgoals. demonstrate howtheprogramfits (course work,experience),and preparation forthespecificprogram academic standing,haverelevant program, studentsmustbeingood To qualifyforadomesticoff-campus these programs. applications andselectsstudentsfor study. Afacultycommitteescreens environments inwhichtheyliveand learned, andlearnaboutfromthe the abilitytoarticulatewhattheyhave their assumptionsandvalues,develop tions andquestionsthatchallenge to theory,learnengagewithsitua- apply theorytopracticeand fields ofstudy,developtheabiltyto to gainnewperspectivesontheir enrolling indomesticprogramsdoso more theoreticalstudies.Students practical experienceconnectedtotheir vide opportunitiesforstudentstogain Domestic off-campusprogramspro- abroad, financialaidappliestotuition. for onesemester.Aswithstudy year indomesticoff-campusprograms Approximately 15studentsenrolleach domestic off-campusprograms. administers applicationstoselected The OfficeofInternationalEducation demanding. Fall. is bothphysicallyandacademically work ontheirprojects.Theprogram returning totheuniversityforfinal Tarangire/Ngorongoro areabefore pursue individualfieldprojectsinthe weeks, studentsliveinfieldcampsand ing afieldproject.Forthenextsix the Maasaiecosystemwhiledevelop- intensive studyofterrestrialand This programprovidesstudents with Laboratory: WoodsHole,Mass. Science attheMarineBiological Semester inEnvironmental Programs (Domestic) Off-Campus Study

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Off-Campus Programs (Domestic)

aquatic ecosystems in the lab and the have strong career interests or gradu- field through courses, an indepen- ate school aspirations in the arts and dent research project, and a research humanities. Fall or spring. seminar with visiting scientists. Fall. Newberry Seminar in the Associated Colleges of Humanities Students in the Newberry Seminar do the Midwest Domestic advanced independent research in one Programs of the world’s great research libraries. Chicago: Business, They join ACM and GLCA faculty members in close reading and discus- Entrepreneurship, & Society sion centered on a common theme (BES) and write a major paper on a topic of The newest of the ACM Chicago their choice, using the Newberry Programs introduces and builds upon Library’s rich collections of primary the central themes of entrepreneur- documents. The fall seminar runs for a ship—creativity, innovation, and prob- full semester; the spring seminars are lem solving—as the fundamental tools month-long. Students live in Chicago of successful businesses and organiza- apartments and take advantage of the tions of all types. Students of the BES city’s rich resources. The Newberry program will be guided by the pro- Seminar is for students who are look- gram director and faculty members to ing for an academic challenge, a engage in their work with a personal chance to do independent work, and sense of self-reflection, creativity, possibly considering graduate school. innovation, and open-mindedness as Enrollment: exceptionally qualified they participate in the four key com- juniors and seniors (fall seminar); ponents of the program: the Chicago instructor’s discretion (spring semi- Core Course, the BES Seminar, an nar). internship with a local business or not- for-profit organization, and the BES Oak Ridge Science Semester practicum, through which students The Oak Ridge Science Semester is develop faculty-guided Independent designed to enable qualified under- Study Projects (ISP). Fall or spring. graduates to study and conduct Chicago Arts research in a prestigious and challenging scientific environment. As mem- This program is a 15-week semester bers of a research team working at the of urban art immersion during which frontiers of knowledge, participants students explore the arts through engage in long-range investigations practical, creative, and scholarly activ- using the facilities of the Oak Ridge ity. While living in Chicago, in addi- National Laboratory (ORNL) near tion to attending a wide range of cul- Knoxville, Tenn. The majority of a tural events, students meet and work student’s time is spent in research with with local artists and arts profession- an advisor specializing in biology, als in part-time internships, on inde- engineering, mathematics, or the pendent study projects, and in two physical or social sciences. Students courses: the core seminar, also participate in an interdisciplinary Negotiating Chicago’s Artworld, and seminar designed to broaden their a new colloquium, Working on the exposure to developments in their Arts in Chicago. Internship place- major field and related disciplines. ments are numerous in many areas of the arts, including performance, stu- In addition, each student chooses an dio, education, broadcasting, muse- elective from a variety of advanced ums, writing, and community organi- courses. The academic program is zations. Not limited to arts majors, enriched in informal ways by guest the program benefits all students who 204 chp 40911:169-218=03-05.qxd6/29/092:28PMPage205 spring. the realitiesofurbanAmerica. effective modelsofactioninlight political lifebyexposingstudentsto for effectiveleadershipincivicand Program developstheskillsnecessary Foremost, theUrbanStudies host ofotherpossibleplacements. philanthropic institutes;alongwitha tions, mediafacilities;politicaland institutions; educational,publicrela- organizations; historicalandcultural tice, communityandsocialjustice placements includelegal,criminaljus- those experiences.Possibleinternship learning academicconceptstoframe dynamics ofamoderncitywhile dent study,studentsexperiencethe seminars, acorecourse,andindepen- life. Throughsupervisedinternships, and currentforcesthatdefineurban while exploringboththehistorical es studentsinthelifeofChicago The UrbanStudiesProgramimmers- Chicago UrbanStudies the expertiseofORNLstaff. speakers, departmentalcolloquia,and Fall or Fall. programs. study onotherdomesticoff-campus dents identifyandarepermittedto In addition,fromtimetotime,stu- Fall orspring. nities inWashingtonandLondon. public law,andtransformingcommu- opment, peaceandconflictresolution, international environmentanddevel- contemporary Islam,foreignpolicy, international lawandorganizations, justice, economicpolicy,journalism, itics, internationalbusinessandtrade, semester topicsinclude:Americanpol- or researchproject.Washington American Universityandaninternship affairs throughcourseworkat Students onthisprogramstudypublic Washington, D.C. Programs American University

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Physical Education, Recreation, and Athletics The aim of the department is to offer a 231. Tennis diversified program in varsity athletics, 234. Volleyball intramural sports, and recreational opportunities. The department encour- MEN’S ages students to attain levels of skill and 200. Basketball conditioning commensurate with their 203. Baseball potential both as undergraduates and in later life. Information about varsity 204. Cross Country athletics, recreational sports, and intra- 208. Football mural sports is available at the Beloit 211. Golf College Sports Center. 219. Track and Field Staff 222. Soccer DON ADAMS 226. Swimming and Diving 230. Tennis LIZ BARTLEY BRIAN BLIESE Athletic Training The training room services a total of CHRIS BRANN 19 varsity sports for men and women. Two full-time N.A.T.A.-certified ath- PEGGY CARL, director letic trainers take care of all injuries sustained by varsity athletes and have DAVID DeGEORGE the assistance of team physicians. The trainers work with athletes in preven- DAVE ECKBURG tion, emergency care, treatment, and BOB HODGE rehabilitation of athletic injuries. The athletic trainers are assisted by DAWN KELLY students who have completed basic skills in athletic training during their ELLIOTT MEYER first year. ETHAN POLE A student trainer is assigned to each sport to provide individual care. This TIMOTHY SCHMIECHEN is also an excellent opportunity to get “hands on” experience for those inter- KEVIN SCHOBER ested in medical fields. BRIAN VRANEY Coaching Certification ANDY WIER The department also offers the opportunity for professional training in a KIM ZARLING program leading to coaching certification for students earning elementary Intercollegiate Athletics or secondary teacher certification. (For (no credit) requirements, see the education and youth studies department.) WOMEN’S 201. Basketball Description of Courses 205. Cross Country 300. Prevention and Care of Athletic Injuries (1). Fundamentals 220. Track and Field and application of prevention, recog- 221. Soccer nition, and care of athletic injuries and 223. Softball health conditions. Instruction and 227. Swimming and Diving practice in taping techniques and use of protective equipment. Knowledge 206 chp 40911:169-218=03-05.qxd6/29/092:28PMPage207 ( 306. TheoryofCoachingFootball staff. Onecourseofferedeachspring. tion bytheBeloitCollegeathletic college levels.Lecturesandinstruc- performed atthehighschooland tals andtheoryofvarioussportsas and field,baseball.)Thefundamen- cer, volleyball,tennis,softball,track coaches, andadministrators, and Lectures bystaffmembers,area high schoolandcollegelevels. lenges facingathleticcoachesatthe the studenttomeetmanychal- Coaching (1).Designedtoprepare 310. PrinciplesandProblemsof Offered oddyears,springsemester. strength andendurancetraining. ergogenic aids,conditioning, and exercise,nutrition,drugs,useof environmental factors,metabolism tory adjustments,musclephysiology, the following:circulatoryandrespira- Special emphasiswillbeplacedupon the physiologicalfactorsofexercise. knowledge ofhumananatomyand tive athleticcoachwithaworking is designedtoprovidetheprospec- Athletic Coaching(1). 308. PhysiologicalFoundationsof spring semester. ees inthearea.Offeredoddyears, tures bycoaches,trainers,andrefer- football coachingstaff,plusguestlec- instruction bytheBeloitCollege and collegelevels.Lectures football asplayedatthehighschool Basketball ( 302. TheoryofCoaching years, springsemester. of anatomyveryhelpful. Sports ( 304. TheoryofCoaching:Various fall semester. class members.Offeredevenyears, used asalaboratoryexperienceforall College basketballprogramwillbe outstanding areacoaches.TheBeloit guest lecturesanddemonstrationsby College basketballcoaches,plus Lectures andinstructionbyBeloit the highschoolandcollegelevels. and theoryofbasketballasplayedat 1 ⁄ 2 ). Thefundamentalsandtheoryof 1 ⁄ 4 each). (swimming,soc- 1 ⁄ 2 ). The fundamentals This course Offered even ( 389. AthleticTrainingPracticum semester. vide insight.Offeredoddyears,fall and interviewswithsportsleaderspro- selected readings,groupdiscussions, required. anatomy andfirstaidhelpfulbutnot semester. Prerequisite:knowledgeof pletion ofaskillstest. room experienceandsuccessfulcom- class includes100hoursoftraining N.A.T.A.-certified athletictrainer,the athletic trainer.Supervisedbya skills requiredtobecomeastudent 1 ⁄ 2 ). A courseinbasicathletictraining Offered each

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Preprofessional Programs

Beloit offers majors in two pre-profes- matics and science and the design sional programs—environmental skills taught in a bachelor’s program in management and forestry, and 3-2 engineering. The M.S. degree is for engineering. specialization, and holders of M.S. and Ph.D. degrees often work in research Environmental and development. Management and Students may attend any engineering college accredited by the Accreditation Forestry Board for Engineering and Technology Beloit College offers a cooperative (ABET). However, Beloit College is program with the Nicholas School of formally affiliated with five universities the Environment at Duke University (Columbia University, University of that leads to the Master of Forestry Illinois at Urbana-Champaign, (M.F.) or Master of Environmental University of Michigan, Rensselaer Management (M.E.M.) degree. This Polytechnic Institute, and Washington five-year program requires at least University-St. Louis). A student who three years of enrollment at Beloit fulfills all prerequisites with the College, followed by two years of required GPA (at least 3.0, depending study at Duke University. During the on the engineering college and special- first year at Duke, participants com- ty), and is recommended by Beloit’s plete their Beloit College requirements engineering liaison, will normally be for the bachelor’s degree and, upon admitted to the affiliated engineering successful completion of that year, college. Common specialties are chemi- Beloit College awards the B.A. or B.S. cal, civil, electrical, and mechanical as appropriate. After four semesters at engineering, but a student may pursue Duke, in which a minimum number of any engineering specialty, including units is earned, students may qualify computer science, operations research, for one of the professional master’s and financial engineering. degrees. A student interested in the dual-degree Acceptance to the program at Duke engineering program should consult an University is competitive. Planning for engineering program advisor (Paul this accelerated program should begin Campbell or Paul Stanley) early to early in a student’s time at Beloit ensure a suitable plan of study that ful- College. For more information, con- fills the prerequisites for the chosen engi- tact Yaffa Grossman, faculty advisor neering school and specialty. for the program at Beloit College. 3-2 Program Requirements for Special Engineering the Beloit Degree Programs 1. Twenty-three units of Beloit credit, 3-2 Engineering Programs at least 16 of which are in residence. The dual-degree cooperative engi- 2. A dual-degree student does not need neering program combines a liberal to complete a regular major. The arts education with a professional student receives a bachelor’s degree engineering education. A student with an “Engineering Program” generally spends three or four years at major from Beloit College upon suc- Beloit College, followed by two years cessful completion of the dual- at an engineering college, and earns degree program. A student may two degrees (either two bachelor’s complete a Beloit College major or degrees, or a bachelor’s degree and minor with transfer credits from the an M.S. degree). Most entry-level engineering college, with prior engineering jobs are filled at the level approval of the certifying Beloit of a bachelor’s degree and require College department or program. both strong backgrounds in mathe- 208 chp 40911:169-218=03-05.qxd6/29/092:28PMPage209 5. Attainment ofanengineering 5. Completion ofthepre-engineering 4. Completion ofallremainingBeloit 3. requirements fortheaffiliated universi- to matriculation.Information about and socialsciencerequirementsprior require completionofallhumanities curriculum. Someengineeringcolleges not intheBeloitpre-engineeringcore and sciencemathematicscourses humanities andsocialsciencecourses, include Englishcomposition,specific degree requirements.Theyoften Each engineeringcollegehasitsown the EngineeringDegree 3-2 ProgramRequirementsfor *Additional mathematicsorscience *Physics 101,102,and206. *Mathematics 110,115,and201. *Two unitsofcomputerscience. *Two unitsofchemistry,including age attheengineeringcollege. university, withatleasta“C”aver- degree fromanABET-accredited cal engineers. engineers; Physics330formechani- Physics 210and220forelectrical and Physics330forcivilengineers; cal engineers;Geology100or110 Chemistry 230and235forchemi- es include(butarenotlimitedto): college andspecialty.Typicalcours- Choices dependontheengineering an engineeringprogramadvisor. courses choseninconsultationwith by someengineeringschools. recommended, sinceitisrequired Additionally, Mathematics190is some computersciencecourses. for placementand/orcredit computer sciencemaybeeligible Note: Studentswithexperiencein Chemistry 220. least a“C”average: core curriculumatBeloitwith taken attheengineeringcollege. include allundergraduatecourses Note: ThefinalBeloitGPAwill degree requirements,chapter1). College degreerequirements(see for admission. rate processconcurrentwithapplication financial assistanceisgenerallyasepa- assistantships orfellowships.Applyingfor Graduate studyisnormallyfundedwith cial aidwillusuallynotbeavailable. and undergraduateneed-basedfinan- college isnolongeranundergraduate, Beloit beforeattendinganengineering Note: A4-2studentwhograduatesfrom engineering. to eitheraB.S.oranM.S.degreein accredited engineeringcollege,leading year programofstudyatanABET- ing phase.Studentsthenfollowatwo- ematics, beforestartingtheengineer- major inthephysicalsciencesormath- Beloit Collegedegree,usuallywitha In the4-2program,astudentobtains program advisors. ties isavailablefromtheengineering graduation fromBeloitCollege fulfill thegeneralrequirements for health professionsmustsimultaneously A studentpreparingforacareerinthe Lawrence White. Philip Shields,CharlesWesterberg,or For moreinformation,contactprofessors and applyingtolawschool. the LawSchoolAptitudeTest(LSAT) the skillsneededforsuccessfullytaking program fortheirinterestsandacquire help studentsdesignthebestacademic needs. TheCollege’spre-lawadvisors allow flexibilityinmeetingindividual a single“pre-law”majorinorderto The Collegedeliberatelydoesnothave successful entranceintolawschool. study andtomaximizetheirchancesfor in developinganappropriatecourseof dents interestedinlawschooltoassist Beloit providesspecialadvisingtostu- Requirements 4-2 EngineeringProgram DENTISTRY ANDOTHERS MEDICINE, NURSING, Programs Health Professions Pre-Law Preparation

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and for a field of concentration (a 3. Arts and humanities: two courses “major”). Most pre-medical and pre- including English literature and/or dental students major in biology, bio- composition. chemistry, or chemistry, although it is possible, with careful planning, to Students who plan to attend a post bac- complete the pre-medical require- calaureate nursing programs usually ments and major in a discipline out- need to take the following courses. side the sciences. Students who pre- Nursing prerequisites differ however; pare for a nursing degree after com- students are advised to carefully check pleting a liberal arts degree choose the catalogs of programs that interest majors in the sciences, social sciences, them. or an interdisciplinary major. 1. Natural sciences and mathematics: The Beloit College Health Professions Biology 110 and 141, Biology 357. Advisory Committee is responsible for Chemistry 117 and 230. the advising of students considering Mathematics 110 (suggested). graduate training leading to the A course in statistics is required; degrees of B.S.N., D.O., D.P.H., students can use courses from biolo- D.S.W., D.V.M., M.A., M.D., gy, mathematics, psychology or M.S.N., M.P.H., M.S.W., P.A., sociology Ph.D., Pharm.D., and P.T. The requirements for various professional 2. Psychology 100 and 210. schools differ, and a student may wish 3. Arts and humanities: two courses to consult the online catalogs of pro- including English literature and/or grams from his/her home state or composition. programs that fit the students’ particular area of interest. Students preparing for Physician’s Assistant (PA) and Physical Therapy The Health Professions Advisory (PT) programs may need to take addi- Committee advisors will work with tional courses in human anatomy and interested students and their advisors physiology. Students should consult the to develop schedules that include programs in which they are interested these courses, study abroad, and the to determine specific requirements. required standardized testing. Each student should meet with a health Students who plan to pursue a career in professions advisor during his/her first the health professions should take semester at Beloit College to develop advantage of Beloit College’s opportu- a four-year plan. nities for community service and leadership. Students are encouraged to shad- Students who plan to attend medical ow health professionals and to volun- school need to take the following teer with community health agencies. courses to meet basic requirements: The Health Professions Advisory 1. Natural sciences and mathematics: Committee encourages students to plan two biology courses; Chemistry study abroad experiences during their 117, 220, 230, and 235; Physics time at Beloit College, either during 101 and 102; Mathematics 110 the school year or during the summer. (115 recommended). Many medical schools require the study of biochemistry (Biology/Chemistry 260 and/or Biology/Chemistry 300) and a semester of statistics. 2. Social sciences: two courses, preferably including psychology and/or sociology. 210 chp 40911:169-218=03-05.qxd6/29/092:28PMPage211 Heat Moon,andRobertStone. Peter Matthiessen,WilliamLeast- Dao, AmyHempel,DeniseLevertov, Professors includeBillyCollins,Bei wife. PastMackeyDistinguished Willard C.Mackey’47inhonorofhis initiated in1989withagiftfrom in creativewriting.Theprogramwas semester toteachanadvancedcourse Beloit Collegecampusforahalf brings anauthorofdistinctiontothe Mackey ChairinCreativeWriting Each year,theLoisandWillard dents andfaculty. ate worksinconjunctionwithstu- exhibits ofcontemporaryart,orcre- works, workwithstudentstocurate seminars, organizeshowsoftheir pus toteach,conductworkshopsor tinguished, practicingartiststocam- The GinsbergResidencybringsdis- Beloit’s programsinthevisualarts. Stuart Ginsberg’82toenhance in 1999withagiftfromalumnus Residence Program The GinsbergFamilyArtists-in- Pierce, andjazzpianistEllisMarsalis. maker andvideoartistLeighton include fiberartistNickCave,film- departments. PastFerrallartists rotates betweentheartandmusic her works.TheFerrallResidency shops, andperformorexhibithis artist toBeloitteach,directwork- gram bringsaperformingorvisual College’s ninthpresident.Thepro- inaugurated in2001tohonorthe Artists-in-Residence Program The VictorE.Ferrall,Jr.Endowed Residencies was established was General AnthonyZinni. Richard Goldstone,andretiredU.S. Hanan Ashrawi,SouthAfricanJustice chairholders includePalestinianleader College graduate.FormerWeissberg (Hon.’05), theparentofaBeloit support ofdonorMarvinWeissberg made possiblethroughthegenerous informal settings.Theprogramis and facultyinavarietyofformal classes, andinteractswithstudents ipates inascholarlypanel,lectures delivers amajorpublicaddress,partic- Professor ofInternationalStudies the WeissbergDistinguished ticular aspectofinternationalaffairs, seven to10days.Focusingonapar- ally foraresidencyrangingfrom guished publicfiguretoBeloitannu- International Studies The WeissbergChairin brings adistin-

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Special Academic Programs in the Sciences Biology Beloit’s latest innovations in chemistry The BioQUEST Curriculum pedagogy are evident in its national Consortium is a national learning prominence in nanotechnology edu- laboratory based at Beloit College cation. Workshops led by Beloit facul- that develops, promotes, and dissem- ty on incorporating nanoscience into inates curriculum innovations in biol- the chemistry curriculum receive fund- ogy. The program is founded on a ing from the National Science teaching and learning philosophy Foundation and draw faculty from that embraces the 3Ps of investigative across the country. See http://chem- biology: problem posing, problem links.beloit.edu/ solving, and persuasion. The Geology acronym stands for Quality Undergraduate Educational The Keck Geology Consortium is a Simulations and Tools in biology. group of 18 outstanding liberal arts See http://bioquest.org./ colleges committed to undergraduate education in geology through inter- Chemistry collegiate programs that engage stu- For many years, the Beloit College dents and faculty in cooperative chemistry department was headquar- research. Beloit College Professor ters to the ChemLinks Coalition, a Emeritus Hank Woodard is among its consortium of leading liberal arts col- founders. See http://geology.beloit.edu/ leges and research universities that department/keck/index.html developed educational materials to change the way students learn chemistry. ChemLinks’ modular course materials continue to be in circulation.

212 chp 40911:169-218=03-05.qxd6/29/092:28PMPage213 access televisionstation. computer-generated art;andapublic sound editing;musicalcomposition; computerized suitesforfilm,videoand run artgallery;arecordingstudioand it containsGalleryABBA,astudent- arts andcommunication.Tothatend, entrepreneurship appliedtothefine Myers’49, putsspecialemphasison Art, fundedbyalumnusDavid Art ofBusinessandthe semester. TheMyersInstituteforthe half dozenstudentstartupseach meeting spaces,andequipmentfora Foundation, whichfeaturesoffices, Ventures Lab,fundedbytheColeman Beloit’s downtown.Itcontainsthe located inthemidstofcity plans oftheirowndesign.CELEBis into actionastheyembarkonventure curriculum andtoputwhattheylearn context ofaliberalartsandsciences tunity tostudyentrepreneurshipinthe offers studentsofallmajorstheoppor- Liberal EducationatBeloit(CELEB) The CenterforEntrepreneurshipin Liberal EducationatBeloit Center forEntrepreneurshipin Special ExperientialPrograms launched in1999. America,” theDuffyprogramwas sion. Formerlyknownas“BeloitIs weekly seminarforanalysisanddiscus- non-profits. Theycometogetherina nesses, agriculture,government,and Stateline area,includingschools,busi- one ofavarietyinstitutionsinthe improvement. Studentsareplacedin cation, research,andcommunity work togethertowardthegoalsofedu- dents, faculty,andcommunityleaders is calleda“partnership”becausestu- with academicreflection.Theprogram based, experientialeducation,coupled to earnsociologycreditforcommunity- Broadcasting Company,allowsstudents former presidentoftheAmerican named fordonorJamesE.Duffy’49, Community Partnerships.Theprogram, motto oftheBeloitCollegeDuffy “Hands-on, heads-engaged!”isthe College boardoftrustees. donor, JamesSanger,chairoftheBeloit Scholars Programisnamedforthe of afacultymember.TheSanger often one-on-one,undertheleadership program allowsstudentstodoresearch, broad rangeofacademicsubjects.The summer onprojectsthatencompassa dents whoworktogetherduringthe faculty withselectBeloitCollegestu- The SangerScholarsProgrammatches Program Duffy CommunityPartnerships Sanger ScholarsProgram

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Other Special Programs

Anthropological Field School sary to promote freedom and prosperi- Beloit’s anthropological field training ty. In addition to the forum, the pro- program for undergraduates is one of gram includes a special fund for stu- the oldest in the nation. Since 1914, dent-centered intellectual development the department of anthropology has and networking, senior-year scholar- included Beloit students in its research ships for talented international stu- programs to give them experience and dents, high-profile internships for field training. Recent archaeological exceptional students, and a fall senior field schools have been conducted in seminar capstone course for all senior eastern New Mexico, Northern economics majors that focuses on ideas Wisconsin, the Apostle Islands of Lake presented in the Upton Forum. Superior, Illinois, and Costa Rica. University of Wisconsin-Madison Beloit students have worked with Exchange Program department faculty on excavations in the Atacama Desert of Chile. They Regularly enrolled full-time Beloit have excavated at the Gottschall Rock College students may, with the permis- Shelter in Wisconsin to study prehis- sion of the registrar at both institutions, toric art and cave paintings. enroll and receive credit for a limit of one full course per term at the Coe College Wilderness Field University of Wisconsin-Madison Station (excluding summer sessions). Designed The Coe College Wilderness Field for those above first-year status, the Station offers a unique summer pro- assumption is that the student has the gram of biological field study in the necessary prerequisites for the selected Superior National Forest in Northern course and has exhausted the resources Minnesota. All five-week courses inte- of Beloit College in this area. An advi- grate lectures and laboratory investiga- sor’s statement to that effect is tion with frequent canoe outings. required. The tuition fee for this course Recent course offerings have included will be paid by Beloit College, with the animal behavior, aquatic ecology, student responsible for any special ornithology, law and wilderness, course fees and for his/her own trans- nature writing, and behavior and ecol- portation. Normally reserved for stu- ogy of mammals. Summer only. dents with above-average academic standing. Credit earned becomes a part The Miller Upton Programs of the Beloit College record. Named for Beloit’s sixth president, the Weissberg Program in Miller Upton Programs bring together International Human Rights leading scholars, young faculty, and promising students from around the Building on the strengths of the annual world to examine issues related to Weissberg residency in international increasing the wealth and well-being studies at Beloit, benefactor and Beloit of nations. Residing in the College’s parent Marvin Weissberg (Hon.’05) economics and management depart- established the Weissberg Program in ment, the program has as its center- International Human Rights in 2008. piece “The Wealth and Well-Being of At its center is a scholarship program Nations: The Miller Upton Forum,” for international students, who are which brings distinguished, interna- committed to human rights and global tionally recognized scholars to campus understanding, and who plan to return to work within the classical liberal tra- to their home countries to advance the dition. Economic historian Douglass cause of human rights. The multifac- North served as the Upton Scholar in eted human rights program also fea- 2008; Peruvian economist Hernando tures a workshop focused on possible DeSoto holds the post in 2009. The careers, research grants for students forum unites faculty, students, and interested in working toward promot- alumni in a consideration of the ideas, ing human rights, and an annual lecture 214 institutions, and policy reforms neces- on campus by a distinguished speaker. Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 215

CHAPTER 5 Support Programs Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 216

Dean of Students Office

The offices of the Dean of Students, laborating with all relevant campus and Associate Dean of Students for community entities. Student Success and Advising, Intercultural Affairs, and Learning Specifically, the Dean of Students Enrichment and Disability Services are Office coordinates the activities of the located on the second floor of the Academic Performance Committee Jeffris-Wood Campus Center in (including student academic status and Pearsons Hall. Staff members in these recommendations for honors terms), offices collaborate to provide students hears disciplinary appeals, and assists with support and assistance on a wide students in crisis and those experiencing range of issues relating to their lives at academic or personal difficulties. The Beloit College. If a student is unsure dean works directly with the president about where to turn for help and of Beloit Student Congress (BelCon) advice, these offices are often the best and other student leaders to create the place to start. best possible environment for student learning and to provide co-curricular The Dean of Students Office is educational experiences. Also, faculty responsible for fulfilling the Beloit members who are concerned about stu- College and Student Affairs missions dent conduct (particularly academic dis- via the supervision and coordination of honesty) contact the Dean’s Office to the Student Affairs division and by col- consult about the appropriate course of action.

Academic Advising and Support for Student Success

Academic advising at Beloit College is The associate dean of students for stu- a collaborative effort between the dent success and advising also supervis- Academic Affairs and Student Affairs es and coordinates the following offices Offices. The associate dean of the that provide academic support: Career College and the associate dean of stu- Services, Health Services, and Learning dents for student success and advising Enrichment and Disability Services. He work together to provide resources or she coordinates the academic proba- and referrals to assist students, faculty, tion system, meets with students who and staff in their advising endeavors. are experiencing academic or personal The faculty academic advisors work difficulties that interfere with academic with students as they select courses, success, and talks with students who are choose a major/career, consider co- thinking about leaving the College. The curricular and curricular options, and associate dean for student success and develop their MAP (My Academic advising also co-directs the First-Year Plan). Faculty members consult with Initiatives Program and is a trained sex- the associate dean of students for stu- ual assault counselor, who talks with dent success and advising on appropri- students about their options in cases of ate courses of action when they have sexual assault. concerns about a student or have advising questions.

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Career Services

The Beloit College Office of Career • On-Campus Career Fairs: Career Services is committed to helping students Services coordinates on-campus career develop an awareness of career options fairs featuring alumni networking along with the skills necessary to pursue opportunities, local internships and vol- them. Its mission is to empower individ- unteer opportunities, and international uals to develop skills and knowledge for and service opportunities. successful lifetime career development while addressing their unique interests • Off-Campus Career Fairs: Career and backgrounds and promoting expe- Services partners with other colleges riential learning. The department offers and universities to offer students from a full range of services and resources all class years and majors opportunities that allow students to identify, explore, to connect with employers in a career- and experience career and life options fair setting as they seek internship or before and upon graduation from job opportunities. Transportation is Beloit. provided free of charge to students for several fairs held throughout the year in Chicago, Madison, and Milwaukee, Overview of Services where hundreds of employers from the and Resources public and private sector are represent- • Individualized Advising and ed. One of the most popular off-cam- Career Counseling: Career Services pus fairs is the WorkForce Career Fair, offers customized advising and coun- an internship and job fair held in seling on all aspects of career planning Milwaukee, Wis., each February. It is and development to appeal to the coordinated by a consortium of 20 pri- diversity of students’ cultural, ethnic, vate non-profit colleges and universities educational, and socioeconomic back- in Wisconsin. grounds, experiences, needs, interests, • The Career Services Web site at values, abilities, and skills. www.beloit.edu/careerservices: The • Alumni Networking: Career Web site allows students, alumni, facul- Services uses a variety of strategies to ty, staff, and community members to connect students with Beloit College’s access detailed information about all large network of alumni and friends office services, programs and resources, from a variety of career fields to assist regular office hours, a current staff list, students with learning about particular printable PDF copies of career-related job, internship, or externship opportu- guides and handouts, multiple general nities; career options for specific resource Web links, other resource Web majors; company/organization con- links for specific majors, diverse individ- tacts; graduate programs; and more. uals and their interests, and the department’s calendar of events.

• My TurtleSearch Online Position Support Programs Posting Database: My TurtleSearch is • Print Materials: The Career Services a versatile, searchable database accessi- office library, subscription periodicals, ble through the Career Services Web customized guides and handouts, test- site that lists postings for full- and ing registration booklets, and other part-time employment, on-campus printed materials help students explore employment, internship and volunteer careers and majors, search for jobs, positions, and undergraduate and internships, externships (job-shadow- graduate fellowships. ing), and volunteer opportunities; register for graduate or professional school • On-Campus Recruiting: Students entrance exams; and research a broad may visit information tables, attend range of topics related to all aspects of information sessions, and interview career development and planning. with representatives from the private and public sector for volunteer, internship, job, and graduate admissions positions. 217 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 218

Career Services (continued)

Career Assessment provide a realistic understanding of a potential career. The diversity of Beloit and Exploration College’s alumni provides an excellent The first step is for students to better resource for inquisitive students. understand themselves in relation to • Campus Compact Affiliation: Beloit the world of work. Experienced staff, College is a member of this national assessment tools, and educational pro- network of educational institutions, grams are available to help students committed to promoting civic engage- become aware of career options. In ment and leadership through experien- addition to the alumni network, career tial and service learning. Through this fairs, and printed and Web materials, affiliation, faculty, staff, and students resources available to help students benefit from professional development with career exploration include: and experiential learning opportunities • Strong Interest Inventory is an as well as grant resources for projects online inventory that helps identify and initiatives. See the Campus interests and skills and how they relate Compact Web site at www.campuscom- to career fields. pact.org for more information. • Myers-Briggs Type Indicator is a • Volunteer and Community Service: personality assessment designed to More than 250 Beloit alumni have help individuals more fully understand served in the Peace Corps, ranking the and better appreciate their strengths, College among the top in the nation weaknesses, and preferences toward among small higher education institu- work and personal relationships and tions for the number of graduates who activities. join this organization. This is just one example of the strong service ethic • Experiential Learning includes a among Beloit graduates. Beloit alumni wide range of opportunities for stu- have worked with AmeriCorps, the dents to learn through a planned, Japan Exchange and Teaching Program reflective process of direct observation (JET), Teach for America, and the and practice, allowing students to gain Student Conservation Association, to first-hand knowledge of a field, con- name a few. Students have the opportu- nect classroom learning with off-cam- nity to volunteer with more than 100 pus and world issues, learn more about organizations in Beloit and the sur- themselves, and realize their potential. rounding area, as well as hundreds of See more about experiential learning organizations throughout the nation offerings in the next section. and around the globe. Career Services provides print and electronic resources, Integrating Knowledge the alumni network, and postings to with Experience help students identify appropriate positions and organizations. Beloit College has demonstrated a strong commitment to the educational • Summer Employment: Summer pro- value of connecting academic knowl- vides an ideal time for students to par- edge with practical experience. Beloit ticipate in pre-professional or non-pro- considers experiential learning oppor- fessional short-term paid work opportu- tunities to be an integral part of its nities in which they may earn wages, established curriculum. Career Services learn about the world of work, explore supports the following options, which career fields, develop valuable skills, and offer variety in length, location, and network with professionals. Summer immersion. positions span a variety of fields and geographic regions. Career Services • Externships are pre-arranged obser- offers personal advising and maintains vations or informational interviews position postings in the My with practicing professionals. An TurtleSearch system and the office externship can help clarify goals and library for students to utilize in locating 218 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 219

summer work locally, nationally, and ticipating in a minimally paid or non- internationally. paying community service-oriented summer internship. • Internships: Career Services offers personal advising, group workshops, Kemper Scholar Program: funded by examples and contacts for past intern- the Kemper Foundation of Chicago, ship sites of Beloit College students, Ill., to promote leadership, scholarship, and multiple other resources for assist- and experiential learning. First-year stu- ing students with locating and secur- dents from any major with an interest ing internships. Internships are experi- in business or administrative leadership ences that serve as a means of integrat- in any industry are encouraged to apply. ing theory with practice and allowing Beloit is one of only 15 colleges and students to gain a greater understand- universities nationwide selected to par- ing of fields of study and interdiscipli- ticipate in this prestigious program. nary approaches of a liberal arts and One Kemper Scholar is selected from sciences education. They help students the first-year class of each participating define their academic directions and institution annually. The scholar pursue post-graduate careers. receives funding for two summer internships (one with a non-profit orga- Students may receive transcript nota- nization in Chicago; the other with a tion for internships by registering for-profit organization of the student’s them with Beloit College through the choice), and a three-year scholarship Dean of the College’s office. award. Academic credit for the summer Registered internships may be for experiences is optional. credit or non-credit and may be paid or non-paid. Wisconsin College-to-Work Internship/Scholarship Program: Funding for internships and field administered by the Wisconsin terms: Foundation of Independent Colleges (WFIC), offering summer internships Bacon Super-Vision Fellowships: to students attending Wisconsin’s 20 internship fellowships endowed by private, non-profit colleges and uni- alumni George’23 and Elgeva Adams versities. Awards include internship Bacon’26, established to encourage placement, stipend, and scholarship and enable students to pursue intern- packages. ship opportunities. These are awarded to two or more students who are pursuing a non-paid or minimally paid Post-Beloit Planning summer internship. Whether students are pursuing graduate or professional school, full-time Class of 1986 Field Experience employment, or professional service Fellowship: internship fellowship opportunities, Career Services explores Support Programs endowed by the Beloit College class of a variety of means to prepare them for 1986, established to encourage and life after Beloit. Each person’s career enable students to participate in an development needs are unique. In addi- internship during the summer after tion to the resources and services their junior year. It is awarded each already noted, Career Services educates year to one or more students with students about the job search and grad- junior standing who are participating uate school planning process and con- in a minimally paid or non-paying nects them to opportunities. summer internship. • Graduate and Professional School: Class of 1996 Service Learning Career Services provides general infor- Fellowship: internship fellowship mation on graduate and professional endowed by the Beloit College class schools and works with students to of 1996 to encourage and support identify programs that meet their needs community service. Typically, it is and interests. Faculty members also awarded each year to one student par- serve as a source. 219 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 220

Career Services (continued)

Standardized Testing: Information across campus to make students aware bulletins and application materials for of graduate scholarships and fellowships national standardized entrance exams through campus announcements, indi- required for graduate and professional vidual outreach to faculty and staff, and school applications are available in fellowship postings on the Career Career Services and are linked to the Services My TurtleSearch system. Web site. In addition, the Miller Analogies Test (MAT) is administered Full-Time Employment: For students by request in the Career Services pursuing full-time employment imme- office. diately after graduation, an understanding of how to plan and implement a job Graduate School Fairs: Career search is critical. Career Services pro- Services provides transportation for vides assistance with developing students to attend graduate and pro- résumés, as well as offering practice fessional school fairs in Madison, interviews, search strategies, and net- Milwaukee, and Chicago at various working opportunities. In addition to times during the academic year. This individual consultations, students allows students to meet school repre- should take advantage of the many sentatives and faculty and learn about other opportunities and resources avail- program offerings. able to them through Career Services, which are listed in the “Overview of Graduate School Funding: Career Services” section. Services provides advising and research resources for students to seek funding For more information, visit the Career for their post-undergraduate educa- Services Web site: www.beloit.edu/ tion. In addition, the office works careerservices. closely with collaborative partners

Health and Wellness

Health Services Health and Wellness Center The Beloit College Health Center in Students who have coverage under Porter Hall serves the physical and psy- another policy and do not wish to par- chological needs of Beloit College stu- ticipate in the College program must dents. It is staffed by a full-time nurse, sign a waiver to that effect. counselor, and secretary. First aid, care for minor injuries and illness, nutri- All students must complete a health tional counseling, and health-related form, a current medical exam, and show counseling are offered. A physician is proof of current immunity to rubella, in the campus Health Center daily, mumps, and measles by dates of vacci- Monday through Friday. nations or laboratory titer. Health clinics, dentists, pharmacies, Wisconsin state law now requires stu- and Beloit Memorial Hospital are all in dents to provide dates of Hepatitis B close proximity. The College Health and Meningococcal Meningitis vac- Center assists in getting students off- cines. Students are required to sign that campus medical attention. they have read material provided by the College about Hepatitis B and A student health insurance program is Meningococcal Meningitis. available through the College. 220 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 221

Health and Wellness (continued)

Counseling Services The College has a contract with Beloit appointments in the community. The Physicians Hospital Organization. student, whether through insurance or monetary payment, is responsible for Counselors from the hospital work on expenses incurred through off-campus campus a total of 60 hours per week. counseling services. Members of the Short-term counseling is available on Student Affairs staff are also available to campus, and referrals are made for talk with students about personal or long-term counseling and psychiatrist academic concerns.

Intercultural Affairs

The Office of Intercultural Affairs student groups and other staff and fac- leads initiatives that promote intercul- ulty on intercultural initiatives, coordi- tural awareness, understanding, and nate a host family program that matches growth at the College and within the American students of color with Beloit- surrounding community. In addition, area families, and sponsor events that Intercultural Affairs provides academic advance the program’s mission and personal support for minority stu- throughout the year. The Intercultural dents from the United States and for Center is equipped with computer sta- international students. tions and wireless Internet access for students who wish to study in a quiet The office also maintains the place. All student clubs and organiza- Intercultural Center, located on the tions may reserve space in the ground floor of 609 Emerson St. on Intercultural Center for meetings, campus, which is open Monday events, and performances. through Friday from 10 a.m. to 10 p.m. Program staff collaborate with Support Programs

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Learning Enrichment and Disability Services

Learning Enrichment and Disability The Learning Enrichment and Services is an academic enrichment cen- Disability Services Office also coordi- ter where services are provided to all nates the academic “alert system.” The Beloit College students at no cost. assistant dean, the associate dean, and Services include, but are not limited to, the dean of students meet with students peer tutoring (faculty-approved tutors), who are experiencing academic difficul- study skills enhancement, and general ties and students who are thinking of academic support services, as well as leaving Beloit. Faculty members consult accommodations for students with dis- with these staff members on appropri- abilities. ate courses of action when they are concerned about students. The assistant The assistant dean of students/direc- dean also co-directs the Sophomore- tor of this office meets with students Year Initiatives program. to address a variety of situations, such as improving time management and The Learning Enrichment and Disability reading strategies, handling test anxi- Services office is located on the second ety, taking better notes, and increasing floor of Pearsons Hall and can be motivation to study. reached at 608-363-2572 or www.beloit.edu/learning.

The TRIO Department

The TRIO Department houses all dents (parents or legal guardians do three of Beloit College’s federally not possess a bachelor’s degree), low funded TRIO Programs: Student income, or students with a documented Support Services, Ronald E. McNair learning or physical disability. Post-Baccalaureate Achievement Program, and Upward Bound, as well The Ronald E. McNair Post- as the state- and Beloit College-funded Baccalaureate Achievement Program Help Yourself Programs. Through prepares students for graduate pro- involvement with TRIO, students grams leading to a doctorate. receive assistance with College require- Participants engage in research super- ments and opportunities for academic vised by a Beloit College faculty men- development and scholarly research. tor. In addition to research, McNair TRIO motivates students toward the Scholars participate in GRE and gradu- successful completion of their post- ate school preparation seminars, pre- secondary education and further pro- sent research findings at national con- motes career and graduate/profession- ferences or professional meetings, pub- al school opportunities. lish research findings, and receive support for graduate school visits. Student Support Services provides Participants also have access to a list of educational services, including the graduate schools that offer application TRIO institute for first-year students, fee waivers and fellowships specifically academic support, small grants for par- for McNair Scholars through a national ticipants in the TRIO institute, techni- McNair Scholars Program network. cal assistance with financial aid, gradu- Students traditionally apply during ate school and career planning, cultur- their sophomore year at Beloit, but al enrichment opportunities, and per- they must be a junior before they begin sonal counseling to eligible students. their summer research. In addition to Students may qualify for services if junior status, students must meet the 222 they are first-generation college stu- following eligibility requirements: They Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 223

TRIO Department (continued)

must be a U.S. citizen, a resident can apply through their junior year of alien, first-generation and low income, high school. In the spring of 2009, 66 or belong to a group that is underrep- high school students in grades 9-12 resented at the doctoral level (African from the cities of Beloit and South American, Hispanic, American Indian, Beloit were being served in Upward and Native Alaskan). Bound. Upward Bound is a federally funded The Help Yourself Programs are com- TRIO program that provides low- munity outreach initiatives for low- income and/or first-generation high income youth in the Greater Beloit school students with educational area. They are composed of a set of opportunities designed to prepare unique and comprehensive academic them for college. Upward Bound and cultural enrichment programs and assists students through academic educational support services similar to advising, tutoring, admissions and Upward Bound. The Help Yourself financial aid activities, college visits, Programs have been at Beloit College cultural and career activities, counsel- since 1986 and as of this printing were ing, and mentoring programs. More serving 144 area youth in grades 4-12. than 90 percent of Upward Bound seniors go on to pursue a college edu- For more information, see cation immediately after graduating www.beloit.edu/trio, or call from high school. Applications are 608-363-2725. typically taken in the spring from current eighth graders; however, students

The Writing Center

The Writing Center is a place where dents to understand an assignment and all students can work with peer tutors generate ideas, revise a draft, learn on every step or aspect of any writing more about punctuation and grammar, assignment or task, from a First-Year and use sources effectively. Initiatives paper to a graduate school application. Writing tutors are stu- The Writing Center is upstairs at 635 dents from a range of disciplines who College Street and is open Sunday- have been trained in a half-unit course Thursday, 3-10 p.m. Students may call (WRIT 230) and hired by the writing 608-363-2162 or stop by for an appointment. See www.beloit.edu/writ-

program director to work with other Support Programs student writers on a collaborative ingcenter for more information. basis. Tutoring sessions can help stu-

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CHAPTER 6 Matriculation Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 226

Admission

The College selects for admission appli- the national candidates’ reply date, cants who appear to be best qualified to to submit their enrollment deposit. benefit from and contribute to its educational environment. Beloit seeks • Early Action: Students who have applicants with special qualities and decided on Beloit as a strong choice, talents, as well as those from diverse eth- and who want to know as early as possi- nic, geographic, and economic back- ble regarding admission, may apply grounds. under Early Action (deadline Dec. 1). Early Action is highly recommended for any candidate who wants to be consid- Qualifications ered for merit-based scholarships. Many Beloit has no absolute secondary of our scholarships require an interview school requirements but gives prefer- on campus, and a completed applica- ence to students from a rigorous col- tion is necessary to participate. Early lege preparatory program. This Action candidates will receive a decision includes four years of English and at by Jan. 15. This is a non-binding pro- least two years of a foreign language, gram; accepted students may reply any three years of college-preparatory time before May 1. mathematics, three years of laboratory science, and at least three years of his- • Regular Admission: Beloit’s priority tory or social science. Applicants plan- deadline for admission is Jan. 15. ning to major in the natural sciences Applications received after that date will should complete four years of high be considered as space allows. Reports school mathematics and be prepared of seventh-semester grades may be to begin calculus during their first year required. Students are notified when in college. the admissions committee makes its decisions, beginning in mid-February. Applicants are required to submit The national candidates’ reply date for results of the Scholastic Aptitude Test students’ responses is May 1. (SAT I) or the American College Test (ACT). College Entrance Examination • Deferred Admission: This is Board (CEEB) and SAT II subject designed for students who take a year tests are optional. Beloit College does off from formal study between sec- not consider the SAT or ACT Writing ondary school and college, yet want to Exam for purposes of admission. The be guaranteed a place at Beloit College. language achievement tests are used Participants must pay a $1,000 deposit for placement. ($500 of which secures a place in the class and is refunded upon graduation, The Secondary School Report should as is required of all entering students; be completed by the applicant’s col- the remaining $500 will be applied to lege advisor/guidance counselor and the student’s first bill from the submitted directly to Beloit College College). Detailed information is avail- with the high school transcript. In able from the Admissions Office. addition, Beloit requires a teacher recommendation. Additional recommen- • January Admission: Students may dations are optional, although the apply for mid-year enrollment, for Admissions Office may request one in which the admission requirements are certain instances. Interviews are highly the same as in the fall. In the past, stu- encouraged but not required. The dents have selected January admission application fee of $35 must accompa- for a variety of reasons, including the ny the application and is payable opportunity to work, complete an online. internship, or participate in study abroad or overseas travel opportunities Students may apply under one of the prior to enrollment. In some cases, the following plans. All admitted appli- Admissions Committee may offer cants to Beloit, regardless of the January admission to students who admission plan, have until May 1, apply for fall enrollment if space or 226 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 227

other considerations warrant the work of a liberal arts nature completed decision. at other accredited institutions is part of the student’s permanent academic • Early Admission: Some students record at Beloit College. Official tran- enter Beloit College before finishing scripts of such work must be presented high school, usually after their junior at the time of application. No more year. An applicant’s personal and acad- than 60 semester hours (90 quarter emic preparedness for college is the hours) will be applied toward the Beloit key to selection. The admission deci- College degree. Only liberal arts cours- sion is based on courses completed, es with a minimum grade of C will be level of academic achievement, test credited. results, school recommendations, and the student’s educational plans. An interview is required. Application Procedures The online applicaton for first-year and Advanced Placement transfer students can be found at www.beloit.edu/apply. Beloit College and Credit uses the Common Application exclu- Up to 8 units of credit may be applied sively. In addition, a Beloit College toward graduation from tests adminis- supplement is required. tered outside the College, as described below. Campus Visits Beloit College offers advanced place- The College encourages prospective ment or credit by examination with students and their families to visit the preference for the CEEB’s Advanced campus for opportunities to meet stu- Placement (AP) program. AP subject dents, take a student-guided tour, examination scores of 4 and 5 guaran- attend classes, speak with faculty, and tee 1 unit of credit and placement. talk with a member of the admissions staff. Campus visits are arranged Students who have taken the General Monday through Friday; campus tours Certificate of Education advanced- only are available on most Saturday level examination will receive 1 unit mornings during the regular school (four semester hours) of credit for term. Overnight visits can be arranged each passing grade (A, B, or C). for Sunday through Thursday evenings. Advanced standing also will be given A day’s meals and a night’s lodging are to students who complete the provided for overnight visitors. The International Baccalaureate (IB). One Admissions Office requests a two-week unit of credit will be given for each advance notice for visits. score of 4-7 for those who take the higher level IB examinations, and for APAP Program each score of 6 or 7 on a standard- Beloit alumni and parents of students level examination. provide information and interview stu- The College reserves the right to dents under the Alumni/Parents Matriculation review each test to determine its Admissions Programs (APAP). A list of acceptability. The appropriate academ- participants who live near a prospective ic department will review it in consul- student is available from the APAP tation with the registrar. coordinator. Transfer Applicants Applications for transfer from accredited colleges and universities to Beloit for entrance in August or January will be considered if the applicant has maintained a B average. All academic 227 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 228

Tuition and Fees

2009-2010 Per Year there is no refund for a dropped music course. Tuition ...... $33,188 Late Registration: $25. Full board...... $3,482 Late Course Deletion: $25. Room (double) ...... $3,348 Transcript: $5 each. Students must Student activities fee ...... $230 make requests in writing to the regis- Total...... $40,248 trar. All accounts at the College must be paid before transcripts will be issued. The College reserves the right to change any fee as circumstances war- Reopening Record (non-enrolled stu- rant. dent): $50. Credit by Examination: $100 (for the Tuition posting of a successfully completed Three units per term are required for credit by examination). full-time classification unless a student Auditing (non-degree seeker): $609 has received approval of the advisor per course. (Laboratory and studio and the registrar. Half-time students courses and private music lessons may must take a minimum of 1.50 units. not be audited.) With permission of the advisor and Reduced Schedule: $4,149 per unit. registrar, enrolled students in good standing are permitted to take desig- Continuing Education Program: nated courses at other accredited col- $1,218 per course. See “special pro- leges and universities and to transfer grams” below. credits earned to Beloit College without payment of extra fees to Beloit. Summer Tuition: Degree and field of concentration • $2,122 per unit requirements governing the use of such transfer credits, however, must be • Special Projects-$200* observed. • Field Term-$200* Room and Board *Note: The special tuition rate is $200 per unit for up to 2 units of field experi- Information on room and board ence/internship or special project credit, charges will be sent to students before but not to exceed more than two experi- the start of each term. ences total during a student’s time at The following rates apply, per term, Beloit College. starting in the fall of 2009: Each student is eligible for only Room: $1,899 single, $1,674 double, 1 course in each category at the reduced $1,574 triple. Students have a six-term rate. housing requirement. Senior Citizen/Alumni Rate: $100 Board: 20-meal, $1,741 (required of per course (for students older than 65 all first-year students). Alternate meal or alumni enrolling in courses on a plans are available at lower cost in sub- non-credit, space-available basis). sequent years. A six-term dining Continuing Enrollment: $200 deposit requirement applies to all students. upon entrance, refunded upon graduation. Undergraduates will forfeit the Special Fees deposit if they fail to enroll after three Applied Music Lessons: $225 per consecutive vacation terms or withdraw course. The music fee will be prorated from the College. A new $200 deposit for any courses dropped during the will be required for re-enrollment. first five weeks of the term. After that, Upon graduation, refunds are reduced 228 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 229

by any unpaid obligations to the term status. They will be expected to College. leave campus immediately and their class registration and housing will be Field Term: A tuition charge will be voided. made for credit(s) received. No additional charges are made for the field term or for the counseling, placement, Refunds supervision, and appraisal of this pro- The refund schedule for tuition, room, gram. Living costs are the responsibili- board, and fees shown below will deter- ty of the student. mine the financial obligation of a student dropping all courses and with- Study Abroad: All study abroad stu- drawing from the College during a reg- dents pay the current Beloit College ular credit term. The student must sat- semester tuition charge; this tuition isfy all prior financial obligations to the payment covers up to $12,000 in pro- College, however, before any refunds gram expenses, excluding transporta- can be made. tion and room and board. If the study abroad program tuition exceeds The refund schedule will govern cases $12,000 per semester, the student is in which students go on an authorized responsible for paying the additional vacation or field term or withdraw for tuition. Room and board charges may health or personal reasons after a term be billed by Beloit College or the has begun. If a student is dismissed or study abroad program directly, suspended from the College after a depending on the program. A $50 term has begun, no refunds of any kind administration fee is also applicable to will be made. To receive a refund, a study abroad students. student must submit a vacation or withdrawal form obtained from the Dean of Payment Students Office. The College will bill students approxi- Refund Schedule: Appropriate refunds mately one month before the start of of tuition, room, board, and fees will be each term. Tuition, room, board, and made in the following percentages for a special fees must be paid by the due regular academic term: date of each term or students and/or parents must enroll in a payment plan. 1st day of classes—100% refund Failure to make the appropriate pay- 2nd-11th days of classes—90% ment or suitable arrangements by the due date will result in a $150 late pay- 12th-22nd days of classes—80% ment fee. 23rd-34th days of classes—70% For students and parents wishing to 35th-44th days of classes—60% pay on a monthly basis, the College endorses the use of Tuition 45th-56th days of classes—50% Management Systems (T.M.S) as its 57th-69th days of classes—40% third-party payment plan option.

Please contact T.M.S. at 800-722- For sessions other than regular academ- Matriculation 4867 or (www.afford.com/beloit) by ic terms, refunds will be prorated to the the due date to enroll in a monthly percentage of the session still remaining payment plan. on the day of withdrawal, rounded down to the nearest 10 percent. Account balances 90 days or more past Examples of the application of the due will be assessed a monthly late refund policy are available in the payment fee based on an annual rate of Accounting Office. Please contact the 12 percent of the past-due balance. Accounting Office concerning the refund Those students with an accounting schedule for ACM programs. hold by the end of the second week of Financial Aid Obligations: Students classes will be converted to vacation- receiving financial assistance who with- 229 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 230

Tuition and Fees (continued)

draw or change to an authorized vaca- If a CEP student is admitted to a tion term after a regular academic term degree program at the College, he or has begun must go through an addi- she may apply only 2 CEP units earned tional calculation. This will determine at the $1,218 rate toward degree how much of their financial aid may be requirements. To apply other complet- used to pay the remaining institutional ed CEP units toward a degree, the stu- charges and how much must be dent must pay the difference between returned. A prescribed federal calcula- the amount paid for that coursework tion governs students who receive fed- under CEP and the pro-rated tuition eral Title IV financial assistance—i.e., charges that would otherwise apply. unsubsidized and subsidized Stafford Loan funding, Parents Loan for Porter Scholars Program: A cooper- Undergraduate Students (PLUS), ative program with the high schools in Perkins Loan, Pell Grant, and Federal the Beloit area permits a limited num- Supplemental Educational ber of outstanding high school seniors Opportunity Grant (FSEOG). Any to take one tuition-free course each amount that must be returned to Title term for college credit. Private music IV programs will be paid to the source lesson(s) and additional course fees in the order listed above. In other are the students’ responsibility. words, any returned funds will first be Admission to the program is by rec- applied to loans, then, if applicable, to ommendation of the high school Pell or FSEOG sources. counselors and by approval of the Beloit College director of the Porter Examples of federal refund and repay- Scholars high school program. ment calculations are included with all financial aid awards and are on file in the Offices of Financial Aid, Accounting, and the Dean of Students. In most cases, federal regulations require families to use their own resources to pay off indebtedness before using Title IV funds. Special Programs Continuing Education Program: Beloit College offers adults a continuing education program (CEP) as an integral part of the College’s educational mission. To be eligible to participate in the CEP program, a student must be at least 25 years of age or have earned an undergraduate degree and not be enrolled as a full-time student at Beloit. CEP students will be permitted to register for any Beloit College course not filled during regular student registration. They may enroll in a maximum of two full courses in any term, for a maximum of four per academic year. CEP students will be charged $1,218 per full unit. A charge of $609 is assessed to those auditing a course.

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Financial Aid

The financial aid program at Beloit Types of Assistance College recognizes two criteria— scholastic ability and financial need— Scholarships, grants, loans, and campus that may qualify students for awards. work are available to Beloit College stu- Some aid programs require a combina- dents who qualify on the basis of need tion of both of these criteria; others or merit. All scholarship awards are concentrate on students whose sole made possible by the generosity of qualification is either ability or need. many generations of alumni and friends Each financial aid award is tailored to of Beloit College and the gifts of corpo- the specific needs, abilities, and capaci- rations and foundations. It is the ties of the individual student. express hope of these donors that all Beloit College students, as alumni, will College funds and other financial aid contribute to the College so that future resources are intended to close the gap generations of students will have access between the family’s resources and to the quality of education provided by college costs. The assessment of the Beloit College. family’s financial situation establishes a basic framework within which the Need-Based Aid financial aid officer makes a decision. Financial aid related to a student’s Students and parents who have ques- needs includes scholarships, grants, tions concerning financial aid are long-term loans, and employment encouraged to visit or write the opportunities available to students. Financial Aid Office. All scholarships, grants, and loans usually are applied against Beloit College Application Procedures charges and are credited to the stu- Beloit College requires the parents or dent’s account. Campus employment adoptive parents of each aid applicant earnings are paid to the student and to submit the Free Application for may be used for incidental expenses. Federal Student Aid (FAFSA) and a Gift assistance is available for up to nine Beloit College financial aid applica- terms of undergraduate work (including tion. Prospective students are advised terms of credit transferred to Beloit). to file these forms as soon as possible, Family Tuition Grant: When two or preferably before March 1. Aid awards more unmarried children from one are made as long as funds are available. family are attending Beloit as regular Inquiries from prospective students full-time students, each will be entitled concerning application procedures to a $500 per semester tuition grant. should be addressed to the coordina- This tuition grant does not apply to tor of first-year financial aid. Beloit’s summer courses. Students who receive application procedure is based on cur- financial aid will have this grant includ- rent College policy and federal regula- ed in their aid package. tions. Subsequent changes in federal regulations may change the procedure. Loans: The College also is prepared to Announcements of awards will be help secure loans for any student in made as soon as possible after notice good standing who demonstrates finan- Matriculation of admission and after the financial aid cial need. These loan funds may come application and FAFSA have been from the College’s own student loan received. funds, the federal Perkins Loan Program, or lending institutions that Currently enrolled students, both new offer the federal Stafford Loan and renewal aid, must file the FAFSA Program. The loan provisions are and Beloit College financial aid appli- extremely favorable to the borrower cation by March 31 to be considered and superior to loans obtained through for the next academic year. Renewal is other commercial channels. contingent upon continued financial need and satisfactory academic perfor- Part-Time Employment: Many part- time employment opportunities exist mance. 231 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 232

Financial Aid (continued)

for students on campus. Preference for scale, or who rank in the top 25 percent work opportunities is given to those of the class, and have shown significant students qualifying for financial aid. leadership qualities, as well as involve- Job recommendations are made on the ment in co-curricular activities. basis of the applicant’s skill and experience, with educational training empha- Charles Winter Wood Scholarships: sized. Beloit College participates in the These scholarships, valued up to full federal work-study program, and this tuition, recognize students who have assistance is available to qualified stu- been traditionally under-represented in dents. The Financial Aid Office also American higher education (low has a student labor pool to help stu- income, first-generation, and/or dents locate off-campus jobs. domestic minority students) who have achieved academic success and demonstrate leadership potential. Scholarship Merit-Based selection is made during the application Scholarships review process. Students selected for The College’s most competitive this scholarship and who ultimately awards for academic excellence and enroll at Beloit are recognized for their personal accomplishment (listed achievements early in their first semester below) are awarded to entering first- on campus and provided support and year students and are renewable up to encouragement to be active participants four years total, provided students in the co-curricular life of the College. maintain academic eligibility. Founders’ Scholarships: These schol- Candidates should check with the arships recognize students who have Admissions Office for specific dead- been selected National Merit Finalists. lines, competition criteria, and infor- To be eligible for these $5,000 awards mation on maximum combined value ($20,000 over four years), students for merit-based scholarships. must advise the National Merit Presidential Scholarships: Scholastic Corporation, no later than March 1, excellence, superior classroom achieve- that Beloit College is their first-choice ment, and significant involvement in school. co-curricular activities are the basis for T.C. Chamberlin Scholarships: For awarding the Presidential Scholarships. students whose parents are employees The value of these awards ranges from of the University of Wisconsin System, 40 to 50 percent of full tuition and is these $5,000 scholarships ($20,000 renewable for up to eight semesters. over four years) require a strong college Applicants must have a minimum 3.5 preparation and academic performance. unweighted GPA (on a 4.0 scale), or Leadership qualities are also considered. rank in the top 10 percent of their graduating class, and have a 27 ACT Marjorie Brown Leff Scholarships: composite score or SAT of 1220 (criti- These $5,000 awards ($20,000 over cal reading and mathematics) in order four years) recognize students, regard- to compete in a weekend scholarship less of major, who exhibit high ability in event that includes an interview with vocal, instrumental, or keyboard perfor- faculty. Students who wish to be con- mance, or in music composition. sidered for a Presidential Scholarship Winners are chosen based on an audi- are strongly urged to apply under the tion and recommendations by music non-binding Early Action deadline of instructors. December 1. Sau-Wing Lam Scholarships: High Eaton Scholarships: These scholar- ability in playing bowed string instru- ships range in value from $5,000 to ments is the criterion for these $5,000 $10,000 annually and recognize stu- awards ($20,000 over four years) to dents who have achieved outstanding entering students, regardless of major. academic success with a minimum Winners are chosen based on auditions 232 unweighted GPA of 3.25 on a 4.0 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 233

and recommendations by music Other State Scholarships: A few states instructors. have programs providing assistance to residents who want to attend college Rotary Overseas/American Field out of state. High school guidance Service/Youth for Understanding offices can provide information about Scholarship: Open to R.O., A.F.S., this possibility. and Y.F.U. students returning from abroad, these $5,000 awards ($20,000 Federal Pell Grants: These grants are over four years) are based on academic awarded by the federal government to performance and an essay of 500 students with considerable financial words or more discussing their inter- need. national experience. Federal Supplemental Educational Other Sources Opportunity Grants: This federal pro- Wisconsin Tuition Grants: gram is administered by the College Wisconsin students attending any of and is intended to assist students of the independent colleges and universi- exceptional need who would be unable ties within the state may participate in to enter or remain at Beloit College the Wisconsin Tuition Grant without such aid. Program—with no repayment require- Other Sources of Financial Aid: The ment. The amount of the grant under G.I. Bill is available to veterans of the this program is based on the need of armed services who have been honor- the student and is dependent upon ably discharged and who have met ser- state funding. Information about the vice requirements as determined by the program is available from high school Veterans Administration. counselors or the Beloit College Financial Aid Office. Matriculation

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CHAPTER 7 Campus Life Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 236

Residential Life

Beloit offers a variety of living options, units with four single bedrooms and a each designed to foster a sense of common living room, kitchen, and social and intellectual community. The baths. Most halls are coed units with residence halls, special-interest houses, men and women living on alternating and fraternity/sorority houses are floors in eight halls and on the same more than simply places for students floor in nine halls. Maurer Hall is an all- to eat, sleep, and study. In residence women’s hall. All rooms are furnished halls, lifelong friendships are made, with a bed, mattress, desk, chair, book- issues and ideas are discussed, lifestyles case, and dresser. Occupants must pro- are questioned and explored, values vide their own study lamps, bed linens, are challenged, and each student is towels, blankets, pillow, mattress pad, encouraged to develop a sense of and other furnishings. mature interdependence. Special-Interest Housing Students are expected to live in Groups of students who wish to live College residence halls and eat in the together to achieve a common goal and dining hall during their first six credit teach the campus community about terms. After their first term, with particular issues may request a special- approval from the Residential Life interest house. Each house has its own Office, students may choose to live in kitchen and lounge facilities and is the College’s special-interest housing structured to provide maximum oppor- described below. Transfer students are tunities for group participation in the required to live in the residence halls common area of interest. Current spe- and eat in the College dining hall in cial-interest houses accommodate stu- accordance with policies regulating dents with interests in anthropology, the class or term to which they are art, French, Spanish, Russian, German, assigned by the registrar. Commuting environmental issues, geology, peace students living with their parents, and justice, women’s issues, black married students, and certain others issues, latino issues, gay and lesbian may be exempt from the residence issues, science fiction, substance-free requirement. living, Habitat for Humanity, music, The residential unit serves as a focus and interfaith issues. As student needs for many of the important services and and interests change, the types of hous- activities on campus, including intra- es available and their character also mural athletics and student govern- change. Special-interest housing is open ment. Beloit College places great to all Beloit students who have com- emphasis on ensuring that residence pleted at least one term. Residents are halls provide a comfortable place to selected by application in order to live and a stimulating place to learn. maintain the high degree of academic interest and sense of purpose of the Accommodations houses. Three substance-free floors, one substance-free building, and one Residence Halls quiet floor are available. All housing The Beloit College campus offers a accommodations are smoke free. variety of housing accommodations, including single rooms and one- and Fraternities and Sororities two-room doubles. Haven Hall is Beloit fraternities and sororities offer arranged in suites around kitchenettes. social, educational, and service oppor- Wood Hall has four “houses” or tow- tunities and, in some cases, an alterna- ers arranged vertically, with social areas tive to residence hall dining. on the first floor of each house. Aldrich Hall has one kitchen and a All six Greek letter societies currently at large lounge on each floor. Moore Beloit College maintain houses. The Hall and the Clary St. Apartments are fraternities are Phi Kappa Psi, Sigma townhouse arrangements, offering Chi, and Tau Kappa Epsilon. Theta Pi Gamma sorority (founded in 1896 at 236 senior students apartment-living in Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 237

Beloit and at one time a chapter of for counseling and advising, organizing Delta Gamma national), Kappa Delta, events, communicating information to and Alpha Sigma Tau are active sorori- students, and reporting building mainte- ties. Chapters of other fraternities and nance problems. In most cases, students sororities may be established or re- should first consult the resident assistant established on campus in future years, in matters related to residential life. depending on the interests and initiative of students and chapter alumni. Dining Hall No Beloit fraternity or sorority is Commons cafeteria, located in Chapin allowed to select its members on the Hall, serves 20 meals a week (excluding basis of arbitrary exclusion by reason Sunday dinner). The Commons food of the candidate’s race, national origin, service provides unlimited seconds, giv- religion, sexual orientation, or physical ing special attention to nutrition, prepa- or mental disability. Members of fra- ration, and dining environment. A veg- ternities or sororities also shall be free etarian option and a vegan entree are from control by non-College persons provided at each meal. Students are and organizations in choosing those encouraged to bring favorite recipes with whom they wish to fraternize. from home. Commons staff will try to Use and Occupancy add the item to the menu or make a favorite meal for a student and five Normally, students will be permitted friends. D.K.’s Snack Bar and the Java to reside on campus only while they Joint provide an alternative to the main are enrolled full-time on a credit term dining area. Located in the Campus and while the College is in session. Center, D.K.’s and the Java Joint serve Rooms must be vacated between sandwiches and grill items, Monday terms. Students are not to arrive on through Friday only. Visit the Web campus until the specified day on page at www.beloit.edu/foodservice. which residence halls are open each term unless special arrangements have All first-year students take the basic been approved in advance. plan of 20 meals per week (excluding the Sunday evening meal). After the Reservation of Rooms first year, additional meal options are Room assignments for first-term stu- offered. Students must subscribe to one dents are made by the Office of of the plans during their first six credit Residential Life before the students terms. arrive on campus. Student preferences are solicited, and every effort is made A student committee meets regularly to honor them. Changes in room with the professional catering staff serv- assignments may be made only with ing the College to discuss current stu- the approval of the Office of dent requests. Residential Life. After the first year, students participate in a room lottery Religious and Spiritual and choose their own accommoda- Life tions from those available. The College encourages full expression of various religious heritages, as well as Office of Residential Life non-religious pursuit of meaning and The Office of Residential Life, located values. Members of the College com- in the Jeffris-Wood Campus Center,

munity are encouraged to discuss with Campus Life Pearsons Hall, is responsible for all one another the richness of their own aspects of campus housing. Students traditions, values, and beliefs. The orga- should make all room arrangements nization of religious and spiritual inter- through the office and should consult est groups, such as Am Yisrael, the director if questions or problems Christian Fellowship, Pagan Fellowship, arise. Each residence hall has at least and the Interfaith Council, are deter- one resident assistant who is available mined by student interest. 237 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 238

Residential Life (continued)

While not presuming to intrude on spiritual care and counseling; and con- any student’s particular commitments, nect students with communities of faith the College has an active Spiritual Life in the city of Beloit. These activities all Program. This program exists to sup- express the single purpose of encourag- port and cooperate with a variety of ing and equipping students to take part student clubs (religious and secular); in the human quest for meaning and offer field trips, workshops, speakers, purpose. and performances; provide individual Co-Curricular Activities

Clubs and Organizations Phi Beta Kappa is a national honorary scholastic society established in 1776. Beloit students who enjoy common Members are selected from senior class interests participate in a variety of students ranking at the top of their clubs. Each special-interest house has class scholastically. Wisconsin Beta, its own organization, and there are founded at Beloit College in 1911, is many non-residential groups, ranging one of the oldest collegiate chapters from those relating to academic and west of Chicago. cultural interests to clubs for community service and athletics. Alliance, Phi Sigma Iota, an international hon- Black Students United, Geology Club, orary foreign language society, estab- International Club, Model United lished a chapter at Beloit in 1926. Nations, Outdoor Environmental Active membership is composed of Club, Voces Latinas, and the Women’s juniors or seniors who are enrolled in Center are some of more than 70 an advanced foreign language course active clubs students may pursue to and who are chosen for excellence in develop skills, meet new friends, and general college work, as well as superior have fun. achievement in this field. Students may participate in a wide Psi Chi is the national honor society of variety of musical organizations, such psychology, founded to encourage, as choirs, orchestras, and other ensem- stimulate, and maintain scholarship in bles through the music department. psychology, and advance the science of the subject. Membership is open to In addition, students may work in the undergraduates who are making the Beloit Student Congress (BelCon), study of psychology one of their major including on the Programming Board, interests and who meet the minimum to bring a variety of all-campus pro- qualifications. Psi Chi is an affiliate of grams and entertainment to campus. the American Psychological Association Some of the major programs are the and a member of the Association of Film Series and the Folk’n’Blues and College Honor Societies. Spring Day festivals. Senior Bench Chapter of Mortar Honor Societies Board is a self-perpetuating honor society of senior students chosen in recogni- Eta Sigma Phi is a national honorary tion of excellence in scholarship, campus scholastic society for students of the leadership, and service to the College. It classics. Active membership consists of is a member of the National Mortar students of advanced and superior Board society. standing in Greek and Latin, who also display general excellence in their College work. 238 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 239

Co-Curricular Activities (continued)

Literary, Journalistic bers, and three productions directed by outstanding guest professionals. Plays Activities and dance concerts are produced in the Beloit Fiction Journal, founded in Neese Performing Arts Complex. 1985, is a national fiction magazine Chelonia Dance Company is an that has undergraduate students on its ensemble open to student dancers and editorial board. choreographers by audition. Dance fac- Beloit Poetry Journal was founded in ulty and students choreograph a wide 1950 by three Beloit College profes- variety of dances for these annual spring sors and was edited for five decades by performances, many of which are also Professor Emerita Marion Stocking. It entered in and toured to the annual is currently edited by Professor of American College Dance Festival English John Rosenwald. Association (ACDFA). In recent years, both student- and faculty-choreo- Pocket Lint is a national literary jour- graphed works have been selected for nal edited and produced entirely by the gala concert at ACDFA. students and composed of submissions from students on campus and off. Beloit Cable Access Television studio: Beloit College operates the public The Round Table, a student newspa- and governmental access channel for per issued weekly when the College is the local cable company. This public in session, provides news coverage, service TV channel is on the air 24 feature stories, and an arts section. It hours a day, seven days a week. The was founded in 1853. staff consists primarily of Beloit College students acting as producers, directors, Theatre, Dance, editors, and studio personnel. It pro- Communication vides a hands-on opportunity for students to build their experience in televi- The department of theatre arts pro- sion production. duces a varied season of theatre and dance productions as an integrated WBCR 90.3 FM, Beloit College’s stu- and co-curricular activity of its acade- dent-run noncommercial radio station, mic program. Participation is by audi- plays music, airs news coverage and tion, open to all students. Many cours- talk-shows, and covers select College es offered in the department include athletic events. opportunities for student performance through readings, showcases, and Sports and Recreation dance concerts. Throughout the year, Intercollegiate Athletics: Beloit men guest choreographers visit campus to and women compete in a full range of develop experimental works with stu- sports at the intercollegiate level. Men dent dancers. compete in the Midwest Conference in Beloit College Theatre provides a stu- baseball, basketball, cross country, foot- dio or laboratory component to the ball, golf, soccer, swimming and diving, courses of study offered by the depart- tennis, and track and field. Women ment, while offering the College and compete in the Midwest Conference in Beloit communities performances that basketball, cross country, soccer, soft- challenge and entertain audiences. The ball, swimming and diving, tennis, track department regularly brings visiting and field, and volleyball. Other mem- guest artists to campus for lectures, bers of the conference include Carroll, Campus Life workshops, and extended residencies. Grinnell, Illinois College, Knox, Lake In recent years, Beloit College has Forest, Lawrence, Monmouth, Ripon, produced a world-premiere play with a and St. Norbert. playwright-in-residence, the American Intramural Sports and Recreation: premiere of an Italian play translated Beloit offers an extensive program of by two Beloit College faculty mem- intramurals so that every student has a 239 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 240

Co-Curricular Activities (continued)

chance to enjoy and profit from indi- Many recreational opportunities are vidual and team activities. Such com- also available. (The College funds sever- petition normally includes basketball, al non-intramural sport clubs through flag football, ultimate Frisbee, floor BelCon, the student government, hockey, racquetball, indoor and out- depending on interest.) In addition, the door soccer (co-ed), tennis, 3-on-3 sports facilities are open for recreational and 6-on-6 volleyball, and water polo. use when not otherwise scheduled.

Campus and Community Outreach Center

Beloit College strives to provide stu- Community Service dents with opportunities to serve individuals and organizations in Rock Starting with the community service County and beyond. component of the First-Year Initiatives Program, Beloit College encourages The Campus and Community students to participate in service activi- Outreach Center (CCOC) exists ties throughout their time at Beloit and because of a strong service ethic to become active and responsible citi- among students, staff, and faculty at zens. The city of Beloit is rich with cul- Beloit College. The campus communi- tural, religious, and socioeconomic ty seeks to make a positive difference diversity and provides a wealth of locally, nationally, and globally. opportunities for community service. Tutoring Throughout the year, group projects are coordinated with local organizations In 1964, two Beloit College faculty needing volunteer assistance, such as spouses created a tutoring program for youth organizations, community cen- the Beloit community, and their origi- ters, nursing homes, churches, animal nal intentions for the Volunteer shelters, animal rehabilitation centers, Tutoring Service are still intact today non-profit organizations, homeless shel- through the CCOC. ters, or any other service organizations. Beloit College students tutor local stu- Projects usually occur on weekends or dents who need help with schoolwork evenings. or general education. Most of the Many local organizations need individu- tutees are kindergarten through high als who can volunteer on a daily, week- school pupils from the Beloit area who ly, or monthly basis throughout the need help in a variety of subjects, with year. The CCOC helps match the needs an emphasis on reading, spelling, and of each organization with students who math. are interested in volunteering. Each tutor is paired with one tutee In addition, Student Support Services depending on availability and subject organizes group programs outside the interests. Tutoring pairs meet once or local community. One example is an twice a week for up to two hours at a annual service trip during spring break time. Tutoring may take place in the to Beloit, Ala. This unique program CCOC, or a group of students may allows students to participate in service adopt a school and travel to that to another part of the country. school to provide tutoring. The time commitment is small, but the rewards For more information, visit the Web at are large. www.beloit.edu/ccoc. 240 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 241

Community Government

Beloit’s system of community gover- clubs, and organizations) and the direc- nance, which consists of two legislative tor and assistant director of Student bodies, seeks to involve students in Activities. shaping College policies. The Academic Senate, concerned primarily Students also serve as voting members with academic issues, is made up of all on most College committees, including faculty, the president, the vice presi- the Curriculum Oversight and dent for academic affairs, several other Administration Committee, the body administrators, and 13 students elect- responsible for conducting basic studies ed by their peers. Beloit Student bearing on educational policies and for Congress (BelCon), concerned pri- advising the vice president for academic marily with student issues and budget- affairs on matters of academic adminis- ing of student activity fees, is com- tration. posed of students (elected from floors,

General Policies

The Student Handbook against any person who engages in (www.beloit.edu/studentaffairs/Hand activities that would prevent or seriously book/STUDENTHANDBOOK.pdf) impede the performance of the essential explains regulations and procedures tasks of the College. Alleged violation with regard to student discipline. of College regulations will be reported to and acted upon by the appropriate A Beloit College student is expected review and disciplinary bodies. Final to obey public laws, to observe appeal of decisions may be made to the College policies and regulations, and president of the College. to have due regard for the order, rights, and comfort of the civic and College community of which he or she Student Activities and is a member. Social Life The College believes that modes of Any student club may become fully rec- conduct essential to the maintenance ognized by the Beloit Student Congress of a community of learning must be (BelCon), provided the organization is based on discussion, persuasion, neither exclusionary nor discriminatory. responsibility, and respect. It believes A recognized group may seek BelCon further that intolerance, coercion, funding, either through club budgets or threats, and physical/emotional vio- the funding board. Bylaws and charters lence are destructive of such a commu- of proposed student clubs must be nity. Thus, all persons and groups approved by BelCon’s Club Oversight within the College community have Organization. No student organization the right to express, advocate, and that practices racial, sexual, or religious publicize their views and press for discrimination, overt or covert, shall be action by appropriate means. With permitted. All organizations must be these rights goes the responsibility to open to all students. This standard shall respect the rights of other persons and be applied to all organizations seeking groups within the community, to pro- approval. Campus Life vide adequate hearing for opinion and A complete list of clubs as well as other dissent, and to give serious considera- important information about student tion to proposals for constructive government and programming can be changes. To assure these rights for all found at http://belcon.beloit.edu. members of the College community, disciplinary action may be initiated 241 Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 242

General Policies (continued)

Campus social activities are supported with funding from student government. Any campus group or student may apply for funding through the BelCon Web site. The Office of Student Activities is available to work with any student group in planning its events or to discuss applicable policies and procedures. Motor Vehicles The possession and operation of motor vehicles by students is subject to the regulations of the College, as explained in the Student Handbook. Such vehicles must be properly insured. First-year students are dis- couraged from bringing vehicles to campus.

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CHAPTER 8 Directory Chp 5678 0911:Chp 6789 0709.qxd 6/29/09 2:28 PM Page 244

The Campus

The Beloit College campus was laid designed as a chapel and as an acade- out on scenic high ground where my, it has since functioned as an art Native American mound builders once hall, student union, classroom build- lived, near the confluence of the Rock ing, and student services center. The River and Turtle Creek. The academic building currently provides office space buildings are interspersed among a for faculty and for the College’s TRIO grove of native oak trees that has been programs. augmented over the years with many other species. Both the campus and the Buildings of Instruction surrounding community, Beloit’s his- Campbell Hall, Beloit’s second oldest toric College Park District, have a dis- building, was built in 1854 as the first tinct architectural affinity to the New residence hall on campus. Over the England models that inspired them. years it also has served as a classroom and administrative office building. In Administration 1983 it was remodeled to provide facul- Buildings ty offices and classroom facilities, which today include the James S. Kemper Middle College, the oldest college Computer Center for Economics and building northwest of Chicago still in Management. The building is named in academic use, was erected in 1847 by memory of Samuel J. Campbell’13, for- the citizens of Beloit. It contains the mer chair of the board of trustees, and College’s principal administrative his wife, Ileen, who were major bene- offices. Middle College has been des- factors of the College. ignated an official landmark by the Wisconsin State Historical Society. A The 116,000 square-foot Center for large brick entrance plaza is named to the Sciences, Beloit’s newest academic honor Samuel J. Campbell’13, former building, opened in August 2008. This chair of the board of trustees. The state-of-the-art facility features scientific Admissions Office and visitors center equipment designed to prepare a new are located on the first floor. generation of scientists and scientifically literate citizens. The center includes 17 Pearsons Hall (see also Jeffris-Wood teaching and 21 research/instrument Campus Center listing, under Student labs, indoor and outdoor classrooms, a Activity Facilities) was erected in 1892 visualization lab, the Keefer Kang and completely renovated in 1985. Conference Room, the 60-seat Porter The original structure was built as a Brown Auditorium, a four-story central science hall in honor of D.K. Pearsons atrium, student and faculty offices and of Hinsdale, Ill., whose gift made the lounges, and more. The building was building possible and who, though he designed to be energy efficient and had no direct ties to Beloit, is remem- boasts many environmentally friendly bered as one of the College’s great features, such as a planted, vegetated benefactors. The building, listed on roof, site placement that minimizes the the National Register of Historic building’s environmental impact, exten- Places, was designed in Romanesque sive recycled/reused building materials, Revival style by the famed Chicago water efficiency, and indoor environ- architects Burnham and Root. mental quality. The College is seeking Pearsons Hall now houses the Jeffris- gold-level LEED certification for the Wood Campus Center, which includes center from the U.S. Green Building administrative offices for student ser- Council. vice functions, including the registrar, dean of students, accounting, and The Center for the Sciences is home to related areas. the departments of biology, chemistry, geology, math and computer science, South College, Beloit’s third oldest physics and astronomy, and psychology, building, was built in 1858 of cream- and interdisciplinary programs in bio- colored Wisconsin brick. Originally chemistry, environmental studies, and 244 Chp 56780911:Chp67890709.qxd6/29/092:28PMPage245 in memoryofProfessorClassics and The WrightMuseumofArt,named The buildingwasdedicatedin1904. ing andweaving,aseminarroom. rooms, studiosforcomputerart,paint- department facilities,includingdark- The SmithBuildingoffersmanyart Beloit Collegeandthecommunity. the Bungefamily,longassociatedwith area isnamedtohonormembersof The building’smainlounge-meeting buildings givenbyAndrewCarnegie. the firstAmericancollegelibrary the formerCarnegiebuilding,oneof the centerwascreatedbyrenovating mer chairofBeloit’sboardtrustees, Holman D.Pettibone(1911),afor- ricular offerings.Namedinmemoryof guage teachingandotherrelatedcur- story buildingservesasthehuboflan- was dedicatedin1964.Thisthree- The PettiboneWorldAffairsCenter 1947. professor ofhistoryfrom1901to of RobertK.Richardson,legendary seat auditoriumisnamedinmemory Ingersoll Morse,classof1899.A92- Charles H.Morse,Jr.andCharlotte September 1931,itisthegiftof social sciences.Completedin departments inthehumanitiesand rooms, seminarandofficesfor Morse-Ingersoll Hallprovidesclass- Croneis, theCollege’sfifthpresident. lounge isnamedinhonorofCarey Godfrey (1951-1974),andthemain of AnthropologyWilliamSimpson building bearsthenameofProfessor room, lounge,andstoragespaces.The and providesoffice,laboratory,class- the LoganMuseumofAnthropology) adjoins MemorialHall(whichhouses Godfrey AnthropologyBuilding Information ServicesandResources. space, andstaffoffices,including Matilda R.WilsonTheatre,classroom factor oftheCollege.Itcontains memory ofaformertrusteeandbene- Oscar G.MayerHallisnamedin the CenterforLanguageStudies. mer, itprovidesclassroomspacefor health andsociety.Duringthesum- Students alsohavedirectaccess tothe from librariesthroughoutthecountry. materials notintheCollege’scollection the library.Beloitstudentsmayrequest reference andtechhelpstaffbasedin messaging, fax,andothermeansfrom son, overthephone,viaemail,instant ed information.Helpisavailableinper- using, evaluating,andpresentingneed- services toassisttheminlocating, research, information,andtechnology abroad haveaccesstoavarietyoflibrary Students oncampusandstudying abilities, arealsoavailable. ment andsoftwareforuserswithdis- use ofaudio-visualmaterialsandequip- areas forpracticingpresentationsand and collaborativelistening/viewing scripts inandoutofclass.Individual and rarespecialbooksmanu- ence withprimaryresearchmaterials students theopportunitytogainexperi- Archives andSpecialCollectionsoffer are availableinmanyareas.The laptop computerdataandpoweroutlets ual andcollaborativestudyoptions, access throughout,avarietyofindivid- dent use.Thebuildingfeatureswireless printing technologiesavailableforstu- Web development,andscanning and specializedvideoaudioediting, computers aswellnetworkedprinters Library facilitiesincludemorethan50 information resources. mented byarichselectionofdigital and governmentdocumentsiscomple- books, journals,audio-visualmaterials, lection ofmorethanhalfamillion resources andservices.Thephysicalcol- way toinformationandtechnology both aphysicalplaceandvirtualgate- Richard BlackInformationCenteris The Col.RobertH.MorseLibraryand printmaking andsculpture. The building’sannexhousesstudiosfor mate-controlled HollensteinerGallery. tions, includingthemainfirstfloorcli- tory, andgalleryspaceforartexhibi- dio forthedepartmentofartandhis- Room lecturehall,askylitdrawingstu- provides seminarrooms,theLogan Art HistoryTheodoreLymanWright, Library Library

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The Campus (continued)

libraries at the University of Museums Wisconsin-Madison. With two museums of significant depth For more information about the and breadth on campus, Beloit College library’s information and technology is distinctive among smaller undergrad- resources and services go to: uate institutions. Both the Logan www.beloit.edu/library. Museum of Anthropology and the Wright Museum of Art were founded Technology with major gifts to the College in the The wired campus network is accessi- 1890s. The Logan Museum was created ble from every campus building, and with Frank G. Logan’s gift of Native residence hall rooms feature data American materials collected by ports. Most academic and cultural Horatio Nelson Rust and exhibited at buildings also feature wireless access. the 1893 World’s Columbian More than 240 PC and Mac comput- Exposition. This gift of nearly 3,000 ers with networked printing facilities artifacts augmented the College’s earlier are available for student use at the museum or “scientific cabinet” collec- library, in more than a dozen depart- tion of natural history specimens. The mental labs, and in the 24-hour labs in Wright Museum of Art was started academic and residential buildings. through the generosity and dedication Specialized resources for mapping, of Helen Brace Emerson, who donated design, and multimedia development, her personal collection of art to Beloit statistical analyses, language programs, in 1892, creating Beloit’s first art appre- and the study and production of ciation program. She also was instru- music, computation, and other func- mental in working with Lucius Fisher, tionality are available in departmental Jr. to acquire a collection of plaster labs. Video and audio editing, Web casts for the College that had formed development, scanning and printing, the Greek government’s exhibit at the digital video and still cameras, Columbian Exposition. These are now TV/VCR/DVD players, and other part of the Wright Museum’s collec- technologies also are available for stu- tion. Subsequent gifts, purchases, and— dent use. in the case of the Logan—worldwide research and collecting expeditions have The College provides anti-virus soft- added significantly to both museums’ ware to all students. Staff is available to holdings. Together, they house more assist students in loading and running than 250,000 artifacts and works of art. the College-provided anti-virus software, properly configuring their per- The Beloit College museums are rich sonal computer operating systems, and resources for the campus and the connecting to the campus network. broader community. Exhibits include those that travel and those that are Students on campus and studying developed by students, utilizing the col- abroad have access to a variety of tech- lections. Educational programs for nology resources and services includ- adults and children are sponsored by ing the campus’ learning management the museums, many in cooperation system. Assistance with using comput- with community groups. As teaching er software and hardware as well as museums, the Logan and the Wright Web development and audio-visual provide opportunities for Beloit under- equipment is available to students in graduates to learn and work in a profes- person, over the phone, and via email, sional environment. Students are instant messaging, and other means. involved in every facet of museum oper- For more information about campus ations, from researching collections technology resources and services, go through planning and implementing to: www.beloit.edu/isr. exhibits, to educational programming, in a tradition that spans more than a century. 246 Chp 56780911:Chp67890709.qxd6/29/092:28PMPage247 Wright ArtHall,completedin1930 The WrightMuseumislocatedinthe mono andporcelains. celadon ceramics,andJapanesesage- Imperial Chineserobes,Korean as Asiandecorativearts,including art byNativeAmericanartists,aswell more contemporaryworks,including American paintings,andgraphics,to to historicphotographs,Europeanand Greek potteryandRomanglassware, range fromclassicworks,including tions heldbytheWrightMuseum Wright MuseumofArt: temporary exhibits. on thefirstandsecondfloorshouse Native Americangroups.Displaycases Winterberg depictsouthwestern Other paintingsbyElmerC. tural evolutionofthehumanspecies. Norton depictingthephysicalandcul- large muralpaintingsbyJohnW. of thesecondfloorShawGalleryare rials frommanycultures.Onthewalls Exhibits ontwofloorshighlightmate- and studentsworkinthemuseum. sands ofobjectsandwatchprofessors through whichvisitorscanviewthou- 26,000-cubic-foot glasscubicle centerpiece ofthemuseumisa access tothecollections.Thestriking 2008 enhancedpreservationofand Another majorprojectcompletedin maintenance, care,andexhibition. 1995 providedfacilitiesforcollections $4 millionrenovationcompletedin Two marbleplaqueslisttheirnames.A who gavetheirlivesintheCivilWar. honor menfromthecityandCollege support ofthelocalcommunityto Memorial Hall,builtin1869withthe The LoganMuseumishousedin tries arevaluablelearningresources. collections frommorethan120coun- also well-represented.Ethnological Andean SouthAmericanmaterialis Mexican, CentralAmerican,and Lakes, Plains,andSouthwest. artifacts, particularlyfromtheGreat material, aswellNativeAmerican and NorthAfricanarchaeological Museum arecollectionsofEuropean Among thestrengthsofLogan Logan MuseumofAnthropology: Art collec- department ofartandhistory. ture roomsandstudiosusedbythe Wright MuseumofArt,aswelllec- the collectionsandgalleriesof Brace Emerson.Thebuildinghouses museum programinitiatedbyHelen served asacontinuationoftheart from thecitizensofBeloit,arthall classics andarthistory.Agiftinpart Lyman Wright,abelovedprofessorof and namedinmemoryofTheodore Gramley’51. Foundation andeconomistLyle E. pianos onstagearegiftsoftheLam two Steinwaynine-footconcertgrand of GeorgeW.Mead,class1892.The Aeolian Skinnerpipeorganwasthegift World WarIandII.The Beloit studentsandalumnikilledin chapel, includingtabletsmemorializing memorial plaquesarelocatedinthe occasions, mostrecentlyin2003.Many expanded andremodeledonseveral building waserectedin1892andlater community functions.Theoriginal and lecturesotherCollege the centerformajorcampusconcerts The building’s900-seatauditoriumis Miles MusicCenteronthelowerlevel. Eaton, andalsohousestheMaryHelm second president,EdwardDwight Eaton Chapel the MouatfamilyofJanesville,Wis. outdoor plazaareahonorsmembersof major donorstothebuilding,andan tion areas.Plaquesinthefoyerhonor ties, plusattractivefoyerandartexhibi- shop, classrooms,andlaboratoryfacili- ing studios,dressingrooms,costume Experimental Theatre,sceneryandlight- level buildingalsoincludestheKresge recitals, andculturalevents.Themulti- atrical presentations,concerts,dance arts programandisusedforotherthe- which housestheBeloitCollegetheatre the 300-seatthruststageNeeseTheatre, the College.Thefacility’smainfeatureis member ofafamilylongassociatedwith 1912, atrusteeformanyyearsand memory ofLauraAldrichNeese,class was dedicatedin1975andisnamed contemporary performingartscenter, Neese PerformingArtsComplex,a Performance Facilities is namedforBeloit’s

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The Campus (continued)

Wilson Theatre in Mayer Hall is a Physical Education and 350-seat auditorium that is used regularly for the campus film series as well Athletic Facilities as for lectures and performances. It is The Beloit College Sports Center, named in honor of Matilda R. Wilson. dedicated in 1987, is a large and versatile athletic and fitness facility. Adjacent Student Activity to the residential quadrangle, it includes a 4,400-square-foot fitness center with Facilities extensive equipment, the 19,500- Jeffris-Wood Campus Center, creat- square-foot Flood Arena, with its three ed in an artful transformation of his- collegiate basketball and volleyball toric Pearsons Hall in 1985, provides courts, seating for 2,250 spectators, and an impressive setting for a wide variety staging and lighting to transform the of student and community activities. arena into a multi-purpose auditorium The building is in round-the-clock use for concerts and other major events; a during the school year and is popular spacious and well-equipped dance stu- as a summer conference facility. The dio, a six-lane natatorium, racquet- campus center is named in memory of ball/handball courts, a training room, Pierpont J.E. Wood, prominent and other facilities. The Matthew A. Wisconsin attorney and industrialist, Marvin Field House adjoins the Sports and his wife, Helen Jeffris Wood. The Center complex, providing nearly naming gift in their honor was con- 40,000 square feet of space for use as a tributed by their son, Steven P.J. year-round indoor recreational area, Wood, a former trustee of the College. including a jogging track, an indoor Meeting and conference rooms, a fac- soccer area, space for indoor tennis, and ulty-staff lounge, and a student art batting cages and pitching machines for gallery are located on the main floor, baseball and softball. along with D.K.’s Snack Bar grill/deli. The Strong Stadium Athletic The center also houses the Mail Complex includes varsity competition Center, Security Office, the Registrar’s and practice facilities for football, soccer, Office, Accounting Office, and a spa- baseball, softball, tennis, and track and cious lounge named in honor of Harry field. In 2006, a six-court tennis facility C. Moore, former chair of the board was constructed on the site. The com- of trustees. The College radio station plex underwent a $3-million renovation (WBCR), club and organization and expansion in 1999, when new fields offices, a computer lab, the campus were constructed and the 3,500-seat newspaper (the Round Table), and Strong Stadium was redesigned, while Student Services offices are also locat- keeping its striking art deco profile. The ed in the campus center. On the lower expansion included 14,000 square feet level, the Java Joint serves coffee, tea, in locker room space, a conference and other beverages, along with snacks room, training room, and office facili- and sandwiches. ties, plus an entrance lobby and conces- The Coughy Haus (a.k.a. C-Haus), a sion space. Spectator areas are complete- student pub on the residential side of ly accessible and equipped with seating campus, offers a variety of food and and special vieiwing areas for people in drink options. A favorite student gath- wheelchairs. Strong Stadium was ering spot, it offers foosball, pool, and opened in 1934 and is located seven other games, along with live entertain- blocks east of campus. ment coordinated by students. Karris Field includes intramural fields for soccer, softball, and Frisbee adjoin- ing the residential section of campus. The fields were developed in 1997 through a gift from Nicholas A. Karris’58 for whom they are named. 248 Chp 56780911:Chp67890709.qxd6/29/092:28PMPage249 James J.Blaisdell. bears thenameoflateProfessor for usebyguestsoftheCollege.It College streets,containsthreeunits the southcornerofChapinand Blaisdell GuestHouse,locatedon programs. issues andthemesoverseasstudy related toon-campusstudyofglobal headquarters forBeloit’sprograms International Educationandservesas Street, housestheOfficeof the President’sHouseonChapin International House,directlyeastof streets. north cornerofChapinandCollege College president,locatedonthe Built in1850-51,itisthehomeof L. Chapin,Beloit’sfirstpresident. dence constructedbyherfather,Aaron Chapin gavetotheCollegeresi- President’s House. gifts. Beloit Collegeinsigniaclothingand seating, anindoorloungearea,and textbooks—periodicals, outdoorpatio tion ofbooks—frombestsellersto tural details.Itfeaturesawideselec- maintains manyofitsoriginalarchitec- Beloit. Thecarefullyrestoredbuilding East GrandAvenueindowntown full-service bookstorelocatedat444 Bookstore isan11,000-square-foot Turtle Creek:TheBeloitCollege station. ated art,andapublicaccesstelevision musical composition,computer-gener- and videoediting,sound recording studiowithfacilitiesforfilm ABBA, astudent-runartgallery,and space forstudentventures,Gallery Ventures Lab,withofficeandmeeting Beloit, openedin2004.Itfeaturesa 439 EastGrandAvenueindowntown design. Thefacility,locatedat437and launch ventureplansoftheirown which studentsofallmajorsmay vides physicalspaceandresourcesfrom square-foot historicbuildingthatpro- as CELEB,isarenovated,6,500 Liberal EducationatBeloit,known The CenterforEntrepreneurshipin Other Facilities In 1937,EllenF. and facultyprojects. and asaresearchsiteformanystudent room forfieldexercisesofmanycourses prairie hasservedasanoutdoorclass- transfer oftitletoBeloitCollege,the Nature Conservancyandsubsequent on thissite.Sinceitspurchasebythe threatened plantspeciesarepreserved Wisconsin. Twoendangeredandone of thesmallmammalssouthern flowering plants,plusagoodselection and harbormorethan300speciesof acres thatvaryfromwettowet-mesic the Beloitregion.Itconsistsof32.5 that originallyclothedthelandscapeof ally fineremnantofthevirginprairie Newark RoadPrairie and GilbertSmith,classof1907. time ProfessorofChemistryE.G.Smith boating bystudents,namedforlong- age, aquaticstudies,andrecreational campus, isasmallstationforboatstor- Rock Riverabout1.5milesnorthof Smith LimnologyLaboratory,onthe son, RollinS.Chamberlin. renowned geologist.Thedonorwashis Chamberlin, classof1866,wasaworld- family, whoseson,ThomasC. jects. ItisnamedfortheChamberlin biology, andoccasionallyforartpro- especially forstudiesingeologyand ty. Itservesasanoutdoorlaboratory, recreational areaforstudentsandfacul- of studentsintheirstudiesandasa 1946 asawildlifesanctuaryfortheuse the city,wasgiventoCollegein oak andhickorywoodlandnorthwestof Chamberlin Springs , a50-acretractof is anexception-

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Faculty

Francesca M. Abbate (2002), assistant Kevin L. Braun (2007), visiting assistant professor of English; B.A., Beloit professor of chemistry; B.S., Beloit College; M.F.A., University of Montana; College; Ph.D., University of Arizona Ph.D., University of Wisconsin- Elizabeth E. Brewer (2002), adjunct Milwaukee assistant professor; B.A., Boston Jeffrey L. Adams (1982), professor of University; M.A., Ph.D., University of economics and management and Allen- Massachusetts Bradley Professor of Economics; B.A., Gregory M. Buchanan (1999), associate Carroll College; Ph.D., University of professor of psychology; B.S., University Pittsburgh of South Wales (Australia); M.A., Lisa Anderson-Levy (2008), assistant University of Hawaii; M.A., Ph.D., professor of anthropology; B.A., University of Pennsylvania Washington State University; Ph.D., Paul J. Campbell (1977), professor of University of Minnesota mathematics and computer science; B.S., Bruce T. Atwood (2003), visiting assis- University of Dayton; M.S., Ph.D., tant professor of mathematics; B.S., Cornell University Stanford University; M.A., Ph.D., Emily L. Chamlee-Wright (1993), pro- Princeton University; M.B.A., fessor of economics and management and Northwestern University; M.S., Elbert H. Neese Professor of Economics; Northern Illinois University B.A., M.A., Ph.D., George Mason Renay Aumiller (2009), visiting assis- University tant professor of dance; B.A., Darrah P. Chavey (1987), associate pro- University of North Carolina- fessor of mathematics and computer sci- Greensboro; M.F.A., University of ence; B.A., University of Michigan-Flint; Illinois-Champaign-Urbana M.A., M.S., Ph.D., University of Daniel Barolsky (2008), assistant pro- Wisconsin-Madison fessor of music; B.A., Swarthmore James T. Cogan (2008), visiting instruc- College; M.A., Ph.D., University of tor of music; B.A., Western Illinois Chicago University Dan Bartlett (2008), adjunct assistant Suzanne M. Cox (1994), professor of professor of museum studies; B.F.A., psychology; B.S., Michigan State University of Wisconsin-Superior; M.A., University; M.A., Ph.D., University of University of Wisconsin-Milwaukee Chicago Joy Beckman (2006), assistant professor Sonja R. Darlington (1992), professor of art history; B.A., St. Olaf College; of education; B.A., Baldwin-Wallace M.A., National Taiwan University; College; M.A., Ph.D., Iowa State Ph.D., University of Chicago University Aaron B. Berdanier (2009), visiting Ann C. Davies (1997), professor of instructor of biology; B.S., Beloit political science and Edwin F. Wilde Jr. College; M.S., Colorado State Distinguished Service Professor; B.A., University-Fort Collins Kenyon College; M.A., Ph.D., University Kristin E. Bonnie (2007), assistant of Chicago professor of psychology; B.S., St. Carla P. Davis (2006), assistant professor Lawrence University; M.A., Emory of sociology; B.A., M.A., American University University; Ph.D., University of András A. Boros-Kazai (1989), California-Los Angeles adjunct associate professor of interna- Beth K. Dougherty (1996), professor of tional relations; B.A., University of political science and Manger Family Pittsburgh; M.A., Ph.D., Indiana Professor of International Relations; B.A., University Chatham College; M.A., Ph.D., University of Virginia 250 Chp 56780911:Chp67890709.qxd6/29/092:28PMPage251 Wisconsin-Milwaukee College; M.F.A.,Ph.D.,Universityof professor ofEnglish;B.A.,Augustana Christopher Fink(2005),associate University ofNewYork-Buffalo State University;M.A.,Ph.D., fessor ofanthropology;B.A.,Moorhead Shannon M.Fie(2001),associatepro- University Pennsylvania; Sc.D.,JohnsHopkins biology; B.A.,Universityof Marion FieldFass(1990),professorof of Wisconsin-Madison Virginia University;M.F.A.,University sor ofartandhistory;B.F.A.,West Scott Espeseth(2002),assistantprofes- Angeles Ph.D., UniversityofCalifornia-Los University ofSouthernCalifornia;M.A., professor ofanthropology;B.A., assistant Jennifer S.Esperanza(2008), M.A., UniversityofWisconsin-Madison atures (German);B.A.,BeloitCollege; instructor ofmodernlanguagesandliter- Kornelia Engelsma(2009),visiting California-Berkeley mathematics; Ph.D.,Universityof David B.Ellis(1988),professorof Northeastern University University ofSheffield(U.K.);Ph.D, Professor ofInternationalStudies;B.A., of politicalscienceandMouatJunior Rachel Ellett(2008),assistantprofessor Ph.D., YaleUniversity Georgia InstituteofTechnology;M.A., economics andmanagement;B.S., Robert W.Elder(1989),professorof M.A.T., EasternMichiganUniversity language; B.A.,OtterbeinCollege; adjunct instructorofEnglishasasecond M. ChristinaEddington(2008) Ph.D., UniversityofWisconsin-Madison of Wisconsin-StevensPoint;M.A., fessor ofpoliticalscience;B.S.,University Georgia J.Duerst-Lahti(1986),pro- Northwestern University Green StateUniversity;M.F.A., Michigan University;M.A.,Bowling fessor oftheatrearts;B.S.,Western Charles J.Drury(1996),associatepro- , Hopkins University B.A., BeloitCollege;Ph.D.,Johns Foundation ProfessorofEntrepreneurship; economics andmanagementColeman Jerry W.Gustafson(1967),professorof Ph.D., HarvardUniversity University ofToronto(Canada);A.M., professor ofreligiousstudies;B.A., Natalie D.Gummer(2001),associate Ph.D., UniversityofCalifornia-Davis University ofMassachusetts-Amherst; biology; B.A.,AmherstCollege;M.S., Yaffa L.Grossman(1996),professorof University ofNewYork-Binghamton York-Buffalo; M.A.,Ph.D.,State psychology; B.A.,StateUniversityofNew Alexis Grosofsky(1989),professorof Creative Writing Mackey DistinguishedProfessorof sor ofEnglishandLoisWillard Linda Gregerson(2009),visitingprofes- University ofWisconsin-Madison Lethbridge (Canada);M.A.,Ph.D., and chemistry;B.Sc.,Universityof professor ofeducationandyouthstudies Kathleen F.Greene(1987),associate University ofWisconsin-Madison A.B., GrinnellCollege;M.A.,Ph.D., of anthropologyandmuseumstudies; William Green(2001),adjunctprofessor College; Ph.D.,UniversityofIowa fessor ofbiology;B.A.,WesternState Demetrius Gravis(2007),assistantpro- Ph.D., UniversityofMinnesota English; B.A.,St.John’sUniversity;M.A., Shawn P.Gillen(1994),professorof Madison College; J.D.,UniversityofWisconsin- instructor oflegalstudies;B.A.,Beloit William L.Gansner(1995),adjunct Ph.D., StanfordUniversity (German); B.A.,HaverfordCollege;M.A., modern languagesandliteratures Thomas P.Freeman(1981),professorof Austin University; Ph.D.,UniversityofTexas- English; B.A.,M.A.,TexasTech Lynn Franken(2005),professorof

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Faculty (continued)

Constantine T. Hadavas (1997), asso- David W. Knutson (1997), adjunct ciate professor of classics; B.A., Oberlin instructor of theatre arts; A.A., Waldorf College; M.A., Ph.D., University of College; B.A., Beloit College North Carolina-Chapel Hill Nancy A. Krusko (1989), professor of Joshua C. Hall (2007), assistant profes- anthropology; B.A., M.A., Ph.D., sor of economics and management, University of California-Berkeley B.B.A., M.A., Ohio University; Ph.D., Robert A. LaFleur (1998), professor of West Virginia University history and anthropology; B.A., Carleton Tracy Hazen (2009), visiting instructor College; M.A., Ph.D., University of of theatre arts; B.S., Illinois State Chicago University-Normal; M.A., Eastern Charles R. Lewis (2003), associate pro- Illinois University fessor of English and director of the writ- Timothy Holian (2006), visiting assis- ing program; B.A., M.A., Ph.D., tant professor of modern languages and University of Minnesota literatures (German); B.A., M.A., Ph.D., Diane M. Lichtenstein (1987), profes- University of Cincinnati sor of English; A.B., Brown University; Steven Huss-Lederman (2000), associ- M.A., Ph.D., University of Pennsylvania ate professor of computer science; B.S., Matthew A. Lieber (2009), visiting University of Maryland; Ph.D., instructor of international relations; B.A., California Institute of Technology Carleton College; M.A., Johns Hopkins Mona Jackson (2007), teaching fellow University in African history; B.A., Youngstown Scott A. Lineberger (2007), assistant State University; M.A., Ohio University professor of modern languages and litera- Christine M. Johnson (1990), associ- tures (Japanese); B.A., University of ate professor of theatre arts (dance); Georgia; M.A., Kansai University B.A., Luther College; M.A., California (Japan); M.Phil., Ph.D., Columbia State University-Sacramento; M.F.A., University University of Illinois Kathryn D. Linnenberg (2004), assis- Kathryn M. Stettler Johnson (2008), tant professor of sociology; B.A., M.A., visiting assistant professor of biology; University of Virginia; Ph.D., B.S., Beloit College; Ph.D., Vanderbilt Northwestern University University George C. Lisensky (1980), professor Ellen E. Joyce (2001), associate profes- of chemistry; B.A., Earlham College; sor of history; B.A., Yale University; Ph.D., California Institute of Technology M.A., Ph.D., University of Toronto Sylvia López (1995), professor of mod- (Canada) ern languages and literatures (Spanish); John R. Jungck (1979), professor of B.A., Connecticut College; M.A., Ph.D., biology and Mead Family Professor of University of Chicago Sciences; B.S., M.S., University of Jingjing Lou (2008), instructor of edu- Minnesota; Ph.D., University of Miami cation and youth studies; B.A., Peking Tamara S. Ketabgian (2003), associate University (China); M.A., University of professor of English; B.A., Harvard North Carolina-Chapel Hill University; M.A., Ph.D., Princeton Melina L. Lozano (2007), visiting assis- University tant professor of modern languages and Mark D. Klåssen (2001), associate pro- literatures (Spanish); B.A., M.A., Ph.D., fessor of art and art history; B.F.A., University of Wisconsin-Madison Minnesota State University-Mankato; Scott W. Lyngaas (2004), assistant pro- M.F.A., University of Wisconsin- fessor of modern languages and litera- Madison tures (French); B.A., M.A., Ph.D., University of Wisconsin-Madison 252 Chp 56780911:Chp67890709.qxd6/29/092:28PMPage253 M.A., UniversityofNotreDame tor; B.A.,UniversityofMinnesota; Joshua Moore(2008),adjunctinstruc- Indiana University instructor ofclassics;B.A.,M.A., Gene A.Miller(1998),adjunct Los Angeles A.B., Ph.D.,UniversityofCalifornia- Solem ProfessoroftheNaturalSciences; of geologyandRobertH.Jane Carl V.Mendelson(1981),professor Colorado-Boulder Milwaukee; M.S.,Universityof B.A., UniversityofWisconsin- assistant professorofmuseumstudies; Nicolette B.Meister(1999),adjunct University; Ph.D.,UniversityofOregon College; M.A.,JohnsHopkins professor ofhistory;B.A.,Blackburn Beatrice McKenzie(2007),assistant M.A., Ph.D.,CornellUniversity pology; B.A.,UniversityofIllinois; Simpson Godfreyprofessorofanthro- Nancy A.McDowell(1995),William University; Ph.D.,IndianaUniversity Greensboro; M.A.,WakeForest B.A., UniversityofNorthCarolina- professor ofEnglishandtheatrearts; Cynthia P.McCown(1984),associate University; Ph.D.,UniversityofIllinois Baylor University;M.A.,Purdue Professor oftheHumanities;B.A., English andGayleWilliamKeefer Tom E.McBride(1972),professorof University ofMichigan-AnnArbor Washington-Seattle; M.A.,Ph.D., professor ofhistory;B.A.,University Edward C.Mathieu(2001),assistant Memphis College; M.A.,Ph.D.,Universityof professor ofphilosophy;B.A.,Millsaps assistant D. HeathMassey(2005), Ph.D., UniversityofWisconsin-Madison University ofCalifornia-LosAngeles; of biologyandgeology;B.S.,M.S., Carol Mankiewicz(1982),professor Seminary Ph.D., Garrett-EvangelicalTheological Evangelical TheologicalSeminary; Pepperdine University;M.A.,Fuller fessor ofreligiousstudies;B.A., Debra Majeed(1999),associatepro- Minnesota Chapel Hill;Ph.D.,Universityof M.A., UniversityofNorthCarolina- California StateUniversity-Fullerton; A.A., RiversideCityCollege;B.A., fessor ofwomen’sandgenderstudies; Catherine M.Orr(1998),associatepro- Wisconsin-Madison Carleton College;Ph.D.,Universityof chemistry andbiochemistry;B.A., Alfred B.Ordman(1977),professorof M.A., Ph.D.,NorthwesternUniversity B.A., IndianaUniversityofPennsylvania; Peterson ChairforDistinguishedService; (Russian) andholderoftheMartha modern languagesandliteratures Donna S.Oliver(1989),professorof Kaliningrad GraduateSchool(Russia) State University(Russia);M.A., and literatures(Russian);B.A.,Kuban associate professorofmodernlanguages Olga A.Ogurtsova(1991),adjunct Wisconsin-Milwaukee University (Japan),M.S.,of tures (Japanese);B.A.,Kokugakuin professor ofmodernlanguagesandlitera- Akiko Ogino(1996) of Chicago Oberlin College;M.A.,Ph.D.,University assistant professorofarthistory;B.A., Christina Normore(2009),visiting University Wisconsin-Madison; Ph.D.,NewYork University; M.M.,Universityof fessor ofmusic;B.A.,NorthTexasState J. IanNie(1981),adjunctassociatepro- Wisconsin-Madison College; M.A.,Ph.D.,Universityof fessor ofmathematics;B.A.,Carleton Benjamin Newton(2006),assistantpro- Columbia University Dartmouth College;M.A.,M.Ed.,Ph.D., sor ofeducationandyouthstudies;B.A., William S.New(1997),associateprofes- University Norbert College;M.A.,Ph.D.,Marquette assistant instructorofwriting;B.A.,St. Megan Muthupandiyan(2007),adjunct Ph.D., UniversityofRochester in physics;B.S.,HarveyMuddCollege; Nicole J.Moore(2009),teachingfellow adjunctassistant ,

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Faculty (continued)

Jo L. Ortel (1997), professor of art John Rosenwald (1976), professor of history and holder of the Nystrom English; B.A., M.A., University of Illinois; Endowed Chair in Art History; B.A., Ph.D., Duke University Smith College; M.A., Oberlin College; James R. Rougvie (2002), associate pro- M.A., Ph.D., Stanford University fessor of geology; B.S., University of Warren Bruce Palmer (1992), associ- Iowa; M.S., Ph.D., University of Texas- ate professor of economics and manage- Austin ment; B.A., University of Montana; Ranjan Roy (1982), professor of mathe- M.S., Ph.D., University of Wisconsin- matics and Ralph C. Huffer Professor in Madison Mathematics and Astronomy; B.S., M.S., Laura E. Parmentier (1991), professor Indian Institute of Technology; Ph.D., of chemistry and biochemistry; B.S., State University of New York-Stony Northland College; Ph.D., University of Brook Wisconsin-Madison Amy L. Saar (2008), assistant professor Diep Ngoc Phan (2009), assistant proof modern languages and literatures fessor of economics and management; (Spanish); B.A., Pacific Lutheran B.A., Macalester College; Ph.D., University; M.A., Ph.D., University of University of Wisconsin-Madison Oregon Carey P. Pieratt-Seeley (2000), associ- Amy L. Sarno (1997), associate profes- ate professor of sociology and Brannon- sor of theatre arts; B.S., St. Andrews Ballard Junior Professor of Sociology; College; M.A., Ph.D., University of B.A., Wittenberg University; M.A., Oregon Ph.D., Duke University Britt R. Scharringhausen (2006), assis- J. Patrick Polley (1990), professor of tant professor of physics and astronomy; physics and astronomy; B.A., St. B.S., University of Iowa; M.S., Ph.D., Joseph’s College; Ph.D., University of Cornell University Florida-Gainesville William B. Scott (2008), visiting assis- F. Renato Premezzi (1971), professor tant professor of psychology; B.A., of music; B.S., M.S., Juilliard School Franklin & Marshall College; M.A., Oleg A. Proskurnya (2006), assistant Simon Fraser University; Ph.D., McGill professor of music; B.M., M.M., St. University, Montreal Petersburg Conservatory (Russia); Daniel E. Shea (1968), professor of D.M.A., University of South Carolina anthropology; B.S., M.S., Ph.D., John A. Rapp (1986), professor of University of Wisconsin-Madison political science; B.A., American Amy Shell-Gellasch (2009), visiting University; M.A., Indiana University; assistant professor of mathematics and Ph.D., University of Wisconsin-Madison computer science; B.S.Ed., University of Susan Rice (2006), instructor of Michigan; M.S., Oakland University; music; B.M., University of Cincinnati; D.A., University of Illinois-Chicago M.M., Western Michigan University Philip R. Shields (1993), professor of Mario A. Rivera (1993), adjunct pro- philosophy and Hales Family Professor of fessor of anthropology; B.A., Ethics; B.A., Haverford College; M.A., Universidad de Chile; M.A., Ph.D., Ph.D., University of Chicago University of Wisconsin-Madison Brock Spencer (1965), Kohnstamm Shin Yong Robson (1991), adjunct Professor of Chemistry; B.A., Carleton associate professor of modern languages College; Ph.D., University of California- and literatures (Chinese); B.A., Beijing Berkeley Foreign Language Institute (China); Ethel D. Stanley (1995), adjunct assis- M.A., University of Wisconsin-La tant professor of biology; B.S., M.S., Crosse; M.A., Ph.D., University of Wayne State University Wisconsin-Madison 254 Chp 56780911:Chp67890709.qxd6/29/092:28PMPage255 Ph.D., NewYorkUniversity B.S., NorthwesternUniversity;M.A., of theShogrenFamilyConductorship; assistant professorofmusicandholder Robert J.Tomaro(1999),adjunct instructor oftheatrearts Donna M.Thorson(1998),adjunct University ofWisconsin-Madison Princeton University;M.A.,Ph.D., professor ofcomputerscience;B.A., Peter Theron(2003),visitingassistant Colorado-Boulder University; M.A.,Ph.D.,Universityof professor ofphilosophy;B.A.,Hofstra Matthew A.Tedesco(2004),assistant Madison (Japan); M.S.,UniversityofWisconsin- University; B.A.SophiaUniversity eratures (Japanese);B.S.,Seattle instructor ofmodernlanguagesandlit- Shinji Takahashi(2009),visiting University fessor ofdance;B.A.,M.F.A.,Hollins visitingassistantpro- Gina T’ai(2009), University ofWisconsin-Madison Adolphus College;M.S.,Ph.D., professor ofgeology;B.A.,Gustavus Susan K.Swanson(2001),associate Washington University-St.Louis of WilliamandMary;Ph.D., B.A., CarletonCollege;M.A.,College Russell CorlisProfessorofHistory; Linda L.Sturtz(1992),George of Iowa Middlebury College;Ph.D.,University University ofAlabama;M.A., Jacksonville StateCollege;M.A., (French andItalian);B.A.,B.S., Moore ProfessorofModernLanguages Jack D.Street(1961),HarryC. M.F.A., IllinoisStateUniversity dio art);B.F.A.,UniversityatBuffalo; tant professorofartandhistory(stu- Sarah Stonefoot(2008),visitingassis- Oregon StateUniversity Iowa StateUniversity;M.S.,Ph.D., Endowed ProfessorofPhysics;B.S., physics andastronomyDobson Paul E.Stanley(2002),professorof University University; M.A.,Ph.D.,Indiana ciate professorofEnglish;B.A.,Miami Steven A.Wright(1990),adjunctasso- University; Ph.D.,IndianaUniversity professor ofEnglish;B.A.,OhioState Lisa HainesWright(1990),associate University Crafts; M.F.A.,ClaremontGraduate art); B.A.,CaliforniaCollegeofArtsand professor ofartandhistory(studio George Williams,Jr.(1999),associate Pacific SchoolofReligion of Illinois-Urbana-Champaign;M.Div., instructor ofsociology;B.A.,University Carol Wickersham(2002),adjunct Cruz Ph.D., UniversityofCalifornia-Santa M.A., CaliforniaStateUniversity-Fresno; psychology; B.A.,WhittierCollege; professorof Lawrence T.White(1984), Missouri-Columbia College; M.A.,Ph.D.,Universityof ate professorofsociology;B.A.,Beloit Charles G.Westerberg(2000),associ- University College; M.A.,Ph.D.,OhioState tant professorofclassics;B.A.,Beloit Aaron W.Wenzel(2009),visitingassis- B.A., UniversityofWashington tor ofclassics;B.A.,WhitmanCollege; John Watrous(2003),visitinginstruc- of California-Berkeley Massachusetts-Boston; Ph.D.,University tures (Spanish);B.A.,Universityof fessor ofmodernlanguagesandlitera- Oswaldo Voysest(1997),associatepro- University ofOregon Indian InstituteofTechnology;Ph.D., B.S., BombayUniversity(India);M.S., of chemistryandcomputereducation; Rama Viswanathan(1983),professor University M.Phil., M.F.A,Ph.D.,Columbia theatre arts;B.A.,CornellUniversity; professorof Rodney J.Umlas(1987), Ph.D., FloridaInternationalUniversity Universidad Complutense(Spain);M.A., Professor ofInternationalStudies;B.A., of politicalscienceandMouatJunior Pablo Toral(2003),associateprofessor

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Faculty (continued)

Ken Yasukawa (1980), professor of Lester B. McAllister (1953-91), biology; B.S., State University of New economics and management York-Stony Brook; M.A., Ph.D., John H. McDonnell (1968, 1972-96), Indiana University education Daniel M. Youd (2002), associate pro- Richard D. Newsome (1965-97), fessor of modern languages and litera- biology tures; B.A., Harvard University; M.A., Ph.D., Princeton University Robert G. Nicholls (1952-95), health and physical education, athletic director Robin L. Zebrowski (2008), instructor of cognitive science; B.A., Douglass Douglas Nicoll (1958-95), history College, Rutgers University; M.A., State Ronald Nief (1996-2009), Office of University of New York-Binghamton. Public Affairs Richard W. Olson (1963-2002), art and Emeritus Faculty art history and Staff James L. Osen (1962-97), history Allan Patriquin (1968-2001), Carl G. Balson (1957-97), speech and philosophy and religious studies theatre arts Arthur G. Robson (1966-2009), W. Franklin Boggs (1945-77), art classics A. Henry Bova (1965-2001), modern Robert J. Salzer (1964-2002), languages and literatures anthropology William H. Brown (1964-2000), Daniel J. Schroeder’55 (1963-96), chemistry physics and astronomy Gary A. Cook (1965-2004), Eudora L. Shepherd (1956-87), music philosophy and religious studies Michael A. Simon’80 (1968-1998), art Scott E. Crom (1954-93), philosophy and religious studies Richard C. Stenstrom (1965-2001), geology Harry R. Davis (1948-90), government Philip D. Straffin, Jr. (1970-2007), mathematics and computer science Ed DeGeorge (1994-2006), health and physical education, athletic director Donald A. Summers (1959-93), sociology David A. Dobson (1968, 1980-2002), physics and astronomy Nelson S. Van Valen (1960-90), history Victor E. Ferrall, Jr. (1991-2000), Thomas F. Warren (1970-2001), Office of the President education Menno Froese (1969-2003), sociology Henry H. Woodard, Jr. (1953-92), geology Crawford Gates (1966-89), music Max H. Yount (1964-2008), music Robert W. Hodge (1966-2007), history William B. Knapton (1957-97), health and physical education, athletics director L. Emil Kreider (1970-2006), economics and management John E. Lutz (1965-90), biology David J. Mason’49 (1953-91), executive assistant and secretary, Office of the President 256 Chp 56780911:Chp67890709.qxd6/29/092:28PMPage257 Academic Calendarfor 2009-2010 a Sunday,11a.m...... Commencement May 9 May 8 Saturday...... Senior activities Saturday...... Senior May 8 Apr. 29 Thursday...... Study day Thursday...... Study ...... Classes end Wednesday Fri.&Sat classesmeet Tuesday...... Thursday Apr. 30-May1 ...... Spring Day Wednesday Symposium Thursday...... Student 29 Apr. Apr. 28 ...... Secondmodulebegins Wednesday Apr. 27 moduleends Tuesday...... First Apr. 14 breakends Monday,8a.m...... Midterm Apr. 8 breakbegins Friday,8p.m...... Midterm Mar. 10 begin Tuesday...... Classes Mar. 9 ...... Registrationcheck-in/add-dropday Monday Mar. 8 hallsopenforallstudents Sunday...... Residence Feb. 26 Jan. 12 Jan. 11 Jan. 10 gradesdue Thursday,4p.m...... Final hallscloseforallstudents Wednesday,5p.m...... Residence day Sunday...... Study days Mon.&Tues...... Exam Dec. 17 Dec. 16 ...... Study day Thursday ...... Exam days ...... Classesend Fri.&Sat. Dec. 14-15 Wednesday classesmeet Dec. 13 Tuesday...... Thursday Dec. 11-12 breakends Monday,8a.m...... Thanksgiving Dec. 10 p.m...... Thanksgiv 10 Wednesday, Dec. 9 SymposiumDay Wednesday...... International Dec. 8 Nov. 30 ...... InternationalEducationWeek 25 Nov...... Secondmodulebegins Wednesday ...... Family/FriendsWeekend Fri.-Sun. Nov. 18 moduleends Tuesday...... First Nov. 16-20 breakends Monday,8a.m...... Midterm breakbegins Friday,8p.m...... Midterm Oct. 23-25 Oct. 21 ...... Homecoming/ReunionWeekend Oct. 20 Fri.-Sun...... ConstitutionDay Monday Oct. 19 begin Tuesday...... Classes Oct. 9 Oct. 2-4 ...... Registrationcheck-in/add-dropday Monday Sept. 17 ...... NewStudentDaysorientationends Sunday Aug. 25 ...... Residencehallsopenforallstudents Sat.&Sun. Aug. 24 studentsarrive Saturday,9a.m...... New Aug. 23 Aug. 22-23 Aug. 15 a Friday activities Thursday...... Senior May 7 hallscloseforallnon-seniors Wednesday,5p.m...... Residence May 6 days Mon.&Tues...... Exam day Sunday...... Study May 5 May 3-4 May 2 Spring Term2010 Fall Term2009 8 p.m...... Residence halls close for se for close halls p.m...... Residence 8 5 p.m...... B 5 4 p.m...... Non-se 4 noon...... Senior gradesdue ...... New StudentDaysorientationbegins ...... Convocation ...... Se ...... Exam days ...... Exam nior finalgradesdue ing breakbegins nior activities accalaureate niors

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Academic Calendar for 2010-2011 Fall Term 2010 Aug. 14 Saturday, 9 a.m...... New students arrive ...... New Student Days orientation begins Aug. 21-22 Sat. & Sun...... Residence halls open for all students Aug. 22 Sunday ...... New Student Days orientation ends Aug. 23 Monday ...... Registration check-in/add-drop day ...... Convocation Aug. 24 Tuesday...... Classes begin Sept. 17 Friday...... Constitution Day Sept. 24-26 Fri.-Sun...... Homecoming/Reunion Weekend Oct. 8 Friday, 8 p.m...... Midterm break begins Oct. 18 Monday, 8 a.m...... Midterm break ends Oct. 19 Tuesday...... First module ends Oct. 20 Wednesday ...... Second module begins Oct. 22-23 Fri.-Sat...... Family/Friends Weekend Nov. 15-19 ...... International Education Week Nov. 17 Wednesday...... International Symposium Day Nov. 24 Wednesday, 10 p.m...... Thanksgiving break begins Nov. 29 Monday, 8 a.m...... Thanksgiving break ends Dec. 7 Tuesday...... Thursday classes meet Dec. 8 Wednesday ...... Classes end Dec. 9 Thursday ...... Study day Dec. 10-11 Fri. & Sat...... Exam days Dec. 12 Sunday...... Study day Dec. 13-14 Mon. & Tues...... Exam days Dec. 15 Wednesday, 5 p.m...... Residence halls close for all students Dec. 16 Thursday, 4 p.m...... Final grades due

Spring Term 2011 Jan. 16 Sunday...... Residence halls open for all students Jan. 17 Monday ...... Registration check-in/add-drop day Jan. 18 Tuesday...... Classes begin Mar. 4 Friday, 8 p.m...... Midterm break begins Mar. 14 Monday, 8 a.m...... Midterm break ends Mar. 15 Tuesday...... First module ends Mar. 16 Wednesday ...... Second module begins Apr. 14 Thursday...... Student Symposium Apr. 20 Wednesday ...... Spring Day May 3 Tuesday...... Thursday classes meet May 4 Wednesday ...... Classes end May 5 Thursday ...... Study day May 6-7 Fri. & Sat...... Exam days May 8 Sunday...... Study day May 9-10 Mon. & Tues...... Exam days May 11 Wednesday, 5 p.m...... Residence halls close for all non-seniors noon...... Senior grades due May 12 Thursday...... Senior activities 4 p.m...... Non-senior final grades due May 13 Friday ...... Senior activities May 14 Saturday...... Senior activities 5 p.m...... Baccalaureate May 15 Sunday, 11 a.m...... Commencement 8 p.m...... Residence halls close for seniors 258 Chp 56780911:Chp67890709.qxd6/29/092:28PMPage259 Beloit College Bachelor ofSciencedegree,10 Bachelor ofArtsdegree,10 auditing courses,228 attendance policy,15-16 athletics, 206-207 athletic training,206 athletic facilities,248-249 astronomy, seephysicsandastronomy Associated CollegesoftheMidwest, assistantships, 15 Asian studiesminor,174-175 arts andhumanitiesdivision,9 art museum,247 art andhistorydepartment,32-37 archaeology, seeanthropologydepartment Arabic summerlanguageprogram,( applied chemistrymajor,49 application procedures,227 anthropology museum,247 anthropology department,27-31 anthropological fieldschool,201,214 ancient Mediterraneanstudiesminor,173 American Universityprograms,205 American studiesminor,171-172 American ChemicalSocietycertification, Alumni/Parents AdmissionsProgram,227 African studiesminor,169-170 advising, 16,216 advanced placementandcredit,227 admission, 226-227 administration buildings,244 accommodations forstudentswithdisabili- academic ACM Index buildings ofinstruction,244-246 administration buildings,244 department ACM Center forLanguageStudies) financial aid,231 general, 227 50 ties, 222 warning, 18 suspension, 18 standing, 17-18 standards, 17-18 residency programs,211 requirements, 10-11 regulations, 15-24 records, 19-20 progress, 17 probation, 18 performance committee,18 honors, 22-24 honesty, 16 calendars, 257-258 advising, 16,216 domestic programs,204-205 programs abroad,201-203 see see comparative literature,57-58 community service,240 community government,241 communications, seetheatrearts college writingprogram,8,14 Coe CollegeWildernessFieldStation,214 co-curricular activities238-240 coaching certification,72,206 clubs andorganizations,238-239 classics department,53-56 classical philology,53 classical civilization,53 Chinese summerlanguageprogram,( Chinese languageandculturemajor,113- China, studyabroadprogram,198 Chicago, urbanstudies,205 Chicago: Business,Entrepreneurshipand Chicago ArtsProgram,204 ChemLinks Coalition,212 chemistry department,48-52 Chelonia DanceCompany,239 Chamberlin Springs,249 Center fortheSciences,244-245 Center forLanguageStudies(CLS),191- Center forEntrepreneurshipinLiberal cars oncampus,242 Career Services,217-220 campus visits,227 campus life,235-242 campus description,244 campus center,244 Campus andCommunityOutreach Campbell Hall,244 calendars, 257-258 cable-access televisionstudio,239 business administration, buildings ofinstruction,244-246 breadth oflearningrequirement,8-9 Brazil, studyabroadprogram,202 Botswana studyabroadprogram,201 botany, seebiologydepartment bookstore, 249 Blaisdell GuestHouse,249 BioQUEST, 212 biology department,40-47 biology andsocietyminor,43 biological chemistrymajor,49 biochemistry, 38-39 BelCon, 241 Beloit PoetryJournal Beloit JanesvilleSymphony,130 Beloit FictionJournal Center forLanguagesStudies 114 Society off-campusprogram,204 193, 198 Education atBeloit(CELEB),213,249 Center, 240 management department goals, 7 , 239 , 239 see economicsand ) see

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Index (continued)

computational visualization and modeling employment minor, 176 part-time and work-study, 231 computing facilities, 246 engineering, 208-209 computer science, 59-63 English as a second language (ESL), 194 continuing education program, 230 English department, 77-81 Costa Rica, study abroad programs, 202 entrance requirements, 226 course load, 16 entrepreneurship center, 213, 249 Coughy Haus, 248 environmental chemistry, 49 counseling environmental biology, 41-42 academic, 16, 216 environmental geology, 87 career, 217-220 environmental management and forestry, personal, 221 208 course environmental studies, 82-85 adding, 17 Erfurt program abroad (Germany), 199 credit, 15 Estonia/Morocco study abroad program, dropping, 17 199 general information, 15 Eta Sigma Phi, 238 load, 16 ethnographic area courses, see anthropology numbering, 15 department prerequisites, 15 European studies minor, 177 special projects, 15 experiential education, 8 creative writing, 78 experiential (special) programs, 213 credit by examination, 21 FAFSA, 231 requirements, 10-11 faculty directory, 250-256 transfer, 21 family tuition grant, 231 curriculum, 8-9 fees, 228-229 FERPA (Family Educational Rights and dance, 160-162, 239 Privacy Act), 20 dean’s list, 22 Ferrall (Victor E.) Artists-in-Residence Dean of Students Office, 216 program, 211 degree expectations, 11-12 fields of study, 26 degrees financial aid, 231-233 Bachelor of Arts, 10 First-Year Initiatives Program, 12 Bachelor of Science, 10 Flood Arena, 248 requirements for, 10-11 Florence, study abroad program, 202 expectations for, 11 food service, 237 departmental honors, 22 foreign languages, 112-125 dining hall, 237 fraternities and sororities, 236-237 directory, 243-256 French major, 114 disability services, 16-17 FYI Program (First-Year Initiatives), 12 dismissal, 18 divisions general policies, 241 arts and humanities, 9 genetics, see biology department natural sciences and mathematics, 8 geology, 86-89 social sciences, 9 German major, 114 domestic off-campus programs, 203-205 Germany, study abroad program, 199 dorms, see residence halls and housing Ginsberg Family Artists-in-Residence drama, see theatre arts department Program, 211 dropping courses, 17 goals of the College, 7 Duffy Community Partnerships Program, Godfrey Anthropology Building, 245 213 government, see political science department Eaton Chapel, 247 grade reports, 20-22 ecology, evolution, and behavioral biolo- grading, 19-20 gy, 40-41 graduation requirements, 10-11 economics and management department, Greek, 54 64-69 Greek letter houses, see fraternities and Ecuador, study abroad program, 199 sororities education and youth studies, 70-76 guest house, 249 certification requirements, 71-72 emeritus faculty and staff, 256 260 Chp 56780911:Chp67890709.qxd6/29/092:28PMPage261 Japanese summerlanguageprogram,( Japanese languageandculturemajor,114- Japan, studyabroadprogram,200,203 January admission,226-227 intramural sports,239 International Symposium,195 international relations,107 international programs,195-203 international house,249 international education,8,195-203 interdisciplinary studies,8,98-106 interdisciplinary self-designedmajorsand interdisciplinary requirements,10 Intercultural Affairs,221 intercollegiate athletics,239 integrative biologyminor,43 Information ServicesandResources(tech- India, studyabroadprogram,202 incompletes, 19-20 ISEP: InternationalStudentExchange Hungary studyabroadprogram,199-200 Hungarian language/areastudies,121,199- humanities division,9 housing honors termawards,22-23 honors honor societies,238 Hong Kong,studyabroadprogram,199 honesty policy,16 history, 92-97 Help YourselfPrograms,223 health andwellness,220 health professions,209-210 health andsociety,90-91 Latin, 55-56 languages, seemodernlanguagesand LW/WL description,14 Kresge ExperimentalTheatre,247 Kemper ScholarsProgram,219 Keck GeologyConsortium,212 Karris Field,248 journalism minor,178 Jeffris-Wood CampusCenter,248 115 minors, 98-100 nology), 246 Programs, 200 200 special-interest, 236 residence halls,236 fraternities andsororities,236-237 fees, 228 graduation, 22 general, 22 departmental, 22 literatures department Center forLanguageStudies ) see Newark RoadPrairie,249 New StudentDays,12 Neese PerformingArtsComplex, 247 natural sciencesandmathematicsdivision, My AcademicPlan(MAP),13,16 music ensembles,129-130 music department,126-130 museum studiesminor,184-185 museums, 246-247 motor vehicles,242 Mortar Board,238 Morse-Ingersoll Hall,245 Morse Library/BlackInformationCenter, Morocco, studyabroadprogram,199 molecular, cellular,andintegrativebiology, modern languagesmajor,115-116 modern languagesdepartment,112-125 mission oftheCollege,7 minor fieldsofconcentration,167-188 Miller UptonPrograms,214 Miles MusicCenter,247 Middle College,244 merit-based scholarships,232 Memorial Hall,245 medieval studiesminor,182-183 medicine anddentistry,209-210 McNair (RonaldE.)PostBaccalaureate Mayer Hall,245 matriculation, 225 mathematics, advancedplacement,108 mathematics, 108-111 mathematical biology,42 Marvin FieldHouse,248 Marine BiologicalLaboratoryprogram, management, seeeconomicsand major Mackey (LoisandWillard)Chairin MAP (MyAcademicPlan),13,16 London andFlorencestudyabroadpro- Logan MuseumofAnthropology,247 loans, 231 literary studiesmajor,77 literary andjournalisticactivities,239 library, 245-246 liberal artsbreadthrequirement,8 legal studiesminor,181 Learning EnrichmentandDisability Latin AmericanandCaribbeanstudies 8 245-246 42 Achievement Programs,222-223 203 management fields ofconcentration,25-166 declaration of,16 Creative Writing,211 gram, 203 Services, 222 minor, 179-180

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Index (continued)

Newberry Library program, 204 Sanger Scholars Program, 213 nursing, 209 scholarships, 232-233 science and mathematics division, 8 Oak Ridge science semester, 204-205 science center, 244-245 off-campus study, 203-205 science for elementary teaching, 150 abroad, 196-202 self-designed major, 98-99 domestic, 203-205 self-designed minor, 99-100 orchestra, Beloit Janesville Symphony, self-instructional language opportunity, 130 125 organizations, student, 238-239 Senegal study abroad program, 200 orientation, 12 Smith Building, 245 outreach center, 240 Smith Limnology Laboratory, 249 social sciences division, 9 Peace and justice studies minor, 186 sociology, 151-154 Pearsons Hall, 244 sophomore retreat, 13 performance facilities, 247-248 Sophomore-Year Initiatives Program, 13 performing arts minor, 187 South College, 244 Pettibone World Affairs Center, 245 Spanish major, 116-117 Phi Beta Kappa, 238 special academic programs, 189-214 Phi Sigma Iota, 238 special academic programs in the sciences, philology, 53 212 philosophy and religious studies, 131-135 special experiential programs, 213 physical education, recreation, and special-interest houses, 236 athletics, 206-207, 248-249 speech, see theatre arts department physics and astronomy, 136-138 sports and recreation, 239-240 Pocket Lint, 239 Sports Center, 248-249 political science department, 139-145 Strong Stadium Athletic Complex, 248 Porter Scholars program, 230 student activities, 241 prairie, 249 student government, 241 pre-law preparation, 209 Student Handbook, 241 pre-medical program, 209-210 student literary journals, 239 preprofessional programs, 208, 211 student newspaper, 239 prerequisites, 15 student records, 20 president’s house, 249 Student Support Services Program, 222 privacy, 20 studio art, see art and art history depart- probation, academic, 18 ment Psi Chi, 238 study abroad, 196-202 psychology department, 146-149 tuition, 229 support programs, 215-224 radio station (WBCR), 239 readmission, 18 Tanzania study abroad program, 203 refunds, 229-230 teacher certification, 71-72 religious studies, 131-135 teaching abroad, 201 religious and spiritual life, 237-238 teaching assistantships, 23 repeated courses, 19 technology, 246 requirements for graduation, 10-11 television studio, 239 residence halls, 236(see also: housing) theatre, dance, and communication, 239 residency programs, 211 facilities, 247-248 residential life, 236-238 productions, 239 rhetoric and discourse, 78 theatre arts, 155-162 room and board, 228 transcripts, 20 Round Table, 239 transfer Russia, study abroad program, 200 applicants, 227 Russian major, 116 credit, 21 Russian studies minor, 188 TRIO department, 222-223 Russian summer language program, (see tropical field research, 202 Center for Language Studies) tuition and fees, 228-230 senior citizen/alumni rate, 228 SAT, 226 tuition refunds, 229 SOAR (Sophomores’ Opportunities, tuition payments, 229 Activities, and Resources), 13 Turkey study abroad program, 201 SYI (see Sophomore-Year Initiatives Turtle Creek (bookstore), 249 262 Program) tutoring, 240 Chp 56780911:Chp67890709.qxd6/29/092:28PMPage263 writing Wright MuseumofArt,245,247 World AffairsCenter,SeePettibone work-study program,231 women’s andgenderstudies,163-166 Wilson Theatre,248 Weissberg PrograminInternationalHuman Weissberg Chair,196,211 Washington semester,205 WBCR, 239 WL (WL/LW:Writingtolearn,Learning visits tocampus,227 Venture Grants,13 urban studiesprogram,205 Upward Bound,223 Upton Programs,214 University ofWisconsin-Madisonexchange zoology, seebiology requirements, 8,14 program, 14 center, 223 across thecurriculum,8 Affairs Center Rights, 196,214 write requirement),8,14 program, 214

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